DIVISION OF NAVOTAS CITY

Health Optimizing
Physical Education 3
(Quarter 1)
First Semester

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Health Optimizing Physical Education 3 for Senior High School
Alternative Delivery Mode
Quarter 1
Second Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Teresa C. Arias

Editors: Jocelyn Punay
Reviewers: Ernifer O. Cosmiano
Illustrator:
Layout Artist: Teresa C. Arias
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Eloisa S. Sanchez, OIC - EPS in EsP
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
Navotas.city@deped.gov.ph
 Table of Contents
What I Know ................................................................................1

Module 1......................................................................................3

Module 2......................................................................................16

Module 3......................................................................................24

Module 4......................................................................................35

Assessment ..................................................................................43

Answer Key ..................................................................................45

References ...................................................................................46
Multiple Choice:

Directions: Write the letter of the correct answer on a separate sheet of paper.

1. In Ballet, this body position is supported on one leg with the opposite leg extended
behind the body. Arms may be held in various conformable positions, creating the
longest possible line along the body.
A. Développé
B. Arabesque
C. Plie
D. Saute

2. In monitoring the intensity of your Physical Activity, a variety of testing is

performed. One of this is the Talk Test. The idea behind this is.
A. The harder you work is it will be easy for you to talk.
B. Your muscular endurance compensates in this activity.
C. The strength of your cardio vascular endurance will be test because the more
intense the activity, it will be hard for you to talk.
D. None of the statement is true.

3. Why most of the dance enthusiast says that Contemporary Dance rejects the strict
rules of classical ballet?
A. Ballet has a strict dance rule and do not allow extension movement.
B. Contemporary dance has a separate origin from the ballet dance since it was
introduced.
C. Contemporary dance focuses more on inner feelings over techniques.
D. Ballet and Contemporary dance are just the same.

4. In Principle of training exercise, the intensity of a resistance program can be

measure by which component?
A. Number of repetitions
B. Length of workout
C. Number of sets
D. All of the above

5. Analyzing the physiological indicator is important in performing physical activity.

The resting heart rate (RHR) is the number of times your heart beats per minute
(bpm) after Physical activity.
A. True B. False C. Somehow True D. Maybe

1
6. Why does people from the prehistoric period doesn’t need an instruments in their
dance performance?
A. Because no available instruments in that time.
B. It is forbidden to use any instrument in dance performance.
C. People in prehistoric period thought that dance is a sacred art form.
D. Because they considered the dancer body as an instrument.

7. During the Ancient Crete era, the Greek writer Homer described the Ancient Cretan
civilization has an excellent army. One of the reason he sees was the connection
of dance in their military training. How have they used dance to perfect their
training?
A. They used dance as a leisure.
B. They require their soldier to be a good dancer.
C. They hired a High ranked general as a dance instructor.
D. They used dance to perfect their military training.

8. What does the electronic pedometers measure?

A. How far a person can swim.
B. Electronic pedometers detect movement by recording vertical acceleration at
the hip.
C. The intensity of a person's daily physical activity.
D. The speed at which a person walks.

9. In the hierarchy os Physical Activities, which of the levels of the Physical Activity
Pyramid should be performed daily?
A. Active aerobics
B. Active sports and recreational activities
C. Strength and muscular development
D. Household chores

10. In designing a training program, we must adhere to the training principle. One of
which is gradually increasing the resistance, increasing repetitions, increasing
sets, increasing intensity. This best applies for what particular principle of training
exercise.
A. Principle of Progression
B. Principle of Overload
C. Principle of Specificity
D. Principle of Reversibility.

2
 MODULE 1

This module was designed and written with you in mind. It is here to help you
to understand the nature and history of dance. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

After going through this module, you are expected to:

1. understand the nature of different dances.
2. self- assess health-related fitness (HRF) status, barriers to PAs participation.

3
 Lesson Nature and History of
1 Dance

HISTORY OF DANCE
Dance is considered as the oldest among all the arts, as it comes from our innate
expressions of collective feelings and action. The word dance rooted from the German
word damson, which means “to stretch” or “to drag”. Therefore, the music from the
early man came from humming, stamping of feet, clapping, snapping or any sound
that can produce rhythm. It doesn’t require an instrument as an art because the
dancer’s body is the instrument itself. Hence, as a form of art that is made by
purposefully recreating selected sequences of human motion, which can be imbued
with the values of aesthetic and symbolism that are acknowledged by both performers
and observers from within the particular culture. The dance itself can be freeform or
can have a predefined choreography that may or may not align with traditions of origin
or historical period.

The dance can be performed to serve various functions (social, competitive,

ceremonial, martial, erotic…) but it also has two distinct forms – theatrical dance in
which dancers perform for an audience, and participatory social dance where dancing
in a group is encouraged to anyone. Participatory dances are most commonly found at
weddings, social gatherings, and festivals, and they can be enjoyed with folk music
both alone or in a group (pairs, lines, chains or other forms). Theatrical dance is known
for having more elaborate choreography, planning, costume, scenery and other
elements that make the entire production feel more professional. The performers of
theatrical dance are usually professional “ virtuoso dancers”, who practice their craft
over the years, and are often tasked to interpret the musical accompaniment with
advanced dance moves or routines.

The dance has always been with us, even before the arrival of written language
and modern history, when our earliest cultures evolved utilizing oral and performance
methods to pass the stories from one generation to the next. Many historians believe
that social, celebratory and ritual dances are one of the essential factors of the
development of early human civilizations. The earliest findings have pinpointed the
origins of ancient dances in 9000-year-old India or 5300-year-old Egypt, but the
records more common infusion of dance into a modern culture can be found from
Ancient Greece, China, and India. All these old dances evolved, eventually morphing
into a wide variety of Roman and European medieval dances, traditional Chinese
dances, Hindi and other traditional dances, respectively.

4
PREHISTORIC PERIOD
The only evidence of humanity
during this time is the art that they left
behind. As a result, it’s very difficult to know
exactly what life was like. What we do know,
though, is that dance and art were integral
in society. Prehistory is divided into three
cultural periods: the Stone Age (which is
further split into the Paleolithic, or Old
Stone Age, and the Neolithic, or New Stone
Age) the Bronze Age, and the Iron Age. The
end of the prehistoric age varies depending
on the area. Dance is considered as part of
communication in prehistoric era. As it
involved everyday movement and life events
that were meaningful to an individuals and
tribes: birth, puberty, courtship, marriage
and death. Most of the tribes integrates Source: Stone age: The feast detail by Viktor Mikhailovich
Vasnetsov https://commons.wikimedia.org/wiki/File.jpg
dance in their religious ceremonies and
festivities based on their beliefs and superstition.

In this vague period of history, two distinct types of dance emerged. The first
was “in harmony” with the body, and the second was “out of harmony”. Dance that
was in harmony with the body expressed joy and celebration. Generally symbolic, it
was commonly used to imitate nature or to embody ideas. Within this genre, two sub-
types of “in harmony” dance were seen: expanded and closed. Expanded dances were
performed by men, used large movements, and were uplifting and light. Closed dances
were performed by women and were embodied by belly dances, sitting, hand
movements, stepping, or whirling. The other major genre of prehistoric dance was “out
of harmony” with the body. The movements were often drug induced. Characterized
by jerky and spastic movements, one type of dance that was out of harmony was called
purely convulsive. The other type, which was weakened convulsive dance, was
controlled by the music, by the musician, or by stimulants such as drugs. These two
broad genres can be seen in all of the areas of dance, depending on the nature or
purpose of the ritual.

5
 ANCIENT CIVILIZATION

Ancient Egypt

Dance in ancient Egypt is known as their

medium of expressing their religious
services and teaching about their ancient
myths. It was also a form of
entertainment in their celebration of
festivities and life events. Dancing played
a vital role in the lives of the ancient
Egyptians. However, men and women are
never depicted dancing together. The trf
was a dance performed by a pair of men
during the Old Kingdom. Dance groups
were accessible to perform at dinner
parties, banquets, lodging houses, and
Musicians and dancers in the banquet in the tomb of Nebamun.
even religious temples. Some women Source: http://www.gildedserpent.com/cms/2009/10/
from wealthy harems were trained in 19/deagonnakedbdpart1/
music and dance. They danced for
royalty accompanied by male musicians playing on guitars, lyres, and harps. Yet, no
well-bred Egyptian would dance in public because that was the privilege of the lower
classes. Wealthy Egyptians kept slaves to entertain at their banquets and present
pleasant diversion to their owners.

Ancient Crete

Cretan civilization existed from 3000 to

1400 BC, it was a cultural link in ancient
world between Egypt and Greece. Cretans
were known to be sophisticated and rich in
arts and culture. According to the Greek
writer Homer, the Cretans had an excellent
army because they used dance to perfect
their training. The Greek tragedy playwright
Sophocles (c. 496 - c. 406 BCE), in his Ajax,
calls Pan the dancemaker of the gods who
had invented dances based on the dance
steps practiced in Knossos. Athenaeus, too,
highlights Crete as the birthplace of several
kinds of dance, including the pyrrhic or war-
dance and the sikinnis or the satyr dance.
https://www.cambridge.org/core/books/performance-and-culture-in-
Seals and gold rings decorated with engraved
Source:
platos-laws/cretan-harmonies-and-universal-
morals/34936E422FBB43A705E904E4D103CCB3
figures of dancing women were found in
Isopata, near Knossos, and Hagia Triada, near Phaistos, from c. 1500 BCE. At the
eastern end of Crete, Palaikastro gives us clay figurines of several female dancers, who
also appear in the wall-paintings of the Late Minoan palace at Knossos. The Cretan
painted and sculpted figures of dancing women are often identified as goddesses or
priestesses, which suggests a fundamental relationship between dancing and religious

6
beliefs common among most early communities and ancient civilizations, including
ancient Greece.

Ancient Greece
The origins of the Greek dance date back to the 2nd millennium BCE. Tradition
has it that Crete, home of the Minoan civilization, is the birthplace of Greek dance.
Minoan art and culture had a great impact on the Mycenaean civilization and the
Cycladic people, and these three together cradled what is known today as the classical
Greek, or Hellenic, culture. Therefore, it is very likely that the Greek dance forms
effectively evolved from their origins in Minoan Crete.

Dance in ancient Greece were incredibly

Source: https://www.rawpixel.com/image/421019/free
illustration-image-thoma-baxter-greece-greek
systematic and structured. They
maximized their movement as they,
incorporate their rituals, symbols and
gestures and were accompanied by
music, both vocal and instrumental.
Dancers were also required to sing during
a performance. In ancient Greece, dance
had a significant presence in everyday life.
The Greeks not only danced on many
different occasions, but they also
recognized several non-performative
activities such as ball-playing or rhythmic
physical exercise as dance. In fact,
dancing to the ancient Greeks seemed like
a natural response of the body, mind, and
soul to music.

They would dance spontaneously at weddings or drinking parties (symposia),

or perform pre-arranged choreographies as exemplified by the chorus' dances in the
ancient Greek theatre. Greek dances could be performed individually or in a group.
They could tell a story, showcase martial and athletic skills, entertain guests, or shape
processions and other key parts of religious rituals.

7
Ancient Rome

In the Roman era dance were

predominantly performed for religious,
social and entertainment purposes. They
oftentimes emphasized burlesque, overtly
erotic, antic and direful elements. Wealthy
Romans generally do not dance and choose
to hire and watch dancers. These dance
performers were less respected as artists
and participants of religious events.

Roman dance was influenced by

Etruscan and Greek dance. Pyrrhic
dances, for example, were invented by
Greeks but popularized by Romans (See
Ancient Greece). Dancing priests that were
members of the noble class did war dances
in full armor with a sacred shield in their Source: https://eaglesanddragonspublishing.com/dancing-
priests-and-the-month-of-mars/
left hand and a staff in the right hand.
They also did a fertility dance to honor Pan.

On the entertainment and the behavior of Emperor Nero at a show in A.D. 58,
Suetonius wrote: “The pyrrhic dances represented various scenes. In one, a bull
mounted Pasiphae, who was concealed in a wooden image of a heifer; at least many of
the spectators thought so. Icarus at his very first attempt fell close by the imperial
couch and bespattered the emperor with his blood.

THE MIDDLE AGES ERA

Medieval Dance and music during the
medieval period can be traced back to the
early parts of the medieval era and some
even date back to the times the Anglo-
Saxon gleemen. Medieval dances were
categorized into two primary sections, the
first one was the court dance and the
second the country dance. During the
Middle Ages, dancing was a very reserved
practices and the church played a crucial
role in the development of medieval
dances. The church primarily did not
approve of medieval dancing. However, it
Source: eventually became accepted and became
https://commons.wikimedia.org/wiki/File:Pieter_Brueg
hel_the_Younger_- part of some religious sermons or
Peasant_Wedding_Dance_(Paris,_Louvre).jpg ceremonies.

8
 Medieval dances showcased a variety of rich cultures from different parts of
Europe. There were several types of dances that were popularized during the medieval
period such as Carol, Basse Dance, The Egg Dance, Scottish Dance, among many
others. Instruments such as drums and lutes were also used while dancing. They were
used as accompaniment to the songs sung during these performances. Meanwhile,
peasants wore their daily clothing to medieval dances. Most peasants during the
medieval times only had one set of clothing but if they owned more than one, they
most likely wore the more fashionably acceptable ones during these occasions.
Females commonly wore plain cut colored dresses while males wore dull colored
woolen jackets and shirts.

Types of Medieval Dance

Circle dances were probably the oldest type and perhaps the oldest medieval dance
formation ever known. This type of medieval dance has been a part of community life
ever since people started dancing, not just during the medieval period. However, some
of these dances were not documented in history.

Court Dances were dignified dance performances done at a court. As recorded in

historical documents, these dances included tiptoeing and jumping steps, as well as
several curtseys. The most common court dances were the Basse Dance, Black Alman,
Black Nag, Rufty Tufty.

Line Dance was another type of medieval dance. Line dances were choreographed
dances with repeated steps. Similar to the circle dance where the dancers formed a
circle, a line dance was performed in one line or several rows. Common lines dances
were La Spagna, The Morris Dance and The Jig.

Country Dance were considered folk dances and were identified by a combination of
circle and line dancing. It also involved a lot of clapping and spinning steps. The most
popular country dances during the medieval period were The Egg Dance, Quadrille,
Pavan, Farandole and Burgundian dance.

9
RENAISSANCE
In the 12th century, feudalism and
knighthood bound the codes of decorum,
loyalty, bravery, romantic love and chivalry. As
knight cannot wear their armour when they
dance because of its weight; chivalry
transformed dancing, giving it a code of
etiquette, manners and courtly love. During the
Renaissance period, there was a distinction
between country dances and court dances.
Court dances required the dancers to be trained
and were often for display and entertainment,
whereas country dances could be attempted by
anyone. At Court, the formal entertainment
would often be followed by many hours of
country dances which all presents could join in.
Dances described as country dances such as Source:
Chiarantana or Chiaranzana remained popular https://picryl.com/media/ballroomdancingf4605

over a long period – over two centuries in the case of this dance. A Renaissance dance
can be likened to a ball. France had set the fashion in court dance during the late
Middle Ages; with the Renaissance, however, Italy became the center of the new
developments in dance. The Renaissance brought greater mixing of social classes, new
fortunes and personal wealth, and greater indulgence in worldly pleasures and in the
appreciation of the human body. The period emerged as one of the most dance-
conscious ages in history.

The first dancing master known by name was Domenico da Piacenza, who in
1416 published the first European dance manual, De arte saltandi et choreas ducendi
(“On the Art of Dancing and Directing Choruses”). His disciple, Antonio Cornazano, a
nobleman by birth, became an immensely respected minister, educator of princes,
court poet, and dancing master to the Sforza family of Milan, where about 1460 he
published his Libro dell’arte del danzare (“Book of the Art of the Dance”). Such books
record little about the actual steps and the melodies to which they were performed,
but they are eloquent in the description of the balli—works that were invented by the
dancing masters themselves. Adapting steps from the various social dances, they used
them in a kind of dance pantomime. Meanwhile, dance became the subject of serious
studies in France. A group of writers calling themselves La Pléiade aimed for a revival
of the theatre of the ancient Greeks with its music, song, and dance. In 1661, 13
dancing masters who had been members of a professional guild of medieval origin,
together with some musicians, composers, and the makers of instruments, were
granted a charter by Louis XIV for the Académie Royale de Danse.

10
BAROUQUE ERA
Baroque dance is the conventional
name given to the style of dancing that had
its origins during the seventeenth century
and dominated the eighteenth century until
the French Revolution. Louis XIV was a
major influence in its development and
promotion. Even at the age of fourteen,
Louis was an accomplished dancer: as the
sun god Apollo in the ‘Ballet de la Nuit’
(1653), he became Le Roi Soleil, an image
that he was to cultivate throughout his life.
His courtiers were expected to dance in his
new style at the formal balls, and they
performed in court ballets, in rather a
similar fashion to what was considered
appropriate to Stuart court masques.
Source: https://www.hisour.com/baroque-dance7860/
During 17th century dancing had not only a great social importance but could
also carry political importance. Various styles of eighteenth-century dance existed:
ballroom, ballet, a number of traditional styles of theatrical dance, regional differences.
The French noble style was danced both at social events and by professional dancers
in theatrical productions such as opera-ballets and court entertainments. Other styles
included the comic/ grotesque and mixtures of comic and serious. At the Académie
Royale de Danse, where professional dancers, both male and female, were trained. The
most distinctive features of the new style were the complex use of arms raised in
opposition to the foot, the turnout of legs and feet and a rise to mark the beginning of
the step. An important discussion of the preliminary plié and rise is to be found in Ken
Pierce’s article, ‘Saut what? (Sauts in early eighteenth-century dance)’, Proceedings
(Society of Dance History Scholars) 11th annual conference, 1988.

21st
Century
Station

Source: https://drawingtutorial.com

11
 Notes to the Teacher
Let the learner express their interpretation of the illustration. It
can be oral or in written form. They can mention the challenges
that every era had encounter in terms of dance propagation.
Rubrics:
Clarity of thoughts organization 40
Connection to outside experience 30
Originality 30

Self- assessment of HRF status and Barriers to Physical

Activity Participation
Direction: Listed below are the common reason why people do not get as much
as Physical Activities (PAs) as they think they could. Please read each statement and
indicate how likely you are to say each of the following statements:

Very Somewhat Somewhat Very

How likely are you to say?
Likely Likely Unlikely Unlikely

1. My day is so busy now; I just don’t 3 2 1 0

think I can make the time to include
physical activity in my regular
schedule.

2. None of my family members or

friends like to do anything active, so I 3 2 1 0
don’t have a chance to exercise.

3. I’m just too tired after work to get

3 2 1 0
any exercise.

12
4. I’ve been thinking about getting
more exercise, but I just can’t seem to 3 2 1 0
get started

5. I’m getting older so exercise can be

3 2 1 0
risky.

6. I don’t get enough exercise because

3 2 1 0
I have

7. I don’t have access to jogging trails,

3 2 1 0
swimming pools, bike paths, etc.

8. Physical activity takes too much

time away from other commitments— 3 2 1 0
time, work, family, etc.

9. I’m embarrassed about how I will

3 2 1 0
look when I exercise with others.

10. I don’t get enough sleep as it is. I

just couldn’t get up early or stay up 3 2 1 0
late to get some exercise.

11. It’s easier for me to find excuses

not to exercise than to go out to do 3 2 1 0
something.

12. I know of too many people who

have hurt themselves by overdoing it 3 2 1 0
with exercise.

13. I really can’t see learning a new

3 2 1 0
sport at my age.

14. It’s just too expensive. You have to

take a class or join a club or buy the 3 2 1 0
right equipment.

15. My free times during the day are

3 2 1 0
too short to include exercise.

16. My usual social activities with

family or friends to not include 3 2 1 0
physical activity.

17. I’m too tired during the week and

I need the weekend to catch up on 3 2 1 0
my rest.

18. I want to get more exercise, but I

just can’t seem to make myself stick 3 2 1 0
to anything.

13
 19. I’m afraid I might injure myself or
3 2 1 0
have a heart attack.

20. I’m not good enough at any

3 2 1 0
physical activity to make it fun.

21. If we had exercise facilities and

showers at work, then I would be 3 2 1 0
more likely to exercise.

Follow these instructions to score yourself:

• Enter the circled number in the spaces provided, putting together the number
for statement 1 on line 1, statement 2 on line 2, and so on.

• Add the three scores on each line. Your barriers to physical activity fall into one
or more of seven categories: lack of time, social influences, lack of energy, lack of
willpower, fear of injury, lack of skill, and lack of resources. A score of 5 or above in
any category shows that this is an important barrier for you to overcome.
(1) _____ + (8) _____ + (15) _____ = ______ (Lack of time)

(2) _____ + (9) _____ + (16) _____ = ______ (Social Influence)

(3) _____ + (10) _____ + (17) _____ = ______ (Lack of energy)

(4) _____ + (11) _____ + (18) _____ = ______ (Lack of will power)

(5) _____ + (12) _____ + (19) _____ = ______ (Fear of injury)

(6) _____ + (13) _____ + (20) _____ = ______ (Lack of skill)

(7) _____ + (14) _____ + (21) _____ = ______ (Lack of resources)
Source: Centre for Disease Control and Prevention: Overcoming Barriers to Physical Activity. Physical
Activity for everyone

⚫ How will you resolve the obstacle that hampers you in participating in Physical
Activities?
⚫ What is the importance of this evaluation activity? Elaborate your answer.

14
 In our current situation, how can you keep yourself physically active without
compromising health concern? Fill out the table below

Physical Activity Do’s Don’t

A. Walking

B . Zumba

C. Jogging

D. Weight exercise

E. Yoga

F. Badminton

Processing Questions:

Why is it important that we maintain our physical fitness in as our weapon to fight
COVID 19?

15
 MODULE 2

This module was designed and written with you in mind. It is here to help you
to have a deeper understanding of the various dances in the 21st Century. The scope
of this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them can
be changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

1. Have a deep understanding of dance in the 21st century.

2. Get involved in participating into different dance activities for at least 60 minutes

16
 Lesson
2
Dance in the 21st Century

The Renaissance Era was considered as a golden age, especially in dance. As it

opens its door; from the famous court dance and its transition to different genre up to
the modern dance that this generation is enjoying now. Still, the purpose of dancing
is self- expression and pleasure in the movement itself. Since the Ballets Russes began
revolutionizing ballet in the early 20th century, there have been continued attempts
to break the mold of classical ballet. Currently the artistic scope of ballet technique
(and its accompanying music, jumper, and multimedia) is more all-encompassing than
ever. The boundaries that classify a work of classical ballet are constantly being
stretched, muddied and blurred until perhaps all that remains today are traces of
technique idioms such as turnout.

It was during the explosion of new thinking and exploration in the early 20th
century that dance artists began to appreciate the qualities of the individual, the
necessities of ritual and religion, the primitive, the expressive and the emotional. In
this atmosphere modern dance began an explosion of growth. There was suddenly a
new freedom in what was considered acceptable, what was considered art, and what
people wanted to create. Many other things were suddenly valued as much as, or
beyond, the costumes and tricks of the ballet.

After the explosion of modern dance in the early 20th century, the 1960s saw
the growth of postmodernism. Postmodernism veered towards simplicity, the beauty
of small things, the beauty of untrained body, and unsophisticated movement. The
famous "No" manifesto rejecting all costumes, stories and outer trappings in favor of
raw and unpolished movement was perhaps the extreme of this wave of thinking.
Unfortunately, lack of costumes, stories and outer trappings do not make a good dance
show, and it was not long before sets, décor and shock value re-entered the vocabulary
of modern choreographers.

In this module, you will be able to appreciate a variety of dances in the 21st
century.

17
Ballroom Dance

Centuries ago, ballroom dancing was substantially for the concession and well-
off, while for the commoners are subject to enjoy with folk dancing; nonetheless, these
verges had fade, leaving ballroom dancing a fun for everyone. “Ballroom dancing” hails
from the Latin word “ballare” which, concurrently means “to dance”.

The latter part of the 1990 was a critical period for Philippine ballroom. Back
then, dance sport was born here. It was when the sport enthusiasts began to discover
this as a new knowledge- a doorway to a more refined and higher level of ballroom
dancing. Our passion for being competitive in ballroom dancing began and quickly
proliferate.

In Dance sports, Ballroom dance is divided into two categories: (1) Western Style
or Standard Dance (Tango, Waltz, Foxtrot, and Quickstep. (2) Latin Dance (Jive,
Rumba, Cha- cha, Samba and Paso Doble). Western Style is more of traditional form
ballroom dancing, the flow of the form of the couple is constantly moving in circular
fashion. Whereas the Latins Style is more of a rhythm- initiated in which the couple
placing is most of the time fixed and their steps are zippy and precise.

Western Style

Tango – this dance was developed in Buenos Aires with a mixed cultural
element from African, Native American and Latin Dance. Known to be performed by a
couple in a highly sensual and erotic dance with close body and direct eye contact. La
Cumparsita is considered the most famous Tango song ever recorded.

Waltz – when we watch about fairytale movies, it is certainly that waltz dance
is one of the highlight scenes. History of this dance dates to the 1500’s, from the simple
gliding or sliding steps to gliding rotation rather than going straight forward without
turning. Waltz becomes fashionable in Vienna around 1780’s, spreading to many
countries in years to follow and it becomes fashionable in Britain during the Regency
period.

Foxtrot – in 1914 Arthur Carringford (Harry Fox) developed and performed the
famous two slow steps followed by 4 quicksteps which gained popularity in society and
brought in dance hall in New York vaudeville theaters.

18
 Quickstep – termed as “joy” dance of modern dancing. While the basic figures
are simple, the tempo of the music and the character of this dance invites a carefree
interpretation of its inviable rhythm. Also, quickstep is the fast version of Foxtrot.

Latin Style

Paso Doble - the dance and music of Paso Doble is based on the Spanish
bullfight. The man takes the part of the matador, and the woman takes the part of the
man’s cape. Though this dance originates from France the Spanish style took its
present form. The music is a march type.

Cha cha – from slow version of Mambo comes into new dance called Cha cha
which has a modified Cuban Motion hip action, because of the speed of the triple step.
It was only in 1954 when this was introduced in the US.

Samba – it was in 1956 when it was introduced into a couple dance in a

ballroom dance. A fun, upbeat, lively dance that progress counter- clockwise around
the floor. Although it is considered as a national dance in Brazil, the style of Samba
performed in the Carnival parade is different from the Ballroom Samba.

Jive – resembles to a triple- step East Coast Wing, nonetheless Jive is faster
and uses a lot of knee and hip action.

Rumba – is universally recognized as the dance of love. It is dance with sensual

music and features a hip action. A non- progressive dance with continuous flowing
motion which gives it sensual look.

Street Dance/ Hip- Hop Dance

Mass culture experienced expansion of street dance. In 1973, famous group

Jackson 5 performed on television a dance called Robot (choreographed by postmodern
artist Michael Jackson), a dance form cultivated in Richmond, CA. This event and later
Soul Train performances by black dancers (such as Don Cambell) ignited a street
culture revolution, in a sense. B-boying in New York, Locking in L.A., Popping in
Fresno, CA, Boogaloo in Oakland, CA, Robot in Richmond, CA, all had their own
creative explosions happen around the late 60's - 70's. Each with their own histories,
practices, innovators and foundations.

19
 Hip-hop dance started when Clive Campbell, aka Kool DJ Herc and the father
of hip-hop, came to New York from Jamaica in 1967. Toting the seeds of reggae from
his homeland, he is credited with being the first DJ to use two turntables and identical
copies of the same record to create his jams. But it was his extension of the breaks in
these songs—the musical section where the percussive beats were most aggressive—
that allowed him to create and name a culture of break boys and break girls who laid
it down when the breaks came up. Briefly termed b-boys and b-girls, these dancers
founded breakdancing, which is now a cornerstone of hip-hop dance.

Levels of Physical Activities

Keeping track of your physical activity will bring you beyond improving your
appearance; moreover, it will provide you with significant health benefits. It is
important as well that you enjoy the things that you do. Different physical activity level
provides health advantages. Here are the four level of physical activity and the positive
benefits that each one provides.

Sedentary Activity Level – this means that there is no formal exercise and no
physical activity during the day. It is like spending your weekend after a long weekdays
of school workloads. The tendency is you just want to relax, eat, and play online games
the whole day. It is good that you find tie to recharge after a busy week. However, if
you keep this kind of lifestyle, it will contribute to weight gain and eventually obesity.
It will also result to decrease your sense of overall well- being and increase in
developing certain health problems and diseases.

Light Physical Activity Level – this refers to physical activities that you do
regularly as a part of your everyday routine. The health benefits of this may include
better blood cholesterol levels, reduced body fats, improved blood pressure and
ameliorate your metabolic health.

Moderate Physical Activity Level – this pertains to physical activities that

may include cardiovascular endurance exercises for at least 20 -30 minutes, three –
to five days a week. May also be a strength and flexibility exercises. Having this
physical activity in your lifestyle may reduce the risk of chronic disease.
Vigorous Physical Activity Level – this refers to a 30 - 90 minutes, two- to
three days a week. This may include aerobic exercise, muscle strength and stretching
exercise. Those who follows a vigorous exercise program have benefited a great
increase in fitness. Additionally, a greater reduction in chronic disease risk. Yet, it is

20
imperative to note that being engage in this level without being cautious will lead to
the risk of injury and burn out from overtraining.
With all these different levels of physical activity, you should seek first your
doctor’s advice before engaging in any of the activities.

To simply our lesson fill- out each box in the pyramid the level of physical
activities that you usually do. Refer to the box below for the choices.

Once a week

2-3 time a week

2-3 time a week

3-5 times a week 3-5 times a week

Everyday

Running Errands Walking Taking Elevator Yoga Zumba

Watching TV Tai- chi Online gaming Running Jogging
Weightlift Biking Ballroom dance Household chores Golf

21
Crossword Puzzle

Answer the crossword puzzle. Use a separate sheet.

4 7

Across

1. Steps start with funky beats and vibrant sound

3. Routines are combination of stunts and gymnastics skills.
4. A competitive ballroom dancing.
6. From Foxtrot this dance was originated.

Down

2. A sensual dance performed by couple with close body contact.

5. This court dance is performed in a special occasion.
7. A national dance of Brazil.
8. King Louis XIV was a known performer and propagator of this dance.

22
 Below are the common activities that we might be doing as a lifestyle. Indicate
how often you engage in the following activities. Answer the processing questions that
follows.

3–5 2 -3
Once a
times/ times/
Physical Activity Everyday week
(light) week week
(moderate) (vigorous)
1. Running Errands (go to the
market, pay bills, etc)

2. Playing online games

3. Jogging

4. Walking

5. Gym work out

6. Doing household chores

7. Mall Strolling

8. Cardio exercise

9. Couch potato

10. Sports involvement

(badminton, volleyball, etc)

Processing Questions:

1. Based on your response, how will you assess your engagement in relation to
physical activity?
2. How will you improve your active and healthy lifestyle?

23
 MODULE 3

This module was designed and written with you in mind. It is here to help you
understand what professional performance dance is. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

After going through this module, you are expected to:

1. Have a profound perception about of Ballet and Contemporary dance as for
professional performance.
2. Become knowledgeable in managing physiological indicator before
participating in MVPAs to avoid health risk during participation

24
 Lesson
Professional Performance Dance
3

Ballet
The origins of ballet can be drawn back to 15th century Italy, when the
peninsula was in the height of its period of artistic, cultural, and scientific growth
known as the Renaissance. The wealthy, art-obsessed elites of Italian society would
hold massive, masked dances, which we call 'balls' after the Italian words for dance--
ballare. Renaissance Italians believed in perfecting all the arts, and dance was no
exception. Dancing instructors trained the elites in the advanced steps and motions,
combining athleticism with art in huge dance parties. In the 16th century, there was
a woman named Catherine de' Medici, she hosted the first formal performance of this
new art in 1581. It was called the ballet du cour; literary means dances of the court in
French. All the French nobles loved it, but none could match the enthusiasm of Louis
XIV, who was the king of France from 1643-1715. Under Louis XIV, the movements,
costumes, stories, and music of ballet were set with standard and refined. Dance
schools and ballet theaters were built and formally supported by the Crown. To this
day, most official terms for ballet techniques are in French. Louis himself was a
talented dancer, often called the 'Sun King' throughout his reign due to a role he
performed in a popular ballet of the time.

Early classical ballets such as Giselle and La Sylphide were created during the
Romantic Movement in the first half of the 19th century. This movement influenced
art, music and ballet. It was concerned with the supernatural world of spirits and
magic and often showed women as passive and fragile. These themes are reflected in
the ballets of the time and are called romantic ballets. This is also the period of time
when dancing on the tips of the toes, known as pointe work, became the norm for the
ballerina. The romantic tutu, a calf-length, full skirt made of tulle, was introduced.

The popularity of ballet soared in Russia, and, during the latter half of the 19th
century, Russian choreographers and composers took it to new heights. Marius
Petipa’s The Nutcracker, The Sleeping Beauty and Swan Lake, by Petipa and Lev
Ivanov, represent classical ballet in its grandest form. The main purpose was to display
classical technique — pointe work, high extensions, precision of movement and turn-
out (the outward rotation of the legs from the hip)—to the fullest. Complicated
sequences that show off demanding steps, leaps and turns were choreographed into
the story. The classical tutu, much shorter and stiffer than the romantic tutu, was
introduced at this time to reveal a ballerina’s legs and the difficulty of her movements
and footwork.

25
 In the early part of the 20th century, Russian choreographers Sergei Diaghilev
and Michel Fokine began to experiment with movement and costume, moving beyond
the confines of classical ballet form and story. Diaghilev collaborated with composer
Igor Stravinsky on the ballet The Rite of Spring, a work so different —with its dissonant
music, its story of human sacrifice and its unfamiliar movements — that it caused the
audience to riot. Choreographer and New York City Ballet founder George Balanchine,
a Russian who emigrated to America, would change ballet even further. He introduced
what is now known as neo-classical ballet, an expansion on the classical form. He also
is considered by many to be the greatest innovator of the contemporary “plotless”
ballet. With no definite story line, its purpose is to use movement to express the music
and to illuminate human emotion and endeavor. Today, ballet is multi-faceted.
Classical forms, traditional stories and contemporary choreographic innovations
intertwine to produce the character of modern ballet.

Ballet Philippines (BP) is widely recognized today as a cornerstone of the Filipino

cultural identity. It was founded in 1969 by Alice Reyes with the support of Eddie
Elejar and the Cultural Center of the Philippines. As the dance company in residence
at the Cultural Center of the Philippines, Ballet Philippines is globally recognized as
the country’s flagship in ballet and contemporary dance.

Fundamentals Ballet Dance Movement

1. Plie
Keeping both feet flat on the floor at all times, bend you knees
(plee-ay)/
to bend

2.Releve This can be done on one foot or both feet together. Starting
(ruh-leh- with the feet together, keep the knees straight and lift the
heels high enough so all of your body weight will not be on
vay’)/
the tip of your toes but on the balls of your feet instead.
to rise

Means that you leave the ground by jumping off and landed
3.Saute on both feet at the same time. Begin in a plie and using your
(soh-tay)/to feet to do a releve, impel yourself into the air. Make sure that
jump your legs are straighten and extended in the air, then land on
plie to fender your knees.

26
 The body position is supported on one leg with the opposite
4.Arabesque leg extended behind the body. Arms may be held in various
(ah-ra-BESK) conformable positions, creating the longest possible line along
the body.

5.Balance
(ba-iahn- Rocking step where the weight shifts from one foot to another.
SAY)

6.Chaines
(sheh-NAY) / A series of rapid, travelling turns on demi- pointe, staying in
chain or first positions
links

7.Changeme Small allegro step that begin in 5th position demi-plié, spring
nt (shahnzh- straight up, changes the position of the feet in the air, and
MAHN) lands with the opposite foot front in 5th position demi-plié.

8.Chassé A connecting step on which one foot is literally chases the

(sha-SAY)/ other and come to a 5th position before landing.
to chase

9.Développé A movement in which the working leg is drawn up thru a retire

(dayv-law- position to an open, extended position in the air. The hips and
PAY)/to thigh are always kept level and square to the direction that the
develop dancer is facing.

In petit allegro this step is executed from 5th position demi-

10.Jeté
plié. The dancer does a degage in plie with the working foot,
(zhuh-TAY)/
pushes of the standing leg straight up, and then land on the
or thrown working leg in a coupé position.

27
Contemporary Dance
Around 1980s, the world "contemporary dance" referred to the movement of new
dancers who did not want to follow strict classical ballet and lyrical dance forms, but
instead wanted to explore the area of revolutionary unconventional movements that
were gathered from all dance styles of the world. Contemporary dances therefore do
not use fixed moves and instead try to develop totally new forms and dynamics, such
as quick oppositional moves, shifting alignments, expressions of raw emotions,
systematic breathing, dancing moves preformed in non-standing positions (for
example lying on the floor), and in general trying to find the absolute limits of our
human form and physique.

Modern dance, a term to describe contemporary dance, is a style of dancing

where dancers are free to express their feelings through movements without adhering
to any rules in dance particularly that of ballet. Unlike ballet, dancers of modern use
their own interpretation instead of structured steps. Contemporary dance uses more
of the torso on a horizontal rather than a vertical plane, and new varieties of tilting,
twisting, and bending movements. The feet are not always turned out and are either
pointed of flexed.

The origins of this popular dance movement can be traced to several influential
dance masters such as Isadora Duncan, Martha Graham and Merce Cunningham.
They all wanted to show to the world that contemporary dancers should embrace
freedom, ignore old dance conventions and explore the limits of the human body and
visual expression of feelings. Also, one of the precursors to the contemporary dance
can be found in the millennia's old techniques of Zen Buddhism and Indian Health
Yoga, which incorporates various dancing philosophies that closely follow the
principles of contemporary dance.

Characteristic of Contemporary Dance

1. Technique ● although it is said that this is just a purely an “interpretative dance”,
there is a technical approach to train a modern dancer. He will learn to control the
body and making it the instrument.
➢ Graham : This was named after
Martha Graham. This style basically focuses on
the use of contraction, release, recovery, and
fall. Graham is distinguished by floor work and
the use of pelvic and abdominal contractions.
The style is much grounded, and the
technique is visibly contrary to the slender
and graceful, airborne ideals of ballet.

➢ Limon : This was named after

Jose Limon. It involves exploring the use of
energy in relation to gravity and working with
weight in terms of rebound, fall, suspension,
and recovery. Limon technique uses the https://www.piqsels.com/en/public-domain-photo-sdhsx CC0
feeling of “heavy energy” and weight in the
body, and movement is initiated using breath to lift, and swings through the body to
create and halt movement and thus it feels very nice to perform.

28
➢ Release : Placing emphasis on minimizing tension in the search for fluidity
and clarity and the efficient use of breath and energy. In Release technique just
as it sounds, we release through the muscles and joints to create ease of
movement, releasing the breath to support the release of the body. A dance style
as well as a great relaxation technique.

➢ Cunningham : Cunningham Technique® was developed by Merce

Cunningham to train dancers for his company. The technique emphasizes
clarity of form, coordination of torso and legwork, rhythmic accuracy, spatial
awareness, and virtuosity. A Cunningham Technique class is a rigorous 90-
minute class that includes a thorough 45-minute warm-up followed by a series
of diverse movement phrases. Phrases from Merce Cunningham’s
choreography are often included in the class.

➢ Hawkins : Erick Hawkins made modern dance history as the first male
dancer accepted into Martha Graham’s company, but he also earned success
as a choreographer and creator of the Hawkins technique. His movement was
characterized by a free-flow aesthetic—one that required hidden strength—and
informs many of the somatic disciplines we know today, like Body-Mind
Centering technique.

➢ Horton: This dance technique, which is now commonly known as Horton

Technique, has no style, per se. The technique emphasizes a whole body,
anatomical approach to dance that includes flexibility, strength, coordination
and body and spatial awareness to enable unrestricted, dramatic freedom of
expression. Horton developed his own approach to dance that incorporated
diverse elements including Native American Folk Dance, Japanese arm
gestures, Javanese, and Balinese isolations for the upper body, particularly the
eyes, head, and hands. Horton also included Afro-Caribbean elements, like hip
circles.

➢ Humphrey: Humphrey-Weidman technique was based almost entirely on the

principles associated with Humphrey’s theory of fall and recovery—or, as she
put it, the “arc between two deaths.” This technique utilized the rhythm of an
inhale and exhale to emphasize the momentum of a movement—swing,
suspensions, leaps, turns—giving the simplest of steps definitive moments of
off-balance and eventual stability.

29
 2. Improvisation
This refers to the spontaneous
movement performed by dancers in
response to suggestion by the
choreographer. Various images,
ideas, feelings, or to other
stimulating events may be
motivation for improvisations, this
allows considerable freedom to the
dancer.

https://www.pinterest.ph/pin/364087951123680591/

3. Choreography
Choreographic freedom allows in the
contemporary dance. The form in this
dance represents the personal and
emotional experiences of its creators. The
intent and style of the dance
choreography are not limited to certain
areas or subject matters, giving the
choreographer and the dancers the
freedom to choose their own.
(Minton,1984)

https://www.pinterest.ph/pin/775674735789924862/

30
LESSON 2 Analyzing Physiological Indicators
Terms to remember:

Target Heart Rate (THR) ● is the computed based on the maximum heart rate and
the resting heart rate (RHR).
Maximum Heart Rate (MaxHR) ● the highest number of beats per minute (bpm)
observe during a rigorous and exhausting physical activity (PAs).
Rate of Perceived Exertion (RPE) ● measures exercise intensity and can be combined
with the prediction equation of MaxHR.

According to the Philippine National Guidelines on Physical Activity,

adolescents should engage in a total of 60 minutes of moderate to vigorous physical
activities everyday. An exercise performed at moderate to vigorous intensity will elevate
the heart rate and breathing significantly. A higher rate implies that the activity is
more intense. One of the best ways to set the correct intensity of an exercise is by
computing the target heat rate (THR). To do this, first you must find your RHR. Check
your pulse, count how many beats are there in 15seconds and multiply by 4 so you
will get your beats per minute (BPM). Next is you get your MaxHR by simply subtracting
your age from 220. Now, look on the table to measure the RPE.

Rate of Perceived Exertion

RPE Approximate Level of Exertion

1 10% no exertion

2 20% less exertion

3 30% very weak

4 40% weak

5 50% moderate

6 60% somewhat strong Table 1. Rate of Perceived Exertion ratio scale.

Source: Fit for Life pp.15
7 70% athletic

8 80% strong

9 90% very strong

10 100% maximal exertion

MHR Methods HRR Methods

THR = (MaxH –
THR = MaxHR x RHR) x Desired
Desired Range of Range of RPE + Table 2. Methods of Computing the Target Heart Rate
RPE RHR (THR) Source: Physical Education & Health Vol. 1 (pp.33)

31
 For example: Basyang is an active 15yo teenager and involves herself in PAs.
Her resting heart rate in 15 seconds is at 14. In a normal day under GCQ, she can
have at least 60% of Approximate level of exertion without feeling any discomfort. Find
her beats per minute in RHR, MaxHR, RPE & THR using the two methods.

MaxHR methods

MaxHR ● 220 -15yo = 205

RPE ● 60%

THR = MaxHR x Desire Range of RPE

THR = 205 x 60% Heart Rate Reserve (HRR) Methods
THR = 123bpm

RHR 14 x 4 = 56bpm

THR = (MaxHR – RHR) x Desire Range of RPE

+ RHR

THR = (205 – 56) x 60% + 56

THR = (149) x 60% +56

THR = 89 + 56

THR = 145 bpm

Four Techniques in Finding your Heart Rate

1. Apical Site. This is taken at the apex of the heart and can sometimes
be felt very clearly by placing the heel of the hand over the left side of the
chest.
2. Carotid Pulse Site. This pulse is taken from the carotid artery just
beside the larynx using light pressure from the tips of the pointer and
middle fingers.
3. Radial Pulse Site. The pulse is taken from the radial artery at the wrist,
in line with the thumb, using the tips of the pointer and middle fingers.
4. Temporal Pulse Site. This pulse can sometimes be obtained from the
left or right temple with light pressure from the tips of the pointer and
middle fingers.

32
 Try to get your heart rate using the four different techniques. How does it feel?
Where is your strongest pulse site?

Try this! Answer and solve the following

Carlo and Ronnie decided to join the try- outs for varsity team. Their age is 22
and 18, respectively. Before the training starts, their coach asks them to get their RHR.
They both got 60bpm and set a 70% RPE. After a while, Ronnie complains the feeling
of dizziness. He confessed that has a history of asthma. The coach instructed Ronnie
to have a rest.

Questions:
1. What is the RHR bpm of the Carlo in 10 seconds?
2. Using the MaxHR Methods compute the Target Heart Rate of Ronnie.

3. Using the HRR Methods compute the Target Heart Rate of Carlo.
4. If you are the coach, what will you advise to Ronnie since you saw that he has a
potential as an athlete?

Matching Type: Match the following fundamental ballet movement to the

corresponding pictures.

_____ 1. Plié A.

_____ 2. Arabesque B.

_____ 3. Jeté C.

33
_____ 4. Sauté D.

_____ 5. Développé E.

Ask your family to join the Project Feng (every Moday 730am thru FB Live).
Compute the Target Heart Rate of your family member using the HRR Methods. Analyze
the result and write it in your journal notebook.

Name of Family Resting Heart Maximum Heart Rate of Target Heart

Members Rate (RHR) Rate (MaxHR) Perceived Rate (THR)
Exertion (RPE)

34
 MODULE 4

This module was designed and written with you in mind. It is here to help you master’s
in the principle of training exercise. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

After going through this module, you are expected to:

1. Have a profound understanding about the significance of training principle in
designing your personal fitness plan.
2. Become knowledgeable in devising a Personal Fitness Plan that will surely
works for the learner.

35
 Lesson Principle of Training
4 Exercise
Have you wondered how Manny Paquiao reached his success in boxing? When
people tell you to work hard in achieving your body goal, is it enough that you hit the
gym after class or every spare time? Remember in fitness “doing MORE is not exactly
doing it RIGHT”. Indeed, that you can be fit by becoming more active. However, fitness
standard is higher than health standards. A safe and effective principles of exercise
training that can help you be better and sustain your improvements while avoiding
injuries. The following principles are important in designing an exercise program.

8kg
1. Overload Principle
5kg
This principle relies on the premises that needs to improve, a level
2kg
of activity that is higher than its regular workload.
Illustration of overload principle

2. Progressive Principle
For a program to achieve more gains, it must be
✓ Week 1 - 30 mins jogging/2km progressive. The body adapts to the initials
✓ Week 2 - 60 mins jogging/ 4km
✓ Week 3 – 90 mins/jogging/ 6km overload, this must be adjusted and increased
gradually.
Illustration of progression principle

3. Recovery Principle
Our body needs rest and recuperation to adjust properly.
Adaptation to physical activity occurs gradually and
naturally, but time must be allowed for the body to
regenerate and build.

https://dlpng.com/png/6781792
4. Reversibility Principle

All gains due to exercise will be lost if one does not

continue the exercise. The body will not be able to
maintain levels of fitness without maintaining exercise.

Illustration of Reversibility Principle

36
5. Specificity Principle

This states that each form of activity would produce

different result.

https://www.pngegg.com/en/png-bqker

6. Variation Principle

Our body adapts and maximizes the benefits of

exercise by putting variance in physical activity.
Sometimes, repetitive activity might develop stress
injuries.
Illustration of Variation Principle

7. Individualization Principle
Peter’s Health Ruby’s Health
No one person is totally alike. Everyone has a certain Profile Profile

unique set of physical characteristics. Therefore,

some training/ exercise programs are tailor- made
for certain individuals, especially for those with
specific needs, strengths, or limitation and
conditions.
Illustration of Individualization Principle

8. Maintenance Principle

To maintain the fitness gain from exercise it

must be done regularly.

Illustration of Maintenance Principle

By following all the other principles above, and taking

into other consideration the of FITT, one can maintain
a healthy level of fitness.

37
Periodization Training for Endurance Athletes
Periodization training is a systematic training plan used by endurance athletes
to be in the best condition possible at a target time, such as during their sport's active
season. Each phase of this training can last weeks or months, depending on the
ultimate goal. During periodization training, principles of conditioning are followed so
that fitness increases while at the same time decreasing the risk of overtraining or
developing an overuse injury.

Periodization training plans can be complex. However, the basic periodization

phases, also referred to as macrocycles, outlined here can be used by most athletes
with some minor tweaking to better personalize the plan.

Phase One: Preparation

(Time length: 30 days)
It is common for athletes to take time off from training after their season ends.
So, the goal of the first phase of periodization training is to return a rested athlete to
training via a slow, controlled routine. New exercisers can also use this phase to build
fitness slowly and safely. Easy to moderate-intensity exercise sessions that are
comfortable and steady are a good way for most athletes to begin to prepare for the
upcoming season. Walking, cycling, hiking, and swimming are all popular options.
This is also a good time to lock down the rest of your training schedule. Decide in
advance what your workouts will look like on different days of the week. During this
phase, you should also get out the calendar and begin to target your competition goals
for the year.

Phase Two: Build a Solid Fitness Base

(Time length: Variable, usually several months)

After the preparation phase, it's time to focus on improving in all of the major areas of
fitness, specifically targeting cardiovascular endurance and muscular strength.
During this phase, you'll ramp up your overall fitness. This can be accomplished by
adding interval training and doing a variety of total-body exercises. This is also the
phase where you will work to improve upon your weaknesses, strive to increase your
flexibility and balance, and develop a solid nutrition plan. Joining a club or team or
working with a coach is great for those who've never engaged in phased training. Once
you've been through periodization a few times, you'll know what routine works best
for building your fitness base.

38
Phase Three: Build Sports-Specific Fitness
(Time length: 60 days)

The next couple of months are the time to focus on improving your sports-
specific fitness. This is the Principle of Specificity, which states that in order to become
better at a particular exercise or skill, you must perform that exercise or skill. During
this phase, simulate race-like conditions and practice skills needed during your event.
Focus on your technique, endurance strategy, and mental skills training to further
boost your performance. Practice these skills again and again so they become second
nature. Seek to develop one coordinated, flowing movement. In phase three, you may
also want to start competing in "lead-up" events to get used to actual competition and
race-day conditions.

Phase Four: Tapering

(Time length: 1 week for events lasting one hour or less; 2 weeks for events lasting
longer than one hour)

Tapering refers to a decrease in training volume the week or two prior to major
athletic competitions. Though it may seem counter-intuitive to slow training before a
big event, research shows that this actually improves performance. Effective tapering
strategies include reducing training volume (mileage) by 50–70 percent and reducing
training frequency (number of workout sessions) by 20 percent. It's also helpful to add
short, high-intensity interval training sessions during the tapering phase.

Phase Five: Peaking

(Time length: 1-2 weeks)

"Peaking" refers to an athlete being in the absolute best condition— physically,

emotionally, and mentally—at the time of a specific event or race. This is the ultimate
payoff of a periodization training program. Often called in-season training, the main
goal of this phase is to maintain your fitness gains, though you will likely continue to
see some improvements. Because you will also be participating in competitions or
events, training sessions are typically reduced. After the tapering phase, most athletes
will find that their fitness is maximized for a period of one to four weeks, depending on
how they spend that time.

39
Phase Six: Rest and Recovery
(Time length: 1 week to 2 months)

After you've peaked and raced, plan for a certain amount of rest and recovery
time. The length of this phase depends upon the intensity and duration of the
competition or season. (The longer or more intense the season, the longer the recovery.)
The amount of time spent in recovery also depends on how fit you are overall. A novice
marathon runner may need more time to recover than an experienced runner who
completes several marathons each year, for instance. Even if you feel fine physically,
giving yourself some downtime offers many benefits. Research shows that not having
a balance between training and rest can reduce your sleep quality, decrease your
libido, and negatively impact your mood. This is a great time to cross-train, giving your
sports-specific muscles a break, or to just kick back and let your body relax. Yoga is
another perfect activity for the recovery phase. If you have a long season, create smaller
rest/work phases during the active season. For example, if you compete each Sunday,
Monday will be a recovery day, building back up by Wednesday and Thursday, tapering
again on Saturday.
Source: https://www.verywellfit.com/periodization-training-for-endurance-athletes-3120606

Identify what Principle of Training Exercise applies to the following

statement.

_________________ 1. Before the spread of COVID pandemic, Roma was able to reach
her ideal weight for the upcoming NCR Meet. However, after several months of home
quarantine, she went back of having weight issue.

_________________ 2. Bobby is so eager to reach for his goal as an athlete. Despite of

the current situation he keeps on working to keep his speed and swift movement still
in best condition.

_________________ 3. Karen and Vince are siblings. They both have skills in Arnis.
Nevertheless, Vince needs to improve his flexibility and Karen to her cardio endurance.

_________________ 4. Vannah oftentimes experiencing leg cramp every time she tries
to perform squat. Her hamstrings are quite tight since she is not used to do it. Her
determination to pass the test starts from 15 seconds squat then gradually increase
by another 15 seconds until she can hold for 90seconds.

_________________ 5. Rica and Mhaybe had a deal. Since they want to improve their
speed especially their footwork, they started to and resistance of 1.5kg in both of their
feet in while in training.

40
Activity 1. Gibberish Game

Directions: Guess the answer hidden in gibberish word. Use the statement
below as a clue.

1. MASHED – CALL - LARD – END – RACE

(In training, the weights are lower and therefore the repetitions are higher)

2. TERRAIN – INNING – FREEING – CHIPER-

(Practice caution that help you improve and sustain your improvement
while avoiding injuries)

3. PROMPT – GREASE – HIVE

(Gradual increase in workload)

4. CART – IDIOM – VASE – CALLER – END – RACE

(The ability for maximal oxygen uptake)

5. PIN – TENSE – CITY

(How hard an activity is performed)

6. SHOVE – REAL – ODD

(Body must work harder than it used to be)

7. FREIGHT – QUENCH – SHY

(How often the exercise is done)

8. SPAG – EGG - SEE – FIFTH – CITY

(Each form of activity will produce different result)

9. REF – CORPS – VARY

(The body needs rest and recuperate)

10. MADE – TAINT – STAND – PACE

(Exercise must be regular for fitness)

41
 Cut or print an article of your favorite athlete. Identify the training program that
they use to achieve their maximum performance in a competition. Be ready for the oral
recitation.

RUBRICS

100% Learner demonstrates full understanding about Training Principle by

explaining his/her answer with clarity and conviction.

95 – 99% Learner demonstrates understanding about Training Principle by

explaining his/her answer with clarity and but less conviction.
90 – 94% Learner demonstrates somehow an understanding about Training
Principle but having difficulty in explaining his/her answer.

85 – 89% Learner fails to demonstrate an understanding about Training

Principle and cannot explain his/her answer.

42
Multiple Choice:
Directions: Write the letter of the correct answer on a separate sheet of paper.

1. Why does people from the prehistoric period doesn’t need an instruments in their
dance performance?
A. Because no available instruments in that time.
B. Because they considered the dancer body as an instrument
C. People in prehistoric period thought that dance is a sacred art form.
D. It is forbidden to use any instrument in dance performance.

2. In Principle of training exercise, the intensity of a resistance program can be

measure by which component?
A. Number of repetitions
B. Length of workout
C. Number of sets
D. All of the above

3. In the hierarchy of Physical Activities, which of the levels of the Physical Activity
Pyramid should be performed daily?
A. Active aerobics
B. Active sports and recreational activities
C. Strength and muscular development
D. Household chores

4. In Ballet, this body position is supported on one leg with the opposite leg extended
behind the body. Arms may be held in various conformable positions, creating the
longest possible line along the body.
A. Arabesque
B. Développé
C. Saute
D. Plie

5. In monitoring the intensity of your Physical Activity, a variety of testing is

performed. One of this is the Talk Test. The idea behind this is.
A. Your muscular endurance compensates in this activity
B. The harder you work is it will be easy for you to talk.
C. The strength of your cardiovascular endurance will be test because the more
intense the activity, it will be hard for you to talk.
D. None of the statement is true.

6. In designing a training program, we must adhere to the training principle. One of

which is gradually increasing the resistance, increasing repetitions, increasing

43
 sets, increasing intensity. This best applies for what particular principle of training
exercise.
A. Principle of Reversibility
B. Principle of Specificity
C. Principle of Overload
D. Principle of Progression.

7. Analyzing the physiological indicator is important in performing physical activity.

The resting heart rate (RHR) is the number of times your heart beats per minute
(bpm) after Physical activity.
A. Somehow True
B. False
C. True
D. Maybe

8. Why most of the dance enthusiast says that Contemporary Dance rejects the strict
rules of classical ballet?
A. Contemporary dance focuses more on inner feelings over techniques.
B. Contemporary dance has a separate origin from the ballet dance since was
introduced.
C. Ballet and Contemporary dance are just the same.
D. Ballet has a strict dance rule and do not allow extension movement.

9. During the Ancient Crete era, the Greek writer Homer described the Ancient Cretan
civilization has an excellent army. One of the reason he sees was the connection of
dance in their military training. How have they use dance to perfect their training?
A. They hired a High ranked general as a dance instructor.
B. They require their soldier to be a good dancer.
C. They used dance to perfect their military training.
D. They used dance as a leisure.

10. What does the electronic pedometers measure?

A. Electronic pedometers detect movement by recording vertical acceleration at the
hip.
B. How far a person can swim.
C. The intensity of a person's daily physical activity.
D. The speed at which a person walks.

44
 45
Assessment
1. B 6. C
2. D 7. B
3. D 8. A
4. A 9. C
5. C 10. B
MODULE 4
What's More
1. Principle of Reversibility
2. Principle of Maintenance
3. Principle of individualization MODULE 2
4. Principle of progression What’s More
5. Principle of Overload
EVERYDAY
Running errands, Walking,
Household Chores
MODULE 3
3-5 TIMES A WEEK
What's More
Running, Jogging, Biking, Zumba
1. 10
2-3 TIMES A WEEK
2. 202
Yoga, Tai- chi, Golf, Weightlift,
3. 155
Ballroom dance
4. Advise him to not to
overtrain yet...work on self- pace
ONCE A WEEK
training
Watching Tv, Online gaming,
Taking elevators
What I Know
1. B 6. D
2. C 7. D
3. C 8. B
4. D 9. D
5. B 10. B
References
(n.d.). Ackerman, Courtney 16 Self-Concept Questionaire, Activities and TestsRetrieved from:
https://positivepsychology.com/self-concept/#examples-self concept.

Callo, L., & Dajime, P. (2016). Physical Education and Health (Vol. I). Manila: Rex Publishing. Retrieved
June 2020

Gialogo, R. C., & Gialogo, R. C. (2016). Fit for Life. Quezon City: Phoenix Publishing. Retrieved June
2020

n.d. (n.d.). Retrieved from https://www.pinterest.ph/pin/775674735789924862/

n.d. (n.d.). Retrieved from https://www.pngegg.com/en/png-bqker

n.d. (n.d.). Retrieved from https://dlpng.com/png/6781792

n.d. (n.d.). Retrieved from https://factsanddetails.com/world/cat56/sub399/entry-6334.html

n.d. (n.d.). Retrieved August 2021, from https://en.wikipedia.org/wiki/History_of_dance

n.d. (n.d.). Retrieved 2020, from https://commons.wikimedia.org/wiki/File.jpg

n.d. (n.d.). Retrieved June 2020, from http://www.gildedserpent.com/cms/2009/10/

19/deagonnakedbdpart1/

n.d. (n.d.). Retrieved June 2020, from https://www.cambridge.org/core/books/performance-and-

culture-in-platos-laws/cretan-harmonies-and-universal-
morals/34936E422FBB43A705E904E4D103CCB3

n.d. (n.d.). Retrieved June 2020, from https://www.rawpixel.com/image/421019/free illustration-

image-thoma-baxter-greece-greek

n.d. (n.d.). Retrieved June 2020, from https://eaglesanddragonspublishing.com/dancing-priests-and-

the-month-of-mars/

n.d. (n.d.). Retrieved June 2020, from

https://commons.wikimedia.org/wiki/File:Pieter_Brueghel_the_Younger_-
Peasant_Wedding_Dance_(Paris,_Louvre).jpg

n.d. (n.d.). Retrieved from https://www.piqsels.com/en/public-domain-photo-sdhsx

n.d. (n.d.). Retrieved July 2020, from https://www.pinterest.ph/pin/456411743464500074/

n.d. (n.d.). Retrieved from https://www.pinterest.ph/pin/364087951123680591/

n.d. (n.d.). Retrieved August 2021, from https://en.wikipedia.org/wiki/Dance_in_ancient_Egypt

n.d. (n.d.). Retrieved August 2021, from https://www.worldhistory.org/Greek_Dance/

n.d. (n.d.). Retrieved August 2021, from https

n.d. (n.d.). Retrieved August 2021, from https://www.britannica.com/art/Western-dance/The-

Renaissance-world-and-the-art-dance

46
n.d. (n.d.). Retrieved August 2021, from https://www.pbt.org/learn-and-engage/resources-audience-
members/ballet-101/brief-history-ballet/

n.d. (n.d.). Retrieved August 2021, from https://kadambarisangeet.com/5-characteristics-of-a-

contemporary-dance

n.d. (n.d.). Retrieved August 2021, from https://dance-teacher.com/erick-hawkins-2/

n.d. (2017, May 16). Retrieved July 2021, from https://www.quickquickslow.com:

n.d. (n.d.). Centre for Disease Control and Prevention: Overcoming Barriers to Physical Activity. Physical
Activity for everyone.

Natalia, M. (n.d.). Retrieved June 2020, from http://www.ballroomdanceacademy.com/the-

dances/descriptions-of-dances/

Porto, J., Marcelita, A., Collao, M., Gabayan, P., & Kamus, H. (2017). Dance for Life. Quezon City: C & E
Publishing. Retrieved June 2020

Quinn, E. (2020, October 29). Retrieved August 2021, from

https://www.verywellfit.com/periodization-training-for-endurance-athletes-3120606

Rizzuto, R. (2014, April 01). Retrieved August 2021, from https://dance-teacher.com/doris-

humphrey/#:~:text=Humphrey%2DWeidman%20technique%20was%20based,%2C%20leaps%
2C%20turns%E2%80%94giving%20the

Sason, P. (n.d.). Retrieved June 2020, from https://www.dancecompreview.com/dancesport-in-the-

philippines-pt-1/

Scott, J. (2019, May). Retrieved June 2020, from https://www.verywellfit.com/health-benefits-of-

different-physical-activity-levels-3496010

47
 DIVISION OF NAVOTAS CITY

Health Optimizing
Physical Education 3
(Quarter 2)
First Semester

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Health Optimizing Physical Education 3 for Senior High School
Alternative Delivery Mode
Quarter 2
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Teresa C. Arias; Remedios Untalan
Editors: Teresa C. Arias
Reviewers: Ernifer O. Cosmiano
Illustrator:
Layout Artist: Teresa C. Arias
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Eloisa S. Sanchez, OIC - EPS in EsP
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
Navotas.city@deped.gov.ph
 Table of Contents
What I Know ................................................................................51

Module 1......................................................................................53

Module 2......................................................................................67

Module 3......................................................................................74

Module 4......................................................................................85

Assessment ..................................................................................93

Answer Key ..................................................................................95

References ...............................................................………………. 96
Multiple Choice

Directions: Write the letter of the correct answer on a separate sheet of paper.

1. In designing your fitness plan avoid making this too challenging. This could
lead to injury or burnout. Start at a level that feels comfortable, and then
gradually increase the difficulty as your strength and endurance builds. There
are three primary methods you can use to measure the intensity: amount of
weight lifted, number of repetitions completed and number of sets. This works
for your

A. Cardio endurance C. Muscle strengthening

B. Flexibility D. Alll of the above

2. In achieving your fitness goal there will be time that you will lose motivation
if your progress is too slow or no progress at all. As reinforcement you have
to.

A. Seek for alternative ways (surgery and medicine).

B. Set new goals or try a new activity.
C. Both A & B.
D. Forget it, accept who you are.

3. Tinikling is an example of what classification of dance.

A. Occupational C. Religious
B. Festival D. Traditional

4. What movement is being demonstrated by this; “ walk between grass sterms.

Run over tree branches or dodge bamboo traps.”

A. Wasiwas C. Salok
B. Hayon – hayon D. Tikling birds

5. If you train too frequent, too intense, too hard, and too long period of time.
This may result to.
A. Overexertion C. Hyperthermia
B. Dehydration D. Hypothermia

51
6. He is the legend and innovator in the field of cheerleading. He founded the
National Cheerleaders Association at Southern Methodist University, holding
cheerleading camps since 1948. Because of this he is known as the
grandfather of cheerleading.

A. Jeff Webb C. Lawrence Herkie

B. Johnny Campbell D. Lawrence Herkimer

7. Who is the governing body in Cheerleading and Cheerdance competitions here

in the Philippines?

A. Cultural Center of the Philippines

B. Cheerleading Philippines Federation
C. University Athletics Association of the Philippines
D. National College Athletics Association

8. The main role of the base is

A. Climb and stretch

B. Lift, throw and catch
C. Supporting and commenting
D. Sit and cheer

9. In organizing an event, first you need to.

A. Assess the needs of the target community, whether you want to promote a
specific dance skill or promote health and wellness for specific age
groups.
B. Estimate the profit gain from the event.
C. Leave the expenses to prospective sponsor.
D. All of the statements are correct

10. A leader must understand difference between effectiveness and efficiency.

Effectiveness is defined as the degree to which something is successful in
producing a desired result; success. Efficiency on the other hand is.

A. Is like setting up meetings that can run for a long time and come up a
better idea and set.
B. Making sure that goal set is achievable even it will takes long time.
C. Accomplishing something with the least amount of wasted time, money,
and effort or competency in performance.
D. All statement are correct.

52
 MODULE 1

This module was designed and written with you in mind. It is here to help you
understand the FITT Principle and create your personal Training Plan . The scope of
this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

1. Have a differ knowledge about FITT Principle.
2. Sets FITT goals based on training principles to achieve and/or maintain HRF.

53
 Lesson FITT
1 (Frequency, Intensity, Time, Type)

Understanding the F.I.T.T. principle helps you create a workout plan that will
be more effective in reaching your fitness goals. These are the four elements you need
to think about to create workouts that fit your goals and fitness level. Learn how this
principle works will help you to achieve your fitness goal. Frequency, Intensity, Time,
and Type. These are the key factors in designing a tailor- made exercise program that
will address the current fitness status/ level of a person. Therefore, it would be easy
to identify the workload needed, body adaptation and prevent possible injury. These
variables can be modified occasionally to consistently requires the body to become
stronger.

Frequency
It answers the question how many times you to do it in
a week. As a beginner, you can start once a month, then
as time passed make it twice, thrice, and so forth. Hence,
it is important that you give your body a time to rest and
recuperate from your activity.

http://www.publicdomainfiles.com

When it comes to cardio: As a general rule of thumb, aim for a minimum of three
cardio sessions per week. If you’re looking to lose weight, you might increase this
number to five to six sessions.

When it comes to strength training: It’s recommended to do some sort of strength

training three to four times per week. Strength training can involve the use of weights
(even bodyweight workouts), resistance, barbells, or machines.

Also includes rest days: Also account for rest days when putting together your
plan. It’s important to give your muscles a chance to recover.

Intensity
It refers to the difficulty level of the
workout. Significant factor is to challenge
your body to a workload that you are not used
to. In this case, your body will adapt and will
bring beneficial result in the end of the
program. This is the most important factor in
improving your fitness level.
https://pixabay.com/illustrations/heart-rate-bpm-ecg-ekg-
1375324/

54
When it comes to strength training

If you’re new to an exercise program, you don’t want to make the plan too
challenging. This could lead to injury or burnout. Start at a level that feels
comfortable, and then gradually increase the difficulty as your strength and
endurance builds. With strength training, there are three primary methods you can
use to measure intensity:

• amount of weight lifted

• number of repetitions completed
• number of sets

When it comes to cardio

To measure how hard, you’re working during a cardiovascular exercise, you can look
to your heart rate, which is measured by beats per minute (bpm).
This starts with determining your target heart rate zone for your fitness level and
age. The heart rate zone you’re meant to target is based on a percentage of your
maximum heart rate (MHR).

1. Find your max heart rate (MHR)

To find your MHR, use this calculation: 220 minus your age = MHR.

For example, if you’re 25 years old, your MHR is 195 (220 – 25 = 195 MHR).

2. Find your target heart rate zone

According to Harvard Health, aerobic exercise is when your heart rate reaches
between 70 and 85 percent of your MHR. You’re also getting a workout when your
heart rate reaches 50 to 70 percent of your MHR.

To find your target heart rate zone, use this calculation: MHR multiplied by
percentage rate in decimals.

So, this looks like: 195 x 0.50 = ~97 and 195 x 0.85 = ~165

According to the American Heart Association, the target heart rate zone for a 25-
year-old is approximately 95 to 162 beats per minute.

55
 Time
This is the duration of an exercise session. It is
influenced by the intensity and type of activity
performed. Remember that a high intensity cannot be
sustained for a long period of time. And so, stretching
usually takes a shorter period to complete compared
to resistance training.

awpixel.com/image/410852/premium-
illustration-vector-clock-pocket-watch-etching
CC0

Experts recommend at least 150 minutes of moderate-intensity exercise or at

least 75 minutes of high-intensity exercise a week. This can look like 30 minutes of
moderate exercise or 15 minutes of intense exercise a day. Of course, you can
increase or decrease this duration based on several factors, including current fitness
level, age, weight, health, and others.

A cardio workout is recommended to last a minimum of 30 minutes. This can

be longer, depending on the exercise. A long bike ride, for example, could take up to
2 hours.

Resistance workouts usually last between 45 and 60 minutes.

Don’t add time to your workouts until you’re ready to do so. Once your
endurance builds, you can gradually increase the time spent exercising.

Type
It is influenced by the fitness goal and the current fitness level.
The program/ plan should be designed to specifically
address the fitness goal.

Source: https://pixabay.com/illustrations/treadmill-
sport-running-gym-2581437/

Cardio is any type of exercise that improves your cardiovascular system. This
includes:

• running

• swimming

• walking

• dancing

56
 • aerobics routines

• cycling

Strength training is any type of exercise that tones and strengthens the muscles. It
usually results in muscular hypertrophy.

This includes:

• the use of weights, like bicep curls and bench presses

• bodyweight exercises, such as:

o squats

o push- ups

o pull- ups

o sit- ups

Designing Personal Fitness Plan/ Program

Have you tried to write a New Year Resolution? What happened?
What are the challenges that you encountered? Were you able to
achieve your goal? Most of the time you set your fitness goal
that set to fails because you missed the important part of the
process which is PLANNING.

Source:https://www.needpix.com/photo/171223/todo-list-
despaired-man-person-sad-confused-list

57
Steps in Designing Fitness Program

1. Assess your Fitness Level

You probably have some idea of how fit you are. But
assessing and recording baseline fitness scores can give you
benchmarks against which to measure your progress. To
assess your aerobic and muscular fitness, flexibility, and
body composition, consider recording:

• Your pulse rate before and immediately after walking 1 mile (1.6
kilometers)

• How long it takes to walk 1 mile, or how long it takes to run 1.5 miles
(2.41 kilometers).

• How many standard or modified pushups you can do at a time.

• How far you can reach forward while seated on the floor with your legs
in front of you.

• Your waist circumference, just above your hipbones.

• Your body mass index.

2. Designing your Fitness Program

It is easy to say that you will exercise every day. But

you will need a plan. As you design your fitness
program, keep these points in mind:

Consider your fitness goal (Short term or Long term)

- Are you starting a fitness program to help lose

weight? Or do you have another motivation, such as
preparing for a marathon? Having clear goals can help
you gauge your progress and stay motivated.

Source: https://www.freepik.com/free-vector/geometric-
weekly-planner-template_9366154.htm

58
Create a balance routine

- For most healthy adults, the Department of Health and Human Services
recommends getting at least 150 minutes of moderate aerobic activity or 75 minutes
of vigorous aerobic activity a week, or a combination of moderate and vigorous
activity. The guidelines suggest that you spread out this exercise during the course
of a week. Greater amounts of exercise will provide even greater health benefits. But
even small amounts of physical activity are helpful. Being active for short periods of
time throughout the day can add up to provide health benefits.
Do strength training exercises for all major muscle groups at least two times a week.
Aim to do a single set of each exercise, using a weight or resistance level heavy
enough to tire your muscles after about 12 to 15 repetitions.

Start slow and progress slowly

- If you're just beginning to exercise, start cautiously and progress slowly. If

you have an injury or a medical condition, consult your doctor or an exercise
therapist for help designing a fitness program that gradually improves your range of
motion, strength, and endurance.

Build activity in your daily routine

- Finding time to exercise can be a challenge. To make it easier, schedule time

to exercise as you would any other appointment. Plan to watch your favorite show
while walking on the treadmill, read while riding a stationary bike, or take a break
to go on a walk at work.

Plan to include different activities

- Different activities (cross-training) can keep exercise boredom at bay. Cross-
training using low-impact forms of activity, such as biking or water exercise, also
reduces your chances of injuring or overusing one specific muscle or joint. Plan to
alternate among activities that emphasize different parts of your body, such as
walking, swimming and strength training.

Try high-interval intensity training

- In high-interval intensity training, you perform short bursts of high-

intensity activity separated by recovery periods of low-intensity activity.

Allow time for recovery

- Many people start exercising with frenzied zeal — working out too long or
too intensely and give up when their muscles and joints become sore or
injured. Plan time between sessions for your body to rest and recover.

Put it in Paper

59
 - A written plan may encourage you to stay on track.

3. Assemble your equipment

You'll probably start with athletic shoes. Be sure to
pick shoes designed for the activity you have in mind.
For example, running shoes are lighter in weight than
cross-training shoes, which are more supportive.
If you're planning to invest in exercise equipment,
choose something that's practical, enjoyable and easy to
use. You may want to try out certain types of equipment
at a fitness center before investing in your own
Source: https://www.clipart.email/download/6762132.html
equipment.

You might consider using fitness apps for smart devices or other activity tracking
devices, such as ones that can track your distance,
track calories burned or monitor your heart rate.

4. Get Started
Now you're ready for action. As you begin your
fitness program, keep these tips in mind:

Start slowly and build up gradually

- Give yourself plenty of time to warm up and

cool down with easy walking or gentle stretching. Then
speed up to a pace you can continue for five to 10
Source:
minute without getting overly tired. As your stamina https://www.clipart.email/download/6762144.html
improves, gradually increase the amount of time you
exercise. Work your way up to 30 to 60 minutes of exercise most days of the week.

Break things up if you must

- You don't have to do all your exercise at one time, so you can weave in
activity throughout your day. Shorter but more-frequent sessions have aerobic
benefits, too. Exercising in short sessions a few times a day may fit into your schedule
better than a single 30-minute session. Any amount of activity is better than none at
all.

Be creative

- Maybe your workout routine includes various activities, such as walking,

bicycling, or rowing. But don't stop there. Take a weekend hike with your family or
spend an evening ballroom dancing. Find activities you enjoy adding to your fitness
routine.

60
Listen to your body

- If you feel pain, shortness of breath, dizziness, or nausea, take a break. You
may be pushing yourself too hard.

Be flexible

- If you're not feeling good, give yourself permission to take a day or two off.

5. Monitor Your Progress

Week
3 Retake your personal fitness assessment six weeks after
Week you start your program and then every few months. You
2 may notice that you need to increase the amount of time
Week you exercise to continue improving. Or you may be
1 pleasantly surprised to find that you are exercising just the
right amount to meet your fitness goals. If you lose
motivation, set new goals or try a new activity. Exercising
with a friend or taking a class at a fitness center may help, too.

Remember:

Starting an exercise program is an important decision. But it does not have to

be an overwhelming one. By planning carefully and pacing yourself, you can
establish a healthy habit that lasts a lifetime. And it goes hand and hand with
proper eating habits.

61
Example of Designing a Personal Fitness Plan/ Program based on FITT Principle
Fitness Goal: To lose weight and improve cardiovascular endurance
Target Week: Three weeks
Week 1

Fitness
Frequency Intensity Time Type
Category
Cardio 30 minutes Jogging (no rest)
Lunges, Reverse Lunges,
SUN

✓ Light Crunches and Push up (each

Strength 20 minutes
has 8 repetition with 2sets)
2 set Planking (30 sec/set)
Cardio
REST
MO
N

Strength
Cardio
TUE

REST
S

Strength
Cardio
WED

REST
Strength
Cardio
THU

REST
RS

Strength
Walking & jogging (with
Cardio 30 minutes
1minute rest every 10 minutes)
FRI

✓ Light Lunges, Reverse Lunges,

Strength 15 minutes Crunches and Push up (each
has 8 repetition with 2 sets)
Walking & jogging (with
Cardio 30 minutes
1minute rest every 15 minutes)
SAT

✓ Light Lunges, Reverse Lunges,

Strength 18 minutes Crunches and Push up (each
has 12 repetition with 2sets)

Week 2

Fitness
Frequency Intensity Time Type
Category
Cardio
SUN

REST
Strength
Cardio
REST
MO
N

Strength
Tabata Training (burpees 30
sec,rest10sec; mountain
Light to climber 30 sec, rest 10sec; long
TUES

Cardio ✓ 30 minutes
Moderate jump 30 sec, rest 10sec; plyo
jacks 30 sec, rest 10sec; squat
jump 30 sec, rest 10sec;

62
 Plank jack (16reps,4 sets);
Strength 45 minutes Beast shoulder taps (8 reps,4
set): Rollback (8 reps,6 sets)
Tabata Training (burpees 30
sec,rest10sec; mountain
climber 30 sec, rest 10sec; long
Cardio 45 minutes
jump 30 sec, rest 10sec; plyo
Light to
WED

✓ jacks 30 sec, rest 10sec; squat

Moderate
jump 30 sec, rest 10sec;
Plank jack (16reps,6 sets);
Strength 50 minutes Beast shoulder taps (8 reps,6
set): Rollback (8 reps,8 sets)
Cardio
THU

REST
RS

Strength
Tabata Training (burpees 30
sec,rest10sec; mountain
climber 30 sec, rest 10sec; long
Cardio 50minutes
jump 30 sec, rest 10sec; plyo
Light to
jacks 30 sec, rest 10sec; squat
FRI

✓
Moderate
jump 30 sec, rest 10sec;
Plank jack (16reps,8 sets);
Strength 50 minutes Beast shoulder taps (8 reps,8
set): Rollback (8 reps,10 sets)
Cardio
SAT

REST
Strength

Week 3

Fitness
Frequency Intensity Time Type
Category
Cardio
SUN

REST
Strength
HIIT Training (30squat thrust;
36 mountain climbers; 24
Cardio 60 minutes
Russian twist; 60 jumping
jacks; 36 high knees)
MON

✓
16push ups 4 reps; 16glute
bridge 4 reps; 16wood chops 4
Strength 60 minutes
reps; 16Romanian deadlift 4
reps; 1min plank 4reps.
HIIT Training (36squat thrust;
52 mountain climbers; 36
Cardio 60 minutes
Russian twist; 90 jumping
Moderate to jacks; 52 high knees)
TUES

✓
Vigorous 16push ups 4 reps; 16glute
bridge 4 reps; 16wood chops 4
Strength 60 minutes
reps; 16Romanian deadlift 4
reps; 1min plank 4reps.
HIIT Training (52squat thrust;
68 mountain climbers; 52
Cardio 60 minutes
Russian twist; 90 jumping
Moderate to jacks; 68 high knees)
WED

✓
Vigorous 16push ups 6 reps; 16glute
bridge 6 reps; 16wood chops 6
Strength 60 minutes
reps; 16Romanian deadlift 6
reps; 1min plank 6reps.
Cardio
THU

REST
RS

Strength

63
 HIIT Training (52squat thrust;
68 mountain climbers; 52
Cardio 60 minutes
Russian twist; 90 jumping
Moderate to jacks; 68 high knees)
FRI

✓
Vigorous 16push ups 6 reps; 16glute
bridge 6 reps; 16wood chops 6
Strength 60 minutes
reps; 16Romanian deadlift 6
reps; 1min plank 6reps.)
HIIT Training (52squat thrust;
68 mountain climbers; 52
Cardio 60 minutes
Moderate to Russian twist; 90 jumping
SAT

✓ jacks; 68 high knees)

Vigorous
16push ups 8 reps; 16glute bridge 8
Strength 60 minutes reps; 16wood chops 8 reps; 16Romanian
deadlift 8 reps; 1min plank 8reps.

Processing Questions:

Answer the following based on the example fitness plan above, answer the
following questions:

1. Where can you find the principle of overload applies in the FITT? ________________
__________________________________________________________________________________

2. Does the principle of progression applies in the fitness plan/ program? _________

__________________________________________________________________________________

3. What other principle of training exercise are present in this fitness plan/
program? _______________________________________________________________________
__________________________________________________________________________________

From the box below, fill out the sample table matrix for training program
using the FITT Principle.

Frequency Intensity Time Type

(a) Light (b) (c)

2 times a week Moderate (d) Jogging

(e) 30 mins

64
 Once a week

(f) Vigorous 2hrs Zumba

Dancing Walking Hiking Everyday

Vigorous 1 hour 2 hours Twice a week

Moderate Light HITT Fishing

In our current situation, design your own 4 weeks Fitness Plan/ Program
using the FITT Principle. You may compile your activity/ progress in your portfolio.

Week 1
My Personal Fitness Plan picture

F I T T

My Fitness Goal: ___________

DAYS

Name: My Health Profile:

Weight:
Grade & Section:
Height:
Teacher:
BMI:

Folder Cover Page 1st page 2nd page

Pictures for Week 1

3rd page

………….

65
 Notes to the Teacher
Explain that every activity for four weeks should be documented. Encourage
them to send a video, if possible. This is for you to give feedbacks and evaluate
if they are doing it right. Make sure you monitor their progress.

RUBRICS:

100% -Learner demonstrates full understanding about FITT Principle.

Achieved 100% of Fitness goal.

95 -99% - Learner demonstrates general understanding about FITT Principle.

Achieved 95– 99% of Fitness goal.

90 -94% -Learner demonstrates minimal understanding about FITT

Principle. Achieved 90– 94% of Fitness goal.

85 -89% - Learner demonstrates lack of understanding about FITT Principle.

Achieved 85– 89% of Fitness goal

66
 MODULE 2

This module was designed and written with you in mind. It is here to help you
better understand our Philippine Folk Dance- Tinikling. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

1. Perform the basic steps in Tinikling.
2. Observes personal protocol to avoid dehydration, over- exertion, hypo- and
hyperthermia during MVPAs participation.

67
 Lesson
Philippine Folk Dance - Tinikling
2

Francisca Reyes- Aquino is acknowledge as the

pioneer of folk dancing in the Philippines. This
Bulakeña began her research on folk dances in the
1920’s, making trips to remote barrios in Central and
Northern Luzon. Her research on the unrecorded
forms of local celebration, ritual, and sport resulted in
a 1926 thesis titles” Philippine Folk Dances and
Games” and arrange specifically for the use by
teachers and playground instructors in public and
private schools. In 1954, she received the late Pres.
Ramon Magsaysay for “Outstanding contribution
towards the advancement of Filipino culture”. For her
great efforts in researching and popularizing
Philippine Folk Dances, she received an honorary
Doctor of Science in Physical Education degree in
Boston University in 1949; an honorary Doctor of
Humanities degree from Far Eastern University; a
certificate award from UNSECO National Commission
and a president citation for distinguish service to the
Source: https://ncca.gov.ph/about-culture-and-
10th World Jamboree from the Boy Scout in 1959; the
arts/culture-profile/national-artists-of-the- Rizal Pro Patria Award in 1961, and the Ramon
philippines/francisca-reyes-aquino/
Magsaysay Award for Government Service in 1962.
Dance or dancing is said to be a stress reliever, it is also a form of exercise that will
help boost the immune system through cardio exercises in a form of zumba, hiphop
aero and dance aerobics. Many of this dance comes in different forms and nature
and one of these is the Philippine Folk dance. In this module, you will learn one
dance offered in K-12 Curriculum in HOPE 3, which is the Tinikling.

Tinikling is often described as folk dance that

represents the attempts of Filipino rice farmers to
catch and prevent the “Tikling” bird from stealing the
ripe rice grains from the fields. The farmers are
represented by two people using two long bamboo
poles to tap on the floor and clap against each other
in a manner that is rhythmically timed to music. The
Tikling birds represented by the dancers who may use
a combination of leaping, hopping, and skipping to
avoid the clapping of bamboo poles on their ankles

Source: https://commons.wikimedia.org/wiki/File:Gallirallus_philippensis_-_Herdsman_Lake.jpg

68
 (i.e., avoiding the rice field traps that were
set by the farmers). Use of the upper limbs
by the dancers extends the symbolism
with arms and hands movement tending to
lyrically flow from left- to- right and back
again in time with the music and the
hopping.
Source: https://pngimg.com/download/63785
CC BY-NC 4.0

Let us see if you can perform the basic steps in Tinikiling. Follow these
procedures in performing Tinikling

1. Draw a parallel line. 5. Step on the right foot

2. Hop on your right foot. 6. Hop on the left foot outside the line.

3. Hop another time on your right 7. Hop again on the left foot outside the
foot. line.

4. Step on the left foot 8. Step on the left foot.

9. Step on the right foot.

Notes to the Teacher

Check the progress of the learner by asking them to do the
activity online or take a video and send for your evaluation.

100% -Learner execute a full understanding in performing 9/9 basic steps

of Tinikling.

95 -99% - Learner execute a general understanding in performing 8/9 basic

steps of Tinikling.

90 -94% -Learner execute a minimal understanding in performing 5/9 basic

steps of Tinikling.
85 -89% -Learner execute lack of understanding in performing 2/9 basic
steps of Tinikling.

69
 Safety Precaution in Participating Physical Activities (PA’s)

The global outbreak of COVID-19 has resulted in

closure of gyms, stadiums, pools, dance and fitness
studios, physiotherapy centers, parks, and playgrounds.
Many individuals are therefore not able to actively
participate in their regular individual or group sporting
or physical activities outside of their homes. Under such
conditions, many tend to be less physically active, have
longer screen time, irregular sleep patterns as well as
worse diets, resulting in weight gain and loss of physical
fitness.

Lack of access to exercise and physical activity can also have mental health
impacts, which can compound stress or anxiety that many will experience in the face
of isolation from normal social life. Possible loss of family or friends from the virus
and impact of the virus on one’s economic wellbeing and access to nutrition will
exacerbate these effects.

For many, exercising at home without any equipment and limited space can
still be possible. For those whose home life can involve long periods of sitting, there
may be options to be more active during the day, for example by stretching, doing
housework, climbing stairs or dancing to music. In addition, particularly for those
who have internet access, there are many free resources on how to stay active during
the pandemic. Physical fitness games, for example, can be appealing to people of all
ages and be used in small spaces. Another important aspect of maintain physical
fitness is strength training which does not require large spaces but helps maintain
muscle strength, which is especially important for older persons or persons with
physical disabilities.
The WHO recommends 150 minutes of moderate-intensity or 75 minutes of
vigorous-intensity physical activity per week. The benefits of such periodic exercise
are proven very helpful, especially in times of anxiety, crisis, and fear. There are
concerns therefore that, in the context of the pandemic, lack of access to regular
sporting or exercise routines may result in challenges to the immune system,
physical health, including by leading to the commencement of or exacerbating
existing diseases that have their roots in a sedentary lifestyle.

Source: https://www.un.org/development/desa/dspd/2020/05/covid-19-sport/

70
 Safety Measures to
Observe in doing PAs

1. Safety Equipment
(clothing, shoes, gym/
exercise equipment)

2. Hydration (keep the

body hydrated during
activity)

3. Perform moderate to
vigorous PAs (it is better to
perform PAs w/ moderate
intensity on regular basis to
avoid overstraining yourself)

4. Weather Condition
(wear appropriate clothes for
the weather)

Source: https://www.physio-pedia.com/File:Staying_Physicall_Active_during_self_isolation.png

71
Directions: THUMBS UP in the statement is true and THUMBS DOWN if the
statement is false.
1. Our recent situation gives us the excuse to become lazy and be a couch
potato.

2. Performing physical activities during cold weather it is a must to wear

thermal suit to help you keep warm.

3. In Performing Tinikling you can use a 2 pcs 1meter long bamboo pole.

4. The dancers of Tinikling imitates the movement of the farmers trying to

catch the tikling birds which destroy their planted rice grains.

5. To avoid dehydration during PAs, drink 1 liter of water before the exercise.

Exercise and physical activity are good for the health, but anything in excess or
having poor execution is bad. Certain condition such as dehydration, overexertion,
hypothermia, and hyperthermia may occur if precautions are not observed. Below
are some situations that may happen. Identify the corresponding caution to prevent
unwanted incident.

1. Berna wanted to lose her weight as she gained too much during the
quarantine. She involved in long- distance running. One sunny day while in
the middle of the activity, she becomes pale and her body temperature
elevated. She has didn’t sweat, and her pulse is weak and rapid.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Online dance exercise nowadays is very timely. Rems is fond in joining this
activity. However, one time he tried to participate a 2-hour dance marathon
without any water break. After a while, he feels dizzy, and his lips went dry
and collapsed.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

72
3. Jan wanted to build his confidence. In doing so, he started to hit the gym
and pull up weights. Without proper assistance, he started to lift 30kg.
Though he was able to do it he suddenly feels discomfort in his muscle. After
his session, he cannot move normally.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

73
 MODULE 3

This module was designed and written with you in mind. It is here to help you
master the nature of cheer dance and participation in an organized dance event. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

2. Have a deep understanding about the nature of Cheer dancing.
2. Participates in an organized event that addresses health/fitness issues and
concerns

74
 Lesson
Cheerdance
3

Cheerdance is a combine words of cheer and dance. To Cheer is to shout out

words or phrases that may well motivate team and perform better during the Game
and Dance, on the other hand, is a physical activity where one expresses emotions
or gestures while performing bodily movement usually in time with rhythm.
Cheerleading dates to the 1860s, in Great Britain, and entered the US in the 1880s.
Although cheerleading is today predominantly associated with femininity, the
original cheerleaders were men. Cheerleading was connected to the emergence
of gridiron football at Ivy League colleges and universities in the United States in the
mid-1800s, and the growth and formalization of cheerleading paralleled that of
football. Over the latter half of the 19th century, as attendance at college games grew,
large stadiums were constructed, and spectators were distanced from the playing
field. Cheerleaders—or “yell leaders,” as they were then called—led cheers from the
sidelines both to encourage the spectators and to serve as a form of crowd control.
By the 1920s cheerleading had become a formal extracurricular activity for boys in
high schools, colleges, and communities across the country, related to but distinct
from other spirit programs such as marching bands, drum corps, and drill teams. As
ambassadors for their schools and communities, cheerleaders were associated with
such character-building traits as discipline, cooperation, leadership, and
sportsmanship.

Women and people of color were excluded from the private all-male schools
where collegiate sports and cheerleading first developed, but many state-supported
institutions began to admit women at the turn of the century, opening the way for
their participation in sporting events. Women began joining cheer squads during the
1920s and ’30s as collegiate sports proliferated and men and women began
socializing more in public. A separate cheerleading tradition evolved within black
educational institutions during the same period, with a similar emphasis on
character building and leadership. Overall, however, cheerleading remained an
overwhelmingly white enterprise, and evidence suggests that it became even “whiter”
after desegregation, because the total number of black schools diminished and black
students were rarely elected as cheerleaders in the newly integrated, predominantly
white schools. It was not until the 1960s and ’70s, well after scholastic athletic
programs had diversified, that cheer squads began to reflect the ethnic and
racial composition of schools. That shift was in part the result of protest activity on
the part of black and Latino students.

75
 The mobilization of college-age men during World War II opened up new
opportunities for women in cheerleading and ultimately led to the “feminization” of
cheerleading in the 1960s and ’70s, when the proportion of female cheerleaders rose
to roughly 95 percent. Female involvement changed the nature of cheerleading,
spurring greater emphasis on physical attractiveness and sex appeal. That, in turn,
may have led to the trivialization and devaluation of cheerleading.

Cheerleading experienced a decline in popularity in the late 1970s and ’80s,

brought on by second-wave feminism, which challenged traditional ideas about
gender roles, and by the passage of Title IX, which guaranteed girls and women equal
access to sports in schools that received U.S. federal funds. Cheerleading was
criticized for its supportive auxiliary function in men’s sporting events and thus was
blamed for perpetuating gender inequality. The introduction of cheerleading squads
for professional sports teams, such as the Dallas Cowboy Cheerleaders and the
Laker Girls, fueled criticism, since those squads’ performances generally consisted
of overtly sexualized dance routines.

Lawrence "Herkie" Herkimer is a legend and innovator in the field of

cheerleading. He founded the National Cheerleaders Association at Southern
Methodist University, holding cheerleading camps since 1948. His first camp drew
52 girls and one boy. His camps have since grown to more than twenty thousand
attendees. He founded the Cheerleading Supply Company in 1953, patenting the first
pompoms, or pom-poms. Herkimer chose to call them "Pom-pon" when he learned
that the word "pom-pom" in other languages contained vulgar meanings. His pom-
pom with the hidden handle was patented in 1971. Herkimer created the "Herkie"
cheerleading jump by accident when he intended to perform a split jump. Herkimer
founded a national cheerleading magazine called Megaphone while at SMU. In
Herkimer's words, he's taken the world of cheerleading "from the raccoon coat and
pennant to greater heights".

76
HISTORY TIMELINE OF CHEERDANCING

Source: https://www.timetoast.com/timelines/the-history-of-cheerleading-a3bad800-3913-4fc3-972d-5fb7379abdfe

77
Cheerleading in the Philippines
Cheerleading in the Philippines officially emerged in 1993 when the
Cheerleading Philippines Federation (CPF) was officially founded. The CPF is the “is
the national confederation of Cheerleading organizations. It is the national governing
body of Cheerleading and Cheer Dance in the country. Cheerleading in the
Philippines has three major competitions. These three competitions are the
University Athletic Association of the Philippines (UAAP) Cheerdance Competition,
National Collegiate Athletic Association (NCAA) Cheerleading Competition and the
National Cheerleading Championships (NCC).

Is there a difference between Cheerdance and Cheerleading?

There is a light difference between the two. Cheerdancing has its foundation
that lies in choreography where ballet is seems to be its foundation. Cheerleading on
the other hand, has its foundation in gymnastics, therefore you will see a lot of
acrobatic stunts, jumping and of course cheer and dance. Below are the
fundamentals movements for cheerdance.

Arm Motion

1. High V ● Extend the arms up in a V position. Arms should be a

little move forward. Hand should be in fists and should be seen
from the corner of your eyes.

2. Low V ● Extend the arms down in a reverse V position. Arms

should be a little move forward. Hand should be in fists and
should be seen from the corner of your eyes.

3. Dagger ● Stick out arms by the chest. Tuck elbows and arms
in but should not touch each other. Form fists with your hands
and make sure that your pinkies are facing out.

4. Touchdown ● From the dagger position, extend the arms

straight up. Form fists lock your elbows and ears. Make sure that
your wrists are aligned with your arms.

5. T ● Extend your arms sideward and form a T. Bring

arms in so you can see them from the corners of your
eyes. Form fist.

78
 6. Broken T ● From the T position, bring forearms into
your chest. Form a fist.

Arms Positions

Basic Jump
1. Herkie ●
- count one, clasp your arms tighter in a dagger position.
- count two, bring arms up to high V.
- count three, swing arms in a cross positions and bend both legs.
- count four, bring arms up to a T and hit your herkie. One of the legs Legs Positions

should be like a straddle spilt and the other leg should be bent
back. Arms should be in a T position with a closed fist.
- count five, land with both legs bent and both hands on the side.
- count six, hold that position.
- count seven, Straighten out the legs.

2. Toe Touch ●
- count one, clasp your arms like in the herkie and form fists.
Arms Positions - count two, bring arms up to high V.
- count three, swing arms in a cross positions and bend knees.
- count four, jump to touch the toes.
- count five, land with both legs bent and both hands on the side.
- count six, hold that position.
Legs Positions
- count seven, Straighten out the legs.

3. Pike ●
- count one, clasp your arms like in the toe touch and form fists.
- count two, bring arms up to a rocket (a high clap) and turn 90 degrees
to either side.
- count three, swing arms in and bend the knees. Arms Positions

- count four, hit pike. The leg should be in pike position. Extend the legs
together in front, with toes pointed. The arms should be over your
legs, with the hands in fist.
- count five, land with both legs bent and both hands on the side.
- count six, hold that position. Legs Positions

- count seven, Straighten out the legs.

79
Find the fifteen (15) most used terms which are related to Cheerdancing.

K T S F H I G H V D

C Z U P I K E E C B

I H A C L X J R O P

K S E S K I S K P M

T I Q E S T T I A U

N D F T R A V E E J

O E G A C D P W L R

R Y I Z L H A L F A

F T C U O T O N A T

H C U O T S P A C S

B R O K E N T F E E

1. ______________ 6. ____________________ 11. ________________

2. ______________ 7. ____________________ 12. ________________

3. ______________ 8. ____________________ 13. ________________

4. ______________ 9. ____________________ 14. ________________

5. ______________ 10. ____________________ 15. ________________

80
Participation in Dance Event

If you have plan to participate in a dance event, make sure that you know
your purpose in dancing. If you will dance to compete; it will require a lot of time and
effort of practice to perfect the routine. The performance in front of the judges and
large audiences is highly energetic and physically demanding. The level of your
proficiency as a dancer shall be marked. Meanwhile, if you participate to dance just
for your entertainment; though it requires practice and trainings, but the main factor
is your fulfillment to give yourself a chance to showcase your talent as a dancer.

From our previous lesson, you must understand what type of dance you’re
going to perform. From there, you can conceptualize the theme, costumes, props,
and routines.

Activity 1.3
Direction: Identify the basic movement shown in the pictures below.

1. 2. 3. 4.

5. 6. 7. 8.

9. 10.

81
 Rah, Rah, Rah!

Tiger, Tiger, Tiger!

Sis, Sis, Sis!

Boom, Boom, Boom!

Aaaaaaahh! Win, Win, Win!!!

Source: <a href="https://www.vecteezy.com/free-

vector/cheerleader">Cheerleader Vectors by Vecteezy</a>

Using the basic movement from our previous discussion. Create a simple steps for
the chant above?

Notes to the Teacher

RUBRICS
98 – 100 ● Learner were able to demonstrates proper execution of the basic
movements with right timing and rhythm.
95 – 97 ● Learner were able to demonstrates proper execution of the basic
movements but needs to work on timing and rhythm.
90 – 94 ● Learner not able to demonstrate proper execution of the basic
movements but got the timing and rhythm.
85 – 89 ● Learner not able to demonstrate proper execution of the basic
movements and no timing and rhythm.

82
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. A toe touch refers to.

A. A stretch C. A jump
B. A cheer D. A uniform

2. The main role of the base are.

A. Climb and stretch C. Supporting and commenting
B. Lift, throw and catch D. Sit and cheer

3. If a stunt falls, a spotter should try to catch.

A. Flyer’s head, neck, and body C. Flyer’s Legs
B. Flyer’s head and feet D. Flyer’s feet

4. Some colleges offer scholarship for cheerleading.

A. True C. Only for men
B. Only for women D. False

5. What are the parts of a jump?

A. Prep, up & down C. Prep, execution, & landing
B. Ground & air D. Prep, lift, execution & landing

6. In cheerleading liberty is a.
A. Jump C. Arm motion
B. Stunt D. Freedom of style

7. While stunting, the person that is lifted in the air is called.

A. Flyer C. Spotter
B. Base D. Cheerer

8. In cheerleading, motions refer to.

A. How you move your body C. How you move your mouth
B. Where your squad competes D. Arm and hand replacement

9. The grandfather of cheerleading is.

A. Jeff Webb C. Lawrence Herkimer
B. Johnny Campbell D. Herkie

10. Who is the governing body in Cheerleading and Cheerdance competitions here
in the Philippines?
A. Cultural Center of the Philippines
B. Cheerleading Philippines Federation
C. University Athletics Association of the Philippines
D. National College Athletics Association

83
11. What is the other term for Toe Touch?
A. Tip toe C. Heel toe
B. Touch toe D. Tip touch

12. Which of these is a tumbling basic?

A. Back Tuck C. Back Layout
B. Bending handspring D. Cartwheel

13. What is the motion called when both arms are bent at the elbow, with fists
facing each other?
A. T position C. High V
B. Broken T D. Low V

14. In what jump does the cheerleader try to touch her toes out in front of her
body?
A. Pike C. Herkie
B. Tow touch D. Spread Eagle

15. How should your arms be when doing a motion?

A. Straight & tight C. Lock & soft
B. Hard & tight D. Bent & lock

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 MODULE 4

This module was designed and written with you in mind. It is here to help you
understand and be able to organize a dance event in your community. The scope of
this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

1. Organizes dance event for a target health issue or concern.

85
 Lesson Organizing Community Dance
4 Event

The exciting part of Health

Optimizing Physical Education
(HOPE) 3 is you will be task to
organize a dance event.
These are the steps to follow in
Organizing a Dance Event.

1. Choose the type of event or

program – when you decide on
what kind of event or program to
organize, assess the needs of the
target community. Should it be a
dance competition to promote
specific kinds of dances or a
series of aerobic dance to
These photos were taken during the Culmination Event for Grade promote health and wellness.
12. October 17, 2019. SRTVHS open ground

2. Plan the event - complicated part of the process but it is worth exerting
your best efforts. These will be discussed in planning: venue, date, budget,
type of participants, how many can participate, fees if any, safety, and
security and hiring of performers/ instructors if needed.

3. Build your team – identify members of your team and give them different
tasks. As a leader, you must not do everything on your own. Learn how to
task for efficiency and economy.

4. Promote the event - ensure that your event gets adequate advertising.
Promotes across multiple mediums.

5. Documentation – before, during and after the event it would be best to have
a documentation. This comes in the form of pictures, videos, and written
records. Make a post- event evaluation even the event is successful. This
is for the improvement based on feedback in case you want organize
another event in the future.

86
 What is the Future of Group Exercise Classes?

During 24 days in February and March, 112 people were infected with the
Covid-19 virus in South Korea after participating in or associating with participants
in Zumba classes, according to a sobering new epidemiological study published in
Emerging Infectious Diseases. The study, which traces the start of the illness cluster
back to a one-day instructor workshop held in mid-February, raises crucial
questions about the risks of infection during group exercise classes and whether and
how such workouts might be made safer. By tracing that person’s contacts and
following up on other newly confirmed cases in the city, the researchers discovered
that the common thread connecting the infections was Zumba. Popular in South
Korea, these fast-paced dance classes are prolonged — lasting for close to an hour
— often crowded and punctuated by instructors’ shouts and participants’ heavy
breathing. Within about a week of participating, 54 of their 217 students tested
positive, for an “attack rate” of about 25 percent. (An attack rate represents the
percentage of people exposed who become infected.) Soon afterward, more than a
dozen of the students’ and teachers’ family, friends and acquaintances also tested
positive. All told, 112 cases were traced to indoor dance classes at 12 different gyms.
Most of the resulting illnesses were not severe, but some led to pneumonia. “It is
thought that hyperventilation caused by severe exercise in a confined space may be
the reason for the extremely high attack rate,” says Dr. Ji-Young Rhee, a professor
at Dankook University College of Medicine and senior author of the new study.

But if those findings sound concerning, the data did contain some bright
spots. The epidemiologists uncovered zero cases resulting from classes with fewer
than five students per session or from low-intensity yoga or Pilates classes. Over all,
the study offers both cautions and guidance for anyone considering an in-person
return to dance, yoga, boot-camp or similar group exercise classes, both the authors
and other experts agree. “Exercising in a gym will make you vulnerable to infectious
disease,” Dr. Rhee says. But limiting class sizes and sticking with low-intensity
exercise, which entails little heavy respiration, might help to lessen viral
transmission. Proper air circulation also is essential, says Linsey Marr, a professor
of civil and environmental engineering at Virginia Tech University, who studies
airflow. Social distancing remains necessary, too, which means class sizes almost
certainly will need to be smaller than they might have been in the past. avoid outdoor
classes if they are conducted between high walls or buildings, since those bulwarks
prevent the breeze from dispersing people’s expired breaths.
Source: https://www.nytimes.com/2020/06/03/well/coronavirus-gym-exercise-classes-group-fitness.html

Processing Questions: Answer this in your notebook

1. What lesson can be derived from this article?

2. What do you think is the future of group exercise in the “new normal” set up?
3. Does this article will helps you in organizing a community dance event?

87
Activity 1.2
In our current situation, create an action plan in organizing your dance event. Follow
this following format.

Type of Event:
Venue:
Target Participants:
Date:
Members:(if any)
Budget:
Promotion:

Example Template for Action Plan

Action Plan for

Zumbanatics 2021

Objectiv Stage Person Participa Time & Cost Remar

es Involve nts Venue ks
(state
whethe
(State (amount r the
the needed to objectiv
(the day
objective (organiz organize e were
(Target the
on what ers the achieve
Plannin Participant activity
to & event:from or
g s of the will
achieve member planning, not:stat
event) commen
in s) execution,p e the
ce)
plannin ost cause
g stage) evaluation) why it
is not
achieve
(state
whethe
r the
(State amount
objectiv
the needed to
(the day e were
objective organize organize
(Target the achieve
on what rs the
Executio Participant activity or not:
to & event:from
n s of the will state
achieve member planning,
event commen the
in s) execution,p
ce) cause
executio ost
why it
n stage) evaluation)
is not
achieve

88
 (state
whethe
(State r the
the objectiv
objective (the day e were
organize
on what the amount achieve
Post- rs
to activity needed for or not:
Evaluati & none
achieve will post state
on member
in Post- commen evaluation) the
s)
evaluati ce) cause
on why it
stage) is not
achieve

** Remember to record the minutes of the meeting

Are you a leader? Learn about yourself by filling out this checklist. Determine
if you are fit to be a leader and what area you need to enhance to lead your team in
achieving your goal.

Interpersonal Strengths Strong Communication

Is likable, friendly and easy to be with Is articulate and speaks clearly
Networks and engages everyone Can write clearly and well
Is a good listener

Flexible Shared Leadership Critical Thinking

Delegates and works effectively with
others
Demonstrate success while sharing
accomplishements and responsibility
with participating agencies and
partner
Build trusting relationships with a
wide variety of stakeholders
Facilitation Competence
Understand and execute appropriate
and effective facilitation processes
Demonstrate concensus- building
ability
Has conceptual and concrete
thinking skills
Is able to focus issues of importance
Leadership Ability
Sees the big picture of the youth-
serving sector
Stays the course in the face of
difficult times/ people
Is willing to take the risk
Appropriately takes credit for
accomplishments in order to
build credibility with others

Good Instincts about the Audience Grounded in Youth Development

Identifies the target audience and its Has a strong belief that youth are
needs effective leaders and resources
Is able to engage the audience Is solidly grounded in principles,

89
 Builds collaborative activities that practices, and history of the
result in process youth development field
Has previous youth work experience

Source: https://sparkaction.orh/site/sparkaction.org/files/nydic/documents/int_toolkit/leadershipchecklist.pdf

Notes to the Teacher

Encourage the learner to share his/ her thoughts after filling
out the checklist. Have a follow up questions ready after they
share their thoughts.

Gibberish Game

Directions: Guess the answer hidden in gibberish word. Use the

statement below as a clue.

1. DEN SZHER TEXT SIZE

(It is a kind of physical activity wherein you get yourself into the groove)

2. PLEA TREAD SHAPE

(Ability to take charge of a team)

3. ZHPA CLAN RING

(A key factor to make your event successful)

4. GME NAGGED MINT

(Know how to organize and be a leader)

5. FROST DIVULGE NATION

(Feedback from the previous event)

6. DZE PRESS FLUVIAL

(A showcase of different kind of dances)

7. CPOR ROAM ZION

(Advertising your event)

90
8. ZAN DYE NIC
(Corona virus 2019)

9. ZHE IEF TYE

(Security)

10. ZOO TZAR DUST FENCING

(A 1meter apart distance)

As part of your culmination activity for HOPE 3 you will be assigned to

organize a small community dance event. Make sure to observe minimum health
standard as you prepare and perform your task. A video clip of your performance
shall be pass in the next two weeks.

Notes to the Teacher

RUBRICS
98 – 100 ● Learner were able to organize a community dance event with
no delay and the program were 100% facilitated.
95 – 97 ● Learner were able to organize a community dance event with
somehow delay but the program was 95% facilitated.
90 – 94 ● Learner were able to organize a community dance event with
delay and the program was 90% facilitated.
85 – 89 ● Learner were not able to organize a community dance event
because of no program to facilitate.

91
True or False. Write TRUE if the statement is correct. Write FALSE if the
statement is incorrect.

______ 1. In organizing an event, take the task as they come. Work in extremely
long hours as needed.

______ 2. Have a time management plan that allows to complete specific task.

______ 3. Efficiency is like setting up meetings that can run for a long time and
come up a better idea and set

______ 4. A good leader is doing all the task needed for the event since he is
having a hard time to delegate to do the job.

______ 5. In organizing an event, you need to assess the needs of the target
community, whether you want to promote a specific dance skill or
promote health and wellness for specific age groups.

______ 6. Once the plan is settled, aside from a good sound system, a safe
electrical and water supply must be checked.

______ 7. If the dance event is successful, disregard the post evaluation of the
event.

______ 8. It is a requirement that to become a part of the planning team, one

must have a background in dancing.

______ 9. Identify all the venue- related hazards and risk. Determine how to
prevent them from untoward incident.

______ 10. In hiring a performer, their credential should be reliable, or it is highly

recommended by trusted persons.

92
Multiple Choice
Directions: Write the letter of the correct answer on a separate sheet of paper.

1. If you train too frequent, too intense, too hard, and too long period of time.
This may result to.

A. Overexertion C. Hyperthermia
B. Dehydration D. Hypothermia

2. Who is the governing body in Cheerleading and Cheerdance competitions

here in the Philippines?

A. Cultural Center of the Philippines

B. Cheerleading Philippines Federation
C. University Athletics Association of the Philippines
D. National College Athletics Association

3. A leader must understand difference between effectiveness and efficiency.

Effectiveness is defined as the degree to which something is successful in
producing a desired result; success. Efficiency on the other hand is.

A. Is like setting up meetings that can run for a long time and come up a
better idea and set.
B. Making sure that goal set is achievable even it will takes long time.
C. Accomplishing something with the least amount of wasted time, money,
and effort or competency in performance.
D. All statement are correct.

4. The main role of the base is

A. Climb and stretch C. Supporting and commenting

B. Lift, throw and catch D. Sit and cheer

5. In achieving your fitness goal there will be time that you will lose
motivation if your progress is too slow or no progress at all. As
reinforcement you have to.

A. Seek for alternative ways (surgery and medicine).

B. Set new goals or try a new activity.
C. Both A & B.
D. Forget it, accept who you are.

93
6. In organizing an event, first you need to.
A. Assess the needs of the target community, whether you want to
promote a specific dance skill or promote health and wellness for
specific age groups.
B. Estimate the profit gain from the event.
C. Leave the expenses to prospective sponsor.
D. All of the statements are correct

7. In designing your fitness plan avoid making this too challenging. This could lead
to injury or burnout. Start at a level that feels comfortable, and then gradually
increase the difficulty as your strength and endurance builds. There are three
primary methods you can use to measure the intensity: amount of weight lifted,
number of repetitions completed and number of sets. This works for your

A. Cardio endurance C. Muscle strengthening

B. Flexibility D. Alll of the above

8. He is the legend and innovator in the field of cheerleading. He founded the

National Cheerleaders Association at Southern Methodist University,
holding cheerleading camps since 1948. Because of this he is known as
the grandfather of cheerleading.

A. Jeff Webb C. Lawrence Herkie

B. Johnny Campbell D. Lawrence Herkimer

9. What movement is being demonstrated by this; “ walk between grass

sterms. Run over tree branches or dodge bamboo traps.”

A. Wasiwas C. Salok
B. Hayon – hayon D. Tikling birds

10. Tinikling is an example of what classification of dance.

A. Occupational C. Religious
B. Festival D. Traditional

94
 95
ASSESSMENT MODULE 4
1. A What's More
2. B 1. DANCE EXERCISE
3. C 2. LEADERSHIP
4. B 3. PLANNING
5. B 4. MANAGEMENT
6. A 5. POST EVALUATION
7. C 6. DANCE FESTIVAL
8. D 7. PROMOTION
9. D 8. PANDEMIC
10. A 9. SAFETY
10. SOCIAL DISTANCING
MODULE 3 What I Know
What's More MODULE 2 1. C
1. Broken T What's More 2. B
2. Low V 3. A
3. Toe Touch 1. 2. 4. D
4. High V 5. A
5. Herkie Jump 6. D
6. Spread Eagle 3. 4. 7. B
7. T position 8. B
8. Pike Jump 9. A
9. Bow & arrow 5.
10. C
10. Cartwheel
References
(n.d.). Ackerman, Courtney 16 Self-Concept Questionaire, Activities and TestsRetrieved from:
https://positivepsychology.com/self-concept/#examples-self concept.

(n.d.). Retrieved August 2021, from healthline.com: https://www.healthline.com/health/fitt-

principle#time

Bryan, C. (n.d.). carlyn Bryan. Retrieved August 2021, from timetoast.com:

https://www.timetoast.com/timelines/the-history-of-cheerleading-a3bad800-3913-4fc3-
972d-5fb7379abdfe

Callo, L., & Dajime, P. (2016). Physical Education and Health (Vol. I). Manila: Rex Publishing.
Retrieved June 2020

Gialogo, R. C., & Gialogo, R. C. (2016). Fit for Life. Quezon City: Phoenix Publishing. Retrieved June
2020

n.d. (n.d.). Retrieved August 2021, from mayoclinic.org: https://www.mayoclinic.org/healthy-

lifestyle/fitness/in-depth/fitness/art-20048269

n.d. (n.d.). Retrieved August 2021, from https://cheer.epicsports.com/cheerleading-history.html

n.d. (n.d.). Retrieved from ncca.gov.ph: https://ncca.gov.ph/about-culture-and-arts/culture-

profile/national-artists-of-the-philippines/francisca-reyes-aquino/

Porto, J., Marcelita, A., Collao, M., Gabayan, P., & Kamus, H. (2017). Dance for Life. Quezon City: C &
E Publishing. Retrieved June 2020

96
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph