Module 1

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About this module

Good Day SPIan! Welcome to Physical Education and Health (Grade 12) offered by Skill-Power
Institute, Inc,-Antipolo Senior High School.

Embracing and ushering the "new normal" learning approach in this time of pandemic aims to
provide modern and quality education for Filipino learners like you. At this moment, you will
study at your own pace and safety at home while your instructor takes responsibility of
monitoring your progress. This module was developed to provide you with interesting and
meaningful learning experiences.

In order to assure your learning about the Physical Education and Health, this module is
undertaking all the necessary measures to ensure that your expectation will be discussed
within reasonable time without compromising anyone’s health and safety.

I acknowledge the efforts and/or contributions of Senior High School Department to this work,
but I own all errors, if any. I hope that concepts and ideas of physical education and health
learned from this module may enable you to face the challenges that lie in the real world.

COURSE DESCRIPTION: It offers experiential learning for learners to adopt an active life for
fitness and lifelong health. The knowledge, skills and understanding which include physical
and health literacy competencies support them in accessing, synthesizing and evaluating
information; making informed decisions; enhancing and advocating their own as well as others’
fitness and health. This course on exercise for fitness enables the learner to set goals , monitor
one’s participation in aerobic and muscle- and bone-strengthening activities and constantly
evaluate how well one has integrated this into one’s personal lifestyle. It consists of an array of
offerings which learners can choose from.

Now, it's time to acquire new knowledge, meaning-making and transfer of ideas, SPians!
Padayon!

Features of this module?

It is our pleasure to engage and cater you in your journey as you explore this module's
content-stages.
WHAT I NEED TO This will give you an idea of the skills or competencies you are
KNOW? expected to learn in the module.
WHAT I KNOW? This part incudes an activity that aims to check what you
already know about the lesson to take. If you get all the
answer correct (100%), you may decide to skip this module.
WHAT’S IN? This is a brief drill or review to help you link the current
lesson with the previous one.
WHAT’S NEW? In this portion, the new lesson will be introduced to you in
various ways such as a story, song, poem, problem opener, an
activity or situation.
WHAT IS IT? This part discusses the content of the lesson.

WHAT’S MORE? In this portion, you are given a set of question to help you
digest the lesson you’ve read.
WHAT I HAVE It helps you to generalize/summarize the topic you have
LEARNED? learned.
WHAT I CAN DO? This directs you to the Learners Activity Sheet to apply it into
your day-to-day basis.

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ASSESSMENT Test your knowledge by taking this test. This will be evaluated
by your teacher.
ADDITIONAL This gives you extra homework to help you acquire additional
ACTIVITIES. learning.
GLOSSARY Look at this part to search the unfamiliar words and their
meanings
REFERENCES Otherwise called as bibliography is a list of resources used by
the author to help you understand the lesson.
SUGGESTEDREADINGS/ This provides a list of other books, published or unpublished
WEBSITES studies, journals, links, and website for your references.

LESSON 1: Understanding of Dance in Optimizing One's Health

WHAT I NEED TO KNOW?

Intended Learning Outcomes:

At the end of the lesson, you are expected to:
LO1: Self-assesses health-related fitness (HRF). status, barriers to
physical activity assessment participation and one’s diet and sets FITT goals
based on training principles to achieve and/or maintain HRF

Performance Standards: The learners shall be able to lead dance events with
proficiency and confidence resulting in independent pursuit and in influencing
others positively

Learning Outcome 1: Self-assessing health-related fitness

(HRF). status, barriers to physical activity assessment
participation and one’s diet and setting FITT goals based on
training principles to achieve and/or maintain HRF
The word “dance” come from an Old German word Danson that means,
“to stretch”. Its purest, most basic form, dance is an art, the art of the body
movement. It is a human movement either used as a form of expression or
presented in a social, spiritual or performance setting.
Choreography is the art of making dances, and the person who does this
is called a choreographer.
Definitions of what constitutes dance are dependent on social, cultural,
aesthetic, artistic and moral constraints and range from functional movement
(such as Folk dance) to codified, virtuoso techniques such as ballet. A great
many dances and dance styles are performed to dance music.

WHAT I KNOW?
Let us determine how much you already know about Understanding of
Dance in Optimizing One's Health. Fill in the K-W-H-L Chart Below to assess
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your prior or initial knowledge and knowledge of the topic, Understanding of
Dance in Optimizing One's Health.

K-W-H-L

H - HOW can I
K - What do I W - What do I find out what I L - What did I
KNOW? WANT to find out? want to learn? LEARN?

Skills I expects to
use:

WHAT’S IN?

What comes into your mind when we say dance? Write a 250-300 words
essay. You may write your answers to a piece of paper or type it right
away to your chat box and send it to your teacher in any modalities you
may have.)

WHAT'S NEW?
Processing questions:
What is the importance of dance?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How is dance related to health-related fitness?
________________________________________________________________________
________________________________________________________________________

WHAT IS IT?

LESSON 1: INTROUCTION TO DANCES

Filled with interesting events that shaped its foundations, inventors that
created new styles, periods of time when dance and music were put in the
forefront of innovations, which all enabled it to become the popular social
pastime of today.
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Dance closely follows the development of human race. Since the earliest
times of our existence, far before the creation of first modern civilizations,
dance served as an irreplaceable way of expressing human thought and
emotion. As our civilization travelled through millennia, dance was modified to
the point of being popular means of expression, health, communication and
competition.

Dance differs from athletics and other daily activities because it focuses
primarily on aesthetic or even entertaining experience. People dance to please
the gods, please others, and please themselves or self-expression and to build
community. The various types of dances are also considered as an entertaining
way to remain fit, with Zumba, and other forms of dance being incorporated
into workout routines.

HISTORY OF DANCE
It has said the first use of dance was a gesture to communicate. Dance
accompanied ancient rituals, spiritual gatherings, and social events. The oldest
proof of existence of dancing comes from the 9000-year-old cave paintings that
were found in India, which depicts various scenes of hunting, childbirth,
religious rites, burials and most importantly communal drinking and dancing

I. As a means of religious expression- In Egypt, the priests and priestesses,

accompanied by harps and pipes, perform stately movements, which
mime significant events in the story of a god, or imitate cosmic patterns
such as the rhythm of night and day.

II. As an aid to military education – ancient Greeks believed that a man’s

grace in dance equaled his powers in battle; therefore, dance was
incorporated in their basic education.

III. Way of expressing tribal unity - They danced to appease the gods, to
curry favor from powerful spirits, to celebrate a hunt or harvest, to mimic
the exotic life forms around them. They danced their stories and their
shamanic rituals, their rites of passage and their remembered legends
and history.

IV. As an approach for courtship- Panliligaw are the Tagalog terms for
courtship, which in some parts of the Tagalog-speaking regions is
synonymous with digahan (from Spanish diga, “to say,express”).
Manliligaw is the one who courts a girl; nililigawan is the one who is
being courted.
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ELEMENTS OF DANCES

Remember the acronym:

B. A. S. T. E.

BODY - body awareness, use of body parts (e.g., hips, shoulders), body shapes
(e.g., angular, stretched, twisted), locomotor movements (e.g., leap, dart), non-
locomotor movements (e.g., twist, rock), body bases, symmetry versus
asymmetry, geometric versus organic shape, curved versus angular shape,
isolation of body parts, weight transfer

ACTION - Action is any human movement included in the act of dancing.

SPACE -the area that the dance performers occupy and where they move can
be divided into four different aspects, also known as spatial elements.

ELEMENTS OF SPACE

a. Direction - The performers can go forward, backward, diagonal, circular,

and so on.

b. Size -Movements can be varied by doing smaller or larger actions

c. Level -Movements can be done in a high, medium, and low level.

d. Focus -Performers may change their focus by looking at different

directions.

TIMING - The movements in timing can be execute in varying tempo (speed).

Performers move with tempo of an underlying sound known as beat or pulse.

ENERGY - Movements is propelled by energy or force. This force can either

initiate or stop an action. Dance uses different energies. Varied use of these
minimizes the monotony of the movements in the performance.

Qualities of dance energies

Sustained- movements are done smoothly, continuously, and with flow and
control. It does not have a clear beginning and ending.

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Percussive – movements are explosive or sharp in contrast with sustained
movements. They are accented with thrust of energy. They have a clear
beginning and ending.

Vibratory – movements consist of trembling or shaking. A faster version of

percussive movements that produces a jittery effect.

Swinging – movements trace a curved line or an arc in space. The movements

are relaxed and giving in to gravity on the downward part of the motion,
followed by an upward application of energy.

Suspended – movements are perched in space or hanging on air. Holding a

raised leg in any direction is an example of a suspended movement.

Collapsing – movements are released in tension and gradually or abruptly

giving in to a gravity, letting the body descend to the floor. A slow collapse can
be described as a melting or oozing action in downward direction.

Dynamics - Moving body related to speed, energy and flow of movement. This
creates rhythm, phrasing, and accents to move.

Relationship - dancers to objects, opposition, groupings (large and small

groups), meet/part, follow/lead, emotional connections between dancers

Terminology

Asymmetry:

(1) A difference in size, shape, or position between parts on opposite sides of a

dividing line (e.g., different arm and leg positions on the right and left sides of
the body). 

(2) A difference in the placement of dancers in a space on opposite sides of a

dividing line. 

Symmetry:
(1) An exact match in size, shape, and position between the parts on opposite

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sides of a dividing line (e.g., identical arm and leg positions on the right and left
sides of the body). 

(2) An exact match in the positioning of dancers in relation to other dancers on

opposite sides of a dividing line.

Locomotor movement: 

A movement that involves travelling from one place to another across a space
(e.g., walking, galloping, rolling).

Non-locomotor movement:

A non-travelling movement, where the body is anchored in one place; also

called axial movement (e.g., moving the arms and/or twisting the body while
staying in one spot).

Shape:

The position the body takes in space (e.g., angled, curved, straight). It can refer
to body zones, the whole body, body parts, and levels.

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Level:

The height of the dancer’s movements in relation to the floor, usually measured
as high, medium, and low.

Pathway:

The route or movement taken from point A to point B; or a pattern or design

created on the floor or in the air by movements of the body (e.g., the arm
moving in a circular motion creates a circular air pathway; galloping across the
general space in a zigzag motion creates a ground pathway). The following are
some examples:

             

TYPES OF DANCES
Dance is a particular series of graceful movements of the body and feet.
When we dance, we move our body and feet in a way which follows a rhythm,
usually in time to music. It is a way of moving that uses the body as an
instrument of expression and communication. Dance enables us to understand
ourselves and the world in which we live. It also enhances our skills of
perception, observation, and concentration.

1. Traditional ( Folk and Ethnic) - A dance performed at social functions

by people with little or no professional training, often to traditionally
based music, generally designed for public performance or the stage,
execution dominated by an inherited tradition rather than innovation.
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"Ethnic" does not mean "non-white."
"Folk" does not mean "rural."

"Ethnic dance" is any dance form which can be identified as originating

with an ethnic culture and expressing the movement aesthetics of that
culture from a certain race or country. It is also called as Ethnological
dances are those performed in primitive tribes and have retained their
close kinship with religious ritual and community custom. These dances
may “require a certain level of special performing skills” that are symbolic
in meaning, making it harder for those outside the group to understand.

Types of Ethnic Dances:

1. Ritual dances—dances that depict ritual ceremonies. Ex. Dugso
(Bukidnon) and Pagdidiwata (Palawan).
2. Life-Cycle dances—dances relating to the cycle of human life such as
birthing, courtship, wedding, and funeral. Ex. Binasuan (Pangasinan)
and Daling-daling (Courtship dance from Sulu)
3. Occupational Dances—dances thociety. at exhibit work and
occupation of the dancers. Ex. Mag Asik (Cotabato) and Mananagat
(Cebu) dances.

Ethnic dance sub-categories are "Folk," "Theatrical," "Religious,"

"Tribal," "Social," and so on.

"Folk" dance requires not only an ethnic identification, but a

"participatory" and aesthetic tradition. This dance developed by the
people on a certain or region

Characteristics:
o It is traditional
o It has an expressive behavior
o Simple, basic rhythm dominates the folk dance and establishes the
pattern of movement.
o It is created by an unknown choreographer or by communal
efforts.
o It performs a function in the life of the folk people.

"Theatrical" forms of ethnic dance are well-known, primarily in Asia,

where professional dancers perform dances that are prescribed by
tradition.

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"Tribal" dance generally originates in a "pre-industrial" culture, created
in a subsistence environment, and functioning as an integral part of life.

“National dances”—are traditional folk dances but have a national

scope. They ae popular and widely danced throughout a given country,
often with a number of regional variations. (e.g.Cariňosa, Curacha,
Pandanggo)

Francisca Reyes-Aquino—the first National Artist for Dance and the

Mother of Philippine Folk Dance.

Traditional Folk Dances of the Philipppines

Itik-Itik

➢ The steps mimic the way a duck walks, as well as the way it
splashes water on its back to attract a mate.
➢ Was created by a lady named Kanang who choreographed
the steps while dancing at a baptismal party. Other guests
copied her movements, and everyone liked the dance so
much that it has been passed along ever since.

Tinikling

➢ the Philippines' national dance

➢ Imitate the movement of the tikling bird as it walks around
through tall grass and between tree branches.
➢ People perform the dance using bamboo poles. The dance
is composed of three basic steps, which include singles,
doubles and hops.

Pandanggo sa Ilaw

➢ Similar to a Spanish Fandango, but the Pandanggo is

perform while balancing three oil lamps - one on the head,
and one in each hand.
➢ A lively dance originated on Lubang Island.
➢ The music is in 3/4 time and is usually accompanied by castanets.

Pandanggo Oasiwas

➢ Similar to the Pandanggo sa Ilaw, and is typically

performed by fishermen to celebrate a good catch.
➢ In this version, the lamps are place in cloths or nets and
swung around as the dancer’s circle and sway.
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Maglalatik

➢ Mock war dance that depicts a fight over coconut meat, a highly
prized food.
➢ The dance is broken into four parts: two devoted to the battle
and two devoted to reconciling. The men of the dance wear
coconut shells as part of their costumes, and they slap them
in rhythm with the music

➢ The Maglalatik is dance in the religious procession during the

fiesta of Biñan as an offering to San Isidro de Labrador, the
patron saint of farmers.

Carinosa

➢ a dance made for flirting

➢ Dancers make a number of flirtatious movements as they
hide behind fans or handkerchiefs and peek out at one
another.
➢ The essence of the dance is the courtship between two
sweethearts.

Rizalian dance: Tariki and Balse Dance

Tariki Dance

➢ Known and performed in Tanay, Rizal. The Tariki dance

was imitated and adopted by the natives from the
movements of the "tariki" birds seen hopping from one
bundle of palay to another.
➢ It is performed by five pairs of boys and girls dressed in
white shirt with long sleeves and pants and blouses and
skirts, respectively.

Balse Dance
➢ Balse was a popular dance in Marikina, Rizal 1 during the
Spanish times. Balse (valse in Spanish) means waltz..
➢ This dance was performed after the lutrina ( a religious
procession) and the music that accompanied the dancers
was played by the musikong bungbong (musicians using
instruments made of bamboo).

1
The province of Rizal was created by virtue of Act No. 137 by the First Philippine Commission which was acting as the
unicameral legislative body in the island of Luzon. Marikina, along with many other towns around Manila, was incorporated into
the new province.

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2. Modern and contemporary

Contemporary Dance – is a style of expressive dance that combines

elements of several dance genres including modern, jazz, lyrical and
classical ballet. It is a raw form of dance that does not follow any rules.
When performing, dancers focus on connecting their mind and body
through fluid dance moves. This allows dancers to explore emotions, and
use their natural expression in their dance techniques.

Contemporary dancers strive to connect the mind and the body through
fluid dance movements.

Martha Graham (1894 - 1991) - a Dancer who introduced and greatly

popularized the contemporary dance to the worldwide audience.

Merce Cunningham - He was regarded as one of the greatest creative

forces in American dance, education dozens of worldwide famous dancers
and thousands professional dancers who preserved his style until today.

Lester Horton - was a very influential contemporary dance visionary, who

trained many famous modern dancers and managed to incorporate the
styles of Native American dance and modern jazz into his dance techniques.

Modern dance - Modern dance is a dance style that rejects many of the
strict rules of classical ballet, focusing instead on the expression of inner
feelings. Modern dance was created as a rebellion against classical ballet,
emphasizing creativity in choreography and performance.

Modern dance focuses on emotions and moods while contemporary

dance focuses on creating new techniques and movements.

Ballet—was taken from the Italian word Ballare, meaning to dance, and
ballo, referring to dances performed in a ballroom. According to Haskell
(1965)—is a combination of the arts of dancing, poetry, music and painting.
The essential quality of the ballet dancer is grace that is phrasing, fluidity,
harmony, the making of words into a poetic whole; bound up with the
reaction to music that goes far deeper than a purely rhythmic reaction.

Ballet is an artistic, programmatic, scenic dance accompanied by music

(Burian 1963). It is basically a special and generically unique from, which
resulted from the synthesis, collaboration and equilibrium of several
different types of art. The art of gesture and mime interprets, by specific
means of expression, the thematic and emotional content of the scenario on
which it is based, bringing the poet’s ideas to life, presenting the story with
all its conflicts, plots, and solutions. The first ballet performs were men. The
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ballet costumes before were Grecian; sandals, diaphanous skirt, low-necked
body, hair in form of wreath.

Classical vs. Contemporary Ballet

Classical Ballet—is known for its exactness of technique that highlights
pointed toes and turnouts, high extensions and gracefulness. It also uses
traditional mime that utilizes gestures for conversation instead of words.
“These gestures are as precise as ballet steps and have to be learned and
performed accurately.”
Contemporary or Modern Ballet—mainly uses ballet steps and more natural
movement to convey meaning. It incorporates elements of both classical ballet
and modern dance that allows a greater range of movement that does not
support the strict bodylines that are traditional in any of the classical ballet.
--the first ballet company in the Philippines is the Cultural Center of the
Philippines Dance Company (now ballet Philippines? And Dance Theater
Philippines

3. Ballroom (Recreational and Competitive)

Ballroom dance is a set of partner dances, which are enjoyed both

socially and competitively around the world. Because of its performance
and entertainment aspects, ballroom dance is also widely enjoyed on
stage, film, and television.

The 'ballroom dancing' is derived from the word ball which in turn
originates from the Latin word ballare which means 'to dance' (a ball-room
being a large room specially designed for such dances).

Dance Sport—is a combination of art and sport. It was called competitive

ballroom dancing in the past. This goes with partners (male and lady)
competing against other partners dancing on the floor at one time. Dance
sport provides an avenue to gain discipline of the body and mind of the
dance athletes.

Dances are divided into rhythmical Latin America dances and harmonic
Standard Dances.

Latin Dances: Samba, Cha-Cha-Cha, Rumba, Paso Doble and Jive

Standard Dances: Waltz, Tango, Viennese Waltz, Slow Foxtrot and
Quickstep, which constitute the dance style.
 Samba - First, dance in the Latin America routine. Samba was born in
Brazil. Most of the densely populated coastal music has significant
impact from Africa, India and Iberia.

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 Cha-cha-cha – a name of dance of Cuban origin and is one of the most

popular social American dances and the most popular of all Latin
American dances. Couples dance together, facing each other. Both
partners are required to dance forward and backward during the
dance.

 Rhumba/Rumba - This dance has a sensual feeling with lots of hip

and body action – referred to as “Cuban motion.

 Jive - This is the quickest dance in this style and has lot of kicks. The
idea is to show lots of energy and personality in this dance.

 Foxtrot - A very smooth dance with both partners gliding effortlessly

across the dance floor as if they have “ice skates” on without them.

 Tango - The International Tango has lots of quick, dramatic

movements and shapes. The dancers walk with a staccato technique

 Waltz - is very graceful in movement and character. There is a strong

“rise and fall” (up and down) technique used though out the figures.

4. Cheer Dance - is coined from the words cheer and dance. To cheer is to
shout out the words or phrases that may well motivate team and perform
better during the game Dance, on the other hand, is a physical activity
where one expresses emotions or gestures while performing bodily
movement usually in time with rhythm.

The history of cheerdance is associated with cheerleading.

Cheerleading eventually started in November 2, 1898 when a cheerleader
by the name of Johnny Campbell got so excited that he jumped out in
front of the crowd and invented cheerleading. He is an undergraduate of
University of Minnesota, encouraged the crowd to chant and yell to
encourage their team. His famous "Rah, Rah, Rah! Ski-u-mah, Hoo-Rah!
Hoo-Rah! Varsity! Varsity! Varsity, Minn-e-So-Tah!” made him the very
first cheerleader or “yell-leader”. Soon after, yell-leader squad of six male
students was organized, a practice that gained currency at numerous
other universities in America. Great traditions in the art of cheerleading
have developed over the years.

Cheerleading in the Philippines officially began and emerged in

1993 when the Cheerleading Philippines Federation (CPF) 2 was officially
2
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. Its primary activities are organized through standing Commissions that are each responsible for
some aspect of the sport's development in the country. The CPF is mandated to sponsor and sanction cheerleading & cheer
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founded. However, it may be possible that cheerleading in the Philippines
may have started way before 1993. There may have been minor accounts
of cheerleading in the Philippines although no official accounts have
been published regarding the subject matter.

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).

The UAAP Cheerdance Competition, founded in 1994, is an

annual one-day event of the University Athletic Association of the
Philippines for cheerleading, usually held at the Araneta Coliseum. The
participating schools of this competition are Adamson University (AdU),
Ateneo de Manila University (ADMU), De La Salle University (DLSU), Far
Eastern University (FEU), National University (NU), University of the East
(UE) and University of the Philippines (UP).

The NCAA Cheerleading Competition, previously known as NCAA

Cheerdance Competition is an annual one-day event of the National
Collegiate Athletic Association for cheerleading, which was recently
founded in 2004. The event was sanctioned by Cheerleading Philippines
Federation (CPF) and thus adopted the official scoring criteria used in
international cheerleading. The participating schools of this competition
are Arellano University (AU), Colegio de San Juan de Letran (CSJL), De
La Salle - College of Saint Benilde (DLS-CSB), Emilio Aguinaldo College
(EAC), Jose Rizal University (JRU), Mapua Institute of Technology (MIT),
San Beda College (SBC), San Sebastian College - Recoletos (SSC-R) and
University of Perpetual Help System Dalta (UPHSD).

The National Cheerleading Chamionship (NCC) was recently

founded in 2006. The competition first started small, with 10 teams and
divisions: high school and college. By 2008, 29 teams participated in the
NCC, which featured squads from around the country; thus making NCC
the first and only true National Cheerleading Organization in the
Philippines. Just like the NCAA, the NCC uses the official scoring criteria
used in international cheerleading

5. Street Dance - Street dance, also more formally described as vernacular

dance, originated in New York in the 1970s. Evolving on the streets of
Manhattan and the Bronx, it was developed as an improvised, social

dance competitions and a variety of national and international cheerleading competitions, including the Cheerleading World
Championships, the Asia Cup, the IFC World Cup.”
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dance form, reacting against traditional, high-art dance styles. 3 The term
itself comes from the fact that the dances were made in urbanized cities.
There are no rules to “street dance” as improvisation and freestyle is
emphasized. It is hard to define, but it is basically freely expressing
music with one’s body.

a. TAP DANCE - Invented by the Irish and African-Americans in the early

19th century, tap is considerably one of the first 'street dances' to take
form, whereby the term 'street dance' was used to describe the
opposition to the 'folk dance' and 'tribal dance style movements of
earlier vernacular dances. There is also swing and traditional Jazz
dances that are street dance (as opposed to modern dance).

b. LOCKING - It was first made in 1970 by funk dancers in various clubs,

with one of the first dancers being Don Campbell (who supposedly
invented the 'lock' that the whole locking dance is now named after). It
was very popular in the 1970s and the dance itself is known to be
relatively comic and lively. Basic moves include the up lock, down lock,
wrist rolls, points, and hand claps. Similarly, the Hustle evolved out of
disco, but a lot of Hustle moves come under the Locking category.

c. POPPING - Originating from the west coast of the United States of

America, popping involves sudden freezes of the muscles to maximize
the moves. It uses this basic principle, and mixes it with styles such as
waving, ticking and the puppet. It is not known what persons
specifically invented the dance style, however, there is some history on
the robot dance that it is thought to have evolved from.

d. BREAKDANCING - It began in the early 70’s, when DJ Kool Herc first

used breaking beats. Hip hop music was originally based on applying
looped breakbeats over disco music records at a block party. Dancers
began to apply new dances to this new form of music style, which, after
the breakbeats, became known as 'breakdancing'. The dance has
floorwork similar to the British northern soul and the loft dance. Break
dancers are called b-boys and b-girls, respectively of their gender. The
dance includes two types of steps: power moves and style moves. Power
moves include the windmill and headspin, while style moves include the
freezes and footwork. Newer forms evolved from breakdancing, such as
uprock and toprock, which are danced upright, especially before
entering the actual downrock (or floorwork).

3
New York-based African American, Latino, and Caribbean immigrant youth of the 1960s and early 1970s gave life to
one of the world's major contemporary cultural movements: Hip-hop. Initially misunderstood as a faddish form of
Black male musical expression, Hip-hop's cultural resistance practices were quickly recognized as four core elements
(emceeing, turntablism, graffiti art, and b-boying/b-girling

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e. HIP HOP - As one of the most famous street dance genres, there are
many theories on how hip hop actually started. Since Hip Hop is a
culture beyond dancing that includes art, music, poetry and fashion, it
is even harder to define when hip hop dancing actually started. Along
with the mindset of street dance, there are no rules to hip hop, and
Freestyle Hip Hop is very famous as well. Hip hop when named as a
dance genre refers to mainly the commercialized forms of Breakdance,
Locking and popping that is popular also in pop and club dance culture.
Nowadays, hip hop dance culture involves massively collecting fellow
dancers into crews for competitions, which theoretically, helps prevents
physical violence between gangs since such people perform dance
battles instead of actual fights for territory. The music genres gangsta
rap and nu soul (contemporary R&B) often depict the everyday violence
in urban and suburban culture, with hip hop aiding (especially youths)
by providing a constructive thing to do as a hobby between work/school.

f. HOUSE - Born in Chicago, it began to become popular in clubs in New

York in the beginning of the 80s. It was first influenced by dances like
jacking and lofting. Later, steps from various genres like hip hop were
mixed into it. Lastly, the style was completed with a hopping feel to the
moves, making the dance highly energetic and expressive as house
music became more upbeat. Basic steps of house include the sidewalk,
happy feet, scribble feet, and skating. One popular form of house dance
is 'waacking'. Waacking (or punking) is known to be first danced by
mainly just gays, and was officially introduced to the mainstream by
Tyrone Proctorm. From the 1980s, it began to mix with other genres,
and now it is often mixed in with girl’s hip-hop and tecktonik.

g. TECHNO - During the early 80s, industrial and synthpop music started
to influence the sound of hip hop and house greatly by the use of
European electronic music sounds reflecting the fact the urban world
was slowly becoming more and more technologically based. One of the
first of the electronic dances was the electric boogaloo (depicted in
breakin 2: electric noogaloo), which is highly based on breakdancing
being applied to electro rhythms. Techno dance became popular from
the appliance of new street dances to electro music, as electro music
steadily moved away from its parent 'hip hop culture' to initialise rave
and modern nightclub culture. Nowadays Europe has taken on street
dance culture in the form of house and techno dance. Although techno
refers to most electronic dance genres, it also can refer to the Detroit
techno dance styles and music genre which never became that popular.
In Australia, dance parties saw the birth of the Melbourne shuffle (based
off hip hop, house, tap, Malaysian folk dance, etc.), and Europe has
invented its own dances such as hakken, candy walk, jumpstyle, etc.
Techno dance in its modern form makes competition redundant and is

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usually opposed to battling and caters dancing for the feel of the music,
instead (alike early locking).

5. Festival Dance - cultural dances performed to the strong beats of

percussion instruments by a community of people sharing the same
culture usually done in honor or thanksgiving of a bountiful harvest. This
dance may be religious or secular in nature. Festivals in the province of
Rizal.

1. HIGANTES FESTIVAL is a secular celebration in Municipality of Angono,

Rizal. They honor their patron Saint Clement, in which the parade of
giants is held on Sunday before the town feast on November 23. It is
based on Angono folklore, the ‘higante’ was used as symbol of agrarian
revolts during the Spanish colonization when Angono was a hacienda
(large tract of lands).

2. MAYTIME FESTIVAL is a yearly activity in City of Antipolo, Rizal that

aims to promote the rich culture and tradition of the Antipoleños to the
global community as well as to establish camaraderie among the local
citizens and the city government. It is held on 1st of May with a Grand
Parade to kick-off the SuMaKaH (Suman, Mangga, Kasoy, Hamaka)
Festival with street dancers and drum and lyre bands, all in their colorful
costumes. The higlights of the celebration is the Street Dance
Competition using the city’s official song, “Tayo Na Sa Antipolo!” and
various shows and events are showcased in this month-long festivity.

3. TROMBA FESTIVAL of the Municipality of Baras is the celebration is

originated from the ancient Spanish religious festival in homage of the
Nuestra Señora de Turumba. Afternoon procession and street dancing is
observed and preceded by a Pagoda parade held in Baras River.

4. BINALAYAN FESTIVAL is the pride of the Municipality of Binangonan as

a nestle of lake or "lawa" and bamboo or "kawayan." The festival stands
for "BINAngonan sa LAwa at kawaYAN" or "BINALAYAN." The festival
reflects its historic, pulsating and highly entertaining celebration which
showcases bamboo products and other marine merchandises exclusively
made at the leading edge of Binangonan's culture and economy.

5. SUMBINGTIK FESTIVAL of the Municipality of Cainta is an annual

cultural festival held on 1st of December in Cainta, Rizal, along the
town's founding anniversary and feast of their patron saint Our Lady of
Light. The festival was first celebrated in 2014.

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6. KALUSKOS FESTIVAL is observed on first week of December in the
Municipality of Cardona. The name was derived from "Kaluskos ng
Kawayan" or squeaky sounds produced when making the arch, like
hissing f the snake, cockling chickens etc. Cardona uses a kind of folk
art called bamboo arches in different occassions like town’s fiesta,
weddings, anniversaries and other important events of the year in
Cardona. And from then, the town celebrate Kaluskos Bamboo Arch
Festival.

7. D'DLAYLAY FESTIVAL is the feast day of its patron saint, St. Michael
the Archangel on September 29 in the Municipality of Jalajala. The day’s
highlight, the D’Dalaylay Festival featured street dances participated by
the people of Jalajala from its different barangay and schools in colorful,
artistic and ingenious costumes.

8. PAMITINAN FESTIVAL is known in the Municipality of Rodriguez. The

founding anniversary of the town formerly called Montalban of which the
highlights of the celebration is the Pamitinan Festival culled after the
famous Pamitinan Cave or Cave of Bernardo Carpio, which aims to
preserve its contribution to the historic quest for independence by the 8
Katipuneros led by Gat Andres Bonifacio. Likewise a street dancing
competition is held to depict the multi-faceted culture of the
Montalbeños.

9. KAKANIN FESTIVAL of the Municipality of San Mateo is a parade of rice

delicacies together with traditional dances that displays the beauty and
the fruitful year of the town. Parishioners, devotees, and different
organizations takes part in the parade in grand floats where each of them
presents different kinds of kakanin that the town is proud of. A solemn
mass is celebrated before the parade and the kakanins are given for free
after. The stars in the day of the festival are the rice delicacies such as
suman and puto, of different varieties, kutsinta, palitaw, sapin-sapin,
biko, and even the seasonal bibingka and puto-bungbong. The festival
was first introduced by then parish priest, Mnsgr. Manuel Balbago Jr. for
the celebration of the feast of Nuestra Senora de Aranzazu on 9th of
September.

10. HANE FESTIVAL of the Municipality of Tanay is a yearly

commemoration of Tanay's Founding Anniversary. It is a tourism and
cultural fedtival or celebration. It is an agri– eco–tourism, arts, and
cultural exhibition in one, showcasing Tanay’s tourism, and agricultural
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products, healthy and sustainable environment, rich arts and culture,
and amiable people. It derived its name from an ordinary expression of
Tanayan (‘’hane’’) which is used to seek one’s agreement

11. RODEO FESTIVAL of the Municipality of Tanay aims to promote and

market the town’s cattle and agri-eco tourism not only within the
municipality but also in the CALABARZON region. Tanay Rodeo Festival
is held on the third week of January. The festival is also in line with the
celebration of Tanay Town Fiesta.

Fundamental Position of the Arms and Feet

A. Arms Positions

First Position- Arms slightly raised and encircled in front at

chest level with fingers an inch apart.

Second Position- Arms slightly raised sideways below

shoulder level.

Third Position- Encircle one arm overhead while the other is

raised sideways.

Fourth Position- Encircle one arm overhead while the other

is placed in front of the chest.

Fifth Position- Raise both arms overhead with fingers slightly

apart.

B. Feet Positions

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First Position- Heels together and toes open at about 45
degrees.

Second Position- Feet parallel at about shoulder width

Third Position- Heel of one foot touching the instep of the

other.

Fourth Position- Open-crossed. Heel of front foot in line with

the heel of the rear foot.

Fifth Position- Close-crossed. Heel of front touching the toes

of the rear foot.

I guess you have several answers based on your own ideas and
understanding. Now, we are going to learn about Health-Related Fitness related
in dance. Let us start recalling with our discussion below.

LESSON 2: HEALTH RELATED FITNESS FOR DANCE

Dancing is a great way for people of all ages to get and stay in shape.
Besides being fun, dancing has many positive health benefits. Certain styles of
dance can have a tremendous impact on your overall flexibility, strength,
endurance level, and emotional well-being. Many people have turned to
dancing as a way to exercise. Depending on your goals, a dance class could be
a fun way to improve your health. Look around your area and you'll most likely
find a few dance studios and schools to fit your needs.

 Muscular Strength - refers to the amount of force a particular muscle

group can produce in one, all-out effort. In strength training terms, it's
your one-rep max.

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 Muscular Endurance- is the ability of the muscles to perform continuous
without fatiguing.

 Flexibility- refers to the range of motion you have around a given joint.
Like muscular strength and endurance, flexibility is joint-specific. To
increase flexibility, the muscles must be stretched about 10 percent
beyond their normal range of motion. As flexibility increases, the range
of the stretch must also increase for flexibility to continue increasing.

 Progressive muscle relaxation- is a deep relaxation technique that has

been effectively used to control stress and anxiety, relieve insomnia, and
reduce symptoms of certain types of chronic pain.

 Body Composition- Body- composition plays an important role in

dancers’ health. Appropriate and healthy ratios of lean muscle mass to
fat mass are key factors that can contribute to optimizing physical
performance. Body composition is often expressed as a percentage of
body fat and healthy recommendations suggest that dancers’ body fat be
at a certain level in order reach their potential.

 Cardiovascular Endurance - This is how efficiently your heart, blood

vessels, and lungs to supply oxygen rich blood to working muscles
during physical activity. In a dance class when a more continuous
warm-up is lead and the warm-up is vigorous enough to maintain a
heart rate of at least 130 to 170 beats per minute, then you are
developing your cardiovascular endurance.

Before grooving our body with dance activities, we must assess our body if we
are healthy enough to face different genre of dance as we optimize our energies.
Based on the DepEd Order No. 34, s. 2019 signed December 9, 2019 also
known as Revised Physical Fitness Test Manual, the following are objectives of
the following activity:

1. To determine the level of fitness of students;

2. To identify strength and weaknesses for development and improvement;
3. To provide baseline data for selection of physical activities for
enhancement of health and skill performance;
4. To gather data for the development of norms and standards;
5. To motivate, guide and counsel pupils/students in selecting sports for
recreation, competition and lifetime participation

Physical Fitness Test is a set of measures designed to determine a

student’s level of physical fitness. It is intended to test two categories of
physical fitness commonly referred to as “health-related” and “skill-related”.
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Health-related components refer to those physical attributes which enable
a person to cope with the requirements of daily living such as:

 cardio-vascular endurance or stamina

 muscular strength and endurance
 flexibility
 appropriate body mass index (BMI)
Skill-related components are physical abilities that show potential for
good performance in certain skills (usually in sports) like:

 speed
 agility
 reaction time or quickness
 balance
 coordination
https://www.deped.gov.ph/wp-content/uploads/2019/12/DO_s2019_034.pdf

Physical Fitness Test

1. BMI (Body Mass Index) – is the body’s relative amount of fat to fat-free
mass
Formula:
BMI = W where W is the weight in KILOGRAMS
H 2
where H is the height in METERS
Example:
BMI = 30kg = 30 = 20.83 (Normal)
(1.20m) 2
1.44

BMI Classification
Below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 – Above Obese

2. Zipper Test – to test the flexibility of the shoulder girdle

Scoring – record zipper test to the nearest 0.1 centimeter

SCORE STANDARD INTERPRETATION

5 Fingers overlapped by 6cm and above Excellent
4 Fingers overlapped by 4cm to 5.9 cm Very good
3 Fingers overlapped by 2cm to 3.9 cm Good

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2 Fingers overlapped by 0.1 cm to 1.9cm Fair
1 Just touched the fingers Needs
Improvement
0 Gap of 0.1 or wider Poor

3. Sit-and-Reach – to test the flexibility of the lower extremities

(particularly the trunk)
Scoring – record the farthest distance between the two trials to the
nearest 0.1 centimeters

SCORE STANDARD INTERPRETATION

5 61 cm and above Excellent
4 46 cm – 60.9 cm Very good
3 31 cm – 45.9 cm Good
2 16 cm – 45.9 cm Fair
1 0 – 30.9 cm Needs
Improvement

4. Three-Minute Step Test – for cardiovascular endurance. It is the ability

of the heart, lungs and blood vessels to deliver oxygen to working
muscles and tissues, as well as the ability of those muscles and tissues
to utilize the oxygen. Endurance may also refer to the ability of the
muscle to do repeated work fatigue.
Scoring – record the 60-second heart rate after the activity

5. Push-up – measures the strength of upper extremities . Strength – is the

ability of the muscle to generate force against physical objects.
Scoring – record the number of push-ups made

STANDARD
SCORE INTERPRETATION
Boys Girls
5 33 and above 33 and above Excellent
4 25 to 32 25 to 32 Very good
3 17 to 24 17 to 24 Good
2 9 to 16 9 to 16 Fair
1 1 to 8 1 to 8 Needs Improvement
0 Cannot execute Cannot execute Poor

6. Basic Plank – to measure strength/stability of the core muscles

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Scoring – record the time in the nearest seconds/minute. Maximum of
90 seconds for boys and girls

SCORE STANDARD INTERPRETATION

5 51 seconds and above Excellent
4 46 seconds to 50 seconds Very good
3 31 seconds to 45 seconds Good
2 16 seconds to 30 seconds Fair
1 1 second to 15 seconds Needs Improvement

7. 40-Meter Sprint – to measure the running speed

Scoring – record the time in nearest minutes and seconds

STANDARD
Boys Girls
SCORE INTERPRETATION
17 y/o and 17 y/o and
above above
5 <4.0 minutes <4.5 minutes Excellent
4 4.1 to 5.4 minutes 4.6 to 5.9 Very good
minutes
3 5.5 to 6.5 minutes 6.0 to 7.0 Good
minutes
2 6.6 to 7.5 minutes 7.1 to 8.1 Fair
minutes
1 >7.6 minutes >8.2 minutes Needs Improvement

8. Standing Long Jump – to measure the explosive strength and power of

the leg muscles. Power – is the ability of the muscle to transfer energy
and release maximum force at a fast rate.
Scoring – record the best distance in meters to the nearest 0.1
centimeters.

SCORE STANDARD INTERPRETATION

5 201 cm and above Excellent
4 151 cm to 200 cm Very good
3 126 cm to 150 cm Good
2 101 cm to 125 cm Fair
1 55 cm to 100 am Needs Improvement

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9. Hexagon Agility Test – to measure the ability to move in different
directions quickly. Agility – is the ability to move in different directions
quickly using a combination of balance, coordination, speed, strength,
and endurance.
Scoring – add the time of the two revolutions and divide by 2 to get the
average. Record the time in the nearest minutes and seconds.

SCORE STANDARD INTERPRETATION

5 5 seconds and below Excellent
4 6 seconds to 10 seconds Very good
3 11 seconds to 15 seconds Good
2 16 seconds to 20 seconds Fair
1 21 second to 55 seconds Needs Improvement
0 Over 25 seconds Poor
10. Stick Drop Test – to measure the time to respond to a stimulus.
Reaction Time – is the amount of time it takes to respond to a stimulus.
Scoring – record the middle 3 scores (for example: id the scores are 21, 18 and 19, the middle score
is 19). In case there are two (2) scores are the same ( for example 18, 18, 25) the repeated score shall
be recorded.
SCORE STANDARD INTERPRETATION
5 0 – 2.4 cm Excellent
4 5.08 cm to 10.16 cm Very good
3 12.70 cm to 17.78 cm Good
2 20.32 cm to 25.40 cm Fair
1 27.94 cm to 30.48 cm Needs Improvement

11. Juggling – to measure the coordination of the eye and hand.

Coordination – is the ability to use the senses with the body parts to
performs motor tasks smoothly and accurately.
Scoring – record the highest number of hits the performer has done
SCORE STANDARD INTERPRETATION
5 41 hits and above Excellent
4 31 hits to 40 hits Very good
3 21 hits to 30 hits Good
2 11 hits to 20 hits Fair
1 1 to 10 hits Needs Improvement

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12. Stork Balance Stand Test – to assess one’s ability to maintain
equilibrium. Balance – is the maintenance of equilibrium while
stationary or while moving.
Scoring – record the time taken on both feet in nearest seconds and divide the scores to get the
average percentage score.
SCORE STANDARD INTERPRETATION
17 y/o and above
5 161 sec to 180 sec Excellent
4 121 sec to 160 sec Very good
3 81 sec to 120 sec Good
2 16 seconds to 30 seconds Fair
1 1 second to 15 seconds Needs Improvement

LESSON 3: BARRIERS TO PHYSICAL ACTIVITY

ASSESSMENT PARTICIPATION AND ONE’S DIET

We just have learned the health-related fitness to dance, let us now

evaluate yourself what are the barriers for you to do physical activity like
dance. Circle the number that best describes.

Very Somewhat Somewhat

Likely likely unlikely

1. My day is so busy answering the Modules for 3 2 1

the “new normal”
2. Social distancing with friends, makes me 3 2 1
uncomfortable to perform exercises
3. I’m just too tired and bored with the “stay at 3 2 1
home” policy
4. I’ve been thinking about getting more exercise, 3 2 1
but I just can’t seem to get started
5. O think I’m healthy enough to exercise 3 2 1

6. I don’t get enough exercise because I don’t 3 2 1

have the skills for any sport
7. I don’t have access to jogging, trails, pools, 3 2 1
bike paths
8. Physical activity takes too much time away
from other commitments – time, study, 3 2 1
research, co-curriculum
9. I am embarrassed about how I look when I 3 2 1
exercise with others

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10. I do not get enough sleep as it is. I just
couldn’t get up or stay up late to get some 3 2 1
exercise
11. It’s easier for me to fine excuses not to exercise 3 2 1
than to go out to do something
12. I know too many people who have hurt 3 2 1
themselves by over doing it with exercise
13. I am not interested with any sports 3 2 1

14. It is too expensive. You have to take class or 3 2 1

join club or buy the right equipment
15. My free times during the day are too short to 3 2 1
include exercise
16. My usual social activities do not include 3 2 1
physical activities
17. I’m too tired during the week and I need the 3 2 1
weekend to catch up on my rest
18. I want to get more exercises, but I just can’t 3 2 1
seem to make myself stick to anything
19. I’m afraid I might injure myself or have a heart 3 2 1
attack
20. I’m not good enough at any physical activity to 3 2 1
make it fun
21. If we had exercise facilities and showers at 3 2 1
work, then I would be more likely to exercise
22. It is too expensive. You have to take class or 3 2 1
join club or buy the right equipment

How 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 scores on each line. Your barriers to physical activity fall into one or more
of seven categories.
 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 willpower

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_____+_____+_____= ________________
5 12 19 Fear of injury

_____+_____+_____= ________________
6 13 20 Lack of skill

_____+_____+_____= ________________
7 14 21 Lack of resources

Credits to: https://tinyurl.com/y9gsqh4s

TIMEOUT!!

Before we continue. Let me ask you a question.

1. What is the relationship of health-related fitness and skill-related fitness?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Can you follow students? I know you have different views on what we are
discussing, but the next topic will give you more understanding about
F.I.T.T.

Let’s continue.

LESSON 4: FITT

What Is F.I.T.T.?

Understanding the F.I.T.T. principle helps you create a workout plan

that will be more effective in reaching your fitness goals. F.I.T.T. stands for
frequency, intensity, time, and type of exercise. These are the four elements
you need to think about to create workouts that fit your goals and fitness
level. Learn how the F.I.T.T. principle works.

Example of Principles of FITT

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Frequency Intensity Time Type

Cardio and 5 to 6 times per Easy to 30 to 60 minutes Running,

Weight Loss week moderate or more walking, cycling,
swimming,
60-75% of rowing
maximum heart
rate

Strength 2 to 3 times per Depends on Depends on Weight

week, not amount of intensity of machines,
consecutive weight lifted. workout. resistance
days bands, body
The heavier the If intensity is weight like push-
weight, the less high, reduce ups, dips
sets and reps time spent

Stretching 5 to 7 times per Slow, easy and 15 to 60 minutes Static, Passive

week relaxed and hold each and PNF
stretch 40 to 60 (proprioceptive
seconds neuromuscular
facilitation)

How to set FITT goals based on training principles to achieve and/or maintain
HRF.

1. Overload principles - relies on the premise that to improve, the muscles

must produce work at a level that is higher than its regular workload.
a. Frequency - refers to how often the exercise is done.
b. Intensity - refers how hard the activity or exercise is.
c. Time - refers to duration or how long the exercise will take.
d. Type - refers to a kind of activity or exercise

Frequency- the first thing to set up with your workout plan is

frequency—how often you will exercise. Your frequency often
depends on a variety of factors including the type of workout you
are doing, how hard you are working, your fitness level, and
your exercise goals.

Intensity- has to do with how hard you work during exercise. How
you can change the intensity depends on the type of workout you
are doing.

Time- the next element of your workout plan is how long you
exercise during each session. There is not one set rule for how

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long you should exercise, and it will typically depend on your
fitness level and the type of workout you are doing

Type- the type of exercise you do is the last part of the F.I.T.T.
principle and an easy one to manipulate to avoid overuse injuries
or weight loss.

2. Progressive principle - means the body adapts to the initial over load,
the overload must be adjusted and increase gradually.
3. Recovery principle - adaptation to physical activity occurs gradually
and naturally, but time must be allowed for the regenerate and build.
4. Reversibility principle - all gains due to exercise will be lost if one does
not continue exercise.
5. Specificity principle - state that each form of the activity would
produce different result. It suggests that your body will make
adjustments according to the type of training you perform and in the
very same muscles that you exercise
6. Variation principle - suggests that minor changes in training regimens
yield more consistent gains in sport performance.  
7. Individualization principle - suggests that fitness training programs
should be adjusted for personal differences, such as abilities, skills,
gender, experience, motivation, past injuries, and physical condition.
8. Maintenance principle - The maintenance principle suggests that once
an individual reaches a level of fitness that meets his or her needs, it is
possible to maintain the results gained through a reduction
in training frequency (up to one third); however, the intensity and
duration must remain the same.
9. Balance  principle is a broad concept that operates at different levels of
healthy living. It suggests that you must maintain the right mix of
exercise, diet, and healthy behaviors.
10. Transfer principle suggests that workout activities can improve the
performance of other skills with common elements, such as sport skills,
work tasks, or other exercises.

WHAT’S MORE?
ESSAY. Answer briefly the following:

1. Differentiate the F.I.I.T principle in dance and sports.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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RUBRICS:
Content: 10 pts
Organization: 5 pts
Relevance 5 pts

Total 20 pts

2. Discuss briefly how you are going to OVERCOME the barriers to physical
activity participation

a. Lack of time
b. Social Influence
c. Lack of energy
d. Lack of will power
e. Fear of injury
f. Lack of skills
g. Lack of resources

WHAT I HAVE LEARNED?

Try to recall the lesson by answering the following questions:
1. Define dance
2. What are the elements of dance?
3. What are the types of dance?
4. What are the health-related fitness to dance?
5. What are barriers to physical activity participation?
6. What are F.I.T.T.?

WHAT I CAN DO?

1. Compose a short poem about how one's lifestyle can while self-assessing
health-related fitness and sets FITT goals based on training principles to
achieve and/or maintain health-related fitness to dance.

2. Cut out different types of dances and create a collage.

3. Make a brochure, multimedia presentation, a Facebook page, or a web page

that contains information on the history and nature of dance, elements and
types of dances found in the CALABARZON region.

4. Let’s FITT and Dance

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You are challenged to learn the different genre of dance for this semester.
Identify the following principle applied to the following Dance Routine
Assignments for this semester. Refer to YouTube videos and apply the exercises
at home. Master at least 3 figures per dance.

Note to Teacher: These are just suggested dances. You may change
according to how you contextualize the dances of your own culture.

My Intensity Time Type

Type Heart Frequency
Dance (slow, (number (cardio,
of Rate
Activity (___x week) medium, of strength,
Energy
(bpm) fast) minutes) stretching)

Wk 1:
Fundamental
Arm and Feet
Positions

https://tinyurl.com/y94t6jl8

Wk 2: Folk
Dance: Lapay
Bantigue

https://tinyurl.com/y83xsq4r

Wk 3: Folk
Dance:
Pangalay

https://tinyurl.com/ya724hny

Wk 4: Modern
Dance:
Contemporary
Dance

https://tinyurl.com/usuzdgn

Wk 5: Modern
Dance: Lyrical
Dance

https://tinyurl.com/ycn9qwsu

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Module 1
Wk 6:
Dancesports:
Cha cha cha

https://tinyurl.com/yapfmjdo

Wk 7:
Dancesports:
Waltz

https://tinyurl.com/yb42wapc

Wk 8: Cheer
Dance: Arm
Movements
and Stance

https://tinyurl.com/yahykyon

Wk 9: Cheer
Dance: Jumps

https://tinyurl.com/yb83kynu

Wk 10: Hip
Hop Dance

https://tinyurl.com/yb83kynu

After the 10-week dance challenge and self-directed activity, I have

learned the following:

Type of Dance Terms Body Part Values and

Improved Attitude

Ex.Fundamental Oblique Arm Strength Persistence

Arm and Feet
Raise Abdominal Accuracy
Positions
Stamina
Half-circle Discipline

ASSESSMENT

1. LET'S ORGANIZE
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Module 1
Objectives: Identify the (1) types of dances and explain the different dances, (2)
health-related fitness, (3) barriers to physical activity participation and (4)
FITT.

Procedures: Make a graphic organizer and give the description and examples to
complete the entire concept.

RUBRICS:
Content: 10 pts
Organization: 5 pts
Creativity 5 pts
Total 20 pts

ADDITIONAL ACTIVITIES

1. Create a vlog on dance while self-assessing health-related fitness (HRF)

status, barriers to physical activity assessment participation and one's diet.

RUBRICS:
Content: 10 pts
Organization/Creativity: 5 ptS
Relevance 5 pts
Total 20 pts

2. Make a multimedia presentation on how to sets FITT goals based on training

principles to achieve and/or maintain health-related fitness to dance.

RUBRICS:
Content: 10 pts
Organization: 5 pts
Relevance 5 pts
Total 20 pts

GLOSSARY
Dance - the collection of interrelated condition on which something occurs.
FITT -  principle helps you create a workout plan that will be more effective in
reaching your fitness goals. F.I.T.T. stands for frequency, intensity, time, and
type of exercise. These are the four elements you need to think about to create
workouts that fit your goals and fitness level.
Health-related fitness- is theoretically defined as a multidimensional construct
containing the components cardiorespiratory endurance, muscular strength,
muscular endurance, flexibility and body composition
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REFERENCES

_____, Elements of Dance. Retrieved from

https://sites.google.com/site/oloagr8/elements-of-dance
Martin, Joseph. (1972) Introduction to Dance. USA: Dance Horizons,
Incorporated. Retrieved from https://books.google.com.ph/books?
id=yrHlrlOSHFwC&pg=PA8&source=gbs_selected_pages&cad=3#v=
onepage&q&f=false
Urbiztondo, Stella Marie M. et. al. HOPE 3 Health-Optimizing Physical
Educatition Dance. Vibal.

SUGGESTED READINGS/WEBSITES

Martin, Joseph. (1972) Introduction to Dance. USA: Dance Horizons,

Incorporated. Retrieved from https://books.google.com.ph/books?
id=yrHlrlOSHFwC&pg=PA8&source=gbs_selected_pages&cad=3#v=
onepage&q&f=false

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