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10
Physical

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Education
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Teacher’s Guide
Unit 
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This book was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of
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Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education
Republic of the Philippines

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Physical Educationand Health – Grade 10
Teacher’s Guide
First Edition 2015
ISBN:
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Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Teacher’s Guide
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Consultant: Grace Reyes-Sumayo and Hercules Callanta

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,

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Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia

Editor: Mercedes Manguerra

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Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,

Grace Duka-Pante, Salve Favila, Lordinio Vergara

Layout Artist: Aileen N. Ilagan, Donna G. Romero

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Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena,

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Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao,

Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus

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 INTRODUCTION

As a teacher, you are faced with greater demands for quality and the
challenge to impart the necessary 21st century skills to your students. You
start searching for ways to better understand your teaching style and change
your perspective to address the pressing demands of attaining good quality
education. You make it your goal to provide concrete learning experiences for
your students. And for you to carry this out, you integrate into your lesson
plan effective teaching strategies, meaningful learning tasks and assessment
to achieve the intended learning outcomes.

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As designed, this module intends to give you a clear direction on how
to deliver procedures and instructions with great confidence, and the different
dynamic approaches in your teaching-learning process. Similar to the
learner’s material, this module follows the same instructional design but the
approach relies on how you will implement the different learning tasks found

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in the learner’s material. Furthermore, each activity is provided with key
answers to guide you in the assessment process.
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The essential things that you will need to face the challenges and meet
your goal are found in this module. All that is needed is to ensure its efficacy
in the classroom so that your learner’s engagement in the learning process
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will continue in the never-ending journey of self-learning. So let’s get started
and make some difference in the lives of your students.
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 Table of Contents

PHYSICAL EDUCATION

Unit 4: Other Dance Forms (Cheerdance and Contemporary Dance) ..................... 161
Introduction ............................................................................................................... 162
Learning Competencies ............................................................................................ 163
Pre-Assessment ........................................................................................................ 163
Instructional Activities
Part I: What to KNOW ....................................................................................... 164
Part II: What to PROCESS ................................................................................ 176
Part III: What to REFLECT and UNDERSTAND .............................................. 195

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Part IV What to TRANSFER .............................................................................. 198
Summary .................................................................................................................. 202
Summative Test ....................................................................................................... 203
Appendices .............................................................................................................. 204
References ............................................................................................................... 216

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 Unit 4: Other Dance Forms
(Cheerdance and Contemporary
Dance)

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Module No. : 4 Number of Sessions: 8

CONTENT STANDARD PERFORMANCE STANDARD

The learner . . . The learner . . .

• demonstrates understanding of • maintains an active lifestyle
lifestyle and weight management to influence the physical
to promote societal fitness. activity participation of the
community and the society.

• practices healthy eating

habits that support an active

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lifestyle.

I. Introduction

In today’s world dominated by

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computers, a great deal of change has
happened that have taken away the very
essence of our physicality as human beings:
the opportunity to move. A massive shift from
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physical labor to office jobs, engagement in
passive forms of entertainment and recreation,
and development of a sedentary lifestyle are
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just but natural consequences of the luxury
offered by the advancements in science and
technology.
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Increased weight gain has led leading

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to obesity, development of heart diseases,

diabetes, and certain types of cancer just
some of the eventual disadvantages of
physical inactivity. This is the very reason why
you will be introduced to cheer dancing and
contemporary dancing as means to achieve
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healthy living.

It is fitting and timely that these lessons

are included in your studies so that as early as
now, before you enter the work force, you will
be able to make informed decisions regarding
your lifestyle choices and practices that will
help you become a fit, healthy and productive
member of society.

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 II. Learning Competencies
The learner…

• assesses physical activity, exercises, and eating habits;

• determines risk factors related to lifestyle diseases (obesity, diabetes,
heart disease);
• engages in moderate to vigorous physical activities for at least 60
minutes a day in and out of school;
• applies correct techniques to minimize risk of injuries;
• critiques (verifies and validates) media information on fitness and
physical activity issues;
• expresses a sense of purpose and belongingness by participating in
physical activity related community services and programs; and

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• recognizes the health needs of others in real life and in meaningful
ways

III. Pre-Assessment

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Part I. Assessing Your Participation in Recreational Activity

Indicate your corresponding response to each of the needed data regarding your
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participation to the recreational activities enumerated, the potential danger to each
activity, and the first aid techniques necessary to alleviate suffering whenever injuries
happen.
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First Aid
Potential
Recreational Activity Always Seldom Never Technique
Danger/ Injury
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needed
Basketball
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Volleyball
Baseball / Softball
Soccer / Football
Badminton
Swimming
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Trekking
Mountain Climbing
Cycling
Camping
Cheerdancing
Contemporary Dancing
Pop Dancing
Breakdancing (B-boying)
Ballroom Dancing
Fishing

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 First Aid
Potential
Recreational Activity Always Seldom Never Technique
Danger/ Injury
needed
Playing Computer / Video Games
Playing board games
Playing card games
Playing musical instruments

Processing Questions:

Let the students answer the following questions in their notebook:

• What does the survey reveal about your participation in recreational activities?

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• Does the result of the survey tell that you have knowledge and skills in first aid?
• Why do you think knowledge and skills in first aid are necessary in your
participation in recreational activities?

Part II. Me and the Foods I Eat

Me and the Foods I Eat Template:

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Fill out the columns by enumerating foods that you love to eat.

Name:
Nutritional Implication to
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List of Content/ Fitness and (Put check Unhealthy (Put Alternative
Foods Value Well-being (√ mark) check Food/s
√ mark)
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Part III. Levelling of Expectations

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At the end of this module, they are expected to conduct a cheerdance

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promotional ad and a cheerdance festival. These activities will allow them to share
the knowledge, skills and understandings learned relative to influencing society’s
fitness concept, with cheerdance and contemporary dancing as their media. Let
them refer to Part IV (Transfer), Activities 1 and 2 of the lessons for this activity. Give
the necessary orientation regarding their grouping, the criteria for assessment, and
the process of conducting the activity.
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INSTRUCTIONAL ACTIVITIES:
Part I. WHAT TO KNOW

Welcome to the first part of your lesson in Cheerdance

and Contemporary Dance! In this phase, you will be provided
with activities that seeks to activate your prior knowledge
regarding the lesson. From there, follow-up activities will
then be given to elicit your initial understanding. As you
go through the rest of the activities, misconceptions and
alternative conceptions you might have had in mind will be
clarified. Finally your knowledge, in terms of its adequacy
and relevance, will be assessed at the end of this phase.
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 Activity 1: HR Log

I. Objectives:
At the end of the activity, the students will be able to:
• record their own resting heart rate (RHR), training heart rate (THR) and
training intensity (TI);
• assess and report their own heart rate before and after performing a
physical activity; and
• realize the importance of keeping track of your own fitness data in relation
to improving personal fitness necessary in influencing others in the society.

II. Materials:
• “HR (Heart Rate) Log” template

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• activity notebook and ballpen
• RPE (Rate of Perceived Exertion) chart

III. Procedure:
Give the following instructions to the students:

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1. Below is an HR log, a template that allows you to self-assess and report
your heart rate before and after you perform a physical activity, the time
spent, and your Rate of Perceived Exertion (RPE) on the physical activities
you do on a daily basis.
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2. Reflect on the physical activities you did before going to school today, and/
or in PE classes and fill in the needed data in the given template.
3. You may start with the warm-up session that will be given to you in the next
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activity.
4. Do this in your activity notebook.
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HR Log Template:
Name:
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Heart Rate Heart Rate Rate of

Time
Date Activity before after Perceived Signature
Spent
in bpm in bpm Exertion
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Activity 2: ME AND MY TUMMY (Activating Prior Knowledge)

I. Objectives:
At the end of the activity, you will be able to:
• activate your prior knowledge on lifestyle and weight management;
• measure your waist and give the implication of such measurement on your
fitness and well-being;
• compute your BMI (Body Mass Index) and give its implication on your fitness
and well-being; and
• assess your lifestyle and weight management skills.

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II. Materials/Equipment:
• HR log (activity notebook)
• any upbeat music for warm-up
• music player and speaker
• tape measure
• meter stick
• weighing scale
• calculator
• BMI classification template

III. Procedure:
Give the following instructions to the students:
1. Do a 10-15 minute warm-up. Bear in mind that before doing the warm-
up exercises, you have to be in stretchable outfit such as cycling shorts,

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leggings, jogging pants, shirts or sleeveless shirts, for better exercise and
workout, and prevent unnecessary injuries from happening resulting from
wearing by improper clothing.
2. Using the weighing scale and meter stick, take your weight and height.
3. With the formula BMI = W (kg)/H2 (m-meter), compute for your Body Mass

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Index.
4. Find out your classification based on this table:
Table 1. BMI Classification
BMI CLASSIFICATION
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below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
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30.0 and above Obese
Source: Complete Guide to FITNESS and HEALTH,
Barbara Bushman, Ph. D., American College of Sports Medicine, 2011
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5. To which of the four classifications do you belong?

6. This time, let’s measure your waist. This is one way to identify whether you
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are at risk of health concerns. It is very simple. Just get a tape measure,
wrap it around your waist and measure at the smallest part!
7. Now, refer to Table 2 below to give you an interpretation of your waist
circumference:
Table 2. Interpretation of Waist Circumference for Adults
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Risk Category Waist Circumference (in inches and centimeters)

Men Women
Very Low Below 31.5 in (80 cm) Below 27.5 in (70 cm)
Low 31.5 to 39.0 in (80 - 99 cm) 27.5 to 35.0 in (70 - 89 cm)
High 39.5 to 47.0 in (100 - 120 cm) 35.5 to 43.0 in (90 - 109 cm)
Very High Above 47.0 in (120 cm +) Above 43.0 in (110.0 cm)

8. So, based on the interpretation given about your measured waist

circumference, are you at risk?
9. To enrich your knowledge, refer to these readings; they can help you
maintain a healthier lifestyle:

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 READINGS:
BODY MASS INDEX AND WEIGHT MANAGEMENT
Weight management is a struggle for many Filipinos, but controlling body
weight has many benefits. Filipinos, nowadays, have adopted the Western culture
of excessive intake of unhealthy, high-calorie food coupled with physical inactivity
which often results in a society called “obesiogenic” (a tendency to have a fat
citizenry). This transformation towards over fatness does not occur overnight. The
number of overweight and obese Filipinos has already grown, according to the
National Nutrition and Health Survey by the FNRI (Food and Nutrition Research In
statute) and DOST (Department of Science and Technology) and it will most likely
contribute to the development of related diseases.

The terms overweight and obesity are both used interchangeably to describe

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situations in which the body weight is higher than that recommended for optimal
health, because being overweight or obese increases the risk of developing diseases
or health problems. Stated plainly, you are overweight if you weigh more than what
is expected for someone of your stature (height), and you are obese if you weigh
a lot more than what is expected. To be more specific, Body Mass Index (BMI) is
used to classify people into four subclasses: underweight, normal, overweight, and

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obese.

BMI is commonly used because it is very easy to measure and it also correlates
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strongly with the percentage of body fats. Excess levels of body fat contribute to
a number of health concerns including heart disease, hypertension, diabetes and
some cancers. Typically, body fat levels are higher as BMI increases. A BMI between
18.5 to 24.9 kg/m2 is considered normal, with a healthy body weight. This is because
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BMI within this range is associated with the lowest risk of developing a chronic
disease or dying. People classified as overweight have an increased risk of disease
and death, and those who are obese have the highest risk of developing a number
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of diseases.
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Waist Circumference
People have different patterns of body fat distribution, and these patterns
correspond to different risk levels for disease. The location of body fat accumulation
influences a person’s health risk. The risk is lower for those who have fat distributed
more around the hips and thighs (called gynoid obesity and commonly referred to
as a pear-shaped physique) than for those who carry fat on the trunk or abdominal
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area (called android obesity, commonly called an apple-shaped physique). Because

of the concern with abdominal obesity, waist circumference alone can help identify
whether you are at risk of health concerns.

Physical Activity and Exercise Defined

Physical activity refers to bodily movement produced by skeletal muscles.
It requires energy expenditure and produces progressive health benefits. Physical
activity typically requires only low to moderate intensity effort. Examples of physical
activity include walking to and from work, taking the stairs instead of elevators and
escalators, and gardening, doing household chores, dancing and washing the car by
hand.

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 Exercise is a type of physical activity that requires planned, structured,
and repetitive bodily movement to improve or maintain one or more components
of physical fitness. Examples of exercise are walking, running, cycling, aerobics,
swimming, and strength training. Exercise is an activity that requires a vigorous and
intense effort.

Intensity of Exercise
When trying to develop the CR (cardio-respiratory) system, many people
ignore intensity of exercise. For muscles to develop, they have to be overloaded
to a given point. The training stimulus to the biceps muscle, for example, can be
accomplished with arm curl exercises using increasing weights. Likewise, CR is
stimulated by making the heart pump faster for a specified period.

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Health and CR fitness benefits result when a person is working between 30 to
85 percent of heart rate reserve (HRR) combined with an appropriate duration and
frequency of training. Health benefits are achieved when training at a lower exercise
intensity, that is, between 30 to 60 percent of the person’s HRR. Even greater health
and cardioprotective benefits, and higher and faster improvements in CR fitness

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(VO2max), however are achieved primarily though vigorous intensity programs (at
an intensity above 60 percent). C
Recent research indicates that the traditional equation of 220 – age
overpredicts MHR in people 40 years and younger, and underpredicts MHR in
individuals above 40 years old. Instead, we will use 207 as our constant MHR from
birth that decreases by 1 beat per year.
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The intensity of exercise or training intensity (TI) can be calculated easily,
and training can be monitored by checking your pulse. To determine the intensity of
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exercise or cardio-respiratory training zone according to heart rate reserve, follow

these steps:
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1. Estimate your maximal heart rate (MHR) according to the following formula:
MHR = 207 – (0.7 x age)
2. Check your resting heart rate (RHR) for a full minute in the evening, after you
have been sitting quietly for about 30 minutes reading or watching a relaxing
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TV show. You can check your pulse on the wrist by gently placing two or
three fingers over the radial artery or in the neck, using the carotid artery.

3. Determine the heart rate reserve (HRR) by subtracting the resting heart rate
from the maximal heart rate: HRR = MHR – RHR

4. Calculate the Training Intensity (TI) at 30, 40, 50, 60, 70 and 85 percent.
Multiply the heart rate reserve by respective 0.30, 0.40, 0.50, 0.60, 0.70, and
0.85, and then add the resting heart rate to all four of these figures (e.g., 60%
TI = HRR x .60 + RHR)
Example: The 30, 40, 50, 60, 70 and 85 percent TIs for a 20-year-old with a
resting heart rate of 68 bpm would be as follows:

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 MHR: 207 – (.70 x 20) = 193 bpm RHR: 68 bpm
HRR: 193 – 68 = 125 bpm
Percentage Training Intensity (TI) Cardio-Respiratory Training Zone
30% (125 x .30) + 68 = 106 bpm Light Intensity
40% (125 x .40) + 68 = 118 bpm (106-118 bpm)
50% (125 x .50) + 68 = 131 bpm Moderate Intensity
60% (125 x .60) + 68 = 143 bpm (118-143 bpm)
70% (125 x .70) + 68 = 155 bpm Vigorous Intensity
85% (125 x .85) + 68 = 174 bpm (143-174 bpm)

Lifetime Physical Fitness and Wellness: A Personalized Program, Twelfth Edition, Warner W.
K. Hoeger, Sharon A. Hoeger, 2013, pp. 205-208

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Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of
Sports Medicine, 2011, pp. 27-28, 265-266
Lifetime Physical Fitness and Wellness: A Personalized Program, Twlfth Edition, Warner W.
K. Hoeger, Sharon A. Hoeger, 2013, pp. 7.

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Processing Questions:
• How does your waist circumference determine your health condition?
• What factors contribute to an apple-shaped physique?
• If you have a high potential risk of developing health problems as determined
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by your waist circumference, what should you to avoid to prevent them?
• How can the intensity of your exercise activities be of help in maintaining a
healthy lifestyle?
• Compute for you own cardiorespiratory training zone from 30 to 85 percent
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according to your actual age. Do this in your activity notebook.
Note: As required in Activity 1 (HR Log) in this part of the lesson, you should record
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your heart rate in your HR Log (notebook) and your THR (Training Heart Rate) or
TI (Training Intensity) by taking your heart rate after each warm-up or physical/
cheerdancing activity introduced in your succeeding lessons. You will need the data
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in Activity 3 for your lessons in Part IV (What to Transfer).

Activity 3: ACTIVE RECREATION, ITS RISKS AND FIRST AID TECHNIQUES

I. Objective:
At the end of the activity, you will be able to;
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• explain the nature and background of active recreation;

• make informed decisions on the kind of active recreation you are to engage in;
• identify potential risks in chosen active recreational activities and employ
appropriate first aid techniques on such risks; and
• realize the importance of active recreation and the accompanying knowledge
in preventing related risks.

II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• music player and speaker

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 • videoclips of active recreational activities and their potential risks
• powerpoint presentation on active recreation, related risks and
appropriate first aid
• first aid kit (with triangular bandage, dressing, antiseptics, cold/hot
compress , etc.)
• HR log (activity notebook)
III. Procedure:
1. Let the learners do a 15-20 minute syllabised warm-up exercises.
2. Discuss on the concept of active recreation and its accompanying risks together
with how such risks will be prevented or given first aid.

READINGS:
PHYSICAL ACTIVITY AND ACTIVE RECREATION

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In your lessons in Grade 9, Quarter 4, the term recreation was regarded as
activities you do during leisure. Leisure is an unobligated time wherein you are free
from any pressing concern in studies and/or work. Recreation may be classified
into two; active and passive. Passive recreational activities are those which you
spend your leisure without exerting much of your physical prowess such as playing

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board and card games, listening to music, reading, watching TV and surfing the
internet or playing computer games. Active recreational activities, on the other
hand, are those that require deliberate physical efforts which may range from light
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to vigorous intensities. These include walking, jogging, taking the stairs, gardening,
doing household chores, playing sports, swimming, dancing, and even hiking or
mountaineering.
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In the absence of a planned exercise program, doing active recreational
activities may help you break the monotony of a toxic desk work, mind-boggling
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academic problems and brain-squeezing assignments and research papers required

in your classes. Active recreational activities provide not just an opportunity for you
to enjoy life but an avenue to enhance your fitness. They are not suggested to take
EP

the place of the academic challenges in school but are recommended to balance or
neutralize the adverse effects of a sedentary lifestyle among students. The earlier you
make active recreation a fitness habit, the more chances you will have to maintain or
improve your health and well-being.
D

Adults between ages 18 to 64, older adults of ages 65 and beyond, pregnant
women and those who just gave birth, and children 6 years of age and older, and
adolescents like you differ in physical activity prescriptions. Children and adolescents
should do one hour (60 minutes) or more of physical activity everyday. The one hour
or more a day should be either moderate- or vigorous- intensity aerobic physical
activity. Developing the habit of engaging in physical activities which may come in
the form of active recreation will eventually reduce risk of hypokenetic diseases.
The term “hypo” means low or little and “kenetic” implies motion. These hypokenetic
diseases include hypertension, heart diseases, chronic low back pain, and obesity.
Lack of physical activity is a fact of modern life that most people can no longer avoid,
even for students like you. To enjoy modern-day conveniences and expect to live life
to its fullest, however, one has to make a personalized lifetime exercise program a

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 part of daily living. This challenge can be addressed by actively engaging in active
recreation, making it a habit of both body and mind.

Common Injuries Involved In Recreation

Sprains
A sprain is a stretch or tear of a ligament, the band of connective tissues that
joins the end of one bone with another. Sprains are caused by trauma such as a
fall or a blow to the body that knocks a joint out of position and, in the worst case,
ruptures the supporting ligaments.

Sprains can range from first degree (minor) to third degree (the worst). Areas
of the body most vulnerable to sprains are the ankles, knees and wrists. Signs of
a sprain include varying degrees of tenderness or pain, bruising, inflammation,

PY
swelling, inability to move a limb or joint or joint looseness, laxity or instability.

Strains
A strain is a twist, pull or tear of a muscle or tendon - a cord of tissue connecting
muscle to bone. It is an acute, non-contact injury that results from overstretching

O
or over-contraction. Symptoms of a strain include pain, muscle spasm and loss of
strength. While it is hard to tell the difference between mild and moderate strains,
severe strains not treated professionally can lead to permanent damage and loss of
function.
C
Knee Injuries
Due to its complex structure and weight-bearing function, the knee is the most
D
commonly injured joint. Each year, more than 5.5 million people visit orthopedic
surgeons for knee problems.
E

Knee injuries can range from mild to severe. Less severe would be
tendinitis, patella femoral compression syndrome, iliotibial band syndrome and
EP

bursitis, to name a few. The severe injuries include bone bruises or damage to the
cartilage or ligaments. Major injuries are common to the Anterior Cruciate Ligament
(ACL), Meniscus injuries, Posterior Cruciate Ligament (Pcl), Medial Collateral
Ligament (MCL) and the Lateral Collateral Ligament (LCL).
D

Knee injuries can result from a blow to or twist to the knee, from improper
landingafter a jump or from running too hard, too much or without proper warm up.

Other common sports injuries suffered by athletes are shin splints, Achilles
tendon injuries, patella dislocation and hamstring, quadriceps and calf injuries.

Fractures 
A fracture is a break in the bone that can occur from either a quick, one-time
injury to the bone (acute fracture) or from repeated stress to the bone over time
(stress fracture).

171

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 The most common symptom of a stress fracture is pain at the site that worsens with
weight bearing activities. Tenderness and swelling often accompany the pain. This
is very important for the coaches to recognize and refer the athlete to the trainers or
the team physicians.

Dislocations
When two bones that come together to form a joint become separated, the
joint is described as being dislocated. Contact sports such as football, basketball
and lacrosse, as well as high impact sports that can result in excessive stretching or
falling, cause the majority of dislocations. A dislocated joint is an emergency situation
that requires medical treatments.

Symptoms of Mentioned Injuries:

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• pain
• swelling
• bruising
• difficult and painful movement deformity
• a pop, snap or tear is sometimes felt or heard when the injury occurs.

First Aid Techniques to Injuries During Recreation

O

C
These acronyms shall be remembered when applying first aid to injuries
during the conduct of recreational activities: PRICED and HARM.

Follow the PRICED procedure:

D
PROTECTION Remove additional risk or danger in the injured area.
REST Stop moving the injured area.
E

Apply ice to the injured area for 20 minutes every two hours for
two days. Then ice can be applied less frequently after the first two
ICE days until the fifth to seventh day. Instead, either contrast baths or
EP

warm compresses will be applied to hasten the healing process of

the damaged tissues
COMPRESSION Apply an elastic compression bandage in the injured area.
ELEVATION Raise the injured area above heart level.
D

DIAGNOSIS Acute injuries should be evaluated by health-care professionals

In the first few days of an injury, remember to avoid HARM:

Any kind of heat will speed up the circulation, resulting in
HEAT
more swelling and longer recovery.
ALCOHOL Alcohol can increase swelling, resulting to longer recovery.

Exercising can cause further damage to the injured part.

RUNNING OR OTHER
Exercise also increases blood flow, resulting to more
EXCESSIVE EXERCISE
swelling
Massage increases swelling and bleeding into the tissue,
MASSAGE
prolonging recovery time.

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 First Aid for Sprains and Strains
Minor sprains and strains can be treated at home using these measures. Start
treatment as soon as possible to reduce swelling and speed up recovery. The less
swelling, the more blood can get to the injured part to start the repair process.
• Apply the PRICED method.
• Do not apply heat during the first two days as this will only increase swelling.
• Use paracetamol for the first day of the injury, since it will reduce pain without
increasing bleeding. Thereafter, ibuprofen (or other non-steroidal anti-
inflammatory) or aspirin is a good choice. Don’t give aspirin to a child younger
than 16 years.
• Arnica oil works well to reduce swelling.
• Remove rings immediately if the injury is to the hand or fingers.
• After 48 hours, start moving the limb gently, but only enough so as not to

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cause pain.
• Gradually increase the range of movement – let pain be your guide.

Strains usually heal in about a week. Sprains may take up to three weeks to
heal, depending on the degree of sprain or strain.

First Aid for Fractures:

• Apply the PRICED method.

O
C
• Keep the limb in the position you found it and place soft padding around
the broken bones. Splint the injury with something rigid, such as rolled up
newspaper or magazines, to prevent the bones from shifting. Do not move
the broken bones. Splints must be long enough to extend beyond joints above
D
and below the fracture.
• If there is an open fracture, cover it with a clean gauze pad. Apply pressure to
E

control bleeding. Do not try to push the bone back into the wound and do not
attempt to clean it.
• Get medical attention immediately. Fractures of the femur and pelvis may
EP

cause severe internal bleeding.

• Do not give the person anything to eat or drink in case surgery is needed.

See a Doctor if:

• You suspect a fracture or dislocation or if you are unsure of the severity of a
D

sprain or strain.
• You cannot straighten the affected joint or bear weight on it, or if a joint feels
unstable.
• The skin over the injury area is broken
• The limb below the injury feels numb or tingling, or is white, pale or blue in
color, or feels colder compared to the other healthy limb.
• The ligaments of the knee are injured.
• You injure an area that has been injured several times before.
• Pain is severe or lasts longer than 24 hours, or if swelling does not subside
within 48 hours.
• A sprain or strain does not improve after five to seven days.
• Signs of infection develop.

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Processing Activities:
A. Identify these recreational activities as illustrated:

PY
O
B. In the given table below, indicate whether you engage in such recreational activities
or not Identify whether such recreational activities are active or passive by ticking
your corresponding response:
Recreational YES
C
NO Active Passive
Activity (I do it) (I don’t do it) Recreation Recreation
Cycling
D
Marathon
Swimming
Softball/Baseball
E

Rowing
Basketball
EP

Computer Games
Card Games
Board Games
Volleyball
Board Games
D

Reading
Playing Music
Dancing
Internet Surfing

C. Based on your responses, answer these questions in your activity notebook:

• Why do you do such activities?
• When do you do them?
• What for you is leisure? Recreation?
• How are active recreational activities different from passive ones?
• Which do you think is better, passive or active recreation?

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 D. This time, copy the template provided below. Identify five (5) of your favorite
recreational activities and indicate the corresponding injuries that can possibly
happen while doing them.
Favorite Recreational Activities Accompanying Risks (Possible Injuries)

E. My favorite recreational activities

• Group yourselves into four (4).
• From the responses given by members of your group, identify three (3)
most favorite recreational activities.
• List down the risks involved in such activities.
• Based on experience and lessons learned, conduct demonstration of how
such risks can be managed and given first aid.

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• Assign representatives to present your work to the class.

Activity 4: Simulated Dance Class (Assessment of Knowledge)

I. Objectives:

O
At the end of the activity, you will be able to:
• demonstrate your knowledge and skills learned from the previous activities
(weight management, active recreation and first aid) through simulated
C
dance class differentiated activity;
• perform assigned task with mastery, confidence, relevance to the lesson
and adequacy of required knowledge; and
• realize the value of weight management, active recreation and first aid in
D
maintaining or improving a healthy and active lifestyle

II. Materials/Equipment:
E

• computer/laptop
• LCD projector
EP

• any upbeat music for warm-up

• music player and speaker
• HR log (activity notebook)
Group 1:
• slideshow presentation on weight management
• weighing scale
D

• meter stick
• tape measure
• calculator
Group 2:
• equipment related to three most favorite sports
• any upbeat music for warm-up
• music player and speaker
• comfortable dancing outfit preferrably stretchable ones
Group 3:
• first aid kit: bandage, dressing, disinfectants, medical tapes, hot/cold
compress, splints, stretcher/improvised stretcher

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III. Procedure:
1. Instruct them to perform a 15-20 minute syllabised warm-up exercises.
2. Assign an activity for each group to perform:
Group 1: Fitness lecture with focus on weight management
Group 2: Dance group with emphasis on recreational activities chosen
Group 3: First aid group focusing on dislocations, sprains and lacerations
3. Give them 10 minutes to meet with their group to prepare a 3-5 minute
presentation relevant to the assigned activity for each group.
4. Instruct them to maximize the participation of your members. Each member
shall be a functioning organ of your system.
5. Guide the groups on the sequenceof their performance: Group 1 will perform a
lecture-demonstration on weight management in a dance class first, followed
by group 2 with their dance routine with emphasis on the skills inherent in
their three most favorite sports, ending up the dance with a portrayal of injured
dancers. Finally, group 3 to alleviate suffering of injured dancers by employing

PY
appropriate first aid to them.
6. Rate their performance according to these criteria:
• relevance of the activities presented
• adequacy of the knowledge demontrated relative to the given topic
• teamwork

O
Part II: WHAT TO PROCESS
C
The learners are given activities to display and
enhance their skills in cheerdance and contemporary
dance, and at the same time formulate their understanding
D
of the benefits of such activities to their fitness and well-
being. As they go on and overcome the challenges
provided for them, they will learn that dance activities are
E

fun and exciting, while at the same time help improve their
fitness, and their sense of community.
EP

Activity 1: SYLLABISED WARM-UP EXERCISES (10-15 minutes)

I. Objectives:
At the end of the activity, the learners will be able to:
• familiarize yourself with the nature and sequence of the syllabised warm-up
D

exercises;
• develop individual strength, power and flexibility necessary in performing
cheerdance and contemporary dance;
• determine one’s own heartrate at rest before the warm-up session, and
• realize that any form of dance requires great deal of fitness and that warm-up
exercises will help you develop it as you repeatedly do it in the next sessions
of their lesson in cheer and contemporary dancing.

II. Materials:
• music player
• any upbeat warm-up music
• speaker

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 III. Procedure:
Let them do the following warm-up activities for 10 to 15 minutes:

Sequence of Exercises:
• neck flexion right and left alternately, 8 counts/ 4 counts
• neck front flexion, 8 counts/ 4 counts
• shoulder rotation/circles front and back alternately, 4 counts for 4 repetitions
• shoulder rotation right and left backward alternately, 4 counts
• arm clip right and left alternately, 8 counts each
• shoulder flex right and left alternately, 8 counts each
• trunk flexion front (arms extended sideward) and back (with arm support on
back of waist), 16 counts each
• trunk flexion right and left (arms extended sideward),16 counts each
• Side lunges (bent knee should be vertically aligned with supporting ankle) right

PY
and left alternately, 16 counts each front (bent knee should be vertically aligned
with supporting ankle) and back lunges alternately, 16 counts each
• squats (feet apart parallel to each other, bend knees ‘til thigh is parallel to the
ground, raise arms horizontally forward), 16 counts
• raise heels, reach up with both arms, 16 counts
• deep lunges right and left alternately, 16 counts each

O
• do “a” march right and left alternately, 16 times
• high knees right and left alternately, 16 times
• butt kicks right and left alternately, 16 times
C
• squat jumps (squat with arms at sides and stand then clap hands), 8 sets
• do “a” march right and left alternately, 16 times
• squats and raise, 4 sets (inhale and exhale alternately)
Before and after performing the given syllabised warm-up activity, record your heart
D
rate in your HR Log. Do this every time the warm-up is required before the activity
proper in your succeeding lessons.
E

Questions:
• How did you feel about the warm-up drills exercises?
EP

• What benefits can you gain when doing warm-up before the performance of a
more strenuous physical activity?
• Why is there a need to warm-up before cheerdancing?
• What other warm-up exercises can you suggest other than those you have
already performed?
D

Activity 2: IMPROVISE AND CREATE

I. Objectives:
At the end of the activity, the learners will be able to:
• appreciate the value of dancing in the improvement and maintenance of their
health and fitness;
• create movements in coming up with their own cheerdance routines through
improvisation; and
• describe the nature, movements and health benefits of cheer dancing.

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II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• cheerdance dance type music
• music player and speaker
• HR log (activity notebook)
III. Procedure:

Give the following instructions to the learners:

Activity:
1. Group yourselves into four.

PY
2. A cheerdance music will be played. Together with your group, think of
steps, preferably cheerdance steps, and execute them in accordance
with the beat given. Create a combination of about four 8s. Do this in five
minutes.
3. Present your work to the class.

O
Analysis:
1. Assemble in columns, by group.
2.
3.
C
What were the dance presentations you performed about?
How could you perform better?
4. Are there other combinations which you can perform to add dynamics to
your cheerdance routine?
D
5. How can a student like you benefit from performing cheerdances?

Abstraction:
E

• Study and perform the following readings and illustrations for the improvement
of your cheerdance routine:
EP

Readings:

Cheerdance is coined from the words, cheer and dance. To cheer is to shout
out words or phrases that may help motivate and boost the morale of a playing
team and perform better during a game. Dance, on the other hand, is a physical
D

activity where one expresses emotions or gestures while performing bodily

movements usually in time with rhythm. Cheerdancing rooted from cheerleading.
Cheerleading is the performance of a routine, usually dominated by gymnastic
skills such as jumps, tumbling skills, lifts and tosses combined with shouting of
cheers and yells to lead the crowd to cheer for a certain team during a game or
sport. It originated in the United States. Due to Filipinos’ love for dancing, they
added more dance routines to their cheers and came up with the term cheerdance
wherein it is a routine composed of yells and cheers, gymnastic skills (pyramids
and tosses, stunts, tumbling skills, arm and hand positions and jumps), and dance
(fusion of different dance genres). Today, cheerdancing is identified as one of
the most spectacular events in one of the biggest collegiate sports events in the
country, the UAAP (University Athletic Association of the Philippines).

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 Refer to the appendices B and C, and glossary for reference of the skills introduced
in this outline
(Provide time for them to perform the movements)

ESSENTIALS OF CHEERDANCING
Arms/hand movements
• Beginning stance and cheer Legs/feet positions
stance
• “T” and half “T” positions • Feet Together
• Clasp, clap, overhead clasp, low • Feet Apart
clasp • Dig (front and side)
• Touchdown, low touchdown • Hitch, Liberty, and Scale
• High “V” and low “V” • Lunge (front and side)

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• Tabletop and punch, etc. • Knees and Hips positions
• “L” and diagonal positions

CHEERDANCE BASICS

O
(Gymnastic Side)

Jumps
C
Tumbling skills
• Tuck • Forward Rolls and Backward
• Star Rolls
D
• Pike • Forward Backward Handspring
• Split • Cartwheel and aereal cartwheel
• Hurdle Jump/Hurkie
E

• Head and handstand

• Toe Touch Jump • Round-off
• Forward and backward saltos
EP

Pyramids (optional)

Composition:
Flyer Base Spotter Steps in Executing a Pyramid:
Levels:
D

One-and-a-half high Setting up (Preparing to lift)

two-high Load (Actual lift)
two-and-a-half high
Hit (Striking for a final pause)
Dismount (To move down by the
flyer)

Provide an example of a cheerdance routine on video

to serve as their reference in doing their application activity.

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 CHEERDANCE BASICS
(Dance Side)

Hip Hop Basics Jazz/Classical Dance Basics:

Bounce (Downrock)
Groove (Toprock) Tendu (point)
Power moves: Pliē (knees slightly bent)
• Pump Grand Plie (full knees bent)
• Lock Relevē (heels raised)
• Point Piquē (Raising a knee)
• Curl Elements of Dance Battement (Kicks)
Freezes (Space, Time and Energy) Ball Change and Chassē

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Piroutte and Chainē (Turns)

Cheering is the very essence of CHEERDANCE

cheerdance performances. To cheer
is to make someone or team motivated
BASICS
and boosts, encouraged, giving salute (Cheer Side)

O
or acclaim the morale of individuals and
Note: Refer to the glossary of terms
teams. In cheerdance, cheering needs
and to the illustrations appended
to be strong, loud and metered so that it
will be delivered in time with rhythm or the
C at the end of this material for your
reference and guidance.
music played.
Application:
D
• Now that you have the necessary knowledge and skills about the basics of
cheerdancing, it’s high time for you to go back to your first activity, to create a
E

two minute cheerdance routine for your group. You will be given 10 minutes to
accomplish your mission.
• To master your routine, your group will be given two minutes to perform what
EP

you have rehearsed with the beat of the music.

• Present your routine to the class. Your performance will be assessed
considering the following criteria: completeness (considering the three elements
of cheerdance), mastery and synchrony, difficulty (in terms of intensity) and
teamwork.
D

• Ensure safety in the conduct of this activity, such as in practice area, clothing,
skills.

Activity 3: ME, MY DIET AND MY DANCING

I. Objectives:
At the end of the activity, you will be able to:
• show evidence of the effects of the food you eat with that of your cheer dancing;
• make suggestions as to the right kind and amount of food to be taken if you
must engage in moderate to vigorous cheer dancing activities; and
• value knowledge of the right kind and amount of food to eat when performing
strenuous cheer dancing activities.

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 II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• cheerdance dance music
• music player and speaker
• HR log (activity notebook)
III. Procedure:
• Let them do a 10-15 minute syllabised warm-up exercises.
• Instruct them to assemble in lecture formation, preferrably row formation.
• Tell them to copy the template provided below in their activity notebook. Put a
check mark (√) to the column corresponding to your affirmation to the situation
indicated per item and put (x) if you do not:

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Name:
My Cheerdance Experiences √/x
1. I experienced dizziness during our cheerdance performance.

O
2. My body type limited me from performing other combinations in
our cheerdance routine.
3. I could hardly carry my weight while executing the cheerdance
combinations.
C
4. The cheerdance routine we performed is a very vigorous activity
for me, based on the RPE (Rate of Perceived Exertion).
5. My heart rate went higher than my THR (Target Heart Rate)
D
range during our cheerdance performance.
E

Processing Questions:
• Which of the five (5) situations did you put (√)? (x)? Why?
EP

• Are the situations enumerated above potentially risky to you? Justify your
answer.
• What suggestions can you give to minimize if not totally get rid of the potentially
risky cheerdance experiences you have considered, in terms of nutrition and
the foods you eat?
D

Readings:
Nutrition for Better Health and Fitness
Eating well, in combination with participating in a regular exercise program, is
a positive step you can take to prevent and even reverse some diseases. Though
nutrition is a broad science, this reading focuses on some of its basics, along with
how to make healthy choices in your daily food intake and how often those choices
can influence your ability to be active.

Too often, people associate nutrition with diet and with restriction and
unappealing options (note that the word diet, simply refers to what you eat, not
a particular weight loss plan). This reading presents a positive view of nutrition

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 and other suggestions for taking control of your diet to improve how you feel. By
providing your body with needed calories and nutrients, you will fully fuel your body
for physical activity and exercise, even for cheer dancing, if you are so inclined. Just
as a car needs quality fuel to run smoothly, your body needs a balance of nutrients
for optimal function.
Source: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 57

Determining Nutrient Needs

Nutrients include carbohydrates, proteins, fats, vitamins, minerals, and water.

The first three carbohydrates, protein and fats – are found in larger (“macro”)
quantities in the body and thus referred to as macronutrients. Vitamins and minerals
which are found in smaller (“micro”) amounts are referred to as micronutrients.

PY
Macronutrients
Macronutrients include carbohydrates, proteins and fats. Carbohydrates and
fats provide energy for daily activities and during exercise, recreational activity,
sports training and even in cheerdancing. Proteins on the other hand provide both

O
energy and raw materials for recovery and repair. All these three nutrient groups
provide slightly different numbers of calories per gram, as follows:
C
Carbohydrates provide about 4 calories per gram
• Proteins provide about 4 calories per gram
• Fats provide about 9 calories per gram
D
Carbohydrates
Although some diets (e. g. Atkins diet) seem to suggest that carbohydrates
E

are the villain when it comes to weight management, carbohydrates are actually vital
for optimal functioning of your body. For example, your brain and central nervous
system rely on blood glucose (sugar) for energy which carbohydrates provide.
EP

Carbohydrates are also an important source of energy during physical activity.

Without sufficient carbohydrates in your diet, you will not be able to fully enjoy a
vigorous workout or cheerdancing activity because your body will not have the fuel
it needs to perform efficiently.

Carbohydrates exist in the form of sugars, starches, and fiber. Sugars are
D

naturally found in items such as fruits and milk products. Sugar is also added to
various products to add flavour and taste. Cutting down on products with added
sugar is recommended ( e. G. Candy, non diet soda, and fruit drinks). These are
rather obvious, but checking food labels can reveal added sugars that are not as
obvious, which are called by many different names, which are brown sugar, corn
sweetener, corn syrup, dextrose, high-fructose corn syrup, glucose, honey, lactose,
maltose, malt syrup, molasses, and sucrose.

Focusing on fruits, vegetables, and whole grain products maximizes the health
benefits of carbohydrates. Starches are a more complex form of carbohydrates that
the body can use for energy and are found in products such as vegetables, dried
beans, and grains. Consumption of whole grains can help prevent cardiovascular
disease, type 2 diabetes, and other chronic diseases mainly because they are high
in vitamins and minerals, as well as antioxidants.

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 The third part of carbohydrates – fiber - includes parts of food that the body
cannot break down and absorb. Sources of fiber include vegetables, fruits, and
whole grains. Consuming higher-fiber foods promotes greater feelings of fullness
as well as bowel health. Higher-fiber diets have been found to reduce the risk of
diabetes, colon cancer, and obesity. The following table provides examples of good
sources of carbohydrates, including the amount of fiber per serving.

Table 3. Sources of Carbohydrates and Fiber

Carbohydrates Fiber
Food Serving Size
per Serving (g) per Serving (g)
Grains
Raisin bagel 1 whole 36 2
Whole grain bread 1 slice 13 2

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Raisin bran cereal 1 oz. (28 g) 47 7
Brown rice 1 cup 45 4
Spaghetti 1 cup 43
Fruits
Banana, sliced 1 cup 34 4

O
Blueberries 1 cup 21 4
Figs, dried 2 figs 24 4
Grapefruit juice 6 fl oz. (177 ml) 72 ˂1
Vegetables
C
Beans (dry), cooked 1 cup 45-55 13-19
Baked beans, canned 1 cup 47 18
Carrots, cooked 1 cup 13 5
D
Sweet potato 1 cup 54 5
Dairy
Milk, low or nonfat 1 cup 12 0
E

Yogurt, plain, skim milk 8 oz. (227 g) 17 0

Cottage cheese, nonfat 1 cupv 10 0
Adopted from U. S. Department of Agriculture, Agricultural Research Service, 2010
EP

Approximately 45% to 65% of your calorie intake should be from carbohydrates.

This is a relatively wide range to account for the variety of nutritional approaches
while avoiding deficiencies or adverse health consequences. The Daily Value listed
on food labels is based on 60% of the calorie intake. If you are active, a competitive
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athlete or cheerdancer, keeping your carbohydrate intake near the upper end of
this range will provide sufficient fuel for your working muscles. The next table tells
about how many calories you need per day. This will help determine how much
carbohydrate is recommended for your activity level. For example, for someone who
needs 2,500 calories per day, approximately 1,125 to 1,625 calories should be from
carbohydrates. This would be calculated as follows:

2 500 calories per day x 0.45 (45%) = 1 125 calories from carbohydrates
2 500 calories per day x 0.65 (65%) = 1 625 calories from carbohydrates

To determine the number of grams of carbohydrates you need, recall that

each gram of carbohydrate supplies 4 calories. Simply take the number of calories

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 from carbohydrates and divide by 4 to determine how many grams you need.
1 125 calories ÷ 4 calories per gram = 281 grams from carbohydrates
1 625 calories ÷ 4 calories per gram = 406 grams from carbohydrates

Table 4. Approximate Daily Calorie Intake per Unit of Body Weight Needed
for Maintaining Desirable Body Weight
Calorie per pound Calories per kg
Activity Level
of body weight of body weight
Very Sedentary
(restricted movement such as a patient 13 29
confined to home)
Sedentary
14 31
(office jobs, light work)

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Moderate Activity
15 33
(weekend recreation)
Very Active
16 35
(vigorous exercise three times per week)
Competitive Athlete/Cheerdancer

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17 or more 38 or more
(daily vigorous activity in high-energy sport)
Adapted, with permission, from M. H. Williams, 2007, Nutrition for Health Fitness and Sport,
(New York, McGraw-Hill), 404, The McGraw-Hill Companies, Inc.
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Proteins
Proteins are made of small units called amino acids, which are considered the
building blocks of the body. Proteins promote muscle growth and are required for
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many body functions including assistance with chemical reactions and hormones.
Even though proteins can provide 4 calories per gram, you typically do not use
protein for energy unless you are deficient in your intake of carbohydrates or fat.
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This is so the proteins you consume can be used to promote growth, normal body
functions, as well as for recovery from strenuous and long activities. The next table
shows the protein content of various foods:
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Table 5. Protein Content of Various Foods

Food Serving Size Protein per
serving (g)
Meat (including turkey, pork) 3 oz. (85 g) 24
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Fish (including trout, perch, haddock, flounder, tuna) 3 oz. (85 g) 20-22
Beans (including pinto, kidney, black, navy) 1 cup 13-15
Yogurt, plain, skim milk 8 oz. (227 g) 13
Cinnamon-raised bagel 4 in. (10 cm bagel) 9
Peanuts 1 oz. (28 g) 8
Hard-boiled egg 1 large 6
Raisin bran cereal 1 cup 5
Whole-wheat bread 1 slice 4
Sweet potato 1 piece 3
Squash 1 cup 2
Orange 1 cup 2
Banana 1 piece 1
Adopted from U. S. Department of Agriculture, Agricultural Research Service, 2010

184

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 Proteins should account for about 10% to 15% of total calories of your local
intake. As with carbohydrate, arange is provided to account for differences in diet
and to suggest a safe upper limit. Depending on your total calorie intake, you may
be near the low or high end of this range. Your personal protein requirement is based
on your body weight; you should consume approximately 0.36 grams of protein for
each pound of body weight. Simply multiply your body weight in pounds by 0.36 to
determine approximately how many grams of protein you need to consume each
day. If you know your body weight in kilograms, multiply that value by 0.8. For
example, for a 150 pound person, this would be figured as follows:

150 x 0.36 = 54 grams protein x calories per gram = 216 calories from protein

Note that protein requirements are increased for athletes and may vary
depending on the sport, the intensity and frequency of the workout, and how

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experienced the athlete is. Typical recommendations for strength-trained athletes (e.
g. football players, body builders) and endurance athletes (e. g. Marathon runners)
are between 0.55 and 0.77 grams of protein per pound of body weight (or 1.2 to 1.7
grams of protein per kilogram of body weight).

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Fats

Fats, also called lipids, are provided in the diet from such sources like animal
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protein, butter, oils, nuts, and many refined products. Fats are often thought of
as bad, a myth perpetuated by the many fat-free products flooding store shelves.
However, fats are needed in appropriate amounts for normal body functions. For
example, lipids are the main component of each cell in your body. In addition, fat
is the major source of energy, especially when you are at rest or performing low to
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moderate intensity physical activity. Excessive consumption of fat is unhealthy, but
concerns also arise when fat intake is too low. A balanced approach to fat intake will
provide the necessary amount of fat for optimal health.
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Fats are present in a number of forms, including saturated fats,

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monounsaturated fats, and polyunsaturated fats. These designations have to do

with the chemical structure of the fat. Trans fats are naturally found in some animal
products (mainly meat and dairy products), but also are a result of a manufacturing
process called hydrogenation. Hydrogenation changes the structure of a fat to
make it more stable but as a result produces more saturated fats (which are solid
at room temperature). Food companies hydrogenate fat to increase the shelf life of
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the product, to make it taste more like butter, and to save money because it is less
expensive to hydrogenate oil than it is to use butter.

In general, health concerns result from consuming too much saturated and
trans fats. Trans fats have been shown to increase the bad cholesterol in blood
(low density lipoprotein cholesterol, or LDL-C), even more so than saturated fats.
Sources of trans fats include animal products, margarine, and snack foods. The good
news is that, as a result of health concerns, the food industry is reformulating many
products to remove or at least reduce the amount of trans fats. Many restaurants
are required to list the amount of trans fat in their products. Although some products
have labels that state they are “transfat free,” this actually means they contain no
more than 0.5% trans fat.

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 Saturated fats are found in products such as butter, cheese, meat, palm oil,
and whole milk. Because of the increased risk associated with saturated fats, less
than 10% of your calories should come from saturated fat, with an even better target
of 7%. Trans fats should also be limited to as little as possible. Because of the focus
on saturated fats and trans fats, the nutrition labels on food products today include
total fat as well as the amount of saturated and trans fats.

Monosaturated fats, such as olive oil, canola oil, avocado, walnuts, and
flaxseeds, have been shown to be protective against many diseases including Type
2 diabetes. That is not to say that you can consume as much monounsaturated fat
as you want; however, selecting monounsaturated fats instead of saturated fats may
lead to better health (e. g., Healthier blood cholesterol levels).

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Polyunsaturated fats, such as safflower oil, corn oil, and fish oils, have also
been shown to be protective against many diseases. Fish oils (eicosapentaenoic
[EPA] and docosahexaenoic [DHA]) have been shown to decrease inflammation
within the body, and may protect against heart disease, Type 2 diabetes, and arthritis.
This doesn’t mean EPA and DHA are protective against everything, but they are

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important to overall health. Therefore, you should try to consume 2 to 3 ounces (57
to 85 g) of fatty fish (e. g. Tuna salmon, and sardines) at least two days per week.
Fish oil supplements may also be warranted (consult with your health care provider
to see if this is appropriate for you).
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Although not typically a fat, cholesterol is in the lipid family and is found in
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animal products. Your body needs a certain amount of cholesterol, and thus, even
if your diet contained none, the liver would produce what your body needs. The
problem arises when cholesterol levels in the blood become too high. Total blood
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cholesterol levels, as well as LDL-C levels, are definite predictors of heart disease.
Although you consume cholesterol in your diet, a major factor influencing your blood
cholesterol is the amount of saturated and trans fats you consume. Thus, limiting
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saturated fat intake to no more than 10% of your calories is highly recommended (no
more than 7% is even better) as well as keeping your consumption of cholesterol to
less than 300 milligrams per day.

Total fat intake should be between 25% to 35% of calories. Most of these
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calories should come from monounsaturated and polyunsaturated fats (e. g. fish,
nuts, vegetable oils), and your consumption of unsaturated fat should be limited too.
For example, for someone with a target of 2 500 calories per day, a total fat intake
should be between 20% to 35% of total calories. In this example, a target of 28% is
selected (middle of the range). This would be approximately 700 calories from fat.

This would be calculated as follows:

2 500 x 0.28 = 700 calories
To keep saturated fats at no more than 10% of total calories, the calories from
saturated fat would total only 250, determined as follows:
2 500 x 0.10 = 250 calories from saturated fats

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 To determine how many grams this represents, the calories from fat can be
divided by 9 (recall that each gram of fat provides 9 calories). Thus, in this example,
total fat would be around 78 grams (700 ÷ 9 = 78), and saturated fat would no more
than around 28 grams (250 ÷ 9 = 28).

Some of the food groups that contribute heavily to saturated fat intake are
cheese, beef, milk products, frozen desserts, snack foods (e. g. cookies, cakes,
doughnuts, and potato chips), butter, salad dressings, and eggs. Making small
changes in the foods you select could result in meaningful decreases in saturated
fat and calories you consume. This table offers you options for this matter:

Table 6. Food Selection Alternatives for Lower Saturated Fat Consumption

Food Higher-fat Option Lower-fat Option

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Cheddar cheese Regular cheddar cheese Low-fat cheddar cheese
(1 oz. Or 28 g) (6 g saturated fat; (1.2 g saturated fat;
114 calories) 49 calories)

Milk (1 cup) Whole milk, 3.24% Low-fat milk, 1%

(4.9 g saturated fat; (1.5 g saturated fat;

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145 calories) 102 calories)

Frozen desserts (1/2 Regular ice cream Low-fat frozen yogurt

cup)
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(4.9 g saturated fat;
145 calories)
(2.0 g saturated fat;
110 calories)

Ground beef Regular ground beef, 25% fat Extra-lean ground beef, 5% fat
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(8 oz., or 85 g, (6.1 g saturated fat; (2.6 g saturated fat;
cooked) 236 calories) 148 calories)

Chicken Fried chicken, leg with skin Roasted chicken, breast, no skin
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(3 oz., or 85 g, (3.3 g saturated fat; 212 (0.9 g saturated fat;

cooked) calories) 148 calories)
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Fish (3 oz., or 85 g) Fried fish (2.8 g saturated fat; Baked fish (1.5 g saturated fat;
195 calories) 129 calories)
Skim Milk would decrease the saturated fat to 0 grams and only 80 calories
Adopted from U. S. Department of Health and Human Services and U. S. Department of Agriculture,
2005, p 32.
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Micronutrients

Micronutrients include vitamins and minerals. Minerals and vitamins, although

part of energy-yielding components in your body, cannot provide energy directly.
Many have antioxidants, or cell-protecting functions (e. g. vitamins A, C, and E;
copper; iron; selenium; and zinc). It is important to consume DRI (Dietary Reference
In takes)) amounts for vitamins and minerals (or at least obtain 70% of the DRI) to
maintain overall health. It is however beyond the scope of this reading to discuss
all the vitamins in detail; however, this table provides a list of the major vitamins and
minerals. Including common sources as well as concerns with consuming too much
or too little:

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Tables 7a and 7b. Vitamins and Minerals
VITAMINS
Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources
Needed for
Thiamin carbohydrate Fortified breads
(Vit B1): and protein Weakness, and cereals,
1.2 mg/day for metabolism and fatigue, whole grains, lean
Not identified
males; functions of the psychosis, meats, (e.g. pork),
1.1 mg/day for heart, muscles, nerve damage fish, soybeans
females and nervous
system

Riboflavin Lean meat, eggs,

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(Vit B2): Needed for energy Fatigue, sore nuts, green leafy
1.3 mg/day for production and throat, and vegetables, milk
Not identified
males; red blood cell swollen tongue and milk-based
1.1 mg/day for production (all rare) products, fortified
females cereals

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Niacin Pellagra
Needed for energy Liver
(Vit B3): (symptoms Poultry, dairy
production and damage,
16 mg/day for include products, fish,
males;
health of the
digestive system,
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diarrhea,
peptic ulcers,
skin rashes,
lean meats, nuts,
14 mg/day for dementia, and eggs
skin, and nerves skin flushing
females dermatitis)
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Pantothenic Eggs, fish, milk
Acid Needed for energy Typically no Diarrhea and milk products,
(Vit B5): production toxicity (rare) lean beef,
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5 mg/day legumes, brocolli

Eggs, fish, milk

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Biotin: Needed for energy Typically no Diarrhea and milk products,

30 μg/day production toxicity (rare) lean beef,
legumes, brocolli

Vit B6:
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1.3 mg/day for Beans, nuts,

Needed for protein
ages 19-51; Dermatitis, Neurological legumes, eggs,
metabolism,
1.7 mg/day sore tongue, disorders meats, fish, whole
immune and
for males and depression, and grains, fortified
nervous system
1.5 mg/day for confusion numbness cereals and
functions
females age breads
51 above;
Beans, legumes,
Needed for cellular Diarrhea, citrus fruits, whole
Folate: growth, replication, fatigue, sore grains, dark green
Not identified
400 μg/day regulation, and tongue, poor leafy vegetables,
maintenance growth poultry and
shellfish

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 Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources

Needed in
red blood cell Anemia, Eggs, meat,
Vit B12: formation, numbness, poultry, shellfish,
Not identified
2.4 μg/day neurological weakness, loss milk and milk
function, role with of balance products
metabolism

Needed for Dry, splitting

its antioxidant hair, gingivitis,
Vit C: Gastro- Citrus fruits,
properties, iron dry skin,
90 mg/day for intestinal red and green

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absorption, depressed
males; disturbances peppers,
and role with immune
75 mg/day for (cramps and tomatoes,
connective tissues function, slow
females diarrhea) broccoli, greens
(skin, bones, and healing of
cartilage) wound

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Eggs, cheese,
milk, liver, kidney
Vit A: Night (also, beta
900 μg/day for
Important role
in vision as well
C blindness,
Toxic at
higher
carotene, which
males; decreased can be turned into
as healthy teeth, doses, birth
700 μg/day for immune a form of Vit A, is
bones, and skin defects
females function found in orange
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and dark green
vegetables)
E

Vit D:
5 μg/day for Kidney
Needed for
ages 19-50; stones and
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calcium absorption Skin exposure

10 μg/day for calcium
and for bone Osteoporosis to sunlight, fish,
ages 51-70; deposits in
growth and fortified milk
15 μg/day for heart and
remodelling
ages 71 and lungs
above;
D

Needed for Increased

its antioxidant risk of death Wheat germ, nuts,
Vit E: Deficiency is
properties and at higher seeds, vegetable
15 mg/day rare
important role in doses (400 oils
immune function IU or higher)

Excessive
Vit K:
bleeding due
120 μg/day Green vegetables,
Major role in blood to clotting
for males; 90 Not identified dark colored
clotting impairment,
μg/day for berries
more likely to
females
bruise

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 MINERALS
Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources

Needed for bone

growth and Numbness,
Calcium: 1000 maintenance, muscle cramps,
High amounts
mg/day for muscular convulsions,
for a long Milk, cheese,
ages 18-50 contractions, lethargy,
time can yogurt, green;
1200 mg/day cardiovascular abnormal heart
cause risk of leafy vegetables
for ages 51 and nervous rhythms, low
kidney stones
and above system functions, bone mineral
hormone and density
enzyme secretion

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Iron: 8 mg/
Fatigue,
day for males; Iron deficiency
dizziness, Dried beans,
18 mg/day anemia, lack
Major role in nausea, eggs, liver,
for females of energy,

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oxygen transports vomiting, lean red meat,
ages 19-50; headache,
in the blood weight loss, oysters, salmon,
8 mg/day for dizziness,
shortness of whole grain
females ages weight loss
breath
51 and above
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Slow growth,
Vomiting,
impaired
abdominal
immune
Major role in cramps,
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Zinc: 11 mg/ function, hair Beef, pork,
energy production, diarrhea, and
day for males; loss, delayed lamb, peanuts,
immune function, headaches
8 mg/day for healing of peanut butter,
and healing of can occur
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females wounds, legumes

wound with large
problems with
amount of
sense of taste
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supplements
and smell
Chromium:
30-35 μg/day
Enhances the Beer, liver,
for males; 20-
function of insulin Impaired Not identified eggs, chicken,
25 μg/day for
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and involved with glucose from dietary bananas,

females (lower
metabolism of fat tolerance sources spinach, apples,
amount for
and carbohydrates green peppers
age 51 and
above)

Magnesium:
400-410 mg/
Dark green leafy
day for males; Muscle
Major role in No set upper vegetables,
310-320 weakness,
proper muscle and limits for nuts, whole
mg/day for sleepiness (all
nerve function dietary intake grains, soy
females (lower rare)
products
amounts for
ages 19=30)

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 Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources

Selenosis
(gastro-
intestinal
Helps with Joint/bone Vegetables, fish,
upsets, hair
Selenium: 55 antioxidant disease, mental shellfish, grains,
loss, fatigue,
μg/day function to prevent retardation (all eggs, chicken,
irritability,
cellular damage rare) liver
some nerve
damage)
(rare)

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Organ meats,
Role in the
(kidneys, liver),
formulation of red
oysters and
blood cells as well Poisonous
Copper: 900 Anemia, other shellfish,
as healthy blood in large
μg/day osteoporosis whole grains,
vessels, nerves, amounts

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beans, nuts,
immune system,
potatoes, dark
and bones
leafy greens
C
Major role in Reduced Iodized salt,
Iodine: 150 metabolism of Goiter or functioning seafood (e. g.
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μg/day cells and in normal hypothyroidism of the thyroid cod, sea bass),
thyroid function gland (rare) kelp
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Major role in
the formulation
of bones and
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teeth, also
involved in the Rare (available
Phosphorus: Deposits in Milk and milk
utilization of fats, widely in the
700 mg/day muscle (rare) products
carbohydrates and food supply)
protein for growth
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and maintenance
of cells, and for
energy production

Requirements vary for different ages and status (e. g. lactation, pregnancy). For more information on
specific requirements, see http://fnic.nal.usda.gov and then find the DRI under “Topics A-Z” on the
top navigation bar
Sources: U. S. Department of Health and Human Services and National Institute of Health, U.
S. National Library of Medicine, 2010, and institute of Medicine, National Academy of Science,
1997, 1998, 2000, 2005 and 2011

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 Water

Water is a required nutrient for all human beings. Water is important for
hydration, however, it may be valuable for disease prevention as well. For example,
researchers have found a relationship between water intake and reduction of
gallstones and kidney stones as well as between water intake and colon cancer.
Similarly, maintaining a sufficient intake of water while flying may help reduce the
risk of blood clots.

With respect to physical activity, water is important for hydration. When you
are active, you need to remain in a euhydrated (balanced) estate. The DRI (Daily
Recommended Intake) of water is 2.7 liters (90 oz.) per day for women and 3.7 liters
(125 oz.) for men. Water balance means that you are replacing the fluid you lose
through sweating and urine production. Hydration does not just occur from drinking

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water. Water can be gained from food, which makes up about 20% of total water
intake, and as well as other beverages. Thus, although water is an excellent source
of fluid, other beverages, such as tea, milk, coffee and 100% juice, can also fulfill
your fluid needs.

Sweating during exercise is one way in which the body tries to cool you. Sweat

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is composed of water as well as other substances such as electrolytes (sodium,
potassium, and chloride). The amount of electrolytes in sweat varies among people
depending on sweat rate, fitness level, electrolyte intake, as well as temperature of
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the skin after prolonged sweating. Replacement of sodium lost in sweat is not an
issue for most people, considering that, in general, Americans including Filipinos
consume far more salt than their bodies need.
Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
D
College of Sports Medicine, 2011, pp. 61-76

Managing Your Weight

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Establishing or maintaining a healthy body weight requires an understanding

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of how the body uses food to provide energy. In addition, when weight loss is
desired, a plan of action is needed for long-term success.

Energy Balance
Understanding the concept of energy balance (EB) is critical if you want
to understand how body weight is regulated in human beings. EB in its simplest
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form simply compares the amount of energy consumed as food with the amount of
energy expended through the combination of resting metabolism, activities of daily
living, and voluntary physical exercise. The three possible states of EB are positive,
negative and neutral. Positive EB occurs when you consume more energy (calories)
than you expend, resulting in weight gain. Negative EB occurs when you expend
more calories than you consume, resulting in weight loss. Neutral EB occurs when
the amount of calories you consume equals the amount that you expend.

Estimating Calorie Needs

Probably the first question that comes to mind when contemplating your own
body weight is How many calories do I need? There are sophisticated laboratory

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 techniques to estimate this, but these tests are not practical for most people. Table 4
of this module includes one simple method of estimating needed calories based on
body weight and activity level. An alternative method devised by the U. S. Department
of Agriculture (USDA) estimates energy needs based on sex, age and activity level.
Refer to the table below:
Table 8. Estimated Calorie Needs Based on Sex, Age and Activity Level of Adolescents
MALES FEMALES
Activity Level** Activity Level**
Age Age
Sedentary Moderately Moderately Active
Active Sedentary
Active Active
12 1800 2200 2400 12 1600 2000 2200
13 2000 2200 2600 13 1600 2000 2200
14 2000 2400 2800 14 1800 2000 2400
15 2200 2600 3000 15 1800 2000 2400

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16 2400 2800 3200 16 1800 2000 2400
17 2400 2800 3200 17 1800 2000 2400
18 2400 2800 3200 18 1800 2000 2400
19-20 2600 2800 3000 19-20 2000 2000 2400
21-25 2400 2800 3000 21-25 2000 2000 2400

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Calorie levels are based on the Estimated Energy Requirements (EER) and activity levels from the
Institute of Medicine and Dietary Reference Intakes Macronutrients Report, 2002

**Activity Level Description

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Sedentary less than 30 minutes a day of moderate physical activity in addition to daily
activities;
Moderately Active at least 30 minutes up to 60 minutes a day of moderate physical activity in
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addition to daily activities
Active 60 minutes a day of moderately physical activity in addition to daily activities
Reprinted from U. S. Department of Agriculture
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Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 268-272
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Processing Questions:
After having a comprehensive reading on nutrition, questions are prepared for
you to answer. Copy the questions and write your answers in your activity notebook.

1. What are the factors that contribute to any of the following which you may have
D

experienced when you did your cheerdance routine? Choose one from the five
(5) given experiences below and give your assumptions:
• Dizziness
• Heart rate reaching beyond the THR range
• Difficulty in executing the cheerdance combinations
• Inability to cope up with the intensity of the cheerdance routine
• Cannot carry own weight or swiftly execute the combinations in the
cheerdance routine
2. How can the information gathered on nutrition, through the given reading, help
you perform better in your cheerdance activities?
3. If you were to choose among sedentary, moderately active or active lifestyle,

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 which would you prefer? Why?
4. Considering cheer dancing activity as a vigorous physical activity, your daily
physical activities, and your nutritional/caloric needs for such activities, come
up with a personal weight management plan. You may use the suggested
template below as your guide.

Template on My Personal Weight Management Plan

My Personal Weight Management Plan
Name:
Weight: Height:
BMI: Classification:
Objective: Weight Gain ( ) Weight Loss ( )

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Target Weight: Target No. Of Weeks:
Foods to
be Taken Remarks
Calories
No. of Calories in (Include (Positive, Nega-
Physical to be con-
Minutes/ Expended source: car- tive, Neutral
Activity sumed

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Day (Used) bohydrates, Energy Balance
or Taken in
proteins, or or EB)
fats)
1.
2.
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3.
4.
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5.

Activity 4: Health Cheer: Go, Fight, Win!

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I. Objectives:
At the end of the activity, they will be able to:
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• perform a cheerdance routine with mastery and synchrony, completeness,

difficulty (intensity level) and teamwork;
• maintain a healthy and fit lifestyle through cheerdancing; and
• appreciate the value of proper nutrition to the efficient and effective
performance of cheerdances.
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II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• cheerdance music
• music player and speaker
• HR log (activity notebook)

III. Procedure:
1. Perform a 10-15 minute syllabised warm-up exercises. As introduced in
Activity 1 of Part 2 of your lessons.

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 2. With the same groups, you will be given 20 minutes to prepare your
competitive cheerdance routines. You can make use of your own dance
mixes which should last for a maximum of 2 minutes. You will have a
competition within the class. Your performance will be assessed through
these criteria: completeness (gymnastics, contemporary-hip hop and
contemporary dance elements, and cheers), mastery and synchrony,
difficulty (in terms of intensity) and teamwork.
3. Group presentations

RUBRIC FOR ASSESSMENT

Completeness Mastery Intensity Teamwork

4 All elements With no mistakes High level of All groupmates

(Advanced) are present committed intensity routine are cooperating

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3 Only three With two to One to two
Moderate level
(Approaching elements are three mistakes members are not
of intensity
Proficiency) present committed cooperating
Only two With four to Three to four
2 Light level of

O
elements are five mistakes members are not
(Proficient) intensity
present committed cooperation
Inconsistent
1
Only one or no
element was
C With 6 or
more mistakes
with the level of
intensity due to
5 and more
members are not
(Developing)
present committed non-mastery of cooperating
routine
D

PART III. WHAT TO REFLECT and UNDERSTAND

E

In this part of your lesson, you will go deeper and

further in terms of the demonstration of your understanding
EP

of the benefits of cheer and contemporary dancing to you

and society. You will be given opportunities to reflect more
on the relevance of cheerdance and contemporary dance
to your fitness and well-being. Activities will be provided
for you to integrate your learning on weight management,
D

lifestyle diseases and fitness benefits of cheerdance and

contemporary dance, which in turn will be beneficial for others as you initiate activities
to influence society.

Activity 1: Cheer ‘Em Up

I. Objectives:
At the end of the activity, they will be able to:
• employ the parts of contemporary dancing which include the beginning,
middle and end (storyline) in creating your cheerdance routines;
• create a combination of cheers and yells to be performed with the
cheerdance routine with the intention of motivating others to engage in

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 cheerdancing activities;
• perform a cheerdance routine with mastery and synchrony, completeness
of the routine, difficulty (intensity level), and teamwork; and
• maintain a healthy and fit lifestyle through cheer and contemporary dancing.

II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• cheerdance dance music
• music player and speaker
• HR log (activity notebook)

PY
III. Procedure:
Give the learners the following instructions:
1. Do a 10-15 minute syllabised warm-up exercises as introduced in Activity
1 of Part 2 of your lessons.
2. With same groups, you will be given 20 minutes to refine your original
cheerdance routine by integrating a storyline or developmental treatment

O
to it and using contemporary dance steps (improvisational steps).
C
Refer to the readings included in the APPENDIX D relative to dance,
its elements and the two primary approaches in creating a dance piece.
D
3. Dance presentations should have a beginning, middle and end. You can
make use of your own dance mixes which should last for a maximum of
3 minutes. Your performance will be assessed through these criteria:
E

mastery and synchrony, completeness of the routine, difficulty (intensity

level), and teamwork.
EP

4. It is a requirement that in any part of your routine, a combination of 2 to

3 lines of cheers and yells should be performed. Content of such cheers
and yells should focus on cheering or convincing others, especially those
with sedentary lifestyle, to engage in cheerdancing activities to adopt and
maintain healthy living. Refrain from using foul and offending words in your
D

yells and cheers.

5. Present you work to the class.

Activity 2: Video Documentary Exhibition

I. Objectives:
At the end of the activity, they will be able to:
• perform a cheerdance routine with mastery and synchrony, completeness
of the routine, difficulty (intensity level), and teamwork;
• create a video documentary of the conduct of the lessons in cheerdancing
and contemporary dancing with emphasis on the promotion of a fit and

196

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 healthy living;
• maintain a fit, healthy lifestyle through cheerdancing; and
• influence others’ judgement regarding the benefits derived from engaging
in cheerdancing activities.

II. Materials/Equipment:
• videocamera/digicam
• computer/laptop by group with video editing software
• LCD projector
• any upbeat music for warm-up
• cheerdance dance music
• music player and speaker
• HR log (activity notebook)

PY
III. Procedure:
Give the following instructions to the learners:
1. Do a 10-15 minute syllabised warm-up exercises. As introduced in Activity
1 of Part 2 of your lessons.
2. Meet with your group. Assign groupmates to these sub-groups:

Group A
Group B
O
those with knowledge and skills in videography;
those with knowledge and skills in videoeditting; and
Group C
C
those with skills in broadcasting/public speaking.

3. With the same groups, one after the other, you will be asked to perform
D
your cheerdance routine with the integrated contemporary dance elements
and treatment. Draw lots to determine the sequence of presentation. The
same criteria for assessment will be used in this activity.
E

4. Those assigned to cover the whole session from the beginning until the end
will do their job. Those with skills in broadcasting or public speaking will then
come up with a script to guide the video coverage and the documentation
EP

proceedings. After all performances are done, those assigned to video-edit

these activities covered will proceed with refine the video documentary and
employ other applications to emphasize the objective of the activity, that is,
to influence the viewer of the video documentary to engage in cheerdancing
activities to maintain a fit and healthy lifestyle.
5. You are encouraged to employ other styles of presentation and coverage.
D

You are as if featuring a scoop, a very important story for others to watch
and learn from.
6. Are you ready? If so, let’s do this! You will be given 40 minutes to do this.
7. Present the video documentary to the class.

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 Part IV: WHAT TO TRANSFER

In this phase, you will be challenged to apply the

things you have learned about the lesson into another
context. Your understanding of the lesson will be measured
by your ability to provide tangible results of your learning.

Activity 1: PROMOTIONAL AD (for cheerdance and its benefits)

I. Objectives:
At the end of the activity, they will be able to:
• design a multi-media advertisement promoting the cheerdance festival to

PY
the whole school and community;
• promote cheerdancing as an excellent means of achieving fitness by
actually airing the designed ad; and
• influence the school and immediate community’s participation to
cheerdancing as an effective and efficient means to achieve fitness and

O
wellness.

II. Materials/Equipment:
• computer/laptop
C
• LCD projector
• HR log (activity notebook)
• Tarpaulins and other print ads, video advertisements, and/or audio
D
advertisements

III. Procedure:
E

1. Let the learners warm-up exercises as introduced in Activity 1 of Part 2 of

your lessons.
EP

2. Divide your class into three groups. Grouping may be according to expertise
in advertising (print ad, video-editting, movie-making, social media, wall
painting (mural), etc.)

3. Let them come up with an advertisement promoting cheerdancing as an

D

excellent means of achieve fitness and wellness and invite everyone to

come and watch the upcoming cheerdance festival to be initiated by all
classes in your curriculum year level.

4. Your output will be rated according to these criteria: creativity, effectiveness,

relevance.

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 RUBRIC FOR ASSESSMENT
Creativity Effectiveness Relevance Teamwork
Group cheerdance
Increased
4 or more routine, benefits
awareness of
multimedia of cheerdancing,
the whole locality All members
4 programs effects of physical
with benefits of collaborated
(Advanced) were inactivity and
cheerdancing to with the group
excellently campaign
fitness and well-
employed strategies are
being
evident
Increased
2 multimedia awareness of Cheerdance
Most
3 programs the whole class routine, and
members

PY
(Approaching were with benefits of benefits of
collaborated
Proficiency) satisfactorily cheerdancing to cheerdancing are
with the group
employed fitness and well- evident
being
Increased
Group cheerdance
3 multimedia awareness

O
routine, benefits Almost all
programs of the school
2 of cheerdancing, members
were with benefits of
(Proficient) and effects of collaborated
excellently cheerdancing to
employed
Cfitness and well-
physical inactivity
and are evident
with the group
being
Increased
Only one awareness of Only the 3 or more
D
multimedia the group with cheerdance members of
1
program was benefits of routine is the group
(Developing)
satisfactorily cheerdancing to shown on the did not
E

employed fitness and well- presentation collaborate

being
EP

Activity 2: Cheerdance Festival

I. Objectives:
At the end of the activity, they will be able to:
• conduct a cheerdance festival;
D

• promote cheerdancing as a means to dance a fit and healthy lifestyle;

• perform a cheerdance routine with mastery and synchrony, completeness
of the routine, difficulty (intensity level); and
• maintain a healthy and fit lifestyle through cheerdancing.

II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• cheerdance dance music
• music player and speaker
• HR log (activity notebook)

199

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III. Procedure:
Give the following instructions to the learners:
1. Do a 10-15 minute syllabised warm-up exercises. The one introduced in
Activity 1 of Part 2 of your lessons.

2. In the previous sessions, you were asked to perform your routines by group
within your class. This time, you will work together as a class, as one single
group. Combine all the best parts of your respective routines; that include
your dance steps (classical, contemporary and hip hop), gymnastic skills,
cheers and yells, and also your choreography.

3. You will be performing your output in the cheerdance festival to be

participated in by all other classes in your curriculum year.

PY
4. For purposes of uniformity, though it has no bearing in the judgement, you
may assign a common outfit, cheerdance attire or costume with all of your
classmates, to emphasize synchrony and visual artistry.

O
5. The same criteria will be used in assessing your performances in this
activity.
C
6. The three best routines will be documented and uploaded over YouTube
and/or Facebook to promote the value of cheerdancing in enhancing one’s
fitness and wellness.
D
7. Sounds exciting? Let’s go! Let’s fight, and win this game!

RUBRIC FOR ASSESSMENT

E

Completeness Mastery Intensity Teamwork

High level All
EP

4 All elements No mistake

of intensity groupmates
(Advanced) are present committed
routine cooperate

With two
3 Only three Moderate One to two
to three
(Approaching elements are level of in- members did
D

mistakes
Proficiency) present tensity not cooperate
committed

With four
Only two Three to four
2 to five Light level of
elements are members did
(Proficient) mistakes intensity
present not cooperate
committed
Incosistent
With 6 with the level
Only one or no 5 and more
1 or more of intensi-
element was members did
(Developing) mistakes ty due to
present not cooperate
committed non-mastery
of routine

200

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 Activity 3: Fitness Assessment
I. Objectives:
At the end of the activity, you will be able to:
• gather data on your HR (Heart Rate) for the past days of engagement in
cheerdance and contemporary dance activities;
• interpret results of your HR based on your own HR Log; and
• reflect on the advantagers of cheerdance and contemporary dance
participation to one’s fitness.

II. Materials:
• HR log
• activity notebook

PY
III. Procedure:
1. Reflect on the data you have entered in your HR log for the past days of
your lesson.
2. Write a one-paragraph essay that represents the result of you HR and RPE,
and explain your findings about your fitness condition now that you have

O
been through all the activities provided under your lessons in cheerdance
and contemporary dance.
3. This will be rated based on these criteria: completeness and correctness
of data, right interpretation of the data gathered, and intensity of exercise
C
which may be a factor for better fitness.

RUBRIC FOR ASSESSMENT

D
Complete- Right Training/Exercise
ness Interpretation Intensity
All interpretations All 11 class warm-ups
E

All data of the HR and physical activities

4 needed are gathered in terms generated/ obtained a
(Advanced) available of intensity are vigorous intensity level
EP

correct based on the HR Log

1 to 2 Only 8 to 10 class warm-
3 interpretations of ups and physical activities
1 to 2 data are
(Approaching the HR gathered in generated/ obtained a
missing
Proficiency) terms of intensity vigorous intensity level
D

are not correct based on the HR Log

3 to 4 Only 5 to 7 class warm-

interpretations of ups and physical activities
2 3 to 4 data are the HR gathered in generated/ obtained a
(Proficient) missing terms of intensity vigorous intensity level
are not correct based on the HR Log

5 or more Only 1 to 4 class warm-

interpretations of ups and physical activities
1 5 or more data the HR gathered in generated/obtained a
(Developing) are missing terms of intensity vigorous intensity level
are not correct based on the HR Log

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SUMMARY

There is much to enjoy in life. Maximize your enjoyment by staying fit and
healthy. It is a basic need to maintain our health so that all other things will fall into
place and will happen the way they should. Now that you have already learned the
rudiments of managing your weight, watching your diet and keeping your body fit
through cheerdance and contemporary dance, it’s not too early nor too late for you to
start. The best time to be healthy is now.

There is more to dancing than just movement and rhythm. Being fit and healthy
as a result of this active recreational activity are just bonus points. As you make
dancing a habit, you will find out that, as time goes on, you tend to be more sociable,
and more confident yet disciplined, more beautiful inside and out, and find yourself an
essential organ working in a system. Just like any other sport or endeavour for that

PY
reason, dancing develops a sense of community and teamwork.

Influencing your family, community and society, in general, to actively engage

themselves in cheerdance and contemporary dance is never an easy task. It requires
a great deal of commitment to oneself if you intend to be a model of good health
and fitness to others. It is only through serving as a model worthy of emulation that

O
others will be motivated to follow and do the same. If they will see the positive effect
of dancing on your body, lifestyle, and health, then, without doubt, people around you
will want to dance themselves out too. If your goal is to influence society to be fit
C
and healthy, then you should “take care of the minutes and the hours will take care of
themselves.”
E D
EP
D

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 SUMMATIVE ASSESSMENT
TEST I: MULTIPLE CHOICE. Read each question carefully. Choose only the letter
of the best answer and write it in the corresponding number in your activity notebook.
1. How much of our calorie intake should come from our total carbohydrate
consumption?
a. 10% to 15% c. 45% to 65%
b. 20% to 35% d. 50% to 70%
2. Our body is like a machine which needs fuel in order to function. This role is
played by the calories or energy we take in. Which of the following is NOT a
source of calories?
a. carbohydrates c. proteins
b. fats d. vitamins and minerals
3. If your goal is to lose weight, which of the following states of EB (Energy

PY
Balance) shall be implemented in your fitness regimen?
a. negative EB c. positive EB
b. neutral EB d. all of the above
4. Which of the following best describes your lifestyle if you consume 60 minutes
for your moderate physical activity in addition to daily activities?

O
a. active c. sedentary
b. moderately active d. very active
5. Having an active lifestyle through recreational activities such as cheerdance
C
and contemporary dance can be beneficial to your health. Which of the
following diseases can be prevented if you have an active lifestyle?
a. diabetes c. obesity
b. heart diseases d. all of the above
D
TEST II: ONE-PARAGRAPH ESSAY. Choose any of these topics and discuss it in 1
paragraph. Write your essay in your activity notebook.
E

• How to lose weight and maintain an active lifestyle

• How to gain weight and maintain an active lifestyle
EP

• How to maintain weight and have an active lifestyle

• How can knowledge in exercise intensity, nutrition,
first aid and weight management contribute to a better
cheerdancing activity
D

TEST III: GRAPHIC ORGANIZER. Using the illustration below come up with at least five
(5) ideas you can remember about the effects of one’s engagement in cheerdancing:
Fitness:

First Aid:

CHEERDANCE
Weight
Management:

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 APPENDIX A

READINGS:
THE NUTRITIONAL SIDE OF CHEERDANCE AND CONTEMPORARY DANCING

Nutrition and Weight

When you consume basically the same number of calories as you expend, your
body weight remains relatively stable. If you want to gain weight, you must manipulate
this balance between calories consumed and calories expended.

Gaining Weight
Some people have a difficult time gaining weight. This can be a result of a
higher-than-normal basal metabolic rate or higher physical activity level. When weight

PY
gain is a goal, the focus is on gaining muscle and not fat weight. To do this in a healthy
way, you should consume more meals with healthy snacks. For example, in addition
to three main meals, consume three snacks per day. Consuming about an additional
300 to 500 calories per day would result in about a 1 pound (0.45 kg) per week weight
gain. Healthy snacks include yogurt, peanut butter and jelly sandwiches, cereal with

O
milk, fruit smoothies, and turkey sandwiches. It is also important to continue to exercise
to ensure that the weight gain is mostly muscle. In particular, resistance training will
be an important factor for building muscle. Although it will take some time, the slower
C
the weight gain, the more likely it will be to be muscle gain not fat or water gain.

Losing weight
Weight loss is a more common goal than weight gain. Losing weight involves a
D
negative energy balance. This can be achieved by increasing exercise and decreasing
caloric intake.
E

Determining Calorie Needs

What is a Calorie?
EP

A calorie is defined as the heat required to raise the temperature of 1 gram

of water by 1 degree Celcius. Because this is a relatively small amount, scientists
use larger unit Calories (uppercase C), also called a kilocalorie (abbreviated
kcal.). The Calorie or kilocalorie, is 1,000 calories.

D

Total Energy Expenditure (TEE) is the total number of calories your body needs on
a daily basis and is determined by the following:
• Your basal metabolic rate (BMR)
• The thermic effect of food (also known as dietary-induced thermogenesis)
• The thermic effect of your physical activity

Basal Metabolic Rate (BMR)

Basal Metabolic Rate is defined as the energy required to maintain a body at
rest (e. g. breathing, circulation). To precisely determine your BMR, you would need
to fast from 8 to 12 hours and then undergo a laboratory test in which you sit quietly
for about 30 minutes while the air you exhale is analyzed. This determines how many
calories you are burning while at rest. The Basal metabolic rate is 60% to 75% of the

204

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 total energy expenditure. Typically, the larger and more muscular the person is, the
higher the BMR is.

The Thermic Effect of Food

The thermic effect of food is the energy required to digest and absorb food.
The thermic effect is measured in a similar way as BMR, although the measurement
time is usually about four hours after you consume a meal. The thermic effect of food
is 10% to 15% of your total energy expenditure.

The Thermic Effect of Physical Activity

The thermic effect of activity is the amount of energy required for physical
activity. It can be measured in a laboratory when you exercise on a stationary bike
or treadmill. The thermic effect of the activity is the most variable of the three major

PY
components of total energy expenditure because it can be as low as 15% for sedentary
people and as high as 80% for athletes who train six to eight hours per day.

One other component of total energy expenditure that plays a role is non-
exercise activity thermogenesis (NEAT), which is energy expended in unplanned

O
physical activity. This can include taking the stairs instead of the elevator, sitting on
a balance ball at your desk, parking farther from your destination in a parking lot,
fidgeting, and other calorie-burning activities.
C
Maximizing Food Consumption
Consuming an appropriate number of calories and food from various categories
D
results in optimal nutrition. The table below shows an age-specific daily calorie and
serving size recommendation for grains, fruits, vegetables, and milk and dairy items
for both boys and girls. Note that the calorie recommendations in the table are for an
E

inactive child; about 200 calories would need to be added for a moderately active child
and 200 to 400 calories per day for a very physically active child.
EP

Daily Estimated Calories and Recommended Servings for Adolescents

Food 9-13 Years 14-18 Years
Calories 1800 kcal for males; 2200 kcal for males;
1600 kcal for females 1800 kcal for females
Fat 25% - 35% kcal 25% - 35% kcal
D

Milk/Dairy 3 cups 3 cups

Lean Meat/Beans 5 oz 6 oz for males;
5 oz for females
Fruits 1.5 cups 2 cups for males;
2.5 cups for females
Vegetables 2.5 cups for males; 3 cups for males;
2 cups for females 2.5 cups for females
Grains 6 oz for males; 7 oz for males;
5 oz for females 6 oz for females
Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 190

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 APPENDIX B
ILLUSTRATION OF TUMBLING SKILLS

Forward Roll Backward Roll

PY
O
Aerial Cartwheel
Cartwheel C
E D

Forward Handspring Back Handspring

EP
D

Back Tuck

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 APPENDIX C: Hand Movements and Positions in Cheerdance

BEGINNING STANCE CHEER STANCE CLASP CLAP HIGH V

Feet together, hands Feet more than shoulder Hands clasped, at the Hands in blades, at the Arms extended up
down by the side in width apart, hands down chin, elbows in chin, elbows in forming a “V”, relax
blades by the side in blades the shoulders

PY
LOW V TOUCHDOWN LOW TOUCHDOWN SIDE LUNGE FRONT LUNGE
Arms extended down Arms extended straight Arms extended straight Lead leg bent with the Lead leg bent with the

O
forming a “V” and parallel to each other, down and parallel to each knee over the ankle, knee over the ankle,
fist facing in other, fist facing in back leg straight, feet back leg straight, feet
perpendicular perpendicular to each
to each other other
C
E D

BOW AND ARROW OVERHEAD CLASP TABLETOP LOW CLASP PUNCH

One arm extended to side Arms are straight, above Arms bent at elbow, fists Arms extended straight One arm extended
with other arm bent at the head in a clasp and in front of shoulders down, in a clasp and straight up, one arm
slightly in front of the face slightly in front of the body
EP

elbow in a half “T” motion on hip, in a fist

D

L MOTION DIAGONAL T MOTION HALF T

One arm extended to
the side with other arm
extended in a punch
motion, (Left L shown)
One arm extended in a
high “V” and the other
arm extended in a low
“V” (Right Diagonal
shown)
Both arms extended straight Both arms parallel to the
out to the side and parallel ground and bent at the
to the ground, relax the elbows, fists into shoulders
shoulders

207

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 APPENDIX D

READINGS: DANCE AND ITS ELEMENTS

Dance
A profound solitary artistic and creative endeavor that requires introspection,
philosophical analysis and complex conceptualization.

I. Classifications Of Dance
A. Interpretative Dance
Dances that are meant to be interpreted for performances and staging.
Dance literatures and signature basic steps are already inherent to these
dances which serve as identifying steps to the dance. Such dances include

PY
folk dance, ballroom dance, and ballet.

B. Creative Dance
Dances that are created out of two approaches, the elemental approach
and creative approach. These dances are highly improvisational in nature

O
considering the different elements necessary in the creation of dance. Dances
that fall under this classification include modern-contemporary dance, jazz,
pop and hip-hop (b-boying).

II. Elemental Approach in the Creation of Dance

C
A. Elements of Dance:
1. Space
D
a. Floor Pattern - Patterns created by the body as it moves through space
examples of which include lines, letters, shapes or polygons, and other
non-geometric patterns.
E

b. Direction - The course or way in which movement is directed with

reference to the frontal plane of the body. Examples include forward,
backward, sideward, diagonally sideward and upward.
EP

c. Focus - Point of attention by either the performer or the audience. It

may be a personal focus or general focus. Personal focus is the point
of attention by the performer while performing, while general focus is
the point of attention that the performer draws the audience to.
d. Dimension - How performers appear with reference to the audience’s
D

view. The nearer the performer, the bigger he would appear; the farther
the performer, the smaller he would appear. Dimension has something
to do with perspective.
e. Balance - It may be static or dynamic in nature. Static balance is balance
at rest, while dynamic balance is balance in motion.
f. Levels - They are classified as low, middle and high with the lowest
level the basis of middle and high levels.
g. Mass and Volume - This is dictated by the number of bodies performing
through space. There are dances or parts of the dance performance
that require more dancers while some require less or few.
h. Contours and Shapes - Shapes and forms created by the body or
bodies as they move through space.

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 2. Time
Dance is both a space and time art because it makes use of space and
spends time as movements are executed. Once time passes and movements
are executed, it may or may not be the same when done again. That’s why live
performances of dances are preferred to maximize its artistic and aesthetic
values, which are put on full display when performed live. Time in dance
dictates and determines its speed or length, its mood, and the energy required
in its performance. Time in dance is represented by music specifically, and is
predominantly influenced by rhythm, tempo, dynamics and melody. Rhythm
guides the movement count, tempo dictates the speed of movement, and
dynamics and melody speak of the mood of movement.

3. Energy

PY
Pertains to the amount of effort exerted in the performance of dance or
dance movements and combinations. Energy in dance makes the difference
in terms of the intensity of movement. Two dancers might be executing same
movement, but differ in the manner of execution and level of energy exerted.

O
B. With reference to the amount of energy used in the performance of movement:
1. pendular: swinging, swaying
2. percussive: strong, big, abrupt, and striking movements
3. vibratory:
movements
C
series of rapid and quickly executed small percussive

4. sustained: movement with no preparation, beginning, and

unnoticeable end
D
C. With reference to the application of energy in the performance of movement:
1. Locomotor Movement -- allows one to move from one point to another
E

a. Walk
Series of steps executed by both of your feet alternately in any direction.
In executing a walk, observe that there is this moment when both feet
EP

are in contact with the ground while one foot supports the weight and
transfers it to the other.

b. Run
Series of walks executed quickly in any direction wherein only one foot
D

stays on the ground while the other is off the ground.

c. Jump
This movement is simply described by having both feet lose contact
with the ground. There are five ways to do it:
• Take off from one foot and land on the same;
• Take off from one foot and land on the other;
• Take off from one foot and land on both feet;
• Take off from both feet and land on one foot; and
• Take off from both feet and land on both.

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 2. Non-Locomotor Movement
These are movements that are performed in one point in space without
transferring to another point. They do not allow you to move from one place to
the other. These movements include:

a. Flexion
It is the act of decreasing the angle of a joint. Another term for flexion
is to bend. If you bend a joint, like your elbow or knee, you are
performing flexion.
b. Extension
This is the opposite of flexion. You are extending if you are increasing
the angle of a joint. Stretching is another word for extension.
c. Contraction

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A muscle movement done when it shortens, narrows and tightens
using sufficient amount of energy in the execution.
d. Release
A muscle movement opposite to contraction done when it lets go or
lets loose from being held in a shortening movement.
e. Collapse

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To deliberately drop the exertion of energy in a body segment.
f. Recover
The opposite of collapse. This is to regain the energy exerted in a
body segment.
C
g. Rotation
To rotate is to move a body segment to form a circle. It is not only
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limited to circumduction which is done in ball and socket joints.
Rotation can also be done in the neck, wrists, waist, knees and
ankles.
E

h. Twist
To move a body segment from an axis halfway front or back or quarter
to the right or left as in the twisting of the neck allowing the head to
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face right or left and the like.

i. Pivot
To change the position of the feet or any body part that carries the
body’s weight allowing the body to face in a less than 360 degrees
turn.
D

j. Turn
To move in a turning movement with a base of support, usually a
pointed foot, the other raised, while equilibrium is maintained until the
completion of the turn.

III. Improvisation

The art of creating movements that the body is not familiar with. It is
exploring potential movements which can later be refined and transformed into dance
movements. This process is the key to combining the different elements discussed
to create a masterpiece. Improvisation is the act of improvising and which means
creating something new, something different and something unusual and non-habitual.

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 IV. Technique and Technique Development

Technique is the exceptional way of performing or executing a certain

improvised movement so that the body will adapt to it and later as it adapts, will be
executed automatically and effortlessly. This is done by repeatedly doing movements
that the body is unfamiliar with until mastery is achieved.

A. Lengthening Techniques:

These techniques may be used to answer the problem of having difficulties

in coming up with dance combinations and movements. There are many others but
these are some of the most effective techniques used by experienced dance artists
and choreographers:

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Mirroring imitating the movements done by a dancer in face to face
formation. To mirror is to do the movements done by a performer
with his/her right and imitated with the left by the one mirroring it.

Succession to repeat same sequence of movement or movement combinations

after every count, two, three or even four, depending on the need

O
to repeat the movement.

Counterpoint the levels of movement or energy application in the execution of

C
movement. To recall, there are three levels of movement, low,
middle and high. In terms of energy application to movement,
we have sustained or smooth flowing movements, pendular or
swinging movement, percussive or strong striking movements,
D
and vibratory or small and fast percussive movements. In
doing a counterpoint technique, opposites are considered. Part
of the dancers may do high movements, while the rest do low
E

movements; some may do smooth flowing movements while the

rest may perform percussive movements.
Retrograde Repeating a movement sequence from the end to the beginning.
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Theme and Each movement combination has a common movement that is

variation seen in a succession of movement combinations. That movement
common to all is called the theme added with a little variation for it
to appear different from the rest. Seamless commonality among
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the combinations put together is achieved using this technique.

Unison This technique is the most commonly used in lengthening a dance

movement. All movement combinations are done simultaneously
by all dancers.

Canon
This technique is somewhat similar with that of the succession
but differ in ending. In succession, groups of dancers performing
same movement sequence, end up successively while in canon,
all groups performing the same sequenceof movements will all
arrive at a common movement and end up at the same time.

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V. Creative Approach in the Creation Of Dance
This approach is used in creating a storyline of the whole dance performance
and experience. It is the finishing touch in polishing a dance creation. It involves the
following elements:
1. need The very reason why the dance needs to be done. It might come in the
form of tangible or intangible (idea) object that represents the whole
idea of the dance presentation. For example, the need for peace or the
need to get out of poverty.
2. seed An idea, tangible or intangible, that may represent the need. For
instance, the need for peace is represented by a cross. The cross
stands as the seed of the dance presentation and can be represented
in any way in any form as the dance preparations progress.
3. picture This represents the whole concept of the dance presentation; it may

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answer the need for peace, for example, on why is it represented by a
cross. The whole picture speaks of the whole concept of the dance.
4. developmental treatment This represents a draft of how the dance
presentation should progress and develop, how should it start, build
up and end. It may follow a free form wherein it does not necessarily

O
require a definite order of events that may happen in the dance. It may
also be strictly guided by a chronology of events if it is a narrative dance
presentation. This part requires a story board to guide the development
of the performance.
C
Example (Clear Narrative):
exposition Introduction of the lead and supporting characters including the
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setting of the dance presentation; introductory part of the dance.
complication A scene or situation that leads to the conflict of the dance
presentation
E

conflict The turning point of the dance performance; it shows the need for
a problem to be settled or resolved. Examples of conflict include
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man against man, man against society, man against nature, and
man against self.
climax The highest point of interest in the dance performance or
presentation where the lead characters, both the protagonist and
antagonist take actions against each other.
D

resolution/ This is the point where the conflict or problem is resolved in a

denouement dance presentation. It is when either the fate of the protagonist or
antagonist in the dance is finally determined.
actualization Improvisation of movements that suit the scene that the dance
wishes to convey.
• movement familiarization
• rehearsals
• dance work-outs and workshops
completion Dress and technical rehearsals with appropriate props and
accessories with the music actual performance of the dance piece
with all the elements of staging incorporated and integrated

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 GLOSSARY OF TERMS

Ball Change A move that consists of a change of weight between

both feet. Body weight is transferred on the ball of one
foot (usually placed behind), followed by a step on the
other foot.
Base [beys] In acrobatic gymnastics, the role in pair and group
competition that requires strength and balance. The
base is usually an older, larger athlete.
Battement [bat-manh] Beating. A beating action of the extended or bent leg.
There are two types of bettements, grand battements
and petite battements. Big and small kicks respectively
with the knees straight and toes pointing

Cartwheel [kart-whil]
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Cartwheel is a sideways rotary movement of the body.
It is performed by bringing the hands to the floor one at
a time while the body inverts. When both hands are on
the floor, the legs travel over the body and feet return
to the floor one at a time, ending with the performer

O
standing upright.

Chant [chant] A short cheer, with simple arm movements. A short

repeated yell. Usually done on the sidelines.
C
Chaīnēs [sheh-nay] Chains, links. This is an abbreviation of the term “tours
chainēs dēboulēs,” a series of rapid turns on the points
or demi-pointes done in a straight line or in a circle.
D
Chassē [sha-sey] Chassē is a kind of gallop where one foot is leading
being chased by the other. Its step pattern is step,
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close, step and its counting is one and two.

Cheers [chirs] A longer yell, that involves motions, pom pons, stunts,
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jumps, or tumbling.
Curls To make curling motion by the hands ending up
with a point by the fingers. A basic in b-boying or
breakdancing.
D

Dismount [dis-mawnt] The act of getting off an apparatus and the skill used
to do it. It can also be used to refer to the flyer’s act
of getting down from a position done when lifted by
bases in a pyramid.

Down Rock (Bounce)
Flier/Flyer/Floater
To make bouncy movement from the knees with an
accent on the upward movement during the extension
of the knees.
The person that is elevated into the air by the bases or
the person on top of the pyramid or stunt.

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 Freeze To stop suddenly from a movement. The act of freezing.

Handstand Handstand is to stand straight up with a tight body and

hands on floor.
[hend-is-tǣnd]

Hurkie/Herkie/Herky/ A cheerleading jump where one leg (usually your

Hurky weakest) is bent towards the ground and your other
leg (usually your strongest) is out to the side as high
as it will go in the toe touch position. This jump is very
similar to the Side Hurdler except for the position of
the bent leg. There are right Herkies and left Herkies.
In a right Herkie your right leg is straight with your
left leg bent and the opposite is true for a left Herkie.

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Sometimes called a hurkie. Named after Lawrence
“Herkie” Herkimer.

Lock To make an isolated movement by a specific body part

without letting its adjacent body segments move.

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Pirouette [peer-wet] Whirl or spin. A complete turn of the body on one foot,
on point or demi-pointe. Pirouettes are performed
C
en dedans, turning inward toward the supporting leg,
or en dehors, turning outward in the direction of the
raised leg.
D
Piquē [pee-kay] Pricked, pricking. Executed by stepping directly on the
point or demi-pointe of the working foot in any desired
direction or position with the other foot raised in the air.
E

Pliē [plee-ay] Bent, bending. A bending of the knee or knees. This

is an exercise to render the joints and muscles soft
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and pliable and the tendons flexible and elastic, and

develop a sense of balance. There are two types of
pliēs: grand pliē or full bending of the knees (knees
should be bent until thighs are horizontal and heels
are raised) and demi-pliē or half bending of the knees
without raising the heels. Pliēs are done at the bar and
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is the center in all five positions of the feet with the

weight of the body equally distributed on both feet.
Pyramids [pi-rah-mids] Multiple mounts or a group of stunts next to one
another.

Relevē [ruhl-vay] Raised. A raising of the body on the points or demi-

pointes, point or demi-pointe. There are two ways
to relevē. In the French School, relevē is done with
smooth, continuous rise while the Ceccheti Method
and the Russian School use a little spring. Relevē may
be done in the first, second, fourth and fifth positions.

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 Roll [rol] A roll is a rotation over an axis in the body over a
surface. It can be done forward and backward in
different ways.

Roundoff A basic beginner tumbling skill. Once perfected it is

used as a setup for combination tumbling skills (back
handsprings etc.) 

Routine [ro-tin] A continuous show of talent in the squad by use of

cheers, chants and dance steps. Can last from 2 min.
30 sec. up to 4 min. depending on the time limits of the
competition or showcase. 

Spotter [is-pah-ter] A person that stays in contact with the performing

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surface and watches for any hazards in the stunt or
mount. The spotter is responsible for watching the
flyer and be prepared to catch her if she falls.

Somersault [somer-solt] A gymnastics maneuver in which a person rotates

O
around the somersault axis, moving the feet over the
head. It can also be referred to as salto which may be
done forward or backward.
C
Tendu [ton-dū] Point or pointing. To point the toes in any of the five
feet positions. It is an exercise that develops elasticity
of the tendons and ligaments of the ankles and toes.
D
Top Rock (Groove) To make bouncy motion from the waist to the chest in
time with a hip hop beat.
E

Toe Touch One of the most widely used jumps in Cheerleading.

A jump where your arms are in a “T” motion and your
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legs split to the sides, toes pointed with your knees up

or pointed back. Hands do not touch the toes, as the
name implies, but instead your hands try to reach to
the insides of your ankles. You should keep your back
straight, your head up, and rotate your hips to perfect
this jump.
D

Tuck [tak] You jump with your knees to your chest. Can be used
as a jump or for flipping.

Tumbling [tamb-ling] The acrobatic skills performed on  floor

exercise and balance beam, such as back
handsprings and saltos. Also, a specific discipline of
gymnastics, performed on a 25-meter-long dynamic
track, in which participants perform tumbling skills.

215

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Web-based sources:
Images:
www.wakeforestsports.com www.raulcibanez.blogspot.com
www.lifeofanamericancheerleader.tumblr. www.bloalog.com
com www.cornwall.schooljotter.com
www.foxnews.com www.cynicalbabblings.wordpress.com
www.letmeplay.co.uk www.dailyhow2videos.com
www.danceinforma.com www.blog.stjosehpinstitute.com
www.tharulanka.com www.fotosearch.com
www.topendsports.com www.buckscountryrowing.com
www.adorblewall.com www.bgcsantafe.org
www.scvnews.com www.youtube.com/howcast.com/
www.susanpogar.blogspot.com balletbasics
www.holdempokergame.co.uk http://nca.varsity.com/pdfs/Motions.pdf
www.myenglishclub.com (images of cheerdance arm movements)

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www.123rf.com
www.manila.metblogs.com

Readings:
http://www.abt.org/education/dictionary/index.html (glossary of ballet terms)

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http://cheerleading.about.com/library/glossary/bldef_spotter.htm (glossary of
cheerleading terms)
C
http://www.health24.com/Fitness/Sports-injuries/Sprains-strains-fractures-
and-dislocations-20120721

http://www.webmd.com/first-aid/ankle-sprain-treatment
D
References:
Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D.,
E

American College of Sports Medicine, 2011, pp. 268-272.

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Concepts and Principles of Physical Education (What Every Student

Needs to Know) 3rd Edition, Bonnie S. Molmsen, National
Association for Sports and Physical Education, an association of the
American Alliance for Health, Physical Educaiton, Recreation and
Dance, 2010.
D

Lifetime Physical Fitness and Wellness: A Personalized Program,

Twelfth Edition, Warner W. K. Hoeger, Sharon A. Hoeger, 2013.

The Douglas Nierras PowerDance Workshop, 2014 Bambanti Festival,

Province of Isabela, Philippines.

2010 Cheerleading Seminar-Workshop, Cheerleading Association of the

Philippines, Baguio City Teachers Camp.

The International Association for Dance Medicine and Science

(www.DanceMedicine.org)

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