PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out- of school
The content of this presentation is based on the DepEd Davao City Division module in HOPE 1 Q1 M3 Moderate to Vigorous Physical Activities
Video and content are credited to the to the rightful owner.
This is for educational purpose only.
Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out- of school
The content of this presentation is based on the DepEd Davao City Division module in HOPE 1 Q1 M3 Moderate to Vigorous Physical Activities
Video and content are credited to the to the rightful owner.
This is for educational purpose only.
It is a powerpoint presentation that discusses about the lesson or topic: Physical Fitness. It also talks about the definition and different examples for the topic: Physical Fitness.
Fitness program: 5 steps to get started
Are you thinking about starting a fitness program? Good for you! You're only five steps away from a healthier lifestyle.
1. Assess your fitness level. You probably have some idea of how to fit you are. But assessing and recording baseline fitness scores can give you benchmarks against which to measure your progress. To assess your aerobic and muscular fitness, flexibility, and body composition.
2. Design your fitness program. It's easy to say that you'll exercise every day. But you'll need a plan.
3. Assemble your equipment. You'll probably start with athletic shoes. Be sure to pick shoes designed for the activity you have in mind. For example, running shoes are lighter in weight than more supportive cross-training shoes.
4. Get started
Start slowly and build up gradually. Give yourself plenty of time to warm up and cool down with easy walking or gentle stretching. Then speed up to a pace you can continue for five to 10 minutes without getting overly tired. As your stamina improves, gradually increase the amount of time you exercise. Work your way up to 30 to 60 minutes of exercise most days of the week.
Break things up if you have to. You don't have to do all your exercise at once so you can weave in activity throughout your day. Shorter but more-frequent sessions have aerobic benefits, too. Exercising in short sessions a few times a day may fit your schedule better than a single 30-minute session. Any amount of activity is better than none at all.
Be creative. Maybe your workout routine includes various activities, such as walking, bicycling, or rowing. But don't stop there. Take a weekend hike with your family or spend an evening ballroom dancing. Find activities you enjoy to add to your fitness routine.
Listen to your body. If you feel pain, shortness of breath, dizziness, or nausea, take a break. You may be pushing yourself too hard.
Be flexible. If you're not feeling good, permit yourself to take a day or two off.
5. Monitor your progress. Retake your fitness assessment six weeks after you start your program and then again every few months. You may notice that you need to increase the amount of time you exercise to continue improving. Or you may be pleasantly surprised to find that you're exercising just the right amount to meet your fitness goals. Starting an exercise program is an important decision. But it doesn't have to be an overwhelming one. By planning carefully and pacing yourself, you can establish a healthy habit that lasts a lifetime. (Mayo Clinic)
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
It is a powerpoint presentation that discusses about the lesson or topic: Physical Fitness. It also talks about the definition and different examples for the topic: Physical Fitness.
Fitness program: 5 steps to get started
Are you thinking about starting a fitness program? Good for you! You're only five steps away from a healthier lifestyle.
1. Assess your fitness level. You probably have some idea of how to fit you are. But assessing and recording baseline fitness scores can give you benchmarks against which to measure your progress. To assess your aerobic and muscular fitness, flexibility, and body composition.
2. Design your fitness program. It's easy to say that you'll exercise every day. But you'll need a plan.
3. Assemble your equipment. You'll probably start with athletic shoes. Be sure to pick shoes designed for the activity you have in mind. For example, running shoes are lighter in weight than more supportive cross-training shoes.
4. Get started
Start slowly and build up gradually. Give yourself plenty of time to warm up and cool down with easy walking or gentle stretching. Then speed up to a pace you can continue for five to 10 minutes without getting overly tired. As your stamina improves, gradually increase the amount of time you exercise. Work your way up to 30 to 60 minutes of exercise most days of the week.
Break things up if you have to. You don't have to do all your exercise at once so you can weave in activity throughout your day. Shorter but more-frequent sessions have aerobic benefits, too. Exercising in short sessions a few times a day may fit your schedule better than a single 30-minute session. Any amount of activity is better than none at all.
Be creative. Maybe your workout routine includes various activities, such as walking, bicycling, or rowing. But don't stop there. Take a weekend hike with your family or spend an evening ballroom dancing. Find activities you enjoy to add to your fitness routine.
Listen to your body. If you feel pain, shortness of breath, dizziness, or nausea, take a break. You may be pushing yourself too hard.
Be flexible. If you're not feeling good, permit yourself to take a day or two off.
5. Monitor your progress. Retake your fitness assessment six weeks after you start your program and then again every few months. You may notice that you need to increase the amount of time you exercise to continue improving. Or you may be pleasantly surprised to find that you're exercising just the right amount to meet your fitness goals. Starting an exercise program is an important decision. But it doesn't have to be an overwhelming one. By planning carefully and pacing yourself, you can establish a healthy habit that lasts a lifetime. (Mayo Clinic)
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.We admire sports fishing methods such as spinning and jigging and believe that our clients should experience the moment of big fish contact with their own hands, doing everything by themselves from start to finish. Therefore, we focus on developing the range for fishing with different hand techniques.
PE12.com is a territory of respect for nature. We adhere to the fundamental principle of sport fishing: catch and release.
PE12.com was initiated in Spain but our goal is the whole world! See you soon in the world of sea voyages and exciting adventures!
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
wika at konsepto nito.Batayang. Konsepto ng Wika KONSEPTO WIKA. Tumutukoy sa kakayahan ng taong mag-angkin at gumamit ng mga komplikadong sistemang pangkomunikasyon, WIKA.Ang wika ang pinakamabisang instrumento ng komunikasyon. Gaano man katanyag ang paggamit ng mga kilos at simbolo upang kumatawan ng mga mensahe,wika at konsepto nito.Batayang. Konsepto ng Wika KONSEPTO WIKA. Tumutukoy sa kakayahan ng taong mag-angkin at gumamit ng mga komplikadong sistemang pangkomunikasyon, WIKA.Ang wika ang pinakamabisang instrumento ng komunikasyon. Gaano man katanyag ang paggamit ng mga kilos at simbolo upang kumatawan ng mga mensahe,
wika at konsepto nito.Batayang. Konsepto ng Wika KONSEPTO WIKA. Tumutukoy sa kakayahan ng taong mag-angkin at gumamit ng mga komplikadong sistemang pangkomunikasyon, WIKA.Ang wika ang pinakamabisang instrumento ng komunikasyon. Gaano man katanyag ang paggamit ng mga kilos at simbolo upang kumatawan ng mga mensahe,
wika at konsepto nito.Batayang. Konsepto ng Wika KONSEPTO WIKA. Tumutukoy sa kakayahan ng taong mag-angkin at gumamit ng mga komplikadong sistemang pangkomunikasyon, WIKA.Ang wika ang pinakamabisang instrumento ng komunikasyon. Gaano man katanyag ang paggamit ng mga kilos at simbolo upang kumatawan ng mga mensahe,
wika at konsepto nito.Batayang. Konsepto ng Wika KONSEPTO WIKA. Tumutukoy sa kakayahan ng taong mag-angkin at gumamit ng mga komplikadong sistemang pangkomunikasyon, WIKA.Ang wika ang pinakamabisang instrumento ng komunikasyon. Gaano man katanyag ang paggamit ng mga kilos at simbolo upang kumatawan ng mga mensahe,
wika at konsepto nito.Batayang. Konsepto ng Wika KONSEPTO WIKA. Tumutukoy sa kakayahan ng taong mag-angkin at gumamit ng mga komplikadong sistemang pangkomunikasyon, WIKA.Ang wika ang pinakamabisang instrumento ng komunikasyon. Gaano man katanyag ang paggamit ng mga kilos at simbolo upang kumatawan ng mga mensahe,
wika at konsepto nito.Batayang. Konsepto ng Wika KONSEPTO WIKA. Tumutukoy sa kakayahan ng taong mag-angkin at gumamit ng mga komplikadong sistemang pangkomunikasyon, WIKA.Ang wika ang pinakamabisang instrumento ng komunikasyon. Gaano man katanyag ang paggamit ng mga kilos at simbolo upang kumatawan ng mga mensahe,
iv Pagyamanin Binubuo ito ng mga gawaing para sa malayang pagsasanay upang mapagtibay ang iyong pang-unawa at mga kasanayan sa paksa. Maaari mong iwasto ang mga sagot mo sa pagsasanay gámit ang susi sa pagwawasto sa hulíng bahagi ng modyul. Isaisip Naglalaman ito ng mga katanungan o pupunan ang patlang ng pangungusap o talata upang maproseso kung ano’ng natutuhan mo mula sa aralin. Isagawa Ito ay naglalaman ng gawaing makatutulong sa iyo upang maisalin ang bagong kaalaman o kasanayan sa tunay na sitwasyon o realidad ng búhay. Tayáhin Ito ay gawain na naglalayong matása o masukat ang antas ng pagkatuto sa pagkamit ng natutuhang kompetensi. Karagdagang Gawain Sa bahaging ito, may ibibigay sa iyong panibagong gawain upang pagyamanin ang iyong kaalaman o kasanayan sa natutuhang aralin. Susi sa Pagwawasto Naglalaman ito ng mga tamang sagot sa lahat ng mga gawain sa modyul. Sa katapusan ng modyul na ito, makikita mo rin ang: Ang sumusunod ay mahahalagang paalala sa paggamit ng modyul na ito: 1. Gamitin ang modyul nang may pag-iingat. Huwag lalagyan ng anumang marka o sulat ang anumang bahagi ng modyul. Gumamit ng hiwalay na papel sa pagsagot sa mga pagsasanay. 2. Huwag kalimutang sagutin ang Subukin bago lumipat sa iba pang gawaing napapaloob sa modyul. 3. Basahing mabuti ang mga panuto bago gawin ang bawat pagsasanay. 4. Obserbahan ang katapatan at integridad sa pagsasagawa ng mga gawain at sa pagwawasto ng mga kasagutan. 5. Tapusin ang kasalukuyang gawain bago pumunta sa iba pang pagsasanay. 6. Pakibalik ang modyul na ito sa iyong guro o tagapagdaloy kung tapos nang sagutin lahat ng pagsasanay. Kung sakaling mahirapan ka sa pagsagot sa mga gawain sa modyul na ito, huwag mag-aalinlangang konsultahin ang inyong guro o tagapagdaloy. Maaari ka rin humingi ng tulong sa iyong mga magulang, sa nakatatanda mong kapatid o Sanggunian Ito ang talaan ng lahat ng pinagkuhanan sa paglikha o paglinang ng modyul na ito.
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iv Pagyamanin Binubuo ito ng mga gawaing para sa malayang pagsasanay upang mapagtibay ang iyong pang-unawa at mga kasanayan sa paksa. Maaari mong iwasto ang mga sagot mo sa pagsasanay gámit ang susi sa pagwawasto sa hulíng bahagi ng modyul. Isaisip Naglalaman ito ng mga katanungan o pupunan ang patlang ng pangungusap o talata upang maproseso kung ano’ng natutuhan mo mula sa aralin. Isagawa Ito ay naglalaman ng gawaing makatutulong sa iyo upang maisalin ang bagong kaalaman o kasanayan sa tunay na sitwasyon o realidad ng búhay. Tayáhin Ito ay gawain na naglalayong matása o masukat ang antas ng pagkatuto sa pagkamit ng natutuhang kompetensi. Karagdagang Gawain Sa bahaging ito, may ibibigay sa iyong panibagong gawain upang pagyamanin ang iyong kaalaman o kasanayan sa natutuhang aralin. Susi sa Pagwawasto Naglalaman ito ng mga tamang sagot sa lahat ng mga gawain sa modyul. Sa katapusan ng modyul na ito, makikita mo rin ang: Ang sumusunod ay mahahalagang paalala sa paggamit ng modyul na ito: 1. Gamitin ang modyul nang may pag-iingat. Huwag lalagyan ng anumang marka o sulat ang anumang bahagi ng modyul. Gumamit ng hiwalay na papel sa pagsagot sa mga pagsasanay. 2. Huwag kalimutang sagutin ang Subukin bago lumipat sa iba pang gawaing napapaloob sa modyul. 3. Basahing mabuti ang mga panuto bago gawin ang bawat pagsasanay. 4. Obserbahan ang katapatan at integridad sa pagsasagawa ng mga gawain at sa pagwawasto ng mga kasagutan. 5. Tapusin ang kasalukuyang gawain bago pumunta sa iba pang pagsasanay. 6. Pakibalik ang modyul na ito sa iyong guro o tagapagdaloy kung tapos nang sagutin lahat ng pagsasanay. Kung sakaling mahirapan ka sa pagsagot sa mga gawain sa modyul na ito, huwag mag-aalinlangang konsultahin ang inyong guro o tagapagdaloy. Maaari ka rin humingi ng tulong sa iyong mga magulang, sa nakatatanda mong kapatid o Sanggunian Ito ang talaan ng lahat ng pinagkuhanan sa paglikha o paglinang ng modyul na ito.
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Pamantayang Pangnilalaman:
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Naisusulat nang sistematiko ang mga nasaliksik
na impormasyon kaugnay ng kaligirang pangkasaysayan ng Ibong Adarna
Mga Kasanayang Pampagkatuto:
Naibibigay ang kahulugan at katangian ng korido
Naisasalaysay ang kaligirang
pangkasaysayan ng Ibong Adarna
Napahahalagahan ang pag-aaral ng Ibong Adarna
Nakasusulat ng isang maikling pananaliksik ukol sa mga bagong ideya tungkol sa Ibong Adarna
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/346579126
PE & HEALTH 12 Quarter 1 -Module 3: Competitive Dance: Hip-Hop and
Cheerdance SENIOR HIGH SCHOOL
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2. PE & HEALTH 12
Quarter 1 – Module 3:
Competitive Dance:
Hip-Hop and Cheerdance
SENIOR HIGH SCHOOL
3. Physical Education & Health – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 3: Competitive Dance: Hip-Hop and Cheerdance
First Edition, 2020
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by _________________________________________
Department of Education – Schools Division of Leyte – Region VIII
Senior High School Department, Merida Vocational School
Poblacion, Merida Leyte
Tel No.: 09173275698
E-mail Address: meridavocationalshs@gmail.com
Development Team of the Module
Writer: Nestor A. Castaños Jr.
Editor: Bernley Joy M. Nobleza
Reviewers: Divina B. Sanchez, Elpedio P. Mabiya
Illustrator:
Lay-out Artist:
Management Team: Regional Director: RAMIR B. UYTICO, EdD, CESO IV
CLMD Chief: ROSEMARIE M. GUINO, EdD
Regional EPS In-Charge of LRMS: JOY B. BIHAG
Regional ADM Coordinator: RYAN R. TIU, PhD
Regional Learning Area EPS: NOVA P. JORGE, EdD
Schools Division Superintendent: MANUEL P. ALBAÑO, Ph.D.
CID Chief: FELICIDAD ESPINOSA
Division EPS-LRMDS: ROBERT POSION
Division SHS Coordinator: GINA P. DILOY
School Principal: FRANCISCO B. LATORRE
School SHS Coordinator: NESTOR A. CASTAÑOS JR.
4. 12
P.E AND HEALTH
First Quarter – Module 3:
Competitive Dance:
Hip-Hop and Cheerdance
(Week 5-6)
5. ii
Foreword
To the implementer:
Welcome to the P.E. and Health 12 Self Learning Module (SLM) on Competitive
Dance: Hip-Hop and Cheerdance!
This module has been collaboratively designed, developed, and reviewed by
educators from both the public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners’ progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module
For the learner:
Welcome to the P.E. and Health 12 Self-Learning Module (SLM) on
Competitive Dance: Hip-Hop and Cheerdance!
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn,
create and accomplish. Hence, the hand in this learning resource signifies
that you as a learner is capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic
success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
Notes for the Teacher
It contains reminders, tips or strategies available to guide
learners.
6. iii
You will be enabled to process the contents of the learning resources while
being an active learner.
This module has the following parts and corresponding icons.
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn
in the module.
What I Know
This part includes an activity that aims
to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.
What’s In
This is a brief drill or review to help you
link the current lesson with the previous
one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.
What is It
This section provides a brief discussion
of the lesson. This aims to help you
discover and understand new concepts
and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding
and skills of the topic. You may check
the answers using the Answer Key at the
end of the module.
What I Have Learned
This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the
lesson.
What I can do
This section provides an activity which
will help you transfer your new
knowledge or skills into real life
situations or concerns.
7. iv
Assessment
This is a task which aims to evaluate
your level of mastery in achieving the
learning competency.
Additional Activities
In this portion, another activity will be
given to you to enrich your knowledge or
skills of the lesson learned. This also
tends retention of learned concepts.
Answer Key
This contains answers in the module.
At the end of this module, you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.
We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in
developing this module.
8. 1
What I Need to Know
The rise of the 21st century competitive arts heralded the emergence of new
dance styles that are competitive in nature. These are the trendy and sporty
dances such as hip-hop and cheerdance. Although innovations have been
introduced through the years, these dances remain an irreplaceable way of
expressing human thought and emotion and captured the interest of the new
generation due to its more upbeat music and fierce movements.
In this module, we will discuss the history, nature, characteristics, and basic
movements of hip-hop and cheerdance that can be considered moderate-to-
vigorous physical activity (MVPA). These dance is regarded not only an art
form with technical and expressive aspect but also sports form due to its high
physiological capacity. Hip-hop and cheerdancing as a form of exercise
requires planned, structured and repetitive bodily movement that affects our
heart rate. Physiological indicators such as heart rates and rate of perceived
exertion (RPE) as well as the exercise intensity can be calculated and can be
monitored by checking your pulse.
At the end of this module, you will engage dancing hip-hop and cheerdance
as MVPA. You will be given activities to display and enhance your skills in
hip-hop and cheerdancing. Monitoring your heart rate and rate of perceived
exertion is essential as you participate actively in this dance exercise. You will
also discover how these dances can revitalize your body and mind, and
sustain lifelong fitness while taking into considerations your target heart
zone.
The module is divided into three lessons, namely:
Lesson 1 – Hip-Hop
Lesson 2 – Cheerdance
Lesson 3 – Exercise Physiology Indicators
After going through this module, you are expected to:
1. discuss the nature of hip-hop and cheer dances;
2. analyze physiological indicators such as heart rate, rate of perceived
exertion and pacing associated with MVPA’s to monitor and/or adjust
participation or effort; and
3. engage in moderate to vigorous physical activities (MVPA’s) for at least
60 minutes most days of the week in a variety of settings in and-out-of-
school.
9. 2
What I Know
Instructions. Choose the letter of the best answer. Write the letter of your
choice on a separate sheet of paper.
1. Which of the following is correct about hip-hop dance?
a. It evolved as a street dance which was a cultural dance variation
in the United States
b. It started with funky beats reverberating at house or basement
parties and the streets of New York
c. Both a and b is correct
d. Only b is correct
2. __________ is a physical activity with a combination of different dance
genre and gymnastics skills such as tumbling, pyramids, tosses and
stunts.
a. Hip-Hop Dance c. Ballet Dance
b. Cheerdance d. Modern/Contemporary Dance
3. The word street dance arrived in the Philippines from the United States
during the 1980s but only gained unparalleled popularity during the
________.
a. 1990s c. 1890s
b. 1980s d. 2000s
4. The following are the nature and characteristics of hip-hop except one.
Which one is it?
a. It has several styles such as breaking, popping, locking, house,
krumping, and street jazz
b. Can be described by elements such as bounce or recoil,
tightening of the body, agility, coordination, and fun
c. It is mostly used during a sport event when play has been stopped
on the field or court
d. None of the above
5. Which of the following does not belong to the group?
a. Tutting c. Cartwheel
b. Krumping d. House Dance
10. 3
6. Which of the following best characterized cheer dance?
a. Cheer motions are used to lead the crowd and emphasize words
for crowd response
b. It evolved as a street dance which was a cultural dance variation
in the United States
c. Dancers needs proper elevation, alignment, pointing of the foot
and flexibility
d. All of the above
7. Which of the following does not belong to the group?
a. Tabletop c. Cartwheel
b. Bucket d. None of the above
8. Which is true about pulse rate?
a. It refers to the maximum number of beats made by your heart in
1 minute of effort
b. It is used primarily for determining heart rate zones during
exercise, and the amount of cushion in heartbeats available for
exercise
c. It lows when you are at rest and increases when you exercise
d. It is generally expressed as a percentage (usually between 50
percent and 85 percent) of your maximum safe heart rate
9. Which of the following best describes Maximum Heart Rate (MHR)?
a. It refers to the maximum number of beats made by your heart in
1 minute of effort
b. It lows when you are at rest and increases when you exercise
c. It is generally expressed as a percentage (usually between 50
percent and 85 percent) of your maximum safe heart rate
d. All of the above
10. Normal heart rates at rest for children whose age is 6 to15 is ____ bpm
while adults whose age is 18 and over is _____bpm.
a. 70 to 100; 60 to 100
b. 30 to 85%; 30 to 60%
c. 68 to 92; 93 to 118
d. None of the above
11. 4
What’s In
Prior to learning hip-hop and cheerdance, let’s try to review your fitness
engagements based on your Activity Exercise Work-out Plan in Module 1, and
check how ready are you in learning another physical fitness activity. Rate
your level of activity using the Physical Activity Index, compute for your score
and evaluate it using the Activity Evaluation Table below.
PHYSICAL ACTIVITY INDEX
PRINCIPLE SCORE ACTIVITY
Intensity
5 Sustained heavy breathing and perspiration
4 Intermittent heavy breathing and perspiration, as in tennis
3 Moderately heavy, as in cycling and other recreational sports
2 Moderate, as in volleyball, softball
1 Light, as in fishing
Duration
4 Over 30 minutes
3 20 to 30 minutes
2 10 to 20 minutes
1 Less than 10 minutes
Frequency
5 6 to 7 times per week
4 3 to 5 times per week
3 1 to 2 times per week
2 A few times per week
1 Less than once a month
ACTIVITY EVALUATION TABLE
SCORE EVALUATION ACTIVITY CATEGORY
81 to 100 Very active lifestyle High
60 to 80 Active and healthy Very Good
40 to 59 Acceptable but could be better Fair
20 to 39 Not good enough Poor
Under 20 Sedentary Very Poor
Computation: Intensity x Duration x Frequency = Score
Your Score: ________ x _________ x _________ = _______
12. 5
What’s New
How far do you know of this dance moves? Identify if the picture illustration
of a dance move is (A.) Hip-Hop or (B.) Cheerdance. Count the number of
correct response and check the results in the interpretation table found at the
Answer Key page of this module.
Notes from the Teacher
Return this module on _______________________
Do not write anything on this module. Other learners will be using
this, TOO.
Use separate sheets in answering the learning tasks in this module.
Provide a folder organizer compilation of all activities (clear book,
long size, color ___________).
For clarification, you may contact your teacher/facilitator at mobile
number _________________________________.
1 2 3 4
6 7 8 9 10
5
13. 6
What is It
Lesson
1
Hiphop
Brief History
The word hip-hop was derived from the word “hep”, an African-American
vernacular English language since 1904 which means “current”. It was
apparently invented by a New York rapper Kevin Donovan, (known as Afrika
Bambaataa), who was dubbed as the Grandfather of Hip-hop. The dancing
style of Hip-Hop developed from the music style that was first introduced
during the 1970s in New York City among young Hispanic and African-
American communities and was made popular in the 1980s by media’s
exposure of several hip-hop dance groups in America. These group of young
people were looking for a creative outlet to vent their frustrations and
disappointments with society. It started with funky beats reverberating at
house or basement parties and the streets of New York. Hip-hop evolved as a
street dance which was a cultural dance variation in the United States and is
generally a form of entertainment where technical and teachable dance
aspects replaced the cultural symbolism and message of the true essence of
African-American hip-hop dance. The word street dance arrived in the
Philippines from the United States during the 1980s but only gained
unparalleled popularity during the 1990s. There are various street dance
battles held locally across the country as well as hip-hop dance competitions
internationally. The first Philippine Team who won the World Hip Hop Dance
Championships is the Philippine All Stars. One of the pioneers of street dance
in the Philippines is Jungee Marcelo. Marcelo started the first formal street
dance class in the Philippines after arriving from US in 1991. After almost 11
years of living in a community dominated by African-Americans in Los
Angeles, he brought with him his knowledge of urban dance in the country.
Nature and Characteristics:
The movement of hip-hop dance contains an assertive angularity of
body posture and an insistent virtuosic rhythmicity.
It is freestyle in nature and maybe practiced in either a dance studio or
in an open space outdoor.
14. 7
It consists of four fundamental characteristics such as rapping (MCing);
Disc jockeying (DJing); Break dancing (B-boying); and Graffiti Art
(Aerosol Art).
Can also be described by elements such as bounce or recoil, tightening
of the body, agility and coordination, and fun.
It has several styles that comprise two main categories, the Old school
(breaking, popping, and locking) and the New school (house, krumping,
street jazz).
Fundamental Movements:
Term Illustration Description
1.Breaking
(Break dance)
Executes several
explosive, acrobatic
movements with breaks
or freezes in between
acts
Hold the position of the
movement for a few
seconds before
continuing or shifting
to the next movement
2. Popping
A quick contraction and
relaxation of muscles to
producing jerking of
various joints
3.Locking
It includes a lot of
acrobatics and
physically demanding
moves, such as landing
on one’s knees and the
split
Other famous moves
are waving of arms,
pointing, walking
stationary, and
grabbing and rotating
the cap or hat
15. 8
4.Krumping
Characterized by
unrestrained, rapid-
fire, and highly
energetic moves of the
limbs and torso
A dance style to release
anger
5.Tutting
(Tetris)
It is a dance style
that imitates the
angular poses seen in
ancient Egyptian art
Used to have a
limited set of static
hiero-inspired poses,
but they now create
more complex
geometric patterns
wherein multiple
limbs interact
6.House Dance
Combination of
skating, stomping
and shuffling
There is a fast and
complex steps
combined with fluid
movements of the
torso
Lesson
2
Cheer Dance
Brief History
Cheer dance is a physical activity with a combination of different dance genre
and gymnastics skills such as tumbling, pyramids, tosses and stunts. The
routines usually range anywhere from one to three minutes and they are done
to direct spectators to cheer for sports teams or participate in cheer dance
competition. Cheer dance is relatively new in the field of sports and dance as
16. 9
it has only emerged during the 1990s as part of the cheerleading events.
Cheerleading history is linked closely to the United States history of sports,
its sporting venues, as well as the historical development of over-all crowd
participation at many athletic events. However, its origins can be traced as
far back as the late 19th century where in 1860s, students from Great Britain
began to cheer and chant in unison for their favorite athletes at sporting
events. This event eventually reached and influenced America. Cheerleading
for the first 25 years was an all-male activity. It was only during the 1920s
when women cheerleaders participated in cheerleading.
Nature and Characteristics:
As a dance technique, some squad prefer contemporary dance
techniques, while others incorporate several techniques such as jazz,
hip-hop, modern dance, contemporary ballet and ethnic of folk.
Emphasis is on the placement, sharpness and synchronicity of the
movements.
There must be cheers which are coordination of organized words and
movements relating to an athletic event. These are used during a sport
event when play has been stopped on the field or court.
Cheer motions are also used to lead the crowd and emphasize words for
crowd response. These are made up of hand, arm, and body positions.
Fundamental Movements:
Starting Positions Illustration Description
1. Beginning
Stance
Feet together, hands down
by the side in blades
2. Cheer Stance
Feet more than shoulder
width apart, hands down by
the side in blades
17. 10
Hand Positions
Arm Positions Illustration Description
9. Tabletop
Arms bent at elbow, fists in
front of shoulders
10. High V
Arms extended up forming a
“V”, relax the shoulders
11. Low V
Arms extended down
forming a “V”
12. Touchdown
Arms extended straight
upward and parallel to each
other, fist facing in
3. Bucket 4. Candlestick 5. Blade
6. Jazz Hands 7. Clap 8. Clasp
18. 11
13. T Motion
Both arms extended straight
out to the side and parallel
to the ground, relax the
shoulders
14. Diagonal
One arm extended in a high
“V” and the other arm
extended in a low “V” (Right
Diagonal shown)
15. L Motion
One arm extended to the
side with other arm
extended in a punch motion,
(Left L motion shown)
16. Overhead
Clasp
Arms are straight, above the
head in a clasp and slightly
in front of the face
Feet Positions Illustration Description
17. Front Lounge
Lead leg bent with the knee
over the ankle, back leg
straight, feet perpendicular
to each other
18. Side Lounge
Lead leg bent with the knee
over the ankle, feet
perpendicular to each other
19. 12
19. Feet Apart
In stride position, both feet
away each other. Hands can
be on the waist or clasp in
front
20. Jogging
The ball and the toes should
not be parallel when hitting
the ground. The ball should
touch the ground lightly first
while the toes point
downward
Basic Jumps Illustration Description
21. Herkie
Clasp arms tighter in the
and form fist (ct.1)
Bring arms up to a high
V (ct.2)
Swing arms in a cross
position and bend both
legs (ct.3)
Brig arms up to a T and
hit your herkie. One of
the legs shall be out like
you are doing a straddle
split and the other leg
shall be bent back. Arms
shall be in a T position
with the hands forming
fists (ct.4)
Land with legs bent and
hands on the side, hold
position and straighten
out your legs (cts.5,6,7)
20. 13
22. Toe Touch
Clasp arms like in the
herkie and form fists
(ct.1)
Bring arms up to a high
V (ct.2)
Swing arms in a cross
position and bend the
knees (ct.3)
Jump to “touch” the toes
(ct.4)
Land with both legs bent
and both hands on the
sides (ct.5)
Hold the position,
straighten out the legs
(cts.6,7)
23. Hurdle
Start with a High “V”
position (ct.1)
Throw arms up into the
high V position (ct.2)
Take a crisp sharp
motion tiptoe and jump
into the air (ct.3)
Feet is in herkie position
while reaching out one
foot in front and hold
position (cts.4,5)
Basic Tumbling Illustration Description
24. Forward Roll
Squat and lay both
hands on the floor (ct.1)
Tuck chin and push off
the hands and legs (ct.2)
Roll forward (cts.3,4)
Squat both legs against
the chest and hold the
arms up in front (cts.5,6)
Get up (cts.7,8)
21. 14
25. Backward
Roll
From a beginning stance
facing back, squat and
lay both hands on the
floor (cts.1,2)
Tuck chin and pull off
the hands and legs (cts.
3,4)
Roll backward (cts.5,6)
Squat both legs against
the chest and hold the
arms in front and get up
(cts.7,8)
26. Cartwheel
Put the best leg forward
and extend both arms up
against the ears
Move the whole body
forward and slowly raise
the back leg
Once the hands reach
the ground, kick the back
leg over
Lesson
3
Exercise Physiology Indicators
Dance is mainly an integrated art form between technical and expressive
aspects. In addition, since most dance performance requires high
physiological capacity due to its characteristics included a moderate-high
intensity, high skill, and predominantly intermittent activity. When trying to
develop cardio-respiratory, the intensity of exercise must not be ignored. The
intensity of exercise or Training Intensity (TI) can be calculated easily, and
training can be monitored by identifying your resting heart rate (pulse beat at
rest), maximal heart rate and heart rate reserved.
The Resting Heart Rate (RHR)
Your pulse is your heart rate, or the number of times your heart beats in one
minute. Pulse rates vary from person to person. Your pulse is lower when you
are at rest and increases when you exercise (more oxygen-rich blood is needed
by the body when you exercise). Knowing how to take your pulse can help you
evaluate your exercise program. To get your pulse beat, follow the steps:
22. 15
1. Place the tips of your index, second and third fingers on the palm side of
your other wrist below the base of the thumb or, place the tips of your
index and second fingers on your lower neck on either side of your
windpipe.
2. Press lightly with your fingers until you feel the blood pulsing beneath your
fingers. You may need to move your fingers around slightly up or down
until you feel the pulsing. Use a watch with a second hand, or look at a
clock with a second hand.
3. Count the beats you feel for 10 seconds. Multiply this number by six to get
your heart rate (pulse) per minute.
4. Compute using the formula: RHR = Pulse: ____ beats in 10 seconds x 6 =
____ beats per minute (bpm).
Normal heart rates at rest for children whose age is 6 to15 is 70 to 100 bpm
while adults whose age is 18 and over is 60 to 100 bpm.
The Maximal Heart Rate (MHR)
Maximal Heart Rate (MHR) is the maximum number of beats made by your
heart in 1 minute of effort. When walking quickly, you will be in an endurance
zone, with a heart rate of between 60% and 75% of your maximum heart rate
(MHR). Knowing your rate means listening to your body. Recent research
indicates that the traditional equation of 220 – age over predicts maximal
heart rate (MHR) in people 40 years and younger, and under predicts MHR in
individuals above 40 years old. Instead, it is advisable to use 207 as constant
MHR from birth that decreases by 1 beat per year.
The Heart Rate Reserved (HRR)
Heart Rate Reserve (HRR) is the difference between your Resting Heart Rate
and your Maximum Heart Rate. It is used primarily for determining heart rate
zones during exercise, and the amount of cushion in heartbeats available for
exercise. Health and cardio-respiratory (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 cardio
protective benefits, and higher and faster improvements in CR fitness
(VO2max), however are achieved primarily though vigorous intensity
programs (at intensity above 60 percent). To compute for your HRR, subtract
the resting heart rate from the maximal heart rate: HRR = MHR – RHR.
The Target Heart Rate (THR)
Target Heart Rate (THR) is generally expressed as a percentage (usually
between 50 percent and 85 percent) of your maximum safe heart rate. This is
used to identify Training Intensity (TI). Training intensity is the amount of
effort you are putting in to whatever exercise you are doing. Walking a dog
will (most of the time) be low to medium intensity based on your speed of
23. 16
walking but running with your dog will be high intensity. The TI of a person
can be measured in different levels such as follows:
1. low intensity (heart rate is 68-to-92 beats per minute);
2. moderate intensity (heart rate is 93-to-118 beats per minute); and
3. high intensity (heart rate is more than 119 beats per minute).
In participating low (or light) activities, a person should have at least 30-40%
MHR. For moderate activities, it is recommended to have at least 50-60%
MHR. For high (or vigorous) activities, it is good to have at least or greater
than 70% MHR.
To determine the intensity of exercise or cardio-respiratory training zone
according to heart rate reserve, follow these steps:
Estimate your maximal heart rate (MHR) according to the following
formula: MHR = 207 – (0.7 x age)
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 TV show.
Determine the heart rate reserve (HRR)
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 RHR of 68 bpm would be as follows:
MHR: 207 - (0.7 x 20) = 193 bpm
RHR: 68 bpm
HRR: 193 – 68 = 125 bpm
% TRAINING INTENSITY (TI)
TI = HRR x % + RHR
Range of Cardio-Respiratory
Training Zone
(range based on TI)
30 (125 x .30) + 68 = 106 bpm Light Intensity
(106-118 bpm)
40 (125 x .40) + 68 = 118 bpm
50 (125 x .50) + 68 = 131 bpm Moderate Intensity
(119- 143 bpm)
60 (125 x .60) + 68 = 143 bpm
70 (125 x .70) + 68 = 155 bpm Vigorous Intensity
(144-174 bpm)
85 (125 x .85) + 68 = 174 bpm
24. 17
The Rate of Perceived Exertion (RPE)
When your body is challenged to do more than what is used to, changes in
your body start to occur. If the physical activity is too easy for your body,
changes, if any, would be minimal. Hence your body should be challenged
and more effort should be exerted. The Borg Rating of Perceived Exertion
(RPE) is a way of measuring physical activity intensity level. Perceived exertion
is how hard you feel like your body is working. In conducting physical activity,
consider the Rate of Perceived Exertion (RPE):
Chart on Borg’s Rate of Perceived Exertion (RPE)
Rating Description Rating Description
6
Very, very light
14
Hard
7 15
8
Very light
16
Very hard
9 17
10
Fairly light
18
11 19
Very, very hard
12
Somewhat hard
20
13
To determine your approximate heart rate, simply multiply your Borg's RPE
by 10. For instance, an RPE score of 16 × 10 = 160 beats per minute. The
scale was designed with the average healthy adult in mind.
25. 18
What’s More
Activity 1.1. Dance Craze!
Complete the crossword puzzle below. Possible answers are inside the box.
a. HEART RATE RESERVED
b. MAXIMUM HEART RATE
c. RESTING HEART RATE
d. TARGET HEART RATE
e. CHEER MOTIONS
f. CHEERDANCE
g. BREAK DANCING
h. JUNGEE MARCELO
i. STREET DANCE
j. HIPHOP
k. CHEERS
l. KEVIN DONOVAN
m. TUMBLING
n. DANCE TECHNIQUE
o. POPPING
ACROSS:
4. A physical activity with a combination of different dance
genre and gymnastics skills.
5. This is where hip-hop evolved as a culture dance variation in
the United States.
6. One characteristics of cheer dance that can be used to lead
the crowd and emphasize words for crowd response.
7. Derived from the word “hep”, an African-American
vernacular English language which means “current”.
8. This refers to the number of times your heart beats in one
minute while at rest.
9. One of the fundamental characteristics of hip-hop.
10. One of the pioneers of street dance in the Philippines.
DOWN:
1. This refers to the
maximum number of beats
made by the heart in 1
minute of effort.
2. It is the difference
between your Resting
Heart Rate and your
Maximum Heart Rate.
3. In cheer dancing, this
refers to the organized
words and movements
relating to an athletic
event.
26. 19
Activity 1.2. Can You Identify?
Identify if the given movement inside the box is (A.) Fundamental Hip-hop
Movement or (B.) Fundamental Cheer Dance Movement. Write the letter of
your choice.
Activity 1.3. You Dance Me Crazy!
Try to execute the basic movement illustrated below. Identify if the movement
is (A.) Locomotor or (B.) Non-locomotor. Select the letter of your choice.
Activity 1.4 Let’s Intensify!
Using your own resting heart rate (RHR) and age as of today, complete the
training intensity (TI) table below. The data in this activity will be used in the
activity on page 21.
MHR: 207 - (0.7 x _____) = __________ bpm
RHR: ________ bpm
HRR: ______ – ______ = _______ bpm
% TRAINING INTENSITY (TI)
TI = HRR x % + RHR
Cardio-Respiratory Training Zone
30 (____ x .30) + ____ = ____ bpm Light Intensity
(____________ bpm)
40 (____ x .40) + ____ = ____ bpm
50 (____ x .50) + ____ = ____ bpm Moderate Intensity
(____________ bpm)
60 (____ x .60) + ____ = ____ bpm
70 (____ x .70) + ____ = ____ bpm Vigorous Intensity
(____________ bpm)
85 (____ x .85) + ____ = ____ bpm
1. Overhead Clasp 3. Cartwheel 5. House Dance
2. Jogging 4. Popping
1 1. Backward
Roll
2. Hurdle
3. Diagonal
4. Toe Touch
5. Forward
Roll
2
3
4
5
27. 20
What I Have Learned
1. Both hip-hop and cheerdance movement incorporates locomotor and
non-locomotor movements. Locomotor movements are those that
incorporate traveling from one point to another while non-locomotor
movements are body movements without travel. Manipulative
movements involve both the body and an object. Combining any of the
locomotor and non-locomotor movements will create another step.
2. The American Heart Association generally recommends a target heart
rate of moderate exercise intensity: 50% to about 70% of your maximum
heart rate and vigorous exercise intensity: 70% to about 85% of your
maximum heart rate.
3. Once you know your target heart zone, you'll be able to monitor whether
you're achieving your goals in a safe manner. Regular exercise can go a
long way to keep your heart rate healthy. Moderate amounts of physical
activity are recommended daily. Choose any dance style that you find
enjoyable and fits into your daily routine. Your participation in these
activities could easily be sustained since you personally enjoy doing
them and you even do it in your own time. Hence, strict adherence to a
regular physical activity is very viable.
4. Higher resting heart rate is associated with an increased risk of
cardiovascular diseases. If you're worried about it, it's a good idea to
consult with your doctor about what may be causing it. Regular
physical activity, regardless of how hard it is, makes you healthier and
can help protect you from many chronic diseases. However, exercising
at low levels of exertion does little to improve physical fitness.
5. The target zone for dancing activities is from 12-16. If you find the
activity as “very, very light” (7) to about “fairly light” (11), you need to
increase the intensity of your physical activity to reach “somewhat
hard” (13), depending on your goal. You can also increase frequency
and time, or change the type. However, if you find the activity as “very
hard” (19), you might want to check your FITT formula. Remember,
health promotion does not mean exhaustion or risking yourself of
getting injuries.
28. 21
What I can do
Activity 1.1 Let’s Groove It Out!
Using the fundamental hip-hop and cheerdance movements, create your 60-
minute dance routine. Choose your preferred music and be guided with the
given dance pattern applying the dance elements in creating your dance
figures. Practice your dance routine and ensure safety in the conduct of this
activity. After the practice, accomplish the Activity Intensity Table below.
DANCE PATTERN FOR CHOREOGRPAHED DANCE MOVEMENT
Figure Basic Movements
(Hip-hop/Cheer dance)
Dance Elements (D.E.S.T.)
Direction * Energy Shape Timing/
Counting
1 Locomotor
2
Non-locomotor
(combinations of 2 or more) Not applicable
3 Locomotor
4
Non-locomotor
(combinations of 2 or more)
Not applicable
5 Locomotor
6
Non-Locomotor
(combination of 2 or more)
Not applicable
* Energy - a dance element that minimizes the monotony of the movements in a performance
such as:
1. SUSTAINED- movements are done smoothly and does not have clear beginning and
ending;
2. PERCUSSIVE- movements are explosive or sharp in contrast with sustained. They have a
clear beginning and ending;
3. VIBRATORY- consist of trembling or shaking. A faster version of percussive movements;
4. SWINGING - movements trace a curved line or an arc in space;
5. SUSPENDED - movement are perched in space or hanging on air;
6. COLLAPSING – a slow collapse which can be describe as melting or oozing action in a
downward direction.
ACTIVITY INTENSITY TABLE
RPE
(Base on the dance routine that you will perform)
Heart Rate
(right after the
practice)
* Cardio-
Respiratory
Training Zone
Rating Description
______ bpm
* Refer to the data on Activity 1.4, Let’s Intensify! (page 19)
29. 22
Assessment
I. Add-One-Out. Write A if the given statement is correct. However, change
the underlined word with the options provided after each sentence if you think
it makes the sentence incorrect.
1. The word hip-hop was derived from the word “hep”, an African-
American vernacular English language since 1904 which means
“current”. (B.) cheer dance (C.) ballet (D.) modern/contemporary
2. The first Philippine Team who won the World Hip Hop Dance
Championships is the Manila Lakers. (B.) Philippine All Stars (C.)
Ateneo De La Salle (D.) UST Manila
3. Hip-hop dance routine usually ranges anywhere from one to three
minutes and they are done to direct spectators to cheer for sports
teams. (B.) Modern/Contemporary (C.) Ballet (D.) Cheer Dance
4. Hip-hop was apparently invented by a New York rapper Kevin
Donovan, who was dubbed as the Grandfather of Hip-hop. (B.) Jungee
Marcelo (C.) Isadora Duncan (D.) Catherine de Medici
5. Other famous tutting moves are waving of arms, pointing, walking
stationary, grabbing and rotating the cap or hat. (B.) popping (C.)
locking (D.) krumping
6. Cheer motions are made up of hand, arm, and body positions that
lead the crowd and emphasize words for crowd response. (B.) Cheers
(C.) Techniques (D.) Tumbling Skills
7. To get your MHR, count the beats you feel for 10 seconds and multiply
this number by six to get your pulse per minute. (B.) RHR (C.) TI (D.)
HRR
8. T.I. is the amount of effort you are putting in to whatever exercise you
are doing. (A.) MHR (B.) RHR (C.) HRR
9. The RPE is a way of measuring physical activity intensity level. (A.)
MHR (B.) RHR (C.) HRR
10. Forward and backward roll and cartwheel are basic tumbling skills in
cheer dancing. (A.) jumping (B.) hand movement (C.) starting position
II. Matching Type. Match Column A with Column B. Select the letter of your
choice.
Column A Column B
11. House Dance a. Hip-hop
12. Candlestick b. Cheer dance
13. Popping
14. L Motion
15. Jazz Hands
30. 23
Column A Column B
16. Jogging Forward a. Locomotor
17. Forward Roll b. Non-Locomotor
18. Cartwheel
19. Backward Roll
20. House Dance
III. True or False. Write A if the given statement is correct. Write B if the
statement is incorrect. Be guided with the underlined word/phrase.
21. Both hip-hop and cheer dance movement incorporates locomotor and
non-locomotor movements. Combining any of the locomotor and non-
locomotor movements will create another step.
22. The American Heart Association generally recommends a target heart
rate of moderate exercise intensity: 30% to about 40% of your
maximum heart rate and vigorous exercise intensity: 70% to about
85% of your maximum heart rate.
23. Moderate amounts of social activity are recommended daily and
choose any dance style that you find enjoyable and fits into your daily
routine.
24. Regular physical activity, regardless of how hard it is, makes you feel
stress and cause undue fatigue.
25. The target zone for dancing activities is from 12-16.
Additional Activities
Analyze the data as reflected in your Activity Intensity Table. Then make a
creative Fitness Journal guided with the given questions below. Your work
will be rated according to the Rubrics found at the Answer Key page.
1. What does the result tell you?
2. How do you feel about the result?
3. Do you consider yourself as an active or inactive person? Why?
4. Which of the movements you find it difficult to perform? Why?
5. Which of the movements you find it easy to perform? Why?
6. Did you achieve your Training Intensity (TI) target? Why? Why Not?
7. With the results, how will you deal with your target zone/target heart
rate?
Note: Include in your journal the results of your Physical Activity Index and
Evaluation of Activity and the Training Intensity on page 4. If possible, make
a discussion on the results.
31. 24
Answer Key
Rubrics for the Fitness Journal
What’s
New
(1)B;
(2)A;
(3)A;
(4)B;
(5)A
(6)B;
(7)B;
(8)A;
(9)B;
(10)B
Score
Interpretation
Table
No.
of
√
Interpretation
7-10
Very
familiar
with
the
dance
moves
4-6
Slightly
familiar
with
the
dance
moves
1-3
Not
so
familiar
with
the
dance
moves
What
I
Know
1.
c
2.
b
3.
a
4.
c
5.
c
6.
a
7.
d
8.
c
9.
a
10.
a
Assessment
1.
A
2.
B
3.
D
4.
A
5.
C
6.
A
7.
B
8.
A
9.
A
10.
A
11.
a
12.
b
13.
a
14.
b
15.
b
16.
a
17.
a
18.
a
19.
a
20.
a
Activity
1.3.
1.
A
2.
B
3.
B
4.
A
5.
B
Activity
1.4.
(Computati
ons).
Answers
will
vary
depending
on
the
learners
RHR
and
age.
21.
A
22.
B
23.
B
24.
B
25.
A
What’s
More
Activity
1.1.
1.
b
2.
a
3.
k
4.
f
5.
i
6.
e
7.
j
8.
c
9.
g
10.
h
Activity
1.2.
1.
B
2.
B
3.
B
4.
A
5.
A
32. 25
Reference
Books
Aparato, C. R., Brebante, Z. T., Callo, L. F., & Dajime, P. F. (2017). Physical
Education and Health (Vol. II). Nicanor Reyes Sr. St., Sampaloc Manila: Rex
Bookstore.
Apolonia, M. L., Collao, M. P., Gabayan, P. A., & Kamus, G. R. (2017). Dance for
Life (HOPE) Series for Senior High School. 839 EDSA, South Triangle, Quezon
City: C & E Publishing, Inc.
Bushmn, B. (2011). Complete Guide to Fitness and Health. American College of
Sports Medicine.
Callo, L. F., Camiling, M. S., Yap, J. C., Cagulang, J. P., Doria, J. C., Deveraturda,
E. E., & Grecia, J.-a. G. (n.d.). Physical Education and Health - Grade 10
Learners Material. DepEd Complex Meralco Avenue, Pasig City: DepEd-
IMCS.
Wamer, W., Hoeger, K., & Hoeger, S. A. (2013). Lifetime Physical Fitness and
Wellness: A Personalized Program (Twelfth ed.).
Online Sources
(2020, June 19). Retrieved from Goggle:
https://www.slideshare.net/sherifmohamedelrefai/hiphop-dance-styles-
popping-locking-and-krumping
(2020, June 20). Retrieved from Goggle:
https://www.google.com/search?q=dance+physiology&oq=dance+physiology
&aqs=chrome..69i57j0l6.5441j0j7&sourceid=chrome&ie=UTF-8
Lindberg, S. (2020, June 21). Insider. Retrieved from Goggle:
https://www.insider.com/what-is-a-good-resting-heart-rate
33. For inquiries or feedbacks:
Department of Education - Bureau of Learning Resources
(DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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