10

Physical
Education
Quarter 4 – Module 1:
Other Dance Forms (Cheerdance
and Contemporary Dance)

1
 Lesson
Heart Rate (HR) Log
1

What I Need to Know

In this lesson, you are expected to:

 monitor your daily Heart rate (HR) log; and

 determine the difference between moderate to vigorous exercise to
one‘s heart rate.

What’s In

In your lessons on active recreation (Street and Hip-Hop Dances) in Quarter

3, you have discussed the nature and styles of these dances. The importance of the
Filipino Pyramid Activity Guide was also highlighted. It was discussed in the previous
lesson the different benefits of engaging in active recreation. To fully understand and
appreciate the benefits brought by dancing to life, this module will let you experience
and explore other forms of dances such as Cheerdance and Contemporary dance.

What’s New

Activity 1: HR Log

I. Objectives:
At the end of the activity, you will be able to:
- record your own resting heart rate (RHR), training heart rate (THR) and
training intensity (TI);

2
 - determine the difference between moderate to vigorous exercise to
one‘s heart rate;
- assess and report your own heart rate before and after performing a
physical activity; and
- appreciate 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
- Activity notebook and ball pen
- RPE (Rate of Perceived Exertion) Chart
III. Procedure:
1. Prepare your HR Log.
2. Get your resting Heart Rate (HR).
3. Perform the given moderate exercises.
4. Get your Training Heart Rate (THR).
5. Rest for 5 minutes, and then proceed to vigorous exercises.
6. After performing the vigorous exercises, get your training heart rate.

HR LOG Template

Name:

Date Activity Resting Heart Rate After Heart Rate Signature

Moderate After
Heart
Activity Vigorous
Rate
Activity

Lets do it!

Perform the following exercises in 16 counts repetition.

3
 Moderate Exercises Vigorous Exercises

Shoulder rotation (clockwise and Shuffling left to right (reverse)

counter)

Hip rotation (clockwise and Butt kicks

clockwise)

Knee bending exercises Jumping Jack

Lounge right and left Jog in place

Processing Questions:

Answer the following questions and write your answers on your activity notebook.
1. Did you have difficulty calculating your Maximum Heart Rate and Target Heart
Rate? If yes, why?
______________________________________________________________
______________________________________________________________
________________________________________________________
2. Why is it necessary to obtain your target heart rate?
______________________________________________________________
__________________________________________________________
____________________________________________________________

3. If you are not able to reach your target, what does it mean?
______________________________________________________________
______________________________________________________________
________________________________________________________

Note to the Learners: You should always have a record of your heart rate before
and after physical activity to keep track of your fitness level. Remember, one of the
most efficient ways to assess your fitness is through your heart rate.

Let‘s get started in defining the important terms related to fitness like
physical activity, risk of physical inactivity, and exercise. Not only that, but
you are also going to compute your Heart Rate: Resting Heart Rate (RHR),
Maximum Heart Rate (MHR), Training Heart Rate (THR), Heart Rate
Reserve (HRR), Rate of Perceived Exertion (RPE).

4
 What is It

Physical Activity, Exercise and Muscle Contractions

Physical activity refers to the 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.

Benefits of regular Physical activity and Exercise

The benefits of regular physical activity and exercise significantly reduced the
risk of developing heart disease, stroke, type 2 diabetes, colon and breast cancers,
high blood pressures, and osteoporotic fractures. It is also important for the health of
muscles and joints, and it seems to reduce symptoms of depression and anxiety,
improve mood, and enhance one‘s ability to perform daily tasks.
The United States federal guidelines provide science-based guidance on the
importance of being physically active to promote health and reduce the risk of
chronic disease.

Risk of Physical Inactivity

What health risks are associated with physical inactivity?
Lack of physical activity has clearly been shown to be a risk factor for
cardiovascular disease and other conditions:

 Physically inactive persons have a greater risk of developing high blood

pressure.
 Studies indicate that physically active people are less likely to develop
coronary heart disease than those who are inactive even after the
researchers accounted for smoking, alcohol use, and diet.
 Lack of physical activity can contribute to feelings of anxiety and depression.
 Physical inactivity may increase the risk of certain cancers.
 Physically active overweight or obese people significantly reduced their risk
of disease with physical activity.

Facts about sedentary lifestyles

Thousands and thousands of deaths result in each year due to a lack of

regular physical activity. In addition:

5
  Inactivity tends to increase with age.
 Women are more likely to lead sedentary lifestyles than men.

What is Exercise?

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.

There are two types of exercises, namely: Static and Dynamic exercise.
When we say static exercise, meaning it does not use motion or movement. It is also
called isometric exercise. The muscles will contract at high intensities (tensing)
without movement of the joints. Examples are,
On the other hand, Dynamic exercise is activities that keep joints, connecting
tissues and muscles in good condition. Examples of exercise are swimming, walking,
bicycling, weight training, and many other activities where movement and some
resistance or load is involved. Blood circulation, strength, and endurance are
improved by these continuous movements.
Intensity of Exercise

When trying to develop the CR (cardio-respiratory) system, many people

ignore the 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
simulated by making the heart pump faster for a specified period.

Health and CR fitness benefits result when a person is working between 30 to

85 percent of heart rate reserve (HRR) combined with appropriate duration and
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 through vigorous-intensity programs (at
intensity above 60 percent).

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.
The intensity of exercise or training Intensity (TI) can be calculated easily and
can be monitored by checking your pulse. To determine the intensity of exercise or
cardio-respiratory training zone according to heart rate reserve, follow these steps:
1. Estimated your maximal heart rate (MHR) according to the following formula:
MHR = 207 – (0.7 x age)

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 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
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:
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 (118-143bpm)

70% (125 x .70) + 68 = 155 bpm Vigorous Intensity

85% (125 x .85) + 68 = 174 bpm (143-174bpm)

Rate of Perceived Exertion (RPE)

Rating Description Rating Description
6 14
7 Very, very light 15 Hard
8 16
9 Very light 17 Very Hard
10 18
11 Fairly light 19 Very, very hard
12 and 13 Somewhat hard 20

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 What’s More
Activity 2: You Fill My Heart Rate Log!
Directions: Fill in the table below to complete the Heart Rate (HR) log.

Compute the 30, 40, 50, 60, 70, and 85 percent TI for Sean whose age is 25-
year-old with a resting heart rate of 72 bpm.

MHR: 207 – (.70 x Age) = RHR: 72 bpm

HRR: MHR – RHR =

Percentage Training Intensity (TI) Cardio-Respiratory Training Zone

30%

40%

50%

60%

70%

85%

What I Have Learned

Directions: Fill in the missing blanks to complete the sentence. Write your answer on
a separate sheet of paper.
1. Physical activity refers to bodily ________ produced by skeletal muscles.
2. It requires energy ____________and produces progressive health benefits.
3. Examples of physical activity include walking to and from work, taking the stairs
instead of __________ and escalators, and gardening, doing household chores,
dancing and washing the car by hand.
4. Exercise is a type of physical activity that requires ___________, structured, and
repetitive bodily movement to improve or maintain one or more components of
physical fitness.

8
5. Physically inactive persons have a greater risk of developing high ________
pressure.
6. Lack of physical activity can contribute to feelings of ___________and
depression.
7. Physical inactivity may increase the risk of certain ____________.
8. Inactivity tends to increase with ________.
9. Women are more likely to lead sedentary lifestyles than ______.
10. Physically active _____________ or obese people significantly reduced their risk
for disease with physical activity.

What I Can Do

Activity 3: Let’s Compute!

I. Objectives:
At the end of the activity, you will be able to:

 Compute training heart rate (THR) for the moderate and vigorous-
intensity of physical activity.
II. Materials:
- ―HR (Heart Rate) Log‖ template
- Activity notebook and ball pen
- RPE (Rate of Perceived Exertion) Chart
III. Procedure
 Compute your training heart rate (THR) using the formula given below.
 Create your own moderate to vigorous activities

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 Name: _________________ Section: ______________Date: ______________
Target Heart Rate/Training Heart Rate Zone

Target heart rate: _______________

Maximum heart rate: ______________
Your maximum pulse is determined by subtracting your age from 220.
220- ________ (your age) = _________ (maximum heart rate)
90% is _______beats per minute
80% is _______beats per minute
70% is _______beats per minute
60% is _______beats per minute
50% is _______beats per minute
Target Heart-Rate Zone _______________ ______________
(60% of maximum (80% of maximum
heart rate) heart rate)
 Create a list of moderate to vigorous activities that you will
participate in that will ensure you achieve and maintain your target
heart rate zone.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

http://www.google.com/url?sa=https://www.princeedwarddisland.ca/sites/default/files/publications/eecl
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 Lesson Body Mass Index (BMI) and
2 Weight Management

This lesson will help you appreciate the importance of knowing your Body
Mass Index status in order to create your own weight management plan. It is one‘s
responsibility to assess lifestyle and weight management skills.

What I Need to Know

In this lesson, you are expected to:

 activate prior knowledge on lifestyle and weight management; and

 compute Body Mass Index (BMI) and waist circumference

What’s In

In the previous lesson, Heart Rate log is discussed thoroughly and

computation in getting the Maximum Heart Rate (MHR), Training Heart Rate (THR),
and Heart Rate Reserve (HRR) are also being highlighted. You are also reminded to
record your Heart Rate Log before and after every physical activity, from moderate to
vigorous intensity of exercise to keep track of your fitness development.

What’s New

Activity 5: Weight A Minute!

I. Objectives:
At the end of the activity, you will be able to:

11
  compute your BMI (Body Mass Index) and give its implication on your fitness
and well-being;
 measure your waist and give the implication of such measurement on your
fitness and well-being; and
 assess your lifestyle and weight management skills.

II. Materials/Equipment:
 HR Log (Activity Notebook)
 Music player and speaker
 Any upbeat music for warm-up
 Tape measure
 Meter stick
 Weighing scale
 Calculator
 BMI classification template

III. Procedure:
1. Perform stretching exercises for 3 minutes. And after that do a 10-15 minute
warm-up. But make sure to wear an appropriate outfit for doing physical
activity, to avoid possible injuries.
2. Using the weighing scale kindly take your weight, and by using Measuring
tape or meter stick, take your height.
Weight:________________________________
Height:________________________________
3. With the formula BMI=W (kg)/H2 (m2), compute your Body Mass Index.
Ex. Reymund wanted to know his BMI, he weighs 60kg and a height of 1.79 m.
what do you think of his BMI then?
BMI = Kg/m2, BMI = 60kg/ (1.79m)2
= 60kg/ (3.20m)
= 18.75 kg/m / Normal
_______________________________________________________
_______________________________________________________
4. Find out your classification based on this table

BMI Classification: _______________________________

Table 1.

BMI CLASSIFICATION

Below 18.5 Underweight

18.5 – 24.9 Normal

25.0 – 29.9 Overweight

30.0 and above Obese

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 Source: Complete Guide to FITNESS and HEALTH, Barbara

Bushman, Ph. D., American College of Sports Medicine, 2011

5. Among the four classifications, to which do you belong?

_______________________________________________________
6. This time, you measure your waist. This is one way to identify whether you
are at risk of health concerns. With the use of your tape measure, wrap it
around in your waist and measure at the smallest part.

Waist Circumference: __________________________

7. Refer to table 2 below for the interpretation.

_______________________________________________________

Table 2.

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 – 99cm) 27.5 to 35.0 in (70 – 89 cm)

High 39.5 to 47.0 in (100 – 200 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. Based on the interpretation given about your waist circumference, are you
at risk?
_______________________________________________________
_______________________________________________________

_______________________________________________________

What is It

Body Mass Index and Weight Management

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 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 ―obesogenic‖ (a tendency to have a fat
citizenry). This transformation towards over fatness does not occur overnight,
according to the National Nutrition and Health Survey by the FNRI (Food and
Nutrition Research Institute) and DOST (Department of Science and Technology)
and it will most likely contribute to the development of the related disease.
The terms overweight and obesity are both used interchangeably to describe
situations in which the bodyweight 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 weight a lot
more than what is expected. To be more specific, the Body Mass Index (BMI) is used
to classify people into four subclasses: underweight, normal, overweight, and obese.
BMI is commonly used because it is very easy to measure and it also
correlates 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 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
developing a number of diseases.
Waist Circumference

People have different patterns of body fat distribution, and these patterns
correspond to different risk levels for the 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 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 concern with abdominal 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.

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 What’s More
Activity 6: Am I Eating the Right Food?
I. Objectives:
At the end of the activity, you will be able to:
 Choose the right food for a teenager;
 Explain the need to select food based on the nutritional needs during
exercise/physical activities; and
 Follow the guidelines for Filipinos in choosing foods to eat.
II. Materials/Equipment:
 Activity Notebook and Ballpen
III. Procedure:
 List all the foods and drinks you usually eat the whole week. List them in the
template below. Check the column of the food group where each food
belongs.

LIST OF FOODS

Week 1 Fats, Milk and milk Meat, poultry, Vegetable Fruit Bread
oils, and products dry, beans, group group cereal,
sweets group eggs, and rice , and
nuts group rice
products,
root crops
group

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Processing Questions:
1. What do you observe about your food intake?
_______________________________________________________
_______________________________________________________
_______________________________________________________

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 2. Which food group do you have the most in your list?
_______________________________________________________
________________________________________________________
______________________________________________________
3. Which food group do you have less in your list?
________________________________________________________
______________________________________________________
_______________________________________________________

4. Why did you choose those foods?

_______________________________________________________
_______________________________________________________
_______________________________________________________
5. Do you take the needed serving each day?
_______________________________________________________
________________________________________________________
______________________________________________________
6. What do you plan to do with your eating habits?
________________________________________________________
______________________________________________________
_______________________________________________________
7. Do you think it can affect your performance in doing exercises? If yes,
then elaborate your answer.
_______________________________________________________
_______________________________________________________
_______________________________________________________

What I Have Learned

Directions: Supply the missing word/s to complete the statement. Write your answer
on a separate sheet of paper.
1. Filipinos, nowadays, have adopted the ___________ culture of excessive
intake of unhealthy, high-calorie food coupled with physical inactivity which
often results in a society called ―_______________‖ (a tendency to have a fat
citizenry).
2. Weight management is a struggle for many Filipinos, but controlling body
__________ has many benefits.
3. A BMI between 18.5 to 24.9 kg/m2 is considered_________, with a healthy
body weight.
4. The terms ___________ and ___________ are both used interchangeably to
describe situations in which the body weight is higher than that recommended

16
 for optimal health, because being overweight or obese increases the risk of
developing diseases or health problems.
5. Body Mass Index (BMI) is used to classify people into four subclasses:
___________, normal, ___________, and obese.
6. People classified as overweight have an __________ risk of developing a
number of diseases.
7. Excess levels of body _________ contribute to a number of health concerns
including______________, hypertension, _____________and some cancers.
8. People have different patterns of body fat distribution, and these patterns
corresponds to different risk levels for ____________.
9. The risk is lower for those who have fat distributed more around the hips and
thighs called _____________ obesity.
10. For those who carry fat on the trunk or abdominal area
called______________ obesity.

What I Can Do

Activity 7: My Personal Weight Management Plan

I. Objectives:
At the end of the activity, you will be able to:
 create your own weight management plan; and
 appreciate the importance of proper nutrition to the efficient and effective
performance.

I. Materials/Equipment:
 Activity Notebook and Ballpen

II. Procedure:
 Considering that Exercise routines with accompaniment that last to 5-10
minutes is a vigorous physical activity, your daily physical activities, and your
nutrition/ calorie needs for such activities, come up with a personal weight
management plan. And below is your guide template.
 Do it in your activity notebook.

My Personal Weight Management Plan

Name:

Weight : Height:

BMI: Classification:

17
Objective: Weight Gain ( ) Weight Loss ( )

Target Weight: Target No. of Weeks :

Physical No. of Calories Food to be Calories to Remarks

Minutes/ taken in
Activity Expended be (Positive, Negative,
Day (e.g. Carbohydrates Consumed Neutral Energy
or taken Balance or EB)
Proteins or Fats)

18
 Lesson Active Recreation, Its Risks and
3 First Aid Techniques

What I Need to Know

In this lesson, you are expected to:

 realize the importance of active recreation and the accompanying

knowledge in preventing related risks; and
 identify potential risks in the chosen active recreational activities and
employ appropriate first aid techniques on such risks.

What’s In

In your previous lesson in Grade 9, Quarter 4, the term recreation was

regarded as activities you do during your leisure. Leisure is considered as a task that
is not obligated for us to do but very essential in our daily living. For you, as a young
citizen of the country, you are encouraged to do things that are good for your health
in order to perform productive things. Active recreational activities, on the other
hand, are those that require deliberate physical efforts which may range from light to
vigorous intensities.
These include walking, jogging taking the stairs, gardening, doing household
chores, playing sports, swimming, dancing, and even hiking or mountaineering. This
module will be focusing more on active recreation its risks factors and first aid
techniques.

What’s New

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Activity 9. Analyze the given situation and answer the following questions below.
You may write your answer on your activity notebook.

During this pandemic, everyone is advised to stay at home. Anna and her
siblings were just using gadgets and watching television while eating processed
foods in their leisure time. As they enjoy this way of living every day, they observed
that most of them gained weight. So they tried Zumba dancing as a form of exercise.
While dancing, Anna suddenly fell on her knees and felt pain in her ankle.
What do think happened to Anna?
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________

What should you do to help her feel relieved?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What is It
In the absence of a planned exercise program, doing active recreational
activities may help you break the monotony of toxic desk work, mind-boggling
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
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.
Children and adolescents should do one hour (60 minutes) or more of
physical activity every day. 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 that may come in the form of active recreation will eventually
reduce the risk of hypokinetic diseases. The term ―hypo‖ means low or little and
―kinetic‖ implies motion. These hypokinetic diseases include hypertension, heart

20
diseases, chronic low back pain, and obesity. Lack of physical activity is a fact in
modern life that most people can no longer avoid, even the students like you. To
enjoy modern-day conveniences and live life to its fullest, however, you may have to
make a personalized lifetime exercise program a 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 fall or
a blow to the body that knocks a joint out of position and, in the worst-case raptures
the supporting ligaments.
Sprains can range from the first degree (minor) to third-degree (the worst).
Areas of the body most vulnerable to sprains are ankles, knees, and wrists. Signs of
a sprain include varying degrees of tenderness or pain, bruising, inflammation,
swelling, inability to move the 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, noncontact injury that results from
overstretching or over-contraction. Symptoms of a strain include pain, muscle pain,
muscle spasm, and loss of strength. On the other hand, it is hard to tell the
difference between mild and moderate strains, severe strains treated professionally
can lead to permanent damage and loss of function.

Knee Injuries

Due to its complex structure and weight-bearing function, the knee is the most
commonly injured joint. Each year, more than 5.5 million people visit orthopaedic
surgeons for knee problems.

Knee injuries can range from mild to severe. Less severe would be tendonitis,
patella-femoral compression syndrome, iliotibial band syndrome, and 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), Medical Collateral Ligament
(MCL), and the Lateral Ligament (LCL).

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

21
 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).
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 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:

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

First Aid Techniques to Injuries during Recreation

These acronyms shall be remembered when applying first aid to injuries

during the conduct of recreational activities: PRICED and HARM.
Follow the PRICED procedure:

PROTECTION Remove additional risk or danger in the

injured area

REST Stop moving the injured

ICE Apply ice to the injured area for 20

minutes every two hours for two days.
Then ice can be less frequently after the
first two days until the fifth to the seventh
day. Instead, either contrast baths or

22
 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

DIAGNOSIS Acute injuries should be evaluated by

health-care professionals.

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

HEAT Any kind of heat will speed up the

circulation, resulting in more swelling and
longer recovery

ALCOHOL Alcohol can increase swelling, resulting

in longer recovery

RUNNING OR OTHER EXCESSIVE Exercising can cause further damage to

EXERCISE the injured part. Exercise also increases
blood flow, resulting in more swelling.

MASSAGE Massage increases swelling and

bleeding into the tissue, prolonging
recovery time.

First Aid for Sprains and Strains

Minor sprains and strains can be treated home using these measures. Start
treatment as soon as possible to reduce swelling and speed up recovery. The less
swelling, the more the blood can get 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-
inflammatories) 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
cause pain.

23
  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.

 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
and below the fracture.
 If there is an open fracture, cover it with a clean gauze pad. Apply pressure to
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
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

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.

What’s More

Activity 10: PICTURE ANALYSYS

A. Name the following recreational activities illustrated.

24
 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 NO Active Passive

Activity Recreation Recreation
(I do it) (I don’t do it)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

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

1. Why do you do such activities?

25
 ____________________________________________________________
____________________________________________________________

2. When do you do them?

_________________________________________________________
____________________________________________________________

3. What for you is leisure? recreation?

_________________________________________________________
____________________________________________________________

4. How are active recreational activities different from passive ones?

_______________________________________________________
____________________________________________________________

5. Which do you think is better, passive or active recreation?

_________________________________________________________
___________________________________________________________

What I have Learned

Activity 11. Complete Me.

Directions: Supply the missing word/s to make the sentence complete.

The term recreation was regarded as activities you do during your leisure
time. _______________ is an unobligated time wherein you are free from any
pressing concern in studies and/or work.
Recreation maybe classified into two; _______________ and ______________.

___________________activities are those which you spend your leisure without

exerting much of your physical prowess such as playing board and card games and
surfing the net.

____________________activities are required deliberate physical efforts which may

range from light to vigorous intensities.
Developing the habit of engaging in physical activities which may come in the form of
active recreation will eventually reduce the risk of________________________.

26
These hypokinetic diseases include hypertension, _______________, chronic low
back pain, and __________________.

A_____________ is a stretch or tear of a ligament, the band of connective tissues

that joins the end of one bone with another.

_______________is a twist, pull or tear of a muscle or tendon – a cord of tissue

connecting muscle to bone.
_____________ can result from a hard blow to or twist to the knee, from improper
landing after a jump or from running to hard, too much or without a proper warm-up.
______________ 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).
When two bones that come together to form a joint become separated, the joint is
described as being ________________.

When applying first aid to injuries during the conduct of recreational activities, these
two acronyms should be remembered: ______________and
____________________.

What I Can Do

Activity 12. This time, copy the template provided below. Identify five (5) of your
favourite recreational activities and indicate the corresponding injuries that can
possibly happen while doing them.

Favourite Recreational Activities Accompanying Risk( Possible Injuries)

27
 Lesson
Other Dance Forms
4

What I Need to Know

In this lesson, you are expected to:

 Appreciate the value of dancing in the improvement and

maintenance of your health fitness.

What’s In

Activity 14. Watch and Follow Me!

Watch and follow the video of 5-Minute Dance Warm-Up Routine using the link
below.
https://www.google.com/url?sa=t&source=web&rct=j&url=https://m.youtube.com/wat
ch%3Fv%3DJcnM26EesXM&ved=2ahUKEwj4kImXsNXqAhXzyosBHZ8tCo4QwqsB
MAJ6BAgJEBY&usg=AOvVaw0jxlNIkgt8D3BhdavzvcOO

Processing questions:

1. What did you feel after doing the warm up exercises?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What benefits can you gain when doing the warm-up before the performance of
a more difficult activity?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Why is there a need to warm-up before dancing?
___________________________________________________________________________
___________________________________________________________________________

28
 What’s New

Activity 15. Syllabised Warm-Up Exercises

I. Objective:
At the end of the activity, you will be able to:
 Familiarize yourself with the nature and sequence of the syllabised
warm-up exercise
With the use of your HR log.

1. Determine your personal Maximal Heart Rate (pMHR) and range of

Training Heart Rate (THR) before proceeding to syllabized warm-up
exercise activity so you will limit as far as your heart rate is concerned.
2. Do the following warm-up activities for 10 to 15 minutes:
The 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 background alternately, 4 counts
 Arm clip right and left alternately, 8 counts each
 Shoulder flex right and left alternately, 4 counts
 Trunk flexion front (arms extended sideward) and back (with arm support on
the 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 and left alternately, 16 counts from the front (bent knee should be
vertically aligned with supporting ankle) and back (with arm support on the
back of waist), 16 counts
 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
 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
 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)

29
 After doing the syllabized exercise, you are now ready to create your own
dance exercise.

What is It
Exercise

A type of physical activity that requires planned, structured, and repetitive

bodily movement to improve or maintain one more component of physical fitness.
Dance

A profound solitary artistic and creative endeavour that requires introspection,

philosophical analysis, and complex conceptualization.
I. Classification of Dance
A. Interpretative Dance
Dances that are meant to be interpreted for performances and staging.
Dance literature and signature basic steps are already inherent to these
dances which serve as identifying steps to the dance. Such dances include
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
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
A. Elements of Dance:
1. Space
 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.
 Direction – The course or way in which movement is directed with
reference to the frontal plane of the body. Examples include forward,
backward, diagonally sideward, and upward.
 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 the general focus is the
point of attention by the performer draws the audience too.
 Dimension – how performers appear with reference to the audience‘s
view. The nearer the performer, the bigger he would appear; the farther

30
 the performer, the smaller he would appear. It also has something to do
with perspective.
 Balance – it may be static or dynamic in nature. Static balance is a
balance at rest, while the dynamic balance is balance in motion.
 Levels – they are classified as low, middle, and high with the lowest level
the basis of middle and high levels.
 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.
 Contours and Shape – shapes and forms created by the body or bodies
as they move through space.
2. Time
Dance is both 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 the movement.
3. Energy
Pertains to the amount of effort exerted in the performance of dance or
dance movements and combinations. The energy in dance makes the
difference in terms of the intensity of movement. Two dancers might be
executing the same movement, but differ in the manner of execution and level
of energy exerted.

 With reference to the amount of energy used in the performance of

movement:
- Pendular: swinging, swaying
- Percussive: strong, big, abrupt, and striking movements
- Vibratory: series of rapid and quickly executed small percussive movements
- Sustained: movement with no preparation, beginning, and
unnoticeable end
 With reference to the application of energy in the performance of movement:
Locomotor Movement – allows one to move from one point to another.
 Walk
 Run
 Jump
Non-Locomotor Movement – this 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 other. These movements are:

31
 - Flexion - Recover
- Extension - Rotation
- Contraction - Twist
- Release - Pivot
- Collapse - Turn
-

What’s More

Activity 16: Improvise and Create.

I. Objective:
At the end of the activity, you will be able to:
 Create movements in coming up with your own cheer dance routines through
improvisation
II. Procedure:
- Do syllabized warm-up exercises (5 minutes)
- Choose your own upbeat music (cheerdance music). Think of steps, preferably
cheerdance steps, and execute them in accordance with the given beat. Create
a combination of dance routine (2-3 minutes)
- Present your output on a video presentation to be submitted to the class group
chat.
- Performances will be rated following according to the following area of
evaluation.

https://www.teacherspayteachers.com/Product/Individual-Dance-Skill-Rubric-
Group-Performance-Setting-2230423

32
Remember: Get your heart rate before and after every activity and record the data in
your Record of Heart Rate (HR Log).

What I have Learned

Directions: Supply the missing word/s to complete the statement. Write your answer
on a separate sheet of paper.
Exercise is a type of physical activity that requires (1) ____________, (2)
___________and repetitive (3) _________________ to improve or maintain one
more components of physical fitness.
It is very important to take note that before one indulge into physical activity, one
must do (4.) _____________ exercise to avoid on toward accident that may lead to
injury.
(5) _____________ profound solitary artistic and creative endeavor that requires
introspection, philosophical analysis and complex conceptualization.
Dance is classified (6) _____________dance and (7)
_____________dancing.
Dance has three elements namely (8) ___________, (9) ___________

and (10) _________.

What I Can Do

Activity 17. Analysis

With the use of the videos submitted in Activity 2. Create and Improvise
Answer the following questions on your activity notebook.
1. What were the dance presentations you performed about?
____________________________________________________________
____________________________________________________________
2. How could you perform better?
____________________________________________________________
____________________________________________________________
3. Are there other combinations which you can perform to add dynamics to your
cheerdance routine?

33
 _____________________________________________________
____________________________________________________________
4. How can a student like you benefit from cheer dances?
____________________________________________________________
____________________________________________________________

34
 Lesson
Cheerdance
5

What I Need to Know

In this lesson, you are expected to:

 understand the history of Cheerdance, how and where it started;
and
 execute the Essentials and Basics of Cheerdance.

What’s In

In connection with the previous discussion about the benefits of dancing, it is

also very important to relate everything you have learned and applied to other dance
forms. Various dance forms are also given emphasis. Cheerdance and
contemporary dance are one of those. Just like other dance forms Cheerdance and
contemporary dance are also fun and effective ways to burn calories and get your
heart pumping. If you incorporate these dances as our way of exercising, you may
experience an increase in your energy level and an improvement in your overall
physical fitness.

What’s New

Activity 19: FILM VIEWING (5 Minutes duration)

Movie Title ―Bring it on‖- Final Showdown

Link: https://www.youtube.com/.watchv=HHKncwkXsyQ

35
Processing Questions: (Activity Notebook)
1. What can you say about the video? What do you think cheerdance is all
about?
_________________________________________________________
2. What have you observed of the dance steps? Their body built and body
postures?
___________________________________________________________________

What is It

Cheerdance is coined from 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 activity where
one expresses emotions or gestures while performing bodily movements usually in
time with the rhythm. Cheerdancing rooted in cheerleading. Cheerleading is the
performance of a routine, usually dominated by gymnastics 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 Filipino‘s 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, cheerleading 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)

ESSENTIALS OF CHEERDANCING

Arms/ hand movements Legs/ feet positions

 Beginning stance and cheer  Feet Together

stance  Feet Apart
 ―T‖ and half ―T‖ positions  Dig (front and side)
 Clasp, clap, overhead clasp, low  Hitch , Liberty, and Scale
clasp  Lunge (front and side)
 Touchdown, lowdown  Knees and Hips Position
 High ―V‖ and low ―V‖
 Tabletop and punch, etc.
 ―L‖ and diagonal positions

36
(GYMNASTIC SIDE) JUMPS STEPS IN EXECUTING A PYRAMID

• Tuck • Setting up (Preparing to lift)

• Star/spread eagle • Load (Actual lift)

• Pike • Hit (Striking for a final pause)

• Split • Dismount (To move down by the flyer)
• Hurdle Jump/Hurkie

• Toe Touch Jump

CHEERDANCE BASICS (DANCE SIDE) Hip Hop Basics Jazz/Classical

Dance Basics:

 Bounce (Downrock)  Relevē (heels raised) - Lock

 Tendu (point)  Piquē (Raising a knee) - Point
 Groove (Toprock)  Battement (Kicks) - Curl
 Pliē (knees slightly bent)  Ball Change and Chassē
 Power moves: Freezes
 Grand Plie (full knees bent) -Pump

CHEERDANCE BASICS (CHEER SIDE)

Cheering is the very essence of cheerdance performance. To cheer is to

make someone or a team motivated and encouraged. It boosts, salutes, or acclaims
the morale of individuals and teams. In cheerdance, cheering needs to be strong,
loud, and metered so that it will be delivered in time with rhythm or the music played.
Hand Movements and Positions in Cheerdance

37
Illustration 1. Hand movements and position in Cheerdance

38
Tumbling Skills

Illustration 2. Tumbling Skills in Cheerdance .

What’s More
Activity 20: SYLABISED WARM-UP EXERCISES (10-15 minutes)

Procedure:

 Determine your Heart Rate (HR) and range of Training Heart Rate (THR) before
proceeding to the syllabized warm-up activity so you will know your limit as far
as your heart rate is concerned.
 Do the following warm-up activities for 10-15 minutes.
 Follow the given HR Log template in Activity 1.

39
 The Sequence of Exercises:
 Neck Stretches right and left alternately, 8 counts/ 4 counts
 Shoulder Rotation front and back alternately, 4 counts for 4 repetitions
 Arms Circles front and back alternately, 4 counts for 4 repetitions
 Trunk twist right and left, 8 counts each
 Body rotation left and right, 8 counts each
 Knee Rotation left and right, 8 counts each
 Ankle rotation left and right legs alternately, 16 counts
 Jumping jacks, 16 times
 Butt Kicks, 16 times

What I Have Learned

Activity 21: FILL IN THE BLANKS

Directions: Supply the missing word/s to make the paragraph complete.

Cheerdance is coined from words ______ and ______. To cheer is to shout
out words or phrases that may help ________ and boost the morale of a playing
team and perform better during a game. ______, on the other hand, is a physical
activity where one expresses _______or gestures while performing bodily
movements usually in time with______. Cheerdancing rooted in cheerleading.
___________ is the performance of a routine, usually dominated by ____________
such as jumps, tumbling skills, lifts and tosses combined with shouting of ______and
______ to lead the crowd to cheer for a certain team during a game or sport. It
originated in the___________. Due to Filipino‘s love for dancing, they added more
dance routines to their cheers and came up with the term __________ wherein it is a
routine composed of ____ and _____, ____________ (pyramids and tosses, stunts,
tumbling skills, arm and hand positions and jumps), and ______ (fusion of different
dance genres). Today, __________ 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).

What I Can Do

Activity 22: IMPROVISE AND EXECUTE!

40
 Procedure:
 Take a photo of you executing the essentials of Cheerdancing,
(the Arms/hand movement and Legs/Foot positions ONLY)
 One photo each step/position
 Send the pictures on the Section‘s GC
 Your teacher will rate you using the rubrics below.

Execution of Basic Steps 50%

Posture and Gesture 50%
Total 100%

Reminder: The pictures featured above are performed either by

professionals or under the supervision of professionals. Execution of
steps beyond prohibition may result in serious injury. You only
execute the steps being asked.

41
 Lesson
Nutritional Side of Cheerdance
6

What I Need to Know

In this lesson, you are expected to:

 recognize the Nutritional Side of Cheerdance; and
 appreciate the effects of cheerdancing in the body

What’s In

The previous discussion was all about the Cheerdance and its basic skills.
Today, we will discuss the Nutritional Side of engaging oneself to cheerdancing,
along with the proper food intake to fully achieve holistic wellness.

What’s New

The Nutritional Side of Cheerdance

Kyle Harris: My Story about Obesity

“I struggled with my weight for years and years. I watched the scale slowly
creep to more than 300 pounds and then more than 400 pounds. I developed

42
obesity-related conditions such as Sleep Apnea, high blood pressure, and type 2
diabetes. I couldn’t bend over to tie my own shoes without getting dizzy and/or out of
breath. I couldn’t walk 100 feet without running out of breath. Enjoying outdoor
activities was out of the question because I would get overheated quickly. I couldn’t
play with my granddaughter the way I wanted to.

I made allowances for my obesity. I would drive around a parking lot looking
for the closest spot to the entrance so I wouldn’t have to walk so far. I always
requested a table at a restaurant because I didn’t fit in a booth. I would eat small
amounts and take the rest with me to be consumed as soon as I got back home.

As my job required me to travel almost weekly, I factored in extra time to walk

through an airport, having to sit and catch my breath every few gates. I went out of
my way to find a car that would accommodate my size. I requested hotel rooms
closer to the elevator. I required a seat belt extension. Moreover, I hated the armrest
between seats because it was yet another reminder of my size. I watched as people
boarded the plane and looked at me, either glad that they weren’t sitting next to me
or upset that they were.”

Processing Questions: (Activity Notebook)

3. What are the factors affecting a person with obesity?

_______________________________________________________
_______________________________________________________
4. In your own idea, Can Cheerdance change people diagnosed with obesity?
_______________________________________________________
_______________________________________________________

What is It

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 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. It is also
important to continue to exercise to ensure that the weight gain is mostly muscle.

43
Although it will take some time, the slower the weight gain, the more likely it will be to
muscle gain not fat or water gain.

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

Basal Metabolic Rate (BMR)

Basal Metabolic Rate (BMR) is defined as the energy required to maintain a
body at rest (eg. Breathing, circulation). To precisely determine your BMR, you
would need to fast from 8-12 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 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 4 hours after you consumed 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
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 6-8 hours per day.
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, the reading focuses on some of its basics, along with
how to make healthy choices can influence your ability to be active.

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

Macronutrients
Macronutrients include carbohydrates, proteins, and fats. Carbohydrates and
fats provide energy for daily activities and during exercise, recreational activity,

44
sports training, and even in cheerdancing. Proteins on the other hand provide both
energy and raw materials for recovery and repair. All these three nutrient groups
provide a slightly different number of calories per gram as follows:
 Carbohydrates provide about 4 calories per gram
 Proteins provide about 4 calories per gram
 Fats provide about 9 calories per gram

Carbohydrates
Carbohydrates are the sugars, starches, and fibers found in fruits, grains,
vegetables, and milk products. Though often maligned in trendy diets, carbohydrates
— one of the basic food groups — are important to a healthy diet.

Simple vs. complex carbohydrates

Carbohydrates are classified as simple or complex. The difference between
the two forms is the chemical structure and how quickly the sugar is absorbed and
digested. Generally speaking, simple carbs are digested and absorbed more quickly
and easily than complex carbs.

Simple carbohydrates contain just one or two sugars, such as fructose (found
in fruits) and galactose (found in milk products). These single sugars are called
monosaccharides. Carbs with two sugars — such as sucrose (table sugar), lactose
(from dairy), and maltose (found in beer and some vegetables) — are called
disaccharides.
Simple carbs are also in candy, soda, and syrups. However, these foods are
made with processed and refined sugars and do not have vitamins, minerals, or
fiber. They are called "empty calories" and can lead to weight gain.
Complex carbohydrates (polysaccharides) have three or more sugars. They
are often referred to as starchy foods and include beans, peas, lentils, peanuts,
potatoes, corn, parsnips, whole-grain breads, and cereals.

Proteins
Proteins are made up of many building blocks, known as amino acids. Our
body needs dietary protein to supply amino acids for the growth and maintenance of
our cells and tissues. Our dietary protein requirement changes throughout life. The
European Food Safety Authority (EFSA) recommends adults consume at least 0.83
g of protein per kg body weight per day (e.g. 58 g/day for a 70 kg adult). Plant and
animal-based proteins vary in their quality and digestibility, but this is not usually a
concern for most people if their total protein meets their needs. We should aim to
consume protein from a variety of sources that benefits both our health and the
planets

45
 Proteins are made up of many different amino acids linked together. There
are twenty different of these amino acid building blocks commonly found in plants
and animals. A typical protein is made up of 300 or more amino acids and the
specific number and sequence of amino acids are unique to each protein. Rather like
the alphabet, the amino acid 'letters' can be arranged in millions of different ways to
create 'words' and an entire protein 'language'. Depending on the number and
sequence of amino acids, the resulting protein will fold into a specific shape. This
shape is very important as it will determine the protein‘s function (e.g. muscle or
enzyme). Every species, including humans, has its own characteristic proteins.

Fats
Fats are one of the three main macronutrients, along with carbohydrates and
proteins. Fat molecules consist of primarily carbon and hydrogen atoms and are
therefore hydrophobic and are soluble in organic solvents and insoluble in water.
Examples include cholesterol, phospholipids, and triglycerides.

The terms lipid, oil, and fat are often confused. Lipid is the general term,
though a lipid is not necessarily a triglyceride. Oil normally refers to a lipid with short
or unsaturated fatty acid chains that is liquid at room temperature, while fat (in the
strict sense) specifically refers to lipids that are solids at room temperature –
however, fat (in the broad sense) may be used in food science as a synonym for
lipid.
Fat is an important foodstuff for many forms of life, and fats serve both
structural and metabolic functions. They are a necessary part of the diet of most
heterotrophs (including humans) and are the most energy-dense, thus the most
efficient form of energy storage.

Micronutrients
Micronutrients are one of the major groups of nutrients your body needs. They
include vitamins and minerals. Vitamins are necessary for energy production,
immune function, blood clotting and other functions. Meanwhile, minerals play an
important role in growth, bone health, fluid balance and several other processes.

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 dehydrated (balanced) estate. The DRI (Daily
Recommended Intake) of water is 2.7 liters (90 oz.) per day for women and 3.7 liters

46
(125 oz.) for men. Water balance means that you are replacing the fluid you lose
through sweating and urine production. Hydration does not occur from drinking
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 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 the
temperature of 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 body needs.

What’s More

Activity 24: SYLABISED WARM-UP EXERCISES (3-5 minutes)

Procedure:

Do the following warm-up activities for 10-15 minutes.

The Sequence of Exercises:
 Neck Stretches right and left alternately, 8 counts/ 4 counts
 Shoulder Rotation front and back alternately, 4 counts for 4 repetitions
 Arms Circles front and back alternately, 4 counts for 4 repetitions
 Trunk twist right and left, 8 counts each
 Body rotation left and right, 8 counts each
 Knee Rotation left and right, 8 counts each
 Ankle rotation left and right legs alternately, 16 counts
 Jumping jacks, 16 times
 Butt Kicks, 16 times

What I Have Learned

Fill-in the blanks. Direction: Supply the missing word/s to complete the statement.
1. ________ include carbohydrates, proteins, fats, vitamins, minerals, and water.

47
2. Carbohydrates are the______, ______ and ______ found in fruits, grains,
vegetables and milk products
3. Proteins are made up of many building blocks, known as_________.
4. Amino acids are classified as either _______ or _______.
5. _________ include carbohydrates, proteins and fats; ________ include vitamins
and minerals
6. ________ is important for hydration, however, it may be valuable for disease
prevention as well
7. ___________ is a common goal than weight gain
8. ___________is defined as the energy required to maintain a body at rest
9. ____________ can be measured in a laboratory when you exercise in a
stationary bike or treadmill.
10. Weight loss can be achieved by increasing ________ and decreasing
________ intake.

What I Can Do

Activity 25: MAKE IT VIRAL!

Directions:
 The class will be divided into two groups (I will be the one to choose the
groupings which will be posted on the GC). Each group should select a leader.
 The group should perform Cheerdance routine in accordance with the Essentials
of Cheerdance and Cheerdance Basics
 Each member of the group should submit a video of his/her individual
performance via video recording to the leader.
 The leader shall collect the videos of his/her members and create it into a five-
minute a video compilation accompanied by a cheerdance type of music and
video animations.
 The output shall be graded into two criteria:
1. Social Media – the video will be posted on Facebook so the entire community
of Netizens will be able to see your output. Video with more viewers is the
winner on this judging category (50%).
2. The other 50% of the rating will come from your teacher using the rubrics
below.
Video Presentation 25%
Execution of Basic 25%
Steps
Total 50%

48
Lesson
CONTEMPORARY DANCE
7

What I Need to Know

In this lesson, you are expected to:

 understand the origin of Contemporary Dance; and
 execute the Fundamental Dance Positions of arms and feet.

What’s In

In this lesson, you will understand how the Contemporary Dance emerged in
a particular era. You will also acknowledge the Fundamental Skills in any form of
dances existing in society today.
To help you better understand this lesson, let us review the Fundamental
Movements of the arms and feet.

Fundamental Dance Positions

Illustration 3. Fundamental Dance Position of the arms and feet

49
Let’s do it! (Refer to illustration 3)
1. Execute the Fundamental Dance Positions of the arms Left/Right.
2. Execute the Fundamental Dance Positions of the feet Left/Right.
3. Execute the Fundamental Dance Positions combining the arms and feet
Left/Right

What’s New

Contemporary Dance
Activity 27: SHORT VIDEO VIEWING (8 minutes duration)
Video Title ―Iduyan Mo‖- Contemporary Dance
Link: https://www.youtube.com/watch?v=I0PzXZdX_ZY

Processing Question: (Activity Notebook)

1. What situation does the dance portray? Why do you say so?
______________________________________________________________

What is It
CONTEMPORARY DANCE
Contemporary dance is a manner of expressive dance that engages varying
dance genres including classical ballet, jazz, lyrical and modern dance. In the
execution of contemporary dance, the association of the mind and the body has
endeavored through fluid dance movements. The term ―contemporary‖ is somewhat
misleading: it describes a genre that developed during the mid-20th century and is
still very popular today.
Overview of Contemporary Dance

Contemporary dance emphasizes versatility and improvisation, contrasting

the rigid, structured nature of ballet. Contemporary dancers stress floor work, using

50
gravity to pull them down to the floor. This dance genre which can be performed with
various styles of music is often executed in bare feet.

Isadora Duncan, Martha Graham, and Merce Cunningham are considered to

be the pioneers of contemporary dance because they broke the rules of the rigid
forms of ballet. They believed that in the execution of the dance there must be
freedom of movement, allowing display of the innermost feelings through free bodily
expressions. However, it is important to note that while Graham diverted into what is
presently known as modern dance, and Duncan‘s style was uniquely her own,
Cunningham is often recognized as the father of contemporary dance.
Historic Roots of Contemporary Dance

The contemporary dance emphasizes versatility and improvisation,

contrasting the rigid, structured nature of ballet. Contemporary dancers stress floor
work, using gravity to pull them down to the floor. This dance genre which can be
performed with various styles of music is often executed in bare feet.

Isadora Duncan, Martha Graham, and Merce Cunningham are considered to be the
pioneers of contemporary dance because they broke the rules of the rigid forms of
ballet. They believed that in the execution of the dance there must be freedom of
movement, allowing display of the innermost feelings through free bodily
expressions. However, it is important to note that while Graham diverted into what is
presently known as modern dance, and Duncan‘s style was uniquely her own,
Cunningham is often recognized as the father of contemporary dance.
Historic Roots of Contemporary Dance

Various elements are found similarly with the modern and contemporary in a
way that the branches stemmed from the same roots. Ballet is a formal technique
that developed from court dance during the Italian Renaissance and became popular
as a result of the support of Catherine de‘ Medici.
Some dancers started breaking the ballet mold around the end of the 19th
century. Personalities like Francois Delsarte, Loie Fuller, and Isadora Duncan
created unique styles of movement based on their own theories. They all focused
more on emotional and physical expression and less on formal techniques.
A new dance form has emerged between about 1900 and 1950 which was
dubbed ―modern dance‖. Unlike ballet or the works of Duncan and her ―Isadorables‖
modern dance is a formalized dance technique with a specific aesthetic. Martha
Graham developed Modern dance focusing on breathing, movement, contraction,
and release of muscles.
An apprentice of Graham, Merce Cunningham, began probing his own form of
dance in the mid-1940s. Inspired by the radically unique music of John Cage,
Cunningham developed an abstract form of dance. Merce Cunningham had taken

51
 dance out of the formal theatrical setting and had isolated it from the need to express
specific stories or ideas.

The idea that the dance movements could be random, and each performance
could be different in style was introduced by Cunningham. Due to his complete break
with formal dance techniques, Cunningham is frequently denoted as the father of
contemporary dance.
Today's Contemporary Dance

Today‘s contemporary dance is described as a diverse mix of styles, with

choreographers drawing from ballet, modern, and ―post-modern‖ or referred to as
structureless form of dance. While some contemporary dancers create characters,
theatrical events, or stories, others perform entirely new concepts as they improvise
in their own unique style.

What’s More

Activity 28: FOLLOW THE SEQUENCE!

Procedure:

1. Do 3-5 minute syllabized Warm-Up exercises.

2. Execute the Fundamental Positions following the sequence below.
a. 4th – 2nd – 1st – 3rd

b. 1st – 3rd – 5th – 2nd

c. 5th – 1st – 3rd – 4th
d. 2nd – 4th – 1st – 5th

3. Record your execution through a video presentation and submit it to the

Section‘s GC.
4. Your performance will be rated through these criteria:

Execution of Basic Steps 50%

Posture and Gesture 50%
Total 100%

5. Check your Heart Rate before and after doing activity and record it on your
HR log.
Reminder: Before doing the activity, always wear proper attire to prevent possible injuries.

52
 What I Have Learned

Directions: Supply the missing word/s to complete the statement. (Activity Notebook)
1. Contemporary dance emphasizes __________ and ___________, contrasting the
rigid, structured nature of ballet.

2. Contemporary dance is a mode of expressive dance that absorbs varying dance

genres which includes ______, ____, _______, and _____________.

3. Contemporary Dance is often executed in _________.

4. They believed that in the execution of the dance there must be freedom of
___________, allowing display of the innermost feelings through free bodily
__________.
5. Modern dance is settled on _________, _________, __________, and release of
muscles

6. While some contemporary dancers create __________, theatrical events, or

________, others perform entirely new concepts as they improvise in their own
unique style.

7. Due to his complete break with formal dance techniques, Cunningham is

frequently denoted as the________________________.

What I Can Do

Activity 29: DANCE WITH THE BEAT!

Directions:
- Create a dance routine combining the fundamental dance positions with
contemporary music accompaniment.
- Record your performance on a video presentation for 2 minutes as a
maximum time limit.
- Your performance will be graded according to the criteria below:

Dance Routine 50%

Execution of Basic Steps 50%
Total 100%

Reminder: Before doing the activity, always wear proper attire to prevent possible injuries.

53
Lesson CONTEMPORARY DANCE:
8 Improvisation and Technique

What I Need to Know

In this lesson, you are expected to create and perform dance routine
employing contemporary dance improvisation and technique.

What’s In

The previous discussion was all about Contemporary dance. Today, we will
discuss the Improvisation and Techniques that you can use as a basis in creating
your dance routine.

What’s New

Activity 31: SHORT VIDEO VIEWING (8 Minutes duration)

Video Title ―Malaya‖- Contemporary Solo Dance
Link: https://www.youtube.com/watch?v=v-W_psVJCFw

Processing Questions: (Activity Notebook)

1. How do you find the dance technique of the performers?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

54
 What is It

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. The 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.

Technique and Technique Development

The 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.
Mirroring- imitating the movements done by a dancer in the 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 the same sequence of movement or movement combinations

after every count, two, three, or even four, depending on the need to
repeat the movement.
Counterpoint- the levels of movement or energy application in the execution of
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, and vibratory or small and fast
percussive movements. In doing a counterpoint technique, opposites are
considered. Some of the dancers may do high movements, while the rest

55
 do low 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.
Theme and Variation- Each movement combination has a common movement that
is 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 commonly among 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 to that of the succession but differs in
ending. In succession, groups of dancers performing the same movement
sequence, end up successively while in canon, all groups performing the
same sequence of movements will all arrive at a common movement and
end at the same time.

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
answer the need for peace, for example, on why it is 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 it should start, build up, and
end. It may follow a free form wherein it does not necessarily 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 storyboard to guide the development of the performance.

56
 Example (Clear Narrative):
a. Exposition introduction of the lead and supporting characters
including the setting of the dance presentation;
introductory part of the dance.

b. Complication a scene or situation that leads to the conflict of the dance

presentation

c. Conflict
the turning point of the dance performance; it shows the
need for a problem to be settled or resolved. Examples
include man against man, man against society, man
against nature, and man against self.
d. Climax
the highest point of interest in the dance performance or
presentation where the lead characters, both the
protagonist and antagonist take action against each
other.
e. Resolution/denouement
This is the point where the conflict or problem is resolved
in a dance presentation. It is when either the fate of the
protagonist take action against each other.
f. Actualization improvisation of movements that suit the scene that the
dance wishes to convey.
 Movement familiarization
 Rehearsals
 Dance work-outs and workshops
g. Completion
dress and technical rehearsals with appropriate props
and accessories using the actual music for the
performance of the dance piece with all the elements of
staging incorporated and integrated.

What’s More

Activity 32: Contemporary Solo

Directions:
3. Do 3-5 minute syllabized warm-up exercises.
4. Listen to the song entitled ―Anak‖ by Freddie Aguilar.

57
 5. Create a 1-2 minute dance routine on your interpretation of the
song.

6. Practice your routine for mastery.

7. Check your personal Heart Rate before and after doing the activity
and record it to your HR log.

Reminder: Before doing the activity, always wear proper attire to prevent possible injuries.

What I Have Learned

Directions: Supply the missing word/s to complete the statement. Write your answer
on the activity notebook.
1. Improvisation is the act of improving and which means creating something ____,
something different and something unusual and ___________.
2. Technique is done by repeatedly doing _________ that the body is unfamiliar
until _________is achieved.
3. Lengthening Techniques may be used to answer the problem of having
difficulties in coming up with dance ___________ and movements.
4. Unison is the technique most commonly used in ___________ a dance
movement.
5. Mirroring is imitating the movements done by a dancer in __________ formation.
To mirror is to do the movements done by a performer with his/her right-hand
_______ with the left by the one mirroring it.
6. Retrograde is repeating a movement ________ from the end to beginning.
7. Developmental Treatment represents a draft of how the dance presentation
should _________ and _________.
8. In the element of Creative Approach in the Creation of Dance, ‗Need‘ might come
in the form of ________ or _________.
9. The climax is the highest point of _______ of the dance performance or
presentation where the lead characters, both the protagonist and antagonist take
action against each other.
10. The complication is the scene or situation that leads to the ________ of the
dance presentation.

58
 What I Can Do

Activity 33: It’s Showtime!

1. Record the dance routine you practiced in the previous activity.

2. Upload the video on the class GC to be rated by your classmates using the
criteria below:

Dance Routine 50%

Execution of Basic Steps 50%

Total 100%

3. The rating of your classmates will compose 50% of your total rating and the

59