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PE & HEALTH 12
Quarter 1 – Module 3:
Competitive Dance:
Hip-Hop and Cheerdance
Physical Education & Health – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 3: Competitive Dance: Hip-Hop and Cheerdance
First Edition, 2020
Republic Act 8293, Section 176 states that: No copyright shall in any work of
the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.
Welcome to the P.E. and Health 12 Self Learning Module (SLM) on Competitive
Dance: Hip-Hop and Cheerdance!
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
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.
ii
You will be enabled to process the contents of the learning resources while
being an active learner.
iii
This is a task which aims to evaluate
Assessment
your level of mastery in achieving the
learning competency.
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!
iv
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.
1
What I Know
Instructions. Choose the letter of the best answer. Write the letter of your
choice on a separate sheet of paper.
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
2
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
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
3
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.
1 Light, as in fishing
4 Over 30 minutes
3 20 to 30 minutes
Duration
2 10 to 20 minutes
4
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 _________________________________.
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.
1 2 3 4 5
6 7 8 9 10
5
What is It
Lesson
Hiphop
1
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.
6
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:
It includes a lot of
acrobatics and
physically demanding
moves, such as landing
on one’s knees and the
split
3. Locking
Other famous moves
are waving of arms,
pointing, walking
stationary, and
grabbing and rotating
the cap or hat
7
Characterized by
unrestrained, rapid-
4. Krumping fire, and highly
energetic moves of the
limbs and torso
A dance style to release
anger
It is a dance style
that imitates the
angular poses seen in
ancient Egyptian art
5. Tutting Used to have a
limited set of static
(Tetris)
hiero-inspired poses,
but they now create
more complex
geometric patterns
wherein multiple
limbs interact
Combination of
skating, stomping
and shuffling
There is a fast and
6. House Dance
complex steps
combined with fluid
movements of the
torso
Lesson
Cheer Dance
2
Brief History
8
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.
Fundamental Movements:
9
Hand Positions
10
Both arms extended straight
out to the side and parallel
13. T Motion
to the ground, relax the
shoulders
11
In stride position, both feet
away each other. Hands can
19. Feet Apart
be on the waist or clasp in
front
12
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)
22. Toe Touch
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)
Start with a High “V”
position (ct.1)
Throw arms up into the
high V position (ct.2)
Take a crisp sharp
23. Hurdle 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)
13
From a beginning stance
facing back, squat and
lay both hands on the
floor (cts.1,2)
Tuck chin and pull off
25. Backward the hands and legs (cts.
Roll 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)
Lesson
Exercise Physiology Indicators
3
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:
14
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.
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)
15
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:
16
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):
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.
17
What’s More
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:
18
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.
1 1. Backward
3 Roll
2. Hurdle
2
3. Diagonal
4
4. Toe Touch
5
5. Forward
Roll
19
What I Have Learned
20
What I can do
3 Locomotor
Non-locomotor
4 (combinations of 2 or more)
Not applicable
5 Locomotor
Non-Locomotor
6 (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;
______ bpm
* Refer to the data on Activity 1.4, Let’s Intensify! (page 19)
21
Assessment
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
22
Column A Column B
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.
23
24
Rubrics for the Fitness Journal
What’s
What I What’s New Activity 1.3. Assessment
More
Know
(1)B; (2)A; (3)A; (4)B; (5)A 1. A 1. A
Activity 1.1. 21. A
(6)B; (7)B; (8)A; (9)B; (10)B 2. B 2. B
1. c 22. B
1. b 3. B 3. D 23. B
2. b
Score Interpretation Table 2. a 4. A 4. A 24. B
3. a 5. C
4. c 3. k 5. B 25. A
No. of 6. A
5. c Interpretation 4. f
√ Activity 1.4. 7. B
6. a 5. i
Very familiar 8. A
7. d 6. e 9. A
7-10 with the (Computati
8. c 7. j ons). 10. A
dance moves
9. a Slightly 8. c Answers 11. a
10. a familiar with 9. g will vary 12. b
4-6 10. h depending 13. a
the dance
moves on the 14. b
Not so Activity 1.2. learners 15. b
familiar with RHR and 16. a
1-3 1. B age. 17. a
the dance
moves 2. B 18. a
3. B 19. a
4. A 20. a
5. A
Answer Key
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.
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
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For inquiries or feedbacks: