Module

In
P.E. 103 – Physical Activities
Through Towards Health
and Fitness I

Prepared by: MARK CLYDE R. JUGALBOT

Faculty, School of Teacher Education
 MANDAUE CITY COLLEGE

Vision

As a learner-centered public institution, Mandaue City College envisions excellence, innovation

and success in education to inspire and transform lives to be responsible citizens and will be prepared
for a variety of post-graduation options.”

Mission

Provide relevant, equitable and quality affordable education and in the fulfillment of its mandate,
Mandaue City College shall:

(a) Design and implement programs which are at par with international standards using
appropriate technology for effective and efficient delivery of educational services;
(b) Ensure that higher education is accessible to all who seek it for continuing intellectual growth,
advancement of learning, research, development and community extension as well as
environmental conservation and protection;
(c) Produce graduates and professionals who are highly competent and recognized in the local,
regional, national, and international arena;
(d) Commit to moral ascendancy and probity, institutionalize transparency and accountability,
productivity and encourage participatory governance.

Goals and Objectives

1. To offer relevant and holistic education programs attuned to the social, cultural, economic
and developmental needs of the business and labor compliant with the institutional,
regulatory and accreditation standards.
2. To promote creative work through effective use of learning resources, research and
extension programs which are responsive to the needs of the community for people
empowerment and self-reliance.
3. To complement the academic program with qualified and competent faculty in the areas
of instruction, research and professional exposure that will ensure holistic development of
life-long learners equipped with skills and competencies relevant to the workplace needs.

4. To provide adequate physical plant and facilities, integrated support services to students
using appropriate technology and learning resources sustaining safe, functional and
conducive environment for teaching, learning and working.
5. To administer the financial, quality assurance and resource allocation with probity,
strategic vision, accountability, awareness and management of risk, and effective
monitoring of performance through collaborative, sustainable, effective and efficient
participative governance of the institution and its stakeholders.
 SCHOOL OF TEACHER EDUCATION

Vision
As a learner-centered public institution, the School of Teacher Education envisions excellence,
innovation, competence, and success in teacher education program and to transform lives of the future
generations to be responsible citizens.

Mission
Provide relevant, equitable, quality and free teacher education program where the School of
Teacher Education shall:

(a) ensure that higher education is accessible to all who seek for continuing intellectual growth,
advancement of learning, research, development and community extension as well as
environmental conservation and protection and energy conservation;
(b) produce teachers who are highly competent and recognized through their exemplary
achievement in the local, regional, national, and international arena and will commit to moral
ascendancy and probity, institutionalize transparency and accountability, as well as
participatory governance.

Goals and Objectives

1. To offer relevant and holistic teachers’ education programs attuned to the social, cultural,
economic and developmental needs of the teaching community compliant with institutional,
regulatory and accreditation standards.
2. To promote creative work through effective use of learning resources in basic and tertiary
teaching which are responsive to the needs of the community for people empowerment and
self-reliance.
3. To complement the academic program with qualified and competent graduates in the areas of
basic and tertiary teaching that will ensure holistic development of their future learners.

GRADUATE ATTRIBUTES

Facilitator of Learning – graduate of MCC-SOE takes on the responsibility of teaching knowledge in the
discipline as holistic process.

Critical Thinker – MCC-SOE graduate is able to deduce consequences from what he knows, and how to
make use of information to solve problems, and seek relevant sources of information to meet current
and emergent needs of society.

Adaptable – MCC-SOE graduate is willing to change in order to suit different conditions to meet the
needs of the given situation.

Environmental Advocate – MCC-SOE graduates will find their better solutions to environmental
problem and assume full accountability in protecting nature through advocacy or conservation
practices.
 MANDAUE CITY COLLEGE
School of Teacher Education
Don Andres Ave., Centro Mandaue City

Self-Instructional Module on P.E. 103 -DANCE

Reynante A. Acop
Faculty, School of Teacher Education
COURSE OVERVIEW
Semester: First Semester
Course Code: P.E. 103
Course Title: P.E 103: Physical Activities Towards Health and Fitness I (Dance)
Course Description: This course offers experiential learning for learners to adopt an active
life for fitness and lifelong health. The knowledge, skills and understanding which include
physical and health literacy competencies support them in accessing, synthesizing and
evaluating information; making informed decisions; enhancing and advocating their own as
well as others’ fitness and health. This course on Physical Activities Towards Fitness I enables
the learners to set goals, monitor one’s participation in all of the activities and constantly
evaluate how well one has integrated this into one’s personal lifestyle.
Credit Unit: 2 units
Pre-requisites: P.E. 102
Module 1
Unit 1: Nature, history and background of dance
Unit 2: Dance genres
Unit 3: Features and elements of dance
Unit 4: Modern dance
Module 2
Unit 1: Contemporary dance
Unit 2: Fundamental modern contemporary dance
Unit 3: Hip-hop/Street dance
Unit 4: Aspects of dance productions
FACULTY PROFILE
Department: School of Teacher Education
Microsoft 365 Account: reynanteacop@mc-college.online
Contact Number: 09278195420
Virtual Consultation Hours: 4:00-6:00, Friday
 COURSE GUIDE
The key to successfully finish this course lies in your hands. This module was
prepared for you to learn diligently, intelligently and independently. As would-be-
teacher, doing these would greatly help and prepare you to become a great teacher.
Aside from meeting the content and performance standards of this course in
accomplishing the given activities, you will be very proud of as a responsible learner.
The following guides and house rules will help you further to be on track and to say at
the end of the module, “I did well!”
1. Schedule and manage your time to read and understand every part of the
module. Read it over and over until you understand the point. Please note that
due to the problems on erratic internet connections and to be able to
cooperate with the government in observing the Community Quarantine
protocols, this course will be delivered asynchronously.
2. Study how you can manage to do the activities of this course in consideration
of your other modules from other courses. Be very conscious with the study
schedule. Post it in a conspicuous place so that you can always see. Do not ask
your course facilitator about questions that are already answered in the guide.
3. Log in to the MCC-Learning Management System thrice a week. (if you can log
in daily, do so) and as scheduled to keep abreast of important announcements,
discussions and other class activities.
4. Do not procrastinate. Remember, it is not others who will be short-changed if
you will not do your work on time.
5. Before you start doing your tasks, read and understand the assessment tools
provided. Do not settle with the low standards; target the highest standard in
doing your assigned tasks. I know you can.
6. You are free to browse and read the different materials even prior to doing the
tasks in each unit of the module. However, you need to ensure that you will not
missed any part of the module and you will not be missed to accomplish every
activity in every unit as scheduled.
7. One week before the end of the midterm, you will be tasked to send back
through correspondence the accomplished and scheduled modules for
midterms to me. Make sure you will follow up with me through text or any
media available for you.
8. While waiting for my feedback of your accomplished modules, continue doing
the task in the succeeding units of the module that are scheduled for the finals.
9. If needed, do not hesitate to keep in touch with me through any available
means. Remember, if there is a will, there is a way.
10. All course discussions will be conducted using the MCC-LMS once a week.
11. All the discussions are academic discussions, which mean that the relevant
academic conventions apply.
a. Your post should be composed of complete and grammatically correct
sentences. Do not use abbreviations and acronyms unless these are
introduced in the readings and do not write in text-speak. Avoid writing in
all caps.
b. Post appropriate and well-thought rejoinders. Avoid merely approving or
disapproving with your classmates and course facilitators. You need to
support your inputs in the discussions from reliable source. Do not post
uninformed opinions.
c. Read and analyze the contributions of your classmates in the discussions
forums. Respond appropriately and courteously. Always use proper
language.
d. Be polite and respectful arguing a point and in defending your opinions. Do
not be rude and do not make remarks that may be construed as a personal
attack. Refer to ideas/statements, not the person. Remember that the
objective of the academic discussion is to develop your critical and analytical
thinking skills apart from contributing to the wealth of knowledge.
e. Do not post lengthy contributions. Stick to the point. Be clear what your
main point us and express it as concisely as possible. Do not let the
discussion stray.
f. Quote your sources in the online and offline discussions by mentioning the
last name of the author and the year. No need to use particular style.
g. Protect your privacy. Ponder before you post. If you wish to share
something private, do it by email or private chat.
12. Do not plagiarized and do not patch write. Patch writing is still a form of
plagiarism. It refers to the act of making smack changes and substitution to
copied sources material (Merriam-Webster, 2020)
13. Follow the schedule of course activities. Always remind yourself of deadlines.
Read in advance. Try to anticipate possible conflicts between your personal
schedules and make the appropriate adjustments. Try your best to inform
yourself through any means your course facilitator for any unavoidable delays
or “absences” or “silences” of more than a week’s duration or other concerns.
14. Note that our LMS is a virtual learning environment, not a social networking
site. Use recent and appropriate ID photo on your profile page for proper
identification.
15. Lastly, you are the learner; hence, you do the module on your own. Your family
members and friends at home will support you but the activities must be done
by you. As a student of Mandaue, we need to demonstrate our core values of
Meritocracy, Accountability, Neatness, Diversity, Unity and Excellence.
16. To aid your learning this module is divided into six parts. These are as follows:
 This portions orients you with learning outcomes
Learning Compass for the learning unit
After the identification of learning outcomes for
Let’s begin! every unit, you will be given a task that leads you
to the key concepts to be discussed that unit.
The activity will be followed by guide questions
We’re on our way!
that lead you to the concepts covered by the
lesson. Here, you will analyze what you have done.

Let’s Dig Deeper Key concepts are discussed are discussed in this
section of the unit. These are things that you need
to think about and reflect on. In the end there is a
big idea which is highlighted.
To check whether the given learning outcomes are
How far have we gone?
met, you are given another task to assess the
extent of understanding
Every unit is ended with suggested activities for
Walk the extra mile
the enrichment of learning and further application
of what has been learned.
STUDY SCHEDULE

Week Topic Learning Outcomes Activities

MODULE 3 DANCE
UNIT 3 Dance Genres
September 1. discusses the genres of Let’s begin:
7-12 dancing Watching a video of the different dance genres
We’re on our Way:
2. explains the significance of
dance genres in choosing ones’
Reflecting and Analyzing the video by differentiating
techniques and technicalities in the different techniques in each genres of dance.
dancing Let’s Dig Deeper:
3. enumerate the different Introducing and discussing the genres of dance.
genres of dance How far have we gone:
Answer a short quiz about the topic discussed.
4. choreographs a dance Walk the Extra Mile:
presentation using a specific dance
genre Choreograph a 2-minute dance presentation of a
specific genre agreed by the class.
 EVALUATION

To pass the course, you must:

1. Read the course readings and answer the pre-assessment quizzes, self-
assessment activities and reflection questions.
2. Participate the asynchronous online discussion forums quizzes.
3. Submit assignments and graded quizzes for Midterms and Finals
4. Submit projects
5. Do the Midterm and Final Examination
FORMATIVE ASSESSMENT ACTIVITIES

1. Read all course readings and answers the pre-assessment, quizzes, self-
assessment activities and reflection questions but your scores in the quizzes
will not be counted towards you final grade.
2. The reflection questions are designed to help you to critically analyze the
course reading for better understanding while the pre-assessment quizzes and
self-assessment activities are designed as a review management tool to
prepare you for graded quizzes and periodic examinations.
3. In doing your formative assessment activities, you can always ask the help of
your family.
4. The pre-assessment quizzes, self-assessment activities, and reflection
questions are required so you can take it anytime within the scheduled days
assigned for each unit.
EVALUATIVE ASSESSMENT ACTIVITIES
A. Quizzes and Examination
The two graded quizzes and periodical evaluation which are embedded
in your whole module must be answered guided by the given evaluation
tool. If needed, I will call you by phone for further validation and
verification purposes after checking your papers.
B. Extension of Learning and Final Project
There will be four extension of learning that will compromise the final
project for this course. The evaluation tools for these assignments are
all provided in the module.
Extension of Learning 1:
Extension of Learning 2:
Extension of Learning 3:
Extension of Learning 4:
Final project:
TECHNOLOGICAL TOOLS
To be able to accomplish all the tasks in this course, you will be needing the
following software applications: Word Processing, Presentation, Publication and
Spreadsheet. These are applications that are available in your desktop or laptops that
will not require internet connection for you to use them. All material activities that will
involve discussions on the use of net-based productivity tools in modules will be video
recorded and will be sent to you together with the printed modules. You need to
actualize how these are used when you will be given the chance to have a net access.
You may also access the Microsoft 365 prepared for you and try to participate the
discussion if the condition will allow.
Feedback system will be facilitated through text messaging: hence you need to
have with you a cellphone. If you need to call, or want to talk to me, send me a message
first and wait for me to respond. Do not give my CP number to anybody. I will not
entertain messages or calls from numbers that are not registered in my phone. Hence,
use only the CP number you submitted to me.
GRADING SYSTEM
Section 116. The Grading System. – The College shall have a uniform grading system
using numerical grades from “1.0” to “3.0” where “1.0” is the highest, “3.0” is passing,
“3.1 to 4.0” are conditional and “5.0” is failure. Specifically, the work of the student
shall be graded corresponding to their individual percentage rating and qualitative
equivalent:
116.1 The Mid-term and Final-term Grades shall be computed by the faculty concerned
using the criteria indicated below which shall likewise be set in the course syllabus as
follows:
Part I % Part II %
Outputs 30 Performance Task (Product Development) 30
Class Participation 10
Character 5 Written Input 20
Total 50% Total 50%

Final Average Rating = 30% Midterm Grade

70% Final Grade
Unit 3. Dance Genres

INTRODUCTION

Hello everyone! This Module will help you realize that you need to go outside,
breathe some fresh air and rethink those day that you spent lying and sitting on your
sofa. This course will also help you understand the beauty of dancing. So stretch, flex,
and get ready to move and groove as we go along with this course!
Hit the music and let’s get started!

LEARNING COMPASS

At the end of the unit, the students will be able to:

1. discuss the genres of dancing

2. explain the significance of dance genres in choosing ones’ techniques and
technicalities in dancing
3. enumerate the different genres of dance
4. choreograph a dance presentation using a specific dance genre

LET’S BEGIN
Maestrong Yabag

That’s what you call

IMPROVING! Applying those
elements and features of
dancing helped you improve
your dancing skills.

Now! Let’s discover your style!

A video might help you choose
your own dance techniques
and styles.

Watch this!

https://www.youtube.com/wat
c h?v=p-rSdt0aFuw
WE’RE ON OUR WAY!
The video shows the evolution of dance from 1950 to 2019. What have you observed
from the dance styles and techniques as the years passed by?

Which dance year you liked most? And why?

REPLY HERE!
Typing….
 LET’S DIG DEEPER!

GENRES OF DANCE
There are a lot of dance genres and one semester won’t be enough to know and
practice them.
Below are some of the dance genres we’ll practice all throughout the semester.

FOLK DANCE
AEROBIC DANCE

SOCIAL DANCE/ DANCE

MIXERS
MODERN DANCE

CONTEMPORARY

STREET
DANCE/HIPHOP
FOLK DANCE
- Is the different dances performed by various cultural groups throughout the country. It changes
from region to region and is performed by nonprofessional dancers who are members of the said
community. It is often performed during rituals, festivals, fiestas, and other community celebrations.

Examples of folk dance

-Tinikling
-Cariñosa
-Subli
-Itik-itik
 AEROBIC DANCE
Is a dance routine made into an exercise program. It is usually accompanied by upbeat pop
music.

3 PHASES OF EAROBIC DANCE

-Warm-up
-Aerobic Dance
-Cool-down
VARIATIONS OF AEROBIC DANCE (depends on the music used)
-Jazzercise -Aero Hiphop -Belly Dancing
-Zumba -Ballroom Dancing

SOCIAL DANCE/ DANCE

MIXERS
Are dances intended primarily to get to know other people in attendance to a certain social
function. They also are called ballroom dances. They are usually performed in pairs, male and
female, but may also be performed in groups.

CLASSIFICATIONS OF SOCIAL DANCES

-Latin American Dances (Salsa, Mamba, Swing, Cha-cha-cha, Rumba, Samba, Jive, etc.)
-Modern Standards Dances (Slow waltz, Tango, Foxtrot, Quickstep)

MODERN DANCE
-is a broad genre of western concert or theatrical dance, primarily arising out of Germany
and the United States in the late 19th and early 20th centuries.
-Modern dance is often considered to have emerged as a rejection of or rebellion against,
classical ballet.

CONTEMPORARY
referred to the movement of new dancers who did not want to follow strict
classical ballet and lyrical dance forms, but instead wanted to explore the area of
revolutionary unconventional movements that were gathered from all dance styles of the
world.

STREET
DANCE/HIPHOP
a style of dancing to hip-hop and other popular music originating among amateur dancers
in cities.
EXAMPLES OF HIPHOP DANCES
-Krumping -Locking
-B-boying -Shuffling
-Popping -Pop and Lock
 HOWFAR HAVE WE GONE?
Answer the following questions below.

Questions
1. Give at least 6 dance genres
2. How can understanding the dance genres improve ones’ styles and techniques in dancing?
3. What are the 2 Classifications of social dances?
4. Compare and contrast the 2 Classifications of social dances.
5. If you are to choose what genre of dance you are going to master, what is it? And why?
 WALK THE EXTRA MILE!
Choose your own genre to choreograph. Make sure the genre that you will use for the next
presentation is not the same as the previous presentation you presented. This time it will be a 3-
minute presentation with the same guidelines.

Record your dance presentation and send it to me!

You can send your video to any of the following:
Fb/messenger: Nante Acop
Instagram: @nante_skywalker
Gmail: reynanteacop@gmail.com
Microsoft 365 Account: reynanteacop@mc-college.online
Or you can post it on youtube and just send me the link ☺

RUBRIC for the dance presentation

Choreography – 5 pts.
Intensity – 5 pts.
Execution– 5 pts.
Facial Expression – 5 pts.
Movement accuracy – 5 pts.
Energy – 5 pts. 5 pts ---- Excellent
Props and costume – 5 pts. 4 pts ----- Very Good
Confidence/stage presence – 5 pts 3 pts ------Good
Musical timing – 5 pts 2 pts ----- Fair
Mastery- 5 pts. 1 pt ------ Poor
Total ------ 50 pts.

SUGGESTED COURSE REFERENCES

1. National Association for Sport and Physical Education. Moving into the Future: National
Standards for Physical Education, 2 nd Edition. Reston, VA: National Association for Sport
and Physical Education, 2004.
2. http://southcoastdanceschool.com.au/contemporary-dance-styles-and- techniques.html
3. https://www.steezy.co/posts/what-is-hip-hop-dance
4. https://www.angieslist.com/articles/hip-hop-dance-lessons-breakdown- styles.htm
5. Centers for Disease Control and Prevention. The Association between School- based Physical
Activity, including Physical Education, and Academic Performance. Atlanta, GA: U.S.
Department of Health and Human Services, 2010.