12

PHYSICAL
EDUCATION
Quarter 1 – Modules 6 (Weeks 5-6)
Dancing as a Moderate to Vigorous
Physical Activity
Physical Education – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 6: Dancing as a Moderate to Vigorous Physical Activity
First Edition, 2020

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Published by the Department of Education Secretary:

Leonor Magtolis Briones Undersecretary: Diosdado M.
San Antonio

Development Team of the

Module Writers: Jamaica R. Quisil
Editors: Claire P. Cafino, Chrissie Kyell M. Trinidad, Mary Rose G. Acupanda
Reviewer: Jonilo G. Jainar
Illustrator:
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Management Team: Senen Priscillo P. Paulin, CESO V Jenith C. Cabajon
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Adolf P. Aguilar, CESE Elmar L. Cabrera

Printed in the Philippines by

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental Tele
#: (035) 225 2376 / 541 1117
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 12

PHYSICAL
EDUCATION
Quarter 1 – Module 6:
Dancing as a Moderate to
Vigorous Physical
Activity
Introductory Message
For the facilitator:

Welcome to the Physical Education Grade 12 Alternative Delivery Mode

(ADM) Module on Dancing as a Moderate to Vigorous Physical Activity!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

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.

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For the learner:

Welcome to the Physical Education 12 Alternative Delivery Mode (ADM)

Module on Dancing as a Moderate to Vigorous Physical Activity!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

Begin This will give you an idea of the skills or

competencies you are expected to learn in the
module.
Try This This part includes an activity that aims to check
what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this
module.
Do This This is a brief drill or review to help you link
the current lesson with the previous one.
Explore In this portion, the new lesson will be introduced
to you in various ways; a story, a song, a poem, a
problem opener, an activity
or a situation.
Keep this in Mind This section provides a brief discussion of
the lesson. This aims to help you discover and
understand new concepts and skills.
Apply What You Have Learned This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Reflect This includes questions or blank
sentence/paragraph to be filled into process what
you learned from the lesson.
Assess What You Have Learned This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activity In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:

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References This is a list of all sources used in
developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and 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 deep understanding of the relevant competencies. You
can do it!

Points to remember:
1. Always be at your own pace in doing the task. Stop when the activity
threatens your health.
2. Conduct survey and preparation with the vicinity where you will execute the task
and make sure that the area is safe and free from danger.
3. Always check personal health condition capacity before doing the task. Stay on
guard or require a member of the family to do the spotting while executing the
activity.
4. Perform warm-up and stretching all the time before performing mild or
strenuous activities.
5. Do not forget to do cool down exercises after performing the required task.

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 TABLE OF CONTENTS

CONTENT PAGES

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- iii
For the learner --------------------------------- iv

BEGIN --------------------------------- 01
Learning Competency --------------------------------- 01

TRY THIS --------------------------------------------------- 02

DO THIS --------------------------------------------------- 03
Task 1 03
Task 2 03

EXPLORE --------------------------------------------------- 04

KEEP THIS IN MIND ------------------------------------------ 04

APPLY WHAT YOU HAVE LEARNED ------------------------ 07

REFLECT --------------------------------------------------- 08

ASSESS WHAT YOU HAVE LEARNED ------------------------ 09

GLOSSARY --------------------------------------------------- 10

ANSWER KEY ------------------------------------------ 10

REFERENCE LIST ------------------------------------------ 11

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 LEARNING COMPETENCY:

Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most
days of the week in a variety of settings in- and out- of school.
Code: PE12FH-la-t-
8 Week 5

DANCING AS A MODERATE TO VIGOROUS

PHYSICAL ACTIVITY

Have you ever tried watching a dance routine without understanding what is happening in the performance? Hav
When a certain dance performance has poor choreography, it is difficult for it to be understood and appreciated.
One also spends a lot of energy to perform a good dance. Dancing is one of the many physical activities that one

At the end of the module, you should be able to:

Identify the characteristics of dance
Calculate how much calories you burned per minute in dancing
Appreciatetheimportanceofmoderate-intensityandvigorous- intensity dancing for 60 minutes in most days o

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True or False
Direction: Write TRUE if the statement is correct and FALSE if it is incorrect. Write your
answers in your activity notebook.

1. Unity is the interconnected phases of the dance that are coherent and flow
smoothly together.
2. Variety and Contrast are emphasized movements that give a feeling of closure
and phrases of choreography are repeated.
3. Continuity and Development mean phrases of that dance that are organized
progressively, making each movement phrase move naturally into the next.
4. The climax is where the apex of energy in the dance is reached.
5. The transition can be a phrase of the dance where choreography is repeated so
that audience can see those movements again and identify its significance.
6. Repetition is the link between movements, phrases, and sections of the dance. It
makes the logical progression of the dance flow smoothly.
7. A motif is an instrument by which ideas and elements are arranged or combined
into a logical sequence.
8. The beginning of dance may come in a form of shape, a pose, or an entrance.
9. A single movement or a short phrase of movement that embodies the style and
intention of the dance are called a motif.
10. Choreographers and dancers use movement phrasing when working on dances.
Commonly, a single phrase consists of eight counts.

Source: https://ccsearch.creativecommons.org/photos/

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 What is a phrase?
When you combine one movement with several others, they form a unit. When units
are pieced together, they make up a section in the choreography and the sections together
form a whole dance. Therefore, “a phrase is the smallest unit of forms in the whole
dance” (Blom a Chaplin, 1988). It can be related to a sentence in writing compositions.
Choreographers and dancers use movement phrasing when working on dances.

Although Minton (1997) suggests that movement phrases should vary in length and
shape, most of the dances these days use equal length phrases. Commonly, a single phrase
consists of eight counts. It is easier for building routines and choreographic combinations
with an 8-counts phrase.

Task 1: DO THE SIMPLE DANCE PHRASE

Directions: Construct dance phrases/steps that include only movements that you
consider pleasing or beautiful. Choose at least four movements and combine them in
one phrase. You may choose how long or short your phrase is and find a music that
best suits the movements you created. Perform all the movements with music and
video record it. Final video output may be posted through Facebook or YouTube or
sent via email/messenger to your teacher. If you don’t have data or internet
connection, video outputs will be collected with your module and activity notebook.

Task 2: Estimated Kilocalories Per Minute

Direction: Compute the calories you burned per minute in the following physical activities.
Write your answers in your notebook.

Sitting:
Calories burned = 0.0175 x Your body Weight in Kilograms

Standing:
Calories burned = 0.0210 x Your body Weight in Kilograms

Walking Leisurely:
Calories burned = 0.0525 x Your body Weight in Kilograms

Moderate Intensity Exercise:

Calories burned = 0.1400 x Your body Weight in Kilograms

Vigorous Intensity Exercise:

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Calories burned = 0.2100 x Your body Weight in Kilograms

Read and answer the questions carefully. Write your answers in your notebook.
1. Were you able to easily construct a simple dance phrase? Why or why not?

2. What are the things you considered in developing your simple dance phrase?

3. Why is it important to compute the calories burned in doing a certain activity?

According to the World Health Organization, to improve cardiorespiratory and

muscular fitness, bone health, and cardiovascular and metabolic health biomarkers:

1. Children and youth aged 5–17 should accumulate at least 60 minutes of moderate- to
vigorous-intensity physical activity daily.
2. Amounts of physical activity greater than 60 minutes provide additional health
benefits.
3. Most of the daily physical activity should be aerobic. Vigorous-intensity activities
should be incorporated, including those that strengthen muscle and bone, at least 3
times per week.

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Source: https://ccsearch.creativecommons.org/
What makes a good dance?

A good dance displays a significant meaning or conveys a message. Sometimes, it

also portrays life experiences. Dance may be presented abstractly and symbolically but still,
convey emotion and meaning (McGreevy-Nichols et al. 2005). A good dance lifts and
transports the audience from their seats during the performance.

What are the characteristics of a good dance?

Like any superb tasting dish, dance can only be considered good if it has the right
ingredients. Whether it has a meaning or maybe presented abstractly, it must contain certain
qualities that make the choreography effective. These characteristics include unity, continuity
and development, variety and contrast, transition, repetition, and climax.
1. Unity. The interconnected phrases of the dance that are coherent and flow smoothly
together. The movements fit together, and each plays an important role that contributes to
the entirety of a dance.
2. Continuity and Development. The phrases of the dance that are progressive, making
each movement phrase move naturally into the next.
3. Variety and Contrast. Making several variations that highlight the facet of the motif.
This provides variety within the development of dance. It introduces new material, which
is noticeably different from anything so far seen in the dance (Rickett-Young, 1996).
Variety and contrast in movement phrases add excitement and flavor in the dance.
Changing the direction, use of energy, timing of a movement phrase, and avoiding
repetition in the exact ways to add variety to the dance.
4. Transition. This is the link between movements, phrases, and sections of the dance. It
makes the logical progression of the dance flow smoothly. Transitions may vary from
length and complexity. They may be long or short, gradual or abrupt.
5. Repetition. It emphasizes movements and phrases that are important to the dance and
gives a feeling of closure to a work (Minton, 2007). Some phrases need to be repeated in
choreography so that the audience can see those movements again and identify their
significance.

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6. Climax. This is where the apex of energy in the dance is reached (Schrader, 1996). The
climax may be a fast and enraged blast of energy and action, or it could fade away to a
gentle and quiet exit that marks the end of a particular story (Rickett-Young, 1996).

Source: https://ccsearch.creativecommons.org/

According to the Health Fitness Revolution, exercises don’t have to be a chore. Zumba is
an aerobic exercise that doesn’t feel like one but a fun dance party. The music used in Zumba
sessions are fast, upbeat, and contagious, so you can’t help but keep moving. As the world
adapts to the COVID-19 pandemic and partakes in social distancing, everyone is looking for
ways to stay active at home, and Zumba is a great, mood-boosting option! Several instructors
are conducting Zumba classes on YouTube, Facebook, or Zoom where you can invite your
friends to join too. Since these virtual classes take place in a group setting, Zumba is by far
one of the best ways to get your friends in on your exercise routine and help keep you
accountable, even while at home.

Moderate to Vigorous dancing requires a lot of energy. One way to calculate your body’s
energy expenditure is with metabolic equivalents, also known as METs. One MET is the
energy you spend sitting at rest. An activity with a MET value of four means you are exerting
four times the energy than you would if you are sitting down.

METs Value some of the Physical Activities

Light Moderate Vigorous
<3.0 METs 3.0 – 6.0 METs >6.0 METs

Sitting at a desk: 1.3 Housework (cleaning, sweeping): Walking at very brisk pace (4.5
3.5 mph):6.3

Sitting, playing cards: 1.5 Weight training (lighter weights): 3.5 Bicycling 12-14 mph (flat terrain): 8

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Standing at a desk: 1.8 Golf (walking, pulling clubs): 4.3 Circuit training (minimal rest): 8

Strolling at a slow pace: Brisk walking (3.5-4 mph): 5 Singles tennis: 8

2.0

Washing dishes: 2.2 Weight training (heavier weights): 5 Shoveling, digging ditches: 8.5

Hatha yoga: 2.5 Yard work (mowing, moderate Competitive soccer: 10

effort): 5

Fishing (sitting): 2.5 Swimming laps (leisurely pace): 6 Running (7 mph): 11.5

Source: https://www.healthline.com/health/what-are-mets#examples

The more MET value a physical activity has, the more calories you burned. Thus, you can
calculate the estimate calories you burned if you know the MET value of the physical activity
you are doing by using the formula:
METs x 3.5 x (your body weight in kilograms) / 200 = calories burned per
minute.
Example: Irish is a 19-year-old student who weighs 60 kilograms. She started cycling with
a speed of 12 mph for 60 minutes thrice a week. Cycling has a MET value of 8. Determine
the calories burned per minute by Irish.

8 x 3.5 x 60 kg / 200 = 8.4 calories per minute

Task 4: How many calories are you burning in dancing?

Direction: Calculate the calories burned per minute by the different types of dance using the
formula below. Write your answers in your notebook.

Formula:
METs x 3.5 x (your body weight in kilograms) / 200 = calories burned per
minute.

1. Traditional Dance – 4.5 METs (Source: Compendium of PA)

2. Ballroom Dance (Competitive) - 11.3 METs (Source: Compendium of PA)

3. Modern and Contemporary Dance (Vigorous) - 6.8 METs (Source: Compendium of PA)

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Task 5: Assess the Dance
Direction: Watch a dance presentation of a group of Filipino dancers. Rate and give
comments, reactions, or suggestions on their dance presentation using the characteristics of a
good dance discussed in this module. Watch the videos using the links:
https://www.youtube.com/watch?v=Ow85T4gk8yY or
https://www.youtube.com/watch?v=0y-T_h3OU6w

Characteristics of a Good Rate Comments, Reactions, or

Dance (1 as the lowest, Suggestions
10 as the
highest)
Unity
Continuity and
Development
Variety and Contrast
Transition
Repetition
Climax

Instructions: Read and complete the statements below. Write your answers in your notebook.

I have learned that _ .

I have realized that_ _.

I will apply _ _.

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 I. Write TRUE if the statement is correct or FALSE if the statement is
incorrect. Write your answers in your notebook.

1. The METs value of Moderate Intensity Physical Activities is higher than the
METs value of Vigorous Intensity Physical Activities.
_2. The MET is the rate of energy you expended per unit of time.
_3. Zumba is an aerobic exercise.
_4. 60 minutes of Moderate to Vigorous Physical Activity does not provide
additional health benefits.
_5. Zumba classes have stopped during the ECQ and GCQ due to the
COVID-19 pandemic.

II. Calculate the calories burned per minute using the formula below. Write
your answers in your notebook. (Correct Solution and Answer: 5 points)

Formula:
METs x 3.5 x (your body weight in kilograms) / 200 =
calories burned per minute.

1. Brian is a Senior High school student that weighs 70 kilograms. Every Monday,
Wednesday, and Saturday for the past month, he performed modern and
contemporary dances with a moderate intensity to lose weight. Moderate Modern and
Contemporary dancing have a MET value of 5.0. Determine the calories burned by
Brian.

2. Claire is a 17-year-old student that weighs 56 kilograms. She attends Zumba Classes
every Tuesday, Wednesday, Friday, and Saturday to lose weight. Vigorous Aerobic
Dancing has 7.3 METs. Determine the calories burned by Claire.

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Glossary

The following terms used in this module are defined as follows:

Aerobic Exercise involves rhythmic movements using large muscles and is sustained for a
long time.

Calories refer to a measure of energy expenditure and stored energy.

Dancing refers to the movement of the body rhythmically, usually to music and within a
given space, to express an idea or emotion, release energy, or simply taking delight in the
movement itself.

Metabolic Equivalents rate of energy one expended per unit of time.

Moderate physical activity refers to activities equivalent in intensity to brisk walking or

bicycling.
Vigorous physical activity produces large increases in breathing or heart rate, such as
jogging, aerobic dance, or bicycling uphill.

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References
Callo, Lualhati F., and Peter F. Dajime. 2016. Physical Education and Health Volume
I. Manila: Rex Book Store, Inc.
2011. Compendium of Physical Activities.
https://sites.google.com/site/compendiumofphysicalactivities/Activity-
Categories/dancing.
2011. Compendium of Physical Activities. Accessed July 18, 2020.
https://sites.google.com/site/compendiumofphysicalactivities/Activity-
Categories/dancing.
2020. Fitness Blender. Accessed July 18, 2020.
https://www.fitnessblender.com/articles/hype-about-zumba-calories-burned- does-
zumba-burn-1000-calories-an-hour.
Groove, Jim. 2016. Active For Life. December 7. Accessed July 18, 2020.
https://activeforlife.com/60-minutes-of-what-activity/.
Roland, James. 2019. healthline. October 21. Accessed July 18, 2020.
https://www.healthline.com/health/what-are-mets#definition.
2020. World Health Organization. Accessed July 18, 2020.
https://www.who.int/dietphysicalactivity/factsheet_young_people/en/.

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental Kagawasan, Avenue, Daro, Dumag
Tel #: (035) 225 2376 / 541 1117
Email Address: Website: lrmds.depednodis.net