LAS 3 – WEEK 3 – QUARTER 2:

CHEERDANCE

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I. TITLE OF THE TOPIC : CHEERDANCE
After your encounter with this module, you are expected to:
 Content Standards: The learners demonstrate
understanding of dance in optimizing one’s health; as
requisite for physical activity assessment performance, and
as career opportunity.

 Performance Standards: The learners lead dance events

with proficiency and confidence resulting in independent
pursuit and in influencing others positively.

 Most Essential Learning Competency:

15

This module generally describes the different topics on the

concepts of Cheer dance:
 Lesson 1: __ Definition and Brief History of Cheer dance
 Lesson 2: __ Fundamental Positions of Cheer dance

II. CONCEPT NOTES

CHEER DANCE

Cheer dance is a physical activity with a combination of different

dance genre and gymnastics skills such as tumbling, pyramids,
tosses and stunts. The routines usually range anywhere from
one to three minutes and they are done to direct spectators to
cheer for sports teams or participate in cheer dance
competition.

BRIEF HISTORY OF CHEER DANCE

Cheer dance is relatively new in the field of sports and dance as

9 it has only emerged during the 1990s as part of the
cheerleading events. Cheerleading history is linked closely to the
United States history of sports, its sporting venues, as well as
the historical development of over-all crowd participation at
many athletic events. However, its origins can be traced as far
back as the late 19th century where in 1860s, students from

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Great Britain began to cheer and chant in unison for their
favorite athletes at sporting events. This event eventually
reached and influenced America. Cheerleading for the first 25
years was an all-male activity. It was only during the 1920s
when women cheerleaders participated in cheerleading.

Nature and Characteristics:

 As a dance technique, some squad prefer contemporary

dance techniques, while others incorporate several
techniques such as jazz, hip-hop, modern dance,
contemporary ballet and ethnic of folk. Emphasis is on
the placement, sharpness and synchronicity of the
movements.
 There must be cheers which are coordination of organized
words and movements relating to an athletic event. These
are used during a sport event when play has been stopped
on the field or court.
 Cheer motions are also used to lead the crowd and
emphasize words for crowd response. These are made up of
hand, arm, and body positions.

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EXERCISE PHYSIOLOGY INDICATORS
Dance is mainly an integrated art form between technical
and expressive aspects. In addition, since most dance
performance requires high physiological capacity due to its
characteristics included a moderate-high intensity, high skill,
and predominantly intermittent activity. When trying to develop
cardio-respiratory, the intensity of exercise must not be ignored.
The intensity of exercise or Training Intensity (TI) can be
calculated easily, and training can be monitored by identifying
your resting heart rate (pulse beat at rest), maximal heart rate
and heart rate reserved.
The Resting Heart Rate (RHR)
Your pulse is your heart rate, or the number of times your heart
beats in one minute. Pulse rates vary from person to person.
Your pulse is lower when you are at rest and increases when you
exercise (more oxygen-rich blood is needed by the body when you

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exercise). Knowing how to take your pulse can help you evaluate
your exercise program. To get your pulse beat, follow the steps:
1. Place the tips of your index, second and third fingers on the
palm side of your other wrist below the base of the thumb or,
place the tips of your index and second fingers on your
lower neck on either side of your windpipe.
2. Press lightly with your fingers until you feel the blood pulsing
beneath your fingers. You may need to move your fingers
around slightly up or down until you feel the pulsing. Use a
watch with a second hand, or look at a clock with a second
hand.
3. Count the beats you feel for 10 seconds. Multiply this number
by six to get your heart rate (pulse) per minute. 4. Compute
using the formula: RHR = Pulse: ____ beats in 10 seconds x 6 =
____ beats per minute (bpm).
Normal heart rates at rest for children whose age is 6 to15 is 70
to 100 bpm while adults whose age is 18 and over is 60 to 100
bpm.
The Maximal Heart Rate (MHR)
Maximal Heart Rate (MHR) is the maximum number of beats
made by your heart in 1 minute of effort. When walking quickly,
you will be in an endurance zone, with a heart rate of between
60% and 75% of your maximum heart rate (MHR). Knowing
your rate means listening to your body. Recent research
indicates that the traditional equation of 220 – age over
predicts maximal heart rate (MHR) in people 40 years and
younger, and under predicts MHR in individuals above 40 years
old. Instead, it is advisable to use 207 as constant MHR from
birth that decreases by 1 beat per year.
The Heart Rate Reserved (HRR)
Heart Rate Reserve (HRR) is the difference between your Resting
Heart Rate and your Maximum Heart Rate. It is used primarily
for determining heart rate zones during exercise, and the amount
of cushion in heartbeats available for exercise. Health and
cardio-respiratory (CR) fitness benefits result when a person
is working between 30 to 85 percent of heart rate reserve

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(HRR) combined with an appropriate duration and frequency
of training. Health benefits are achieved when training at a
lower exercise intensity, that is between 30 to 60 percent of the
person’s HRR. Even greater health and cardio protective
benefits, and higher and faster improvements in CR fitness
(VO2max), however are achieved primarily though vigorous
intensity programs (at intensity above 60 percent).
To compute for your HRR, subtract the resting heart rate from
the maximal heart rate: HRR = MHR – RHR.
The Target Heart Rate (THR)
Target Heart Rate (THR) is generally expressed as a
percentage (usually between 50 percent and 85 percent) of your
maximum safe heart rate. This is used to identify Training
Intensity (TI). Training intensity is the amount of effort you are
putting in to whatever exercise you are doing. Walking a dog
will (most of the time) be low to medium intensity based
on your speed of 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)

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  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:

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):

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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.

III. LEARNING TASKS

A. Learning Task 1
Directions: Below are the basic movements of Cheer dance.
Match the pictures in Column A to its appropriate term in
Column B. Identify if the movement is Locomotor or Non-
Locomotor by writing your answers in Column C.

Column A Column B Column C

1.

A. Herkie

2.

B. Cartwheel

3. C. Back Roll

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4.

D. Hurdle

5.

E. Diagonal

B. Learning Task 2
Directions: Complete the statements below about Cheer
dance. Write your answers on the space provided.

________________ is a physical activity with a combination of

different dances genre and gymnastic skills such as
________________, ___________________, __________________ and
________________.
Cheer dance is relatively new in the field of sports and
dance as it has only emerged during the ____________ as part of
the cheerleading events. Cheerleading history is linked closely to
the _________________ history of sports, its sporting venues, as
well as the historical development of over-all crowd participation

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at many athletic events. However, its origin can be traced as far
back as the _________________ where in 1860s, students from
___________________ began to cheer and chant in unison for their
favorite athletes at sporting events.
Cheerleading for the first 25 years was an
_______________________. It was only during the 1920s when
women cheerleaders participated in _____________________.
C. Learning Task 3
Directions: Using your own resting heart rate (RHR) and age
as of today, complete the training intensity (TI) table below.
MHR: 207 – (0.7 X ________) = __________bpm
RHR: _____________ bpm
HRR: _____________ - ______________= ____________ bpm
% TRAINING INTENSITY (TI) Cardio-Respiratory
TI = HRR x % + RHR Training Zone
30 (____x .30) + _____ = _____ bpm Light Intensity
40 (____x .40) + _____ = _____ bpm (________bpm)
50 (____x .50) + _____ = _____ bpm Moderate Intensity
60 (____x .60) + _____ = _____ bpm (________bpm)
70 (____x .70) + _____ = _____ bpm Vigorous Intensity
85 (____x .80) + _____ = _____ bpm (________bpm)

D. Learning Task 4
LET’S GROOVE IT OUT!
Directions: After learning the fundamental movements of
cheer dance, it’s time for you to apply it through a routine
dance performance.

1. Create a 5-minute cheer dance video applying the basic

movements you have learned. You can choose your
preferred music and be guided with the given dance
pattern applying the basic cheer dance movement in
creating your dance figures.
2. Practice your dance routine and ensure safety in the
conduct of this activity.

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 3. Use the format below to plan for your figures in creating
your routine. In the first column is the Figure number.
Then the second column tells what basic movement you
should do, it is locomotor or non-locomotor. Third
column allows you to choose what basic cheer dance
movement. Last column tells you the number of
counting.
4. Submit your performance to your teacher after recording.
Figure Basic Movements Cheer dance Counting
Movement
1 Locomotor

2 Non-Locomotor
(Combination of 2 or
more)
3 Locomotor

4 Non-Locomotor
(Combination of 2 or
more)
5 Locomotor

6 Non-Locomotor
(Combination of 2 or
more)

IV. REFLECTION
Instruction: Complete the statement:

I have learned that

________________________________________________________________
________________________________________________________________
________________________________________________________________

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I find the lesson
________________________________________________________________
________________________________________________________________
________________________________________________________________
I am very
________________________________________________________________
________________________________________________________________
________________________________________________________________
V. REFERENCES

Castanos Jr, Nestor. (2020). PE & HEALTH 12 Quarter 1 -Module

3: Competitive Dance: Hip-Hop and Cheerdance SENIOR HIGH
SCHOOL.

VI. ANSWER KEY

Learning Task 1
1. C. Back roll Locomotor
2. D. Hurdle Locomotor
3. E. Diagonal Non-Locomotor
4. B.
Locomotor
Cartwheel
5. A. Herkie Locomotor

Learning Task 2
Cheer dance is a physical activity with a combination of different dance genre and gymnastics
skills such as tumbling, pyramids, tosses and stunts.

Cheer dance is relatively new in the field of sports and dance as 9 it has only emerged during
the 1990s as part of the cheerleading events. Cheerleading history is linked closely to the
United States history of sports, its sporting venues, as well as the historical development of
over-all crowd participation at many athletic events. However, its origins can be traced as far
back as the late 19th century where in 1860s, students from Great Britain began to cheer and
chant in unison for their favorite athletes at sporting events. This event eventually reached
and influenced America. Cheerleading for the first 25 years was an all-male activity. It was only
during the 1920s when women cheerleaders participated in cheerleading.

Learning Task 3
Answers may vary
Learning Task 4
Answers may vary

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Compiled by:

JUSTINE O. BAGUIO
Teacher

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