PE Q4 - Grade 10 LM

10
Physical
Education
Learner’s Material
Unit 4
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Physical Education and Health – Grade 10
Learner’s Material
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INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.
This module is designed to provide and equip you with knowledge, skills, and
habits that will enable you to achieve competence in maintaining your health and
physical condition. The domain in Physical Education focuses on the importance of a
healthy lifestyle and physical activity through active recreation such as sports,
fitness, street dance and hip-hop dance, while Health Education emphasizes on the
development of the proper skills of a health-conscious consumer, lifelong
participation in health trends, issues and concerns in health care, and planning for a
health career.
Each module follows a standard format or pattern with a short overview of the
lesson, content and performance standards, pre-assessment and instructional
activities categorized into four levels: What to Know, What to Process, What to
Understand, and What to Transfer. Every level provides activities that will allow you
to experience meaningful and varied learning. Your involvement in the different tasks
can take many forms, ranging from self-reflection and group tasks to beyond the
classroom learning activities. Like any good material, you will also be assessed and
evaluated to ensure that you will have a thorough grasp of the lesson before tackling
the next activity. Your deeper understanding of the lesson will help you gain more
relevant skills and information, preparing yourself for the challenges of the world.
As you start putting life into this module, you will discover many great
opportunities and learning experiences that will change the way you spend your time.
You need to visualize a better version of yourself and aspire to achieve a holistically
healthy you.
Come on. Let’s get started!
iii
Table of Contents
PHYSICAL EDUCATION
Unit 4: Other Dance Forms (Cheerdance and Contemporary Dance) .............. 139
Introduction ...................................................................................................... 140
Learning Competencies ................................................................................... 141
Pre-Assessment .............................................................................................. 141
Part I: What to KNOW ..................................................................... 144

Part II: What to PROCESS .............................................................. 156
Part III: What to REFLECT and UNDERSTAND ............................. 178
Part IV: What to TRANSFER ........................................................... 180
Summary ........................................................................................................ 183

Appendix ........................................................................................................ 184
A: Readings on the Nutritional Side of Cheerdancing
and Contemporary Dancing………………..………………………………………..184
B: Illustration of Tumbling Skills……………………………………………………………..…186
C: Hand Movements and Positions in Cheerdance ..………………………………...187
D: Readings on Dance and its Elements …………………………………………………...188
Glossary ......................................................................................................... 193

References ..................................................................................................... 196
Unit 4: Other Dance Forms
(Cheerdance and Contemporary
dance)
139
Module No. : 4 Number of Sessions: 8
CONTENT STANDARD PERFORMANCE STANDARD

The learner . . . The learner . . .
• Demonstrates understanding of • maintains an active lifestyle
lifestyle and weight management to influence the physical
to promote societal fitness. activity participation of the
community and the society.
• practices healthy eating

habits that support an active
lifestyle
I. Introduction
In today’s world dominated by

computers, a great deal of change has
happened that have taken away the very
essence of our physicality as human beings:
the opportunity to move. A massive shift from
physical labor to office jobs, engagement
in passive forms of entertainment and
recreation, and development of a sedentary
lifestyle are just but natural consequences
of the luxury offered by the advancements in
science and technology.
Increased weight gain has led leading

to obesity, development of heart diseases,
diabetes, and certain types of cancer just
some of the eventual disadvantages of
physical inactivity. This is the very reason why
you will be introduced to cheer dancing and
contemporary dancing as means to achieve
healthy living.
It is fitting and timely that these lessons

are included in your studies so that as early as
now, before you enter the work force, you will
be able to make informed decisions regarding
your lifestyle choices and practices that will
help you become a fit, healthy and productive
member of society.
140
II. Learning Competencies
The learner…
• assesses physical activity, exercises, and eating habits;
• determines risk factors related to lifestyle diseases (e.g., obesity, diabetes,
heart disease);
• engages in moderate to vigorous physical activities for at least 60 minutes
a day in and out of school;
• applies correct techniques to minimize risk of injuries;
• critiques (verifies and validates) media information on fitness and physical
activity issues;
• expresses a sense of purpose and belongingness by participating in
physical activity related community services and programs; and
• recognizes the health needs of others in real life and in meaningful ways.
III. Pre-Assessment
A. Assessing Your Participation in Recreational Activity
I. Procedure:
1. Copy the template given.
2. Indicate your corresponding response to each of the needed data regarding
to your participation in the recreational activities enumerated, the potential
danger for each activity, and the first aid techniques necessary to alleviate
suffering whenever injuries happen.
First Aid
Potential
Recreational Activity Always Seldom Never Technique
Danger/ Injury
needed
Basketball
Volleyball
Baseball / Softball
Soccer / Football
Badminton
141
First Aid
Potential
Recreational Activity Always Seldom Never Technique
Danger/ Injury
needed
Swimming
Trekking
Mountain Climbing
Cycling
Camping
Cheerdancing
Contemporary
Dancing
Pop Dancing
Breakdancing
(B-boying)
Ballroom Dancing
Fishing
Playing Computer /
Video Games
Playing board games
Playing card games
Playing musical
instruments
142
Processing Questions:
In your activity notebook, answer these questions briefly:

1. What does the survey reveal about your participation in recreational
activities?
2. Does the result of the survey tell that you have knowledge and skills in first
aid?
3. Why do you think knowledge and skills in first aid are necessary in your
participation in recreational activities?
B. Me and the Food I Eat
I. Procedure:
1. Copy and accomplish the give template in your activity notebook.
2. In about 3 to 5 sentences, tell something about what the activity reveals
about your eating and fitness habits.
Me and the Food I Eat Template:

Fill out the columns by enumerating food that you love to eat.
Name:
Potentially
Nutritional Implication to Healthy Suggested
List of Unhealthy
Content/ Fitness and (Put check Alternative
Food (Put check
Value Well-being √ mark) Food
√ mark)
C. Levelling of Expectations
At the end of this module, you are expected to conduct a cheerdance promotional
ad and a cheerdance festival. These activities will allow you to share the knowledge,
skills and understanding learned relative to influencing society’s fitness concept with
cheer and contemporary dancing as your media. Refer to Part IV (What to Transfer),
Activities 1 and 2 of your lessons for this activity. Your teacher will give the necessary
orientation regarding your grouping, the criteria for assessment, and the process of
conducting the activity.
143
INSTRUCTIONAL ACTIVITIES:
Part I: WHAT TO KNOW
Welcome to the first part of your lesson in Cheer and

Contemporary Dancing! In this phase, you will be provided
with activities that seeks to activate your prior knowledge
regarding the lesson. From there, follow-up activities will
then be given to elicit your initial understanding. As you
go through the rest of the activities, misconceptions and
alternative conceptions you might have had in mind will
be clarified. Finally your knowledge, in terms of its adequacy and relevance, will be
assessed at the end of this phase.
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);
• assess and report your own heart rate before and after performing a
physical activity; and
• realize 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 ballpen
• RPE (Rate of Perceived Exertion) chart
III. Procedure:
1. Below is an HR log, a template that allows you to self-assess and report
your heart rate before and after you perform a physical activity, the time
spent, and your Rate of Perceived Exertion (RPE) on the physical activities
you do on a daily basis.
2. Reflect on the physical activities you did before going to school today, and/
or in PE classes and fill in the needed data in the given template.
3. You may start with the warm-up session that will be given to you in the next
activity.
4. Do this in your activity notebook.
HR Log Template:
Name:
Heart Rate Heart Rate Rate of
Time
Date Activity before after Perceived Signature
Spent
(in bpm) (in bpm) Exertion
144
Activity 2: ME AND MY TUMMY (Activating Prior Knowledge)
I. Objectives:
• activate your prior knowledge on lifestyle and weight management;
• measure your waist and give the implication of such measurement on your
fitness and well-being;
• compute your BMI (Body Mass Index) and give its implication on your
fitness and well-being; and
• assess your lifestyle and weight management skills.
II. Materials/Equipment:
• HR log (activity notebook)
• any upbeat music for warm-up
• music player and speaker
• tape measure
• meter stick
• weighing scale
• calculator
• BMI classification template
III. Procedure:
1. Do a 10-15 minute warm-up. Bear in mind that before doing the warm-
up exercises, you have to be in stretchable outfit such as cycling shorts,
leggings, jogging pants, shirts or sleeveless shirts, for better exercise and
workout, and prevent unnecessary injuries from happening resulting from
wearing improper clothing.
2. Using the weighing scale and meter stick, take your weight and height.
3. With the formula BMI = W (kg)/H2 (m2), compute your Body Mass Index.
4. Find out your classification based on this table:
BMI CLASSIFICATION
below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 and above Obese
Source: Complete Guide to FITNESS and HEALTH,
Barbara Bushman, Ph. D., American College of Sports Medicine, 2011
5. To which of the four classifications do you belong?
6. This time, let’s measure your waist. This is one way to identify whether you
are at risk of health concerns. It is very simple. Just get a tape measure,
wrap it around your waist and measure at the smallest part.
145
7. Now, refer to Table 2 below to give you an interpretation of your waist
circumference:
Interpretation of Waist Circumference for Adults

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 - 99 cm) 27.5 to 35.0 in (70 - 89 cm)
High 39.5 to 47.0 in (100 - 120 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?
9. To enrich your knowledge, refer to these readings; they can help you
maintain a healthier lifestyle:
READINGS:
BODY MASS INDEX AND WEIGHT MANAGEMENT
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 “obesiogenic” (a tendency to have a fat
citizenry). This transformation towards over fatness does not occur overnight. The
number of overweight and obese Filipinos has already grown, according to the
National Nutrition and Health Survey by the FNRI (Food and Nutrition Research In
statute) and DOST (Department of Science and Technology) and it will most likely
contribute to the development of related diseases.
The terms overweight and obesity are both used interchangeably to describe
situations in which the body weight 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 weigh a
lot more than what is expected. To be more specific, 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 disease and death,
and those who are obese have the highest risk of developing a number of diseases.
146
Waist Circumference
People have different patterns of body fat distribution, and these patterns
correspond to different risk levels for 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 concerns.
Physical Activity and Exercise Defined

Physical activity refers to 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.
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.
Intensity of Exercise
When trying to develop the CR (cardio-respiratory) system, many people
ignore 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
stimulated 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 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 cardioprotective benefits, and higher and faster improvements in CR fitness
(VO2max), however are achieved primarily though vigorous intensity programs (at
an 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.
147
The intensity of exercise or training intensity (TI) can be calculated easily,
and training 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. Estimate your maximal heart rate (MHR) according to the following formula:
MHR = 207 – (0.7 x age)
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 (118-143 bpm)
70% (125 x .70) + 68 = 155 bpm Vigorous Intensity
85% (125 x .85) + 68 = 174 bpm (143-174 bpm)
Lifetime Physical Fitness and Wellness: A Personalized Program, Twelfth Edition, Warner W.
K. Hoeger, Sharon A. Hoeger, 2013, pp. 205-208
Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of
Sports Medicine, 2011, pp. 27-28, 265-266
Lifetime Physical Fitness and Wellness: A Personalized Program, Twlfth Edition, Warner W.
K. Hoeger, Sharon A. Hoeger, 2013, pp. 7.
• How does your waist circumference determine your health condition?
• What factors contribute to an apple-shaped physique?
• If you have a high potential risk of developing health problems as determined
by your waist circumference, what should you to do to prevent this?
• How can the intensity of your exercise activities be of help in maintaining a
healthy lifestyle?
• Compute for you own cardiorespiratory training zone from 30 to 85 percent
according to your actual age. Do this in your activity notebook.
148
Note: As required in Activity 1 (HR Log) in this part of the lesson, you should record
your heart rate in your HR Log (notebook) and your THR (Training Heart Rate) or
TI (Training Intensity) by taking your heart rate after each warm-up or physical/
cheerdancing activity introduced in your succeeding lessons. You will need the data
in Activity 3 for your lessons in Part IV (What to Transfer).
Activity 3: ACTIVE RECREATION, ITS RISKS, AND FIRST AID TECHNIQUES

I. Objective:
At the end of the activity, you will be able to;
• explain the nature and background of active recreation;
• make informed decisions on the kind of active recreation to engage in;
• identify potential risks in the chosen active recreational activities and
employ appropriate first aid techniques on such risks; and
• realize the importance of active recreation and the accompanying
knowledge in preventing related risks.
• computer/laptop
• LCD projector
• videoclips of active recreational activities and their potential risks
• slideshow presentation on active recreation, related risks and appropriate
first aid
• first aid kit (with triangular bandage, dressing, antiseptics, cold/hot
compress , etc.)
III. Procedure:
1. Do a 15-20 minute syllabised warm-up exercises.
2. Listen to the lecture discussion on the concept of active recreation and its
accompanying risks together with how such risks will be prevented or given
first aid.
READINGS:
PHYSICAL ACTIVITY AND ACTIVE RECREATION
In your lessons in Grade 9, Quarter 4, the term recreation was regarded as

activities you do during leisure. Leisure is an unobligated time wherein you are free
from any pressing concern in studies and/or work. Recreation may be classified
into two; active and passive. Passive recreational activities are those which you
spend your leisure without exerting much of your physical prowess such as playing
board and card games, listening to music, reading, watching TV and surfing the
internet or playing computer games. 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.
149

In the absence of a planned exercise program, doing active recreational
activities may help you break the monotony of a 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 the 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.
Adults between ages 18 to 64, older adults of ages 65 and beyond, pregnant
women and those who just gave birth, and children 6 years of age and older, and
adolescents like you differ in physical activity prescriptions. Children and adolescents
should do one hour (60 minutes) or more of physical activity everyday. 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 which may come in
the form of active recreation will eventually reduce risk of hypokenetic diseases.
The term “hypo” means low or little and “kenetic” implies motion. These hypokenetic
diseases include hypertension, heart diseases, chronic low back pain, and obesity.
Lack of physical activity is a fact of modern life that most people can no longer
avoid, even for students like you. To enjoy modern-day conveniences and live life
to its fullest, however, you 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 a
fall or a blow to the body that knocks a joint out of position and, in the worst case,
ruptures the supporting ligaments.
Sprains can range from first degree (minor) to third degree (the worst). Areas
of the body most vulnerable to sprains are the ankles, knees and wrists. Signs of
a sprain include varying degrees of tenderness or pain, bruising, inflammation,
swelling, inability to move a 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, non-contact injury that results from overstretching
or over-contraction. Symptoms of a strain include 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 not treated professionally can lead to permanent
damage and loss of function.
150
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 orthopedic
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), Medial Collateral
Ligament (MCL) and the Lateral Collateral Ligament (LCL).
Knee injuries can result from a blow to or twist to the knee, from improper
landingafter a jump or from running too hard, too much or without proper warm up.
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 the 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 the injury occurs.
151
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 area
Apply ice to the injured area for 20 minutes every two hours for
two days. Then ice can be applied less frequently after the first two
ICE days until the fifth to seventh day. Instead, either contrast baths or
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:

Any kind of heat will speed up the circulation, resulting in
HEAT
more swelling and longer recovery
ALCOHOL Alcohol can increase swelling, resulting to longer recovery
Exercising can cause further damage to the injured part.

RUNNING OR OTHER
Exercise also increases blood flow, resulting to more
EXCESSIVE EXERCISE
swelling
Massage increases swelling and bleeding into the tissue,
MASSAGE
prolonging recovery time

First Aid for Sprains and Strains
Minor sprains and strains can be treated at home using these measures. Start
treatment as soon as possible to reduce swelling and speed up recovery. The less
swelling, the more blood can get to 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-
inflammatory) 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.
• Gradually increase the range of movement – let pain be your guide.
152
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 a
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.
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Processing Activities:
A. Identify these recreational activities as illustrated:
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 (I do it) (I don’t do it) Recreation Recreation
Cycling
Marathon
Swimming
Softball/Baseball
Rowing
Basketball
Computer Games
Card Games
Board Games
Volleyball
Reading
Playing Music
Dancing
Internet Surfing
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C. Based on your responses, answer these questions in your activity notebook:
1. Why do you do such activities?
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?
D. This time, copy the template provided below. Identify five (5) of your favorite
recreational activities and indicate the corresponding injuries that can possibly
happen while doing them.
Favorite Recreational Activities Accompanying Risks (Possible Injuries)
E. My favorite recreational activities

• Group yourselves into four (4).
• From the responses given by members of your group, identify three (3)
most favorite recreational activities.
• List down the risks involved in such activities.
• Based on experience and lessons learned, conduct demonstration of how
such risks can be managed and given first aid.
• Assign representatives to present your work to the class.
Activity 4: SIMULATED DANCE CLASS (Assessment of Knowledge)

I. Objectives:
• demonstrate your knowledge and skills learned from the previous activities
(weight management, active recreation, and first aid) through simulated
dance class differentiated activity;
• perform assigned task with mastery, confidence, relevance to the lesson,
and adequacy of required knowledge; and
• realize the value of weight management, active recreation, and first aid in
maintaining or improving a healthy and active lifestyle
• computer/laptop
• LCD projector
Group 1:
• slideshow presentation on weight management
• weighing scale
• meter stick
• tape measure
• calculator
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Group 2:
• equipment related to three most favorite sports
• comfortable dancing outfit preferrably stretchable ones
Group 3:
• first aid kit: bandage, dressing, disinfectants, medical tapes, hot/cold
compress, splints, stretcher/improvised stretcher
III. Procedure:
1. Perform a 15-20 minute syllabised warm-up exercises.
2. Each group will be assigned an activity to perform:
Group 1: Fitness lecture with focus on weight management

Group 2: Dance group with emphasis on recreational activities chosen
Group 3: First aid group focusing on dislocations, sprains and lacerations
3. You will be given 10 minutes to meet with your group to prepare a 3-5
minute presentation relevant to the assigned activity for your group.
4. Maximize the participation of your members. Each member shall be a

functioning organ of your system.
5. Your performance will be rated according to these criteria:

• relevance of the activities presented
• adequacy of the knowledge demontrated relative to the given topic
• teamwork
6. Group 1 will perform a lecture-demonstration on weight management

in a dance class first, followed by Group 2 with their dance routine with
emphasis on the skills inherent in their three most favorite sports, ending up
the dance with a portrayal of injured dancers. Finally, group 3 will alleviate
suffering of injured dancers by employing appropriate first aid on them.
Your teacher will guide you on the sequence of performances.
Part II: WHAT TO PROCESS
Welcome to the second part of your lesson! You

will be given activities to display and enhance your skills in
cheer and contemporary dancing at the same time formulate
your understanding of the benefits of such activities to
your fitness and well-being. As you go on and overcome
the challenges provided for you, you will learn that dance
activities are fun and exciting, while at the same time help
improve your fitness, and your sense of community.
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Activity 1: SYLLABISED WARM-UP EXERCISES (10-15 minutes)
I. Objectives:
• familiarize yourself with the nature and sequence of the syllabised warm-
up exercises;
• develop individual strength, power and flexibility necessary in performing
cheer and contemporary dances;
• determine one’s own heart rate at rest before the warm-up session, and
• realize that any form of dance requires great deal of fitness and that warm-
up exercises will help you develop it as you repeatedly do it in the next
sessions.
II. Materials:
• music player
• any upbeat warm-up music
• speaker
III. Procedure:
1. Determine your personal Maximal Heart Rate (pMHR) and range of Training
Heart Rate (THR) before proceeding to the syllabised warm-up activity so
you will know your limit as far as your heart rate is concerned.
2. Do the following warm-up activities for 10 to 15 minutes:
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 backward alternately, 4 counts
• arm clip right and left alternately, 8 counts each
• shoulder flex right and left alternately, 8 counts each
• trunk flexion front (arms extended sideward) and back (with arm support on
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 each front (bent knee should be vertically
aligned with supporting ankle) and back lunges alternately, 16 counts each
• 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)
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1. How did you feel about the warm-up drills exercises?

2. What benefits can you gain when doing warm-up before the performance
of a more strenuous physical activity?
3. Why is there a need to warm-up before cheerdancing?
4. What other warm-up exercises can you suggest other than those you have
already performed?
Activity 2: IMPROVISE AND CREATE
I. Objectives:
• appreciate the value of dancing in the improvement and maintenance of
your health and fitness;
• create movements in coming up with your own cheer dance routines
through improvisation; and
• describe the nature, movements and health benefits of cheer dancing.
• computer/laptop
• LCD projector
• cheerdance dance type music
III. Procedure:
Activity:
1. Group yourselves into four.
2. A cheerdance music will be played. Together with your group, think of
steps, preferably cheerdance steps, and execute them in accordance
with the beat given. Create a combination of about four 8s. Do this in five
minutes.
3. Present your work to the class.
Analysis:
1. Assemble in columns, by group.
2. What were the dance presentations you performed about?
3. How could you perform better?
4. Are there other combinations which you can perform to add dynamics to
your cheerdance routine?
5. How can a student like you benefit from performing cheer dances?
Abstraction:
• Study and perform the following readings and illustrations for the
improvement of your cheerdance routine:
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READINGS:
Cheerdance is coined from the 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 rhythm. Cheerdancing rooted from cheerleading.
Cheerleading is the performance of a routine, usually dominated by gymnastic
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 Filipinos’ 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, cheerdancing 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).
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REFER TO THE APPENDICES AND GLOSSARY FOR REFERENCE OF THE
SKILLS INTRODUCED IN THIS OUTLINE
(Provide time for them to perform the movements)
ESSENTIALS OF CHEERDANCING
Arms/hand movements
Legs/feet positions
• Beginning stance and cheer stance
• “T” and half “T” positions • Feet Together
• Clasp, clap, overhead clasp, low • Feet Apart
clasp • Dig (front and side)
• Touchdown, low touchdown • Hitch, Liberty, and Scale
• High “V” and low “V” • Lunge (front and side)
• Tabletop and punch, etc. • Knees and Hips positions
• “L” and diagonal positions

CHEERDANCE BASICS
(Gymnastic Side)
Jumps
Tumbling skills
• Tuck • Forward Rolls and Backward
• Star Rolls
• Pike • Forward Backward Handspring
• Split • Cartwheel and aereal cartwheel
• Hurdle Jump/Hurkie • Head and handstand

• Toe Touch Jump • Round-off
• Forward and backward saltos
Pyramids (optional)
Composition:
Flyer Base Spotter Steps in Executing a Pyramid:
Levels:
One-and-a-half high Setting up (Preparing to lift)
two-high Load (Actual lift)
two-and-a-half high
Hit (Striking for a final pause)
Dismount (To move down by the
flyer)
You will be provided with an example of a cheerdance routine on video

to serve as your reference in doing your application activity.
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CHEERDANCE BASICS
(Dance Side)
Hip Hop Basics Jazz/Classical Dance Basics:

Bounce (Downrock)
Groove (Toprock) Tendu (point)
Power moves: Pliē (knees slightly bent)
• Pump Grand Plie (full knees bent)
• Lock Relevē (heels raised)
• Point Piquē (Raising a knee)
• Curl Battement (Kicks)
Elements of Dance Ball Change and Chassē
Freezes
(Space, Time and Energy) Piroutte and Chainē (Turns)
Cheering is the very essence of CHEERDANCE

cheerdance performances. To cheer is BASICS
to make someone or a team motivated
and encouraged. It boosts, salutes or
(Cheer Side)
acclaims the morale of individuals and
teams. In cheerdance, cheering needs Note: Refer to the glossary of terms
to be strong, loud, and metered so that it and to the illustrations appended
will be delivered in time with rhythm or the at the end of this material for your
music played. reference and guidance.
Application:
• Now that you have the necessary knowledge and skills about the basics of
cheerdancing, it’s high time for you to go back to your first activity, to create a
two minute cheerdance routine for your group. You will be given 10 minutes to
accomplish your mission.
• To master your routine, your group will be given two minutes to perform what
you have rehearsed with the beat of the music.
• Present your routine to the class. Your performance will be assessed

considering the following criteria: completeness (considering the three elements
of cheerdance), mastery and synchrony, difficulty (in terms of intensity) and
teamwork.
• Ensure safety in the conduct of this activity, such as in practice area, clothing,
skills
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Activity 3: ME, MY DIET AND MY DANCING
I. Objectives:
• show evidence of the effects of the food you eat with that of your cheer
dancing;
• make suggestions as to the right kind and amount of food to be taken if you
will engage in moderate to vigorous cheer dancing activities; and
• value knowledge of the right kind and amount of food to eat when performing
strenuous cheer dancing activities.
• computer/laptop
• LCD projector
• cheerdance dance music
III. Procedure:
1. Conduct a 10-15 minute syllabised warm-up exercises. As in Activity 1 of
Part 2 of your lessons.
2. Assemble in lecture formation, preferably in a row formation.
3. In your activity notebook, copy the template provided below. Put a check
mark (√) to the column corresponding to your affirmation to the situation
indicated per item and put (x) if you do not:
Name:
My Cheerdance Experiences √/x
1. I experienced dizziness during our cheerdance performance.
2. My body type limited me from performing some combinations

in our cheerdance routine.
3. I could hardly carry my weight while executing the cheerdance
combinations.
4. The cheer dance routine we performed is a very vigorous
activity for me, based on the RPE (Rate of Perceived Exertion).
5. My heart rate went higher than my THR (Target Heart Rate)
range during our cheerdance performance.
1. Which of the five (5) situations did you put (√)? (x)? Why?
2. Are the situations enumerated above presents a potential risk to your
health? Justify your answer.
3. What suggestions can you give to minimize, if not totally get rid of, the
potential risk that your cheerdance experience presented, in terms of
nutrition and the food you eat?
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READINGS:
NUTRITION FOR BETTER HEALTH AND FITNESS
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, this reading focuses on some of its basics, along with
how to make healthy choices in your daily food intake and how often those choices
can influence your ability to be active.
Too often, people associate nutrition with diet and with restriction and
unappealing options (note that the word diet, simply refers to what you eat, not
a particular weight loss plan). This reading presents a positive view of nutrition
and other suggestions for taking control of your diet to improve how you feel. By
providing your body with needed calories and nutrients, you will fully fuel your body
for physical activity and exercise, even for cheer dancing, if you are so inclined. Just
as a car needs quality fuel to run smoothly, your body needs a balance of nutrients
for optimal function.
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,
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 slightly different numbers 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
Although some diets (e.g., Atkins diet) seem to suggest that carbohydrates
are the villain when it comes to weight management, carbohydrates are actually vital
for optimal functioning of your body. For example, your brain and central nervous
system rely on blood glucose (sugar) for energy which carbohydrates provide.
Carbohydrates are also an important source of energy during physical activity.
Without sufficient carbohydrates in your diet, you will not be able to fully enjoy a
vigorous workout or cheerdancing activity because your body will not have the fuel
it needs to perform efficiently.
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Carbohydrates exist in the form of sugars, starches, and fiber. Sugars are
naturally found in items such as fruits and milk products. Sugar is also added to
various products to add flavor and taste. Cutting down on products with added sugar
is recommended (e.g., candy, non diet soda, and fruit drinks). These are rather
obvious, but checking food labels can reveal added sugars that are not as obvious,
which are called by many different names, which are brown sugar, corn sweetener,
corn syrup, dextrose, high-fructose corn syrup, glucose, honey, lactose, maltose,
malt syrup, molasses, and sucrose.
Focusing on fruits, vegetables, and whole grain products maximizes the health
benefits of carbohydrates. Starches are a more complex form of carbohydrates that
the body can use for energy and are found in products such as vegetables, dried
beans, and grains. Consumption of whole grains can help prevent cardiovascular
disease, type 2 diabetes, and other chronic diseases mainly because they are high
in vitamins and minerals, as well as antioxidants.
The third part of carbohydrates – fiber - includes parts of food that the body
cannot break down and absorb. Sources of fiber include vegetables, fruits, and
whole grains. Consuming higher-fiber food promotes greater feelings of fullness
as well as bowel health. Higher-fiber diets have been found to reduce the risk of
diabetes, colon cancer, and obesity. The following table provides examples of good
sources of carbohydrates, including the amount of fiber per serving.
Sources of Carbohydrates and Fiber

Carbohydrates Fiber
Food Serving Size
per Serving (g) per Serving (g)
Grains
Raisin bagel 1 whole 36 2
Whole grain bread 1 slice 13 2
Raisin bran cereal 1 oz. (28 g) 47 7
Brown rice 1 cup 45 4
Spaghetti 1 cup 43
Fruits
Banana, sliced 1 cup 34 4
Blueberries 1 cup 21 4
Figs, dried 2 figs 24 4
Grapefruit juice 6 fl oz. (177 ml) 72 ˂1
Vegetables
Beans (dry), cooked 1 cup 45-55 13-19
Baked beans, canned 1 cup 47 18
Carrots, cooked 1 cup 13 5
Sweet potato 1 cup 54 5
Dairy
Milk, low or nonfat 1 cup 12 0
Yogurt, plain, skim milk 8 oz. (227 g) 17 0
Cottage cheese, nonfat 1 cupv 10 0
Adapted from U. S. Department of Agriculture, Agricultural Research Service, 2010
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Approximately 45% to 65% of your calorie intake should be from carbohydrates.
This is a relatively wide range to account for the variety of nutritional approaches
while avoiding deficiencies or adverse health consequences. The Daily Value listed
on food labels is based on 60% of the calorie intake. If you are active, a competitive
athlete or cheer dancer, keeping your carbohydrate intake near the upper end of
this range will provide sufficient fuel for your working muscles. The next table tells
about how many calories you need per day. This will help determine how much
carbohydrate is recommended for your activity level. For example, for someone who
needs 2 500 calories per day, approximately 1 125 to 1 625 calories should be from
carbohydrates. This would be calculated as follows:
2 500 calories per day x 0.45 (45%) = 1 125 calories from carbohydrates
2 500 calories per day x 0.65 (65%) = 1 625 calories from carbohydrates

To determine the number of grams of carbohydrates you need, recall that
each gram of carbohydrate supplies 4 calories. Simply take the number of calories
from carbohydrates and divide by 4 to determine how many grams you need.
1 125 calories ÷ 4 calories per gram = 281 grams from carbohydrates

1 625 calories ÷ 4 calories per gram = 406 grams from carbohydrates
Approximate Daily Calorie Intake per Unit of Body Weight

Needed for Maintaining Desirable Body Weight
Calorie per Calories per
Activity Level pound of body kilogram of
weight body weight
Very Sedentary
(restricted movement such as a patient confined 13 29
to home)
Sedentary
14 31
(office jobs, light work)
Moderate Activity
15 33
(weekend recreation)
Very Active
16 35
(vigorous exercise three times per week)
Competitive Athlete/Cheer Dancer

17 or more 38 or more
(daily vigorous activity in high-energy sport)
Adapted, with permission, from M. H. Williams, 2007, Nutrition for Health Fitness and Sport,
(New York, McGraw-Hill), 404, The McGraw-Hill Companies, Inc.
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PROTEINS
Proteins are made of small units called amino acids, which are considered the
building blocks of the body. Proteins promote muscle growth and are required for
many body functions including assistance with chemical reactions and hormones.
Even though proteins can provide 4 calories per gram, you typically do not use
protein for energy unless you are deficient in your intake of carbohydrates or fat.
This is so the proteins you consume can be used to promote growth, normal body
functions, as well as for recovery from strenuous and long activities. The next table
shows the protein content of various foods:
Protein Content of Various Food

Food Serving Size Protein per
serving (g)
Meat (including turkey, pork) 3 oz. (85 g) 24
Fish (including trout, perch, haddock, flounder, tuna) 3 oz. (85 g) 20-22
Beans (including pinto, kidney, black, navy) 1 cup 13-15
Yogurt, plain, skim milk 8 oz. (227 g) 13
Cinnamon-raised bagel 4 in. (10 cm bagel) 9
Peanuts 1 oz. (28 g) 8
Hard-boiled egg 1 large 6
Raisin bran cereal 1 cup 5
Whole-wheat bread 1 slice 4
Sweet potato 1 piece 3
Squash 1 cup 2
Orange 1 cup 2
Banana 1 piece 1
Adapted from U. S. Department of Agriculture, Agricultural Research Service, 2010

Proteins should account for about 10% to 15% of total calories of your local
intake. As with carbohydrate, arange is provided to account for differences in diet
and to suggest a safe upper limit. Depending on your total calorie intake, you may
be near the low or high end of this range. Your personal protein requirement is based
on your body weight; you should consume approximately 0.36 grams of protein for
each pound of body weight. Simply multiply your body weight in pounds by 0.36 to
determine approximately how many grams of protein you need to consume each day.
If you know your body weight in kilograms, multiply that value by 0.8. For example,
for a 150 pound person, this would be figured as follows:
150 x 0.36 = 54 grams protein x calories per gram = 216 calories from protein
Note that protein requirements are increased for athletes and may vary
depending on the sport, the intensity and frequency of the workout, and how
experienced the athlete is. Typical recommendations for strength-trained athletes
(e.g., football players, body builders) and endurance athletes (e.g., marathon
runners) are between 0.55 and 0.77 grams of protein per pound of body weight (or
1.2 to 1.7 grams of protein per kilogram of body weight).
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FATS
Fats, also called lipids, are provided in the diet from such sources like animal
protein, butter, oils, nuts, and many refined products. Fats are often thought of
as bad, a myth perpetuated by the many fat-free products flooding store shelves.
However, fats are needed in appropriate amounts for normal body functions. For
example, lipids are the main component of each cell in your body. In addition, fat
is the major source of energy, especially when you are at rest or performing low to
moderate intensity physical activity. Excessive consumption of fat is unhealthy, but
concerns also arise when fat intake is too low. A balanced approach to fat intake will
provide the necessary amount of fat for optimal health.

Fats are present in a number of forms, including saturated fats,
monounsaturated fats, and polyunsaturated fats. These designations have to do
with the chemical structure of the fat. Transfat are naturally found in some animal
products (mainly meat and dairy products), but also are a result of a manufacturing
process called hydrogenation. Hydrogenation changes the structure of fat to make
it more stable but as a result produces more saturated fats (which are solid at room
temperature). Food companies hydrogenate fat to increase the shelf life of the
product, to make it taste more like butter, and to save money because it is less
expensive to hydrogenate oil than it is to use butter.
In general, health concerns result from consuming too much saturated and
transfat. Transfat have been shown to increase the bad cholesterol in blood (low
density lipoprotein cholesterol, or LDL-C), even more so than saturated fats. Sources
of transfat include animal products, margarine, and snack foods. The good news is
that, as a result of health concerns, the food industry is reformulating many products
to remove or at least reduce the amount of transfat. Many restaurants are required
to list the amount of transfat in their products. Although some products have labels
that state they are “transfat-free,” this actually means they contain no more than
0.5% trans fat.
Saturated fats are found in products such as butter, cheese, meat, palm oil,
and whole milk. Because of the increased risk associated with saturated fats, less
than 10% of your calories should come from saturated fat, with an even better target
of 7%. Trans fats should also be limited to as little as possible. Because of the focus
on saturated fats and transfat, the nutrition labels on food products today include
total fat as well as the amount of saturated and trans fats.
Monosaturated fats, such as olive oil, canola oil, avocado, walnuts, and
flaxseeds, have been shown to be protective against many diseases including Type
2 diabetes. That is not to say that you can consume as much monounsaturated fat
as you want; however, selecting monounsaturated fats instead of saturated fats may
lead to better health (e.g., healthier blood cholesterol levels).
Polyunsaturated fats, such as safflower oil, corn oil, and fish oils, have also
been shown to be protective against many diseases. Fish oils (eicosapentaenoic
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[EPA] and docosahexaenoic [DHA]) have been shown to decrease inflammation
within the body, and may protect against heart disease, Type 2 diabetes, and arthritis.
This doesn’t mean EPA and DHA are protective against everything, but they are
important to overall health. Therefore, you should try to consume 2 to 3 ounces (57
to 85 g) of fatty fish (e.g., tuna, salmon, and sardines) at least two days per week.
Fish oil supplements may also be warranted (consult with your health care provider
to see if this is appropriate for you).
Although not typically a fat, cholesterol is in the lipid family and is found in
animal products. Your body needs a certain amount of cholesterol, and thus, even
if your diet contained none, the liver would produce what your body needs. The
problem arises when cholesterol levels in the blood become too high. Total blood
cholesterol levels, as well as LDL-C levels, are definite predictors of heart disease.
Although you consume cholesterol in your diet, a major factor influencing your blood
cholesterol is the amount of saturated and transfat you consume. Thus, limiting
saturated fat intake to no more than 10% of your calories is highly recommended (no
more than 7% is even better) as well as keeping your consumption of cholesterol to
less than 300 milligrams per day.
Total fat intake should be between 25% to 35% of calories. Most of these
calories should come from monounsaturated and polyunsaturated fats (e.g., fish,
nuts, vegetable oils), and your consumption of unsaturated fat should also be limited.
For example, for someone with a target of 2,500 calories per day, total fat intake
should be between 20% to 35% of total calories. In this example, a target of 28% is
selected (middle of the range). This would be approximately 700 calories from fat.

This would be calculated as follows:

2 500 x 0.28 = 700 calories

To keep saturated fats at no more than 10% of total calories, the calories from
saturated fat would total only 250, determined as follows:

2 500 x 0.10 = 250 calories from saturated fats

To determine how many grams this represents, the calories from fat can be
divided by 9 (recall that each gram of fat provides 9 calories). Thus, in this example,
total fat would be around 78 grams (700 ÷ 9 = 78), and saturated fat would no more
than around 28 grams (250 ÷ 9 = 28).
Some of the food groups that contribute heavily to saturated fat intake are
cheese, beef, milk products, frozen desserts, snack food (e. g. cookies, cakes,
doughnuts, and potato chips), butter, salad dressings, and eggs. Making small
changes in the food you select could result in meaningful decreases in saturated fat
and calories you consume. The following table offers you options for this matter:
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Food Selection Alternatives for Lower Saturated Fat Consumption
Food Higher-fat Option Lower-fat Option
Cheddar cheese Regular cheddar cheese Low-fat cheddar cheese
(1 oz. Or 28 g) (6 g saturated fat; (1.2 g saturated fat;
114 calories) 49 calories)
Milk (1 cup) Whole milk, 3.24% Low-fat milk, 1%

(4.9 g saturated fat; (1.5 g saturated fat;
Frozen desserts Regular ice cream Low-fat frozen yogurt

(1/2 cup) (4.9 g saturated fat; (2.0 g saturated fat;
Ground beef Regular ground beef, 25% fat Extra-lean ground beef, 5% fat
(8 oz., or 85 g, (6.1 g saturated fat; (2.6 g saturated fat;
cooked) 236 calories) 148 calories)
Chicken Fried chicken, leg with skin Roasted chicken, breast, no skin
(3 oz., or 85 g, (3.3 g saturated fat; 212 (0.9 g saturated fat;
cooked) calories) 148 calories)
Fish (3 oz., or 85 g) Fried fish (2.8 g saturated fat; Baked fish (1.5 g saturated fat;
Skim Milk would decrease the saturated fat to 0 grams and only 80 calories
Adapted from U. S. Department of Health and Human Services and U. S. Department of
Agriculture, 2005, p 32.
MICRONUTRIENTS
Micronutrients include vitamins and minerals. Minerals and vitamins, although

part of energy-yielding components in your body, cannot provide energy directly.
Many have antioxidants, or cell-protecting functions (e. g. vitamins A, C, and E;
copper; iron; selenium; and zinc). It is important to consume DRI (Dietary Reference
In takes)) amounts for vitamins and minerals (or at least obtain 70% of the DRI) to
maintain overall health. It is however beyond the scope of this reading to discuss
all the vitamins in detail; however, this table provides a list of the major vitamins and
minerals. Including common sources as well as concerns with consuming too much
or too little:
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Tables 7a. Vitamins
Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources
VITAMINS
Needed for
carbohydrate Fortified breads
Thiamin
and protein Weakness, and cereals,
(Vit B1):
metabolism fatigue, whole grains,
1.2 mg/day for
and functions psychosis, Not identified lean meats,
males;
of the heart, nerve (e.g. pork), fish,
1.1 mg/day for
muscles, damage soybeans
females
and nervous
system
Lean meat,
Riboflavin Needed
Fatigue, eggs, nuts,
(Vit B2): for energy
sore throat, green leafy
1.3 mg/day for production
and swollen Not identified vegetables,
males; and red
tongue (all milk and milk-
1.1 mg/day for blood cell
rare) based products,
females production
fortified cereals
Needed
Niacin Pellagra
for energy Liver
(Vit B3): (symptoms Poultry, dairy
production damage,
16 mg/day for include products, fish,
and health of peptic ulcers,
males; diarrhea, lean meats,
the digestive skin rashes,
14 mg/day for dementia, and nuts, eggs
system, skin, skin flushing
females dermatitis)
and nerves
Eggs, fish,
Pantothenic
Needed milk and milk
Acid Typically no Diarrhea
for energy products, lean
(Vit B5): toxicity (rare)
production beef, legumes,
5 mg/day
brocolli
Eggs, fish,
Needed milk and milk
Biotin: Typically no Diarrhea
for energy products, lean
30 μg/day toxicity (rare)
production beef, legumes,
brocolli
Vit B6:
Needed
1.3 mg/day for Beans, nuts,
for protein
ages 19-51; Dermatitis, legumes, eggs,
metabolism, Neurological
1.7 mg/day sore tongue, meats, fish,
immune and disorders and
for males and depression, whole grains,
nervous numbness
1.5 mg/day for confusion fortified cereals
system
females age and breads
functions
51 above;
170
Beans,
Needed
legumes, citrus
for cellular
Diarrhea, fruits, whole
growth,
Folate: fatigue, sore grains, dark
replication, Not identified
400 μg/day tongue, poor green leafy
regulation,
growth vegetables,
and
poultry and
maintenance
shellfish
Needed in
red blood cell Anemia, Eggs, meat,
formation, numbness, poultry,
Vit B12:
neurological weakness, Not identified shellfish,
2.4 μg/day
function, loss of milk and milk
role with balance products
metabolism
Needed for
its antioxidant Dry, splitting
properties, hair, gingivitis,
Vit C: Gastro- Citrus fruits,
iron dry skin,
90 mg/day for intestinal red and green
absorption, depressed
males; disturbances peppers,
and role with immune
75 mg/day for (cramps and tomatoes,
connective function, slow
females diarrhea) broccoli, greens
tissues (skin, healing of
bones, and wound
cartilage)
Eggs, cheese,
milk, liver,
Important kidney (also,
Vit A: Night
role in vision beta carotene,
900 μg/day for blindness, Toxic at
as well as which can be
males; decreased higher doses,
healthy teeth, turned into a
700 μg/day for immune birth defects
bones, and form of Vit A, is
females function
skin found in orange
and dark green
vegetables)
Vit D:
5 μg/day for Needed Kidney
ages 19-50; for calcium stones and
Skin exposure
10 μg/day for absorption calcium
Osteoporosis to sunlight, fish,
ages 51-70; and for bone deposits in
fortified milk
15 μg/day for growth and heart and
ages 71 and remodelling lungs
above;
171
Needed for
its antioxidant Increased
properties risk of death Wheat germ,
Vit E: Deficiency is
and important at higher nuts, seeds,
15 mg/day rare
role in doses (400 vegetable oils
immune IU or higher)
function
Excessive
Vit K:
bleeding due Green
120 μg/day
Major role in to clotting vegetables,
for males; 90 Not identified
blood clotting impairment, dark colored
μg/day for
more likely to berries
females
bruise
Table 7b. Minerals

Examples
Requirement
Function Deficiency Toxicity of Food
(Adult)
Sources
MINERALS
Needed
for bone
growth and
Numbness,
maintenance,
Calcium: muscle cramps, High
muscular
1000 mg/day convulsions, amounts for a Milk, cheese,
contractions,
for ages 18- lethargy, long time can yogurt,
cardiovascular
50 1200 mg/ abnormal heart cause risk green; leafy
and nervous
day for ages rhythms, low for kidney vegetables
system
51 and above bone mineral stones
functions,
density
hormone
and enzyme
secretion
Iron:
8 mg/day Fatigue, Dried beans,
Iron deficiency
for males; dizziness, eggs,
Major role anemia, lack
18 mg/day nausea, liver, lean
in oxygen of energy,
for females vomiting, red meat,
transports in the headache,
ages 19-50; weight loss, oysters,
blood dizziness,
8 mg/day for shortness of salmon,
weight loss
females ages breath whole grain
51 and above
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Examples
Requirement
(Adult)
Sources
Slow growth,
Vomiting,
impaired
Major role abdominal
immune Beef, pork,
Zinc: in energy cramps,
function, hair lamb,
11 mg/day production, diarrhea, and
loss, delayed peanuts,
for males; 8 immune headaches
healing of peanut
mg/day for function, and can occur
wounds, butter,
females healing of with large
problems with legumes
wound amount of
sense of taste
supplements
and smell
Chromium: Beer, liver,

Enhances
30-35 μg/day eggs,
the function
for males; chicken,
of insulin and Impaired Not identified
20-25 μg/day bananas,
involved with glucose from dietary
for females spinach,
metabolism tolerance sources
(lower amount apples,
of fat and
for age 51 green
carbohydrates
and above) peppers
Magnesium:
400-410
Dark green
mg/day for
Major role in Muscle leafy
males; 310- No set upper
proper muscle weakness, vegetables,
320 mg/day limits for
and nerve sleepiness (all nuts, whole
for females dietary intake
function rare) grains, soy
(lower
products
amounts for
ages 19-30)
Selenosis
(gastro-
Helps with intestinal
Joint/bone Vegetables,
antioxidant upsets, hair
Selenium: disease, mental fish, shellfish,
function to loss, fatigue,
55 μg/day retardation (all grains, eggs,
prevent cellular irritability,
rare) chicken, liver
damage some nerve
damage)
(rare)
173
Examples
Requirement
(Adult)
Sources
Organ
Role in the meats,
formulation (kidneys,
of red blood liver), oysters
cells as well Poisonous and other
Copper: Anemia,
as healthy in large shellfish,
900 μg/day osteoporosis
blood vessels, amounts whole grains,
nerves, immune beans, nuts,
system, and potatoes,
bones dark leafy
greens
Major role in
Reduced Iodized salt,
metabolism
Iodine: Goiter or functioning seafood (e.
of cells and in
150 μg/day hypothyroidism of the thyroid g. cod, sea
normal thyroid
gland (rare) bass), kelp
function
Major role in
the formulation
of bones and
teeth, also
involved in
the utilization
Rare (available
Phosphorus: of fats, Deposits in Milk and milk
widely in the
700 mg/day carbohydrates muscle (rare) products
food supply)
and protein
for growth and
maintenance
of cells, and
for energy
production
Requirements vary for different ages and status (e. g. lactation, pregnancy). For more
information on specific requirements, see http://fnic.nal.usda.gov and then find the DRI
under “Topics A-Z” on the top navigation bar
Source: U. S. Department of Health and Human Services and National Institute of Health,
U. S. National Library of Medicine, 2010, and Institute of Medicine, National Academy of
Science, 1997, 1998, 2000, 2005 and 2011
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.
174
With respect to physical activity, water is important for hydration. When you
are active, you need to remain in a euhydrated (balanced) estate. The DRI (Daily
Recommended Intake) of water is 2.7 liters (90 oz.) per day for women and 3.7 liters
(125 oz.) for men. Water balance means that you are replacing the fluid you lose
through sweating and urine production. Hydration does not just 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 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 bodies need.
Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 61-76
Managing Your Weight

Establishing or maintaining a healthy body weight requires an understanding
of how the body uses food to provide energy. In addition, when weight loss is
desired, a plan of action is needed for long-term success.
Energy Balance
Understanding the concept of energy balance (EB) is critical if you want
to understand how body weight is regulated in human beings. EB in its simplest
form simply compares the amount of energy consumed as food with the amount of
energy expended through the combination of resting metabolism, activities of daily
living, and voluntary physical exercise. The three possible states of EB are positive,
negative and neutral. Positive EB occurs when you consume more energy (calories)
than you expend, resulting in weight gain. Negative EB occurs when you expend
more calories than you consume, resulting in weight loss. Neutral EB occurs when
the amount of calories you consume equals the amount that you expend.
Estimating Calorie Needs

Probably the first question that comes to mind when contemplating your own
body weight is How many calories do I need? There are sophisticated laboratory
techniques to estimate this, but these tests are not practical for most people. Table 4
of this module includes one simple method of estimating needed calories based on
body weight and activity level. An alternative method devised by the U. S. Department
of Agriculture (USDA) estimates energy needs based on sex, age and activity level.
Refer to the table in the following page:
175
Estimated Calorie Needs Based on Sex, Age and Activity Level of Adolescents
MALES FEMALES
Activity Level** Activity Level**

Age Moderately
Age Moderately
Sedentary Active Sedentary Active
Active Active
12 1800 2200 2400 12 1600 2000 2200
13 2000 2200 2600 13 1600 2000 2200
14 2000 2400 2800 14 1800 2000 2400
15 2200 2600 3000 15 1800 2000 2400
16 2400 2800 3200 16 1800 2000 2400
17 2400 2800 3200 17 1800 2000 2400
18 2400 2800 3200 18 1800 2000 2400
19-20 2600 2800 3000 19-20 2000 2000 2400
21-25 2400 2800 3000 21-25 2000 2000 2400

Calorie levels are based on the Estimated Energy Requirements (EER) and activity levels from
the Institute of Medicine and Dietary Reference Intakes Macronutrients Report, 2002
**Activity Levels
Activity Level Description
Sedentary less than 30 minutes a day of moderate physical activity in addition to daily
activities;
Moderately Active at least 30 minutes up to 60 minutes a day of moderate physical activity in
addition to daily activities
Active 60 minutes a day of moderately physical activity in addition to daily activities
Reprinted from U. S. Department of Agriculture
College of Sports Medicine, 2011.
After having a comprehensive reading on nutrition, questions are prepared for

you to answer. Copy the questions and write your answers in your activity notebook.
1. What are the factors that contribute to any of the following which you may have
experienced when you did your cheerdance routine? Choose one from the five
(5) experiences below and give your assumptions:
• dizziness
• heart rate reaching beyond the thr range
• difficulty in executing the cheer dance combinations
• inability to cope with the intensity of the cheer dance routine
• cannot carry own weight or swiftly execute the combinations in the
cheer dance routine
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2. How can the information gathered on nutrition, through the given reading, help
you perform better in your cheerdance activities?
3. If you were to choose among sedentary, moderately active or active lifestyle,
which would you prefer? Why?
4. Considering cheer dancing activity is a vigorous physical activity, your daily
physical activities, and your nutritional/caloric needs for such activities, come
up with a personal weight management plan. You may use the suggested
template below as your guide.
Template on My Personal Weight Management Plan

My Personal Weight Management Plan
Name:
Weight: Height:
BMI: Classification:
Objective: Weight Gain ( ) Weight Loss ( )
Target Weight: Target No. Of Weeks:
Food to be Remarks
No. Calories Taken in Calories to be (Positive,
Physical
Minutes/ Expended (Include source: consumed Negative, Neutral
Activity
Day (Used) carbohydrates, or Taken in Energy Balance
proteins, or fats) or EB)
1.
2.
3.
Activity 4: HEALTH CHEER: GO, FIGHT, WIN!

I. Objectives:
• perform a cheerdance routine with mastery and synchrony, completeness,
difficulty (intensity level) and teamwork;
• maintain a healthy and fit lifestyle through cheerdancing; and
• appreciate the value of proper nutrition to the efficient and effective
performance of cheerdances.
• computer/laptop
• LCD projector
• cheerdance music
III. Procedure:
1. Perform a 10-15 minute syllabised warm-up exercises as introduced in
Activity 1 of Part 2 of your lessons.
177
2. With the same groups, you will be given 20 minutes to prepare your
competitive cheerdance routines. You can make use of your own dance
mixes which should last for a maximum of 2 minutes. You will have a
competition within the class. Your performance will be assessed through
these criteria: completeness (gymnastics, contemporary hip-hop and
contemporary dance elements, and cheers), mastery and synchrony,
difficulty (in terms of intensity) and teamwork.
3. Group presentations
Part III: WHAT TO REFLECT and UNDERSTAND
In this part of your lesson, you will go deeper and further

in terms of the demonstration of your understanding of the
benefits of cheer and contemporary dancing to you and
society. You will be given opportunities to reflect more on the
relevance of cheer and contemporary dance to your fitness
and well-being. Activities will be provided for you to integrate
your learning at weight management, lifestyle diseases and
fitness benefits of cheer and contemporary dance which in turn will be beneficial for
others as you initiate activities to influence society.
Activity 1: CHEER ‘EM UP
I. Objectives:
• employ the parts of contemporary dancing which include the beginning,
middle and end (storyline) in creating your cheerdance routines;
• create a combination of cheers and yells to be performed with the
cheerdance routine with the intention of motivating others to engage in
cheerdancing activities;
• perform a cheerdance routine with mastery and synchrony, completeness
of the routine, difficulty (intensity level), and teamwork; and
• maintain a healthy and fit lifestyle through cheer and contemporary dancing.
• computer/laptop
• LCD projector
III. Procedure:
1. Do a 10-15 minute syllabised warm-up exercises as introduced in Activity
1 of Part 2 of your lessons.
2. With same groups, you will be given 20 minutes to refine your original
cheerdance routine by integrating a storyline or developmental treatment
to it and using contemporary dance steps (improvisational steps).
178
3. Dance presentations should have a beginning, middle and end. You can
make use of your own dance mixes which should last for a maximum of
3 minutes. Your performance will be assessed based on these criteria:
mastery and synchrony, completeness of the routine, difficulty (intensity
level), and teamwork.
4. It is a requirement that in any part of your routine, a combination of 2 to
3 lines of cheers and yells should be performed. Content of such cheers
and yells should focus on cheering or convincing others, especially those
with sedentary lifestyle, to engage in cheerdancing activities to adopt and
maintain healthy living. Refrain from using foul and offending words in your
yells and cheers.
5. Present your work to the class.
Activity 2: VIDEO DOCUMENTARY EXHIBITION
I. Objectives:
of the routine, difficulty (intensity level), and teamwork;
• create a video documentary of the conduct of the lessons in cheerdancing
and contemporary dancing with emphasis on the promotion of a fit and
healthy living;
• maintain a fit, healthy lifestyle through cheerdancing; and
• Influence others’ judgement regarding the benefits derived from engaging
in cheerdancing activities.
• videocamera/digicam
• computer/laptop by group with video editing software
• LCD projector
III. Procedure:
1. Do a 10-15 minute syllabised warm-up exercises as introduced in Activity
1 of Part 2 of your lessons.
2. Meet with your group. Assign groupmates to these subgroups:

Group A those with knowledge and skills in videography;
Group B those with knowledge and skills in video-editing; and
Group C those with skills in broadcasting/public speaking.
3. Still maintaininig the same groups, you will be asked to perform your
cheerdance routine with the integrated contemporary dance elements and
treatment. Draw lots to determine the sequence of presentation. The same
criteria for assessment will be used in this activity.
179
4. Those with skills in videography will be assigned to cover the whole
session, from the beginning until the end. Those with skills in broadcasting
or public speaking will then come up with a script to guide the video
coverage and the documentation proceedings. After all performances are
done, those assigned to video-edit these activities covered will proceed to
refine the video documentary and employ other applications to emphasize
the objective of the activity, that is, to influence the viewer of the video
documentary to engage in cheerdancing activities to maintain a fit and
healthy lifestyle.
5. You are encouraged to employ other styles of presentation and coverage.

You are as if featuring a scoop, a very important story for others to watch
and learn from.
6. Are you ready? If so, let’s do this! You will be given 40 minutes to do this.
7. Present the video documentary to the class.
Part IV: WHAT TO TRANSFER
In this phase, you will be challenged to apply the

things you have learned about the lesson into another
context. Your understanding of the lesson will be measured
by your ability to provide tangible results of your learning.
Activity 1: PROMOTIONAL AD (for cheerdance and its benefits)
I. Objectives:
• design a multi-media advertisement promoting the cheerdance festival to
the whole school and the community;
• promote cheerdancing as an excellent means of achieving fitness by
actually airing the designed ad; and
• influence the school and immediate community’s participation to
cheerdancing as an effective and efficient means to achieve fitness and
wellness.
• computer/laptop
• LCD projector
• tarpaulins and other print ads, video advertisements, and/or audio
advertisements
180
III. Procedure:
1. Do a 5-10 minute syllabised warm-up exercises as introduced in Activity 1
of Part 2 of your lesson.
2. Form three groups according to expertise in advertising (print ad, video-
editting, movie-making, social media, wall painting (mural), etc.)
3. Come up with an advertisement that promotes cheerdancing as an
excellent means of achieving fitness and wellness through the cheerdance
festival. Invite everyone to come, watch, and participate in this event, which
is initiated by all classes in your curriculum year level.
4. Your output will be rated according to these criteria: creativity, effectiveness,
relevance.
Activity 2: CHEERDANCE FESTIVAL
I. Objectives:
• conduct a cheerdance festival;
• promote cheerdancing as a means to dance a fit and healthy lifestyle;
of the routine, difficulty (intensity level); and
• maintain a healthy and fit lifestyle through cheerdancing.
• computer/laptop
• LCD projector
• cheerdance music
III. Procedure:
1. Do a 10-15 minute syllabised warm-up exercises using those introduced in
Activity 1 of Part 2 of your lessons.
2. In the previous sessions, you were asked to perform your routines by group
within your class. This time, you will work together as a class, as one single
group. Combine all the best parts of your respective routines including
your dance steps (classical, contemporary and hip hop), gymnastic skills,
cheers and yells, and also your choreography.
3. You will be performing your output in the cheerdance festival together with
all other classes in your grade level.
4. For purposes of uniformity, though it has no bearing in the judgement, you
may assign a common outfit, cheerdance attire, or costume with all of your
classmates, to emphasize synchrony and visual artistry.
5. The same criteria will be used in assessing your performance in this activity.
6. The three best routines will be documented and uploaded to YouTube and/
or Facebook to promote the value of cheerdancing in enhancing one’s
fitness and wellness.
7. Sounds exciting? Let’s go! Let’s fight, and win this game!
181
Activity 3: FITNESS ASSESSMENT
I. Objectives:
• gather data on your HR (Heart Rate) for the past days of engagement in
cheerdance and contemporary dance activities;
• interpret results of your HR based on your own HR Log; and
• reflect on the advantagers of cheerdance and contemporary dance
participation to one’s fitness.
II. Materials:
• HR log
• activity notebook
III. Procedure:
1. Reflect on the data you have entered in your HR log for the past days of
your lesson.
2. Write a one-paragraph essay that represents the result of you HR and

RPE, and explain your findings about your fitness condition now that you
have been through all the activities set for your lessons in cheerdance and
contemporary dance.
3. This will be rated based on these criteria: completeness and correctness

of data, right interpretation of the data gathered, and intensity of exercise
which may be a factor for better fitness.
182
SUMMARY
There is much to enjoy in life. Maximize your enjoyment by staying fit and
healthy. It is a basic need to maintain our health so that all other things will fall into
place and will happen the way they should. Now that you have already learned the
rudiments of managing your weight, watching your diet and keeping your body fit
through cheerdance and contemporary dance, it’s not too early nor too late for you to
start. The best time to be healthy is now.
There is more to dancing than just movement and rhythm. Being fit and healthy
as a result of this active recreational activity are just bonus points. As you make
dancing a habit, you will find out that, as time goes on, you tend to be more sociable,
and more confident yet disciplined, more beautiful inside and out, and find yourself
an essential organ working in a system. Just like any other sport or endeavor for that
reason, dancing develops a sense of community and teamwork.
Influencing your family, community and society, in general, to actively engage

themselves in cheerdance and contemporary dance is never an easy task. It requires
a great deal of commitment to oneself if you intend to be a model of good health
and fitness to others. It is only through serving as a model worthy of emulation that
others will be motivated to follow and do the same. If they will see the positive effect
of dancing on your body, lifestyle, and health, then, without doubt, people around you
will want to dance themselves out too. If your goal is to influence society to be fit
and healthy, then you should “take care of the minutes and the hours will take care of
themselves.”
183
APPENDIX A
READINGS:
THE NUTRITIONAL SIDE OF CHEERDANCE AND CONTEMPORARY DANCING
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. For example, in addition
to three main meals, consume three snacks per day. Consuming about an additional
300 to 500 calories per day would result in about a 1 pound (0.45 kg) per week weight
gain. Healthy snacks include yogurt, peanut butter and jelly sandwiches, cereal with
milk, fruit smoothies, and turkey sandwiches. It is also important to continue to exercise
to ensure that the weight gain is mostly muscle. In particular, resistance training will
be an important factor for building muscle. Although it will take some time, the slower
the weight gain, the more likely it will be to be muscle gain not fat or water gain.
Losing weight
Weight loss is a more common goal than weight gain. Losing weight involves a
negative energy balance. This can be achieved by increasing exercise and decreasing
caloric intake.
Determining Calorie Needs
What is a Calorie?
A calorie is defined as the heat required to raise the temperature of 1 gram
of water by 1 degree Celcius. Because this is a relatively small amount, scientists
use larger unit Calories (uppercase C), also called a kilocalorie (abbreviated
kcal.). The Calorie or kilocalorie, is 1,000 calories.

Total Energy Expenditure (TEE) is the total number of calories your body needs on
a daily basis and is determined by the following:
• Your basal metabolic rate (BMR)
• The thermic effect of food (also known as dietary-induced thermogenesis)
• The thermic effect of your physical activity
Basal Metabolic Rate (BMR)

Basal Metabolic Rate is defined as the energy required to maintain a body at
rest (e. g. breathing, circulation). To precisely determine your BMR, you would need
to fast from 8 to 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
184
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 four hours after you consume 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 six to eight hours per day.
One other component of total energy expenditure that plays a role is non-
exercise activity thermogenesis (NEAT), which is energy expended in unplanned
physical activity. This can include taking the stairs instead of the elevator, sitting on
a balance ball at your desk, parking farther from your destination in a parking lot,
fidgeting, and other calorie-burning activities.
Maximizing Food Consumption

Consuming an appropriate number of calories and food from various categories
results in optimal nutrition. The table below shows an age-specific daily calorie and
serving size recommendation for grains, fruits, vegetables, and milk and dairy items
for both boys and girls. Note that the calorie recommendations in the table are for an
inactive child; about 200 calories would need to be added for a moderately active child
and 200 to 400 calories per day for a very physically active child.
Daily Estimated Calories and Recommended Servings for Adolescents

Food 9-13 Years 14-18 Years
Calories 1800 kcal for males; 2200 kcal for males;
1600 kcal for females 1800 kcal for females
Fat 25% - 35% kcal 25% - 35% kcal
Milk/Dairy 3 cups 3 cups
Lean Meat/Beans 5 oz 6 oz for males;
5 oz for females
Fruits 1.5 cups 2 cups for males;
2.5 cups for females
Vegetables 2.5 cups for males; 3 cups for males;
2 cups for females 2.5 cups for females
Grains 6 oz for males; 7 oz for males;
5 oz for females 6 oz for females
College of Sports Medicine, 2011, pp. 190
185
APPENDIX B
ILLUSTRATION OF TUMBLING SKILLS
Forward Roll Backward Roll
Cartwheel Aerial Cartwheel
Forward Handspring Back Handspring
Back Tuck
186
APPENDIX C: Hand Movements and Positions in Cheerdance
BEGINNING STANCE CHEER STANCE CLASP CLAP HIGH V

Feet together, hands Feet more than shoulder Hands clasped, at the Hands in blades, at the Arms extended up
down by the side in width apart, hands down chin, elbows in chin, elbows in forming a “V”, relax
blades by the side in blades the shoulders
LOW V TOUCHDOWN LOW TOUCHDOWN SIDE LUNGE FRONT LUNGE

Arms extended down Arms extended straight Arms extended straight Lead leg bent with the Lead leg bent with the
forming a “V” and parallel to each other, down and parallel to each knee over the ankle, knee over the ankle,
fist facing in other, fist facing in back leg straight, feet back leg straight, feet
perpendicular perpendicular to each
to each other other
BOW AND ARROW OVERHEAD CLASP TABLETOP LOW CLASP PUNCH

One arm extended to side Arms are straight, above Arms bent at elbow, fists Arms extended straight One arm extended
with other arm bent at the head in a clasp and in front of shoulders down, in a clasp and straight up, one arm
elbow in a half “T” motion slightly in front of the face slightly in front of the body on hip, in a fist
L MOTION DIAGONAL T MOTION HALF T

One arm extended to One arm extended in a Both arms extended straight Both arms parallel to the
the side with other arm high “V” and the other out to the side and parallel ground and bent at the
extended in a punch arm extended in a low to the ground, relax the elbows, fists into shoulders
motion, (Left L shown) “V” (Right Diagonal shoulders
shown)
187
APPENDIX D
READINGS: DANCE AND ITS ELEMENTS
Dance
A profound solitary artistic and creative endeavor that requires introspection,
philosophical analysis and complex conceptualization.
I. Classifications Of Dance
A. Interpretative Dance
Dances that are meant to be interpreted for performances and staging.
Dance literatures 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
a. 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.
b. Direction - The course or way in which movement is directed with
reference to the frontal plane of the body. Examples include forward,
backward, sideward, diagonally sideward and upward.
c. 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 general focus is
the point of attention that the performer draws the audience to.
d. Dimension - How performers appear with reference to the audience’s
view. The nearer the performer, the bigger he would appear; the farther
the performer, the smaller he would appear. Dimension has something
to do with perspective.
e. Balance - It may be static or dynamic in nature. Static balance is balance
at rest, while dynamic balance is balance in motion.
f. Levels - They are classified as low, middle and high with the lowest
level the basis of middle and high levels.
g. 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.
h. Contours and Shapes - Shapes and forms created by the body or
bodies as they move through space.
188
2. Time
Dance is both a 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 movement.
3. Energy
Pertains to the amount of effort exerted in the performance of dance or
dance movements and combinations. Energy in dance makes the difference
in terms of the intensity of movement. Two dancers might be executing same
movement, but differ in the manner of execution and level of energy exerted.
B. With reference to the amount of energy used in the performance of movement:

1. pendular: swinging, swaying
2. percussive: strong, big, abrupt, and striking movements
3. vibratory: series of rapid and quickly executed small percussive
movements
4. sustained: movement with no preparation, beginning, and
unnoticeable end
C. With reference to the application of energy in the performance of movement:

1. Locomotor Movement -- allows one to move from one point to another
a. Walk
Series of steps executed by both of your feet alternately in any direction.
In executing a walk, observe that there is this moment when both feet
are in contact with the ground while one foot supports the weight and
transfers it to the other.
b. Run
Series of walks executed quickly in any direction wherein only one foot
stays on the ground while the other is off the ground.
c. Jump
This movement is simply described by having both feet lose contact
with the ground. There are five ways to do it:
• Take off from one foot and land on the same;
• Take off from one foot and land on the other;
• Take off from one foot and land on both feet;
• Take off from both feet and land on one foot; and
• Take off from both feet and land on both.
189
2. Non-Locomotor Movement
These 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
the other. These movements include:
a. Flexion
It is the act of decreasing the angle of a joint. Another term for flexion
is to bend. If you bend a joint, like your elbow or knee, you are
performing flexion.
b. Extension
This is the opposite of flexion. You are extending if you are increasing
the angle of a joint. Stretching is another word for extension.
c. Contraction
A muscle movement done when it shortens, narrows and tightens
using sufficient amount of energy in the execution.
d. Release
A muscle movement opposite to contraction done when it lets go or
lets loose from being held.
e. Collapse
To deliberately drop the exertion of energy in a body segment.
f. Recover
The opposite of collapse. This is to regain the energy exerted in a
body segment.
g. Rotation
To rotate is to move a body segment to form a circle. It is not only
limited to circumduction which is done in ball and socket joints.
Rotation can also be done in the neck, wrists, waist, knees and
ankles.
h. Twist
To move a body segment from an axis halfway front or back or quarter
to the right or left as in the twisting of the neck allowing the head to
face right or left and the like.
i. Pivot
To change the position of the feet or any body part that carries the
body’s weight allowing the body to face in a less than 360 degrees
turn.
j. Turn
To move in a turning movement with a base of support, usually a
pointed foot, the other raised, while equilibrium is maintained until the
completion of the turn.
III. 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. This 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.
190
IV. Technique and Technique Development
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 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 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 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 Each movement combination has a common movement that is

variation 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 commonality 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 with that of the succession
but differ in ending. In succession, groups of dancers performing
same movement sequence, end up successively while in canon,
all groups performing the same sequenceof movements will all
arrive at a common movement and end at the same time.

191
V. 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 story board to guide the development of the performance.
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 or antagonist in the
dance is finally determined.
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.
192
GLOSSARY
Ball Change A move that consists of a change of weight between

both feet. Body weight is transferred on the ball of one
foot (usually placed behind), followed by a step on the
other foot.
Base [beys] In acrobatic gymnastics, the role of the pair and group
competition that requires strength and balance. The
base is usually an older or larger athlete.
Battement [bat-manh] Beating. A beating action of the extended or bent leg.

There are two types of bettements, grand battements
and petite battements. Big and small kicks respectively
with the knees straight and toes pointing
Cartwheel [kart-whil] Cartwheel is a sideways rotary movement of the body.

It is performed by bringing the hands to the floor one at
a time while the body inverts. When both hands are on
the floor, the legs travel over the body and feet return
to the floor one at a time, ending with the performer
standing upright.
Chant [chant] A short cheer, with simple arm movements. A short

repeated yell usually done on the sidelines.
Chaīnēs [sheh-nay] Chains, links. This is an abbreviation of the term “tours

chainēs dēboulēs,” a series of rapid turns on the points
or demi-pointes done in a straight line or in a circle.
Chassē [sha-sey] Chassē is a kind of gallop where one foot is leading

being chased by the other. Its step pattern is step,
close, step and its counting is one and two.
Cheers [chirs] A longer yell, that involves motions, pompoms, stunts,

jumps, or tumbling.
Curls To make curling motion by the hands ending up
with a point by the fingers. A basic in b-boying or
breakdancing.
Dismount [dis-mawnt] The act of getting off an apparatus and the skill used
to do it. It can also be used to refer to the flyer’s act
of getting down from a position done when lifted by
bases in a pyramid.
Down Rock (Bounce) To make bouncy movement from the knees with an
accent on the upward movement during the extension
of the knees.
Flier/Flyer/Floater The person that is elevated into the air by the bases or
the person on top of the pyramid or stunt.
193
Freeze To stop suddenly from a movement. The act of freezing.
Handstand Handstand is to stand straight up with a tight body and

hands on floor.
[hend-is-tǣnd]
Hurkie/Herkie/Herky/ A cheerleading jump where one leg (usually your

Hurky weakest) is bent towards the ground and your other
leg (usually your strongest) is out to the side as high
as it will go in the toe touch position. This jump is very
similar to the Side Hurdler except for the position of
the bent leg. There are right Herkies and left Herkies.
In a right Herkie your right leg is straight with your
left leg bent and the opposite is true for a left Herkie.
Sometimes called a hurkie. Named after Lawrence
“Herkie” Herkimer.
Lock To make an isolated movement by a specific body part

without letting its adjacent body segments move.
Pirouette [peer-wet] Whirl or spin. A complete turn of the body on one foot,
on point or demi-pointe. Pirouettes are performed
en dedans, turning inward toward the supporting leg,
or en dehors, turning outward in the direction of the
raised leg.
Piquē [pee-kay] Pricked, pricking. Executed by stepping directly on the

point or demi-pointe of the working foot in any desired
direction or position with the other foot raised in the air.
Pliē [plee-ay] Bent, bending. A bending of the knee or knees. This

is an exercise to render the joints and muscles soft
and pliable and the tendons flexible and elastic, and
develop a sense of balance. There are two types of
pliēs: grand pliē or full bending of the knees (knees
should be bent until thighs are horizontal and heels
are raised) and demi-pliē or half bending of the knees
without raising the heels. Pliēs are done at the bar and
is the center in all five positions of the feet with the
weight of the body equally distributed on both feet.
Pyramids [pi-rah-mids] Multiple mounts or a group of stunts next to one
another.
Relevē [ruhl-vay] Raised. A raising of the body on the points or demi-

pointes, point or demi-pointe. There are two ways
to relevē. In the French School, relevē is done with
smooth, continuous rise while the Ceccheti Method
and the Russian School use a little spring. Relevē may
be done in the first, second, fourth and fifth positions.
194
Roll [rol] A roll is a rotation over an axis of the body over a
surface. It can be done forward and backward in
different ways.
Roundoff A basic beginner tumbling skill. Once perfected it is

used as a setup for combination tumbling skills (back
handsprings etc.)
Routine [ro-tin] A continuous show of talent in the squad by use of

cheers, chants and dance steps. Can last from 2 min.
30 sec. up to 4 min. depending on the time limits of the
competition or showcase.
Spotter [is-pah-ter] A person that stays in contact with the performing

surface and watches for any hazards in the stunt or
mount. The spotter is responsible for watching the
flyer and be prepared to catch her if she falls.
Somersault [somer-solt] A gymnastics maneuver in which a person rotates

around the somersault axis, moving the feet over the
head. It can also be referred to as salto which may be
done forward or backward.
Tendu [ton-dū] Point or pointing. To point the toes in any of the five
feet positions. It is an exercise that develops elasticity
of the tendons and ligaments of the ankles and toes.
Top Rock (Groove) To make bouncy motion from the waist to the chest in
time with a hip hop beat.
Toe Touch One of the most widely used jumps in cheerleading.

A jump where your arms are in a “T” motion and your
legs split to the sides, toes pointed with your knees up
or pointed back. Hands do not touch the toes, as the
name implies, but instead your hands try to reach to
the insides of your ankles. You should keep your back
straight, your head up, and rotate your hips to perfect
this jump.
Tuck [tak] You jump with your knees to your chest. Can be used
as a jump or for flipping.
Tumbling [tamb-ling] The acrobatic skills performed on floor

exercise and balance beam, such as back
handsprings and saltos. Also, a specific discipline of
gymnastics, performed on a 25-meter-long dynamic
track, in which participants perform tumbling skills.
195
Web-based sources:
Images:
www.wakeforestsports.com www.raulcibanez.blogspot.com
www.lifeofanamericancheerleader.tumblr. www.bloalog.com
com www.cornwall.schooljotter.com
www.foxnews.com www.cynicalbabblings.wordpress.com
www.letmeplay.co.uk www.dailyhow2videos.com
www.danceinforma.com www.blog.stjosehpinstitute.com
www.tharulanka.com www.fotosearch.com
www.topendsports.com www.buckscountryrowing.com
www.adorblewall.com www.bgcsantafe.org
www.scvnews.com www.youtube.com/howcast.com/
www.susanpogar.blogspot.com balletbasics
www.holdempokergame.co.uk http://nca.varsity.com/pdfs/Motions.pdf
www.myenglishclub.com (images of cheerdance arm movements)
www.123rf.com
www.manila.metblogs.com
Readings:
http://www.abt.org/education/dictionary/index.html (glossary of ballet terms)
http://cheerleading.about.com/library/glossary/bldef_spotter.htm (glossary of
cheerleading terms)
http://www.health24.com/Fitness/Sports-injuries/Sprains-strains-fractures-
and-dislocations-20120721
http://www.webmd.com/first-aid/ankle-sprain-treatment
References:
Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D.,
American College of Sports Medicine, 2011, pp. 268-272.
Concepts and Principles of Physical Education (What Every Student Needs

to Know) 3rd Edition, Bonnie S. Molmsen, National Association
for Sports and Physical Education, an association of the American
Alliance for Health, Physical Educaiton, Recreation and Dance, 2010.
Lifetime Physical Fitness and Wellness: A Personalized Program, Twelfth

Edition, Warner W. K. Hoeger, Sharon A. Hoeger, 2013.
The Douglas Nierras PowerDance Workshop, 2014 Bambanti Festival,

Province of Isabela, Philippines.
2010 Cheerleading Seminar-Workshop, Cheerleading Association of the

Philippines, Baguio City Teachers Camp.
The International Association for Dance Medicine and Science

(www.DanceMedicine.org)
196

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Published by the Department of Education

Development Team of the Learner’s Material

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,

Editor: Mercedes Manguerra

Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,

Layout Artist: Aileen N. Ilagan, Donna G. Romero

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Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Come on. Let’s get started!

Part I: What to KNOW ..................................................................... 144

Summary ........................................................................................................ 183

Glossary ......................................................................................................... 193

CONTENT STANDARD PERFORMANCE STANDARD

• practices healthy eating

In today’s world dominated by

Increased weight gain has led leading

It is fitting and timely that these lessons

A. Assessing Your Participation in Recreational Activity

Playing board games

Playing card games

In your activity notebook, answer these questions briefly:

B. Me and the Food I Eat

Me and the Food I Eat Template:

Part I: WHAT TO KNOW

Welcome to the first part of your lesson in Cheer and

4. Find out your classification based on this table:

5. To which of the four classifications do you belong?

Interpretation of Waist Circumference for Adults

Weight management is a struggle for many Filipinos, but controlling body

Physical Activity and Exercise Defined

Exercise is a type of physical activity that requires planned, structured,

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

Activity 3: ACTIVE RECREATION, ITS RISKS, AND FIRST AID TECHNIQUES

In your lessons in Grade 9, Quarter 4, the term recreation was regarded as

Common Injuries Involved In Recreation

A sprain is a stretch or tear of a ligament, the band of connective tissues that

A strain is a twist, pull or tear of a muscle or tendon - a cord of tissue connecting

Symptoms of Mentioned Injuries:

Follow the PRICED procedure:

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

Exercising can cause further damage to the injured part.

• Apply the PRICED method.

First Aid for Fractures:

See a Doctor if:

A. Identify these recreational activities as illustrated:

Favorite Recreational Activities Accompanying Risks (Possible Injuries)

E. My favorite recreational activities

Activity 4: SIMULATED DANCE CLASS (Assessment of Knowledge)

2. Each group will be assigned an activity to perform:

Group 1: Fitness lecture with focus on weight management

4. Maximize the participation of your members. Each member shall be a

5. Your performance will be rated according to these criteria:

6. Group 1 will perform a lecture-demonstration on weight management

Part II: WHAT TO PROCESS

Welcome to the second part of your lesson! You

1. How did you feel about the warm-up drills exercises?

Activity 2: IMPROVISE AND CREATE

Cheerdance is coined from the words, cheer and dance. To cheer is to

You will be provided with an example of a cheerdance routine on video

Hip Hop Basics Jazz/Classical Dance Basics:

Activity Level Activity Level