Senior High School

Health Optimizing
Physical Education 3
Quarter 1 – Module 5:

Cheer Dance for Fitness

SELF-LEARNING MODULE

CO_Q1_HOPE3_Module 5
PE and Health – Grade 12
Alternative Delivery Model
Quarter 1 – Module 5: Cheer Dance for Fitness
First Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Marnelli P. Marges

Editor: Lea Roshena B. Manlugon
Reviewers: Janice O. Decorion/ Fritz A. Caturay/Jerry Punongbayan
Illustrator: Harlene I. Lagmay
Layout Artist: Mark Ronell D. Bernaldez
Mangement Team:
Schools Division Superintendent: Rommel C. Bautista
Assistant Schools Division Superintendent: Galileo L. Go / Randy D. Punzalan
CID Chief: Elpidia B. Bergado
Division EPS in MAPEH: Myra Lyn T. Bergunio
Division EPS In Charge of LRMS: Noel S. Ortega
Division ADM Coordinator: Josephine M. Monzaga

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 12

PE and Health
Quarter 1 – Module 5:
Cheer Dance for Fitness

Analyzes physiological indicators such as heart rate, rate of

perceived exertion and pacing associated with MVPAs to
monitor and/or adjust participation or effort.
Introductory Message

For the facilitator:

Welcome to the PE and Health Grade 12 Alternative Delivery Mode (ADM)

Module on PE and Health!

This module was collaboratively designed, developed and reviewed by

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

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the knowledge in PE and Health
while taking into consideration their needs and circumstances.

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

Notes to the Teacher

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

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are
expected to encourage and assist the learners as they do the tasks
included in the module.
For the learner:
Welcome to the PE and Health Grade 12 Alternative Delivery Mode (ADM) Module on PE and
Health!

The main goal of this module is to help you better understand the relationship of health
behaviors to health risks factors and physical activity assessment performance. It will also
help you to understand that fitness and exercise are very important in optimizing one’s health
as a habit and as requisite for physical activity assessment performance, and as a career
opportunity. You are expected to finish answering all the activities in this module before you
move to the next competency needed in this subject. This module includes pre-test, post-
test, lessons, and activities which will help you better understand health behaviors.

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

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
In this portion, the new lesson will be
What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions, diagrams, and

activities to be answered to process what
you learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

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

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the different ways by which information from everyday life may
be acquired. The scope of this module permits it to be used in many
different learning situations. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can
be changed to correspond with the textbook you are now using.

The module is for Lesson 5 titled as follows:

● Lesson 5 – Cheer Dance for Fitness

Learning Competency:
Analyzes physiological indicators such as heart rate, rate of
perceived exertion and pacing associated with MVPAs to monitor and/or
adjust participation or effort. .
Code: PEH12FH-llk-t-9

After going through this module, you are expected to:

1. describe the nature, movements and health benefits of cheer dancing;
2. create a simple work out program using cheer dance;
3. analyze physiological indicators such as heart rate, rate of
perceived exertion and pacing associated with MVPAs to
monitor and/or adjust participation or effort; and
4. show appreciation on the value of dancing in the
improvement and maintenance of your health and
fitness.
 What I Know

Learning Task 1
Directions: Identify whether the statement given is correct or not. If the
statement is correct, write TRUE on the space provided before each number. If
not, write the word that makes the statement incorrect.
1. Warm-up is an essential part of any physical activity.
2. Drinking water before doing warm-up activities is not a must.
3. Checking one’s pulse rate is important before, during and
after physical activity.
4. FITT principles is not significant part in designing one’s activity.

5. Rest should only be given when the physical activity is vigorous.

6. Following instructions in every activity should be considered
for safety purposes.
7. Proper diet will give the body enough energy for any physical activity.
8. Drink water only when you are thirsty.
9. It is fine to wear slippers during a physical activity
because it’s comfortable.
10. Find the proper venue for the planned dance activities.

What’s In

Learning Task 2
During your PE 10 you have performed cheer dancing. We will see if you can
still remember the basic movements and formations used in cheer dancing. Let’s
begin. Identify the given cheer dance movements. Write your answers on your
paper.

A. B. C.
 What’s New

Learning Task 3
Are you familiar with these logos? Answer briefly the following questions.
Write your answers on your paper.

Photo credit:
NCAA logo: https://www.kindpng.com/imgv/iRJibhR_ncaa-logo-
philippines-hd- pngdownload/
UAAP logo
https://en.wikipedia.org/wiki/University_Athletic_Association_of_the_P
hilippines#/ media/Fil
e:Logo_of_University_Athletic_Association_of_the_Philippines.svg

What comes to your mind when you see these logos?

What do you think is the highlight of these two big Athletic Association
in the Philippines?

Have you watched any event hosted by these Athletic Associations in the
Philippines? If YES, what is that event?
 Lesson
Cheer Dance for
5 Fitness

What is It

What is Cheer dance?

Cheer dance 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 physical activity where one expresses emotions or gestures while
performing bodily movements usually in time with rhythm. Meanwhile,
Cheerleading is the performance of a routine, usually dominated by a
gymnastic skill 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. Therefore, Cheer dancing is rooted from
cheerleading (Aparato, et.al. 2017).

History of Cheer dance

Cheerleading dates to the 1860s, in Great Britain, and entered the
US in the 1880s.
Although women currently dominate the field, cheerleading was begun by men.
Princeton University, in 1884, got the idea that crowd chanting at
football games would boost school spirit so they came up with a catchy
cheer. On November 2, 1898, University of Minnesota student Johnny
Campbell led an organized cheer at a football game between Minnesota
and Princeton University, as you might say he was the first actual “cheer
leader”. In 1903, the University of Minnesota organized the first cheer
fraternity called Gamma Sigma. They likely used a megaphone to project
their voices.
 In the 1920s women became involved in cheerleading. The yellers
sported ankle-length skirts and varsity sweaters. Female cheer squads
began to include gymnastics, dance and other showy stunts into
routines, and in the 1930s cheers were aided by the use of paper pom-
poms. By the 1940s women were mainly leading the cheers and routines
took on a voice of their own (https://cheer.epicsports.com/cheerleading-
history.html).

Elements of cheer dance routine

1. Dance techniques – it can be contemporary dance techniques, others
incorporate several techniques such as jazz, hip-hop, modern dance,
contemporary ballet and ethnic or folk dance.

Sample video: https://www.youtube.com/watch?v=hAN_Gyx7DYo

2. Elements of cheers – cheers are coordination of organized words and

movements relating to an athletic event.
Cheer motions are also used to lead the crowd and emphasize
words for crowd response. These are made up of hand, arm and body
positions.
Sample video: https://www.youtube.com/watch?v=vyle91qOAYQ
 Bucket Candlestick Blade
Arms are straight with Arms are straight with Arms are straight
fist facing down as if fists facing each other sideways, open palm
holding the handle of as if they are holding a and fist facing down
a bucket in lit candle in and fingers must stick
each hand. each hand. together
.

Clap Clasp
Strike palms together in Clasp hands together in
front front
of the chest. of the chest.

Figure 1. Hand Positions

 High Low V T Motion Half T
V
Arms are extended Arms are extended Both arms are Both arms are parallel
upward forming a “V”. downward forming a extended to
“V” straight out to the the ground and bent
side and parallel to at the elbows, fists
the ground. into shoulders.

Touchdown Low Touchdown Bow and Arrow Muscle

s
Arms are extended Arms are extended One arm extended to From the T motion,
straight and parallel straight down and side with the other rotate your arms so
to each other, fist parallel to each other, arm bent at elbow in that the fingers of your
facing in. fist facing in. a half “T” motion. fist face upwards.
Bend both arms so
that your forearms are
vertical, facing up.
 L Motion Diagonal K Motion Chec
k
One arm is raised One arm is extended Extend one arm in a Extend one arm into a High
upward; the other arm is as in High V motion High V motion while V motion, keeping your
raised on the side of the and one arm is in a the other arms holds a thumbs facing out and
shoulder level. Low V motion. Low V position but us pinkies facing back. The
crossed over the body. other arm should go into a
position similar to the Low
Touchdown motion but
instead of pointing your fist
down, you should bend
your elbow so that your
forearm is pointing away
from the body at a 45
degree angle. Check can
be done as a right or left
move.

Dagge Punc S Motion O Motion

r h
Both arms are bent, Extend one arm Pull the arm into a Pull both arms straight up
clenched fists facing straight up. The other Touchdown motion then into a Touchdown then
each other parallel to arm is resting on the bend elbow so the bend the elbows so that
the shoulders. hip with a hand in a forearm moves in toward both forearms angle in
fist.That elbow should the head and rests toward the body above the
be pointing to your side diagonally in front of head. Cross the left arm in
forehead. Drop the left front of the rigth arm at
arm into a Low the wrists then open the
Touchdown then bend right fist and wrap fingers
elbow so the forearm around the back of the left
moves in toward the wrist.
body and rest diagonally
in front of the stomach.
Figure 2. Arms Positions
 Beginning Stance
Stand up straight with your
shoulders back, keep your head
up and face forward.Your legs
should be together with feet
facing forward. Arms can be
either straight and against your
side.
Side
Hip
Stand facing to the side then
turn your upper body to face
forward. Your inside arm will
cross over your abdomen and
your hand will rest on the
opposite hip. Outside arm will
rest over the other hand in a
relaxed hand on hip position
with the elbow pointing out.Pull
outside leg so that
the knee is slightly bent and
you are up on your toes.
Figure 3. Body Positions
Cheer Stance
Stand up straight with your
shoulders back, keep your
head up and face forward.
Legs should be further than
shoulder width apart with
your feet facing forward.
Position arms tightly against
your sides, keeping them
straight and extending fingers
with palms facing in.
Front Lunge
Step forward with one foot and
place that foot flat on the
ground. Bend your forward leg
slightly at the knee while
keeping your back straight.
You can angle the back foot
slightly away from your body
to help you keep balance.
Hands on Hips
Stand up straight with your
shoulders back, keep your
head up and face forward.
Legs should be further than
shoulder width apart with
your feet facing forward. Make
fists of both hands and bring
them up to rest on your hips
or upper thighs. Thumbs
should be facing back and
pointing down. Both elbows
should be pointing outward.
Side Lunge
Your legs should just be
further than shoulder width
apart with your feet facing
forward. Bend one leg at the
knee while at the same time
turning that foot out and
away from your body. You
can angle the straight foot
slightly away from your body
on your other side to help you
keep balance.
 3. Basic gymnastics skills – cheer dance incorporates simple
gymnastics skills such as jumps and tumbling to add to the thrill of the
game and the effect of the routine.
a. Jumps – it requires stamina, strength and flexibility and they greatly
improve areas in cheer dance routine (Carrier & Mckay, 2006) as cited
by Aparato, et.al. The following are the elements of a jump:
 Approach – the first stage of a jump.
 Lift – occurs after a cheerleader leaves the ground.
 Execution – is hitting a jump at its peak or maximum height.
 Landing – involves whipping of the legs and feet together to end with
a small rebound. Knees are slightly bent when touching the ground to
absorb the weight.
Sample video: https://www.youtube.com/watch?v=tI8ZihNUpOc

Tuck Spread Eagle Toe Touch

Legs in front while knees Swing and jump with arms It is one of the most
tucked to the chest. Closed doing high “V” figure and common jumps used in
fist and arms spreading legs apart. Knees facing cheerleading. Legs are
forming “T” or “V” figure. forward but not toward the straddled, straight and
sky. parallel to the ground
forming “V” figure. Knees
face the sky, toes pointed,
arms form “T” position,
closed fist and must not
touch the toes despite the
name.

Pike Front Hurdle Side

Legs are straight together
and parallel to the ground.
Toes are pointed, arms are
straight reaching the front
while hands
are in closed fist.
Hurdle
One leg is straight facing forward (front hurdle) or facing
outward (side hurdle) with arms forming “T” figure. The other
leg is bent, knees facing the ground (front hurdle) or facing
forward (side hurdle).
Figure 4. Jumping Skills
 b. Tumbling – is the execution of acrobatic movement such as rolls
(forward and backward), stunts, handsprings on the floor or on the
ground.
Samplevideo:
https://www.youtube.com/watch?v=DTqui8N9EN8&fbclid=IwAR0YKJ0
uODRWPrC HVpZaholD5MLRHL9Sjx1oBAPy15tBOt9LPVyrsS9fQK8

Forward Roll

a-From a standing position, squat

down with the hands on the ground
b- tuck head with chin down
c-roll unto the upper back and
d- rotate onto feet continuing to a
standing position.

Backward Roll

a-From a standing position, squat down

continuing to a
b- sitting position with hands placed
close to ears and palms facing up
c-roll backward while placing the weight
of the body on both feet,
d-continue through a squat position.

Cartwheel

a-With one foot in front

b-stand on one foot and lean down until
both hands are on the ground
c-transfer weight from one hand to the
other while driving legs above and over
the body
d- place one leg on the ground and
continue through a standing position.

Round-off

a-From a standing position with one foot

in front
b-transfer weight to the hands while
driving legs over the body
c-bring the legs together in a
handstand position
d-follow by snapping down the legs
finishing with a quarter turn ending up
facing the opposite direction and
continue through a standing position

Figure 5. Tumbling Skills

c. Stunts – these are commonly performed by flyers (usually female) with
bases (male lifters and spotters. It is essential to know the proper
execution of the stunts to secure the safety of both flyers and lifters.
 Bases – these are the athletes (usually male cheer
dancers) that hold, lift and toss a flyer up to the air
during stunts. Bases must be strong and alert at all
times. They make sure that flyer will land safely and
secured.There is no gender requirement for a base.
 Flyers – these are the athletes being held, lifted and
tossed up to perform certain stunts in height or in the
air. Female cheer dancers are usually assigned to be the
flyers. They are usually but not always the smallest
person in the group. They are flexible and balance
efficient while being lifted up. Before performing air
stunts, they must learn first the proper techniques.
 Back Spots - they serves as the backbone for the
stunt. They support the flyer and give her stability by
holding either her ankle or her leg (depending on the
stunt). Backspots also hold the responsibility of making the
flyer lighter and therefore making basing easier for the
other athletes on the floor with you. The backspot pulls up
on the flyer, lifting weight off of the bases and in
turn making the flyer appear to be lighter to hold. Figure 6. Stunts

4. Formations – they play a vital role in cheerdance since most of the

cheer dance competitions are viewed from the top by the spectators.
Formations may vary depending on the dancers and stunts
choreographed. It is important to have creative formations that will create
visual effects to enhance the dance routine. Synchronization must be observed
in making formations in the cheer dance.

Bowling Reverse Bowling Windows / Staggered

Pin Pin Lines

Diamond Diagonals Block

Figure 7. Formations
5. Segments – cheer dance routines require a mixture of dance music and
cheer segment in order kick off a routine. They may be arranged in any
order depending on the squad’s choreography. The duration or length per
segment also depends on the competition’s criteria.
 Music section – plays a vital role in cheer dance routine as it sets
the tone and pace as well as adds to the creativity of the
choreography. It also motivates both the cheerleaders and the
spectators.
 Cheer section – this shows support for the school or program that
the cheerleaders represent. There is no particular cheer style required
as the style and pace depend on the competition’s guidelines.

Cheer Dance is truly a difficult form of physical activity yet one among
the most exciting. It consists not only of cheer and dance but gymnastics
skills as well. Further, mental and physical preparation is at par
important. The question now is, how will you know that you are in the
right track in performing cheer dance? What is your pulse?

Your pulse is your heart rate, or the number of times your heart beats
in one minute. Pulse rates vary from person to person. Your pulse is lower
when you are at rest and increases when you exercise (more oxygen-rich
blood is needed by the body when you exercise). Knowing how to take your
pulse can help you evaluate your exercise program.

How to take your pulse?

1. Place the tips of your index, second and third fingers on the palm
side of your other wrist below the base of the thumb. Or, place
the tips of your index and second fingers on your lower neck on
either side of your windpipe.
2. Press lightly with your fingers until you feel the blood pulsing
beneath your fingers. You may need to move your fingers around
slightly up or down until you feel the pulsing.
3. Use a watch with a second hand, or look at a clock with a second hand.
4. Count the beats you feel for 10 seconds. Multiply this number by
six to get your heart rate (pulse) per minute.

What is a normal pulse?

Normal heart rates at rest:
 Children (ages 6 - 15) 70 – 100 beats per minute
 Adults (age 18 and over) 60 – 100 beats per minute

What is maximum heart rate?

The maximum heart rate is the highest heart rate achieved during
maximal exercise. One simple method to calculate your predicted
maximum heart rate, uses this formula: 220 - your age = predicted
maximum heart rate.
 Resting Heart Rate Chart for
Men
Above Below
Age Athlete Excellent Good Average Poor
Average Average
18-25 49-55 56-61 61-65 66-69 70-73 74-81 82+
26-35 49-54 55-61 62-65 71-74
66-70 74-81 82+
36-45 50-56 57-62 63-66 67-70 71-75 76-82 83+
46-55 50-57 58-63 64-67 68-71 72-76 77-83 84+
56-65 51-56 57-61 62-67 68-71 72-75 76-81 82+
65+ 50-55 56-61 62-65 66-69 70-73 74-79 80+
Resting Heart Rate Chart for
Women
Above Below
Age Athlete Excellent Good Average Poor
Average
Average
18-25 49-55 56-61 62-65 66-69 70-73 74-81 82+
26-35 54-59 60-64 65-68 69-72 73-76 77-82 83+
36-45 54-59 60-64 65-69 70-73 74-78 79-84 85+
46-55 54-60 61-65 66-69 74-77
70-73 78-83 84+
56-65 54-59 60-64 65-68 69-73 74-77 78-83 84+
65+ 54-59 60-64 65-68 69-72 73-76 77-84 84+

Table 1. Resting Heart Rate Chart

Source: https://www.pinterest.ph/badassgaines/fitness-training-zones-
mhr-rhr-thr- formulascharts/

Heart Rate for Teens:

Light Physical Activity: Slightly above resting up to 120 beats per minute
(bpm) for most teens.

Moderate Physical Activity: 120-140 beats per minute (bpm) for most
teens.

Vigorous Physical Activity: 140-180 beats per minute (bpm) for most
teens.
 What’s More
Learning Task 4
I. Directions: Name the following movements. Write your answer on your paper.

1. 2. 3.

4. 5.

II. Directions: Complete the given table by performing each given

illustration above for five (5) times. Record your heart rate after each
performance. Remain standing as you count your pulse using any of
the techniques in the previous activity. Take a rest after each activity
until your heart rate returns to the normal resting rate.
Tasks Heart Rate
1. bpm
2. bpm
3. bpm
4. bpm
5. bpm
 What I Have Learned

Learning Task 5
Directions: Answer briefly the following questions. Write your
answer on your paper.
1. How will you make a cheer dance routine in a solo performance?

2. Explain the importance of engaging in cheer dance activity with different

levels of exertion.

3. Why is cheer dance important in promoting one’s health and fitness?

What I Can Do

Learning Task 6
Directions:
1. On your paper, write the different hand and body positions that you enjoyed
most. Arrange them from moderate to vigorous. Each position can be repeated
to create a pattern leading into a cheer dance routine. Choose your own
music.
2. Create your cheer dance work out program for 2-3 minutes only for three
times a week. (Note: consider your availability and capability)
3. Fill out the given table to monitor your progress.

Name: Section:
Heart Rate:
Note: To take your heart rate, it should be done early in the morning. Locate
you radial
pulse and count the number of pulse beat for 10seconds then multiply by 6 to
get your heart rate.
DAY Intensity Time Pulse Rate Pulse Rate
before after
Activity Activity
1
2
3

Legend:
Intensity Moderate/Vigorous
Time - Duration
 Assessment

A. Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. What do you mean by the word “cheer” in cheer dance?
A. To dance with the music C. To lift the flyer
B. To jump as high as you can D. To shout out words or phrases

2. Which of the following describes a “Bucket”?

A. A Jump C. A Leg Movement
B. A Hand Position/ Movement D. A type of dance

3. Which move has your arms raised upward with a closed fist facing in?
A. Candlestick C. Touch Down
B. Half T D. Clap

4. What motion is made when the cheerleader raise one hand upward with a
closed fist, then the other hand is raised sideways in shoulder level?
A. K Motion C. L Motion
B. T Motion D. Muscles

5. What is performed when from the T motion, you rotate your arms so that
the fingers of your fist face upwards. Bend both arms so that your forearms are
vertical, facing up.
A. K Motion C. L Motion
B. T Motion D. Muscles

6. What is the other term for “Toe Touch”?

A. Straddle Jum A. Straddle Jump p C. Spread Eagle
B. Pike Jump D. Tuck Jump

7. What do you call the kind of jump where legs are parallel to the ground
and toes are pointed?
A. Side Hurdler C. Toe Touch
B. Front Hurdler D. Pike Jump

8. Which of the following is NOT part of a jump?

A. Landing C. Preparation
B. Lift D. Approach

9. Which of the following is a kind of basic tumbling?

A. Back Tuck C. Handspring
B. Cartwheel D. Layout

10. What do you call the coordination of organized words and movements relating
to an athletic event?
A. Cheers C. Stunts
B. Dance Techniques D. Segment
B. Directions: Arrange the following steps in getting the pulse beat by
indicating the correct order from A-E. Write your answer on your paper.
1. Count your pulse for 15 seconds.
2. Using the first and second fingertips, press firmly but gently on
the arteries until you feel a pulse on your wrist, just below the base of
the thumb.
3. Multiply by four to calculate beats per minute.
4. Begin counting the pulse when the clock’s second hand is on the 12.
5. When counting, do not watch the clock continuously but
concentrate on the beats of the pulse.
 Answer Key

References
Books
Agcaoili, J.K., Camarador R.O., Vibar, Angelita A.O., Lubis, F.T. (2017).
Dance and Recreation for Health. Cronica BookHaus.

Aparato, C.R., Talaroc-Brebante, Z.R., Fernando-Callo, L., Dajime, P.F.

(2017).
Physical Education and Health Volume II. Manila, Philipines: REX Book
Store.

Dimapilis, N.J.,Espeso, L.A., Gadilla, M.A (2009). College P.E.1 –

Physical Fitness and Gymnastics.
Intramuros,Manila:Mindshapers.Co.,Inc.
Dinoso, C.P.(1998).Gymnastics Book. Quezon City:Rex Bookstore

Mangubat, A.S., Tolitol, M.V., Urbiztondo, S.M., Vergara, L.A., (2016).

HOPE 4 Health-Optimizing Physical Education-Recreational Activities.
Quezon City:Vibal Group, Inc.

Online Resources
Balbido, N. (2018). Cheerdance. Retrieved from:
https://www.slideshare.net/NoemiBalbido/cheerdance

Cheerleading Info Center. (n.d.) Formations. Retrieved from:

https://cheerleadinginfocenter.typepad.com/cheerleading_info_center/form
ations.html
DeChenne, A. (n.d.) Cheer. Retrieved from:
https://www.pinterest.ph/adechenne/cheer/

GymnasticsHQ. (2013). 9 Basic Gymnastics Skills You Should Master.

Retrieved from:
https://gymnasticshq.com/9-basic-gymnastics-skills-you-should-master/

Maloney, M. (n.d.) Physical Education Resources. Retrieved from:

https://www.pinterest.co.uk/towandteach/physical-education-
resources/

McCartney, J. (n.d.) Cheering. Retrieved from:

https://www.pinterest.ph/jenzabean/cheering/

Omni Cheer blog. (n.d.) The cheerleading guide to stances and motions
for cheerleading. Retrieved from:
http://blog.omnicheer.com/ebooks/MotionsStances.pdf

Omni Cheer blog. (n.d.) The life of a cheer backspot. Retrieved from:
http://www.chassecheer.com/blog/lifestyle/the-life-of-a-cheer-
backspot/

Pinterest. (n.d.) Cheerleading Jumps. Retrieved from:

https://www.pinterest.ph/pin/768919336356488917/?nic_v2=1a37G8L
i7

Pinterest. (n.d.)Stunting Cheers. Retrieved from:

https://www.pinterest.ph/pin/349169777341341264

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Email Address: depedcavite.lrmd@deped.gov.ph