Lesson 4: "Cheerdance (Hand Position, Tumbling’s, and Jumps)"

Introduction and Focus Question:

Welcome to the first part of your lesson in Cheerdance! In this phase, you
will be provided with activities that seek 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. Why do you think knowledge and skills in first aid are
necessary in your participation in recreational activities?

A. Course Content - Learning Target:

Lesso Title Learning Targets No. of

n no. hours

1 "Cheer dance 1. I can assess health-related fitness. 2 Hours

(Hand status, barriers to physical activity
Position, assessment participation and one’s
Tumbling’s, diet
and Jumps)" 2. I can explain the different jumps,
tumbling’s and hand position in
cheer dance
3. I can perform different jumps,
tumbling’s and hand position in
cheer dance

B. Key Concept Map:

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 Hand
Flexibility
Position

Muscle Jumps
Enduranc
Cheer dance
e

Chant Tumbling

C. Most Essential Competencies (MELCs):

1. Demonstrates proper etiquette and safety in the use of facilities and equipment.

D. Core Value:
a. Motivation
- the learners will become self-motivated individuals who believe in their abilities to
achieve their goals.
b. Innovation
- the learners will become engaged in out-of-the-box thinking.

E. Expected Skills:
To succeed in handling the module and developing it with the utmost understanding, you must remember
and do the following:

- 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 the risk of injuries;
- critiques (verifies and validates) media information on fitness and physical activity issues;

I. Lesson Proper:

A. ENGAGE (10 minutes)

INSTRUCTION: Watch the 2 videos and make a short reflection and tell it to class.
Video 1: PE BASIC CHEERDANCE STEPS AXIOM - https://www.youtube.com/watch?
v=u2FWoubGjQU
Video 2: FAME Flawless Level 5 Restricted UCA International All Star Cheer Competition 2014
https://www.youtube.com/watch?v=pbdjruTWQ5M

Guide question:
1. What are the differences between the 2 videos?
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 2. Do you think cheerdance can help you to prevent health issues?

CRITERIA 5 4 3 2 1
Clear expression of ideas
Presentation point of view
Content
Overall impact and creativity

B. EXPLORE (10 minutes)

Do warm-up exercises. Use the picture below as a guide.

C. EXPLAIN (25 Minutes)

Cheerleading History
Cheerleading is an organized sports activity involving short routines that combine dance, gymnastics, and

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 stunt elements to cheer on teams, most commonly football. Performers of these one to three-minute
routines are called "cheerleaders". Cheerleading originated in Britain and spread to the United States
where it remains most common, but has also become popular in other parts of the world, such as Europe,
Central America, Australia, New Zealand, Canada, and Asia.

Lawrence Herkimer, "Grandfather of Cheerleading"

Lawrence "Herkie" Herkimer is a legend and innovator in the field of cheerleading. He founded the
National Cheerleaders Association at Southern

Methodist University, holding cheerleading camps since 1948. His first camp drew 52 girls and one boy.
His camps have since grown to more than twenty thousand attendees. He founded the Cheerleading Supply
Company in 1953, patenting the first pompoms, or pom-pons. Herkimer chose to call them "Pom-pon"
when he learned that the word "pom-pom" in other languages contained vulgar meanings. His pom-pon
with the hidden handle was patented in 1971. Herkimer created the "Herkie" cheerleading jump by accident
when he intended to perform a split jump. Herkimer founded a national cheerleading magazine called
Megaphone while at SMU. In Herkimer's words, he's taken the world of cheerleading "from the raccoon
coat and pennant to greater heights".

BASIC HAND POSITION

1.BEGINNING STANCE- Feet together, hands down by side in blades.
2. CHEER STANCE- Feet more than shoulder width apart, hands down by the sides in blades.
3. CLASP- Hands clasped, at the chin, elbows in.
4.CLAP- Hands in blades, at the chin, elbows in.
5. HIGH V- Arms extended forming a “V”, relax the shoulders.
6. LOW V- Arms extended down forming “V”.
7. TOUCHDOWN- Arms extended straight and parallel to each other, fist facing in.
8.LOW TOUCHDOWN- Arms extended straight down and parallel to each other, fist facing in.
9.SIDE LUNGE- Lead leg bent with the knee over the ankle, back leg straight, feet perpendicular to each
other.
10. FRONT LUNGE- Lead beg bent with the knee over the ankle, back leg straight, feet perpendicular to
each other.
11. BOW AND ARROW - One arm extended to side with legs.

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TUMBLINGS

1.Frontroll- is one of the most basic elements in gymnastics and one of the first learnt. The forward roll is
started from a standing position and then the gymnast crouches down, places their hands shoulder wide apart
and hands facing forward.

2.Cartwheel- A 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. The legs travel over the body trunk while one or both hands are
on the floor, and then the feet return to the floor one at a time, ending with the athlete standing upright.

3.Backroll- A backward roll is a basic skill to master. It may be harder to learn at first and take a bit of practice
get it right. Start by learning how to work up to a backward roll, then move on to completing one.

JUMPS

1.Tuck Jump- a vertical jump in which you raise your knees to your chest as you rise into the air. That is,
vertical jumps, along with Olympic weightlifting exercises such as the clean, have the hips, knees, and ankles
all extending simultaneously to generate explosive movement

2.Straddle Jump- A Vertical Jump where the legs are lifted into an airborne Straddle (90° wide open) with
arms. The angle between trunk and legs must not be more than 60°. The legs must be parallel to or higher than
floor.

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3.Pike Jump- A Vertical Jump with the body folding into a Pike, both legs lifted off the floor to a horizontal.
The legs are parallel to or higher than the floor, showing an angle of no more than 60° between the trunk and
the legs, arms and hands extended towards the toes

4.Hurdle- The hurdler is a cheerleading jump that requires a lot of strength and flexibility. In a hurdler
jump, the idea is to have the cheerleader's front leg almost parallel to the upper body and the back leg bent
with the foot being brought to the backside, just like in a herkie.

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 storyboard 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

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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.

● Cheerdancing is rooted in cheerleading.

● -Cheerleading as we all know developed in the United States of America. But did you know that the
Philippines have developed Cheerdancing?
● -Cheerdancing in the Elementary, High School and College levels has always been the opening salvo for
intramurals on campuses in the Philippines. The difference between Cheerleading and Cheerdancing is that
cheerleading has its foundation in Gymnastics. And as for Cheerdance, it's foundation lies in the
Choreography where Ballet seems to be its foundation.

Cheerleading Safety Tips Can Help Reduce Injuries

Rules for pyramids
Pyramid height restrictions have been implemented to keep cheerleaders safe and minimize the chance of
injury. In high school, pyramids can be no more than two levels (one person must always be touching someone
who is touching the floor), and in college, they may only be 2.5 body lengths. The base cheerleaders must
remain in contact with the floor and with the cheerleaders they are supporting. The cheerleader suspended
must not allow her head to fall below horizontal and she should not rotate on her dismount.
Basket toss rules
No more than four throwers should be involved in the toss, and one of the throwers must be behind the flyer.
The flyer must not have her head fall below horizontal during the toss. Although not required, the use of floor
mats when performing stunts could help reduce injuries.
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Floor mats help reduce injuries
Current rules do not mandate the use of landing mats, but they are encouraged, especially when practicing new
stunts. It can be difficult to set up landing mats to perform acrobatic stunts during performances, but the use of
mats should still be encouraged. If possible, routines that involve advanced gymnastic maneuvers, basket
tosses and pyramids should use mats, so these performances should be scheduled to allow enough time to set
them up and remove the mats.
Avoid dangerous surfaces
Cheering on wet surfaces, such as wet grass or turf, can lead to serious injuries. If these conditions exist, no
pyramids, basket tosses or other advanced gymnastics maneuvers should be attempted.
Follow stunt progression
Most experts feel that the increase in injuries in the last few decades is due to the introduction of high-level
gymnastics maneuvers into the sport. Cheerleading coaches should ensure that the participants understand
and can perform basic skills before introducing more advanced maneuvers. When the individual cheerleaders
and the teams master each level of skill, only then should they progress to more complex and dangerous stunts.
Spotters must be present and properly trained
The USA Federation for Sport Cheering mandates the use of spotters for pyramids and basket tosses, and they
should be used in both practice and competition. A spotter is required to be present for each cheerleader above
shoulder level on pyramids. It is not enough to simply have spotters, but they must be adequately trained. A
spotter must understand proper technique to protect the cheerleaders for the different stunts, and only well-
trained spotters should be used for complex routines.

Proper Etiquette and Safety in the Use of Facilities and Equipment

1. Take care in using facilities and equipment. In consideration of the school's effort and of other students who
will benefit from using the facilities and equipment, it is in good form to handle them with care and use them
solely on their purpose. This is to prevent having them misplaced, stolen or become unnecessaryclutters in the
training area than can cause accidents.
2. Only use equipment that you already know how to use do not leave or pass on equipment that is in complete
disarray or dirty.
3. Be Alert and Aware in the training area.
4. In performing exercises and movement in general, practice good form first.
5. Bring back all equipment in place after use.
6. Do not Hug the equipment.
7. Return the equipment properly or leave the venue clean. Doing exercises in improper form deficit it's
benefits. Do not monopolize the equipment. Allow everyone a fair use of the facilities.
8. Check Yourself - practice proper hygiene and
care. Take a bath or a deodorant if needed. Do not force yourself to engage inphysical activity if you are feeling
sick.
9. Move on the double; do not loiter around the venue or hang on the equipment doing nothing. Do not handle
it until such time the teacher gives instructions on how to operate the said equipment. You could break the
equipment or cause harm to yourself or others.
10. Be nice, as a general rule!

Safe Cheerleading Gear

All cheerleaders need rubber-soled shoes with good cushioning and support that fit well. Flyers also might
want to consider wearing a lightweight cheer vest while practicing to protect themselves from bruising and
injuries.
Safe Cheerleading
 To stay safe, cheerleaders should:
 Get sports physical before starting any sport.
 Be in good shape before starting the season.
 Always warm up and stretch before practice, games, and competitions.
 Practice somewhere that has floors that absorb impact well like spring floors or 4-inch-thick landing
mats on top of foam floors. Never practice on a basketball court or other hard surface.
 Have a coach or teammate be spotters for all new or difficult stunts. 
 Let the coach know if they're uncomfortable with a stunt. If the coach isn't supportive, the cheerleader
needs to tell a parent or administrator.
 Stop training if they get hurt or feel pain. They need to get checked by an athletic trainer, coach, doctor,
or nurse before going back to practicing.
 Play different sports throughout the year to prevent overuse injuries.
 Never try a stunt at a game or competition that they have not practiced many times.
 Be sure the team has a plan for emergencies.
 Healthy Cheerleading

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  Cheerleading is a great group activity and an excellent way to stay fit. But just as with gymnastics,
dancing, and ice skating, there's lots of pressure to stay thin. This puts cheerleaders at risk for eating
disorders. Eating disorders can lead to serious health problems.

D. D. EXTEND (20 minutes)

It is important to know the different safety precautions in cheer dance to avoid injuries and cheer dance
is not an ordinary dance. Please note that the basic information you have learned in this lesson should be
appreciated. You can share what you've learned with your parents and friends.

OPTION 1: Design a training program that includes jumping and different hand positions of cheer dance.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Rubric:
CRITERIA 5 4 3 2 1
Clear expression of ideas
Presentation point of view
Content
Overall impact and creativity

Option 2: Make your own house rules training in Cheerleading. (Before, During and After the training)

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

CRITERIA 5 4 3 2 1
Clear expression of ideas
Presentation point of view
Content
Overall impact and creativity

Option 3: Create and illustrate 5 simple routine using the basic hand positions.

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Rubric:
CRITERIA 5 4 3 2 1
Accuracy
-Rhythmically, melodically, dynamically
accurate
Artistry
-Consistent with the style of song

A. Evaluate:
Instruction: Write a short reflection on CHEERDANCE that will lead to physical activity.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Rubric:
___________________________________________________________________
CRITERIA 5 4 3 2 1
Clear expression of ideas
Presentation point of view
Content
Overall impact and creativity

Performance Tasks
Instruction: Group Dynamics: Cheer dance presentation
Note: Use the basic jumps, basic hand position and tumbling and combine it to cheer dance routine. (Self-
video recording) Flash Drive

5 4 3 2 1
Knowledge of
choreography
Technical skills
Performance
Skills
Rhythm/Tempo

References:
Internet
© 2020 The New York Times Company. Retrieved from
https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.nytimes.com
%2F2009%2F03%2F15%2Fsports%2Fncaabasketball
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%2F15cheer.html&psig=AOvVaw34ZGQtTYznnrkkMZvgILyj&ust=1594803852606000&source=images&cd=v
fe&ved=0CAIQjRxqFwoTCKD4k-KyzOoCFQAAAAAdAAAAABAP

Casting and programming subject to change. Copyright 2020 Ballet Theatre Foundation, Inc.
American Ballet Theatre and ABT are registered trademarks of the Ballet Theatre Foundation, Inc. Retrieved
from http://www.abt.org/education/dictionary/index.html

AUTHOR: Valerie Ninemire. Retrieved from

http://cheerleading.about.com/library/glossary/bldef_spotter.htm

© 2005 - 2020 WebMD LLC. All rights reserved. Retrieved from. http://www.health24.com/Fitness/Sports-
injuries/Sprains-strains-fractures-and-dislocations-20120721

© 2005 - 2020 WebMD LLC. All rights reserved. Retrieved from. http://www.webmd.com/first-aid/ankle-
sprain-treatment
Generated by Sedo Domain Parking. Retrieved from https://www.pinterest.ph/pin/176203404145036941/

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