WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

PHYSICAL EDUCATION GRADE

AND HEALTH 12

I
LEARNING QUARTER

MODULE WEEK 1-7

8

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 0

 MODULE IN
PHYSICAL EDUCATION AND
HEALTH 12

QUARTER I
WEEK I-VII

Philippine Dances
Development Teams
Writers: Niko Jay U. Coloma Roger Leaño
Ferdinand G. Infante Julianne Grace B. Bagaoisan
Liza Pagurayan
Editors: Marlon C. Daquioag Imher Jun T. Rivera
Reviewers: Sherberk F. Cabrales Luzviminda T. Sagario
Illustrator: Abraham S. Salvador
Management Team:
Vilma D. Eda Joye D. Madalipay
Lourdes B. Arucan Juanito S. Labao
Arsendio A. Cabacungan

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 1

 What I Need to Know

This module provides you discussions about Physical Fitness and its components as
well as Philippine Folk Dances (Traditional and Ethnic). In your journey through the
discussions and different tasks, you are expected to:

1. self-assess health-related fitness (HRF) status, barriers to physical activity assessment

participation and one’s diet (PEH12FH-lg-i-6)
2. sets FITT goals based on training principles to achieve and/or maintain HRF
(PEH12FH-Ik-o-13);
3. engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes
most days of the week in a variety of settings in-and-out of the school
(PEH12FH-la-t-8); and
4. analyzes physiological indicators such as heart-rate, rate of perceived exertion and
pacing associated with MVPAs to monitor and/or adjust participation or effort.
(PEH12FH-lk-t-9).

The module is divided into 7 lessons, namely:

• Lesson 1 – Health-related fitness

• Lesson 2 – Skill-related fitness
• Lesson 3 – Nature of the Different Dances
• Lesson 4 – Elements of Dance
• Lesson 5 – Optimizing Energy
• Lesson 6 – Health Behaviors and Health Risk Factors in Dances
• Lesson 7 – Eating Habits in Dance

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 What I Know

To assess what you know about Physical Fitness and Philippine Folk Dances, answer
the following questions. Use a separate activity sheet given by the teacher.

Choose the best answer in each item.

1. Which among the following is not an example of flexibility exercises?
a. shoulder and chest c. triceps stretch
b. arm across chest d. jumping jack
2. What does HRF stands for?
a. health-related fitness c. hand-related fitness
b. heart-related fitness d. none of the above
3. Which of the following, aside from fitness can be developed if one engages in recreational
activities?
a. social benefits c. refills energy
b. refresh senses d. all of the above
4. What terms describes the use of barbells, dumbbells and machines to improve fitness,
health and appearance?
a. body building c. weight training
b. strength and conditioning d. strength exercise
5. Your body composition is influenced by which of the following?
a. genetics c. gender
b. age d. all of the above
6. To displace quickly one foot with the other.
a. Hop c. Jump
b. Cut d. Slide
7. To place one forearm in front and the other at the back of the waist.
a. Jaleo c. Kumintang
b. Hayon-hayon d. Brush
8. To what region do the dance terms hayon-hayon and haplic came from?
a. Ilocano c. Visayan
b. Tagalog d. Ibanag
9. In the polka series, what is the counting of plain polka.
a. Ah, 1 and 2 and c. 1, 2, 1 and 2 and
b. 1 and 2 and d. 1 and 2 and, 1 and 2 and
10. The step pattern of native waltz is ______.
a. Step, close, step c. Step, close, and raise heel
b. Cross-step, close, step d. Step, close, and cross-step
11. Which of the following is considered as the heartbeat of the dance?
a. Music c. Movement Pattern
b. Theme d. Space
12. Any human movement included in the act of dancing. It can include dance steps, facial
movements, and walking.
a. Body c. Action
b. Dance series d. Time
13. An internal or external event signal, a change such as repeating a travelling phrase over
and over, until everyone arrives at a corner of the stage.
a. Sensed time c. Energy
b. Event-sequence d. Clock-time

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14. The main source of energy for the muscles during training.
a. Muscle Tissues c. Carbohydrates
b. Lipids d. Water
15. The best sources of carbohydrates for dancers are complex carbohydrates. Which of the
following is NOT recommended for the dancers to eat?
a. Whole grain Cereals c. Starchy Vegetables
b. Chocolates d. Rice

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 Lesson
HEALTH-RELATED FITNESS
1
This lesson is about Physical Fitness and its Components. The revised PFT manual
will be use as your guide in performing the different physical fitness test. It can be applicable
to Grades 4 - Grade 12 students for the administration of physical fitness test
(DO_s2019_034).

Let us assess if you are ready for participating in physical activities by taking the
Physical Activity Readiness Questionnaire (PAR-Q). Accomplish the template below and
answer the questions in your activity sheets:

Part I. PAR-Q (Physical Activity Readiness Questionnaire)

https://www.ons.org/sites/default/files/par-q.pdf

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 What’s In

Welcome to the first part of your lesson in Sports Officiating! In this phase, you will be
provided with activities that will activate your prior knowledge as regards the lesson. From
there, follow-up activities and fitness test will be given to elicit your tentative understandings.
As you go through the rest of the activities and fitness test, you will find out your strength and
weaknesses in performing the physical fitness test. Finally, your knowledge, considering its
adequacy and relevance will be assessed at the end of this phase.

How will you describe the guys on the picture? How are they different from each other?

Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand

________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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 What’s New

Physical Fitness

Physical Fitness – is the ability of an individual to do a

certain task without undue fatigue and has some energy in case
of emergencies. To clarify this, fatigue can be defined as a
temporary loss of power to respond on a certain action or activity.

Physical Fitness –is a set of abilities needed to perform

physical activity. Physical activity is defined as any bodily
movement produced by the contraction of muscles.

Physically fit is to be in a state of health and well-being

while physically unfit is the reverse of it.

Image Source: PPT produced

Revised Physical Fitness Test (DO 034, s. 2019) by Sr. Marlon and Sr. Ferdinand

A review of the existing Physical Fitness Tests (PFT) introduced by Dr. Aparicio H.
Mequi, former Chair, Philippine Sports Commission (PSC) and Director, Bureau of Physical
Education and School Sports (BPESS) was conducted for the purpose of establishing testing
protocols considered to be more current and appropriate for the Special Program in Sports
(SPS) and in the new K to 12 program.

The development of the physical fitness tests which is the was conducted through a
workshop initiated by the Task Force on School Sports (TFSS) and was subsequently
reviewed by the Bureau of Secondary Education (BSE). This gave rise to the Physical Fitness
Tests Manual. The manual is intended for the use of the public and private schools for the
Physical Education and School Sports Program.

Passing the prescribed standards in the Physical Fitness Tests is a requirement for
admission into the Special Program in Sports. Moreover, under the K to 12 Basic Education
Curriculum, Physical Fitness is one of the major goals of the Physical Education Program and
shall be incorporated/adopted in the PE curriculum from Grades 4 to 10.

The PFT is a set of measures designed to determine a student’s level of physical

fitness. It is intended to test two categories of physical fitness commonly referred to as: Health-
Related and Skill-Related.

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 Health-related component refer to those physical attributes which enable a person to
cope with the requirements of daily living such as cardiovascular endurance or stamina,
muscular strength and endurance, flexibility, and the appropriate body mass index (BMI).

Skill-related components are physical abilities that show potential for good
performance in certain skills (usually in sports) like running speed, agility, reaction time or
quickness, balance, and coordination.

In determining the level of health-related and skill-related physical fitness status,

several test items are applied. These tests were specifically selected to suit various conditions
existing in schools such as a) the time it takes for a test to be completed, b) availability of
equipment and facilities, c) ease and simplicity in administering the test, d) easy recording of
the tests results, and e) challenging yet joyful participation among the pupils and everyone
involved in the program.

The administration and implementation of the testing program shall be treated as an

essential component of the Physical Education and School Sports Program for both
elementary (Grades 4, 5 and 6) and secondary levels.

PHYSICAL FITNESS TEST OBJECTIVES:

1. To determine the level of fitness of students.
2. To identify strength and weaknesses for development and improvement.
3. To provide baseline data for selection of physical activities for enhancement of health and
skill performance.
4. To gather data for the development of norms and standards.
5. To motivate, guide and counsel pupils/students in selecting sports for recreation,
competition, and lifetime participation.

TEST PROTOCOL

• Explain the purpose and benefits that can be derived from the physical fitness tests.
• Administer the tests at the beginning of the school year and on a quarterly basis,
thereafter, to monitor improvement.
• Prepare the following testing paraphernalia:
1. First Aid Kit
2. Drinking Water (and a small towel or bimpo to wipe their perspiration)
3. Individual score cards.
4. During testing:
a. Body Composition – tape measure, bathroom scale, L- square

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 b. Flexibility – ruler, tape measure
c. Cardiovascular Endurance – stop watch, step box/stairs (Elem – 8”, Sec. –
12”), drum
d. Muscular Strength – exercise mat
e. Speed – stopwatch
f. Power – meter stick/tape measure, basketball ball (size 6 for elementary &
size 7 for secondary)
g. Agility – tape measure, masking tape/chalk, stopwatch
h. Reaction Time – plastic ruler (24 inches), table or armchair
i. Coordination – sipa (washer with straw)/20pcs bundled rubber bands/any
similar local materials
j. Balance – stopwatch

• Observe the following prior to actual day of testing:

1. The testing stations should be safe and free from obstructions.
2. The same equipment and testing stations should be used in the start-of-the-year
testing and subsequent quarterly testing.
3. With the guidance of the teacher, allow students to go through the various tests with
minimal effort exerted to familiarize themselves with testing procedures.
4. The tests requiring cardio-vascular endurance and those other tests which involve
the same muscle groups should not be taken in succession.

• Let student record and keep the result of his own performance in the score card. The school
may include the results of the results of the tests in the school’s Enhanced Basic Education
Information System (EBEIS)/Learner’s Information System (LIS)/ Educational Management
Information System (EMIS).

• The students shall guide by family member in performing the activity.

• Students should wear appropriate clothing: t-shirt, jogging pants and rubber shoes, or any
suitable sports attire. However, when taking the BMI test, it is recommended that the students
wear shorts. Wearing different clothing in all the testing sessions for BMI could affect the
results.

• Conduct warm-up and stretching exercises before the tests except for the 3-Minute Step
Test.

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• Administer the tests in a challenging, encouraging and fun-filled environment

PART I: HEALTH-RELATED FITNESS

Classification:

below 18.4 - Underweight

18.5 – 24.9 - Normal
25.0 – 29.9 - Overweight
30.0 – above – Obese
Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand

1. Weight (Body Mass) The heaviness or lightness of a person. (In

combination with stature (height) is used to determine body mass
index that indicates whether one is of normal weight, overweight or
obese.)
• Equipment: Weighing or Bathroom scale
• Procedure:
For the Performer:
a. Wear light clothing before weighing.
b. On bare feet, stand erect, and still with weight evenly
distributed on the center on the scale.
For the Partner: Image Source: Instructional Video
produced by Sr. Jessie Munar
a. Before the start of weighing, adjust the scale to zero
point.
b. Record the score in kilograms.
• SCORING: record body mass to the nearest 0.5 kilograms

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2. Height (Stature) - is the distance between the feet on the floor to
the top (vertex) of the head in standing position.
• Equipment: Tape measure laid flat to a concrete wall. The zero
point starts at the bottom of the floor; L-square and an even and firm
floor and flat wall.
• Procedure:
For the Test Performer:
a. Stand erect on bare feet with heels, buttocks and
shoulders pressed against the wall where the tape measure is Image Source: Instructional Video produced by Sr. Jessie
Munar

attached.
For the Partner:
a. Place the L-square against the wall with the base at the top of the head of the person
being tested. Make sure that the L-square when placed on the head of the student is straight
and parallel to the floor.
b. Record the score in meters.
• Scoring – record standing height to the nearest 0.1 centimeters. (*** 1meter = 100
centimeter)
3. Flexibility – is the ability of the joints and
muscles to move through its full range of motion.
Zipper Test Purpose – to test the flexibility of
the shoulder girdle.
• Equipment: Ruler
• Procedure
• For the Performer:
a. Stand erect. Image Source: Instructional Video produced by Sr. Jessie Munar

b. Raise your right arm, bend your elbow, and reach down across your back as far as
possible, extend your left arm down and behind your back, bend your elbow up across your
back, and try to reach/cross your fingers over those of your right hand as if to pull a zipper or
scratch between the shoulder blades.

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 c. To test the left shoulder,
repeat procedures a and b with the left
hand over the left shoulder.
• For the Partner:
a. Observe whether the fingers
touched or overlapped each other, if not,
measure the gap between the middle
fingers of both hands.
b. Record the distance in
centimeter.
• Scoring – record zipper test to the nearest 0.1 centimeter.

Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand

Sit and Reach
Purpose – to test the flexibility of the
lower back and extremities.
• Equipment: Tape measure or meter
stick, cardboard or paper
Procedure
• For the Performer:
a. Sit on the floor with back, head and Image Source: Instructional Video
produced by Sr. Jessie Munar
shoulders flat on the wall. Feet are 12 inches apart.
b. Interlock thumbs and position the tip of the fingers on the floor without bending the elbows.
Reach up.
c. Place hands on top of the cardboard or paper where the tips of the middle fingers are at the
top edge of the cardboard or paper. Start the test by pushing the cardboard or paper slowly
and try to reach the farthest distance possible without bending the knees. Hold for 2 seconds.
d. Bouncing or jerking movement is not
allowed.
e. Do it three times.
• For the Partner:
a. As the performer assumes the
(b) procedure, position the zero point of
the tape measure at the tip of the middle
fingers of the performer.
b. See to it that the knees are not
bent as the performer slides the farthest Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand

distance that he could.

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 c. Record farthest distance reached in centimeters.
• Scoring – record the distance to the nearest 0.1 centimeters.
4. Cardiovascular endurance – is the ability of the heart, lungs and blood vessels to deliver
oxygen to working muscles and tissues, as well as the ability of those muscles and tissues to
utilize the oxygen. Endurance may also refer to the ability of the muscle to do repeated work
without fatigue.

3 – Minute Step Test

• Purpose – to measure cardiovascular
endurance.
• Equipment: Stopwatch, drum or clapper
Step: (height) Elementary – 8 inches
Secondary – 12 inches
Procedure
• For the Performer:
a. Position at least one foot away from the
step or bench.
b. At the signal “Go”, step up and down the Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand

step/ bench for 3 minutes at a rate of 24

steps per minute. One step consists of 4 beats – that is, up with the left foot (ct. 1), up with the
right foot (ct. 2), down with the left foot (ct. 3), down with the right foot (ct. 4).
c. Immediately after the exercise, locate your pulse and wait for the signal to start the counting.
(Give 5 sec. to locate the pulse)
d. Don’t talk while taking the pulse beat.
e. Count the pulse beat for 10 sec. Multiply it by 6.
• For the Partner:
a. As the student assumes the position in
front of the step, signal, “Ready” and “Go”,
start the stopwatch for 3-minute step test.
b. After the test, allow performer to locate
his/her pulse in within 5 seconds.

c. Give the signal to count the pulse beat.

d. Let the performer count his/her pulse beat

for 10 seconds and multiply it by 6.
Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand
• Scoring – record the 60-second heart rate
after the activity.

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5. Strength – is the ability of the muscle to generate force against physical objects.
Push-Up

Purpose – to measure strength of upper extremities.

Equipment: exercise mats or any clean mat.
Procedure
• For the Performer:
a. Lie down on the mat, face down in standard pushup position; palms on the mat about
shoulder width, fingers pointing forward, and legs straight, parallel, and slightly apart, with the
toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight, then lower the arms
until there is 90-degree angle at the elbows (upper arms are parallel to the floor.)

Image from Benavinte et.al,2013, p.12

FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping the back
straight, then lowers the arms until there is a 90-degree angle at the elbows (upper arms are
parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per minute.
(2 seconds going down and 1 sec. going up). Note: 60 beats/min.

Image from Benavinte et.al,2013, p.13

For the Partner:

a. As the performer assumes the position of push-up, start counting as the performer lowers
his/ her body until he/she reaches 90-degree angle at the elbow.

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b. Make sure that the performer executes the pushups in the correct form.
c. The test is terminated when the performer can no longer execute the push-ups in the correct
form, if in. pain, voluntarily stops, or cadence is broken.
Scoring – record the number of push-ups made.

Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand

Basic Plank

Purpose – to measure strength/stability of the core muscles.

Equipment: exercise mats or any clean mat.

Procedure

• For the Performer:

a. Assume a push-up
position. Rest body on
forearms with the palms
and fingers flat on the

floor. Elbows are

aligned with the
shoulders. Image Source: Instructional Video
produced by Sr. Jessie Munar

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b. Legs are straight with ankles, knees and thighs touching together.
c. Support weight on forearms and toes; make sure that your back is flat. Head, neck and
spine are in a straight line.
d. Keep abdominals engaged/contracted; do not let stomach drop or allow hips to rise.
• For the Partner:
a. Ensure the availability of a mat/smooth flooring or anything that can protect the forearms.
b. Give the signal “Start/Go” and
start/press the time piece.
c. Make sure that the back of the
head, neck, spine and ankles are in a
straight line.
d. Stop the time when the performer
can no longer hold the required
position, or when the performer has
held the position for at least 90
seconds. Holding the plank position
beyond 90 seconds is considered Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand

unnecessary. (90 sec. – maximum time)

• Scoring – record the time in the nearest sec./min.

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 What is It

Fitness Assessment

The following template is provided for you to accomplish by filling the physical fitness score
card. Record your score and interpret the results of the tests from the DepEd prescribed
interpretation tool for physical fitness.

PHYSICAL FITNESS TEST SCORE CARD

(Last Name) (First Name) (Middle Name) (Date of Birth) Age Sex

Part I. HEALTH RELATED FITNESS TEST

A. BODY COMPOSITION:

1. Body Mass Index (BMI)

Height (in meters) Weight (in kgs.) BMI Classification

B. CARDIOVASCULAR ENDURANCE: 3-Minute Step Test

Heart Rate per minute

Resting Heart Rate Training Heart rate

C. MUSCULAR STRENGTH:

1. 90 Degrees Push-up 2. Basic Plank

Score: Interpretation: Time: Interpretation:

D. FLEXIBILITY:

1. Zipper Test 2. Sit and Reach

Overlap(in centimeters) Interpretation 1st Try 2nd Try BEST SCORE

R: L: R: L:

____________________________________ _________________________________

(Signature of student) (MAPEH TEACHER)

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Processing Questions:

1. How does physical fitness components affect physical activities?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Why is there a need to determine your strengths and weaknesses in physical fitness test?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 18

 Lesson
SKILL-RELATED FITNESS
2
Now that you have learned and performed the activities under Health-related
components, let us tackle the second component of physical fitness.

Skill–related fitness components are important to the athletics’ success and are not
crucial for health. The six health-related fitness components are important for the overall status
of health and the performance of daily functional activities.

What’s New

PART II: SKILL-RELATED FITNESS

1. Speed – is the ability to perform a movement in one direction in the shortest period of time.

40-Meter Sprint
Purpose – to measure running speed.
Equipment: Stopwatch, running area (40 meter)

Image from topendsports.com, 2020 sprint-40m.gif

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Procedure

* For the Performer:

a. At the signal “Ready”, stand behind the take-off line, the tips of the shoes should not
go beyond the line and assume a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up) with both hands
on the starting line.
c. At the signal “GO”, run to the finish line as fast as you can.

Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand

• For the Partner:

a. Set the stopwatch to zero (0) point.
b. At the signal “GO” start the watch and stop it as the performer crossed the finish
line.
c. Record time in the nearest 0.00.01 seconds.
• Scoring – record time in nearest minutes and seconds.

2. Power – is the ability of the muscle to transfer energy and release maximum force at a fast
rate.

Standing Long Jump

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 20

Purpose - To measure the explosive strength and power of the
leg muscles.
Equipment: Tape measure/meter stick
Procedure
• For the Performer:
a. Stand behind the take-off line with the feet parallel to
each other, the tips of the shoes should not go beyond
the line.
b. Bend the knees and swing arms backward once, then
swing arms forward as you jump landing on both feet. Image Source: Instructional Video produced by Sr. Jessie
Munar

Try to jump as far as you can.

c. Do not control the momentum of the jump (continuously move forward).
d. Perform the test twice in succession.
• For the Partner:
a. Place zero (0) point of the
tape measure at the take-off
line.
b. After the jump, spot the
mark where the back of of the
heel of either feet of the
performer has landed nearest
to the take-off line.
c. Record the best distance in
meters to the nearest 0.1
centimeters.
Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand
• Scoring – record the best distance in
meters to the nearest 0.1 centimeters.

3. Agility – is the ability to move in different directions quickly using a combination of balance,
coordination, speed, strength and endurance.

Hexagon Agility Test

Purpose – to measure the ability of the body to move in different directions quickly.
Equipment: Tape measure, stopwatch, chalk or masking tape (1 inch width)
Hexagon Size: length – 24 inches (60.5 cm) each angle – 120 degrees

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Option: (16 inches – Elem. / 20 inches
– Sec.)
Procedure
• For the Performer:

a. Stand with both feet together

inside the hexagon facing
the marked starting inside. (facing 1 direction)

b. At the signal “ Go” using the ball of the feet with arms bent in front, jump clockwise
over the line, then back over the same line inside the hexagon. Continue the patter
with all the sides of the hexagon.

c. Rest for one (1) minute.

d. Repeat the test

counterclockwise.

• For the Partner:

a. Start the time at the signal

go and stop once the
performer reached the side
before the side where
he/she started.
Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand

b. Record the time of each

revolution.

c. Restart the test if the performer jumps on the wrong side or steps on the line.

• Scoring – add the time of the two revolutions and divide by 2 to get the average. Record the
time in the nearest minutes and seconds.

4. Reaction Time – the amount of time it takes to respond to a stimulus.

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Stick Drop Test
Purpose – to measure the time to respond to a
stimulus.

Equipment: 24 inch ruler or stick; arm chair or table

and chair.

Procedure

• For the Performer:

a. Sit on an armchair or chair next to the table so that the elbow and lower arm rest
on the desk or table comfortably.
b. Place the heel of the hand on the desk/table so that only the fingers and thumb
extend beyond.
c. Catch the ruler/stick with the thumb and index finger without lifting the elbow from
the desk/ table as the partner drops the stick. Hold the stick while the partner reads
the measurement
d. Do this thrice (3x).
• For the Partner–

a. Hold the ruler or stick at the

top, allowing it to dangle
between the thumb and
fingers of the performer.
b. Hold the ruler/stick so that
the 24-inch mark index
finger. No part of the hand of
the performer should touch
the ruler/stick. Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand

c. Drop the ruler/stick without warning and let the performer catch it with his/her thumb
and index finger.
• Scoring – record the middle of the three (3) scores (for example: if the scores are 21, 18,
and 19, the middle score is 19)

5. Coordination – the ability to use the senses with the body parts to perform motor tasks
smoothly and accurately.

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Juggling

Purpose – to measure the coordination of the eye

and hand.

Equipment – Sipa (washer w/ straw)/20 pcs.

Bundled rubber bands/any similar local materials
(4-5 grams)
Image Source: Instructional Video
produced by Sr. Jessie Munar

Procedure
• For the Performer:

a. Hit the sipa/rubber band material

alternately with the right and left palm
upward. The height of the material
being tossed should be at least above
the head. Two trials only.
• For the Partner:

a. Count how many times the performer

Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand
has hit the material with the right and
left hand.
b. Stop the test if the material drops. Record the number of hits/trials.
• Scoring – record the number of hits the performer has done.

6. Balance – is the maintenance of equilibrium while stationary or while moving.

Stork Balance Stand Test

Purpose – to assess one’s ability to maintain equilibrium.
Equipment: flat, non-slip surface, stopwatch
Procedure
• For the Performer
a. Remove the shoes and place hands on hips.
b. Position the right foot against the inside knee of
the left foot.
Image Source: Instructional Video
produced by Sr. Jessie Munar

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 c. Raise the left heel to balance on the ball of the foot.
d. Do the same procedure with the opposite foot.
• For the Partner
a. Start the time as the heel of the performer is raised
off the floor.
b. Stop the time if any of the following occurs:
• The hand(s) come off the hips
• The supporting foot swivels or moves (hops) in any direction Image Source: Instructional Video produced by Sr. Jessie
Munar

• The non-supporting foot loses contact with the knee.

• The heel of the supporting foot touches the floor.
• Scoring – record the time taken on both feet in the nearest seconds.

(“Physical Fitness Tests.” 2012,1-46)

Image Source: PPT produced by Sr. Marlon and Sr. Ferdinand

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 What’s In It

Fitness Assessment

The following template is provided for you to accomplish by filling the physical fitness
score card. Record your score and interpret the results of the tests from the DepEd prescribed
interpretation tool for physical fitness.

PHYSICAL FITNESS TEST SCORE CARD

(Last Name) (First Name) (Middle Name) (Date of Birth) Age Sex

PART II. SKILL-RELATED FITNESS TEST

A. SPEED: 40 meter sprint B. POWER

TIME (00:00) 1. Standing Long Jump

1st trial 2nd trial

C. AGILITY: Hexagon Agility Test

Clockwise(Time) Counterclockwise (Time) Average (Time)

D. REACTION TIME: Stick Drop Test

1st Trial: 2nd Trial: 3rd Trial: Middle score:

E. COORDINATION: Paper Juggling F. BALANCE: Stork Balance

Stand Test

1st Trial: 2nd Trial: Right Foot: Time (00:00) Left Foot: Time (00:00)

____________________________________ _________________________________

(Signature of student) (MAPEH TEACHER)

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Processing Questions:
1. How does physical fitness components affect physical activities?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Why is there a need to determine your strengths and weaknesses in physical

fitness test?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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 Lesson
NATURE OF DANCES
3
Dancing is the most vibrant and beautiful form of art. It's also a great way for social
interaction and provides a fun workout, which increases flexibility and cardiovascular health.
It is an act of moving rhythmically and expressively to an accompaniment. The word dancing
came from an old German word “damson” which means to “stretch”. Essentially, all dancing
is made up of stretching and relaxing.
Dance is always a bliss to watch in terms of costumes, elegant moves and music.
Dance forms take centuries to develop and reflect the customs of the society.
Numerous dance styles have evolved over the years and each style has a history
behind it. From medieval to contemporary dance forms, every style has its own meaning and
reason of origination. Dance is regarded as the best stress reliever and also helps in keeping
one's health and fitness in check. For centuries, people around the globe have expressed
themselves through dance, where the practice still continues, today.

What’s In

Just like any other sport or games, dancing is also a physical activity that can promote
lifelong fitness and wellness. It is good source of exercise that could help develop grace and
poise. It can even help in maintaining good health as it highlights health-related fitness
components such as cardiovascular endurance, flexibility and strength.

With the effect of acculturation, indigenous dances of the Philippines may have been
modified since the culture of other countries has influenced our very own dances. This is
evident in the western style adopted in our folk dances. Along with this are the influences of
our Asian neighbors that have enriched our national dances to a large extent. It is for this
reason why there is a need for you to understand our cultural root by learning our dances.

This module will introduce you to the different regional and national dances of the
Philippines including our festival dances.

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 What’s New

EXERCISE 1: VIDEO ANALYSIS

Access this link (https://www.youtube.com/watch?v=p-rSdt0aFuw). After watching
the video, enumerate all the genres of dances you have seen on the video. Write the names
of the dances on their designated columns. Accomplish this activity in your activity sheet.

1950’s-1999 2000-Present

Guide question:

1. What genre of dance do you love most and why?

_________________________________________________________________________
_________________________________________________________________________

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 What is It

Brief History of Philippine Dances

A. Primitive Era/Pre-Colonial

Dancing has always been an integral part of the lives of pre-colonial Filipinos. They
danced to appease the gods, to curry favor from powerful spirits, to celebrate a hunt or harvest,
to mimic the exotic life forms around them. They danced their stories and their shamanic
rituals, their rites of passage and their remembered legends and history.
One of the most popular genres of traditional dances in the country are the rural danes.
Rural dances include such favorites like the high-stepping Tinikling, which mimics a bird, and
the Gaway-Gaway, which features the movements of children pulling the stalks of
the gaway roots during a bountiful harvest. The pagan tribes, the Higaonon, Subanon,
Bagogo, and others who have inhabited the Philippines for thousands of years, preserved their
customs and symbolic dances. Partly through isolation, they kept their culture free from the
influence of the waves of immigrants who settled the archipelago over the centuries. Today,
tribal dances like Dugso (a dance of gratitude for a good harvest or a male heir, danced with
ankle bells), Sohten(an all-male war dance) and Lawin-Lawin (another male dance which
mimics a swooping, soaring eagle) are carefully documented and kept alive in performance
by Filipino folk dance troupes and cultural institutions, such as the Parangal Dance Company.
The Pagdiwata is a trance dance, featuring women dancers who enact a thanksgiving
ritual at the time of the harvest moon. The shamanic figures mime the spirits who
possess them and enact a drama that can last for hours.
Muslim traders from the Malay Archipelago reached the Philippines in the 14th
century, well ahead of the Europeans. Their conversion of the populace was a modest affair;
they were more interested in commerce than colonization, although they did establish
strongholds and convert the local populace to Islam. They also created their own folk dances
in the areas where they settled. Singkil is one of the most famous. It depicts the plight of a
princess caught in a magical earthquake in a forest. Her faithful servant tries to shield her with
a parasol as the princess gracefully dodges falling trees, and is eventually saved by a prince

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B. Spanish Era

Dancing was considered a religious activity among the early Filipinos. Dances were
performed by the priests and priestesses in thanksgiving for a plentiful harvest, a victorious
battle, a prosperous voyage or recovery from sickness.
During the Spanish regime, dancing played an important part in the social activity of
the people. Among the Christianized Filipino groups, the Kumintang was the oldest Dance and
song. It was a pantomimed song and dance. The Pampango is another dance characterized
by the movements of the Lion and clapping of the hands. These dances were set aside with
the coming of the Spaniards, but were later revived as new dances.
Dances such as the Fandango, Lanceros, Rigodon, Carinosa and Curacha were
introduced by the Spaniards. The Folk Dances of today were adaptations of the old native
dances.

Some of the Folk Dances with Spanish Influence are:

• Estudiantina
• Mazurka Boholana
• Mazurka Mindorena
• Polka sa Nayon

Estudiantina-This is lively dance which originated from Unisan, Quezon province (formerly
Tayabas). During the olden days, this dance was a favorite in social gatherings and was
usually by young men and women who were students of private school and colleges in Manila.
The boys were called Estudiantes by the barrio folks and the girls, Estudiantas.
Mazurka Boholana- This traditional ballroom dance was popular in Bohol and in other
provinces during the Spanish time. This was originally performed with couples Scattered
informally about the room with no definite sequence of steps and directions followed.
Mazurka Mindorena- This beautiful festival dance from Mindoro was the premiere dance of
the high society of Mindoro during the Spanish period. Don Antonio Luna, considered one of
the best dancers of his time, was responsible for preserving and popularizing this dance in the
Province of Mindoro.
Polka sa Nayon- This ballroom polka was popular in the province of Batangas during town
fiestas and in big social affairs.

(Source: Ortiz, Bryan, Folk Dance with Spanish Influence, SlideShare, August 7, 2014,
https://www.slideshare.net/bryanaortiz5/folk-dance-with-spanish-influence)

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C. American Colonization
In 1898, the United States colonized the Philippines. Contributory to the people’s
eventual surrender was an ongoing armed struggle against Spain.
Inevitably, the Americans’ entry into the country brought with it their cosmopolitan and
commercial culture. Their Black-influenced music and dances appealed to the terpsichorean
bent of the Filipinos. Already schooled in the zarzuela, they found fascination in the vaudeville
(later called the stage-show) which is a mix of the theatrical, minstrel and circus acts that
attracted both the elite and the masses.
The cakewalk, buck-and-wing, skirt-dance, clog, tap and soft-shoe were performed in
the zarzuela theaters, later with the cinema shows. Social dances also became part of the
repertoire on stage, such as the Charleston, foxtrot, big apple, one-step, slow-drag, the Latin-
influenced tango, rumba, samba, mambo and cha-cha.
John Cowper was called “dean of Philippine vaudeville,” and with him came other
American and European artists. Later the Filipinos took charge by organizing their own
troupes, such as those of the Salvadors, the Roques, Sammy Rodriguez, Lamberto Avellana,
Jose Climaco, Ramon Estrella, Jose Generoso and Fernando Poe. Bayani Casimiro and
Nieves Manuel were call the Fred Astaire and Ginger Rogers of the Philippines. A noted
Portuguese dancer-impresario from the Spanish times, Don Jose Zarah, carried on into the
’60s at the Clover Theater.
With improved transportation, the Philippines became part of the big international circuit.
Filipinos increasingly experienced the ballet. In 1901, the Lilliputians graced the Zorilla with
“ballet girls”. The Japanese Infantile Company brought a “Japanese ballet” to Teatro Oriental.
In 1902, the Baroufski Imperial Russian Circus advertised 25 “ballet beauties” in a “mammoth
production.”
In 1915 and 1916, Paul Nijinsky danced at the Manila Hotel with costumes attributed to
Leon Bakst, Diaghilev’s designer. In 1922 Anna Pavlova graced the Manila Grand Opera
House, prodding local girls to study ballet. Among these was Anita Kane (later teacher of
Felicitas “Tita” Radaic and Ester Rimpos) who trained with Katrina Makarova, a Russian
refugee. Others were Mara Selheim, Carmen McLeod and, and the most important, Madame
Lubov “Luva” Adameit.
Supposedly a dancer of Pavlova and coming in 1927, Adameit trained the first noted
choreographers of Manila: National Artist Leonor Orosa Goquingco, Remedios “Totoy” de
Oteyza, Rosalia Merino Santos, etc. It was she who planted the germ of native inspiration with
her Cariñosa and Planting Rice on pointes.

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 In 1939 Kane staged Mariang Makiling with composer Ramon Tapales. She later
followed this with more Philippine-inspired ballets together with the ballet classics. In 1941
Orosa Goquingco staged Trend: Return to Native, seminal of her other Filipino ballets. In
1961, she topped these with Filipinescas: Philippine Life, Legend and Lore in Dance that
toured the globe. Much later, Merino Santos turned to modern dance, founded the Far Eastern
University Modern Experimental Dance Troupe, and directed the FEU Folk Dance Group that
stirred up Europe as much as the Bayanihan did in the ’50s. Oteyza choreographed abstract
ballets allied to musical forms of Grieg, Tchaikovsky, Frank, Rachmaninoff, Rimsky-Korsakov,
Ravel and the Filipino Rodolfo Cornejo.
Modern dance began in the vaudeville circuit. At the Zorilla, Ada Delroy Danced The Fire
of Life that seemed inspired by Loie Fuller, an American like Isadora Duncan who found fame
in Europe. In 1926, the Denishawn company of Ruth St. Denis and Ted Shawn danced at the
MGOH in its two-year Oriental tour. In 1932, Austrian Kaethe Hauser
introduced ausdrukstanz. Her noted pupil was Manolo Rosado, a flamenco dancer,
labeled as the “poet of dance” in America. In 1937, another Austrian in Trudl Dubsky (a
member of Gertrude Bodenwieser’s troupe) joined her groom, conductor Herbert Zipper, in
Manila. She founded Manila Ballet Moderne where many Filipinos apprenticed themselves.
She choreographed in the Western idiom, and performed at the Manila Metropolitan Theater.
Later she directed operas including Carmen in Tagalog.
Manila was heavily devastated during the World War II. The Zippers wanted to build a
new arts center by raising funds in the United States. This was not to be. But into the ’60s,
they periodically visited to stage ballets, operas and concerts of the Manila Symphony
Orchestra (MSO), the first Western ensemble in Asia. The MSO accompanied many dance
performances and its support society defrayed a few expenses.
The American influence continued into the years long after the country’s independence
from USA in 1946.

(Source: Villaruz, Basilio Esteban S., Philippine Dance in the American Period, NCCA,
https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-the-arts-
sca/dance/philippine-dance-in-the-american-period/)

The history of dancing in the Philippines is a long and rich story that shows how
intertwined the dances are with daily life and important events.

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Classification of Philippine Dances

A. Geographical:
• National Dances – found throughout the island with little or no modification
Example: Rigodon, Cariñosa, Balitaw Pandango
• Local Dances – found in some locality.
Example: Tinikling-Leyte, Subli-Batangas, Maglalatic-Binyag

Nature of Dances

A. Occupational Dance
Depict the lifestyle and daily work of the people living in various topographies. The
fishing villages from north to south of the archipelago developed folk dances depicting their
customs in the workplace.

Examples:
1. Panulo -- which literally means fishing at sea in the night
with only the petroleum gas as light This dance offers
wholesome enjoyment to the barrio folks of Cadiz, Negros
Occidental after an abundant catch during fine weather.
(Image from: gmanetwork.com)

2. Binatbatan -- this depicts the beating of cotton pods to separate the seeds from the fibers
with the use of two sticks called batbat. The dancers jump
and hop outside and between parallel sticks on the floor in
time with the song and music. The stick beaters
interchangeably perform with the dancers and vice-
versa. The musical accompaniment follows the fast or slow
beating of the stick beaters.
(Image from:lovefolkdance.wordpress.com)

(Source: Gabao, Larry, Philippine Occupational Dance, NCCA, December 16, 2019, gwhs-
stg02.i.gov.ph/~s2govnccaph/subcommissions/subcommission-on-the-arts-
sca/dance/philippine-occupational-dance/)

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B. Religious or Ceremonial Dance
Performed in connection with religious vows and ceremonies.

Examples:
1. Subli -- is considered a favorite of the people of the barrios
of the municipality of Bauan, Batangas. It is
a ceremonial worship dance performed in homage to the
Holy Cross referred to in the vernacular as Mahal Na Poong
Santa Cruz.
(Image from:choosephilippines.com)
2. Dugso -- is a dance which originated from Bukidnon in Northeast Mindanao. Dancers
perform this as an entertainment for the dieties, to make
them feel more comfortable during the fiesta that wwas
organized for them. It was originally thought that this
dance was performed only during harvest time or upon the
birth of a male heir. Women would wear colorful feathered
head dresses, plaid costumes, and anklets.
(Image from:lovefolkdance.wordpress.com)
(Source: Castillo, E. P., Castro, K. L. B., Calixterio, D. I. A., Anselmo, R. M., (Series
Coordinator). (2017) SMART Healthy Youth in Physical Education Let’s Dance! GOLDEN
CRONICA PUBLISHING, INC.)

C. Comic Dance
Depict funny movements for entertainment.

Examples:
1. Kinnoton -- is a comic dance from Ilocos Sur. It
depicts the movement of a person bitten by ants.

(Image from: lovefolkdance.wordpress.com)

2. Mokonggo -- A comic dance which originated in Sta. Maria, Bulacan. A solo performer
imitates the movements characteristic of a monkey, its gestures and grimaces.

(Source: Castillo, E. P., Castro, K. L. B., Calixterio, D. I. A., Anselmo, R. M., (Series
Coordinator). (2017) SMART Healthy Youth in Physical Education Let’s Dance! GOLDEN
CRONICA PUBLISHING, INC.)

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D. Game Dance
Dances that are done with play elements.
Example:
1. Lubi-Lubi -- is a bicolano dance which is a
combination of a simple folk and social steps. Literally,
lubi means coconut. According to the BIkolanos this
dance originated in Leyte and Samar where it is still
danced like the Balitaw. It is also popular in Albay and
Sorsogon.

(Source: Castillo, E. P., Castro, K. L. B., Calixterio, D. I. A., Anselmo, R. M., (Series Coordinator). (2017) SMART Healthy Youth
in Physical Education Let’s Dance! GOLDEN CRONICA PUBLISHING, INC.)

E. Wedding Dance
Are those dances that are performed during wedding feasts.
Examples:
1. Pagkawin -- the festivity opens with the Pahanda or presentation of dowry. Relatives of the
groom present to the relatives of the bride traditional dowries that usually include that Salap-
pa, A bras box containing money, jewelry,
other valuables, and all-important betel nut.
(Image from: Kaloobdance.com)

2. Binasuan -- Binasuan is a folk dance that

originated in Bayambang, Pangasinan, the
word “binasuan” means “with the use of drinking glasses.” The dancers balance glasses on
their heads and in their hands as they move. The glasses
are filled with rice wine, which makes any misstep a
messy mistake. People dance binasuan at weddings and
festivals.

(Source: Binasuan Folk Dance, Balon Bayambang Website,

https://www.bayambang.gov.ph/about-us/binasuan-folk-dance/)

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F. Courtship Dance
Dances that depict the art of courtship.
Example:
1. Imunan -- From San Jacinto, Pangasinan. Imunan is a courtship dance. The word “Imunan”
means jealousy. The dance depicts a love triangle, in which
the suitor tries to please both of girls vying for their intention
and love. In the end, the suitor succeeds in giving each girl
the attention they sought, ending in a friendship.

(Image from: John Carlo Velonza, September 21, 2018)

(Source: Dances, PCN: Kahit Ano 2016 Website, http://mgakapatid.org/pcndance.html)

G. Festival Dance
Are those which are suitable for special occasions or social gatherings.
Examples:
1. Pamulinawen Festival -- came from the name of a woman made popular in the popular
Ilocano folk song Pamulinawen. The festival is celebrated in the city of Laoag, Ilocos Norte to
promote camaraderie and sportsmanship.

(Image from: nothboundgems.weebly.com)

2. Sinulog Festival -- the festival is done by

a dance ritual, in which it tells the story of the Filipino people's pagan past and their
acceptance of Christianity. The word “Sinulog” means “graceful dance”, wherein it all started
in 1980 with a simple dance that represents the “sulog”
(or current) of a river in Cebu.

(Image from:guidetothephillipines.ph)

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H. War Dance
Dances showing combat or duel but on action phase only.
Example:
1. Sagayan -- A philippine war dance performed by both
the Maguindanao and Maranao depicting in dramatic
fashion the steps their hero, Prince Bantugan, took upon
wearing his armaments, the war he fought in, and his
subsequent victory afterwards.
(Image by: danceask.com)

What’s More

ACTIVITY 1: PICTURE ANALYSIS

Analyze the two pictures below by comparing them together using a Venn Diagram
and look for their similarities. (Accomplish this in your activity sheet)
Picture A Picture B

(Images from: pinterest.com)

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 What I Can Do

ACTIVITY 2 – CREATIVE DANCE

Individually, create a two-minute dance video presentation. Choose one nature of
dance that you want to perform. Interpret your dance presentation by putting/adding some
props to make it interesting and fabulous.

Record your performance in your cellphone.

RUBRIC FOR DANCE PERFORMANCE
CRITERIA (4) (3) (2) (1)
VERY GOOD GOOD FAIR POOR
Dance The dance flows The dance flows Most of the The dance did
Execution/Mas perfectly from quite perfectly steps are not not work.
tery one step to the from one step to perfectly
next and the the next and the executed from
dance can be dance can be one step to the
repeated repeated next. There is
without without hesitation
hesitation. hesitation. between the
steps when
repeating the
dance.
Dance Style/ Uses a highly Uses stylized Uses body Did not use
Choreography/ stylized range of creative body movements but creative/stylized
Creativity creative body movements but with no style movements
movements to limited only to and cannot
accentuate the accentuate the accentuate the
mood and style mood and style mood of the
of the music. of the music. music.
Rhythmic All movements Some Most of the Needs to work
Ability correspond movements movements on rhythmic
exactly to the correspond not does not ability. Does not
underlying beat. exactly to the correspond to move to the
Differentiates underlying beat. the underlying underlying beat
between slow Differentiates beat. It cannot of the music.
and quick beats. between slow differentiate
and quick beats. between slow
and quick beats.

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 Enjoyment/Co Appears to Appears to get Appears just to Does not
operation/Festi enjoy dancing some dance and as if appear to enjoy
val Impact and expresses enjoyment from participating dance. Is
this verbally or dancing and actively. resistant to
nonverbally (as actively dancing and
observed by participates and does not
others). Good cooperates with cooperate well
group others. with others.
cooperation.

Assessment

Based on the discussions and activities, what are your realization about the dances of
the Philippines? Are folk and festivals dances reflect the history of the country? Are these
dances represent a particular culture or tradition in a certain topography?

Share your thoughts and ideas by making your own reflection. Use a separate sheet
of paper

MY REFLECTION

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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 Lesson
ELEMENTS OF DANCE
4
The elements of dance are the foundational concepts and vocabulary that help
students develop movement skills and understand dance as an artistic practice.

The instrument is the body. The body moves in space and in time with force. The dance
concepts should be viewed holistically. When participating in dance, all elements of dance are
integrated all the time.

This lesson is a way to discuss any kind of movement. While different dance styles call
for specialized skills and stylization choices, the underlying elements of dance are visible in
all dance experiences.

What’s In

Each dance elements contains movement concepts that make specific and distinctive.
In order to create and expressive and meaning dance, the dance artist (or choreographer) has
to make decisions about the look, flow and timing of the movements, drawing on the broad
range of visual designs, qualities of emotion, and rhythm that are possible in movement. These
elements help a dance artist discover movements which are expressive and unique.
Being able to identify and understand these core characteristics or elements of dance,
can help you when talking about a dance performance or can help you get your own messages
across through movement.

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 What’s New

ACTIVITY 1: NAME IT! TO NAILED IT!

Direction: Identify the different pictures being portrayed by the dancers below by naming their
correct term/s or dance steps. (Accomplish this in your activity sheet)

1. ________________ 2. ________________

3. ________________ 4. _________________

5. _________________ 6. _________________

7. ________________ 8. __________________

9. _______________ 10. ___________________

(Images from: pinterest.com)

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 What is It

ELEMENTS OF DANCE

A. SPACE

- Refers to all the overall design of movement

- Both the shapes bodies make, and how the performing
space is filled with bodies in motion

1. Size describes the range of shapes and movements from small too big. In the whole-body
warm-up, students extend their bodies into a big shape and make the small shape by
contracting all their muscles. Travelling steps in all sizes. Students may take very small steps
that look like tiny; they may take very large steps in giant, reaching lunges.
2. Level describes how high or low movement takes place in relation to the ground. The
students will explore their personal space by reaching their arms to the top (high), and to the
bottom (low). In a normal standing position, they are at medium level.
3. Shape refers to the designs the body makes in the space. (e.g. curved, straight)
4. Directions refer to both the directions of the body and the directions in the space. Directions
of the body are determined by how you are facing. The front, back, and
sides of the body lead us in motion.
5. Pathway refers to the design of the path made by body parts or the whole body while
travelling through space. (e.g. straight, curved, circular, zigzag).
6. Relationships describe our proximity to people and things. Students can move near
each other in a small place and can be apart to each other in a bigger place.

B. ENERGY
Also known as force, it gives movement varying degrees of expressive intensity by
how it is released in motion.
1. Force is the amount of energy expended in the
movement. It can be strong, as exhibited in the punch, or
light, as expressed in a floating movement.
(e.g. strong or weak energy)
2. Weight reflects our relationship to gravity. (e.g. heavy or
light movements)

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3. Quality refers to the flow of energy in movement. (e.g. smooth, sharp or swing).
4. Stillness refers to the absence of visible motion.

• Active stillness does not move but it’s still filled with energy. Active stillness is the energy
we use when engaging in freeze action.
• Passive stillness refers to the absence of motion and animating energy. Letting all the
energy drain out of the body while either sitting or lying down and let the students relax and
refocus their energy.

C. TIME
It refers to how fast or slow movement is, and how it unfolds rhythmically
1. Speed is like tempo in music and refers to the rate at which
movements occur. (e.g.
slow, fast, accelerate and decelerate)
2. Rhythm is the underlying pattern that gives order to music
and dance
3. Time may also be organized in other ways including:
• Clock time: The dance is based on units of seconds, minutes, and/or hours. For
example, a certain section of a dance may be assigned a time such as 30 seconds into
which all the choreographed movement must fit. A performance in a public setting may
be set up to repeat continuously between 12:00 Noon and 1:00 PM.
• Sensed time: Dancers pick up on each other's timing such as gradually increasing
from a walking tempo to a running tempo by cueing off each other rather than a music
score. Another example happens when dancers hold a group shape then
spontaneously move out of it based on the group's organic impulse.
• Event-sequence: An internal or external event signals a change such as repeating a
traveling phrase over and over until everyone arrives at a corner of the stage. You also
see this at sports events when a touchdown triggers a dance cheer.

D. ACTION
Action is any human movement included in the act of dancing— it can include dance steps,
facial movements, partner lifts, gestures, and even
everyday movements such as walking. Dance is made up
of streams of movement and pauses, so action refers
not only to steps and sequences, but also to pauses and
moments of relative stillness.

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 Dancers may use movements that have been choreographed or traditional dances
taught by others who know the dances. Depending on the dance style or the choreographer's
decision, dancers may also revise or embellish movement they have learned from others.

Movement can also be improvised, meaning that the dancers make it up "on the spot"
as they spontaneously dance. Movement that travels through space is broadly called
locomotor movement in contrast to axial movement, which occurs in one spot.

E. BODY
In dance, the body is the mobile figure or shape, felt by the dancer, seen by others. The body
is sometimes relatively still and sometimes changing as the
dancer moves in place or travels through the dance area.
Dancers may emphasize specific parts of their body in a dance
phrase or use their whole body all at once.

Another way to describe the body in dance is to consider

the body systems—muscles, bones, organs, breath, balance, reflexes. We could describe how
the skeletal system or breath is used, for example.

The body is the conduit between the inner realm of Intentions, ideas, emotions and
identity and the outer realm of expression and communication. Whether watching dance or
dancing ourselves, we shift back and forth between the inner/outer sense of body.

(Source: Elements of Dance, Perpich Center for Arts Education, September 2018,
https://www.elementsofdance.org/)

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 45

 What’s More

Find from the untangled letters that would compose the elements of dance. The words
could be in any directions as long as the letters are all inter-connected. In your activity sheet,
write these words and try to define each word.

C L O C K T I M E P D T H D A G

G R A C T I O N Y E F G E G D P

R D G S G T Y R E S F B A W V H

S A H X S F L E X I B O D Y T Y

T N H U O B P N N F H D T D A S

V C E Y U S X G M D Q Y H C F I

H E B T B U D T U E U S U V A C

K P O W E R X H S D R H Y U B A

T D D E N B J D I C G A A Y I E

I C Y C E M P O C I T P O N T C

M C O O R D I N A T I E N S C A

E C H D G E G Y N F D E H T U P

M O V E Y C E M I T D E S N E S

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 46

 What I Can Do

Access the given link below in YouTube. Watch the video presentation regarding
the use of the different elements in dance. After watching it, answer the following questions in
your activity sheet:

A. SPACE- What are the directions used? Does it shift from side to side? High to low?
Did it change position? Straight or curved path?

B. TIMING- Was it fast or slow? Was the rhythmic structure even or uneven? Does it got
with or oppose music?

C. DANCE ENERGIES- What were qualities of energies used?

D. BODILY SHAPES-What kind of bodily shapes were used?

E. GROUP SHAPES- Was it wide, rounded or angular?

DANCE This 2008: Contemporary “Forces”-https://www.youtube.com/watch?v=V4f3lCnQdQA

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 47

 Assessment

JOURNAL MAKING
Reflection: Create your own journal expressing your thoughts or concept with the use of the
different elements of dance in creating a dance. How important are these elements in a dance?
Rubrics for Journal
4 pts 3 pts 2 pts 1 pt
Criteria Your journal Your journal Your journal Your journal
meets every meets between meets between meets between
criterion for 9 and 11 criteria 6 and 8 criteria 3 and 6 criteria
success for success. for success. for success.
Creativity Your journal is Your journal k is Your journal Your journal
very clever and clever at times; added a few shows little or
presented with thoughtfully and original touches no creativity
originality; a uniquely to enhance used, was
unique presented. project but did bland,
approach which not incorporate predictable and
truly enhanced throughout. lacked “zip”.
the project
Mechanics Your journal is Your journal is In your journal, Your journal
engaging, uses well-written there are some has poorly
provocative sentences; sentences are organized
sentences and effective use of organized; sentences;
creative writing. language & some effective ineffective use
It captures vocabulary; use of language of language &
interest is variety & & vocabulary; vocabulary;
extremely interest; one or some variety & lacks variety &
organized two errors interest; more interest;
sentences; than two errors frequent errors
sophisticated
use of language
& vocab. No
errors

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 Lesson
Optimizing Energy
5
We all need energy to go about our daily lives and accomplish the goals that we set
each day. However, many of us do not know how our body energy systems work.
In this lesson, we will learn the different ways on how energy systems are used for
physical activity.

What’s In

The energy for muscular contractions comes from adenosine triphosphate which is
found in several sources including our food and drink. It may be released from carbohydrates,
fats or protein, depending on the body’s state of activity or health. The body produces
adenosine triphosphate via three energy pathways. Each is the main provider under specific
exercise conditions, but all contribute to energy across all degrees of activity. Each energy
system has strengths and weaknesses when compared with the others, and specific sporting
performances exemplify each system’s majority contribution to the production of adenosine
triphosphate. This chapter explores the three basic chemical pathways towards the production
of adenosine triphosphate, along with their relative characteristics. The lactate threshold is a
major concept in energy system theory.

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 What’s New

ACTIVITY 1: PICTURE ASSOCIATION

Compare the two pictures below. What can you see on the pictures? What do you
think is the message of the pictures? Write your answer on your journal notebook.
.

Image from: Shutterstock.com I Image from: pinterest.com

Picture 1 Picture 2

What’s In It

Are you a person who always feels like all of your energy were sucked out of you?
Well, we need energy for the things we do. There are three major energy systems the body
utilizes:
o Aerobic system
o Anaerobic (lactate) system
o Phosphagen system (immediate use)
These three systems work together, often simultaneously, and the process is like trying
to solve a difficult calculus equation: quite complex, to say the least. A substance known as
ATP (Adenosine Triphosphate) is sort of the building block that aids in human movement. It
should be noted that the phosphagen system is anaerobic as well. The energy systems are

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not independent, and which one dominates depends on two main factors: the time spent
exercising and intensity.
Why energy? Your body needs energy for basic body functions and activity during
your whole life — energy for breathing, sleeping, digesting, sitting in a chair, sprinting for a
bus, and everything else you do day and night. The interaction between muscles and bones
keeps the body upright and under control. To allow this teamwork between the muscular and
skeletal systems (see chapter 5), the body needs energy sources that will permit muscles to
work, for example, the effort needed by the abdominal and back muscles to enable good sitting
posture, or by the muscles of the abdominals, back, legs, torso and arms during a softball
game.
Adenosine triphosphate. The chemical compound adenosine triphosphate (ATP)
provides the energy that allows muscular effort. ATP is the energy source for all muscular
effort, whether for a small subconscious movement such as the blinking of an eye or a planned
repetitious effort in weight training (see chapter 9, Live It Up 2, second edition).
Sources of ATP. ATP is an end product of your diet. All the food, processed drinks
and water that you consume contain nutrients that your body requires for: – healthy growth –
repair of body ‘wear and tear’ from everyday activities – energy for all bodily functions. The
components of a healthy diet are carbohydrate, fat, protein, vitamins, minerals and water. ATP
can be created from carbohydrate, fat and protein. Chapter 11, Live It Up 2, second edition
more fully explores the processes by which the body produces energy from food.
o Carbohydrate. When carbohydrate is digested, it is broken down to glucose
for blood transportation and then stored as glycogen in the muscles and liver.
Glycogen can provide the energy for ATP production under both anaerobic (no
oxygen required) and aerobic (oxygen required) conditions.
o Fat. Provides the major source of energy for long-term physical activity. During
a long team game or a marathon, fat (as either triglycerides or free fatty acids)
usually contributes to ATP production to meet sub-maximal energy demands.
Under special conditions, the athlete may be able to use fat earlier in the activity
to ‘spare’ the carbohydrate stores and therefore enable longer high-level effort.
During rest conditions, fat produces the majority of the required ATP.
o Protein. Protein only minimally contributes to ATP production. In extreme
circumstances (such as starvation or ultra-triathlon/marathon events) when the
body has severely depleted its supplies of carbohydrate and fat, protein can
become a viable source of ATP.

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 The Body’s Storage of Food Fuel
Food Fuel Stored as Site
Carbohydrates Glucose Blood
Glycogen Muscle and liver
Adipose tissue Around the body
(storage of excess carbohydrates)
Fat Free fatty acids Blood
Triglycerides Muscle
Adipose tissue Around the body
Protein Muscle Skeletal muscle
Amino acids Body fluids
(Image Source: PPT by: N. Coloma)

ATP for Physical Activity

1. Muscles have stores of ATP ready for activity.
2. Movement is initiated by a message from the Central Nervous System (CNS) to the
muscle.
3. The muscle releases calcium salts into the muscle depths that activate ATP.
4. ATP loses one of its three phosphate molecules and thereby releases energy for
muscle contraction. 5 Muscles contract.
5. ADP amounts build as ATP diminishes.
6. During aerobic effort or during rest, spare oxygen allows the reattachment of loose P
with the ADP, thus creating more ATP.
7. More ATP is constantly created during rest or during the activity depending on the
intensity of the exercise

Three energy systems

All three energy pathways operate at any one time, but the contribution of each varies
depending on the intensity of the activity.

A. Phosphate Energy System

The phosphate energy system provides the bulk of ATP during powerful or explosive
efforts. Such efforts may be once-off — such as a court-length pass in basketball or a take-off
in the high jump — or ongoing — such as a sprint to position in netball or football. The
phosphate energy is closely linked with several fitness components: • muscular strength •
anaerobic power • agility • muscular power • speed • reaction time.

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 The chemical breakdown of PC cycle

(Image from: weightrainer.com)

The phosphagen system is the primary energy source for short-term, high-intensity work,
such as heavy weight training or long period of dancing.

B. Anaerobic Glycolysis System

The anaerobic glycolysis system is also known as the lactic acid system. This system
mainly provides the bulk of ATP production during high intensity, sub-maximal efforts. It may
also become the dominant producer of ATP during repeated phosphate efforts which have
insufficient recovery time to allow full phosphocreatine replenishment.
Muscle stores of glycogen are anaerobically broken-down during effort to release
energy for ATP to be resynthesized from ADP. The anaerobic glycolysis system operates as
the dominant supplier of ATP in the period from around 10 seconds of maximal effort to around
60 seconds. Most recent studies suggest that the overlap period — when the body switches
from using the anaerobic glycolysis system as the dominant ATP producer to using the aerobic
system — could start as early as 30 seconds into high-level, sub-maximal activity. The
anaerobic glycolysis system is closely linked with several fitness components: • anaerobic
power • local muscular endurance • speed • muscular power.
The effects that the lactic acid (which is produced during this process) has on muscular
contraction must be considered here. Lactic acid build-up in the muscle cells make the interior
of the muscle more acidic. This acidic environment interferes with the chemical processes that
expose actin cross-bridging sites and permit cross-bridging. It also interferes with ATP
formation. So, these factors, along with depleted energy stores, contribute to muscle fiber

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 53

fatigue. Contrary to what was once believed, lactic acid does not cause delayed onset muscle
soreness (the soreness that you feel in an exercised muscle the next day or so). High lactic
acid concentration does, however, contribute to the sensation of pain in motor nerve endings
during muscular contraction.

C. Aerobic Energy System

The aerobic energy system is also known as aerobic glycolysis. It is relevant to all of
the fitness components because it provides either the basis for recovery between strength and
power efforts, or the bulk of energy for submaximal efforts. Aerobic glycolysis, as with all the
energy systems, contributes to ATP production under all conditions. However, it contributes
the majority of ATP during continuous sub-maximal activities that go beyond 1 minute. With
the rich oxygen supplies in the aerobic system, fat is able to become a significant contributor
to ATP production. Fat requires a complex series of reactions that depend on oxygen within
the muscle cell’s mitochondria. Protein is similarly metabolized for ATP production, but only
under extreme conditions.

Time Course of Contributions from Different Energy Sources

Taken from Gleim, Anaerobic Testing and Evaluation, Med Exerc Nutr Health 1993;2:27-35

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 54

 What’s More

Complete the table by citing a scenario/dance steps where each optimizing activity
needs to be improved. Accomplish this at the provided activity sheet.

Optimizing Activity Example or Situation

Sources of Energy

ATP Cycle

Phosphocreatine Energy System

Lactic Acid Energy System

Aerobic Energy System

Additional Activity
1. Describe the difference of Aerobic Energy System to Anaerobic Energy System. What do
they have in common? Do the two energy systems use oxygen? Why? Explain.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 55

 What I Can Do

FITspiration VIDEO
Create your own FITspiration video presentation incorporating the different methods
of physical activities like exercise. Make sure that your video has message so that others will
be inspired and achieve their full development towards a healthy lifestyle. The Fitspiration
video should run for 2-3 minutes only.

RUBRIC FOR FITSPIRATION VIDEO PRESENTATION

CRITERIA 4- VERY GOOD 3- GOOD 2- FAIR 1- POOR
The video The video The video The video
presentation presentation presentation presentation
CONTENT uses a highly uses a good shows an does not use a
visual format visual format attempt at using visual format
that greatly that mostly a visual format that attracts the
attracts the attracts the that attracts the viewers’
viewers’ viewers’ viewers’ attention attention
attention attention
The video The video The video The video
presentation is presentation is presentation is presentation
highly creative creative and somewhat lacks creativity
CREATIVITY and entertaining entertaining with creative and and is not very
with well thought good relevance entertaining with entertaining. It
out relevance to to the music and some relevance shows very little
the music and lyrics to the music and relevance to the
lyrics lyrics music and lyrics
The video The video The video The video
presentation met presentation was presentation was presentation
TIMELINESS the deadline of submitted two submitted five was submitted
submission days after the days after the seven days
deadline deadline after the
deadline
NOTE: Continue working on your journal.

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 56

 Lesson
Health Benefits and Risks
6 Factors in Dancing

Dance is a health-promoting physical activity which many people worldwide

incorporate into their lifestyles today. This physical activity appeals to some who may not
typically be active and therefore may be another alternative of exercise. Dance for health has
become an important factor in the prevention, treatment, and management in several health
circumstances. It can benefit both physical and mental health and subsidizes social
communication. Dance is an art which is learned in and shared between many cultures. Types
of dance can entail body movements, expression, and collaboration. The correlation
between dance and health has been subject of a number of research studies that show
dance to be a largely healthy exercise. However, there are a number of health risks that require
attention.

In this module, we will be discussing the health benefits as well as the different health
risks factors in dancing. This lesson will also make us about the things that we need to consider
in participating a dance activity in terms of health benefits. You will also become
knowledgeable enough in order to avoid injuries while dancing.

What’s In

Today, dancing is mostly about recreation and self-expression aside from the fact that
it can also be done as a competitive activity. Dancing is an enjoyable way to be more physically
active and stay fit.
Dancing is a great way to be more active and offers a wide range of physical, mental
and most especially its health benefits. Dance styles range from ballroom and jazz ballet to
hip-hop and belly dancing – you’re sure to find a style that suits you.
However, the range of body movements, repetition and speed of movement can put
you at risk of an injury, particularly if you are new and learning unfamiliar steps. You can help
reduce your risk of injury by being aware of some of these risk factors.

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 What’s New

THINK-AND-SHARE
Direction: Analyze the given pictures below. Beside each picture, there is a corresponding
question that needs to be answered. Write your answers on your activity sheet.

What do you think will happen if the

tappers will not get the correct rhythm
of the bamboos?

(Image from:pinterest.co.uk)

Whay is balance be considered as a

health benefit to an individual?

(Image from:canadianfilipino.net)

How can an individual achieve this

kind of balance?

(Image from:pinterest.com)

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 What is It

HEALTH BENEFITS OF DANCING

Dancing can be a way to stay fit for people of all ages, shapes and sizes. It has a wide
range of physical and mental benefits including:
o improved condition of your heart and lungs
o increased muscular strength, endurance and motor fitness
o increased aerobic fitness
o improved muscle tone and strength
o weight management
o stronger bones and reduced risk of osteoporosis
o better coordination, agility and flexibility
o improved balance and spatial awareness
o increased physical confidence
o improved mental functioning
o improved general and psychological wellbeing
o greater self-confidence and self-esteem
o better social skills.
If you are planning to take up dancing lessons/activities, consider the following:
o See your doctor for a check-up if you have a medical condition, are overweight, are
over 40 years of age or are unfit.
o Wear layers of clothing that you can take off as your body warms up.
o Do warm-up stretches or activities before you begin a dance session.
o Drink plenty of water before, during and after dancing.
o Make sure you rest between dance sessions.
o Don’t push yourself too far or too fast, especially if you are a beginner.
o Wear professionally fitted shoes appropriate to your style of dance.
o Check with your dance instructor that you are holding the correct form.
o Sit and watch new dance moves first. Learning new moves increases your risk of injury,
especially if you are already tired.
o Perform regular leg-strengthening exercises.
o Move as fluidly and gracefully as you can.
o Cool down after a dance session, including stretching.

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 59

 Dancing can be a way to stay fit for people of all ages, shapes and sizes, having a
wide range of physical, and mental benefits including improved condition of
the heart and lungs, increased muscular strength, endurance and motor fitness, increased
aerobic fitness, improved muscle tone and strength, weight management, stronger bones and
reduced risk of osteoporosis, better coordination, agility and flexibility, improved balance and
spatial awareness, increased physical confidence, improved mental functioning, improved
general and psychological well-being, greater self-confidence and self-esteem, and better
social skills. Most forms of dance may be considered aerobic exercise and as such can also
reduce the risk of cardiovascular disease, help weight control, stress reduction, and bring
about other benefits commonly associated with physical fitness. In addition, studies have
demonstrated a considerable correlation between dancing and psychological well-being. A
large amount of governmental, health, and educational information is available extolling the
benefits of dance for health.

HEALTH RISKS FACTORS IN DANCING

There are various health risks of professional dance, as it can be very demanding. As
well as sports injuries, repetitive strain injury, and chronic workplace stress. Dancers risk
injury within the course of their career, many retiring from active performance in their mid to
late 30s. Since dance is a performance art with emphasis on aesthetics, dancers are also at
a higher risk of body image problems and eating disorders such as anorexia
nervosa or bulimia. Some dances, such as ballet, are very strenuous on the body. Research
shows that dancers in elite pre-professional companies have 1.38 injuries per 1000 hours of
dancing, with dancers averaging about 30.3 hours per week. The most common injury was to
the lower extremities, with ankle being the most common. The injuries on average took about
7 days to heal with foot injuries taking the longest at 14 days and thigh injuries being the lowest
at 2 days. Another risk dancers face are eating disorders. They are constantly judged based
on their looks and expected to have toned, slim bodies. This can lead to a lot of health risks.

A. Dance Injury Risk Factors

Some of the factors that can increase your risk of dance injury include:

Inexperience – beginners may be vulnerable to injury because they don’t have the skills or
technique to meet the physical demands of their chosen dance style. Make
sure you follow the instructions of your dance teacher.
Poor fitness – weak muscles are more likely to be injured when challenged or stretched.
Controlled progressions will improve your fitness and muscle strength.

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Poor technique – for example, bringing your foot down to the floor with more force than
necessary can injure soft tissue and bone.
Poor posture – weak muscles in the back and abdomen increase the risk of injury to all areas
of the body including the spine and legs.
Fatigue – a-tired dancer tends to lose form. Falls and injuries caused by sloppy technique are
more likely.
Hazardous environment – for example, worn or ripped carpet, hard floor, uneven floor, spilt
liquids or fittings close to the dance area such as stairs.
Overtraining – dancing for too long or too often can lead to a wide range of overuse injuries.
Shin splints and stress fractures in the feet are common dance-related
overuse injuries.
Failure to rest an injury – returning to dance before an existing injury has healed can
aggravate the condition.

B. Common Dance Injuries

1. Sprains and strains - where muscles and ligaments

are overstretched or twisted

Image from:sport-health.com

2. Impact injuries – such as bruises caused by falling

over, bumping into another dancer
or tripping over props
Image from:sport-health.com

3. Blisters, bruising and ingrown toenails - ill-fitting shoes can cause

all of these foot
problems.

Image from:sport-health.com

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 61

C. What to do if you injure yourself when dancing

1. Stop if you feel pain. Continuing to dance will only make the injury worse.
2. Treat all soft tissue injuries (such as bruises, sprains and strains) with Rest, Ice,
Compression (bandage the swollen area) and Elevation (R.I.C.E.). Using these four
immediate first aid measures can relieve pain, limit swelling and protect the injured tissues, all
of which help speed healing.
o RICE is a mnemonic acronym for four elements of treatment for soft tissue
injuries: rest, ice, compression, and elevation. The mnemonic was introduced by Gabe
Mirkin in 1978.
o RICE is considered a first-aid treatment rather than a cure for soft-tissue injuries. The
aim is to manage discomfort.
3. Seek advice from your doctor as soon as you can. A proper diagnosis is important.
4. Don’t resume dancing until you have fully recovered from your injury. Returning to
dance too soon will turn an acute injury (an injury that occurs suddenly) into a chronic injury
(an ‘overuse’ injury that gradually worsens over a long time).

(Image from: veriwellhealth.com)

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 62

 What’s More

FIND ME!
Find from the untangled letters that would compose the health benefits and risks
factors in dancing. The words could be in any directions as long as the letters are all inter-
connected. In your activity sheet, write the word/s you identified and try to define each one of
them.

S P R A I N I M E P D B H L A B

T R A C T I O N Y E F G E I D R

R D F A T I G U E S F N A G V U

A A H X S F L E X I B I D A T I

I N H U O B P N N F H N T M A S

N C E Y U L X G M D Q I H E F E

H E B T B I N J U R Y A U N A S

K P O W E S X H S D R R Y T B A

T D D E N T J D I C G T A S I E

I C Y C E E P O C I T R O N T C

M C O O R R I N A T I E N S C A

E C H D G S G Y N F D V N I A P

R I C E Y C E M I T D O S N E S

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 63

 What I Can Do

VIDEO ANALYSIS
Direction: Access and watch the video clip below. While watching it, analyze the video in
order to answer the different guide questions stated below. Write your answer on your
activity sheet.

The Leyte Dance Theatre: Mindanao Sketches Part 2

https://www.youtube.com/watch?v=FOoXXqoXHz8

GUIDE QUESTIONS:
1. What are your observations about the video clip?
2. What is/are the possible health significance of the dance presented?
3. Is the dance viewed as dangerous?
4. What do you think are the health risk factors in performing the dance?

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 64

 Lesson
Eating Habits in Dance
7
The term eating habits (or food habits) refers to why and how people eat, which foods
they eat, and with whom they eat, as well as the ways people obtain, store, use, and discard
food. Individual, social, cultural, religious, economic, environmental, and political factors all
influence people's eating habits.

What’s In

Dancing is physically vigorous and requires a great deal of focus and stamina.
Constant rehearsal and performance take a toll on muscles, joints and bones. In order for
dancers to perform at their best, it is very important that they are well fueled. A balance of
nutrients will not only improve energy, concentration and focus, but will also assist in injury
and fatigue prevention and promote longevity within the dance industry. This lesson explores
the importance of eating habits in dance to maintain a good and ideal body weight.

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 65

 What’s New

ACTIVITY 1: PICTURE ASSOCIATION

Compare the two pictures below. What do you observe? What is the difference of the
two dancers? What do they have in common? Write your answer on your activity sheet.
.

Image from: pinterest.com Image from: pinterest.com

Picture 1 Picture 2

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 66

 What’s In It

The food you eat can affect your health and your risk for certain diseases. To eat
healthier food, you may need to change some of your daily habits. You also may need to
change some things in your environment. Your environment includes everything around you,
like your home or the place you work.
You don't need to make huge changes to eat healthier. And you don't have to change
your habits all at the same time. It's best to set small goals and change your habits a little bit
at a time. Over time, small changes can make a big difference in your health.

A. CARBOHYDRATES
Carbohydrates are the main source of energy for the muscles during training. After
digestion, carbohydrates are broken down into glucose. Glucose is then taken up by our cells
and stored as glycogen and converted to energy when it is needed. A dancer’s diet should
typically be 55-60% carbohydrate. During intense training and rehearsal, carbohydrate should
be increased to make up 65% of all calories consumed.
The best sources of carbohydrates for dancers are complex carbohydrates, such as
wholegrain cereals, breads, rice, starchy vegetables, fruit and pasta.

Image from: pinterest.com

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 67

 Carbohydrates are easily metabolized, which just means chemically broken down, and
used as the body's main fuel source. All of our bodily tissues have the ability to use the simple
carbohydrate, glucose, as energy. When the body uses carbohydrates for energy, it can use
other macronutrients for other jobs, like tissue growth and repair.
The brain, kidneys, muscles and heart all need carbohydrates to function properly.

Carbs are differentiated by chain length into the following groups:

o Monosaccharides: glucose (corn sugar), fructose (fruit sugar), galactose (milk sugar)
o Disaccharides: sucrose, lactose
o Oligosaccharides: maltose
o Polysaccharides (aka complex carbohydrates): amylopectin (plant starch), glycogen
(animal starch), inulin
Carbs are stored in the body in two forms: as glycogen in the liver (⅓) and in skeletal
muscles (⅔). Your glycogen stores provide you with energy during physical activity.

B. PROTEIN
Protein is required by dancers to build and repair muscle that has been stressed
through continuous use. It is also a fuel source for the body and plays an important part in
metabolism. Dancers should consume between 1.4-1.6 grams of protein per kilogram of body
weight.

Too much protein can be harmful to people with kidney disease, but the latest research
suggests that many of us need more high-quality protein, especially as we age. That doesn’t
mean you have to eat more animal products—a variety of plant-based sources of protein each
day can ensure your body gets all the essential protein it needs.

The best sources of protein for dancers come from lean meats and poultry, tofu, beans
and dairy.

Image from: Livescience.com

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 Protein functions as a hormone, enzyme and an antibody in the immune system.
Proteins are also a part of certain bodily structures, like connective tissue, skin, hair and
muscle fiber.
Proteins are made up of linked chains of amino acids; the human body contains a
total of 20 different amino acids. Protein serves a multitude of functions in the body. Amino
acids fall into 3 categories: essential, semi-essential/conditional and nonessential.

Image Source:healthkart.com

C. FAT/LIPIDS
Fat is a predominant fuel source during prolonged, continuous activity over 20 minutes,
so it is crucial that fat is consumed. Dancers should aim to consume around 1.2 grams of fat
per kilogram of body weight.

The best sources of fat come from monounsaturated and polyunsaturated sources
including oils (olive, canola, sunflower), nuts (almonds, walnuts, macadamia, pecans),
avocado, fatty fish (salmon, tuna, sardines) and olives. They’re used by the body as energy,
storage for vitamins, for production of hormones and as protection for our organs.

CLASSIFICATION OF FATTY ACIDS

o SATURATED FATTYACIDS
o UNSATURATED FATTYACIDS
a.) MONOUNSATURATED FATTYACIDS
b.) POLYUNSATURATED FATTYACIDS
A. SATURATED FATTY ACIDS

It is a fat molecule that have no double bonds between carbon molecules because
they are saturated with hydrogen molecules.

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Examples of foods with Saturated fat are:

o Fatty beef
o Lamb
o Pork and Chicken
o Cheese
o Lard and Cream

B. UNSATURATED FAT

These are fats are loosely packed. They tend to be liquid at room temperature. The
human body needs unsaturated fats to regulate metabolism and also to maintain the elasticity
of cell membranes. Unsaturated fats also improve blood flow and are important for cell growth
and regeneration.

TWO TYPES OF UNSATURATED FAT

1. MONOUNSATURATED FATS

These fats may help lower your risk for cardiovascular diseases and overall mortality.

Foods that are highest in monounsaturated fats are:

o Olive oil
o Peanut oil
o Avocados
o Most nuts
o Most Seeds

2. POLYUNSATURATED FATS
These fats help with muscle movement and blood clotting. Polyunsaturated fats
can be further divided into two types:

o Omega-3 Fatty Acids (N-3)

Beneficial for HEART health Anti-inflammatory

o Omega-6 Fatty Acids (N-6)

Consuming it too much may increase inflammation in your body and raise your
risk for certain health conditions, including OBESITY.

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 What’s More

WRITING ACTIVITY
Guide Questions:
1. Describe the two sides of diet for dancers.

(Images from: pinterest.com)

2. As a student, how important it is to have an awareness to the food we eat?

3. What healthy tips you can advise or share to your classmates on maintaining a healthy
diet?

For Reflection: Access the link below and watch. This video will assist and help you to start
your healthy diet to achieve a good and a healthy lifestyle. ENJOY!
(https://www.youtube.com/watch?v=aW9lMvbcVBY)

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 71

 What I Can Do

MY FOOD DIARY
Being aware of the food we you eat is important to have a great body and achieve
a healthy lifestyle. Record everything you eat and drink for 1 week. You will do it by following
the instructions below:

1. Use one form per day.

2. Indicate the exact time when the food and beverage were taken.

3. Specify if its breakfast, lunch, dinner or snack.

4. Record the place where the food and beverage were taken (car, dining room, restaurant,
fast food chain etc.)

5. Take a picture of your meal and write a brief description.

6. Be creative in designing your diary.

RUBRIC FOR FOOD DAIRY

4 3 2 1
CRITERIA
Excellent Good Fair Poor
Organization All sections are in
of Information Each section in Only one section 2-3 sections of randomized
presented the food diary has of the food diary the food diary manner. The
a clear beginning, does not have a don’t have a clear beginning,
middle, and end. clear beginning, beginning, middle, and end
middle, and end. middle, and end. is
unrecognizable.
Content All facts in the All facts are
There are 1-2 There are 3-4
Accuracy and food diary are inaccurate. Failed
factual errors on factual errors on
Connection accurate. to connect to the
the output. the output.
theme.
Attractiveness The food diary The food diary The food diary’s
The food diary
& has exceptionally has well- formatting and
has attractive
Organization attractive formatting and
organized organization of
formatting and information or material is
well-organized
well-organized format but not confusing to the
information.
information. both. reader.
Graphics/ Graphics go well
Pictures Graphics go well with the text, but
Graphics do not
with the text, but there are too few
Graphics match go with the
there are so (less than three
the topic and text accompanying
many (more than graphics for entire
in section text or appear to
two per section) food diary) and
be randomly
that they distract the food diary
chosen.
from the text. seems "text-
heavy".

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73 SHS-12-PE and Health Self-Learning Module MELC-Aligned WBLS-OBE
LESSON 4
What’s New What’s More
1. Straddle Jump 1. Space
2. One-leg Balance 2. Action
3. Split 3. Body
4. Bending/Back-bend 4. Energy
5. Lunge/Super Lunge 5. Time
6. Head Spin 6. Clocktime
7. Hand Stand 7. Sensedtime
8. Cart Wheel 8. Power
9. Point
10. Arabesque
LESSON 6
What’s More
1. Sprain
2. RICE
3. Bruises
4. Strain
5. Overtraining
6. Fatigue
7. Injury
8. Blisters
9. Ligaments
10. Pain
What I know
Answer:
1.d 6.a 11.a
2.a 7.b 12.c
3.d 8.b 13.b
4.a 9.d 14.c
5.d 10.d 15.b
Key Answer
 References:
Bluearth. “DANCING-PREVENTING INJURY”. BetterHealth Channel. July 2015.
https://www.betterhealth.vic.gov.au/health/HealthyLiving/dancing-preventing-
injury#:~:text=Poor%20technique%20%E2%80%93%20for%20example%2C%20bringing,da
ncer%20tends%20to%20lose%20form

Butt, Casey. “THE NEUROMUSCULAR SYSTEM PART 2.” The Weight Trainer. 2007.
http://www.weightrainer.net/physiology/muscle2.html

Castillo, E. P., Castro, K. L. B., Calixterio, D. I. A., Anselmo, R. M., (Series Coordinator).
(2017) SMART Healthy Youth in Physical Education Let’s Dance! GOLDEN CRONICA
PUBLISHING, INC.

Dresden, Danielle. “WHAT IS THE RICE METHOD FOR INJURIES?”. Medical News Today.
April 11, 2018. https://www.medicalnewstoday.com/articles/321469

Gaines, Jamel and Creative Outlet Dance Theater. “DANCE THIS 2008: Contemporay
“FORCES”. Seattle Theater Group: SGTv. YouTube Channel. January 05, 2009.
https://www.youtube.com/watch?v=V4f3lCnQdQA
Ganaba, Kenneth E.,LPT. “LESSON 1: INTRODUCTION TO DANCE”. FEU PAGE. July 02,
2019. https://feu.instructure.com/courses/29083/pages/lesson-i-introduction-to-dance
Healthwise Staff. “HEALTHY EATING: CHANGING YOUR EATING HABITS”. HealthLinkBC.
November 07, 2018. https://www.healthlinkbc.ca/health-topics/ad1169
Hamilton, John. “USING ENERGY SYSTEM FOR PHYSICAL ACTIVITY”. Study.com. August
23, 2018. https://study.com/academy/lesson/using-energy-systems-for-physical-activity.html
O’Bryan, Kerrie. “INTRODUCTION TO ENERGY SYSTEM”. Slideshare. Published in
Technology, Business. March 08, 2012. https://www.slideshare.net/kerrieobryan/introduction-
to-the-energy-systems
Ortiz, Bryan. “Folk Dance with Spanish Influence”. Slideshare. Published in Education. April
07, 2014. https://www.slideshare.net/bryanaortiz5/folk-dance-with-spanish-influence
Perpich Center for Arts Education, University of MN Dance Program, et.al.”THE ELEMENTS
OF DANCE”. September 2018. https://www.elementsofdance.org/body.html
Villaruz, Basilio Esteban S. “Philippine Dance in the American Peiod” . University of the
Philippines Dance Company
Philippine Folk Dance. https://lovefolkdance.wordpress.com/

Robinsons, Lawrence, et. al. “HEALTHY EATING”. HelpGuide. June 2020.

https://www.helpguide.org/articles/healthy-eating/healthy-eating.htm

SmartPlay. “DANCE-HEALTH BENEFITS”. BetterHealth Channel . April 2013.

https://www.betterhealth.vic.gov.au/health/healthyliving/dance-health-benefits

Weebly. “CHAPTER 7: ENERGY SYSTEM AND PHYSICAL ACTIVITY”.

http://bss12pe.weebly.com/uploads/3/1/2/0/31201469/energy_systems.pdf

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 74

WikiBooks. “HEALTHY EATING HABITS/EFFECTIVE EATING FOR DANCERS: EATING
FOR ENERY, CONCENTRATION AND FOCUS”. June 14, 2019.
https://en.wikibooks.org/wiki/Healthy_eating_habits/Effective_Eating_for_Dancers:_Eating_f
or_Energy,_Concentration_and_Focus#:~:text=A%20dancers%20diet%20should%20typicall
y,starchy%20vegetables%2C%20fruit%20and%20pasta

Access.Wikipedia. “DANCE”. May 29, 2020. https://en.wikipedia.org/wiki/Dance

Access.Wikipedia.June 07, 2020. https://en.wikipedia.org/wiki/Dance_and_health

Access.Wikipedia.June 09, 2020. https://en.wikipedia.org/wiki/RICE_(medicine)

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 75

 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Laoag City

Curriculum Implementation Division

Brgy. 23 San Matias, Laoag City, 2900

Contact Number: (077)-771-3678

Email Address: [email protected]

WBLS-OBE MELC-Aligned Self-Learning Module SHS-12-PE and Health 76