lOMoARcPSD|16225051

REPUBLIC OF THE PHILIPPINES

WEST PRIME HORIZON INSTITUTE, INC.
COURSE SYLLABUS IN PATHFit 3

lOMoARcPSD|16225051

Approval Sheet

Course Title: DANCE

Course Code/ Number: PATH-FIT 3

COURSE SYLLABUS IN MOVEMENT COMPETENCY TRAINING

Vision West Prime Horizon Institute envisions mature, highly-skilled and competent graduates who live with a quality life locally and globally.

Mission West Prime Horizon Institute is committed to provide quality education for the 21 st century learners through a highly competent teachers, holistic
curriculum, and conducive learning environment with advance facilities and equipment.

Goals A. To produce technologically skilled graduates who can apply theories into a real-life situation.
B. To develop learners’ critical thinking and decision-making abilities.
C. To provide a conducive learning environment that enhances quality teaching-learning process.
D. To cater the needs of the 21st Century learners through advance educational technology.
E. To produce a highly competitive individuals who can adapt to the needs of the local and global society.

Course Title Movement Competency Training

Course Code/ Number PathFit 1
Course Description This course provides training in different movement patterns and core engagement in conjunction with principles of healthy eating and a physical active
life. Students will be able to adapt and transfer the movement competency indifferent context.
Credit Units 2 UNITS
Course Prerequisites PATHFit 2

COURSE SYLLABUS IN MOVEMENT

ENHANCEMENT

PSU Vision A premier State University in Southeast Asia that provides excellent and relevant higher education for sustainable development.
 lOMoARcPSD|16225051

REPUBLIC OF THE PHILIPPINES

WEST PRIME HORIZON INSTITUTE, INC.
COURSE SYLLABUS IN PATHFit 3

PSU Mission The Palawan State University is committed to upgrade the quality of life of the people by providing quality higher education opportunities through excellent
instruction, research, extension, production services and transnational collaboration.
PSU Shared Values E – Excellence in service; Q - Quality assurance; U - Unity in diversity; A- Advocacy for sustainable development; L- Leadership by example innovation;
T - Transparency; Y - Youth Empowerment
Institutional Outcomes The Palawan State University graduates are expected to be agents of change, creative and critical thinkers, effective communicators, research- oriented learners, and
value laden individuals.
College Goals and Program A. To meet the demands for competent professional teachers for basic education programs in the Philippines and in other countries.
Objectives B. To develop teachers who have the skills and competencies to teach, undertake research and provide community services across the different learning areas in basic
education.
Course Title DANCE AND SPORTS
Course Code/ Number PATH-FIT 3
Course Description Dance and Sports is a course that will provide physical activities for the purpose of optimizing health and fitness. Students will choose from a menu of course
offerings in dance, sports and outdoor and adventure activities. Through skills training, exercise drills, game play and independent or self- directed PAs, fitness levels
will be enhanced. In conjunction with this fitness levels, PA participation and dietary/eating patterns are evaluated to
monitor one’s progress and achievement of personal fitness dietary goals.
Credit Units 2 UNITS
Course Prerequisites PATH-FIT 2: FITNESS EXERCISES
 physical activities for health.
2. Adapt movement competencies to independent physical activity pursuits that are health-enhancing and personally rewarding.

3. Monitor progress and evaluate achievement of personal fitness and dietary goals.
4. Practice empathy, fair play; show respect for differing abilities (i.e., diversity) through interpersonal communication skills and
emotional regulation during PA participation.
5. For sports, apply basic tactics (e.g. defense, offense, transition) in game situations.
6. Devise, apply and assess a range of strategies (i.e., exercise program design; goal setting; periodic evaluation) to improve one’s physical
activity performances and those of others.
7. Enhance and advocate for one’s personal and others’ fitness, safety and wellness through physical activity participation
and/or leadership.
8. Promote practical and creative interventions that will create community connection and contribute to the health and wellness of the
school community and its periphery.

Legend (for program outcomes):

I- Introduced concepts/ principle P- Practiced with supervision D- Demonstrated across different settings with minimal supervision

Course Outcomes List three to five major outcomes that you expect students to strive for:
1. Establish fitness goals relative to standards.
2. Apply the elements of movement space and rhythm in a simple dance routine.
3. Interpret and perform the formations, common dance terms and basic dance position of arms and feet.
4. Create and design an instructional material by producing a dance tutorial video.
 LEARNING
PLAN
Time Frame Most Essential Topics/Contents Teaching - Learning Activities Assessment Tasks Resource Materials
(Week &
Learning Outcomes
number of
hours)
a. Posters and written
presentation of feedback

1. Hand Book
1. Know the course Orientation Small group discussion and workshop.
WEEK 1 requirement 1. Syllabus
*2 hours* 2. Class policies
3. Gym Usage
1.1 4. Course
Requirements

WEEK 2-3 a. Assess fitness levels Unit 2: Physical Fitness 1. Discuss relative Physical Fitness
*4 hours* and be able to Concepts and Assessment components and Test Protocols 1. Physical Fitness Test 1. Fitness Evaluation Description
interpret the result 2.1 Fitness Test Protocols through: 2. Individual Exercise Program (IEP)
and establish fitness 2.2 Fitness Standards 2. Presentation of video, showing the
goals relative to 2.3 Fitness Test Fitness Test Protocols and
standards. Exercises through DPE YouTube
Channel.
 WEEK 4-6 a. Performs the Basic Unit 3: Introduction to Dance 1. Lecture discussions through: 1. A 3-5-minute 1. Actual 1. Books
*6 hours* Natural Movement Rhythm a. Soft/Hard Individual Dance Performance
using the Phases of 3.1 Brief History and Copy Module Routine/Performanc
Dance Program and Nature of Dance 2. Skills e applying the basic
apply the Elements of 3.2 Phases of Dance Program demonstration natural movement
Movement Space and 3.3 Basic Natural Movement specifically
Rhythm on a simple 3.4 Element of locomotor and non-
dance routine. Movement Space locomotor
3.5 Movement Qualities movements.
3.6 Elements of Rhythm

WEEK 7-9 a. Arrange the Unit 4: Fundamental Dance 1. Lecture discussions through: 1. Infographics/ 1. Actual 1. Books
*6 hours* Classification of Skills a. Soft/Hard Graphic Performance
Dances through 4.1 Formations Copy Module Organizer that
infographics/graphi Commonly Used in 2. Skills clearly states the
c organizer. Dance Activities demonstration definitions,
b. Interpret and 4.2 Common Dance Terms classifications of
perform the 4.3 Classifications of Dances the dances and
formations, common 4.4 Basic Dance how they are
dance terms and basic Positions (Arms and relative to each
positions of arms and Feet) other
feet. 2. A 3 to 5-minute
original dance
routine applying
the basic
formations and
positions of arms
and feet.
WEEK 10 MIDTERM EXAMINATION
WEEK
WEEK 11- a. Evaluate the Unit 5: Other Dance Forms 1. Lecture discussions through: 1. Written evaluation 1. Morales G.S et.al. (2013)
17 different dance forms 5.1 Contemporary Dance Activity Based and Integrative
*14 hours* based on the nature 5.2 Hip-Hop Dance Work text in Music, Arts,
 and expression of 5.3 Folk Dance c. Soft/Hard analysis of the 1. Books
dance. Copy Module nature and
expression of
dance forms
2. Skills demonstration
b. Create and design through: 2. A 3-5-minute
an instructional b. Video Sharing Apps dance tutorial
material by producing (YouTube, Facebook, video of a specific
a dance tutorial video. Google Classroom) cultural group’s
traditional dance
that will also serve
as an instructional
material.
WEEK 18 FINAL EXAMINATION
WEEK
 ESSAY SCORING RUBRICS

IDEAS AN CONTENT ORGANIZATION SENTENCE FLUENCY CONVENTIONS

D
Statement of Purpose/Focus Elaboration of Evidence Organizational Structure Language, Vocabulary, Fluency Usage, Mechanics,
Grammar
Exceeds  Main idea is focused and  Response has thorough and  Response has a clear and  Response clearly and  Effective and consistent
strongly maintained. convincing support for the reflective organizational effectively expresses ideas use of punctuation,
 Main idea is framed main idea which may structure creating unity and using precise language capitalization and
within the context of the include; evidence, facts,  completeness  Effective use of spelling.
topic.  narrative details Response Clear coherence and smooth  language Demonstrates
has substantial depth that is  progression of ideas or events a variety of sentence
specific and relevant to main Strong connection among ideas.  structures Concise;
idea. avoids wordiness
Meets  Focus is clear and for  Response provides adequate  Response has an evident  Response adequately expresses  Adequate use of
the most part support for the main idea organizational structure, though ideas using a mix of precise punctuation,
 maintained. which some ideas may be loosely language capitalization, and
Some context is provided. may include; evidence, facts, connected  Concise spelling
narrative details
  Response has depth that is  Adequate progression of ideas
specific and relevant to main or events.
idea.
Nearly Meets  Response may be clearly  Response provides  Response has an inconsistent  Response expresses  Inconsistent use of
focused on the main inappropriate of insufficient organizational structure and ideas unevenly using punctuation,
idea, but insufficiently examples, reasons or flaws may be present simplistic language capitalization, and
maintained.  narrative details  Uneven progression of ideas  Lacks variety in spelling
 The main idea may be Details and support are not from beginning to end sentence structure
unclear and specific and/or relevant to  Weak connections between ideas.
somewhat focused. main idea.
Working  Response provides little  Response provides little or no  Response has little or no  The expression of ideas in  Errors are frequent
Towards or no focus evidence or details to support organizational structure response lack clarity, vague and severe
 May be very brief the main idea  Demonstrates serious problems and confusing  Meaning is obscured
 Focus is ambiguous  Minimal elaboration with coherence or progression of  Very limited vocabulary or due to errors.
or confusing  Irrelevant details ideas. incorrect word choice to
express ideas.

DANCE ROUTINE/PERFORMANCE RUBRIC

5 4 3 2 1
EXCELL PROFICIE SATISFACT POO VERY
ENT NT ORY R POOR
CREATIVI Creative implementation of Somewhat creative Uninspiring implementation Poor implementation of No implementation of
TY 30% modern dance movements. implementation of modern dance of modern dance movements. modern dance movements. modern dance movements.
Demonstrates excellent movements. Demonstrates understanding Demonstrates poor Demonstrates no
understanding of dance Demonstrates good of dance elements and lacks understanding of dance understanding of dance
elements. understanding of dance elements. smooth transitions. elements. Not interesting elements and no
Very interesting and flows Somewhat and lacked transitions. transitions.
smoothly between movements. interesting but transitions need
some improvement.
EXECUTIO Technical elements and Technical elements and Technical elements and Technical elements and No technical elements and
N 30% choreography was executed choreography was executed choreography was executed choreography lacked choreography was
proficiently and with precision. proficiently but need but appropriate execution. executed.
some improvements. lacks precision.
QUALITY Clear attention to detail, and Clear attentions to the detail and Clear attention to detail of the Lacks attention to the detail No attention to the detail of
20% always going above and sometimes beyond expectations. dance. of the dance. the dance.
beyond expectations.
PERFORMANCE Performed with great Performed with good confidence Performed with confidence Performed with little Performed with no
20% confidence and and confidence and energy most confidence
and energy all throughout the energy most of the times in the energy sometimes. of and energy throughout the
 whole dance. dance. the times. whole dance.
Total

Score Evaluation: Excellent (5): 96%-100%; Proficient (4): 92%-95%; Satisfactory (3): 85%-91%; Poor (2): 80%-84%; Very Poor (1): 79%-below

FINAL COURSE OUTPUT:

As evidence of attaining the above learning outcomes, the students are required to do and submit the output as indicated.

OTHER REQUIREMENTS AND FORMS OF ASSESSMENTS:

Aside from the final output, the students are assessed at other times during the term by the following:
1. Group report/Group Presentation
2. Quizzes/Practical Test/Written Exam
3. At least three (3) laps running around the oval (Must be performed in the Prelim period.)
4. One Research Day/Alternative Class per Term

*Rubric for each method of assessment will be used.

LEVELS OF ASSESSMENT:
The students will be graded according to the following:
PRELIMINARY/MIDTERM Criteria FINAL TERM Criteria
Class Participation/Uniform 25% Class Participation/Uniform 30%
Practical Test/Quiz/ Assignment 35% Final Output: Group Competition 70%
Major Examination 40%
TOTAL 100% 100%

Final Grade = Midterm Grade + Tentative Final Grade

Prepared by: Noted and Verified by: Approved by:

SWEETROSE P. PACILAN TEODORA L. RAPADAS ARIEL S. BINAG

Faculty College Dean Acting School President