Senior High

School
NOT

Health
Optimizing
Physical
Education 3
1st Semester - Module 1
DANCE

Department of Education ● Republic of the Philippine

Health Optimizing Physical Education - Grade 12
Alternative Delivery Mode
1st Semester - Module 1: Dance
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de Oro

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Health
Optimizing
Physical
Education 3
1st Semester - Module 1

DANCE

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at [email protected]

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

nior High School
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 Table of Contents

What This Module is About i

What I Need to Know ii
How to Learn from this Module ii
Icons of this Module iii

What I Know 1

Lesson 1:
Optimize Energy System Through Dance 3
What I Know 3
What I Need to Know 4
What’s New: Food Fuels 4
What’s More: Aerobic vs. Anaerobic 5
What Is It: Muscle Relaxation 6
What I Can Do: Reflection 7

Lesson 2:
Managing Stress Through Dance 7
What’s In: Exercise 7
What I Need to Know 7
What’s New: Dance as Stress Reliever 8
What Is It: Introduction to Dance 8
What I Know: Dance Genre 9
What’s More: Physical Fitness Test 10
What Can I Do: PAR-Q and You 14

What I Have Learned 15

Lesson 3:
Sets FITT Goals 16
What’s In: FITT 16
What’s More: Principles of FITT 17
What’s Can I Do: Let’s FITT and Dance 18

What I Have Learned 19

Lesson 4:
Barriers to Physical Fitness Activity 20
What’s In: 20
What’s New: Self-Assessment 21
What Is It: Reflection 22

What’s More: Overcoming the Barriers 23

What’s Can I Do: Poster Making 24

Summary
Assessment: (Post-Test)… ................................................................................. 25
Key to Answers 26
References 27
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What This Module is About
Welcome to the world of dance!

In this module, let us fight the present crisis of the pandemic COVID19 with
the groove of our body with music. Dance can be in group, with a partner, or with this
present “new normal” dancing solo is wiser.
People from different places enjoy dancing such as in schools, social venues,
community halls, our own home and even in social media through vlogs and tiktok.
Dancing has become popular way to be active and a healthy exercise program.
Dance was originally a form of social gathering and evolved into a competitive
event as time evolves. Dancing is a good recreational activity cause no matter
whether it is cold or raining, dancing can be done indoors. With the present situation
of pandemic COVID 19, moving your body with the rhythm of the music is not a
hindrance to stay fit and active.
There are many forms of dances, from traditional dance, folk dance, modern
contemporary dance, ballroom dance, cheer dance, hip hop and street dance. So be
ready to groove your moves exploring the different genre of the “world of dance”.

The following are the lessons contained in this module:

1. Optimizing energy through dance
2. Managing stress
3. Setting FITT Principle
4. Barriers to physical activity

In this module, you are expected to use variety of dances to achieve the
following learning competencies:

✓ Explain how to optimize the energy systems for safe and improved
performance
(PE12FH-Ib-c-2)
✓ Explains the role of physical activity assessments in managing one’s stress
(PEH12FH-If-5)
✓ Sets FITT goals based on training principles to achieve and/or maintain HRF
(PEH12FH-Ii-j-7)
✓ Self-assess health-related fitness (HRF), status, barriers to physical activity
assessment participation
(PEH12FH-Ig-i-6)
✓
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises
diligently.
• Answer all the given tests and exercises.
Icons of this Module
This part contains learning objectives
What I Need to that
are set for you to learn as you go along
Know the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge

This part connects previous lesson with

What’s In that
of the current one.

An introduction of the new lesson

What’s New through
various activities, before it will be
presented
to you
These are discussions of the activities as a
What is It way to deepen your discovery and
under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

These are tasks that are designed to

What I can do show-
case your skills and knowledge gained,
and
applied into real-life concerns and
situations.

II
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Pre-Assessment

Direction: Circle the letter of the best answer to the following questions.

1. What energy movement lasting about 5 to 15 minutes and does not require
energy?
A. ATP B. Glycolytic C. Oxidative D. Aerobic

2. What energy system that breaks down carbohydrates using 1 to 2 minutes of

energy?
A. Adenosine B. Glycolytic C. Oxidative D. Aerobic

3. What energy system that requires carbohydrates, fats, and protein where
energy is used in a longer period of time?
A. Adenosine B. Glycolytic C. Oxidative D. Aerobic

4. The following are nutrients needed by the body to produce energy, except:
A. Carbohydrates B. Fats C. Protein D. Vitamin C

5. Ruxyll constantly performs aerobic exercises because he knows the benefits

of it. Which of the following is the least beneficial factor of aerobic exercise?
A. It builds muscles C. Reduce the risk of stroke
B. Strengthens the heart D. Controls blood the blood pressure

6. Clarabelle is planning to manage her exercise routine. For her to stick on her
exercise routine, which of the following is the best thing that she should do?
A. Set SMART goals C. Meditate
B. Walk before you run D. Observe others

7. Dancing offers creative outlet for people to express their personalities in a

safe environment. The statement means:
A. It improves the condition of the heart C. It improves aerobic fitness
B. Greater self-confidence and self-esteem D. Weight management

8. Reane performed a solo dance during the recital. The following steps were
observed: bilao, hayon-hayon, dos-a-dos and Jaleo, what is the dance genre?
A. Ballroom Dance B. Folk Dance C. Hip-hop Dance D. Modern Dance

9. Hiroshi attended a battle during their school foundation day. He performed

some b-boying, breaking, and down rock moves. What type of dance
competition he is joining?
A. Ballroom Dance B. Folk Dance C. Hip-hop Dance D. Modern Dance

1
10. Liam and Denise are the loveliest couple I love to see performing the Cha-
cha-cha, Rumba and Jive. They won as the best couple for the Latin
Discipline. What type of genre these dances belong?
A. Ballroom Dance B. Folk Dance C. Hip-hop Dance D. Modern Dance

11. Which of the following dance genre often considered to have emerged as a
rejection of or rebellion against classical ballet?
A. Ballroom Dance B. Folk Dance C. Hip-hop Dance D. Modern Dance
12. Which component of physical fitness refers to the physical attributes such as
the cardio-respiratory, muscular strength, and flexibility?
A. Fitness B. Health-related C. Skills-related D. Talent-related

13. The hexagonal test is performed by jumping to specific direction inside the
hexagon in two revolutions in the shortest period of time. Which physical
fitness component is being assessed?
A. Agility B. Balance C. Coordination D. Speed

14. Which of the following FITT principle refers to the amount of energy the
exercise requires?
A. Frequency B. Intensity C. Time D. Type

15. Sunshine gains her weights and eventually turned obese over the years. Her
reason is, “it’s easier for me to find excuses not to exercise than to go out to
do something”. This barrier in participating physical activities refers to:
A. Lack of time C. Lack of will power
B. Lack of energy D. Lack of skill

2
 Lesson
Optimize Energy Through
1 Dance

Direction: Identify the words or terminology of

the following statements from topic Optimizing Energy using the listed terms in the
word cloud/human figure.

1. The ability to do work.

2. The unit use to measure energy.
Also known as Calories.
3. An energy movement lasting about 5
to 15 seconds and does not require energy
4. An energy system that breakdowns
carbohydrates using 1 to 2 minutes of energy
5. An energy system that requires
carbohydrates, fats, and protein where energy
is used in longer period of time.
6. The term for energy system that
does not require oxygen
7. The term for energy that requires
oxygen
8. In the glycolytic system,
carbohydrates are breakdown into…
9. In the glycolytic system, glucose is
breakdown into…
10. In the glycolytic system, the ATP is
then known as…
11. This energy system is also known
as “Kerbs Cycle” – electron transport chain ATP

Define the following abbreviations:

12. ATP -

13. PCr -

Give the two classification of energy system

14.

15.

3
 ✓ Explain how to optimize the energy systems for safe and improved
performance
✓ Explains the role of physical activity assessments in managing one’s stress
✓ Sets FITT goals based on training principles to achieve and/or maintain HRF
✓ Self-assess health-related fitness (HRF), status, barriers to physical activity
assessment participation

Food Fuels for Energy

1. Carbohydrates (CHO) – preferred source of fuel during exercise (glycogen)
2. Fat – concentrated fuel used during rest and prolonged submaximal exercise
3. Protein – used for growth and repair (negligible use during exercise)

Energy is the ability or capacity to do work and is measured in calories or joules.

There are three energy systems:

1. ATP or Adenosine Triphosphate – an organic compound that provides
energy to drive many processes in living cells such as muscle contraction,
nerve impulse propagation.
2. Glycolytic System – the breakdown (lysis) of glucose and consists of a
series of chemical reactions that are controlled by enzymes
3. Oxidative System – also known as Krebs Cycle and the citric acid cycle. In
this system, carbohydrates and fats are the primary energy sources converted
into ATP and this process takes place in the mitochondria of the cell.
If we have enough oxygen present in the blood, then pyruvate, the end
product of glycolysis, is shuttled to the mitochondria and we enter the
oxidative energy system.

4
Aerobic vs Anaerobic

Aerobic exercise is any type of cardiovascular conditioning or “cardio”. During the

cardiovascular conditioning, your breathing and heart rate increase for a sustained
period of time. Oxygen is your main energy source during aerobic workouts,
therefore Oxidative System energy is used.

Benefits of Aerobic Exercises:

✓ Reduce risk of heart attack
✓ Reduce risk of type 2 diabetes
✓ Recue risk of stroke
✓ Help lose weight and keep it off
✓ Help lower and control blood pressure
✓ Increase stamina and reduce fatigue during exercise
✓ Activates immune systems, making you less likely to get colds or flu
✓ Strengthens the heart
✓ Boosts mood
✓ Help you live longer than those who doesn’t exercise

Anaerobic exercises involve quick burst of energy and are performed at maximum
effort for a short time. The energy system used are the ATP and Glycolytic System.

Benefits of Anaerobic Exercises:

✓ Build muscles
✓ Lose weight
✓ Maintain muscle mass as you age
✓ Strengthens bones
✓ Burns fat
✓ Increase stamina for daily activities like hiking, dancing, or playing

Note to Teachers: Read the following instructions to the learners as part of the
psychosocial activity at the same time a sample activity for anaerobic activity.
Prepare a solemn music background for this activity.

5
Credits to: https://www.who.int/docs/default-source/coronaviruse/coping-with-stress.pdf?sfvrsn=9845bc3a_2

6
Reflection:

1. Enumerate 3 things you have realized about optimizing energy?

2. What are the 2 things you want to clarify in this topic? Justify your answer.

3. Express 1 “shout out” to encourage others t o optimize their energy for a better
health.

Lesson 2
Managing Stress
Through Dance
Exercise increases your overall health and your sense of well-being, which puts
more pep in your step every day. Exercise has some direct stress-busting benefits.
• It pumps your endorphins
• It’s meditation in motion
• It improves your mood
How to make your exercise successful:
• Consult with your doctor
• Walk before you run
• Do what you love
• Schedule your work out
Steps for sticking exercise routine
• Set SMART goals
• Find a friend
• Change up your routine
• Exercise in increments

7
DANCE as Stress Reliever
People from different places enjoy dancing such as in schools, social venues,
community halls, our own home and even in social media through vlogs and tiktok.
Dancing has become popular way to be active and a healthy exercise program. Here
are some reasons why dancing is a popular stress reliever:
1. When the body feels good, the mind does too! The scientific reason for why
dance has the ability to act a stress reliever stems from the idea that when the body
feels good, the mind does, too. Any type of physical activity releases
neurotransmitters and endorphins which serve to alleviate stress. Endorphins are
body’s natural pain killer to reduce stress and improve the mind’s perception of the
world. It causes the body to feel calm and optimistic. It also aids in improving the
quality of sleep, so that a few sleepless nights due to stress can be avoided after
dancing!
2. Dance offers a creative outlet for people to express their personalities in a safe
environment. Dancing offers an outlet for people to express who they are – through
music, movements or even costumes! Dancing helps you connect to whom who you
really are.
3. Dancing improves your physical health. From weight loss, to increased flexibility,
stronger bones and building muscle tone, dancing is a total body workout.

List down at least five (5) Physical and Mental Benefits of Dancing:

1.

2.

3.

4.

5.

https://www.arthurmurraydancenow.com/blog/3-ways-dancing-relieves-stress

Introduction to Dance

The fundamental principle that dance is an art form or activity that utilizes the
body and the range of movement of which the body is capable. Unlike the
movements performed in everyday living, dance movements are not directly related
to work, travel, or survival. Dance may, of course, be made up of movements
associated with these activities, as in the work dances common to many cultures,
and it may even accompany such activities.

But even in the most practical dances, movements that make up the dance
are not reducible to those of straightforward labor; rather, they involve some extra
qualities such as self-expression, aesthetic pleasure, and entertainment.

8
 One of the most basic motives of dance is the expression and communication
of emotion. People—and even certain higher animals—often dance as a way of
releasing powerful feelings, such as sudden accesses of high spirits, joy, impatience,
or anger. These motive forces can be seen not only in the spontaneous skipping,
stamping, and jumping movements often performed in moments of intense emotion,
but also in the more formalized movements of “set” dances, such as tribal war
dances or festive folk dances.

Dance Genre:

1. Folk Dance - a dance developed by people that reflect the life of the people
of a certain country or region. (Wikipedia)
2. Modern Dance - a broad genre of western concert or theatrical dance,
primarily arising out of Germany and the United States in the late 19th and
early 20th centuries. It is often considered to have emerged as a rejection of
or rebellion against, classical ballet. (Wikipedia)
3. Ballroom Dance – a set of partner dance enjoyed socially and competitively
around the world. With the emergence of dance competition, it is now known
as Dancesports. (Wikipedia)
4. Hip-hop Dance – also known as street dance styles primarily to hip-hop
music or that have evolved as part of hip-hop culture. (Wikipedia)
https://www.britannica.com/art/dance/The-aesthetics-of-dance

Try to identify the dance genre of the following terminologies. Write Folk, Modern, Ballroom
or Hip-hop
1. Abduction
2. Abracete
3. B-boy
4. Battle
5. Bilao
6. Breaking
7. Cuban Breaks
8. Cypher
9. Distal
10. Dos-a-Dos
11. Down rock
12. Flexion
13. Hayon-hayon
14. Jaleo
15. Latin Discipline
16. Plantar
17. Proximal
18. Spot Turn
19. Standard Discipline
20. Whisk

9
 Before exploring our body with dance activities, we must assess our body if
we are healthy enough to face different genre of dance as we optimize our energies.
Based on the DepEd Order No. 34, s. 2019 signed December 9, 2019 also
known as Revised Physical Fitness Test Manual, the following are objectives of the
following activity:
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.

Physical Fitness Test 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”.
Health-related components refer to those physical attributes which enable a
person to cope with the requirements of daily living such as:
✓ cardio-vascular endurance or stamina
✓ muscular strength and endurance
✓ flexibility
✓ appropriate body mass index (BMI)
Skill-related components are physical abilities that show potential for good
performance in certain skills (usually in sports) like:
✓ speed
✓ agility
✓ reaction time or quickness
✓ balance
✓ coordination
https://www.deped.gov.ph/wp-content/uploads/2019/12/DO_s2019_034.pdf

Physical Fitness Test

1. BMI (Body Mass Index) – is the body’s relative amount of fat to fat-free mass
Formula:
BMI = W where W is the weight in KILOGRAMS
H 2
where H is the height in METERS
Example:
BMI = 30kg = 30 = 20.83 (Normal)
(1.20m) 2
1.44

10
 Body Mass Index
Below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 – Above Obese

2. Zipper Test – to test the flexibility of the shoulder girdle

Scoring – record zipper test to the nearest 0.1 centimeter

SCOR STANDARD INTERPRETATION

E
5 Fingers overlapped by 6cm and above Excellent
4 Fingers overlapped by 4cm to 5.9 cm Very good
3 Fingers overlapped by 2cm to 3.9 cm Good
2 Fingers overlapped by 0.1 cm to 1.9cm Fair
1 Just touched the fingers Needs
Improvement
0 Gap of 0.1 or wider Poor

3. Sit-and-Reach – to test the flexibility of the lower extremities (particularly the

trunk)
Scoring – record the farthest distance between the two trials to the nearest
0.1 centimeters

SCOR STANDARD INTERPRETATION

E
5 61 cm and above Excellent
4 46 cm – 60.9 cm Very good
3 31 cm – 45.9 cm Good
2 16 cm – 45.9 cm Fair
1 0 – 30.9 cm Needs Improvement
4. Three-Minute Step Test – for cardiovascular endurance. It 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 fatigue.
Scoring – record the 60-second heart rate after the activity
(Note: For learners with health conditions, teacher can modify/decrease the number of
minutes for the test, ex. One-Minute Step Test)
5. Push-up – measures the strength of upper extremities . Strength – is the
ability of the muscle to generate force against physical objects.
Scoring – record the number of push-ups made

11
 SCOR STANDARD
INTERPRETATION
E Boys Girls
5 33 and above 33 and above Excellent
4 25 to 32 25 to 32 Very good
3 17 to 24 17 to 24 Good
2 9 to 16 9 to 16 Fair
1 1 to 8 1 to 8 Needs Improvement
0 Cannot execute Cannot execute Poor

6. Basic Plank – to measure strength/stability of the core muscles

Scoring – record the time in the nearest seconds/minute. Maximum of 90
seconds for boys and girls

SCOR STANDARD INTERPRETATION

E
5 51 seconds and above Excellent
4 46 seconds to 50 seconds Very good
3 31 seconds to 45 seconds Good
2 16 seconds to 30 seconds Fair
1 1 second to 15 seconds Needs Improvement
7. 40-Meter Sprint – to measure the running speed
Scoring – record the time in nearest minutes and seconds
(Note: This exercise is advisable for F2F learning modality, learners may skip this test)
STANDARD
SCOR Boys Girls
INTERPRETATION
E 17 y/o and above 17 y/o and
above
5 <4.0 minutes <4.5 minutes Excellent
4 4.1 to 5.4 minutes 4.6 to 5.9 minutes Very good
3 5.5 to 6.5 minutes 6.0 to 7.0 minutes Good
2 6.6 to 7.5 minutes 7.1 to 8.1 minutes Fair
1 >7.6 minutes >8.2 minutes Needs Improvement
8. Standing Long Jump – to measure the explosive strength and power of the
leg muscles. Power – is the ability of the muscle to transfer energy and
release maximum force at a fast rate.
Scoring – record the best distance in meters to the nearest 0.1 centimeters.
(Note: This exercise is advisable for F2F learning modality, learners may skip this test)

12
 SCOR STANDARD INTERPRETATION
E
5 201 cm and above Excellent
4 151 cm to 200 cm Very good
3 126 cm to 150 cm Good
2 101 cm to 125 cm Fair
1 55 cm to 100 am Needs Improvement
9. Hexagon Agility Test – to measure the ability to move in different directions
quickly. Agility – is the ability to move in different directions quickly using a
combination of balance, coordination, speed, strength, and endurance.
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.
(Note: This exercise is advisable for F2F learning modality, learners may skip this test)
SCOR STANDARD INTERPRETATION
E
5 5 seconds and below Excellent
4 6 seconds to 10 seconds Very good
3 11 seconds to 15 seconds Good
2 16 seconds to 20 seconds Fair
1 21 second to 55 seconds Needs Improvement
0 Over 25 seconds Poor
10. Stick Drop Test – to measure the time to respond to a stimulus. Reaction
Time – is the amount of time it takes to respond to a stimulus.
Scoring – record the middle 3 scores (for example: id the scores are 21, 18
and 19, the middle score is 19). In case there are two (2) scores are the same
( for example 18, 18, 25) the repeated score shall be recorded.
SCOR STANDARD INTERPRETATION
E
5 0 – 2.4 cm Excellent
4 5.08 cm to 10.16 cm Very good
3 12.70 cm to 17.78 cm Good
2 20.32 cm to 25.40 cm Fair
1 27.94 cm to 30.48 cm Needs Improvement
11. Juggling – to measure the coordination of the eye and hand. Coordination –
is the ability to use the senses with the body parts to performs motor tasks
smoothly and accurately.
Scoring – record the highest number of hits the performer has done
SCOR E STANDARD INTERPRETATION
5 41 hits and above Excellent
4 31 hits to 40 hits Very good
3 21 hits to 30 hits Good
2 11 hits to 20 hits Fair
1 1 to 10 hits Needs Improvement
 12. Stork Balance Stand Test – to assess one’s ability to maintain equilibrium.
Balance – is the maintenance of equilibrium while stationary or while moving.
Scoring – record the time taken on both feet in nearest seconds and divide
the scores to get the average percentage score.
SCOR STANDARD INTERPRETATION
E 17 y/o and above
5 161 sec to 180 sec Excellent
4 121 sec to 160 sec Very good
3 81 sec to 120 sec Good
2 16 seconds to 30 seconds Fair
1 1 second to 15 seconds Needs Improvement

Note to Learners: Perform some of the tasks at home with the help of your family
member/s.
Note to teacher: The teacher must review and demonstrate the procedures of each
test. (These activities were performed by the learners since Grade 4 as stated in the
DepEd Order No. 34, s. 2019)

These forms will be used for the pre-test (start of semester) and post-test (end of
semester). Please refer to the scoring guide. You may also answer using the link
https://forms.gle/YY1qfUBm7ztMNchL8

14
 If you are done assessing yourself, then let’s begin performing our Physical
Fitness Test. Record your scores in this score sheet. You’ve been doing these tests
since your Junior High School years. Be honest to yourself!

Lesson 3: Set FITT

Lesson 4: Self-assessment to Health

Discuss briefly the following Physical Fitness components:

Health-Related Component Skills-Related Component

Ex. BMI - is the body’s relative amount of fat to fat-free
mass

15
 Lesson

3 Sets FITT Goals

Now that you have record the result of your physical fitness test, you have then
determined your strengths and weaknesses. With that fact, you are now ready to create your
fitness plan. Let us try to use FITT Principle to achieve this health goals.

The FITT Principle (or formula) is a great way of monitoring your exercise program. The key
components or training guidelines for an effective exercise program is spelled out with the
acronym FITT
F – frequency – refers to the repetition of exercise undertaken or how often you
exercise
I – intensity – refers to the amount of energy the exercise required or how hard you
exercise
T – time – refers to the number of minutes or hours you spend exercising or how
long you exercise
T – type – refers to the type of exercise undertaken or what kind of exercise you do

Try to identify what principle of FITT the statement refers to. Write if it is frequency,
intensity time or type.

1. Adjust the number of times you exercise per day/week/month to reflect:

your current fitness level; the time you realistically have available; your
other commitments like family and work; and the goals you’ve set for
yourself.
2. It refers to the dedication to exercise usually depends on the type of
exercise undertaken
3. The factor that refers to the monitoring of heart rate.

4. The kind of exercise you choose will have a big effect on the result you
achieve. That’s why it’s important to know what you want to gain form
your efforts.

16
Principles of FITT

Frequency Intensity Time Type

Cardio and 5 to 6 times Easy to 30 to 60 Running,
Weight Loss per week moderate minutes or walking,
60-75% of more cycling,
maximum swimming,
heart rate rowing
Strength 2 to 3 times Depends on Depends on Weight
per week, not amount of intensity of machines,
consecutive weight lifted. workout. resistance
days The heavier If intensity is bands, body
the weight, high, reduce weight like
the less sets time spent push-ups, dips
and reps
Stretching 5 to 7 times Slow, easy 15 to 60 Static, Passive
per week and relaxed minutes and and PNF
hold each (proprioceptive
stretch 40 to neuromuscular
60 seconds facilitation)

1. Overload Principle – the body adapt to stimulus, once the body has
accepted then a different stimulus is required to continue the change. In order
for the muscle (including the heart) to increase strength, it must be gradually
stressed by working against a load greater than it is used to.
2. Progressive Principle – means the body adapts to the initial overload, the
overload must be adjusted and increase gradually.
3. Recovery Principle – adaptation to physical activity occurs gradually and
naturally, but time must be allowed for the regenerate and build.
4. Reversibility Principle – all gains due to exercise will be lost if one does not
continue to exercise
5. Specificity Principle – training should be relevant and appropriate to the
individuals need in order to produce effective result
6. Variation Principle – training programs varies in intensity, duration, volume
and other important aspects of practice

17
Let’s FITT and Dance
You are challenged to learn the different genre of dance for this semester.
Identify the following principle applied to the following Dance Routine Assignments
for this semester. Refer to YouTube videos and apply the exercises at home. Master
at least 3 figures per dance.
Note to Teacher: These are just suggested dances. You may change
according to how you contextualize the dances of your own culture

Time
My Frequency Type Reflection
Intensity (number of
Heart ( x (cardio,
Dance Activity Type of Energy (slow, minutes
Rate week) ) strengt
medium,
(bpm) h,
fast)
stretchi
ng)
Week 1:
Fundamental Arm
and Feet
Positions
https://www.youtube.com/watch?v=FkkZjfOZvks
Week 2: Folk
Dance: Tiklos
https://www.youtube.com/watch?v=ove9W91zE4o&t=238s
Week 3: Modern
Dance:
Contemporary
Dance
https://www.youtube.com/watch?v=qrOZDuxszX8&t=278s
Week 4:
Dance Sports:
Chachacha
https://www.youtube.com/watch?v=pcCg0rdaYRo
Week 5:
Cheer Dance:
Arm
Movements
and Stance
https://www.youtube.com/watch?v=Z35QgvcZKmg

18
 After the 5-week dance challenge and self-directed activity, I have learned the
following:

Type of Dance Terms Body Part Improved Values and Attitude

Ex. Fundamental Arm and Oblique Arm Strength Persistence
Raise Abdominal Stamina Accuracy
Feet Positions
Half-circle Discipline

19
 Lesson
Barriers to
4 Physical Activity

We just have learned the importance of exercise and its benefits to our
lifestyle, let us now evaluate yourself what are the barriers for you to do physical
activities. Circle the number that best describes

Very Somewhat Somewhat

Likely likely unlikely
1. My day is so busy answering the Modules for
the “new normal” 3 2 1
2. Social distancing with friends, makes me
3 2 1
uncomfortable to perform exercises
3. I’m just too tired and bored with the “stay at
home” policy 3 2 1
4. I’ve been thinking about getting more
3 2 1
exercise, but I just can’t seem to get started
5. O think I’m healthy enough to exercise 3 2 1
6. I don’t get enough exercise because I don’t
3 2 1
have the skills for any sport
7. I don’t have access to jogging, trails, pools,
bike paths 3 2 1
8. Physical activity takes too much time away
from other commitments – time, study, 3 2 1
research, co-curriculum
9. I am embarrassed about how I look when I
exercise with others 3 2 1
10. I do not get enough sleep as it is. I just
couldn’t get up or stay up late to get some 3 2 1
exercise
11. It’s easier for me to fine excuses not to
exercise than to go out to do something 3 2 1
12. I know too many people who have hurt
3 2 1
themselves by over doing it with exercise
13. I am not interested with any sports 3 2 1
14. It is too expensive. You have to take class or 3 2 1
join club or buy the right equipment
15. My free times during the day are too short to 3 2 1
include exercise
16. My usual social activities do not include 3 2 1
physical activities
17. I’m too tired during the week and I need the 3 2 1
weekend to catch up on my rest

20
 18. I want to get more exercises, but I just can’t
3 2 1
seem to make myself stick to anything
19. I’m afraid I might injure myself or have a
3 2 1
heart attack
20. I’m not good enough at any physical activity
3 2 1
to make it fun
21. If we had exercise facilities and showers at
3 2 1
work, then I would be more likely to exercise

How to score yourself:

Enter the circled number in the spaces provided, putting together the number
for statement 1 on line 1, statement 2 on line 2, and so on.
Add the scores on each line. Your barriers to physical activity fall into one or
more of seven categories.
A score of 5 or above in any category shows that this is an important barrier
for you to overcome

+ + =
1 8 15 Lack of Time

+ + =
2 9 16 Social Influence

+ + =
3 10 17 Lack of energy

+ + =
4 11 18 Lack of willpower

+ + =
5 12 19 Fear of injury
+ + =
6 13 20 Lack of skill

+ + =
7 14 21 Lack of resources

Credits to: https://tinyurl.com/y9gsqh4s

21
Reflection:

1. What are my top two barriers in participating physical activity? What are my
plan of action to overcome these barriers?

2. What are my realizations as I answer the assessment tool?

3. What motivational quote should I input to myself for me to get involved with
Physical Fitness Activities?

22
 Discuss briefly how you are going to OVERCOME the barriers to physical activity
participation

1. Lack of time -

2. Social Influence -

3. Lack of energy -

4. Lack of will power -

5. Fear of injury -

6. Lack of skills -

7. Lack of resources -

23
 Congratulations! You have done the 1st Module of HOPE 3, it’s time for you to
express artistically through a poster to promote DANCE as an exercise and stress
reliever.

Poster Making Criteria:

- 30% Relevance to the Theme

- 25% Originality
- 20% Creativity
- 15% Color Harmony
- 10% Visual Impact

TOTAL

24
Post -Test

Direction: Circle the letter of the best answer to the following questions.

1. The following are nutrients needed by the body to produce energy, except:
A. Carbohydrates B. Fats C. Protein D. Vitamin C
1. What energy movement lasting about 5 to 15 minutes and does not require
energy?
A. ATP B. Glycolytic C. Oxidative D. Aerobic
2. What energy system that requires carbohydrates, fats and protein where
energy is used in a longer period of time?
A. Adenosine B. Glycolytic C. Oxidative D. Aerobic
3. What energy system that breaks down carbohydrates using 1 to 2 minutes of
energy?
B. Adenosine B. Glycolytic C. Oxidative D. Aerobic
4. Ruxyll constantly performs aerobic exercises because he knows the benefits
of it. Which of the following is the least beneficial factor of aerobic exercise?
A. It builds muscles C. Reduce the risk of stroke
B. Strengthens the heart D. Controls blood the blood pressure
5. Hiroshi attended a battle during their school foundation day. He performed
some b-boying, breaking, and down rock moves. What type of dance
competion he is joining?
A. Ballroom Dance B. Folk Dance C. Hip-hop Dance D. Modern Dance
6. Clarabelle is planning to manage her exercise routine. For her to stick on her
exercise routine, which of the following is the best thing that she should do?
A. Set SMART goals C. Meditate
B. Walk before you run D. Observe others
7. Liam and Denise are the loveliest couple I love to see performing the Cha cha
cha, Rumba and Jive. They won as the best couple for the Latin Discipline.
What type of genre these dances belong?
A. Ballroom Dance B. Folk Dance C. Hip-hop Dance D. Modern Dance
8. Reane performed a solo dance during the recital. The following steps were
observed: bilao, hayon-hayon, dos-a-dos and Jaleo, what is the dance genre?
A. Ballroom Dance B. Folk Dance C. Hip-hop Dance D. Modern Dance
9. Which of the following dance genre often considered to have emerged as a
rejection of or rebellion against classical ballet?
A. Ballroom Dance B. Folk Dance C. Hip-hop Dance D. Modern Dance
10. Dancing offers creative outlet for people to express their personalities in a
safe environment. The statement means:
A. It improves the condition of the heart C. It improves aerobic fitness
B. Greater self-confidence and self-esteem D. Weight management

25
 11. Sunshine was a great gymnast but with her busy schedule and task in expected
from her in work, she gained weights and eventually turned obese over the years.
This barrier in participating physical activities refers to:
A.Lack of Time C. Lack of will power
B.Lack of Energy D. Lack of Skill
12. Which of the following FITT principle refers to the amount of energy the
exercise requires?
A. Frequency B. Intensity C. Time D. Type
13. Which component of physical fitness refers to the physical attributes such as
the cardio-respiratory, muscular strength, and flexibility?
A. Fitness B. Health-related C. Skills-related D. Talent-related
14. The hexagonal test is performed by jumping to specific direction inside the
hexagon in two revolutions in the shortest period of time. Which component is
being assessed?
A. Agility B. Balance C. Coordination D. Speed

References

• Kerrie O’Bryan. Introduction to the Energy Systems. SlideShare. March 8,

2012
• Seaward BL. Physical Exercise: Flushing out the Stress Hormones. In:
Essentials of Managing Stress. 3rd ed. Sudbury, Mass.: Jones & Barlett
Publishers. 2014
• Sood A. Integrating Joyful Attention. In: The Mayo Clinic Guide to Stress-free
Living. Cambridge, Mass. Da Capo Press/Liflong Books. 2013
• Majoy Drew. Health Optimizing PE. Slideshare. January 21, 2017
• Brad Walker. FITT Principle. Stretch Coach. May 6, 2019
• Charisse Tano. FITT Goal-based on Training Principles. Slideshare. February
6, 2019
• Mateo Cabrera. FITT Principle & Muscular Strength Workout Plan.
Slideshare. October 2, 2014
• Sarah Stanila. 3 Ways Dancing Relieve Stress. Arthur Murray Dance Centers.
November 4, 2016
• https://en.wikipedia.org/wiki/Dance
• https://www.deped.gov.ph/wp-content/uploads/2019/12/DO_s2019_034.pdf
• https://wordart.com/
https://www.researchgate.net/publication/329558482_Assessment_of_barriers_to_ph
ysical_activities_among_university_students_in_Malaysia
• https://www.who.int/docs/default-source/coronaviruse/coping-with-
stress.pdf?sfvrsn=9845bc3a_2

Developed by:

NORBERT M. SENSON
Master Teacher I
Angono National High School
For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]