Grade 12 P.E. 2nd Quarter Module 21 22

Senior High School

Physical Education and Health

(H.O.P.E 3)
Quarter 2 Module 1
Prepared by:
Kent O. Ledesma

ST. IGNATIUS TECHNICAL COLLEGE, INC.

ZONE 11, NATIONAL HIGHWAY, POBLACION, TAGOLOAN, MISAMIS ORIENTAL
Table of Contents
Page
St. Ignatius Technical College Inc. Legal History i-ii
SITC Vision, Mission and Core Values iii-iv
Introduction 1
General Instructions 2-4
Lesson 1 Personal Safety with Dance 5-10
Lesson 2 Optimizing One’s Health through Physical 11-18

Fitness Assessments
Lesson 3 Fitness Career Opportunities 19-22
Lesson 4 Cheer Dance 23-29
Lesson 5 Hip-Hop/Street Dance 30-34
Lesson 6 Festival Dance 35-38
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References 39
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ST. IGNATIUS TECHNICAL COLLEGE INC.
Legal History
TESDA: Technical-Vocational
St. Ignatius Technical College, Inc. with business address at Zone 11, National
Highway, Barangay Poblacion, Tagoloan, Misamis Oriental, a family owned technical
school for secondary graduates who intend to pursue technical studies on Computer
Technology was granted a juridical personality by the Securities and Exchange
Commission on October 29, 2003 through its Registration No. CN 200322733. The
school started its operation by offering TESDA courses namely: Two Years Diploma in
Computer Technician and Two Years Diploma in Computer Programming. SITC has run
these programs for almost three years before each respective title was changed. In
2007, TESDA Director General issued a directive that all diploma courses will be
delivered based on the number of hours as determined and prescribed by the technical
school management. Consequently, SITC diploma courses were changed from Diploma
in Computer Technician to Computer Hardware Servicing NC II with 1,800 hours
duration of course delivery. Similarly, Diploma in Computer Programming was changed
to Programming NC IV with 1,800 duration of course delivery. SITC management has
successfully delivered the same computer courses under their new titles until 2011.
Another mandate was released by TESDA Director General in 2011, limiting the number
of hours of delivery of TESDA courses based on TESDA Training Regulations. With
such mandate, Computer Hardware Servicing NC II with 1,800 hours duration of course
delivery was limited to 292 hours only, since that year up to the present. TESDA did not
offer any more Programming NC IV because of some stringent requirements of the
program. SITC continue its operation with only one program being offered to students.
In 2015, when the demand for Bookkeeping NC III was rising, SITC management
endeavoured to apply with TESDA R10 to offer the course and luckily the Tech- Voc
agency on April 23, 2015 granted a Registration No 201510043033, WTR 2436 for
Bookkeeping NC III 292 hours duration of course delivery. Since May 2015 up to the
present SITC continue teaching Bookkeeping NC III to interested students.
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DepEd: Senior High School
In July, 2015 when the Department of Education (DepEd) encouraged the private
school owners to participate in the delivery of the new program of the basic education
which was the senior high curriculum, SITC management endeavoured to apply through
DepEd Central Office. After compliance with all the requirements asked by the
education agency submitted through DepEd regional and provincial offices, the school
was granted a Government Permit No. 230, s. 2015 on December 10, 2015 to operate
one Academic Track: Accountancy, Business and Management (ABM), and a Technical
-Vocational Track: ICT- Computer Hardware Servicing NCII effective SY 2016-2017
During SY 2016-2017, while the delivery of two senior high school tracks were
going on, many parents as well as graduating junior high students kept on requesting
SITC management to offer another academic track which was Humanities and Social
Sciences (HUMSS).Consequently, in March 2017, SITC management endeavoured to
apply to offer HUMSS for the next SY 2017-2018. Luckily, on May 8, 2017 DepEd, RO-
X, Government Permit No. SHS-P 076, s. 2017, was granted to the school to operate
the aforementioned academic track effective SY 2017-2018.
Again, owing to the persistent demand of many prospective senior high students
for a Technical-Vocational Livelihood Track on Automotive Servicing, SITC
management endeavoured to apply for a new permit to deliver Automotive Servicing NC
I & NC II. On July 19, 2019, a DepEd
RO-X, Government Permit SHS P-155, s. 2019 was granted to the school to
operate the aforementioned Tech-Voc Track effective SY 2019-2020.
To date, SITC is delivering four tracks: two academics (ABM and HUMSS) and
two Tech-Voc (ICT and Automotive).
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St. Ignatius Technical College, Inc.
Vision, Mission, and Core Values
Vision Statement
St. Ignatius Technical College, Inc. will be a premier private institution in
Tagoloan, Misamis Oriental focusing on a continuing tradition of excellence in a fast-
changing world. Within a conducive and supportive school environment, we provide
relevant high–quality senior high school tracks and technical training and prepare our
diverse student body for future endeavours. As learner-focused education community,
SITC maximizes student learning potential by providing them with specialized
knowledge in traditional and emerging technical areas as well as general knowledge
that fosters a life of learning.
Mission Statement
St. Ignatius Technical College, Inc. strives to prepare all students to become
lifelong learners, law-abiding and responsible citizens ready to face the challenges of
the future. In partnership with families, community, government, business, industry, and
educational systems, we will achieve our goals of creating a relevant learning
opportunities for students-both inside and outside the classroom – that help them
develop the knowledge, critical thinking skills, and human behaviour needed to succeed
in a technologically advanced world; thus, realizing our value proposition of “Real
Learning, Real Job, Real Life.”
Core Values
To fulfil its mission, St. Ignatius Technical College,Inc. is committed to the following
values:
 Excellence – setting high and challenging standards for teaching, learning and
professional leadership, advocate continuous improvement of programs,
processes and services, and encourage a results-oriented organization to ensure
that our students are well positioned for success in career and technical fields,
and college transfer.
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 Respect – embracing diversity and individual differences, respecting others’
contributions, and everyone’s right to learn free of interruption.
 Innovation – embracing enthusiastic pursuit of new ideas and responsible risk-
taking attitude.
 Sustainability – valuing the responsible use of resources to achieve balance
among social, economic and environmental practices.
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INTRODUCTION
Physical Education and Health offers experiential learning to adopt an active

life for fitness and lifelong health. The knowledge, skills and understanding include
physical and health literacy competencies support them in accessing, synthesizing and
evaluating information. Making informed decisions, enhancing and advocating their own
as wells as other’s fitness and health.
Health Optimizing Physical Education: Dance is part of vibal’s HOPE series. Its
main focus is on dance as the platform for acquiring the knowledge, skills and
dispositions to lead an active lifestyle for the purpose of optimizing health.
HOPE 3 provides moderate-to-vigorous rhythmical activities that start in PE

classes and leading to opportunities beyond the confines of the class so as to enable
learners to become physically fit and acquire the movement competencies and
confidence that they need for a lifetime of healthy, active living.
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This course is intended for students taking the subject Physical Education and Health
(H.O.P.E 3) particularly by senior high school learners. The subject is divided into two
MODULES for the sake of home based delivery of learning instructions. As much as
possible, the module writer tried to refrain from using difficult and highly technical
language to let students partake of the great wealth of ideas disclosed by generations of
thinkers.
It is hoped that this work becomes an aid in your journey in understanding
yourself, what it means to be a human being, or what it means to be you.
Module 1 is composed of the following lessons:
 Lesson 1- Personal Safety with Dance

 Lesson 2 – Optimizing One’s Health through Physical Fitness
Assessments
 Lesson 3 – Fitness Career Opportunities
 Lesson 4 – Cheer Dance
 Lesson 5 – Hip-hop/Street Dance
 Lesson 6 – Festival Dance

GENERAL INSTRUCTIONS
You are about to start your study on Module 1 for your subject Physical education and
Health (H.O.P.E 3). Don’t be in a hurry. To get much result from your effort, please
observe the following:
1. Select a place in your home that is conducive for learning.
2. Pre-condition yourself before you start reading the lesson.
3. Ensure that you have a dictionary at hand always for ready reference in case
you cannot understand a word in the lesson.
4. Shut-off your smart phone and keep it in your closet.
5. Read your lesson at least three times (3X) to ensure you have understood the
concept and ideas presented in the lesson.
6. Take note of some important points as you continue your study.
7. If you think you have digested the lesson very well, you may now take your
activities and quizzes.
8. Do not attempt to copy the answer from your lesson. This is a home study
method, you will learn nothing if you cheat as you are just fooling yourself. Study
honestly.
9. Follow all the instructions stipulated in each activity and quiz.
10. You are graded based on this grading system :
 Written Works 40%
 Performance Task 60%
___________________
Total 100%
11. Use 1 whole yellow paper for quizzes and long bond paper for activities. Use
back or blue ball pen only.
12. You are only allowed to contact the subject teachers during the subject
schedule. Only relevant topics will be entertained and treated as an official
interaction between you and the teacher. Personal matters are prohibited.
13. All hard copies of activities, quizzes, including your first quarter test
questionnaire should be filed in a long white folder with plastic cover and
fastener. This will serve as your portfolio and a requirement for this subject and
will be submitted at the end of the Second Quarter.

14. Submission dates for your learning outputs are as follows:
WEEK DATE & TIME WEEK DATE & TIME
1 November 22, 2021 1 November 23, 2021

8:00 pm – 11:00 am 8:00 pm – 11:00 am
2 November 29, 2021 2 December 1, 2021
8:00 pm – 11:00 am 8:00 pm – 11:00 am
3 December 6, 2021 3 December 7, 2021
8:00 pm – 11:00 am AS 8:00 pm – 11:00 am
ABM 4 December 13, 2021 4 December 14, 2021
8:00 pm – 11:00 am 8:00 pm – 11:00 am
5-6 January 3, 2022 5-6 January 4, 2022
8:00 pm – 11:00 am 8:00 pm – 11:00 am
WEEK DATE & TIME WEEK DATE & TIME
1 November 22, 2021 1 November 23, 2021

1:00 pm – 4:00 pm 1:00pm – 4:00 pm
2 November 29, 2021 2 December 1, 2021
1:00 pm – 4:00 pm 1:00 pm – 4:00 pm
HUMSS 1:00 pm – 4:00 pm ICT 1:00 pm – 4:00 pm
1:00 pm – 4:00 pm 1:00 pm – 4:00 pm
5-6 January 3, 2022 5-6 January 4, 2022
1:00 pm – 4:00 pm 1:00 pm – 4:00 pm
16. Any question on any part of your lesson(s), just call or text this cell number:
09050330522(TM).

LESSON 1
PERSONAL SAFETY WITH DANCE
Learning Competency:
1. Demonstrate proper etiquette and safety in the use of facilities and
equipment.
2. Observe personal safety protocol to avoid dehydration, overexertion &
hyperthermia during MVPAS participation.
Learning Objectives: At the end of this lesson, you are able to:
1. Identify the topic about the proper etiquette and safety in the use of facilities
and equipment.
2. Understand the personal safety protocol to avoid dehydration, overexertion &
hyperthermia during MVPAS participation.
GENERAL INSTRUCTIONS:
Now that you are holding this Module, do the following:
1. Read and follow instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.
5. Use 1 whole yellow paper for the quizzes and long bond paper for activities.
Use black or blue ball pen only.
6. Make sure to indicate your name, section, date of submission, complete name
of the subject teacher, title of the lesson, activity/quiz number on your answer
sheets.
Discussion
―Most dancers or performers just run out of the theatre after their performance
is over. They remove their makeup, take off their costumes and off they go. It’s so
important to take 5 or 10 minutes after a show to stretch before going home and, if
they can’t, then once they get home.‖
What to stretch
Though dancing is a full-body workout, some muscles are used more than others
and therefore, need more attention after.
Stretching your feet and legs seems like a no-brainer, but there are other muscles at
work that are not as obvious.
Your hip flexors, for example, allow you to lift your knees and bend your waist.
They also play a key role in keeping your hips and lower back strong, flexible, and
aligned. Your quadriceps move your knees and help rotate your hips.
They are involved and engaged in almost all leg movements.
The piriformis muscle is located behind your gluteus maximus and assists with
rotating your hips and turning out your feet.
Stretch these often-neglected parts of your body to dance better, stay injury-free and
hydrated.
How to stretch?
Hip Flexor/Quad
Kneel in a deep lunge with your back leg on the floor.

Flatten your back until you feel the stretch in the front of your hip.
Make sure you tuck your pelvis in to ensure your back is flat;
sinking into your back too much is too much extension. Hold for
20 to 30 seconds and repeat on the opposite side.
Stand with your right foot behind you and left foot in front. Keep
your heels on the floor and your feet parallel. Bend your front leg
while keeping your back leg straight.
Put both hands on a wall and lean forward, keeping your arms
straight, until you feel the stretch in your calf. Hold for 30
seconds and repeat on the opposite side.
Stand holding onto a chair with your right hand and grasping
your left foot with your left hand.
Maintain a flat back and pull your heel toward your butt, keeping
your knee close to your opposite leg.
Make sure you tuck your pelvis and be careful not to hike your
hip up. Hold for 30 seconds and repeat on the opposite side.

Standing Calf Stretch
Lay on your back with your knees bent and place your right
ankle on the opposite knee.
Grasp your unelevated thigh behind the knee and pull gently
toward your chest until you feel the stretch in your butt.
Hold without bouncing for 30 seconds and repeat on the

opposite side.
Stretching keeps the muscles flexible, strong, and healthy, and we need
that flexibility to maintain a range of motion in the joints. Without it, the
muscles shorten and become tight. Then, when you call on the muscles
for activity, they are weak and unable to extend all the way.
As you may have written from the list above, most Fitness exercises were
created for cardio-vascular maneuvers.it comprises the heart and blood vessels and
carries nutrients and oxygen to the tissues of the body and removes carbon dioxide
and other wastes. While cardio - vascular is operating not in a normal effort the body
needs water. So, what is the purpose of water to your body anyway?
Water is an inorganic, transparent, tasteless, odorless, and nearly colorless

chemical substance
Your body uses water in all its cells, organs, and tissues to help regulate its
temperature and maintain other bodily functions. Because your body loses water
through breathing, sweating, and digestion, it is important to rehydrate by drinking
fluids and eating foods that contain water.
(https://familydoctor.org/hydration-why-its-so-important/)
If fluid is not replaced, the dancer will become dehydrated. Muscle cramps,
electrolyte deficits and muscle fatigue may be associated with dehydration and heat
cramps.
DEHYDRATION
It occurs when you use or lose more fluid than you take in, and your body
does not have enough water and other fluids to carry out its normal functions.
Water makes up approximately 60% of body weight and is the largest component of
the human body. The muscles we work so hard to develop as dancers (skeletal
muscles) are about 73% water, your blood is about 93% water and even bones and
teeth contain some water.

OVEREXERTION
It is important for dancers to know that being properly hydrated helps keep the
body from overheating. Helping the body promote heat loss when dancing full out will
improve athletic performance and aid in recovery.
This is especially important for dancers wearing hot costumes and performing under
stage lights. Sweat losses during performance can be significantly more than during
rehearsal of the same piece. Therefore, drinking regularly (even small, regular sips)
is an important habit during a show.
It occurs when people push themselves too hard during physical activities like
Dancing causes injury when a person works beyond his or her physical capacity and
tolerances of his or her body’s soft tissues. Factors related to overexertion are age,
physical condition, body flexibility, obesity, strength, and tolerance.
Overexertion injuries are generally of two types:
Sprains - stretching or tearing of ligaments

Strains - stretching or tearing tendons or muscles
HYPERTHERMIA
refers to a group of heat-related conditions characterized by an abnormally

high body temperature in other words, the opposite of hypothermia. The condition
occurs when the body's heat-regulation system becomes overwhelmed by outside
factors, causing a person's internal temperature to rise.
HYPOTHERMIA
Hypothermia is a medical emergency that occurs when your body loses heat
faster than it can produce heat, causing a dangerously low body temperature.
Normal body temperature is around 98.6 F (37 C). Hypothermia (hi-poe-THUR-me-
uh) occurs as your body temperature falls below 95 F (35 C).
EXTEND
Stretching keeps the muscles flexible, strong, and healthy, and we need
that flexibility to maintain a range of motion in the joints. Without it, the
muscles shorten and become tight. Then, when you call on the muscles
for activity, they are weak and unable to extend all the way.
DEHYDRATION- It occurs when you use or lose more fluid than you take in, and your
bodydoes not have enough water and other fluids to carry out its normal functions.
OVEREXERTION- It is important for dancers to know that being properly hydrated helps

keep thebody from overheating. Helping the body promote heat loss when dancing full
out will improve athletic performance and aid in recovery.
HYPERTHERMIA- refers to a group of heat-related conditions characterized by an
abnormally high body temperature.
HYPOTHERMIA- Hypothermia is a medical emergency that occurs when your body
loses heat faster than it can produce heat, causing a dangerously low body
temperature.
Quiz
Name_____________________________________ Subject Teacher ______________
Year Level/Section ________________Date_______________
Direction: Write in the table below the different kinds of Dance Exercise and explain
what to stretch according to its Dance Exercise. (2 points each)
Dance Exercise What to Stretch
1. Aerobic
2.
3.
4.
5.
6.

Application
Direction: Write in the table below the Signs of Dehydration. (2 points each)
Signs of Dehydration
1. Headache
2.
3.
4.
5.
6.
7.
8.
9.
10.

LESSON 2
OPTIMIZING ONE’S HEALTH TROUGH PHYSICAL FITNESS ASSESSMENTS
Explain the value of optimizing one’s health through participation in physical
activity assessment
1. Understand the value of optimizing one’s health through participation in
physical activity assessment.
2. Explain the value of optimizing one’s health through participation in physical
activity assessment
General Instructions:
5. Use 1 whole yellow paper for the quizzes and long bond paper for
activities. Use black or blue ball pen only.
6. Make sure to indicate your name, section, date of submission, complete

name of the subject teacher, title of the lesson, activity/quiz number on
your answer sheets.
Discussion
By being active, you will burn calories that you store from eating throughout the day
and—it can be as easy as walking the dog or as rigorous as running a marathon.
Providing opportunities for children to be active early on puts them on a path to better
physical and mental health. It's never too late to jumpstart a healthy lifestyle.
But before we dive in, let us see the picture in a greater perspective. Physical activity,
along with proper nutrition, is beneficial to people of all ages, backgrounds, and
abilities.And it is important that everyone gets active: over the last 20 years, there's
been a significant increase in obesity in Philippines. Filipino adolescents ranked almost
at the bottom 146 countries when it comes to the level of physical activity, according to

a study from journal The Lancet Child and Adolescent Health found that 93.4% of
school-going Filipinos aged 11 to 17 lack physical activities as of 2016.
The picture above describes how physical inactivity can have serious implications for
people’s health. Approximately 2 million deaths per year are attributed to physical
inactivity, prompting WHO to issue a warning that a sedentary lifestyle could very well
be among the 10 leading causes of death and disability in the world. (Retrieved from
https://www.who.int/mediacentre/news/releases on April 4, 2018).
Sedentary lifestyles increase all causes of mortality, double the risk of

cardiovascular diseases, diabetes, and obesity, and increase the risks of colon cancer,
high blood pressure, osteoporosis, lipid disorders, depression and anxiety. According to
WHO, 60 to 85% of people in the world, including teenagers—from both developed and
developing countries—lead sedentary lifestyles, making it one of the more serious yet
insufficiently addressed public health problems of our time. It is estimated that nearly
two-thirds of children are also insufficiently active, with serious implications for their
future health.
Among the preventive measures recommended by WHO is moderate physical fitness

activity for up to 30 minutes every day. In addition to individual lifestyle changes,
governments and policy makers are also recommended to "move for health" by creating
a supportive environment for people. Among the measures recommended is promoting
physical activity programmes in schools, communities and health services.
In order to address physical inactivity, there are various physical activities that will
optimize one’s health. However, there is also a need to assess these physical activities.
Why do we have to assess physical activities? It isn’t enough to just come up with a
fitness activity and do it all the time. It is important to know how effective the activity is.
Outcomes of physical activity interventions should be evaluated because this is the only
way to determine whether they are effective. This is the only way to know if your body is

improving after consistent physical activity. Moreover, assessing physical activities can
help measure if the activities are useful in achieving your health goals.
Why do we have to assess physical activities? It isn’t enough to just come up

with a fitness activity and do it all the time. It is important to know how effective the
activity is.
Outcomes of physical activity should be evaluated and assessed because it is
the only way to determine whether they are effective or not. This is the only way to know
if your body is improving after consistent physical activity. Moreover, assessing physical
activities can help assess if they are useful in achieving your health goals.
The following are some of the methods used to assess the physical activities.

Methods for Assessing Physical Activity
Subjective Methods
Subjective methods are simply physical activity assessment methods that

depend on the human perception of human activity. Such methods are predominantly
used for measurement in populations.
Examples:
Self-Report – this can be in the form of physical activity diaries and logs
Recall - this method is usually made up of short simple questionnaires of
5 – 15 item and set to investigate physical activity patterns

Objective Methods
Unlike the subjective methods, objective methods rely on solid data or

observations. These are predominantly used for measurement in individuals.
Examples:
Heart-rate Telemetry – Student wears device that provides data on the heart
rate in.
response to exercise.
Can be set to record and collect data.
Pedometry - Student wears device that records the number of steps

taken
and estimates the distance covered.
- 10,000 steps is considered equivalent to meeting National
Physical Activity Guidelines.
Accelerometry - Student wears device to assess the acceleration of the

body
in certain directions.
- Provides data on the frequency, duration and intensity of
activity.
Doubly Labelled Water – Technique used to estimate total energy expenditure

accurately, based on the movement of 2 different types
of water found in the body.
Direct Observation - Data collected that measures activity in regards to type,

time,
place and social setting. This method is very useful for
children and adolescents.
Accurate estimates of physical activity are essential for advancing research on

the health benefits of physical activity; for understanding patterns and correlates that
influence physical activity behaviour; and for evaluating interventions designed to
promote physical activity, improve health, or reduce obesity. Indicators of physical
fitness (including body fatness) have generally shown stronger links with health
indicators than with physical activity. However, this is due in part to the less precise
methods available to assess physical activity. Physical activity directly improves fitness
(and body composition) and consensus suggests that it improves health independently
of both fitness and fatness.

Considerable attention has been given to improving physical activity assessment
methods but progress has been hampered by limitations in the way that physical activity
measures are used, scored, and interpreted. Many options are available for assessing
physical activity, so it is important to appreciate and consider the relative advantages
and disadvantages of the various measurement approaches.
Now that we have discussed the importance of optimizing one’s health through
participation in physical activity assessment, we will examine the different concept that
will be used in this subject. We will build your definition on the following key concepts as
a definitive source to “locate evidence” while this guide provides frameworks to evaluate
options and to inform decisions about the best ways to assess physical activity.
A. Assessment – refers to the evaluation of health status that identifies the

specific needs of a person and how those needs will be addressed.
B. Physical Fitness - refers to the ability of your body systems to work together
efficiently to allow you to be healthy and perform activities of daily living. Being
efficient means doing daily activities with the least effort possible.
C. Intensity - refers to how hard your body is working during physical activity.
Your health and fitness goals, as well as your current level of fitness, will determine your
ideal exercise intensity. Typically, exercise intensity is described as low, moderate, or
vigorous.
D. Sedentary Behaviour – refers to any waking behaviour characterized by an

energy expenditure ≤1.5 metabolic equivalents (METs), while in a sitting, reclining or
lying posture. In general this means that any time a person is sitting or lying down, they
are engaging in sedentary behaviour. Common sedentary behaviours include TV
viewing, video game playing, computer use (collective termed ―screen time‖), driving
automobiles, and reading.
E. Physical Activity – refers to any bodily movement resulting in energy

expenditure (EE), direct observation of the individual's movement should be used as the
gold standard for physical activity research.
F. Physical Fitness Plan – This is the written schedule of all the physical
activities you will take part in. Before you begin your physical activities, you will submit
your Plan to your PE and Health teacher, who will review it for considerations. If your
teacher has concerns about any of the activities, your teacher will contact you or your
parents to discuss them. The Plan maybe revised in further assignments. You will then
take part in physical activities and record them in your Physical Activity Logs,
accumulating at least 80 hours of physical activity participation time. This averages to at
least one hour per day, five days per week.
G. Physical Activity Logs – This is where you record the time spent doing the
activities. You will use the information from your logs to set personal goals related to the

type, frequency, intensity and duration (time) of your physical activity. By keeping track
of the data, you will be able to observe your own progress and achievement.
EXTEND
Methods for Assessing Physical Activity

- Subjective Methods
Subjective methods are simply physical activity assessment methods that depend on
the human perception of human activity.
-Objective Methods
Unlike the subjective methods, objective methods rely on solid data or observations
Application
Direction: As a responsible senior high school students, you are challenge to make a
physical activity program tailor fit to the exercise and fitness needs of you and your
family members. The table provided below is a sample; you may enhance as to how
you like it. Have fun making and helping your family members stay fit and healthy in this
time of pandemic! Be creative. (10 points each)
Physical Activity My Family and I (would) Enjoy
Category of Activity Health-Related Fitness Component
By Myself With Cardio Muscular Muscular Flexibility
Family Respiratory Strength Endurance
Members Endurance
Ex. Resistance / / /
Training
Zumba / /
1.

2.
3.
4.
5.
Quiz
Direction: Answer the following questions based on your learning. On a long bond
paper. (10 points each)
1. From your own point of view, write down the five (5) characteristics of a person who
displays, initiative, responsibility and leadership in fitness activities
2. As a responsible senior High School student, How will you share your knowledge on
the different physical fitness assessments to your fellow students? What is your ultimate
goal towards achieving physical fitness?

LESSON 3
FITNESS CAREER OPPORTUNITIES
Recognize one’s potential for health and dance related career opportunities
1. Recognize one’s potential for health and dance related career opportunities
2. Understand one’s potential for health and dance related career opportunities
sheets.
Discussion
There is an old saying that goes, ―if you’re trying to choose a career, one should
think about what you would do if you didn’t have to work‖. If you had a million dollars
and you could do anything, what would you do? Your answer to that question, while
maybe not literally the best choice career for you, may give you insight into what you
should do.
The answers you have generated is actually a result of your trying to go through
the process towards becoming a person who reflects o your thoughts before making a
decision. Hence the career decision-making skill is a very important step one must
consider. It is a set of individual assessment needed to identify, evaluate and use in the
most ethical, efficient and effective way across all domains, occupations and
professions.

Below are fitness career opportunities in physical education and sports.
A job in the fitness industry doesn't just provide you with a wide variety of
exciting career options. It also comes with a whole heap of personal perks, allowing you
to achieve a happy work life balance. Personal trainers and fitness Instructors can often
structure the hours and days they want to work. Clients often like to train before and
after work which may leave you time to go to the beach during the day, look after the
kids, plan you sessions, or catch up on paperwork. You're going to be making a positive
impact on the lives of others while watching people reach their fitness goals can be very
satisfying, especially when you are part of their journey.
You're going to be able to focus more on your own training if you're living and breathing
a fitness job. That means you could very well fit in exercising when you want, especially
if you're a personal trainer with free time between client sessions. Taking group exercise
classes is also a great way to train while you work.
Finally, wouldn’t it feel great to be surrounded by like-minded people who are

passionate about fitness? You can gain inspiration and learn new exercise philosophies
from co-workers to constantly better yourself and work practices.
EXTEND
Fitness Career Opportunities
a. Physical Education and Coaching Career
b. Fitness and Health Related Career
c. Personal Trainer - Sport Management Careers
d. Weight Control Counsellor
e. Sport Media Careers
f. Sports Agent
Personal trainers and fitness Instructors can often structure the hours and days
they
want to work.
Fitness is a gift and finding the right fitness tribe can help you create healthy habits
that
last a lifetime.
Quiz
Direction: Below are hypothetical situations that require your unbiased opinion and
educated judgment. Answer the questions and give your insights to each situation in 2-3
sentences.
1. You are currently making your individualized fitness exercise routine in physical
education and health. You came along with a standardized fitness program which can
be of great help to design and finish your fitness routine right away.
Your Action: ______________________________________________

Your Reason: ______________________________________________
2. One of your family members is diagnosed with severe obesity. As a fitness advocate,
she asks for your help in weight management.
Your Action: ________________________________________________

Your Reason: _______________________________________________
3. There are a lot of myths out there related to nutrition, fitness, and weight loss. Some
of them even come from seemingly refutable sources. Your friend, Nikki, would like to
avail and be part of the fad.
Your Action: ____________________________________________________

Your Reason: ___________________________________________________
Application
Direction: Write at least 5 sentences or more based on what you have learned in this
lesson. Write your answer in a long bond paper. (20 points)

LESSON 4
CHEER DANCE
1. Explains how to optimize the energy systems for safe and improved
performance
2. Explain the role of physical activity in managing one’s stress
3. Sets FITT goals based on training principles to achieve and/or maintain HRF.
1. Know the meaning of Cheerdance
2. Identify the different elements of cheerdance such as jumps,
tumblings,pyramid, and arm movements.
3. Discuss the background and context of cheerdance
4. Performed a cheerdance routine
sheets.
Discussion
What is Cheer Dance?
Cheerdance is a coined from words: ―cheer‖, and ―dance‖. To cheer is to shout out
words or phrases that may help motivate and boost the morale of playing team and
perform better during a game. While, to Dance is a physical activity where one

expresses emotions or gestures while performing bodily movements usually in time and
rhythm. On the other hand, Cheerleading is the performance of a routine, usually
dominated by a gymnastic skill such as jumps, tumbling skills, lifts and tosses combined
with shouting of cheers and yells to lead the crowd to cheer for a certain team during a
game or sports. Therefore, Cheerdancing, is rooted from cheerleading.
How did Cheerdancing start?

Cheerleading history is linked closely to the United states history of Sports, its
sporting venues, as well as the historical development of overall crowd participation at
many athletic events (history of cheerleading 2015). However, its origin can be traced
as far back as the late 19th century where in 1860’s students from Great Britain began to
cheer and chant in unison for their favorite athletes at sporting events. This event
eventually reached and influenced America (Timeline of cheerleading 2012).
In the late 1880’s the first organized recorded yell done in locomotive style was
performed in an American campus and was first seen and heard during a college
football game. However, organized all-male cheerleading only transpired when Thomas
Peebles, one of the graduates of Princeton University, brought the yell and the football
sports to the University of Minnesota in 1884.
Essentials of Cheer Dancing
Arms and Hands Movement for Cheerdance

ESSENTIALS OF CHEERDANCE – JUMPS

Elements of Dance
There are three elements which make up a dance. These are: Space, Energy, and
Time. Space which comprise of direction, Size, Level, and Focus, deal with the physical
area where dancers move accordingly. Energy, speaks of the power of dance could it
be heavy or light, Sharp or smooth, depending on what type of dance is being executed.
Time, which includes Beat, Tempo, Rhythmic Pattern, Duration, and Accent, refers to
the length, patterns of movement, music accompaniment’s beat, and tempo, as well as
the accent of the dance.
Genre of Dance (For Cheerdance)

Cheer dancing can also be incorporated to other genre of dance including Hip Hop and
Jazz/Classical Dances.
Hip Hop Dance
Hip Hop dance refers to the street dance styles primarily performed to hip-hop music or
that have evolved as part of hip-hop culture. It includes a wide range of styles primarily
breaking, locking, and popping which created in the 1970’s and made popular by dance
crews in the United States.
Basic Steps:
- Bounce
- Groove
- Pump
- Lock
Jazz/Classical Dance
Is an umbrella term that can refer to several related dance styles. All of them are
connected via common roots, namely tap, ballet, jazz music, and African American
rhythms and dance.
Basic Steps:
- Tendu-point
- Plie-knees slight bent
- Grand plie – fully knees bent
- Releve- Heels raised
- Piroutine and chaie- Turns

Extend
Cheerdance is a coined from words: ―cheer‖, and ―dance‖. To cheer is to shout out
words or phrases that may help motivate and boost the morale of playing team and
perform better during a game.
Cheerleading history is linked closely to the United states history of Sports, its sporting
venues, as well as the historical development of overall crowd participation at many
athletic events (history of cheerleading 2015).
Elements of Dance
- Space
- Energy
- Time
Quiz
Direction: Name the following Arms, and Legs Movement below. (2 points each)

Application
Direction: Take a video and explain on how to execute the different movements that
was given in the quiz. Pass your final performance on my messenger account. (50
points)

LESSON 5
HIPHOP/STREET DANCE
1. Discuss the nature of hip-hop and street dance
1. Know the meaning of Hip-hop and street dance
2. Identify the different elements of Hip-hop and street dance such as jumps,
tumblings, pyramid, and arm movements.
3. Discuss the background and context of Hip-hop and street dance
sheets.
HIP-HOP
Brief history
The word hip-hop was derived from the word ―hep‖, an African-American
vernacular English language since 1904 which means ―current‖. It was
apparently invented by a New York rapper Kevin Donovan, (known as Afrika
Bambaataa), who was dubbed as the Grandfather of Hip-hop. The dancing
style of Hip-Hop developed from the music style that was first introduced
during the 1970s in New York City among young Hispanic and African-
American communities and was made popular in the 1980s by media’s
exposure of several hip-hop dance groups in America. These group of young
people were looking for a creative outlet to vent their frustrations and
disappointments with society. It started with funky beats reverberating at
house or basement parties and the streets of New York. Hip-hop evolved as a
street dance which was a cultural dance variation in the United States and is
generally a form of entertainment where technical and teachable dance
aspects replaced the cultural symbolism and message of the true essence of
African-American hip-hop dance. The word street dance arrived in the
Philippines from the United States during the 1980s but only gained
unparalleled popularity during the 1990s. There are various street dance
battles held locally across the country as well as hip-hop dance competitions
internationally. The first Philippine Team who won the World Hip Hop Dance
Championships is the Philippine All Stars. One of the pioneers of street dance
in the Philippines is Jungee Marcelo. Marcelo started the first formal street
dance class in the Philippines after arriving from US in 1991. After almost 11
years of living in a community dominated by African-Americans in Los
Angeles, he brought with him his knowledge of urban dance in the country.
Nature and Characteristics:

o The movement of hip-hop dance contains an assertive angularity of posture and
an insistent virtuosic rhythmicity.
o It is freestyle in nature and maybe practiced in either a dance studio or in an
open space outdoor.
o It consists of four fundamental characteristics such as rapping (MCing); Disc
jockeying (DJing); Break dancing (B-boying); and Graffiti Art (Aerosol Art).
o Can also be described by elements such as bounce or recoil, tightening of the
body, agility and coordination, and fun.
o It has several styles that comprise two main categories, the Old school (breaking,
popping, and locking) and the New school (house, krumping, street jazz).
FUNDAMENTAL MOVEMENTS:
TERM ILLUSTRATION DESCRIPTION
* Executes several explosive,
acrobatic movements with
1. Breaking (Break Dance) breaks or freezes in between
acts
*Hold the position of the
movement for a few seconds
before continuing or shifting to
the next movement

*A quick contraction and
relaxation of muscles to
producing jerking of various
2. Popping joints
*It includes a lot of acrobatics

and physically demanding
moves, such as landing on one’s
3. Locking knees and the split
*Other famous moves are
waving of arms, pointing,
walking stationary, and grabbing
and rotating the cap or hat
*Characterized by unrestrained,
rapid-fire, and highly energetic
moves of the limbs and torso
4. Krumping *A dance style to release anger
*It is a dance style that imitates

the angular poses seen in
ancient Egyptian art
*Used to have a limited set of
5. Tutting (Tetris) static hiero-inspired poses, but
they now create more complex
geometric patterns wherein
multiple limbs interact
*Combination of skating,
stomping and shuffling
*There is a fast and complex
6. House Dance steps combined with fluid
movements of the torso

STREET DANCE
A street dance is a dance style that evolved outside dance studios in any available
open space such as streets, dance parties, block parties, parks, school yards, raves,
and nightclubs. A street dance is a vernacular dance in an urban context.
Vernacular dances are often improvisational and social in nature, encouraging
interaction and contact with spectators and other dancers. These dances are a part of
the vernacular culture of the geographical area that they come from.
Street dance is an umbrella term for a large number of social dance styles. Social dance
styles have many accompanying steps and foundations, created organically from a
culture, a moment in time, a way of life, influenced by natural social interaction.
Nowadays the terms ―streetdance‖ and ―Hip Hop dance‖ are often used to refer to a
studio-based version of the forms which came about after established teachers and
choreographers of Jazz, Ballet and Contemporary tried to copy the ―street‖ styles when
they were popularised.
EXTEND
Hip-hop - The word hip-hop was derived from the word ―hep‖, an African-
American vernacular English language since 1904 which means ―current‖. The
dancing style of Hip-Hop developed from the music style that was first introduced
during the 1970s in New York City.
Fundamental Movement:
1. Breaking 4. Krumping
2. Popping 5. Tutting
3. Locking 6. House Dance
Street Dance - is a dance style that evolved outside dance studios in any
available open space. It is an umbrella term for a large number of social dance styles.
Social dance styles have many accompanying steps and foundations.

Quiz
Direction: Name the following Fundamental Movements based on the picture. (5 points
each)
1. 4.
2. 5.
3. 6.
Application
Direction: Choose a song that can be used in HIPHOP dance and make your own
choreography. Take a video of yourself while performing it. Send the final video
performance in my Messenger Account (100 point each)

LESSON 6
FESTIVAL DANCE
1. Discuss the nature of Festival Dance
1. Know the meaning of Festival Dance
2. Identify the different kinds of festival dance in the philippines
3. Discuss the background of festival dance
sheets.
Discussion
Festival dances are cultural dances performed to the strong beats of percussion
instruments by a community of people sharing the same culture usually done in honor of
a Patron Saint or in thanksgiving of a bountiful harvest. Festival dances may be
religious or secular in nature. But the best thing about festivals is that they add to the
merry-making and festivities where they are celebrated, the reason why they are called
festival dances after all. Festival dances draw the people’s culture by portraying the
people’s ways of life through movements, costumes and implements inherent to their
place of origin. Some of the famous festivals in the country include Sinulog of Cebu,
Dinagyang of Iloilo, Ati-atihan of Kalibo, Aklan, Buyogan and Lingayan of Leyte, Bangus
of Dagupan, T’nalak of South Cotabato, Masskara of Bacolod City, Bambanti of Isabela,
and Kadayawan of Davao. Many others, especially from Luzon, are now paving their

way to join the country’s festival of festivals, the Aliwan Fiesta which is done in the
month of April. Filipinos do festivals primarily to celebrate. There are a multitude of
reasons for this reason. We celebrate our unity amidst the diversity of cultures and we
celebrate our industry bringing about a bountiful harvest. Festivals have been a
consistent crowd-producing activity leading to upliftment of a community’s economy due
to its tourism and entertainment value. Basically, festivals are a form of entertainment
that attract foreign and domestic tourists to visit a place eventually leading to the
elevation of the Filipino’s quality of life. Whatever festival we celebrate, be it done to
honor a religious icon or celebrate our industry. Festival dances are a reflection of the
unity of the Filipino community that despite the economic, social, environmental, cultural
and political challenges we face every day, there can be no other race more resilient
than ours.
Religious and Secular Festivals
As mentioned earlier, festivals may either be religious, in honor of a certain

religious icon or secular or non-religious, in thanksgiving or celebration of peoples
industry and bountiful harvest. The following are some of the said festivals:

Summary
Festival dances are cultural dances performed to the strong beats of percussion
instruments by a community of people sharing the same culture usually done in honor of
a Patron Saint or in thanksgiving of a bountiful harvest. Festival dances may be
religious or secular in nature. But the best thing about festivals is that they add to the
merry-making and festivities where they are celebrated, the reason why they are called
festival dances after all.
Religious and Secular Festivals -As mentioned earlier, festivals may either be religious,
in honor of a certain religious icon or secular or non-religious, in thanksgiving or
celebration of peoples industry and bountiful harvest.

Quiz
Direction: Below is a matching type activity which assesses your prior knowledge on the
festival we have in the country and their place of origin. In column A are the festivals
and in B are the places of origin. Write the letter of the origin of the festival in each
number. (2 points each)
1. Bambanti Festival a. Bacolod City
2. Bangus Festival b. Baguio City
3. Ati-atihan c. Bicol
4. Sinulog Festival d. Cebu City

5. Mango Festival e. Dagupan, City
6. Dinagyang Festival f. Davao City

7. Panagbenga Festival g. Iloilo City
8. Pattarradday Festival h. Isabela
9. Masskara Festival j. Santiago City, Isabela
10. T’nalak Festival k. South Cotabato
Application
Direction: Research at least 5 Philippine Festival Dances. Print the pictures of the
chosen festival dance in a long size bond paper. Write down the names and history of
each dances. (50 points)

References:
https;//www.arthurmurraydancenow.com/blog/3-ways-dancing-relieves-stress
parato, C. R., Brebante, Z. T., Callo, L. F., & Dajime, P. F. (2017). Physical
Bookstore.
Apolonia, M. L., Collao, M. P., Gabayan, P. A., & Kamus, G. R. (2017). Dance for
City: C & E Publishing, Inc.
(2020, June 19). Retrieved from Goggle:
https://www.slideshare.net/sherifmohamedelrefai/hiphop-dance-styles-
popping-locking-and-krumping
(2020, June 20). Retrieved from Goggle:
https://www.google.com/search?q=dance+physiology&oq=dance+physiology
&aqs=chrome..69i57j0l6.5441j0j7&sourceid=chrome&ie=UTF-8
Lindberg, S. (2020, June 21). Insider. Retrieved from Goggle:
https://www.insider.com/what-is-a-good-resting-heart-rate
A Manual on Physical Fitness, JOSE P. CATAPANG, Sports Psychological Training,
Consultancy and Research Services (SPTCRS) Publications. (1st Ed), 1998, Quezon
City

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Senior High School

Physical Education and Health

ST. IGNATIUS TECHNICAL COLLEGE, INC.

St. Ignatius Technical College Inc. Legal History i-ii

SITC Vision, Mission and Core Values iii-iv

General Instructions 2-4

Lesson 1 Personal Safety with Dance 5-10

Lesson 2 Optimizing One’s Health through Physical 11-18

Lesson 3 Fitness Career Opportunities 19-22

Lesson 4 Cheer Dance 23-29

Lesson 5 Hip-Hop/Street Dance 30-34

Lesson 6 Festival Dance 35-38

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE i

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE ii

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE iii

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE iv

Physical Education and Health offers experiential learning to adopt an active

HOPE 3 provides moderate-to-vigorous rhythmical activities that start in PE

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE 1

Module 1 is composed of the following lessons:

 Lesson 1- Personal Safety with Dance

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ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE 3

1 November 22, 2021 1 November 23, 2021

WEEK DATE & TIME WEEK DATE & TIME

1 November 22, 2021 1 November 23, 2021

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE 4

PERSONAL SAFETY WITH DANCE

Kneel in a deep lunge with your back leg on the floor.

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE 6

Hold without bouncing for 30 seconds and repeat on the

Water is an inorganic, transparent, tasteless, odorless, and nearly colorless

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Overexertion injuries are generally of two types:

Sprains - stretching or tearing of ligaments

refers to a group of heat-related conditions characterized by an abnormally

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE 8

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE 9

ST. IGNATIUS TECHNICAL COLLEGE, INC. NOT FOR SALE 10

OPTIMIZING ONE’S HEALTH TROUGH PHYSICAL FITNESS ASSESSMENTS

6. Make sure to indicate your name, section, date of submission, complete

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Sedentary lifestyles increase all causes of mortality, double the risk of

Among the preventive measures recommended by WHO is moderate physical fitness

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Why do we have to assess physical activities? It isn’t enough to just come up

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Subjective methods are simply physical activity assessment methods that

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Unlike the subjective methods, objective methods rely on solid data or

Pedometry - Student wears device that records the number of steps

Accelerometry - Student wears device to assess the acceleration of the

Doubly Labelled Water – Technique used to estimate total energy expenditure

Direct Observation - Data collected that measures activity in regards to type,

Accurate estimates of physical activity are essential for advancing research on

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A. Assessment – refers to the evaluation of health status that identifies the