Republic of the Philippines

LYCEUM OF THE PHILIPPINES - DAVAO

Km. 11, LPU Drive, C.P. Garcia Highway, Buhangin, Davao City

GENERAL EDUCATION

I. Educational Philosophy
Lyceum of the Philippines University, an institution of higher learning, inspired by the ideals of Philippine President Jose P. Laurel, is committed to the advancement of
his philosophy and values: Veritas et Fortitudo” (truth and fortitude) and “Pro Deo et Patria” (for God and Country).

II. Vision Statement

An internationally accredited university dedicated to innovation and excellence in the service of God and country.

III. Mission Statement

Lyceum of the Philippines University, espousing the ideals of Jose P. Laurel is committed to the following mission:
1. Advance and preserve knowledge by undertaking research and disseminating and utilizing the results. – RESEARCH
2. Provide necessary knowledge and skills to meet entrepreneurial development and the managerial requirements of the industry. – INSTRUCTION
3. Provide equitable access to learning through relevant, innovative, industry-based and environment-conscious programs and services in the context of nationalism and
internationalism. – INSTRUCTION
4. Establish local and international linkages that will be the source of learning and growth of the members of the academic community. – INSTRUCTION and
INSTITUTIONAL DEVELOPMENT
5. Support a sustainable community extension program and be a catalyst for social transformation and custodian of Filipino culture and heritage. – COMMUNITY
EXTENSION
6. Build a community of God-centered, nationalistic, environment-conscious and globally-competitive professionals with wholesome values and attitudes. –
PROFESSIONALISM and VALUES

IV. Program Intended Learning Outcomes

The outcomes of the tertiary PE program are:
1. Active and healthy living. This competency is a means for optimizing movement competence and confidence in a variety of contexts and environments by building
upon the foundation of play, movement-and motor-skills. This will lead to the achievement and maintenance of quality of life through high level of functionality. It is
informed by the biophysical (exercise physiology, biomechanics and motor learning), socio-cultural (history, sociology, cultural studies) and the behavioral (health
promotion and psychology) sciences.
2. Advocacy and Promotion. This competency will enhance student’s understanding and skills to support a positive sense of self, to effectively respond to life events
and transitions and to engage in lifelong learning that promotes health and well-being.
STANDARDS OUTCOMES

Active And Healthy Living 1. Access, synthesize and evaluate information on:
 Healthy eating and fitness behaviors, products and services;
 Risks associated with physical activity; fitness and physical activity assessment results;
 Activity patterns throughout the lifespan; and
 Personal, cultural and social factors that motivate or inhibit healthy choices about physical activity
and nutrition behaviors to enhance one’s capacity to take responsibility for oneself.
2. Apply concepts such as fair play, empathy, respect for others’ abilities and diversity by understanding how
these can influence their interaction with others.
3. Participate in moderate to vigorous with national and global recommendation for physical activities in
accordance physical education.
Advocacy and Promotion 1. Devise, apply and appraise a range of strategies to improve their own physical
activity performances and those of others.
2. Promote practical and creative interventions that will create community connection and contribute to the
health and well-being of the school and/or larger community.

V. Curriculum Mapping

Tertiary PE Program Standards and Outcomes

PE Courses Active and Healthy Living Advocacy and Promotion
1 2 3 1 2
PE 1- Physical Activity Towards Health and Fitness I ( movement patterns;
E R T E T
exercise-based)
PE 2 – Physical Activity Towards Health and Fitness II ( exercise program-
E R T E T
based)
PE 3 – Physical Activity Towards Health and Fitness( PATH-FIT) III (Dance,
R T T T T
Sports, Group Exercise, Outdoor and Adventure activities)
PE 4 – Physical Activity Towards Health and Fitness( PATH-FIT) III (Dance,
R T T T T
Sports, Group Exercise, Outdoor and Adventure activities)
Legend: E – Enabling – Facilitate the achievement of Terminal outcome.
R – Reinforced – Enhancement of existing competency/contributory to the program outcomes.
T - Terminal – The achieved course outcomes.

Course Code : PE 1
Course Title : Physical Education and Gymnastics
Pre-Requisite : None
Unit Credit : 2 units
Course Placement : 1st Term, A. Y. 2022-2023
Contact Hours : 30 hours (3 hours per week)
Course Instructor : Cliffordson B. Tagsip
Email : [email protected]
Contact No. : 09565198750

VI. Course Description

This course is designed to expose the students in many fitness activities. Through this variety of fitness skills, one will be more knowledgeable as to process of continued
fitness throughout one’s lifetime. The course is also intended to introduce the students to the method of procedure for teaching fitness, nutritional health, and general wellness
principles. Students will complete as assessment measuring aerobics fitness, strength, flexibility and nutrition.

VII.Course Intended Learning Outcomes (ILO)

At the end of the course, the students should be able to:

A. Cognitive (Knowledge):
o Discuss the importance of living a healthy life style and how fitness fits into this lifestyle.
o Determine the reasons for wanting to have a healthy lifestyle of living and determine how fitness fits into one’s lifestyle.
o Develop skills competencies and apply an understanding of rules, skills and strategies of various activities.
o Understand the concepts, facts and knowledge on physical fitness.
o Distinguish physical fitness facts and myths.
B. Affective (Attitude):
o Assess the importance of discipline, cooperation and safety practices in cooperative performances and other activities.
o Appreciate the benefits derived from being physically fit.
o Maintain a healthful living
C. Psychomotor:
o Apply the principles and procedures for selecting aerobic exercises based on individual needs, skill levels and exceptional needs
o Perform the knowledge and techniques for monitoring intensity, duration and endurance levels during physical activities.
o Demonstrate enough sufficient knowledge of the basic principles of physical fitness, fitness training, principles and benefits of the warm-up and coo-down
procedures of exercise.
o Assess one’s fitness level with the use of different physical fitness test.

VIII. Detailed OBE Course Syllabus

Time Instructional Learning Evaluative

Content Intended Learning Outcomes Teaching Learning Activities
Allotment Materials/Modalities Measures
1st week Orientation Introduction to course Activity:

A. Schools VMGO o Discuss the rationale of this Establishing rapport with the class  Students Handbook  Oral recitation
B. School Calendar for the course thru a game entitled, “Getting to (college dept.)
semester Know”  Course syllabus
C. School/ Classroom o Explain general policies, course  Reference Books
Policies description and other Discussion of students’ course  Face to face online
D. Course description & requirements of the course to expectations learning
syllabus established in connection to  Distance learning
E. Course their respective program Discussion of the mechanics of  Online learning
requirements/grading the course
system and
measurements / Introducing the requirement
modalities and integrate final paper

2nd week I. Concept of Physical As the course progress the Lecture: PowerPoint  Module  Oral recitation
Education students should be able to presentation provide the  Laptop  Exit Cards
o Introduction information of physical  Projector  Written Quiz
o History o Discuss the importance of Education  Speaker
o Definition physical activities for the  Printed materials
enhancement of growth and Class participation and
development. Sharing of ideas

Legal Basis for Physical o Identify the basis that supports

Education to the implementation of
Physical Education in the
1987 Philippine Constitution: curriculum.
Article IV; Section 19
o Sequence the historical timeline
of PE dates back ancient period Small group discussion: Learners
create infographics: Timeline of the
history of Physical Education

3rd week II. Functions of Physical o Analyze individual level of Individual activity: Assessing  PE uniform yoga mat  Exit Cards
o Education fitness as a major goal of the physical activity that help  Oral participation  Practicum
Development physical education. every student to be physically  Video presentation
o Social Development fit socially, mentally, and  Face to face online
o Emotional emotionally. learning
Development
o Mental Development

4th week III. Physical Fitness o Develops variety of fitness Learners must prepare a  Checklist and  Fitness
o Definition skills, which will provide a weekly fitness goal guidelines for fitness Assessment
o Components of foundation for teaching fitness goal  Exit Cards
 Module
Physical Fitness skills to others.
o Principles of Exercise Physical fitness goal: The
in Physical Fitness o Explain the benefits of exercise learner must have a level of
exercises to be execute from
o Classify the components of moderate to vigorous.
physical fitness

5th – 6th IV. Philippine Physical Fitness o Assess individual level of Think-pair-share: Learners classify  Blended distance  Performance
week Test fitness. the components of physical fitness learning Task:
o Values of exercise and into skill-related and health-related  PE apparatus Calculating
physical fitness o Compute the Body Mass Index fitness Laptop/ Downloaded Personal BMI
o Factor that influence (BMI) videos Video
fitness Performing different physical  Written Quiz
o Guidelines & rules to o Follow and interpret the activities with the use of PE  Practicum
follow the guidelines & rules of the test apparatus
administration of the
test Analyze the appropriate activities Group/Individual activity:
o Leveling of physical to individual according to the Performing different activities
fitness result classified result of PFT such as 50-meter
sprint(speed), long
jump(power), sit up (strength),
push up(power), shuttle run
(agility), sit and reach
(flexibility), and 12 minutes run
(endurance)

Learners record of individual

physical activity assessment

PRELIM EXAM
7th week V. Exercise o Discuss diet and exercise as the Work Activity: True wellness  Visual aid  Summative
o Definition two factors in leaving a healthy will largely be determined by  Videos Quizzes
o Physiological Exercise life. choices about how to live your  Chart
o Aerobic and Non- life; each learner will reflect  Speaker
aerobic Exercise o Differentiate aerobic from non- their attitudes and  Laptop
o Heart, Respiratory, aerobic exercise characteristics to each of the  Module
Exercise six dimensions
o Diet and Exercise  Physical
 Social
 Intellectual
 Emotional
 Spiritual
 Occupational

8th week VI. Warm-up o Discuss the warm-up and three Demonstration:  Music, speaker  Skill test
o Definition categories of warm-up. Presentation with the  Module  Exit cards
o Three (3) Categories of categories of warm up such as
Warm-up  Straight run forward
 Passive warm-up  Straight backward
 General warm-up  Run forward knees up
 Formal warm-up  Run forward heel kick up
 Jog and fast feet sideways
 Bounding

 Lecture / discussion about

mesomorph, ectomorph and
endomorph
 Video presentation

9th week VII. Stretching o Explain stretching, Kinds of  Lecture / discussion about  practice sheet  Oral recitation
o Kinds of Posture Posture, common faults and mesomorph, ectomorph and  Study guide  Exit cards
 Static body types. endomorph  Module
 Dynamic  Video presentation
o Common Faults in o Define the meaning of body
posture mechanics & posture
o Body types
o Execute correctly the basic
movements skills with correct
body alignment

o Apply postural principle on

daily life activity

10th -11th VIII. Types of Flexibility o Differentiate the types of Students will watch an  Measuring tape  Oral recitation
week o Isometric and Isotonic flexibility. engaging video lesson that  access to the internet  Exit cards
exercise defines flexibility showing  Flexibility test  Summative
o Benefits for Physical o Identify the healthful benefits stretches and exercises they  Module Quizzes
Activities that can be acquired from can use increase their
physical activities flexibility. Performance Task:
Warm-up,
Measuring learner’s flexibility Stretching and Cool
down Exercises
Video

MIDTERM EXAM
12 - 13
th th
IX. Aerobic Exercise IX. Discuss/ Demonstrate the Learners will start off watching  Module  Oral participation
week o Types of Aerobic Different Types of Aerobic videos defining aerobic fitness  Rockport Walking Test
Exercise Exercise and the Elements of and giving examples and online calculator
o Aerobic Dancing Dance. benefits, then learn how to  Copies of the lesson
develop aerobic endurance Developing aerobic
o Elements of Dance as with textbook. Endurance
Part of Composing
your Aerobic Dance Provide list of aerobic exercise
o Choreography Demonstration of different
aerobic exercises through
online learning

How do these activities

contribute to your overall
health? Cite at least 5 benefits

14th week X. Step Aerobics Terms & X. Demonstrate and perform Physical Fitness Component  Face to face online  Practicum
Choreography the following exercise test: learning
o Step Aerobics correctly to develop the skills,  Lower back and hamstring  Oral presentation
Terminology- Leg techniques and strategies in flexibility  PE equipment’s
Movements each activity  Shoulder and upper flexibility
o Step Aerobics  Upper body strength
Terminology- Arm  Abdominal strength
Movements  Shuttle runs
 50m sprint
 Body composition(height /
weight)

15th – 17th XI. Definition of Dance XI. Enumerate and Discuss the Group Activity:  Face to face online  Oral participation
week o Elements of Dance definition of Dance and its Students will practice their own learning  Practicum
o Body element. aerobic exercise routine/ Zumba with  Practice Area
o Action their chosen workout music  Speaker Performance Task:
o Space  Downloaded Music Warm-up,
o Time Stretching and Cool
o Energy down Exercises
Video

FINAL EXAM – Group Workout (Zumba)

IX. Course Requirements

The activities designed for each module will form the “pieces of the puzzle”, that at the end of the term, a course portfolio will be submitted, be it in the online learning or
offline learning. Portfolio must have three (3) sections namely: Activity, Analysis, and Application / Assessment. These sections will be gradually filled – up with specific
contents that need to be accomplished for each module. Rubrics for grading the portfolio, integrated with the reflective writing activities are found at the appendices of this
instructional material.
X. Other Requirements and Assessments

Aside from the final output, the student will be assessed at other times during the term by the following:

 Quizzes
 Oral Recitation
 Reflection/Reaction Paper
 Performance Tasks
 Final Paper (ePortfolio)

Format for Papers (Reflections, Critiques, Analysis)

o Font style and size: Century Gothic, 12
o Margin: 1” for all sides
o First line: Your name –e.g. Joshua Jay O. Eden (left align)
o Second line: Year and Section –e.g. BSTM 1A (left align)
o Third line: Title of Paper –e.g. Reflection Paper No. 1
o For the body of your paper, it must be “justify aligned” with single spacing
o For reference or citations, use single spacing and use the APA format
o Include page numbers; the maximum number of your paper is 2 pages.
*Rubric for each method of assessment will be used.

XI. Learner’s Assessment (Grading System)

Prelim Grade
Class Performance 50%
Quizzes
Recitation/Participation
Assignment
ePortfoilo
Performance Task
Examination 50%
TOTAL 100%

Midterm Grade
Prelim Grade 33.33%
Class Performance 33.33%
Examination 33.34%
TOTAL 100%

Final Grade
Midterm Grade 33.33%
Class Performance 33.33%
Examination 33.34%
TOTAL 100%

The final grade corresponding to the student’s general average is given in the table below:

GENERAL AVERAGE FINAL GRADE

97 - 100 1.0
94 - 96 1.25
91 - 93 1.50
88 - 90 1.75
85 – 87 2.0
82 - 84 2.25
79 - 81 2.50
76 - 78 2.75
75 3.00
Conditional 4.00
Incomplete INC
Failed 5.00
Dropped DRP

XII. Class Policies

1. Regular attendance is required for all students; Students are allowed 20% of the total number of school days or 14 hours of absences inclusive of tardiness. All
absences after that shall mean excessive absences, which will merit a grade of 0.00. Attendance policies found in the Student Handbook apply.
2. Should the students fail to submit a requirement the following will be considered such that:
a. they will be given a score of zero (0) with a corresponding grade of zero percent (0%) in a requirement which is not submitted under the following conditions:
a.1. they are given a chance to make-up for the said requirement and
a.2. they are given enough time to work on the make-up requirement.
b. they will be given a score of zero (0) with a corresponding grade of zero percent (0%) in a quiz which is given during their absence, under the following
conditions:
b.1. the absence is unexcused;
b.2. they are offered a make-up quiz and still fail to show-up during the given time and
b.3. they are given enough time to prepare for the make-up quiz.
c. In case the students submitted a requirement given by the instructor/professor to make-up for their lost grade, a certain percent will be deducted on their actual
grade.
c.1. The deduction will be determined by the subject teacher.
d. Home works will be due at the beginning of the class. No homework shall be accepted thereafter.
e. Special major examinations are scheduled a week after the administration of the major examinations. No special examination will be given thereafter EXCEPT
IN SPECIAL SITUATIONS. Moreover, there are no special practical examinations that will be given to those who failed to take it on the scheduled date.
3. Students are expected to participate in small-group exercises and/or other class learning activities.
4. Cellular/Mobile phones and the likes should always be in silent mode during class hours; the use of cellular phones is prohibited in class unless a special permission
is sought. Tablets and laptops may be used to TAKE DOWN NOTES and may not be used to browse online resources at the time of discussion otherwise such
devises will be confiscated throughout the duration of the class except with the permission of the professor.
5. Manage your time in consideration of the other modules to be accomplished from other courses. AVOID PROCRASTINATION. Remember to sustain
quality education. You are advised to read and understand the tasks given to you and settle with an output which is of quality and high standard.
6. Cheating and plagiarism in any form will merit a final grade of 0.00. To avoid cheating during examinations, handkerchief, jackets and gadgets like cellphones,
tablets and calculators (teacher’s prerogative) should be placed inside the school bags. Furthermore, these school bags should be placed in front of the teacher’s table.
a. Plagiarism is a form of cheating which will be strictly dealt with, in accordance to the provisions stipulated in the Student’s Manual.
7. Any concerns (teaching, grades, interrelationship inside and relative to the class, etc.) should be properly addressed to the subject-teacher for appropriate action.
Students may seek the help and guidance of their academic/registration adviser in resolving the issue with the subject–teacher.
8. Others (agreed upon by the class)

All other policies (attendance, tardiness, decorum, grievance, etc.) will be subject to the provisions of the latest version of the Student Handbook.

XIII. Announcement

I will be in regular contact with everyone throughout the term, so please pay attention to every announcement posted on Canvas as they may contain very important
updates and information. It is highly suggested that you turn on your Canvas notifications on your smartphone to stay instantly up-to-date with messages and
announcements from the professor.

Begin each week by doing the following:

o Click on the “Modules” tab on the left.
o Click the dropdown menu for the “Week 01” and follow each slide in sequential order.
o The lectures and slides are designed to move at your pace, so don’t feel like you need to rush.
o At the end of each week, you will be required to complete a discussion post and quiz. Please pay attention to deadlines so you don’t miss any points.
o Repeat all of the previous steps for the next unit.

XIV. Netiquette

In any social interaction, certain rules of etiquette are expected and contribute to a more enjoyable and productive communication:
o Remember that the classmate who is receiving your message is someone like you, who deserves and appreciates courtesy and respect. BE RESPECTFUL.
o Direct thoughtful messages have the greatest impact.
o Your messages reflect on YOU. Take time to make sure that you are proud of their form and content.
o Use descriptive subject headings in email messages.
o Be careful with humor and sarcasm; without the voice inflections and body language of face-to-face communication, internet messages can be easily
misinterpreted.
o When making follow p comments, summarize the parts of the message to which you are responding.
o Avoid repeating what has already been said. Needless repetition is ineffective communication.
XV. Educational References

A. Textbook
o Abijan, Remedios N. Physical Education, Health and Music I, St. Augustine Publications, 1624-1626 España cor. Don Quijote St. Sampaloc, Manila.2001
o Banzon, Victoria C. Exploring with Music, Arts, Physical Education and Health) 1253 Gregorio Manila Ave. cor. Maria Clara Street, Quezon City. 2005
o Buenviaje, Paz A. Music, Arts, Physical Education and Health, Phoenix Publishing House, Inc.927 Quezon Avenue, Quezon City. February 2007
o Andin CT. (1985). Foundations of Physical Education. Quezon City.
o Andin CT. (1978) The teaching of Physical Education in Philippine schools Quezon City.
o Carrier.J and D. McKay (2005) Complete Cheerleading. New York: Human Kinetics Inc.
o Carpenter L. (1985) Gymnastic for Girls and Women. West Nyack, New York: Parker Publishing Company, Inc.
o Colfer, GR. et al. (1986) Contemporary Physical Education. Dubuque, Iowa: Wm. C Brown Publisher
o Dinoso, C.P (1990) Gymnastics Book. Quezon city : Rex Bookstore
o Dubey, H.C (1999- 2003) Gymnastics (DPH Sports Series) New Delhi – 110002> Discovery Publishing House.
o Eviza J.A et al.92007). Physical Education Work Test for the Tertiary Level. Valenzuela City. Mutya Publishing house Inc.
o Fashey T.D et al. (2001) Fit and well: core concepts and labs in physical fitness and wellness, Mountain view California: Mayfield Publishing Company
o Kumpkin A.9 19980 physical education and sports; a contemporary introduction: united states: WC

B. Internet Links
o http://www.youtube.com/results?search_query=aerobics+dance&aq=1
o http://www.youtube.com/results?search_query=aerobics+dance+workout&aq=6
o http://search.yahoo.com/search;_ylt=A0oGdUm1udBMLCcBh1VXNyoA?ei=UTF-8&fr=yfp-t-
701&fp_ip=ph&p=components+of+physical+fitness&rs=0&fr2=rs-top
o http://twilson44.tripod.com/toddwilson/id13.html
o http://www.faqs.org/health/topics/2/Physical-Education.html

XVI. Rubric for Assessment

The following rubrics shall be used for assessment as applicable

Calculating BMI Rubric

Category 4 Exemplary 3 Proficient 1 Beginning Points

Assignment One page clearly defined explanations BMI calculations present within one page Calculations present. Brief answers to
Completion/Content drawn from the website on what the reflection. One health related consequence reflection questions. Less than one page.
calculated numbers may indicate in relation in relation to overall health. One statement
to your overall health. Analysis of what describing the student's plan of action.
may need to change and plan of action to
improve individual wellness. Examples:
change in diet, exercise, further testing.
Reflection Complete detailed sentences explaining Brief statements explaining website No explanation of website information,
website information, personal analysis, and information, personal analysis, and unclear weak or no personal analysis, no future
clearly defined future plans to improve future plans. plans.
one's overall wellness.
Accuracy of All information presented in writing was Most information presented in writing was Most of the information was inaccurate or
Information clear, accurate and thorough. clear, but was not usually accurate. not clear.

Digital Enhancements Digital enhancements are Any digital enhancements that Little or no enhancements add interest to
or Effects planned and purposeful, adding impact to are used combine smoothly the video, or
the story line or Focus and effectively with the video excessive use of random
enhancements detracts from
the video.

Warm-up, Stretching, & Cool Down Exercises Rubric

Category 4 Exceeding 3 Meeting 2 Approaching 1 In-progress Points

Warm-Up Students provide 5 detailed Students provide 5 fairly Students provide a few Students did not include any
exercises that make sense to the detailed exercises. Most of the exercises, only a few muscle warm up exercises in the
routine. The student intends to exercises will properly warm- groups used in the exercises. routine.
warm-up the muscles that will be up the muscles being used in The exercises are not detailed.
used during the workout. the exercise routine.
Stretching Student exhibited proper Student exhibited proper Student exhibited proper Student did not exhibit proper
stretching technique for all stretching technique for most stretching technique for a stretching technique for any
stretches covered. stretches covered. couple stretches covered. stretches covered.
Cool Down Student demonstrates a complete Student demonstrates a strong Student demonstrates a Student demonstrates no
understanding of the components understanding of the somewhat limited understanding of the
of a proper cool-down. components of a proper cool- understanding of the components of a proper cool-
down. components of a proper cool- down.
down.
Exercise Routine Students include all the required Captions are related to the Students included only than Students did not included
amount of weight training Students included than most of half strength training strength training exercises or
exercises and the amount of the required amount of strength exercises, missing repetitions repetitions.
repetitions for each exercise. The training exercises and the for exercises. The routine was
plan is written well enough that amount of repetitions for each hard to follow.
anyone could use the routine. exercise. The routine fairly was
easy to follow.

Aerobic Exercises (Zumba) Rubric

Category 25 Excellent 20 Good 15 Acceptable 10 Partial 5 Minimal Points

Knowledge of Demonstrates mastery, Demonstrates good Demonstrates knowledge Demonstrates some Remembers a few of the
Choreography excellent knowledge of knowledge of of choreography. Keeps knowledge of steps/ movements and
Memory of the routine the choreography and choreography. Keeps up up with group. Some choreography, but unsure tries, but looks lost and
and execution of the does it well. with group. Few errors, errors (3-5 errors) causing of some movements. out of sync with others.
moves looks true to the however it does not brief pause in Sometimes hesitates/
moves that were interfere with performance. watches others and
choreographed. performance. makes several errors
Technical Skills Dance performed with Dance performed with Dance performed with Only some Although remembers
Pointing toes, back great attention to quality attention to details of attention to most details of understanding of some of dance, little
straight, arm placement is of movement, body technique, has attained technique, but hasn't technical elements (i.e. attention paid to how
not sloppy, moves are position, placement on proficiency in dance attained proficiency in footwork, quality of movements are done or
executed smoothly. stage and other details of style. dance style yet. Some movements, body other details of dance.
dance. Also demonstrates technical errors. positions) demonstrated
an excellent in performance.
understanding of dance
style.
Performance Skills The dancer draws the The dancer The dancer communicates The dancer is generally The dancer is not very
Projection of eye contact audience in to want to communicates with with audience through eye focused, but only some focused on making eye
and cheerful facial watch them and is able to audience through eye contact and facial and attempt made to grab contact, concentrated or
expressions with the engage the audience contact and facial and body expression. attention of the audience committed to
audience. The dancer is completely through their body expression. Is able Occasionally loses focus. with eye contact and performance.
confident with performance. A true joy to engage the judges. good facial expression.
movements. to watch!
Musicality Shows a complete Accurate in beat, tempo, Generally accurate in Shows a basic Attempts to keep a
Staying on count and with understanding of tempo rhythms of dance beat, tempo, rhythms of understanding of tempo rhythm, but gets off
the beats of the music. and beat and stays on sequences throughout the dance sequences most of and beat, but falls behind beat and speeds up or
rhythm throughout the dance. the time. and/or speeds up in falls behind often.
dance. places or makes errors in Doesn't follow beat in
rhythm. music.
Prepared by: Reviewed: Approved:

DR. MARIBETH Q. GALINDO DR. CLARISSE D. APALE

CLIFFORDSON B. TAGSIP Program Coordinator Dean, College of Arts and Sciences
Course Instructor

NOTE:
This syllabus can be revised according to your best judgment. If improvements or revisions were done, kindly notify the department head concerned or the dean. Your
suggestions/recommendations are important for the refinement of our syllabus