Health Grade 10

Activity 15: BE A FITNESS ADVISER!GOAL To give recommendations to a person/people seeking advice onROLE fitnessAUDIENCE a fitness adviser/guru clients seeking advice on fitnessSITUATIONDEPED COPYThere are several people who are unfit and need advice in order for them to achieve their desired level of fitness.PRODUCT a fitness dance program specifically designed for themSTANDARD The criteria are accuracy (10), appropriateness (10) and sensitivity to clients’ need (10).Procedure: 1. This is an individual work. 2. Instruct them to do the following: a. Identify an unfit person (someone who has difficulty in doing his/her daily task efficiently or effectively) from your family or community. b. Explain to him/her the purpose of your task. Be sensitive to his/her needs. c. Assess the person’s physical activity, participation, readiness and nutritional status. d. Create a fitness dance program e. You may follow the format of the fitness plan format you have done. f. Submit to your teacher your fitness dance program first before giving it to the concerned person. 152 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYSUMMARY Sustaining fitness and wellness is important because it allows the person to live life to the fullest. A fit individual can function optimally, is not prone to health problems, is strong enough to face life challenges and can adjust to different situations. Fitness and wellness are sustained through practicing a healthy lifestyle. This includes participating in physical activities, having proper eating habits and enjoying leisure. Street dance and hip-hop dance are good recreational activities that can sustain fitness and wellness. Dancing as a lifetime habit will surely help in sustaining fitness. But this should be combined with proper eating habits. 153 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYSUMMATIVE ASSESSMENT This assessment measures students’ learning after the series of teaching-learning process. Results shall be recorded and graded under the specified level ofassessment.Knowledge (Paper and Pencil Test) A. Identification. Write your answer on the blank provided. ________________1. What dance form evolved from a culture of DJ-ing, rapping, breakdancing, and making graffiti art? ________________2. What dance form refers to dances performed outside of dance studios? ________________3. What dance style includes body spins and rotations? ________________4. What dance style is characterized by holding a certain position? ________________5. What is the general term for variables that increase the likelihood of developing a disease or injury? ________________6. What term generally refers to the way we live? ________________7. What tool assesses one’s level of readiness and physical activity participation? ________________8. What scale identifies the intensity of a certain physical activity? ________________9. What term generally refers to activities primarily done to refresh and revitalize one’s body and mind? ________________10. What term refers to why and how people eat, which foods they eat, and with whom they eat? 154 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYProcess (Paper and Pencil Test) B. Multiple Choice. Write the letter of the best answer. 1. Which of the following is a benefit of dancing? a. increases mental functions b. reduces the risk of osteoporosis c. improves the condition of heart and lungs d. all of the above 2. Why is it important to do warm-up and stretching activities before dancing? a. to increase body temperature b. to improve grace and proper execution c. to develop motor fitness, and endurance d. to minimize risk of muscle and bone injuries 3. Which of the following is an active recreational activity? a. gardening b. playing basketball c. both a and b d. none of the above 4. Which of the following best describes media and technology and its relationship to fitness and health? a. Media and technology have no effect to fitness and health. b. Media and technology reduce our physical activity participation. c. Media and technology increase our physical activity participation. d. Media and technology provide both advantages and disadvantages to our fitness and health. 5. What fitness component is best developed when you dance for an hour regularly? a. speed b. body composition c. muscular endurance d. cardio-respiratory endurance 6. “You are what you eat” simply means that a. We only eat what we desire. b. We are healthy if we eat healthy foods. c. Our nutritional status depends on the food we take in. d. When we do not control what we eat, we will become overweight. 155 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

7. After scrubbing the floor, student A feels like it is impossible to keep going, can hardly breathe and talk. This means that a. Scrubbing is a vigorous activity for student A. b. Scrubbing is a very light activity for student A. c. Scrubbing is a very vigorous activity for student A. d. Scrubbing is a moderately vigorous activity for student A.8. When a certain activity increases our heart rate, this means that a. The activity is good for our heart and lungs. b. The activity increases our cardio-respiratory endurance. c. both a and b d. none of the above9. Your overweight friend wants to lose weight. S/he is considering the diet pills and fitness programs s/he saw on the newspaper and television. What is the best advice you can give to your friend? a. Tell her/him to enroll in a fitness gym. b. Tell her/him to try the best diet pills taken by popular artists. c. Tell her/him to choose the most convincing advertisement. d. Tell her/him to verify all the information and seek advice from a genuine fitness adviser.10. Why is heart disease still the number one cause of death among Filipinos? a. because of physical inactivity b. because of an unhealthy lifestyle c. because of media and technology d. because of the availability of food that are rich in cholesterolDEPED COPYAnswer Key: B. 1. D A. 2. D 1. Hip-hop dance 3. C 2. Street dance 4. D 3. B-boying 5. D 4. Locking 6. C 5. Risk factors 7. C 6. Lifestyle 8. C 7. PA (Physical Activity) Assessment 9. D 8. RPE Chart 9. Recreational Activity 10. B 10. Eating habits 156 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Performance Task on Understanding (Facet: Application)FLASH MOB(Note: If flash mob is not possible, you may conduct interclass/interschool/inter-barangay hip-hop dance competitions)I. Objectives: To apply the knowledge and skills learned about street dance and hip-hop dance To perform a polished choreographed dance routineII. Materials/Equipment: • audio-visual setIII. Procedure: 1. As a class, perform (with costume) a 5-8 minute choreographed flash mob street or hip-hop dance in an area of your school or community in any of the following situations: • flag raising ceremony • recess time • lunch break • dismissal time • barangay events 2. Arrange the schedule with your teacher. 3. Take a video of your performance for class presentation. 4. Be guided with the following criteria:DEPED COPY Above Good/ AverageCriteria Outstanding Average Fair Poor (3pts) (2pts) (1pts) (5pts) (4pts) The music The music The musicCreativity and Extremely Excellent was good somewhat did not enough to expressed accuratelyInterpretation  outstanding choice of hold some the theme express the relation to presented.  theme choice of music in the theme presented.  presented. Ability to music that relationincorporate accurately to thememusic that expresses presented,goes in the theme but does notaccordance presented.  accuratelywith the theme expressselection the theme presented .  157 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Criteria Outstanding Above Good/ Fair Poor (5pts) Average Average (2pts) (1pts) (4pts) (3pts)Rhythm/ The group is The group The group The group The groupTempo  outstanding and accurate shows great shows a rarely shows attemptsAbility to stay in beat,in time with the tempo, under- good under- a basic to keep amusic rhythms and dance standing standing of understanding rhythm, but sequences.  of tempo tempo and of tempo and often gets and beat by beat but beat, but off beat and rarely getting periodically sometimes speeds up or off beat or gets off beat falls behind falls behind. making errors or makes and/or speeds Doesn’t DEPED COPY in rhythm.  errors in up in places follow beat in rhythm.  or makes music.  errors in rhythm. Preparedness  Group is Group seems Group is Group is not Group is not prepared, somewhat prepared and prepared to completely but could prepared, it is clear that perform at have used a but could rehearsal all. The dance prepared couple more have used a was definitely rehearsals.  lot more lacking. was well and has rehearsals. rehearsed. obviously rehearsed. Enthusiasm  Facial Facial Facial Very little No use expressions expressions of facialInvolvement and body and body expressions use of facial expressionsin the emotion language are language are or bodyor mood of the always used often used and body expressions language.dance. to generate to generate Did not a strong a strong language are or body demonstrate interest and interest and an interest in enthusiasm.  enthusiasm.  sometimes language. performance.  used to Did not generate demonstrate emotions.  much interest in performance. Member All members All members Most Some One memberParticipation  participate in participate in members members participates the dance. the dance. participate in participate in in the dance.The members The group is The group the dance. the dance. The group isof the group extremely is well put The group is The group a mess. Noparticipate well put together. put together is not put effort at all. in the dance together. Good ok, but not together atroutine. Everyone is effort from everyone is all. Effort is focused and everyone.  trying.  minimal.  on task.  158 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Criteria Outstanding Above Good/ Fair Poor (5pts) Average AverageOverall Group (2pts) (1pts)Performance  The group (4pts) (3pts)The overall is focused, The group is The group islevel of enthusiastic, The group The groupperformance and is pretty is somewhat not focused not focusedfrom the committed focused and focused, butgroup. to the somewhat not really is only going or ready to performance. enthusiastic. enthusiastic. Movements Movements Movements through the perform. and and timing and timing timing are are well are okay.  motions. Movements extremely executed.  well Movements and timing executed.  and timing are are non- off.  existent. DEPED COPY 159 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYReferences: Better Health Channel. (May 29, 2014). Dance health benefits. Retrieved from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/ Dance_health_benefits?open Food and Nutrition Research Institute Marvin. (December 16, 2009). Daily Nutritional Guide Pyramid for Filipinos Retrieved from http://www.foodrecap.net/health/food-guide-pyramid-for- filipinos/ Sindico, Ruth. (July 9, 2012). The Philippine Star. http://en.wikipedia.org/wiki/Hip-hop_dance http://en.wikipedia.org/wiki/History_of_hip-hop_dance http://dance.about.com/od/hiphopdancing/tp/Elements-Of-Hip-Hop.htm http://en.wikipedia.org/wiki/Street_dance www.diabetesphil.org/journals/Year%20XVIII1.pdf http://www.totalbalancedhealth.com/lifestyle/why-balance-is-important/ 160 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

VISIT DEPED TAMBAYANhttp://richardrrr.blogspot.com/1. Center of top breaking headlines and current events related to Department of Education. 102. Offers free K-12 Materials you can use and shareDEPED COPY Health Teacher’s Guide Unit 4 This book 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 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Physical Educationand Health – Grade 10Teacher’s GuideFirst Edition 2015ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any workof the Government of the Philippines. However, prior approval of the government agency oroffice wherein the work is created shall be necessary for exploitation of such work for profit.Such agency or office may, among other things, impose as a condition the payment ofroyalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seekingpermission to use these materials from their respective copyright owners. All means havebeen exhausted in seeking permission to use these materials. The publisher and authors donot represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLSand only within the agreed framework may copy from this Teacher’s Guide. Those who havenot entered in an agreement with FILCOLS must, if they wish to copy, contact the publishersand authors directly. Authors and publishers may contact FILCOLS at [email protected] or (02) 439-2204.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhDDEPED COPY Development Team of the Teacher’s GuideConsultant: Grace Reyes-Sumayo and Hercules CallantaAuthors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. GreciaEditor: Mercedes ManguerraReviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson, Grace Duka-Pante, Salve Favila, Lordinio VergaraLayout Artist: Aileen N. Ilagan, Donna G. RomeroIllustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena, Fermin Fabella, Hadji S. MendozaManagement Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. CraususPrinted in the Philippines by ____________Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected] All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY INTRODUCTION As a teacher, you are faced with greater demands for quality and the challenge to impart the necessary 21st century skills to your students. You start searching for ways to better understand your teaching style and change your perspective to address the pressing demands of attaining good quality education. You make it your goal to provide concrete learning experiences for your students. And for you to carry this out, you integrate into your lesson plan effective teaching strategies, meaningful learning tasks and assessment to achieve the intended learning outcomes. As designed, this module intends to give you a clear direction on how to deliver procedures and instructions with great confidence, and the different dynamic approaches in your teaching-learning process. Similar to the learner’s material, this module follows the same instructional design but the approach relies on how you will implement the different learning tasks found in the learner’s material. Furthermore, each activity is provided with key answers to guide you in the assessment process. The essential things that you will need to face the challenges and meet your goal are found in this module. All that is needed is to ensure its efficacy in the classroom so that your learner’s engagement in the learning process will continue in the never-ending journey of self-learning. So let’s get started and make some difference in the lives of your students. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Table of Contents HEALTH Unit 4: Planning for a Health Career............................................................................277 Introduction................................................................................................................278 Learning Competencies ............................................................................................278 Pre-Assessment ........................................................................................................279 Summary ..................................................................................................................294 Glossary of Terms...................................................................................................295 References ...............................................................................................................296 Appendices ..............................................................................................................297 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYUnit 4: Other Dance Forms (Cheerdance and Contemporary Dance) 161 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Module No. : 4 Number of Sessions: 8 CONTENT STANDARD PERFORMANCE STANDARDThe learner . . . The learner . . . • demonstrates understanding of • maintains an active lifestyle lifestyle and weight management to influence the physical to promote societal fitness. activity participation of the community and the society. • practices healthy eating habits that support an active lifestyle. DEPED COPYI. Introduction In today’s world dominated bycomputers, a great deal of change hashappened that have taken away the veryessence of our physicality as human beings:the opportunity to move. A massive shift fromphysical labor to office jobs, engagement inpassive forms of entertainment and recreation,and development of a sedentary lifestyle arejust but natural consequences of the luxuryoffered by the advancements in science andtechnology. Increased weight gain has led leadingto obesity, development of heart diseases,diabetes, and certain types of cancer justsome of the eventual disadvantages ofphysical inactivity. This is the very reason whyyou will be introduced to cheer dancing andcontemporary dancing as means to achievehealthy living. It is fitting and timely that these lessonsare included in your studies so that as early asnow, before you enter the work force, you willbe able to make informed decisions regardingyour lifestyle choices and practices that willhelp you become a fit, healthy and productivemember of society. 162 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

II. Learning Competencies The learner… • assesses physical activity, exercises, and eating habits; • determines risk factors related to lifestyle diseases (obesity, diabetes, heart disease); • engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of school; • applies correct techniques to minimize risk of injuries; • critiques (verifies and validates) media information on fitness and physical activity issues; • expresses a sense of purpose and belongingness by participating in physical activity related community services and programs; and • recognizes the health needs of others in real life and in meaningful waysDEPED COPYIII. Pre-AssessmentPart I. Assessing Your Participation in Recreational ActivityIndicate your corresponding response to each of the needed data regarding yourparticipation to the recreational activities enumerated, the potential danger to eachactivity, and the first aid techniques necessary to alleviate suffering whenever injurieshappen.Recreational Activity Always Seldom Never Potential First Aid Danger/ Injury TechniqueBasketballVolleyball neededBaseball / SoftballSoccer / FootballBadmintonSwimmingTrekkingMountain ClimbingCyclingCampingCheerdancingContemporary DancingPop DancingBreakdancing (B-boying)Ballroom DancingFishing 163 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Recreational Activity Always Seldom Never Potential First Aid Danger/ Injury Technique neededPlaying Computer / Video GamesPlaying board gamesPlaying card gamesPlaying musical instrumentsProcessing Questions:Let the students answer the following questions in their notebook: • What does the survey reveal about your participation in recreational activities? • Does the result of the survey tell that you have knowledge and skills in first aid? • Why do you think knowledge and skills in first aid are necessary in your participation in recreational activities?Part II. Me and the Foods I EatMe and the Foods I Eat Template:Fill out the columns by enumerating foods that you love to eat. DEPED COPYName: Nutritional Implication to Healthy Potentially Suggested Content/ Fitness and (Put check Unhealthy (Put Alternative List of Well-beingFoods Value (√ mark) check Food/s √ mark)Part III. Levelling of Expectations At the end of this module, they are expected to conduct a cheerdancepromotional ad and a cheerdance festival. These activities will allow them to sharethe knowledge, skills and understandings learned relative to influencing society’sfitness concept, with cheerdance and contemporary dancing as their media. Letthem refer to Part IV (Transfer), Activities 1 and 2 of the lessons for this activity. Givethe necessary orientation regarding their grouping, the criteria for assessment, andthe process of conducting the activity.INSTRUCTIONAL ACTIVITIES: WHAT TO KNOW Part I. Welcome to the first part of your lesson in Cheerdance and Contemporary Dance! In this phase, you will be provided with activities that seeks to activate your prior knowledge regarding the lesson. From there, follow-up activities will then be given to elicit your initial understanding. As you go through the rest of the activities, misconceptions and alternative conceptions you might have had in mind will be clarified. Finally your knowledge, in terms of its adequacyand relevance, will be assessed at the end of this phase. 164 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 1: HR LogI. Objectives: At the end of the activity, the students will be able to: • record their own resting heart rate (RHR), training heart rate (THR) and training intensity (TI); • assess and report their own heart rate before and after performing a physical activity; and • realize the importance of keeping track of your own fitness data in relation to improving personal fitness necessary in influencing others in the society.II. Materials: • “HR (Heart Rate) Log” template • activity notebook and ballpen • RPE (Rate of Perceived Exertion) chartDEPED COPYIII. Procedure: Give the following instructions to the students: 1. Below is an HR log, a template that allows you to self-assess and report your heart rate before and after you perform a physical activity, the time spent, and your Rate of Perceived Exertion (RPE) on the physical activities you do on a daily basis. 2. Reflect on the physical activities you did before going to school today, and/ or in PE classes and fill in the needed data in the given template. 3. You may start with the warm-up session that will be given to you in the next activity. 4. Do this in your activity notebook.HR Log Template: Name: Date Activity Time Heart Rate Heart Rate Rate of Signature Spent before after Perceived in bpm in bpm Exertion Activity 2: ME AND MY TUMMY (Activating Prior Knowledge) I. Objectives: At the end of the activity, you will be able to: • activate your prior knowledge on lifestyle and weight management; • measure your waist and give the implication of such measurement on your fitness and well-being; • compute your BMI (Body Mass Index) and give its implication on your fitness and well-being; and • assess your lifestyle and weight management skills. 165 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

II. Materials/Equipment: • HR log (activity notebook) • any upbeat music for warm-up • music player and speaker • tape measure • meter stick • weighing scale • calculator • BMI classification templateIII. Procedure: Give the following instructions to the students: 1. Do a 10-15 minute warm-up. Bear in mind that before doing the warm- up exercises, you have to be in stretchable outfit such as cycling shorts, leggings, jogging pants, shirts or sleeveless shirts, for better exercise and workout, and prevent unnecessary injuries from happening resulting from wearing by improper clothing. 2. Using the weighing scale and meter stick, take your weight and height. 3. With the formula BMI = W (kg)/H2 (m-meter), compute for your Body Mass Index. 4. Find out your classification based on this table: Table 1. BMI ClassificationDEPED COPY BMI CLASSIFICATION below 18.5 Underweight 18.5 – 24.9 Normal 25.0 – 29.9 Overweight 30.0 and above Obese Source: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of Sports Medicine, 2011 5. To which of the four classifications do you belong? 6. This time, let’s measure your waist. This is one way to identify whether you are at risk of health concerns. It is very simple. Just get a tape measure, wrap it around your waist and measure at the smallest part! 7. Now, refer to Table 2 below to give you an interpretation of your waist circumference: Table 2. Interpretation of Waist Circumference for AdultsRisk Category Waist Circumference (in inches and centimeters) Men WomenVery Low Below 31.5 in (80 cm) Below 27.5 in (70 cm)Low 31.5 to 39.0 in (80 - 99 cm) 27.5 to 35.0 in (70 - 89 cm)High 39.5 to 47.0 in (100 - 120 cm) 35.5 to 43.0 in (90 - 109 cm)Very High Above 47.0 in (120 cm +) Above 43.0 in (110.0 cm) 8. So, based on the interpretation given about your measured waist circumference, are you at risk? 9. To enrich your knowledge, refer to these readings; they can help you maintain a healthier lifestyle: 166 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY READINGS: BODY MASS INDEX AND WEIGHT MANAGEMENT Weight management is a struggle for many Filipinos, but controlling body weight has many benefits. Filipinos, nowadays, have adopted the Western culture of excessive intake of unhealthy, high-calorie food coupled with physical inactivity which often results in a society called “obesiogenic” (a tendency to have a fat citizenry). This transformation towards over fatness does not occur overnight. The number of overweight and obese Filipinos has already grown, according to the National Nutrition and Health Survey by the FNRI (Food and Nutrition Research In statute) and DOST (Department of Science and Technology) and it will most likely contribute to the development of related diseases. The terms overweight and obesity are both used interchangeably to describe situations in which the body weight is higher than that recommended for optimal health, because being overweight or obese increases the risk of developing diseases or health problems. Stated plainly, you are overweight if you weigh more than what is expected for someone of your stature (height), and you are obese if you weigh a lot more than what is expected. To be more specific, Body Mass Index (BMI) is used to classify people into four subclasses: underweight, normal, overweight, and obese. BMI is commonly used because it is very easy to measure and it also correlates strongly with the percentage of body fats. Excess levels of body fat contribute to a number of health concerns including heart disease, hypertension, diabetes and some cancers. Typically, body fat levels are higher as BMI increases. A BMI between 18.5 to 24.9 kg/m2 is considered normal, with a healthy body weight. This is because BMI within this range is associated with the lowest risk of developing a chronic disease or dying. People classified as overweight have an increased risk of disease and death, and those who are obese have the highest risk of developing a number of diseases. Waist Circumference People have different patterns of body fat distribution, and these patterns correspond to different risk levels for disease. The location of body fat accumulation influences a person’s health risk. The risk is lower for those who have fat distributed more around the hips and thighs (called gynoid obesity and commonly referred to as a pear-shaped physique) than for those who carry fat on the trunk or abdominal area (called android obesity, commonly called an apple-shaped physique). Because of the concern with abdominal obesity, waist circumference alone can help identify whether you are at risk of health concerns. Physical Activity and Exercise Defined Physical activity refers to bodily movement produced by skeletal muscles. It requires energy expenditure and produces progressive health benefits. Physical activity typically requires only low to moderate intensity effort. Examples of physical activity include walking to and from work, taking the stairs instead of elevators and escalators, and gardening, doing household chores, dancing and washing the car by hand. 167 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Exercise is a type of physical activity that requires planned, structured, and repetitive bodily movement to improve or maintain one or more components of physical fitness. Examples of exercise are walking, running, cycling, aerobics, swimming, and strength training. Exercise is an activity that requires a vigorous and intense effort. Intensity of Exercise When trying to develop the CR (cardio-respiratory) system, many people ignore intensity of exercise. For muscles to develop, they have to be overloaded to a given point. The training stimulus to the biceps muscle, for example, can be accomplished with arm curl exercises using increasing weights. Likewise, CR is stimulated by making the heart pump faster for a specified period. Health and CR fitness benefits result when a person is working between 30 to 85 percent of heart rate reserve (HRR) combined with an appropriate duration and frequency of training. Health benefits are achieved when training at a lower exercise intensity, that is, between 30 to 60 percent of the person’s HRR. Even greater health and cardioprotective benefits, and higher and faster improvements in CR fitness (VO2max), however are achieved primarily though vigorous intensity programs (at an intensity above 60 percent). Recent research indicates that the traditional equation of 220 – age overpredicts MHR in people 40 years and younger, and underpredicts MHR in individuals above 40 years old. Instead, we will use 207 as our constant MHR from birth that decreases by 1 beat per year. The intensity of exercise or training intensity (TI) can be calculated easily, and training can be monitored by checking your pulse. To determine the intensity of exercise or cardio-respiratory training zone according to heart rate reserve, follow these steps: 1. Estimate your maximal heart rate (MHR) according to the following formula: MHR = 207 – (0.7 x age) 2. Check your resting heart rate (RHR) for a full minute in the evening, after you have been sitting quietly for about 30 minutes reading or watching a relaxing TV show. You can check your pulse on the wrist by gently placing two or three fingers over the radial artery or in the neck, using the carotid artery. 3. Determine the heart rate reserve (HRR) by subtracting the resting heart rate from the maximal heart rate: HRR = MHR – RHR 4. Calculate the Training Intensity (TI) at 30, 40, 50, 60, 70 and 85 percent. Multiply the heart rate reserve by respective 0.30, 0.40, 0.50, 0.60, 0.70, and 0.85, and then add the resting heart rate to all four of these figures (e.g., 60% TI = HRR x .60 + RHR) Example: The 30, 40, 50, 60, 70 and 85 percent TIs for a 20-year-old with a resting heart rate of 68 bpm would be as follows: 168 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

MHR: 207 – (.70 x 20) = 193 bpm RHR: 68 bpmHRR: 193 – 68 = 125 bpm Cardio-Respiratory Training ZonePercentage Training Intensity (TI) Light Intensity (106-118 bpm)30% (125 x .30) + 68 = 106 bpm Moderate Intensity40% (125 x .40) + 68 = 118 bpm (118-143 bpm)50% (125 x .50) + 68 = 131 bpm Vigorous Intensity (143-174 bpm)60% (125 x .60) + 68 = 143 bpm70% (125 x .70) + 68 = 155 bpm85% (125 x .85) + 68 = 174 bpmLifetime Physical Fitness and Wellness: A Personalized Program, Twelfth Edition, Warner W. K. Hoeger, Sharon A. Hoeger, 2013, pp. 205-208Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of Sports Medicine, 2011, pp. 27-28, 265-266Lifetime Physical Fitness and Wellness: A Personalized Program, Twlfth Edition, Warner W. K. Hoeger, Sharon A. Hoeger, 2013, pp. 7.DEPED COPY Processing Questions: • How does your waist circumference determine your health condition? • What factors contribute to an apple-shaped physique? • If you have a high potential risk of developing health problems as determined by your waist circumference, what should you to avoid to prevent them? • How can the intensity of your exercise activities be of help in maintaining a healthy lifestyle? • Compute for you own cardiorespiratory training zone from 30 to 85 percent according to your actual age. Do this in your activity notebook. Note: As required in Activity 1 (HR Log) in this part of the lesson, you should record your heart rate in your HR Log (notebook) and your THR (Training Heart Rate) or TI (Training Intensity) by taking your heart rate after each warm-up or physical/ cheerdancing activity introduced in your succeeding lessons. You will need the data in Activity 3 for your lessons in Part IV (What to Transfer). Activity 3: ACTIVE RECREATION, ITS RISKS AND FIRST AID TECHNIQUES I. Objective: At the end of the activity, you will be able to; • explain the nature and background of active recreation; • make informed decisions on the kind of active recreation you are to engage in; • identify potential risks in chosen active recreational activities and employ appropriate first aid techniques on such risks; and • realize the importance of active recreation and the accompanying knowledge in preventing related risks. II. Materials/Equipment: • computer/laptop • LCD projector • any upbeat music for warm-up • music player and speaker 169 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY • videoclips of active recreational activities and their potential risks • powerpoint presentation on active recreation, related risks and appropriate first aid • first aid kit (with triangular bandage, dressing, antiseptics, cold/hot compress , etc.) • HR log (activity notebook)III. Procedure: 1. Let the learners do a 15-20 minute syllabised warm-up exercises. 2. Discuss on the concept of active recreation and its accompanying risks together with how such risks will be prevented or given first aid. READINGS: PHYSICAL ACTIVITY AND ACTIVE RECREATION In your lessons in Grade 9, Quarter 4, the term recreation was regarded as activities you do during leisure. Leisure is an unobligated time wherein you are free from any pressing concern in studies and/or work. Recreation may be classified into two; active and passive. Passive recreational activities are those which you spend your leisure without exerting much of your physical prowess such as playing board and card games, listening to music, reading, watching TV and surfing the internet or playing computer games. Active recreational activities, on the other hand, are those that require deliberate physical efforts which may range from light to vigorous intensities. These include walking, jogging, taking the stairs, gardening, doing household chores, playing sports, swimming, dancing, and even hiking or mountaineering. In the absence of a planned exercise program, doing active recreational activities may help you break the monotony of a toxic desk work, mind-boggling academic problems and brain-squeezing assignments and research papers required in your classes. Active recreational activities provide not just an opportunity for you to enjoy life but an avenue to enhance your fitness. They are not suggested to take the place of the academic challenges in school but are recommended to balance or neutralize the adverse effects of a sedentary lifestyle among students. The earlier you make active recreation a fitness habit, the more chances you will have to maintain or improve your health and well-being. Adults between ages 18 to 64, older adults of ages 65 and beyond, pregnant women and those who just gave birth, and children 6 years of age and older, and adolescents like you differ in physical activity prescriptions. Children and adolescents should do one hour (60 minutes) or more of physical activity everyday. The one hour or more a day should be either moderate- or vigorous- intensity aerobic physical activity. Developing the habit of engaging in physical activities which may come in the form of active recreation will eventually reduce risk of hypokenetic diseases. The term “hypo” means low or little and “kenetic” implies motion. These hypokenetic diseases include hypertension, heart diseases, chronic low back pain, and obesity. Lack of physical activity is a fact of modern life that most people can no longer avoid, even for students like you. To enjoy modern-day conveniences and expect to live life to its fullest, however, one has to make a personalized lifetime exercise program a 170 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY part of daily living. This challenge can be addressed by actively engaging in active recreation, making it a habit of both body and mind. Common Injuries Involved In Recreation Sprains A sprain is a stretch or tear of a ligament, the band of connective tissues that joins the end of one bone with another. Sprains are caused by trauma such as a fall or a blow to the body that knocks a joint out of position and, in the worst case, ruptures the supporting ligaments. Sprains can range from first degree (minor) to third degree (the worst). Areas of the body most vulnerable to sprains are the ankles, knees and wrists. Signs of a sprain include varying degrees of tenderness or pain, bruising, inflammation, swelling, inability to move a limb or joint or joint looseness, laxity or instability. Strains A strain is a twist, pull or tear of a muscle or tendon - a cord of tissue connecting muscle to bone. It is an acute, non-contact injury that results from overstretching or over-contraction. Symptoms of a strain include pain, muscle spasm and loss of strength. While it is hard to tell the difference between mild and moderate strains, severe strains not treated professionally can lead to permanent damage and loss of function. Knee Injuries Due to its complex structure and weight-bearing function, the knee is the most commonly injured joint. Each year, more than 5.5 million people visit orthopedic surgeons for knee problems. Knee injuries can range from mild to severe. Less severe would be tendinitis, patella femoral compression syndrome, iliotibial band syndrome and bursitis, to name a few. The severe injuries include bone bruises or damage to the cartilage or ligaments. Major injuries are common to the Anterior Cruciate Ligament (ACL), Meniscus injuries, Posterior Cruciate Ligament (Pcl), Medial Collateral Ligament (MCL) and the Lateral Collateral Ligament (LCL). Knee injuries can result from a blow to or twist to the knee, from improper landingafter a jump or from running too hard, too much or without proper warm up. Other common sports injuries suffered by athletes are shin splints, Achilles tendon injuries, patella dislocation and hamstring, quadriceps and calf injuries. Fractures  A fracture is a break in the bone that can occur from either a quick, one-time injury to the bone (acute fracture) or from repeated stress to the bone over time (stress fracture). 171 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

The most common symptom of a stress fracture is pain at the site that worsens withweight bearing activities. Tenderness and swelling often accompany the pain. Thisis very important for the coaches to recognize and refer the athlete to the trainers orthe team physicians.Dislocations When two bones that come together to form a joint become separated, thejoint is described as being dislocated. Contact sports such as football, basketballand lacrosse, as well as high impact sports that can result in excessive stretching orfalling, cause the majority of dislocations. A dislocated joint is an emergency situationthat requires medical treatments.Symptoms of Mentioned Injuries: • pain • swelling • bruising • difficult and painful movement deformity • a pop, snap or tear is sometimes felt or heard when the injury occurs.First Aid Techniques to Injuries During Recreation These acronyms shall be remembered when applying first aid to injuriesduring the conduct of recreational activities: PRICED and HARM.DEPED COPYFollow the PRICED procedure:PROTECTION Remove additional risk or danger in the injured area.REST Stop moving the injured area. Apply ice to the injured area for 20 minutes every two hours for two days. Then ice can be applied less frequently after the first two ICE days until the fifth to seventh day. Instead, either contrast baths or warm compresses will be applied to hasten the healing process of the damaged tissuesCOMPRESSION Apply an elastic compression bandage in the injured area.ELEVATION Raise the injured area above heart level.DIAGNOSIS Acute injuries should be evaluated by health-care professionalsIn the first few days of an injury, remember to avoid HARM:HEAT Any kind of heat will speed up the circulation, resulting in more swelling and longer recovery.ALCOHOL Alcohol can increase swelling, resulting to longer recovery.RUNNING OR OTHER Exercising can cause further damage to the injured part.EXCESSIVE EXERCISE Exercise also increases blood flow, resulting to more swellingMASSAGE Massage increases swelling and bleeding into the tissue, prolonging recovery time. 172 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY First Aid for Sprains and Strains Minor sprains and strains can be treated at home using these measures. Start treatment as soon as possible to reduce swelling and speed up recovery. The less swelling, the more blood can get to the injured part to start the repair process. • Apply the PRICED method. • Do not apply heat during the first two days as this will only increase swelling. • Use paracetamol for the first day of the injury, since it will reduce pain without increasing bleeding. Thereafter, ibuprofen (or other non-steroidal anti- inflammatory) or aspirin is a good choice. Don’t give aspirin to a child younger than 16 years. • Arnica oil works well to reduce swelling. • Remove rings immediately if the injury is to the hand or fingers. • After 48 hours, start moving the limb gently, but only enough so as not to cause pain. • Gradually increase the range of movement – let pain be your guide. Strains usually heal in about a week. Sprains may take up to three weeks to heal, depending on the degree of sprain or strain. First Aid for Fractures: • Apply the PRICED method. • Keep the limb in the position you found it and place soft padding around the broken bones. Splint the injury with something rigid, such as rolled up newspaper or magazines, to prevent the bones from shifting. Do not move the broken bones. Splints must be long enough to extend beyond joints above and below the fracture. • If there is an open fracture, cover it with a clean gauze pad. Apply pressure to control bleeding. Do not try to push the bone back into the wound and do not attempt to clean it. • Get medical attention immediately. Fractures of the femur and pelvis may cause severe internal bleeding. • Do not give the person anything to eat or drink in case surgery is needed. See a Doctor if: • You suspect a fracture or dislocation or if you are unsure of the severity of a sprain or strain. • You cannot straighten the affected joint or bear weight on it, or if a joint feels unstable. • The skin over the injury area is broken • The limb below the injury feels numb or tingling, or is white, pale or blue in color, or feels colder compared to the other healthy limb. • The ligaments of the knee are injured. • You injure an area that has been injured several times before. • Pain is severe or lasts longer than 24 hours, or if swelling does not subside within 48 hours. • A sprain or strain does not improve after five to seven days. • Signs of infection develop. 173 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Processing Activities:A. Identify these recreational activities as illustrated: DEPED COPYB. In the given table below, indicate whether you engage in such recreational activities or not Identify whether such recreational activities are active or passive by ticking your corresponding response: Recreational YES NO Active Passive Activity (I do it) (I don’t do it) Recreation RecreationCyclingMarathonSwimmingSoftball/BaseballRowingBasketballComputer GamesCard GamesBoard GamesVolleyballBoard GamesReadingPlaying MusicDancingInternet SurfingC. Based on your responses, answer these questions in your activity notebook: • Why do you do such activities? • When do you do them? • What for you is leisure? Recreation? • How are active recreational activities different from passive ones? • Which do you think is better, passive or active recreation? 174 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYD. This time, copy the template provided below. Identify five (5) of your favorite recreational activities and indicate the corresponding injuries that can possibly happen while doing them. Favorite Recreational Activities Accompanying Risks (Possible Injuries) E. My favorite recreational activities • Group yourselves into four (4). • From the responses given by members of your group, identify three (3) most favorite recreational activities. • List down the risks involved in such activities. • Based on experience and lessons learned, conduct demonstration of how such risks can be managed and given first aid. • Assign representatives to present your work to the class. Activity 4: Simulated Dance Class (Assessment of Knowledge) I. Objectives: At the end of the activity, you will be able to: • demonstrate your knowledge and skills learned from the previous activities (weight management, active recreation and first aid) through simulated dance class differentiated activity; • perform assigned task with mastery, confidence, relevance to the lesson and adequacy of required knowledge; and • realize the value of weight management, active recreation and first aid in maintaining or improving a healthy and active lifestyle II. Materials/Equipment: • computer/laptop • LCD projector • any upbeat music for warm-up • music player and speaker • HR log (activity notebook) Group 1: • slideshow presentation on weight management • weighing scale • meter stick • tape measure • calculator Group 2: • equipment related to three most favorite sports • any upbeat music for warm-up • music player and speaker • comfortable dancing outfit preferrably stretchable ones Group 3: • first aid kit: bandage, dressing, disinfectants, medical tapes, hot/cold compress, splints, stretcher/improvised stretcher 175 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYIII. Procedure: 1. Instruct them to perform a 15-20 minute syllabised warm-up exercises. 2. Assign an activity for each group to perform: Group 1: Fitness lecture with focus on weight management Group 2: Dance group with emphasis on recreational activities chosen Group 3: First aid group focusing on dislocations, sprains and lacerations 3. Give them 10 minutes to meet with their group to prepare a 3-5 minute presentation relevant to the assigned activity for each group. 4. Instruct them to maximize the participation of your members. Each member shall be a functioning organ of your system. 5. Guide the groups on the sequenceof their performance: Group 1 will perform a lecture-demonstration on weight management in a dance class first, followed by group 2 with their dance routine with emphasis on the skills inherent in their three most favorite sports, ending up the dance with a portrayal of injured dancers. Finally, group 3 to alleviate suffering of injured dancers by employing appropriate first aid to them. 6. Rate their performance according to these criteria: • relevance of the activities presented • adequacy of the knowledge demontrated relative to the given topic • teamwork Part II: WHAT TO PROCESS The learners are given activities to display and enhance their skills in cheerdance and contemporary dance, and at the same time formulate their understanding of the benefits of such activities to their fitness and well- being. As they go on and overcome the challenges provided for them, they will learn that dance activities are fun and exciting, while at the same time help improve their fitness, and their sense of community.Activity 1: SYLLABISED WARM-UP EXERCISES (10-15 minutes)I. Objectives: At the end of the activity, the learners will be able to: • familiarize yourself with the nature and sequence of the syllabised warm-up exercises; • develop individual strength, power and flexibility necessary in performing cheerdance and contemporary dance; • determine one’s own heartrate at rest before the warm-up session, and • realize that any form of dance requires great deal of fitness and that warm-up exercises will help you develop it as you repeatedly do it in the next sessions of their lesson in cheer and contemporary dancing.II. Materials: • music player • any upbeat warm-up music • speaker 176 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYIII. Procedure: Let them do the following warm-up activities for 10 to 15 minutes: Sequence of Exercises: • neck flexion right and left alternately, 8 counts/ 4 counts • neck front flexion, 8 counts/ 4 counts • shoulder rotation/circles front and back alternately, 4 counts for 4 repetitions • shoulder rotation right and left backward alternately, 4 counts • arm clip right and left alternately, 8 counts each • shoulder flex right and left alternately, 8 counts each • trunk flexion front (arms extended sideward) and back (with arm support on back of waist), 16 counts each • trunk flexion right and left (arms extended sideward),16 counts each • Side lunges (bent knee should be vertically aligned with supporting ankle) right and left alternately, 16 counts each front (bent knee should be vertically aligned with supporting ankle) and back lunges alternately, 16 counts each • squats (feet apart parallel to each other, bend knees ‘til thigh is parallel to the ground, raise arms horizontally forward), 16 counts • raise heels, reach up with both arms, 16 counts • deep lunges right and left alternately, 16 counts each • do “a” march right and left alternately, 16 times • high knees right and left alternately, 16 times • butt kicks right and left alternately, 16 times • squat jumps (squat with arms at sides and stand then clap hands), 8 sets • do “a” march right and left alternately, 16 times • squats and raise, 4 sets (inhale and exhale alternately) Before and after performing the given syllabised warm-up activity, record your heart rate in your HR Log. Do this every time the warm-up is required before the activity proper in your succeeding lessons. Questions: • How did you feel about the warm-up drills exercises? • What benefits can you gain when doing warm-up before the performance of a more strenuous physical activity? • Why is there a need to warm-up before cheerdancing? • What other warm-up exercises can you suggest other than those you have already performed? Activity 2: IMPROVISE AND CREATE I. Objectives: At the end of the activity, the learners will be able to: • appreciate the value of dancing in the improvement and maintenance of their health and fitness; • create movements in coming up with their own cheerdance routines through improvisation; and • describe the nature, movements and health benefits of cheer dancing. 177 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYII. Materials/Equipment: • computer/laptop • LCD projector • any upbeat music for warm-up • cheerdance dance type music • music player and speaker • HR log (activity notebook)III. Procedure:Give the following instructions to the learners:Activity: 1. Group yourselves into four. 2. A cheerdance music will be played. Together with your group, think of steps, preferably cheerdance steps, and execute them in accordance with the beat given. Create a combination of about four 8s. Do this in five minutes. 3. Present your work to the class.Analysis: 1. Assemble in columns, by group. 2. What were the dance presentations you performed about? 3. How could you perform better? 4. Are there other combinations which you can perform to add dynamics to your cheerdance routine? 5. How can a student like you benefit from performing cheerdances?Abstraction: • Study and perform the following readings and illustrations for the improvement of your cheerdance routine: Readings: Cheerdance is coined from the words, cheer and dance. To cheer is to shout out words or phrases that may help motivate and boost the morale of a playing team and perform better during a game. Dance, on the other hand, is a physical activity where one expresses emotions or gestures while performing bodily movements usually in time with rhythm. Cheerdancing rooted from cheerleading. Cheerleading is the performance of a routine, usually dominated by gymnastic skills 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 sport. It originated in the United States. Due to Filipinos’ love for dancing, they added more dance routines to their cheers and came up with the term cheerdance wherein it is a routine composed of yells and cheers, gymnastic skills (pyramids and tosses, stunts, tumbling skills, arm and hand positions and jumps), and dance (fusion of different dance genres). Today, cheerdancing is identified as one of the most spectacular events in one of the biggest collegiate sports events in the country, the UAAP (University Athletic Association of the Philippines). 178 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Refer to the appendices B and C, and glossary for reference of the skills introducedin this outline(Provide time for them to perform the movements)ESSENTIALS OF CHEERDANCING Legs/feet positions Arms/hand movements • Feet Together • Feet Apart • Beginning stance and cheer • Dig (front and side) stance • Hitch, Liberty, and Scale • Lunge (front and side) • “T” and half “T” positions • Knees and Hips positions • Clasp, clap, overhead clasp, low clasp • Touchdown, low touchdown • High “V” and low “V” • Tabletop and punch, etc. • “L” and diagonal positionsDEPED COPY CHEERDANCE BASICS (Gymnastic Side) Jumps Tumbling skills • Forward Rolls and Backward • Tuck • Star Rolls • Pike • Forward Backward Handspring • Split • Cartwheel and aereal cartwheel • Hurdle Jump/Hurkie • Head and handstand • T oe Tou ch Jump • Round-off • Forward and backward saltos Pyramids (optional) Composition: Flyer Base Spotter Steps in Executing a Pyramid: Levels: Setting up (Preparing to lift) One-and-a-half high Load (Actual lift) two-high two-and-a-half high Hit (Striking for a final pause) Dismount (To move down by the flyer) Provide an example of a cheerdance routine on video to serve as their reference in doing their application activity. 179 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

CHEERDANCE BASICS (Dance Side)Hip Hop Basics Jazz/Classical Dance Basics:Bounce (Downrock) Tendu (point) Pliē (knees slightly bent)Groove (Toprock) Grand Plie (full knees bent) Relevē (heels raised)Power moves: Piquē (Raising a knee) Battement (Kicks)• Pump Ball Change and Chassē Piroutte and Chainē (Turns)• Lock• Point• Curl Elements of DanceFreezes (Space, Time and Energy)DEPED COPY Cheering is the very essence of CHEERDANCEcheerdance performances. To cheer BASICSis to make someone or team motivatedand boosts, encouraged, giving salute (Cheer Side)or acclaim the morale of individuals andteams. In cheerdance, cheering needs Note: Refer to the glossary of termsto be strong, loud and metered so that it and to the illustrations appendedwill be delivered in time with rhythm or the at the end of this material for yourmusic played. reference and guidance.Application:• Now that you have the necessary knowledge and skills about the basics of cheerdancing, it’s high time for you to go back to your first activity, to create a two minute cheerdance routine for your group. You will be given 10 minutes to accomplish your mission.• To master your routine, your group will be given two minutes to perform what you have rehearsed with the beat of the music.• Present your routine to the class. Your performance will be assessed considering the following criteria: completeness (considering the three elements of cheerdance), mastery and synchrony, difficulty (in terms of intensity) and teamwork.• Ensure safety in the conduct of this activity, such as in practice area, clothing, skills.Activity 3: ME, MY DIET AND MY DANCINGI. Objectives: At the end of the activity, you will be able to: • show evidence of the effects of the food you eat with that of your cheer dancing; • make suggestions as to the right kind and amount of food to be taken if you must engage in moderate to vigorous cheer dancing activities; and • value knowledge of the right kind and amount of food to eat when performing strenuous cheer dancing activities. 180 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

II. Materials/Equipment: • computer/laptop • LCD projector • any upbeat music for warm-up • cheerdance dance music • music player and speaker • HR log (activity notebook)III. Procedure: • Let them do a 10-15 minute syllabised warm-up exercises. • Instruct them to assemble in lecture formation, preferrably row formation. • Tell them to copy the template provided below in their activity notebook. Put a check mark (√) to the column corresponding to your affirmation to the situation indicated per item and put (x) if you do not:DEPED COPYName: My Cheerdance Experiences √/x1. I experienced dizziness during our cheerdance performance.2. My body type limited me from performing other combinations in our cheerdance routine.3. I could hardly carry my weight while executing the cheerdance combinations.4. The cheerdance routine we performed is a very vigorous activity for me, based on the RPE (Rate of Perceived Exertion).5. My heart rate went higher than my THR (Target Heart Rate) range during our cheerdance performance. Processing Questions: • Which of the five (5) situations did you put (√)? (x)? Why? • Are the situations enumerated above potentially risky to you? Justify your answer. • What suggestions can you give to minimize if not totally get rid of the potentially risky cheerdance experiences you have considered, in terms of nutrition and the foods you eat? Readings: Nutrition for Better Health and Fitness Eating well, in combination with participating in a regular exercise program, is a positive step you can take to prevent and even reverse some diseases. Though nutrition is a broad science, this reading focuses on some of its basics, along with how to make healthy choices in your daily food intake and how often those choices can influence your ability to be active. Too often, people associate nutrition with diet and with restriction and unappealing options (note that the word diet, simply refers to what you eat, not a particular weight loss plan). This reading presents a positive view of nutrition 181 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYand other suggestions for taking control of your diet to improve how you feel. By providing your body with needed calories and nutrients, you will fully fuel your body for physical activity and exercise, even for cheer dancing, if you are so inclined. Just as a car needs quality fuel to run smoothly, your body needs a balance of nutrients for optimal function.Source: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of Sports Medicine, 2011, pp. 57 Determining Nutrient Needs Nutrients include carbohydrates, proteins, fats, vitamins, minerals, and water. The first three carbohydrates, protein and fats – are found in larger (“macro”) quantities in the body and thus referred to as macronutrients. Vitamins and minerals which are found in smaller (“micro”) amounts are referred to as micronutrients. Macronutrients Macronutrients include carbohydrates, proteins and fats. Carbohydrates and fats provide energy for daily activities and during exercise, recreational activity, sports training and even in cheerdancing. Proteins on the other hand provide both energy and raw materials for recovery and repair. All these three nutrient groups provide slightly different numbers of calories per gram, as follows: Carbohydrates provide about 4 calories per gram • Proteins provide about 4 calories per gram • Fats provide about 9 calories per gram Carbohydrates Although some diets (e. g. Atkins diet) seem to suggest that carbohydrates are the villain when it comes to weight management, carbohydrates are actually vital for optimal functioning of your body. For example, your brain and central nervous system rely on blood glucose (sugar) for energy which carbohydrates provide. Carbohydrates are also an important source of energy during physical activity. Without sufficient carbohydrates in your diet, you will not be able to fully enjoy a vigorous workout or cheerdancing activity because your body will not have the fuel it needs to perform efficiently. Carbohydrates exist in the form of sugars, starches, and fiber. Sugars are naturally found in items such as fruits and milk products. Sugar is also added to various products to add flavour and taste. Cutting down on products with added sugar is recommended ( e. G. Candy, non diet soda, and fruit drinks). These are rather obvious, but checking food labels can reveal added sugars that are not as obvious, which are called by many different names, which are brown sugar, corn sweetener, corn syrup, dextrose, high-fructose corn syrup, glucose, honey, lactose, maltose, malt syrup, molasses, and sucrose. Focusing on fruits, vegetables, and whole grain products maximizes the health benefits of carbohydrates. Starches are a more complex form of carbohydrates that the body can use for energy and are found in products such as vegetables, dried beans, and grains. Consumption of whole grains can help prevent cardiovascular disease, type 2 diabetes, and other chronic diseases mainly because they are high in vitamins and minerals, as well as antioxidants. 182 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

The third part of carbohydrates – fiber - includes parts of food that the bodycannot break down and absorb. Sources of fiber include vegetables, fruits, andwhole grains. Consuming higher-fiber foods promotes greater feelings of fullnessas well as bowel health. Higher-fiber diets have been found to reduce the risk ofdiabetes, colon cancer, and obesity. The following table provides examples of goodsources of carbohydrates, including the amount of fiber per serving. Table 3. Sources of Carbohydrates and Fiber Food Serving Size Carbohydrates Fiber per Serving (g) per Serving (g)Grains 1 whole Raisin bagel 1 slice 36 2 Whole grain bread 1 oz. (28 g) 13 2 Raisin bran cereal 1 cup 47 7 Brown rice 1 cup 45 4 Spaghetti 43DEPED COPYFruits 1 cup 34 4 Banana, sliced 1 cup 21 4 Blueberries 2 figs 24 4 Figs, dried 6 fl oz. (177 ml) 72 ˂1 Grapefruit juiceVegetables 1 cup 45-55 13-19 Beans (dry), cooked 1 cup 47 18 Baked beans, canned 1 cup 13 5 Carrots, cooked 1 cup 54 5 Sweet potatoDairy 1 cup 12 0Milk, low or nonfatYogurt, plain, skim milk 8 oz. (227 g) 17 0Cottage cheese, nonfat 1 cupv 10 0Adopted from U. S. Department of Agriculture, Agricultural Research Service, 2010 Approximately 45% to 65% of your calorie intake should be from carbohydrates.This is a relatively wide range to account for the variety of nutritional approacheswhile avoiding deficiencies or adverse health consequences. The Daily Value listedon food labels is based on 60% of the calorie intake. If you are active, a competitiveathlete or cheerdancer, keeping your carbohydrate intake near the upper end ofthis range will provide sufficient fuel for your working muscles. The next table tellsabout how many calories you need per day. This will help determine how muchcarbohydrate is recommended for your activity level. For example, for someone whoneeds 2,500 calories per day, approximately 1,125 to 1,625 calories should be fromcarbohydrates. This would be calculated as follows: 2 500 calories per day x 0.45 (45%) = 1 125 calories from carbohydrates 2 500 calories per day x 0.65 (65%) = 1 625 calories from carbohydrates To determine the number of grams of carbohydrates you need, recall thateach gram of carbohydrate supplies 4 calories. Simply take the number of calories 183 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

from carbohydrates and divide by 4 to determine how many grams you need. 1 125 calories ÷ 4 calories per gram = 281 grams from carbohydrates 1 625 calories ÷ 4 calories per gram = 406 grams from carbohydrates Table 4. Approximate Daily Calorie Intake per Unit of Body Weight Needed for Maintaining Desirable Body Weight Activity Level Calorie per pound Calories per kg of body weight of body weightVery Sedentary(restricted movement such as a patient 13 29confined to home)Sedentary 14 31(office jobs, light work) 15 33Moderate Activity(weekend recreation) DEPED COPYVery Active 16 35(vigorous exercise three times per week)Competitive Athlete/Cheerdancer 17 or more 38 or more(daily vigorous activity in high-energy sport)Adapted, with permission, from M. H. Williams, 2007, Nutrition for Health Fitness and Sport,(New York, McGraw-Hill), 404, The McGraw-Hill Companies, Inc. Proteins Proteins are made of small units called amino acids, which are considered thebuilding blocks of the body. Proteins promote muscle growth and are required formany body functions including assistance with chemical reactions and hormones.Even though proteins can provide 4 calories per gram, you typically do not useprotein for energy unless you are deficient in your intake of carbohydrates or fat. This is so the proteins you consume can be used to promote growth, normal bodyfunctions, as well as for recovery from strenuous and long activities. The next tableshows the protein content of various foods: Table 5. Protein Content of Various FoodsFood Serving Size Protein per serving (g)Meat (including turkey, pork) 3 oz. (85 g) 24Fish (including trout, perch, haddock, flounder, tuna) 3 oz. (85 g) 20-22Beans (including pinto, kidney, black, navy) 1 cup 13-15Yogurt, plain, skim milk 8 oz. (227 g) 13Cinnamon-raised bagel 4 in. (10 cm bagel) 9Peanuts 1 oz. (28 g) 8Hard-boiled egg 1 large 6Raisin bran cereal 1 cup 5Whole-wheat bread 1 slice 4Sweet potato 1 piece 3Squash 1 cup 2Orange 1 cup 2Banana 1 piece 1Adopted from U. S. Department of Agriculture, Agricultural Research Service, 2010 184 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Proteins should account for about 10% to 15% of total calories of your local intake. As with carbohydrate, arange is provided to account for differences in diet and to suggest a safe upper limit. Depending on your total calorie intake, you may be near the low or high end of this range. Your personal protein requirement is based on your body weight; you should consume approximately 0.36 grams of protein for each pound of body weight. Simply multiply your body weight in pounds by 0.36 to determine approximately how many grams of protein you need to consume each day. If you know your body weight in kilograms, multiply that value by 0.8. For example, for a 150 pound person, this would be figured as follows: 150 x 0.36 = 54 grams protein x calories per gram = 216 calories from protein Note that protein requirements are increased for athletes and may vary depending on the sport, the intensity and frequency of the workout, and how experienced the athlete is. Typical recommendations for strength-trained athletes (e. g. football players, body builders) and endurance athletes (e. g. Marathon runners) are between 0.55 and 0.77 grams of protein per pound of body weight (or 1.2 to 1.7 grams of protein per kilogram of body weight). Fats Fats, also called lipids, are provided in the diet from such sources like animal protein, butter, oils, nuts, and many refined products. Fats are often thought of as bad, a myth perpetuated by the many fat-free products flooding store shelves. However, fats are needed in appropriate amounts for normal body functions. For example, lipids are the main component of each cell in your body. In addition, fat is the major source of energy, especially when you are at rest or performing low to moderate intensity physical activity. Excessive consumption of fat is unhealthy, but concerns also arise when fat intake is too low. A balanced approach to fat intake will provide the necessary amount of fat for optimal health. Fats are present in a number of forms, including saturated fats, monounsaturated fats, and polyunsaturated fats. These designations have to do with the chemical structure of the fat. Trans fats are naturally found in some animal products (mainly meat and dairy products), but also are a result of a manufacturing process called hydrogenation. Hydrogenation changes the structure of a fat to make it more stable but as a result produces more saturated fats (which are solid at room temperature). Food companies hydrogenate fat to increase the shelf life of the product, to make it taste more like butter, and to save money because it is less expensive to hydrogenate oil than it is to use butter. In general, health concerns result from consuming too much saturated and trans fats. Trans fats have been shown to increase the bad cholesterol in blood (low density lipoprotein cholesterol, or LDL-C), even more so than saturated fats. Sources of trans fats include animal products, margarine, and snack foods. The good news is that, as a result of health concerns, the food industry is reformulating many products to remove or at least reduce the amount of trans fats. Many restaurants are required to list the amount of trans fat in their products. Although some products have labels that state they are “transfat free,” this actually means they contain no more than 0.5% trans fat. 185 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.