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PE & HEALTH 12 Quarter 1 -Module 3: Competitive Dance: Hip-Hop and
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SENIOR HIGH SCHOOL
PE & HEALTH 12
Quarter 1 – Module 3:
Competitive Dance:
Hip-Hop and Cheerdance
Physical Education & Health – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 3: Competitive Dance: Hip-Hop and Cheerdance
First Edition, 2020
Republic Act 8293, Section 176 states that: No copyright shall in any work of
the Government of the Philippines. However, prior approval of the government agency
or office 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 of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective
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these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Nestor A. Castaños Jr.
Editor: Bernley Joy M. Nobleza
Reviewers: Divina B. Sanchez, Elpedio P. Mabiya
Illustrator:
Lay-out Artist:
Management Team: Regional Director: RAMIR B. UYTICO, EdD, CESO IV
CLMD Chief: ROSEMARIE M. GUINO, EdD
Regional EPS In-Charge of LRMS: JOY B. BIHAG
Regional ADM Coordinator: RYAN R. TIU, PhD
Regional Learning Area EPS: NOVA P. JORGE, EdD
Schools Division Superintendent: MANUEL P. ALBAÑO, Ph.D.
CID Chief: FELICIDAD ESPINOSA
Division EPS-LRMDS: ROBERT POSION
Division SHS Coordinator: GINA P. DILOY
School Principal: FRANCISCO B. LATORRE
School SHS Coordinator: NESTOR A. CASTAÑOS JR.
Printed in the Philippines by _________________________________________
Department of Education – Schools Division of Leyte – Region VIII
Senior High School Department, Merida Vocational School
Poblacion, Merida Leyte
Tel No.:
09173275698
E-mail Address:
meridavocationalshs@gmail.com
12
P.E AND HEALTH
First Quarter – Module 3:
Competitive Dance:
Hip-Hop and Cheerdance
(Week 5-6)
Foreword
To the implementer:
Welcome to the P.E. and Health 12 Self Learning Module (SLM) on Competitive
Dance: Hip-Hop and Cheerdance!
This module has been collaboratively designed, developed, and reviewed by
educators from both the public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Notes for the Teacher
It contains reminders, tips or strategies available to guide
learners.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners’ progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module
For the learner:
Welcome to the P.E. and Health 12 Self-Learning Module (SLM) on
Competitive Dance: Hip-Hop and Cheerdance!
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn,
create and accomplish. Hence, the hand in this learning resource signifies
that you as a learner is capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic
success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
ii
You will be enabled to process the contents of the learning resources while
being an active learner.
This module has the following parts and corresponding icons.
What I Need to Know
What I Know
What’s In
What’s New
What is It
What’s More
What I Have Learned
What I can do
This will give you an idea of the skills or
competencies you are expected to learn
in the module.
This part includes an activity that aims
to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.
This is a brief drill or review to help you
link the current lesson with the previous
one.
In this portion, the new lesson will be
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion
of the lesson. This aims to help you
discover and understand new concepts
and skills.
This comprises activities for independent
practice to solidify your understanding
and skills of the topic. You may check
the answers using the Answer Key at the
end of the module.
This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the
lesson.
This section provides an activity which
will help you transfer your new
knowledge or skills into real life
situations or concerns.
iii
Assessment
Additional Activities
Answer Key
This is a task which aims to evaluate
your level of mastery in achieving the
learning competency.
In this portion, another activity will be
given to you to enrich your knowledge or
skills of the lesson learned. This also
tends retention of learned concepts.
This contains answers in the module.
At the end of this module, you will also find:
References
This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.
We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!
iv
What I Need to Know
The rise of the 21st century competitive arts heralded the emergence of new
dance styles that are competitive in nature. These are the trendy and sporty
dances such as hip-hop and cheerdance. Although innovations have been
introduced through the years, these dances remain an irreplaceable way of
expressing human thought and emotion and captured the interest of the new
generation due to its more upbeat music and fierce movements.
In this module, we will discuss the history, nature, characteristics, and basic
movements of hip-hop and cheerdance that can be considered moderate-tovigorous physical activity (MVPA). These dance is regarded not only an art
form with technical and expressive aspect but also sports form due to its high
physiological capacity. Hip-hop and cheerdancing as a form of exercise
requires planned, structured and repetitive bodily movement that affects our
heart rate. Physiological indicators such as heart rates and rate of perceived
exertion (RPE) as well as the exercise intensity can be calculated and can be
monitored by checking your pulse.
At the end of this module, you will engage dancing hip-hop and cheerdance
as MVPA. You will be given activities to display and enhance your skills in
hip-hop and cheerdancing. Monitoring your heart rate and rate of perceived
exertion is essential as you participate actively in this dance exercise. You will
also discover how these dances can revitalize your body and mind, and
sustain lifelong fitness while taking into considerations your target heart
zone.
The module is divided into three lessons, namely:



Lesson 1 – Hip-Hop
Lesson 2 – Cheerdance
Lesson 3 – Exercise Physiology Indicators
After going through this module, you are expected to:
1. discuss the nature of hip-hop and cheer dances;
2. analyze physiological indicators such as heart rate, rate of perceived
exertion and pacing associated with MVPA’s to monitor and/or adjust
participation or effort; and
3. engage in moderate to vigorous physical activities (MVPA’s) for at least
60 minutes most days of the week in a variety of settings in and-out-ofschool.
1
What I Know
Instructions. Choose the letter of the best answer. Write the letter of your
choice on a separate sheet of paper.
1. Which of the following is correct about hip-hop dance?
a. It evolved as a street dance which was a cultural dance variation
in the United States
b. It started with funky beats reverberating at house or basement
parties and the streets of New York
c. Both a and b is correct
d. Only b is correct
2. __________ is a physical activity with a combination of different dance
genre and gymnastics skills such as tumbling, pyramids, tosses and
stunts.
a. Hip-Hop Dance
c. Ballet Dance
b. Cheerdance
d. Modern/Contemporary Dance
3. The word street dance arrived in the Philippines from the United States
during the 1980s but only gained unparalleled popularity during the
________.
a. 1990s
c. 1890s
b. 1980s
d. 2000s
4. The following are the nature and characteristics of hip-hop except one.
Which one is it?
a. It has several styles such as breaking, popping, locking, house,
krumping, and street jazz
b. Can be described by elements such as bounce or recoil,
tightening of the body, agility, coordination, and fun
c. It is mostly used during a sport event when play has been stopped
on the field or court
d. None of the above
5. Which of the following does not belong to the group?
a. Tutting
c. Cartwheel
b. Krumping
d. House Dance
2
6. Which of the following best characterized cheer dance?
a. Cheer motions are used to lead the crowd and emphasize words
for crowd response
b. It evolved as a street dance which was a cultural dance variation
in the United States
c. Dancers needs proper elevation, alignment, pointing of the foot
and flexibility
d. All of the above
7. Which of the following does not belong to the group?
a. Tabletop
c. Cartwheel
b. Bucket
d. None of the above
8. Which is true about pulse rate?
a. It refers to the maximum number of beats made by your heart in
1 minute of effort
b. It is used primarily for determining heart rate zones during
exercise, and the amount of cushion in heartbeats available for
exercise
c. It lows when you are at rest and increases when you exercise
d. It is generally expressed as a percentage (usually between 50
percent and 85 percent) of your maximum safe heart rate
9. Which of the following best describes Maximum Heart Rate (MHR)?
a. It refers to the maximum number of beats made by your heart in
1 minute of effort
b. It lows when you are at rest and increases when you exercise
c. It is generally expressed as a percentage (usually between 50
percent and 85 percent) of your maximum safe heart rate
d. All of the above
10. Normal heart rates at rest for children whose age is 6 to15 is ____ bpm
while adults whose age is 18 and over is _____bpm.
a. 70 to 100; 60 to 100
b. 30 to 85%; 30 to 60%
c. 68 to 92; 93 to 118
d. None of the above
3
What’s In
Prior to learning hip-hop and cheerdance, let’s try to review your fitness
engagements based on your Activity Exercise Work-out Plan in Module 1, and
check how ready are you in learning another physical fitness activity. Rate
your level of activity using the Physical Activity Index, compute for your score
and evaluate it using the Activity Evaluation Table below.
PHYSICAL ACTIVITY INDEX
PRINCIPLE
Intensity
Duration
Frequency
SCORE
ACTIVITY
5
Sustained heavy breathing and perspiration
4
Intermittent heavy breathing and perspiration, as in tennis
3
Moderately heavy, as in cycling and other recreational sports
2
Moderate, as in volleyball, softball
1
Light, as in fishing
4
Over 30 minutes
3
20 to 30 minutes
2
10 to 20 minutes
1
Less than 10 minutes
5
6 to 7 times per week
4
3 to 5 times per week
3
1 to 2 times per week
2
A few times per week
1
Less than once a month
Computation: Intensity x Duration x Frequency = Score
Your Score:
________ x _________ x _________ = _______
ACTIVITY EVALUATION TABLE
SCORE
EVALUATION
ACTIVITY CATEGORY
81 to 100
Very active lifestyle
High
60 to 80
Active and healthy
Very Good
40 to 59
Acceptable but could be better
Fair
20 to 39
Not good enough
Poor
Under 20
Sedentary
Very Poor
4
Notes from the Teacher





Return this module on _______________________
Do not write anything on this module. Other learners will be using
this, TOO.
Use separate sheets in answering the learning tasks in this module.
Provide a folder organizer compilation of all activities (clear book,
long size, color ___________).
For clarification, you may contact your teacher/facilitator at mobile
number _________________________________.
What’s New
How far do you know of this dance moves? Identify if the picture illustration
of a dance move is (A.) Hip-Hop or (B.) Cheerdance. Count the number of
correct response and check the results in the interpretation table found at the
Answer Key page of this module.
2
1
6
7
4
3
8
9
5
5
10
What is It
Lesson
1
Hiphop
Brief History
The word hip-hop was derived from the word “hep”, an African-American
vernacular English language since 1904 which means “current”. It was
apparently invented by a New York rapper Kevin Donovan, (known as Afrika
Bambaataa), who was dubbed as the Grandfather of Hip-hop. The dancing
style of Hip-Hop developed from the music style that was first introduced
during the 1970s in New York City among young Hispanic and AfricanAmerican communities and was made popular in the 1980s by media’s
exposure of several hip-hop dance groups in America. These group of young
people were looking for a creative outlet to vent their frustrations and
disappointments with society. It started with funky beats reverberating at
house or basement parties and the streets of New York. Hip-hop evolved as a
street dance which was a cultural dance variation in the United States and is
generally a form of entertainment where technical and teachable dance
aspects replaced the cultural symbolism and message of the true essence of
African-American hip-hop dance. The word street dance arrived in the
Philippines from the United States during the 1980s but only gained
unparalleled popularity during the 1990s. There are various street dance
battles held locally across the country as well as hip-hop dance competitions
internationally. The first Philippine Team who won the World Hip Hop Dance
Championships is the Philippine All Stars. One of the pioneers of street dance
in the Philippines is Jungee Marcelo. Marcelo started the first formal street
dance class in the Philippines after arriving from US in 1991. After almost 11
years of living in a community dominated by African-Americans in Los
Angeles, he brought with him his knowledge of urban dance in the country.
Nature and Characteristics:
 The movement of hip-hop dance contains an assertive angularity of
body posture and an insistent virtuosic rhythmicity.
 It is freestyle in nature and maybe practiced in either a dance studio or
in an open space outdoor.
6
 It consists of four fundamental characteristics such as rapping (MCing);
Disc jockeying (DJing); Break dancing (B-boying); and Graffiti Art
(Aerosol Art).
 Can also be described by elements such as bounce or recoil, tightening
of the body, agility and coordination, and fun.
 It has several styles that comprise two main categories, the Old school
(breaking, popping, and locking) and the New school (house, krumping,
street jazz).
Fundamental Movements:
Term
Illustration
Description
1. Breaking
(Break dance)
 Executes several
explosive, acrobatic
movements with breaks
or freezes in between
acts
 Hold the position of the
movement for a few
seconds before
continuing or shifting
to the next movement
2. Popping
 A quick contraction and
relaxation of muscles to
producing jerking of
various joints
3. Locking
 It includes a lot of
acrobatics and
physically demanding
moves, such as landing
on one’s knees and the
split
 Other famous moves
are waving of arms,
pointing, walking
stationary, and
grabbing and rotating
the cap or hat
7
 Characterized by
unrestrained, rapidfire, and highly
energetic moves of the
limbs and torso
 A dance style to release
anger
4. Krumping
 It is a dance style
that imitates the
angular poses seen in
ancient Egyptian art
 Used to have a
limited set of static
hiero-inspired poses,
but they now create
more complex
geometric patterns
wherein multiple
limbs interact
5. Tutting
(Tetris)
 Combination of
skating, stomping
and shuffling
 There is a fast and
complex steps
combined with fluid
movements of the
torso
6. House Dance
Lesson
2
Cheer Dance
Brief History
Cheer dance is a physical activity with a combination of different dance genre
and gymnastics skills such as tumbling, pyramids, tosses and stunts. The
routines usually range anywhere from one to three minutes and they are done
to direct spectators to cheer for sports teams or participate in cheer dance
competition. Cheer dance is relatively new in the field of sports and dance as
8
it has only emerged during the 1990s as part of the cheerleading events.
Cheerleading history is linked closely to the United States history of sports,
its sporting venues, as well as the historical development of over-all crowd
participation at many athletic events. However, its origins can be traced as
far back as the late 19th century where in 1860s, students from Great Britain
began to cheer and chant in unison for their favorite athletes at sporting
events. This event eventually reached and influenced America. Cheerleading
for the first 25 years was an all-male activity. It was only during the 1920s
when women cheerleaders participated in cheerleading.
Nature and Characteristics:
 As a dance technique, some squad prefer contemporary dance
techniques, while others incorporate several techniques such as jazz,
hip-hop, modern dance, contemporary ballet and ethnic of folk.
Emphasis is on the placement, sharpness and synchronicity of the
movements.
 There must be cheers which are coordination of organized words and
movements relating to an athletic event. These are used during a sport
event when play has been stopped on the field or court.
 Cheer motions are also used to lead the crowd and emphasize words for
crowd response. These are made up of hand, arm, and body positions.
Fundamental Movements:
Starting Positions
Illustration
Description
1. Beginning
Stance
Feet together, hands down
by the side in blades
2. Cheer Stance
Feet more than shoulder
width apart, hands down by
the side in blades
9
Hand Positions
3. Bucket
6. Jazz Hands
Arm Positions
4. Candlestick
5. Blade
8. Clasp
7. Clap
Illustration
Description
9. Tabletop
Arms bent at elbow, fists in
front of shoulders
10.
High V
Arms extended up forming a
“V”, relax the shoulders
11.
Low V
Arms extended down
forming a “V”
Touchdown
Arms extended straight
upward and parallel to each
other, fist facing in
12.
10
13.
14.
15.
T Motion
Both arms extended straight
out to the side and parallel
to the ground, relax the
shoulders
Diagonal
One arm extended in a high
“V” and the other arm
extended in a low “V” (Right
Diagonal shown)
L Motion
One arm extended to the
side with other arm
extended in a punch motion,
(Left L motion shown)
Arms are straight, above the
head in a clasp and slightly
in front of the face
16. Overhead
Clasp
Feet Positions
Illustration
Description
17. Front Lounge
Lead leg bent with the knee
over the ankle, back leg
straight, feet perpendicular
to each other
18. Side Lounge
Lead leg bent with the knee
over the ankle, feet
perpendicular to each other
11
19. Feet Apart
In stride position, both feet
away each other. Hands can
be on the waist or clasp in
front
20. Jogging
The ball and the toes should
not be parallel when hitting
the ground. The ball should
touch the ground lightly first
while the toes point
downward
Basic Jumps
Illustration
Description




21.
Herkie

12
Clasp arms tighter in the
and form fist (ct.1)
Bring arms up to a high
V (ct.2)
Swing arms in a cross
position and bend both
legs (ct.3)
Brig arms up to a T and
hit your herkie. One of
the legs shall be out like
you are doing a straddle
split and the other leg
shall be bent back. Arms
shall be in a T position
with the hands forming
fists (ct.4)
Land with legs bent and
hands on the side, hold
position and straighten
out your legs (cts.5,6,7)



22.
Toe Touch






23.
Hurdle

Basic Tumbling
Illustration




13
Start with a High “V”
position (ct.1)
Throw arms up into the
high V position (ct.2)
Take a crisp sharp
motion tiptoe and jump
into the air (ct.3)
Feet is in herkie position
while reaching out one
foot in front and hold
position (cts.4,5)
Description

24. Forward Roll
Clasp arms like in the
herkie and form fists
(ct.1)
Bring arms up to a high
V (ct.2)
Swing arms in a cross
position and bend the
knees (ct.3)
Jump to “touch” the toes
(ct.4)
Land with both legs bent
and both hands on the
sides (ct.5)
Hold the position,
straighten out the legs
(cts.6,7)
Squat and lay both
hands on the floor (ct.1)
Tuck chin and push off
the hands and legs (ct.2)
Roll forward (cts.3,4)
Squat both legs against
the chest and hold the
arms up in front (cts.5,6)
Get up (cts.7,8)


25. Backward
Roll




26. Cartwheel

Lesson
3
From a beginning stance
facing back, squat and
lay both hands on the
floor (cts.1,2)
Tuck chin and pull off
the hands and legs (cts.
3,4)
Roll backward (cts.5,6)
Squat both legs against
the chest and hold the
arms in front and get up
(cts.7,8)
Put the best leg forward
and extend both arms up
against the ears
Move the whole body
forward and slowly raise
the back leg
Once the hands reach
the ground, kick the back
leg over
Exercise Physiology Indicators
Dance is mainly an integrated art form between technical and expressive
aspects. In addition, since most dance performance requires high
physiological capacity due to its characteristics included a moderate-high
intensity, high skill, and predominantly intermittent activity. When trying to
develop cardio-respiratory, the intensity of exercise must not be ignored. The
intensity of exercise or Training Intensity (TI) can be calculated easily, and
training can be monitored by identifying your resting heart rate (pulse beat at
rest), maximal heart rate and heart rate reserved.
The Resting Heart Rate (RHR)
Your pulse is your heart rate, or the number of times your heart beats in one
minute. Pulse rates vary from person to person. Your pulse is lower when you
are at rest and increases when you exercise (more oxygen-rich blood is needed
by the body when you exercise). Knowing how to take your pulse can help you
evaluate your exercise program. To get your pulse beat, follow the steps:
14
1. Place the tips of your index, second and third fingers on the palm side of
your other wrist below the base of the thumb or, place the tips of your
index and second fingers on your lower neck on either side of your
windpipe.
2. Press lightly with your fingers until you feel the blood pulsing beneath your
fingers. You may need to move your fingers around slightly up or down
until you feel the pulsing. Use a watch with a second hand, or look at a
clock with a second hand.
3. Count the beats you feel for 10 seconds. Multiply this number by six to get
your heart rate (pulse) per minute.
4. Compute using the formula: RHR = Pulse: ____ beats in 10 seconds x 6 =
____ beats per minute (bpm).
Normal heart rates at rest for children whose age is 6 to15 is 70 to 100 bpm
while adults whose age is 18 and over is 60 to 100 bpm.
The Maximal Heart Rate (MHR)
Maximal Heart Rate (MHR) is the maximum number of beats made by your
heart in 1 minute of effort. When walking quickly, you will be in an endurance
zone, with a heart rate of between 60% and 75% of your maximum heart rate
(MHR). Knowing your rate means listening to your body. Recent research
indicates that the traditional equation of 220 – age over predicts maximal
heart rate (MHR) in people 40 years and younger, and under predicts MHR in
individuals above 40 years old. Instead, it is advisable to use 207 as constant
MHR from birth that decreases by 1 beat per year.
The Heart Rate Reserved (HRR)
Heart Rate Reserve (HRR) is the difference between your Resting Heart Rate
and your Maximum Heart Rate. It is used primarily for determining heart rate
zones during exercise, and the amount of cushion in heartbeats available for
exercise. Health and cardio-respiratory (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 cardio
protective benefits, and higher and faster improvements in CR fitness
(VO2max), however are achieved primarily though vigorous intensity
programs (at intensity above 60 percent). To compute for your HRR, subtract
the resting heart rate from the maximal heart rate: HRR = MHR – RHR.
The Target Heart Rate (THR)
Target Heart Rate (THR) is generally expressed as a percentage (usually
between 50 percent and 85 percent) of your maximum safe heart rate. This is
used to identify Training Intensity (TI). Training intensity is the amount of
effort you are putting in to whatever exercise you are doing. Walking a dog
will (most of the time) be low to medium intensity based on your speed of
15
walking but running with your dog will be high intensity. The TI of a person
can be measured in different levels such as follows:
1. low intensity (heart rate is 68-to-92 beats per minute);
2. moderate intensity (heart rate is 93-to-118 beats per minute); and
3. high intensity (heart rate is more than 119 beats per minute).
In participating low (or light) activities, a person should have at least 30-40%
MHR. For moderate activities, it is recommended to have at least 50-60%
MHR. For high (or vigorous) activities, it is good to have at least or greater
than 70% MHR.
To determine the intensity of exercise or cardio-respiratory training zone
according to heart rate reserve, follow these steps:
 Estimate your maximal heart rate (MHR) according to the following
formula: MHR = 207 – (0.7 x age)
 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.
 Determine the heart rate reserve (HRR)
 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 RHR of 68 bpm would be as follows:
MHR: 207 - (0.7 x 20) = 193 bpm
RHR: 68 bpm
HRR: 193 – 68 = 125 bpm
%
TRAINING INTENSITY (TI)
TI = HRR x % + RHR
30
(125 x .30) + 68 = 106 bpm
40
(125 x .40) + 68 = 118 bpm
50
(125 x .50) + 68 = 131 bpm
60
(125 x .60) + 68 = 143 bpm
70
(125 x .70) + 68 = 155 bpm
85
(125 x .85) + 68 = 174 bpm
16
Range of Cardio-Respiratory
Training Zone
(range based on TI)
Light Intensity
(106-118 bpm)
Moderate Intensity
(119- 143 bpm)
Vigorous Intensity
(144-174 bpm)
The Rate of Perceived Exertion (RPE)
When your body is challenged to do more than what is used to, changes in
your body start to occur. If the physical activity is too easy for your body,
changes, if any, would be minimal. Hence your body should be challenged
and more effort should be exerted. The Borg Rating of Perceived Exertion
(RPE) is a way of measuring physical activity intensity level. Perceived exertion
is how hard you feel like your body is working. In conducting physical activity,
consider the Rate of Perceived Exertion (RPE):
Chart on Borg’s Rate of Perceived Exertion (RPE)
Rating
6
7
8
9
10
11
12
13
Description
Very, very light
Very light
Fairly light
Somewhat hard
Rating
14
15
16
17
18
19
20
Description
Hard
Very hard
Very, very hard
To determine your approximate heart rate, simply multiply your Borg's RPE
by 10. For instance, an RPE score of 16 × 10 = 160 beats per minute. The
scale was designed with the average healthy adult in mind.
17
What’s More
Activity 1.1. Dance Craze!
Complete the crossword puzzle below. Possible answers are inside the box.
a. HEART RATE RESERVED
b. MAXIMUM HEART RATE
c. RESTING HEART RATE
d. TARGET HEART RATE
e. CHEER MOTIONS
f. CHEERDANCE
g. BREAK DANCING
h. JUNGEE MARCELO
i. STREET DANCE
j. HIPHOP
k. CHEERS
l. KEVIN DONOVAN
m. TUMBLING
n. DANCE TECHNIQUE
o. POPPING
ACROSS:
4. A physical activity with a combination of different dance
genre and gymnastics skills.
5. This is where hip-hop evolved as a culture dance variation in
the United States.
6. One characteristics of cheer dance that can be used to lead
the crowd and emphasize words for crowd response.
7. Derived from the word “hep”, an African-American
vernacular English language which means “current”.
8. This refers to the number of times your heart beats in one
minute while at rest.
9. One of the fundamental characteristics of hip-hop.
10. One of the pioneers of street dance in the Philippines.
18
DOWN:
1. This refers to the
maximum number of beats
made by the heart in 1
minute of effort.
2. It is the difference
between your Resting
Heart Rate and your
Maximum Heart Rate.
3. In cheer dancing, this
refers to the organized
words and movements
relating to an athletic
event.
Activity 1.2. Can You Identify?
Identify if the given movement inside the box is (A.) Fundamental Hip-hop
Movement or (B.) Fundamental Cheer Dance Movement. Write the letter of
your choice.
1. Overhead Clasp
3. Cartwheel
2. Jogging
4. Popping
5. House Dance
Activity 1.3. You Dance Me Crazy!
Try to execute the basic movement illustrated below. Identify if the movement
is (A.) Locomotor or (B.) Non-locomotor. Select the letter of your choice.
1
3
1. Backward
Roll
2. Hurdle
2
4
3. Diagonal
4. Toe Touch
5
5. Forward
Roll
Activity 1.4 Let’s Intensify!
Using your own resting heart rate (RHR) and age as of today, complete the
training intensity (TI) table below. The data in this activity will be used in the
activity on page 21.
MHR: 207 - (0.7 x _____) = __________ bpm
RHR: ________ bpm
HRR: ______ – ______ = _______ bpm
%
TRAINING INTENSITY (TI)
TI = HRR x % + RHR
30
(____ x .30) + ____ = ____ bpm
40
(____ x .40) + ____ = ____ bpm
50
(____ x .50) + ____ = ____ bpm
60
(____ x .60) + ____ = ____ bpm
70
(____ x .70) + ____ = ____ bpm
85
(____ x .85) + ____ = ____ bpm
19
Cardio-Respiratory Training Zone
Light Intensity
(____________ bpm)
Moderate Intensity
(____________ bpm)
Vigorous Intensity
(____________ bpm)
What I Have Learned
1. Both hip-hop and cheerdance movement incorporates locomotor and
non-locomotor movements. Locomotor movements are those that
incorporate traveling from one point to another while non-locomotor
movements are body movements without travel. Manipulative
movements involve both the body and an object. Combining any of the
locomotor and non-locomotor movements will create another step.
2. The American Heart Association generally recommends a target heart
rate of moderate exercise intensity: 50% to about 70% of your maximum
heart rate and vigorous exercise intensity: 70% to about 85% of your
maximum heart rate.
3. Once you know your target heart zone, you'll be able to monitor whether
you're achieving your goals in a safe manner. Regular exercise can go a
long way to keep your heart rate healthy. Moderate amounts of physical
activity are recommended daily. Choose any dance style that you find
enjoyable and fits into your daily routine. Your participation in these
activities could easily be sustained since you personally enjoy doing
them and you even do it in your own time. Hence, strict adherence to a
regular physical activity is very viable.
4. Higher resting heart rate is associated with an increased risk of
cardiovascular diseases. If you're worried about it, it's a good idea to
consult with your doctor about what may be causing it. Regular
physical activity, regardless of how hard it is, makes you healthier and
can help protect you from many chronic diseases. However, exercising
at low levels of exertion does little to improve physical fitness.
5. The target zone for dancing activities is from 12-16. If you find the
activity as “very, very light” (7) to about “fairly light” (11), you need to
increase the intensity of your physical activity to reach “somewhat
hard” (13), depending on your goal. You can also increase frequency
and time, or change the type. However, if you find the activity as “very
hard” (19), you might want to check your FITT formula. Remember,
health promotion does not mean exhaustion or risking yourself of
getting injuries.
20
What I can do
Activity 1.1 Let’s Groove It Out!
Using the fundamental hip-hop and cheerdance movements, create your 60minute dance routine. Choose your preferred music and be guided with the
given dance pattern applying the dance elements in creating your dance
figures. Practice your dance routine and ensure safety in the conduct of this
activity. After the practice, accomplish the Activity Intensity Table below.
DANCE PATTERN FOR CHOREOGRPAHED DANCE MOVEMENT
Figure
Basic Movements
(Hip-hop/Cheer dance)
1
Locomotor
2
Non-locomotor
(combinations of 2 or more)
Locomotor
Non-locomotor
(combinations of 2 or more)
Locomotor
Non-Locomotor
(combination of 2 or more)
3
4
5
6
Dance Elements (D.E.S.T.)
Direction
* Energy
Shape
Timing/
Counting
Not applicable
Not applicable
Not applicable
* Energy - a dance element that minimizes the monotony of the movements in a performance
such as:
1.
2.
3.
4.
5.
6.
SUSTAINED- movements are done smoothly and does not have clear beginning and
ending;
PERCUSSIVE- movements are explosive or sharp in contrast with sustained. They have a
clear beginning and ending;
VIBRATORY- consist of trembling or shaking. A faster version of percussive movements;
SWINGING - movements trace a curved line or an arc in space;
SUSPENDED - movement are perched in space or hanging on air;
COLLAPSING – a slow collapse which can be describe as melting or oozing action in a
downward direction.
ACTIVITY INTENSITY TABLE
RPE
(Base on the dance routine that you will perform)
Rating
Description
Heart Rate
(right after the
practice)
______ bpm
* Refer to the data on Activity 1.4, Let’s Intensify! (page 19)
21
* CardioRespiratory
Training Zone
Assessment
I. Add-One-Out. Write A if the given statement is correct. However, change
the underlined word with the options provided after each sentence if you think
it makes the sentence incorrect.
1. The word hip-hop was derived from the word “hep”, an AfricanAmerican vernacular English language since 1904 which means
“current”. (B.) cheer dance (C.) ballet (D.) modern/contemporary
2. The first Philippine Team who won the World Hip Hop Dance
Championships is the Manila Lakers. (B.) Philippine All Stars (C.)
Ateneo De La Salle (D.) UST Manila
3. Hip-hop dance routine usually ranges anywhere from one to three
minutes and they are done to direct spectators to cheer for sports
teams. (B.) Modern/Contemporary (C.) Ballet (D.) Cheer Dance
4. Hip-hop was apparently invented by a New York rapper Kevin
Donovan, who was dubbed as the Grandfather of Hip-hop. (B.) Jungee
Marcelo (C.) Isadora Duncan (D.) Catherine de Medici
5. Other famous tutting moves are waving of arms, pointing, walking
stationary, grabbing and rotating the cap or hat. (B.) popping (C.)
locking (D.) krumping
6. Cheer motions are made up of hand, arm, and body positions that
lead the crowd and emphasize words for crowd response. (B.) Cheers
(C.) Techniques (D.) Tumbling Skills
7. To get your MHR, count the beats you feel for 10 seconds and multiply
this number by six to get your pulse per minute. (B.) RHR (C.) TI (D.)
HRR
8. T.I. is the amount of effort you are putting in to whatever exercise you
are doing. (A.) MHR (B.) RHR (C.) HRR
9. The RPE is a way of measuring physical activity intensity level. (A.)
MHR (B.) RHR (C.) HRR
10. Forward and backward roll and cartwheel are basic tumbling skills in
cheer dancing. (A.) jumping (B.) hand movement (C.) starting position
II. Matching Type. Match Column A with Column B. Select the letter of your
choice.
11.
12.
13.
14.
15.
Column A
Column B
House Dance
Candlestick
Popping
L Motion
Jazz Hands
a. Hip-hop
b. Cheer dance
22
16.
17.
18.
19.
20.
Column A
Column B
Jogging Forward
Forward Roll
Cartwheel
Backward Roll
House Dance
a. Locomotor
b. Non-Locomotor
True or False. Write A if the given statement is correct. Write B if the
statement is incorrect. Be guided with the underlined word/phrase.
III.
21.
22.
23.
24.
25.
Both hip-hop and cheer dance movement incorporates locomotor and
non-locomotor movements. Combining any of the locomotor and nonlocomotor movements will create another step.
The American Heart Association generally recommends a target heart
rate of moderate exercise intensity: 30% to about 40% of your
maximum heart rate and vigorous exercise intensity: 70% to about
85% of your maximum heart rate.
Moderate amounts of social activity are recommended daily and
choose any dance style that you find enjoyable and fits into your daily
routine.
Regular physical activity, regardless of how hard it is, makes you feel
stress and cause undue fatigue.
The target zone for dancing activities is from 12-16.
Additional Activities
Analyze the data as reflected in your Activity Intensity Table. Then make a
creative Fitness Journal guided with the given questions below. Your work
will be rated according to the Rubrics found at the Answer Key page.
1.
2.
3.
4.
5.
6.
7.
What does the result tell you?
How do you feel about the result?
Do you consider yourself as an active or inactive person? Why?
Which of the movements you find it difficult to perform? Why?
Which of the movements you find it easy to perform? Why?
Did you achieve your Training Intensity (TI) target? Why? Why Not?
With the results, how will you deal with your target zone/target heart
rate?
Note: Include in your journal the results of your Physical Activity Index and
Evaluation of Activity and the Training Intensity on page 4. If possible, make
a discussion on the results.
23
What I
Know
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
c
b
a
c
c
a
d
c
a
a
What’s New
(1)B; (2)A; (3)A; (4)B; (5)A
(6)B; (7)B; (8)A; (9)B; (10)B
Score Interpretation Table
No. of
√
7-10
4-6
1-3
24
Rubrics for the Fitness Journal
Interpretation
Very familiar
with the
dance moves
Slightly
familiar with
the dance
moves
Not so
familiar with
the dance
moves
What’s
More
Activity 1.1.
1. b
2. a
3. k
4. f
5. i
6. e
7. j
8. c
9. g
10. h
Activity 1.2.
1.
2.
3.
4.
5.
B
B
B
A
A
Activity 1.3.
1.
2.
3.
4.
5.
A
B
B
A
B
Activity 1.4.
(Computati
ons).
Answers
will vary
depending
on the
learners
RHR and
age.
Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
A
B
D
A
C
A
B
A
A
A
a
b
a
b
b
a
a
a
a
a
21.
22.
23.
24.
25.
A
B
B
B
A
Answer Key
Reference
Books
Aparato, C. R., Brebante, Z. T., Callo, L. F., & Dajime, P. F. (2017). Physical
Education and Health (Vol. II). Nicanor Reyes Sr. St., Sampaloc Manila: Rex
Bookstore.
Apolonia, M. L., Collao, M. P., Gabayan, P. A., & Kamus, G. R. (2017). Dance for
Life (HOPE) Series for Senior High School. 839 EDSA, South Triangle, Quezon
City: C & E Publishing, Inc.
Bushmn, B. (2011). Complete Guide to Fitness and Health. American College of
Sports Medicine.
Callo, L. F., Camiling, M. S., Yap, J. C., Cagulang, J. P., Doria, J. C., Deveraturda,
E. E., & Grecia, J.-a. G. (n.d.). Physical Education and Health - Grade 10
Learners Material. DepEd Complex Meralco Avenue, Pasig City: DepEdIMCS.
Wamer, W., Hoeger, K., & Hoeger, S. A. (2013). Lifetime Physical Fitness and
Wellness: A Personalized Program (Twelfth ed.).
Online Sources
(2020, June 19). Retrieved from Goggle:
https://www.slideshare.net/sherifmohamedelrefai/hiphop-dance-stylespopping-locking-and-krumping
(2020, June 20). Retrieved from Goggle:
https://www.google.com/search?q=dance+physiology&oq=dance+physiology
&aqs=chrome..69i57j0l6.5441j0j7&sourceid=chrome&ie=UTF-8
Lindberg, S. (2020, June 21). Insider. Retrieved from Goggle:
https://www.insider.com/what-is-a-good-resting-heart-rate
25
For inquiries or feedbacks:
Department of Education - Bureau of Learning Resources
(DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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