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Physical
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Education
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C
Learner’s Material
ED
Unit 4
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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 Education and Health – Grade 10
Learner’s Material
First Edition 2015
ISBN:
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INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.
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This module is designed to provide and equip you with knowledge, skills, and
habits that will enable you to achieve competence in maintaining your health and
physical condition. The domain in Physical Education focuses on the importance of a
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healthy lifestyle and physical activity through active recreation such as sports,
fitness, street dance and hip-hop dance, while Health Education emphasizes on the
development of the proper skills of a health-conscious consumer, lifelong
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participation in health trends, issues and concerns in health care, and planning for a
health career.
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Each module follows a standard format or pattern with a short overview of the
lesson, content and performance standards, pre-assessment and instructional
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activities categorized into four levels: What to Know, What to Process, What to
Understand, and What to Transfer. Every level provides activities that will allow you
to experience meaningful and varied learning. Your involvement in the different tasks
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can take many forms, ranging from self-reflection and group tasks to beyond the
classroom learning activities. Like any good material, you will also be assessed and
evaluated to ensure that you will have a thorough grasp of the lesson before tackling
the next activity. Your deeper understanding of the lesson will help you gain more
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relevant skills and information, preparing yourself for the challenges of the world.
As you start putting life into this module, you will discover many great
opportunities and learning experiences that will change the way you spend your time.
You need to visualize a better version of yourself and aspire to achieve a holistically
healthy you.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Table of Contents
PHYSICAL EDUCATION
Unit 4: Other Dance Forms (Cheerdance and Contemporary Dance) .............. 139
Introduction ...................................................................................................... 140
Learning Competencies ................................................................................... 141
Pre-Assessment .............................................................................................. 141
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Part III: What to REFLECT and UNDERSTAND ............................. 178
Part IV: What to TRANSFER ........................................................... 180
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Appendix ........................................................................................................ 184
A: Readings on the Nutritional Side of Cheerdancing
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and Contemporary Dancing………………..………………………………………..184
B: Illustration of Tumbling Skills……………………………………………………………..…186
C: Hand Movements and Positions in Cheerdance ..………………………………...187
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D: Readings on Dance and its Elements …………………………………………………...188
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Unit 4: Other Dance Forms
(Cheerdance and Contemporary
dance)
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139
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Module No. : 4 Number of Sessions: 8
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I. Introduction
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happened that have taken away the very
essence of our physicality as human beings:
the opportunity to move. A massive shift from
physical labor to office jobs, engagement
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in passive forms of entertainment and
recreation, and development of a sedentary
lifestyle are just but natural consequences
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of the luxury offered by the advancements in
science and technology.
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healthy living.
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II. Learning Competencies
The learner…
• assesses physical activity, exercises, and eating habits;
• determines risk factors related to lifestyle diseases (e.g., 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
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• recognizes the health needs of others in real life and in meaningful ways.
III. Pre-Assessment
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A. Assessing Your Participation in Recreational Activity
I. Procedure:
1. Copy the template given.
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2. Indicate your corresponding response to each of the needed data regarding
to your participation in the recreational activities enumerated, the potential
danger for each activity, and the first aid techniques necessary to alleviate
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suffering whenever injuries happen.
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First Aid
Potential
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Basketball
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Volleyball
Baseball / Softball
Soccer / Football
Badminton
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First Aid
Potential
Recreational Activity Always Seldom Never Technique
Danger/ Injury
needed
Swimming
Trekking
Mountain Climbing
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Cycling
Camping
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Cheerdancing C
Contemporary
Dancing
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Pop Dancing
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Breakdancing
(B-boying)
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Ballroom Dancing
Fishing
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Playing Computer /
Video Games
Playing musical
instruments
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Processing Questions:
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I. Procedure:
1. Copy and accomplish the give template in your activity notebook.
2. In about 3 to 5 sentences, tell something about what the activity reveals
about your eating and fitness habits.
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Fill out the columns by enumerating food that you love to eat.
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Name:
Potentially
Nutritional Implication to Healthy Suggested
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List of Unhealthy
Content/ Fitness and (Put check Alternative
Food (Put check
Value Well-being √ mark) Food
√ mark)
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C. Levelling of Expectations
At the end of this module, you are expected to conduct a cheerdance promotional
ad and a cheerdance festival. These activities will allow you to share the knowledge,
skills and understanding learned relative to influencing society’s fitness concept with
cheer and contemporary dancing as your media. Refer to Part IV (What to Transfer),
Activities 1 and 2 of your lessons for this activity. Your teacher will give the necessary
orientation regarding your grouping, the criteria for assessment, and the process of
conducting the activity.
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INSTRUCTIONAL ACTIVITIES:
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Activity 1: HR LOG
I. Objectives:
At the end of the activity, you will be able to:
• record your own resting heart rate (RHR), training heart rate (THR) and
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training intensity (TI);
• assess and report your own heart rate before and after performing a
physical activity; and
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• 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:
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• ”HR (Heart Rate) Log” template
• activity notebook and ballpen
• RPE (Rate of Perceived Exertion) chart
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III. Procedure:
1. Below is an HR log, a template that allows you to self-assess and report
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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.
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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:
Heart Rate Heart Rate Rate of
Time
Date Activity before after Perceived Signature
Spent
(in bpm) (in bpm) Exertion
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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.
II. Materials/Equipment:
• HR log (activity notebook)
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• any upbeat music for warm-up
• music player and speaker
• tape measure
• meter stick
• weighing scale
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• calculator
• BMI classification template
III. Procedure:
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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
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workout, and prevent unnecessary injuries from happening resulting from
wearing improper clothing.
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2. Using the weighing scale and meter stick, take your weight and height.
3. With the formula BMI = W (kg)/H2 (m2), compute your Body Mass Index.
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BMI CLASSIFICATION
below 18.5 Underweight
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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.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
7. Now, refer to Table 2 below to give you an interpretation of your waist
circumference:
8. Based on the interpretation given about your waist circumference, are you
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at risk?
9. To enrich your knowledge, refer to these readings; they can help you
maintain a healthier lifestyle:
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READINGS:
BODY MASS INDEX AND WEIGHT MANAGEMENT
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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
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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
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statute) and DOST (Department of Science and Technology) and it will most likely
contribute to the development of related diseases.
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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
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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.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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.
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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.
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Exercise is a type of physical activity that requires planned, structured,
and repetitive bodily movement to improve or maintain one or more components
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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.
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Intensity of Exercise
When trying to develop the CR (cardio-respiratory) system, many people
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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.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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
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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%
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TI = HRR x .60 + RHR)
Example: The 30, 40, 50, 60, 70 and 85 percent TIs for a 20-year-old with a
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resting heart rate of 68 bpm would be as follows:
MHR: 207 – (.70 x 20) = 193 bpm RHR: 68 bpm
HRR: 193 – 68 = 125 bpm
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Percentage Training Intensity (TI) Cardio-Respiratory Training Zone
30% (125 x .30) + 68 = 106 bpm Light Intensity
40% (125 x .40) + 68 = 118 bpm (106-118 bpm)
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Lifetime Physical Fitness and Wellness: A Personalized Program, Twelfth Edition, Warner W.
K. Hoeger, Sharon A. Hoeger, 2013, pp. 205-208
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Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of
Sports Medicine, 2011, pp. 27-28, 265-266
Lifetime Physical Fitness and Wellness: A Personalized Program, Twlfth Edition, Warner W.
K. Hoeger, Sharon A. Hoeger, 2013, pp. 7.
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 do to prevent this?
• 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.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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).
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• realize the importance of active recreation and the accompanying
knowledge in preventing related risks.
II. Materials/Equipment:
• computer/laptop
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• LCD projector
• any upbeat music for warm-up
• music player and speaker
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• videoclips of active recreational activities and their potential risks
• slideshow presentation on active recreation, related risks and appropriate
first aid
• first aid kit (with triangular bandage, dressing, antiseptics, cold/hot
compress , etc.)
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• HR log (activity notebook)
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III. Procedure:
1. Do a 15-20 minute syllabised warm-up exercises.
2. Listen to the lecture discussion on the concept of active recreation and its
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accompanying risks together with how such risks will be prevented or given
first aid.
READINGS:
PHYSICAL ACTIVITY AND ACTIVE RECREATION
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149
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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
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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.
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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
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avoid, even for students like you. To enjoy modern-day conveniences and live life
to its fullest, however, you have to make a personalized lifetime exercise program a
part of daily living. This challenge can be addressed by actively engaging in active
recreation, making it a habit of both body and mind.
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Common Injuries Involved In Recreation
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Sprains
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
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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
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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
tendonitis, 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).
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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
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tendon injuries, patella dislocation and hamstring, quadriceps and calf injuries.
Fractures
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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).
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The most common symptom of a stress fracture is pain at the site that
worsens with weight bearing activities. Tenderness and swelling often accompany
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the pain. This is very important for the coaches to recognize and refer the athlete to
the trainers or the team physicians.
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Dislocations
When two bones that come together to form a joint become separated, the
joint is described as being dislocated. Contact sports such as football, basketball
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and lacrosse, as well as high impact sports that can result in excessive stretching or
falling, cause the majority of dislocations. A dislocated joint is an emergency situation
that requires medical treatments.
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First Aid Techniques to Injuries During Recreation
These acronyms shall be remembered when applying first aid to injuries
during the conduct of recreational activities: PRICED and HARM.
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the damaged tissues
COMPRESSION 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 professionals
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In the first few days of an injury, remember to avoid HARM:
Any kind of heat will speed up the circulation, resulting in
HEAT
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more swelling and longer recovery
ALCOHOL Alcohol can increase swelling, resulting to longer recovery
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.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Strains usually heal in about a week. Sprains may take up to three weeks to
heal, depending on the degree of sprain or strain.
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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.
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• 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.
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• 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.
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within 48 hours.
• A sprain or strain does not improve after five to seven days.
• Signs of infection develop.
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Processing Activities:
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B. In the given table below, indicate whether you engage in such recreational activities
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or not. Identify whether such recreational activities are active or passive by ticking
your corresponding response:
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Softball/Baseball
Rowing
Basketball
Computer Games
Card Games
Board Games
Volleyball
Reading
Playing Music
Dancing
Internet Surfing
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
C. Based on your responses, answer these questions in your activity notebook:
1. Why do you do such activities?
2. When do you do them?
3. What for you is leisure? recreation?
4. How are active recreational activities different from passive ones?
5. Which do you think is better, passive or active recreation?
D. 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.
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E. My favorite recreational activities
• Group yourselves into four (4).
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• 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
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such risks can be managed and given first aid.
• Assign representatives to present your work to the class.
• demonstrate your knowledge and skills learned from the previous activities
(weight management, active recreation, and first aid) through simulated
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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
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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
III. Procedure:
1. Perform a 15-20 minute syllabised warm-up exercises.
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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
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3. You will be given 10 minutes to meet with your group to prepare a 3-5
minute presentation relevant to the assigned activity for your group.
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4. Maximize the participation of your members. Each member shall be a
functioning organ of your system.
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 will alleviate
suffering of injured dancers by employing appropriate first aid on them.
Your teacher will guide you on the sequence of performances.
D
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Activity 1: SYLLABISED WARM-UP EXERCISES (10-15 minutes)
I. Objectives:
At the end of the activity, you 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
cheer and contemporary dances;
• determine one’s own heart rate 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.
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II. Materials:
• music player
• any upbeat warm-up music
• speaker
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III. Procedure:
1. Determine your personal Maximal Heart Rate (pMHR) and range of Training
Heart Rate (THR) before proceeding to the syllabised warm-up activity so
C
you will know your limit as far as your heart rate is concerned.
2. Do the following warm-up activities for 10 to 15 minutes:
Sequence of Exercises:
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• 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
E
• 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
D
• 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)
157
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Processing Questions:
I. Objectives:
At the end of the activity, you will be able to:
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• appreciate the value of dancing in the improvement and maintenance of
your health and fitness;
• create movements in coming up with your own cheer dance routines
through improvisation; and
• describe the nature, movements and health benefits of cheer dancing.
O
II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
C
• cheerdance dance type music
• music player and speaker
D
• HR log (activity notebook)
III. Procedure:
E
Activity:
1. Group yourselves into four.
2. A cheerdance music will be played. Together with your group, think of
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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 cheer dances?
Abstraction:
• Study and perform the following readings and illustrations for the
improvement of your cheerdance routine:
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READINGS:
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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).
O
C
E D
EP
D
159
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REFER TO THE APPENDICES AND GLOSSARY FOR REFERENCE OF THE
SKILLS INTRODUCED IN THIS OUTLINE
(Provide time for them to perform the movements)
ESSENTIALS OF CHEERDANCING
Arms/hand movements
Legs/feet positions
• Beginning stance and cheer stance
• “T” and half “T” positions • Feet Together
• Clasp, clap, overhead clasp, low • Feet Apart
clasp • Dig (front and side)
• Touchdown, low touchdown • Hitch, Liberty, and Scale
• High “V” and low “V” • Lunge (front and side)
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• Tabletop and punch, etc. • Knees and Hips positions
• “L” and diagonal positions
CHEERDANCE BASICS
O
(Gymnastic Side)
Jumps
C Tumbling skills
• Tuck • Forward Rolls and Backward
• Star Rolls
D
• Pike • Forward Backward Handspring
• Split • Cartwheel and aereal cartwheel
• Hurdle Jump/Hurkie • Head and handstand
E
• Toe Touch Jump • Round-off
• Forward and backward saltos
EP
Pyramids (optional)
Composition:
Flyer Base Spotter Steps in Executing a Pyramid:
Levels:
D
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CHEERDANCE BASICS
(Dance Side)
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(Space, Time and Energy) Piroutte and Chainē (Turns)
O
and encouraged. It boosts, salutes or
(Cheer Side)
acclaims the morale of individuals and
teams. In cheerdance, cheering needs Note: Refer to the glossary of terms
to be strong, loud, and metered so that it
C and to the illustrations appended
will be delivered in time with rhythm or the at the end of this material for your
music played. reference and guidance.
D
Application:
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• 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
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• To master your routine, your group will be given two minutes to perform what
you have rehearsed with the beat of the music.
D
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Activity 3: ME, MY DIET AND MY DANCING
I. 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
will 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.
II. Materials/Equipment:
• computer/laptop
• LCD projector
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• any upbeat music for warm-up
• cheerdance dance music
• music player and speaker
• HR log (activity notebook)
III. Procedure:
O
1. Conduct a 10-15 minute syllabised warm-up exercises. As in Activity 1 of
Part 2 of your lessons.
2. Assemble in lecture formation, preferably in a row formation.
C
3. In your activity notebook, copy the template provided below. Put a check
mark (√) to the column corresponding to your affirmation to the situation
indicated per item and put (x) if you do not:
D
Name:
My Cheerdance Experiences √/x
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Processing Questions:
1. Which of the five (5) situations did you put (√)? (x)? Why?
2. Are the situations enumerated above presents a potential risk to your
health? Justify your answer.
3. What suggestions can you give to minimize, if not totally get rid of, the
potential risk that your cheerdance experience presented, in terms of
nutrition and the food you eat?
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READINGS:
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
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and 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.
O
Determining Nutrient Needs
Nutrients include carbohydrates, proteins, fats, vitamins, minerals, and water.
C
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.
D
Macronutrients
Macronutrients include carbohydrates, proteins and fats. Carbohydrates and
fats provide energy for daily activities and during exercise, recreational activity,
E
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:
EP
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.
163
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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 flavor 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
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disease, type 2 diabetes, and other chronic diseases mainly because they are high
in vitamins and minerals, as well as antioxidants.
The third part of carbohydrates – fiber - includes parts of food that the body
cannot break down and absorb. Sources of fiber include vegetables, fruits, and
O
whole grains. Consuming higher-fiber food promotes greater feelings of fullness
as well as bowel health. Higher-fiber diets have been found to reduce the risk of
diabetes, colon cancer, and obesity. The following table provides examples of good
C
sources of carbohydrates, including the amount of fiber per serving.
164
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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 approaches
while avoiding deficiencies or adverse health consequences. The Daily Value listed
on food labels is based on 60% of the calorie intake. If you are active, a competitive
athlete or cheer dancer, keeping your carbohydrate intake near the upper end of
this range will provide sufficient fuel for your working muscles. The next table tells
about how many calories you need per day. This will help determine how much
carbohydrate is recommended for your activity level. For example, for someone who
needs 2 500 calories per day, approximately 1 125 to 1 625 calories should be from
carbohydrates. 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
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To determine the number of grams of carbohydrates you need, recall that
each gram of carbohydrate supplies 4 calories. Simply take the number of calories
from carbohydrates and divide by 4 to determine how many grams you need.
O
1 125 calories ÷ 4 calories per gram = 281 grams from carbohydrates
1 625 calories ÷ 4 calories per gram = 406 grams from carbohydrates
C
Approximate Daily Calorie Intake per Unit of Body Weight
Needed for Maintaining Desirable Body Weight
D
Calorie per Calories per
Activity Level pound of body kilogram of
weight body weight
E
Very Sedentary
(restricted movement such as a patient confined 13 29
EP
to home)
Sedentary
14 31
(office jobs, light work)
Moderate Activity
D
15 33
(weekend recreation)
Very Active
16 35
(vigorous exercise three times per week)
165
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PROTEINS
Proteins are made of small units called amino acids, which are considered the
building blocks of the body. Proteins promote muscle growth and are required for
many body functions including assistance with chemical reactions and hormones.
Even though proteins can provide 4 calories per gram, you typically do not use
protein 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 body
functions, as well as for recovery from strenuous and long activities. The next table
shows the protein content of various foods:
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Food Serving Size Protein per
serving (g)
Meat (including turkey, pork) 3 oz. (85 g) 24
Fish (including trout, perch, haddock, flounder, tuna) 3 oz. (85 g) 20-22
Beans (including pinto, kidney, black, navy) 1 cup 13-15
O
Yogurt, plain, skim milk 8 oz. (227 g) 13
Cinnamon-raised bagel 4 in. (10 cm bagel) 9
Peanuts 1 oz. (28 g) 8
Hard-boiled egg 1 large 6
Raisin bran cereal
C 1 cup 5
Whole-wheat bread 1 slice 4
Sweet potato 1 piece 3
Squash 1 cup 2
D
Orange 1 cup 2
Banana 1 piece 1
Adapted from U. S. Department of Agriculture, Agricultural Research Service, 2010
E
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
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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.
D
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).
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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,
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monounsaturated fats, and polyunsaturated fats. These designations have to do
with the chemical structure of the fat. Transfat 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 fat to make
it more stable but as a result produces more saturated fats (which are solid at room
O
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.
C
In general, health concerns result from consuming too much saturated and
transfat. Transfat have been shown to increase the bad cholesterol in blood (low
density lipoprotein cholesterol, or LDL-C), even more so than saturated fats. Sources
D
of transfat 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
E
to remove or at least reduce the amount of transfat. Many restaurants are required
to list the amount of transfat in their products. Although some products have labels
that state they are “transfat-free,” this actually means they contain no more than
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Saturated fats are found in products such as butter, cheese, meat, palm oil,
and whole milk. Because of the increased risk associated with saturated fats, less
than 10% of your calories should come from saturated fat, with an even better target
D
of 7%. Trans fats should also be limited to as little as possible. Because of the focus
on saturated fats and transfat, the nutrition labels on food products today include
total fat as well as the amount of saturated and trans fats.
Monosaturated fats, such as olive oil, canola oil, avocado, walnuts, and
flaxseeds, have been shown to be protective against many diseases including Type
2 diabetes. That is not to say that you can consume as much monounsaturated fat
as you want; however, selecting monounsaturated fats instead of saturated fats may
lead to better health (e.g., healthier blood cholesterol levels).
Polyunsaturated fats, such as safflower oil, corn oil, and fish oils, have also
been shown to be protective against many diseases. Fish oils (eicosapentaenoic
167
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[EPA] and docosahexaenoic [DHA]) have been shown to decrease inflammation
within the body, and may protect against heart disease, Type 2 diabetes, and arthritis.
This doesn’t mean EPA and DHA are protective against everything, but they are
important to overall health. Therefore, you should try to consume 2 to 3 ounces (57
to 85 g) of fatty fish (e.g., tuna, salmon, and sardines) at least two days per week.
Fish oil supplements may also be warranted (consult with your health care provider
to see if this is appropriate for you).
Although not typically a fat, cholesterol is in the lipid family and is found in
animal products. Your body needs a certain amount of cholesterol, and thus, even
if your diet contained none, the liver would produce what your body needs. The
problem arises when cholesterol levels in the blood become too high. Total blood
cholesterol levels, as well as LDL-C levels, are definite predictors of heart disease.
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Although you consume cholesterol in your diet, a major factor influencing your blood
cholesterol is the amount of saturated and transfat you consume. Thus, limiting
saturated fat intake to no more than 10% of your calories is highly recommended (no
more than 7% is even better) as well as keeping your consumption of cholesterol to
less than 300 milligrams per day.
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Total fat intake should be between 25% to 35% of calories. Most of these
calories should come from monounsaturated and polyunsaturated fats (e.g., fish,
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nuts, vegetable oils), and your consumption of unsaturated fat should also be limited.
For example, for someone with a target of 2,500 calories per day, total fat intake
should be between 20% to 35% of total calories. In this example, a target of 28% is
selected (middle of the range). This would be approximately 700 calories from fat.
D
This would be calculated as follows:
E
2 500 x 0.28 = 700 calories
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To keep saturated fats at no more than 10% of total calories, the calories from
saturated fat would total only 250, determined as follows:
D
Some of the food groups that contribute heavily to saturated fat intake are
cheese, beef, milk products, frozen desserts, snack food (e. g. cookies, cakes,
doughnuts, and potato chips), butter, salad dressings, and eggs. Making small
changes in the food you select could result in meaningful decreases in saturated fat
and calories you consume. The following table offers you options for this matter:
168
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Food Selection Alternatives for Lower Saturated Fat Consumption
Food Higher-fat Option Lower-fat Option
Cheddar cheese Regular cheddar cheese Low-fat cheddar cheese
(1 oz. Or 28 g) (6 g saturated fat; (1.2 g saturated fat;
114 calories) 49 calories)
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Ground beef Regular ground beef, 25% fat Extra-lean ground beef, 5% fat
(8 oz., or 85 g, (6.1 g saturated fat; (2.6 g saturated fat;
cooked) 236 calories) 148 calories)
Chicken Fried chicken, leg with skin Roasted chicken, breast, no skin
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(3 oz., or 85 g, (3.3 g saturated fat; 212 (0.9 g saturated fat;
cooked) calories) C 148 calories)
Fish (3 oz., or 85 g) Fried fish (2.8 g saturated fat; Baked fish (1.5 g saturated fat;
195 calories) 129 calories)
Skim Milk would decrease the saturated fat to 0 grams and only 80 calories
Adapted from U. S. Department of Health and Human Services and U. S. Department of
D
Agriculture, 2005, p 32.
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MICRONUTRIENTS
all the vitamins in detail; however, this table provides a list of the major vitamins and
minerals. Including common sources as well as concerns with consuming too much
or too little:
169
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Tables 7a. Vitamins
Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources
VITAMINS
Needed for
carbohydrate Fortified breads
Thiamin
and protein Weakness, and cereals,
(Vit B1):
metabolism fatigue, whole grains,
1.2 mg/day for
and functions psychosis, Not identified lean meats,
males;
of the heart, nerve (e.g. pork), fish,
1.1 mg/day for
muscles, damage soybeans
females
and nervous
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system
Lean meat,
Riboflavin Needed
Fatigue, eggs, nuts,
(Vit B2): for energy
sore throat, green leafy
1.3 mg/day for production
and swollen Not identified vegetables,
males; and red
O
tongue (all milk and milk-
1.1 mg/day for blood cell
rare) based products,
females production
fortified cereals
Needed
C
Niacin Pellagra
for energy Liver
(Vit B3): (symptoms Poultry, dairy
production damage,
16 mg/day for include products, fish,
D
and health of peptic ulcers,
males; diarrhea, lean meats,
the digestive skin rashes,
14 mg/day for dementia, and nuts, eggs
system, skin, skin flushing
females dermatitis)
E
and nerves
Eggs, fish,
Pantothenic
EP
170
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Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources
Beans,
Needed
legumes, citrus
for cellular
Diarrhea, fruits, whole
growth,
Folate: fatigue, sore grains, dark
replication, Not identified
400 μg/day tongue, poor green leafy
regulation,
growth vegetables,
and
poultry and
maintenance
shellfish
Needed in
red blood cell Anemia, Eggs, meat,
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formation, numbness, poultry,
Vit B12:
neurological weakness, Not identified shellfish,
2.4 μg/day
function, loss of milk and milk
role with balance products
metabolism
O
Needed for
its antioxidant Dry, splitting
properties, hair, gingivitis,
Vit C:
90 mg/day for
iron
C dry skin,
Gastro-
intestinal
Citrus fruits,
red and green
absorption, depressed
males; disturbances peppers,
and role with immune
75 mg/day for (cramps and tomatoes,
connective function, slow
females diarrhea) broccoli, greens
D
tissues (skin, healing of
bones, and wound
cartilage)
E
Eggs, cheese,
milk, liver,
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Vit D:
5 μg/day for Needed Kidney
ages 19-50; for calcium stones and
Skin exposure
10 μg/day for absorption calcium
Osteoporosis to sunlight, fish,
ages 51-70; and for bone deposits in
fortified milk
15 μg/day for growth and heart and
ages 71 and remodelling lungs
above;
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Requirement Examples of
Function Deficiency Toxicity
(Adult) Food Sources
Needed for
its antioxidant Increased
properties risk of death Wheat germ,
Vit E: Deficiency is
and important at higher nuts, seeds,
15 mg/day rare
role in doses (400 vegetable oils
immune IU or higher)
function
Excessive
Vit K:
bleeding due Green
120 μg/day
Major role in to clotting vegetables,
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for males; 90 Not identified
blood clotting impairment, dark colored
μg/day for
more likely to berries
females
bruise
O
Examples
Requirement
Function Deficiency Toxicity of Food
(Adult)
C Sources
MINERALS
Needed
D
for bone
growth and
Numbness,
maintenance,
Calcium: muscle cramps, High
E
muscular
1000 mg/day convulsions, amounts for a Milk, cheese,
contractions,
for ages 18- lethargy, long time can yogurt,
cardiovascular
50 1200 mg/ abnormal heart cause risk green; leafy
EP
and nervous
day for ages rhythms, low for kidney vegetables
system
51 and above bone mineral stones
functions,
density
hormone
and enzyme
secretion
D
Iron:
8 mg/day Fatigue, Dried beans,
Iron deficiency
for males; dizziness, eggs,
Major role anemia, lack
18 mg/day nausea, liver, lean
in oxygen of energy,
for females vomiting, red meat,
transports in the headache,
ages 19-50; weight loss, oysters,
blood dizziness,
8 mg/day for shortness of salmon,
weight loss
females ages breath whole grain
51 and above
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Examples
Requirement
Function Deficiency Toxicity of Food
(Adult)
Sources
Slow growth,
Vomiting,
impaired
Major role abdominal
immune Beef, pork,
Zinc: in energy cramps,
function, hair lamb,
11 mg/day production, diarrhea, and
loss, delayed peanuts,
for males; 8 immune headaches
healing of peanut
mg/day for function, and can occur
wounds, butter,
females healing of with large
problems with legumes
wound amount of
sense of taste
supplements
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and smell
O
for males; chicken,
of insulin and Impaired Not identified
20-25 μg/day bananas,
involved with glucose from dietary
for females spinach,
metabolism tolerance sources
(lower amount
for age 51
of fat and
C apples,
green
carbohydrates
and above) peppers
D
Magnesium:
400-410
Dark green
E
mg/day for
Major role in Muscle leafy
males; 310- No set upper
proper muscle weakness, vegetables,
320 mg/day limits for
and nerve sleepiness (all nuts, whole
EP
Selenosis
(gastro-
Helps with intestinal
Joint/bone Vegetables,
antioxidant upsets, hair
Selenium: disease, mental fish, shellfish,
function to loss, fatigue,
55 μg/day retardation (all grains, eggs,
prevent cellular irritability,
rare) chicken, liver
damage some nerve
damage)
(rare)
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Examples
Requirement
Function Deficiency Toxicity of Food
(Adult)
Sources
Organ
Role in the meats,
formulation (kidneys,
of red blood liver), oysters
cells as well Poisonous and other
Copper: Anemia,
as healthy in large shellfish,
900 μg/day osteoporosis
blood vessels, amounts whole grains,
nerves, immune beans, nuts,
system, and potatoes,
bones dark leafy
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greens
Major role in
Reduced Iodized salt,
metabolism
Iodine: Goiter or functioning seafood (e.
of cells and in
150 μg/day hypothyroidism of the thyroid g. cod, sea
normal thyroid
O
gland (rare) bass), kelp
function
Major role in
the formulation
C
of bones and
teeth, also
involved in
D
the utilization
Rare (available
Phosphorus: of fats, Deposits in Milk and milk
widely in the
700 mg/day carbohydrates muscle (rare) products
food supply)
E
and protein
for growth and
maintenance
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of cells, and
for energy
production
Requirements vary for different ages and status (e. g. lactation, pregnancy). For more
information on specific requirements, see http://fnic.nal.usda.gov and then find the DRI
under “Topics A-Z” on the top navigation bar
D
Source: U. S. Department of Health and Human Services and National Institute of Health,
U. S. National Library of Medicine, 2010, and Institute of Medicine, National Academy of
Science, 1997, 1998, 2000, 2005 and 2011
WATER
Water is a required nutrient for all human beings. Water is important for
hydration, however, it may be valuable for disease prevention as well. For example,
researchers have found a relationship between water intake and reduction of
gallstones and kidney stones as well as between water intake and colon cancer.
Similarly, maintaining a sufficient intake of water while flying may help reduce the
risk of blood clots.
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With respect to physical activity, water is important for hydration. When you
are active, you need to remain in a euhydrated (balanced) estate. The DRI (Daily
Recommended Intake) of water is 2.7 liters (90 oz.) per day for women and 3.7 liters
(125 oz.) for men. Water balance means that you are replacing the fluid you lose
through sweating and urine production. Hydration does not just occur from drinking
water. Water can be gained from food, which makes up about 20% of total water
intake, and as well as other beverages. Thus, although water is an excellent source
of fluid, other beverages, such as tea, milk, coffee and 100% juice, can also fulfill
your fluid needs.
Sweating during exercise is one way in which the body tries to cool you. Sweat
is composed of water as well as other substances such as electrolytes (sodium,
PY
potassium, and chloride). The amount of electrolytes in sweat varies among people
depending on sweat rate, fitness level, electrolyte intake, as well as temperature of
the skin after prolonged sweating. Replacement of sodium lost in sweat is not an
issue for most people, considering that, in general, Americans including Filipinos
consume far more salt than their bodies need.
O
Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American
College of Sports Medicine, 2011, pp. 61-76C
Managing Your Weight
Establishing or maintaining a healthy body weight requires an understanding
of how the body uses food to provide energy. In addition, when weight loss is
desired, a plan of action is needed for long-term success.
D
Energy Balance
E
form simply compares the amount of energy consumed as food with the amount of
energy expended through the combination of resting metabolism, activities of daily
living, and voluntary physical exercise. The three possible states of EB are positive,
negative and neutral. Positive EB occurs when you consume more energy (calories)
than you expend, resulting in weight gain. Negative EB occurs when you expend
D
more calories than you consume, resulting in weight loss. Neutral EB occurs when
the amount of calories you consume equals the amount that you expend.
175
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Estimated Calorie Needs Based on Sex, Age and Activity Level of Adolescents
MALES FEMALES
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16 2400 2800 3200 16 1800 2000 2400
O
21-25 2400 2800 3000 21-25 2000 2000 2400
Calorie levels are based on the Estimated Energy Requirements (EER) and activity levels from
C
the Institute of Medicine and Dietary Reference Intakes Macronutrients Report, 2002
**Activity Levels
Activity Level Description
D
Sedentary less than 30 minutes a day of moderate physical activity in addition to daily
activities;
E
Processing Questions:
D
176
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
2. How can the information gathered on nutrition, through the given reading, help
you perform better in your cheerdance activities?
3. If you were to choose among sedentary, moderately active or active lifestyle,
which would you prefer? Why?
4. Considering cheer dancing activity is a vigorous physical activity, your daily
physical activities, and your nutritional/caloric needs for such activities, come
up with a personal weight management plan. You may use the suggested
template below as your guide.
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BMI: Classification:
Objective: Weight Gain ( ) Weight Loss ( )
Target Weight: Target No. Of Weeks:
Food to be Remarks
O
No. Calories Taken in Calories to be (Positive,
Physical
Minutes/ Expended (Include source: consumed Negative, Neutral
Activity
Day (Used) carbohydrates, or Taken in Energy Balance
proteins, or fats) or EB)
1.
C
2.
3.
D
I. Objectives:
At the end of the activity, you will be able to:
• perform a cheerdance routine with mastery and synchrony, completeness,
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II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
• cheerdance music
• music player and speaker
• HR log (activity notebook)
III. Procedure:
1. Perform a 10-15 minute syllabised warm-up exercises as introduced in
Activity 1 of Part 2 of your lessons.
177
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2. With the same groups, you will be given 20 minutes to prepare your
competitive cheerdance routines. You can make use of your own dance
mixes which should last for a maximum of 2 minutes. You will have a
competition within the class. Your performance will be assessed through
these criteria: completeness (gymnastics, contemporary hip-hop and
contemporary dance elements, and cheers), mastery and synchrony,
difficulty (in terms of intensity) and teamwork.
3. Group presentations
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benefits of cheer and contemporary dancing to you and
society. You will be given opportunities to reflect more on the
relevance of cheer and contemporary dance to your fitness
and well-being. Activities will be provided for you to integrate
your learning at weight management, lifestyle diseases and
O
fitness benefits of cheer and contemporary dance which in turn will be beneficial for
others as you initiate activities to influence society.
C
Activity 1: CHEER ‘EM UP
I. Objectives:
At the end of the activity, you will be able to:
D
• employ the parts of contemporary dancing which include the beginning,
middle and end (storyline) in creating your cheerdance routines;
• create a combination of cheers and yells to be performed with the
E
II. Materials/Equipment:
• computer/laptop
D
• LCD projector
• any upbeat music for warm-up
• cheerdance dance music
• music player and speaker
• HR log (activity notebook)
III. Procedure:
1. Do a 10-15 minute syllabised warm-up exercises as introduced in Activity
1 of Part 2 of your lessons.
2. With same groups, you will be given 20 minutes to refine your original
cheerdance routine by integrating a storyline or developmental treatment
to it and using contemporary dance steps (improvisational steps).
178
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3. Dance presentations should have a beginning, middle and end. You can
make use of your own dance mixes which should last for a maximum of
3 minutes. Your performance will be assessed based on these criteria:
mastery and synchrony, completeness of the routine, difficulty (intensity
level), and teamwork.
4. It is a requirement that in any part of your routine, a combination of 2 to
3 lines of cheers and yells should be performed. Content of such cheers
and yells should focus on cheering or convincing others, especially those
with sedentary lifestyle, to engage in cheerdancing activities to adopt and
maintain healthy living. Refrain from using foul and offending words in your
yells and cheers.
5. Present your work to the class.
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Activity 2: VIDEO DOCUMENTARY EXHIBITION
I. Objectives:
At the end of the activity, you will be able to:
• perform a cheerdance routine with mastery and synchrony, completeness
O
of the routine, difficulty (intensity level), and teamwork;
• create a video documentary of the conduct of the lessons in cheerdancing
and contemporary dancing with emphasis on the promotion of a fit and
healthy living;
C
• maintain a fit, healthy lifestyle through cheerdancing; and
• Influence others’ judgement regarding the benefits derived from engaging
in cheerdancing activities.
D
II. Materials/Equipment:
• videocamera/digicam
E
III. Procedure:
D
3. Still maintaininig the same groups, you will be asked to perform your
cheerdance routine with the integrated contemporary dance elements and
treatment. Draw lots to determine the sequence of presentation. The same
criteria for assessment will be used in this activity.
179
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4. Those with skills in videography will be assigned to cover the whole
session, from the beginning until the end. Those with skills in broadcasting
or public speaking will then come up with a script to guide the video
coverage and the documentation proceedings. After all performances are
done, those assigned to video-edit these activities covered will proceed to
refine the video documentary and employ other applications to emphasize
the objective of the activity, that is, to influence the viewer of the video
documentary to engage in cheerdancing activities to maintain a fit and
healthy lifestyle.
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6. Are you ready? If so, let’s do this! You will be given 40 minutes to do this.
O
In this phase, you will be challenged to apply the
C
things you have learned about the lesson into another
context. Your understanding of the lesson will be measured
by your ability to provide tangible results of your learning.
D
I. Objectives:
At the end of the activity, you will be able to:
EP
II. Materials/Equipment:
• computer/laptop
• LCD projector
• HR log (activity notebook)
• tarpaulins and other print ads, video advertisements, and/or audio
advertisements
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III. Procedure:
1. Do a 5-10 minute syllabised warm-up exercises as introduced in Activity 1
of Part 2 of your lesson.
2. Form three groups according to expertise in advertising (print ad, video-
editting, movie-making, social media, wall painting (mural), etc.)
3. Come up with an advertisement that promotes cheerdancing as an
excellent means of achieving fitness and wellness through the cheerdance
festival. Invite everyone to come, watch, and participate in this event, which
is initiated by all classes in your curriculum year level.
4. Your output will be rated according to these criteria: creativity, effectiveness,
relevance.
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I. Objectives:
At the end of the activity, you will be able to:
• conduct a cheerdance festival;
• promote cheerdancing as a means to dance a fit and healthy lifestyle;
• perform a cheerdance routine with mastery and synchrony, completeness
O
of the routine, difficulty (intensity level); and
• maintain a healthy and fit lifestyle through cheerdancing.
C
II. Materials/Equipment:
• computer/laptop
• LCD projector
• any upbeat music for warm-up
D
• cheerdance music
• music player and speaker
• HR log (activity notebook)
E
III. Procedure:
EP
your dance steps (classical, contemporary and hip hop), gymnastic skills,
cheers and yells, and also your choreography.
3. You will be performing your output in the cheerdance festival together with
all other classes in your grade level.
4. For purposes of uniformity, though it has no bearing in the judgement, you
may assign a common outfit, cheerdance attire, or costume with all of your
classmates, to emphasize synchrony and visual artistry.
5. The same criteria will be used in assessing your performance in this activity.
6. The three best routines will be documented and uploaded to YouTube and/
or Facebook to promote the value of cheerdancing in enhancing one’s
fitness and wellness.
7. Sounds exciting? Let’s go! Let’s fight, and win this game!
181
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Activity 3: FITNESS ASSESSMENT
I. Objectives:
At the end of the activity, you will be able to:
• gather data on your HR (Heart Rate) for the past days of engagement in
cheerdance and contemporary dance activities;
• interpret results of your HR based on your own HR Log; and
• reflect on the advantagers of cheerdance and contemporary dance
participation to one’s fitness.
II. Materials:
• HR log
• activity notebook
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III. Procedure:
1. Reflect on the data you have entered in your HR log for the past days of
your lesson.
O
2. Write a one-paragraph essay that represents the result of you HR and
RPE, and explain your findings about your fitness condition now that you
have been through all the activities set for your lessons in cheerdance and
contemporary dance.
C
3. This will be rated based on these criteria: completeness and correctness
of data, right interpretation of the data gathered, and intensity of exercise
D
which may be a factor for better fitness.
E
EP
D
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SUMMARY
There is much to enjoy in life. Maximize your enjoyment by staying fit and
healthy. It is a basic need to maintain our health so that all other things will fall into
place and will happen the way they should. Now that you have already learned the
rudiments of managing your weight, watching your diet and keeping your body fit
through cheerdance and contemporary dance, it’s not too early nor too late for you to
start. The best time to be healthy is now.
There is more to dancing than just movement and rhythm. Being fit and healthy
as a result of this active recreational activity are just bonus points. As you make
dancing a habit, you will find out that, as time goes on, you tend to be more sociable,
and more confident yet disciplined, more beautiful inside and out, and find yourself
an essential organ working in a system. Just like any other sport or endeavor for that
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reason, dancing develops a sense of community and teamwork.
O
others will be motivated to follow and do the same. If they will see the positive effect
of dancing on your body, lifestyle, and health, then, without doubt, people around you
will want to dance themselves out too. If your goal is to influence society to be fit
C
and healthy, then you should “take care of the minutes and the hours will take care of
themselves.”
E D
EP
D
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APPENDIX A
READINGS:
THE NUTRITIONAL SIDE OF CHEERDANCE AND CONTEMPORARY DANCING
Gaining Weight
Some people have a difficult time gaining weight. This can be a result of a
higher-than-normal basal metabolic rate or higher physical activity level. When weight
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gain is a goal, the focus is on gaining muscle and not fat weight. To do this in a healthy
way, you should consume more meals with healthy snacks. For example, in addition
to three main meals, consume three snacks per day. Consuming about an additional
300 to 500 calories per day would result in about a 1 pound (0.45 kg) per week weight
gain. Healthy snacks include yogurt, peanut butter and jelly sandwiches, cereal with
O
milk, fruit smoothies, and turkey sandwiches. It is also important to continue to exercise
to ensure that the weight gain is mostly muscle. In particular, resistance training will
be an important factor for building muscle. Although it will take some time, the slower
C
the weight gain, the more likely it will be to be muscle gain not fat or water gain.
Losing weight
Weight loss is a more common goal than weight gain. Losing weight involves a
D
negative energy balance. This can be achieved by increasing exercise and decreasing
caloric intake.
E
What is a Calorie?
EP
Total Energy Expenditure (TEE) is the total number of calories your body needs on
a daily basis and is determined by the following:
• Your basal metabolic rate (BMR)
• The thermic effect of food (also known as dietary-induced thermogenesis)
• The thermic effect of your physical activity
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total energy expenditure. Typically, the larger and more muscular the person is, the
higher the BMR is.
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components of total energy expenditure because it can be as low as 15% for sedentary
people and as high as 80% for athletes who train six to eight hours per day.
One other component of total energy expenditure that plays a role is non-
exercise activity thermogenesis (NEAT), which is energy expended in unplanned
O
physical activity. This can include taking the stairs instead of the elevator, sitting on
a balance ball at your desk, parking farther from your destination in a parking lot,
fidgeting, and other calorie-burning activities.
C
Maximizing Food Consumption
Consuming an appropriate number of calories and food from various categories
D
results in optimal nutrition. The table below shows an age-specific daily calorie and
serving size recommendation for grains, fruits, vegetables, and milk and dairy items
for both boys and girls. Note that the calorie recommendations in the table are for an
E
inactive child; about 200 calories would need to be added for a moderately active child
and 200 to 400 calories per day for a very physically active child.
EP
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APPENDIX B
ILLUSTRATION OF TUMBLING SKILLS
PY
O
Cartwheel C Aerial Cartwheel
E D
Back Tuck
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APPENDIX C: Hand Movements and Positions in Cheerdance
PY
O
LOW V TOUCHDOWN LOW TOUCHDOWN SIDE LUNGE FRONT LUNGE
Arms extended down Arms extended straight Arms extended straight Lead leg bent with the Lead leg bent with the
forming a “V” and parallel to each other, down and parallel to each knee over the ankle, knee over the ankle,
fist facing in other, fist facing in back leg straight, feet back leg straight, feet
C perpendicular
to each other
perpendicular to each
other
E D
One arm extended to side Arms are straight, above Arms extended straight One arm extended
with other arm bent at the head in a clasp and in front of shoulders down, in a clasp and straight up, one arm
elbow in a half “T” motion slightly in front of the face slightly in front of the body on hip, in a fist
D
187
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APPENDIX D
Dance
A profound solitary artistic and creative endeavor that requires introspection,
philosophical analysis and complex conceptualization.
I. Classifications Of Dance
A. Interpretative Dance
Dances that are meant to be interpreted for performances and staging.
Dance literatures and signature basic steps are already inherent to these
dances which serve as identifying steps to the dance. Such dances include
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folk dance, ballroom dance, and ballet.
B. Creative Dance
Dances that are created out of two approaches, the elemental approach
and creative approach. These dances are highly improvisational in nature
O
considering the different elements necessary in the creation of dance. Dances
that fall under this classification include modern-contemporary dance, jazz,
pop and hip-hop (b-boying).
view. The nearer the performer, the bigger he would appear; the farther
the performer, the smaller he would appear. Dimension has something
to do with perspective.
e. Balance - It may be static or dynamic in nature. Static balance is balance
at rest, while dynamic balance is balance in motion.
f. Levels - They are classified as low, middle and high with the lowest
level the basis of middle and high levels.
g. Mass and Volume - This is dictated by the number of bodies performing
through space. There are dances or parts of the dance performance
that require more dancers while some require less or few.
h. Contours and Shapes - Shapes and forms created by the body or
bodies as they move through space.
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2. Time
Dance is both a space and time art because it makes use of space and
spends time as movements are executed. Once time passes and movements
are executed, it may or may not be the same when done again. That’s why live
performances of dances are preferred to maximize its artistic and aesthetic
values, which are put on full display when performed live. Time in dance
dictates and determines its speed or length, its mood, and the energy required
in its performance. Time in dance is represented by music specifically, and is
predominantly influenced by rhythm, tempo, dynamics and melody. Rhythm
guides the movement count, tempo dictates the speed of movement, and
dynamics and melody speak of the mood of movement.
3. Energy
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Pertains to the amount of effort exerted in the performance of dance or
dance movements and combinations. Energy in dance makes the difference
in terms of the intensity of movement. Two dancers might be executing same
movement, but differ in the manner of execution and level of energy exerted.
O
B. With reference to the amount of energy used in the performance of movement:
1. pendular: swinging, swaying
2. percussive: strong, big, abrupt, and striking movements
3. vibratory:
movements
C
series of rapid and quickly executed small percussive
a. Walk
Series of steps executed by both of your feet alternately in any direction.
In executing a walk, observe that there is this moment when both feet
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are in contact with the ground while one foot supports the weight and
transfers it to the other.
b. Run
Series of walks executed quickly in any direction wherein only one foot
D
c. Jump
This movement is simply described by having both feet lose contact
with the ground. There are five ways to do it:
• Take off from one foot and land on the same;
• Take off from one foot and land on the other;
• Take off from one foot and land on both feet;
• Take off from both feet and land on one foot; and
• Take off from both feet and land on both.
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2. Non-Locomotor Movement
These are movements that are performed in one point in space without
transferring to another point. They do not allow you to move from one place to
the other. These movements include:
a. Flexion
It is the act of decreasing the angle of a joint. Another term for flexion
is to bend. If you bend a joint, like your elbow or knee, you are
performing flexion.
b. Extension
This is the opposite of flexion. You are extending if you are increasing
the angle of a joint. Stretching is another word for extension.
c. Contraction
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A muscle movement done when it shortens, narrows and tightens
using sufficient amount of energy in the execution.
d. Release
A muscle movement opposite to contraction done when it lets go or
lets loose from being held.
e. Collapse
O
To deliberately drop the exertion of energy in a body segment.
f. Recover
The opposite of collapse. This is to regain the energy exerted in a
body segment.
C
g. Rotation
To rotate is to move a body segment to form a circle. It is not only
D
limited to circumduction which is done in ball and socket joints.
Rotation can also be done in the neck, wrists, waist, knees and
ankles.
E
h. Twist
To move a body segment from an axis halfway front or back or quarter
to the right or left as in the twisting of the neck allowing the head to
EP
j. Turn
To move in a turning movement with a base of support, usually a
pointed foot, the other raised, while equilibrium is maintained until the
completion of the turn.
III. Improvisation
The art of creating movements that the body is not familiar with. It is
exploring potential movements which can later be refined and transformed into dance
movements. This process is the key to combining the different elements discussed
to create a masterpiece. Improvisation is the act of improvising and which means
creating something new, something different and something unusual and non-habitual.
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IV. Technique and Technique Development
A. Lengthening Techniques:
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Mirroring imitating the movements done by a dancer in face to face
formation. To mirror is to do the movements done by a performer
with his/her right and imitated with the left by the one mirroring it.
O
to repeat the movement.
Canon
This technique is somewhat similar with that of the succession
but differ in ending. In succession, groups of dancers performing
same movement sequence, end up successively while in canon,
all groups performing the same sequenceof movements will all
arrive at a common movement and end at the same time.
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V. Creative Approach in the Creation Of Dance
This approach is used in creating a storyline of the whole dance performance
and experience. It is the finishing touch in polishing a dance creation. It involves the
following elements:
1. need The very reason why the dance needs to be done. It might
come in the form of tangible or intangible (idea/object) that represents the
whole idea of the dance presentation. For example, the need for peace or
the need to get out of poverty.
2. seed An idea, tangible or intangible, that may represent the need.
For instance, the need for peace is represented by a cross. The cross
stands as the seed of the dance presentation and can be represented in
any way in any form as the dance preparations progress.
3. picture This represents the whole concept of the dance presentation; it
PY
may answer the need for peace, for example, on why it is represented by a
cross. The whole picture speaks of the whole concept of the dance.
4. developmental treatment This represents a draft of how the dance
presentation should progress and develop, how it should start, build up
and end. It may follow a free form wherein it does not necessarily require a
O
definite order of events that may happen in the dance. It may also be strictly
guided by a chronology of events if it is a narrative dance presentation. This
part requires a story board to guide the development of the performance.
Example (Clear Narrative):
a. exposition
C
introduction of the lead and supporting characters
including the setting of the dance presentation;
introductory part of the dance.
D
b. complication a scene or situation that leads to the conflict of the dance
presentation
c. conflict the turning point of the dance performance; it shows
E
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GLOSSARY
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with the knees straight and toes pointing
O
to the floor one at a time, ending with the performer
standing upright.
breakdancing.
Dismount [dis-mawnt] The act of getting off an apparatus and the skill used
to do it. It can also be used to refer to the flyer’s act
of getting down from a position done when lifted by
bases in a pyramid.
Down Rock (Bounce) To make bouncy movement from the knees with an
accent on the upward movement during the extension
of the knees.
Flier/Flyer/Floater The person that is elevated into the air by the bases or
the person on top of the pyramid or stunt.
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Freeze To stop suddenly from a movement. The act of freezing.
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Sometimes called a hurkie. Named after Lawrence
“Herkie” Herkimer.
O
Pirouette [peer-wet] Whirl or spin. A complete turn of the body on one foot,
on point or demi-pointe. Pirouettes are performed
C
en dedans, turning inward toward the supporting leg,
or en dehors, turning outward in the direction of the
raised leg.
D
Piquē [pee-kay] Pricked, pricking. Executed by stepping directly on the
point or demi-pointe of the working foot in any desired
direction or position with the other foot raised in the air.
E
194
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Roll [rol] A roll is a rotation over an axis of the body over a
surface. It can be done forward and backward in
different ways.
PY
surface and watches for any hazards in the stunt or
mount. The spotter is responsible for watching the
flyer and be prepared to catch her if she falls.
O
around the somersault axis, moving the feet over the
head. It can also be referred to as salto which may be
done forward or backward.
C
Tendu [ton-dū] Point or pointing. To point the toes in any of the five
feet positions. It is an exercise that develops elasticity
of the tendons and ligaments of the ankles and toes.
D
Top Rock (Groove) To make bouncy motion from the waist to the chest in
time with a hip hop beat.
E
Tuck [tak] You jump with your knees to your chest. Can be used
as a jump or for flipping.
195
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Web-based sources:
Images:
www.wakeforestsports.com www.raulcibanez.blogspot.com
www.lifeofanamericancheerleader.tumblr. www.bloalog.com
com www.cornwall.schooljotter.com
www.foxnews.com www.cynicalbabblings.wordpress.com
www.letmeplay.co.uk www.dailyhow2videos.com
www.danceinforma.com www.blog.stjosehpinstitute.com
www.tharulanka.com www.fotosearch.com
www.topendsports.com www.buckscountryrowing.com
www.adorblewall.com www.bgcsantafe.org
www.scvnews.com www.youtube.com/howcast.com/
www.susanpogar.blogspot.com balletbasics
www.holdempokergame.co.uk http://nca.varsity.com/pdfs/Motions.pdf
www.myenglishclub.com (images of cheerdance arm movements)
PY
www.123rf.com
www.manila.metblogs.com
Readings:
http://www.abt.org/education/dictionary/index.html (glossary of ballet terms)
O
http://cheerleading.about.com/library/glossary/bldef_spotter.htm (glossary of
cheerleading terms)
C
http://www.health24.com/Fitness/Sports-injuries/Sprains-strains-fractures-
and-dislocations-20120721
http://www.webmd.com/first-aid/ankle-sprain-treatment
D
References:
Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D.,
E
196
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.