10

Physical Education

Learner’s Material

Department of Education Republic of the Philippines

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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.

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

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

participation in health trends, issues and concerns in health care, and planning for a

health career.

Each module follows a standard format or pattern with a short overview of the

lesson, content and performance standards, pre-assessment and instructional

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

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

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.

Come on. Let’s get started!

Table of Contents

PHYSICAL EDUCATION

Unit 4: Other Dance Forms (Cheerdance and Contemporary Dance) .............. 139

Introduction ...................................................................................................... 140

Learning Competencies ................................................................................... 141

Pre-Assessment .............................................................................................. 141

Part I: What to KNOW ..................................................................... 144

Part II: What to PROCESS .............................................................. 156

Part III: What to REFLECT and UNDERSTAND ............................. 178

Part IV: What to TRANSFER ........................................................... 180

Summary ........................................................................................................ 183

Appendix ........................................................................................................ 184

A: Readings on the Nutritional Side of Cheerdancing and Contemporary Dancing………………..………………………………………..184 B: Illustration of Tumbling Skills……………………………………………………………..…186 C: Hand Movements and Positions in Cheerdance ..………………………………...187 D: Readings on Dance and its Elements …………………………………………………...188

Glossary ......................................................................................................... 193

References ..................................................................................................... 196

139

Unit 4: Other Dance Forms(Cheerdance and Contemporary

dance)

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Module No. : 4 Number of Sessions: 8

CONTENT STANDARD PERFORMANCE STANDARD

The learner . . . • Demonstrates understanding of

lifestyle and weight management to promote societal fitness.

The learner . . . • maintains an active lifestyle

to influence the physical activity participation of the community and the society.

• practices healthy eating habits that support an active lifestyle

I. Introduction

In today’s world dominated by computers, a great deal of change has 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 in passive forms of entertainment and recreation, and development of a sedentary lifestyle are just but natural consequences of the luxury offered by the advancements in science and technology.

Increased weight gain has led leading to obesity, development of heart diseases, diabetes, and certain types of cancer just some of the eventual disadvantages of physical inactivity. This is the very reason why you will be introduced to cheer dancing and contemporary dancing as means to achieve healthy living.

It is fitting and timely that these lessons are included in your studies so that as early as now, before you enter the work force, you will be able to make informed decisions regarding your lifestyle choices and practices that will help you become a fit, healthy and productive member of society.

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II. Learning CompetenciesThe 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• recognizes the health needs of others in real life and in meaningful ways.

III. Pre-Assessment

A. Assessing Your Participation in Recreational Activity

I. Procedure:1. Copy the template given.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 suffering whenever injuries happen.

Recreational Activity Always Seldom Never Potential Danger/ Injury

First Aid Technique needed

Basketball

Volleyball

Baseball / Softball

Soccer / Football

Badminton

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Recreational Activity Always Seldom Never Potential Danger/ Injury

First Aid Technique needed

Swimming

Trekking

Mountain Climbing

Cycling

Camping

Cheerdancing

Contemporary Dancing

Pop Dancing

Breakdancing (B-boying)

Ballroom Dancing

Fishing

Playing Computer / Video Games

Playing board games

Playing card games

Playing musical instruments

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Processing Questions:

In your activity notebook, answer these questions briefly:1. What does the survey reveal about your participation in recreational

activities?2. Does the result of the survey tell that you have knowledge and skills in first

aid?3. Why do you think knowledge and skills in first aid are necessary in your

participation in recreational activities?

B. Me and the Food I Eat

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.

Me and the Food I Eat Template:Fill out the columns by enumerating food that you love to eat.

Name:

List of Food

Nutritional Content/

Value

Implication to Fitness and Well-being

Healthy(Put check √ mark)

Potentially Unhealthy (Put check

√ mark)

Suggested Alternative

Food

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:

Part I: WHAT TO KNOW

Welcome to the first part of your lesson in Cheer and Contemporary Dancing! In this phase, you will be provided with activities that seeks to activate your prior knowledge regarding the lesson. From there, follow-up activities will then be given to elicit your initial understanding. As you go through the rest of the activities, misconceptions and alternative conceptions you might have had in mind will

be clarified. Finally your knowledge, in terms of its adequacy and relevance, will be assessed at the end of this phase.

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 training intensity (TI);

• assess and report your own heart rate before and after performing a physical activity; and

• realize the importance of keeping track of your own fitness data in relation to improving personal fitness necessary in influencing others in the society.

II. Materials:• ”HR (Heart Rate) Log” template• activity notebook and ballpen• RPE (Rate of Perceived Exertion) chart

III. Procedure:1. Below is an HR log, a template that allows you to self-assess and report

your heart rate before and after you perform a physical activity, the time spent, and your Rate of Perceived Exertion (RPE) on the physical activities you do on a daily basis.

2. Reflect on the physical activities you did before going to school today, and/or in PE classes and fill in the needed data in the given template.

3. You may start with the warm-up session that will be given to you in the next activity.

4. Do this in your activity notebook.

HR Log Template:Name:

Date Activity Time Spent

Heart Rate before

(in bpm)

Heart Rate after

(in bpm)

Rate of Perceived Exertion

Signature

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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)• any upbeat music for warm-up• music player and speaker• tape measure• meter stick• weighing scale• calculator• BMI classification template

III. Procedure:1. Do a 10-15 minute warm-up. Bear in mind that before doing the warm-

up exercises, you have to be in stretchable outfit such as cycling shorts, leggings, jogging pants, shirts or sleeveless shirts, for better exercise and workout, and prevent unnecessary injuries from happening resulting from wearing improper clothing.

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.

4. Find out your classification based on this table:

BMI CLASSIFICATIONbelow 18.5 Underweight18.5 – 24.9 Normal

25.0 – 29.9 Overweight30.0 and above Obese

Source: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of Sports Medicine, 2011

5. To which of the four classifications do you belong?

6. This time, let’s measure your waist. This is one way to identify whether you are at risk of health concerns. It is very simple. Just get a tape measure, wrap it around your waist and measure at the smallest part.

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7. Now, refer to Table 2 below to give you an interpretation of your waist circumference:

Interpretation of Waist Circumference for AdultsRisk Category Waist Circumference (in inches and centimeters)

Men WomenVery Low Below 31.5 in (80 cm) Below 27.5 in (70 cm)Low 31.5 to 39.0 in (80 - 99 cm) 27.5 to 35.0 in (70 - 89 cm)High 39.5 to 47.0 in (100 - 120 cm) 35.5 to 43.0 in (90 - 109 cm)Very High Above 47.0 in (120 cm +) Above 43.0 in (110.0 cm)

8. Based on the interpretation given about your waist circumference, are you at risk?

9. To enrich your knowledge, refer to these readings; they can help you maintain a healthier lifestyle:

READINGS:BODY MASS INDEX AND WEIGHT MANAGEMENT

Weight management is a struggle for many Filipinos, but controlling body weight has many benefits. Filipinos, nowadays, have adopted the Western culture of excessive intake of unhealthy, high-calorie food coupled with physical inactivity which often results in a society called “obesiogenic” (a tendency to have a fat citizenry). This transformation towards over fatness does not occur overnight. The number of overweight and obese Filipinos has already grown, according to the National Nutrition and Health Survey by the FNRI (Food and Nutrition Research In statute) and DOST (Department of Science and Technology) and it will most likely contribute to the development of related diseases.

The terms overweight and obesity are both used interchangeably to describe situations in which the body weight is higher than that recommended for optimal health, because being overweight or obese increases the risk of developing diseases or health problems. Stated plainly, you are overweight if you weigh more than what is expected for someone of your stature (height), and you are obese if you weigh a lot more than what is expected. To be more specific, Body Mass Index (BMI) is used to classify people into four subclasses: underweight, normal, overweight, and obese.

BMI is commonly used because it is very easy to measure and it also correlates strongly with the percentage of body fats. Excess levels of body fat contribute to a number of health concerns including heart disease, hypertension, diabetes and some cancers. Typically, body fat levels are higher as BMI increases. A BMI between 18.5 to 24.9 kg/m2 is considered normal, with a healthy body weight. This is because BMI within this range is associated with the lowest risk of developing a chronic disease or dying. People classified as overweight have an increased risk of disease and death, and those who are obese have the highest risk of developing a number of diseases.

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Waist Circumference People have different patterns of body fat distribution, and these patterns correspond to different risk levels for disease. The location of body fat accumulation influences a person’s health risk. The risk is lower for those who have fat distributed more around the hips and thighs (called gynoid obesity and commonly referred to as a pear-shaped physique) than for those who carry fat on the trunk or abdominal area (called android obesity, commonly called an apple-shaped physique). Because of the concern with abdominal obesity, waist circumference alone can help identify whether you are at risk of health concerns.

Physical Activity and Exercise Defined Physical activity refers to bodily movement produced by skeletal muscles. It requires energy expenditure and produces progressive health benefits. Physical activity typically requires only low to moderate intensity effort. Examples of physical activity include walking to and from work, taking the stairs instead of elevators and escalators, and gardening, doing household chores, dancing and washing the car by hand.

Exercise is a type of physical activity that requires planned, structured, and repetitive bodily movement to improve or maintain one or more components of physical fitness. Examples of exercise are walking, running, cycling, aerobics, swimming, and strength training. Exercise is an activity that requires a vigorous and intense effort.

Intensity of Exercise When trying to develop the CR (cardio-respiratory) system, many people ignore intensity of exercise. For muscles to develop, they have to be overloaded to a given point. The training stimulus to the biceps muscle, for example, can be accomplished with arm curl exercises using increasing weights. Likewise, CR is stimulated by making the heart pump faster for a specified period.

Health and CR fitness benefits result when a person is working between 30 to 85 percent of heart rate reserve (HRR) combined with an appropriate duration and frequency of training. Health benefits are achieved when training at a lower exercise intensity, that is, between 30 to 60 percent of the person’s HRR. Even greater health and cardioprotective benefits, and higher and faster improvements in CR fitness (VO2max), however are achieved primarily though vigorous intensity programs (at an intensity above 60 percent).

Recent research indicates that the traditional equation of 220 – age overpredicts MHR in people 40 years and younger, and underpredicts MHR in individuals above 40 years old. Instead, we will use 207 as our constant MHR from birth that decreases by 1 beat per year.

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The intensity of exercise or training intensity (TI) can be calculated easily, and training can be monitored by checking your pulse. To determine the intensity of exercise or cardio-respiratory training zone according to heart rate reserve, follow these steps:

1. Estimate your maximal heart rate (MHR) according to the following formula:MHR = 207 – (0.7 x age)

2. Check your resting heart rate (RHR) for a full minute in the evening, after you have been sitting quietly for about 30 minutes reading or watching a relaxing TV show. You can check your pulse on the wrist by gently placing two or three fingers over the radial artery or in the neck, using the carotid artery.

3. Determine the heart rate reserve (HRR) by subtracting the resting heart rate from the maximal heart rate: HRR = MHR – RHR

4. Calculate the Training Intensity (TI) at 30, 40, 50, 60, 70 and 85 percent. Multiply the heart rate reserve by respective 0.30, 0.40, 0.50, 0.60, 0.70, and 0.85, and then add the resting heart rate to all four of these figures (e.g., 60% TI = HRR x .60 + RHR)

Example: The 30, 40, 50, 60, 70 and 85 percent TIs for a 20-year-old with a resting heart rate of 68 bpm would be as follows:

MHR: 207 – (.70 x 20) = 193 bpm RHR: 68 bpmHRR: 193 – 68 = 125 bpmPercentage Training Intensity (TI) Cardio-Respiratory Training Zone

30% (125 x .30) + 68 = 106 bpm Light Intensity(106-118 bpm)40% (125 x .40) + 68 = 118 bpm

50% (125 x .50) + 68 = 131 bpm Moderate Intensity(118-143 bpm)60% (125 x .60) + 68 = 143 bpm

70% (125 x .70) + 68 = 155 bpm Vigorous Intensity(143-174 bpm)85% (125 x .85) + 68 = 174 bpm

Lifetime Physical Fitness and Wellness: A Personalized Program, Twelfth Edition, Warner W. K. Hoeger, Sharon A. Hoeger, 2013, pp. 205-208

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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Activity 3: ACTIVE RECREATION, ITS RISKS, AND FIRST AID TECHNIQUES I. Objective: At the end of the activity, you will be able to;

• explain the nature and background of active recreation;• make informed decisions on the kind of active recreation to engage in;• identify potential risks in the chosen active recreational activities and

employ appropriate first aid techniques on such risks; and• realize the importance of active recreation and the accompanying

knowledge in preventing related risks.

II. Materials/Equipment:• computer/laptop• LCD projector• any upbeat music for warm-up• music player and speaker• 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.)• HR log (activity notebook)

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

accompanying risks together with how such risks will be prevented or given first aid.

READINGS:PHYSICAL ACTIVITY AND ACTIVE RECREATION

In your lessons in Grade 9, Quarter 4, the term recreation was regarded as activities you do during leisure. Leisure is an unobligated time wherein you are free from any pressing concern in studies and/or work. Recreation may be classified into two; active and passive. Passive recreational activities are those which you spend your leisure without exerting much of your physical prowess such as playing board and card games, listening to music, reading, watching TV and surfing the internet or playing computer games. Active recreational activities, on the other hand, are those that require deliberate physical efforts which may range from light to vigorous intensities. These include walking, jogging, taking the stairs, gardening, doing household chores, playing sports, swimming, dancing, and even hiking or mountaineering.

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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In the absence of a planned exercise program, doing active recreational activities may help you break the monotony of a toxic desk work, mind-boggling academic problems and brain-squeezing assignments and research papers required in your classes. Active recreational activities provide not just an opportunity for you to enjoy life but an avenue to enhance your fitness. They are not suggested to take the place of the academic challenges in school but are recommended to balance or neutralize the adverse effects of a sedentary lifestyle among students. The earlier you make active recreation a fitness habit, the more chances you will have to maintain or improve your health and well-being.

Adults between ages 18 to 64, older adults of ages 65 and beyond, pregnant women and those who just gave birth, and children 6 years of age and older, and adolescents like you differ in physical activity prescriptions. Children and adolescents should do one hour (60 minutes) or more of physical activity everyday. The one hour or more a day should be either moderate- or vigorous- intensity aerobic physical activity. Developing the habit of engaging in physical activities which may come in the form of active recreation will eventually reduce risk of hypokenetic diseases. The term “hypo” means low or little and “kenetic” implies motion. These hypokenetic diseases include hypertension, heart diseases, chronic low back pain, and obesity. Lack of physical activity is a fact of modern life that most people can no longer avoid, even for students like you. To enjoy modern-day conveniences and 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.

Common Injuries Involved In Recreation

Sprains

A sprain is a stretch or tear of a ligament, the band of connective tissues that joins the end of one bone with another. Sprains are caused by trauma such as a fall or a blow to the body that knocks a joint out of position and, in the worst case, ruptures the supporting ligaments.

Sprains can range from first degree (minor) to third degree (the worst). Areas of the body most vulnerable to sprains are the ankles, knees and wrists. Signs of a sprain include varying degrees of tenderness or pain, bruising, inflammation, swelling, inability to move a limb or joint or joint looseness, laxity or instability.

Strains

A strain is a twist, pull or tear of a muscle or tendon - a cord of tissue connecting muscle to bone. It is an acute, non-contact injury that results from overstretching or over-contraction. Symptoms of a strain include pain, muscle spasm and loss of strength. On the other hand, it is hard to tell the difference between mild and moderate strains, severe strains not treated professionally can lead to permanent damage and loss of function.

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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).

Knee injuries can result from a blow to or twist to the knee, from improper landingafter a jump or from running too hard, too much or without proper warm up.

Other common sports injuries suffered by athletes are shin splints, Achilles tendon injuries, patella dislocation and hamstring, quadriceps and calf injuries.

Fractures

A fracture is a break in the bone that can occur from either a quick, one-time injury to the bone (acute fracture) or from repeated stress to the bone over time (stress fracture). The most common symptom of a stress fracture is pain at the site that worsens with weight bearing activities. Tenderness and swelling often accompany the pain. This is very important for the coaches to recognize and refer the athlete to the trainers or the team physicians.

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 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.

Symptoms of Mentioned Injuries:• pain• swelling• bruising• difficult and painful movement deformity • a pop, snap or tear is sometimes felt or heard when the injury occurs.

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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.

Follow the PRICED procedure:PROTECTION Remove additional risk or danger in the injured areaREST Stop moving the injured area

ICE

Apply ice to the injured area for 20 minutes every two hours for two days. Then ice can be applied less frequently after the first two days until the fifth to seventh day. Instead, either contrast baths or warm compresses will be applied to hasten the healing process of the damaged tissues

COMPRESSION Apply an elastic compression bandage in the injured areaELEVATION Raise the injured area above heart levelDIAGNOSIS Acute injuries should be evaluated by health-care professionals

In the first few days of an injury, remember to avoid HARM:

HEAT Any kind of heat will speed up the circulation, resulting in more swelling and longer recovery

ALCOHOL Alcohol can increase swelling, resulting to longer recovery

RUNNING OR OTHER EXCESSIVE EXERCISE

Exercising can cause further damage to the injured part. Exercise also increases blood flow, resulting to more swelling

MASSAGE Massage increases swelling and bleeding into the tissue, prolonging recovery time

First Aid for Sprains and Strains Minor sprains and strains can be treated at home using these measures. Start treatment as soon as possible to reduce swelling and speed up recovery. The less swelling, the more blood can get to the injured part to start the repair process.

• Apply the PRICED method.• Do not apply heat during the first two days as this will only increase swelling.• Use paracetamol for the first day of the injury, since it will reduce pain without

increasing bleeding. Thereafter, ibuprofen (or other non-steroidal anti-inflammatory) or aspirin is a good choice. Don’t give aspirin to a child younger than 16 years.

• Arnica oil works well to reduce swelling.• Remove rings immediately if the injury is to the hand or fingers.• After 48 hours, start moving the limb gently, but only enough so as not to

cause pain.• Gradually increase the range of movement – let pain be your guide.

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Strains usually heal in about a week. Sprains may take up to three weeks to heal, depending on the degree of sprain or strain.

First Aid for Fractures:• Apply the PRICED method.• Keep the limb in the position you found it and place soft padding around

the broken bones. Splint the injury with something rigid, such as rolled up newspaper or magazines, to prevent the bones from shifting. Do not move the broken bones. Splints must be long enough to extend beyond joints above and below the fracture.

• If there is an open fracture, cover it with a clean gauze pad. Apply pressure to control bleeding. Do not try to push the bone back into the wound and do not attempt to clean it.

• Get medical attention immediately. Fractures of the femur and pelvis may cause severe internal bleeding.

• Do not give the person anything to eat or drink in case surgery is needed.

See a Doctor if:• You suspect a fracture or dislocation or if you are unsure of the severity of a

sprain or strain.• You cannot straighten the affected joint or bear weight on it, or if a joint feels

unstable.• The skin over the injury area is broken• The limb below the injury feels numb or tingling, or is white, pale or blue in

color, or feels colder compared to the other healthy limb.• The ligaments of the knee are injured.• You injure an area that has been injured several times before.• Pain is severe or lasts longer than 24 hours, or if swelling does not subside

within 48 hours.• A sprain or strain does not improve after five to seven days.• Signs of infection develop.

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Processing Activities:

A. Identify these recreational activities as illustrated:

B. In the given table below, indicate whether you engage in such recreational activities or not. Identify whether such recreational activities are active or passive by ticking your corresponding response:

Recreational Activity

YES(I do it)

NO(I don’t do it)

ActiveRecreation

PassiveRecreation

CyclingMarathonSwimmingSoftball/BaseballRowingBasketballComputer GamesCard GamesBoard GamesVolleyballReadingPlaying MusicDancingInternet Surfing

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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.

Favorite Recreational Activities Accompanying Risks (Possible Injuries)

E. My favorite recreational activities• Group yourselves into four (4).• From the responses given by members of your group, identify three (3)

most favorite recreational activities.• List down the risks involved in such activities. • Based on experience and lessons learned, conduct demonstration of how

such risks can be managed and given first aid.• Assign representatives to present your work to the class.

Activity 4: SIMULATED DANCE CLASS (Assessment of Knowledge)I. Objectives: At the end of the activity, you will be able to:

• demonstrate your knowledge and skills learned from the previous activities (weight management, active recreation, and first aid) through simulated dance class differentiated activity;

• perform assigned task with mastery, confidence, relevance to the lesson, and adequacy of required knowledge; and

• realize the value of weight management, active recreation, and first aid in maintaining or improving a healthy and active lifestyle

II. Materials/Equipment:• computer/laptop• LCD projector• any upbeat music for warm-up• music player and speaker• HR log (activity notebook)

Group 1:• slideshow presentation on weight management• weighing scale• meter stick• tape measure• calculator

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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.

2. Each group will be assigned an activity to perform: Group 1: Fitness lecture with focus on weight management

Group 2: Dance group with emphasis on recreational activities chosenGroup 3: First aid group focusing on dislocations, sprains and lacerations

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.

4. Maximize the participation of your members. Each member shall be a functioning organ of your system.

5. Your performance will be rated according to these criteria:• relevance of the activities presented• adequacy of the knowledge demontrated relative to the given topic• teamwork

6. Group 1 will perform a lecture-demonstration on weight management in a dance class first, followed by Group 2 with their dance routine with emphasis on the skills inherent in their three most favorite sports, ending up the dance with a portrayal of injured dancers. Finally, group 3 will alleviate suffering of injured dancers by employing appropriate first aid on them. Your teacher will guide you on the sequence of performances.

Part II: WHAT TO PROCESS

Welcome to the second part of your lesson! You will be given activities to display and enhance your skills in cheer and contemporary dancing at the same time formulate your understanding of the benefits of such activities to your fitness and well-being. As you go on and overcome the challenges provided for you, you will learn that dance activities are fun and exciting, while at the same time help improve your fitness, and your sense of community.

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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.

II. Materials:• music player• any upbeat warm-up music• speaker

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 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:• neck flexion right and left alternately, 8 counts/ 4 counts• neck front flexion, 8 counts/ 4 counts• shoulder rotation/circles front and back alternately, 4 counts for 4 repetitions• shoulder rotation right and left backward alternately, 4 counts• arm clip right and left alternately, 8 counts each• shoulder flex right and left alternately, 8 counts each• trunk flexion front (arms extended sideward) and back (with arm support on

back of waist), 16 counts each• trunk flexion right and left (arms extended sideward),16 counts each• side lunges (bent knee should be vertically aligned with supporting ankle)

right and left alternately, 16 counts each front (bent knee should be vertically aligned with supporting ankle) and back lunges alternately, 16 counts each

• squats (feet apart parallel to each other, bend knees ‘til thigh is parallel to the ground, raise arms horizontally forward), 16 counts

• raise heels, reach up with both arms, 16 counts• deep lunges right and left alternately, 16 counts each• do “a” march right and left alternately, 16 times• high knees right and left alternately, 16 times• butt kicks right and left alternately, 16 times• squat jumps (squat with arms at sides and stand then clap hands), 8 sets• do “a” march right and left alternately, 16 times• squats and raise, 4 sets (inhale and exhale alternately)

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Processing Questions:

1. How did you feel about the warm-up drills exercises?2. What benefits can you gain when doing warm-up before the performance

of a more strenuous physical activity?3. Why is there a need to warm-up before cheerdancing?4. What other warm-up exercises can you suggest other than those you have

already performed?

Activity 2: IMPROVISE AND CREATE

I. Objectives:At the end of the activity, you will be able to:• 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.

II. Materials/Equipment:• computer/laptop• LCD projector• any upbeat music for warm-up• cheerdance dance type music• music player and speaker• HR log (activity notebook)

III. Procedure:

Activity:1. Group yourselves into four. 2. A cheerdance music will be played. Together with your group, think of

steps, preferably cheerdance steps, and execute them in accordance with the beat given. Create a combination of about four 8s. Do this in five minutes.

3. Present your work to the class.

Analysis:1. Assemble in columns, by group.2. What were the dance presentations you performed about?3. How could you perform better? 4. Are there other combinations which you can perform to add dynamics to

your cheerdance routine?5. How can a student like you benefit from performing cheer dances?

Abstraction:• Study and perform the following readings and illustrations for the

improvement of your cheerdance routine:

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READINGS:

Cheerdance is coined from the words, cheer and dance. To cheer is to shout out words or phrases that may help motivate and boost the morale of a playing team and perform better during a game. Dance, on the other hand, is a physical activity where one expresses emotions or gestures while performing bodily movements usually in time with rhythm. Cheerdancing rooted from cheerleading. Cheerleading is the performance of a routine, usually dominated by gymnastic skills such as jumps, tumbling skills, lifts and tosses combined with shouting of cheers and yells to lead the crowd to cheer for a certain team during a game or sport. It originated in the United States. Due to Filipinos’ love for dancing, they added more dance routines to their cheers and came up with the term cheerdance wherein it is a routine composed of yells and cheers, gymnastic skills (pyramids and tosses, stunts, tumbling skills, arm and hand positions and jumps), and dance (fusion of different dance genres). Today, cheerdancing is identified as one of the most spectacular events in one of the biggest collegiate sports events in the country, the UAAP (University Athletic Association of the Philippines).

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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

• Beginning stance and cheer stance• “T” and half “T” positions• Clasp, clap, overhead clasp, low

clasp• Touchdown, low touchdown• High “V” and low “V”• Tabletop and punch, etc.• “L” and diagonal positions

Legs/feet positions

• Feet Together• Feet Apart• Dig (front and side)• Hitch, Liberty, and Scale• Lunge (front and side)• Knees and Hips positions

Jumps

• Tuck• Star• Pike• Split• Hurdle Jump/Hurkie • Toe Touch Jump

Tumbling skills• Forward Rolls and Backward

Rolls• Forward Backward Handspring• Cartwheel and aereal cartwheel• Head and handstand• Round-off• Forward and backward saltos

(optional)Pyramids

Composition:Flyer Base Spotter

Levels:One-and-a-half hightwo-hightwo-and-a-half high

Steps in Executing a Pyramid:

Setting up (Preparing to lift)Load (Actual lift)

Hit (Striking for a final pause)Dismount (To move down by the

flyer)

CHEERDANCE BASICS(Gymnastic Side)

You will be provided with an example of a cheerdance routine on video to serve as your reference in doing your application activity.

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Application:• Now that you have the necessary knowledge and skills about the basics of

cheerdancing, it’s high time for you to go back to your first activity, to create a two minute cheerdance routine for your group. You will be given 10 minutes to accomplish your mission.

• To master your routine, your group will be given two minutes to perform what you have rehearsed with the beat of the music.

• Present your routine to the class. Your performance will be assessed considering the following criteria: completeness (considering the three elements of cheerdance), mastery and synchrony, difficulty (in terms of intensity) and teamwork.

• Ensure safety in the conduct of this activity, such as in practice area, clothing, skills

Jazz/Classical Dance Basics:

Tendu (point)Pliē (knees slightly bent)Grand Plie (full knees bent)Relevē (heels raised)Piquē (Raising a knee)Battement (Kicks)Ball Change and ChassēPiroutte and Chainē (Turns)

Hip Hop BasicsBounce (Downrock)Groove (Toprock)Power moves:• Pump• Lock• Point• CurlFreezes

Elements of Dance(Space, Time and Energy)

CHEERDANCE BASICS(Dance Side)

Cheering is the very essence of cheerdance performances. To cheer is to make someone or a team motivated and encouraged. It boosts, salutes or acclaims the morale of individuals and teams. In cheerdance, cheering needs to be strong, loud, and metered so that it will be delivered in time with rhythm or the music played.

CHEERDANCE BASICS

(Cheer Side)

Note: Refer to the glossary of terms and to the illustrations appended at the end of this material for your reference and guidance.

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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• any upbeat music for warm-up• cheerdance dance music• music player and speaker• HR log (activity notebook)

III. Procedure: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.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:

Name: My Cheerdance Experiences √ / x

1. I experienced dizziness during our cheerdance performance.

2. My body type limited me from performing some combinations in our cheerdance routine.

3. I could hardly carry my weight while executing the cheerdance combinations.

4. The cheer dance routine we performed is a very vigorous activity for me, based on the RPE (Rate of Perceived Exertion).

5. My heart rate went higher than my THR (Target Heart Rate) range during our cheerdance performance.

Processing Questions:

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:

NUTRITION FOR BETTER HEALTH AND FITNESS

Eating well, in combination with participating in a regular exercise program, is a positive step you can take to prevent and even reverse some diseases. Though nutrition is a broad science, this reading focuses on some of its basics, along with how to make healthy choices in your daily food intake and how often those choices can influence your ability to be active.

Too often, people associate nutrition with diet and with restriction and unappealing options (note that the word diet, simply refers to what you eat, not a particular weight loss plan). This reading presents a positive view of nutrition 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.

Determining Nutrient Needs Nutrients include carbohydrates, proteins, fats, vitamins, minerals, and water. The first three: carbohydrates, protein and fats – are found in larger (“macro”) quantities in the body and thus referred to as macronutrients. Vitamins and minerals which are found in smaller (“micro”) amounts are referred to as micronutrients.

Macronutrients Macronutrients include carbohydrates, proteins and fats. Carbohydrates and fats provide energy for daily activities and during exercise, recreational activity, sports training and even in cheerdancing. Proteins on the other hand provide both energy and raw materials for recovery and repair. All these three nutrient groups provide slightly different numbers of calories per gram, as follows:

• Carbohydrates provide about 4 calories per gram• Proteins provide about 4 calories per gram• Fats provide about 9 calories per gram

CARBOHYDRATES Although some diets (e.g., Atkins diet) seem to suggest that carbohydrates are the villain when it comes to weight management, carbohydrates are actually vital for optimal functioning of your body. For example, your brain and central nervous system rely on blood glucose (sugar) for energy which carbohydrates provide. Carbohydrates are also an important source of energy during physical activity. Without sufficient carbohydrates in your diet, you will not be able to fully enjoy a vigorous workout or cheerdancing activity because your body will not have the fuel it needs to perform efficiently.

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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 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 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 sources of carbohydrates, including the amount of fiber per serving.

Sources of Carbohydrates and Fiber

Food Serving Size Carbohydrates per Serving (g)

Fiber per Serving (g)

GrainsRaisin bagelWhole grain breadRaisin bran cerealBrown rice Spaghetti

1 whole1 slice

1 oz. (28 g)1 cup1 cup

3613474543

2274

FruitsBanana, slicedBlueberriesFigs, driedGrapefruit juice

1 cup1 cup2 figs

6 fl oz. (177 ml)

34212472

444

˂1Vegetables

Beans (dry), cookedBaked beans, cannedCarrots, cooked Sweet potato

1 cup1 cup1 cup1 cup

45-55471354

13-191855

DairyMilk, low or nonfatYogurt, plain, skim milk Cottage cheese, nonfat

1 cup8 oz. (227 g)

1 cupv

121710

000

Adapted from U. S. Department of Agriculture, Agricultural Research Service, 2010

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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 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.

1 125 calories ÷ 4 calories per gram = 281 grams from carbohydrates 1 625 calories ÷ 4 calories per gram = 406 grams from carbohydrates

Approximate Daily Calorie Intake per Unit of Body WeightNeeded for Maintaining Desirable Body Weight

Activity LevelCalorie per

pound of body weight

Calories per kilogram of body weight

Very Sedentary (restricted movement such as a patient confined to home)

13 29

Sedentary (office jobs, light work) 14 31

Moderate Activity(weekend recreation) 15 33

Very Active(vigorous exercise three times per week) 16 35

Competitive Athlete/Cheer Dancer (daily vigorous activity in high-energy sport) 17 or more 38 or more

Adapted, with permission, from M. H. Williams, 2007, Nutrition for Health Fitness and Sport, (New York, McGraw-Hill), 404, The McGraw-Hill Companies, Inc.

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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:

Protein Content of Various FoodFood Serving Size Protein per

serving (g)Meat (including turkey, pork) Fish (including trout, perch, haddock, flounder, tuna)Beans (including pinto, kidney, black, navy)Yogurt, plain, skim milkCinnamon-raised bagelPeanutsHard-boiled eggRaisin bran cerealWhole-wheat breadSweet potatoSquashOrangeBanana

3 oz. (85 g)3 oz. (85 g)

1 cup8 oz. (227 g)

4 in. (10 cm bagel)1 oz. (28 g)

1 large1 cup1 slice1 piece1 cup1 cup

1 piece

2420-2213-15

13986543221

Adapted from U. S. Department of Agriculture, Agricultural Research Service, 2010

Proteins should account for about 10% to 15% of total calories of your local intake. As with carbohydrate, arange is provided to account for differences in diet and to suggest a safe upper limit. Depending on your total calorie intake, you may be near the low or high end of this range. Your personal protein requirement is based on your body weight; you should consume approximately 0.36 grams of protein for each pound of body weight. Simply multiply your body weight in pounds by 0.36 to determine approximately how many grams of protein you need to consume each day. If you know your body weight in kilograms, multiply that value by 0.8. For example, for a 150 pound person, this would be figured as follows:

150 x 0.36 = 54 grams protein x calories per gram = 216 calories from protein

Note that protein requirements are increased for athletes and may vary depending on the sport, the intensity and frequency of the workout, and how experienced the athlete is. Typical recommendations for strength-trained athletes (e.g., football players, body builders) and endurance athletes (e.g., marathon runners) are between 0.55 and 0.77 grams of protein per pound of body weight (or 1.2 to 1.7 grams of protein per kilogram of body weight).

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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, 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 temperature). Food companies hydrogenate fat to increase the shelf life of the product, to make it taste more like butter, and to save money because it is less expensive to hydrogenate oil than it is to use butter.

In general, health concerns result from consuming too much saturated and 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 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 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 0.5% trans fat.

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 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

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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. 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.

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, 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.

This would be calculated as follows: 2 500 x 0.28 = 700 calories To keep saturated fats at no more than 10% of total calories, the calories from saturated fat would total only 250, determined as follows:

2 500 x 0.10 = 250 calories from saturated fats To determine how many grams this represents, the calories from fat can be divided by 9 (recall that each gram of fat provides 9 calories). Thus, in this example, total fat would be around 78 grams (700 ÷ 9 = 78), and saturated fat would no more than around 28 grams (250 ÷ 9 = 28).

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:

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Food Selection Alternatives for Lower Saturated Fat ConsumptionFood Higher-fat Option Lower-fat Option

Cheddar cheese(1 oz. Or 28 g)

Milk (1 cup)

Frozen desserts (1/2 cup)

Ground beef(8 oz., or 85 g, cooked)

Chicken(3 oz., or 85 g, cooked)

Fish (3 oz., or 85 g)

Regular cheddar cheese(6 g saturated fat; 114 calories)

Whole milk, 3.24%(4.9 g saturated fat; 145 calories)

Regular ice cream(4.9 g saturated fat; 145 calories)

Regular ground beef, 25% fat(6.1 g saturated fat; 236 calories)

Fried chicken, leg with skin(3.3 g saturated fat; 212 calories)

Fried fish (2.8 g saturated fat; 195 calories)

Low-fat cheddar cheese(1.2 g saturated fat; 49 calories)

Low-fat milk, 1%(1.5 g saturated fat; 102 calories)

Low-fat frozen yogurt(2.0 g saturated fat; 110 calories)

Extra-lean ground beef, 5% fat(2.6 g saturated fat; 148 calories)

Roasted chicken, breast, no skin(0.9 g saturated fat; 148 calories)

Baked fish (1.5 g saturated fat; 129 calories)

Skim Milk would decrease the saturated fat to 0 grams and only 80 caloriesAdapted from U. S. Department of Health and Human Services and U. S. Department of Agriculture, 2005, p 32.

MICRONUTRIENTS

Micronutrients include vitamins and minerals. Minerals and vitamins, although part of energy-yielding components in your body, cannot provide energy directly. Many have antioxidants, or cell-protecting functions (e. g. vitamins A, C, and E; copper; iron; selenium; and zinc). It is important to consume DRI (Dietary Reference In takes)) amounts for vitamins and minerals (or at least obtain 70% of the DRI) to maintain overall health. It is however beyond the scope of this reading to discuss 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:

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Tables 7a. Vitamins

Requirement(Adult) Function Deficiency Toxicity Examples of

Food Sources

VITAMINS

Thiamin (Vit B1): 1.2 mg/day for males; 1.1 mg/day for females

Needed for carbohydrate and protein metabolism and functions of the heart, muscles, and nervous system

Weakness, fatigue, psychosis, nerve damage

Not identified

Fortified breads and cereals, whole grains, lean meats, (e.g. pork), fish, soybeans

Riboflavin(Vit B2): 1.3 mg/day for males; 1.1 mg/day for females

Needed for energy production and red blood cell production

Fatigue, sore throat, and swollen tongue (all rare)

Not identified

Lean meat, eggs, nuts, green leafy vegetables, milk and milk-based products, fortified cereals

Niacin(Vit B3): 16 mg/day for males; 14 mg/day for females

Needed for energy production and health of the digestive system, skin, and nerves

Pellagra (symptoms include diarrhea, dementia, and dermatitis)

Liver damage, peptic ulcers, skin rashes, skin flushing

Poultry, dairy products, fish, lean meats, nuts, eggs

Pantothenic Acid(Vit B5): 5 mg/day

Needed for energy production

Typically no toxicity

Diarrhea (rare)

Eggs, fish, milk and milk products, lean beef, legumes, brocolli

Biotin: 30 μg/day

Needed for energy production

Typically no toxicity

Diarrhea (rare)

Eggs, fish, milk and milk products, lean beef, legumes, brocolli

Vit B6: 1.3 mg/day for ages 19-51; 1.7 mg/day for males and 1.5 mg/day for females age 51 above;

Needed for protein metabolism, immune and nervous system functions

Dermatitis, sore tongue, depression, confusion

Neurological disorders and numbness

Beans, nuts, legumes, eggs, meats, fish, whole grains, fortified cereals and breads

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Requirement(Adult) Function Deficiency Toxicity Examples of

Food Sources

Folate: 400 μg/day

Needed for cellular growth, replication, regulation, and maintenance

Diarrhea, fatigue, sore tongue, poor growth

Not identified

Beans, legumes, citrus fruits, whole grains, dark green leafy vegetables, poultry and shellfish

Vit B12: 2.4 μg/day

Needed in red blood cell formation, neurological function, role with metabolism

Anemia, numbness, weakness, loss of balance

Not identified

Eggs, meat, poultry, shellfish, milk and milk products

Vit C: 90 mg/day for males; 75 mg/day for females

Needed for its antioxidant properties, iron absorption, and role with connective tissues (skin, bones, and cartilage)

Dry, splitting hair, gingivitis, dry skin, depressed immune function, slow healing of wound

Gastro-intestinal disturbances (cramps and diarrhea)

Citrus fruits, red and green peppers, tomatoes, broccoli, greens

Vit A: 900 μg/day for males; 700 μg/day for females

Important role in vision as well as healthy teeth, bones, and skin

Night blindness, decreased immune function

Toxic at higher doses, birth defects

Eggs, cheese, milk, liver, kidney (also, beta carotene, which can be turned into a form of Vit A, is found in orange and dark green vegetables)

Vit D: 5 μg/day for ages 19-50; 10 μg/day for ages 51-70; 15 μg/day for ages 71 and above;

Needed for calcium absorption and for bone growth and remodelling

Osteoporosis

Kidney stones and calcium deposits in heart and lungs

Skin exposure to sunlight, fish, fortified milk

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Requirement(Adult) Function Deficiency Toxicity Examples of

Food Sources

Vit E: 15 mg/day

Needed for its antioxidant properties and important role in immune function

Deficiency is rare

Increased risk of death at higher doses (400 IU or higher)

Wheat germ, nuts, seeds, vegetable oils

Vit K: 120 μg/day for males; 90 μg/day for females

Major role in blood clotting

Excessive bleeding due to clotting impairment, more likely to bruise

Not identifiedGreen vegetables, dark colored berries

Table 7b. Minerals

Requirement(Adult) Function Deficiency Toxicity

Examples of Food Sources

MINERALS

Calcium: 1000 mg/day for ages 18-50 1200 mg/day for ages 51 and above

Needed for bone growth and maintenance, muscular contractions, cardiovascular and nervous system functions, hormone and enzyme secretion

Numbness, muscle cramps, convulsions, lethargy, abnormal heart rhythms, low bone mineral density

High amounts for a long time can cause risk for kidney stones

Milk, cheese, yogurt, green; leafy vegetables

Iron: 8 mg/day for males; 18 mg/day for females ages 19-50; 8 mg/day for females ages 51 and above

Major role in oxygen transports in the blood

Iron deficiency anemia, lack of energy, headache, dizziness, weight loss

Fatigue, dizziness, nausea, vomiting, weight loss, shortness of breath

Dried beans, eggs, liver, lean red meat, oysters, salmon, whole grain

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Requirement(Adult) Function Deficiency Toxicity

Examples of Food Sources

Zinc: 11 mg/day for males; 8 mg/day for females

Major role in energy production, immune function, and healing of wound

Slow growth, impaired immune function, hair loss, delayed healing of wounds, problems with sense of taste and smell

Vomiting, abdominal cramps, diarrhea, and headaches can occur with large amount of supplements

Beef, pork, lamb, peanuts, peanut butter, legumes

Chromium: 30-35 μg/day for males; 20-25 μg/day for females (lower amount for age 51 and above)

Enhances the function of insulin and involved with metabolism of fat and carbohydrates

Impaired glucose tolerance

Not identified from dietary sources

Beer, liver, eggs, chicken, bananas, spinach, apples, green peppers

Magnesium: 400-410 mg/day for males; 310-320 mg/day for females (lower amounts for ages 19-30)

Major role in proper muscle and nerve function

Muscle weakness, sleepiness (all rare)

No set upper limits for dietary intake

Dark green leafy vegetables, nuts, whole grains, soy products

Selenium: 55 μg/day

Helps with antioxidant function to prevent cellular damage

Joint/bone disease, mental retardation (all rare)

Selenosis (gastro-intestinal upsets, hair loss, fatigue, irritability, some nerve damage) (rare)

Vegetables, fish, shellfish, grains, eggs, chicken, liver

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Requirement(Adult) Function Deficiency Toxicity

Examples of Food Sources

Copper: 900 μg/day

Role in the formulation of red blood cells as well as healthy blood vessels, nerves, immune system, and bones

Anemia, osteoporosis

Poisonous in large amounts

Organ meats, (kidneys, liver), oysters and other shellfish, whole grains, beans, nuts, potatoes, dark leafy greens

Iodine: 150 μg/day

Major role in metabolism of cells and in normal thyroid function

Goiter or hypothyroidism

Reduced functioning of the thyroid gland (rare)

Iodized salt, seafood (e. g. cod, sea bass), kelp

Phosphorus: 700 mg/day

Major role in the formulation of bones and teeth, also involved in the utilization of fats, carbohydrates and protein for growth and maintenance of cells, and for energy production

Rare (available widely in the food supply)

Deposits in muscle (rare)

Milk and milk products

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 barSource: 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, 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.Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of Sports Medicine, 2011, pp. 61-76

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.

Energy Balance Understanding the concept of energy balance (EB) is critical if you want to understand how body weight is regulated in human beings. EB in its simplest 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 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.

Estimating Calorie Needs Probably the first question that comes to mind when contemplating your own body weight is How many calories do I need? There are sophisticated laboratory techniques to estimate this, but these tests are not practical for most people. Table 4 of this module includes one simple method of estimating needed calories based on body weight and activity level. An alternative method devised by the U. S. Department of Agriculture (USDA) estimates energy needs based on sex, age and activity level.

Refer to the table in the following page:

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Estimated Calorie Needs Based on Sex, Age and Activity Level of Adolescents

MALES FEMALES

AgeActivity Level**

AgeActivity Level**

Sedentary Moderately Active Active Sedentary Moderately

Active Active

12 1800 2200 2400 12 1600 2000 2200

13 2000 2200 2600 13 1600 2000 2200

14 2000 2400 2800 14 1800 2000 2400

15 2200 2600 3000 15 1800 2000 2400

16 2400 2800 3200 16 1800 2000 2400

17 2400 2800 3200 17 1800 2000 2400

18 2400 2800 3200 18 1800 2000 2400

19-20 2600 2800 3000 19-20 2000 2000 2400

21-25 2400 2800 3000 21-25 2000 2000 2400Calorie levels are based on the Estimated Energy Requirements (EER) and activity levels from the Institute of Medicine and Dietary Reference Intakes Macronutrients Report, 2002

**Activity Levels

Activity Level DescriptionSedentary less than 30 minutes a day of moderate physical activity in addition to daily

activities;

Moderately Active at least 30 minutes up to 60 minutes a day of moderate physical activity in addition to daily activities

Active 60 minutes a day of moderately physical activity in addition to daily activitiesReprinted from U. S. Department of AgricultureReference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of Sports Medicine, 2011.

Processing Questions:

After having a comprehensive reading on nutrition, questions are prepared for you to answer. Copy the questions and write your answers in your activity notebook.

1. What are the factors that contribute to any of the following which you may have experienced when you did your cheerdance routine? Choose one from the five (5) experiences below and give your assumptions:

• dizziness• heart rate reaching beyond the thr range• difficulty in executing the cheer dance combinations• inability to cope with the intensity of the cheer dance routine• cannot carry own weight or swiftly execute the combinations in the

cheer dance routine

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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.

Template on My Personal Weight Management PlanMy Personal Weight Management Plan

Name:Weight: Height:BMI: Classification:Objective: Weight Gain ( ) Weight Loss ( )

Target Weight: Target No. Of Weeks:

Physical Activity

No. Minutes/ Day

Calories Expended (Used)

Food to be Taken in (Include source: carbohydrates, proteins, or fats)

Calories to be consumed or Taken in

Remarks(Positive, Negative, Neutral Energy Balance or EB)

1.2.3.

Activity 4: HEALTH CHEER: GO, FIGHT, WIN!I. Objectives: At the end of the activity, you will be able to:

• perform a cheerdance routine with mastery and synchrony, completeness, difficulty (intensity level) and teamwork;

• maintain a healthy and fit lifestyle through cheerdancing; and• appreciate the value of proper nutrition to the efficient and effective

performance of cheerdances.

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.

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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

Part III: WHAT TO REFLECT and UNDERSTAND

In this part of your lesson, you will go deeper and further in terms of the demonstration of your understanding of the 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

fitness benefits of cheer and contemporary dance which in turn will be beneficial for others as you initiate activities to influence society.

Activity 1: CHEER ‘EM UP

I. Objectives: At the end of the activity, you will be able to:

• 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 cheerdance routine with the intention of motivating others to engage in cheerdancing activities;

• perform a cheerdance routine with mastery and synchrony, completeness of the routine, difficulty (intensity level), and teamwork; and

• maintain a healthy and fit lifestyle through cheer and contemporary dancing.

II. Materials/Equipment:• computer/laptop• LCD projector• any upbeat music for warm-up• cheerdance dance music• music player and speaker• HR log (activity notebook)

III. Procedure: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).

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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.

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 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;

• maintain a fit, healthy lifestyle through cheerdancing; and• Influence others’ judgement regarding the benefits derived from engaging

in cheerdancing activities. II. Materials/Equipment:

• videocamera/digicam• computer/laptop by group with video editing software• 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. Meet with your group. Assign groupmates to these subgroups: Group A those with knowledge and skills in videography; Group B those with knowledge and skills in video-editing; and Group C those with skills in broadcasting/public speaking.

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.

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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.

5. You are encouraged to employ other styles of presentation and coverage. You are as if featuring a scoop, a very important story for others to watch and learn from.

6. Are you ready? If so, let’s do this! You will be given 40 minutes to do this.

7. Present the video documentary to the class.

Part IV: WHAT TO TRANSFER

In this phase, you will be challenged to apply the 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.

Activity 1: PROMOTIONAL AD (for cheerdance and its benefits)

I. Objectives: At the end of the activity, you will be able to:

• design a multi-media advertisement promoting the cheerdance festival to the whole school and the community;

• promote cheerdancing as an excellent means of achieving fitness by actually airing the designed ad; and

• influence the school and immediate community’s participation to cheerdancing as an effective and efficient means to achieve fitness and wellness.

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.

Activity 2: CHEERDANCE FESTIVAL

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

of the routine, difficulty (intensity level); and• maintain a healthy and fit lifestyle through cheerdancing.

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. Do a 10-15 minute syllabised warm-up exercises using those introduced in

Activity 1 of Part 2 of your lessons.2. In the previous sessions, you were asked to perform your routines by group

within your class. This time, you will work together as a class, as one single group. Combine all the best parts of your respective routines including 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!

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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

III. Procedure:1. Reflect on the data you have entered in your HR log for the past days of

your lesson.

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.

3. This will be rated based on these criteria: completeness and correctness of data, right interpretation of the data gathered, and intensity of exercise which may be a factor for better fitness.

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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 reason, dancing develops a sense of community and teamwork.

Influencing your family, community and society, in general, to actively engage themselves in cheerdance and contemporary dance is never an easy task. It requires a great deal of commitment to oneself if you intend to be a model of good health and fitness to others. It is only through serving as a model worthy of emulation that 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 and healthy, then you should “take care of the minutes and the hours will take care of themselves.”

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APPENDIX A

READINGS: THE NUTRITIONAL SIDE OF CHEERDANCE AND CONTEMPORARY DANCING

Nutrition and Weight When you consume basically the same number of calories as you expend, your body weight remains relatively stable. If you want to gain weight, you must manipulate this balance between calories consumed and calories expended.

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 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 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 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 negative energy balance. This can be achieved by increasing exercise and decreasing caloric intake.

Determining Calorie Needs

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

Basal Metabolic Rate (BMR) Basal Metabolic Rate is defined as the energy required to maintain a body at rest (e. g. breathing, circulation). To precisely determine your BMR, you would need to fast from 8 to 12 hours and then undergo a laboratory test in which you sit quietly for about 30 minutes while the air you exhale is analyzed. This determines how many calories you are burning while at rest. The Basal metabolic rate is 60% to 75% of the

What is a Calorie? A calorie is defined as the heat required to raise the temperature of 1 gram of water by 1 degree Celcius. Because this is a relatively small amount, scientists use larger unit Calories (uppercase C), also called a kilocalorie (abbreviated kcal.). The Calorie or kilocalorie, is 1,000 calories.

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total energy expenditure. Typically, the larger and more muscular the person is, the higher the BMR is.

The Thermic Effect of Food The thermic effect of food is the energy required to digest and absorb food. The thermic effect is measured in a similar way as BMR, although the measurement time is usually about four hours after you consume a meal. The thermic effect of food is 10% to 15% of your total energy expenditure.

The Thermic Effect of Physical Activity The thermic effect of activity is the amount of energy required for physical activity. It can be measured in a laboratory when you exercise on a stationary bike or treadmill. The thermic effect of the activity is the most variable of the three major 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 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.

Maximizing Food ConsumptionConsuming an appropriate number of calories and food from various categories

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 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.

Daily Estimated Calories and Recommended Servings for AdolescentsFood 9-13 Years 14-18 Years

Calories

FatMilk/DairyLean Meat/Beans

Fruits

Vegetables

Grains

1800 kcal for males; 1600 kcal for females25% - 35% kcal3 cups5 oz

1.5 cups

2.5 cups for males; 2 cups for females6 oz for males; 5 oz for females

2200 kcal for males; 1800 kcal for females25% - 35% kcal3 cups6 oz for males;5 oz for females2 cups for males;2.5 cups for females3 cups for males;2.5 cups for females7 oz for males;6 oz for females

Reference: Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of Sports Medicine, 2011, pp. 190

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APPENDIX BILLUSTRATION OF TUMBLING SKILLS

Backward RollForward Roll

Cartwheel

Forward Handspring Back Handspring

Back Tuck

Aerial Cartwheel

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APPENDIX C: Hand Movements and Positions in Cheerdance

CLAPHandsinblades,atthe

chin,elbowsin

BEGINNINGSTANCEFeettogether,handsdownbythesidein

blades

CHEERSTANCEFeetmorethanshoulderwidthapart,handsdownbythesideinblades

CLASPHandsclasped,atthe

chin,elbowsin

PUNCHOnearmextendedstraightup,onearm

onhip,inafist

LMOTIONOnearmextendedtothesidewithotherarmextendedinapunchmotion,(LeftLshown)

DIAGONALOnearmextendedinahigh“V”andtheotherarmextendedinalow“V”(RightDiagonal

shown)

TMOTIONBotharmsextendedstraightouttothesideandparalleltotheground,relaxthe

shoulders

HALFTBotharmsparalleltothegroundandbentatthe

elbows,fistsintoshoulders

SIDELUNGELeadlegbentwiththekneeovertheankle,backlegstraight,feet

perpendiculartoeachother

FRONTLUNGELeadlegbentwiththekneeovertheankle,backlegstraight,feetperpendiculartoeach

other

LOWVArmsextendeddown

forminga“V”

HIGHVArmsextendedupforminga“V”,relax

theshoulders

LOWCLASPArmsextendedstraightdown,inaclaspand

slightlyinfrontofthebody

TABLETOPArmsbentatelbow,fistsinfrontofshoulders

OVERHEADCLASPArmsarestraight,abovetheheadinaclaspandslightlyinfrontoftheface

BOWANDARROWOnearmextendedtosidewithotherarmbentat

elbowinahalf“T”motion

TOUCHDOWNArmsextendedstraight

andparalleltoeachother,fistfacingin

LOWTOUCHDOWNArmsextendedstraightdownandparalleltoeach

other,fistfacingin

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APPENDIX D

READINGS: DANCE AND ITS ELEMENTS

Dance A profound solitary artistic and creative endeavor that requires introspection, philosophical analysis and complex conceptualization.

I. Classifications Of DanceA. 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 folk dance, ballroom dance, and ballet.

B. Creative DanceDances that are created out of two approaches, the elemental approach

and creative approach. These dances are highly improvisational in nature 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).

II. Elemental Approach in the Creation of DanceA. Elements of Dance:

1. Spacea. Floor Pattern - Patterns created by the body as it moves through space

examples of which include lines, letters, shapes or polygons, and other non-geometric patterns.

b. Direction - The course or way in which movement is directed with reference to the frontal plane of the body. Examples include forward, backward, sideward, diagonally sideward and upward.

c. Focus - Point of attention by either the performer or the audience. It may be a personal focus or general focus. Personal focus is the point of attention by the performer while performing, while general focus is the point of attention that the performer draws the audience to.

d. Dimension - How performers appear with reference to the audience’s 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. EnergyPertains 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.

B. With reference to the amount of energy used in the performance of movement:1. pendular: swinging, swaying2. percussive: strong, big, abrupt, and striking movements3. vibratory: series of rapid and quickly executed small percussive

movements4. sustained: movement with no preparation, beginning, and

unnoticeable end

C. With reference to the application of energy in the performance of movement:1. Locomotor Movement -- allows one to move from one point to another

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 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 stays on the ground while the other is off the ground.

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 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 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.

g. Rotation To rotate is to move a body segment to form a circle. It is not only limited to circumduction which is done in ball and socket joints. Rotation can also be done in the neck, wrists, waist, knees and ankles.

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 face right or left and the like.

i. Pivot To change the position of the feet or any body part that carries the body’s weight allowing the body to face in a less than 360 degrees turn.

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

Technique is the exceptional way of performing or executing a certain improvised movement so that the body will adapt to it and later as it adapts, will be executed automatically and effortlessly. This is done by repeatedly doing movements that the body is unfamiliar with until mastery is achieved.

A. Lengthening Techniques:

These techniques may be used to answer the problem of having difficulties in coming up with dance combinations and movements. There are many others but these are some of the most effective techniques used by experienced dance artists and choreographers:

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.

Succession to repeat same sequence of movement or movement combinations after every count, two, three or even four, depending on the need to repeat the movement.

Counterpoint the levels of movement or energy application in the execution of movement. To recall, there are three levels of movement, low, middle and high. In terms of energy application to movement, we have sustained or smooth flowing movements, pendular or swinging movement, percussive or strong striking movements, and vibratory or small and fast percussive movements. In doing a counterpoint technique, opposites are considered. Some of the dancers may do high movements, while the rest do low movements; some may do smooth flowing movements while the rest may perform percussive movements.

Retrograde Repeating a movement sequence from the end to the beginning.

Theme and variation

Each movement combination has a common movement that is seen in a succession of movement combinations. That movement common to all is called the theme added with a little variation for it to appear different from the rest. Seamless commonality among the combinations put together is achieved using this technique.

Unison This technique is the most commonly used in lengthening a dance movement. All movement combinations are done simultaneously by all dancers.

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 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 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 introduction of the lead and supporting characters

including the setting of the dance presentation; introductory part of the dance.

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 the need for a problem to be settled or resolved. Examples include man against man, man against society, man against nature, and man against self.

d. climax The highest point of interest in the dance performance or presentation where the lead characters, both the protagonist and antagonist take action against each other.

e. resolution/denouement This is the point where the conflict or problem is resolved in a dance presentation. It is when either the fate of the protagonist or antagonist in the dance is finally determined.

f. actualization Improvisation of movements that suit the scene that the dance wishes to convey.

• movement familiarization• rehearsals • dance work-outs and workshops

g. completion Dress and technical rehearsals with appropriate props and accessories using the actual music for the performance of the dance piece with all the elements of staging incorporated and integrated.

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GLOSSARY

Ball Change A move that consists of a change of weight between both feet. Body weight is transferred on the ball of one foot (usually placed behind), followed by a step on the other foot.

Base [beys] In acrobatic gymnastics, the role of the pair and group competition that requires strength and balance. The base is usually an older or larger athlete.

Battement [bat-manh] Beating. A beating action of the extended or bent leg. There are two types of bettements, grand battements and petite battements. Big and small kicks respectively with the knees straight and toes pointing

Cartwheel [kart-whil] Cartwheel is a sideways rotary movement of the body. It is performed by bringing the hands to the floor one at a time while the body inverts. When both hands are on the floor, the legs travel over the body and feet return to the floor one at a time, ending with the performer standing upright.

Chant [chant] A short cheer, with simple arm movements. A short repeated yell usually done on the sidelines.

Chaīnēs [sheh-nay] Chains, links. This is an abbreviation of the term “tours chainēs dēboulēs,” a series of rapid turns on the points or demi-pointes done in a straight line or in a circle.

Chassē [sha-sey] Chassē is a kind of gallop where one foot is leading being chased by the other. Its step pattern is step, close, step and its counting is one and two.

Cheers [chirs] A longer yell, that involves motions, pompoms, stunts, jumps, or tumbling.

Curls To make curling motion by the hands ending up with a point by the fingers. A basic in b-boying or 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.

Handstand [hend-is-tǣnd]

Handstand is to stand straight up with a tight body and hands on floor.

Hurkie/Herkie/Herky/Hurky

A cheerleading jump where one leg (usually your weakest) is bent towards the ground and your other leg (usually your strongest) is out to the side as high as it will go in the toe touch position. This jump is very similar to the Side Hurdler except for the position of the bent leg. There are right Herkies and left Herkies. In a right Herkie your right leg is straight with your left leg bent and the opposite is true for a left Herkie. Sometimes called a hurkie. Named after Lawrence “Herkie” Herkimer.

Lock To make an isolated movement by a specific body part without letting its adjacent body segments move.

Pirouette [peer-wet] Whirl or spin. A complete turn of the body on one foot, on point or demi-pointe. Pirouettes are performed en dedans, turning inward toward the supporting leg, or en dehors, turning outward in the direction of the raised leg.

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.

Pliē [plee-ay] Bent, bending. A bending of the knee or knees. This is an exercise to render the joints and muscles soft and pliable and the tendons flexible and elastic, and develop a sense of balance. There are two types of pliēs: grand pliē or full bending of the knees (knees should be bent until thighs are horizontal and heels are raised) and demi-pliē or half bending of the knees without raising the heels. Pliēs are done at the bar and is the center in all five positions of the feet with the weight of the body equally distributed on both feet.

Pyramids [pi-rah-mids] Multiple mounts or a group of stunts next to one another.

Relevē [ruhl-vay] Raised. A raising of the body on the points or demi-pointes, point or demi-pointe. There are two ways to relevē. In the French School, relevē is done with smooth, continuous rise while the Ceccheti Method and the Russian School use a little spring. Relevē may be done in the first, second, fourth and fifth positions.

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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.

Roundoff A basic beginner tumbling skill. Once perfected it is used as a setup for combination tumbling skills (back handsprings etc.)

Routine [ro-tin] A continuous show of talent in the squad by use of cheers, chants and dance steps. Can last from 2 min. 30 sec. up to 4 min. depending on the time limits of the competition or showcase.

Spotter [is-pah-ter] A person that stays in contact with the performing 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.

Somersault [somer-solt] A gymnastics maneuver in which a person rotates 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.

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.

Top Rock (Groove) To make bouncy motion from the waist to the chest in time with a hip hop beat.

Toe Touch One of the most widely used jumps in cheerleading. A jump where your arms are in a “T” motion and your legs split to the sides, toes pointed with your knees up or pointed back. Hands do not touch the toes, as the name implies, but instead your hands try to reach to the insides of your ankles. You should keep your back straight, your head up, and rotate your hips to perfect this jump.

Tuck [tak] You jump with your knees to your chest. Can be used as a jump or for flipping.

Tumbling [tamb-ling] The acrobatic skills performed on floor exercise and balance beam, such as back handsprings and saltos. Also, a specific discipline of gymnastics, performed on a 25-meter-long dynamic track, in which participants perform tumbling skills.

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Web-based sources:Images:www.wakeforestsports.comwww.lifeofanamericancheerleader.tumblr.comwww.foxnews.comwww.letmeplay.co.ukwww.danceinforma.comwww.tharulanka.comwww.topendsports.comwww.adorblewall.comwww.scvnews.comwww.susanpogar.blogspot.comwww.holdempokergame.co.ukwww.myenglishclub.comwww.123rf.comwww.manila.metblogs.com

www.raulcibanez.blogspot.comwww.bloalog.comwww.cornwall.schooljotter.comwww.cynicalbabblings.wordpress.comwww.dailyhow2videos.comwww.blog.stjosehpinstitute.com www.fotosearch.comwww.buckscountryrowing.comwww.bgcsantafe.orgwww.youtube.com/howcast.com/balletbasicshttp://nca.varsity.com/pdfs/Motions.pdf (images of cheerdance arm movements)

Readings:http://www.abt.org/education/dictionary/index.html (glossary of ballet terms)

http://cheerleading.about.com/library/glossary/bldef_spotter.htm (glossary of cheerleading terms)

http://www.health24.com/Fitness/Sports-injuries/Sprains-strains-fractures-and-dislocations-20120721

http://www.webmd.com/first-aid/ankle-sprain-treatment

References:Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D.,

American College of Sports Medicine, 2011, pp. 268-272.

Concepts and Principles of Physical Education (What Every Student Needs to Know) 3rd Edition, Bonnie S. Molmsen, National Association for Sports and Physical Education, an association of the American Alliance for Health, Physical Educaiton, Recreation and Dance, 2010.

Lifetime Physical Fitness and Wellness: A Personalized Program, Twelfth Edition, Warner W. K. Hoeger, Sharon A. Hoeger, 2013.

The Douglas Nierras PowerDance Workshop, 2014 Bambanti Festival, Province of Isabela, Philippines.

2010 Cheerleading Seminar-Workshop, Cheerleading Association of the Philippines, Baguio City Teachers Camp.

The International Association for Dance Medicine and Science (www.DanceMedicine.org)