RO_MIMAROPA_WS_PE10_Q4

PHYSICAL EDUCATION 10
Fourth Quarter
Week 2

Lesson: Other Dance Forms (Cheer Dance)

MELC: Engages in moderate to vigorous physical activities for at least 60 minutes a day in
and out of school

• Evaluates the level of fitness under skill related components after performing warm up
and dance exercises prior to cheer dance routine

Key Concepts

Exercises and other physical activities must be performed regularly to prevent

diseases and to obtain physical fitness. To achieve wellness, it requires motivation
and a lifetime commitment to a healthy lifestyle. This can maintain a regular
program of good health behavior, exercise, and healthy dietary practices.
Every activity requires different parts of skill -related fitness. Not all sports or
activities are the same. For example, a skater might have good agility, but may not
possess good power. Moreover, in cheer dance, balance can play a big role likely in
other dance or sports. Always remember that skills can be develop through proper
training and dedication.

Skill Related Fitness

Agility Agility is the ability to change the position of your body
quickly and to control body’s movements. People with good
agility are most likely to be good at activities such as:
diving, soccer, ice skating, wrestling, etc.
Balance Balance is the ability to keep an upright posture while
standing still or moving. People with good balance are most
likely to be good in activities such as gymnastics, ice
skating, rhythmic gymnastics, ski jumping, surfing, etc.
Coordination Combination of body movements created with the kinematic
(such as spatial direction) and kinetic (force) parameters
that result in intended actions smoothly and efficiently
work together
Power Power is the ability to use strength and speed. People with
good power might have the ability to put the shot, throw the
discus, high jump, play football, speed swim, speed skate,
etc.
Reaction Time Reaction time is the amount of time it takes to move once
you realize the need to act. People with good reaction time
are able to make fast starts in track or swimming, or to
dodge a fast attack in fencing or karate.
Speed Speed is the ability to perform a movement or cover a
distance in a short period. People with leg speed can run
fast, while people with good arm speed can throw fast or hit
a ball that is thrown fast.

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Preliminary Activity: Let’s get HOT!

Instruction: Execute the following warm up exercises before doing activity 1.
1. Stretching from head to foot
2. Warm – up
- Jogging either on the spot or in your backyard
- Slides from side to side
- Skipping
- Lunges
- Jogging backwards
- Star jumps
Activity 1: Physical Fitness Test
Objectives:
- To identify strengths and weaknesses for development/improvement of skills used
in cheer dance.
- To provide a baseline data for selection of physical activities for enhancement of
skill performance.
Physical Fitness Test (SKILL RELATED)
I. SPEED 40 Meters Sprint
Purpose – to measure running speed.
Equipment: Stopwatch, running area (40 meter)

Procedure:
a. At the signal “Ready”, stand behind the take-off line, the tips of the shoes
should not go beyond the line and assume a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up) with both
hands on the starting line.
c. At the signal “GO”, run to the finish line as fast as you can.
d. Record your time

Result / in seconds
1st
trial
2nd
trial
3rd
trial

II. POWER Standing Long Jump

Purpose - To measure the explosive strength and power of the leg muscles.
Equipment: Tape measure/meter stick

Procedure:
a. Stand behind the take-off line with the feet parallel to each other, the tips of
the shoes should not go beyond the line.
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b. Bend the knees and swing arms backward once, then swing arms forward as
you jump landing on both feet. Try to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward).
d. Perform the test twice in succession.
e. Record the result.
Distance (centimeters)
1st trial 2nd trial

III. AGILITY hexagon Agility Test

Purpose – to measure the ability of the body to move in different directions
quickly.
Equipment: Tape measure, stopwatch, chalk or masking tape (1 inch width)

Procedure:
a. Stand with both feet together inside the hexagon facing the marked starting
inside. (facing 1 direction)
b. At the signal “ Go” using the ball of the feet with arms bent in front, jump
clockwise over the line, then back over the same line inside the hexagon.
Continue the patter with all the sides of the hexagon.
c. Rest for one (1) minute.
d. Repeat the test counterclockwise.

Result
Clockwise
Counter
Clockwise
Average

IV. REACTION TIME Stick Drop Test

Purpose – to measure the time to respond to a stimulus.
Equipment: 24-inch ruler or stick; arm chair or table and chair.

Procedure:
a. Sit on an armchair or chair next to the table so that the elbow and lower arm
rest on the desk or table comfortably.
b. Place the heel of the hand on the desk/table so that only the fingers and
thumb extend beyond.
c. Catch the ruler/stick with the thumb and index finger without lifting the elbow
from the desk/ table as the partner drops the stick. Hold the stick while the
partner reads the measurement.
d. Do this thrice (3x).

Result
Middle of the Three

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V. COORDINATION Juggling
Purpose – to measure the coordination of the eye and hand.
Equipment – Sipa (washer w/ straw)/20 pcs. bundled rubber bands/any similar
local materials (4-5 grams)

Procedure:
a. Hit the sipa/rubber band material alternately with the right and left palm
upward. The height of the material being tossed should be at least above the
head. Two trials only.
Result
1 trial
st 2nd trial

VI. BALANCE Stork Balance Stand Test

Purpose – to assess one’s ability to maintain equilibrium.
Equipment: flat, non-slip surface, stopwatch

Procedure:
a. Remove the shoes and place hands on hips.
b. Position the right foot against the inside knee of the left foot.
c. Raise the left heel to balance on the ball of the foot.
d. Do the same procedure with the opposite foot.

Result
Right foot time Left foot time
(00:00) (00:00)

Guide Questions:

1. What have you experienced in performing the test? Are you satisfied with the results?
Why?

2. Based on the results of your PFT post-test, what are your strengths and weaknesses?
Is there a significant difference/progress between the results of the previous PFT pre-
test and the results of the PFT post-test? Cite some examples.? How will you continue
improving your strengths? State some ways on how to overcome your weaknesses.

3. Are you now prepared or ready to perform another activity based from the result of
your test? How do you say so?

Activity 2: “Improve Your Skills”

Objectives:
- identify the different skills in cheer dance based on the Skill Related Components.
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- Create a plan of exercise to improve the identified skills.

Directions: Complete the table below by identifying the different skill in cheer dance based
on the Skill Related Components. List down any possible plan exercise that may help to
improve the following skills.

Skill Related Component Skills in Cheerdance Planned Exercises to

Develop the Skills
Ex. Agility • Running from • Foot Drills
position to position • Dot Drills
• Line Hops
Balance

Coordination

Power

Reaction Time

Speed

Processing Questions:

1. What challenges did you encounter during the activity?

2. How are you going to apply this plan of exercise?

3. What are your considerations in applying these activities?

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Rubrics:
Outstanding Satisfactory Needs Unsatisfactory
Improvement
Wellness - Considered - Considered Considered Considered
safety of self. safety of self. safety of self. safety of self.
- Applied 7 - applied at - Applied at - Didn’t apply
basic principles least 5 or 6 least 3 or 4 basic principles
of wellness basic principles basic principles of wellness
of wellness of wellness
Skill - Planned - Planned - Planned - Planned
Development exercises for 5 exercises for 4 exercises for 2 exercises for
components components or 3 only 1
that are related that are related components component that
to skills to skills that are related is related to
development. development. to skills skills
development. development.
Activity/Exercise - All of the - At least 3 of - At least 2 of At least 1 of the
Selection activities were the activities the activities activity was
related to Skill were related to were related to related to Skill
Related Skill Related Skill Related Related
Components Components Components Component

Assessment

Directions: Read with understanding. Analyzed the following situations either it is

BALANCE, REACTION TIME, SPEED, AGILITY or POWER. Underline the words or phrases
that will support your answer.

_______________ 1. Jeniffer fell down in the pyramid during the stunts, luckily Marcus as the
spotter catch her before she fell on the ground.

_______________ 2. Jerico runs fast to his 2nd position even though there’s a lot of obstacle
and co-dancers on his way.
_______________ 3. The lifters of Calapan City Cheerdancers are strong enough to lift
dancers.
_______________ 4. Migel is a good dancer showing proper execution of hands and feet.
_______________ 5. The choreographer acknowledges Alison for not falling during the lifts.

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Answer Key
1. REACTION TIME
2. AGILITY
3. POWER
4. COORDINATION
5. BALANCE

References

Physical Education nd Health Learning Material (by Lualhati F. Callo, Mark Kenneth S.
Camiling, JohansseC. c Yap, Janeth P. Cagulang, Jose G. Doria, Encamita Deveraturda, Jo-
ann G. garcia)

DepEd Order no. 034, s. 2019 Revised Physical Fitness Test Manual

Presidential Active Lifestyle Award (PALA+): https://www.hhs.gov/fitness/programs-and

awards/pala/index.htm

Prepared by:

MART MICOEL M. BUENCONSEJO

Reviewed by:

ROY B. OQUIALDA

For inquiries or comments, write or call:

Department of Education – MIMAROPA Region

Meralco Avenue, corner St. Paul Road, Pasig City, Philippines 1600
Telephone No. (02) 863-14070
Email Address: lrmds.mimaroparegion@deped.gov.ph
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