Health Optimizing Physical Education 3

Hand Outs
Lesson 1

15 BASIC DANCE STEPS

COMMON DANCE TERMS
1. SALUDO or CURTSY – It means bow opposite partner or pair.
- It is a traditional gendered gesture of greeting, in which a girl or woman bends her knees
while bowing her head.
2. Bleking – heel point to the ground.
3. Point Step – tip toe to the ground
4. Brush Step – Weight on one foot, hit the floor with the ball or heel of the other foot (the free
foot) after which that foot is lifted from the floor to any direction.
5. Hop Step – Perhaps one of the most basic and energetic moves of folk dance
- A spring from one foot landing on the same foot in place or in any direction.
6. Pivot – is a turning movement during which the free foot is kept either in front or directly
behind the foot on which the turn is made.
7. Change Step – the command Change Step, MARCH is given as the right foot strikes the
marching surface.
8. Padyak – to stamp or tap with one foot and the weight of the body is on the other foot.
9. Cross Step – cross your legs going to the right
10. Waltz – is a ballroom and folk dance, normally in triple time, performed primarily in the closed
position
11. Close Step- step right foot and close left foot to right. This may be executed in any direction
12. Arms In Lateral Position- both arms are in one side at shoulder level, either left or right.
13. Kumintang- Moving the hand from the wrist either clockwise or in counter-clockwise direction.
This is an ILOCANO dance term.
14. Waltz Balance- step, close-heels raise, heels down
15. Slide Step- To glide your foot smoothly along the floor. The movement may be finished with or
without transfer of weight.

The Basic Natural Movements:

Locomotor movements
- Are those that move the body in space in any direction with the feet as the moving base.
Examples: walking, running, jumping, hopping, skipping, leaping, galloping and sliding
Non-locomotor
- Are those in which various parts of the body move in space with a fixed base. The base may
be standing, kneeling, sitting or lying.

Features of Dance
1. Music
- It closely related to dance for it plays a significant role in it. It is used as accompaniment
that somehow motivates the dancer’s movement.
2. Movement
- It refers to action of dances with the use of their bodies to create organized patterns.
3. Theme
- It pertains to the content or main ingredient of the dance. It actually conveys the message
of the dance.
4. Techniques
- It refers to the skill in executing movement. As a dancer, one needs to have a complete
control over the muscles of his body for him to be said technically proficient.
5. Design
- It refers to the arrangement of movements according to pattern in time (either fast or slow)
and space (one’s position in relation to his background).
6. Properties and Costume
- These contribute to the visual effect of dance. The costumes can somehow relate closely to
the beliefs and environment of people.

The Elements of Dance

1. Body
- Dance is comprised of various body motions that express feeling and emotion. Our bodies
move in ways to express ourselves using locomotor and non-locomotor movements.
2. Energy
- Energy is the force at which we express our body motions. Are you moving with hard
motions? How do you choose to move? Bounce , shake , explode , or sway?
3. Space/Level
- To show variation and movement, we need to use our surroundings well. We zigzag, move
high and low. We use the entire space around us and below us.
4. Relationship
- In dance, we often dance with one other person or with many people in a group. Just like
with conversation, we communicate and react using our bodies.
5. Time
 - Timing is key to any dance. We follow the rhythm or beat to match our actions with the
sound of the music. When working with others, we sometimes mimic another using time.

Folk/ Ethnic dance

- Is a cultural art form handed down from generation to generation. It communicates the
customs, beliefs, rituals, and occupations of the people of a region or country. Folk dancing
belongs to the people. It emanates from them. Ethnic tribes have their specific tribal art
forms originated and danced by the people of the tribe.

A Choreography is a creation or compilation of steps, patterns and movements, which make up the
dance or a dance routine.

Do’s in Folk Dancing

 Dance in a natural, simple and direct manner.
 Dance with ease and smoothness.
 Use the proper costume for the dance.
 Follow directions and dance instructions as closely as possible.
 Dance with feeling and expression.

Don’t’s in Folk Dancing

 Do not exaggerate the dance steps.
 Do not make the dances too dainty and graceful like ballet.
 Don’t make entrance and exit long.
 Don’t make steps too elaborate and complicated.
 Don’t call a dance a folk dance unless steps come from traditional dances.

2/4 time dance steps

Dance Steps Step Pattern Counting
1. Bleking step heel-place, close 1,2
2. Touch step point, close 1,2
3. Close step step, close 1,2
4. Hop step step, hop 1,2
5. Change step step, close, step 1 and 2

ORAL COMMUNICATION

Lesson 1: FUNDAMENTAL OD COMMUNICATION

Communication
 Communis (noun), common, communality, or sharing
 Communicate (verb), make something common
 Communication is a process of s sharing and conveying messages or information from one
person to another within across channels, context, media and culture (McCornack, 2014)
 There is a wide variety of contexts in which communication can be manifested; it can be a face-
to-face interaction, a phone conversation, a group discussion, a meeting or interview, a letter
correspondence, a class recitation, and many other (Sepacio and Balgos, 2016).
 Second nature in human beings even without effort, communication happens.

Nature of Communication
 It is an act or process of using words, sounds, signs, or behaviors to express or exchange
information or ideas, thoughts, feelings, etc., to someone else.
 It is a process of transmitting and receiving verbal and nonverbal messages that produce a
response.
 A two-way process which two or more persons come to exchange ideas and achieve common
understanding

Elements of Communication
Speaker
o The source of information or message
o The challenge if initiating the communicating process
o Must be clear on what is the information
Receiver
o The receiver of the message
o Someone who decodes the message
 Encoding
o The process of converting the message into words, actions or other forms that the speaker
understand.
Decoding
o The process of interpreting the encoded message of the speaker by the receiver
Message
o The information, ideas, or thoughts conveyed by the speaker in words or in actions.

Channel
o The medium or the means, such as personal or non-personal, verbal or non-verbal in
which the encoded is conveyed.
Feedback
o The reactions, responses, or information provided by the receiver.
Context
o The environment where communication takes place.
Barrier
o The factor that affects the flow of communication

Process of Communication
 The speaker generates an idea
 The speaker encodes an idea or converts the idea into words or actions
 The speaker transmits or sends out a message
 The receiver get the message
 The receiver decodes or interprets the message based on the context
 The receiver sends or provide feedback.

Lesson 2: FUNCTION OF COMMUNICATIONF

Control
o To control is to regulate one’s behavior
Social Interaction
o People communicate to interact with each other.
Motivation
 o This function intends to encourage people to live time better.
o This function enables one to lighten a load and enlightens the spirit towards.
Emotional Expression
o This function enables one express according to how one facilitate his feelings.
Information Dissemination
o This function of communication enables to disseminate facts, figures, and other data or
information in which people consider before making decision.

Lesson 3: MODELS OF COMMUNICATION

Linear Model
 The speaker doesn’t know what you are really trying to say
 No concept of feedback
 Not applicable in direct human communication
Shannon-Weaver Model
o The Shannon-weaver model (19449) depicts communication as a linear or one-way
process consisting of five elements: a source, a transmitter, a channel, a receiver and a
destination.
Berlo’s Model
o It presumes that communication transpires within four components and each component
is affected by many factors
o Sender
 Communication Skills
 Attitudes
 Knowledge
 Social System
 Culture
o Message
 Content
 Elements
 Treatment
 Structure
 Code
o Channel
 Sight
 Hearing
 Touch
  Smell
 Taste
o Receiver
 Communication Skills
 Attitudes
 Knowledge
 Social System
 Culture

Interactive Model
 The interactive or interaction model of communication describes communication as a process in
which participants alternate positions as sender and receiver and generate meaning by sending
messages and receiving feedback within physical and psychological context (Schramm, 1997).

Schramm Model
o It offers a classic approach to and explanation of communication.
o It can be used to determine how communication between two people works when they
are exchanging information, ideas, or attitudes.
o It is the first one to capture the notion of process and interaction.

Transaction Model
 Unlike the Shannon-Weaver model, which is a one-way process, the transaction model is two-
way process with the inclusion of feedback as one element
 The participant are not being labeled as sender and receiver but they are known as
communicators
 Communicators are high involved
 Its main objective is to understand each other, that is why we communicate in order to exchange
messages, create relationship and form cultural alliances.
 Collaborative exchange of message between two communicator

PERSONAL DEVELOPMENT

Personal Development
 Is the process of improving oneself
 Is a lifelong process that helps you to assess your life goals and up skill to fulfill your potential
 It allows you to be proactive and take charge of your actions. You may not always reach your
objective but you lead a more fulfilling life because our purpose is defined
  It consist of activities that develops a person’s capabilities and potential
 Personal development build human capital, facilitate employability, and enhances quality of life
and the realization of dreams, and aspirations
 Human development which primarily deals with the physical, mental, social as well as
emotional development
 Personal development involves self-awareness that includes thoughts, feeling, and behavior

Importance of Personal Development

 It acts as a road map to achieve your goals
 Keeping you in track and pointing you in the right direction
 To ensure your personal development actually happens

“Knowing yourself is the beginning of all wisdom”

- Aristotle

Lesson 2: Knowing Oneself

Self
 The way one sees, perceives, define oneself apart from the other
 The union of elements, namely; body (physical attributes), thoughts (the way you think and
perceive things), feeling or emotions, and sensations

Physical Dimension
 Revolves around the physical body of human being
 Includes the processes, function mechanism and chemistry
 Responsible for giving us the ability to perceive our surroundings, think of ideas and opinions
that brings wonder to our lives and of others.

Physical Dimension
 Contains the concept of stress, cognition, behavior, attitude, emotion, and ultimately personality
 Refers to the individual as a set of characteristics, behaviors, attitudes, cognition, and emotions
 It has internal and external factors that cannot be measured and calculate on how well she/he
understand one thing

Spiritual Dimension
  Allows us to view ourselves in spiritual level – as spiritual beings
 This dimension can be subjectively altered and perceived by the person
 It holds a relevance to a perceived existence of God of a greater good, or of a superior being
related to humble individual

Attitudes and Its Component

 A key factor in personality development is attitude
 A settled way of thinking and feeling about someone or something, typically reflecting in a
person’s behavior

Attitude
 Manifest itself as behavior, as a representative of personality
Implicit Attitude
 Are thoughts or feeling that conscious awareness does not cover
Explicit Attitude
 Can be perceived consciously and expressed accordingly

The Component of Attitudes

Affect
o Is the term used to present emotions directed to the self, the environment and to others
Cognition
o Is the way we think
o It compasses our thoughts in different levels, ranging from ourselves to environment,
from imaginary to perceivable reality
Behavior
o Is the action form or manifestation of attitudes
o Without attitude, affect and cognition, behavior will be rendered baseless and
ungrounded

Factors That Influence Attitude

Social Factors
o Influence attitude heavily
 o Your role in a social environment and of course, the social norm that tell you what to do
in social situation also affect attitude

Learning
o We tend to associate what we observed, with their attitude and employ the same mindset
o It is a practical use of classical conditioning
 Association
 Observation
 Identification
o Seeing and feeling desirable results with repetitive application of stimulus
Operant Conditioning
o A type of learning where behavior is controlled by consequences/matter of consequences,
pleasant or unpleasant that our attitude towards it is affected
o Modelling
 Authority
 Admiration and Adoration
 Imitation
 Ability to learn through observation

Self-Concept
 Cognition to ourselves and what we think and what we know
 How you see yourself
 Require a lot of self-evaluation and reflection to be able to say that your self-concept is high
 Emotion – mostly informational

Self-Esteem
 Related to self-concept but different
 Does not about on how we know ourselves but rather on how we value ourselves given the
negative feedback that we receive
 Mostly emotionally inclined

Personal Effectiveness
 Making use of personal resources; talents, experience, knowledge, and skills, energy, and time,
to enable you to achieve life goals
Talents
 o First are needed to be identified and then developed to be used in a particular subject
are/science, literature, sports, politics, etc.,
Experience
o Includes knowledge and skills that we acquire in the process of cognitive and practical
activities.
Knowledge
o Required for setting goals, defining an action plan to achieve them and risk assessment

Here are some skills that will greatly increase the efficiency of any person who owns them
 Determination
 Self-confidence
 Persistence
 Managing stress
 Problem-solving Skills
 Creativity
 Generating Ideas

Ideal Self
 The self that you aspire to be
 It is the one that you hope will possesses characteristics similar to that of a mentor or some other
worldly figure

Lesson 2: One’s Holistic Personal Development

Holistic Development
 Refers to human development that is meant to involve all parts of a person
 This is development designed to accommodate physical development, mental development,
emotional development, and social development

Thought/Beliefs
o What we think
o Thoughts are the words that run through your mind
o They are things you tell yourself about what’s going on around you. There are many
different thoughts you could have about a single situation
 Feelings/Emotions
o Feelings come and go as different things happen to you. You might feel happy, angry,
and sad, all in one day
o Some feelings are uncomfortable, but they are not bad. Everyone has these feelings from
time-to-time
Actions/Behaviors
o Are the things you do, or the way you behave. Your thoughts and feelings have a big
impact on how you act. If you feel happy, you are likely to do nice things but if you feel
angry, you might want to act mean.

Sensorimotor Stage
 Back when we born until we are 2 years of stage, our cognitions were mainly pressed in learning
how to interact with environment. Our brain’s capacity of function only reaches out moving our
limbs, breathing, perceiving the world, and having the primary still-developing senses we had
Major Characteristics
o Know the world through movement and sensation
o Learn about the world through basic action such as sucking, grasping, looking and
listening
o Dramatic growth in stage
Pre-Operational Stage
 When we learned how to pretend play or symbolic play yet still, we would still have struggled
with logic and taking other people’s point of view – implying that we lack empathy for others.
Even the subject of object permanence is still often struggled on during this age
 Major Characteristics
o Begin to think symbolically and learn to use words and picture to represent object
o Getting better with language and thinking but still tend to think in a very concrete terms

Concrete Operational Stage

 When the logic function begin to be available, though like a hangover, they might still bring
some of their egocentricity
Major Characteristics
o Begin to think logically about concrete events
o Thinking becomes more logical and organize but still very concrete
o Begin using deductive reasoning and logic from specific information and general
principle

Formal Operational Stage

 Involves huge process with regards to logical thinking deductive reasoning, and the
comprehension of abstract ideas
Major Characteristics
o Begin to think abstractly and reason about hypothetical problems
o Begin to think more about moral, psychological, ethnical, social, and political issues that
require theoretical and abstract reasoning

Moral Development
 Lawrence Kohlberg was a psychologist best known for his theory of stages of moral
development
Morality
 According to Kohlberg, is the individuals capacity to know what is right from what is wrong and
applying this personal and social situation
 Is not just knowing right from wrong, but knowing the consequences of each to an individual.
That is why empathy needs to be learned to make morality stronger. The beauty of development
is that it is not limited to oneself; but it branches out to the outside – to other people specially.

Moral
 Is defined as the perceived sense of right that either comes from societal, group, or personal
preferences
Pre-Conventional Morality
 Begins around the age of 9 on average
 At this level, our personal code of morality is not personal but is instead shaped externally
 Implying that our morality at this level is based on the standards of adults and the rules they
have set.
First: obedience and punishment
Second: Individualism and exchange

Conventional Morality
 Begin to internalize the learned moral standards they have with their valued adult role modes
First: Good Interpersonal Relationship
o Loyalty, faith, gratefulness
Second: Maintaining Social Order

Post Conventional Morality

 Individuals basis of his/her morality rests on self-chosen principles
First: Social Contract and Individual Rights
Second: Universal Principles