Senior High School

HEALTH-OPTIMIZING
PHYSICAL EDUCATION
(H.O.P.E.) 3
Quarter 2 – Module 1: Week 1-7
History and Nature of Dance
Social and Ballroom Dances
Benefits of Dance
Body Mass Index (BMI)
Dancesport
 12

H.O.P.E. 3
Quarter 2 – Module 1:
History and Nature of Dance
Social and Ballroom Dances
Body Mass Index (BMI)
Dancesport
 Lesson

1 History and Nature of Dance

Brief History and Nature of Dance

Before a man can do anything, he must draw breath. He must move.
Movement is the source and condition of life. To dance is to be out of yourself.
It is power, it is glory on earth, and it is yours for the taking. - Agnes de Mille
(1963).
The human being has an innate yearning for regular rhythmic
movement. Whether this is in the form of athletics, daily living activities, or
Dance, the human body is the primary instrument for each (Myers 2005).
Dance uses the body as a tool of expression in time and space.
What is Dance?
Dance differs from athletics or other daily activities because it focuses
primarily on anesthetics or even entertaining experience (Myers, 2005). It
provided a variety of functions throughout history due to its
multidimensionality. Although there have been immense comparative
differences in period and culture, people still dance mainly for four reasons:
(a) to please the gods; (b) to please others; (c) to please themselves or self-
expression, and (d) to build community within an ethnic group or social
interaction (Myers, 2005).

BENEFITS OF DANCE AND CREATIVE MOVEMENT

"Dance is fun! It lifts the spirit, strengthens the body, and stimulates the mind." Wayne Sleep
(1986).

Dancing is one of the oldest and most popular forms of exercise. Several forms
of dancing are considered aerobic since they entail about an hour of
"continuous exercises, choreographed to music" (Fine, 1981). According to
Polly de Mille, an exercise physiologist at the Women's Sports Medicine Center
in New York, the health benefits gained through dancing are similar to other
forms of activities that involve sustained effort in the target zone
(www.highbeam.com, accessed January 4, 2016).
Physical
When done regularly, dancing is an excellent way to develop
cardiovascular and muscular endurance, body composition 2006), and
balance and flexibility (Fine, 1981; Xeller, 2007; Childs 2007). Dance training
also improves coordination (Rickett-young, 1996). Angioi et al. (2009)
observed significant improvements in aerobic and muscular fitness in
contemporary dancers who engage in moderate-intensity dance genres. Thus,
low to moderate dance exercise is as other vigorous exercise regimens in
improving fitness. Therefore, dancing is also a great way to lower the risk of
cardiovascular diseases.
According to Flores (1995), increased fitness results in a significant
lowering of the body mass index and resting heart rate for those who engage
in a dance-based fitness activity than those who engage in other regular
physical activity. It was also reported that there is a significant improvement
in lipid metabolism when dancing (Malvar, 2006). Moreover, dance
movements are multidirectional, enabling joint mobility, specifically hip
motion and spine flexibility, instead of treadmills or elliptical machines (Keller
et al., 2007). It is also a weight-bearing activity that helps improve and
maintain bone density and prevent osteoporosis (Keller et al., 2007).
Dance is renowned for its contribution to therapy. Dance therapy has
been used in different medical fields throughout history. It aids in recovering
coordination and other neuromuscular skills after an injury (Chowder, 2013).

Mental/Emotional
According to Ravelin et al. 2006, Dance can be used as an intervention
in mental health nursing. The study revealed that Dance could offer "an
acceptable way to release emotional and physical pressure." Since most
mental health nurses' problems are in dealing with their patients, it was
suggested that Dance might be applied as it is useful in facilitating "non-
verbal communication by offering a clear structure for being together.
Dancing also gives other psychological health benefits as compared to
other forms of exercise. A study published in the journal "Neurobiology of
Aging" adds to evidence that exercises can help keep the brain sharp (Ravelin
et al. 2006). Vorghese et al. (2003) much support the mental benefits of
dancing in their study, concluding that dancing was the only regular physical
activity associated with a significant decrease in their incidence of dementia,
including Alzheimer's disease. Gondoh et al. (2009) also studied aerobic
exercise's effects on brain structure and psychological well-being. Their
findings suggest that "insula gray-matter volume (a region involved in
multimodal sensory integration and plays a significant role in the generation
of affective states in response to emotional stimulation) may be maintained by
aerobic exercise. The researchers found out that decreased the depressive
symptoms and increased the training group's identity compared with the
control group. (Gondoh et al., 2009).
There is no correlation between aerobic exercise and body image.
Ravelin et al. (2006) attributed Dance as a medium for developing one's body
image. Therefore, dancing is a great way to improve one's body image.
Social
Dance provides a unique opportunity for meaningful group involvement
as it encourages intense, positive social interaction and interpersonal
relationships in a working group. They believe that "it contributes to each
individual's potential for the fullest possible self-actualization in society"
(Kraus et al., 1981). Also, Dance gives a sense of togetherness in a group. For
recent years varieties of dance-based fitness formats have been formulated
and have been in demand. One of the reasons why there has been a
tremendous growth of dance-based fitness regimens is the increasing need for
self-expression and social interaction amongst men and women in the new
millennium (Childs, 2007).
Cultural
Dance promotes a place or a country's rich culture by showcasing the
different cultural dances. The people worldwide are brought to a "closer
understanding of the lives of the people represented to an appreciation of their
respective folk cultures" through a specific country (Duggan et al. 1948).
Looking at the different dances of other states, one will see the value of one's
culture.
Let's Do This!
Activity 1. Concept Review (Use one whole sheet of paper).
In your understanding, briefly define the meaning of Dance. Discuss its
nature and history.
Activity 2. Dance Benefits
Give at least two benefits of Dance based on the following. Copy this
one into your answer sheet.
Physical
1. _____________________________ 2. _______________________________
Discussion:
Mental/Emotional
1. _____________________________ 2. _______________________________
Discussion:
Social
1. _____________________________ 2. ______________________________
Discussion:
Cultural
1. _____________________________ 2. ______________________________
Discussion:
 Lesson

2 Elements of Dance

What’s In

The human body is living in time and space and exhibits some effort.
Thus all movements occur in time, through space, and with effort (Schrader,
1996). Since dance entails a lot of movements, it uses the very same elements,
space, time, and energy. These elements benefit anyone interested in
recognizing, analyzing, or creating movement.

SPACE
This is the area the performers occupy and where they move. It can be
divided into four different aspects, also known as spatial elements.
a. Direction – dance movements can travel in any direction. The
performers can go forward, side, backward, diagonal, circular, and so
on. They may also face any direction while executing a single movement
or several phases.
b. Size – movements can be varied by doing larger or smaller actions.
c. Level -movements can be done in a high, medium, or low level
d. Focus – performers may change their focus by looking at different
directions.

TIMING
The movements in timing may be executed in varying tempo (speed).
Performers move with the tempo of an underlying sound, known as beat or
pulse. The timing can be varied by moving faster or slower than the normal
beat. When a sequence of a movement or group of phrases is done in varying
tempos, they generate rhythmic patterns. The addition of silences or pauses
also adds to rhythmic patterns.

DANCE ENERGIES
The movements here are propelled by energy or force. A force can either
initiate or stop an action. Dance uses different energies, and varied use of
these minimizes the monotony of the movements in performance. There are
six qualities of dance energies presented below:
a. Sustained – movements are done smoothly, continuously, and with flow
and control. It does not have a clear beginning and end.
b. Percussive — movements are explosive or sharp in contrast with
sustained movements. They are accented with a thrust of energy. They
have a clear beginning and ending.
 c. Vibratory movements consist of trembling or shaking. A faster version
Of percussive movements that produce a jittery effect (Minton, 2007).
d. Swinging - movements are trace a curved line or an arc in space. The
movements are relaxed and giving in to gravity on the downward part
of the motion, followed by an upward energy application.
e. Suspended - movements are perched in space or hanging on the air.
Holding a raised leg in any direction is an example of a suspended
movement.
f. Collapsing — movements are released in tension and gradually or
abruptly giving in to gravity, letting the body descend to the floor. A
slow collapse can be described as a melting or oozing action in a
downward direction (Minton, 2007).

BODILY SHAPES
It refers to how the entire body is molded in space or the configuration
of body parts. The body can be rounded, angular, or a combination of two.
Other body shapes can be from wide to narrow and from high to low. They
can be symmetrical and symmetrical.
a. Symmetrical – balanced shape; movements are practically identical or
similar on both sides.
b. Asymmetrical – unbalanced shape; movements of two sides of the body
do not match or utterly different from each other.

GROUP SHAPES
In this element, a group of dancers performs movements in different
group shapes. They are arranged in wide, narrow, rounded, angular,
symmetrical, or asymmetrical and are viewed together as a total picture or
arrangement within a picture frame (Minton, 2007).

Activity 3: Elements of Dance

Let’s do this!
Explore the internet or any media sources and watch a dance clip or video of
your choice. Observe and identify the elements used. Answer the following
questions.
a. Space – What were the directions used? Does it shift from side to side?
Move from high to low? Travel from one spot to another? Have a straight
or curved path?
b. Timing – Was it fast or slow? Does it ever really stop? Was the rhythmic
structure even or uneven? Does it go with or oppose the music?
c. Dance energies – What were the qualities of energies used? Was it
sustained, vibratory, percussive, suspended, swinging, or collapsing?
Were the movements bound for free?
d. Bodily shapes – What kind of bodily shapes were used? Was it rounded,
angular, or a combination of the two? Was it symmetrical or
asymmetrical?
e. Group shapes – Was it wide, narrow, rounded, or angular? Was it
symmetrical or asymmetrical?
 Lesson

3 Social and Ballroom Dance

What’s New

NATURE AND BACKGROUND

Introduction:
Welcome to the first part of your lessons in Social Dances and Dance
Mixers! In this phase, you will be provided with activities that will activate
your prior knowledge as regards the lesson. From here, follow-up activities
will be given to elicit your tentative understanding. As you go through the
rest of the activities, misconceptions and alternative conceptions you have in
mind will be clarified. Finally, your knowledge, considering its adequacy and
relevance, will be assessed at the end of this phase. So what are you waiting
for? The dance floor is yours!

Fitness is a universal concern. Whatever endeavors we’re in,

whatever activities we do, our fitness should always be taken into account if
we are to perform them effectively and efficiently. Fitness is not just for
athletes, sportsmen and Physical Education teachers and fitness instructors.
It’s also a concern of students, parents and other members of the community.
If we are to become strong and productive members of our community, we
must address the very basic requirement of such goal, the sustaining base of
any endeavor we undertake, fitness.

This module introduces you to the value of social dances and dance
mixers in the enhancement of your fitness. You will be provided with activities
in modern standard dances which will in turn lead to a greater awareness of
the right foods to eat, proper ways to manage your weight and of course
opportunities to maximize the enhancement of your fitness through social
dances. It is expected thereafter that such practices will be used by you to
influence the lifestyle and fitness practices of your immediate community.

II. Learning Objective/s: At the end of the lesson, the learners will be able
to:
a. discuss the nature and background of the dance.
b. identify the basic steps of the different dances;
c. undertakes physical activity and physical fitness assessments;
 d. determines risk factors for lifestyle diseases (obesity, diabetes, heart
disease);
e. compute your own B.M.I.

Activity 4 - PRE-ASSESSMENT:
A. Social Dancing Participation Questionnaire
Directions: Tick the column that best describes your participation in the
activities below.

Social Dancing Activity Always Seldom Never

1. I actively participate in social dancing
activities in my community
2. I am a member of the grand cotillion dance
performed at a friend’s debut/social
gathering.
3. I wear proper attire in social dancing
activities.
4. I am confident in performing social dances
in and outside the school.
5. I insisted on doing a dance combination my
partner could not follow.
6. I don’t follow my partner’s lead because I
have my style of dancing.
7. I dance vigorously whenever I participate in
social dancing activities.
8. I recognize the advantages of my
engagement in social dancing activities to
my fitness and well-being.
9. I share my social dancing skills with my
friends, family, and community.
10. I enjoy participating in social dancing
activities.

Guide Questions:
Summarize in a few sentences what the survey revealed about your
fitness habits and attitudes toward social dancing. Write your summary in
your answer sheet.

B. Objective:
Activate prior knowledge of learners as regards social dances and dance
mixers.

Here’s how:
1. The following are terms associated with the lesson:
A. Social Dancing
B. Ballroom Dancing
C. Cottillion/Rigodon de Honor
D. Dancesport (Competitive Ballroom Dancing)
 2. Select one which is most familiar to you.
3. This time create a circle in your answer sheet and write the term you
selected at the center.
4. Draw as many lines as the connections you can give about the term
outside the circle.
5. At the end of each line, write a word that describes your experience,
description, or anything you can say about the term you chose.
6. Organize your thoughts and connect the words you came up with to
describe the term you have selected.

Processing Questions:
What are social dances? ballroom dances? dance mixers? dancesport?
How are they different from each other? related to each other?

Concept Notes: Social and Ballroom Dance

How should you behave and perform in a certain social dancing

activity? The answer is simple. You must practice etiquette in dancing to help
you go about successfully with the social dimensions of dancing. Why do you
care about dance etiquette? Because this will not just give you a fruitful
dancing experience but will also provide you with a widened social network.
The following aspects of social dancing should always be considered:

Dance Etiquette

Dance etiquette is a set of guidelines that help you navigate the social
dimensions of dancing. Why do you care about dance etiquette? Because it is
essential for you to maximize how to go about the process of social dancing
and have a happy dancing experience.

WHAT TO WEAR
Dancing has its own culture. In social dances and dance mixers, the
more formal the dance, the more formal the outfit.

ATTIRE GENTLEMEN LADIES

Formal Tailcoat, Tuxedo Coat, Regular Ball Gown, Evening Gown,
Coat, Bow Tie or Regular Dinner Gown, Cocktail Gown
Necktie, Black Trouser
Semi-Formal Dress Shirt and Tie, Vest or Dinner Dresses, Flowing Pants
Sweater that shows the Tie
Dressy Casual (Practices, Solid Color T-shirts, Anything that displays a
Workshops, Dance Lessons) Turtleneck, Polo Shirt, Cotton conservative, toned-down
Slacks appearance
Latin Button-up shirt, Solid T-shirt, Sexy Outfits and Long Slit
Turtleneck, Dress Slacks, skirts, Low Necklines and
Bright Colorful Outfits are Exposed Midriffs are Popular
Accepted
 DON’Ts FOR OUTFITS and DANCE SHOES:

• Do not wear sneakers or any shoe with rubber or spongy sole. They can
stick to the dance floor during turns and spins which may cause knee
and ankle injuries. Always wear dance shoes. Avoid sleeveless shirts
and strapped dresses. It’s not pleasant to have your partner touch your
damp skin
• Avoid shaggy, baggy, low-armpit upper shirts. Partner’s hand may get
caught in the baggy sleeves.
• Avoid accessories like big rings, watches, brooches, loose/long
necklaces, and big belt buckles. They can be dangerous. They can
catch in their partner’s clothing, causing scratches and bruises.
• Long hair should be put up or tied in a ponytail. It is difficult to get
into closed dance positions when the lady has long flowing hair. They
might get caught in your partner’s hands or may even hit your partner’s
face.

PERSONAL GROOMING
BEFORE THE DANCE
• Shower and use a deodorant
• Brush your teeth and use mouthwash/breath mint
• Abstain from foods that produce strong odor
• Don’t smoke, it causes foul mouth and clothing odor

DURING THE DANCE

• Check your grooming periodically
• Freshen up and towel off periodically in the bathroom
• Carrying an extra shirt is advisable for men in case they need to change

NO-FAULT DANCING
• Never blame a partner for missed execution of figures
• Dance to the level of your partner
• The show must go on, say “sorry” to your partner if something went
wrong

DEMEANOR
• Be personable, smile and make eye contact with partner.
• Project a positive image on the dance floor even if it’s not your personal
style.
• Dance at the level of your partner If you don’t know the dance, be
honest, refuse promptly if asked to dance. No teaching on the dance
floor. It may insult your partner
• Do not cut other dancers off.
 Lesson

4 Dance Sport

Nature and Background

Dancesports is a combination of art and sport. It was called competitive

ballroom dancing in the past. This goes with partners (male and lady)
competing against other partners dancing on the floor at one time. Dancesport
provides an avenue to gain discipline of the body and mind of the dance
athletes.

There are five Latin dances: Samba, Cha-cha-cha, Rumba, Paso Doble,
and Jive and five Standard dances: Waltz, Tango, Viennese Waltz, Slow
Foxtrot, and Quickstep, which constitute the dance style (ISTD). Dacesport is
noe being recognized by the international Olympic committee and is included
in the Olympic program. The World Dance Council (WDC) and the World
DanceSport Federation (WDSF) are the bodies governing dancesport.

What are the characteristics of dancesport?

Below are the fundamental characteristics that makeup dancesport as a

dance style (Radler, 1998).
1. Posture – enable a dancer to stand out on the floor, which shows
sophistication and confidence.
2. Timing – dancing on time with the music.
3. Line – the stretching of the body.
4. Hold – the correct position of the body with a partner in the closed
position.
5. Poise – the stretch of the woman’s body upwards and outwards and
leftwards into the man’s right arm to achieve balance and connection
with his frame and project outwards to the audience.
6. Togetherness – dancing of two people as one on the dance floor.
7. Musicality and expression – the basic characterization of the dance
with the particular music being played and the choreographic
adherence to musical phrasings and accents.
8. Presentation – how the couple presents their dancing to the audience
as well as the proper costuming and grooming.
9. Power – the energy that is controlled and not wild.
10. Foot and leg action – the use of lower extremities that creates balance,
beauty, and strength.
11. Shape – the combination of turn and sway to create a look for a
position.
12. Lead and follow – the non-verbal communication of the man and lady
through shape, visual, and body weight.
 13. Floor craft – avoiding bumping into other couples and continuing
dancing without pause when boxing in.
14. Intangibles – how a couple “looks “ together performing their dances.

In learning the skills, stages were introduced to better understand the

actions, steps, and figures of each dance.

Cha-cha-cha dance
Cha-cha-cha is a Latin dance that existed in Cuba. The music combines
African and Cuban rhythms blended into a Latin beat. “Cha-cha” was the
name of the component bell, that when rubbed produces noise and this
bell was used by the Haitians. The cha-cha-cha was actually created from
the mambo. Because of the fast and jerky characteristics of the mambo,
the audience complained and the orchestras began slowing it down. Cha-
cha-cha is a mambo, with jazz and Latin rhythm. It is a sensual and
energetic dance.
Its rhythm requires very small steps, a chasse, or a series of gliding
steps. It is danced in a 4/4 time signature. The count is slow-slow-quick-
quick-slow.
Cha-cha-cha may be danced to authentic Cuban music, or to Latin
Pop or Latin Rock. The music for the international ballroom cha-cha-cha
is energetic and with a steady beat. The Cuban cha-cha-chá is more
sensual and may involve complex polyrhythms.
Styles of cha-cha-cha dance may differ in the place of the chasse in the
rhythmical structure. The original Cuban and the ballroom cha-cha-cha
count is "two, three, cha-cha-cha" or "four-and-one, two, three". The dance
does not start on the first beat of a bar, though it can start with a transfer
of weight to the lead's right.
Nevertheless, many social dancers count "one, two, cha-cha-cha" and
may find it difficult to make the adjustment to the "correct" timing of the
dance.
(Demonstrate the basic steps of cha-cha and afterward let the students
execute the steps)
Basic Name of Step Counting
1 Weight Transfer 1, 2
2 R/L Chasse Fw/Bw 1 and 2
1 and 2
3 Weight Transfer (Rock Step) 1, 2
4 Alemana Turn 1, 2
5 New York (L over R) 1, 2, 1 and 2
1, 2, 1 and 2
6 Spot Turn 1, 2
7 Forward/Backward basic 1, 2, 1 and 2
movement 1, 2, 1 and 2
WALTZ
Waltz derived its name from the German term walzen which means “to
roll” or “to turn”. It is performed fashionably by couples or partners in fast
sliding or gliding movement. This dance was first popularized in Vienna,
Austria before it reached Europe. It was more popularly known as the Weller
or Spinner in southern Germany and Austria’s mountainous terrains. It
features a fast sliding or gliding dance that appeals to many German.
 But it met strong opposition among the purists and dancing masters in
its early years. It was the first time that men and women were seen
holding each other “so closely that their faces touched,” wrote the
philosopher Montaigne in Augsburg sometime in 1580. Even then, the
waltz has outlived such dances as the polka, mazurka, and gallop which
gain prominence in the 19th century.
 The rhythm of this dance is easy, romantic melodies are in
3 / 4 time.
 The accent is on the first beat.
 In order for you to achieve a graceful movement in doing the waltz, you
must first practice the basic hold. The couple dance position in Waltz
is called is Close Hold.

Basic steps of Waltz

1. Forward and Backward Half Square Waltz – Closed position for boys
and girls
2. Left Turn
3. Box Step

TANGO
 The dance is also called “Baile Con Corte”, meaning “the dance with
many dramatic and artistic poses.”
 The Tango was first a solo dance performed by a woman in the early
19th century. Later, it was done by couples using “castanets” .
 That was called the Andalusian Tango which was considered immoral,
not only because of the flirting skirts but also because of the very close
full upper body contact.
 Ballroom Tango originated within the lower classes of Buenos Aires,
especially in the “Barrio de la Ranas”. As told in the story, the tango
started with the gauchos, or the cowboys of Argentina.
 In the 1900’s the dance spread out through Europe and was
popularized in New York from 1910 to 1911. Then entered Rudolph
Valentino. He made the Tango a hit in 1921. Finally, the dance was
considered respectable, even in Argentina.
 There are many styles of Tango: Argentina, American, and International.
The American version is a combination of the best parts of each.
Basic Rhythm : 4 / 4 time Slow, slow, quick, quick, slow
Basic Steps:
1. Tango Closed Position (B/G)
2. Tango Step-Out Position
3. Progressive Walks with Tango Rocks
4. Tango Promenade

JIVE
 Because of the popularity of the Charleston and the Lindy Hop in
African-American community, the ballroom dance, Jive, took a lead in
New York on March 26, 1926. Because of this, many dance studios
opened in different places across America between the 1920s. Its music
was largely a swinging dance.
 Once evening in 1927, a dance enthusiast named Shorts George
Snowden, while he was watching a couple dance, was asked by a
reporter the name of the dance. He named it “Lindy Hop,” taken from
the title of an article in a newspaper held by someone on a bench next
to him.
 In the mid-1930s, it was renamed from a tune entitled “Jitterbug” a
bouncy six beat variant. With the discovery of the Jitterbug, the
communities began dancing it with contemporary jazz and swing music
and incorporated into it tap and jazz steps. These dances were included
in the competition of the Harvest Moon Ball in 1938.
 In the late 1930s and through the 1940s, the term Lindy Hop, Jitterbug,
Lindy, and Swing were interchangeably used by the media and the
people showed different reactions to the dance.
 The documentation of the dance started only in the 1940s. This was
made by Laure’ Haile, a swing dancer and competitor, after she saw a
dance of the white community. She gave it the name Western Swing.
 As the music changed between the 1920s and the 1900s, Lindy Hop,
Jitterbug, Lindy, and Swing evolved across the U.S. with many regional
styles.
 These various swing styles are used in the International Style version
of the dance and are competitively danced in the U.S. and all over the
world. This was named the JIVE.

Basic Rhythm: Music is 4 / 4 time. It can be played in the fast or slow

tempo.
 The Basic Steps of Jive
1. Basic Movement
2. Basic Chasse’ to R and L
3. Fall Away Rock
4. Change of Places
Basic Dancesport Terminologies
➢ Name of the figure – identification of the figure in a dance style
➢ Step numbers – number of steps in a figure
➢ Alignment – the position of the feet in relation to the room
➢ Amount of turn – this is measured between the feet
➢ Footwork – refers to the part of the foot in contact with the floor.
➢ Timing – the synchronization of actions with the beat of the music.
➢ Line of dance (LOD) – the counterclockwise direction around the dance
floor.
➢ Wall – means the direction perpendicular to the LOD pointing towards
the wall of the room (possibly imaginary).
➢ Center – means the direction perpendicular to the LOD pointing
towards the center of the room.
➢ Open facing position – A variety of open position where man and lady
stand apart, facing each other, usually with a one-or-two-hand
connection.
➢ Outside partner position – A variation of closed position where the
tracking of the man and lady’s feet are slightly offset.
➢ Promenade position – A V-shaped dance position where both man and
lady move forward and in the same direction, toward the open end of
the “V.”
➢ Closed position – The normal hold where partners stand facing each
other in body contact slightly offset to the left. In the Latin dances,
partners stand a few inches apart, either directly in front of each other
or very slightly offset.
➢ Open position – Any dance position where man and lady stand apart
or slightly apart, without taking a closed position dance hold.

SUMMARY
Now that you have learned the fundamentals of social dancing and its
relation to maintaining and improving an active and healthy lifestyle, it’s now
your turn to share what you have learned with your family, friends and
immediate community.
The true measure of your understanding of the concepts and principles
of social dancing merged with fitness is your capacity to apply it into your
experiences in real life. Reading more about social dancing, dance mixers and
fitness, specifically on lifestyle and weight management at the same time while
keeping yourself engaged in such activities, will probably make you a more fit
and healthier individual.
 Only by improving oneself can you influence others’ participation and
commitment to improving their fitness practices. Fitness is contagious, as
they say. So go on and influence your community. If everyone is fit enough
to carry out his or her daily routines then he or she is also capable of becoming
a more productive member of the community and will be a contributor to
nation-building and strong citizenry.

What I Can Do

Activity 5: Multiple Choice. Read the statements carefully. Choose only the
letter of the correct answer and write it in the corresponding number in your
answer sheet.
1. Which of the following is a term used to refer to dances primarily intended
to get to know other people in a certain formal or semi-formal occasion?
a. Ballroom Dances c. Festival Dances
b. Dancesport d. Social Dances

2. Social dances are of two classifications namely, Latin American and

Modern Standard Dances. Which of the following is an example of Modern
Standard Dances?
a. Cha-cha-cha c. Rumba
b. Jive d. Waltz

3. Which of the following is the attire best appropriate for males in Modern
Standard dances?
a. Black/white shirt c. Black/white sweat shirt
b. Black/white long sleeves d. Coat and tie

4. Which of the following best describes social dances?

a. Social dances are for pairs only
b. Social dances can be competed
c. Social dances are dances that improve social skills and fitness
d. Social dances are dances that entertain people in attendance to a
social function

5. How would you best use the knowledge and skills learned in social dancing
to enhance your community’s fitness?
a. I will render an intermission number with my partner during fiestas
b. I will make social dancing my lifestyle fitness activity
c. I will share my skills by teaching community folks, young and old,
about social dances
d. I will coordinate with community officials in conducting a social
dancing program for the community
 6. How do social dances contribute to one’s fitness and well-being?
a. They help make one physically engaged and active preventing lifestyle
diseases
b. They help prevent sedentary lifestyle-related diseases
c. They develop one’s talent in dancing
d. They cure lifestyle disease
7. The term ballroom dancing is derived from the word ball that originated
from the latin word ballare which means__?
a. Fly b. Dance c. Sing d. Walk
8. The Waltz derived its name from the German term _____________ which
means to roll or to turn. Which of the following is being referred to?
a. Walzen b. Rock c. Slide d. Turn
9. The rhythm of the Waltz easy, and romantic melodies are in ____ time
signature.
a. ¼ b. 2/4 c. ¾ d. 4/4
10. In order for you to achieve a graceful movement in doing the Waltz, you
must first practice the __________. Which of the following is being referred to?
a. Basic Hold c. Basic Walk
b. Basic Steps d. Basic Dance
11. The Waltz is danced in _______________________
a. Closed Position c. Open Waltz
b. Open Position d. Closed Waltz
12. The cha-cha-cha is a latin dance which originated in _____________.
a. Austria b. Cuba c. Europe d. Spain
13. Cha-cha-cha is danced in ________ time signature. Which of the following
is being referred to?
a. ¼ b. 2/4 c. ¾ d. 4/4
14. Which of the following is the step pattern of cha-cha-cha?
a. Slow-slow-quick-quick-slow c. Quick-quick-slow-slow
b. Slow-slow-slow-quick-quick d. Quick-slow-quick-slow
15. Which of the following is the recommended speed of music in cha-cha?
a. 20bpm b. 25bpm c. 30bpm d. 35bpm

Activity 6: Watch Your Weight! (B.M.I. computation)

In this activity you will figure out if your weight, relative to your height, is
normal or not through the Body Mass Index (B.M.I.). After finding whether or
not you have a normal B.M.I., you will be provided with inputs on physical
activities suggested through the Physical Activity Pyramid to maintain or
improve your weight at the same time be oriented with the right kinds and
amount of food to eat through the Philippine Food Pyramid and/or
MyFoodPlate.
Objectives:
a. provide essential knowledge needed to guide learners on weight
management and lifestyle and fitness check.
Here’s how:
1. Measure first your height and then your weight. Make it sure its accurate.
2. Come up with your B.M.I. computation using the following formula:

𝑊 (𝑤𝑒𝑖𝑔ℎ𝑡 𝑖𝑛 𝑘𝑖𝑙𝑜𝑔𝑟𝑎𝑚)
B.M. =
𝐻 2 (ℎ𝑒𝑖𝑔ℎ𝑡 𝑖𝑛 𝑚𝑒𝑡𝑒𝑟)2

3. Describe your BMI based on the following classifications:

Less than 15 - Starvation
15.0 – 18.5 – Underweight
18.6 – 24.9 – Normal
25.0 – 29.9 – Overweight
30.0 – 40.0 – Obese
Greater than 40 – Morbidly Obese

4. What is your B.M.I. classification? Record the details of your findings in

your answer sheet.

Processing Question/s:

• Whatever the result of your B.M.I. computation and classification is,

do you still have to engage in physical activities such as social
dancing and performing dance mixers? Why? Why not?

Activity 7: Examining Dancesports Performance

1. Search and watch a clip or video of a dancesport competition from the
internet. Answer the following questions.
a. What is/are the styles of dance used?
b. Identify choreographic forms.
c. Identify and list down the dance movements used in the
performance.
d. Describe the emotions brought about by the dance. Describe how
you feel while watching the whole dance performance.
 References:

Gondoh et al. (2009). “Effects of Aerobic Exercise Training on Brain Structure and
Psychological Well-Being
in Young Adults.” Journal of Sports Medicine and Physical Fitness; 49, 2; ProQuest
Medical Library

Kraus & Gaufman. (1981). History of Dance in Arts and Education. U.S.A.: Prentice-Hall.

Myers, H. (2205). “Dance.” Berkshire Encyclopedia of World Sport. Ed. Karen Christensen and
David
Levinson. Vol. 1. Great Barrington, MA: Berkshire Publishing

Keller, J. (2007). Dance Fitness: Delightful in Demand.” IDEA Fitness Journal. Retrieved:
September 8, 2010,
from Academic OneFile via Gale:https://goo.gl/V5u2e

Knight, M, (2011). 9 Health Benefits of Dance. Retrieved May 5, 2015 from

https://goog.gl/eFeluf

Mettler, B. (1980). The Nature of Dance as Creative Art Activity. Arizona: Mettler Studios Inc.
Flores, R. (1995). “Dance for Health: Improving Fitness in African American &
Hispanic Adolescents.” Public Health Reports. Vol. 110, no.2

McGreevy-Nichols, S. et al. (2005). Building dances. (2nd ed.). Champaign, Illinois: Human
Kenetics

Milton, S.C. (1984). Modern Dance: Body and Mind, A Basic Approach for Beginners.
Greely,
Colorado: Morton Publishing Company
Conrado R. Aparato, et.al. (2017) R.B.S. Physical Education and Health Book 2017, volume II,
first edition, Rex Book Store Publishing

Dance Etiquette - http://www.utdallas.edu/~aria/dance/etiquette.html#Intro

Basics of Cha-cha-cha Videos

http://www.youtube.com/watch?v=0_eDzZm9JQw
http://www.youtube.com/watch?v=Cx993DmhNOU
http://www.youtube.com/watch?v=tzi45m7cH2g

Basics of Waltz Videos

http://www.youtube.com/watch?v=eDO_qcp4XN8
http://www.youtube.com/watch?v=BPseiMGyy2I
http://www.youtube.com/watch?v=l1wPywALl5U

World dance Federation. (2015) About danceSport. Retrieved July 16, 2015 from
https://www.worlddancesport.org.