Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF DUMAGUETE CITY
DUMAGUETE CITY NATIONAL HIGH SCHOOL
CALINDAGAN, DUMAGUETE CITY

Prepared by: Marivic A. Peñalosa

Subject Teacher: Jumanle Mar M. Catan

Physical Education and Health 12- Quarter 1: Week 1

Health-optimizing P.E. (H.O.P.E.) 3 Dance a. Traditional (folk and ethnic) b. Modern and contemporary
c. Ballroom (recreational and competitive) d. Cheer dance e. Hip-hop/street dance

MELCs: Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment
participation and one’s diet PEH12FH-Ig-i-6

Content Standard: The learner demonstrates understanding of dance in optimizing one’s health; as requisite
for physical activity assessment performance, and as a career opportunity

PERFORMANCE STANDARD: The learner leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively.

Learning Objectives:

At the end pf the lesson, the students can:

1. Discuss the barriers and benefits of dancing.
2. Make a scrapbook of the different traditional dances in the Philippines.
3. Appreciate your health through dancing.

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WHAT IS DANCE?

https://www.dancemagazine.com/

DANCE is an expression of the body, following rhythmic patterns, and is usually accompanied by music. From
the primitive man expressing emotions in such events as birth, death, marriage, war, among other things, dance has
evolved to modern forms of social dancing.

Health benefits of dancing

Dancing can be a way to stay fit for people of all ages, shapes, and sizes. It has a wide range of physical and
mental benefits including:
 improved condition of your heart and lungs
 increased muscular strength, endurance, and motor fitness
 increased aerobic fitness
 improved muscle tone and strength
 weight management
 stronger bones and reduced risk of osteoporosis
 better coordination, agility, and flexibility
 improved balance and spatial awareness
 increased physical confidence
 improved mental functioning
 improved general and psychological wellbeing
 greater self-confidence and self-esteem
 better social skills.

Getting started with dancing

You can dance in a group, with a partner, or on your own. There are lots of different places where you can
enjoy dancing, for example, at dance schools, social venues, community halls and in your own home. Dancing
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has become such a popular way to be active and keep fit, that most fitness clubs now offer dance classes in their
group exercise programs.
Dancing can be done both competitively and socially. It can be a great recreational and sporting choice because
anyone of any age can take part. It doesn’t matter whether it is cold or raining, as dancing is usually done
indoors.
The gear you need for dancing will depend on the style of dancing you choose. For example, tap dancing will
involve buying tap shoes, whereas ballet will need ballet slippers and ballet clothing. To get started, simply
choose a style you enjoy, or would like to try, look in the Yellow Pages or online for dance schools in your local
area and join a class.

DIFFERENT FORMS OF DANCE

a. Traditional (folk and ethnic)
b. Modern and contemporary
c. Ballroom (recreational and competitive)
d. Cheer dance
e. Hip-hop/street dance

TRADITIONAL DANCES (FOLK AND ETHNIC) TRADITIONAL DANCES are dances of indigenous
communities that show cultural traits of peoples from a specific time and places. Customs and traditions (through
dance steps and costumes) are preserved in traditional dance. Handed down from generation to generation, with
fixed sets or patterns, these dances can either be ethnic or folk.

https://www.zenrooms.com/blog/post/philippine-folk-dances/

ETHNIC DANCE Ethnic dances are classified into two categories:

1. non-Christians- referring to the pre-Hispanic and the Muslim dances
2. Christians- it is performed mostly by the lowland Filipinos, dances from this category have strong influence
from the western culture particularly from Spain.
FOLK DANCESFolk dances are classified according to geographical locations and the nature of the dances. It
can be national, local, or regional.

12 Most Popular Philippine Folk Dances

When talking about dance in the Philippines, we can’t help but think of the classic Filipino folk dance that put
the country on the world map. Here’s a list of folk dances in the Philippines you should know if you want to
learn more about the country’s culture.

1. Tinikling – A Philippine folk dance that originated in Leyte

2. Itik-Itik – A cultural dance in the Philippines that originated in Surigao del Sur

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 3. Maglalatik – An example of Philippine folk dance that originated in Biñan, Laguna

4. Binasuan – Binasuan is a tribal dance in the Philippines that originated in Pangasinan

5. Singkil – Singkil is a Mindanao folk dance that originated in Lake Lanao

6. Kappa Malong-Malong – A tribal dance in the Philippines that originated from the Maranao tribe in
Mindanao
7. Cariñosa – A local dance in the Philippines that originated in Panay Island

8. Sayaw sa Bangko – A traditional folk dance in the Philippines that originated in Pangasinan

9. Pandanggo sa Ilaw – An ethnic dance in the Philippines that originated in Lubang Island, Mindoro

10. Pandanggo Oasiwas – A folk dance in the Philippines that originated in Lingayen, Pangasinan

11. Kuratsa – A type of folk dance in the Philippines that originated in Samar Island

12. Pantomina – A type of dance in the Philippines that originated in Bicol

Personal Barriers
With technological advances and conveniences, people’s lives have in many ways become increasingly
easier, as well as less active. In addition, people have many personal reasons or explanations for being
inactive. The most common reasons adults don't adopt more physically active lifestyles are cited as

 insufficient time to exercise

 inconvenience of exercise
 lack of self-motivation
 non-enjoyment of exercise
 boredom with exercise
 lack of confidence in their ability to be physically active (low self-efficacy)
 fear of being injured or having been injured recently
 lack of self-management skills, such as the ability to set personal goals, monitor
 progress, or reward progress toward such goals
 lack of encouragement, support, or companionship from family and friends
 non-availability of parks, sidewalks, bicycle trails, or safe and pleasant walking
 paths close to home or the workplace
The top three barriers to engaging in physical activity across the adult lifespan are

 time
 energy
 motivation
In a 2013 study that aimed to identify the external and internal barriers to physical activity and exercise
participation among middle-aged and elderly individuals the most common external barriers among the
middle-aged and elderly respondents were 'not enough time', 'no one to exercise with' and 'lack of
facilities'. The most common internal barriers for middle-aged respondents were 'too tired', 'already active
enough', 'do not know how to do it' and 'too lazy', while those for elderly respondents were 'too tired', 'lack
of motivation' and 'already active enough'.

Other barriers include

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  cost
 facilities
 illness or injury
 transportation
 partner issues
 skill
 safety considerations
 childcare
 uneasiness with change
 unsuitable programs

Environmental barriers
The environment  in which we live has a great influence on our level of physical activity. Many factors in
our environment affect us. Obvious factors include the accessibility of walking paths, cycling trails, and
recreation facilities. Factors such as traffic, availability of public transportation, crime, and pollution may
also have an effect. Other environmental factors include our social environment, such as support  from
family and friends, and community spirit. It is possible to make changes in our environment through
campaigns to support active transportation, legislation for safer communities, and the creation of new
recreation facilities.

Identifying barriers to physical activity

The Barriers to Being Physically Active Quiz was created by the centers for disease control and
prevention to help identify barriers to physical activity and steer clinician and participant's awareness and
target strategies to improve compliance. It a 21-item measure assessing the following barriers to physical
activity: 1) lack of time, 2) social influence, 3) lack of energy, 4) lack of willpower, 5) fear of injury, 6)
lack of skill, and 7) lack of resources (eg, recreational facilities, exercise equipment). Each domain
contains 3 items, with a total score range of 0 to 63. Respondents rate the degree of activity interference
on a 4-point scale, ranging from 0 = “very unlikely” to 3 = “very likely.”

 Barriers to health quiz

Overcoming Barriers
As health care professionals we can help people identify barriers to exercise and make suggestions for
how they can overcome these barriers.  The Centers for Disease Control and Prevention makes suggestions
for overcoming physical activity barriers:

Lack of time Identify available time slots.

 Monitor your daily activities for one week. Identify at least three 30-minute time slots
you could use for physical activity.
 Add physical activity to your daily routine. For example, walk or ride your bike to work
or shopping, organize school activities around physical activity, walk the dog, exercise while
you watch TV, park farther away from your destination, etc.
 Select activities requiring minimal time, such as walking, jogging, or stair climbing.
Social influence

 Explain your interest in physical activity to friends and family. Ask them to support
your efforts.
 Invite friends and family members to exercise with you. Plan social activities involving
exercise.

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  Develop new friendships with physically active people. Join a group, such as the YMCA
or a hiking club.
Lack of energy

 Schedule physical activity for times in the day or week when you feel energetic.
 Convince yourself that if you give it a chance, physical activity will increase your
energy level; then, try it.
Lack of motivation

 Plan ahead. Make physical activity a regular part of your daily or weekly schedule and
write it on your calendar.
 Invite a friend to exercise with you on a regular basis and write it on both your
calendars.
 Join an exercise group or class.
Fear of injury

 Learn how to warm up and cool down to prevent injury.

 Learn how to exercise appropriately considering your age, fitness level, skill level, and
health status.
 Choose activities involving minimum risk.
Lack of skill

 Select activities requiring no new skills, such as walking, climbing stairs, or jogging.
 Take a class to develop new skills.
Lack of resources

 Select activities that require minimal facilities or equipment, such as walking, jogging,
jumping rope, or calisthenics.
 Identify inexpensive, convenient resources available in your community (community
education programs, park and recreation programs, worksite programs, etc.).
Weather conditions

 Develop a set of regular activities that are always available regardless of weather
(indoor cycling, aerobic dance, indoor swimming, calisthenics, stair climbing, rope skipping,
mall walking, dancing, gymnasium games, etc.)
Travel

 Put a jump rope in your suitcase and jump rope.

 Walk the halls and climb the stairs in hotels.
 Stay in places with swimming pools or exercise facilities.
 Join the YMCA or YWCA (ask about reciprocal membership agreement).
 Visit the local shopping mall and walk for half an hour or more.
 Bring your mp3 player your favorite aerobic exercise music.
Family obligations

 Trade babysitting time with a friend, neighbor, or family member who also has small
children.

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  Exercise with the kids-go for a walk together, play tag or other running games, get an
aerobic dance or exercise tape for kids (there are several on the market) and exercise together.
You can spend time together and still get your exercise.
 Jump rope, do calisthenics, ride a stationary bicycle, or use other home gymnasium
equipment while the kids are busy playing or sleeping.
 Try to exercise when the kids are not around (e.g., during school hours or their nap
time).
Retirement years

 Look upon your retirement as an opportunity to become more active instead of less.
Spend more time gardening, walking the dog, and playing with your grandchildren. Children
with short legs and grandparents with slower gaits are often great walking partners.
 Learn a new skill you've always been interested in, such as ballroom dancing, square
dancing, or swimming.
 Now that you have the time, make regular physical activity a part of every day. Go for a
walk every morning or every evening before dinner. Treat yourself to an exercycle and ride
every day while reading a favorite book or magazine.

References:
https://www.coursehero.com/file/77791753/DANCEpptx/
https://www.betterhealth.vic.gov.au/health/healthyliving/dance-health-benefits
https://www.physio-pedia.com/Barriers_to_Physical_Activity
https://www.dgtelrportal.com/learners-resources/083d79dc-ea99-4786-9f0e-e75df6fe3742

Activity Sheet No. 1

Name: ________________________________________ Strand: ___________________________

Activity 1: Discuss the following terms below in a paragraph form. Write your answer on the space below.
Observe the criteria given.
Main idea- 2 points
Mechanics- 2 points
Language used- 1 point
Total 5 points

A. Personal barriers
B. Environmental barriers
C. Benefits of dancing.

Activity 2: Make a scrapbook of the different traditional dances in the Philippines. How do you value
your health through dancing especially in this time of crisis? Be creative! Observe the following criteria:

Neatness and originality 10 points

Completeness of the work 10 points
Creativity 20 points
Value of your health 10 points
Total 50 points
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References:
https://www.coursehero.com/file/77791753/DANCEpptx/
https://www.betterhealth.vic.gov.au/health/healthyliving/dance-health-benefits
https://www.physio-pedia.com/Barriers_to_Physical_Activity
https://www.dgtelrportal.com/learners-resources/083d79dc-ea99-4786-9f0e-e75df6fe3742