Republic of the Philippines

PALAWAN STATE UNIVERSITY

College of Teacher Education
Puerto Princesa City

COURSE SYLLABUS

Approval Sheet

Course Title: DANCE AND SPORTS (FOLK DANCE)

Course Code/ Number: PATH-FIT 3

Revision Level Effective Date Details of Origination/ Revision Author/ Subject Matter Expert
000 June 11, 2019 Compliance with OBE syllabus and QMS requirements PATHFIT 3 Instructors
001 July 18, 2020 Compliance for revisiting the Curriculum in the New Normal PATHFIT 3 Instructors
002 June 21, 2021 Compliance for revisiting the Curriculum in the New Normal PATHFIT 3 Instructors
003 August 12, 2022 Compliance for revisiting the program outcomes and revision of the course PATHFIT 3 Instructors
outcomes for the new face to face classes.

Prepared by: Recommending Approval: Approved:

Ledesma, Christina Grace H.

Macola, Mary Jane G. LAUDEMER Q. GUILLANO AILEEN C. GARCELLANO
Name and Signature of Department Chairperson Name and Signature of College Dean
Date: August 2022 Date: Date:
 COURSE SYLLABUS

COURSE SYLLABUS IN PATHFIT 3: DANCE AND SPORTS

PSU Vision An internationally recognized university that provides relevant and innovative education and research for lifelong learning and sustainable development.
PSU Mission The Palawan State University is committed to upgrade the quality of life of the people by providing quality higher education opportunities through excellent
instruction, research, extension, production services and transnational collaboration.
PSU Shared Values E – Excellence in service; Q - Quality assurance; U - Unity in diversity; A- Advocacy for sustainable development; L- Leadership by example; I-innovation; T -
Transparency; Y - Youth Empowerment
Institutional Outcomes The Palawan State University graduates are expected to be agents of change, creative and critical thinkers, effective communicators, research-oriented learners, and
value laden individuals.
College Goals and A. To meet the demands for competent professional teachers for basic education programs in the Philippines and in other countries.
Program Objectives B. To develop teachers who have the skills and competencies to teach, undertake research and provide community services across the different learning areas in
basic education.
Course Title DANCE AND SPORTS (FOLK DANCE)
Course Code/ Number PATH-FIT 3
Course Description Dance and Sports is a course that will provide physical activities for the purpose of optimizing health and fitness through various dances and sports. The course
provides the fundamental skills and techniques that is needed in dance and sports. The learners will be able to choose from a menu of course offerings in dance,
sports and outdoor and adventure activities. Through skills training, exercise drills, game play and independent or self-directed PAs, fitness levels will be enhanced.
In conjunction with this fitness levels, PA participation and dietary/eating patterns are evaluated to monitor one’s progress and achievement of personal fitness
dietary goals.
Credit Units 2 UNITS
Course Prerequisites PATHFIT 1 and PATHFIT 2

Link to Program Course Outcomes (3-5 outcomes) Program Outcomes

Outcomes
At the end of the semester, LEARNERS are able to: 1 2 3 4 5 1 2 3

a. Conclude the content knowledge and understanding E E R T E R T T

and its cultural, historical, and theoretical context of the
chosen dance and sports through written outputs and
performance task.

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b. Execute fundamental skills, movements and techniques E R T T T T T T

of the chosen dance and sports through school-based
culminating performances and exhibitions.
c. Demonstrate the sense of community, fair-play, cultural R E R T T T T T
sensitivity, diversity and respect.

Program Outcomes:
Active and Healthy Living
1. Participate in moderate to vigorous physical activities (MVPAs) in accordance to national and global recommendations on physical activities for
health.
2. Adapt movement competencies to independent physical activity pursuits that are health-enhancing and personally rewarding.
3. Monitor progress and evaluate achievement of personal fitness and dietary goals.
4. Practice empathy, fair play; show respect for differing abilities (i.e., diversity) through interpersonal communication skills and emotional regulation
during PA participation.
5. For sports, apply basic tactics (e.g. defense, offense, transition) in game situations.
Advocacy and Action
1. Devise, apply and assess a range of strategies (i.e., exercise program design; goal setting; periodic evaluation) to improve one’s physical activity
performances and those of others.
2. Enhance and advocate for one’s personal and others’ fitness, safety and wellness through physical activity participation and/or leadership.
3. Promote practical and creative interventions that will create community connection and contribute to the health and wellness of the school
community and its periphery.

Legend (For Program Outcomes):

E – Enabling – Facilitate the achievement of Terminal outcome.
R – Reinforced – Enhancement of existing competency/contributory to the program outcomes
T – Terminal – The achieved course outcomes.

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Course Outcomes List three to five major outcomes that you expect students to strive for:
C.O.1. Conclude the content knowledge and understanding and its cultural, historical, and theoretical context of the chosen dance and sports through written
outputs and performance task.
C.O.2. Execute fundamental skills, movement and techniques of the chosen dance and sports.
C.O.3. Demonstrate sense of community, fair-play, cultural sensitivity, diversity and respect through school-based performances and exhibitions.
Course Format This course will make use of lectures, class discussion, execution and demonstration, practicum exams through virtual, or modular class, to achieve its course
outcomes. Students are expected to participate fully and obtain an overall rating of at least 75% to pass.
For consultation hour: ______________________

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 COURSE SYLLABUS

LEARNING PLAN
Time Course Course Content/ Subject Teaching and Learning Resource Textbooks/
Intended Learning Outcomes Assessment Tasks
Frame Outcomes Matter/ Topic Activities Materials References
a. Formulate feedback on Unit 1:  Lecture and Discussion  Graded  Google
the PSU Mission, Vision,  Interactive Discussion Recitation Classroom *References are
Quality Policy and Core Part I: Overview of Palawan  Question and Answer  Group Journal  GMail attached at the
Values; State University  Recitation  PAR-Q  FB Messenger back*
b. Recognize the Program 1.1 PSU Vision, PSU Mission, PSU  Group Activity Assessment  Microsoft Word
Syllabus, Program Quality Policy and PSU Core o Think, Pair and Share Form  Notepad
Outcomes, Course Values o Group Share  Laptop
Outcomes and Course Part II: Introduction to o Agree or Disagree  PAR-Q Forms
WEEK 1
*2 hours* Policy; and PATHFIT 3 (Dance and  Powerpoint
c. Interpret Physical Sports) Presentation
Readiness Assessment 1.1 Program Syllabus, Program  Module
related to fitness Outcomes, Course Outcomes  Lecture
standards. and Course Policy Material
1.2 Physical Activity Readiness  Syllabus
Assessment for Dance and
Sports

Unit 2: Introduction to Dance *References are

DANCE a. History and Nature of Dance  Lecture and Discussion  Unit Quiz  Google attached at the
a. Identify the history and b. Benefits of Dance  Interactive Discussion  Graded Recitation Classroom back*
nature of dance, benefits c. Phases of Dance Program  Question and  Performance Task  GMail
of dance, phases of and Purpose of Dance Answer/Recitation  Individual  FB Messenger
dance program, purpose d. Elements of Movement  Skills Demonstration Performance Task  Microsoft Word
of dance, elements of Space, Movement Qualities  Group  Notepad
C.O.1
WEEK 2-5 movement space, and Elements of Rhythm Performance Task  Laptop
C.O.2
*8 hours* movement qualities, e. Basic Natural Movements,  Infographics  Power Point
C.O.3
elements of rhythm, Basic Dance Positions (Arms  Actual Presentation
basic natural and Feet) and Dance Demonstration  Module
movements, basic dance Formations commonly used  Lecture
positions (arms and Material
feet), and dance  Syllabus
formations commonly  YouTube/
used; and Video
Demonstration
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b. Execute the basic natural  Rubrics

movements, basic dance  Student’s
positions and dance Performance
formations commonly Form
used in a dance routine.
a. Categorize the different Unit 3: Introduction to Folk *References are
classifications of Philippine Dance attached at the
folk dances.  Lecture and Discussion  Unit Quiz  Google back*
 Interactive Discussion  Graded Recitation Classroom
3.1 General Classifications
 Question and  Performance Task  GMail
b. Identify the importance of of Philippine Folk
Answer/Recitation  Individual  FB Messenger
Do’s and Don’ts in dancing. Dance  Skills Demonstration Performance Task  Microsoft Word
3.1.1 Geographical Extent  Skills Presentation  Group  Notepad
c. Create simple booklet of Origin  Reaction Wall Performance Task  Laptop
showing the different 3.1.2 According to Nature  Infographics  Power Point
classification of dances. 3.1.3According to  Film/Clip/Video Presentation
Movements Analysis  Module
3.1.4 According to  Actual  Lecture
Formations Demonstration Material
 Syllabus
C.O.1 3.2 According to Types of
WEEK 6-8  YouTube/
*8 hours*
C.O.3 Philippine Dances Video
3.3 Special Classification of Demonstration
Dance  Student’s
3.4 Objectives of Philippine Performance
Folk Dance Form
3.5 Definition of Folk Dance
3.6 Folk Dance Terminology
3.7 Values of Folk Dance
3.8 Factors Affecting Folk
Dance
3.9 Characteristics of
Philippine Folk Dance
3.10 Do’s and Don’ts in in
Philippine dance

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Week 9 MID-TERM EXAMINATION

a. Identify the dance steps in Unit 4: Basic Dance *References are

2/4, ¾, and 4/4-time Steps in Folk  Lecture and Discussion  Unit Quiz  Google attached at the
signatures. Dance  Interactive Discussion  Graded Recitation Classroom back*
 Question and  Performance Task  GMail
Answer/Recitation  Individual  FB Messenger
b. Execute the Philippine Folk 4.1 Basic Dance steps in 2/4-
 Skills Demonstration Performance Task  Microsoft Word
Dance steps in 2/4, 3/4 and Time Signatures  Skills Presentation  Group  Notepad
4/4-time signatures. 4.2 Basic Dance Steps in 3/4-  Brainstorming Performance Task  Laptop
Time Signatures  Actual  Power Point
WEEK C.O.1 c. Compose 8 figures of dance 4.3 Basic Dance Steps in 4/4- Demonstration Presentation
10-13 C.O.2 combinations either in 2/4, Time Signatures  Module
*8 hours* C.O.3 ¾, and 4/4 time signatures 4.1  Lecture
with 16 counts per figure. Material
 Syllabus
d. Perform own dance  YouTube/
composition of dance Video
combinations. Demonstration
 Rubrics
 Student’s
Performance
Form
Unit 5: Selected Philippine *References are
a. Identify the Philippine Folk Dance (Folk Dance)  Unit Quiz  Google attached at the
Folk dances; 5.1 Alay  Graded Recitation Classroom back*
b. Perform the selected 5.2 Alitaptap  Lecture and Discussion  Performance Task  GMail
Philippine Folk dance 5.3 Escotis  Interactive Discussion  Actual  FB Messenger
WEEK C.O.1 with proper steps, 5.4 Cariñosa  Question and Demonstration  Microsoft Word
14-17 C.O.2 counting and music; and 5.5 Virginia Answer/Recitation  Culminating  Notepad
*8 hours* C.O.3 c. Preserve culture 5.6 Tarek  Skills Demonstration Activity  Laptop
through dancing  Skills Presentation (Classroom-Based  Power Point
Philippine Folk dance. and School-Based Presentation
 Module
 Lecture
Material
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SUGGESTED LEARNING RESOURCES

A. Adelito T.A. et. al. MPES, MM Physical Education for Rhythm and Dance
B. Aparato, C et. al (2017) Teacher’s Resource Material
C. Lacia, G.C. et. al (2014) The 21st Century Music, Arts, Physical Education and Health in Action Teacher’s Resource Material
D. Lacia G.C. et al. (2015)21st Century Music, Arts, Physical Education and Health in Action Work-text in MAPEH
E. Morales G.S et.al. (2013) Activity Based and Integrative Work text in Music, Arts, Physical Education and Health.
F. Santos, R.G. MPES, MM Physical Education for Rhythm and Dance
G. DIWA Learning Systems (2017), PE and Health Module

COLLATERAL READING FROM INTERNET SOURCES:

A. Steezy Blog : https://www.steezy.co/posts/
B. Steezy App : https://app.steezy.co/all-classes
C. PSU-DPE YouTube Channel : https://www.youtube.com/channel/UCv_KOU6D9OIakzV0S1JpC6w

COURSE EVALUATION
Performance Task 60%
Written Outputs 40%
________________________________________________________
TOTAL 100%
 Syllabus
 YouTube/
Video
Demonstration
 Dance
Literature
 Rubrics
 Student’s
Performance
Form

WEEK 18
FINAL EXAMINATION
(CULMINATING ACTIVITY PERFORMANCE AND EXHIBITION GAME)

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The final grades will correspond to the weighted average scores shown below:
Final Average Final Grade
98 ≤ x < 100 1.00
95 ≤ x < 97 1.25
92 ≤ x < 94 1.50
89 ≤ x ≤ 91 1.75
86 ≤ x < 88 2.00
83 ≤ x < 85 2.25
80 ≤ x < 82 2.50
77< x < 79 2.75
75 ≤ x <76 3.00
74 and below 5.00

Other Course Policies:

a. Attendance
According to CHED policy, total number of absences by the students should not be more than 20% of the total number of meetings or 9 hours for a three-unit course (6 meetings). Students
incurring more than 9 hours of unexcused absences automatically gets a failing grade regardless of class standing. The attendance of students will be strictly enforced. Students who will lack
total number of hours as required (360) hours will automatically get an incomplete grade.

b. Submission of Assessment Task

Student outputs should be submitted on time. Late submission of course outputs will not be accepted. If the students have a justifying circumstance, it must be discussed between them and
their adviser and a decision will be made before the due date. Copied work/task or any required material to be submitted in class is strictly prohibited and if the students are found guilty, the
infraction will be considered cheating as well.

c. Major Examination
Mid-Term and final examination will be administered as scheduled. No special exam will be given unless with a valid reason, subject for approval of the Chairman of the College of Criminal
Justice Education. Furthermore, students of this course are required to participate actively in the events/activities organized for this course.

d. Language of Instruction
Lectures, discussion and documentation will be in English. Written and spoken work may receive a lower mark if it is, in the opinion of the instructor, deficient in English.

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e. Honor, Dress and Grooming Codes

All of us have been instructed on the dress and grooming codes of the University. We have all committed to obey and sustain these codes. It will be expected in the class that each of us will
honor the commitments we have made.

For this course, the Honor Code is that there will be no plagiarizing on written work and no cheating on exams. Proper citation must be given to authors whose works were used in the
process of developing instructional materials/class-produced learning materials in this course. If a student is caught cheating on an exam by his Professor or substitute Professor, he or she will be
given zero mark for the exam. If a student is caught cheating twice on the same course, the student will be referred to the Director of Student Affairs and be given a failing grade.

Grave misconduct other than cheating will make likewise be given a failing grade. Disrespect to your teacher or to others in the classroom will not be tolerated in the least. Argument is great
but bullying, fighting, mocking and demeaning the teacher or other students will not be allowed. Come to class on time, there can be mitigating circumstances from time to time but if it comes
chronic behavior, you may lose points or credit in the class.

f. Consultation Schedule
Consultation schedule with the professor will be made as necessary. It is recommended that the student first set an appointment to confirm the Professor’s availability.

Prepared by: Checked by: Approved by: Date Used:

DPE FACULTY LAUDEMER Q. GUILLANO AILEEN C. GARCELLANO First Semester 2022-2023

DPE Chairperson CTE OIC-Dean

Christina Grace H. Ledesma

Mary Jane G. Macola

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REFERENCES

Books and Journals

1. Ancheta, Adelito T., LMA Printing Press, Inc. 445 Tamsui Avenue, Bayan Luma, Imus Cavite 4103, Physical Education for Rhythm and Dance, 2005
2. Apolinario, M. L., Collao, M. E., Gabayan, P.A and Kamus G.M.P. (2017) Dance for Life. Health Optimizing Physical Education for Senior High School, (pp 123-128)

3. Ancheta, A.T.(copyright, 2021) Physical Education for Rhythm and Dance (p 3) Printed by LMA Printing Press, Inc.445 Tamsui Avenue, Bayan Luma Imus, Cavite 4103

4. Aquino, F.R. (1996)Manila, Philippines Philippine Folk dances Volume Five (pp 1-2) (10-14)

5. Gabao, Larry A. of Philippine Normal School, Dance With Me, copyright 2000
6. Introduction: Dance as Social Life and Cultural Practice : accessed June 25, 2020
7. Macola, M.J. (2019) The Unsung Dance of Pala’wan Tribe in Sitio Pintingan, Barangay Isumbo, Sofronio Española Palawan. Basis to Develop an Instructional Material for Dance Literature. (pp 41-52)
Palawan State University P.E. Instruction.

8. Olasiman, J.O. (2016) 3rd National Folk dance Workshop Dakak Park and Beach Resort, Dapitan City. (pp1-5) Former Assistant Director of Palawan State University Sining Palawan Dance Troupe and
P. E. Instructor.

9. PSU Student’s Handbook

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Electronic Websites
1. Dance Facts. History of Dance. Retrieved http://www.dancefacts.net/dance-history/history-of-dance/. Accessed 10 August 2021.
2. Everyday Minerals. (2016). History of Dance. Retrieved https://everydayminerals.com/store/stories/history-of-dance/. Accessed 17 August 2020.
3. Ladaran T.B. (2020, July 27). Classification of Dance P.E 2 Physical Education. http://hnupe.weebly.com/about-us.html
4. Norbert Dela Cruz III. Retrieved http://www.norbertdelacruziii.com/. Accessed 30 August 2020
5. PSU-DPE YouTube Channel (https://www.youtube.com/channel/UCv_KOU6D9OIakzV0S1JpC6w)
6. Villano, A. (2019). 5 women who pioneered Filipino Folk and Modern Dance. Retrieved https://r3.rappler.com/life-and-style/arts-and-culture/226660-women-of-filipino-dance. Accessed 17 August
2020

STUDENT’S PERFORMANCE FORM

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