QUARTER 2

MAPEH (Physical Education) G9

 Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by
their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective
copyright owners. The publisher and the authors do not represent nor
claim ownership over them.

This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors

PIVOT 4A CALABARZON PE G9
PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

MAPEH
(Physical Education)
Grade 9

Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead

Ronald Lozano
Content Creator & Writer

Jhonathan S. Cadavido
Internal Reviewer & Editor

Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer

Ephraim L. Gibas
IT & Logistics

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
PIVOT 4A CALABARZON PE G9
 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in MAPEH-Physical Education
as prescribed by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON PE G9
 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.

This module is a guide and a resource of information in understanding the

Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON PE G9
WEEKS Social Dances and Dance Mixers
1-8 Lesson

I
This lesson was written for you to explore and discover social dancing and
mix dancing through undertaking physical activity and physical fitness
assessments; describe the nature and background of the dance; execute the skills
involved in the dance; monitor periodically one’s progress towards the fitness
goals; perform appropriate first aid for injuries and emergency situations in
physical activity and dance settings (cramps, sprain, heat exhaustion); and involve
oneself in community service through dance activities in the community.
At the end of this lesson, you should able to state one’s own fitness goal ;
recognize the nature and background of social dances; relate social dances and
dance mixer in promoting physical fitness; undertake physical fitness
assessment; perform the basic dance steps in Cha, cha, cha and Waltz; and
perform appropriate first aid for injuries and emergency situations in physical
activity and dance settings, and appreciate the importance of social dances and
dance mixer through creating personal social dancing program and eight week
dancercise journal with the family.

D
Learning Task 1: Do a physical fitness activity as shown below.
Warm-up: Let us have a warm-up exercise to avoid possible physical injury.
Perform each exercise for 16 counts.

1 3

PIVOT 4A CALABARZON PE G9 6
A. Let’s perform the physical assessment. Always record your score in your
notebook.

Body Composition: The ratio of lean body mass to fat body mass.
A. Compute your Body Mass Index
Height (Meters) _____ Weight (Kilograms) _____ BMI ____ Classification _____
Weight ( in Kilogram)
Height (in meters)2
Example: 30 — 30 — 20.83 (Normal)
(1.2)(1.2) — 1.44 —
For the weight, you need a weighing scale.
For measuring the height, use the following equipment: 1. An even and firm floor
and flat wall 2. L – square 3. Tape measure laid flat to a concrete wall. The zero
point starts at the bottom of the floor.

Classification:
Below 18. 5 - Underweight

18.6—24.9 - Normal

25—29.9 - Overweight

30.0 above - Obese

B. Waist Circumference
On the bare waist, stand erect and wrap around the tape measure on your
waist. Record the score in centimeters.
Standard

Men Women
Risk Centimeter Inches Centimeter Inches
Very High >120 >47 >110 >43.5

High 100-120 39.5-47 90-109 35.5-43

Normal 102 40 88 34.6

Low 80-99 31.5-39 70-89 28.3-35

Very Low <80 <31.5 <70 <28.5

7 PIVOT 4A CALABARZON PE G9
 Strength
Ninety-Degree (900 ) Push up.
Lie down on the mat; face down in standard push-up position: palms
on the mat under the shoulders, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
For Boys — Straighten the arms, keeping the back and knees straight, then
lower the arms until there is a 90-degree angle at the elbows (upper arms are
parallel to the floor).

For Girls — With knees in contact with the floor, straighten the arms, keeping
the back straight, then lower the arms until there is a 90-degree angle at the
elbows (upper arms are parallel to the floor).

Performance Target for 90 Degree Push-ups

Age For Boys For Girls

9 15 7
10 16 7
11 17 8
12 18 9
13 19 10
14 20 11
15 21 12
16 22 13
17 23 14
18 24 14
19 25 15
20 26 15
21 27 16

PIVOT 4A CALABARZON PE G9 8
Curl-ups Purpose – to measure strength of abdominal muscles
Materials/Equipment:
Exercise mats or any clean mats

For you as the test taker:

a. Lie on your back with the knees flexed and the feet 12 inches from the
buttocks.
b. Feet cannot be held or rested against an object. The arms are extended and
are resting on the thighs
c. Complete a slow, controlled curl-up, sliding fingertips along the floor until
they touch the second tapeline.
d. The curl-up should be performed at a rate of one every three seconds or 20
curl-ups per minute (two seconds going up and one second going down).
e. There should be no rest at the bottom position, and perform as many curl-
ups as possible without stopping.

For your partner:

a. One curl-up is counted each time the student’s shoulder blade touches the
floor.
b. Make sure that the partner performs the curl-ups in the correct form.
c. The test is terminated when the person can no longer perform the curl-ups in
the correct form (three corrections are allowed), is in pain, voluntarily stops
or when cadence is broken.

Scoring – record the number of curl-ups made

9 PIVOT 4A CALABARZON PE G9
 Performance Target for Curl-ups
Age For Boys For Girls
9 23 20
10 25 21
11 26 21
12 28 22
13 32 22
14 36 23
15 38 23
16 42 24
17 45 25
18 47 26
19 49 27
20 51 30
21 55 30

Flexibility
Sit and Reach
a. Sit on the floor, back flat on the wall and the feet approximately 12 inches
apart.
b. Without bending your back, knees, and elbows, place one hand on top of
the other and place the hands on the floor.
c. The tester positioned the zero point of the tape measure, you may now start
the test by slowly reaching the farthest point possible without bending the
knees.
d. Record the score to the nearest 0.1 centimeters

PIVOT 4A CALABARZON PE G9 10
Performance Target for Seat and Reach

Age For Boys For Girls

9 37 43
10 39 45
11 41 47
12 43 49
13 45 52
14 50 54
15 55 58
16 56 63
17 64 68
18 69 72
19 70 74
20 72 75
21 72 75

Zipper Test
Procedure
For you:

E
a. Stand erect.
b. For the right shoulder test, raise your right arm, bend your elbow, and
reach down across your back as far as possible.
c. Extend your left arm down and behind your back. Bend your elbow up
across your back, and try to cross your fingers over those of your right hand.
d. Reach the right hand over the right shoulder and down the back as if to pull
a zipper or scratch between the shoulder blades.
e. For the left shoulder test, perform again the procedures A-D with the left
hand over the left shoulder.
For your partner:
a. See whether the fingers touched or overlapped with each other.
b. Measure the distance in which the fingers overlapped.
c. Record the score in centimeters.

11 PIVOT 4A CALABARZON PE G9
 Standard
0 – did not touch fingers
1 – just touched fingers
2 – fingers overlapped by 1-2 cms.
3 – fingers overlapped by 3-4 cms.
4 – fingers overlapped by 5-7 cms.
Cardiovascular Endurance
3-Minute Step Test
Procedure:
A. Position in front of the step.
B. When the tester said “Go”, step up and down on a bench for three minutes
at a rate of 24 steps per minute.
C. Do four beats for one step. This pertains that “up with the left foot, up with
the right foot, down with to left foot, down with the right foot.”
D. Immediately after the exercise, stand and relax. Don't talk.
E. Right after the activity, locate your pulse. (the first beat is zero.)
F. Count the pulse for 10 seconds. Multiply it by six.

Target Performance for 3-Minute Step Test

Age For Boys For Girls

12 117 113
13 115 111
14 110 108
15 107 103
16 105 101
17 102 100
18 99 98
19 98 96
20 96 95
21 95 93

PIVOT 4A CALABARZON PE G9 12
B. Do what is asked. Write your answers in your notebook.
1. How will you describe your physical fitness after performing the physical
assessment, ?
2. How will you improve your physical fitness based on the result of your
physical fitness test?
3. Write at least three specific physical activity you can do to improve your
physical fitness.

Learning Task 2:
2.1 Describe the following and answer the given questions below. Write your
answers in your notebook.

1. Social dancing

2. Ballroom dancing

3. Dance sport

Answer the question below.

What do you think is the similarities of the given dances?
Do you think social dances can promote physical fitness?

2.2. Write the contribution of social and dance mixer to your fitness. You may
use the internet or ask help from your guardian or older sibling. Do this
activity in your notebook.

Social Dances Dance Mixers

Contribution of social and dance mixer

to your fitness.
____________________________________________
____________________________________________
____________________________________________

13 PIVOT 4A CALABARZON PE G9
 Read the given text below to have a better understanding of the lesson.
Nature and Background of Social Dances and Dance Mixers
 Social dances and dance mixers are primarily intended to get to know other
people.
 They are also called ballroom dances.
 Ballroom dances are usually performed in pair: male and female.
Sometimes, it is performed by group.
 Ballroom dances are classified into two major classification.
1. Latin American Dances
 It can be determined through the costume worn by the performing.
 It is revealing, tight-fitting, sexy and sophisticated in nature.
 It can be performed in an open or close hold. It can also be easily
determined by the nature of the movement. The movement shows
rhythmic expression, sensual, and spicy style.

Latin American Description Country

Dances of Origin
Cha-cha-cha It is a lively, fun, cheeky and playful dance. Cuba

Rumba It is recognized for the subtle side to side hip Cuba

movements with the erect torso.

Samba It is known to the simple forward and backward steps Brazil

and tilting, and rocking body movements.

Paso Doble It is an energetic dance modeled after the drama of Spain

the Spanish bullfight.

Jive/Boogie It is described as very happy, boppy, lively dance, with USA

many of knee-lifting, bending, and rocking of the hips.

Swing It is known as an energetic style of dancing in which a USA

dancer often lifts, spins and flips his or her partner.

Merengue It is described as a fun, fast and easy dance made up Dominican

of simple steps. It is composed of a non-progressive Republic
dance, but can also travel counter-clockwise around
the floor.
Salsa It is a combination of many Latin and Afro-Caribbean Cuba
dances whose movements was caming from in
the Cuban Son, Cha-Cha -Cha, Mambo and other
dance forms.
Mambo It is recognized as a fast and spicy dance. The Cuban Cuba
motion, staccato movement and expression of rhythm
through the body is noticeable.

PIVOT 4A CALABARZON PE G9 14
 2. Modern Standard Dances
 The performers wear ankle-length gowns for females and
coat-and-tie for males.
 Most of the time, they perform close ballroom position. However, if
it is dancesport, it is strict to do close ballroom position.

Modern Description Origin

Standard
Dances
Slow Waltz It is a smooth dance that travels around the dance floor. It is Austria
easy to recognize slow waltz because of the “rise and fall”
action.
Tango It is described as vibrant and playful dance between two Argentina
people. It is very rich in expression, improvisation and
connection.
Viennese Waltz It is known for its noticeable gracefulness and constant, Vienna
wide-sweeping turns along with its fast tempo.

Foxtrot It is a beautiful, romantic dance, that consists of fairly simple USA

walking steps and side step.

Quickstep The dance is suited for both formal and informal events USA
because of the upbeat melodies that Quickstep is danced. The
dance steps can be described as fast, powerfully flowing,
sprinkled with syncopation.

 Dancesport is different from social or ballroom dances because it requires

athleticism. It has established rules of different levels of difficulty.
 Dance mixers are social dances that allows group of performers to change
partners periodically while dancing to allow chance to get to know other
members of the performing group. The major purpose of dance mixers is
to maximize the social dimension of the dance.
What to Wear

ATTIRE GENTLEMEN LADIES

Formal Tailcoat, Tuxedo Coat, Regular Ball Gown, Evening Gown, Dinner
Coat, Bow Tie or Regular Necktie, Gown, Cocktail Gown
Black Trouser
Latin Button-up shirt, Solid T-shirt, Sexy Outfits and Long Slit skirts,
Turtleneck, Dress Slacks, Bright Low Necklines and Exposed Mid-
Colorful Outfits are Accepted riffs are Popular

Semi-formal Dress Shirt and Tie, Vest or Dinner Dresses, Flowing Pants
Sweater that shows the Tie

15 PIVOT 4A CALABARZON PE G9
 DON’Ts IN TERMS OF OUTFITS and DANCE SHOES:
 Avoid wearing sneaker or any shoe with rubber or spongy sole. It can stick
to the dance floor during turns and spins and it can cause knee and ankle
injuries. Always wear a pair of dance shoes.
 Do not use sleeveless shirts and strapped dresses. It is unpleasant touch
your sweaty skin.
 Do not use shaggy, loose, low armpit upper shirt. Your partner’s hand may
get caught in the baggy sleeves.
 Do not use big rings, watches, brooches, loose/long necklaces and big belt
buckles. It may cause injury like scratches and bruises when your
partner’s clothing caught it.
 Long hair should be put up or tied in a pony tail because it might get
caught in the partner’s hands or may even hit your partner’s face.

Personal Grooming
BEFORE THE DANCE
 Take a bath and use a deodorant
 Brush your teeth and use mouthwash/breath mint to have a fresh breath
 Avoid eating food that may produce strong odor
 Avoid smoking cigarette. It may cause foul mouth and clothing odor

DURING THE DANCE

 Check your grooming occasionally
 Freshen up and towel off occasionally in the bathroom
 Bring an extra shirt in case you need to change clothes after dancing

ON THE DANCE FLOOR

Line of Avoid
Be Polite. Accompany
colliding
Direction (Thank or your partner
with other
(Counter compliment back to her
pairs while
clockwise) your partner) seat
on the floor

PIVOT 4A CALABARZON PE G9 16
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 your partner.
 Project a positive image on the dance floor even if it’s not your personal
style.
 Dance to the level of your partner
 If you do not 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.

BENEFITS OF SOCIAL DANCE

 It elevates energy and improve strength.
 It enhances muscle tone, balance, coordination, and posture.
 It decreases tension and stress.
 It improves stamina and flexibility.
 It helps widen social circle.
 It helps improve social interaction and conquer shyness.

Let’s Practice
Let’s explore your talent in dancing. Remember to do warm-up before
doing a physical activity to avoid possible injury.
Warm-up exercise: (see page 6)
1. Skip and alternate leg
2. Hip knee pull
3. Kick back
4. Jump and jack
5. Bicycle walk
6. Dynamic stretching exercises

17 PIVOT 4A CALABARZON PE G9
 CHA-CHA-CHA
Music: El Rubio Loco – Cha Charanga
Source: https://www.youtube.com/watch?v=HpMmdEOeleY
(Scan QR code to easily access the link)

Legend:
L - Left Foot Fw - Forward
R - Right Foot Bw - Backward
C - Close Step

Basic Name of Step Step Pattern Counting

1 Weight R-Bw, L-Fw 1, 2

Transfer
(Rock Step)
2 R Chasse Fw R-Fw, L-C to R, R-Fw 1 and 2

3 Weight L-Fw, R-Bw 1, 2

Transfer
(Rock Step)
4 L Chasse Bw L- Bw, B-C to L, L-Bw 1 and 2

5 Alemana Turn L-Fw (Pivot Halfway Turn R), R-Fw 1, 2

(Pivot Halfway Turn R) leading to a
Chasse L Bw
6 New York (L Step L across R in Front, Step R in 1, 2, 1 and
over R) Place, Chasse L Sw, Step R over L 2
in Front, Chasse R Sw
1, 2, 1 and
2
7 New York (R Step R across L in Front, Step L in 1, 2, 1 and
over L) Place, Chasse R Sw, Step L over R 2
in Front, Chasse L Sw
1, 2, 1 and
2
8 Spot Turn Same with Alemana Turn but done 1, 2
Sw-leading to a chasse Bw

PIVOT 4A CALABARZON PE G9 18
Suggested Cha-Cha-Cha Video Clip Tutorial
( Scan QR code to easily access the link)

Basic Cha Cha TOP TEN STEPS & Routine

https://www.youtube.com/watch?v=O5_s1OUizfQ

WALTZ
Music: Slow Waltz music: Damien Rice – Under The Tongue
Source: https://www.youtube.com/watch?v=j6QCy-19cFs
(Scan QR code to easily access the link)

Legend:
L - Left Foot Fw - Forward
R - Right Foot Bw - Backward
C - Close Step Sw - Sideward

Basic Name of Step Step Pattern Counting

1 L Close L-Fw (with the heel), R-Sw (with the 1,2,3

Change toes), L-C to R (with the toes of both
(Forward) feet together and down)

2 R Close R-Bw (with the heel), L-Sw (with the 1, 2, 3

Change toes), R-C to L (with the toes of both
(Backward) feet together and down)
3 3 Step Turn R-Sw, R-C to L (Pivoting halfway R), 1, 2, 3
R-in place (Pivoting R halfway R), L-
1, 2, 3
Sw, R-C to L, L in place

4 Natural Turn Male: R-Fw (with the heel), L-Fw 1, 2, 3

(Movements (with a quarter turn R, on toes), R-C
1, 2, 3
are done sim- to L (feet then down), L-Sw (with the
ultaneously) heel), R-quarter Bw R (with the
toes), L-C to R (feet together and
down)

19 PIVOT 4A CALABARZON PE G9
 5 Reverse Turn Male: L-Fw (with the heel), R-Fw 1, 2, 3
(Movements (with a quarter turn Bw L on toes), L
1, 2, 3
are done sim- -C to R (feet down), R-Sw (with the
ultaneously) heel), L-quarter Bw L (with the toes),
R-C to L (feet together and down)

Female: R-Bw (with the heel), L-Bw 1, 2, 3

(with a quarter turn Bw L on toes),
1, 2, 3
R-C to L (feet down), L-Sw (with the
heel), R-quarter Bw L (with the
toes), L-C to R (feet together and
down)

Suggested Waltz Video Clip Tutorial

( Scan QR code to easily access the link)

Waltz Reverse and Natural turns

https://www.youtube.com/watch?v=l4OiaoSfWjY

Waltz Basic Steps | Natural and Reverse Turns, Closed Change

https://www.youtube.com/watch?v=WWpOlYmtyzU

First Aid for Minor Dance Injuries

Blisters
If the blister is small and not broken, do not pierce to reduce the
chance of infection. Instead, carefully clean the blister with water and
pat it dry. Cover it with an adhesive bandage. The hydro colloidal
dressing will absorb fluid from the blister.

PIVOT 4A CALABARZON PE G9 20
 Bruises, Strains and Sprains
Apply R.I.C.E.
Rest - take a break from performing.
Ice - cold will decrease pain and swelling. Apply ice pack for 15 minutes,
every two hours for 24 hours, then for 15 minutes every four hours for the
next 24 hours. Apply heat to the area that hurt if the swelling is gone. Do
not directly apply cold or heat to the skin. Use a towel over the cold or heat
pack before applying it to the skin.
Compress - Compress or wrap the injury using the elastic bandage, firmly
to extend well beyond the injury. If you think you need to use the wrap for
48 to 72 hours, its means serious problem is present.
Elevate - Elevate or raise the injured part above the level of the heart to
minimize swelling, while applying cold or heat pack. If the arm is injured,
support it with a sling. If it is a small joint injuries, use an elastic bandage.

E
Learning Task 4:
4.1. Discuss the nature and background of social dances and dance mixers
using the graphic organizer below. Do this in your notebook.

Social Dances
and
Dance Mixers

21 PIVOT 4A CALABARZON PE G9
 4.2. Answer the given questions in your notebook.

1. What do you think is the role of social dances and dance mixers in this
world dominated by technology advancement?

2. Do you think social dancing and dance mixers are still relevant nowadays?
Why?

3. How do social dances and dance mixers contribute to the fitness and
community building?

4. If you were an ambassador of fitness, how will you promote social dances?

4.3. Draw a formal, Latin, and semi-formal wear that you wish to wear as a
social dancer. Write a short description about it. You may ask help from your
parents or siblings. Do this on a bond paper on in your notebook.

My Formal Wear My Latin Wear My Semi-formal

Wear

Criteria for Rating

Art elements (color, balance and line) 40%

Originality of the design 40%
Neatness 20%
TOTAL 100%

PIVOT 4A CALABARZON PE G9 22
Learning Task 5:
As stated in the text that you have just read, social dancing has
contribution in fitness of an individual. This means that dancing can be part
of your fitness program.
In your previous lesson, your teacher already discussed that in
planning your own fitness program, you have to consider FITT (F - Frequency,
I - Intensity, T– Time, T– Type) principle. Intensity is one of the most important
fitness principles because it pertains to the level of exertion and is closely
monitored through your heart rate. In order to receive maximum
cardiovascular benefits, you should dance at an intensity that raises your
heart rate from 60% to 80% of your PMHR (Predicted Maximum Heart Rate).
However, if you have a special condition, you should consult your doctor
before proceeding to your fitness regimen.
To determine your THR (Target Heart Rate) range, follow the steps
provided and you’ll determine your own PMHR and THR which you could use
the intensity of your dancing activity and raising it to a higher level, if
necessary.
STEP 1: Find you PMHR in beats per minute by subtracting your age from
220:
220 - __________ = (Your Predicted Maximum Heart Rate)
Example:
220 - 15 = 205 (PMHR of a 15 year-old individual)

STEP 2: Work out your lowest Target Heart Rate that you need to aim for
during the exercise by multiplying your PMHR by 60% (or .6):
_____ (PMHR) x 60% (or .6) = (Lowest Target Hear Rate)
Example:
205 x .6 = 123 beats/minute
(Lowest THR of 15 year-old individual)
STEP 3: Work out for your Highest Target Heart Rate that you can aim for
during the exercise by multiplying your PMHR by 80% (or .8):
_____ (PMHR) x 80% (or .8) = (Highest Target Hear Rate)
Example:
205 x .8 = 164 beats/minute
(Highest THR of 15 year-old individual)

23 PIVOT 4A CALABARZON PE G9
 This will give an idea of the intensity or level of exerted effort you are
pouring into your dancing.

5.1. In lined with the short discussion about computing the LTHR and HTHR
for determining the intensity or level of exercises, apply it by creating a fitness
program. Do this activity in your notebook.

Sample program

Name:______________________________ Section: ________________

My Personal Social Dancing Program

FREQUENCY INTENSITY TIME TYPE

(Identify days (Light, moder- (Amount of (Nature of Ac-
in a week for ate, heavy/ time spent for tivity)
your activity) vigorous) the activity)

3 times/week Moderate In- 30-45 min./day (Aerobic Exer-

tensity (Refer to cise Specific to
the RPE chart Dance)
for reference of
how intense
your dancing
activity is)

Present Foods to Minimize Eating ( ):

BMI:_____ Classification:__________ (If Reducing Weight)

Target BMI in 2 Weeks:_____________

Target Classification in 2 Weeks:_______ Foods to Add Intake With ( ):

(If Increasing Weight)

PIVOT 4A CALABARZON PE G9 24
5.2. Schedule your exercise using the activity log below. Do this in your
notebook.
My Activity Log

Time Sun Mon Tue Wed Thu Fri Sat

6:00 - 7:00 AM

7:00— 8:00 AM

8:00—9:00 AM

9:00—10:00 AM

10:00—11:00 AM

11:00—12:00 NN

12:00—1:00 PM

1:00—2:00 PM

2:00—3:00 PM

4:00—5:00 PM

5:00—6:00 PM

6:00—7:00 PM

7:00—8:00 PM

8:00—9:00 PM

25 PIVOT 4A CALABARZON PE G9
 5.3. In your notebook, make a two-week fitness diary. The content of your
diary should be your journey in performing your fitness program. Use the
format below for your fitness diary.

Date: ______________
Day: ____________
My fitness Journey
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_________________________________________________________

Answer the given questions in your notebook.

1. Why do think it is important to know your PMHR in creating fitness
program?

2. How will you attain your fitness goal?

3. Is it necessary to be physically fit nowadays? Why?

4. How do you think your knowledge and understanding of making a fitness

program will help to improve your confidence?

PIVOT 4A CALABARZON PE G9 26
Learning Task 6:
6.1. Using the graphic organizer below, discuss the step by step procedure in
giving first aid for the strains and sprains injuries. Do this activity in your
notebook.

6.2. Create a demonstration video (optional) of performing first aid for bruises,
strains and sprain injuries. Submit your demonstration video in the e-mail, or
in the Facebook messenger of your teacher. You may ask for help from your
parents, siblings or teacher.
Criteria for Rating

Creativity 40%
Content 40%
Technical Organization 20%
Total 100%

27 PIVOT 4A CALABARZON PE G9
 6.3. Answer the given questions in your notebook.
1. How important is first aid?

2. What do you think is the best behavior a first aid responder should
possess? Why?

3. Why you should know how to give first aid?

6.4. It’s about time to show your talent in dancing. Pretend that you have a
partner and practice the given basic combinations of Cha - cha - cha and
Waltz. Using your phone or any video recording device record your
performance and send it to your teacher through e-mail or Facebook
messenger. Any problem that you may encounter in this activity, kindly tell it
to your teacher.
Cha-cha-cha

Combinations Male (Start with L Female (Start with R

Fw) Bw)
3, 4, 1, 2 1, 2, 3, 4
1 3, 4, 1, 2 1, 2, 3, 4
3, 4, 1, 2 1, 2, 3, 4
3, 4, 1, 2 1, 2, 5, 4

3, 4, 7, 8, 2 1, 2, 6, 7, 4
3, 4, 1, 2 1, 2, 3, 4
2 3, 4, 7, 8, 2 1, 2, 6, 7, 2
3, 4, 1, 2 1, 2, 3, 4
3, 4, 7, 8, 2 1, 2, 6, 7, 2

Source: Physical Education and Health Learner’s Material Grade 9

Department of Education

Refer to page 18 to know the dance steps that correspond to the numbers.

PIVOT 4A CALABARZON PE G9 28
 Waltz
Combinations Male (Start with L Fw) Female (Start with R
Bw)

box waltz 1, 2 (3x) 2, 1 (3x)

3 Step Turn 1, 2 (Raising L arm as 3 (Raising L arm while

the female turns) turning R about)

box waltz 1, 2 (3x) 2, 1 (3x)

3 Step Turn 1, 2 (Raising L arm as 3 (Raising L arm while

the female turns) turning R about)

Reverse Turn 5 5

Reverse Turn 5 5

box waltz 1, 2 (3x) 2, 1 (3x)

3 Step Turn 1, 2 (Raising L arm as 3 (Raising L arm while

the female turns) turning R about)

Source: Physical Education and Health Learner’s Material Grade 9

Department of Education
Refer to pages 19 - 20 to know the dance steps that correspond to the number.
Criteria for Rating

Indicators of Performance O VS S NI P

5 4 3 2 1
1.Performs the step patterns correctly with
mastery.

2. Performs the step patterns correctly, with

mastery and proper counting.

3. Displays grace while doing the movements

4. Fosters respect and courtesy towards partner

and activity.

Source: Physical Education and Health Learner’s Material Grade 9 Department of

Education
29 PIVOT 4A CALABARZON PE G9
 Answer the given questions in your notebook.

1. If you will rate your performance, what will be your score? Why?

2. How was the experience in performing an example of Latin American dance?

3. Which dance step/s did you like most? Why?

6.5. Draw a poster that shows how important social dances and dance mixers
are for you as a teenager. Do this on a bond paper or in your notebook.

Criteria for Rating

Criteria O VS S NI P

5 4 3 2 1
1. Originality

2. Relevance to the theme

3. Artistic composition

4. Presentation

PIVOT 4A CALABARZON PE G9 30
A
Learning Task 7:
Test I. Write the letter of the correct answer in your notebook.
1. Which of the following is an example of Latin American dance
a. Waltz b. jive c. Foxtrot d. tango
2. Which dances are primarily intended to get to know other people in a
certain formal or semi-formal occasion?

a. ballroom dances b. dancesport

c. festival dances d. social dances

3. It is the general term that pertains to the DOs and DON’Ts in social
dancing.
a. behavior b. character
c. dance demeanor d. dance etiquette

4. Which of the following is the best attire for males in Modern Standard
Dances?
a. black/white shirt b. black/white long sleeves
c. black/white sweat shirt d. coat and tie

5. Social dancing can prevent some diseases caused by being not physically
active lifestyle, if it is regularly performed. Which of the following does NOT
belong to the group?
a. diabetes b. lung cancer
c. obesity d. weight gain

6. Which of the following best describes the purpose of 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

31 PIVOT 4A CALABARZON PE G9
7. What is the best way to use your knowledge and skills learned in social
dancing to promote or enhance your community’s fitness?

a. I will show skills through an intermission number with my partner

during fiestas.

b. I will make social dancing as my lifetime fitness activity.

c. I will share my knowledge and skills through 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.

8. 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 cure lifestyle diseases.

c. The help prevent sedentary lifestyle-related diseases.

d. They develop one’s talent in dancing.

9. Where did Tango originate?

a. Argentina b. Austria

c. Cuba d. Vienna

10. Which does not belong to the group?

a. Wear appropriate dancing attire

b. Insist in executing difficult dance steps including aerial combinations

with your partner

c. Ask someone promptly if you wish to dance with him or her

d. Always follow counterclockwise as line of direction social dancing

11. Aside from fitness, which of the following can be developed if one engages in

social dancing activities?

a. respect b. sense of community

c. courtesy d. all of them

PIVOT 4A CALABARZON PE G9 32
12. What does the given statement want to imply?
“May I have this dance?”
a. A boy who treats a girl with respect even in dancing.
b. A boy forcing a girl to dance.
c. A boy with no one to dance with pleading.
d. A boy who wishes to dance with somebody.

13. Which statement does not describe the importance of social dances?
a. We face different challenges everyday so we have to keep ourselves fit
all the time to overcome them.
b. Everyone needs to be physically fit to meet daily physical challenges.
c. One can influence the community fitness consciousness effectively if
he or she fosters fitness and well-being.
d. To be a good athlete or player in a certain sport.

14. Describe what happens if an individual doesn’t have a physically active

lifestyle?
a. He/she is prone to weight gain, obesity which may lead to diabetes
and other cardiovascular diseases.
b. He/she will not be physically fit.
c. He/she will become sickly.
d. He/she will become fat.

15. In social dancing, a male leads while a female follows. What values can be
developed in such training?
a. leadership b. obedience
c. respect d. all of them

33 PIVOT 4A CALABARZON PE G9
 B. Complete the table below. Write your answers in your notebook.

Name of Steps Step Pattern Counting

New York 1. 2.

Spot turn 3. 4.

Alemana Turn 5. 6.

Rock step 7. 8.

Natural turn 9. 10.

3 step turn 11. 12.

C. Describe the following in your own words. Write your answers in your
notebook.

1. Cha-cha cha
2. Jive
3. Rumba
4. Paso Doble
5. Samba
6. Waltz
7. Quickstep
8. Tango
9. Dance mixers
10. Dancesport

PIVOT 4A CALABARZON PE G9 34
D. Compare and contrast the social dance from the Dancesport. Use the Venn
diagram for your answer. Do this in your notebook.

Social Dances Dancesport

Similarities

Learning Task 8:
A. Relate the quotation in the lesson. Write your answer in your notebook.

“Life is beautiful not because of the things we see or do. Life is

beautiful because of the people we meet.”
- Simon Sinek -

35 PIVOT 4A CALABARZON PE G9
 B. Complete the statements below. Write your answers in your notebook.

In this lesson, I realized that _________________________________________.

In this lesson, I learned that _________________________________________.
In this lesson, I discovered that ______________________________________.
I will use the knowledge, skills and values that I have gained from the lesson
by ______________________________.

PIVOT 4A CALABARZON PE G9 36
PIVOT 4A CALABARZON PE G9 37
(A) Learning Task 7
Test I
1. Step L across R in Front, Step R in Place,
Chasse L Sw, Step R over L in Front, Chasse
R Sw
Step R across L in Front, Step L in
Place, Chasse R Sw, Step L over R in
Front, Chasse L Sw
2. 1, 2, 1 and 2
1, 2, 1 and 2
3. Same with Alemana Turn but done Sw-
leading to a chasse Bw
4. 1,2
5. L-Fw (Pivot Halfway Turn R), R-Fw (Pivot
Halfway Turn R) leading to a Chasse L Bw (A) Learning Task 7
5.1,2 Test I
6. R-Bw, L-Fw 1. B
L-Fw, R-Bw 2. D
7. 1,2 3. D
8. Male: R-Fw (with the heel), L-Fw (with a quar- 4. B
ter turn R, on toes), R-C to L (feet then down), L- 5. B
Sw (with the heel), R-quarter Bw R (with the
toes), L-C to R (feet together and down) 6. C
9. R-Fw (with the heel), L-Fw (with a quarter 7. D
turn R, on toes), R-C to L (feet then down), L-Sw 8. C
(with the heel), R-quarter Bw R (with the toes), L
9. A
-C to R (feet together and down)
10. B
10. 1,2,3 1,2,3
11. D
11. R-Sw, R-C to L (Pivoting halfway R), R-in
place (Pivoting R halfway R), L-Sw, R-C to L, L in 12. D
place 13. D
12. 1, 2, 3 14. A
1, 2, 3 15. D
Key to Correction
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8
Week 5 LP Week 6 LP Week 7 LP Week 8 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.

PIVOT 4A CALABARZON PE G9 38
 References

Doria J. P., Gonzales M. C. et.al. (2017). Physical Education and Health Learner’s
Material Grade 9 Department of Education. Meralco Avenue, Pasig City

Benavinte R. P., Domingo F. A. et.al. (2013). Physical Education and Health Learn-
er’s Module Grade 8 Department of Education. Meralco Avenue, Pasig City

Lagyap C. M., Bulalacao F.B. et.al (2017). Physical Education and Health Learn-
er’s Material Grade 7 Department of Education. Meralco Avenue, Pasig City

39 PIVOT 4A CALABARZON PE G9
For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, locals 420/421

Email Address: [email protected]