Health Optimizing Physical Education 3 PDF

Senior High School Health Optimizing Physical Education 3 Quarter 1 – Module 5: Cheer Dance for Fitness SELF-LEARNING MODULE CO_Q1_HOPE3_Module 5 PE and Health – Grade 12 Alternative Delivery Model Quarter 1 – Module 5: Cheer Dance for Fitness Fi...

Senior High School Health Optimizing Physical Education 3 Quarter 1 – Module 5: Cheer Dance for Fitness SELF-LEARNING MODULE CO_Q1_HOPE3_Module 5 PE and Health – Grade 12 Alternative Delivery Model Quarter 1 – Module 5: Cheer Dance for Fitness First Edition, 2021 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 (i.e. pictures, photos, brand names, trademarks, etc.) included in this module 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 authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Marnelli P. Marges Editor: Lea Roshena B. Manlugon Reviewers: Janice O. Decorion/ Fritz A. Caturay/Jerry Punongbayan Illustrator: Harlene I. Lagmay Layout Artist: Mark Ronell D. Bernaldez Mangement Team: Schools Division Superintendent: Rommel C. Bautista Assistant Schools Division Superintendent: Galileo L. Go / Randy D. Punzalan CID Chief: Elpidia B. Bergado Division EPS in MAPEH: Myra Lyn T. Bergunio Division EPS In Charge of LRMS: Noel S. Ortega Division ADM Coordinator: Josephine M. Monzaga Printed in the Philippines by Department of Education – Division of Cavite Province Office Address: Capitol Compound, Barangay Luciano Trece Martires City, Cavite Telefax: (046) 419-1286 / 4190328 E-mail Address: [email protected]  12 PE and Health Quarter 1 – Module 5: Cheer Dance for Fitness Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort. Introductory Message For the facilitator: Welcome to the PE and Health Grade 12 Alternative Delivery Mode (ADM) Module on PE and Health! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the knowledge in PE and Health while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. For the learner: Welcome to the PE and Health Grade 12 Alternative Delivery Mode (ADM) Module on PE and Health! The main goal of this module is to help you better understand the relationship of health behaviors to health risks factors and physical activity assessment performance. It will also help you to understand that fitness and exercise are very important in optimizing one’s health as a habit and as requisite for physical activity assessment performance, and as a career opportunity. You are expected to finish answering all the activities in this module before you move to the next competency needed in this subject. This module includes pre-test, post- test, lessons, and activities which will help you better understand health behaviors. This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correctly (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. In this portion, the new lesson will be What’s New introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. This section provides a brief discussion of What is It the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions, diagrams, and activities to be answered to process what you learned from the lesson.  What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instructions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and in checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it.  What I Need to Know This module was designed and written with you in mind. It is here to help you master the different ways by which information from everyday life may be acquired. The scope of this module permits it to be used in many different learning situations. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is for Lesson 5 titled as follows: Lesson 5 – Cheer Dance for Fitness Learning Competency: Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort.. Code: PEH12FH-llk-t-9 After going through this module, you are expected to: 1. describe the nature, movements and health benefits of cheer dancing; 2. create a simple work out program using cheer dance; 3. analyze physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort; and 4. show appreciation on the value of dancing in the improvement and maintenance of your health and fitness.  What I Know Learning Task 1 Directions: Identify whether the statement given is correct or not. If the statement is correct, write TRUE on the space provided before each number. If not, write the word that makes the statement incorrect. 1. Warm-up is an essential part of any physical activity. 2. Drinking water before doing warm-up activities is not a must. 3. Checking one’s pulse rate is important before, during and after physical activity. 4. FITT principles is not significant part in designing one’s activity. 5. Rest should only be given when the physical activity is vigorous. 6. Following instructions in every activity should be considered for safety purposes. 7. Proper diet will give the body enough energy for any physical activity. 8. Drink water only when you are thirsty. 9. It is fine to wear slippers during a physical activity because it’s comfortable. 10. Find the proper venue for the planned dance activities. What’s In Learning Task 2 During your PE 10 you have performed cheer dancing. We will see if you can still remember the basic movements and formations used in cheer dancing. Let’s begin. Identify the given cheer dance movements. Write your answers on your paper. A. B. C.  What’s New Learning Task 3 Are you familiar with these logos? Answer briefly the following questions. Write your answers on your paper. Photo credit: NCAA logo: https://www.kindpng.com/imgv/iRJibhR_ncaa-logo- philippines-hd- pngdownload/ UAAP logo https://en.wikipedia.org/wiki/University_Athletic_Association_of_the_P hilippines#/ media/Fil e:Logo_of_University_Athletic_Association_of_the_Philippines.svg What comes to your mind when you see these logos? What do you think is the highlight of these two big Athletic Association in the Philippines? Have you watched any event hosted by these Athletic Associations in the Philippines? If YES, what is that event?  Lesson Cheer Dance for 5 Fitness What is It What is Cheer dance? Cheer dance is coined from the words cheer and dance. To cheer is to shout out words or phrases that may help motivate and boost the morale of a playing team and perform better during a game. Dance on the other hand, is physical activity where one expresses emotions or gestures while performing bodily movements usually in time with rhythm. Meanwhile, Cheerleading is the performance of a routine, usually dominated by a gymnastic skill such as jumps, tumbling skills, lifts and tosses combined with shouting of cheers and yells to lead the crowd to cheer for a certain team during a game or sport. Therefore, Cheer dancing is rooted from cheerleading (Aparato, et.al. 2017). History of Cheer dance Cheerleading dates to the 1860s, in Great Britain, and entered the US in the 1880s. Although women currently dominate the field, cheerleading was begun by men. Princeton University, in 1884, got the idea that crowd chanting at football games would boost school spirit so they came up with a catchy cheer. On November 2, 1898, University of Minnesota student Johnny Campbell led an organized cheer at a football game between Minnesota and Princeton University, as you might say he was the first actual “cheer leader”. In 1903, the University of Minnesota organized the first cheer fraternity called Gamma Sigma. They likely used a megaphone to project their voices.  In the 1920s women became involved in cheerleading. The yellers sported ankle-length skirts and varsity sweaters. Female cheer squads began to include gymnastics, dance and other showy stunts into routines, and in the 1930s cheers were aided by the use of paper pom- poms. By the 1940s women were mainly leading the cheers and routines took on a voice of their own (https://cheer.epicsports.com/cheerleading- history.html). Elements of cheer dance routine 1. Dance techniques – it can be contemporary dance techniques, others incorporate several techniques such as jazz, hip-hop, modern dance, contemporary ballet and ethnic or folk dance. Sample video: https://www.youtube.com/watch?v=hAN_Gyx7DYo 2. Elements of cheers – cheers are coordination of organized words and movements relating to an athletic event. Cheer motions are also used to lead the crowd and emphasize words for crowd response. These are made up of hand, arm and body positions. Sample video: https://www.youtube.com/watch?v=vyle91qOAYQ  Bucket Candlestick Blade Arms are straight with Arms are straight with Arms are straight fist facing down as if fists facing each other sideways, open palm holding the handle of as if they are holding a and fist facing down a bucket in lit candle in and fingers must stick each hand. each hand. together. Clap Clasp Strike palms together in Clasp hands together in front front of the chest. of the chest. Figure 1. Hand Positions  High Low V T Motion Half T V Arms are extended Arms are extended Both arms are Both arms are parallel upward forming a “V”. downward forming a extended to “V” straight out to the the ground and bent side and parallel to at the elbows, fists the ground. into shoulders. Touchdown Low Touchdown Bow and Arrow Muscle s Arms are extended Arms are extended One arm extended to From the T motion, straight and parallel straight down and side with the other rotate your arms so to each other, fist parallel to each other, arm bent at elbow in that the fingers of your facing in. fist facing in. a half “T” motion. fist face upwards. Bend both arms so that your forearms are vertical, facing up.  L Motion Diagonal K Motion Chec k One arm is raised One arm is extended Extend one arm in a Extend one arm into a High upward; the other arm is as in High V motion High V motion while V motion, keeping your raised on the side of the and one arm is in a the other arms holds a thumbs facing out and shoulder level. Low V motion. Low V position but us pinkies facing back. The crossed over the body. other arm should go into a position similar to the Low Touchdown motion but instead of pointing your fist down, you should bend your elbow so that your forearm is pointing away from the body at a 45 degree angle. Check can be done as a right or left move. Dagge Punc S Motion O Motion r h Both arms are bent, Extend one arm Pull the arm into a Pull both arms straight up clenched fists facing straight up. The other Touchdown motion then into a Touchdown then each other parallel to arm is resting on the bend elbow so the bend the elbows so that the shoulders. hip with a hand in a forearm moves in toward both forearms angle in fist.That elbow should the head and rests toward the body above the be pointing to your side diagonally in front of head. Cross the left arm in forehead. Drop the left front of the rigth arm at arm into a Low the wrists then open the Touchdown then bend right fist and wrap fingers elbow so the forearm around the back of the left moves in toward the wrist. body and rest diagonally in front of the stomach. Figure 2. Arms Positions  Beginning Stance Cheer Stance Hands on Hips Stand up straight with your Stand up straight with your Stand up straight with your shoulders back, keep your head shoulders back, keep your shoulders back, keep your up and face forward.Your legs head up and face forward. head up and face forward. should be together with feet Legs should be further than Legs should be further than facing forward. Arms can be shoulder width apart with shoulder width apart with either straight and against your your feet facing forward. your feet facing forward. Make side. Position arms tightly against fists of both hands and bring your sides, keeping them them up to rest on your hips straight and extending fingers or upper thighs. Thumbs with palms facing in. should be facing back and pointing down. Both elbows should be pointing outward. Side Front Lunge Side Lunge Hip Stand facing to the side then Step forward with one foot and Your legs should just be turn your upper body to face place that foot flat on the further than shoulder width forward. Your inside arm will ground. Bend your forward leg apart with your feet facing cross over your abdomen and slightly at the knee while forward. Bend one leg at the your hand will rest on the keeping your back straight. knee while at the same time opposite hip. Outside arm will You can angle the back foot turning that foot out and rest over the other hand in a slightly away from your body away from your body. You relaxed hand on hip position to help you keep balance. can angle the straight foot with the elbow pointing out.Pull slightly away from your body outside leg so that on your other side to help you the knee is slightly bent and keep balance. you are up on your toes. Figure 3. Body Positions  3. Basic gymnastics skills – cheer dance incorporates simple gymnastics skills such as jumps and tumbling to add to the thrill of the game and the effect of the routine. a. Jumps – it requires stamina, strength and flexibility and they greatly improve areas in cheer dance routine (Carrier & Mckay, 2006) as cited by Aparato, et.al. The following are the elements of a jump:  Approach – the first stage of a jump.  Lift – occurs after a cheerleader leaves the ground.  Execution – is hitting a jump at its peak or maximum height.  Landing – involves whipping of the legs and feet together to end with a small rebound. Knees are slightly bent when touching the ground to absorb the weight. Sample video: https://www.youtube.com/watch?v=tI8ZihNUpOc Tuck Spread Eagle Toe Touch Legs in front while knees Swing and jump with arms It is one of the most tucked to the chest. Closed doing high “V” figure and common jumps used in fist and arms spreading legs apart. Knees facing cheerleading. Legs are forming “T” or “V” figure. forward but not toward the straddled, straight and sky. parallel to the ground forming “V” figure. Knees face the sky, toes pointed, arms form “T” position, closed fist and must not touch the toes despite the name. Pike Front Hurdle Side Hurdle Legs are straight together One leg is straight facing forward (front hurdle) or facing and parallel to the ground. outward (side hurdle) with arms forming “T” figure. The other Toes are pointed, arms are leg is bent, knees facing the ground (front hurdle) or facing straight reaching the front forward (side hurdle). while hands are in closed fist. Figure 4. Jumping Skills  b. Tumbling – is the execution of acrobatic movement such as rolls (forward and backward), stunts, handsprings on the floor or on the ground. Samplevideo: https://www.youtube.com/watch?v=DTqui8N9EN8&fbclid=IwAR0YKJ0 uODRWPrC HVpZaholD5MLRHL9Sjx1oBAPy15tBOt9LPVyrsS9fQK8 Forward Roll a-From a standing position, squat down with the hands on the ground b- tuck head with chin down c-roll unto the upper back and d- rotate onto feet continuing to a standing position. Backward Roll a-From a standing position, squat down continuing to a b- sitting position with hands placed close to ears and palms facing up c-roll backward while placing the weight of the body on both feet, d-continue through a squat position. Cartwheel a-With one foot in front b-stand on one foot and lean down until both hands are on the ground c-transfer weight from one hand to the other while driving legs above and over the body d- place one leg on the ground and continue through a standing position. Round-off a-From a standing position with one foot in front b-transfer weight to the hands while driving legs over the body c-bring the legs together in a handstand position d-follow by snapping down the legs finishing with a quarter turn ending up facing the opposite direction and continue through a standing position Figure 5. Tumbling Skills c. Stunts – these are commonly performed by flyers (usually female) with bases (male lifters and spotters. It is essential to know the proper execution of the stunts to secure the safety of both flyers and lifters.  Bases – these are the athletes (usually male cheer dancers) that hold, lift and toss a flyer up to the air during stunts. Bases must be strong and alert at all times. They make sure that flyer will land safely and secured.There is no gender requirement for a base.  Flyers – these are the athletes being held, lifted and tossed up to perform certain stunts in height or in the air. Female cheer dancers are usually assigned to be the flyers. They are usually but not always the smallest person in the group. They are flexible and balance efficient while being lifted up. Before performing air stunts, they must learn first the proper techniques.  Back Spots - they serves as the backbone for the stunt. They support the flyer and give her stability by holding either her ankle or her leg (depending on the stunt). Backspots also hold the responsibility of making the flyer lighter and therefore making basing easier for the other athletes on the floor with you. The backspot pulls up on the flyer, lifting weight off of the bases and in turn making the flyer appear to be lighter to hold. Figure 6. Stunts 4. Formations – they play a vital role in cheerdance since most of the cheer dance competitions are viewed from the top by the spectators. Formations may vary depending on the dancers and stunts choreographed. It is important to have creative formations that will create visual effects to enhance the dance routine. Synchronization must be observed in making formations in the cheer dance. Bowling Reverse Bowling Windows / Staggered Pin Pin Lines Diamond Diagonals Block Figure 7. Formations 5. Segments – cheer dance routines require a mixture of dance music and cheer segment in order kick off a routine. They may be arranged in any order depending on the squad’s choreography. The duration or length per segment also depends on the competition’s criteria.  Music section – plays a vital role in cheer dance routine as it sets the tone and pace as well as adds to the creativity of the choreography. It also motivates both the cheerleaders and the spectators.  Cheer section – this shows support for the school or program that the cheerleaders represent. There is no particular cheer style required as the style and pace depend on the competition’s guidelines. Cheer Dance is truly a difficult form of physical activity yet one among the most exciting. It consists not only of cheer and dance but gymnastics skills as well. Further, mental and physical preparation is at par important. The question now is, how will you know that you are in the right track in performing cheer dance? What is your pulse? Your pulse is your heart rate, or the number of times your heart beats in one minute. Pulse rates vary from person to person. Your pulse is lower when you are at rest and increases when you exercise (more oxygen-rich blood is needed by the body when you exercise). Knowing how to take your pulse can help you evaluate your exercise program. How to take your pulse? 1. Place the tips of your index, second and third fingers on the palm side of your other wrist below the base of the thumb. Or, place the tips of your index and second fingers on your lower neck on either side of your windpipe. 2. Press lightly with your fingers until you feel the blood pulsing beneath your fingers. You may need to move your fingers around slightly up or down until you feel the pulsing. 3. Use a watch with a second hand, or look at a clock with a second hand. 4. Count the beats you feel for 10 seconds. Multiply this number by six to get your heart rate (pulse) per minute. What is a normal pulse? Normal heart rates at rest:  Children (ages 6 - 15) 70 – 100 beats per minute  Adults (age 18 and over) 60 – 100 beats per minute What is maximum heart rate? The maximum heart rate is the highest heart rate achieved during maximal exercise. One simple method to calculate your predicted maximum heart rate, uses this formula: 220 - your age = predicted maximum heart rate.  Resting Heart Rate Chart for Men Above Below Age Athlete Excellent Good Average Poor Average Average 18-25 49-55 56-61 61-65 66-69 70-73 74-81 82+ 26-35 49-54 55-61 62-65 71-74 66-70 74-81 82+ 36-45 50-56 57-62 63-66 67-70 71-75 76-82 83+ 46-55 50-57 58-63 64-67 68-71 72-76 77-83 84+ 56-65 51-56 57-61 62-67 68-71 72-75 76-81 82+ 65+ 50-55 56-61 62-65 66-69 70-73 74-79 80+ Resting Heart Rate Chart for Women Above Below Age Athlete Excellent Good Average Poor Average Average 18-25 49-55 56-61 62-65 66-69 70-73 74-81 82+ 26-35 54-59 60-64 65-68 69-72 73-76 77-82 83+ 36-45 54-59 60-64 65-69 70-73 74-78 79-84 85+ 46-55 54-60 61-65 66-69 74-77 70-73 78-83 84+ 56-65 54-59 60-64 65-68 69-73 74-77 78-83 84+ 65+ 54-59 60-64 65-68 69-72 73-76 77-84 84+ Table 1. Resting Heart Rate Chart Source: https://www.pinterest.ph/badassgaines/fitness-training-zones- mhr-rhr-thr- formulascharts/ Heart Rate for Teens: Light Physical Activity: Slightly above resting up to 120 beats per minute (bpm) for most teens. Moderate Physical Activity: 120-140 beats per minute (bpm) for most teens. Vigorous Physical Activity: 140-180 beats per minute (bpm) for most teens.  What’s More Learning Task 4 I. Directions: Name the following movements. Write your answer on your paper. 1. 2. 3. 4. 5. II. Directions: Complete the given table by performing each given illustration above for five (5) times. Record your heart rate after each performance. Remain standing as you count your pulse using any of the techniques in the previous activity. Take a rest after each activity until your heart rate returns to the normal resting rate. Tasks Heart Rate 1. bpm 2. bpm 3. bpm 4. bpm 5. bpm  What I Have Learned Learning Task 5 Directions: Answer briefly the following questions. Write your answer on your paper. 1. How will you make a cheer dance routine in a solo performance? 2. Explain the importance of engaging in cheer dance activity with different levels of exertion. 3. Why is cheer dance important in promoting one’s health and fitness? What I Can Do Learning Task 6 Directions: 1. On your paper, write the different hand and body positions that you enjoyed most. Arrange them from moderate to vigorous. Each position can be repeated to create a pattern leading into a cheer dance routine. Choose your own music. 2. Create your cheer dance work out program for 2-3 minutes only for three times a week. (Note: consider your availability and capability) 3. Fill out the given table to monitor your progress. Name: Section: Heart Rate: Note: To take your heart rate, it should be done early in the morning. Locate you radial pulse and count the number of pulse beat for 10seconds then multiply by 6 to get your heart rate. DAY Intensity Time Pulse Rate Pulse Rate before after Activity Activity 1 2 3 Legend: Intensity Moderate/Vigorous Time - Duration  Assessment A. Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. What do you mean by the word “cheer” in cheer dance? A. To dance with the music C. To lift the flyer B. To jump as high as you can D. To shout out words or phrases 2. Which of the following describes a “Bucket”? A. A Jump C. A Leg Movement B. A Hand Position/ Movement D. A type of dance 3. Which move has your arms raised upward with a closed fist facing in? A. Candlestick C. Touch Down B. Half T D. Clap 4. What motion is made when the cheerleader raise one hand upward with a closed fist, then the other hand is raised sideways in shoulder level? A. K Motion C. L Motion B. T Motion D. Muscles 5. What is performed when from the T motion, you rotate your arms so that the fingers of your fist face upwards. Bend both arms so that your forearms are vertical, facing up. A. K Motion C. L Motion B. T Motion D. Muscles 6. What is the other term for “Toe Touch”? A. Straddle Jum A. Straddle Jump p C. Spread Eagle B. Pike Jump D. Tuck Jump 7. What do you call the kind of jump where legs are parallel to the ground and toes are pointed? A. Side Hurdler C. Toe Touch B. Front Hurdler D. Pike Jump 8. Which of the following is NOT part of a jump? A. Landing C. Preparation B. Lift D. Approach 9. Which of the following is a kind of basic tumbling? A. Back Tuck C. Handspring B. Cartwheel D. Layout 10. What do you call the coordination of organized words and movements relating to an athletic event? A. Cheers C. Stunts B. Dance Techniques D. Segment B. Directions: Arrange the following steps in getting the pulse beat by indicating the correct order from A-E. Write your answer on your paper. 1. Count your pulse for 15 seconds. 2. Using the first and second fingertips, press firmly but gently on the arteries until you feel a pulse on your wrist, just below the base of the thumb. 3. Multiply by four to calculate beats per minute. 4. Begin counting the pulse when the clock’s second hand is on the 12. 5. When counting, do not watch the clock continuously but concentrate on the beats of the pulse.  Answer Key References Books Agcaoili, J.K., Camarador R.O., Vibar, Angelita A.O., Lubis, F.T. (2017). Dance and Recreation for Health. Cronica BookHaus. Aparato, C.R., Talaroc-Brebante, Z.R., Fernando-Callo, L., Dajime, P.F. (2017). Physical Education and Health Volume II. Manila, Philipines: REX Book Store. Dimapilis, N.J.,Espeso, L.A., Gadilla, M.A (2009). College P.E.1 – Physical Fitness and Gymnastics. Intramuros,Manila:Mindshapers.Co.,Inc. Dinoso, C.P.(1998).Gymnastics Book. Quezon City:Rex Bookstore Mangubat, A.S., Tolitol, M.V., Urbiztondo, S.M., Vergara, L.A., (2016). HOPE 4 Health-Optimizing Physical Education-Recreational Activities. Quezon City:Vibal Group, Inc. Online Resources Balbido, N. (2018). Cheerdance. Retrieved from: https://www.slideshare.net/NoemiBalbido/cheerdance Cheerleading Info Center. (n.d.) Formations. Retrieved from: https://cheerleadinginfocenter.typepad.com/cheerleading_info_center/form ations.html DeChenne, A. (n.d.) Cheer. Retrieved from: https://www.pinterest.ph/adechenne/cheer/ GymnasticsHQ. (2013). 9 Basic Gymnastics Skills You Should Master. Retrieved from: https://gymnasticshq.com/9-basic-gymnastics-skills-you-should-master/ Maloney, M. (n.d.) Physical Education Resources. Retrieved from: https://www.pinterest.co.uk/towandteach/physical-education- resources/ McCartney, J. (n.d.) Cheering. Retrieved from: https://www.pinterest.ph/jenzabean/cheering/ Omni Cheer blog. (n.d.) The cheerleading guide to stances and motions for cheerleading. Retrieved from: http://blog.omnicheer.com/ebooks/MotionsStances.pdf Omni Cheer blog. (n.d.) The life of a cheer backspot. Retrieved from: http://www.chassecheer.com/blog/lifestyle/the-life-of-a-cheer- backspot/ Pinterest. (n.d.) Cheerleading Jumps. Retrieved from: https://www.pinterest.ph/pin/768919336356488917/?nic_v2=1a37G8L i7 Pinterest. (n.d.)Stunting Cheers. Retrieved from: https://www.pinterest.ph/pin/349169777341341264 For inquiries or feedback, please write or call: Department of Education - SDO Cavite Learning Resource Management Section Capitol Compound, Brgy. Luciano TreceMartires City, Cavite, Philippines 4109 Telefax: (046) 4191739 * (046) 4190328 Email Address: [email protected]