Republic of the Philippines

LEYTE NORMAL UNIVERSITY

COLLEGE OF EDUCATION
Paterno St., Tacloban City

VISION

A globally recognized university of education, management, arts and sciences geared towards the inclusive growth and sustainability of
society.

MISSION

To produce globally recognized human capital along teacher education, management, arts and sciences responsive to the development
needs of the society.

GOALS

To produce world class educators and education leaders imbued with ideals, aspirations, values, and traditions of the Philippine life that
can adopt to the challenges of the world.,

OBJECTIVES

The College of Education (COE) offers programs designed to produce teachers who possess:
1. General and specialized knowledge, skills, expertise, and advance studies in education and allied course;
2. Strong commitment to the attainment of personal, professional and ethical attributes of an educator;
3. Full understanding of the application of varied instructional process, methodologies, and in the production of
learning
support materials in contextualized and localized settings;
4. The ability to produce innovations and other alternative delivery modes to improve instruction and learning;
and
5. The skill and capability to undertake research findings of which can be used as inputs to policy formulation
and improvement of instruction practices.
 Republic of the Philippines
LEYTE NORMAL UNIVERSITY
COLLEGE OF EDUCATION
Paterno St., Tacloban City

COURSE SYLLABUS-OUTLINE in PATHFIT-IV

“PHYSICAL ACTIVITIES TOWARDS HEALTH AND FITNESS IV”

Course Objectives/Outcomes

At the end of the semester, the students are expected to:

1. Gain an understanding of LNU and the College of Arts and Sciences’ vision, mission, goals, and objectives;
2. Demonstrate rhythmic and movement skills through basic dance exercises that align with the principles of recreational
dance.
3. Showcase basic movements and sequences in recreational dance with accurate rhythm, coordination, and spatial
awareness.
4. Execute basic movements and sequences characteristic of Zumba, dance aerobics, or other fitness-oriented dance styles
with rhythm, coordination, and proper technique.
5. Perform basic cheerdance movements, stunts, and formations with proper technique, rhythm, and synchronization.

I. COURSE CODE: PATHFit IV

II. COURSE TITLE: Physical Activities Towards Health and Fitness IV
III. COURSE CREDIT: Two (2) Units
IV. PRE-REQUISITE: PATHFit I, II & III

V. COURSE DECRIPTION:
Dance is a recreational activity that advocates creativity and improves rhythmic skills. The course introduces the nature
of dance and its fitness benefits. It involves the fundamental techniques that include movement skills. Through skills training,
exercise drills, dance participation, and independent or self-directed physical activities, fitness levels will be enhanced. In
conjunction with this, fitness levels, physical activity participation, and dietary/eating patterns are ensured to aid one’s
progress to achieve an individual’s personal fitness and dietary goals from the previous PATHFit courses.
 After the class discussion and demonstration, the I. Introduction to Dance as a Week 2-8
students are expected to: Recreational Activity
(14 hours) ● Lecture-Demonstration ● Rubric for
• Dance for creativity on dance for creativity evaluation of
and fitness and fitness performances in
1. Explain the definition, history, and
evolution of recreational dance, and • Rhythmic and Unit I and Unit II.
analyze its significance in promoting movement skills ● Creative Movement
health, fitness, and creativity. development
Exploration on the basic
2. Appreciate the value of dance as a creative ● Movement
body movements;
and recreational activity by reflecting on its Performance
impact on personal well-being and social locomotor and non-
interaction. locomotor Assessment in
II. Fundamental
3. Demonstrate rhythmic and movement Techniques in Dance rhythmic and
skills through basic dance exercises movement skills
that align with the principles of ● Drill exercises to master development
recreational dance. • Basic body
rhythm and timing of the
4. Perform basic movements and movements in dance:
dance
sequences in recreational dance with locomotor and non- ● Improvisation Task
accurate rhythm, coordination, and locomotor skills.
spatial awareness. • Rhythm and timing in
dance. ● Group Creative
Output

MIDTERM
Week 9 • Field
Demonstration
EXAMINATION (2 hours)

At the end of this unit, students are able to: III. Introduction to dance Week 10-17 ● Lecture with visual aids ● Rubric for
aerobics, and other regarding Unit II- Dance evaluation of
1. Discuss the principles and benefits of Zumba, (16 hours) aerobics and other fitness-
fitness-oriented dance performances in
dance aerobics, and other fitness-oriented oriented dance styles.
dance styles in promoting overall health and styles. Unit III and Unit IV.
fitness. • Designing personal
2. Perform basic movements and sequences dance fitness routines. ● Small group activity in
characteristic of Zumba, dance aerobics, or designing personal dance ● Individual
other fitness-oriented dance styles with fitness.
 rhythm, coordination, and proper technique. IV. Cheer Dance performance
3. Demonstrate enthusiasm and a positive • History of Cheer Dance ● Presentation of designed assessment of the
attitude toward engaging in dance fitness • Safety Precautions personal dance fitness basic arms, hands
programs by actively participating in sessions (before, during and
and valuing peer feedback. and feet positions.
after)
4. Demonstrate knowledge on the cheerdance ● Lecture with visual aids
• Basic Arms/Hand and
history, safety protocols, and performance regarding unit IV-Cheerdance
Feet Positions ● Group
elements. • Basic Stunts and
5. Show enthusiasm and respect for teamwork, Formations Performance Tasks
● Demonstration sessions
collaboration, and the discipline required in of the Cheerdance
about the basic arms, hands
cheerdance. Routine.
and feet positions
6. Perform basic cheerdance movements,
stunts, and formations with proper technique,
● Choreography exercise
rhythm, and synchronization.
(cheerdance choreography)

FINAL
Week 18 • Cheerdance
Demonstration
EXAMINATION (2 hours)

GRADING SYSTEM

Attendance 10%
Practical Examinations 40%
Major Examinations 50%
TOTAL 100%
REFERENCES

American Sport and Fitness Association. (2023, May 15). How to create the perfect dance workout plan. American Sport and Fitness.
Britannica. (n.d.). Dance. In Britannica.com.
Cheerleading Safety. (n.d.). Pop Warner.
Cheerleading Safety. (n.d.). Pop Warner.
Cheerleading Stunt History. (n.d.). Epic Sports.
Cheerleading Stunt History. (n.d.). Epic Sports.
Institute of Personal Trainers. (2023, June 10). Personal training programming: Designing beginner workouts. Institute of Personal Trainers.
List of Cheerleading Stunts. (n.d.). Wikipedia.
National Dance Education Organization. (n.d.). About Dance & Dance Education.
Perez, A. (2023, January 27). The origins and staying power of Zumba. Zumba.
Price, K., & Bennett, B. (2003). Rhythmic activities and dance (2nd ed.). Human Kinetics.
Safety Tips: Cheerleading (for Teens). (n.d.). Nemours KidsHealth.
Stevens, L., & Milligan, D. (2016, March 29). Recreational Dance. In The Canadian Encyclopedia.
Study.com. (n.d.). Categories of Rhythmic Activities.
The Physical Educator. (n.d.). Teaching Rhythm and Dance In Physical Education.
Verywell Fit. (2018, September 17). What is Zumba? Pros, cons, and how it works. Verywell Fit.
Verywell Health. (2024, December 1). How Dancing Can Keep Your Brain Young and Your Body Strong

Prepared by:

MS. DHOVIE MAE P. FERNANDO

PATHFIT- IV Course Instructor, BPED Program
January 16, 2025