WARMING-UP in PRIMARY SCHOOLS
Introduction
Ask most children and young people why they need to warm up, and the majority will probably be able to give some appropriate reasons eg
‘so we don’t hurt our muscles’, ‘to start the blood pumping around our body’ and ‘to prepare our body for the activity we are about to do’. It
would seem that the ‘warming up’ message has been heard and understood to varying degrees dependent perhaps on the age and experience
of young people. We should celebrate this fact and be positive that it is almost up there with the ‘5-a-day fruit and veg’ message! However
once we start to make these types of analogy, we soon begin to realise that although there is widespread agreement that warming-up is good
practice, the messages about how this should be achieved are perhaps not quite so consistent. Those of us who teach or deliver activity to
children and young people should not become complacent by the seemingly wide acceptance of the importance of warming-up. We need to
continue to ensure that our own knowledge of warming-up is not only up-to-date, but also well-informed and to ensure that warming up
becomes increasinlgy purposeful, relevant, effective and safe for children and young people by developing and strengthening their
understanding and application of this process
What is a warm-up?
A warm up is a group of exercises which help children to prepare their bodies gradually for more vigorous physical activity. Gradually easing
the body into physical activity is more comfortable and reduces the likelihood of injury such as muscle strains.
What are the benefits of an effective warm-up?
It can:
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increase heart rate and blood circulation to meet increased energy demands of main activity
prepare joints and muscles to function efficiently
help to prepare the mind for the physical activity to follow
improve the transmission of nerve impulses in preparation for the specific physical activity
reduce risk of injury
What are the components of an effective warm-up?
A warm up should include:
Component
Controlled movements of the joints
Whole body activities to gradually raise
the body temperature and breathing and
heart rate
Whole body static stretches
(foundation/KS 1/lower KS2) – held still
for at least 6 seconds
Static stretches for specific muscles (by
end of KS 2) – held still for 6-10 seconds
Activities to prepare the brain for the
activity to follow
Examples of suitable activities
shoulder/arm circles changing between simple body shapes
drawing shapes or letters in the air with limbs
Travel in different pathways (eg jogging, skipping, stepping)
Dribble a ball
Follow-my-leader activities
Copy a motif led by the teacher
Stretch tall (lying or standing)
Stretch wide (lying or standing)
Curl small
Stretch for muscles in:
� back of lower leg (calf)
� back of upper leg (hamstring)
� across chest (pectorals)
Performing simple, low intensity versions of some of the
skills/activities to be included in the activity to follow.
EXAMPLE WARM-UP ACTIVITIES – to move (mobilise) joints
Activity
Marching
Knee lifts
Purpose
mobilise knees
and hips
Suitable for
Found/
KS 1/
KS 2
Draw
circles/shapes/
letters/numbers
with different
body parts eg
knees, elbows,
shoulder, hips
Stand back to
back with partner
– pass ball or
bean bag under
and over
mobilise joints
Found/
KS 1/
KS 2
Mobilise,
spine, knees,
shoulders
KS 1/
KS 2
Side bends
mobilise lower
spine (lumbar
region)
KS 2
Instructions
stand with feet hip-width
and hands on hips;
lift and lower alternate
knees
Stand back-to back with
partner;
pass ball/bean bag to
partner under legs;
then reach above head
to receive ball/bean bag
from partner
Swop to pass overhead
first
Stand with feet hip-width,
knees slightly bent and
hands on hips;
bend to one side;
return to centre and
repeat on other side
Teaching points and safety
� stand tall
� tummy muscles tight
� perform with control
� help children to learn that controlled movements
are careful, smooth and stoppable movement
� perform with control
� help children to learn that controlled movements
are careful, smooth and stoppable movement
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bend knees as you pass the ball under;
reach with arms as you pass over;
don’t overarch spine
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Bend directly to the side as if between 2 panes
of glass;
don’t bend forward or back
knees slightly bent;
hands on hips
try to keep hips central (don’t let weight shift
from one hip to another)
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EXAMPLE WARM-UP ACTIVITIES – to raise temperature and heart rate
Activity
Start at ‘favourite’
cone – travel
between cones on
command (jog, skip,
hop, step, walk)
Return to favourite
cone on command
Skipping without
a rope
Stepping
Jogging
(eg around space,
cones)
Marching
Brisk walk
Purpose
Suitable
for
Found/KS1
To raise the
pulse gradually
Teaching points and safety
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Look where you are going
Look out for other people
Stop and start on command
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Appropriate supportive and cushioned footwear should be worn when
performing high impact activities such as jogging, running or skipping
Look where you are going
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Think tall;
tummy muscles tense; pump elbows backwards
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Look where you are going
Keep ball close to you
To raise the
body
temperature
Found/
KS 1/
KS 2
Found/
KS 1/
KS 2
Clap hands under
alternate knees
KS 1/
KS 2
Propelling a ball eg
around cones or
space
KS 1/
KS 2
EXAMPLE WARM-UP ACTIVITIES – to stretch whole body
Activity
Whole body stretch –
standing/lying wide
Whole body stretch –
standing/lying ‘tall’
Whole body stretch
sitting wide
Diagram
Purpose
To stretch
muscles in
preparation for
activity
Suitable
for
Teaching points and safety
KS 1
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early KS 2
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KS 1
early KS 2
KS 1
early KS 2
Hold each stretch still for six seconds (count ‘six
elephants’)
Keep breathing while stretching
Avoid locking out knees in stretched position
Try to use a mat if performing stretches lying
down
EXAMPLE WARM-UP ACTIVITIES – to stretch specific muscles
Warm-up exercises – stretches
Activity
Stretch for muscles in
back of lower leg
(calf)
Diagram
Instructions
Suitable
for
KS 2
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Stretch for muscles in
back of upper leg
(hamstring)
KS 2
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Stand with feet hip
width apart
Step forwards onto
right leg
Swop legs
Stand with feet hipwidth apart and
hands on hips
Bend both legs
Place right leg in
front
Tilt bottom up to
ceiling
Teaching points and Safety
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Toes of both feet facing forwards
Spine in line with back leg
Front knee over ankle
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Tummy pulled in
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Tip bottom upwards
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Avoid locking out front leg
Activity
Diagram
Instructions
Suitable
for
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Stretch for muscles in
front of upper leg
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KS 2
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Use wall or partner
for support
Stand with feet hipwidth apart
Bring right heel
towards backside
Hold right foot with
right hand just
below ankle;
Swop legs
Teaching points and Safety
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Supporting knee slightly bent
Thighs parallel
Press hip forwards
Activity
Diagram
Suitable
for
Instructions
Stand with feet hip-width
apart and hands clasped
in front
KS 2
Elbows slightly bent
Lift arms to chest height
Tummy pulled in
Stretch muscles
between shoulder
blades
Stretch for muscles
across chest
Teaching points and Safety
Lower head forwards
Ease shoulder blades
apart
KS 2
Weight evenly distributed over feet
Stand with feet hip-width
apart and hands clasped
behind back
Squeeze shoulder blades together
Elbows bent
Stand tall, tummy pulled in
Squeeze shoulder blades
together
Elbows slightly bent
FAQ about warming up
1. How long should a warm-up take?
The appropriate length of a warm up depends on:
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the intensity and duration of the activity to follow (a more vigorous/very energetic activity may require a longer warm-up)
the physical and psychological condition of the participants (
environmental factors such as temperature and humidity (a longer pulse raising section may be required in colder temperatures and a
shorter pulse raising section , in higher temperatures – HOWEVER, all components should be included regardless of environmental
factors)
2. How should a warm-up feel?
By the end of key stage 2 children should be able to use the following scale to monitor the intensity of warm-ups. Warm-ups should
gradually build from their starting intensity (eg rating of 1-2) to an intensity rating that is similar to that of the activity in which they
are to take part. Learning how to monitor the effect of warming-up on their breathing, temperature and heart rate can help children
to understand:
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that the same physical activity can feel different to different people (ie some feel it is more energetic than others)
how and why the heart, breathing rate and temperature respond to physical activity
how to evaluate the effectiveness of warm-up activities
how to select activities that are appropriate for a warm-up
‘How physical activity feels’ chart
Rating of
how activity
feels
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HOW PHYSICAL
ACTIVITY FEELS
Easy
BREATHING
TEMPERATURE
HEART
Quiet, deep
controlled,
Cool
Beating
gently and
steadily
Very hot
Beating hard
and fast
Comfortable
Energetic
very energetic
Exhausting
10
Noisy,
shallow,
gasping
3. How can I plan a warm-up for a PE lesson?
Try this way of planning!
STEP ONE:
Decide learning objectives/outcomes for your PE lesson.
STEP TWO:
Plan the whole lesson apart from warm up.
STEP THREE:
Ask the following questions about the first activity in your lesson
Is my first learning activity suitable as a warm-up?
Does the activity:
� feel ‘easy’ at the start?
� gradually increase in intensity until it feels at least
‘energetic’?
Are all children involved and active throughout? ie children
are not standing around or ‘left out’ during any part.
NB ‘elimination’ games or relay activities which involve
taking turns or queueing need to be adapted to make
appropriate as warm-up activities.
Is it inclusive (ie. can everyone access it at their own level?)
Are all relevant joints mobilised appropriately? Eg through
their natural range and with good alignment and control
(see table XX)
Does it include appropriate static stretches towards the end
of the warm-up (see table XX)
If NO
Can you think of ways to:
� reduce the intensity at the start eg get pupils to
skip instead of run OR walk instead of jog
� use analogy of ‘car gears’ – the warm-up starts in
gear 1 and gradually builds to gear 3-4
� involve children in using the ‘how physical activity
feels chart’ to monitor intensity whilst performing
warm-ups
� adapt elimination activities to involve ‘eliminated’
pupils in a short, fun, relevant physical activity
before allowing them to re-join the main activity
� differentiate elimination criteria eg give some
pupils more ‘lives’
� reduce waiting time eg by working in teams of 2
� provide team members waiting their turn with
short, fun, relevant physical activities to perform
� ensure that all children can access the activity at
an intensity that is appropriate for them
� adapt the activity in terms of Space, Task,
Equipment or People to ensure that all pupils can
take part eg high skill demands might result in
reduced intensity of the task for less able pupils,
inappropriate spatial demands might result in
intensity being too high for less fit pupils.
� integrate relevant mobilising exercises into the
first learning activity
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help the children to keep warm between static
stretches
choose stretches that are particularly appropriate
for the activity to follow eg stretching back of calf
before running activities
If YES
This activity is suitable
as a warm-up activity –
no need to change a
thing!
4. Are chasing games eg stuck-in-the-mud suitable as warm-ups?
Let’s look at the strengths and limitations of some activities commonly used as warm-ups!
Activities commonly
used as warm-ups
Strengths
as a
warm-up
activity
Stuck in the mud or ‘tag’
activities
Fun
Enjoyable
Competitive
Limitations as a warm-up activity
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Relay-type activities (eg
dribble ball around cone
and back, give ball to 2nd
person in your team who
does same…)
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Domes and dishes (using
activity cones - one team
turns dishes to domes and
the other turns domes to
dishes)
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Elimination activities eg if
you lose control of your
ball you are ‘out’ of the
game.
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Comprises short bursts of
extremely vigorous chasing
followed by short periods of
inactivity (for those who have
been ‘caught’)
Is probably not relevant to the
focus for learning
Children standing and waiting
Public display of skills might be
embarrassing for some pupils
Can be time-consuming to
explain, organise and set up
Only lasts for a very short time
‘Downward’ focus may result in
collisions
Can be very vigorous
Some children are static
‘More able’ tend to be more active
because they are more successful
Recommendations
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Reduce intensity of action early on eg everyone skips or
dribbles ball (if appropriate to main learning focus)
Give those caught, something fun and active to do before
joining-in again
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reduce waiting time eg by working in teams of 2
provide team members waiting their turn with short, fun,
relevant physical activities to perform
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use this activity as the last part of a warm-up (after static
stretches have been performed)
adapt game so that children have to jog to a point eg tree
or wall before returning to activity area to turn over
another cone
remind pupils about being aware of others
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involve ‘eliminated’ pupils in a short, fun, relevant
physical activity before allowing them to re-join the main
activity
differentiate elimination criteria eg give some pupils more
‘lives’
5. Do children need to stretch in a warm-up?
Stretching exercises involve lengthening a muscle or group of muscles and is a method of increasing range of motion about joints
(flexibility) which in turn is thought to increase performance and decrease risk of injury during exercise.
In warm-ups both dynamic and static stretches can provide ways of preparing the joints and muscles to work through their full
range of movement. For more in-depth information about the use of static stretches in warm-ups please download our
FREE practical information resource ‘Should Static Stretching be included in warm-ups?’.
Method of
stretching
Description
How this method of
stretching can be used in a
warm-up
Benefits and limitations
Static stretches
muscle is elongated and then
held it in a stationary position
One or two static stretches
performed towards the end of
a warm-up and these are held
for 6-10 seconds.
Very limited physiological benefits Up to the age
of about 11 children tend to have good flexibility
and rarely strain muscles (Alter, 1988)
Dynamic stretches
muscle is elongated using
Mobilising (moving) joints in a
momentum and active
warm-up
muscular effort, beginning with
natural range, slow
movements which gradually
increase in range or speed, or
both
Considerable educational benefits
Children learn to perform static stretches with
correct technique and alignment and to locate and
name which muscles are being stretched before
progressing to understanding dynamic stretching.
Very limited physiological benefits Up to the age
of about 11 children tend to have good flexibility
and rarely strain muscles (Alter, 1988)
Considerable educational benefits
Children can learn to develop basic skills and
rehearse moves which are relevant to the focus for
learning.
6. How many stretches need to be performed in a warm-up?
This is a difficult one to answer – how long is a piece of string?!! Clearly there is insufficient time to stretch all the major muscles to be
used (which would be ideal). So try to include one or two whole body stretches (foundation KS1) and build by the end of KS 2 to
including stretches for one to three major muscle groups used in the session eg we have been doing some jumping which has used the
muscles in the front of the legs (quads) – so we will stretch these.
7. What should children be learning about warming-up?
BROAD LEARNING OBJECTIVE:
Pupils are learning to:
� perform exercises and physical activities skilfully and with safe and effective technique
� take the initiative to organise and manage their personal physical activity participation
Foundation/Early KS 1
Learning Objectives
Pupils are learning to:
Learning outcomes
Pupils can:
Late KS1
Early KS2
Late KS 2