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: � � � � � 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 � � � bend knees as you pass the ball under; reach with arms as you pass over; don’t overarch spine � 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) � � � � 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 � � � Look where you are going Look out for other people Stop and start on command � � Appropriate supportive and cushioned footwear should be worn when performing high impact activities such as jogging, running or skipping Look where you are going � � Think tall; tummy muscles tense; pump elbows backwards � � 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 � early KS 2 � � � 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 � � � Stretch for muscles in back of upper leg (hamstring) KS 2 � � � � 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 � � � Toes of both feet facing forwards Spine in line with back leg Front knee over ankle � Tummy pulled in � Tip bottom upwards � Avoid locking out front leg Activity Diagram Instructions Suitable for � Stretch for muscles in front of upper leg � KS 2 � � � 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 � � � 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: � � � 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: � � � � 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 1 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 � � 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 � � Relay-type activities (eg dribble ball around cone and back, give ball to 2nd person in your team who does same…) � � Domes and dishes (using activity cones - one team turns dishes to domes and the other turns domes to dishes) � Elimination activities eg if you lose control of your ball you are ‘out’ of the game. � � � � � 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 � � 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 � � reduce waiting time eg by working in teams of 2 provide team members waiting their turn with short, fun, relevant physical activities to perform � 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 � � � � 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
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