WARMING-UP in PRIMARY SCHOOLS. What is a warm-up? What are the benefits of an effective warm-up? Introduction

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1 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

2 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 ) 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.

3 EXAMPLE WARM-UP ACTIVITIES to move (mobilise) joints Activity Purpose Suitable for Instructions Teaching points and safety Marching mobilise knees Found/ stand with feet hip-width stand tall Knee lifts and hips KS 1/ and hands on hips; tummy muscles tight lift and lower alternate perform with control knees help children to learn that controlled movements are careful, smooth and stoppable movement Draw mobilise joints Found/ perform with control circles/shapes/ KS 1/ help children to learn that controlled movements letters/numbers with different are careful, smooth and stoppable movement body parts eg knees, elbows, shoulder, hips Stand back to back with partner pass ball or bean bag under and over Side bends Mobilise, spine, knees, shoulders mobilise lower spine (lumbar region) KS 1/ 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 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)

4 EXAMPLE WARM-UP ACTIVITIES to raise temperature and heart rate Activity Purpose Suitable for Teaching points and safety Found/KS1 Look where you are going To raise the Look out for other people pulse gradually Stop and start on command Start at favourite cone travel between cones on command (jog, skip, hop, step, walk) Return to favourite cone on command To raise the body temperature Skipping without a rope Stepping Jogging (eg around space, cones) Marching Brisk walk Found/ KS 1/ Found/ KS 1/ 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 Clap hands under alternate knees KS 1/ Propelling a ball eg around cones or space KS 1/ Look where you are going Keep ball close to you

5 EXAMPLE WARM-UP ACTIVITIES to stretch whole body Activity Diagram Purpose Suitable for Teaching points and safety Whole body stretch standing/lying wide To stretch muscles in preparation for activity KS 1 early 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 Whole body stretch standing/lying tall KS 1 early Whole body stretch sitting wide KS 1 early

6 EXAMPLE WARM-UP ACTIVITIES to stretch specific muscles Warm-up exercises stretches Activity Diagram Suitable for Instructions Teaching points and Safety Stretch for muscles in back of lower leg (calf) Stand with feet hip width apart Step forwards onto right leg Swop legs Toes of both feet facing forwards Spine in line with back leg Front knee over ankle Stretch for muscles in back of upper leg (hamstring) Stand with feet hipwidth apart and hands on hips Bend both legs Place right leg in front Tilt bottom up to ceiling Tummy pulled in Tip bottom upwards Avoid locking out front leg

7 Activity Diagram Suitable for Instructions Teaching points and Safety Stretch for muscles in front of upper leg 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 Supporting knee slightly bent Thighs parallel Press hip forwards

8 Activity Diagram Suitable for Instructions Teaching points and Safety Stand with feet hip-width apart and hands clasped in front Elbows slightly bent Stretch muscles between shoulder blades Lift arms to chest height Lower head forwards Ease shoulder blades apart Tummy pulled in Weight evenly distributed over feet Stretch for muscles across chest Stand with feet hip-width apart and hands clasped behind back Squeeze shoulder blades together Elbows slightly bent Elbows bent Stand tall, tummy pulled in Squeeze shoulder blades together

9 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

10 How physical activity feels chart Rating of how activity feels 1 HOW PHYSICAL ACTIVITY FEELS Easy Comfortable BREATHING TEMPERATURE HEART Quiet, deep controlled, Cool Beating gently and steadily Energetic very energetic 10 Exhausting Noisy, shallow, gasping Very hot Beating hard and fast

11 3. How can I plan a warm-up for a PE lesson? Try this way of planning! STEP ONE: STEP TWO: STEP THREE: Decide learning objectives/outcomes for your PE lesson. Plan the whole lesson apart from warm up. Ask the following questions about the first activity in your lesson

12 Is my first learning activity suitable as a warm-up? If NO Can you think of ways to: reduce the intensity at the start eg get pupils to Does the activity: skip instead of run OR walk instead of jog feel easy at the start? use analogy of car gears the warm-up starts in gradually increase in intensity until it feels at least gear 1 and gradually builds to gear 3-4 energetic? involve children in using the how physical activity feels chart to monitor intensity whilst performing warm-ups Are all children involved and active throughout? ie children adapt elimination activities to involve eliminated are not standing around or left out during any part. pupils in a short, fun, relevant physical activity NB elimination games or relay activities which involve before allowing them to re-join the main activity taking turns or queueing need to be adapted to make differentiate elimination criteria eg give some appropriate as warm-up activities. 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 Is it inclusive (ie. can everyone access it at their own level?) 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. Are all relevant joints mobilised appropriately? Eg through integrate relevant mobilising exercises into the their natural range and with good alignment and control first learning activity (see table XX) Does it include appropriate static stretches towards the end help the children to keep warm between static of the warm-up (see table XX) 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!

13 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 Stuck in the mud or tag activities Relay-type activities (eg dribble ball around cone and back, give ball to 2 nd person in your team who does same ) Strengths as a warm-up activity Fun Enjoyable Competitive Limitations as a warm-up activity Recommendations 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 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 Domes and dishes (using activity cones - one team turns dishes to domes and the other turns domes to dishes) 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 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 Elimination activities eg if you lose control of your ball you are out of the game. Some children are static More able tend to be more active because they are more successful 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

14 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 Dynamic stretches muscle is elongated and then held it in a stationary position muscle is elongated using momentum and active muscular effort, beginning with natural range, slow movements which gradually increase in range or speed, or both One or two static stretches performed towards the end of a warm-up and these are held for 6-10 seconds. Mobilising (moving) joints in a warm-up 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 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.

15 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 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 Learning Objectives Pupils are learning to: Foundation/Early KS 1 Late KS1 Early KS2 Late Learning outcomes Pupils can:

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