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Guidelines for Implementing a Dynamic Warm-up for Physical Education
Journal of Physical Education, Recreation & Dance
Abstract
Since recent studies have not found substantial evidence to support the use of static stretching during the warm-up period, there has been a growing interest in dynamic warm-up procedures that can enhance physical fitness, improve performance, and better prepare students for the main part of physical education. In this article, the potential benefits of dynamic warm-up protocols are discussed, and guidelines for implementing dynamic warm-up exercises into physical education classes are outlined.
... This in our opinion is not enough to ensure the "warm-up" effect on the students' organisms. According to Faigenbaum and Mcfarland (2007), HR after a traditional warm-up is 109b/min. As per Brennan normal heart rate in 11 years-old children is 70-120 b/min. ...
... Stretching exercises increase muscle temperature but in local aspect. It is known that static stretching has negative effect on power and speed abilities (Cornwell et all., 2001, Faigenbaum 2007. After meta-analysis with 26 610 individuals, Lauersen and Andersen concluded that stretching has no beneficial effect for injury prevention in sport. ...
Warming-up is essential element of every physical activity. Unlu et. all (2023) says that many teachers underestimate the warm-up in physical education classes. According to Faigenbaum (2007) warm-up can increase physical activity of children. Most of the teachers apply dynamic and static stretching in their warm-up routines(Grajciarova, 2024). Well known fact is that static stretching can decrease performance in some activities(Cornwell et all 2001). Our opinion is that the intermission between lessons is sufficient to ensure the base part of the warm-up, so when children enter in the gym, it is going to be time for the specific part of the warm-up.
... A general warm-up can increase body temperature, blood flow, heart rate and respiration rate [10,11]. A dynamic (DY) warm-up consists of a series of low-, moderate-and highintensity movements such as stretching, lunging, jumping and multidirectional sprints that are designed to prepare participants for the demands of the upcoming activity [12,13]. The potential benefits of a DY warm-up include the aforementioned benefits of a general warm-up and an elevation in oxygen uptake kinetics (e.g., oxygen delivery and extraction), mobilization of joints (e.g., range of motion) and activation of the neuromuscular system (e.g., post activation potentiation) [10,13]. ...
... The potential benefits of a DY warm-up include the aforementioned benefits of a general warm-up and an elevation in oxygen uptake kinetics (e.g., oxygen delivery and extraction), mobilization of joints (e.g., range of motion) and activation of the neuromuscular system (e.g., post activation potentiation) [10,13]. In addition, a DY warm-up can help to mentally prepare participants for subsequent exercise by establishing a desired tempo, facilitating readiness, and building self-confidence with task-relevant instructor feedback [10,12]. ...
The aim of this study was to compare the warm-up effects of treadmill walking (TW) with a dynamic (DY) bodyweight warm-up on maximal aerobic exercise performance in children. Sixteen children (10.9 ± 1.5 vrs) were tested for peak oxygen uptake (VO2 peak) on 2 nonconsecutive days following different 6 min warm-up protocols. TW consisted of walking on a motor-driven treadmill at 2.2 mph and 0% grade whereas the DY warm-up consisted of 9 body weight movements including dynamic stretches, lunges, and jumps. Maximal heart rate was significantly higher following DY than TW (193.9 ± 6.2 vs. 191.6 ± 6.1 bpm, respectively; p = 0.008). VO2 peak (54.8 ± 9.6 vs. 51.8 ± 8.7 mL/kg/min; p = 0.09), maximal minute ventilation (68.9 ± 14.8 vs. 64.9 ± 9.4 L/min; p = 0.27), maximal respiratory exchange ratio (1.12 ± 0.1 vs. 1.11 ± 0.1; p = 0.85) and total exercise time (614.0 ± 77.1 vs. 605 ± 95.0 s; p = 0.55) did not differ significantly between DY and TM warm-ups, respectively. These findings indicate that the design of the warm-up protocol can influence the heart rate response to maximal aerobic exercise and has a tendency to influence VO2 peak. A DY warm-up could be a viable alternative to a TW warm-up prior to maximal exercise testing in children.
... Kombinasi dari tiga tahap ini juga dapat digunakan sebagai "pemanasan atau latihan dinamis" dan melibatkan latihan intensitas rendah, sedang dan tinggi seperti lompatan, lompatan, lunges, lompatan untuk tubuh bagian bawah dan atas (Faigenbaum & McFarland, 2007). latihan plyometric yang tidak terlalu intensif seperti lompat, lompat dan loncat dapat dilakukan selama Tahap 1. ...
... Untuk mencegah hal ini, set dan repetisi dalam jumlah rendah harus dilakukan dengan sangat hati-hati. Menurut Chu (2015) untuk merancang program perkembangan yang sesuai untuk anak-anak, pelatih harus mempertimbangkan volume (beberapa sesi latihan dengan bentuk yang benar), intensitas (usaha maksimal dengan bentuk yang tepat di ketinggian yang lebih rendah), perkembangan anak (menggunakan peralatan yang berbeda di ketinggian atau ukuran), dan frekuensi latihan (dua kali seminggu selama periode kompetisi dan tiga hari seminggu jika tidak ada kompetisi dengan 48-72 jam pemulihan) serta periode istirahat (pemulihan penuh antara pengulangan dengan cara aktif berjalan , joging di antara set). ...
Sepakbola adalah permainan dengan intensitas tinggi yang membutuhkan banyak keterampilan fisik selama permainan berlangsung. Dibutuhkan latihan yang mampu menunjang sifat permainan sepakbola yang membutuhkan kelincahan, kecepatan, daya ledak dan koordinasi. Latihan dengan intensitas dan beban yang tinggi berpotensi cidera. Di tingkat profesional pria elit dalam sepak bola, hampir sepertiga dari semua cedera yang berhubungan dengan sepak bola berhubungan dengan otot, dengan mayoritas mempengaruhi hal-hal berikut kelompok otot utama pada ekstremitas bawah: paha belakang (37%), otot perut (23%), paha depan (19%), dan otot betis (13%). Pelatihan plyometric memiliki manfaat yang luar biasa yang berpotensi sebagai metode pelatihan untuk meningkatkan daya ledak untuk sepak bola, Diperkenalkan dan diajarkan sejak usia muda agar dapat memberikan bekal atlet dalam mempersiapkan kebutuhan fisik mereka dalam permainan yang intensif dan menjaga mereka dari cidera di masa depan. Plyometric exercises in football for young children Abstract: Football is a high-intensity game that requires a lot of physical skill throughout the game. It takes practice that is able to support the nature of the game of football which requires agility, speed, explosive power and coordination. Exercise with high intensity and load has the potential for injury. At the elite male professional level in soccer, nearly a third of all soccer-related injuries are muscle-related, with the majority affecting the following major muscle groups in the lower extremities: hamstrings (37%), abdominal muscles (23%), quadriceps (19%), and calf muscles (13%). Plyometric training has tremendous benefits that have the potential as a training method to increase explosive power for soccer. Introduced and taught from a young age in order to equip athletes to prepare for their physical needs in intensive games and protect them from future injuries.
... These findings were supported by a recent study that demonstrated significantly higher maximal heart rates in children following a dynamic warm-up compared with treadmill walking (10). A dynamic warm-up involves active, movement-based exercises that are designed to increase body temperature, elevate oxygen-uptake kinetics, mobilize joints, and activate the neuromuscular system (12,21). ...
The aim of this study was to compare the warm-up effects of a treadmill walking warm-up (TW) with a dynamic warm-up (DW) on the responses to cardiopulmonary exercise testing (CPET) in youth. A sample of 16 active youth (age 13.6 ± 1.8 yr) were tested for peak oxygen uptake (VO2 peak) using the Fitkids treadmill test protocol on 2 nonconsecutive days following different 6-min warm-up procedures. The TW consisted of walking on a treadmill at 2.2 mph and 0% grade whereas the DW consisted of 12 bodyweight exercises with a 2 kg medicine ball. Maximal heart rate (HR) was significantly higher following DW vs TW (200.8 ± 6.16 vs. 197.9 ± 7.3 bpm, respectively; p < 0.05), whereas no significant differences were found between DW and TW for VO2 peak (50.5 ± 9.9 vs 50.6 ± 11.1 ml/kg/min), maximal minute ventilation (VE; 93.0 ±21.4 vs. 92.7 ±21.2 L/min), maximal respiratory exchange ratio (1.19 ± 0.08 vs 1.22 ± 0.08), and total exercise test time (668.1 ± 103.5 vs 686.3 ± 97.0 s), respectively. During the Fitkids treadmill test protocol HR and VE were significantly higher following DW vs TW at stage 1, stage 2, stage 3 and stage 4, and oxygen uptake was significantly higher following DW vs TW during stage 1 (all p < 0.05). Findings indicate a DW elicits a higher maximal HR and higher submaximal HR, VE, and oxygen uptake values than TW during CPET in youth, although no differences in VO2 peak were observed.
... Aunque este apartado está ampliamente descrito en la literatura, y además la intención de los autores no es la de entrar en profundidad en este aspecto, el calentamiento forma parte, no sólo del entrenamiento, sino también de la competición. Durante los últimos años se ha destacado el papel del calentamiento constituido por movimientos dinámicos (ej., pequeños botes, saltos, movimientos basados en la propia competición), diseñados para elevar la temperatura corporal, mejorar la excitabilidad de las unidades motoras, mejorar los procesos de reacciónatención, así como maximizar los rangos de movimiento (Faigenbaum and McFarland 2007;Robbins 2005). Para tener más información al respecto de las pautas generales del calentamiento se recomienda la lectura del artículo "Trabajo de prevención de lesiones", publicado en el anterior número de la revista e-coach. ...
... It is common now to see sports teams doing a wide variety of progressive, dynamic warm-up movements and foam rolling instead of static stretching prior to competition. Reviews and professional articles recommend educators and coaches use dynamic warm-up activities (Faigenbaum & McFarland, 2007) and program static stretching after physical education lessons (Himberg & Knudson, 2002). ...
Until recently, fitness and sport physical education lessons often began with stretching. Given the limited time of most physical education periods it is essential that stretching be implemented
in an evidence-based fashion. The last thirty years have seen a revolution in knowledge on the acute and chronic effects of stretching, igniting dramatic changes in programming stretching and warm-up for vigorous physical activity. This article highlights what physical educators need to know about this dramatic change in understanding and practice of stretching, the difference in acute and chronic responses to stretching, and provides suggestions on teaching evidence-based stretching. The latest research on the effects of stretching presents a “teachable moment” in history for the physical educator. Modeling informed decision-making about stretching to improve performance and maintain adequate levels of flexibility for safe movement are important objectives for the physical educator.
... An ideal starting area for locomotor-based dynamic stretches in the gymnasium is to line students along the basketball court sideline to shorten student wait time and maximize space. It is recommended that each dynamic stretch be performed for 12 to 15 yards and followed by light jogging for five to seven yards (Boyle, 2016;Faigenbaum & McFarland, 2007). ...
National physical activity guidelines suggest school-aged youth participate in fitness-related activities, such as: (a) aerobic, (b) anerobic, and (c) mobility activities at least three days per week. Physical education provides students with the opportunity to develop competencies in fitness knowledge and skills. Fitness is an established learning outcome within the national physical education standards and supports physical literacy development. However, a myriad of barriers exists for teaching fitness within physical education: (a) limited academic learning time in physical education, (b) available fitness-related equipment in schools, and (c) a lack of physical education teacher knowledge and/or teaching behaviors, as well as misconceptions, about fitness activities and appropriate progressions for youth. To those points, applying the four elements of physical training or the “fitness buckets” is a novel approach for the planning and implementation of fitness content within secondary physical education. The fitness buckets approach is a linear progression partitioned into four distinct buckets: (a) movement, (b) power, (c) strength, and (d) conditioning. The fitness buckets can be conveniently implemented within a typical physical education content-unit or lesson and be facilitated with minimal-to-no equipment. Thus, the purpose of this article is to introduce the four elements of physical training, referred to as “fitness buckets”, and provide real world examples of how to apply the principles in a secondary physical education setting. Included are fitness bucket descriptions, example exercises to fulfill each bucket, and application ideas to incorporate into the secondary physical education curriculum.
... However, many physical education teachers do not give enough attention to the beginning and warm-up part of the lesson when planning their lessons. Faigenbaum and McFarland (2007) stated that warm-up activities help prepare students for dynamic activities and increase their lesson time with physical activity. Warm-up in physical education classes should be emphasized, primarily because it constitutes a basis for the main phase. ...
The warm-up is the most important part of the physical education classes, where the student’s interest and attention are drawn and motivated towards the lesson purpose. However, many physical education teachers do not give enough attention to the beginning and warm-up part of the lesson when planning their lessons. Faigenbaum & McFarland (2007) stated that warm-up activities help prepare students for dynamic activities and increase their lesson time with physical activity. Warm-up in physical education classes is a part that should emphasize, primarily since it constitutes a basis for the main phase. Therefore, the purpose of this article is to provide some developmentally appropriate warm-up examples to increase the quality of the physical education lesson.
Original Article Abstract Purpose: One of the effective mechanisms for better jumping in athletes is the induction of PAP in the warm-up protocol. Therefore, the purpose of the present study was to investigate the effect of dynamic warming and dynamic warming with PAP on power of muscle and agility in girls' volleyball player. Methods: In this study, 36 female volleyball players were selected and performed two types of dynamic warm-up and dynamic warm-up with PAP using the Counterbalance method. The dynamic protocol consisted of dynamic stretching exercises and the dynamic warm-up protocol with PAP includes warm-up with dynamic stretching plus three movements: 1-Scott, 2-10 meter running by attaching load of 5% of body weight and 3-jumping with load of 5% body weight. Then the Sargent, Bosco jump and T tests were performed before and 4, 6,9-11, and ultimately 30 minutes after the end of protocols were completed, respectively. Data were analyzed using independent t-test, dependent t-test, and linear modeling mixed with covariance at a significant level of P<0.05. Results: The results showed that there was no significant difference between the warming protocols in the Sargent jump and the Bosco test at any of the measurement times (P<0.005). 48 hours after exercise in both warm-ups, agility was significantly improved. Also, the dynamic warm-up with PAP showed a significant effect of group at the air time (AT) standing in 30 minutes after the end of protocol (P<0.005). Conclusion: Finally, the findings of the present study show that There was no difference between dynamic and dynamic warm-up with PAP methods with PAP in power of muscle and agility in girls' volleyball player. How to cite this article: Ghafourian A, Haghshenas R, Avandi M. The effect of dynamic warm-up and dynamic warm-up with PAP on muscle power and agility of girls volleyball players.
Health recommendations are for preadolescent children to have daily school physical education (PE) classes that engage children in moderate to vigorous physical activity at least 50% of class time.
To observe activity of children in PE classes in third grades across 10 different sites.
Observational study.
Six hundred eighty-four elementary schools in 10 sites.
A total of 814 children (414 boys, 400 girls; mean age, 9.0 years) enrolled in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development.
Each child was observed during 1 scheduled PE class.
The SOFIT (System for Observing Fitness Instruction Time) observation method, a validated, heart rate observation system, yields levels of activity the child is engaged in as well as the lesson context, type of teacher, and location of the PE class.
Children averaged 2.1 PE lessons per week, of 33 minutes each. Only 5.9% of children had daily PE. Children accrued 4.8 very active and 11.9 minutes of moderate to vigorous physical activity per PE lesson, 15.0% and 37.0% of lesson time, respectively. Lesson length and number of minutes per week were similar for boys and girls; however, boys spent proportionately more PE time in very active and moderate to vigorous activity. This resulted in boys having a higher energy expenditure rate than girls.
Children observed in this study received 25 min/wk of moderate to vigorous activity in school PE, falling far short of national recommendations.
Although warm-up and stretching exercises are routinely performed by gymnasts, it is suggested that stretching immediately prior to an activity might affect negatively the athletic performance. The focus of this investigation was on the acute effect of a protocol, including warm-up and static and dynamic stretching exercises, on speed during vaulting in gymnastics. Eleven boys were asked to perform three different protocols consisting of warm-up, warm-up and static stretching and warm-up and dynamic stretching, on three nonconsecutive days. Each protocol was followed by a "handspring" vault. One-way analysis of variance for repeated-measures showed a significant difference in gymnasts' speed, following the different protocols. Tukey's post hoc analysis revealed that gymnasts mean speed during the run of vault was significantly decreased after the application of the static stretching protocol. The findings of the present study indicate the inhibitory role of an acute static stretching in running speed in young gymnasts.
Several studies utilizing adult subjects have indicated that static stretching may reduce subsequent strength and power production, possibly for as long as an hour following the stretch. This observation has not been evaluated in children, nor in athletes accustomed to performing static stretches during strength/ power type training sessions. The purpose of this investigation was to determine if an acute bout of passive, static stretching of the lower extremity would affect jumping performance in a group of young, female gymnasts. Thirteen competitive gymnasts (age 13.3 ± 2.6 yrs) performed drop jumps under two conditions: immediately following stretching and without prior stretching. The jumps were performed on separate days. The conditions were randomly ordered among the subjects. Time in the air (AIR) and ground contact time (CT) were measured during the drop jumps using a timing mat. Three different stretches of the lower extremity were conducted on each gymnast twice, each stretch being held for 30 seconds. Following the stretching condition, AIR was significantly reduced (.44 vs .46 sec, p < .001), while CT was not different (.130 for both conditions, p > .05). This study demonstrates that children's lower extremity power is reduced when the performance immediately follows passive, static stretching, even in children accustomed to static stretching during training sessions involving explosive power.
Since the early 1980s, stretching has been promoted as a method to prevent injury and improve athletic performance. Although research suggests that this may be true for regular stretching performed every day, an isolated act of stretching immediately before exercise likely has no effect on injury prevention and actually impairs performance in strength and power sports. This article highlights our current understanding of the effects of stretching both immediately before exercise and as a regular daily routine, and then illustrates how to apply these principles in a practice setting, using brief clinical vignettes.
We conducted a systematic review to assess the evidence for the effectiveness of stretching as a tool to prevent injuries in sports and to make recommendations for research and prevention.
Without language limitations, we searched electronic data bases, including MEDLINE (1966-2002), Current Contents (1997-2002), Biomedical Collection (1993-1999), the Cochrane Library, and SPORTDiscus, and then identified citations from papers retrieved and contacted experts in the field. Meta-analysis was limited to randomized trials or cohort studies for interventions that included stretching. Studies were excluded that lacked controls, in which stretching could not be assessed independently, or where studies did not include subjects in sporting or fitness activities. All articles were screened initially by one author. Six of 361 identified articles compared stretching with other methods to prevent injury. Data were abstracted by one author and then reviewed independently by three others. Data quality was assessed independently by three authors using a previously standardized instrument, and reviewers met to reconcile substantive differences in interpretation. We calculated weighted pooled odds ratios based on an intention-to-treat analysis as well as subgroup analyses by quality score and study design.
Stretching was not significantly associated with a reduction in total injuries (OR = 0.93, CI 0.78-1.11) and similar findings were seen in the subgroup analyses.
There is not sufficient evidence to endorse or discontinue routine stretching before or after exercise to prevent injury among competitive or recreational athletes. Further research, especially well-conducted randomized controlled trials, is urgently needed to determine the proper role of stretching in sports.
The purpose of this article was to evaluate the clinical and basic science evidence surrounding the hypothesis that stretching improves performance.
MEDLINE and Sport Discus were searched using MeSH and textwords for English-language and French-language articles related to stretching and performance (or performance tests). Additional references were reviewed from the bibliographies and from citation searches on key articles. All articles related to stretching and performance (or performance tests) were reviewed.
Of the 23 articles examining the effects of an acute bout of stretching, 22 articles suggested that there was no benefit for the outcomes isometric force, isokinetic torque, or jumping height. There was 1 article that suggested improved running economy. Of 4 articles examining running speed, 1 suggested that stretching was beneficial, 1 suggested that it was detrimental, and 2 had equivocal results. Of the 9 studies examining the effects of regular stretching, 7 suggested that it was beneficial, and the 2 showing no effect examined only the performance test of running economy. There were none that suggested that it was detrimental.
An acute bout of stretching does not improve force or jump height, and the results for running speed are contradictory. Regular stretching improves force, jump height, and speed, although there is no evidence that it improves running economy.