Effects of Several Warm-Up Protocols (Static, Dynamic, No Stretching, Greek Traditional Dance) on Motor Skill Performance in Primary School Students

Lykesas Georgios,Koutsouba Maria,Nikolaki Eugenia,Giossos Ioannis,Chatzopoulos Dimitrios,Douka Stella

doi:10.26822/iejee.2020562138

Abstract

The aim of this study was to compare the effects of four warm-up protocols on agility, strength, as well as static and dynamic flexibility in primary school students. The participants were forty-four students of a primary school (aged 11.7±0.47 years old, 19 boys and 25 girls). All of them carried out, in four different days, one of the following protocols: (a) 3 minutes of jogging followed by 5 minutes of static stretching, (b) 3 minutes of jogging followed by 5 minutes of dynamic stretching, (c) 3 minutes of jogging followed by a 5-minute break (no-stretching protocol), and (d) 8 minutes of Greek traditional dances. On the completion of the protocols, the participants did the following tests: the agility shuttle run test (4x10m), the standing long jump test, the sit & reach test, and the active straight leg raise test (dynamic flexibility). According to the results of the repeated measures analysis of variance (ANOVA), the static stretching protocol showed significantly better scores on static flexibility compared to no-stretching and dance protocols. Regarding long jump the dynamic stretching performed significantly better compared to static stretching and no-stretching. In reference to dynamic flexibility, there were no significant differences between the four warm-up protocols. In relation to agility, the dance protocol performed significantly better compared to static stretching. Moreover, girls performed better in sit & reach test compared to boys. In conclusion, the static protocol is proposed for lessons that require a maximal range of motion (flexibility). On the other hand, it seems that dynamic stretching is more suitable than the other protocols when the lesson requires lower extremity strength. Moreover, it seems that the dance protocol is adequate for lessons requiring agility. Therefore, teachers should use different stretching protocols according to the content of the lesson.

Highlights

In many countries, research is currently being undertaken in order to improve physical education (PE) curricula, as well as, the structure of PE lessons in schools (Lee et al, 2007)
The results showed that dynamic stretching had the fastest time of preparation for agility exercises (Troumbley, 2010)
The stretching protocols used in this study were consistent with general warm-up recommendations for children and are representative of a general warm-up routine used by physical education teachers (Chatzopoulos, et al 2015; Faigenbaum, et al 2005)

Summary

Introduction

Research is currently being undertaken in order to improve physical education (PE) curricula, as well as, the structure of PE lessons in schools (Lee et al, 2007). The same applies to warm-up, which is the preparatory part of the lesson. Warming-up increases body temperature, improves the cooperation and coordination of the muscles, and has positive psychological effects such as enhanced readiness and mood for exercise (Bishop, 2003; Bishop, et al, 2013). According to Bishop et al (2003), the warm-up techniques can be broadly classified into two major categories: passive warm-up and active warmup. During passive warm-up the muscle temperature rises due to external means (sauna, diathermies), whereas active warmup, which is used during a PE lesson, involves exercise and leads to major cardiovascular changes to the organism

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Discussion

Conclusion