Effective Warm Ups

Lesson Overview

Duration: 40 minutes
Class Size: 6 students
Age Group: Year 6 (10-11 years)
Subject: Physical Education
Focus: Practical lesson on delivering a warm-up
National Curriculum Reference:

• Key Stage 2 Physical Education Program of Study (2014)
• Pupils should be taught to:
  • “Take part in team games, developing simple tactics for attacking and defending.”
  • “Practise and improve the way they control a ball” (relevant to warm-up preparation).
  • “Develop flexibility, strength, technique, control and balance.”
  • “Understand the importance of warming up and cooling down.”

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Learning Objectives (WALT)

• WALT: Understand the purpose and components of an effective warm-up.
• WALT: Develop and deliver a safe and age-appropriate warm-up to peers.
• WALT: Demonstrate knowledge of how a warm-up prepares the body for physical activity.

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Success Criteria

• I can explain why warming up is important before exercise.
• I can design a warm-up that includes pulse raising, mobility, and stretching exercises.
• I can confidently lead my peers through the warm-up ensuring their safety and engagement.
• I can observe and adjust the warm-up based on my group’s energy and ability.

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Resources Needed

• Cones/markers to define space
• Whistle or timer
• Mats (if stretches require)
• Visual aids showing warm-up stages (dyslexia-friendly – simple images + keywords)
• Printed task cards with warm-up exercises written in dyslexia-friendly font and layout

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Lesson Structure

1. Introduction (5 minutes)

• Teacher Input: Brief discussion on what a warm-up is and why it is essential (increase heart rate, reduce injury risk, improve performance) referencing the National Curriculum’s focus on developing physical competence and understanding health benefits.
• Show images illustrating pulse raising, dynamic stretches, and mobilisation exercises.
• Explain success criteria and WALT in child-friendly terms.

2. Group Discussion & Brainstorm (5 minutes)

• In pairs, students list any warm-up exercises they know or have done before. Share as a group.
• Teacher scaffolds responses, ensuring inclusion of pulse raising and mobility exercises.
• Emphasise why each part is vital (e.g., pulse raising increases heart rate, mobilisation prepares joints).

3. Practical Activity: Design Your Warm-up (10 minutes)

• Split class into two groups of 3 students (due to small group, pairs/trios optimal).
• Each group is given task cards with a bank of safe warm-up exercises, separated by type: pulse raising, mobility, dynamic stretching.
• Groups create a 5-minute warm-up routine covering all areas. Teacher circulates, supporting with question prompts (e.g., “How will this help the body?”).
• Differentiation: Provide word banks and visuals for those who benefit from extra support. Higher ability groups encouraged to include exercises that raise flexibility and balance as well.

4. Leading the Warm-Up (15 minutes)

• Each group leads their warm-up for the other group and teacher, practising communication skills, clear demonstration, and safety checks.
• Focus on encouraging correct technique and monitoring classmates’ responses.
• Teacher and peers provide positive, constructive feedback referencing success criteria.

5. Reflection & Cool Down Discussion (5 minutes)

• Whole-class discussion: how did warming up feel? Why might missing a warm-up be harmful?
• Introduction to the concept of a cool-down as the next step in safe exercise routine.

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Assessment

• Teacher observation checklist focused on:
  • Understanding of the warm-up’s purpose (oral)
  • Variety and appropriateness of chosen exercises
  • Confidence and clarity in leading peers
  • Safety and inclusivity of warm-up delivery
• Peer feedback using simple ‘two stars and a wish’ (two positives, one improvement).

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Differentiation Strategies

• For learners with additional needs: use visual supports and clear step-by-step instructions; allow them to assist in monitoring the warm-up rather than leading physically intensive parts.
• Dyslexia-friendly: Use coloured backgrounds on printed sheets, larger fonts, sans-serif typefaces (e.g., Comic Sans or Arial), and straightforward language. Provide oral instructions alongside written tasks.
• For physically less confident students: Pair with more confident peers for leading roles, encourage demonstration over verbal directions, allow alternative slower exercise options.

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Extension Activities

• Challenge advanced learners to incorporate a brief explanation of the physiological effects of each warm-up component (e.g., how pulse raising improves blood flow).
• Introduce a cool-down sequence for them to create and explain.
• Encourage designing a warm-up tailored to a specific sport (e.g., football, athletics), considering specific muscle groups used.

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Cross-Curricular Links

• Science: Discussing how the heart rate increases during warm-ups links to the respiratory and circulatory systems.
• English: Developing communication skills through leading instructions and peer feedback.

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With this lesson plan, teachers are empowered to deliver an engaging, inclusive, and curriculum-compliant learning experience that equips Year 6 pupils with the skills and knowledge to deliver effective warm-ups confidently and safely.