A Qualitative Investigation of PE Teachers Perceptions of Introductory/Warm-up Activities in K-12 PE

Authors

  • David C. Barney Brigham Young University
  • Teresa Leavitt Brigham Young University

DOI:

https://doi.org/10.18666/TPE-2019-V76-I1-8445

Keywords:

Introductory/Warm-up Activities, Physical Education, Management

Abstract

A physical education lesson usually consists of four parts (introductory activity, fitness component, lesson focus, and closing game). The first part of the lesson, the introductory/warm-up activities, has the potential to set the tone for the rest of the lesson. It also provides an opportunity for students to get into instant activity upon entering the gym or playing field. This study investigated physical education (PE) teachers’ perceptions of introductory/warm-up activities in their physical education lessons. For this study, 26 K–12 PE teachers were interviewed through an electronic survey, which was e-mailed to the participants. Analysis of the interview data revealed four themes concerning introductory/warm-up activities: (1) importance of introductory/warm-up activities in a PE lesson, (2) the practical nature of the introductory/warm-up activities, (3) how introductory/ warm-up activities benefit students, and (4) using music to enhance the introductory/warm-up activities. Data show that introductory/ warm-up activities are an important aspect of any PE lesson that PE teachers use to prepare their students for the rest of the activities for the lesson.Subscribe to TPE

Author Biographies

David C. Barney, Brigham Young University

I have been in higher education since 2001.  I have taught at North Dakota State University, Oklahoma State University and presently at Brigham Young University.  I taught in the Utah & Florida  public school systems for 6 years.

Teresa Leavitt, Brigham Young University

Teresa has taught at BYU for 8 years.

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Published

2019-02-08

Issue

Section

Articles