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

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

Vol. 12 No. 5 (2020) IEJEE

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

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

Published July 8, 2020 | Pages: 481-487 | Views: 1109

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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.

<p>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&nbsp; 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 &amp; 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 &amp; 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.&nbsp;</p>

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Keywords

warm-up protocols, static stretching, dynamic stretching, no-stretching, Greek traditional dance, primary education, students

Affiliations

Georgios Lykesas

Ioannis Giossos

Dimitrios Chatzopoulos

Maria Koutsouba

Stella Douka

Eugenia Nikolaki

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Lykesas, G., Giossos, I., Chatzopoulos, D., Koutsouba, M., Douka, S., & Nikolaki, E. (2020). Effects of Several Warm-Up Protocols (Static, Dynamic, No Stretching, Greek Traditional Dance) on Motor Skill Performance in Primary School Students. International Electronic Journal of Elementary Education, 12(5), 481–487. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/1155