Perceptions of Physical Education Teachers Toward Warm-Up Activities

This study investigates physical education teachers' perceptions of warm-up activities, focusing on their significance, selection, preparation, implementation times, and perceived student benefits. The study involved physical education teachers from public schools using quantitative and qualitative research approaches. 103 volunteer physical education teachers participated, comprising 47 females and 56 males. In the quantitative aspect, descriptive statistics were utilized, while the qualitative part was analyzed using a content analysis approach, focusing on participants' responses to open-ended questions. Results reveal that most participants spend 1-20 minutes planning warm-up activities, allocating 6 minutes or more during a lesson. Teachers commonly prefer activities involving the entire class due to ease of implementation and management, often allowing students to choose warm-up activities to foster creativity, increase class activity, and enhance student interest. The findings underscore physical education teachers' importance to warm-up activities, indicating sufficient time allocated for planning and implementation. Additionally, teachers believe warm-up activities contribute to effective lesson engagement and student participation. Recommendations include incorporating new exercises, integrating technology, offering regular training seminars, organizing student-led sessions, and exploring music's role in warm-up activities.