Let the Games Begin
Warm-up games provide a varied and enjoyable method to increase the heart
rate and body temperature of the participants with the use of agility, movement and
coordinating activities in preparation for the class or practice activity. This article
provides several examples of warm-up games that will add variety to the class or
practice while participants enjoy a mixture of movement patterns that assist them in
preparing for the next physical activity.
Warming up the body by increasing the heart rate, raising the body temperature
and getting ready for a higher level of physical activity, is recommended by various
groups ranging from the American College of Sports Medicine (2012) to the Mayo Clinic
(2011). Physical education teachers and coaches usually have their students and
athletes perform some type of warm-up activity and stretching prior to class or practice.
Some teachers and coaches have the students or athletes take a few laps and then go
through a series of stretches in preparation for the subsequent activity. The goal of the
warm-up is to prevent injuries through low intensity, large muscle activity. The warm-up
provides increased blood flow and oxygen to the muscles, primes the nerve-to-muscle
pathway and improves coordination and reaction times (Spark People, 2013).
Prior to rigorous physical activity, low-intensity, submaximal aerobic activity
should be conducted followed by some type of stretching and rehearsal of the upcoming
skill (Young & Behm, 2002). As long as the warm-up is not too intense, physical activity
seems to improve subsequent performance (Bishop, 2003). Removing the jog around
the gym and inserting fun, active games can accomplish a physically active warm-up
1
while maintaining participant interest.
“The length of the warm-up period depends on the climate and physical
conditioning level. In general the warm-up activity should last approximately 5 to 15
minutes, long enough to break out in a sweat” (National Strength and Conditioning
Association, Essentials of Personal Training, 2004, p. 273). As fitness levels improve,
so should the length and intensity of the warm-up. Well trained performers should have
a longer warm-up period than students preparing for a physical education class.
Warm-up games can be tailored to the activity or sport and can be used to
introduce or reinforce skills that will be used in the class or practice. Many activities
involve changing direction and reacting to various external stimuli requiring a specific
response. Tag and agility type warm-up games can aid in this type of preparation. The
teacher or coach can modify the warm-up activity by adding a soccer ball to a tag game
to focus on dribbling. An example would be to add soccer dribbling to the Hook Tag
warm-up game. Not only will the students have to concentrate on the warm-up game
itself, but they must also work on dribbling and making fast movements while controlling
the ball and eluding the person who is trying to “tag” them.
Warm-up games can be used at various ages (K-12 and beyond) as well as at
different skill levels. Since the objective of the warm-up games is to prepare the
participants for increased physical activity, the games can be modified or adapted for
elementary students to varsity high school athletes. An example of modifying the Relay
Race game for elementary students would be having more participants spaced closer
together in a line since they are not able to throw as far while using fewer participants
on a high school softball team and increasing the distance each person would have to
2
throw. The number of times each person would throw the ball can be increased for
more skilled participants.
Administrative tasks can also be completed during the warm-up games. Rather
than have the students sit during attendance, start class with a warm-up game and have
them call out their name each time they are tagged (Hook Tag, Rooster Tail), reach a
certain point in the game (Fancy Feet) or catch the ball (Relay Race).
Warm-up games can provide variety, increased interest and serve as a way to
introduce an assortment of skills to a class or practice. The following warm-up games
can be adapted or modified to a variety of situations and constraints. Participants may
even find new and innovative ways to modify the games to make them more enjoyable
or fit their situations. With fun, imagination and activity; Let the Games Begin!
3
Hook Tag
Purpose: This warm-up game works on speed and agility while participants must also
focus on the other participants’ actions and anticipate possible game scenarios.
Equipment: None
Description: Mark out an area approximately the size of half a basketball court. Divide
the class/team into groups of 3 and place them around the playing area, leaving two
participants unassigned to a group. These groups of three remain stationary and hook
elbows. Select one person to be “It” and one person to be chased. On the command of
“Go” the person who is “It” tries to tag the person being chased. The person being
chased can run around the area to elude being tagged or s/he can hook elbows with an
end person in a group of 3. If the person being chased hooks elbows with the person
on the end of a group, the person on the other end of the group must try to evade the
tag from the person who is “It”. The new person being chased can elude being tagged
by running around the area or hooking onto one end of another group of 3. People
being chased cannot hook onto adjacent groups or their original group. Once the
person being chased is tagged, they become “It” and try and tag the original “It” person.
That person can elude the “It” person by running around the area or hooking elbows
with a person on the end of a group of 3. The game continues for a set time or until
everyone has been “It”. Participants must pay close attention to the “It” person and the
person being chased because the person at the opposite end of the group must be
prepared to run when the person being chased hooks onto the group of 3.
In Figure 1, X is “It” and is chasing person #1. Person #1 hooks elbows with
4
person #2 in the group and person #3 must try and evade being tagged. Person X
chases person #3 who runs to another group and hooks onto person #4. Person #5 on
the opposite end of the group must now run elude being tagged.
Variations:
1. Increase difficulty: Have two people who are “It” and two people being chased.
2. Increase difficulty: Allow the groups of 3 to move around the playing area.
3. Change to work with the number of students in the class: Groups of 2 or 4 can
be used.
5
Frozen Tag
Purpose: This warm-up game works on speed and agility while participants must also
work as a team.
Equipment: None
Description: Mark out an area approximately the size of half a basketball court. Select
one participant to be “It” and everyone else is to be chased. On the command of “Go”
the person who is “It” tries to tag anyone they can. The people being chased can run
around the area to elude being tagged. Once a person being chased is tagged, they
become “frozen” and must remain stationary. The “frozen” person can be “unfrozen” by
another person being chased. The chased person crawls between the legs of the
“frozen” person to unfreeze them. The game continues for a set time, until everyone
has been “It”, or everyone is frozen. Participants must pay close attention to the “It”
person and the people frozen because the game can continue as long as there are
people to chase.
In Figure 2, person X is “It” and the numbered circles are “frozen”. Person Y
attempts to crawl under person #3. Person X sees this and begins to run towards
person Y. If person X reaches person Y and tags him/her, they are also frozen. If
person Y crawls under person #3s legs, then person #3 is unfrozen and can run again.
The game is over when everyone is “frozen”. Another game can begin with a new “It”
Variations:
6
1. Increase difficulty: Add more participants that are “it” to speed up the game and
make it more challenging.
2. Make the game specific for your activity: Change the way a person becomes
“unfrozen”. Example: a person must do two pushups to unfreeze another.
Tailor the unfreezing action to any part of the body you want to warm-up.
7
Fancy Feet
Purpose: This warm-up game works on footwork, speed and agility while participants
must also be aware of those in front of them in line and behind.
Equipment: Lines on a court or field (cones can substitute for lines)
Description: Run forward to a line, jump up as high as you can, land, shuffle sideways
with feet wide, and run backwards to the start line. Repeat four to five times depending
on the distance participants are running and the degree to which they need to warm-up.
The teacher or coach should assess the students on what it is that s/he is emphasizing
for the lesson. The game is to do the best to combine speed, proper foot work and
good spacing between participants. Teacher or coach assessment is necessary to
determine the winner.
Variations:
1. Increase difficulty: Add more complex footwork on forward or backwards
movements for more experienced participants. For example, you can add a
crossover step to the shuffle.
2. Increase difficulty: Add a time standard once participants are warm to develop
competition and game scenario.
3. Increase difficulty: Participants are challenged to make their own footwork step
for final round.
8
9
Ball Hog
(10 or more participants)
Purpose: This warm-up game works on eye hand coordination, speed, agility and team
work. Participants must develop a team strategy that maximizes the strengths of their
teammates and have the ability to adapt their plan based off what other teams are
doing.
Equipment: One standard size hula hoop for each group and an additional hula hoop
for the center of the playing area. At least 20-30 small balls per hoop (more is better;
tennis balls, racquetballs, Nerf balls, etc but fewer balls reduce the equipment
requirements and shortens the game.)
Description: Mark out an area approximately half the size of a tennis court. Divide the
participants into 2 or 4 groups (at least 5 per group) and place their hoops on opposite
sides near the outer edge of the playing area. Place one hoop in the middle and fill all
hoops with an equal number of balls. On the command of “Go” the teams attempt to
place as many ball as possible into their own hoop. Each participant is only allowed to
move one ball at a time and you cannot remove any balls from other hula hoops until
the middle hoop is empty. There is no physical contact allowed between participants
and no one is allowed to guard the balls in your hoop. The hoops must remain in the
locations they were placed prior to the start of each round. The game continues for a
set time (3-4 minutes). At the end of the allotted time the balls are counted in each
hoop and a winning team is announced. The losing team(s) does one pushup or deep
knee bend for every ball they have less than the winning team. After each round, allow
10
teams to re-group and develop a new strategy for the next round.
Using the diagram, the #1 hula hoop is not owned by any group, teams must take
the balls from this hoop first. The lettered circles designate team hoops. Each hoop
should be of equal distance from the center hoop. If two teams were participating
hoops A & B or C & D would be utilized.
Variations:
1. Increase difficulty: Prohibit throwing the ball.
2. Decrease difficulty: Allow participants to carry as many balls as they can carry in
their hands.
3. Change to work with the number of students in the class: Use fewer groups with
more participants per group or vice versa.
11
12
Rooster Tail
Purpose: This warm-up game works on quickness and agility while participants must
also focus on the other participants’ actions. Variations could also incorporate
teamwork and ball handling skills.
Equipment: One “tail” (football flags, extra sock, towel, etc.) per participant. Variations
could include a ball (basketball, soccer ball, volleyball, football, four square ball, etc.) for
each participant.
Description: Designate boundaries of an area large enough to scatter participants so
they are approximately four feet apart. On the command of “Go” each participant
attempts to pull as many opponents’ “tails” as possible, while protecting their own. An
individual is “out” when her/his tail is pulled off, and s/he must leave the playing area.
(A “tag” could replace a tail to reduce the amount of equipment.) As more players leave
the playing area, shrink the boundaries to keep the remaining players roughly four feet
apart. The game continues for a set time or until only two participants remain. The
participants who are “out” can jog in place, stretch or run laps around the playing area
until the game is complete.
Variations:
1. Add strategy and team dynamics: Divide participants into two to four teams.
Teams can either be positioned together in one quadrant of the playing area to
start, or scattered as when playing individually. The game is played the same,
ending when members of only one team remain.
13
2. Increase difficulty: All participants dribble a basketball or soccer ball. A
participant is “out” if her/his tail is pulled OR if her/his ball is knocked out of the
playing area.
3. Increase difficulty: All participants hold a ball (football, basketball, volleyball,
soccer, four square, etc.). A participant is “out” if her/his tail is pulled OR if
her/his ball touches the floor.
4. Increase length of play: Participants who are “out” can perform a designated
number of callisthenic exercises (pushups, sit-ups, jumping jacks, etc.) and reenter the game.
14
Hand Game
Purpose: This warm-up game works to improve hand-eye control
Equipment: One to two balls (can use a variety of different balls from Nerf balls to
playground balls)
Description: Hand Game is played with 2 or more players. Multiple participants are
formed into a circle and work down to a triangle (3 players) and then to one on one.
The idea is to use your hands to the best of your ability without catching a ball.
Play starts when one participant tosses a ball (underhand) to another participant.
That participant must transfer the ball to any other participant using anything on their
body to transfer it to another participant, with the exception of a physical throw. The ball
must also be at a minimum of waist level in height.
Once the ball is transferred, the participant receiving the ball must not catch it or
let it hit the ground. Typically, that participant may stop the ball’s path with their body
and then transfer it onto another participant. They can use any other appendage/joint to
control the ball to include foot, knee, shoulder, etc.
A participant is “out” when they:
A) Drop the ball while possessing it.
B) The ball hits their body and falls to the ground. For example, Participant 1
transfers the ball to Participant 2, but the ball hits Participant 2 in the leg and falls
to the ground.
15
C) A participant transfers the ball and the path of the ball is lower than the waist of
the participant receiving the ball.
D) Once a person is “out” they continue warm-up activities specific to the activity of
the day i.e. soccer passes, volleyball sets, softball throws, etc.
16
Relay Race
Purpose: This warm-up game assists with hand-eye coordination and communication.
Equipment: One ball for each line.
Description: The Relay Race is played with 3-6 participants (depending on throwing
ability) that are in a line. There should be at minimum of 2 lines but can be as many as
space allows.
The lines should be spaced far enough apart to reduce the chance of participants
colliding if they need to chase errant throws. The participants in each line should be
spread far enough from each other to allow for strong passes from participant to
participant. Play starts with a ball lying on the ground slightly away from the furthest
participant. That participant runs to collect the ball and then passes it to their partner
who then passes it along in their designated line.
The teacher/coach may determine how many times the ball goes back and forth
from the starting position to the final spot, but the ball should travel from participant 4
(Figure 8 shows the start as participant 4) to participant 3 to participant 2 to participant1.
If two loops are to be completed, participant 1 would then throw back to participant 2,
etc.
The optimal way to complete the game is to make accurate passes to the
dominant side of the participant you are passing to and to keep the lines as straight as
possible. The winning line is the team that secures the ball on the designated spot
17
without skipping a participant.
Variations:
1. Increase difficulty: The game may also be started with a moving ball to create a
more game-like scenario.
2. Increase difficulty: Participants move to designated positions on the field when
catching the ball.
This article aimed to provide warm-up games to help prepare students for the
main activity in the class or practice. Warm-up activities are recommended to increase
the heart rate and raise the body temperature prior to more vigorous activity. Variations
18
of each game can increase the difficulty of the game or introduce strategy or team play.
The teacher or coach can modify the game to make it more age appropriate, more
challenging or skill specific. Warm-up games can be a fun and useful addition to any
class or practice. “Let’s begin with warm-up games!”
References
Bishop, D. (2003). Warm up II: Performance changes following active warm up and how
to structure the warm up. Sports Medicine, 33 (7) 483-498.
Earle, R. W. & Baechle, T. R. (Eds.). (2004). National strength and conditioning
association’s essentials of personal training. Champaign: Human Kinetics.
Mayo Clinic, (2011). Aerobic exercise: How to warm-up and cool down.
www.mayoclinic.com/health/exercise/SM00067
Shipe, M. (2012). Exercising with coronary heart disease. http://www.acsm.org/accesspublic-information/articles/2012/01/19/exercising-with-coronary-heart-disease
Spark People (2013). Ask the experts: Why is it important to warm-up before exercise.
http://www.sparkpeople.com/community/ask_the_experts.asp?q=10
Young, W. B. &Behm, D.G., (2002). Should static stretching be used during a warm up
for strength and power activities? National Strength and Conditioning
Association, 24 (6) 33-37.
19