Warm-Up Thermometer: Pulse and Feel, Before and After

Students compare a very short warm-up with a complete one by tracking their pulse and how they feel. Their own data shows why a proper warm-up matters.

How to play

1. Take a resting pulse at the wrist or neck for 15 seconds (multiply by four) and rate warmth, looseness and readiness from 1 to 5 (5 min).
2. Warm-up A: three minutes of walking and a few arm circles. Measure pulse and feelings again (6 min).
3. Walk for two minutes to bring the heart rate down, then warm-up B: eight minutes with a gradual jog, mobility, activation and two build-ups at 70%. Measure again (11 min).
4. In pairs, compare your three readings and answer on the worksheet: which one leaves me more ready, and why? (3 min).

Rules

• Compare your data only with your own, never with others'.
• Take your pulse with two fingers, never your thumb.
• If anyone feels dizzy or unwell, stop and tell the teacher.

Variations

Adaptations

• Students with visual impairments: a partner counts the time out loud and records their data.
• Students with known heart or breathing conditions: follow medical guidance and do warm-up B at a lower intensity.
• Students who struggle to find a pulse: use the neck or place a hand on the chest.

Learning goals

• Take a pulse correctly.
• Check the effects of a complete warm-up.
• Connect intensity, heart rate and how you feel.

Equipment for a class of 25

• stopwatches: 6
• worksheets: 30
• pens: 30

Teacher tip

Practice taking a pulse before starting, since many students won't find it right away. Don't comment on who has a higher or lower heart rate: what matters is each student's own change.

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