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The Relationship Between Knowledge and Practice of Warm-Up and Cool-Down Among Physically Active University Students
The Relationship Between Knowledge and Practice of Warm-Up and Cool-Down Among Physically Active University Students
Muhammad Haziq Haikal Hamizi, Siti Zubaidah Nur Marthuan and Anis Naazira Abdul Rauf
Pertanika Journal of Physical Education and Sports, Volume 2, Issue 1, April 2026
DOI: http://doi.org/10.47836/pjpes.2.1.03
Keywords: Warm-Up, Cool-Down, Knowledge, Practice, Physical Activity, University Students
Published on: 2026-05-05
Abstract
Abstract
Warm-up and cool-down exercises are essential components of physical activity that contribute to injury prevention, performance enhancement, and post-exercise recovery. Despite widespread awareness of their importance, the extent to which knowledge translates into consistent practice remains unclear, particularly among university students who are physically active. Therefore, this study aimed to examine the level of knowledge and practice of warm-up and cool-down exercises, as well as to determine the relationship between these variables among physically active university students. A quantitative cross-sectional survey design was employed involving 175 Physical Education students from Universiti Putra Malaysia who were classified as physically active based on the International Physical Activity Questionnaire (IPAQ – Short Form). Data were collected using a structured questionnaire assessing knowledge of warm-up and practices of both warm-up and cool-down. Statistical analyses included descriptive statistics, Spearman correlation, and the Wilcoxon Signed-Rank test. The findings revealed that the level of knowledge regarding warm-up exercises was moderate to high (Mean = 14.24 ± 2.06). Both warm-up (Mean = 2.93 ± 0.32) and cool-down practices (Mean = 2.87 ± 0.37) were reported at high levels, with warm-up being performed more consistently. Spearman correlation analysis indicated a significant but weak positive relationship between knowledge and practice (rₛ = 0.190, p = 0.012). Additionally, the Wilcoxon Signed-Rank test demonstrated a significant difference between warm-up and cool-down practices (Z = –11.504, p < 0.001), suggesting that cool-down is less consistently performed. In conclusion, although students possess adequate knowledge and generally report high levels of practice, knowledge alone appears insufficient to ensure consistent behavioral implementation. These findings highlight the need for targeted educational and behavioral interventions to promote more consistent adoption of both warm-up and cool-down practices.
Warm-up and cool-down exercises are essential components of physical activity that contribute to injury prevention, performance enhancement, and post-exercise recovery. Despite widespread awareness of their importance, the extent to which knowledge translates into consistent practice remains unclear, particularly among university students who are physically active. Therefore, this study aimed to examine the level of knowledge and practice of warm-up and cool-down exercises, as well as to determine the relationship between these variables among physically active university students. A quantitative cross-sectional survey design was employed involving 175 Physical Education students from Universiti Putra Malaysia who were classified as physically active based on the International Physical Activity Questionnaire (IPAQ – Short Form). Data were collected using a structured questionnaire assessing knowledge of warm-up and practices of both warm-up and cool-down. Statistical analyses included descriptive statistics, Spearman correlation, and the Wilcoxon Signed-Rank test. The findings revealed that the level of knowledge regarding warm-up exercises was moderate to high (Mean = 14.24 ± 2.06). Both warm-up (Mean = 2.93 ± 0.32) and cool-down practices (Mean = 2.87 ± 0.37) were reported at high levels, with warm-up being performed more consistently. Spearman correlation analysis indicated a significant but weak positive relationship between knowledge and practice (rₛ = 0.190, p = 0.012). Additionally, the Wilcoxon Signed-Rank test demonstrated a significant difference between warm-up and cool-down practices (Z = –11.504, p < 0.001), suggesting that cool-down is less consistently performed. In conclusion, although students possess adequate knowledge and generally report high levels of practice, knowledge alone appears insufficient to ensure consistent behavioral implementation. These findings highlight the need for targeted educational and behavioral interventions to promote more consistent adoption of both warm-up and cool-down practices.
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