The Crossfit Kids Startup Curriculum

THE CROSSFIT KIDS STARTUP CURRICULUM BY JON GARY (PH.D., CF-L3) AND TODD WIDMAN (CF-L4)

Copyright 2015 © CrossFit, Inc. All Rights Reserved. CrossFit is a registered trademark ® of CrossFit, Inc. All content herein is Copyright © CrossFit, Inc. No content, in part or in whole, may be reproduced without prior written consent from CrossFit, Inc. V1.0_20151124.KW DV1.0_20151124.KW

The Crossfit Kids Startup Curriculum |

TABLE OF CONTENTS INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 PROGRAMMING ASSESSMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CLASS AGE GROUPS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

PROGRAMMING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 PRESCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 KIDS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 TEENS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

KNOWLEDGE ASSESSMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 KIDS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 TEENS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

GAMES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 PRESCHOOL—ZERO-TO-MINIMAL EQUIPMENT . . . . . . . . . . . . . . . . . . . . . 64 COOKIE MONSTER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 PAPER WALK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 RING AROUND THE ROSIE (AKA RING A RING O’ ROSES). . . . . . . . . 67 SQUAT POTATO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 COLOR ME CRAZY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 TRIANGLE TAG. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 CROWS AND CRANES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 HIGH, LOW, FAST, SLOW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 BOWLING BRIDGE

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

PRESCHOOL—MODERATE EQUIPMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 VOLCANO MONSTER

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

74

MESSY ROOM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 HUMAN BOWLING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 HOOP HOP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 POPCORN POPPER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 WACKY LINES

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

HULA HOOP GAME

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

81

NOODLE TAG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 2 of 107 Copyright 2015 © CrossFit, Inc. All Rights Reserved. DV1.0_20151124.KW


BURPEE BASKETBALL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 CRAB-WALK MEDICINE-BALL RACE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 KIDS—ZERO TO MINIMAL EQUIPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 UP IN THE AIR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 RUN, RUN CHICKEN GO HOME. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 FROGGER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 FOOD FAMILY FEUD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 BARNYARD UPSET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 UP

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

91

QUIET CORNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 KNOW YOUR FOOD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 CRAZY KICKBALL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 UNO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 WORD BALL TOSS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 MEMORY MOVEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 KIDS—MODERATE EQUIPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 HUNGRY CRABS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 BARRICADE BALL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 SHUFFLEBOARD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 TARGET BALL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 MEDICINE-BALL SMASH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 SWING AWAY 500 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 SNEAK ATTACK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

ACKNOWLEDGEMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

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INTRODUCTION


This CrossFit Kids Startup Curriculum is to be used in conjunction with the information provided at the CrossFit Kids Trainer Course. The document contains two months of programming for each age group (assuming three, four and four days per week of training for the CrossFit Preschool, Kid and Teen classes, respectively). In terms of the CrossFit Kids program, please remember that we recommend starting out with these three groups before adding additional classes (such as an Advanced Kid/Pre-Teen class). While the Training Guide directly supports the CrossFit Kids Trainer Course and program, the goal of the CrossFit Kids Startup Curriculum is to provide programming that allows trainers to more easily start a new program or enhance an existing one. This curriculum is also designed to serve as a resource, assisting you in integrating aspects from the CrossFit Kids Trainer Course into classes every day. The programming presented here was developed by the CrossFit Kids Staff and fieldtested in gyms across the country. The 10 foundational movements of the CrossFit Kids program will be covered in a compressed fashion while still adhering to their age-appropriate inclusion; the intention is to provide a broad base of capability and capacity over the course of two months. Ideally, each of the foundational skills—introduced here for one week—will subsequently be the focus in a four-to-six-week period. Thus, the two months of startup programming become a template for eight to 12 months of follow-up skill work. Additionally, for the CrossFit Preschool and Kid classes, games can be chosen from a set included within this document. There is rarely a need to have a different game every day for these age groups. Finding several that participants really like and playing them on a short rotation is a very effective method of maintaining predictable fun within the class. Examples of creative game variations are also provided, allowing one game to be changed into many. CrossFit understands the potential of this program is not limited to CrossFit affiliates around the world; the program is and can be a very effective addition to physical-education (PE) classes. To that end, the CrossFit Kids Startup Curriculum also contains information relevant to the scholastic setting. The expectations we have for the individuals in the various age ranges are consistent and overlap with standards put forth by the National Association of Sport and Physical Education (NASPE). Skill inclusion and assessments may be further honed depending on specific state requirements, outlined here.

PROGRAMMING ASSESSMENT At the CrossFit Level 1 Certificate Course, the Programming lecture serves as an introduction to the variables considered when designing workouts, how to scale, and how to assess one’s programming. In the CrossFit Level 2 Certificate Course, this assessment is the primary consideration. Assessing your programming on a rolling basis—what has been programmed for the previous days, weeks, months and years—best determines future programming while optimizing one’s fitness. The Programming Analysis Worksheet is a tool to assist this evaluation and guide future programming choices to ensure variance. For the CrossFit Kids Startup Curriculum, we are also including mechanisms to assess programming. 4 of 107 Copyright 2015 © CrossFit, Inc. All Rights Reserved. DV1.0_20151124.KW


INTRODUCTION

On the broadest level, the assessment of programming for children must be different than that for adults. The overall goal of the CrossFit Kids program is not necessarily to have them matriculate out of CrossFit Teens as elite athletes, but rather to get them to a point where that is one of many possible paths stemming from a deeper understanding of fitness, health, goals, challenges, perseverance and effort. To that end, and consistent with themes discussed at the CrossFit Kids Trainer Course, the desired variance in programming for CrossFit Preschoolers and Kids is significantly reduced compared to teen and adult CrossFit. Repetition is a necessary component for learning and adaptation; therefore, the intervals of variance are lengthened with that specific purpose in mind. Below are several tables that will be used in this document as an example of how to assess programming accomplishments, monitor deficiencies and take advantage of future opportunities. The tables begin with the CrossFit Kids program priorities. In common with all the age groups are “enjoyment,” “movement,” “general physical skills” and “opportunities.” For CrossFit Teen classes, an additional priority is added: the “WOD.” For each priority, three aspects are assessed concerning the programming; they are presented on a continuum from left to right. Some aspects can be predetermined from the plan (e.g. “impact loading”), while others need to be confirmed after the fact by observing behaviors of class members (e.g. “affect habits” or “knowledge”). For the various age groups, the tables can be used as a checklist to ensure the overall programming provides as many aspects as possible. PROGRAMMING ASSESSMENT TABLES CrossFit Preschool Priorities Checklist Enjoyment

Fun

Engaging

Affects Habits

Movements

Squat Front Squat Shoulder Press Deadlift Sumo Deadlift High Pull (SDHP)

Other Gymnastics Progressions

External Object Manipulation

Organic

Neurological

Combined

Vestibular Work

Impact Loading

Recognition

General Physical Skills

Opportunities



INTRODUCTION

CrossFit Kids Priorities Checklist Enjoyment

Fun

Engaging

Challenging

Quality of Movement

Squat Front Squat Shoulder Press Thruster Push Press Deadlift SDHP Hang Power Clean (HPC)


External Object


Organic

Neurological

Combined

Vestibular Work

Impact Loading

Appreciation

Engaging

Challenging

Competitive

Quality of Movement

Monostructural Metabolic


External Object


Endurance Strength Stamina Flexibility

Coordination Accuracy Agility Balance

Power Speed

WODs

Single Modality Couplet Triplet Chipper

Task Priority Time Priority

Time Domain <5 min. 5-10 min. 10-15 min. >15 min.

Opportunities

Vestibular Work

Impact Loading

Knowledge

Opportunities

Crossfit Teens Priorities Checklist Enjoyment


INTRODUCTION


TABLE DESCRIPTION Enjoyment—The primary goal of every CrossFit Kids class for any age is to make them want to come back! However, what makes a class enjoyable for one age group is not necessarily the same for another. For CrossFit Preschool and Kids classes, it begins with their experience being “fun” in the moment—meaning whatever task or portion of the class is happening right now. Smiles, laughter, participation and success are hallmarks. It progresses to being “engaging”—holding their attention for the duration of a class; fewer behavioral problems are a good marker. Lastly, for preschoolers, does the programming (days, weeks, months, etc.) affect their habits with respect to engaging in physical activities or a healthy lifestyle outside the program? For kids, the last aspect of enjoyment is “challenging.” For example, are there movements, activities or situations that give an athlete pause, and are they then provided with a means or a pathway to success? For teens with longer attention spans, the moment is less of a concern, and designing an entire class that is “engaging” and “challenging” is more appropriate. Additionally, the idea of a challenge is pushed one step further to being “competitive.” Opportunities should be provided that allow athletes to realize improvement from previous efforts as well as compared to peers. Movements—For CrossFit Preschool classes, it begins with a simple assessment as to whether the most basic of unloaded foundational movements and skills will be worked on. “Gymnastics progressions” include grip work and planking, as well as any additional body-weight-only movements. “External object manipulation” refers to activities such as carrying, throwing, catching and kicking various objects. With respect to CrossFit Kids and Teens, the wording of the category changes to “quality of movement” as that additional piece becomes an increasingly larger focus. For kids, the number of specific movements and skills in their potential repertoire expands, as does the extent of their gymnastic progressions for the push-up, handstand push-up and pull-up. More advanced skills can also be practiced with external objects (e.g. dribbling, volleying and jumping rope), denoted by the change from “manipulation” to “coordination.” The CrossFit Teens class is assessed through the presence of broader categories from the Theoretical Hierarchy of Development (What Is Fitness?, Page 8 (accessed April 2015) (“metabolic conditioning,” “gymnastics,” and “weightlifting and throwing”). General Physical Skills—This priority refers to the “Ten General Physical Skills” outlined in the CrossFit Level 1 Certificate Course (What Is Fitness?, Page 4 (accessed April 2015). For the CrossFit Preschool and Kids programming assessment tables, the listing of only the broad categories “organic,” “neurologic” and “combined” underlies the fact that physical skills are still being learned throughout these ages (these three categories are useful for classification purposes and programming perspective but are physiological adaptations that cannot be neatly divided in nature). Although the monitoring of specific skill components is not necessary for the younger classes, it is an aspect of CrossFit Teen programming that should be tracked to ensure a broad foundation is established through constant variance. WOD—Assessing WOD programming is only a priority for CrossFit Teen classes, and it is the only class that necessarily records the number of days each aspect is present. The high-level aspects monitored include: WOD scheme (“single modality” through a


INTRODUCTION


“chipper”), task or time driven (“priority”), and WOD duration. The preponderance of WODs for CrossFit Teens will have three or fewer movements, be “task priority” and last less than 10 minutes. Generally speaking, the physiology of this age group makes its members well adapted for these types of activities (see references below). The programming variance within the CrossFit Teen classes is on par with that of CrossFit for adults. Teen physiology: 1. Timmons, B. W., Bar-Or, O. & Riddell, M. C. Oxidation rate of exogenous carbohydrate during exercise is higher in boys than in men. J Appl Physiol 94, 278–284 (2003). 2. Riddell, M. C., Jamnik, V. K., Iscoe, K. E., Timmons, B. W. & Gledhill, N. Fat oxidation rate and the exercise intensity that elicits maximal fat oxidation decreases with pubertal status in young male subjects. J Appl Physiol 105, 742–748 (2008). 3. Riddell, M. C. The endocrine response and substrate utilization during exercise in children and adolescents. J Appl Physiol 105, 725–733 (2008). 4. Aucouturier, J., Baker, J. S. & Duché, P. Fat and carbohydrate metabolism during submaximal exercise in children. Sports Med 38, 213–238 (2008). 5. Dotan, R. et al. Child-adult differences in muscle activation—a review. Pediatric Exercise Science 24, 2–21 (2012). 6. Ratel, S., Duché, P. & Williams, C. A. Muscle fatigue during high-intensity exercise in children. Sports Med 36, 1031–1065 (2006). 7. Ratel, S., Lazaar, N., Williams, C. A., Bedu, M. & Duché, P. Age differences in human skeletal muscle fatigue during high-intensity intermittent exercise. Acta Paediatrica 92, 1248–1254 (2003). Opportunities—This priority encompasses the incorporation of programming that effects broad and long-term changes. For all age groups, this includes “vestibular work” and “impact loading.” The addition of movements that get the class in some orientation other than upright has benefits not only cognitively (see references below) but also with the “neurological” skills discussed above. Similarly, activities that result in the gross skeleton experiencing forces that may result in increased bone density (see references below) are also components of “organic” and “combined” skills. Beyond these specific movement prescriptions, the last aspect of this “opportunities” priority links everything together. It concerns the level with which the programming instills a connection between nutrition, exercise, being fit, fitness and health. Assessment of this priority is retrospective and occurs over a longer time frame. In the CrossFit Preschool class, the goal is to have programming and behavior lead to a “recognition” that these components are connected; for example, hearing an athlete say, “I used to be tired walking the dog at home, but now I can do it forever!” As an athlete’s time in the program increases, this should transition to an “appreciation,” referring to a more concrete establishment that one aspect may affect the others. For example, an athlete might relate energy level with eating certain types of food or macronutrients. CrossFit Teens programming should allow this age group to reach a deeper “understanding” behind the how and why. Therefore, the ultimate goal for teens is to provide them a knowledge base that allows them to independently adjust their own behaviors (and perhaps the behaviors of others) to accomplish self-established goals.


INTRODUCTION


Vestibular: 1. Smith, P. F. & Zheng, Y. From ear to uncertainty: vestibular contributions to cognitive function. Front Integr Neurosci 7, 84 (2013). 2. Smith, P. F., Darlington, C. L. & Zheng, Y. Move it or lose it—is stimulation of the vestibular system necessary for normal spatial memory? Hippocampus 20, 36–43 (2010). 3. Franco, E. S. & Panhoca, I. Vestibular function in children underperforming at school. Braz J Otorhinolaryngol 74, 815–825 (2008). 4. Smith, P. F., Zheng, Y., Horii, A. & Darlington, C. L. Does vestibular damage cause cognitive dysfunction in humans? J Vestib Res 15, 1–9 (2005). Bone density: 1. Ishikawa, S., Kim, Y., Kang, M. & Morgan, D. W. Effects of weight-bearing exercise on bone health in girls: a meta-analysis. Sports Med (2013). 2. Karlsson, M. K. & Rosengren, B. E. Training and bone—from health to injury. Scand J Med Sci Sports 22, e15–23 (2012). 3. Chen, J.-H., Liu, C., You, L. & Simmons, C. A. Boning up on Wolff’s Law: mechanical regulation of the cells that make and maintain bone. J Biomech 43, 108–118 (2010). 4. MacKelvie, K. J., Khan, K. M. & McKay, H. A. Is there a critical period for bone response to weight-bearing exercise in children and adolescents? A systematic review. British Journal of Sports Medicine 36, 250–7; discussion 257 (2002). 5. Skerry, T. M. Mechanical loading and bone: what sort of exercise is beneficial to the skeleton? Bone 20, 179–181 (1997). 6. Weeks B. K., Beck B. R. Eight months of regular in-school jumping improves indices of bone strength in adolescent boys and girls: Results of the POWER PE study. Journal of Bone and Mineral Research 23: 1002–1011 (2008). With the number of CrossFit Kids programs running in scholastic environments, we feel an assessment of programming would be incomplete without considering the physical-education standards published by the National Association for Sport and Physical Education (NAPSE). NASPE is an association under the Society of Health and Physical Educators (SHAPE) America (formerly the American Alliance for Health, Physical Education, Recreation and Dance—AAHPERD). A significant number of states have legislation concerning PE class curriculums and outcomes based on NAPSE/SHAPE America guidance (accessed April 2015). Viewing programming from a relevant external standard may be an equally important exercise to maximize accomplishments. In addition to the three CrossFit-related tables, there are also three NASPE/SHAPE America-related tables for programming assessment (shown below). The NASPE/SHAPE America-related tables represent an overview of the topic headings presented in their publications (Goodway, 2009) (Courturier, 2014) (accessed April 2015). It is highly recommended that you take the time to study these SHAPE America publications and any other related material to assist in understanding the meaning and context of the listed headings with respect to the skills the organization is looking to foster.



INTRODUCTION

NASPE/SHAPE America-Related Guidelines Checklist (Preschool) Guideline 1 Structured Activity

At Least 60 Minutes Per Day

Guideline 2 Unstructured Activity


Less Than 60 Minutes of Sedentary Time

Guideline 3 Motor Skills

Locomotor

Manipulative

Guideline 4 Environment

Indoor & Outdoor

Safe

Understand Importance of Physical Activity

Promote Good Movement

Guideline 5 Instructor Knowledge

Provide Opportunities for Physical Activity

NAPSE/SHAPE America-Related Priorities Checklist (K through Grade 5) Standard 1 Motor Skill Competency

Stability

Manipulative

Standard 2 Space, Pathways & Application of Motor Levels Skills

Speed, Direction & Force

Body Alignment

Strategies

Standard 3 Understands Health Effects

Engages

Fitness & Activity Knowledge

Nutrition

Program Planning

Personal Responsibility & Rules

Feedback

Cooperation

Safety

Challenge

Enjoyment

Social

Standard 4 Behavior

Locomotor

Standard 5 Health Recognition of Value



INTRODUCTION

NASPE/SHAPE America-Related Priorities Checklist (Grade 6 through Grade 12) Standard 1 Motor Skill Competency

Games & Sports

Aquatics

Standard 2 Games & Sports Application of Motor Skills

Dance

Skill Improvement


Engages


Nutrition & Stress Management

Program Planning


Feedback

Cooperation

Safety

Challenge

Enjoyment

Social

Standard 4 Behavior

Dance


It is up to each CrossFit Kids Trainer (in CrossFit Kids affiliates and in schools) to bring about the “characteristics” discussed at the opening of the CrossFit Kids Trainer Course as well as those standards outlined by NAPSE/SHAPE America. Please remember the purpose of these tables is to assist you, as the trainer, in that endeavor, providing feedback on programming so that it may be adjusted to foster the best outcomes for children in all facets of their development. CITED SOURCES Couturier, L., Chepko, S., and Holt/Hale, S. (2014) National Standards and Grade Level Outcomes for K-12 Physical Education. Champaign, IL: Human Kinetics. ISBN-13: 978-1-4504-9626-1 Goodway, J., Getchell, N., and Raynes, D. (2009) Active Start—A Statement of Physical Activity Guidelines for Children From Birth to Age 5. Sewickly, PA: AAHPERD Publications. ISBN: 978-0-88314-946-1


IndividualPerformance & Fitness Activities


INTRODUCTION

CLASS AGE GROUPS The information below includes approximate developmental milestones of children within the various CrossFit Kids classes; they are presented from the perspective of physical, emotional and cognitive skills. These milestones are meant to remind and orient a CrossFit Kids Trainer about whom they are instructing and to provide context for their expectations. Examples of equipment for each of the classes is provided as well, along with some suggested vendors. A reminder of the class structure and timelines is also included. Preschool (Approx. 3-5 years old) Relevant Developmental Milestones/BehaviorsPhysical

• Uses objects and materials to build or construct things; for example, block tower, puzzle, dough, sand and water.

• Holds crayon between thumb and first two fingers. • Bends elbows to catch a ball and trap it against chest. • Hops, skips, gallops, runs with ease. • Climbs and descends stairs (alternating feet). • Transfers weight forward to throw. • Climbs playground equipment with increasing agility. • Handedness develops. Emotional

• Smiles at, shares and cooperates with peers. • Shows bouts of aggression with peers. • Engages in cooperative play with two or three peers. Cognitive

• Talks to self during play—helps guide what s/he does. • Uses full sentences in conversation. • Begins to ask “why?” • Can draw simple shapes. • Tells imaginative stories. • Can do simple puzzles. Recommended Equipment (Vendors)-

• Mats, padding

amazon.com eSpecial Needs 0 Dollamur Sports Surfaces Cones 0 S&S 0 The Traffic Safety Store Jump ropes Hula hoops 0 0

• • •



INTRODUCTION

• Things to jump on/off (bumper plates, tires, etc.) • Gator Skin balls 0

S&S

Class Timelines20 minutes total

• Whiteboard (3 minutes) • Skill (3-5 minutes) • Warm-up (3 minutes) • WOD (3-5 minutes) • Game (mandatory) Kids (Approx. 5-12 years old) Relevant Developmental Milestones/BehaviorsPhysical

• Intense activity may bring tiredness. • Children need around 10 hours of sleep each night. • Muscle coordination and control are uneven and incomplete in the early • • • •

stages, but children become almost as coordinated as adults by the end of middle childhood. Small muscles develop rapidly, making playing musical instruments, hammering or building things more enjoyable. Can balance on one foot for more than 10 seconds. Jumps rope. Can ride a bike.

Emotional

• Backtalk common. • Has friends and enemies that vary and are important. • Fewer outbursts. • Self-conscious. • To win, lead or be first is valued. • Children’s feelings get hurt easily. There are mood swings, and children • • • •

often don’t know how to deal with failure. Still very attached to and dependent on parents, but there is less need to be in direct physical contact with them. More associative and cooperative play behaviors, better at taking turns. Boys begin rough-and-tumble play. Dependence on parents wanes throughout range.

Cognitive

• Memorizes facts. • Can fake emotions. • Progressively understands jokes, puns and metaphors. • Spatial awareness improves for strategizing game play. 13 of 107 Copyright 2015 © CrossFit, Inc. All Rights Reserved. DV1.0_20151124.KW

INTRODUCTION


• Is aware of time. • Improved concept of numbers. Recommended Equipment (Vendors)-

• Everything from the Preschool list, plus… • Higher things to jump on/off • Pull-up bars • • • •

0 Rogue Fitness Medicine balls (10-inch diameter) 0 Rogue Fitness Gymnastic rings (wood or plastic is preferable) Dumbbells (dry-erase markers up to 10 lb.) Kettlebells (up to 15-20 lb.)

Class Timelines30-40 minutes total

• Whiteboard (3-5 minutes) • Warm-up (3-5 minutes) • Skill (5-8 minutes) • WOD (5-10 minutes) • Game (mandatory) Teens (Approx. 12-17 years old) Relevant Developmental Milestones/BehaviorsPhysical

• Similar to adults. Emotional

• Begins to like competition. • May revolt against authority. • Interested in opposite sex. • Preoccupied with self. • Peer group and place in it become important. Cognitive

• Able to arrange ideas and abstract concepts. • Likes to debate. • Learns more defined work habits. • Able to give reasons for their own choices, including about what is right or wrong.

Recommended Equipment (Vendors)-

• Everything from the Preschool and Kids lists, plus… • Higher boxes or tires to jump on/off • Heavier dumbbells • Heavier kettlebells 14 of 107 Copyright 2015 © CrossFit, Inc. All Rights Reserved. DV1.0_20151124.KW

INTRODUCTION


• PVC (to mimic barbell) • Full-size and heavier medicine balls • Barbells (training weights through 45 lb.) • Bumper plates • Climbing ropes Class Timelines60 minutes total

• Whiteboard (5 minutes) • Warm-up (3-5 minutes) • Skill (5-10 minutes) • WOD (2-15 minutes) • Skill (3-5 minutes) • Stretching (5 minutes) • Study (10-15 minutes) (Vendor links were all accessed April 2015.) Information on milestones was selected from these sources (all accessed April 2015): CDC: Developmental Milestones CDC: Teenagers (15-17 years of age) healthy children.org: Ages and Stages Developmental Checklist Childhood Years ages six through twelve The Growing Child: School-Age (6 to 12 Years)


PROGRAMMING


Below you will find two months of programming for each age group (Preschool, Kids and Teens, respectively). The programming should be followed in the order written; it will give your classes a simple, fun and effective broad base of experience and provide you as a coach an opportunity to assess individual/group abilities and needs. In contrast to what is recommended at the CrossFit Kids Trainer Course—where the programming emphasis is one or two skills for four to six weeks within the CrossFit Preschool and Kids classes—the programming here focuses on two skills each week in order to provide an example of programming displaying a greater variety of skills in a shorter time frame. Furthermore, once this two-month block is completed, the programming is designed to serve as a template facilitating the expansion of skill work into four-to-six-week blocks within your specific classes. For example, as written below, the Week 1 skill focus for CrossFit Preschool is squatting and jumping, and the Week 2 skill focus is deadlifting and hanging from the bar. When the two months have been completed as written, the Week 1 focus (squatting and jumping) will become the focus for the first four to six weeks, and the Week 2 focus (deadlifting and hanging from the bar) will become the focus for the second four to six weeks, etc. The abilities of your specific populations will further inform your skill work in order to maximize enjoyment and improve quality of movement. Following each first two-week period of programming, two assessment tables are provided as an example of how to visualize what is being addressed for the programming priorities related to CrossFit Preschool, CrossFit Kids, CrossFit Teens and NASPE/SHAPE America-related. Please see How to Use This Document in the Introduction section for a detailed explanation of the content of these tables. Generally, cells:

• highlighted in green represent priorities that are directly facilitated. • highlighted in yellow represent priorities that are indirectly addressed by or appear •

on a longer-term basis from the programming. that are unhighlighted are components that are absent yet have the potential to be incorporated in future programming.

The tables are presented for those in the scholastic setting to aid with compliance and achievement of state, district or school standards. They are also included for the CrossFit Kids affiliate audience as a mechanism to monitor and ensure that programming encompasses its full potential in terms of skills, knowledge, behaviors and fun for the most effective classes possible. We recommend assessing your own programming with these tables in two-week blocks. At the end of each week of programming, an extra component is included in order to promote “appreciation” and “knowledge” from within the CrossFit Kid and Teen “opportunity” priorities, as well as within Standard 3 from NAPSE/Shape America. CrossFit Kids have a “challenge,” while CrossFit Teens have a “quiz” as well as a monthly “test.” Within the CrossFit Kids affiliate audience, these questions serve as a guide concerning the types of information that may be used to educate, inspire and positively affect classes. For trainers in the scholastic setting, these questions are an example of how to more tangibly tie a grade to a student’s performance in class. The actual challenge, quiz and test questions can be found at the end of the Programming sections (pages 33-38). These knowledge assessments can be administered in whatever way best serves your purposes; for example,


PROGRAMMING


as a practical exam, as verbal or written questions, all done as a group or as individuals. Lastly, you will note that the Games are left blank for the CrossFit Preschool and Kids programming. Games for these classes may be chosen from the extensive set in the following section (pages 38-75). As a tip, always plan for two separate games; even games must be changed if the children aren’t having fun, and fun is paramount! Plug in games you think will best suit your class, and you are ready to get started.


PROGRAMMING


PRESCHOOL WEEK 1 Skill focus: squats and jumps DAY 1 Skill:

Jack in the box: wind up the jack in the box by slowing squatting down and then “sproing!” out, jumping as high as you can.

W/Up:

Move around the cones and FREEZE!

WOD:

AMRAP in a given time of: 3 squats 5 meters (m) of crab walk 3 tuck jumps 5 m of bear crawl

Game: DAY 2 Skill:

Squat: knees in to knees out.

W/Up:

Skip to a cone, stop and catch a trainer-tossed dodgeball.

WOD: 5-4-3-2-1 reps of: squats push-ups Game: DAY 3 Skill:

London bridge: Facing each other in a partial squat, two players put palms together to make a bridge for the other players to duck-walk through. Players take turns being the bridge.

W/Up:

3 rounds of: 5 m of hops, 5 m of backward bear crawl, 5 m of bunny hops, skip to the beginning.

WOD:

AMRAP in a given time of: 5 squats 5 stink bug to plank 5 m of log roll

Game:


PROGRAMMING


WEEK 2 Skill focus: deadlifts and hanging from a bar DAY 1 Skill:

Deadlift, hips to box.

W/Up:

Switch: Players start lined up on opposite sides of the space; when “Switch!” is called, players cross to the other side in a trainer-designated locomotor pattern.

WOD:

AMRAP in a given time of: 3 deadlifts, hips to box jump up and over box 3 hanging knee-ups

Game: DAY 2 Skill:

Combined deadlift and underhand dodgeball pass.

W/Up:

Freeze tag.

WOD:

AMRAP in a given time of: 3 deadlifts 3 push-ups 3 tuck-jumps

Game: DAY 3 Skill:

Squat, shifting weight toes to heels.

W/Up:

Frisbee toss.

WOD:

AMRAP in a given time of: 3 deadlifts with heel balance (feet on plate or rubber square with toes slightly off the edge) 5 m of bunny hop 2 monkey hangs each side

Game:



PROGRAMMING

CrossFit Preschool Priorities Checklist Enjoyment

Fun

Engaging

Affects Habits

Movements

Squat Front Squat Shoulder Press Deadlift SDHP



Organic

Neurological

Combined

Vestibular Work

Impact Loading

Recognition

General Physical Skills Opportunities







Locomotor

Manipulative


Indoor & Outdoor

Safe




Provide Opportunities For Physical Activity

Key to Cell Color green represent priorities that are directly facilitated yellow represent priorities that are indirectly addressed by or appear on a longer-term basis from the programming unhighlighted are components that are absent yet have the potential to be incorporated in future programming.



PROGRAMMING

WEEK 3 Skill focus: presses and push-ups DAY 1 Skill:

Plank games.

W/Up:

Tabata tantrums (10 seconds on/20 seconds of rest for 4 rounds).

WOD:

AMRAP in a given time of: 1 push-up roving plank over 3 plates 3 box jumps 3 hanging knee-ups

Game: DAY 2 Skill:

Shoulder press.

W/Up:

Musical movements: When the music is on, move. When the music stops, Freeze!

WOD:

AMRAP in a given time of: 3 shoulder presses 6 rope jumps 1 shuttle run

Game: DAY 3 Skill:

T push-ups.

W/Up:

Run to the cone, stop and kick a stationary dodgeball.

WOD:

AMRAP in a given time of: 5 m of crab walk jump over the hurdle 2 push-ups

Game:


PROGRAMMING


WEEK 4 Skill focus: tumbling and gymnastics DAY 1 Skill:

Forward roll.

W/Up:

Animal-movement relays to cone and back.

WOD:

AMRAP in a given time of: 1 forward roll hop through agility ladder 3 shoulder presses

Game: DAY 2 Skill:

Stink bugs.

W/Up:

3 rounds of: 5 jumping jacks, 3 burpees.

WOD:

AMRAP in a given time of: 4 plank to stink bugs 5 m of frog hops 4 squats

Game: DAY 3 Skill: Cartwheels W/Up:

Players run around a circle of cones. When “Freeze!” is called, they go to the designated location and perform 3 reps of a given movement.

WOD:

AMRAP in a given time of: 1 cartwheel 3 side shuffles on bar each way 6 line hops

Game:


PROGRAMMING


WEEK 5 Skill focus: squats and presses DAY 1 Skill:

Squat (super-slow squat).

W/Up:

Dodgeball throw (one- and two-handed versions) and catch.

WOD:

AMRAP in a given time of: 5 m crawl rope swing 5 m crawl climb tall box 3 squats on the box run back to the start

Game: DAY 2 Skill: Press W/Up:

Roving plank races/running races/plank hold

WOD:

AMRAP in a given time of: 5 shoulder presses run 5 m 5 box jumps run 5 m

Game: DAY 3 Skill: Thruster W/Up:

Agility ladder, broad jump, bear crawl, broad jump, sandbag carry.

WOD:

AMRAP in a given time of: 5 thrusters 1 forward roll 5 jumping jacks 1 forward roll

Game:


PROGRAMMING


WEEK 6 Skill focus: deadlifts and planks DAY 1 Skill: Deadlift W/Up:

Animal-movement relays to cone and back.

WOD:

AMRAP in a given time of: Monkey-bar hangs 5 m of angry-gorilla walk 5 squats 5 m of angry-gorilla walk monkey-bar hangs

Game: DAY 2 Skill:

Plank, front squat.

W/Up:

Freeze tag.

WOD:

AMRAP in a given time of: 3 burpees 10 m of bear crawl 3 front squats 10 m of bear crawl

Game: DAY 3 Skill:

Deadlift, plank.

W/Up:

Relay races: box jump, run through cones, box jump, Frisbee catch.

WOD:

AMRAP in a given time of: 30 seconds of running 30 seconds of burpees 30 seconds of running 30 seconds of plank

Game:


PROGRAMMING


WEEK 7 Skill focus: presses and sumo deadlift high pull DAY 1 Skill:

Push press.

W/Up:

Obstacle course and dodgeball kick.

WOD:

AMRAP in a given time of: 5 push presses 5 jumps 5 burpees forward roll

Game: DAY 2 Skill:

Monkey hang, deadlift.

W/Up:

Relay: 5 m crawl, run 10 m, 5 squats on a box.

WOD:

Repeat 8 rounds of: 10 seconds of monkey hang 20 seconds of squatting 10 seconds of plank hold 20 seconds of rest

Game: DAY 3 Skill:

Sumo deadlift high pull

W/Up:

Animal-movement relay to cone and back with 3 burpees before each player starts.

WOD:

AMRAP in a given time of: 5 sumo deadlift high pulls 5 m of bear crawl 5 squats 5 m of bear crawl

Game:


PROGRAMMING


WEEK 8 Skill focus: squats and pull-ups DAY 1 Skill:

Squat (front squat and arm position for overhead squat).

W/Up: CrossFit Kids baseball. WOD: AMRAP in a given time of: 5 front squats box jump-over skip 5 m run back to the squats line Game: DAY 2 Skill: Plank, bar hang. W/Up: Tabata jump around and catch a trainer-tossed Frisbee. WOD: AMRAP in a given time of: 5 squats 5 m of roving plank 5 sit-ups 5 m of roving plank Game: DAY 3 Skill:

Pull-up from knees.

W/Up:

Finding Nemo (hide pictures of fish around the gym; retrieve each one and do a burpee).

WOD:

AMRAP in a given time of: 5 m of cone shuffle 5 m of running 5 m of cone shuffle 5 m of bear crawl 5 m of cone shuffle 1 forward roll sprint back

Game:


PROGRAMMING


KIDS WEEK 1 Skill focus: squats and box jumps DAY 1 W/Up:

3 rounds of: 5 broad jumps, 10 m of bear crawl, 10 lunge steps, 5 donkey kicks, agility ladder, dodgeball catch.

Skill:

Squat—knees out to PVC.

WOD:

AMRAP in a given time of: 5 squats on top of the box 10 m of roving plank 10 kettlebell swings

Game: DAY 2 W/Up:

3 rounds of: 2 forward rolls, 10 m of frog hop, 10 m of backpedal, 10 m of hurdles, 5 push-ups.

Skill:

Squat—heel-balance drill. Stand with toes hanging off a plate and attempt to perform a squat without letting toes touch the ground.

WOD:

AMRAP in a given amount of time of: Cross the squares by doing 1 heel-balance squat on each one. If your toes touch the ground, head back to the beginning, do 3 burpees, and try again.Once you make it across, do 3 toes-to-bars and run 10 m back to the start.

Game:


PROGRAMMING


DAY 3 W/Up:

2 rounds reverse Tabata (10 seconds on, 20 seconds of rest) of: plank, push-ups, hollow holds, sit-ups.

Skill:

Box jumps—“laser knees” (land on top of the box with lasers pointed out.)

WOD:

AMRAP in a given time of: 7 front squats 10 m of bear crawl 7 box jumps side-shuffle back

Game: DAY 4 W/Up:

“Switch” drill—each time the trainer calls “switch,” transition between the following movement pairings: Round 1: crab walk and bear crawl; Round 2: lunge walk and high-knee skip.

Skill:

Front squat—“Front-Rack Reverse Limbo”: the limbo stick functions as a trainer shelf. Each time athletes get to the front of the line, the PVC shelf gets higher; athletes must keep elbows above the shelf.

WOD: 10-9-8-7-6-5-4-3-2-1 reps of: front squats push-ups Game: WEEK 1 CHALLENGE: (SEE PAGE 54)


PROGRAMMING


WEEK 2 Skill focus: deadlifts and pull-ups DAY 1 W/Up:

Wide-receiver Nerf football catch—run to a cone, forward roll, turn and catch the football.

Skill:

Pull-up—suspended shrugs.

WOD:

AMRAP in a given time of: 4 monkey hangs 8 deadlifts 12 lateral hops

Game: DAY 2 W/Up:

Alternating Tabata: squats and donkey kicks.

Skill:

Sumo deadlift high pull—4 then 3-step sequence.

WOD:

AMRAP in a given time of: 3 pull-ups 6 sumo deadlift high pulls 9 single-unders

Game: DAY 3 W/Up:

“Roll the dice” —use dice to determine how many reps of a given movement to do.

Skill:

Deadlift set-up on a kettlebell, pull-ups superman to hollow

WOD:

AMRAP in a given time of: 5 deadifits 3 pull-ups 1 cartwheel

Game:


PROGRAMMING


DAY 4 W/Up:

400-m skill run—stop every 20 m to do a movement (squats, jumping jacks, etc.).

Skill:

Deadlift—good mornings.

WOD:

AMRAP in a given time of: 1 kettlebell deadlift 1 burpee run 100 m Add a repetition to each movement after each completed 100-m run.

Game: WEEK 2 CHALLENGE: (SEE PAGE 54)



PROGRAMMING


Fun

Engaging

Challenging


External Object Coordination

Organic

Neurological

Combined

Vestibular Work

Impact Loading

Appreciation

Quality of Movement Squat Front Squat Shoulder Press Thruster Push Press Deadlift SDHP HPC General Physical Skills Opportunities

NAPSE/SHAPE America-Related Priorities Checklist (K through grade 5) Standard 1 Motor Skill Competency

Stability

Manipulative

Standard 2 Space, Pathways & Application Of Motor Levels Skills

Speed, Direction & Force

Body Alignment

Strategies



Nutrition

Program Planning

Cooperation

Safety

Enjoyment

Social

Standard 4 Behavior

Locomotor

Engages

Personal Feedback Responsibility & Rules


Challenge


PROGRAMMING


WEEK 3 Skill focus: presses and push-ups DAY 1 W/Up:

Players run around a circle of cones in the middle of the room. When “freeze!” is called, a location in the room is yelled out along with a certain number of reps of a movement to be performed there. Players go to the designated place, complete the reps, and then return to running in a circle.

Skill:

Press—overhead plate relay: Hold a lightweight plate overhead while moving.

WOD:

AMRAP in a given time of: 10 lunge steps 10 shoulder presses 10 sit-ups

Game: DAY 2 W/Up:

CrossFit Kids baseball: forward roll, bear-crawl to first base, lungewalk to second base, roving-plank to third base, grapevine to home base and throw a dodgeball into a tire.

Skill:

Push press—wall drill: facing a wall, perform push presses with elbows slightly touching the wall.

WOD:

3 rounds of: 7 dumbbell hanging power cleans 3 box jump up and overs (12 in. or less) 7 push presses 10 m backpedal

Game:


PROGRAMMING


DAY 3 W/Up:

AMRAP in a given time of: 3 handstand kick-ups, 20 single-unders.

Skill:

Thrusters—4 to a 3-step sequence.

WOD: In teams of 4, complete 3 rounds of 30 seconds each of: rowing T push-ups thrusters pull-ups Rest 1 minute between rounds. Game: DAY 4 W/Up:

3 rounds of: 10 m of broad jump, 10 m of bear crawl, 10 m of grapevine (right), grapevine (left), 1 skin-the-cat, Frisbee catch.

Skill:

Push-up—plank games

WOD:

AMRAP in a given time of: 3 push-ups 5 box jumps 7 push presses



PROGRAMMING


WEEK 4 Skill focus: gymnastics and tumbling DAY 1 W/Up:

“4 Station relay”: divide kids behind one of four cones positioned in a diamond shape. Start a baton at opposite ends of the diamond. Each player runs the baton to the next cone and then lines up behind that cone. Play resets when one baton catches the other.

Skill:

Slow-motion forward roll.

WOD:

AMRAP in a given time of: 2 forward rolls 4 burpees 6 kettlebell swings 8 lateral hops

Game: DAY 2 W/Up:

3 rounds of: 20 seconds of jump rope, 20 seconds of squat thrusts, 20 seconds of sit-ups.

Skill:

Cartwheels—”X marks the spot”: mark Xs on the floor where hand and feet contact.

WOD:

Partner AMRAP in a given time—one partner holds plank position while the other completes the following: 3 cartwheels 10 lunge steps Partners switch positions and repeat.

Game: DAY 3 W/Up:

3 rounds of: 2 cartwheels, 5 squats, 5 sit-ups, 5 pull-ups.

Skill:

Handstands and wall-ups.

WOD:

AMRAP in a given time of: 1 wall-up 10 m of frog hop 3 wall-ball shots

Game:


PROGRAMMING


DAY 4 W/Up:

Wide-receiver Frisbee catch—run to a cone, turn and catch the Frisbee.

Skill:

Stinkbug-walk around the box—in a stinkbug position with toes on box, walk hands 180 degrees around the box and then reverse directions back to starting point.

WOD:

AMRAP in a given time of: 7 deadlifts 5 m of inverted roving plank 3 pull-ups


WEEK 5 Skill focus: squats and presses DAY 1 W/Up:

Dot drill.

Skill:

Air squat.

WOD:

AMRAP in a given time of: 5 push-ups 10 air squats 15 m of bear crawl

Game: DAY 2 W/Up:

Animal walks: inchworms, bear crawl, leapfrogs, crab walks, bunny hops.

Skill:

Front squat.

WOD:

Tabata mash-up (20 seconds on, 10 seconds off, alternating intervals of each couplet): front squats/push-ups Supermans/burpees Game:


PROGRAMMING


DAY 3 W/Up:

Station rotation: battle ropes, air squat, mountain climber, sit-up, jumping jack.

Skill: Press. WOD:

AMRAP in a given time of: 10 shoulder presses 10 box jumps 50 m run

Game: DAY 4 W/Up:

Obstacle course with a dodgeball catch.

Skill: Thruster. WOD: Game:

AMRAP in a given time of: 10 thrusters 2 forward rolls 10 burpees

WEEK 5 CHALLENGE: (SEE PAGE 55)

WEEK 6 Skill focus: deadlifts and jump rope DAY 1 W/Up:

Station rotation: squat, box jump, front squat, dot drill.

Skill:

Push-press and jump-rope work.

WOD: Game:

AMRAP in a given time of: 10 push presses 10 sit-ups 20 single-unders


PROGRAMMING


DAY 2 W/Up:

2 burpees, agility ladder, super-slow squat.

Skill:

Kettlebell deadlift, double-under.

WOD: 1-min. station rotation with 1-min. rest between rounds of: jump rope deadlift box jump Game: DAY 3 W/Up:

Catch-throw-catch: With kids in a horseshoe-shaped line, the coach throws a ball and the athletes catch and throw it back. If the catch is missed, the athlete does 3 squats and jumps back into the game.

Skill:

Sumo deadlift.

WOD: Game:

3 rounds of: 7 sumo deadlifts lunge 5 m to box 7 box jumps backward lunge to start

W/Up:

3 rounds of: 3 wall walks, 3 cartwheels, 3 knees-to-elbows.

DAY 4

Skill: Deadlift. WOD: Game:

AMRAP in a given time of: 1 cartwheel 5 deadlifts 10 jump-rope skips 15 jumping jacks

WEEK 6 CHALLENGE: (SEE PAGE 55)


PROGRAMMING


WEEK 7 Skill focus: hanging power clean and wall ball DAY 1 W/Up:

Power of 10s: 10 lunges, 10 jumping jacks, 10 bucking broncos, 10 box jumps.

Skill:

Hanging power clean, sumo deadlift high pull.

WOD: Game:

AMRAP in a given time of: 10 sumo deadlift high pulls 10 sit-ups 10 shuttle sprints

W/Up:

Stop on 25: class performs synchronized jumping jacks with the teacher counting for the first 15 reps. Then the class will attempt to continue without talking to 25 and stop at the exact same time.

Skill:

Hanging power clean, wall-ball work.

WOD:

AMRAP in a given time of: 7 hanging power cleans 10 mountain climbers 7 front squats with wall ball 10 mountain climbers

DAY 2

Game: DAY 3 W/Up:

Forward roll, agility ladder, broad jump, bear crawl, Frisbee catch, sprint.

Skill:

Push-up work, hanging power clean with a ball.

WOD:

AMRAP in a given time of: 5 wall-ball shots 5 push-ups 5 seconds T-plank hold right 5 second T-plank hold left

Game:


PROGRAMMING


DAY 4 W/Up:

Limbo! (Athletes do 3 reps of an exercise prior to a limbo under the PVC pipe.)

Skill:

Pull-up, monkey hang.

WOD:

AMRAP in a given time of: 10 wall-ball shots carioca to the pull-up bar 6 monkey hangs carioca back


WEEK 8 Skill focus: planks and handstands DAY 1 W/Up:

3 rounds, 20 seconds each, of: jump rope, squats, holds on the bar.

Skill:

Hollow rock/superman, stink bug.

WOD:

AMRAP in a given time of: 5 burpees 5 shuttle sprints 5 donkey kicks

Game: DAY 2 W/Up: Dodgeball. Skill:

Plank, stink-bug push-ups.

WOD:

AMRAP in a given time of: 5 m of roving plank 10 box jumps 10 squats 5 m of roving plank back 2 cartwheels

Game:


PROGRAMMING


DAY 3 W/Up:

Simon says.

Skill:

Rolling, box kick-up.

WOD:

AMRAP in a given time of: 5 m of log roll 7 push-ups 2 forward rolls 7 front squats Run back to start

Game: DAY 4 W/Up:

3 rounds of: 2 forward rolls, lunge, agility ladder, backward lunge.

Skill:

Box kick-up/toe tap, stink-bug push-ups from a box.

WOD:

AMRAP in a given time of: 5 bucking broncos 10 m shuttle run 5 frog jumps 10 m shuttle run 5 stinkbugs 10 m shuttle run



PROGRAMMING


TEENS WEEK 1 DAY 1 W/Up:

AMRAP at a warm-up pace for 7 minutes of: 5 sit-ups, 10 m of lunge walk, 5 plank-ups, 10 m of bear crawl, 5 tuck jumps, 3 forward rolls, 5 burpees, 10 m of broad jumps.

Skill:

Air squat.

WOD:

10 rounds for time of: 9 squats 6 push-ups

Skill:

Max double-unders in 2 minutes, max monkey hangs—2 attempts for reps and time.

W/Up:

Jog 100 m forward and 100 m backward, then 2 rounds (30 seconds each) of: push-ups, squats, tuck jumps, Supermans.

DAY 2

Skill: Deadlift. WOD:

AMRAP in 10 minutes of: 12 deadlifts 13 burpee box jumps 14 wall-ball shots

Skill:

Burgener warm-up with PVC, then 10 minutes to work up to a 5-repmax hanging power snatch.

W/Up:

Mixed Tabata of: AbMat sit-ups, lunges, jump-rope skips, plank shoulder touches.

DAY 3

Skill: Pull-up. WOD: 12-9-6-9-12 reps for time of: pull-ups dumbbell shoulder presses Skill:

Row for 2,000 m as a team of two. Meters on the row only count when a partner is in the handstand position.


PROGRAMMING


DAY 4 W/Up:

Agility drills at a warm-up pace: high-knees run, fanny whackers, lunge walk, backward lunge walk, side shuffle left/right, Spider-man stretch, inchworm, carioca left/right, broad jump, cartwheels.

Skill:

Hanging power snatch.

WOD:

EMOM for 8 minutes of: 4 hanging power snatches 1 shuttle run

Skill:

10 seated muscle-up transition drills 3 sets of max dips

WEEK 1 QUIZ: (SEE PAGE 57)

WEEK 2 DAY 1 W/Up:

Row 250 m, then 10 reps each of: kettlebell deadlifts, side-to-side hops, kipping swings and squats. Repeat two times.

Skill: Press WOD:

AMRAP in 3 minutes of: 2 presses 4 pull-ups 6 box jumps Rest 1 minute, 3 rounds total

Skill:

In 10 minutes, find a 3-rep-max power clean


PROGRAMMING


DAY 2 W/Up:

At a jogging pace: 10 sit-ups, 10 m of inchworm, 10 jumping squats, 10 m of bear-crawl, 10 burpees, 10 m of broad jumps, 10 dumbbell presses, 10 m of forward rolls.

Skill:

Front squats

WOD:

For time: 20 front squats 8 wall-ups 15 front squats 6 wall-ups 10 front squats 4 wall-ups 5 front squats 2 wall-ups

Skill:

Partner band-resisted sprints, 40 m x 6 each

W/Up:

Mixed Tabata: push-ups, toes-to-bars, shuttle run, tuck jumps.

Skill:

Burgener warm-up for clean, PVC-pipe power cleans.

WOD:

3 rounds for time of: 5 power cleans 200-m run

Skill:

Handstand skills and drills

W/Up:

AMRAP at a warm-up pace in 5 minutes of: 50-m jog, 10 squats, 15 m of lunge walk, 5 burpees, 15 m of bear crawl, 10 hollow rocks.

Skill:

Kettlebell swing.

WOD:

Alternating 8 minutes Tabata of: kettlebell swings bear-crawl 10 m wall-ball shots broad-jump 10 m

Skill:

One partner performs a 25 m sled push (down and back) while the second partner performs double-unders—3 rounds for max double-unders.

DAY 3

DAY 4

WEEK 2 QUIZ: (SEE PAGE 57) 43 of 107 Copyright 2015 © CrossFit, Inc. All Rights Reserved. DV1.0_20151124.KW


PROGRAMMING

CrossFit Teens Priorities Checklist Enjoyment

Engaging

Challenging

Competitive

Gymnastics Movements

Weightlifting & Throwing

Endurance Strength Stamina Flexibility

Coordination Accuracy Agility Balance

Power Speed

Single Modality-0 Couplet-5 Triplet-3 Chipper-0

Task Priority-4 Time Priority-4

Time Domain <5 min.-3 5-10 min.-4 10-15 min.-1 >15 min.-0

Vestibular Work

Impact Loading

Knowledge

Quality of Movement Monostructural Metabolic Conditioning General Physical Skills

WODs

Opportunities

NASPE/SHAPE America-Related Priorities Checklist (Grade 6 through Grade 12) Standard 1 Motor Skill Competency

Games & Sports

Aquatics

Standard 2 Games & Sports Application Of Motor Skills

Dance

Skill Improvement


Engages


Nutrition & Stress Management

Program Planning


Feedback

Cooperation

Safety

Challenge

Enjoyment

Social

Standard 4 Behavior

Dance



IndividualPerformance & Fitness Activities

PROGRAMMING


WEEK 3 DAY 1 W/Up:

AMRAP at a warm-up pace for 5 minutes of: agility ladder, 5 pushups, backward lunge steps for 10 m, 10 squats, cartwheels for 10 m, 10 knees-to-elbows, burpee broad jumps for 10 m, 10 light Russian kettlebell swings.

Skill: Thrusters. WOD: 21-15-9 reps of: thrusters pull-ups As many rounds as possible in 8 minutes Skill:

In 10 minutes find a 3-rep-max power snatch

W/Up:

Mixed Tabata: PVC-pipe overhead squats, hollow rocks, side-to-side hops, dumbbell shoulder shrugs.

Skill:

Sumo deadlift high pulls.

DAY 2

WOD: 10-9-8-7-6-5-4-3-2-1 reps for time of: sumo deadlift high pulls burpees double-unders Skill:

Rope climbs

W/Up:

As many rounds as possible at a warm-up pace of: 7 air thrusters, one-legged (left leg) broad jumps for 15 m, 7 toes-to-bars, straddle stretch for 15 m (left-leg lead), 7 star jumps, one-legged (right leg) broad jumps for 15 m, 3 wall-ups, straddle stretch (right-leg lead) for 15 m.

Skill:

Push press.

WOD:

Every minute for 12 minutes, perform 1 rep of each movement, adding a rep to each movement every minute: push press kettlebell swing

Skill:

Max-height box jump

DAY 3


PROGRAMMING


DAY 4 W/Up:

Mixed Tabata of: see-saw squats, AbMat sit-ups, dumbbell push presses, jumping lunges.

Skill:

Overhead squats.

WOD:

5 rounds for time of: 7 overhead squats run 100 m 5 deadlifts

Skill:

Partner weighted plank hold vs. sit-ups, 2 rounds for max sit-ups.


WEEK 4 DAY 1 W/Up:

AMRAP in 5 minutes at warm-up pace of: 5 V-ups, agility-ladder drills, 10 grasshoppers, 10 m of inchworms, 10 bandy good mornings, 10 m of broad jumps, 10 squat jumps, 10 m of cartwheels.

Skill:

Medicine-ball cleans.

WOD:

100 medicine-ball cleans for time

Skill:

3 x max ring dips, 3 x max-distance handstand walk

W/Up:

Jog 400 m, then 2 rounds at a jogging pace of: 10 push-ups, 10 sideto-side hops, 10 toes-to-bars, 10 light Russian kettlebell swings.

Skill:

Push jerk.

DAY 2

WOD: 21-15-9 reps for time of: dumbbell push jerks double-unders box jump-overs Skill:

3 rounds of partner L-sit vs. row for meters (rowing stops when partner comes down from the L-sit).


PROGRAMMING


DAY 3 W/Up:

Mixed Tabata: air squats, banded good mornings, sit-ups, box jumps. Then hold a plank for 1 minute.

Skill: Pistols. WOD:

5 rounds for time of: 4 pistols 8 kettlebell swings 12 sit-ups

Skill:

In 10 minutes, find a 3-rep-max power clean

W/Up:

2 rounds at a jog pace, 1 minute on each: plank, super-slow squats, super-slow push-ups, box jumps.

Skill:

Power snatch.

WOD:

AMRAP in 15 minutes of: run 400 m 7 power snatches 7 handstand push-ups

DAY 4

Skill: Muscle-ups WEEK 4 TEST: (SEE PAGE 58)

WEEK 5 DAY 1 W/Up:

5 minutes at a jogging pace of: 5 wall squats, 10 m of high knees, 5 kettlebell goblet squats, 10 m of bear crawl.

Skill:

Air squat.

WOD:

2 rounds for time of: 500 m row 40 air squats 30 sit-ups 20 push-ups 10 pull-ups

Skill:

Double-unders (for time) 5-10-15-20-25-30-25-20-15-10-5 (these should be unbroken sets with a brief pause between sets).


PROGRAMMING


DAY 2 W/Up:

AMRAP in 7 minutes at a jogging pace of: monkey-bar traverse, handstand forward roll, handstand walk, 200 m jog.

Skill:

Front squat.

WOD: 21-15-9 reps for time of: front squats kettlebell swings burpees Skill:

Rope-climb work, then max rope climbs in 5 minutes

W/Up:

3-round mixed Tabata of: PVC overhead squats, hollow rocks, box jumps.

Skill:

Overhead squat.

WOD:

4 rounds for time of: 500 m row 15 overhead squats

Skill:

3 sets for max reps of toes-to-bars

W/Up:

3 rounds of: 10 push-ups, 10 wall-ball shots, 10 shuttle sprints.

DAY 3

DAY 4

Skill: Press. WOD:

10-9-8-7-6-5-4-3-2-1 reps for time of: shoulder presses high box jumps

Skill:

Kipping and butterfly pull-up work. If technique is solid, get a max set. If not, work on the pull-up progression.



PROGRAMMING


WEEK 6 DAY 1 W/Up:

10 minutes of relay races of: banded sprint, sprint, bear crawl, crab walk, broad jump.

Skill:

Push press.

WOD:

AMRAP in 15 minutes of: 10 pull-ups 20 push presses 30 box jumps 40-calorie row

Skill:

Box jump work, then find a max-height box jump.

W/Up:

CrossFit Baseball: 1 forward roll, lunge to first base, 5 air thrusters, backward lunge to second base, 5 handstand push-ups, lunge to third base, 5 toes-to-bars, backward lunge to home plate, 5 lateral jumps.

Skill:

Front squat, shoulder-width push press, thruster.

DAY 2

WOD: 21-15-9 reps for time of: thrusters pull-ups Skill:

3 rounds with 30 seconds on each of: AbMat sit-ups, hollow rocks, Supermans.

W/Up:

6 minutes at a jogging pace of: partner sled-drag relay for 800 m (switch every 30 seconds).

Skill:

Push jerk.

WOD:

5 rounds for time of: 5 push jerks 10 burpees

Skill:

Ring dips, working on kipping efficiency.

DAY 3


PROGRAMMING


DAY 4 W/Up:

3 rounds at a jogging pace of: 10 mountain climbers, run 10 m, 10 push-ups, run 10 m, 10 PVC good mornings, 10 PVC shoulder passthroughs, 10 PVC overhead squats.

Skill: Deadlift. WOD: 21-15-9 reps of: deadlifts box jumps Every minute on the minute: 5 burpees Skill:

800 m timed sprint


WEEK 7 DAY 1 W/Up:

For 5 minutes at a jogging pace in 15 m increments: walking lunge, front-rack walking lunge, back-rack walking lunge, overhead walking lunge.

Skill:

Sumo deadlift high pull.

WOD: Five 4-minute rounds, 1 minute on each exercise, for reps of: push presses wall-ball shots box jumps sumo deadlift high pulls rowing Skill:

Knees-to-elbows and GHD-sit-up work, then 2 rounds of: max set knees-to-elbows, 20 GHD sit-ups.


PROGRAMMING


DAY 2 W/Up:

Two rounds for technique of: row 500 m, 10 wall-ball squat-clean thrusters.

Skill:

Sumo deadlift.

WOD: 8-round Tabata for each of: sumo deadlift thruster Skill:

Kettlebell swing for 2 sets of 50 reps (try to hold on for the full set; full rest between sets).

W/Up:

Dumbbell complex—7 reps of each for 3 rounds at a jogging pace of: dumbbell deadlift, dumbbell clean, dumbbell front squat, dumbbell push press.

Skill:

Medicine-ball clean.

WOD:

7 rounds for time of: 7 medicine-ball cleans 7 slam balls 7 burpees

Skill:

Wall-ball shots.

W/Up:

Jog 400 m, then 5 min. at a jogging pace of: agility ladder, box jumps, cone drills.

Skill:

Hanging power clean.

WOD:

AMRAP in 15 minutes of: 75 wall-ball shots 25 toes-to-bars 75 double-unders 25 hanging power cleans

Skill:

Push-up work, then perform 3 max sets, resting as needed between sets.

DAY 3

DAY 4



PROGRAMMING


WEEK 8 DAY 1 W/Up:

3 rounds for skill of: 5 overhead squats, 5 pull-ups, 5 burpees.

Skill:

Hanging power snatch.

WOD:

5 rounds for time of: 10 deadlifts 10 hanging power snatches 10 GHD sit-ups

Skill:

Handstand-push-up work, then 2 max sets with moderate load.

W/Up:

50-calorie row.

Skill:

Clean and jerk.

WOD:

AMRAP in 15 minutes of: 10-calorie row 12 knees-to-elbows 15 clean and jerks

Skill:

Handstand-walk work, then 4 attempts (2 each direction) to walk for max distance.

W/Up:

Jog 800 m, then Burgener warm-up.

DAY 2

DAY 3

Skill: Snatch. WOD:

AMRAP in 10 minutes of: 30 double-unders 15 snatches

Skill:

Bar muscle-up


PROGRAMMING


DAY 4 W/Up:

3 rounds at a jogging pace of: 15 wall squats, 5 m of roving plank, 15 burpees, 5 m of bear crawl.

Skill:

Back squat.

WOD:

3 rounds for reps of: 2 minutes of back squats Rest 2 minutes Increase weight between each set

Skill:

Rowing work, then 3 rounds of: 500 m row, rest 3 minutes.

WEEK 8 TEST: (SEE PAGE 61)


KNOWLEDGE ASSESSMENTS


KIDS Week 1 Challenge 1. What is the start position for the squat? 2. Where do we go to in the squat (what is the bottom position)? 3. Where do we finish a squat? 4. Where are the knees pointed in the bottom of a squat? 5. Where do we point lasers on a squat to make it a front squat? 6. Do we want weight on the heels or the toes during a squat? 7. Where do the toes point during a squat? 8. Where is a box-jump rep complete: standing tall on the box or jumping off of it? 9. Where do the knees point when they bend in a box jump? 10. What is the difference between a broad jump and a box jump? Week 2 Challenge 1. What is the start position for the kettlebell deadlift (what is the top position)? 2. Where do we go to in the kettlebell deadlift (what is the bottom position)? 3. What is the finish position for a kettlebell deadlift (what is the top position)? 4. Should the back be rounded or straight when we pick up weight? 5. Where do the knees point in the bottom of a deadlift? 6. Are the arms straight or bent in a deadlift? 7. Are thumbs wrapped around the bar or on top of the bar for pull-ups? 8. Where is the starting position for the pull-up (bottom position)? 9. Where do we go in the pull-up (top position)? 10. Where is the finish position for the pull-up (bottom position)? Week 3 Challenge 1. What is the start position for the shoulder press? 2. Where do we go to in the shoulder press (what is the top position)? 3. Where do we finish in the shoulder press? 4. Do we bend the legs during the shoulder press? 5. What is the start position for the push press? 6. Where do we go in the push press (what is the top position)? 7. Where do we finish in the push press? 8. Do the legs bend in a push press? 9. Is the body straight like a piece of wood in the plank or is it saggy? 10. Where do we go to in a push-up (what is the bottom position)?




Week 4 Challenge 1. Is the head supposed to touch the ground in a forward roll? 2. After the hands, what is the first part of the body that is supposed to touch the ground in a forward roll? 3. Do we tuck the chin to the chest in a forward roll or keep the head straight? 4. Is the body straight or bent in a cartwheel? 5. Are the feet high or low during a cartwheel? 6. How is a stink-bug position different than a plank? 7. Is the back rounded or straight in a kettlebell swing? 8. What is supposed to move the weight in a kettlebell swing: hips or shoulders? 9. Is a wall-ball shot more like a deadlift or a front squat in the bottom position? 10. Do we want to catch a wall-ball shot standing tall with long arms or bent over with short arms? Week 5 Challenge 1. What is the start position for the squat? 2. Where do we go to in the squat (what is the bottom position)? 3. Where do we finish a squat? 4. Where are the knees pointed in the bottom of a squat? 5. Where do we point lasers on a squat to make it a front squat? 6. What is the start position for the shoulder press? 7. Where do we go to in the shoulder press (what is the top position)? 8. Where do we finish in the shoulder press? 9. Do we bend the legs during the shoulder press? 10. Is a thruster a combination of a squat and a shoulder press or a deadlift and a shoulder press? Week 6 Challenge 1. What is the start position for the kettlebell deadlift (what is the top position)? 2. Where do we go to in the kettlebell deadlift (what is the bottom position)? 3. What is the finish position for a kettlebell deadlift (what is the top position)? 4. Should the back be rounded or “straight” when we pick up weight? 5. Where do the knees point in the bottom of a deadlift? 6. How many times does a jump rope go under the feet in a single-under? 7. How many times does a jump rope go under the feet in a double-under? 8. What happens first in a push press: hips and knees bend or arms straighten? 9. In which movement do the hips go lower: push press or thruster? 10. Where do the shoulder press, thruster and push press go to (what is the top position of all three?).




Week 7 Challenge 1. Where does the object start in a hanging power clean? 2. Where does the object go to in a hanging power clean? 3. Should the object be close to the body in a hanging power clean or far away from the body? 4. Do you want the hips or the shoulders to move the object in a hanging power clean? 5. Which movement is the bottom of the wall-ball shot most like: front squat or push press? 6. Do we want to catch a wall-ball shot standing tall with long arms or bent over with short arms? 7. Is it important to accurately hit the target with the ball in a wall-ball shot? 8. Should your elbows touch your knees when squatting with the wall ball? 9. Where do the knees point in the bottom of a wall-ball shot? 10. Is the back rounded or straight in a wall-ball shot? Week 8 Challenge 1. 2. 3. 4. 5. 6.

What direction is the stomach facing during a Superman position on the ground? What direction is the stomach facing during a hollow position on the ground? Is the body straight like a piece of wood in the plank, or is it saggy? Where do we go to in a push-up (what is the bottom position)? Is the head supposed to touch the ground in a forward roll? After the hands, what is the first part of the body that is supposed to touch the ground in a forward roll? 7. Do we tuck the chin to the chest in a forward roll or keep the head straight? 8. In which movement are the hips higher: plank or stink bug? 9. What is the bottom of the stink-bug push-up (where is the head in relation to the hands)? 10. What are the two things touching the wall during a wall-up?




TEENS Week 1 Quiz 1. What are the L1 five points of performance for the squat? 2. What dictates the angle of the toes in the squat? 3. What is the standard width of the heels in a squat, and what dictates the specific width? 4. Describe a method of organizing your body before attempting a squat, and explain why it is used. 5. What is the primary purpose of the abdominal muscles relative to functional movements? 6. What are the five L1 points of performance for the deadlift? 7. What are the general stance width and grip width in the conventional deadlift, and what dictates the specific width of each? 8. What is the difference between a conventional and sumo deadlift? 9. Describe and explain how the body and bar move in relation to each other and the ground in a properly executed deadlift. 10. Describe and explain what dictates the angle about the knee and hip in the set-up position of a conventional deadlift. Week 2 Quiz 1. What foundational movement most closely resembles proper rowing technique? 2. Describe and explain the action of the body in relation to the rowing machine and handle in proper rowing technique. 3. What are the five L1 points of performance for the shoulder press? 4. Describe the standard grip width for the shoulder press, and explain what specifically dictates individual grip width. 5. Describe and explain the action of the bar in relation to the body, and the body in relation to the bar, in a shoulder press. 6. Compare and contrast strict, kipping and butterfly pull-ups. 7. Of the kipping pull-up and butterfly pull-up, which has more transference to other movements, and why? 8. Describe an active shoulder and explain the differences in the top of a shoulder press and the bottom of a pull-up. 9. Describe proper thumb position on the bar for a pull-up and explain when this position might be altered. 10. Why is it recommended athletes have the ability to do a strict pull-up before attempting multiple kipping pull-ups?




Week 3 Quiz 1. What are the six steps in the sequence of the Burgener warm-up? 2. Describe the hook grip, mixed grip and standard grip on a barbell, and note when and why each might be used for best effect. 3. Describe the differences among the clean, power clean, hang power clean, hang squat clean and squat clean. 4. Describe the differences among the snatch, power snatch, hang power snatch, hang squat snatch and squat snatch. 5. What is the one L1 point of performance for the front squat that is added on top of the five L1 points of performance for the squat? 6. What are the three L1 points of performance for the push press that are added on top of the five L1 points of performance for the shoulder press? 7. What two movements make up the thruster? 8. What are the two L1 points of performance for the sumo deadlift high pull that are added on top of the 5 points of performance for the deadlift? 9. What are the two L1 points of performance for the medicine-ball clean that are added on top of the five L1 points of performance for the deadlift and the two L1 points of performance for the sumo deadlift high pull? 10. Describe an active shoulder position in a properly performed push-up, and explain why it is effective. Week 4 Test Written: 1. What are the five L1 points of performance for the squat? 2. What dictates the angle of the toes in the squat? 3. What is the standard width of the heels in a squat, and what dictates the specific width? 4. Describe a method of organizing your body before attempting a squat, and explain why it is used. 5. What is the primary purpose of the abdominal muscles relative to functional movements? 6. What are the five L1 points of performance for the deadlift? 7. What are the general stance width and grip width in the conventional deadlift, and what dictates the specific width of each? 8. What is the difference between a conventional and sumo deadlift? 9. Describe and explain how the body and bar move in relation to each other and the ground in a properly executed deadlift. 10. Describe and explain what dictates the angle about the knee and hip in the set-up position of a conventional deadlift. 11. What foundational movement most closely resembles that of proper rowing technique? 12. Describe and explain the action of the body in relation to the rowing machine and handle in proper rowing technique. 13. What are the five L1 points of performance for the shoulder press? 14. Describe the standard grip width for the shoulder press, and explain what specifically dictates individual grip width.




15. Describe and explain the action of the bar in relation to the body, and the body in relation to the bar, in a shoulder press. 16. Compare and contrast strict, kipping and butterfly pull-ups. 17. Of the kipping pull-up and butterfly pull-up, which has more transference to other movements, and why? 18. Describe an active shoulder and explain the differences in the top of a shoulder press and the bottom of a pull-up. 19. Describe proper thumb position on the bar for a pull-up, and explain when this position might be altered. 20. Why is it recommended athletes have the ability to be able to do a strict pull-up before attempting multiple kipping pull-ups? 21. What are the six steps in the sequence of the Burgener warm-up? 22. Describe the hook grip, mixed grip and standard grip on a barbell, and note when and why each might be used for best effect. 23. Describe the differences among the clean, power clean, hanging power clean, hanging squat clean and squat clean. 24. Describe the differences among the snatch, power snatch, hanging power snatch, hanging squat snatch and squat snatch. 25. What is the one L1 point of performance for the front squat that is added on top of the five L1 points of performance for the squat? 26. What are the three L1 points of performance for the push press that are added on top of the five L1 points of performance for the press? 27. What two movements make up the thruster? 28. What are the two L1 points of performance for the sumo deadlift high pull that are added on top of the five L1 points of performance for the deadlift? 29. What are the two L1 points of performance for the medicine-ball clean that are added on top of the five L1 points of performance for the deadlift and the two L1 points of performance for the sumo deadlift high pull? 30. Describe an active shoulder position in a properly performed push-up, and explain why it is effective. Practical: Perform the following functional movements to display an understanding of the basic points of performance. Note: The instructor will take note of primary faults in the movement and add them to the student’s logbook as homework for demonstration of improvement at the end of the quarter. 1. Squat 2. Front squat 3. Overhead squat 4. Shoulder press 5. Push press




Week 5 Quiz 1. What are the three L1 points of performance for the push jerk that are added to the five L1 points of performance for the shoulder press and the three points of performance of the push press? 2. Describe a progression to teach the push jerk. 3. Describe a progression to teach the medicine-ball clean. 4. What are the two L1 points of performance for the overhead squat that are added to the five L1 points of performance for the squat and the one point of performance for the front squat? 5. Describe the three components that constitute a proper active-shoulder position for the overhead squat, and explain why they are important. 6. Describe the Tabata interval. 7. Describe and explain the hand position and head position, in relation to the ground and the athlete, in the bottom of a handstand push-up. 8. Describe an active shoulder in a ring dip and explain how it differs from that seen in a deadlift. 9. What are two translations for “AMRAP”? 10. When using all appendages, which are primarily responsible for locomotion in a properly executed rope climb? Week 6 Quiz 1. Name two common major faults in the push press. 2. Describe the body position, and its relation to the ground, for a properly executed walking lunge. 3. What are the general stance width and elbow position in a properly performed thruster? 4. Describe and explain the differences between the push jerk and the split jerk. 5. What is moving and where is the body in relation to the ground in a hip extension? 6. What is moving and where is the body in relation to the ground in a back extension? 7. What is moving and where is the body in relation to the ground in the hip-and-back extension? 8. What is the purpose of the AbMat? 9. Explain what position the knees are in and why it is important when performing a proper GHD sit-up. 10. What is the full range of motion for a GHD sit-up, and when is it inappropriate?




Week 7 Quiz 1. Describe and explain the active-shoulder position in a properly performed handstand. 2. What is the purpose of a muscle-up? 3. What are the two lifts judged at a standard Olympic-weightlifting competition? 4. What are the three lifts judged at a standard powerlifting competition? 5. Describe and explain what verbal, visual and tactile cues are and give an example of each. 6. Who is Coach Greg Glassman? 7. What is the definition of CrossFit? 8. What is CrossFit’s definition of fitness? 9. What is CrossFit’s charter for training beginners? 10. What is the importance of intensity in relation to adaptation to exercise? Week 8 Test Written: 1. What are the three L1 points of performance for the push jerk that are added to the five L1 points of performance for the shoulder press and the three points of performance of the push press? 2. Describe a progression to teach the push jerk. 3. Describe a progression to teach the medicine-ball clean. 4. What are the two L1 points of performance for the overhead squat that are added to the five L1 points of performance for the squat and one point of performance for the front squat? 5. Describe the three components that constitute a proper active-shoulder position for the overhead squat, and explain why they are important. 6. Describe the Tabata interval. 7. Describe and explain the hand position and head position, in relation to the ground and the athlete, in the bottom of a handstand push-up. 8. Describe an active shoulder in a ring dip and explain how it differs from that seen in a deadlift. 9. What are two translations for “AMRAP”? 10. When using all appendages, which are primarily responsible for locomotion in a properly executed rope climb? 11. Name two common major faults in the push press. 12. Describe the body position, and its relation to the ground, for a properly executed walking lunge. 13. What are the general stance width and elbow height in a properly performed thruster? 14. Describe and explain the differences between the push jerk and the split jerk. 15. What is moving and where is the body in relation to the ground in a hip extension? 16. What is moving and where is the body in relation to the ground in a back extension? 17. What is moving and where is the body in relation to the ground in the hip-and-back extension? 18. What is the purpose of the AbMat?




19. Explain what position the knees are in and why it is important when performing a proper GHD sit-up. 20. What is the full range of motion for a GHD sit-up, and when is it inappropriate? 21. Describe and explain the active-shoulder position in a properly performed handstand. 22. What is the purpose of a muscle-up? 23. What are the two lifts judged at a standard Olympic-weightlifting competition? 24. What are the three lifts judged at a standard powerlifting competition? 25. Describe and explain what verbal, visual and tactile cues are, and give an example of each. 26. Who is Coach Greg Glassman? 27. What is the definition of CrossFit? 28. What is CrossFit’s definition of fitness? 29. What is CrossFit’s charter for training beginners? 30. What is the importance of intensity in relation to adaptation to exercise? Practical: Perform the following functional movements to display an understanding of the basic points of performance. Note: The instructor will take note of primary faults in the movement and add them to the student’s logbook as homework for demonstration of improvement at the end of the quarter. 1. Push jerk 2. Deadlift 3. Sumo deadlift high pull 4. Medicine-ball clean 5. Pull-up


GAMES


This is a combined CrossFit Preschool and CrossFit Kids Games section. The games outlined below are categorized according to: 1) the age group they were originally used with and 2) the extent of the equipment required (none/minimal to moderate/extensive). The games for these two age groups are presented in a single section because nothing specifically differentiates a CrossFit Preschool game from a CrossFit Kids game—all that matters is that it is fun (and appropriate) for whoever is playing. It is completely acceptable for a game listed under the CrossFit Preschool category here to be used in a CrossFit Kids class, and vice versa. As we extensively explain in the CrossFit Kids Trainer Course, the game is the most critical part of each CrossFit Preschool and Kids class. It provides the largest opportunity to link exercise and fitness with fun to get athletes coming back in the short term and to encourage adherence to a healthy lifestyle in the long term. The length of time spent playing the game varies with age and attention span; the underlying suggestion is to end the game before it is over. Leaving participants wanting more is the surest way to get them to come back for the next class. Although we have listed a total of 38 games in the following section, any game can be CrossFit Kid-friendly by adding movements that reinforce the skills and behaviors being addressed in the program as a whole. The games below were designed by members of the CrossFit Kids Staff and have been successfully implemented in a class setting multiple times. For each game entry, the name of the game as well as a recommended class size is provided. A summary of suggested equipment and props is also provided. Importantly, there is a detailed description of the game, the set-up for the space and the rules of play. Finally, possible variations of the games are suggested. These changes can affect movements, rules, equipment and even overall goals of the game. There is no limit to these variations; those listed here are just examples of how a small set of games can be used for months. Similar to what was done in the Programming section, relevant CrossFit- and NASPE/ SHAPE America-related assessment tables are included as an example of how the games can be used to monitor these priorities. This information can be found below two games for each age group (one from each equipment category). Please see How to Use This Document in the Introduction section for a detailed explanation of the content of these tables. Cells: highlighted in green represent priorities that are directly facilitated by each game and its listed variations. highlighted in yellow represent priorities that are indirectly addressed by or appear on a longer-term basis from the game. that are unhighlighted are components that are absent yet have the potential to be incorporated in future game variations. For example, trainers can alter games by adding different movement patterns, including nutritional information or having children explore moving on different levels.

• • •

The tables are presented for those in the scholastic setting to aid with compliance and achievement of state, district or school standards. They are also included for the CrossFit Kids affiliate audience as a mechanism to monitor and ensure the games encompass the full potential of skills, knowledge, behaviors and fun for the most effective classes for your population. We recommend assessing your own games with these tables as well. 63 of 107 Copyright 2015 © CrossFit, Inc. All Rights Reserved. DV1.0_20151124.KW

GAMES


PRESCHOOL—ZERO-TO-MINIMAL EQUIPMENT GAME NAME

COOKIE MONSTER

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS None DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) The class lines up along a wall, fence or starting line; they are “cookies.” One child (begin with the Special Leader) is the Cookie Monster, who stands some distance away. The players chant, “Cookie Monster, Cookie Monster, what time is it?” The Cookie Monster responds with a clock time, choosing any number he or she wishes; e.g., “Eight o’clock.” The cookies then count out loud together as they take large steps toward the Cookie Monster: “One, two, three, four, five, six, seven, eight.” The cookies repeat their call of, “What time?” The Cookie Monster continues to respond with time numbers until he or she decides to answer, “Cookie time!” whereupon the Cookie Monster chases the cookies back to the wall. Change the Cookie Monster after everyone gets back to the wall. VARIATIONS Change the way the other players move toward the Cookie Monster (e.g. side steps, backward steps, jumps, hops or log rolls).

•



GAMES


Fun

Engaging

Affects Habits

Movements




Organic

Neurological

Combined

Vestibular Work

Impact Loading

Recognition








Locomotor

Manipulative


Indoor & Outdoor

Safe






GAMES


GAME NAME

PAPER WALK

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 2+ EQUIPMENT/PROP REQUIREMENTS Sheets of paper DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Simply have the players walk in a circle with a sheet of paper on their chests. If they walk quickly enough, the paper will not fall. If the paper falls, the athlete does 3 repetitions of a movement (e.g. squat or press up the sky) then proceeds with the paper.


GAMES


GAME NAME

RING AROUND THE ROSIE (AKA RING A RING O’ ROSES)

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 3+ EQUIPMENT/PROP REQUIREMENTS Ideally should be done on a softer surface (carpets or mats rather than hard floor) DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Players join hands. They then walk in a circle while singing the song (http://en.wikipedia. org/wiki/Ring_a_Ring_o’_Roses). When they get to the phrase “we all fall down,” players release hands, sit down, rock back on their backs (dynamically, if it can be done safely) and then return to the upright seated position. When all the players are sitting back up, they stand and repeat the process. VARIATIONS Change the way athletes move around the circle from walking to galloping, skipping and hopping. After standing up, the whole class can do a couple of repetitions of a movement before play begins again.

• •


GAMES


GAME NAME

SQUAT POTATO

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 3+ EQUIPMENT/PROP REQUIREMENTS 1 ball (or similar light object that can be passed around) Music source DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Players stand in a circle. The music starts, and play begins with the Special Leader holding the ball (“potato”) and performing a single squat before passing it to the player next to him or her. This sequence continues while the music is playing. When the music stops, the player holding the ball performs 3 squats; then the rest of the group performs a single squat. The music resumes and the game continues. VARIATIONS Vary the movement to correspond with the skill work for the day. Incorporate super-slow movements. Vary the size, shape and weight of the “potato.”

• • •


GAMES


GAME NAME

COLOR ME CRAZY

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS Paper or cardboard shapes (about 30 cm x 30 cm, with a variety of colors recommended) DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Lay six to eight paper shapes (circle, triangle, square, octagon, star, etc.) of various colors around the game area. The trainer calls out a color or shape (or both) and a way of moving (bear crawl, crab walk, skip, jump, etc.). The players then use the specified movement to get to the right shape or color. Once everyone reaches the correct location, the trainer starts another round of the game. VARIATIONS When everyone is at a shape, the trainer can request all players to perform a movement (squat, shoulder press, plank, etc.) before continuing to the next round. Instead of shapes, plastic examples of whole foods can be used as location markers.

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GAMES


GAME NAME

TRIANGLE TAG

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS None DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Divide the class into groups of four players. Three players from each group will join hands to form something resembling a triangle. The fourth member of the group will be designated the “chaser.” Select one of the members of the triangle as the person the chaser will try to tag during a round. The group must cooperate to help keep the team member from being tagged. The chaser may only tag the selected person within his or her group. The chaser must not jump over/through the triangle team to make the tag. Play for a short amount of time, then switch the roles. VARIATIONS Triangle participants interlock elbows instead of hands. Every time a player gets tagged, the entire triangle stops and performs a movement (e.g. 4 super-slow squats); the game starts again where they left off, and they continue like this until time is called. With older kids, keep score to see who can get the most tags in a designated period.

• • •


GAMES


GAME NAME

CROWS AND CRANES

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS Chalk or tape to mark lines on the floor DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Draw two parallel lines 1 m apart from each other and long enough to accommodate half the class; these are the Start Lines. Draw two more lines of equal length 5 m behind the Start Lines; these are the Safe Lines. Divide the class into two teams. One group will be labeled Crows, and the other group will be labeled Cranes. Each member from the Crows must have a partner from the Cranes (depending on the age and emotional level of the group, the trainer might want to select partners for each child from the opposing group). Line each team up with toes on the Start Line and each player directly across from his or her partner. The trainer calls out either “Crows” or “Cranes.” The members of the team that is called then try to tag their partners on the opposite team before they turn around and run past their Safe Line. Once everyone has either been tagged or called safe, all players return to their Start Lines and prepare for another name to be called. It can be fun trying to trick them; for example, “Crrrooo…aaanes!” VARIATIONS Vary the spacing of the Start Lines and Safe Lines. With older kids, award points for every time kids tag their partners before they cross the Safe Lines. Switch partners periodically to let everyone get a chance to go with a variety of players.

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GAMES


GAME NAME

HIGH, LOW, FAST, SLOW

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 2+ EQUIPMENT/PROP REQUIREMENTS Music source DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) One movement is associated with each word: high, low, fast and slow. For example, the “high” movement is shoulder press, and the “low” movement is a burpee. The “fast” movement is a tuck jump, and the “slow” movement is a super-slow squat. Play begins when the music starts; everyone runs around the game area. When the music stops, the coach will call out a word and players will perform 2 repetitions of the associated movement before beginning to run with the music again.


GAMES


GAME NAME

BOWLING BRIDGE

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 7+ EQUIPMENT/PROP REQUIREMENTS 1 Gator Skin ball DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Players stand in a circle with each child standing foot to foot and facing inside the circle. Their feet should be wide enough to allow a ball to roll in between. One player (the Special Leader) starts in the center with the ball. The player in the center rolls the ball, trying to get it through another player’s legs. When the ball goes under the “bridge,” the thrower gets to do 3 repetitions of a movement (from that day’s skill work). Then the “bridge” athlete retrieves the ball, runs around the circle and then goes into the middle for the next round of play. VARIATIONS The ball can be kicked gently rather than rolled. The players around the circle can make bridges in various ways; for example, by holding the top of a stink bug, a plank or even a static crab-walk position (use tennis or whiffle ball).

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GAMES


PRESCHOOL—MODERATE EQUIPMENT GAME NAME

VOLCANO MONSTER

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS 4 cardboard boxes (jump boxes or laundry baskets) approximately half the height of the players 3-6 Gator Skin balls DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Set up four boxes on the ground in a diamond formation (corners almost touching) to make the “volcano.” Leave enough space in the middle, between them all, for a one child (the Volcano Monster) to move. The remaining children stand several feet away and try to throw the Gator Skin balls in the volcanoes. The Volcano Monster keeps throwing them out. The Volcano Monster wins if he or she gets all the balls out of the volcanoes.



GAMES


Fun

Engaging

Affects Habits

Movements




Organic

Neurological

Combined

Vestibular Work

Impact Loading

Recognition








Locomotor

Manipulative


Indoor & Outdoor

Safe






GAMES


GAME NAME

MESSY ROOM

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS 20 Gator Skin balls (10 each of two colors) Cones DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Set up boundaries to the game space with cones; the exact size depends on the size of the class. Place half the class on each side of the game space. Give each group 10 Gator Skin balls. The trainer blows a whistle and the kids try to roll all their balls to the other side of the room while the other team tries to send all of them back. After a short amount of time, blow the whistle again to end the game. The team with the least number of balls on its side wins. VARIATIONS The game can be played using various animal movements to move around the game space. Winning and losing teams can do movements between games. This game can be made into a more advanced Kids game if athletes are only allowed to use their feet (e.g., requiring a ball stop, use of only the inside/outside of foot, or kicks to remain on ground or pop into air).

• • •


GAMES


GAME NAME

HUMAN BOWLING

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 3+ EQUIPMENT/PROP REQUIREMENTS Foam rollers, longer style (3-6 suggested) Ideally should be done on a softer surface (carpets or mats rather than hard floor) DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Position the foam rollers on their ends, and set them up in a line or group 2 m from where the players will start. One at a time, players log roll to knock down foam rollers. The trainer (or even the other players) will reset the rollers between each roll. VARIATIONS Trainer calls out changes to the speed of the rolling.

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GAMES


GAME NAME

HOOP HOP

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 3+ EQUIPMENT/PROP REQUIREMENTS 3-6 hula hoops (mini hoops work best with smaller children) Object to throw (bean bag to an age-appropriate ball) Target (paper, cardboard box, bucket, etc.) DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Establish a starting line with some masking tape. Just past the starting line, place the first hoop; then place additional hoops leading away, each one abutting the previous hoop. The last hoop contains the object to be thrown and should be close to the target. One by one, the players jump from hoop to hoop until they reach the final hoop, where they pick up the object and throw it at the target. Reset the object after each throw. VARIATIONS Include direction changes in hoop set-up. Change movement from two-footed jump to hops. Increase distance from last hoop to target. Change the object being thrown during game or on different days..

• • • •


GAMES


GAME NAME

POPCORN POPPER

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 5+ EQUIPMENT/PROP REQUIREMENTS 1 parachute or large blanket/sheet Balls (at least 1 for every player) DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Place the parachute in the middle of the game area with the balls in the middle. This will become the “popcorn popper.” Each of the players holds onto the edge of the parachute. While making rumbling sounds, everyone gently starts shaking the blanket, causing the balls to jumble around. On the trainer’s call of “popcorn ready,” all the players pull the sheet toward them and raise it up, making the balls fly into the air. Then all athletes run around as fast as they can to pick up one ball at a time and return it to the middle. VARIATIONS Athletes can perform a movement, such as 1 air squat, before placing ball back in the “popper.”

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GAMES


GAME NAME

WACKY LINES

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 3+ EQUIPMENT/PROP REQUIREMENTS Floor that can be marked with colored tape or colored chalk DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Before class, use colored tape or sidewalk chalk to make several fun paths on the floor, including zig-zags, loops, waves, over-and-under objects, etc. Before the game starts, the trainer calls out the path to be taken (by color or number) and the way the athletes will move along it (walk backward, tiny steps, bear crawl, bunny hops, etc.). Then the players follow the Special Leader; when they reach the end, a new path and movement can be chosen.


GAMES


GAME NAME

HULA HOOP GAME

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 6+ EQUIPMENT/PROP REQUIREMENTS 8+ hula hoops (beach balls can also be substituted) Cones DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) The game space is designated using cones and should be large enough to allow the class to move around freely. All players must stay within the boundary markers, while the trainer stands outside the game space. When play starts, the trainer gently rolls the hoops into the game space; players move to dodge the hoops. If a hoop makes contact with a participant, he or she moves to a designated area to perform a movement (e.g. 5 air squats or 5 burpees). The player then returns to the game. In order to keep the games moving at a fun pace, the trainer may have the daily Special Leader assist in retrieving hoops and returning them back to the coach (more helpers can be used if the number of hoops is limited). VARIATIONS Players may move with any locomotor movement (e.g. plank walk, bear crawl, crab walk, skipping, galloping, etc.). Particular movements may be associated with hoops of a certain color (e.g. red hoop = 5 air squats, blue hoop = 5 push-ups).

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GAMES


GAME NAME

NOODLE TAG

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS Swimming-pool noodle cut into 45 cm segments Cones DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) The game space is designated using cones and should be large enough to allow the class to move around freely. Select one or more “taggers” (start with the Special Leader) and give each a section of pool noodle to use to tag others. On the call of “go,” players move within the space to avoid being tagged. Once tagged with a noodle, players must freeze in the place where they got tagged until another participant comes to free them by tapping one of their arms. Play continues until the coach selects new taggers. VARIATIONS Tunnel Tag: When players are tagged, they freeze with their feet spread wider than their shoulders. Other players can free them by crawling between their feet. Leapfrog Tag: When players are tagged, they freeze in a crouched, tuck position with their knees and head on the ground. Other players can free them by leap-frogging over them. Players can move in various locomotor patterns.

• • •


GAMES


GAME NAME

BURPEE BASKETBALL

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS 2 balls (e.g. Gator Skin ball, small beach ball) 2 laundry baskets (cardboard box or upside down plyo box) Chalk or tape to mark the floor DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) With chalk or tape, mark two starting lines next to each other, and place a ball on each line. The baskets are placed a few feet in front of the lines; the exact distance depends on the ability of the group. The class is divided in half, and players line up behind each starting line. In a relay-race format, the player at the front of the line does a burpee and then tries to throw the ball into the hoop. If the ball goes into the basket, the player gets the ball and replaces it on the starting line. If he or she misses the basket, the player retrieves the ball and does 5 jumping jacks before replacing the ball on the starting line. Once the ball is back on the starting line, the next player may begin. VARIATIONS Change the movement to be completed prior to the throw. Adjust the distance to the basket. Adjust the size of the baskets and balls.

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GAMES


GAME NAME

CRAB-WALK MEDICINE-BALL RACE

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS 2 medicine balls (light) 2 cones Chalk or tape to mark the floor DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Use chalk or tape to make two starting lines next to each other. Place a medicine ball at each starting line and a cone approximately 3 m in front of each (the distance depends on the level of ability of the class). The class is divided in half, with each team lining up behind its starting line. In a relay-race format, the player at the front of the line gets into a crab-walk position and pushes the ball to the cone and back. The players can use any part of their body to move the ball. Once the ball and player cross the starting line, the next player can begin. VARIATIONS Vary the way they move; for example, walk, bear crawl, Army crawl, etc. (change the name of the game).

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GAMES


KIDS—ZERO TO MINIMAL EQUIPMENT GAME NAME

UP IN THE AIR

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 5+ EQUIPMENT/PROP REQUIREMENTS Beach balls (large balloon), one for each team DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) The athletes are separated into groups of five to eight. Each group stands in a circle with one athlete assigned to start with the beach ball. When play begins, the athlete with the ball tosses it up in the air. The other players in the circle try to keep the ball from hitting the ground by striking it with their hands. Each contact with the beach ball counts as a point. Players are to keep track of their highest consecutive string of hits. The group has to start back at zero once the beach ball hits the floor or a player makes an illegal contact with the beach ball (e.g. no player can hit the ball twice in succession). The group that ends up with the highest consecutive strikes is declared the winner. VARIATIONS Only allow certain types of hits (e.g. double-overhand volley or single-underhand volley).

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GAMES


Fun

Engaging

Challenging

Quality of Movements

Squat Front Squat Shoulder Press Thruster Push Press Deadlift SDHP HMBC



Organic

Neurological

Combined

Vestibular Work

Impact Loading

Appreciation


NASPE/SHAPE America-Related Guidelines Checklist (K through Grade 5) Standard 1 Motor Skill Competency

Stability

Manipulative

Standard 2 Space, Pathways, & Application Of Motor Levels Skills

Speed, Direction, & Force

Body Alignment

Strategies


Engages


Nutrition

Program Planning


Feedback

Cooperation

Safety

Challenge

Enjoyment

Social

Standard 4 Behavior

Locomotor



GAMES


GAME NAME

RUN, RUN CHICKEN GO HOME

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 7+ EQUIPMENT/PROP REQUIREMENTS None DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) The class is divided into two teams, which line up on opposite walls (or any demarcation within the space). In the middle is the “catcher” who calls “run, run chicken go home” to signal the others to run across the space to the opposite wall. Anyone tagged becomes part of the team of catchers for the next run, and the game proceeds until all are caught and the game begins anew. VARIATIONS Change the way the athletes and catcher move (e.g., crab walk or bear crawl).

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GAMES


GAME NAME

FROGGER

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 7+ EQUIPMENT/PROP REQUIREMENTS Light medicine balls, less than 6 lb. (any type of light ball may be substituted) DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) This is an adaption on the 1980s arcade game. Kids stand opposite a partner in two lines approximately 2 m apart. One athlete in each pair is holding a medicine ball. One person (the Frog) waits at the end of the column. At the start of the game, everyone but the Frog gets into the bottom of the squat position and rolls (no throwing!) the medicine ball between partners. The medicine balls represent the “cars” the Frog is trying to get past. The Frog attempts to frog-hop down the column without getting tagged by the medicine balls. Players take turns getting to be the Frog. VARIATIONS Vary how the Frog moves.

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GAMES


GAME NAME

FOOD FAMILY FEUD

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS None DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) The class is divided into two teams that line up on opposing sides of the game space. The trainer asks the first athlete of Team A to identify an example of one of the three macronutrient groups (protein, carbohydrate or fat) that would be appropriate for a given meal of the day. For example, “Please identify a protein source you might eat at breakfast.” The player may answer immediately or seek guidance from his or her teammates. If the answer is correct, that player gets to select a movement, and his team will do 5 repetitions. If the answer is incorrect, the other team gets to choose the movement. Either way, the answering team performs 5 repetitions. Next, Team B gets a chance to play. Alternate between teams. VARIATIONS Allow for “steals.” If Team A gets its question wrong, Team B can steal the answer, and its members get to choose the movement Team A does. If both teams got it wrong, the trainer would select the movement both teams do.

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GAMES


GAME NAME

BARNYARD UPSET

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 5+ EQUIPMENT/PROP REQUIREMENTS Cones DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) This game is a variation on Sharks & Minnows. Begin by designating the game-area boundaries with cones (the size of the area can vary with the number of participants). One player starts out as the “tagger” in the middle of the game area, and the remaining players line up on one side of the game area. Prior to each game, everyone except the “tagger” secretly selects one of four pre-established barnyard animals (e.g. duck, cow, pig or owl). Once an animal has been selected, it cannot be changed until a new “tagger” is selected. At the start of the game, the tagger calls out one of the barnyard animals, and the players who have chosen that animal try to cross the court without getting tagged. Tagged players join the tagger with each successive crossing until one player is left; he or she becomes the next tagger. VARIATIONS How the tagger moves around can be changed. Change animals or settings (e.g., underwater animals, jungle animals, desert animals, etc.)

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GAMES


GAME NAME

UP

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS 5-10 balloons Cones DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Blow up five to 10 balloons depending on the number of children playing. The more balloons, the more challenging the game. In preparation, blow up the balloons earlier in the day and write a movement on each one (burpees, tuck jumps, sit-ups, etc.). Using cones, set boundaries that are appropriate for the size of the group. The object of the game is to keep all the balloons in the air at the same time. Before each round, the trainer (or the best mover from the class WOD) chooses the number of repetitions to do for the balloons that touch the ground, as well as the body part the players must use to keep the balloon in the air (head, foot, left arm). The trainer then throws out the balloons. When a balloon hits the ground (or the wrong body part is used to hit a balloon), the whole class does the movement that is written on it. VARIATIONS To encourage teamwork, the trainer does a movement if the class can keep all the balloons up in the air for a period of time.

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GAMES


GAME NAME

QUIET CORNER

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 6+ EQUIPMENT/PROP REQUIREMENTS 4 cones 4 sheets of paper Blindfold DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Place four cones at each corner of the game space. Label each corner with a number one through four. All athletes meet in the middle, circled around It, whose eyes are covered with a blindfold. When coach says, “Go,” all athletes (except It) move quickly and quietly to a corner of their choice. Once everyone has chosen a corner, It calls out one of the four numbers. All the athletes in the chosen corner perform 10 repetitions of a movement chosen by It. If the selected corner has no athletes, another round is played with the same blindfolded athlete. Otherwise, a new It is chosen once movements are performed, and the game continues. VARIATIONS The number of repetitions of movements can change. The way the athletes move to the cones can be varied.

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GAMES


GAME NAME

KNOW YOUR FOOD

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 6+ EQUIPMENT/PROP REQUIREMENTS Chalk or tape to mark floor Cones (1 for every 2 players) Pictures of various food items (5-10 pictures per team, preferably laminated) Music source DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Mark a starting line with chalk or tape. Place one cone for every two athletes along the line. Scatter the laminated food cards face down on the opposite side of playing area. When the music begins, one participant from each team (teams of two) performs the specified locomotor movement until he or she gets to a food card, picks up one card and performs the specified locomotor movement back to the cone. Then it’s the partner’s turn. The partners alternate picking up food cards until the music stops. Now, each team makes three piles: “All the time” foods, “sometimes” foods and “every now and then” foods. After all foods are picked up and organized, take time to talk to the group about their decisions. Then have the athletes scatter the foods back in the playing area and play again. VARIATIONS Piles can be changed; e.g., “protein, carbohydrate and fat” or “processed versus whole/real foods.” Instead of photos, names of food items can be written on whiffle balls. Instead of holding them, they could have to foot-dribble them back or throw them to partners who have to catch the balls.

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GAMES


GAME NAME

CRAZY KICKBALL

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 8+ EQUIPMENT/PROP REQUIREMENTS 1 Gator Skin ball (or other soft material) Chalk or tape to mark the floor 1 cone DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) This game is similar to a regular game of kickball with a few twists. For set-up, there are only two bases: home plate (marked with chalk or tape) and another (marked with a cone) where second base would usually be. Divide athletes into two teams. One team begins as the kicking team and the other starts in the field. Play begins with a field player (or trainer) rolling the ball to the kicker. Each kicker gets one roll and may kick in any direction; there are no foul balls. After the player kicks the ball he or she will run to the other base, touch it and either stay or return home. If a player returns home, unlike conventional kickball/ baseball, he or she may either choose to end the turn or return back to the other base. A run is scored every time home plate is touched (note: as an inning progresses, there may be more than one base runner at a time). For every kick, athletes may score any amount of runs for their team until the ball returns to the pitcher or there is an out. Play continues until the fielding team achieves three outs. Outs can be made in the following ways: 1) by tagging a runner, 2) catching a kicked fly ball, or 3) throwing the ball and hitting a base runner. When the fielding team gets three outs, roles reverse and the game continues. VARIATIONS Reduce the number of people on a team by having more than two teams (e.g. four teams consisting of four players each). One team kicks while the other three teams work together in the field to achieve three outs. Rotate teams in order. Require more or fewer outs to exchange sides. Before switching sides, the kicking team performs a number of repetitions of a movement equal to the number of runs scored (e.g., the kicking team scored 12 runs before the third out, therefore they “get” to complete 12 super-slow squats during the team exchange).

• • •


GAMES


GAME NAME

UNO

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS 1 deck of Uno cards DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) On the whiteboard, show that each card color corresponds to a specific movement (e.g. press up the sky, broad jumps, push-ups, shuttle run, log rolls, etc). Each athlete draws a card off the top of the deck. The color represents the movement, and the number is then used to determine the repetitions. Once everyone has a card, the trainer calls “3-2-1 … go,” and everyone does his or her movements. There are special cards in the Uno deck. If athletes draw “skip,” they do not have to do a movement for that round. If they pick a “draw 2” or “draw 4” card, they must pick those additional cards and perform the movements associated them. If they select a “wild” or “wild draw 4” card, they are to complete 10 repetitions of a movement of their choice and choose a friend to do it with them.


GAMES


GAME NAME

WORD BALL TOSS

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS 1 beach ball Music source DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Prior to class, write numerous movements (e.g. air squats, air thrusters, mountain climbers, burpees, etc.) directly on the beach ball or on tape to be attached to the ball. Before the game starts, show athletes the beach ball and go over all the movements. The game starts with everyone standing in a circle; when the music begins, the beach ball will be tossed across the circle. It must go to a different person each time. Athletes use a two-handed chest pass to throw the ball. When the music stops, the person with the ball will call out the two movements his or her hands are closest to on the ball, then perform those movements. Play resumes when the music begins again. The number of movement repetitions goes up by 1 each time the music stops. VARIATIONS Multiple beach balls can be tossed simultaneously. Change the method of throwing: right arm, left arm, double underhand, double overhand, etc.

• •


GAMES


GAME NAME

MEMORY MOVEMENTS

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS None DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Athletes all stand in a circle. The coach designates someone to start the game. The first person completes one movement of his or her choice; for example, the athlete can do 1 air squat. The next athlete then completes 1 air squat and adds another movement; for example, 1 push-up. The third athlete performs 1 air squat and 1 push-up, then adds his or her own movement. This pattern continues around the circle. When someone forgets the sequence, the athlete runs around the circle and returns to his or her spot, and the game starts over. VARIATIONS Change the locomotor pattern used to get around the circle.

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GAMES


KIDS—MODERATE EQUIPMENT GAME NAME

HUNGRY CRABS

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 6+ EQUIPMENT/PROP REQUIREMENTS Cones Beanbags (about 2-4 per athlete) Hula hoops (1 per team) DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Prior to the activity, set up the game area (size depends on the number of athletes) with boundaries marked by cones. Scatter the beanbags throughout the designated area. Divide the athletes into two to four teams. Place one hula hoop for each team on the outside of each edge of the boundaries. Explain to the athletes that the area inside the cones is the “ocean” and the beanbags are “crab food.” Their team hula hoop and is where they are going to place the beanbags they collect. All athletes participate at the call of “go” by crab-walking inside the boundaries and collecting beanbags. They are only allowed to get one beanbag at a time. Once they get a beanbag, they place it on their stomach and crabwalk to their team’s hula hoop, then place the beanbag in the hula hoop and go back to get another. Each team is trying to collect the most beanbags before time runs out or the beanbags are gone. VARIATIONS Method of locomotion can change. Items being collected can vary in size and shape.

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GAMES


Fun

Engaging

Challenging

Quality of Movements

Squat Front Squat Shoulder Press Thruster Push Press Deadlift SDHP HMBC



Organic

Neurological

Combined

Vestibular Work

Impact Loading

Appreciation


NASPE/SHAPE America-Related Guidelines Checklist (K through Grade 5) Standard 1 Motor Skill Competency

Stability

Manipulative

Standard 2 Space, Pathways, & Application Of Motor Levels Skills

Speed, Direction, & Force

Body Alignment

Strategies


Engages


Nutrition

Program Planning


Feedback

Cooperation

Safety

Challenge

Enjoyment

Social

Standard 4 Behavior

Locomotor



GAMES


GAME NAME

BARRICADE BALL

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 8+ EQUIPMENT/PROP REQUIREMENTS Cones 4 plyo boxes (or folded gymnastic mats) as barricades 4-6 Gator Skin balls DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) The setup and rules are similar to traditional dodgeball. The court is designated with cones and a line of dodgeballs placed across the center. Additionally, a couple of jump boxes are scattered around on each side of the court to function as barricades. The rules of regular CrossFit Kids dodgeball apply, with the following additions: Any ball bouncing off of a barricade is still “live” and can get a person out or be caught to get the thrower out. It is legal to hide behind a barricade; however, if players allow balls to sit unattended on their side of the court while they hide, the ball will be removed by the trainer and sent across to the other team. GAME NAME

SHUFFLEBOARD

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 2+ EQUIPMENT/PROP REQUIREMENTS 1 PVC pipe per team (2 m long) 1 unstrapped gymnastic ring per team (depending on the floor surface, wood may work best) Lines marked out for distance (e.g. tape or chalk) Cones DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) The class is divided into teams, with two teams using a single court. If there is enough room for multiple courts, there can be more teams. The court has a “shuffle line” and then distance markers extending from it. The increments will depend on testing the maximum distance it is possible to push the ring; a simple suggestion is to divide the maximum distance into 10 equal parts and label each one through 10. The width of the court can be 2 to 3 m and marked with cones. From behind the shuffle line, players use the PVC on the inside edge of the ring to propel it across the floor as far as they can (rings that go off the court do not count). Once both teams have pushed a ring, the team that has pushed its ring the farthest is declared the winner. The winning team gets to pick a movement, and each team has to do a number of repetitions equal to the number of distance units the winning team’s ring traveled. Play resumes with another two members from each team.


GAMES


GAME NAME

TARGET BALL

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 6+ EQUIPMENT/PROP REQUIREMENTS Cones 2 simple targets (paper or cardboard targets—even hula hoops—size and height can affect skills required) Ball (Gator Skin ball; a very light medicine ball is acceptable depending on age and abilities of players) Optional: colored jerseys for teams DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) Cones are used to designate the boundaries of the game space. It is optimal if walls or a structure can be at either end to hang a target. At the start of the game, teams line up on opposing ends. One player from each team comes to the center for the “jump ball” to determine which team starts with the ball. Whichever team sends the ball back to its side starts on offense. The ball can hit the ground off the jump, but after that, any time the ball hits the ground it is a turnover and possession switches to the other team. Players on offense try to move the ball down the court by underhand or overhand passes; however, before the ball can be passed to a teammate, an air squat must be performed. Additionally, when an athlete is in possession of the ball, movement of the feet beyond a single-foot pivot is considered traveling and causes a turnover. Similarly, failure to squat leads to a turnover. The team on defense may attempt to block the ball as it is passed, but defending players must be at least one arm’s length away from throwing players at all times to ensure this a non-contact game. Points are scored by a successful throw that hits the target. A squat must also be performed before throwing to the target. When a point is scored, the scoring team takes the ball back to its end line and throws the ball to the other team, which is now on offense. VARIATIONS Change the movement players are required to perform before throwing.

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GAMES


GAME NAME

MEDICINE-BALL SMASH

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 4+ EQUIPMENT/PROP REQUIREMENTS Cones 1 light medicine ball (4-10 lb.) Object to knock over (folded gymnastics mat or cardboard) DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) The ideal size of the game space will depend on the weight of the ball and what is being knocked over. At either end of the game space, set up the target object(s) that will be knocked down and designate the “throwing line” with cones for each team. Divide the class into two teams. Standing behind the “throwing line,” one athlete from Team 1 throws the medicine ball at the target object. If the athlete knocks it down, his or her team takes a victory lap around the gym while Team 2 does a given number of repetitions of a movement, such as 5 push-ups. If the athlete does not knock the object down with the throw, his or her team does the required repetitions of the movement. Once a victory lap is over and movements are completed, an athlete from Team 2 attempts to knock over the other object. VARIATIONS Change the way they throw the ball (underhand, chest pass, etc.). Change the type of ball (lighter, heavier, bigger, smaller, etc.). Place jump boxes between the throwing line and the target objects to act as obstacles. Athletes must spin in place five times before throwing.

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GAMES


GAME NAME

SWING AWAY 500

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 2+ EQUIPMENT/PROP REQUIREMENTS Suspended climbing rope 4 cones Paper DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) In a straight line extending from the suspended rope, place cones at consistent intervals. Label the cones moving away as: 50 Points, 100 Points, 200 Points and 250 Points. One at a time, each athlete in the class takes a swing on the rope, trying to land at the most distant cone possible. The athlete earns the points marked on the cone closest to the back foot. The first athlete to reach 500 points gets to choose a movement for the rest of the group to perform. Points reset for the athlete who reaches 500, while the rest of the group continues with the points they already accumulated.


GAMES


GAME NAME

SNEAK ATTACK

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 9+ EQUIPMENT/PROP REQUIREMENTS 1 hula hoop for each team 1 set of 6-8 different items for each hula hoop/team. Each hoop must have the same items as the other hoops (e.g., each hoop has one dodgeball, one dry-erase marker, one 2.5-lb. plate, one barbell clip, one lacrosse ball, etc.) DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) To set up the game, put one hula hoop out for each team (minimum team size is three athletes); spread them evenly around the perimeter of the game space. In each hoop, place eight pieces of equipment (one of each type of equipment; no hoop should have two of the same item). Team members sit single file behind their hoop. The game proceeds with only one player from each team moving at a time. Those athletes can go to any of the other team’s hoops and collect one and only one item, returning it back to their own team’s hoop. Once a team member’s item of choice has been placed in the team’s hoop, he or she tags off to the next athlete in line and proceeds to the back of the line to wait for another turn. This pattern continues until one team has all of the same items in its hoop (e.g., all dry-erase markers in its own hoop) or until time is called. If time is called, the team with the largest number of any one item is the winner. Items are then redistributed and another round begins. VARIATIONS Move in various locomotor patterns as they travel during the game. Once the athletes get the hang of the game, call them all back into a group. Ask them what strategies they used to get equipment (looking ahead of your turn to see where equipment was, giving advice to the next runner, etc.). Discuss how a team’s strategy might change often during the game from an offensive strategy to a defensive strategy in order to prevent a team from winning.

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• Start the game with all items in one hoop placed in the center of the playing area.

Therefore, all team’s hoops begin empty and play progresses to see who can accumulate the most identical items during the playing time. The same rules apply, 104 of 107

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GAMES


with only one person allowed to move from each group at a time. A player may choose to collect from any hoop (e.g. collect from the center hoop or steal from another team). To reduce the equipment burden, change the game to Shoe Sneak Attack, where participants remove and place all their shoes in the center hoop described above. Again, each team’s hoop begins empty. The object of the game to see which team can collect most or all of its members’ shoes during the time frame. The same rules apply, with only one person allowed to move from each group at a time. A player might choose to collect from any hoop (e.g., collect from the center hoop or steal/collect from another team). It’s fun if you can stand the stink! Make sure kids wash their hands!

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ACKNOWLEDGEMENT


GAMES SUBMITTED BY: CrossFit Agoge CrossFit King of Prussia CrossFit Murphy CrossFit Pickens CrossFit X-Factor




The Crossfit Kids Startup Curriculum

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