Académique Documents
Professionnel Documents
Culture Documents
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
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
PRESCHOOLZERO-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
PRESCHOOLMODERATE EQUIPMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
VOLCANO MONSTER
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
74
MESSY ROOM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
HUMAN BOWLING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
HOOP HOP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
POPCORN POPPER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
WACKY LINES
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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
KIDSZERO 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
KIDSMODERATE 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
3 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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 skillsintroduced here for
one weekwill 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 ones programming. In the CrossFit Level 2 Certificate Course, this assessment
is the primary consideration. Assessing your programming on a rolling basiswhat has
been programmed for the previous days, weeks, months and yearsbest determines
future programming while optimizing ones 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
Opportunities
5 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
INTRODUCTION
Fun
Engaging
Challenging
Quality of Movement
Squat
Front Squat
Shoulder Press
Thruster
Push Press
Deadlift
SDHP
Hang Power Clean
(HPC)
Other Gymnastics
Progressions
External Object
Organic
Neurological
Combined
Vestibular Work
Impact Loading
Appreciation
Engaging
Challenging
Competitive
Quality of Movement
Monostructural
Metabolic
Other Gymnastics
Progressions
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
6 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
INTRODUCTION
TABLE DESCRIPTION
EnjoymentThe 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 momentmeaning whatever task or portion of the
class is happening right now. Smiles, laughter, participation and success are hallmarks. It
progresses to being engagingholding 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.
MovementsFor 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 SkillsThis 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.
WODAssessing 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
7 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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,
278284 (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,
742748 (2008).
3. Riddell, M. C. The endocrine response and substrate utilization during exercise
in children and adolescents. J Appl Physiol 105, 725733 (2008).
4. Aucouturier, J., Baker, J. S. & Duch, P. Fat and carbohydrate metabolism during
submaximal exercise in children. Sports Med 38, 213238 (2008).
5. Dotan, R. et al. Child-adult differences in muscle activationa review. Pediatric
Exercise Science 24, 221 (2012).
6. Ratel, S., Duch, P. & Williams, C. A. Muscle fatigue during high-intensity
exercise in children. Sports Med 36, 10311065 (2006).
7. Ratel, S., Lazaar, N., Williams, C. A., Bedu, M. & Duch, P. Age differences in
human skeletal muscle fatigue during high-intensity intermittent exercise. Acta
Paediatrica 92, 12481254 (2003).
OpportunitiesThis 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 athletes 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.
8 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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 itis stimulation of
the vestibular system necessary for normal spatial memory? Hippocampus 20,
3643 (2010).
3. Franco, E. S. & Panhoca, I. Vestibular function in children underperforming at
school. Braz J Otorhinolaryngol 74, 815825 (2008).
4. Smith, P. F., Zheng, Y., Horii, A. & Darlington, C. L. Does vestibular damage cause
cognitive dysfunction in humans? J Vestib Res 15, 19 (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 bonefrom health to injury.
Scand J Med Sci Sports 22, e1523 (2012).
3. Chen, J.-H., Liu, C., You, L. & Simmons, C. A. Boning up on Wolffs Law:
mechanical regulation of the cells that make and maintain bone. J Biomech 43,
108118 (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, 2507; discussion 257 (2002).
5. Skerry, T. M. Mechanical loading and bone: what sort of exercise is beneficial to
the skeleton? Bone 20, 179181 (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: 10021011 (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 DanceAAHPERD). 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.
9 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
INTRODUCTION
At Least 60 Minutes
Per Day
Guideline 2
Unstructured
Activity
At Least 60 Minutes
Per Day
Less Than 60
Minutes of
Sedentary Time
Guideline 3
Motor Skills
Locomotor
Manipulative
Guideline 4
Environment
Safe
Understand
Importance of
Physical Activity
Promote Good
Movement
Guideline 5
Instructor
Knowledge
Provide
Opportunities for
Physical Activity
Stability
Manipulative
Standard 2
Space, Pathways &
Application of Motor Levels
Skills
Body Alignment
Strategies
Standard 3
Understands Health
Effects
Engages
Nutrition
Program Planning
Personal
Responsibility &
Rules
Feedback
Cooperation
Safety
Challenge
Enjoyment
Social
Standard 4
Behavior
Locomotor
Standard 5
Health
Recognition of Value
10 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
INTRODUCTION
Aquatics
Standard 2
Games & Sports
Application of Motor
Skills
Dance
Skill Improvement
Standard 3
Understands Health
Effects
Engages
Program Planning
Personal
Responsibility &
Rules
Feedback
Cooperation
Safety
Challenge
Enjoyment
Social
Standard 4
Behavior
Dance
Standard 5
Health
Recognition of Value
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 StartA Statement of Physical
Activity Guidelines for Children From Birth to Age 5. Sewickly, PA: AAHPERD Publications.
ISBN: 978-0-88314-946-1
11 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
IndividualPerformance &
Fitness Activities
INTRODUCTION
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
12 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
INTRODUCTION
S&S
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
Emotional
Backtalk common.
Has friends and enemies that vary and are important.
Fewer outbursts.
Self-conscious.
To win, lead or be first is valued.
Childrens feelings get hurt easily. There are mood swings, and children
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)-
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.)
Similar to adults.
Emotional
INTRODUCTION
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)
15 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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 Coursewhere the programming emphasis is
one or two skills for four to six weeks within the CrossFit Preschool and Kids classesthe
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:
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 students 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,
16 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
17 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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:
WOD:
Game:
DAY 2
Skill:
W/Up:
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:
WOD:
Game:
18 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
WEEK 2
Skill focus: deadlifts and hanging from a bar
DAY 1
Skill:
W/Up:
WOD:
Game:
DAY 2
Skill:
W/Up:
Freeze tag.
WOD:
Game:
DAY 3
Skill:
W/Up:
Frisbee toss.
WOD:
Game:
19 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
Fun
Engaging
Affects Habits
Movements
Squat
Front Squat
Shoulder Press
Deadlift
SDHP
Other Gymnastics
Progressions
External Object
Manipulation
Organic
Neurological
Combined
Vestibular Work
Impact Loading
Recognition
General Physical
Skills
Opportunities
At Least 60 Minutes
Per Day
Guideline 2
Unstructured
Activity
At Least 60 Minutes
Per Day
Less Than 60
Minutes of
Sedentary Time
Guideline 3
Motor Skills
Locomotor
Manipulative
Guideline 4
Environment
Safe
Understand
Importance of
Physical Activity
Promote Good
Movement
Guideline 5
Instructor
Knowledge
Provide
Opportunities For
Physical Activity
20 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
WEEK 3
Skill focus: presses and push-ups
DAY 1
Skill:
Plank games.
W/Up:
WOD:
Game:
DAY 2
Skill:
Shoulder press.
W/Up:
Musical movements: When the music is on, move. When the music
stops, Freeze!
WOD:
Game:
DAY 3
Skill:
T push-ups.
W/Up:
WOD:
Game:
21 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
WEEK 4
Skill focus: tumbling and gymnastics
DAY 1
Skill:
Forward roll.
W/Up:
WOD:
Game:
DAY 2
Skill:
Stink bugs.
W/Up:
WOD:
Game:
DAY 3
Skill: Cartwheels
W/Up:
WOD:
Game:
22 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
WEEK 5
Skill focus: squats and presses
DAY 1
Skill:
W/Up:
WOD:
Game:
DAY 2
Skill: Press
W/Up:
WOD:
Game:
DAY 3
Skill: Thruster
W/Up:
Agility ladder, broad jump, bear crawl, broad jump, sandbag carry.
WOD:
Game:
23 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
WEEK 6
Skill focus: deadlifts and planks
DAY 1
Skill: Deadlift
W/Up:
WOD:
Game:
DAY 2
Skill:
W/Up:
Freeze tag.
WOD:
Game:
DAY 3
Skill:
Deadlift, plank.
W/Up:
Relay races: box jump, run through cones, box jump, Frisbee catch.
WOD:
Game:
24 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
WEEK 7
Skill focus: presses and sumo deadlift high pull
DAY 1
Skill:
Push press.
W/Up:
WOD:
Game:
DAY 2
Skill:
W/Up:
WOD:
Game:
DAY 3
Skill:
W/Up:
WOD:
Game:
25 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
WEEK 8
Skill focus: squats and pull-ups
DAY 1
Skill:
W/Up:
Finding Nemo (hide pictures of fish around the gym; retrieve each
one and do a burpee).
WOD:
Game:
26 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
KIDS
WEEK 1
Skill focus: squats and box jumps
DAY 1
W/Up:
Skill:
WOD:
Game:
DAY 2
W/Up:
Skill:
WOD:
Game:
27 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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 jumpslaser knees (land on top of the box with lasers pointed
out.)
WOD:
Game:
DAY 4
W/Up:
Skill:
WOD:
10-9-8-7-6-5-4-3-2-1 reps of:
front squats
push-ups
Game:
WEEK 1 CHALLENGE: (SEE PAGE 54)
28 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
WEEK 2
Skill focus: deadlifts and pull-ups
DAY 1
W/Up:
Skill:
Pull-upsuspended shrugs.
WOD:
Game:
DAY 2
W/Up:
Skill:
WOD:
Game:
DAY 3
W/Up:
Roll the dice use dice to determine how many reps of a given
movement to do.
Skill:
WOD:
Game:
29 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 4
W/Up:
Skill:
Deadliftgood mornings.
WOD:
Game:
WEEK 2 CHALLENGE: (SEE PAGE 54)
30 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
Fun
Engaging
Challenging
Other Gymnastics
Progressions
External Object
Coordination
Organic
Neurological
Combined
Vestibular Work
Impact Loading
Appreciation
Stability
Manipulative
Standard 2
Space, Pathways &
Application Of Motor Levels
Skills
Body Alignment
Strategies
Standard 3
Understands Health
Effects
Nutrition
Program Planning
Cooperation
Safety
Enjoyment
Social
Standard 4
Behavior
Locomotor
Engages
Personal
Feedback
Responsibility & Rules
Standard 5
Health
Recognition of Value
Challenge
31 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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:
WOD:
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:
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:
32 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 3
W/Up:
Skill:
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-upplank games
WOD:
Game:
WEEK 3 CHALLENGE: (SEE PAGE 54)
33 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
WEEK 4
Skill focus: gymnastics and tumbling
DAY 1
W/Up:
Skill:
WOD:
Game:
DAY 2
W/Up:
Skill:
WOD:
Game:
DAY 3
W/Up:
Skill:
WOD:
Game:
34 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 4
W/Up:
Skill:
WOD:
Game:
WEEK 4 CHALLENGE: (SEE PAGE 55)
WEEK 5
Skill focus: squats and presses
DAY 1
W/Up:
Dot drill.
Skill:
Air squat.
WOD:
Game:
DAY 2
W/Up:
Skill:
Front squat.
WOD:
35 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 3
W/Up:
Skill: Press.
WOD:
Game:
DAY 4
W/Up:
Skill: Thruster.
WOD:
Game:
WEEK 6
Skill focus: deadlifts and jump rope
DAY 1
W/Up:
Skill:
WOD:
Game:
36 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 2
W/Up:
Skill:
WOD:
1-min. station rotation with 1-min. rest between rounds of:
jump rope
deadlift
box jump
Game:
DAY 3
W/Up:
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:
DAY 4
Skill: Deadlift.
WOD:
Game:
37 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
WEEK 7
Skill focus: hanging power clean and wall ball
DAY 1
W/Up:
Skill:
WOD:
Game:
W/Up:
Skill:
WOD:
DAY 2
Game:
DAY 3
W/Up:
Forward roll, agility ladder, broad jump, bear crawl, Frisbee catch,
sprint.
Skill:
WOD:
Game:
38 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 4
W/Up:
Skill:
WOD:
Game:
WEEK 7 CHALLENGE: (SEE PAGE 55)
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:
WOD:
Game:
DAY 2
W/Up: Dodgeball.
Skill:
WOD:
Game:
39 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 3
W/Up:
Simon says.
Skill:
WOD:
Game:
DAY 4
W/Up:
Skill:
WOD:
Game:
WEEK 8 CHALLENGE: (SEE PAGE 56)
40 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
TEENS
WEEK 1
DAY 1
W/Up:
Skill:
Air squat.
WOD:
Skill:
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:
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.
41 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 4
W/Up:
Skill:
WOD:
Skill:
WEEK 2
DAY 1
W/Up:
Skill: Press
WOD:
Skill:
42 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 2
W/Up:
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:
W/Up:
Skill:
WOD:
Skill:
W/Up:
Skill:
Kettlebell swing.
WOD:
Skill:
DAY 3
DAY 4
PROGRAMMING
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
WODs
Opportunities
Aquatics
Standard 2
Games & Sports
Application Of Motor
Skills
Dance
Skill Improvement
Standard 3
Understands Health
Effects
Engages
Program Planning
Personal
Responsibility &
Rules
Feedback
Cooperation
Safety
Challenge
Enjoyment
Social
Standard 4
Behavior
Dance
Standard 5
Health
Recognition of Value
44 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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:
W/Up:
Skill:
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:
Skill:
Push press.
WOD:
Skill:
DAY 3
45 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 4
W/Up:
Skill:
Overhead squats.
WOD:
Skill:
Partner weighted plank hold vs. sit-ups, 2 rounds for max sit-ups.
WEEK 4
DAY 1
W/Up:
Skill:
Medicine-ball cleans.
WOD:
Skill:
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).
46 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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:
Skill:
W/Up:
Skill:
Power snatch.
WOD:
DAY 4
Skill: Muscle-ups
WEEK 4 TEST: (SEE PAGE 58)
WEEK 5
DAY 1
W/Up:
Skill:
Air squat.
WOD:
Skill:
47 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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:
W/Up:
3-round mixed Tabata of: PVC overhead squats, hollow rocks, box
jumps.
Skill:
Overhead squat.
WOD:
Skill:
W/Up:
DAY 3
DAY 4
Skill: Press.
WOD:
Skill:
48 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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:
Skill:
W/Up:
Skill:
DAY 2
WOD:
21-15-9 reps for time of:
thrusters
pull-ups
Skill:
W/Up:
Skill:
Push jerk.
WOD:
Skill:
DAY 3
49 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 4
W/Up:
Skill: Deadlift.
WOD:
21-15-9 reps of:
deadlifts
box jumps
Every minute on the minute: 5 burpees
Skill:
WEEK 7
DAY 1
W/Up:
Skill:
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:
50 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 2
W/Up:
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:
Skill:
Medicine-ball clean.
WOD:
Skill:
Wall-ball shots.
W/Up:
Jog 400 m, then 5 min. at a jogging pace of: agility ladder, box jumps,
cone drills.
Skill:
WOD:
Skill:
DAY 3
DAY 4
51 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
WEEK 8
DAY 1
W/Up:
Skill:
WOD:
Skill:
W/Up:
50-calorie row.
Skill:
WOD:
Skill:
W/Up:
DAY 2
DAY 3
Skill: Snatch.
WOD:
Skill:
Bar muscle-up
52 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
PROGRAMMING
DAY 4
W/Up:
Skill:
Back squat.
WOD:
Skill:
53 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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)?
54 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
KNOWLEDGE ASSESSMENTS
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?).
55 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
KNOWLEDGE ASSESSMENTS
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?
56 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
KNOWLEDGE ASSESSMENTS
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?
57 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
KNOWLEDGE ASSESSMENTS
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.
58 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
KNOWLEDGE ASSESSMENTS
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 students 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
59 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
KNOWLEDGE ASSESSMENTS
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?
60 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
KNOWLEDGE ASSESSMENTS
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 CrossFits definition of fitness?
9. What is CrossFits 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?
61 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
KNOWLEDGE ASSESSMENTS
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 CrossFits definition of fitness?
29. What is CrossFits 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 students 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
62 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
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 gameall 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
PRESCHOOLZERO-TO-MINIMAL EQUIPMENT
GAME NAME
COOKIE MONSTER
64 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
Fun
Engaging
Affects Habits
Movements
Squat
Front Squat
Shoulder Press
Deadlift
SDHP
Other Gymnastics
Progressions
External Object
Manipulation
Organic
Neurological
Combined
Vestibular Work
Impact Loading
Recognition
General Physical
Skills
Opportunities
At Least 60 Minutes
Per Day
Guideline 2
Unstructured
Activity
At Least 60 Minutes
Per Day
Less Than 60
Minutes of
Sedentary Time
Guideline 3
Motor Skills
Locomotor
Manipulative
Guideline 4
Environment
Safe
Understand
Importance of
Physical Activity
Promote Good
Movement
Guideline 5
Instructor
Knowledge
65 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
Provide
Opportunities For
Physical Activity
GAMES
GAME NAME
PAPER WALK
66 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
67 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
SQUAT POTATO
68 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
COLOR ME CRAZY
69 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
TRIANGLE TAG
70 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
71 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
72 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
BOWLING BRIDGE
73 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
PRESCHOOLMODERATE EQUIPMENT
GAME NAME
VOLCANO MONSTER
74 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
Fun
Engaging
Affects Habits
Movements
Squat
Front Squat
Shoulder Press
Deadlift
SDHP
Other Gymnastics
Progressions
External Object
Manipulation
Organic
Neurological
Combined
Vestibular Work
Impact Loading
Recognition
General Physical
Skills
Opportunities
At Least 60 Minutes
Per Day
Guideline 2
Unstructured
Activity
At Least 60 Minutes
Per Day
Less Than 60
Minutes of
Sedentary Time
Guideline 3
Motor Skills
Locomotor
Manipulative
Guideline 4
Environment
Safe
Understand
Importance of
Physical Activity
Promote Good
Movement
Guideline 5
Instructor
Knowledge
75 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
Provide
Opportunities For
Physical Activity
GAMES
GAME NAME
MESSY ROOM
76 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
HUMAN BOWLING
77 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
HOOP HOP
78 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
POPCORN POPPER
79 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
WACKY LINES
80 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
81 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
NOODLE TAG
82 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
BURPEE BASKETBALL
83 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
84 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
UP IN THE AIR
85 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
Fun
Engaging
Challenging
Quality of
Movements
Squat
Front Squat
Shoulder Press
Thruster
Push Press
Deadlift
SDHP
HMBC
Other Gymnastics
Progressions
External Object
Coordination
Organic
Neurological
Combined
Vestibular Work
Impact Loading
Appreciation
General Physical
Skills
Opportunities
Stability
Manipulative
Standard 2
Space, Pathways, &
Application Of Motor Levels
Skills
Speed,
Direction, & Force
Body Alignment
Strategies
Standard 3
Understands Health
Effects
Engages
Nutrition
Program Planning
Personal
Responsibility &
Rules
Feedback
Cooperation
Safety
Challenge
Enjoyment
Social
Standard 4
Behavior
Locomotor
Standard 5
Health
Recognition of Value
86 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
87 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
FROGGER
88 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
89 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
BARNYARD UPSET
90 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
UP
91 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
QUIET CORNER
92 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
93 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
CRAZY KICKBALL
94 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
UNO
95 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
96 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
MEMORY MOVEMENTS
97 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
KIDSMODERATE EQUIPMENT
GAME NAME
HUNGRY CRABS
98 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
Fun
Engaging
Challenging
Quality of
Movements
Squat
Front Squat
Shoulder Press
Thruster
Push Press
Deadlift
SDHP
HMBC
Other Gymnastics
Progressions
External Object
Coordination
Organic
Neurological
Combined
Vestibular Work
Impact Loading
Appreciation
General Physical
Skills
Opportunities
Stability
Manipulative
Standard 2
Space, Pathways, &
Application Of Motor Levels
Skills
Speed,
Direction, & Force
Body Alignment
Strategies
Standard 3
Understands Health
Effects
Engages
Nutrition
Program Planning
Personal
Responsibility &
Rules
Feedback
Cooperation
Safety
Challenge
Enjoyment
Social
Standard 4
Behavior
Locomotor
Standard 5
Health
Recognition of Value
99 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
BARRICADE BALL
SHUFFLEBOARD
100 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
TARGET BALL
101 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
MEDICINE-BALL SMASH
102 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
103 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
GAMES
GAME NAME
SNEAK ATTACK
Start the game with all items in one hoop placed in the center of the playing area.
Therefore, all teams 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
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 teams 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). Its fun if you can stand the stink! Make sure kids
wash their hands!
105 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
ACKNOWLEDGEMENT
106 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW
107 of 107
Copyright 2015 CrossFit, Inc. All Rights Reserved.
DV1.0_20151124.KW