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
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
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
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
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
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
5 of 107
DV1.0_20151124.KW
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)
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
Crossfit Teens Priorities Checklist

Enjoyment
6 of 107
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
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
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
DV1.0_20151124.KW
INTRODUCTION
NASPE/SHAPE America-Related Guidelines Checklist (Preschool)

Guideline 1
Structured Activity
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
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
10 of 107
DV1.0_20151124.KW
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
Standard 3
Understands Health
Effects
Engages
Fitness & Activity

Knowledge
Nutrition & Stress

Management
Program Planning
Personal
Responsibility &
Rules
Feedback
Cooperation
Safety
Challenge
Enjoyment
Social
Standard 4
Behavior
Dance
Standard 5
Health
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
DV1.0_20151124.KW
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 playhelps 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
12 of 107
DV1.0_20151124.KW
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)
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.
Childrens feelings get hurt easily. There are mood swings, and children

often dont 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
DV1.0_20151124.KW
INTRODUCTION
Is aware of time.
Improved concept of numbers.
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)
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.
Everything from the Preschool and Kids lists, plus

Higher boxes or tires to jump on/off
Heavier dumbbells
Heavier kettlebells
14 of 107
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)
15 of 107
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:
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 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
DV1.0_20151124.KW
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 arent having fun, and fun is paramount! Plug in games you think
will best suit your class, and you are ready to get started.
17 of 107
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:
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:


5 squats
5 stink bug to plank
5 m of log roll
Game:
18 of 107
DV1.0_20151124.KW
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:


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:


3 deadlifts
3 push-ups
3 tuck-jumps
Game:
DAY 3
Skill:
Squat, shifting weight toes to heels.
W/Up:
Frisbee toss.
WOD:


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:
19 of 107
DV1.0_20151124.KW
PROGRAMMING

Enjoyment
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

Guideline 1
Structured Activity
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
Indoor & Outdoor
Safe
Understand
Importance of
Physical Activity
Promote Good
Movement
Guideline 5
Instructor
Knowledge
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.
20 of 107
DV1.0_20151124.KW
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:


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:


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:


5 m of crab walk
jump over the hurdle
2 push-ups
Game:
21 of 107
DV1.0_20151124.KW
PROGRAMMING
WEEK 4
Skill focus: tumbling and gymnastics
DAY 1
Skill:
Forward roll.
W/Up:
Animal-movement relays to cone and back.
WOD:


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:


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:


1 cartwheel
3 side shuffles on bar each way
6 line hops
Game:
22 of 107
DV1.0_20151124.KW
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:


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:


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:


5 thrusters
1 forward roll
5 jumping jacks
1 forward roll
Game:
23 of 107
DV1.0_20151124.KW
PROGRAMMING
WEEK 6
Skill focus: deadlifts and planks
DAY 1
Skill: Deadlift
W/Up:
Animal-movement relays to cone and back.
WOD:


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:


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:


30 seconds of running
30 seconds of burpees
30 seconds of running
30 seconds of plank
Game:
24 of 107
DV1.0_20151124.KW
PROGRAMMING
WEEK 7
Skill focus: presses and sumo deadlift high pull
DAY 1
Skill:
Push press.
W/Up:
Obstacle course and dodgeball kick.
WOD:


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:


5 sumo deadlift high pulls
5 m of bear crawl
5 squats
5 m of bear crawl
Game:
25 of 107
DV1.0_20151124.KW
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:


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:
26 of 107
DV1.0_20151124.KW
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:
Squatknees out to PVC.
WOD:


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:
Squatheel-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:
27 of 107
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:


7 front squats
10 m of bear crawl
7 box jumps
side-shuffle back
Game:
DAY 4
W/Up:
Switch drilleach 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 squatFront-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)
28 of 107
DV1.0_20151124.KW
PROGRAMMING
WEEK 2
Skill focus: deadlifts and pull-ups
DAY 1
W/Up:
Wide-receiver Nerf football catchrun to a cone, forward roll, turn

and catch the football.
Skill:
Pull-upsuspended shrugs.
WOD:


4 monkey hangs
8 deadlifts
12 lateral hops
Game:
DAY 2
W/Up:
Alternating Tabata: squats and donkey kicks.
Skill:
Sumo deadlift high pull4 then 3-step sequence.
WOD:


3 pull-ups
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:


5 deadifits
3 pull-ups
1 cartwheel
Game:
29 of 107
DV1.0_20151124.KW
PROGRAMMING
DAY 4
W/Up:
400-m skill runstop every 20 m to do a movement (squats, jumping

jacks, etc.).
Skill:
Deadliftgood mornings.
WOD:


1 kettlebell deadlift
1 burpee
run 100 m
Add a repetition to each movement after each completed 100-m run.
Game:
30 of 107
DV1.0_20151124.KW
PROGRAMMING

Enjoyment
Fun
Engaging
Challenging
Other Gymnastics
Progressions
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
Standard 3
Understands Health
Effects
Fitness & Activity

Knowledge
Nutrition
Program Planning
Cooperation
Safety
Enjoyment
Social
Standard 4
Behavior
Locomotor
Engages
Personal
Feedback
Responsibility & Rules
Standard 5
Health
Challenge
31 of 107
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:
Pressoverhead plate relay: Hold a lightweight plate overhead while

moving.
WOD:


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 presswall 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:
32 of 107
DV1.0_20151124.KW
PROGRAMMING
DAY 3
W/Up:
AMRAP in a given time of: 3 handstand kick-ups, 20 single-unders.
Skill:
Thrusters4 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-upplank games
WOD:


3 push-ups
5 box jumps
7 push presses
Game:
33 of 107
DV1.0_20151124.KW
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:


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:
CartwheelsX marks the spot: mark Xs on the floor where hand

and feet contact.
WOD:
Partner AMRAP in a given timeone 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:


1 wall-up
10 m of frog hop
3 wall-ball shots
Game:
34 of 107
DV1.0_20151124.KW
PROGRAMMING
DAY 4
W/Up:
Wide-receiver Frisbee catchrun to a cone, turn and catch the

Frisbee.
Skill:
Stinkbug-walk around the boxin a stinkbug position with toes on

box, walk hands 180 degrees around the box and then reverse directions back to starting point.
WOD:


7 deadlifts
5 m of inverted roving plank
3 pull-ups
Game:
WEEK 5
Skill focus: squats and presses
DAY 1
W/Up:
Dot drill.
Skill:
Air squat.
WOD:


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:
35 of 107
DV1.0_20151124.KW
PROGRAMMING
DAY 3
W/Up:
Station rotation: battle ropes, air squat, mountain climber, sit-up,

jumping jack.
Skill: Press.
WOD:


10 shoulder presses
10 box jumps
50 m run
Game:
DAY 4
W/Up:
Obstacle course with a dodgeball catch.
Skill: Thruster.
WOD:

Game:

10 thrusters
2 forward rolls
10 burpees
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:

10 push presses
10 sit-ups
20 single-unders
36 of 107
DV1.0_20151124.KW
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:

1 cartwheel
5 deadlifts
10 jump-rope skips
15 jumping jacks
37 of 107
DV1.0_20151124.KW
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:

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:


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:


5 wall-ball shots
5 push-ups
5 seconds T-plank hold right
5 second T-plank hold left
Game:
38 of 107
DV1.0_20151124.KW
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:


10 wall-ball shots
carioca to the pull-up bar
6 monkey hangs
carioca back
Game:
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:


5 burpees
5 shuttle sprints
5 donkey kicks
Game:
DAY 2
W/Up: Dodgeball.
Skill:
Plank, stink-bug push-ups.
WOD:


5 m of roving plank
10 box jumps
10 squats
5 m of roving plank back
2 cartwheels
Game:
39 of 107
DV1.0_20151124.KW
PROGRAMMING
DAY 3
W/Up:
Simon says.
Skill:
Rolling, box kick-up.
WOD:


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:


5 bucking broncos
10 m shuttle run
5 frog jumps
10 m shuttle run
5 stinkbugs
10 m shuttle run
Game:
40 of 107
DV1.0_20151124.KW
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 hangs2 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.
41 of 107
DV1.0_20151124.KW
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:


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
42 of 107
DV1.0_20151124.KW
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:


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-unders3 rounds for max
double-unders.
DAY 3
DAY 4

43 of 107
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
Standard 3
Understands Health
Effects
Engages
Fitness & Activity

Knowledge
Nutrition & Stress

Management
Program Planning
Personal
Responsibility &
Rules
Feedback
Cooperation
Safety
Challenge
Enjoyment
Social
Standard 4
Behavior
Dance
Standard 5
Health
44 of 107
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:
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
45 of 107
DV1.0_20151124.KW
PROGRAMMING
DAY 4
W/Up:
Mixed Tabata of: see-saw squats, AbMat sit-ups, dumbbell push

presses, jumping lunges.
Skill:
Overhead squats.
WOD:


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).
46 of 107
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:


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:


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:


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).
47 of 107
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:

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:


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.
48 of 107
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:


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:
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 push jerks
10 burpees
Skill:
Ring dips, working on kipping efficiency.
DAY 3
49 of 107
DV1.0_20151124.KW
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.
50 of 107
DV1.0_20151124.KW
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 complex7 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 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:


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
51 of 107
DV1.0_20151124.KW
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:


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:


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:


30 double-unders
15 snatches
Skill:
Bar muscle-up
52 of 107
DV1.0_20151124.KW
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)
53 of 107
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
DV1.0_20151124.KW
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
DV1.0_20151124.KW
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
DV1.0_20151124.KW
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
DV1.0_20151124.KW
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
DV1.0_20151124.KW
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
DV1.0_20151124.KW
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
DV1.0_20151124.KW
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
DV1.0_20151124.KW
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
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
DV1.0_20151124.KW
GAMES
PRESCHOOLZERO-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 oclock.
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).
64 of 107
DV1.0_20151124.KW
GAMES

Enjoyment
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

Guideline 1
Structured Activity
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
Indoor & Outdoor
Safe
Understand
Importance of
Physical Activity
Promote Good
Movement
Guideline 5
Instructor
Knowledge
65 of 107
DV1.0_20151124.KW
Provide
Opportunities For
Physical Activity
GAMES
GAME NAME
PAPER WALK

2+
Sheets of paper
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.
66 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
RING AROUND THE ROSIE (AKA RING A RING O ROSES)

3+
Ideally should be done on a softer surface (carpets or mats rather than hard floor)
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.
67 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
SQUAT POTATO

3+
1 ball (or similar light object that can be passed around)
Music source
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.
68 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
COLOR ME CRAZY

4+
Paper or cardboard shapes (about 30 cm x 30 cm, with a variety of colors
recommended)
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.
69 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
TRIANGLE TAG

4+
None
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.
70 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
CROWS AND CRANES

4+
Chalk or tape to mark lines on the floor
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, Crrroooaaanes!
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.
71 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
HIGH, LOW, FAST, SLOW

2+
Music source
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.
72 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
BOWLING BRIDGE

7+
1 Gator Skin ball
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 players legs. When the ball goes under the bridge,
the thrower gets to do 3 repetitions of a movement (from that days 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).
73 of 107
DV1.0_20151124.KW
GAMES
PRESCHOOLMODERATE EQUIPMENT
GAME NAME
VOLCANO MONSTER

4+
4 cardboard boxes (jump boxes or laundry baskets) approximately half the height of
the players
3-6 Gator Skin balls
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.
74 of 107
DV1.0_20151124.KW
GAMES

Enjoyment
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

Guideline 1
Structured Activity
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
Indoor & Outdoor
Safe
Understand
Importance of
Physical Activity
Promote Good
Movement
Guideline 5
Instructor
Knowledge
75 of 107
DV1.0_20151124.KW
Provide
Opportunities For
Physical Activity
GAMES
GAME NAME
MESSY ROOM

4+
20 Gator Skin balls (10 each of two colors)
Cones
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).
76 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
HUMAN BOWLING

3+
Foam rollers, longer style (3-6 suggested)
Ideally should be done on a softer surface (carpets or mats rather than hard floor)
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.
77 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
HOOP HOP

3+
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.)
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..
78 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
POPCORN POPPER

5+
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 trainers
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.
79 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
WACKY LINES

3+
Floor that can be marked with colored tape or colored chalk
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.
80 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
HULA HOOP GAME

6+
8+ hula hoops (beach balls can also be substituted)
Cones
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).
81 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
NOODLE TAG

4+
Swimming-pool noodle cut into 45 cm segments
Cones
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.
82 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
BURPEE BASKETBALL

4+
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
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.
83 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
CRAB-WALK MEDICINE-BALL RACE

4+
2 medicine balls (light)
2 cones
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).
84 of 107
DV1.0_20151124.KW
GAMES
KIDSZERO TO MINIMAL EQUIPMENT

GAME NAME
UP IN THE AIR

5+
Beach balls (large balloon), one for each team
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).
85 of 107
DV1.0_20151124.KW
GAMES

Enjoyment
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
NASPE/SHAPE America-Related Guidelines Checklist (K through Grade 5)

Standard 1
Motor Skill
Competency
Stability
Manipulative
Standard 2
Space, Pathways, &
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
86 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
RUN, RUN CHICKEN GO HOME

7+
None
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).
87 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
FROGGER

7+
Light medicine balls, less than 6 lb. (any type of light ball may be substituted)
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.
88 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
FOOD FAMILY FEUD

4+
None
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.
89 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
BARNYARD UPSET

5+
Cones
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.)
90 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
UP

4+
5-10 balloons
Cones
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.
91 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
QUIET CORNER

6+
4 cones
4 sheets of paper
Blindfold
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.
92 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
KNOW YOUR FOOD

6+
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
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 its the partners 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.
93 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
CRAZY KICKBALL

8+
1 Gator Skin ball (or other soft material)
1 cone
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).
94 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
UNO

4+
1 deck of Uno cards
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.
95 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
WORD BALL TOSS

4+
1 beach ball
Music source
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.
96 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
MEMORY MOVEMENTS

4+
None
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.
97 of 107
DV1.0_20151124.KW
GAMES
KIDSMODERATE EQUIPMENT
GAME NAME
HUNGRY CRABS

6+
Cones
Beanbags (about 2-4 per athlete)
Hula hoops (1 per team)
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 teams 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.
98 of 107
DV1.0_20151124.KW
GAMES

Enjoyment
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
NASPE/SHAPE America-Related Guidelines Checklist (K through Grade 5)

Standard 1
Motor Skill
Competency
Stability
Manipulative
Standard 2
Space, Pathways, &
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
99 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
BARRICADE BALL

8+
Cones
4 plyo boxes (or folded gymnastic mats) as barricades
4-6 Gator Skin balls
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

2+
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
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 teams ring traveled. Play resumes with another two members from each team.
100 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
TARGET BALL

6+
Cones
2 simple targets (paper or cardboard targetseven hula hoopssize 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
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 arms 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.
101 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
MEDICINE-BALL SMASH

4+
Cones
1 light medicine ball (4-10 lb.)
Object to knock over (folded gymnastics mat or cardboard)
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.
102 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
SWING AWAY 500

2+
Suspended climbing rope
4 cones
Paper
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.
103 of 107
DV1.0_20151124.KW
GAMES
GAME NAME
SNEAK ATTACK

9+
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.)
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 teams hoops and collect one and only one item, returning it back to their own
teams hoop. Once a team members item of choice has been placed in the teams 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 teams strategy
might change often during the game from an offensive strategy to a defensive
strategy in order to prevent a team from winning.
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

DV1.0_20151124.KW
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
DV1.0_20151124.KW
ACKNOWLEDGEMENT
GAMES SUBMITTED BY:

CrossFit Agoge
CrossFit King of Prussia
CrossFit Murphy
CrossFit Pickens
CrossFit X-Factor
106 of 107
DV1.0_20151124.KW
107 of 107
DV1.0_20151124.KW

The Crossfit Kids Startup Curriculum

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

The Crossfit Kids Startup Curriculum

Загружено:

Авторское право:

Доступные форматы

THE CROSSFIT KIDS STARTUP CURRICULUM

BY JON GARY (PH.D., CF-L3)

The Crossfit Kids Startup Curriculum |

HULA HOOP GAME

The Crossfit Kids Startup Curriculum |

The Crossfit Kids Startup Curriculum |

The Crossfit Kids Startup Curriculum |

General Physical Skills

The Crossfit Kids Startup Curriculum |

CrossFit Kids Priorities Checklist

General Physical Skills

General Physical Skills

Crossfit Teens Priorities Checklist

The Crossfit Kids Startup Curriculum |

The Crossfit Kids Startup Curriculum |

The Crossfit Kids Startup Curriculum |

The Crossfit Kids Startup Curriculum |

NASPE/SHAPE America-Related Guidelines Checklist (Preschool)

Indoor & Outdoor

NAPSE/SHAPE America-Related Priorities Checklist (K through Grade 5)

Speed, Direction &

Fitness & Activity

The Crossfit Kids Startup Curriculum |

NASPE/SHAPE America-Related Priorities Checklist (Grade 6 through Grade 12)

Games & Sports

Fitness & Activity

Nutrition & Stress

The Crossfit Kids Startup Curriculum |

CLASS AGE GROUPS

Uses objects and materials to build or construct things; for example,

Holds crayon between thumb and first two fingers.

Smiles at, shares and cooperates with peers.

Talks to self during playhelps guide what s/he does.

The Crossfit Kids Startup Curriculum |

Things to jump on/off (bumper plates, tires, etc.)

Class Timelines20 minutes total

Intense activity may bring tiredness.

stages, but children become almost as coordinated as adults by the end

often dont know how to deal with failure.

The Crossfit Kids Startup Curriculum |

Everything from the Preschool list, plus

Class Timelines30-40 minutes total

Whiteboard (3-5 minutes)

Begins to like competition.

Able to arrange ideas and abstract concepts.

Recommended Equipment (Vendors)-

Everything from the Preschool and Kids lists, plus

The Crossfit Kids Startup Curriculum |

PVC (to mimic barbell)

The Crossfit Kids Startup Curriculum |

highlighted in green represent priorities that are directly facilitated.

on a longer-term basis from the programming.

The Crossfit Kids Startup Curriculum |

as a practical exam, as verbal or written questions, all done as a group or as individuals.

The Crossfit Kids Startup Curriculum |

Move around the cones and FREEZE!

AMRAP in a given time of:

Squat: knees in to knees out.

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

3 rounds of: 5 m of hops, 5 m of backward bear crawl, 5 m of bunny

AMRAP in a given time of:

The Crossfit Kids Startup Curriculum |

Deadlift, hips to box.

Switch: Players start lined up on opposite sides of the space; when