CrossFit KIDS Course PDF

TRAINING GUIDE 2.
Copyright © 2015 CrossFit, Inc. All Rights Reserved. CrossFit is a registered trademark ® of CrossFit, Inc.
All content herein is Copyright © 2015 CrossFit, Inc. No content, in part or in whole, may be reproduced without prior written consent from CrossFit, Inc.
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TABLE OF CONTENTS
INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
II. CROSSFIT KIDS SCIENCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
III. CROSSFIT KIDS MOVEMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
SQUAT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
FRONT SQUAT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
OVERHEAD SQUAT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
PRESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
THRUSTER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
PUSH PRESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
PUSH JERK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
DEADLIFT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
SUMO DEADLIFT HIGH PULL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
HANG POWER CLEAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
CROSSFIT KIDS PULL-UP, PUSH-UP, AND HANDSTAND PUSH-UP . . . . . . 48
IV. HOW TO TEACH KIDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
CROSSFIT PRESCHOOL  CLASS STRUCTURE. . . . . . . . . . . . . . . . . . . . . . . . . 59
CROSSFIT KIDS  CLASS STRUCTURE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
CROSSFIT TEENS  CLASS STRUCTURE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
CROSSFIT TEENS WEIGHTLIFTING  CLASS STRUCTURE . . . . . . . . . . . . . . 62
V. CROSSFIT KIDS GAMES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
VI. KID SAFETY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
VII. PROTECTING CROSSFIT KIDS FROM PREDATION . . . . . . . . . . . . . . . . . . . . . 84
VIII. NUTRITION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
IX. CROSSFIT KIDS BUSINESS ESSENTIAL RESOURCES. . . . . . . . . . . . . . . . . . . . 97
CROSSFIT KIDS TRAINER COURSE Copyright © 2015 CrossFit, Inc. All Rights Reserved.
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NOTES
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INTRODUCTION
Program Description
CrossFit Kids combines gymnastics, body-weight calisthenics, and weightlifting elements to develop capacity across Jim
Cawley and Bruce Evans’ 10 General Physical Skills, with additional focus on elements that encourage bone density and ves-
tibular system development. Children and Teens have a great opportunity to maximize their physical skills when exposed to
this stimulus during years of peak development, and the elements are combined to keep children engaged and entertained,
while teaching them proper movement mechanics and creating a broad athletic foundation. For CrossFit Kids it is imperative
to pair fitness and fun, thus creating a lifelong love of health and fitness for our children.
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Excerpts from CrossFit Kids 101 program, uses the template of randomized, functional exer-
cises performed at high intensity. Adjustments are made
By: Cyndi Rodi and Mikki Lee Martin, CrossFit Kids Magazine,
to accommodate the specific needs and requirements of
April–December 2007 & January–October 2008
children and teens. Workouts consist of exercises containing
Cardiovascular and Respiratory Endurance in CrossFit Kids elements drawn from the above-enumerated physical skills,
CrossFit recognizes 10 general physical skills that can col- while special attention is paid to utilizing progressions for
lectively be used to assess the functionality of any fitness difficult or compound movements, and progressive loading
regimen. These 10 general physical skills, as enumerated dictated by size, age and consistency in form.
by Jim Cawley and Bruce Evans of Dynamax and adapted
Using the above template, CrossFit Kids often perform
by CrossFit, incorporate every aspect of athletic activity, as
workouts with a time component, moving quickly from
well as each of the human energy pathways. A comprehen-
one exercise to the next, thereby creating the intensity
sive fitness program addresses each of these skills and can
necessary to achieve these goals. Highly vigorous exercises
be deemed successful only to the degree which it offers
like box jumps, tuck jumps, jump rope, sprints, etc. create
improvement, while individuals are considered fit in equal
aerobic and metabolic changes that increase cardiovascular/
measure to their competency in each of these skills. Coach
respiratory endurance and stamina. This positively impacts
Greg Glassman, the creator of CrossFit, gives us the bottom
the body’s capacity for exercise and lays the foundation for
line regarding the 10 general physical skills: “Cardiovascular/
the remaining general physical skills.
respiratory endurance, stamina, strength, flexibility, power,
speed, coordination, agility, accuracy, and balance: you’re Coordination in CrossFit Kids
only as good as your weakest link.” Coach recognized early Coordination, accuracy, agility, and balance are four general
on that the conventional definition of fitness was severely physical skills that are improved through practice, which
lacking. After much observation and shock at how special- results in changes in the nervous system. The benefit of
ized athletes are held up as prime examples of fitness, a training in these areas is an increased ability to control
more comprehensive approach seemed necessary. one’s body. Muscle memory, achieved through repetition of
movement, is a predominant feature of this type of train-
In real life (e.g. nature, sport and work) the demand for the
ing, as the demands for increased neuromuscular control
elements of physical fitness are never separated. “Segmented
contribute to positive adaptations. “Quite simply, the more
training leads to segmented capacity.”
you stimulate your nervous system, the better your brain
— Greg Glassman is able to communicate with your musculoskeletal system”
(Gaines). This improved communication provides for marked
Therefore a functional fitness program, one which prepares improvements in each of these areas. There is no age at
the individual for the rigors of daily life, must collectively which these skills are superfluous. CrossFit Kids seeks to
enhance each of these areas of fitness. CrossFit was Coach develop body control early in life, thereby preparing our
Glassman’s solution to that problem. The first two of the 10 children for the challenges they will face in sport, play, and
general physical skills, cardiovascular/respiratory endurance (eventually) work.
and stamina, determine the body’s ability to gather, process,
deliver, store and utilize oxygen. “When cardiovascular The first of these, coordination, refers to “the ability to
endurance is enhanced, the athlete is more efficient in using combine several distinct movement patterns into a singular
these energy systems and an avenue for recovery (is pro- distinct movement” (Glassman). The practical applications
vided)” (Sefcik). Measurable changes in the body’s ability to of this are infinite. From the cradle to the grave, daily life is
successfully perform these processes are achieved through filled with tasks that require the consolidation of a series of
consistent training that incorporates a wide variety of physical movements into a singular action. We often speak
high-intensity workouts. This goes beyond the obvious exer- in terms of our children being “gifted” with coordination (or
cise choices like running and rowing. Repetitive, physically not). In spite of popular opinion, we have found coordina-
taxing movements performed at a rapid pace create the tion can be trained into an individual.
metabolic reactions necessary to markedly improve these
systems. Increased cardiovascular/respiratory endurance We take every opportunity to improve coordination levels
and stamina manifest themselves in the ability to maintain and increase confidence in even our most awkward children.
elevated levels of activity for increasingly longer periods of The gains we have seen made by our CrossFit Kids are
time, as well as a more rapid return to pre-exercise breath- phenomenal. Repetition is our greatest ally in enhanc-
ing and heart rates following exertion. ing coordination. For example, a lift move, performed in
X-number of reps for X-number of sets, naturally begins to
The CrossFit Kids program, modeled after the CrossFit develop a competence for that move. Regular practice at
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handstands trains the body to recognize and apply the force Strength in CrossFit Kids
and muscle activation required to invert oneself and remain Strength is another general physical skill that results in
in place. The same can be said for an unlimited number of “measurable changes” in the body that are brought about
physical demands that become easier to perform with repe- by training. Strength can be defined as “the ability of a mus-
tition. The body’s capacity to adopt most any movement as cular unit or combination of muscular units to apply force”
“second nature” inherently increases coordination. (Glassman). Strength does not take into account the speed
at which a task is performed. It is “a measure of the ability
One invaluable tool in the quest for improved coordination of an individual to move a weight irrespective of the time
is gymnastics training. Here we encounter any number of it takes to move it” (Rippetoe/ Kilgore). Gains in strength
movements that test an individual’s capacity to “multi-task” indicate the body has increased its ability to apply force.
on a physical level. Take, for example, the push-up. At once,
a child is required to properly place and balance on the CrossFit Kids participate in training that provides a means
hands, tighten the abdominal muscles, avoid a sag or lift of to foster these adaptations. The lift movements such as
the rear end in order to maintain a solid plank position, bend shoulder presses, deadlifts, and thrusters frequently make
at the elbows, lower the body, avoid falling to the floor, and their way into workouts. Medicine balls and D-balls are
then fluidly push back into the up position. One push-up, thrown and pushed in exercises such as wall-ball, slam-ball
multiple considerations, and an eventual marked increase and throws for height and distance. Benchmark workouts
in coordination. These most basic movements go a long like “Lil’ Diane” utilize a couplet of deadlifts and handstand
way toward improvement and create a learning base for the push-ups in which increasing weights and decreasing times
more complex gymnastics skills that require and develop are indicators of gains in strength. These movements build
increasingly greater levels of coordination. strength by exposing the body to stressors that enhance
its capacity to handle such loads. Mindful of the need to
Flexibility in CrossFit Kids maintain attention and focus with children, we incorporate
Flexibility is “the ability to maximize the range of motion at a fun, game-like elements while maintaining the stimulus.
given joint” (Glassman). It is achieved through training that, Additionally, the need to make careful use of progressive
once again, results in “measurable” changes in the body. To loading according to skill and capacity when working with
improve flexibility means to “increase range of motion, as children is of primary concern.
well as increasing bone, ligament and joint stability“ (Sefcik).
Flexibility is an oft-overlooked aspect of physical fitness. The importance of strength training cannot be overes-
However, a lack thereof can hinder performance in every timated, as it is foundational to the development of all
other general physical skill. CrossFit stresses flexibility both in the motor skills. Strength training not only increases the
relation to multiple modalities and in terms of overall fitness. ability to apply force, a pivotal aspect of power, but it also
improves endurance by prolonging the amount of time it
A comprehensive CrossFit Kids program addresses flexibility takes for muscles to fatigue. These neuromuscular changes
training in each and every workout. In most cases the appli- affect every aspect of life, from the way one looks and
cation will be a product of the movement; i.e., elbows up in feels to fitness training and involvement in specialized
a thruster or hips back in a squat. Other times we emphasize sports (Rippetoe/Kilgore). For the young athlete focused
a specific area of flexibility; i.e., active stretching and mobil- on strength gains, optimal sports conditioning can be best
ity work (with our Teens) or various gymnastics movements accomplished through a carefully crafted CrossFit program.
(for all ages).
Agility in CrossFit Kids
Jumps to support on the rings, tuck sits, L-sits, progressions Agility refers to the “ability to quickly transition from one
from parallettes, headstands, handstands, muscle-ups, bear movement pattern to another” (Glassman). This is what
crawls, crab and seal walks are all incorporated to improve we often recognize in athletes as quickness and ease of
flexibility. movement. For example, a soccer player dribbling the ball
down the field must utilize his body to carry out multiple
Flexibility, as much as any general physical skill, is an
movements and directional changes at a moment’s notice.
ongoing process rather than a static point of achievement.
An accomplished soccer player is nimble, displaying the
Consistent training offers marked improvement that is
ability to quickly and precisely change the body’s direction.
continuously countered by aging joints. We are helping
We might say, “He can turn on a dime.” Agility, like the other
our kids embark on a path that will allow them to bend and
general physical skills, does not stand alone. It requires
stretch beyond the years of those “freakishly” flexible joints
“balance, coordination, reflexes, speed and strength”
of childhood (watch the contortions your kids achieve while
(Wikipedia) and is improved through consistent practice
watching TV).
that brings about changes to the nervous system. Agility
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training has at its core those movements that require the begins to “snake” through the line. Once she reaches the
individual to repeatedly practice and improve the ability to end, the entire line shifts left again. Continue until everyone
effectively change velocity and direction. has snaked through the line.
Displays of agility are not isolated to the sporting field. For Variation: Use a medicine ball to increase the difficulty of
most of us the need to “transition” is more necessary to the drill. Have the kids hold a medicine ball as they snake
daily life. Dodging a moving object such as a teenager on through the line. In this drill, each child travels to the end of
a skateboard, spying and avoiding a stray glob of chewed the line and back. He passes the ball to the next person in
gum on the ground, and running through a crowded airport line, then runs back to the end of the line as the entire group
all require agility. does the shift to the left. Then the next child in line begins
to snake down the line and back. Continue until everyone
CrossFit Kids become more agile by practicing movements has snaked back and forth through the line.
that force repeated changes in direction and fast reaction
times. The most obvious of these is the use of an agility Balance in CrossFit Kids
ladder. Hopping forward on one foot or two between rungs Balance is another of the general physical skills developed
and high-stepping or side-stepping down the ladder all through practice, which leads to changes in the nervous
improve agility. Hopscotch is a great way to challenge the system. Balance describes the “ability to control the
agility of a child. Obstacle courses that require directional placement of the body’s center of gravity in relation to its
changes and weaving in and out are effective training tools. support” (Glassman). Balance is a physiological mechanism
Olympic lifts highlight agility by improving one’s ability to that is regulated by the vestibular system within the ear.
shift seamlessly from one movement pattern to another. For Anyone who has had an inner-ear infection can attest to
example, the snatch requires the athlete to begin with an the necessity of balance. Navigating life with a compro-
upward jump then immediately reverse directions to drop mised equilibrium is an uncomfortable and even dangerous
under the bar. endeavor. There is no movement without balance, other
than that which leads to a face firmly planted on the floor.
Here are a few games we use to improve agility: This is even more pronounced when we begin to add the
complex movements of exercise and sport to our routines.
Shuttle Run: Set up the drill by placing markers (i.e., draw
By improving balance in the most strenuous of situations,
lines, place cones, mark with tape) at increasing distances
we render the average movement as safe as sedentary
from a finish line, approximately 5 yards apart. Line the kids
pursuits.
up side-by-side at the finish line. When you say “go” the kids
sprint to the first marker, touch the ground, explosively turn CrossFit Kids workouts address the development of balance
around and sprint back to the finish line. Immediately, they in a number of ways. One primary contribution is the
explosively turn and sprint to the second marker, touch the CrossFit commitment to midline stabilization. This is in con-
ground, turn around and sprint back to the finish line. This trast to the faddish isolation “core” work being promoted
continues until they have traveled back and forth between in gyms and magazines across America. Midline stabili-
all the markers. We usually have the kids hit 3 or 4 target zation refers to the ability of the torso to function from a
points. It is important that transitions from forward to back position of stability and strength without compromising
are made quickly. The faster the kids are changing direc- correct posture, form or function. Stabilization requires the
tions, the better. You can even turn this into a race, but pay collective and cooperative functioning of the entire torso
close attention. Some kids will have an inclination to skip including, but not limited to, the abdominals. “The key to
bending down and touching the target point in the interest midline stabilization is understanding how to use your
of winning the race. A reminder that it is mandatory to touch muscles and connective tissue to hold your spine, hips and
the marker line may be helpful. head in line irrespective of your body orientation, standing,
squatting, pulling or pushing” (Okumu). Midline stabilization
Snake Drill: Line the kids up side-by-side, spacing them a
is paramount to achieving stability and fluidity in movement
sufficient distance apart so they will be able to run between
and an increased ability to maintain good posture. This is a
one another. On “go,” the first person at the left of the line
necessity in daily life and of immeasurable value in the face
turns and begins to run in an “S” pattern (like a slalom)
of increased physical challenges. Balance is also improved
between the other kids until she reaches the end of the line.
through an emphasis on appropriate form, which creates
Quickly shift all the kids to the left, being careful to maintain
the need for kids to properly place their bodies in order to
the space between them. (This may require a few practice
achieve the best movement. In a nutshell, if a child does
runs to allow the kids to figure out how far to shift each
not have a good center of gravity, form will inevitably break
time.) The person who is now at the beginning of the line
down as the child loses balance. We often see this as rocking
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to and fro, traveling hands attempting to regain center, and slow-twitch fibers. Fast-twitch fibers are able to metabolize
heels leaving the ground. Because all movement requires fuel anaerobically, allow for short bursts of energy, and
balance, every aspect of a CrossFit workout addresses this fatigue more quickly. There are two types of fast-twitch
issue. Squats, box jumps, wall-balls, handstands, broad muscles. Type IIa muscle fibers, also known as “intermediate
jumps, running—the need for balance in each of these is fast-twitch fibers,” use both anaerobic and aerobic metabo-
readily apparent. Unique activities that have allowed our lism. Type IIa muscle fibers are important because they can
kids to practice and improve balance include walking across take on the properties of both slow-twitch and fast-twitch
a low beam, work on the climbing wall and even slacklining. fibers and therefore can accommodate a wide array of
activities. Type IIb muscle fibers use anaerobic metabolism
Balance training, like coordination, frequently relies on gym- exclusively, have the highest rate of contraction and fatigue
nastics movements. Once again drawing on the push-up within a few seconds. Type IIb fast-twitch muscle fibers are
example, a child who lacks balance will struggle with the able to produce the most speed and are beneficial during
plank position. He may drop to the knees or move the butt such events as a sprint or a one-rep-max effort in weightlift-
up or down in an attempt to achieve the center of gravity ing. The ability to produce a “speedy” movement is directly
necessary to remain on his hands and toes. Additionally, related to the number of fast-twitch muscles in the skeletal
we may see the same child fall to the floor at the bottom system.
position, not from a lack of strength, but due to the inability
to maintain balance. A similar example would be the hand- Numerous scientists have demonstrated that the phenotype
stand push-up. From foundation (placement of the hands of mammalian skeletal muscle can be altered. From rats to
on the ground) to apex (a successful return to the top posi- cats and ultimately humans, laboratories across the world
tion), handstand push-ups require constant monitoring and have investigated and proven that muscle fiber types can be
appropriate adjustments regarding one’s position in space. changed. This means the capacity for speed can be altered
by increasing those muscle fiber types (fast twitch) that are
Olympic and power lifts rely heavily on balance while, at the responsible for high-velocity movements; e.g., those that
same time, facilitating substantial gains in its acquisition. allow us to minimize time cycles. These changes are brought
While a failed lift may occur for a myriad of reasons, lack of about through training and practice. Significantly, endur-
balance is always a primary suspect. Stepping forward or ance training and high-energy intermittent training have
back, shifting the center of mass by leaning or arching, and been shown to decrease Type IIb fibers.
letting the bar drift are examples of ways in which a lifter
may compensate for lack of balance. Form and midline sta- We really didn’t need a scientist to point this out. Look at
bilization are paramount in lifting, not only in order to suc- a successful marathon runner and you’ll likely see a gaunt
cessfully complete the lift but also as necessities to safety. individual with no body fat and very little muscle—not
the picture of health. “The cost of regular extended
Speed in CrossFit Kids aerobic training is decreased speed, power, and strength”
Speed can be defined as the rate at which a person or object (Glassman). CrossFit avoids the pitfalls of a specialized pro-
moves. It is the distance an object travels divided by the gram by constantly varying the stimuli, hitting every aspect
time it takes to travel that distance. As a function of the of fitness. Aerobic/anaerobic, fast twitch/slow twitch—you
10 general physical skills, speed is “the ability to mini- name it, it’s there. Through consistent and diverse training,
mize the time cycle of a repeated movement” (Glassman). muscles can develop and change while adapting to handle
Conventional wisdom tells us that each of us is born with a the stress of exercise.
genetic potential for speed. Natural ability for speed is gov-
erned by inherited muscular makeup. To be a world-class Speed offers an important illustration of CrossFit effciency
sprinter, one must be born a world-class sprinter. However, and efficacy in its correlation with the other general physical
this does not preclude the development of speed. Increases skills, an interdependence that cannot be ignored. Increased
in speed are possible through neurological and muscular speed is only possible through adequate development of
changes. the other skills. At the same time, excellence in the other
skills often depends upon increases in speed. Without
Each of us is born with a specific makeup of three types of proper neuromuscular development and sufficiently
skeletal muscle fiber. The percentage present of each type improved heart and lung capacities, speed cannot increase.
of fiber is as unique as the individual. Slow-twitch fibers By the same token, speed plays an integral role in almost
(Type I) utilize oxygen (aerobic) to produce energy and fuel every athletic endeavor. By training each of the general
activity. They fire slowly and, so, fatigue at a slower rate. physical skills, we enhance our ability to perform in any
This is useful for prolonged physical endeavors. In sport, a given area.
marathoner or a long-distance swimmer would benefit from
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Olympic and power lifters further demonstrate the cross- it faster won’t likely get the bar overhead. Combined
over of the general physical skills. Here again, we see that no strength and speed, acquired through repeated exposure
one aspect of training will foster success. For many, weight- to the lifts, is mandatory for successful Olympic lifting. This
lifting brings to mind images of muscle-bound men in sin- is far more effective than the standard gym routine—say, a
glets pushing up ridiculous amounts of weight. In reality, it biceps curl—because it increases the distance the weight
is not solely the size of the muscle that matters. It is the type is moved, the speed at which it is moved and how much
of muscle available for use coupled with the athlete’s ability weight can be moved.
to move the weight with speed. The capacity to lift weight
is rooted in power, a combination of strength and speed. No Functional movements (pretty much everything we do in
lifter worth his salt will neglect speed training. CrossFit Kids) are unique in their ability to express power,
from box jumps, in which body weight is being explo-
Rare is the activity in daily life or sport that requires we sively moved, to thrusters, which become laborious, nigh
move in only one direction at a fixed rate of speed or impossible, without sufficient bar speed. As noted above,
interval of time. Gains in speed, or any health or fitness goal compare standard and kipping pull-ups. If an individual
for that matter, require a broad spectrum of applications. completes a set of standard pull-ups followed by the same
It is the interplay of the general physical skills that allows number of kipping pull-ups, the load and distance moved
CrossFit to consistently pump out finely tuned, high-perfor- would be identical. However, kipping pull-ups generate
mance professionals, homemakers, and student athletes. more power due to the amount of time it takes to complete
them (remember “as time goes down, power goes up”). This
Power in CrossFit Kids means the kipping pull-ups place a greater physical demand
Power is one of two general physical skills that have equal on the individual and, as such, are more effective. Strength
requirements for both training and practice. Power is is important. Speed is essential. But power is the metric that
defined as “the ability of a muscular unit or combination of we seek. We want our kids to move bigger loads longer
muscular units to apply maximum force in minimum time” distances FASTER! In the quest for fitness, power trumps all.
(Glassman). Power can be quantified using the equation:
Force x Distance ÷ Time. Work = Force x Distance. It is Defining Functional Fitness
the inclusion of the metric “time” that gives us power. A The majority of humans in developed countries do not
standard pull-up and a kipping pull-up involve the same physically operate at the level at which we were intended.
amount of “work”; however, the kipping pull-up takes less Created to be hunters and gatherers, we are now largely
time, and thus more power is produced. The smaller the a population of chair-bound, sedentary individuals.
unit of time (faster speeds), the greater the quotient. That Technology and modern conveniences have caused our
is, “as time goes down, power goes up” (Glassman). We can activity to drop to alarmingly low levels, while our health
then conclude that increased speed leads to greater power has declined at a proportional rate. Though physically less
regardless of the load. By the same token, increased force taxing, the quality of our lives is suffering greatly. What can
provides for a greater dividend and naturally to an increased we do to counter the ill effects of our “cushy” lifestyles?
quotient, which means that gains in strength (the ability to
apply force) should lead to improvements in power. Still, the For most of us, a return to hunting and gathering is not an
most effective function of power combines strength and option. Not many people possess the land necessary to reap
speed. Practically speaking, “How much can you move, and and harvest their own foods or raise their own poultry and
how fast can you move it?” (Rippetoe & Kilgore). cattle. Very few geographical locations continue to sustain
wild herds that are ripe for the hunting. But let’s face it: how
Developing power requires the application of vertical and many of us would really want to go back to the hunting and
horizontal movements wherein each individual repetition gathering stage? We are completely reliant on our modern
will “overcome resistances by a high speed of contraction” system of shipping and shopping to meet our needs.
(Sefcik). Some of the most effective tools in the develop- Unfortunately, driving to the grocery store and pushing a
ment of power are Olympic lifts: the clean and jerk and cart down the aisle do not constitute exercise and, as such,
the snatch. Here we find that simply pulling the weight is will not improve our fitness levels or our lives in general.
not enough. Successful completion of these movements
demands that strength be coupled with bar speed, allowing The only way we can take back our health from this monster
the individual to move under the bar rather than muscling of degeneration is to plan and execute physically functional
the weight into position. Lack of speed causes the move- movements that will return us to our pre-modern-society
ment of the bar to stop short of overhead, leading to a failed state of health. So how do we accomplish that?
lift. Likewise, no amount of speed can compensate for an
If we look closely, we will discover our daily lives still
inability to handle heavy loads; e.g., if it’s too heavy, moving
demand that we move and function in ways that are similar
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to those required of our hunting, gathering predeces- Daughter Create a Healthy Body Image: Body Image Basics,”
sors. The only way we will be able to successfully perform 2000.; Center for Disease Control. www.cdc.gov/mmwr/
such movements past our childhood years is to train and preview/mmwrhtml/ss5302a1.htm. “Youth Risk Behavior
strengthen our bodies in ways that mimic those early Surveillance.—United States, 2003.”
human activities and prepare us to effectively meet the Day, Michael. Cincinnati.com. www.enquirer.com/edi.
challenges of daily life. Our goal, then, is functional fitness, tions/2002/05/15/tem_afat_vs_fit_-_weight.html. “Fat vs. Fit
which means we must engage in functional exercise. So - The Weight Debate,” 2002.
what is functional exercise?
Fitness Club. www.pwp.value.net/~fitness/walknews. “Body
Functional exercise replicates functional movement; that Builders Burn Slightly More Calories Walking.”
is, those movements we use to get things done in our Gregor, Steven. www.psychology.au/publiciations/
daily lives. Standing from a seated position, placing things in.psych/12.2_65. “The man behind the mask: male body
overhead, pulling ourselves up, throwing, running, picking image dissatisfaction,” June 2004.
things up—these are all functional movements. A functional
fitness regimen, then, would be one that utilizes functional Group Health, Inc., WebMD. “What is Obesity?”; www.
exercises to address and enhance our ability to successfully ghihmo. com/yourhealth/encyclopedia/articles/
complete these types of everyday tasks. Functional exercise obesity_basics.
allows our bodies to perform the way in which they were Hongo, K. and M. Siegel. Tobacco Control , 2003; 289-295.
engineered. Squats, push-ups, pull-ups, deadlifts, box
Levin, Madeleine, MPH and Diane Zuckerman, PhD. National
jumps, broad jumps, running—these are but a few of the
Research Center for Women & Families, www.center4res-
tools in the CrossFit arsenal. Pared-down gyms equipped
earch. org. “Smoking Is A Women’s Health Issue,” May, 2004.
with boxes and weights, D-balls and medicine balls, ropes
and monkey bars are the fertile grounds from which func- Maitre, Marie. www.tobacco.org/articles/categories/fashion.
tional fitness is born. “Westwood criticizes ‘spoilt’ fashion world in show.”
Mayo clinic. www.mayoclinic.com/health/amenorrhea/
Our goal at CrossFit Kids is to educate children and teens
DS00581. “Amenorrhea.”
about functional fitness and inspire them to pursue it. We
believe these will be the foundational experiences our chil- National Heart Blood and Lung Association. www.nhlbi.nih.
dren require to embark on lifelong journeys of wellness that gov/ health/public/heart/obesity/lose_wt/risk. “Aim for a
will enable them to effectively perform simple yet necessary healthy weight.”
tasks well into their adult years. Our dream is to foster a National Women’s Health Resource Center. www.healthy-
generation of healthy, fit individuals who require limited wom.en.org/take10/october2004/october. “Healthy Women
assistance and enjoy freedom of movement and activity Take 10,” October, 2004.
throughout their lifespans. To that end, we design each of
Oregon Health & Science University. www.ohsu.edu/land-
our workouts with the varied modalities that will increase
ing/ goldberg. “OHSU, Sports Illustrated Partner to Prevent
fitness levels across a broad spectrum of performance and
Steroid, Drug Use Among Teen Athletes,” 2006.
health considerations. Always functional, never boring,
CrossFit Kids resolves the issues of our sedentary, noxious Potter, Alicia. www.infoplease.com. “Mirror Image.”
lifestyles. Working the body according to the way it was Quinn, Elizabeth. About: Sports Medi-cine. www.sports-
designed, we are training a generation to take responsibility medicine. about.com/cs/body_comp/a/aa090200a. “Body
for their health via the path of least resistance. Composition vs. Body Fat.”
Sources Sharkey, Brian J., Dr. Fitness and Health, 4th ed. Champaign,
Ill: Human Kenetics, 1997.; Tomeo, Catherine A., et. al.
American Academy of Pediatrics. pediatrics.aappublica-
Pediatrics, vol 104 No. 4, October 1999, pp 918-924.
tions.org. “Youth Tobacco Use: A Global Perspective for
Child Health Care Clinicians,”Vol.118 No. 3, Sept. 2003, pgs. United States Naval Academy. www.usna.edu/MDC/Clinical/
890-903. eat.ing%20disorders/statistics. “Eating Disorders: Statistics,”
2002.; Weaver, Jane. msnbc.msn.com/id/7348758, “Steroid
American Health and Fitness Foundation. www.alpha.
addiction a risk for young athletes,” April, 2005.
montclair. edu/~junius/hrpf/sld008. “Fit Youth Today
Program, The,” 1986.; Austin, Dr. Bryan S. and Dr. Stephen
L. Gortmaker. American Journal of Public Health , 2001;
91:446-450.
Bartell, Susan S., Dr. “Mom’s of Teenage Girls! Help Your
10
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Suggested Expectations for 4. Ken Robinson. 2011. Out of Our Minds: Learning to
Parental Support be Creative.
Kids may attend CrossFit Kids as often as they can and 5. Stuart Brown. “Why Play is Vital” Link: www.you-
want. If children have a sport practice schedule, ensure you tube.comwatch?v=HHwXlcHcTHc
evaluate their schedule. We have coached many kids who
lettered in multiple sports while also attending CrossFit Kids 6. Tom Myslinski. “The Development of the Russian
classes. We recommend CrossFit Kids be maintained even Conjugate Sequence System” Link: http://www.
during sport season; just be sure to discuss programming elitefts.com/education/training/the-develop-
with parents to avoid overtraining. ment-of-the-russian-conjugate-sequence-sys-
tem-needs-banner/
Have parents bring or purchase water so children can stay
well hydrated during CrossFit Kids class. Also ensure they 7. www.strongkid.com
provide appropriate athletic clothing (and, if applicable, lay-
ered clothing for changes in temperature) and athletic shoes 8. Yuri Verkhoshansky & Mel Si.. 2009. Supertraining
(flat, Converse-style are preferred). Shoes must be tied, and
jewelry, belts, etc. should be minimal.
Speak with parents to discuss how, as a CrossFit Kids trainer,

you may best provide care for their child; it is especially
important to know if there are any special needs or medi-
cations for a child, and changes in health status should be
discussed as they occur.
Incremental matriculation from CrossFit Kids Preschool to

main-page CrossFit
Trainers will determine when children are ready to move
from one program to the next. This will differ for each child;
the age recommendations for each program are simply
a guideline. When a child is ready to move on to the next
class, and the trainer deems the child mentally, physically,
and emotionally ready, the trainer will advise the parents,
and the child may then attend the new class. There are three
primary elements that are evaluated in the child to make a
step from one class to another: maturity, safety, and ability
(in some cases physical size can be a factor). Many children
excel in one area but not in another; movement to the next
class is at the trainer’s discretion. The goal is to take children
from Preschool (ages 3–5) to Kids (ages 5–12) to Teens (ages
12–18) on to main-page CrossFit. Suggested ages aside,
know moving from one class to another is based primarily
upon ability to fit within the class, not the age of the child.
Suggested Reading/Viewing
1. Jeff Martin. 2008. “CrossFit Kids Introductory
Lecture,” CFJ. September. Link: journal.crossfit.
com/2008/09/crossfit-kids.introductory-lecture.tpl
2. Jeff Martin and Cyndi Rodi. 2008. “The Inherent

Responsibilities of Training Children and Teens.”
CFJ. July.
3. Ken Robinson. 2009. The Element: How Finding

Your Passion Changes Everything.
11
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NOTES
12
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II. CROSSFIT KIDS SCIENCE
Why Work Out? Exercise And The Brain brain function by countering the negative effects of cogni-
Function tive-suppressing conditions such as anxiety and depression.
This is likely where the practice of taking a walk to clear
By: Cyndi Rodi, CrossFit Kids Magazine, May 2006
one’s head derived, as the physical nature of the walking
We have been told consistent exercise is a necessary actually reduces stress, thereby improving cognition. This
component of a long and healthy life. Yet, Americans are exercise-induced delivery of neurotransmitters to the brain
becoming less active with every passing year. This is never also provides the essential component of what is called the
more evident than in our children and teens. The American “brain-derived neurotrophic factor,” or BDNF, which one
Heart Association reports the average child spends four to University of Irvine neuroscientist has termed a “brain fer-
six hours per day on the computer, watching TV, or playing tilizer.” BDNF boosts the overall performance of the brain. It
video games. Clearly, the promise of longevity is not enough has also been reported that an increase in neurotransmitters
to get our children moving. But what if we could promise helps “lock in” memories when they form, which may aid in
them success? the eventual recall of facts. This heightened brain function
can facilitate scholastic achievement.
Research indicates that exercise can enhance scholastic
performance. The Journal of Exercise Physiology looked Just how much exercise is required to experience positive
at nearly 900,000 middle-school-aged children to inves- brain changes? Scientists have yet to place a value on the
tigate the link between physical fitness and performance exercise needed to achieve cognitive benefits. However,
on a standardized achievement test. Six fitness goals were research suggests the real advantages of exercise come
assessed along with math and reading. Overall fitness scores from a commitment to regular activity, with the greatest
and mean achievement scores rose in conjunction with one benefits to the brain resulting from planned periods of aer-
another. The more fit the child, the higher the test scores. obic exercise. A “dose” relationship exists, in that, increased
This suggests a positive correlation between overall fitness amounts of exercise lead to heightened brain enhance-
and academic achievement. In 2005, New Scientist reported ments. This underscores the need for our children to be not
that walking three times a week for as little as half an hour only active on a daily basis but also to incorporate sessions
improves learning, concentration and abstract reasoning by of vigorous activity routinely. The ultimate responsibility
15 percent. The same article cites a U.K, study in which 10– for the health of children and teens falls squarely on the
and 11-year-olds who exercised three to four times a week shoulders of parents. In an article titled “Top Ten Ways to
achieved higher than average grades on their exams. Help Children Develop Healthy Habits,” the American Heart
Association suggests methods for encouraging healthful,
Scholastic achievement is directly linked to higher function- lifelong behaviors among our children, with “parents as pos-
ing levels in the brain. Acta Psychologica (2003) compiled itive role models” and “family activities” being listed as the
and analyzed statistics from dozens of studies on the short- primary means to this end. Experts warn that parents should
term effects of exercise on cognition. Their findings offer not rely solely on school-based physical-education pro-
compelling evidence that exercise can facilitate cognitive grams or involvement in team sports to fulfill their children’s
functioning. Benefits of exercise reported include the fol- exercise needs. Instead, children and teens should be taught
lowing: brain changes associated with better performance the value of planned exercise sessions. This will allow for the
on an attention-taxing task; improved abstract reasoning formation of habits that will continue to benefit them long
in the higher mental processes of memory and “executive after “P.E.” and team sports have lost their interest.
functions” involving planning and organization; and the
ability to multi-task more effectively. Scientists can only Thomas Jefferson wrote, “A strong body makes the mind
speculate regarding this causal relationship. What is certain strong.” His concurrent recommendation of two hours of
is that exercise increases cerebral blood flow, thereby deliv- exercise per day may have been extreme, but his concept is
ering nutrients and oxygen to brain cells at a higher rate, a clearly supported by modern science. Brain function is posi-
coup in terms of the physiology of the brain. Furthermore, tively impacted by exercise. Although we may not be able to
this increased blood flow can cause cerebral blood vessels guarantee our children success, we can certainly help them
to grow larger, creating a healthier, more efficient brain. gain a cognitive edge by encouraging them and modeling
Perhaps more importantly, exercise aids in the generation for them the practice of regular exercise.
and retention of nerve cells and neural pathways. Exercise
positively affects the delivery of chemicals, known as “neu-
rotransmitters,” to the brain. Neurotransmitters largely aid
13
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Sources
Alzheimer’s Association. srchalz.org. “Physical Exercise
‘Pumps Up’ Your Brain, Too,” April, 2006.
Bower, Bruce. www.sciencenews.org. “Neural Again Walks

Tall,” February 21, 2004.
Douglas, Kate, et. al. www.newscientist.com. “11 Steps to a

Better Brain,” May 28, 2005.
Elias, Marilyn. www.usatoday.com. “Want a Sharp Mind for

the Golden Years?,” August 17, 2005.
The Franklin Institute. www.fi.edu. “The Human Brain-

Exercise,” March 28, 2006.
Gavin, Mary L., M.D. www.kidshealth.org. “Exercise,”

February, 2005.
King, Delores, Boston Globe staff. http://www.pelinks4u.

org/news/BGBRAIN.HTM. “Exercise Seen Boosting Children’s
Brain Function,’ November 9, 1999.
Lowenstein, Marisa, Health Magazine. www.lime.com.

“Working Out for Body and Brain,” March 3, 2006.
Real, Royane. How You Can Be Smarter, excerpt

taken from http://www.selfgrowth.com/articles/
what_is_your_intelligence_type.
www.americanheart.org “Top Ten Ways to Help Children

Develop Healthy Habits,” April 9, 2006.
www.wikepedia.org.
Zadmin, S. www.schizophrenia.com “Exercise Boosts Brain

Func-tion,” September 1, 2005.
14
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Will CrossFit Make American Kids Smarter? physical activity could increase those neural connections
(Jensen, 1998; Shepard, 1997). Learning complex movement
By: Lisa Bakshi, CFJ, Jan. 26, 2009
sequences stimulates the prefrontal cortex used in learn-
Fact 1: America is falling behind the rest of the world in the ing. Animal studies indicate that exercising rats have more
classroom. A 2003 study conducted by UNICEF ranked the neural connections, nourished by more capillaries, than
U.S. 18th out of 24 nations in terms of the relative effective- sedentary rats (Jensen, 1998). Furthermore, researchers are
ness of its educational system. Only 20 years ago, we ranked now certain that voluntary exercise can increase levels of
No 1. brain-derived neurotrophic factor (BDNF), stimulate neu-
rogenesis, increase resistance to brain insult, and improve
Fact 2: To remedy the situation, classroom time devoted to learning and mental performance (Cotman & Berchtold,
math and language arts—and to rigorous testing of these 2002). Additionally, physical activity might alter arousal
subjects— has increased, and the time has mostly come through neurohormonal mechanisms, which could improve
out of exercise. A study (Dollman, Boshoff & Dodd, 2006) the child’s attention in the classroom (Shepard, 1997).
found that daily P.E. exists nationwide at only 8 percent of Despite the tremendous amount of research in this area,
elementary schools, 6.4 percent of middle schools and 5.8 those in the field of nutrition and fitness are continuously
percent of high schools. It found that some educational trying to convince policy-makers that there is value in what
leaders see time spent on regular P.E. as “disadvantaging they provide students.
children in regard to ‘core’ academic areas,” and that Illinois
is the only state that mandates P.E. every day for every stu- CrossFit as a Solution
dent, although 25 percent of its school districts have been As a second-grade teacher, as well as a member of CrossFit
allowed to relax the P.E. requirement. SoCal, I firmly believe that those in the field of education
have a social responsibility to encourage students to eat
Fact 3: The U.S. is experiencing an unprecedented epidemic healthy and exercise. Providing children with more opportu-
of childhood obesity, which has increased 35 percent in the nities to exercise will help them fight obesity, grow up to be
past 10 years. Today’s students now run the risk of becom- healthy adults and, quite possibly, perform better academ-
ing the first generation of Americans to have a shorter life ically in school. That is precisely why I made the decision
expectancy than that of their parents, due to obesity-related to conduct my master’s research thesis on the impact that
heart disease and diabetes (Olshansky, Passaro, & Hershow, fitness might have on my class of 20 second-grade students.
2005). Carrying excess weight for years can lead to high The purpose of my research was to determine whether
cholesterol, high blood pressure, heart disease, stroke, and or not an increase in cognitive function was observed in
premature death. We are also now witnessing, for the first elementary-aged schoolchildren as a result of consistent
time, a substantial number of children with Type 2 diabetes, rigorous physical activity. In preparing for my research, I
a condition that normally develops in adults. concluded that the critical component was, in addition to
exposing my students to exercise, keeping their heart rates
Question: Is there a casual relationship between these three elevated for an extended period of time. One of the major
facts? Could it be that the alarming declines in student problems with most P.E. programs as they are implemented
health and academic performance are both due to the lack in our schools today is that students are failing to achieve
of physical education? And, on the flip side, could restoring this target heart rate. For this reason, I decided to imple-
physical education to schools help restore America’s stand- ment the fitness program known as CrossFit Kids.
ing in the classroom?
Those familiar with CrossFit Kids know that it is a strength
Answer: Yes. and conditioning program for many young athletes and
the primary P.E. program for many home schools and
A number of studies have documented the link between
charter schools. It is used by athletic teams, martial arts
children’s activity level and academic performance. These
schools and many parents who want their kids to grow up
studies support one another in suggesting that when a
healthy, strong, and with a lifelong love of working out, thus
substantial amount of school time is dedicated to physi-
avoiding the common problems associated with childhood
cal activity, academic performance meets, and may even
inactivity and obesity. The program delivers a fitness that is,
exceed, that of students not receiving additional physi-
by design, broad, general, and inclusive. By participating in
cal activity (Shepard, 1997). The relatively recent field of
this program, students were required to take part in differ-
neuroscience also provides researchers with a great deal of
ent daily workouts that incorporated a variety of activities
insight into the physiological impact that exercise has on
such as running, push-ups, pull-ups, box jumps, thrusters,
the brain. Human and animal studies show areas involved
squats, and much more, all with the goal of maintaining an
in movement and learning are intimately connected, and
elevated heart rate for an extended period of time (ideally
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more than 20 minutes). The CrossFit Kids program (crossfit. of the participants reported that the main reason they
com, crossfit.kids@crossfit.com, @crossfitkids) is designed exercised was because it made them feel healthier, while 47
for universal scalability, making it the perfect application for percent said it made them feel smarter. No participants indi-
any child, regardless of experience. cated that they exercised simply because they were made to
do so. All (100 percent) of the participants said they would
The treatment group in this study consisted of 20 sec- like to continue CrossFit Kids the following year, and 100
ond-grade students from King Chavez Primary Academy percent of the participants reported that they have changed
(KCPA). KCPA is a three-year-old Charter school in the the types of food they snack on as a result of participating in
Stockton/Barrio Logan area of San Diego. The composition this project.
of the treatment group was 13 boys and 7 girls. Ninety per-
cent of the participants in the treatment group were English It is my strong belief that these participants have not only
Language Learners. Five percent of those same participants increased their awareness of their own health, but that
had an Individualized Education Plan (IEP), meaning they fell their overall confidence in themselves in both fitness and
under the umbrella of special education. All (100 percent) of academics has changed as well. I observed the participants’
the students were living below the poverty line. The variable desire to push themselves harder and harder each week,
in this research project was the implementation of the both physically and mentally. Participants who were initially
fitness program known as CrossFit Kids. Students partici- timid with some of the exercises were later participating
pated in a variety of workouts for at least 30 minutes every with both confidence and ease and were eager to demon-
day of the week, while other classes received 50 minutes of strate their progress. I witnessed a change in their social
P.E. every six weeks. interactions as well. The participants had a sense of team-
work that initiated in the fitness program but later extended
What did the results show? into the academic setting of the classroom. They were
Recently released California state standardized test results supportive and encouraging of one another, and this led to
showed that 100 percent of the students in the treatment a decrease in the aggressive behavior that was observed at
group scored proficient or advanced in mathematics. This the start of the school year. Overall, the program had a tre-
was an achievement that, to date, had never been accom- mendously positive effect on the entire classroom dynamic.
plished in mathematics at that school. This score was up
15 percent from the previous year, in which 85 percent As an educator, I know that I have a responsibility to prepare
scored proficient or advanced in mathematics. In English my students for the 21st century in the areas of reading,
language arts, 36 percent of the students scored proficient writing, and math. But, when we as a society are faced with
or advanced, a 12 percent rise from the previous year. This such a grave health epidemic in our nation’s youth, I believe
enormous increase in achievement in the core subjects was educational institutions have a responsibility to teach
accomplished despite the fact that students were out of the lifelong lessons regarding health and wellness as well. I sin-
classroom and away from direct instruction for 30 minutes a cerely hope that my research and the research of others will
day in order to take part in the CrossFit Kids workout of the inspire educators to take action on this critical issue.
day.
The previously cited argument that participation in daily

fitness classes takes away from academic performance was
simply not observed in this research project. The fact that
the treatment group was able to outperform every other
group of students in the school in the area of mathematics
may even provide indirect evidence of a causal relationship
between exercise and cognition.
Additionally, at the end of the program, students were given

attitude surveys regarding their experience in the program,
as well as their feelings towards exercising at school. These
surveys demonstrated a strong desire for the program to
continue and revealed how the students believed CrossFit
Kids impacted not only their health, but their academics as
well. In examining the results of the survey, I found that 65
percent of the participants reported that their favorite activ-
ity at school was physical education. About half (47 percent)
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About the Author
Lisa Bakshi has been teaching second grade in San Diego after
earning her master’s at San Diego State University. She began
training at CrossFit SoCal under the instruction of Krista and
Ahmik Jones and implemented bits and pieces of CrossFit
with her students immediately afterwards. She got her Level
1 CrossFit Certificate during her second year of teaching and
wrote a grant to buy enough equipment to run a full CrossFit
Kids program. She also began an after-school CrossFit Kids club
for kids of all ages.
Sources
Centers for Disease Control and Prevention. (1997).
Guidelines for school and community programs to promote
lifelong physical activity among young people. Mortality
and Morbidity Weekly Report, 46, 1-36.
Cotman, C. W. & Berchtold, N .C. (2002). Exercise: A behav-

ioral intervention to enhance brain health and plasticity.
Trends in Neuroscience, 25, 295-30.
Dollman, J., Boshoff, K. & Dodd, G. (2006). The relationship

between curriculum time for physical education and liter-
acy and numeracy standards in South Australian primary
schools. European Physical Education Review.12, 151-163.
Jensen, E. (1998). Teaching with the brain in mind.

Alexandria VA: Association for Supervision and Curriculum
Development.
Olshansky, Passaro & Hershow. (2005). A Potential decline in

life-expectancy in the United States in the 21st Century. The
New England Journal of Medicine, 352(11), 1138-1146.
Shepard, R. J. (1997). Curricular physical activity and aca-

demic performance. Pediatric Exercise Science, 9, 113-126.
17
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Excerpts From Vestibular System: The auditory system is intricately linked to the vestibular
What Is It? And Why Should We Care? system. In fact, the receptors for both are located in an area
of the temporal bone called the “bony labyrinth,” which
By: Cyndi Rodi, CrossFit Kids Magazine,
encases the inner ear. Damage to either system negatively
September–October 2009
impacts the functionality of the other. One study found that
The Vestibular System in a Nutshell. two-thirds of hearing-impaired subjects had “significant
The vestibular system is an extremely complex system vestibular deficits.” The vestibular system is crucial to the
located in the inner ear, where semicircular canals, hair cells, processing of auditory information.
and otolithic organs collectively offer information to the
Vestibular abnormalities frequently lead to difficulties in
brain regarding the body’s position in space. These struc-
both the processing and production of language. “The ves-
tures are extremely sensitive to even the slightest changes
tibular system influences motor control and planning that
in rotation and linear movement of the head, providing the
are necessary to use those fine muscles to produce intelligi-
feedback necessary for the brain to dictate adjustments
ble speech.” Multiple therapies for speech and movement
that allow the body to maintain equilibrium, the “state of
have found strong correlations between the two.
being able to maintain bodily balance.” This information
is transmitted to the brain via the vestibular nerve, which The vestibular system influences the function of our
specializes in the “sense of balance and the transmission of muscles. The vestibulo-spinal tracts originate in the brain
space-orientation impulses.” stem at the vestibular nuclei and extend into the spinal
cord, where they mediate postural adjustments and head
The Vestibular System, a Study in Diversity.
movements. Our ability to remain upright is dependent on
The vestibular system is one of the pivotal mechanisms in
the proper functioning of these tracts. The central nervous
the human body. We generally recognize it as a system of
system uses information from the vestibular system to
balance. However, its roles in the realms of visual function,
orient space perception, strongly related to propriocep-
posture and muscular control are of the utmost importance
tion. Without information from the vestibular system, our
to activities of daily life, and its impact on our physiology
muscles would not be able to accurately compensate for
rivals that of the heart and lungs.
changes to the body’s place in space. Movement of any kind
The interconnectedness of the vestibular to major systems would cause us to fall.
in the body is profound. This complex system has been
Neuromotor development and maturation relies on accurate
linked to the functioning of both the sympathetic and para-
perception and integration of sensory information within
sympathetic systems. It plays a role to varying degrees in
the vestibular system. Improper function of either pro-
vision, muscle coordination, motor development, respira-
cess can lead to delays in motor development. “The close
tion, learning, language, and, of course, balance. Numerous
relationship of the vestibular system with other regulators
studies, to be discussed later, have demonstrated a strong
of sensorimotor functions is well documented.” Gross motor
link between vestibular therapy and improvements in the
milestones are only possible with the input of a properly
areas of visual, auditory, and motor function, and overall
operating system of balance. One early study found that
human development, including among children with dis-
infants who participate in sessions of mild semicircular
abilities. One study even suggests that the structural integ-
canal stimulation demonstrate significant improvements
rity of the developing spine is dependent upon the accurate
in gross motor skills compared to control groups. Motor
interpretation and integration of vestibular information/
delays can often be traced to a faulty vestibular system and/
input. A functioning vestibular system contributes to sen-
or its failure to appropriately interact with the major body
sory integration and eye movements that are imperative for
senses; i.e., vision, sight, touch. The vestibular system plays
reading and learning. In fact, “Delayed vestibular maturation
a role in most activities related to daily life. This small but
correlates significantly with sensory integration dysfunc-
complex system can mean the difference between wellness
tion, slow vision processing, and reading disability.”Visual
and illness, depression and peace, accurate or faulty inter-
neurons require input from the vestibular system in order
pretations of the world around us. Quality of life depends,
to properly process visual stimuli, while the vestibuloocular
in many ways, on the proper functioning of the vestibular
reflex that produces “rapid compensatory eye movements”
system.
to stabilize vision while the head is in motion are inextri-
cably connected to vestibular information. Without these Early Vestibular Development.
rapid adjustments, we would not be able to see clearly. Vestibular development begins early in gestation, around
the third week of life when the epithelium (sensory organ)
is formed in the semicircular canals and otolithic organs. By
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Week 6, the central vestibular nuclei are formed and begin • Increases in visual and auditory alertness
to extend to the endorgans in the inner ear. Hair cells in the
semicircular canal and otolithic organs have matured by • Marked improvements in ability to complete a
Week 9. In just nine short weeks, the five receptors of the cognitive-perceptual task
vestibular system (semicircular canals and otolithic organs)
• Significant gains in gross motor skill and reflex
are fully differentiated, and by 14 weeks these receptors will
integration
have almost reached adult maturity, with full myelination
of neuronal tracts occurring at about 20 weeks of life. Still, • Improvements in motor coordination and performance
vestibular development is a long-term project with full mat- Increased alertness and curiosity
uration spanning childhood and early puberty.
• Enhanced verbalization.
Development of the vestibular system is crucial to both
motor and cognitive functioning throughout the lifespan. Repeated studies have demonstrated the “importance of
There is much that we can do to enhance this development the vestibular system and its relationship to the CNS (central
from the earliest of ages. nervous system) structures in developing motor skills, inte-
grating postural reflexes, establishing and coordinating eye
The vestibular system plays a major role in the functioning movements and visual attention skills, developing explor-
of our senses, informs important mechanisms of balance atory behavior, and regulating arousal level.” Other stud-
and coordination, and has far-reaching effects on activities ies have pointed toward the role that vestibular function
of cognition, learning, and daily living. It is no surprise, plays in allowing an individual to perceive a sense of self,
then, that quality of life is negatively impacted as vestibular a separating of him or herself from the larger world. These
function declines. therapies have been shown to successfully assist children
with special needs in these areas.
Early Intervention.
Childhood is a time of crucial development of the vestibu- Similar gains are being reported among premature infants
lar system, a time when we can facilitate positive changes who are experiencing various developmental delays. Infants
that provide for the overall health and well-being of our who are exposed to vestibular stimulation show significant
kids throughout their lifetimes. Children experience the advances in gross motor, visual, and auditory responses over
same vestibular disorders and symptoms as adults but their non-therapy counterparts. They moved better, track
have the added complication of important developmental and fixate on objects more effectively, and responded more
deficits with vestibular dysfunction. These unfortunate kids efficiently to stimuli. Improved eye-hand coordination and
experience delays in communicative, social, cognitive, and hand-to-mouth coordination is reported. Greater weight
neuromotor markers. Early intervention can help to alleviate, gain and decreased distress behavior have been observed,
even eliminate, deficits in the vestibular system. In fact, while scores for levels of mental functioning are significantly
there is some evidence that vestibular stimulation can be higher among the treated group. The prescriptions incorpo-
implemented in utero. rated into such therapies will sound familiar. They are simply
those movements that act upon the developing vestibular
So important is this early development that entire therapies
system, because the most efficient way to develop the
have been devised to target the pediatric population. Such
vestibular system is to use it. Things that children do natu-
techniques include those activities that provide for maxi-
rally—rocking, swinging, spinning, rolling, cart wheeling,
mum development of the vestibular system. Significantly,
getting upside down, moving from side to side—challenge
these therapies have been shown to have profound impli-
the vestibular system and thereby force its development
cations for at-risk populations. These forms of vestibular
(though apparatus that rock and swing the children are
stimulation use repetitive, scheduled vestibular-stimulating
most often used in therapies.) Healthy kids do these things
activities as a means to overcome developmental anomalies
because their bodies instinctively know it is what they need.
or delays, override pathology and rehabilitate trauma.
There is a reason young children are in constant motion.
Vestibular stimulation has been utilized successfully as a “The child enjoys stimulating his vestibular apparatus and
form of therapeutic intervention with special-needs children challenging his equilibrium and skills against the Earth’s
and pre-mature infants. Developmentally disabled children gravity pull from the first time it lifts his head.” How many
have shown improvements in these areas following vestibu- times have you seen a toddler stick its head on the ground
lar therapy: and backside in the air? The vestibular system requires
movement to develop, and that movement, if properly
• Improvements in spontaneous verbal language use (the administered, can produce amazing results.
ability to use recognizable language)
19
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CrossFit Kids and Vestibular Development. Panthuraamphorn, C., Dookchitra, D, Sanmaneechai, M. The
CrossFit Kids has a unique opportunity to address vestibular International Journal of Prenatal and Perinatal Psychology
development through proper programming. That is why and Medicine, vol 10, no. 2, pp. 181-188. “The effects of
you will see constantly varied use of vestibular-challenging prenatal tac-tile and vestibular development on human
activities in the daily WODs, buy-ins and cash-outs. We are development,” 1998.
always looking for the most efficient and FUN ways to bring
vestibular development to CrossFit Kids. We incorporate Salt, Alec N., PhD. Cochlear Fluids Research Laboratory,
vast amounts of gymnastics movements, including swing- Wash-ington University, St. Louis. oto2.wustl.edu/cochlea/
ing, rolling over, handstands (and handstand push-ups), intro3.htm. “Cochlear Fluids Composition.”
cartwheels, push-ups, toes-to-bars, knees-to-elbows, wheel-
Salt, Alec N., PhD. Cochlear Fluids Research Laboratory,
barrows, and bar and ring work, to name a few. Agility work
Wash-ington University, St. Louis. oto2.wustl.edu/cochlea/
is used to challenge the vestibular system. A few examples
res1.htm. “Measurement of Endolymph Flow Rate.”
include hurdling, jumping, dot drills, agility ladders, lateral
hops and runs. Olympic lifts are an extremely effective way http://www.utmb.edu/otoref/grnds/Vestibular-2004-0414/
to develop the vestibular system, because the changes in Vestibular-2004-0414.pdf. Otoliths.; Shields, Gordon, MD,
direction required to complete the movement engage it in a et. al. UTMB, Dept. of Otolaryn-gology, Grand Rapids
unique and effective way. Presentation. “Vestibular Function and Anatomy,” April 2004.
This is something we get excited about at CrossFit Kids. Simoneau, Martin, et. al. BMC Neuroscience 2009, 10:102.
Exercise isn’t just about heart rates and blood pressure. By
getting our kids moving in this way, we are improving their “Evidence for cognitive vestibular integration impairment
odds for appropriate development and future success in in scoliosis patients,” August 2009.; Tantorski, Edward, P.
multiple areas of daily functioning. What an amazing oppor- Functional Neuroanatomy, Unit 9, “Postural Control.”
tunity and responsibility!
vestibular.org. Vestibular Disorders Association. “Statistics.”
Sources
vestibular.org. Vestibular Disorders Association. “Sensory
Clark, DL, JR Kreutzberg, and FK Chee. Science, Vol 196, Isue Input,” June 2009.
4295, 1228-1229. “Vestibular stimulation influence on motor
development in infants,” 1977.
Duchesne, CJ and Sans, A. American Journal of

Otolaryngology, vol 6 (Issue 5): pp 378-87. “Development of
vestibular receptor surfaces in human fetuses,” 1985.
Hernandez, Joseph P., Faid Xu, and Donald T. Frazier. Journal
of Applied Physiology 97, 835-842. “Medial vestibular

nucleus mediates the cardiorespiratory response to fastigial
nuclear activation and hypercapnia,” 2004.
Kranowitz, Carol Stock, MA. “The Vestibular System and

Auditory-Language Processing,” excerpted from The
Out-of-Sync Child: Recognizing and Coping with Sensory
Processing Disorder, February, 2009.
Lewald, Jorg and Hans-Otto Karnath. The Journal of Neuro-

physiology, Vol 84 No 2, pp. 1107-1111, “Vestibular Influence
on Human Auditory Space Perception,” August 2000.
McDougal, David and John Harting. University of Wisconsin-

Madison. “Unit no. 2: The Brain Stem.”
Ottenbacher, Kenneth. “Physical Therapy. “Developmental

Impli-cations of Clinically Applied Vestibular Stimulation.”
20
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What About Bone Density? times per visit. The results? The children who performed the
impact-loading exercise of box jumps had 5 percent more
By: Nicole Dehart, CrossFit Kids Magazine, March 2009
bone mass than a control group who performed non-impact
Bones are an incredible asset to the daily health and exercises. This 5 percent increase translates into a 30 percent
well-being of our lives. Bones are a storehouse for nutrients, decrease in the risk of these children having a hip fracture in
they provide a protective barrier to vital organs, and they adulthood. By just incorporating box jumps, these children
contribute to our overall quality of life. But bones can be were able to increase their bone mass in a relatively short
unhealthy, just like the lungs of a smoker can be unhealthy. time. That is amazing!
Bones can be brittle and may easily break or fracture. Bones
Another study was conducted with the objective being
can also become fragile from loss of tissue, typically from a
to examine how physical activity can change bone mass
deficiency of calcium or vitamin D, and can cause a person
and structure in school-aged children. Fifty-one children
to obtain a medical condition known as “osteoporosis.”
participated in this study and three times per day did 10
Having fragile and brittle bones can detract from a person’s
counter-movement jumps. Dietary calcium, physical activity,
quality of life and can significantly impact a person’s overall
physical performance and anthropometry were all taken
health. So how can we get our bones to be the healthiest
into account during the study. The results? Intervention chil-
they can be?
dren gained significantly more bone mineral content at the
Numerous studies have shown a direct link between phys- proximal femur (2 percent) and the intertrochanteric region
ical activity and an increase in bone mineral density. An (27 percent) of the femur. These children had a significant
increase in bone mineral density is critical to the wellness increase in bone mineral content from engaging in a brief,
and strength of the bone. Granted, there are many fac- weekly exercise program. Sound familiar?
tors that contribute to an increase in bone strength, like a
Impact-loading exercises are crucial in helping children
person’s age, reproductive hormone status and nutritional
boost bone mass. There are numerous studies that discuss
status, but a large bearing on the bone strength is physical
the bone-density gains made by gymnasts due to the
activity, with numerous studies showing a strong correla-
continuous impact loading of their movements. It is also
tion between physical activity and an increase in bone
good to note that the bone-mass gains made in children
mass. What is even more interesting is that studies have
and teenagers may be retained in adulthood, even if the
shown that exercise provides the best long-term benefits
program is discontinued. Therefore, exercise that includes
in bone mineral density when it is initiated before puberty.
impact loading, when initiated during the childhood and
Why when initiated before puberty? Well, 50 percent of
teenage years, is helping individuals “bank bone” for the
bone growth peaks before late adolescence. That is a large
wear and tear of adult years. CrossFit Kids has specifically
amount of bone growth in a fairly short period of time. By
programmed more impact-loading exercises into the work-
the time a people are in their 30s, they have all the bone
outs to help children bank bone for those later years. By
they will ever have and will actually begin to lose it gradu-
incorporating impact-loading exercises (box jumps, broad
ally. This means that there is a short window of opportunity
jumps, tuck jumps, jump rope, etc.), we can help build stron-
for children to start early in developing strong, healthy
ger bones in children’s lives. This is a testament as to why
bones. More and more evidence has shown that putting
CrossFit Kids is not simply a scaled-down version of CrossFit.
bone mass in the bank at a young age is one of the best pre-
It is absolutely, entirely CrossFit, geared and designed for a
ventive measures for osteo-porosis. This is crucial because
special population and the specific developmental needs of
thousands suffer from bone fractures and medical condi-
that population. Let us continue to forge the future of fitness
tions, like osteoporosis, yearly.
within our children.
Now comes the question of what type of exercise helps
increase bone density in children? In order for bone mineral
density to be gained, an exercise needs to overload that
bone, and the overloading must be greater than loading
experienced during daily activities. A study was conducted
at Oregon State University that found children can signifi-
cantly increase bone mass through a weekly exercise
program that includes “impact loading” exercises. The study
was conducted on several children ages 7-8. The study
lasted about seven months and had the children come in
three times per week and jump onto a 24-inch box 100
21
V2.0.20150421R3.KW
Sources
Oregon State University (1998, October 6). Exercising Youth
Can “Bank” Bone Mass To Fight Osteoporosis. ScienceDaily.
Beck, Belinda R.; Snow, Christine M., Exercise and Sport

Sciences Reviews: Volume 31(3)July 2003pp 117-122. Bone
Health Across the Lifespan-Exercising Our Options.
Janz KF, Medema-Johnson H, Letuchy EM, Burns TL, Gilmore

JM, Torner JC, Willing MC, Levy SM. Subjective and objec-
tive mea-sures of physical activity in relationship to bone
mineral content during late childhood: The Iowa Bone
Development Study. British Journal of Sports Medicine,
42:658-63, 2008.
McKay, H.A “Bounce at the Bell”: a novel program of short

bouts of exercise improves proximal femur bone mass in
early pubertal children. British Journal of Sports Medicine
2005;39:521-526, 2005.
22
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Boosting Brain Function One of the most prolific of these non-glucose energy
sources is lactate, which plays a key role in facilitating the
By: Cyndi Rodi, CrossFit Kids Magazine, March 2009
energy demands of the brain. In fact, under certain con-
Introduction ditions it is the brain’s preferred form of fuel. This means
A major topic of discussion at the CrossFit Kids Seminars anaerobic activity, like that experienced during a CrossFit
is the way in which exercise improves brain function. This workout, produces one of the major alternative fuel sources
covers a wide scope of information including developmen- for the brain.
tal markers that drive our programming for kids, methods
There is much debate regarding how this takes place and
for training that maximize learning, and improvements in
which mechanisms provide the brain’s abilities to process
cerebral physiology and cognition that are directly related
lactate. One thing most researchers agree upon is that
to exercise and have profound effects on daily life and scho-
lactate can be utilized and/or distributed by astrocytes,
lastic performance.
the star-shaped caretaker or support cells in the brain.
One question that has been raised by seminar attendees Astrocytes are in close contact with the blood and can
is the relationship of the research literature to the CrossFit readily take up large quantities of substances needed for
methodology; that is, given that current studies utilize aero- energy metabolism, despite the blood-brain barrier. There
bic activity as their testing modality, how do we extrapolate are several theories under peer review at this time. The most
this information into an exercise program that operates popular of these is the astrocyte-neuron lactate shuttle
primarily in the anaerobic pathways? Can we infer that hypothesis (ANLSH). Other contributing theories include
anaerobic metabolism facilitates a boost in brain function the lactate-alanine shuttle, peroxisomal lactate shuttle,
similar to that induced by aerobic metabolism? Our answers and the spermatogenic lactate shuttle. Discussion of each
may be found by tracing the role that lactate plays within of these would require a separate series of articles. For our
the human brain. purposes, the existence of a mechanism or combination
of mechanisms which allow for the uptake of lactate and
The Traditional View of Lactate provide for the subsequent utilization of that lactate as a
Lactate plays an important role in energy metabolism (See fuel source within the brain is solidly established. Regardless
CrossFit 101, January-November 2008 for a discussion of the of what theory or mechanism is found to be the correct one,
metabolic pathways). Recent research has sought to remove it has been clearly demonstrated that lactate is an important
the stigma of lactate. Once believed to be a deleterious alternative fuel source for the brain.
product of anaerobic metabolism, lactate has been cleared
of its erroneous reputation for creating muscle fatigue and The Brain under Duress
soreness. Instead, it has been shown to be an important part Lactate is the preferential fuel source of the brain under
of the overall metabolic story duress. Numerous studies have shown that abnormalities
in brain function and/or cessation of appropriate brain
In the anaerobic energy pathway known as “glycolysis,” activities cause a sharp rise in the utilization of lactate within
intense bouts of exercise can cause the production of the brain. Lactate has been shown to play a protective role
lactate to exceed a muscle cell’s ability to utilize it, which within the brain. This is borne out in studies of brain-dam-
is commonly referred to as the “lactate threshold.” This aged patients who experience sharp increases in lactate
overproduction or, more accurately, under-consumption uptake levels within the first 12-24 hours following injury.
creates a “spilling” of lactate into the blood. The lactate, now The significance of this shift in fuel utilization lies in the fact
circulating in the blood, can be taken up by surrounding that lactate metabolism requires fewer steps than those
muscle cells for further metabolism or can be delivered to required for glucose metabolism and, so, is a more efficient
various organs within the body such as the heart and lungs. way to sustain the brain during periods of stress and danger.
It is most notably utilized in the Cori cycle, named after Carl In fact, in the direst of circumstances, glucose-sensing
and Gerty Cori, who first discovered it. In this system, lactate mechanisms within the brain are able to just as effectively
is taken up by the liver, where it is stored as glycogen. When sense lactate. This means that lactate can be utilized for
energy demands dictate, the liver converts stored glycogen energy metabolism in the absence of glucose. Moreover, lac-
back into glucose and sends it out to various tissues within tate metabolism in the brain has been shown to accompany
the body to help meet energy needs. decreased oxygen consumption.
The Brain Needs More than Glucose What this means to the CrossFitter is that we can count
Traditional wisdom tells us that the brain is a voracious on the lactate that inevitably spills into the bloodstream
con-sumer of glucose. It is, however, a less-known fact that during our anaerobic workouts to fuel our brains during the
the brain utilizes multiple energy sources for its functioning. extreme stress of the WOD and beyond, and the oxygen
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deprivation created by high-intensity exercise is not going mechanisms and considerations. Fortunately, we are able to
to negatively impact that metabolism. This makes sense demonstrate an entirely different set of benefits to the brain.
when we consider that early man would have been a quick
lunch for a predator if he was unable to move and think Can anaerobic activity boost brain function? The answer is
concurrently. Our brains can continue to function quite well yes. Our workouts produce a powerful brain fuel that posi-
(maybe not by the end of Fran) despite the fact that the tively impacts the brain. In fact, we can quite possibly argue
lion’s share of glucose and oxygen is diverted to muscle cells that anaerobic activity is more important to the brain than
during a workout. aerobic activity. But that is another article.
Synaptic Function Sources

Lactate contributes to healthy, efficient synapses. Synapses American Chemical Society. “Carl and Gerty Cori and carbo-
are the microscopic areas between neurons where commu- hydrate metabolism,” 2004.; Bak, Lasse K, et al. “Glucose is
nication takes place. Lactate is able to reactivate synapses necessary to maintain neurotransmitter homeostasis during
that have been shut down by glucose depletion, whether as synaptic activity in the cultured glutamatergic neurons.”
a result of pathology or in the case of a high-intensity work- Journal of Cerebral Blood Flow & Metabolism (2006), 26,
out. Lactate metabolism kicks into gear whenever the blood 1285-1297.
glucose supply has been diverted elsewhere, providing for
continuity in synapse function. Furthermore, lactate con- Borg, Monica A, William V Tamborlane, Gerald I Shulman and
tributes to neurotransmitter homeostasis in the brain. These Robert S Sherwin. Diabetes 52: 663-666, 2003. “Local Lactate
chemicals are the impetus and regulator of all brain activity. Perfusion of the Ventromedial Hypothalamus Supresses
A state of homeostasis means that strong, efficient synapses Hypoglycemic Couterregulation.”
contribute to a well-functioning and productive brain.
Cornell News. http://seti.sentry.net/archive/bioastro/2004/
Anaerobic activity, like that in a CrossFit workout, produces
Jul/0018.html. “Astrocytes in brain metabolism.” July, 2004.
the fuel source necessary for healthy synaptic function.
Dienel, Gerald A. American Journal of Regulatory, Integrative
High-Intensity Exercise and Lactate Metabolism
and Comparative Physiology 287: R1519-R5251, 2004.
in the Brain
“Lactate muscles its way into consciousness: fueling brain
Just like muscles, the brain works harder during intense
activation.”
exercise. The high-intensity aspect of a CrossFit workout
leads to a change in energy production and consumption Gladden, L.B. Physiology 558, Number 1, 5-30, July 1,
that is in stark contrast to the long-term aerobic activity 2004. “Lactate metabolism: a new paradigm for the third
of documented studies. As CrossFitters, we largely tax the millennium.”
anaerobic pathway. During bouts of intense exercise, the
brain actually shifts its focus from glucose consumption and Kaufer, Daniela, et al. “Evidence for the Mitochondrial
begins to use lactate as its primary energy source. Lactate, Lactate Oxidation Complex in Rat Neurons: Demonstration
produced by anaerobic activity like that found in CrossFit, of an Essential Component of Brain Lactate Shuttles” PLoS
is taken up by the brain and used in processes that facilitate ONE, Aug 2008.
and enhance the continued proficiency of the brain. Herein
lie the answers to our original questions. Kemppainen, Jukka, et al. Journal of Physiology, Volume 568,
Number 1, 323-332, October 1, 2005. “High intensity exercise
Can we generalize the findings of the literature reporting decreases global brain glucose uptake in humans.”
the benefits of aerobic activity on the brain? The answer is
“somewhat.” Aerobic activity has been shown to increase Lemire, Joseph, Maillous, Ryan J and Appanna, Vasa D.
capillary size and produce new capillaries as a response to “Mitochondria Lactate Dehydrogenase is Involved in
the oxygen deprivation induced by the exercise. How much Oxidative Energy Metabolism in Human Astrocytoma Cells
more, then, can we assume the deprivation of an anaerobic (CCF-STTG1),” PLoS ONE, Feb. 2008.
workout would create a similar, if not accelerated, response?
Leverve, Xavier M. and Iqbal Mustafa. “Lactate: a key metab-
Ever hit near hypoxia during a WOD? The implications seem
olite in the intercellular metabolic interplay.” Critical Care,
obvious. In addition, like aerobic activity, a positive effect
August 2002, Vol 5 No 4.
on neurotransmitter activity within the brain brought
about by anaerobic exercise and its accompanying lactate Philp, Andrew, Adam LMacdonald and Peter W Watt. Journal
metabolism can play a major role in brain health. Beyond of Experimental Biology 208, 4561-4575 (2005). “Lactate-a
these, however, anaerobic activity is a completely different signal coordinating cell and systemic function.”
animal than aerobic activity and possesses its own set of
24
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Quistorff, Bjorn, Niels H. Secher and Johannes J Van
Leishout. The Federation of American Societies for
Experimental Biology, Published online before print July 24,
2008 as doi: 10.1096/fj.08-106104. “Lactate fuels the human
brain during exercise.”
Schurr, Avital. Journal of Cerebral Blood Flow & Metabolism

(2006) 26, 142-152. “Lactate: the ultimate cerebral oxidative
energy substrate?”
Schurr, A, CA West and BM Rigor. Science, Vol 240, Issue

4857, 1326-1328. “Lactate-supported synaptic function in
the rat hippocampal slice preparation.
Science Daily. “During Exercise, Human Brain Shifts Into High

Gear On ‘Alternative Energy’,” October, 2008.
University of California Newsroom. http://newsroom.ucla.

edu/releases/UCLA-Study-Challenges-Conventional-7834.
“Study Challenges Conventional Treat-ment After Traumatic
Brain Injury.”
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Brain Breaks For Academic Success has been featured in the prominent publication Educators
World, utilizes a schedule of two to three breaks within each
By: Cyndi Rodi, CrossFit Kids Magazine, August 2009
120-minute time period. A firm believer in the link between
Research has been emerging for years that learning is opti- cognition and movement, Cook has devised creative ways to
mal when kids are moving. Studies continue to demonstrate engage her students in physical activity within the confines
that classroom success increases when children and teens of her classroom. This is an important expenditure of class
are physically active. Intense exercise sessions appear to pro- time, because statistically kids who get up and move around
duce the most striking differences. However, simply allow- during the school day are better able to handle the work
ing children and teens to take a break and move around environment as well as the cognitive stress of the learning
can improve memory and enhance attention. In addition, process.
behavioral issues that may hinder the learning experience
Further and important benefits of physical activity are
may be mitigated through the inclusion of physical activity.
related to the modification of negative behavioral issues
Physical activity aids in the formation of memories. within the class structure that hinder the learning experi-
Researchers at MIT (Massachusetts Institute of Technology) ence. One school in Kansas City reported an over-60-percent
state that “regular breaks are key to forming memories.” In decrease in disciplinary problems once a regular physical
a study funded by the National Institute of Health, David education program was implemented within the school.
Foster and his colleagues found that the brains of test Terry Smythe of the Concept2 Rowing Company enthusi-
subjects (in this case rats) that were allowed to take breaks astically promotes physical activity within the classroom,
between learning sessions replayed the information they especially for special-needs children. Her experiences have
had gathered, leading to permanent memory. In response lead her to encourage teachers to utilize exercise as a “tool
to a given stimulus, certain brain cells fired in a specific for ADHD students to work off energy and regain focus, for
sequence. This activity in the hippocampus, an area of the anger management and control of aggression, to use as a
brain that is pivotal to memory formation, was replicated reward for work completed well and done early, etc.”
every time the stimulus was repeated. Of utmost signifi-
There are numerous websites and publications that offer
cance was the fact that during breaks between the repeated
suggested activities for such interventions. However, it is
activity the same cells continued to fire, but in reverse order.
important to carefully investigate the credibility of each by
Researchers theorize that this “repeated rewind” allowed
verifying the science behind the plans. Large-scale move-
other areas of the brain to process and store the informa-
ments, such as Brain Gym, which promotes specific move-
tion. Memories were formed over time as the brain replayed
ment patterns as having an unusually stunning impact on
the event again and again.
educational outcomes, have come under fire in recent years
Learning breaks that promote movement are being linked for their inability to statistically back their claims. Educators,
to the ability to pay attention. Researchers at the University administrators and parents need to bear in mind that pop-
of Illinois found that breaking for physical activity prompted ularity does not equate to reliability. The most important
marked improvements in testing that measures the ability thing to remember is that physical tasks of any kind enhance
to attend to a task. A post-exercise analysis of event-related learning, while the more vigorous types have been shown to
brain potentials (ERP), neuroelectric signals that are a covert offer the most profound effects. “Physiologically and neuro-
measure of how the brain manages attention, indicated that logically the brain needs a rest, a change in sensory input to
kids who took time off from the learning activity to be phys- process, learn and remember new information.”The strate-
ically active were better at allocating attentional resources. gic inclusion of movement-based activity breaks within the
Test results indicated that they could attend to a task or study/learning environment can offer the promise of better,
learning situation better than their non-physical counter- more efficient learning. Greater attention abilities, effective
parts. Researchers are hopeful that future studies will help memory storage, and a decline in negative behaviors that
to solidify the link between attention and time allocated detract from the capacity for sorting through and absorbing
to physical activity. While the bulk of the study focused information add up to a more effectual learning experience.
on intense bouts of walking, the researchers recommend
Sources
a simple recess time as sufficient to gain the attentional
benefits of movement. Based on this research, some teach- Education World: The Educator’s Best Friend. education-
ers are beginning to implement periodic “brain breaks” world. com/a_curr/teacher_feature/teacher_feature146.
throughout the school day. Brain breaks have movement shtml.
as their foundation, while some of them include learning
Jensen, Eric. Enriching the Brain: How to Maximize Every
activities in conjunction. Elizabeth Cook, a teacher who
Learner’s Potential, 2006. John Wiley & Sons, Inc., San
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Francisco.
PE4Life.org.; Science Daily. “Physical Activity May Strengthen

Children’s Ability to Pay Attention.” sciencedaily.com/
releas-es/2009/03/090331183800.htm.
Wagner, Mary Jo, Dr. “ADHD: Disorder or Just Different? How

to Help Hyperactive, Inattentive, Impulsive Kids.” adhdchil-
drento-day.com/ADHDSessionThreeHandouts.pdf.
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NOTES
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III. CROSSFIT KIDS MOVEMENTS
The purpose of this section is to provide an organized, easy-to-reference, uniform method of teaching children’s cues for
the 10 CrossFit Kids Foundational Movements (the 9 Foundational Movements from the CrossFit Level 1 Trainer Course, plus
the thruster). In this document, the term “CrossFit Kids” will reference all children 3-18 years of age. Some cues and teach-
ing methods will vary across the CrossFit Kids age spectrum (Preschool: ages 3-5; Kids: ages 5-12; Teens: ages 12-18) due to
proven effectiveness with a particular age group, and the specific class designator will be used in that particular case.
It is imperative when teaching children to be very clear and descriptive (yet simple) in explaining movement and instruction.
Four universally successful teaching methods are:
1. Give children where to start, where to go, and where to finish every movement.
2. All movements, regardless of age group, begin unloaded (nothing in their hands) before subsequent load (PVC pipe or
more) is used.
3. Tell children what you want them to do, as opposed to what you do not want them to do; i.e., “Stand all the way up at the
top of the squat” instead of “Don’t short the top of the squat.”
4. Try to teach and cue children as a class. Most children do not want to be separated from the group; be very careful
with singling them out. Instead, endeavor to give cues and corrections that can be performed with multiple athletes
participating.
We have found these four general methods to be very effective. You will most certainly have other methods—just be sure to
always make it fun; a child’s lifelong outlook of fitness is being forged by a coach’s approach to training.
29
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SQUAT
Squat Teaching Points
There are four primary teaching points:

1. Stance
2. Hips Back
3. Bottom Position
4. Finish Position
1. Stance – This is where to start

Adult Cue
Feet shoulder width apart, toes slightly turned out, weight rooted through the heels.
Preschool & Kids Cue
Thumbs on outside of shoulders, match heels to thumbs (and/or tape on ground about 12” apart and match heels to
the tape).
Teens Cue
Thumbs on the outside of shoulders, match heels to thumbs (and/or tape on the ground about 18” apart and match
heels to the tape.
2. Hips Back
Adult Cue
Butt back and down.
CrossFit Kids Cue
Hips back.
Have the CrossFit Kid(s) put their hands out and then grab their hips; explain that these are their hips. Then, telling them
to keep their chest up and knees straight, have them push their hips back and re-stand, bending only at the hip. Ensure
the hips are doing the moving backwards and forwards, not the chest falling and rising.
3. Bottom Position – This is where to go

Adult Cue
Crease of the hip below the knee.
CrossFit Kids Cue
Pockets below the knees.
Have the kids interlock their thumbs and push their arms straight out in front of their body so the hands make a but-
terfly (rocket or eagle for the boys) in front of their face. Then repeat the “hips back” drill from above several times, this
time with arms raised. Then have them push their hips back and sit down so the pockets are below the knees.
4. Finish Position – This is where to finish

Adult Cue
Stand all the way up/knees and hips fully open at the top with a neutral spine and body bisected by the frontal plane.
CrossFit Kids Cue
Stand up like a superhero.
Have the CrossFit Kid(s) stand tall and the end of the movement, chest out like a superhero and hands on hips.
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Squat Points of Performance
Preschool Kids Teens
1 Stance Stance Stance
2 Begin movement w/ hips. Begin movement w/ hips. Begin movement w/ hips.
3 Stand tall at top. Hips below knees. Chest up and lumbar curve maintained.
4 Stand tall at top. Weight in heels.
5 Knees in line w/ feet.
6 Full range of motion.
Squat Therapy – Problems and Fixes

Fault Cause Fix
Knees cave in on descent and/or Weakness, flexibility, or Teens using PVC outside of pinky toes perpendicular to
ascent. too heavy a load. the ground. Knees pushing out to and in
contact with the PVC throughout the full
ROM.
Sliding Disengagement of the hamstring front
See-Saw Disengagement of the hamstring Bench in front of the knees

then reengagement in the ROM
Falling backwards Flexibility, posterior chain aware- Position back towards a wall and squat
ness, and/or balance down with butt sliding vertically along the
wall.
Hips back at top, but then straight Flexibility, balance, or awareness Position back towards a wall and squat
descent down with butt sliding vertically along the
wall.
Weight shifts forward onto mid-foot Flexibility, balance, or awareness Reinforce hips back and down and wiggle
toes throughout the squat. If there’s still
a problem, then slide butt down the wall,
pause at the bottom.
Loss of lumbar curve or chest down Flexibility, balance, or awareness Wall squat facing the wall (or use trainer
shelf ). Slowly move the closer to the wall or
raise trainer shelf as they improve.
Depth Perception and/or flexibility Verbal cue for Preschool. Verbal cue & squat
to med-ball/D-ball as skill work for Kids &
Teens.
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FRONT SQUAT
Front Squat Teaching Points
There are two primary teaching points:

1. Air Squat
2. Rack Position
1. Squat
The font squat builds off the mechanics of the squat; nothing discussed in the squat changes. Start the front squat by
reviewing the squat, and remind Kids and Teens the front squat is the receiving position for the Olympic clean.
2. Rack Position – This is where to start/finish

Adult Cue
Bar racked on shoulders, hands outside shoulders, loose fingertip grip on barbell, elbows high with upper arm parallel
to the ground.
Preschool and Kids Cue
Unloaded or dumbbell only. Hands on shoulders, pretend elbows are lasers, point lasers at targets on the wall.
Teens Cue
Bar racked on shoulders, hands outside shoulders, loose fingertip grip on barbell, elbows high with upper arm parallel
to the ground.
3. Squat Points of Performance

2 Rack position Rack position Rack position
3 Begin movement w/ hips Begin movement w/ hips Begin movement w/ hips
4 Stand tall at top Hips below knees Bar in contact with torso
5 Stand tall at top Bar path in frontal plane
6 Chest up and lumbar curve maintained
7 Weight in heels
8 Knees in line w/ feet
9 Full range of motion
Front Squat Therapy – Problems and Fixes

Fault Cause Fix
Chest down and/or elbows down Flexibility, balance, strength, or CrossFit Kids trainer shelf and slowly raise
awareness. the shelf as they improve.
Bar not in contact with body Flexibility, awareness, or laziness. TEENS–roll the bar back onto shoulders and
push elbows up.
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OVERHEAD SQUAT
Overhead Squat Teaching Points
There are two primary teaching points:

1. Air Squat
2. Overhead Position
1. Squat
The overhead squat builds off the mechanics of the squat; nothing discussed above changes. Start the overhead squat
by reviewing the squat, and remind Kids and Teens the overhead squat is the receiving position for the Olympic snatch.
2. Overhead Position – This is where to start/finish

Adult Cue
Bar is overhead in the frontal plane, active shoulders, armpits forward and elbows locked in extension.
Preschool and Kids Cue
Unloaded and as skill work only; make a “Y” and hold up the sky.
Advanced Kids and Teens
Make a “Y” and hold up the sky, or bar overhead and cover your ears with your shoulders.
Overhead Squat Points of Performance

2 Overhead position Overhead position Overhead position
3 Pockets below knees. Pockets below knees. Bar path in frontal plane
4 Stand tall at top. Stand tall at top Chest up and lumbar curve maintained
5 Bar path in frontal plane
6 Weight in heels
7 Knees in line w/ feet
8 Full range of motion
Overhead Squat Therapy – Problems and Fixes

Fault Cause Fix
Chest down and/or hands not Flexibility, balance, strength, or Preschool and Kids – tap their hands or move
overhead awareness them to overhead. Teens – verbal cue “pull
the bar back”; if it is still in the improper place,
move them to overhead.
Loss of active shoulders Flexibility, strength, awareness Preschool and Kids – tell them to hold up the
sky; if there’s still a problem, tap their hands
and move to overhead. Teens – Verbal cue
“active shoulders”; if there’s still a problem
then move to the proper position.
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PRESS
Press Teaching Points

1. Stance
2. Rack Position
3. Overhead Position
4. Bar Path
1. Stance
Adult Cue
Feet hip width apart.
CrossFit Kids cue
Have Kids jump up and down several times, and then yell “freeze.”
2. Rack Position – This is where to start/finish

Adult cue
Hands outside shoulders, elbows down and slightly in front of the bar, tight midsection and closed grip with thumbs
around bar.
Preschool & Kids cue
Fists on thighs with thumbs pointed out. Then put thumbs on shoulders and point elbows at the trainer’s knees.
Teens cue
Hands outside shoulders, elbows down and slightly in front of the bar, tight midsection and closed grip with thumbs
around the bar.
3. Overhead Position – This is where to go

Adult cue
Active shoulders, elbows fully open, bar overhead and in the frontal plane.
Unloaded and/or dumbbells only, pretend to hold up the sky.
Teens cue
Bar overhead and cover your ears with your shoulders.
4. Bar Path
Adult cue
Bar starts in the rack position, drive through heels, keep whole body rigid, bar travels straight up, head moves slightly
back to accommodate the bar, press to locked-out arms with active shoulders.
Unloaded and/or dumbbells only, pretend to press up the sky.
Teens cue
Bar starts in the rack position, drive through heels, keep whole body rigid, bar travels straight up, head moves slightly
back to accommodate the bar, press to straight arms with shoulders over your ears.
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Press Points of Performance
2 Rack position Rack position Rack position
3 Overhead position Bar path Bar path
4 Overhead position Tight midsection
5 Overhead position
6 Active shoulders
Press Therapy – Problems and Fixes

Fault Cause Fix
Bar forward of frontal plane Awareness Preschool & Kids – tap their hands and
move them to overhead while cueing “hold
up the sky.” Teens – verbal cue “pull the bar
back.”
Elbows not open and/or shoulders Strength, awareness Preschool & Kids – tap their hands and
not active in overhead position move to overhead while cueing “the sky
is heavy.” Teens – verbal cue “shoulders in
ears and lock out elbows.”
Leaning back Flexibility, strength Preschool & Kids – pull hands and body into
position and ask for them to put it there for
you again. Teens – shoulder stretches and
review big breath and locking down the rib
cage.
Arcing bar path Awareness, strength Preschool & Kids – unloaded and/or dumb-
bells only, correct the overhead position.
Teens – practice moving the head out of
the way with light loads while the trainer
holds PVC vertically in front of the bar.
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THRUSTER
Thruster Teaching Points
There are three primary teaching points:

1. Front Squat
2. Press
3. Linking the Front Squat and the Press
1. Front Squat – This is where to start/finish

The thruster builds off the mechanics of the front squat; nothing discussed in the front squat changes. Start the thruster by
reviewing the front squat.
2. Press – This is where to go

After the front squat, the thruster then builds off the mechanics of the press; nothing discussed in the press changes. Once
they have reviewed the front squat, continue working on the thruster by reviewing the press.
3. Linking the Front Squat and Press

To link the front squat and press, affix numbers to portions of the movements, thus creating an easily communicated parti-
tion to the sequencing of movement to be gone over one piece at a time:
1. Standing in the front squat rack position to bottom of the front squat
2. Bottom of the front squat to the top of the front squat
3. Elbows from front squat to press position, and press to overhead
4. Overhead back to front squat rack position.
Once this sequence is learned it can be simplified:
1. Standing in the front squat rack position to bottom of the front squat
2. Bottom to top of the front squat, elbow transition press position, press to overhead
3. Overhead back to front squat rack position.
Thruster Points of Performance

2 Front squat. Front squat. Front squat with elbows and chest up.
3 Press Press Drive with an explosive and aggressive

turnaround.
4 Press
5 Overhead position
6 Active shoulders
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Thuster Therapy – Problems and Fixes
Fault Cause Fix
Not changing from front squat to Awareness Focus on the four-part sequence for the
press position with the elbows. movement, or add another numbered step
going from front squat rack to press rack
position. The Simon Says drill moving from
front squat position to press position also
works well.
Crashing Awareness, rushing the movement, Preschool & Kids – go back to the num-
strength. bered sequencing to ensure they are
stopping at the rack position of the front
squat in order to count a repetition. Teens –
one warning; if it is still happening, reduce
the load.
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PUSH PRESS
Push Press Teaching Points

1. Press
2. Dip Drive
3. Dip Drive and Press
1. Press – This is where to start/finish

The push press builds off the mechanics of the press; nothing discussed above changes. Start the push press by reviewing
the press, and remind Teens the push press is a skill-transfer exercise for the push jerk.
2. Dip Drive
Adult cue
Shallow dip with your chest vertical and extend the hip rapidly.
CrossFit Kids cue
Dip like an “Oompa-Loopa” from “Charlie and the Chocolate Factory.”
3. Dip Drive and Press – This is where to go

Adult cue
Shallow dip with your chest vertical and extend the hip rapidly, followed by a shoulder press, locking out at top with
active shoulders and the bar in the frontal plane.
CrossFit Kids cue
Dip like an Oompa-Loompa and press.
Push Press Points of Performance

2 Dip Dip with vertical torso Dip with vertical torso
3 Press Press Drive with explosive and aggressive turn

around.
4 Press
5 Overhead position
6 Active shoulders
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Push Press Therapy – Problems and Fixes
Fault Cause Fix
Forward inclination and/or muted Awareness Preschool and Kids -Face wall, elbows up
hips and sliding vertically along wall.
Stalling in the dip Awareness “Oompa-Loompa” dip drive drill
Pressing out of sequence Awareness Break into a biphasic drill of Oompa

Loompa, then press; gradually speed up
commands until it is one cue
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PUSH JERK
Push Jerk Teaching Points
There are three primary teaching points for Kids and Teens (it is an advanced move, thus will not be addressed in the
Preschool class):
1. Jump from feet in Press position, hands at your sides
2. Jump from feet in Press position, and land in a partial squat, hands at your sides
3. Jump from feet in Press position, and land in a partial squat, hands in Press rack position
4. Jump from feet in Press position, and land in partial squat, hands punch to the sky from the shoulders after the
jump and lock out overhead before the land
1. Jump
Advanced Kids, Teens & Adult cue
All are cued the same: jump is the focus.
2. Jump and Land in a Partial Squat

All are cued the same: jump and landing in a partial squat is the focus.
3. Jump and Land with arms in Press Position – This is where to start / end
All are cued the same: jump and land with bent knees in a partial squat, pause, and stand, all while remaining in the
press rack position.
4. Jump and Land, arms from Press to Overhead Position – This is where to go
Advanced Kids, Teens and Adult cue
All are cued the same: jump and land with bent knees in a partial squat, pause, and stand; moving arms from pressing
position in the jump to punching the sky and locking out the arms before the land all the way through the stand.
Push Jerk Points of Performance

1 N/A Stance Stance
2 Jump and land with bent knees, full Jump and land with bent knees, full
extension of the hip in the jump. extension of the hip in the jump.
3 Lock out arms in overhead position. Lock out arms in overhead position.
4 Stand with arms overhead. Stand with arms overhead.
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Push Jerk Therapy – Problems and Fixes
Fault Cause Fix
Movement out of sequence Over-thinking / confusion with Break the movement back into its base of jump
the movement and land with no arms, then progress back to the
full movement as appropriate.
Landing too wide Lack of body awareness and/ Work a foot movement drill walking from hip
or trying to get under the bar width to shoulder width, slowly increasing speed
without bending the hip of the transition to a trap door jump. Chalking a
point on the ground for each position can aid in
this process.
Improper finish with lazy lockout Flexibility, strength, awareness Work on the press mechanics, then work on the
and/or bar forward of frontal jump and land movement progression.
plane
Hip not extending in the jump. Over-thinking / rushing under Break the movement back into its base of jump
the bar and land, and have them intentionally jump
higher. Once they are jumping higher work you
way back through the movement progression.
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DEADLIFT
Deadlift Teaching Points
1. Set-Up
2. Lift
3. Reset
1. Set-Up – This is where to start/finish

The sumo deadlift is taught unloaded or with a kettlebell to Preschool and Kids as it is a much more natural movement
for them to adapt and use. Teens use both the sumo and standard stance deadlift with barbells.
Adult cue
Lumbar curve, weight in heels, shoulder over the bar, bar in contact with shins, arms straight, head neutral.
Preschool and Kids cue
Stand over and line your ankles up with the object. With your knees straight, bend over and grab the object. Get an
angry gorilla back.
Teens cue
Hide the knot in your shoelaces with the bar. With your knees straight bend over and grab the object. Without moving
the barbell push your knees forward until you touch the bar with your shins. Get an angry gorilla back. (If lifting an
object other than a barbell, then use the same cues as the Kids).
2. Lift – This is where to go

Adult cue
Drive through the heels and extend legs while hips and shoulders rise at the same rate, once bar passes knees, hips
extend.
Keeping an angry gorilla back, stand up with the object.
Teens cue
Staying weighted through the heels, drag the bar up your shins.
3. Reset
Adult cue
Hips push back as shoulders move forward slightly, delaying the bending of the knees. Once the bar crosses the knee,
the torso angle is set and the knees flex back into the start position.
With an angry gorilla back set the object down.
Teens cue
Keeping the bar against your legs, push your hips back and lower the bar to your knees. When there, bend your knees
and return the bar to the ground.
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Deadlift Points of Performance
1 Set up Set up Set up
2 Stand up with back straight. Body directly over load Body directly over load
3 Load remains close to body Weight on heels.
4 Hips and knees fully open at top Hips and shoulders rise at same rate
until the knees, then the hips push
forward to stand up.
5 Back straight throughout entire Hips and knees open at the top
movement.
6 Neutral spine throughout entire
movement
Deadlift Therapy – Problems and Fixes

Fault Cause Fix
Loss of lumbar curve Flexibility and/or load too heavy Practice angry gorilla or reduce load.
Weight on toes or forefoot Awareness Tell them to sit onto the heels and pull the
bar into the shins
Shoulders behind bar Awareness Rock forward into hand and practice the
set-up until they are able to reproduce that
position.
Hips rise first Awareness, strength Check the set-up, if set-up is good, cue hips
and shoulders at the same time. If this does
not work try a verbal cue “lift shoulders
first,” or “begin the lift with your shoulders.”
Shoulders rise first, bar pulls around Awareness Show them that the load moves away from
knees the body when doing that. Verbal cue “the
bar and hips move together.”
Bar loses contact with legs Awareness, strength Check start position (bar rolling forward
when making contact with shins) and initial
pull (do hips rise first?). Verbal cue “drag the
bar up your legs.”
Improper descent Awareness, strength Practice returning the bar to the ground
with PVC, and verbal cue “push the bar
down your legs.”
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SUMO DEADLIFT HIGH PULL
Sumo Deadlift High Pull Teaching Points
1. Set-Up
2. Lift and Shrug
3. Pull
4. Reset
1. Set-Up – This is where to start

Adult Cue
Feet wider than shoulder width apart, toes out, weight in heels, lumbar curve, shoulder over bar, arms locked, symmet-
rical narrow grip inside legs with bar in contact with the shins.
Preschool & Kids Cue
Arch your back like an angry gorilla.
Teens Cue
Feet wider than squat, hide the knot in your shoelaces with the bar, bend down and grab the bar in a narrow grip, angry
gorilla back and knees forward until the shins touch the bar.
2. Lift and Shrug

Adult Cue
Sumo deadlift and shrug after opening the hips.
Preschool Cue
Angry gorilla, stand, “I don’t know.”
Kid & Teen Cue
Angry gorilla, stand, shrug.
3. Pull – This is where to go

Adult Cue
Elbows high and outside, pull the bar to the chin.
CrossFit Kids Cue
Zipper drill (place hands on your coat zipper, zip up the coat).
4. Reset – This is where to finish

Adult Cue
Return the bar in reverse order; that is, extend the elbows, bend the hips, flex the knees to the start position.
CrossFit Kids Cue
Zipper drill (unzip the coat), keeping an angry gorilla back return to the set-up position.
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Sumo Deadlift High Pull Points of Performance
1 Set up Set up Set up
2 Zipper drill Stand, then shrug Hips and shoulders rise at same rate until the knees,then
the hips push forward
3 Zipper drill Hips open violently before shrug
4 Bar is pulled to the chin
5 Elbows are higher than hands throughout the movement

and finish high and outside
6 Bar brought back to waist in descent before hips bend
Neutral spine throughout entire movement
Sumo Deadlift Therapy – Problems and Fixes

Fault Cause Fix
Hips not open before arm bend – Awareness Review Zipper drill from above knee until
pulling early correct, then repeat from the ground
No Shrug Awareness Practice stand, then Zipper drill
Elbows Down Awareness Hit trainer’s hands with elbows
Weight plunging to ground Awareness, strength Count rep at waist before returning to
ground. In severe cases, return to counting
game in ascent and descent to partition the
movement.
Segmented movement Awareness Start pull from waist until correct, then from
just above
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HANG POWER CLEAN
Hang Power Clean Teaching Points
There are three primary teaching points for Kids and Teens (it is an advanced move, and thus will probably not be addressed
in the Preschool class):
1. Set-Up
2. Dip Shrug
3. Drop Stand
1. Set Up - This is where to start/finish

Adult Cue
Knees and hips in full extension, shoulders neutral and object in hands at arms’ length.
Kids & Teens Cue
Standing tall with the ball in hands with arms hanging straight.
2. Dip Shrug
Adult Cue
Dip and shrug after full opening the hips, arms staying straight the entire time.
Kids Cue
Oompa-Loompa, I don’t know.
Teens Cue
Dip shrug, arms staying straight the entire time.
3. Drop Stand – This is where you go

Adult Cue
After the shrug pull yourself under the object, receiving it in a partial squat, elbows high and ball on chest, stand keep-
ing the ball in the front rack position.
Kids & Teens Cue

Drop under the ball and stand with the ball on chest.
Hang Power Clean Points of Performance

1 Full extension of the hip. Good set up
2 Shrug Full extension of hip
3 Partial front squat with elbows up and Shrug

back straight.
4 Ball received in partial front squat.
Stand up at top with ball in front rack

position
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Hang Power Clean Therapy – Problems and Fixes
Fault Cause Fix
Hips not open Awareness Go back to dip shrug drill skill work.
No Shrug Awareness Go back to dip shrug drill skill work
Curling the ball Awareness Wall drill: face wall with ball between body
and wall, work dip shrug drill skill work
without moving away from the wall.
Tossing or flicking the ball Awareness Wall Drill
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CROSSFIT KIDS PULL-UP, PUSH-UP, AND HANDSTAND PUSH-UP
Listed below are the CrossFit Kids pull-up, push-up, and handstand push-up progressions: simple, safe, and effective steps
for teaching and coaching these movements.
Safety is paramount; always place appropriate matting below your children and ensure they are use a bar that allows them
to get on and off without assistance.
When teaching, strive to keep the verbiage and progression within the skill set that is appropriate for their physical,
social, emotional and cognitive maturity. Be patient: these progressions can and should take years of work for your kids to
complete.
THE PULL-UP
The pull-up is foundational and a backbone for solid CrossFit Kids’ programming. Though the movement is exactly the same
as that used by adults (dead hang, kipping, etc.), we use a different progression with kids to instill the proper shoulder con-
trolled kip (versus leg swinging/initiated).
All of the pull-up progression pieces below can be used as a warm-up, skill work, workout, or a game; imagination and
ingenuity make this fun regardless of when and where it is placed! In every step, ensure the bar is at an appropriate height
(when hanging the child’s feet should be no more than three to six inches off of the ground, allowing them to get on the bar
without assistance as well as fall with minimal chance for injury).
Progression
1. Bar Games
First, have kids move in as many different ways hanging from a pull-up bar with the goal to develop their grip strength,
as well as the awareness and strength of an active shoulder. The limit of this drill is up to the coach’s imagination, some
examples are: knees to elbows, toes to bar, shuffle side to side, 180 degree turns, 360 degree turns, one handed leg slap,
high-five a partner, etc. In Bar Games, there is no competition. It is just fun movement that teaches children how to
safely and effectively hang from a pull-up bar. There is minimal technique needed; the simplest of coaching and cueing
are used.
Bar Games are appropriate for all ages.
2. Bar Wars
When appropriate, start adding competition to Bar Games with Bar Wars. Any movement used with Bar Games can
easily become a competition for all of your child athletes. For example: maximum bar hang using two hands, maximum
bar hang with one hand, 360 degree turn every time the whistle blows until the last athlete is hanging, etc. This can be
used any time during your Kids class as you see fit. It has been used with success as a finisher to Bar Games when it is
appropriate for the emotional maturity of the class (winning and loosing with dignity is a learned and mature skill).
3. Self-Assisted Deadhang Pull-up

Use a pull-up bar that is just below the child’s chin when standing tall (if you do not have parallel bars or an adjustable
child’s pull up bar, put a barbell into a squat rack and use bands to lash the bar to the j-cups). Have the child grasp the
bar just outside of his/her shoulders (with thumbs around the bar!) and kneel down with their toes curled beneath their
feet and directly below the bar. From here, the child can assist their pull-up by pressing through their toes and standing
up. The child uses their legs to assist their upper body strength as much or as little as needed (or if the more advanced
kids already have dead hang pull-ups have them pick up their feet).
To increase the upper-body demand, adjust the feet so that the laces are laces down, making it more difficult to use the
legs and toes to stand. Both variations can be used with success because it is self-scaling. This means the children are
completing the same movement at their appropriate capacity without having to feel singled-out for using a different
bar height/set-up.
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4. Superman/Hollow Drill
This drill is teaches kids how to move their bodies while lying on the ground. This is easier than performing the same
hanging from a bar. Have the children lay on their stomach, forehead on the ground, arms extended “overhead” with
hands shoulder width apart, legs and feet together with toes pointing away from their head. On the “up” command,
have them arch up (extend the spine) like Superman flying. The belly is on the ground, with the chest arched off the
ground with arms up and extended and legs long with feet together and toes off of the ground. Teach the kids to
remember this position and feeling: it is the “forward” position of the kip swing. Next, have them roll them to their
backs, arms still overhead and shoulder width apart, and legs long with feet together and toes pointed away from their
head. On the “up” command, have them use their abs to pull their body into a “hollow” position. In the hollow, the low
back pushes into the ground, trunk flexes with long arms that match the torso angle, legs squeezed together with toes
pointed away from their head, and heels six inches off of the ground. Again, teach the kids to remember this position
and feeling: it is the “back” position of the kip swing.
5. Self-Assisted Kipping Swing

The self-assisted kipping swing uses the same bar height and set-up that was used for the toes curled under self-as-
sisted dead hang pull-up. At the command of “Superman,” the children, pull their body with their hands and push
their body with their toes, into the same chest forward Superman position learned on the ground. At the command of
“Hollow,” have the children push through their trunk and arms and pull with their toes back through to the hollow posi-
tion learned on the ground. This “Superman/Hollow” becomes the vernacular and action for the “forward/back” of the
kip swing. When they are able to attain the proper positions, change to a “Superman-Hollow-Pull,” which adds a pull
after the Hollow position to get their chin over the bar. This teaches the children how the movement of the kip swing is
to feel without the concurrent demand of supporting their bodyweight.
6. Kipping Pull-up
CrossFit Kids recommends a child has the ability to complete at least one deadhang pull-up before working on kipping
pull-ups. The shoulder and grip strength required of a deadhang pull-up better protects the athlete from potential
shoulder injury, as well as loss of their grip when attempting a kipping pull-up.
With the capacity of one deadhang pull-up and the proficiency of the previous progression steps, it is time to attempt
kipping pull-ups. Trainers must ensure: the bar is the appropriate height, 2) there is matting beneath the working chil-
dren, and 3) children wrap their thumbs on the bar. While hanging from a bar with a slightly wider than shoulder width
grip, have the kids initiate the kip swing with a Superman/hollow and pull immediately after the hollow position…and
your kids will have their first kipping pull-up!
THE PUSH-UP
Due to its importance and potential difficulty (especially for children!), CrossFit has created the below progression that
successfully trains children in a manner that is both age and skill level appropriate. Like the pull-up progression, all of the
push-up progressions are appropriate for warm-up, skill work, workout, or Game activities.
Progression
1. Plank Position
For the plank position, the child assumes the “top” of the push-up position. The body is in a hollow position, with the
arms extended and toes facing the ground. Holding this position helps develop strength and body awareness there.
2. Plank Games
Like with Bar Games for pull-ups, the different plank positions for this are limited by the imagination of the coach. Some
examples are: plank on hands, plank on elbows, right hand to the sky, left hand to the sky, barrel roll, 360 degree turn,
plank shuffle, etc. The more movement of the plank position the more fun for kids; change is key!
3. Plank Wars
When appropriate, like with the pull-up Bar Wars, it is beneficial to add competition to the plank position with Plank
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Wars. In Plank Wars, two athletes face each other in the plank position about a foot apart. Children can then either clasp
opposite hands together or touch opposite hands in an open palm grip. On the command of “Go!” each athlete tries
to pull (clasped hands) or push (open hands) the other athlete out of the plank position. The winner is the athlete who
remains in the plank position.
4. Snake-up
In the snake-up, the children start in a plank position and then lower their body to the ground – keeping the body
as straight as possible. Then, the kids get back to the plank position in any manner possible (while a straight plank
position is preferred for both up and down, this takes time!). This is a self-scaling movement that allows all children to
participate regardless of ability.
We have found that knee push-ups, though a completely legitimate scale, are more limited in their transferability to
plank push-ups. Knee push-ups are also faster than plank push-ups, making it potentially undesirable to learn how to
perform a plank push-up as their total number performed decreases compared to their knee push-up score (no fun for
a child). Finally, children do not do enough push-ups, in terms of total repetitions or speed of movement, to be a legit-
imate concern to the health of their low spine. High reps and dynamic movement are a Teen skill and ability; they are
not fun for Preschool and Kids aged athletes. As an extra precaution, ensure you program low reps for younger children
working on the push-up to them safe.
5. Push-up
As the child matures, they will be able to keep a more rigid plank position through the full push-up range of motion. By
being patient with their development using the aforementioned progression steps, your children will be successful in
the movement from the first try!
THE HANDSTAND PUSH-UP

Anytime an athlete is on their hands upside down there is risk for potential injury, and a coaching progression and
protective gymnastic mats are required to maximize safety. Below is a progression adopted from a coach of the USA
Women’s Olympic Gymnastic team. This progression is appropriate for children of all ability levels to achieve a hand-
stand push-up, while also minimizing the need for physical spotting of the child by the coach.
Progression
1. Forward Roll
Before ever trying a handstand, you must first teach them how to safely and effectively bail out of the position. This is
taught with a forward roll. Have the athlete kneel down, place their hands slightly wider than shoulder width apart in
front of them, and place the top of their head in the middle of their hands and slightly farther from their knees (creat-
ing a triangle between their hands and head). Then have the athlete, pushing hard into the ground with their hands,
extend their knees and walk their feet toward their face. As they near their face with their toes cue them to look at their
belly button and the athlete will roll through ending up in the seated position. Once they have mastered this, increase
the difficulty of the roll. Some ideas include: standing forward roll, jumping forward roll, backwards roll, log roll, cart
wheel, etc. This is both fantastic for developing a robust vestibular system as well as very effective at teaching a safety
skill for any and all activities, be it recovering from a handstand or a bicycle crash. Some type of roll should be incorpo-
rated in every single kids class.
2. Stink Bug
The goal is to incrementally place more and more of the athlete’s center of mass over their shoulder. This begins with
the stink bug on the ground, which is simply a piked-plank position (hips high and feet closer to the hands). Have
the athletes lower their head to the ground slightly in front of and in-between their hands (the same hand and head
triangle position used for the start of the forward roll) and then press back to the start position. Proximity of the feet to
the hands is dependent on the athlete’s ability: the closer the feet to the hands the more challenging the movement.
We recommend to start farther away than the athletes want (at first) and slowly move the toes closer to the feet after
each successful repetition. This is another self-scaling movement as each athlete can change the difficult to meet their
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needs. This stink bug position forces the athlete into a hollow trunk when they are pressing, nullifying the problems of
overextension of the spine often seen with a full range of motion handstand push-up.
Once ready, we continue to raise the hips by putting the knees, and then the toes, up on a box. Similarly, moving the
hands closer to the box increases the difficult. This drill allows many different levels to be challenged with a single box
height. Ensure the box is flush against a wall (so it cannot tip), place a gymnastics mat down on the hands’ side of the
box, and always have the children put their hands on the ground before putting their knees/toes up on the box. Also
ensure that the knees/toes are as close to the edge of the mat side of the box as possible, then adjusting the hands dis-
tance from the box for a successful, but challenging, repetition completion. Stink bugs, be it from the ground or a box,
are very difficult and require little to no gear; these should be used as a staple to increase overhead strength and body
awareness for inverted capacity.
3. Box Kick-up
This is to teach an athlete the body position for kicking up to a handstand. With a box set up against a wall and a
gymnastics mat on the other side of the box (like used for the stink bug, above), have the athlete stand on the mat and
face the wall, placing hands on the closest two box corners. Then, the athlete moves their feet back until they form a
straight, horizontal body from hip through the hands. The point is to have an ideal overhead position in a horizontal
plane. Have the athlete push into the box with an active shoulder, and keeping the body long, kick up a couple of
inches with one foot and then the other. As the athlete kicks up, ensure there is no change in the spine; this teaches the
athlete how to kick up without breaking about the midline. Once able, add in a toe tap. At the apex of the kick, tap the
opposite foot to the kicking foot. With proficiency, continue to lower the box and raise the kick/toe tap until the athlete
is able to kick up to near vertical under control and tap their toes together with their hands on the ground.
4. Wall Walk
The wall walk can be done in tandem with the box kick-up. A wall walk begins with the athlete in the bottom of the
push-up and both heels touching the wall on top of a gymnastics mat. The athlete initiates the movement with a
push-up, and then walks their feet up the wall as they walk their hands towards the wall. Throughout the movement,
the athlete must maintain control and rigid throughout their body (especially their midline!). Initially, the top of the wall
walk is as far as vertical as they can get while still being able to get back to the starting position under their own control.
Eventually, the movement’s full expression is a vertical handstand with only the chest and toes touching the wall.
You can also play wall walk games, which is adding different movements while in the top of the wall walk position, i.e.:
right hand up, left hand tap your head, shuffle left, touch your leg, etc. To bail, either walk back down the wall the oppo-
site way they went up, complete a forward roll or perform a handstand pirouette.
5. Handstand Kick-ups
With proficiency in both the box kick-up and full range of motion wall walk, it is time to kick up to the wall. With a
gymnastics mat against the wall and athlete facing the wall in a standing position and hands overhead use, the same
kick-up technique learned in the box kick-up. This should bring the athlete to a handstand position with only the heels
touching the wall. Games can be used as when the athletes are facing the wall, i.e. head taps, shuffle, etc. Demand a
hollow body, toes pointed, extended elbows and 180 degrees between the torso and arm.
6. Handstand Push-up
With all of the handstand and pressing fundamentals completed, it is time to work lowering the athlete’s head to the tri-
angle position slightly in front of and between their hands (reference the triangle position used in the forward roll and
stink bug) and pressing back out, ending in a proper handstand position. Be ready to be amazed by your child athletes.
Time and focus on this progression will create strong, able athletes in the handstand position!
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NOTES
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IV. HOW TO TEACH KIDS
Teaching Styles, Making It Work

By: Anita Taylor, CrossFit Kids Magazine, January & February 2009
What makes CrossFit Kids so appealing to children and parents is its philosophy of combining fun and fitness.
As a parent, CrossFit Kids instructor, or other adult working with children, your goal is to make that happen. And you do that
by creating the right environment where each child:
• Feels special.
• Has the ability to learn and enjoys participating in
• class activities.
• Is comfortable interacting with you and other children.
• Feels engaged and a sense of community.
You also do that by creating an environment where parents are engaged in the progress and success of their child. If children
enjoy the activities, make progress in their fitness levels, and want t o come back, then you’ve created the right environment
for children to have fun and to get fit at the same time. But how we accomplish that is going to be different each day and will
be different for each child. That will be dependent upon teaching styles.
Every child you interact with is different. Some are quiet or shy; others are outgoing and noisy. Each one learns differently—
some may learn by watching; others may learn and have more fun by doing. Each one had different comfort levels in how
they are praised, corrected, or supervised. Each one will interact with you differently. And every child is different in what
makes him or her feel “special.”
You may think a child isn’t learning or isn’t having fun, but she might just be introverted. Someone may not respond well
to an activity you’ve planned—it might just his personality. Maybe one child will respond well to positive praise. Another
might respond better to quiet one-on-one dialog about form. One child might cringe if you raise your voice; another might
respond well to the energy and dynamism of shouting.
When it comes to activities, one child might enjoy leading. Others have more fun following. Others might prefer repeating
something they’ve done before.
In order to accommodate all these differences, you’ll need to employ a variety of teaching styles to give all children an equal
opportunity to learn and to have fun in the way that suits them best.
Examples of Personality Types / Learning Styles
Active Learner Reflective learner

Enjoys group work. Prefers to work alone.
Responds to innovation
Works within well-established methods
Dislikes repetition
Visual Verbal
Sequential
Absorbs material randomly, then they suddenly “get it”
Learning is linear, logical, stepwise paths
Extrovert
Introvert
Prefers to talk aloud
Prefers quiet environment
More comfortable interacting with others
Listen rather than talk
Might prefer collaborative work Introvert
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During my 10-plus years of teaching, I have found that • Establishes learning goals, expectations, and rules of
incorporating a broad range of teaching styles and strate- conduct.
gies is extremely helpful and effective in engaging different • Concerned with the correct, acceptable, and standard
types of children. In addition to the styles and methods that ways to do things.
you would naturally use, others that can give you a fresh
approach. First, we’ll take a very broad look at these, and • Provides students with the structure they need in order
then we’ll give examples of how they apply to a CrossFit Kids to learn.
class and how they’ll work for different personalities.
Expert
You may wish to consider this a checklist or handy refer- • Possesses and shares knowledge and expertise that
ence guide. It may be helpful to pull it out once a month, students need.
or quarterly; reflect on your particular style, how you run
your classes, how you interact with the children. Think back Delegator
on what’s been successful or not. Is there a child who just • Enables students to work independently on projects (or
doesn’t seem to be participating? Is there something differ- as part of a team).
ent you want to try? Is there something you’ve overlooked,
that you could incorporate into your lesson plans? A differ- Teaching Styles and CrossFit Kids
ent or a fresh approach might just make the difference that OK, so how do these styles apply to a typical CrossFit Kids
can help a child achieve goals and have fun doing so rather class? The structure of a typical CrossFit Kids class beautifully
than get frustrated and quit. allows for each of these styles to be used. Let’s look at the
various aspects of the class and show different examples of
Overview of Teaching Styles effective approaches while:
In contemporary research, there are five broad categories
• Interacting personally with students (making them feel
of teaching styles, as defined by Anthony Grasha. You may
special).
instantly recognize your own style in one of these, or yours
may be a blend of one or more. There are no right or wrong • Handling questions.
to any of them. What is important, though, is to use each of • Designing and executing activities.
these strategies and methods as you are able throughout
your class to adapt to each child’s learning style and person- • Setting expectations, learning goals, and
ality. Of course, your use of any of these styles or strategies responsibilities.
will be dictated by your ability to reasonably do so within an • Giving feedback.
appropriate class structure while maintaining the safety of
• Structuring and pacing your class.
the children.
• Interacting with parents.
Facilitator • Additional “engagement” activities.
• Emphasizes the personal nature of teacher- student
interactions. Personal Interaction
Let’s say your interaction with the children begins when
• Guides and directs students by asking questions,
they enter they gym. This is your first opportunity to make
exploring options, suggesting alternatives, and
each child feel comfortable and special, and you can begin
encouraging their exploration of options.
to create the right environment for learning and for fun.
• Develops the capacity for independent action, Some children will want to run into the area immediately
initiatives, and responsibility. and explore (will respond well to Delegator style). Others
will hang back and need some gentle encouragement
Demonstrator/Personal Model (Facilitator or Demonstrator style). Some will feel comfort-
• Oversees, guides, and directs by showing how to do able picking up equipment and playing, and others might
things. need some direction and ideas on what they can do (Formal
style).
• Encourages students to observe and then to emulate
the instructor’s approach. Recognizing these differences and using different styles
• Acts as a coach or guide . to interact with each child’s separate personality will help
make each feel comfortable and create an environment that
Formal Authority is fun.
• Provides positive and negative feedback.
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Using more of a Facilitator style is an excellent method to everyone happy.
help children feel special. Children love to talk about the
events in their lives (maybe a new brother entered their Allowing Children to Suggest Alternatives
family, they bought a new pet, or they were able to do a Many children enjoy the creativity of suggesting alterna-
good push-up at home.) Spending time at the whiteboard tives. Instead of following your lesson plan, driven solely by
and giving children time to share their “stories” with you and your ideas, some children will find much more satisfaction
the others is a good opportunity. For quieter, shyer children, if their ideas are listened to. For instance, if they have a
you might need to prompt them by asking them a question suggestion, and it works for the objective of the activity, run
(Demonstrator style). Think about other times during class with it. They will feel that they are valued, and it encourages
where you can personally interact with each child individu- engagement and participation. If you see a child doing
ally—such as during a water break, setting up equipment, something different than what you’ve planned (maybe they
etc. spontaneously start doing jumping jacks instead of tuck
jumps), maybe go with that instead. Setting up equipment
Using their first names, making eye contact with them, and seeing what children do with it provides that opportu-
asking about events in their lives, even bending /stooping nity too. Be open to flexibility and spontaneity to satisfy the
down to talk to them at their level are all methods that facili- needs of children who respond well to that.
tate personal interaction with children.
On the other hand, be conscious that other children will feel
Handling Questions uncomfortable with being spontaneous. There’s no need
Fun and learning will only happen if children feel comfort- to put pressure on them; that is just their style and their
able asking questions throughout the class. Provide oppor- personality. They might quickly enjoy implementing others’
tunities for them to do so—both formally and informally. ideas but might be reluctant to generate ideas of their own.
Some children will feel very comfortable asking a question That’s OK. For them, they might respond better to following
in front of a group (or raising their hand to do so). Others along with an activity that is structured.
might need some free time to come up to you alone. Look
for that, and make yourself accessible. Others might need Exploring Options
prompting—they might not even know how to ask their Likewise, giving children time to explore options to accom-
question. You might need to ask them to show you what plish an activity is another teaching style and appeals to
you’ve just talked about to see if they understand it. those who prefer collaborative work. Some children might
thrive on being given a project and developing a solu-
Another facet of your style is how you handle questions tion—a perfect example is the CrossFit Kids game “Build
and interruptions in class. Can children interrupt you while and Move a Fort.” Some children might not be ready for
you’re explaining a movement or an activity? Or do you independent work.
want them to wait until you say it’s OK to ask questions?
Do you encourage questions—maybe stopping part way If others hang back, you can gently encourage their partici-
through and asking them if they have a question? Explore a pation by giving them a specific task, such as bringing over
variety of methods to reach out to children. a medicine ball. Make them a part of the team rather than
expecting them to come up with an idea of their own. That
And if they do interrupt you with a question, how do way, they’ll have fun but in their own way.
you respond? With a smile? As if you’re irritated that they
interrupted you? Are you patient with them or do you hurry With activities like that, be prepared to give attentive super-
them along or cut them off? Do you prompt them in order vision, or gentle guidance, to those who are not ready for
to make them feel more comfortable if they are shy speak- independent work.
ing up? Not only will children have questions, but so too will
Teamwork/Interaction with Others
their parents. Build time in your schedule to talk to shyer
Some children will enjoy interacting with others, and one
students alone, and to chat with parents.
of the goals of teaching is to help children feel comfortable
Designing and Executing Activities and Demonstrating doing so. Include activities that facilitate teamwork. Some
The primary way in which children learn during a CrossFit children thrive on a group atmosphere and begin inter-
Kids class is through active learning. You may have found acting with the other children immediately (an extrovert).
though that children will have a variety of responses to Others are shy and need some time and space to grow com-
activities and which ones they enjoy. Because the typical fortable (an introvert). Some will respond well to controlled,
structure of a CrossFit Kids class includes several activities, structured activities to interact with others.
you have opportunity to come up with a blend that makes
Here you’ll find the need to strike a balance. There will be
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children who want to lead and are vocal about it; others Setting Expectations and Responsibilities
would like to try leading but hang back and are quiet. As you
Expectations
become more aware of your students’ personalities, reach
A key element to a smooth-running class (i.e., minimal
out and encourage the shyer ones. Consider “taking turns”
chaos) is to set expectations and boundaries. Again, you’ll
so quieter students have an opportunity to step forward.
be more successful with this if you use the right approach.
The Value of Repetition and Structure • A Formal style might be effective at whiteboard time or
At the opposite side of the spectrum will be children who when explaining an activity.
thrive on repetition and structured activities. They will enjoy
• Some will respond better to a Facilitator style when you
activities that they are familiar with, ones that are repeated
“encourage,” or suggest, the right behavior.
from past classes. You may see them instantly light up when
they recognize something they’ve done previously. Also, • Using other children’s behavior as an example: “Brian,
younger children might respond better if some parts of the why don’t you put your dumbbells away where Sharon
class, such as the warm-up, are always the same. For them, did?” is the Demonstrator approach.
repetition and consistency equals comfort. Try to plan your
class activities to include structured, formal activities, a Some children thrive on repetition; all need a certain level
gradual progression of older activities, along with ones that of consistency. So when you set a practice or expectation,
let children explore ideas of their own. such as “Please raise your hand to ask a question,” be sure to
always follow it.
Time for Reflection
Learning is reflective—yet often we don’t give children time On the other hand, allow for some flexibility in meeting
to work on things on their own. Be patient and give them those expectations, especially when it comes to children.
time to express their thoughts, especially when learning a You’ll need to adjust your own expectations based on what
new skill. Just as we learned at the CrossFit Kids Seminar, children can do that day, their stresses, their energy level,
make time at the end of class to reflect. What did you learn and their moods.
today? What was hard? What was your favorite thing? What
Responsibility
would you like to do again?
Children will achieve a sense of pride and accomplishment
Summarize what they’ve learned. Help reinforce the points as they master new skills, but also as they complete tasks
you want to make. that they have been given responsibility for. This can be
as simple as expecting the children to keep track of their
Showing Children How to Do Things/Demonstrating and own rounds, signing their names on the whiteboard when
Participating they’ve completed a workout, or putting equipment away
I’ve found that demonstrating skills and activities and how in its proper place. Don’t do everything for them. Your own
you interact with children during the class is one area that style may be to quickly set up and dismantle things on your
needs the broadest range of teaching styles. We’ve learned own, or to be completely prepared and organized before
to teach a new skill to a child in three different ways: by class (Formal style). But use other styles to give children that
seeing, hearing, and doing. Those same approaches can be sense of accomplishment. Allow time to assign responsibili-
used for every activity in your class. ties to children (Facilitator style). Show them what to do, but
allow them to master it (Demonstrator style).
• A more Formal style is needed to explain the activity,
and outline what the expectations are. Giving Feedback
• Another child might respond to the Facilitator style— Giving feedback, praise, and constructive comments is an
asking questions of them such as “What do you think a integral part of teaching. Almost all children will respond
‘round’ is?” “How many times are we going to do that?” well to praise. But when teaching CrossFit Kids, not only will
you be praising, but you also need to provide feedback to
• Yet others will enjoy and have more fun with the
them on what they are doing right or wrong. This is one area
Demonstrator style—where you actively participate in
where it’s crucial to match your teaching style with each
part of the activity or game with them. This will work
child’s sensitivities. For instance, what you consider praise
especially well for new activities, where children may
may be highly uncomfortable for a child.
be unsure of expectations or appropriate conduct. By
participating on the same level with them (laughing and Do you give corrections to the group as a whole or single
being silly along with them), you give them a model that out a child? Some children might be mortified if singled out
they can copy. in front of a group (even to demonstrate a move) but might
respond well if you pull him or her aside during a break in
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the class. (In fact, most children will adore a little one-on- Pacing: The Ebb and Flow of Energy in the Class
one time with you—that goes a long way towards making An important element of the structure of your class is
them feel special.) Others will shine if they’re called out in pacing. Your style of controlling the activity levels in the
front of the group. A method to consider is “equal time”: if class also enables learning. A natural ebb and flow that
you do something with one child, do it with all. For instance, allows children to synthesize one activity, rest, and transi-
if you’re addressing a child’s form, you may want to make tion to the next activity will facilitate learning and will also
sure that you do the same thing with every child at that make the class much more enjoyable. A chaotic rush from
moment, so one doesn’t feel that they are being singled out one activity to another wears out children and isn’t fun for
and “corrected.” them or for you!
Other teaching style elements to consider: CrossFit Kids program elements are already adjusted for a
• How do you give corrections? Do they know by your child’s attention level. But your own style is necessary to
language and tone of voice that corrections are not bad combine them into a flow. Allow for material to be synthe-
and that you are helping the child get even better? sized. Allow time for children to work on a skill on their own.
Give them a few moments to rest (mentally and physically)
• When do you give feedback? As they learn a movement?
and regain their energy for the next activity.
As they are executing an activity? At the end of class?
• How do you provide feedback—always just by Last But Not Least: Parent Interaction
compliments? Your teaching style encompasses more than just how you
help children learn and have fun. In order for your classes to
• Find a balance between corrections and praise. Don’t
be successful, you also need to find the appropriate style of
have them leaving the class thinking they did a lot of
interacting with the children’s parents. They want to know
things wrong. An effective practice is to make sure
how their children are doing:
you’ve praised each child at least once.
• Are they progressing in class?
Tying It All Together: Structuring Your Class and Pacing
• Do they need disciplining?
We’ve already discussed the need to include a variety of
activities in your class plan. Broadly, though, it’s important • Are they having fun?
to have a plan. Even though the WOD might be random • How is CrossFit Kids better for my child than another
and varied, for learning to occur you need some overall program?
structure.
Your response and interaction with parents can make or
I’ve worked with many teachers who are completely sponta- break the success of your class.
neous when teaching. They enter the classroom, studio, or
gym, and based on intuition and assessment of the group Consider different styles to approach parents: When parents
decide on the spot what will be taught and how the class arrive to pick up their children, what is the extent of your
will be run. Yes, an element of flexibility is necessary in order interaction with them? Do you just answer their questions
to respond to children’s moods and energy levels that day. with a blank, formal explanation? Or do you seek them
But all children will respond better to established routine, out? Do you try to find out their real concerns and address
expectations, boundaries; otherwise you’ll lose discipline them? How much do you bring them into the class? Are they
and focus of the class if you have too much unstructured watching the entire class or not allowed in the workout area?
time as you think about what you should do next. Children Do you take the time to explain what the children have done
will become confused and unsure. that day or just let them collect their children and depart?
Do you regularly ask them if the program is meeting their
Structure begins with your lesson plan and how prepared expectations? Being receptive to their needs and helping
you are. Do you have an objective of what you want to cover them understand and enjoy the program will assist with
or accomplish that day? If you’re introducing a new move- their child’s progress as well as their enjoyment.
ment, or activity, or game—have you rehearsed or practiced
it so that you can execute it properly, and do you know what (CrossFit Kids Editor’s Note: Use caution if you choose to ask
equipment you’ll need and where the children will end up? them if they have ideas or suggestions).
Is your style to follow your lesson plan relentlessly, no Engagement

matter how the class is going? Or, if you see an activity isn’t Teaching styles encompasses not just how you interact
going well, can you quickly assess, adjust, and start over with children during class, but also your level of engage-
(What CrossFit Kids calls your “back-pocket plan”)? ment beyond the class time. How do you create and foster
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engagement and a sense of community? One of the hall-
marks of CrossFit is the sense of belonging to a community.
Engagement increases motivation, better learning, and, of
course, more fun!
Some ways to increase engagement

• Acknowledge birthdays.
• Active website or blog—encourage posting of
comments.
• Newsletter/email.
• Whiteboard of achievements.
• Student of the month.
• A “challenge of the month.”
• Acknowledging new PRs.
• Field trips (virtual or IRL).
• Watching adult classes.
• Take-home copies of notes or articles.
• “Homework” assignments, maybe a special WOD.
Summary
In conclusion, we’ve demonstrated how applying a variety
of teaching styles to your class can ensure that children
make better progress and have more fun. We’ve also shown
how these styles can lead to greater parent, trainer and
student satisfaction
Hopefully, you’ve gained an understanding of why children

react the way they do to certain activities or behave the way
they do and learned some new approaches and methods to
use to facilitate the fun and fitness that is CrossFit Kids!
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CROSSFIT PRESCHOOL  CLASS STRUCTURE
Ages: 3-5
Class Length: 15-20 minutes

Whiteboard (Explain the Workout): 3 minutes
Put the whiteboard on the ground and kneel down with the kids while explaining.
Make your instructions colorful and fun and use pictures (draw objects and named concepts; i.e., a frog for leapfrog).
Pick a special leader for the day as a demonstrator for the rest of the class.
Focus/Skill work: 3-5 minutes

Work on specific points of performance (distinct portions of movement).
Introduce 1-2 skills for a 4-6 week period.
Examples: Press rack position, deadlift set-up, superman/hollow position
Warm-Up: 3 minutes
General in nature.
Examples: shuttle run, jump around, freeze tag.
WOD: 3-5 minutes

As many reps as possible (AMRAP) format works best.
3-5 repetitions max for each movement.
Examples:
AMRAP in 5-10: Forward roll, balance-beam walk, 3 perfect squats.
5 rounds: 3-5 press to the sky, 1 plank, 3-5 squats.
AMRAP in 5-10: skip across the room, 3 press to sky, 1 monkey hang.
Game
It’s a must to get to the game; make it age appropriate and fun.
Examples: duck-duck-goose, follow the leader, ring around the rosie.
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CROSSFIT KIDS  CLASS STRUCTURE
Ages: 5-12

Whiteboard: 3-5 minutes
Keep it colorful and creative.
Ensure explanation is clear and concise.
Draw Points of Performance in movement.
Draw logistics of WOD layout.
Warm up: 3-5 minutes

Can be game-like, skill based, or a combination of the two.
Examples:
1. 2 x 9 supermans, 6 squats, 3 forward rolls.
2. 2 x 1:00 each of handstand holds and tarzans.
3. 3:00 of cartwheels and plank holds.
Focus/Skill work: 5-8 minutes

Technique work for movements or distinct parts of movements.
Can also cover information such as nutrition (macronutrients game) or “What Is Fitness?” (draw the
sickness-wellness-fitness continuum while in the bottom of a squat).
Introduce 2-3 skills in a 4-6 week period.
Examples: kipping, forward roll, handstands.
WOD: 5-10 minutes

Mostly AMRAP format.
Examples:
1. AMRAP in 10-12: 3 pull-ups, 5 push-ups, 7 squats.
2. 15-12-9: wall-balls (4-10 lb.), pull-ups.
3. Squats: 18-16-14-12-10-8-6-4-2, pull-ups: 2-4-6-8-10-12-14-16-18.
Game: 5-10 minutes

Standard Games with a CrossFit Kids twist (dodgeball: if you get hit move to the side and perform 10 squats, then you
are back in).
Examples: dodgeball, bulldog, leapfrog races.
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CROSSFIT TEENS  CLASS STRUCTURE
Ages: 12-18

Whiteboard: 5 minutes
Looks like an adult whiteboard.
Describe the workout: demonstrate movements, define range of motion and discuss common problems.
Warm up: 3-5 minutes

Must be engaging, can include skill work.
Examples: medicine-ball warm-up, kneeling jump work, 2 x 200 m run, 10 box jumps, 5 broad jumps.
Skill Work: 5-10 minutes

Generally focused on whole movements.
This is a great opportunity to work on movements to be used in the WOD.
Examples: handstand to forward roll, slackline work, vertical-jump and broad-jump maxes.
WOD: 2-15 minutes

Looks a lot like an adult WOD but can also have a twist; the novelty in a workout can be a surprise (Rolling Randy, Bar
Disappearing Act, etc.).
Key role of a teen trainer is to design the WODs so that all athletes can compete.
Examples:
1. 3 Rounds: 7 DB thrusters, 7 push-ups, 15 side-to-side hops, 7 DB thrusters, 7 push-ups, 15 side-to-side hops,
prowler push 35 m. IS THIS PRESCRIPTION REDUNDANT IN ERROR?
2. Complete as many rounds in 15 minutes as you can of: pistols (5 each leg), 5 pull-ups, 10 push-ups, 15 squats.
3. Complete as many rounds in 15 minutes as you can of: 400 m run followed by 3 rounds: 5 pull-ups, 10 push-ups, 15
squats.
Skill Work: 3-5 minutes

Usually, but not always, a different skill that was worked on before performed immediately upon completion of the
WOD
while heart rate is still up.
Examples: planches to handstands, lever progressions, wall walk.
Stretch: 5 minutes
Stretch and mobility work: Kelly Starrett at mobilitywod.com, Dick Hartzell at jumpstretch.com.
Study: 10-15 minutes

The brain is prepped for the most efficient learning; have them bring in homework and provide information
(CrossFit Journal, SAT Prep, etc.) for their use.
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CROSSFIT TEENS WEIGHTLIFTING  CLASS STRUCTURE
Ages 12-18, by invitation only; athletes must move well with no weight long before putting large loads on the barbell.
60-minute class two days a week.

One major lift per session, deadlift (both sumo and standard stance) and back squat. An auxiliary lift can be used if time
allows, but not at the expense of the deadlift and squat.
Session starts with PVC pipe working on proper mechanics.
¡¡ If movements are problematic, mobility work may be appropriate.
¡¡ If movements continue to be a problem, then significant load is not appropriate for that day.
Every lift is supervised by a coach, with one coach per platform.

Safety is ensured and enforced by unwavering focus on technique and making the smallest jumps in weight possible.
¡¡ 3-5-7 repetition scheme
¡¡ Single repetition max for sport-specific training only.
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Weightlifting and Kids: Dispelling the Myths as blood supply, nerve damage and degree of separation)
determine the ability of the body to heal itself. The presence
By: Jeff Martin and Cyndi Rodi, CrossFit Kids Magazine,
of rapid growth means the bones of children heal faster
February 2008
than those of adults. If not promptly and properly treated, a
Common knowledge is sometimes neither accurate nor growth-plate injury can lead to lifelong difficulties created
helpful. Case in point: the pervasive misconceptions and by abnormalities in bone development. Clearly, this gives us
mythology pertaining to kids and weightlifting that have reason to pause when considering loading our children and
swirled around the health and fitness communities. For adolescents with weights.
years, the ominous warning “it is not safe for kids to lift
This may account for past assumptions and attitudes
weights” has been spoken with authority and rarely chal-
regarding weightlifting and kids. In 1983, the American
lenged. The customary rationale behind this point of view
Academy of Pediatrics published a position statement that
has been that lifting will hurt their growth plates. To hear
concluded weightlifting should be avoided by preadoles-
the naysayers tell it, kids who lift weights are going to grow
cents due to its high injury rate. This opinion was reinforced
up to become misshapen dwarves.
in a paper published by Sewell and Micheli (1986) in the
This has not been our experience at CrossFit Kids HQ. Nor is Journal of Pediatric Orthopedics. Despite a later paper by
it what is being reported by CrossFit Kids programs around Micheli (1988) that reversed his stance regarding preado-
the world. Looking at the active kids we are raising and lescent weight training, the earlier publication continued
training, we see the opposite effect. We see strong, lean, to influence perceptions and beliefs. A second American
healthy kids, standouts in P.E. who are able to adapt to a Academy of Pediatrics position paper was published in 1990
wide range of sports. OK, some of them around here may be and added prohibitive language for adolescents in weight
short, but that is due to genetics, not weightlifting. training, stating that, “Unless good data becomes available
that demonstrate safety, children and adolescents should
What Is a Growth Plate and Why Should We Worry? avoid the practice of weight lifting, power lifting, and body
A growth plate, also known as the “epiphyseal plate” or building…” (12). Such policies resounded through the medi-
“physis,” is an area of developing tissue located near the cal and fitness communities and set the tone for subsequent
ends of long bones in children and teens. Each long bone studies and publications for many years. Unfortunately,
has at least two growth plates located at each end “between these men and women were forwarding bad policy based
the widened part of the shaft of the bone (the metaphysis) on erroneous and unfounded assumptions.
and the end of the bone (the epiphysis)” (1). It is at these
ends that growth takes place. Growth plates are weaker than Anecdotal Observations
the ligaments and tendons that connect the bones to one CrossFit Kids have soundly demonstrated this position is a
another, and as such are extremely vulnerable. “The ener- fallacy. Our kids routinely lift weights and have experienced
gy-absorbing capability of the growth plate is lower than none of the injuries or negative effects historically attributed
that of bone, ligament, or tendon, which explains why the to childhood and adolescent weightlifting.
open growth plate is the preferential site for failure when
Connor is 16 and has been CrossFitting for four years. During
the joint is injured” (7). Trauma to the joint is more likely
this period of time, he has progressed from working move-
to cause a growth-plate fracture than injury to the bone
ments with PVC to lifting numbers that grown men envy. He
or connective tissue. Because “the growth plate is the last
has had no broken bones, regularly spars full contact and
portion of the bone to harden (ossify)” (1), damage to this
has been competing in varsity high-school wrestling since
soft tissue is always a concern in the event of impact and/or
his freshman year. Connor is a fierce competitor who aggres-
trauma.
sively works to achieve his many goals and holds the record
Several factors determine the prognosis of a growth-plate at Brand X for several benchmark workouts. No evidence of
injury. Severe injuries that cause the cessation of blood flow injury in him.
to the end of the bone can stunt growth. A shattered or
Keegan is 14 and has been CrossFitting twice a week for
crushed growth plate increases the likelihood that abnormal
three years. He is a top-notch soccer player who has been
growth will occur, resulting in a shortened or deformed
recruited to play for older intra teams, and he is an accom-
limb, and infection is always a risk when open wounds
plished climber whose advice on “the wall” is sought by
are present. The age of the child plays a key role because
kids and adults alike. Keegan is routinely one of the fastest
“younger bones have a greater ability to remodel” (9). This
players on his soccer team and possesses the stamina to
is why an adolescent who is near the end of the growth
play hard into the final minutes of the game. In the past year,
phase is at greater risk for long-term problems. Finally, the
Keegan has been able to up the ante on his weightlifting
location of the injury and its type (classified by such factors
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regimen and has achieved several body-weight and over- push pressing it into place. He routinely lifts half his body
body-weight lifts with no injury or growth issues weight as a course of his normal activities and continues to
move his limbs unimpeded by growth-plate problems.
David is 17 and is the quintessential athlete. He is a talented
soccer player who was invited to play soccer overseas and The same experiences are true for most kids. Girls and boys
on the La Jolla Nomads in Southern California. As a fresh- alike encounter daily experiences that dictate their partic-
man in high school, he lettered in three sports. He has been ipation in unsupervised weight training. It is not possible
training with Connor from the beginning, four years ago. to get through life without performing some sort of lifting.
David has made remarkable strides that are the combined This is why we decided several years ago to teach our kids
result of his natural athletic talent and his incredible work to properly and safely perform lift movements. In the true
ethic. He routinely challenges himself and has come to spirit of CrossFit, our goal was to simply give the kids the
embody the promised potential of the CrossFit method. skills they required to meet the demands of daily life and to
Through it all, David has remained free of injury and contin- improve their health and fitness. The added benefit was the
ued to grow in a normal manner. phenomenal gains our CrossFit Kids began to make, growth-
plate injury-free since our inaugural workout nearly three
Each of these young men competed in the 2007 CrossFit years ago.
Games. Though CrossFit Kids does not recommend or
condone max efforts for the majority of children and teens, Our kids are testimony that weightlifting is a safe and
we felt it was both safe and appropriate to allow them to positive activity for kids. Not only are we seeing injury-free
participate in the CrossFit Total due to their lengthy CrossFit strength gains and increased coordination but we are also
histories and carefully supervised training protocols. In addi- witnessing perceptual changes in what they believe about
tion, all three boys were exhibiting secondary sex character- themselves and their abilities. These things didn’t happen
istics associated with increasing testosterone production, by chance. We have taken great pains to design a program
a benchmark for gradually shifting to maximum lifts. Prior that is safe and effective. Each child or teen has been
to making the decision to allow them to train and compete carefully supervised and trained. Each one has been treated
at this level, we had taken great pains to scour the current as an individual, with strengths and special needs consid-
literature to determine the legitimacy of claims that adoles- ered and addressed. As a result, the individual stories are
cents are at greater risk for growth-plate injury. We found no uniquely compelling.
data to support such claims. In fact, there is evidence that
one-rep-max lifts are safe IF (and it’s a big if) the teen has Justin is 9 years old and has been CrossFitting for three
demonstrated a mastery of the technique. years. Justin came to us shy and lacking confidence. He was
physically capable but afraid to risk looking silly. We brought
All three athletes had been participating in CrossFit since Justin along slowly, helping him to recognize his potential.
their preadolescent years and demonstrated the knowl- Justin has gone from using PVC pipe to low-weight dumb-
edge and skills necessary to compete. Each had a fantastic bells and barbells, each step made only after demonstrating
showing at the Games while incurring no injuries or physical a solid understanding of technique. He recently completed a
problems as a result of his participation. set of 45 beautiful hang squat cleans with a 15-lb. bar. Justin
has sustained no injuries as a result of his lifting efforts.
This makes for a great story, and we are very proud of their
efforts. However, the truth of the matter is, even if we hadn’t Darby is a 12-year-old female who has always worked hard
allowed these young men to compete at such a level, they but came to us with profound flexibility issues. We spent
would still have been lifting on a regular basis. Kids are time working individually with her, performing a number
exposed to lifting whether they like or not. of drills to help her improve in this area. Darby participated
in the 2007 Fight Gone Bad benefit at the “C” level, which
Duncan is 9 and has been CrossFitting for three years. He required her to perform the push press and sumo deadlift
lifts weights in CrossFit Kids classes but, more importantly, high pull with a 35-lb. bar. Darby accumulated 203 points in
he lifts in his daily life. Every day, Duncan has to lug his 10-lb. FGB and has not demonstrated any pain or injury from these
back-pack to school. In the process, he performs multiple or her other weightlifting efforts.
lifts and strength movements. He lifts it from the floor
(deadlift), carries it on his back, picks up the things that drop Delaney is 9 years old and has, from the beginning, demon-
out of it onto the ground (lunge/squat), climbs into the truck strated a penchant for detail. Her movements are often
with it on his back (weighted pull-up) and delivers it safely flawless, and her efforts have been impressive. Delaney
to his classroom. When he returns home in the afternoon, attended Coach Burgerner’s Olympic Lifting Seminar at the
he stows his backpack on the counter by overhead pressing/ age of 7. Our efforts with Delaney have been to keep her
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enthused and continually challenging herself. Delaney is a Looking for Empirical Data
healthy, injury-free CrossFitter. CrossFit defines a successful program as one that “works.”
Is it safe? Is it efficient? Is it efficacious? The answers to
McKenna is 7 years old and, like all these kids, has been these questions are empirically derived using “measurable,
with us from the beginning. Always devoted to CrossFit observable, repeatable facts; i.e., data” (17). Our laboratories
Kids, McKenna has only recently begun to demonstrate the are CrossFit boxes around the world that test and retest,
physical and emotional maturity to move beyond PVC or try and retry the various facets of the program. That which
low-weight dumb-bells to actually perform slightly higher consistently produces the desired results is chronicled and
-weighted movements. McKenna has had to weather the shared with the greater community; that which doesn’t goes
storm of watching her older peers achieve beyond her abil- the way of the dinosaur. It is a scientific system that has been
ities and is gradually finding her own path. She is currently proven time and again. To paraphrase Coach Glassman, we
using 8-to-15-lb. bars and dumbbells and a 12-kilogram simply don’t need men in lab coats to tell us our methodol-
kettlebell. McKenna is injury-free and, in fact, is much taller ogy is sound or our results statistically significant.
than many of the older kids.
This does not, however, preclude the careful review of
Courtney is 10 years old and has been a CrossFitter for two available peer-reviewed data. Upon considering the role of
years. She is bold and fearless, willing to challenge boys and weightlifting in CrossFit Kids, we felt it prudent to investi-
adults alike. We immediately realized Courtney’s potential gate the literature of the scientific community to determine
but knew we needed to temper her enthusiasm with realis- if they, too, supported our assertion that weightlifting for
tic expectations. Courtney worked with the Kids class for a kids is indeed safe. We searched numerous peer-reviewed
number of months until we felt confident her technique was journals, and our efforts to clarify the role of weightlifting
proficient. We then moved her to the advanced Kids class in growth-plate injuries yielded no evidence to support
where we continue to hone her lifting skills and monitor previous claims. In fact, we found a mound of evidence that
her maturity. By her last summer break, we felt comfortable challenges and disproves the once commonly held beliefs
giving Courtney permission to work out beside her parents about kids and weightlifting. A host of articles generated
in adult classes. Courtney has become a top performer at by the scientific community fail to mention weightlifting
Brand X. She recently completed Jackie in record time, then as a cause of growth-plate injuries and, in fact, clearly state
went on to participate in a weekend soccer tournament. No that strength training is safe and beneficial for children and
injuries here. teens.
All our kids regularly appear in the CrossFit Kids Magazine, Strength training has been found to be an important part
the CrossFit Journal and on our website demonstrating of fitness training for children and teens, contributing to
proper form and recording stellar efforts in weightlifting improvements in multiple aspects of health and life. There
and other strength training. We regularly include videos on has been much discussion about the ability of children to
the CrossFit Kids website of children ranging in age from 4 improve strength and enhance muscular development.
to 18 performing weighted movements; thrusters, shoulder Critics believe a lack of testosterone renders weight training
presses, cleans, etc. Each of these was sent to us by proud with children useless. This is a ridiculous notion. There are a
parents who are willingly subjecting their children to this plethora of studies that document impressive strength gains
type of training. Is there simply an abundance of “bad” par- and increases in muscle mass via weight training in both
ents in the CrossFit community? Or is it possible that weight women and the elderly, two populations that are not known
training does not pose a danger to children and teens? for their high testosterone levels. Dr. Avery Faigenbaum (et
Significantly, none of the kids in these videos show signs of al.), one of the foremost experts on strength training with
abnormal growth patterns or obvious injuries. kids, has published numerous articles that “have revealed
significant increases in muscle strength and mass in pre-
As parents, we want what is best for our kids, and we take
adolescent boys and girls” (13), and similar findings were
our roles as trainers and programmers very seriously. Of
reported by other researchers as early as the mid-1980s (15).
course we don’t want to encourage something that could
potentially harm the development of any child. So in spite of Beyond the benefits of strength gains and enhanced muscle
anecdotal evidence to the contrary, we were compelled to mass, “Reports indicate that youth resistance training may
ask the question, “Is it true that kids who lift weights have a improve motor performance skills, may reduce injuries
disproportionate amount of growth-plate injuries compared in sports and recreational activities, and may favorably
to the rest of the population?” alter selected anatomic and psychosocial parameters.” In
2005, a study was presented to the American College of
Sports Medicine (ACSM) which offered sound evidence
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that resistance training brought about significant increases lifts, and improperly supervised lifts.” Dr. Bernard Griesemer,
in strength and “favorable body composition changes in collaborative author of the AAP statement, was later quoted
overweight and obese children.” The accompanying press as saying, “We support anything that gets kids to become
release stated that such training can safely play a role in “a active and stay physically active—and that doesn’t cause
comprehensive health-enhancement strategy” for girls and injuries—and strength training can be all those things” (5).
boys alike, “including those with a disinterest in physi- A complete reversal of previous policy, the AAP statement
cal activity.” The statement went on to say, “Parents and paved the way for positive changes, limited only by the
coaches who are concerned about the safety of resistance hold prior beliefs maintain upon educators, trainers and
training for kids, and even young athletes, should know that the medical community. So why the shift in perception and
it is a safe and effective activity for this age group, provided recommendation?
it is well designed and supervised.” Strength training has
been shown to protect muscles and joints from injury, boost It turns out it’s not weightlifting that is hurting our kids. One
heart and lung function, and lower cholesterol (8). large study showed that the majority of growth-plate inju-
ries in children resulted from a fall, “usually while running or
Weight training increases bone density. According to the playing on furniture or playground equipment.” Competitive
American Institute of Arthritis and Musculoskeletal and Skin sports accounted for one-third of all injuries, while recre-
Diseases, weightlifting produces healthier children who are ational activities such as bicycling, skateboarding, and skiing
less prone to injury. It also helps fend offbone degenera- contributed one-fifth of all cases (9). There is a dearth of
tion in later life. Osteoporosis has been called “a pediatric empirical data regarding growth-plate injuries and weight-
disease with geriatric consequences.” The amount of bone lifting. It simply does not exist. To the contrary, several stud-
mass that is created during childhood and adolescence is ies have shown the risk of growth plate injuries to be “LESS
“an important determinant of lifelong skeletal health” (11). during weight training compared to other sports,” and “in
Healthy habits that contribute to increased bone density published literature, all incidences of injury were attributed
(e.g., bank bone), like weightlifting in the early years, can to either poor training design or lack of supervision” (15).
help to fend off such degenerative diseases. The positive Furthermore, the American College of Sports Medicine has
effects of strength training go beyond the physical. Some stated that “50 percent of preadolescent sport injuries could
experts report that strength training may boost self-confi- be prevented in large part by youth strength and condition-
dence and improve social skills in young people. The Mayo ing programs” (13).
Clinic concurs, calling on studies that suggest strength
training can improve self-esteem and decrease the chance The relevance of such statistics lies in which sports are being
of depression in children and teens (8). According to Dr. linked to growth-plate injuries. We don’t hear physicians
Faigenbaum, lifting weights offers positive feedback in the counseling parents against letting kids play soccer. Nor do
form of “visual reinforcement” that becomes a tangible we see the American Academy of Pediatrics issuing a policy
marker of how much progress is being made. He discusses statement recommending that parents not let their kids ride
the positive impact weight training can have on the psyche bikes until they have reached puberty. Yet these sports have
of an obese child. statistically high injury rates including fractures, disloca-
tions and sprains—exactly the types of injuries that pose a
Because weight lifted is positively related to body weight, danger to growth plates. The concern with these activities
heavier children typically train with heavier loads than their is not necessarily the risk of severe trauma but in minor inju-
lighter peers. Unlike most athletic activities in which extra ries that can negatively impact the growth plates. “An injury
body weight is undesirable (e.g., running, jumping, soccer, that would cause a sprain in an adult can be associated with
basketball), strength training actually favors larger youths growth plate injury in a child” (9). Weightlifting does not
and gives them a much-needed sense of physical achieve- appear among the ranks of those activities that pose such a
ment (6). danger and, clearly, is not the high-risk behavior it was once
thought to be. Empirical data has successfully confirmed our
In 2001, the American Academy of Pediatrics (1) issued its anecdotally derived conclusions.
new policy statement regarding strength training by chil-
dren and adolescents. Recommendations of this new policy It is important to note that current recommendations do
include: “Strength training programs for preadolescents and not condone strict weightlifting that calls for exposure to
adolescents can be safe and effective if proper resistance extreme loads and max efforts. Neither the empirical nor
training techniques and safety precautions are followed,” anecdotal data support carte blanche in applying weight
and specifically with regard to growth-plate injuries, “Such training to children and adolescents. This distinction
injuries are uncommon and are believed to be largely pre- cannot be overemphasized. It is these types of activities
ventable by avoiding improper lifting techniques, maximal that can produce the strain and torque necessary to cause
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growth-plate injuries. Instead, strength training is defined
as “resistance training” that incorporates the use of “free
weights, weight machines, elastic tubing, or body weight”
(1). Recommendations for this type of training with children
and teens are very clear: Strength training should emphasize
well-trained, low-weight reps under highly controlled and
supervised circumstances.
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NOTES
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V. CROSSFIT KIDS GAMES
CrossFit Kids Policy of comprehending and perfecting technique without the

CrossFit Kids believes in and endorses this type of weight- dangers associated with loading. Once trainer and child
lifting for kids. We utilize body-weight exercises and are confident in the child’s abilities, move to low-weight
free weights to build strength, improve muscle tone and dumbbells. Motor pathways, once developed, become the
enhance performance. We do not endorse max-effort lifts foundation for future increased efforts.
for kids. We believe in using the smallest stimulus possible
to achieve the training effect desired, whether young or old. Increasing loads should never be the goal with young chil-
Due to their still-developing neuromuscular systems, kids dren. Strength gains at this age are neurological rather than
receive a training effect from sub-maximal efforts. Ignoring a result of hypertrophy. Training with multiple reps at low
this is foolish, reckless and exposes kids to the same risk of weights “allows children to build a physiological pathway for
injury that other age groups risk when going for max efforts. their technique” (14). This ripens the child for positive adap-
It is the hallmark of a bad trainer to expose young clients to tations that occur as a result of repetition rather than heavy
this risk. Gradual exposure provides significant results while loading. Increases in load and intensity should be gradual
avoiding the pitfalls of excessive loading and max efforts in and should never be prioritized ahead of safety and efficacy.
children and teens. A properly managed training regimen is Gradually increasing the demands being placed on a child’s
imperative to both safety and efficacy. body creates a training protocol that is both safe and effec-
tive. This same principle applies to older kids who have not
Weightlifting allows our kids to be successful and safe. It yet received qualified and carefully supervised training.
is, by design, the art of moving an object without injuring
oneself. Children who engage in weightlifting learn the Advanced weight training with kids still has safety and
proper fundamentals when they are young enough to still efficacy as its focus. Though weights can be increased at a
be developing neural pathways. Motor recruitment patterns greater rate during adolescence, the primary goal contin-
become ingrained movements for life. They will be able ues to be perfect form. Unlike earlier years when weights
to draw on those patterns to become better athletes and are light and “perfect is relative—meaning each child’s
safer individuals, coordinated and able to lift objects safely performance is rated only on his or her abilities for that
whether in sport or daily life. The task, then, is to create a day—utilizing heavier loads in adolescence demands a strict
template for safe and effective weight training. definition of perfection. This is an integral part of advanced
training that can often times be met with resistance. Kids
Age-Appropriate Training who are watching their peers lift superior amounts of
Recommendations regarding the appropriate age to begin weights may have a difficult time understanding and/or
weightlifting with children vary widely. There have been accepting a training protocol that moves at a slower rate.
studies that demonstrate the safety and efficacy of weight However, the clock and a focus on numbers can become a
training with children as young as 4 years old (14). However, hindrance to a safe and effective training program—a fact
weight training with kids is not simply a scaled version of that must be repeatedly driven home to teenagers.
what we use for adults. There are special considerations
which apply to young children that will adapt and increase The increased possibility of injury means training teen-
in complexity as they grow into experienced adolescents. agers to accept small gains and to value good form over
heavy lifts is of utmost importance. A good and responsible
Weight training with young children should be fun and trainer will find a way to effectively hold this ground while
informative at their level of understanding. The object is maintaining the interest of a teen. Delayed gratification
“to introduce the body to the stresses of training and to has become a little-known entity. Weight training requires
teach basic technique and form” (14). No kids’ workout trainer and trainee alike to step back and view the bigger
program will succeed if you cannot keep them interested. picture. The eventual gains to be made when good form is
Thus, training sessions should be short and basic. Use deeply entrenched in movement patterns are immeasurably
weightlifting as skill work or as part of a short WOD to avoid greater than those achieved in a premature rush for big
boredom. Five to 10 minutes, depending on the age group, numbers. We learned this the hard way at CrossFit Kids HQ
will probably be the cut-off for their attention spans. Break and had to spend an entire frustrating year backing off the
complex movements into separate segments of focus work. weights and retracing our training steps with two of our
After each portion has been mastered, link the movements teenage boys. The results of this arduous journey, however,
together. Always begin young children’s training with have been performance gains and weightlifting increases
unweighted or PVC movements. This allows them the luxury beyond what we could have imagined. By considering safety
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first, we managed to also improve both the efficacy and Faigenbaum, A.D., EdD, et. al. Pediatrics. http://citeseerx.ist.
efficiency of our program. psu.edu/viewdoc/download?doi=10.1.1.121.62&rep=rep1&-
type=pdf. “The Effects of Different Resistance Training
Conclusion Protocols on Muscular Strength and Endurance
Weightlifting with children and teens has gotten a bad Development in Children,” Vol.104 No. 1, July 1999, p.e5.
rap over the years. Unfounded allegations dominated and
directed the attitudes and policies of the fitness and medical Faigenbaum, A.D. www.nsca-lift.org. “Youth Resistance
communities for nearly 20 years. Fortunately, the myths Training,”.
surrounding this activity have been dispelled, and policies
have gradually been rewritten as mounds of research have Glassman, Greg. “Understanding CrossFit.” CrossFit Journal,
demonstrated that weightlifting is not only safe but also issue 56, p4.
offers numerous positive benefits. Research has confirmed
Grogan, D & Ogden, J. Pediatrics in Review. http://pedsinre-
the observations of CrossFit parents and trainers around the
view.aappublications.org/content/13/11/429.abstract. “Knee
world. Weight training is good for our kids.
and Ankle Injuries in Children,” 1992.
Weight training with kids should be a highly supervised,
Hatfield, Disa. USAPL, powerLINES. www. usapowerlifting.
methodical process of developing motor pathways followed
com/newsletter/15/features/features1.html. “Getting Strong
by small incremental increases with experienced adoles-
Safely: Considerations for Youth Strength Training,” October
cents. No amount of “glory” brought about by an overly
2003.
ambitious lift can justify the inherent danger in moving kids
along too quickly. Helping children and teens to appreciate Isaac, L. Queensland Weightlifting Association.
the value of small gains should be of primary concern to a http://catalog.brandxmartialarts.com/pub/
trainer, just as demonstrating perfect form should become CFKKids&WeightLiftingFeb2008.pdf. “The Effects of
a coveted source of satisfaction for kids. The goal of a Weightlifting on the Youth Physique.”.
weight-lifting program should not focus entirely on strength
gains. “Teaching kids about their bodies, promoting safe mayoclinic.com. http://www.mayoclinic.org/healthy-life-
training procedures, and providing a stimulating program style/tween-and-teen-health/in-depth/strength-training/
that gives participants a more positive attitude towards art-20047758. “Strength training: OK for kids when done
resistance training and physical activity are equally import- correctly,” January 2006.
ant” (16). A sense of self-worth, feelings of competence,
lifelong improvements in overall motor skills—these are but Medical College of Wisconsin. http://www.crossfit.com/
a few of the benefits to be gained from weight training with cf-seminars/SMERefs/Kids/CFKKidsWeightLiftingFeb2008.
children and teens. Learning to appreciate little victories pdf. “Growth Plate Injuries,” July 5, 2005.
while looking with anticipation for the rewards of later years
National Institute of Arthritis and Musculoskeletal and
help to hone the physical, emotional and social skills of a
Skin Diseases. www.niams.nih.gov. “Growth Plate Injuries,”
child. Train them to do it correctly, teach them the value of
October 2001
doing it well, and the big lifts will come.
National Institute of Arthritis and Musculoskeletal and Skin
Sources Diseases. www.niams.nih.gov/Health_Info/bone/Bone_
American Academy of Orthopaedic Surgeons. http:// Health/Juvenile/default.asp. “Juvenile Bone Health.” August,
orthoinfo.aaos.org/topic.cfm?topic=A00040. “Growth Plate 2002.
Fractures,” October 2007.
Pierce, K., Byrd, R., Stone, M. http://static1.1.sqspcdn.
American Academy of Pediatrics. www.aap.org. “Strength com/static/f/1109123/24483288/1394376755757/
Training by Children and Adolescents,” June 2001. Youth+Weightlifting+Position+Statement.pdf?token=gM-
wQdnCEvyVAePJOCq4zknQ9jUs%3D. “Position Statement
Benjamin, H., Glow, K. & Mees, P. Physician and Sports and Literature Review: Youth Weightlifting.”.
Medicine, The, Patient Advisor. www.physsportsmed.com/
is-sues/2003/0903/ben_pa.htm. Sept. 2003. Westcott, W. & Faigenbaum, A.D. www.ssymca.org/quincy/
str_ train_youth_fitness.htm. “Strength Training For Youth
Davis, J. webmd.com. www.webmd.com/news/20010605/ Fitness.”.
strength-training-safe-effective-for-kids. “Strength Training
Safe and Effective for Kids,” June 2001
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Suggested Reading:
1. Policy statement of the American Academy of
Pediatrics. 2008. Pediatrics. 121(4), April.
2. Policy statement of Canadian Society for Exercise

Physiology. 2008. Applied Physiology, Nutrition
and Metabolism. 33: 547-561,
3. Policy statement of the National Strength and

Conditioning Association. 2009. Journal of
Strength and Conditioning Research, 23(5): 560-
579. August.
4. Articles by Avery Faigenbaum.
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Concepts For Creating CrossFit Kids Games hopscotch, tic-tac-toe, dodgeball, checkers and CandyLand
have all appeared in the CrossFit Kids Magazine in CrossFit
By: Mikki Martin, CrossFit Kids Magazine, April 2009
Kids Game versions. Kids can literally act as “pieces in the
The first thing to remember about CrossFit Kids Games is game” or earn turns in a chalk or scratch version through
that they are conceptual: elements can be changed and exercises.
adjusted as needed, or as equipment, class size, and age
Carnival-Style Games: Games of accuracy like throwing to
range dictate.
a target work very well with kids. Simply create 3 or 4 lanes
To create CrossFit Kids Games, we use a combination of ele- with
ments around which we can create exercise-intensive fun,
3 or 4 exercises with a set number to complete before
simple props, popular childhood games, holiday themes,
moving forward to earn a shot at the target. Making noise
carnival-style games, relays, races, and sport.
and destroying things are generally popular with boys. We
We always want to keep the kids moving or working on use a game called Medicine Ball Ammo Boxes, where we
a skill or strength movement, while keeping it fun. For set up a stack of three (donated) military-style metal ammo
younger kids, this generally means a game or race of some boxes in the classic milk-bottle carnival configuration and
kind. If you find that lines form, or kids are backlogged at a use an overhead soccer throw with a medicine ball to knock
base or station, create a requirement to do something while them over.
in line. An example of this would be to maintain the plank
Relays and Races–Relays can be made into circles or squares
position while in line, or to do pistol squats while waiting. If
for continuous movement. Elements of a relay can be added
the line is long, use intervals of planks, pistols, etc.
to obstacle courses.
Observe the things kids enjoy. I simply take time to see what
Sprint races can be run forwards, backwards, sideways. Have
the kids are doing. Watch them at school at recess, while
younger kids sprint while singing or repeating a phrase.
waiting for class to begin at the gym, and observe your own
kids and their friends at home. You will get piles of ideas in Pit one movement against another and make adjustments
this manner. This is also a good way to find a prop they will to make the race close. For example, walking lunges vs.
enjoy. farmers walk: the weight can be varied to make the speed
become more even. Alternately, the distance can be differ-
Props–Card Games (Earn a turn with a prescribed number
ent for the different movements, as in an agility run around
of reps of a favorite exercise, or allow the winner to decide
cones (longer distance) vs. a wheelbarrow walk (shorter
the next exercise for the group). Use www.TheHopperDeck.
distance). Don’t forget firehose races: the kids run with the
com, the new Scrabble Slam Card Game, etc. For iPods and
firehose, then pull it back (like a standing rope pull) and then
iPhones, use the popular application www.MotionX.com
race back to the start position.
with CrossFit dice.
Sports—Sports-based workouts for kids can be created
Build something, move through it, exercise on it or under it.
from a sport, substituting CF movements for other move-
The most well-known version of this would be the use of the ments or using a single element of a sport. Many of these
parachute in elementary schools. Kids surround it and hold are fun with adults as well, such as CrossFit Baseball (a given
the edges, then switch positions, or crawl or hop or roll, etc. number of reps of different exercises at different bases,
to get to the other side. You get the idea. something extra for a run, 3 fouls-call on bad form-and you
are out, return home with no score). The following example
Using a team format, one child performs an exercise, while of using the sports concept is from CrossFit Kids trainer
the other child has either a balloon or an inflatable punch- Cheryl Polack and her family of home-gym CrossFitters:
ing ball. Length of continued movement/number of squats
in this example is determined either by 1-minute intervals or We morphed last night’s “CF Kids WOD” into a “CF Family
by the length of time a teammate can continuously keep the WOD” by changing ball throws to basketball shots and loosely
balloon in the area by tapping it, or the punch ball moving. structuring the rules around a mishmash of childhood basket-
This concept could have a myriad of variations. It could be ball games. Each time someone missed a basket, he had to do
used for sport by using a skill-specific exercise: for basketball push-ups and squats. You were also required to take a “letter”
a certain type of dribbling while teammate exercises; for for each missed shot–the first person to spell “kids” was out
soccer, juggling the ball; for wrestlers, sprawls, etc. (started out spelling “CrossFit Kids” but soon realized the game
would go way beyond 5 rounds)! If you made the basket, the
Popular Childhood Games: Playground and board games, next person was required to make the same shot from the same
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position. We literally wore ourselves out doing push-ups and has to move to the side and perform 10 of the exercise
squats, and even more so from laughing. associated with the color of the ball. Advise all players
to stay in constant motion. Play for an allotted amount
Themes– Holiday themes, seasonal themes, even classic of time, and all hits are legal … except head shots!
CrossFit themes. For instance, “Spinning Diane”: have the
kids spin individually in a circle 5 times before starting each 2. Bulldog
round. A playful idea from CrossFit Kids trainer Belinda Outline the area the game is to be played in: a large
Platts: rectangle with cones as corners, with a small rectan-
gle inside marked by gymnastics mats. One person is
The Barnyard Race–Basic premise: 3 barnyard chores to be chosen to be the bulldog and starts in the middle on
completed by each team in a race: 1) throwing hay bales in the the gymnastics mats. On “go,” all the other children try
barn (wall-balls), 2) taking water to the animals (farmers walk), to get from one side of the cones to the other without
and 3) shoveling manure (virtual shoveling). Pattern of activity: being tagged by the bulldog. In order to successfully
first team member throws hay bales into the barn (Station 1: pass through, each child must touch two feet on the
wall-balls) and then progresses to carrying water (Station 2: mat. If the bulldog successfully tags others, then they
farmers walks) and than moves to shoveling manure (Station are in the pound (the designator for the mats) and
3: virtual shoveling). Second team member starts when first will help attempt to tag people in the next round.
team member finishes wall-balls. Team members must wait for Variations: play with movements other than running
previous team member to finish chore in front of them before (bear crawls, duck walks, broad jumps, etc.).
starting chore. Race ends when last team member completes
shoveling. Rounds/Repetitions: 1 round; repetitions at each 3. CrossFit Kids Baseball
station to be determined by fitness level and group size. Scaling Set up a baseball diamond for the following: home
could be done with variable weight at each station. Running plate-10 push-ups, first base-10 squats, second base-10
between stations encouraged and dependent on size of area tuck jumps, third base-box jump. For 5-10 minutes have
available. kids perform the above exercises at each base before
progressing to the next base. Sprint between bases.
Simplicity- Games must be able to be explained and under- The trainer stands at the pitcher’s mound to score each
stood quickly. run. Lay out enough equipment to supply all players
if they are at the same base together so there is no
Remember, the Internet has a wealth of information to
waiting. If you have a second trainer to watch form for
help you with thousands of teaching sites and hundreds of
“fouls,” kids can earn 3 “fouls” before getting called
games sites to help with ideas, rules, and strategies. Two of
“out” and sent back home.
our favorites:
4. CrossFit Swat the Fly
www.gameskidsplay.net/
Pick an exercise to do 10 repetitions of it if you get hit.
www.indianchild.com/outdoor_games.htm Designate one kid as the “fly swatter,” and the rest of
the class are flies. Arm the fly swatter with a pillow, sit
Of key importance are creativity, flexibility and the willing- the flies down in a designated area, and on “go” they
ness to throw out or adjust what does not work. But most of scatter while the fly swatter attempts to hit them with
all, be willing to be playful and have fun! the pillow. If they are hit with the pillow, they move
to the side and conduct 10 repetitions of the desig-
Top 20 CrossFit Kids Games nated exercise before coming back into play. Older fly
1. Dodgeball swatters can be asked to double swat to score. Flies can
A CrossFit Kids favorite. You can find great soft, inex- crawl, crab walk (dying flies) or hop (maggots).
pensive dodge balls available from www.ssww.com
(Gatorskin Foam Softisport Dodgeball). Use the follow- 5. CrossFit Kids Leapfrog
ing rules: Divide playing area with rope. Divide class Write several body-weight exercises on 3x5 cards and
into two equally numbered/sized teams. When a player place them in a paper bag or bucket. For the game,
hits another player without the ball being caught, the divide the group into two teams. Have each team
player hit is out and moves to the side and performs 10 form a leapfrog line by having everyone bend over
of the exercise associated with the color of the ball (affix and rest their hands on their knees. The last person
different exercises for each ball and post in an easily in line begins leapfrogging towards a predetermined
seen area for the kids). The player then comes back in. finish line. When he gets to the front of the line he
If the opponent catches the ball, the thrower is out and takes the leapfrog position and the next person starts
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leapfrogging. The first team to get all their players each one farther from the starting line than the last for
across the finish line gets to pick an exercise from the the defenders. Designate a movement for each space
exercise bucket for the losing team to do 5 repetitions. between each defender line. The goal of the thrower is
to throw a ball (soccer ball, light medicine ball, dodge
6. Musical Medicine Ball ball, etc.) and have it land in a space between the lines.
Set medicine balls up about two feet apart in a single The goal of the defender is to catch the ball before
row or circle (use one less ball than the number of it hits the ground. If a ball hits the ground all three
players). When the music is turned on, the players defenders must do 5 of the exercises listed for that
conduct an exercise around the balls (lunge, duck walk, space. If a defender catches a ball, then all of the throw-
roving plank, etc.). When the music stops, the players ers must do 5 of the exercises closest to his line. Rotate
run to a medicine ball and perform continuous squats from thrower to Line 1, Line 1 to Line 2, Line 2 to Line 3,
over it (hovering just above the ball in a squat stance). and Line 3 to the back of the thrower line.
The player left standing without a medicine ball is
taken out of the game along with a medicine ball. The 10. Virtual Snowball Fight
music is started again, and this is continued until only Create a rectangular area about 5x10 m. Create walls
one person remains. If there is ever a tie in getting to a or block at short ends with soft material such as pillow
medicine ball, the two children can have a squat-off(or stacks or gymnastic landing pads. Be creative; just
use any exercise of choice) where, with the kids count- make sure you use fairly soft but firm material. The ends
ing, they each do as many repetitions as possible in 15 will be designated as team “igloos.” Teams can play in
seconds, with the one getting the most reps winning front of or behind and around igloos. Make 6-10 virtual
and the other being out. snowballs by crunching up three sheets of paper towel
and covering with plastic wrap. Divide your group into
7. CrossFit Kids Limbo teams of equal participants and have each team assem-
This game is a simple variation of limbo. Have two ble in front of their igloo. Divide snowballs equally
helpers hold a PVC bar or wooden dowel at a pre-de- between the teams. Teams begin a snowball fight on
termined starting height, 4-6 inches shorter than the “go!” and no one can leave the igloo to avoid being hit,
tallest participant is a good place to begin and to get but they may, duck, jump, step aside, etc. If a partici-
everyone moving. Make sure there is a minimum 3-foot pant is hit, he/she must leave the igloo and perform the
clearance between the holders so the limbo-ers can appropriate exercise.
outstretch arms if necessary. Each limbo-er begins by
Hit to the torso = plank position 1 minute.
doing one push-up and then limboing under the bar.
Upon exiting, the child should circle to the back of the Hit to the leg or foot = 10 squats.
line, and when back at the front of the line the PVC will Hit to the arms = 10 push-ups.
be lowered and they will have to double the number
of push-ups (1, 2, 4, 8, etc.) before attempting the new Any hit to the head, neck or face is a foul, and the
height of bar. Difficulty can be increased in the game thrower must do 10 perfect burpees outside the
by doing multiples and changing or adding exercises. igloo. Activity level can be changed by the addition of
Failing at any of the exercises makes the participant snowballs, size of playing field, number of participants,
ineligible to limbo; failure to limbo and the child is out. number of exercises, difficulty of exercises, etc. Adjust
variables accordingly to maintain fast active play.
8. CrossFit Kids Animal Soccer
This effective upper- and lower-body conditioning 11. Dragon Tails
game is played with rules that are almost identical to Mark off a play area, about 30x30 feet and a “no tail”
regular soccer, except that the version of an animal exercise area about 10x15 feet. Provide each player
crawl is used for locomotion. Also, rules can be speci- with a “tail” to tuck into the back of his or her waist-
fied as to what body parts can be used to control the band (plastic flags, T-shirts, paper towels, high-top
ball; this allows for significant variations. One effective socks, etc.). Players play tag (“every man for himself”
approach is to change the movement or appendage style) trying to remove the other players’ tails. When
used to control the ball, for goalies and fielders, every a player’s tail is pulled, he or she goes to the “no tail”
3-4 minutes. Also, the number of balls in play simulta- exercise area to perform the required exercise before
neously can be change throughout the game. re-entering the game. Exercises can be rotated every
2-3 minutes; the trainer simply calls out the change.
9. CrossFit Kids Line Ball
Designate a starting line for the thrower and three lines,
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12. Build and Move a Fort 15. Musical Wagon Wheel
This game takes some creative thinking on the part of Equipment: four jump ropes, two medicine balls (or
the trainer, teacher, or coach. The concept is to have object of your choice), four cones. Cone off a large,
the kids build a structure (built first by trainer, teacher, circular area for the kids to stay in. Lay two jump ropes
or coach), then, as a team, crawl or climb through it. down in a plus sign, one vertical and the other horizon-
You can then add squats, push-ups, burpees, etc. When tal, having them each cross over in the middle. Lay the
the entire team is through the fort, move it to a second other two jump ropes down slightly diagonally so that
location one piece at a time (no dragging as a whole). you have created a “wagon wheel.” Put the medicine
Repeat this at multiple locations as a race between ball in two of the sections divided by the jump ropes.
teams. Encourage teamwork, talking to each other, Have the children spread out around the perimeter
division of work, leadership, etc. of the wagon wheel, turn on music and have the kids
lunge around the “spokes.” Turn off the music after 20
13. CrossFit Kids Kickball seconds or so, and whoever stops in the section that
Designate two teams with a minimum of four play- has the object must do 5 squats (or other designated
ers each or three players each with a neutral pitcher. exercises). Repeat.
The ball (a 4-lb. medicine ball) is pitched to the team
“kicking.” Players kick the ball and immediately begin 16. Plank Wars
broad-jumping to base. There is no running; players This game is a fantastic way to practice holding the
broad jump between all bases. Players can be tagged plank in a dynamic fashion. Two kids face each other
out by any outfielder. The standard rules regarding outs holding the plank position. To start they reach out
apply: fly balls caught are out, 3 fouls or 3 strikes are an and clap their right hands, then left, then right again
out. Additionally, forgetting to broad jump is a foul. The and begin. The object is to force your opponent to
first outfielders to touch the ball must do three squats touch the ground with any body part other than the
before picking it up; they may then run with the ball or feet or hands. When this happens, a player has been
pass the ball to another outfielder. Players are forced “dropped,” and one point is scored. The two players
to the next base by regular kickball rules. Runs are restart immediately after one has been dropped.
scored in the traditional way. For advanced groups, the They do not need to clap hands before starting again.
3-squat/ broad-jump scenario kept the action going The goal is to score as many points as possible in 30
and the game came up pretty evenly. Other exercises seconds. Contact may only be made with the hands,
can be substituted as long as the timing works well. and the opponent may only be touched on the elbow,
The goal is to have the outfielders get to the ball and forearm, wrist, and hands. Players may move forward,
perform 3 squats by about the time the “kicker” is backward, and side to side, but they must maintain
three-quarters of the way to base, which maintains the an active plank position. After a round of 30 seconds
right amount of tension in the game. is completed, have the kids find a new partner and go
again. Depending on the kids, 30 seconds might not
14. 14. CrossFit Kids Pong be long enough, but often the attention level drops
Using the available number of buckets, arrange them off tremendously at this point due to fatigue or lesser
in a staggered line a set distance apart from each ability. Plank Wars could also be used in a round-robin
other. Assign a drill or exercise to be performed to tournament spread out over a couple of weeks of
each bucket, and vary the distance to each bucket to class. One or two rounds per class, and at the end you
increase or decrease the difficulty. Divide the class in can write on the whiteboard the Plank Wars Reigning
two groups or teams. The object is to beat the other Champion.
team by eliminating all of its buckets first by throw-
ing/tossing the balls into one of the opposing team’s 17. Zig-Zag Ball Drill
buckets. Allow one throw/toss per team member, and Arrange cones 6-10 feet apart in a zig-zag pattern. Place
alternate throw/toss between teams. Once a bucket string (flat on the ground) from cone to cone in the
has been “hit,” flip it over and the opposing team pattern you want the athletes to run (something that
has to perform the drill or exercise prescribed for the works is to have them run around the outside of each
bucket. Continue until all buckets are flipped over or a cone and circle the last one). Show kids the run pattern
team succeeds in eliminating all the opposing team’s prior to beginning, and have them run the pattern one
buckets, at which point the losing team will then have time without throwing the balls. Once they know the
to perform 10 repetitions of an exercise chosen by the pattern, explain that two or three balls will be thrown
winning team. to them to catch while running to-wards the last cone.
They must return the balls while running the same
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pattern, returning the same color ball to the person 6. Athleticstuff.com: Agility equipment, hurdles, etc.
who threw it to them. Difficulty can be increased/ 7. McMaster-Carr: T Channel hardware for adjustable
decreased through number of cones, number of pull-up bar
colored balls used, pattern to be run, etc. If they drop
the ball or return the wrong color to the wrong person, Do-It-Yourself Equipment
they move to the side and do 5 squats before going to 1. Build a Prowler Video
the back of the line.
2. CrossFit Kids Magazine. Issue 13: Tire Sled
18. CrossFit Kids Relays 3. CrossFit Journal. Issue 13: Parallettes
Relay races, though seemingly overly simplistic, are
4. CrossFit Kids Magazine. Issue 26: Box Jump
always a hit. Put two teams together of all ages and
abilities and just pick a skill. Bunny hops, one-legged Games
hops, backward runs, rope climbs, box jumps-you name 1. www.gameskidsplay.net
it. Pick a distance and a number of reps (usually 10 each
2. www.indianchild.com/outdoor_games.htm
kid), and then pick an exercise and say “go.” Kids love it,
it’s super competitive, and the older kids really start to CF iPod Apps
coach the younger kids. For ease and control, visually 1. Motion X Dice
mark the start point and end point with cones or chalk
to avoid shorting the distance. 2. The Hopper
19. CrossFit Kids Hot Potato

Have kids form a circle, leaving an arm’s length
between them. Choose a direction for passing the “hot
potato/medicine ball.” Explain chest-level passing and
safety rules (pass, don’t throw; keep at chest height;
controlled movement, etc.). Using light-weight, soft
medicine balls (4-6 lb.), have the kids pass the potato
around the circle until the trainer calls “freeze!” At
freeze, determine a body-weight exercise (squats,
burpees, plank hops aka wallabies, vertical jumps,
lunges in place, etc.) to be done by each athlete holding
a medicine ball for 5 reps. If the pass is catchable and is
dropped, the dropper must complete 5 repetitions. If
the pass is not catch-able, then the thrower must com-
plete 5 repetitions. For increased complexity, add more
balls into the mix at different intervals.
20. Farmers and Lumberjacks

Spread several large traffic cones (trees) throughout the
gym-some standing and some knocked over. Divide
the class into two teams: farmers and lumber-jacks. The
goal of the farmers is to stand all the trees up, the goal
of the lumberjacks is to knock the trees down. After
several minutes, have the two teams swap roles.
Equipment
1. S&S Worldwide: Dodgeballs/“Gatorskin”
2. Tiffin: Cheer/Gymnastic Mats
3. Swain Mats: Crashmats, flooring & pole covers
4. 4. Rogue Fitness: Dynamini, portable pull-up
“swing,” wooden rings, small-diameter bumper
plates and bars
5. Rage Fitness: Cargo nets, knotted ropes
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NOTES
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VI. KID SAFETY
Environmental and Box Safety

• Start of each class: ask how they are doing and eyeball the class.
• Teach “Freeze” as soon as possible.
• Advise hydration often, appropriate clothing, jewelry, athletic shoes.
• Use padding where needed, such as on poles and under rings.
• Sanitize and disinfect bars, weights, pull-up structures often.
• Use of anti-viral, staph, MRSA, bacterial lesion spray (IV 7 Ultimate Germ Defense) as soon as injury detected.
Equipment
• Keep C2 rower display in upright position to avoid handle crashes into display.
• Warning to avoid putting fingers under rower seat, as well as loose or tied clothing that my be caught beneath the seat.
• Use wooden or plastic rings, no metal or ceramic.
• Do not pick up weights until told to do so; clanging dumbbells together degrades welds.
• Stagger lines when using PVC, hold vertically until told to move.
• Use cones to divide training space and outside to provide traffic barriers where needed.
• Teach Teens how to ditch bars.
• Teach Kids to swing the kettlebell to eye level only.
Staffing
• Trainer at front and back of group when running outdoors.
• Trainers Child CPR trained
Health Issues/Medical Information

• Upgrade CPR and Defibrillator certifications to include children.
• Create and maintain Emergency Card info on site.
• Be aware: Parents don’t like labels for their children and getting information may be difficult.
• HIPPA/PAR-Q can of worms: liability issues are everywhere. We recommend the following:
¡¡ “What do I/we need to know so that I/we may provide the best care for your child?”
¡¡ Instigate parental communication regarding changes in child’s health status.
• Find out if you need a release to administer medications in your state/province/country.
• Common meds for kids, asthma inhalers, ADHD medication.
• Antibiotic awareness; some antibiotics have side effects specific to what we do.
¡¡ Cipro, Levaquin family = weightlifting and potential tendon rupture.
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Special Populations
• Give a trial period to see if it works and evaluate benefit for child vs. class disruption.
• CrossFit Kids has had success with integrating ADHD and children with autism, cerebral palsy, brain injuries and
developmental disabilities).
• Parents MUST stay during class.
• Staffing may need to be increased to accommodate well.
• CrossFit Kids has a database/network of people working with special-needs populations; email to be included.
¡¡ Reference CrossFit Kids Magazine Issue 37 “Special Needs Athletes and CrossFit Kids” Rick Foreman/ CF Works
¡¡ If you have questions, please contact info@crossfitkids.com.
Rhabdo and Kids

• From your CF Level 1 Course: “What are the primary symptoms of rhabdo?”
• It can occur in Kids and/or Teens.
• Very rare in kids; the theory is that they naturally stop but can be “pushed.”
• Read Dr. Mike Ray’s article on rhabdo from the CrossFit Journal and Level 1 Training Guide.
• Rhabdo: Myoglobin leaking into the bloodstream potentially reducing or stopping kidney function.
• Kids and Teens do not have the same exposure/symptom profile.
• Common causes of exercise-induced rhabdo:

¡¡ High-rep eccentric movements-such as jumping pull-ups, partner pull-ups, jumping squats, kettlebell swings,
GHD sit-ups, downhill running.
• Additional factors contributing to increased risk:
¡¡ Alcohol or drug abuse, use of statins, periods of long-bone growth (adolescence), recent flu, use of Tylenol.
• Common symptoms in adults:
¡¡ Extreme muscle soreness and weakness, swelling/inflammation and dark colored urine (cola color).
• Teens may not present all three symptoms and still have rhabdo (they often show only one or two of the symptoms).
¡¡ Teens are more likely to get rhabdo than Kids because:
• They will push themselves harder for the time/weight, just like adults.
• In teen growth spurts, long bones grow and muscles are stretched taut before having a chance to lengthen and
accommodate bone growth; thus, muscles are predisposed to muscular degradation and break down before any
activity.
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An Inherent Protection Against Eccentric good time to describe the structures within a muscle cell.
Damage The protein scaffolds that might be the most familiar are
the actin and myosin cables that run the length of a muscle
By: Dr. Jon Gary, CrossFit Kids Magazine, September 2010
cell, parallel to the main attachment points to bone. These
I thought it would be a good idea to write an article on rhab- intracellular cables are what generate the force of con-
domyolysis considering the 12 male high-school athletes traction; myosin is the molecular motor (utilizing ATP) that
in McMinnville, Ore., who were subjected to a practice that moves along an actin track. This structure’s overlapping and
induced this painful and life-threatening condition. See the repeating-unit nature provides its strength and power; the
article at: www.oregonlive.com/news/index.ssf/2010/08/ repeating units are also what make up the Mline, Zdisc, as
combination_of_intense_drill_h.html well as the A- and I-bands you may have learned about in
physiology (see http://apbrwww5.apsu.edu/thompsonj/).
Introduction One additional player that should be mentioned is the pro-
“Rhabdomyolysis” is a general term for the acute release of tein titin, the largest protein in our bodies. Titin is also posi-
muscle-cell contents into the bloodstream. Some of the ear- tioned parallel to actin and myosin and may serve to add
liest recorded cases of rhabdomyolysis occurred in the U.K. structural integrity to the actin/myosin complexes and pro-
during the Blitz of World War II. Patients who survived the vide a mechanism for sensing strain during contractions (3).
initial blasts but sustained concussive or crushing injuries Surrounding this entire contraction apparatus (the myofibril)
died several days later of acute kidney failure. Indeed, the is the sarcoplasmic reticulum. The sarcoplasmic reticulum is
effect on the kidney is the primary cause of morbidity and a reservoir for Ca++ in muscle cells. Ca++ is released upon
mortality for rhabdomyolysis. It is generally thought that the electrical stimulation, activating the contractile apparatus.
release of myoglobin into the bloodstream is particularly The sarcoplasmic reticulum is also responsible for sequester-
toxic to the kidney (1,2). Myoglobin, like hemoglobin, is a ing Ca++ once the signal for contraction has ceased.
protein that shuttles oxygen; while hemoglobin is present
in red blood cells, myoglobin is most prevalent in muscle In addition to this complex along the major contraction
tissue. In rhabdomyolysis, the excessive amount of myoglo- axis, there are also a number of proteins that are oriented
bin that accumulates at the microscopic filters (glomeruli) perpendicularly. The two primary transverse proteins are
within the kidney leads to the production of reactive oxygen desmin and dystrophin (the latter discovered in relation to
species. Through a subsequent cascade of events, the muscular dystrophy). They anchor the myofibril to the cellu-
kidney stops functioning properly, resulting in the need for lar membrane on one end (the sarcolemma) and the nucleus
medical treatment (1,2). and other internal organelles such as mitochondria at the
other. Desmin and dystrophin are crucial because the force
Crushing injuries are not the only way of inducing rhabdo- generated inside the muscle cell by actin and myosin needs
myolysis; muscle cells are also damaged during exercise. to be transferred externally where it can do productive work
Muscle breakdown and subsequent repair is a normal cycle (1,2). The efficient transfer requires the longitudinal machin-
and actually a mechanism for the adaptations observed ery to be connected to the membrane that surrounds the
from exercise. However, the excessive release of muscle cell at many points (via the desmin/dystrophin attachment
components can occur with strenuous, unfamiliar, pro- to the sarcolemma). Proteins embedded within the mem-
longed, and repetitive movements, especially if there are brane make the final connections, either with surrounding
other risk factors (e.g., hot weather, dehydration, certain muscle cells or connective tissue. Together, all these compo-
medications, or genetic disorders)(1). This more serious exer- nents make up a highly cooperative muscular unit.
cise-induced muscle damage is referred to as “exertional
rhabdomyolysis” (ER). In many cases, ER can resolve itself The above has been only a very general introduction to
without serious consequences, but the onset of symptoms rhabdomyolysis; additional references are available from
such as muscle pain, muscle weakness, and dark-colored the CrossFit Journal (1/2010 Ray; 11/2008 Webster; 10/2005
urine indicate the need to seek medical care. Glassman).
Clinically, rhabdomyolysis is diagnosed by the previously Research

mentioned overt symptoms and the presence of excessive I’d like to investigate the potential mechanism of ER with
amounts of creatine kinase (CK) in the circulation; CK is a respect to eccentric muscle contractions. As CrossFitters, we
marker for the release of muscle-cell contents. The presence understand the association between rhabdomyolysis and
of myoglobin in the urine is another common diagnostic eccentric contractions from firsthand observational analysis,
test and the cause of the urine’s dark color. but in this article, I provide evidence from the literature that
suggests they are also associated on a physiological and bio-
Before moving on to the research papers, perhaps now is a chemical level. In fact, the intracellular hallmarks of ER are
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depletion of cellular ATP (energy) stores, reduced function abnormal condition of the cells indicates that something
of the Na+/K+-ATPase (involved in intracellular ion balance, unusual is happening internally. The increase in staining is
cell-volume control, and many other functions), increased actually indicative of the antibodies having greater access
intracellular calcium ions (Ca++), and damage to the muscle to titin, not necessarily the presence of more protein. If the
cell protein architecture (2). Quite similarly, following structures around titin are less dense or loosened, then the
eccentric contractions, muscle cells undergo immediate as antibodies have a greater chance of interacting with newly
well as prolonged loss of contractile strength, an increase exposed titin, which then appears as a darker stain under
in intracellular Ca++, and a disruption of internal architec- the microscope. Zheng et. al. repeated these observations
ture (4,5). It may also be that they are so closely intertwined with desmin and titin, as well as dystrophin (also a decrease),
that we have evolved mechanisms to thwart the onset of in all cases showing that the changes first appear between
rhabdomyolysis! five and 10 minutes post eccentric contractions (5).
Zhang et. al. (5) did a set of experiments on the exten- The loss in muscle tension after EC appears to have a cause
sor digitorum longus (EDL) muscle extracted from mice. at the protein level! In an attempt to figure out what could
In their first experiment, they measured the change in be causing the loss of proteins crucial to the proper func-
muscle tension after the electric induction of 10 isometric tioning of muscle cells, both sets of authors point out that
versus 10 eccentric contractions (EC). Tension immediately one of the biochemical consequences of eccentric contrac-
decreased by eight percent after the isometric contractions tions is an increase in Ca++ within the cytoplasm of the cell.
and returned to 100 percent the pre-contraction value Normally, Ca++ concentrations are highly regulated, espe-
within five minutes (5). The muscles that experienced EC, cially in a muscle cell where the sarcoplastic reticulum is the
however, declined by 24 percent within the first minute primary reservoir of Ca++. Can this fact about an increase in
and continued to decline to 56 percent of the initial value cytoplasmic Ca++ provide any clues to explain the protein
by the 60-minute time point (5). Similar results were also staining results?
observed in earlier studies done by Lieber et. al. (4) on the
identical muscle from rabbits. Clearly, eccentric loading has Part of the normal complement of proteins that are present
a dramatically different effect on muscle cells than isometric within cells are a class called “proteases.” The sole purpose
contractions. During the former, muscles are damaged to of these proteins is to break down other proteins within
a much greater extent and require a much greater time to a cell. Proteases comprise a very large family, and as you
recover full contractile potential. might expect based on their potentially destructive activity,
they are very tightly controlled. One of the many mecha-
Now that a measurable external feature of eccentrically nisms used by cells to control protease activity is to regulate
contracted muscle has been identified, the authors began the amount of available Ca++, which turns out to be a neces-
to look at changes on the cellular level to determine the sary cofactor for some of these proteins. If the increase in
cause of the loss in available force production. Lieber et. Ca++ leads to more protease activity, it could also lead not
al. observed that the eccentrically exercised muscles had only to the direct loss of desmin, dystrophin, and fibronectin
various histological abnormalities compared to isometrically staining but to the increased expo-sure of titin (by removing
or passively contracted muscles. Muscle cells that under- surrounding proteins) as well (4).
went the latter protocols appeared as normal, tightly packed
polygonal structures (4), while the eccentrically loaded mus- This hypothesis was directly tested by Zheng et. al. They
cles appeared large and rounded and had irregular contours repeated the EC and staining experiments on muscles in
for many of the cells (4). Interestingly, even the EC tissue solutions that either lack Ca++ or contain a protease inhib-
samples showed no defects in the regular arrangement of itor (leupeptin) (5). Under both experimental conditions,
contractile proteins (4). the loss of desmin and dystrophin staining was completely
stopped, and the increase in titin staining was no longer
Besides the gross cellular changes, Lieber et. al. also noted observed (5). But does the rescue effect observed for the
a decrease in desmin staining and an increase in titin proteins translate to alleviating the overt symptom of EC,
staining. As described in previous articles, staining for a the subsequent loss of muscle tension? Indeed, Zheng et. al.
particular protein is done on thin slices of tissue using a found that the absence of Ca++ or the presence of leupeptin
solution of antibodies specific for the protein of interest in the mouse EDL muscle experiment, mentioned above,
that are coupled to a dye that can be visualized under the significantly improved post-EC tension. At the five-minute
microscope. Therefore, a decrease in desmin staining is time point, rather than have 76 percent of initial tension, the
interpreted directly as a loss of desmin. Usually the oppo- treated sample retained 86 percent. The 60-minute time
site result, increased staining, indicates the presence of point showed an improvement of ~16 percentage points (5).
more of the target protein. However, in the case of titin, the
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Although the prevention of proteolysis caused by an intra- That’s great for getting bigger, faster, and stronger, but in
cellular Ca++ increase leads to a substantial reduction in terms of EC it also has benefits for reducing the likelihood of
the effects of EC, the improvement is not complete at either ER for trained individuals.
time point (5). From this difference, Zheng et al. suggest that
the desmin and dystrophin connections to the cell mem- There appear to be several systems designed to attempt
brane must not be the only mechanism for force reduction to stop EC from beginning/continuing. Obviously, these
following EC. Other, additional mechanisms will no doubt be protection mechanisms are not foolproof with respect to ER,
identified in future research. because it still occurs. One reason may be that we do have
one part of our body that we can blame for overruling our
Closing Thoughts muscles’ attempts to stop EC damage: our brain. So exercise
Why have we evolved to have this proteolytic mechanism smart! Stay hydrated, reduce exercise time in the heat, avoid
within our muscle cells after EC? What is the point of the pushing past failure when lifting, keep heavy eccentric exer-
overall force reduction after EC? I submit that this research cises to a manageable volume, eliminate jumping pull-ups,
implies a built-in delaying mechanism against the onset and break when you’re tired.
of rhabdomyolysis. If EC were to continue without the
degradation of some of the transverse desmin and dystro- Sources
phin connections, and without a further decrease in muscle Khan FY. Rhabdomyolysis: a review of the literature. Neth
tension (via an as yet unknown mechanism), the force on the J Med. 2009 Oct;67(9):272-83. Review. PubMed PMID:
cell membrane would be overwhelming-leading to rupture. 19841484. FREE TEXT.;
The rupture of muscle cells from exercise we have already
Patel DR, Gyamfi R, Torres A. Exertional rhabdomyolysis and
defined above as ER. Therefore, although we may bemoan
acute kidney injury. Phys Sportsmed. 2009 Apr;
the weakness we feel during/after EC, it is our bodies trying
to reduce the EC-specific damaging forces on our muscles. 37(1):71-9. Review. PubMed PMID: 20048490.; Maas H, Lehti
An additional mechanism for the protection from eccentric TM, Tiihonen V, Komulainen J, Huijing PA. Controlled inter-
damage that may also prove important for the occurrence of mittent shortening contractions of a muscle-tendon com-
ER is the notion of “repeated-bout effect.” plex: muscle fibre damage and effects on force transmission
from a single head of rat EDL. J Muscle Res Cell Motil. 2005;
Lehti et al. (6) look at the effects of repeated-bout exercise
26(4-5):259-73. Epub 2005 Nov 9. PubMed PMID: 16322914.;
on eccentric damage to leg muscles in rats. The rats were
Lieber RL, Thornell LE, FridÈn J. Muscle cytoskeletal disrup-
divided into two experimental groups; one set was exposed
tion occurs within the first 15 min of cyclic eccentric contrac-
to a single eccentrically loaded training session (R1), and
tion. J Appl Physiol. 1996 Jan;
the other group was put through five identical sessions
spaced 14 days apart to allow for recovery (R2). The eccentric 80(1):278-84. PubMed PMID: 8847315.; Zhang BT, Yeung SS,
loading was induced by having the rats run on a downhill Allen DG, Qin L, Yeung EW. Role of the calcium-calpain path-
incline (13.5 degrees) at 17 m/min for 90 minutes using a way in cytoskeletal damage after eccentric contractions. J
five-minutes-on, two-minutes’-rest protocol (6). Please take Appl Physiol. 2008 Jul;
note that prolonged downhill running can be added to 105(1):352-7. Epub 2008 May 22. PubMed PMID: 18499778.;
the list of loaded eccentric movements! †At various time
Lehti TM, Kalliokoski R, Komulainen J. Repeated bout effect
points (3, 48, 96 hours after the R1 group’s single session
on the cytoskeletal proteins titin, desmin, and dystrophin in
or after the fifth session of the R5 group), muscle biopsies
rat skeletal muscle. J Muscle Res Cell Motil. 2007;28(1):39-47.
were taken from the animals for analysis. The R1 group
Epub 2007 Apr 14. PubMed PMID: 17436058.
showed a decline in dystrophin content at each time point
compared to pre-exercise measurements (80, 79, and 70 Suggested Reading:
percent), while the trend of the decline was dramatically
reduced for the R5 group (96, 88, and 88 percent)(6). Similar 1. Formula for School Success. CrossFit Kids
improvements were noted for other traits associated with Magazine. 2010. Issue 57.
EC-based damage: cellular swelling, loss of titin, and loss
2. Special Populations. CrossFit Kids Magazine. 2008.
of desmin (6). These data indicate that the “repeated-bout
Issue 37.
effect” (we call it training) may be another mechanism for
protection from the onset of ER. Continued training with a
subclinical amount of eccentric loading appears to provide
protection at the cellular level when challenged with similar
movements at a later date. Muscles adapt to repeated-load
stresses to optimize performance under similar conditions.
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NOTES
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VII. PROTECTING CROSSFIT KIDS FROM PREDATION
“The decision to have a child is momentous because it is to they try to transfer that conduct to their peers, they become
decide forever to have your heart go walking around outside ostracized. Lastly, you should be wary of a sudden, unex-
your body.” plained change of behavior. Why has your normal student
-Elizabeth Stone suddenly started acting differently? Maybe the single parent
is dating someone new, or a new person has moved into the
As CrossFit Kids trainers, the gravity of teaching children is neighborhood and the abuse has just started.
fully within our direct influence. We must protect and miti-
gate risk to kids’ well-being while under our care at the gym, Physical Abuse Indicators
and we further must educate both them and their primary Again there are several indicators you might see in a child
care-givers to help protect throughout the other 23 hours who is being physically abused. The most obvious are unex-
of the day. Through mentorship, education, awareness, plained injuries or explanations of injuries that are incon-
and training, we have the opportunity to make a dramatic sistent with the injury. You might also find that the child is
impact upon our kids’ safety. frightened of a parent or caretaker and is afraid to go home
after class or is wary of all adult contact. As is the case with
Child-Abuse Prevention sexual abuse, a sudden change in behavior or performance
By: Todd Rakos, CrossFit Kids Magazine, September–October might indicate a new dynamic in the child’s life. You will also
2009 find that a victim of physical abuse often has a poor self-im-
age and is subject to behavioral extremes. The child has
Most of you who are running a CrossFit Kids program are been told he is no good and is desperately trying different
doing so because you have a genuine interest in helping behaviors in an attempt to find the one behavior that will be
children; unfortunately that is not true for everyone. I would met with acceptance.
like to spend a little time to educate you on what to look for
in the area of child abuse that will hopefully give you the What Should You Do
tools to spot abuse and help limit your liability as a child There are several things I recommend you do to help
instructor. protect the children you teach. First, have a set of safety
rules in place and make sure all of your trainers are aware of
Most states have laws that require certain occupations—like them and follow them. Require your parents to get out of
teachers, health-care professionals, social workers, and their cars and walk inside your facility to drop off and pick
members of law enforcement—to report suspected child up their children. When teaching classes, always do it in
abuse when they encounter it. I feel, however, that is the the open and have a place where parents can sit and watch
duty of all adults regardless of their profession to make such the class and feel comfortable. Establish safe areas in your
a report (Canada already has such a requirement). facility. Children often come early to class or are sometimes
picked up late. Have a designated area where they are to
There are two basic types of child abuse—sexual and physi-
wait during this time. This area should be out in the open
cal—and for both types the abusers can be men or women.
where they can be observed by you and your trainers. Have
About 90 percent of the time the abuser is a family member
a well-established presence in your facility. Know when
or relative.
someone new walks in and greet him or her promptly. Be
Sexual Abuse Indicators aware of what happens in and around your facility. Know if
There are several indicators you may see in a child that one of your adult clients seems to always be hanging around
might indicate sexual abuse; some are more obvious then after class to watch the children’s class or is always hanging
others. Obviously if a child complains of pain or bleeding in around in the parking lot. And lastly, if you suspect abuse,
the anal or genital area, you should be concerned, but the report it to your local law enforcement and child protective
child might not verbalize this; you might only notice the agencies. These reports can be made anonymously if you
child has difficulty walking or sitting. While children seem are more comfortable that way. Often we as a society tend
to have knowledge about sex at an ever-decreasing age, to suppress our natural ability to know when something
you still should be concerned if a child has an inappropriate does not look right. We rationalize it away and then later
knowledge about sex. You should also be concerned if the say we did not feel right about somebody but were afraid
child tends to have inappropriate play with toys, him- or to offend. Remember, it is always better to err on the side of
herself or others, or seems overly affectionate. Sexually caution when it comes to protecting children.
abused children often have poor peer relationships. They
have been taught that sexual contact is normal, and when
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Child Internet Safety may finally result to threats. They will threaten to tell the
Next I would like to talk about Internet safety for children child’s parents or make public the private conversations the
and what parents should look for to help keep their children child has been sharing.
safe. I will talk about signs that your child might be at risk,
methods abusers use to get child victims, and tips you can Parent Tips
use to protect your child. The Internet has become the So what can parents do to help protect their children?
newest way for adult abusers to locate potential child vic- The most important thing is to talk to your children. In an
tims. Where an adult abuser used to have to venture out in age-appropriate manner, warn them of adult predators and
public and risk being noticed, he can now troll the Internet the grooming methods they employ. Set reasonable rules
in anonymity. and guidelines for their Internet usage. Know your child’s
friends. Is there some new friend in your child’s life that they
Signs That a Child Might Be at Risk are reluctant to talk about? Are the friends your child used
You should be wary if your child spends large amounts of to have no longer coming around (remember, the predator
time on the Internet, especially at night. Like most adults, is trying to come between the child and everyone else)?
abusers also work during the day, so it is the nighttime And lastly, investigate. Monitor the websites your child goes
that they have free to look for victims. You should also be to; learn how to check the computer’s history. Check your
concerned if you discover large amounts of pornography on child’s cell phone and bill for unknown numbers or suspi-
your computer. Predators will often send pornography to cious or coded text messages. Look in your child’s room.
children as a way of making it seem normal. An at-risk child Parents often try too hard to be a child’s friend instead of a
might also receive phone calls from unknown numbers— parent. It is your job to protect as best you can, while that
sometimes long distance—or will receive gifts or packages may be upsetting to the child now, in the long run he or she
from someone the parent doesn’t know. You should be will thank you for it.
concerned if the child suddenly turns off the computer or
changes screens when you enter the room or you discover
they are using an Internet account that belongs to someone
else. It is also important to be aware if the child suddenly
becomes withdrawn from the family; remember, the preda-
tor wants to be the child’s best friend and confidant, and the
best way to do this is to get the child less dependent on you
as the parent.
Grooming
“Grooming” is the term used to describe the way predators
use to get to their victims. It is simple manipulation of the
victim and their way to get from bad intention to sexual
exploitation. It often involves flattery, sympathy, or offers
of gifts, money, or jobs. Its intent is to make the victim feel
loved or comfortable enough to meet in person. Remember,
while the predator is enjoying his online time, his ultimate
goal is to meet the child in person.
The predator will often first meet the victim in a public chat
room but will soon ask to go to a private chat area. They will
then ask the victims questions to get to know them better.
They will ask where the computer is located in the house
so they can determine the risk of a parent watching the
conversation. Then they will want to know the child’s inter-
ests or favorite bands/ designers/or films. They will often
use this information to send the victim gifts. Predators will
often offer to help the victims get jobs or money as a way of
ingratiating themselves into the child’s life. Ultimately, they
will ask for the child’s phone number as a way to make the
contact more personal. If none of these tactics seem to be
getting the predator closer to an in-person meeting, they
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8 Red Flags for Identifying Child Predators
By: Yello Dyno, Protecting Children from Child Predators, www.yellodyno.com
1. If someone enjoys being around your child more than you do.
2. A much older child or adult spends excessive amounts time with your child.
3. Your child has new toys or gifts you did not buy.
4. Your child speaks knowledgeably of places and activities you did not introduce him or her to.
5. A person continually offers to care for your child to give you a “breather” or time for yourself. (He or she often does not
want payment for watching your child).
6. A person comes to your house regularly to spend time with or transport your child to activities.
7. A person engages in activities that involve only him/herself and your child; activities that do not require others to be
present.
8. A person is preoccupied with and/or stares at your child.
Questions For Your Child’s School

By: Gavin de Becker, Protecting the Gift, 1999
• Do you have a policy manual or teacher’s handbook? May I have a copy or review it here?
• Is the safety of students the first item addressed in the policy or handbook? If not, why not?
• Is the safety of students addressed at all?
• Are there policies addressing violence, weapons, drug use, sexual abuse, child-on-child sexual abuse, unauthorized
visitors?
• Are background investigations performed on all staff?
• What areas are reviewed during these background inquiries?
• Who gathers the information?
• Who in the administration reviews the information and determines the suitability for employment?
• What are the criteria for disqualifying an applicant?
• Does the screening process apply to all employees (teachers, janitors, lunchroom staff, security personnel, part-time
employees, bus drivers, etc.)?
• Is there a nurse on site at all times while children are present (including before and after school)?
• What is the nurse’s education or training?
• Can my child call me at any time?
• May I visit my child at any time?
• What is your policy for when to contact parents?
• What are the parent-notification procedures?
• What are the student pickup procedures?
• How is it determined that someone other than I can pick up my child?
• How does the school address special situations (custody disputes, child kidnapping concerns, etc.)?
• Are older children separated from younger children during recess, lunch, rest-room breaks, etc.?
• Are acts of violence or criminality at the school documented? Are statistics maintained?
• May I review the statistics?
• What violence or criminality has occurred at the school during the last three years?
• Is there a regular briefing of teachers and administrators to discuss safety and security issues?
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Questions continued…
• Are teachers formally notified when a child with a history of serious misconduct is introduced to their class?
• What is the student-to-teacher ratio in class? During recess? During meals?
• How are students supervised during visits to the rest room?
• Will I be informed of teacher misconduct that might have an impact on the safety or well-being of my child?
• Are there security personnel on the premises?
• Are security personnel provided with written policies and guidelines?
• Is student safety the first issue addressed in the security policy and guidelines material? If not, why not?
• Is there a special background investigation conducted on security personnel, and what does it encompass?
• Is there any control over who can enter the grounds?
• If there is an emergency in a classroom, how does the teacher summon help?
• If there is an emergency on the playground, how does the teacher summon help?
• What are the policies and procedures covering emergencies (fire, civil unrest, earthquake, violent intruder, etc.)?
• How often are emergency drills performed?
• What procedures are followed when a child is injured?
• What hospital would my child be transported to in the event of a serious injury?
• Can I designate a different hospital? A specific family doctor?
• What police station responds to the school?
• Who is the school’s liaison at the police department?
Questions For Baby-Sitters and Nannies

• What is your philosophy about discipline?
• Have you ever suspected that a child in your care was being sexually molested by someone?
• What discipline method did your parents use?
• Do you have children of your own?
• Do you have younger siblings?
• Why do you do this work?
• Have you ever been in an emergency situation while baby-sitting?
• Have you ever been in an emergency situation?
• What is your opinion of drugs and alcohol?
• Describe a problem you had in your life where someone else’s help was very important to you.
• Who is your best friend and how would you describe your friendship?
• Describe the best child you ever baby-sat.
• Describe the worst child you ever baby-sat.
• Are you willing to provide a copy of your driving record, credit report, and a list of references?
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The Test of Twelve
Do your children know…
1. How to honor their feelings—if someone makes them

uncomfortable, that’s an important signal;
2. You (the parents) are strong enough to hear about any
experience they’ve had, no matter how unpleasant;
3. It’s OK to rebuff and defy adults;
4. It’s OK to be assertive;
5. How to ask for assistance or help;
6. How to choose who to ask;
7. How to describe their peril;
8. It’s OK to strike, even to injure, someone if they believe
they are in danger, and that you’ll support any action
they take as a result of feeling uncomfortable or afraid;
9. It’s OK to make noise, to scream, to yell, to run;
10. If someone ever tries to force them to go somewhere,
what they scream should include, “This is not my father!”
(because onlookers seeing a child scream or even strug-
gle are likely to assume the adult is a parent);
11. If someone says “Don’t yell,” the thing to do is yell (and
the corollary: If someone says “Don’t tell,” the thing to
do is tell);
12. To fully resist ever going anywhere out of public view
with someone they don’t know, and particularly to resist
going anywhere with someone who tries to persuade
them.
Suggested Reading:
1. NSOPW.gov
2. National Sex Offender Registry
3. Information and Education
4. Gavin de Becker. 1999. The Gift of Fear and Other
Survival Signals that Protect Us From Violence.
5. Gavin de Becker. 2000. Protecting the Gift.
6. Life 360 app
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NOTES
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VIII. NUTRITION
CrossFit Kids is the optimal fitness program for children and The sugar industry is enormous. It is an international
addresses the 10 general physical skills via a variety of func- commodity, produced from sugar cane or sugar beet and
tional movements performed at high intensity. However, consumed in massive quantities across continents and
without changes to food intake (both content and volume), countries. Reportedly, global sugar consumption increases
physical progress, though exceptional, will be muted rela- by about 2 percent per year. In the United States alone, sta-
tive to the athlete’s potential. tistics indicate the typical diet contains about 30 teaspoons
of refined sugar per day. This statistic increases when you
For the most part, children do not purchase their own add in the amount of sugar consumed in soft drinks. But
food—adults do. In this way, parents have a great deal of cane and beet sugar are only a part of the picture.
control over what kids and teens eat. Parents are therefore
instrumental in the health (fitness added up over a lifetime) Sugars come in many forms and carry a wide variety of
of their child to the extent that they intervene with their names. A good rule of thumb is to look for anything that
dietary choices. We highly encourage parents and children ends in “ose,” such as sucrose, fructose, levulose, lactose,
investigate dietary options to support optimal health. Below maltose, and saccharose. Other common varieties and
is a simple, effective starting point with children and food. forms of sugar include cane sugar, corn sugar, brown sugar,
confectioner’s sugar, grape sugar, dextrose, fruit sugar, malt
Sane Nutrition for Kids/Teens in 150 Words sugar, milk sugar, invert sugar, and maple sugar. As you
By: Jeff Martin can see, there are many ways to sweeten a product, and
companies go to great lengths to market this product in all
Our goal with kids is not to get them on the Zone or any its various forms. This gets us hooked and ensures that they
other highly specific diet. Rather, our goal is to get them to have a ready market. Often this marketing includes sneaky
think and make good choices about what they eat. Our goal tactics designed to trick consumers into a false sense of
is to teach them very basic concepts. For example, sugar buying and eating healthy.
is “bad”; protein is “good” and should be included in every
meal; nuts and seeds are “good” fats; pasta, white bread, Even more insidious is our dependence on those products
white rice, and even whole grains are not that good for you; that are not typically thought of as sugar sources. Not the
colorful fruits and vegetables are good for you. “oses” but, rather, those which eventually behave like simple
sugars once they are in the body’s systems. We strip our har-
Look at your plate, make a fist, eat that much meat every vests of their natural goodness in an attempt to make them
meal. Next, turn your hand over and fill it with nuts and “palatable” and, in the process, leave them nutritionally
seeds, eat that much good fat. Fill the rest of your plate with depleted. A whopping 85 percent of all grains eaten today
fruit and vegetables. Fill your plate this way at every meal; are refined-white bread, white rice, processed breakfast
do not eat more. cereal, snack chips, etc. These create a response in the body
that is (at least) equally as harmful as any of the obvious
Sugar Parts 1– 4 sugars.
By: Cyndi Rodi, CrossFit Kids Magazine, March–June 2009
In the interest of overall health and wellness for our children
Sugar is widely consumed and accepted, habit forming and and teens, it is incumbent upon us as parents, trainers and
seductive, and we cannot deny the grip that sugar holds on affiliates to educate ourselves on this subject. In the next
modern society. We use it as a reward for good behavior, for few paragraphs, we will look at our modern relationships
comfort on a stressful day. We wrap it in delightful packag- to sugar and discuss the ways in which we can attempt to
ing and conceal it in presumably healthy dishes. But what safeguard our families and clients against its ravages.
price are we paying for our addiction to this product?
Sources:
Sugar can make you sick. I don’t mean sick to your stomach, http://www.illovosugar.co.za/home
like when you’ve eaten too much candy. I mean ill. Sugar
consumption has been tied to numerous illnesses and Consider this seemingly contradictory statement: sugar is
diseases, some of which are potentially fatal. Our reliance essential to human health. Our cells use sugar in the form
on sugar as a flavor enhancer, food additive and personal of glucose (aka blood sugar) as an energy source, and we
reward is driving us toward extinction. would not fair well without it. The distinction is in amount
and kind. Here we set about to understand the body’s
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relationship to sugar. nutrient dense than simple sugars. Still, these produce a
similar insulin response in the body as that caused by simple
Our bodies utilize substances called “macronutrients” to har- sugars such that, given too high an intake, even complex
ness the sun’s energy. These macronutrients—protein, fats, carbohydrates can be a health concern. Many nutrition
and carbohydrates—are found in the food we consume. You experts are recommending that carbohydrate consumption
can gain a greater understanding of how this occurs and in all forms be kept to a minimum. Coach Glassman put
how our bodies metabolize these substances by reading is quite concisely in his World Class Fitness in 100 Words,
the CrossFit Kids Magazine series “CrossFit Kids 101” on the which became the basis for all CrossFit Kids nutritional
metabolic pathways, February through August 2008. standards: “Eat meat and vegetables, nuts and seeds, some
fruit, little starch and no sugar. Keep intake to levels that will
For our discussion of sugar, we need to simply understand
support exercise but not body fat.”
that the carbohydrates we eat are broken down through
various mechanisms of digestion into simple sugars. These In our next discussion of sugar, we will begin to investigate
sugars are absorbed into the bloodstream, where they are the ways in which sugar and the corresponding insulin
escorted into the cells of the body by something called response can wreak havoc on our bodies.
“insulin.” Insulin is produced and distributed by the pan-
creas. The release of insulin into the bloodstream sets off a Nutrition is a touchy subject. It can quickly bring a conver-
chain of events that involves and/or affects every organ of sation to a fever pitch. I’ve heard that Coach Glassman has
the body. Insulin is the body’s friend unless its relationship compared it to discussing religion. Folks just don’t want to
to the body is changed. Too much insulin or an inability to hear you criticize their faith. Demonizing something like
utilize it properly can lead to a host of health issues. Still, sugar and refined carbohydrates that are such an integral
insulin is imperative for our cells’ well-being, and we can part of our culture may not be met with the kindest accep-
help our bodies remain efficient insulin users through some tance. I’m sure I’d have an easier time broaching the topic if
pretty simple lifestyle choices. sugars were a bacteria or a virus. Unfortunately, sugar can
do just as much damage as the meanest strain of either.
The speed with which the food we ingest is broken down is
dependent on which type of carbohydrate is being con- It has become impossible to deny the negative impact of
sumed. There are simple sugars—those with single sugar sugar on the body. Conduct even a cursory Internet search
units called “monosaccharides” and those with double sugar using the words “sugar” and “disease” and you will quickly
units called “disaccharides,” both of which compose a large discover that the intake of sugars and refined carbs has been
portion of the standard diet in the developed world. Simple solidly linked to numerous health issues. Our society has
sugars, like table sugar and other natural sweeteners, are developed the habit of medicating individuals in an attempt
broken down with lightning speed and immediately enter to alleviate the symptoms of such diseases, but this amounts
the bloodstream. Disaccharides, such as fruit and honey, to nothing more than putting a small bandage on a gaping
digest a bit slower but still produce a profound physiologi- wound. We can no longer bow to popular culture on this
cal response. The same is true of carbohydrate sources such issue. Our children’s very lives are at stake.
as white breads, pasta and white rice. While this may seem
like a desirable scenario, the truth is this causes the pancreas Dramatic? No. Emphatic? Yes.
to release large amounts of insulin into the blood in order
Too much blood sugar is disease-inducing, and excess blood
to move the sugar from the bloodstream into the cells for
sugar is largely related to the diet. In response to increases
use as energy. Big spikes in blood sugar play a crucial role
in blood sugar (glucose), the pancreas releases insulin
in illness and disease. And the fast breakdown and removal
into the blood. The body needs insulin in order to convert
of sugars means that hunger levels remain elevated, which
glucose into energy. This hormone “‘unlocks’ the cells of our
causes one to get hungry sooner. These types of sugars
body, allowing glucose to enter and fuel them.” Too much
can cause one to gain weight, because ineffective hunger
blood sugar causes an inordinate spike in the amount of
control typically leads to an over consumption of calories.
insulin in the blood. The adverse effects of too much insulin
Obesity itself is linked to numerous health issues.
in the blood include weight gain; elevated blood pressure,
Complex carbohydrates, called “polysaccharides,” contain cholesterol and triglycerides; increased plaque deposits on
multiple units of simple sugars that are bonded together. arterial walls; and immune suppression. Furthermore, too
This bonding makes the breakdown of these carbohydrates much insulin can desensitize the cells of the body, leading to
a slower process. Hunger is better controlled by these types insulin resistance, which means the body cannot use insulin
of carbohydrates (such as can be found in many vegetables), efficiently. This can cause enough problems on its own,
and the sources from which they are derived are often more but to make matters worse, the body can eventually lose it
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ability to use insulin, leading to further complications. High prevalent blood-sugar-related diseases in existence. I think
blood sugar is reportedly responsible for 3 million deaths the best word to describe our relationship to this disease
around the world each year. is “desensitized.” We hear about it so often that it doesn’t
shock or scare us anymore. But it should. In the United
Excess blood sugar is the culprit in the over-production of States alone, there are reportedly 23.6 million people with
insulin, exposing the body to various health risks. According diabetes, while as many as 41 million are believed to have
to a study published in The Lancet (2006), “Blood sugar pre-diabetes. Based on death-certificate data for 2002,
deaths are comparable to the 4.8 million deaths from there were nearly 225,000 deaths related to the disease. This
smoking, the 3.9 million deaths from high cholesterol and figure is believed to be a grossly underreported, because
the 2.4 million deaths from overweight and obesity each individuals with diabetes generally present with multiple
year.” Again, high blood sugar most often finds its roots in chronic conditions that may obscure the diabetes connec-
what we eat. That is why we MUST get our children’s diets in tion at death. “The total economic cost of diabetes (in the
order. United States) in 2007 was estimated to be $174 billion.”
Clearly, this disease demands our full attention.
I have been guilty time and time again of relenting on this
issue, so don’t think I’m preaching. It is each adult’s responsi- Diabetes is a disease in which the body does not produce
bility to gain an understanding of this topic and, armed with insulin or is unable to use it properly. There are two major
that knowledge, enact positive change for the children in his types of diabetes. Type 1 diabetes is marked by the body’s
or her life. Children and most teens do not shop for grocer- inability to produce insulin. Type 2 diabetes, the most
ies. They do not cook the family meals or pack their daily prevalent type, is a result of insulin resistance, meaning
lunches. Now is the time to help them gain an understand- the body cannot use it properly. Cells that cannot get fuel
ing of positive nutrition and create healthy eating habits. In into them—like those which are unable to use insulin—will
the interim, it’s OK to force our ideas of healthy eating upon literally starve to death.
them. In fact, we owe it to them. The following information
should solidify our resolve. The connection between diet and Type 2 diabetes is well
established. Foods that cause spikes in blood sugar, like
Hypoglycemia those we discussed last month, create a dangerous internal
Hypoglycemia is low blood sugar. It is not a disease. It is an environment in which insulin is being produced in massive
indicator of another problem, usually diabetes or pre-dia- quantities in order to move the sugars from the blood into
betes. This may seem like an odd thing to include on our the cells. Overproduction of insulin leads to insulin resis-
list, because we are talking about too much blood sugar. tance, which can lead to diabetes, a risk factor for cardio-
However, low blood sugar causes a series of reactions within vascular events. Diabetics are at high risk for high blood
the body that impacts the overall blood-sugar picture pressure and cholesterol, which explains why heart attack
and negatively affects the body’s organs. The far-reaching and stroke account for nearly 70 percent of deaths among
effects of this condition are evident in its vast array of symp- diabetes patients.
toms. Glucose is the brain’s preferred energy source, and a
deficit of glucose may cause multiple problems including Excess body fat elevates the risk of Type 2 diabetes.
confusion, abnormal behavior, visual disturbances (i.e., According to the National Institutes of Health, approx-
double vision or blurred vision), and (rarely) loss of con- imately 80 percent of cases of Type 2 diabetes are in
sciousness. Hypoglycemia also forces the body to regulate overweight or obese individuals. Fat cells increase insulin
blood sugar through the production of hormones that are resistance. These cells have fewer insulin receptors than
similar and/ or the same as those which induce the “fight muscle, which means the insulin produced to service them
or flight” response. Symptoms include heart palpitations, is not utilized efficiently, thereby causing a surplus in the
tremors, intense sweating, and hunger. Hunger, as you blood. Excess glucose that is not used for cell metabolism is
might imagine, brings on a host of problems of its own. converted to body fat. This increased cellular mass—which
Hormones that are produced to convince the body it needs is inefficient at using insulin—causes an overproduction
more glucose to resolve the hunger can lead to overeating of the hormone in an attempt to service the new cells. To
and obesity. The condition of hypoglycemia creates a con- further complicate things, fat cells release free fatty acids
stant see-sawing of blood sugar, created by the “need more that interfere with glucose metabolism. More insulin and
glucose/need less glucose” cycle, which can take its toll on less ability to use it—you see the problem.
the body.
Metabolic Syndrome X
Diabetes This is a group of cardiac risk factors that are a direct result
Diabetes makes our list because it is one of the most of insulin resistance. These include obesity (especially
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around the abdomen), blood-clotting abnormalities, and Brain-Related Diseases
lipid fluctuations that are considered abnormal. An indi- Elevated blood-sugar levels increase the risk of degenera-
vidual who is diagnosed with Syndrome X has an elevated tive diseases of the brain. A recent study published in the
risk of cardiovascular disease and premature death. Care Journal of Biological Chemistry found that consumption
to hear a list of the other possible symptoms of Syndrome of sugary sodas was correlated with a doubling of plaque
X? Fatigue, hypertension, high cholesterol, elevated deposits in the brains of rats. Studies have shown that
triglycerides, difficulty losing weight, polycystic ovarian plaque causes brain cells to “distort” or malfunction on
syndrome, hormonal disturbances, peripheral neuropathy, multiple levels. Significantly, subjects in the “sugar” group
uncontrollable diabetes, blurred vision, depression, sleep performed more poorly on tests of learning and memory
apnea, skin problems, heart palpitations, memory problems. than did their non-sugar counterparts. The limitations of the
study are found in its small sample size. However, another
Not convinced yet? The Third National Health and Nutrition study out of the Karolinska Institute in Sweden found that
Examination Survey indicated that 24 percent of the U.S. Type 2 diabetes ups the risk of Alzheimer’s disease. Of
population has Metabolic Syndrome X, and that percentage great concern is their finding that people who have raised
increases with age, reaching 43 percent in the 60–69 pop- blood-sugar levels without the presence of diabetes were at
ulation. What do they recommend to combat this rampant equal risk for developing dementia and Alzheimer’s disease
syndrome? Diet and exercise. They state, “It is universally as those with Type 2 diabetes. A study conducted by Kaiser
agreed that an ideal diet consists of protein, vegetables, Permanente in Oakland, Calif., tracked 22,852 patients with
fruits, unsaturated fats, complex carbohydrates ... . High Type 2 diabetes for eight years. The researchers found that
protein, low carbohydrate is the way to go.” “those with very poor blood sugar control were more likely
to develop dementia, while those with the worst blood
Heart Disease
glucose levels were 78 percent more likely to get dementia.”
Blood sugar is intricately tied to heart disease, and it’s no
Our children aren’t likely at risk for dementia or Alzheimer’s
wonder based on what we’ve learned so far. As early as the
at this point in their lives. Still, we cannot deny the effect of
1960s, researchers began to tie sugar to coronary heart
elevated blood sugar on the brain. Why would we continue
disease. Studies have been difficult to control, so the data
to allow our children to, in effect, damage their brains?
is sketchy at best. However, there is solid evidence that
Maintaining reasonable, safe levels of blood sugar may
blood-sugar levels do, in fact, have significant impact on the
prevent harmful plaque residue and minimize the long-term
cardiovascular system. Diabetes doubles the risk of heart
degeneration of the brain.
disease, and the higher the blood sugar, the higher risk. A
study out of Johns Hopkins University found that, in Type 2 Elevated blood-sugar levels are tied to numerous health
diabetics, “every percentage point increase in blood glucose problems and diseases. Blood-sugar levels are undeniably
levels boosts risks for heart disease and stroke by 18% and controlled, in large part, by the diet. Positive dietary habits
ups the risk of clogged arteries in the legs by 28%.” This can help our kids avoid the debilitating effects of blood-
study and others like it have caused some researchers to sugar diseases upon every organ in their bodies.
call for lower than “normal” blood-sugar levels in diabetes
patients. But it doesn’t take full-blown diabetes to endanger We’ve established a connection between blood sugar and
the cardiovascular system. Male heart-disease patients have various health issues and diseases. But when we think of
been found to be at greater risk for death when their blood- diseases, there is one that seems to strike the greatest fear
sugar levels are in what is considered the “normal” range. in our hearts and minds. That is cancer. If we can somehow
Normal blood sugar, a glucose level of 100 or less, has been control our or our loved ones’ chances of being diagnosed
statistically shown to triple the death rate among such men with this frightening disease, shouldn’t we?
compared to those who maintain lower-than-normal levels.
More studies are needed. What is confirmed is that improper Evidence continues to accumulate that high blood-sugar
levels of blood sugar can cause damage to the cardiovascu- levels increase the risk of various cancers and mortality risk
lar system. The implications for our children are staggering. among cancer patients. Researchers tracked more than 1
The longer we allow our children to willingly elevate their million Koreans ages 30–95 over a period of 10 years. Study
blood-sugar levels, the greater risk we expose them to. participants with the highest fasting blood-sugar levels and
Yet, this is something we can largely control. The potential those with diabetes were more likely to develop cancer or to
long-term, cumulative damage to the cardiovascular system die from cancer. “The risk of developing cancer was compa-
brought about by a lifetime of poor dietary choices can be rable to the risk of dying of cancer.” The strongest associ-
minimized by creating healthy eating patterns early in life. ation was found for pancreatic cancer with the risk almost
doubling for men and more than doubling for women.
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Hyperglycemia and hyperinsulinemia, both blood-sugar to draw your own conclusions as to whether the risk is worth
related, can be implicated in the development of pancreatic the brief, sweet reward.
cancer. In response to this, a recent study out of Stockholm,
Sweden, sought to examine the association between the Insulin causes cells to grow. This is a good thing in our
consumption of sugar (i.e., sugar added to coffee, soft healthy cells, but too much of a good thing can mean play-
drinks, sweetened fruits, etc.) and this type of cancer. In a ing into the hand of opportunistic cancer cells. Remember,
seven-plus-year study following nearly 80,000 women and insulin is a response to sugars in the blood. Too much sugar
men aged 45–83, researchers found a positive association means too much insulin. Too much insulin in the blood
between sugar consumption and pancreatic cancer, with means cancer cells can experience rapid growth.
the risk rising the more sugar was consumed. Those who
The relationship between sugar and cancer cells has lead
consumed sugar soft drinks had the highest incidence of
to breakthroughs in the detection of cancer. Low doses of
the disease. This is consistent with an earlier study involv-
radioactive substances are chemically linked to sugar and
ing nearly 140,000 men and women, which found that
injected into the body. Nuclear imaging (PET and SPECT)
sugar-sweetened soft-drink consumption was a significant
are used to detect these radioactive substances within
risk factor for pancreatic cancer. Other studies have found
the body. In this way, we can see where the radioactive
a connection between sugar and multiple types of cancer.
substances migrate to and where they concentrate. “The
A study out of Sweden followed nearly 65,000 men and
radioactive sugar can help in locating a tumor, because
women 40–60 years old for eight years. Both men and
cancer cells take up or absorb sugar more avidly than other
women with the highest blood-sugar levels were more likely
tissues in the body.”
to develop certain types of cancer, including urinary-tract
cancer and malignant melanoma. Participants with the high- Excess blood sugar favors unhealthy cells. Cancer cells love
est blood sugar were 2.5 times more likely to develop pan- glucose. They show a 3–5 percent increase in the rate of glu-
creatic cancer. The women in the study who had diabetes cose uptake compared to healthy cells. Sugars in the blood
were twice as likely to develop endometrial cancer. Those can actually contribute to the impairment of the immune
with the highest blood sugar were twice as likely to develop system by decreasing antibody production and suppressing
breast cancer. A separate 19–year study in the United States the destruction of dangerous bacteria by neutrophils, a type
found a 40–50 percent increase in the incidence of colon of white blood cell (a phagocyte) responsible for ingesting
cancer among overweight and diabetic men. harmful foreign particles in the blood. Sugar feeds the sick-
ness and impairs the body’s natural defenses.
Dietary glycemic load may play a role in the development
of colorectal cancer. However, to date studies have been Cancer cells have a different energy metabolism than
inconsistent. A 2004 study that followed nearly 40,000 healthy cells. This was first established back in 1931 by the
women for an average of 7.9 years found that those with the Nobel laureate in medicine that year, Dr. Otto Warburg.
most high-glycemic-load diets were three times more likely Recent research out of Duke University indicates that cancer
to develop colorectal cancer. However, a similar 2007 study cells make use of a protein that promotes glucose metabo-
found the correlation not to be statistically significant. More lism even when healthy cells are unable to do so. This means
research is needed. cancer cells can survive adverse conditions that healthy cells
cannot. Sugar promotes the health of sick cells.
Other studies show a stronger relationship between sugar
and cancer. An epidemiological study of 21 countries Why would we continue to saturate ourselves with those
offered compelling evidence that “high sugar intake is a substances that enable the survival of the least healthy cells
major risk factor toward breast cancer.” An animal study of in our bodies? Sugar intake, high blood sugar and its related
mice that were injected with an aggressive strain of breast conditions create a toxic environment for healthy cells while
cancer showed a dose-dependent relationship between nourishing and pampering unhealthy cells. Do we really
blood-glucose levels and survival rate. Those mice which want to help the enemy thrive? Limiting simple sugars and
had the lowest blood sugar had the highest survival rate. maintaining healthy blood-sugar levels is a simple way to
lessen the likelihood that we will invite certain types of
Does Cancer Love Sugar?
cancers into our lives.
There are conflicting claims by various experts regarding
the response of cancer cells to sugar. Some say sugar has no One important footnote to this article: The quoted literature
negative effect on cancer cells, pointing to the fact that all features adult studies in relation to this topic. This can be
cells use simple sugars as fuel. Others say sugar creates the partially attributed to the fact that longitudinal studies are
perfect environment for cancers to thrive. I will offer you easier to conduct with regard to timing and protocol using
some of the facts regarding this relationship and allow you adult subjects. However, let us not be deceived. The time
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frame from birth to 8 years of age is exactly the same in 2008.
days, hours and minutes as it is for an adult from 40 to 48
years of age. The same sugar-related damage that occurs in Suggested Reading:
the bodies of adults almost assuredly occurs in the bodies 1. Barry Sears. 1995. Enter the Zone.
of our children, maybe even more so because of the growth 2. Gary Taubes. 2008. Good Calories, Bad Calories.
factors being introduced at a rapid rate. Take charge of their 3. Gary Taubes. 2002. “What If It’s All Been A Big Fat
diets and teach them well. Help them avoid the pitfalls of Lie.” New York Times. July 2.
compromised eating. Stand firm in the knowledge that you 4. Jamie Oliver TED prize link on Children and
will be contributing to their long-term health. Nutrition
5. Lierre Keith. 2009. The Vegetarian Myth.
Sources 6. Loren Cordain. 2002. The Paleo Diet.
Boyles, Salynn. http://www.ncbi.nlm.nih.gov/pmc/arti- 7. Loren Cordain. 2005. The Paleo Diet for Athletes.
cles/PMC2361795/. “Diabetes Linked to Increased Risk of 8. Michael Norden. 1995. Beyond Prozac.
Pancreatic and Other Cancers, Study Shows,” January 2004. 9. Michael and Mary Eades. 1996. Protein Power.
10. Michael Pollan. 2008. In Defense of Food.
Higginbotham, Susan, et. al. Oxford University Press. 11. Richard Bernstein. 2007. Diabetes Solution.
“Dietary Glycemic Load and Risk of Colorectal Cancer in the 12. T.S. Wiley. 2000. Lights Out.
Women’s Health Study,” 2004.; Hitti, Miranda. www.webmd.
com/cancer/news/20070227/high-blood-sugar-linked-can- Responsible Nutrition Websites
cer-risk. “High Blood Sugar Linked to Cancer Risk,” 2007. feedmepaleo.blogspot.com
www.sweetcheekshq.com
ithyroid.com/cancer.htm. “Regulate Blood Sugar to Slow
everydaypaleo.com
Cancer Growth.
Larsson, Susanna, Leif Bergkvist and Alicja Wolk. American Responsible Cookbooks
Journal of Clinical Nutrition, Vol. 84, No. 5, 1171-1176, Everyday Paleo by Sarah Fragoso
November 2006. “Consumption of sugar and sugar-sweet- Primal Blueprint Cookbook by Mark Sisson
ened foods and the risk of pancreatic cancer in a prospective
study.”
Larrson, Susanna, Edward Giovannucci, Edward, Alicja Wolk.

American Journal of Epidemiology, Vol 165(3)1, February
2007, 256-261. “Dietary Carbohydrate, Glycemic Index, and
Glycemic Load in Relation to Risk of Colorectal Cancer in
Women.”
Lowe, Kenny. Johns Hopkins Gazette, Vol. 18, No. 18, January
2005. “High Sugar Levels Increase Cancer and Mortality
Risk.”
Mercola. www.mercola.com/article/sugar/sugar_cancer.htm.
“Cancer’s Sweet Tooth.”
National Cancer Institute. imaging.cancer.gov. “Cancer

Imaging: Nuclear Imaging (PET SPECT).;
New Hope Medical Center. www.newhopemedicalcenter.

com/2008/120sugar-and-cancer.html. “Sugar and Cancer,”
2008.;
Schernhammer, Eva S. et al. Cancer Epidemiology

Biomarkers and Prevention, Vol. 14, 2098-2105, September
2005. “Sugar-Sweetened Soft Drink Consumption and Risk of
Pancreatic Cancer to Two Prospective Cohorts.”;
UPI.com. “Study reveals why cancer cells like sugar,” April
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NOTES
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IX. CROSSFIT KIDS BUSINESS ESSENTIAL RESOURCES
Prerequisites For Starting A CrossFit Kids Program

In order to start your CrossFit Kids program, the following items need to be completed:
1. Each CrossFit Kids training facility must provide proof of insurance naming CrossFit Kids as additional insured at
the following address:
1250 Connecticut Avenue, N.W.
Suite 200
Washington, D.C., 20036
2. Please note that insurance shall have industry-standard coverage for abuse, molestation of, or injury to minors.
3. Each CrossFit Kids class must be programmed and run by a CrossFit Kids Trainer (which means they have a valid
and current Level 1 and Kids certificate), as well as have an annual background check and insurance to support
training children. Helpers must also have completed a CrossFit Level 1 and passed the test by December 2011. If
you or one of your trainers has already completed the CrossFit Kids trainer course, please provide the name of the
trainer, as well as the date and location of the completed CrossFit Kids trainer course.
4. Each trainer must complete yearly background checks through CrossFit Kids.
5. Per CrossFit HQ policy: CrossFit Kids training programs must be named “CrossFit Kids” followed or preceded by
their approved CrossFit name.
6. Your website should have the CrossFit Kids link and logo displayed on the facilities main web page as well as any
subsequent kid’s pages and/or blogs.
Once CrossFit Kids HQ receives your insurance, they will email you the CrossFit Kids link and logo for your website. If you
have any questions or concerns with the above, please email crossfit.kids@crossfit.com.
Business Planning/Public Relations

1. Pursue excellence.
2. Find out about your community and look at your demographics (stay-at -home moms versus commuters,
homeschool market, etc.) to determine optimal time slots.
3. You are not in competition with the time slots of other programs and activities; rather you are optimizing time to
ensure a lifelong love of fitness.
4. CrossFit Kids does not provide daycare; we are optimizing a lifelong love of fitness.
5. No elements classes for kids; matriculate new athletes directly into classes.
6. Investigate special promotions at your gym (i.e., bring-a-friend day, earn a T-shirt, etc.).
7. Talk with local coaches.
8. Show up to your local sports practices on cut day.
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Suggestions for starting a CrossFit Kids class:
1. Start with the one age group that you are most comfortable with (Preschool, Kids, or Teens).
2. Pick the right trainer for the right age group.
3. Start small, preferably 2-3 kids from current adult members or staff; work with these kids for 4-5 weeks before
adding others.
4. Set your box up to be kid friendly.
5. Use the suggested format and time frame as a start point for each different age group.
6. Teach the movements in the order taught during the small-group breakout (squats, presses, and deadlifts first;
front squats, thrusters, and sumo deadlift high pulls second; etc.).
7. For Preschool and Kids teach safety immediately, such as “freeze,” “line up,” etc.
8. Build a class culture from the start; i.e., set behavior and contact expectations and stick to them.
9. Set parental expectations (logistics, clothing, water, medication, drop-off and pickup, payment, etc.).
10. Add kids only when you feel comfortable both with your ability to teach and your space/gear allows.
11. Re-evaluate constantly; are they having fun and being challenged?
Suggested pricing strategies:

1. Price your CrossFit Kids fees in the range of local dance schools, gymnastics classes, martial arts, etc.
2. The first child per family roughly half the price of an adult member, siblings half of the first-child price.
3. Family plan discount.
4. Free week trial sessions for children.
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Sample CrossFit Kids Parent Letter
09 March, 20XX
Dear CrossFit Kids’ Parent,
Thank you for allowing your child to be a part of the CrossFit Kids Class! The commitment to our children’s future is a beau-
tiful, arduous, amazingly nuanced path; the coaches are excited you have chosen CrossFit Kids to be a part of that path as
CrossFit has changed all of our lives immeasurably for the better. With your child, we are not only able to potentially enhance
their lives, but we also have the opportunity to shape their lives and their realities within them. It is with this endeavor I have
dedicated my life; your child’s safety and opportunity to potentiate their personal lives are my primary focus.
I wanted to take this opportunity, now that the Kids Class is underway, to introduce myself formally and to set some policies
and procedures for the safety of your child and the efficacy of their CrossFit class experience.
My name is …..
I started training …..

We will be running three major groups for classes: Preschool (ages 3-5), Kids (ages 5-12), Teens (ages 12-18). Please note that
it is not the age of your child that is the deciding factor for what class he or she attends. It is largely based upon individual
skill, athleticism, and maturity and is ultimately decided upon by the head coach to ensure your child is getting the most out
of the CrossFit experience. Preschool class lasts 20 minutes, Kids class lasts 30 minutes, and the Teens class is broken into a
one-hour weightlifting session (by invitation only based on their movement mechanics and desire) and 50-minute classes
that look much like an adult class.
As previously stated, your child’s safety is paramount to the coaches, and it is with this focus I need your help. Below are
some rules that we must enforce as a CrossFit Community to best protect your child; please:
1. Walk your children inside the building for the start of the class, and come inside the building to pick them up.
2. Bring your children to the designated Kid area, where the head coach will meet them and take them onto the gym
floor for the day’s class.
3. Immediately notify the head coach if you see anyone in the parking lot or in the gym who does not belong there.
4. Unless pre-arranged with the head coach, the children are only allowed to go home with the person who drops
them off.
5. Until I get to know all of you and your children by name, please sign your child in and out with the head coach so I
can ensure they are going home with the appropriate person.
6. Payment is month to month, and due the first of each month.
7. A waiver, signed by a parent or legal guardian, is required for each child before he or she is allowed to participate
in a class.
8. Ensure your child has a bottle of water, or a bottle that can be filled up at the drinking fountain. Don’t forget to put
your child’s name on it!
9. Ensure your children are wearing clothes appropriate for running, jumping, rolling, pulling, swinging, climbing,
crawling, throwing, and being upside down.
10. If you choose to stay and watch the class (which I hope you do!), please do not coach your child.
11. Children with disciplinary problems: first warning-free of consequence, second warning-sit out the first two min-
utes of the game, third warning-go to the parent.
12. Finally, please make the head coach aware of any special needs for your children that may facilitate their individual
safety, learning, and growth (i.e., medications, illness, physical/mental limitations, injury, sports, etc.).
I look forward to getting to know all of you personally and training your children to the utmost of my ability. If you have any
questions, comments, problems, or concerns, please don’t hesitate to get a hold of me at the following:
Signed,
99
V2.0.20150421R3.KW
CrossFit Kids Template for Emergency Card & Photo Release
What information do I/we need to know so that I/we may provide the best care for your child?
Emergency Contact Information:
Date:
Child/Minor Name (and nickname if any):
DOB:
Parent/Guardian:
Cell phone with area code: ( )
Email:
Home phone with area code: ( )
Work phone with area code: ( )
Spouse/Partner Contact Info

Cell phone with area code:( )
Email:
Home phone with area code: ( )
Work phone with area code: ( )
The following people have my consent to pick up my child from
Located at:
Name/Cell phone with area code: ( )
Release to administer medication (Tylenol) and or rescue inhaler
Photo Release
I hereby give permission for images of my child, captured during regular and special activities, through video, camera and
digital camera, to be used solely for the purposes of CrossFit, CrossFit Kids or Licensed CrossFit affiliate promotional material
publications and website and waive any rights of compensation or ownership thereto. Last names of minors will not be
given or posted on the internet or website.
Name of Minor:
Name of Parent/Guardian:
Signature:
Date: / /
100
V2.0.20150421R3.KW
CrossFit Kids Insurance
Eric Reingen
RRG Account Executive
License No. OE14627
111 N. Sepulveda Blvd., Suite 243
Manhattan Beach, CA, 90266
(310)937-2007
eric@crossfitrrg.com
Vaughn T. Vernon
Vaughn@vaughnvernon.com
Affiliate Guard Director
Curtis J. Vernon Insurance Agency
46 West 200 South Suite 2
Bountiful, Utah, 84010
(801) 292-5529 Office
(801) 677-0077 Fax (801) 688-4883 Cell
101
V2.0.20150421R3.KW
NOTES
102
V2.0.20150421R3.KW

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TRAINING GUIDE 2.

Speak with parents to discuss how, as a CrossFit Kids trainer,

Incremental matriculation from CrossFit Kids Preschool to

2. Jeff Martin and Cyndi Rodi. 2008. “The Inherent

3. Ken Robinson. 2009. The Element: How Finding

Bower, Bruce. www.sciencenews.org. “Neural Again Walks

Douglas, Kate, et. al. www.newscientist.com. “11 Steps to a

Elias, Marilyn. www.usatoday.com. “Want a Sharp Mind for

The Franklin Institute. www.ﬁ.edu. “The Human Brain-

Gavin, Mary L., M.D. www.kidshealth.org. “Exercise,”

King, Delores, Boston Globe staﬀ. http://www.pelinks4u.

Lowenstein, Marisa, Health Magazine. www.lime.com.

Real, Royane. How You Can Be Smarter, excerpt

www.americanheart.org “Top Ten Ways to Help Children

Zadmin, S. www.schizophrenia.com “Exercise Boosts Brain

The previously cited argument that participation in daily

Additionally, at the end of the program, students were given

Cotman, C. W. & Berchtold, N .C. (2002). Exercise: A behav-

Dollman, J., Boshoﬀ, K. & Dodd, G. (2006). The relationship

Jensen, E. (1998). Teaching with the brain in mind.

Olshansky, Passaro & Hershow. (2005). A Potential decline in

Shepard, R. J. (1997). Curricular physical activity and aca-

Duchesne, CJ and Sans, A. American Journal of

Hernandez, Joseph P., Faid Xu, and Donald T. Frazier. Journal

of Applied Physiology 97, 835-842. “Medial vestibular

Kranowitz, Carol Stock, MA. “The Vestibular System and

Lewald, Jorg and Hans-Otto Karnath. The Journal of Neuro-

McDougal, David and John Harting. University of Wisconsin-

Ottenbacher, Kenneth. “Physical Therapy. “Developmental

Beck, Belinda R.; Snow, Christine M., Exercise and Sport

Janz KF, Medema-Johnson H, Letuchy EM, Burns TL, Gilmore

McKay, H.A “Bounce at the Bell”: a novel program of short

Synaptic Function Sources

Schurr, Avital. Journal of Cerebral Blood Flow & Metabolism

Schurr, A, CA West and BM Rigor. Science, Vol 240, Issue

Science Daily. “During Exercise, Human Brain Shifts Into High

University of California Newsroom. http://newsroom.ucla.

PE4Life.org.; Science Daily. “Physical Activity May Strengthen

Wagner, Mary Jo, Dr. “ADHD: Disorder or Just Diﬀerent? How

There are four primary teaching points:

1. Stance – This is where to start

3. Bottom Position – This is where to go

4. Finish Position – This is where to finish

1 Stance Stance Stance

2 Begin movement w/ hips. Begin movement w/ hips. Begin movement w/ hips.

4 Stand tall at top. Weight in heels.

5 Knees in line w/ feet.

6 Full range of motion.

Squat Therapy – Problems and Fixes

See-Saw Disengagement of the hamstring Bench in front of the knees

There are two primary teaching points:

2. Rack Position – This is where to start/finish

3. Squat Points of Performance

1 Stance Stance Stance

2 Rack position Rack position Rack position

3 Begin movement w/ hips Begin movement w/ hips Begin movement w/ hips

5 Stand tall at top Bar path in frontal plane

6 Chest up and lumbar curve maintained

8 Knees in line w/ feet

9 Full range of motion

Front Squat Therapy – Problems and Fixes

There are two primary teaching points:

2. Overhead Position – This is where to start/finish