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Crossfit Unit Plan By Laura Friesen, Krystle Bond, Anna Duda, Dana Somerville, Kelsey Dunham, Shelley Wiebe
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Table of Contents Background and Overview………………………………..34 General and Specific Outcomes…………………………56 List of Skills and Drills…………………………….………...7 Essential Skills of Crossfit………………………………..89 Skills and Drills/Activities………………………………1026 WarmUp Ideas…………………..………………………...27 Evaluation and Assessment..………………….………....28 Work Out of the Day…...………………………………….29 Goal Setting Worksheet……………………………....3031 Self Reflection………………………………………..……32 Assessment Checklist……..………………………....3336 Participation Rubric…………………………………….…37 Resources………………………………………………....38
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Background and Overview Philosophy
Crossfit is based on overall fitness. By doing Crossfit a person becomes a wellrounded athlete. CrossFit itself is defined as that which optimizes fitness (constantly varied functional movements performed at relatively high intensity). CrossFitters understand that they can build on the ten essential skills by incorporating movements from a variety of disciplines: gymnastics, weightlifting and sprinting or highintensity work in various forms, among them. In addition, CrossFit also emphasizes repeatable and measurable results. There is heavy emphasis on specific weights, specific distances and specific movements over specific times. This allows for a clear measurement of performance.
History
Technically, CrossFit as a company may have been born in 2000, but one could say its roots were planted years earlier, when founder Greg Glassman was a teenage gymnast. Like many other teenage athletes, Glassman wanted to be stronger. He discovered that through the use of dumbbells and a barbell, he could get stronger than any other gymnast he knew who was working with bodyweight only. Glassman’s early athletic experiences directly influenced CrossFit’s goal of achieving “greater work capacity across broad time and modal domains.” CrossFit was formally established in 2000 and the company’s first affiliate was CrossFit North in Seattle. By 2005, there were 13 affiliates. In 2012, a mere dozen years after the company started, there are 3,400 affiliates worldwide.
Safety Considerations
CrossFit workouts must be specifically designed for the physical, cognitive and social developmental needs of students. It is essential that proper form and mechanics must be taught and practiced before any workout is conducted. Teachers can scale and individualize the day’s workout depending on the fitness level of the students in the class. It’s especially important that instructors monitor for fatigue, since a tired child is more likely to use improper form and put him or herself at risk for injury.
Equipment and Facility
Crossfit can be done literally anywhere indoors or out. You do not need access to a traditional gym facility to execute an effective workout. CrossFit affiliates usually refer to their gyms as “boxes”. The CrossFit box is usually a scaledback, minimalistic room often a warehouse or other large singular room, with high ceilings and four solid walls. Specific equipment required varies by workout. Some workouts do not require any equipment at all, other than the human body itself. Common equipment used in CrossFit includes, but is not limited to, dumbbells, barbells, weighted bars and plates, medicine balls, skipping ropes, resistance bands, boxes and steps, hanging bars and rings, etc.
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Overview of Unit
Students are conditioning their overall fitness for various types of athletic pursuits. In each lesson, students will learn a few specific skills. At the end of the unit students will see their personal progress by their set goals and overall assessment.
Teaching Considerations
Teachers need to be aware of their students ability and modify the activities accordingly. Monitoring form and correcting where necessary is of utmost importance so as to minimize potential for injury. It would be beneficial for the teachers to implement a listening and or teaching cue to manage students and minimize potential injuries.
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General Outcomes Activity
Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.
Benefits Health
Students will understand, experience and appreciate the health benefits that result from physical activity.
Cooperation
Students will interact positively with others.
Do it daily...for life
Students will assume responsibility to lead an active way of life.
Specific Outcomes A Activity
B Benefits health
CCooperation
D Do it daily...for life
A6–1 select, perform and refine challenging locomotor sequences
B6–1 explain the relationship between nutritional habits and performance in physical activity
C6–1 identify and demonstrate respectful communication skills appropriate to various physical activities and that reflect feelings, ideas and experiences
D6–1 demonstrate enjoyment of participation through extended effort in physical activity
A6–2 consistently and confidently perform locomotor skills and combination of skills, by using elements of body and space awareness, effort and relationships, alone and with others, to improve personal performance
B6–3 explain the components of fitness; e.g., strength, endurance, flexibility, cardiorespiratory activities, and relate these to personal fitness level
C6–6 identify and demonstrate positive behaviours that show respect for self and others
D6–2 identify and demonstrate strategies that encourage participation and continued motivation
A6–3 select, perform and refine challenging nonlocomotor
B6–6 identify and plan for personal positive benefits from specific
D6–3 identify, describe and follow the rules, routines and procedures
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sequences
physical activity
A6–4 consistently and confidently perform nonlocomotor skills by using elements of body and space awareness, effort and relationships, to improve personal performance
B6–7 describe and chart individual fitness changes as a result of engaging in physical activity
A6–13 demonstrate activity specific skills in a variety of individual activities; e.g., track and field/ athletics A6–6 consistently and confidently perform manipulative skills by using elements of body and space awareness, effort and relationship A6–5 demonstrate ways to receive, retain and send an object with increasing accuracy
for safety in a variety of activities from all movement dimensions
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Unit Overview - List of Skills & Drills Lessons
Skill
Lesson 1
Goal Setting ❏ How to set attainable goals Nutrition ❏ Importance of nutrition
Drill and Activities ❏ ❏ ❏ ❏
Fill out a goal setting handout pertaining to crossfit Identify three changes to diet Play ‘Healthy Food/Junk Food’ Activity Outline Canada food guide and Paleo Diet
Lesson 2
Balance ❏ plank Coordination ❏ bear crawls ❏ crab crawls
W.O.D. “Shelley”
Lesson 3
Cardio ❏ Jumprope ❏ Lateral Low Hurdle Jumps Endurance ❏ Box jumps ❏ Burpees
W.O.D. “Krystle”
Lesson 4
Flexibility ❏ Squats ❏ Side Lunges Accuracy ❏ Wall Ball Drill ❏ Agility Ladders
W.O.D “Kelsey”
Lesson 5
Strength ❏ Pushups ❏ Dball slams Power ❏ Twofoot jumps ❏ Medicine ball chest press
W.O.D. “Dana”
Lesson 6
Agility ❏ Jumping Squats ❏ Lateral Step Over Speed ❏ Wind Sprints ❏ Tuck Jumps
W.O.D. “Anna”
Lesson 7
Assessment Day (If not previously done) ❏ Obstacle Course
❏
Zombie Obstacle Course
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!0 ESSENTIAL SKILLS OF CROSSFIT Balance
“There is no movement without balance.” (crossfitkids.com) Balance is the ability, in relation to support, to maintain your position in space. You improve your balance with practice of any movement. It is the ability to control the placement of the body’s center of gravity in relation to its support base.
Coordination
“Coordination refers to your ability to use your body in several ways at once.” (crossfitkids.com) To increase coordination, one must practice. It does not matter what skill you are doing, but the repetition of the skill will increase your coordination in all aspects of life. It is the ability to combine several distinct movement patterns into a singular distinct movement.
Cardio
Increased cardiovascular/respiratory endurance and stamina manifest themselves in the ability to maintain elevated levels of activity for increasingly longer periods of time, as well as a more rapid return to preexercise breathing and heart rates following exertion. It involves the ability of body systems to gather, process, and deliver oxygen.
Stamina
Stamina is the ability to carry out a particular activity, involving explosive/dynamic movements for an extended period of time. Stamina doesn’t fall directly under strength or endurance, it is somewhere in between and a combination of the two. It also involves the ability of body systems to process, deliver, store, and utilize energy.
Flexibility
“Flexibility refers to your body's ability to effectively bend and move without injury. The best way to keep your body flexible is to use it.” (crossfitkids.com). Specifically, it is the ability to maximize the range of motion at a given joint. Flexibility is often overlooked when thinking about overall physical fitness.
Accuracy
Accuracy is the ability to control movement in a given direction or at a given intensity. A detailoriented skill, accuracy teaches children how to fine tune their muscles and nervous systems, and exercise their eyehand – or eyebody – coordination by building on their ability to perform functional movements quickly.
Strength
Strength is the basis in which all other movements lie. “Strength training not only increases the ability to apply force, a pivotal aspect of power, it improves endurance by prolonging the amount of time it takes for muscles to fatigue.” (crossfitkids.com). The ability of a muscular unit, or combination of muscular units, to apply force.
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Power
Power is defined as "the ability of a muscular unit or combination of muscular units to apply maximum force in minimum time" (crossfitkids.com). Power is a combination of how strong you are and how fast you can move. Essentially, this means the more weight you move and the faster you move it, the more powerful you are.
Agility
Agility refers to the "ability to quickly transition from one movement pattern to another" (crossfitkids.com). For students, the most effective way for them to improve their agility is to provide opportunities for repeated changes in direction and quick reaction times. It also involves the ability to minimize transition time from one movement pattern to another
Speed
Speed is the ability to minimize the time cycle of a repeated movement. (Crossfitkids.com) Speed is a measurement of the rate by which a person or object moves. Speed is the ability to be able to run fast, workout fast, lift weights fast, or throw a ball fast.
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Skills and Drills Skill - Goal Setting It is important for students to understand how to set goals that follow a guideline such as SMARTI. This stands for Specific, Measurable, Achievable, Realistic, Timely and using ‘I Will’ statements. In this unit, students will learn how to make and apply goal setting skills. They will practice this by making goals concerning skills learned in crossfit.
Drill - Goal Setting Worksheet Using a chart students will fill in the days they learned the crossfit skill and days they practiced it with a minimum of two practices. They will set an outcome that they want to achieve through learning and practice these skills and use an “I will…” statement to clarify exactly what they will be able to do. The last lesson students will fill a final assessment and reflect on the skills they learned and how these skills will enhance their lives.
Skill - Nutrition Students need to understand why nutrition is crucial to a quality life. During their adolescent years students undergo a lot of physical, emotional and psychological changes. This means that they need to be eating the right foods to receive the nutrients for growth in all these areas. Our Western culture has gone through a lot of fads where research influences the choices we make such as ‘fat’ used to be cut out of many diets, but now we realize fat is good for you in moderation and if it is the ‘right’ kind of fat, like from nuts.
Drill - Three changes, Activity & Comparing Diets To apply knowledge about nutrition students will outline three changes to their way of living to become healthier. You might want to use the SMARTI criteria. An example of this could be, not eating after eight, only eating one chocolate bar a week, and/or eating more vegetables during the day. An activity that you could play is ‘healthy food/junk food.’ In this activity students will come up with an action for healthy foods such as cheering and ‘v’ for victory, and an action for junk food such as pretending to barf. Teacher will have a paper bag with different foods in it. As you pull out different foods students will indicate if it is healthy or junk by doing the specified action. Another version of this could be having students in teams and when you pull the food out, students will race across gym to the healthy or junk food area. To help create critical thinkers you will guide students in comparing two different diets such
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as Canada Health Food Guide and the Paleo Diet. Doing this activity, students will learn to not just accept every suggestion about nutrition that media brings their way, but can choose wisely what works and what doesn’t. Canada Food Guide: http://www.has.uwo.ca/hospitality/nutrition/pdf/foodguide.pdf Paleo Diet: http://thepaleodiet.com/ http://www.nevermindthebuspass.com/health/thepaleodietcavemanpanaceaorunhealth
Skill - Balance - Plank 1. Begin with your forearms and toes on the floor. 2. Keep your torso straight and rigid and your body in a straight line from ears to toes with no sagging or bending. 3. Your head is relaxed and you should be looking at the floor. 4. Hold this position for 10 seconds to start 5. Overtime work up to 30, 45 or 60 seconds.
For more difficulty try extended arm planks or one arm planks
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SkilL - Coordination - Bear crawls http://www.youtube.com/watch?v=IjZ7qRyZmXQ 1. Make an “N” with your body with both hands and both feet on the floor, your hands and feet should be the only thing touching the floor 2. alternating your arms and legs, move forward (as if crawling) until you feel comfortable with the rhythm of the movement and then speed up 3. Move as fast as you can
Skill - Coordination - Crab Crawls 1. Make a bridge with the torso of your body your hands and feet will be the supports of the bridge 2. Your bum is not in the air but closer to the ground 3. Move forward alternating, right hand and right foot together and then left foot and left hand together 4. Once you feel comfortable, increase the speed of your movement
Drill - W.o.d. - “Shelley” ❏ begin workout with a plank, hold as long as you can (the type of plank is your choice, but you must switch type of plank at each opportunity) ❏ next, bear crawl the width of the gym (as fast as you can!) ❏ once there, start another plank for as long as you can ❏ continue this pattern for any number of sets
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Skill - Cardio - JUMP ROPE Jump rope is a great cardiovascular workout that builds speed, agility, coordination and endurance. You strengthen your calves, quads, hamstrings and glutes at the same time you build up your cardiovascular system. Once you master the basics, increase your speed and/or number of rope revolutions. Preparation & Execution: ❏ Rope length: Standing on the rope, the handles should reach your sternum ❏ Head up, eyes forward ❏ Arms bent about 45 degrees with your elbows in close to your sides and hands pointed outward at about 23 and 1011 o’clock. ❏ Arms relaxed and a loose but firm grip on the handles. ❏ Softly push off with the balls of your feet (your heels should never touch the ground) ❏ Jump just high enough to allow the rope to pass under your feet (¼ to ½ inches) ❏ Swing the rope, using your wrists in a circular motion (do not use your arms and shoulders) ❏ Softly land on the balls of your feet A video on proper technique to show the class: http://www.youtube.com/watch?feature=player_embedded&v=Tryny8N7dGo Progressions: Double Unders: swing the rope a little faster so it passes under your feet twice per jump Backwards: All the same rules apply, except you rotate your wrists the opposite direction. Materials: 1 skip rope per student Safety Considerations: ❏ Tripping, falling and hurting themselves ❏ Hitting others with the ropes Stress ropes must be kept to themselves and that only skip as fast as you feel comfortable. Find confortant zone and slowly progress faster.
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SKILL - CARDIO - LATERAL LOW HURDLE JUMPS Students will benefit greatly from doing lateral low hurdle jumps. They will build their cardiovascular system, and strengthen their calves, quads, hamstrings and glutes. It increases, flexibility, coordination and it helps build endurance. Once you master the alternating hurdle jumps try multi hurdle jumps. Materials: 5 hurdles per student divided by the number of groups (50 pylons for EDUS) Preparation & Execution: ❏ Stand to the left of a hurdle , 5 inches away, parallel to the hurdle ❏ Head up, arms bent at the elbows, feet together, knees bent to a 45 degree angle ❏ Push off from the balls of your feet, jumping up and over the hurdle, moving hips to angle you lower body right ❏ Swing arms up as you jump over the hurdle ❏ Maintain a straight back and square shoulders ❏ Land on the balls of your feet ❏ Standing on the right side of the hurdle, but move your hips towards the right A video on proper technique to show the class: http://www.youtube.com/watch?feature=player_detailpage&v=xO4j3NfYMM Progressions: Multiple Hurdles: Set 5 hurdles up in a row in order to challenge your endurance hopping multiple times in one direction. The hurdles are separated approximately two feet apart.
Safety Considerations: ❏ Tripping over hurdles, falling and hurting themselves Stress: Hurdles should be light and easy to move to minimize tripping risk. Enforce the no rough housing rule! Students won’t participate if they don’t play safely.
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SKILL - Endurance - Box jumps Box jumps can be used in Physical Education classes to increase explosive strength and stamina. It works your quadriceps, hamstrings and gluteus maximus. It is best to start with a step upstep down routine to get comfortable with the height. Then a jump up and alternating step down followed by a full box jump up and down. Materials: ❏ Platform for each to jump on and off of (depends on height and jumping ability, but usually between 8 and 15 inches) ❏ Mats to fall on Preparation & Execution: ❏ Stand facing the platform, with your feet shoulder width apart, at an arms width away from the box ❏ Keep your head and neck straight forward ❏ Bring yourself down into a quarter squat ❏ Extend your hips and legs, swing your arm upwards, springing up to propel yourself onto the box ❏ Land with a slight bend in your knees as your feet hit the platform. Land on your toes first and lower to your feet. You will be in a squat position, similar to when took off. ❏ Straighten your body to a completely erect position. ❏ Jump down using the same form, except propel backwards. Push off and out an arms length from the box. A video on proper technique to show the class: http://www.dailymotion.com/video/xhj0vb_howtodoboxjumpwomensfitness_travel Progressions: Onelegged jump: Same form, except using only one leg Safety Considerations: ❏ Missing the jump and hitting the box ❏ falling off the box and hurting yourself Stress: You never want to jump onto a box height that forces you to land deeper than 135 degrees of knee flexion. If students don’t feel comfortable, step down off the box opposed to jumping. Ensure the box height to a student comfort level. Have mats behind the student in case they fall. Enforce the no rough housing rule! Students won’t participate if they don’t play safely.
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Skill - Endurance - Burpee Burpees are total bodyweight exercises that can be used to develop allaround muscular endurance and cardiovascular fitness. You use your quadriceps, hamstrings gluteus maximus, hip flexors, abdominal muscles, and all muscles in your arms chest and shoulders. It is truly a whole body workout that impacts all essential skills in crossfit. Preparation & Execution: ❏ Start from a standing position ❏ Feet shoulder width apart, flexible toes, put the weight in the heels ❏ Squat, putting your hands in between feet, palms flat on the ground ❏ Kick your feet back with a powerful hip extension into a pushup position while your hands remain extended ❏ Maintain a straight back and straight arms pose (no sinking ships or buts in the air) ❏ Jump your legs forward, so your feet return back between your hands ❏ Stand up straight A video on proper technique to show the class: http://media.crossfit.com/cfvideo/CrossFit_ Burpees.wmv Safety Considerations: Minimize risk of injury by stressing a good exercise technique. Keep your back straight and use a wider stance because more hips results in less stress on your back. Work through the sequence of moves, ensuring that each phase smoothly blends into the next.
DRILL - W.O.D. - “Krystle” 3 rounds for time: AMRAP (45 seconds on 15 seconds off) 6 stations ❏ Single rope jumps ❏ Backwards rope jumps ❏ Alternating low hurdle jumps ❏ Multi Hurdle Jumps 5 Right & 5 Left ❏ Box jumps ❏ Burpees
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Skill - flexibility - squats The skill of flexibility, and other Crossfit essential skills, can be practiced by doing squats. A squat is an excellent upper and lower body exercise that targets the thighs and buttocks, but also works the hamstrings and lower back. Everyone will have a different range of motion when performing a squat, with some being able to bend lower to the ground. The flexibility of a person’s hip joint, ankle and knee can limit the length of a squat, so everyone should not be expected to reach the same point. The most important part of doing a squat is form. Once proper form has been establish, the person performing the squat can add weights or motion to the exercise. Preparation and Execution: 1. Stand with feet shoulder width apart and slightly turned out, head positioned forward 2. Extend arms horizontally in front 3. Bend your knees as if you were going to sit in a chair. Slowly squat as low as possible, being careful knees do not come over the toes. As flexibility increases, the body could go lower. 4. Thrust hips forward, do not stick your butt out, pull in abs 5. Body weight should be displaced evenly across the feet and hips should travel lower than knees (will not always be the case) 6. Hold for 3 seconds then slowly rise back up. Hold in the down position longer as flexibility increases
Skill - flexibility - side Lunges Side lunges can increase flexibility and strength in littleused muscles. They allow you to work your hips, glutes and thighs a bit differently than traditional squats and lunges while still targeting the major muscles of the lower body. They offer a really good workout and are friendly on the knees, reducing injuries. Once proper form has been established, weights can be incorporated into the side lunge exercise. Materials Hand held weights ranging from 3 lbs to 8 lbs Preparation and Execution: 1. Stand with your feet and knees together 2. Take a large step with your right foot to the right side and lunge toward the floor. (May add weights in each hand, bringing them beside the extended leg) 3. Make sure your right knee does not extend past your toes and keep your left legs relatively straight 4. Push off through your right foot and return to your starting point to complete one. (Could add a jump after proper form has been established) 5. Do the same on the left side of the body
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Skill - ACCURACY - AGILITY LADDERS The use of Agility Ladders in a P.E class allows students to work on the accuracy of their eyebody coordination through locomotor movements. It is also a great way to assess jumping and hopping skills. Students must work fast jumping and landing between the rungs of the ladder. Patterns and different types of jumping can be used after students know what to do. Agility Ladders can also be a good warmup. Materials Ladders or chalk or tape Preparation and Execution 1. Lay out Ladders. Can be actual ladders, or just tape on the floor or chalk on the pavement outside 2. Students are divided into small groups. They start at one end of the ladder, looking straight ahead. 3. Students will hop, jump, step or leap into rungs of the ladder, depending on the directions and required pattern.
Skill - ACCURACY - WALL BALL DRill “The wallball drill comprises two highly functional classical weightlifting movements brought together at light loads and extended duration to create a superpotent metabolic conditioning tool with an enormous potential for increasing athletic performance (Glassman, Crossfit Journal).” The wallball action is a composition of the front squat and a pushpress combination. A medicine ball is used and its weight can be increased as the student becomes stronger. Materials Medicine Balls of various weight Preparation and Execution: 1. Each rep begins with a front squat. (A medicine ball can be placed behind the person so they know how far to squat) 2. Feet flat on the floor 3. Elbows down and in 4. Keep the ball low to chest (Don’t let the ball obstruct view of target) 5. Launch ball with little finger roll and push 6. Make ascending and descending movements the same 7. Minimize breathing and ball contact noise 8. Breathe deeply and attempt to synchronize breathing to shot rate
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DRILL - W.O.D. - “Kelsey” ❏ 30 Squats ❏ Ladders; Back and Forth Drill, one foot in then two feet out. Go forward then backward AFAP ❏ WallBall Drill; 30 sec AMRAP, target at 10 feet ❏ 10 Side Lunges on each side of the body ❏ WallBall Drill; 30 sec AMRAP, target at 15 feet ❏ Ladders; Centipede moving sideways, two feet in, two feet over, two feet out. No hopping. Right side first, then left side.
SKILL - sTRENGTH - pUSH-UPS Pushups are an exercise that focuses on upper body strength, however done properly can incorporate an entire body workout. Focusing in on major muscle groups in this case pectorals, triceps, deltoids, and abdominal core muscle groups allows to build strength of the overall upper body. When the hips, quadriceps, and glutes are engaged, they also aid in the overall effects of a total body strengthening exercise. Preparation and Execution: 1. Start facedown on floor, toes tucked under feet, body rigid, palms down on floor directly under shoulders 2. Keeping shoulders, hips, and legs rigid and inline, pushup your body from the floor, the body moving as a single unit 3. Arms fully extended and straight, lower body (keeping body rigid) until chest, quads, and chin touch the ground at the same time 4. Repeat keeping body rigid and core tight, and not allowing the lower back and hips to sag. The body should move as one fluid motion. 5. Can be executed from the knees instead of the toes if an easier modification is needed 6. Various hand placements allow for different muscle isolations
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SKILL - STRENGTH - D-BALL SLAMS Dball slams incorporate allover body strengthening movements in succession. With a focus on explosive core strength, slams also improve upon upper and lower body strength as well. Strive for active shoulders at the top to start off the proper full range of motion execution of the exercise. Materials: bounceresistant medicine ball Preparation and Execution: 1. Start with feet shoulderwidth apart, toes pointing slightly outward. Hold medicine ball in front of the body at waistheight 2. Extend arms/ball above head reaching full extension 3. Bring ball down in between legs and perform a squat while slamming the ball hard on the ground. The ball will bounce slightly, but not much. Ensure that squat position does not allow for knees to extend beyond the toes, that chest and back are upright and square, and head is up and forward 4. Catch the ball and proceed to lift ball overhead again. Watch video on proper and improper dball slam form: http://www.youtube.com/watch?v=pc7cOUOGj6w
SKILL - POWER - TWO-FOOT JUMPS Power is similar to strength, however power is faster than strength. Using the strength of the body as fast as we can in repetitive motion is power. Twofoot jumps allow for the full movement of the body in an explosive way over a certain distance as quickly as possible. Preparation and Execution: 1. Ensure there is enough space to perform repeated jumps for distance (at least 6 consecutive jumps in a row) 2. Stand with feet slightly wider than shoulderwidth, hips slightly lowered
21 3. Explosively jump forwards as far as you can, landing gently on both feet at same time. Do not thump feet, however allow legs to absorb shock of landing. Use arms to propel body as far as it can go 4. Do not rest, however repeat jump as far as you can as quickly as you can in repetition until the end 5. Jog back to starting point and repeat. Quickness and distance are key
SKILL - POWER - MEDICINE BALL CHEST PRESS Using power to repeatedly chest press a medicine ball against the wall as fast as you can adds both strength and power to the chest, arms, and shoulders. Materials: medicine ball Preparation and Execution: 1. Stand approximately 2 feet away from and facing a wall, feet shoulderwidth apart, knees slightly bent 2. Hold medicine ball at chest height, elbows pointing out, forearms parallel with floor 3. Repeatedly press med ball into the wall (similar to a basketball chest pass) but this must be done with enough force for the ball to bounce back into your hands 4. Speed and force are important, holding form with knees slightly bent and chest up and square to the wall. Keep elbows up and out and don’t allow them to drop Watch video here: http://www.youtube.com/watch?v=5MQCz4yZuYs
Drill - W.O.d. - “DANA” 3 rounds for time: AMRAP (45 seconds on 15 seconds off) ❏ Pushups ❏ Dball slams ❏ Twofoot jumps ❏ Medicine ball chest press
SKILL - AGILITY - Lateral Step Over Incorporating the lateral step over skill within the Physical Education class will benefit the students by providing them the opportunity to increase their agility. This will improve their ability to manipulate around obstacles in their daily lives and sports; by improving their ability to quickly and precisely change the body's direction. Materials: 6 agility bags per person
22 Preparation and Execution: 1. Stand with feet shoulder width apart 2. Bring up the left knee to a 90 degree angle (straight out from hip like a table top)and swing the right arm forward with elbow at a 90 degree angle 3. Alternate and bring up the right knee to a 90 degree angle (straight out from the hip like a table top) and swing the left arm forward with the elbow at a 90 degree angle 4. Repeat these movements in one fluid motion (like they are marching on the spot) until they feel comfortable 5. Make sure they are looking straight forward and not down 6. Shoulders are back and they have a good center of balance, leaning slightly forward at the waist. 7. Then move towards the left while continuing with the same motion. 8. Repeat to the right side. Safety Considerations: ❏ Possibility of tripping, falling and hurting themselves. ❏ No playing around ❏ The agility bags (or obstacle) should be pliable so if the kids do fall they will not get hurt
DRILL - Step Over Dummy Drill - Lateral Step Over The lateral step over is a simple drill you can do with step over agility bags; also known as step over dummies. The purpose of the lateral step over drill is to improve lateral quickness and agility. It is advised to practice agility drills at half speed. Then once you are comfortable with the footwork, try to increase the speed of drill. Ultimately, you should aim to perform the drill as quickly as possible with good technique. Approximately 5 to 10 step over bags are recommended. First, separate each agility bag approximately 24 inches apart. Once the agility bags are in place, stand to the side of the first bag. Push off with your left leg and step sideways over each agility bag. As you perform the step over pattern, try to keep your head straight and hips square. Stay on your toes as you work your way through the step over bags. Repeat the drill going both directions. Important Tips: *Never cross your legs *Perform the drill as quickly as possible *Incorporate arm swings for momentum and balance *Keep eyes straight ahead (avoid looking down)
23 Several elements can be incorporated into the step over drill to make it more challenging. They include the following: Position the agility bags in an offset pattern, which forces the athlete to propel both forward and to the side. 2. Position the agility bags on a hill, which requires the athlete to generate more power going up the hill. 3. Perform a sprint for several yards after clearing the last agility bag. 4. Use step over dummies that are taller in height.
SKILL - Agility - Jumping Squats Jumping squats increases the individuals agility by using an up and down motion that builds the fast twitch muscles and strengthens which enhances an individuals ability to quickly change directions. Squats can be considered an overall body workout when incorporating weights. It works your gluteus maximus, hamstrings, quadriceps, lower back, abdominal muscles and arms (with the weights). Materials: ❏ two 5 lb weights per person or 1 bar per person ❏ Possibly a few chairs Safety Considerations: ❏ Possibility of getting hit in the head with the bar by oneself or somebody else ❏ Knee injury due to wrong form ❏ Not everyone has the same capabilities of flexibility due to hips, ankles and calves therefore do not expect everybody to be able to go down as low. ❏ If possible use the rubber weights rather than metal weights. Preparation and Execution: 1. Stand with feet shoulder width apart with toes slightly pointed outwards 2. Squat down until your thighs are at least parallel to the floor. As though you were going to sit down in a chair (chairs could be used here to help students get comfortable) 3. Do not to extend your knees past your toes. If you’re doing the squats right, you should be sitting back with your butt out and back straight. 4. Keep your back straight. The best way to make sure this doesn’t happen is to keep your head up when you squat, and KEEP YOUR ABS tight throughout the whole exercise (that’s right, squats will even work your abs).
24 5. Arms are going to be up by your head as though they are holding weights. 6. Jump up approximately one inch off the ground while extending the whole body straight up. 7. Return to the squat position and repeat
SKILL - SPEED - WIND SPRINTS Speed is the ability to be able to adjust how fast or slow you are able to participate in an activity or daily life. Speed is interdependent with agility, strength, endurance, and the other physical skills being covered in this unit. Increased speed is only possible through adequate development of the other skills. The things you do in daily life and sports require you to move in many directions, at many different speeds and at different intervals of time. Wind sprints add intensity and a nice challenge to a workout. Materials: cones to mark the lines Safety Considerations: ❏ Possibility of running into each other ❏ Possibility of twisting an ankle Preparation and Execution: 1. Discuss the technique of running 2. Elbows should be at a 90 degree angle and should not cross over the body. 3. Arms should be lower than the chest because this will raise the heart rate 4. Maintain a lower center of gravity to equalize balance 5. Use a lateral explosive movement 6. Explain to run quickly to increase fast twitch muscles
drill - wind sprints ●
Set up the drill by placing markers (i.e., draw lines, place cones, mark with tape) at increasing distances from a finish line, approximately 10 feet apart. ● Line the students up sidebyside at the finish line. ● On your command the kids will sprint to the first marker, touch the ground, quickly turn around and sprint back to the finish line. Immediately, they explosively turn and sprint to the second marker, touch the ground, turn around and sprint back to the finish line. This continues until they have went back and forth between all the markers. ● Typically 4 or 5 target points. It is important that transitions from forward to back are made quickly. The faster the kids are changing directions, the better. Important tips: Pay close attention. Some kids will have an inclination to skip bending down and touching the target point in the interest of winning the race. A reminder that it is mandatory to touch the marker line may be helpful.
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skill - speed - tuck jumps Tuck jumps are a good lower body workout that builds fast twitch muscle and increases endurance, aerobic cardiovascular which works interdependently to increase speed. Speed is a basic physical skill that is incorporated into daily life such as chasing your dog, playing soccer or any other sport. Preparation and Execution: 1. Stand with feet shoulder width apart and knees slightly bent 2. Arms are extended behind your back 3. Back is kept straight but leaning slightly forward 4. Jump to bring the knees up to the chest as the arms swing forward to create momentum. Safety Considerations: ❏ Landing improperly and twisting an ankle
Drill - W.O.D - “ANNA” 3 rounds for time: AMRAP (45 seconds on 15 seconds off) ❏ Jumping Squat ❏ Lateral Step Over ❏ Wind Sprint ❏ Jump Tucks
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DRill - ZomBie Obstacle Course - Assessment Day ❏ Using the elements of Crossfit while running from the undead is a perfect way to celebrate Halloween, or anytime of the school year! ❏ The basis of this obstacle course assesses students on each of the learned Crossfit exercises, using a Zombie theme. ❏ Using decorations, volunteers madeup as zombies, pumpkins for medicine balls. Your gym or the field outside can be transformed into a zombie apocalypse! ❏ There will be a number of stations with different exercises. The students can AMRAP, do a set of how ever many reps you would like ❏ The assessment form below includes all activities and your obstacle course should be designed creatively to include them all. For example; StepOverDummy Drill = Corpse Hopping Squats = Zombie Duck Plank = Bridge Maker Russian Twist with a medicine ball = Zombie Twist with a Pumpkin The following link is a YouTube video that shows how well a Zombie Obstacle course can be executed! http://www.youtube.com/watch?v=U_GSmfsq664
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Warm-Up Ideas ❏ Yoga Stretching warm up; for flexibility, coordination, strength ❏ Dynamic warmups; (A,B,C’s, grapevine, bounding, accelerations, jumping jacks, skipping) ❏ Agility Ladders; for accuracy, agility, speed, coordination etc. ❏ SWAT THE FLY; Tag and if you get caught you perform the the designated exercise to get unfrozen (e.g. burpees, squats, crab crawls, etc.) ❏ Dynamic Warmup ● 23 minutes of jump rope (who cares if you mess up, push yourself!) ● ● 50 jumping jacks (pull your shoulder blades back, extend arms and really focus on the movement) ● 20 body weight squats ● 5 lunges (each leg) ● 10 hip extensions ● 5 hip rotations each leg (like you’re stepping over a fence) ● 10 forward leg swings (each leg) ● 10 side leg swings (each leg) ● 1020 push ups (scale based on your level of fitness) ● 10 spiderman steps (each leg) Yes, there is a lot of work put on your hips, butt, legs, and core. As nerds/desk jockeys, these tend to be the muscles that are the tighest and least active, and thus most susceptible to an injury.
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Evaluation and Assessment - Overview 15% Design a Workout of the Day 20% S.M.A.R.T.I. Goal Worksheet 20% Written SelfReflection (Rubric) 15% Evaluation of Skills on Assessment Day (Student & Teacher Checklist) 30% Participation, Attitude, Cooperation, Leadership, Preparedness
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Work Out of the Day 15% The workout of the day must include at least 3 different skills learned in Crossfit. The workout uses a natural progression and is clearly explained. Well organized with appropriate modifications. Project is typed and has a clear format.
Total
/15
/6 /3 /3 /3
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S.M.A.R.T.I.Goal Setting Worksheet 20% CRITERIA FOR WRITING GOALS An important aspect of seeing improvement in your overall fitness is to set goals and continue to evaluate your progress toward those goals. When writing a goal, it is important to always consider what I call the SMARTI criteria: S= Specific (do not be ambiguous) M= Measurable (give a timeframe) A= Achievable (aggressive but fits your capabilities) R= Realistic (consider your abilities and your timeframe) T= Timely (short term so that you do not lose focus then long term as you achieve short term) I= I Will (use “I will” somewhere in the goal to indicate confidence and eliminate doubt)
DIRECTIONS FOR WORKSHEET You will write a minimum of two goals for the Crossfit unit. The skills developed throughout the Crossfit unit will help you work towards your goal(s). The objective is focus on using the SMARTI criteria to write goals and aim to achieve and/or adjust them based on your individual abilities.
(SMARTI) Goal #1:_____________________________________________ #2:_____________________________________________ Skills
Practice
Nutrition:
1.
❏ 3 Changes 2.
Cardio
❏ Jumprope ❏ Burpees Stamina
1. 2.
1.
❏ Box Jumps 2.
Balance
1.
❏ Plank 2.
I Will...
Expected Outcome
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Coordination
1.
❏
Bear Crawl ❏ Crab Crawl Flexibility
2.
1.
❏ Squats ❏ Side Lunges 2. Accuracy
❏ Wall Balls ❏ Ladders Strength:
❏ Pushups ❏ Dball slams Power
❏ Twofoot Jumps ❏ Medicine Ball Chest Press Agility
❏ Jumping Squats ❏ Skate Slide Speed
❏ Wind Sprints ❏ Resistance Running Overall Assessment:
❏ Zombie Run
1. 2.
1. 2.
1. 2.
1. 2.
1. 2.
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Self Reflection 20% Write a self reflection on: Whether you achieved your personal goals or not? The three changes you made to eat nutritiously. Were you successful or not? The skills you learned and how they improved your fitness or not. What the teacher could have changed to make the unit better? What was beneficial about the unit?
Exceptional Good 5pts 4pts
Fair 3pts
Poor 2pts
Neatness
Reflection is typed out. Has a title page with name, date, teacher and course number
Reflection is typed out. Has title page, but is missing parts.
Reflection is not typed out and does not have key parts of title page.
Reflection is not typed out and does not have title page.
Elements
All questions are answered with thorough explanations. Well thought out and organized.
All questions are answered. Some answers are vague and longwinded. Well thought out, but not very organized
Questions are answered, but are brief with no explanations or evidence. Not well thought out and choppy.
Answers to some questions missing. Questions that are answered are not explained well or organized.
Grammar and Spelling
There is less than two spelling errors in reflection. All sentences start with capital and use correct punctuation.
There are two to five spelling errors in reflection. All sentences start with capital, some punctuation errors.
There are five to nine spelling errors in reflection. Not all sentences start with capital and multiple punctuation errors.
There are more than nine spelling errors in reflection. Not all sentences start with capital and numerous punctuation errors.
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Assessment Checklist 15% Skills
Checklist 1Needs Improvement 2Acceptable 3Good 4Outstanding
Cardio ❏ Jumprope ❏ Lateral Low Hurdle Jump
Jumprope ❏ Heads up and eyes are forward ❏ Arms bent about 45 degrees with elbows in close to sides ❏ Hands pointed outward at about 23 and 1011 o’clock. ❏ Pushes off with the balls of feet ❏ Jumps less than 2 inches high ❏ Swings rope, using wrists ❏ Lands on the balls of feet Lateral Low Hurdle Jumps ❏ Stance 5 inches away and parallel ❏ Head up, arms bent at the elbows, feet together, knees bent to a 45 degree angle ❏ Pushes off from the balls of feet ❏ Jumps up and over the hurdle ❏ Uses hips to angle you lower body ❏ Swing arms up as jumps ❏ Maintains a straight back and square shoulders ❏ Lands on the balls of feet
Stamina ❏ Box Jumps ❏ Burpees
Box Jump ❏ Stand facing the platform at an arms width away from the box ❏ Head and neck straight forward ❏ Goes into a quarter squat ❏ Extends hips and legs, springing up onto the box ❏ Lands with a slight bend in knees as your feet hit the platform. ❏ Straighten body to a completely erect position Burpees ❏ Stands straight with feet shoulder width apart ❏ Squats with hands in between feet, palms flat on the ground ❏ Kicks feet back into a pushup
Student
Teacher
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❏ ❏ ❏
position Maintains straight back and arms Jumps legs forward, so feet return back between hands Stands up straight
Balance ❏ plank
Plank ❏ ❏ ❏
Coordination ❏ bear crawl ❏ crab crawl
Bear Crawl ❏ tailbone to the roof ❏ only hands and feet on the floor Crab Crawl ❏ spine to the floor ❏ only hands and feet on the floor
Flexibility ❏ Squats ❏ Side Lunges
Squats ❏ Feet shoulder width apart, turned slightly out ❏ Straight back ❏ Knees do not go over toes ❏ Lower down with head up Side Lunges ❏ Feet shoulder width apart ❏ Deep stepout to one side with one foot ❏ Knee does not go over toes ❏ Straight back ❏ Jump back into starting position
Accuracy ❏ Wall Ball Drill ❏ Ladders
Wall Ball Drill ❏ Start in a front squat ❏ Arms in front, holding medicine ball ❏ Weight is distributed across the feet ❏ Push off, leading with the knees ❏ Hit target on wall ❏ Catch ball and return to starting position Ladders ❏ High knees ❏ Quick feet ❏ Accurately landing in the pattern dictated
Strength ❏ Pushups ❏ Dball slams
PushUp ❏ Hands are under shoulders and legs are stretched out straight behind body ❏ Body weight is held up with hands and toes.
straight back hold for 20 seconds head down and relaxed
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❏
Back is straight from the top of head to heels. ❏ Body is lowered with upper body by bending elbows, while keeping elbows close to body, and body is lifted back up by straightening arms. DBall Slams ❏ A bounce resistant DBall is held with both hands overhead ❏ Feet are hipwidth apart, knees slightly bent and toes facing forwards ❏ Back is kept straight and hands ends up by thighs ❏ In one explosive movement, drop from hips and move to a slight incline where trunk is forward ❏ Keep back solid and hands outstretched, then slam the ball against the ground ❏ The inner edge of the ball should contact the ground right in line with toes ❏ Keeping back solid and with square shoulders, catch the ball as quickly as possible and stand up into the beginning position Power ❏ Twofoot Jumps ❏ Medicine Ball Chest Press
Twofoot Jumps ❏ Jumping as far as you can ❏ Landing lightly and absorbing shock ❏ Quick, explosive jumps Medicine Ball Chest Press ❏ Medicine ball at chest height, elbows out, forearms parallel to floor ❏ Knees slightly bent ❏ Press ball into wall and catch repeatedly
Agility ❏ Jumping Squats ❏ Tuck Jump
Jumping Squats ❏ Knees are bent slightly, while back stays straight ❏ Hips stay back, back is straight and head faces forward ❏ Arms swing forward to gain maximum height Tuck Jump ❏ Stand with feet shoulder width apart and knees slightly bent ❏ Arms are extended behind back ❏ Back is kept straight but leaning slightly forward ❏ Jump to bring the knees up to the chest as the arms swing forward to
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create momentum Speed ❏ wind sprints ❏ Resistance Running
Wind Sprint ❏ explosive start ❏ sprinting the whole distance ❏ minimum of five sprints Resistance Running ❏ relaxed shoulders ❏ shin parallel to the ground ❏ chest pushed forward without leaning forward
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Participation Rubric Target Behaviours ❏ appropriate dress and participation ❏ adequate effort while participating in all activities ❏ ability to work cooperatively ❏ appropriate decision making skills ❏ demonstrates sportsmanship ❏ attitude and effort directed towards the skill
4
Exemplary
Student demonstrates leadership and enthusiasm along with consistent mastery of target skills.
3
Student demonstrates proficient ability within target skills.
2
Student demonstrates competent ability within target skills.
1
Student has room to improve in this set of
Proficient Competent Developing
specific skills.
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Resources :. (n.d.). April Fitness Challenge: 8 Hours of Plank | No Boundaries FitnessNo Boundaries Fitness. Google. Retrieved October 7, 2013, from http://webcache.googleusercontent.com/search?q=cache:http://nbfit.net/aprilfitnessch allenge8hoursofplank/ CrossFit Kids | Forging the Future of Fitness | Home. (n.d.). CrossFit Kids | Forging the Future of Fitness | Home. Retrieved October 7, 2013, from http://www.crossfitkids.com Men's Health Magazine : Men's Guide to Fitness, Health, Weight Loss, Nutrition, Sex, Style and Guy Wisdom. (n.d.). Men's Health Magazine : Men's Guide to Fitness, Health, Weight Loss, Nutrition, Sex, Style and Guy Wisdom. Retrieved October 7, 2013, from http://www.menshealth.com The Paleo Diet | Dr. Loren Cordain, Founder of the Paleo Diet Movement. (n.d.). The Paleo Diet | Dr. Loren Cordain, Founder of the Paleo Diet Movement. Retrieved October 7, 2013, from http://thepaleodiet.com/ The Paleo Diet: Caveman Panacea or Unhealthy Fad?. (n.d.). Caveman Panacea or Unhealthy Fad?. Retrieved October 7, 2013, from http://www.nevermindthebuspass.com/health/thepaleodietcavemanpanaceaorunhe alth The great global food gap: Families around the world photographed with weekly shopping as they reveal cost ranges from £3.20 to £320 | Mail Online. (n.d.). Home | Mail Online. Retrieved October 7, 2013, from http://www.dailymail.co.uk/news/article2319825/ThegreatglobalfoodgapFamilieswo rldphotographedweeklyshoppingrevealcostranges320320.html Weinstein, C., Curran, M., & TomlinsonClarke, S. (2003). Culturally Responsive Classroom Management: Awareness into Action. Theory Into Practice, 42(4), 269276. Retrieved October 8, 2012, from http://dx.doi.org/10.1207/s15430421tip4204_2 What is Fitness?. (n.d.). The Crossfit Journal. Retrieved October 2, 2013, from library.crossfit.com/free/pdf/CFJtrial.pdf Yahoo! New Zealand Lifestyle: Fashion and Beauty, Healthy Living, Parenting, Love and Sex, Food, Horoscopes and more. (n.d.). Yahoo! New Zealand Lifestyle: Fashion and Beauty, Healthy Living, Parenting, Love and Sex, Food, Horoscopes and more. Retrieved October 7, 2013, from http://nz.lifestyle.yahoo.com/ Year. (n.d.). Welcome to CrossFit: Forging Elite Fitness. Welcome to CrossFit: Forging Elite Fitness. Retrieved October 7, 2013, from http://www.crossfit.com Yoga Journal: Yoga Poses, Classes, Meditation, and Life On and Off the Mat Namaste. (n.d.). Yoga Journal: Yoga Poses, Classes, Meditation, and Life On and Off the Mat Namaste. Retrieved October 7, 2013, from http://www.yogajournal.com