THE CROSSFIT KIDS STARTUP CURRICULUM

THE CROSSFIT KIDS STARTUP CURRICULUM 

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

AND TODD WIDMAN (CF-L4) 

Copyright 2015 © CrossFit, Inc. All Rights Reserved. CrossFit is a registered trademark ® of CrossFit, Inc. 

All content herein is Copyright © CrossFit, Inc. No content, in part or in whole, may be reproduced without prior written consent from CrossFit, Inc. 

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The Crossfit Kids Startup Curriculum | 

TABLE OF CONTENTS 

INTRODUCTION. .......................................................... 4 

PROGRAMMING ASSESSMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 

CLASS AGE GROUPS ...................................................12 

PROGRAMMING. ......................................................... 16 

PRESCHOOL ...........................................................18 

KIDS ....................................................................27 

TEENS ..................................................................41 

KNOWLEDGE ASSESSMENTS. .......................................... 54 

KIDS ....................................................................54 

TEENS ..................................................................57 

GAMES. .................................................................... 63 

PRESCHOOL—ZERO-TO-MINIMAL EQUIPMENT .....................64 

COOKIE MONSTER .................................................64 

PAPER WALK .......................................................66 

RING AROUND THE ROSIE (AKA RING A RING O’ ROSES) ........67 

SQUAT POTATO ....................................................68 

COLOR ME CRAZY .................................................69 

TRIANGLE TAG .....................................................70 

CROWS AND CRANES .............................................71 

HIGH, LOW, FAST, SLOW ..........................................72 

BOWLING BRIDGE ................................................73 

PRESCHOOL—MODERATE EQUIPMENT ..............................74 

VOLCANO MONSTER .............................................74 

MESSY ROOM .....................................................76 

HUMAN BOWLING .................................................77 

HOOP HOP .........................................................78 

POPCORN POPPER ................................................79 

WACKY LINES .....................................................80 

HULA HOOP GAME ...............................................81 

NOODLE TAG ......................................................82 

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BURPEE BASKETBALL .............................................83 

CRAB-WALK MEDICINE-BALL RACE ...............................84 

KIDS—ZERO TO MINIMAL EQUIPMENT ..............................85 

UP IN THE AIR ......................................................85 

RUN, RUN CHICKEN GO HOME ....................................87 

FROGGER . .........................................................88 

FOOD FAMILY FEUD ...............................................89 

BARNYARD UPSET ................................................90 

UP .................................................................91 

QUIET CORNER ....................................................92 

KNOW YOUR FOOD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 

CRAZY KICKBALL ..................................................94 

UNO ................................................................95 

WORD BALL TOSS .................................................96 

MEMORY MOVEMENTS ...........................................97 

KIDS—MODERATE EQUIPMENT ......................................98 

HUNGRY CRABS ...................................................98 

BARRICADE BALL .................................................100 

SHUFFLEBOARD ..................................................100 

TARGET BALL .....................................................101 

MEDICINE-BALL SMASH .........................................102 

SWING AWAY 500 ................................................103 

SNEAK ATTACK ...................................................104 

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

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INTRODUCTION 


This CrossFit Kids Startup Curriculum is to be used in conjunction with the information 

provided at the CrossFit Kids Trainer Course. The document contains two months of 

programming for each age group (assuming three, four and four days per week of training 

for the CrossFit Preschool, Kid and Teen classes, respectively). In terms of the CrossFit 

Kids program, please remember that we recommend starting out with these three groups 

before adding additional classes (such as an Advanced Kid/Pre-Teen class). While the 

Training Guide directly supports the CrossFit Kids Trainer Course and program, the goal 

of the CrossFit Kids Startup Curriculum is to provide programming that allows trainers 

to more easily start a new program or enhance an existing one. This curriculum is also 

designed to serve as a resource, assisting you in integrating aspects from the CrossFit Kids 

Trainer Course into classes every day. 

The programming presented here was developed by the CrossFit Kids Staff and fieldtested 

in gyms across the country. The 10 foundational movements of the CrossFit Kids 

program will be covered in a compressed fashion while still adhering to their age-appropriate 

inclusion; the intention is to provide a broad base of capability and capacity over 

the course of two months. Ideally, each of the foundational skills—introduced here for 

one week—will subsequently be the focus in a four-to-six-week period. Thus, the two 

months of startup programming become a template for eight to 12 months of follow-up 

skill work. 

Additionally, for the CrossFit Preschool and Kid classes, games can be chosen from a set 

included within this document. There is rarely a need to have a different game every day 

for these age groups. Finding several that participants really like and playing them on a 

short rotation is a very effective method of maintaining predictable fun within the class. 

Examples of creative game variations are also provided, allowing one game to be changed 

into many. 

CrossFit understands the potential of this program is not limited to CrossFit affiliates 

around the world; the program is and can be a very effective addition to physical-education 

(PE) classes. To that end, the CrossFit Kids Startup Curriculum also contains information 

relevant to the scholastic setting. The expectations we have for the individuals in the 

various age ranges are consistent and overlap with standards put forth by the National 

Association of Sport and Physical Education (NASPE). Skill inclusion and assessments may 

be further honed depending on specific state requirements, outlined here. 

PROGRAMMING ASSESSMENT 

At the CrossFit Level 1 Certificate Course, the Programming lecture serves as an introduction 

to the variables considered when designing workouts, how to scale, and how to 

assess one’s programming. In the CrossFit Level 2 Certificate Course, this assessment 

is the primary consideration. Assessing your programming on a rolling basis—what has 

been programmed for the previous days, weeks, months and years—best determines 

future programming while optimizing one’s fitness. The Programming Analysis Worksheet 

is a tool to assist this evaluation and guide future programming choices to ensure 

variance. For the CrossFit Kids Startup Curriculum, we are also including mechanisms 

to assess programming. 

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On the broadest level, the assessment of programming for children must be different 

than that for adults. The overall goal of the CrossFit Kids program is not necessarily to 

have them matriculate out of CrossFit Teens as elite athletes, but rather to get them to a 

point where that is one of many possible paths stemming from a deeper understanding of 

fitness, health, goals, challenges, perseverance and effort. To that end, and consistent with 

themes discussed at the CrossFit Kids Trainer Course, the desired variance in programming 

for CrossFit Preschoolers and Kids is significantly reduced compared to teen and adult 

CrossFit. Repetition is a necessary component for learning and adaptation; therefore, the 

intervals of variance are lengthened with that specific purpose in mind. 

Below are several tables that will be used in this document as an example of how to 

assess programming accomplishments, monitor deficiencies and take advantage of future 

opportunities. The tables begin with the CrossFit Kids program priorities. In common with 

all the age groups are “enjoyment,” “movement,” “general physical skills” and “opportunities.” 

For CrossFit Teen classes, an additional priority is added: the “WOD.” For each 

priority, three aspects are assessed concerning the programming; they are presented on 

a continuum from left to right. Some aspects can be predetermined from the plan (e.g. 

“impact loading”), while others need to be confirmed after the fact by observing behaviors 

of class members (e.g. “affect habits” or “knowledge”). For the various age groups, 

the tables can be used as a checklist to ensure the overall programming provides as many 

aspects as possible. 

PROGRAMMING ASSESSMENT TABLES 

CrossFit Preschool Priorities Checklist 

Enjoyment Fun Engaging Affects Habits 

Movements 

Squat 

Front Squat 

Shoulder Press 

Deadlift 

Sumo Deadlift High 

Pull (SDHP) 

Other Gymnastics 

Progressions 

External Object 

Manipulation 

General Physical Skills Organic Neurological Combined 

Opportunities Vestibular Work Impact Loading Recognition 

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CrossFit Kids Priorities Checklist 

Enjoyment Fun Engaging Challenging 

Quality of Movement 

Squat 

Front Squat 


Thruster 

Push Press 

Deadlift 

SDHP 

Hang Power Clean 

(HPC) 


Progressions 


General Physical Skills Organic Neurological Combined 

Opportunities Vestibular Work Impact Loading Appreciation 

Crossfit Teens Priorities Checklist 

Enjoyment Engaging Challenging Competitive 


Monostructural 

Metabolic 


Progressions 


General Physical Skills 

Endurance 

Strength 

Stamina 

Flexibility 

Coordination 

Accuracy 

Agility 

Balance 

Power 

Speed 

WODs 

Single Modality 

Couplet 

Triplet 

Chipper 

Task Priority 

Time Priority 

Time Domain 

15 min. 

Opportunities Vestibular Work Impact Loading Knowledge 

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TABLE DESCRIPTION 

Enjoyment—The primary goal of every CrossFit Kids class for any age is to make them 

want to come back! However, what makes a class enjoyable for one age group is not 

necessarily the same for another. For CrossFit Preschool and Kids classes, it begins with 

their experience being “fun” in the moment—meaning whatever task or portion of the 

class is happening right now. Smiles, laughter, participation and success are hallmarks. It 

progresses to being “engaging”—holding their attention for the duration of a class; fewer 

behavioral problems are a good marker. Lastly, for preschoolers, does the programming 

(days, weeks, months, etc.) affect their habits with respect to engaging in physical activities 

or a healthy lifestyle outside the program? For kids, the last aspect of enjoyment 

is “challenging.” For example, are there movements, activities or situations that give an 

athlete pause, and are they then provided with a means or a pathway to success? For 

teens with longer attention spans, the moment is less of a concern, and designing an 

entire class that is “engaging” and “challenging” is more appropriate. Additionally, the idea 

of a challenge is pushed one step further to being “competitive.” Opportunities should 

be provided that allow athletes to realize improvement from previous efforts as well as 

compared to peers. 

Movements—For CrossFit Preschool classes, it begins with a simple assessment as to 

whether the most basic of unloaded foundational movements and skills will be worked 

on. “Gymnastics progressions” include grip work and planking, as well as any additional 

body-weight-only movements. “External object manipulation” refers to activities such as 

carrying, throwing, catching and kicking various objects. With respect to CrossFit Kids and 

Teens, the wording of the category changes to “quality of movement” as that additional 

piece becomes an increasingly larger focus. For kids, the number of specific movements 

and skills in their potential repertoire expands, as does the extent of their gymnastic 

progressions for the push-up, handstand push-up and pull-up. More advanced skills 

can also be practiced with external objects (e.g. dribbling, volleying and jumping rope), 

denoted by the change from “manipulation” to “coordination.” The CrossFit Teens class is 

assessed through the presence of broader categories from the Theoretical Hierarchy of 

Development (What Is Fitness?, Page 8 (accessed April 2015) (“metabolic conditioning,” 

“gymnastics,” and “weightlifting and throwing”). 

General Physical Skills—This priority refers to the “Ten General Physical Skills” outlined 

in the CrossFit Level 1 Certificate Course (What Is Fitness?, Page 4 (accessed April 2015). 

For the CrossFit Preschool and Kids programming assessment tables, the listing of only 

the broad categories “organic,” “neurologic” and “combined” underlies the fact that 

physical skills are still being learned throughout these ages (these three categories are 

useful for classification purposes and programming perspective but are physiological 

adaptations that cannot be neatly divided in nature). Although the monitoring of specific 

skill components is not necessary for the younger classes, it is an aspect of CrossFit 

Teen programming that should be tracked to ensure a broad foundation is established 

through constant variance. 

WOD—Assessing WOD programming is only a priority for CrossFit Teen classes, and 

it is the only class that necessarily records the number of days each aspect is present. 

The high-level aspects monitored include: WOD scheme (“single modality” through a 

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“chipper”), task or time driven (“priority”), and WOD duration. The preponderance of 

WODs for CrossFit Teens will have three or fewer movements, be “task priority” and last 

less than 10 minutes. Generally speaking, the physiology of this age group makes its members 

well adapted for these types of activities (see references below). The programming 

variance within the CrossFit Teen classes is on par with that of CrossFit for adults. 

Teen physiology: 

1. Timmons, B. W., Bar-Or, O. & Riddell, M. C. Oxidation rate of exogenous 

carbohydrate during exercise is higher in boys than in men. J Appl Physiol 94, 

278–284 (2003). 

2. Riddell, M. C., Jamnik, V. K., Iscoe, K. E., Timmons, B. W. & Gledhill, N. Fat 

oxidation rate and the exercise intensity that elicits maximal fat oxidation 

decreases with pubertal status in young male subjects. J Appl Physiol 105, 

742–748 (2008). 

3. Riddell, M. C. The endocrine response and substrate utilization during exercise 

in children and adolescents. J Appl Physiol 105, 725–733 (2008). 

4. Aucouturier, J., Baker, J. S. & Duché, P. Fat and carbohydrate metabolism during 

submaximal exercise in children. Sports Med 38, 213–238 (2008). 

5. Dotan, R. et al. Child-adult differences in muscle activation—a review. Pediatric 

Exercise Science 24, 2–21 (2012). 

6. Ratel, S., Duché, P. & Williams, C. A. Muscle fatigue during high-intensity 

exercise in children. Sports Med 36, 1031–1065 (2006). 

7. Ratel, S., Lazaar, N., Williams, C. A., Bedu, M. & Duché, P. Age differences in 

human skeletal muscle fatigue during high-intensity intermittent exercise. Acta 

Paediatrica 92, 1248–1254 (2003). 

Opportunities—This priority encompasses the incorporation of programming that effects 

broad and long-term changes. For all age groups, this includes “vestibular work” and 

“impact loading.” The addition of movements that get the class in some orientation other 

than upright has benefits not only cognitively (see references below) but also with the 

“neurological” skills discussed above. Similarly, activities that result in the gross skeleton 

experiencing forces that may result in increased bone density (see references below) are 

also components of “organic” and “combined” skills. Beyond these specific movement 

prescriptions, the last aspect of this “opportunities” priority links everything together. 

It concerns the level with which the programming instills a connection between nutrition, 

exercise, being fit, fitness and health. Assessment of this priority is retrospective 

and occurs over a longer time frame. In the CrossFit Preschool class, the goal is to have 

programming and behavior lead to a “recognition” that these components are connected; 

for example, hearing an athlete say, “I used to be tired walking the dog at home, but now 

I can do it forever!” As an athlete’s time in the program increases, this should transition to 

an “appreciation,” referring to a more concrete establishment that one aspect may affect 

the others. For example, an athlete might relate energy level with eating certain types of 

food or macronutrients. CrossFit Teens programming should allow this age group to reach 

a deeper “understanding” behind the how and why. Therefore, the ultimate goal for teens 

is to provide them a knowledge base that allows them to independently adjust their own 

behaviors (and perhaps the behaviors of others) to accomplish self-established goals. 

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Vestibular: 

1. Smith, P. F. & Zheng, Y. From ear to uncertainty: vestibular contributions to 

cognitive function. Front Integr Neurosci 7, 84 (2013). 

2. Smith, P. F., Darlington, C. L. & Zheng, Y. Move it or lose it—is stimulation of 

the vestibular system necessary for normal spatial memory? Hippocampus 20, 

36–43 (2010). 

3. Franco, E. S. & Panhoca, I. Vestibular function in children underperforming at 

school. Braz J Otorhinolaryngol 74, 815–825 (2008). 

4. Smith, P. F., Zheng, Y., Horii, A. & Darlington, C. L. Does vestibular damage cause 

cognitive dysfunction in humans? J Vestib Res 15, 1–9 (2005). 

Bone density: 

1. Ishikawa, S., Kim, Y., Kang, M. & Morgan, D. W. Effects of weight-bearing exercise 

on bone health in girls: a meta-analysis. Sports Med (2013). 

2. Karlsson, M. K. & Rosengren, B. E. Training and bone—from health to injury. 

Scand J Med Sci Sports 22, e15–23 (2012). 

3. Chen, J.-H., Liu, C., You, L. & Simmons, C. A. Boning up on Wolff’s Law: 

mechanical regulation of the cells that make and maintain bone. J Biomech 43, 

108–118 (2010). 

4. MacKelvie, K. J., Khan, K. M. & McKay, H. A. Is there a critical period for bone 

response to weight-bearing exercise in children and adolescents? A systematic 

review. British Journal of Sports Medicine 36, 250–7; discussion 257 (2002). 

5. Skerry, T. M. Mechanical loading and bone: what sort of exercise is beneficial to 

the skeleton? Bone 20, 179–181 (1997). 

6. Weeks B. K., Beck B. R. Eight months of regular in-school jumping improves 

indices of bone strength in adolescent boys and girls: Results of the POWER PE 

study. Journal of Bone and Mineral Research 23: 1002–1011 (2008). 

With the number of CrossFit Kids programs running in scholastic environments, we feel 

an assessment of programming would be incomplete without considering the physical-education 

standards published by the National Association for Sport and Physical 

Education (NAPSE). NASPE is an association under the Society of Health and Physical 

Educators (SHAPE) America (formerly the American Alliance for Health, Physical Education, 

Recreation and Dance—AAHPERD). A significant number of states have legislation concerning 

PE class curriculums and outcomes based on NAPSE/SHAPE America guidance 

(accessed April 2015). Viewing programming from a relevant external standard may be 

an equally important exercise to maximize accomplishments. In addition to the three 

CrossFit-related tables, there are also three NASPE/SHAPE America-related tables for 

programming assessment (shown below). The NASPE/SHAPE America-related tables 

represent an overview of the topic headings presented in their publications (Goodway, 

2009) (Courturier, 2014) (accessed April 2015). It is highly recommended that you take the 

time to study these SHAPE America publications and any other related material to assist in 

understanding the meaning and context of the listed headings with respect to the skills 

the organization is looking to foster. 

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NASPE/SHAPE America-Related Guidelines Checklist (Preschool) 

Guideline 1 

Structured Activity 

At Least 60 Minutes 

Per Day 

Guideline 2 

Unstructured 

Activity 


Per Day 

Less Than 60 

Minutes of 

Sedentary Time 

Guideline 3 

Motor Skills 

Locomotor 

Manipulative 

Guideline 4 

Environment 

Indoor & Outdoor 

Safe 

Guideline 5 

Instructor 

Knowledge 

Understand 

Importance of 

Physical Activity 

Promote Good 

Movement 

Provide 

Opportunities for 


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

Standard 1 

Motor Skill 

Competency 

Locomotor Stability Manipulative 

Standard 2 

Application of Motor 

Skills 

Space, Pathways & 

Levels 

Speed, Direction & 

Force 

Body Alignment 

Strategies 

Standard 3 

Understands Health 

Effects 

Engages 

Fitness & Activity 

Knowledge 

Nutrition 

Program Planning 

Standard 4 

Behavior 

Personal 

Responsibility & 

Rules 

Feedback Cooperation Safety 

Standard 5 

Recognition of Value 

Health Challenge Enjoyment Social 

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

Standard 1 

Motor Skill 

Competency 

Standard 2 

Application of Motor 

Skills 

Dance Games & Sports Aquatics Individual- 

Performance & 

Fitness Activities 

Games & Sports Dance Skill Improvement 

Standard 3 


Effects 

Engages 


Knowledge 

Nutrition & Stress 

Management 


Standard 4 

Behavior 

Personal 


Rules 


Standard 5 



It is up to each CrossFit Kids Trainer (in CrossFit Kids affiliates and in schools) to bring 

about the “characteristics” discussed at the opening of the CrossFit Kids Trainer Course as 

well as those standards outlined by NAPSE/SHAPE America. Please remember the purpose 

of these tables is to assist you, as the trainer, in that endeavor, providing feedback on programming 

so that it may be adjusted to foster the best outcomes for children in all facets 

of their development. 

CITED SOURCES 

Couturier, L., Chepko, S., and Holt/Hale, S. (2014) National Standards and Grade 

Level Outcomes for K-12 Physical Education. Champaign, IL: Human Kinetics. 

ISBN-13: 978-1-4504-9626-1 

Goodway, J., Getchell, N., and Raynes, D. (2009) Active Start—A Statement of Physical 

Activity Guidelines for Children From Birth to Age 5. Sewickly, PA: AAHPERD Publications. 

ISBN: 978-0-88314-946-1 

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CLASS AGE GROUPS 

The information below includes approximate developmental milestones of children within 

the various CrossFit Kids classes; they are presented from the perspective of physical, 

emotional and cognitive skills. These milestones are meant to remind and orient a CrossFit 

Kids Trainer about whom they are instructing and to provide context for their expectations. 

Examples of equipment for each of the classes is provided as well, along with some 

suggested vendors. A reminder of the class structure and timelines is also included. 

Preschool (Approx. 3-5 years old) 

Relevant Developmental Milestones/Behaviors- 

Physical 

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

block tower, puzzle, dough, sand and water. 

• Holds crayon between thumb and first two fingers. 

• Bends elbows to catch a ball and trap it against chest. 

• Hops, skips, gallops, runs with ease. 

• Climbs and descends stairs (alternating feet). 

• Transfers weight forward to throw. 

• Climbs playground equipment with increasing agility. 

• Handedness develops. 

Emotional 

• Smiles at, shares and cooperates with peers. 

• Shows bouts of aggression with peers. 

• Engages in cooperative play with two or three peers. 

Cognitive 

• Talks to self during play—helps guide what s/he does. 

• Uses full sentences in conversation. 

• Begins to ask “why?” 

• Can draw simple shapes. 

• Tells imaginative stories. 

• Can do simple puzzles. 

Recommended Equipment (Vendors)- 

• Mats, padding 

0 amazon.com 

0 eSpecial Needs 

0 Dollamur Sports Surfaces 

• Cones 

0 S&S 

0 The Traffic Safety Store 

• Jump ropes 

• Hula hoops 

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Class Timelines- 

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

• Gator Skin balls 

0 S&S 

20 minutes total 

• Whiteboard (3 minutes) 

• Skill (3-5 minutes) 

• Warm-up (3 minutes) 

• WOD (3-5 minutes) 

• Game (mandatory) 

Kids (Approx. 5-12 years old) 


Physical 

• Intense activity may bring tiredness. 

• Children need around 10 hours of sleep each night. 

• Muscle coordination and control are uneven and incomplete in the early 

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

of middle childhood. 

• Small muscles develop rapidly, making playing musical instruments, 

hammering or building things more enjoyable. 

• Can balance on one foot for more than 10 seconds. 

• Jumps rope. 

• Can ride a bike. 

Emotional 

• Backtalk common. 

• Has friends and enemies that vary and are important. 

• Fewer outbursts. 

• Self-conscious. 

• To win, lead or be first is valued. 

• Children’s feelings get hurt easily. There are mood swings, and children 

often don’t know how to deal with failure. 

• Still very attached to and dependent on parents, but there is less need to 

be in direct physical contact with them. 

• More associative and cooperative play behaviors, better at taking turns. 

• Boys begin rough-and-tumble play. 

• Dependence on parents wanes throughout range. 

Cognitive 

• Memorizes facts. 

• Can fake emotions. 

• Progressively understands jokes, puns and metaphors. 

• Spatial awareness improves for strategizing game play. 

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• Is aware of time. 

• Improved concept of numbers. 


• Everything from the Preschool list, plus… 

• Higher things to jump on/off 

• Pull-up bars 

0 Rogue Fitness 

• Medicine balls (10-inch diameter) 

0 Rogue Fitness 

• Gymnastic rings (wood or plastic is preferable) 

• Dumbbells (dry-erase markers up to 10 lb.) 

• Kettlebells (up to 15-20 lb.) 


30-40 minutes total 

• Whiteboard (3-5 minutes) 

• Warm-up (3-5 minutes) 



• Game (mandatory) 

Teens (Approx. 12-17 years old) 


Physical 

• Similar to adults. 

Emotional 

• Begins to like competition. 

• May revolt against authority. 

• Interested in opposite sex. 

• Preoccupied with self. 

• Peer group and place in it become important. 

Cognitive 

• Able to arrange ideas and abstract concepts. 

• Likes to debate. 

• Learns more defined work habits. 

• Able to give reasons for their own choices, including about what is right 

or wrong. 


• Everything from the Preschool and Kids lists, plus… 

• Higher boxes or tires to jump on/off 

• Heavier dumbbells 

• Heavier kettlebells 

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• PVC (to mimic barbell) 

• Full-size and heavier medicine balls 

• Barbells (training weights through 45 lb.) 

• Bumper plates 

• Climbing ropes 

60 minutes total 

• Whiteboard (5 minutes) 

• Warm-up (3-5 minutes) 




• Stretching (5 minutes) 

• Study (10-15 minutes) 

(Vendor links were all accessed April 2015.) 

Information on milestones was selected from these sources (all accessed April 2015): 

CDC: Developmental Milestones 

CDC: Teenagers (15-17 years of age) 

healthy children.org: Ages and Stages 

Developmental Checklist 

Childhood Years ages six through twelve 

The Growing Child: School-Age (6 to 12 Years) 

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PROGRAMMING 


Below you will find two months of programming for each age group (Preschool, Kids and 

Teens, respectively). The programming should be followed in the order written; it will give 

your classes a simple, fun and effective broad base of experience and provide you as a 

coach an opportunity to assess individual/group abilities and needs. In contrast to what is 

recommended at the CrossFit Kids Trainer Course—where the programming emphasis is 

one or two skills for four to six weeks within the CrossFit Preschool and Kids classes—the 

programming here focuses on two skills each week in order to provide an example of 

programming displaying a greater variety of skills in a shorter time frame. 

Furthermore, once this two-month block is completed, the programming is designed to 

serve as a template facilitating the expansion of skill work into four-to-six-week blocks 

within your specific classes. For example, as written below, the Week 1 skill focus for 

CrossFit Preschool is squatting and jumping, and the Week 2 skill focus is deadlifting and 

hanging from the bar. When the two months have been completed as written, the Week 

1 focus (squatting and jumping) will become the focus for the first four to six weeks, and 

the Week 2 focus (deadlifting and hanging from the bar) will become the focus for the 

second four to six weeks, etc. The abilities of your specific populations will further inform 

your skill work in order to maximize enjoyment and improve quality of movement. 

Following each first two-week period of programming, two assessment tables are provided 

as an example of how to visualize what is being addressed for the programming 

priorities related to CrossFit Preschool, CrossFit Kids, CrossFit Teens and NASPE/SHAPE 

America-related. Please see How to Use This Document in the Introduction section for a 

detailed explanation of the content of these tables. Generally, cells: 

• highlighted in green represent priorities that are directly facilitated. 

• highlighted in yellow represent priorities that are indirectly addressed by or appear 

on a longer-term basis from the programming. 

• that are unhighlighted are components that are absent yet have the potential to be 

incorporated in future programming. 

The tables are presented for those in the scholastic setting to aid with compliance and 

achievement of state, district or school standards. They are also included for the CrossFit 

Kids affiliate audience as a mechanism to monitor and ensure that programming encompasses 

its full potential in terms of skills, knowledge, behaviors and fun for the most effective 

classes possible. We recommend assessing your own programming with these tables 

in two-week blocks. 

At the end of each week of programming, an extra component is included in order to 

promote “appreciation” and “knowledge” from within the CrossFit Kid and Teen “opportunity” 

priorities, as well as within Standard 3 from NAPSE/Shape America. CrossFit Kids have 

a “challenge,” while CrossFit Teens have a “quiz” as well as a monthly “test.” Within the 

CrossFit Kids affiliate audience, these questions serve as a guide concerning the types of 

information that may be used to educate, inspire and positively affect classes. For trainers 

in the scholastic setting, these questions are an example of how to more tangibly tie a 

grade to a student’s performance in class. The actual challenge, quiz and test questions 

can be found at the end of the Programming sections (pages 33-38). These knowledge 

assessments can be administered in whatever way best serves your purposes; for example, 

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

Lastly, you will note that the Games are left blank for the CrossFit Preschool and Kids programming. 

Games for these classes may be chosen from the extensive set in the following 

section (pages 38-75). As a tip, always plan for two separate games; even games must be 

changed if the children aren’t having fun, and fun is paramount! Plug in games you think 

will best suit your class, and you are ready to get started. 

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PRESCHOOL 

WEEK 1 

Skill focus: squats and jumps 

DAY 1 

Skill: 

W/Up: 

WOD: 

Jack in the box: wind up the jack in the box by slowing squatting 

down and then “sproing!” out, jumping as high as you can. 

Move around the cones and FREEZE! 

AMRAP in a given time of: 

3 squats 

5 meters (m) of crab walk 

3 tuck jumps 

5 m of bear crawl 

Game: 

DAY 2 

Skill: 

W/Up: 

WOD: 

Squat: knees in to knees out. 

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

5-4-3-2-1 reps of: 

squats 

push-ups 

Game: 

DAY 3 

Skill: 

W/Up: 

WOD: 

London bridge: Facing each other in a partial squat, two players put 

palms together to make a bridge for the other players to duck-walk 

through. Players take turns being the bridge. 

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

hops, skip to the beginning. 


5 squats 

5 stink bug to plank 

5 m of log roll 

Game: 

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WEEK 2 

Skill focus: deadlifts and hanging from a bar 

DAY 1 

Skill: 

W/Up: 

WOD: 

Deadlift, hips to box. 

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

“Switch!” is called, players cross to the other side in a trainer-designated 

locomotor pattern. 


3 deadlifts, hips to box 

jump up and over box 

3 hanging knee-ups 

Game: 

DAY 2 

Skill: 

W/Up: 

WOD: 

Combined deadlift and underhand dodgeball pass. 

Freeze tag. 


3 deadlifts 

3 push-ups 

3 tuck-jumps 

Game: 

DAY 3 

Skill: 

W/Up: 

WOD: 

Squat, shifting weight toes to heels. 

Frisbee toss. 


3 deadlifts with heel balance (feet on plate or rubber square with toes 

slightly off the edge) 

5 m of bunny hop 

2 monkey hangs each side 

Game: 

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Movements 

Squat 

Front Squat 


Deadlift 

SDHP 


Progressions 


Manipulation 

General Physical 

Skills 

Organic Neurological Combined 



Guideline 1 



Per Day 

Guideline 2 

Unstructured 

Activity 


Per Day 

Less Than 60 

Minutes of 


Guideline 3 

Motor Skills 

Locomotor 

Manipulative 

Guideline 4 

Environment 


Safe 

Guideline 5 

Instructor 

Knowledge 

Understand 

Importance of 


Promote Good 

Movement 

Provide 

Opportunities For 


Key to Cell Color 

green represent priorities that are directly facilitated 

yellow represent priorities that are indirectly addressed by or appear on a longer-term basis from the programming 

unhighlighted are components that are absent yet have the potential to be incorporated in future programming. 

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WEEK 3 

Skill focus: presses and push-ups 

DAY 1 

Skill: 

W/Up: 

WOD: 

Plank games. 

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


1 push-up 

roving plank over 3 plates 

3 box jumps 

3 hanging knee-ups 

Game: 

DAY 2 

Skill: 

W/Up: 

WOD: 

Shoulder press. 

Musical movements: When the music is on, move. When the music 

stops, Freeze! 


3 shoulder presses 

6 rope jumps 

1 shuttle run 

Game: 

DAY 3 

Skill: 

W/Up: 

WOD: 

T push-ups. 

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


5 m of crab walk 

jump over the hurdle 

2 push-ups 

Game: 

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WEEK 4 

Skill focus: tumbling and gymnastics 

DAY 1 

Skill: 

W/Up: 

WOD: 

Forward roll. 

Animal-movement relays to cone and back. 


1 forward roll 

hop through agility ladder 


Game: 

DAY 2 

Skill: 

W/Up: 

WOD: 

Stink bugs. 

3 rounds of: 5 jumping jacks, 3 burpees. 


4 plank to stink bugs 

5 m of frog hops 

4 squats 

Game: 

DAY 3 

Skill: 

W/Up: 

WOD: 

Cartwheels 

Players run around a circle of cones. When “Freeze!” is called, they go 

to the designated location and perform 3 reps of a given movement. 


1 cartwheel 

3 side shuffles on bar each way 

6 line hops 

Game: 

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WEEK 5 

Skill focus: squats and presses 

DAY 1 

Skill: 

W/Up: 

WOD: 

Squat (super-slow squat). 

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


5 m crawl 

rope swing 

5 m crawl 

climb tall box 

3 squats on the box 

run back to the start 

Game: 

DAY 2 

Skill: 

W/Up: 

WOD: 

Press 

Roving plank races/running races/plank hold 



run 5 m 

5 box jumps 

run 5 m 

Game: 

DAY 3 

Skill: 

W/Up: 

WOD: 

Thruster 

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


5 thrusters 


5 jumping jacks 


Game: 

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WEEK 6 

Skill focus: deadlifts and planks 

DAY 1 

Skill: 

W/Up: 

WOD: 

Deadlift 

Animal-movement relays to cone and back. 


Monkey-bar hangs 

5 m of angry-gorilla walk 

5 squats 

5 m of angry-gorilla walk 

monkey-bar hangs 

Game: 

DAY 2 

Skill: 

W/Up: 

WOD: 

Plank, front squat. 

Freeze tag. 


3 burpees 


3 front squats 


Game: 

DAY 3 

Skill: 

W/Up: 

WOD: 

Deadlift, plank. 

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


30 seconds of running 

30 seconds of burpees 

30 seconds of running 

30 seconds of plank 

Game: 

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WEEK 7 

Skill focus: presses and sumo deadlift high pull 

DAY 1 

Skill: 

W/Up: 

WOD: 

Push press. 

Obstacle course and dodgeball kick. 


5 push presses 

5 jumps 

5 burpees 

forward roll 

Game: 

DAY 2 

Skill: 

W/Up: 

WOD: 

Monkey hang, deadlift. 

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

Repeat 8 rounds of: 

10 seconds of monkey hang 

20 seconds of squatting 

10 seconds of plank hold 

20 seconds of rest 

Game: 

DAY 3 

Skill: 

W/Up: 

WOD: 

Sumo deadlift high pull 

Animal-movement relay to cone and back with 3 burpees before 

each player starts. 


5 sumo deadlift high pulls 


5 squats 


Game: 

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WEEK 8 

Skill focus: squats and pull-ups 

DAY 1 

Skill: 

W/Up: 

WOD: 

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

CrossFit Kids baseball. 



box jump-over 

skip 5 m 

run back to the squats line 

Game: 

DAY 2 

Skill: 

W/Up: 

WOD: 

Plank, bar hang. 

Tabata jump around and catch a trainer-tossed Frisbee. 


5 squats 

5 m of roving plank 

5 sit-ups 


Game: 

DAY 3 

Skill: 

W/Up: 

WOD: 

Pull-up from knees. 

Finding Nemo (hide pictures of fish around the gym; retrieve each 

one and do a burpee). 


5 m of cone shuffle 

5 m of running 





sprint back 

Game: 

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KIDS 

WEEK 1 

Skill focus: squats and box jumps 

DAY 1 

W/Up: 3 rounds of: 5 broad jumps, 10 m of bear crawl, 10 lunge steps, 5 

donkey kicks, agility ladder, dodgeball catch. 

Skill: 

WOD: 

Squat—knees out to PVC. 


5 squats on top of the box 


10 kettlebell swings 

Game: 

DAY 2 

W/Up: 

Skill: 

WOD: 

3 rounds of: 2 forward rolls, 10 m of frog hop, 10 m of backpedal, 10 m 

of hurdles, 5 push-ups. 

Squat—heel-balance drill. Stand with toes hanging off a plate and 

attempt to perform a squat without letting toes touch the ground. 

AMRAP in a given amount of time of: 

Cross the squares by doing 1 heel-balance squat on each one. If your 

toes touch the ground, head back to the beginning, do 3 burpees, 

and try again.Once you make it across, do 3 toes-to-bars and run 10 m 

back to the start. 

Game: 

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DAY 3 

W/Up: 

Skill: 

WOD: 

2 rounds reverse Tabata (10 seconds on, 20 seconds of rest) of: plank, 

push-ups, hollow holds, sit-ups. 

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

out.) 




7 box jumps 

side-shuffle back 

Game: 

DAY 4 

W/Up: 

Skill: 

WOD: 

“Switch” drill—each time the trainer calls “switch,” transition between 

the following movement pairings: Round 1: crab walk and bear crawl; 

Round 2: lunge walk and high-knee skip. 

Front squat—“Front-Rack Reverse Limbo”: the limbo stick functions as 

a trainer shelf. Each time athletes get to the front of the line, the PVC 

shelf gets higher; athletes must keep elbows above the shelf. 

10-9-8-7-6-5-4-3-2-1 reps of: 

front squats 

push-ups 

Game: 

WEEK 1 CHALLENGE: (SEE PAGE 54) 

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WEEK 2 

Skill focus: deadlifts and pull-ups 

DAY 1 

W/Up: 

Skill: 

WOD: 

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

and catch the football. 

Pull-up—suspended shrugs. 


4 monkey hangs 

8 deadlifts 

12 lateral hops 

Game: 

DAY 2 

W/Up: 

Skill: 

WOD: 

Alternating Tabata: squats and donkey kicks. 

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


3 pull-ups 


9 single-unders 

Game: 

DAY 3 

W/Up: 

Skill: 

WOD: 

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

movement to do. 

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


5 deadifits 

3 pull-ups 

1 cartwheel 

Game: 

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DAY 4 

W/Up: 

Skill: 

WOD: 

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

jacks, etc.). 

Deadlift—good mornings. 


1 kettlebell deadlift 

1 burpee 

run 100 m 

Add a repetition to each movement after each completed 100-m run. 

Game: 


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Squat 

Front Squat 


Thruster 

Push Press 

Deadlift 

SDHP 

HPC 


Progressions 


Coordination 


Skills 



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

Standard 1 

Motor Skill 

Competency 


Standard 2 

Application Of Motor 

Skills 

Space, Pathways & 

Levels 

Speed, Direction & 

Force 


Strategies 

Standard 3 


Effects 

Engages 


Knowledge 

Nutrition 


Standard 4 

Behavior 

Personal 

Responsibility & Rules 


Standard 5 



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WEEK 3 

Skill focus: presses and push-ups 

DAY 1 

W/Up: 

Skill: 

WOD: 

Players run around a circle of cones in the middle of the room. When 

“freeze!” is called, a location in the room is yelled out along with a 

certain number of reps of a movement to be performed there. Players 

go to the designated place, complete the reps, and then return to 

running in a circle. 

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

moving. 


10 lunge steps 


10 sit-ups 

Game: 

DAY 2 

W/Up: 

Skill: 

WOD: 

CrossFit Kids baseball: forward roll, bear-crawl to first base, lungewalk 

to second base, roving-plank to third base, grapevine to home 

base and throw a dodgeball into a tire. 

Push press—wall drill: facing a wall, perform push presses with 

elbows slightly touching the wall. 

3 rounds of: 

7 dumbbell hanging power cleans 

3 box jump up and overs (12 in. or less) 


10 m backpedal 

Game: 

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DAY 3 

W/Up: 

Skill: 

WOD: 

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

Thrusters—4 to a 3-step sequence. 

In teams of 4, complete 3 rounds of 30 seconds each of: 

rowing 

T push-ups 

thrusters 

pull-ups 

Rest 1 minute between rounds. 

Game: 

DAY 4 

W/Up: 

Skill: 

WOD: 

3 rounds of: 10 m of broad jump, 10 m of bear crawl, 10 m of grapevine 

(right), grapevine (left), 1 skin-the-cat, Frisbee catch. 

Push-up—plank games 


3 push-ups 

5 box jumps 


Game: 


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WEEK 4 

Skill focus: gymnastics and tumbling 

DAY 1 

W/Up: 

Skill: 

WOD: 

“4 Station relay”: divide kids behind one of four cones positioned in a 

diamond shape. Start a baton at opposite ends of the diamond. Each 

player runs the baton to the next cone and then lines up behind that 

cone. Play resets when one baton catches the other. 

Slow-motion forward roll. 


2 forward rolls 

4 burpees 


8 lateral hops 

Game: 

DAY 2 

W/Up: 3 rounds of: 20 seconds of jump rope, 20 seconds of squat thrusts, 20 

seconds of sit-ups. 

Skill: 

WOD: 

Cartwheels—”X marks the spot”: mark Xs on the floor where hand 

and feet contact. 

Partner AMRAP in a given time—one partner holds plank position 

while the other completes the following: 

3 cartwheels 

10 lunge steps 

Partners switch positions and repeat. 

Game: 

DAY 3 

W/Up: 

Skill: 

WOD: 

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

Handstands and wall-ups. 


1 wall-up 

10 m of frog hop 

3 wall-ball shots 

Game: 

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DAY 4 

W/Up: 

Skill: 

WOD: 

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

Frisbee. 

Stinkbug-walk around the box—in a stinkbug position with toes on 

box, walk hands 180 degrees around the box and then reverse directions 

back to starting point. 


7 deadlifts 

5 m of inverted roving plank 

3 pull-ups 

Game: 


WEEK 5 

Skill focus: squats and presses 

DAY 1 

W/Up: 

Skill: 

WOD: 

Dot drill. 

Air squat. 


5 push-ups 

10 air squats 


Game: 

DAY 2 

W/Up: 

Skill: 

WOD: 

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

hops. 

Front squat. 

Tabata mash-up (20 seconds on, 10 seconds off, alternating intervals 

of each couplet): 

front squats/push-ups 

Supermans/burpees 

Game: 

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DAY 3 

W/Up: 

Skill: 

WOD: 

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

jumping jack. 

Press. 



10 box jumps 

50 m run 

Game: 

DAY 4 

W/Up: 

Skill: 

WOD: 

Game: 

Obstacle course with a dodgeball catch. 

Thruster. 


10 thrusters 


10 burpees 


WEEK 6 

Skill focus: deadlifts and jump rope 

DAY 1 

W/Up: 

Skill: 

WOD: 

Game: 

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

Push-press and jump-rope work. 



10 sit-ups 

20 single-unders 

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DAY 2 

W/Up: 

Skill: 

WOD: 

Game: 

2 burpees, agility ladder, super-slow squat. 

Kettlebell deadlift, double-under. 

1-min. station rotation with 1-min. rest between rounds of: 

jump rope 

deadlift 

box jump 

DAY 3 

W/Up: 

Skill: 

WOD: 

Game: 

Catch-throw-catch: With kids in a horseshoe-shaped line, the coach 

throws a ball and the athletes catch and throw it back. If the catch is 

missed, the athlete does 3 squats and jumps back into the game. 

Sumo deadlift. 

3 rounds of: 

7 sumo deadlifts 

lunge 5 m to box 

7 box jumps 

backward lunge to start 

DAY 4 

W/Up: 

Skill: 

WOD: 

Game: 

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

Deadlift. 


1 cartwheel 

5 deadlifts 

10 jump-rope skips 

15 jumping jacks 


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WEEK 7 

Skill focus: hanging power clean and wall ball 

DAY 1 

W/Up: 

Skill: 

WOD: 

Game: 

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

jumps. 

Hanging power clean, sumo deadlift high pull. 



10 sit-ups 

10 shuttle sprints 

DAY 2 

W/Up: 

Skill: 

WOD: 

Stop on 25: class performs synchronized jumping jacks with the 

teacher counting for the first 15 reps. Then the class will attempt to 

continue without talking to 25 and stop at the exact same time. 

Hanging power clean, wall-ball work. 


7 hanging power cleans 

10 mountain climbers 

7 front squats with wall ball 

10 mountain climbers 

Game: 

DAY 3 

W/Up: 

Skill: 

WOD: 

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

sprint. 

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



5 push-ups 

5 seconds T-plank hold right 

5 second T-plank hold left 

Game: 

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DAY 4 

W/Up: 

Skill: 

WOD: 

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

PVC pipe.) 

Pull-up, monkey hang. 



carioca to the pull-up bar 

6 monkey hangs 

carioca back 

Game: 


WEEK 8 

Skill focus: planks and handstands 

DAY 1 

W/Up: 

Skill: 

WOD: 

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

Hollow rock/superman, stink bug. 


5 burpees 

5 shuttle sprints 

5 donkey kicks 

Game: 

DAY 2 

W/Up: 

Skill: 

WOD: 

Dodgeball. 

Plank, stink-bug push-ups. 



10 box jumps 

10 squats 

5 m of roving plank back 

2 cartwheels 

Game: 

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DAY 3 

W/Up: 

Skill: 

WOD: 

Simon says. 

Rolling, box kick-up. 


5 m of log roll 

7 push-ups 



Run back to start 

Game: 

DAY 4 

W/Up: 

Skill: 

WOD: 

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

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


5 bucking broncos 

10 m shuttle run 

5 frog jumps 


5 stinkbugs 


Game: 


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TEENS 

WEEK 1 

DAY 1 

W/Up: 

Skill: 

WOD: 

Skill: 

AMRAP at a warm-up pace for 7 minutes of: 5 sit-ups, 10 m of lunge 

walk, 5 plank-ups, 10 m of bear crawl, 5 tuck jumps, 3 forward rolls, 5 

burpees, 10 m of broad jumps. 

Air squat. 

10 rounds for time of: 

9 squats 

6 push-ups 

Max double-unders in 2 minutes, max monkey hangs—2 attempts for 

reps and time. 

DAY 2 

W/Up: 

Skill: 

WOD: 

Skill: 

Jog 100 m forward and 100 m backward, then 2 rounds (30 seconds 

each) of: push-ups, squats, tuck jumps, Supermans. 

Deadlift. 

AMRAP in 10 minutes of: 

12 deadlifts 

13 burpee box jumps 


Burgener warm-up with PVC, then 10 minutes to work up to a 5-repmax 

hanging power snatch. 

DAY 3 

W/Up: 

Skill: 

WOD: 

Skill: 

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

touches. 

Pull-up. 

12-9-6-9-12 reps for time of: 

pull-ups 

dumbbell shoulder presses 

Row for 2,000 m as a team of two. Meters on the row only count 

when a partner is in the handstand position. 

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DAY 4 

W/Up: 

Skill: 

WOD: 

Skill: 

Agility drills at a warm-up pace: high-knees run, fanny whackers, 

lunge walk, backward lunge walk, side shuffle left/right, Spider-man 

stretch, inchworm, carioca left/right, broad jump, cartwheels. 

Hanging power snatch. 

EMOM for 8 minutes of: 

4 hanging power snatches 

1 shuttle run 

10 seated muscle-up transition drills 

3 sets of max dips 

WEEK 1 QUIZ: (SEE PAGE 57) 

WEEK 2 

DAY 1 

W/Up: 

Skill: 

WOD: 

Skill: 

Row 250 m, then 10 reps each of: kettlebell deadlifts, side-to-side 

hops, kipping swings and squats. 

Repeat two times. 

Press 


2 presses 

4 pull-ups 

6 box jumps 

Rest 1 minute, 3 rounds total 

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

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DAY 2 

W/Up: 

Skill: 

WOD: 

Skill: 

At a jogging pace: 10 sit-ups, 10 m of inchworm, 10 jumping squats, 

10 m of bear-crawl, 10 burpees, 10 m of broad jumps, 10 dumbbell 

presses, 10 m of forward rolls. 

Front squats 

For time: 


8 wall-ups 


6 wall-ups 


4 wall-ups 


2 wall-ups 

Partner band-resisted sprints, 40 m x 6 each 

DAY 3 

W/Up: 

Skill: 

WOD: 

Skill: 

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

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


5 power cleans 

200-m run 

Handstand skills and drills 

DAY 4 

W/Up: 

Skill: 

WOD: 

Skill: 

AMRAP at a warm-up pace in 5 minutes of: 50-m jog, 10 squats, 15 m 

of lunge walk, 5 burpees, 15 m of bear crawl, 10 hollow rocks. 

Kettlebell swing. 

Alternating 8 minutes Tabata of: 

kettlebell swings 

bear-crawl 10 m 

wall-ball shots 

broad-jump 10 m 

One partner performs a 25 m sled push (down and back) while 

the second partner performs double-unders—3 rounds for max 

double-unders. 


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CrossFit Teens Priorities Checklist 

Enjoyment Engaging Challenging Competitive 


Monostructural 

Metabolic 

Conditioning 

Gymnastics 

Movements 

Weightlifting & 

Throwing 


Skills 

Endurance 

Strength 

Stamina 

Flexibility 

Coordination 

Accuracy 

Agility 

Balance 

Power 

Speed 

WODs 

Single Modality-0 

Couplet-5 

Triplet-3 

Chipper-0 

Task Priority-4 

Time Priority-4 

Time Domain 

15 min.-0 

Opportunities Vestibular Work Impact Loading Knowledge 

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

Standard 1 

Motor Skill 

Competency 

Standard 2 


Skills 

Dance Games & Sports Aquatics Individual- 

Performance & 

Fitness Activities 

Games & Sports Dance Skill Improvement 

Standard 3 


Effects 

Engages 


Knowledge 

Nutrition & Stress 

Management 


Standard 4 

Behavior 

Personal 


Rules 


Standard 5 



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WEEK 3 

DAY 1 

W/Up: 

Skill: 

WOD: 

Skill: 

AMRAP at a warm-up pace for 5 minutes of: agility ladder, 5 pushups, 

backward lunge steps for 10 m, 10 squats, cartwheels for 10 m, 

10 knees-to-elbows, burpee broad jumps for 10 m, 10 light Russian 

kettlebell swings. 

Thrusters. 

21-15-9 reps of: 

thrusters 

pull-ups 

As many rounds as possible in 8 minutes 

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

DAY 2 

W/Up: 

Skill: 

WOD: 

Skill: 

Mixed Tabata: PVC-pipe overhead squats, hollow rocks, side-to-side 

hops, dumbbell shoulder shrugs. 

Sumo deadlift high pulls. 

10-9-8-7-6-5-4-3-2-1 reps for time of: 

sumo deadlift high pulls 

burpees 

double-unders 

Rope climbs 

DAY 3 

W/Up: 

Skill: 

WOD: 

Skill: 

As many rounds as possible at a warm-up pace of: 7 air thrusters, 

one-legged (left leg) broad jumps for 15 m, 7 toes-to-bars, straddle 

stretch for 15 m (left-leg lead), 7 star jumps, one-legged (right leg) 

broad jumps for 15 m, 3 wall-ups, straddle stretch (right-leg lead) for 

15 m. 

Push press. 

Every minute for 12 minutes, perform 1 rep of each movement, 

adding a rep to each movement every minute: 

push press 

kettlebell swing 

Max-height box jump 

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PROGRAMMING 


DAY 4 

W/Up: 

Skill: 

WOD: 

Skill: 

Mixed Tabata of: see-saw squats, AbMat sit-ups, dumbbell push 

presses, jumping lunges. 

Overhead squats. 


7 overhead squats 

run 100 m 

5 deadlifts 

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


WEEK 4 

DAY 1 

W/Up: 

Skill: 

WOD: 

Skill: 

AMRAP in 5 minutes at warm-up pace of: 5 V-ups, agility-ladder drills, 

10 grasshoppers, 10 m of inchworms, 10 bandy good mornings, 10 m 

of broad jumps, 10 squat jumps, 10 m of cartwheels. 

Medicine-ball cleans. 

100 medicine-ball cleans for time 

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

DAY 2 

W/Up: 

Skill: 

WOD: 

Skill: 

Jog 400 m, then 2 rounds at a jogging pace of: 10 push-ups, 10 sideto-side 

hops, 10 toes-to-bars, 10 light Russian kettlebell swings. 

Push jerk. 

21-15-9 reps for time of: 

dumbbell push jerks 

double-unders 

box jump-overs 

3 rounds of partner L-sit vs. row for meters (rowing stops when partner 

comes down from the L-sit). 

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PROGRAMMING 


DAY 3 

W/Up: 

Skill: 

WOD: 

Skill: 

Mixed Tabata: air squats, banded good mornings, sit-ups, box jumps. 

Then hold a plank for 1 minute. 

Pistols. 


4 pistols 


12 sit-ups 

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

DAY 4 

W/Up: 

Skill: 

WOD: 

Skill: 

2 rounds at a jog pace, 1 minute on each: plank, super-slow squats, 

super-slow push-ups, box jumps. 

Power snatch. 


run 400 m 

7 power snatches 

7 handstand push-ups 

Muscle-ups 

WEEK 4 TEST: (SEE PAGE 58) 

WEEK 5 

DAY 1 

W/Up: 5 minutes at a jogging pace of: 5 wall squats, 10 m of high knees, 5 

kettlebell goblet squats, 10 m of bear crawl. 

Skill: 

WOD: 

Skill: 

Air squat. 


500 m row 

40 air squats 

30 sit-ups 

20 push-ups 

10 pull-ups 

Double-unders (for time) 5-10-15-20-25-30-25-20-15-10-5 (these 

should be unbroken sets with a brief pause between sets). 

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PROGRAMMING 


DAY 2 

W/Up: 

Skill: 

WOD: 

Skill: 

AMRAP in 7 minutes at a jogging pace of: monkey-bar traverse, handstand 

forward roll, handstand walk, 200 m jog. 

Front squat. 


front squats 

kettlebell swings 

burpees 

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

DAY 3 

W/Up: 

Skill: 

WOD: 

Skill: 

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

jumps. 

Overhead squat. 


500 m row 

15 overhead squats 

3 sets for max reps of toes-to-bars 

DAY 4 

W/Up: 

Skill: 

WOD: 

Skill: 

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

Press. 

10-9-8-7-6-5-4-3-2-1 reps for time of: 

shoulder presses 

high box jumps 

Kipping and butterfly pull-up work. If technique is solid, get a max 

set. If not, work on the pull-up progression. 


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PROGRAMMING 


WEEK 6 

DAY 1 

W/Up: 

Skill: 

WOD: 

Skill: 

10 minutes of relay races of: banded sprint, sprint, bear crawl, crab 

walk, broad jump. 

Push press. 


10 pull-ups 


30 box jumps 

40-calorie row 

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

DAY 2 

W/Up: 

Skill: 

WOD: 

Skill: 

CrossFit Baseball: 1 forward roll, lunge to first base, 5 air thrusters, 

backward lunge to second base, 5 handstand push-ups, lunge to 

third base, 5 toes-to-bars, backward lunge to home plate, 5 lateral 

jumps. 

Front squat, shoulder-width push press, thruster. 


thrusters 

pull-ups 

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

Supermans. 

DAY 3 

W/Up: 

Skill: 

WOD: 

Skill: 

6 minutes at a jogging pace of: partner sled-drag relay for 800 m 

(switch every 30 seconds). 

Push jerk. 


5 push jerks 

10 burpees 

Ring dips, working on kipping efficiency. 

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PROGRAMMING 


DAY 4 

W/Up: 3 rounds at a jogging pace of: 10 mountain climbers, run 10 m, 10 

push-ups, run 10 m, 10 PVC good mornings, 10 PVC shoulder passthroughs, 

10 PVC overhead squats. 

Skill: 

WOD: 

Skill: 

Deadlift. 

21-15-9 reps of: 

deadlifts 

box jumps 

Every minute on the minute: 5 burpees 

800 m timed sprint 


WEEK 7 

DAY 1 

W/Up: 

Skill: 

WOD: 

Skill: 

For 5 minutes at a jogging pace in 15 m increments: walking lunge, 

front-rack walking lunge, back-rack walking lunge, overhead walking 

lunge. 

Sumo deadlift high pull. 

Five 4-minute rounds, 1 minute on each exercise, for reps of: 

push presses 

wall-ball shots 

box jumps 

sumo deadlift high pulls 

rowing 

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

knees-to-elbows, 20 GHD sit-ups. 

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PROGRAMMING 


DAY 2 

W/Up: 

Skill: 

WOD: 

Skill: 

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

thrusters. 

Sumo deadlift. 

8-round Tabata for each of: 

sumo deadlift 

thruster 

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

rest between sets). 

DAY 3 

W/Up: 

Skill: 

WOD: 

Skill: 

Dumbbell complex—7 reps of each for 3 rounds at a jogging pace of: 

dumbbell deadlift, dumbbell clean, dumbbell front squat, dumbbell 

push press. 

Medicine-ball clean. 


7 medicine-ball cleans 

7 slam balls 

7 burpees 

Wall-ball shots. 

DAY 4 

W/Up: 

Skill: 

WOD: 

Skill: 

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

cone drills. 

Hanging power clean. 



25 toes-to-bars 

75 double-unders 

25 hanging power cleans 

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

sets. 


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PROGRAMMING 


WEEK 8 

DAY 1 

W/Up: 

Skill: 

WOD: 

Skill: 

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

Hanging power snatch. 


10 deadlifts 

10 hanging power snatches 

10 GHD sit-ups 

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

DAY 2 

W/Up: 

Skill: 

WOD: 

Skill: 

50-calorie row. 

Clean and jerk. 


10-calorie row 

12 knees-to-elbows 

15 clean and jerks 

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

max distance. 

DAY 3 

W/Up: 

Skill: 

WOD: 

Skill: 

Jog 800 m, then Burgener warm-up. 

Snatch. 


30 double-unders 

15 snatches 

Bar muscle-up 

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PROGRAMMING 


DAY 4 

W/Up: 3 rounds at a jogging pace of: 15 wall squats, 5 m of roving plank, 15 

burpees, 5 m of bear crawl. 

Skill: 

WOD: 

Skill: 

Back squat. 

3 rounds for reps of: 

2 minutes of back squats 

Rest 2 minutes 

Increase weight between each set 

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

WEEK 8 TEST: (SEE PAGE 61) 

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KNOWLEDGE ASSESSMENTS 


KIDS 

Week 1 Challenge 

1. What is the start position for the squat? 

2. Where do we go to in the squat (what is the bottom position)? 

3. Where do we finish a squat? 

4. Where are the knees pointed in the bottom of a squat? 

5. Where do we point lasers on a squat to make it a front squat? 

6. Do we want weight on the heels or the toes during a squat? 

7. Where do the toes point during a squat? 

8. Where is a box-jump rep complete: standing tall on the box or jumping off of it? 

9. Where do the knees point when they bend in a box jump? 

10. What is the difference between a broad jump and a box jump? 


1. What is the start position for the kettlebell deadlift (what is the top position)? 

2. Where do we go to in the kettlebell deadlift (what is the bottom position)? 

3. What is the finish position for a kettlebell deadlift (what is the top position)? 

4. Should the back be rounded or straight when we pick up weight? 

5. Where do the knees point in the bottom of a deadlift? 

6. Are the arms straight or bent in a deadlift? 

7. Are thumbs wrapped around the bar or on top of the bar for pull-ups? 

8. Where is the starting position for the pull-up (bottom position)? 

9. Where do we go in the pull-up (top position)? 

10. Where is the finish position for the pull-up (bottom position)? 


1. What is the start position for the shoulder press? 

2. Where do we go to in the shoulder press (what is the top position)? 

3. Where do we finish in the shoulder press? 

4. Do we bend the legs during the shoulder press? 

5. What is the start position for the push press? 

6. Where do we go in the push press (what is the top position)? 

7. Where do we finish in the push press? 

8. Do the legs bend in a push press? 

9. Is the body straight like a piece of wood in the plank or is it saggy? 

10. Where do we go to in a push-up (what is the bottom position)? 

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1. Is the head supposed to touch the ground in a forward roll? 

2. After the hands, what is the first part of the body that is supposed to touch the 

ground in a forward roll? 

3. Do we tuck the chin to the chest in a forward roll or keep the head straight? 

4. Is the body straight or bent in a cartwheel? 

5. Are the feet high or low during a cartwheel? 

6. How is a stink-bug position different than a plank? 

7. Is the back rounded or straight in a kettlebell swing? 

8. What is supposed to move the weight in a kettlebell swing: hips or shoulders? 

9. Is a wall-ball shot more like a deadlift or a front squat in the bottom position? 

10. Do we want to catch a wall-ball shot standing tall with long arms or bent over with 

short arms? 


1. What is the start position for the squat? 

2. Where do we go to in the squat (what is the bottom position)? 

3. Where do we finish a squat? 

4. Where are the knees pointed in the bottom of a squat? 

5. Where do we point lasers on a squat to make it a front squat? 

6. What is the start position for the shoulder press? 

7. Where do we go to in the shoulder press (what is the top position)? 

8. Where do we finish in the shoulder press? 

9. Do we bend the legs during the shoulder press? 

10. Is a thruster a combination of a squat and a shoulder press or a deadlift and a 

shoulder press? 


1. What is the start position for the kettlebell deadlift (what is the top position)? 

2. Where do we go to in the kettlebell deadlift (what is the bottom position)? 

3. What is the finish position for a kettlebell deadlift (what is the top position)? 

4. Should the back be rounded or “straight” when we pick up weight? 

5. Where do the knees point in the bottom of a deadlift? 

6. How many times does a jump rope go under the feet in a single-under? 

7. How many times does a jump rope go under the feet in a double-under? 

8. What happens first in a push press: hips and knees bend or arms straighten? 

9. In which movement do the hips go lower: push press or thruster? 

10. Where do the shoulder press, thruster and push press go to (what is the top position 

of all three?). 

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1. Where does the object start in a hanging power clean? 

2. Where does the object go to in a hanging power clean? 

3. Should the object be close to the body in a hanging power clean or far away 

from the body? 

4. Do you want the hips or the shoulders to move the object in a hanging power clean? 

5. Which movement is the bottom of the wall-ball shot most like: front squat or 

push press? 

6. Do we want to catch a wall-ball shot standing tall with long arms or bent over with 

short arms? 

7. Is it important to accurately hit the target with the ball in a wall-ball shot? 

8. Should your elbows touch your knees when squatting with the wall ball? 

9. Where do the knees point in the bottom of a wall-ball shot? 

10. Is the back rounded or straight in a wall-ball shot? 


1. What direction is the stomach facing during a Superman position on the ground? 

2. What direction is the stomach facing during a hollow position on the ground? 

3. Is the body straight like a piece of wood in the plank, or is it saggy? 

4. Where do we go to in a push-up (what is the bottom position)? 

5. Is the head supposed to touch the ground in a forward roll? 

6. After the hands, what is the first part of the body that is supposed to touch the 

ground in a forward roll? 

7. Do we tuck the chin to the chest in a forward roll or keep the head straight? 

8. In which movement are the hips higher: plank or stink bug? 

9. What is the bottom of the stink-bug push-up (where is the head in relation 

to the hands)? 

10. What are the two things touching the wall during a wall-up? 

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TEENS 

Week 1 Quiz 

1. What are the L1 five points of performance for the squat? 

2. What dictates the angle of the toes in the squat? 

3. What is the standard width of the heels in a squat, and what dictates the 

specific width? 

4. Describe a method of organizing your body before attempting a squat, and explain 

why it is used. 

5. What is the primary purpose of the abdominal muscles relative to functional 

movements? 

6. What are the five L1 points of performance for the deadlift? 

7. What are the general stance width and grip width in the conventional deadlift, and 

what dictates the specific width of each? 

8. What is the difference between a conventional and sumo deadlift? 

9. Describe and explain how the body and bar move in relation to each other and the 

ground in a properly executed deadlift. 

10. Describe and explain what dictates the angle about the knee and hip in the set-up 

position of a conventional deadlift. 

Week 2 Quiz 

1. What foundational movement most closely resembles proper rowing technique? 

2. Describe and explain the action of the body in relation to the rowing machine and 

handle in proper rowing technique. 

3. What are the five L1 points of performance for the shoulder press? 

4. Describe the standard grip width for the shoulder press, and explain what specifically 

dictates individual grip width. 

5. Describe and explain the action of the bar in relation to the body, and the body in 

relation to the bar, in a shoulder press. 

6. Compare and contrast strict, kipping and butterfly pull-ups. 

7. Of the kipping pull-up and butterfly pull-up, which has more transference to other 

movements, and why? 

8. Describe an active shoulder and explain the differences in the top of a shoulder press 

and the bottom of a pull-up. 

9. Describe proper thumb position on the bar for a pull-up and explain when this 

position might be altered. 

10. Why is it recommended athletes have the ability to do a strict pull-up before 

attempting multiple kipping pull-ups? 

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Week 3 Quiz 

1. What are the six steps in the sequence of the Burgener warm-up? 

2. Describe the hook grip, mixed grip and standard grip on a barbell, and note when 

and why each might be used for best effect. 

3. Describe the differences among the clean, power clean, hang power clean, hang 

squat clean and squat clean. 

4. Describe the differences among the snatch, power snatch, hang power snatch, hang 

squat snatch and squat snatch. 

5. What is the one L1 point of performance for the front squat that is added on top of 

the five L1 points of performance for the squat? 

6. What are the three L1 points of performance for the push press that are added on top 

of the five L1 points of performance for the shoulder press? 

7. What two movements make up the thruster? 

8. What are the two L1 points of performance for the sumo deadlift high pull that are 

added on top of the 5 points of performance for the deadlift? 

9. What are the two L1 points of performance for the medicine-ball clean that are added 

on top of the five L1 points of performance for the deadlift and the two L1 points of 

performance for the sumo deadlift high pull? 

10. Describe an active shoulder position in a properly performed push-up, and explain 

why it is effective. 

Week 4 Test 

Written: 

1. What are the five L1 points of performance for the squat? 

2. What dictates the angle of the toes in the squat? 

3. What is the standard width of the heels in a squat, and what dictates the 

specific width? 

4. Describe a method of organizing your body before attempting a squat, and explain 

why it is used. 

5. What is the primary purpose of the abdominal muscles relative to functional 

movements? 

6. What are the five L1 points of performance for the deadlift? 

7. What are the general stance width and grip width in the conventional deadlift, and 

what dictates the specific width of each? 

8. What is the difference between a conventional and sumo deadlift? 

9. Describe and explain how the body and bar move in relation to each other and the 

ground in a properly executed deadlift. 

10. Describe and explain what dictates the angle about the knee and hip in the set-up 

position of a conventional deadlift. 

11. What foundational movement most closely resembles that of proper rowing 

technique? 

12. Describe and explain the action of the body in relation to the rowing machine and 

handle in proper rowing technique. 

13. What are the five L1 points of performance for the shoulder press? 

14. Describe the standard grip width for the shoulder press, and explain what specifically 

dictates individual grip width. 

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15. Describe and explain the action of the bar in relation to the body, and the body in 

relation to the bar, in a shoulder press. 

16. Compare and contrast strict, kipping and butterfly pull-ups. 

17. Of the kipping pull-up and butterfly pull-up, which has more transference to other 

movements, and why? 

18. Describe an active shoulder and explain the differences in the top of a shoulder press 

and the bottom of a pull-up. 

19. Describe proper thumb position on the bar for a pull-up, and explain when this 

position might be altered. 

20. Why is it recommended athletes have the ability to be able to do a strict pull-up 

before attempting multiple kipping pull-ups? 

21. What are the six steps in the sequence of the Burgener warm-up? 

22. Describe the hook grip, mixed grip and standard grip on a barbell, and note when 

and why each might be used for best effect. 

23. Describe the differences among the clean, power clean, hanging power clean, 

hanging squat clean and squat clean. 

24. Describe the differences among the snatch, power snatch, hanging power snatch, 

hanging squat snatch and squat snatch. 

25. What is the one L1 point of performance for the front squat that is added on top of 

the five L1 points of performance for the squat? 

26. What are the three L1 points of performance for the push press that are added on top 

of the five L1 points of performance for the press? 

27. What two movements make up the thruster? 

28. What are the two L1 points of performance for the sumo deadlift high pull that are 

added on top of the five L1 points of performance for the deadlift? 

29. What are the two L1 points of performance for the medicine-ball clean that are added 

on top of the five L1 points of performance for the deadlift and the two L1 points of 

performance for the sumo deadlift high pull? 

30. Describe an active shoulder position in a properly performed push-up, and explain 

why it is effective. 

Practical: 

Perform the following functional movements to display an understanding of the basic 

points of performance. Note: The instructor will take note of primary faults in the movement 

and add them to the student’s logbook as homework for demonstration of improvement 

at the end of the quarter. 

1. Squat 

2. Front squat 

3. Overhead squat 

4. Shoulder press 

5. Push press 

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Week 5 Quiz 

1. What are the three L1 points of performance for the push jerk that are added to 

the five L1 points of performance for the shoulder press and the three points of 

performance of the push press? 

2. Describe a progression to teach the push jerk. 

3. Describe a progression to teach the medicine-ball clean. 

4. What are the two L1 points of performance for the overhead squat that are added to 

the five L1 points of performance for the squat and the one point of performance for 

the front squat? 

5. Describe the three components that constitute a proper active-shoulder position for 

the overhead squat, and explain why they are important. 

6. Describe the Tabata interval. 

7. Describe and explain the hand position and head position, in relation to the ground 

and the athlete, in the bottom of a handstand push-up. 

8. Describe an active shoulder in a ring dip and explain how it differs from that seen 

in a deadlift. 

9. What are two translations for “AMRAP”? 

10. When using all appendages, which are primarily responsible for locomotion in a 

properly executed rope climb? 

Week 6 Quiz 

1. Name two common major faults in the push press. 

2. Describe the body position, and its relation to the ground, for a properly executed 

walking lunge. 

3. What are the general stance width and elbow position in a properly performed 

thruster? 

4. Describe and explain the differences between the push jerk and the split jerk. 

5. What is moving and where is the body in relation to the ground in a hip extension? 

6. What is moving and where is the body in relation to the ground in a back extension? 

7. What is moving and where is the body in relation to the ground in the hip-and-back 

extension? 

8. What is the purpose of the AbMat? 

9. Explain what position the knees are in and why it is important when performing a 

proper GHD sit-up. 

10. What is the full range of motion for a GHD sit-up, and when is it inappropriate? 

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Week 7 Quiz 

1. Describe and explain the active-shoulder position in a properly performed 

handstand. 

2. What is the purpose of a muscle-up? 

3. What are the two lifts judged at a standard Olympic-weightlifting competition? 

4. What are the three lifts judged at a standard powerlifting competition? 

5. Describe and explain what verbal, visual and tactile cues are and give an 

example of each. 

6. Who is Coach Greg Glassman? 

7. What is the definition of CrossFit? 

8. What is CrossFit’s definition of fitness? 

9. What is CrossFit’s charter for training beginners? 

10. What is the importance of intensity in relation to adaptation to exercise? 

Week 8 Test 

Written: 

1. What are the three L1 points of performance for the push jerk that are added to 

the five L1 points of performance for the shoulder press and the three points of 

performance of the push press? 

2. Describe a progression to teach the push jerk. 

3. Describe a progression to teach the medicine-ball clean. 

4. What are the two L1 points of performance for the overhead squat that are added to 

the five L1 points of performance for the squat and one point of performance for the 

front squat? 

5. Describe the three components that constitute a proper active-shoulder position for 

the overhead squat, and explain why they are important. 

6. Describe the Tabata interval. 

7. Describe and explain the hand position and head position, in relation to the ground 

and the athlete, in the bottom of a handstand push-up. 

8. Describe an active shoulder in a ring dip and explain how it differs from that seen 

in a deadlift. 

9. What are two translations for “AMRAP”? 

10. When using all appendages, which are primarily responsible for locomotion in a 

properly executed rope climb? 

11. Name two common major faults in the push press. 

12. Describe the body position, and its relation to the ground, for a properly executed 

walking lunge. 

13. What are the general stance width and elbow height in a properly 

performed thruster? 

14. Describe and explain the differences between the push jerk and the split jerk. 

15. What is moving and where is the body in relation to the ground in a hip extension? 

16. What is moving and where is the body in relation to the ground in a back extension? 

17. What is moving and where is the body in relation to the ground in the hip-and-back 

extension? 

18. What is the purpose of the AbMat? 

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19. Explain what position the knees are in and why it is important when performing a 

proper GHD sit-up. 

20. What is the full range of motion for a GHD sit-up, and when is it inappropriate? 

21. Describe and explain the active-shoulder position in a properly performed 

handstand. 

22. What is the purpose of a muscle-up? 

23. What are the two lifts judged at a standard Olympic-weightlifting competition? 

24. What are the three lifts judged at a standard powerlifting competition? 

25. Describe and explain what verbal, visual and tactile cues are, and give an example 

of each. 

26. Who is Coach Greg Glassman? 

27. What is the definition of CrossFit? 

28. What is CrossFit’s definition of fitness? 

29. What is CrossFit’s charter for training beginners? 

30. What is the importance of intensity in relation to adaptation to exercise? 

Practical: 

Perform the following functional movements to display an understanding of the basic 

points of performance. Note: The instructor will take note of primary faults in the movement 

and add them to the student’s logbook as homework for demonstration of improvement 

at the end of the quarter. 

1. Push jerk 

2. Deadlift 

3. Sumo deadlift high pull 

4. Medicine-ball clean 

5. Pull-up 

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GAMES 


This is a combined CrossFit Preschool and CrossFit Kids Games section. The games outlined 

below are categorized according to: 1) the age group they were originally used with 

and 2) the extent of the equipment required (none/minimal to moderate/extensive). The 

games for these two age groups are presented in a single section because nothing specifically 

differentiates a CrossFit Preschool game from a CrossFit Kids game—all that matters 

is that it is fun (and appropriate) for whoever is playing. It is completely acceptable for a 

game listed under the CrossFit Preschool category here to be used in a CrossFit Kids class, 

and vice versa. 

As we extensively explain in the CrossFit Kids Trainer Course, the game is the most critical 

part of each CrossFit Preschool and Kids class. It provides the largest opportunity to link 

exercise and fitness with fun to get athletes coming back in the short term and to encourage 

adherence to a healthy lifestyle in the long term. The length of time spent playing the 

game varies with age and attention span; the underlying suggestion is to end the game 

before it is over. Leaving participants wanting more is the surest way to get them to come 

back for the next class. Although we have listed a total of 38 games in the following section, 

any game can be CrossFit Kid-friendly by adding movements that reinforce the skills 

and behaviors being addressed in the program as a whole. 

The games below were designed by members of the CrossFit Kids Staff and have been 

successfully implemented in a class setting multiple times. For each game entry, the name 

of the game as well as a recommended class size is provided. A summary of suggested 

equipment and props is also provided. Importantly, there is a detailed description of the 

game, the set-up for the space and the rules of play. Finally, possible variations of the 

games are suggested. These changes can affect movements, rules, equipment and even 

overall goals of the game. There is no limit to these variations; those listed here are just 

examples of how a small set of games can be used for months. 

Similar to what was done in the Programming section, relevant CrossFit- and NASPE/ 

SHAPE America-related assessment tables are included as an example of how the games 

can be used to monitor these priorities. This information can be found below two games 

for each age group (one from each equipment category). Please see How to Use This 

Document in the Introduction section for a detailed explanation of the content of these 

tables. Cells: 

• highlighted in green represent priorities that are directly facilitated by each game and 

its listed variations. 

• highlighted in yellow represent priorities that are indirectly addressed by or appear 

on a longer-term basis from the game. 

• that are unhighlighted are components that are absent yet have the potential to 

be incorporated in future game variations. For example, trainers can alter games by 

adding different movement patterns, including nutritional information or having 

children explore moving on different levels. 

The tables are presented for those in the scholastic setting to aid with compliance and 

achievement of state, district or school standards. They are also included for the CrossFit 

Kids affiliate audience as a mechanism to monitor and ensure the games encompass the 

full potential of skills, knowledge, behaviors and fun for the most effective classes for your 

population. We recommend assessing your own games with these tables as well. 

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GAMES 


PRESCHOOL—ZERO-TO-MINIMAL EQUIPMENT 

GAME NAME 

COOKIE MONSTER 

NUMBER OF ATHLETES THAT CAN BE ACCOMMODATED 

4+ 

EQUIPMENT/PROP REQUIREMENTS 

None 

DESCRIPTION OF GAME (SET-UP, RULES, CHOREOGRAPHY) 

The class lines up along a wall, fence or starting line; they are “cookies.” One child (begin 

with the Special Leader) is the Cookie Monster, who stands some distance away. The 

players chant, “Cookie Monster, Cookie Monster, what time is it?” The Cookie Monster 

responds with a clock time, choosing any number he or she wishes; e.g., “Eight o’clock.” 

The cookies then count out loud together as they take large steps toward the Cookie 

Monster: “One, two, three, four, five, six, seven, eight.” The cookies repeat their call of, 

“What time?” The Cookie Monster continues to respond with time numbers until he or she 

decides to answer, “Cookie time!” whereupon the Cookie Monster chases the cookies back 

to the wall. Change the Cookie Monster after everyone gets back to the wall. 

VARIATIONS 

• Change the way the other players move toward the Cookie Monster (e.g. side steps, 

backward steps, jumps, hops or log rolls). 

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GAMES 




Movements 

Squat 

Front Squat 


Deadlift 

SDHP 


Progressions 


Manipulation 


Skills 




Guideline 1 



Per Day 

Guideline 2 

Unstructured 

Activity 


Per Day 

Less Than 60 

Minutes of 


Guideline 3 

Motor Skills 

Locomotor 

Manipulative 

Guideline 4 

Environment 


Safe 

Guideline 5 

Instructor 

Knowledge 

Understand 

Importance of 


Promote Good 

Movement 

Provide 



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GAMES 


GAME NAME 

PAPER WALK 


2+ 


Sheets of paper 


Simply have the players walk in a circle with a sheet of paper on their chests. If they walk 

quickly enough, the paper will not fall. If the paper falls, the athlete does 3 repetitions of a 

movement (e.g. squat or press up the sky) then proceeds with the paper. 

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GAMES 


GAME NAME 

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


3+ 


Ideally should be done on a softer surface (carpets or mats rather than hard floor) 


Players join hands. They then walk in a circle while singing the song (http://en.wikipedia. 

org/wiki/Ring_a_Ring_o’_Roses). When they get to the phrase “we all fall down,” players 

release hands, sit down, rock back on their backs (dynamically, if it can be done safely) and 

then return to the upright seated position. When all the players are sitting back up, they 

stand and repeat the process. 

VARIATIONS 

• Change the way athletes move around the circle from walking to galloping, skipping 

and hopping. 

• After standing up, the whole class can do a couple of repetitions of a movement 

before play begins again. 

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GAMES 


GAME NAME 

SQUAT POTATO 


3+ 


1 ball (or similar light object that can be passed around) 

Music source 


Players stand in a circle. The music starts, and play begins with the Special Leader holding 

the ball (“potato”) and performing a single squat before passing it to the player next to 

him or her. This sequence continues while the music is playing. When the music stops, the 

player holding the ball performs 3 squats; then the rest of the group performs a single 

squat. The music resumes and the game continues. 

VARIATIONS 

• Vary the movement to correspond with the skill work for the day. 

• Incorporate super-slow movements. 

• Vary the size, shape and weight of the “potato.” 

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GAMES 


GAME NAME 

COLOR ME CRAZY 


4+ 


Paper or cardboard shapes (about 30 cm x 30 cm, with a variety of colors 

recommended) 


Lay six to eight paper shapes (circle, triangle, square, octagon, star, etc.) of various colors 

around the game area. The trainer calls out a color or shape (or both) and a way of moving 

(bear crawl, crab walk, skip, jump, etc.). The players then use the specified movement to 

get to the right shape or color. Once everyone reaches the correct location, the trainer 

starts another round of the game. 

VARIATIONS 

• When everyone is at a shape, the trainer can request all players to perform a 

movement (squat, shoulder press, plank, etc.) before continuing to the next round. 

• Instead of shapes, plastic examples of whole foods can be used as location markers. 

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GAMES 


GAME NAME 

TRIANGLE TAG 


4+ 


None 


Divide the class into groups of four players. Three players from each group will join hands 

to form something resembling a triangle. The fourth member of the group will be designated 

the “chaser.” Select one of the members of the triangle as the person the chaser 

will try to tag during a round. The group must cooperate to help keep the team member 

from being tagged. The chaser may only tag the selected person within his or her group. 

The chaser must not jump over/through the triangle team to make the tag. Play for a short 

amount of time, then switch the roles. 

VARIATIONS 

• Triangle participants interlock elbows instead of hands. 

• Every time a player gets tagged, the entire triangle stops and performs a movement 

(e.g. 4 super-slow squats); the game starts again where they left off, and they continue 

like this until time is called. 

• With older kids, keep score to see who can get the most tags in a designated period. 

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GAMES 


GAME NAME 

CROWS AND CRANES 


4+ 


Chalk or tape to mark lines on the floor 


Draw two parallel lines 1 m apart from each other and long enough to accommodate half 

the class; these are the Start Lines. Draw two more lines of equal length 5 m behind the 

Start Lines; these are the Safe Lines. Divide the class into two teams. One group will be 

labeled Crows, and the other group will be labeled Cranes. Each member from the Crows 

must have a partner from the Cranes (depending on the age and emotional level of the 

group, the trainer might want to select partners for each child from the opposing group). 

Line each team up with toes on the Start Line and each player directly across from his or 

her partner. The trainer calls out either “Crows” or “Cranes.” The members of the team that 

is called then try to tag their partners on the opposite team before they turn around and 

run past their Safe Line. Once everyone has either been tagged or called safe, all players 

return to their Start Lines and prepare for another name to be called. It can be fun trying 

to trick them; for example, “Crrrooo…aaanes!” 

VARIATIONS 

• Vary the spacing of the Start Lines and Safe Lines. 

• With older kids, award points for every time kids tag their partners before they cross 

the Safe Lines. 

• Switch partners periodically to let everyone get a chance to go with a variety 

of players. 

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GAMES 


GAME NAME 

HIGH, LOW, FAST, SLOW 


2+ 


Music source 


One movement is associated with each word: high, low, fast and slow. For example, the 

“high” movement is shoulder press, and the “low” movement is a burpee. The “fast” movement 

is a tuck jump, and the “slow” movement is a super-slow squat. Play begins when the 

music starts; everyone runs around the game area. When the music stops, the coach will 

call out a word and players will perform 2 repetitions of the associated movement before 

beginning to run with the music again. 

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GAMES 


GAME NAME 

BOWLING BRIDGE 


7+ 


1 Gator Skin ball 


Players stand in a circle with each child standing foot to foot and facing inside the circle. 

Their feet should be wide enough to allow a ball to roll in between. One player (the 

Special Leader) starts in the center with the ball. The player in the center rolls the ball, 

trying to get it through another player’s legs. When the ball goes under the “bridge,” 

the thrower gets to do 3 repetitions of a movement (from that day’s skill work). Then the 

“bridge” athlete retrieves the ball, runs around the circle and then goes into the middle for 

the next round of play. 

VARIATIONS 

• The ball can be kicked gently rather than rolled. 

• The players around the circle can make bridges in various ways; for example, by 

holding the top of a stink bug, a plank or even a static crab-walk position (use tennis 

or whiffle ball). 

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GAMES 


PRESCHOOL—MODERATE EQUIPMENT 

GAME NAME 

VOLCANO MONSTER 


4+ 


4 cardboard boxes (jump boxes or laundry baskets) approximately half the height of 

the players 

3-6 Gator Skin balls 


Set up four boxes on the ground in a diamond formation (corners almost touching) to 

make the “volcano.” Leave enough space in the middle, between them all, for a one child 

(the Volcano Monster) to move. The remaining children stand several feet away and try to 

throw the Gator Skin balls in the volcanoes. The Volcano Monster keeps throwing them 

out. The Volcano Monster wins if he or she gets all the balls out of the volcanoes. 

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GAMES 




Movements 

Squat 

Front Squat 


Deadlift 

SDHP 


Progressions 


Manipulation 


Skills 




Guideline 1 



Per Day 

Guideline 2 

Unstructured 

Activity 


Per Day 

Less Than 60 

Minutes of 


Guideline 3 

Motor Skills 

Locomotor 

Manipulative 

Guideline 4 

Environment 


Safe 

Guideline 5 

Instructor 

Knowledge 

Understand 

Importance of 


Promote Good 

Movement 

Provide 



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GAMES 


GAME NAME 

MESSY ROOM 


4+ 


20 Gator Skin balls (10 each of two colors) 

Cones 


Set up boundaries to the game space with cones; the exact size depends on the size of the 

class. Place half the class on each side of the game space. Give each group 10 Gator Skin 

balls. The trainer blows a whistle and the kids try to roll all their balls to the other side of 

the room while the other team tries to send all of them back. After a short amount of time, 

blow the whistle again to end the game. The team with the least number of balls on its 

side wins. 

VARIATIONS 

• The game can be played using various animal movements to move around the 

game space. 

• Winning and losing teams can do movements between games. 

• This game can be made into a more advanced Kids game if athletes are only allowed 

to use their feet (e.g., requiring a ball stop, use of only the inside/outside of foot, or 

kicks to remain on ground or pop into air). 

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GAMES 


GAME NAME 

HUMAN BOWLING 


3+ 


Foam rollers, longer style (3-6 suggested) 

Ideally should be done on a softer surface (carpets or mats rather than hard floor) 


Position the foam rollers on their ends, and set them up in a line or group 2 m from where 

the players will start. One at a time, players log roll to knock down foam rollers. The trainer 

(or even the other players) will reset the rollers between each roll. 

VARIATIONS 

• Trainer calls out changes to the speed of the rolling. 

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GAMES 


GAME NAME 

HOOP HOP 


3+ 


3-6 hula hoops (mini hoops work best with smaller children) 

Object to throw (bean bag to an age-appropriate ball) 

Target (paper, cardboard box, bucket, etc.) 


Establish a starting line with some masking tape. Just past the starting line, place the first 

hoop; then place additional hoops leading away, each one abutting the previous hoop. 

The last hoop contains the object to be thrown and should be close to the target. One by 

one, the players jump from hoop to hoop until they reach the final hoop, where they pick 

up the object and throw it at the target. Reset the object after each throw. 

VARIATIONS 

• Include direction changes in hoop set-up. 

• Change movement from two-footed jump to hops. 

• Increase distance from last hoop to target. 

• Change the object being thrown during game or on different days.. 

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GAMES 


GAME NAME 

POPCORN POPPER 


5+ 


1 parachute or large blanket/sheet 

Balls (at least 1 for every player) 

DESCRIPTION OF GAME (SET-UP, RULES, 

CHOREOGRAPHY) 

Place the parachute in the middle of the game area 

with the balls in the middle. This will become the 

“popcorn popper.” Each of the players holds onto 

the edge of the parachute. While making rumbling 

sounds, everyone gently starts shaking the blanket, 

causing the balls to jumble around. On the trainer’s 

call of “popcorn ready,” all the players pull the sheet 

toward them and raise it up, making the balls fly 

into the air. Then all athletes run around as fast as 

they can to pick up one ball at a time and return it 

to the middle. 

VARIATIONS 

• Athletes can perform a movement, such as 1 air squat, before placing ball back 

in the “popper.” 

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GAMES 


GAME NAME 

WACKY LINES 


3+ 


Floor that can be marked with colored tape or colored chalk 


Before class, use colored tape or sidewalk chalk to make several fun paths on the floor, 

including zig-zags, loops, waves, over-and-under objects, etc. Before the game starts, the 

trainer calls out the path to be taken (by color or number) and the way the athletes will 

move along it (walk backward, tiny steps, bear crawl, bunny hops, etc.). Then the players 

follow the Special Leader; when they reach the end, a new path and movement can be 

chosen. 

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GAMES 


GAME NAME 

HULA HOOP GAME 


6+ 


8+ hula hoops (beach balls can also be substituted) 

Cones 


The game space is designated using cones and should be large enough to allow the 

class to move around freely. All players must stay within the boundary markers, while the 

trainer stands outside the game space. When play starts, the trainer gently rolls the hoops 

into the game space; players move to dodge the hoops. If a hoop makes contact with a 

participant, he or she moves to a designated area to perform a movement (e.g. 5 air squats 

or 5 burpees). The player then returns to the game. In order to keep the games moving 

at a fun pace, the trainer may have the daily Special Leader assist in retrieving hoops and 

returning them back to the coach (more helpers can be used if the number of hoops 

is limited). 

VARIATIONS 

• Players may move with any locomotor movement (e.g. plank walk, bear crawl, crab 

walk, skipping, galloping, etc.). 

• Particular movements may be associated with hoops of a certain color (e.g. red hoop 

= 5 air squats, blue hoop = 5 push-ups). 

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GAMES 


GAME NAME 

NOODLE TAG 


4+ 


Swimming-pool noodle cut into 45 cm segments 

Cones 


The game space is designated using cones and should be large enough to allow the class 

to move around freely. Select one or more “taggers” (start with the Special Leader) and 

give each a section of pool noodle to use to tag others. On the call of “go,” players move 

within the space to avoid being tagged. Once tagged with a noodle, players must freeze 

in the place where they got tagged until another participant comes to free them by tapping 

one of their arms. Play continues until the coach selects new taggers. 

VARIATIONS 

• Tunnel Tag: When players are tagged, they freeze with their feet spread wider than 

their shoulders. Other players can free them by crawling between their feet. 

• Leapfrog Tag: When players are tagged, they freeze in a crouched, tuck position with 

their knees and head on the ground. Other players can free them by leap-frogging 

over them. 

• Players can move in various locomotor patterns. 

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GAMES 


GAME NAME 

BURPEE BASKETBALL 


4+ 


2 balls (e.g. Gator Skin ball, small beach ball) 

2 laundry baskets (cardboard box or upside down plyo box) 

Chalk or tape to mark the floor 


With chalk or tape, mark two starting lines next to each other, and place a ball on each 

line. The baskets are placed a few feet in front of the lines; the exact distance depends on 

the ability of the group. The class is divided in half, and players line up behind each starting 

line. In a relay-race format, the player at the front of the line does a burpee and then 

tries to throw the ball into the hoop. If the ball goes into the basket, the player gets the 

ball and replaces it on the starting line. If he or she misses the basket, the player retrieves 

the ball and does 5 jumping jacks before replacing the ball on the starting line. Once the 

ball is back on the starting line, the next player may begin. 

VARIATIONS 

• Change the movement to be completed prior to the throw. 

• Adjust the distance to the basket. 

• Adjust the size of the baskets and balls. 

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GAMES 


GAME NAME 

CRAB-WALK MEDICINE-BALL RACE 


4+ 


2 medicine balls (light) 

2 cones 



Use chalk or tape to make two starting lines next to each other. Place a medicine ball at each starting line and 

a cone approximately 3 m in front of each (the distance depends on the level of ability of the class). The class is 

divided in half, with each team lining up behind its starting line. In a relay-race format, the player at the front of 

the line gets into a crab-walk position and pushes the ball to the cone and back. The players can use any part of 

their body to move the ball. Once the ball and player cross the starting line, the next player can begin. 

VARIATIONS 

• Vary the way they move; for example, walk, bear crawl, Army crawl, etc. (change the name of the game). 

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GAMES 


KIDS—ZERO TO MINIMAL EQUIPMENT 

GAME NAME 

UP IN THE AIR 


5+ 


Beach balls (large balloon), one for each team 


The athletes are separated into groups of five to eight. Each group stands in a circle with 

one athlete assigned to start with the beach ball. When play begins, the athlete with the 

ball tosses it up in the air. The other players in the circle try to keep the ball from hitting 

the ground by striking it with their hands. Each contact with the beach ball counts as a 

point. Players are to keep track of their highest consecutive string of hits. The group has 

to start back at zero once the beach ball hits the floor or a player makes an illegal contact 

with the beach ball (e.g. no player can hit the ball twice in succession). The group that 

ends up with the highest consecutive strikes is declared the winner. 

VARIATIONS 

• Only allow certain types of hits (e.g. double-overhand volley or 

single-underhand volley). 

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GAMES 




Quality of 

Movements 

Squat 

Front Squat 


Thruster 

Push Press 

Deadlift 

SDHP 

HMBC 


Progressions 


Coordination 


Skills 



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

Standard 1 

Motor Skill 

Competency 


Standard 2 


Skills 

Space, Pathways, & 

Levels 

Speed, 

Direction, & Force 


Strategies 

Standard 3 


Effects 

Engages 


Knowledge 

Nutrition 


Standard 4 

Behavior 

Personal 


Rules 


Standard 5 



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GAMES 


GAME NAME 

RUN, RUN CHICKEN GO HOME 


7+ 


None 


The class is divided into two teams, which line up on opposite walls (or any demarcation 

within the space). In the middle is the “catcher” who calls “run, run chicken go home” to 

signal the others to run across the space to the opposite wall. Anyone tagged becomes 

part of the team of catchers for the next run, and the game proceeds until all are caught 

and the game begins anew. 

VARIATIONS 

• Change the way the athletes and catcher move (e.g., crab walk or bear crawl). 

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GAMES 


GAME NAME 

FROGGER 


7+ 


Light medicine balls, less than 6 lb. (any type of light ball may be substituted) 


This is an adaption on the 1980s arcade game. Kids stand opposite a partner in two lines 

approximately 2 m apart. One athlete in each pair is holding a medicine ball. One person 

(the Frog) waits at the end of the column. At the start of the game, everyone but the 

Frog gets into the bottom of the squat position and rolls (no throwing!) the medicine ball 

between partners. The medicine balls represent the “cars” the Frog is trying to get past. 

The Frog attempts to frog-hop down the column without getting tagged by the medicine 

balls. Players take turns getting to be the Frog. 

VARIATIONS 

• Vary how the Frog moves. 

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GAMES 


GAME NAME 

FOOD FAMILY FEUD 


4+ 


None 


The class is divided into two teams that line up on opposing sides of the game space. The 

trainer asks the first athlete of Team A to identify an example of one of the three macronutrient 

groups (protein, carbohydrate or fat) that would be appropriate for a given meal 

of the day. For example, “Please identify a protein source you might eat at breakfast.” 

The player may answer immediately or seek guidance from his or her teammates. If the 

answer is correct, that player gets to select a movement, and his team will do 5 repetitions. 

If the answer is incorrect, the other team gets to choose the movement. Either 

way, the answering team performs 5 repetitions. Next, Team B gets a chance to play. 

Alternate between teams. 

VARIATIONS 

• Allow for “steals.” If Team A gets its question wrong, Team B can steal the answer, and 

its members get to choose the movement Team A does. If both teams got it wrong, 

the trainer would select the movement both teams do. 

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GAMES 


GAME NAME 

BARNYARD UPSET 


5+ 


Cones 


This game is a variation on Sharks & Minnows. Begin by designating the game-area 

boundaries with cones (the size of the area can vary with the number of participants). One 

player starts out as the “tagger” in the middle of the game area, and the remaining players 

line up on one side of the game area. Prior to each game, everyone except the “tagger” 

secretly selects one of four pre-established barnyard animals (e.g. duck, cow, pig or owl). 

Once an animal has been selected, it cannot be changed until a new “tagger” is selected. 

At the start of the game, the tagger calls out one of the barnyard animals, and the players 

who have chosen that animal try to cross the court without getting tagged. Tagged players 

join the tagger with each successive crossing until one player is left; he or she becomes 

the next tagger. 

VARIATIONS 

• How the tagger moves around can be changed. 

• Change animals or settings (e.g., underwater animals, jungle animals, desert 

animals, etc.) 

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GAMES 


GAME NAME 

UP 


4+ 


5-10 balloons 

Cones 


Blow up five to 10 balloons depending on the number of children playing. The more balloons, 

the more challenging the game. In preparation, blow up the balloons earlier in the 

day and write a movement on each one (burpees, tuck jumps, sit-ups, etc.). Using cones, 

set boundaries that are appropriate for the size of the group. The object of the game is to 

keep all the balloons in the air at the same time. Before each round, the trainer (or the best 

mover from the class WOD) chooses the number of repetitions to do for the balloons that 

touch the ground, as well as the body part the players must use to keep the balloon in the 

air (head, foot, left arm). The trainer then throws out the balloons. When a balloon hits the 

ground (or the wrong body part is used to hit a balloon), the whole class does the movement 

that is written on it. 

VARIATIONS 

• To encourage teamwork, the trainer does a movement if the class can keep all the 

balloons up in the air for a period of time. 

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GAMES 


GAME NAME 

QUIET CORNER 


6+ 


4 cones 

4 sheets of paper 

Blindfold 


Place four cones at each corner of the game space. Label each corner with a number one 

through four. All athletes meet in the middle, circled around It, whose eyes are covered 

with a blindfold. When coach says, “Go,” all athletes (except It) move quickly and quietly 

to a corner of their choice. Once everyone has chosen a corner, It calls out one of the four 

numbers. All the athletes in the chosen corner perform 10 repetitions of a movement 

chosen by It. If the selected corner has no athletes, another round is played with the same 

blindfolded athlete. Otherwise, a new It is chosen once movements are performed, and 

the game continues. 

VARIATIONS 

• The number of repetitions of movements can change. 

• The way the athletes move to the cones can be varied. 

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GAMES 


GAME NAME 

KNOW YOUR FOOD 


6+ 


Chalk or tape to mark floor 

Cones (1 for every 2 players) 

Pictures of various food items (5-10 pictures per team, preferably laminated) 

Music source 


Mark a starting line with chalk or tape. Place one cone for every two athletes along the 

line. Scatter the laminated food cards face down on the opposite side of playing area. 

When the music begins, one participant from each team (teams of two) performs the 

specified locomotor movement until he or she gets to a food card, picks up one card 

and performs the specified locomotor movement back to the cone. Then it’s the partner’s 

turn. The partners alternate picking up food cards until the music stops. Now, each 

team makes three piles: “All the time” foods, “sometimes” foods and “every now and 

then” foods. After all foods are picked up and organized, take time to talk to the group 

about their decisions. Then have the athletes scatter the foods back in the playing area 

and play again. 

VARIATIONS 

• Piles can be changed; e.g., “protein, carbohydrate and fat” or “processed versus 

whole/real foods.” 

• Instead of photos, names of food items can be written on whiffle balls. Instead of 

holding them, they could have to foot-dribble them back or throw them to partners 

who have to catch the balls. 

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GAMES 


GAME NAME 

CRAZY KICKBALL 


8+ 


1 Gator Skin ball (or other soft material) 


1 cone 


This game is similar to a regular game of kickball with a few twists. For set-up, there are 

only two bases: home plate (marked with chalk or tape) and another (marked with a cone) 

where second base would usually be. Divide athletes into two teams. One team begins as 

the kicking team and the other starts in the field. Play begins with a field player (or trainer) 

rolling the ball to the kicker. Each kicker gets one roll and may kick in any direction; there 

are no foul balls. After the player kicks the ball he or she will run to the other base, touch 

it and either stay or return home. If a player returns home, unlike conventional kickball/ 

baseball, he or she may either choose to end the turn or return back to the other base. A 

run is scored every time home plate is touched (note: as an inning progresses, there may 

be more than one base runner at a time). For every kick, athletes may score any amount 

of runs for their team until the ball returns to the pitcher or there is an out. Play continues 

until the fielding team achieves three outs. Outs can be made in the following ways: 1) by 

tagging a runner, 2) catching a kicked fly ball, or 3) throwing the ball and hitting a base 

runner. When the fielding team gets three outs, roles reverse and the game continues. 

VARIATIONS 

• Reduce the number of people on a team by having more than two teams (e.g. four 

teams consisting of four players each). One team kicks while the other three teams 

work together in the field to achieve three outs. Rotate teams in order. 

• Require more or fewer outs to exchange sides. 

• Before switching sides, the kicking team performs a number of repetitions of a 

movement equal to the number of runs scored (e.g., the kicking team scored 12 runs 

before the third out, therefore they “get” to complete 12 super-slow squats during the 

team exchange). 

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GAMES 


GAME NAME 

UNO 


4+ 


1 deck of Uno cards 


On the whiteboard, show that each card color corresponds to a specific movement (e.g. 

press up the sky, broad jumps, push-ups, shuttle run, log rolls, etc). Each athlete draws a 

card off the top of the deck. The color represents the movement, and the number is then 

used to determine the repetitions. Once everyone has a card, the trainer calls “3-2-1 … 

go,” and everyone does his or her movements. There are special cards in the Uno deck. 

If athletes draw “skip,” they do not have to do a movement for that round. If they pick a 

“draw 2” or “draw 4” card, they must pick those additional cards and perform the movements 

associated them. If they select a “wild” or “wild draw 4” card, they are to complete 

10 repetitions of a movement of their choice and choose a friend to do it with them. 

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GAMES 


GAME NAME 

WORD BALL TOSS 


4+ 


1 beach ball 

Music source 


Prior to class, write numerous movements (e.g. air squats, air thrusters, mountain climbers, 

burpees, etc.) directly on the beach ball or on tape to be attached to the ball. Before the 

game starts, show athletes the beach ball and go over all the movements. The game starts 

with everyone standing in a circle; when the music begins, the beach ball will be tossed 

across the circle. It must go to a different person each time. Athletes use a two-handed 

chest pass to throw the ball. When the music stops, the person with the ball will call out 

the two movements his or her hands are closest to on the ball, then perform those movements. 

Play resumes when the music begins again. The number of movement repetitions 

goes up by 1 each time the music stops. 

VARIATIONS 

• Multiple beach balls can be tossed simultaneously. 

• Change the method of throwing: right arm, left arm, double underhand, double 

overhand, etc. 

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GAMES 


GAME NAME 

MEMORY MOVEMENTS 


4+ 


None 


Athletes all stand in a circle. The coach designates someone to start the game. The first 

person completes one movement of his or her choice; for example, the athlete can do 1 

air squat. The next athlete then completes 1 air squat and adds another movement; for 

example, 1 push-up. The third athlete performs 1 air squat and 1 push-up, then adds his or 

her own movement. This pattern continues around the circle. When someone forgets the 

sequence, the athlete runs around the circle and returns to his or her spot, and the game 

starts over. 

VARIATIONS 

• Change the locomotor pattern used to get around the circle. 

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GAMES 


KIDS—MODERATE EQUIPMENT 

GAME NAME 

HUNGRY CRABS 


6+ 


Cones 

Beanbags (about 2-4 per athlete) 

Hula hoops (1 per team) 


Prior to the activity, set up the game area (size depends on the number of athletes) with 

boundaries marked by cones. Scatter the beanbags throughout the designated area. 

Divide the athletes into two to four teams. Place one hula hoop for each team on the outside 

of each edge of the boundaries. Explain to the athletes that the area inside the cones 

is the “ocean” and the beanbags are “crab food.” Their team hula hoop and is where they 

are going to place the beanbags they collect. All athletes participate at the call of “go” by 

crab-walking inside the boundaries and collecting beanbags. They are only allowed to get 

one beanbag at a time. Once they get a beanbag, they place it on their stomach and crabwalk 

to their team’s hula hoop, then place the beanbag in the hula hoop and go back to 

get another. Each team is trying to collect the most beanbags before time runs out or the 

beanbags are gone. 

VARIATIONS 

• Method of locomotion can change. 

• Items being collected can vary in size and shape. 

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GAMES 




Quality of 

Movements 

Squat 

Front Squat 


Thruster 

Push Press 

Deadlift 

SDHP 

HMBC 


Progressions 


Coordination 


Skills 



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

Standard 1 

Motor Skill 

Competency 


Standard 2 


Skills 

Space, Pathways, & 

Levels 

Speed, 

Direction, & Force 


Strategies 

Standard 3 


Effects 

Engages 


Knowledge 

Nutrition 


Standard 4 

Behavior 

Personal 


Rules 


Standard 5 



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GAMES 


GAME NAME 

BARRICADE BALL 


8+ 


Cones 

4 plyo boxes (or folded gymnastic mats) as barricades 

4-6 Gator Skin balls 


The setup and rules are similar to traditional dodgeball. The court is designated with 

cones and a line of dodgeballs placed across the center. Additionally, a couple of jump 

boxes are scattered around on each side of the court to function as barricades. The rules 

of regular CrossFit Kids dodgeball apply, with the following additions: Any ball bouncing 

off of a barricade is still “live” and can get a person out or be caught to get the thrower 

out. It is legal to hide behind a barricade; however, if players allow balls to sit unattended 

on their side of the court while they hide, the ball will be removed by the trainer and sent 

across to the other team. 

GAME NAME 

SHUFFLEBOARD 


2+ 


1 PVC pipe per team (2 m long) 

1 unstrapped gymnastic ring per team (depending on the floor surface, wood may 

work best) 

Lines marked out for distance (e.g. tape or chalk) 

Cones 


The class is divided into teams, with two teams using a single court. If there is enough 

room for multiple courts, there can be more teams. The court has a “shuffle line” and then 

distance markers extending from it. The increments will depend on testing the maximum 

distance it is possible to push the ring; a simple suggestion is to divide the maximum 

distance into 10 equal parts and label each one through 10. The width of the court can be 

2 to 3 m and marked with cones. From behind the shuffle line, players use the PVC on the 

inside edge of the ring to propel it across the floor as far as they can (rings that go off the 

court do not count). Once both teams have pushed a ring, the team that has pushed its 

ring the farthest is declared the winner. The winning team gets to pick a movement, and 

each team has to do a number of repetitions equal to the number of distance units the 

winning team’s ring traveled. Play resumes with another two members from each team. 

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GAMES 


GAME NAME 

TARGET BALL 


6+ 


Cones 

2 simple targets (paper or cardboard targets—even hula hoops—size and height can 

affect skills required) 

Ball (Gator Skin ball; a very light medicine ball is acceptable depending on age and 

abilities of players) 

Optional: colored jerseys for teams 


Cones are used to designate the boundaries of the game space. It is optimal if walls or a 

structure can be at either end to hang a target. At the start of the game, teams line up 

on opposing ends. One player from each team comes to the center for the “jump ball” 

to determine which team starts with the ball. Whichever team sends the ball back to 

its side starts on offense. The ball can hit the ground off the jump, but after that, any 

time the ball hits the ground it is a turnover and possession switches to the other team. 

Players on offense try to move the ball down the court by underhand or overhand passes; 

however, before the ball can be passed to a teammate, an air squat must be performed. 

Additionally, when an athlete is in possession of the ball, movement of the feet beyond a 

single-foot pivot is considered traveling and causes a turnover. Similarly, failure to squat 

leads to a turnover. The team on defense may attempt to block the ball as it is passed, but 

defending players must be at least one arm’s length away from throwing players at all 

times to ensure this a non-contact game. Points are scored by a successful throw that hits 

the target. A squat must also be performed before throwing to the target. When a point is 

scored, the scoring team takes the ball back to its end line and throws the ball to the other 

team, which is now on offense. 

VARIATIONS 

• Change the movement players are required to perform before throwing. 

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GAMES 


GAME NAME 

MEDICINE-BALL SMASH 


4+ 


Cones 

1 light medicine ball (4-10 lb.) 

Object to knock over (folded gymnastics mat or cardboard) 


The ideal size of the game space will depend on the weight of the ball and what is being 

knocked over. At either end of the game space, set up the target object(s) that will be 

knocked down and designate the “throwing line” with cones for each team. Divide the 

class into two teams. Standing behind the “throwing line,” one athlete from Team 1 

throws the medicine ball at the target object. If the athlete knocks it down, his or her team 

takes a victory lap around the gym while Team 2 does a given number of repetitions of a 

movement, such as 5 push-ups. If the athlete does not knock the object down with the 

throw, his or her team does the required repetitions of the movement. Once a victory lap 

is over and movements are completed, an athlete from Team 2 attempts to knock over 

the other object. 

VARIATIONS 

• Change the way they throw the ball (underhand, chest pass, etc.). 

• Change the type of ball (lighter, heavier, bigger, smaller, etc.). 

• Place jump boxes between the throwing line and the target objects to act 

as obstacles. 

• Athletes must spin in place five times before throwing. 

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GAMES 


GAME NAME 

SWING AWAY 500 


2+ 


Suspended climbing rope 

4 cones 

Paper 


In a straight line extending from the suspended rope, place cones at consistent intervals. 

Label the cones moving away as: 50 Points, 100 Points, 200 Points and 250 Points. One at a 

time, each athlete in the class takes a swing on the rope, trying to land at the most distant 

cone possible. The athlete earns the points marked on the cone closest to the back foot. 

The first athlete to reach 500 points gets to choose a movement for the rest of the group 

to perform. Points reset for the athlete who reaches 500, while the rest of the group continues 

with the points they already accumulated. 

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GAMES 


GAME NAME 

SNEAK ATTACK 


9+ 


1 hula hoop for each team 

1 set of 6-8 different items for each hula hoop/team. Each hoop must have the same 

items as the other hoops (e.g., each hoop has one dodgeball, one dry-erase marker, 

one 2.5-lb. plate, one barbell clip, one lacrosse ball, etc.) 


To set up the game, put one hula hoop out for each team (minimum team size is three athletes); 

spread them evenly around the perimeter of the game space. In each hoop, place 

eight pieces of equipment (one of each type of equipment; no hoop should have two 

of the same item). Team members sit single file behind their hoop. The game proceeds 

with only one player from each team moving at a time. Those athletes can go to any of 

the other team’s hoops and collect one and only one item, returning it back to their own 

team’s hoop. Once a team member’s item of choice has been placed in the team’s hoop, 

he or she tags off to the next athlete in line and proceeds to the back of the line to wait for 

another turn. This pattern continues until one team has all of the same items in its hoop 

(e.g., all dry-erase markers in its own hoop) or until time is called. If time is called, the team 

with the largest number of any one item is the winner. Items are then redistributed and 

another round begins. 

VARIATIONS 

• Move in various locomotor patterns as they travel during the game. 

• Once the athletes get the hang of the game, call them all back into a group. Ask them 

what strategies they used to get equipment (looking ahead of your turn to see where 

equipment was, giving advice to the next runner, etc.). Discuss how a team’s strategy 

might change often during the game from an offensive strategy to a defensive 

strategy in order to prevent a team from winning. 

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

Therefore, all team’s hoops begin empty and play progresses to see who can 

accumulate the most identical items during the playing time. The same rules apply, 

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GAMES 


with only one person allowed to move from each group at a time. A player may 

choose to collect from any hoop (e.g. collect from the center hoop or steal from 

another team). 

• To reduce the equipment burden, change the game to Shoe Sneak Attack, where 

participants remove and place all their shoes in the center hoop described above. 

Again, each team’s hoop begins empty. The object of the game to see which team 

can collect most or all of its members’ shoes during the time frame. The same 

rules apply, with only one person allowed to move from each group at a time. A 

player might choose to collect from any hoop (e.g., collect from the center hoop or 

steal/collect from another team). It’s fun if you can stand the stink! Make sure kids 

wash their hands! 

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ACKNOWLEDGEMENT 


GAMES SUBMITTED BY: 

CrossFit Agoge 

CrossFit King of Prussia 

CrossFit Murphy 

CrossFit Pickens 

CrossFit X-Factor 

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THE CROSSFIT KIDS STARTUP CURRICULUM

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