Crossfit Level 2 Training Guide

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  • TRAINING GUIDE & WORKBOOK

    2014 CrossFit, Inc. CrossFit is a registered trademark of CrossFit, Inc. All rights reserved.

    No part of this publication may be reproduced, modified, used, published or distributed without the prior written authorization of CrossFit, Inc.

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  • 2TRAINING GUIDE & WORKBOOKV3.3_20150528R1.KW

    TABLE OF CONTENTS

    Effective Training Articles (Pre-Course Recommended Reading) . . . . . . . . . . . . . . 3

    Preparation Recommendations For The Courses Group Work . . . . . . . . . . . . . . . 4

    Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

    Seminar Content Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

    Day 1

    Foundations Of Effective Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

    Practical Exercise 1 Seeing Movement Faults . . . . . . . . . . . . . . . . . . . . . . 17

    Common Movement Themes For Functional Movements . . . . . . . . . . . . . . . . . 18

    Practical Exercise 2 Correcting Movement Faults . . . . . . . . . . . . . . . . . . . . 26

    Class Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

    Teach Back 1 One-On-One Coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

    Day 2

    Teach Back 2 Group Coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

    Effective Program Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

    Example Warm-Ups To Address Weaknesses . . . . . . . . . . . . . . . . . . . . . . . 49

    Group Programming Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

    Heavy Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

  • 3TRAINING GUIDE & WORKBOOKV3.4_20150615.KW

    EFFECTIVE TRAINING ARTICLES (PRE-COURSE RECOMMENDED READING)

    Glassman G. 2005 (Aug. 1). Virtuosity [Open Letter to Trainers]. (PDF)

    Glassman G. 2006 (Jan. 1). Professional Training. (PDF)

    Glassman G. 2006 (Jan. 1). Scaling Professional Training. (PDF)

    Glassman G. 2011 (Sept. 6). Pursuit of Excellence With Greg Glassman. (VIDEO)

    Glassman G. 2013 (Jan. 22). Pursuing Excellence and Creating Value. (VIDEO)

    Bergeron B. 2011 (Dec. 2). The Deeper Side of Coaching. (PDF)

    Bergeron B. 2012 (Dec. 17). The Pursuit of Excellence. (PDF)

    Bergeron B. 2012 (June 16). The Emotional Bank Account. (VIDEO)

    Bergeron B. 2012 (July 7). Coaching the Positive. (VIDEO)

    CrossFit. 2014 (Dec 18). Developing Virtuosity in Coaching. (PDF)

    CrossFit. 2014 (Dec 18). Responsible Training. (PDF)

    Hobart J. 2012 (Sept. 23). Coaching as a Skill: Verbal Cueing. (PDF)

  • 4TRAINING GUIDE & WORKBOOKV3.3_20150528R1.KW

    PREPARATION RECOMMENDATIONS FOR THE COURSES GROUP WORK

    A large focus of this course is allowing participants time to practice and work on their coaching abilities in real time. These sections are called Practical Exercises and Teach Backs where the staff lead partici-pants in coaching drills, as well as provide feedback on each persons ability to coach others in CrossFits foundational movements.

    The best preparation for this is coaching experience. In preparation, however, participants are encouraged to use resources in the Level 1 Training Guide. Specifically, see the section titled Nine Foundational Movements Summary (pp. 95-104), and print copies for this course. More importantly, study and practice the mate-rial therein to be prepared to effectively teach ones peers.

  • 5TRAINING GUIDE & WORKBOOKV3.3_20150528R1.KW

    SCHEDULE

    Day 1 9:00 9:45 Opening Remarks and Methodology Lecture 9:45 11:00 Coaching Development 11:00 12:00 Methodology Lecture 12:00 1:00 Lunch

    1:00 2:15 Coaching Development 2:15 3:20 Workout / Methodology Practical 3:20 3:45 Methodology Lecture 3:45 3:55 Methodology Practical 3:55 4:55 Coaching Development 4:55 5:00 Closing Remarks

    Day 2 9:00 9:30 Opening Remarks and Methodology Practical 9:30 10:50 Coaching Development 10:50 12:00 Methodology Lecture 12:00 1:00 Lunch

    1:00 2:35 Methodology Practical 2:35 3:45 Coaching Development 3:45 4:00 Methodology Lecture 4:00 4:50 Workout / Coaching Development 4:50 5:00 Closing Remarks

  • 6TRAINING GUIDE & WORKBOOKV3.4_20150611.KW

    SEMINAR CONTENT OUTLINE

    The CrossFit Level 2 Certificate Course is a two-day course comprised of 3 segments:

    Methodology Lectures

    Methodology Practicals

    Coaching Development

    Details regarding these components, and total time of each, are outlined below. The course is a two-day course (9 AM5 PM) with a total number of 14 content hours.

    1. METHODOLOGY LECTURES

    Foundations of Effective Training 0.7 (5%) Outlines six criteria needed for effective training

    Common Movement Themes for Functional Movements 1.0 (7%) Identifies major themes common to most all movements

    Displays how a trainer can assess these themes in movement

    Identifies how these themes confer safety and performance benefits

    Class Structure 0.5 (4%) Outlines the components of an effective class

    Evaluates a class based on these factors

    Promotes discussion of best practices

    Effective Program Design 1.3 (9%) Defines effective programming and how to evaluate

    Outlines common pitfalls

    Discusses programming considerations for groups and how best to optimize individuals fitness with a GPP program (e.g., scaling, weakness work)

    Heavy Days 0.3 (2%) Defines a heavy day workout

    Discusses necessity of their inclusion for optimizing fitness

    Outlines coaching and logistical considerations for running an effective session

    METHODOLOGY LECTURES TOTAL 3.7 hours (26%)

    ComponentHours Allocated

    (Percent of Course)

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    2. METHODOLOGY PRACTICALS

    Example Class 1.0 (7%) Demonstrates the components of effective training across an entire

    CrossFit class

    Gives participants a template to follow at their own affiliate

    Group Programming Analysis 1.5 (11%) Allows participants to design effective programming

    Provides a collaborative atmosphere to put methodology into practice

    Training Demonstrations 0.7 (5%) Demonstrates effective training with participants to put course concepts

    into practice in a one on one and small group format

    METHODOLOGY PRACTICALS TOTAL 3.2 hours (23%)

    3. COACHING DEVELOPMENT Component

    Seeing Practical 1.3 (10%) Develops participants fault recognition skills

    Correcting Practical 1.3 (9%) Developing participants fault correction skills

    Teach Back One on One Coaching 1.1 (8%) Provides coaching practice time of one individual

    Provides evaluation based on the criteria of effective training

    Teach Back Small Group Coaching 2.4 (17%) Provides coaching practice time of multiple individuals

    Provides evaluation based on the criteria of effective training

    Coaching Under Load 1.1 (8%) Enables participants to see and correct athletes using intensity

    COACHING DEVELOPMENT TOTAL 7.2 hours (51%)

    ComponentHours Allocated

    (Percent of Course)

    ComponentHours Allocated

    (Percent of Course)

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    DAY 1

    FOUNDATIONS OF EFFECTIVE TRAINING

    Where the Level 1 Certificate Course provides an introduction to functional movements and CrossFit method-ology, the Level 2 Certificate Course is focused on improving a trainers ability to coach others.

    A trainers ability to coach others rests on capacity in six different areas:

    Teaching

    Seeing

    Correcting

    Group Management

    Presence and Attitude

    Demonstration

    The depth and breadth of a trainers capacity in each area affects not only whether clients become more fit but also the degree to which the clients become more fit. Effectiveness can be assessed by asking whether clients optimize work capacity across broad time and modal domains (i.e., whether a client becomes as fit and healthy as possible). A newer trainer may have rudimentary capacity in each area, however, clients can still see results because of the inherent benefits of performing constantly varied functional movements at high intensities. An effective trainer has the ability to safegaurd health and improve performance for a client beyond what he or she could do alone.

    Although these areas can be described and defined independently (below), there is a natural overlap among them in a real-time coaching environment. A deficiency in any one area can prevent a trainers success. Even a weakness in one area relative to the others blunts the trainers overall reach. For example, a trainer with tremendous knowledge and technical skill (teaching, seeing and correcting) will still have difficulty retaining members if there is little personal connection with them (presence and attitude).

    Regardless of a trainers current level of proficiency, a commitment to improving each area is the hallmark of a successful trainer. Similar to the athletes path to refining and improving movement mechanics, a trainer must refine coaching skills across a career to become great. Doing so develops virtuosity in coaching.

    TeachingThe ability to effectively articulate and instruct the mechanics of each movement. This includes the ability to focus on major points of performance before more subtle or nuanced ones, and the ability to change instruc-tion based on the athl