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CrossFit Level 3 Prep > Lesson Planning > Flashcards

Lesson Planning Flashcards

1
Q

What are the 6 elements the lesson plan?

A
  1. Intended stimulus
  2. Workout brief
  3. Warm up
  4. Workout
  5. Skill work
  6. Cool down
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2
Q

Define intended stimulus?

A

The overall effect of the workout.

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3
Q

What is the main purpose of the whiteboard brief?

A

To set the expectations for the class.

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4
Q

What are the 2 classifications of the warm up?

A
  1. General

2. Specific

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5
Q

What is the purpose of the cool down?

A

To return the athletes to a pre work out state

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6
Q

What are the 3 main benefits of lesson planning?

A
  1. To maximize the effectiveness of each workout.
  2. To create more consistent classes throughout the day.
  3. To allow more opportunities for coaching and correcting
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7
Q

What are the 3 main negatives of not lesson planning?

A
  1. Usually results in poor scaling, injury management, and logistical improvisation.
  2. Reduces time dedicated to teaching, seeing, and correcting athletes.
  3. Minimizes the impact of the trainer’s expertise.
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8
Q

What is the first step to determine when allocating time for other elements in the session?

A

Intended stimulus

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9
Q

What 4 elements of the workout should you consider to determine the intended stimulus?

A
  1. Time domain
  2. Loading
  3. Repetitions & /or distance
  4. Movements
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10
Q

What are the 4 main time domains for a CrossFit workout?

A
  1. Very short (less than 5 minutes)
  2. Short (5-10 minutes)
  3. Moderate (10-20 minutes)
  4. Long (20+ minutes)
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11
Q

What are the 4 categories when considering load?

A
  1. Bodyweight/no load
  2. Light (15 +reps without rest)
  3. Moderate (between 5-15 reps without rest)
  4. Heavy (1-5 reps without rest)
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12
Q

What is the definition of total volume?

A

Total reps & loading, or the total amount of work completed during the workout.

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13
Q

What are the 3 categories to determine for repetitions/distance?

A
  1. Low
    1-50 total repetitions
    Less than 800m
  2. Moderate
    50-200 reps
    800-3200m
  3. Long
    200+
    3200m +
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14
Q

What 2 main categories are considered to determine the movement intended stimulus?

A
  1. Movement modality

2. Movement function

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15
Q

What is the definition of a weightlifting modality?

A

Controlling an external object

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16
Q

What is the definition of the gymnastics modality?

A

Bodyweight only

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17
Q

What is the definition of the monostructural modality?

A

Cyclical, locomotive movements

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18
Q

What are the 5 general movement functions to consider?

A
  1. Upper body pull
  2. Upper body push
  3. Squatting
  4. Hinging
  5. Spinal flexion
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19
Q

When planning a complete lesson, the first building block is to determine the?

A

Workout timing

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20
Q

What 3 workout goals do you want to cover for the workout duration part of the whiteboard brief?

A
  1. How long should it take to finish a round?
  2. How long should it take to finish the whole workout?
  3. How many rounds or reps should be completed? (time-priority workouts)
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21
Q

What 2 topics should you discuss on the challange part of the whiteboard brief?

A
  1. How heavy or challenging should the movements feel?

2. How many reps should the athlete be able to complete unbroken?

22
Q

What 2 parts should you teach for the demonstration part of the whiteboard brief?

A
  1. Include a brief demonstration of each movement.

2. Clarify the expected range of motion for each movement.

23
Q

What’s the main point to discuss for the logistics part of the whiteboard brief?

A
  1. Discuss the layout of the workout and how to move through it safely.
24
Q

What 2 main parts should you cover for the scaling part of the whiteboard brief?

A
  1. Discuss strategies for dealing with injuries or limitations.
  2. Offer scaling options that preserve the intended stimulus of the workout.
25
Q

What are the 6 main topics you want to discuss on the whiteboard brief?

A
  1. Duration
  2. Challenge
  3. Demonstration
  4. Logistics
  5. Scaling
  6. Questions
26
Q

What are the 5 purposes of the general warm up?

A
  1. Increase heart rate.
  2. Increase core body temperature.
  3. Take the major joints through a full, active range of motion.
  4. Transition the athlete physically and mentally to higher-intensity work.
  5. Allow the trainer to assess the enthusiasm, mood, and movement quality of each athlete.
27
Q

What are the 5 main considerations for the general warm up?

A

In most cases, movements chosen for the general warm-up should:

  1. Be led by the trainer.
  2. Be easy for the trainer to explain and demonstrate.
  3. Require less skill and be generally lower impact.
  4. Be performed at a moderate pace or lower intensity.
  5. Focus on the whole body and complete range of motion.
28
Q

What 4 things do you want to avoid in your movement selection for the general warm up?

A
  1. Complex or very high-skill.
  2. High-intensity or high-impact.
  3. Performed at very high speeds.
  4. Heavy compared to a 1-rep-max load.
29
Q

What are the 4 goals of the specific warm up?

A
  1. Increase range of motion at lower intensity.
  2. Refine movement patterns used in the wod
  3. Allow the trainer to correct movement faults.
  4. Allow the trainer to consider scaling options.
30
Q

In most cases, movements chosen for the specific warm-up should be:

A
  1. Instructional and led by the trainer.
  2. Related to the movements in the workout.
  3. Progressions that build to more complex movements.
  4. Lighter loads and lower intensity that build toward the workout.
31
Q

Generally, movements chosen for the specific warm-up shouldNOTbe:

A
  1. High intensity.
  2. Unnecessarily taxing or hindering to the workout.
  3. Unrelated to the workout.
  4. Performed without instruction.
  5. Missing teaching progressions.
32
Q

What are the 2 major categories to be achieved in order to properly execute the workout?

A
  1. Effective coaching

2. Effective scaling

33
Q

What 3 assessments of effective coaching during the workout execution?

A
  1. How well the trainer can use their experience and expertise to help the group.
  2. The more effective the trainer, the more athletes they can positively impact in a single session.
  3. A better trainer is one who can guide more people to greater fitness more quickly.
34
Q

3 assessments of effective scaling during the workout execution?

A
  1. How well the trainer can accommodate and progress members of the group who cannot yet perform all movements or workouts as written.
  2. The more effective the trainer, the better they will be at creatively challenging those at different skill and fitness levels.
  3. Scaling should not be seen as simply a strategy to reduce challenge during the current workout.
35
Q

What are the 6 skills for effective coaching?

A
  1. Teaching
  2. Demonstration
  3. Seeing
  4. Correction
  5. Group management
  6. Presence & attitude
36
Q

Define teaching

A

The ability to effectively instruct

37
Q

Define seeing

A

The ability to discern good movement from bad movement.

38
Q

Define correcting

A

The ability to improve movement mechanics

39
Q

What 4 abilities improve a trainers correcting skill?

A
  1. Using successful cues.
  2. Know multiple corrections for each fault.
  3. Triage faulty movement
  4. Balance critique with praise
40
Q

Define group management

A

The ability to organise & manage a group.

41
Q

What are the 5 main considerations for group management?

A
  1. Time management
  2. Equipment management
  3. Layout for optimal flow
  4. Workout experience
  5. All athletes receive attention
42
Q

Define presence & attitude

A

The ability to create a positive & engaging learning environment

43
Q

Define demonstration

A

The ability to accurately create a visual example of a movement.

44
Q

4 considerations for planning your coaching for the lesson plan

A
  1. Consider the most common challenges athletes are likely to encounter in the workout.
  2. Make sure you have planned several scaling options for each movement.
  3. Consider the best layout for the workout
  4. Determine where you can place yourself to see and correct most effectively.
45
Q

What are the main 3 things you should assess after the workout?

A
  1. Did you see and correct everyone in the group?
  2. Were the scaling options appropriate?
  3. Did the equipment layout provide a safe and efficient path through the workout?
46
Q

What 4 goals can adding skill work into your lesson plan achieve?

A
  1. Practice
  2. Evaluation
  3. Confidence
  4. Scaling
47
Q

What is the benefit of practise in the skill work portion of your lesson plan?

A

The athlete can develop their technical proficiency independent of the intensity or load of the workout.

48
Q

What is the benefit of evaluating during the skill work portion of the session

A

The trainer can cue and correct movement before beginning the workout.

This can give both the athlete and trainer some focal points during the workout.

49
Q

2 main skill work considerations

A
  1. The demands of today’s workout
    What can you do to best prepare your athletes for this workout?
  2. Long-term development goals
    What opportunities exist to continue building the skills of the athlete beyond the movements required for today’s workout?
50
Q

What are the 5 main goals for the cool down?

A
  1. Decrease core body temperature.
  2. Gradually reduce heart rate.
  3. Encourage and restore full range of motion to all major joints of the body.
  4. Reflect on the workout and record results.
  5. Build community via discussion of the workout or other brief educational pieces.

CrossFit Level 3 Prep (12 decks)

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