Library of movements

It’s ok to include stance/grip/position before or during the showing of the movement.

Whether you show the movement or a knowledgeable member in class shows it, doesn’t matter. What matters is how you can be the best teacher. If you’re a visual learner, it’s likely you’ll do better if you see someone doing the movement because you see the points to talk about.  You may be a better teacher if you perform the movement, because when you feel the position you know to talk about it. *do not let someone show the movement who doesn’t have technique, range, or knowledge*

Why show the movement first? If a new person can’t visualize what you mean, it’s less likely they will absorb the knowledge effectively
Why is it one minute? engagement – talking for too long about too many things will get overwhelming and lose attention or quality of the clients.

You just showed 3-5 reps of the desired stimulus. Now, break down quality expectations & faults in 3-5 reps at a slower speed.

Rep 1. show an active torso with good posture & compare it to an inactive torso
Rep 2. show full depth squat
Rep 3. show faults: knees caving in

When you teach a movement, what are the 3 most important pieces of information your group needs to know for QUALITY?

What an On Ramper needs to know may be different than what a CF classes member needs to know because the level of experience is different.  

QUALITY of the movement is always #1, but don’t avoid discussing range of motion & sport standards. 

Observable, measurable, repeatable.

It’s the coach’s responsibility to empower our members to establish accurate baselines to see how much improvement is made over the coming months.  Establishing accurate results prove that our training program is improving fitness within the 10 physical skills.

Example:

“Alright, now your turn. Your feet are shoulder width, squeeze your butt and belly with good posture.”

“When I say ready and squat, you will hold the bottom. I will tell you when to stand.”

“Ready…. and squat”

– – – – – –

1. Clients need to work on your cue, to prepare for more technical skills, plus ensure consistency among the coaching staff. Moving on your cue helps YOU be a better coach to improve quality of movement for large groups. if clients move ahead, it’s ok to stop and communicate this.

2. You must establish what is expected of them. When they hear THIS WORD, they do that movement. Set them up for success to avoid confusion.

3. How you cue is very important. It can emphasize confidence in your coaching & quick/actionable cues with one syllable improve timing for the whole group moving at once (vs. ready and push-press – it’s a mouthfull and clients often move at different speeds and times.)

For new members learning the squat, I say squat because I don’t want them to move quickly, but smooth & thoughtful.

Triage FIRST points of performance because QUALITY is one of our founding values.

Triage SECOND, sports rules, like squatting deeper, standing tall.

For example, a client doesn’t squat full range, before you tell them to squat deeper, take a look at their stance, grip, starting, and movement position. A wider foot stance is a positional fix, and helps adhere to sports standards.

– – – – –

Rep 1: You say ready and squat….they are holding the bottom, and you notice someone’s knees are caving in.

– tell the class to stand- you do not want someone to hold a bad position.

Rep 2: “this time, I want you to focus on pressing your knees outwards, without moving your feet. It engages your glutes to provide stability in your squat.

“Ready…and Squat”

Because QUALITY trumps sport, you’ve triaged this client and immediately go to him/her. They may not visually or verbally understand, so you fix their form with tactile cue. Use an object a couple inches from the knee and say to touch the object. We’ve also used bands around the knees, etc. to emphasize the position.

If you helped fix this client, you can move on to sport standards.

“This time, I want you to focus on squatting deeper. Ready….and squat”

This is uncomfortable. You may need to say “hold” because after 3 seconds, they will wonder if you forgot about them.

Triage to another client who needs to go deeper. If they cannot, ask everyone to stand.

Bring a box or a medicine ball over. Emphasize that “we want to train within our limits to establish baselines.” The client needs to know every time they squat, they will get this object before class.

If they only perform reps slow, and on your cue, they won’t make the connection as to what to do during the workout. This is an opportunity for the coach to describe the workout stimulus, and choosing a level that emphasizes quality under fatigue and intensity.