Healthy living requires that our kids push, pull, run, throw, climb, lift, jump, effectively and safely regardless of their athletic ability.
CrossFit Kids was developed to help kids to grow up healthy, strong and develop a life long love of fitness which will give them the right foundation to avoid common problems associated with childhood inactivity and obesity.
CrossFit Kids classes are designed with kids in mind and combine skill practice, workouts and fun games that focus on building strength and conditioning. Our classes include elements of gymnastics, weight lifting, body weight movements, running, jump roping, and more.
In order for kids to learn and succeed in other sports, they need to start with the basics, which is exactly the reason we teach using the 10 General Physical Skills that are the base for any sport or discipline out there.
Click the image below to read about the 3 Reasons Your Kids Should Try CrossFit Kids at CrossFit Impavidus!
Age Appropriate Programs
Kids Class (Ages 5-12)
At this age CrossFit teaches not only basic physical skills, but also social skills and confidence. Children learn foundation movements like the squat, pushups, pull ups, climbing, jumping, and elementary gymnastic movements.
More importantly, you will see your child also learns to follow directions, listen, communicate, and play with others. Every class includes game play and positive reinforcement. Your child’s confidence, both physically and mentally, will grow with each class.
This age group is on the road to becoming “Superheroes” in CrossFit and in life. The skills they learn are more detailed and may involve light weights. Exercises will include plyometrics, gymnastics, weight lifting basics, running, rowing, and stretching.
CrossFit Kids includes a focus on leadership skills. As children progress through the program, they will be asked to model movements, lead exercises, and demonstrate an ability to verbally explain exercises.
Teens (Ages 13 & Up)
This age group needs a specialized workout tailored to their needs. Many teens are involved in organized sports and our workouts will help strengthen and condition them to improve in their sport of choice.
CrossFit Teens also includes a focus on leadership skills. As they progress through the program, they will be asked to model movements, lead exercises, and demonstrate an ability to verbally explain exercises.
We offer Kids Classes for athletes 5-12 and Teen Classes geared for athletes 13 & older!
Bring your lil’ athlete in to try a class for FREE. (first time, first class only)
KIDS and TEENS MEMBERSHIPS.
Our Kids and Teens Memberships offer Unlimited Classes 4 days/week (Mon-Thurs).
- CrossFit Kids - $100/month, Unlimited Kids Classes - Mon-Thur at 4:30PM
- CrossFit Teens - $125/month, Unlimited Teens Classes – Mon-Thur at 5:45P
Check The Online SCHEDULE For Specific Class Times
Joining us for the first time? We need a signed waiver by a parent or legal guardian. Download it & bring it with you!
By Candace Hill CrossFit OldTown
July 10, 2010
In my role as a site coordinator for one of the 10 sites involved in the NICHD Study of Early Child Care and Youth
Development (SECCYD), I had the opportunity to be a part of a study researching the development of American children
across the country. It was an exciting experience to track the same group of children, over 1,000 kids, from their birth
in 1991 through high school. A few of the many areas of interest for the SECCYD investigators were children’s health
outcomes and their cognitive and achievement outcomes. Data on the participants’ amount and type of physical
activity were collected and linked to their health outcomes or body mass indices (BMI), but to date they have not been
linked to their cognitive and achievement outcomes.
The priority of the SECCYD analyses was to find out how
kids were faring with the obesity epidemic and the limited
opportunities available for physical activity during the school
day, not to discover how to improve their thinking skills.
Having tracked the physical assessments of the children
at my site, I can attest that the BMI of many children did
increase over the years to unhealthy levels. The study’s data
also showed that physical activity decreases significantly for
boys and girls in the U.S. between the ages of nine and 15
years (Nader, et.al, 2008). This information supports the notion
that children are potentially at risk for negative outcomes that
result from inactivity.
Getting back to those other outcome measures, cognitive
and achievement, the SECCYD did not look for links, but
other research studies have, and they have shown that it’s not
physical health alone that suffers from inactivity. In fact, there
are many cognitive and achievement benefits to exercise.
Vigorous physical activity for school-age children has been
associated with better grades (e.g., Coe, et. al, 2006) and
higher academic achievement (e.g., Chomintz, et. al, 2009;
Castelli, Hillman, Buck, & Erwin, 2007). Somewhat surprisingly,
these positive outcomes resulted even if children’s increase
in physical activity at school led to a decrease in their time
devoted to academic learning in the classroom (e.g., Sallis
et al., 1999). In turn, inactive children may be at a disadvantage.
In a study of overweight children eight to 16 years
in age, increased body weight was independently associated
with decreased visuospatial organization (the ability to see
and analyze objects in relation to their surroundings) and a
decrease in general mental ability (Li, Y., et. al, 2008).
Most recently, research has focused on whether or not
physical activity can have a direct effect on brain activity and
children’s cognitive development (Etnier, Nowell, Landers,
& Sibley, 2006). In the past, physical activity has been
described as affecting blood flow, which in turn stimulates
the brain. The newer studies have incorporated technology,
including the electroencephalogram (EEG) test (Hillman,
2008) and functional magnetic resonance imaging (fMRI)
(Colcombe, 2004; Davis, et. al, 2007; in press) to measure
if a direct impact is possible. Specifically, the EEG test
and fMRI have been used to document the effects
of exercise on activity in the prefrontal cortex (PFC).
Figure 1 (see pdf)provides a picture of the PFC located in the
frontal lobes of your brain. Researchers have focused on this
area in children, as it’s predominantly responsible for much of
their cognitive processing, or executive functions (EF).
Why is EF important? EF encompasses cognitive processes
responsible for goal-directed behavior (e.g., Olson & Luciana,
2008). In other words, EF allows for planning and carrying
out actions that often require attention and memory,
decision-making, goal setting, inhibition and self-control,
self-monitoring, and the use of strategies for problem solving
(Davis, et. al, in press; Eslinger, 1996). Cyndi Rodi wrote a great
CrossFit Kids article in January 2009 (Issue #38) in which she
defined EF and described how motor-skill development is
tied to EF development in children. The bottom line, EF is
used in virtually every learning experience that occurs in a
child’s classroom and requires one of the longest periods for
full development, beginning at birth and continuing through
childhood into adulthood.
A brief review of the literature indicates many researchers
support the notion that vigorous physical activity does
have direct effects on the brain and the development of
EF in particular. Hillman and colleagues (2008) found that
“fit” kids’ brains showed more activity in the PFC than those
kids classified as “unfit.” Researchers have even tested if the
benefits exist for those kids starting out an exercise program
as sedentary and overweight. In the randomized control trial
study conducted by Davis and her colleagues (2007; in press),
participants were placed into three groups:
1. The control group, or those remaining sedentary.
2. The group that was given 20 minutes of vigorous physical
activity a day.
3. A third group participating in 40 minutes of exercise a day.
Vigorous physical activity was measured by heart rate and
consisted of running exercises during this time. As a CrossFit Kids
coach, it would be interesting to do the same study doing a WOD
and measuring intensity or work capacity, but I’m sure that is a
future study CrossFitters will conduct someday.
In the meantime, findings of the current study showed a
significant improvement in EF and cognitive and achievement
outcomes for the active children only (groups 2 and 3).
Specifically, children saw an increase in math scores. This research
corroborates earlier studies completed with older adults, in
which physical activity improved cognition (Hillman, et.al, 2009)
and memory (Erickson, et. al, 2009). The benefits of exercise can
stop, however, once exercise is discontinued, which supports the
importance of permanently incorporating fitness into our lives.
Discovering this direct link is a big deal in the world of research
and can only bode well for those out there participating, or
thinking of participating, in vigorous physical activity; i.e., CrossFit.
With the evidence that vigorous exercise can stimulate a child’s
brain in areas that are responsible for cognitive development, it
can also provide the groundwork for a child to have the potential
for great success in school.
There’s good news for adults too. New research shows that
vigorous physical activity can also increase the size of the
hippocampus and improve spatial memory. That’s important,
too, as it’s the type of memory adults need in order to maintain
independence through the Golden Years (Erickson, et. al, 2009).
As these findings are relatively new, future research should focus
on the impact to the brain by the various forms of exercise—
strength training vs. running, for example. Think of how great it
would be to track our CrossFit Kids’ EF development alongside
their WOD times.
On a final note, these research findings have policy implications
as well. Most physical education curriculum in schools provide
less than the amount of physical activity necessary to achieve the
positive results discussed in this article. Getting enough physical
activity for healthy brain and cognitive (EF) development requires
supplementing your child’s PE classes with extracurricular, after-
school programs and activities to keep your child moving and
building brain power every day.
Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive function
after age 5: Changes and correlates. Developmental Review, 29(3),
Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. E. (2007).
Physical fitness and academic achievement in third- and fifth-
grade students. Journal of Sport and Exercise Psychology, 29,
Chomitz, V.R., Slining, M. M., McGowan, R. T., Mitchell, S. E., Dawson,
G. F., & Hacker, K. A. (2009). Is there a relationship between physical
fitness and academic achievement? Positive results from public
school children in Northeastern United States. Journal of School
Health, 79 (1), 30-37.
Coe, D. P., Pivarnik, J. M., Womack, C. J., Reeves, M. J., & Malina,
R. M. (2006). Effect of physical education and activity levels on
academic achievement in children. Medicine and Science in Sports
and Exercise, 38, 1515-1519.
Colcombe, S. J., Kramer, A.F., Erickson, K.I., Scalf, P., McAuley, E.,
Cohen, N.J., Webb, A., Jerome, G.J., Marquez, D.X., & Elavsky, S.
(2004). Cardiovascular fitness, cortical plasticity, and aging. Proc
Natl Acad Sci USA. 101: 3316-3321.
Davis C. L., Tomporowski, P. D., Boyle, C. A., Waller, J. L., Miller, P.
H., Naglieri, J., & Gregoski, M. (2007). Effects of aerobic exercise
on overweight children’s cognitive functioning: A randomized
controlled trial. Research Quarterly for Exercise & Sport, 78, 510-519.
Davis, C. L., Tomprowski, P. D., McDowell, J. E., Austin, B. P., Miller,
P. H., Yanasak, N. E. et al. (in press). Exercise improves executive
function and alters neural activation in overweight children: A
randomized controlled trial. Health Psychology.
Eslinger, P. J. (1996). Conceptualizing, describing and measuring
components of executive functions: A summary. In G. R. Lyon & N. A.
Krasnegor (eds.), Attention, Memory and Executive Function (pp.
367-395). Baltimore: Paul H. Brooks Publishing Co.
Etnier, J. L., Nowell, P. M., Landers, D. M., & Sibley, B. A. (2006). A meta-
regression to examine the relationship between aerobic fitness
and cognitive performance. Brain Research Reviews, 52, 119-130.
Erickson, K.I., Prakash, R.S., Voss, M.W., Chaddock, L., Hu, L., Morris,
K.S., White, S.M., Wójcicki, T.R., McAuley, E., & Kramer, A.F. (2009).
Aerobic fitness is associated with hippocampal volume in elderly
humans. Hippocampus, DOI: 10.1002/hipo.20547
Eveland-Sayers, B. M., Farley, R. S., Fuller, D. K., Morgan, D. W., &
Caputo, J. L. (2007). Physical fitness and academic achievement in
elementary school children. Medicine & Science in Sports & Exercise,
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Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart,
exercise your heart: exercise effects on brain and cognition.
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Hillman, C. H., Buck, S. M., Themanson, J. R., Chodzko-Zajko, W. (ed.);
Kramer, A. F. (ed.); Poon, L. W. (ed.). (2009). Enhancing cognitive
functioning and brain plasticity, Aging, exercise, and cognition
series (pp. 85-110). Champaign, IL: Human Kinetics, xii, 235 pp.
Li, Y., Dai, Q., Jackson, J.C., & Zhang, J. (2008). Overweight is
associated with decreased cognitive functioning among
school-age children and adolescents. Obesity, 16, (8), 1809–1815.
Nader P. R, Bradley R.H., Houts, R.M., McRitchie, S. L., & O’Brien, M.
(2008). Moderate-to-vigorous physical activity from ages 9 to
15 years. JAMA : The Journal of the American Medical Association,
Olson, E. A., & Luciana, M. (2008). The development of prefrontal
cortex functions in adolescence: Theorectical models and a possible
dissociation of dorsal versus ventral subregions. In C. A. Nelson
& M. Luciana (eds.), Handbook of Developmental Cognitive
Neuroscience (2nd ed., pp. 575-590). Cambridge, MA: MIT Press.
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CrossFit is a registered trademark ® of CrossFit, Inc.
Download pdf: CFJ_Hill_Kids_SchSuccess
Please Note: Due to the holiday scheduling, there will be NO CrossFit Impavidus kids/teens classes the following dates:
Saturday December 17
Saturday December 24
Tuesday December 27
Thursday December 29
Saturday December 31
Saturday january 7
Tuesday December 27
Thursday December 29