The Sevan Podcast - How to Coach CrossFit | Ep. 2

Episode Date: January 13, 2025

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Gambling Palm, call 1-866-531-2600 or visit connexontario.ca. And good morning, good morning. Alright, we're in Arizona. Waiting for McCoy. There's Souza. Two other guys, Eric and Really guys name They've been around longer than I have and our good buddies of seven filming Lizzie's here. Oh

Rios and Bella It's 530 a.m. So I'm trying not to be too loud. Oh Here we go. Morning, Colt Powers. Hello, bro. Morning, sir. How are you? Hey, get on. Yeah. Can you hear me?

I can hear you, buddy. Yeah. Oh, here we go. I got you. Okay. Give me one second. All right. Speaker. All right you. Okay. Give me one second All right speaker All right, try again Yeah, light and clear. I've got you. Okay. Awesome

All right. Let me share this screen How are you doing my friend you good pretty good I got into Arizona yesterday the I did this, I just pulled the box out and started the clock and did a hundred burpee box jump overs. And I was like, it's like at rep 55 and I farted and Lizzy started laughing at me and there's this guy next to me squatting. So for the next like 20 reps I'm like trying to clench and hold hold myself for farting. I was gonna lose count but anyways hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold hold I'm really good, I can't complain at all. I saw that hike row challenger doing for that charity. Yeah, that's tomorrow evening. I'll be setting off for that, yeah. It should be fun. That's savage.

How does it feel holding that rower on your back? Is it like pretty uncomfortable? It's, I need to get it more stable. I need to tie it on tighter or something. It wobbles a little bit and I'm like, it's okay when I walk up and down the gym But when it's gonna be for two hours going up a mountain, yeah It's gonna take us told I just need to get a little bit more secure, but then I'll be good to go. Yeah

Ryan Sansom. Yes, it was Camelback Mountain. It was called Echo Canyon Trail Cross that I'm not hungover. Fuck you. Hey look, I might be caffeine hungover, but I'm good to go. We're on the C4s again this week, I see. Exactly. I'm really nailing the bottom of the fitness pyramid right now. What time is it there for you? 5.30. 5.30 and you're getting on the C4s right away. Dude, don't make me feel self-conscious

bro. Okay, we're not here to talk about nutrition. Exactly, we're not. Okay, all right, we'll do that. We had a session last week, I gave you some things to work on. And can you remind me what we're working on? We're working on writing a purposeful progression, writing a detailed lesson plan. So one of the things from last week was writing a more detailed lesson plan and then scripting out things I was going to say in each particular progression or sort for each particular movement of progression. So for example, if I was going to teach the air squat script out, how I'm going to verbally teach the air squat and what point of performance I wanted to focus on. Um, and then again,

really working on looking for one point of performance at each movement, telling them that you're looking for that point of performance and then watching for that point of performance at each movement, telling them that you're looking for that point of performance, and then watching for that point of performance. Beautiful, yeah. So as that tells you, do check that we mentioned. We're going to tell them what you want them to achieve and how to achieve it. And that details to you what you're

going to actually look for. So that's going to be your primary thing that you're going to be looking for to get feedback on. And then as you get more experience as a coach, you're going to be able to pick up other points of And then as you get more experience as a coach, you're going to be able to pick up other points of performance at the same time, throughout different portions of the movement. Maybe when they're static, you see something else.

If it's a dynamic point of performance you're teaching, you can also scan the group in that static position. But primarily for newer coaches, that'll be the most simple steps. Have a progression. Know what the purpose of that progression is in terms of what point of performance you're trying to teach them. And if you're teaching them, they need to understand what they're trying to achieve so they're not just copying a demonstration.

And then that will highlight to you as the coach, that's what you're looking for and you're going to provide feedback on. So that's cool. So with that being said, how did you before we go in and look at your video and go through your lesson plan and things, tell me something you think that went well, having done that. Okay, I think what went well was I God now that I get a look at the lesson plan, I'm gonna think nothing went well.

I think I lined the group up better than I did in the previous class. I think I wrote out a much better lesson plan and I would say I adhered to the lesson plan maybe 20% better. So if last week I was like at 40% adhering to the lesson plan maybe 20% better. So if last week I was like at 40% adherence to the lesson plan, okay, maybe 15% I would say this week I was like 55% adhering to the lesson plan. But I think I wrote a better and more detailed lesson plan. I

at least practice it prior to I lined the group up better. And I at least, again, stuck to it a little more. I know we're going to watch and there are going to be areas where I talk about a particular point in performance and then I fix other things. And then there's one part of the video that I know is going to make me cringe a bit and that we'll probably get there. Cool. You're going to cringe anytime you watch yourself back. You always cringe. You're going to be your own harshest critic. So when I'm asking you for things you did well, it's going to be maybe a little bit challenging and difficult for you to pull that up because you're going to be like, man, I only focus on all the things I did poorly. But you've already said that

you've seen improvement in three areas there. of the class, the lesson plan and then adhering to that lesson plan so you've set yourself up better prior and then you executed on the plan better so that's a huge win and we'll dig into the video in just a moment to see what that actually looks like. Start getting in mind you're being your own worst critic what do you think that you could have done better? I know you said there's a part of the video that you're apprehensive about us watching. Yeah, real quick, McCoy, can you unmute and unmute yourself maybe, or try to turn your volume up? I think people trying to hear you a little better.

I'm not sure if that is. Let me see if I can do that. We've got some static. Can you hear me better now? I still have static. I'm not sure how. Let me see. Let me see if this happens to make any difference.

OK, I can turn you up. Let me see if go ahead and talk. Sorry, guys. He's going to but I'm waiting. Uh oh. Waitin'. I've got his volume, so we're just waiting for him to jump on yeah that's way better I think we got you just linking these bad boys up I'm okay cool I was asking you and give me an area for improvement there's one you there's gonna be one athlete in the class that does not and I hate to say this because it's like a cop out of okay, I should still be giving them cues but they don't respond to

cues and managing that person and that we have people who can be that way to a degree and I feel like I do a great job at still coaching them. But this athlete is. Different. You know, they just want to get in there and I don't know, it's I don't want to make excuses, but that's that's one area where I'm watching. I'm like, man, I just should have tried at least I should have at least tried. OK, I think I already know which athlete you're talking about. Yep. It's going to be very obvious.

But what I want us to focus on this week is what I want to talk about your plan. We'll spend a bit of time going through your plan first and foremost, and then we're going to focus on your ability, your teaching. That was the primary aim this week. So we'll focus a lot of time on the teaching and then that will lead us into what we're going to work on next week. So if you can pull up your lesson plan first please Taylor.

Yep. I'll share this tab instead. All right. Here we go. Are we zoomed in? Well, I'm on. Okay, here we go. That's okay.

We can make that work. All right. So talk me through the class and your plan. Okay. So the workouts 2159 dumbbell thrusters and weighted strict pull ups and my plan for the classes to write a five minute whiteboard brief or to have a five ish minute whiteboard brief the workout was stimulus for me was like a 10 to 15 maybe 11 to 16 minute workout. So a lot of time around that workout, and I wanted to spend a little more time in the whiteboard brief trying to get people to understand

that the workout was maybe unique to what we would typically do. Because the formats a workout format, and a four time sprint Fran format, but it's a completely different stimulus. I really wanted to nail that I wanted to make sure people understood the scaling And I wanted to make sure people Properly hit the stimulus or at least knew what to what to go for So that was five to ten. I feel like That's your question before we move on. How do you know that the stimulus is? Doing the workout or me deciding that that's what the stimulus is. Yeah, yeah, because you're the programmer. So you're going to decide what you want the stimulus to be.

And you also know your demographic as well. So if you're saying it's heavy, heavy dumbbells, for your demographic, that is going to be what you would determine like the 80th percentile sort of athlete who's doing everything RX. That's that's that's who they're kind of targeting maybe not your elite or your or your beginner is going to be somewhere like in that top top end show and around eight percent and then in your brief I know you talk about breaking up into sets and using almost like a strength day and there's nothing wrong with that at all because that was how you wanted the workout to run and the stimulus.

It's a really cool workout. I think I'm actually gonna do it tomorrow morning, give it a cracker like that. But I'm gonna change it slightly for the stimulus to be still for the 50 pounds, but I'm gonna make it in as few sets as possible, will be my sort of target. So I'm not gonna go to the clock. I'll just switch up a little bit.

Yeah, I like that. Yeah, we digress. Scaling, let's talk about your scaling. Yeah, so scaling first was load on the dumbbells and the weighted strict pull-ups. Then was volume of the strict pull-ups. So okay, if you couldn't do a weighted strict pull-up, or sorry, so yeah, scaling was loads.

If you could do the 50 or 35 pound dumbbell, great. If you couldn't modify the loading, if you can't add load, do it bodyweight, strict pull up. And if you couldn't do that, modify the volume from there. I went to a horizontal bar row and doubled the reps, um, to give people a body weight pulling exercise, um, that they wouldn't just make that's a lot harder to make easier, for example, and I was hearing these athletes who are doing the horizontal bar rows to pause for a second at the top of that rep. I could have gone with like a bandage trick pull up.

I think some people actually had used that I could have gone with like a toe assisted box trick pull up or a ring row or an eccentric trick pull up, but I don't know. I find I like the stimulus of a horizontal bar row a lot personally. Yeah, and the good thing about horizontal bar row, similar for a ring row as well, is it's really easy to change the scaling. And if you watch James Hobart when he's teaching a class

on the CrossFit training page, you'll see him modify some of the mid-workout, move your feet in or move your feet backwards or lowering the bar for them to make it a suitable sort of challenge and that's a great example of applying threshold training through the workout. So yeah, I like those scaling options. What we can consider when we're thinking about our scaling options is categorizing our athletes as beginners, intermediate and advanced. And then that gives you like a broad sort of okay if you're an intermediate athlete your scaling might be reducing the load. If you're a beginner athlete we're going to scale straight to horizontal

bar rows and you can you can I like to put that on the whiteboard as well because then people can see exactly what they do and it gets rid of any apprehension or nervousness when they look at the workout and go, oh my God, I haven't got that movement or that weight. They can immediately see, oh, it's okay, I'm going to maybe go through the specific warmup learning how to do the movement. But my scaling option for the workout, I've got a little bit of relief is it's going to be X, Y or Z. Perfect. Right now I like delineating categories of athletes. Yeah, it still gives them a target when our axis is unattainable for them right now. It gives them, okay, I want to really make it to the intermediate level or the beginner level

and you just make that appropriate for them. And then you can test and adjust around that as well during that specific warm-up to refine it a little bit further if necessary. I notice in there you've got a question mark underneath the limitations. One second, I got static again. Okay, so you said, oh yeah, the question mark underneath the limitations, right, that's one part of the whiteboard brief that I missed. I forgot to ask for limitations and the question marks was just ask the question, Hey, does anybody have any limitations? And forgot to ask that. Okay. What you could do in your lesson plan is your limitations you can factor in if somebody has a lower limb injury, how would you scale?

If somebody has a lower limb injury, how would I scale them? Yeah. Um, so we had a guy who had a knee issue and I had him squat to a box that was a pain free range of motion and go overhead. Cool. For example. Um, yeah, or it could potentially just be a push press if they, right, they can't squat at all. And then similarly, if you can write in your lesson plan, upper body limitation, if they can't do the pressing motion, they can maybe do a single dumbbell if it's just one arm and then for the pull up we can think of some variations there for them as well if necessary. And again, just having that in the plan makes it easier in your delivery because you're already prepared. And what you'll notice is once we go through this, that gentleman who does have the knee issue, because you haven't mentioned limitations at the start,

he gets you halfway through the specific warmup, I think when they're grabbing dumbbells and stuff and pulls you to the side and goes, hey, Taylor, my knees a little bit playing up, what can I do? And this is when you should be coaching in the moment, but now you're having to deal with this because you're like, man, I didn't get ahead of this

back at the whiteboard briefing. We'll see that play out a little bit later on. Um, and then let's go down to your general warmup and specific warmup. McCoy, could you try changing your audio to your headphones or, or, or muting and unmuting yourself again? You just, the static came back. Yeah. No props. Okay.

That's a mute, unmute. Nope. Oh, that's, uh, maybe, I don't know. We'll ride with it. It's all good. unmute. Nope. No, that's, maybe, I don't know. We'll ride with it, it's all good. Okay, a general warmup. So yeah, your general warmup, you've gone with that alternate spider-mans and the scat pull-ups,

and then you've gone into your air squats, push-ups, and ring rows, and you've linked those to now points of performance. Air squat, you're looking for full range of motion which is going to carry over to the thruster the push-up you've worked on midline stabilization and you talk about it in the class about that's what I wanted to feel at the top of the thruster and then in the ring row you've talked about an active shoulder so I like how you've linked those in and you're like okay I've got a teaching point behind these as well rather than I'm just going to throw some dynamic movements at you and achieve the aim of a general warm-up, because that's

a little bit more thought gone into it and some purpose behind it. So I like that as long as we can implement it well. And then from there we roll into a specific warm-up. Dumbbell front squat, dumbbell push press followed by the dumbbell thruster. Totally appropriate to build those movements up with a lighter load. You've got your reps on there and then we go into the progressive loading ready for the workout. Factored in your bathroom break which is a wise thing to do because there's always that person that needs to nip away when you're on the clock and you haven't factored in and now you're stressing that you're not going to finish the workout in time and then you have your cool down at the bottom

you've got your stretches in there. Nice. Having this plan you've already mentioned that you feel like it set you up for success would you agree? Yeah for sure. And then you implemented it 55% better than last week if last week was whatever percentage. How did it feel when you were implementing it? Did it make your life easier or did it make your hard life more challenging? I think there were elements that definitely made it easier having the lesson plan but writing as detailed and descriptive of a lesson plan, you know, as this which is probably not even as detailed or as descriptive as it could be, you know, as this, which is probably not even as detailed or as descriptive as it could be,

definitely made some other things challenging. Like, you know, it's newer to me. So I find myself like remembering, okay, you know, in elements of the warmup, did I remember to do this? And if I didn't, at points I'll be like, oh, fuck, I forgot that. So in that aspect, it makes it more challenging because I'm catching myself making mistakes

during the class where I wouldn't be, which is a good thing, but definitely easier in a general sense. Nice. As I said last week, when we're trying something new, it's gonna be clunky and feel difficult at the start. And I don't want you to stress out and feel like it's a memory test now going in you're like what minute was I gonna

say this thing and then the lesson plan just means that you're better prepared in your mind of what's gonna happen in the class what you're gonna look for at which point and then it gives you that flexibility to be able to deviate in the moment if needs be or if you miss something slightly somewhere it's more likely to come up and you're gonna be aware that you've missed it so you can you can fill that gap somewhere rather than if you don't have a plan you might never teach them midline stabilization you might never teach them the timing of the thruster and you're kind of just leaving it to chance and hoping that you

did and then also because you don't have a plan you can't go back and evaluate yourself afterwards and even if I wasn't here you could look at your plan go look at this Video and see how closely they marry up and start to about hold yourself accountable If that's really what you wanted to do and go okay, how close did I stick to that plan? Did I have those timelines? I wanted to hit etc. So it gives you some sort of ability to identify Where your areas for improvement are, where you executed really well. And it also allows you then to continue to progress as a coach because you're like, okay, I tried this way. And something I'm going to talk about in the

general warm up is you've got reps on there for your number of movements. And I'm going to ask you some questions as we watch the video and then we can maybe think about how we could have changed that future classes to make it a little bit more successful. If you flip onto your other page quickly, we're not going to go through all of this, but just want to show everybody what you did in terms of your teaching plan. So here you scripted out how you're going to teach the movements and what I liked in something like most of these you wrote down what the focus was. So then again I was just training the brain to be like okay the

focus for this progression is whatever point of performance. And then you see you implement that in your class that we're about to see, which is super cool. Cause it's like, ah, yeah. That is the purpose of the progression. The focus point for them is then learning. Okay, now I understand that legs before arms for the timing on

the push press is going to carry over to the legs before arms in the thruster. I've learned that now in two separate occasions in maybe the push press and then again in the thruster. It reinforces their learning so that means you have an effective teaching and that effective teaching is going to link to now you know where to look and if you know where to look you're going to see and then if you're going to see faults you can hopefully identify faults which then allows you to correct more people in a quicker time. Let's skip straight to minute 426 please. We're not going to go over your whiteboard this week.

We've already highlighted that you didn't mention injuries and we'll see what happens further down the line as a result of that. Okay. Which could be eliminated. If we go straight to 426, we're going to start looking at your general warmup and the focus I want to, I want to spare a mind is we're looking at your teaching and implementing this teaching plan. Perfect. Go? Yes, go. Yes, please.

Awesome, and I got your popping sound out, so this is great, okay, cool. Nice. Start the warmup, we're gonna spread out. Let's spread out, spread out, spread out. We still have your lesson plan on the screen. All right, we're gonna begin with 10. Here we go.

Whoopsie daisy. Come up, we're gonna spread out. Are we good? Let's spread out spread out spread out All right, we're gonna begin with 10 alternating spider-man lunges you guys all turn your attention to me We're gonna be in a deep lunge If your left foot is down, you're gonna take your left elbow to that is step then reach overhead when you reach over head I want you to push this hip to the floor, stretch the hip out. So left side, switch sides, right side, ten reps. Alternate. Ready go. Set that front foot out even further Mike and push that knee out. Yeah there you go. Jerry, really? Step those legs long, long, long, yep. And shoot your butt forward toward the floor.

Bam, like that. So come here. That's better. Yeah, we gotta work that. You guys can allow that back knee to touch the floor if it helps you get a better stretch. Guys can allow that back knee to touch the floor it helps you get a better stretch Brian when you get that front leg up, I really want to push the knee out. Yep. There you go

Just watch this lady closest to us. Yeah, she's she's rotating the wrong direction Ten reps here. Awesome. Then after our 10 reps. Take a pause there for me, Taylor. So I already like it better than what I've seen in the past. You've told them exactly what to do. You've given them a demo.

Could you think of a way we could refine that a little bit better? Refine the teaching of that exercise? Yeah. Let me help you out. Yeah, you go. It's okay. So you're talking and demoing at the same time. So there's a lot of information coming at them. If you demoed it first, and remember, they're not coaches,

and they've got lives outside of the gym. They don't see these movements all day, every day. So the more demos, the more that they see, probably the better. So you could have done a couple of demos. Hey, first thing we're going to do is we're going to do this. You called them, I call them elbow to instep. So did you call them Spider-Man lunges? Spider-Man lunges.

We're going to do Spider-Man lunges. What I'm looking for is I'm trying to take my elbow from the knee down towards my ankle and stretching as far as I can. And then from there, I'm twisting up and pointing to the sky. It's going to look like this. And then you could have showed them a few reps. Maybe four repetitions. Okay guys

and then that might have helped Emily out a little bit because she's maybe that one or two reps that you showed. She's not looking elsewhere or thinking about something else and she's not gonna miss it. And we'll see that play out regularly now as well. There's a little bit of talking and demoing at the same time. Which the way I think about it is if I'm saying something I want them to listen to retain that information, if I'm showing them something I want them just to watch. And there will be times when I talk and demo at the same time but I try but I'll catch myself doing it and go could I have been more effective there saying less and or being silent. What was awesome about it though is because you had the lesson plan,

you knew what you were looking for, you knew what you're working on, you did your teaching and then immediately started making corrections. You made like three, four, five corrections within the first couple of repetitions. I'm like yes, that's awesome. Because now you're coaching, now it's not just, hey guys, go and run through these movements for five minutes and then come back to me and I'll tell you your next piece of instruction. To make that a little bit nicer, if you just walk the line a little bit more, you could have saw more or use your head to scan the group a little bit, fit it a little bit more. But all in all, the teaching element is a huge improvement.

So we're on to a win already. If we, I don't know what minute we're on there. If we go to about seven minutes and we'll start with your, the next thing here, in fact, just play from there, play from there, sorry. I think we paused for seven minutes. My bad, my bad. All good.

Yeah, go from there, that'll do. After our 10 reps, we're gonna be on the pull-up bar we're gonna do scat pull-ups we're gonna pause for a second at the top what I want everybody to focus on here is a full grip on the pull-up bar starting with the past the shoulder you're gonna squeeze your butt squeeze your abs and then pull up hold for a second and then relax for 10 reps ready. Let's go up to the bar 10 pausing scapulops And take a pause again there Taylor What do you think I'm gonna say same thing, you know, yeah show them the movement. Yep

Yeah, same thing of you talking and demoing at the same time and you can demo that without having to stand so if you And you can demo that without having to stand. So if you, you could tell them and be stood on the floor and give them like a sort of an active shoulder sort of position where they're going active to passive. And then you can show them exactly what it looks like. Yes, you're working on moving through the shoulder. And then you go into a lot of corrections

about that hollow body position. And again, you didn't teach the hollow body position you could have taught that a little bit as well so you could have said what I'm focusing on is protracting and retracting the shoulder or bringing the shoulder to the ear and then pulling the shoulder as far away from the ear as possible. It gets rid of any complicated terms for the members and at the same time we're going to squeeze our abs and keep our toes forward of the pull-up bar. Something like that would help them hold that hollow position.

Nonetheless, what you're going to do now is you go up and down the line, and you do a lot of cues on that hollow position. So we'll just play that out and see that happen. Squeeze the abs, Maris. Same thing, Danny, instead of crossing the feet, feet together. Yeah, squeeze the butt, squeeze the abs down. Now pull, yeah, and hold. Hold for a second at the top. Good, Phil.

Pull your feet together, squeeze your ass. Squeeze your ass, it's going to punch you. And then go. Nice, and pause it there, buddy. So that's really good, you know what you're looking for, your lesson plan, as you've said active shoulder, but with your knowledge you know I also want to have a hollow position, I don't want them going into an arch position, but it could be that little thing that could have helped with your teaching, just a little

bit more of a smoother teaching point could have eliminated that. And that's something that you can start to think back to now as you're teaching your classes is if you're having to correct three, four, five people for the same fault, if several people are making it, it's probably your fault that you didn't teach them effectively to eliminate that fault from occurring. Or if you were to do another class straight after that, you'd probably add that in to be like, I saw this happen in the last class. So you can start to change straight away. And this little bit of self-evaluation is going to help you keep progressing over

the long term and start being able to implement this almost seamlessly. And I know right now it feels a little clunky and feels a little bit weird and maybe a little disjointed But this will all become second nature. That's just how you operate I tell them what to do I show them what to do when I'm showing them I'm gonna give them more than one demonstration so they can see multiple reps to really Understand what they're doing and I'm gonna keep my mouth shut during that Maybe show them a couple of keep maybe show them a couple of angles if I need to Depending on the movement if that's possible,

and then I'm gonna have them get to it and you're gonna be firing on all cylinders then with Q's all over the place. Sound good? Yeah for sure. Nice. Where are we on the clock there? 6.37. we gotta be on the clock there 637 yeah let's go to 725 maybe just a little bit back from 725 maybe like 750 all right play from there please dude. That way. Yes that arm. Now rotate. Yep yep. Nice Mike. Nice. Danny look at me. That front knee push it out over the top. Yeah really push it out, get a good groin stretch. Nice, Bill. And relax, Taylor. We've gone a little bit too far. I needed to go back a little bit.

Basically, what you were doing there is you were fixing Emily, and we're going to look at that again at the end anyway. the the the the the the the of what was nice or what was good. So if you say something was nice, then you know that you've seen something that was nice or you've seen something that was good. So the athlete probably wants to know that.

Again, that reinforces that teaching. So if it's nice depth, I really like how you're getting your hips all the way down. Nice job keeping your core nice and tight, your neutral spine as you're doing your pushups or whatever the thing may be. And that'll help you just start to eliminate that filler word. Now you're aware of it, you'll hear it more as we go through the class. Let's go to 9.25.

We're gonna skip to when you teach the air squat. All right, cool. All right, so we're gonna move on. We're gonna do some air squats to start. So we're gonna have our feet and shoulder width stance. What I want you guys to focus on is reaching the hips back and down. Yeah, yeah, yeah.

Demo demo fucking demo A loud demo is what they call that actually in case you haven't heard of it Keep going keep going keep going below the knee then standing again All right, so i'm gonna say squat we'll squat hold it in the bottom i'll say stand we'll stand back up for a few reps And we're gonna do 10 totals So I'm gonna say squat, we'll squat, hold it in the bottom. I'll say stand, we'll stand back up for a few reps and we're gonna do 10 totals. Squat stance, Ryan. All right, cool, ready and squat.

Little lower Amber, good. And stand, squat. Keep your eyes up in the bottom, Mike. Chest up, fight for it. Stand, nice. Squat. Sit back into your hips a little bit Emily yeah there you go stand Brian you're looking down pick your eyes up

squat chest up chest up little lower Meris there stand nice Danny straight squat push your knees out Phil there and stand good all right now give me five more reps. Five more squats. Yep. And take a break. Five more. Again if we're being critical there was that tell show do check where the tell on the show kind of got amalgamated into one and we can refine that and that's an easy fix. Again, I liked it though, we had a teaching plan, you told them what the focus was, and then you started to look for that focus.

And as a result, you offered lots of cues. You started finding out lots of cues, made lots of corrections. You had a static pause at the bottom. What do you think the benefit for you as a coach is having that static pause at the bottom? It just allows me to see either people reaching depth a little easier and scan the line a little better rather than trying to catch everyone.

I can only see one person moving in the dynamic phase, but I can scan the group a little better when they're in a bottom static position. Yeah, absolutely. So that's one of the better when they're in a bottom static position. Yeah, absolutely. So that's one of the reasons why you're seeing a lot more. Telling people to sit back into their heels, push their knees out. These are all static corrections.

And then as you're calling the rep out, when you're about to say ready, that's like a prefix for you to be like, okay, now I'm about to say go, so I wanna fix my eyes on somebody's hip. I've just taught them the hips travel back and down, so I'm gonna watch the hip, and I'm gonna give them feedback

on whether that hip went back and down. And then when they get on that bottom position, you're already watching the hips, you can assess the depth. The knees are right next to it, so you can look at the knees, and then you can go to the person next to them and do some static looking,

and then static corrections if necessary. And the better and more fluid we get at that, you'll be able to then, that static scanning you can increase along the group. And that's gonna be something we'll work on next week. And we'll come back to this a little later on just to really define that. But overall, I think it's way better.

I see dramatic improvements from when we started from last week to this week, where we're having clear clear calm delivery of instruction. Yeah we would like to have a little bit of a break between you talking and demoing and yeah we'd like to see more demos but that very easy fixes that easy wins. You've got the concept okay I've got my plan I'm gonna give my instruction I based around my plan and now I'm gonna look for it. So it's all fallen into place nicely, so good job dude.

Any questions or queries for me? No, I think the two biggest things I'm taking away this week, which we have talked about before, but I'm gonna focus on a bit more of is just a silent demo that I know there's been days or progressions or particular movements where I've done a great job at it. I just kind of fell back into a rut not doing it there. So definitely the silent demo. Showing first. So like tell them what it is show then do it. Again, silent demo.

I like the queue keep the toes forward with the pull up bar if I get a chance to use that this week I'm going to and then filler words I really want to focus on because I know what I'm looking at when I'm saying good So like watching somebody do a push-up and the hips and shoulders are rising together and I say nice. I'm just gonna say hey Way to keep your hips and shoulders moving together Brian or you're really keeping your abs tight. Great job I like the idea of doing that. And so I want to implement that.

Yeah, nice. That's part of the teaching is, if I was to teach somebody how to swing a golf club and I just showed them and then I was like, hey, you have a turn and they swing it and they knock it down the fairway 300 yards. And I'm just like, yeah, good job. They don't really know, it was just luck.

They don't know what they did that was well, like what was good. And I guess when we think of teaching, not that they're all gonna go on to become coaches, but they should be able to teach somebody else some things that should be adhered to when they're doing these movements. Cause it's like, I learned this

and then they can carry over. Cause that demonstrates that they've actually learned rather than I just go in and I work out and I don't really know what I'm doing. I just copy the coach and hope for the best. Let's go to your specific warm-up 1750 please. All right. By going through some progressions for the dumbbell thruster we're just going to begin with starting with the front rack position. So for the front rack position with the dumbbells,

we're going to have a full grip. One head of the dumbbell or the back head is going to be resting on the shoulders. I want your elbows up and triceps about parallel to the floor. So I want everybody to go ahead and pick up the dumbbells and just hold that position. Full grip on the dumbbells, back of the dumbbells on your shoulder, maybe neutral, not out. So Full grip on the dumbbells, back out of the dumbbells on your shoulder, maybe neutral, not out. So you know how the dumbbells are right here? Do that. Yeah, but maybe the dumb back head on your shoulder, not your trap. Right there, hold that. Elbows up now. Yeah. Nice, Sonny. Full grip on the handles, Greg. Can you grip the handles? Yeah, there we go. Good. All right, everybody and go ahead and relax. That's going to be the front rack position. We're going to start

with just dumbbell front squats. So we're going to have the same range of motion, all the same points of performance that we have in the air squat earlier. Pause it just a second please, dudes. I just want to highlight that, like I really like that. You're teaching the words that you said, the amount of information you gave could have maybe been more succinct, but the premise that you told them what to do, you showed them what to do, you had them do it, and then you made all those corrections around those things that you asked them to do is exactly what we're looking for. And it's just refining, like just not refining that.

It's continuing to do that until it comes second nature and that's just the way that you teach you say man that's just how I do it and it feels natural and it feels normal that step could be a little redundant because now they're gonna go into that stance and grip anyway for the front squat you could have said hey guys stance is gonna be here grips gonna be here full grip on the dumbbell blah blah blah and then what you're about to teach now could have said, hey guys stance is gonna be here grip is gonna be here full grip on the dumbbell blah blah blah And then what you're about to teach now could have been your teaching point and you could have said set up Made all those corrections that you were about to make and then go go stand go stand

Rather than getting them all to stand there and then they put them down and everybody kind of loses attention to start swinging the dumbbells around like this his attention and start swinging the dumbbells around like this. If you keep playing it we're going to see another good example of this. Okay keep the dumbbells in this rack position with a full grip and the elbows up. I want you to keep that position for the whole squat and here's what it'll look like. All right so I'm going to say, we'll squat to the bottom. I'll say stand, we'll stand back up. All right? Give them another rep there. Yeah, I would have given them one to each angle 45 degrees.

Then they can see the line of action with the hips. And then when you switch to the other 45 degrees, they're gonna see if there's looking at you front on, they're gonna see where your knees are, and they're gonna so on and so forth. So I'd probably give you like a couple of each to each angle and then then you're gonna let them crack on but again you told them what you wanted to do you've shown them what you want them to do they're about to do it and that then you're gonna check. Start from that rack position. Ready and squat. And stand. Try to sit back into your hips a little more Maris.

Squat. Knees out, Phil, sorry. Stand. Squat. Sit back into your heels a little more. Yeah, there you go. Stand. In the bottom, I want you to push your knees out, Mike.

Squat. Stand, all right, give me five more reps. Ready, go, five more reps. Nice. Keep the abs tight, Emily. And don't pause in the bottom now. Squat, stand. Good.

You see how you're doing like this? It really should be more of a neutral grip. Practice it. Alright guys, great job Max. So again another good example where you've done the tell, you've done the show, you've had them do it and then you're checking and as a result you're checking you can see that you made several corrections and it's given you an opportunity to see more. Yes, we can refine it.

Yes, we can make it better. But it's starting to be implemented. And the more you practice it, the more seamless it will become. I'm going to talk a little bit about correcting now. But I don't want to go into it too much. I'm sure you've heard of, use your cues like a GPS. So when you're driving your GPS, it doesn't say,

don't turn right here, don't turn left there. It'll just say continue straight. And with some of those cues there, you could have been a little bit more actionable. So you said, don't do this, or don't have your elbows out, or I can't remember exactly what it was. And then somebody else just said,

try to do blah blah blah. Generally when we hear ourselves saying those sort of sentences they're almost like fluff of words to get to the point of what we want to say and you'll start to catch yourself at the end finishing off with the actual cue. In one of your visual cues or one of your cues somewhere in here, I've got it written down in all these notes I've got, you say, when you're doing your hanging position from the pull-up bar, you're in this position here, so what I want you to do is squeeze the abs,

and it's like, you could have just said squeeze the abs, and that becomes really important, really important when you have a busier class of more people and you need to be quicker and more effective with your queues. So you don't have to tell them what they're doing wrong and what you would like them to do or try a little bit harder for me. Hey, you just do this and you give them that direct queue. There's just a little quick something right now, but let's not forget our focus point.

Focus point is you're implementing this telling and showing and doing and checking. And if we can just streamline the tell and it's already way better because you had your lesson time before, which means you knew what the purpose was and you get to there, you tell them what the purpose is, you're having them do it. So you're showing them it. We're gonna do a little bit more extra demos in there. You're gonna be silent through that and then when they do it, we're going to do a little bit more extra demos in there. And you're going to be silent through that. And then when they do it, you're already checking and seeing stuff and being able to give lots more corrections. And we'll just make those corrections a little bit more effective.

And we'll come on to that in due course. So far, I'm seeing improvement, which is really nice. Do you feel like it's going better? Do you feel like you can see that improvement or? Yeah, for sure. For sure. There's, there's, yeah, I mean, there's definitely the improvements and then there's, you know, like we noted with the demonstrations, there's slide back into old habits. But overall an improvement.

One other thing I'm going to say about your demo. You demoed the movement and then you told them I'm going to say squat, then I'm gonna say about your demo you demoed the movement and then you told them I'm gonna say squat then I'm gonna say stand there's nothing wrong with that but you could have eliminated that if you just said in your demo okay guys so we're gonna do some squats we're gonna be taking their hips back and down till you get lower than the hips so that bring my but as low to the floor as I can whatever Whatever your teaching point is, it's gonna look like this, and then you're gonna say squat,

you show them stand, and that just gets them to realize, I understand what the commands are, and then you don't have to tell them again. Small thing, just something you can try and play around with. The way that you did it worked as well. If we move to 25, 37 and you're gonna see an example of where you don't use that tell-show do check and

you're gonna see what happens. Then do one set through. I want you to put the dumbbells down and rest between each set. Five front squats, you'll rest. Five push presses, you'll rest. Then five rosters. Okay, let's go ahead and pick the dumbbells up. We'll start with the squats, do five reps and then rest. Go ahead on your own. Stay on your heels Danny. Good Amber. Easy day. Yeah, you'll be okay. Stand fast, Sonny, and push the knees out on the way up. Looks great, Emily. Nice. Yeah.

Easy day. Easy day. Is that okay? It didn't look great. So you told them what to do and you told them it's going to be three movements, five reps of each one. You'll have a pause in between each one. You'll have a pause in between each one. So you told them what to do and you told them it's going to be three movements, five reps

of each one, you'll have a pause in between each one. Didn't show them and then you let them do it and it just turned to a little bit of chaos but everybody's moving at different times, they're all over the place. Some guys are doing thrusters, some people are doing push presses or whatever the movements are, front squats or whatever. And that's just because you, you could have, how could you change that from happening? Well, I think one like you supply way too much information. I probably, if I, if I really wanted to drive my heels in, so to speak,

and have them do this on their own without me queuing to go on each rep I could have said okay we're gonna start with five dumbbell front squats here's what it is ready go they do the five dumbbell front squats now and say okay now we're gonna do five dumbbell push presses here it is ready go and then same thing for the thruster beautiful and the other benefit of doing it like that is then everybody's at the same pace at the same same place at the same time you haven't got one person who just does five thrusters and you don't catch it and then he's waiting around for three minutes for everybody else so that you just keeps everybody in control while some on that note we didn't see it in the general warm-up because you

there's a part where you have them do two more rounds and in the general warm-up and they're doing part where you have them do two more rounds and in the general warm-up and they're doing designated number of reps and again it just everybody starts to go at like go at different paces and finish at different times. Something that you can consider and it's not the the way or the right way it's just something you can play around with is you can eliminate that by perhaps giving them a time that they're gonna work on that specific movement. So, hey guys, for the next 30 seconds, we're gonna go alternating elbows to insteps.

3, 2, 1, go. And then they're all moving for 30 seconds. So you still get the same amount of time to go up and down the line. But when you start at one end of the line, by the time you get to the other end, then that car's not finished, they're 10 reps, because they're still going to your timing.

So you can make sure you can see everybody. And if you do that for all the movements, it keeps a class altogether moving through at the same time. It can just be another way to keep control. Doesn't mean it's the way or the right way, it's just an option. And then every way has got pros and cons, I like to think of it.

Cool, so we've seen when your tell show due checks been effective, we've seen ways that we can refine it, and then we've seen what happens when we slip from it and the people kind of go back to 715. That way. Yeah, so that arm. Now rotate. Uh oh, where'd I go? There we go.

Oh wow, nice side. Emily, instead of reaching with the opposite side, the same side that your foot is forward, reach that way. Yeah, so that arm. Now rotate. Yep, yep. Nice, Mike. Nice, Mike. Dave, look at me. Pause it there, buddy. So you spotted that she was rotating the wrong way, but what you didn't spot was that she's not taking her elbow to the floor. So she's only doing half the movement.

And what I want to introduce you to introduce to you is this acronym of WICAR, W-I-C-C-A-R. And basically what it's gonna get you to do is check back in so that you're gonna see the next rep. And on some occasions through this class, you do check back in, but oftentimes you don't. And you end up walking up and down the line saying, heels down, knees out, chest up. And then you never watch the next reps.

You've got no idea whether your cues have been effective or not. You can feel like a rock star because you're like I saw lots of faults I gave loads of cues but the cues only effective if it actually makes effective change and then there's no such thing as the right cue or the best cue. Whatever works for that athlete is the best cue so you're gonna have to play around and see what happens but the only way we can see if the cue is affected is by checking back in. So WICAR what it stands for is you watch you're gonna watch the movement after you've watched the movement then you're gonna identify a fault after you've identified the fault you're gonna give a cue. And then after you've given that cue,

you're gonna check back in. If there's been effective change, then you acknowledge that and be like, hey, great job, I like that depth or whatever they've achieved. And then you just repeat that process of watching, identifying, cueing, checking, giving acknowledgement, and then repeating the process.

What can often happen is we give the cue and then we check back in and it's not made them better. Even sometimes it makes them worse. And that's where we kind of get stuck in that little circle of, okay, now I need to give another cue. So I need to think of a different way of saying, heels down, toes up, whatever your next cue would be. And you might go, okay, now I need to get visual,

maybe I need to get tactile. And you get stuck in that little circle there. But at least now you're actually making change and the athlete knows that they have improvements to make. They're not just like, hey, I feel like a rock star and the coach isn't saying anything. That wick is going to really help you just to make better corrections. And that's basically a seeing thing, is how do we see. If we go to minute, let's go to 9.25. And you'll see exactly what I said there, we're throwing out lots of cues to actually not make much change,

or knowing if we're making change. All right, so we're gonna move on, we're gonna do some air squats to start. So we're gonna have our feet to shoulder width stance. What I want you guys to focus on is reaching the hips back and down until the hip creases below the knee then standing again. All right, so I'm gonna say squat. We'll squat, hold it in the bottom. I'll say stand, we'll stand back up for a few reps and we're gonna do ten total.

Squat stance, Brian. All right, cool. Ready and squat. Little lower Amber. Good. And stand. Squat. Keep your eyes up in the bottom, Mike. Chest up. Fight for it. Stand. Nice. Squat. Sit back into your hips a little bit, Emily. Heels. Yeah, there you go. Stand. Brian, you're looking down. Pick your eyes up. Squat. Chest up, chest up. Little lower, Maris.

There. Stand. Nice, Danny, that's great. Squat. And take a break, Taylor. So you just see there that you kind of walk the line and you give lots of people different cues, but you never, I don't want to say never

because I think you did on one or two occasions but you are not acknowledging hey that was better I like that depth now so I think with, it might have been the young lady Emily again that you told her to sit back on her heels and watch the next rep and make sure she sits back on her heels. Right. This is where we're going to introduce your next challenge for next week is 2-1-2 seeing strategy. And we've already talked about it briefly. So in that bottom of the squat, and you've got everybody holding it there, we've already discussed that that makes it easier for you to see more because they're not moving and

you can have a dynamic eye because the athlete is static. What I would love for you to do is look for two people in that static position at the bottom. So it could be one point of performance, that same point of performance on two people. And then you're going to watch one person in the dynamic and then you're going to watch two people again in that static position. So at the top of the squat it could be Brian's stance position. Hey Brian, move the feet a little bit wider. That's better. Somebody's got the dumbbells up. You can go, hey Brian, better grip. Good having a full grip on the dumbbells.

Now you're going to watch somebody's hips. Ready and squat. You can just confirm their hips go back and down. Your eyes are already on the hips. And maybe now you're going to confirm the depth. Great depth. Such and such. And then you're going to confirm the depth, great depth, such and such, and then you'll look to the person next to you, hey drive your knees out. Once you've made one cue with one person,

now this should never ever be a time when you don't have anything to say, because there's always something you can go back and check on, and you're also going to be looking to identify something new. And when you're looking at identifying that, identify the queue doesn't have to be a queue for improvement. It can also be like, you can replace that for acknowledgement. Gotcha. Just made that confusing. No, that makes sense. No, no, no. No. Yeah. I got that. So, yeah. So what we call it is, and you don't have a great deal, but there's a little period of time when we have some empty reps and they're

just repping out and you're not really saying anything or giving feedback. Or maybe there's a lot of nices and goods. But there should never be these empty reps where we don't have anything to say because there's either something that we saw that we like and we're going to tell the athlete that was what we liked and why. Or there's going to be something that we can make better. And once they've made it better, you're going to acknowledge it on the next rep or you're going to give another cue to make it better. And then once you start giving these cues and corrections, you're going to acknowledge it on the next rep or you're going to give another cue to make it better and then once you start giving

these cues and corrections you're going to remember them and log them and every time now your eyes are going to automatically kind of start knowing where they've got to go because it'll be like okay I'm going to watch Emily's toes in her squat, Brian sets up with his feet in the wrong position, Marius was doing something else and these are all going to be happening at different parts of the movement. So at the top I'm checking that guy's stance, at the bottom I'm checking her where her weight is disputed in her feet and I'm also checking this person's spinal position because they're hyper extended or so on and so forth. And then when you're looking at those things to give them that acknowledgement or that confirmation that they need to keep getting better, that new cue, you're also going to scan somebody else and pick something else up.

So it's a little bit more complex, a little bit more challenging. But when it becomes second nature, again, it makes it so much easier. And that's when you're just like, chew, chew, chew, chew, chew. And it's like, can't tell us he's everything like you can get by him. you and it's like, can't, Taylor sees everything, like nothing gets by him and it's because you know where to look. I like to think of the analogy of, you know those CGI machines where if it's like a soccer player for a soccer game and it's got, they go in the studio and they stick all those balls on them and it takes a scan of their movement and then it can simulate it exactly on a computer screen and then the game. Yeah. Does that make sense? Yeah. I think of my athletes like that. So they've all got these dots on it. At different points in the movement,

my eyes are scanning different things, parts of the body. So I'm picking up information. And it's like, OK, when they start, I may be looking at the hips. But from the hips, I can also see the spine to make sure the spine is neutral. When I say, and squat, I'm going to watch to see if that spine goes into hyperextension to initiate

or if the actual hips go back and down. Now I'm following the hips, maybe I scan down to the heels as I get to the bottom to see where the heel, the way it's distributed. Check the hips again to make sure the depth is okay. See the spine and then I can do that across multiple athletes because they're in that static position and it just makes it when you know where, like I don't want to overload you. Start slow. I like the size of this class, this is a great size of class to start implementing the things that we're improving on. You really shot yourself in the foot with the last one where you had a huge class with a really complex movement. Keep

it simple, set yourself up for success so you can see the improvement. Wicard is your first thing to introduce is just checking back in. And every time you've made a correction, I need to check that again. I need to check that again. And when you get comfortable with that, we're also then going to try and add in, can I look for multiple cues per rep? And I add multiple cues per rep by doing that 2-1-2 drill. Gotcha.

I feel like I said a lot there and I maybe made that more complex than it needed to be. Is that Is that's a little making sense for you? No. Yeah, I've got those three things to check back in with wicker Well, the first thirst the first thing I have before that is demo first then teach so tell them what it is Show them with my mouth closed and then do it then wicker and then two one twos Additional things I have on top of that that were just areas for improvement in this class were mentioning the scaling options and groups of advanced intermediate beginner and then limitations.

And then the queue of keep the toes forward to the pull apart, that was just one thing I highlighted to fill our words, pointing out what was good, what was nice or what wasn't. And then Andy has told me this so many times, but that's, hey, don't start your correction with you're doing this wrong or, or don't do this wrong. Just show them what to do right. Yeah. Or tell them what to do right. Correct. Yeah, absolutely. And there can be a time and a place for when we have that. And that might be between reps and sets when we have a little bit of a lull,

and it's like, hey, and you're walking to grab more plates, and you can go, hey, what up, and you can have that, it becomes more of a conversation. But when it's actionable cue in the moment, you wanna keep it to just that GPS cue, just tell them what they need them to do. That's a lot of stuff. The first part, the filler words,

you're always gonna continue working on that. They're always gonna slip back in in and you'll just catch yourself. The lesson planning, adding in the limitations, that's an easy fix. That's no problems at all for you. And then continuing to like adding in that silent demo, that's just refining what we've already done. So you're already there. It's just a little bit of tweaking. And then we're layering on now building upon last week with adding in and this be adding in the wicker and Potentially to one two if we can and we'll review that next week

What I would love for you if possible for next week is to record Two if not three specific warm-ups only okay, and then just just the progressions and we're just gonna watch for Wicker and then if we if we can implement that 2-1-2. Perfect. Okay let me write that down. Two to three specific warm-ups. Got it. No longer than ten minutes a piece of footage for each one would be great. Copy. Awesome. Awesome Taylor. Any questions for me? No that was awesome. Thank. Awesome. Awesome, Taylor. Any questions for me? No, that was awesome. Thank you, dude. It's a, it's a pleasure. Thank you again for your time. Thanks for being vulnerable enough to throw yourself. Stop, dude. I'm getting so much out of it. You don't need to thank me.

Oh, that's a, it's a pleasure. And yeah, you, I, from last week to this week, I don't know if it feels like it for you, but I see a clear night and day difference cool and and then If you have time go back and watch that first trust a video that we reviewed when we first met and just watch that I'm like man. It's a different different person Yeah You're doing great. Keep up the hard work and I'll speak to you next week. Awesome. Thank you, bro. Have a good day. And are you doing that? Are you doing that hike this weekend? I'm doing it on Sunday. I leave here at 1am Sunday morning. Is that Matt Sousa? Yeah, that was Sousa. Oh, Matt, I said hey. He says hey. Yeah, yeah, 1 a.m. Sunday morning, so in a couple of days.

Cheers, good luck, bro. Thank you, I'll let you know, I'll keep you posted. All right, dude, see you guys. Cheers, thank you, everybody, for tuning in. Bye-bye. Oh!