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Fit to Teach Episode 4: New Focus, New Mindset, New Goals by Gary Roberts and Jordan Shalhoub - CrossFit Journal

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November 25, 2014

Video Article

With the encouragement of co-worker and CrossFit coach Meredith Davis, 18 Cannon School educators in Concord, North Carolina, started training at CrossFit Vitality. In this nine-part series, these teachers and administrators go through CrossFit fundamentals and try to determine the cognitive impact of the program.

In Part 4, the teachers and administrators are starting Week 7 of their CrossFit journeys. After some time off from CrossFit during the winter break, the group has dwindled down to about 14 people, Davis says, but she’s still excited about their progress.

Some admit they did nothing over the break to work up a sweat. Others, however, challenged themselves by creating their own workouts and staying active.

Now it’s back to training, and it’s time to ramp things up a bit.

“I think some of them felt like we were watering down the CrossFit program,” coach Steve Pinkerton says, “and they want to do the same thing that the classes are doing, that they see when they come in and when they leave.”

He adds: “At least if I can get a barbell in their hands and get them moving, we’re going to empower them even more.”

As a group, the educators are working together, supporting each other and even coaching each other a little.

“My interpretation of CrossFit is having a stomachache, like, five minutes before coming in but then leaving happy,” says Jeanette, a teacher in the lower school.

Next up, the teachers will start a food challenge.

9min 51sec

Additional reading: “Prevention or Prescription?” by Andréa Maria Cecil, published April 20, 2014.

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4 Comments on “Fit to Teach Episode 4: New Focus, New Mindset, New Goals ”


wrote …

several times in these episodes I heard something about the cognitive effects CrossFit may have on these teachers. What cognitive measures are being taken?


wrote …

I just watched this episode, and I wonder how you are measuring cognitive impact, since cognition (mental abilities and processes) is dependent of a myriad of factors, physical activity being of them. I'd like to hear what which abilities of processes they tested, surveyed, or isolated at the start of the three month.


Chris Sinagoga wrote …

It's a nine part series. I'm sure they'll get to it. And if not, it shows a great example of how teachers can flip the switch to become students and get healthy in the process.

Good work ladies!


wrote …

The series will get more into the impact overall over the course of the program. Most members have found that they felt better about themselves and had more energy as well as a fun (bonus) community to look forward to after work. We spend so much time with the individual students we don't get to interact with each other very much during the it also allowed for everyone to get to know each other better as well. There wasn't a before and after cognitive test measurement, but it was based on testimonies after the program finished. As the common phrase says, "You can't love anyone until you love yourself" these people found that they had abilities that they didn't know they had before and that showed in their interactions at work.

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