CROSSFIT LEVEL 2 EXAM STUDY GUIDE 2026
COMPLETE TEST BANK WITH ANSWERS
◉ seeing - the ability to discern good from poor movement mechanics
and identify both gross and subtle faults whether the athlete is in motion
or static
◉ static faults - the points in which an athlete is not moving. usually
occur near the end ranges of motion, either starting, receiving or
finishing a movement
◉ dynamic faults - where the athlete is moving bt the static positions,
often at high speed. ex: not reaching full hip extension, pressing early or
initiating the squat with the knees
◉ correcting - ability to facilitate better mechanics for an athlete using
visual, verbal and or tactile. this includes prioritizing faults in order of
importance.
◉ cues - this results in improved movement mechanics
◉ primary function of a cue - to help an athlete execute perfect
mechanics not to perfectly describe the mechanics of the movement
, ◉ 3 step process for cues - 1. identify the fault. 2. identify what is out of
place and be specific naming the body part. 3. give direction for that
body part
◉ verbal cues - tell the athlete specific instructions
◉ visual cues - create contrasting images bt current and desired
positioning
◉ tactile cues - use physical targets to achieve proper mechanics
◉ after a cue is delivered - stay with the athlete for another rep and
provide feedback no matter what
◉ presence and attitude - the ability to create a positive and engaging
learning environment. shows empathy for athletes and creates rapport
◉ 6 areas trainers can evaluate and develop themselves - teaching,
seeing, correcting, group management, presence and attitude and
demonstration
◉ midline stabilization - plane of bilateral symmetry. refers to the
relationship of the spine and pelvis during functional movements
COMPLETE TEST BANK WITH ANSWERS
◉ seeing - the ability to discern good from poor movement mechanics
and identify both gross and subtle faults whether the athlete is in motion
or static
◉ static faults - the points in which an athlete is not moving. usually
occur near the end ranges of motion, either starting, receiving or
finishing a movement
◉ dynamic faults - where the athlete is moving bt the static positions,
often at high speed. ex: not reaching full hip extension, pressing early or
initiating the squat with the knees
◉ correcting - ability to facilitate better mechanics for an athlete using
visual, verbal and or tactile. this includes prioritizing faults in order of
importance.
◉ cues - this results in improved movement mechanics
◉ primary function of a cue - to help an athlete execute perfect
mechanics not to perfectly describe the mechanics of the movement
, ◉ 3 step process for cues - 1. identify the fault. 2. identify what is out of
place and be specific naming the body part. 3. give direction for that
body part
◉ verbal cues - tell the athlete specific instructions
◉ visual cues - create contrasting images bt current and desired
positioning
◉ tactile cues - use physical targets to achieve proper mechanics
◉ after a cue is delivered - stay with the athlete for another rep and
provide feedback no matter what
◉ presence and attitude - the ability to create a positive and engaging
learning environment. shows empathy for athletes and creates rapport
◉ 6 areas trainers can evaluate and develop themselves - teaching,
seeing, correcting, group management, presence and attitude and
demonstration
◉ midline stabilization - plane of bilateral symmetry. refers to the
relationship of the spine and pelvis during functional movements
