CrossFit Level 2 Exam Questions with
Complete Solutions18
Foundations of Effective Training - ANSWERS-Teaching
seeing
correcting
group management
presence and attitude
demonstration
Teaching - ANSWERS-Effectively articulate and instruct the mechanics of each movement, focus
on major points of performance before more subtle and nuanced ones, change instruction
based on the athletes needs and capacity and teach athletes how to improve poor positions and
movement patterns.
Knowledge in fitness related areas - ANSWERS-Ability to accurately convey as much knowledge
as possible to others.
Effective Communication - ANSWERS-Be able to change communication style to meet the
capacity of the student and change strategies until the athlete succeeds.
Assess the effectiveness of teaching and communication - ANSWERS-Determining whether an
athlete meets performance expectations.
Teaching as much as neccessary - ANSWERS-Reduce and simplify body of knowledge to one or
two most critical points.
,Seeing - ANSWERS-Ability to discern good from poor movement mechanics and identify both
gross and subtle faults with athletes in motion and static.
Static Faults - ANSWERS-When the athlete is not moving, even briefly. In the starting, receiving
and finishing positions.
Dynamic Faults - ANSWERS-When the athlete is moving between static positions.
Most useful dynamic view - ANSWERS-A profile view offset by 45 degrees
Difficulty seeing dynamic faults increases when - ANSWERS-Athlete moves quickly and faults
become subtler
Methods to develop ability to see faults - ANSWERS-Study film
Survey athletes for only one fault at a time
Correcting - ANSWERS-Ability to facilitate better mechanics for an athlete using visual, verbal or
tactile cues. Ability to triage faults. Understanding of how multiple faults are related.
Correcting mechanics results in - ANSWERS-Increased performance gains and decreased risk of
injury.
Abilities for correcting - ANSWERS-Use successful cues
Know multiple corrections for each fault
Triage faulty movement
Balance critique with praise.
Cues - ANSWERS-Direction to help an athlete execute perfect mechanics.
, Good Cue - ANSWERS-Any cue that results in improved movement mechanics
Cues do not - ANSWERS-Perfectly describe the mechanics of the movement
Cues should be - ANSWERS-Short
Specific
Actionable
Actionable cue - ANSWERS-Gives a single task for the athlete to complete
Fault Identification - Bad Cue - ANSWERS-Pointing out the fault, does not tell the athlete how to
fix it
Cue language - ANSWERS-Simple and easily understood by anyone
Three step cue proccess - ANSWERS-Identify the fault
Identify what is out of place
Give direction to that body part
If athletes movement does not improve - ANSWERS-Use multiple cues until the fault is resolved
Corrective strategies - ANSWERS-Verbal
Visual
Tactile
Complete Solutions18
Foundations of Effective Training - ANSWERS-Teaching
seeing
correcting
group management
presence and attitude
demonstration
Teaching - ANSWERS-Effectively articulate and instruct the mechanics of each movement, focus
on major points of performance before more subtle and nuanced ones, change instruction
based on the athletes needs and capacity and teach athletes how to improve poor positions and
movement patterns.
Knowledge in fitness related areas - ANSWERS-Ability to accurately convey as much knowledge
as possible to others.
Effective Communication - ANSWERS-Be able to change communication style to meet the
capacity of the student and change strategies until the athlete succeeds.
Assess the effectiveness of teaching and communication - ANSWERS-Determining whether an
athlete meets performance expectations.
Teaching as much as neccessary - ANSWERS-Reduce and simplify body of knowledge to one or
two most critical points.
,Seeing - ANSWERS-Ability to discern good from poor movement mechanics and identify both
gross and subtle faults with athletes in motion and static.
Static Faults - ANSWERS-When the athlete is not moving, even briefly. In the starting, receiving
and finishing positions.
Dynamic Faults - ANSWERS-When the athlete is moving between static positions.
Most useful dynamic view - ANSWERS-A profile view offset by 45 degrees
Difficulty seeing dynamic faults increases when - ANSWERS-Athlete moves quickly and faults
become subtler
Methods to develop ability to see faults - ANSWERS-Study film
Survey athletes for only one fault at a time
Correcting - ANSWERS-Ability to facilitate better mechanics for an athlete using visual, verbal or
tactile cues. Ability to triage faults. Understanding of how multiple faults are related.
Correcting mechanics results in - ANSWERS-Increased performance gains and decreased risk of
injury.
Abilities for correcting - ANSWERS-Use successful cues
Know multiple corrections for each fault
Triage faulty movement
Balance critique with praise.
Cues - ANSWERS-Direction to help an athlete execute perfect mechanics.
, Good Cue - ANSWERS-Any cue that results in improved movement mechanics
Cues do not - ANSWERS-Perfectly describe the mechanics of the movement
Cues should be - ANSWERS-Short
Specific
Actionable
Actionable cue - ANSWERS-Gives a single task for the athlete to complete
Fault Identification - Bad Cue - ANSWERS-Pointing out the fault, does not tell the athlete how to
fix it
Cue language - ANSWERS-Simple and easily understood by anyone
Three step cue proccess - ANSWERS-Identify the fault
Identify what is out of place
Give direction to that body part
If athletes movement does not improve - ANSWERS-Use multiple cues until the fault is resolved
Corrective strategies - ANSWERS-Verbal
Visual
Tactile
