Crossfit Level 2 with 54 correct rated
answers and approved.
Crossfit Level 2 with 54 correct rated
answers and approved.
Push Press Progressions - ANSWER dip & hold, dip & drive slow, dip & drive fast, push press
Push Jerk Progressions - ANSWER jump & land (hands at sides), jump & land (hands at shoulders), jump
& extend arms after hips extend, push jerk
Sumo DL High Pull Progressions - ANSWER Sumo DL, Sumo DL shrug slow, sumo DL shrug fast, SDHP
Med Ball Clean Progressions - ANSWER DL, DL shrug fast, FS, Pull Under, med ball clean
Trainer's ability to coach others (based on 6 areas) - ANSWER teaching, seeing, correcting, group
management, presence & attitude, demonstration
Teaching - ANSWER the ability to effectively articulate & instruct the mechanics of each movement
Seeing - ANSWER The ability to discern good from poor movement mechanics and identify both gross
and subtle faults whether athlete is in motion or static
Static Faults - ANSWER faults that occur near end ranges of motion- starting, receiving, or finishing-
Dynamic Faults - ANSWER athlete moving btw the static positions- ex. not reaching full hip extension in
drive of the clean, push early in push press, initiating squat with knees
Profile view - ANSWER most useful view to watch an athlete
Correcting - ANSWER the ability to facilitate better mechanics using visual, verbal, and/or tactile cues
, Crossfit Level 2 with 54 correct rated
answers and approved.
Ability to correct depends on (4 things) - ANSWER use successful cues, know multiple corrections for
each fault, triage faulty movement, balance critique w/ praise
Function of a cue - ANSWER to help athlete execute perfect mechanics, NOT to perfectly describe the
mechanics of the movement
Qualities of a good cue - ANSWER short, specific, actionable
3 steps to developing a good cue - ANSWER 1. identify fault 2. identify what is out of place 3. give
direction to that body part
Verbal cue - ANSWER tell specific instruction
Visual cue - ANSWER create contrasting images btw current & desired positioning
Tactile cure - ANSWER use physical targets to achieve proper mechanics
Triaging faults - ANSWER assigning urgency to faults, ordering based on severity of deviation from ideal
& athlete's capacity relative to the task
Group management - ANSWER ability to organize and manage both at a micro level (class) and macro
level (gym); managing time well, organization of space, equipment and participants, adhere to schedule
etc.
Presence & attitude - ANSWER ability to create a positive and engaging learning environment
Demonstration - ANSWER the ability to provide athletes w/ an accurate visual example
answers and approved.
Crossfit Level 2 with 54 correct rated
answers and approved.
Push Press Progressions - ANSWER dip & hold, dip & drive slow, dip & drive fast, push press
Push Jerk Progressions - ANSWER jump & land (hands at sides), jump & land (hands at shoulders), jump
& extend arms after hips extend, push jerk
Sumo DL High Pull Progressions - ANSWER Sumo DL, Sumo DL shrug slow, sumo DL shrug fast, SDHP
Med Ball Clean Progressions - ANSWER DL, DL shrug fast, FS, Pull Under, med ball clean
Trainer's ability to coach others (based on 6 areas) - ANSWER teaching, seeing, correcting, group
management, presence & attitude, demonstration
Teaching - ANSWER the ability to effectively articulate & instruct the mechanics of each movement
Seeing - ANSWER The ability to discern good from poor movement mechanics and identify both gross
and subtle faults whether athlete is in motion or static
Static Faults - ANSWER faults that occur near end ranges of motion- starting, receiving, or finishing-
Dynamic Faults - ANSWER athlete moving btw the static positions- ex. not reaching full hip extension in
drive of the clean, push early in push press, initiating squat with knees
Profile view - ANSWER most useful view to watch an athlete
Correcting - ANSWER the ability to facilitate better mechanics using visual, verbal, and/or tactile cues
, Crossfit Level 2 with 54 correct rated
answers and approved.
Ability to correct depends on (4 things) - ANSWER use successful cues, know multiple corrections for
each fault, triage faulty movement, balance critique w/ praise
Function of a cue - ANSWER to help athlete execute perfect mechanics, NOT to perfectly describe the
mechanics of the movement
Qualities of a good cue - ANSWER short, specific, actionable
3 steps to developing a good cue - ANSWER 1. identify fault 2. identify what is out of place 3. give
direction to that body part
Verbal cue - ANSWER tell specific instruction
Visual cue - ANSWER create contrasting images btw current & desired positioning
Tactile cure - ANSWER use physical targets to achieve proper mechanics
Triaging faults - ANSWER assigning urgency to faults, ordering based on severity of deviation from ideal
& athlete's capacity relative to the task
Group management - ANSWER ability to organize and manage both at a micro level (class) and macro
level (gym); managing time well, organization of space, equipment and participants, adhere to schedule
etc.
Presence & attitude - ANSWER ability to create a positive and engaging learning environment
Demonstration - ANSWER the ability to provide athletes w/ an accurate visual example
