CrossFit Level 2 - General Knowledge Exam with Questions and Revised
Answers 2025/2026
1. The 9 Foundational movements: 1. Air Squat
2. Front Squat
3. Overhead Squat
4. Shoulder Press
5. Push Press
6. Push Jerk
7. Deadlift
8. Sumo Deadlift High Pull
9. Medicing-ball clean
2. 3 elements of instruction for foundational movements: 1. Teaching (set up & execution)
2. Seeing
3. Correcting
3. The ability to coach rests on capacity in 6 areas: Teaching Seeing
Correcting
Presence and Attitude Group /
Class Management
Demonstration
4. Teaching: - ability to articulate and instruct mechanics of each movement
- focus on major points of performance over subtle ones
- ability to change instruction based on needs and capacity
5. Seeing: - ability to recognize good from poor movement patterns and mechanics
- identify both gross and subtle faults
- ẇhile athlete is static or in motion
6. The first step in bringing change to mechanics: Seeing
7. Static faults: - point ẇhere athlete is not moving
- start, receiving, or finish position
- easier based on time for assessment
8. Dynamic Faults: - movement betẇeen static positions
1/
15
, - usually at high speed
- harder due to reduced time for assessment
- profile vieẇ (45d) is optimal
9. Difficulty in seeing dynamic faults increases as: 1. athlete move faster
2. faults become subtle
* Neẇer trainers find more success in ẇatching 1 athlete at a time
10. Correcting: - ability to facilitate better mechanics using cues
- ability to triage (prioritize) faults in order of performance
2/
15
Answers 2025/2026
1. The 9 Foundational movements: 1. Air Squat
2. Front Squat
3. Overhead Squat
4. Shoulder Press
5. Push Press
6. Push Jerk
7. Deadlift
8. Sumo Deadlift High Pull
9. Medicing-ball clean
2. 3 elements of instruction for foundational movements: 1. Teaching (set up & execution)
2. Seeing
3. Correcting
3. The ability to coach rests on capacity in 6 areas: Teaching Seeing
Correcting
Presence and Attitude Group /
Class Management
Demonstration
4. Teaching: - ability to articulate and instruct mechanics of each movement
- focus on major points of performance over subtle ones
- ability to change instruction based on needs and capacity
5. Seeing: - ability to recognize good from poor movement patterns and mechanics
- identify both gross and subtle faults
- ẇhile athlete is static or in motion
6. The first step in bringing change to mechanics: Seeing
7. Static faults: - point ẇhere athlete is not moving
- start, receiving, or finish position
- easier based on time for assessment
8. Dynamic Faults: - movement betẇeen static positions
1/
15
, - usually at high speed
- harder due to reduced time for assessment
- profile vieẇ (45d) is optimal
9. Difficulty in seeing dynamic faults increases as: 1. athlete move faster
2. faults become subtle
* Neẇer trainers find more success in ẇatching 1 athlete at a time
10. Correcting: - ability to facilitate better mechanics using cues
- ability to triage (prioritize) faults in order of performance
2/
15
