CROSSFIT LEVEL 2 ACTUAL FINAL EXAM | WITH COMPLETE QUESTIONS AND
ANSWERS | 2025/2026 LATEST UPDATED | 100 % RATED AND VERIFIED SOLUTIONS |
GET AN A+
1. A trainer 's ability to coach rest on ?: 6 diffrent areas
2. The 6 different areas for the ability to coach are ?: Teaching Seeing
Correcting
Group Management
Presence & Attitude
Demonstration
3. Teaching: The ability to effectively articulate and instruct the mechanics of each movement. This includes the
ability to focus on major points of performance before more subtle or nuanced ones. It includes the ability to change
instruction based on the athlete's needs and capacity.
4. 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.
5. Correcting: The ability to facilitate better mechanics for an athlete using visual, verbal, and/or tactile cues. This
includes the ability to triage (prioritize) faults in order of importance, which includes an understanding of how
multiple faults are related.
6. Group Management: The ability to organize and manage, both at a micro level (within each class) and at the
macro gym level. This includes managing time well; organization of the space, equipment, and participants for
optimal flow and experience; planning ahead;
,7. Presence & Attitude: The ability to create a positive and engaging learning environment. Shows empathy for
athletes and creates rapport.
8. Demonstration: The ability to provide athletes with an accurate visual example of the movement at hand. A
trainer may do this using himself or herself as an example or by choosing another athlete to provide the example. This
requires a strong awareness of one's own movement mechanics. This also includes the concept of leading by example;
a trainer should follow his or her own advice and be an inspiration to clients.
9. Effective communication: To convey this knowledge effectively, a teacher must be able to change his or her
communication style to meet the capacity of the student, regardless of his or her background, ability, and learning
style.
10. Knowledge in fitness related areas: Beyond movement mechanics, trainers can also instruct clients in other areas
that may improve their fitness. Greater knowledge in any field that overlaps with fitness, such as anatomy and
physiology, nutrition, or even expertise in a certain sport, can all aid a trainer's teaching.
11. Static faults: Static positions are the points at which the athlete is not moving, even briefly. Static positions
usually occur near the end ranges of motion - either in the starting, receiving, or finishing positions.
12 Dynamic faults: Dynamic positions find the athlete moving between the static positions, often at a high speed.
13. What is the most useful view to assess one's mechanic ?: Generally, a profile view of the athlete (offset by about
45 degrees),
14. The difficulty in seeing dynamic faults increases as ?: The athlete moves more quickly
the faults become subtler
15. Correcting hinges on the trainer's ability to ?: Use successful cues.
Know multiple corrections for each fault.
Triage faulty movement.
Balance critique with praise.
, 16. Cues: Any cue that results in improved movement mechanics is successful and therefore, a "good" cue.
17. A cue's primary function is ?: To help the athlete execute perfect mechanics, not to perfectly describe the
mechanics of the movement.
18. Generally, making cues: Short, specific, and actionable tends to result in a greater success rate.
19. A basic three-step process for developing short, specific, and actionable cues is:: Identify the fault
Identify what is out of place (be specific: name the body part)
Give direction to that body part
20. Triaging faults: Determining which single fault to correct can be a challenge as multiple faults often occur
together. Ideally, every fault would be addressed simultaneously, but this is unrealisticin practice
21. Assess the cue's effectiveness and provide feedback: After a trainer delivers a cue, he or
she must stay with that athlete for at least another repetition to assess the result. Whatever the athlete's response, the
trainer needs to provide feedback.
22. Adhere to the schedule: Adhering to posted times means both starting and ending on time: running over is as
unacceptable as starting late.
23. Space and equipment layout: The layout needs to account for buffer zones around any equipment in use and
should also take into account when athletes have to move to different areas of the gym during the workout.
24. Plan how and what to teach: A trainer needs to plan how and what to teach to maximize the client's time moving.
Allowing for enough practice time every class is necessary for both the trainer and client.
25. Know your clients: An effective trainer recognizes that each person has different abilities, personalities,
insecurities, needs, and goals, and has the awareness and interpersonal skills to respond accordingly.
26 Provide a visual aid: This may be to demonstrate the points of performance, show range-of-motion standards, or
explain movement corrections.
27. Demonstrate credibility: Leading by example has a large influence on the culture creation at the trainer's gym.
ANSWERS | 2025/2026 LATEST UPDATED | 100 % RATED AND VERIFIED SOLUTIONS |
GET AN A+
1. A trainer 's ability to coach rest on ?: 6 diffrent areas
2. The 6 different areas for the ability to coach are ?: Teaching Seeing
Correcting
Group Management
Presence & Attitude
Demonstration
3. Teaching: The ability to effectively articulate and instruct the mechanics of each movement. This includes the
ability to focus on major points of performance before more subtle or nuanced ones. It includes the ability to change
instruction based on the athlete's needs and capacity.
4. 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.
5. Correcting: The ability to facilitate better mechanics for an athlete using visual, verbal, and/or tactile cues. This
includes the ability to triage (prioritize) faults in order of importance, which includes an understanding of how
multiple faults are related.
6. Group Management: The ability to organize and manage, both at a micro level (within each class) and at the
macro gym level. This includes managing time well; organization of the space, equipment, and participants for
optimal flow and experience; planning ahead;
,7. Presence & Attitude: The ability to create a positive and engaging learning environment. Shows empathy for
athletes and creates rapport.
8. Demonstration: The ability to provide athletes with an accurate visual example of the movement at hand. A
trainer may do this using himself or herself as an example or by choosing another athlete to provide the example. This
requires a strong awareness of one's own movement mechanics. This also includes the concept of leading by example;
a trainer should follow his or her own advice and be an inspiration to clients.
9. Effective communication: To convey this knowledge effectively, a teacher must be able to change his or her
communication style to meet the capacity of the student, regardless of his or her background, ability, and learning
style.
10. Knowledge in fitness related areas: Beyond movement mechanics, trainers can also instruct clients in other areas
that may improve their fitness. Greater knowledge in any field that overlaps with fitness, such as anatomy and
physiology, nutrition, or even expertise in a certain sport, can all aid a trainer's teaching.
11. Static faults: Static positions are the points at which the athlete is not moving, even briefly. Static positions
usually occur near the end ranges of motion - either in the starting, receiving, or finishing positions.
12 Dynamic faults: Dynamic positions find the athlete moving between the static positions, often at a high speed.
13. What is the most useful view to assess one's mechanic ?: Generally, a profile view of the athlete (offset by about
45 degrees),
14. The difficulty in seeing dynamic faults increases as ?: The athlete moves more quickly
the faults become subtler
15. Correcting hinges on the trainer's ability to ?: Use successful cues.
Know multiple corrections for each fault.
Triage faulty movement.
Balance critique with praise.
, 16. Cues: Any cue that results in improved movement mechanics is successful and therefore, a "good" cue.
17. A cue's primary function is ?: To help the athlete execute perfect mechanics, not to perfectly describe the
mechanics of the movement.
18. Generally, making cues: Short, specific, and actionable tends to result in a greater success rate.
19. A basic three-step process for developing short, specific, and actionable cues is:: Identify the fault
Identify what is out of place (be specific: name the body part)
Give direction to that body part
20. Triaging faults: Determining which single fault to correct can be a challenge as multiple faults often occur
together. Ideally, every fault would be addressed simultaneously, but this is unrealisticin practice
21. Assess the cue's effectiveness and provide feedback: After a trainer delivers a cue, he or
she must stay with that athlete for at least another repetition to assess the result. Whatever the athlete's response, the
trainer needs to provide feedback.
22. Adhere to the schedule: Adhering to posted times means both starting and ending on time: running over is as
unacceptable as starting late.
23. Space and equipment layout: The layout needs to account for buffer zones around any equipment in use and
should also take into account when athletes have to move to different areas of the gym during the workout.
24. Plan how and what to teach: A trainer needs to plan how and what to teach to maximize the client's time moving.
Allowing for enough practice time every class is necessary for both the trainer and client.
25. Know your clients: An effective trainer recognizes that each person has different abilities, personalities,
insecurities, needs, and goals, and has the awareness and interpersonal skills to respond accordingly.
26 Provide a visual aid: This may be to demonstrate the points of performance, show range-of-motion standards, or
explain movement corrections.
27. Demonstrate credibility: Leading by example has a large influence on the culture creation at the trainer's gym.
