CROSSFIT LEVEL 2 ACTUAL 2026 EXAM QUESTIONS AND
ANSWERS RATED A+
✔✔Abilities for correcting - ✔✔Use successful cues
Know multiple corrections for each fault
Triage faulty movement
Balance critique with praise.
✔✔Cues - ✔✔Direction to help an athlete execute perfect mechanics.
✔✔Good Cue - ✔✔Any cue that results in improved movement mechanics
✔✔Cues do not - ✔✔Perfectly describe the mechanics of the movement
✔✔Cues should be - ✔✔Short
Specific
Actionable
✔✔Actionable cue - ✔✔Gives a single task for the athlete to complete
✔✔Fault Identification - Bad Cue - ✔✔Pointing out the fault, does not tell the athlete
how to fix it
✔✔Cue language - ✔✔Simple and easily understood by anyone
✔✔Three step cue proccess - ✔✔Identify the fault
Identify what is out of place
Give direction to that body part
✔✔If athletes movement does not improve - ✔✔Use multiple cues until the fault is
resolved
✔✔Corrective strategies - ✔✔Verbal
Visual
Tactile
✔✔Verbal Cues - ✔✔Tell an athlete a specific instruction
✔✔Visual Cues - ✔✔Create contrasting images between current and desired
positioning
✔✔Tactile Cues - ✔✔Use physical targets to achieve proper mechanics
, ✔✔Triaging faults - ✔✔Assigning urgency to the multiple faults present in order of most
to least important
✔✔Order for triaging - ✔✔Highest risk for injury first then severity of deviation from ideal
✔✔After delivering a cue - ✔✔Stay with athlete for at least another rep to assess result
✔✔Cue feedback - ✔✔Let the athlete know if movement was same, better or worse
✔✔If cue is unsuccessful - ✔✔Find a new cue, do not repeat unsuccessful cues with the
same athlete
✔✔Praise - ✔✔Reserved for actual improvement, not as a fille
✔✔Praise for hard work - ✔✔Be clear when praise is for effort rather than a movement
that still needs improvement
✔✔Group Management - ✔✔Ability to organize and manage. Includes managing time
well, organization of the space, equipment and participants for optimal flow.
✔✔Poor planing - ✔✔Can detract from the quality of the class experience
✔✔Optimum management - ✔✔Results in the best possible instruction
✔✔Adhere to the schedule - ✔✔Start and end on time
✔✔Ending late occurs when - ✔✔A trainer doe snot plan ahead and think through the
entire class schedule
✔✔Following a simple schedule template - ✔✔Ensures necessary time is devoted to
each piece
✔✔Experience level of the class determines timing - ✔✔Which pieces need more or
less time during instruction
✔✔Space and equipment layout - ✔✔Account for buffer zones around any equipment
and when athletes need to move to different areas
✔✔Group management speaks to trainers ability to - ✔✔Reduce logistical set-up and
preparation time during a class to maximize amount of teaching and movement time
✔✔Trainer plans ahead and pre arranges for - ✔✔Complicated workouts with multiple
pieces of equipment and/or weights
ANSWERS RATED A+
✔✔Abilities for correcting - ✔✔Use successful cues
Know multiple corrections for each fault
Triage faulty movement
Balance critique with praise.
✔✔Cues - ✔✔Direction to help an athlete execute perfect mechanics.
✔✔Good Cue - ✔✔Any cue that results in improved movement mechanics
✔✔Cues do not - ✔✔Perfectly describe the mechanics of the movement
✔✔Cues should be - ✔✔Short
Specific
Actionable
✔✔Actionable cue - ✔✔Gives a single task for the athlete to complete
✔✔Fault Identification - Bad Cue - ✔✔Pointing out the fault, does not tell the athlete
how to fix it
✔✔Cue language - ✔✔Simple and easily understood by anyone
✔✔Three step cue proccess - ✔✔Identify the fault
Identify what is out of place
Give direction to that body part
✔✔If athletes movement does not improve - ✔✔Use multiple cues until the fault is
resolved
✔✔Corrective strategies - ✔✔Verbal
Visual
Tactile
✔✔Verbal Cues - ✔✔Tell an athlete a specific instruction
✔✔Visual Cues - ✔✔Create contrasting images between current and desired
positioning
✔✔Tactile Cues - ✔✔Use physical targets to achieve proper mechanics
, ✔✔Triaging faults - ✔✔Assigning urgency to the multiple faults present in order of most
to least important
✔✔Order for triaging - ✔✔Highest risk for injury first then severity of deviation from ideal
✔✔After delivering a cue - ✔✔Stay with athlete for at least another rep to assess result
✔✔Cue feedback - ✔✔Let the athlete know if movement was same, better or worse
✔✔If cue is unsuccessful - ✔✔Find a new cue, do not repeat unsuccessful cues with the
same athlete
✔✔Praise - ✔✔Reserved for actual improvement, not as a fille
✔✔Praise for hard work - ✔✔Be clear when praise is for effort rather than a movement
that still needs improvement
✔✔Group Management - ✔✔Ability to organize and manage. Includes managing time
well, organization of the space, equipment and participants for optimal flow.
✔✔Poor planing - ✔✔Can detract from the quality of the class experience
✔✔Optimum management - ✔✔Results in the best possible instruction
✔✔Adhere to the schedule - ✔✔Start and end on time
✔✔Ending late occurs when - ✔✔A trainer doe snot plan ahead and think through the
entire class schedule
✔✔Following a simple schedule template - ✔✔Ensures necessary time is devoted to
each piece
✔✔Experience level of the class determines timing - ✔✔Which pieces need more or
less time during instruction
✔✔Space and equipment layout - ✔✔Account for buffer zones around any equipment
and when athletes need to move to different areas
✔✔Group management speaks to trainers ability to - ✔✔Reduce logistical set-up and
preparation time during a class to maximize amount of teaching and movement time
✔✔Trainer plans ahead and pre arranges for - ✔✔Complicated workouts with multiple
pieces of equipment and/or weights
