CROSSFIT LEVEL2
1. A trainer 's ability 6 diffrent areas
to coach rest on ?
2. The 6 different Teaching
areas for the abil- Seeing
ity to coach are ? 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 impor-
tance, which includes an understanding of how multiple faults are related.
6. Group Manage- The ability to organize and manage, both at a micro level (within each class) and at
ment 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 & Atti- The ability to create a positive and engaging learning environment. Shows em-
tude pathy 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
, CROSSFIT LEVEL2
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 commu- To convey this knowledge effectively, a teacher must be able to change his or her
nication communication style to meet the capacity of the student, regardless of his or her
background, ability, and learning style.
10. Knowledge in fit- Beyond movement mechanics, trainers can also instruct clients in other areas
ness related ar- that may improve their fitness. Greater knowledge in any field that overlaps with
eas 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 Generally, a profile view of the athlete (offset by about 45 degrees),
useful view to as-
sess one's me-
chanic ?
14. The difficulty in The athlete moves more quickly
seeing dynamic the faults become subtler
faults increases
as ?
15. Correcting Use successful cues.
hinges on the Know multiple corrections for each fault.
trainer's ability Triage faulty movement.
to ? Balance critique with praise.
, CROSSFIT LEVEL2
16. Cues Any cue that results in improved movement mechanics is successful and therefore,
a "good" cue.
17. A cue's primary To help the athlete execute perfect mechanics, not to perfectly describe the
function is ? mechanics of the movement.
18. Generally, mak- Short, specific, and actionable tends to result in a greater success rate.
ing cues
19. A ba- Identify the fault
sic three-step Identify what is out of place (be specific: name the body part)
process for de- Give direction to that body part
veloping short,
specific, and ac-
tionable cues is:
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 After a trainer delivers a cue, he or she must stay with that athlete for at least
effectiveness and another repetition to assess the result. Whatever the athlete's response, the trainer
provide feedback needs to provide feedback.
22. Adhere to the Adhering to posted times means both starting and ending on time: running over
schedule is as unacceptable as starting late.
23. Space and equip- The layout needs to account for buffer zones around any equipment in use and
ment layout should also take into account when athletes have to move to different areas of the
gym during the workout.
24. Plan how and A trainer needs to plan how and what to teach to maximize the client's time
what to teach moving. Allowing for enough practice time every class is necessary for both the
trainer and client.
1. A trainer 's ability 6 diffrent areas
to coach rest on ?
2. The 6 different Teaching
areas for the abil- Seeing
ity to coach are ? 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 impor-
tance, which includes an understanding of how multiple faults are related.
6. Group Manage- The ability to organize and manage, both at a micro level (within each class) and at
ment 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 & Atti- The ability to create a positive and engaging learning environment. Shows em-
tude pathy 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
, CROSSFIT LEVEL2
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 commu- To convey this knowledge effectively, a teacher must be able to change his or her
nication communication style to meet the capacity of the student, regardless of his or her
background, ability, and learning style.
10. Knowledge in fit- Beyond movement mechanics, trainers can also instruct clients in other areas
ness related ar- that may improve their fitness. Greater knowledge in any field that overlaps with
eas 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 Generally, a profile view of the athlete (offset by about 45 degrees),
useful view to as-
sess one's me-
chanic ?
14. The difficulty in The athlete moves more quickly
seeing dynamic the faults become subtler
faults increases
as ?
15. Correcting Use successful cues.
hinges on the Know multiple corrections for each fault.
trainer's ability Triage faulty movement.
to ? Balance critique with praise.
, CROSSFIT LEVEL2
16. Cues Any cue that results in improved movement mechanics is successful and therefore,
a "good" cue.
17. A cue's primary To help the athlete execute perfect mechanics, not to perfectly describe the
function is ? mechanics of the movement.
18. Generally, mak- Short, specific, and actionable tends to result in a greater success rate.
ing cues
19. A ba- Identify the fault
sic three-step Identify what is out of place (be specific: name the body part)
process for de- Give direction to that body part
veloping short,
specific, and ac-
tionable cues is:
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 After a trainer delivers a cue, he or she must stay with that athlete for at least
effectiveness and another repetition to assess the result. Whatever the athlete's response, the trainer
provide feedback needs to provide feedback.
22. Adhere to the Adhering to posted times means both starting and ending on time: running over
schedule is as unacceptable as starting late.
23. Space and equip- The layout needs to account for buffer zones around any equipment in use and
ment layout should also take into account when athletes have to move to different areas of the
gym during the workout.
24. Plan how and A trainer needs to plan how and what to teach to maximize the client's time
what to teach moving. Allowing for enough practice time every class is necessary for both the
trainer and client.
