CrossFit Level 2 Practice Test
Foundations of Effective Training Teaching
seeing
correcting
group management
presence and attitude
demonstration
Teaching Effectively articulate and instruct the mechanics of each movement, focus on
major points of performance before more subtle and nuanced ones, change
instruction based on the athletes needs and capacity and teach athletes how to
improve poor positions and movement patterns.
Knowledge in fitness related areas Ability to accurately convey as much knowledge as possible to others.
Effective Communication Be able to change communication style to meet the capacity of the student and
change strategies until the athlete succeeds.
Assess the effectiveness of teaching and communication Determining whether an athlete meets performance expectations.
Teaching as much as neccessary Reduce and simplify body of knowledge to one or two most critical points.
Seeing Ability to discern good from poor movement mechanics and identify both gross
and subtle faults with athletes in motion and static.
Static Faults When the athlete is not moving, even briefly. In the starting, receiving and
finishing positions.
Dynamic Faults When the athlete is moving between static positions.
Most useful dynamic view A profile view offset by 45 degrees
Difficulty seeing dynamic faults increases when Athlete moves quickly and faults become subtler
Methods to develop ability to see faults Study film
Survey athletes for only one fault at a time
Correcting Ability to facilitate better mechanics for an athlete using visual, verbal or tactile
cues. Ability to triage faults. Understanding of how multiple faults are related.
Correcting mechanics results in Increased performance gains and decreased risk of injury.
Abilities for correcting Use successful cues
Know multiple corrections for each fault
Triage faulty movement
Balance critique with praise.
, CrossFit Level 2 Practice Test
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
Foundations of Effective Training Teaching
seeing
correcting
group management
presence and attitude
demonstration
Teaching Effectively articulate and instruct the mechanics of each movement, focus on
major points of performance before more subtle and nuanced ones, change
instruction based on the athletes needs and capacity and teach athletes how to
improve poor positions and movement patterns.
Knowledge in fitness related areas Ability to accurately convey as much knowledge as possible to others.
Effective Communication Be able to change communication style to meet the capacity of the student and
change strategies until the athlete succeeds.
Assess the effectiveness of teaching and communication Determining whether an athlete meets performance expectations.
Teaching as much as neccessary Reduce and simplify body of knowledge to one or two most critical points.
Seeing Ability to discern good from poor movement mechanics and identify both gross
and subtle faults with athletes in motion and static.
Static Faults When the athlete is not moving, even briefly. In the starting, receiving and
finishing positions.
Dynamic Faults When the athlete is moving between static positions.
Most useful dynamic view A profile view offset by 45 degrees
Difficulty seeing dynamic faults increases when Athlete moves quickly and faults become subtler
Methods to develop ability to see faults Study film
Survey athletes for only one fault at a time
Correcting Ability to facilitate better mechanics for an athlete using visual, verbal or tactile
cues. Ability to triage faults. Understanding of how multiple faults are related.
Correcting mechanics results in Increased performance gains and decreased risk of injury.
Abilities for correcting Use successful cues
Know multiple corrections for each fault
Triage faulty movement
Balance critique with praise.
, CrossFit Level 2 Practice Test
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
