CrossFit Level 2 (CF L2)
Practice Test
2026-2027 Updated
** Expert-Verified Explanation
** Questions with Verified Answer
** New Edition
** 100% Guaranteed Pass
** 100% Correct Answers
, 9 Foundational Movements of Crossfit • The Air Squat
• The Front Squat
• The Overhead Squat
• The Shoulder Press
• The Push Press
• The Push Jerk
• The Deadlift
• The Sumo Deadlift High Pull
• The Medicine-Ball Clean
Six criteria for effective training development • Teaching
(Foundations of Effective Training) • Seeing
• Correcting
• Group Management
• Presence and Attitude
• Demonstration
The ability to effectively articulate and instruct the Teaching
mechanics of each movement
The ability to distinguish good from poor movement Seeing
mechanics and identify both gross and subtle faults
whether the athlete is in motion or static
What are the two types of faults Static and Dynamic
The points at which the athlete is not moving, even Static
briefly
When do static positions usually occur? near the end ranges of motion, either in the starting, receiving or finishing
position - or when there is a brief pause or decreased speed due to a change in
direction
Why are dynamic faults more difficult to identify because of the decreased time for assessment
The difficulty in seeing dynamic faults increases as: • the athlete moves more quickly
• the faults become more subtle
The ability to facilitate better mechanics for an athlete Correcting
using visual, verbal, and/or tactile cues. This includes the
ability to triage (prioritize) faults in order of importance,
which requires and understanding of how multiple faults
are related
If capacity is limited in either ________ or ________ a teaching or seeing
trainer's capacity in correcting will also be weak
Correcting athletes relies on the trainer's ability to: 1. use successful cues
2. know multiple corrections for each fault
3. triage faulty movement
4. balance critique with praise
Basic three-step process for developing short, specific 1. identify the fault
and actionable cues: 2. identify what is out of place
3. give direction to that body part
_____________ cues tell the athlete a specific verbal
instruction
Practice Test
2026-2027 Updated
** Expert-Verified Explanation
** Questions with Verified Answer
** New Edition
** 100% Guaranteed Pass
** 100% Correct Answers
, 9 Foundational Movements of Crossfit • The Air Squat
• The Front Squat
• The Overhead Squat
• The Shoulder Press
• The Push Press
• The Push Jerk
• The Deadlift
• The Sumo Deadlift High Pull
• The Medicine-Ball Clean
Six criteria for effective training development • Teaching
(Foundations of Effective Training) • Seeing
• Correcting
• Group Management
• Presence and Attitude
• Demonstration
The ability to effectively articulate and instruct the Teaching
mechanics of each movement
The ability to distinguish good from poor movement Seeing
mechanics and identify both gross and subtle faults
whether the athlete is in motion or static
What are the two types of faults Static and Dynamic
The points at which the athlete is not moving, even Static
briefly
When do static positions usually occur? near the end ranges of motion, either in the starting, receiving or finishing
position - or when there is a brief pause or decreased speed due to a change in
direction
Why are dynamic faults more difficult to identify because of the decreased time for assessment
The difficulty in seeing dynamic faults increases as: • the athlete moves more quickly
• the faults become more subtle
The ability to facilitate better mechanics for an athlete Correcting
using visual, verbal, and/or tactile cues. This includes the
ability to triage (prioritize) faults in order of importance,
which requires and understanding of how multiple faults
are related
If capacity is limited in either ________ or ________ a teaching or seeing
trainer's capacity in correcting will also be weak
Correcting athletes relies on the trainer's ability to: 1. use successful cues
2. know multiple corrections for each fault
3. triage faulty movement
4. balance critique with praise
Basic three-step process for developing short, specific 1. identify the fault
and actionable cues: 2. identify what is out of place
3. give direction to that body part
_____________ cues tell the athlete a specific verbal
instruction
