CROSSFIT LEVEL 2 PREP QUESTIONS
AND ANSWERS
Trainer's ability to coach others (based on 6 areas) - ans-teaching,
30 30 30 30 30 30 30 30 30 30 30
seeing, 30
correcting, 30
group management, presence & attitude, demonstration
30 30 30 30 30
Teaching - ans- 30 30
the ability to effectively articulate & instruct the mechanics of each movement
30 30 30 30 30 30 30 30 30 30 30
Seeing - ans- 30 30
The ability to discern good from poor movement mechanics and identify both gross and su
30 30 30 30 30 30 30 30 30 30 30 30 30 30
btle faults whether athlete is in motion or static
30 30 30 30 30 30 30 30
Static Faults - ans-faults that occur near end ranges of motion-
30 30 30 30 30 30 30 30 30 30
starting, receiving, or finishing-
30 30 30 30
Dynamic Faults - ans-athlete moving btw the static positions-
30 30 30 30 30 30 30 30
ex. not reaching full hip extension in drive of the clean, push early in push press, initiating s
30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30
quat with knees 30 30
Profile view - ans-most useful view to watch an athlete
30 30 30 30 30 30 30 30 30
-45' angle 30
Correcting - ans-the ability to facilitate better mechanics using visual, verbal, and/
30 30 30 30 30 30 30 30 30 30 30
or tactile cues
30 30
Ability to correct depends on (4 things) - ans--use successful cues,
30 30 30 30 30 30 30 30 30 30 30
-know multiple corrections for each fault,
30 30 30 30 30 30
-triage faulty movement, 30 30 30
-balance critique w/ praise 30 30 30
what is Function (or purpose) of a cue - ans-
30 30 30 30 30 30 30 30 30
to help athlete execute perfect mechanics, NOT to perfectly describe the mechanics of the
30 30 30 30 30 30 30 30 30 30 30 30 30 30
movement
Qualities of a good cue - ans-short, specific, actionable
30 30 30 30 30 30 30 30
eg "push your knees out"
30 30 30 30
, -
any cue that results in improved movement mechanics is successful and therefore a "good
30 30 30 30 30 30 30 30 30 30 30 30 30
" cue
30
-MUST provide feedback after giving cue (same, better, worse)
30 30 30 30 30 30 30 30 30
-DON'T repeat unsuccessful cues 30 30 30
3 steps to developing a good cue - ans-1. identify fault
30 30 30 30 30 30 30 30 30 30 30
2. identify what is out of place
30 30 30 30 30 30 30
3. give direction to that body part
30 30 30 30 30 30
Verbal cue - ans-tell specific instruction
30 30 30 30 30
Visual cue - ans-create contrasting images btw current & desired positioning
30 30 30 30 30 30 30 30 30 30
Tactile cure - ans-use physical targets to achieve proper mechanics
30 30 30 30 30 30 30 30 30
Triaging faults - ans- 30 30 30
assigning urgency to faults, ordering based on severity of deviation from ideal & athlete's c
30 30 30 30 30 30 30 30 30 30 30 30 30 30
apacity relative to the task 30 30 30 30
Group management - ans- 30 30 30
ability to organize and manage both at a micro level (class) and macro level (gym); managi
30 30 30 30 30 30 30 30 30 30 30 30 30 30 30
ng time well, organization of space, equipment and participants, adhere to schedule etc.
30 30 30 30 30 30 30 30 30 30 30 30
-adhere to the schedule (start and finish on time)
30 30 30 30 30 30 30 30
-space and equipment 30 30
-plan how to teach 30 30 30
Presence & attitude - ans-ability to create a positive and engaging learning environment
30 30 30 30 30 30 30 30 30 30 30 30
-know your clients 30 30
-be authentic 30
Demonstration - ans-the ability to provide athletes w/ an accurate visual example 30 30 30 30 30 30 30 30 30 30 30
-reflects trainers knowledge of sound movement 30 30 30 30 30
-demonstrates credibility (leading by example) 30 30 30 30
What are the 8 common movement themes for functional movements? - ans--
30 30 30 30 30 30 30 30 30 30 30
midline stabilization, 30 30
-core to extremity movement,
30 30 30 30
-balance about the frontal plane, 30 30 30 30 30
-posterior chain engagement, 30 30 30
-sound hip function, 30 30 30
-active shoulders, 30 30
-full ROM about a joint,
30 30 30 30 30
-effective stance or grip 30 30 30
Midline is the relationship of - ans-the spine and pelvis during functional movement
30 30 30 30 30 30 30 30 30 30 30 30
AND ANSWERS
Trainer's ability to coach others (based on 6 areas) - ans-teaching,
30 30 30 30 30 30 30 30 30 30 30
seeing, 30
correcting, 30
group management, presence & attitude, demonstration
30 30 30 30 30
Teaching - ans- 30 30
the ability to effectively articulate & instruct the mechanics of each movement
30 30 30 30 30 30 30 30 30 30 30
Seeing - ans- 30 30
The ability to discern good from poor movement mechanics and identify both gross and su
30 30 30 30 30 30 30 30 30 30 30 30 30 30
btle faults whether athlete is in motion or static
30 30 30 30 30 30 30 30
Static Faults - ans-faults that occur near end ranges of motion-
30 30 30 30 30 30 30 30 30 30
starting, receiving, or finishing-
30 30 30 30
Dynamic Faults - ans-athlete moving btw the static positions-
30 30 30 30 30 30 30 30
ex. not reaching full hip extension in drive of the clean, push early in push press, initiating s
30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30
quat with knees 30 30
Profile view - ans-most useful view to watch an athlete
30 30 30 30 30 30 30 30 30
-45' angle 30
Correcting - ans-the ability to facilitate better mechanics using visual, verbal, and/
30 30 30 30 30 30 30 30 30 30 30
or tactile cues
30 30
Ability to correct depends on (4 things) - ans--use successful cues,
30 30 30 30 30 30 30 30 30 30 30
-know multiple corrections for each fault,
30 30 30 30 30 30
-triage faulty movement, 30 30 30
-balance critique w/ praise 30 30 30
what is Function (or purpose) of a cue - ans-
30 30 30 30 30 30 30 30 30
to help athlete execute perfect mechanics, NOT to perfectly describe the mechanics of the
30 30 30 30 30 30 30 30 30 30 30 30 30 30
movement
Qualities of a good cue - ans-short, specific, actionable
30 30 30 30 30 30 30 30
eg "push your knees out"
30 30 30 30
, -
any cue that results in improved movement mechanics is successful and therefore a "good
30 30 30 30 30 30 30 30 30 30 30 30 30
" cue
30
-MUST provide feedback after giving cue (same, better, worse)
30 30 30 30 30 30 30 30 30
-DON'T repeat unsuccessful cues 30 30 30
3 steps to developing a good cue - ans-1. identify fault
30 30 30 30 30 30 30 30 30 30 30
2. identify what is out of place
30 30 30 30 30 30 30
3. give direction to that body part
30 30 30 30 30 30
Verbal cue - ans-tell specific instruction
30 30 30 30 30
Visual cue - ans-create contrasting images btw current & desired positioning
30 30 30 30 30 30 30 30 30 30
Tactile cure - ans-use physical targets to achieve proper mechanics
30 30 30 30 30 30 30 30 30
Triaging faults - ans- 30 30 30
assigning urgency to faults, ordering based on severity of deviation from ideal & athlete's c
30 30 30 30 30 30 30 30 30 30 30 30 30 30
apacity relative to the task 30 30 30 30
Group management - ans- 30 30 30
ability to organize and manage both at a micro level (class) and macro level (gym); managi
30 30 30 30 30 30 30 30 30 30 30 30 30 30 30
ng time well, organization of space, equipment and participants, adhere to schedule etc.
30 30 30 30 30 30 30 30 30 30 30 30
-adhere to the schedule (start and finish on time)
30 30 30 30 30 30 30 30
-space and equipment 30 30
-plan how to teach 30 30 30
Presence & attitude - ans-ability to create a positive and engaging learning environment
30 30 30 30 30 30 30 30 30 30 30 30
-know your clients 30 30
-be authentic 30
Demonstration - ans-the ability to provide athletes w/ an accurate visual example 30 30 30 30 30 30 30 30 30 30 30
-reflects trainers knowledge of sound movement 30 30 30 30 30
-demonstrates credibility (leading by example) 30 30 30 30
What are the 8 common movement themes for functional movements? - ans--
30 30 30 30 30 30 30 30 30 30 30
midline stabilization, 30 30
-core to extremity movement,
30 30 30 30
-balance about the frontal plane, 30 30 30 30 30
-posterior chain engagement, 30 30 30
-sound hip function, 30 30 30
-active shoulders, 30 30
-full ROM about a joint,
30 30 30 30 30
-effective stance or grip 30 30 30
Midline is the relationship of - ans-the spine and pelvis during functional movement
30 30 30 30 30 30 30 30 30 30 30 30
