CROSSFIT LEVEL 2 EXAM ACTUAL TEST
QUESTIONS AND SOLVED ANSWERS
◉ Name some effective ways of 'seeing' faults?
Answer: 1- use slow mo app/ internet video
2- methodically survey athletes for one fault at a time I.e. in. Push
jerk: first hip extension, second weight in heels, third pressing early
◉ Describe 'Correcting'
Answer: The ability to facilitate better mechanics for an athlete
using visual, verbal and/or tactile cues. This includes the ability to
triage (priorities) faults in order of importance, which requires an
understanding of how multiple faults are related.
◉ Static Faults
Answer: When the athlete is not moving, even briefly. In the starting,
receiving and finishing positions.
◉ Dynamic Faults
Answer: When the athlete is moving between static positions.
◉ What trainer's abilities does correcting hinge on?
,Answer: 1- use successful cues
2- know multiple corrections for each fault
3- triage faulty movement
4- balance criticism with praise
◉ Most useful dynamic view
Answer: A profile view offset by 45 degrees
◉ Name the 3 step process for developing short, specific and
actionable cues?
Answer: 1- identify the fault
2- identify what is out of place (name the body part)
3- give direction to the body part
◉ Difficulty seeing dynamic faults increases when
Answer: Athlete moves quickly and faults become subtler
◉ Name some strategies for corrective cues?
Answer: 1- verbal - speaking
2- visual - showing
3- tactile - touching
,◉ Methods to develop ability to see faults
Answer: Study film
Survey athletes for only one fault at a time
◉ Explain 'triaging' faults?
Answer: Assigning urgency to multiple faults in most to least
importance, greater importance is assigned to faults that have the
highest risk for injutyfor example: loss of neutral spine on back
squat is greater risk than on air squat however depth would be more
important on a air squat over loss of neutral spine due to being
unloaded an developing range of movement.
◉ Correcting
Answer: 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.
◉ Describe 'group management'
Answer: The ability to organise and manage, both at micro level
(within class) and at the macro gym level. This includes managing
time well; organisation of space the space, equipment, and
participation for optimal flow and experience; planning ahead.
◉ Correcting mechanics results in
, Answer: Increased performance gains and decreased risk of injury.
◉ What is controlling the group?
Answer: Ensuing everyone moves at the same amount of reps during
warmup an skills work. This allows the trainer to systematically and
selectively observe all individuals - ensuring no bias coaching
◉ Abilities for correcting
Answer: Use successful cues
Know multiple corrections for each fault
Triage faulty movement
Balance critique with praise.
◉ Describe 'presence & attitude'?
Answer: The ability to create a positive and engaging learning
environment, showing empathy for athletes and creating rapport.
◉ Describe 'demonstration'?
Answer: The ability to provide athletes with an accurate visual
example of movement at hand. A trainer may do this by using
themselves as a example or someone with good mechanics. This
requires a strong awareness of ones own movement mechanics. It's
also leading by example.
QUESTIONS AND SOLVED ANSWERS
◉ Name some effective ways of 'seeing' faults?
Answer: 1- use slow mo app/ internet video
2- methodically survey athletes for one fault at a time I.e. in. Push
jerk: first hip extension, second weight in heels, third pressing early
◉ Describe 'Correcting'
Answer: The ability to facilitate better mechanics for an athlete
using visual, verbal and/or tactile cues. This includes the ability to
triage (priorities) faults in order of importance, which requires an
understanding of how multiple faults are related.
◉ Static Faults
Answer: When the athlete is not moving, even briefly. In the starting,
receiving and finishing positions.
◉ Dynamic Faults
Answer: When the athlete is moving between static positions.
◉ What trainer's abilities does correcting hinge on?
,Answer: 1- use successful cues
2- know multiple corrections for each fault
3- triage faulty movement
4- balance criticism with praise
◉ Most useful dynamic view
Answer: A profile view offset by 45 degrees
◉ Name the 3 step process for developing short, specific and
actionable cues?
Answer: 1- identify the fault
2- identify what is out of place (name the body part)
3- give direction to the body part
◉ Difficulty seeing dynamic faults increases when
Answer: Athlete moves quickly and faults become subtler
◉ Name some strategies for corrective cues?
Answer: 1- verbal - speaking
2- visual - showing
3- tactile - touching
,◉ Methods to develop ability to see faults
Answer: Study film
Survey athletes for only one fault at a time
◉ Explain 'triaging' faults?
Answer: Assigning urgency to multiple faults in most to least
importance, greater importance is assigned to faults that have the
highest risk for injutyfor example: loss of neutral spine on back
squat is greater risk than on air squat however depth would be more
important on a air squat over loss of neutral spine due to being
unloaded an developing range of movement.
◉ Correcting
Answer: 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.
◉ Describe 'group management'
Answer: The ability to organise and manage, both at micro level
(within class) and at the macro gym level. This includes managing
time well; organisation of space the space, equipment, and
participation for optimal flow and experience; planning ahead.
◉ Correcting mechanics results in
, Answer: Increased performance gains and decreased risk of injury.
◉ What is controlling the group?
Answer: Ensuing everyone moves at the same amount of reps during
warmup an skills work. This allows the trainer to systematically and
selectively observe all individuals - ensuring no bias coaching
◉ Abilities for correcting
Answer: Use successful cues
Know multiple corrections for each fault
Triage faulty movement
Balance critique with praise.
◉ Describe 'presence & attitude'?
Answer: The ability to create a positive and engaging learning
environment, showing empathy for athletes and creating rapport.
◉ Describe 'demonstration'?
Answer: The ability to provide athletes with an accurate visual
example of movement at hand. A trainer may do this by using
themselves as a example or someone with good mechanics. This
requires a strong awareness of ones own movement mechanics. It's
also leading by example.
