Crossfit Level 2| 54 QUESTIONS| WITH
COMPLETE SOLUTIONS
A trainer 's ability to coach rest on ?
6 diffrent areas
The 6 different areas for the ability to coach are ?
Teaching
Seeing
Correcting
Group Management
Presence & Attitude
Demonstration
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.
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.
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
importance, which includes an understanding of how multiple faults are related.
Group Management
The ability to organize and manage, both at a micro level (within each class) and at
the macro gym level. This includes managing time well; organization of the space,
equipment, and participants for optimal flow and experience; planning ahead;
Presence & Attitude
The ability to create a positive and engaging learning environment. Shows empathy
for athletes and creates rapport.
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
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.
Effective communication
To convey this knowledge effectively, a teacher must be able to change his or her
communication style to meet the capacity of the student, regardless of his or her
background, ability, and learning style.
Knowledge in fitness related areas
,Beyond movement mechanics, trainers can also instruct clients in other areas that
may improve their fitness. Greater knowledge in any field that overlaps with fitness,
such as anatomy and physiology, nutrition, or even expertise in a certain sport, can
all aid a trainer's teaching.
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.
Dynamic faults
Dynamic positions find the athlete moving between the static positions, often at a
high speed.
What is the most useful view to assess one's mechanic ?
Generally, a profile view of the athlete (offset by about 45 degrees),
The difficulty in seeing dynamic faults increases as ?
The athlete moves more quickly
the faults become subtler
Correcting hinges on the trainer's ability to ?
Use successful cues.
Know multiple corrections for each fault.
Triage faulty movement.
Balance critique with praise.
, Cues
Any cue that results in improved movement mechanics is successful and therefore, a
"good" cue.
A cue's primary function is ?
To help the athlete execute perfect mechanics, not to perfectly describe the
mechanics of the movement.
Generally, making cues
Short, specific, and actionable tends to result in a greater success rate.
A basic three-step process for developing short, specific, and actionable cues is:
Identify the fault
Identify what is out of place (be specific: name the body part)
Give direction to that body part
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
Assess the cue's effectiveness and provide feedback
After a trainer delivers a cue, he or she must stay with that athlete for at least
another repetition to assess the result. Whatever the athlete's response, the trainer
needs to provide feedback.
COMPLETE SOLUTIONS
A trainer 's ability to coach rest on ?
6 diffrent areas
The 6 different areas for the ability to coach are ?
Teaching
Seeing
Correcting
Group Management
Presence & Attitude
Demonstration
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.
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.
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
importance, which includes an understanding of how multiple faults are related.
Group Management
The ability to organize and manage, both at a micro level (within each class) and at
the macro gym level. This includes managing time well; organization of the space,
equipment, and participants for optimal flow and experience; planning ahead;
Presence & Attitude
The ability to create a positive and engaging learning environment. Shows empathy
for athletes and creates rapport.
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
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.
Effective communication
To convey this knowledge effectively, a teacher must be able to change his or her
communication style to meet the capacity of the student, regardless of his or her
background, ability, and learning style.
Knowledge in fitness related areas
,Beyond movement mechanics, trainers can also instruct clients in other areas that
may improve their fitness. Greater knowledge in any field that overlaps with fitness,
such as anatomy and physiology, nutrition, or even expertise in a certain sport, can
all aid a trainer's teaching.
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.
Dynamic faults
Dynamic positions find the athlete moving between the static positions, often at a
high speed.
What is the most useful view to assess one's mechanic ?
Generally, a profile view of the athlete (offset by about 45 degrees),
The difficulty in seeing dynamic faults increases as ?
The athlete moves more quickly
the faults become subtler
Correcting hinges on the trainer's ability to ?
Use successful cues.
Know multiple corrections for each fault.
Triage faulty movement.
Balance critique with praise.
, Cues
Any cue that results in improved movement mechanics is successful and therefore, a
"good" cue.
A cue's primary function is ?
To help the athlete execute perfect mechanics, not to perfectly describe the
mechanics of the movement.
Generally, making cues
Short, specific, and actionable tends to result in a greater success rate.
A basic three-step process for developing short, specific, and actionable cues is:
Identify the fault
Identify what is out of place (be specific: name the body part)
Give direction to that body part
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
Assess the cue's effectiveness and provide feedback
After a trainer delivers a cue, he or she must stay with that athlete for at least
another repetition to assess the result. Whatever the athlete's response, the trainer
needs to provide feedback.
