Crossfit Level 2
Push Press Progressions - ANSWER>>>dip & hold, dip & drive slow, dip &
drive fast, push press
Push Jerk Progressions - ANSWER>>>jump & land (hands at sides), jump
& land (hands at shoulders), jump & extend arms after hips extend, push
jerk
Sumo DL High Pull Progressions - ANSWER>>>Sumo DL, Sumo DL shrug
slow, sumo DL shrug fast, SDHP
Med Ball Clean Progressions - ANSWER>>>DL, DL shrug fast, FS, Pull
Under, med ball clean
Trainer's ability to coach others (based on 6 areas) -
ANSWER>>>teaching, seeing, correcting, group management, presence &
attitude, demonstration
Teaching - ANSWER>>>the ability to effectively articulate & instruct the
mechanics of each movement
Seeing - ANSWER>>>The ability to discern good from poor movement
mechanics and identify both gross and subtle faults whether athlete is in
motion or static
Static Faults - ANSWER>>>faults that occur near end ranges of motion-
starting, receiving, or finishing-
Dynamic Faults - ANSWER>>>athlete moving btw the static positions- ex.
not reaching full hip extension in drive of the clean, push early in push
press, initiating squat with knees
Profile view - ANSWER>>>most useful view to watch an athlete
Correcting - ANSWER>>>the ability to facilitate better mechanics using
visual, verbal, and/or tactile cues
, Ability to correct depends on (4 things) - ANSWER>>>use successful cues,
know multiple corrections for each fault, triage faulty movement, balance
critique w/ praise
Function of a cue - ANSWER>>>to help athlete execute perfect
mechanics, NOT to perfectly describe the mechanics of the movement
Qualities of a good cue - ANSWER>>>short, specific, actionable
3 steps to developing a good cue - ANSWER>>>1. identify fault 2. identify
what is out of place 3. give direction to that body part
Verbal cue - ANSWER>>>tell specific instruction
Visual cue - ANSWER>>>create contrasting images btw current & desired
positioning
Tactile cure - ANSWER>>>use physical targets to achieve proper
mechanics
Triaging faults - ANSWER>>>assigning urgency to faults, ordering based
on severity of deviation from ideal & athlete's capacity relative to the task
Group management - ANSWER>>>ability to organize and manage both at
a micro level (class) and macro level (gym); managing time well,
organization of space, equipment and participants, adhere to schedule etc.
Presence & attitude - ANSWER>>>ability to create a positive and engaging
learning environment
Demonstration - ANSWER>>>the ability to provide athletes w/ an accurate
visual example
Common movement themes for functional movements -
ANSWER>>>midline stabilization, core to extremity movement, balance
about the frontal plane, posterior chain engagement, sound hip function,
active shoulders, full ROM about a joint, effective stance or grip
Midline - ANSWER>>>relationship of the spine and pelvis during functional
movement
Push Press Progressions - ANSWER>>>dip & hold, dip & drive slow, dip &
drive fast, push press
Push Jerk Progressions - ANSWER>>>jump & land (hands at sides), jump
& land (hands at shoulders), jump & extend arms after hips extend, push
jerk
Sumo DL High Pull Progressions - ANSWER>>>Sumo DL, Sumo DL shrug
slow, sumo DL shrug fast, SDHP
Med Ball Clean Progressions - ANSWER>>>DL, DL shrug fast, FS, Pull
Under, med ball clean
Trainer's ability to coach others (based on 6 areas) -
ANSWER>>>teaching, seeing, correcting, group management, presence &
attitude, demonstration
Teaching - ANSWER>>>the ability to effectively articulate & instruct the
mechanics of each movement
Seeing - ANSWER>>>The ability to discern good from poor movement
mechanics and identify both gross and subtle faults whether athlete is in
motion or static
Static Faults - ANSWER>>>faults that occur near end ranges of motion-
starting, receiving, or finishing-
Dynamic Faults - ANSWER>>>athlete moving btw the static positions- ex.
not reaching full hip extension in drive of the clean, push early in push
press, initiating squat with knees
Profile view - ANSWER>>>most useful view to watch an athlete
Correcting - ANSWER>>>the ability to facilitate better mechanics using
visual, verbal, and/or tactile cues
, Ability to correct depends on (4 things) - ANSWER>>>use successful cues,
know multiple corrections for each fault, triage faulty movement, balance
critique w/ praise
Function of a cue - ANSWER>>>to help athlete execute perfect
mechanics, NOT to perfectly describe the mechanics of the movement
Qualities of a good cue - ANSWER>>>short, specific, actionable
3 steps to developing a good cue - ANSWER>>>1. identify fault 2. identify
what is out of place 3. give direction to that body part
Verbal cue - ANSWER>>>tell specific instruction
Visual cue - ANSWER>>>create contrasting images btw current & desired
positioning
Tactile cure - ANSWER>>>use physical targets to achieve proper
mechanics
Triaging faults - ANSWER>>>assigning urgency to faults, ordering based
on severity of deviation from ideal & athlete's capacity relative to the task
Group management - ANSWER>>>ability to organize and manage both at
a micro level (class) and macro level (gym); managing time well,
organization of space, equipment and participants, adhere to schedule etc.
Presence & attitude - ANSWER>>>ability to create a positive and engaging
learning environment
Demonstration - ANSWER>>>the ability to provide athletes w/ an accurate
visual example
Common movement themes for functional movements -
ANSWER>>>midline stabilization, core to extremity movement, balance
about the frontal plane, posterior chain engagement, sound hip function,
active shoulders, full ROM about a joint, effective stance or grip
Midline - ANSWER>>>relationship of the spine and pelvis during functional
movement
