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
/.Ability to correct depends on (4 things) - Answer-use successful cues, know multiple
corrections for each fault, triage faulty movement, balance critique w/ praise
/.Active shoulders - Answer-scapular position & stabilization, applying force in direction
opposite the load
/.Assessing safety & performance/ risk - Answer-athletic capacity, loading, positioning,
assigned tasks
/.Balance about the frontal plane - Answer-athletes movements accommodate the
object and may or may not be characterized by straight lines; frontal plane divides
athlete into anterior/posterior halves (bisects athlete at mid foot
/.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
/.Common programming pitfalls - Answer-lack of regular assessment, incorrectly applied
variance, lack of higher skill development, excessive volume, thinking CF Games is
standard
/.Components of class - Answer-warm-up, workout, cool down
/.Core to Extremity movements - Answer-a sequence of muscular contraction beginning
w/ large force producing, low velocity muscles of the core and hips and ends w/ small
force producing, high velocity muscles of the extremities
/.Correcting - Answer-the ability to facilitate better mechanics using visual, verbal,
and/or tactile cues
/.Creates midline stabilization - Answer-engagement of abs, internal & external
obliques, and spinal errectors
/.Demonstration - Answer-the ability to provide athletes w/ an accurate visual example
/.Deviations from neutral spine - Answer-Flexion, extension
/.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
place 3. give direction to that body part
/.Ability to correct depends on (4 things) - Answer-use successful cues, know multiple
corrections for each fault, triage faulty movement, balance critique w/ praise
/.Active shoulders - Answer-scapular position & stabilization, applying force in direction
opposite the load
/.Assessing safety & performance/ risk - Answer-athletic capacity, loading, positioning,
assigned tasks
/.Balance about the frontal plane - Answer-athletes movements accommodate the
object and may or may not be characterized by straight lines; frontal plane divides
athlete into anterior/posterior halves (bisects athlete at mid foot
/.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
/.Common programming pitfalls - Answer-lack of regular assessment, incorrectly applied
variance, lack of higher skill development, excessive volume, thinking CF Games is
standard
/.Components of class - Answer-warm-up, workout, cool down
/.Core to Extremity movements - Answer-a sequence of muscular contraction beginning
w/ large force producing, low velocity muscles of the core and hips and ends w/ small
force producing, high velocity muscles of the extremities
/.Correcting - Answer-the ability to facilitate better mechanics using visual, verbal,
and/or tactile cues
/.Creates midline stabilization - Answer-engagement of abs, internal & external
obliques, and spinal errectors
/.Demonstration - Answer-the ability to provide athletes w/ an accurate visual example
/.Deviations from neutral spine - Answer-Flexion, extension
/.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
