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CrossFit Level 2 General Knowledge: Foundational Movements, Coaching, and Programming, Exams of Physiotherapy

Walden UniversityPhysiotherapy

A comprehensive overview of crossfit level 2 general knowledge, focusing on foundational movements, coaching techniques, and programming principles. It covers essential aspects like teaching, seeing, correcting, group management, presence and attitude, demonstration, and scaling. The document also delves into key concepts such as midline stabilization, sound hip function, and active shoulders, providing valuable insights for crossfit coaches and athletes.

Typology: Exams

2024/2025

Available from 11/08/2024

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HOSMERIT
CROSS FIT LEVEL 2 - GENERAL KNOWLEDGE
VERIFIED SOLUTION LATEST UPADTE
The 9 Foundational movements โœ”โœ”1. Air Squat
2. Front Squat
3. Overhead Squat
4. Shoulder Press
5. Push Press
6. Push Jerk
7. Deadlift
8. Sumo Deadlift High Pull 9. Medicing-ball clean
3 elements of instruction for foundational movements โœ”โœ”1. Teaching (set up & execution)
2. Seeing
3. Correcting
The ability to coach rests on capacity in 6 areas โœ”โœ”Teaching Seeing
Correcting
Presence and Attitude Group / Class Management Demonstration
Teaching โœ”โœ”- ability to articulate and instruct mechanics of each movement
- focus on major points of performance over subtle ones
- ability to change instruction based on needs and capacity
Seeing โœ”โœ”- ability to recognize good from poor movement patterns and mechanics
- identify both gross and subtle faults
- while athlete is static or in motion
The first step in bringing change to mechanics โœ”โœ”Seeing Static faults โœ”โœ”- point where athlete is
not moving
- start, receiving, or finish position
- easier based on time for assessment
Dynamic Faults โœ”โœ”- movement between static positions
- usually at high speed
- harder due to reduced time for assessment
- profile view (45d) is optimal
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HOSMERIT

CROSS FIT LEVEL 2 - GENERAL KNOWLEDGE

VERIFIED SOLUTION LATEST UPADTE

The 9 Foundational movements โœ”โœ”1. Air Squat

  1. Front Squat
  2. Overhead Squat
  3. Shoulder Press
  4. Push Press
  5. Push Jerk
  6. Deadlift
  7. Sumo Deadlift High Pull9. Medicing-ball clean 3 elements of instruction for foundational movements โœ”โœ”1. Teaching (set up &execution)
  8. Seeing
  9. Correcting The ability to coach rests on capacity in 6 areas โœ”โœ”TeachingSeeing Correcting Presence and Attitude Group / Class Management Demonstration Teaching โœ”โœ”- ability to articulate and instruct mechanics of each movement
  • focus on major points of performance over subtle ones
  • ability to change instruction based on needs and capacity Seeing โœ”โœ”- ability to recognize good from poor movement patterns and mechanics
  • identify both gross and subtle faults
  • while athlete is static or in motion The first step in bringing change to mechanics โœ”โœ”SeeingStatic faults โœ”โœ”- point where athlete is not moving
  • start, receiving, or finish position
  • easier based on time for assessment Dynamic Faults โœ”โœ”- movement between static positions
  • usually at high speed
  • harder due to reduced time for assessment
  • profile view (45d) is optimal

Difficulty in seeing dynamic faults increases as โœ”โœ”1. athlete move faster

  1. faults become subtle
  • Newer trainers find more success in watching 1 athlete at a time Correcting โœ”โœ”- ability to facilitate better mechanics using cues
  • ability to triage (prioritize) faults in order of performance 3 Types of cues โœ”โœ”1. Visual - showing2. Verbal - telling
  1. Tactile - touching Correcting hinges on ability to do 4 things โœ”โœ”1. use successful cues
  2. know multiple corrections for each fault
  3. triage faulty movement
  4. balance critique with praise Characteristics of good cues โœ”โœ”1. short, specific, actionable
  5. simple language, easily understood
  6. primary function is improve movement 3 step process to develop short, specific, and actionable cues โœ”โœ”1. Identify the fault
  7. identify what part of the body is out of place
  8. give direction to that body part What is triaging faults? โœ”โœ”1. assigning urgency to the multiple faults present
  9. ordering them from most to least important
  10. greatest of importance is those with high injury risk Triaging best practices โœ”โœ”- order based on severity of deviation from ideal and athletescapacity
  • decide on what to fix and focus on it
  • selectively ignore others
  • know how each is related Cueing best practices โœ”โœ”- after delivery, you must assess the result
  • give feedback (better, same, worse)
  • do not repeat unsuccessful cues
  • if movement gets worse, stop Group Management โœ”โœ”1. ability to organize and manage
  1. micro level (class) and macro level (gym)
  2. includes time, space, equipment, and participants

Assessing safety and performance โœ”โœ”1. simple observation of movement doesn'tprovide context to assess safety Risk must explore a. athlete capacity b. loading c. positioning d. assigned tasks e. trainer cannot identify bad positions without this context f. sound mechanics promotes power development and reduces risk of injury Demonstration โœ”โœ”1. accurate visual example of the movement at hand

  1. may use themselves or another for demonstration
  2. must be used Common Themes for Functional Movements โœ”โœ”1. Mid line stabilization
  3. Core to extremity movement
  4. Balance about the frontal plane
  5. Posterior chain engagement
  6. Sound hip function
  7. Active Shoulders
  8. Full range of motion
  9. Effective stance and grip How is CF.com a great expression of variance โœ”โœ”1. whole body, natural, high power movements in short intense workouts because of their far reaching effects on one's overall fitness
  10. task priority couplets and triplets of 15 minutes or less How does CF.com demonstrate effective variance โœ”โœ”1. not following a set pattern forwhich day certain elements occur
  11. includes all movements regardless of skill
  12. allow ample opportunity for assessment
  13. create simple high intensity pairings Biasing โœ”โœ”1. programming certain elements regardless of capacity
  14. does not result in increase of fitness in that capacity
  15. avoiding will become a bias in the absence of assessment Warmups โœ”โœ”1. roll weakness into this session
  16. extra practice / more personalized
  17. avoid prefatiguing the client
  18. each athlete has a variable tolerance to pre workout volume Scaling effectively โœ”โœ”1. trainer must examine the original workout to determinemovments loading timeframesvolume
  1. goal is to adhere to as many possible variables relative to capacity What groups can you scale โœ”โœ”1. Beginners / de-conditioned
  2. Intermediate Athletes
  3. Advanced Athletes
  4. Injured Three components to a class โœ”โœ”1. Warm Up
  5. Workout
  6. Cool down 3 ways to minimize risk โœ”โœ”1. reduce loads
  7. thorough warm up is needed
  8. 3 - 5 warm up sets Warm Up elements โœ”โœ”1. warm up body for intense activity
  9. general increases core temp, blood flow, mobility
  10. specific builds and refines movement patterns and prepare you mentally andphysically Benefits to warmup โœ”โœ”1. help improve on demands of workout
  11. improve on deficiencies
  12. provide trainer time to observe deficiencies
  13. opportunity to assess athletic capacity Midline Stablization โœ”โœ”1. Relationship of spine and pelvis during functional movement
  14. Athlete capacity to prevent movement from neutral spine position
  15. synonymous with core strength
  16. engaging abs, internal and external obliques, and spinal erectors
  17. more susceptible to injury from sheer v. compression
  18. deviations occur in flexion or extension
  19. overextension points to failure to engage abs Workout elements โœ”โœ”1. pre workout brief
  20. clearly explain and demonstrate range of motion of each movement for each workout
  21. discuss scaling options and desired stimulus
  22. allow time for practice Optimizing Program Design โœ”โœ”1. programming is secondary to effective coaching,scaling, mechanics, and group dynamics
  23. spend more time focusing on athlete and rapport than a perfect program Sound Hip Function โœ”โœ”1. ability to flex and extend hip to maximize contribution tomovement
  24. applies most force / creates most elevation
  25. no major safety issues if slow

Hierarchy of increased risk - midline stabilization โœ”โœ”1. safest - midline stabilization inneutral position

  1. more risky - non neutral spine in static position
  2. most risky - loss of neutral spine during movement...especially neutral to flexion Core to Extremity Movement โœ”โœ”1. Muscular contraction that begins with large forceproducing (low velocity) muscles of the core and ends with small force producing muscles (high velocity) of the extremities
  3. Patterning teaches fluid transmission of power from one area of body to another3. maximizes performance as large muscles are used first to generate force Balance about the Frontal Plane โœ”โœ”1. Divides athlete into anterior and posterior halves
  4. Significant deviation (forwards or backwards) prevents successful task completion especially under load
  5. Moving object on straight line increases performance
  6. Lack of balance on frontal plane may increase injury Posterior chain engagement โœ”โœ”1. group of muscles, tendons, ligaments on back ofbody
  7. hamstrings, gluteals, and spinal erectors
  8. engagement means it contributes to other muscles
  9. provides optimal alignment with knees and foot
  10. increased power generation
  11. contributes to safety (midline / balance about plane)
  12. Pressure in feet
  13. Knee position (absence of medial and lateral faults) Analyzing programming for effectiveness โœ”โœ”1. it's impact on relative fitness
  14. measurable in performance markers
  15. must include health markers
  16. ineffective programming doesn't produce results
  17. real changes in measurable, observable, and repeatable markers
  18. if major is improving, programming is good. Heavy Days โœ”โœ”1. days devoted to strength are necessary variant 2. builds strength and power to work capacity of 10 seconds or less3. should be used once per work or once every two cycles on 3/1 4. Barbell is impossible to match due to loading Scaling Beginners โœ”โœ” 1 proper points of performance 2 elderly where there are safety concerns 3 often needs reduced volume even with substitutions Scaling Intermediate โœ”โœ”1. 6 month to 3 year
  19. use different scaling each time movement is performed

3.in time, should be able to scale their own scaling advanced โœ”โœ”1. can perform almost all rx2. crossfit consistently for years

  1. coach to better movement
  2. tendency to scale up, use caution Scaling Injured โœ”โœ”1. pain free range of motion is main guide
  3. substitute what best replicates basic function or range of motion
  4. if there are no options, omit the movement
  5. when cleared, increase gradually Scaling in Class โœ”โœ”1. confusing can be avoided by detailing intended stimulus
  6. present several options to move class along
  7. still need individuality as general scale won't fit everyone
  8. observe loading and practices
  9. may have to alter mid wod after assessment Benefits to workout โœ”โœ”1. increased fitness with speed and loading
  10. feedback from trainer
  11. seeing correcting skills in faster environment
  12. ability to deliver short, actionable cues Excessive volume โœ”โœ”- multiple sessions in one day are not appropriate for 99% ofathletes
  • be impressed by intensity, not volume