CrossFit L2 study plan

CrossFit L2 · Give each week a clear focus.

8 weeks · About 6 hours per week

Week 1

CrossFit Methodology

Define CrossFit's three foundational pillars (constantly varied functional movement executed at high intensity) in your own words and state how each pillar constrains program design
Map the ten general physical skills to concrete movements and identify which skills each of three classic benchmark workouts trains most heavily
Explain the theoretical hierarchy of athlete development (nutrition, metabolic conditioning, gymnastics, weightlifting, throwing) and justify why the order matters
Distinguish 'fitness' as increased work capacity across broad time and modal domains from sport-specific performance and give two examples of each
Write a one-paragraph definition of intensity as power output and explain why load alone is not intensity

A one-page written summary defining the methodology's core concepts and mapping the ten physical skills to at least six named movements

Week 2

Compare and contrast the three metabolic pathways (phosphagen, glycolytic, oxidative) by duration, fuel source, and recovery
Classify five sample workouts by their dominant pathway and predict the limiting factor for each
Explain 'virtuosity' and 'mechanics, consistency, then intensity' and describe how each applies to a coaching decision
Analyze why variance in time domain, modality, and load is programmed deliberately rather than randomly
List the common movement and structural elements that define CrossFit-style programming and identify which are non-negotiable

A table classifying eight sample workouts by dominant energy pathway, time domain, and modality, with a two-sentence rationale for each

Week 3

Break down the setup, execution, and finish position of the squat, press, deadlift, and clean family, naming the key positions and common faults for each
Demonstrate and cue the points of performance for at least six foundational movements using a partner or video self-review
Apply a fault-correction sequence (identify, prioritize, cue, re-check) to three deliberately flawed repetitions
Differentiate scaling a movement's range of motion from scaling load and explain when each is appropriate
Practice giving a cue in under ten seconds that a beginner could act on immediately

A self-recorded video or written cue card set covering points of performance and two corrections for each of six foundational movements

Week 4

Explain the difference between teaching, seeing, correcting, and group management as separate coaching skills
Design a three-station teaching progression for one complex movement (for example, the snatch) that layers positions before load
Describe how to run a group warm-up that prepares athletes for the specific workout without exhausting them
Identify safety red flags in movement (spinal flexion under load, loss of midline, collapsing knees) and state the immediate correction for each
Practice the 'brief, demo, then move' sequence and time yourself delivering a workout brief in under three minutes

A written lesson plan for one movement that includes teaching points, a demonstration script, two common faults, and the corrections for each

Week 5

Define scaling as matching stimulus to athlete capacity and explain why the intended stimulus, not the prescribed load, is the target
Build a scaling ladder for one workout that offers three levels of difficulty while preserving the same time domain and energy system
Adapt a workout for three distinct athlete profiles: a beginner, an injured athlete with a movement restriction, and an advanced athlete who needs more challenge
Explain how to scale volume, load, range of motion, and complexity independently and when to combine them
Justify when to scale up versus when to hold an athlete at a lower level to protect technique

Three written scaling plans for the same workout, each preserving intended stimulus, with a rationale for every substitution

Week 6

Draft a 60-minute class plan with warm-up, strength or skill work, conditioning, and cool-down, allocating minutes to each block
Explain the purpose of each class block and how the warm-up should rehearse movements that appear in the workout
Describe how to introduce and scale a workout on the whiteboard so athletes of mixed ability can self-select a level
Identify the elements that create a welcoming first session for a new athlete and list five you would include
Plan how to deliver individual feedback to at least four athletes within a single class

A complete minute-by-minute class plan for a mixed-ability group, including scaling options written for the whiteboard

Week 7

Explain how to set and communicate class expectations, safety norms, and scaling culture from the first minute
Design a debrief routine that captures athlete feedback and feeds it back into future programming
Describe how to manage class flow so every athlete receives at least one specific correction
Plan adaptations for a class with limited equipment, including how to rotate stations without losing stimulus
Identify signs of athlete overtraining or disengagement and describe an appropriate coaching response

A one-page class-culture and feedback playbook covering expectations, correction routines, and a post-class debrief

Week 8

Consolidate all four domains into a single integrated class plan that shows methodology, technique, scaling, and athlete experience working together
Self-assess against the study plan's deliverables and identify the two weakest areas for final review
Practice explaining methodology and scaling decisions out loud as if to a new athlete or a peer coach
Review missed or uncertain concepts and resolve them with a written explanation
Rehearse a short coaching scenario that combines a technique correction with a scaling decision

An integrated 60-minute class plan with written rationale tying each block to methodology, technique, scaling, and athlete experience

Week 2: Can define the methodology's core concepts and classify any sample workout by energy pathway and time domain without notes

Week 4: Can demonstrate and cue six foundational movements and deliver a three-minute workout brief with two named faults and corrections

Week 6: Can produce a scaling plan for any workout that preserves intended stimulus across three athlete profiles

Week 8: Can deliver an integrated class plan that explicitly ties each block to methodology, technique, scaling, and athlete experience