FMS Level 2 study plan

List all seven FMS screen tests from memory and write the exact scoring criteria (0, 1, 2, 3) for each, including the specific fault conditions that trigger each score.

Explain the role of the three clearing tests and state which screen each one follows.

Describe the four scoring components of the FMS scoring system concept: the screen score, the asymmetry rule, the pain rule, and the total composite score.

Define the deep squat scoring criteria in full detail, including the start position, dowel placement, and every listed fault.

Create a one-page reference sheet that maps each score value to its functional meaning without looking at source material.

Write out the full scoring criteria for hurdle step, inline lunge, and shoulder mobility, including all asymmetry and clearing rules.

Write out the full scoring criteria for active straight-leg raise, trunk stability push-up, and rotary stability.

Identify which screens are bilateral versus unilateral and explain why the asymmetry rule applies only to bilateral comparisons.

Analyze three sample score profiles (given as written scenarios) and assign a total score with correct handling of pain and asymmetry deductions.

Explain how the total composite score is interpreted and state the known limitations of using it as a single summary number.

Map each of the seven screens to the primary mobility and stability demands it tests, writing a one-line rationale per screen.

Explain the concept of the mobility-on-stability alternating pattern and describe how it structures the screen order.

For each screen, list at least two plausible root-cause dysfunctions that could produce a score of 1 or 2.

Distinguish between a true mobility restriction and a stability-driven compensation in at least four written examples.

Describe how pain during a screen changes the interpretation compared with a low score without pain.

Define the common compensation patterns seen across the screens: knee valgus, lumbar extension, heel rise, pelvic tilt, and scapular elevation.

Explain the joint-by-joint model and apply it to predict which segment will compensate when a neighboring segment is restricted.

Analyze five fictional client presentations and identify the most likely primary restriction and secondary compensation for each.

Describe the relationship between ankle dorsiflexion restriction and squat, hurdle step, and lunge outcomes.

Explain how thoracic spine mobility affects shoulder mobility and rotary stability screen results.

State the corrective exercise sequence principle (mobility before stability, inhibit, lengthen, activate, integrate) and explain the rationale for the order.

Design a corrective progression for a deep squat score of 1 caused by ankle dorsiflexion restriction, including three stages.

Design a corrective progression for a shoulder mobility asymmetry, including a mobility stage, an activation stage, and an integration stage.

Explain how to regress and progress a corrective exercise using leverage, base of support, and load variables.

Identify at least three criteria for deciding when a client is ready to progress from corrective work to loaded training.

Explain the concepts of motor control, motor learning, and feedback versus feedforward control in the context of corrective exercise.

Describe how proprioceptive input and cueing style influence movement quality during a corrective drill.

Distinguish between mobility and stability deficits and explain why the corrective strategy differs for each.

Design a corrective plan for a rotary stability score of 1 that addresses core stability and reflexive control.

Explain the concept of the stability-mobility continuum and apply it to a client with multiple low scores.

Draft a client-facing explanation of screen results that avoids diagnostic language and stays within scope of practice.

Explain how to communicate a low score or a painful screen to a client and when to refer out.

Describe how to integrate screen results into an ongoing training program without replacing the main training goals.

Explain the concept of retesting and state a reasonable retest interval and the criteria for changing a program.

Identify at least three professional and ethical boundaries in screening and corrective programming.

Review all seven screen scoring criteria and confirm accuracy on a self-made 40-item recall quiz.

Re-analyze two earlier case studies and revise conclusions where new understanding changes the interpretation.

Complete a full-length timed practice exam and review every missed item by domain.

Summarize the five domains into a single condensed review sheet of no more than two pages.

Identify the two weakest domains from practice results and write a targeted follow-up plan for each.