A) Having a loud voice B) Strict discipline C) Excellent communication skills D) Being a former Olympic swimmer
A) Available pool space B) Popular workout trends C) Coach's personal preferences D) Swimmer's skill level and goals
A) Specific, constructive, and timely B) Only when they perform poorly C) In front of the entire team D) General and harsh
A) Ignore it and focus on the workout B) Stop the swimmer and assess the situation C) Tell them to push through it D) Blame it on poor technique
A) Ignoring technique and focusing on speed B) Identifying and correcting inefficiencies C) Blindly following textbook technique D) Comparing swimmers to each other
A) Increase training volume B) Reduce fatigue and maximize performance C) Learn new techniques D) Lose weight
A) Encourage teamwork and support B) Show favoritism to certain swimmers C) Promote individual competition above all else D) Allow gossip and negativity
A) Is a waste of time B) Creates unnecessary pressure C) Provides motivation and direction D) Is only important for elite swimmers
A) Reduce training volume and focus on fun activities B) Ignore the symptoms C) Increase training intensity D) Pressure the swimmer to work harder
A) Stay updated on the latest techniques and training methods B) It is not important once certified. C) To impress parents D) Only beneficial for elite coaches
A) Address the issues privately and mediate a solution B) Ignore the conflicts and hope they resolve on their own C) Take sides based on seniority D) Publicly scold the involved swimmers
A) Providing positive reinforcement and celebrating small victories B) Setting unrealistic expectations C) Comparing them unfavorably to other swimmers D) Constantly pointing out flaws and mistakes
A) At the request of parents, regardless of the swimmer's needs B) When swimmers are injured, ill, or not responding to the current plan C) Never, stick to the plan no matter what D) Only when the coach feels bored
A) Unimportant as long as the swimmer is training hard B) Only relevant for professional swimmers C) Solely focused on weight loss D) Fueling the body, aiding recovery, and optimizing energy levels
A) Talking more than listening B) Using jargon without explanation C) Active listening and clear instructions D) Avoiding eye contact
A) A waste of time and resources B) Ensuring swimmer safety in case of emergencies C) Only important for the team doctor D) Not necessary if there's a lifeguard on duty
A) Ignore the mental block and focus on other areas B) Address the underlying fear or anxiety and build confidence C) Tell them to just get over it D) Force them to repeat the task until they succeed
A) Not varying the sets enough to stimulate different energy systems B) Making all the sets too short C) Always using the same type of drill. D) Making all the sets too easy.
A) Recovery and Rest B) Drill Work C) Cardio D) Technique
A) Ignore it, as it's not a coach's responsibility. B) Address the issue privately and establish clear expectations C) Publicly humiliate the swimmer D) Make the entire team run extra laps.
A) Add weights to the swimmer B) Focus on streamlined body position and efficient push-off C) Ignore the turn and focus on the swimming D) Just practice the turn as fast as possible
A) Expect immediate mastery B) Assume they already know the basics C) Break it down into smaller steps and provide clear demonstrations D) Overwhelm the swimmer with information
A) It is not important, everyone learns the same way. B) To tailor their teaching methods to individual needs C) So they can label swimmers D) To make the coach feel superior
A) Focusing on maintaining a high elbow catch B) Winning a gold medal C) Making the Olympic team D) Swimming a personal best time
A) Using relays and games that reinforce skills B) Making practice optional C) Having no structured activities D) Allowing excessive talking and goofing off
A) Is only useful for advanced swimmers B) Provides visual feedback to improve technique C) Distracts from actually swimming D) Creates unnecessary pressure for swimmers
A) Ignore it and hope it stops on its own B) Blame the swimmer for being bullied C) Encourage the swimmer to fight back D) Intervene immediately and address the situation according to team rules
A) To build team morale and a sense of accomplishment B) Celebration breeds complacency. C) Only individual achievements should be recognized D) Creates too much pressure to keep winning
A) Telling swimmers to toughen up and not be sensitive. B) Diagnosing mental health issues themselves. C) By creating a safe and supportive environment where they feel comfortable sharing their feelings. D) Ignoring all emotional displays
A) Publicly criticizing swimmers after a bad race B) Only focusing on the top performers C) Providing encouragement, tactical advice, and pre-race preparation D) Placing bets on swimmers |