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