Pratica di Shadowing: Bob Bowman on Winning: Lessons from Coaching Michael Phelps - Impara a parlare inglese con i video
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Bob Bowman is a director of swimming and diving and head men's coach at the University of Texas here in Austin.
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He also coached Michael Phelps to 23
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Olympic gold medals
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and is the first coach in Division I men's swimming history to win back -to -back national championships at two different programs.
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Bob, you've written a master class in winning
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and I'm really excited about the conversation
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but I wanted to ground in your one simple rule that you've used for the years which is do your work.
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Thanks Kevin for having me.
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One of the things that I think is most important in any endeavor is showing up day in day out consistently.
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That is what really gets you where you want to go.
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If you wait on motivation or you rely on motivation it's not going to do it for you.
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I was trying to get back in shape
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or in a training camp in Colorado Springs and
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so we had great weight room and my assistant coach was with me logan
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and we had been working out every day in the morning one day i was kind of tired
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and i was like you know i think maybe tomorrow i'm going to take off i don't feel too good
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and he's like you know what i'm just going to do my work
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so what do you do when you're feeling great
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and the world is your oyster do your work what do you do
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when you don't have any motivation you're lost you don't know anything about what to do do your work
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It'd be great to have you tell a little bit about your story.
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And I know you started with age group swimmers.
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In 1997, I was in Baltimore and at the North Baltimore Aquatic Club, the best club in America at the time.
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We changed around the groups, and there was an 11 -year -old kid that was assigned to my group,
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which was largely 13, 14, 15 -year -olds.
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And his name was Michael Phelps.
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And they put him in there because he couldn't be challenged with his age.
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He needed something far greater than that.
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And that really started this very unique journey.
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Michael, I became the head men's coach in Ann Arbor, learned quite a bit, had a tremendous training group there,
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really helped Michael prepare for Beijing in 2008 where he had his peak performance.
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An opportunity came up for me to go to Arizona State University.
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I took it.
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At the time, the team had not scored a point at NCAAs for 10 years, the national championships.
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But I wanted a project, and I wanted something that would challenge me after Michael was done.
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We had this amazing journey from really the true basement to winning an NCAA championship in 2024 at ASU.
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And then about the time that we were about to win the championship, I got the call from Texas.
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And, you know, you don't say no to Texas.
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I mean, it's an absolutely incredible career if you think about what you've done with Michael Phelps.
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What you've done at Arizona State, what you've done at Texas is really impressive.
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But how did you start?
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How did you define winning and take us through that journey?
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When I think about winning, I was trying to come up with one word.
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It's probably improvement, right?
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That is my job, is to get everybody
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that I have influence over every day to make incremental improvement as much as possible every day.
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And if you're doing that over time,
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you're going to get from 45th place at NCAAs to number one and it's really a process -driven system, right?
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So what I do is focus on process and leave outcomes out there because they kind of depend on other people.
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We focus on the things we control, the process of how we practice, the attitude we bring to our work.
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If the people buy into that and live the right way, they're going to win.
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The story that I love to tell, and I told my Texas team my first day on the
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job those kids at asu who had just won a national championship they had lived like champions for three
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or four years before they got the trophy
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you won't ever really in around here hear us talking about winning a championship
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but you'll hear a lot of talking about doing what it takes to become a champion being a champion
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so at the end of the day if you become the right things
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and you follow the right process the winning will occur how
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do you bridge a gap from an individual sport to bringing
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that team together
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and getting the most out of right everyone on your team
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they want to be part of something bigger than themselves at texas
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they're part of an amazing legacy probably the greatest legacy in nc2a sports
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if you look at the level you know we've won 17 national championships in the last 50 years
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so how do you think about evolving your roster getting the right people to buy into what you're trying to accomplish
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it's all about people at the end at the end of the day
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it's about having the right people in the right positions
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and you know if you have the wrong people there they got to go
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so over a period of time you start defining what you need to carry out the mission
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which in this case is compete at at the top level.
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what events you want to cover, what are the qualities of the people that you want to bring in.
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And then you decide if the people you have here can do that or not.
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And if they can't, they need to find a new place to be.
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And then you bring in the people that can do it.
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And what about those times when you have the roster, but you're deciding who's going to swim in an individual meet?
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Just making those tough decisions.
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We have times in swimming, we have practice performances, and you kind of gauge all those and kind of factor those in.
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So I saw this video clip of Dr. Ellen Langer.
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She's a Harvard psychologist.
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Very good.
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What she encouraged people to do is instead of stressing so much about making the right decision,
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go ahead and make it and then make your decision right.
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And once I started living that way, things got a lot better.
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Because you really don't know all the possibilities and you certainly can't control them.
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So I use the information I have and then kind of go with my gut and just make the call.
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Of course, coaching talent gives you a leg up.
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What about some critics that might say you got lucky because you had Michael Phelps?
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Clearly, I did get lucky having Mike Phelps.
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I don't think there's any question about that.
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And they were like, Boatman can't coach.
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The janitor could coach Michael Phelps to those medals.
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And I was like, yeah, but could he coach his mother?
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It wasn't just Michael.
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I had to work on Debbie.
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I had to work on a lot of people around there.
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So there's a lot that goes into it.
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Michael, there's nothing he wouldn't do to reach his goals within the rules in terms of effort or attitude,
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and that's what separated him.
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He went for six years without missing a day, 365 days, because we were convinced that if we did that,
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every year we'd pick up 52 days on all the people that took every Sunday off.
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There are a lot of things that we taught Michael
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that had nothing to do with how long his arms were, his wingspan.
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There must be days where he didn't want to swim.
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As a coach, how did you deal with it?
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What I observed from these great performers like Leon and Michael, Allison Schmitz, some people like one of gold medals,
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they're not amazing in practice every day, but they have a high average level most days.
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So on a scale of 1 to 10, where 1 is terrible and 10 is as good as you can be,
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they're like an 8 most days, 7 or 8 all the time.
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And every now and then there's a 3, but there's maybe 1.
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and every now and there there's a 10.
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15 % is better than zero.
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We equated it to money in the bank.
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Some days you put a big deposit in the bank.
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Some days it's a couple pennies but you're doing something every day
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and that's what they have to learn is that your effort
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and your attitude are the two things that you control all the time.
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So when you don't feel like doing something don't let that be a limiting factor.
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Just do it anyway.
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Do the best you can.
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There's a famous story about you breaking michael phelps's goggles in practice
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and that that translated into olympic we had gone to australia in 2003
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and he was swimming in some international meeting they just had their stuff on the floor
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and that was okay except for they had like their goggles
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and their caps just kind of strewn all over the deck in this area
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and i saw michael's goggles
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and i just stepped on him he swam a race in the preliminaries
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and um swam fairly well and he came back and he was like I don't know what happened, but my goggles filled up with water.
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I was like, well, you did a really good job.
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You counted your strokes.
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There was another meet where he went to swim a backstroke race in the finals,
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and he reaches up to pull his goggles down, and they aren't there.
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And he looks over at me like, no goggles.
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And I was just like, swim.
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He learned to deal with some adversity, right?
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And learned that he was capable of meeting the challenge so
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when he dove in and Beijing in the 200 fly final
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which is a very important race for him I noticed
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that he just didn't look right he actually broke the world record
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which is an amazing thing
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but right after the race you can see he kind of tears his goggles off his face
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and chucks them up on the deck but what he told me after was
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when his goggles filled up in the first 50 meters he just reverted to what we do in training
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and as counting your strokes my first thought is like, who in the world under this kind of pressure can even do that?
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But that's where the talent and the preparation come in.
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So maybe a little bit about overcoming adversity.
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What separates people that are able to do that versus those that are not?
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No one has a straight line to success.
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Everybody who has done anything meaningful will have failed many, many times.
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So I encourage people to embrace failure.
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If you're going to fail, fail big.
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That means you're trying, right? go for it if you have things that come in
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that you didn't plan for I know Michael before 2008 in the fall of 2007 he had been swimming
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amazingly the entire year where university of michigan where he had swum
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and brilliantly swam on i guess it was saturday afternoon
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and then i got a call on sunday afternoon
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that he had walked out to his car and slipped on the ice
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and broke his wrist this is like eight months before the olympics
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and you know i went over to his place
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and he was distraught he was like i just gave away three gold medals
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I was like I don't think he gave away anything
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but I was like let's number one figure out what we're going to do
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so we went to hand specials
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that day it's like what time you're scheduling tomorrow let's go
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and they scheduled surgery the next day he was able to come out of
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that obviously do fine have the greatest performance in history at the big meet
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but when you have something like that try to take the emotion out of it
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and focus on what you can do
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and control the controllables one of the things
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we talked about is an accountable plan how do you take a very big goal
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and break it down into the small steps you need to run
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or play out to get to the goal number one i want to have a very long -term goal
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that is not really very specific but it has an emotional component to it
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that kind of drives this whole process i call it a dream goal right
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and you know for swimmers it's easy
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it's like hey what's your dream in swimming they'll be like to swim in the olympics right
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it's out there we're going to start working back
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and we're going to say well
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when are we going to do the olympics you have dates okay 2028
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or whatever the it's going to be then we start working backwards to where we are and
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if you know you want to make the u .s olympic team
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i can say you're going to have to swim this time at the usa trials
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This is very objective.
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So we kind of place everything on time.
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This is what Michael and I always did.
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We worked off of times.
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So if we're going to swim this time in 2028 in the summer,
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then in 2027, you're going to have to be within five tenths of that time.
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And in 2026, you want to be within a second and a half of that time.
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So that's how you kind of keep on track.
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And then as we work back, we get to the very most important goal, which I call the immediate goals.
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What am I going to do right now?
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The most important, any decision that any of us are going to make
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It's what are we going to do in the present moment that's going to carry us through these other goals.
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So writing on the whiteboard the next big meet and the countdown until then, why do you do that?
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Why do you make it so visible?
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We just get closer to it each day, and I just want them to know that time is moving.
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When I went to Michigan, I put up a timer that was a countdown clock to the 2008 Olympic Games.
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I did it four years before so
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when it started it said how many days hours seconds
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and it was running all the time and I was like
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and one of my assistants said why don't you put that up there I was like
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you're gonna think that
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that thing ran out in no time we're gonna look up there one day
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and it's gonna be 10 days how do you think about breaking down performance in a meet
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and in a race there are a couple things we're very fortunate now
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that we have what's called a race analysis so we can get all sorts of data on every race.
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We can get their times.
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We call them split times.
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We can get their times to 15 meters, to 25 meters.
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You know, we can see what their stroke rate was on each of these increments.
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We can see what their stroke length was on each of these increments.
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And is that in the, that's inside or they're wearing something?
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We can do that off of a video.
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Now we have AI that'll take the video and just spit it right out, which is crazy.
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So you can get their turn time
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so that's one piece of it the other piece is we
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use video to actually see what it visually looks like
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so i could say well you went into this turn you need one less stroke
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or you shouldn't breathe going into this wall the other part is what i do
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when i'm on deck is i'm trying to be hyper aware of what the swimmers are like before
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they go to the race how do they look in their
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routine are they in a routine do they look like they're
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in the right mindset how are they behind the blocks like i i love
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when we go to some of these big meets like the olympic trials
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i will actually for a majority of the races i won't go out into the venue
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and watch them i'll watch them in a huge screen in the warm -up pool
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because you can see everything but my favorite thing is to show them
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when they walk out of the ready room to go to the blocks to swim
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i can look in their face
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and figure out how they're going to swim that's one of my favorite games like he's ready see
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if it matches up or not customize systems rituals habits yes all the things
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that you do to sort of build a process to get good how do you build these programs
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that your swimmers actually want to do like you said no matter what day
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it is sometimes they just have to do it
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um we try to sell them on why i think
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that's the key element for anything i tell someone who comes into my program,
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you are welcome to ask me why we're going to do anything we do here, and I should have an answer.
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Now, I will tell you that one out of every 50 times,
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the answer is going to be I've been doing this for 40 years and I think it might work.
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We do experiment.
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But most of the time, I should have an answer to why we're doing this particular exercise at this time in this way.
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And I think once they understand that and they kind of buy into the why, then it's easy to get them to do it.
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Yeah.
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One of the things you said about mastery is that being coachable is like the most important attribute.
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Can you tell early on how coachable folks are?
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You can because it's how much they pay attention, how invested they are in what we're doing.
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And I've had some people at this level that I think aren't coachable enough.
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The best part about a college team is I get to go pick people who come.
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And that's one of the first ones we look like.
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Are you coachable?
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Do you make people around
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you better how do you create a world where your athletes want feedback okay
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you know they want real -time feedback they want consistent feedback
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because a lot of times you know in the professional world
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it's not something people are looking forward to in our sport
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or just any sport the people that do it at a high level
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and we're doing it at probably the highest level of our team they want the feedback
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because they know that's how they get better when i give them
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feedback they know I'm doing it to help them get better
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and I also try to present it in a way
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so it's not hypercritical I'm trying to say
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if you want to swim this time in the 200 breaststroke
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you're gonna have to split this you're gonna have to take this many strokes
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and you're taking ten right now and it's got to be eight
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so you decide you know but you need to know
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that you're not going to get where you want to go
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unless you make these changes how do you work with individuals within a different team different personalities
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and dynamics sort of bringing them all together as we know everyone is different everyone learns differently
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i try to find out number one um how people process
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information the best some people are i'm an auditory learner
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if i hear it i really remember it i tell coaches i have a toolbox
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of things that i use for coaching
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when i first started the only tool in my box was a hammer so everything look like a nail, right?
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You do this.
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You will do this, right?
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But now I have a lot of tools.
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I have empathy.
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I have logic.
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I have pats on the back.
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I have, I can still give them a little kick in the rear end if they need it.
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But I think that's the key to how you learn how
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to motivate a big group of diverse people is you get
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in the weeds on what each individual person needs to be motivated.
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There are a couple of people in my group that the only thing that gets them to change is the sledgehammer.
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Like, are you going to do this or not?
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So I think that's what you learn over time is how to approach them like that.
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And I think that at the competitions, it's the same thing too.
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We talk a lot about process and outcome.
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If you have outcome -based goals or you have outcome -based thoughts like winning a gold medal, what happens at the end of this race?
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What if i don't do this time that's an outcome -based goal right i want to win
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when you have those kind of thoughts your physiological activation is like you received a threat
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you start to get you know palms get clammy heart rate goes up your breathing rate increases
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if you have process -based thoughts i want to make sure
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i nail my first turn i want to have a 1 .1 tempo on the first 50
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your activation state goes down
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you you also talked about um team phelps like the broader system of coaches what were all those different roles
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and how does it all come together it's kind of amazing i told somebody one time
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that you know when this whole thing started with michael it was me his mother
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and michael there was three people by the time we ended it was like an agent doctors physical therapists,
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lawyers, all kind of things, right?
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We had a whole army of people.
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Well, if you're a biomechanist, they think that a swimmer is like a stick figure, right?
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With angles and this and that.
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If you go to a physiologist, they just think it's a pair of heart and lungs.
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Psychologists think it's only the brain.
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My job is to take the best from all of those and make sure that none of those is the whole pie.
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They're pieces of the pie.
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Is there something about getting the feedback as fast as you can?
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And how do you think about that?
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I think you want to have feedback as soon as you can because then it's fresh in their mind,
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the situation is, right, or the motivation to change.
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So I have to make sure, and my coaches, one of the things we work on is we distill the information to a soundbite
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and then try to distill it more.
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So I might just say, fingertips towards the bottom.
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I would say one thing.
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Or I would say right elbow up or take two more kicks off the wall.
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But that's all they get so they'll get enough
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that they're it's kind of real time they can understand it I can watch it
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and see if they do it and then the next time they come around
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and say hey that was a lot better or no needs work you keep working it
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For leaders who look at you and say, I want to do exactly what Bob did.
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I want to create a system.
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I want to have a feedback culture.
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I want to have a plan, a customized plan with all the systems.
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They wake up tomorrow and say they want to do it.
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Where do they start?
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You know where I would start?
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Well, I would find somebody in your field who is doing it and learn how they do it.
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Don't try to put your spin on it yet learn exactly how they are doing it studied music and
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when you talk to see people perform in music
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they always say studied with da da da da da da da
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so I wanted these coaches I was working with I wanted to go study with the masters
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and learn their way of doing it you just have to show up
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and give yourself a chance to be great I love it all right thank you so much thank you Thank you.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione si basa sul video “Bob Bowman on Winning: Lessons from Coaching Michael Phelps”. Questo video contiene 334 frasi e 4095 parole da ripetere con lo shadowing. Il parlato dura 21:04. Chi parla va veloce, circa 194 parole al minuto: aspettati suoni legati e ridotti. Il 87% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è facile da seguire.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| swim verbo | /swɪm/ | nuotare, natare |
| feedback sostantivo | /ˈfiːdˌbæk/ | valutazione, riscontro |
| medal sostantivo | /ˈmɛdəl/ | medaglia |
| outcome sostantivo | /ˈaʊtkʌm/ | risultato |
| motivation sostantivo | /ˈmoʊ.tə.veɪ.ʃən/ | motivazione |
| deck sostantivo | /ˈdɛk/ | pedana, pavimento |
| meter sostantivo | /ˈmitəɹ/ | metro, contatore |
| encourage verbo | /ɪnˈkʌɹ.ɪd͡ʒ/ | incoraggiare, raccomandare |
| legacy sostantivo | /ˈlɛɡəsi/ | eredità, lascito |
| routine sostantivo | /ɹuˈtin/ | routine, tran tran |
| define verbo | /dɪˈfaɪn/ | definire, determinare |
| breathe verbo | /bɹiːð/ | respirare |
| nail sostantivo | /neɪl/ | unghia |
| roster sostantivo | /ˈɹɔ.stɚ/ | ruolino, ruolino di servizio |
| activation sostantivo | /ˌæktəˈveɪʃən/ | attivazione |
I phrasal verb che sentirai
| Parola | Pronuncia | Significato |
|---|---|---|
| figure out verbo | scoprire, rendersi conto | |
| give away verbo | regalare, dare via | |
| carry out verbo | /ˈkæ.ɹi aʊt/ | compiere, realizzare |
| come around verbo | /kʌ.məˈɹaʊnd/ | ripensarsi, tornare in sé |
| come back verbo | tornare | |
| come up with verbo | ideare, escogitare | |
| find out verbo | scoprire | |
| go ahead verbo | /ˌɡoʊ əˈhɛd/ | procedere, andare avanti |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- As a coach, how did you deal with it?
- What am I going to do right now?
- Why do you make it so visible?
- Can you tell early on how coachable folks are?
- You know where I would start?
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | years which is · kid that was · people that can |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | you've written · you've used · you've done |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | was assigned · be challenged |
Pronuncia a cui fare attenzione
Chi parla usa 92 contrazioni e forme ridotte, come you're, don't, we're. Pronunciale nella forma breve, così come le senti.
- I suoni “th”: breathe /bɹiːð/, athlete /ˈæθ.liːt/, therapist /ˈθɛɹəpɪst/, tenth /tɛnθ/, empathy /ˈɛmpəθi/
- I suoni “sh” e “zh”: motivation /ˈmoʊ.tə.veɪ.ʃən/, activation /ˌæktəˈveɪʃən/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/, emotion /ɪˈməʊ.ʃən/, accomplish /əˈkɑm.plɪʃ/
- Parole lunghe — attenzione all’accento: motivation /ˈmoʊ.tə.veɪ.ʃən/, activation /ˌæktəˈveɪʃən/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, experiment /ɪkˈspɛɹ.ə.mənt/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: habit /ˈhæb.ɪt/, hammer /ˈhæmɚ/, hyper /ˈhaɪ.pəɹ/, sledgehammer /ˈslɛd͡ʒhæmɚ/
- Consonante finale — senza aggiungere una vocale dopo: feedback /ˈfiːdˌbæk/, deck /ˈdɛk/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, motivate /ˈmoʊ.tɪ.veɪt/
- /æ/ — più aperta della “e”: feedback /ˈfiːdˌbæk/, activation /ˌæktəˈveɪʃən/, angle /ˈæŋ.ɡəl/, habit /ˈhæb.ɪt/, pat /pæt/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Inizia a velocità 0,75×, fai shadowing frase per frase e torna alla velocità normale quando diventa facile.
- Registrati e confronta con l’originale, facendo attenzione a parole come swim, feedback, medal.
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.