跟讀練習: Bob Bowman on Winning: Lessons from Coaching Michael Phelps - 通過影片學習英語口語

選擇練習模式

每種模式都會開啟全屏練習室。

334 句

如果句子過短或過長，請點選 Edit 進行調整。

Bob Bowman is a director of swimming and diving and head men's coach at the University of Texas here in Austin.

He also coached Michael Phelps to 23

Olympic gold medals

and is the first coach in Division I men's swimming history to win back -to -back national championships at two different programs.

Bob, you've written a master class in winning

and I'm really excited about the conversation

but I wanted to ground in your one simple rule that you've used for the years which is do your work.

Thanks Kevin for having me.

One of the things that I think is most important in any endeavor is showing up day in day out consistently.

That is what really gets you where you want to go.

If you wait on motivation or you rely on motivation it's not going to do it for you.

I was trying to get back in shape

or in a training camp in Colorado Springs and

so we had great weight room and my assistant coach was with me logan

and we had been working out every day in the morning one day i was kind of tired

and i was like you know i think maybe tomorrow i'm going to take off i don't feel too good

and he's like you know what i'm just going to do my work

so what do you do when you're feeling great

and the world is your oyster do your work what do you do

when you don't have any motivation you're lost you don't know anything about what to do do your work

It'd be great to have you tell a little bit about your story.

And I know you started with age group swimmers.

In 1997, I was in Baltimore and at the North Baltimore Aquatic Club, the best club in America at the time.

We changed around the groups, and there was an 11 -year -old kid that was assigned to my group,

which was largely 13, 14, 15 -year -olds.

And his name was Michael Phelps.

And they put him in there because he couldn't be challenged with his age.

He needed something far greater than that.

And that really started this very unique journey.

Michael, I became the head men's coach in Ann Arbor, learned quite a bit, had a tremendous training group there,

really helped Michael prepare for Beijing in 2008 where he had his peak performance.

An opportunity came up for me to go to Arizona State University.

I took it.

At the time, the team had not scored a point at NCAAs for 10 years, the national championships.

But I wanted a project, and I wanted something that would challenge me after Michael was done.

We had this amazing journey from really the true basement to winning an NCAA championship in 2024 at ASU.

And then about the time that we were about to win the championship, I got the call from Texas.

And, you know, you don't say no to Texas.

I mean, it's an absolutely incredible career if you think about what you've done with Michael Phelps.

What you've done at Arizona State, what you've done at Texas is really impressive.

But how did you start?

How did you define winning and take us through that journey?

When I think about winning, I was trying to come up with one word.

It's probably improvement, right?

That is my job, is to get everybody

that I have influence over every day to make incremental improvement as much as possible every day.

And if you're doing that over time,

you're going to get from 45th place at NCAAs to number one and it's really a process -driven system, right?

So what I do is focus on process and leave outcomes out there because they kind of depend on other people.

We focus on the things we control, the process of how we practice, the attitude we bring to our work.

If the people buy into that and live the right way, they're going to win.

The story that I love to tell, and I told my Texas team my first day on the

job those kids at asu who had just won a national championship they had lived like champions for three

or four years before they got the trophy

you won't ever really in around here hear us talking about winning a championship

but you'll hear a lot of talking about doing what it takes to become a champion being a champion

so at the end of the day if you become the right things

and you follow the right process the winning will occur how

do you bridge a gap from an individual sport to bringing

that team together

and getting the most out of right everyone on your team

they want to be part of something bigger than themselves at texas

they're part of an amazing legacy probably the greatest legacy in nc2a sports

if you look at the level you know we've won 17 national championships in the last 50 years

so how do you think about evolving your roster getting the right people to buy into what you're trying to accomplish

it's all about people at the end at the end of the day

it's about having the right people in the right positions

and you know if you have the wrong people there they got to go

so over a period of time you start defining what you need to carry out the mission

which in this case is compete at at the top level.

what events you want to cover, what are the qualities of the people that you want to bring in.

And then you decide if the people you have here can do that or not.

And if they can't, they need to find a new place to be.

And then you bring in the people that can do it.

And what about those times when you have the roster, but you're deciding who's going to swim in an individual meet?

Just making those tough decisions.

We have times in swimming, we have practice performances, and you kind of gauge all those and kind of factor those in.

So I saw this video clip of Dr. Ellen Langer.

She's a Harvard psychologist.

Very good.

What she encouraged people to do is instead of stressing so much about making the right decision,

go ahead and make it and then make your decision right.

And once I started living that way, things got a lot better.

Because you really don't know all the possibilities and you certainly can't control them.

So I use the information I have and then kind of go with my gut and just make the call.

Of course, coaching talent gives you a leg up.

What about some critics that might say you got lucky because you had Michael Phelps?

Clearly, I did get lucky having Mike Phelps.

I don't think there's any question about that.

And they were like, Boatman can't coach.

The janitor could coach Michael Phelps to those medals.

And I was like, yeah, but could he coach his mother?

It wasn't just Michael.

I had to work on Debbie.

I had to work on a lot of people around there.

So there's a lot that goes into it.

Michael, there's nothing he wouldn't do to reach his goals within the rules in terms of effort or attitude,

and that's what separated him.

He went for six years without missing a day, 365 days, because we were convinced that if we did that,

100

every year we'd pick up 52 days on all the people that took every Sunday off.

101

There are a lot of things that we taught Michael

102

that had nothing to do with how long his arms were, his wingspan.

103

There must be days where he didn't want to swim.

104

As a coach, how did you deal with it?

105

What I observed from these great performers like Leon and Michael, Allison Schmitz, some people like one of gold medals,

106

they're not amazing in practice every day, but they have a high average level most days.

107

So on a scale of 1 to 10, where 1 is terrible and 10 is as good as you can be,

108

they're like an 8 most days, 7 or 8 all the time.

109

And every now and then there's a 3, but there's maybe 1.

110

and every now and there there's a 10.

111

15 % is better than zero.

112

We equated it to money in the bank.

113

Some days you put a big deposit in the bank.

114

Some days it's a couple pennies but you're doing something every day

115

and that's what they have to learn is that your effort

116

and your attitude are the two things that you control all the time.

117

So when you don't feel like doing something don't let that be a limiting factor.

118

Just do it anyway.

119

Do the best you can.

120

There's a famous story about you breaking michael phelps's goggles in practice

121

and that that translated into olympic we had gone to australia in 2003

122

and he was swimming in some international meeting they just had their stuff on the floor

123

and that was okay except for they had like their goggles

124

and their caps just kind of strewn all over the deck in this area

125

and i saw michael's goggles

126

and i just stepped on him he swam a race in the preliminaries

127

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.

128

I was like, well, you did a really good job.

129

You counted your strokes.

130

There was another meet where he went to swim a backstroke race in the finals,

131

and he reaches up to pull his goggles down, and they aren't there.

132

And he looks over at me like, no goggles.

133

And I was just like, swim.

134

He learned to deal with some adversity, right?

135

And learned that he was capable of meeting the challenge so

136

when he dove in and Beijing in the 200 fly final

137

which is a very important race for him I noticed

138

that he just didn't look right he actually broke the world record

139

which is an amazing thing

140

but right after the race you can see he kind of tears his goggles off his face

141

and chucks them up on the deck but what he told me after was

142

when his goggles filled up in the first 50 meters he just reverted to what we do in training

143

and as counting your strokes my first thought is like, who in the world under this kind of pressure can even do that?

144

But that's where the talent and the preparation come in.

145

So maybe a little bit about overcoming adversity.

146

What separates people that are able to do that versus those that are not?

147

No one has a straight line to success.

148

Everybody who has done anything meaningful will have failed many, many times.

149

So I encourage people to embrace failure.

150

If you're going to fail, fail big.

151

That means you're trying, right? go for it if you have things that come in

152

that you didn't plan for I know Michael before 2008 in the fall of 2007 he had been swimming

153

amazingly the entire year where university of michigan where he had swum

154

and brilliantly swam on i guess it was saturday afternoon

155

and then i got a call on sunday afternoon

156

that he had walked out to his car and slipped on the ice

157

and broke his wrist this is like eight months before the olympics

158

and you know i went over to his place

159

and he was distraught he was like i just gave away three gold medals

160

I was like I don't think he gave away anything

161

but I was like let's number one figure out what we're going to do

162

so we went to hand specials

163

that day it's like what time you're scheduling tomorrow let's go

164

and they scheduled surgery the next day he was able to come out of

165

that obviously do fine have the greatest performance in history at the big meet

166

but when you have something like that try to take the emotion out of it

167

and focus on what you can do

168

and control the controllables one of the things

169

we talked about is an accountable plan how do you take a very big goal

170

and break it down into the small steps you need to run

171

or play out to get to the goal number one i want to have a very long -term goal

172

that is not really very specific but it has an emotional component to it

173

that kind of drives this whole process i call it a dream goal right

174

and you know for swimmers it's easy

175

it's like hey what's your dream in swimming they'll be like to swim in the olympics right

176

it's out there we're going to start working back

177

and we're going to say well

178

when are we going to do the olympics you have dates okay 2028

179

or whatever the it's going to be then we start working backwards to where we are and

180

if you know you want to make the u .s olympic team

181

i can say you're going to have to swim this time at the usa trials

182

This is very objective.

183

So we kind of place everything on time.

184

This is what Michael and I always did.

185

We worked off of times.

186

So if we're going to swim this time in 2028 in the summer,

187

then in 2027, you're going to have to be within five tenths of that time.

188

And in 2026, you want to be within a second and a half of that time.

189

So that's how you kind of keep on track.

190

And then as we work back, we get to the very most important goal, which I call the immediate goals.

191

What am I going to do right now?

192

The most important, any decision that any of us are going to make

193

It's what are we going to do in the present moment that's going to carry us through these other goals.

194

So writing on the whiteboard the next big meet and the countdown until then, why do you do that?

195

Why do you make it so visible?

196

We just get closer to it each day, and I just want them to know that time is moving.

197

When I went to Michigan, I put up a timer that was a countdown clock to the 2008 Olympic Games.

198

I did it four years before so

199

when it started it said how many days hours seconds

200

and it was running all the time and I was like

201

and one of my assistants said why don't you put that up there I was like

202

you're gonna think that

203

that thing ran out in no time we're gonna look up there one day

204

and it's gonna be 10 days how do you think about breaking down performance in a meet

205

and in a race there are a couple things we're very fortunate now

206

that we have what's called a race analysis so we can get all sorts of data on every race.

207

We can get their times.

208

We call them split times.

209

We can get their times to 15 meters, to 25 meters.

210

You know, we can see what their stroke rate was on each of these increments.

211

We can see what their stroke length was on each of these increments.

212

And is that in the, that's inside or they're wearing something?

213

We can do that off of a video.

214

Now we have AI that'll take the video and just spit it right out, which is crazy.

215

So you can get their turn time

216

so that's one piece of it the other piece is we

217

use video to actually see what it visually looks like

218

so i could say well you went into this turn you need one less stroke

219

or you shouldn't breathe going into this wall the other part is what i do

220

when i'm on deck is i'm trying to be hyper aware of what the swimmers are like before

221

they go to the race how do they look in their

222

routine are they in a routine do they look like they're

223

in the right mindset how are they behind the blocks like i i love

224

when we go to some of these big meets like the olympic trials

225

i will actually for a majority of the races i won't go out into the venue

226

and watch them i'll watch them in a huge screen in the warm -up pool

227

because you can see everything but my favorite thing is to show them

228

when they walk out of the ready room to go to the blocks to swim

229

i can look in their face

230

and figure out how they're going to swim that's one of my favorite games like he's ready see

231

if it matches up or not customize systems rituals habits yes all the things

232

that you do to sort of build a process to get good how do you build these programs

233

that your swimmers actually want to do like you said no matter what day

234

it is sometimes they just have to do it

235

um we try to sell them on why i think

236

that's the key element for anything i tell someone who comes into my program,

237

you are welcome to ask me why we're going to do anything we do here, and I should have an answer.

238

Now, I will tell you that one out of every 50 times,

239

the answer is going to be I've been doing this for 40 years and I think it might work.

240

We do experiment.

241

But most of the time, I should have an answer to why we're doing this particular exercise at this time in this way.

242

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.

243

Yeah.

244

One of the things you said about mastery is that being coachable is like the most important attribute.

245

Can you tell early on how coachable folks are?

246

You can because it's how much they pay attention, how invested they are in what we're doing.

247

And I've had some people at this level that I think aren't coachable enough.

248

The best part about a college team is I get to go pick people who come.

249

And that's one of the first ones we look like.

250

Are you coachable?

251

Do you make people around

252

you better how do you create a world where your athletes want feedback okay

253

you know they want real -time feedback they want consistent feedback

254

because a lot of times you know in the professional world

255

it's not something people are looking forward to in our sport

256

or just any sport the people that do it at a high level

257

and we're doing it at probably the highest level of our team they want the feedback

258

because they know that's how they get better when i give them

259

feedback they know I'm doing it to help them get better

260

and I also try to present it in a way

261

so it's not hypercritical I'm trying to say

262

if you want to swim this time in the 200 breaststroke

263

you're gonna have to split this you're gonna have to take this many strokes

264

and you're taking ten right now and it's got to be eight

265

so you decide you know but you need to know

266

that you're not going to get where you want to go

267

unless you make these changes how do you work with individuals within a different team different personalities

268

and dynamics sort of bringing them all together as we know everyone is different everyone learns differently

269

i try to find out number one um how people process

270

information the best some people are i'm an auditory learner

271

if i hear it i really remember it i tell coaches i have a toolbox

272

of things that i use for coaching

273

when i first started the only tool in my box was a hammer so everything look like a nail, right?

274

You do this.

275

You will do this, right?

276

But now I have a lot of tools.

277

I have empathy.

278

I have logic.

279

I have pats on the back.

280

I have, I can still give them a little kick in the rear end if they need it.

281

But I think that's the key to how you learn how

282

to motivate a big group of diverse people is you get

283

in the weeds on what each individual person needs to be motivated.

284

There are a couple of people in my group that the only thing that gets them to change is the sledgehammer.

285

Like, are you going to do this or not?

286

So I think that's what you learn over time is how to approach them like that.

287

And I think that at the competitions, it's the same thing too.

288

We talk a lot about process and outcome.

289

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?

290

What if i don't do this time that's an outcome -based goal right i want to win

291

when you have those kind of thoughts your physiological activation is like you received a threat

292

you start to get you know palms get clammy heart rate goes up your breathing rate increases

293

if you have process -based thoughts i want to make sure

294

i nail my first turn i want to have a 1 .1 tempo on the first 50

295

your activation state goes down

296

you you also talked about um team phelps like the broader system of coaches what were all those different roles

297

and how does it all come together it's kind of amazing i told somebody one time

298

that you know when this whole thing started with michael it was me his mother

299

and michael there was three people by the time we ended it was like an agent doctors physical therapists,

300

lawyers, all kind of things, right?

301

We had a whole army of people.

302

Well, if you're a biomechanist, they think that a swimmer is like a stick figure, right?

303

With angles and this and that.

304

If you go to a physiologist, they just think it's a pair of heart and lungs.

305

Psychologists think it's only the brain.

306

My job is to take the best from all of those and make sure that none of those is the whole pie.

307

They're pieces of the pie.

308

Is there something about getting the feedback as fast as you can?

309

And how do you think about that?

310

I think you want to have feedback as soon as you can because then it's fresh in their mind,

311

the situation is, right, or the motivation to change.

312

So I have to make sure, and my coaches, one of the things we work on is we distill the information to a soundbite

313

and then try to distill it more.

314

So I might just say, fingertips towards the bottom.

315

I would say one thing.

316

Or I would say right elbow up or take two more kicks off the wall.

317

But that's all they get so they'll get enough

318

that they're it's kind of real time they can understand it I can watch it

319

and see if they do it and then the next time they come around

320

and say hey that was a lot better or no needs work you keep working it

321

For leaders who look at you and say, I want to do exactly what Bob did.

322

I want to create a system.

323

I want to have a feedback culture.

324

I want to have a plan, a customized plan with all the systems.

325

They wake up tomorrow and say they want to do it.

326

Where do they start?

327

You know where I would start?

328

Well, I would find somebody in your field who is doing it and learn how they do it.

329

Don't try to put your spin on it yet learn exactly how they are doing it studied music and

330

when you talk to see people perform in music

331

they always say studied with da da da da da da da

332

so I wanted these coaches I was working with I wanted to go study with the masters

333

and learn their way of doing it you just have to show up

334

and give yourself a chance to be great I love it all right thank you so much thank you Thank you.

下載應用

流利口語所需的一切

AI 發音評分逐句打分

音標練習掌握每個音

詞彙學習建立你的詞庫

詞彙遊戲邊玩邊學

掃碼

Download on theApp Store Get it onGoogle Play

同頻道

FOR YOU

本課的詞彙與口語要點

這節口語課以影片“Bob Bowman on Winning: Lessons from Coaching Michael Phelps”為素材。這段影片共有 334 個句子、4095 個單詞可供跟讀。講話部分時長為 21:04。說話人語速較快，每分鐘約 194 個詞，會出現較多連讀和弱讀。 87% 的單詞屬於英語最常用的 3,000 詞，詞彙容易理解。

影片中的重點詞彙

影片中 15 個值得學習的單詞，附發音和釋義：

單詞	發音	釋義
swim 動詞	/swɪm/	游泳
feedback 名詞	/ˈfiːdˌbæk/	反饋 /反饋, 反應 /反應
medal 名詞	/ˈmɛdəl/	獎章 /獎章, 勳章 /勳章
motivation 名詞	/ˈmoʊ.tə.veɪ.ʃən/	動機 /動機, 推動力 /推動力
deck 名詞	/ˈdɛk/	甲板
meter 名詞	/ˈmitəɹ/	計量表 /計量表
encourage 動詞	/ɪnˈkʌɹ.ɪd͡ʒ/	鼓勵 /鼓勵, 激勵 /激勵
legacy 名詞	/ˈlɛɡəsi/	遺產 /遺產
routine 名詞	/ɹuˈtin/	常規 /常規, 慣例 /慣例
define 動詞	/dɪˈfaɪn/	界定
breathe 動詞	/bɹiːð/	呼吸, 吸
nail 名詞	/neɪl/	зыҗя, җиҗя
roster 名詞	/ˈɹɔ.stɚ/	花名冊
activation 名詞	/ˌæktəˈveɪʃən/	啟用
psychologist 名詞	/ˌsaɪˈkɑl.ə.d͡ʒɪst/	心理學家 /心理學家

影片中出現的短語動詞

單詞	發音	釋義
figure out 動詞		弄清楚
show up 動詞		露面
break down 動詞		壞了 /壞了, 出故障
carry out 動詞	/ˈkæ.ɹi aʊt/	進行 /進行
come back 動詞		回來 /回來, 返回
come together 動詞	/ˈkʌm tʊˈɡɛðɚ/	集合, 聯合
come up with 動詞		想出, 提出
find out 動詞		找出, 查明

值得反覆跟讀的句子

影片中簡短而完整的句子，可以直接用在日常對話裡：

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?

影片中的語法

說話人最常用的結構，並附上影片中的原話：

結構	影片中的用法
定語從句 who / which + 從句 — 補充說明人或事物	years which is · kid that was · people that can
現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事	you've written · you've used · you've done
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的	was assigned · be challenged

需要注意的發音

說話人用了 92 次縮略和弱讀形式，例如 you're, don't, we're。請按聽到的簡短形式來說。

“th” 音: breathe /bɹiːð/, athlete /ˈæθ.liːt/, therapist /ˈθɛɹəpɪst/, tenth /tɛnθ/, empathy /ˈɛmpəθi/
“sh” 和 “zh” 音: motivation /ˈmoʊ.tə.veɪ.ʃən/, activation /ˌæktəˈveɪʃən/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/, emotion /ɪˈməʊ.ʃən/, accomplish /əˈkɑm.plɪʃ/
長單詞——注意重音位置: motivation /ˈmoʊ.tə.veɪ.ʃən/, activation /ˌæktəˈveɪʃən/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, experiment /ɪkˈspɛɹ.ə.mənt/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/

中文母語者容易讀錯的音：

/v/ — 不要讀成 /w/，上齒輕觸下唇: motivation /ˈmoʊ.tə.veɪ.ʃən/, activation /ˌæktəˈveɪʃən/, motivate /ˈmoʊ.tɪ.veɪt/, impressive /ɪmˈpɹɛsɪv/, visible /ˈvɪzɪb(ə)l/
詞尾子音 — 要讀清楚，後面不要加母音: feedback /ˈfiːdˌbæk/, deck /ˈdɛk/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, motivate /ˈmoʊ.tɪ.veɪt/
/r/ 和 /l/ 的區別: rely /ɹɪˈlaɪ/, differently /ˈdɪf.ə.ɹənt.li/, preliminary /pɹɪˈlɪmɪnɛɹi/, ritual /ˈɹɪt͡ʃ.u.əl/, translate /tɹænzˈleɪt/

如何用這段影片練習

先完整聽一遍影片，不要開口，記下不認識的單詞。
先用 0.75 倍速逐句跟讀，熟練之後再回到正常速度。
錄下自己的聲音並與原聲對比，特別注意 swim, feedback, medal 這類單詞。

什麼是跟讀法？

跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。

影子跟讀法: 閱讀完整分步指南 →

跟讀練習: Bob Bowman on Winning: Lessons from Coaching Michael Phelps - 通過影片學習英語口語

選擇練習模式

下載應用

同頻道

How does modular construction impact costs?

Harnessing generative AI in architecture, engineering & construction

Reinventing construction: Seven ways forward

How demand for workforce skills will change with automation: A minute with MGI

推薦影片

Bob Bowman: The Characteristics of Champions

Steve Jobs passion in work

HOW TO MASTER ANY SKILL FAST

Pablo Torre Has a Pulitzer, but Still Feels Like the “Turd” in the Pool | The New Yorker Radio Hour

"Dive Deep" Leadership Principle Explained by Amazon CEO Andy Jassy

You're Not Obsessed Enough

The Morning Routine That Sets Up Your Entire Day | Andrew Huberman | Raj Shamani Clips

Talk Back: Why Arguing With Yourself Can Help You Flourish

KOBE BRYANT'S LAST GREAT INTERVIEW On How To FIND PURPOSE In LIFE | Kobe Bryant & Jay Shetty

Arnold Schwarzenegger Leaves the Audience SPEECHLESS | One of the Best Motivational Speeches Ever

How to Train Your Brain to Enjoy Hard Work | Andrew Huberman

Why I Work So Hard Even Though I’ve Already "Made It"