Level 2 Aquatics Certification

The statement is true because it states that there should be at least one certified lifeguard present at training and competition for every 25 swimmers. This is important for the safety of the swimmers, as the lifeguard's sole function is to guard and ensure that any potential risks or emergencies are promptly addressed. Having a certified lifeguard present helps to minimize the chances of accidents or injuries occurring in the water.

This rule was changed for the 2015 season.

Unified relays, which involve both unified partners and athletes, must follow the same training guidelines as traditional relays. This means that they must train together for a period of 8-10 weeks. This ensures that both partners and athletes are on the same page and can work together effectively as a team. By training together, they can develop their skills, coordination, and communication, ultimately leading to a successful relay performance. Therefore, the statement "Unified relays must follow the same training guidelines as traditional relays: Unified partners and athletes must train together for 8-10 weeks" is true.

In flotation events, each athlete is responsible for their own flotation device. This means that it is the individual athlete's responsibility to bring and use their own flotation device during the event. The event organizers do not provide flotation devices for the athletes. Therefore, the statement is true as each athlete is expected to have their own flotation device for their safety during the event.

Stroke violations/disqualifications occur when a swimmer's kick or arm motion does not follow the correct combination for a particular stroke. For example, if a swimmer uses a breaststroke arm motion with a scissor kick, it would be considered a stroke violation. Therefore, the statement "Stroke violations/disqualifications are made when a kick or arm motion deviates from the correct combination of the stroke" is true.

The only legal flotation device is a life jacket that will support an athlete's head in the water.

The correct answer is Backstroke. In backstroke, swimmers start with two hands and two feet touching the wall. They push off the wall on their back and swim with their arms reaching overhead and alternating leg kicks. This stroke is performed on the back, with the face out of the water, making it easier to breathe.

In assisted swim events, an in-the-pool assistant is allowed to touch, guide or direct the athlete but may not support or assist the athlete's forward movement. This means that the assistant can provide guidance and direction to the athlete, but they cannot physically help the athlete move forward in the water. This rule ensures that the athlete is still responsible for their own propulsion and movement in the swim event.

In cases when the individual performance of an athlete may be affected or when their behavior may affect
the performance of other athletes, coaches or chaperones will be allowed to accompany those athletes in competition areas otherwise considered closed. If an athlete needs an assistant this needs to be noted in advance of the competition.

The arms must alternate side to side in the backstroke. Freestyle can be any stroke, so arms do not have to alternate.

An athlete may have low self-esteem if they have had a history of negative experiences such as being ignored or left out of activities. These negative experiences can lead to feelings of worthlessness and inadequacy, causing the athlete to doubt their abilities and value. This can result in low self-esteem, as they may believe that they are not good enough or deserving of success. Such negative experiences can have a significant impact on an athlete's self-perception and overall confidence in their abilities.

An athlete learns a skill kinesthetically by actively engaging in the process of seeing, feeling, and doing. This means that they learn by observing and visually understanding the skill, by physically experiencing and sensing the movements involved, and by actively practicing and applying the skill themselves. This hands-on approach allows the athlete to develop a deep understanding and muscle memory of the skill, leading to improved performance and mastery.

Down syndrome is the most recognizable genetic condition associated with Special Olympics athletes. It is a genetic disorder caused by the presence of an extra copy of chromosome 21. Individuals with Down syndrome typically have distinct physical features, intellectual disabilities, and may experience delays in development. This condition is well-known and widely recognized, making it the correct answer in this context.

Athletes may have difficulty with the social aspects of training because many of them may be too sedentary and unaccustomed to physical activity. This means that they may not have had much experience interacting with others in a physical setting, such as in a team sport or group training environment. As a result, they may struggle with the social dynamics and communication required in these settings. Additionally, their lack of physical activity prior to training may make it harder for them to adapt to the physical demands of training, which can also affect their ability to engage socially.

The correct answer is 20. This means that 20% of athletes exhibit one or more of the autism spectrum disorders. This suggests that a significant portion of athletes may have autism spectrum disorders, which can impact their performance and require additional support and accommodations. It highlights the need for awareness and understanding of autism in the sports community.

The advantage of using the demonstration component of instruction to illustrate a skill is that the athlete is able to visually see what they are being asked to do and can then follow the instructions effectively. This visual representation helps the athlete better understand and comprehend the skill, increasing their chances of successfully performing it. Additionally, seeing the skill being demonstrated can also serve as motivation and inspiration for the athlete to strive towards achieving that level of performance.

After teaching a new skill to an athlete, the coach should repeat and reinforce the new skill immediately after it is performed or if the athlete demonstrates the correct behavior. This is important to ensure that the athlete retains and solidifies the newly learned skill. By repeating and reinforcing the skill, the coach helps the athlete to internalize and remember the correct technique or behavior. This practice also helps in building muscle memory and improving the athlete's overall performance.

To help an athlete achieve a skill, a coach must separate the skill into tasks. Breaking down the skill into smaller, manageable tasks allows the athlete to focus on specific aspects and gradually build up their abilities. By dividing the skill into tasks, the coach can provide step-by-step guidance and ensure that the athlete develops a solid foundation before progressing to more complex aspects. This approach helps the athlete understand the skill better, improve their technique, and ultimately achieve mastery.

Using the same words or phrases to elicit a desired action is the best approach to communicate effectively with athletes. Consistency in language helps athletes understand and respond to instructions more efficiently. When athletes become familiar with certain words or phrases, it creates a clear and predictable communication pattern, leading to better performance and coordination. This approach minimizes confusion and maximizes the athlete's ability to execute the desired action accurately.

To make their instructions more meaningful to athletes, a coach should use words that are consistent and command-oriented. This means that the coach should provide clear and specific instructions that are consistent with the overall goals and strategies of the team. By using command-oriented language, the coach can effectively communicate their expectations and provide clear direction to the athletes. This approach helps to ensure that the athletes understand and can follow the instructions, leading to better performance and results.

Having the athlete demonstrate an activity for their peers is most likely to facilitate learning for an athlete who has difficulty focusing on a task. By having the athlete demonstrate the activity, they are actively engaged in the task and are more likely to pay attention and focus. Additionally, teaching others requires a deeper understanding of the skill, which can further enhance the athlete's learning and retention. This strategy also provides an opportunity for the athlete to receive feedback and support from their peers, creating a supportive learning environment.

Athletes will be better prepared if they know and are comfortable with the rules because it allows them to understand the expectations and requirements of the sport. By following the rules set by the Governing Body and Special Olympics, athletes can ensure fair play and maintain a level playing field. Additionally, being knowledgeable about the rules allows athletes to make informed decisions during competitions and avoid penalties or disqualifications. It also helps athletes adapt to different settings and competitions, as they will be familiar with the rules regardless of where they are competing.

The most important element of a competition plan is to have a crisis plan in place to cover all contingencies. This means being prepared for any unexpected situations or emergencies that may arise during the competition. Having a well-thought-out plan ensures that the team can effectively handle any crisis, minimizing the impact on the athletes and maintaining the smooth running of the competition. It demonstrates good leadership and organizational skills, as well as a commitment to the safety and well-being of the participants.

The term "staging" in Special Olympics events refers to the location where the athletes gather with fellow competitors before they compete. This is where they prepare themselves mentally and physically for the upcoming competition. It is a place where they can interact with their fellow athletes, build camaraderie, and support each other before the event.

The correct answer is "Let me win, but if I cannot win, let me be brave in the attempt." This quote reflects the spirit and determination of Special Olympics athletes. It emphasizes the importance of giving their best effort and being courageous, regardless of the outcome. It captures the essence of sportsmanship and the values that the Special Olympics organization promotes.

The best example of encouraging good sportsmanship is when an opponent makes a basket or scores a goal, and the team says, "Nice shot!" This response shows respect and acknowledgement of the opponent's skill and effort, promoting a positive and supportive atmosphere in sports. It fosters a sense of camaraderie and fair play, emphasizing the importance of good sportsmanship over winning or losing.

The best strategy for encouraging athletes to achieve their personal best is to help them discover that their personal best may be different from others', but they all contribute to the team's success. This approach promotes a sense of individuality and self-improvement, while also emphasizing the importance of teamwork and collective achievement. By recognizing and valuing each athlete's unique strengths and progress, they are motivated to strive for their personal best while still understanding the significance of their contribution to the team.

Coaches should have an emergency action plan to ensure the safety of their athletes in case of any unforeseen emergencies or injuries during practices or competitions. This plan outlines the necessary steps to be taken in case of emergencies, such as contacting emergency services, providing first aid, and evacuating the area if needed. It helps coaches and their team to be prepared and respond effectively to any emergency situation, minimizing the risk of further harm and ensuring the well-being of the athletes.

The best method for communicating instructions during the competition is to keep words brief and positive, focusing on what should be done. This approach allows for clear and concise communication, helping athletes understand and follow instructions effectively. By emphasizing what should be done, it provides guidance and direction, enabling athletes to perform their best without confusion or distraction.

This approach rewards efforts and achieved goals by promoting good sportsmanship and respect for everyone involved in the sports environment. It emphasizes the importance of positive attitudes towards officials, opponents, teammates, coaches, and other athletes. By teaching and demonstrating these values, athletes are encouraged to strive for success while maintaining a respectful and positive mindset. This approach creates a supportive and inclusive atmosphere that fosters personal growth and development.