1) We meet about once a week for 2+ hours. We do tossups pretty much the entire time. We usually (but not always) are in two rooms--one for varsity and one for frosh/soph.
2) Students get handouts at most practices--often author and artist lists. A few students study, but we don't keep track of it.
3) Teams develop themselves generally. Scholastic Bowl students generally get along. An ideal team encourages each other to get better and has a variety of strengths.
4) We focus almost entirely on individual play. The exceptions are for new players, for Ultima (a tournament we play at the beginning of each year which has a Panasonic format), and a little bit for nationals.
5) We keep track of individual tossups and announce them two or three times per year. We don't have a kangaroo court, but the student on this forum who claimed that a clause came from the 9th Article of the Constitution will continue to hear about it. Depending on the circumstances, a student who buzzes in early on a rebound often gets taken out of the match.
6) I don't do much in this area--we typically have a student or two from the Math Team who does very well without my help. Because it is my area, I do talk to the math types about problems that come up in matches, especially when there is a shortcut that didn't get used.
7) If an event is important, you practice on questions similar to what will be used. I sometimes make exceptions by not practicing on horrible questions even though I know we are going to a tournament with horrible questions. We may lose the tournament, but we will win the war.
8) No. Two of my students are writing questions professionally this year, and they wrote questions for our own tournament last year, but that is not the norm. I am thrilled that they are doing it, though.
9) One thing that's important is to tell students going into a tournament that anything can happen, so they'll just have to deal with it accordingly. I also tell them that in the long run, they will win more if they treat every question the same. If a stressful/exciting moment does come up, we talk about it afterwards. In general, my students handle pressure better than I do.
10) I have no preferences or specific strategies here.
11) We don't.
12) We cycle. It depends on the students. We usually only practice A vs B when preparing for State or Nationals. Sometimes a coach will join the B Team so that the A Team can get the experience of playing together against good competition.
Hell, I've even practiced for CBI.
Many years ago, I started a petition stating that my team would not practice on old IHSA questions because they were so terrible and that we would help in any way possible to find new writers. About 45 teams signed. So, in at least one instance, I put sanity above winning.
I have to admit that I pick my battles. After hearing IHSA Regional questions this year (where the first word of a Crime And Punishment tossup was Raskolnikov), I put the pyramid questions away for two weeks to prepare for IHSA Sectionals and State.
Each coach has his/her own issues. I have no trouble with the moderators and general format of NAQT, so that's one battle that I would never think about starting.