An aggregate resource for all those riding in the 9th seat
The 2016 camps spreadsheet is up – click here to check it out.
Similar to last year, you can see all the camps on the first tab, arranged by what area of the country they’re located in. Highlighted camps in each section indicate that they’re aimed at college rowers and coxswains (everything else is for juniors). I’ll try to keep this updated throughout the spring but if you know of any camps that I haven’t included that have their 2016 info up, feel free to send me an email.
College Coxing Q&A Teammates & Coaches
Hey Kayleigh! I love your blog so much and wanted your input on three different issues I’ve been navigating for the past year. I am a freshman and still adjusting to college rowing, so any advice you have is much appreciated.
1. I do a good job steering when we’re just doing steady state or drills, but when we do pieces (especially at higher rates) I totally fall apart. I’m not sure if I freak out because I’m thinking too hard about what to say and then forget to steer or if I’m just bad at steering off of other boats or if I psych myself out and try to not touch the rudder at all but end up pretty far away from the other boats – it seems like all of these things happen to me sometimes. What can I do to improve my steering on pieces?
2. Thoughts on coxswain-rower relationships?
3. Advice for balancing rowing, school, and social life?
Thank you!!!
Check out all of these posts – they all touch in some way or another on the things you asked.
Steering: Coxswain skills – Steering, pt. 1 and pt. 2 and this QOTD
Relationships: QOTD, QOTD (I assume you mean in the dating sense so that’s what those address), QOTD, RESPECT, and Follow up to the RESPECT post (those ones address “relationships” in the more professional sense)
Balancing everything: This is a long-ish post but it basically details how I failed miserably at this and what I realized (years later) I should have done instead. Also check out this post.
Something that most coxswains don’t realize you can do is tighten the slack on the steering cables. Even if they don’t seem that loose you can almost always get them a little tighter. Don’t attempt this yourself though (especially since it’s easier done in some boats than others) – ask your coach or boatman if they can do it for you. Keep in mind this might make it a little tougher to take turns but it’ll help you steer straighter when you’re racing or doing pieces and ultimately that’s the bigger priority.
I talked about this in one of the posts I linked but if you can, put yourself in the middle of the other crews you’re doing pieces with (assuming you’re out with two other crews – if not, go between the other crew and the shore). This forces you to be aware of your steering and limit how much you’re touching the rudder so that you don’t interfere with their courses or clash blades. Steering a straight course is more important than making calls so if you need to not talk or talk less in order to focus more on perfecting your line, tell your crew you’re doing that (before you go on the water, preferably) and focus on that for the first piece or two.
Also spend time off the water going over everything you’ve been doing and coming up with a bank of calls that way you don’t have to think about what to say, it’s already there in the back of your head. In high school and college I’d write stuff down in my notebook and then go back and highlight the stuff that I wanted to use as calls but since I started at MIT I’ve been (semi) organizing stuff I hear in recordings, things the other coaches say, etc. into a spreadsheet that’s broken down into calls for the catch, finish/release, bodies, racing, bladework, etc. It might be worth spending some time doing something similar, that way you can see everything in one place and you won’t have to rack your brain to come up with stuff or try to remember that thing your coach was saying to 5-seat about his catches.
As far as relationships go, just be mature about it and don’t start unnecessary drama if things don’t work out. This tends to be easier said than done when you’re in high school but by the time you’re in college most people (most … not all) have figured out how to not be dicks when they stop dating someone so it should be a little easier to manage provided neither of you acts like a 12 year old. On the flip side, keep it professional when you’re at practice and make sure you’re not avoiding calling them out on stuff in the boat if they need to make a technical change or won’t shut up because they’re talking to their pair partner or whatever.
Balancing crew, school, and a social life is one of those fun “here are three things, pick two” situations that everybody deals with at some point or another. The best piece of advice I can offer is that the sooner you start to feel overwhelmed by school or crew, speak up and talk to your professors, advisers, and coaches. Most of the time they’ll be willing to work with you but you can’t wait until the last minute to say something or avoid saying anything at all because you’re afraid you’ll look bad, weak, etc. Yea, some people are assholes and they’ll say “too bad, deal with it” (which truthfully, despite learning this the hard way, isn’t the worst thing … you do have to figure out how to handle things when life is throwing everything it has at you) but the sooner you acknowledge things are starting to go downhill the better prepared you’ll be to handle it. Make sure you’re familiar with the available resources on campus too – mental health services, tutoring (either through the athletic department or the relevant academic department), etc.
Social life-wise, if your school has frats/sororities and you’re into that, consider rushing. Greek life is HUGE here at MIT (I think all but one or two of our guys are in one) and it’s a good way to get involved with something and meet people outside of crew. Also look into low-key, non-academic clubs/groups that relate to other hobbies/interests you have since that’s a built in way to meet people and do something fun. If you like singing, join an acapella group or if you think you’re the next Amy Schumer, see if there are any comedy clubs on campus or in the city that you can join. You can also do something as simple as getting a few teammates together to watch and analyze the Bachlorette … religiously … every week … which some of our team may or may not have been doing the last few months.
The point is, don’t put all your eggs in one basket and make sure you schedule some down time that has nothing to do with school or rowing. Even during days or weeks when you’re completely swamped with work, you’ve still gotta give yourself an hour or so each day to unwind otherwise you’ll go crazy and burn out hard and fast.
Hi! I was wondering whether it would be viable to cox for a competitive crew at varsity level at college but also occasionally go out on the water yourself? I am considering coxing at university but I’m not sure if it is something I want to try if it means giving up sculling completely! Thank you!
It probably varies by program but I doubt it’d be an issue if you already have experience sculling. One of our coxswains wanted to try taking out a Tubby last year and all she needed to do was take a flip test (basically to prove she could flip and get back in on her own without assistance). I don’t think she had to take a captain’s test (which tests your knowledge of the rules of your body of water, general safety stuff, etc.)in addition to the flip test but she might have … either way, some coaches might require you to do one or the other or both before allowing you to take a boat out alone.
The only reason why I could see a coach saying “no” is if they feel like it’s not something you need to be doing (in which case they’ll probably give you the runaround so as to not have to outright say no since “you’re a coxswain, not a rower”) or they don’t have time to go out with you if they aren’t comfortable with you going out alone. Even if you’re an experienced sculler this isn’t really a battle worth fighting – if something were to happen to you they’d be responsible regardless and it’s understandably not a risk some coaches want to take.
Like I said though, it’ll probably vary by program … and even location too. If you’re in the US I can’t see many coaches being super on board with the idea at first but if you’re rowing at the club level it might not be as big of an issue. I’m not sure how you’d fare in places like the UK, NZ, etc. but if anyone has experience with this, feel free to chime in.
College Coxing High School Racing Rowing Training & Nutrition
Given that it’s National Eating Disorder Awareness Week I thought this was an appropriate video to share. It’s from a talk on weight management that was given during the Sparks coxswain camp this past December. It’s only about nine minutes long so I encourage you to set aside some time to watch it (in addition to sharing it with the other coxswains on your team). There’s some great info, advice, and anecdotes in here but beyond that, at the very least I hope this serves as a wake-up call for those of you who are or are considering employing unsafe methods of losing weight.
College Coxing Q&A Teammates & Coaches
Hi! I am a freshman walk-on coxswain at a competitive D1 Ivy League program on the men’s lightweight team. We currently have 4 boats and I am the 5th coxswain, so in the coaches’ eyes I am obviously the worst although the rowers tell me they prefer me to the 4th coxswain (also a freshman walk-on) and the third is over the weight minimum by 10 pounds. The thing is, I am always messing up, always going to be behind because I never coxed in high school and never really learned (they put me in a boat the first day and told me to go) and I feel like I’m just never going to be good enough. I also feel like, no matter what I do, the coaches will never see me as better than the 5th coxswain even though I feel like I’m better than that and I’ve worked harder than the other coxswains and improved so much.
I love this sport and the team, but it has become such a negative thing for me. I often feel like shit after practice and I don’t feel valued or needed by the team or coaches. At this point the frustration is exhausting. I’m considering quitting, but I know that I would be ostracized by the team if I did, and I have become really good friends with some of them and don’t want to lose those relationships. Do you have any advice or have you ever been in a similar situation?
PS I can’t really talk to anyone about this because no one on my team understands, and I don’t feel comfortable addressing my concerns with my coaches because I feel like if they know I’m apprehensive, they’ll permanently “bench” (put me on the launch/kick me off the team) me–it has happened before.
Please help! Also I love your blog so thank you.
So … a couple things to start. Just because you’re the fifth coxswain doesn’t automatically or obviously mean that you suck … and I don’t mean that in an “every kid should get a participation trophy so their feelings aren’t hurt” kind of way, I just don’t think you should assume you’re the worst just because you’re not being boated. That kind of mindset almost predisposes you to make more mistakes on the water because you feel like you have to prove yourself more and that can cause a lot of anxiety which in turn causes your confidence to take an even bigger hit every time something goes wrong. If there’s four boats and five coxswains obviously someone’s gonna draw the short straw but ultimately it’s up to you to make the decision as to whether or not you’re going to settle for the short straw or you’re going to work your ass off to get in one of the boats (lack of coaching and experience be damned).
Secondly, if you feel like quitting you should quit. I’m never going to be that person who tries to talk people out of quitting, mainly because if it’s something they’ve already thought about doing then their minds are probably already made up and they’re basically just looking for validation or someone to say that it’s OK for them to do it. I think your reasons for wanting to quit are pretty valid … it’s your reasons for not wanting to quit that I think are … less valid. I get not wanting to lose the friendships you’ve made but to counter that argument, if the guys on the team are really your friends and put an equal amount of work into the friendship as you do, do you really think they’ll just let it fall to the wayside if you’re no longer around? Real friends won’t/don’t let that happen. You know the time commitment all of this takes so obviously it’s going to take a little more effort to make plans to hang out but if I were in your shoes, I’d rather quit and have this weight off my shoulders all the while knowing that I might not see my friends as frequently than stay on the team and continue feeling shitty and undervalued just for the sake of maintaining the status quo. Also, you should talk to them about this. Maybe not the coxing part of it specifically but the social aspect of it. Like I said, if they’re really your friends then they’ll probably be able to dispense some insight/advice that I can’t as an outsider looking in.
OK, so on to the coxing stuff. I understand why you’d say that you can’t talk to anyone on the team about this because I’ve been in that situation too. I felt the same way in college about pretty much everything because that whole four and a half years was like Murphy’s Law for me – if it could go wrong, it did (epically). Every time I’d talk to my professors, advisors, etc. it just made me even more upset because their advice sucked and I attributed it to them just not getting it … which I still think is true but it’s really only been recently that I realized I wasn’t approaching the situation in the best way. It’s scarily easy to fall into that “woe is me, this is bullshit, why is this happening” mindset and if what you’re saying or the questions you’re asking communicate that vibe, then yea … no one is gonna get it because they’re not experiencing what you’re experiencing. If you want some legit feedback/advice you have to put all that aside and approach it with a “this is where I’m at, this is where I want to be, what in your opinion should I do to get there?” attitude rather than a “I have no idea what I’m doing and everyone thinks I suck, HELP” one. The latter’s not gonna get you anything more than a fake “what, nooo, nobody thinks that” response whereas the former might get you a few nuggets of gold that you can then mold into an action plan.
Assuming making your way into a boat is your goal, you should schedule a meeting with the coaches. Being in the launch – as boring as it can be sometimes – really isn’t the worst thing that can happen (our sophomore coxswain literally spent March-May (every day) this past spring in the launch and I honestly believe she’s a better coxswain because of it) and if they kick you off the team (which is easily the dumbest thing I’ve heard all week) … who cares. If you’re already on the fence about quitting then them kicking you off probably isn’t going to phase you that much.
Do you have to say you’re thinking about quitting? Well, no, obviously. I’d keep that to yourself, not out of fear of retaliation but because it’s not relevant. Neither is the rowers’ preference for you over the fourth coxswain or the fact that the third is 135+ pounds. You’ve already listed some good talking points so use those to drive the conversation and help you get what you want. If I were you, I’d go into this “spring season goal-setting” meeting (<– email subject line) prepared to say two things:
1. You’re the fifth coxswain now and while you know you still have areas to improve on, you’re really proud of the effort you’ve put in to improve over where you were when you started. [Confidence is key. If you feel like you’ve gotten better, own that shit.] Making your way into the fourth boat is your goal so what one or two things do they feel you should focus your efforts on so you can better compete for that spot?
Make sure you have a couple things on hand that you are already planning to work on, i.e. steering, practice management, etc., that way you can either pre-empt them by saying “I know I need to get better at managing practice when we’re on the water” so they hopefully don’t say the same thing or they can elaborate on it further. Additionally, if they ask you what you think you need to work on you can say XYZ. If I were your coach I’d take you a lot more seriously if you come prepared having thought about this stuff ahead of time.
2. You want to make sure you’re being a productive member of the team, regardless of whether you’re in a boat or not, so what can you do on land or in the launch that would help them out, help practice run smoother, etc.?
You can ask the rowers and coxswains this too, framed exactly the same way. Both groups will say different things so you’ll be able to get a ton of info out of one simple question. This addresses the whole feeling undervalued/not needed thing too without directly saying so and it makes you sound proactive instead of whiny, which is how saying you feel undervalued can come off to some people. Whatever they all say though, even if it’s the most mundane task possible, embrace it and execute it so flawlessly that Beyonce herself would be proud. Find situations where you can create value for yourself and eventually people will start appreciating what you have to offer. That’s what I did last year with working with our coxswains. It was already something I was planning on doing in addition to coaching the rowers but because we were such a small team, I didn’t have a boat to coach which meant I would have been showing up every day to essentially do nothing. If I wanted to be taken seriously and not be seen as that hanger-on wannabe coach who just rides in the launch every day, I had to create value for myself so that even if I wasn’t coaching the rowers I was still contributing to the team and helping to make them fast. Coxswains are obviously my thing so I tapped into that and now anytime something comes up with them, on our team or any of the other three, I’m the one that people go to. Find something similar that you can do for your team. It might not be glamorous but don’t underestimate how much rowers appreciate always having a full water bottle during erg workouts or being able to get started right away because the ergs, weight-circuit stations, etc. are already set up because you showed up early to take care of it.
So .. to summarize all of this (sorry it got so long), if you want to quit then quit but if you want to give coxing a shot then approach it proactively and come up with some goals and a plan. Get your coaches on board by discussing this with them and as I said, tell them where you’re at, where you want to be, and get insight from them on what you can do to get there. You’re a novice, you’re obviously not expected to know everything so use your teammates and coaches to help you fill in the gaps. At the end of the day if you want the right answers you’ve first gotta initiate the conversation and ask the right questions.
College Coxing High School Teammates & Coaches
Last spring when we were in Florida for spring break the coxswains decided they wanted to update the evals we’d been using with questions that were more specific and kinda forced the guys to think deeper about what they wanted in a coxswain and how our current group measured up to that. We spent about two hours in my hotel room tossing around ideas for what to change, add, etc. and came up with Eval 2.0, which I’ve linked as a PDF below.
Related: Coxswain Evaluations 2.0
With the exception of one or two questions we didn’t really eliminate that much from the original eval but there were a lot of changes and additions made. Here’s what we added:
Sometimes having open-ended questions is necessary but there’s a thin line between open-ended and vague so we tried to make the questions as direct as possible in order to get more targeted feedback that we/I could more easily translate into actionable goals.
This was an area where we struggled last year (to the point where the rowers noticed, which was a wake up call for the coxswains over spring break) and after strategizing on ways we could improve (individually and collectively) they wanted feedback on whether or not the changes were coming across. (We also added a section for calls – previously it was tacked onto motivation but there weren’t any specific questions for it so we separated it and made it it’s own section.)
Many of the questions carried over from the first eval but we also added a couple new ones to address specific areas of concern/interest. For example, under “execution” there weren’t any questions that directly addressed the coxswains’ knowledge. It’s one thing to say you know what you’re doing or talking about but when it comes time to call drills, make technical corrections to an individual’s stroke, etc. can you actually do that or no? (This has consistently been one of the questions that gets the best responses too.)
Knowledge and communication of technique issues – do the coxswains appear to have a good understanding of the rowing stroke, as well as the ability to pick out technical problems during practice and provide the appropriate feedback?
How well do you feel the coxswains manage practice in terms of running warm-ups, understanding what the coaches are looking for, what the goal of the practice/pieces are, etc.?
How would you describe the energy the coxswain brings to the boat? Are they someone that can lift the boat when they’re having a bad practice and maintain a positive atmosphere when things are going well?
Conciseness of calls – are the calls too wordy (5), just right (3), or too vague/ambiguous (1)?
Clarity of calls – how clear is the coxswain when making a call and how well do you understand the calls that are being made? (This question has two meanings – are they clear as in (1) not mumbling and (2) do their calls make sense and can the rowers easily process and translate them into actions.)
What calls do you like, what calls do you think aren’t effective, and/or what calls do you not understand?
Do you feel the coxswains communicate effectively and work well with each other, the coaches, and the crew during practice? Are there any areas in which you think they can/should improve?
Asking which coxswains they prefer for races and practice is helpful for the coaches but it never really did much for the coxswains other than create animosity. Adding in an open-ended “why” component helped them see why the rowers chose who they did and where they could make improvements. There was also some … ok, a lot of … debate on what makes a good varsity coxswain last year so to settle that we came up with two questions that addressed not just the specific qualities the rowers want in their coxswains but also asking who they felt could get in the boat and maximize the crew’s potential.
Both questions were initially a little self-serving (one of the coxswains definitely thought their point was going to be made and the responses would lean in their favor … which didn’t end up happening) but the underlying thought behind the latter question was that it’s not just about being a good coxswain because not all good coxswains can get in a boat and make it faster (which happened last year too). The question about maximizing potential looks past all the “surface aesthetics”, their weight, etc. and focuses solely on who can pull something out of the boat when its needed the most.
In the fall I go over the evals individually with the coxswains but in the winter/spring I like to go over them as a group. This winter we did a combination of both (at their request) and started off by going over them individually (three coxswains = three practices to go over them, roughly an hour each) before meeting as a group to discuss everything and address some particular points that came up. (We spent about two hours doing this during one of the team’s steady state days.) Instead of doing individual sheets like I do in the fall (you can see an example of those in the original evals post linked at the top) I just put all the comments on one page and color-coded them for each person.
This was then shared with them the night before the first one-on-one so they could see not just the comments they got but what was said about everyone else as well. I have my reasons for letting them see each other’s comments so use your best judgement since that approach obviously won’t work for everyone.
Related: How to handle a negative coxswain evaluation
So, what do the guys think of these new evals? Surprisingly, they like them. They’re obviously a lot more labor-intensive than the original ones are (those usually took 15-20 minutes to fill out whereas the guys tend to spend 45-60+ minutes filling these ones out – seriously) but the quality of the feedback also matches the amount of time they spend on them so the trade-off is worth it. Naturally they all complain about how long they are but I think they recognize that the coxswains really look forward to the feedback they get so it’s mostly in jest at this point.
Related: Coxswain evaluations + my system for organizing them
If you don’t have a ton of time to spare then definitely stick with the original ones but if you do, I’d consider doing a longer eval like this at least once a year. I’m mulling the idea of making these into a Google Form for next time and having the guys fill them out that way but the downside to that is they don’t get donuts if we aren’t doing them at the boathouse sooo … there’s that.
Pro tip: bring the rowers donuts and they’ll do whatever you ask. FACT.
College Coxing High School How To Teammates & Coaches
Previously: Steering, pt. 1 || Steering, pt. 2 || Boat feel
This might seem like an unconventional topic to put under the “things you should know how to do” umbrella but after spending many hours on coxswain evals over the last year and a half and occasionally feeling like pulling teeth would have been a more enjoyable experience, I think learning how to handle negative feedback/constructive criticism is an important skill that coxswains need to pick up sooner rather than later.
Feedback, both positive and negative, is essential to your growth as a coxswain. When communicated properly, it should touch on three main things – what you’re doing well, what you need to improve on, and areas where you’ve made improvements since your last evaluation. This is a big reason why I revamped how the info on our evals is communicated to the coxswains. Before the coaches just handed them the 20+ pieces of paper and left them to their own devices but now it’s all laid out in a single spreadsheet that hits the three points I mentioned before.
Related: Coxswain evaluations + my system for organizing them
Where going over evals becomes a contentious and unproductive process is when you take the negative feedback personally. Being told you aren’t doing something well can sting because of the amount of time we put into coxing but if someone is critiquing your coxing, they’re not critiquing you. You have to be able to separate you the person from you the coxswain and look at these situations objectively. On the flip side though, if you’re not putting in the necessary extra effort outside of practice (or hell, even at practice…) or you show up every day with a shitty attitude then you really have no right to complain about whatever’s being said, which I think more coxswains than not need to understand.
With that in mind, here are eight things (some of which may or may not be inspired by our coxswains ?) that you shoudn’t do when going over your evals.
In most cases it’s the natural reaction to have but it can also come off as pretty immature. There’s a difference between defending your actions or making a case for why you did something a certain way and straight up making an excuse. You can defend something you’ve done one time (i.e. going through the wrong arch because you were unsure of which one to use due to construction on the bridge – a common problem on the Charles where this is always changing) but if you’re trying to defend something you’ve done multiple times (i.e. hitting the dock when coming in at the end of practice) then you’re just making excuses for why you haven’t adapted your steering to account for whatever was causing you to run into the dock in the first place (i.e. your speed, angle, line, etc.).
Full disclosure, I started putting this post together after a particularly … uh, heated … meeting with one of our coxswains this past fall where this was the biggest issue I faced in trying to communicate with them the feedback that was on the evals. The bottom line is that you can be annoyed all you want but don’t be an asshole to the person taking time out of their schedule to go over this stuff with you because I promise, it just makes them not want to do it in the future … and if you have someone willing to go out of their way to discuss all of it with you, you are foolish if you don’t take advantage of it.
Mainly looking at you, high school girls. Say it once sincerely and move on. Don’t make your coaches coddle you and have to keep saying “it’s fine” – I’ve had to do this recently and eventually it gets to the point where I’m like “I literally do not care if you’re sorry or how sorry you are, just do something different“. The more times you say sorry (especially for really trivial things that don’t require an apology) without actively changing your actions or behavior, the less your apology is going to mean when you really do screw up.
If your immediate reaction to the feedback you’re getting is to blurt out “that’s not fair”, “I completely disagree”, etc. you will look so immature, even if the comments are unfair (which they rarely are) and you do disagree (which is fine but see point #1). Absorb the comments and think about what’s being said so you can try to understand why someone made that comment and then say that you’d like to come back to it later, either at the end of practice, tomorrow, etc., after you’ve had time to think about and process it.
And coaches, if your coxswain goes this route … respect it and say “OK, let’s touch base later”, even if that means spending an extra 20 minutes at the boathouse. If you force the issue by saying”no, we’re gonna do this now” you’re just gonna make them resent the whole evaluation process and their confidence/abilities will suffer as a result.
If you were caught off guard by the comments then that’s fine and you should take some time to deal with that but you also need to commit to letting them go, particularly when it’s time to get on the water. No pity parties or “woe is me” attitudes because the rowers don’t give a shit and the coaches are just gonna get annoyed because we have other stuff to focus on.
Not all feedback is useful but disagreeing with a comment doesn’t mean you can straight up ignore it, particularly when getting any kind of feedback is so tough in the first place.
It’s like at the end of a job interview when they ask if you have any questions. You should always ask questions. I’m currently in the process of going over our winter evals with the coxswains and I told them ahead of time to bring questions, comments, things they wanted/needed clarification on, an action plan for the rest of winter training, a list of goals based on the feedback that was given, etc. because this is the prime chance to discuss all of that stuff with me. I see and talk to them every single day but direct one-on-one time like this is rare, as I assume it is with most of you and your coaches, so don’t waste the opportunity to pick their brains when it’s offered.
If your coach(es) or the rowers have been telling you something for awhile and then it comes up again in the evals, you can expect that they’re all thinking “well … we told you so”. This shouldn’t piss you off or give you cause to be bitter towards them, it should instead act as a wake up call (or a “come to Jesus” moment, as our head coach calls it) that you need to do some serious self-analysis and get your shit together. They are telling you this stuff for. a. reason. Don’t ignore them just because you don’t think it’s important because it will bit you in the ass later.
Obviously these critiques are about what’s being said but ultimately their effectiveness is measured by how you handle and respond to them. This will also dictate how future evals go – the more receptive you are to feedback and the more diligently you go about addressing whatever issues are brought up, the more likely the rowers will be to continue giving you feedback because they can see that you’re taking it seriously. If you come off as aloof or combative in response to what’s being said, you’re not going to get better because the rowers will stop giving you any sort of feedback because it looks like you’re not taking it seriously. It’s your call.
College Coxing Racing Recordings Rowing
As most of you know I got to coach at the coxswain camp that Sparks hosted in Tampa the week after Christmas. One of the other coaches was Katelin Snyder, current coxswain of the USA women’s eight, and she graciously offered to send me a bunch of her recordings to put on the blog. I’ve been obsessing over these things for the last week so I’m really excited to finally share some of them with you guys. The three I’m posting today are all in a playlist on my YouTube channel that I’ll keep updated as I share more of her audio in future posts.
This is from Katelin’s junior year at UW, her second year in a row coxing the varsity eight.
Right off the bat you can hear how she calls the start isn’t like how a lot of coxswains call it. There’s some punch behind her words but for the most part she’s very calm and relaxed. One of the big concepts that we’ve talked about with coxswains at the Sparks camps is not losing your shit at the start of the race and instead remaining composed and keeping your focus on steering straight through the first five or so strokes. This is a perfect example of what that should sound like.
At 0:45, I really like how she called their stride – “we’re striding in three strokes, increasing boat speed in two…”. She says what she wants (stride) followed up with an objective (increasing boat speed), and says it all as succinctly as possible.
When calling something like a minute move like she did at 1:17, it’s easy to think that in 60 seconds you can take a handful of seats on the other boat(s) but I like that she kept it simple here by going after just one seat and calling out the guy in her boat whose seat they were targeting (and then told him when they’d got it).
In between her calling “inches” you can hear her stroke say “length!” at 4:13, which she immediately follows up with on the next call by calling for more length through the water. That’s a fairly common question that I get, how to communicate with your stroke during the race and this is a good example of how simple it really is.
OK, so for some context watch this video of the race that was taken from the launch. Turn your volume up too and prepare yourself for the single greatest move that I think I’ve ever seen at 1:41. (TBH I’m kind of excited to hear from inside the boat how this move played out because we saw Washington do something similar several times at IRAs last year, including when they were in our race in the V4+, so … it’s nice having some insider knowledge now of how they do it.)
I really like the “lengthen and increase boat speed” call she makes out of the start at 0:40 as a reminder to not let the power fall off as the stroke rate starts to ease out into their base pace. Also saying “hold the knees” instead of something related to the slides is a good alternative; it’s a more active call than just “slow the slides” or whatever we normally say.
I like that they take their move at 650m in. Calling moves at the 500m, 1000m, etc. is fine but these moves taken at relatively unconventional spots are what gets your bow ball in front. Starting at 1:52, I’m obsessed with this chunk of calls, particularly the “get outta here!” one. I’ve looped it so many times because even without watching the video, I can feel California’s souls getting crushed and as a coxswain there are few better feelings than seeing that moment when the other crew realizes they’re about to get dropped. After you make a successful move on another crew, the next thing you have to do is watch them for the counter attack because it will happen and you don’t want to be caught off guard when it does. I like how she stays calm at 2:25 and reminds them to defend it by completing the strokes (nothing fancy, just relying on flawless execution of the basics) before calling that ten at the thousand to “end it”.
Lengthening out at 1250m is a really solid strategic move. It’s not necessarily a move to gain anything, rather it’s an internal move to get the bodies ready for the last 500m. By 1250m – the middle of the third 500 – this is probably the peak of pain before the rowers catch that second wind leading up to the sprint. Reminding them to breathe, stay long, etc. eliminates any tension that could otherwise shorten the strokes and decrease the boat speed.
At 3:55 you can hear the stroke say “They’re going!”, which is Reason #875 why stroke-coxswain communication is important. If you’re far enough ahead that you don’t have a clear view of the other boat in your peripheral vision, you’ll need to rely on your stroke seat to alert you to when the other boat starts to move on you.
This is my favorite of these three recordings. Note how, similarly to the other two recordings, she has a very focused calm in her voice during the start. It isn’t until about 60 seconds into the race where her coxing voice really comes out.
At 4:48 when they’re approaching 750m she makes this call: “…5 more and we lengthen back out. I wanna do it by sending … now send through the back end.” Similarly to the “lengthen and increase boat speed” calls, I like this one because the objectives are clear and she’s calling for them to do it by calling on her knowledge of the stroke and by emphasizing their swing and acceleration (which if that’s something you know your crew does really well, you should incorporate that into calls like this and work the rhythm that comes from it). I also love how her voice is pretty chill at the start of this and then there’s that kick in her voice when she says “fuck yea” – the excitement there is motivating in itself but the contrast in her tone would for sure make me drop a split or two if I were rowing.
Similarly to the lengthen move at 1250m in the previous recording, I like this “breathe for 5” move that they take at 6:45 coming into the last 500m. This has always been one that I do too with my crews just as another way to get them to stay fluid and loose and refocus before we make the final push to the line. The thing to remember with calls like this (that Katelin does really well) is you have to match your tone to the intensity of your call – a call like this can’t be said in the same tone as the “we’re gonna send a fucking message to Canada” call.
Side note, one of the many amusing stories that the guys told me last year about our V8+ coxswain was how during a race he was trying to get the crew to relax and because he was getting progressively more frustrated with how the boat felt, eventually he yelled “JUST. FUCKING. RELAX!!!” which obviously accomplished absolutely nothing. Don’t do that. If you’re gonna make a call that falls under the “relax” umbrella, your tone has to be a little more subdued that it is during the more intense parts of the race.
One last thing I want to point out is the swearing, which I’ve talked about on here a few times (most recently in this post). These recordings are some more good examples of how to swear and how to make it work without sounding like a try-hard. If you’re a junior coxswain and even less so as a collegiate coxswain, very few people are ever going to actually care that you said “fuck” during a race if you use it to punctuate your calls like she does. It’s when it gets gratuitous that coaches get annoyed because it’s just unnecessary and can be borderline unsportsmanlike.
Other calls I liked:
“Hold your momentum…”
“Third 500 is crushing … base … speed!”
“We’re gonna send a fucking message to Canada!”
You can find and listen to more recordings by checking out the “Coxswain Recordings” page.
College Recruiting Teammates & Coaches
Previously: Intro || The recruiting timeline + what to consider || What do coaches look at? || Contacting coaches, pt. 1 || Contacting coaches, pt. 2 || Contacting coaches, pt. 3 || Contacting coaches, pt. 4 || Highlight videos + the worst recruiting emails || Official/unofficial visits + recruiting rules recap || When scholarships aren’t an option || Managing your time as a student-athlete + narrowing down your list of schools || Interest from coaches + coming from a small program || How much weight do coaches have with admissions + what to do if there are no spots left || Being recruited as a coxswain, pt. 1 || Being recruited as a coxswain, pt. 2 || Technique + erg scores
This list of questions was compiled by Jim Dietz (current women’s coach at UMass and pretty notable guy within the rowing community) and includes two things – questions you should ask and questions you can figure the answers to out on your own (aka questions you shouldn’t ask because if you do it just shows a) your lack of initiative and preparation and b) that you’re not really interested in that school/program).
I’ll start with the latter, questions you shouldn’t ask…
Are they club or varsity? (Know the difference.)
Are they D1, D2, or D3? (Know the difference.)
What conference do they compete in?
Who do they compete against? (Just look at their racing schedule to figure this out.)
How often to they race? (Look at their schedule.)
Those things you can find out very easily via Google so don’t waste the coaches time by asking them during the limited period of time that you speak on the phone or through email. Now, questions you should ask…
What kind of academic support is available to the athletes?
Is the team limited to rowing eights and fours or is pairs rowing/sculling also an option?
How are the facilities and what are the conditions normally like where you row?
Do you recruit coxswains? (Obviously an especially important question if you’re a coxswain.)
How are coxswains evaluated?
What is the team atmosphere like in general and how are things handled when the environment is tense (i.e. during selection, the dead of winter training, etc.)?
Another great question to ask is what the freshmen → sophomore retention rate is, as well as what’s the number of four-year athletes that graduate compared to the number of people who were in that class as a freshmen (aka how many athletes make it all four years?). Athletes who quit during or after their freshman year usually do it for one of two reasons, culture or academics. (Both of those played a factor in my decision when I stopped coxing.) Athletes that quit later in their careers (juniors + seniors) tend to do so purely for academic reasons.
With freshmen, culture tends to be the bigger of the two unless you’re at a very academically intensive school (like MIT, for example) where balancing athletics and academics can be a challenge from the get-go. All of the freshmen that we’ve lost the last two years (which was … four or five rowers, I think) left for academic reasons, not necessarily because they were falling behind or anything but because they wanted to be able to devote more time to school and other activities (Greek life is huge here so that’s one of them) and they felt like it wouldn’t be possible to do that while balancing 20+ hours a week as an athlete.
Related: What questions should you ask coaches during the recruiting process?
I think I’ve mentioned this before but you should also ask if there are any rowers on the team currently majoring in whatever it is you want to major in. (This is also a good question/topic for conversation when you go on your official visits and have some time to interact with the athletes outside of practice.) This is especially important if you’re interested in pre-med/pre-law, engineering, architecture, chem/bio/physics … basically anything that is lab or project-intensive.
Related: College recruiting: Official/unofficial visits + recruiting rules recap
One of the main reasons why you should ask this is because it just might not be feasible to do that major due to scheduled lab times and practice times. My major was very lab-intensive since it was a research-based science major and more than once I had classes and/or labs that were only offered at one specific time once a year or once every other year. It’s also good to learn how athletes in those majors manage their schedules with crew and all their other commitments (i.e. clubs, research, study groups, etc.).
Another question that is important to ask is how committed the coach is to their program, particularly if one of the reasons why you’re looking at the program is because you want to row for that coach. Barring getting fired or other unforeseen circumstances, are they planning on sticking around for (at least) the next five years? Most coaches that I personally know would be totally cool with being asked this question, mainly because if they’re asking you to commit four years to them it’s only fair that you ask the same in return. If they have young kids who might be starting school in two years, are they going to stay in their tiny condo in the big city or are they planning on moving to an area with better schools where they can buy a house with a yard and actually settle down? What about if you want to row for a legendary coach like Steve Gladstone, for example? He’s been in the rowing game for decades … it’s not unreasonable to think that maybe he’s eyeing retirement within the next three years. (That’s not to say he is, it’s just an example.) If rowing for a particular coach is one of the reasons you’re drawn to that program, asking these questions should be part of the conversation you have with them.
Related: What questions should you ask coaches during the recruiting process?
The last thing is questions that can/will be asked by the coach to you that you can/should also ask them.
How the season went (Obviously you can look up their results but specifically, what was the biggest lesson learned from … I donno, Washington’s loss to Cal in the spring, or what was the most meaningful experience from this past year?)
What are your/the team’s goals within/outside rowing? (Our team, like I assume most teams do, has two meetings each year – one at the end of the fall and one before the start of the spring season – to lay out our goals and then discuss our progress towards them.)
Why are you interested in this school or if you’re asking the coach this, what attracted you to this school and why have you stayed there for 3, 5, 12, 40 years? (This is one of my favorite questions to ask when I’m interviewing with coaches.)
That’s it, the last recruiting post in this series. I hope the last seventeen weeks worth of posts have been helpful for you guys and have answered some of your questions about the whole process (or ones you didn’t know you had) and everything that goes into it. If you want to check out previous posts in this series you can check out the “college recruiting 101” tag. All other recruiting posts can be found in the “recruiting” tag.
College Ergs Recruiting Technique
Previously: Intro || The recruiting timeline + what to consider || What do coaches look at? || Contacting coaches, pt. 1 || Contacting coaches, pt. 2 || Contacting coaches, pt. 3 || Contacting coaches, pt. 4 || Highlight videos + the worst recruiting emails || Official/unofficial visits + recruiting rules recap || When scholarships aren’t an option || Managing your time as a student-athlete + narrowing down your list of schools || Interest from coaches + coming from a small program || How much weight do coaches have with admissions + what to do if there are no spots left || Being recruited as a coxswain, pt. 1 || Being recruited as a coxswain, pt. 2
This was an interesting question that came up at NRC – does your on-the-water technique matter during recruiting or is it all about your 2k? The answers from the coaches were split with some saying yes, others saying no, and some saying yes and no. A lot of recruits will send video clips for coaches to evaluate (the importance of having a few good quality ones on hand can’t be emphasized enough) but the coaches can/will also get in touch with your high school coaches to ask how your technique is, amongst other things. They might also go out and watch practice to see for themselves how you look. In that sense technique matters because it’s not something you can hide and get away with not having.
On the other hand, what most coaches are looking for is if you know how to row in general. They’re assuming that you fit the basic parameters (i.e. you’re physiologically suited for the team and academically suited for the university), know the basics of the sport, and have a fundamental understanding of the stroke. At the end of the day though, your adaptability and coachability matter far more than your technique. Each program you’re looking at likely has a certain style or definition of technique that they try to bring their athletes around – think of Harvard and Washington’s “finish pause that isn’t really a pause” as an example. Your ability – not even that really, more like your willingness – to be coached and make technical changes will be a highly valued trait so if you haven’t been rowing long and/or aren’t the most technically proficient rower, don’t think that you’re automatically out of the running to be recruited.
Pro tip though, don’t ever, ever say to a coach “that’s not how we did it in high school” or “in high school we did it this way…” when they’re trying to coach you on something technical. If you want to get on a coach’s bad side, this is the best and fastest way to do it. Coxswains, this absolutely applies to you too. One of our coxswains did this so many times last year and my eyes still hurt from rolling them every time she did it.
Moving on to the holy grail of recruiting – your erg score. They’re not the only thing coaches look at, obviously, but they are one of (if not the) most important. First and foremost, do your research before asking coaches where you should be or at the very least, reference your research if you want specifics with regards to times. Your best resource will be the times from CRASH Bs, especially if you’re a lightweight guy since the league has been getting markedly faster over the last few years. You can also search the rowing sub on Reddit. This question has been asked numerous times so it’s not hard to find info if you just spend a few minutes searching and reading the threads.
Similarly to each person’s rowing background, every erg score has a narrative. An eight-season rower with a 7:43 2k vs. a multi-sport athlete with four seasons of rowing and a 7:43 are two different narratives. On paper the latter is going to look more favorable so that’s something to keep in mind – if you’ve been rowing for 6-8 seasons, makes sure you’ve got the erg scores to show for it.
Related: College recruiting: Interest from coaches + coming from a small program
Many of the top programs won’t offer official visits to kids until they’re under a certain benchmark (for example, you have to be <7:20 during your junior year to be offered an official from the Wisco women) so if it’s not obvious already, simply “loving” the sport and having done it for several seasons isn’t enough. You also cannot hide behind the whole “my technique is better than my erg score” logic. It doesn’t fly with college coaches and as Kerber from Cornell said, hope is not a strategy. That goes back to the earlier discussion of how important is technique – it’s important and you need to be decent but erg scores are the most objective form of evaluation coaches have so if it’s not up to par, you’re gonna have a bad time.
Also, never say you don’t know your 2k. It’s ridiculous that you’re even entering into this process without knowing what it is so before you start filling out questionnaires, emailing coaches, etc. get on an erg and do one so you have an idea of where you’re at right now. You basically need to know two times – your PR and your most recent time. They may or may not be from the same test, it doens’t really matter. If you haven’t 2k’ed in awhile, do some training on your own and test before practice. Make sure you have a coach or your coxswain (but preferably your coach) there to verify it too. 4x500m at your goal splits with 2min rest between the pieces was one of the workouts suggested by a couple of the coaches so that would be a good starting point if you’re planning to test soon.
Next week: (More) Questions to ask college coaches