Vocabulary is important in sports. If you’ve ever been to a baseball game and watched a home run with two men on and your friend asks, “How many points are we behind now?” you know the awkwardness of which I speak. You look around and hope that no one in the stands near you has noticed. If you want to be ridiculed, ask someone at a hockey game “Which quarter are we in?” And most egregious of all, what about someone on the water who yells “Stop rowing!”

When I was in my first year of coxing, I worked hard to learn the special commands and words that I needed to use on the Connecticut River. My coach explained that every command has three parts–the information, the preparation, and the action. So a coxswain says, “All eight on the paddle from the catch, ready, row!” “Bow pair drop out, in two, one, TWO!” Coxswain who skip a step will quickly find themselves unpopular. There is, of course, one exception–“Way enough!” It never has a preamble.

Those of us who rowed on teams are justifiably proud of the vocabulary we learned way back when. One of the keys to belonging to a tribe is knowing its language. When I’m around rowing people, “Way enough” slides out of my mouth in all kinds of situations: “I don’t need that much gin in my G&T”; “You can stop badmouthing our competitors”; “Easy on loading up the bacon on my cheeseburger.”

But what about when we long-timers encounter people new to the sport? People who say “Stop!” or talk about their “left oar” or “the end of the stroke?” It’s hard not to wince in lexicological pain, but good manners demand that we don’t jump down that newcomer’s throat. So we say, “Oh, you mean starboard?” (pronounced star-berd) and say “cox-in,” not rhyming it with wayne. Be kind; they will catch on.

Then there are those unfortunate souls who continue to talk about the “paddles” they use, even after you have offered, “Can I carry your oars down for you?” That may be an unforgivable sin. I like to get a bit didactic and point out that in rowing “paddle” is strictly a verb. I tell them that one summer at the Olympic Training Center the rowers were sharing space on and off the water with kayakers. They were super bummed out when they found out that for us a “paddle” is a very light workout, with no effort.

I may smile inwardly when a friend talks about “the glide” of the stroke, but mostly I’m happy that this new rower has found the pleasure and the beauty of our sport. Would I recommend taking a look at a glossary of rowing terms? Of course I would. The language of rowing is economical and logical. It is tailored to help us to communicate effectively. So the next time a new sculler at your club says, “Are we taking out a one or a two?” don’t jump down the tyro’s throat. Reply, “a double, and you are in the bow.” Be charitable. Welcome newcomers into rowing. Be like my summer boat club friend Ken who makes it a mission to get everyone he meets to try rowing. 

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Novices have so many aspects of their stroke that need improvement coaches are sometimes tempted to try to fix them all at once. But one correction at a time is all most beginners can usually handle because nothing for them is routine.

I personally like to work on one aspect of the stroke for a sustained period of time. Then I focus on that aspect with everyone. What’s good for one rower is most likely good for the whole boat. (And since new rowers mostly fear catching a crab and all that entails, I tend to teach the finish first.) Start by giving your explanation in the boathouse or on the erg.

Be sure your rowers understand what you are saying and why it needs to be done as you describe it. This way, when you offer a correction they will be clear about your reasons for it. Be patient and limit your remarks to as few as possible, and try to keep your athletes rowing without stopping for corrections.

Instead, discuss what you have seen and what they should be doing after practice. Keep the chatter on the water to a minimum. Your rowers need time to think and find the correct motions while on the water—more time rowing leads to faster mastery.

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Successful coaches possess a clear understanding of what the rowing stroke should look like. They picture it in their mind. It is the fundamental, necessary first step to teaching others. Only a coach certain of what an athlete should do can help them develop correct technique. One coaching message may still yield multiple rowing interpretations but muddled coaching messages are guaranteed to produce multiple, often incorrect, rowing interpretations. 

The laws of physics determine the basic parameters of the stroke. These are widely agreed upon and readily found in any book or video of highly successful rowing. Style, on the other hand, is a particular approach to the stroke and in this there is great variety and, often, corresponding confusion.

When it comes to style it is less important which style is the absolute best and far more important that the style doesn’t interfere with the fundamentals of rowing and, generally, that the crew row the same style together. Adhering to the basic laws of physics, coaches should develop their own technical picture/shape of the stroke. This is picking their style. This includes the desired rhythm too. The technical stylistic considerations are many:

• Drive the legs, back, and arms sequentially or simultaneously?
• Pause at the release or not? If so, at race rate or only lower rates?
• Keep recovery speed consistent or accelerating?
• Square over the toe, as part of the entry, or allow the water to complete the squaring?
• Inside arm straight or bent?
• Wrists flat or arched?
• Bodies centered over keel or turning into the riggers?

There are fast athletes who do all of these things. This fact alone proves that none of these considerations will ultimately limit the effectiveness of the chosen stroke cycle.

To determine a preferred style, imitate with understanding. Coach what others do successfully but know the difference between their substance and style. Coaches do not need to reinvent the proverbial wheel so long as they understand how the wheel works. An additional consideration is that both coach and athletes must feel comfortable with the desired stroke mechanics and rhythm. If disagreement exists, progress will be fundamentally limited. A final criteria is that the preferred stroke should be one that the athletes can learn. There is no sense in asking young athletes to attempt something well beyond their developing capabilities or asking those with a different body shape to imitate Olympians. Coaching skill begins with knowing what to teach and continues with knowing how to do so and adapting the coaching to fit the athletes.  

With a clear picture of what to teach, buy in from the athletes, and a little time, a coach can dramatically improve their rowers’ skills and boat speed.

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