How rowers and crews learn

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How rowers learn

If a rower exercises self-direction to master a new rowing technique and takes responsibility for doing so, they will learn much faster. Four maturity stages can be distinguished for this level of self-direction.

Stage 0 - Limited

A rower who takes no ownership of their rowing technique is focused on everything except the technique itself. Consequently, it will not improve. There are also rowers who simply want to row without all the noise from the bank. Finally, during fatigue, it can happen that attention can no longer be devoted to rowing technique—so-called zombie rowing.

At this stage, it is up to the coach/instructor to determine whether the rower is fundamentally willing to take ownership. Only then is coaching and/or instruction relevant. 

Stage 1 - Compliant

In this situation, the rower relies entirely on feedback from the bank. If that feedback disappears, the rower takes no ownership. If feedback is present, they succeed. There can be two reasons for this; specifically, the rower: 

1. wants to take ownership, but does not know exactly what to do;
2. is not yet accustomed to taking ownership of their own rowing.

In the first case, it is essential for the coach/instructor to teach the rower how to gather self-feedback about their rowing. The use of rowing rules and focus can be very helpful here. Simultaneous learning is also an important skill that the rower must possess. This stage may need to be repeated for every new stroke error.

In the second case, it is important to motivate the rower to row with a good stroke technique. It is also helpful to stop giving direct feedback and instead ask the rower how they feel their rowing is going. If their assessment differs from that of the instructor/coach, discuss it together. 

Stage 2 - Forgetful

In this situation, the rower is able to monitor their rowing technique using self-feedback. They know for themselves when they are rowing well and when they are rowing poorly. A reminder from the bank, such as "check your catch" or "check your extraction", has an immediate effect on their stroke. Unfortunately, that effect fades away after a while, requiring another reminder to keep rowing well. Their rowing technique thus remains dependent on the presence of coaching/instruction.

In this case, it is helpful for the instructor/coach to address this explicitly. Point out that whenever you ask for a correction, you get a response, but you always have to ask for it. Ask the rower why they think that happens.

Stage 3 - Autonomous

At the final stage, the rower has full ownership over their rowing technique. They no longer require feedback from the bank, but are capable of monitoring and adjusting their technique independently. This results in a high percentage of 'good' strokes, allowing the (new) rowing technique to consolidate into muscle memory. 

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Self-coaching for rowers

At most general rowing clubs, it is uncommon to have a dedicated coach. The few available coaches supervise competitive crews, leaving many recreational crews rowing uncoached. Yet master crews rowing without coaching still genuinely need guidance to improve their stroke. This is where self-coaching comes in. While frequent and high-quality coaching offers clear added value, rowers do not strictly need a coach present every session. Once a rower knows what can be improved, they can coach themselves! This works through the following steps.

1. Choose the improvement

Ask yourself what you want to improve in your stroke and why that matters to you. This motivation helps build the determination needed to alter your stroke movement. 

2. Determine your focus

Ask yourself how you can hear, see, and feel that you are executing the correct rowing movement. Choose where to direct your attention; this is called focus. Establish a clear distinction for yourself between the ingrained movement and the new movement.

3. Expanding the movement workspace

When expanding the movement workspacet, you perform an action far outside the regular stroke movement. The correct variation of the movement is strongly exaggerated. This signals to the muscles that a new movement is being introduced, stimulating the learning process. It then becomes much easier to make subtle adjustments to the stroke. 

4. Transfer

Ensure that a transfer occurs from the extreme movement back into the standard stroke. This process, called transferring, is achieved by rowing regular strokes with the proper focus. For further reading, see the underlying article on how muscles learn.

Use the grandstand stroke

Rowing with the grandstand stroke is a great way to ensure the new rowing movement sticks. Addressing multiple improvement points simultaneously can be done using simultaneous learning.

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How crews learn

When every rower takes responsibility for their own stroke, crew dynamics remain to be addressed. This concerns how crew members interact with one another and should be viewed separately from crew errors.

Synchronization

It is worth examining how crews that row in sync achieve that unity. Two key aspects are relevant here, each consisting of two possibilities. 

Single-level synchronization	The rowers are able to row together at their preferred force, rhythm, and stroke rate.
Multi-level synchronization	The rowers are capable of rowing together across any force, rhythm, or stroke rate.
Static synchronization	Rowers row together so often that their strokes are ingrained identically.
Dynamic synchronization	Every rower adjusts every single stroke to what the crew and boat need in that moment to stay in sync.

Stroke seat and crew

Observations can also be made regarding the relationship between the stroke seat and the crew. Central to this is the degree to which the stroke seat maintains control of the boat.

Hanging on the stroke	Signaling to the stroke seat that you cannot or will not follow by:
	1. dragging the tempo;
	2. failing to follow rhythm;
	3. failing to match rate increases;
	causing the stroke seat to lose control over tempo and rhythm.
Following the stroke	Helping the stroke seat 'steer' the crew by:
	1. matching the stroke in power and rate;
	2. matching the stroke in rhythm;
	supporting the stroke seat in tempo and rhythm.
Rushing / Pushing	Forcing the stroke seat's rate up by:
	1. being too slow off the finish and compensating on the slide;
	2. rushing the catch ahead of stroke;
	forcing the stroke seat to increase rate and/or lose rhythm control.

Individual contribution of each rower 

Finally, it is valuable to establish the extent to which each rower contributes to the (improved) rowing of their crew. Here, two possibilities exist.

Motivating the crew	Rowers who row in sync and support the desired rowing technique motivate their crew.
Frustrating the crew	Rowers who fail to do so frustrate their crew.

Naturally, every rower has off moments. Keep those lapse moments to three strokes at most. It is also important that a rower does not hide behind others: ensure that during the recover, they are the last to touch the water with their blade.

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How muscles learn & simultaneous learning