Recently I was working with a number of coaches on a level 1 coaching course for Rowing Ireland. The task at hand was for the coaches to identify technique errors in videos of rowers of different abilities and age categories. Much to my delight, all the coaches present could spot technical errors in rowers from collegiate to high performance rank. However, when I asked the coaches "how do you structure your coaching intervention?", they were stumped. Even though they could identify errors, they were slow to propose their intervention. This is where the task lead us, so lets take a look at how I prepare my own interventions. Hopefully its something you find useful.
Task Complexity
Before we delve into the specifics of the intervention, it may be beneficial to first do a short analysis of the types of errors we see. Looking specifically at on water rowing, I like to breakdown errors into three categories:
- Gross Motor Control
- Fine Motor Control
- Intellectual Challenge
Typically when I see movement pattern issues, they can fall into the gross motor control category. An error in this category might be something along the lines of poor definition between hands-away, reach, and slide movement. In this instance the timing of the three movements or sections in the recovery is merged into one movement. This is more of a gross motor control issue because the rower simply needs some discipline in the timing of their body part movement through each phase of the recovery. Comparatively, if catch precision was in questions, evident by "skying" at the catch, this would require fine motor control improvement. Here, small improvements at the shoulder joint would bring the handle up-out of the boat and blade into the water at just the right time. Finally, the technical error may present itself as a misinterpretation of the goal, or a misunderstanding of a key concept I want the rower to grasp. Rhythm would be a good example of something that could be misunderstood. This may need more explanation rather than a drill or exercise.
Coaching Eye Focus
Once I have used my coaching eye to spot the errors, I then need to prioritise my intervention. Which issue should be tackled first? When coaching a crew boat I typically categorise my options into the following:
- Crew based interventions
- Drive Phase
- Recovery Phase
- Individual interventions
- Drive Phase
- Recovery Phase
A crew based intervention will be prioritised when the individual errors are minor, not having a major impact on boat performance, but still need addressing eventually. For example, feather and square technique of one rower takes a back seat to the synchronicity of all eight rowers. On the other hand, the individual intervention will be prioritised when the athlete is at risk of injury or is unsafe, or his/her technique is just so disruptive to the rest of the boat that it cannot be avoided. As you can see, whether crew or individually based, each strategy has a recovery or drive phases focus. This helps me separate error further.
Find the Right Starting Point
I need a good starting point. I have to be able to see where the rower is right now, where I want to get them, and how I am going to get them there. My starting point helps me achieve this. If I begin with an intervention that is too advanced, I will not be effective. If I begin with an intervention thats too easy, I will not be effective. So the level I approach the problem has a big impact on the outcome in my opinion.
Furthermore the problem could have multiple layers. I may see a sign relating to a bigger issue. So I have to tackle these issues one at a time in a scaffolded approach. Otherwise, I may end up coaching the same error over and over. The body is a complicated system so its not always an easy step by step process. Although, once you get familiar with which errors are the product of smaller issues, you get better at finding the right starting point. For example, balance is always a hot topic for coaching, and coaches can dwell on coaching balance. From my perspective, balance is the outcome of a process. The process to achieve balance requires fine and gross motor control. It can also be effected by the individual or team error. Further, a low rowing IQ or technical comprehension can hold a rower back from executing the process correctly.
Feedback and Checking for Understnading
Feedback is an essential part of the coaching process. We can give feedback in the form of knowledge of results or knowledge of performance, and accompanying this are the many types of feedback i.e. internal or external. Probably of most importance is that the feedback has to be memorable. Generic, shallow, or vague feedback can be hard to hold on to. For example, "good job with the squat technique Johnny!" Here, the sqaut technique might be good, but why not shine a light on a specific part of the technique? "Johnny nice work keeping your core engaged with good control of your hips at the bottom of your squat, keep doing that." This is a far more tangible and structured dose of feedback compared to the original example.
Alternatively, we can assume the athlete gets it, but what if they only get the jist of it and not the key point? This is why its important to check for understanding. Open and closed questions are good for this. For the shy, younger athletes who hate public speaking or being in the spotlight, closed questions offer a 50/50% chance of being right, and can be used to set the athlete up for success. This will in turn create a comfortable environment during team talks, and help build confidence in athletes. Open questions are great for the more experienced athlete with good knowledge of the sport, and a decent training age. Do not use leading questions because they defeat the purpose of checking for understanding where the right answer is in the question.
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Trying to practice what I preach, its important I check for understanding with this blog! Let me know if the message lands, or if you have any questions about how I might tackle issues you are encountering with your rowers - I would be happy to help!