New Zealand Junior Rowing: Why do the same schools always excel? – Part Two

In Part One, we outlined a few reasons why the same schoolboy and schoolgirl rowing programs keep seeing success on the New Zealand junior circuit. We will share further reasons here, notably, school culture and the inherent, generational support from parents and coaches alike.

Top Performers Recruit the Best Talent

The success of top-performing schools, particularly in rowing, has a substantial impact on the recruitment of athletes, especially those from smaller or less established programs. Schools with a rich history of achievement, such as Hamilton Boys’ High, are able to attract athletes seeking an environment conducive to developing their sporting talents (IvyWise, 2024). These schools, renowned for their excellence in rowing as well as other sports like rugby, offer superior coaching, facilities, and a competitive environment that appeals to ambitious athletes. The reputation of such schools as sporting powerhouses serves as a key factor in the decision-making process for both students and parents.

When choosing schools, parents with children who demonstrate a strong interest in athletics often seek out institutions with a proven track record in competitive sports (Pondiscio, R, 2017). This tendency is particularly evident in sports-focused schools, where the legacy of success becomes a significant draw. In the case of Hamilton Boys, this tradition of sporting excellence, spanning multiple disciplines, contributes to the school’s ability to attract talented athletes who are eager to build upon their existing potential. The school’s longstanding success in both rowing and rugby further amplifies its appeal, drawing students who are not only committed to athleticism but are also motivated by the opportunity to compete at the highest levels.

The impact of this recruitment dynamic is particularly noticeable in novice categories, where younger athletes, often from smaller schools, are drawn to the opportunity of joining a program with a history of achievement. This recruitment model may explain, in part, why well-known schools like Hamilton Boys’ High continue to excel in novice events. Athletes entering such programs early on benefit from the established systems and traditions of success, which provide them with the tools to perform at a high-level (Guettler, J. H., 2024). However, this trend also highlights a disparity in the competitive landscape. Smaller schools, which may lack the resources and infrastructure of elite programs, struggle to retain their talented athletes as they are lured by the promise of a more competitive and resource-rich environment NCSA. (2019). As a result, the concentration of talent at historically successful schools can make it increasingly difficult for smaller schools to remain competitive, creating a cycle that further entrenches the dominance of top schools in the sport.

School Culture

The culture surrounding rowing at a school plays a significant role in shaping the success of its teams, particularly at schools where rowing is a key component of the institution’s identity. Top-performing schools such as Rangi Ruru, and Waikato Dio foster a culture of excellence that extends beyond athletic performance to become part of the school’s overall ethos. These schools not only allocate substantial resources to their rowing programs ensuring access to high-quality coaching, facilities, and support but also create an environment where success is deeply embedded in the school’s history. This strong tradition drives motivation among students and athletes, reinforcing the importance of rowing as part of the school’s sporting and academic culture (Tipps, B., 2022).

However, a notable challenge faced by rowing programs at many schools is the attrition rate of athletes as they progress through the age categories. In Aotearoa New Zealand, the transition from U15 to U18 in rowing is marked by a significant drop in participation, a trend that is not unique to rowing. While the national average drop-out rate in sports between the ages of 14 to 18 is 20%, rowing sees a much steeper decline, with a participation drop rate of 70%. Many athletes, though enthusiastic at younger ages, often quit the sport by the time they reach senior levels (Klinkenberg, S., 2024). This natural decline is compounded in schools with a well-established rowing culture, where the sport’s prestige attracts a larger influx of novice rowers in the younger age groups. The advantage here lies in the initial depth of the talent pool. With a larger number of athletes starting in the sport, even if some eventually drop out, there is still a significant group remaining to form competitive crews. This ensures that these schools maintain strong teams and depth in their squads.

In contrast, schools with less of a rowing culture or history may face greater challenges in recruiting and retaining rowers (Walters, S. R., 2017). As these schools lack the same level of tradition and prestige, they tend to have smaller starting groups at younger levels, making it harder to maintain the depth needed for competitive teams. The limited number of athletes in these programs often results in reduced squad sizes and less overall competition for spots, weakening the overall strength and performance of the team. Without the same institutional support and cultural focus on rowing, these schools find it difficult to build a consistent pipeline of talent, which can limit their ability to compete with schools that benefit from a larger initial pool of rowers and a robust, established rowing culture (Walters, S. R., 2017).

Coaching and Training Environment

The quality of coaching and the structure of training programs are integral to the success of any rowing program, particularly at schools with a rich history of excellence. Experienced coaches, often with national or international backgrounds, bring both technical expertise and the ability to inspire and mentor athletes. Schools like Christ’s College and Kings college greatly benefit from having experienced coaches on their staff. For example, in 2020, Christ’s College had one of its most successful years at the Maadi Cup, largely due to their recruitment of Olympic champion Will Satch as a coach. His expertise was complemented by the help of Tony Connor, renowned for his Olympic coaching success, including coaching the men’s eight team that won gold at the Tokyo Olympics. These experienced coaching figures play a crucial role in shaping the success of the rowing programs at this school.

King’s College has seen a significant rise in the success of its eight programs, particularly with their dominant performances in sweeping events at the North Island Club Championships. A key factor in their success is the recruitment of Mike Hasselbach, a former South African Olympic rower who competed in the 2000 Olympics. In addition to Hasselbach, the program was initially revived by Brendan Boreham, whose efforts in 2019 kick-started the dream of reintroducing the eight into the school’s rowing program. Brendan left for Epsom Girls in 2022. 

Access to superior training facilities is another factor that strengthens the rowing programs at top-performing schools (Grierson, J., 2024). These schools often boast state-of-the-art equipment, including Olympic-standard boats, ergometers, and well-maintained boathouses, as well as access to prime training environments like calm waterways. For example, schools like Hamilton Boys’ High have the advantage of training on the Waikato River, where rowers regularly practice in upstream conditions, building strength and technical advantages. Similarly, St. Peter’s Cambridge rowers benefit from training on the world-renowned Lake Karāpiro, a location where regattas are held in the North Island. Christchurch’s Christ College also has a unique program that moves rowers to Lake Ruataniwha, where they combine academics with intensive rowing training. This specialized environment allows students to focus on their athletic development while maintaining their studies, creating an optimal setting for success in both areas. The Guardian stated, “Wealthier schools with greater resources have a clear advantage in developing elite rowers due to superior training facilities and support systems. A recent analysis found that 52% of Team GB’s rowing squad for the Paris Olympics came from private schools, emphasizing how access to state-of-the-art equipment, dedicated coaching, and structured development pathways contribute to long-term success in the sport” (Grierson, J., 2024).

In contrast, schools located in areas with less favourable conditions, such as Wellington, often face limitations on time spent on the water due to weather constraints. These schools must rely more on indoor training, which can hinder the development of the skills necessary to compete at the highest levels. The disparity in resources and conditions further highlights the competitive advantage enjoyed by schools with strong rowing traditions and well-funded programs.

The Variation of Winners in Smaller Boat Classes

Small boat classes in New Zealand junior rowing provide a distinct contrast to the dominance of the same schools often seen in larger boat events, highlighting the diverse range of winners that emerge in these races. Unlike big boat events, which require much greater depth in team coordination, coaching, and resources, small boat events such as single and double sculls rely more heavily on individual talent. The reduced need for extensive infrastructure in small boat categories creates a more level playing field, allowing athletes from schools with fewer resources or smaller rowing programs to excel. This enables talented individuals to shine without the institutional advantages that typically influence success in larger boat events.

A key factor in the success of smaller schools in single and double sculls is that these events do not require the same depth of athletes. While having depth can certainly aid in developing rowers for top spots, it is not a prerequisite for success in small boat categories. The ability to train and perform as an individual, rather than as part of a larger team, allows athletes from less dominant schools to compete on equal footing with those from more established programs. The lack of a need for a full team infrastructure means that smaller programs can focus on cultivating their top individual rowers, who can then compete at the highest level, even against schools with a greater history of success in team events. an example of this is Veronica Wall’s performance at Maadi in 2016 is a remarkable example of individual dominance, especially for someone from a smaller school like Ashburton. Winning the U16, U17, and U18 singles in the same regatta.

The diversity of winners in small boat events not only contributes to the dynamic nature of school rowing but also serves as a testament to the inclusive nature of the sport. These categories emphasize individual skill, resilience, and adaptability, and are an avenue for talented rowers from smaller schools to gain recognition and further opportunities. Success in events like the U17 and U18 single sculls can catch the attention of selectors, providing a pathway for these athletes to compete at regional, national, and even international levels. As such, small boat categories are crucial in ensuring that talent is identified and nurtured across the entire rowing community, irrespective of a school’s historical dominance in team events.

Perspectives and Interviews

The insights provided by coaches reveal the multifaceted approach to rowing success at top New Zealand schools. A coach from a leading school emphasized the importance of adapting training methods to continuously evolve. “Rowing is a sport of technical precision and adaptability,” they explained. “We are always learning from our rowers and fine-tuning our approach to ensure that each athlete is performing at their absolute best. It’s not just about physical strength; it’s about adapting to the conditions and maximizing the unique strengths of each team.” This flexibility is also reflected in how leadership is fostered within the team. Strong leadership is key to building team cohesion, with captains and senior athletes guiding younger members, setting expectations, and ensuring the team dynamic remains positive. According to another coach, “The key to long-term success is not just winning, but consistency. You need to ensure that your program is sustainable year after year, with solid recruitment, well-organized training, and most importantly, creating an environment where athletes want to stay and develop.”

Parents also play a vital role in the success of rowing programs, offering both support and perspective on the pressures involved. One parent noted that investing in their child’s rowing journey was essential, stating, “Rowing is not a cheap sport, but we believe in the benefits it provides. The discipline, teamwork, and resilience our child gains through rowing are invaluable.” Despite the financial and time commitments, parents recognise the long-term value of the sport. This investment is often accompanied by a sense of pride and responsibility, as parents navigate the pressures of high expectations. As one parent shared, “We see how much our child puts into the sport. There’s a sense of responsibility to live up to the expectations of the school and the rowing community. At the same time, we try to remind them to enjoy the journey and not just focus on the outcome.”

The combination of coaches’ expertise and parental dedication creates a dynamic environment in which rowers are supported, challenged, and motivated. Coaches foster a culture of excellence by focusing not only on physical conditioning but also on mental resilience and leadership development, while parents provide invaluable support and encouragement. Together, they contribute to a system where success is not only about winning but about sustaining long-term growth and creating a positive experience for athletes both on and off the water.

Conclusion

In summary, the dominance of certain schools in New Zealand rowing can be attributed to a combination of historical legacies, parental influence, scholarships, school culture, and superior coaching and resources. These factors collectively create an environment where success is both cultivated and sustained over time. However, this concentration of success also raises questions about fairness and accessibility. While tradition and excellence are integral to the sport’s identity, there is a growing need to ensure that rowing remains a sport where talent and hard work can thrive, regardless of a school’s resources or reputation. As the landscape of school rowing continues to evolve, it is crucial to reflect on how to balance tradition with inclusivity. Should New Zealand rowing place greater emphasis on equity, or is it the responsibility of schools and communities to rise to the challenge? The answer may ultimately shape the future of school rowing and the values it represents.

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