When Miah Sosenheimer received what she initially thought was a scam call inviting her to join a sport she had never seriously considered, she had no idea it would redefine her athletic identity. That call from University of Indianapolis triathlon coach Doug Robinson came just weeks before her freshman year, offering her a chance to continue competing after her high school swimming career had ended.

"I've always had an identity as an athlete," Sosenheimer explained. "I like to challenge myself. I liked the thought of going out and trying something new."

This story captures the essence of college triathlon's unique challenge: building competitive teams in a sport most recruits have never tried. As the NCAA's newest emerging sport for women, triathlon represents both an opportunity and a puzzle for athletic administrators looking to expand their programs.

The Recruitment Reality: Finding Athletes in a Sport Without High School Teams

The numbers tell the story of triathlon's rapid growth. Since the NCAA added women's triathlon as an emerging sport in 2014, more than 40 schools nationwide have launched programs. Yet UIndy remains Indianapolis's only college triathlon team and one of just two in Indiana.

The fundamental challenge? Most high schools don't have triathlon teams.

Coach Robinson's recruitment strategy focuses on what he calls "high-achieving athletes willing to learn new disciplines." Rather than seeking triathlon experience, he targets swimmers, runners, and cyclists who demonstrate adaptability and competitive drive.

"Most recruits come from single-sport backgrounds," Robinson explained. "That means I have to teach 2/3 of the sport to most athletes."

Sosenheimer exemplifies this approach perfectly. As an accomplished swimmer with minimal running experience and even less competitive biking background, she represented the typical recruit profile. The key wasn't her triathlon experience—it was her willingness to fail and learn in pursuit of athletic excellence.

Building Team Culture in an Individual Sport

Perhaps the most intriguing aspect of college triathlon is its paradoxical nature. Athletes compete individually across three disciplines—a 750-meter swim, 20-kilometer bike ride, and 5-kilometer run—but team scoring creates collective success metrics.

Graduate student Katie Dolen, the team's veteran with eight years of triathlon experience, captures this dynamic perfectly: "It's an individual sport, but you don't feel alone."

Robinson's coaching philosophy centers on "multiple paths to the same team goal." He tailors workouts to each athlete's capabilities while ensuring no one gets left behind. For example, experienced swimmers might complete more laps, but Robinson times sessions so everyone starts and finishes together.

"It's the commitment to the goal or the outcome as a team," Robinson said, "but knowing that there's going to be multiple different paths to get to that space."

This approach proved successful in UIndy's inaugural season, with the team placing 20th out of 39 teams at nationals—a remarkable achievement for a program that had just two months to prepare.

Managing the Learning Curve: High Achievers in Unfamiliar Territory

Building a triathlon team means putting accomplished athletes into situations where failure is inevitable. Robinson's recruits typically excel at one discipline but struggle with the other two, creating frustration that requires careful management.

"High-achieving young ladies, as a general rule, don't like to fail at things," Robinson observed. "You're putting them into a space where there's going to be lots of frustration and failure."

The daily training schedule reflects this challenge: two to three practices per day, including morning swims, afternoon bike rides or runs, plus the dreaded "brick" sessions—bike rides followed immediately by runs. Add weight training, team meetings, and community service, and the time commitment becomes substantial.

Robinson's approach during difficult moments? "There were a few times I'm like, 'Don't quit on me.'"

But this intensity serves a purpose beyond immediate competition. The learning curve teaches resilience and adaptability—qualities that extend far beyond athletics.

Creating Sustainable Athletic Development

Unlike many college sports that end with graduation, triathlon offers lifetime participation opportunities. Some athletes compete well into their 70s and 80s, and a 2012 study showed Ironman triathletes over 40 still improving their race times.

This longevity changes how coaches and athletes approach development. Rather than focusing solely on four-year competitive windows, triathlon programs can emphasize sustainable training patterns and long-term health benefits.

"I think I'll do triathlons until my body gives out," said junior Nadia Beran, who transferred to UIndy this year. "I just love it, and I'll do it until I stop loving it."

For graduate student Ainsleigh Cardone, the sport has become transformative: "It's become a part of me."

This perspective influences program goals. UIndy aims for top-five Division II placement at 2025 nationals—ambitious but achievable given their first-season success and growing experience base.

Practical Implementation: The Day-to-Day Reality

Starting a college triathlon program requires significant logistical coordination. UIndy's model offers insights for other institutions:

• Partnership with Geist Waterfront Park for swimming and open-water training
• Campus-based cycling routes and indoor training facilities
• Integrated strength training and recovery programs

• Individual sport requiring substantial personal gear investment
• Bike maintenance and safety training protocols
• Pool access for year-round swimming development

• Multi-discipline expertise or collaborative coaching models
• Understanding of transition training ("brick" sessions)
• Ability to develop athletes across skill disparities

Robinson had just two months to assemble his inaugural team—a compressed timeline that highlighted the importance of having systems in place before launching.

Overcoming Initial Challenges

The most telling insight from UIndy's experience is how team culture develops despite individual sport dynamics. Sosenheimer's perspective captures this perfectly:

"Nobody feels like they have to be here, or like they're forced to be here. We get to be here."

This voluntary commitment, combined with shared struggle and mutual support, creates bonds that transcend individual achievement. When athletes encourage teammates through difficult training sessions or celebrate personal breakthroughs together, the individual sport transforms into a collective journey.

Key Takeaways for Athletic Administrators

Building a successful college triathlon program requires:

1. Recruitment focused on adaptability over experience - Target accomplished single-sport athletes willing to learn
2. Coaching expertise across multiple disciplines - Develop systems for teaching swimming, cycling, and running fundamentals
3. Facility partnerships - Secure access to pools, safe cycling routes, and open water venues
4. Long-term development perspective - Emphasize lifetime sport benefits alongside competitive goals
5. Strong team culture foundation - Create support systems that transform individual struggles into collective growth

Looking Forward

As college triathlon continues expanding, programs like UIndy's provide valuable blueprints for success. The sport's unique combination of individual challenge and team scoring creates opportunities for athletes seeking continued competition beyond traditional high school sports.

For athletic directors considering triathlon programs, UIndy's journey from startup to nationals contender in just two seasons demonstrates what's possible with the right coaching approach, recruitment strategy, and institutional support.

The sport's growth trajectory suggests more opportunities ahead, both for schools seeking to add women's athletics programs and for student-athletes looking to discover their next competitive challenge—even if it starts with what seems like a scam phone call.