A Google search of her name will yield far more than science teacher Yukako Kawakatsu’s teaching career.

Because of this, many students know her not only for her expertise in teaching stoichiometry or ecology, but also for her history in rugby — a full-contact sport of strength, speed and strategy.

“I started playing rugby when I got to college, and I spent my first year at UCLA,” Kawakatsu said. “I kind of fell into it by accident, to be honest.”

Kawakatsu played basketball and ran track in high school, but decided to immerse herself in rugby at her first college club sports fair.

“I thought I was going to die at the first two practices,” Kawakatsu said. “They were spent entirely on full-field sprints, and it was the most intense workout I’ve ever had.”

However, her opinion on the sport changed when she was taught how to tackle at the third practice.

“Feeling the adrenaline, the community in rugby … that’s how I got hooked,” Kawakatsu said.

Kawakatsu spent her first year — or “rookie year” — in rugby with an experienced team, alongside players who were in their third or fourth year. With her height and speed, she had the opportunity to play among competitive players.

However, this environment also made her nervous.

“I used to drop the ball all the time because of my nerves, and if you drop the ball in rugby, it’s called a ‘knock-on’ and it’s a turn-over to the other team,” Kawakatsu said. “Well, I would knock the ball on all the time, and all the other players would be like, ‘You’re okay, you’re okay, forget about it, you’re fine!’”

Eventually, Kawakatsu received help — but didn’t realize it at first.

“This girl Shannon, a fourth-year, would start pulling me off to the side during warm-ups, and would tell me, ‘Hey, come warm up my hands with me!’ and we would just throw the ball back and forth to each other,” Kawakatsu said. “She passed it off as her needing my help. But later, I finally realized in my fourth year as captain that it was never about her, it was about me and how I dropped the ball all the time!”

According to Kawakatsu, this is standard protocol for reaching out to new players.

“You don’t make it about them; you have to ease their anxiety, so you say, ‘I need help, but let me sneakily help you,’” Kawakatsu said. “It’s just so interesting how, in two years, my perspective totally flipped, from being the rookie to the captain.”

Kawakatsu said she believes that experience is most essential to growth.

“Rugby can be really confusing, with all the hand signals and the things happening on the field, but the best way to get better is to just play,” Kawakatsu said.

Even in the classroom, Kawakatsu’s background in rugby continues to have an effect on her. According to her, it shines through in her teaching style and personality.

“I’m loud, and I’m not super sarcastic, but I do have a bit of sarcasm in me,” Kawakatsu said. “Mostly, I like to have fun. I want people to be motivated and focused, but I don’t mind a little banter back and forth.”

Kawakatsu said she still believes in teaching at a high level and setting high expectations, but expects her students to live up to them.

“I’m strict, and I may grade hard, but I’m fair,” Kawakatsu said. “I’ll set high expectations, but I’ll definitely help my students meet those expectations.”

Ultimately, Kawakatsu wants her life to be “more full of laughter than worry.”

“I really appreciate it when I’m surrounded by people who know how to have a good time and have a perspective on life that’s really positive,” Kawakatsu said. “It’s just a really good thing to have a lot of laughter in your life.”