AMERICAN ROLE OF PREPARING FOR SKILL TEAM PLAY OFF-ICE THE COACH THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES MODEL

The USA Hockey Coaching Education Program is Presented By

A Publication Of The USA Hockey Coaching Education Program CEP CEP Level 2 Manual AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL

Director, Coaching Education Program Education Coaching Director, Mark Tabrum Level 2 Manual 2 Level Education ProgramEducation USA Hockey Coaching Hockey USA AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL Cover: Cover: Ausec Dana Edited: Doyle Joe and Brennan Dan Newberry, Ty MacMillan, Mike Mark Tabrum, No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, any or by form in any or transmitted, system, retrieval in a stored reproduced, part be No of this may publication Bob 1775 or otherwise, recording, without Hockey, the of USA prior permission photocopying, mechanical, electronic, 80906. Springs, CO Colorado Drive, Johnson ALL RIGHTS RESERVED Copyright © 2014 USA Hockey USA 2014 © Copyright AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 16 87 25 46 80 114 164 ...... 1 ......

Preface ...... iv Acknowledgements...... iv Hockey is USA This ...... v Program Education Coaching Hockey USA ...... vi Chapter 5 Chapter the for Planning Season ...... 17 6 Chapter Plan Season a Developing ...... 21 Chapter 1 Chapter Evaluation & Selection Player ...... 2 2 Chapter Instruction Effective for A Model ...... 7 3 Chapter Effectiveness of Coaching Evaluation ...... 10 Management 4 & Bench Chapter Room Locker Preparation: Day Game ...... 13 Chapter 7 Chapter Model Development American ...... 26 By Age Practice 8 Chapter Your Modifying & Development: Growth ...... 40 Chapter 9 Chapter Control...... Puck 47 10 Chapter Shooting ...... 57 11 Chapter Checks Contact Body Stick and ...... 70 Chapter 12 Chapter Goaltending ...... 81 13 Chapter of Play Concepts Basic ...... 88 14 Chapter Play Offensive Positional ...... 93 Play 15 Chapter Positional Defensive ...... 102 16 Chapter Control Gap ...... 106 17 Chapter Dry Training Land ...... 115 18 Goaltenders...... for Chapter Dry Training Land 142 19Agilities Chapter & Plyometrics ...... 158 1 Appendix Forms ...... 165 2 Appendix Plans...... Practice Sample 186 3 Appendix Readings Suggested ...... 212 4 Appendix References...... 214 Section 1 – ROLE OF THE COACH ROLE – 1 Section INTRODUCTION Contents Section 3 – AMERICAN DEVELOPMENT MODEL AMERICAN – 3 Section DEVELOPMENT Section 2 – PREPARING FOR THE SEASON PREPARING – 2 Section Section 4 – SKILL SKILL – 4 Section DEVELOPMENT Section 5 – GOALTENDING – 5 Section Section 6 – TEAM TEAM – 6 PLAY Section OFF-ICE – 7 Section TRAINING APPENDICES – 8 Section AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL iv | Preface | Glenn Glenn Olson Doug Palazzari Peterson Dave Alison Raines Scherer Ray Seefeldt Vern Dr. Skibin Ron Jim Smith Jack Stoskopf Sullivan Kevin Bill Switaj Mark Tabrum David Temkin Rick Trupp Matt Walsh Jack Witt Doug Woog Ernie Ernie Ferrari Tim Gerrish Bob Gillen Alan Godfrey Sam Greenblatt HoffDave Johannson Ken Christian Koelling Lichtenberger Mike MacMillan Mike Joe Mallen B. Dr. Pat Maloy Jeff Marten Bob McCaig Ed McGonagle Bob McMann John Mickler Newberry Ty Bob O’Connor USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA

the sport itself. coaches’ qualifications as well as their coaching education background. practical, age specific, and user friendly. Dr. Alan Dr. Ashare Asplund Ken Bill Beaney Belmonte Val Al Bloomer Dan Brennan Larry Bruyere Blase Burkhart Bill Corbo, Jr. Matt Cunningham Dagdigian Steve Paul Davern Nick DeMarco John DiNorcia Joe Doyle Durkin Dave Dick Emahiser Dan Esdale Joe Exter

2. 2. The experience a will player gain through participation in ice is hockey directly influenced by the 3. The curriculum, materials, and manuals of the coaching education program must be simple, kept 1. 1. Quality coaching is the single most important factor in the of development our athletes as well as We We wish to thank the following individuals for their assistance and contributions manual. in All of your theefforts added preparation immeasurably to the of final product, this and your passion and dedication to the sport of ice is hockey deeply appreciated. Acknowledgements

Throughout the United States, the sport of ice hockey has grown in interest and participation. With an attempt an Withparticipation. and interest in grown has hockey ice of sportthe States, United the Throughout to meet evolving been has Program theEducation Coaching the 1974 Since Program. Education Coaching coachingcomprehensive education demands on an ongoing of basis, and during that time has USA Hockey concluded the following: all our volunteer coaches, USA Hockey provides a Preface AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL v | Preface | USA USA Hockey , the most widely circulated hockey Magazine publication in the world; excess accident, general access coverage; insurance and liability catastrophic participate to opportunities and USAHockey.com; to in USA Hockey National Championships, as well as camps. development player As the Body for National Governing the sport of ice hockey in the United States, USA official Hockey representative to the United States Olympic is the Committee and the Federation. In this role, USA Hockey Internationalis responsible Ice for organizing Hockey and training teams men’s for international and tournaments, including women’s the IIHF World Championships and the Olympic and Paralympic Winter Games. Closer to home, Hockey USA works closely with the League National Hockey and Association theon matters of mutual interest. National Collegiate districts geographical 12 into divided is Hockey USA Athletic throughout the United States. Each district registrar has a to register teams; register officials a and referee-in-chief organize clinics; coaches; for programs education administer to to chief a coach-in- a risk manager programs; to oversee and liability administrator to a facilitate learn-to-play programs andfor safety skill youth and players their parents. development program Members Members of the organization are entitled to many benefits, including a subscription to USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA

Beyond Beyond serving those who play the amateur game at the level, programs USA for Hockey coaches education has standards are met that coincide with and the certification officials level to of ensure play. In became September the first 2011, youth USA sports organization Hockey U.S. in the to offer coaching education modules. Furthermore, its a large coaches focus is online, put on parent education age-specific with needs, rules of the in game and parental youth roles equipment sports among common topics. While While youth hockey is a main focus, USA Hockey also has vibrant junior and adult hockey programs that provide opportunities for players of all ability levels. The organization also supports disabled program. hockey a growing USA USA Hockey’s primary emphasis is on the support In programs. hockey of grassroots and development January 2009, theAmerican Development Model, which - for the first organization launched time ever - provides associations nationwide with a the a Always blueprint for development. optimal athlete leader in USA the advancing effortsby those of enhancement safety, USA HockeySafeSport Hockey Program in June 2012. furthered the USA USA Hockey provides the foundation for the sport of ice hockey in become America; helps leaders, young connects the game at while a every promoting level people even Olympic lifelong of love the sport. heroes; and This This is USA Hockey AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL vi | Preface | 8U 8U or players younger ONLY may may remain at 1 Level or other certification if even level, expired, until such time as they are coaching any older age of level A coach may attend play. only one certification clinic per year (not including age-specific requirements). Coaches who do not coach in continuous years must re- Coaching Coaching Education Program at 1, Level and must continue their education with a coaching clinic each year until, at a minimum, they 3, Level thatachieve except coaches of • All coaches must enter USA Hockey’s USA USA Hockey as volunteers, but are not required to these with comply otherwise and clinic CEP a attend rules and regulations. All ice coaches hockey and instructors of registered USA Hockey Youth 18 & Under and below, school, high girls’/women’s 19 & under and below, and disabled must programs properly an wear approved ice hockey helmet including practices, during controlled scrimmages and all all Coaching on-ice sessions, Education workshops. Program clinics and/or COACHING EDUCATION EDUCATION COACHING PROGRAM REQUIREMENTS Required Coaching Education Program for Levels Ice Hockey USA Hockey requires districts that shall establish all the following affiliates requirements without and/or modifications for all coaches assistant). (head and All coaches must have the by Januarylevel 1 of the current season. required certification USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA All USA Hockey Coaching Education The The head coach of each disabled hockey

hockey hockey team must register as a Hockey, coach with and USA are strongly encouraged, but not required, required, to attend a Level 1 coaching take clinic and the volunteers or online employees who assist on- pushers, interpreters, (i.e. teams with disabledhockey disabled helping module(s). ice mentors, etc.) must be properly Thoseregistered with team team must complete the required CEP registration (including attending a Level 1 clinic) and complete the online disabled hockey coaches module(s). and Assistant student coaches of each disabled Note Note 2: Note 1: Program InstructorsDevelopment Camp coaches will be exempt from the and annual participant registration Nationalthecomplete participant fee, process. registration but must Player COACH REGISTRATION COACH coaches All as as ice well hockey instructors of USA programs shall Hockey be for registered the current be to order in season) the startof the (before season eligible to coach/instruct activities in (practices, any clinics, regular-season games, tryouts, tournaments, etc.); state, district national or championships; regional or playoffs; in Player the Development Programs. USA There Hockey will annual be fee an to assistants) register and instructors. Coaches the who also play coaches on a (head USA Hockey registered team and are required to Coaches year. per once only fee registration this pay may registerUSAHockey.com association/member as program or (refer to Participant participants Section I Registration). through withthejunior theirteams through with and register online Junior coaches registrar. a at shall local

Coaching Coaching Education Program USA USA Hockey AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL vii | Preface | Recertification is valid for two (2) seasons. recertification is due to expire must take the 2 online 3 Level Track Recertification curriculum or up move to 2 4. Level 3 Level Track Recertification is valid for two (2) seasons. Recertification is due to expire must attend a 4 Level clinic prior to the expiration of their 3 Level Recertification. recertification program in order to recertify their 3 Level certifications. a Attending clinic or workshop is no longer valid for recertifying any certification level. — A coach 1 whose 3 Level Track — Coaches 2 whose 3 Level Track — Coaches must thecomplete online Grandfather Clause For coaches who enrolled in the Coaching Education Program prior 2011, to May 1, their entry into the program will above be at their current certification 1 Level level. and 2 coaches must adhere to Paragraphs (a) and (b) effective 2011. above, May 1, Current 3 Level coaches must adhere to (b) Paragraph and (c) effective above; with the season their 3 Level expires. Any 3 previous Level certifications in of excess one will thecount toward maximum of two 3 Level recertifications. • Level 1 Level clinic + age-specific component Level 2 clinic + age-specific component if not previously previously taken for current age level Level 3 clinic (expires Dec. 31, level age 2015) current for taken + previously not if component age-specific No Level certification tournament bound teams) required but can (for attend a clinic + age-specific component taken if previously not Level non-national 4 for current age level. Coaches of Tier I and Tier II USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA must must take the 1 online 3 Level Track Recertification curriculum or they may up move to 1 4. Level 3 Level Track Year 2 (ex: 2012-13) Year Year 1 (ex: 2011-12) Year YEARS YEARS OF COACHING REQUIREMENTS CERTIFICATION Year 3 (ex: 2013-14) Year 4 (ex: 2014-15) Year enter enter the program at the next when level they resume coaching responsibilities. Once 3 Level is periodic achieved, renewal [as outlined in (c) Paragraph below] is required for coaches who not have 4. Level achieved Coaches of national tournament bound teams 16U (Tier I 14U, and Tier and II 18/19U) 16U and 18/19U must 4 Level complete in their fourth season of coaching or first season of eligibility regardless of expiration date. Coaches who attain 4 Level certification are not required to attend any further certification clinics but must adhere to the age-specific requirement as outlined in (b) Paragraph below. coaches above, must also age- complete specific training components specific to the of level play they are coaching, if they have not already taken that component. This requirement applies to all coaches at all 1 levels, through 5. Coaches may complete more than one age-specific component in any given season. two (2) seasons, as indicated by the expiration date on the 3 Level sticker. — A coach whose 3 Level is due to expire • In addition to the training in (a) Paragraph • Coaching certification at 3 Level is valid for This chart outlines the progression for a new coach. Coaches with pre-existing certifications will enter the new the enter certificationswill pre-existing with Coaches coach. new a for progression the outlines chart This program program at their current certification and level must adhere 1 to Paragraphs (a) and (b) above. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL viii | Preface | USA USA Hockey Coaching Education prior to Program the start of card the game, it must be noted on the official game scoresheet. Beginning January 1 of the current season, prior to the start of each game, required all coaches to present are sign scoresheet in order the to verify designated the playing accuracy roster, as of it appears area the on the scoresheet, for of that game. the Penalty and Enforcement All coaches must have online component current verification beginning January 1 certification and of the current playing season. possession Any of these coach requirements will not be in ineligible to coach for the remainder of the season. Districts and/or affiliates are required to uphold this penalty. It will be the responsibility of the local association registering the team to enforce the national policy. be will coaches junior for penalties Non-compliance by determined the Junior Council. if not previously taken for current age level No Level recertification required but must complete age-specific component if not current previously age level. taken Coaches are for highly encouraged to a attend continuing education course every years. two (national (national tournament bound) 14U, 16U and 18/19U teams must complete Level 4 in their fourth season of coaching. Complete the online Level age- + clinic 4 3 Level a attend or Track 2017), 1 31, Dec. (expires Recertification specific component if not previously taken for current age level No Level certification required but can attend a Level 4 clinic + age-specific component taken for current age level if not previously Complete the online Level age- + clinic 4 3 Level a attend or Track 2019), 2 31, Dec. (expires Recertification specific component if not previously taken for current age level No Level certification required but can attend a Level 4 clinic + age-specific component taken for current age level if not previously Must attend a Level 4 clinic + age-specific component USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Year 10 and beyond 10 Year Year 5 (ex: 2015-16) Year 6 (ex: 2016-17) Year 7 (ex: 2017-18) Year 8 (ex: 2018-19) Year 9 (ex: 2019-20) Year juniors) must legibly Coaching Education Program print (CEP) card their number, their CEP level (levels 1-5), their online playing level USA Hockey component and the year their CEP level was attained. If a coach cannot produce his/her current Prior to the startPrior to throughout the games all of season all coaches are required to indicate certification status their on the current scoresheet, regardless of their certification level. All coaches (except for It is the responsibility of identify the local those association to coaches certification who requirements. All do coaches USA a attend to have season thecurrent of not 31 December until meet the Hockey coaching clinic and complete the playing online level component certified. to become properly Evidence Evidence of Level Hockey USA a possess will coaches Hockey USA All Coaching Education certification Program stickers, card or online Hockey withcertification printout list. from valid the USA AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL ix | Preface | one one of the maximum of Officials four Team on allowed the bench. and gloves skates while on the ice. Must wear helmet during games while on the bench. playing age below level the student coach (e.g., a Bantam may act age player as a student coach at the Squirt Wee, Pee or Mite level). coach must a provide form indicating on the team on which he/she is participating as a student coach, and, if applicable, what team he/she is properly registered/rostered A as model a form player. is on available USAHockey.com. coach must comply with the USA Hockey Screening Program and meet the USA Coaching Hockey Education Program requirements which will qualify him/her to act as an assistant or head coach. • Must wear a helmet with full face shield, • May only work with at players least one full • The organization that is using the student • Upon reaching the theage of student 18, USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA by by the local association hockey or audit a 1 Level clinic (not required to pay nor will they certificationreceive credit). carded, screened adult coach during all practices, clinics, tryouts and in the locker room. (May not participate only. as a in player scrimmages or games when acting as a student coach). coach during practices or games. an adult. The student coach will count as • Must attend a training session conducted • be Must under always the supervision of a • May help out at practices, clinics, tryouts • May not act as a head coach or an assistant • May be on the bench during games with Qualifications Student Student Coach properly currently is who 17 through 13 age player A serve as may a Student with Hockey USA registered Coach. UNDER-AGE UNDER-AGE COACHES AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL Section 1 Section Role of the Coach Role AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 2 | Role of the Coach Role | number number greater than 50 may require splitting into two groups separate for the first few sessions. How Much Ice Time is Available? The amount of ice time available for the tryouts is another important consideration. much time Knowingyou have to get down to the how final team will affect not only the content tryout sessions but also of the timeline for the the release individual of players. The norm in youth hockey is a relatively brief tryout period with about five to eight hours of ice time. Thus, the sessions to be as coach efficient as possible. must plan the tryout How Many Plan Players Do to You Keep? Obviously you must determine of desired make-up team. your Do plan you to keep in advance the 12 or players 17 on a team? Nevertheless, in youth hockey you must consider how many players you can effectively use in games to ensure they receive sufficient opportunity to Very play. little benefit will be gained by marginal players who see limited ice time. You have a responsibility to play the players you choose. In addition to the absolute thenumber, coach must also consider what special qualities to look for in OBJECTIVES USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA develop different develop methods evaluation O •T • design outline To for tryout sessions • assign responsibilities evaluators evaluation for To player • a develop plan for To releasing players

complete list of players in advance of in the advance list of firstplayers complete tryout a thus, and, possible be always not may This session. coach may have to be prepared to make some last minute adjustments for the initial session. Having a attend will players many how of estimate reasonable will greatly assist the coach in deciding how to use the available ice time. unrealistic For to plan example, for it a there 30 may are minute be only scrimmage 22 if players. On the other hand, a How How Many Players will Attend theTryouts? Team Ideally, there registration should so be that some the coach form can of be given pre- a INITIAL CONSIDERATION IN INITIAL DEVELOPING CONSIDERATION A SELECTION PLAYER PLAN In most youth hockey situations, coaches are faced with the task of players choosing to from fill a a limited large number pool team. of Coaches positions of on are a usually expected to this complete task in Therefore, it a is very important relatively for the coach to be short organized in period advance with of a this the plan, develop properly To process. selection plan time. for the player coach must take into consideration a significant number factors. of The answers the the in designing will assist coach questions most to the following effective selection player plan.

Player Selection & & Selection Evaluation Player Chapter 1 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 3 | Role of the Coach Role | Individual Individual skills such Paired races Paired and other A number of skill tests are Naturally, the best of Naturally, way Specific Skill Drills – as skating and passing can be evaluated using combination skill drills. Initially these drills may be very artificial with little or no there should be resistance. an However, attempt made to simulate game conditions in a manner. progressive Skill – Testing particularlynow available, for skating speed These and can agility. be used by coaches as a means of comparing As players. a it must cautionarybe however, note, remembered these tests are typically far from actual removed game situations. In addition, they can use up a great deal of ice time, particularly for a large group of players. Competitive Drills – drills that pit against two players one another in a confined space with a specific (e.g., objective beat your partner to the loose puck) are methods excellent of individual evaluating skills as well as mental and abilities. physical Although competitive drills evaluation can be used throughout the tryouts (and during the season as practice drills), they are particularly useful in the latter stages of the tryouts when the coach wishes to create specific pairings to compare being players considered for final positions on the team. Scrimmage – a ability evaluating player’s to play the game is theto evaluate individual under game conditions. Such conditions can be • • • • What What About Goaltenders? As you might expect, the thatcharacteristics should be evaluated for goaltenders will differ significantly at from other those positions. In for players addition to individual skills, such as skating, puck theiron evaluated be must goaltenders passing, and handling ability theto stop puck, using the stick,pads gloves, should characteristics mental and Physical body. and also be evaluated. Evaluating Once you have determined what to evaluate, the next step is to organize your tryout sessions in such a way that the players identified variables. This assessment may be carried can be assessed on out using the following methods: the USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA • skating • passing • pass receiving • shooting • puck control • checking • offensive ability • ability defensive • ability to play with others • sense hockey • reading and reacting • concentration • strength • endurance • balance • agility • coordination • power • quickness • self-control • coachability • patience • desire • attitude Team Skills Team Mental Qualities Physical Qualities Individual Characteristics Individual Individual Skills The The following is a list of some of the qualities player that might be during evaluated the tryout period: Criteria Criteria for Evaluation pool, talent a from players best the select to order In it is necessary establish to on criteria make which to comparisons among players. Thus, the first step in player evaluation is to determine what variables to measure. What qualities are you looking for in your players? Are some of these more others? The importantanswers to these questions will depend than to a great extent on the age category as well as the of level competitive your team. players. players. For example, it may be desirable to at have least a few players with the versatility to play both forward and defense positions. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 4 | Role of the Coach Role | Inform Parents/Players Inform of Parents/Players Details Tryout in Advance Parents and players should advance, be about the advised, requirements for well the This in tryouts. is particularly important at levels the at which younger parents age may not be need, aware of for the example, of full equipment. In addition informing to them about the and proper protective association’s policies regarding protective such equipment, aspects medical as examinations age and classifications, they should also with be a provided complete schedule of pertinent information sessions regarding the conduct and of the other tryouts. Where feasible, this information should be provided at a parent meeting in parents order to to permit ask meeting any format additional will process. selection player your outline to opportunity also questions. provide This you with an Ensure that Necessary Resources are Available To be able to plan the content of the sessions, it is necessary to know what resources will be available. You should have sufficient pucks (at least one every for player), pylons, scrimmage vests and bottles. water A first aid kit should also be available for all sessions, along with a qualified first aid person trainer. or Obtain Required Support You must anticipate your needs in terms of human support to ensure that the available required assistance to is handle any example, last it minute may be details. of collection and necessaryregistration late handle to available For to have someone registration fees. Support might also be required to assign identification jersey numbers to players. As already mentioned, a trainer should or first also aid person be responsibilities available. to others, By concentrate you assigning on will the these coordinating be and conducting the sessions. A morecoach able immediate to should tasks also of individuals to assist with havethe on-ice sessions. A large a on depending required be minimummay assistants of number of the two number of in players attendance. other Locker Room Supervision USA Hockey is activities between minor players; minor players and concerned with adult locker players; adults room being minor alone in players locker rooms; and with non-official with individual USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA pairings in order to observe players under different situations. decisions about borderline or marginal players. obvious, you should not release a prior player to seeing that individual under game conditions (i.e., scrimmage and/or exhibition game). easily simulated in scrimmages. Scrimmages can be effectively used throughout the tryout period, beginning with the first can evaluate session. You most of the previously listed player during characteristics these scrimmages. Here are a few additional considerations related to the use of scrimmages and exhibition games in of your evaluation players: — Change line combinations and defense — Use exhibition games to help you make — Unless skill deficiencies are extremely Planning Planning for the First Session Tryout Proper planning will eliminate a problems at the lot first of tryout session. Therefore, potential the coach should ensure that the administrative details situations, the In many of in care advance. taken are youth hockey association will assume responsibility for some of these tasks, but the coach aware of should them in be any case. The following are some guidelines related to the first tryout session. The The tryout is a preseason skill good observations that can opportunity tell both you to and the get athlete in what areas work may be needed. some It should be as well thought out and organized as other parts of your program. A constructive way to approach a tryout is to see it on they which on teams of athletes placing as a way will benefit the most, not as a dead-end experience in which are from players cut hockey. away DESIGNING THE TRYOUT DESIGNING SESSIONS THE TRYOUT An important then,coach, task plan theany is for to tryout sessions in such a way as to make the most efficient use of the methods. available player assessment AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 5 | Role of the Coach Role | ASSIGNING ASSIGNING RESPONSIBILITIES FOR EVALUATION PLAYER is process the evaluation The in third thestep player recruitment of other personnel assessment of players. to assist in the On-Ice Assistants You should have two or more on-ice assistants to help conduct the tryout sessions. These individuals can assist in player evaluation for specific positions (forwards, defensemen, goaltenders), by out carrying evaluation drills with small groups of players. In drills involving a larger number, they can also focus on specific individuals. Impartial Observers Another means of information obtaining is player to assessmenton players rating use of task the assigned are who stands “expert” observers in specific the criteria. In addition to providing you with a second opinion on borderline players, can also observers be used to record assessment information for later analysis. more detailed player Does a certain player win equal relatively three have consistently you Where players? other against all is there players, one who comes out on top of most match-ups with the other two? If possible, try to get a rating of every at player the end of each session. Coaching Staff In the end, final decisions for player selection rest with you, the coach. In some familiar with cases a number you of players, may having observed be them in previous seasons. Such prior information, combined with player assessments from observers and on-ice assistants, is invaluable. However, it also is essential that you yourself during create tryouts to opportunities screen and for as players effectively evaluate as possible. all Although it is probably players more from the stands efficient since this usually to affords a assess you scrimmages, and drills thevarious of view wider should also spend some time on the ice in order to get closer to the action and observe some more of subtle aspects the (e.g, emotional characteristics, passing and receiving skills, soft hands in handling the puck and the ability to understand instructions). As a general guideline, you however, should spend considerably more time observing from the stands during the selection player period. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA purposes • of objectives scrimmage sessions • target timeline for team selection • what qualities player you are looking for • explanation of the drills to be run and their In addition, you should should stress players The warm-up. proper a and the stretching importance of be led through in a theseries exercises of stretching dressing room or corridor and on the ice. The first few ice sessions should minutes warm-up period to ensure include that players are a good physically ready to go 15-20 through the evaluation drills and scrimmages without risking injury. Prepare the Players Prior to going on the ice, you tryout should process outline to the the players. This session include the following information: should Arrive Arrive at the Rink Early Although proper planning should eliminate problems, it is most advisable to arrive at the rink well in of the advance actual starting time. This will provide you with ample time to check that everything is in place and to answer any questions from players parents, or your support staff. administrative tasks Since have been most assigned of to others, the you should also time have to review the tryout plan with your assistants and adjustments. make any last minute Further, Further, responsible adults must personally monitor the locker room environment at participants all are present times and while also locker room make is appropriately sure secured during the times when minor participants are on the ice. It is the policy of at have programs hockey local and leagues, USA districts, Hockey that all affiliates, least one monitoring the responsible locker room during all team events adult to assure present that directlyplayers), only approved participants team (coachesmembers are personnel permitted in the and locker room and and to familysupervise the conduct in individual meetings the with a minor locker participant and a room. Any coach in a locker room shall require a responsible adult be with the coach. or non-related or adults non-related unsupervisedhaving access to minor participants at sanctioned team events. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 6 | If your Provide Provide the Role of the Coach Role | Thank Thank the player for Invite Invite Questions from the Player player with – an opportunity to ask further questions about the evaluation. In addition select to the team, a major objective of the helping evaluation you process should be feedback constructive to guide improvement. to provide the player with Direct the Player to Another Team – association has teams at other levels of competition, of levels other at teams has association ensure that released players are provided schedule of with their tryouts. a Ideally, the coach of this team should also be personally meet the players. Where at no such tiering the arena system exists, you should inmake the player aware of order to options whatever do exist (e.g., recreational league, school league). Leave on a Positive Note – participating in the team tryouts and encourage the individual to continue working to improve in areas of weaknesses. Talk Talk to each Do not post a list of list a post not Do USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Speak Speak with the Player Individually – player player cuts or read the released in names front of of the players rest to of should try individual possible, you take to whenever the be team. Instead, players aside briefly towards the end of the session withafterwards. you and ask privately them meet to player individually and briefly explain the player’s weaknesses as well as pointing out some strengths. Be honest and straightforward. Avoid Public Announcements – Announcements Public Avoid Once Once decisions have been release made or regarding cutting the period, of you must players have a during plan for informing theplayers. Although these the tryout details of this plan will from vary coach to coach, and extent on the will age level of the players, the following depend to some guidelines should be possible: adhered to as much as RELEASING RELEASING PLAYERS AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 7 | Role of the Coach Role | when when you speak, important useful information information is being communicated. them try it times several in a quick-paced drill setting. Establish Establish and maintain the precedent that 1. Briefly describe the new skill and then let opportunity when several people are talking at the same time. for the establish need comments, your begin you As competence of the skill (why this skill is important) by relating it to your gain to way excellent An some play. individual and/or phase of successful team players’ attention and motivate players to want to learn the skill is to mention how a local, regional or national-level player or team has mastered the skill and has used it to great The advantage. of objective your comments is to establish the idea that mastery of this skill is very important to individual and team play and that the key elements of its execution are achievable. The The next and perhaps even more important task is to clearly establish in the minds of the players that they need instruction on accomplished with the following steps: this skill. This can be OBJECTIVES To develop a develop model for To proper instruction understand how To to effectively communicate understand theTo different of levels learning • • • USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA

learned. action.

3. time Provide for practice and feedback. 4. results Evaluate and take appropriate 1. Get the attention of the players. 2. Communicate precisely what needs to be Immediately establish the Immediately that precedent when you communicated. being is information important speak, practice its maximize cannot team thethat out Point specifically avoid competing with other distractions in the background. Often it is good to have strategy the on players one knee as you introduce a skill. The The attention of the players must be directed at the coach before instruction can arrange the occur. players so that Be each one can sure see your to actions and hear your instructions. Choose where you stand in relation to the players so that you STEP 1: ESTABLISH ATTENTION STEP 1: ATTENTION ESTABLISH AND CONTENT CREDIBILITY A A MODEL FOR INSTRUCTION Although there are many ways to hockey players, the instruct following approach has young proven to be both easy to use and/or and refining skills. effective in teaching

A Model for Effective Instruction for Model A Chapter 2 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 8 | Role of the Coach Role | possible possible within the time allotted for instruction. Minimize standing in lines. feedback on what they did correctly and then on what they can do to improve. Follow this with some to encouragement continue the learning effort. encouraging encouraging “try again,” produces results. right, right, followed by what can be improved, with an Repeated Repeated trials and specific feedback on what was 1. as Provide many repetitions (trials) as 2. specific, Provide immediate and positive STEP 4: EVALUATE RESULTS RESULTS STEP 4: EVALUATE ACTION APPROPRIATE AND TAKE Evaluation of player performance must occur on a continuing basis during practices and in the games. This is the only valid means to answer the question, Feedback Feedback can be dramatically increased by using volunteers and/or players instruction Where is element of focused on one key as instructional aids. performance and performing the the important communicated to the skill aspects players, they good are have of often as been (and discrepancies in a partner’s effectively performance as sometimes some in pairsadults. Working or small groups can thus be better) trials of thenumber both increasing in very effective at and the amount seeing of feedback within that a individuals given get amount of practice providing time. Also, feedback, by players are mental understanding improving of their how the skill performed. should be STEP FOR3: PROVIDE AND PRACTICE FEEDBACK or drills your select and time practice your Organize practice activity: Repetitions Repetitions and feedback are essential to effective coaching. You can expect between the a gains in player direct performance and relationship the degree to which you find ways to maximize these famed Wooden, John instruction. of dimensions two UCLA basketball coach, was found to provide over 2,000 acts of teaching during practice, of which 30 75 percent pertained total directly to hours of skill instruction. This converts to incidence of feedback for every minute of coaching more than one activity! USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA focus focus on coordination of all automatic automatic use of the skill in game- focus focus on learning the key elements their practice attempts on one clearly identify identify their strengths and weaknesses. Use the elements key of the skill as a basis for your observations. observations. understood understood element of skill performance. Individuals Individuals learn most effectively by focusing 2. Carefully observe their performance and 3. Call them back and together report your like conditions like Later Later Learning: When you and your players know their status on a given skill (strengths performance), conditions and are weaknesses well established both for of teaching their and learning. learn Because most individuals efficiently when aspect they of focus a on communicate skill precisely the one one key element of atthe a or group pair, individual, the want you which on time,skill it is team important to concentrate. Demonstrate the key element to visually (and explain it verbally) so that all know exactly what players they are trying to achieve. key elements key STEP PRECISELY 2: COMMUNICATE NEEDS WHAT TO BE LEARNED Intermediate Intermediate Learning: of the skill Early Learning: When When your players are at two levels of or ability, you three may want different to establish two or three instructional accomplished using the following three divisions: groups. This can be This approach weaknesses will in performance on allow one or elements that more were you common key to many, if not all, of to the players. Using pointthis approach will enhance your out credibility and motivate the players to listen to and follow your instruction. teaching can be Also, specifically matched to yourthe needs subsequent (weaknesses) you observed. Of course, if in observation your of the players’ abilities you determine that they have already achieved thelevel, then desired you should skill shift your focus to the phase next to on moving involve could This skill. another of your practice plan. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 9 | Role of the Coach Role | SUMMARY Effective instruction is the foundation of successful coaching. It requires practices that include a clear communication of theperformance on player of evaluation continuous what is to objectives included be in the learned, practices, a method of instruction, and systematic the use of a guidelines for instruction that have been associated with achievement. player Systematic instructionattention includes and communication of establishing what content providing needs many to credibility,Use achievement. beplayer of practiceevaluation and feedback learned, trials precise and of the guidelines plenty for effective instruction of (realistic expectations, and monitoring success, time, maximizing grouping, structured providing instruction, a sense of control) results order, of will instruction. Systematic maximize instruction based the upon these guidelines into incorporated effective practice plans, will result of effective of instruction, theachievement in essentials player of the game. strong strong in the skill(s) that are causing you difficulty. This is an excellent way to obtain some good ideas for in alterations your approach. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA contribution to your players. more efficient. Are there that ways you can get the same results in less time? Can even higher gains in skill be within achieved the same time allotment? 2. Second, consider how you can be even 1. First, are making enjoy it. an You important “Are the players achieving the skills?” If they are, you are, they If skills?” the achieving players the “Are two appropriate actions have to take: If the players are not it objectives, is important to ask, “why?” Although achieving it the instructional are who players of cluster a have you that possible is assume First, case. the seldom is this learners, slower that you are techniques using or that inappropriate you enough instructional simply instructional time. did A not go throughback is to question the “why” answering good provide approach to the instructional planning, factors teaching, related and/or conditioning communicating, and to determine which disciplineguidelines of effective the inappropriately or implemented. steps subsequent practices accordingly. Continuous Thentrial, alter was error and your revisions will usually missed result in coaching improved effectiveness, which then translates and/or into increased achievement by the players. In instances help seek alter, to what determine cannot you where from a fellow coach whose team is consistently AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 10 | Role of the Coach Role | Evaluation Evaluation of the results of our making making needed improvements. coaching coaching actions is a prerequisite to provide provide a flexible and systematic way improve for your you coaching to actions that will help obtain results. better you EVALUATING PLAYER OUTCOMES PLAYER EVALUATING Making an judgment evaluative requires comparing the results and acceptable set of actions standards. Two sets of standards of are coaching appropriate. The with first outcomes an (skills, knowledge is and attitudes) and the based upon second player on implementation and evaluation). coaching actions The first and (organization, most important information you can obtain to determine the coaching activities were degree effective is revealed in the to which degree your to should evaluation Your season. the for set which objectives your players include all of the players on the team and all of the achieved season’s theobjectives. OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA To identify ways to evaluate your coaching identify to evaluate ways To learn your effectiveness to evaluate To learn to use To to self-evaluation help yourself become coach better • • •

Evaluation Evaluation can be defined as making a judgment of merit. Evaluative judgments informal, based upon many canor no facts, and either be accurate formal or inaccurate. In or order to make accurate decisions, it is helpful to follow several evaluation guidelines. The guidelines suggested in this chapter are easy to implement and useful coaching in determining effectiveness. evaluate the They entire season, a portion of the season, can be a practice or even part of a practice. The guidelines used to INTRODUCTION All coaches should evaluate coaching the activity. results Evaluation allows of the their coach determine to the effects necessary, alter coaching practices to ofobtain better coaching results. and, when The evaluation results can be of effectiveness used for an to the improveduring the mid-season next end-of-the-season and at the end of the season coaching season. Evaluation(s) can result in making important changes in coaching action for the remainder of the following season, plus the season. evaluations, followed Generally, by appropriate coaching changes more in frequent actions, in improvements coaching competence. results in more rapid

Evaluation of Coaching Effectiveness Coaching of Evaluation Chapter 3 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 11 | Role of the Coach Role | recorded recorded for your players. It is the answer(s) to the “why?” question that reveals the changes you can make to improve your coaching effectiveness. To help you determine the reasons why you were not effective in certain player “Checklist performance areas, of a Effectiveto you for guide a provides checklist The developed. Coaching Actions” use was when considering some of the characteristics associated with effective coaching. For example, if Johnny made insufficient control progress skills, you in could his determine review puck the which checklist to coaching change in order actions to get players you more like successful with Johnny puck could control. to As you be identify coaching actions that may player have performance, detracted check the from chapter and read the information reference included in that portion of the manual. Based on the information contained in actions coaching subsequent your alter chapter, that accordingly. The Checklist For Effective Coaching Actions is included in the appendices. Interpreting Unmet Expectations The previous suggestions provide a positive way to improve your coaching ability. There are, however, ways to interpret a lack of improved performance. One often-used performance excuse on is lack of commonly to done, interest. there blame Although is seldom it lackclaiming justification is for of this coaches excuse. significantly alter player Effective skill, knowledge, fitness and attitudes and regularly, even with youthbelow hockey average talent, rarely finish in the lower division of use can you approach helpful most The league. their assume to is effectiveness coaching your improve to that when results do not solution meet expectations, to the the problem coaching actions. This will may prove to be be the wrong found reason, but in you must your be absolutely sure that have you considered improvement prior to accepting other reasons all for unmet expectations. possibilities forYou must also evaluate the performance standards self- that you expect determine yourthat poor player performance cannot be players to attributed attain. If to you ineffective possible that coaching the level of expectation actions, you hold for it your players is unrealistic. motivation Remember, is is enhanced when players are achieving performance expectations communicated by the coach. If thatthese expectations are self-imposed or USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA How How do you rate as a coach? still still room for coaching improvement. Even Even if every mastered player every skill, knowledge knowledge or attitude you taught, there is performance areas listed comes with evaluating the reasons why, “no” or “few” top 25% responses are Checklist of Effective Coaching Actions The real benefits of evaluating player achievement on the objectives of the season in each of the Initially, Initially, you should evaluate your effectiveness in facilitating player competence described above. Self-evaluation is usually the most using the important form source of coaching actions. Although information it is an important input for improving for making changes,apparent to some others changes are evaluation. There often are that missed several ways are identifying inrequire will This insight. obtain additional that a you can self- a person who is familiar with your coaching actions and the progress judgment of you respect. This your person(s) could be players, an assistant coach, and parent, official, whose league supervisor, other coach or a local hockey expert. One or more players could also rate the status and improvement of an individual player or the team relative to other players in the league. The results evaluation can of be this very type helpful of to identifies you because it player by others. perceived strength and weaknesses, as For For example, all of improved your may have players in one or more of the skills included in one of the performance areas of the form, but enough you achieve not did of those players that several may feel to receive a “yes”. A may also “no,” seem however, to be an difficulty, inappropriate it is entry. important for in performanceeach achievement amount of player To you to resolve consider the this area that you are willing to accept as evidence significantand a of Achievement of coaching. effective important improvement (or maintenance of a pre-existing highly refined ability) refinement and/or on at least 80% of the objectives included in your season plan is a common standard for making this determination. Extending that standard to obtain an evaluation of the entire team requires 80% of the achieving 80% players of the objectives. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 12 | Role of the Coach Role | What What changes can you make to to improve your effectiveness? performance appropriate? increase your effectiveness? • Are your expectations of player • Are your coaching actions effective? • What changes can you implement to ability ability to ourselves. evaluate Regardless of our level of expertise, by systematically relating high and low levels of player actions, achievement we can to find our ways and/or efficient coaches. to coaching be more effective SUMMARY By evaluating player outcomes on the objectives of the season, you can estimate the effectiveness your of coaching actions. Limited some players achievement in some by performance areas signals usually the need coaching actions. for Use of the “Checklist of Effective change in Coaching some Actions” may of reveal what your changes needed are and where in the information that the can make help appropriate you manual you can find change. By taking action on the changes identified, you can take giant steps toward becoming a more effective coach. Merely identifying are changes those if time of waste a is whatimprovements changes can not acted lead upon. As to you discover following answers questions, to revise the your coaching actions accordingly and then re-evaluate the results. be surprisedmay at effective can how you become. You USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Taking Appropriate Actions Taking The reason for conducting an evaluation coaching effectiveness of is to learn your what you can do to improve your in ratings excellent receive to like all would Coaches contribution to your all categories, but no one attains players.that status. We all can find ways to improve our effectiveness. It may be in-season or practice planning, implementation of plans, knowledge of the game, or even in our The The allotment of insufficient time to the practice of the season’s objectives can result performance when expectations even achievement, in poor player and coaching actions are appropriate. Players must have sufficient time to attempt a task, make errors, obtain feedback, refine their and attempt, habituate abilities before it is abilities reasonable to be used to within the expect context of these to Attempting too cover many a skills within a limited game. amount of time practice is a major cause of delayed achievement. Even when the quality of coaching is excellent in all other expectations may areas, not be player met simply performance because theamount of coaching and short. practice time was too are are too high, they can have There a are reasons valid many thewhy achievement. negative effect on vast majority of Mites will not perform Squirts as well or as Bantams. Although it is hold high appropriate expectations for to your players, they must expectations high of combination A realistic. be also that are divided into performance steps is the achievable creative alternative that is and sequential most likely to standards of performance. yield appropriate and effective AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 13 | Role of the Coach Role | strengths strengths and weaknesses (team and individuals) the game — modify strategy — shift time of players — line matching /combinations — scoring chances — specialty teams • show the tendencies of your opponent • reaffirm your thoughts on your opponent’s • give necessary feedback to coaches • give necessary feedback to players • give valuable information to coaches during • ice time logged • their experience • their role on the team STATISTICS PLAY AN IMPORTANT AN PLAY IMPORTANT STATISTICS ROLE IN PREPARATION The use of statistics is very helpful for you in your game preparation: Also, remember to keep statistics when in talking perspective to your statistics. players about their own Facts to Consider OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA • coaches provide with To an idea of what it takes to prepare • coaches provide with To game statistical sheets • an provide outline To of game day responsibilities coach, coach, are well prepared

(professional, college, junior, (professional, high college, junior, school, etc.) volunteer)

• confidence give your players • send a message to your team that you, as a • age group he or she is coaching • of level play he or she is coaching • resources available • man power • job type (full time, part paid, time, amateur, • time to prepare available Having your team prepared will: and individual players well Preparation will Preparation vary with a coach depending upon: INTRODUCTION INTRODUCTION The second most important preparation task of or lack preparation Your preparation. is game coach a thereof can set the team up for a win or loss. This part of coaching is your “bread and butter,” so no stones should be left unturned. prepare his team for what will be duringexpected a A coach should game, so there are no surprises for the players and coaches. Proper coaches and to players focus on the preparationtask at hand. will enable the Locker Room & & Bench Management Room Locker Game Day Preparation: Day Game Chapter 4 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 14 | Role of the Coach Role | before, before, during and after the game • staff • players • trainer/equipment manager • head coach • assistant coaches • equipment manager • trainer • playing tonight players • not playing players tonight • room locker cubicle assignments for players • trainer location • equipment/skate sharpener • is Personnel in allowed the room locker • talking/no talking • trainer roles • individual reinforcement player • team discussion • assistants individual make adjustments • head coach team makes adjustments TIME AGENDA postgame postgame meal depart for home/motel coaches coaches preparation meeting team breakfast pregame skate individual meetings coaches detail meeting pregame meal team meeting depart for arena team stretch pregame warm-up game time LOCKER ROOM MANAGEMENT ROOM MANAGEMENT LOCKER When to Report to the Rink and Responsibilities Assigned Areas at Rink Locker Room Policy Game Game Day Outline USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA and and two goals) two goals) breakdown, key players’ tendencies) players’ breakdown, key their goaltender goal, after aftera penalty, a play, power etc.) minutes of a period off — in the last five minutes (up by one and 3/2, 3/2, etc.) time and in the right situation — who’s up — who’s next — who’s up after a play power — who’s up after a penalty kill — who’s on the checking line — when they pull their goalie — when we pull our goalie — when do we pull our goalie — in the last five minutes (down by one • opponent’s tendency tape • statistics on opponent • opponent’s last game information • line-up/specialty teams • opponent’s tendencies on when they pull • opponent’s line changes (on the fly, after a • tendencies during the first and last two • opponent’s scouting report (team • size of rink/type of building • home game game or away • two game series with the same team • two game series with two different teams • single game • number of games in a number of nights • of distance transportationtraveled/mode • day of the week • time in the season • type of game: exhibition, conference, play- • style • how your team will start the game • line rotations (match, units, short bench, • tempo • putting right on players the ice at the right • bench game plan • what to do Information Information Needed to Gather Considerations Considerations GAME DAY PREPARATION PREPARATION GAME DAY Game Game Plan AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 15 | Role of the Coach Role | preparation notes preparation notes line-ups specialty teams notes period between remarks ◦ ◦ ◦ ◦ ◦ communication. — trainer — equipment manager — stick boys — gate operators — no notes — index cards — plastic plan sheets — tape recorder — steno pads personnel’s roles, and the and system lines of communication. — sit players or stand — getting ready for the next shift — the keep confusion down — tone of the head coach — do you get the last change — who best plays on the road — who best plays at home — matching/not to match — units of five — short bench — down a goal — up a goal — goalie pulled — time outs • The most important element is the lines of • Support personnel and their responsibilities • on ice/hop offover; ice/through gates • defense/forwards sides • the toward middle move • penalty change/position of over player • pull the goaltender play • special plays • change lines: regular; goal for; goal against • stall goalie time/player; • Define personnel roles. • the Keep lines of communication open. • on system the Your bench: • The must players know all of the • of the Tone bench: • The head coach sets the atmosphere • of Rotation the line: • Late in the game: Operation Operation of Bench During Game Head Coaching - Game Time USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA voice voice positive at at all times, unit makes changes and makes specialty team changes. — the leave team alone — go back in the room locker and be — speak to the team in a direct tone of whole whole game small corrections, questions, answers player coach keeps informed regarding pertinent information. individual opponents, players, and systems affirms preparation details. • need quiet time • If the team needs a stern talking to: • two tier bench • one bench/open level front/no behind • one bench/open level front and back • two gates vs. one gate • neutral zone gates • two zone gates • glass in back vs. no glass • area size • zone sizes • define their roles • the assistant on the bench individual makes • the assistant in the press box watches • the head coach gives pats, watches the ice • size of rink • size of zones • location of benches • location of penalty box • arena entrances/exits • location of scoreboard • location of press box/video • location/electrical outlets • type of lighting in arena • normal of temperature rink • bench/press box; one in each area for the • cool down • be positive • look ahead to the next challenge • support personnel role Bench Configuration BENCH MANAGEMENT BENCH MANAGEMENT Arena Layout Utilization of Assistant Coaches End of Game AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL Section 2 Section the Season Preparing for AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 17 | Preparing for thePreparing Season for | most most essential will be included at appropriate times during the season coaching role and season goals practices competition practice objectives lawsuits • maximize valuable ice time • ensure that the season judged objectives • match practice activities with your • reduce the to time planning devoted • effectively prepare the team for • facilitate making adjustments in day-to-day • an provide important to deterrent liability Organized Organized practices are vital to benefits maximizing the of hockey effects.negative Disorganized andpractices often result minimizing potentially in a failure to learn appropriate skills, rules, and/or strategies, and often contributes to injuries and the learning of incorrect information or skills. practices your planning and season your Organizing prior to going on the ice can avoid these problems and can result in the following benefits: OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA or or sports) requires effective planning.

To discuss why planning To for the entire season has significant day to advantages over day planning a Steps coach should follow when organizing for the season Skills, knowledge, aspects of fitness, and/or personal social skills should be selected as objectives for the season show how the season To should be divided to be most effective from a coaching/learning point of view The achievement The of achievement goals (business, professional • • • •

among among their primary responsibilities. Most coaches would also agree condition of that the players, improving promoting enjoyment of the the game, sportsmanship, and physical attempting to avoid injury and psychological physical are also outcomes to however, fail, coaches Many achieve. to wish they recognize the accomplish these goals. importance of planning to WHY WHY PLAN? Coaches agree that teaching the skills, strategies rules, and essential to the game of hockey are INTRODUCTION Planning for the rules, skills, thatinvolve (objectives content season’s season involves selecting strategies, the conditioning organizing it into and a games, plan from attitudes) and which managed. This other chapter provides practices, some reasons why and eventsyou steps the covers It you. to useful be will planning can be can efficiently use to develop a examples of season season objectives, and provides useful plan, gives helpful forms and examples for completing a season plan.

Planning for the Season for Planning Chapter 5 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 18 | Preparing for thePreparing Season for | loyalty, and respect loyalty, for authority. for for the season and plan effective practices. desirable desirable traits like cooperation, persistence, Coaches Coaches are responsible for developing socially Selection Selection of specific objectives within each goal area provides the direction necessary to organize As coaches, perhaps the most important and lasting contribution we can improved leave feelings of with self-worth and our other socially desirable players is traits controllable of character. uncontrollable By qualities focusing “outcomes,” on like which “effort” are often versus Selection Selection of Knowledge Objectives Cognitive information such as rules, team strategies of play and conditioning be may to for appropriate players your information related to When identify you information that know. want you physical your players to know, it is important to information treat that as an objective. “offsides” Rules and “icing,” pertaining how to to warm exercises and meal up pregame a for eat to what down, and cool are to all avoid appropriate because objectives they can influenceperformance. a By player’s identifying these as it objectives, is more thatlikely they will be theduringand time season appropriate taught an at at an of appropriate level understanding. Attitudes A primary in objective the season plan should be to have all players feel increasingly better about their ability as the season progresses. This should occur not only in the areas of skill, knowledge and fitness, as such character of qualities include also should but persistence, self-control, authority, tolerance, respect forconcentration encouragement on the task, efforts commitment and to cooperation. of best Athletes need (modeling, guidance teammates, direction, rebuking, etc.) to encouragement, develop such theseachieved, qualities attributes. contribute to performance When gentle in athletics and in life itself. Moreover, opponent, unlike the officials, and/or game,” these the qualities “breaks are individual within of players. the the The control opportunity of for control has been individual strongly linked to motivation and is motivation strongly to linked performance. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA guidelines) systems) self and others) hockey, season you wish to in achieve the mid, pre, early, and late season • fitness physical (muscular and energy • attitude (personal or social feelings about • skill (skating, passing, shooting, etc.) • knowledge (rules, training strategies, 2. sequencing the into objectives those that 3. identifying practice objectives 1. identifying the goals and of objectives the Identify Your Goals Identify and Your Objectives for the Season Your primary role as a youth hockey maximize coach the benefits is your players to obtain through participation in hockey while, at minimizing the costs. This single statement provides the same time, the basis for identifying objectives the for specific goals your eitheror negatively positively influence players your and coaching effort. in each of the following four areas: You will Several thatsteps Several are directly to related your role as coach can be used to develop a season plan. They involve: DEVELOPING A DEVELOPING SEASON PLAN Selection Selection of Skill Objectives USA Hockey objectives has for players recommended at elements are all the appropriate components of levels an objective that of must be learned play. to masteryachieve of the skill. Key Key player assessing of therefore, basis, the are elements performance and for focusing our coaching efforts. By thinking of these four areas as goals to develop skills, knowledge, fitness and appropriate attitudes, you are taking the initial step toward fulfilling your major role participation of in are You also hockey. acting to fulfill “maximizing your the secondary role benefits” (psychological of of “minimizing and/or the physical the for purpose specified a providing by ones) major costs” injury being the season. Although the identification of goals important is first an step, it is the objectives within selection each of goal area specific that provides the plan and the season necessary organize direction to effective practices. Each of the above include objectives. several goal areas AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 19 | Preparing for thePreparing Season for | organization, organization, the needs of the team, and the needs of the players be the focus of instruction for that practice duringobjective the practice scrimmage) that will be used to teach or practice the objectives weaknesses of the practice what what you want them to learn and why it is important assess their of levels performance skill and for them to practice these elements that the skill can be used in a game situation • be based upon previous planning, seasonal • list the and objectives points key that will • show the amount of time to allotted each • identify the activities (instructional, drill or • apply the guidelines for effective instruction • include an of evaluation the strengths and 1. to introduce the the objective—tell players 2. for the to players try the skill and for you to 3. for you to teach the elements key of the 4. for skill refinement and automation such PRACTICE TIME PRACTICE NEEDED The amount of time that can players attend to your developmental and ages their on depends instruction aged players 10 and Generally, levels. under cannot effectively tolerate concentrated practice. more As be can too, age practices, the than improve, advances of players abilities and the one hour slightly longer. The primary of available. is that problem time the in effectively use to is hockey youth ice Another common for problem teaching in then and youth objectives ice many too hockey far is defining time insufficient When mastery. than rather exposure EFFECTIVE EFFECTIVE PRACTICES Effective practices are those sessions that meet the needs of the to players carry out the objectives that are listed in the plan for the effective season. practices are The careful keys planning to and sound instruction. Both ingredients are under the control of the coach. Therefore, should: each of your practices Generally, Generally, the allotment of time should to be based an upon objective the following needs instructional and should be should allow time: practices. You distributed across several USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA their team’s accomplishments. than the outcome, as they review Coaches Coaches should reward the effort, rather essential essential to the game at your level of play. Select, Select, teach and practice objectives that are Merely Merely exposing your team to many skills without sufficient time for them to frustration be for learned results you in and the players. They must Identify Identify Practice Objectives As you place objectives into season divisions and adjust the number will division, chosen typically find ofyou thathave you weeks assigned to to each cover more practice objectives time will than allow. situations your A good available is guide the that so objective each of to in practice and instruction such devote sufficient majority time of players to are improvements. able the Reviewing the to amount make of significant practice time spent on objectives included in the play may reveal why many athletes on improve some of the skills taught. did not substantially Contributing to team membership is another worthy another is membership team to Contributing objective that coaches should set for every player. Athletes, especially thosethe suppress to learn must hockey, ice as such whosports engage in team natural tendency to blame others for a loss or even their that taught be must Players performance. bad a role is to play as well as they can and to think, do, and say those things that will help their teammates do the same. The team will only be as good as link weakest its and often an otherwise excellent team only performs at a dissention created by “put downs,” making excuses mediocre level due or blaming others. to the dependent dependent on others (e.g., ability an of another team, or the final official’s score), we have call, the a unique opportunity to lasting contribution to make the personal of character our a significant and athletes. sufficiently master the objectives so that they can be can they that so objectives the sufficiently master used in a game situation. Rather, select, teach and practice only the objectives that are essential to the game at your level of you but implemented, is it as plan your to objectives play. You can always add cannot recover time wasted on objectives that are not achieved. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 20 | Preparing for thePreparing Season for | practices practices for every game. games per season is: • 20 cross-ice games for 8 & Under • 20-25 games & for Under 10 • 30-35 & games Under for 12 • 35-40 & games Under for 14 • 40-50 games & for Under 16 • 50-60 games & for Under 18 than: • p.m. & for Under 10 7:00 • 8:00 & p.m. Under for 12 • 9:00 & p.m. Under for 14- • p.m. & for Under 10:00 16 • p.m. & for Under 10:00 18 should be set so that the earliest times are reserved for the older age classifications. SUMMARY filled appropriately most be can coach a as role Your through the leadership and instruction you provide within the context of practices and games. Clearly, those coaches who are most effective in facilitating their players’ achievement of knowledge, fitness, appropriate and skills, attitudes are have those who clear achievements. objectives Organization that selecting of pertain the and of season amount appropriate to an for and then order, appropriate by teaching these objectives time, is a major step helping toward acquire players in an the benefits of This hockey. same planning effort is an essential step in costs. unwanted reducing some of hockey’s GUIDELINES GUIDELINES FOR YOUTH 8 & Under Through & 18 Under 1. schedules should include Team at least three 2. The recommended maximum number of 3. Starting times for games should be no later 4. Any practice time scheduled before 3:00 p.m. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA to to master the skill or concept and unskilled players feedback to players • be easily modified to accommodate skilled • opportunity provide for skill analysis and • be challenging and fun • a have meaningful objective • require a shortrelatively explanation • an provide opportunityexcellent for players Write Write your drills on single sheets or cards. After the practice, write your comments usefulness directly on about the card and file the card the for drill’s future use. Good drills can during be used a many times season. coaches. Share your drills with fellow The two most practices important are the components development of of individual and skills the your translation of you that drills the Therefore, these drills. through situations skills into game-like select must be related to your often objectives. Too coaches use drills that are traditional or favorites of to skills the to relevance no have that but players the be learned. Such drills waste valuable time. should Drills be selected or developed according to the following features. Drills should: CHARACTERISTICS CHARACTERISTICS OF A GOOD DRILL is devoted to incompetence and frustration. objectives. important A several across time good practice your distribute rule skills, a is that so objective to each the to time sufficient devote Then result is percent 80 of performance the in change meaningful additional in time Devote occurred. has players the of to able are players the until objective the to practices they point, that At drills. game-like into skill the transfer into the of skills practice to can transfer be expected games. their AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 21 | Preparing for thePreparing Season for | Identify Identify Practice q o OBJECTIVES Sequence Sequence Objectives SEASON SEASON PLANNING STEPS q To develop a develop season plan To • • identify the To steps in season planning • short-develop and To long-range goals • divide your season To into sections USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA

*Early *Mid *Late 1. 2. 1. 3. Outcomes Player of the Season

Identify Identify season goals and and objectives *Pre Objectives 4. before before formal practice begins. strategies of strategies team or individual and play some of those conditioning can involving be all or partially achieved categories categories that you will attempt to achieve in the possible, it you valuable practice can time. save Many pre, of the pertainingobjectives to of knowledge the early, rules, mid and late season. If preseason activity is Sequence the Season’s Objectives into objectives these divide should you players, your important to most objectives the selected have you After The The organized coach realizes the importance of planning the beyond daily be practice effective plan. and To to ensure that both short- and long--range goals are accomplished, one must map out an season overall plan with a schedule complete that includes practices, competitions and training for the entire season.

Developing a Season Plan Season a Developing Chapter 6 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 22 | Preparing for thePreparing Season for | Deciding Deciding what objectives should be is is the basis for all subsequent planning. achieved in achieved pre, middle early, and late season Preseason should be placed in the Objectives when preseason they involve skills, knowledge or attitudes that can be achieved independently (all or in part) player by in the a safe and efficient include manner. This could learning the basic rules, infractions, SEASON PLANSEASON WORKSHEET USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA (29) ______(25) ______(23) ______(30) ______(28) ______(26) ______(24) ______(22) ______(20) ______(16) ______(18) ______(12) ______(14) ______(2) ______(4) ______(6) ______(8) ______(10) ______(11) ______(17) ______(13) ______(15) ______(19) ______(21) ______(1) ______PRE MID EARLY LATE (3) ______(5) ______(7) ______(9) ______(27) ______Goals & Performance Areas Performance & Goals Objectives Division Season Example of a season plan worksheet. a season plan of Example Figure 6-1. The The early season should be to teaching, devoted re- The the and practicing season’s teaching objectives. mid-season continues teaching, with but should a also devote a heavyor drills game-like within skills refining lot and executing of focus time to on controlled scrimmages. The focus on late the maintenance and seasonrefinement of early should and mid-season skills, and refining team offensive and defensive Figure play. 6-1 provides an example of the worksheet that can be used to sequence the season’s objectives. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 23 | Preparing for thePreparing Season for | 1. registration 2. team rosters 3. equipment distribution 4. game and days times 5. practice and days times 6. practice objectives 7. parent orientation 8. tournament dates 9. recognition banquet 10. special events SEASON CALENDAR SEASON ENTRIES CALENDAR what what you want them to learn and why it is important) assess their of levels performance for the to players practice these elements the skill can be used in a game situation 1. to introduce the (tell objective the players 2. for the to players try the skill and for you to 3. to teach the elements key of the skill and 4. for skill refinement and automation so that essential essential to the game at your level of can You play. always add objectives implemented, but you cannot recover time wasted to your on thatobjectives are not achieved. plan as it Generally, is the allotment of time should to be based an upon objective the following needs instructional and should be should allow time: practices. You distributed across several The The most important part of calendar developing a is season the decision to objective teach and how much practice time you you make about devote what to each objective on a practice-by-practice basis. Using your season three plan to worksheet, six select objectives listed division in that you wish the to work on early during your season first Items to include on a season calendar. include to Figure Items 6-2. Place Place the Objectives on a Season Calendar Integrating the results of your of plan master a you planning give will calendar season a into decisions everything you need to convert will calendar season effectively The activities. coaching manage your your plans to practice outlines. It is the guide from which specific practice plans can Items that be should be included developed. on the calendar are listed in Figure 6-2. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA essential essential to the game at your level of play. Select, Select, teach and practice objectives that are improve on improve some of the skills “taught.” Merely Merely exposing your team to many skills without sufficient time for them to frustration for both you and the The players. players be learned results in must sufficiently master the objectives so that they can be used in a teach game and situation. Rather, practice select, only the objectives that are Identify Identify Practice Objectives As you place objectives into season divisions and adjust the number of will division, chosen typically find you thathave you weeks assigned to to each cover more practice objectives time will than allow. situations your A good available is guide the that so objective each of in to practice and instruction such devote sufficient majority time of players to are improvements. the able Reviewing the to amount make of significant practice time spent on objectives included in the plan may reveal why many athletes did not substantially Mid- Mid- and Late Season Generally, you should focus on individual skills in the early season, skill season and combinations combinations of both within systems of in the mid- in theportion latter play of theno are season. There hard and fast divisions among these three phases of into overlap or blend should they fact, In season. the good transitions. However, you should have them clearly in mind as you view terms of what theyou wish to accomplish and the time entire season in in which it must be done. Early Season Objectives should be placed in the early season if they contain abilitiesattaining other identified that objectives. For are example, players must prerequisite be able to skate to before they expected can be to skate stickhandle, and and stickhandle, shoot. sequence of skills or is This particularly important skate, for attention who inexperienced the should player, spend more time to the on learning skills. penalties and strategies; equipment; and obtaining developing strength appropriate and fitness. aerobic AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 24 | Preparing for thePreparing Season for | events events develop. More importantly, you will know before the mid to whether or late not your initial portions practices allocated too of much time to the some objectives in the season early season, which left insufficient time for objectives later on. A plan completed that has been equally important implemented and refined resource for isnext year’s coaching assignment or for also an new coaches invaluable coming into the program. SUMMARY filled appropriately most be can coach a as role Your through the leadership and instruction you provide within the context of practices and games. Clearly, those coaches who are most effective in facilitating their players’ achievement have who those are attitudes and fitness of knowledge, appropriate skills, clear objectives that pertain to these achievements. Organization of the season by selecting and then teaching objectives in an appropriate and order, for an appropriate amount of the benefits hockey. of enjoy time, players helping toward is a major step This same planning effort is reducing some costs. of unwanted hockey’s an essential step in USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA you you should spend teaching them. The The two most important decisions in planning planning the season are deciding what objectives objectives to teach and how much time In addition to the good feeling and confidence that comes with completing a season calendar, you will have developed systematically change your plans the as unexpected base necessary to You You will spend less time in planning your season if task the if than here suggested approach the use you is done practice-by-practice throughout the season. The recommended process will also help you verify which skills you believe are most important as you run out of available practice time and are forced to to findways or plan your from objectives omit either them achieve outside of the normal practice time. practice and enter “Practice #1” This on process season your calendar. them in the should space be labeled repeated late and mid for early, the through practices subsequent your second, third season and divisions. A season calendar worksheet you can reproduce is included on the last page of this chapter. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL Section 3 Section Model American Development AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 26 | American Development Model Development American | training. If a window is skipped or missed, the young the missed, or skipped is window a If training. chance athlete’s to reach his or her are full potential decreased. in Keep mind that all are systems always trainable, yet with smaller degrees of adaptation to among vary periods critical These time. over training individuals, as each child is unique makeup. genetic in his or her Windows of optimal trainability. optimal of Windows 7-1. Diagram OBJECTIVE • understand American USA To Model Hockey’s Development USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA

A complete overview of the American Development Development Model can be found at the end of this chapter.

critical windows provide accelerated adaptation to players exposed to world class coaching at every level! every at coaching class world to exposed players Diagram 7-1 trainability illustrates for male windows and female of athletes. These optimal WINDOWS WINDOWS OF OPTIMAL TRAINABILITY Recommendations have Recommendations come from experts in ice hockey, child physical development, education and and cognitive The development. emotional ADM is about designing, implementing and committing to continual improvement of a model for and kids. training competition appropriate world leading, age- The ADM is about raising the bar for coaches our and players, administrators. We want our young INTRODUCTION INTRODUCTION The American Development Model is a nationwide initiative that provides local associations across the country with development a blueprint that training for focuses utilizing optimal on long-term age-appropriate athleteprinciples. athlete development

American Development Model Development American Chapter 7 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 27 | American Development Model Development American | complimentary sports. basic skills in skating and puck control. at a specific skater position. However goalies may begin to focus on their position. • Continue literacy. to physical develop • Continue to participate in three • Participants at this stage should learn solid • There is no need at this stage to specialize LEARN LEARN TO TRAIN females Ages • 8-11 males Ages 9-12 The objective of the Learn stage to is Train to refine sport overall skills and sportsdevelop specific skills. General Description of the Learn Stage to Train This is the coordination period and fine of motor acceleratedcritical control stage for the and acquisition of learning hockey skills. is At the of this stage participants are developmentally ready to acquire the sports skills that are the cornerstones of all athletic development. early hockey, ice as sports such specialization late In specialization can be detrimental to later stages of skill development fundamental and sports a solid develop base in a of variety sports in each of skills. refinement Participants the physical of literacy environments should (e.g. swimming, the athletics, gymnastics and skiing/skating). Focus USA Hockey’s Key for this Stage development: development: Active Start and FUNdamentals. The Level 2 manual focuses on the Learn to phase Train of development. This phase is for players between the ages of 8 and 12. The Level 3 manual features the Train to Train, Compete and Hockey for Learn Life stages. As a coach, it to Compete, Train will to help you to a base of knowledge This will provide development. be familiar with all as to phases where of these athletes are where they are coming headed in relation athletic to overall from and For development. detailed information on the other stages of please development, visit admkids.com. Programs USA Hockey member clubs (Squirt) and & 12 offer Under (Peewee) programs at this 10 & stage. Under The The optimal The The optimal window The The optimal window of For boys, For theboys, first speed training USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA The The window for optimal skill training of trainability occurs at the onset of peak height velocity (PHV). This is more commonly known as the adolescent growth spurt. Aerobic capacity training is recommended before athletes reach PHV. should Aerobic power be introduced afterprogressively growth rate decelerates. Strength: trainability for girls is immediately after PHV or at the onset of the menarche, while months after for PHV. it boys is 12-to-18 Speed: window occurs the between ages of 7 and 9 years and the second window occurs For the between and girls, ages 16. of 13 the first speed training window occurs the between ages of 6 and 8 years and the second window occurs the between ages years. and 13 of 11 Skill: for takes boys place the between ages of 9 and the between and ages 12 of 8 and 11 for girls. Suppleness (Flexibility): window of trainability for suppleness for both genders occurs the between ages of 6 Special and attention 10. should be paid to flexibility during PHV. Stamina Stamina (Endurance): • • • • • Below Below is the all-important Although Learn to there Train will stage. between individuals, all be young people significant follow same the patterns differences of growth stage and development. breakdowns The that overview follow of will includes provide each (but an is developmental not related limited stage. to) to vital physical This information development, psychological STAGE BREAKDOWNS STAGE There are in development relation to activity. physical six key phases of growth and The The five trainable physical capacities and windows of optimal trainability are: The Level 1 introductory manual will stages focus of on the long two term athlete development, USA Hockey’s window of components, opportunity, training LTAD key focus, and stage considerations and technical development. competitive environment, coaching AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 28 | American Development Model Development American | measuring measuring height (three months) and looking for a sudden increase. off the ice number of changes in direction) sleep) rebalance. This is important because of rapid growth of bones players’ and soft tissues. lower bodies lower through jumping and gymnastic maneuvers stability. duration of training. incorporate incorporate the own body player’s weight, as well as medicine balls and Swiss balls. small area games and and relays develop flexibility through exercises. that focus on quickness agility, and change of direction. Activities should be of short duration (less than five seconds). • track Keep of growth spurts by regularly • A growth spurt months. can to 24 last 18 1. Warm-up 2. Rhythm and coordination runs both on and 3. Spatial (jump awareness distance with a 4. and Rest recovery (fuel breaks, meals and 5. time Reaction and agility 6. Focus on skill and execution 7. Cool down with a short and stretch muscle 8. More speed work 9. Explosive strength in upper players’ and 10. body general lower Develop and core 11. More at stretching the end of training 12. Monitor qualitythe and volume, intensity, • strength Develop using thatexercises • Continue to endurance throughdevelop • Speed can be by using developed activities Monitor Monitor Growth Early in the stage, & at Under 10 (Squirt), introduce a fitnessgeneral framework: Later Later in use & stage, theUnder at (Peewee), 12 same as framework 1-7 plus the following: Throughout Throughout the stage: Psychological Psychological Development This is the sampling stage. Provide opportunities for the participant to try activities that pleasure and socialization. focus on fun, USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA sport (e.g. movements gymnastics, swimming, throwing with both hands, kicking with both feet). patterns movement acquire acquire the general sports skills and hockey skills that are the cornerstone of all athletic development. (ages (ages 11-13+) 12+) boys (girls 11-14, activity activity (formal and informal). sports. • Participate in sports that require similar • Maintain and refine ambidextrous sports or • ‘sports skills’ window of trainability • second ‘speed’ window for girls • beginning of window for aerobic ‘stamina’ • Continue to daily encourage physical • focus Narrow to a minimum of three • At this stage participants are ready to LTAD Window of Opportunity LTAD The Learn to Train and Train to Train stages are the most important stages During these stages or we make break an athlete. in athletic preparation. Coach and Instructor Recommendations Coaches must progress Education through Program in the accordance Coaching with rules the new effective with complete the the online 2011-12 age-specific corresponds season, module(s) that to and the coaching. Additional CEP training age-levelis encouraged for of play coaches they working within these are two levels as this is one of the stages. two most important LTAD Monitoring Children in this stage growth are spurt. often Coaches beginning and their parents track should of keep regular height and months(Squirt),Under at 10 every six weeks at measurements (every 3 12 & Under (Peewee)) to provide an indicator for same the At (PHV). velocity height peak of onset the time, flexibility, especially in the back,lower should be monitored. The growth spurt hamstrings and months. typically to 24 lasts 18 Components of the Hockey Learn Stage to Train Physical Development Mastering of fundamental sport skills: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 29 | 70% 70% training, 25% hockey, 25% 25% hockey, This This is the stage The roster The size roster can Hockey four Hockey times per All players All within players the club The The club may begin to 4 4 weeks per month, 7 American Development Model Development American | individual individual puck touches within the competition and themake individual game more in development productive player terms. Structure: Team should be grouped into teams of like abilities at two different withlevels, the focus on overall distributing evenly the ability player pool across teams within in their should be skill Teams divided levels. into two groups of equal abilities for competition purposes (top 50%, bottom sessions can 50%). Training/practice include teams from both levels. Competition Format: when club-to-club competition can be introduced. Competitions on are played full-ice with game lengths of 60 minutes. Overall Activity Ratios: fitness through sport, 50% other sports & 10 Under (Squirts) — total ice 95-100 touches per year — 3-4 times per week for 60 minutes — 7 month season — 75-80 practices and 20-25 games — skaters and one goalie per 10-12 team Training/Competition Ratio: Training/Competition 10% competition specific10% training and 20% competition Volume: Training week Year: Training months per year – a double periodization calendar will aid structuring and help maintain interest player Composition: Team skaters and expand two to goalies. 15 Structure: Team group onto players teams of ability. like While separation on ability is now allowed, the club should field more than one team at the higher in levels which the club participates. For example, if a club has enough for teams, players it three Peewee would need to field two or A more Peewee teams before fielding a B team. The club should balance the A teams in regards to talent The level. goal at this is level still the maximum individual with development a model, process-driven development not an outcome-based model. • • • • • • • • 12 & Under (Peewee) 12 70% 70% training, Team composition will Team 3 3 to 4 times per week, 4 4 weeks per month, 7 USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA development and development not results competitive Training/Competition Ratio: Training/Competition and and enjoy the feeling of the effort during the activity with effort and competition failure as a normal occurrence of sport development with hockey with session hockey lengths of 60 minutes Year: Training months per year – a double periodization calendar will aid structuring and help maintain interest player Composition: Team 10% competition specific10% training (exhibitions/scrimmages), and 20% competition Volume: Training skaters and include one a of roster 10-12 The aptitudes physiological of goaltender. at players this age can easily handle the playing requirements of competing every other shift. This will increase each player’s • long-term goals (dream ahead) • short-term goals based on skill • • of development abilities to concentrate • of development visualization skills • effort: deliberate the ability to deliver effort • responsibility: the ability to associate joy • success: the ability to take risk and accept • begin to introduce mental preparation. • • • Encourage goal Encourage setting that is process orientated: 10 & Under 10 (Squirts) Training and Training Competitive Environment Formal competition can be introduced in this stage, although it must not divert the focus from training. Competitions should geographic area. be Competition should limited be fun, and differences address to and structured in age training to the abilities. local Athletes should be success recognized and for achievement. Training their should include small area games to encourage the application help games Small area of in play. game skill techniques a decision-making develop abilities. player’s At this stage it is important to create an environment an create importantto is it stage this At where participants so they fun and interesting varied, be must Practices want to interest build important to is It continue. to want playwill ice hockey. in our sport, self-confidence and an enjoyment of performing. Important skills psychological to develop: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 30 | American Development Model Development American | the puck and coordination puck control skills (multi-tasking) more defenders (1-on-3) direction, direction, spins, etc.) goalie) pass, etc.) cadence, shoot in stride, camouflage, screen shots and looking off a shot, shot) fake peak peak skill of development core hockey skills. and puck control skills throughout the stage with a clear focus on correct technical execution. — agility in skating skills with and without — refining edge control skills for balance — combined refined skating skills with — attacking skills, 1-on-1 and 1-on-2 or decision-making decision-making situations. skills should be incorporated at and the 12 withlevel special Under (Peewee) concentration on receiving skills. skills, including shooting off of a pass (one- timing the puck). refined. Under (Bantam) including the ability to deliver a check as well as a receive check. It is important not to overemphasize checking as to from detract core hockey skills development. skills. protection all facets of the development: player’s — skating (change of pace, change of — puck control and (fakes on dekes — passing (look off fake pass receiver, — shooting (shooting off either foot, 10 & Under 10 (Squirt). Emphasis should be on competing at the puck and winning 1- on-1 battles and loose puck races puck offensive carrier, support player, • This is the window of optimal trainability for • Emphasis is placed upon refining skating • Use small area games to apply core skills in • Added emphasis on passing and receiving • Add emphasis on shooting and scoring • Body contact and angling basics should be • Body checking skills are & introduced at 14 • Offensive body positioning and puck • Deception skills should be incorporated in • Continue to unstructured encourage play at • Introduce the four game situation roles: Tactical Skills Tactical 25% hockey, 25% 25% hockey, Full-ice Full-ice competitions USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA growth growth spurts, especially at the Peewee level. Competition Competition Format: with game lengths of 60 minutes. Overall Activity Ratios: fitness through sport, 50% other sports & Under 12 (Peewee) — total ice touches per year 105-120 — 4 times per week for 60 minutes — 7 month season — 80-90 practices and 30-35 games — skaters and two goalies 15 per team critical stage for sports skill acquisition. demonstrations, as this creates a mental picture for them to emulate. training at a reduced intensity in order to successful achieve repetitions. As the success rate increases, intensity can coaches must increase. However, understand that performing skills incorrectly at a high rate of speed will only poor reinforce skills through this stage. acquisition is reduced as fatigue level increases. information to their Limit players. instruction to four or five points, key as additional information will not be processed by the athletes. their execute skills in game situations. must Players begin to gain an understanding of how skills and tactics are applied within different playing situations. decision-making in practice. Solutions to common tactical situations must be developed. feedback to thethem athletes. what Tell you want done, not what not to do. • Introduce interval training. • • • must Players be exposed to quality skill • must Players practice a high volume of skills • Coaches must understand that skill • Coaches must manage the flow of • opportunities Provide for the to players • opportunities Provide for repeated • Coaches must concise, provide specific • Monitor growth players’ for the onset of • Coaches must be cognizant that this is the Technical Development Technical Ensure motor learning issues are adopted into your coaching practice. Coaching Coaching Considerations AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 31 | American Development Model Development American | listen listen to and follow instructions. sports • Participants should be learning how to • warm-up and cool down • staying hydrated • rules and ethics of ice hockey • healthy diet • importance of school and education • importance of family and friends • importance of daily education physical and Diagram Diagram 7-2 shows some methods of for dividing the the ice recommended into stations. work Station will help your players get more puck touches develop continually to necessaryrepetitions the and valuable most refineand is your time skills. Ice basic resource as a featuring small area coachgames and a variety of stations and skill-basedwill help practices you run efficient energy level. practices with a high PRACTICE PROGRESSION PRACTICE ICE UTILIZATION Lifestyle Lifestyle (Fun, Adventure, Social, Music and Art) Expose the participant to a wide range of cultural and lifestyle opportunities. Instill an understanding of healthy training habits: Instill an appreciation for healthy lifestyle: USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA and and experience in small area game play and specific situational drills. making situations. the on-ice time introduced. spent However, should be minimal as to continue to take advantage of the skill window development of trainability. 2-on-2, 3-on-2, 2-on-1, 2-on-3, etc. both players offensively and defensively. from behind). defender defender at the puck and defender away from the puck other other sports lacrosse, gymnastics, (soccer, skating, tumbling, etc.) is recommended to core develop strength and balance. in their gear and hockey tighten their own skates & at Under 10 (Squirt). • Apply core skills in basic decision- hockey • basic & team are systems Under, At 12 • Introduce elements of coordinated attacks: • vocal communication Encourage between • ethics Reinforce and rules (e.g. no hitting • basic Develop situational role knowledge • Off-season participation in two to three • should Players be able to dress themselves Recommended ice utilization. ice Recommended 7-2. Diagram Ancillary Skills At this stage, participants should importance understand of warm-up the and cool down, hydration and of the proper fit and use of equipment. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 32 | American Development Model Development American | community, but now it community, is the buzz The word. NTDP an important has into grown played role as have we a challenger at each as event. However, Americans we are not content with second place and it is now time from to move challenger to champion. Change is the only path that will move us towards our goal. As the old saying goes, “If you always do get always will you then done, always have you what got.” what always you have Rationale Behind the American Model Development USA Hockey started with a review of research that has taken place in child and athletic development around the globe. Elite performance studies from multiple sport bodies, as governments well as other endeavors such it research, current asof review the Through evaluated. music and was quickly the concluded that to truly arts address player were development, a completely new way of looking at USA Hockey’s structure Critical development begins at a very must early age. As be children undertaken. mature, they each and thegrowth through stages developmental same progress during the maturation process. Along this path, certain aspects of these skills Withoutintervals. time developing appropriate stages must and be certain physical and addressed mental attributes proper time, the prospects of long-term becoming a at at the the truly elite athlete are diminished. Research has shown that we cannot just focus on a few older players; an encompassing strategy must be followed. As we evaluated the current research, variations of principles are being (LTAD) development employed Istvan Balyi’s around the long-term globe by more athlete than 100 health government ministries and Bodies. sport Within National hockey, Governing there countries is like no Sweden, doubt Republic Finland that produce and the high-end numbers Czech NHL players. are Their especiallyconsiders the populations numbersand player from impressive long-term countries, those when of each In counties. those one athlete development principles are at the core their model. development of USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA program areprogram right for kids.”

there's no doubt that the principles of the — — Ron DeGregorio, PresidentUSA Hockey educate educate their constituents on the merits of buzz buzz that has been and will continue to be for for local associations around the country to It's It's hard to put into words the excitement and generated by generated this new initiative. It will time take adopting adopting the American Development Model, but

The The developmental system in the U.S. has evolved time. over Our current structure is not one that was planned; it is one that evolved into a multi-faceted organization with many different avenues. diversity is one of While our great attributes as a nation, a been defined has never excellence to clear pathway by USA Hockey. Over a decade ago, some of the to issues within our address system, USA Hockey took a bold step with the creation of the National Team Development Program (NTDP). The has NTDP raised the bar within the on United States. Ten elite years ago one player rarely development heard the word “development” within the hockey As Americans, we are a competitive people and our a As are competitive Americans, we country places winning. a In some cases tremendous it is to our there can be no importance doubt detriment, that our and society rewards but on cherishes excellence. In we ice grown have hockey, from our seat at the grown-ups. kids’ table to As one with a competitive the at every hockey event that nation we Americans, enter. Yet for we second are best enough. now Our has enrollment numbers never are the been second most among all goodhockey-playing nations and yet we not grown into have our full potential. The The ADM was endorsed by the USA Board Hockey also has and Meeting Winter 2009 its at Directors of The League. Hockey National the by endorsed been ADM furthers our growth and development efforts as it will provide our member associations, for the for blueprint development optimal an firstever, time for experience better a to lead will that players youth players new attract help also and players current our to our sport. A A PLAN FOR LONG-TERM DEVELOPMENT ATHLETE American Development Model Development REVIEW: American AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 33 | AGE Female 0-6 years Female 6-8 years years Female 8-11 years Female 11-15 years Female 15-18 years Female 18-21 years Female 18+ American Development Model Development American STAGE | HOCKEY HOCKEY MODEL LONG-TERM ATHLETE DEVELOPMENT ATHLETE LONG-TERM PHASE Early Childhood Start Active Late Childhood FUNdamentals Male 0-6 years Adolescence Male 6-9 years Early Puberty Learn to TrainAdolescence Late Puberty years Male 9-12 to Train Train Early Adulthood Learn to Compete years Male years 16-18 Male 12-16 Early Adulthood to Compete Train years Male 19-23 AdulthoodChart adopted from Canadian Sports Centers (2006) to Win Train years Male 19+ LTAD Foundation of Research, LTAD Principles and Tools foundation its at has development athlete Long-term 10 different elements of sport development science and child research. structure When of considering any athletethese the elements must also be considered. development program, – Hour 10,000 Rule Year 10 It takes years of organized practice to become an expert performer. Research shows this developing is any true skill, of such as learning instrument to play or an playing referred sport. to This as is the day a hours three for practice to need the to relating sometimes ‘10 year – for 10,000-hour 10 years. Many researchers believe this rule’ is just a minimum. The bottom enormous amount lineof work and time to become an is that elite it athlete. This is takes done through a an diverse sports movement and sports skills background. Once this foundation is laid, performer the at highest elite an develop to practice it takes years level. of deliberate A significant thatin thenumber play of players NHL were never drafted. This means that, at 18 and 19 a late- willing take to even nobody of was age, years round chance on their potential to make it. Hockey programs our and sport specialization early an not is USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA recovery recovery programming with relation to biological and development maturation competition driven; and parents, officials, administration, sport medicine & sport science supported

2. offers equal opportunity for recreation and 3. is participant/athlete coach centered; 1. training, integrates competition and

hockey model for each phase of growth and The The ADM is a long-term athlete development plan for the consideration sport the guiding LTAD principles that are of widely accepted around the ice globe. Consistent with hockey. the ADM: LTAD, It takes into Long-term athlete conceptual development framework for athlete development is in sport athat can be used as generic, a basis on which align,’ to ‘re- or make more consistent, existing and systems structures. It has been Balyi, an recognized coach internationally educator, developed by Istvan and is based sporting people develop young upon about how research a consensus ability, of evidenced linking more development closely of the players coaching growth. psychological to and their physical and development is development described below. All young All people theyoung follow same of pattern growth and development, although there differences are between individuals significant in the timing and magnitude of these changes. In relation to physical activity, there are seven key phases of growth and development. The relevant ‘stage’ of the LTAD It should be recognized The nothing majority new. of the on research which that much of LTAD it is based is widely and accepted, has been used to is underpin physical education teaching years. for The many difference ‘packaging’ of this theory that for mass understanding LTAD and a mechanism for applying the bringstheory to better is integrate whole a sports development systems coaching, (i.e. training, playing, competition, etc). It is also important that our USA Hockey membership understand that it is people not just that our hockey endorse a LTAD plan, but that sports science and development experts endorse from around this the methodology for their own sports. model globe and are adopting this American Development Model Development REVIEW: American THE COACHTHE

REVIEW: American Development Model OF ROLE

must include a long-term developmental pathway AAP Guidelines: that provides opportunities for our elite players into • Encourage athletes to strive to have at least their early 20s. This is why USA Hockey endorses one to two days off per week from the college hockey path, as it provides the widest competitive athletics, sports specific

range of developmental opportunity over time. training and competitive practice PREPARINGFOR Many players don’t reach their potential until their (scrimmage) to allow them to recover both SEASON THE early to mid-20s. physically and psychologically. • Encourage the athlete to take at least two FUNdamentals to three months away from a specific sport All sports begin with basic fundamental movement during the year. and core sports skills. The ABCs of movement include agility, balance, coordination and speed, Windows of Optimal Trainability DEVELOPMENT

while core sports skills include running, jumping, There are identifiable stages during a child’s physical AMERICAN skating and throwing. It has been shown that and psychological development that offer optimum MODEL children who have a strong, broad-based foundation opportunities to develop particular attributes, such in the fundamental movements and sports skills as basic movement skills (agility, balance, from a variety of sports increase their potential for coordination and speed), basic sports skills (running, future success in sports. Whether this is confidence jumping, throwing, skating and striking) and physical to lead a healthy and active life in sport or to capacities (flexibility, endurance, and strength). DEVELOPMENT become an elite athlete, this strong foundation in Missing these optimum opportunities has been shown to significantly affect a child’s ability to reach the fundamentals will help children reach their full SKILL potential. Without this foundation, children may his or her full potential. never reach their genetic capacity. In our current system, training in early years focuses on outcomes (winning) rather than the Specialization developmental process (optimal training). As Balyi Sports are classified as either early or late states, “Damage done between ages 6-10 and 10-16 GOALTENDING specialization sports. An example of an early cannot be fully corrected (players/athletes will never specialization sport is women’s gymnastics in which, reach their genetic potential) and national training due to growth, girls are potentially retiring from their or sport centers receiving mediocre athletes, sport at 14, 15 or 16 years of age. As with other regardless of funding and expertise, cannot recover contact/collision sports, ice hockey is classified as a from the ‘damages’ of earlier training.” late specialization sport. Hockey players don’t reach their full potential until after full growth maturity. Elite player development and a sound structure at Specialization at an early age limits children from the 12 & Under level for broad-based skill TEAM PLAYTEAM acquiring a broad spectrum of athletic movements development are not mutually exclusive. What do and skills that may limit or put a cap on their overall we currently produce in the U.S.? We have an over athletic potential. When players specialize too early abundance of average players and very few truly they can create imbalances in musculature, increase elite players at the highest levels (NHL), especially the potential for burn out and limit their athletic when our numbers are taken into consideration. potential by not developing a broad base of athletic This is due to a lack of the proper focus on training movement skills. through the appropriate ‘windows of optimal

trainability.’ TRAINING OFF-ICE Diagram 7-3 illustrates windows of optimal “Young athletes who participate in a variety trainability for male and female athletes. These of sports have fewer injuries and play sports critical windows provide accelerated adaptation to longer than those who specialize before training and, if skipped or missed, decrease a child’s puberty. Well-rounded, multi-sport athletes chance to reach his or her full potential. It must be have the highest potential to achieve.” kept in mind that all systems are always trainable, yet — Journal of American Academy of Pediatrics APPENDICES with smaller degrees of adaptation to training over time. In our current system, the window of

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opportunity on skills development (9-12) for male PHV or at the onset of the menarche, while players is missed through over-competition and for boys it is 12-to-18 months after PHV. under-training. • Speed: For boys, the first speed training window occurs between the ages of 7 and

9 years and the second window occurs PREPARINGFOR between the ages of 13 and 16. For girls, SEASON THE the first speed training window occurs between the ages of 6 and 8 years and the second window occurs between the ages of 11 and 13 years. • Skill: The window for optimal skill training for boys takes place between the ages of 9 and 12 and between the ages of 8 and 11 DEVELOPMENT AMERICAN

for girls. MODEL • Suppleness (Flexibility): The optimal window of trainability for suppleness for both genders occurs between the ages of 6 and 10. Special attention should be paid to flexibility during PHV, due to rapid growth.

Additional capacities have been identified that must DEVELOPMENT

also be considered throughout an athlete’s SKILL development and, in addition to the five physical Diagram 7-3. Windows of optimal trainability. capacities, make up a holistic approach to training. • Structure/Stature: The height of a person before, during and after maturation can be These critical periods vary between individuals as utilized by a coach or parent. Tracking

each child is unique in his or her genetic makeup. growth as a guideline for developmental GOALTENDING While these critical periods follow general stages of age can allow for planning to take human growth and maturation, scientific evidence advantage of the critical ‘windows of shows that humans vary considerably in the optimal trainability.’ magnitude and rate of response to different training • Psychology: Sport is a physical and mental stimuli at all stages. Some players may show challenge. The ability to maintain high potential for excellence at age 11, while others may levels of concentration, yet remain relaxed not indicate their promise until age 15 or 16. with the confidence to succeed, is a skill

Consequently, a long-term approach to player essential to long-term performance in sport. PLAYTEAM development is needed to ensure that players who This skill also has the potential to transcend respond slowly to training stimuli are not sport and affect our everyday lives. To ‘shortchanged’ in their development. develop the mental toughness for success at the highest levels, training programs are The five trainable physical capacities and windows required that address the specific gender of optimal trainability are: and LTAD stage of players. The training • Stamina (Endurance): The optimal window programs should include key mental TRAINING of trainability occurs at the onset of peak components identified by sport OFF-ICE height velocity (PHV). This is more psychologists: concentration, confidence, commonly known as the adolescent motivation and handling pressure. As a growth spurt. Aerobic capacity training is player progresses through LTAD stages, the recommended before athletes reach PHV. mental training aspect will evolve from Aerobic power should be introduced having fun and respecting opponents; to progressively after growth rate decelerates. visualization and self-awareness; to goal APPENDICES • Strength: The optimal window of setting, relaxation, and positive self-talk. To trainability for girls is immediately after master the mental challenge of sport, these

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basic skills are then tested in increasingly should complement the academic difficult competitive environments. schedule, not conflict with it. The stress of Ultimately, the planning, implementation class work, examinations, boyfriend and and refining of mental strategies for high- girlfriend issues, and school peer groups

level competition will have a large impact play a role in the fatigue and stress levels PREPARINGFOR THE SEASON THE on elite performance. Consequently, the on our athletes. Coaches and parents must mental training program is critical at all monitor these factors to balance the sports stages of LTAD, as dealing with success and schedule to allow for maximum failure will determine continuation in the game and physical activity in general. development both on the ice and in the • Sustenance: This category refers to all classroom. aspects of replenishing the body for sports and general health. It covers a wide range Biological Age vs. Chronological Age DEVELOPMENT AMERICAN

of topics from nutrition and hydration to Biological age should be considered through our MODEL rest and recovery. Fatigue, whether it development and identification process. As an comes from a single practice/competition example, one only need look at the number of early or builds up over time through a lengthy month birth dates that make up our Under-17 and schedule, can be combated through a Under-18 National Teams. Our current system proper lifestyle. Whether our children forces players into a compete-to-win, ‘peak by the

become elite athletes, or we look for better DEVELOPMENT weekend’ system that rewards early maturing performance in school or just to lead a

players who may not have the ability to be elite SKILL healthier life, we will all thrive with better education and following a plan that performers. Late developing players are excluded replenishes our physical and mental needs. and cut, consequently leaving the sport or being • School: Sports schedules must consider the segregated to a recreation program that limits their demands placed upon children from an training opportunities. These late developers may academic perspective. Education must be have huge long-term potential but are eliminated GOALTENDING emphasized, and the demands of sport from our system. TEAM PLAYTEAM TRAINING OFF-ICE APPENDICES

Diagram 7-4. Drafted players in the Canadian Developmental System.

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Currently, most athletic training and competition experience quality coaching throughout that period programs are based on chronological age. However, (see Diagram 7-5). athletes of the same age between ages 10 and 16 can be four-to-five years apart developmentally. Not all players have the potential to become elite players. The American Development Model Thus, chronological age is a poor guide to segregate PREPARINGFOR adolescents for competitions. Because hockey is a recognizes this by offering two levels of content SEASON THE contact sport, early maturing players are favored from the Train to Train stage forward. The high within our youth structure. The late developer is performance content is aimed at those players who eliminated when he or she may possess better long- have been identified and who choose to attempt to term athletic ability. be potential elite performers, while the standard content offers a reduced level of commitment more Looking at Diagram 7-4, it is obvious that in the appropriate to the majority of players who will form Canadian developmental system and ours, potential DEVELOPMENT late month birth date players have been excluded the basis of club teams of the future. The split AMERICAN MODEL from the high -performance track. It is highly unlikely between the levels of content at the early part of the that there are fewer players with long-term athletic Train to Train stage are relatively small as it is potential born in the last quarter of the year than in deemed to be such an important stage in the first quarter. developing a broader base of potential elite players. However, the differentiation between hockey and “Training Age” refers to the age at which athletes other sports may necessitate the divergence at this begin planned, regular, serious involvement in DEVELOPMENT stage. It is important to note that research suggests training. The tempo of a child’s growth has significant implications for athletic training because that there can be numerous players who follow the SKILL children who mature at an early age have a major standard track through the Train to Train and into the advantage during the Training to Train stage Train to Compete stages who will have the potential compared to average or late maturers. However, to become elite performers. This is especially true if after all athletes have gone through their growth they have a diverse sports movement background

spurt, it is often later maturers who have greater through playing multiple sports during the GOALTENDING potential to become top athletes provided that they FUNdamemtal and Learn to Train stages. TEAM PLAYTEAM TRAINING OFF-ICE APPENDICES Diagram 7-5. Training age.

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Periodization System Alignment Periodization is the practice of segmenting the The framework for long-term athlete development is calendar year into appropriate time intervals for influenced by many factors. We have clubs, schools preparation, competition and rest and recovery. and ice arena facilities all with varying interests. To

Athletes at different stages of their development maximize a player’s development needs, it is PREPARINGFOR THE SEASON THE require different training plans to optimize their important those entities work together and become development through their growth and maturation. mutually supportive as each has its part to play in The science behind periodization has been used on advancing our game. Players will best develop in a the international stage with great success in many, many sports. Unfortunately, sometimes a sport’s system that is clearly defined, logically structured traditions are placed in front of the athlete’s needs and based upon consistent principles. We need a when planning a periodization schedule. This has an structure that is athlete centered and looks at the impact on maximizing the player’s development. individual player’s development. DEVELOPMENT AMERICAN In a team sport, it is appropriate to look at the MODEL The Great One's Message to Parents: collective whole and to provide the direction and Let Your Kids Have Fun lessons that only a team sport can provide. “In youth hockey, in most cases, it's really important for kids to play other sports, whether it's indoor However, we must always consider that each lacrosse or soccer or baseball. I think what that does individual is at a different point through the stages of

is two things. One, each sport helps the other sport. his or her development (early maturer or late DEVELOPMENT And then I think taking time off in the off-season - maturer, for example). The goal is to define our that three or four month window really rejuvenates sports system with a pathway that addresses the SKILL kids so when they come back at the end of August, needs of each individual and maximizes their they're more excited. They think, 'All right, hockey's development as they progress through our system. back, I'm ready to go.'” — Wayne Gretzky. The LTAD principles show us that at the earlier ages, Gretzky was a multi-sport athlete himself growing both the Hockey for Life group and the ones that

up, as he also excelled in baseball and lacrosse, end up as high-performance player, should initially GOALTENDING quoted from “Great One’s Message to Parents: Let be held to the same pathway. Our current sport Your Kids Have Fun” (Globe and Mail, 9/26/2008 – system mistakenly allows for the separation of the Eric Duhatschek). perceived Hockey for Life group and the perceived high-performance group before any reliable Training to Competition Ratios determination can possibly be made. To maximize Through a child’s growth and maturation, the each player’s potential, we need the major parties to athletic development model needs change through re-evaluate current practices and base new practices different stages. The appropriate training-to- on current legitimate research instead of commonly PLAYTEAM competition ratios need to be adhered to in order to held beliefs in sports myths and the old “that’s the maximize a player’s time and potential. When a way it has always been done” attitude. heavy emphasis is placed on competition at an early age, two situations occur. First, ice time is directed toward games, which reduces the amount of quality Physical, Mental, Cognitive deliberate practice time. And second, the focus and Emotional Development becomes more outcome based (winning) and less Training should consider the mental, cognitive and TRAINING process driven (learning the game). There are all emotional development of the athlete, in addition to OFF-ICE kinds of arguments put forth as to why we must the physical, technical and tactical (including allow the imbalance in our training-to-competition decision making skills) components of development. ratios to continue, and certainly the one-to-one ratio has its place within the recreational Hockey for Life A major objective of LTAD is a holistic approach. track. However, for our Tier I, Tier II and high This includes ethics, fair play and character building performance players that are part of our elite through the various stages. Programming should be APPENDICES development path, the correct ratios must be designed to consider the athlete’s cognitive ability adhered to at the appropriate ages. to address these concepts.

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Continuous Improvement Special acknowledgement goes to LTAD expert, Continuous improvement is a key underlying Istvan Balyi and Canadian Sport For Life. The two principle of long-term athlete development. This have been the principal developers of LTAD. ensures that we are always evaluating our sport and

are readily able to respond and implement new LTAD Expert Group: PREPARINGFOR sports science innovations and observations. LTAD 1. Istvan Balyi, M.A., Pacific Sport Canadian SEASON THE provides a continuously evolving vehicle for change Sport Centre Vancouver for all emerging facets of physical education, sport 2. Charles Cardinal, M.Sc en Activité and recreation to ensure systematic and logical Physique, Canadian Sport Centre, Montreal delivery of programs to all ages. 3. Colin Higgs, Ph.D., Memorial University of Newfoundland Long-Term Goals for USA Hockey and the ADM 4. Steve Norris, Ph.D., Canadian Sport USA Hockey has a core goal to grow the game of Centre, Calgary DEVELOPMENT AMERICAN

ice hockey within the United States. We believe that 5. Richard Way, MBA, Pacific Sport Canadian MODEL the ADM will provide a pathway to excellence for Sport Centre Victoria those who have the ability, as well as a greater 6. Mary Bluechardt, Ph.D., Memorial overall hockey experience for all of our players. The University of Newfoundland LTAD principles on which our model is founded address the core needs of all of our players. DEVELOPMENT Along with the National Hockey League, USA LEARN MORE

Hockey has the mutual goal of seeing more SKILL American players compete at the highest level of the Click on the following link(s) for more information on the topics covered in this chapter. (Internet access is game. required).

LTAD Stages for the • www.admkids.com American Development Model

See the individual LTAD stages of development for GOALTENDING specifics to the American Development Model. • Active Start • FUNdamentals • Learn to Train • Train to Train • Learn to Compete • Train to Compete

• Train to Win PLAYTEAM • Hockey for Life TRAINING OFF-ICE APPENDICES

USA Hockey Coaching Education Program Level 2 Manual | American Development Model | 39 AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 40 | American Development Model Development American | coach coach determine when to introduce new skills and drills game-like into practice. The primary goals of youth should ice hockey be coaches comprehensively aimed (physically, mentally, socially and at emotionally), developing and to give them an the environment in which to build playersself-esteem as well as a love for the game. Coaches must be able to recognize players’ ability levels in order to make about good sound judgements practice designing. planning, By learning age-adjusted teaching practices the and and continually main evaluating the athlete’s drill elements progress, the of whether coach the child can is mature determine enough for new skills and concepts of the game. AGE-ADJUSTED AGE-ADJUSTED PRACTICES With a well-adapted practice selected drills, plan players have the best opportunity to and properly improve. Once appreciates age-adjusted practice components, she a or he will be if able to her determine or his teaching coach understandsis adjusted correctly according to the difference in and the of development physiological the players. OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA development fully understand the game

To point out to the coaches To thatmust opportunityhave players to progress according to their own mental,physical, and social rates of development To provide coaches provide with To a plan to design their practices and drills to be age specific To provide coaches provide with an understandingTo of skills basic thatand movement ice motor hockey are age specific • not thedeveloping total athlete • not enhancing long-range player • • •

• not skills developing properly • stifling creativity • not proper developing technique • not giving the the player opportunity to Understanding Understanding age-adjusted practices and drills will enable the coach where exactly evaluate and progression skill player’s to systematically developthat player a is in terms of Age-adjusted practices his and drills or will her also help ability the level. Learning Learning a variety of systems and tactics should be limited. If complicated introduced systems too early and in a tactics player’s development, it may are cause frustration and stress along with these negative effects: INTRODUCTION The fundamental idea younger age groups is to emphasize the of basic skills development of in the skating, goaltending, etc., passing, as well skills movement and promote the stickhandling, fun of playing ice as to improve shooting,hockey. motor Modifying Your Practice By Age By Practice Your Modifying Growth & Development: Chapter 8 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 41 | American Development Model Development American | (to (to help the athlete understand how hand-eye, foot-hand, foot-eye rhythms foot-hand, foot-eye hand-eye, jumps, hops, skipping, etc. course (steeple chase), shipwreck, somersaults, combination etc. movements, catching, juggling a balloon with different body parts (hands, feet, knees, elbows), and dribbling drills with hands and feet high high jump and running long jumps, relays of different types, reaction games, apparatus drills (obstacle course, balance training) combinations: throwing, running, skipping, hopping, passing and shooting • coordination drills: alternating hand-foot, • balance drills: different types of balancing, • combinations: motor movement obstacle • (foot) motor drills: eye-hand throwing and • combinations: motor movement eye-body • (foot) motor movement eye-hand Levels of Levels Ability Olds 6-8 Year Drills should hopping, include skills movement Motor movement. focus on running, jumping, balance throwing, catching, rolling and hitting. and motor Suitable Drills: the body functions) Level of Level Olds Ability Year 9-10 Motor movement combinations include running, throwing and catching. Suitable Drills: COMPONENTS COMPONENTS OF AGE-ADJUSTED PRACTICES Motor Children’s body movements vary. Sometimes it is simple and relaxed, and makes unnecessary movements. occasionally The development the child improves by using effective coordination between eye and hand, movements. and quickness in the Psychologically/Socially motor Children can often develop their own games and take on new challenges. They are at the stage when theirinterest keep to activities of variety a need they in practices. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA growth automated execution and later imitating and multi-task skills patience positive results in practice and acceptance in a group crossunders, crossunders, turns, starts and stops) • little capacity to muscles stretch • motor combinations start to become • flow movements very easily • learning is best by seeing achieved the right • difficulty have comprehending complex • strong feelings for fairness and fair play • willingly practice but very have little • contact with friends and the coach leads to • small relatively height, weight, and strength • skating (forward, crossovers, backward, • puck control • passing and receiving • shooting (wrist, backhand, flip) • stick checking • small games and play creative • understanding positional play • one-on-one situations at the basic stages • fun drills • emphasis on coordination training Motor Motor Movements The part quicklyveloped of combination ability movement is de motor movement in that the 6-12 year becomes olds. catching Those and movements hitting enable a ball, obstacles, kicking a ball, shooting a puck, etc. being able to avoid endurance, running balance abilities) occurs continuously. speed, coordination, and Physical Physical Development Physical growth (i.e., development of strength, MOTOR DEVELOPMENT (AGES 6-10 YEARS) 6-10 (AGES DEVELOPMENT MOTOR Child’s Development (6-10 Child’s years (6-10 Development of age) The The following is a list of the most common traits of youth for and development ages under. 10 Aim Aim of Practice fundamental Developing practice techniques in: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 42 | (Internet access (Internet is American Development Model Development American LEARN LEARN MORE | the basic fundamental skills areas control, passing/receiving, and movement coordination and balance www.admkids.com • instruction and a great deal of practice on • introduction to small games in restricted • instruction and numerous drills in puck • drills general physical that promote Click Click on the following link(s) for more information on the in topics covered this chapter. required). • mature, mature, coaches should teach concepts. them elementary Aims of Practice Small games, fun drills, creative free time and skill development should dominate smaller pucks and Lighter practice nature. in cross-ice be and sessions be meaningful used instruction may nets of to make the technical ments ele ments in at development this age. Fun important easier, ele which are should very be a major component session. of every practice Other elements in practice should include: USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Players Players may also have difficulty “looking” the around rink and, therefore, have trouble understanding how they should position themselves. As their skills Eye-Body Eye-Body Coordination Children of this themselves in “space” situations and age distinguishing have right difficulty and left. This is orienting noticed in when faceoff there formation is no circle. Some players difficulty remembering their have previous positioning. great Shooting the strength Shooting requires puck reasonably well and timing often not developed in 8- to 10-year-old players. So teach by discouraged results. technique, but do not be Objectives Objectives in Training Fundamentally, one who has learned “to technical new discover learn to easier it finds body” her or his elements. For example, it is devote time to teach hardly an 8-year-old to profitable skate on the to outside edge when crossing if over he or she hasn’t experienced the feeling of gliding on edge. the Also, teaching outside the correct positioning of the pushing-off,feet, is etc. ineffective when the youth’s physical development is insufficient. This is not to say that it is wrong to teach the correct positioning coach the However, age. this at skating in feet the of should devote an equal amount of time to working with the players on experiences of space. coordination, balance and AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 43 AGE GROUPING IN SKILL DEVELOPMENT |

Highest-level national program that draws potential world class athletes from across the ELITE country, and prepares them to represent the United States in international competition. The key to the successful progress Skilled, very skilled, exceptionally skilled. of a hockey player’s skill develop- ment lies in three areas: A high-level regional, state and district program that draws 1. a solid establishment of the the best players. SELECT hockey skills during the early Semi-skilled, skilled, very skilled. stages of development A level for higher skilled players within local associations who have the 2. constant refinement and ex- pansion of hockey skills

COMPETITIVE desire and ability for a competitive experience. Model Development American Beginners, semi-skilled, skilled. throughout the player’s play- ing years | RECREATIONAL/ A level that provides a competitive environment of play. 3. a compelling desire to con- COMPETITIVE Beginners, semi-skilled, skilled. tinue to improve

Provides opportunities to play for enjoyment, fitness, relaxation and fellowship. Skill RECREATIONAL development and team concepts are stressed. Beginners, semi-skilled, skilled.

PLAYER’S AGE

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Phase for learning the skills of hockey. Phase for learning and increasing Phase for “being all you can be.” the speed in execution while Enhancing skills in the areas of: Practice/Game Ratio constantly improving the strength 2 to 1 skills in hockey. uncomfortable speed power Practice/Game Ratio acceleration 3 to 1 agility Constantly expand skills Constantly refine skills

Practice/Game Ratio Recreational – 1 to 1 Developmental – 3 to 1 USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA

NOTE: A person may begin hockey at any age, but these are the most common pathways to skill improvement. Every level of hockey has a difference in the skill standards within the group. The standards of skill increase at each escalating level, defined by these terms: • semi-skilled • skilled • very skilled A player’s choice of hockey level will depend on his or her level of skill and motivation. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL

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PHYSICAL ENDOWMENTS Physique Weight Height Motor Capacity Vision GAME UNDERSTANDING Support (defense, offense) Time/Space React & Read ∞ Triangulation Box Transition Tempo Gap Control Regroup ∞ Model Development American | ∞ by the general environment in which lives the and person the specific conditions under which situation theis occurring. This applies to all novice through skilled. levels of performance, from Coach must be aware of individual differences in each player. When all factors are at optimal level, then performance will be optimal. Regardless of how much ability, skill player possesses or for a sport, fitness the success a or quality of his or her performance will, in the final analysis, probably depend psychological on make-up, his motivation and emotional personality control or that he possesses. or her structure, she particular FINAL PERFORMANCE

∞FITNESS Cardiorespiratory Endurance Muscular Strength Flexibility

PSYCHOLOGICAL AND/OR PSYCHOLOGICAL DIMENSIONS BEHAVIORAL Achievement Aggression Affiliation Power/Independence Responsiblitiy Self-Actualization Seeking Tension Desire to Excel Desire to Win or Determination Persistence or Poise Self Confidence Emotional Stability Extraversion ATHLETIC PERFORMANCE ATHLETIC ∞ ∞ USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA HOCKEY HOCKEY SKILLS Skating Puck Control Passing/Receiving Shooting/Checking Goaltending ATHLETIC SKILL ATHLETIC Coordination TimeReaction Agility Speed person in terms of his or her personality, and motivational emotional strengths endowment endowment that an individual via receives inheritence genetic for excellence for in excellence a specific sport fitness mandatory for that sport • the of make-up general psychological the • the capacity natural and ability, physical • the acquisition of the specific skill required • the specific type and of level physical These These factors and the performances resulting from an of interaction them are also definitely influenced ATHLETIC PERFORMANCE ATHLETIC IS MAINLY DEPENDENT ON FOUR MAJOR GROUPS OR FACTORS AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 45 SKILL DYNAMICS |

CHILD EARLY PRE-PUBERTY LATE PRE-PUBERTY Awaken Interest Versatility Preparation for Increased Training Have Fun Proper Technique Increased Training Learn Basic Skills 10-12 YEARS OF AGE 12-14 YEARS OF AGE 6-10 YEARS OF AGE Develop the whole person Develop the whole person Develop the whole person 1. mentally, physically, socially 1. mentally, physically, socially 1. mentally, physically, socially 2. by beginning to teach players to become their own 2. by beginning to teach players to become their own 2. by beginning to teach players to become their own coaches coaches coaches Refinement – better execution Enjoyment – fun with a purpose Fun – define fun New movements Working with a new body – fine tune new abilities by learning Love of hockey Introduction to new skills new skills Elevate speed skills

Quality execution Model Development American Love of hockey – love of feeling good Enjoyment is fun with a purpose Quality repetition | Primary Skills: Read – React: Faster execution with quality 1. Ready Position – weight shift, edge balance, push down, 1. Skate – posture, weight shift, balance, edge control, smooth Love of game push out, rhythm, push-touch, coast, almost touch, stride forward and backward, good push-unders on control Love of finesse stationary slide board movement turns, forward and backward crossovers, two foot stop, one foot stop forward and backward Primary Skills: Introduce Hockey Skills: 2. Puck Handling – eyes up, review and refine The Right Way is always the right way. Repetition the right way 1. Skating – forward, forward stops, forward control turns, 3. Stickhandling – fake shot forward, escapes, protect the is skill development. Complacency is the enemy of forward crossovers, backward C - cut swizzles, backward puck, review learned moves development. stops, backward crossovers, mohawk forward to backward, 4. Shooting – eyes up 1. Agressive skating with edges, puck handling, refine giving mohawk backward to forward using heel to heel stepouts 5. Passing – eyes up and taking pass, snap shot, slap shot, checking better, faster, 2. Puck Handling – eyes up, wrist roll, short-long 6. Flip pass, board pass, drop pass, surround the puck to stronger, teach checking as a skill combinations of puck movement, yoyo, fake to backhand forehand 2. Team play review then pull to forehand, advanced slip through, slip around, 7. Teach offense first 3. Team support tactics slip across, sit - show - stick, small games 8. Showdown on goalie 4. Expand offensive plays 3. Passing – pass with slide, guide, spin from heel to toe, point 9. 1-on-1 concept 5. Build a house in the offensive zone stick toe on follow through, forehand, backhand 10. 1-on-2 concept 6. Cycle 4. Shooting – shoot-slide-guide-spin puck from heel to toe, 11. 2-on-2 concept 7. Cycling in man advantages and point stick toe on follow through, forehand, backhand; 12. 3-on-2 concept 8. Regrouping 13. Introduce support shoot-slide-guide-spin puck from heel to toe, shift weight, 9. Forechecking systems – conservative, aggressive 14. Teach plays – trailer, trailer-off wing, drop pass, back pass, roll wrist, point toe of stick, wrist, backhand shot 10. Box defense give-and-go pass, pass-return pass 5. Small games across the width of the rink 15. Triangle concept 11. Learn to read and react 6. Races 16. Breakout concept 12. A player must work by him or herself: 7. Competition skill drills 17. Attack concept a. watch hockey games, analyze plays 8. Development – competition first, winning second 18. Back check concept b. watch the best player on the ice 19. Stick check c. improve your skating by open skating 20. Rub-out d. shoot pucks at a target 21. Box defense e. use inline skates, ball and a stick in the driveway for 22. Development is first, competition is second improved eye-hand coordination 23. Game understanding 13. Game understanding 24. Ice time is a great coach 14. Ice time is a great coach 25. Competition skill drills 15. Teach athleticism – play other sports 26. Small games, races teach offensive skills; offense is spontaneous creation, defense is coordinated discipline and hard work Manual 2 Level Program Education Coaching Hockey USA 27. Time alone working by yourself and developing skills is the incubator of great skills LEVEL 1 LEVEL 2 LEVEL 3 AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL Section 4 Section Skill Development Skill AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 47 | Skill Development Skill | defender the defender a a slight to themove backhand (and/or a • slowing down when approaching the • not using the body to shield the puck from • to your players set up the Teach with move Common Errors Forehand shift. Forehand Figure 9-1. Suggestions for Coaching OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA To understand intermediate-level puck understand control techniques intermediate-level To understand theTo various game situations for stickhandling techniques • • protect theprotect puck.

brought brought out, slightly back from and away the defender. • the Keep head up. • Speed is important in this move.

• Use the body as much as possible to • The puck is shifted to the forehand side • The arms are fully extended, the puck is Key Elements Key FOREHAND FOREHAND SHIFT ways important most the of one is shift forehand The an around stickhandle to players your teach can you opponent. The characteristics of described below and in illustrated Figure 9-1. this move are INTRODUCTION Puck control is fundamental skills of ice Until hockey. players learn one of to control thethe puck, their ability to most shoot and pass importantwill be greatly diminished. This chapter will cover various puck control techniques that will be useful very in game situations.

Puck Control Chapter 9 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 48 | Skill Development Skill | forehand forehand side. • Use distinct acceleration. • Shift the puck to the backhand and/or Backhand shift.Figure Backhand 9-2. CHANGE OF PACE In this move, moderate speed. players Just as they skate reach the defender, underthey accelerate to full speed. Figure control 9-3 shows the at sequence of events involved in the change-of-pace move. Puck carriers should approach the defender at moderate speed, then accelerate and cut around the defender carrying theforehand side. Note that the puck puck is kept far on away his from defenders, or and that the her puck carriers should use the arm closest brushing past them. The to combination of timing and the defender to fast skating will aid allow the in puck carrier to beat the defender. This maneuver may also be done to the backhand side. Elements Key USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA to to use the hand lower only to hold the stick. This frees the upper hand so that it can be used to ward off the defender. head head and shoulders to fake the backhand side). This should move be strong enough to get the defender to react. As the defender reacts, initiate the shift in the other direction. defender. • As the advance in players skill, allow them • the keeping puck too close to the body • watching the puck rather than the defender • The puck is shifted to the backhand side. • The arms are extended. • The body screens the puck from the • The head is up. Suggestions Suggestions for Coaching be can shift backhand theshift, forehand the with As set up with a fake to the many of the other forehand skills of teach the hockey, moves side. As with of the backhand shift at slow to moderate speeds before working on them at full speed. Common Errors Key Elements Key The backhand compliment shift the skill must developed in shift. As master your both players of these skills and the be forehand developed can reliably use them at full speed, to they can create enormous difficulties for is move in illustrated Figure 9-2. the defensemen. This BACKHAND SHIFT BACKHAND AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 49 | Skill Development Skill | get get the defender to shift his or her weight to that side. skates and the heel of the stick. puck on the other side of the defender. first shift (fake) control of the puck in that the across puck the travels body instead of straight ahead. • Set this up move by a shift to one side to • The puck is slipped the between defender’s • The shiftsplayer direction and picks up the • failing to get the defender to react to the • slipping the puck too hard and thus losing • The slip across differs from the slip through SLIP ACROSS The slip across is another important move to teach your players to help them beat a defender one-on- one. execute To this skill, shift the puck to one side and then slip the puck between the skates and the heel of the stick of the defender. The slip across is in illustrated Figure 9-5. Elements Key Executing the through.Figure Executing slip 9-4. Common Errors Suggestions Suggestions for Coaching USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA defender. velocity. velocity. defender. backhand backhand shift through • Shield the puck with the arm closest to the • Pull the stick back from and the away • Push the puck forward with the appropriate • accelerating prior to reaching the defender • failing to the execute forehand and/or • leaving the puck too close to the defender • inappropriate timing for pushing the puck Key Elements Key SLIP THROUGH In this move, the defender’s stick and puck skates or between the is skates. pushed This is move in illustrated Figure 9-4. through the This move is especially useful when a defenseman is defenseman a when useful especially is move This skating slowly backward and there is room to move on either side. Sequence involved in the in change-of-pace involved Figure Sequence 9-3. move. Common Common Errors Common Errors Suggestions Suggestions for Coaching The defender should have slowed down, the head should be down, and a between large the defender’s legs space or between his should or her exist stick and skates. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 50 | Skill Development Skill | Slip around. Figure Slip 9-6. SLIP SLIP AROUND in The theslip should around be following executed manner. First, fake right, and slip the puck around the defender’s right side. Pull the skate around stick the left back side of and the defender. Pick up the puck and be ready to jump over the defender’s stick. This series of is in moves illustrated Figure 9-6. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Execution of the of across. Figure Execution slip 9-5. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 51 | Skill Development Skill | Executing the fake shot. the Executing fake Figure 9-7. Suggestions for Coaching This move is especially useful when the has down slowed or stopped in defender his or her defensive zone. THE WAND MAGIC The magic wand is a probably very has deceptive its origins move, in and European called hockey. It the is “magic wand” his “waves” player or her stick theabove because puck, as if the attacking to dribble from side to side, but never touching it. This tends to freeze the opponent. This fake movement of the puck, combined with a head or shoulder fake, often catches the defender leaning or committing to one direction or the other. At this moment, the attacker may play the puck to his or her forehand or around the opposition (Figure 9-8). backhand and accelerate USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA player. before before executing the move • an effective shot fake • that telegraphing the shot is a fake • a Make good to fake commit the defensive • getting the to commit player defensive Common Errors Key Elements Key FAKE SHOT FAKE The fake shot is used to slow down or defender, allowing freeze the the offensive player to advance shifting theby initiated is It easily. her or him around puck to the forehand side and initiating a wrist or slap shot motion. A shoulder drop or lower slide is beneficial to create the hand deception. The puck is then shifted to the forehand or This is in illustrated Figure 9-7. backhand side. Key Elements Key Common Common Errors Suggestions Suggestions for Coaching as quickly accelerate to encouraged be must Players they change direction. The timing on this move is important and, therefore, many practice repetitions are often necessary to master work this ability. on Again, developing directions. the move going in both AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 52 | Skill Development Skill | approximately a approximately 45 degree angle at only speed. moderate The puck will come off the boards at the same angle at which it hits the boards. Angle of incidence = angle of reflection. • The puck should be shot off the boards at Key Elements Key Puck offFigure Puck 9-9a. the boards. offFigure Puck 9-9b. the boards. PUCK PUCK OFF THE BOARDS This maneuver involves passing the puck boards and off going around the the defensive successful player is It puck.the up pick on to side opposite the because the defender is often deceived into trying to play the puck. This is illustrated in Figures and b. 9-9a USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA waving the waving stick it over defender to commit dribble it defender to commit to one direction • not using an adequate to fake force the • playing the puck accidentally instead of • the waving stick the above puck as if to • utilizing a head or shoulder to fake get the • accelerating around the defender Common Errors Key Elements Key The magic wand. magic Figure The 9-8. Suggestions Suggestions for Coaching This maneuver may be practiced utilizing some of the same drills previously outlined in this Once section. again, you may want to start against a stationary defender, move stationary to move passive resistance defender, and then practice at full speed. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 53 | Skill Development Skill | the blade of the stick during the shift from forehand to backhand to forehand virtual standstill to to the defender • properly controlling the puck by cupping • the ability to quickly accelerate from a • trying to thiscomplete too maneuver close • stopping too close to the defender • not accelerating quickly after hesitating GRANDSTAND This is an advanced maneuver. It follows: Crossover to is the right, executed with as the puck and stick to theextended left.to the left,Crossover with Double shift. Double Figure 9-11. Elements Key Key Elements Key DOUBLE SHIFT This is Shift an advanced maneuver. the puck to the forehand side, then shift to the backhand side. Pull the puck, and then go to the forehand side. Common Errors Common Common Errors Suggestions for Coaching This maneuver will be most effective when utilized against defenders. aggressive Suggestions Suggestions for Coaching Teach this advanced move by breaking components. down Start its from a stationary position progress to moving. and USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA the proper angle and speed, thus allowing the defender to the intercept puck • failing to shoot the puck off the boards at Executing the go. and Executing stop Figure 9-10. STOP STOP AND GO As your players approach the defender they should stop and then quickly accelerate again. There must be a distinct hesitation. Common Common Errors Suggestions Suggestions for Coaching This move is used when moving out of your end and a defender is standing own still. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 54 | Skill Development Skill | puck puck into the skate and kick it out onto the stick. extension extension deflecting it to the stick maneuver 1. Skate forward while stickhandling, drop the • shifting the puck from left to right using full • pulling the puck up to the skates and • slowing down in order to thecomplete SKATE CONTROL SKATE Skate control is stickhandling. It should be and developed practiced also an useful are that drills Some skills. above the of all with important aspect for working on this of ability are: Executing the Executing grandstand. Figure 9-12. Elements Key Common Errors Suggestions Suggestions for Coaching This move, like all of the others included, should be practiced first against against a a stationary stationary pylon, moderate speed. defender, then Once these then steps are moving mastered, the maneuvers should be done at full speed. at USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA the puck and stick extended to left. the of blade the from Pull it deflecting skates, the to the back puck skate to the blade of the stick. Shift left, and go. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 55 | Skill Development Skill | defender. on the forehand or backhand side. forehand or backhand side of the stick, and quickly accelerate forward. away from the away defender completing the spin • close The stops quickly, to player the • The puck from theis away kept defender • degrees with Spin 180 the puck on the • failing to control the puck while spinning • not accelerating quickly forward after To To become proficient at most of player these must be moves, efficient a at executing fakes. hours Many of practicing are necessary Opponents ability. quickly learn which to players have perfect this only one move. Availability of moves that can a be employed during a game results wide variety of in each move being more effective in winning the one-on-one contest. SPIN AROUND is This utilized maneuver when driving hard and fast into the offensive the challenge puck carrier. to who likes defenseman zone against The an aggressive puck defenseman. Just as carrier the defender and the check from slows away spins contact,the attacker to drives make hard accelerates. toward the thebackhand both to done be may around spin The and forehand sides, as in illustrated Figure 9-15. Elements Key Common Errors Suggestions Suggestions for Coaching puck the shielding of art the master must players The from the defender with their bodies. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA skates. it out from behind the other blade. 3. Control the puck along the boards with the 2. Foot drag drill - Control the puck by kicking Skate control. Skate Figure 9-13. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 56 | Skill Development Skill (Internet access (Internet is | LEARN LEARN MORE away from the away defender the defender as a shield www.usahockeyskillsanddrills.com/index.html • failing to out accelerate of the spin and • 360-degree controlled turn • placing your body the between puck and • turning into the defender instead of away Click Click on the following link(s) for more information on the in topics covered this chapter. required). • Common Common Errors Executing the escape to avoid a check. the avoid to Executing escape Figure 9-16. Elements Key ESCAPE TO AVOID A CHECK ESCAPE TO AVOID The attacker executes a 360-degree controlled turn and accelerates from away the He defender. or she places his or her body between the defender and the puck. This maneuver may be done to continue skating, to pass, or to shoot, and should be practiced utilizing all three options. Common Errors Suggestions for Coaching All of these escape maneuvers should be practiced in a stationary position to begin with. As the players begin to gain confidence in each maneuver, should they increase speed and then go against passive resistance. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA defender. between his between or her skates with the right velocity. • The attacker must from spin the away • The attacker must pull the puck back Key Elements Key Executing the through Executing slip spin. and Figure 9-15. SLIP THROUGH SLIP AND THROUGH SPIN skates, his between back puck the pulls attacker The spins, picks up away accelerate to crossunder a with turn the controlled puck and goes, from the defender. utilizing a Executing the around. spin Executing backhand Figure 9-14. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 57 | Skill Development Skill | Wrist Shot Wrist — forehand and backhand Snap Shot Flip Shot Slap Shot Tip-in or Deflection shoots, there are successful shot: precision, and power suddenness.” three things needed The goal for scorer needs a to certain bring with skills him to or assure her control his and or stickhandling skills her are important success. work and well against goalies and defensemen. Puck The goal potential scorer’s repertoire should consist of the following types of shots: OBJECTIVES To describe various shots To describe proper To shooting areas of the net describe of various ways attackingTo the net • • • USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA

Consider the Kharlamov, the following great Russian player: “When statement one by Valeri Coaches Coaches usually find that they have getting their players to practice shooting little (especially trouble the slap shot), but to get them to practice specific shots or goal-scoring maneuvers often poses some pay will theseproblems solving However, problems. big dividends in terms of goals scored. SHOOTING This section should Scoring,” perhaps since that is the be reason for shooting. For entitled most players (except goalies), scoring “Goal a goal has to be the emotional peak of any hockey game. Even fluke goals themake scorer feel good.

Shooting Chapter 10 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 58 | Skill Development Skill | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA BACKHAND WRIST BACKHAND (OR SWEEP) SHOT FOREHAND FOREHAND WRIST (OR SWEEP) SHOT AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 59 | Skill Development Skill | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA BACKHAND SNAP SHOT BACKHAND FOREHAND FOREHAND SNAP SHOT AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 60 | Skill Development Skill | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA SLAP SHOT BACKHAND FLIP SHOT BACKHAND FOREHAND FOREHAND FLIP SHOT AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 61 | Skill Development Skill | rotation rotation from straight to an open position behind the puck. • initial puck position in front of the body • quick wrist snap that results in blade • blade the of movement upward exaggerated • stick back drawn and upward • weight transfers to the front • The blade of the stick thestrikes ice just • puck contact in the middle of the blade Flip Flip Shot (Forehand and Backhand) Slap Shot SHOOTING SHOOTING ON THE NET For a moment, let us consider the opponent — the goalie. The goalie is perhaps the most dedicated to his or her position of all of the players on Most the goalies consider ice. a goal scored against him or her as a personal violation; they Goalies easily. one have thing in mind: get do as much not give up equipment as possible in front of the shot. While it is important for a goalie to be able quick and to react maneuver), most to good goalies the take away area scoring from the offensive attacker by playing in an appropriate play the for logical seems It theangle. playing or position (shot or attacker to study where the weakest point goalie is of and attempt to score through that point. the USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA the thepuck toward target, striking the ice just behind the puck. slightly behind the puck. the blade stick stick will dictate the height of the shot. body body and behind the back foot stick will dictate the height of the shot. the blade body body and behind the back foot • push - pull hard wrist action • weight transfer in the direction of the shot • The blade of the stick is snapped through • The blade of the stick is brought back • puck from movement the heel to the toe of • blade of the stick cupped the over puck • weight transfer to the front skate • The height of the follow through with the • puck from movement the heel to the top of • shot begins with the puck at the side of the • shot begins with the puck at the side of the • blade of the stick cupped the over puck • weight transfer to the front skate • The height of the follow through with the Snap Snap Shot (Forehand and Backhand) KEY KEY ELEMENTS FOR SHOOTING Wrist Shot TIP-IN OR DEFLECTION Backhand Wrist Shot AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 62 | Skill Development Skill | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA It is safe to assume that goalies are on weaker the stick side than the glove side, and on weaker the ice than up high. It should also be expected that the catching glove is the most effective weapon for goalies. Finally, most goalies prefer that the attacker make the first move. Let us consider what the attacker needs to do score to a goal. The next best place to shoot is often debated. Some say low glove side, while others may encourage high stick high encourage may others while side, glove low say Some debated. often is shoot to place best next The side. Often, the goalie’s position does not allow becomes thelow or high on the side to which attacker the goalie allows shooting space. to choose the low corner, thus the choice Understandably Understandably the four corners of the net are the most difficult points for the goalie to Usually, cover. the low stick side of the goalie is thepoint. weakest AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 63 | Skill Development Skill | movement movement of the goalie’s eyes, and goalie’s body. possibly the It is also worthwhile to study warm-up and the throughout the goalie, game, to both see if he in or she has obvious weaknesses or plays in such a way as to encourage the attacker to try an unusual shot. An example of this might be a goalie who holds his or her hand extremely low. This might encourage the attacker to shoot a quick high shot to the glove side – a shot that would not normally selection. be the best Shooting when the goalie does not expect the shot is perhaps the for weapon themost potent attacker. Thus, must players learn to: USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 2. Shoot off either leg 1. Shoot while continuing to elude defenders (in stride) If the attacker can do something to themake goalie move just before the shot, the attacker will have a better opportunity to score. most focuses goalie thethat understand to attackers It is important for of his or her attention movement of on the the puck puck. will cause Therefore, at least some While While accuracy and power are important in scoring, they goal are perhaps secondary to the surprise of a quick or sudden shot. Statistics do not record a puck going through a pad (although some goalies will swear it had to) but hundreds of pucks go by goalies because “I didn’t think shoot,” or “I saw he it.” never was going to AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 64 | Skill Development Skill | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 4. Shoot from the middle of a skating or stickhandling maneuver 3. Shoot off the pass (receive a pass and shoot in one action) AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 65 | Skill Development Skill | mentioned above, don’t lose a shooting opportunity shooting a lose don’t above, mentioned simply because you are not “in stride.” Shooting drills should include sticks, other players) to obstacles be avoided as the (cones, attacker maneuvers for the shot. Shooting drills that require quick reaction to multiple pucks are beneficial for both shooters and goaltenders. the moving of skill the developed have players Many to the goalie thus causing shooting, before just puck move at least his or her eyes. When puck at the carrying side of the the body, draw both hands and the puck sideways toward the inches, body then release six the shot to with a eight quick wrist or snap shot. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA must must use his or her This body. is best accomplished by striding off the foot nearest the puck and onto the foot away from the puck as the shot is This made. is called shooting “in stride.” However, as In order to get the most power into a shot, a player While the attacker must immediately be when prepared a to good itself, shoot the best shot is from in front opportunityof to the goal, 12 presents 15 feet from the goal line. Thus, faking and preparatory must occur moves 20 to 25 other feet up ice. It is equally camouflage their important intended actions that (e.g. pass, then shooting or faking a shot, then passing). faking players a learn to 5. Shoot while being checked or closely defended AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 66 | Skill Development Skill | angles needed to Nonetheless, a properly-executed deception by the be covered attacker by can the fake out goalie. the beautiful, exciting play. goalie and produce a When a player chooses to deke, the goalie should be some distance out of the goal and should have the shooting angles thus cut making down severely, the chance of a successful shot minimal. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Should a player Should shoot a or If player deke? the opportunity to shoot is good, should players take advantage with a quick shot. Deking provides more opportunities for the decreases as well as player offensive the by error As on a defenseman, a one-on-one attack goalie on is the more successful if the attacker can make the goalie move laterally. A shot to the which the side goalie is is moving a difficult shot to stop. from AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 67 | Skill Development Skill | one one direction, shifting quickly to the other side and shooting can be effective, but may goaltender also the best give opportunity the to react and stop the shot. Faking and going to the same side, double fake, or is likely a to be a more effective attack. Faking a shot, shooting will often pulling unbalance a goalie and provide back attacker the front, the From puck. the for opening and an then quickly usually makes his or her move on a the side of a the goalie toward will One trynet. way diagonal line to stop this attack is to throw his or her legs back to the post (stacking his or her pads). In these cases, the sharp rising effective. flip Once shot again, is be not must quick movements and faking thedeliberate perhaps importance the of most slow, minimized. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 1. head-on in front of the goal 2. the forehand side 3. the backhand side 1. cool. Keep Don’t and get excited rush the play. 2. Maintain as much speed as possible while maintaining good control of the puck. Front Front Attack on Goal By moving the puck, the attacker should make the goalie adjust his or her position laterally in the goal. Be sure to maintain the speed of the attack. Faking Differing opinions exist about where the should attacker carry the puck when planning side? to forehand the to or deke body the of front in the— goalie By carrying the puck in front, the can player quickly move to either side, but must is player the side, thecarrying on By puck the shoot. move the puck to ready to shoot at all times during the attack on the goal, but his or her move is limited to one direction encourage should Coaches body. her or his across — their players to try both methods, settle on one style and practice that method. but eventually Let Let us consider the attack from three points: Two things are of Two great importance to the attacker: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 68 | Skill Development Skill | short side USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA If the goalie holds the near post, the attacker must move in front of the goal to get a good scoring opportunity. scoring good a get to goal the of front in move must attacker the post, near the holds goalie the If across cutting when goalie the by check poke a from puck the protect to and speed maintain important to is It the front of the net. Rather than skating a straight line across the front of the net, the attacker should make a “C” cut, holding the shot as long as possible in an to attempt get the goalie out of position or off-balance. Side Side or Angle Approach to Goal As the attacker comes on the angle, most goalies try to take theaway “short side.” In this only way, a good shot to the far side of the goal will score. The attacker must try to fake or pull the goalie from away the post to increase the opening to score on the short side. The off wing is a provided unique opportunity because of the angle from which the shot can be taken. This is in demonstrated the diagram below. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 69 | Skill Development Skill (Internet access (Internet is | LEARN LEARN MORE www.usahockeyskillsanddrills.com/index.html Click Click on the following link(s) for more information on the in topics covered this chapter. required). • USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA player. get get set for the shot or the defender to check the may deflectmay or tip in a shot. The time required to put his his or her stick on the ice when rebound trying may to be the bat time in that a allows the goalie to around around the net a lot. If stick her or the his with net the of front in moving carrier, player is not the puck on the ice will be a distraction defenders. By thekeeping stick for on the ice, he or she the goalie and Many Many good goal scorers are players who tend to be AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 70 | Skill Development Skill | • shoulder check • hip check • checking along the boards as the offensive is player releasing a pass or shot. get an angle or take advantage of a limited area (e.g., an offensive tryingplayer to go a between and player thedefensive boards). the knees should be bent. usually thesomewhere between chest and waist. The The three types of body checking that you should teach are: While the techniques vary factors common to all. somewhat, there are 1. The appropriate time for checking is before or 2. Straight-on checking is difficult. It is to better 3. The speed checker’s must be under control and 4. The must checker his keep on eyes the target – When teaching emphasize to your bodyplayers that the purpose of the checking, body check is you to block the carrier should progress of by the legally puck getting in players their and way. coaches Too feel that many a body knock check the opponent must down or hard into the boards every time. This type of attitude leads to OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA To describe the To principles of body checking outline the To types of body checks teach the how To to players themselves protect when checked • • •

The The player being checked should establish a wide, solid base. They should then lean into the check. It is a good idea to teach your players they they they know are about be to body checked, that when should reach out and place a hand on and them.theoften This cushion blow checking will the player off slip thecheck.to theplayer allow will sometimes When being checked, a player should try should cushion to player a checked, being When the collision with the board or glass with the arms. Body Body checking requires concentration, agility and anticipation. The checker must concentrate on the puck carrier, not the puck. The checker must keep both hands on the stick, with the blade on or near the ice, using timing and angling to limit the puck carrier’s space. The checker must avoid lunging at the puck carrier, placing his glove in the face of the puck carrier, or making excessive contact with the or discouraged be must infractions these of stick.All they will result in penalties during games. BODY CHECKING BODY Hockey is a contact sport. It is therefore important for coaches to teach their players to properly body and check within the rules (insist on sticks elbows down). and

Body ContactBody Checks Stick and Chapter 11 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 71 | Skill Development Skill | When When the body check The The defender must learn to cut is taking place, most stop using players their legs. This is a because drawback it cuts down the speed along with the momentum of the check. A defender should his keep legs moving at all times. down the puck carrier’s reasoning time by attacking This comes suddenly. through timing and instinct. For maximum results, a player must use his stick, shoulder and full body when checking. move towards the towards boards move by skating at the from an player angle. This cuts off the central ice area. 7. Quickness. 6. Compulsory Leg Work. The shoulder check. shoulder The Figure 11-1. SHOULDER SHOULDER CHECK The shoulder check is attacker. on-rushing an out taking most when defenseman typically used by a The defenseman must anticipate where he intends then time contact with the attackingplayer, make to his backward skating so that contact is made at the appropriate time. An example of proper shoulder checking technique is in illustrated Figure 11-1. The defensive player should shoulder attempt at the offensive to player’s chest, then make aim his contact with the shoulder and Skates must side be shoulder width apart with the knees of the body. bent to provide a strong foundation. Leg power is used to drive top the only keep the to helpful it find may Players chest. shoulder into the opponent’s hand on the stick with the free hand up, protection both and for also to push the Remember, offensive players player. are allowed before only hitting two steps the tendency opponent. to use the elbows There in shoulder checking. is Do not thislet develop your players bad habit. often a USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA A player A must learn player to The The primary task of the The defensive player must The player defensive When When intending to check in a one-on- The defensive player should The player be defensive taught one one situation, the velocity of the offensive and should players be defensive the same. This will the prevent attacking from skating player play defense, To around the player. defensive speed in skating is backwards a key requirement. defender is to cut off the main direction of the opposing to theplayer net by watching the When of center movement against the player. the boards, the defender should angle his body a thehalf-turn toward boards and use the boards to his advantage. A defender may push the offplayer the puck, theseparate puck from the by employing a player hip check or pin the along player the boards with a solid body check. The most important aspect in selecting a checking position the make to always player to to watch the offensive to catch player the rhythm and of movement the puck carrier in order to anticipate his Defensemen movement. should be taught to watch the chest of the because it opposing is player, the most difficult part of the human body to shift For quickly. instance, a legs player’s can quicklymaneuver as around can another the player, stick. A good head can fake stymie and a outmaneuver It quite easily. is player thatimperative the play the player defensive body of the puck not carrier, the puck. anticipate the primary and secondary in movements every fake. learn to turn quickly both left and right effectively in order to pace. keep For example, cannot a skate as player backward younger rapidly as a skating player forward. Therefore, in order to defend against a fast forward skater, the to defender startmay have in forward motion, pick up speed, and then rotate into the position. backward 1. Velocity. 2. Rhythm. PRINCIPLES PRINCIPLES OF CHECKING BODY 3. Anticipation of Fakes. 4. Ability to Rotate. 5. Selection of Position. unnecessary rough play and injuries to either of the in players involved the collision. The individual who learns how to block or angle the puck carrier out of the play will be much more effective. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 72 | Skill Development Skill | Completing the check. hip Completing Figure 11-4. Rotating the hip. Rotating Figure 11-3. Figure 11-2b. Maintaining angle. checking a good Figure 11-2b. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Forcing the offensive player to a specific course. specific a to player offensive the Forcing edges edges of the blade opponent around around him) and insufficient to a power make good check) penalties) • head up at all times • shoulder contact with the opponent’s chest • stick and elbows down • two or steps before fewer hitting the • skates shoulder width apart • knees bent with the weight on the inside • skating too slow (allows attacker to skate • legs are straight (resulting in poor balance • raising of the arms (resulting in elbowing • watching the puck, not the player Figure 11-2a. 11-2a. Figure The hip check is somewhat more difficultexecute more to somewhat is check hip The because the to timingcommitted player offensive the have important to required is a course which he will difficultyhave changing precise.(see It This Figure provides 11-2a). a is good checking angle. The defensive player “lines up” the offensive player in a way similar to executing a shoulder check but, at the last moment, the dropped head and (bending shoulders at are the player. theoffensive of waist), area thestomach into turned then the hip The bent. remain should check is the to closest leg The the into carrierpuck 11- (see Figure rotate hips must 3). This action will result positioned under in the attacker, forcing the him up defender checks Hip and 11-4). Figure (see hip being defender’s the over may be performed in open ice or along the boards and (as 11-6). indicated in Figures 11-5 HIP HIP CHECK Key Elements Key Common Errors AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 73 | Skill Development Skill | The checker must approach the puck carrier Figure 11-7. Figure 11-7. on thewith hands stick. two CHECKING ALONG CHECKING THE ALONG BOARDS The ability to check properly along the boards will enable a team to regain possession without of receiving the a puck penalty. the not puck,on the using puck carrier, concentrate The defender must timing to angle the attacker towards the boards. As he approaches the puck carrier from an angle, the checker reduces the amount himself, of space the between puck checker must carrier have two hands on the stick with the and the blade on boards.or near the ice (see Coaches Figure 11-7). The must emphasize that the stick must be kept down. should aim The to hit checker a point on the boards in front of the puck carrier. Typically, the defender should not attempt to retrieve the puck himself, as this is usually done by a teammate. To successfully check into carrier thepuck angle must thechecker boards, an opponent along the boards the under controlled speed. 11- Figure He (see two not option, one only carrier puck gives the 8). He forces the puck carrier in the wants him direction to he go, squeezing the opponent on boards the using his arms and body. Push, inside arm, down with and across your opponents chest, your then move your body After contact,be 11-9). Figure path (see his blocking in front of the sure to keep your body low and well-balanced (see attacker, Figure 11-10). If the puck should become tangled in skates along the boards, you may possession. want to freeze This it reorganize. to often gain allows your team to USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA as as if there was no defense) puck puck carrier’s body check offensive player. puck. • knees are not flexed when initiating the • poor timing (allows the attacker to skate by • looking at the puck instead of watching the • knees bent • head and shoulders lowered • Thrust the hip into the stomach area of the • the Watch puck carrier’s chest, not the Common Errors Key Elements Key Executing thethe along check Executing “hip boards.” Figure 11-6. Angling the puck carrier towards the boards. towards the Angling carrier puck Figure 11-5. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 74 | Skill Development Skill | into into the boards. balance. not not at an angle pinching him into the boards • angling your opponent • controlled speed at the point of contact • Use the inside arm to pinch your opponent • your body Keep low with legs spread for • approaching the puck carrier straight on, • banging your opponent rather than • failing to maintain good body balance Key Elements Key YOURSELF PROTECTING THE ALONG BOARDS must Players learn how to themselves protect along the boards. When being checked, try to distribute the force of the check over as up out spread to stick and possible. gloves your Get wide a surface as arms the act Your area of impact (see Figure 11-11). like shock absorbers. Place the forearm and upper thefeet keep and theboards against area) thigh (hip of center withlow a bent the knees apart. Keep well gravity (see Figure 11-12). After impact, recoil and with the forearms outward and upward pushing by the arms towards fullyyour extend inside leg. Never boards when cushioning a hitting the Avoid boards with could check; occur. the point serious injury of your shoulder (see Figure 11-13), because could you separate the shoulder. Lift the shoulder and thetake on blow the flat of the biceps and shoulder area. Accept checks when playing the puck boards. along Keep the the head position, up, feet get apart, a knees position, bent, and good, forearm and hands body on stable the boards for in a (see protection Figure 11-14). low When going into the corner for the puck, try to use some deception (fakes) with your body, stick and skates. When you are in a position to pick up puck, the move the skates quickly parallel to the so boards rather than that pointing towards they are the boards where the opponent head- ram you may first into the barrier. Protect body, the skates and puck stick and with try to your move out of area quickly and thewith control of the puck. Common Errors USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Maintain in completing balance body good The checker must move his or her body in Figure 11-10. Figure 11-10. the check. front of the of front carrier. puck Figure 11-9. Angling the puck carrier to the to the boards. Angling carrier puck Figure 11-8. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 75 | Skill Development Skill | Positioning to avoid injury for check along Figure 11-14. Figure 11-14. Avoid hitting the hitting with boards the shoulder. Avoid Figure 11-13. the boards. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Getting the stick and gloves up to absorb the absorb to up gloves and stick the Getting Maintain a low center of gravity. of Maintain center a low Figure 11-12. The above The technique above is used when already in direct contact with the opponent, not when anticipating contact. Figure 11-11. 11-11. Figure the of check. force Players Players should practice these techniques and them use in game situations. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 76 | Skill Development Skill | BODY PLAY PLAY BODY BODY PLAY PLAY BODY USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA a a pass from the coach. passing passing lanes. b. The cut backcheckers around the cone and pick up their checks. hash hash marks. a. The puck potential carriers skate down the boards waiting to receive corner. corner. weak side. net (A). Or he cuts the puck carrier off on the other side of the net (B). 4. The must backcheckers theirkeep checks to the outside and block 2. The line backcheckers up at the blue line facing the cones. 3. On the whistle: Backchecking Zone 1. puck carriers Potential line up on both sides of the rink starting at the 2. On the whistle, the puck carrier skates hard behind the net and out the 3. tries The forechecker to play the puck carrier before he goes behind the Angling Angling on Strong Side 1. start Forecheckers at the top of the circles, while puck carriers are in the The The following skill drills are presented in a suggested progression. They progress from stationary, to moving, to simple, to complex. SKILL SKILL DRILLS AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 77 | Skill Development Skill | CHECKING CHECKING BODY PLAY PLAY BODY USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA get get his stick under the opponent's stick and then lift. position of his opponent before the stick is lifted. coach. coach. block a passing lane while his keeping man to the outside. 3. The must checker sure make he has control of his body and control body 4. sure Make the skating keeps checker during the execution of the skill. Lift the Stick Check 1. Divide your team into two stations. 2. The should checker approach the puck carrier from an angle and must Backchecking Opponent From Away Puck (1-on-1) 1. Line up the puck carriers along the boards starting at the hash marks.2. The will backcheckers be at the blue line behind the cone. 3. On the whistle, the puck carrier skates forward to a receive pass from the 4. The cuts backchecker around the cone, picks up his check and tries to AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 78 | Skill Development Skill | CHECKING CHECKING CHECKING CHECKING USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA carrier. carrier. station to station on the coach's signal. with puck carriers and checkers. poke to checker poke practice the skill. — stick arm is held close to the body. — quickly extend the arm and thestick toward puck without lunging. — defender must maintain good body position in front of the puck 2. The should at checker move the puck carrier at an angle. 3. The should checker to accelerate stay slightly in front of the puck carrier. 4. The must checker maintain control of his body and stick at all times. Take Outs Take 1. Divide the team into three checking stations. will Players be rotated from Poke Checking Poke 1. Divide the group into two checking poke drills at either side of the rink 2. The puck carrier should carry the puck in a confined area, allowing the 3. elements Key to remember: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 79 | Skill Development Skill | (Internet access (Internet is required). LEARN LEARN MORE www.usahockey.com/coaches/checking_materials.aspx Click Click on the following link(s) for more information on the in topics covered this chapter. • USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Before Before leaving the subject, let us stress the importance of teaching your sticking, players high charging, call to association officials that your Insist in behind. hit from hit ever legally and never, and safely check to take a allow good, legal and They body should, elbowing closely. contact.however, Practicing Practicing checking is a problem because many young players do not like being checked. Proper technique can be taught by having the puck carrier skate a controlled course (along the blue line or between markers) at reduced speed and having the defensive player make contact without making a final, forceful thrust. This the up speed to tend will Players checked. be and check to ability theirconfidence in gain to players allow will action as they become more comfortable. you Eventually, must have your players check at full speed if they are to successfully master the skills. SUMMARY AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL Section 5 Section Goaltending AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 81 | Goaltending | — the leg of the intended direction outside outside after the goaltender drops to the ice to a make save. onto onto the ice. the “drive” leg. the “drive” leg. front of the “lead” leg knee. This will rotate the goaltender. place your weight on the inside edge of the “drive” leg skate. extended when moving in order to fill space. • “Lead” Leg • Used when the play and puck go to the • The “drive” leg is the always first leg up • When to therecovering right, the left leg is • When to therecovering left, the right leg is • the Rotate waist and bring the “drive” leg in • Lift the “drive” leg skate onto the ice and • Quickly rotate and thekeep “lead” leg Proper Use Technique On-Ice On-Ice Recovery The purpose of the on-ice recovery is to efficiently recover across the ice after dropping into the OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA To understand theTo two types of recovery skills needed by goaltenders understand when To the techniques should various save be used understand theTo different to fundamental techniques a available save goaltender • • • direction — the opposite leg of the intended

• “Drive” Leg

Terminology Full Full Recovery The purpose of the full recover recovery is onto to efficiently the butterfly feet after or dropping extended position to a make save. into butterfly the (half butterfly) recovery technique and when to use it. it. use to when and technique recovery RECOVERY be must goaltenders in down a After going butterfly, position into get to order in efficiently recover to able full recovery: of types two are There shot. next the for recovery and on-ice recovery. A goaltender selects puck the of position the on based recovery her or his and the shooter. The following will cover each INTRODUCTION The in areas covered this will chapter build on what important is It Manual. 1 Level the in introduced was for coaches to ensure that Level all 1 are reinforced during the details coaching of Level covered in 2. This chapter selection and fundamental saves. will introduce recovery, save

Goaltending Chapter 12 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 82 | Goaltending | goaltender goaltender should quickly drive his or her knees onto the ice. on the ice quick on ice or full recoveries of the jersey. — balance improves and net coverage. and to level maintain proper chest positioning. inside of pads flush on the ice and knees together. — When dropping into a butterfly, the following: — chest keeps up and maintain balance — and knees keeps net coverage improves — maintains positioning for proper and goaltender’s goaltender’s pads. same motion as turning a door knob to deflect the puck into the corner. puck. They They need to let the puck come to them and simply deflect it into the corner. bodies. The butterfly is stick save effective because the pads and the stick protect • The chest up so shooters can see the logo • The shoulders are parallel to each other • The pads are extended to the sides with • the Keeping butt up helps with the • The stick remains 6–8 inches in front of the • The hand blocker steers the stick in the • The shoulders gloves, and stay on eyes the • Goaltenders will out poke at the puck. • Goalies will reach too far outside of the requires requires him or her to selection/fundamental save. perform At times, a the goaltender proper save will have to play outside sprawling saves, of but the a box majority of work and require him or her a to make make saves with proper goaltender’s fundamentals. It is important practice all fundamental saves so for that they are able goaltenders to to perform each efficiently and under control. The ability to perform saves with proper fundamentals will increase rebound control and recover The ability. following will fundamental saves. cover proper technique for Butterfly Stick Saves Butterfly stick saves are used when shots are along theof control the goaltender give to theorder in ice rebound. Body Position Tendencies USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA direction — the opposite leg of the intended — the leg of the intended direction goaltender goaltender drops to the ice to a make save. onto onto the ice. the “drive” leg. the “drive” leg. front of the “lead” leg knee. This will rotate the goaltender. place your weight on the inside edge of the “drive” leg skate. extended and flush on the ice in order to fill space. onto the ice and withtogether the “lead” leg. • o minimize body movements • “Drive” Leg • “Lead” Leg • Used when the puck is in tight after the • The “drive” leg is the always first leg up • When to therecovering right, the left leg is • When to therecovering left, the right leg is • the Rotate waist and bring the “drive” leg in • Lift the “drive” leg skate onto the ice and • Quickly rotate and thekeep “lead” leg • After pushing off, bring the “drive” leg flush butterfly save technique. selection will Using limit net incorrect coverage, rebound control and second-chance save save ability. Goaltenders need Having technique. save each select to when learn to patience and using his or her eyes will increase goaltender’s ability to selection. proper make save a example, many goaltenders rely strictly on the FUNDAMENTAL SAVES SAVES FUNDAMENTAL Save techniques are fundamental saves. A majority of chances a goaltender faces during a game It is important for goaltenders to work on and use proper save selection. Save selection is determined on the location of the shot. Too many goaltenders rely on one save technique on all shots. For SAVE SELECTION SAVE Terminology butterfly or extended position to a make save. butterfly (half butterfly) Proper Use Technique: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 83 | Goaltending | always makes contactmakes always and deflects the ball; it is much easier to wait for the ball than to swing at it. Goaltenders should wait for the puck and deflect it. Do not punch at it! a a good butterfly. body. puck and minimize the bounce. allowing the puck to fall into the after glove it has hit the body. natural natural reaction to use the hands to block something from hitting theA body. goaltender must allow the puck to hit him or her in the chest or midsection and keep his or her arms tight to the outside of his or This her will body. maximize net coverage and rebound make control much easier. goaltender will hold his or her upper body too straight, creating a upper board-like body that is difficult to control rebounds. When the goaltender practices these saves, he or she must thereceive puck with a slight dip in his or her butt as the puck hits him or This her. will a provide cushion to control the rebounds. puck. Often when a goaltender thinks he or she has the made, save he or she will stop watching the puck. For all the saves goaltender must watch the puck all the way into the body and continue watching it until the whistle goes. These habits help to eliminate pucks that slip through, and a provide good start to recovery if the puck bounces off the body and out. • the Watch puck into the body. • If the shot is below the shoulders, drop into • Bring the elbows tight to the sides of the • Slightly drop the butt down to thereceive • Use the catching as glove a basket, • Goalies will thire overuse hands. It is a • In an more attempt to cover net, the • Goaltenders will take their offeyes the Chest Saves The chest is save used for any shot that inches is 12 off the ice or higher and is toward the goaltender’s torso. These are goaltender’s hockey pants or chest protector thewhile pucks butterfly a in or position position. theset standingin that will hit theTechnique Tendencies USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA and and rely too much on blocking with their pads. This habit limits rebound control and net coverage. against against the puck going in. If the goaltender has to reach too far with the stick to make the he save, or she is not in the optimal depth. causes Reaching poor balance and stick control, which leads to bad recoveries and bad goals against. line. line. and it receive on its up. way part of the glove. before before it gets to the The glove. goaltender must be patient and let the puck come to him or making her, it easier to maintain control. at the puck and not bring their center of the toward gravity puck. Punching Punching will put the rebound in front of the net, which is not ideal. It also it makes harder to themake Think save. of a baseball swinging player at a pitch or bunting. The who player bunts almost gravity toward the toward side gravity blocker and tracks the puck. hand as if he or she was opening a door. deflects off the and blocker into the corner. • Goaltenders tend to not utilize their sticks • the Watch puck all the into way the glove • catch Try to thealways puck in the mesh • the Move center theof toward gravity puck • Goaltenders tend to punch out at the puck • Goaltenders tend to reach only their arms • The goaltender turns his or her blocker • The goaltender tracks the puck as it • The goaltender transfers his or her center of • Goaltenders will punch at the puck. Technique Glove Saves Glove The glove save is used for stopping and controlling shots that offare elevated of the ice. Tendencies Technique Blocker Blocker Saves The blocker is a great tool for controlling rebounds and maximizing net coverage. Tendencies AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 84 | Goaltending | GOALTENDING GOALTENDING GOALTENDING GOALTENDING USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA pass pass straight or off the boards while thethe between moves goalkeeper posts. goalkeeper moves laterally along moves goalkeeper with the puck. 3. One group of pass players at a time. 2. Passing is also done behind the net with another group of They players. Stance and Movement 1. pass players the puck Two to one another in front of the net while the Triangle Drill Triangle 1. are players at the Two sides of the net behind the goal line. 2. One is player in front. 3. The puck is being passed and the changes goalkeeper position accordingly. 4. The in player front can shoot occasionally. The The following skill drills are presented in a suggested progression. They progress from stationary, to moving, to simple, to complex. SKILL SKILL DRILLS AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 85 | Goaltending | GOALTENDING GOALTENDING GOALTENDING USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA the puck. each. each. fundamentally correct in his or her movement. 4. The can slot player occasionally take a shot on the net. Slot Slot Shot 1. are players on the Two side of the net behind the goal line. 2. One is player in the high slot. 3. The three pass players the puck around, and the with moves goalkeeper “V” Drill with Shooters 1. shooters are placed off Two each post, faceoff dot high with six pucks 2. One shoots shooter at a time. 3. Shooters should sure make the is goalkeeper set to react to the shot. 4. The on concentrates goalkeeper one at shooter a time and should be AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 86 | Goaltending | (Internet access (Internet is LEARN LEARN MORE GOALTENDING GOALTENDING GOALTENDING GOALTENDING www.usahockey.com/usahgoalies/default.aspx USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Click Click on the following link(s) for more information on the in topics covered this chapter. required). • circle circle on both sides of the net. on shooter the left shoots, etc. One shot is taken at a time per side. Semi Semi Circle 1. are players placed at either Two side of the net at the of bottom the faceoff circles. 2. One is player high in the slot. 3. The pass players the puck around, with the takingslot player the occasional shot. Special Special Spot Drill 1. Six pucks are placed in a the line between halfway faceoff dot and the inner edge of the 2. One is shooter placed in each circle. 3. The to shooter the right goalkeeper's shoots first. As soon as he or she shoots, the 4. The goalie should be given time to themake first before the save second shot is taken. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL Section 6 Section Team Play Team AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 88 | 2 Team Play Team | 1 3 That That player must decide to pass the puck or carry the puck. Player one. number player support to or pass number a for available two is looking The to third be player is available looking for a pass to or to find create space for space the first two players. to be 3-on-0 in zone puck and player movement. player and zone puck in 3-on-0 Figure 13-1. OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA To show coaches how To to use small games to teach the in players a manner progressive To help coaches To teach the the players game as a whole To point out To that the game can teach the players To introduce the To conceptual aspect of ice hockey

• • • •

Let’s Let’s think about what we offense tryor on the attack. to One player has accomplish the puck. on We often talkWe about practice and the game in terms of offense and independent parts of the defense, game. We need, instead, as to think though of offense and players defense beginning they teach to need as We same. the being a whole are or as that offense works defense like and vice versa. OFFENSE OFFENSE AND DEFENSE For that reason, we wish to take a different approach different a take to wish we reason, that For to the way we work with beginning players. Let the game teach the player rather than the coach. to trust have We that we are laying the ground work for the player; trying to give the best possible base for him or her to become a good player. hockey INTRODUCTION reason the is chapter this of importantpart most The a player plays coaches, sometimes fail to remember or ice never find hockey—something out. A player plays hockey because it is we, fun. It then as becomes our administrators to make job sure that players don’t lose as sight of this. coaches, parents and

Basic Concepts of Play of Concepts Basic Chapter 13 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 89 | Team Play Team | PROGRESSIONS Let’s take a look at the way that we build our may games in a teaching progression. want to If we start by playing 2-on-0 within a faceoff circle, with no rules, then move to 3-on-0 except with to stay no inside the rules circle, we have started to the move in together players a group with no rules. Next, by playing keep-away 2-on-1 inside a faceoff have we theof circle, the at edge with pylon a circle carry to is game the of goal The defense. introduced the puck and touch the pylon. We can teaching then start that two players must work keep the together puck to from one player. You may want who player thethat announce or to system point a add wins the puck can move to the offensive side. We should talk to the discover would we thinkthe roles, about we If roles. players about their individual get to is puck thewith firstthe player of role thethat the puck to player two or to get free. Player two is trying to find an open space to receive a pass or to draw the defensive player over to cover him give player one and a chance to be free. The defensive SUPPORT whole the support using beginners teach try to we If ice surface, we will find some big problems. some First, players skate at a higher level and it will easy for them. be It will be difficult for the poor skater, as he or she will not be able to get to the puck. To make this better for all we players, need to to move a small space. This gives us our method of practice. be thegame let to going were we earlier, said we As the teacher. So the game becomes small-sided games in a small space. An example might be placing the net on the side boards and playingaccomplish 3-on-3. with What these we touching the games can puck and is more possession changes, more which result in players quicker transitions from offense to defense. This also results in the seeing players more opportunities. But even more important is the fact that more players have the the have or beginner a of parent the are you opportunityIf goals. to score opportunity to be around after can practice, players all tell you how many goals they have scored. You only have to look in their eyes to know how much they love to score. If we can allow the game to be fun, then we may see more success at higher levels. 2 1x 1 USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 1 2x 3 1x 3 3x 3x 2 3-on-3 in zone offensive and defensive movement. defensive and offensive zone in 3-on-3 2x Figure 13-3. Figure If 3-on-3 possession thenchanges, the roles reverse. enable to of practice method a create is to goal Our beginners to learn what role they how best must to accomplish play this role and while having fun. can We call this the concept of support. 3-on-3 in zone defensive coverage. zone defensive in 3-on-3 Figure 13-2. If we reverse roles and number move one must be concerned to with the puck. He defense, player must attack or steer the puck to one side, but the focus is the puck, as it is for player number one on offense. Player number two on defense concerned with the must closest player to the puck be who is able to receive a pass. looking to Player cover dangerous areas number or players in that three is area as prime scoring area is an area used to create an attack. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 90 | Team Play Team | 6-on-3 6-on-3 in the zone, using one puck and four formed formed by the pylons come back in the rectangle and replace one who teammate, then chases. • be must two players in always the rectangle • one may chase player the puck • As the puck changes sides, the chaser may pylons pylons to the three players on the other side. rules The for the are: players defensive Figure 13-6. obstacles. GAME-LIKE CONDITIONS We now need to allow players to play with game-like more conditions. We can move the nets to an area close to the boards, perhaps to the We corner. will now play 2-on-1 with a goal, but the area must be small. You can control the game by keeping puck in play at a all times. When a goal is scored or a puck is out of play, put a scenario 3-on-2 new a make puck to into players add can play rightYou away. to wish may You wish. you combination whatever or theOn stationary only. certainpassers players make defensive side, try 1-on-2 learn players defensive who to react to as a and group. 2-on-3 to let the USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Our Our next game, 6-on-3, arranged in the end zone, places three on players one board and three on the opposite side with a field made using four pylons. The object of the game is for players the on one three side offensive to pass the puck through the 5-on-5 in the in 5-on-5 three using zone, pucks. Figure 13-5. We We can then play pucks. 5-on-5 For scoring, the keep-away team that has with two or more three pucks a would receive point. 2-on-1 in the in 2-on-1 faceoff circle. Figure 13-4. We We have started our players thinking about space and support can thenwith a simple small game. We add or withinsubtract players the same game. player player is, of course, trying to gain the puck, and he or she will be taking space away. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 91 | Team Play Team | 2-on-2 in zone using three zone using in 2-on-2 nets. Figure 13-10. game, this In 3-on-3. of game a to move can we Next theother and line theblue along placed is team one along the goal line extended. game, We with one play rule change: a players may use their regular teammates on the side lines to pass want to institute the to. rule. two-touch You may If back-to-back. with the3-on-3 is nets game last The you place the nets in the middle of any zone with play then can you boards, the facing mouth goal the 3-on-3, with scoring other on rules either or any net, you may wish to use. The value of this game lies in the decisions that must be made to play offense or and made, be thatmust passes of the kinds defense, the fun of scoring. If we now consider our play zone thefrom consider our now play If blue we line the For nets. with games start can two play in, we to faceoffthe dots on nets our place will we first game, facing each other. We will play 2-on-2 the players can score on either net. may You wish to get some old fire hoses and run them behind the net to keep the puck in play or you may place players along an imaginary line extending out from the goal to keep the puck in play. You again will be controlling play of out go thethey as in pucks new feeding by game or are scored. Allow play to go for 30 seconds one to minute. You may wish to add players game. to In all this of these games in which we nets, use you may two want to have the players touch the puck twice and then they must pass the puck. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 2-on-1 confined to a restricted space (corner). space restricted a to confined 2-on-1 2-on-1 and 3-on-3 in the same zone, each using each zone, same the in 3-on-3 and 2-on-1 2-on-1 confined to a restricted area (center ice). (center area restricted a to confined 2-on-1 Figure 13-9. 13-9. Figure a zone. of half Figure 13-8. 13-8. Figure Figure 13-7. 13-7. Figure AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 92 | Team Play Team | SUMMARY These are examples of the types of games that can be played. If we look at them closely, we find that not placed a have we lot of rules on theand players have allowed them to learn through playing. This is the real secret to developing players. Place them in situations that allow the player to make the choice to think and develop skills. While developing your for goals set important to is it that remember games, other In goals. those to close stay to and games your don’t words, change your mind in the middle of the game. Remember, what we building suggested blocks of are team thenecessaryof skills all be used to have We theplayer. play for basic an ice placed thein have player We a player. good hockey hockey a position of having defense quickly and to to make decisions move on how to from support each offense other. At to the intermediate level, will we build on this. These important and, once concepts mastered, any system of are team extremely play can be implemented. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 3-on-3 in zone using three zone using in 3-on-3 nets. Figure 13-11. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 93 | Team Play Team | rink • solid in the fundamental skills • ability to read and react to situations • understands the game at both ends of the • patient and confident • a player good two-way • very creative • with intelligent the puck • strong on his or her skates • instinct aggressive around the net need to master. coaches select the athlete that can score, skate fast In selectingto more is there However, well. puck the handle and forwards, many the position than skating fast They not and only need to scoring know how to goals. play with the puck but, just as important, play without the puck. Characteristics of a Forward Many coaches neglect drilling their forwards on the skills and principles required to play the Drills position. must be coaches Before forward. today’s for constantly needed abilities used to must they forwards, for drills special begin develop players or the understand the a responsibilities forward has on the great a avoids understanding This game. a during ice deal of confusion and indecision on the ice and in OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA To describe the To responsiblities potential of players describe both To offensive side of positional play outline the To importance of individual positional skill development This This chapter will provide a • • •

The idea of teaching responsibilities is and play an important, difficult yet hockey players to players expose to important is positionalIt coaching. of part various offensive and defensive situations and INTRODUCTION EDITOR’S EDITOR’S NOTE:

Offensive Positional Play Offensive Positional Chapter 14 Chapter foundation to especially team at the play. upper levels, it Increate an environment is in which players flow from necessary today’s to game, Area of Responsibility to Area of Responsibility. It is more important for a player to be in the Area of regardless Responsibility, of their position, than to be in their Position of wing in right wing Responsibility lane). (e.g. right Developing theDeveloping Forward Today’s swift, wide-open style playing the forward position of It exciting. is a position hockey makes at which a player receives a lot of attention. leave leave room for the players to utilize their individual skills and imagination within the framework of the team’s philosophy and style of play. However, playing you position a is it and it, to attached responsibilities forward has a lot of practice practice them so that they become routine. Always AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 94 | Team Play Team | LW LD C RD RW The The phase of the game during which a puck puck down the ice and into the attacking zone. their passing and receiving skills. neutral zone. zone and force a 2-on-1 on the defensive player. quickly. the utmost importance. creating a 2-on-1 situation on one side. • carrying the puck (stickhandling) • passing and receiving • shooting • an orderly Teach method of moving the • must Players take a great deal of pride in • Use two quick passes when breaking out. • Stay wide and quickly move through the • Set up an offensive triangle in the attack • Attack the offensive blue line with speed. • Get the puck deep into the attacking zone • to the Penetration net with the puck is of • Use a of variety attacks. • Be creative. • the Move puck quickly around the zone. • Isolate your attack on one defenseman, Offense – team is in possession of the puck. The aim is to get the puck down the ice in a systematic and way into the opponent’s net. Elements Key 1. Individual Skills 2. Skills Team AREAS AREAS OF RESPONSIBILITY 3-on-2 Points 3-on-2 of Points Emphasis USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA position. attack. scoring area. forward. outside of your defenseman. the defense, stay in your lane, and support your defenseman. the in player the high slot area. and your net posture). (defensive shooting shooting the puck. the zone below the puck. for purposes. defensive transition, pressure and containment. as as possible. defenseman, criss cross, etc.). defender. • Do not be predictable and vary your • to your players the net if Take they stay • If the cuts player to the middle in front of • If you are pick the up trailing backchecker, • your body Keep your opponent between • Back check by picking up the off-side • your feet Keep moving when passing or • Communicate with your teammates. • Win all of the races to loose pucks. • skate by Never the net after a shot. • Don’t get caught with three deep players in • a Keep forward high for offensive as well as • Understand the concepts of support, • the Have ability to and cycle create space. • Cut the ice in half. • Try to pull the defender out of the middle. • Bring the play to the defenseman as quickly • Use a of variety (go moves wide, freeze the • Stagger so the open forward is in support • Attack your opponent at angles. • in your moves Make full stride. • Learn to theprotect puck. • Use change-of-pace speeds to elude your • hard to Work gain a path into the prime Defensive Points of Defensive Points Emphasis Offensive of Points Emphasis BASIC BASIC GUIDELINES FOR FORWARDS the minds players’ during a game. It is another part of the approach systematic to the game of hockey. 2-on-1 Points 2-on-1 of Points Emphasis 1-on-1 Points 1-on-1 of Points Emphasis AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 95 | Team Play Team | LEFT WING LEFT AREA L AREA WING RIGHT WING RIGHT AREA R AREA WING CENTER AREA C AREA

Areas of play in position offense. position in play of Areas LEFT DEFENSE AREA AREA RIGHT DEFENSE AREA R AREA DEFENSE (center) (center) or pass to the wing weak-side in front. the net • Go to net and shoot, pass back to a trailer • Stay wide when coming into the zone • Skate into the faceoff circle and angle to 2. wing: Weak-side Figure 14-1. OFFENSIVE OFFENSIVE TEAM PLAY will fall players left When hockey young most alone, into the “swarm” system or (non-system) of offense where goes everybody “system” this In defense. and the puck is. If you can get your players organized just a little, you can greater results. achieve A basic (or least “everybody complex) play offensive his pattern position.”offensive concept is that should Thisbe taught. In simple is theterms - spread out! The wingers skate up and down first his or her respective side of the rink. This territorial division creates of the ice surface. If your players thing more one do and areas or lanes these maintain - pass the puck to the open man - you will have Figure reasonably acceptable 14-1 offensive system. a illustrates the areas of play appropriate for forwards and defensemen. Forwards Defensemen USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA C circle. puck puck goes to the other side. hash hash marks to a receive pass. breakout skate skate hard to front of net). and and pass to wing or shoot. • Quickly the penetrate zone on top of the • out Move of the zone along the seam. • to Move top of the faceoff circle when the • yourself Position against the boards at the the top of the circle. receiving a pass. seams. • the puck Trail carrier at the top of circle (or • Stop in the middle just before top of circle Attack Attack Zone 1. Puck carrier: Neutral Neutral Zone 1. Both wings should stay in the outside lanes. 2. wing: Weak-side WING WING – OFFENSIVE RESPONSIBILITIES Breakout Zone 1. Strong-side wing: Breakout Breakout Zone 1. The thecenter between stays circles close to 2. angle side Always boards toward when Neutral Zone 1. up Move ice in the middle zone thebetween Attack Zone 1. usually passes Playmaker: to a wing 2. Without puck: CENTER CENTER – OFFENSIVE RESPONSIBILITIES 3. With puck the over blue line AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 96 | Team Play Team | W2 W2 D2 D2 W2 C W1 D1 W1 W1 D1 C C D1 is always is in always position quicklyto move to defense, should control of the puck be lost. • This has system breakout one forward that Defenseman carries the the up carries puck ice. Defenseman Figure 14-4. the to pass other defenseman. Breakout Figure 14-5. D1 needs to “call” D2 to arrange this option. then has the D2 same options as indicated in the three previous options. D1 can also move behind the net and set up the same options on the opposite side. NOTES: Offense in the Defensive Zone Breakout pass to the to pass center. Breakout Figure 14-3. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA W2 D2 C W1 D1 and and therefore should be avoided. Passing from W1 to W2 or W1 to D2 is usually risky or to W2 W1 to W1 from Passing In the first option (Figure 14-2), W1, after receiving the initial pass, can pass to C, return a back pass to D1. carry the puck or Breakout pass to the to pass wing. Breakout Figure 14-2. We will startWe by assuming recovery of the puck by a defenseman. As illustrated in Figure the 14-3, wings go quickly to their breakout boards positions and along inside the the hash marks on circle, the never turning faceoff their backs to the the from away moving starts theby center in middle puck. The puck side (or strong side) and then skates across, or curls, toward the puck side. The defenseman then 14-4, 14-3, 14-2, Figures in illustrated the has options open to and him: 14-5 There There are several different systems utilized that to may clear the be defensive zone. have For your starters, players master a that to be for play system made theallows breakout basic, yet balanced to either wing or up the middle. The success of dependent upon your teamwork. It team’s is very difficult breakout one player for to clear the play zone by himself or is herself. Consistently effective breakouts must be executed quickly with all working as together players a unit. Offensive play in the defensive zone is commonly to considered is and play thebreakout as to referred be one of the most important aspects of the game. determine will breakout the of failure or success The whether a team plays offense or is forced to return to defense. The objective of the breakout play is to clear the possession of the puck. defensive zone while maintaining OFFENSE OFFENSE IN DEFENSIVE YOUR ZONE AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 97 | RW RW Team Play Team | RD RD C C LD LD Lane change options when a wing moves to LW the wing’s lane. fillingplayer an outside lane. LW 1. The to center fillmoves the wing’s lane. 2. The defenseman on that side to fillmoves 3. The puck carrier the moves puck to a leaving leaving the area open. In this case, D1 will have to ask the “Can question, I thetrust really backchecker to defend the area alone?” By isolating defensive players in a 2-on-1 situation, them on mentally and pressure tremendous put you This creates an physically. opportunity for them and their teammates to therefore, provide offensive opportunities make for your mental team. errors and, While following the basic premise of entering This the offensive lanes. change to zone players your near allowing by flexibility the boards, provide creates some many options. Some of 14-7. the Figure in more common illustrated changes lane are ones When When the center is the puck carrier and has one or both wings ahead of the play, the puck should be eitherpassed to in wing his who or stays her lane or to moves the middle the lane. center Teach to react defenseman puck-side The the movement. wing’s to Player lane change options. change lane Player Figure 14-7. if Normally thea wings in stay their lanes. However, wing moves to another lane, several options exist (see Figure 14-8): Figure 14-8. another lane. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA W1 D1 C D2 W2 passes passes (short, direct, and quick). specific roles may change. • The emphasizes system high percentage • The defenseman “quarterbacks” the play. • All three forwards are utilized, although Figure 14-6. Offense the in zone. neutral Figure 14-6. The situation illustrated in Figure referred 14-6 to is as usually 3-on-2. provides Moving the the opportunity puck to create to forces D1 a to make decision: Does he want to stay a W2 2-on-1 and 1-on-1 with W1 or should he to over move help D2 covered is W1 if Even open? area that leave thus and by a backchecking forward, D1 will wonder about The The primary objective of neutral zone offense is to set up the attack and enter the offensive zone with possession of the puck. You should teach guidelines simple that give a offensive sense unit while at the same of time allowing your direction to players the to be creative and important innovative. offensive The guideline you most can teach your players is to create a 2-on-1 situation. The zone middle is the place to initiate strategy. lacks side which In “read” to how learn to this need players zone, backchecking. As this is determined, they then should move to attack the defenseman on that side and move him away from his initiate defensive alley. this To situation, teach Figure (see boards the near your zone offensive the enter puck carrier to 14-6). OFFENSE OFFENSE IN THE NEUTRAL ZONE The middle (or neutral) zone is not often used for offensive play. It it out can of got our and zone,” “How goodness we is jammed I get free in front of betweenthe net?” “Thank AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 98 | RW Team Play Team RW | RD C C C LD C S D1 Defensemen options to keep the forwards Cut to the to Cut boards. LW LW LW Figure 14-14. skating. Defensemen can also illustrated in work Figure 14-15. a The passes defenseman to a give-and-go wing (LD) (LW) and moves up as to receive a Wings breaking toward the line. blue toward Wings breaking Figure 14-13. Slows down or permitting the stopswings to break toward the blue closeline to and the receive a bluecorner. the to in passed is it if puck the of possession pass line, or be in position to gain Defenseman should never keep the puck and force their forwards to stop skating. Their responsibility is the to puck move the and toward moving keep play the offensive zone. The forwards can move up the ice or move to another in illustrated Figure 14-14. lane. These options are Figure 14-12. middle, the to cuts (LW) wing The boards. the to Cut creating a 2-on-1 situation on a defenseman (D1). RW RW USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA RD D2 D1 C D1 C C LD Lane change options when the wings are Swing wide and carry and wide Swing the puck. LW LW LW Swing wide and carry the boards with the wing following. puck (LW) This creates a deep along the 2-on-1 situation on a defenseman (D1) in a vertical alignment. Figure 14-11. Hold Hold the puck and set up a 2-on-1 situation against a defenseman (D2). In this situation the wings must break. Hold the Hold puck. Figure 14-10. If the center is the puck carrier and the wings behind are the play, the center then has and the14-13). 14-12 following 14-11, options (see Figures 14-10, Figure 14-9. ahead of the of ahead center. has has the fillto option a lane or at remain his position. These options are in illustrated Figure 14-9. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 99 | Team Play Team A | B C boards. net. slot. patterns in (illustrated Figure 14-17): a. belly curve b. break c. inside cut As a last resort, when no one on team is your open, “dumping it in” may be an appropriate alternative. You should try, however, to teach your players an orderly method of entering Select one designed to control the thedefense. offensive zone. zone offensive simple relatively a build may coach A system out of very basic moves. Offensive systems and coach the of imagination the by only limited are players and by the skill level of the players. (If your players cannot skate from position A to B without falling down, your obvious choice is to spend time developing skating skills rather than offensive systems of If, play.) your working however, players on have acquired significant levels of skill, it is critical that you teach them how to use these skills to the advantage of the offensive system team. of play by You applying some can of following guidelines: the develop an 1. to create 2-on-1 Attempt situations. 2. Enter the offensive zone with the puck near the 3. The first into theplayer zone is the puck carrier. 4. The second into theplayer zone breaks to the 5. The third into theplayer zone curls to the high 6. the Have wings skate one of the three basic Three basic patterns for the wings. for patterns basic Three Figure 14-17. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA C C D1 LD LD LW primary responsibility is theto move puck to the forwards. When they up, move it is done to fill a lane. as a last resort or as a play. pre-determined Before a puck is ”dumped,” one forward must be in an advantaged position to get to the puck before the opposing defensemen. LW • Control the boards in the neutral zone. • Defensemen are conservative. Their • “Dumping the puck” should be used only OFFENSE OFFENSE IN THE OFFENSIVE ZONE One way of playing offensive zone “dump the puck,” hockey chase it and hope somebody will is to make a mistake. defense This on out heart your play to However, success. approach results in some to gain control of the puck and then shoot it away (admittedly into the offensive zone) and then try to get it back again doesn’t much make sense. NOTES: NOTES: Offense in the Neutral Zone “Dumping” the the “Dumping” into puck corner. Figure 14-16. If the forwards defenseman (LD) can pass the puck into the corner are covered and C) (“dump the puck”) so butthatforwards (LW two skating, the in Figure 14-16. on it. This is illustrated can converge A defenseman initiated give-and-go. initiated defenseman A Figure 14-15. return pass. They will create a 2-on-1 situation on the on situation 2-on-1 a create will They pass. return defensemen (D1) for the LD and the Center. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 100 | W1 Team Play Team W1 | C C S W2 W2 and and up the center lane. line line that on a specific rush (first time, or every time this shift, etc.) they will play for a double back pass. center center carries one puck toward defenseman, crosses the blue line and stops. W1 or W2 (both on break patterns). puck in and shoots. 2. C breaks for the net. 3. W2 an makes inside cut across the blue line 4. W1 passes to W2. 5. W1 behind moves W2 as a safety measure. DOUBLE BACK PASS DOUBLE BACK 1. This option requires agreement by the forward CENTER SET 1. When the defensemen cross the blue line, the 2. If the C, toward C defenseman moves passes to 3. If the back,defenseman moves C carries the the option. pass back double Teaching Figure 14-21. Teaching the center set option. the set center Teaching Figure 14-20. W1 W1 S USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA C C W2 W2 Teaching the option. pass back Teaching Teaching the wing set option. the set wing Teaching until until W1 gets to the top of the faceoff circle. At this point, W1 stops. pattern. the develop pattern. When the pass back to C is made, W2 breaks for the net. the blue line, and then cuts behind W1 (about feet behind and five 15 feet inside W1). pass to W1 or W2 or skate in and shoot. defenseman defenseman on a belly curve if possible or a makes back pass to C. 1. This option is the same as the back pass option WING WING SET Figure 14-19. Figure 14-18. 4. W2 enters zone and hesitates to let W1 and C 5. C, after the pass skates to forward W1, across 6. When C thereceives back pass, he or she may in up one Figures set of to the illustrated Try options through 14-21. 14-18 3. W1 continues throughto move the entire 2. W1 carries the puck wide and beats the 1. C passes to W1 near the red line. BACK PASS BACK AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 101 | Team Play Team | This This results in maintaining a good offensive position and a good position defensive for backchecking. conservative, allowing them the freedom to into themove high slot. • place one Always forward in the high slot. • forwards attack Two the net. • The roles of the defensemen are NOTES: NOTES: Offense in the Offensive Zone USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA moves across moves the ice and accepts the second back pass from C, and W1 curls behind the net to look for a pass from W2 or a rebound. Developing a team satisfaction offense for you and your can players. Be sure provide that you and your remember players that as long as you great give each pattern a best effort, you should not be disturbed by lack of success. If one in 10 attempts works very well, that’s good. be a good level As may or three in 10 skillful, two more players become of success. 2. It is the same as the back pass, W2 except AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 102 | Team Play Team | Skate backward, Skate one backward, hand on the stick, Many Many coaches neglect drilling their defensemen on the skills required to play their position. Drills must be constantly used to develop the abilities needed for defensemen. today’s Before coaches or players begin special defensemen, drills for responsibilities a defenseman has theyon the ice during a game. must This understanding avoids a great deal of confusion understand and indecision on the players’ minds ice the during and a in game. the their Everybody assignments in any knows given game situation. It is another part of the game of hockey. systematic approach to the Methods Situations for Playing Various 1-on-1 – with the elbow next cocked to your hip, blade open to forehand, and the stick out in front without leaning too far forward. Face the on-rushing forward and watch his or her upper body (chest), not the puck. Let the theattacker make first move. him If or you her over-play to the inside, his or her only option is to go outside off of the shooting angle. your body Keep the between attacker and the net. Play the attacker and not the puck, and a keep good gap (distance you and between the OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA To describe the To responsiblities potential of defensemen describe the To side defensive of positional play outline the To importance of individual positional skill development • • • and and one-touch

• has a quick, hard, low shot

• superb skater - strong and stable on skates • mobility lateral excellent • good upper body strength • patient and confident • mind hockey keen • handles the puck well • passes with pin-point accuracy – short, long Defenseman Defenseman Characteristics DEVELOPING DEFENSEMEN DEVELOPING Today’s swift, wide-open style to difficult positions most the of one defense playing of hockey makes master on a team. hockey It is a position at which a player receives few accolades. But make a mistake, and he or she is sure to hear the jeers and sneers. However, defense is the backbone to sound team play because defenseman initiating offensive are attacks and also responsible thwarting opposition’s the assaults. for The days of placing the big, slow, clumsy player back Today’s on game requires defense a unique, are intelligent, highly gone. back skilled on and player thewell-trained blue line. Many coaches select their defense, best because they are athletes the “quarterbacks” to of a play team. hockey

Defensive Positional Play Positional Defensive Chapter 15 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 103 | Team Play Team | staggered, staggered, and they must work as together a pair. speed coming backward must at you. Your be the same as the attacker’s speed. out so far that you are off balance — a forward can easily turn you if you have shifted the wrong way. situation where the opposition has a numerical advantage. Check when you an or have even numerical advantage, or the has player his or her head down. in teammates your zone. –players) younger If to block you have a shot, sure make the attacker is about to shoot. Look for the clues: head drops, hand slips down the stick or he or she drops his or her arm and shoulder on his or her shooting side. Do not drop too soon or the attacker will carry the puck around you. Don’t commit yourself Another too early. method sometimes used is the sliding block. his The must leave or player her feet and slide the body in front of the puck as close to the as shooter possible. This method is very dangerous and must be perfectly timed. It should only be used by advanced players. and and the goal. control and force your opponents to go in the direction you want them to move. Cautiously create a play theAlways body. good angle to eliminate the puck carrier’s options. opposing out players of the prime scoring area. their Cover sticks without losing sight of the puck. Be prepared to intercept passes, clear rebounds and check opponents attempting to shoot on goal. No one should be left in uncovered this area. • that Remember the defensemen should be • gauge the Always speed of the attackers • When stick or checking, poke reach never • Don’t body check when you are in a • Communicate with and back up your • Blocking shots (not recommended for • try Always to thestay between puck carrier • in the Coverage corner – in Move under • in front Coverage of the net – Block all General General Tips Defensive Defensive Zone Tips USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Play Play this scenario just Stay in the middle of the There There can be to play thistwo ways The The first defenseman who can play the theyourself Position between two 3-on-1 3-on-1 No Backchecker – 3-on-2 – scenario. (1) Try to force the play at the blue line with a 1-on-1 situation the involving puck carrier and one defenseman. The other defenseman plays the open attackers witha like 2-on-1, the player closest to the net receiving the most attention. (2) One defenseman theplays puck carrier side, establishing a 2-on-1 situation and forcing the puck carrier to the outside and a bad shooting angle. The other defenseman a plays 1-on-1 situation with the off-sidePlay a delaying game attacker. but threaten any puck carrier coming into the prime scoring area in front of the goal. Do not allow yourself to be out drawn of position. 2-on-1 2-on-1 – 2-on-2 No Backchecker – thelike The defense 1-on-1. pair does not cross if the forwards may criss-cross; only coverage player with your change. partnerTalk and know your assignment. theProtect middle of the ice. Don’t allow the attacking forwards to split you or create a 2-on-1 situation. Don’t back in too far on the goalie. a Keep tight gap, and try your to prevent opponents from gaining the blue line. ice and try to stall or slow down their attack or force a shot from a poor angle. Don’t become tangledphysically with any of the attackers. Avoid picks, interference and checks. Try to position yourself so that the puck carrier will to pass have the puck through you to reach a Don’t teammate. back in too far on your goaltender. forward to his or her backhand side on moves the attacker and forces him or her to the outside, therefore limiting his or her mobility to one side of the ice. The second to defenseman back moves up his or her partner and picks up the loose puck. forwards and try to force them off the shooting angle. Stay in the middle of the ice to prevent passes. let attempted theNever puck carrier get behind you or cut in on the goal. theKeep puck out of the prime scoring area in front of the net. The defenseman’s prime responsibility here is to a prevent pass, force a bad-angle shot and let the goalie play the puck. 1-on-2 1-on-2 – puck puck carrier). Maintain the same speed as the forward and force the to his player or her backhand. Do not cross your feet. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 104 | Team Play Team | C COVERAGE ZONE BACKCHECK ZONE FORECHECK ZONE between the between faceoff dot and the top of the circle. all keeping five of the opponents in front of him or her. line through drawn the faceoff dot), to the middle of the ice). the puck carrier from going to the net. front of the net. Start on the post. weak-side DEFENSIVE DEFENSIVE RESPONSIBILITY Offensive Zone – Forecheck 1. Defensemen hold the blue line until the puck is 2. The middle defenseman a like plays free safety, Neutral Zone – Backcheck 1. Each defenseman theplays seam (imaginary Defensive Zone – Coverage 1. Force play to outside 2. The strong-side defensemen should, block out 3. The defensemen should theweak-side cover USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA LD LW C RW RD The phase of the game during which your which during game the of phase The Defensemen Defensemen should stand off the goal posts facing up ice with a full view of the ice surface. They should turn their heads, not their bodies, when looking into the corners and maintain contactphysical (use the stick or your arm, etc.) with the opponent in the slot area. Don’t get into a pushing and shoving match in front of the net with an opponent who doesn’t have the puck. your body Keep position. zones the puck lanes responsibilities. • pressuring and outnumbering opponents at • carrying out lane responsibilities in all three • opponents covering • blocking shots • checking the puck carrier and angling • passes intercepting or cutting off passing • Be proud of maintaining your defensive • Effort and energy are a matter of will. 2. skills Team Defense – Defense Elements Key 1. Individual skills team is not in possession of the puck. It begins when begins It puck. the of possession in not is team your team loses possession of the puck and when your team regains ends control of the puck. AREAS AREAS OF RESPONSIBILITY 3. Defense is a matter of pride 4. percent Give 100 AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 105 | Team Play Team | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA D COVERAGE ZONE BACKCHECK ZONE FORECHECK ZONE pass, follows pass, up follows the play inside the seams. the leave zone and up moves the middle. of circle. blue line. when when making a pass. breakout 2. The defenseman is weak-side the to last player Attack Zone 1. The strong-side to defenseman themoves top 2. to The defenseman just moves weak-side inside Neutral Neutral Zone 1. The strong-side defenseman, after making a 2. The puck carrier is the between faceoff dots Breakout Breakout Zone 1. the Move puck quickly up the ice. OFFENSIVE OFFENSIVE RESPONSIBILITY AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 106 | Team Play Team players | an an attempt to an an attempt to to defensive speed defensive offensive speed the ability of to players move Pressure (defensive): creating pressure on the offensive player, reducing the time, space and force of the attack Pressure (offensive): placing pressure on the player, defensive creating time, space and force for the attack Stall/Contain (defensive): force an opponent to stop or slow down the speed of an attack to time provide to set up coverage defensive better Stall/Contain (offensive): change the speed of the attack to provide time and space to set up offensive better options Support (offensive/defensive): from the away puck themselves involving as an offensive option to an attack or as a to deterrent an defensive attack. Transition: quickly from defense to offense, or offense to defense. • • • • • • Governing Principles Governing OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA To provide a provide basic To understanding of gap control thereview principles governing To of hockey describe the To effects of gap control offensively and defensively • • • players more players than a stick players within players a stick length of

Tight Gap: each each other Loose Gap: length apart • •

Gap ControlGap Chapter 16 Chapter Types of Types Gaps Definition Gap control is defined as the spacial between relationship an offensive opponent and opponent. a defensive It is absolutely essential that a coach gets back to the to back gets coach a that essential absolutely is It basics and reviews a few influencing gap control. common components This chapter will suggestions give a and practical techniques control” overview for forwards and in of defensemen, as well teaching address as its common components. “gap Gap Gap control involves a high level of skill, intelligent decision making, discipline and the proper mental have to importantis thing most the Perhaps attitude. coaches create practice encourage level, skill overall the improve continually environments that will problem solving and decision making and develop the proper mental approach. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 107 | Team Play Team | continually continually time providing to the develop skills of throughout your players the season so that they may meet the skill necessary to achieve total peak performance within a system? • positive self-talk • positive mental imagery • technique psych-up • goal setting • relaxation technique • deep breathing technique • task focus technique • the Reduce time/space/force of an attack. • Limit the speed and velocity of play. 2. Are you a coach who knows the value of Small Game Activities/Drills create to is responsibilities major coach’s the of One an environment opportunity to where reach his or the her optimum peak performance. level of athlete has the In developing the athlete’s decision-making skills, the coach needs put to the in athlete game as many situations as possible, opportunity to come up with solutions. allowing the athlete an The coach must make the athlete realize that there situation is and thanmore given one solution any to that the decision made factors will be such based as on game situation, etc. ability, many confidence, knowledge, An excellent way to develop decision-making skills in a hockey challenging environment an create will that player activities are small areaplayers. games Players gain and a pressure, better stall/contain, understanding oftime/space. support, transition and Mental Attitude Energy will be used in this presentation to describe Athletes attitude. mental of degree player’s hockey a perform generally will energized somewhat are who better and reflect performance. Peak performance confidence comes when the in player has their reached his overall or energy. her optimum level of Listed below are a few energizing techniques controlling and increasing for a player’s mental energy level: Defensively USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA defensively the contribution of certain because players they can’t within execute the system? • speed • quickness • agility • balance • transition • acceleration • influence play offensively and defensively • reduce time/space/force of an attack • create time/space/force of an attack • regain puck possession • retain puck possession • scoring prevent opportunities • gain scoring opportunities • control of situation offensively and Coach’s Coach’s Question: 1. Are you one of those coaches who questions 6. Proper mental attitude 5. Decision making: when? where? how? 4. 1-on-1 confrontation technique 3. from the Play away puck 2. Proper checking techniques Key Components Key 1. Skating Far Far too often as coaches with look of the we a thetactic,overall key overlooking become enamored skills necessary to execute it. These skills (physical and mental) must not be neglected nurtured and must at be every practice. No experienced player is or too skilled old, to continual development of be individual skills that are a excluded from the Additionally, athlete. effective an of component vital these skills mastered by confidence the athlete reflected will performance. create in the athlete’s overall Objectives Defensive and Defensive Offensive Gap Control Gap control applies5- to situations 1-on-1 from defensive) and (offensive to all players on-5 situations. In on the past, the thetalk of gap control ice (closing the gap, etc.) has focused too much on the defensive segments of the game when, in its reality, influence is equally as important in segment of hockey. the offensive AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 108 | Team Play Team | defensively. of control do they have? ice surface (ice position)? Close to the boards? In open ice? What zone? Defensive blue line? Offensive blue line? Prime scoring area? of game, specialty teams, etc.) • Know what support offensively you have or • Who is controlling the puck and what type • Where is the situation in relationship to the • speed and direction of the play • total game (score, period, awareness type along your defensive along blue your defensive line situation is the same control of the puck offensive opponent 1-on-1 the penetrate prime scoring area position • skating • open-ice checking • from the play away puck • 1-on-1 confrontation • angling/steering/deflecting • body positioning • body contact • decision making • pinching Should you take an aggressive attitude offensively or offensively attitude aggressive an take you Should control? gap to approach your regarding defensively Based on what system you play, there must philosophy be a or component of the game. “attitude” established for this Tight Gap Control – Defensive Reads 1. Approaching the backside of a puck carrier 2. When a puck carrier across moves the ice or 3. The skating speed of both and players the 4. The offensive has player not established solid 5. When you numerically outnumber the 6. When isolated theyou have situation down to 7. When the puck carrier is attempting to 8. The puck carrier is in a “threat” to score The following is a review of skill techniques for the players to master regarding the tactical component of game control: DIRECT USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA CONTAIN LOOSE GAP LOOSE options. attack areas of the ice attack. maximize opportunities. areas. outnumbered. attack. attack. • or defensive offensive side positioning • angling - steering - deflecting • creating/controlling multiple speeds for the • — stick-on-stick body-on-body principle • Effective use of stick, body, boards and • Communicate both verbally and visually. • or Protect attack critical areas of the ice. • Create or eliminate offensive and defensive • Control the speed and velocity of the play. • the prime Penetrate scoring areas. • Create outnumbering situations and • Control. • Be pro-active. • Create the time/space/force for your • to penetration the Prevent prime scoring • Isolate game situations and getting avoid • Control. • Be pro-active. • look or Offensively, beyond through your • look through Defensively, or thebeyond PENETRATION PRESSURE TIGHT TIGHT GAP ANGLE Basic Basic Concepts for Sound Gap Control Offensively Factors Factors in Decision Making There are many factors influencing the read particular on situation and in making a a decision or gap control. Creating opportunities and an environment for your players to experiment and skills is your challenge master as a coach. Below these are a few helpful hints and cues that will assist them in their process: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 109 | Team Play Team | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Give Give the defenseman a head start feet. of about 15 Skating: Pursuit Sprints — D mirrors F The defenseman skates forward backward, and backward. Mirror the forward; him keep or her in front of you. space. away Take Skating: Pursuit Sprints — D mirrors F The defenseman skates backward. The forward skates forward. Note: DRILLS THE FOR SKILLSIMPROVING AND TECHNIQUES OF “GAP CONTROL” AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 110 | Team Play Team | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Skating: Cornering skate twice Players around the course. go Five players at a time. Start every 75 seconds. Skating: Pursuit Sprints — D mirrors F Three forwards do stops and starts, all forward. defensemen skate forward, backward, then Two backward. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 111 | Team Play Team | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Defending Defending 1-on-1 Basic Basic 1-on-1 Drill For Tight Gap Control Purpose: the of the to top faceoffX skates O and pivots to passes circle, to backward skating to play tactics. 1-on-1 with tight gap control O receives the pass and individual tactics cross, — carry drive, delay, attacks behind, etc. 1-on-1 using a variety of Skating: Cornering Start every 60-75 seconds. go Five players at a time. Each goes player through once. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 112 | Team Play Team | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Angling/defense Angling/defense side positioning Tight Gap Control Circle Drill Purpose: X uses a short burst to establish a checking angle (inside out) and defensive side positioning. O attempts to get to the goal. X and O start simultaneously. Regroup Regroup 1-on-1 Drill For Tight Gap Control Purpose: Same idea as the basic 1-on-1 drill with the addition of one or more regroups to force defensemen to pressure up and attacking of play variety a uses O regroup. a versus control gap tight tactics. The coach can blow a whistle to control the and the drill regroups gap control on can go in both directions time of the ice. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 113 | Team Play Team | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Defensive side Defensive positioning Defensive Defensive Side Drill Positioning Purpose: O and X skate forward toward blue line with X in a tight gap. O turns and positioning and out boxes O. attacks X, who maintains defensive side AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL Section 7 Section Off-Ice Training AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 115 | Off-Ice Training | • basketballs • baseballs • sticks hockey • jump ropes • medicine balls • rubber suspenders • soccer balls • tennis balls running for miles and general drudgery. This should not be the case at all, especially with the younger age groups. Coaches have providing a program that will the not only enhance the responsibility of physical development of a young player, but also will create a activities. healthy Most environment of our richsports This other is thanhealthy and hockey. should youngsters in participate fun in be encouraged. To be a good hockey player, one must be a good athlete. Not all players will want to participate in a dry land training program, especially during the off-season. This program is for those who wish to participate. The equipment you will home your in available usually is program successful need for a town: reasonably We all know what the qualities are speed. of agility How and about the quality of cooperation? OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA To provide an provide understanding To of dry land training a provide of variety To dry land training activities outline the To value that dry land training has on the of skills development hockey • • •

• age of sexual development • jumping ability increases • body larger grows • growth of major muscle groups • of development major muscle groups • joints become stronger and firmer • functional disharmony • techniques not stable • of improvement braking reactions • abstract thinking • ability to analyze • large muscles • organic development systemic • purposeful thinking When When one thinks of thought that dry usually enters the land mind is training, hard work, the first For For these age groups, we development should emphasize of the agility, speed and cooperation. 13-15 Years of Years Age 13-15 9-12 Years of Years Age 9-12 INTRODUCTION There are three basic cycles of training: off-season, preseason, and active season. Let’s look at the two basic age groups and their age characteristics:

Dry Training Land Chapter 17 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 116 | Off-Ice Training | Hold Hold as easy theStretch stretch. legs as one unit. This thestretches upper hamstrings, gluteus maximus and gluteus minimus. If you need more stability in this lean stretch, back against something. Hold the for stretch 20 seconds. behind stretching you in the hurdles stretch position. Slowly lean back to your stretch quadriceps further. Hold a for stretch relaxed 50 seconds. your other foot to rest next to the inside, upper part of leg. your straightened Lean slightly forward and thestretch hamstring of the leg that is out straightened in front of you. Find an easy and stretch relax. Hold it for 30 seconds. If necessary, use a to help towel Repeat stretch. and 1,2 3 stretches with the other leg. and pull it your chest. For toward this stretch, thekeep back of your head on the mat, if possible, but don’t strain. Hold the for stretch 30 seconds on each side. opposite hand pull your bent leg up and over your other leg. sure Make that both of your shoulders are on theyour head to floor. Turn look the toward hand of the arm that is straight. With your other hand on your thigh (resting just the above knee), control the in stretch your back lower and butt muscles by pulling your leg the down toward thefloor. Repeat stretch STRETCHING How to Stretch should Stretching be done slowly with no bouncing or jerky movements. Move to slight, where you easy feel stretch. a feel you as thestretch Hold increase thenslowly seconds, this feeling for yourself relax. 15-30 Hold this development another stretch 15-30 for seconds. Do not stretch that is strain drastic or painful. Stretch the muscles or hold a slowly and with control. The key is to be Don’t relaxed. worry about flexibility. Stretch relaxed, and limberness will increase. The Series of Stretches Takes Minutes Approximately 10 1. Pull one leg to your chest with both hands. 2. Sit up and place the leg that been you have 3. your bent Straighten leg and bring the sole of 4. Next, while lying on your back, bend one knee 5. From the previous position, stretch with your USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 12 & Under (Peewee): & Under (Peewee): 12 Once per week for 45 minutes & Under (Bantam): 14 Once per week for 60 minutes & Under (Midget): 16/18 Once per week for 60 minutes & Under (Peewee): 12 per week for Twice 45 minutes each & Under (Bantam): 14 per week for Twice 60 minutes each & Under (Midget): 16/18 per week for Twice 60 minutes each (Peewee): 12-and-Under Once per week for 45 minutes (Bantam): 14-and-Under Once per week for 60 minutes (Midget): 16/18-and-Under Once per week for 60 minutes Off-Season Dry Land Training (June, July and August) Preseason Dry Land Training until (September start of season) Season Active Dry Land Training (During Season) the in areas outdoor grassy in done be can Exercises evening or in a local gym. Provide water for players while your avoiding direct hot or humid periods of the day or evening. Hockey Hockey is a game of cooperation, and this quality can be developed through various off-ice training exercises. This is development an of youth important hockey players. but and who agile, some fast strong, are fine players quality We have in the who refuse to cooperate Teamwork with should their be teammates. games developed and partner through drills in team off-ice training. players When are exposed to this type young age, they of soon become accustomed training to it. If at a presented properly, they will enjoy it and continue should she or he it, dislikes player a sports. If team in not be forced to continue. We want the players to enjoy the programs. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 117 | Off-Ice Training | 2 11 6 4 8 stretch on stretch the inside of the upper legs. Keep your back straight. This is a difficult to way for stretch many people. The muscles need time and regularity with to stretching loosen up, so patience. Hold have the for stretch 30 seconds. 10 9 12 USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 7 1 3 5 to to your other side. Hold the for stretch 30 seconds on each side. comfortably possible. With the legs straight, feet upright and ankles, relaxed slowly lean forward at the hips until you feel a good, even 6. In a sitting position, open your legs as far as AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 118 | Off-Ice Training | Bend Bend one leg and place your foot on the ground in front of you leaving the other leg straight, behind you. Slowly your hips move forward until you feel a in stretch the calf of your straight leg. Be sure to thekeep heel of the foot of the straight leg on the ground and your toes pointed straight ahead. Hold an easy for stretch 30 seconds. Do not bounce. Stretch both legs. slightly bend the back knee, thekeeping foot flat. This gives you a which stretch, lower is also good for maintaining or regaining ankle Hold flexibility. seconds the on for stretch 15 each leg. back. Hold onto something that is about shoulder height. With your hands shoulder- width apart on this support, relax, your keeping arms straight, your chest moving downward and your feet under your hips. Hold this stretch for 30 seconds. 11. To stretch 11.thestretch soleus To and achilles tendon, 12. Here’s a for stretch the arms, shoulder and Tag with a Tag medicine ball or basketball USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Tag within a Tag specified area Variation: INTERMEDIATE OFF-SEASONINTERMEDIATE DRY LAND TRAINING ACTIVITIES of your back, slowly bend forward from the thehips toward foot of your left leg. your Keep head forward and back straight. Hold the for stretch 30 seconds on each side. hands around your feet, pull yourself forward to your stretch groin and back. your Keep elbows on the inside of your legs to give you stability in the Do stretch. not bounce. Hold the for stretch 30 seconds. pointed out to degree about angle, a squat 15 down your heels keeping on the ground. If you trouble staying have in this position, hold onto something for support. This is a great stretch for your ankles, achilles tendons, groin and low back. Hold for stretch 30 seconds. a solid support and lean on it with your forearms, your head resting on your hands. 8. Put the soles Withof your feet your together. 9. With your feet shoulder-width apart and 10.your calf, stretch stand To an arms-length from 7. your leftstretch To hamstring and the right side AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 119 | Off-Ice Training | Tag with partnersTag (everyone pairs off holding USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Tag within a Tag specified area Variation: hands) Leap Leap frog in a circle AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 120 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA All players in a specified area numbered one through run four. Each corner in of the specified different area is numbered. directions. The When the coach gives the signal, all of the race players to players their corner. are Run in Run a circle from two directions. should each Players other avoid as they run. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 121 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Follow Follow the Leader: Pair off. One player follows the other, imitating his or her partner’s Stress agility moves. and acrobatics. Players form a line of approximately five players. The first player in line uses his uses line in first player The players. five approximately of line a form Players or her arms to block another who player attempts to tag the last in player the line. All of the in players the line place their hands on the hips of the in player front of them, and they must hold on. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 122 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Stickhandle Stickhandle with a ball (e.g. baseball, tennis ball, golf ball), from any position: raised feet withsitting hopping, your while legs both or one on knees, your on off the ground, etc. Use forward, backward and lateral more balls. moves. Use one or While While running around the perimeter of a circle, players execute the following moves: hopping on one leg, hopping running, backward side cross-overs, hops, high on exaggerated knees, high heels, two legs, turning different ways, touching the opposite foot with their hands, etc. Use your imagination. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 123 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Include dribbling a soccer ball with your feet at the same time. Use time. same the at feet your with ball soccer a dribbling Include your your imagination. The The first in each player line takes off on a signal. He or she all must of retrieve the balls, returning to the starting line after picking up each ball, all or retrieve of the balls at once. When accomplished, the next goes player and has to put all the balls back in the same manner in which they were originally laid Variations: out. Run throughRun an obstacle course. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 124 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Jump Jump rope: forward, etc. backward, Acrobatics: Acrobatics: tumbling, hand stands, walking on your hands and broken running using all types fieldof quick and movements explosive AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 125 | Off-Ice Training | Stickhandle with a ball (e.g. baseball, tennis ball, golf ball, tennis baseball, (e.g. ball a with Stickhandle ball) and play soccer at the same time. USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Play Play all kinds of games including drybasketball, soccer, etc. land Use hockey, your imagination and make sure your players enjoy different these exercises in activities. each practice session. Utilize Make it fun. & for Remember, 12 Under (Peewee), do not use weights other than a light medicine ball. Agility and dexterity are to be developed. Play Play with a soccer Dribble and play soccer ball at the same time. and basketball together. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 126 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA INTERMEDIATE PRESEASON INTERMEDIATE LANDDRY TRAINING ACTIVITIES The coach should review the basic skills necessary to be a good hockey player. hockey good a be necessaryto skills basic the review should coach The As an example, use your associate level manual and go and over stance basic theeach learn will aspect players The dry land. on of this do can You skating. the principles When involved. you do go on the ice, your players will already understand the basic principles. Explain passing, receiving and and shooting. demonstrate You can puck work on handling, all goaltenders should instruction. separate more. receive Your of these aspects and • skating • puck handling • shooting • passing The The imitation of on-ice skills: hockey AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 127 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA INTERMEDIATE ACTIVE SEASON ACTIVE LANDDRY INTERMEDIATE TRAINING ACTIVITIES The The improvement of skills can be accomplished using off-ice gyms areas or such any as outdoor playing field (tennis courts, basketball field, courts, etc.). This football also allows for work on team skills, emphasizing cooperation among players. Basketball, soccer and floor hockey emphasize cooperative team play. Create challenges for your players. always Play basketball hopping. on one leg, Play players your encourage and imagination your use Again, passing. emphasizing in a semi-squatting to use theirs. position. Play hockey while AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 128 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 129 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA ADVANCED OFF-SEASON DRY LANDADVANCED TRAINING PROGRAM Partner Exercises whistle the On them. floorthebetween on stick a with other each face Players ,each attempts to pull player the other the over stick. Play best of five. For players 13-15 years of For age, players 13-15 the emphasis should be on developing speed. When you plan your program, use exercises that incorporate agility and cooperation. player enhance speed, but also Begin and end each session with exercises. stretching Basic calisthenics: pushups, sit-ups, toe touches, etc. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 130 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Face-to-face resistance Face-to-face Players Players line up back-to-back. On the whistle, try to bump the other player off his footing using your buttocks. Same Same thing,now the lock hands except players and to push attempt the other offplayer his or her footing. Play best of five. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 131 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Carry your partner. Face-to-face, heads-down legs Face-to-face, stretch While While standing back-to-back, lift your partner and hold that position. Face-to-face, up-and-down resistance Face-to-face, AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 132 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Agility running in small groups Step on Step your partners feet while holding hands. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 133 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Use Use games that emphasize explosive speed. Use sprints (relays) starting from different positions: sitting, lying on their bellies, lying on their backs, etc. With With sticks, jog in a large circle. Players imitate all types of moves with their sticks: two-handed stickhandling, stretching out low and one-handed sweeps wide, hopping over their sticks, moving their sticks in and out of their bodies, etc. back, their behind sticks their putting legs, their between sticks their putting AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 134 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Diversified team games AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 135 | Off-Ice Training | Set Set up a large circle with various stations. Place players at USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Circuit training - each station. After each station is completed, move counter-clockwise to the next station. Players work at full seconds before they begin at the intensity next station. for 15 seconds and rest • jumping a over bench sideways for 30 • acrobatics and tumbling • and hockey soccer • medicine ball (all types of moves) • suspender – stickhandling • hop off a chair (hop three times) • sprints (different directions) • jump rope • dribbling basketball and soccer with a tennis ball at the same time • fieldbroken running (sprint) AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 136 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Hockey team skills Hockey with basketball • 2-on-1 • 3-on-1 • 3-on-2 AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 137 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Imitation of skills hockey (all done at high speed) Checking Checking drills • 1-on-1 • 2-on-2 • 3-on-3 AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 138 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Play Play team games at high speed such as basketball, These games can be with rules played hockey soccer and formations. hockey or floor hockey. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 139 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA ADVANCED PRESEASON LANDDRY ADVANCED TRAINING ACTIVITIES Short runs: one mile Sprints: races, relay etc. Individual skills: shooting, etc. After players have mastered the skill correctly, create difficulties for them (e.g., shoot interfering with you, shoot off quickly, balance). shoot with another player AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 140 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA ADVANCED ACTIVE SEASON ACTIVE LANDDRY ADVANCED TRAINING ACTIVITIES Suspender Suspender drills Shadow Shadow boxing, wrestling Calisthenics: push-ups, sit-ups, pull-ups, etc. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 141 | Off-Ice Training | (Internet access (Internet is LEARN LEARN MORE www.usahockey.com/USANTDP/Drills.aspx Click Click on the following link(s) for more information on the in topics covered this chapter. required). • USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Fun Fun games like tag, “Simon Says” and, if available, water Use hockey. a local pool and a have lifeguard present. The coach supervises and you play hockey in the water. It’s fun, a change of pace, and cooperation. good for endurance and team These are just a few ideas. Use your imagination and always interesting create schedule of exercises. Use different a means each week to accomplish fun the same goals. atmosphere and an AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 142 | Off-Ice Training | 1. Stretching 2. Light jog in a small area her her game. It is important that all exercises be done in the basic stance of the The following goalkeeper. exercises should be equipment. done without goalkeeper OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA To provide dryprovide To land activities for goaltenders off-iceprovide To games for goaltenders give a of variety To activities for all of levels goaltenders • • •

Equipment Equipment needed for a complex program ball, soccer a balls, medicine balls, are: tennis rope, jump a a volleyball, a goal (hand-made), goalie equipment and a tennis racquet. Again, use your imagination. Be and creative devise your own program based on the principles of Here goalkeeping. are some of the exercises a goalkeeper can utilize to improve his or Goalkeepers can work to preferable is It member. family or teammate work alone, with with another goalkeeper, a especially a The friend, teammate. goalkeeper can work and/or schoolyard, backyard, play area. in a basement, gym, The most goalkeeper are important courage and dedication. Given the qualities natural needed physical for one can learn goalkeeper, to play the position well. makeup a necessary to be a Goalkeepers can improve their games tremendously games their improve can Goalkeepers with off-ice training. Almost every imitated move off can the be ice Equipment for a that successful off-ice training program is utilized for on goalkeepers the is inexpensive ice. and almost available. always INTRODUCTION INTRODUCTION

Dry Land Training for Goaltenders for Dry Training Land Chapter 18 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 143 | Off-Ice Training | apart, bouncing a tennis ball in the catching bounce hand. two tennis Variations: balls or juggle three tennis balls. three hops on the left foot and three on the right foot. 5. From the basic stance, walk with the feet wide 6. hopping Lateral from the basic stance doing USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 4. jog Lateral on both the left and the right. 3. Alternating hops on the right and left legs. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 144 | Off-Ice Training | forth to Use each other. your catching hand. Add balls to increase difficulty. turns. turns. One partner in (always the basic stance) a makes and move the other imitates as quickly as possible. Use all types of including moves, tumbles, etc. 10. Face a partner and toss a tennis ball back and 9. Practice the mirror drill with a partner, taking USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA beginning beginning and ending in the basic stance. is good for coordination. hand-eye 8. forward and Tumble always backward, 7. Jump rope on both feet, then on one foot. This AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 145 | Off-Ice Training | balls balls in play by slapping them back and forth to each other. 15. Face your partner and one keep or two tennis 14. Handball 13. Table 13.tennis Table USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA and and catching jog glove, forward and roll over (somersault). Come up in the butterfly position while your partner rapidly hits tennis balls at you. Use a tennis racquet. or tennis ball. coordination, Practice foot-eye moving forward and in backward the basic stance. 12. From the basic stance using the blocking glove 11. Play soccer against a wall, using a soccer ball AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 146 | Off-Ice Training | crouched crouched position, throws one leg straight out to the side and then the other leg straight out to the side. His or her head should be forward and the ball should be bounced as quickly as possible from one hand to the other. facing facing the middle of a circle, drop a tennis ball in the circle while everyone tries to grab it. This is similar to a faceoff. 19. The goalie, while bouncing a tennis ball from a 18. With a group of on players their knees and USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA tennis tennis ball in play against a wall. attached to paddle by rubberband. Keep the ball the Keep rubberband. by paddle to attached Use two in paddles using play. both hands. 17. Using Using the back of a keep glove, your blocker 17. 16. Use a wooden paddle with a rubber ball AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 147 | Off-Ice Training | side, side, then the other while a partner, standing in front of you, throws a tennis ball. to Try catch each thrown ball. high as you can. As soon as you land, take off on a short sprint. Then jump and run backward as fast as you can for a short sprint. right as possible, landing on one leg. From that leg jump to the left as far as possible and repeat. 23. From a crouched position, throw one leg to the 24. From a standing position, jump straight up as 25. From an upright position, jump as far to the USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA tennis tennis ball from one hand to the other (remain (remain in the squat position throughout the exercise) 22. Same going exercise forward while tossing a 21. Same going exercise backward 20. Kangaroo jumps from squat position forward AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 148 | Off-Ice Training | the net and places a ball in front of the at goalkeeper various positions on floor as quickly as possible. The goalie must react and clear the balls with his or her stick. and, thekeeping goalie stick on the ground, swings it in a circle. to The have goalkeepers react by jumping the over stick. The partner can swing faster and faster so the goaltenders are forced to jump quicker. 28. A partner with tennis balls in moves close to 29. A partner stands two goalkeepers between USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA The The inside of the feet should be flat to the floor. together and together on the ground with the legs flat on the floor and extended as far as possible to the side. From this position around move in a legs semi-squat out move position. and Your in but return to thealways butterfly position. This thestretches muscles so that this position becomes natural and easy for the goalkeeper. NOTE: moving moving tennis ball around the body and over the shoulders. In general, handle it in all positions as well as tossing it back and forth from hand-to-hand. 27. Get in the butterfly position: your knees 26. Perform the same as exercise #25, but add a AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 149 | Off-Ice Training | throw throw two tennis balls back and forth. The should goalkeepers from move the squat position one to have leg out, then the other leg out, to the butterfly position, to standing up, then to the crouch. goalie A gloves. partner stands behind the both facing and thegoalkeeper, same way, drops the ball the over goalie’s shoulder or head. The goalie has to react to the bounce, grab the ball and clear it to the side. The goalie’s should eyes remain forward. 32. Two goalkeepers squat goalkeepers 32. facing one Two another and 33. A is goalkeeper without his or her stick but has USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA rolls rolls a ball at who the has to goalkeeper, stop the ball with the stick and then clear it to the can increase side. the You speed of the rolls as the goalie becomes more proficient. by by clearing shots with his stick on the left hand side, starting with an imaginary shot on the ice and moving up to thehead Move level. stick from the front of the pads out and then go higher and back higher, and forth as quickly as possible. The same thing should be done on the opposite side. 31. Using a team handball or a volleyball, partner 30. A withgoalkeeper a stick in his hand exercises AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 150 | Off-Ice Training | partner’s hand or Moves racquet movement. should be done as quickly as possible by both the partner and the goalie. of your tennis racquet as put a thepointer, handle as quickly as possible on the ground. the Have goalie react with his or her stick. The idea is for him or her to contactmake with the handle while tryingyou’re theto move handle as quickly as possible. For the following should have his exercises, or her stick and glove and the goalie a partner should have tennis balls and racquet. a All moves should be by practiced with the gloves and goalkeeperstick on the ground. the Shadow Shadow Drill 1. The goalie in moves response to his or her 2. closer Move to the goalie and, using the handle USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA squat position while throwing one leg out to the side, then the other. each each other five feet apart. Throw the medicine ball back and forth from a squat position. 35. Throw a medicine ball back and forth from a 34. Using a medicine ball, squat two players facing AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 151 | Off-Ice Training | forward and wrestling to push the other goalie from his or her stance. This can be done in a squat position, in a crouch position and standing hands up. on Variations: shoulder, hands in hands another another goalie on his or her shoulders using long relatively strides across the floor, forward the and lengthNaturally, backward. of stride will be reduced when moving backward. 6. Goalies face one putting another, their hands 5. Using the fireman’s carry, one goalie carries USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA bar bar back and forth, underhand and overhand. goaltender goaltender and hits tennis balls at the goalie. Start out at medium speed, trying to theget ball up around the hands so the goalkeeper can react to both sides with can his hands. You hit them straight at the or goalkeeper with a bounce in front. 4. facing goalkeepers one another Two throw a 3. A feet from partner the about moves 15 AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 152 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA harder. Have the Have react goalkeeper withharder. weights in his or her hands. the goalie. The goalie, withweights on each 10# hand, will try to deflect the ball from the net. Use circular weights so that the goalie can put his or her fingers in both and put the back of his or her stick hand and the front of his or her catching hand facing out. 8. and, backward Move with the use of a tennis racquet, drive the ball 7. A partner standing in front of the will goalkeeper bounce a tennis ball at AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 153 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA balls balls back and forth in the air. and have and the have other goalie stand five to six feet in front to act as a screen. A partner feet out then and standsto bounces 15 a 10 ball through the screen or drives it straight by the screen. The goalie will react. 11. Perform the same drill as while above on one foot, then on the other. 10. standgoalkeepers Have six feet apart with tennis racquets and hit tennis 9. With sticks and put gloves, one goalie in the net in a crouch position, AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 154 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA WITH WITH FULL EQUIPMENT - STICKS, AND MASK GLOVES to to either side of the goalie and has him or her his leave or her feet to catch the ball. or 1-on-1 soccer. 13. Using a mat or soft turf, one partner throws a or volleyball team handball 12. Using a or volleyball a team goalies handball, have play 1-on-1 basketball 1. The goalie turns on command and deflects, catches or blocks a tennis ball. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 155 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA and and adjusts to the angles. The The partner throws a tennis ball off of the wall and the goalie reacts. 3. A partner fires tennis balls from various angles while the goalie moves 2. The goalie faces a feet wall out from with10 his or her back to a partner. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 156 | Off-Ice Training | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 4. Screen shots and deflections 5. focus Adjusting eye to objects AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 157 | Off-Ice Training | (Internet access (Internet is LEARN LEARN MORE www.usahockey.com/USANTDP/Drills.aspx Click Click on the following link(s) for more information on the in topics covered this chapter. required). • USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA easy easy at first and more progressively get difficult. It is important that the use goalkeeper correct technique. 6. at A the partner goalie. fires Balls should tennis be balls, one at a time There are hundreds of exercises that one can utilize. These are just a Use few. your imagination. Goalkeepers should also be included with the rest of the squad in its dry land training program. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 158 | Off-Ice Training | precede any higher-level single precede any higher-level leg movements. intensities should increase. recovery complete time. during exercises. proper foot wear and a have shock- absorbing surface. possible. not be performed on days. consecutive flexibility program. • double Low-level, leg must exercises • As strength increases, level plyometric • Do not perform to fatigue. Allow for • Maintain core stability and perfect posture • When dry land training, be sure to wear the • should Movements be as sport specific as • for Plyometrics the same body part should • perform Always a proper warm up and There is There that a long can list of an plyometrics athlete perform. The productive as long as followingthey are performed correctly. are Know your limitations and the stage of training basicthat and you are at. very OBJECTIVES USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA To understand theTo importance of athleticism what determine activities To can enhance performance guidelines provide for To a safe conditioning environment • • • their body weight before engaging in an intense program. plyometric

supervised. quantity (minimal contacts, foot/skate maximum intensity and quality of should movement be emphasized).

• All and plyometric agility drills should be • Drills should be done not for quality, • should Athletes be able to squat times 1.5 Plyometrics is or the activity Plyometrics thatmovement bridges the utilizing by speed and strength the between gap Myotatic Stretch Reflex. This reflex is called upon when the muscles contraction are loaded in (muscle immediately an followed by a eccentric concentric lengthening) contraction (muscle shortening). By performingthe plyometrics, and hips, knees then and ankles are worked. It is imperative that a strong base strength is developed before program a is started. Exercises include jumps, hops, bounds, leaps, skips, throws performing and these exercises, the pushes. goal is to When train the nervous system to react explosively with maximal force production. Teaching muscles how to absorb shock also aids in injury prevention. PLYOMETRICS PLYOMETRICS

Plyometrics & & Agilities Plyometrics Chapter 19 Chapter AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 159 | Off-Ice Training Use Use three cones, | This This is also a great Work on Work foot Five Five cones are set up in the shape of possible. possible. should not be conditioning drills. reflexes, anticipation and hand-eye coordination. other instructor. program. • Drills should be as sport specific as • The Emphasize not drillsquantity. quality, • Combine agility training with balance, • Drills should be monitored by a coach or • Begin with a proper warm-up and flexibility agility workout, agility adding differentworkout, foot work and combinations. It is great for the improvement of coordination. quickness, quickness, changes of directions, body and awareness control. These serve as a great warm-up. Use a variation of slides, twists, skips, steps and crossover shuffles. Let the imagination adjust the to as movements sport specific as possible. a “W,” with varied spacing the between cones. Start out looking at all cones. by Move shuffling, sliding, sprinting, backpedaling, and/or any other Control desired movement. the body’s center of as gravity each cone is reached and then change direction to the next cone. tape, lines on a field/ice spaced five yards apart. Start on the middle line/cone/tape. On command, sprint to either side, touch the line and change direction. Sprintyards back to 10 the other side, touch, change direction, and cross the middle line again. Sprint, shuffle or backpedal. your time Try to improve on each rep. AGILITIES AGILITIES Agilities are drills that rapidly emphasize and the ability efficiently controlling the body’s center of gravity. to change direction while 1. Agility Ladder Drills — 2. W Drill — 3. Pro Agility/”NFL Shuttle” — 4. Jump Drill Rope/Dot — Set Out Out of a USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Try Try jumping for height Start with one foot on Jump Jump on two feet for distance. Same Same as a regular squat, but Standing Standing with feet together, Use Use different variations and Perform lateral Perform hops lateral from one Start with a inches) low box (18 A basic fundamental movement lunge lunge position, try to get as vertical as possible. Use Use variations such as “stick and hold” and continuous. off of two feet, landing softly and holding the landing. More should advanced players try continuous hops. up up cones or hurdles. Start with two feet hopping forward, then switch to one foot landings as you progress. Change to a lateral direction on two feet, changing direction and alternating one foot or two feet. leg leg to the Use other. different variations such as “stick and hold”, continuous and “two bounces and go”. the box and drive up as high as possible, switching feet in Use air. variations such as alternating step lateral ups. that involves thatcoordination and involves explosiveness, jumping and from involves one foot to the other. and and proceed to a higher inches), one (24-36 Jump onto the box making sure the landing is soft and quiet. Try not to out. bottom jump jump up bringing the knees to the chest. heels to Variations: butt; include 270 90, 180, degree turns; performed etc. continuously, patterns patterns to get the most out of this exercise. Start double legged and proceed to single leg variations. now we are leaving the ground, with perfect form, and performing the jumps continuously. 5. Hurdle/Barrier Hops — 6. Lunge Jumps/Slip Squat Jumps — 4. Broad Jumps — 3. Lateral & Forward Cone/Hurdle Hops — 2. Ice Skaters — Medium/High Medium/High Intensity 1. Explosive Step Ups — 5. Skipping — 4. Box Jumps — 2. Squat Jumps — 3. Jumps Tuck — Low Level Low Level 1. Jump Rope — AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 160 | Off-Ice Training | none none none Keeping Keeping the knees pointed down but Stand Stand with the feet shoulder-width apart Jump up, using the arms to help lift and thenlift and help to arms the using up, Jump Spread Spread the feet far apart, front to back, and Equipment: Start: and the body in a straight vertical position with the arms by your sides. Action: still in line with the body, buttocks jump and kick with the from action thequick-stepping a is This immediately. heels. Repeat the theknees and lower legs. Swing the arms up as jump you jump. Tuck Jump Tuck with Heel Kick Split Squat Jump Equipment: Start: bend the front leg 90 degrees at degrees at the knee. the hip and 90 Action: hold the slip-squat position and position. immediately repeat the jump. Land in the same USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA none none Jump Jump up, bringing the knees up to the Squat down and jump as far forward as Stand Stand with the feet shoulder-width apart Stand Stand with the feet shoulder-width apart Equipment: Equipment: Start: Action: possible. Immediately upon jump touching forward down, again. Use swings quick, and double arm keep the multiples of three to five jumps. landings short. Do in Start: and the body in a vertical position; do not bend at the hips. Action: chest and grasping the knees with before the the hands feet return to the standing floor. vertical position, Land without in any forward a bend. theRepeat jump immediately. Double Double Leg Hops PLYOMETRIC EXERCISES PLYOMETRIC Tuck Jump Tuck with Knees Up AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 161 | Off-Ice Training | none none none none Using Using only the ankles for momentum, hop Jumping Jumping up, switch leg positions - the front Standing Standing upright, spread the feet far apart, Stand Stand with the feet shoulder-width apart and Split Split Squat with Cycle Equipment: Start: front to back, and bend the front leg 90 degrees at the hip and 90 degrees at the knee. Action: leg kicks to the back bends position up and and comes the through to back so knee theflex thetry to through, leg back the leg bringing front. While that it comes close to the buttock. Land in the split- squat position and jump again immediately. the body in a vertical position. Action: their to ankles the Extend place. one in continuously maximum range on each vertical hop. Two-Foot Ankle Hop Two-Foot Equipment: Start: 5 6 USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 1 4 START a a hexagon of tape on the floor with one one cone or hurdle 3 2 Jump Jump across one side of the hexagon and Jumping Jumping vertically but pushing sideways off Stand Stand in the center of the hexagon with feet Stand Stand alongside the object to be cleared. back back to the center, then proceed around each side of the hexagon. This may for or hexagon the be around trips complete of number done for a specific set amount of time. Hexagon Hexagon Drill Equipment: sides inches about long 24 Start: shoulder-width apart. Action: the ground, bring the knees up to jump the over barrier. sideways Start: Action: Lateral Lateral Jump Over Barrier Equipment: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 162 | Off-Ice Training | (straight, (straight, 90 degree, laterally) improving improving your speed and efficiency of movement. down down along your side. powerful. back. at the hips 90 degrees. allow allow enough time for enhancement. preseason and in-season. Time on/off :30 on/1:30 off :30 on/1:00 off Work:Rest :30 on/:30 off 1:3 Season 1:2 1:1 early OFF late OFF Preseason • The only to way get fast is to run fast. • there are many other of ways However, more more advanced techniques) resistive) • Start standing with torso erect and hands • Lean forward as far as possible. • first Your step should be short and • Think about driving the ground down and • reaching Try to withavoid the first step. • Finish by sprintingyards. 10 • 90 degree — Start the same but way bend hand-eye coordination. hand-eye A partner stands holds a tennis ball feet away, 10 approximately at shoulder height and then drops it. On the action of the hand releasing the ball, sprint as fast as possible and try to catch it before it bounces twice. • Be as sport specific as possible. • the Vary modes boredom to but avoid • Emphasize anaerobic conditioning. • Alter ratios work/rest throughout offseason, Work on Work reaction, first step explosion and SPEED/SPRINTS/CONDITIONING Speed Training Means Means of Speed Training 1. Run sprints really fast! 2. Over speed training (down hill sprints, cords, 3. runs (uphill, Resistive cords, tire pulls, partner 4. Slide board Starts 1. Leaf Falls 2. Ball Drops 3. Conditioning USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Push Push off with the leg you are standing on Stand Stand on one leg. Action: and jump forward, landing on the same leg. opposite leg Your should swing to increase momentum. Once you land, take off move as again. if you were on a hot Your plate. The movement feet should on sets Perform leg. one on running to similar very is both legs. Single Leg Hops Equipment: none Start: Lateral Lateral Bounds Perform a skating motion between two marks ground, one on yard apart. on Work lateral movement. The swing leg should come behind planted leg. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 163 | Off-Ice Training 32 (Internet access (Internet is | 1 4 LEARN LEARN MORE P = PLANT ON SINGLE LEG 56 = RIGHT FOOT MOVEMENT  _____ P www.usahockey.com/USANTDP/Drills.aspx 1 Click Click on the following link(s) for more information on the in topics covered this chapter. required). • worked. worked. The intensities along should with the also volume vary different systems. when conditioning for the 2 = LEFT FOOT LEFT = 3  AGILITY LADDER EXAMPLES P 3 1 5 USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA 2 4 6 = RIGHT FOOT RIGHT = - - - = LEFT FOOT MOVEMENT       
  depending depending on work to rest ratios) It is important thesystems in factor thedetermining be to will ratios remember that work-to-rest 2. Slide boards (aerobic as well as anaerobic) 3. runs Tempo 4. Wind sprints 5. On-ice sprints 6. Bike/treadmills Means Means of Conditioning 1. Intervals (can be both aerobic and anaerobic AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL Section 8 Section Appendices AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 165 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Recommendations for Recommendations Improvement for Recommendations Improvement

— — —

• Evaluation Goaltender Player • Evaluation Player • Checklist of Effective Coaching Actions • Coach’s Evaluation of Outcomes Player • to OthersPerformance Relative Player

• Season Plan Schedule • Practice Plan Worksheet • Drill Form • Scouting Report • Game Lineups • Controlled Faceoffs • – Giveaways Our End

The following pages contain forms that you may find useful throughout the season. Please utilize themyou find as utilize thePlease throughout season. useful may that you contain forms pages following The see fit for your program. Appendix Appendix 1: Forms AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 166

SEASON PLAN SCHEDULE |

Develop a season plan for your team using the following format and based on your season plan priority checklist. Appendices

SEASON WEEK DAY ACTIVITY COMMENTS | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 167 | Appendices | PRACTICE PLAN PRACTICE USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Day ______Date ___/___/___ Date ______Day

Time Activity/Drill NotesTime Activity/Drill Points Key 5 min. min. 5 7. min. 5 8. min. 5 9. min. 5 DOWN COOL 10. 5 min. min. 5 4. min.5 5. min. 5 6. 5 min.5 2. min. 5 3. 5 min.5 UP WARM 1. Evaluation/Comments Equipment ___ on 5 5 ___ Zone Neutral ______Today’s Objectives: Objectives: Today’s WorkSkill Play Team Concepts Work Specialty Games/Fun Small ___ Skating ___ on 1 1 Concepts Defensive Drills Goaltender ___ Control Puck ___ on 0 2 ___ Offensive Zone ______Games Rink Full ___ Pass/Receive ___ on 1 2 ___ Zone Defensive ______Games Zone ___ Shooting ___ on 2 2 ___ Zone Neutral ______Games Area Restricted ___ Contact Body ___ on 0 3 ______Position Body ___ on 1 3 Offensive Concepts Other ___ Checking Stick ___ on 2 3 ___ Offensive Zone ______Agility Work ___ on 3 3 ___ Zone Defensive ______AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 168 | Appendices | DRILL FORM DRILL USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA DRILL NAME ______DRILL NAME DRILL NAME ______DRILL NAME DRILL NAME ______DRILL NAME AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 169 | Appendices | GAME STRENGTHS TENDENCIES WEAKNESSES GOALTENDING DEFENSIVE ZONE & BREAKOUT & ZONE DEFENSIVE FWD RW th GOAL SCOUTING REPORT SCOUTING 13 NEUTRAL ZONE OFFENSE & DEFENSE & OFFENSE ZONE NEUTRAL USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA C RD

ENTER OPPONENT NAME OPPONENT ENTER / / / / OFFENSIVE ZONE & FORECHECK & ZONE OFFENSIVE LD LW NOTES: DATE AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 170 | Appendices | POWER PLAY POWER PENALTY KILL PENALTY UNIT rd 3 FACEOFFS & ADDITIONAL NOTES ADDITIONAL & FACEOFFS SCOUTING REPORT SCOUTING (continued) USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA UNIT UNIT UNIT st nd nd 1 2 2 LINE AFTER PP AFTER LINE LINE AFTER PK AFTER LINE UNIT st 1 AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 171 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 172 | Appendices | Remarks Remarks Remarks Total Total Total Off. Off. Off. Neut. Neut. Neut. CONTROLLED FACEOFFS CONTROLLED USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Third Period Third Second Period Second First Period First Lost Lost Lost Lost Lost Lost Lost Lost Lost Lost Lost Lost Lost Lost Lost Def. Def. Def. Won Won Won Won Won Won Won Won Won Won Won Won Won Won Won Team Total Team 4. 3. 1. 2. Players’ Names Players’ Team Total Team 3. 4. 2. 1. Players’ Names Players’ Team Total Team 4. 3. 2. 1. Players’ Names Players’ AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 173 |

Appendices TOTALS | Pass Missed Fought Out- Stick ClearingHandling Bad GIVEAWAYS — OUR END OUR — GIVEAWAYS USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Pass Players Date ______vs. ______at ______

9 7 8 5 6 3 4 1 2 28 27 25 26 24 22 23 20 21 18 19 16 17 14 15 12 13 11 10

No. Bad AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 174 | Appendices | Date ______Goaltender______Left Lower ______Right______Lower Left Upper ______Right______Upper LL UL Shots: Shots: PRACTICE GOALTENDER CHART GOALTENDER PRACTICE USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA LR UR An X is placed wherever a goal is scored during drills; an X when a goal is scored during scored is goal a when X an drills; during scored is goal a wherever placed is X An scrimmages. goals ÷ shots (GPSG): goal on shot per goals determine To shots. 8.75 every for goal 1 is which 8.75, = 4 ÷ 35 example: For ______– – – – Comments: Total for Day for Total Scrimmage GPSG Scrimmage Drill GPSG Drill AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 175 | Appendices | Exc Excellent VG Good Very Very Good Avg Good Fair Average Poor USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA GOALTENDER PLAYER EVALUATION PLAYER GOALTENDER Fair Poor NR ______Overview Date of Birth: ______Stick:______Catch:______Ht:______Wt:______Ht:______Catch:______Stick:______Birth:______of Date Name: ______Team: ______League:______Team: ______Name: Category Comments: ______Mobility • Balance/agility NR 0 1 2 3 4 5 • Challenge/retreat NR 0 1 2 3 4 5 • NR movement Lateral 0 1 2 3 4 5 • Timing NR 0 1 2 3 4 5 Comments:______Character 0 1 2 3 4 5 Competitiveness 0 1 2 3 4 5 Rebound ControlRebound 0 1 2 3 4 5 Reaction 0Reaction 1 2 3 4 5 Skills 0 1 2 3 4 5 Positional PlayPositional 0 1 2 3 4 5 Mobility 0 1 2 3 4 5 AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 176 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA ______• Consistency NR 0 1 2 3 4 5 • Discipline NR 0 1 2 3 4 5 • Leadership NR 0 1 2 3 4 5 Comments: ______Character Competitiveness • Communication NR 0 1 2 3 4 5 • Crease movement NR 0 1 2 3 4 5 • ethic Work NR 0 1 2 3 4 5 Comments: ______Rebound Rebound Control • Controlling NR 0 1 2 3 4 5 • NR Covering 0 1 2 3 4 5 • Cushioning NR 0 1 2 3 4 5 • Placement NR 0 1 2 3 4 5 Comments: ______• Anticipation NR 0 1 2 3 4 5 • Quickness NR 0 1 2 3 4 5 • Recovery NR 0 1 2 3 4 5 • Reflexes NR 0 1 2 3 4 5 Comments: ______Reaction • Feet/pads NR 0 1 2 3 4 5 • NR Glove/blocker 0 1 2 3 4 5 • Stick/blocking NR 0 1 2 3 4 5 • Stick/moving NR 0 1 2 3 4 5 Comments: ______Skills • Alignment NR 0 1 2 3 4 5 • Body NR 0 1 2 3 4 5 • Horizontal angle NR 0 1 2 3 4 5 • angle Vertical NR 0 1 2 3 4 5 Comments: ______Positional Play Positional AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 177 | Appendices | Exc Excellent VG Good Very Very Good Avg Good Player Fair Average PLAYER EVALUATION PLAYER Poor USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Fair Poor NR ______Category Comments: ______• Balance NR 0 1 2 3 4 5 •Mobility NR 0 1 2 3 4 5 • Quickness NR 0 1 2 3 4 5 • Speed NR 0 1 2 3 4 5 Skating Comments:______Character 0 1 2 3 4 5 Toughness 0Toughness 12 3 4 5 Competitiveness 0 1 2 3 4 5 Sense 0Sense 1 2 3 4 5 Shooting 0 1 2 3 4 5 Hands 0 1 2 3 4 5 Skating 0 1 2 3 4 5 Date of Birth: ______Position:______Shot:______Ht:______Wt:______Ht:______Shot:______Position:______Birth: of Date Name: ______Team: ______League:______Team: ______Name: Overview AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 178 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA ______Character Character • Consistency NR 0 1 2 3 4 5 • Discipline NR 0 1 2 3 4 5 • Leadership NR 0 1 2 3 4 5 Comments: ______Toughness Toughness • Aggressiveness NR 0 1 2 3 4 5 •Grit NR 0 1 2 3 4 5 • Nastiness NR 0 1 2 3 4 5 Comments: ______Competitiveness Competitiveness • Communication NR 0 1 2 3 4 5 • Intensity NR 0 1 2 3 4 5 • ethic Work NR 0 1 2 3 4 5 Comments: ______• Anticipation/instinct NR 0 1 23 4 5 • awareness Defensive NR 0 1 2 3 4 5 • Offensive awareness NR 0 1 2 3 4 5 Comments: ______Sense Shooting • Accuracy NR 0 1 2 3 4 5 • Release NR 0 1 2 3 4 5 • Scoring NR 0 1 2 3 4 5 • Velocity NR 0 1 2 3 4 5 Comments: ______• Puck handling NR 0 1 2 3 4 5 • Passing NR 0 1 2 3 4 5 • NR Receiving 0 1 2 3 4 5 Comments: ______Hands Hands AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 179 | the (YES) Appendices | (NO)

Items Items on the checklist that are familiar to you can be ignored or USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA CHECKLIST CHECKLIST OF EFFECTIVE COACHING ACTIONS Rate Rate the degree to which each of the listed actions occurred during practices and/or participation to clarify my goals for the season. of participation in for hockey all of the players. guide guide the conduct of my practices. the mid pre, early, and late season. injury, injury, etc.) of participation in clearly were hockey in mind during planning and coaching time. 3. I used the information on benefits of participation and costs of 1 2 3 4 5 4. I a completed written draft of season goals and to objectives 1 2 3 4 5 5. I consciously decided which must objectives be emphasized in 1 2 3 4 5 2. My primary purpose for coaching was to maximize the benefits 1 2 3 4 5 1. The benefits (skill, knowledge, fitness and costs (time, money, 1 2 3 4 5 Organization Coaching Coaching Role checklist can be used as an aid to identifying, “why” one or more player(s) did not meet a performance expectation. To use the checklist in this way, go content through category the instrument (i.e., and Organization, read Effective the Instruction, questions etc.) in and each coaching action (and/or inaction) contributed to have ask the undesirable result obtained? Answer the yourself question the question: “Could my by responding with a “yes” or “no.” If you wish to rate the degree to which your actions (or inactions) were consistent with the guidelines implied by the item, use the rating scale. Items which result in “no” or “low” ratings indicate where you are in discord with effective coaching actions. As you go through the checklist, seek to identify your coaching deficiencies. to way obtainexcellent the coaching information This most important to you. process of seeking answers to specific concerns is an game situations. Use a simple (yes), Disagree, 2=Disagree, 3=Neutral, 4=Agree, 5=Strongly Agree. (no), or the following five point scale where: 1=Strongly Directions: Subsequent Subsequent to completing your evaluation of player outcomes as suggested earlier in this chapter, Use Use of the Checklist to Improve Coaching Actions briefly reviewed. Those with which you are decisions not that familiar improve your will coaching require effectiveness. study if To use they the for provided are rating the checklist degree to used which theyou have stated or in implied to coaching action(s). Instead, use this help way, you ignore the make columns the information reference chapter to guide your reading. Using the checklist as an overview of appropriate coaching actions is an excellent way to acquaint yourself acquaint to way excellent an is actions coaching appropriate of overview an as checklistthe Using with the content of this coaching manual. Use Use of the Checklist as an Overview of Desirable Coaching Actions The following checklist can serve two useful purposes. First, it can be used to review coaching actions that are that actions coaching review to used be can it First, purposes. useful two serve can checklist following The of outcomes. desired Second, it can be used as achievement an identify aid theto reason(s) player to related why a did player(s) one not achieve or more of the expected outcomes. Introduction AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 180 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA businesslike and businesslike enjoyable. player to succeed player in improving their of levels play. and and attainable. all all practices and games. identified and sequenced from pre to late season, and entered on a season calendar. age recommendations. theHockey USA appropriate. trial and was regularly given. practice practice trials. my my practices and clearly communicated its purpose and described how it is to be to executed my players. that present were or missing in and my players used them as the basis for my instruction. suggestions for players’ coaching to plan my practices. learned for each included objective in my practices. why perfecting that skill was important. preceded by an of abilities. evaluation player 21. My practices would be by characterized others safe, as orderly, 1 2 3 4 5 20. I communicated through actions and thatwords I expected each 1 2 3 4 5 19. Performance expectations set for the realistic were players 1 2 3 4 5 7. The selected objectives for my season plan consistent withwere 1 2 3 4 5 8. The amount of practice time allocated to each was objective 1 2 3 4 5 6. for Objectives each developing practice from drawn were those 1 2 3 4 5 18. of achievement Monitoring continued objectives player through 1 2 3 4 5 17. Accurate feedback was Accurate closely associated with each practice 17. 1 2 3 4 5 16. Practice on an each withprovided objective player many 1 2 3 4 5 9. I was sufficiently familiar with the need for each skill included in 1 2 3 4 5 10. I was able to visualize and recognize the elements key of performance 1 2 3 4 5 11. I was familiar with the common errors of skill execution and used the 1 2 3 4 5 12. I clearly communicated the points key or elements key to be 1 2 3 4 5 13. Practice on an was objective initiated with a brief rationale for 1 2 3 4 5 14. Instruction on one or more elements” “key of an was objective 1 2 3 4 5 15. Instruction did not continue without attention.player 1 2 3 4 5 Hockey Hockey Skills, Strategies AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 181 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA throughout the season. communicated communicated to at players the beginning of the season. practice practice the and objectives elements” appropriate “key included in the practices. that elements” practicing were “key players of skill. them achieve in successful several small steps. the and/or objectives instruction. resulted from my emphasis on effort and encouragement. times, activities, drills and equipment needs. changes for subsequent practices. a provide setting for achieving one or more objectives. messages messages that I communicated to my players. effectively use a positive (rather than a negative) coaching approach. of their goals for participation in hockey. 38. Enforcement of team rules was consistent for all players 1 2 3 4 5 37. Players were involved in 37. or developing involved were confirming Players team rules. 1 2 3 4 5 23. Practice sessions organized were to maximize the amount of time 1 2 3 4 5 24. down broken as were Objectives necessary to to allow players 1 2 3 4 5 25. I questions my asked players to if determine they understood 1 2 3 4 5 26. sensed Players a feeling of control their over learning that 1 2 3 4 5 27. My practices pre-planned were and included written objectives, 1 2 3 4 5 28. I my practices and evaluated incorporated appropriate 1 2 3 4 5 29. The instructional activities and/or drills that I used selected were to 1 2 3 45 22. I grouped in my players accordance with their different abilities to 1 2 3 4 5 36. behaviors (and Accepted consequences of were misbehavior) 1 2 3 4 5 34. There was no conflict the between verbal and non-verbal 1 2 3 4 5 35. I facilitated communication with the by being players a good listener. 1 2 3 4 5 33. I helped set my realistic players goals. 1 2 3 4 5 32. An expert would agree (upon observing my practices) that I 1 2 3 45 30. My practices and games resulted in the achieving many players 1 2 3 4 5 31. I taught the how to players realistically define success in hockey. 1 2 3 4 5 Discipline Communication Motivation AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 182 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA players responded positively. players and/or the game of hockey. the responsibilities I to thehave team. parents and to players the team. injuries, potential practice and game schedules, equipment needs and other information necessary to successful play. influence of on achievement theplayer season objectives. practices overloaded thepractices overloaded muscular players’ and energy in systems a manner. progressive of practice and play. for for the age of the players. aerobic and anaerobic energy production of systems the players. muscular fitnesssystem of the players. injuries associated with the use of improper equipment. associated with facilities. 41. Each parent learned something significant about their child 1 2 3 4 5 42. I communicated to the parents my purpose for coaching and 1 2 3 4 5 43. I communicated to the parents the responsibilities of 1 2 3 4 5 44. well were informed Parents of the purpose of hockey, 1 2 3 4 5 40. When to asked help with a specific task, the parents of the 1 2 3 4 5 39. of Parents the a were players positive, rather than a negative, 1 2 3 4 5 51. My conditioning work appropriately simulated the conditions 1 2 3 4 5 50. Where appropriate, duration the and frequency intensity, of my 1 2 3 4 5 49. I routinely used a cool systematic down after practices and games. 1 2 3 4 5 45. The conditioning physical procedures I used appropriate were 1 2 3 4 5 46. Where appropriate, I conducted practices theto improve 1 2 3 4 5 47. Where appropriate, I conducted practices theto improve 1 2 3 4 5 and games. practices to prior warm-up 48. a used systematic I routinely 1 2 3 4 5 52. I all followed recommended procedures designed to prevent 1 2 3 4 5 53. I implemented the recommendations for injuries preventing 1 2 3 4 5 Involvement Involvement with Parents Conditioning Injury Injury Prevention AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 183 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA cool-down cool-down periods. who did not need the need services not did who physician. of a rehabilitation. inappropriate to attributed be could individual players. individual history medical information. player including as they were needed. they were as coaching effectiveness. coaching closely related to unmet player expectations. player unmet to closely related liability from hockey injuries. hockey from liability injuries that commonly occur. performance areas included in my season plan. season performance in my included areas 55. I did not use in exercises contraindicated the warm-up and 1 2 3 4 5 54. I maintained good control of while my players they in were the arena. 1 2 3 4 5 62. None of the players experienced a recurrence of an injury of an 62. recurrence a experienced that of the None players 1 2 3 4 5 61. supervised I appropriately the of those rehabilitation players 1 2 3 4 5 59. I had a well stocked first aid kit at each practice and game, game, first and practice each kit at 59. aid stocked well a I had 1 2 3 4 5 injury of each 60. record a that during the occurred season. I have 58. for I obtained the care necessary information appropriately to 1 2 3 4 5 57. I established and followed appropriate emergency procedures 1 procedures emergency 57. appropriate followed and I established 2 3 4 5 56. first needed. as aid I effectively administered 1 2 3 4 5 67. I made the changes in coaching action needed to improve my my 67. improve to needed action in coaching the I made 1 changes 2 3 4 5 63. I completed the six obligations I have as a coach to preclude 1 preclude to coach a as 63. the I have six obligations I completed 23 4 5 64. of hockey the about frequency and type knowledgeable I am 1 2 3 4 5 65. I completed an evaluation of player improvement in the 1 improvement of player 65. evaluation an I completed 2 3 4 5 66. I identified most the that (or inactions) actions coaching appeared 1 2 3 4 5 Rehabilitation of Injuries of Rehabilitation Care of Common Injuries Common of Care Prevention of Liability Events Liability of Prevention Evalua tion Evalua AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 184 | Yes (%) responses Appendices | Date______Player Name Player EVALUATIVE RESPONSES: EVALUATIVE Did significant, positive results occur on the objectives included in the included the on occur objectives results significant,Did positive below? performance listed areas USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA COACH’S EVALUATION OF PLAYER OUTCOMES PLAYER OF EVALUATION COACH’S Record your assessment of player outcomes in each performance area by answering the answering performance in each by outcomes area of player assessment your Record with response. questions or NO YES a evaluative Yes Responses (%) Responses Yes

Personal Social Muscular Systems Muscular Energy Systems Energy Nutrition Conditioning Rules Infractions Common Penalties Team Play Team Checking Goalkeeping Passing/Receiving Shooting Skating Control Puck ATTITUDES FITNESS KNOWLEDGE SKILLS PERFORMANCE AREA PERFORMANCE EVALUATIVE QUESTION: EVALUATIVE AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 185 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA RECOMMENDATIONS FOR IMPROVEMENT RECOMMENDATIONS (13)______(15)______(12)______(19)______(14)______(18)______(16)______(21)______(9)______(8)______(7)______(6)______(5)______(4)______(3)______(2)______(1)______(10)______(24)______(25)______(23)______(22)______(20)______Record your assessment of player outcomes in each performance area by answering the answering performance by in each outcomes area of player assessment your Record with response. questions or NO YES a evaluative (11)______(17)______AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 186 | Appendices | Bantams • Practice Plan #1 • Practice Plan #2 • Practice Plan #3 • Practice Plan #4 • Practice Plan #5 Midgets • Practice Plan #1 • Practice Plan #2 • Practice Plan #3 • Practice Plan #4 • Practice Plan #5 USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA

Squirts • Practice Plan #1 • Practice Plan #2 • Practice Plan #3 • Practice Plan #4 • Practice Plan #5 Peewees • Practice Plan #1 • Practice Plan #2 • Practice Plan #3 • Practice Plan #4 • Practice Plan #5 Mites • Practice Plan #1 • Practice Plan #2 • Practice Plan #3 • Practice Plan #4 • Practice Plan #5

The The following pages contain pre-planned selection on practice all aspects of a coach’s task for designing and practice developing sessions. sessions that show the planning, recording and drill Appendix Appendix 2: Sample Practice Plans AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 187 |

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Have Players carryPlayers Have players Have Players Players skate A game of tagof game A Players Players do five Borders, Borders, Four Nets, Cones, Tires, Softballs MITE PRACTICE MITE PLANPRACTICE #1 USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Players partner and up Players Players Players are free to do Have Have players put their Skill Development/Fun Station 1: Agility Skatingand sticksthe facing up line They row. a in down sticks – perform a number of different agility movements like running over the sticks, stepping over them sideways, and using their edges to slalom between them. works on This balance edges, and agility, coordination. Stationary Station2: Passing – stand feet apart 8-10 passing the puck back and forth. Work on proper technique, and emphasize keeping their hands away from their bodies. passing, receiving, stick skills and team play. This works on (Tag) Sharks Station3: Minnows and – in which two players are designated as the sharks to start. The minnows must skate from blue line to blue line without being tagged. If work, edge skating, on works This too. sharks, become they are tagged, they balance and agility, coordination. Station 4: Slalom Puck Handling/Shot – a puck in and out of a slalom course, ending shot withon net. a Emphasize proper shooting technique at the end. This works on edges, puck handling, agility, shooting and scoring. Boardsthe against Shooting 5: Station – proper proper wrist shot technique, shooting off the proper foot and weight distribution. This works on shooting, stick skills, balance and scoring. Station 6: 1-on-1 Keep Away (multiple) – players players play 1-on-1 keep away in a tight area. Try have to them go 20 seconds and rest Have for multiple 40 1-on-1’s seconds. going at once playing in to traffic areas. Works on encourage skating, agility, puck handling, puck protection, playing with the eyes and competing. up spread spread out along on Work can. they as times the many as boards the against boards and let them shoot what what they want for the first five minutes. WARM-UP (5 minutes): Puck Handling around – the rink handling a puck. On a whistle, they jump into the nearest circle and stickhandle, then next whistle. exit on the STATIONS (6 stations x 8 jumping jacks minutes) before changing stations. Work – on proper stride and mechanics. FREE FREE PUCK TIME (5 minutes) – Goals: Equipment Required/Set-Up: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 188 |

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Players Players skate Players play 1- play Players Players Players carry a Players Players do five Borders, Borders, Four Nets, Cones, Tires Have Have cones, tires, Players play 3-on-3 play Players MITE PRACTICE MITE PLANPRACTICE #2 USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Players partner and up Players Players Players are free to do Have players line up in three in up line players Have Skill Development/Fun (depending (depending on the number of goalies) as well. Station 1: Skating Lane – Lane Skating 1: Station lines on fundamentals. the Focus goal on agility/balance C line work cuts, (rolls, and stride/glide knee works on skating, edges and agility. drops, work and etc.). on This skating Station 2: Puck Handling/Shooting – thenwhere theand attack the cones tire, around puck they perform a deke to their forehand followed by a wrist shot onmechanics. This net. works on Emphasize deception, shooting and scoring. skating, puck proper handling, shooting Stationary Station3: – Passing forth. and back puck the pass and apart feet 8-10 stand Work on proper technique and emphasize thefrom This the works hands on away body. passing, keeping receiving, stick skills and team play. Station 4: Chaos Stickhandling – nets, etc., scattered around the station. Players are to stickhandle in and around all of the obstacles in any direction they choose. Have multiple players going at have and directions all in move thatmust so they once their heads up. and This eyes works on puck handling, thewith playing and balance agility, skating, skills, stick up. eyes – Area Tight 2-on-2 or 1-on-1 5: Station on-1 or 2-on-2 in a tight confined area. If pucks go out of the thearea, reps a coach throws new one in. Have be around 20 seconds possible. This works on with puck handling, tight area play, at least equal scoring, competing and hockey sense. It can rest be done if with two nets or one turned facing the corner cross-ice, cross-ice, shooting at a designated net. Have the players who aren’t going line up seconds 30 be across shifts the Have zone. blue the in line pucks to keep to create barrier a with close to sense. hockey and competing equal receiving, passing, handling, rest. This works on skating, puck GAME (10 minutes): 3-on-3 Cross-Ice – Cross-Ice 3-on-3 minutes): (10 GAME what what they want for the first five minutes. WARM-UP (5 minutes): Agility Skating – around rink with a puck and, on performa whistle, players agility moves as somersaults, one foot jumps, etc. instructed by the coach. Examples:STATIONS (5 stations x 8 jumping jacks before changing stations. minutes) – FREE FREE PUCK TIME (5 minutes) – Goals: Equipment Required/Set-Up: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 189 |

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Players Variation: Players Players carry a Players Players do five Borders, Borders, Four Nets, Cones, Tires Players Players drop their Players Players partner up, MITE PRACTICE MITE PLANPRACTICE #3 USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA The coach kneels down kneels coach The Players skate through an through skate Players Players are free to do what do to free are Players Have players line up three in up line players Have Skill Development/Fun lines on fundamentals. Focus on stride edges and and therecover, works goalThis etc.). drops, knee (rolls, work agility/balance line and and agility. edges on skating, work on skating – (Starts) Toss Puck 2: Station Station 1: Skating Lane – Lane Skating 1: Station with of in Draw pucks. line a bunch the to players next a line where players can start. As the coach tosses a puck into the air, players employ an explosive start to race out to try and catch the puck. Emphasize proper and This starting quick works feet. on technique starts, and coordination. explosiveness agility, edges, Station 3: Stationary Passing forth. and – back puck the pass and apart feet 8-10 stand Work on proper technique. Emphasize keeping hands the away from the body. This play. and team skills stick receiving, works on passing, – Races Puck Loose 4: Station puck loose a for battle a with finish and course obstacle left feet in 10-15 front of the net. Be creative with the course, by throwing in some jumps, slides, etc. works on This skating, edges, agility, balance, loose puck and scoring. battles Station 5: Puck Handling/Shooting – puck around the cones and then attack the net take and a wrist shot on net. Emphasize proper shooting mechanics. This and scoring. worksshooting deception, handling, on skating, edges, puck Players play with a soccer ball but use their hands to bat the bat to hands their use but ball soccer a with play Players the ball around ice. The ball on must stay the ice; no lifting the keeping and knees the bending Emphasize throwing. or at of the bending waist. up head instead zone. They play 3-on-3 with a soccer ball. Tell players not to not players Tell ball. soccer a with 3-on-3 play They zone. seconds shifts 30 be Have safety. for a in scrum wildly kick with close to equal rest. competition. and play This team edges, coordination, works on agility, balance, they want for the for first they want five minutes. WARM-UP (5 minutes): Passing with Coaches – skate around the perimeter of the rink with make passes to any coach who is a stationed along on each puck and of side the rink. STATIONS (5 stations x 8 stations. changing before somersaults minutes) – GAME (10 minutes): 3-on-3 Soccer – sticks and pile them up along the boards in the neutral FREE PUCK TIME (5 minutes) (5 TIME PUCK FREE – Goals: Equipment Required/Set-Up: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 190 |

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O passes Two Two lines Players Players skate Players Players do five Borders, Borders, Four Nets, Cones, Tires MITE PRACTICE MITE PLANPRACTICE #4 USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Players Players are free to do Players line up facing the facing up line Players Have players line up in three in up line players Have Players play 2-on-2 in a tight area. They can use can They area. tight a in 2-on-2 play Players Skill Development/Fun stand opposite each other. X passes to O and sprints to sprints and O to passes X other. each opposite stand and X next the to passes then O line. O the of back the sprints to the X line. Add variations in, e.g. catch forehand, on passing on backhand, etc. This passing, receiving, skating and team play. works on Station 4: Russian Shadows (Follow the Two Leader) players go – together and play follow the leader. Encourage them to be creative with their movements. They can carry pucks as well and can have groups multiple going at once. This works on skating, coordination edges, and agility, balance. Station 5: 2-on-2 Tight Area with Coach Support (3- – on-2) the coach to create a 3-on-2 situation want anytime to. they Shoot at the opposite skating, passing, net. receiving, This team play, works hockey sense, on scoring and competing. net. net. The coach is off to the side of the net and passes to a player who catches the puck and shoots on net. Players switch lines so that they get passes from both sides of their bodies. This works on passing, receiving, shooting, release scoring, and team footwork. play, Station 3: Pass and Follow Progression – Station 1: Skating Lane – Lane Skating 1: Station lines on fundamentals. Focus on edges stride and and therecover, goal agility/balance line work (rolls, and knee works on skating, edges and agility. drops, work etc.). on This skating– Shoot and Catch 2: Station handling, handling, shooting, team play and scoring. puck, they must attempt to score and get the runner out. While the Xs are trying to score, O skates up and around the tires and back to the goal line. If O hits the before a goal is goal scored, he is safe. line If the Xs score first, O is out. This works on passing, receiving, skating, puck GAME (10 GAME minutes): (10 Baseball in Each Corner – what what they want for the first five minutes. WARM-UP (5 minutes): Puck Handling – around the rink handling a puck. On a whistle, they jump into the nearest circle and stickhandle, then exit on next whistle. STATIONS (5 stations x 8 somersaults before changing stations. minutes) – of thatone so passes each make theof All X. must Xs an to them touches the puck. Once they have all touched the FREE FREE PUCK TIME (5 minutes) – Goals: Equipment Required/Set-Up: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 191 | Appendices | Divide Players Players give Borders, Borders, Four Nets, Cones, Tires On the whistle, Players Players follow the The The coach spots a Have players make players Have MITE PRACTICE MITE PLANPRACTICE #5 Play keep away with Play away keep Play Play 2-on-2 in a small USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Players Players are free to do Skill Development/Fun Station 1: 1-on-1 Attack the Net – puck into the corner. Two players compete for puck possession. The thatplayer gains the puck attacks the net to score while the other defends. player Station 2: – Ringette Keep Away the ringette rings. Have and, limit three time a add can coach The players. of fewer number rings than the on the whistle, whoever doesn’t have a ring does five jumps. power Station 3: Agility Tarasov (ABCs) – to side then place, in runs knee high with lead, coach’s side and forward and backward. The coach creative can be and have pass players directions. during Have rest periods. the players move in multipleStation 4: Puck Control, Give and Go – and go with the coach, finishing off with a fake and a shot on goal. Have the players begin skating making the before pass to theon theand coach. receive Pass backhand when on the backhand side. Station 5: Crossovers and – Turns three laps through the peanut skating both pattern using crossovers and tight turns. Have both players skate to the right backward. and left, then switch to skating Station 6: 2-on-2 Tight Space – area for 30-40 second shifts. what what they want for the first five minutes. WARM-UP (5 minutes): Edges Around Sticks players – into three groups drop their Players sticks lengthwise in front of them. Inside for more direct edge around instruction. stick, outside edge around inside stick, edge two around laps stick, two laps edge outside figure 8, outside edge, edge figure inside 8, two-foot side jumps over stick, one-foot on exercises both the sideright and left feet. hop over stick. Perform (6 stations STATIONS x 6 minutes) all GAME (10 minutes): Submarine Tag – FREE FREE PUCK TIME (5 minutes) – Goals: Equipment Required/Set-Up: tagged. If tagged, the player stands still with legs apart wide. spread To become free again, a teammate must slide their between legs. players players must skate the length of the ice without being AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 192 | Appendices | Use Use all three zones. GAME (9 minutes): Soccer (ABCs) – shifts 40-second in in cross-ice 4-on-4 or 5-on-5 soccer Play whatever number that allows players to participate every other shift. Kick the ball with side of the foot only. Split Players Players skate Ice Marker, Three Soccer Ice Balls, Marker, Dividers, Tires, Cones The inside line On the whistle to Let Let the kids play with USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA SQUIRT PRACTICE SQUIRT PLANPRACTICE #1 Each team scores a point a scores team Each head head and chest are up, good While skating forward,While perform arm Keys: Skating Skating ABCs, Early Season Acclimation to Ice • inside edges around stick L/R •laps two - edge hold L/R, stick around edges inside • outside edges around stick L/R •laps two - edge hold L/R, stick around edges outside • figure 8 inside edges around ends of •stick figure 8 outside edges around ends of •stick side two-foot jumps stick over • one-foot side jumps stick over L/R Station ABCs – 1: circles forward, arm circles backward and arm circles with one arm forward and one arm backward. Repeat this sequence thenleft hand, your in stick thewith over skatingstep forward, backward. While withstep over the stick in your right hand. thisRepeat skating sequence skating backward. Pass the stick your through legs in a figure repeat the sequence skating 8 backward. while moving forward and Station 2: 1-on-1 the while thenet, attack and Competition thepuck gain to attempts – outside line attempts to gain puck and carry it above the top of the circle. Use angling skills. Station 3: Puck Control with Fakes – through an obstacle course using fakes at Emphasis should the be placed on tires. exaggerating the fakes and should players be corrected if they do not extend themselves. Tire Station4: – Game Push when they push a tire to touch the opposite boards. two to three Keep dropping a tires in new one play, at the center ice after a point is scored. Players should focus on driving with their legs and using their inside edges to push the tires. EDGE CONTROL AROUND STICKS AROUND EDGE CONTROL (10 minutes) – a a variety of objects (black pucks, blue pucks, tennis balls, soft balls, rings, ringette etc.). players into two groups for better communication. Have the place players their sticks on the ice lengthwise in front of them as obstacle. knee bend on the glide leg. STATIONS (4 stations x 9 minutes) – to on moving before jumps five do players stations, change the next activity. Coaches distribute water at each station as the arrive. players WARM-UP (5 WARM-UP minutes): Free Play – Goals: Equipment Required/Set-Up: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 193 | Appendices | Play cross-ice ringette in all three zones. three all in ringette cross-ice Play Use Use 40-second shifts and try to utilize the player numbers 3-on-3, 4-on-4, 5-on-5 so that the players participate every other shift. GAME: Ringette – Ringette GAME: Have Players Goalies Goalies pair up Ice Marker, Cones, Ice Tires Marker, Have Have the players On the whistle to USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA SQUIRT PRACTICE SQUIRT PLANPRACTICE #2 Players Players pair up with one puck Player X attempts to evade player evade to X attempts Player Basic Basic Skills, Early Season Acclimation to Ice O using the nets or tires as a screen. This activity can puck A time. same the at players multiple with done be can also be given to the evading players to work on puck control while reading the opponents’ position. Station 2: Stops, Starts & Turns – Station 1: Net Tag – Station 1: Net Tag stop and start at each cone. Have them spray the cone the spray them Have cone. each start at and stop with snow, attempting to correct technique. turn Halfway through, have the it players white! Work carry pucks. Progress to tight turns. on Station 3: Puck Control and Deception – carry a puck through the designated course.very Use wide dribble a and fake at each finish set off of with tires a and shot on net. forehand, First then fake, fake wide wide to to the the backhand. Coaches must hold the players accountable to exaggerate the fakes. Station 4: Player Shooting players spread out (Wrist within the zone and Shots) shoot against – the boards. To work on proper technique, have players the begin by facing step shot, left a is player the If away stride. backward a taking from the board and out to forward with the right foot and follow through with a shot against the boards. This technique forces of proper theTwo-thirds weight transfer. way through, switch to having the players the strike them have technique; try about much too worry a slap shot. Don’t puck as hard as possible (upper body speed training). Goalies remain at the goalie station. WARM-UP WARM-UP (10 minutes): Goals: Equipment Required/Set-Up: Goaltenders Warm-Up and Movement – STATIONS (4 Stations x 9 minutes) – per per pair. On the whistle, players play 1-on-1 with their keep partners. away Have players stay in a confined while area attempting to stickhandle around or through partner. Play their for 40 seconds, then rest for 40 seconds. On the whistle to rest, players stand feet 15 apart and pass to one another. Use forehand passes, backhand passes and bullet passes (pass as hard as possible). Have players pass across their bodies and sweep the puck. Coaches correct technique. lateral doing while ball medium-sized a with catch play and steps. During rest time, practice stationary passing. change stations, players do on moving to at theCoaches water distribute next activity. five jumping jacks before each station arrive. AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 194 | Appendices | Without sticks and GAME (9 minutes): Team Handball – using a soccer ball, pass players the ball to each other and attempt to score on the opponent’s net. carry They the can ball a only maximum of three strides before The goal a is to not let the ball touch the pass. ice. Goalie Ice Marker, Tires, Ice Cones Marker, Player Player O starts in On the whistle to Play Play 2-on-2 cross-ice. Let Let the kids play with USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA SQUIRT PRACTICE SQUIRT PLANPRACTICE #3 Have Have the players divide X1 X1 carries a puck around Drop to your knees and get back up, back get and knees your to Drop Goalies Goalies rotate with their groups. Basic Basic Skills, Early Season Acclimation to Ice • inside edges forward (2X) • outside edges forward without (2X) crossovers • inside edges (2X) backward • outside edges withbackward (2X) crossover • single leg inside/outside edge forward L/R • single leg inside/outside edge L/R backward • jumps power (2X) two-foot • one-foot hop L/R Station 1: Puck Control – the net and passes to X2. X1 takes X2s receives position. the X2 pass and banks puck back to himself at the tire. X2 then attacks the coach the at cone. far backward to pivots and the jumps tires (attack triangle), Halfway through the drill, switch sides. Instruction: – ABCs 2: Station moving forward moving with head and up. chest your Drop to knees and get back up, moving backward. Drop to a single knee and get back up, alternating moving forward. knees Drop to and a single knee and get back up, alternating knees and knee moving run on skates forward. backward. High knee run on High skates backward. High knee all Repeat drills with pucks. run on skates side-to-side. Station 3: 2-on-2 with Outlets – On a change of possession, players must coach before they can pass attack the net. to a Station 4: 1-on-1 Out of Corner – the corner with a puck attacks and up jumps O whistle, the (from On etc.). stomach, his or her knees, on the net with X defending. goalie Play covers the puck until or X steals O puck and passes scores, it the back to the coach. EDGE CONTROL EDGE CONTROL (10 minutes) – a a variety of objects (black pucks, blue pucks, tennis balls, soft balls, rings, ringette etc.). into six lines. Players must use controlled movements and strive for quality technique. Speed is not a factor – quality is individually instruct thewhen to coaches goal. Use extra needed. STATIONS (4 Stations x 9 minutes) – change stations, players do on moving to at theCoaches water distribute next activity. two forward rolls each station. before WARM-UP (5 WARM-UP minutes): Free Play – Goals: Equipment Required/Set-Up: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 195 | Appendices | work work with players on technique and turns to both the the sequence. the left.and pucksright repeat and Add Finish with a puck control race through the opposite line and back to where the started. player Work Work on Players use Players Players Players play Play Play 1-on-1 in a Cones Cones or Tires Players Players stop and On the whistle to Player Player X attempts to USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA SQUIRT PRACTICE SQUIRT PLANPRACTICE #4 Skating Skating Skills one one passes in front on his or should work individually her with players on technique firstas lap. Coaches needed. theKeep stick to the middle. Station 5: 1-on-1 with Low Outlet – small area. Outlet players are thebelow small area. Outlet players goal lines and can’t score. in Players the middle must a make pass to their outlet before they can shifts. score. Play 40-second – Pivots and Turns Tight Skating 6: Station their Coaches partners around. skate as an obstacle to Station 1: Net Tag with Pucks – O using the player or nets tires as evade a screen. This activity can be done with multiple at players the same time. Player X has a puck, while player O attempts to steal it. Station 2: Skating Stops & Starts – start at the cones and the individually goal line. when Coaches work possible with technique assistance. Add pucks. players that need Station 3: Forward and Backward Tag – tag within a confined area. When a player has been tagged, that player becomes the center red line to tagger. divide the ice, all players must skate Using the forward on one side of the red line and pivot to skate on backward the opposite side. Station 4: Skating Technique Crossovers – skating technique. Each skates player two laps around the circle with the next in player line starting as player change change stations, players do five hops on each foot before on moving to at theCoaches water distribute next activity. each station. WARM-UP (12 minutes): (12 WARM-UP ABC Controlled – Movements While skating forward, arm circles backward forward, and arm circles with arm one arm forward circles and one arm backward. Repeat this sequence skating While skating backward. forward, step over with the stick in your left hand, step over with the stick in your right hand. Repeat this sequence skating backward. Pass the your stick legs through in a sequence moving backward. jumps Power using figure two feet, 8, moving moving forward, forward. (head and chest up). Repeat Power jumps using this two- degrees, 180 jump Power backward. moving feet, two foot jump, land backward, then jump 180 forward, all degrees turns to the left. land Repeat this sequence with all jumps to the right. STATIONS (6 Stations x 8 minutes) – Goals: Equipment Required/Set-Up: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 196 | Appendices | In Using Play Play 3-on-3 Cones, Cones, Tires, Dividers, Rings, Ringette Sticks Use rings, pucks rings, Use On the whistle to Players Players compete 1- USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA SQUIRT PRACTICE SQUIRT PLANPRACTICE #5 Players Players pair up with one puck to to forehand and backhand. Emphasize knee bend and loading the legs. stick. passive players. Basic Basic Skating Skills, Puck Control with Deception • Using rings, make wide, exaggerated moves • using moves pucks.exaggerated Make • Make exaggerated moves sliding under the • 1-on-1 shuttle and attack the triangle against Station 1: Puck Control/Deception – Control/Deception Puck 1: Station and movements. controlled, exaggerated Station 2: Stops, Starts and Transition Skating – these skating technique, stop and start at each cone with your head and chest up. Progress to forward to Add pivots. backward in agility at the red line (drop to your knees and back up) and then add in pucks. Station 3: 1-on-1 Competitions – on-1 for 30-second shifts. Coaches add in additional pucks if a goal is scored the afterRotate players each shift to next area. or if the goalie covers it. WARM-UP WARM-UP (8 minutes) – Goals: Equipment Required/Set-Up: per per pair. On the whistle, players play with 1-on-1 their keep partners. away Have players stay in a confined while area attempting to stickhandle around or through partner. Play their for 40 seconds then rest for 40 seconds. On the whistle to rest, players stand feet 15 apart and pass to one another. Use forehand passes, backhand passes and bullet passes (pass as hard as possible). Have players pass across their bodies and sweep the puck. Coaches correct technique. STATIONS: 3 Stations x 10 minutes – to on moving before jumps five do players stations, change the next activity. Coaches distribute water at each station as the arrive. players FORWARD AND TAG (8 BACKWARD minutes) – the as zone tagwiththemiddle surface, ice play thewhole forward skating zone the joins she or he tagged, is and player a time Each backwards. each end zone for skating cross-ice for 40-second shifts. Players must make a for cross-ice 40-second shifts.pass to must make Players one of the coaches (outlets) on transition before they can score. tagging group. All at pivot players the blue line. GAME (12 minutes): 3-on-3 with Outlets – AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 197 | Appendices | Split Players Players must Four Nets, Nets, Cones, Four Tires, Soccer Balls, Borders Let Let the kids play with USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA PEEWEE PRACTICE PEEWEE PLANPRACTICE #1 Players Players must pass to a X breaks as O a retrieves Players work on skating X skates on the inside of the head head and chest are up, with a Keys: Skills, Skating, ABCs, Competing, Fun teammate behind their attacking net before being able being before net attackingtheir behind teammate to attempt to (Gretzky) score. can move laterally behind the net The but must player open! get to moving Emphasize line. goal the cross not behind the net regroup regroup and breakout with the coach behind the net they are defending before they can go on offense. Game 2: Gretzky Game – • inside edges around stick L/R •laps two - edge hold L/R, stick around edges inside • outside edges around stick L/R • outside edges around stick L/R, • hold two laps figure 8 inside •edges around ends of stick figure 8 outside •edges around ends of stick side two-foot jumps stick over • one-foot side jumps stick over L/R Station 1: Stick Skills – fundamentals and technique. Enforce edge and move into control a forward stride with good technique and recovery. Add pucks in as make it well. fun and Be competitive. Mix in some creative short burst to races or toss-and-catch drills. Game 1: Regroup/Breakout Game – cones cones and makes two indirect passes to himself, then skates behind the net and performs and give-and-go with the coach. X then skates around the two outside cones, slaloms down the middle cones and shoots to score. Switch lines’ sides each time. Station 2: Passing/Timing – puck after shooting on net. O passes to X, who goes down and shoots to score. 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No their goalies! Goalies play hands as to three passes before make must Players skaters. regular they can shoot on net. Emphasize puck support and short passes! Game 1: 2-on-2 with Point – Station 1: Keep Away – Station 1: Away Keep of a coach (makes it 3-on-2) where players play keep away. Emphasize moving without the puck, covering your man and situations both offensively and defensively. communication. Explain odd-man Station 2: Pass and Backcheck – catches the pass and skates to the tire. After reaching the tire, Y can backcheck Y to cut make Y skate to hard with the the puck. should X aim net for the or tire shoot. to create beats a X good angle. Y, must If use X propertheseparate puck. angle and body contact – Handball 3: Station to area where the players must pass back to their point man before they can go on offense. The pass points or shoot when can they receive puck. This works on hockey sense, puck handling, puck support, skating, loose pucks, competing and team play. Game2: 3-on-3 Breakout Game Play 3-on-3 cross-ice for 40-second shifts. After each • Players skate around the rink handling a puck • Players skate around the rink with the puck and, • GAMES (20 minutes): change stations, somersault, etc.) stations. between players do an ABC move (jump, STATIONS STATIONS (3 stations x 8 minutes) – a a variety of objects (black pucks, blue pucks, tennis balls, soft balls, rings, ringette etc.). HANDLING minutes): (10 SKATING/PUCK WARM-UP (5 WARM-UP minutes): Free Play – Goals: Equipment Required/Set-Up: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 200 | Appendices | Play 3-on-3 cross-ice 3-on-3 Play Game2: 3-on-3 Breakout Game – – Game Breakout 3-on-3 Game2: for 40-second shifts. After each change of possession, a team must either carry the puck or behind pass its own net it they can attack. the puck A 2- X does Four Four Nets, Cones, Tires, Soccer Balls, Borders On the whistle to X passes to Y, who USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA PEEWEE PRACTICE PEEWEE PLANPRACTICE #4 Let the kids play with a with play kids the Let 2-on-2 2-on-2 game in a tight Skills, Skating, ABCs, Competing, Fun the coach yells out different agility drills to perform to drills agility different out yells coach the (e.g. drop to jumps). legs, through knees, Russian walk, pull puck a whistle, enter the nearest circle and stickhandle the whistle, next the On circle. that traffic within in players exit the circle and continue the rotation. go direction. each The players •while puck a handling rink the around skate Players •on and, puck the with rink the around skate Players Station 1: Keep Away/Passing/Puck Handling – on-2 game with the support of it a 3-on- coach (makes moving Emphasize away. keep play players which in 2) without the communication. puck, offensively Explain covering and defensively. possession, your passing, This receiving, odd-man puck works man handling, loose puck on battles, sense hockey and team play. puck and situations Station 2: Pass and Backcheck – catches the pass and skates to the tire. After reaching the tire, Y can backcheck Y cut to make Y to skate hard with the the puck. should X net aim for or the tire shoot. to create X beats a good must angle. Y, If X use proper separate the puck. angle This works on and passing, receiving, shooting, angling, body body contact and team concepts. contact to Station 3: Power around crossovers theoverspeed dot, then overspeed Skating/Overspeed – crossovers around the circle. After circle, X proceeds to pick up a puck and shoots at the completing the does started.O X where from side theopposite on net the same in the reverse direction. Do without this pucks. with and This works on skating, speed shooting training. and Game 1: 2-on-2 with Point – their point to back pass must the in which players area man before they can go on offense. The pass points or shoot when they can receive the puck. This works on hockey sense, skating, loose pucks, competing and team play. puck handling, puck support, variety of objects (black pucks, blue pucks, tennis balls, soft balls, tennis pucks, blue pucks, (black objects of variety etc.). rings, ringette balls, HANDLING minutes): (10 SKATING/PUCK STATIONS (3 stations x 8 minutes) – change stations, somersault, etc.) stations. between players do an ABC move (jump, GAMES (20 minutes): WARM-UP (5 minutes): Free Play – Play Free minutes): (5 WARM-UP Goals: Equipment Required/Set-Up: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 201 |

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X X B A X X Player X Player Player Player X The The defensive Four Four Nets, Cones, Tires, Soccer Balls, Borders Skate Skate forward and Let Let the kids play with USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA PEEWEE PRACTICE PEEWEE PLANPRACTICE #5 Players Players carry the puck Teams Teams line up along the Skating, Skating, Puck Scoring, Body Protection, Contact,1-on-1 Play, Fun through the course and finish with Begin with a tight turns shot at each on cone, then progress goal. to 360-degree turns around each cone. goalie, If place one of the dividers in front of the goal to there is no force the kids to it shoot over in order to score. Game 1: Quick Score – pucks laid are out at on boards each theblue line. Ten blue line for each team. Players attack the net 2-on-0 and go until they score. Once they score, they sprint out of the zone and theover blue line, at which point the next 2-on-0 begins. Teams play until all 10 pucks begins begins skating through the faceoff dot. Once X player is the over O dot, player begins skating down the wall 1-on-1 O and X play attack and tries to thePlayers net. until the whistle, at which time O player becomes the through skating by sequence next startsthe and X new the faceoff dot. Switch sides through. halfway Station 1B: 1-on-1 Defend the House – drill the Throughout faceoffdot. the on begins X player player X must stay offensive O player must attack the prime scoring insidearea the faceoff by moving inside the faceoff circle. Player O circle. can only The shoot from inside the circle. – Defenseman and Forward 1-on-1 2: Station carries the puck around the a net and breakout makes O carries thethe around puck O. Player player to pass gapped has who X, player against attacks back and tire up. Play the 1-on-1 and then start the opposite side. drill from the Station 3: Puck Control – Station 1A: 1-on-1 Angle Through Dot – GAMES (17 minutes) GAMES (17 STATIONS (3 stations STATIONS x 8 minutes): SKATING SKATING (7 minutes): Crossovers – AGILITY SKATING AND PUCK CONTROL (7 minutes) – Boards pass to your self and jump finish with the a shot dividers. on goal. Players 2-on-0 passing back down the middle. a a variety of objects (black pucks, blue pucks, tennis balls, soft balls, rings, ringette etc.). backward crossovers, pivoting each time you cross center ice. No gliding on the turns. Focus moving and acceleration through on turns. keeping the feet WARM-UP (5 WARM-UP minutes): Free Play – Goals: Equipment Required/Set-Up: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 202 | Appendices | Players Players on the The player in the in player The USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA BANTAM PRACTICE PLANPRACTICE #1 BANTAM Butterfly skate down the middle middle handles the handles middle in a puck figure 8 and protects it from outside. the two others Chaos stickhandling in the neutral zone. on within away One-on-two keep the circle. outside attempt to keep the puck away from one man in the middle. passing two Three-players pucks. Full-length paired-up passing progression (paired-up passing, changing lanes, one touches, etc.). to Pass at a theplayer other blue line. He or she passes across the rink to a player, third who passes back to the original passer as he or she skates circle. around the go players and it make a Two 2-on-0. go players and it make a Two 1-on-1. Skating, Puck Protection, Passing, Shooting, Team Skating, Play Puck Passing, Shooting, Protection, Team Station 1 – 8s Figure Three-Player Station 2 Station 3 Station 1 Man in the Middle – Station 2 Station 3 Part 1 Part 2 Part 3 DRILL #1 minutes): Three(10 Stations of Puck Control to to the outside. Stretch in the middle and perform thatmoves agility the coach calls out on the outside (crossovers, #1 Drills thewhile up goalies warms coach The etc.). 360s, and #2 are going on. WARM-UP WARM-UP (7 minutes): Goals: theof skills on work to play free allow time, thereextra If is choice. players’ DRILL #5 minutes): Small (10 Area Game – Rover Divide the players into two teams and play three-on-three cross-ice with a rover. The rover Whichever team possesses the is puck always has a four-on- always on offense. three situation. Change players and seconds. rover every 40-50 DRILL #2 minutes): Three(10 Stations of Passing DRILL #3 minutes): Three-Part(10 Passing/Shooting DRILL #4 minutes): Breakout/Regroup/Attack (10 The coach dumps a puck in and a five-man unit goes back to break it out. After the breakout, the forwards regroup with the coach defensemen who and broke them out. Play counterattack out the three-on- cleared. or covered is puck the or scored is goal a until againsttwo the two AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 203 | Appendices | Players Players have five USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA BANTAM PRACTICE PLANPRACTICE #2 BANTAM Play 2-on-1 inside the circles. If the puck exits puck the If circles. the inside 2-on-1 Play the circle, the coach puts a new one in. Play 3-on-3 in the neutral zone. score Teams points by skating the puck to the opposite boards and pressing it up against the boards. All three must players touch the puck before you can score. has defenseman The thein circle. 1-on-1 Play at stick no has or down upside stick her or his all. The offense is trying to score. Three players come staggered. Each shoots on net as outthey come of of bottom the At circle. the of top the around the corner go and puck a up pick all they circle other the down for a second shot on net. They fan out in the neutral zone with timing so that goalie the sees all three shots. The goes first down the near player wall, the second player cuts through the center circle and down the middle, while the third player blue line to the far wall. cuts across Same as the first part, but the players pick only up one puck second at circle the and go bottom down of outside 3-on-0 shot for the on an the goalie and chance. a rebound shooter firstthe but part, second the as Same backs off and skates backward to become a defenseman while the others Both ends play go at same time. 2-on-1. Skating, Puck Protection, Passing, Shooting, Team Skating, Play Puck Passing, Shooting, Protection, Team Part 2 Part 3 Part 1 Part 2 Part 3 Part 1 DRILL #4 (5 Game minutes): Breakaway Relay Each player goes on a breakaway until he or she scores. Once he or she scores, the next on player his or her team goes. The team that has all of its players losers e.g. score something, for Play fun! first and competitive it wins. Make pick up pucks, an extra sprint, etc. DRILL #3 (20 minutes): Three Stations of Puck Protection Puck of Stations Three minutes): (20 #3 DRILL DRILL #2 (20 minutes): Flow Shooting Progression DRILL #1 minutes): Small (10 Area Games Play five-on-five or four-on-four in each end. has team the puck is on offense. All rebounds and are live, Whichever better had Goalies net. one on trying is score team to each and be ready! awake minutes of free play to do whatever they want and to work to and they want do whatever to play of free minutes on skills whichever they choose. WARM-UP WARM-UP (5 minutes): Free Play – Goals: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 204 | Appendices | Players USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA BANTAM PRACTICE PLANPRACTICE #3 BANTAM The player carries the puck to the edge of the of edge the to puck the carries player The circle and drops it. A second player around skates the circle to pick up the was puck left on that the other side and skates down for a shot on net. going simply of instead but one, part as Same exchange the players net, on shot a for down passes with each other before going in for a shot. Two players go from each side and do the same thing as in part one, but the first player (who picked up the escapes and puck) passes skates to the down, who is buying time for a shot on net second player, The player skates to the receives to of circle, skates top The player Skating, Puck Protection, Passing, Shooting, Team Skating, Play Puck Passing, Shooting, Protection, Team Part 1 Part 2 Part 3 work work on faceoffs. At the other end, breakaways. set up two nets for a pass from the same line and shoots. He or she then skates then she or He shoots. and line same the from pass a around the bottom of the other circle, gets pass from that line and shoots. DRILL #5 minutes): Concepts (10 and Skills Split the players into two ends. At one end, the players defense). defense). The players on offense start with puck. On the whistle, the defensive while the coverage offensive team attacks. players roll over and get – Skill Work into skate around each of the neutral zone faceoff circles as fast as faceoffcircles zone neutral the of each around skate zones. comfort their of out coming on working can, they as Progress to skating backward as well as carrying pucks. The coach can warm up goalies at one end. DRILL #1 (5 minutes): Overspeed 2 Warm-Up skate in Players a big circle going as fast as they can, again working on coming out of their skating, backward and pivoting, puck carrying. comfort zones. Mix in DRILL #2 (10 minutes): Three-Part Passing and Shooting Progression DRILL #3 minutes): 1-on-1s (10 The pucks begin in opposite circles. The defensemen line opposite theat up and line forwards circle thein up center blue lines. The defensemen skate backward to pick up The across. coming a are who theforwards to pass and puck forwards collect the passes and attack the opposite end. The defensemen gaps up after making the pass and play pairs Both 1-on-1. a on down forwardcoming theopposite end at the same time. DRILL #4 (20 minutes): Concepts and Skills on work players end, one At ends. two into players the Split defensive coverage (five players on offense, five on WARM-UP WARM-UP (5 minutes): Overspeed Warm-Up – Goals: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 205 | Appendices | Players USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA BANTAM PRACTICE PLANPRACTICE #4 BANTAM Four players skate around the center circle as circle center the around skate players Four coach dumps a puck in. They pick it up and cycle where all four touch the puck before a shot on net. Coach then dumps one into the other end where four new guys go. cycles player first the after but above as Same the puck, becomes a defenseman and plays a 3-on-1 against him. Same as part 1 but first two players become defensemen and play a 2-on-2 against them. Skating, Puck Protection, Passing, Shooting, Team Skating, Play Puck Passing, Shooting, Protection, Team Part 1 Part 2 Part 3 If extra time, allow for five minutes of free play to work on anything the want! players DRILL #5 (10 minutes): Breakout/Double Regroup/Attack Breakout/Double minutes): (10 #5 DRILL Coach dumps a puck defensemen in in a to break out already defenders three two with regroup they line, red the cross 5-on-0. forwards Once the and forwards two out in the far zone. The forwards then regroup again with the original defenseman that broke them attack the first set of regroup defensemen 3-on-2. out and they DRILL #4 (15 DRILL minutes): #4 Cycle Progression (15 DRILL #3 minutes): and Special (10 FaceoffsTeams Split the team in half. One half of the team plays a area small special team game. Draw a line down the middle of half their on the of Each half ice. stay must theteams zone, plays a 4-on-2. The Xs all work together and so do the Os. On the other half of the rink, split the group again so that half work on draws and the other half inside theaway circle. play 1-on-1 keep DRILL #2 minutes): Three(10 Shot Double Back 2-on-1 Three players come out of the corner, around the top of the circle staggered and take a shot on net. The first two up pick they where corner theopposite into thego players skates shooter third The circle. the around skate and puck a to the of bottom the circle and to a play pivots quick 2-on- 1 against them. Go out of through. halfway both ends and switch sides pair up and alternate pair skating up figureand alternate 8s with pucks every 30 seconds. Players should carry the pucks for the first and the constant give and half go’s for the second half. Coach warms up goalie at same time. DRILL #1 minutes): Agility (10 Shooting Players carry a puck up and cone next to forward to pivot cone, next the to backward cone, pivot around it, skate perform a 360 around the last cone before going in for a shot on net. Progress to adding a pass from a coach for a give and go before the shot on net. WARM-UP WARM-UP (10 minutes): Figure 8 Warm-Ups – Goals: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 206 | Appendices | Players USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA BANTAM PRACTICE PLANPRACTICE #5 BANTAM Skating, Puck Protection, Passing, Shooting, Team Skating, Play Puck Passing, Shooting, Protection, Team If time remains afterward, allow the players rebound game or free time have for the to last five minutes. play the controlled controlled situations that need attention. DRILL #5 minutes): Controlled(10 Scrimmage Allow the players to play in different situations (5-on-5, 4- on-4, 5-on-4,) in a scrimmage situation. them Tell that they create to Try purposes. teaching for whistle a on stop to are then receive a pass from the other end and offense. The they continuous go rotation on is backcheck to offense to back of line. DRILL #4 minutes): 2-on-0 (10 With Backcheckers The drill begins with two players who swing all down the the rink. way They turn up ice and receive a pass from one of the corners. The player who passed the puck and the player across from him backcheck those two as they attempt to go 2-on-0 down the ice. The two backcheckers DRILL #3 minutes): Breakouts (10 vs. Regroup Pressure Three forwards and two defensemen breakout versus two forecheckers. Once they have broken out, the forwards regroup with another set of defensemen and then attack the defensemen who broke them out 3-on-2. ends Use both as rotations, so regroupers now are the defensemen. breakout the defensemen who were the Forwards play a Forwards half-ice play game where they must pass theto offense. to transition they before turnover each after coach DRILL #2 minutes): Split (10 Groups Defensemen line up at the blue line and in the corners. A player in the corner passes a puck up the boards for the defenseman at the blueline to walks the line and takes a catch. shot on net. switch Players lines The defenseman every time. DRILL #1 (5 minutes): Agility Shooting Four players begin at once, two other. each of top from on aren’t they that so each themselves stagger line. Players They skate all the way around the circle and then head in for a shot on net. Make sure that they switch directions so that they turn both directions. skate skate a giant M shape forward and both backward. During with the and second part, without zone neutral chaos pucks; with multiple players skating zone in and carrying thepucks at the neutral same time. Coach warms up goalies in one zone. WARM-UP WARM-UP (10 minutes): Skating Two Parts – Goals: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 207 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA MIDGET PRACTICE MIDGET PLANPRACTICE #1 Begin with six lines, three on each on three lines, withsix Begin Skating, Skating, Puckhandling, Play Offensive Concepts, Team pass pass joins the rush) • 1-on-0 • 2-on-0 – then send who two the(player makes • 1-on-1 – to one pivots skating backward player • 3-on-0 • 2-on-1 – first becomes player defender DRILL #4 (8 minutes): Build Up Small Game The puck carrier at passes theto a teammate blue line and activated. be can Everyone game. the joins now player that Start a new rotation every 45-60 seconds. DRILL #3 (20 Play Breakout minutes): Power dumps the coach The without puck players The resistance. use the power play breakout to offensive zone get and the play puck a 5-on-3. into Attack thespeed, the zone maximizing with time and scoring opportunites. space in order to create the off at back who forecheckers two use minutes, 10 After blue line. side inside both blue lines. On the whistle the first player in firsttheplayer whistle the On lines. blue both inside side each line skates between the blue lines with a puck. They must handle the puck and move in the neutral zone while keeping their heads up. the to pass they whistle next the On Work puckhandling. creative on deception skills and in player their opposite line and the drill continues. An assistant coach warms up the goalies. DRILL minutes): #1 Four (15 Blue Progression sides Rotate and passes on the whistle: DRILL #2 minutes): Small (10 Game Breakout 2-on-2 After every turnover the defense and puck the team without the puck has to back check has to go to back their to blue the line before players behind going the net on can’t the be checked forecheck. play with breakout their and teammates. execute The a WARM-UP (7 minutes): minutes): (7 WARM-UP Goals: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 208 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA MIDGET PRACTICE MIDGET PLANPRACTICE #2 Skating, Shooting, Puck Protection, Team Skating, Play Shooting, Puck Team Protection, Player Player 2 angles player 1 to sides. should Players work on both positions. the boards. Switch Switch ends after five minutes. 1. 1 Player picks up the dumped puck in the corner. 2. and Players assistant coach work with the goalies. 1. Tight turns 2. Forward to to backward forward 3. with Repeat pucks 4. Neutral zone 3-on-0 passing with tight turns 5. Chaos puckhandling in the neutral zone 1. 3-on-0 to start 2. 2-on-1 is the next progression 1. 4-on-4 below the circles 2. 2-on-2 below the dots Change Change the in players the middle every 30 seconds. DRILL #4 minutes): 2-on-2 (10 Neutral Zone and are active All can pass players must and shoot. Players be quick and move to open ice with urgency, using their teammates on the perimeter. Goaltenders must be ready to accept shots from everyone. DRILL #3 minutes): Angling (10 Players Players come off the wall, three at a time and go around the accepts circle. a One pass player and they attack 3-on- 0. Progress to 2-on-1 with the first player defender. He transitions becoming to backward theskating and accepts the rush, maintaining proper gap control. DRILL #2 minutes): Neutral (10 Zone Rushes Both Both teams play offense and defense. Rotate both ends. players to DRILL #1 minutes): Small (10 Games Assistant coach warms up the goalies. WARM-UP (5 minutes): WARM-UP Skating/Chaos Puckhandling in Players three lines out of one corner Goals: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 209 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA MIDGET PRACTICE MIDGET PLANPRACTICE #3 Offensive Concepts, Passing, Power Play Offensive Concepts, Passing, Power seconds. seconds. Play 4-on-2 Drill Power The offensive players use quick passes to isolate defenders defenders and create scoring chances. Change every 30 seconds. 5-on-4 5-on-4 Defensive Coverage No one covers the open The player. open player can play others The offense.the of part is and anywhere go tight defense. The coach can spot a new puck when a goal is or scored the puck every is 30 Change cleared. Circles 1. Circles 2. Dots 3. With pucks 4. Forward – Backward Blue to Blue 1. Start on knees 2. Start on stomach 3. Start on back scored, then 2-on-0, then 3-on-0. Play to 10, withthe losing 10, to Play then3-on-0. then 2-on-0, scored, team doing three laps around the net. DRILL #4 minutes): Build (10 Up Breakaway Game The game starts with a 1-on-0 from breakaway both sides. The players can’t come back into line until they have DRILL #3 (20 minutes): Odd-Man Situations DRILL #2 minutes): Three(10 Pass 1-on-1 From the four blues, the first player passes across the ice then becomes the defenseman. The second player passes and becomes the forward. After attacks he and pass a accepts zone, neutral makes the through skates the pass, he the net with speed. The defenseman gaps up and accepts the rush. all Alternate four sides. Player Player P must get the puck after game to be every players Afterlive. moving the P, puck to player turnover for the on offense must work to get open and create chances at the net. Defenders must protect the house without taking penalties. DRILL #1 minutes): 3-on-3 (10 Behind Net P plays for both teams from behind the and checked below stays the goal line. net. P can’t be On the up and startwhistle, get blue line. opposite to hard WARM-UP (10 minutes): (10 WARM-UP Goals: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 210 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA MIDGET PRACTICE MIDGET PLANPRACTICE #4 Skating, Passing, Offensive Concepts, Power Skating, Play Passing, Offensive Concepts, Power circle circle to the dot and back) three passes before pressing the puck against the boards for a goal. 1. Dot edge work – forward, backward (inside the 2. 3-on-3 warm up – between the blues, must make 3. 4-on-4 in one zone DRILL #4 minutes): 3-on-0 (10 Continuous Backcheck Three players start in one end zone, skate to the far end and regroup 3-on-0. backcheck Thehard to the end, then re-group back as the drill three in continues. the opposite lines DRILL #2 (20 Play Competition minutes): Power players play power the zone, the of out shot is puck Aftera must and regroup go another back puck.to get Defenders should gap up and clearing accept a puck. the The game ends rush when all with five so used. players in everyone plays Rotate both situations. pucks speed are after DRILL #1 (15 DRILL minutes): #1 Three (15 Zone Scrimmage Players stay in their offensive zones. zone where a Advance 3-on-2 ensues. Defenders the should puck focus on to making a quality pass the instead of simply clearing the puck out of the zone. Change every 40 seconds. Goalies Goalies and rotate – players five minutes in each zone. WARM-UP (15 minutes): Town Carnival minutes): Town (15 WARM-UP Goals: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 211 | Appendices | USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA (Internet access (Internet is MIDGET PRACTICE MIDGET PLANPRACTICE #5 LEARN LEARN MORE Offensive Concepts, Defensive Zone Play, Offensive Angling Concepts, Zone Defensive Play, www.usahockey.com/coaches/practice_plans.aspx required). • Click Click on the following link(s) for more information on the in topics covered this chapter. 1. Normal start 2. On knees 3. On stomach 4. On back 2-on-1 cycle 2-on-1 at cycle one end 2-on-2 at cycle one end 1. Forward 2. Backward 3. Three-quarter zone 4. High tempo neutral zone 5. With pucks 6. With tailgater pursue the puck. Players need to compete and battle for the puck. Play to the whistle. DRILL #4 minutes): 1-on-1 (10 Battles Coaches place puck in the middle of the zone. get Players up, tap the boards, come back around the cone and DRILL #3 minutes): 2-on-2 (10 with Support Offensive players must pass behind the net and get open before they can shoot. The players behind the net cannot should on Offensive work be give-and-go players checked. Change net. the to get to checks through battling and plays every 40 seconds. DRILL #2 minutes): Corner(10 Battles second 30 coach. the by in dump a from come cycles Both shifts. The coach can spot a scored new puck or when the a goal puck is should minutes. Players play both offense and is defense. cleared. Switch ends after five DRILL #1 (20 minutes): 2-on-1 From the circles, one of the offensive players receives a pass from the coach. 30 second shifts, the coach can feed new pucks when a goal Offensive players is must move to scored get open, or calling for the puck puck. is cleared. Other players work through different drills and positions. on faceoffs. Rotate players Assistant coach warms up the goalies WARM-UP (10 minutes): Overspeed (10 WARM-UP Goals: AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 212 | Training Ice Ice Hockey Introductory Introductory Appendices Ice Hockey Ice Toronto, Ont., Toronto, | (Available in the(Available Champaign, Champaign, IL: Youth Hockey Youth Stockholm, (Available in the(Available Bob Motor Learning— Basic Motor Learning— Physical Activity Physical and Well (Available in the(Available Bob Motor Motor Learning and Human New York: Macmillan Publishing New York: Reston, VA: AAHPERD. VA: Reston, Power Skating. Power Puckhandling. Puckhandling. (Available in the(Available Bob O’Connor The Hockey The Handbook. Hockey Reston, VA: AAHPERD. VA: Reston, Stuff Stuff Series I. Being. Canada: Canada: McClelland & Inc. Stewart, Study Study Pack, Number 1: The Coach in Action. Leeds, UK. Study Pack, Number 6: Planning and Practice. Leeds, UK (1992). Performance. Performance. Inc. Company, Leisure Leisure Press. Sweden: Sweden: Swedish Ice Federation. Hockey School for Beginners. Colorado O’Connor Center, Resource Springs, CO.) Training and Play. and Training Colorado O’Connor Center, Resource Springs, CO.) Players. Plan Team for Youth Bob Colorado O’Connor Center, Resource Springs, CO.) Training. Training. Colorado Springs, Center, CO.) Resource Seefeldt, V. (Ed.) (1986). (Ed.) (1986). Seefeldt, V. R.N. Singer, (1975). Rothstein, A., et al (1981). A.,Rothstein, et al (1981). National Coaching Foundation (1984). National Coaching Foundation (1984). National Coaching Foundation (1984). L. Major (revised by and Percival, W. R. Thom) Stamm, L. (1987). Stamm, L. (1987). Storm, T. (1987). (1987). Storm, T. Swedish Ice Hockey Federation (1987). Swedish Ice Federation (1987). Hockey (1986). Federation Hockey Ice Swedish Swedish Ice Hockey Federation (1983). Swedish Ice Federation (1983). Hockey Swedish Ice Federation. Hockey in in French. Coach Champaign, Champaign, IL: USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Coach’s Coach’s Training Section 3.0.0-5.5.7. Section Gloucester, Ont., Gloucester, Motor Motor Development— Reston, VA: AAHPERD. VA: Reston, Complete Hockey Instruction. Hockey Complete Le Patinage Le (Skating) Patinage Every Coach’s Planner and Idea Coaches Coaches Guide to Time Teaching Motor Skills. Teaching Keys to Effective Keys Practice Planning

National National Coaching Certification Gloucester, Ont., Canada: Gloucester, The Surrey, BC, Canada: Surrey, Education Physical

Coaching Coaching Association of Canada (CAQ. Diary. Diary. Book. and Consulting Recreation Services. Level—Skill Development. Development. Level—Skill Ice Training. Youth Hockey Czechoslovakian Dynamic Skating Manual. (1986). Level. Program—Coach Canada. Ont., Canada: Porter Books,Key Toronto, Ltd. Les Passes au (Passes in Hockey Hockey) French. Montreal, Que., Canada: Les Editions de L’Homme. Cliffs,Englewood NJ: Prentice-Hall. ries I. Basic Stuff Se (In FOCUS Ont., series). Canada: Gloucester, The Coaching Association of Canada. 2). Level Management (ACEP Human Kinetics Publishers, Inc. Montreal, Que., Canada: Scadia Publishers, Ltd.

Bompa, T. Bompa, and T. Denis, R. (1986). Canadian Association. Amateur Hockey Appendix Appendix 3: Suggested Readings Kozoll, C.E. (1985). C.E. Kozoll, (1985). Canadian Amateur Hockey Canadian Association Amateur Hockey (1980). Canadian Association Amateur Hockey (CAHA) Chambers, D. (1989). and G. Chapleau, Marcotte, (1979). C., Frigon, P., B.J. (1973). Cratty, K., Haywood, et al (1981). A.Jeffrey, (1988). Johnson, C. (1990). Lariviere, G. (1974). Canadian Amateur Hockey Canadian Association Amateur Hockey (1979). AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 213 | Appendices | Behind Behind the Springfield, MA: Scarborough, Scarborough, Ont., Canada: Introduction Introduction to Body Contact. Body Advanced Contact. Small Area Competitive Pass Pass the Biscuit. The New Power Skating—Your Key Skating—Your The New Power Vancouver, BC, Canada: Book Polestar Vancouver, Colorado Colorado Springs, CO. Colorado Springs, CO. Games Handbook and . CD Colorado Springs, CO. to Hockey. Better Prentice-Hall Canada, Inc. Ashworth Press. Mask. Publishers. USA Hockey (2003). USA Hockey USA Hockey (2003). USA Hockey (2006). USA Hockey Wild, J. (1987). G. Wright, (1991). Young, I. and Gudgeon, Young, C. (1992). . Bir - Bir in French. Edmonton, USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA Stockholm, Sweden: Stockholm, Skills Skills and Drills for the Childhood—Basic Childhood—Basic Stuff Series II. Search Search for the Lost Art. Les Lancer (Shooting) Tarasov’s Hockey Technique. Hockey Tarasov’s Puckhandling Choreography Puckhandling & Choreography The Art of Goaltending. Goaltending. of Art The Alb., Canada: Plains Publishing, Inc. Publishing, Plains Canada: Alb., Reston, VA: AAHPERD. VA: Reston, Montreal, Montreal, Que., Canada: Scadia Publishers, Ltd. Toronto, Ont., Canada: Holt, Toronto, Rinehart & Winston of Canada, Ltd. mingham, mingham, MI: Club. Compuware Hockey Playing Playing Sense Education. Swedish Swedish Ice Federation. Hockey Complete Player and Player Complete Coach DVD-Rom Colorado Springs, CO. Tarasov, A. (1973). A. (1973). Tarasov, Trimble, R.T. (1981). (1981). R.T. Trimble, Turcotte, R. (1985). R. (1985). Turcotte, Tretiak, V. (1989). (1989). V. Tretiak, Thiffault, C. (1974). Thiffault, C. (1974). Ullbors, T. (1989). Ullbors, (1989). T. USA Hockey (2007). (2007). USA Hockey AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 214 | , by Jeff Time to Appendices Final Final report of | , by Dr. , Eugene by Dr. San San Francisco, CA: Far West Jackson, 1995. 1990. Belmonte, 1994. R.S., L.S. Cather, M.M. & (1980). Dishaw, behaviors, academic learning Teaching time and student achievement: An In overview. C. Denham and A. Lieberman (Eds.) . Washington . learn DC: Washington U.S. Department of Education, National Institute of Education. M.M., Moore, Dishaw, J.E. & D.C. Berliner, behaviors, academic learning Teaching (1978). time, and student achievement. phase III-B, beginning teacher study, evaluation technical report. Laboratory for Educational and Research Development. 32-35. Conditioning Manual, Ottawa Senators. illustrations. Physioball Colorado Springs, American CO — Hockey. Hockey. USA George Kingston, Ph.D. 1994. 1991. Brown, USA Soccer, John John Cunniff, 1990. Development of Development , Skills Defensive by Jack Foley, , Dynamics Components of by Val Tactical N.N., D.C., Berliner, Filby, Marliave, C.W., Fisher, Fisher, C.W., Filby, N.N., R.S., Filby, Marliave, Cahen, C.W., L.S., Fisher, Gambetta, Why Medicine Vern. Ball P. Training? Strength and Goldenberg, Lorne. 1997 The Principles Hendrickson, of G; Modern (1979) and , Skills Individual Tactics by Defensive Dr. for Field Play Individual Technique Developing Offensive , Developing and by Systems Defensive theDeveloping Elite Defensively Player Learning Learning from USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA , by Val Belmonte, , by Val , by William E. Warren, , by Gary1993. Walton,

1989. (2nd ed.). Champaign, IL: Human Kinetics 1994.

Puck Puck Control Handbook Colorado Springs, Colorado - USA Hockey Checking Hockey Handbook Colorado Springs, Colorado – USA Hockey. Colorado Springs, for Hockey. Co: Training The Publishing Group. Boston Bruins, Boston Hockey, University Sports North.Acceleration A Teaching: Developmental Perspective. Boston, MA: Allyn and Bacon. presented at the meeting of the American Association, Psychological Los Angeles, CA. ed.). ed.). Champaign, IL: Human Kinetics Champaign, IL: Human Kinetics Fundamentals of Coaching (1985) Youth Hockey Conditioning Essentials Association. of (1994). Strength and Conditioning. Champaign, IL: Human Kinetics Chu, Chu, Donald, A., Jumping Into (1998). Plyometrics. a Developing of System Play Blase, K; O’Connor, R; Wood, D (1985) Blase, the K; R; D USA O’Connor, Wood, (1985) Blatherwick, Skill Jack.Over-Speed (1992). Boyle, Michael. Strength and Conditioning Coach, J.E. & Brophy, Evertson, C. (1976). August). On instructability J. Paper Bruner, (1981, Coaching and Winning Blase, K; O’Connor, R (1985) Blase, the K; R USA Hockey O’Connor, (1985)

Alter, Michael, J. (1996). Michael, Science J. Alter, of (1996). Flexibility (2nd Michael, Sport J. Alter, (1998). (2nd Stretch ed.). Association Amateur Hockey of the States United (ed.) Baechle, T. National Strength and Winning Beyond Appendix Appendix 4: References AMERICAN OFF-ICE ROLE OF PREPARING FOR SKILL TEAM PLAY THE SEASON DEVELOPMENT DEVELOPMENT GOALTENDING TRAINING APPENDICES THE COACH MODEL 215 | Dubuque, Appendices Coach’s Coach’s Plan Program Program for | 69-83. 69-83. Plover, WI: Stoskopf Plover, Colorado Colorado Springs, CO. Fundamentals of Coaching Athletic Coaches Education (PACE). Athletic Coaches Education (PACE). IA: IA: Brown & Benchmark. Book, USA Hockey. Computer Productions. Hockey. Champaign, IL: Hockey. Human Kinetics Ice Youth Hockey. of learning in group and individual settings. Educational 15, Psychologist, Seefeldt, V. and Brown, E.W. (1992). and (1992). Brown, E.W. Seefeldt, V. Small Small Games , Concept 1992. by Bill Beaney, J. (1991). and Stoskopf, Belmonte, V. , by Systems Smith,Mike Hockey 1982. Teaching Conditioning Complete for (1997). Peter. Twist, (1985). USA Hockey N.M.A Webb, process-outcome (1980). analysis Cambridge, USA Hockey Coaching Education Program Level 2 Manual Manual 2 Level Program Education Coaching Hockey USA The The Elementary School , by Bill Butters, 1986. Training Plan for Youth Training , by Canadian Hockey Swedish Swedish Ice Federation Hockey , 81-94. 335-352. Journal Journal of in Research Science Fifteen Fifteen thousand hours. (Translation in office).USA Hockey (Translation Team Players. Players. Team Association, Association, 1987. instructional programs. Journal, 83, instructional variables: Their influence on language, logic, and fate control. Part one, time. Wait 11 Teaching, (1979). (1979). MA: Harvard Press. University Playing Away from thePlaying Away Puck functions in Teaching (1983). B.V. Rosenshine, time and Wait as rewards M.B. (1974). Rowe, Rutter, M., Maugham, & B., Ousten, Rutter, J. Mortmore, P. NCCP NCCP Coaches Manual Karlsson, Karlsson, L. (Ed.) (1983).