AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL

The USA Hockey Coaching Education Program is Presented By

A Publication Of The USA Hockey Coaching Education Program CEP CEP Level 3 Manual AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL

Director, Coaching Education Program Education Coaching Director, Mark Tabrum Level 3 Manual 3 Level Education ProgramEducation USA Hockey Coaching Hockey USA AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT 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 prior of USA permission photocopying, mechanical, electronic, 80906. Springs, CO Colorado Drive, Johnson ALL RIGHTS RESERVED Copyright © 2011 USA Hockey USA 2011 © Copyright AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 14 41 87 90 112 ...... 1 ......

Preface ...... iv Acknowledgements...... iv Hockey is USA This ...... v Program Education Coaching Hockey USA ...... vi Chapter 3 Chapter Model Development American ...... 15 4 Chapter Development...... and Growth 35 Chapter 1 Chapter Performance...... Peak for Mental Preparation 2 2 Players Chapter Your Motivating ...... 9 Chapter 5 Chapter Offensive Concepts ...... 42 6 Chapter Offensive Faceoffs...... 74 7Play...... Chapter Team Defensive 78 8 Chapter Faceoffs Defensive ...... 83 9 Chapter Goaltending ...... 88 Appendix 1 Appendix Forms ...... 113 2 Appendix References...... 123 Chapter 10 Chapter ProgramConditioning & Strength ...... 91 Section 1 – ROLE OF THE COACH ROLE – 1 Section INTRODUCTION Contents Section 3 – TEAM PLAY TEAM – 3 Section Section 2 – AMERICAN DEVELOPMENT MODEL AMERICAN – DEVELOPMENT 2 Section Section 4 – GOALTENDING – 4 Section OFF-ICE – 5 Section TRAINING Section 6 – APPENDICES – 6 Section AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT 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 3 Manual Manual 3 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 ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL v | Preface | USA USA Hockey , the most widely circulated hockey Members of the organization are entitled to many benefits, including a subscription to Magazine publication in the world; excess accident, general access coverage; insurance catastrophic and liability to USAHockey.com; participate and Championships, as in opportunities well camps. as player to development USA USA Hockey is Hockey the official United representative to the States National International Ice Olympic Hockey Federation. In CommitteeUSA this role, Hockey and is responsible training men’s the and women’s for team for international organizing tournaments, and Championships and including the Olympic and works Hockey home, USA Closer Games. to Winter Paralympic the closely with the National IIHF Hockey League and the National Collegiate Athletic Association on matters World of mutual interest. districts geographical 12 into divided is Hockey USA throughout the United States. Each district registrar has to a register register teams; officials a and referee-in-chief organize coaches; for clinics; programs education administer to chief to a coach-in- and a risk manager to oversee liability programs. and safety USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA

Beyond Beyond serving those who play the amateur game at the level, programs USA for Hockey coaches has education standards are met that coincide andwith the certification officials level of to play. Furthermore, a ensure large focus the of is rules needs, equipment with put education parent on game and parental roles in common topics. youth sports among 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 a disabled hockey growing program to provide structure and support for its growth across the nation. 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 organizationfirst launched time ever, provides associations nationwide with the a blueprint for optimal athlete development. USA USA Hockey, Inc., is the National Governing Body for the sport of ice hockey in the United States. Its mission is to promote the America and provide growth the best possible of experience hockey in for all participants advancing and by administering the sport. encouraging, developing, This This is USA Hockey AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL vi | Preface | Coaching Coaching Education Program at 1, Level and must continue their education each year until, at a minimum, they Level achieve 3. A coach may attend only one certification clinic per year (not including age-specific requirements). Coaches who do not coach in continuous years must re- 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 Tier I and Tier II 16U, (national tournament bound) 14U, teams must 4 Level complete and 18/19U in their fourth season of coaching. Coaches who attain 4 Level certification are not required to attend any further certification clinics but must adhere to the age-specific • All coaches must enter USA Hockey’s disabled programs 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 modifications and/or for all assistant). coaches (head and All coaches must have the by level January 1 of the current season. required certification USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA All USA Hockey Coaching Education The head coach The and head coach all assistant of coaches

All ice coaches hockey and instructors of registered USA Hockey Youth 18 & Under and below, school, girls’/women’s high 19 & under and below, and comply with these rules and regulations. required CEP registration certification. Those and volunteers or proper employees who assist level with of helping interpreters, pushers, disabled on-ice mentors, etc.) must hockeybe teams properly (i.e. registered with USA Hockey but are not required to attend a CEP clinic and otherwise Note 2: Note Note 1: Program Development Instructors Camp coaches will be exempt from the and annual participant registration thecomplete participant National fee, registration process. but must Player each disabled hockey team must complete the COACH REGISTRATION COACH coaches All as as ice well instructors hockey 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 ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL vii | Preface | to Level 4. Level 3 Track 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. — 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. • Level 1 Level clinic + age-specific component Level 2 clinic + age-specific component if not 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 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 required teams) but can (for attend a clinic + age-specific component taken if previously not Level non-national 4 for current age level. Coaches of (national Tier tournament bound) I 14U, 16U and and Tier 18/19U II teams must complete Level 4 in their fourth season of USA Hockey Coaching Education Program Level 3 Manual Manual 3 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 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 YEARS YEARS OF COACHING 1 (ex: 2011-12) Year 2 (ex: 2012-13) Year REQUIREMENTS CERTIFICATION Year 5 (ex: 2015-16) Year Year 3 (ex: 2013-14) Year 4 (ex: 2014-15) Year — A coach 1 whose 3 Level Track requirement 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 at their current certification and level must adhere 1 to Paragraphs (a) and (b) above. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL viii | Preface | playing playing roster, as it appears on the scoresheet, for that game. 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. Junior Hockey Requirements All (head and assistant) Tier I required and to II be coaches certified are at Level 4 Level (attendance 1-3 at prerequisites not required). coaches (head All and Tier assistant) III are certified at Level 4 required (attendance at a Level 3 clinic to is be required). UNDER-AGE UNDER-AGE COACHES Student Coach properly currently is who 17 through 13 age player A serve as may a Student with Hockey USA registered Coach. No No Level certification required but can attend a Level 4 clinic + age-specific component if not previously taken taken for current age level 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 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 USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Year 6 (ex: 2016-17) Year Year 7 (ex: 2017-18) Year 8 (ex: 2018-19) Year 9 (ex: 2019-20) Year and beyond 10 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 Beginning 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 accuracy of area the of the attained. If a coach current USA cannot Hockey Coaching Education produce Program his or card prior to the start of the game, it her must be noted on the official game scoresheet. 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 season have 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 ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL ix | Preface | wear 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 or her to act as an assistant or head coach. • 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 3 Manual Manual 3 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 one of the maximum of Officials four Team on allowed the bench. and gloves skates while on the ice. Must • 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 • Must wear a helmet with full face shield, • Must attend a training session conducted Qualifications AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL Section 1 Section Role of the Coach Role AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 2 | Role of the Coach Role | “I felt ready, I felt prepared … basically win or take me off on a shield. My I was either approach was going to win the match or they were going to carry hold to going wasn’t I off. me very positive. was I So back at all.” — Seoul Olympic wrestler. that “Acknowledging nervous. were you Using your nervous energy in a positive way. That was totally effective. To acknowledge it first of all. Instead I’m “No, fine,”saying, and then going up and totally of freaking out, you just say, “I think I’m o.k. I’m out there and just use it. it get Don’t anxious really to let just totally screw you up.” Everybody gets nervous. It’s just who handles nerves the best.” champion figure — skater. national “I focusing on was his style, what to do, he theliked he what on, leads he side what wrestling, his of pace likes to do as far focusing as on what I could do. For inside me, it was picking position … So up I the pace was on him, staying inside, trying to push him harder than to be he pushed wanted but, at the same time, I wanted to be fairly under control and conservative — national champion figure skater. Quotes from elitedemonstrate the athletes varied like prepare for ways peak performance. Moreover, because these athletes mentally clearly OBJECTIVES To identify a peak To player’s performance identify skills To and attributes describe for strategies peak To performance • • • USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA

“I had a lot of rituals in terms of getting dressed. At the building I had a lot of rituals the or arena the to take about would I route the or dressed how I got ice … I follow an order … I think the order is what’s MENTAL PREPARATION PREPARATION MENTAL FOR PEAK PERFORMANCE INTRODUCTION This chapter is designed to examine psychological strategies for mentally preparing athletes for peak performance. To accomplish pyramid model of peak this performance is presented objective, and discussed. Components a of the model include foundational or performer personality factors, psychological psychology of peak performance make-up strategies and coping with and adversity strategies. Within each component of the model a are strategies and skills preparation mental of variety examined. It consistently is argued within skills each of and thestrategies psychological that achieve for three athletes components peak to continually refined. must be performance, developed and

Mental Preparation for Peak Performance Peak Mental Preparation for Chapter 1 Chapter important at a very stressful time or at a competitive a at or time important very stressful a at time.” — national champion figure skater. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 3 | Role of the Coach Role |

Coping with Adversity Strategies might be important consider might for be meaningfulness, future hardiness and optimism. researchers to The left side performance of strategies, which the sport pyramid psychologists have consists of spent peak necessary considerable for peak performance. Examples include time such identifying things as performance as goals, the of use the While strategies. and concentration, routines preparation use of a specificthe “sets use their success, ensure not will skills such mental focus table on for success” climate that increases the probability of by exhibiting a creating a good performance. psychological Hence, when designing mental skills training programs, decisions should be made performance specificpeak the develop and teach to strategies most relevant to the involved. sport and athlete A common mistake made in mental skills training is to focus sole must athletes because problematic is This strategies. attention on peakalso learn performance to national that found deal (1993) Finch and Jackson Gould, with adversity. For champion example, figure skaters experienced more after stress winning their their as factors such from resulted Stress it. national achieving titles than prior own and to others’ performance expectations, demands, time the media, injuries and general life Foundational Skills & Attributes Skills Foundational

USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Peak Performance Strategies Performance Peak Model for peak performance. peak for Model Figure 1-1. At At the base of psychological foundation or of make-up/personality the pyramid of the individual. While our understanding success of the role is the of personality in sports is far and from complete the identification of of number a identified, been thenot has athlete superior personality profile personality of characteristics the have influence been the shown quest to example, for an individual’s goal orientations, trait athletic self- excellence. confidence For and trait important factors anxiety to consider. are Other factors examples that of A A Unifying Model of Peak Performance A good way to understand mental preparation for peak performance framework is for organizing to how involved in achieving athletic mental excellence. One considersuch skills are a framework appears general in Figure 1-1. This was framework developed by considers Gould three and important in performance peak produce to Damarjian interact that factors sets of and psychological an athlete the psychological foundation or up/personality make- of psychology the of individual peak performance involved, coping with adversity strategies. strategies the and the salience of mental preparation for athletes and psychologists, sports interests that topic a is coaches in the last 10 years considerable gains have made in been our on knowledge the topic. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 4 | Role of the Coach Role | influence achievement behavior (Duda, 1993); and what makes sports stressful for young athletes and how of levels stress can be reduced. While it is psychological attributes through effective coaching much easier practices when performers are young, this does not to develop imply positive that nothing can be consult to seasoned When adult asked competitors. done in this area with by elite performance performers difficulties, highly who American respected mental training are North consultant Ken Ravizza, experiencing for example, spends considerable time having them discuss why they participate in their sport and what athletes that opinion his is It them. for has it meaning questioning not are they when better perform much the reasons (1986) Orlick Terry vein, similar a In meaningfulness. for their begins his mental training efforts by having athletes involvement consider and theirparticipation, its including a discussion of their dreams long-term and overall goals recognized aspirations. that for meaningfulness Finally, across athletes. Some may sport have differs their it lives in total greatly order must with clear be sport objectives. and Others, non-sport like former goals diving and Louganis, may great have (had) a life out Greg of sports that is theseFor 1995). (Louganis & Marcus, chaotic totally safe or refuge a sportas serves however, individuals, haven from their troubled outside world. And still others may be in a which process the once of clear sport and transition, life objectives during and goals are being questioned as they face retirement Murphy, 1995; Hale, & Petitpas sports (Danish, from 1995). Lastly, seasoned athletes may change or more learn to effectively orientations deal and with personality instance, their characteristics. an motivational elite For athlete oriented and who focuses primary attention on is winning very outcome- may learn that thinking competition close to about or during the performance often outcome interferes of with achieving Hence, he his or she learns or not to her before or during focus the competition. It is only effective on objective. winning recently been has it Similarly, times. other at so do to found that perfectionism is associated with burnout in sport elite junior tennis players (Gould, Udry, Tuffey & Loehr, in press). But, effective many world of class the athletes are most perfectionistic in their orientations. However, they have learned to USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA The Psychological Make-Up/ Personality of the Athlete This element of the peak extremely important, but performance the most difficult model to work is with. This results from the fact that it is very difficult to change one’s dispositions once personality they are and established. this However, motivational is oneperformance should be interested in and reasoninformed of those the interested youth has identifiedresearch the important role perceived in sport elite research. competence plays Children’s in motivation and sport achievement coaching positive how 1992); & Chaumeton, (Weiss practices facilitate the development of positive self- rates dropout lower and anxiety trait reduce esteem, (Barnett et al., 1992; Smith & Smoll, 1995; how one’s Smoll goal & orientationsBarnett, Smith,1995); The The remainder of this chapter will examine applied peak for athletes prepare mentally to used strategies performance. In so doing, these specific strategies will be discussed within the three elements of this model. This has the advantage strategies of fitting specific within perspective. a broader, more holistic It is highly recommended that model pyramid of peak performance be considered this psychological when considering mental performance. preparation for Consider peak psychological make-up the of theprogram is personality athletes aimed that at, and program the and if should components of be the enhancing focused on specific developing orientations deemed important. In addition, identify personal or characteristics the or most performance skills to be taught and what strategies important will be most useful in coping with Mental adversity. psychology skills training programs that of address psychological factors at peak the base and on pyramid the have two the sides greatest of probability this athletes of helping consistently enhance success. achieve performance and concerns. Therefore, toathletic achieve excellence, and psychology maintain of athletes peak performance psychological coping skills, strategies that not can be used to but also only effectively help need them cope psychological with adversity. Such social or thoughtstopping techniques, management skills support mechanisms. might involve stress AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 5 | Role of the Coach Role | improving one’s time in a 100-meter swim or making or swim 100-meter a in time one’s improving a certain percentage of foul while shots in outcome basketball, objectives like goals winning or focus placing particular higher than on a opponent. recommendation other-based is The that more performance logicflexible and in goals one’s control, as they are are behindnot dependent on another competitor, while this outcome goals are less flexible and dependent on another’s performance. Because of this, outcome goals often create anxiety functioning (Burton, 1992). and interrupt An excellent example of focusing on performance psychological goals in competition was given themedia by by asked When Moe. Tommy skier medal Olympic gold prior to this gold-medal performance Moe goal), outcome (an whether winning about thinking was he indicated that he certainly wanted to win, but had found in the past that winning while when racing, he tightened he up and thoughts did not on focuses he about when best his at skis He performwell. “letting his outside ski run” and keeping his “hands out in front” of himself - clear performance goals. The above is not to imply that elite performers do not hold outcome goals. Most have these types of goals and find them very salient (Hardy, Gould, Jones, & in competition press). they do not focus on However, these outcome goals in — only the performance onobjectives. heat what they of can control: An their excellent way elite athletes performance prepare is for peak by employing imagery Damarjian, (Gould & in press; Walters, Orlick, 1993). 1986; Vealey They themselves and see being and employ successful. especially imagery in a feel Moreover, number correction, to of mentally prepare, ways: they to see for themselves error achieving goals, and injury. It facilitating is no wonder recovery that Orlick (1988) from and Partington found imagery separating the more and less successful performers. to be a One key reason variable excellence top on a consistent basis performers is that routines preparation they physical mentaland developed have achieve athletic and adhere to these in the failure face (Boutcher, of 1990; Cohn, adversity 1990). Gould and et al. (1992) found, for instance, that Olympic more wrestlers successful had better preparation developed mental routines than their less successful USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Research Research in the last decade opposed as performance on has focusing importance of emphasized the 1992; (Buront, competition during goals outcome to Duda, 1993; Gould, 1983; 1988). Orlick In & particular, Partington, performance referenced goals are self- performance objectives such as While setting achievement is and important, enough. goals Athletes alone working must are make achieving not excellence. a towards In commitment their to Olympic extensive goal study of athletes, Partington found (1988) that those who performed for up to, example,or exceeded their personal bests in Olympic Orlick competitions were totally committed and to achieving Olympic Seoul of study their in Similarly, excellence. wrestlers, Gould, Eklund and Jackson (1992) found that a commitment was a to excellence prerequisite to outstanding performance. It is very important to recognize that this commitment to excellence does not occur just on or game days in competitions, but at practices as well. In fact, psychologists many applied sports now contend mentally preparing that and making setting a commitment practices is as in or goals, more critical than at competitions for achieving consistent athletic success. One reason outstanding performances because top athletes set occur goals (Burton, is 1992). in We equal are goals all not that however, learned, have terms of assisting to opposed as specific be must individuals Goals performances. in achieving peak general, difficult but realistic, ladder and or staircase arranged progression of in short-term goals a leading to more long-range goals. They should also be frequently evaluated, and, if needed, modified. Finally, it is approach most to important goal setting that be athlete be taken a intimately and involved systematic that in the the process. goal setting Peak Peak Performance Strategies Both research psychologists and have taught a the great deal psychological about experience the strategies of needed produce to sport outstanding consistently performances. the beyond scope of this to discuss review all of the While it is work in this area, six strategies that are particularly important will be examined. deal with their positive perfectionistic manner, tendencies allowing facilitate, as opposed to inhibit, their development. in these a tendencies to AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 6 | Role of the Coach Role | with such events when they actually arose. Their less Their arose. actually they when events such with successful counterparts, had experienced the same unexpected competition in the circumstances past, but did not expect them to occur in “their” in Olympics. They became frustrated and distraught when they did so. international Given the above, it athletes is for effective major to competitions prepare by discussions elite holding team during which and events sources of stress are identified prior to a potential unexpected competition along with ways to cope with them if they arose. For example, skaters in helping mentally elite nationals (especially for figuretheir first prepare time), parents and for loved the ones U.S. can to needs skater the (e.g., unintentionally preparation mental skater’s senior interfere with a be alone the night before the competition but the on insist parents taking him or her out dinner). To to remedy this state of affairs, skaters are instructed to inform their parents of needs their prior to mental the preparation competition and family reunions and actually get togethers. In plan a similar vein, discussions were held with the team prior U.S. to the freestyle 1994 Olympic Winter ski Games in during Norway, Lillehammer, which securing tickets (soldiers security increased and others significant for with machine guns) were stress identified sources. To as cope with potential the first athletes stressor, the on the team organized a ticket exchange system among themselves so that needing those tickets athletes could obtain other unused team members. ones Nothing from could be change done to the second recognizing that potential such stressor, feelings athletes felt prepared better to deal with them. would but occur, the by Lastly, great coaches like the former University of North Carolina prepared basketball their teams for coach the unexpected Smith Coach ended example, For simulations. game through Dean Smith every practice with a referee on the court and the clock running and two circumstances (down by on defense, up by with three with the ball). By doing so, theover course of his the team season his dealing in teams with became varying a situations accustomed variety to and of developedstrategies late for tactical game dealing pressure practiced and with mental unexpected them. effectively cope with Hence,them. situations they and how It is to effective to have athletes and and teams develop practice what are labeled “psychological fire USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA A first step in preparing to cope with adversity is to learn to expect the unexpected. From the study of 1988 Olympic wrestlers (Gould, Eklund & Jackson, for instance, it was learned 1992), that more (versus less successful) competitors were positive in their orientation, but did perfectly not and expect actuallycircumstances things such to anticipated as run transportation bad unexpected hassles and calls delays in the from event. By doing officials, so, these athletes were better able to cope Coping Coping with Adversity Strategies An athlete can (motivational have orientations, good meaningfulness foundational perspective of involvement, skills on etc.) peak performance strategies and and still fail the to achieve strong consistent success. The reason for this is that they have not developed skills for coping with adversity. in been have athletes successful how matter no And the past, they will be faced with study adversity. of In U.S. national the champion figure skaters, for that of majority these found theinstance, it was vast athletes experienced more stress after, as opposed to prior to, other and self increased as things such from winningresulted their championship. performance Stress expectations, media travel attention demands (Gould, and Jackson Moreover, & the longer an elite Finch, athlete’s career lasts, 1993). the more likely he or she will sustain a major injury. For instance, most members of the U.S. have ski sustained team at least one injury major and, in so doing, season-ending had to cope with the stress of the successful the that injury imperative is It it. from recovering and the performer challenge develop of coping physically strategies with adversity. for dealing Finally, Finally, it has been consistently shown successful that more competitors are more their less confident successful counterparts than (McAuley, 1992; Williams & individuals Krane, develop confidence Bandura’s 1993). (1984) sources of efficacy via[performance Moreover, all accomplishments, vicarious four experience, persuasion these of and physiological status interpretation and control] with performance accomplishments being the most important source ofconfidence comes from information. employing the previously Elitementioned athlete psychology on strategies a regular basis. of peak performance counterparts. Hence, they utilize systematic ways of ways counterparts. Hence, they utilize systematic and physically mentally readying themselves. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 7 | Role of the Coach Role | (Hardy (Hardy & Crace, 1991). The old myth that toughness mental involves having an athlete do everything on his or her own needs to be must be open replaced. to, and learn to, seek social support. Athletes Finally, when employing coping strategies, athletes when and theon problem focus to when learn must to focus on their emotional reactions to it. coping literature, this is In called the “goodness the of fit” hypothesis and is based on Lazarus and Folkman’s (1984) notion that two classes of coping behaviors emotion-focused and coping problem-focused exist: those are strategies coping Problem-focused coping. that deal directly with the source or cause of stress an individual experiences. For example, an athlete who is stressed because of not having enough time learn and activities her or his reprioritize may train to better time management skills and, the amount of experienced. In lower stress contrast, in so doing, emotion-focused coping does not involve changing the reaction rather of one’s stress, source emotional to it. Hence, an athlete who is nervous because she is awaiting the finals in her progressive relaxation to lower the competition stress that she is may use experiencing. is fit”notion of “goodness the of contention key The that, at times, it is source (e.g., asking parents who unknowingly place realistic to change the talk with him to not competitor young a on pressure stress or her until (e.g., after feasible not is source stress the changing times, a competition) while, at canceling other a competition because an opposing team is particularly talented). Problem-focused efforts coping are thought something to can be be most done when However, effective the to stressor cannot be modified, when modify it the stressor. is more productive to focus on emotions resulting from the stressor. dealing with the The key practical “goodness of implicationfit” notion is that arising when an athlete is experiencing from undesirable the stress athletes levels, and sport coaches, psychology consultants should analyze the situation and would be determine more whether useful it emotion-focused to coping focus on strategies. problem- By their or doing so, stress managementefficient and productive. efforts will be more USE USE OF TRAINING PLAYER LOG Any elite athlete will tell you that keeping a training most the make to want you if must absolute an is log USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA striving striving for peak performance develop. which supportin social tangible of form the in come This may material assistance andemotional social support expertise in which is individuals available are to listen provided; and provide emotional comfort; and informational social support in acknowledge which others one’s efforts as well as confirm opinions opinions and when appropriate challenge thinking One One of the most powerful coping skills available to individuals today is social support (Cohen & Willis, It Hardy is & not 1985; Crace, surprising 1991). that social support is an essential skill that athletes they can be without employed hesitation. Although no casual has relationship been identified, recent research (Gould, Eklund & Finch, Jackson, 1992; 1994) has suggested important that that athletes have their coping strategies it is so extremely well learned that they become automated. For instance, in the study Olympic of wrestlers, mental preparation therebetween in were medal no competitors differences in versus terms strategies they used (Gould et al., of non-medal1992). However, the the types medal winning winning wrestlers of were found copingtheir to coping have strategies so well were able to learned employ them without that hesitation. This they suggests that consultants coaches not and only such in situations practice structure but skills, coping teach sport athletes psychology appropriate a way that these skills become so well learned that drills.” For example, the importance of having and adhering to a preparation routinized routinehis mental of out things career, athlete’s an during However, was and physical previously or discussed. her control will sometimes prevent the initiation of optimal mental mechanical preparation. problem For will cause or example, delay will outage power a late, the venue the at arrive a team bus to interrupt an event or inclement weather will cause the event to be delayed. practice Just fire drills as in the school event that a children fire occurs at their school, athletes are taught to have emergency mental preparation plans. For instance, a short plan to use if they are rushed and do not have the ideal time available to ready themselves, or a plan to employ if there is “stretch” a in delay the competition and they must maintain their focus for an indefinite time. Having these emergency mental preparation plans and practicing them from time to time gives the athlete the confidence to deal with unexpected circumstances. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 8 | Role of the Coach Role | • mental goals for practice • mental goals for games • goals for games (team) • goals for games (individual) • pre-Practice attitude • pregame attitude • post-practice comments • postgame comments • self talk • injury record • rehabilitation record • life skill goals • life skill accomplishments • academic goals • academic achievements • game results SUMMARY If an athlete is going to consistently achieve performances, peak a variety of mental preparation skills must be developed. This presentation has tried to organize key mental pyramid model preparation of skills peak components of the performance. model into must be developed and All a three continually refined. recognize However, that it no ispreparation standardized skills critical exist, set and to generic even of with skills, mental the considerable while Hence, most evident. is individual use strategy in variation and differences those choosing to use the model to guide practice will find and guidelines useful, strategies the general it is critical that an awareness and appreciation of individual differences be recognized preparation and mental programs modifiedguiding in effective most be will model the so, doing accordingly. By practice. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA • hours of sleep • type of appetite • daily resting pulse rate • how you feel • practice goals (individual) • practice goals (team) • skills to work on Here are somecomponents: suggestions for training log TRAINING LOG TRAINING COMPONENTS LOG Players’ recovery from an injury can be documented be injury can an from recovery Players’ for reference a as used be can and books log their in future injuries. Regular record keeping what will type of treatment and rehabilitation show was used for a particular injury. A training log is also a great results place to record of the competition.information, By you performance. jotting can down this see trends in your A log enables you to chart the peaks and valleys in the player’s performance. may You think that you’ll never forget a particular practice or game, but can you remember the exact practice or workout day the or week particular game, before tournament or series? that prepared you for a Nearly all of the advantages of keeping a training log training a keeping of advantages the of all Nearly stem from regular comparisons athlete are able to make. the coach and of your training. Detailed record keeping helps you remember what you did during a certain week day, or month and allows the player and coach to make judgements on what training method works best. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 9 | Role of the Coach Role | Help Help Athletes Improve Their Skills and Learn New Skills hockey a joining for reason one is improvement Skill team. Therefore, practice sessions should focus on skill development, with regular players opportunities to measure their for progress. In addition, you can help athletes set performance goals appropriate that for are them. For they if thatthem tell pass, example, to first learning are players when young can pass the puck so that it can a receive teammate without moving his or her stick, successful. they have More been advanced encouraged to pass without altering their players speed or should direction so be that their teammate can puck receive the and continue hesitations. a As players improve, developing they can increase play the number withoutof times they pass successfully. In thisin improvement their measure can players your way, performance more objectively than by considering only the game outcome. Practices and Games Should Be Enjoyable want athletes young studies, various by indicated As sit not on fun. This means they to play, to have want the bench or stand in long lines turns at a waiting drill. One of for the best ways to theirensure that practices are enjoyable is to use short, snappy drills OBJECTIVES To understand techniques motivational To understand theTo meaning of success learn how to To deal with stress • • • USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Know Know your athletes… Why Why are they participating?

during and after whenever you practices, have a chance special to talk with your players. one-on-one events or participating and what their personal objectives are for the season. Continue this dialogue before, Young Young athletes differ in their personalities, needs, and objectives for in individuals as athletes your know to get therefore, playing hockey. You order to determine must, why they participate. One way to accomplish this is through a team meeting at the start of the season. Ask your players why they are HOW TO HELP MOTIVATE HOW TO HELP MOTIVATE PLAYERS YOUR Athletes are most highly obtain what motivated they seek when from their they sport. participation Therefore, motivational techniques should be in selected that are based upon the reasons athletes have for joining the the team). and the individual for healthy are motives team (provided that The your help may following strategies you improve their motivation. players’

Motivating Your Players Your Motivating Chapter 2 Chapter AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 10 | Role of the Coach Role | factor factor that influences motivation. player practices practices and games realistic goals that they can attain and thus be successful Your coaching approach is Your the most important • encouraging maximum effort during • that rewarding effort • helping set your importantplayers but their goalie played very well, so we many goals as we didn’t expected.” get as Your players also need striving to to win is an important know objective in hockey, that, although being successful in hockey personal also improvements and means striving making to best. This attitude can be by: developed do one’s In helping your players understand the meaning of success, it is important not to punish they fail, particularly them if they a gave maximum effort. when Use Use the Approach Positive to Coaching Probably the most important factor that influences is themotivation in take approach players’ you your coaching. There are approaches used by coaches, but most fall into two many different categories: the negative approach styles and the positive or is the visible approach most negative The approach. model of bad coaching because it is (like prominent news in the newspaper) professional, college through and even the high school media, sports. in This approach is one in which the coach focuses on performance errors and and/or uses anger fear, to intimidation, motivate approach players. The doesn’t negative work athletes. very Constant criticism, well sarcasm, often with and frustrates yelling young young athletes, deteriorates self-confidence, their and decreases because their they are motivation just developing fragile self-concepts. have their skills and The positive approach, in contrast, is one in which the coach focuses performance on and uses the plenty correctand of encouragement praise aspects for of uses who coach a errorsoccur, skill When correctly. the tasks that the players positive perform approachconstructive corrects criticism. mistakes athletes young is when coaching essential approach A with positive, if high of levels are motivation to be maintained. supportive USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA and and make new friends. a a contest is an excellent motivator. Allow Allow players to be with their friends Having Having a chance to display their skills during feel feel incompetent or unworthy. This attitude toward winning can be very discouraging to players, unless winning (an they impossibility are always for at least 50% of the important roles, participants). therefore, is to One help your keep players of winning your mostaccomplish this is in to help your players understand perspective. that winning One a game control. For example, way is after losing a game, you not may to always under tell your team, “We ran the their offense well today, but Help Help Players Understand the Meaning of Success Children learn at an early age to with win a and losing success with If athletes failure. equate winning game, they feel good or worthy. If they lose, they Many Many athletes view their hockey participation as a chance to be something they with enjoy. Allowing them to their have have practices your mean fun not does friends their with friends while to doing be disrupted. You can encourage opportunities for them to develop their friendships by social initiating activities, such as a mid-season pizza party, that would take place outside of practice. This will get also will you part, but your on time more require to know your players better and activities very rewarding. may find these In games, too, all players can be involved, even they’re if sitting on the members bench. can Team be watching the individuals who are positions playing similar in ordertechniques or their mistakes. They to can also watch learn for from strategies their used they a should chance all have importantly, however, by good the to other play in every team. game. the Knowing of course the during skills their display they to chance Most will have a contest is a primary source of motivation prior and to after the experience. Players who bench, unable sit to test their on skills in a the game, are not having fun. that involve that a large involve can number also of You players. keep your players’ interest useful by invent to able be even may players incorporating Your drills. new drills of their own. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 11 | Role of the Coach Role | results in mixed messages to the athlete. Equating Equating success or failure with winning or losing equated equated with losing. Adopting this view of success and failure confuses the example, the cases of Charlie members and Paul, of players. Let’s take, the for winning and losing teams, respectively. Charlie played three minutes in the final period, spending he Because box. penalty the in minutes those of two was a member of the winning team, however, his performance is perceived as a part of the success. On the other hand, although Paul masterfully used the skill he had been practicing and scored his first goal of the season, he is forced to conclude that he is a failure because he was on the losing team. As adults, we recognize perceptions, but our actions at the end of a thecontest inaccuracy may of tell our players these that a winning really matters. score is what Athletes Athletes need a way to compare current and past performances to determine successful. This can be accomplished through whethergoal they setting. are By using each strategy, athlete can regain an control over his or individualized goal-setting her own success or failure. In addition to removing the mixed messages, remind the players that there of outcome the determine can that factors some are a game that are example, the person out your athlete is defending may of a be player’s playing control. the For best Although game your athlete is of playing very his well, there is or just her no stopping the career. opposing player. Or, injury play or to player another force may player one of illness an unfamiliar position. Or, playing theto used are players your than ice slower or faster may be much on and all of their passes are slightly off the mark. These examples highlight the personal need improvement goals to consistent establish of objective winning, but withnot entirely dependent on the its achievement, to guidelines that for goal setting can markedly maintainSeveral player motivation. help performance are listed and explained following in paragraphs. the Success Should Be for Possible Everyone When implementing a goal-setting program, each athlete must experience some words, success; each player in should perform other at a level demands that a best effort for the existing conditions. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA HELP PLAYERS HELP SET PLAYERS GOALS athletes learn Young from parents and coaches that success is equated with winning and failure is Have Realistic ExpectationsHave Base your rewards and encouragement on realistic expectations. Encouraging your Pee Wees, Squirts, or Mites to them probably make feel as failed though they have strive to elite-level when they can’t standardsreach the goals they think willyou’ve for them.set honest It is give to much easier for you expectationsrealistic about when have you rewards abilities. your players’ Reward EffortReward and Correct Technique, Not Just Results It is easy to praise a player who just scored a goal, who tried hard a player praise to it but is less natural but missed the shot. Sometimes, too, we forget to correct reward technique when it does not result in positive outcomes. It is reward important, players’ however, efforts to technique if you want this andto behavior continue. the use of correct Give Rewards Give and Rewards Encouragement Sincerely For rewards to be beneficial, they must sincerely. This be given does not mean that give you shouldn’t players performance when positive they make mistakes. You point feedback out can their errors and, at the same time, praise about them for their the important to be playspositive, but also realistic. they performed well. It is Be Liberal with and Rewards Encouragement The most effective behavior and way increase motivation to is frequent influence through the use positive rewards. of The encouraging single between statements most coaches important whom and young difference most and athletes those they respect respect least is the frequency with which coaches give can you importantrewards most The reward behaviors. them for desirable are free. They include a pat on the a more The friendlynod. a or praise back,verbal clapping, a smile, coach uses encouraging statements and rewards, the themore will motivated players be. Key principles for implementing a positive approach positive a implementing for principles Key following the in explained and listed are coaching to paragraphs. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 12 | Role of the Coach Role | of the performance that was correct. how to correct it. as, working get it.” at “Keep it. You’ll mistakes. on communicate overemphasis the game and the outcome. 1. Start with a compliment. Find some aspect 2. Then tell the what player was wrong and 3. End with another positive statement such 1. Don’t set unrealistic goals. 2. Use the positive approach when correcting 3. Eliminate the type of “pep talks” that which, which, in turn, may cause poor performance decrease eventually motivation. and the effects of avoid players your help to way good A competitive stress is to reduce their fear of failure. This can by encouraging them be achieved to enjoy the game and do theirlose best. When players your or a don’t mistake, make express displeasure; rather correct their mistakes in a by positive using way the following steps: This approach allows players to keep practicing their practicing keep to players allows approach This skills without the fear of following making guidelines may a be mistake. helpful in The preventing stress: competitive SUMMARY Children play hockey because they want to fun, have be with friends, improve successful. their skills Children and be who typically do so because drop one or more of their goals out desire can maximize players’ your not met. You was of hockey to participate them and help from prevent dropping out by getting to know them as individuals. Learn why they the sure make and sessions practice in development are to friendships for participating, time Allow enjoyable. are practices focus develop by creating a cordial environment both onon skill and off the meaning ice. of Help success and players goals. have understand them set the realistic Using a positive approach to coaching is the most effective way to improve players’ Positive performances. coaching will coaching more enjoyable. Be alsosure to reward effort make that results the to addition in techniques correct and playing and meet your expectations. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA likely likely to be worried about performance failure. This worry about failure may increase players’ anxieties, Competitive Competitive stress in young players can originate from many sources: are players the hockey When parents. the and/or coach, player, teammates, the asked what might cause them to most worry, frequent the answers given five are: improving their performances, participatingto performing up move,” “sucker a for falling games, in their levels of ability and what championshiptheir coaches would think or say. Thus, young hockey players are most Some Some coaches believe the best way to motivate a team for competition is to get them “psyched-up” before the game. With young getting athletes, “psyched-up” however, is not usually rather, the the problem; problem for them is getting out.” “psyched- DEALING DEALING WITH COMPETITIVE STRESS Goals Goals Should Be Flexible If goal-setting is the on to depending adjusted and frequently evaluated be effective, goals must athlete’s success ratio. If an be athlete is achieving the set goal, increase the goal to challenge provide and motivation. If the for goal is too greater difficult and the athlete is feeling frustration or failure, the goal should be lowered athlete continue to experience failure. rather than having the Practice Practice Goals Should Be More Challenging and Goals During Competition More Realistic When you set that practice for goals up set players your help shooting, drills to work on will challenge them to exceed a previous effort. passing For or example, when practicing slap shots, you may ask your best shooter to make seven out of 10 shots in practice, while another player may be challenged with four out of 10. You cannot expect neitheryou because game performance a of in the level same nor the control player all the factors. Therefore, you may set two or three out of shots 10 in a game as a and one out of 10 players best goal your for realistic shots for your other players. With motivation at practice is increased this and have players approach, a realistic chance of experiencing self-worth game. in a Help Help each athlete realize that effort equals success by focusing on rewards such efforts. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 13 | Role of the Coach Role | compliment, compliment, correcting the error and then finishing with another positive statement. Using a approach and positive helping players reach their goals are effective ways to motivate maximum performance. your players toward USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Having performances realistic will provide more opportunities give expectations to rewards. mistakes, However, use of the positive when approach to correcting errors. players’ players The positive make approach involves using a AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL Section 2 Section Model American American Development AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 15 | 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 3-1. Diagram OBJECTIVE • understand American USA To Model Hockey’s Development USA Hockey Coaching Education Program Level 3 Manual Manual 3 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 3-1 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 3 Chapter AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 16 | American Development Model Development American | hockey late in hockey this stage. • strong Develop technical skills. • Begin to become more specialized in TRAIN TRAIN TO TRAIN females males • Ages Ages 11-15 12-16 stage The is of objective to to Train thefurther Train develop sports specific skills, begin support training emphasize start and to competition to introduce to continue development of speed, stamina while strength maintaining flexibility. and General Description of the Learn Stage to Train This is a window aerobic, of speed accelerated and adaptation maximum to improvement strength in skill training, well, development. good training habits are developed during this and As for stage. Technical and should be individualized. While formal fitnesscompetition training the learning on basics theremains included, is focus programs through training, secondary with importance. competition increase as the athletes progress through the stage. being Training Towards of the volume end of this will stage, begin to athletes specialize in it ice is However, hockey. still will likely recommended to complimentary participate sport. in at least one Focus USA Hockey’s Key for This Stage Building the physical engine – and endurance, core strength: speed Level 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 Life stages. Learn As a coach, it to Compete, will Train help to you to a base of knowledge This will provide development. be familiar with as all to phases where these of athletes are where they are headed in relation athletic to overall coming from and For development. detailed information on the other stages of please development, visit admkids.com. Programs USA Hockey’s member clubs can offer Tier 1 and Tier 2 competitive teams as well as Hockey for Life programs that meet each (Bantam) Under & 14 the both in individual’s levels commitment ability and and & 16 Under (Midget) classifications. At 15, 14, 16 and USA 17, Hockey also runs National Player Camps Development for both and boys girls. This is 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 3 Manual Manual 3 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): • • • • • Although there willbetween 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 development: Active Start and FUNdamentals. The 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 ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 17 | American Development Model Development American | intensity, focus on intensity, execution) functional assessments two times a year developing males). developing athlete to maintain high volume, high quality training. endurance. window of trainability for recovery, and regeneration training capacity. intensity sessions. activities to avoid over-use injuries. activities over-use to avoid to exercises manage the effect of rapid growth. proportions, athletes may need to re-learn some skills that previously were refined (adolescent maintenance). • skill • speed • endurance • lifestyle • introduction of free weights • injury (high exercises reps, prevention low • core and stabilizer strength • arm explosive and leg power • maximized speed development • introduction to testing physical and • maximum strength (females and early • strength endurance. • endurance. power/speed • build a of level fitness that allows the • on-ice and off-ice training to develop • maximize stamina/aerobic capacity • monitor training for high volume, low • variation Provide in off-ice and on-ice • Emphasize flexibility and stretching • With rapid growth and changes in body Components of the Stage to Train Hockey Train Physical Development Proper and regular monthly Continue essential. is training monitoringto adaptation of physiological monitoring for PHV. The reaching PHV is average 12 and for boys is age 14. PHV is program. training strength the for a begin to point reference girls complementaryfor: sportsin participation Continue Introduce a specific fitness framework. Early in the stage, off-ice training focuses on the following: Further in stage: Throughout Throughout the stage: USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA 15 years of age. 15 years old and and, 16 for 13 girls, between years old. and 13 is 11 between 18 months after18 the peak of PHV. to to two months after the peak of PHV. decrease decrease in coordination may be expected during this stage. Measure for PHV every three months. training given the rapid growth of bones, tendons, ligaments and muscles. stage. • The second speed window for is boys • and The endurance window is 11 between • Increased strength is optimized for 12- boys • Increased strength is optimized for girls one • Consider growth spurt in programming. A • Monitor flexibility and emphasize flexibility • Monitor general endurance throughout the Monitoring Note that both aerobic and strength trainability are dependent on the maturation levels of the athlete. For this reason, the differs timing depending of on training whether emphasis athletes average, or are late early, maturers. Monitoring for crucial, as almost PHV all participants will move through is their major growth spurts during this stage. At the age of 16, players first have the opportunity to opportunity the have first players 16, of age the At either (U17), U.S. a National Team make youth-level through the National Player Development Camp or the NTDP. also the stage at which USA Hockey has its National its has Hockey USA which at thestage also Team Development Program, a high performance program. LTAD Window of Opportunity LTAD The Learn to Train and Train to Train stages are the most important stagesDuring these stages or we make break an athlete! of athlete preparation. Coach and Instructor Recommendations Coaches must progress Education through Program in the accordance Coaching with rules the effective new withcomplete the the online 2011-12 age-specific corresponds season, module(s) to that and the coaching. age-level Additional CEP of training and within working playcoaches for encouraged continuing is education they are USA Hockey’s high performance program or any other coach who wishes his to improve or her craft. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 18 | 60% 60% training, Athletes are Athletes 40% hockey, 30% 40% hockey, Game Game formats may Team composition Team Team composition Team Play Play 4 to 5 times per Teams in these Teams age groups 4 4 weeks per month, 7-8 4 4 weeks per month, 9 American Development Model Development American | should should include a skaters of roster and 16 2 forwards, goaltenders 6 (10 defensemen, 2 goalies). Structure: Team can group of players ability like without can be restrictions. at Teams registered the Tier I, Tier II or for Hockey Life level. Competition Format: vary to fit within the ice allotted time. Overall Activity Ratios: fitness, 30% other sports Complimentary Sports: to encouraged participate in 1-2 complimentary sports. & Under 14 (Bantam) Standard Track & Under (Midget) 16 Standard Track — total ice 105 touches per year — 3-4 times per week for 60-80 minutes — 7-8 month season — 80-85 practices and 35-40 games — skaters and 16 two goalies per team volume volume can be reduced for the for Hockey Life category based on the commitment of level the involved. players Year: Training months per year – single or double periodization calendar will aid structuring and help maintain interest player Composition: Team Training/Competition Ratio: Training/Competition 10% competition specific10% training (exhibitions/scrimmages) and 30% competition. Volume: Training week, with session hockey lengths of 60 to 80 minutes at & theUnder (Bantam) 14 & and Under Begin levels. (Midget) 16 strength training two times per week to coincide Use with speed training PHV. 2-3 times per week. Year: Training months per year – double periodization calendar will aid structuring and help maintain interest player Composition: Team should include a skaters of roster and 16 forwards, two goaltenders six (10 defensemen, two goalies). • • • • • • • • • • High High Performance Track 60% 60% training, Play Play 3 to 4 times per USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA effectively with coaches and how to ask for feedback. preparation, preparation, performance and recovery competitions making (e.g. goals, position specific training development, plan) performance state criticism and work with other coaches or athletes Training/Competition Ratio: Training/Competition imagery and self-awareness. after training or competitions. to focus. They can understand that what they feel and think affects their performance, and learn how to develop control these over feelings and thoughts. important in this stage and is related to outcomes, process and performance. relaxation skills. week, week, with session hockey lengths of 60 to 80 minutes at & theUnder (Bantam) 14 & and Under Training levels. (Midget) 16 10% competition specific10% training, and 30% competition Volume: Training • bring consistent effort to training and • with become involved coaches in decision- • identify “what works” in the ideal • be coachable – accept constructive • take personal responsibility for training, • • coping Develop goal strategies, setting, • Be introduced to the idea of self-reflection • a Have training diary. • in Athletes this stage are ready to learn how • Effective goal setting becomes more • Introduce athletes to breathing and • athletes how to communicate Teach • The The athlete should: Psychological Psychological Development Provide training and competition opportunities that (forward, position preferred a on performance focus defense or goalie). Mental previous skills stage learned in of continue to the athlete be practiced and incorporated into developmentall types of training shouldand situations. competitive Training and Training Competitive Environment & Under (Bantam) 14 and & Under (Midget) 16 Standard Track Continue Continue basic mental skills development: AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 19 | American Development Model Development American | — forwards — defensemen — goalies positions and zone an coverage aggressive forecheck. killing. specific individual positions. Encourage interchangeability. defense and defense to offense. introduce adaptations to various overall team strategies. for for doing a proper warm-up and cool down as part of practice. competition warm-up procedure. importance of proper nutrition and for hydration competition days. • Continue to refine skating skills. • Introduce position specific skills: • Continue skills. to deceptive develop • playing the off-wing or off-side defenseman • offensive support concepts • support defensive concepts • Introduce basic team of systems defensive • Introduce active read-and-react penalty • concepts without Introduce power-play • Emphasize transition play – offense to • Emphasize quality playing habits. • At & the begin Under level, (Midget) 16 to • in Athletes this stage should be responsible • They should also be a developing • should Athletes be of aware the • cultural and lifestyle habits • and smoke- tobacco-free environment • alcohol-free environment • drug-free sport • wearing proper safety equipment • care and maintenance of equipment • proper nutrition, and hydration recovery Technical Development Technical Skills Tactical On-ice time should be spent on 70% offensive skills, offensive 70% on spent be should time On-ice tactics, and concepts; and tactics, and concepts. 30% defensive skills, Ancillary Skills Lifestyle Optimize training and education in: Athletes are Athletes 45% hockey, 35% 45% hockey, 14 & Under 14 Teams in these Teams age groups USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA players must players be considered during this stage and the coach must be able to take advantage of the training relative windows. consideration consideration to the athletes competition, rest and recovery. Team Structure: Team are made up of of players ability like without restrictions. Competition Format: (Bantams) & and Under with(Midgets) 16 two hours stop- of ice time play 17-minute time period games with one ice resurface after the second & period. Under 16 with(Midget) 2.5 hours of ice time play 20- minute stop-time period games with one ice resurface after the first period and a second ice resurface after the second period. Overall Activity Ratios: fitness, 20% other sports Complimentary Sports: to encouraged participate in at least one complimentary sport Performance High (Bantam) Under & 14 Performance High (Midget) Under & 16 — total ice touches 160 per year — 4-5 times per week — 9 month season — practices and 40-50 120 games — skaters and 16 two goalies per team amount amount of time refining technical skills, but the emphasis will gradually change to increase both the difficulty and intensity. training and high volume intensity/low training. situations. Skills must be used in combination with decision-making. for the age, but the volume of information presented at this stage will increase with age. • to Attention individual growth patterns of • • • • • Use both intensity high volume/lower • Include more skill execution in tactical • and must strategy be Tactics appropriate • Coaches should plan training loads with • Coaches should still spend a significant Coaching Coaching Considerations AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 20 | American Development Model Development American | strength strength and speed. flexibility. after PHV fitness to withstand the demands of training and competition without sustaining injuries or burnout. and recovery. mental preparation skills, and should continue to refine these skills. athletes must learn to perform on demand. will help the athlete cope with the stresses associated with training, tournaments and • Monitor of development endurance, • Monitor fitness – endurance, core strength, • speed window #2 for earlyboys in stage • months strength window for is boys 12-18 • The athlete sufficientmust have of levels • individualized Develop programs for fitness • Ensure load progressive in training. • The athlete should well-developed have • Competition becomes more important and • and practice in Training mental preparation At the ages opportunity of to make 16 a and youth under-17 level or 17, U.S. players under-18 national team, have National Player Development Camp or through the either the through the The NTDP. U18 age level is the initial age at which the International Ice Hockey Federation holds official an world championship event. Monitoring LTAD Window of Opportunity LTAD Coach and Instructor Recommendations Coaches must progress Education through Program in the accordance Coaching with rules the effective new withcomplete the the online 2011-12 age-specific corresponds season, module(s) to that and the coaching. age-level Additional CEP of training and within working coaches play for encouraged continuing is education they are USA Hockey’s high performance program or any other coach who wishes his to improve or her craft. Components of the Hockey Learn to Compete Stage Physical Development Optimize endurance, strength and speed training: Psychological Development USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA situations in improvements endurance, speed and strength • self-management • taking responsibility for actions • respect for others • the Code of Conduct for USA Hockey • good decision-making skills • appropriate and make measurable • refine technical skills • gain confidence in a of variety competitive National National Player Development Camps for both boys and girls. performance program – USA the NTDP – at this level. Hockey also has it’s high USA Hockey’s Key Focus USA Hockey’s Key for this Stage General General Description of the Learn to Compete Stage All of the objectives of the stage to must Train Train be achieved before the Compete can objectives begin. This of is the Learn time fitness to to optimize preparation and specialize skills in and to iceindividualized to begin the hockey. athlete’s to particular Training needs skill development, in mental should preparation, fitness and be recovery. During this stage, training increase, as volume does will training intensity. and Competitions tournaments become more important and the focus shifts to prepare performance. for Athletes competition competitive learn pressures in any situation. The and to training learn season is longer and specific.event This is the time to handle to consolidate individual weaknesses. strengths and rectify Ages 15-18 females • Ages males 15-18 Ages 16-18 The objective of the Learn to Compete stage is to prepare athletes for the competitive environment; continue refineto skills and ancillarytechnical skills; and the develop attributes. physical LEARN LEARN TO COMPETE Programs USA Hockey’s member clubs can offer Tier I Tier and II competitive teams as well as Hockey for Life programs that meet each individual’s commitment ability and at classification. the At 16 18 and 17, USA & Hockey runs Under (Midget) AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 21 | 50% 50% training, Athletes are Athletes 60% hockey, 40% 60% hockey, 18 & Under (Midget) 18 Team composition Team Play Play 5 to 6 times per Teams in these Teams age groups 4 4 weeks per month, 9-10 American Development Model Development American | Training/Competition Ratio: Training/Competition competition specific10% training, and 40% competition Volume: Training week, with session hockey lengths of 60 to 90 minutes at & the Under level. Midget 18 Use 4 to 6 fitness sessions per week, accounting for the strength development phase. Year: Training month per year – double periodization calendar will aid structuring and help maintain interest player Composition: Team should include a skaters of roster and 18 2 forwards, 6 goaltenders defensemen (12 and 2 goalies). Structure: Team are made up of of players ability like without restrictions. Competition Format: with 2.5 hours of ice time should play 20- minute stop-time period games with one ice resurface after the first period and a second ice resurface after the second & period. Under with(Midget) 18 two hours of ice time should play 18-minute stop-time period games with one ice resurface after the first period and a second ice resurface after the second period. Overall Activity Ratios: fitness Complimentary Sports: to encouraged participate in outside sporting recreation & 18 Under (Midget) High Performance — 200+ total ice touches per year — 5-6 times per week — month 10 season — practices and 50-60 games 140-150 — skaters and 18 two goalies per team volume and intensity, taking volume and into intensity, consideration competition and rest and recovery. communicated. • • • • • • • • • Coaches must plan with regard to training • Preparation must be detailed and well High High Performance Track Coaching Coaching Consideration 50% 50% training, Athletes are Athletes 50% hockey, 40% 50% hockey, Game Game formats may Team composition Team Play Play 3 to 4 times per Teams in these Teams age groups 4 4 weeks per month, 7 USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA training training goals and priorities, and should be included in decision-making process. should be to encouraged think for themselves rather than relying solely on coach feedback. selection, selection, and will contribute to their as development competitive overall athletes. week, week, with session hockey lengths of 60 to 90 minutes at & the Under (Midget) 18 volume can be Training reduced level. for the for Hockey Life category based on the commitment of level the involved. players Use fitness training three times per week. Year: Training months per year – single or double periodization calendar will aid structuring and help maintain interest player Composition: Team fitness, other sports10% Complimentary Sports: to encouraged participate in one complimentary sport & 18 Under (Midget) Tier II Standard Track — total ice touches per year 115 — 3-4 times per week for 60-80 minutes — 7-8 month season — 80-85 practices and 40-50 games — skaters and 18 two goalies per team Training/Competition Ratio: Training/Competition competition specific 15% training, and 35% competition Volume: Training should include a skaters of roster and 18 2 forwards, 6 goaltenders defensemen (12 and 2 goalies). Structure: Team can group of players ability like without can be restrictions. at Teams registered the Tier I, Tier II or for Hockey Life level. Competition Format: vary to fit within the ice allotted time. Overall Activity Ratios: • are Athletes capable of self-coaching and • should input Athletes have in setting • • • • • • • • Training and Training Competitive Environment Standard Track AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 22 | American Development Model Development American | thinking and decision-making both in and out of sport settings competition commitments performance potential. • competing well in a of variety conditions • understand their own role in critical • manage lifestyle to meet training and • Monitor for fatigue and under-recovery. • Monitor to maximize individual underlying physical capacities. performance The competitive shouldappropriate. be predictable General Description of the and Learn to Compete Stage During the to Compete stage, Train training volume remains high while intensity importance of increases competitions. The training is with usually the monthsAthletes and is of event-specific. the year 10 will usually be required to move away from home for training and competition environments that fit this level of athlete development. The individualized training to is the athlete’s particular needs skill in development, mental preparation, fitness and recovery. Athletes need to continue to consolidate individual strengths and rectify weaknesses. Focus USA Hockey’s Key for this Stage Programs USA Hockey has 20 & Under Junior classification programs at withlevels, several the USHL being the top level league classified as Tier I. USA recognizes NCAA Hockey Division 1 college hockey as the pinnacle of the amateur process in the States. United player developmental Monitoring must conduct regular You medical monitoring: LTAD Window of Opportunity LTAD have will athletes female and male both stage, this In Individual capacities can maturity. physical reached continue to be developed, but enhanced window of optimal trainability. there is not an USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA performed in tactical situations. placing placing team before yourself. high priority during this stage. be must always enforced. decisions made in practice to competition. monitoring, monitoring, recovery and regeneration, nutrition and psychology, health needs) are in place and with integrated the training program. strength training. their own ancillary capacities. and and defense to offense stage. responsibility for managing his or her and competitive training schedules, deadlines, registrations etc. her own as behavior of representative USA his or her Hockey, club, state and country. • Refine skills at a high speed. • Execution of skills must be detailed and • Learn to withincompete a team structure, • Intensity of training is high. • On- and off-ice decision-making skills are of • play and accountability Team to the team • must Players be able to transfer the • Emphasize on speed of execution. • Emphasize on off-ice training. • aerobic and year-round Stress regular, • should Athletes refine and individualize • Ensure that support key (fitnesssystems • speed of transition from offense to defense • speed of decision-making skills • Refine the skills listed in to theTrain Train • The athlete assumes increasing • The athlete assumes responsibility for his or Technical Development Technical TRAIN TRAIN TO COMPETE females • Ages 19-21 males Ages 19-23 The objective of the Train to Compete stage is transfer to from consolidate must Athletes environment. competitive the training technical environment skills and to maintain a ancillary skills and Ancillary Skills Tactical Skills Tactical Lifestyle AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 23 | Athletes are Athletes 60% hockey, 40% 60% hockey, American Development Model Development American | learn learn the basic skills of the game period and a second ice resurface after the second period. Overall Activity Ratios: fitness Complimentary Sports: to encouraged participate in outside sporting recreation. should should withbe selected carefully, a specific purpose and performance in objective mind. to maximize performance in competition. and abilities competitive develop under a range of simulated training conditions. term success. demands demands of training, competition, school, employment, family and social life. specialization in ice hockey. learn with to travel a team, adapt to new and environments choices make for meals, rest hydration, and recovery that promote sound training and meeting competition performance goals. • enjoy the sport and the have opportunity to • participate for the FUN of the game • • • and events Competitive tournaments • must Athletes apply critical reasoning skills • Model competitions high-level in training • Continue to focus on long-term, not short- • The athlete must learn to balance the • The athlete a makes full commitment to • As is more required, travel the athlete must Enter Enter at any Age The is objective to enjoy life-long activity physical in through hockey participation and recreation. In this stage, child participants are to: encouraged HOCKEY HOCKEY FOR LIFE Tactical Skills Tactical Ancillary Skills Ensure that all technical programs skill for fitness, development preparation recovery, are and individualized psychologicalspecific needs of the to athlete. focus on the Lifestyle 40% 40% training, 20 20 & Under Junior Team composition will Team Play Play 5 to 6 times per Teams in these Teams age groups 4 4 weeks per month, 10-11 USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA body body as well as core — maximum strength — anaerobic endurance — speed strength alignments alignments are well-balanced, complemented with optimal flexibility ranges. develop: — stabilization of the upper and lower responsibility responsibility for his or her training and performance.competitive as the athlete is capable of self-analyzing and correcting and refining skills. and purpose to the training program. Training/Competition Ratio: Training/Competition 30% competition specific training, and 30% competition Volume: Training week, week, with session hockey lengths of 60 to minutes at the 120 20 & Under Junior level. Use 4 to 6 fitness training sessions per week. Year: Training months per year – double periodization calendar will aid structuring and help maintain interest player Composition: Team include include a of roster 20 skaters and 2 goaltenders. Structure: Team are made up of of players ability like without restrictions. Competition Format: teams play 20-minute stop-time period games with one ice resurface after the first • All are systems physiological fully trainable. • Use periodized training programs to • Ensure that all muscle groups and body • with Work coaches is more collaborative, • Goal-setting is important to give direction • The athlete in this stage takes full • • • • • • Components of the Hockey Learn to Compete Stage Physical Development Maturation is during completed this stage: Psychological Psychological Development Training and Training Competitive Environment High Performance Track AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 24 | American Development Model Development American | development. matched matched to the athletes’ ability goals levels, and to adequate provide safety. level in level and hockey other sports coach, official,others (volunteer, administrator) about about the benefits of regular physical proper warm-up, cool activity, down, safety, nutrition and hydration. coach, coach, official or administrator through developed sport into life (leadership, problem solving, critical thinking) • maintain opportunities to continue skill • Equipment should be properly fitted and • retain skills or new develop skills • no injuries • still having fun • at continued the involvement recreational • more focus on of for development hockey • Ensure new participants instruction receive • pursue family and personal goals • continue education about our sport • as continue a involvement volunteer, • reset goals – apply the skills and lessons TRAINING TRAINING STRUCTURE FOR THE TEACHING 3 S’S There are three broad areas of training in a hockey player’s development. challenges facing you, the coach, is One how to get the of most out the of your players constant with often the limited, ice precious, time and you have following for training. training The structure recommended will guidelines give related you to some areas of training. these three SKILLS – Hockey Skills & Habits Training This begins progresses to include a as more complex combination basic fundamental skills and Equipment and Facilities Technical Development Technical Skills Tactical Ancillary Skills Lifestyle USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA team, team, making friends while playing the coolest game on earth into the track competitive if, in time, they decide to. hockey. strength and flexibility. 18 & Under (Midgets) 18 playing opportunities recreational recreational hockey as 30+, 40+, and 50+ tournaments coaching, officiating and sports administration sport 30 minutes per day or 60 minutes three times per week as recommended by guidelines for activity. physical appropriate skill level. • experience the benefits of being part of a • kids should the have opportunity to move • Continue training to maintain endurance, • active through Keep participation in • adult leagues • adult recreational tournaments • adult national championships • pond tournaments and hockey alternative • adult skills clinics • youth recreational leagues at all up levels to • the make transition from to competitive • participate in age group competitions such • enter sports-related careers such as • give back to the sport through volunteering • Enter tournaments that are of an • Maintain ongoing active participation in • readjust to less environment competitive • relaxation • for fun, involvement fitness and challenge Components of the Hockey for Life Stage Physical Development USA USA Hockey offers recreational programs ages and ability levels: for all A positive experience through sport is the retaining key to athletes after they leave the competitive stream. In this stage, adult participants are to: encouraged Training and Training Competitive Environment Psychological Psychological Development AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 25 | American Development Model Development American | activities training awareness habit training training awareness habit training training awareness habit training training awareness habit training training awareness habit training training awareness Age-specific chart detailing percentage of BANTAM SKILLS skills hockey and 50% MIDGET 16U SKILLS skills hockey and 50% MIDGET 18U SKILLS skills hockey and 50% MITES SKILLS skills hockey and SENSE small area games andSYSTEMS team play training 85% 15% SQUIRTS SKILLS 0% skills hockey and SENSE concepts and hockey SYSTEMS team play training 75% 15% PEEWEE SKILLS 10% skills hockey and SENSE concepts and hockey SYSTEMS team play training 65% 25% 10% SENSE concepts and hockey SYSTEMS team play training 35% 15% SENSE concepts and hockey SYSTEMS team play training 30% 20% SENSE concepts and hockey SYSTEMS team play training 25% 25% Diagram 3-2. training. of are each to devoted time USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA • skating • puck control • shooting • passing • body contact/body checking • moving to open space • offensive- and body defensive-side position • offensive support and supportdefensive • puck pressure and containment Diagram Diagram 3-3 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 refine and your is time Ice skills. basic resource as a featuring small area games coach and a variety of stations and skill-basedwill help practices you run efficient energy level. practices with a high PRACTICE PROGRESSION PRACTICE ICE UTILIZATION Diagram Diagram 3-2 is a an age-specific chart outlining the training. of area each to devoted time of percentage SYSTEMS SYSTEMS – Play Training Team Development in this area provides play for within positional the team’s designated would structure. include This but is not limited patterns and structure. zone defensive coverage to forechecking SENSE –Training SENSE Awareness and Concepts Hockey Offensive and defensivewithout the puck is This key. includes the awareness ability to make and opponent an by pressure of thelevel read with and correct decisions according to the play (read and react). Concepts involve development of all of the key hockey concepts that are used by all This would include but is players. not limited to: Small area games with a distinct thesegame. our mental purposein skills develop to way best are the of skills as the players get older or more proficient. Habits include things like facing the puck, stopping at the net, etc. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 26 | American Development Model Development American | USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Recommended ice utilization. ice Recommended 3-3. Diagram AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 27 | 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 3 Manual Manual 3 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 REVIEW: American Development Model THECOACHROLE OF

Long-term athlete development is a generic, conceptual framework for athlete development in LONG-TERM ATHLETE DEVELOPMENT sport that can be used as a basis on which to ‘re- HOCKEY MODEL align,’ or make more consistent, existing systems PHASE STAGE AGE and structures. It has been developed by Istvan Early Childhood Active Start Male 0-6 years Balyi, an internationally recognized coach educator, Female 0-6 years Late Childhood FUNdamentals Male 6-9 years and is based upon a consensus of evidenced DEVELOPMENTMODEL research about how young people develop sporting Female 6-8 years ability, linking more closely the coaching and Adolescence Learn to Train Male 9-12 years AMERICAN development of players to their physical and Early Puberty Female 8-11 years psychological growth. Adolescence Train to Train Male 12-16 years Late Puberty Female 11-15 years The ADM is a long-term athlete development plan for the sport of ice hockey. It takes into Early Adulthood Learn to Compete Male 16-18 years consideration the guiding LTAD principles that are Female 15-18 years widely accepted around the globe. Consistent with Early Adulthood Train to Compete Male 19-23 years LTAD, the ADM: Female 18-21 years 1. integrates training, competition and Adulthood Train to Win Male 19+ years Female 18+ years recovery programming with relation to PLAYTEAM

biological development and maturation Chart adopted from Canadian Sports Centers (2006) 2. offers equal opportunity for recreation and competition 3. is participant/athlete centered; coach LTAD Foundation of Research, driven; and parents, officials, Principles and Tools administration, sport medicine & sport Long-term athlete development has at its foundation science supported 10 different elements of sport science and child development research. When considering the It should be recognized that much of LTAD is structure of any athlete development program, GOALTENDING nothing new. The majority of the research on which these elements must also be considered. it is based is widely accepted, and has been used to underpin physical education teaching for many 10 Year – 10,000 Hour Rule years. The difference that LTAD brings is a It takes years of organized practice to become an ‘packaging’ of this theory for mass understanding expert performer. Research shows this is true of and a mechanism for applying the theory to better developing any skill, such as learning to play an integrate whole sports development systems (i.e. instrument or playing sport. This is sometimes coaching, training, playing, competition, etc). It is referred to as the ‘10 year – 10,000-hour rule’

also important that our USA Hockey membership relating to the need to practice for three hours a day TRAINING OFF-ICE understand that it is not just our hockey people that for 10 years. Many researchers believe this is just a endorse a LTAD plan, but that sports science and minimum. The bottom line is that it takes an development experts from around the globe enormous amount of work and time to become an endorse this model and are adopting this elite athlete. This is done through a diverse sports methodology for their own sports. movement and sports skills background. Once this foundation is laid, it takes years of deliberate All young people follow the same pattern of growth practice to develop an elite performer at the highest and development, although there are significant level. differences between individuals in the timing and magnitude of these changes. In relation to physical A significant number of players that play in the NHL

activity, there are seven key phases of growth and were never drafted. This means that, at 18 and 19 APPENDICES development. The relevant ‘stage’ of the LTAD years of age, nobody was even willing to take a late- hockey model for each phase of growth and round chance on their potential to make it. Hockey development is described below. is not an early specialization sport and our programs

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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 Many players don’t reach their potential until their (scrimmage) to allow them to recover both early to mid-20s. physically and psychologically. DEVELOPMENTMODEL • Encourage the athlete to take at least two FUNdamentals to three months away from a specific sport AMERICAN 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 while core sports skills include running, jumping, There are identifiable stages during a child’s physical skating and throwing. It has been shown that and psychological development that offer optimum 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). PLAYTEAM become an elite athlete, this strong foundation in Missing these optimum opportunities has been the fundamentals will help children reach their full shown to significantly affect a child’s ability to reach 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 specialization sports. An example of an early cannot be fully corrected (players/athletes will never GOALTENDING 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 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 TRAINING OFF-ICE 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.’ Diagram 3-4 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 APPENDICES have the highest potential to achieve.” kept in mind that all systems are always trainable, yet — Journal of American Academy of Pediatrics with smaller degrees of adaptation to training over time. In our current system, the window of

USA Hockey Coaching Education Program Level 3 Manual | American Development Model | 29 REVIEW: American Development Model THECOACHROLE OF

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 between the ages of 13 and 16. For girls, the first speed training window occurs between the ages of 6 and 8 years and the DEVELOPMENTMODEL second window occurs between the ages of 11 and 13 years. AMERICAN • 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 for girls. • 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. TEAM PLAYTEAM Additional capacities have been identified that must also be considered throughout an athlete’s development and, in addition to the five physical Diagram 3-4. 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

While these critical periods follow general stages of age can allow for planning to take GOALTENDING 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. 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 TRAINING OFF-ICE ‘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 of trainability occurs at the onset of peak components identified by sport 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 APPENDICES progressively after growth rate decelerates. visualization and self-awareness; to goal • 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 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 DEVELOPMENTMODEL 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 AMERICAN • 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 of topics from nutrition and hydration to Biological age should be considered through our 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 PLAYTEAM become elite athletes, or we look for better weekend’ system that rewards early maturing performance in school or just to lead a players who may not have the ability to be elite 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 emphasized, and the demands of sport from our system. GOALTENDING OFF-ICE TRAINING OFF-ICE APPENDICES

Diagram 3-5. Drafted players in the Canadian Developmental System.

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Currently, most athletic training and competition potential to become top athletes provided that they programs are based on chronological age. However, experience quality coaching throughout that period athletes of the same age between ages 10 and 16 (see Diagram 3-6). can be four-to-five years apart developmentally. Not all players have the potential to become elite Thus, chronological age is a poor guide to segregate players. The American Development Model adolescents for competitions. Because hockey is a recognizes this by offering two levels of content contact sport, early maturing players are favored from the Train to Train stage forward. The high DEVELOPMENTMODEL 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 AMERICAN term athletic ability. be potential elite performers, while the standard Looking at Diagram 3-5, it is obvious that in the content offers a reduced level of commitment more Canadian developmental system and ours, potential appropriate to the majority of players who will form late month birth date players have been excluded the basis of club teams of the future. The split 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 PLAYTEAM begin planned, regular, serious involvement in stage. It is important to note that research suggests training. The tempo of a child’s growth has that there can be numerous players who follow the significant implications for athletic training because standard track through the Train to Train and into the children who mature at an early age have a major Train to Compete stages who will have the potential advantage during the Training to Train stage to become elite performers. This is especially true if compared to average or late maturers. However, they have a diverse sports movement background after all athletes have gone through their growth through playing multiple sports during the spurt, it is often later maturers who have greater FUNdamemtal and Learn to Train stages. GOALTENDING OFF-ICE TRAINING OFF-ICE APPENDICES

Diagram 3-6. 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 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 DEVELOPMENTMODEL 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 AMERICAN 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. In a team sport, it is appropriate to look at the 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 TEAM PLAYTEAM is two things. One, each sport helps the other sport. his or her development (early maturer or late 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 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

quoted from “Great One’s Message to Parents: Let be held to the same pathway. Our current sport GOALTENDING 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 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 TRAINING OFF-ICE 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 process driven (learning the game). There are all emotional development of the athlete, in addition to 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 APPENDICES performance players that are part of our elite through the various stages. Programming should be 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: sports science innovations and observations. LTAD 1. Istvan Balyi, M.A., Pacific Sport Canadian provides a continuously evolving vehicle for change Sport Centre Vancouver DEVELOPMENTMODEL 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 AMERICAN 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 ice hockey within the United States. We believe that 5. Richard Way, MBA, Pacific Sport Canadian 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. TEAM PLAYTEAM Along with the National Hockey League, USA Hockey has the mutual goal of seeing more American players compete at the highest level of the game.

LTAD Stages for the American Development Model See the individual LTAD stages of development for

specifics to the American Development Model. GOALTENDING • Active Start • FUNdamentals • Learn to Train • Train to Train • Learn to Compete • Train to Compete • Train to Win • Hockey for Life OFF-ICE TRAINING OFF-ICE APPENDICES

USA Hockey Coaching Education Program Level 3 Manual | American Development Model | 34 AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 35 | feelings feelings and attitudes American Development Model Development American height, height, strength, and weight | thinking and understanding interacting withinteracting others — late adolescence needs during the four developmental stages Physical: Mental: Social: Emotional: • guidelines develop to meet the players’ • • • • AREAS AREAS OF DEVELOPMENT To understand the growth and development of young it hockey aplayer, is helpful to understand the four main areas of development: As is development illustrated of each in player constant is Figure influenced interaction by between 4-1, a the development. four the areas of overall What is physical development? Physical development describes the changes that take place in the individual. Physical physiological development is makeup measured such factors of as height, by weight, body build, strength, an endurance, flexibility, rate of physical maturation, OBJECTIVES USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA development between and between development within players To describe and To understand the four main areas of development recognize that To there are differences in the of levels mental,physical, social and emotional identify the of To characteristics key the four growth and stages development of athletes guidelines develop to meet the To needs players’ during the four stages developmental growth growth and states development of athletes: — pre-adolescence — early adolescence — middle adolescence levels of levels mental,physical, social and and between emotional development within players areas areas of development: — physical — mental — social — emotional

• • • • • identify the of characteristics key the four • recognize that there are differences in the

• describe and understand the four main Upon Upon completion of this you will chapter, be better prepared to: INTRODUCTION Having a positive and effective necessaryis that receive they ensure to players your relationship with the most Understanding from your players’ mental, their levels social of and emotional hockey physical, development, designing then participation. guidelines developmental to needs, meet will satisfying relationship with your players. help your to athletes’ establish a

Growth Development and Chapter 4 Chapter AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 36 | American Development Model Development American | between athletes in between terms of the of levels their mental,physical, social and emotional development. terms of the of levels their mental,physical, social and emotional development. profilesdevelopmental for each player. • There may be substantial differences • There may be differences within athletes in • It may be useful for coaches to create before before a big game it in Also, nervousness. or anxiety of theirlevel control is important for players to frustrating situations, such as after an unintentional penalty or rough important play for players to keep their cool and display by the opposition, disciplined behavior. it is DIFFERENCES DIFFERENCES IN DEVELOPMENT It is important to remember that even though the four main interrelated, areas of there in development each of these development areas for each mayplayer. be are different highly As a result: rates of USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA What What is Emotional Development? Emotional development ispersonality development. It part refers to the ability of to express and a control one’s emotions. person’s For example, What What is Social Development? Social development refers to the ability to interact effectively and get along with others. Appropriate social behavior consists of being able to get along with teammates, coaches and parents, as showing well as respect for team and league team rules. In a sport understand their roles on the team. such as hockey, athletes must What What is Mental Development? Mental development perception, language, information processing and consists thought processing, of making which and the understanding memory,of influencethe rules of play decision- and team concepts. motor skill healthphysical and coordination body composition. (eye-hand, eye-foot), Schematic illustration of the interaction between the four main areas of development. of areas main the four the of between illustration interaction Schematic Figure 4-1. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 37

| Emotional

High Social

Average Mental American Development Model Development American

| Physical tantrums or arguments with or teammates coaches. During early adolescence, these tantrums may result from frustration and are typical of low emotional maturity. weaker than weaker many of her teammates. she may possess timing excellent However, and coordination. will development enable her to grasp quickly the concepts of her team’s offensive and strategies. defensive to this being player very popular with her teammates. maturity will help her to control her emotions and thereby allow her to refrain from undesirable actions such as taking unnecessary retaliation penalties. Low • This will player be smaller and physically • This athlete’s of level mental or intellectual • The of level social may lead development • This athlete’s of advanced level emotional

For For Player B, we can see that her level of physical development is not as far advanced as her levels of mental, social and emotional behavioral development. implications The of such a profile may be the following: developmental Player B (female). Example Player 4-2. Emotional

Low Social

Average Mental

USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Physical because because he is a “puck hog.” He may become a “loner” and his social may sufferdevelopment as a result. this to become player easily frustrated when things do not go well. He may exhibit emotional outbursts, such as temper development, this development, athlete may tend to play as an individual without regard for the team thatstrategy the coach is trying to implement. most most of his and teammates he may possess skills. hockey excellent High • The lack of emotional maturity may cause • may begin to reject this Teammates player • This athlete will be bigger and stronger than • Due to the lag in the of level mental For For Player A, we can see that his level of development physical is more advanced than his levels mental, of social and emotional behavioral development. The implications profile may be the following: of this developmental Each Each athlete is unique, therefore, each grows and examples two at matures a differentThe above rate. highlight differences between and within players in terms of their stages of in development each area. Player A (male). A Player Example 4-1. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 38 | American Development Model Development American | Velocity or rate of physical growth (rate of effect of the athlete’s motor development, leading and to awkwardness a loss of fine motor skill coordination. difficulties in learning new skills that require timing and coordination. For example, the difficultymay have player in giving a soft pass, accurate receiving a pass, or executing a snap pass. upper leg strength (quadriceps). This may negatively affect the skating stride if the is player unable to carry his or her weight on the front leg in a flexed bent-knee compensate for position. this,To a player may skate in an upright position and exhibit a skating stride by characterized a high “heel kick” instead of a full leg extension. earlier earlier for females than for males (see Figure 4-2). • The growth spurt a may have negative • The early adolescent may experience • A rapid growth spurt may cause a lack of • There is a rapid growth spurt that occurs Figure 4-2. growth refers to increments in Sci- height fromBlackwell year Oxford: to year). Adolescence. at Growth J.M. (Tanner, entific 1962). Publications, EARLY ADOLESCENCE (11–13 YEARS) ADOLESCENCE (11–13 EARLY Features Key USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA and and females, as females tend to mature more quickly than males, thus reaching adolescence at an earlier age. motor learning perceptual skills and development. character period, coaches should pay special attention to the needs of the athletes in this category. • Significant changes occur in body structure, • As pre-adolescence is the most formative • This period differs slightly males between • years) Pre-Adolescence (up to 11 • years) Early Adolescence (11-13 • years) Middle Adolescence (14-16 • years) Late Adolescence (17-19 PRE-ADOLESCENCE (UP TO 11 PRE-ADOLESCENCEYEARS) (UP TO 11 Features Key The The growth and stages of development athletes can be grouped into four categories: By identifying and characteristics understanding of each the stages, you will be ofbetter able to meet the needs primaryof these developmental your athletes. STAGES OF GROWTH STAGES AND DEVELOPMENT AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 39 | American Development Model Development American | displays an displays inappropriate out behavior of frustration. Try to understand that the athlete is passing through a stage of rapid and physical development. psychological Certain outbursts due to frustration should be expected. of your decisions, as early adolescents are the developing ability to reason and may question certain requests. short-term goals (e.g., learning to stop or to turn). respond well if they are given some responsibility and the opportunity to participate in goal-setting. dramatic dramatic than in early adolescence. the athletes are acquiring greater strength, endurance, and coordination. sophisticated. The middle adolescent is able to think in both an abstract and an analytical manner. to understand and accept even another individual’s point of view. and potential physical limitations. analysis, which may lead to self criticism and and self-doubt. As 15 a result, many 14, drop out of hockey. 16-year-olds the of heightened awareness the gap “who between they are” (real selves) and “who they would to like be” (ideal selves) may cause feelings of frustration and failure. desire to experience new life (e.g., events drugs, alcohol, cars, other sports, choosing close friends, establishing meaningful relationships). • Do not “fly off the handle” if a player • clear Provide and meaningful explanations • Goal-setting should be limited primarily to • in Players the early adolescent period will • The rate of growth physical is much less • Body are systems beginning to mature and • A thought player’s process is more • Middle adolescents become more willing • become Athletes of more aware their • pass Players through a period of self- • This period is difficult for young athletes, as • Middle adolescence is also by marked the MIDDLE ADOLESCENCE (14–16 YEARS) MIDDLE ADOLESCENCE (14–16 Features Key USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA demonstrate appropriate (e.g., behavior demonstrate good sportsmanship). comments have comments a have significant influence on the of development psycho-social these young athletes. adolescents adolescents become of more aware their throughphysique self-appraisal and appraisal from received others. They body develop images that in turn influence their self-images. thinktheir in a logical However, manner. attention is focused on the present with little thought of future and long-term goals. in short duration are typical behaviors of early adolescents. Thus, tears may be seen after losing an important game. However, shortly after leaving the arena the athletes may be seen laughing and enjoying themselves, having apparently all forgotten about the loss. difficulty learning a new skill which acquired already teammates (e.g., have use of an outside edge for stopping). Fear of failure creates anxiety and the inability to perform a skill that others are performing causes frustration. • Use and positive reinforcement • Due to the rapid growth spurt, early • thedevelop Athletes ability to reason and • Mood fluctuations and emotional outbursts • may Frustration be seen if the has player • that Remember your actions and Flexed bent-knee position. bent-knee Figure Flexed 4-3. Coaching Coaching Implications Empathize with your athletes. Put yourself in their place and view events from the players’ points of view. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 40 | American Development Model Development American | may may occur with significant others (e.g., parents, coaches and teachers). needs needs for independence and personal responsibility. in weight training programs to increase their strength, you should remind them of the importance of flexibility Also, exercises. thereinforce need for a thorough nutritional plan. sessions, participate in establishing team policies and, in general, experience various types of independent and responsible activities. significant roles they play on the team. counselor respected who assists the athletes in establishing their value systems. challenging goals that can be achieved through highly specialized training programs. will mature at a different rate. will development mature at different rates. athlete second. needs developmental of your players. • the Recognize importance of your athletes’ • As some athletes become heavily involved • Ask to players run part of the practice • Ensure that all understand players the • For late adolescents, you can become a • withtogether Work to your players develop • Each athlete is unique and, therefore, each • For each athlete, the four areas of • Each is player an adolescent first and an • Design guidelines to meet the Coaching Coaching Implications SUMMARY The goal is to establish an effective relationship coach-athlete and to maximize satisfaction for each player. To consideration do the level of so, each athlete’s mental, physical, social and coaches emotional development. Always must remember these four important points: take into USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA for for independence, certain confrontations coaches, referees, coaches, and referees, parents) may occur during this period. and significant others can a have major influence on the types of attitudes, values and dispositions athletes acquire with respect to these individuals and sport in general. physical growth. physical significantly for athletes who follow training intensive programs. establishing a value withsystem norms, values and beliefs by which they intend to live by. and developed a strong feeling of independence exists. athletes athletes should be used to help identify realistic future goals and the means to attain them. In so doing, athletes become of more award their “real” selves. This problems thatavoids can arise due to an “ideal” self conceptualization. athletes (e.g., drugs and alcohol). explanations and rationales when teaching skills, tactics and systems. • Conflicts with authority figures, (e.g. • Actions and comments of coaches, parents • for Except the late maturers, there is limited • Strength and endurance will increase • The late adolescent spends a lot of time • The athlete’s personality is now quite firmly • In the attempts to players’ fulfill their needs • informal Regular withconversations • Be of aware the social influences on your • with players Provide more detailed LATE ADOLESCENCE (17–19 YEARS) LATE ADOLESCENCE (17–19 Features Key Coaching Coaching Implications Since middle adolescents are period passing through of a self–analysis, listening to attentively concerns. each player’s you can be helpful by AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL Section 3 Section Team Play Team AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 42 | Team Play Team | locking post to center and pass from defenders, away not right at them shoot, shoot, tip • drive skate • center trailer - off wing to post • off wing trailer - center through to off • feet, center wings drops inside 10 move • backpass from outside to top of circle • backboard pass to trailer • stop-and-go, pass or shoot, shot fake • splits • Gretzky across • escapes high and low • corner play - straight give-and-go • give-and-go switch - straight play corner • ring or around, walkout King of Prussia • puck carriers should be taught to skate interplay •b • center ice shooting • pass out, defenseman shoots • pass out, pass across, shoot, tip • pass out, pass across, pass back across, 4. Offensive with movement defensive OBJECTIVES RW USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA To create options of To attacking the blueline options provide of attackingTo the net basic provide principles To of cycling introduce the To play power • • • • C LW

touch, touch, moving splits, on-one, two-on-two two-on-two, speed, shoot, rebound, tip, picks, criss- cross, drop, give-and-go looking for support

2. Open ice: one-on-zero, one-on-one, two- 3. line Red technique with resistance and 1. quickness, Shooting angles: one accuracy, Offensive Concepts SEEDS OF CREATION Drills to plan ideas for designs: hockey INTRODUCTION In this chapter, we will identify the concepts to assist key in the offensive development of team and individual offensive play.

Offensive Concepts Chapter 5 Chapter AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 43 | Team Play Team | 5. Cycling with rotation to the open areas Some Some call them the quiet zones. Others call them the dead zones. But, in these zones is where cycle. you USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA then down to top of circle and shoot off pass hesitation • pass out, pass back three-step laterally, • come around top of circle with • Wisconsin Z • Montreal Picks, pass to off defense ANGLES ANGLES TO THE GOAL Shooting Angles – Drive Skate The number of shots often indicates which team has the Most intensity. teams usually one have or two pure scorers. A pure scorer usually has tunnel vision about going to the net. Get the supporting players thinking more about going to the net by designing shooting drills with different routes to the net and spending more eight or seven get will games, 20 in goals fivewith, happy is and gets, usually who player The shooting. at time goals. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 44 | Team Play Team | GIVE & GO COME AROUND LOW ACROSS TOP CIRCLE ACROSS TOP SPINAROUND MIDDLE ESCAPE from BACK/FOREHAND GIVE & GO INSIDE DOT WALKOUT TO CREASE TO WALKOUT USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA HIGH ESCAPE COME AROUND HIGH LOW ESCAPE OUTSIDE DOT WALK ACROSS WALK IT IS CAN AMAZING WHAT HAPPEN WHEN PUT YOU THE PUCK ON THE NET! AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 45 | Team Play Team | DEEP CORNERS HASH MARKS BLUELINE REDLINE BLUELINE FACE OFF FACE SPOT

DEEP CORNERS

E L

POST

C

R

E

I

S

C A

E E

R L

C

FACE OFF FACE SPOT D

THEIRS D YOURS OFFENSIVE ZONE HEART OF THE OF HEART SLOT I HASH MARKS BEHIND NET BEHIND NET

M DEFENSIVE ZONE in front of your net in front of their net POST Two most importantTwo areas: UNDERSTAND THE UNDERSTAND RINK! GOALLINE USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA TOP CIRCLE TOP MID BOARDS BOTTOM CIRCLE BOTTOM

MID BOARDS Players must Players know the rink identity to help their reading and reaction. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 46

|

E L C Y C

C

Y

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L C Play Team

C

L

|

Y

E

C

E

9 CK

9

R RE

CK HE

SU EC

SHOOT REBOUND TIP ES

FOR PR PRESSU

7 FORECHE 8 8 12 RW SET UP SET TRIANGLE SUPPORT 10

8. Pressure forecheck 9. Cycle 10. Set up - triangle - support 11. up or Touch regroup 12. Backcheck 13. Cover ATTACK 11

TOUCH UP TOUCH or REGROUP 6 C

BACKCHECK SS

USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA CH PA 2 BOX +1

BO OVER RED BO OVER

either with the first pass starting at the wing or the center. 3 STRE 13

This This is very simple, but very effective. The can give-and-go work

LW 5 4 1 COVER CLEAR 1. 8 Cover 2. Box + One 3. Clear 10 4. Red over Breakout 5. Pass Stretch 6. Attack Red over 7. Shoot - rebound - tip QUICK PASS - QUICK RETURN PASS LATERAL PASS AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 47 | Team Play Team | RW RW RD C S C USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA The The puck carrier in either situation passes or shoots shoots while the other forwards go for rebound LW LW STOP STOP & GO GRETZKY GRETZKY ACROSS AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 48 | Team Play Team | RW RW A B A D A C C C USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA When When in doubt, shoot or go to the net. LW middle middle of the ice to the far post of the goal, while inside of the thefaceoff circle for a scoring right chance. wing drives chance. slot. LW B. The right wing drives outside of the faceoff spot and cuts in for a scoring C. The right wing drives the circle and passes to the center on the far post. D. The right wing drives the circle and passes back to the off-wing, cutting to A. The center passes to the right wing. The center then drives through the OFF-WING TRAILER – CENTER TO THE NET – KEEP THE TRIANGLE GO GO TO THE NET – KEEP THE TRIANGLE AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 49 | Team Play Team | G RD RW E RW A F B C D drop C B A C C C USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA LW LW circle circle on a good angle for a scoring chance. going to the net. and and the left wing go to the net for a rebound. and passes back to the center trailer. cuts in to the goal for a scoring chance. defenseman. boards. The center and wing perform a give-and-go and the center shoots while the wing rebounds. C. The wing with the puck passes to the off-wing. B.faceoffthe across cuts who center, the to back pass a gives puck the with wing The A. The center drop passes to the wing, and the wing shoots with the other forwards A.center The circle. the of top the attacksto who wing, right the to passes center The B. The center passes to the right wing, who drive skates to the bottom of the circle C. The center passes to the wing, who drive skates to the bottom of the circle and D. The center trailer passes to the off-wing, who shoots or passes to the other wing. E. The wing makes an escape, then passes back to the center or up the boards to a F. The wing an make escape and walks out to the goal for a scoring chance. G. The wing escapes and cycles up the boards, while the center comes down the OUTSIDE-IN DROP – KEEP THE TRIANGLE CENTER CENTER TRAILER – OFF-WING TO THE NET (with most common options) AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 50 | Team Play Team | RW RW A 1st drop B C C 2nd 2nd drop USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA LW LW the center crosses behind the puck carrier to right side. become the right wing. swings in front of the left wing and a makes second drop pass. On all drop passes, all of the other forwards slow up when he or she sees the puck carrier skating into his or her lane in front of him or her. The puck carrier goes first. B. The right wing, who has become center, passes to the center, who has A.and middle the into cuts wing right The wing. right the to passes center The A. then the to passes right drop center, wing. The right The center wing takes INSIDE-OUTSIDE CRISS CROSS WITH LATERAL PASS DOUBLE DOUBLE DROP – KEEP THE TRIANGLE AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 51 | Team Play Team | RW RW RD E A C B C D C USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA LD LW LW This This is another quick series of passes, but it is done at the top and outside of The The center carries the puck into the right side. The right wing crosses behind the center into the middle, while the left wing skates from the left side to the far goal post. who The is center, the puck has carrier, these options: A. Shoot. B. Pass to the right wing, who has crossed to the top of the left circle. C. Pass across the goal crease to the left wing. D. Pass out to the left defense. E. an Execute escape pass up the boards to the right defense. the circle with a back diagonal (not lateral) pass if a puck defenseman carrier at the top meets of the circle. the DIAGONAL BACK PASS – TOP CIRCLE PASS BACK DIAGONAL OUTSIDE-INSIDE CRISS PASS CROSS WITH LATERAL AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 52 | Team Play Team | RW RW A A C B C B D C E C D USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA LW LW of the circle and an executes escape. low right corner. back back board passes to the trailing center. circle. who, after making the board pass, skated to the bottom of the circle and an executed escape to be a receiver. B. The right wing cuts in and shoots. C. The right wing passes across to the left wing. D.the in escape an executes who center, the to passes or shoots wing left The A. The center passes to the right wing. The right wing drive skates to the top A. The right wing drive skates from the board at the top of the circle, then B.theof thetop at shot a for in then cuts pass, theboard receives center The C. The center receives the board pass, then passes back to the right wing D. The center thereceives board pass and passes across to the off-wing. E. The right wing drive skates and goal mouth passes to the left wing. HIGH HIGH ESCAPE BOARD PASS BOARD AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 53 | Team Play Team | RW RW D RD B A C C C C A B USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA LW LW do a pass-return-pass with the wing trailer, pass across to the other escaper other the to across pass trailer, wing thewith pass-return-pass a do or go to the net. who who shoots. Others drive to the net. circle, makes circle, an makes escape and shoots while the others go to net. then cuts in for a shot. C.can who escape) double a made (who center the to passes trailer wing The B. The wing makes an escape and passes to the left wing trailer or defense, A. The passes center to the right wing. The right wing across skates to the far A.escape, an executes circle, the of bottom the to skates drive wing right The B. Pass to the off-wing (left wing) crossing into the high slot. C. Pass to the center driving to the off post of the net. D. Pass to a defenseman. DOUBLE DOUBLE ESCAPE LOW ESCAPE LOW AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 54 | Team Play Team | RW C RW C D C A B B C USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA A LW LW to to shoot or pass. corner. along the goal line. The right wing takes the pass at the boards and walks out. alley. C. The left wing passes up to the right wing at the midboard, then moves to the net D. The right and left wings work a withgive-and-go, the right wing having the option A. The center passes up to the left wing, then curls up and around the faceoff dot B. The left wing receives the pass and skates down behind the goal to the right An offensive finesse that can be used if the defensemen are side-by-side at the blue line or 10 feet inside defenseman: the blue line. The puck carrier A. skates directly at The right wing cuts through the the defensemen by splitting them. off B. Pass outside or inside to the left wing. C. Pass inside or outside to the center, who crossed behind and drove to the right KING KING OF PRUSSIA SPLIT SPLIT THE DEFENSE AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 55 | Team Play Team | RW B D RD A RW C S RD C D D D D D D B USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA C C A LD LD LW LW around around boards out. to the right wing. behind behind the net. side or defenseman, takingcenter, the puck to the net himself or herself. C. The left picks skates, wing drive up the puck deep in the corner and walks D. The options are to shoot, pass to across theto the center, defense or pass A. The center passes to the right wing. B. The right wing to theskates drive of top the the thencircle, rings the puck A. The center has the puck and passes up to the left wing. B. The left wing carries the puck down around the net, then walks out from C. The right wing screens the defenseman and the goalie. D. The left wing has the options of: passing to the nearside defenseman, off- RING RING AROUND MONTREAL MONTREAL PICKS AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 56 | Team Play Team | RW RD C A B C B D D A RW D C LD C LW USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA LW Move Move the puck after the ring around — three passes then shoot. the deep corner to the right defenseman, then skates up the boards. slot area or passing to the right wing who has moved to the backdoor goal thebackdoor to moved has who wing theright to passing or area slot post. B. The right defense passes across to the left defense. C. The left defense passes to the right wing coming up the boards. D. The right wing can shoot or pass to the center or left wing. A. The right wing shoots the puck, retrieves the puck and passes it out from A. The right wing skates across the zone at the top of the circles. B. having gone The to center, the picksright alley, up the puck. C. From deep in the the corner, center walks out. D. The include options taking a passing theshot, to left thewing into moving LOW - WISCONSIN LOW - “Z” RING RING AROUND AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 57 | Team Play Team | RD A B net net on every chance which you create. yourself against Protect boards. boards to reach the deep corner or ring passes to go behind the net. and go hard to the net. RW C • must Players be disciplined and go to the • the Keep triangle. • your skates Keep moving in a tuck posture. • Only are two players below the faceoff dot. • Bump passes must be angled off the • Forwards must read the flow. • time Develop and space, create openings • The third is high. player always • Curl Shoot • Double Curl • Walkout • Reverse • Ring Reverse • Hi - Low • Around Wrap • Drop-Rap • Wisconsin Z • Trailer • Ring Around • Picks Options Options (see diagrams) following C LW LD USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA below below the circle to the right defense. the right wing who has skated up the boards and around the top circle. of the A. The right wing shoots the puck, retrieves the puck and passes it out just B. The right defense passes across to left defense, who sends a short pass to C. The right wing can then shoot, pass to the left wing or pass to the center. • triangle • box or square • house • umbrella (upside down house) rebounds rebounds and tips. the opening when it presents itself. Squirts and up inside and outside • crossovers • push-unders • control turns • escapes • mohawks • handling puck with up eyes • Create time and space. • Do not by theget hypnotized flow - take • Camouflage your tactics. • Use cycling to create openings, shots, 1. fun, Creative, entertaining, rink rat hockey 2. Can be taught to semi-skilled or skilled 3. good Must have control of edges both 4. Quality execution for their of: level 5. conceptual thinking: Have RULES RULES OF CYCLING CYCLING MID-BOARD WISCONSIN — MID-BOARD “Z” AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 58 | Team Play Team 1 | 1 1 1 Wrap Around Wrap OR Forecheck Forecheck Angle Skate 2 2 2 2 Behind Behind Net - Loop de Loop Come Come Around at Bottom of Circle or at Spot 1 USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA 1 Walkouts 2 2 Curl the Circles - Right then Left • King of Prussia • Behind Net • Pass Out Up Pipe • Passouts • Board Passes • (A) (B) Yo Swedish Yo • 5-on-0 • 5-on-2 • 5-on-3 • 5-on-4 • 6-on-5 BASIC SKATING USED BASIC BEFORESKATING GET YOU INTO CYCLING Skate the Cycle - Without the Puck Attack Angles Behind the Net AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 59 | Team Play Team | 1 1 1 1 2 2 2 2 Hi Escape - - Low Escape - Walkout Counter Counter - Low Escape - High Escape Behind Behind Net Counters - Loop De Loop Mid-Board Lateral Mid-Board Come Lateral Across - Walkout Counters Counters Behind Net with Escapes - Spin-o-Rama 1 1 USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA 1 High High Come Around 2 2 Mohawk Mohawk Right Angle Skate 2 Curl Mid-Board — Come Lateral Across AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 60 | 1 Team Play Team | 1 2 3 2

& REBOUND 3 S GET TIME GET T GET SPACE T SEAM T SPACE R REACT T & SPACE 2 1 3 and and a double walkout behind the net and a walkout defense walks, passes back, and then everyone goes to the umbrella behind the net thendays add 3-on-2, 3-on-3, 5-on-5 drills in half rink with the defense having sticks turned and over the offense going until they score. 9. Cycle, one bump with pass behind the net 10. one Cycle, bump with a pass reverse 11. High bump, then low bump 12. one Cycle, bump, pass to the defense, 13. Cycle, one bump, carry and then drop 14. Low come around, high come around 15. King of Prussia 16. Implementation: do a drill 2-4 times for five Notes/Comments A fundamental movement of cycling with a line of three skaters. Skate the circle so that thelefton pass circle the bump receives each and bumps player once, rotation and the circle Do the right circle. two then do it twice so that it will be a four circle skate. Notes/Comments Open areas, sometimes called “Dead Zones,” are spaces in which coverage is light. must The move defenders to these and the the defense happens, offense areas separated has to cover. When this can confuse defenders with movement. #2 CYCLING CYCLING #1 CYCLING USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA 1 Maze defense defense board, and switch the circle bump bump of the circle bump many many behind the net options as in front of the net options in six-on-six hockey (boards) at at the top of the circle at a good angle. 6. Cycle using the Wisconsin Z pattern 7. Cycle, one bump, drop pass to the mid- 8. Cycle, one bump with to thewalkout rim of 4. Cycle, one bump and pass or shoot 5. Cycle, one bump, then three passes using 3. of Development flow cycling with a corner 1. Fun 2. Creativity 3. supportive Develop interaction 4. Flow 5. Expand initiatives hockey 6. Double your offensive options by having as 7. play concepts in six-on-six Power situations 8. Refine play situations power by trying 9. to players use the Teach seventh player 1. Open areas 2. of Development flow cycling with the top 3. One skates theplayer circles. 4. skate theplayers circles. Two 5. skate theplayers cycling options. Two 1. Most options start with a bump. 2. Pass off the boards at the hash marks and Cycling Cycling with Rotation to the Open Areas Teaching Cycling Teaching SEEDS FOR – CREATIVENESS IDEAS THAT HOCKEY TO GREAT BLOSSOM WHY TEACH CYCLING WHY OPTIONS CYCLING TEACH AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 61 | RD RD B Team Play Team 1 1 A 1 | drop 2 2 2 C D 3 3 LD 3 LD Notes/Comments the rim. The to with with bump one walkout a Cycle first player bumps and goes to the weak side post. The second player picks up the bump, goes deep behind the goalie and walks out to the rim of circle and shoots or passes. the Notes/Comments to goes who firstplayer the by bump one with Cycle the off-post. The second player picks up the puck and drops a pass to the third player coming down. The third goes player deep and passes out. #8 CYCLING CYCLING #6 CYCLING Notes/Comments Cycling using the Wisconsin Z pattern. After bump, thethrough picks second player up the puck one and passes to the to back the passes who defense, lateral the to across defense. The defense passes second player through who shoots or passes. The second passes player low in the corner. #7 CYCLING RD B 1 A 1 1 C RD USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA 2 2 2 3 3 3 LD LD defense. defense. The defenseman passes to the third player, who passes to defense or shoots. the first player, second player, Notes/Comments withCycle one bump then three make passes using your defense. The first second picksplayer up the bump and passes to the player bumps, then the CYCLING #5 CYCLING Notes/Comments Cycle with one bump. The second player picks the up puck, carries it out to the top of the circle passes and back to the first player, third player defense. or Cycle the with one bump and linemates or shoot. pass to your CYCLING #4 CYCLING Notes/Comments Practice the same drill, but bump the puck All net. the behind low stops puck thethat so in corner, the three players separately skate the cycle, then bump the puck back behind the net. Skate both circles to thecomplete drill. CYCLING #3 CYCLING AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 62 | B Team Play Team A RD 1 1 RD | 2 2 C drop 3 3 LD LD player player picks up the bump and then bumps low and comes around the circles thecircle. The third player net and passes or shoots. CYCLING #13 - DROP PASS BEHIND - NET DROP PASS #13 CYCLING Notes/Comments Cycle with one bump, carry and drop behind net. the The first player second bumps and player picks stays high. up behind The the the puck net and and drop and out walks pass, drop the carries up picks passes. net, the circles third The it player shoots or passes. CYCLING #12 CYCLING Notes/Comments One bump pass to the defense. The defense walks the goes to Everyone the and to back passes passer. umbrella. The first player bumps, then goes to the net. The second player picks passes to the up defense. The the defense walks the bump blue and line and passes back to shoots or passes. The thethird goes player to the net. second player, who RD RD 1 1 A 1 RD USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA 2 2 C 2 C B C 3 LD 3 LD 3 LD Notes/Comments High bump, then a bumps and stays high and low goes across. The second bump. The first player CYCLING #11 CYCLING Notes/Comments the and a pass behind net One bump with a reverse walkout. The cycling first player bumps, then stays high. The second player picks up behind the the puck, net, then goes makes a reverse pass off boards. the The third player picks up the reverse pass, walks out and passes or shoots. CYCLING #10 CYCLING Notes/Comments One bump with a pass and a double walkout. The first player bumps, then loops player picks high. up The the second bump, walks behind the out net. and The third passes player picks up the pass behind the net and walks out. CYCLING #9 CYCLING AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 63 | Team Play Team | 2 2 1 1 drop 3 3 DROP PASS BEHIND NET DROP PASS Notes/Comments The firstcurls around the player circle, bump passes and goes to the far post. The second player moves in, picks up the puck, skates behind the net, skates thirdplayer The the slot. into curls and passes drop behind he net, picks up the drop pass and wraparound. tries a COME COME AROUND WITH TRAILER Notes/Comments The firstcurls around the player bump circle, passes up picks in, moves player second The high. stays and the puck, comes around the net and to the faceoff spot. The trailer passes to the third who player, has curled down around the goal line next to the goal post. 1 1 USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA RD 2 3 A 3 B LD 2 Notes/Comments King of Prussia. Commonly this situation arises from a dump or ring-around pass. will We use an outside escape and ring the puck. passes to The third player the wing. The wing drives to the top of the performs circle, an outside escape boards. The weakside wing receives the and puck, goes passes around behind the net, passes to return the pass, first skates to player, the gets post a and passes pipe alley. up the CYCLING #15 - KING #15 OF CYCLING PRUSSIA Notes/Comments Low Come Around, High Come Around. The first player bumps, then stays high and switches with sides the third player. The second player moves in, picks up the puck, carries walks it out low or high around the circle. behind the net and CYCLING #14 - HIGH/LOW COME AROUNDS COME HIGH/LOW - #14 CYCLING AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 64 | 2 Team Play Team 2 | 3 3 1 2 1 1 3 B B B #2 #2 supports #1 1 1 3 1 Down, Down, up, shoot - rebound (1) walkout (1) with walkout support (2) 3 Come Come around-pass out to 2-3-2. 3 2 2 2 2 2 3 3 1 2 1 USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA 1 3 A A A 1 1 3 1 Up-walk across-pass-shoot across-pass-shoot Up-walk 3 3 2 2 2 #1 #1 supports #2 - walk across - shoot or pass (3) up-down-up-walkout-screen-tip-support (2) (3) up-down-up-walkout-screen-tip-support (1) & (2) up-down-up-walkout-shoot-screen-tip & (1) (2) & up-down-up-walkout-shoot-screen-tip DRILLS FOR CYCLING AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 65 | 2 Team Play Team 3 | 3 2 1 4 1 D 5 B B 1 1 C 3 2 Pass Pass up-carry down-switch (C) Pass Pass down-carry up-switch (D) 1 2 2 2 2 4 3 3 1 1 USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA B 5 A A 1 A 1 2 3 2 Down-up-down-walkout-pass (B) Down-up-down-walkout-pass 2 Up-down-up-walk across-shoot (A) Up-down-up-walk 1 AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 66 | Team Play Team | 2 1 3 B B B 1 BRUSH YOUR BUTT AGAINST BOARDS AGAINST BUTT YOUR BRUSH 3 2 3 5 USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA A 4 A A BRUSH YOUR BUTT AGAINST BOARDS AGAINST BUTT YOUR BRUSH 1 2 You must have a must have good angle You on boards so that the puck reaches the deep corner or goes behind the goal. DRILLS FOR - CYCLING BUMP PASS DRILLS FOR - PUCK, CYCLING AND PICK CARRY UP SHOOTING PUCK AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 67 | Team Play Team | 2 1 1 1 2 2 B D B Cycle Cycle with walkout 1 2 Escape Escape with passes give-and-go USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA 2 1 A C A All play options, whether frontal attack, attacklateral or cycling behind behind net, should be taught with Then two players. add a third player. 1 2 Cycle Cycle with behind reverse net pass Pass, Pass, diagonal back pass with return pass DRILLS FOR CYCLING — WALKOUT DRILLS— TWO-PLAYER FOR — BUMP CYCLING PASS WALKOUT AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 68 | Team Play Team | defensive forward defensive - either at the top of the circle or on a side defensive of the dot corner corner or behind net turns, and escapes at the opposite side of horseshoe, stickhandle the course. a. straight give-and-go line extended. a. cycling from the triangle b. with read and react options c. with a third becoming player a a. Practice cross-arm bump passes to the b. Devil’s drill with control crossovers, c. 2-on-2 Devil’s in 1-on-1, the horseshoe forwards vs. a center and two defensemen mucker mucker a. fire hose drill b. 2-on-1 in the corner c. 2-on-2 in the corner d. 3-on-3 in the corner 1. offensive movement. Teach 2. offensive from movement the Teach goal 3. free flow Teach of all three forwards 2. Do the same with the puck: 3. Cycling options with a partner 4. Cycling options with a line 5. 5-on-0 with offensive movement 6. 5-on-5 with sticks turned over 7. 3-on-3 down below the dots - three 4. withcycle a forward. defensive Two-player 5. withcycle a grinder and Two-player a 6. to it players “keep on Teach the wood” PRACTICE PLANPRACTICE FOR #2 CYCLING USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA behind behind net come around for wraparound, come around low on the circle, come around mid-circle, come around top circle pass pass or pass-return-pass defense, defense passes to defense then passes diagonally back to forward coming around circle net and a walkout the net to converted King of Prussia a. control Crossovers, turns, escapes b. Curls, behind net walkouts, counters, b. bump-pass: skate the circle, pass to c. bump pass with a walkout d. bump pass with a behind reverse the e. bump pass with a bump pass behind f. Billy Baker g. bump pass with a come around low h. bump pass with a come around low - i. bump pass withj. a come around high drop at thek. hash marks drop behind net l. Montreal a. bump-pass: skate the circle, shoot or 1. skate the Players circles without pucks: 1. One skates theplayer circles. 2. skate theplayers circles. Two 3. skate theplayers cycling options: Two PRACTICE PLANPRACTICE FOR #1 CYCLING Usually all options start with a bump pass. TEACHING CYCLING TEACHING AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 69 | Team Play Team | B 1 1 2 2 BUMP BUMP PASS Behind Behind net (B) 1. Curl Circle 2. Escape 3. Walkout 4. Reverse 5. Switch 6. Drop 7. Double Curl 8. Come Around Low-Hi-Wrap 9. Counter 10. Pipe Pass 11. King of Prussia 12. Montreal Picks 13. Wisconsin “Z” GOOD GOOD BUMP To deep corner To (A) USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA A Two players - players read and react Two - use both circles CYCLE DRILLS CYCLE - SHEET #1 AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 70 | 2 2 2 Team Play Team | 1 1 1 1 2 4 2 2 2 1 1 1 Attacks from Behind the Net USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA C D 1 B 1 1 A 1 3 2 2 2 F E 1 1 1 Counter Counter (F) Come Come around at the dot (C) Mohawks (B) Wraparound (A) Wraparound Angle Shooting Walk out (E) Walk Come Come around at the top of the circle (D) Come Come around at the of bottom the circle (B) Escapes (A) Curl the circle 2 out to Walk circle Simple to Complicated with and without Pucks CYCLE DRILLS CYCLE SHEETS #2 AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 71 | Team Play Team 6 | 3 4 2 1 3 2 5 7 1 3 2 1 USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA 1 2 3 Escape Escape (2) out (2) Walk Escape (6) High-come High-come around (4) UPPERS UPPERS - Empty net Goalie flat across the net Mohawk Mohawk (3) Low-come around (3) Pass up the pipe (7) Bench-Pull-Back Bench-Pull-Back Three Amigos Walk out (1) Walk (1) Wrap Counter (5) CYCLE DRILL CYCLE SHEETS #3 AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 72 | Team Play Team RD RW | C LW LD they are or been. have Some Some of the skills that make a situations include: power-play player effective in 1. Passing skills 2. One-touch passing skills 3. Shooting off the pass 4. The ability to read defenses 5. One-on-one puck control skills Two Two forwards (LW and RW) are deep in the zone, and one forward is in the slot. The defensemen play normal positions on the blue line. 2-1-2 2-1-2 POWER PLAY The 2-1-2 power play is a basic play that provides a balanced attack and forward multiple or defenseman may quarterback options. or direct zone, offensive the in deep Either originate may It play. this a outside at the blue line, or primary from objective the is boards. to The maneuver the puck to man the in the options illustrate of the 2-1-2 play. power slot. Figures 17-22 through 17-26 play. the power 2-1-2 for alignment Basic Figure 5-1. GUIDELINES GUIDELINES FOR EXECUTING EFFECTIVE POWER PLAYS 1. Maintain possession of the puck. 2. the Keep puck moving. 3. the offensive Penetrate zone. 4. Pass to where will teammates be, not to where USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA

defensemen?

• carrying the puck into the offensive zone • passing the puck into the offensive zone • shooting the puck into the offensive zone • various “pick” plays • designed play • quick shot/rebound • fast breakout • semi-controlled breakout • controlled breakout utilizing? rush up the ice? for the quick shot? • The next unit? • The next line up? • A mixed line utilizing particular players? • Forward(s) playing defense or regular • on Players the off-wing? • A specific play unit? power corners, and the distance behind the goal line feet)? feet or (10 15 3. Offensive Zone 2. Neutral Zone 1. Zone Defensive You must also You consider what you want your players theon power while the of zones three each in do to Some of play. the options include: 9. What type of defense is the opposing team 8. Who is the quarterback? 7. What are the responsibilities of each player? 5. Do you want to utilize quick rushes and play 6. Do you want to set up designed plays? 4. Do you want a particular leading player the 3. What will players you use? 2. What is the condition general of the ice? 1. What is the size of the rink, the size of the There There are many different types of power plays that may be utilized. In order for the coach to make decision regarding the a type of power play you wish to use, answer the following questions. POWER PLAY POWER SITUATIONS PLAY Power Play Power AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 73 | RD Team Play Team | RW RW RD C C LD LW LD The offensive triangle in the 2-1-2 power play play the in power triangle 2-1-2 offensive The LW Movement of the forwards in the 2-1-2 power play. play. power 2-1-2 the in forwards the of Movement your players to your players work the puck using the forwards and the defensemen. illustrated. can then take a shot. and and possession) and/or miss a pass) or power fall down) • Maintain balance in Teach the play. power • Maintain each of the multiple options • Get the puck to the in player the slot who • stickhandling skills (lose control of the puck • passing and receiving skills (complete • skating skills (lose speed, and/or mobility, Figure 5-6. NOTES: The Play 2-1-2 Power Figure 5-5. 5-5. Figure The primary purpose in this is play power to theget puck to the man patterns in involve the one defenseman slot. (LD), The one and forward deep the basic (LW), forward in the slot (Center). passing If it is all that one easy, wonders why scores are not 98-97. The offensive problems with which to contend. players also have a few If the defense just stood still, the offense would likely would offensethe still, stood just defense the If win (get a good shot on goal) about 70-80 percent of the time. And, of course, the goalie could many of those shots. stop RW USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA RW RD C RD RW C C LD LW LW LW LD Defensemen movement in the 2-1-2 power play. play. power 2-1-2 the in movement Defensemen The The defensemen (LD and RD) can move along the blue line. The forwards should adjust to their Figure 5-4. 5-4. Figure The The three forwards have room to altering move the without 2-1-2 alignment. The have more freedom deep to move and forwards redirect the play than does the forward in the slot. Forward movement in the 2-1-2 power play. play. the in power 2-1-2 Figure Forward 5-3. movement The 2-1-2 with play shifted to thewith shifted to 2-1-2 Figure The 5-2. boards. play movement movement with a corresponding move in the same direction. The LD themselves. and The two deep RD forwards (LW and RW) can should pass between be taught openings. to skate around to create AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 74 | Team Play Team | Limit Limit the possibility of Defensive Defensive Zone: allowing a scoring chance against your a have chance to startteam. You a successful attack. game • • focusing • setting objectives • valuing the importance of this part of the ZONE ZONE OBJECTIVES IMPROVING FACEOFFS IMPROVING If you want to improve your team’s faceoffs, there are three critical components to address: Ways Ways to improve your team’s performance focus and are overall to can objective be to win set 60% of all faceoffs. faceoff objectives. An theduring theimportance faceoff about of play Talk course of a game. Reward good execution. Spend time practicing the faceoffs. techniques and tactics of Finally, make faceoff success a matter of pride with your team. It can represent partial victory game that was won or lost. in any OBJECTIVES USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA To understand theTo of objective faceoffs outline the To responsibilities of during players a faceoff faceoffsprovide To in various situations • • • faceoffs during a game. chances from faceoffs. of their responsibilities whether you win or lose the faceoff. ice ice at all critical times in case one of your best gets thrown out of the faceoff circle. faceoff it whereever may be on the ice.

5. Be of aware your opponents’ scoring 4. Be of aware scoring chances created from 3. Every on player the ice needs to know each 2. your two best Have faceoff people on the 1. your best Have faceoff person take the

CRITICAL OBJECTIVES There There are many ways to accomplish these goals by your center winning the faceoff and by having your wings and defensemen move in to gain possession positively reacting players the of faceoff.All a during after losing a faceoff will allow them opportunity to have to the quickly regain puck. possession of the INTRODUCTION Faceoffs involve gaining possession of the puck in order to create scoring scoring chance from your opponent. chances or eliminate a

Offensive Faceoffs Chapter 6 Chapter AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 75 | Team Play Team | are are ready. puck will be dropped. shoulder width, knees bent and good balance your skates. over quickly. move and back. centerman’s centerman’s stick. This will create a loose puck for you to sweep back with a second swipe. his or her stick, then The puck body. can be by a retrieved teammate. his or her body and kick the puck back to a teammate. faceoff player. hold their sticks. • Go to the dot when your teammates • Establish position the over faceoff dot. • control Physically the area where the • Be confident. • Stand with your feet wider than • Be in a position to take control, and • on your eyes Keep the linesman’s hand. • Use your whole body. • your arms Keep close to your body. • Use the of power your legs, shoulder • the Keep blade slightly off the ice. • Use an up-and-down motion. • Do not be too anxious nor tense. • Block the motion of the opposing • quickly Move into your opponent, checking • Stick check your opponent’s stick, spin into 1. how Read the opposing team sets up. 2. the Read techniques of the opposing 3. how Read the opposing faceoff players 4. how Read the linesman conducts a faceoff. 1. Arriving at the faceoff dot: 2. Stance: 3. Faceoff: 4. Stick blade: Key Elements Key OFFENSIVE FACEOFF ALIGNMENTS OFFENSIVE FACEOFF This alignment allows the center to attempt to win (draw) the puck back to the shooter (defenseman). players opponent’s the up) (hold interfere wings The NEUTRALIZING YOUR NEUTRALIZING OPPONENT YOUR FACEOFF READS FACEOFF USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Create Create a scoring Most Most coaches agree that This This situation is the same Enhance Enhance your opportunity to The The question you need to situations. players. Know theirplayers. strengths, weaknesses, and faceoff in strategies all situations. puck, and what they allow around the faceoff circle. defensive posture defensive must be the first priority in a penalty-killing situation. However, when a scoring or offensive opportunity presents itself in a penalty-killing situation, remember units that do power-play not tend so to think seize thedefensively, moment. answer, especially in answer, the offensive zone, is whether you faceoff for possession or whether you attempt to score off of the faceoff? Penalty Killing: attack and limit your opponent’s chance of entering your zone. Offensive Zone: opportunity and create continuous sustained pressure. Play: Power Neutral Neutral Zone: that exists Should in you try a play. power to score off the or draw play for possession? If there are only a few seconds remaining, there is must no question. You attempt to score off of a set faceoff play. majority majority of the faceoffs. the boards? Should they be covered? Pulled Goalie: 5. Know your team’s in strategies all 3. Know the playing rules. 4. Know the faceoff abilities of your opposing 1. charge and be the Take “quarterback.” 2. Know the linesmen, how they drop the • • • • • Does your opponents put a along player • • Identify which opposing takes the player RESPONSIBLITY OF THE PLAYER THE FACEOFF TAKING SITUATIONAL OBJECTIVES SITUATIONAL Another area to consider is how to cover a faceoffin a cover to how is consider to area Another the zone: defensive AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 76 | D Team Play Team | C W W D W W D C W D Figure 6-4. Figure 6-3. Offensive zone faceoff alignment when you have pulled your goaltender becomes because you very must win the faceoff important (see Figure 6-4). In these situations, use your best faceoff player and your most experienced players. Attempt possession of the puck on the faceoff to and work the gain puck for a good shot on goal. Figure 6-4 places interference a of the opposing players once the puck great deal ofis dropped. emphasis The the in take offensive and control gain to order in team player opposing must tie up the best possible shot on goal. attempt thatsituations the shooter advantage player It is important in all to put his or her shot on goal. D C USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA D WW W D C W D net net attempts to interfere with the defending player, so the shooter has time to release the shot. There is also a safety defenseman (a player value for a backup in control in the shot zone). or the puck presence of the This This is the most common alignment for a faceoff in the offensive zone (see Figure 6-3). Here the player attempts to win the faceoff back to the the of front shooter in circle the in on player the Again, slot. the Figure 6-2. The The alignment in Figure 6-2 is again dependent on the strength of the player taking situation the here is faceoff. to attempt The to win the draw to the player on the boards, who then passes back to the defenseman for a shot on goal. This alignment may also open up the slot area and force the defending team to place a man boards. on your player along the Figure 6-1. so the shooter can get the shot away. It is preferable theaway. shot can get so the shooter thefaceoffthein taking left-handedcenter a have to right circle (and vice-versa) because it is easier for him or her to draw the puck to his or her backhand (see Figure 6-1). AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 77 | Team Play Team | USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA W W W D C D Figure 6-5. In Figure 6-5 use thattheyour if faceoff ensure, won, is to positioning your strongest possible player team gains a good shot on goal. As situations, in all gaining faceoff control primary concern. of the puck is your AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 78 | Team Play Team | that a can teammate get back to help or give up a poor shot on goal by forcing the to shooter a bad shooting angle. all Above else, don’t let the two offensive get players the puck into the slot. (1-on-2) players – This is a good time to body check One the offensive player. defender theplays opponent while the other takes the puck. 3. than More players defensive offensive TERRITORIAL TERRITORIAL DEFENSE The simplest of team defenses complimentary (and to “position” one offense) that is defensive is In a competitive game, it would be foolish for the defensive team to think it could stop from a getting shot (or shots) on the the goal. Normally, offense offensive team will get 25-30 playing well, shots the defense on may limit goal. the By offense than fewer 20 shots, to but it is that suggested a better measure of success is toward forcing for the offense to take the poorer shots on defense to goal. the Conversely, offense should work try to increase tryto should importantly, more but, goal on shots its shots. get better OBJECTIVES USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA To describe skills To needed for successful team play in hockey outline the To sequence to be used in introducing team play present some of To the unique formations that are effective in youth hockey • • •

players (two-on-one) – players Play the puck. Play close to thusthe alley, defensive encouraging the offense to go outside to try to get to the goal. In this situation, the should player trydefensive to gain time so

1. Even (one-on-one) – Play the opponent. 2. More offensive than players defensive There are threeThere conditions that the must be defense prepared to control. If each defensive player does his job, defense should defense job, his does player defensive each If be no worse than one-on-one times five. The three major problems that cause this to break down are (1) somebody does not highly-skilled a (2) backcheck), not does stay forechecker one-on-one (e.g., a offensive beats a player less-skilled player, defensive or (3) the offense has the where it is going, how it will there, get advantage and when. In of knowing each of these someone cases, tries to the help out (which defense is usually doing so it makes possible for the offense to a adjusts must). But and create a desired two-on-one situation. TEAM TEAM DEFENSE The two words that best describe team defense are “hard work.” Players generally like to play defense effortforththe difficult putting a time have often but necessary to team make defense effective.

Defensive Team Play Team Defensive Chapter 7 Chapter AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 79 | Team Play Team | RW RD C LW LD a breakout a option) breakout carry the puck out of the zone wing) to assist defensively • three-on-two breakouts prevent • control the boards (eliminating the wings as • the encourage opposition’s defenseman to • position one forward (usually the off-side about about who really thewas closest, but it does ensure forechecking. Regardless of the system or the number of players forechecking, position should be angle” an “get always should forechecker The times. stressed at all on the puck carrier so that, at the very least, he or she can confine the to offensive movement player’s one side of the ice. In other forecheck never words, straight at the puck carrier. One-man forechecking. Figure One-man 7-2. ONE-MAN ONE-MAN FORECHECKING (1-2-2) to easy is and system Althoughthisconservative a is teach, when successfully it executed will: The The forechecker must pressure offensive the of Wings side. the to the her or him forcing puck carrier, team must be covered. The defenseman (point on the puck side) in stays the zone as long as possible. The purpose of this forechecking pattern is to make the offensive wings unavailable to bring the puck out of the defensive zone. The forechecker tries to take the to puck force away, the offensive player to carry the puck up the side and into the defenseman a bad use pass, his or or to her at the make point, to defenseman to break out. A highly skilled occasionally, but forecheckerthe offensive team should be able will get to the beat one puck forechecker by using the three theto players move puck out. open LW LD USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA C RW RD The The quality level of your important team’s factor in personnel determining which is system you an utilize. You may wish designating to consider a the method forechecking of player assignments. For or example, you forecheck with your center only players (i.e., if the can center is who not have able to forecheck, you do not forecheck) You also may decide that the closest player forechecks. This themethod you of gives potential later debates There There are many forechecking systems and no one system is the best. All systems can be adjusted meet to specific situations. Every team should have at least one mastered. system FORECHECKING The objective of forechecking opposition is from to clearing prevent their the zone possession of the puck in their zone. defensive and to gain In one-on-one situations, teach your players to play the opponent, not the puck. Playing the opponent does not mean draping over him or her like a flag. Rather, it means keeping your body between offensive the player and your goal. Make body contact this follows rule If as player necessary. the defensive (assuming comparable skill levels of players), defense will the win as much as 70-80 percent of time. the ONE-ON-ONE ONE-ON-ONE DEFENSE The The wings are responsible zone, the for offensive in wings once thebut, defensive backchecking the wings will usually cover the offensive “point men” (usually the offensive team’s defensemen). Defensive assignment to territories. to assignment Defensive Figure 7-1. assignments by territory. Figure common assignment to territories. defensive 7-1 illustrates a AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 80 | Team Play Team RW RD | RW RW RD RD C C C LD LD LD LW LW LW Rotation of the of forwards. Figure Rotation 7-6. Movements of the of forwards. Figure Movements 7-5. The forwards will often have to rotate. As indicated one from side to in Figure 7-6, when moves the play the other, the off-side wing (LW) will become the forechecker and the puck side wing (RW) assumes the defensive forward’s remains constant. role. The center’s role Two-man forechecking positions. forechecking Figure Two-man 7-4. the off- of this configuration have objective is to The side wing (LW) pressures control the the opposition to farThe RW). and (C forwards throughthe forechecking bring board, the which puck first up forward (RW) forechecks the puck carrier and the center is in a position to assist the RW or move permitted is RD The beaten. is theRW if the puck to to pinch in toward responsible for the middle (see Figure 7-5). the boards and the LD is USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA covering the covering areas where the puck is likely to go. three-on-two. This is accomplished by both keeping wings back and controlling the boards. • the Prevent opposition from breaking out • Stress pressuring the puck carrier and defensemen defensemen take normal positions. For illustrative purposes forwards, the center (see and puck-side wing Figure (RW) are assigned 7-4), forechecking responsibilities. The two off-side wing stays (LW) high in the offensive zone. The LW is in a defenseman position or to to move move back to the to slot become area. a The When When successful, this system may result counterattacks in quick on goal since forward is in a position quicklyto move theto the slot. one defensive responsibility responsibility and must exert pressure on the puck carrier. This This forechecking system combines aggressiveness with the conservatism of discussed. One forward, usually a the wing, plays back 1-2-2 system to prevent a just three-on-two breakout. The remaining two forwards have an aggressive forechecking Two-man forechecking. Figure Two-man 7-3. Two-man forechecking Two-man is most successful when the puck carrier is in the as shown is the faceoffThis of thecircles. top across back of an imaginary the shaded area in Figure line 7-3. TWO-MAN FORECHECKING (1-1-3) Notes Notes for One-Man Forechecking The basic alignment illustrated in Figure 7-2 uses the uses 7-2 Figure in illustrated alignment basic The center (C) to forecheck the puck carrier. The wings (LW/RW) stay wide opposition’s wings, and so the defensemen (LD/RD) they play inside the wings. can check the AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 81 | RD Team Play Team LW | RW C LD RD C LD RW LW WING WING ON POINT COVERAGE In this pattern, the wings backcheck their offensive wings. When the offensive wing does not have the puck and/or the defenseman on the weak side can assume responsibility for the offensivemoves and wing theoffensive leaves wing defensive wing, the to cover the point. As defensemen shown cover the zone in in front Figure of and 7-9, to the the Center on point coverage. on point Figure Center 7-8. BASIC BASIC DEFENSIVE COVERAGE As illustrated in Figure 7-7, the defensive divided into zone five zones. is There is some overlapping of the zones. Typically, the wings points, cover the the two center covers the defensemen cover from slot the front of area, the net to and the the corner. CENTER ON POINT COVERAGE In this coverage pattern, the wings are responsible for their offensiveforechecking pattern wings is broken fromrecovers until the the their time team puck illustrated in Figure 7-8, the center covers the thepoint and goes on the puck side. on The defensemen on the off-puck offense. side stays near the front of the net, Asusually covering the offensive center. The defenseman on the puck side to moves help thecover puck carrier (usually a wing or the center), but does not “run out” to the point. The strength of coverage is players in to having cover four three forwards. The that weakness is the center has a point difficult to time point. moving from It younger is teams, usually because a the offense good cannot well defense pass enough to for take advantage of the open man point or shoot the puck well enough from the point to consistently score. LW LD USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA C RW RD Basic coverage zones within the defensive zone. defensive the within zones coverage Basic know know each other’s responsibilities so that, when a breakdown occurs, they may adapt and help out. and player the goal. essential part of the game. • When thestay between checking a player, • Play the body - legally! • responsibility defensive Accept as an • Understand the Everysystem. must player Figure 7-7. 7-7. Figure DEFENSIVE DEFENSIVE ZONE COVERAGES Play in the zone defensive is the most critical of the three zones. A mistake here often results in a goal. and net on play a prevent to is primaryobjective The to regain possession of the principles puck. of defensive play The should be following understood by your players. It is important that both offensive wings be covered. be wings importantoffensive is It thatboth This forces the puck carrier to face defensive a situation. This also one-on-one does not happen very often, as we discussed in the team offense section. BACKCHECKING – BACKCHECKING MIDDLE ZONE COVERAGE A forechecker can get the puck for your team taking by it away from the puck carrier or by forcing a bad pass. Obviously, forechecking successful 100 will percent of not the however, be time. insist You should, that your forecheckers puck carrier to move down force the side of the rink. theDo not let them come down the center and pick side of zone your defensive thethey wish to attack. There are three basic patterns of coverage that seem that coverage of patterns basic three are There to be the most popular basic, for center youngsters: on point and wing on point. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 82 | C Team Play Team | LW LD LW LD RD RW RD RW point player to gain against a point advantage two-on-one player the defense as the offensive zone is entered. Most teams use a type as to referred is usually This five. against four playing of zone coverage when the “box”. In this coverage, one defensive player is positioned on each corner of the box (see Figure 7- “collapse” off-pucktheshould on side wing The 10). the box somewhat to help out in the slot area (see Figure 7-11). Figure 7-10. Figure 7-10. coverage. “box” Collapsing Figure 7-11. It is important for the defense to avoid chasing the puck and to recognize that the objective is not to prevent any shots on goal, but to prevent the shot from the slot, and/or a good scoring opportunity. When your opponent has a two-player advantage, the usual approach is to put your fastest player out him or her as chase thea forward and puck.have In the defensive zone, the maintain a triangle. three One point of the defenders triangle is on try the puck and the other to thepoints cover front of the net. Be sure the three players you have on the ice time. the at available agile most and quickest the are USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA LW LD C RD RW It is particularly important to backcheck the wings. This forces the power-play unit to use at least one Playing Playing a man short does, however, cause you change to your forechecking reasonable strategy. It to forechecking appears to force the apply direction of pass. inaccurate play or an enough pressure by PENALTY-KILL SITUATIONS PENALTY-KILL The penalties reasonable than assessedin any other sport. The offender is in penalized, hockey but the are team prevent damage by working extra hard for a limited has more an opportunity amount of time a to prevent goal. to Figure coverage. Wing on point 7-9. The The strength of this defense is that all five offensive players are covered weakness is that one-on-one.there are mixups that often occur This when system’sthe defenseman becomes responsible for the wings. A second weakness is that the center, who oftenis forechecking, deep in involved oftenis most late in getting back to help in front of the net. It is important to defend the opposition covering by one situation, normal a In zone. defensive theentire defensive player should be able to play the man or the puck in his zone. For example, the opposition has the other The player. that cover would (RD) defenseman puck in defenseman (LD) would thecover the front of the net. corner, The center covers from the the slot to the boards. The puck-side wings cover their respective points, maintaining a position the between puck and the point. side of the net. The center moves back in front of the of front in back moves center The net. the of side net to work with the defensemen. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 83 | Team Play Team | Limit Limit the possibility of Defensive Defensive Zone: allowing a scoring chance against your a have chance to startteam. You a successful attack. game • • focusing • setting objectives • valuing the importance of this part of the ZONE ZONE OBJECTIVES IMPROVING FACEOFFS IMPROVING If you want to improve your team’s faceoffs, there are three critical components to address: Ways Ways to improve your team’s performance focus and are overall to can objective be to win set 60% of all faceoffs. faceoff objectives. An theduring theimportance faceoff about of play Talk course of a game. Reward good execution. Spend time practicing the faceoffs. techniques and tactics of Finally, make faceoff success a matter of pride with your team. It can represent partial victory game that was won or lost. in any OBJECTIVES USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA To outline the To responsibilities of during players a faceoff faceoffsprovide To in various situations To provide theprovide of objective To faceoffs • • • faceoffs during a game. chances from faceoffs. of their responsibilities whether you win or lose the faceoff. ice ice at all critical times in case one of your best gets thrown out of the faceoff circle. faceoff it whereever may be on the ice.

5. Be of aware your opponent’s scoring 4. Be of aware scoring chances created from 3. Every on player the ice needs to know each 2. your two best Have faceoff people on the 1. your best Have faceoff person take the

CRITICAL OBJECTIVES There There are many ways to accomplish these goals by your center winning the faceoff and by having your wings and defensemen move in to gain possession during a faceoff. Conversely, reacting positively all after losing of a faceoff the will them allow players to have the opportunity possession of the puck. to quickly regain INTRODUCTION Faceoffs involve gaining possession of the puck in order to create scoring scoring chance from your opponent. chances or eliminate a

Defensive FaceoffsDefensive Chapter 8 Chapter AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 84 | Team Play Team | are are ready. puck will be dropped. shoulder width, knees bent and good balance your skates. over quickly. move and back. centerman’s centerman’s stick. This will create a loose puck for you to sweep back with a second swipe. his or her stick, then The puck body. can be by a retrieved teammate. his or her body and kick the puck back to a teammate. faceoff player. hold their sticks. • Go to the dot when your teammates • Establish position the over faceoff dot. • control Physically the area where the • Be confident. • Stand with your feet wider than • Be in a position to take control, and • on your eyes Keep the linesman’s hand. • Use your whole body. • your arms Keep close to your body. • Use the of power your legs, shoulder • the Keep blade slightly off the ice. • Use an up-and-down motion. • Do not be too anxious nor tense. • Block the motion of the opposing • quickly Move into your opponent, checking • Stick check your opponent’s stick, spin into 1. how Read the opposing team sets up. 2. the Read techniques of the opposing 3. how Read the opposing faceoff players 4. how Read the linesman conducts a faceoff. 1. Arriving at the faceoff dot: 2. Stance: 3. Faceoff: 4. Stick blade: Key Elements Key FACEOFF ALIGNMENTS - DEFENSIVE FACEOFF Figures 8-1 and 8-2 are dictated by the alignment of align to your attempting are the offensive You team. quickly as shooter the to get can they that so players NEUTRALIZING YOUR NEUTRALIZING OPPONENT YOUR FACEOFF READS FACEOFF USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Create Create a scoring Enhance Enhance your opportunity to situations. players. Know theirplayers. strengths, weaknesses, and faceoff in strategies all situations. puck, and what they allow around the faceoff circle. answer, especially in answer, the offensive zone, is whether you faceoff for possession or whether you attempt to score off the faceoff? posture defensive must be the first priority in a penalty-killing situation. However, when a scoring or offensive opportunity presents itself in a penalty-killing situation, remember units that do power-play not tend so to think seize thedefensively, moment. attack and limit your opponent’s chance of entering your zone. Offensive Zone: opportunity and create continuous sustained pressure. Neutral Neutral Zone: majority majority of the faceoffs. the boards? Should they be covered? that exists Should in you try a play. power to score off the or draw play for possession? If there are only a few seconds remaining, there is must no question. You attempt to score off of a set faceoff play. 5. Know your team’s in strategies all 3. Know the playing rules. 4. Know the faceoff abilities of your opposing 1. charge and be the Take “quarterback.” 2. Know the linesmen, how they drop the • Killing: Penalty Most coaches agree that • • The Play: question you need Power to • • Identify what opposing takes the player • Does your opponents put a along player • Pulled Goalie: This situation is the same RESPONSIBLITY OF THE PLAYER THE FACEOFF TAKING SITUATIONAL OBJECTIVES SITUATIONAL Another area to consider is how to cover a faceoffin a cover to how is consider to area Another the zone: defensive AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 85 | Team Play Team | W W D D C W W D C D D W D C Figure 8-5. Figure 8-4. In Figure 8-5, the faceoff player has the drawing the option puck back for control or going of forward to a breaking wing on the far side of the rink. Figure 8-3. ALIGNMENTS - NEUTRAL FACEOFF ZONE Figure 8-4 illustrates the options player taking available the center to faceoff. He or the she may go or He wing. either to or herself or himself by forward she also has the option to draw the puck either back defenseman to gain control. to USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA W W D W D D D C C W Figure 8-3 is positioning presented when your to team illustratedefensive has zone situation. a defensive Again, shorthanded the players your align player You best. your be taking faceoffmust the in order to neutralize the opposing team’s strength. First and foremost, position your players where it is easiest to get to the shooter if your center loses the faceoff. Figure 8-2. Figure Figure 8-2 ensures one of your players break to the when shooter the puck is is dropped. able to Figure 8-1. as as possible. Since the offensive are players trying to tie up your player, the best you can possibly do is neutralize the offensive team and make sure have a you player moving to cover the shooter on the play. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 86 | Team Play Team | USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA W D C D W Figure 8-6. Figure Figure 8-6 is the basic alignment for a neutral zone faceoff. Again, the primary purpose of the faceoff is to gain control of the puck to organize an offensive attack on goal. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL Section 4 Section Goaltending AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 88 | Goaltending | Utilizing ropes to demonstrate angles. demonstrate to ropes Utilizing Figure 9-1. Depth The position of the players determines away from the the puck depth example, a goaltender of cannot over-commit to the theover- does goaltender the If 2-on-1. a on carrier puck goaltender. For commits he or she would not be able to get across if a pass is made. OBJECTIVES USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA To understand theTo three parts to goaltender positioning understand theTo importance of on-ice awareness identify and To train the different kinds of tracking skills needed by goaltenders • • •

Angle First, goaltenders must establish the proper angle. The position of the puck and its relation to the net determines the angle that the Without the proper goaltender angle, a goaltender takes. would not have proper net coverage, thus eliminating the POSITIONING There are three squareness parts and depth. to positioning – angle, INTRODUCTION This chapter builds on the information provided in both the Level 1 and Level 2 Manuals. Once again coaches must ensure that of coaching theduring all reinforced are 2 and 1 Levels details covered in Level 3. This chapter will and awareness tracking. introduce positioning,

Goaltending Chapter 9 Chapter Squareness Like angle, squareness is also determined by position of the puck and its relation to the thenet. effect of both squareness and depth. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 89 | Goaltending | making making saves. This will help a into get and rebounds control selection, goaltender save proper choose position quickly for second-chance opportunities. Play Tracking The body will follow where its always lead eyes it. It is important for a goaltender to follow all withplays his or her eyes. This will pucks, help locate his or her next position and anticipate a goaltender track potential situations. Rememberimportance of leading with the eyes. to preach the SUMMARY It is important for understand the coaches importance of and practicing with goaltenders the same details you would want to use to during a game. Goaltending is a combined position with good of athletic ability. habit In goaltenders order to reach and for their full detail potential they must practice each drill with speed and detail. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Shot Shot Tracking Shot tracking is when a thegoaltender follows puck all the way through the save. At no time does off when the puck of eyes her or his take the goaltender TRACKING There are two types of tracking when playing goal - tracking shots and tracking plays. It is important for goaltenders to players be that are aware on of the all ice. This will help establish proper positioning as well anticipate as plays. help A a time goaltender survey that goaltenders the should ice is threatening area. These when areas would be below the the the When point. the at or puck boards the along line, goal is in a puck non- is in these areas survey a goaltender the has ice time Establishing to then these report habits back will anticipate and plays gain proper depth. to help the a puck. goaltender AWARENESS AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL Section 5 Section Off-Ice Training AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 91 | Off-Ice Training | • agility • balance • coordination • core stability • endurance • flexibility • power • reaction/reflexes • speed • strength develop develop a strong athletic improve base. your weaknesses A is to participate, great mainly way during to the off-season, summer in recreational leagues. sports encouraged or Younger to players engage examples should of in recreational many or be competitive sports. activities that are Some specific to a baseball, hockey players’ basketball, needs lacrosse, are: racquetball, soccer, street hockey and tennis. Through these sports, the many attributes of athleticism are touched upon: PERFORMANCE PERFORMANCE ENHANCEMENT Performance enhancement is the ultimate goal of strength and conditioning. The formula for one to develop to the next level and level of performance maintain is strength + speed + that power + high OBJECTIVES USA Hockey Coaching Education Program Level 3 Manual Manual 3 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 • • •

• a developing high of level athleticism • performance enhancement • of prevention injury ATHLETICISM ATHLETICISM All athletes should be striving for the development of total athleticism through participation in a variety of sports, no matter what age. The game of hockey requires great reflexes, balance, movement, flexibility, lateral acceleration, powerful movements, etc. All of these skills can be further deceleration, developed through other sports to promote a and high level of athleticism. players have not developed to their Many highest level of of today’s top athleticism. It is never too late or too early to INTRODUCTION The purpose of chapter this strength is and fundamental conditioning exercises to and drills that introduce athletes and coaches can a implement wide training. The in game of all hockey variety presents the phases athlete with great demands in muscular of endurance, power, of their overall strength, especially core hockey specific strength. While attaining strength, higher flexibility levels of and the goals should overall include: previously mentioned, your

StrengthProgram Conditioning & Chapter 10 Chapter AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 92 | Off-Ice Training | • adductors • abductors • hamstrings • core (low back/abdominals) • shoulders • hip internal/external rotators better than a strong initiated on skater. the A ice high produce at force a a high significant velocity power. will Muscular endurance amount is the ability of to exert a skating sub-maximal force over a prolonged period of time. A hockey player needs a base such as performing in leg circuits the early off- season to endure what lies before him or her. The endurance level will The training conditioning increases. anaerobic also increase as programs for these Muscular components endurance do vary. can performing be circuit and/or attained However, interval by the training. path Power career. whole one’s impact will (aerobic/anaerobic)training, of and strength should be weight training, and plyometrics sprints. the focus through Flexibility is defined as the ability to move a joint or a group of muscles through a specific range of motion without causing injury. Poor flexibility will impact speed, output and agility, recovery power time injury negatively. to of chance the reduce also will flexible Being joints and muscles as well. techniques that can be implemented; Static stretches, PNF, ballistics. The areas to stress are: dynamic, mobility and up. A consistent increase flexibility and stretching reduce the chance of program an injury. will If time is not allowed for a stretching proper routine to take should place, be placed the on a focus continuous warm-up. This that includes total body large movements take the body specific throughhockey motions. should Stretching be a wide variety done before, during and after weight training, of practice, games, sprints and plyometrics. Be sure to avoid which over-stretching, may lead to hyper-mobility shoulders). of some joints (e.g. There are many different basic stretching warm- easy an after done be should Stretching Q3. To Q3.stretch To or not to stretch? A3. Stretch!!! It is not a hard question to answer. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA produce. produce. Remember that a powerful skater is much much discussion and debate. Some coaches summer early and spring late spending still are running laps around spending a the track. majority Otherssprint of training. Is there time an are effective means of performing training the major energy systems required in this highly complex game? energy system conditioning that should be system as specific being used. as possible. While a hockey player should be Means concerned with both of the energy it systems, of conditioning of bulk thethat known be should should be anaerobic. developed in order to aid in the recovery of the damage done by the anaerobic systems. this However, base can be built up through a high volume of anaerobic training occasional aerobic bout. Interval withis training an the thesystems. of both targeting of way excellent Monitoring the work-to-rest determine what system intervals will be working will most. the A highly developed anaerobic system players will theassist hockey (without oxygen) in their shifts using interval. the Means off of time improving the as system anaerobic a rest include wind sprints, sprints, racquetball, inline slide skating, work interval on Concentrate runs. tempo and intervals, board (800’s, 400’s, different 200’s), forms of tempos on football/soccer slide fields. boards, and both both the aerobic and anaerobic energy systems? x Velocity. x Performance is Velocity. usually determined by the amount of power he or she can muscular power endurance? more than muscular The main focus should be on the predominant the on be should focus main The A good aerobic (with base oxygen) should be Q2. Does a hockey player need to work on A1. Anaerobic. This is a question that brings up Q1. Should hockey players be concerned with The The following questions and answers touch upon the basics of conditioning for hockey. conditioning (aerobic and anaerobic) + athleticism + athleticism + anaerobic) and (aerobic conditioning nutrition + recovery. A2. Yes. The A2. Yes. definition of power is = Power Force AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 93 | TRAINING FLEXIBILITY Off-Ice Training Maintenance High High High Moderate training to maintenance Maintenance | TRAINING METABOLIC Maintain anaerobic intervals, primarily on ice Low-aerobic and anaerobic threshold Low Aerobic, Low Moderate Anaerobic Low Aerobic, Moderate anaerobic threshold, max V02 and lactic threshold Moderate to high Anaerobic levels of High Anaerobic • diagonal rotation • stabilization (isometrics) to to prepare for the onslaught of checks (given and taken), shots on goal, falls, direction, etc. caution Take changes when training the of core and remember that we injuries, prevent them not have occur. are trying to known as periodization. Periodization changing and/or is manipulating of the a training stimulus over the course intensity, tempo, of recovery, mode of a exercise, year. Load, and focus on fitconditioning to are structured the proper time of the year. The factors that or the phases usually are thecycles determine competitions. hockey However, competitions can span a long period of time. The following chart (Chart 10-1) shows the a over year for hockey. periodization SPEED/PLYOS/ COORDINATION All of in these order must be motions targeted Q5. How does it all fit together? A5. It all fits together in a well organized format training Maintain levels of speed, coordination, agility and plyometric Low levels of speed and coordination training Moderate levels of speed, coordination, plyos and agility Moderate levels of speed, coordination, agility and plyometric High levels of speed, coordination, agility and plyometric training High levels of speed, coordination, agility and plyometric training training training POWER High level of power training Moderate to high levels of power training - complex and Olympic-style Iifts Maintain high levels of power training Moderate to low levels of power training Low levels of power training Moderate to high levels of power training USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA STRENGTH training High level of specific strength Maintain strength training and core lifts Maintain - concentrate on specific strength training (core and High foundation of general, max and absolute strength High foundation of general, max, absolute and Moderate-relative, endurance and specific strength Olympic-style lifts) endurance training • flexion • extension • flexion lateral • hyperextension • rotation element that many youth players and element coaches that youth players many neglect. The core (low back, abdominals, hip, and obliques) obviously links the lower body to the upper body. But more importantly, strong core a allows a hockey player to transfer the to body thelower by generated thepower upper body, absorb and generate impact and efficiently.skate When skating, the core/trunk area is in contraction, which allows the a skater to better constant many are There movements. her or his control state of isometric different factors and motions that contribute to having a strong and stable core area. This area should be trained in multi-dimensional a fashion that and is multi-plane. train all of the muscles imbalances. to avoid Always hockey hockey player? IN-SEASON Peak PLAYOFFS IN-SEASON Strength and Power to Peak PRESEASON PRESEASON Basic Strength to Strength and Power OFFSEASON Hypertrophy Active Rest - 3 weeks OFF SEASON Hypertrophy Periodization for hockey. for Periodization Chart 10-1. A4. Major importance! Core strength is a key Q4.Is core strength and stability important to a AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 94 | Off-Ice Training | lordotic lordotic curve, head neutral, weight distribution, etc.). you don’t, something will usually go wrong. of variety body Then weight exercises. progress to light weights. Do not rush. A 2.5 pound increase per a week over year results in a pounds. total increase of 130 is for Hockey theplayed, most part, on one leg. Strength training should be as sport specific as possible. Closed chain exercises are those that are more functional towards the game more involving than one joint at a time. Having one foot or two feet in contact with the ground or apparatus is classified as a closed chain Open exercise. chain only usually exercises one involve joint or muscle group. These types of are exercises typically used at the earlier stages of rehab and are not as functional to a healthy thatathlete. Remember the body is the ultimate free weight. done with the knees bent, hips pushed back and head forward in order to reduce the strain on the back.lower remain the over ankles as the hips move down and back so that the thigh bone is parallel to the floor/ice. varymastered, the tempo by controlling the eccentric and (lowering) concentric (raising) speeds. C. Focus on body alignment (knee tracking, D. rounding the Avoid back.lower E. Ask questions if you do If not know how. F. Overload - Progressive Start with a wide G. Closed Chain vs. Open Chain - Exercises H. Overhead are pressing to movements be I. In any type of squat motion the knees must J. Once the been body have weight exercises USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA excuses for excuses performing an or exercise lifting weight without perfect form. Do not sacrifice for heavy weights. It typically leads to injury. Olympic (except lifts). B. Perform in a slow and controlled manner A. Perfect form is a must. There are no Body Weight Body and Weight Free Exercises Weight STRENGTH AND CONDITIONING GUIDELINES Although an preventing injury is not guaranteed, by performing a proper plyometric, agility, flexibility, and strength training program, decreased. the chances are It is intended It thatis intended and all drillsof are these exercises to be monitored by a specialist to ensure strength safety and proper form. As with and conditioning all age levels, correct technique must be and stressed the proper form Impatience has exercise. weight-bearing any to on going to be mastered before with body at exercises weight any age may lead to injury. and/or minimal resistance Whether you field/court, are or in the weight room, the ever present dry risk land for injury training, is always level, looming. on has Hockey, some at amount of any the contact (body-to-body, body-to-ice, body-to-boards, body-to-puck, stick-to- puck). It is our goal theto prepare programs body’s joints, muscles, and through the proper training bones to withstand the various positions a hockey do to order In game. the during engage might player this, the functional to their needs, and performed trainingthrough a must safe and effective range of be motion with adequate flexibility. multi-directional, PREVENTION PREVENTION OF INJURY AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 95 | EXERCISE SELECTION (ALL LEVELS) LOWER BODY UPPER BODY OTHER / PREHAB Squats / One Leg / Other Pressing / Pulling

a. Double Leg Squatting a. Pressing a. Auxilary Off-Ice Training – Front (should precede back) – Push Ups – Shoulder FLB | – Back * regular – DB Hammer Curls modified b. Single Leg * – Reverse Curls * on one or two MB's – Wrist Rollers – One Leg Bench Squat hands on box – One Leg Squat * – Lying DB Extensions – Step Ups * loaded – Hyperextension narrow vs. wide * regular * – Calves * lateral – Dips/Bench Dips – Speed Trax * lateral Crossover * loaded (Hockey specific machine) – Lateral Squat / Rocker – Bench Press – Lunges * flat b. Prehab * straight lunge * incline – Shoulder * lateral * dumbbells * internal rotation angle * * narrow vs. wide vs. neutral grip * external rotation * on physioball * ab/adduction c. Other tempos – Four Way Hip * * FLB prehab – Flexion * negatives * slideboard – Extension – Overhead * DB Military – Lower Body – Abduction one legged squats – Adduction * Standing Military * – Glute Ham Raises * balance work MVP shuttle – Hyperextensions b. Pulling * Manual 3 Level Program Education Coaching Hockey USA * w/ twist – Chin Ups * plyos * w/o twist – Pull Ups * bands * one Leg (more advanced) – Towel Grip, V Grip, Neutral Grip * one Leg with twist – Inverted Row (close, wide, under, – Reverse Hyperextensions over, towel) * unloaded – DB Row * loaded – Barbell Row (machine, SB, MB, PR) – Upright Row – RDL/SLDL – Shrugs AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 96 | Off-Ice Training | DB Clean DB Snatch HC/FS/Jerk Hang Snatch/ Over Head Squat Over DB Clean/Front Squat DB Clean/Front DB Alternate Puch Jerk Split Jerk Push Jerk Push Press HC or PC/Jerk Over Head Squat Over HC or PC/Front Squat HC or PC/Front USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA OLYMPIC LIFTS - VARIATION AND PROGRESSIONS LIFTS - OLYMPIC VARIATION High Pull Hang Clean Power Clean Power Power Shrug Power Hang Snatch Power Snatch Power balls balls of your feet toes j. leg lower should be perpendicular to the floor forward to avoid flexion of the knees the over maximum maximum amount of force may not be developed. a. head is in a neutral position, straight ahead eyes b. chest is out and shoulders are squeezed together c. arms are long and rotate elbows outward relaxed, d. torso is rigid, contract abdominal muscles e. back is flat to arched (lordotic curve, back) lower f. knees are slightly bent g.with the hips propped back hands and/or bar are slightly knees above h. shoulders should be in line with the bar i. weight should be thedistributed over heels to the middle of being foot, avoid on the toes or 1. Perfect form! If lifting technique is not injurymastered, can the occur, lift will be inefficient and the 2. Start with a broom stick, stick, hockey or aluma-lite bar. 3. Do not rush the process. It takes time to perfect the technique. 4. sure Make a to have qualified coach to help you on your technique. 5. Everything is done from the position. power Olympic lifts Olympic –Chart 10-2. progressions. and variation performed be also should They sets. 2-4 and repetitions 1-6 of range a in performed be should lifts Olympic All at the beginning of a program following proper warm-up, abdominals and plyometrics. If Olympic lifting is a new concept for an athlete or coach, there are a few guidelines to follow: Olympic lifts are multi-joint, total liftsexplosive body, that require the highest rate of The force development. thedefinition power: of Recall hockey. to badminton sports all from in key is power explosive of development velocity greater A velocity. and force are components Within thedefinition, thetwo Velocity. x Force = Power at which the nervous firessystem in order to inflict a high amount of force on an barbell, object floor)(body, will result in increased output. power Increased output power leads to athletic better performance. OLYMPIC LIFTING OLYMPIC AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 97 | Off-Ice Training | under under the bar. under the bar. flat footed. shoulders. rigid. load. • Drop under the bar by rotating around and • the Hyperextend wrists as elbows move • the Move feet to a squat position and land • Rack the bar across the front of the • the Keep back lower and chest position • Drop as low as necessary to handle the • the Keep head up. • the Keep elbows parallel to floor. • the Keep back lower straight. Catch Position Catch Position USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA and and ankles. possible. elbows out. body on the pull. • the keep shoulders the over bar as long as • once the bar clears the hip, pull with the • the Keep bar as close as possible to the • in a jumping action, extend the knees, hips • athletic position • chest out • back lower straight • shoulders bar over • head up • bar just knees above Pull Position Pull Position Starting Position HANG HANG CLEAN PROGRESSION AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 98 | Off-Ice Training | Swing the ball from off straddle straddle stand position with 2 2 kg for beginner. 5 kg for fast fast and explosive a. Hips b. thrusts Pelvic c. With the medicine ball d. thrust and hold the ball held waist high off of the hip and back to a partner. Description: Movement the hip and throw it over the opposite shoulder to a partner or against a wall. Rhythm/Speed: Weight of Ball: advanced. Starting Position: 2. Programs Physioball 2. Medicine ball work 3. Hip extension off medicine ball 1. stabilization Physioball/Swissball programs MEDICINE MEDICINE BALL TORSO EXERCISES Hammer Throw Other USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA (standing/sitting) flexion • off bench obliques without twist • regular • reverse • with plate • hand alternate toe • v ups • leg throw downs • side stack crunch on medicine ball • medicine overhead ball lateral • with twist • weighted • twist Russian • lying trunk twist • medicine ball twists/throws • v alternate twist • bicycles • off bench obliques with twist • medicine ball twists/throws b. Others c. flexion Lateral a. Crunches a. Supermans b. Bird dogs c. Back extensions b. Diagonal a. Lateral 1. Flexion (including flexion)lateral 1. Hyperextension/Extension 2. Rotation The Abdominals Total Total control of the torso is necessary most to benefit get out the of these controlled exercises. A motion slow is and required medicine ball twists and throws. on all except the Abdominal and core work should be done before liftingheavy any to aid as a up sure warm and make it gets done. It won’t get done at home! The goal, whether it is more muscular endurance or strength, will decide the reps, sets and intensities. CORE CORE STABILITY EXERCISES HIPS) (ABDOMEN,BACK, LOW The Lower Back AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 99 | Off-Ice Training | Keeping Keeping the feet and straddle straddle stand position with moderate to moderate fast 3 3 kg for beginner. (a) (a) kneeling; (b) seated. back back to the partner an arm’s length away with the ball extended out from the chest. Movement Description: hips stationary, twist the torso and pass the ball to the partner,right The direction. right to pass is and executed who left to left. twists the opposite Rhythm/Speed: of Weight Ball: 5 kg for advanced. Variations: Starting Position: Rocky Rocky Full Twist Walk forward and USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Keeping Keeping the legs and stride stride stand position with the From From the straddle sit position moderate moderate moderate moderate 3 3 kg for beginner. 2 2 kg for beginner. Weight of Weight Ball: swing the ball to alternating the ball with each step. the side of the front leg, Rhythm/Speed: 5 kg for advanced. Starting Position: ball extended out from the chest. Movement Description: Starting Position: with the knees bent and the body inclined back at 45 degrees, hold the ball extended from the chest with the under feet hooked a bench. Movement Description: hips hips stationary and the arms twist theextended, torso around to the right and then to thePause left. for one count in front begin each repetition. of the body to Rhythm/Speed: of Weight Ball: 5 5 kg for advanced. Russian Twist - Russian Twist Walking Russian Twist - Russian Twist Seated AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 100 | Off-Ice Training | Pass Pass the ball to the straddle straddle stand position with controlled 3 3 kg for beginner. (a) kneeling; (b) against a wall the ball held waist high off the hip Movement Description: the forcing hip, opposite partner’sthe of outside partner to twist to that side upon catching the ball. Throw it back to the same side from which the throw originated. Rhythm/Speed: of Weight Ball: 5 kg for advanced. Variations: without a partner Starting Position: Standing Side to Side Passes Reach Reach back, grasp the Sit with the back to the withto Sit the back USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA straddle sit position with straddle straddle sit position with the moderate to moderate fast fast 2 2 kg for beginner. 3 3 kg for beginner. Starting Position: ball ball on the ground behind the back Movement Description: ball ball and pass it around to the starting position. Repeat in same direction until the desired 5 5 kg for advanced. knees knees bent at 45 degrees overhead and ball extended Description: Movement ground. Maintain thethe touching twist, and up Sit position. overhead ball in the ball to the extendedright. Return to the starting position and repeat to the left. Rhythm/Speed: of Weight Ball: Starting Position: Weight of Weight Ball: number number of thereps Repeat is exercise achieved. turning the opposite direction. Rhythm/Speed: 5 kg for advanced. Seated Seated Solo Twist Medicine Medicine Ball Sit Up and Twist AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 101 | Off-Ice Training | Keeping Keeping the feet and stand in the straddle position. moderate to moderate fast 3 3 kg for beginner. (a) (a) kneeling; (b) seated • Sit tall. • Press the dumb bell overhead. Starting Position: Put the back to your partner away an with the arm’s ball held length extended out from the chest. Movement Description: hips stationary, twist the torso and pass the ball to a partner who twists in the right. leftto left and to same right executed is pass The direction. Rhythm/Speed: of Weight Ball: 5 5 kg for advanced. Variations: PHYSIO/SWISS PHYSIO/SWISS BALL EXERCISES Swiss Ball - Dumbbell - Military TRUNK ROTATION AND TWISTING TRUNK ROTATION Rocky Half Twist Partner Partner A passes ball USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA straddle straddle sit position facing a moderate, emphasizing the 3 3 kg for beginner. Starting Position: partner sitting in the same position with a ball held at the side just off the hip. Movement Description: down the side to partner B. Partner B passes thepartner passes B the Partner to B. side down ball diagonally across to partner A’s side. Partner opposite A then passes to B down this side and B returns ball diagonally to A at the starting point. Repeat for repetitions and switch the pattern so thethat each desired partner is doing the opposite action. number of Rhythm/Speed: stretch upon stretch catching the ball of Weight Ball: 5 kg for advanced. Partner Straddle Sit Passes AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 102 | Off-Ice Training | (top (top and side view). and the arms flexed at 90 degrees. side side goes into shoulder flexion. presses. • Stabilize the shoulders and externally rotate • Lie face down with the ball on your chest • laterally to Roll one side as the opposite • Hold that position and shoulder alternate Swiss Swiss Ball - Prone External Rotation Supine Supine Low Crawler - 2 Balls USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA up. • With your feet on a bench, perform a push • your hands Keep on the ball. • Sitting on the ball, stay tight. • Raise both arms up and down. Swiss Swiss Ball - Push Up Swiss Swiss Ball - Dumbbell Lateral - Raise AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 103 | Off-Ice Training | the side until the ball gets close to your armpit, then cross crunch by bringing your leg up on an angle the toward elbow. with the hands on the floor. Raise the upper body Hold and body lower together. for three Drape seconds your and lower. body the over ball and repeat. weight off of the hands, but them leave in contact with the floor. the floor. Hold that position seconds, for 10 then slowly come down. resting resting on top and roll forward. let the belly drop. closer to you so that as you roll, the ball increasing thegets farther load on away, the abs. • the Keep legs straight. • to Roll one side and back (left or right). • your form. Keep • Cross Crunch with Counter Kick – roll to • out Roll onto the ball. Find a balance point • thismake more To difficult, take your • forward Roll and position the elbows on • Kneel in front of the ball with your forearm • Do not arch theStay tight and body. don’t • stand As with you get better, the hands • Start on your toes in pushup style position. Prone Ball Roll Prone Hip & Leg Extension (reverse hyper) Prone Forward Ball Roll USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA ball ball and crunch up. • Put the hips down around the ball. • Press the dumbbell up and back. • the Keep hips up. • the Keep ball on your upper shoulders. • your weight on Keep the upper chest. • the Keep back lower in contact with the Swiss Swiss Ball - Incline Dumbbell Press Swiss Swiss Ball - Dumbbell Bench Press Swiss Swiss Ball - Ab Crunch AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 104 | Off-Ice Training | back back and shoulder. with your arms spread. inches). down. • Use your hamstrings, glutes, abdominals, • Place your head and shoulders on the ball • Start by rolling from side to side (6-10 • Go farther. • the Keep pelvis up. Do not let it drop Supine Supine Lateral Roll USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA rest rest on the ball. then lower. emphasize your quadriceps, not your hamstrings. the Therefore keep leg lower straight. out. lumbar lumbar curve. • Use your hamstrings, glutes and hips. • Raise the hips up and hold for three counts • If you roll forward (knees toes), you over • Focus on tightening the glutes and it even • One leg at a time with your arms out. • Lie on the ball until the head and shoulders • should feel no You pressure in the spine. • One leg at a time. • the Lower abs. • Don’t roll so far back that you increase the Supine Supine Hip Extension Swiss Swiss Ball - Lower Ab Tuck AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 105 | Off-Ice Training | Lower Lower Body Stretch #4 Sit on the floor with your legs spread. partnerYour assumes the same position braced with against yours. Lean forward and his grasp each or her other’s wrists. feet Exhale. Keeping your legs upper torso and straight, bend forward extend at the hips your as your partner leans and backward pulls on your wrists. Lower Lower Body Stretch #3 your over crossed left leg your with back your on Lie right knee. foot right liftingyour knee, right flexyour and Exhale off of the floor, and let it slowly push your left foot head, shoulders and your face, keeping your toward back flat on the floor. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Also, if you have a bad back, flex the extended leg and slowly it lower to the floor. Exhale Exhale and pull the raised thekeeping leg leg straight. toward your face, Lower Lower Body Stretch #2 on back, your around the wrap a Lying folded towel instep of one foot,upward. inhale and extend the leg Exhale Exhale and contract the quadriceps of your rear leg without jamming or locking the knee. Keep Keep your rear foot down and parallel to your hips. Bend your arms and shift your weight toward wall. the Lower Lower Body Stretch #1 Standing an arms length from a wall, bend one leg forward and lean against the withoutwall losing the straight line of your head, neck, spine, pelvis, rear leg and ankle. LOWER BODY STRETCHES –BODY LOWER THIGH, GROIN, HAMSTRING, & CALVES GLUTES AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 106 | Off-Ice Training Do not arch your | To To maximize the stretch, make sure the Lower Lower Body Stretch #8 Lie on your side, flex one knee and raise your heel your buttocks. toward Exhale, grasp your raised ankle and pull your heel toward your buttocks without overcompressing the knee. NOTE: medial sides legs of each touch other your and your pelvis rotates backward tailbone (visualize between your pulling legs). lower back or twist your your pelvis. Lower Lower Body Stretch #7 Lie on your back with the knees flexed and hands under interlocked head. Lift your left leg and hook it on your right leg. Exhale and use your left leg to force the your inside right leg of the floor, keeping your elbows, head and shoulders flat on the floor. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Your Your partner should avoid If necessary, place one hand against a wall grasping the heel because the leverage may result in straining the knee. NOTE: NOTE: Remember to keep both legs straight your and hips squared. Exhale Exhale as your partner raises your leg upward. Your Your partner anchors your leg on the ground and grasps your raised leg. Lower Lower Body Stretch #6 Lie on your back and raise one leg, hips square. keeping your for for balance and support. NOTE: NOTE: Exhale Exhale and your heels lower to the floor. Lower Lower Body Stretch #5 Stand with the balls of your feet edge or step. balanced on an AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 107 | Off-Ice Training | Upper Upper Body Stretch #4 Kneel on all fours, extend your arms forward your chest lower to the floor. and floorthe on Press shoulders. your extend and Exhale with your arms to arch your back. Upper Upper Body Stretch #3 elbow your raise and arm right flexyour stand, or Sit to chest height. Flex and raise your left arm so that support its your right elbow elbow. Intertwine can your forearms so that your left hand grasps your right wrist. Exhale and pull your wrist and outward downward. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Exhale Exhale and pull your elbow across the your midline back. of Grasp your wrist if you reach your elbow. are unable to Upper Upper Body Stretch #2 Sit or stand with one arm flexed behind your back and grasp the opposite hand. elbow from behind with your Exhale Exhale and pull your elbow toward shoulder. the opposite Upper Upper Body Stretch #1 Sit or stand with one arm grasp the elbow with across your opposite hand. your chest and UPPER BODY UPPER STRETCHES –BODY CHEST SHOULDERS, ARMS & UPPER BACK AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 108 | Off-Ice Training | Upper Upper Body Stretch #7 Lie on back your on a table with head your hanging the over edge. Hold the and stretch relax. Upper Body Stretch #8 Stand with your back to a door frame. arm withyour frame the door against hand one Rest internally rotated at the extended and your hand pronated with your thumb shoulder, your forearm pointing down. Exhale and biceps so that they attempt face upward. to roll your USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA The stretch will be dissipated upon release of release upon dissipated be will stretch The You should feel the stretch in the upper chest upper the in stretch the feel should You NOTE: area. Inhale, Inhale, extend your thighs and raise your buttocks off the floor. Roll the position. ball The and ball achieve should a be neutral under blades your (scapula), shoulder with your lumbar spine flat, your knees flexed at abducted. 90 degrees and your elbows Upper Upper Body Stretch #6 Sit on the floor with a large Swiss ball against your back lower and your hands behind interlocked your head, elbows facing forward. NOTE: NOTE: the chair. Exhale Exhale and pull the left side of your head onto your left shoulder. Place Place your left hand on the upper right side of your head. Upper Upper Body Stretch #5 Sit on a chair with lowest part your of the chair frame to right stabilize your right hand grasping the shoulder. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 109 | Off-Ice Training | Upper Upper Body Stretch #12 Lie on back your with the legs Bring straight. the leg the toward chest and pull it across body your to the the flaton shoulder and arm opposite he Keep floor. floor. Upper Upper Body Stretch #11 While sitting, curl into a ball and onto roll backward your back, hold keeping of your knees. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Exhale, relax your abdominals and return to the to “flat abdominals and return your Exhale, relax back” position. Inhale, Inhale, contract your abdominals and round your back. Upper Upper Body Stretch #10 backward. pointing toes withyour fours all on Kneel UPPER BODY UPPER STRETCHES –BODY TORSO Your Your partner grasps both elbows and each other. toward backward pulls them Upper Upper Body Stretch #9 Sit with both of your arms flexed and behind interlocked your head. your hands AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 110 | Off-Ice Training | Keeping Keeping the right foot planted, rotate the End End by twisting your torso to the left side. Keeping the chest and head up, plant theleft plant up, head and thechest Keeping Begin Begin standing tall with your torso erect. Begin Begin standing with your feet shoulder-width Lunge Lunge & Twist Start: Lunge forward with the your that sure Making knee. left your in bend left degree leg. Lunge to a knee does not go past your ankle. 90 Finish: and Alternate repeat. DYNAMIC MOBILITYDYNAMIC EXERCISES Ballet Dance Start: apart and the torso tight. Lift your left knee straight up to a parallel position, keeping the heel under the hip. tucked Middle: left leg and degrees to hip the 180 left. Finish: foot in line with the times on 10 Repeat each leg. right foot and squat down. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA This stretch is great for the motion of Upper Upper Body Stretch #14 Lie face down on the floor. Extend your arms and push upper your body up. Look to enhance upward stretch. NOTE: shooting the puck. Exhale Exhale as you slowly twist your upper torso as high as possible and return to the starting position. Upper Upper Body Stretch #13 Lie face down on a table extended over the withedge, grasping a stretching your stick upper torso that rests across your shoulders. AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 111 | Off-Ice Training | High High Knee Pull forward, the keep Walking torso erect and head up. Raise the knee as high as possible. Grab the knee and pull it to your chest. pulling Alternate the knees in. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Butt Butt Kicker forward, Moving try to kick heels your up as high as possible, making contact with the butt. torso tight and the Keep ankles dorsi-flexed. the AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL Section 6 Section Appendices AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 113 | Appendices | USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA

— Log Book A — Log Book B (Season Review) — Log Book C (Weekly) — Off-Season — Preseasom — In-Season

• Log Books Training • Conditioning Sample Programs

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 ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 114 | Appendices sore | hurt q good q good SAMPLE LOG SHEETS SAMPLE LOG TRAINING LOG TRAINING BOOK LOG A Here Here are some samples of a log book page. USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA poor good q good ______VERY LOW VERY HIGH VERY Don’t want to practice to Don’t want motivation training get to wait Can’t Average 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Appetite: q Appetite: Notes:______Name at least one positive accomplishment from today’s practice:______today’s from accomplishment positive one least at Name What were you saying to yourself during practice? yourself to saying you were What ______SELF-TALK practice? before yourself to saying you were What ______Met No Goals No Met of Goals 50% Met of Goals 100% Met Why? ______specific goals? your practice accomplish you Did Performance: POST PRACTICE COMMENTS POST PRACTICE have? you did energy much How Level: Energy Mental Practice: for Goals 1.______2.______PRE-PRACTICE ATTITUDE PRE-PRACTICE you? are motivated How WORKING ON TODAY ON WORKING Skills:______Skills:New ______Goals:Practice ______Date: ______Pulse: Resting ______Hours of Sleep:______q Feel: Muscles AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 115 | Appendices | SAMPLE LOG SHEETS SAMPLE LOG LOG BOOK B – BOOK LOG REVIEW SEASON USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA 5. Mental Preparation ______4. School______In 3. My Attitude In ______2. My Practicing______In 1. My Game In ______Need Improvement:Need 4. Grades ______3. Attitude______2. Practice______1. Game ______The Best: AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 116 | Appendices | Poor Poor Poor Average q Average q Average q Good q No Good q Good q No SAMPLE LOG SHEETS SAMPLE LOG LOG BOOK C – BOOK LOG REVIEW WEEKLY Great q Yes q Great q Yes q Great q USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Pregame AttitudePregame q Goals MetGoals q AttitudePostgame q Fun? Have You Did q Performance q Game Recap Game What Did I Learn? Did What ______Goals This Week This Goals ______Tests ______Special AssignmentsSpecial ______Homework ______School: Other Activities ______School______Game ______Practices ______What’s on theWhat’s Schedule: Week______AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 117 | REPS xmax xmax xmax WT. BW BW BW Appendices max max max x10 x10 x10 x10 x10 x10 x5 x5 x5 | WK 3 WK REPS xmax xmax xmax WT. BW BW max max x10 x10 x10 x10 x5 x5 x5 WK 2 WK REPS xmax xmax WT. x10 x10 x5 none REST x10 :90 BW max x10 x10 WK 1 WK x10 none max x5 x5 BW max BW Day 2 Day EXERCISE Jerk Push Bench Leg 1 Squat w/ pair Ups Push Back Extensions w/ pair Ups Chin (BW) Warm-Up / Stretch / Warm-Up Abs/Sprints/Shuttles OFF-SEASON REPS REPS x3R/L x3R/L x3R/L WT. WT. max max max x10 x10 x10 x10 x10 x10 x10 x10 x10 x8 x8 x8 x8 x8 x8 x6 x6 x6 x8 x8 x8 x8 x8 x8 WK 3 WK WK 3 WK REPS REPS USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA SAMPLE CONDITIONING PROGRAM CONDITIONING SAMPLE WT. WT. x3R/L x3R/L x3R/L x8 x8 max max x10 x10 x10 x10 x10 x10 x8 x8 x8 x8 x6 x8 x6 x6 x8 WK 2 WK WK 2 WK x8 REPS REPS x8 WT. WT. x8 x10 x10 x8R/L x3R/L x6 x8 :90 none BW REST REST none :60 max x10 none none x8 x10 x10 x8 x8 WK 1 WK WK 1 WK x10 max x8 x3R/L x3R/L x10 x10 x6 x6 x8 x8R/L BW max x8 x10 Warm-Up / Stretch / Warm-Up Conditioning Agilities/Plyos/Post (BW) pair w/ pair Ups Pulls Glute-Ham pair w/ pair Dips Bench EXERCISE Day 3 Day DB Snatch DB EXERCISE Ups Step Day 1 Day Hang Clean Hang Squat Front w/ pair Rows Inverted (close) Lunges w/ pair Incline DB Press Warm-Up / Stretch 10 Min. 10 Stretch / Warm-Up Abs/Starts/Plyos AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 118

SAMPLE CONDITIONING PROGRAM | OFF-SEASON Appendices | MONDAY WEDNESDAY FRIDAY

Warm Up Warm Up Warm Up 1. Dynamic Mobility 1. Easy Jog 1. Dynamic Mobility 2. Stretch 2. Stretch 2. Stretch 3. Agility Ladder 3. MB Work

Abs/Low Back Abs/Low Back Abs/Low Back 1. Crunches 3 x 20 1. Flat Foot with Twist 2 x 20 1. Rev. Crunch 2 x 30 2. Russian Twist 2 x 10 R/L 2. Bicycles 2 x 30 2. Alt V Twist 3 x 10 3. Supermans 3 x 10 3. Off Bench Obliques 3 x 10 3. Hip Thrust 3 x 20 4. Bird Dogs 2 x 15 4. Alt Superman 2 x 10

Starts Sprints Agilities 1. Ball Drops 10 x 5 yds 1. Chase Sprints 6 x 15 yds 1. W Drill 5x’s 2. Lean Fall Run 5 x 5 yds 2. Resistive Runs 4 x 15 yds 2. Pro Agility 3x’s

Plyometrics Conditioning (pre lift) Plyometrics Manual 3 Level Program Education Coaching Hockey USA 1. Dot Drill 1. 60-yard Shuttle 3x’s 1. Tuck Jumps 2 x 8 2. Box Jumps 2. Lat. Cone Hops 4 x 4 R/L

Conditioning (post lift) 1. Slide Boards 15 min AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 119 | REPS x3R/L x3R/L x3R/L x8R/L x8R/L x8R/L WT. Appendices x8 x5 x5 x8 x8 x8 x8 x8 x5 | WK 3 WK REPS WT. x3R/L x3R/L x3R/L x8R/L x8R/L x8R/L x8 x5 x5 x8 x8 x8 x8 x8 x5 WK 2 WK REPS WT. x8 x8R/L x3R/L 2:00 none REST x8 none x5 x8 x8R/L WK 1 WK x8R/L x5 x3R/L x3R/L x8 x5 x8 x8 Day 2 Day EXERCISE Push DB Alt Jerk Squat Leg 1 w/ pair Incline DB w/ Hypers Twist w/ pair Ups Chin 5/0/1 Warm-Up / Stretch / Warm-Up Abs/Sprints/Shuttles PRESEASON REPS REPS x8R/L x3R/L x3R/L x3R/L x8R/L x8R/L x8R/L x8R/L x8R/L WT. WT. x8 x8 x8 x8 x6 x8 x6 x6 x4 x4 x4 x8 x8 x8 x6 x6 x6 x8 x8 x8 WK 3 WK WK 3 WK REPS REPS USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA SAMPLE CONDITIONING PROGRAM CONDITIONING SAMPLE WT. WT. x8R/L x3R/L x3R/L x3R/L x8R/L x8R/L x8R/L x8R/L x8R/L x8 x8 x8 x8 x6 x8 x6 x6 x4 x8 x8 x6 x4 x4 x8 x6 x6 x8 x8 x8 WK 2 WK WK 2 WK REPS REPS WT. WT. x8 x8 x8R/L x8 x8R/L x3R/L x4 2:00 none x3R/L 2:00 none REST REST none x8 none x6 x8R/L x8 x8R/L WK 1 WK WK 1 WK x6 x6 x8 x8 x8 x6 x3R/L x8R/L x4 x4 x8 x6 x6 x8R/L x8 x8 Warm-Up / Stretch / Warm-Up Runs Agilities/Plyos/Tempo pair w/ pair Up Pull Grip V none Glute-Ham 2/0/2 Dips EXERCISE Day 3 Day Hang Clean/ Hang EXERCISE Squat Front Ups Step w/ pair Day 1 Day Hang Clean Hang Squat Back w/ pair Row DB Lunge Angle pair w/ pair Bench DB Warm-Up / Stretch 10 Min. 10 Stretch / Warm-Up Abs/Starts/P AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 120

SAMPLE CONDITIONING PROGRAM | PRESEASON Appendices | MONDAY WEDNESDAY FRIDAY

Warm Up Warm Up Warm Up 1. Dynamic Mobility 1. Easy Jog 1. Dynamic Mobility 2. Stretch 2. Stretch 2. Stretch 3. Speed Ladder 3. MB Work

Abs/Low Back Abs/Low Back Abs/Low Back 1. Rev Crunches 3 x 20 1. Flat Foot with Twist 2 x 20 1. Plate Crunches 2 x 30 2. OBO w/Twist 2 x 10 R/L 2. Trunk Twist 2 x 10 2. Alt V Twist 3 x 10 3. Supermans 3 x 10 3. OBO 3 x 10 3. MB Twist 2 x 10 4. Bird Dogs 2 x 15 4. Alt Superman 2 x 10

Starts Sprints Agilities 1. Ground Starts 5 x 15 yds 1. Up & Chase 4 x 20 yds 1. Agility Ladder 5x’s 2. 90 Deg Lean Fall 5 x 5 yds 2. Resistive Shuffles 4 x 15 yds 2. Wall Drills 3 x :30 3. 60-yards 4x’s USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Plyometrics Slide Board Sprints Plyometrics 1. Box Jumps 3 x 5 8 x :30 on, 1:00 off 1. Barrier Hops 3 x 8 ** 2. SL Lat Cone Hop 3 x 6 2. Ice Skaters 4 x 5 R/L ** more advanced (balance)

Conditioning (post lift) 1. Tempo Runs 10 x 100 yds AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 121 | Appendices | Depending on the game schedule, game the on Depending possible. be not may days two volume. low with in them fit to Try * IN-SEASON REPS REPS x3R/L x3R/L x3R/L WT. WT. x8 x5 x5 x8 x8 x8 x8 x8 x8 x3 x3 x6 x6 x6 x6 x8 x8 WK 3 WK WK 3 WK REPS REPS USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA SAMPLE CONDITIONING PROGRAM CONDITIONING SAMPLE WT. WT. x3R/L x3R/L x3R/L x5 x8 x5 x8 x8 x8 x8 x8 x8 x3 x3 x6 x6 x6 x6 x8 x8 WK 2 WK WK 2 WK REPS REPS WT. WT. x8 x8 x6 x3R/L x3 x5R/L x8 x3 :90 2:00 REST none REST 2:00 none x8 none x5 x8 x6 :90 x6 x6 WK 1 WK WK 1 WK x3R/L x3R/L x8 x8 x8 x8 Warm-Up / Stretch / Warm-Up Abs/Plyos EXERCISE Day 2 Day DB Snatch DB w/ pair Ups Chin Glute-Ham w/ pair Military DB EXERCISE Squat Leg 1 Day 1 Day Hang Clean Hang Squat Front Lunges w/ pair Bench (close) Hypers Warm-Up / Stretch 10 Min. 10 Stretch / Warm-Up Abs/Plyos AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 122

SAMPLE CONDITIONING PROGRAM | IN-SEASON Appendices | MONDAY THURSDAY Warm Up Warm Up 1. Dynamic Mobility 1. Dynamic Mobility 2. Stretch 2. Stretch 3. Dot Drill 3. MB Work

Abs/Low Back Abs/Low Back 1. Rev Crunches 2 x 20 1. Plate Crunches 2 x 30 2. Supermans 3 x 10 2. Alt V Twist 3 x 10 3. Supermans 2 x 10

Plyometrics Plyometrics 1. Box Jumps 3 x 5 1. Squat Jumps 3 x 5 2. Jump Rope 3 x :40 sec 2. SL For. Hops 3 x 5 R/L USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Conditioning (post lift) Optional AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 123 | – . Applied Appendices Handbook Handbook of | NY: MacMillan NY: A A practitioner’s Paper presented at Paper (pp. 19-38). Champaign, (pp. IL: 19-38). The The relationship among coping (second (second edition) (pp. 158-169). Intensive Intensive sports participation in Vol. 3. Sussex, Vol. England: John Wiley & Sons, Inc. approach approach to the study of achievement in motivation sport. In R. N.M. Singer, & (Eds.). L.K. Murphey, Tennant research on sport psychology. Publishing. and strategies, trait performance anxiety, in collegiate softball players. the Association for the of Advancement Applied Sport Conference, Psychology Lake Nevada. Tahoe, Clinic Level Advanced Hockey performance. In J. M. Williams (Ed.). sport growth Personal to psychology: peak performance Mountain CA: View, Mayfield. and the prepubescent athlete: Competitive stress and burnout. In B. R. Cahill & A.J. Pearl (Eds.). children’s sports Human Kinetics. training for peak performance. In J. L. Van (Eds.). Raalte Brewer & B.W. guide to sport and psychology exercise D.C.: Washington, American Psychological Association. skills training in sport. In B. C. Elliot (Ed.). Applied sport science: in sport.Training International Handbook of Sport Sciences Duda, J.L. (1993). Duda, Goals: J.L. (1993). A social cognitive Finch, L.M. (1994). USA Face-Off Gendron, G Techniques, (1995) Gould, Goal D. setting (1993a). for peak Gould, sportIntensive D. (1993b). participation Gould, D. & Damarjian, N. (in press a). Imagery Gould, D. & Damarjian, N. (in press b). Mental USA (pp. (pp. (pp. 19-38). Psychological A A Complete USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Advances Advances in Sport , 122-147. The The Sport , 111-127. The The Sport, 3, Psychologist 301- (pp. 257-297). Champaign, (pp. IL: 257-297). , 310-357. Stress and Stress performance in sport

Bulletin, Bulletin, 98 sport: Theoretical support and practical applications. 312. interventions: Psychological A life model. development In S. M. Murphy (Ed.). Sport interventions psychology Champaign, IL: Human Kinetics. American Psychologist, American 37 Psychologist, American Hockey American Magazine Hockey Handbook for Goalies and Coaches Massachusetts, Cambridge Coaches Handbook Hockey Goalkeeping Colorado Springs, Colorado – USA Hockey routines in sport. In J.G. Jones & L. Hardy (Eds.). Sussex, UK: John 231-245). Wiley & Sons. of goals: goal Reconceptualizing setting in sport. In S. T. Horn (Ed.). Psychology Human Kinetics. and the buffering hypothesis. Effects of enhancing coach-athlete relationships on youth sport attrition. 6 Psychologist, Danish, Danish, S.J., A.,Petitpas, & Hale, B. (1995). Cohn, P.J. (1990). Pre-performance (1990). routines in Cohn, P.J.

Bandura, Bandura, A. Self-efficacy (1982). in human agency. Appendix Appendix 2: References Bertagna, J (1976) Goaltending – Bertagna, J (1976) Blase, K; Bertagna,the D J; (1985) Peterson, The S.H. role Boutcher, (1990). of performance Burton,The Jekyll/Hyde (1992). D. nature (1992). Cohen, S. & Stress, social Willis, (1985). support T. Belmonte, V (1980) Multidimensional Face-Offs,Belmonte, V (1980) Barnett, N.P., Smoll, F.L., & Smoll, Smith,F.L., R.E. Barnett, N.P., (1992). AMERICAN ROLE OF THE COACH TEAM PLAY GOALTENDING OFF-ICE TRAINING APPENDICES DEVELOPMENT MODEL 124 | East St. (second (pp. (pp. 61-99). East East Lansing, Appendices , St. MN.Paul, Journal Journal of | (pp. (pp. 25-29). Joint Joint legislative study , 16, 125-142. , 16, (second (second edition) (pp. 200- Applied Applied sport psychology: Hockey Play Book Hockey Teaching Hockey Systems, Hockey Teaching (pp. 125-1410). Madison, WI: (pp. 125-1410). The The Principles of Modern American , Colorado Springs, CO - USA Hockey Advances Advances in Sport Psychology on youth sports program, phase II. MI: Institute for the Sports.Study of Youth Hockey BooksHockey of Reduction children’s sport performance anxiety through social support and stress- reduction training for coaches. Psychology Development Paul, Paul, MN. BooksHockey Hockey In view. S. comprehensive T. Horn (Ed.). Advances in Sport Psychology Champaign, Champaign, IL: Human Kinetics. training for performance enhancement and personal development. In J. M. Williams (Ed.). Applied sport psychology: growth Personal to peak performance Mountain224). CA: View, Mayfield. orientationsMotivational in sport. In S. T. Horn (Ed.). Champaign, IL: Human Kinetics. of characteristics peak performance. In J. M. Williams (Ed.). growth Personal to peak performance Mountain CA: View, edition) (pp. 137-147). Mayfield. focus focus of research and intervention in youth sports. L. In Smoll F. & R. E. Smith (Eds.). Children and youth in sport: A biopsychosocial perspective. Benchmark. relationship skills in youth sport coaches. Lansing, MI: Institute for the Study of Youth Sports. Smith, R. E., L., Smoll, (1995). & F. Barnett, N. P. Smith, M.; (1984) Smith, M.; (1984) in Personality R. sport:(1992). A Vealey, Vealey, R.S. S. & Imagery M. Walters, (1993). Vealey, M. Weiss, R. & N.Chaumeton, (1992). Williams, J. Psychological M. (1993). & Krane, V. Sports Youth Institute (1977). Smith, R. E. & The L. Smoll, coach (1995). F. as the Smith, M.; (1982) Improving Smith, Smoll, F.L., R.E. (1979). L.; (1982) Vairo, Sussex, Sussex, UK: Champaign, Attack and Stress, Appraisal Stress, Breaking Breaking the (pp. (pp. 101-118). USA Hockey Coaching Education Program Level 3 Manual Manual 3 Level Program Education Coaching Hockey USA Colorado Colorado Springs, CO - Sport psychology Research Quarterly Research for Exercise Psyching for Psyching sport. (pp. 334-346). (pp. 334-346). Champaign, IL: New York: Springer. New York: The The Sport, 2, Psychologist 105-130. The The Sport, 6, Psychologist 344-357. , 15, 134-159. , 15, New York: Random New House. York: Journal Journal of Sport and Exercise Sport Psychology Training , Bulletin 3(1), Sport Training Psychology excellence. excellence. surface. and In activity. S. physical T. Horn (Ed.). Advances in Sport Psychology Champaign, IL: Human Kinetics. sport: Maximizing individual potential. In S. M. Murphy (Ed.). interventions Human Human Kinetics. IL: IL: Leisure Press. 1988 U.S. Olympic wrestling excellence: 1988 I. Mental cognition Preparation, pre-competitive and affect. Coping used strategies by national champion figure skaters. and Sport, 64, 453-468. Sources of stress in national champion figure skaters. Psychology Burnout in junior competitive tennis players: I. Introduction to the project. Manuscript submitted for publication. sport. 1-8. preparation Psychological for elite athlete performance: Theory and practice. Wiley. and coping. Defense in Ice Hockey, Defense in Ice Hockey, USA Hockey Serratore, T (1995) Creative Face-OffsCreative T Serratore, (1995) Murphy, S.M. (1995). Transitions in competitive Transitions S.M. (1995). Murphy, McAuley, E. (1992). thoughtSelf-referent E. (1992). in McAuley, sport Orlick, (1986). T. Orlick, & T., Partington, Mental J. (1988). links to Gould, Gould, D., Finch, L.M. & Jackson, S.A. (1993). Gould, D., Jackson, S.A., & Finch, L.M. (1993). Gould, S. (1994). D., & Jr. Udry, E., Loehr, Tuffey, C. Social & Hardy, support Crace, K. within(1991). L., Jones, Hardy, G. & Gould, D. (in press). L.; Horsky, Blase, L. K.; (1984) Vairo, Gould, Gould, D., Eklund, R.C., & Jackson, S.A. (1992). Lazarus, R.S. & Folkman, S. (1984). Louganis, G. & Marcus E. (1995).