ROLE OF THE COACHTHE ROLEOF

CEP Level 1 Manual DEVELOPMENTMODEL AMERICAN A Publication Of The USA Hockey Coaching Education Program PREPARINGFOR THE SEASON THE SKILL DEVELOPMENTSKILL RISK MANAGEMENTRISK APPENDICES

The USA Hockey Coaching Education Program is Presented By AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON

Director, Coaching Education Program Education Coaching Director, Mark Tabrum Level 1 Manual 1 Level Education ProgramEducation USA Hockey Coaching Hockey USA AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON Cover: Cover: Ausec Dana Edited: Doyle Joe and Brennan Dan Newberry, Ty MacMillan, Mike Mark Tabrum, No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, any or by form in any or transmitted, system, retrieval in a stored reproduced, part be No of this may publication Bob 1775 or otherwise, recording, without Hockey, the of USA prior permission photocopying, mechanical, electronic, 80906. Springs, CO Colorado Drive, Johnson ALL RIGHTS RESERVED Copyright © 2014 USA Hockey USA 2014 © Copyright AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 51 36 56 132 183 ...... 1 ......

Preface ...... iv Acknowledgements...... iv Hockey is USA This ...... v Program Education Coaching Hockey USA ...... vi Chapter 1 Chapter of the Coach Role ...... 2 2 Chapter Leadership...... 8 3 Chapter Communication ...... 13 4 Chapter Self-Esteem Building ...... 19 5 Chapter Teaching Effective ...... 22 6 Chapter Observing, Skill Performance: Demonstrating Analyzing and ...... 29 7 Chapter Parents...... and Coach Between Relationship Good Establishing a 31 Chapter 8 Chapter Model Development American ...... 37 Chapter 9 Chapter Organization...... Lesson 52 Chapter 10 Teaching Skills 10 Chapter Teaching ...... 57 11 Chapter Skill Analysis ...... 65 12 Chapter Skating ...... 68 13 Chapter Control...... Puck 95 14 Chapter Receiving...... and Passing 105 15 Chapter Shooting ...... 114 16 Chapter Checking ...... 121 17 Chapter Goaltending ...... 128 Chapter 18 Chapter Liability Legal ...... 133 19 Program Management Risk a Chapter Developing ...... 139 20 Chapter Principles of Safety ...... 148 21 Chapter Hockey...... Up Heads 151 Injuries 22 Hockey Ice of Common Chapter Prevention ...... 160 23 Injuries...... Chapter Hockey Ice of Common Care 172 Injuries 24 Chapter Hockey Ice of Common Rehabilitation ...... 177 1 Appendix Forms ...... 184 2 Appendix Readings Suggested ...... 191 3 Appendix References...... 193 Section 1 – ROLE OF THE COACH THE OF ROLE – 1 Section INTRODUCTION Contents Section 2 – AMERICAN DEVELOPMENT MODEL AMERICAN – DEVELOPMENT 2 Section Section 3 – PREPARING FOR THE SEASON FOR THE PREPARING – 3 Section Section 4 – SKILL DEVELOPMENT SKILL – 4 Section Section 5 – RISK MANAGEMENT RISK – 5 Section Section 6 – APPENDICES – 6 Section AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 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 1 Manual Manual 1 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 PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON v | Preface | USA USA Hockey , the most widely circulated hockey Magazine publication in the world; excess accident, general access coverage; insurance and liability catastrophic participate to opportunities and USAHockey.com; to in USA Hockey National Championships, as well as camps. development player As the Body for National Governing the sport of ice hockey in the United States, USA official Hockey representative to the United States Olympic is the Committee and the Federation. In this role, USA Hockey Internationalis responsible Ice for organizing Hockey and training teams men’s for international and tournaments, including women’s the IIHF World Championships and the Olympic and Paralympic Winter Games. Closer to home, Hockey USA works closely with the League National Hockey and Association theon matters of mutual interest. National Collegiate districts geographical 12 into divided is Hockey USA Athletic throughout the United States. Each district registrar has a to register teams; register officials a and referee-in-chief organize clinics; coaches; for programs education to administer to chief a coach-in- a risk manager programs; to oversee and liability administrator to a facilitate learn-to-play andprograms for safety skill youth and players their developmentparents. program Members Members of the organization are entitled to many benefits, including a subscription to USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA

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

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

Coaching Coaching Education Program USA USA Hockey AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON vii | Preface | Recertification is valid for two (2) seasons. recertification is due to expire must take the 2 online 3 Level Track Recertification curriculum or up move to 2 4. Level 3 Level Track Recertification is valid for two (2) seasons. Recertification is due to expire must attend a 4 Level clinic prior to the expiration of their 3 Level Recertification. recertification program in order to recertify their 3 Level certifications. a Attending clinic or workshop is no longer valid for recertifying any certification level. — A coach 1 whose 3 Level Track — Coaches 2 whose 3 Level Track — Coaches must thecomplete online Grandfather Clause For coaches who enrolled in the Coaching Education Program prior 2011, to May 1, their entry into the program will above be at their current certification 1 Level level. and 2 coaches must adhere to Paragraphs (a) and (b) effective 2011. above, May 1, Current 3 Level coaches must adhere to (b) Paragraph and (c) effective above; with the season their 3 Level expires. Any 3 previous Level certifications in of excess one will thecount toward maximum of two 3 Level recertifications. • Level 1 Level clinic + age-specific component Level 2 clinic + age-specific component if not previously previously taken for current age level Level 3 clinic (expires Dec. 31, level age 2015) current for taken + previously not if component age-specific No Level certification tournament bound teams) required but can (for attend a clinic + age-specific component taken if previously not Level non-national 4 for current age level. Coaches of Tier I and Tier II USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA must must take the 1 online 3 Level Track Recertification curriculum or they may up move to 1 4. Level 3 Level Track Year 2 (ex: 2012-13) Year Year 1 (ex: 2011-12) Year YEARS YEARS OF COACHING REQUIREMENTS CERTIFICATION Year 3 (ex: 2013-14) Year 4 (ex: 2014-15) Year enter enter the program at the next when level they resume coaching responsibilities. Once 3 Level is periodic achieved, renewal [as outlined in (c) Paragraph below] is required for coaches who not have 4. Level achieved Coaches of national tournament bound teams 16U (Tier I 14U, and Tier and II 18/19U) 16U and 18/19U must 4 Level complete in their fourth season of coaching or first season of eligibility regardless of expiration date. Coaches who attain 4 Level certification are not required to attend any further certification clinics but must adhere to the age-specific requirement as outlined in (b) Paragraph below. coaches above, must also age- complete specific training components specific to the of level play they are coaching, if they have not already taken that component. This requirement applies to all coaches at all 1 levels, through 5. Coaches may complete more than one age-specific component in any given season. two (2) seasons, as indicated by the expiration date on the 3 Level sticker. — A coach whose 3 Level is due to expire • In addition to the training in (a) Paragraph • Coaching certification at 3 Level is valid for This chart outlines the progression for a new coach. Coaches with pre-existing certifications will enter the new the enter certificationswill pre-existing with Coaches coach. new a for progression the outlines chart This program program at their current certification and level must adhere 1 to Paragraphs (a) and (b) above. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON viii | Preface | USA USA Hockey Coaching Education prior to Program the start of card the game, it must be noted on the official game scoresheet. Beginning January 1 of the current season, prior to the start of each game, required all coaches to present are sign scoresheet in order the to verify designated the playing accuracy roster, as of it area appears the on the scoresheet, for of that game. the Penalty and Enforcement All coaches must have online component current verification beginning January 1 certification and of the current playing season. possession Any of these coach requirements will not be in ineligible to coach for the remainder of the season. Districts and/or affiliates are required to uphold this penalty. It will be the responsibility of the local association registering the team to enforce the national policy. be will coaches junior for penalties Non-compliance by determined the Junior Council. if not previously taken for current age level No Level recertification required but must complete age-specific component if not current previously age level. taken Coaches are for highly encouraged to a attend continuing education course every years. two (national (national tournament bound) 14U, 16U and 18/19U teams must complete Level 4 in their fourth season of coaching. Complete the online Level age- + clinic 3 4 Level a attend or Track 2017), 1 31, Dec. (expires Recertification specific component if not previously taken for current age level No Level certification required but can attend a Level 4 clinic + age-specific component taken for current age level if not previously Complete the online Level age- + clinic 3 4 Level a attend or Track 2019), 2 31, Dec. (expires Recertification specific component if not previously taken for current age level No Level certification required but can attend a Level 4 clinic + age-specific component taken for current age level if not previously Must attend a Level 4 clinic + age-specific component USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Year 10 and beyond 10 Year Year 5 (ex: 2015-16) Year 6 (ex: 2016-17) Year 7 (ex: 2017-18) Year 8 (ex: 2018-19) Year 9 (ex: 2019-20) Year juniors) must legibly Coaching Education Program print (CEP) card their number, their CEP level (levels 1-5), their online playing level USA Hockey component and the year their CEP level was attained. If a coach cannot produce his/her current Prior to the startPrior to throughout the games all of season all coaches are required to indicate certification status their on the current scoresheet, regardless of their certification level. All coaches (except for It is the responsibility of identify the local those association to coaches certification who requirements. All do coaches USA a attend to have season notthecurrent of 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 withHockey certification printout list. from valid the USA AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON ix | Preface | one one of the maximum of Officials four Team on allowed the bench. and gloves skates while on the ice. Must wear helmet during games while on the bench. playing age below level the student coach (e.g., a Bantam may act age player as a student coach at the Squirt Wee, Pee or Mite level). coach must a provide form indicating on the team on which he/she is participating as a student coach, and, if applicable, what team he/she is properly registered/rostered A as model a form player. is on available USAHockey.com. coach must comply with the USA Hockey Screening Program and meet the USA Coaching Hockey Education Program requirements which will qualify him/her to act as an assistant or head coach. • Must wear a helmet with full face shield, • May only work with at players least one full • The organization that is using the student • Upon reaching the theage of student 18, USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA by by the local association hockey or audit a 1 Level clinic (not required to pay nor will they certificationreceive credit). carded, screened adult coach during all practices, clinics, tryouts and in the locker room. (May not participate only. as a in player scrimmages or games when acting as a student coach). coach during practices or games. an adult. The student coach will count as • Must attend a training session conducted • be Must under always the supervision of a • May help out at practices, clinics, tryouts • May not act as a head coach or an assistant • May be on the bench during games with Qualifications Student Student Coach properly currently is who 17 through 13 age player A serve as may a Student with Hockey USA registered Coach. UNDER-AGE UNDER-AGE COACHES AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON Section 1 Section Role of the Coach Role AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 2 | Role of the Coach Role | INTRODUCTION The coach’s competencies have qualifications,experience a direct an education, influence athleteduringleadership Strong participationhockey. ice in on will and the gain practices, games, through and special the events each encourages athlete to and socially. nurture psychologically, strengths physically, and develop individual We live in a world of constant change with challenges many and confrontations. The sports world is no exception, and the key person center is the coach. quality Consequently, coaching who is in the is the single most important factor influencing the growth and development of athletes as well as the sport itself. While it is impossible perfect experience, to as provide a hockey a coach responsibility it completely to is ensure your that the positive, a experiences good learning environment are is provided, and the theunderstand athlete’s and know must you this, accomplish self-esteem multi-dimensional is roles of a coach. built up. To Benefits of Participation A player will benefit from an ice hockey when the and coach a environment creates positive program OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA

• identify the To primary roles of coaches youth hockey (head and assistants) • understand the To benefits that ice offershockey its participants • understand the To value of quality coaching and leadership and its effect on experiences players’ • an of have awareness the in To diverse roles coaching involved • maximize the To utilization of the assistant coach’s skills and talents

“We who coach have great influence on the lives of lives the on influence great have coach who “We lead play will and thewe teach lives we the players important an that their future.in essential role is It example the set and trust sacred a as this regard we that we know is right. We must prevent try the to pressures for winning scores from causing us swerve from moral principles!” to John John Wooden, the great UCLA basketball had this coach, to say about coaches: Regardless of your background, your knowl edge edge Regardless of of your background, your knowl when people, young teach to ability your or hockey, you took the title of “coach” you became the most powerful person on your team. You now wonderful opportunity have to a make the season a very positive experience for your those young around them. players We hope this and chapter will philosophy a establishing in you to be helpful especially about your role as the influenceand those you you experience for positive coach that will ensure a during the season. hockey USA USA HOCKEY THANKS YOU First, if no one has said let us THANK express YOU, to you the thanks from the players, their and your association for volunteering to parents, be a youth coach. hockey

Role of the Coach Role Chapter 1 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 3 | Role of the Coach Role | Chinese Chinese Proverb • how to select proper equipment • the game of hockey • rules • discipline • skills hockey “Those who want to leave an impression should plant corn. for one year Those who want to leave an should plant a impression tree. for ten years Those who want to leave an should educate a human impression being.” for 100 years Administrative arrangements, scheduling organizing, comprises This budgeting, long-range activities. managerial other and needs special planning, understanding Human This encompasses the concern for the well-being of your athletes and assisting in the total development of the person. Technical An aspect which refers to the components of skill development, training, biomechanical elements of the sport. techniques, and Conceptual the and strategical the of teaching and development The tactical elements of the game. COACH AS A ROLE MODEL COACH the from age that youngsters accepted well It seems of 6 to years 15 are especially interested in seeking a “role model”—a person they want to be like. How fortunate that you thathave opportunity to be their role model! Incidentally, there are responsibilities that go with the positive, title—the responsibility morally to correct be and say, and do everythingyou hear and see a example. players These young they do it “because coach “because coach it.” says does it,” or they say If you, as a coach, can make those things happen that are mentioned in the Benefits of Participation section, then you will be successful dreams. So what beyond can you do to it make happen? your Be a Good Teacher This is so important to this become devoted a subject. teacher of: You that a separate chapter is USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA physical activity physical skills hockey or other sports improve improve the quality of coaching, you must To maximize the To benefits of ice and hockey understand your multi-dimensional role as a hockey coach and hockey provide quality leadership. • respect Develop for rules and fair play • skills Develop to withinteract other people • sportsmanship Develop • teamwork Develop • self-esteem Develop • ment age-specific Develop motor move • the Develop correct concepts of playing ice • future Develop participation in ice hockey • appropriate skills Develop • Establish goals • athleticism Develop • fitness Develop • a Develop realistic and positive self-image • a Develop lifetime pattern of regular Principle Principle Areas of Coaching A well educated, caring youth coach helps players to: sets sets appropriate objectives. However, if the coach sets inappropriate goals, this will create a negative and environment, problems may result. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 4 | Role of the Coach Role | rather rather how much you care. It is not how much you know, rules, and concepts of the game in an orderly and environment. enjoyable and muscular of systems your players through active practice sessions and games. and skills. psychological basis. basis. Public ridicule of another human being accomplishes nothing. regardless of your players ability, background, or personality. and giving attention. is Attention giving quality time that shows you care. about them as a person, they will play for you and give you their best effort. the lives of athletes than you will ever this responsibility Treat with know. respect. 1. 1. effectively teach the individual techniques, 2. appropriately challenge the cardiovascular 3. teach and model desirable personal, social, 1. 1. Deal with on your players an individual 2. a have responsibility to teach all You of 3. There is a difference giving between time 4. If genuinely your feel players you care 5. as a a coach You have greater impact on • a lifestyle • your composure keeping • expressing compassion • scheduling • planning and practices developing • arrangements making travel • organizing and planning team meetings • the integrity for each individual • the integrity for the sport of ice hockey • good sportsmanship GOALS FOR GOALS THE COACH As a coach, it is important to: HUMANISTIC ASPECTS OF COACHING The following are a few elements dealing with the humanistic aspect of coaching: Be a Good Administrator Keeping things organized will help everything run particular Pay more attention smoothly. to: Be a Good Guardian As a coach you are the guardian of: USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA home, home, school or the team and socially emotionally, physically, all-knowing all-knowing or one who knows best goals in their athletes hockey • need players special care • will players turn to you when hurt • athletes come to you with concerns about • look players to their coach as being • look players to their coach to establish • coaches must leadership develop abilities • players • parents • the community • the organization • the volunteers • sportsmanship • expressing a passion for the game of • share experiences with • laugh with • work with • trust • turn to • care Be a Good Counselor are looking Players to for you guidance. Remember, role: counseling a In all-knowing. is coach a them, to Be a Good Leader You, as the coach, are fully, “in you charge.” Hope of operation the for principles establish and lead will in team your a reasonable fashion and can easily be by accepted all. Also in leading: Be a Sincere and Sensitive Coach A positive contagious—once catch you it, it soon spreads to all attitude is the people who come in highlycontact with you. Keep a infectious positive attitude for: and Be a Good Communicator and verbally communicate to able being coach, a As ing a good listener visually is important as as well be to: Be a Good Friend Sometimes young children do not know how to be friends, especially with adults. But with a little effort children make good friends. As their friend, young look players for someone to: AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 5 | Role of the Coach Role | as as models? others? others. • Why do you want to coach? • Why do children participate in athletics? • Who are some of the people I want to use • How can I communicate my philosophy to • contribute to the growth To of overall • I enjoy the contact with people. • I enjoy the recognition. • I want to be a winner. • I to like see others having a good time. • I thelike control factor in coaching. • I enjoy being a teacher. • I want to a make difference. • I want to give something back to the sport. • fun • feeling of belonging • feeling of direction • making friends • being part of a group • for the thrill • to succeed • fun • a safe environment • total family involvement • build up child’s self-esteem • success for their children • fair play Why Why Do I to Want Coach? Consider the following reasons: Why Do Children Participate in Athletics? It is vital for coaches to consider why children want to participate in sports programs. If there this is is done, much misunderstandings in the future. less likelihood of therechildren Reasons participate in athletics: being What Do Parents Expect from a Sports Program? Having considered the kinds of things the athletes, parents, and, of course, you wish to get out of the athletic experience, common you goals must so that then everyone efforts can in the same direction. focus formulate their USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA have gathered have coach season practices and games that lead to of achievement the objectives • your desires for the future • ideas formed from your experience • opinions gained from the knowledge you • identifying your primary purposes as a • identifying goals and schedule for the • selecting and implementing the activities in • the evaluating effects of your actions answers. In developing a successful coaching philosophy, you philosophy, coaching successful a developing In need to explain the following and search for A philosophy is a set of guidelines to govern your actions. They are from: developed WHY I COACH: DEVELOPING WHY I COACH: PHILOSOPHY YOUR Protecting Protecting and Caring Coaches may minimize the for potential injury from their minds, but it is important for them to (a) plan for injury prevention, injuries (b) fectively when ef they deal responsibilities to act occur, withprudently, and (d) protect the (c) meet integrity of the individual athlete. their legal Organization and Administration Effective coaching organization relies and involves clearly identifying administration.the goals and objectives heavily Organization that on must be attained if you are good going to create beneficial a experience (with few detriments) for the participating necessaryyouth. Steps to organize the ciently include: administered season so it can be effi The The degree of success you attain in achieving these goals is determined by the make appropriate extent choices and take to correct actions which you in organizing and administering, teaching, leading, and caring. Winning important an is also the and for goal coach little over control participants, but have it is one you because winning is often factors. contingent on If outside you concentrate mentioned above and become an on effective leader, the product. threewinning becomes a by areas AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 6 | Role of the Coach Role | This This time spent by the head sharing coach and ideas assistant and groundwork for concepts open communication that will should last throughout their relationship together. help lay the Instruction Without question the assistant most coach important will have role during season the is the as a course teacher. Above all of else, the assistant a must be a good and teacher tactician of ice hockey. The assistant hasknowledge a whenever duty attendance at to possible. coaching improve clinics, symposiums, This seminars. and his/her includes These hockey-related coaching forums skills, but also teaching in teachinvaluable are These non-sportspecifictechniques. not young athletes. today’s just ice Loyalty The assistant must display loyalty to the team, the players, the association, and, most importantly, to the head coach at all times. It is very rare that head thecoach and assistant will on agree all decisions. Disagreement can actually strengthen a coaching staff. However, those disagreements must further go than their private no discussions. If an assistant makes public his/her decision, it distaste can disastrous have results for the team, with a as well as particulardestroying the coaches’ respect and trust for each other. must feelings, When personal of regardless coach, assistant a decision is work hard to see that it succeeds. made, the Dependability A head coach must be assistant able to to perform depend many on promptly. duties The assistant the must efficiently complete these tasks and without the head coach double-checking spending valuable time to accomplished. see The if glamorous, but they are important to the success of tasks they may the have team, as not well as the been athletes. often The head must coach be able be to have complete confidence in the assistant. The dependable at assistant all times. must be reliable and Player/Assistant Coach Relationship Rapport withcan be a crucial theof role the players assistant coach. First, the assistant spends much of his/her time instructing small compared to the whole team groups at once. Therefore, it of players USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA believ able. believ and long term. 5. 5. they Finally, should be goals of short term 1. 1. All goals must be measurable. 2. All goals need to be observable. 3. Goals need to be challenging and inspiring. 4. Goals need to be as achievable well as The The head coach should explain his/her hockey and coaching philosophies. It is also an opportune time would he/she what explain to coach assistant the for like to see accomplished or achieved season, both as a team and personally. during the Pre-Season Meeting The role of an assistant coach withmeeting the should head coach prior to the season. In begin in a this sistant forum, coach the can head coach and as discuss such issues as: What the head expect coach from will the assistant over be the will he/she duties and responsibilities the season; course of the charged with; and the time commitments that must be made. This detailed meeting outline of what coaching should assignments the also assistant will in receive both practices and games. include a RESPONSIBILITIES RESPONSIBILITIES OF THE COACH ASSISTANT Here Here are some suggestions for the entire coaching assistant thethat role definethe best to how staffon coaches should play throughout the season, as well as to get the most out of their coaching abilities. An effective assistant coach can be a very positive staff. coaching the and players the both on influence if However, the expected duties are not done well, the assistant a effect can negative have on the team ice. theoff and on problems unnecessary create and As the game of hockey continues to become more complex and demanding, the role of the assistant coach is more important than ever. ROLE ROLE OF THE COACH ASSISTANT In establishing these goals, you should consider the following characteristics: To To be an effective coach, you need to philosophy develop a and continue on-going basis. to develop it on an AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 7 | Role of the Coach Role | in a he/she team’s success. Accordingly, be should always given the respect and courtesy that has been earned. 3. 3. The assistant coach is an important factor SUMMARY is to coach primary hockey purpose as a youth Your maximize the benefits of participation while in minimizing hockey the detriments. To achieve you this, must organize, teach, effectively. Your model, players learn and not only evaluate from what you teach but unconsciously do. are from You a very significant person what you in the consciously eyes of your players. They or notice if you are organized and fair, are a good rules, are interested in coach, them or the know win/lost record, the know how to control your emotions, know how to present yourself, and treat others with respect. The choices you make how determine positive the experience is for them. and the actions you take USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA role role that the assistant will play throughout the season. This includes responsibilities, duties, and expectations. main concern should be to help young athletes get the most from ice hockey. and instruction Teaching are first and foremost. 1. 1. Head coaches should clearly define the 2. remember that Always the assistant coach’s Suggestions Suggestions for Coaches Second, Second, the players will often avoid going head coach with their to concerns or problems. In this the situation, the go-between. assistant If the to the problem the bring then can he/she necessary, can assistant be coach attention of the head coach. feels a it valuable is is important for the relationships with the assistant players in order to earn to their establish respect and trust. good AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 8 | Role of the Coach Role | Probably Probably not. Leadership style — the laissez-faire leader is one who: • a keeps very loose rein on participants • does not normally follow a set pattern • is very “laid back” • has little in interest discipline • seeks leadership help from others Is there one “best” method or leadership style to be used by a coach? is largely situational in nature. Sometimes you must be the authority figure; the democratic approach is appropriate at others and mature when group, the dealing laissez-faire style with may be a Each okay. of you most likely has parts of each style that go to make up your own unique leadership The style. important thing is to recognize that there are different styles and which one is effective in what situation. leadership role with Your the at theplayers younger levels will be primarily autocratic should not in be seen nature. as a This negative factor. You have superior knowledge, you are the must be authority in and you control of the at group all times. figure In orderand occur to accidents and injuries for opportunities to to provide the maximize necessary structure required in the program, this learning,is the leadership style most suited to minimize Laissez-faire OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA — the democratic leader is one who: — the leader autocratic is one who:

decided received by received the players • understand the To different leadership styles and how they affect the in way which a coach is • understand and To be of aware effective leadership qualities and techniques • understand what coaches To and motivates to players participate in hockey • handle problem situations To that may arise in your program

• listens to reason 1. Autocratic 2. Democratic 3. Laissez-faire • is the “only authority” • is a strong disciplinarian • leads by force • is usually inflexible • usually communicates one way • seeks input from participants • usually flexible in approach • leads using methods accepted • discipline is enforced once rules been have Autocratic Democratic There There are three main leadership styles: LEADERSHIP LEADERSHIP STYLES LEADERSHIP primary Your role as a coach is instructing the basic skills of hockey to beginners. This means that you will be a leader, not only of the children but of the help to other out. adults It or who parents volunteer of idea basic a have to you important for therefore is what is expected of you in the leadership role.

Leadership Chapter 2 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 9 | Role of the Coach Role | — Arnold is an affiliation oriented — Fred is a task-oriented coach. He — Sam is a self-oriented coach. Sam 1. self 2. task 3. social psychological and social development of players. To of players. development social and psychological achieve these goals you need to leader, be an teacher effective and express and enthusiastically instruct players; support organizer; encourage genuine concern and for the players’ total development and well-being. As pointed out in the “opening word” above, you significantly affect your players’ motivation toward the achievement of their personal benefits goals and the and participating enjoyment in hockey. Your about they long-term participation in players’ hockey and sports decisions receive in are general by largely thedetermined impact you from on have them. reasons for instructing become Your very important that consider impact you the you tremendous when may have on your players extends well beyond the contact with you have them in hockey. What are the reasons that you are in involved instructing basic hockey skills? The three main to coaching/ approaches instructing are: Self Approach is mainly interested in getting recognition for himself for recognition getting in interested mainly is and is more concerned with fulfilling his own needs than those of whom he instructs. He instructs personal praise for and glory, and to be looked up to, rather than for instructing and helping others grow. the satisfaction of Task Approach coaching, is mainly concerned with achieving the goals of the group, whatever they may be. effective in teaching skills and to be knowledgeable He strives to be on ensuring focuses thatabout the each game. Fred lesson is in covered its entirety. Social Approach or social coach. He the providing thingswithothers, sharing friendships, is concerned with forming security of belonging, and helping develop strong interpersonal relationships. In instructing, emphasizes having Arnold fun and working cooperatively. He’s easy to talk to, always friendly and loves to be with the kids. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA effectively of your strengths and weaknesses needs exploration and growth the progressions to be in followed teaching a new skill? year? • knowing and being yourself—being aware • attending to individual differences and • encouraging independence, responsibility, • mastering the art of communication • has patience • communicates well • allows for individual differences • a provides good example • is willing to listen to suggestions • players motivates • using your influence as a role model 3. A “fun” game at the end of an ice session? 4. to parents about Talking your plans for the 1. The first ice session of the year? 2. Discussion among fellow coaches about reasons reasons for instructing be consistent with meeting the needs of your players. Your reasons for being involved should reflect the optimal physical, To have a have positive and To lasting impact on the players you instruct, it is necessary that your primary PARTICIPATION MOTIVES PARTICIPATION Coach’s Motives People become involved in hockey instruction for many reasons. These reasons determine how they interact with their players and the type and amount of impact they on have their players. Techniques Qualities EFFECTIVE EFFECTIVE LEADERSHIP & QUALITIES TECHNIQUES Some recommended techniques associated with being a leadership good coach: qualities and What What leadership style would you appropriate in the say instances:following would be the head coach approach to position. assistants and parents Of democratic will in be nature, necessity, more but you must your always control of the program and its participants. be in AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 10 | Role of the Coach Role | — Players for whom success is important relays and relays fun games participation the future • the of excitement close competition in • doing new drills • the feelings of skating smoothly and fast • recognition from coaches • recognition from parents and spectators • or to awards receive badges for • enjoy playing more • their like more teammates • rate their coaches as more knowledgeable • a have greater desire to continue playing in Success want to receive recognition for the attainment skills. of They want to receive and rewards be well known. These like: players external or extrinsic Excellence and important affiliation reasons for participation are by hockey players the although in sensation two and success relatively important. most are Although external rewards are also an important reason for participation, caution must use the overemphasizing in coaches by exercised be of extrinsic rewards as intrinsic they (excellence, may decrease sensation) for participation.players should be External rewards the interest of provided as a meaningful for reward thethe attainment of specific, important goals and not as a continuous natural part of participation. Thus, extrinsic rewards should not be given unimportant reasons. out too frequently or for It is important for the reasons are why players participating in and hockey coach to understand the provide opportunities for the players to satisfy their with provided are players If participating. for reasons the experiences they are seeking from their hockey participation, then the players will attain improved personal satisfaction from participationa sportfor in participating about enthusiastic remain and will long period of time. Research conducted with athletes shows that with if shows they conducted athletes Research have coaches who follow the below, athletes generally: the guidelines listed GUIDELINES GUIDELINES FOR HANDLING COMMON SITUATIONS ENCOUNTERED BY COACHES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA — Players for whom excellence is — Players for whom affiliation is — Players for whom sensation is • making friends • participating with their friends • social gatherings • their improve skills hockey • learn new skills hockey • at excel hockey 1. excellence 2. affiliation 3. sensation 4. success Sensation important want hockey exciting to provide sensory them experience experiences. novelty with and variety, competition They uncertainties and as to want what will sessions. toThey like: happen next in ice the group, appreciated by other players and to have theother by players group, appreciated fun with other These enjoy: players. players Affiliation important want to develop and maintain close Excellence important want to be very good at playing hockey. They want to master the skills in competent the sport. of These want to: players hockey and be Player’s Motives Player’s The majority of players as they begin to them want there. parents However, are there because their develop skills and knowledge of hockey, they will begin to have their own reasons for participating. These reasons can usually following main categories: be expressed in the interpersonal interpersonal relationships with other players and coaches. They want to be as accepted a member of AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 11 | Role of the Coach Role | more more than maximum effort progress communicated coaches between and players is player most receptive parent(s) Willing coach demand it picking picking up pucks and putting pylons away participants your players ( ) Be patient and don’t expect or demand ( ) and effort Acknowledge reward and ( ) Ask yourself what your actions have ( ) communication two-way Encourage ( ) Be sensitive to individual needs ( ) Communicate at the time when the disruptive: ( ) Give them additional responsibilities ( ) Appeal to their ( sense of courtesy ) Be positive, not punitive ( ) Discuss their withbehavior their ( ) Establish your role as a and competent ( ) Be a fair ( and leader considerate ) Set a good example ( ) Earn the respect of … your players don’t • be an effective teacher • be an effective leader for your players • be a model of cooperation and fair play • share responsibilities with e.g. players, • in develop a your players respect for other • self-respect develop and self-discipline in 6. 6. How to communicate effectively: 7. How to deal with individuals who are 8. How to gain respect: AN AN INSTRUCTIONAL PHILOSOPHY An instructional philosophy is built on experience, knowledge and abilities acquired you thehave over years. This is based personal philosophy of on leadership style and the of the development game of of hockey itself. To a be able to and demonstrate express a sound instructional philosophy, you must be able to: To To have a significant, positive effect on the players you instruct, it is necessary to establish both in your mind and in your instructional philosophy. behavior a sound, personal USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA concise demonstrating all all the time so that it is meaningful sarcastic or degrading manner each other and them reward when they do so. what what is expected allowing freedom and maintaining enough structure behavior as behavior soon as it occurs a mistake alone mistake, encouragement is sufficient instruction after a mistake, but always do so in an encouraging and positive way hostile or punitive way ( ) Set realistic goals ( ) give instructions Always positively ( ) When giving instructions, be clear and ( ) Show the correct techniques when ( ) Set a good example ( of desired behavior ) effort, Encourage don’t demand results ( ) In giving be encouragement, selective ( ) giving in encouragement Avoid a ( ) to players be Encourage supportive of ( ) Maintain order by establishing clearly ( ) to a Strive achieve balance between ( ) Give a lot of positive feedback ( ) realistic expectations Have ( ) Give positive feedback for desirable ( ) Praise effort as much as you do results ( ) immediately Give encouragement after ( ) If the knows how to player correct the ( ) When appropriate, give corrective ( ) punishment Avoid ( ) giving instruction corrective Avoid in a 5. 5. How to create a good learning atmosphere: 4. 4. How to get positive things to happen: 3. 3. How to maintain in order and discipline: 1. 1. How to be more positive: 2. How to react to mistakes: Look at the guidelines carefully and put a (p) next to next (p) a put and carefully the at guidelines Look the ones you currently instructional style. Put an use (o) next to the as ones that a you need to emphasize more. part of your AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 12 | Role of the Coach Role | USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA autocratic, democratic autocratic, and laissez-faire. coaching/instructing are self, task and social. sensation and success are the main reasons participate. why players leader/coach is an developing effective personal philosophy. 1. Three common leadership styles are 2. The main approaches to 3. The desire for affiliation,excellence, 4. One of the to becoming keys a good SUMMARY AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 13 | Clearly establish It is important to Role of the Coach Role | Parents Parents who instruct their Be demanding but considerate — what is expected of the players. Your expectations of the should players be based on their abilities and experiences. Don’t expect more than is reasonable and realistic. — players your with communicating in consistent Be Communicate in a consistent situation manner (explanation of from a drill one or teaching a skill) new to another and with all of your players (try to avoid playing temperament on an even keel; favorites).this will enable you Try to communicate more effectively to and will the enable to players know what to expect from you. keep your Treat all players as individuals — be sensitive to individual individual differences, to show needs all players that and to you talk effortto an Make individuals. as them for care allow for all players individually at each session and know their first get names as soon as possible. to in Communicate the same manner withchild your as with other players — own children often put unrealistic expectations on them. If you instruct your children, treat remember them as to you do the other players demand more of them and than you do of the others. don’t OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Your Your enthusiasm as a coach will Interact with your players in a positive players with your Interact

To understand thatTo effective communication is both verbal and non-verbal identify and To practice listening techniques as one component of effective communication understand theTo in way which the use of feedback contributes to effective communication with players • understand the To principles appropriate to effectively communicate with players • • •

manner. manner. Set a good example of desired your keep and behavior. frequently criticism constructive Give voice at a reasonable and understandable level. Be positive — Be positive be be contagious. Be the enthusiastic leader of group. your Your enthusiasm will affect enjoyment of the game of hockey. your players’ Be enthusiastic — As a hockey communicate with your as players a large group, as coach, it a will smaller sub-group (e.g. a small group practicing a be necessaryparticular skill) and as individuals. Regardless of the to number of players you are communicating with at one time, communicating effectively. the same principles apply to PRINCIPLES PRINCIPLES OF EFFECTIVE COMMUNICATION Good instruction is a result of clear, meaningful concise and communication. When you influence players, whether it be errors, teaching solving problems, or explaining a new drill, it skills, correcting is done through communication. That’s communication good have why to coaches importantfor it is skills.

Communication Chapter 3 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 14 | Role of the Coach Role | often!), positions of the arms, legs and body to change the mood you are trying to Be of aware what these convey. and movements to positions your convey players. explanations explanations when demonstrating and explaining a skill or drill. the age and skill of level the you are players for instructing. reactions Watch from the that players indicate whether or not they understand your explanations. a normal speaking for voice except the few times it is necessary to project your voice a long distance, (e.g. in an arena). Speaking unnecessarily loud to players encourages noise make themselves and is hard on the nerves of all concerned. Many coaches are able to down settle by players lowering their voices so that close attention is required Try it! to hear. the group of as players you speak. look carefully at Periodically, those who are farthest from you. Can away you see clear indications that they can hear? If there is any doubt, ask them. your voice to communicate varying moods (e.g. patient, energetic, serious, concern). 3. Use variations in facial expressions (smile 1. lengthy and Avoid complicated 2. Use language that is easily understood by 3. Use a voice that is only slightly louder than 4. Speak clearly and about your eyes move 5. Use inflections or changes in the tone of Verbal Effective verbal communication,compliment which should and communication, involves good use of your support voice. The following are suggestions for your your using your voice effectively: non-verbal It should now be obvious to you that combination the correct communication is of the most getting effective your method verbal point of across. There lessons are being all learned kinds and by of your actions, behavior, by your by gestures, your facial expressions by your non-verbal and by the in way which you use theyour voice—all ways you communicate therefore very important to to try to ensure yourthat your players. You as possible. as consistent are actions and words It is USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Particularly withplayers, theParticularly beginning practicing practicing a skill so that they feel you are spending time with each of them. eye-to-eye level withlevel all you are players eye-to-eye addressing. This will add to the sincerity of your instructions and will help you to whether determine hear players and understand your instructions. 2. about when Move your players they are 1. an Make effort to gain contacteye at an The The following are suggestions for using your body effectively: What you communicate non-verbally to your players your to non-verbally communicate you What can be communicate. as A important positive example communication of as non-verbal is what illustrated acknowledges the you successful by completion of a verbally a skill drill coach with who a smile important and to a be pat aware on of sending to your players. the the back. message you It are is Non-Verbal Your players often learn lessons by watching what you do. The coach’s theirnon- most memorable verbal behavior should communicated reflect to the players. what Act in a For is way say. you what with which consistent are you that shows verbally for punctual be players thatyour ask you if example, sessions, then your behavior request. should reflect this Communication Communication can be both and verbal non-verbal. “Thecoach or today” mood good a in is “The coach is angry because we didn’t do the drill How correctly.” did communicate many you messages to players communicate by actions, their facial expressions, use of arms that? and hands, body position, posture, Coaches touching behaviors as well as voice characteristics. Effective communication, both verbal and non-verbal, with affected by how well you use your voice and body. your players is NON-VERBAL NON-VERBAL AND VERBAL COMMUNICATION Be patient — patient Be the coach’s best virtue will be patience. Remember that and that fully coordination is developed yet not the activities must be and again practiced over over to produce even the most minor of improvements. Give recognition and praise at every and your patience will opportunitypay off. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 15 | Role of the Coach Role | AOSN AOSN AOSN AOSN AOSN AOSN AOSN AOSN AOSN AOSN AOSN AOSN … (without sarcasm).” In some cases, you to add may have “if you do not pay attention, you or will to leave” “I have will not continue until everyone is paying attention.” In rare cases where this fails to work, the have individuals remove themselves from the group and talk to themprivately. later, been paying attention after dealing with those who not been have attentive. Continue in a pleasant and positive manner. do become rather attentive than just singling them out when they are inattentive. too too long? manner? Always Often Sometimes Never • Be careful not to punish those who have • sure Make people you reward when they • Am I talking too much? • the Have been players in one position for • Am I communicating in a clear and direct • Can all see players and hear well? Re-gaining Attention Re-gaining If at first attention begins first to wander, ask playersyourself: are attentive and then their FOR THE COACH USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA usually begin. yourself, etc.) to indicate attention is needed. to signal for all to players stop what they are doing and look to you for instructions. In the team teaching situation, only the head coach should use the whistle. attention, are please? ready We to begin.” politely ask them for their attention by using their name(s). showing a lot of impatience or annoyance, say something “thanklike you,” “that’s or better” “it is necessary your to have attention so that we can learn this.” on being trydisruptive, saying, “this is important Bill, to pay attention you’ll have • Use a signal (e.g. a raised hand, point to • The whistle should normally be used only • Ask firmly “May I your but have politely, • If all but one or two are paying attention, • Once their you have attention without • In the extreme case where a insists player • a Have regular spot or place where you communicates communicate the same messages Using the following chart, assess how effectively you communicate with your players. For each statement, each For players. your with communicate you effectively how assess chart, following the Using circle the which letter best describes you. As a coach I: 1. Show Show enthusiasm 1. 2. Act in a positive manner 3. Am not too demanding 4. Communicate in a consistent manner 5. Listen well to my players 6. effective Provide feedback 7. Recognize the Recognize 7. contribution of each player 8. all as players individuals Treat 9. Instruct my child the same as the other players 10. Know what messages my behavior non-verbal Ensure my body language and 11. words Use my voice and body 12. effectively Gaining Gaining Attention can use your voice and body to gain the attention of attention the gain to body and voice your use can by doing your players the following: AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 16 | Role of the Coach Role | The coach requests that requests the coach The enjoyed? today? the next session? did today? • What did you do thattoday you really • What was one good thing that happened • What is one thing you learned today? • What did you think you did well? • What is one thing you would to like do at • What are you going to tell your parents you Inviting ClarificationInviting — player clarifies or expands on something that player the has said. In seeking clarification, the comment specific a about ask coach to question the words made by the player Inviting clarification shows interest in that the player by was not the coach. understood. After a session on the ice is a good time to spend a few minutes listening to your feedback on areas players. that and well went areas that the Get some and/or players coach need to work on. Questions That Could Be Asked Effective Feedback Verbal feedback (talking to the players about how and what they are doing) information gives that can help them learn and effective way. develop in a positive and Effective feedback is essential motivation, for learning your players’ important and key self to successful image. feedback can turn a offplayer or instruction, on. It as your is an USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Listening Listening starts by the coach You verbally indicate that you are you that indicate verbally You You repeat in your own words what words own your in repeat You The The coach repeats the last phrase or person(s), and closer move to them if possible. for attention using the person(s) inattentive name. breaking up the group so they are not together. attention is players’ to themkeep active. • If this doesn’t work, politely but firmly ask • If are causing several a disruption, consider • In the final analysis, the best to way keep • Stop talking, look directly at the inattentive If the Problem Does Not Lie in the Above few words of words few what said thewithout player changing anything. Restating Restating — following following and understanding what theby saying use of bridgingsuch as, words “I see,” the player is and “Okay.” “Yes” Active Listening — Listening Active it is you think the player said in order to determine if determine to order in said think the player you is it that is what the player meant. Paraphrasing allows you to see if you a have complete understanding of what the said player to you and provides the player with feedback as to whether the coach interpreted the misunderstanding meaning can then be explained player. correctly. by the Any areas of Attentive Attentive Listening — — Paraphrasing Good Good listening is a difficult communication skill to learn well. Like all skills, it used be can takes techniques following The good listener. practice to be a your listening to skills: improve by demonstrated is This player. the to attentive being your facial expressions and gestures and by being quiet. Eye contact with the and players, at the same level, is important. have they what to These listen to ready are you that players actions all indicate to to say. Effective Listening One are listener a good How important is listening. communication you? How much of what say to your players you do component that them tells players to Listening hear? actually you of you effective are genuinely thoughts and suggestions. interested in their feelings, AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 17 | Role of the Coach Role | If you want to shooting encourage the puck in a you should certainsay something way, positive immediately after the individual performs the skill. And if can your players “try out” your corrective constructive, feedback immediately after given you have it, they are much more likely to be able to perform the skill correctly the next time they try. your your error or your performance.” improve Ask your players Ask to your tell players you what they think you said or what they think you want them to do. If they it have right you can reinforce the that’s message (“Yes, right”). If they it have wrong, you can clarify the message (“That’s not what I meant. What I meant was …”). 1. OK as “You’re a player.” 2. “Here’s what you are doing well.” 3. “Here’s what you need to do to correct Example: Example: TO TO SUM UP Effective feedback has three main messages. It tells the individual: Checked Checked for Clarity To make sure that your feedback has been clearly understand, check it out with the player. Positive and Positive Informative Effective feedback has two main components. It is generally positive and informative. It reassures the player. It also gives correct the a problem information or error. needed Negative feedback to itself in provides little, if any, precise information on how to correct a problem. Directed at Changeable Behavior Feedback based on this principle helps the player focus on a change that is within reach. It does the player absolutely no good to be told by the coach that he or she is “too small” or not strong enough since this is something the player change. Rather, cannot the feedback usually must focus on some aspect of the skill being improved. performed that can be USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA receive a receive pass worth a darn!” everything correctly, however, when you everythinghowever, correctly, a receive pass, you are letting the puck hit your stick. As the puck arrives, try to draw your stick back a bit to cushion it.” be be out of control. Try to lean more toward the center of the turn and bend your inside leg more.” 1. Specific 2. Constructive 3. Not Later Sooner, 4. for Checked Clarity 5. and Informative Positive 6. Directed at Changeable Behavior • pass the “You but puck you can’t okay, • “When you pass the puck, you are doing • are not turning “You correctly.” • “When you turn to your left, you seem to SIX SIX ASPECTS OF EFFECTIVE FEEDBACK Destructive Destructive (and ineffective): Example: Constructive (and effective): General General (and ineffective): Example: Specific (and effective): Sooner, Not Later Sooner, Effective feedback is given sooner not given later. as It soon is as possible something. Your player then after has a clearer the memory player better a in is and place taken does has what of “feeling” or position to learn from your feedback. Constructive Constructive Constructive feedback recognizes aspects of your players’ behavior and suggests positive improvement. steps for It should behaviors. It should not deal with inferences dealabout with the personal player’s characteristic. observable Specific Specific feedback contains about what the preciseplayer should try to do informationin order to solve or correct a problem. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 18 | Role of the Coach Role | with his/her own child as with others misunderstood and useless • is enthusiastic • is positive • is demanding but considerate • is consistent • treats all as players individuals • communicates in the same manner • is patient you say something and often means more than what you say. clear and effective instruction. listening, bridging,paraphrasing, restating and inviting clarification. • specific, not general • not constructive, destructive • not later sooner, • not for checked leftclarity, • positive and not informative, negative • directed at thatbehavior is changeable 1. An effective coach: 2. communication Non-verbal means how 3. Effective use of your voice contributes to 4. listening. Communication involves 5. Listening techniques include: attentive 6. Feedback helps when players it is: SUMMARY USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA it? it? Using feedback? successful? • How would you know if you were • What is (was) the problem as you see it? • What is the cause of the problem? • What new approach could you use to solve Think Think of a poorly skilled or “problem” player you either that instructed or knew and determine what you can do (or could have done) in order to make the person feel better and perhaps improve his or her skill. ACTIVITY – THE “PROBLEM” PLAYER Effective feedback information than does negative usually feedback used over time, and, it also leads if to better coach-player provides relations. more AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 19 | Role of the Coach Role | by by positive feelings about oneself. through personal experiences and feedback from important people (e.g., parents, peers, and coaches) in one’s life. affects one’s learning, motivation, performance, personal relationship, and life satisfaction. • A high of level self-esteem is characterized • Self-esteem is learned. It is acquired • Self-esteem can be changed. • Self-esteem is extremely important as it CHARACTERISTICS CHARACTERISTICS OF SELF-ESTEEM OES SELF-ESTEEM DEVELOP? HOW D Young hockey players receive feedback constant interaction through with their physical and social environment that provides them with information about what they are capable others of view them. The individuals in an athlete’s life doing and how who are most important in shaping a player’s self- esteem are parents, teachers, coaches, and peers. The three main development processes of that acceptance, one’s influence self-esteem social the comparison. are reinforcement, social and social OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA How How one feels about oneself How How one or perceives views oneself these processes to assist in players the of development high of levels self-esteem. influence the of development an athlete’s self-esteem — social acceptance — social reinforcement — social comparison

including including social acceptance, social and reinforcement social comparison high of levels self-esteem • identify the To primary processes that influence the of development an athlete’s self-esteem • techniques throughdevelop the To use of these processes to assist in players the of development • techniques Develop through the use of

• Identify the primary processes that Upon Upon completion of this you will chapter, be better prepared to: Self-Image: Self-Esteem: The key difference components of a between player’s personality the is esteem that self- above brings into two playappraisal. self-evaluation or self- An athlete’s personality can be defined as the sum total of those attributes that make unique. the individual Self-image personality. athlete’s each of important components and self-esteem are two

Building Self-Esteem Building Chapter 4 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 20 | Role of the Coach Role | directed directed at a specific, undesirable action that you want to eliminate. It should not be by an interpreted athlete as a comment on their worthiness as a person. accompanied by specific corrective information. as as well as good performance. general. should show patience and explain to the exactly player what the error was and how to correct the Play the error. individual on the next shift to show your confidence in the athlete. athletes are working on new skills, especially after mistakes or setbacks. smile, a wink, a nod of the head, or a thumbs-up sign to indicate approval. positive feedback. performance.the improve player or reinforcement it will lose its effect. Make sure your positive feedback is sincere and meaningful. measurable, and attainable. important roles on the team. Define the role for each athlete in a specific manner. • If you must use criticism, sure make it is • comments Negative be should always • Praise should be for provided good effort • Praise should be specific rather than • Following a in mistake a game, a coach • should Encouragement be when provided • Use such gestures as a pat on the back, a • to teammates Encourage give one another • feedback constructive Provide that will help • Do not use too much positive • Set goals for thateach player are specific, • sure Make that feel players that they have NEGATIVE REINFORCEMENT NEGATIVE Negative reinforcement consists of of disapproval indicates that punishment or criticism any type of what an athlete is doing. POSITIVE POSITIVE REINFORCEMENT praise of form any of consists reinforcement Positive or encouragement that indicates approval of what an athlete is doing. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA motivation. individuals individuals transmit to an athlete by what they say and do. information about how well they are doing. Their coaches’, peers’, and parents’ comments and are gestures important sources of such information. will encouragement) usually help the of development a positive self-esteem, whereas constant criticism or lack of in interest will a players have negative effect on the of development their self- esteem. getting getting along in situations outside of (e.g., hockey at school, work, or home) you see them every practice and game them) warm-ups) to say have personal problems • Feedback consists of the information that • athletes are constantly Young seeking • (praise reinforcement or Positive • praise is the Remember, highest form of • showing a genuine in interest how they are • warmly greeting the each players time that • talking with each athlete individually at • joking with them (but do not be a clown to • asking their advice in certain areas (e.g., • to listening attentively what the athletes • being willing to help the solve players As a coach, try to use a lot of positive reinforcement positive of lot a try use coach, a to As to help build players high of levels self-esteem. SOCIAL SOCIAL REINFORCEMENT Social reinforcement refers negative feedback to that the an other people. athlete positive receives or from Coaches Coaches can athletes make feel by: accepted Social Social acceptance is the people extent make to athletes which feel they other important persons. are accepted as SOCIAL SOCIAL ACCEPTANCE As a coach, you can do a lot to assist athletes in the development and acceptance of high levels of self- esteem by demonstrating a genuine in interest each athlete as a person and a player. hockey AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 21 | Role of the Coach Role | retaliating.” growth growth spurt may be gangly and and uncoordinated a have poor body image. maturers a may have poor body image because of their small size. to low of levels self-esteem. seems a to have poor body image due to being an early or late maturer should show patience with the athlete. The coach should also explain that pass many players through this growth pattern and they eventually all grow out of it. The coach should try to help the low self-esteem athletes realize the positive attributes they possess (e.g., hard disciplines, unselfish, worker, and honest). • a good “You’re team player.” • very unselfish.” “You’re • a showed lot of “You hustle.” • a showed lot of “You discipline by not • “That was a smart play.” • athletes who experienced a have Young • young athletes Likewise, who are very late • In both cases, poor body image may lead • A coach who recognizes a who player As a coach, you should be aware that players are constantly comparing peers, teammates, and significant others. themselves which their The rating that important of determinant their self-esteem. players give themselves is For an athletes with a low coach level should of make self-esteem, a the strong positive effort events to in point the out physical, areas. Examples may include: social, or mental should also explain You theirto players specific and specificif example, For team. thewithin roles overall skills, the coach should good defensive have players emphasize the importance of their contribution to the team that skills, such Defensive as blocking shots, freezing the otherwise may puck when a change is needed, go or taking faceoffs, unnoticed. are necessary for the success of overall the team. BODY IMAGE BODY Players perceptions satisfaction of or their dissatisfaction with make-up are body also important their factors influencing the physical and of development their self-esteem. their USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA example, example, skating, passing, shooting, and stick handling? get get answers to the following questions: — How effective am I? — How effective are my skills in, for — How strong am I? — am How I well-liked by my teammates? — How smart of a am player I? comparison how well they are doing in the areas of social, physical, and mental abilities. right winger, you rightare takingwinger, too long to the execute pass and are your telegraphing intentions, thereby giving the opposing time player to the intercept pass to the execute pass more quickly and thus increase the chances of success and must practice their skill correctly done have wrong them how to carry out the desired behavior • Through their experiences, hockey players • through discover Athletes social • by using a backhand pass, you will be able • at players all thismake levels basic mistake If the center on a line is a right-hand shot and has a tendency to use a forehand pass (rather than a backhand pass) to the you right winger, should not just say “Don’t use a forehand pass, use a backhand pass.” you should Rather, explain that: • by turning to the forehand to pass to your • explain to the precisely players what they • offer advice corrective which clear, shows • offer encouragement • explain to the what players they done have Social Social comparison is the process by which athletes withconstantly themselves otherscompare in order to conduct self-evaluations. SOCIAL SOCIAL COMPARISON As another example: For For Example: just Never say “Don’t do that.” Instead, you should: Remember, Remember, following a mistake, offer feedback and encouragement. corrective AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 22 | Role of the Coach Role | relating to the concepts, rules and pertaining to the skills of skating, passing, referring referring to the personal characteristics of young young athletes on strategies the basis of how effectively are objectives being met • be consistent and in systematic teaching • be able to alter lesson plans and game In the following section each of these guidelines will guidelines these of each section following the In be discussed in more detail. Communicate Clearly The results that a coach expects young ice hockey players to obtaincategories: can be placed Physical: into three checking, puck control, shooting and possession, as players permits that conditioning physical the as well to do these tasks without undue fatigue. Mental: responsibilities of the young member. athlete as a team Social: players, such as supporting team loyalty members, respecting to opponents, a officials common and spectators, cause, listening instructions, to the coach’s and responsible citizen. conducting oneself as a OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA for for successful coaching. Good Good teaching is the foundation hockey coaches hockey • define To what the coach must know in order to be an effective teacher • understand what To guidelines the coach should follow when teaching young athletes • understand the To of characteristics a good practice • identify qualities To of a “good” drill • understand what To the coach must know in order to conduct safe practices and games • identify the To components seven of risk management that are required of all youth ice young young athletes

• clearly communicate what is to be learned • be able theto evaluate athletes’ abilities • use a coaching style that fits the needs of To be an To effective teacher a coach must: There There are many in ways which you, as a coach, can impart are There also athletes. information young to be to shown been thathave methods or styles many effective. Despite the variety of styles that coaches use, certain rules or guidelines are common to all good instruction. EFFECTIVE TEACHING EFFECTIVE GUIDELINES TEACHING INTR ODUCTION INTR on called is coach hockey ice youth day modern The to fill many roles, but none is more important than that of being a good In teacher. fact, if the coach is not a good teacher, all of the diminished, other roles too. will be The coach’s substitute parent, role counselor, model, friend, and effectiveness as a mentor is increased if the coach is a good teacher.

Effective Teaching Chapter 5 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 23 | Role of the Coach Role | in the correct performance of the in performance skill the correct actions and incorrect performance their faulty correct the entire skill being performed. being skill the entire attempt the player its parts, into then have only the one correct part to that or segment this When is important success. to most to proceed has corrected, been segment the important segment. most next pattern motor the until correct component has achieved. been Remember is learned. being pattern new with that coordination the and total speed will performed was the which old pattern the is learning the while player be reduced adjustments. • perform to a skill way the correct knowing • that of result the actions sequence knowing • correct players’ your detect to able being • to how players your tell to able being • so can point see that you a Choose vantage • it dissecting before skill the Observe entire • the essential practice the player Have • the while the player encourage to Be ready Assessing Needs and Needs Assessing Action Corrective Taking Skills Physical Coaches can learn physical much skills about by scrimmages. observing their them players’ The in assessment on: depends drills of and physical skills Once again, the judgment of to the the is again, Once judgment coach the key improving your athletes’ performance. If inexperienced you in are the analysis of skills review the outstanding videos on you skill development should Demonstration that from USA Hockey. are available of the essential physical skills in assist slow-motion you will in observing the when essential the skill is performed at its normal speed. The components explanations provided by these videos can also be players. your instruct as used you There is no substitute attempt for to identify experience errors and when correct the you physical inexperienced of However, techniques your players. coaches learned have that the process of observing and correcting mistakes can be enhanced guidelines: following by the Assessing Assessing Mental Needs Young ice hockey players will learn the rules concepts and of ice hockey most effectively by having all USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA determining determining the instructional prior prior to assessment by throughout practice-by-practice, the season. In fact, the coach accurate assessment of players’ needs is one of the must most also essential components of occur good teaching. good All bench coaches have the ability situation and to then take action corrective during assess the a greatest the has instruction when moment teachable ing effective. of be chance Evaluation of Athletes’ Abilities of Athletes’ Evaluation The coach must be able to assess the abilities of Coaches Coaches must be certain that their what definitions of is to of levels developmental their Hence, athletes. some be social to regard with advanced be may learned players young are pertinent skills and be delayed regarding their to physical skills. of aspects all in the delayed or advanced be may Others the agenda that a coach wishes to teach during the season. For this reason, clearly stated objectives by when time the to prior essential are coach the as you you initiate any instruction. Failure to define objectives your will lead instruction. to confusion during your You, You, as a coach, are precisely responsible for what identifying is to be categories. each within of identified the previously learned by the athletes Players will not learn desirable skills, values, and attitudes simply by exposure or by having adults wish that certain citizenship fundamental will be laws acquired. instruction, of Learning requires good more then practice and action corrective situations, realistic and progression practice. This cycle under must be is attained. outcome desired repeated until the youth youth players The assessment of players’ abilities is essential to a good beginning in the ice hockey season, but Assessment Assessment must include each status player’s in the areas of physical, mental,example, a player with and excellent physical skills, but social skills.who For has a disruptions on bad the attitude, team address the if deficiencies in the could player’s the social skills. coach cause Conversely, does players who have not major excellent social and potential their realize to able be not will skills mental these translate to unable are they if members team as skills. physical of underdeveloped because abilities objectives objectives for accurate assessment the of year. The the players’ instructional strategies, as well as abilities the expectations that and goals can the be for set season. determines a coach’s AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 24 | They They do not Role of the Coach Role As As you begin your | A A good rule is, “When I Do not violate your own rule by continuing have a have lesson plan for practice communicate precisely what you want them to learn; do this in one minute or less, withpreferably a demonstration physical of the skill observe them and feedback provide and discuss the adjustments that are needed for improvement continue to practice and feedback provide needed until the desired of level is competence achieved • sure make you are prepared to teach and • be thesure you have attention of all players • use clear and simple language to • practice theplayers have skill while you • come players back have to a group setting • place the into players groups by ability; • repeat the last two steps as frequently as successes successes and placing them in recognize situations players When succeed. to they are likely where that the coach thevalues contributions of all team members, then the leaders of the team to contributions whose those accept to likely more are also team goals are not consistently evident. speak, I want you to stop what you’re doing and listen.” to talk when are players not paying attention. Prior to your instruction: GUIDELINES GUIDELINES TO GOOD TEACHING Although there to are instruct many ways young ice hockey players, the inexperienced coach will find the following sequence easy to use and effective in teaching and refining skills. instruction, it is best players to learn remember best by that participating. young learn well by sitting and listening to coaches lecture which but abstract, seem often too that topics about adults think are concrete. The The following steps 10 to good teaching have been shown to be effective including the teaching of young athletes. in a variety of settings, Be Realistic Players’ AboutAbilities Your Players will respond to expectations. realistic and Conversely, challenging expectations beyond that their are motivation achievement of even will the most short-term goals decrease skillful on an players. individual basis Set the and adjust USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA The coach is the development within essential a team promoter and is of the immature, the of contributions the recognize must one social who underdeveloped players by praising their Coaches need to get to know their players and their their know to players get Coaches need to backgrounds. Children come games with all kinds of “baggage” from to outside ice practices hockey. A and coach must be sensitive to the feelings and emotional status of her/his players what based is going on outside of hockey. on Coaches Coaches should be particularly alert to the special problems of social development present in that immature are players often consistently below whose the of average his/her team and skill level face players developed is These group. under level age the constant challenge of being unable to compete on an equal basis in the drills and, perhaps equally as important, they are frequently from excluded the comradeship that withindevelops a team. Assessing Assessing Social Needs you will provide players your among interaction The with an indication of their social needs. Often, the most skillful are players also the Their most popular. social needs are likely to be met by the recognition that parents, and from they fans teammates, receive because of their playing abilities. The coach must ensure that the recognition for skillful play must not overshadow the need to acquire the social skills of good citizenship. Too treated as oftenthough the rules of the team and society skillful players do are not apply to them, only societal to misfits find when that they their are sports treatment. equal of application the from them shield skills no longer you, you, the coach, anticipate what is to occur during games and then identical situations ensuring from comes in sess that pos players your young some that sense” practices. you The construct “sixth having been in recognizing similar the situations options able choosing before, avail to the correct then them course of and circumstances. action under the Onlygames previous in situation identical an experienced if and young practices can you players expect them correct to make have the decision. practices must Therefore, be based on the situations that you your expect teaching them to in encounter resolve in these games. dilemmas will How be directly they related their understanding to of similar situations in practice and games. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 25 | This can be Role of the Coach Role | identifying misbehavior identifying thatmisbehavior will not be tolerated als who do according not to behave the rules 1. 1. defining are how and players to behave 2. - identifying the consequences for individu Preventing Preventing Misbehavior Although threats misbehavior in the short term, they create and a hostile lecturesand negative may atmosphere effectiveness prevent is short-lived. and, Moreover, this type typically, of relationship between a their coach and team members does not promote learning the game of hockey nor does it motivate the players to accept the coach’s instructions. Sound discipline involves two steps that must be in place before occurs.misbehavior They are: Children want clearly defined limits and structure for how accomplished theywithout showing anger, lecturing the should or players threatening them. As the behave. coach, it is your responsibility to maintaining have discipline a before underway. systematic Coaches your who season have plan taken gets the establish rules time for of to conduct will be in children when manner fair and reasonable a in react a position to misbehave. DefiningRules Team The first step in discipline developing is a to identify plan what to desirable you and undesirable conduct maintain by consider your players. to be This list can then be used to establish team relevant rules. A list of potential identifying team rules is 5-1. included in items Table to consider when Enforcement of Rules but discipline, maintain to needed rules are only Not enforcement of those rules must be carried out so that reoccurrences are and penalties. Players through enforced rewards are prevented. rewarded Rules when are they penalized when they break the rules. The next step, abide by discipline maintain to plan a developing in therefore, the rules and is to determine the rewards and penalties for each at suggestions for asked be should players Your rule. this point because they will receive the benefits or consequences of the decisions. When determining rewards and penalties for rules, the most effective approach is to use rewards that are meaningful to USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA concepts concepts from the many options available. performance for each skill you include in practice. imize the opportunity your players max to acquire have the skill(s) by using the effective teaching techniques contained in this chapter. improve. • Select the essential skills, rules, and • Clearly identify elements of acceptable • Organize and conduct your practices to • must Players experience success to Maintain Consistent Discipline You will find that keeping control of your team much is easier than regaining control once problems with misbehavior have disrupted the prevent can you if easier much is role your Thus, your authority. types of misbehavior that arise when coaches not anticipate and problems do withavoid discipline. boring practices that drills involve that do not relate to their understanding of practices organized, the personalized, and pertinent to game. Keep your the needs of your team. Structure Your Instruction Structure Your progress players’ will be Your directly linked to how clearly you communicate and teach toward intended outcomes. your This means that every practice must have well-defined objectives and a systematic plan of instruction. The critical steps to a structured lesson are: As a coach you theof rules skills, and knowledge strategies improve should expect to and attitudes significantly of each of your course of the players season. Make during a commitment to help the each of the realize players these goals. them when they are achieve according to their achieved. coaches’ expectations if Players tend the expectations are realistic. to Establish an Orderly Environment directly is coaches by objectives of achievement The related to the learning that takes place orderly, in and a business-like safe, environment, with clear expectations of what is to be accomplished at each being for accountable held be must Players practice. on time and coming to the practice ready to learn. Young players do not learn effectively in long, AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 26 | Role of the Coach Role | taught that all your athletes need to know, use a single group instructional setting. place of players similar ability in smaller groups. practiced in which individual athletes are at of levels ability several (initial, intermediate, or later learning establish levels), learning stations that focus on specific outcomes to meet these needs. • When a new skill, rule, or is strategy being • As you identify differences in seek to ability, • When a skill, rule, or is strategy being atmosphere that results reduces long term coaching long term that reduces atmosphere results handling to approach positive effectiveness. A more misbehavior is to prevent it by player establishing, with input, clear consistent team enforcement rules. of through the Use rewarding correct rules, fair behavior, primarilypenalizing rather unacceptable behavior. and than Players GroupAccording to Your Ability at players have likely most will team hockey ice Your various levels of ability. For effective learning, the players must sometimes be divided groups. into The smaller critical players consideration effectively is to for have them grouping practicing at thatlevel is needed to advance their a playing ability. The general guidelines to effectively group players are: Talking while you are trying to give instructions instructions trying are give you to while Talking during drills behavior Inattentive language abusive or using Fighting with opponents/teammates teammates about comments negative Making during the penalties commiting game Intentionally games and practices from or absent late Being up pick others to for out equipment Leaving Forgetting to bring a part of his/her equipment or uniform to practices and games behavior Disruptive Undesirable Conduct Conduct Undesirable USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA them for good behavior. activity activity with punishment. EXAMPLES EXAMPLES OF DESIRABLE AND UNDESIRABLE CONDUCT IN HOCKEY Children should not associate in in an acceptable manner is to reward The The best to way motivate players to behave Attending to your instructions your to Attending on drills concentration Full with opponents respect Treating teammates to encouragement positive Giving penalties Avoiding games and practices to prompt Being after equipment up pick practices to Helping practices to equipment Bringing of his/her all referee and opponents, teammates, coaches, for Respect Desirable Conduct Desirable Although threats, lectures and/or yelling may deter misbehavior in the short term, the negative Remember Remember that penalties are only effective when they are meaningful to the players. types Typically, of the penalties that are used for rule violations are ineffective because they are not important the to players. Generally, they do not leave room for positive interactions between you and your players. Examples of ineffective penalties include showing thethemin lecturing by players embarrassing anger, presence of team members or adults, shouting or at players, assigning a activity physical (skating laps, extra pushups). Assigning attitude negative a a develop may certainmisbehavior physical activity for toward that activity. Avoid using physical activity as a form of punishment; the benefits of such hockey, as learning skills and gaining cardiovascular fitness, are gained through activity. your players and Withdrawal appropriate to of thepenalties and rewards potential of list A misconduct. rewards situation. should that can be used in is 5-2. hockey cited in Table be used for Items to consider when defining rules for your team. your defining for when consider rules to Items 5-1. Table AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 27 | mandates mandates that Role of the Coach Role | successes and and attempts achievable sub-skills achievable and focus instruction on those sub-skills. on most occasions, something that they did by is specificfollowed rewarded, instructions about what needs more work, ending with an encouraging, “Try again.” the next without major set-up time. portion of practice and communicate as much of that information as possible before going on the ice. cool down activities off the ice as possible. help you with instructional stations under your supervision. • each Reduce skill, rule, or into strategy • feedback Provide to the student such that, • Schedule your drills so that one leads into • Clearly outline and/or diagram each • as Complete many pre- and post-warmup/ • aides Recruit (parents and older to players) 1. until ready to respond correctly respond to ready until 1. specific a for 2. of minutes number of practice the for 3. rest practice next 1. week next 2. season of rest 3. Being taken out of a game of a out taken Being start to allowed being Not part for of practice Sitting in the box penalty for Dismissed coaches coaches structure their practices so that will players succeed on a attempts. The high following hints proportion have been successful used youth ice coaches: hockey of by their early Maximize Maximize the Players’ Success Rate Successfully achieving a desired outcome and the motivation to continueoutcome are to highly refine related. must structure Therefore, the their coaches practices desired so that successful in lessons to be learned. This relationship players are between Practices are the Practices most In order to ensure that Penalties Penalties USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA EXAMPLES OF REWARDS AND PENALTIES THAT CAN EXAMPLES THAT BE AND OF USED PENALTIES REWARDS IN HOCKEY Being a starter a Being position desired a Playing or activity exercise an Leading you from Praise Decals Medals waiting waiting in line by using small groups in your drills. do players to not wait have for their turn to use it. • sufficient Provide equipment so that • the Reduce number of athletes who are Rewards Maximize Your Players’ On-Task Time Players’ On-Task Maximize Your Progress in skill development is directly related to the amount of time that players spend these skills in situations. game-like Practices provide practicing repeatedly specificskill a attempt opportunitytheto anticipate should Coaches instruction. guided under game situations and then conduct their practices to simulate game situations, while still being able adjust the to environment to meet the developmental athletes. theof various levels Organize Organize the groups so that there is a order systematic in which players take turns. Each group must know precisely what is to each be group by rotating and learned. spending short periods Supervise spending of temptation the Avoid witheach. time of all of the instructional time with one group. If any group is favored during small group instruction, it should be those players who are to able least are the who ones the also are they because least skillful diagnose and correct their own errors. effective learning environment physical and mental skills. for perfecting are wiselypractices conducted should you consider the following techniques: time-saving Example of rewards and penalties. and rewards of Example 5-2. Table AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 28 | Role of the Coach Role | various hockey skills various hockey at different rates. their own continuous progress as their primary guide. They should avoid comparing their skill withlevel that of other players their best effort. such effortReward with a comment, pat on the back, thumbs-up sign, or other means that will communicate your approval activities, when appropriate • that teaching your players everyone learns • to teaching young players use effort and • encouraging individual to put players forth • them involving in the selection of drills or PROTECTING THE PROTECTING SAFETY OF PLAYERS In addition to providing effective instruction, coach the has the responsibility of practices ensuring and that all games environment. are conducted Therefore, in responsibility can a be summed the up in this safestatement: coach’s Teach for improved competence and primary safety every day. For over a decade, courts, lawyers and professional associations have been responsibilities of establishing the youth sports the responsibilities coach. These legal supervision, include a safe environment, proper instruction, providing evaluation adequate planning, and proper adequate adequate for injury or incapacity, procedures appropriate and emergency first aid proper training, adequate equipment, and appropriateadequate matching warnings, of players and These and duties are competitors. to be he/she met by is the involved coach while in related to his/her coaching responsibilities. any supervisory situation USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA many many successful experiences (i.e., opportunities to positive provide feedback) • organizing your instruction to result in Promote Promote a Sense of Control Coaches must be in control control is of not a their one-way street. teams, Players, too, but must feel that they have some They games. and practices attend they control when destiny over their own must feel that they will be rewarded for hard work, that their goals will be considered, and role on that the hockey their team is valued and essential to the welfare of the a promote sense of control by: team. As a coach you can Ask Ask Questions of the Players Young players generally enjoy their with relationships their coaches. Asking them tions ideal ques is way to an build the coach/athlete Questions relationship. should be designed to provide into why the insight player is involved in ice hockey, who the significant persons are his/her goals are in for the season his/her and what parts life, of the what game are personally satisfying Coaches or who know their depressing. players are most likely to be able to meet their needs by placing the players into situations that will enhance their self-esteem. Monitor Monitor the Players’ Progress Players learn most effectively tices during that prac are accompanied by meaningful feedback. In youth the meaningful hockey, feedback is most frequently the by coach or provided assistant coaches. The old cliché “Practice makes athletes perfect” are is practicing only correct manner. appropriateIf left true to their own agendas, young skills if in may they or skills inappropriate practice may players the practice pertinent skills inappropriately. coach, As you must their be sure conducted with that the the correct practices balance and are independent learning. of feedback AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 29 | Role of the Coach Role | 1. 1. The planning stage. 2. The observation stage. 3. The analysis stage. give the player sufficient the player give analyze and to information act upon. Another error youth ice hockey coaches make analyzing in skill techniques is that they only make a symptomatic analysis. That is, merely pointing out a fault without discussing the reason for it. help to plan thought-out well a have should Coaches them analyze the skills knowledge of their to players and performance, understand the and what information. be causes able poor to actThere upon are thisperformance. They are: three main stages to observing Planning In this stage, the coach must break down the being skill observed into parts. It will be easier to focus on particular phases of a skill to be analyzed. Once a skill has been broken into parts, the coach can identify components theof each key phase that affects the final observable and the coach must outcome. be able to think of The them in terms of the skills’ parts mechanical movements. must be OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA

• instruct coaches To on how to observe and players analyze their skill performance • help coaches an To develop observation plan to offer practical feedback to athletes • assist coaches in To skill developing progressions

In trying to improve skill technique, coaches must not observe performances like a spectator, giving feedback such as: “bad shot,” “bad pass,” or “great not does and negative is feedback of kind This save.” understands the process. Observations occur in many different settings and in and settings different many in occur Observations many different competition, at ways. practice, during It during off-ice activities, may of setting the Whichever activities. individual-related occur team-related during observation, activities it is very important that or the coach during One of the most important roles of a coach is that of that is coach a of roles important most the of One an observer. The coach. good a ability of element one only is alone practices to plan and coordinate A coach must be able to evaluate them, observe and performances, give practical feedback so the and improve. can develop skills player’s OBSERVATION INTRODUCTION procedure a to introduced be will you chapter, this In for observing performance, and interpreting those observations. You will to and the feedback will practical be players a given be taught how skills. teaching of progressively process to give Observing, Demonstrating and Analyzing Skill Performance: Skill Chapter 6 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 30 | Role of the Coach Role | the player the the player skill in its entirety. learning components. each component, which will enable him/her to learn, comprehend and master each movement. taught, thethe execute have player skill in Allow him/her its slowly to entirety. move at first, to gain confidence, and to ensure proper technique. Then gradually theaccelerate rate of execution. tion at top speed. execu the to practice player and use the skill they just been have taught. with resistance where the needs player to the execute new skill under pressure (i.e. reduced time or space). process process of learning. effective observer. components of a skill and be able to analyze them when an athlete is performing. how to perform a particular skill or movement. performance and simple provide and practical feedback to the athlete. 1. 1. When teaching a complicated skill, show 2. Break the skill down into teaching and 3. Allow the slowly to move throughplayer 4. Once all of the components of the task are 5. Once the skill is encourage mastered, 6. Create fun drills game-like that will allow 7. The final phase is to create game situations 1. 1. as a coach, You, must understand the 2. be an To effective coach you must be an 3. It is important to know all of the 4. Be able to or demonstrate teach an athlete 5. Be able to analyze and a evaluate It is important to demonstrate all components practice, skills, of and concepts to ensure the proper results. The following is a breakdown on how to skill, drill, or concept in teach a manner: progressive a SKILL PERFORMANCE SUMMARY PERFORMANCE SKILL Feedback to the athletes is very important so they may develop their skills. Teaching is an interaction between the coach following elements are important to remember: and the athlete, and the USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA various various angles so that you see different things. making a few broad observations before breaking down the skill. Do not correct just your player. on the first observation. a number Watch of executions to be sure a problem really exists. what you see. break down a skill. • View the athlete performing the skill from • Get a general idea of the entire skill by • Be patient with your observation as well as • A useful technique is to describe to yourself • Video is a useful tool in helping the coach Before practice, it is not only important to plan what plan importantonly to not is it practice, Before to demonstration the plan to also but taught, be to is be given and the main points to be made. through the subsequent actions. what is to be performed that will guide them know know what to do and how proper demonstration to and practice is do to produce a it. The aim model of for the required element to Athletes need be to form the perfected. proper mental image of as the conceptual aspect of hockey, athletes need to need athletes hockey, of aspect conceptual the as DEMONSTRATION AND DEMONSTRATION PRACTICE in improve To the area of skill development, as well Observation The following are some tips that should aid you in observing: This This plan must include the phase of coach the skills to deciding focus on, the key what elements to be observed, and the best possible position which to view the from skill to get the best information. At At this stage, the coach must know what to look for and where to look. The good coach will develop a plan for observing skill execution that will assist in making a sound observation. Analysis Once the coachperformance(s), the has information that with observedthe observablemovements correlating through is gathered the outcome athlete’s of the performance must From be this, analyzed. a coach strengths will be able and to performance identify and give the simple weaknesses as well feedback to the player. as practical of the player’s AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 31 | Role of the Coach Role | At At the parents’ orientation meeting, you have the opportunity to ask for their assistance and discuss other items that are specific to the team. A meeting for parents is also an excellent way for them to get A meeting face-to-face and each you to know other. and a few short remarks uniting go a coaches long way and toward endeavor that benefits parents the players. Many potential in a problems cooperative can be eliminated by cation that begins before the first practice. good communi- GETTING PARENTS TO ATTEND GETTING PARENTS MEETING AN ORIENTATION After you have received your team possible roster before the and, first practice, if you should make arrangements to schedule a meeting. parents’ If you orientation do not personally space have to sufficient accommodate the parents, a neighborhood room in a school usually or can be community scheduled orientation free meeting. of building charge for an Before scheduling the meeting, the time parents should and be times asked at date which they about could attend. This information, the for the as well as items of parental concern for an agenda, can be obtained through telephone conversations OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA • obtain the To information and help needed from parents to do a good job • identify the To coach’s responsibility to the parents of the on players the coach’s team • assist the To coach in enlisting the support of parents in team and program activities • identify the To responsibilities of the and players their parents within this program can weaken can the weaken effects of your coaching. ice hockey ice so hockey that they understand the game distributing important information

hockey program hockey in have helping the team run smoothly Some Some parents, through lack of awareness, • details provide about the season • a provide setting for collecting and • teach parents the rules and regulations of

• what your roles are as the coach • the purpose and of objectives the ice • the responsibilities they and their children purposes and needs of your program is through an orientation with the parents. It can be used to: The most effective way of communicating the These These negative influences can be minimized if you tell parents: INTRODUCTION Support and assistance from parents can be helpful. very Some parents, however, through awareness, lack of can coaching, and thus weaken reduce the benefits hockey can the to provide their children. effects of your Between Coach and Parents and Coach Between Establishing Relationship Good a Chapter 7 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 32 | Role of the Coach Role | organization organization for complaints or any problems the involving team 1. Introductions 2. Goals of the team and program 3. Understanding the sport of ice hockey 4. Dangers and risk of injury 5. Emergency procedures 6. Equipment needs 7. responsibilities Athletes’ 8. responsibilities Parents’ 9. Season schedule 10. Question and answer period 11. Coaches’ responsibilities 12. The chain of command within the SAMPLE SAMPLE AGENDA Introductions Parents should be informed about who administers the ice hockey program. acquainted with the coaches and the parents of the They should become other players. As the coach, you should introduce yourself, briefly coaching experience, and reasons for coaching. describing your background, The parents should identify also where they live, and perhaps introduce indicate how themselves, long their children Learning who the program. makes are other parents have been involved it in easier the to specific establish working relationships tasks responsibilities (carpooling, for bringing and refreshments to games, etc.). to initiate Finally, the sharing purpose of explained of to the communicate important meeting information should about each agenda item. be If handouts are available, they should be distributed at this time. We suggest distributed be agenda) (the handout one least at that to provide order to parents for place a part, and your on organization to the meeting, write notes. a sense of Goals of thethe Team, Program and Coaching Philosophy The goals of the sponsoring organization, as well as your personal goals, should be presented. Parents then will be able to judge whether those goals are compatible with their beliefs appropriate for regarding their child. what Goals that is have been USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA injuries. your program). information (if throughprovided your program). roster. player/parent • A medical examination form (if by provided • An accident insurance form and • An athletic medical information form. • A medical release form. • A description of proper equipment. • A list of team assistants and responsibilities. • A season schedule. • A telephone tree, email addresses and • Information on common ice hockey CONTENT CONTENT OF A PARENTS’ MEETING ORIENTATION Parents usually concerning have their a child’s number proper hockey preparation of and program. an With outlined questions should be able agenda, to answer most questions. A sample you agenda is supplemented with items provided. you and/or the to believe be important. parents This agenda can be Other suggested handouts and forms for distributing for forms and handouts suggested Other and collecting information include: If you are well-prepared and organized, conducting a parents’ orientation meeting will be an enjoyable and useful event. Before this meeting, you should complete the agenda and write down that key points you plan to communicate the that assemble handouts distributed be will Next, under each item. at the meeting. At should the include an agenda for the parents to follow. very least, the handouts ORGANIZING ORGANIZING THE PARENTS’ MEETING ORIENTATION In your communication with the parents, you should you parents, the with communication your In stress the importance of the meeting and the need for each family to be at represented the meeting. If an email is sent, the agenda for the meeting should meeting the for agenda the sent, is email an If be included. If possible, occur this about two notification weeks should before should the meeting be and followed reminder on the night before bythe meeting. a courteous telephone and emails with the parents. Once the time and date and time the Once parents. the with emails and have been determined, notified the about parents this should information email. by be telephone or AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 33 | Role of the Coach Role | terms terms of possible injuries in youth hockey. Parents Parents should be told what they can expect in Dangers and Risk of Injury Parents should be told what of terms possible injuries their incur child in may ice they can expect injuries potential in of parents inform to Failure hockey. is the most frequent coaches basis and players. for lawsuits involving are injuries the generally that example, for them, Tell confined to sprains, bruises, and that contusions, but there is concussions, and a other serious possibility injuries. Let know if them a for medical examination is broken required their before bones, child’s participation. evidence If of compliance is so, acceptable, to whom what it must formsbe and provided, when it is due. or Tell the parents what will be done to prevent injuries prevent to done be will what parents the Tell and assure them that the playing/practice area and safe players keep help to checked be will equipment and free from exposure to hazards. Lastly, the program’s policy of accident insurance should be described. Inform parents if the program maintains athletic accident age cover or parents are required whether to provide insurance coverage for injuries that happen during their child’s athletic participation. Emergency Procedures theHave parents provide you with information and permission necessary for you to function during an emergency. The Athlete’s Medical (from History your club Form registrar) was designed for purposes. these You should have the parents this complete form and keep it with you at all team functions. guide with to information you will provide This form your actions in an emergency. Equipment Needs where and need players the equipment what Explain it can be purchased. particular brands and Advice models and on an indication of the how much quality parents can of expect to pay for items is also welcomed by the specificparents. If an equipment swap is organized, tell them where and when it will be proper equipment held. should A be handout provided. A describing list guidelines and for the selection of hockey equipment USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA goals goals and coaching philosophy. missed missed the last practice before a game? taken off the team if they go on a two-week vacation? material rewards? performers or are they given to all participants? Parents Parents should be informed of the primary • Will be to players allowed if compete they • Will be players from excluded contests or • Will trophies receive or players other • Are the given only rewards to good • fun to have • skills to improve and learn new skills • to be on a team and to new make friends you you could invite parents to attend selected practice sessions where a and/or demonstration explanation of positions, rules, strategies and standard of play will be presented. Other areas that should of consequences the players, eliminating on policies be addressed are your missing practices, and recognizing players through awards. You may questions about how be you will function as a askedcoach. Some examples are: to answer many Most Most educators, pediatricians, sport psychologists, and parents consider these to be healthy goals that Parents achieve. athletes young help should coaches team the primaryof the goals of informed be should and the amount of emphasis that will be placed on achieving these goals. identified by important youngare: hockey players as most The The information may be presented in the form of a video, brief techniques, and/or explanation, rule thisinformation, cover to interpretations.meeting the use not rather If demonstration you’d of Understanding the Sport of Ice Hockey Many times instructions spectators to players, or boo because they contradict do not know officials, the the rules of coach the game. This is particularly true if been the rules have of play shout modified groups. age Informing parents for younger about basic rules, skills, and those strategies who are may unfamiliar with help ice hockey and will some prevent of this negative behavior. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 34 | Role of the Coach Role | sports, but support their desires to play their chosen sports. Children are involved in organized sports for their enjoyment. it Make fun. children learn best Remember, by example, so applaud the good of plays both teams. coaches players, or officials. By showing a thepositive attitude toward game and all of its participants, your child will benefit. and how they benefit your young athlete. De-emphasize games and competition in the age lower groups. support the officials on and off the ice. This approach will help in the and development support of the game. Any criticism of the officials only hurts the game. defeat, and enforce the positive points of the game. yell or Never abuse physically your child after a game or practice – it is theremoving toward Work destructive. and physical verbal abuse in youth sports. coaches. They are important to the of development your child and the sport. Communicate with them and support them. about – hockey and volunteer. • Do not force your children to participate in • your Encourage child to play by the rules. • Do not embarrass your child by yelling at • Emphasize skill and development practices • Know and study the rules of the game and • Applaud a good effort in both victory and • the Recognize importance of volunteer • If you enjoy the game, learn all you can of the team. Below is USA Hockey’s Parent’s Code of Conduct: Season Season Schedule Fewer telephone calls and emails will be later in needed the season if you prepare and distribute schedule of a events for the season at the orientation meeting. The most efficient way to provide parents with the entire season schedule is with a handout. The schedule should inform the parents about the length of the season; the when dates, practices and games sites, will be and held; lengths times of practices and games; number of games; number of practices; and other events for the season. and/or Maps instructions about where team events will occur are often helpful. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA all all of their equipment officials bodies and to learn the basic skills with the consequences of inappropriate behavior expects expects from ice hockey. to and compete at what level. the meaning of winning and losing. child and ensuring that their child meets specific responsibilities for participating on the team. hockey child’s coach and should conduct themselves in a proper manner at games. • cooperating with coaches, and teammates • putting forth the effort to condition their • conducting themselves properly and living • being on time at practices and games with • should Parents learn what their child • should Parents decide if their child is ready • should Parents help their child understand • are Parents responsible for disciplining their • should Parents not interfere with their Athletes’ Athletes’ Responsibilities (Martens The and Athletes” “Bill of Rights for Young Seefeldt, 1979) reminds welfare adults that must the considerations. child’s Children be and their realize, however, that placed along parents with rights, must they must abovemeet bilities. certain Young responsi athletes must all be responsible for: other can be found reproduced and used in as a handout to Chapter the parents for properly outfitting their child. 18. This could be desirable efforts,desirable and participate in the social events Parents’ Parents’ Responsibilities Parents of young responsibilities athletes must associated assumeparticipation on the some hockey team. with This should discussed be at the their parents’ orientation meeting. We responsibilities. parental of number a identified have child’s You may wish to cover following responsibilities in the all parents’ orientation or a portion meeting: of the Parents should also commitment they and their child have be made to the sensitive This often thatother displace team. requires parents to fulfill thepractice to theirchild get important to tasks order in on time, publicly support players the to give their coach, best effort, encourage reward players for AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 35 | Role of the Coach Role | SUMMARY Parents can be an asset to your program, but some parents can have you a how about parents to Communicating program. negative influence on perceive your your role as the coach, the purpose of the hockey program, and the responsibilities that they and their children have to the hockey program can minimize these negative effective way influences. to communicate this The information through is most a parents’ orientation meeting. The and effort you put into time developing a well-organized meeting will save you considerably more time and effort throughout the season. In a parents’ orientation opportunity meeting, to you explain have to the parents responsibilities that they have to you deciding if and their child is the ready to compete, having team,realistic such as expectations,interfering with disciplining, coaching responsibilities or playing. and Children’s ofcommitment, not and proper promptness, outlined for conductparents. can cooperation, also be In addition, other agenda items can be and discussed information can be orientation meeting gathered that at may make a your more smoothly job parents’ throughout run the season. Be sure to discuss such items as danger equipment needs, emergency and procedures, and the risk of injury, season schedule. The agenda items outlined in this chapter may not cover all the issues you need to address parents with the of your organize a specific meeting that meets the needs of players. Therefore, your team. you must USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Keep the Keep lines of communication open if if it is still as bad as it originally seemed. rule: rule: wait 24 hours after the situation to see between between you and the parents. Use the 24-hour No No matter how many questions you answer at the parents’ orientation meeting, it will not solve all of the problems. Thus, it is important to keep the lines of communication open. You should indicate your willingness to discuss any problems that were not discussed at the first meeting. This might be done with a telephone call or at a conference involving the coach and parent, or the athlete. coach, Immediately parent, before and or after a often practice an appropriate is time to discuss major with could another issues have even meeting parents. You for parents midway through the season to provide an update on the team’s progress, to discuss problems, any or to listen to inviting parents to talk with you, they parents’ will become a comments. By positive rather than a negative and players the team. influence on the After having conducted the meeting, you should contact the parents’ families who were orientation what about them inform briefly and attend to unable was discussed. They should be given the handouts should you and meeting, the at distributed were that collect whatever information is needed from them. compile may you completed, are records your Once additional handouts (e.g., telephone tree or email addresses). FOLLOW-UP ON FOLLOW-UP THE PARENTS’ MEETING ORIENTATION AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON Section 2 Section Model American Development AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 37 | American Development Model Development American | program areprogram right for kids.” there's no doubt that the principles of the — — Ron DeGregorio, President USA 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 first time ever, an optimal development blueprint 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. 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 importancedoubt 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. OBJECTIVE • understand American USA To Model Hockey’s Development USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA

level. 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 A A PLAN FOR LONG-TERM DEVELOPMENT ATHLETE Recommendations Recommendations have come from experts in ice child hockey, development, physical education and cognitive and emotional development. The ADM is about designing, implementing and committing to continual improvement of a kids. for model competition and training appropriate world leading, age- The ADM is about raising the bar for our coaches players, and administrators. We want our players exposed young to world class coaching at every INTRODUCTION INTRODUCTION The American Development Model local thatassociations provides initiative nationwide (ADM) is a across the country with athlete a blueprint for development optimal appropriate that training utilizingprinciples. development focuses long-term on athlete age-

American Development Model Development American Chapter 8 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 38 | American Development Model Development American | recovery recovery programming with relation to biological and development maturation competition driven; and parents, officials, administration, sport medicine & sport science supported 1. training, integrates competition and 2. offers equal opportunity for recreation and 3. is participant/athlete coach centered; Bodies. Within hockey, there countries is like no Sweden, doubt Republic Finland that produce and high-end the numbers Czech NHL players. are Their especiallyconsiders the populations numbersand player from impressive long-term countries, those whenof each In counties. those one athlete development principles are at the core their model. development of Long-term athlete conceptual development framework for athlete development is in sport athat can be used as generic, a basis on which align,’ to ‘re- or make more consistent, existing and systems structures. It has been Balyi, an recognized coach internationally educator, developed by Istvan and is based sporting people develop young upon about how research a consensus ability, of evidenced linking more development closely of the players coaching growth. psychological to and their physical and The ADM is a long-term athlete development plan for the consideration sport the guiding LTAD principles that are of widely accepted around the ice globe. Consistent with hockey. the ADM: LTAD, It takes into It should be recognized The nothing majority new. of the on research which that much of LTAD it is based is widely and accepted, has been used to is underpin physical education teaching years. for The many difference ‘packaging’ of this theory that for mass understanding LTAD and a mechanism for applying the bringstheory to better is integrate whole a sports development systems coaching, (i.e. training, playing, competition, etc). It is also important that our USA Hockey membership understand that it is people not just that our hockey endorse a LTAD plan, but that sports science and development experts endorse from around this the methodology for their own sports. model globe and are adopting this USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Research 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 than athlete health 100 government ministries and sport National Governing Rationale 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 multiple from sport bodies, as governments well as other endeavors such it research, current of review asthe Through evaluated. music and was quickly concluded the that to truly address artsplayer development, a were completely new way of looking at USA Hockey’s structure Critical development begins at a very mustearly 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 certain be physical and addressed mental attributes proper time, the prospects of long-term becoming a at the at the truly elite athlete are diminished. Change 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 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 our While great attributes as a nation, a been defined has never excellence to clear pathway by USA Hockey. Over a decade ago, some of the issues to within our system, address 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 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. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 39 | American Development Model Development American | foundation is laid, performer the at highest elite an develop to practice it takes years level. of deliberate A significant thatin thenumber play of players NHL were never drafted. This means that, at 18 and 19 a late- willing take to even nobody of was age, years round chance on their potential to make it. Hockey programs our and sport specialization early an not is must include a long-term developmental pathway that provides opportunities for our elite into players their early 20s. This is why USA Hockey endorses the college hockey path, as it provides the widest range of developmental opportunity Many players don’t reach their over potential until their time. early to mid-20s. FUNdamentals All sports begin with basic fundamental movement and core sports skills. include The agility, balance, ABCs coordination of and while movement speed, core sports skills include running, skating jumping, and throwing. foundation broad-based strong, a have who children It has been in shown the that fundamental movements and from a variety sportsof sports increase skills their potential for future success in sports. Whether this is confidence to lead a healthy and become an active elite athlete, life this strong in foundation in sport the fundamentals will or help children to reach their full potential. Without this foundation, reach never their capacity. genetic children may Specialization Sports are specialization classified sports. as which, in gymnastics women’s is Ansport specialization either example early of their from retiring potentially are girls growth, to due an or early late sport at 14, 15 or 16 years of age. contact/collision sports, ice is hockey classified As as a with other reach don’t players sport.Hockey specialization late their full potential until after full Specialization growth at maturity. an early age limits children from acquiring a broad spectrum of athletic movements and skills that limit may or put a cap on their overall athletic potential. When specialize players too early increase musculature, in imbalances create can they the potential for burn out and a by not potential developing broad base of athletic limit their athletic skills. movement Female Female 6-8 years years Female 8-11 years Female 11-15 years Female 15-18 years Female 18-21 years Female 18+ AGE Female 0-6 years STAGE HOCKEY HOCKEY MODEL USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA LONG-TERM ATHLETE DEVELOPMENT ATHLETE LONG-TERM Chart adopted from Canadian Sports Centers (2006) Adolescence Learn to TrainAdolescence Late Puberty years Male 9-12 to Train Train Early Adulthood Learn to Compete years Male years 16-18 Male 12-16 Early Adulthood to Compete Train years Male 19-23 Adulthood to Win Train years Male 19+ Early Puberty PHASE Early Childhood Start Active Late Childhood FUNdamentals Male 0-6 years Male 6-9 years enormous enormous amount of work and time to become an elite athlete. This is done through a diverse sports movement and sports skills background. Once this referred referred to as the day a hours three for practice to need the to relating ‘10 year – for 10,000-hour 10 years. Many researchers believe this rule’ is just a minimum. The bottom line is that it takes an 10 Year – Hour 10,000 Rule Year 10 It takes years of organized practice to become an expert performer. Research shows this developing is any true skill, of such as learning instrument to play or an playing sport. This is sometimes LTAD Foundation of Research, LTAD Principles and Tools foundation its at has development athlete Long-term 10 different elements of sport development science and child research. structure When of considering any athletethese the elements must also be considered. development program, All young All people theyoung follow same of pattern growth and development, although there differences are between individuals significant in the timing and magnitude of these changes. In relation to physical activity, there are seven key phases of growth and development. The relevant ‘stage’ hockey of model the for LTAD is development described below. each phase of growth and AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 40 | The The optimal window American Development Model Development American | Stamina (Endurance): of trainability occurs at the onset of peak height velocity (PHV). This is more • Windows of optimal trainability. optimal of Windows 8-1. Diagram These critical periods vary between individuals as each child is unique in his or her genetic makeup. While these critical periods follow general stages of human growth and maturation, scientific evidence shows that humans magnitude and of rate response to different training vary considerablystimuli in at all the potential for while excellence at others age may 11, stages. Some playersnot indicate may their show promiseConsequently, until a age long-term 15 development is needed to ensure or approachthat players who 16. to playerrespond slowly ‘shortchanged’ in their development. to training The stimulifive trainable physical capacities and windows are of optimal trainability are: not Diagram 8-1 trainability illustrates for male windows and critical windows provide accelerated female adaptation to of athletes. These and, training if skipped or a missed, decrease child’s optimal chance to reach his or her full potential. It must be yet trainable, always are systems all that mind in kept with smaller degrees of adaptation to training over time. In our opportunity on skills current development (9-12) for male system, players is the missed window through under-training. of over-competition and USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA have have the highest potential to achieve.” longer longer than those who specialize before one one to offtwo days per week from athletics, competitive sports specific training and practice competitive (scrimmage) to allow them both to recover and physically psychologically. to three monthsfrom a away specific sport during the year. puberty. Well-rounded, puberty. multi-sportWell-rounded, athletes “Young athletes who “Young participate in a variety of of sports fewer have injuries and play sports — — Journal of American of Academy Pediatrics • the Encourage athlete to take at least two • athletes Encourage to at strive to have least AAP AAP Guidelines: Elite Elite player development and a sound structure at the 12 & development are not mutually Under exclusive. What do level we currently produce in the U.S.? We have an over for broad-based abundance of average players skill and very few elite players truly at the highest levels (NHL), especially when our numbers are taken This is into due to a lack of the consideration. proper focus on training through the appropriate trainability.’ ‘windows of optimal In our training in current system, early focuses years on outcomes developmental process (optimal training). As Balyi (winning)10-16 and 6-10 ages between done “Damage states, rathernever will (players/athletes corrected fully be cannot than reach their genetic potential) and national the training or sport centers regardless of funding and expertise, cannot recover receiving mediocre from the ‘damages’ of earlier training.” athletes, Windows Windows of Optimal Trainability physical child’s a during stages identifiable are There and psychological development that offer optimum opportunities to develop particular attributes, such as basic (running, skills sports basic speed), and coordination movement physical and striking) and skating throwing, jumping, skills (agility, capacities (flexibility, balance, endurance, Missing and these strength). optimum significantly to opportunitiesreach affect shown to ability child’s a has been his or her full potential. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 41 | This This category refers to all American Development Model Development American | Sports schedules must consider the motivation and motivation handling pressure. As a stages, the progresses through player LTAD mental training aspect from will evolve having fun and respecting opponents; to visualization and to goal self-awareness; setting, relaxation, and positive self-talk. To master the mental challenge of sport, these basic skills are then in tested increasingly difficult environments. competitive the planning, Ultimately, implementation and refining of mental for strategies high- competition level will a have large impact on elite performance. the Consequently, mental training program is critical at all as dealing withstages of success LTAD, and failure will continuation determine in the game and activity physical in general. Sustenance: aspects of replenishing the body for sports and general health. It a covers wide range of topics from nutrition and to hydration Fatigue, whether rest and it recovery. comes from a single practice/competition or builds up time over through a lengthy schedule, can be combated through a proper lifestyle. Whether our children become elite athletes, or we look for better performance in school or just to lead a healthier life, we will all thrive with better education and following a plan that replenishes our and physical mental needs. School: demands placed upon children from an academic perspective. Education must be emphasized, and the demands of sport should complement the academic schedule, not conflict with it. The stress of class work, examinations, boyfriend and girlfriend issues, and school peer groups play a role in the fatigue and stress levels on our athletes. Coaches and parents must monitor these factors to balance the sports schedule to allow for maximum both development on the ice and in the classroom. • • Biological Biological Age vs. Chronological Age Biological age should be considered through development our and identification the at look early of only one need number example, process. As an month birth dates that make up our and Under-17 The The optimal The The height of a person Sport is a and physical mental The The optimal window of For boys, For theboys, first speed training USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA The The window for optimal skill training commonly 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 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 due during to rapid PHV, growth. Structure/Stature: before, during and after maturation can be utilized by a coach or parent. Tracking growth as a guideline for developmental age can allow for planning to take advantage of the critical ‘windows of optimal trainability.’ Psychology: challenge. challenge. The ability to maintain high of levels concentration, remain yet relaxed with the confidence to succeed, is a skill essential to long-term performance in sport. This skill also has the to potential transcend sport and affect our everyday lives. To thedevelop mental toughness for success at the highest training levels, programs are required that address the specific gender stage of The players. training and LTAD programs should include mental key components identified by sport concentration, psychologists: confidence, • • • • • • Additional capacities have been identified thatcapacities have Additional must also be development and, considered in addition to the throughout five capacities, up make a holistic approach to training. physical an athlete’s AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 42 | American Development Model Development American | refers refers to the age at which athletes potential potential born in the last quarter of the year than in the first quarter. “Training Age” begin planned, regular, training. serious The involvement in temposignificant implications for athletic training because of a children who mature child’s at an early age have growth a major advantage has during the compared to average Training or late to maturers. after However, all Train athletes have stage gone through spurt, their it growth is often later maturers to potential become top thatathletes provided they who have greater experience quality coaching throughout that period (see Diagram 8-3). Not all players have the potential to become elite players. The recognizes this American by offering two Development levels from of the content Train Model to Train performance content is aimed at stage those who players forward. The high been have identified and who choose to attempt to be potential elite performers, while offerscontent of commitment more a level reduced the standard appropriate to the majority of who players will form the basis of club the of partearly the at content of levels the between teams of the future. The split USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Drafted players in the in System. Developmental Canadian players Drafted 8-2. Diagram Looking at Diagram 8-2, it is and ours, system potential Canadian developmental obvious that in the late month birth date players have been excluded unlikely highly is It track. -performance high the from that there are fewer players with long-term athletic Currently, Currently, most athletic training However, age. and chronological on based are programs competition athletes of the same age between ages 10 and 16 can be four-to-five segregate years to guide poor a is age chronological Thus, apart developmentally. adolescents for competitions. Because hockey is a contact sport, early maturing players within are favored our youth structure. The late when eliminated he or she possess long- may better developer is term athletic ability. Under-18 National Teams. forces Our players into a compete-to-win, current ‘peak by the system weekend’ system that players who rewards may not have early the performers. ability maturing to Late be developing players elite are excluded and cut, consequently leaving the sport segregated to or a recreation program that being limits their training opportunities. These late developers may have huge long-term potential but are from our system. eliminated AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 43 | , 9/26/2008 – American Development Model Development American | The Great One's Message to Parents: Kids Let Fun Have Your in most cases, it's really important“In youth hockey, for kids to play other does that what think I baseball. or soccer or sports,lacrosse whether it's indoor things. is One, two sporteach helps the other sport. And then I think taking time off in the off-season - that three or four month window really rejuvenates kids so when they come back at the end of August, they're more excited. They think, 'All right, hockey's back, I'm ready to go.'” Gretzky. — Wayne Gretzky was a multi-sport athlete himself growing up, as he also excelled in quoted from “Great One’s baseball Message to Parents: Let and lacrosse, Kids Fun” Have (Globe Your and Mail Eric Duhatschek). to Competition Training Ratios Through a child’s athletic development model growth needs change through and maturation, different the stages.to order in to adhered be to need ratios competition The appropriate maximize a player’s time training-to- and early an at competition on placed is emphasis heavy potential. When a age, two situations occur. First, ice time is directed the of quality amount reduces which games, toward deliberate practice time. And second, the focus USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA calendar calendar year into appropriate time preparation, intervals competition for and rest Athletes and at recovery. different stages of require their different development training plans development to through their growth and maturation. optimize their The science behind periodization has been used on the international stage with great success in many, many sports. Unfortunately, sometimes a traditions are placed in sport’s front of the athlete’s needs an has This schedule. periodization a planning when impact on maximizing the development. player’s Periodization Periodization Periodization is the practice of segmenting the Train Train to Train stage deemed are relatively to small as a broader developing base beof elite players. potential it is such anHowever, the differentiation between important hockey and other sports stage may necessitate the divergence at this in stage. It is important to note that research suggests that there can be numerous players who follow the the into and Train to Train the through track standard the potential stages who will have Compete to Train to become elite performers. This is especially true if they have a diverse sports movement background through playing FUNdamemtal and stages. Learn to Train multiple sports during the Training age. Training 8-3. Diagram AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 44 | American Development Model Development American | • Start Active • FUNdamentals • Learn to Train • to Train Train • Learn to Compete • to Compete Train • to Win Train • for Hockey Life the physical, development. of technical components skills) making decision and tactical (including A major objective of LTAD is a holistic approach. This includes ethics, fair play and character building through the various stages. Programming should be designed to consider the athlete’s cognitive ability to address these concepts. Continuous Improvement Continuous improvement isprinciple of a long-term key athlete our sportevaluating ensures that are and we always development. underlying This are readily able to respond sports and science innovations and implement observations. LTAD new a for provides change continuously vehicle evolving for all emerging facets of physical education, sport and recreation to ensure delivery of systematic programs to all ages. and logical Goals for Long-Term USA Hockey and the ADM USA Hockey has a core goal to grow the game of that believe We States. withintheUnited hockey ice the ADM will provide a pathway to excellence for those who have the ability, experience hockey for as overall all of our The players. well as a greater LTAD principles on which our model address the core needs of is all of our players. founded Along with the NationalHockey Hockey has League, the theof level highest the at compete USAplayers American mutual goal of game. seeing more Stages for the LTAD American Model Development See the individual stages LTAD of development for specifics to the American Model. Development Special acknowledgement goes to LTAD expert, Istvan Balyi and Canadian Sport For Life. The two been have the principal developers of LTAD. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Physical, Physical, Mental, Cognitive and Emotional Development Training should consider the mental, cognitive and to in addition of the athlete, development emotional In a team sport, it collective is whole and appropriate to to provide the look direction and at lessons the that onlyHowever, we a must teamof stages the through point different a at is individual always sport consider can that his provide. each or her maturer, development for (early example). The maturer goal sports is or system to with late define a our pathway that needs addresses the of each development as individualthey progress through our system. and ages, thethat earlier at us show principles maximizesLTAD The their both the Hockey for Life group and the ones that end up as high-performance player, should initially be held to the same pathway. system Our mistakenly allows current for the sport separation of the perceived Hockey for Life group and the perceived high-performance group determination can possibly be made. To beforemaximize to parties major the need we potential, player’s each any reliablepractices new base and practices current re-evaluate on current of legitimate instead research commonly held beliefs in sports myths and the old “that’s the it way has been done” always attitude. System System Alignment is development athlete long-term for framework The influenced clubs, by many have factors. schools We and ice arena facilities all with varying interests. To maximize a player’s important those and entities become together work development needs, mutually supportive it as each has is its part to play in advancing our game. Players will best develop in a system that is clearly defined, logically and structured based upon consistent principles. We need a structure that is athlete centered and looks at individual development. player’s the becomes becomes more outcome based (winning) and less process driven (learning the game). There kinds are of all arguments put forth as allow to the why imbalance we in must our training-to-competition ratio certainly and theone-to-one continue, to ratios has its place within the recreational Hockey for Life track. However, for our performance Tier I, players Tier that II development are and high part path, of the adhered to at the appropriate ages. our correct elite ratios must be AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 45 | American Development Model Development American | regardless regardless of weather conditions. and preschoolers with opportunities to participate in daily activity physical that fitnesspromotes and skills movement for a minimum of 60 minutes a day. and physical mental development. coordination with large muscle groups through unstructured activity. running, jumping, twisting, kicking, throwing, catching, swimming, wheeling and skating that form the base of physical These motor skills are literacy. the building blocks of more complex and movement help lay the foundation for lifelong physical activity and athletic development. • In the –water swimming • On the ground –• athletics In the air –• gymnastics On ice and snow – sliding (skiing, skating) • activity physical Provide every day • Starting infants, provide at toddlers infancy, • as it play, Encourage is an essential part of • basic Develop gross motor skills and • basic skills Develop movement such as • of development brain function • social skills • emotions, attitudes and imagination • confidence and positive self-esteem • stress reduction by quality of sleep Physical Physical Development Psychological Psychological Development Activity is essential for benefits, activity physical enhances: development; among its Design activities competent that and help comfortable of variety fun, challenging sports and activities. participating children in to a feel The window LTAD of opportunity for this stage is the initiation jumping, of kicking, throwing, catching, swimming, movement sliding, etc. skills, running, Programs USA Hockey member clubs offer 6 & Under (Mite) programs as well as a first-year participant Learn to Play program. , Memorial , Canadian Sport , Pacific Sport Canadian , Memorial of University , Pacific Sport Canadian USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Istvan Istvan Balyi, M.A. Newfoundland Norris, Steve Ph.D. Centre, Calgary MBA Richard Way, Sport Centre Vancouver Charles Cardinal, M.Sc en Activité , Physique Canadian Sport Centre, Montreal Colin Higgs, Ph.D. Sport Centre Victoria Mary Bluechardt, Ph.D. of University Newfoundland 1. 4. 5. 2. 3. 6. activity activity through play is an essential part of a child’s development. Activity should utilize fundamental movement skills in the four environments lead to literacy: physical of that ACTIVE START ACTIVE Ages 0-6 females • Ages 0-6 males Starting at opportunities for children infancy, to be every physically active day parents in a must safe, fun environment. provide Physical The Level 1 manual focuses on the two introductory thetwo on focuses manual 1 Level The stages of long-term athlete Start development: and FUNdamentals. Active The Level 2 manual will focus on the Learn to Train phase of development. This phase is for players between the ages of 8 and 12. The Level 3 manual features the Train to Train, Learn to Compete, Train to Compete, and Hockey for Life stages. As a coach, it familiar will help with you all to be phases of development. provide This a will base of knowledge as athletes to are where these coming from and where they are STAGE BREAKDOWNS STAGE 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, development, USA psychological Hockey’s window of components, opportunity, training LTAD key focus, and stage considerations and technical development. competitive environment, coaching LTAD Expert Group: LTAD headed headed in relation to overall athletic development. For detailed information on please development, visit admkids.com. the other stages of AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 46 | American Development Model Development American | physical literacy, or the literacy, physical interrelationship skills movement and between sport skills. stage will benefit them when they engage in regardless of any activity, their of level participation. specialized and movement’ ‘sport skills’ during the FUNdamentals stage is detrimental to a person’s future participation in activity physical and sport (ABCs = Balance, Coordination, Agility, Speed; gymnastics, swimming, running, gliding; throwing, striking, kicking, etc.). should be well structured, positive and done in a FUN and social environment. proper progression and monitored regularly by trained certified coaches, and volunteers parents. literacy. children kids (keep and families in the game). complimentary sports to help our children maximize their ability to reach their genetic in potential hockey. agility and speed. • This is the stage in which children learn • The skills that children acquire during this • Bypassing the acquisition of ‘basic and • Basic sport skill in development this stage • All programs should be structured with • Help ensure our participants gain physical • a Develop passion for in hockey all of our • participation Encourage in a of variety • on-ice Develop balance, coordination, • Introduce basic puck control skills. General General Description of the FUNdamentals Stage USA Hockey’s Key Focus USA Hockey’s Key for this Stage Programs USAH Hockey member clubs offer 8 & Under, and 6 & Under (Mite) programs, as well as a first participant Learn to Play program. year Monitoring begun not Children yet theirhave growth spurt. It is measurements height annual of track keep to helpful to a provide baseline for future growth. Coach and Instructor Recommendations Coaches must progress Education through Program in the accordance with Coaching the rules No No formal No No formal Teams should consist Teams One One to two times per Players can Players be grouped Four Four weeks per month, four USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA literacy. children. surface (ice) and mode of locomotion (skating). agility. through a Learn to Skate program, withoutpreferably the use of a hockey stick. Training/Competition Ratio: Training/Competition competition. Activity games and small area games should be incorporated in every ice session. Volume: Training week, week, with session hockey lengths no longer than 50 minutes at Learn to Play and 6 & Under (Mite) levels. Year: Training months per year. Composition: Team of a maximum of skaters. The 9 to 13 goaltender position is during excluded this stage of development. Structure: Team into teams of abilities, like with the overall focus on distributing evenly the player ability pool across all teams. Competition Format: competition. jumping, balance, agility, jumping, gliding, balance, agility, etc. • a Develop passion for in hockey all • daily Encourage activity. physical • the Provide opportunity to explore a new • on-ice Develop balance, coordination and • Introduce basic skating skills movement • Help ensure our participants gain physical • • • • • • • structured and unstructured free play • activities include swimming, running, FUNDAMENTALS Ages 6-8 females • Ages 6-9 males refine to is stage FUNdamentals the of objective The fundamental movement skills and begin to acquire foundation a when time the is This skills. sports basic is laid for future acquisition of more skills. advanced USA Hockey’s Key Focus USA Hockey’s Key for this Stage Training and Training Competitive Environment USA USA Hockey recommends that parents guide their children to be active physically in building a base of literacy. physical AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 47 | No No formal Teams should consist Teams Play hockey two times Play hockey 4 4 weeks per month, 5 American Development Model Development American | developing speed, developing balance and coordination discovery success participation and sport ethics (fair play) — biking, skiing and dancing for balance (linear, lateral, balance spatial lateral, (linear, and aerial). up and cool-down). using using activity-based games and small area games hockey (cross-ice games). sports. speed with the duration of repetitions lasting less than five seconds. own body weight as well as medicine ball and Swiss ball exercises. sports and activities. — are FUN, positive and motivating — are exploratory and allow for self- — build confidence through a high rate of — individual promote and group — maintain a “no atmosphere excuses” — introduce participants to simple rules Training/Competition Ratio: Training/Competition competition. Volume: Training per week, with session lengths no longer than 50 minutes in the Learn to Play program. A third session at the 8 & Under can level be held for an informal competition (cross-ice/half-ice games). Year: Training months per year Composition: Team of a maximum of skaters. The 9 to 13 • Utilize in movement three planes of • initiation Provide to training physical (warm- • Introduce basic flexibility exercises. • speed, Develop and power endurance • participation Encourage in a wide range of • and lateral linear, multi-directional Develop • Include strength training using the child’s • reasoning Develop skills through various • opportunities Provide for activities that: • Ensure that games focus on participation. • • • • Focus Psychological Psychological Development Training and Training Competitive Environment USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA baseball baseball and lacrosse for developing catching, passing, kicking and striking the ABCs balance, coordination, (agility, speed and suppleness) — tennis, basketball, hockey, soccer, movement skills movement before sports specific skills are introduced (running, swimming, gliding/skating, gymnastics, etc.). athlete’s capacities, physical fundamental skills movement and the ABCs of balance, athleticism: coordination agility, and speed. this stage though sliding, skating and gliding sports (skating, rollerblading, two-ski skiing, water alpine and cross country skiing). daily (formal and informal). wheeling, jumping and throwing techniques using the ABCs of athleticism. athletes who a have trainability better for long-term development. motor skills: — athletics, gymnastics and swimming for ages ages 6-8 for girls, ages 7-9 for (agility, boys quickness and change of direction) stage • Emphasize of the development the overall • balance Bilateral must be in well developed • opportunities Provide for activity physical • appropriate and correct Teach running, • Introduce flexibility exercises • Emphasize to motor development produce • Ambidextrous sports help refineddevelop • Practice and master fundamental • suppleness and flexibility throughout the • skills movement throughout • first window for speed at development Components of the Hockey FUNdamentals Stage Physical Development LTAD Window of Opportunity LTAD effective with the 2011-12 season, and complete the complete and season, withthe2011-12 effective online age-specific module(s) that corresponds to the age-level of play they are need coaching. Coaches a sound knowledge principles development for this age group and have of child growth an understanding of literacy throughphysical LTAD. and Competency at teaching basic skills is also component for coaches at this stage. a key AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 48 | American Development Model Development American | use use terminology appropriate for the age. information to what is appropriate for the age. must be done to accurately theprovide proper imagery for players. proportion to the age (cross-ice/half-ice games). appropriate equipment when on the ice under your supervision. session. success for all participants. and physical mental capacities and LTAD model for the age category. wide range of other sports to assist in their development. long-term hockey within training sessions both on- and off- ice. standing on skates socks • Be clear and precise in communication and • Limit the amount of technical or tactical • demonstration Physical of basic sports skills • Ensure that the ice surface size is in • Ensure that thethe have players • a Have well structured plan for each ice • some Provide opportunities that guarantee • Become withknowledgeable regard to the • all Encourage forms of creativity. • parents Encourage and to players explore a • Include planned coordination exercises • skates – must fit properly; used are fine • helmet and mask • gloves • wooden stick – cut at the nose when • shin pads • elbow pads • undergarment layers • cup protective • socks hockey or sweat pants • garter belt or shorts with to velcro hold up • pants hockey • shoulder pads – small and light weight • jersey • ready position • forward stride Equipment Proper sizing and fit of all equipment is essential for safety and player playing effectiveness. Development Technical Skating 25% hockey, 75% 25% hockey, All competitions are All players All should players be USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA games games and 34 practices and 40 practices players. for for the players. goaltender goaltender position is rotated among team members. Structure: Team other sports and activities 8 & Under (Mites) — skaters per team 9-13 — no full-time goalies — 2-3 ice touches per week — 50-minute ice sessions — 20 weeks per season — 50–60 ice touches per year — minimum cross-ice of or 16 half-ice — maximum 20 cross-ice or half-ice games evaluated as: evaluated — advanced = top 33% — = intermediate middle 33% — beginner and less skilled = 33% bottom should be Teams divided into three groups of equal abilities for half-ice/cross-ice competition purposes (top 1/3; middle 1/3; beginner and less skilled 1/3). Players should be grouped into teams of like abilities. Competition Format: held cross-ice/half-ice, with the focus on skill and development not outcomes. At 8 the& Under, occasional jamboree can be held as a third ice touch for the week. Overall Activity Ratios: • Create a positive, fun and safe environment • active participation Encourage by all • • • Coaching Coaching Considerations with a smile on their faces. It is important to build interest in our sport and to provide self-confidence that mind in performing.Keep of enjoyment the and early specialization in a performance will lead not greater to such as hockey late specialization sport later. At this stage it is important to create an environment an create importantto is it stage this At where participants want to play They hockey. need to enjoy being at the rink and learning basic be must skills. Lessons games. competitive fun, of lots Play varied, interesting and fun so participants want to come back to the ice the leave rink. everyone having of goal the with game, End each session with a AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 49 | American Development Model Development American | several stations several of purposeful games or activities. activities (e.g., gymnastics, public skating, alpine skiing, lacrosse, swimming) soccer, should be well informed about proper equipment for practice (equipment sizing, how to dress for training, bottles water for skate hydration, sharpening, etc.). Children should be able to dress themselves by the time they into themove & Under 10 (Squirt) age category. — fun — safety — social interaction — creating a of love all sporting activities — positive introduction to hockey week as long as there is participation in other sports four to six times per week to help insure future excellence. ensure boys, that activities are gender neutral and inclusive so that active living is equally valued and for promoted all. school year and are enhanced by multiple sports though the spring, summer and winter holidays. of Academy recommends Pediatrics 10 hours/night). • Hold off-ice training activities that provide • participation Encourage in other sport • Participants, parents and support persons • Concepts: Key • Participate in two to hockey three times per • Because girls tend to be less active than • Ensure that around activities the revolve • Healthy eating habits should be promoted. • adequate sleep Promote (American PRACTICE PROGRESSION PRACTICE ICE UTILIZATION Diagram 8-4 shows some methods of for dividing the the ice recommended into stations. work will Station help your players get more puck touches develop continually to necessaryrepetitions the and valuable most refineand is your time skills. Ice basic resource as a featuring small area games coach and a variety of stations and skill-basedwill help practices you run efficient energy level. practices with a high Ancillary Skills Life Life Style USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA rolls, rolls, jumps, etc. skating with shoulder rolls or hand exaggerated slides — upper and body lower separation; — and two-feet single-foot skating — high-knee run, multi-directional — full-body coordination; somersaults, follow follow simple instructions. play and should learn basic decision making skills through activity games taglike and small games. area hockey loose puck races for body positioning. withinbehavior a team setting, such as how to support others and appropriate behavior in a room locker setting. situations • glide two-foot • forward turns • controlled stop • forward crossover • balance and agility, coordination • Participants should engage in deliberate • Competition at the puck: 1-on-1 battles and • Participants should learn basic appropriate • Participants should learn how to listen and • angling skills • check poke • lift the stick check • puck lateral handling • puck forward-to-backward handling • diagonal puck handling • accelerating with the puck • forehand • receiving – stick position, use of skates • contact eye • wrist shot • body positioning in confrontational • forward start Tactical Skills Tactical Passing Passing and Receiving Shooting Body Contact Puck Puck Control AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 50 | American Development Model Development American | (Internet access (Internet is LEARN LEARN MORE www.admkids.com Click Click on the following link(s) for more information on the in topics covered this chapter. required). • USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Recommended ice utilization. ice Recommended 8-4. Diagram AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON Section 3 Section the Season Preparing for AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 52 | Preparing for thePreparing Season for | aware of aware their specific duties as well as the lesson content. overall component component parts. time so as to be for available coach discussions, to arrange equipment, and to do a safety check. early in the warm-up phase so as to a generate feeling of togetherness. • Ensure that your teaching assistants are 1. explanations Keep very brief. 2. Break skills down into the smallest possible 3. practice Keep sessions brief. • Arrive well ahead of the scheduled start • by Greet name. your players • Project a good mood. • Use idle chatter to create a feeling of ease. • Conduct a group, activity close-together Factors Factors relating to skills teaching sessions that will lead to a faster rate of acquisition of motor skills for beginners: When planning ice sessions it is important off get to a few are Here on the players. with “right foot” your ideas: OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA • properly plan To and prepare for a lesson • organize teaching stations To depending on the number of you have players • understand the To concepts of team teaching • use equipment To and space effectively • group effectively players To • correct on-ice To communication techniques • understand how To and when to use drills and games in place. for for periodical on-ice (a reference clip-board or book is recommended). allotment allotment for each section or sections to be covered. appropriate appropriate for the skill(s) to be taught, all review the teaching points to ensure your own familiarity with the content. lesson lesson must be clear in your mind.

• Ensure that the necessary teaching aids are • Ensure that a you have copy of the lesson • the Review lesson with respect to time • After thatdetermining the lesson content is

• Primary and secondary of objectives the Although you have comprehensive and complete set of lesson plans to at your certain a sessions, ice your with you assist and guide disposal a amount very of planning successful is lesson. In necessary order that 100% of to your time ice ensure is a put to objectives for good each lesson use are met, and the guidelines are provided: following your goals and PLANNING AND PREPARATION

Lesson OrganizationLesson Chapter 9 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 53 | Preparing for thePreparing Season for | 5 5 GROUPS 4 4 GROUPS USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA 3 3 GROUPS so as to set up a routine. Progress from simple, familiar routines to difficult, unknown ones. “breaking the ice” and for building up relationships. coach/player performanceplayers’ and try to say something positive. them evenly) working with you components of each skill you intend to teach • your starting Keep activities fairly consistent • Use good-natured humor as a of way • Look for early signs of in improvement your 2. the different of levels skill of the players 3. the number of assistant coaches you have 4. the number of different skills or 5. the amount of ice for available your use 1. the total number of (tryplayers to divide The The following diagrams are suggestions for dividing the ice into suitable depending upon the number of groups you have. areas for skills instruction, The The most effective way to teach the basic skills of hockey is to divide your total group of players up into smaller, manageable groups. The number smaller of groups you will be upon: able to use depends TEACHING STATIONS TEACHING AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 54 | Preparing for thePreparing Season for | understanding. If you are not certain of your responsibilities, ask! total group drills and be prepared to move quickly into your group activity. correction. ensure that drills are being performed correctly and that there is sufficient room to view possible errors. the head coach is talking or demonstrating. equipment equipment for your group as required in the lesson. teaching individuals in your group for short periods. of a drill or to teaching reinforce points. conduct of the lessons by the various coaches. 1. Listen to the head coach to ensure 2. Assist with the set-up/organization of any 3. individual Provide instruction through error 4. well spaced players Keep and spread out to 1. Skating around aimlessly. 2. Shooting pucks. 3. Passing pucks with another coach. 4. to or players other Talking assistants while 1. and provide organize the necessary 2. assist in error and detection correction for 3. briefly your group take over for clarification 4. be responsible for the timely and efficient TEAM TEAM TEACHING To ensure a smoothly operating and efficient session that a involves number ice of different stations, a team teaching approach is essential. This requires the designation of a head coach and a number is of Teamwork team. the up make to coaches assistant a necessity if the concept is to work properly. The following guidelines are assistant or group coaches: recommended for Things Things for the coach to avoid: The The head coach is the one “in charge” of session the ice and has the responsibility smoothly conducted practice. One of his/her prime of ensuring a tasks is to help the assistant coaches carry out their duties. The head coach should: USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA 6 6 GROUPS front front of the coaches). points (maximum of 2-3 at a time). smooth transition to the drill. from movement one station to the next are known by all and players coaches. with players. i.e. i.e. spectators, other groups. 5. Deal with a minimum number of teaching 6. Formations must allow for a quick and 7. Ensure that signals prearranged for 4. stationary Try to players keep (kneeling in 2. Coaches must be visible to all players. 3. Coaches should try to maintain contacteye 1. should from Players face distractions away Once Once groups have been formed and the teaching stations established, there are a number of rules that should be observed: basic AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 55 | (Internet access (Internet is Preparing for thePreparing Season for | LEARN LEARN MORE and and planning will ensure that a good lesson is presented. thought-out teaching stations are used. maximize use of ice and coaches. necessity for a good ice session. space, and ability, resources is a decision to be made by the head coach necessary part of every lesson. www.usahockey.com/coaches/practice_plans.aspx 1. Adherence to the principles of preparation 2. Effective use of the ice will result if carefully 3. Use of team teaching techniques will 4. Sufficient and appropriate equipment is a 5. Grouping of according players to age, 6. Use of games and fun activities is a • British Bulldog • red light, green light • scatterball • freeze tag • pond hockey • cops and robbers • game exchange • relays • rope skipping • soccer Click Click on the following link(s) for more information on the in topics covered this chapter. required). • SUMMARY DRILLS AND GAMES Using a variety of skill drills and fun games and/or relays will go a long way toward making your ice sessions educational and fun. Use these relieve to types skills, difficultor up drills break to activities of boredom, to add and variety, to finish off a session on a high note. and drills of variety wide a contain plans lesson Your games such as: USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA 1. the number of assistants you have 2. the amount of ice available 3. the age range of the players 4. the of level ability of the players • dry erase board (with rink markings) • magnetic board • nets hockey street • rink dividers for reduced-size ice use • pylons • chairs • pucks • tennis balls • sticks • whistle(s) • clipboard(s) Coaches Coaches must also guard against “bombarding” a player with feedback and corrections. having Avoid player. same the to help giving coach one than more Ideally, Ideally, the coach-to-pupil ratio should be kept as low as possible (1:1 is perfect 1:8 be should themaximum 1:5; or 1:4 is ratio good but unrealistic). A for or effective 1:10 control and instruction. grouping grouping your players: There are a number of factors to consider in At At the beginning of the year, one of your first tasks as a coach, particularly if you are the head coach, will be to divide the group into more manageable, smaller groups. This will normally take place during the had have you once session, first ice theafter and opportunity to view Adjustment to initial grouping the may be necessary as players’ abilities, sessions progress. etc. GROUPING OF GROUPING PLAYERS Also nice to have: The The list is virtually limitless, but you should not be without the following: Two Two of the coach’s most important resources are equipment and teaching lessons are much less aids. effective, as usually without Without variety these, and Performance of often some skills, particularly at the basic become perform to virtually impossible is beginners, for level dull and aids. necessaryteaching the and equipment without boring. ORGANIZATION OF ORGANIZATION EQUIPMENT AND SPACE AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON Section 4 Section Skill Development Skill AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 57 | Skill Development Skill | instruction instruction to refine skills. Play simple games with – complicated rules. avoid Give short, clear and demonstrations. Drills and changed be should activities frequently within one practice but over repeated practices consecutive until experience players success. MENTAL GROWTH MENTAL & DEVELOPMENT PHYSICAL PHYSICAL GROWTH & DEVELOPMENT

ASSUMPTIONS IMPLICATIONS ASSUMPTIONS IMPLICATIONS Basic movement Basic patternsmovement are already learned inyet Use simple activities that most children are not very continue to basic develop refined. atDevelopment fundamental skills with a this stage is instrumental for minimum all of other pressure levels. on performance. Provide Aerobic capacity is ade- quate for most activities. lots Provide of opportunity Right/left handedness is to participate. at determined this stage. the Encourage use of the non-dominant side. skills Reasoning in situations concrete are improving. simple rules and span Attention strategies is increasing but is stillshort. simple instructions. Use OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA teaching teaching of basic skills environment demonstrations of skills physical activity physical muscular development muscular of development the players

avoids high avoids tension and anxiety • understand the To basic principles of human growth and as development they relate to the • understand the To factors affecting learning and some techniques theto improve learning • understand he To basic teaching progressions to follow and how to plan explanations and • understand the To whole – part – whole method of skill instruction

1. changes due to normal growth physical 2. changes due to the demands made from 1. a good warm-up 2. a positive, non-threatening atmosphere that 3. work appropriate to the strength and Here Here are a few implications assumptions related to growth and and development in sport specific childhood years: There There are two different types of changes that happening in the body of are the player: younger What this means is that instructional sessions on theon sessions that thisis instructional What means ice should contain the following ensure bodies your players’ work properly: three things to GROWTH AND DEVELOPMENT You will be dealing with very young players so it is important to realize that hockey skills must the be tempered by teaching the age of of the players, basic their early stage of physical development and the amount of handle. work they are equipped to

Teaching Skills Teaching Chapter 10 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 58 | Skill Development Skill | the coach every opportunity the of improvement skills their personality not criticism of the individual; correct major errors at once with new skills in self-teaching mode of the basic skills and how and when to introduce them at have the of level players’ understanding and in a manner that will and motivate challenge them courteous and respectful manner and level of level of interest the players attention and to emphasize the “do” of learning so players that the learning demand is not more than they can handle of aware progressions in learning – work from the simple to the difficult 1. the learning environment 2. coach traits 3. other factors which influence learning • should be completely under the control of • for should rewards success have given at • should to encouragement provide assist in • should focus on not the ability, players’ • should focus on the correction of errors, • should free provide time to experiment • knowledge of the game, the components • ability to express the knowledge that you • ability to relate to the in players a friendly, • ability to identify learning limits, the skill • ability to capture and hold the players’ • knowledge of the of level tolerance of the • being and prepared, creative enthusiastic • Guide and monitor the learning process. Be The Learning Environment: Factors Factors that often inhibit learning include excessive enthusiasm, negative attitude, poor equipment and poor teaching aids. Coach Traits having after you to familiar seem may these of Some completed the section on leadership. Many good leadership qualities also are good coach traits. They are important enough to repeat: Other Factors USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA for for positive feedback for each each participant. the players. develop skills. develop encourage together; cooperation. the importance of learning and provide and realistic, provide practical opportunities to goals. entirely to skill Look level. SOCIAL/EMOTIONAL GROWTH & DEVELOPMENT Although later in the growth cycle cooperation cooperation and sportsmanship development and ongoing success to build positive self-concept unstructured activities and game adapted situations • refine basic motor patterns • experience activities that are challenging • and reinforcement receive experience • try, experiment, play and in pretend • be introduced to the concepts of • fun have and and enjoy hockey physical ASSUMPTIONS IMPLICATIONS Role models Role and heroes are emulated by theplayers. Be sure to act responsibly if you are a role model for Sex Sex differences are not of great consequence at Organize groups so that this age. and boys girls can play In the desire to succeed, the is player often impatient Help with the to learningrecognize player small larger steps toward fundamentals. Acceptance Acceptance by peers isoften related to motorability. Ensure that the worth of the individual is not linked Players are Players easily hurt bycriticism. Be positive in comments The factors that affect the way in which an individual an which in way theaffect that factors The different of variety a from viewed be can skills learns perspectives. The main ones are: FACTORS AFFECTING LEARNING FACTORS NOTE: male/female differences become obvious, there are no limiting physiological factors that should prevent boys and girls from learning same hockey rate. The only limiting skills factors will be social in at the nature. The beginning needs hockey player to: AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 59 | Skill Development Skill | These These basic formations may be expanded to larger one sit groups having row by or kneel and a second skill is used in the sport, and where and when it is used. theKeep explanation simple and brief. Total time for the demonstration should be 30-45 seconds duration. STEP 2 – Select four or five main teaching points to emphasize. Each may be made up of two or three closely related ideas. If your participants are young, inexperienced, or special have learning problems, then select only one or two teaching points and thekeep points as simple as possible. Select short, or words key descriptive phrases to highlight the teaching points during the demonstration. theRehearse demonstration and use the words key until you know them well. Don’t the overload learner by giving too at words many key the same time. STEP 3 – Decide if an aid would help. An aid is a chart, diagram, model of some kind, picture or video. Do not use an aid unless you feel it will add something important to the demonstration. Good aids are most useful if they are posted on a wall or bulletin board so players can refer to them after the skill has been taught. Aids will help them recall details of the demonstration. If an aid is to be used, rehearse with it until you feel comfortable. STEP 4 – Select an effective formation. Consider the number of learners present and decide in what formation to put them where all will be able to see and hear clearly. Plan Plan the Provide feedback Provide Plan Plan how the players USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Select Select a basic skill to be basis, basis, for example at the beginning of a lesson. They should be built on previous lessons and should be emphasized until mastered. of level and competence of interest the their players, ability to understand instructions and their attention span and capability to learn new skills as well as master old ones. a large number of ice sessions and, possible, wherever praise good performance. during practice; constructive make corrections and help the maintain players realistic goals. learned learned and identify what you want them to learn. will practice the skill. explanation explanation and demonstration; determine what to say and how to say it. • New skills should be introduced on a solid • Ice sessions should be planned around the • drills Repeat for short periods of time over 2. Plan the Demonstration – 4. Provide Feedback – 1. Select the Skill – 3. Plan the Practice – STEP 1– Select a skill and write down why it is important. Name the skill and, if possible, explain briefly and in simple what words the name means — how the Plan Plan the Explanation and Demonstration This is the planning you do to organize Althoughteach. to want most what of this has been done you for you in the lesson understand plans, the it sequence is of important events conducting a lesson. to you follow in Basic skills are not always simple to learn. In hockey, learn. simple to always not skills are Basic the basic skill is skating actually is the difficult puck but shooting or Passing skill. it is a complex but easier, and skating is the more basic skill. SELECT THE BASIC SKILL TO BE LEARNED TEACHING PROGRESSIONS TEACHING Teaching physical skills and technique chain involves of a events. There are four main chain: links in this AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 60 | Skill Development Skill | to to work? area that must be guarded against? • How are many players there? • How much area is there in available which • How much fixed equipment is available? • How much small equipment is available? • What special dangers exist in the practice STEP 7 – Call for questions to conclude. To make sure that players understand, ask if thosequestions. Answer any which are related have they to not questions refer politely thebut skill, to closely sidetracked. getting avoid to time later a to thepoint even respect, with answered be should questions All demonstrations. the during covered been have they if If players are shy in the beginning, pose questions themyourself. answer and yourself Novice athletes have difficulty doing a sport skill if they don’t know exactly what it is supposed to look like. Check to see that what you describe is they what picture in their minds when they are trying to do it. A of Word Encouragement At first, these steps will take quite a bit of But follow. if you time use them frequently you will to soon go be able throughto them with only the of briefest notes. Experienced coaches demonstration recall and details how of recalling the name of the skill. to a stage it simply by Plan How the Players Will Practice the Skill The next link in the teaching chain is demonstrated. organizing been has that skill a a practice to group planning and from and distinct separate This is quite organizing the demonstration. The following steps will help you to plan effectively: STEP 1 stock – of Take the practice environment. Answer the following questions as a basis for your planning: STEP 2 – Maximize activity. The object is to use as much of the space much and as of the time as activity so there is as little possible. unnecessary waiting time Plan the practice as possible. Use your best judgment to answer questions in planning thethe practice activity: following USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA demonstration. Some Some individuals do not like to get up in their front peers to demonstrate. A of coach should respect the before them asking by feelings individuals’ these practice if they would mind taking part in the Coaches Coaches often demonstrate a tryout and step skill to thenand themselves ask a player several times it under their guidance. demonstrations, In use an the ordinary case member Most performer. top a be to have not does group—it of of the simple players identify with average performers and learn best from them. Beginners do not remember fine details to start with and they sometimes best performers discouraging to watch. find the STEP 6 – Decide on who demonstrates. Having decided what is to be done, decide on who should demonstrate. Being asked to demonstrate is rewarding. Many members of the group should be called on to do it. STEP 5 – Decide on what view or views players should see. Mentally check out the best angles for viewing the demonstration. Plan to repeat the demonstration as many times as necessary, rotating 90° or each 180° time to ensure that all players see it from the best total time angles. for Remember, the demonstration and explanation should seconds from beginning be to end. If it goes nolonger, it more will than have been 45 repeated too often detail will been have given. or too much With large groups it is players important in a to formation as try close as to possible have to one from which the practicing of the skills Otherwise there will will be unnecessary confusion and begin. lost time demonstration is over. re-arranging groups when the row row of players stand should behind be them. placed The players with distractions such as glare from windows or their the sun, backs toward parents, any other groups, etc. For this age group, the most effective formation is probably a or semi-circle open square with all players kneeling down. eliminates This most extra attention on the coach. movement and focuses AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 61 | Skill Development Skill | 1. to guide improvement 2. to measure progress 3. to encouragement provide they they understand or are puzzled. Re-explain in the same or different as words necessary. Use simple or words phrases key to key drive home the main points of instruction. Repeat one or two key words at appropriate times demonstrations. during and after Carefully point out any special safety precautions and pause to see that your orders have been heard and understood. STEP 5 – Check and correct the practice pattern first, then check technique. When practice begins, your attention should be on the pattern of activity. That is, are properly groups spaced so they have skating enough far enough room? and Are turning asked at they the them place you to? observed? Did they understand the instructions? Are safety precautions as them correct attention, need things these of any beingIf the players practice. If this is impossible, stop group, get their attention and corrections. make the Once the practice pattern is well established, begin to check and technique details of the skill as players perform. This is an extremely important point. Get the practice pattern going smoothly first. Then and only then, begin to check the technique of players. Stand or move around so you can see or scan for proceed thethem let well, going is all If group. whole a while. Provide Feedback During Practice Feedback during learning involves information feeding to back the players about learning: importantin three servesfunctions It learn. their efforts to Give Feedback to Guide Improvement Learning skills can be very things many thinkto needs about. to First the player confusing. There are what is being done know correctly so that he or she will know what parts of the skill are under control. This is not a matter of being nice to the learner by being positive. This principles of isskill learning. based strictly on sound If players are not clear on what parts of the skill are being done correctly, they may change some of USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA alone, alone, in pairs or in small groups? practice in one place? If they are moving, where should they start from so there will be enough clear area in which to move? size, experience or in aggressiveness order to minimize chances of injury and equalize competition among and learners? between turns sharing because there is not enough area or fixed or equipment? moveable is practical and as active as possible? or covered otherwise decreased or avoided by careful placing of and players their patterns of movement? be be active at the same time give further instruction • Will it be best to start participants working • Do learners need to be moving or can they • Should be players paired off or grouped by • to Will be have players grouped and take • How can theyou make groups as small as • How can dangers in the area be removed, • if time is needed to rest in vigorous practice • when space is available too small for all to • when the amount of equipment is limited • when it is not safe for everyone to be active • if time is required to correct, or re-teach Some Some breaks in activity can be constructive—here are a few reasons: STEP 4 – Use precise clear, instructions. begin to ready and position in are players as soon As simply explain skill, demonstrated the of practice the what is to be done. Watch their faces for signs that Require attention, give simple, clear instructions and instructions clear simple, give attention, Require plan a simple, equipment if efficientthat is necessary. method of distributing The The coach must take care to maintain the attention and control of learners during thethe time between demonstration and the beginning of practice. STEP 3 – Plan Plan to learnersmove into practice STEP 3 – activity quickly. Where possible, the formation used to observe the demonstration should be as much like the practice formation as possible. If groups or squads are to be used regularly, then players should be assigned to specific groups. Membership of the groups should be changed from time to time. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 62 | 2 3 Parts Correct Practice Confirm Skill Development Skill | 4 Errors Identify 1 influence on you. What did you learn from the these way people taught that you could apply to instructing? sequence word to use as an aid in explaining and demonstrating a skill? do your practice to environment? improve as a teacher? “Watch this.“Watch Be careful to stand this,like and then shoot the puck. Try it.” looking for correct features and common errors. if possible. If you must, stop practice and confirm correct actions and, if necessary, suggestions make to correct errors. detail, if necessary. Explain SIMPLE SIMPLE SKILL LEARNING DIAGRAM 1. three Recall teachers who had a great 2. Can up you make a catchy three or four 3. If what given could you $1,000, were you 4. What do you feel is your strength greatest • first Demonstrate with minimal explanation: • Allow for practice. Observe carefully, • feedback Provide while practice continues, • Allow further practice and correct in more Demonstrate/ QUESTIONS TO PONDER then you should realize that, for some reason, it is not as simple as expected. The Demonstration/Explanation/ Practice/Correction Method This method is used extensively. It involves steps: these This This may be withillustrated the following diagram: USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA practice practice and feedback 1) 1) imitation 2) by followed demonstration/explanation TWO APPROACHES TEACHING There are two teaching simple approaches skills: commonly used in Physical Physical punishment is not acceptable nor is extra strenuous, physical work punishment. an advisable form of Punishment Punishment is the opposite of reward. Use Feedback as or Reward Punishment While knowledge of improvement rewards us, so does approval importantpeople from us, family encouragement to or members, friends and coaches in recognition: particular. “Well done!”; “Yes, excellent.”; “Good words work.”; “Charlie, I’m proud of you.” of Often a player will recognize increased skill new feeling as of naturalness a and smooth action that replaces stiff, unnatural action (“it feels much better now”), and this evidence or quality. improved is another kind of important Use Feedback as a Measure of Progress If an athlete knows that about his/her how to do list a skill is of getting shorter, it questions will be easy for him or her to recognize improvement. those things for the worse as other parts they of the skill. try to correct When When minor corrections are required, point them out in a clear, matter-of-fact way. trouble picking up the If correct action or movement, players have The Imitation Method Simple imitation is often the best way for players to learn. It requires them to focus on imitated or copied. what “Watch this … Try it.” is Often the to be should You be. to needs it as accurate as imitationis that.” remember Now it. That’s “Yes. it: confirmthen If it necessary, times. have practiced several AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 63 | Skill Development Skill | the skill we are going to be learning today.” “I’m worried about learning how to …” to how learning about worried “I’m Silence “Mr. Brown, I’m a bit worried about “Don’t worry, “Don’t Johnny worry, …” “Okay guys, let’s out get there.” “I see.” (bridging) Player: Player: Player: Coach: Coach: Coach: USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA the skill we are going to be learning today.” up.” “Mr. Brown, could “Mr. I …” “Mr. Brown, I’d “Mr. to like talk …” “What is it?” “Okay “Okay guys, let’s go.” “Mr. Brown, I’m “Mr. a bit worried about warm- for ready get let’s guys, “Okay Player: Player: Player: Coach: Coach: Coach: EXAMPLES EXAMPLES OF INEFFECTIVE LISTENING AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 64 | Skill Development Skill | important. and words. key see. then check technique. a. Select a skill and write down why it is b. Select four or five main teaching points c. Decide if an aid would help. d. Decide on what views a should player e. Decide on who demonstrates. f. Call for questions to conclude. a. stock of the practice Take environment. b. Maximize activity. c. the Move learners into practice quickly. d. Use precise instructions. clear, e. Check and correct practice pattern first, a. Give feedback to guide improvement. b. Use feedback as a measure of progress. c. Use feedback as or reward punishment. 1. 1. Select a basic skill to be learned. 2. Plan the explanation and demonstration. 3. Plan how the will players practice the skill. 4. 4. feedback Provide during practice. SUMMARY There are four links in teaching skills: USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA better now.” better Johnny … Okay guys, let’s get ready for the warm-up.” talked talked to some of the guys.” “Thanks, Mr. Brown. I feel a bit “Yeah, I have a feeling scared since I I have “Yeah, “The guys?” (restating) Player: Player: Coach: “Good, I know you’ll be okay Coach: AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 65 | Skill Development Skill | demonstrating demonstrating a series of poses for players not trying,”“You’re and “Put more wrist into your shot,” which not were specific enough to give the something player to change • memorize all the details of each skill • correct errors in performance by • use expressions such as, “Skate hard,” These principles are ideas that are true for hockey as hockey for true are that ideas are principles These well as for skating, in other used be should body the of parts different sports. They explain how stickhandling, passing, the shooting, and all the other skills in hockey. If you can understand these and basic apply principles, you can become a skill hockey analyst. skill used Before in analysis was sport, coaches tried to: These These methods do not work effectively. All the principles of movement are based on how forces are made by or act on theThe body. player’s action of the muscles of the body at produce forces the joints that, in certain turn, speed, produce acceleration movements these or of properties momentum, of a and player’s movements thedetermine quality in of the skill. turn OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA • understand what To skill analysis is • understand what To principles of are and movement how they relate to hockey • understand correction To methods to use in skill analysis explain explain how all sports skills are done.”

the bad parts and not be by ones distracted that are less important form the whole skill “There are a few principles of movement that

• focus on the important parts of technique • find a to way correct technique • put the whole technique back to together • break complex skills down into simple parts • the separate good parts of technique from developing developing your skills in the analysis and correction of performance. These experts are sports scientists physics of ideas basic the of some applied have who to the analysis of sports skills and have determined that: PRINCIPLES PRINCIPLES OF MOVEMENT Experts have discovered ways to assist you in WHAT IS WHAT SKILL ANALYSIS? A coach is a judge of hockey skill. To judge of these be skills, the coach must be able to: a good

Skill Analysis Skill Chapter 11 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 66 | Skill Development Skill | not not using elbow and/or shoulder joints shooting weak shot Skill: Fault: have used? have without gaps or breaks in the movement? • Did they use all of the joints they should • Did they use the joints in the correct order 1. check for preliminary movements 2. teach whole-part-whole EXERCISE Pick out some common errors in hockey skills beginners’ that may be caused, in part,leaving out a joint that should be used. by Violation of #1: PRINCIPLE PRINCIPLE #2 – Use Every Joint in Order When several joints are used in doing a skill, their sequence and timing are important. This principle tells us when the joints should be used. Joints that have large muscles and are in the center of the body should be used before joints that have at the found ends of and are thesmall muscles arms and legs. The resulting motion should be fast and continuous. Movement should begin with groups the and large move out muscle through smaller the ones. progressively This movement must through the happen body in proper breaks sequence, in without flow, any if correctly. the skill is to ask to is job beyour performingskills, players Watching performed two questions: If your players violate either principle, i.e., they don’t they i.e., principle, either violate players your If use a joint that sequence or have gaps in joint movement, how theydo should you fix orit? use a wrong There are two main correction methods: CORRECTION CORRECTION METHODS Use Use the chart on the next page to help you answer these questions. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA skating stiff-legged not using knee and/or hip joints Skill: Fault: (summation (summation of joint forces) forces) 2. use each joint in order (continuity of joint 1. use all the joints that can be used Violation of #1: EXAMPLES The The two basic principles of movement that will be are: covered The The important thing to remember is that every joint must be used to get acceleration out of the the movement. most speed, power or This This principle means that every joint that could be involved in a skill movement does either play a role in contributing hindering performance. to good performance or The The forces from each joint must be produce combined to the maximum effect. This when all joints that can be used are used. is best done PRINCIPLE PRINCIPLE #1 – Use All the Joints that Can be Used Since most sport joints, skillsthe muscles around firstseveral principle tells are done by us how many joints should be used. using the Both Both of these principles apply specifically to power which in shooting and passing, skating, as such skills the player is trying possible. to create as much force as AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 67 | Skill Development Skill | This This is best done when all of the joints that can be used are used. the center of the body should be used before joints that small have muscles and are found at the ends of the arms and legs. The resulting motion should be fast and continuous. able to break down complex skills into simple parts, theseparate good parts of technique from the bad parts, find a to way correct technique and put the whole technique back together. principles: a. check for preliminary movements b. teach whole-part-whole 4. Principle #2 is: Use every joint in order. 5. Joints large which muscles have and are in 6. judge a sport To skill, the coach must be 7. correct skill To errors that violate the USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA that explain how all sports skills are done. be used. combined to produce the maximum effort. 1. There are a few principles of movement 2. Principle #1 is: Use all the joints that can 3. The forces from each joint must be SUMMARY Check for Preliminary Movements you up, jump you before that noticed ever you Have have to crouch down? Before you skate your leg forward, has to go back? Before you shoot a puck, you have to “cock” your wrists? Most preliminary movements are opposite to the pay-off movements – pairs opposite in arranged are Muscles follow. that so preliminary movements help stretch the muscles that do the pay-off movements. In this movement, the stretched muscles contract or shorten. If your players are not using every joint, you can tell them what preliminary is movement missing. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 68 | Skill Development Skill | 11. glide turns 12. one o’clock stop 13. o’clock eleven stop 14. striding forward 15. moving sideways 16. stance backward 17. walking backward 18. C-cuts backward 19. V-stop backward 20. striding backward 21. agility and balance 22. inside two-foot edges stop 23. forward pump crossover 24. front one-foot inside edge stop 25. direction reversing 26. one-foot backward stop/T-push 27. push backward and glide 28. gliding backward on one-foot 29. to backward pivot forwards 30. forward pivot to backwards 31. tight turns 32. one-foot back outside edge stop Good Good skating begins with good instruction. A good coach should know technique and be able to break down each skill into parts. OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA

skating • identify the To important of characteristics executing each of the skating skills used in ice hockey • introduce skating To skills in correct sequence • identify elements key of To each skating skill • identify common To errors when make young ice players executing each hockey of the skills of • learn to effectively To use unique drills and activities in teaching specific skating skills

1. proper fit of skates 2. edges 3. ready position 4. balance 5. agility 6. the T-push 7. gliding on 2 skates 8. gliding on 1 skate 9. edge control 10. scooting The following is The a following list of skills thatshould the players be exposed to: In this chapter, we will build onto skating efficiencyGreater basic skating movements. and refine the and more confidence will be gained by the players as they enter into levels. competitive Skating is the primary skill of The ice better hockey. a person can skate, the better that person will play the game. INTRODUCTION Ice hockey is a fast manding moving, physically de dependent is player a of failure or success The sport. on the ability to properly execute the skating skills included in this chapter.

Skating Chapter 12 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 69 | The deeply Skill Development Skill | ingredient ingredient of a great skater. The The “ready position” is the first when when moving, so the stick in moves “ready position” with the body width apart (this limits the ability to move quickly) the knees and reduces stability) width apart (this reduces stability and limits the ability quickly)to move • stick to themoves bent, balancing knee • positioning the skates more than shoulder • too much bend at the waist (this straightens • positioning the skates less than shoulder The The closer a skater is to the ice, the balance, more and agility the skater power, will have. bent knees are key factors. move To out of the “stationary ready position” into a “moving ready position,” the player must shift all his or pushdown/pushout her to weight a full other leg, onto extension and then Most recover. inefficiencies are with an the caused edge, by a balance, poor “ready weight shift. position” or improper If an inefficient skating style is practiced corrected, it and will become not engraved in that player’s individual skating style. It will take a willing student many hours, many repetitions, and a patient coach to change. The ready position. ready The Figure 12-1. Common Errors USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA the ice carry the stick.” eight eight inches apart knees chest chest are up must must do the skill with quality execution— then fast, thefaster, you fastest can do it. Speed will an disintegrate inefficient skill. use teach, re-demonstrate, a different learning drill, or a have different coach teach until the skill is properly. executed way, no matter whether theway, skater grows from 5 feet to 6 feet or gains weight from pounds. 75 Kids pounds to like take to 175 shortcuts in their growing years. perfect play the practice you does. way You practice. If theyou practice poorly, skill will not be learned properly. become good skaters because of complacency. then,Excellence, is not an act but a habit.” — Aristotle throughout the day, season. It must be recognition and instant reaction.” — John They Call Wooden, Me Coach over the over toes • stick is on the ice in front of the “Let body, • hands are close on together the stick about • shoulders are and level aligned the over 7. Speed is the test of great competency. 8. If the skill is being done inefficiently, re- 6. After you a developing skill competency, 1. The right of way skating is the always right 2. Practice does not perfect,make only 3. Many skaters do not fulfill their destiny to 4. “We are what we repeatedly do. 5. “The best teacher is repetition, day after • back is straight, and the head, and eyes, • skates are shoulder width apart • weight is on the inside edges of the skates • knees are pushed out as far as possible Key Elements Key READY POSITION READY Good skating starts from the ready position. Go to look quick a take and session skating or practice any around. In a glance, you will be able to pick out the good skaters. Skaters players looklook like hockey players. They like all have one skaters, thing in hockey common—good posture. TEACHING SKATING TEACHING AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 70 | Skill Development Skill | The The length of the stride is As one skate returns to the A A full leg extension is necessary out out to the side to full extension. low and back kept under recover the hip with emphasis on full recovery. edge • push down For on power, inside edge and • help the speed To skate recovery, must be • failure to roll the ankle • transferring the weight and gliding on the • insufficient knee bend Key Elements Key The forward stride. forward The Figure 12-3. Common Common Errors Suggestions for Coaching Drills are an excellent tool for with both becoming the inside familiar and outside edges. Generally, players should progress from stationary to moving and from inside to outside edges as they practice their edge control. STRIDE FORWARD thrustoffwith a begins stride theinside forward The edge of the skate. to obtain full power. determined determined by the amount of gliding leg. knee bend in the At full extension, there should be an outward snap of the ankle which brings the blade off the begin the phase. recover The head ice and eyes should to be directed forward and the shoulders should level. At be full extension, the back is in a straight line with the extended leg. To help speed recovery, the skates must be kept low (next to the ice). leg theopposite bent, withthe knee position gliding is initiating the thrust off the inside edge. The ankles for specific for USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Skills and Drills for the for Drills and Skills foot foot back to just in front of the heel outside) skating drills. You can view drills designed coach- are you specifically range the for age practice. to take to instructions print and ing The DVD features actual game footage that the drills. demonstrates SUGGESTIONS FOR TEACHING Hockey’s USA to Refer DVD Coach and Player Complete • distribution of weight from the ball of the • ankles control the edges • knee of glide leg is bent • weight is on the correct edge (inside or Inside and outside edges. outside and Inside Figure 12-2. EDGE EDGE CONTROL As illustrated in Figure 12-2, each side of the blade has an edge. The edges on the outside of the blade closest to the little toe are called outside and edges, those on the inside of the blade closest to the big skating of theskills of All edges. inside called are toe way precise a in these using edges by controlled are that results from familiarity and practice. Elements Key control the edges. Therefore, every player develop must skill in using ankle positioning stationary and moving situations. in both Suggestions Suggestions for Coaching You should be outstretched able hands of to your position, and press they should players be able to hold in down much of hold to them allow will aposition good A weight. your on ready the your weight and be able to backwards. skate and In push a you poor forward. position, players will fall AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 71 | There Skill Development Skill | Quick starts result from strong thrust, The thrusting The extension. leg Figure 12-6. The thrusting leg should returned be extended quickly fully to and continue by its thrusting off original extension. full the for striving again once skate, opposite inside position; edge of then the recovery. leg Rapid Figure 12-7. Rapid leg recovery is vital to fast starts. Remember that each rapid, running further stride than the preceding one. should Spring forward. Be take you careful not to move in an several first upward The minimal. be should ice direction; offthe height your strides tend to minimal glide. appearLong gliding strides minimize power short because and thrust. there is full extension, and rapid leg recovery. The forward start. forward The Figure 12-5. will trunk or body upper your forward,thrust you As knee The leg. extended your with line straight a in be of the glide leg is bent out over the toe. should should be no bending at the waist. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA glide foot. thrust leg. results results in a short skating stride, i.e., “short stroker”) to outward the side (“walker”) stride (“high kicker”) (the skater must replace one bent gliding knee with i.e., another, “bobber”) • The knee is bent kept and the weight over • a Keep straight alignment of the trunk and • failing to place weight onto the glide leg • not bending the knees sufficiently (this • thrusting offbackward the toe instead of • high kick on the recovery phase of the • the straightening glide leg after each stride FORWARD START FORWARD The forward start begins from the ready position. It straight facing already when used commonly most is ahead. Turn theapproximately a 45-degree angle and the toes heels in. of Thrust off the inside edge of one skate and strive to the skate attain withmaximum extension the leg. The knee of out at the thrusting leg be must bent with the body weight on that leg. This enables you to have more power for available thrust. Common Errors The forward stride sequence. stride forward The Figure 12-4. Suggestions Suggestions for Coaching You should begin and technique enhance will that stationaryexercises the teaching then process progress to drills that withmay be done at 1/2 to 3/4 speed. Remember, it technique is that is the most quality important to of success of your players. the the ultimate AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 72 | Skill Development Skill | direction. while pointing the front skate in your intended direction. intended direction. • the Rotate chest and hips in your intended • Place your skates in a heel-to-heel position. • Thrust off the inside edge of the back skate • The thrusting leg should be fully extended. • to Failure rotate chest and hips properly. • Failing to point the front skate in your • Not extending the thrusting leg fully. For For a forward start to the left, reverse the process. Rotate the chest and hips to the left, bringing skates the to a heel-to-heel position theoffthrusting and direction intended pointing your in skate the left fully. leg the extending skate, right the of edge inside Once again, the key to extension and rapid leg recovery. proper execution is full Elements Key Common Errors The control stop. control The Figure 12-10. THE CONTROL THE STOP CONTROL Stop in Ready Position come to is primarystop the of The control objective in the stop position. This ready allows a complete to free and easy movement in any direction without a transfer of weight or change position. in the basic body USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA angle. of travel. while stepping forward with the front skate. • the bend to of knee leg. the thrusting Failing • Failing to transfer weight to the glide leg. • Failing to turn the toes out at a 45-degree • Place skates in a heel-to-heel position. • Thrust off the inside edge of the back skate • Use full extension of the thrusting leg. • Rapid, low leg recovery is essential. • Start on one skate with inside edge. • chest and Rotate hips in intended direction As in the forward start, the ankles turned are in with the weight on the inside edges. Execute the start forward Execute the to left. Figure 12-9. The forward start forward The left. Figure 12-8. FORWARD START FORWARD Right/Left the forward start properly execute In to order the to the to hips and chest the rotate must skater the right, right, placing the skates in a and heel-to-heel then position thrusting off the inside skate edge while pointing the of right skate the in the intended left fully. extended be should leg thrusting The direction. Common Errors Key Elements Key AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 73 | Skill Development Skill | for for stability but very little mobility. allows for mobility but little stability. • Stopping with skates too far apart allows • Stopping with skates too close together Common Common Errors Two-skate power stop (side view). (side stop power Two-skate Figure 12-13. Two-skate power stop (front view). (front stop power Two-skate Figure 12-12. The knees must be flexed with a slight backwards, body with lean weight on the inside edge of the and the lead skate of theoutside edge skate. trailing skates should be Your shoulder width apart. TWO-SKATE TWO-SKATE “POWER” STOP Change Direction Stop Hockey is a game that often demands quick stops and sudden changes in stop is power direction. often used to accomplish this. The two-skate In order to properly execute player must turn this his or her maneuver, body 90 the degrees to his line by of rotating his travel shoulders and hips. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA edge inside inside edge — back (trailing) skate, pulling with inside — front (lead) skate, pushing down on • bend the knees • skates shoulder width for stability • majority of weight on front foot • Stop on inside edge, both skates Key Elements Key Breakdown of the of stop. control Breakdown Figure 12-11. Phase Phase 3 taking this by one Practice stride in technique either direction and stopping on both inside edges. Phase Phase 2 In a single skates both of edges inside the using simultaneously movement, both legs in the same manner as in Phase 1. are shuffled Phase Phase 1 In two separate movements, pushing against inside edge the of the lead skate and pulling with inside edge theof the trailing skate. An effective way to teach this technique is to break it into three phases. When stopping, When both are stopping, skates on the inside edges — the front or lead skate pushing against the inside edge and the back or trailing skate pulling with the same the at skates both of edges the Set edge. inside time. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 74 | Skill Development Skill | turn outer edge • direction changed quickly by doing a tight • skates at least shoulder width apart • lead skate has weight to ransferred the Key Elements Key The control turn. control The Figure 12-17. The The control turn the requires of edge inside the and skate one of edge outside the skater to use other the at the same time. The theof the to outside edge lead skate skater weight transfer must learn to and thrust off the inside edge of the trailing skate. Thrust with the entire length of the blade. thrust. turn Control Figure 12-16. The are skates shoulder-width apart and the knee of the lead skate is bent out weight transferred over to the the outside toe edge. with Thrust out the with the inside edge of the opposite (trailing) skate cut edges both stronger The fully. leg the extend and into the ice, the tighter and quicker the turn will be. the of direction the in rotate should hips skater’s The turn with the shoulders and level the back straight. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA right angle, to right skate. apart • Stop on right skate. • hips Rotate to left. • Bend knee of right leg. • Plant inside edge of right skate firmly in ice. • Pick up left skate and go “heel-to-heel” at • insufficient knee bend • skates either too close or together too far Angle movement. Angle Figure 12-15. Learning Learning this turn may require assistance from the supporting skater. by coach the ankles of a tentative This will help him gain confidence in his edges. The The primary of is thischange to objective maneuver direction quickly by executing a tight turn. CONTROL TURNS CONTROL Forward one-foot stop. Forward one-foot Figure 12-14. Elements Key Players Players should practice this stop to both the and left. right From From the stop you should be quickly prepared in to the move opposite direction start.crossover by utilizing the Common Errors AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 75 | Skill Development Skill | underneath (crossunder). edge, then pick up skate and cross with knee-over-knee inside skate. outside edge as outside skate crosses over. • Stress the importance of the skate driving • Using the outside skate, push off inside • Using the inside skate, push under with • Bend knee of gliding leg. Crossover extension. Crossover Figure 12-19. Once again the thrust should be against the entire to careful Be blade. the of edge outside the of length push the blade through rather than back. thewith extension full to thrustingafter Immediately left leg, return the left position skate parallel back to to the its right original skate skate. close to the ice as it returns. Keep the left Less skilled players may need to walk through the crossing steps to build confidence and feel in both inside and outside edges. Elements Key USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA of turn skate coming out of turn to accelerate • knee of lead skate bent skate over • trailing skate thrusts out with inside edge • hips rotated in direction of turn • Upper body is erect; no leaning in direction • crossunder push of lead skate behind trail • weight back on the heels of the skates • bending forward at the waist • failure to thekeep shoulders level Forward crossover sequence. Forward crossover Figure 12-20. Figure 12-18. Forward crossover. Figure 12-18. back than rather side the to out be should thrust This and to full extension. Cross the left leg under and behind the right leg rolling pushing to full extension. the ankle under and FORWARD CROSSOVER FORWARD First, The is forward maneuver. a crossover two-step withtheinside done is leg withthefront crossover a with under theis pushes the leg Second, back edge. outside edge. Common Errors AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 76 | Skill Development Skill | — hand bottom off stick — skates shoulder width apart — buttocks, lower head/shoulders erect heel out, toe in arc the thrust of power your legs) (throws the weight forward reduces the knee bend and limits thrust) erability and power) maneuv • position: Ready • inside edge thrusts with the one skate in a • full extension of the thrust leg • bent knee of the glide foot • thrust recovers skate to under hip • wiggling too much from the hips (this limits • bending forward too much at the waist • skates too close (limits together stability) • skates too far apart (causes a loss in make make a half-circle (“C”) as you dig in and push with the inside edge of the extending leg. Cut skate. thrusting the of blade the of half the front the with “C” The final thrust should come from the blade. toe of the Extend the pushing leg to its maximum, then return it its to theoriginal position heel pivoting inward. by When the return is your skates complete, should be side-by-side and parallelopposite to leg, one which backward, another. has now The been becomes glidingthrusts the out in a semi-circular maneuver (“C”). straight pushingKeep leg the andskates on the ice, head up and stationary, hips square and to a movement minimum. facing straight ahead, Elements Key and arm Common Errors USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Backward ready position and weight transfer. weight and position ready Backward entire entire length of the outside edge leg shoulder • insufficient bend in the knee of the glide • leaning into the turn by dipping the inside • failure to roll the ankle and thrust off the Backward skating sequence. skating Backward Figure 12-22. Figure 12-21. 12-21. Figure thePoint heel of the thrusting skate out and the toe in, pushing off the inside edge of that skate. Try to From From a stationary (ready) position, push and extend one leg while bending the knee of the opposite leg. The thrusting skate must be bent centered the of leg the to transferred is weight under The body. your knee (glide leg). BACKWARD STRIDE BACKWARD The ability to skate mobility backwards is with an speed attribute and players that to possess, not is just defensemen. As important in the for forward stride, all it is important to emphasize power legs, edges, your using effectively by achieved is that and body weight. Common Common Errors AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 77 | Skill Development Skill | The knee of theof leftknee The leg outside outside edges • good knee bend • shoulders level • strong thrust from both the inside and Backward crossover sequence. crossover Backward Figure 12-25. the of front in across skate right the of heel the Bring toe of the left skate and roll the skate underneath, ankle thrusting off of the outside the edge to left full extension. You must be careful entire length to of the outside edge. utilize the reach back complete the to To thecrossover, inside with the left skate. To crossover in a simply mirror the procedure. counter-clockwise direction, Elements Key Backward crossover. Backward Figure 12-24. As you thrust with the right skate, weight must be the left onto leg. transferred is bent out over the toe and the skate backward. is gliding USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA edges • leaning the body too far forward • rotation of the hips, chest or shoulders • both knees bent • toes out, heels in • weight on inside edges • slight forward body lean • hips, chest, shoulders facing straight ahead • inadequate knee bend • not turning the toes out and the heels in • placing insufficient weight on the inside The The initial thrust must come from the inside edge of the outside (right) skate. This is rightyour pivoting heel accomplished and outward the toe inward by and pushing off the inside edge to full This thrust is identical to the extension. “C” used movement in the skating backward stride. For For illustrative purposes, we will begin by traveling in backwards a clockwise direction. BACKWARD CROSSOVER BACKWARD Key Elements Key Common Errors Backward stop. Backward Figure 12-23. From From the ready position, fan the toes of both feet outward. This turns the heels to the inside. Dig with in the inside edges of both pressure on the skates balls of your feet, and lean by forward exerting slightly. This stop is used to stop quickly and efficiently when and quickly stop to used is stop This to position a in player the leaves It backward. skating tion. easily move in any direc BACKWARD STOP BACKWARD AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 78 | Skill Development Skill | extension • hips Rotate and body lower 90 degrees. • Thrust off inside edge to full extension. • Properly crossover. execute • improper body rotation • not thrusting off the inside edge to full may may find one to be more advantageous depending other, upon the situation. than the For example, a backward power start immediately commits you to moving to one side or thus the other, opening a hole for through. the Also, opponent backward to starts start, (side) lateral break or forward the as quickly as speed do not build up which may mean that, in certain situations, the when opposing forward is approaching the defender that it utilize might a useful be to front more rapidly, start and then turn around backward. Elements Key Common Errors BACKWARD ONE-FOOT STOP BACKWARD The backward one-foot backward stop stop discussed is previously, similar except only one foot is utilized to the execute stop. that to the For illustrative purposes, we will discuss this stop to the left. While gliding straight rotate backwards, the hips about one-quarter turn to the left which turns your left toe and outward the heel inward. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA forward on your toes and puts you out of balance knee bend side • too much bend at the waist reduces your • swinging excessive of arms from side to • leaning excessive places your weight Backward power start power progression. Backward Figure 12-26. Players Players should practice their backward power start to both the left and the right. Many will players find that they get more power from this start than straight the backward start. However, in a game you Return the Return left skate to its original position. Cross Cross your left skate under and behind your right skate, thrusting offextension. the outside edge to full Rotate Rotate your hips and lower body one-quarter 90 turn to degrees the or right. Thrust off the extension. edge inside of your right skate to full Backward crossovers are defenseman when he very begins backing practical out offensive zone. of He to the must accelerate a quickly while turning avoiding his back on the play. BACKWARD POWER START BACKWARD The fastest way to go backwards is series of crossovers. backward to execute a Common Common Errors AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 79 | Skill Development Skill | planted • hip rotation one-quarter turn • knee bent on the stopping leg • inside edge of the stopping leg firmly • hip rotation more than one-quarter turn • knee of the stopping leg straightens • skates too far apart FORWARD-TO-BACKWARD TURN FORWARD-TO-BACKWARD The forward-to-backward turn is most used commonly by defensemen, but a necessary to players master. skill for all Begin by gliding forward on your offtheis and thrust its completed just left has skate right skate. Your Backward left one-foot stop (back view). (back stop left one-foot Backward Figure 12-28. Elements Key Common Errors USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Forward-to-backward turn sequence. turn Forward-to-backward Figure 12-29. This maneuver non-contact is most situations frequently predetermined knowledge of your next move. This where used you in stop leaves you in an excellent position for a quick have in forward is startalready foot the because stopping a the lateral start position,stopping leg with and weight your on position. skatesAll that must the in be done is to a thrust off heel-to-heelthe inside edge of the back (or stopping) leg, pointing the of toe direction. the intended in front skate your The The knee of the stopping leg (left) must be bent out over the toe with the inside edge of the left skate firmly Utilize the planted against ball the of ice. the foot to exert pressure into the ice. Backward one-foot stop. one-foot Backward Figure 12-27. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 80 | Skill Development Skill | degrees. toe is facing forward in the intended line of travel. and chest • the Rotate hips, shoulders, and chest 180 • the thrusting Turn degrees so skate 180 the • Bend the knees. • or under-rotating over- the hips, shoulders, • skates too far apart • knees not bent The The player begins by rotating the hips, and shoulders, chest in the direction of the bent. turn This places with the knees weight on the inside edge of the glide leg. The free skate is degrees turned so 180 that the toe is facing forward in parallel to the glide skate. the intended line of travel As you step onto your fully leg the extend and skate rightleft your of edge inside skate, thrust off the turn. backward-to-forward to out accelerate of the Elements Key Common Errors BACKWARD-TO-FORWARD TURN BACKWARD-TO-FORWARD This this but turn, out also turn step backward-to-forward maneuver is incorporates a crossunder. backward very Begin similar the turn position. Start gliding rotating the to hips and chest and backward do a in backward the the under, cross ready thrusting yourbehind and under the right using the outside edge. left skate USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA toe toe is facing the opposite direction of the intended line of travel. • the Rotate hips degrees. and chest 180 • the thrusting Turn degrees so skate 180 the • or under-rotating over- the hips and chest • skates too far apart Backward-to-forward step out turn sequence. turn out step Backward-to-forward Figure 12-30. The player The is player gliding backward in the ready position and wants to turn to his or her right. BACKWARD-TO-FORWARD STEP OUT TURN BACKWARD-TO-FORWARD During a game, backward-to-forward. This is playersparticularly true when frequently defensemen turn turn from backward-to-forward to from cut off an opponent along the boards. Key Elements Key Complete the Complete turn continuing by hips your to rotate back your face to degrees 180 complete a chest and fully backward. Now place your right skate on the ice and continue skating completed the turn. backwards. It also can You be done the have other way. Continue Continue the turn by turning the degrees, right so the toe skate is facing opposite 180 the intended line of travel. Your skates are thus position. in heel-to-heel ice ice behind your body. Rotate the hips and chest to the placing turn) your of direction the in (or right the weight directly the over left skate. Common Errors AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 81 | Skill Development Skill | • Thrust off the glide leg. • lack of knee bend on the glide leg • skates too close or too far apart • poor weight distribution Common Errors SKILL SKILL DRILLS suggested a in presented are drills skill following The progression. They progress moving to simple to complex. from stationary to READY POSITION READY USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA front front of their bodies, with knees bent. Glide Glide in Ready Position 1. Skate to the near blue line. 2. Glide on two skates to the far blue line in the ready position. 3. Finish the drill at the goal line. 4. Stress two hands on the stick, and the theirhave keep players sticks in • the Rotate hips degrees. and chest 180 • Perform crossunder. Backward-to-forward turn sequence. turn Backward-to-forward Figure 12-31. Key Elements Key Continue rotating the hips and chest 180 degrees to degrees 180 chest the and hips rotating Continue face fully forward. Thrust off the inside edge of the leftthewith out step and extension full to skate right skate in the direction of the turn. Return Return the left skate close to its except original turned to position, point forward with the toe facing the intended line skates of are Your travel. now in a heel-to-heel position with weight on the glide leg. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 82 | Skill Development Skill | BALANCE STICK AND WEIGHT SHIFT USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA and and the left leg. One-Foot One-Foot Glide 1. Skate hard to the near blue line. 2. Glide on one foot to the far blue line. 3. Emphasize bent knees. 4. The group can also come back from the other direction. Railroad Tracks Railroad Tracks 1. Form four lines. 2. First do stationary railroad weight shift then moves, go down the ice. 3. Skate forward for a while, then glide with both skates on the ice. 4. While gliding, shift the weight and stick, thealternating between right 5. head Keep and chest up. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 83 | Skill Development Skill | BALANCE FORWARD STRIDE FORWARD USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Push-Touch-Coast 1. Form three lines at one end of the rink. 2. into get ready players position. Have 3. push Players off with right skate to full extension. 4. with right Recover skate and touch it to the left skate. 5. Then coast in ready position. 6. Do the same sequence with left skates. 7. Continue alternating skates. One-Foot One-Foot Glide Weave 1. Skate hard to the near blue line. 2. Glide on one side-to-side. skate, weaving 3. will Players start to feel their edges. 4. knees Keep well bent. 5. glide Alternate on different skates. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 84 | Skill Development Skill | POWER POWER STROKES ACCELERATION STROKES ACCELERATION USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA power strokes. strokes. power Power Strokes to Power Acceleration 1. Line up players at one end of the rink. 2. Using skate a to stroke, power the near blue line. 3. Quickly the between accelerate blue lines. 4. to Then thestroke power goal line to thecomplete drill. 5. Stress full recovery with each stride. 10 Strokes 10 1. Line up players at one end of the rink. 2. them Have skate all the to way the other end of the rink using only 10 3. All full must strokes have extension and in players their stance. power 4. the on Have concentrate players good weight shifts. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 85 | Skill Development Skill | FORWARD STOP FORWARD FAST STARTS AND QUICK ACCELERATION AND STARTS FAST QUICK ACCELERATION USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA other other group. group. to accelerates their lines. respective Snap Snap Forward Stop to the Ready Position 1. Form three lines. 2. The is objective to stop in the ready position. 3. Skate forward and stop every time the whistle blows. 4. stop facing Always the same direction. 5. When stopping, “snap” the hips quickly to one side. 6. Push down on the inside edges of both skates. 7. Stress knee bend, chest and head up and skates shoulder width apart. 8. start Use the when “L” starting every time. Blue Blue Line to Red Line/Blue Line to Blue Line 1. in players two lines Have at each blue line, facing each other. 2. One group will only be skating to the red line, then to moving over the 3. The other group will be skating to the far blue line, then joining the other 4. At the whistle, the first in player each line starts and then quickly 5. Stress starts,explosive quick recovery and full extension. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 86 | Skill Development Skill | BACKWARD STOP BACKWARD ONE FOOT STOPS AND “L” STARTS ONE FOOT STARTS STOPS AND “L” USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA blue blue line. Whistle Stops and Starts 1. Form three lines at one end of the rink. 2. Stop and start on the whistle. 3. stop facing Always the same direction. 4. stop on Always one skate, alternating skates with each stop. 5. start Use the to “L” begin skating again. Red Red Line Backward Stop 1. Form four lines at a blue line. 2. The first skater in each line sprints to the red line, skating backward. 3. When the skaters stop at the red line, they sprint back forward to the 4. This drill can also be done also blue line to blue line. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 87 | Skill Development Skill | EDGE CONTROL EDGE CONTROL EDGE CONTROL EDGE CONTROL USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA the right/left skates at the cones. cone cone on the right inside edge. cone on the left outside edge. 4. Stress glide leg knee bend and two hands on the stick. Three-Cone Inside and Outside Edges 1. Form three lines. 2. Put three cones in a feet apart.triangle about 15 3. skate up Players to the first cone and inside/outside alternate edges of One-Cone One-Cone Edge Control Inside Edge: 1. skate up Players to the cone, pick up the left skate and turn around the 2. the Keep right knee well bent, with two hands on the stick. Outside Edge: 1. skate up Players to the cone, pick up the right skate and turn around the 2. the Keep left knee well bent, with two hands on the stick. Start the drill with the cone five feet from the then players, the move cone gradually to thirty feet away. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 88 | Skill Development Skill | EDGE CONTROL EDGE CONTROL EDGE CONTROL EDGE CONTROL USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA skates. skates. Exaggerated Exaggerated Forward Crossovers 1. Form three lines. 2. Do constant forward straight down crossovers the ice to the other end. 3. the with crossovers Over-exaggerate a rhythm. 4. Emphasize knees bent. 5. Stay down in the stance power position. Big Big C Inside Edges 1. Form three to five lines at one end of rink. 2. Start out by making a half circle with the inside edge of the right players’ 3. Then a make half circle with the inside edge of the leftplayers’ skates. 4. Continue down the ice alternating right and left inside edges. 5. Push the inside edges hard into the ice by having the knees well bent. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 89 | Skill Development Skill | FORWARD CROSSOVERS CROSSOVERS FORWARD FORWARD CROSSOVERS CROSSOVERS FORWARD USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA blue blue line. 5. all Remind to theirplayers keep head and chest up. Russian Russian Circles 1. Form two lines, one in each corner on the same side of the rink. 2. At the whistle, the first in player each line goes at the same time. 3. skate their Players pattern at full moving speed, their always feet. 4. The next go players when the in player front of him or her reaches the Three Zones Figure 8's 1. groups of Have line players up in each zone. 2. Allow two to three go players at a time, doing figure-8 patterns. 3. must Players go full speed. 4. shoulders Keep level. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 90 | Skill Development Skill | HOCKEY HOCKEY TURN FORWARD CROSSOVERS CROSSOVERS FORWARD USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA quickly as possible. around the circles for 20-30 seconds. Hockey Turn: One Hockey Turn: Cone 1. turn players left Have first. 2. Place left skate near the cone and bend the leg. 3. Throw the right skate out to the side with full extension. 4. the Keep upper body straight. 5. Stay down coming out of the turn and accelerate. Two-Zone Agility Skating Two-Zone 1. drills running simultaneously. Two 2. Figure 8 at one end, three-cone drill at the other. 3. in Three-cone and forward weave out crossovers, of the pattern as 4. At the other end of the ice, three go players at a time and skate a figure 8 AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 91 | Skill Development Skill | AGILITY AGGRESSIVE SKATING SKATING AGGRESSIVE USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA rink and will players race for it to score at the other end. Forward/Backward Step Out Race 1. Form two lines, one in each corner on the same side of the ice. 2. At the whistle, the first in player each line begins the drill. 3. Sprint forward around the first cone. 4. Skate to backward the faceoff dot. 5. out Step and skate forward, and sprint down the other end of the ice. 6. A coach can add a puck to the race. Pass a puck down the middle of the Peanut Drill: Two Groups Peanut Drill: Two 1. Form two lines, one at each goal line. 2. One group will go at a time. 3. Skate up to each cone using a or crossover a control turn. 4. try Players to go as fast as they can around the course pattern. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 92 | Skill Development Skill | COMPETITIVE COMPETITIVE AGILITY COMPETITIVE COMPETITIVE AGILITY USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA line line races to hir or her cones in and and weaves out as quick as he or she can. Both drive to players the net and try to control a puck the coach has passed the between two faceoff circles. The who player gets control of the puck tries to score. line line races around his or her cone, drives to the net and takes control of a puck that the coach places the between two faceoff circles. The player who gets control of the puck tries to score. each each line races around the faceoff circle to gain control of the puck. The first to theplayer puck tries to score. each line races in and out of the three cones to gain control of a loose puck. The first to theplayer puck tries to score. 3. turn in: Form Two-cone two lines in each The corner. first skater in each Two-Zone Puck PursuitTwo-Zone 1. puck pursuit drills Two at each end. 2. One cone turn in: Form two lines in The each corner. first skater in each Two-Zone Puck Chase Two-Zone 1. drills run simultaneously. Two 2. Circle Race and Shoot: Form two lines at the blue line. The first in player 3. Form two lines in Three-Cone Weave: each The corner. first in player AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 93 | Skill Development Skill | SPRINT INTERVAL WORK SPRINT INTERVAL SPRINT INTERVAL WORK SPRINT INTERVAL USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA the near blue line. interval. 4. to around players accelerate Remind the net. 5. The next goes player when the skater in front reaches the goal line. 6. one Each must have player minute rest interval before the next sprint. Step Step Out Sprint Interval 1. Form one line at the top of the faceoff circle. 2. The first startsplayer off skating hard backward to the goal line. 3. The steps out player and skates forward hard around the net, sprinting to Sprinting the Lines 1. Form one line in one corner of the rink. 2. At the whistle, one skates theplayer pattern as fast as he or she can. 3. will Players end up in the opposite corner. 4. The when next leaves the player skater in front reaches the blue line. 5. Do not start the drill again until all a receive players one minute rest AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 94 | Skill Development Skill | (Internet access (Internet is LEARN LEARN MORE AGILITY SPRINT INTERVAL AGILITYWORK SPRINT INTERVAL www.usahockeyskillsanddrills.com/index.html Click Click on the following link(s) for more information on the in topics covered this chapter. required). • USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA three cones, and finishes at the opposite end. first cone. The “M” Drill 1. All line players up in one corner. 2. At the whistle, the first takes offplayer and sprints through the course of 3. The next skater goes when the in player front of him or her reaches the 4. to knees players keep Remind bent and feet moving. 5. Do not do the next drill until a one minute rest interval has occurred. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 95 | Skill Development Skill | Size Size of Shaft It is very important that the fingers can grip around an using start players many Too stick. the of shaftthe adult stick too early controlling the and stick. Peewee and have younger players a difficult time Proper length Proper stick. of Figure 13-1. OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA • help coaches To understand the various puck control skills used in ice hockey • introduce the To skills and teach them in sequence • explain the To elements key in all of the skills

Length of Stick When standing on skates, the stick should be longer than just under no the chin and no shorter than the top of the shoulders. To To be a good puckhandler, it is essential that player the understands selection, stick length, grip, and basic stance. the importance of stick FUNDAMENTALS OF FUNDAMENTALS PUCK CONTROL There There are different stages of developing the skills of puck control. Youth ice continue hockey coaches to must development of pay this and other fundamental special skills during the early attention years of development. a to player’s growth and the Until players learn to control the puck, their ability to ability their puck, the control to learn players Until shoot, pass and receive limited. the puck are severely INTRODUCTION

Puck Control Chapter 13 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 96 | Skill Development Skill | Proper grip. Proper Figure 13-5. Lie of the of Lie stick. Figure 13-4. Grip of Stick One of the most important components of puck control is the positioning of the hands on the stick. The hands should be length” a “glove apart inches). The on grip the stick (6-12 is correct if the player can look down at the stick and see a the on hand each of forefinger and thumb the by formed “V” top side of the shaft. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Lie Lie of Stick Skating style of a youth ice hockey player determines the lie of the stick. If is erect from a the up, player it waist requires youth a higher number lie. If the youth player is more bent over at the waist, it requires a number lower lie. Blade of the of Blade stick. Figure 13-3. Blade Blade of Stick The length of the enough for the blade youth player to control the must be fight small to without puck the having length and weight of the stick blade. Determining the the of size shaft. Determining Figure 13-2. should should use a junior shaft stick or have the shaft shaved down for a comfortable fit to their hand. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 97 | Skill Development Skill | Basic stickhandling. Basic Figure 13-9. Basic Basic Stickhandling Basic stickhandling is oneself. Have passingthe player concentrate on sliding the and receiving puck to (don’t slap the puck). Rolling cupping the the blade wrist over the and puck will result theof position The in better. thepuck control to ability the puck on the stick is in the middle part of the blade. Have the players develop a “feel” for the puck by inches. to 18 stickhandling 12 Split Split Vision Split or peripheral vision refers to the ability to see the puck on the stick without looking directly at it. what and play the “reading” up are eyes player’s The options are available. Indirectly, the player sees the puck out of the of bottom the eyes. vision. Split Figure 13-8. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Cupping the Cupping puck. Figure 13-7. Wrist Roll Wrist and Roll Cupping The Puck Every time the player moves the puck from side to side, it is essential to roll the wrist. It is this rolling of the wrists that will enable the blade of the stick to cup the puck, which control. results in increased puck FUNDAMENTAL SKILLS FUNDAMENTAL FOR STICKHANDLING Basic puck control stance position). control puck (ready Basic Figure 13-6. Basic Basic Stance must Players hold the stick in front of the The body. elbows and arms should move freely as the puck is moved back and forth in front of the body. Knees are bent, with head, position). chest, and eyes up (ready AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 98 | Skill Development Skill | palms. wrists. full range of extension. the puck the between thumb and first finger puck body • Grip the stick with the fingers, not the • Cup the puck with the blade by rolling the • the Keep arms out in front of body to get a • slapping the puck, rather than sweeping • not having the “V” on top of the stick • arms held close to the body • hands too far apart on stick • not rolling the wrists when trying to cup the • top hand on the hip, not in front of the Common Errors FORWARD-TO-BACKWARD STICKHANDLING The forward-to-backward stickhandling particularly useful while skating movetoward a defensive is player who is moving toward you. It can be when used setting up a fake shot and when pulling the puck to the side to take a forward-to-backward move is difficult sweep/wrist to learn while shot. The moving. Start your players in a stationary position and then gradually refine speed. Stress that the puck must the be forward moved skill at increasing on the skating line and brought backwards on the skating line. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA gloves off.gloves rolling their wrists. inches). to 18 with head and up. eyes coach is holding up. • Grip the stick inches six apart. to 12 • thedemonstrate Players proper grip. • hands move side-to-side Players while • will the Players move puck side-to-side (12 • spread Players out in front of coach with • spread Players out in front of the coach. • perform Players a basic dribble movement • call Players out the number of fingers the Key Elements Key mastered: Lateral Lateral Stickhandling This is the most important stickhandling movement a player will develop. Begin movement work on (side-to-side) the in lateral a Work stationary on moving position. the puck as far to possible. each side The as following key elements must be BASIC BASIC STICKHANDLING MOVEMENTS Grip, Wrist Cupping Roll, the Puck and Dribbling Lateral stickhandling and lateral stickhandling to full extension. full to stickhandling lateral and stickhandling Lateral Figure 12-10. DRILLS FOR THE BASIC SKILLS OF STICKHANDLING Split Split Vision — Count the Coach’s Fingers AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 99 | Skill Development Skill | diagonal diagonal line • slapping the puck • not moving the puck fast enough on the BACKHAND FAKE — FAKE BACKHAND TO FOREHAND “PULL” The forehand “pull” is one of the most moves important to teach stickhandle around a yourdefender. It is very important players that when trying to “fake-pull-accelerate.” players The forehand pull allows the player learn to move around the defender on his or her the key words of Diagonal stickhandling. Diagonal Figure 13-12. Always observe the defender’s whether or speed, not the defender direction, is sweeping the stick, looking down at the puck, off balance, or lunging with his or her stick at the puck. afterplayers Teach making a stickhandling move to quickly accelerate around the defender. BEGINNING BEGINNING MANEUVERS ONE VS. ONE SITUATIONS The concept of “one versus” (especially situations one vs. one) is the most important ability for young players to master. Considerable opportunity should be given for situations. players to practice one beat an to stickhandle when to should know Players vs. one opponent and when to pass to beat an opponent. Generally, a player should attempt to stickhandle around a player when there position for a pass. is no teammate in USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA blade. backward as backward possible on a diagonal line. of the body back of the stick) blade blade of the stick. • failing to cup the puck with the blade • head down looking at puck • the Keep hands close together. • the Roll wrists to cup the puck with the • puck back drawn into the skates (kick the • puck motion in front rather than at the side • puck Keep motion at the side of the body. • puck Keep motion parallel to the skate line. • the Roll wrists, cupping the puck with the • the Move puck as far forward and then Common Errors Common Errors Forward-to-backward stickhandling. Forward-to-backward Figure 13-11. Key Elements Key Key Elements Key Diagonal Diagonal Stickhandling The diagonal stickhandlingeffective move when is combinedforward-to-backward especially with moves. Have the place the puck to side of their bodies (as if about yourto lateral players or shoot a forehand shot) and then diagonally across to bring the opposite the side of the puck body and as far forward as the move player is can reach. very This useful opponent’s stick and you when must pull the puck in back too diagonally across the front of the stick. close to an AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 100 | Skill Development Skill | protect the protect puck. to get around and behind the defender. Accelerate.” defender the defender body quickly enough pull side side diagonal while using a head and shoulder fake. the front of the body to “full” backhand extension. theprotect puck. to get around and behind the defender. Accelerate.” • Use the body as much as possible to • Use speed upon completion of the “pull” • the Keep head up. • Slide and Pull- “Fake-Lateral Words: Key • slowing down when approaching the • not using the body to shield the puck from • not “pulling” the puck across the front of • not “pulling” to a full forehand extension • not accelerating after the slide lateral and • the Move puck out front on a backhand • The puck must be “pulled” quickly across • Use the body as much as possible to • Use speed upon completion of the “pull” • the Keep head up. • Slide and Pull- “Fake-Lateral Words: Key Common Errors FOREHAND FAKE — FOREHAND FAKE ”PULL” BACKHAND The backhand “pull” compliment the must forehand pull be skill The development. disadvantage of developed the backhand pull is to that the player is going around the defender with the puck on his or her backhand. When go will player the time the of majority the opponent, going around an to hir or her backhand side. The same key phrase is used as “pull.” The only difference is that the is “fake” made in the forehand to the backhand side. Elements Key USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Upon completion of the pull, side side diagonal while using a head and shoulder fake. the front of the body to “full” forehand extension. Teach the Teach to players set up the withmove a As the defender reacts to the thefake, move • The puck must be “pulled” quickly across • the Move puck out front on a backhand Key Elements Key Backhand fake – fake Backhand Figure 13-13. forehand. to pull Pull Pull — Accelerate — accelerate with three quick forward crossovers to get around and behind the defender. slight slight move to the backhand side (and/or head and shoulders fake to the backhand side). should This be move strong enough to get react. the defender to puck quickly across the body (if in “pull” close puck slightly back diagonally to clear stick) to to stick, full extension on forehand side and thrust off of the laterally slide time, same the At leg. side” “backhand with the body. This puts the player’s body between the defender and the puck. Fake Fake — forehand side, opportunity to pass or shoot immediately. which gives the player the AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 101 | Skill Development Skill | of the stick, rotate the wrist so the blade turns the over other way hand from the defender (full expansion reach). the puck, use the “control turn” technique to theprotect puck puck. • When the puck starts to roll off the blade • puck keeping too close to the body • not holding the very end of stick with one • the keeping blade of the stick too upright • Pull the puck to the side of the body away • Place the body the between defender and • The blade of the stick is cupped the over Common Errors “SHIELDING” THE PUCK The technique of shielding and defender the from the away puck the keep to puck player teaches the place his or her body between the opposing player. puck and the In order to accomplish this, must a utilize theplayer skill of “expansion of reach” control with turn. This the should skill be forehand and of backhand sides. taught a both to the One arm may also be utilized to help ward off the On the side forehand the defender. hand top would be used, while on the backhand side hand would be used. the bottom Elements Key Accelerating in open ice. open in Accelerating Figure 13-15. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA pushing pushing the puck well out in front of the body. skate skate with more speed. defender the defender body quick enough extension pull • Bend the knees. • Extend the arm and tilt the blade back • Drop the hand lower off the stick. • By using only the top hand, can players • not using the body to shield the puck from • not “pulling” the puck across the front of • not “pulling” the puck to a full backhand • not accelerating after the slide lateral and • slowing down when approaching the Key Elements Key one one hand (the top hand), players more speed and freedom. will skate with Controlling Controlling the puck while accelerating in open ice is another skill that only using and off stick thehand lower the needs dropping to be developed. By SPECIAL SPECIAL SKILLS IN PUCK CONTROL IN OPEN ICE ACCELERATING Common Errors Forehand fake – fake Forehand Figure 13-14. pull. backhand AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 102 | Skill Development Skill | checker with a skate to the stick. kick it back up to the stick. out from behind the other blade. skates when being pressured. toe toe out and heel in. in stickhandling. skate • puck carrier glides once in front of checker • puck carrier doesn’t get directly in front of 1. Skate forward and kick up a loose puck 2. Drop the puck back into the skates and 3. Foot drag — control the puck by kicking it 4. Control the puck along the boards with the • Balance and shift weight to one skate. • The skate contacting puck is turned with • Cushion the puck with the skate blade, as • not shifting weight and balance to one • kickin” puck instead of controlling puck Common Common Errors Skate control skills. control Skate Figure 13-18. SKATE CONTROL SKATE important an is A control control. part puck of Skate player must develop a great deal Some control. puck for skates of her or his use to balance agility and skills with skates that should be are: developed Key Elements Key Common Errors USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA “angle” by doing forward to get crossovers in front. This stick/body checks.prevents ward ward off the defender. • Continue to skate once in front of checker. • one hand off Take of the stick if needed to • when Accelerate the has checker the • puck is carrier between and defender • stick blade is not cupped puck over • is player standing too erect Key Elements Key Overcoming resistance. Overcoming Figure 13-17. OVERCOMING RESISTANCE OVERCOMING The puck carrier must learn to resistance overcome by accelerating in front of the defender. By doing this, you take the “angle” away from the checker. This puts the defender behind theyou and prevents defender from playing your body. Common Errors Shielding the Shielding puck. Figure 13-16. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 103 | Skill Development Skill | PUCK CONTROL PUCK CONTROL PUCK CONTROL USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA of the rink, “pulling” the puck as wide as possible on each stride. other two players. other two players. and another group of into three themoves players first circle. 3. the Have do players it at half speed. 4. Stress “wide pulls” and “quick hands.” Pull Pull Puck Wide 1. line Players up in four lines at one end of the rink. 2. On the whistle, the first in player each line skates down to the other end 4. On the whistle, the first group of to three themoves players next circle 5. At each whistle, the groups advance to another circle. Jam Jam the Circle 1. Put in players three lines. 2. The first in player each line goes to a designated circle. 3. One with player the puck stickhandles around the thecircle, avoiding The The following skill drills are presented in a suggested progression. They progress from stationary, to moving, to simple, to complex. SKILL SKILL DRILLS AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 104 | Skill Development Skill | (Internet access (Internet is LEARN LEARN MORE PUCK CONTROL PUCK PUCK CONTROL www.usahockeyskillsanddrills.com/index.html Click Click on the following link(s) for more information on the in topics covered this chapter. required). • USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA partner tries to take the puck away. Figure 8 Control Around Turn Gloves 1. Put on gloves the ice four feet apart. 2. Do control turns around withgloves a puck. 3. Skate in a figure 8. 4. the Keep puck under control. Keep Away Away Keep 1. pair Players up and go to different areas on the ice. 2. the One protects player puck by doing control turns, while his or her 3. After 20 seconds, the roles. reverse players AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 105 | Skill Development Skill | the to player sweep rather than slap the puck. The desired result is a sweep and follow-through toward the intended target with the blade of the stick kept low to the ice. The puck should begin near the heel of the stick and stick the of heel the near begin should puck The roll down the blade as the stick is swept The resulting forward. spin on the puck is necessary to keep it flat on the ice. The accuracy of the pass is controlled by the follow toe the with pass the end should player The through. of his or her stick pointing at the intended target. Forehand passing action. passing Forehand Figure 14-1. OBJECTIVES Encourage USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA old old and under • educate coaches to To the passing and receiving skills necessary years for 10 players • outline teaching progression To for coaches • identify the To elements key of each skill • identify common while make To mistakes young players learning these skills

control control from an individual to a team skill. The The skill of passing and receiving extends puck

The The forehand pass begins with the player in a solid, ready position. His eyes must be up and looking at his intended target. The blade of the stick must cup the puck.or “cradle” Start the the for action passing pass behind thefrom (Figure 14- forehand back foot 1). The blade should be kept on the ice. FOREHAND FOREHAND PASSING The The material covered in this chapter describes the skills that must be mastered to The effectively. skills are presented in the suggested pass and receive teaching progression for young players. Two Two important sets of skills are Both it. of reception the and puck the are of delivery necessary — the equally important. INTRODUCTION Although skating and puck control rank higher than passing and “emphasis receiving scale,” on fundamentalsthe in instruction to time considerable it the is hockey of passing and receiving. important skills to devote

Passing and Receiving and Passing Chapter 14 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 106 | Skill Development Skill | motion motion of the blade the toe at release SUGGESTIONS FOR COACHING Generally your coaching on passing should progress from stationary to moving targets and from slow to faster speeds. Emphasize that the pass must Passing lead the puck moving softly targets. to ahead a of target the zone receiver is technique. a good passing • a quick, forceful, forward and upward • puck motion from the heel of the blade to The flip The pass. Figure 14-3. Elements Key FLIP FLIP PASSING The last pass that should be taught is the flip pass. This pass will prove to be most useful in a situation where some part of an opponent (stick, leg, etc.) is between the puck carrier and the target (see Figure 14-3). The pass begins the same way backhand pass, adding a quick as forward and upward a forehand or motion of the wrists that causes the stick blade to raise quickly off the ice. This motion raises the in puck quickly from turn the ice. It also is important that the player attempts to spin the blade puck so that off it will the remain flat in the air lands and on the as ice. Pucks thatit wobble through the air verydifficult be to for flat land prove will not do and to teammates receive. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA the target. puck. the blade. intended target. the heel • The blade of the stick should “cup” the • Use a sweeping (not slapping) action. • The puck from moves the heel to the toe of • Follow pointing thethrough toward low, • The head is up with the focused eyes on • passer is looking at the puck, not the target • the puck starts at the toe of the stick, not • the passer slaps the puck • shortened or no follow-through sweeping sweeping action of the stick. Backhand passing action. passing Backhand Figure 14-2. BACKHAND PASSING BACKHAND The backhand pass is similar to the is, It same. forehand the are above pass listed elements key the and however, a bit more difficult. The involves backhand pass looking at the target, action using of the a stick sweeping across the body puck, to and a propel deliberate the follow-through towards the If target. the is target intended in front of the passer, he or she must follow through by turning the wrists out, pointing the heel of Figure the 14-2 stick illustrates the at beginning, the middle, target. ending phases of this and pass. The puck begins on the backhand side. The hands are away from the body and the blade is cupped over the puck. Note that the shoulders are rotated toward shoulders the returning puck. to The a normal pulling position, action plus a of the lower hand, provide the Look-Slide-Guide-Point Elements Key Common Errors AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 107 | Skill Development Skill | Just Just prior to (or at the point) of of the pass should be 90 degrees. control. as it glides along the ice. the direction of the incoming puck. blade from angled the away puck’s direction), allowing the puck to bounce the over stick blade. puck to rebound off the blade. SUGGESTIONS FOR COACHING In many instances, passes behind, are the ahead, intended or player. This special takes effort a to gain control of solve to how for the some suggestions are Here puck. this common problem. • The angle the between blade and the line • The blade must “give” to maintain puck • The blade should be cupped the over puck • The stick blade is not held perpendicular to • The blade of the stick is left open (top of • The wrists player’s are held stiff, causing the • The fails player to cup the puck. The receiver must learn to move the blade of the stick out toward the receiving the pass. puck in the as direction same the preparationin blade the move contact, for pass to allow the puck to gently come in with the stick blade. contact When a pass comes to forehand either the side, backhand or basically the the same reception (see Figure should keep his head up, watch the puck, techniques and keep 14-4). The player are the stick on the ice. As the puck reaches line the to angle the right a at be stick should blade the blade, relaxing by of thegive to pass, cupped, and allowed the wrists. This “giving with control the by allowing the puck” momentum of promotes the puck to be gradually absorbed. Elements Key Common Errors When the pass is too far ahead, the player should extend the stick by dropping the lower hand reaching out to the and puck (see Figure 14-5). USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Coordinating the speed of the Forehand Forehand and backhand puck reception. blade blade in a quick forward and upward motion flat SUGGESTIONS FOR COACHING Coaches and players need to be especially patient in techniques. developing good passing passer, the receiver, addition and to the the puckdifficult opposing (in players) skill is and hours of a practice to master. often requires many • right angle • give • cup • failure to impart spin on the puck to it keep • inability theto move of bottom the stick Figure 14-4. Figure 14-4. PASS RECEIVING PASS Being able to receive a pass is equally as important as being able to make one. There are three keys to successfully receiving a pass: Common Common Errors AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 108 | Skill Development Skill | In general, encourage using the stick to stick the using encourage general, In SKILL SKILL DRILLS suggested a in presented are drills skill following The progression. They progress moving, to simple, to complex. from stationary, to Controlling a puck passed behind a player. behind passed a puck Controlling Figure 14-6. Receiving passes in the air involves knocking the pass to the ice with the 14-7). Figure stick or the hand (see try and knock down passes below the knee and the that sure Be knee. the above passes on hand bottom the players do not close their hands and catch the pass. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Stopping a puck passed ahead of the intended the of ahead passed puck a Stopping Controlling passes in the in passes Controlling air. Figure 14-7. The The skate closest to the oncoming pass should be placed flat on the angled ice so and that the puck will deflect from the skate blade to the stick blade. An individual who has become skilled at receiving a pass with his skate will prove to be a tremendous asset in alive. many keeping plays Figure 14-5. 14-5. Figure area. target When When a pass comes behind the player (see Figure the skate must 14-6), be used to gain control. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 109 | Skill Development Skill | PASSING AND RECEIVING PASSING PASSING AND RECEIVING PASSING USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA and and does the same thing. feet feet apart, then 20 feet apart. a. passing - “Look-Slide-Guide-Point” b. reception - “Cup and Give” 4. Stress “sliding and gliding” the puck rather than slapping the puck. “Pepper” “Pepper” Passing in Groups 1. Put into players groups of five with one puck. 2. out one move and Have player face the other four. 3. Pass to all in players the line twice, then the next in player line out moves 3. Basic skill commands: 4. Stress very slow technique at first. 5. Use forehand and backhand passes. Stationary Partner Passing 1. pair players up Have and stand three feet apart. 2. pass Players the puck back and forth, standing three feet apart, then 10 AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 110 | Skill Development Skill | PASSING AND RECEIVING PASSING PASSING AND RECEIVING PASSING USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA in the middle while the other two try to the keep from puck the away skater. down down the ice, bouncing the puck off the boards to themselves at each cone. Skaters stay at the far end of the rink when they thecomplete course. accurately. passed have to. 2. Place three the between players Away: Keep blue lines. One skater starts Two-Area Passing Two-Area Drills 1. Three-Cone Bounce Pass Drill: line Players up at the goal line and skate Circle Passing Drills - or Movement Stationary 1. Place five around players the faceoff circles. 2. Each passes player to the second to theirplayer right. Pass hard and 3. can add to themovement You same drill. 4. After passing, the passer his/her follows pass to the position that they AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 111 | Skill Development Skill | PASSING AND RECEIVING PASSING PASSING AND RECEIVING PASSING USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA her glove. her glove. below below the hash marks. a. Shoot. b. a Return pass to his or her partner, then in move for a rebound. 4. The must control player the pass, then a make return pass to the coach. Receive with Receive or Glove Skate 1. Form two lines at the blue line. 2. The first in player line skates to backward the center line. 3. The coach either passes the puck in the skates or player's up into his or 2-on-0 Trailer From 2-on-0 Center Trailer Ice 1. Form four lines at center ice, two lines go in different directions. 2. One skates theplayer puck deep into the zone along the boards and 3. The trailer high stays to support the puck carrier. 4. The puck carrier passes to the and continues trailer, to drive to the net. 5. The trailer receiving the puck has two options: AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 112 | Skill Development Skill | PASSING AND RECEIVING PASSING PASSING AND RECEIVING PASSING USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA along along the boards. passing passing the puck back-and-forth as quickly as possible. puck. starts the drill by skating with the puck behind the net and passing to the right wing. he player or she passed to, and fills that lane. player’s the group completing three to four passes. 5. The return to players the end of the line to continue the drill. 3. When they get to the tops of the circles, they can shoot. 4. The turn players back up ice and a receive return pass from a coach 2-on-0 2-on-0 Wide and Close 1. Form two lines at feet one apart. blue to line, 15 10 2. The first in players each line skate half speed down the middle of the ice 3-on-0 Weave 3-on-0 Weave 1. Form three lines at one end of the rink. The middle line will start with the 2. The first three in players each line will go down the ice 3-on-0. The center 3. After the pass is made, the passing player the puck skates behind the 4. This pattern continues all the down to way the other end of the ice with 5. Ending with a shot. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 113 | Skill Development Skill | (Internet access (Internet is LEARN LEARN MORE PASSING AND RECEIVING PASSING PASSING AND RECEIVING PASSING www.usahockeyskillsanddrills.com/index.html Click Click on the following link(s) for more information on the in topics covered this chapter. required). • USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA crosses crosses behind the puck carrier. zone. A shot is then taken while the in other moves for player the rebound. in the left line. the puck quickly back-and-forth. 3. The puck carrier drop passes to the receiver. 4. They continue down the ice, executing the drill twice before entering the 2. The with player the puck starts a crossing pattern, and his or her partner 2-on-0 2-on-0 Drop Pass 1. Form two lines in the corners of one end of the rink, with pucks located 2-on-0 2-on-0 Funnel 1. Form two lines on either side of the red line. 2. The first in players each line skate on an angle the toward goal, passing 3. The can players shoot when they reach the top of the circle. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 114 | Skill Development Skill | forehand and backhand wrist shots. correct correct technique, particularly of the For younger players, however, emphasis For younger players, however, should should be placed on the development of match match the opportunities that The develop. amount of time a has, player the location, positioning and player require defensive that different shots (or variations of the same shot) be used. 1. wrist shot 2. backhand shot 3. flip shot Without this attribute even the ity shooting of abil the strong, will powerful player be limited. There There are three types They are: of chapter. shots discussed in this Shooting, more than depends upon strength that is the related to a player’s other physical maturity. fundamentals, Therefore, coaches of players are likely younger to find that, because of their age, they are unable to generate the speed and power desired to perform some shots such as the snap or slap shots. As players grow, develop and train strength for and power, their more forceful. shooting will become OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Time spent handling the puck be be sure the shot is on the net! If the shot is not on the net, Players will a Players have better Shooting Shooting situations within the Players must thePlayers execute shots • identify the To shooting skills used in by young players ice hockey • outline for To the coaches the progression for introducing shooting skills • identify the To elements key of all the components of shooting • identify common while make To mistakes young players learning these skills

chance chance of hitting a spot on the net if they are looking at it. Form — using the elements key of correct technique if they are to thedevelop speed, and accuracy necessaryconsistency, to be an effective shooter. Accuracy — there is virtually no chance of scoring. accuracy Developing takes a great deal of concentration and practice by the player. Quickness — Head Head Up — opposing provides with players the time needed to position themselves for strong defense. When the situation dictates, must players be able to shoot the puck quickly. — Variety game game vary The skillful must, greatly. player a therefore, have of variety shots that

• • • • • There are several becoming an effective shooter: components associated with INTRODUCTION Shooting is the most practiced of all fundamentals. The purpose of theshooting puck is score a to goal. This leads to the single most stress to the players: important factor to

Shooting Chapter 15 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 115 | Skill Development Skill | apart body and behind the back foot the follow through blade to the toe weaker shots and weaker causes to players fall from instead of theaway moving toward target) of the stick blade, thus little force is to transferred the puck) body (limits movement) missing intended target) • inches to 15 hands held 12 approximately • shot begins with the puck at the side of the • blade of the stick cupped the over puck • weight transfer to the front skate • height and accuracy of the shot dictated by • puck from movement the middle of the • insufficient weight transfer (results in • poor wrist action (results in slow movement • top arm and hand are held too close to the • poor follow through (results in shots Follow through the of shot. Follow wrist Figure 15-2. Weight transfer is important for besides another initiating reason the movement. moves As toward the the target, the weight force application to the stick through the lower hand causes a bending of the shaft. The release of this bend adds further speed to the stick blade, which results puck speed. in greater Elements Key Common Errors Power Power is supplied by USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Weight may be utilized best in may Weight creates creates the puck speed. the stick moves very a moved great deal. It is little, the speed of the blade that while the blade has Review of shows thatReview Figure the15-1 top portion of To To accomplish this push-pull -sweeping) (wrist the shooting action by driving off the rear foot and following through follow-through of the stick to usually will follow-through, (low dictate shot the of accuracy and height the the front low shot; high follow-through, high shot). The toe of foot.the at target the at pointing be should blade stick the The conclusion of the follow-through. As weight is the toward stick the of motion forward the complete transferred, the arms target while dragging or sweeping andthe puck on the hands blade of the stick. The puck should be positioned at about the middle of the blade and travel to the toe as the shot is completed. The correct includes the arm top arm/hand pulling action back toward the body while the arm/wrist lower sweeps forward. Execution of the of shot. Execution wrist Figure 15-1. the arms, wrists, legs and through The transfer. hands are held to approximately 12 proper 15 weight inches apart. The puck should be positioned at the side of the body, behind the player’s back weight foot, evenly with distributed the on both skates. The is shot a of by initiated transfer the body weight to the skate closest to the target (front skate). The proper sequence is in illustrated Figure 15-1. As As the name implies, this shot involves sweeping the puck toward the target. The The wrist shot is “sweep” sometimes shot. referred Its to as accuracy. attributes Be sure that the your include players have mastered speed this shot before moving on to other and types of shots. FOREHAND FOREHAND WRIST (SWEEP) SHOT action, action, the player must exert maximal effort with the hands and arms. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 116 | Skill Development Skill | perfecting the technique for the shot. Shooting is easily practiced off-ice as well. the shot may be by developed better using lighter pucks that are properly suited to their strength. The success this may go generates a long to way confidencedevelop through the satisfaction gained by shooting a crisp and wrist accurate shot. starting drills withprogressively, stationary shooting, to shooting while moving, to situational drills simulating game conditions. 4. 4. For the young players, technique of 5. Coaches should introduce shooting USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA sweeping movement in sweeping movement a stationary position ensuring that the weight is and transferred the stick blade is quickly moved through the range of motion. at least 5 shots. consecutive to 10 shows two arrangements Figure 15-3 that work well practice. for player considerable amount of arm/wrist strength. Older should players be theirto encouraged improve strength both off and on the ice. Younger should players on concentrate 2. 2. Use drills that allow the to take player 3. The wrist a shot involves 1. 1. practice theyour players Have SUGGESTIONS FOR COACHING Practice arrangements for working on shooting. working for arrangements Practice Figure 15-3. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 117 | Skill Development Skill | of the blade the follow through of toward of target toward forehand forehand wrist shot are also useful theteaching your players backhand. for movement, movement, weight transfer, and movement quick of thestationary position. stick blade in a SUGGESTIONS FOR COACHING 1. Have the players practice the sweeping 2. The suggestions for coaching the • blade of the stick cupped the over puck • weight transfer to the front skate • puck from movement the middle to the toe • height and accuracy of the shot dictated by • poor sweeping action • improper wrist action • follow through goes ceiling instead toward Common Errors THE THE FLIP SHOT The flip shot is most commonly used when a player is attempting to relieve pressure puck by from a clearing zone. It is the also useful when there is lifted be must a puck the and net the around scramble quickly an over obstacle. The flip shot is a much neglected but very effective shot. At all levels, players, the but ability to particularly flip the puck with can make young the As USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Like Like the wrist shot, an important body body and behind the back foot apart • shot begins with the puck at the side of the • inches to 15 hands held 12 approximately Key Elements Key follow-through will determine accuracy of the shot. At the conclusion of the shot, the heighttarget. the at pointing be should blade the of toe the and Like the wrist shot, you should stress accuracy form with and your players speed. before working on BACKHAND SHOT BACKHAND The backhand shot is one of the most difficult shots to perform. blade. stick the of speed generate to is objective Sequence for completing the shot. backhand completing for Sequence Figure 15-4. illustrated illustrated in Figure 15-4, initiated with thethe puck on the backhand side of the backhand shot is the puck. and thestick The puck over blade cupped should begin between the heel and the middle of the blade. The wrist of the bottom hand is while flexed the upper arm is close to, from, instead the of away body. The shot transfer toward begins the target. with The bottom a hand pulls weight the stick and the toward the puck target simultaneously in a forward sweeping bottom movement. wrist The snaps from a flexed to an position. extended The top hand follows the (rather than bottom opposing, as in the hand wrist shot) and the top wrist snaps from extended to flexed position. This causes the top arm and elbow to move away from the body. Once again, the height of the AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 118 | Skill Development Skill | the forehand flip shot rotation from cupped to straight to open position blade blade executing the backhand flip shot forcing forcing the puck to be lifted into the air. Gradually increase the height. to players utilize the flip shot. drills that will simulate game conditions. without pucks. SUGGESTIONS FOR COACHING 1. Teach and practice the shooting motion 2. Place obstacles in front of the shooter, 3. drills Select or thatdevelop will theforce 4. Progress from stationary to movement • inches apart to hands 15 held 12 • initial puck position in front of the body on • quick wrist snap that results in blade • of movement upward the exaggerated • too much forward of movement the stick • not enough motion upward of the blade • starting the puck near the toe when The backhand flip scramble shot situations in is an attempt to most shoot over prone often a goaltender. With the backhand flip used slot, it is in helpful to drawfundamentals of this shot are the same as those thefor puck the backhand sweep shot. The difference occurs at back slightly. the follow-through. The The wrists and extend quickly the blades toward ceiling. should Elements Key Common Errors USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Cupped, Cupped, straight and open stick blade Puck position/shooting motion for the flip shot. flip the for motion position/shooting Puck To To execute the flip shot on the forehand, the positions. Figure 15-6. Figure 15-6. Figure 15-5. 15-5. Figure hands hands should be in the same position task apart. The inches as 15 to the 12 approximately — wrist shot is to get under the puck and propel it upward. This shot, unlike others, is usually made from in front of the withbody the on theof thepuck blade toe stick (see Figure 15-5). The shot begins with the wrist of the bottom hand extended and the wrist of the top hand is flexed. A good flip shot quick wrist requires snap, and a a sharp, sharp, exaggerated upward of themovement stick blade. As in illustrated Figure the blade of the stick 15-6, should be opened rather than cupped at the end of the shot. When shooting a flip a the primary shooting shot, When is objective to raise the puck high up off emphasis the should be ice. placed on Very the velocity little of the shot. difference between a goalkeeper. goal or a shot into the AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 119 | Skill Development Skill | SHOOTING SHOOTING SHOOTING SHOOTING USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA receives a receives pass from the first in player the other line, then takes a shot. on both sides. pucks at the blue line. goal line then the skates toward net. behind the goal line and takes a shot on net. 3. the Alternate drill from the other side after the shot has been taken. 2. The first in player one line, skates around the top of the near circle, “Flyer” Pass-Receive-Shoot “Flyer” Pass-Receive-Shoot 1. line Players up in both corners on the same end of the rink, with pucks 2. The first at player the blue line passes the puck to the first at player the 3. The skating the player toward net gets a return pass from the player Give Give and Go 1. Form one line at the blue line and another behind the goal line, with The The following skill drills are presented in a suggested progression. They progress from stationary, to moving, to simple to complex. SKILL SKILL DRILLS AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 120 | (Internet access (Internet is Skill Development Skill | LEARN LEARN MORE www.usahockeyskillsanddrills.com/index.html Click Click on the following link(s) for more information on the in topics covered this chapter. required). • SHOOTING SHOOTING USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA pucks in both lines. near circle with a puck and takes a shot on net. took a shot. The first takes shooter another shot on net, then to moves the end of the opposite line. the top of the near circle, a receives pass and takes a shot. The drill continues, alternating sides. Top of theTop Circle Shooting 1. line players up Have in two corners on the same side of the rink with 2. On the whistle, the first in player one line skates around the top of the 3. The first person in the other line passes a puck to the who player just 4. After the second passes player the puck, he or she then skates around Remember, however, that the end-over-ender the that however, Remember, that barely gets over the red line counts the same as the shot that rips the back of the net and, more importantly, it counts one more than the shot that just misses the corner and punches a hole in the boards! Since Since putting the puck into the net is the object of the game, shooting skill is very important these improve withthem to work to sure Be to players. your skills. SUMMARY AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 121 | This Skill Development Skill It is the checker’s | Angling simply means forcing ANGLING The combination of skating skills begins with and angling. checking In want. that go in the direction you to opponent an defensive hockey, this usually means player forcing towards the the boards. This limits the player’s options and effectively takes space away from him or her. Angling is most utilized opponent from when the front approaching and, the occasionally, when trying to catch important him not to go directly at the puck carrier orin a her straight from line, as this allows two options. Instead, the behind. It defensive is player must skate parallel to or in an arc towards the opponent. When executed properly, this prevents the puck carrier from cutting back on the defender while continually forcing him or the her toward boards. opportunities are based upon the opponents positioning and of teammates. responsibility to limit the opponent’s options. may include containing the opponent by forcing a or in ice along theopen angle, checking bad and/or boards. OBJECTIVES Implicit in this Body Body checking stick checking, covering, USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA • identify the To in skills theinvolved introduction of checking • identify components key of To each phase of checking • identify a To sequence to introduce these skills to young or inexperienced players • identify when make common players learning To mistakes young hockey these skills

opponents opponents are coming with the attack and where they are before deciding to check. position in relation to his opponent, thus increasing chances for success.

• The must attempt to player gain proper • The must consider player how many INTRODUCTION Checking is as important stickhandling is to offensive hockey. to defensive play as Checking Checking is a component of It defensive almost play. includes all forms of Regardless of the type of check a player intends to use, there are several things that must be done in order to be successful: statement is the realization that theis theof realization ability skating statement your players must be adequate for the level of their competition. Coaches must provide a solid base of skating skills to their players before any skills will be useful. checking body contact, and body checking. will not be included in this chapter as it is currently not a legal part and of for under. 10 hockey players

Checking Chapter 16 Chapter The The important point to stress is must that the be checker able opportunities to available recognize to and the opponent. evaluate These the AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 122 | if if the knocking knocking the Skill Development Skill This movement must movement This | When When the opponent comes into range, the POKE POKE CHECK The poke check is defender most skating often backwards executed opponent. by The against defender a a should maintain rushingonly balance the while and skating have backwards, proper top hand onand the opponent of themidsection on concentrate the stick. use peripheral The vision to see defenderto not as so flexed arm thewith back kept be should the puck. must The stick let the opponent know the extent of the checker’s reach. defender quickly extends the stick, stick. attacker’s the offof puck solely be done with the arm, so that if the puck is missed, the defender maintains proper and body position. balance The poke check can also be skating defender approaching the puck carrier from used by a forward the front or side. Again, the extension of the arm is used to surprise the opponent, but position proper body and balance continued play if the check misses. must be maintained for STICK CHECKING Stick checking is accomplished by using the stick to separate the puck from checking tactics an should be opponent. executed using All proper body stick position and balance. In other words, to position a in be must player the fails, check stick continue to defend the opponent. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Angling Angling and thekeeping gap closed. opponent. space and options. • Continually the take away opponent’s • Adjust speed to the opponent’s. • stick Keep on the ice. • Skate parallel to or in an thearc towards Figure 16-2. Figure 16-2. Key Elements Key The The checker must remember to gauge his speed or against the her opponent’s and to keep his stick down in anticipation of making contact opponent and trying with to take the puck away. the Figure 16-1. Angling. Figure 16-1. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 123 | Skill Development Skill | Hook Hook check. on the ice. and be flat on the ice. position the side. the puck. to to gain good position on the puck carrier. • The stick shaft should be extended near or • The blade must be theturned towards puck • committing too early to the bent knee • Approach puck carrier from behind or from • Continue skating with the puck carrier. • Lift the opponent’s stick quickly and take • to Failure continue skating it makes difficult be be used when there is a great poor in is thedefender misses, chance thecheck if because, of success body position quickly. to recover Elements Key Common Errors Figure 16-5. Figure 16-5. LIFT THE STICK Lifting the theapproaching opponent from behind or from the stick is side. When typically close enough to the executed puck carrier, defender the skates in front whenof or with him or her, lifts the opponent’s stick near the the take to and bringspossible down his or heel her stick as quickly as puck away. Elements Key Common Errors USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Execution Execution of the check. poke Poke check ready position. Poke side side with the arm bent the opponent and puck are in range relation to the opponent too too early. himself off balance, out of position and unable to thecomplete skill. • quick extension of the arm and stick when • proper balance and body position in • top hand only on the stick, held close to • The arm holding the stick is fully extended • The defender lunges at the puck, putting the opponent’s stick. The hook check should only turned turned towards the puck and hooks the puck off of The hook check is most often executed from behind from oftenexecuted most is check hook The the puck carrier. The stick should be held with the top hand only and the shaft near should to be the extended ice with one knee bent. The blade is HOOK HOOK CHECK Figure 16-4. Figure 16-4. Figure 16-3. Figure 16-3. Key Elements Key Common Errors AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 124 | Skill Development Skill | Stick press. Stick position • top hand only on the stick • blade flat on the ice • selective usage of the sweep check • of the overcommitment body • committing too early to the bent knee SWEEP CHECK The sweep check has similarities to the hook check and the poke check. It is executed from in front of the puck It carrier. can be from executed an upright position with the in defender the same position as if he or she is about to check.poke If the puck carrier is on the side away from the defender’s stick, the the sweeps defender puck, blade thetowards being careful not to overcommit the body. If the sweep misses, the defender body defensive position. must remain in From a similar position, the defender can lower the sound stick close to the ice. The sweeping motion moves towards the puck with the curved area where the shaft meets the blade aiming for the puck. Caution along be used withmust this check, as the defender is committing his or her body much susceptible more to the puck and carrier cutting back is on him or her. Elements Key Common Errors Figure 16-8. Figure 16-8. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Stick liftStick from behind. Stick liftStick from an angle. stick stick and pressed down hard the stick shaft of the offensive player offensive player • used in close one-on-one situations • stick partplaced lower over of opponent’s • The defender not placing the stick low on • Not maintaining good body position on the Key Elements Key STICK PRESS The stick press is from opponent an prevent to used be may It battles. executed in close one-on-one receiving a pass, shooting, places puck. his or stick on of top The player the lower retrieving a loose shaft of the opponent’s stick preventing and presses the down, opponent’s Leverage and relative upper body strength are keys stick from to moving. young players successfully executing press. the stick Figure 16-7. Figure 16-7. Figure 16-6. Figure 16-6. Common Errors AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 125 | Skill Development Skill | Backchecking Backchecking the open man. Maintaining an inside position. opponent. player. covered • a position inside and Take slightly ahead of • Try to split vision the between puck and the • Stay within one stick length of opponent. the one stick length opponent. or less relationship to the Elements Key When When backchecking against a defender puck must concentrate carrier, on the emphasis themuch Too itself. puck the on not and body puck carrier’s on the puck will allow the fakes puck or have enough carrier room to escape to the checker. utilize an toward opponent the angle to is element key The area of the ice that will be more advantageous to the defender (most often toward the boards). Figure 16-10. Figure 16-10. Figure 16-11. THE PUCK CARRIER BACKCHECKING USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Sweep Sweep check. and and your own net. one one stick length. • Maintain a position the between opponent • Skate with the opponent and stay within • Be parallel with the opponent. • Hit the heel of the opponent’s stick. BACKCHECKING THE OPEN MAN BACKCHECKING When backchecking an open man, the should an take inside position and try to remain just defender ahead of the opponent. This defender position to allows stay the between the opponent goal and the and difficult a have will defender the that is the disadvantage opponent time and watching both the the opponent maintain defender the that imperative is and it Therefore, puck. the puck. The Key Elements Key COVERING In general, the between position defensive sound a maintaining covering opponent and your own an net. The defensive player should opponent try to stay means within opponent for effective play. defensive one stick length of his Key Elements Key HIT HIT THE STICK This is move when employed you are witheven the puck carrier and skating parallel to her or him. Hit the opponent’s stick near the heel to force her or him to lose control of the puck. Figure 16-9. Figure 16-9. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 126 | Skill Development Skill | Covering in Covering front of the net. or body. puck is. the situation changes. • the Stay between opponent and the goal. • Maintain contact with the opponent’s stick • Split vision and know where always the • Don’t get tied up with one in player case Figure 16-14. Figure 16-14. ONESELF PROTECTING FROM BODY THE ALONG BOARDS CONTACT against kind The any best of protection contact is to shoulder feet with position skating strong a maintain width apart, knees awareness bent of where opponents are and on the ice head is a up. ingredient key as well. Overall Even at younger can boards the with contact levels allowed, not is checking of hockey, where body happen. Players must learn to protect themselves when playing near the boards. with position They hockey strong a maintain to remember must always knees flexed and feet about shoulder width apart. If contact with the boards occurs with facing the them, the player player should try to distribute the a surface as large contact as possible. over The stick attention attention must be paid to particularly when the puck is about to arrive. Lifting the opponent’s stick, the or stick the prevent can be utilized to press stick the opponent from controlling or tipping the puck. player. one to important also is overcommit It to not If a defensive opponents. two cover to have may front in defender teammate loses his Therefore, a checker check, cannot get tied the up to release withcannot she or he that extent the to person one a new position if the situation changes. Elements Key USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Skating Skating a offplayer the puck. Backchecking Backchecking the puck carrier. • not opponent’s the body, Watch puck. • Angle the puck carrier the towards boards. COVERING IN COVERING FRONT OF THE NET When covering a player in defender front must of be aware the of the net, positioning of the the puck as well as his opponent. It is, therefore, Figure 16-13. Figure 16-13. Figure 16-12. Figure 16-12. Key Elements Key Players can alsoapproaching the fall puck into slashing of instead continuing to skate and overtake carrier the and bad hooking the opponent. or habit of necessary to maintain contact with the opponent using either the body or the defensive stick. As with situations, other the between defender the should opponent stay and the net. Special AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 127 | Skill Development Skill | Avoid hitting theAvoid boards with your shoulder properly properly to your players. — skating — angling — stick checking — ready for body contact — yourself protecting pertaining to checking to significantly body detour checking from behind and stick infraction, then promoting safety and enjoyment of the game. • Checking is an important skill to teach • The main areas of checking are: • It is necessary to strictly apply rules Figure 16-17. Figure 16-17. and head. SUMMARY (Internet access (Internet is required). LEARN LEARN MORE www.usahockey.com/coaches/checking_materials.aspx Click Click on the following link(s) for more information on the topics in covered this chapter. • • www.usahockey.com/Body_Checking_Rule.aspx USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Maintain a low center of along gravity the Getting Getting the stick and up gloves to absorb Figure 16-16. Figure 16-16. boards. Figure 16-15. Figure 16-15. the of force any body contact. When When contact is going to occur with the boards at arm upper the use should she or he side, player’s the to cushion the blow. A player should be careful to avoid absorbing the blow with shoulder. the point of the and and forearms can absorb the contact for the upper The should body. player lean in keeping the slightly, theIf the feet from boards. away foot a about skates get up against the balance upon contact. boards, the player can lose AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 128 | Skill Development Skill | apart, slight ankle bend with weight slightly with bend ankle weight apart, slight of the of edges on balls feet inside the to of balls the feet pressure applies — stance a to or golf stance batting similar the jersey — forward be to slightly balance allows — coverage net increases — shots high tracking helps positioning chest proper maintain to be also placed should They balance. good the width outside of just the goaltender’s of the outside slightly with elbows chest coverage no double creating body for on allowing a angle, slight and resting of and coverage on shots cushion proper the five hole — the to ice perpendicular stick hold never • width than – more shoulder’s little Feet • other each to – parallel Skates • that a bend slight creating – Knees forward, • can see the – logo of Chest up so shooter • – Shoulders and level other each to parallel • – Gloves out of in the front creating body • of in the front inches skates – 8 Stick 12 to Body Position Body OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA • understand the To proper body positioning and stance necessary for a goaltender • understand to the To a available movements goaltender and when to use them • understand the To importance of the butterfly

The purpose of move to the ability and have having coverage net maximize a proper stance balance. maintaining while is to STANCE This This chapter covers three areas of goaltending that goaltenders must first master in order to develop properly. The three areas movement and butterfly. of The order that focus is given is are the stance, order in introduced to goaltenders. which each aspect should be INTRODUCTION Goaltending is a combination of sound structural technique and athleticism. This chapter will provide coaches with the tools necessary to teach the position. successfully It is important for coaches and the practice and on work consistently to goaltenders concepts they learn. Goaltending is a position muscle of memory, detail responsibility of coaches and and goaltenders alike to habit. reinforce all fundamentals and practice with It detail. is A goaltender the will operate in games manner that he or she in practices. the same

Goaltending Chapter 17 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 129 | Skill Development Skill | direction side movement to-side movement — the opposite leg of the intended — used to initiate side-to-side movement — the leg of the intended direction — used to balance and stabilize side-to- — offers some resistance to control side- shooter is shooter carrying the puck in tight or across the slot. shuffle is used. always the puck. the feet. ball of the foot on the inside edge of the “drive” leg. position. position and stabilizes momentum. the lead skate and resist momentum. • “Drive” Leg • “Lead” Leg • Used to stay square to the puck when the • When moving thepost-to-post, parallel • In this stance the goaltender is square to • is Weight on the inside edges of the balls of • start To the shuffle, transfer weight to the • Bring the “drive” leg back to regular stance • The “lead” leg maintains the stance • stop, place weight on To the inside edge of Terminology Proper Use Technique USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA wasted movement wasted under under control — proper balance limits and/or excessive selection movement and selection) movement save in lessens power net movement, lower and decreases balance) coverage and movement poor puck control) trouble tracking high shots) • allows goaltender to be balanced and • more efficient and movement save • feet too goaltenders wide have (limits • feet too goaltenders narrow have (limits • poor positioning glove (leads to wasted • chest bent (creates poor over balance and side short-distance minimizing while puck the to square stay goaltender movements. It holes in the stance when moving. helps the Parallel Parallel Shuffle side-to- make to shuffleis parallel the of purpose The MOVEMENT Skating is very following important for will the goaltenders.play to beginning when learn should goaltenders The cover three position: movements that Benefits of a Proper Stance The goaltender’s basic stance basic views). side and goaltender’s The (front Figure 17-1. Tendencies AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 130 | Skill Development Skill | pace. with the feet regaining stance position quickly. intended intended direction and lead with stick and gloves. theback toward “drive” leg, then in pivots the desired direction. balls of the “drive” leg skate. skate and resist momentum. shot potential angle. • same terminology as t-push • Used in to move small areas at a rapid • should Movement be quick and explosive, • the head Turn the and toward eyes • The heel of the “lead” leg is brought slightly • is Weight placed on the inside edge of the • stop, turn the To inside edge of the lead leg • Set the feet in a stance square to the BUTTERFLY lower the eliminate to butterflyis the of purpose The portion of the net while maintaining balance ability. recovering and Lateral t-push. Lateral Figure 17-3. Small T-Push The small t-push is a used movement when the play will result in an immediate shot. The goaltender will find this movement useful when the puck is rapidly moved in short areas movement allows a goaltender to move and inside be set of the before a shot is able to be taken. zone. This Terminology Proper Use Technique USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA weight weight in side-to-side movement direction potential shot potential angle. skate skate and resist momentum. initial initial push. balls balls of the “drive” leg skate. — the leg of the intended direction — used to carry the momentum and — used to initiate side-to-side movement — the opposite leg of the intended intended intended direction and lead with the stick and gloves. theback toward “drive” leg then in pivots the desired direction. set set the feet while following the play. • Set the feet in a stance square to the • stop, turn the To inside edge of the lead leg • Lift the “drive” leg off the ice after the • “Lead” Leg • “Drive” Leg • The heel of the “lead” leg is brought slightly • is Weight placed on the inside edge of the • the head Turn the and toward eyes • should Movement be quick and explosive. • Used to quickly gain ice in the crease and Terminology Lateral Lateral T-Push The purpose of the explosive movement used to cover big areas lateral of the t-push is crease. This side-to-side movement allows the goaltender to set his or her feet in position ahead of the play in order to read the play and a make selection. proper save The parallel shuffle. parallel The Figure 17-2. Technique Proper Use AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 131 | (Internet access (Internet is Skill Development Skill | LEARN LEARN MORE butterfly so his or her shin is extended the toward puck while thekeeping pad flush to the ice. including stick eyes, and glove. to together thekeep five hole closed. off the ice, causing a triangle effect the between foot and five hole. or reaches without moving. closing them. coverage) www.usahockey.com/usahgoalies/default.aspx • the goaltender drops into an extended • the center of toward puck,moves gravity • the goaltender’s thighs remain tight • The goaltender lifts his or her extended pad • The goaltender from leans the away puck • The goaltender creates holes instead of • sinking chest and shoulders (limits net Click Click on the following link(s) for more information on the in topics covered this chapter. required). • EXTENDED BUTTERFLY/HALF BUTTERFLY EXTENDED BUTTERFLY/HALF The extended/half butterfly is goaltender used proper to net control based on where the shot is give heading. coverage the and rebound Body Position The butterfly. The Figure 17-4. Tendencies USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA goaltender goaltender should quickly drive knees onto the ice on the ice quick on-ice or full recoveries. bring elbows in and to the side of the eliminating any body, holes and forming a wall goaltender can extend the arm and angle thethe above glove puck between the between legs wasted movement wasted the jersey — balance improves and net coverage to maintain proper chest positioning inside of the pads flush on the ice and knees together — when dropping into a butterfly the — maintains positioning for proper and — chest keeps up and maintains balance — and knees keeps net coverage improves — on a shots from one foot away, good good balance. should Gloves also be placed just outside the width of the goaltender’s chest with elbows slightly outside of the body creating no double coverage — on shots in tight, a goaltender should and and resting on a slight angle, allowing for proper cushion on of shots and coverage the five hole — perpendicular never to the ice goaltender’s goaltender’s knees (creates a ramp for pucks to go goaltender’s shoulders) over heals heals of skates — poor recovery and balance — limits net coverage — knees, separates opening a hole under under control — proper balance limits and/or excessive • Shoulders – parallel to each other and level • Pads – extended to the sides with the • Chest – up so shooters can see the logo of • Butt Up – helps with the following: • – Gloves out in front of the body creating • Stick – inches 8 in to front 12 of the skates • allows goaltender to be balanced and • stick extended too far out in front of the • Goaltenders sink their butts back to the • more efficient and movement recoveries. Body Body Position Benefits of a Proper Butterfly Tendencies AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON Section 5 Section Risk Management Risk AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 133 | Risk Management Risk | players are players wearing safe and proper equipment and responsible assistant coaches and personnel parents of dangers of which they may not be aware medical attention to injured players from players participating in practice as well as games similar against level one competitive another • the responsibility of ensuring that the • the responsibility of providing competent • the responsibility of and warning players • the responsibility of providing proper • the responsibility of prohibiting injured • the responsibility of placing of players a These are the required of coaches, which can be found in the Bill most commonof Rights responsibilities for Hockey. Young Athletes When enacted responsibilities, usually players end by up injured. coaches USA fail to meet Coaches’ to Responsibility Supervise Their Players these One of the primary responsibilities of a coach is to provide proper supervision. In general, coaches OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA • outline the To responsibilities of a coach youth hockey • know your obligation To as a coach • know how to meet To the expectation of coaches

players either players at practice or during a game instructing as players to all facets of the game

• the responsibility of properly training and • the responsibility of properly supervising Negligence Negligence is a civil matter, not a criminal matter. Coaches should act in an alert be of manner, aware the surrounding circumstances, and always use BASIS BASIS FOR LIABILITY The main reason coaches are sometimes because sued is they Negligence is act another word for conduct that is not in reasonable. In determining whether a a coach acts in “negligent” a manner. negligent manner conduct is unreasonable), the law will compare the (or whetherthe in coaches other of those to coach the of actions the coach’s same situation.

Legal Liability Legal Chapter 18 Chapter In minimizing the risk of injury, coaches have certain have coaches injury, of risk the minimizing In responsibilities with respect to the following areas: The primary responsibilitythe of participants all injuryto of risk the minimize of a game. coach is to caution caution when dealing with players, spectators. referees and AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 134 | Risk Management Risk | be be certified physically fit to play. training program that included calisthenics, weight training and conditioning, instruction as to the fundamentals of the game and instruction on the use of equipment protective • had to undergo a complete physical and • were enrolled through an extensive One One example in which several coaches were found not to provide an athlete with proper training and instruction occurred sustained severe when neck and back a injuries from resulting an football improper tackle player player. made The on player an sued opposing claiming several that they failed to properly instruct him on of the coaches, how to tackle. In originally this a instance, track star the and football player was was because recruited of to play his player, prior to injuring outstanding himself, had participated in speed. The only one practice on tackling. The head coach and the interior line coach were eventually found liable for $6.5 million because instructed the they player on how to had tackle. This case is not properly just one alarming example of why coaches should properly instruct their players on all facets game. of the In another instance, another a wrestler as a result of wrestler a hold taught by the was injured coach. The injured wrestler sued by the coach for not coach The instruction. and training proper providing was found liable because he wrestlers a defense to that particular hold. failed to teach his If a coach provides proper training and instruction, the coach however, will not be held responsible for a player’s injuries. For example, in another football case, a football player incurred back severe injuries after neck tackling another player and head-on. In this instance, the coach was not responsible for the player’s injury because he had that demonstrated he provided all instruction as all to aspects of the sport. In this case, of his players with the proper coach implemented football players: a program where all This example demonstrates This thatexample demonstrates coaches will not be responsible for a player’s injuries proper training and if instruction. they provide In ice hockey, it is players critical on that all coaches aspects instruct facilitate of the safety the of all players. game One example in of order to USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA In this regard, it is imperative for coaches to teach the players rules of the game and to ensure that the players are physically fit to compete. Coaches have been held responsible in many instances for failing training adequate with athlete injured the provide to or instruction the that prevented injury. would have Coaches’ Responsibility Coaches’ to Responsibility Properly Train and Instruct Their Players Coaches must instruct their players necessary to compete. on the skills In addition, when coaches are absent from practices from absent are coaches when addition, In or games, the coach is responsible competent and for responsible providing assistant coaches that can proper provide supervision. These These cases point out that all ice hockey coaches should maintain proper players at all times. supervision This includes when the players over are on the theirice or when they are in the locker room. The easiest way to alleviate any problems in these situations is simply to attention pay and watch what is going on. Discourage players from engaging horseplay in and do not activity that is let likely to get someone injured. them engage in risky In another case, a practice wrestler by was another injured wrestler applied when during a hold the taught wrestler by found their coach. that The the court coach supervision failed because to provide matches at the he same time. proper The court stated that he was should supervising have been supervising only one match at twoa time in order to minimize the risk of injury unnecessary to the wrestlers. For For example, in one instance, one of the players on a golf team was killed as a result of being struck in the head by the errant swing of The another player. court found that the coach was liable for the death of the golfer because he failed to provide supervision. At proper the time of the accident, the coach was concentrating solely on one paying any attention to the golfer other golfers. The court and not held that if supervision, the accident occurred. would not have the coach was providing proper must must provide the degree of supervision necessary supervised.those of skill and experience age, the for When coaches fail players, to they properly may supervise be resulting injuries. their held responsible for any AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 135 | Risk Management Risk | on the of a ice instead hockey withhelmet a bicycle helmet). It might be wise preseason for coaches to meeting have a with parents to outline the the equipment necessary for the players andplayers. their Finally, a coach should be aware of the safest and equipment newest available. Coaches’ to Responsibility Provide Responsible Assistant Coaches and Other Personnel Coaches have the responsibility assistants to or ensure that individuals, team have knowledge of the managers game, and are persons who will act as the arecoach would act. responsible Coaches’ to Responsibility Provide Immediate and Proper Medical Care Coaches are responsible for providing and necessary proper medical assistance for injured players. Coaches, however, assistance that could themake injury worse. should not provide For example, in one case, a high school coach was any he because wrestler a to injuries for responsible held moved the wrestler after he suffered a severe knee injury, thereby making the injury worse. The coach was also held responsible contact because the appropriate medical he authorities or failed the to wrestler’s parents after the injury had occurred. Particularly in cases where a player is injured while on the ice, it is absolutely critical that coaches take the time to investigate and condition. evaluate If it appears the that the injury player’s is more than the player merely “getting the wind knocked out of him,” the coach must obtain assistance. immediate medical If the medical coach fails assistance, to responsible. obtain the proper coach will For example, in one instance, a football be coach was held held liable for the death of a died football from player heat who stroke because he failed to obtain prompt medical attention probably that have would the life. saved player’s Coaches’ to Responsibility Prevent Injured Players from Competing Under no circumstances injured areplayers to play if there coachesis a chance that tothe player allow can aggravate his or her injury. It when playing from player injured an is difficultkeep to always USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA In one instance, a prep school hockey coach was sued after a player was injured as a result of being struck in the head with a hockey puck. The coach ordered helmets that were separate pieces, which allowed enough room comprised for a of three puck to squeeze between the pieces and strike the player in the head. The coach was found liable for not providing equipment. The court his found that, based upon the players coach’s experience, the coach should have known with that the there was proper a more safely designed helmet Coaches’ Responsibility Coaches’ to Responsibility Ensure that Players are theWearing Proper Equipment In the most common situations, coaches responsible are not for thereinstances are when a coach providing However, players. equipment for will provide their equipment such as equipment when fails during a a player’s game. In addition, may be instances when coaches are responsible for there ordering certain equipment for the team. In these instances, coaches should be sure to provide safe and suitable equipment. Finally, Finally, you should teach players how themselves from to injury. This protect should be particularly important to coaches of players lower-level such as Mites, Squirts and Pee Wees. In coaches these should be instances, sure to explain to how to the properly players give and take a check as explain well as the dangers of sticking, the boarding, hitting game from such behind and as checking. cross- high- such such instruction would be to advise players not to check from behind, especially within five of feet the boards, because it can cause severe injury to other players. Coaches should always take the teach the fundamentals and rules of the game. time to Moreover, Moreover, the coach must prohibit a player competing if from the coach knows that the is player not properly equipped (for example, a player going out As a suggestion to coaches, it is a always good idea to routinely check that the players proper are equipment. It using might the be best to form circulate a for the off check can they which in players’ season, the of beginning parents to fill the out various at pieces of the equipment to provided the player. that have been available available and provided the safer helmets to his or her players. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 136 | Risk Management Risk | Agreements/Waiver/Release 1. Assumption of Risk 2. Negligence Comparative 3. Statues Volunteer 4. Consent/Exculpatory 5. Immunity Sovereign intentional intentional injury to other should players. For a example, hockey coachintentionally board, tell cross-check, another high-stick another or player hit player to from behind, responsible for the the actions of his or coach her player and will for be the injuries caused to the other player. Therefore, coaches should always encourage fair and responsible play and discourage acts that can cause injury to others. Coaches’ Defenses It is important to discuss available to coaches when others are trying some to hold of the defenses the coach responsible for a player’s injuries. These defenses are mentioned not to relieve coaches of their responsibilities but to affect greater safety for the players. The to defenses coaches available are: Assumption of Risk that holds that doctrine legal a is Risk of Assumption players choosing to play in spite of the incidental risks withassociated the game cannot blame others if they are injured. For example, a goalie stands in front of slap shots ranging from 50 mph. to 100 The goalie knows that he or she may be injured as a result of getting with the hit puck, but continues to play in spite of that shot, slap the of result a as injured is goalie the If risk. provided the aforementioned responsibilities, the goalie cannot coach hold responsible anyone for his or her injuries. fulfilled all of assumption regarding rules general two are There of risk, particularly for the USA Hockey coaches. First, a player can only assume the risk for those risks that the can player understand. In this regard, the player will be compared to other experience and age. Second, for a to assume player players of the same the risk, the risk must be one of which the player is aware. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA One One example of when a coach may be “vicariously liable” for the actions of others specifically is when instructs a coach his or her players to cause Vicarious Liability In certain cases, coaches should be that aware they may be responsible for the actions of their players and assistants under “vicarious a liability.” This legal theory theory essentially that means known as coaches irresponsible actions of may others under their control be such as the coach’s or players assistants. responsible for the Had Had this been either a practice or a game situation, it is probable that the coach would have been held responsible for allowing one of his or her to players play in a “mismatched” situation. A recent of aware be always should coaches that emphasized incident occurring the competition on the ice. In in this case, the injury occurred Brick, during a skills clinic at N.J., which the years old, was hurt by a who 15 slap was shot player, taken by a player who was years 19 old. The ice rink was injury because the for player’s responsible held later they permitted a “mismatched” situation. Coaches’ Responsibility Coaches’ to Responsibility Place Players in Competitive Settings In some cases, coaches been have held responsible for allowing players to situation, play such in as a a player playing against a from “mismatched” the player level. Wee Pee from the Junior level Therefore, Therefore, take notice when a player is shaking his hand, grabbing his ankle, or moving his circular arm in motion a that shoulder would injury. Coaches suggest should never a wait visibly for injured possible player a to tell them that he or she injured. physically is For For example, in one case, a basketball coach was held responsible for making theworse because player’s injuries the coach player permitted to play even the though he injured was aware that the player had facial injuries and was doctor ordered by not his to participate in activity. any type of athletic he he or she is a very participate good courtsdespite the have injury. However, player and is asking to routinely found that coaches are an keeping from injured playing. player responsible for AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 137 | Risk Management Risk | coach’s coach’s fault). This situation may arise when coaches give their a players ride to practice or game. As most people are Hockey aware, attendance clinics at USA satisfies providing the coach with the the required safety main training skills program. and criteria for In 1989, a New Jersey’s volunteer Jersey statute and court found that coaches interpretedprograms skills training and thesesafety attend must New to qualify under the statute. In the New Jersey case, a little league catcher who was struck in the eye by a baseball during while a he warm-up pre-game was not wearing his mask sued the coach for allowing him to play without his mask. The coach immunity under statute. The New Jersey’s volunteer claimed the because apply not did statute the that held court coach failed to program as required by the statute and that he attendwas a court The stated injuries. theplayer’s for responsible safety/training skills that the coach was still responsible such a for program despite the fact that attending the league did not offer such a program. liable be still will the coach paid, is the if coach Even if he commits extremely unreasonable acts conduct) or if of a player that accident is vehicle of a motor as a result injured is gross negligence (i.e.,the coach’s fault. Releases, Exculpatory Waivers, Agreement and Consent In some cases, advantage coaches of waivers may and releases be signed parents of able by the players. If the player has theattained the to take age of which majority, years is old, 18 it may not be necessary to have the release. player’s Essentially, a parents “waiver” is sign a document the that more or less gives up the right of the player signing injuries any for person another sue to the document he or she may document incur. Similarly, that a “release” releases possible is responsibility. that a person from any The problem with these documents is that courtswill frequently not honor them. The main reason is because people rarely negotiate the terms of these documents and usually a presented to a waiver player who must sign or not In and play. release is such cases, the courts have held that because the USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA without supervision such as a “captain’s” practice. of the school’s athletic program such as high school coaches. coach’s negligent operation of a motor vehicle (i.e., when the accident is the safety/training skills safety/training program that covers injury firstprevention, aid, and general coaching concepts. The USA Hockey Coaches’ Clinics is an example of such a clinic. unreasonable unreasonable (known as “gross negligence”). An example of this situation would be to to allow a play player hockey in a game without any equipment. 4. The coach’s services are as provided part 5. The is player injured as a result of the 3. The coach permits an or event practice 2. The coach failed to participate in a 1. The coach’s conduct is extremely For For example, in New Jersey, coaches who are not paid for their services (such as hockey most coaches) club league cannot be held injuries to unless: a player hockey responsible for Volunteer Statutes Volunteer Finally, in some states Pennsylvania, such as there New Jersey are “volunteer and such things statutes.” be to inability (the “immunity” with known coaches provide Essentially, as such successfully statutes sued) provided that satisfied various requirements. the coach has In some if Pennsylvania, it is found that the was player states,more 60% was player the such (i.e., coach, the than responsible as responsible New and the coach Jersey 40% responsible), player can the not be compensated at all for and his or her injuries. Comparative Comparative Negligence The second major defense is a legal theory known as “comparative negligence.” This theory provides that coaches percentage of fault. are For example, if a player injures responsible himself or only herself for as another a their result player, of the horseplay responsible coach with because he may or she be proper supervision, while the injured may player be failed held to provide 60% held 40% responsible for goofing around to begin the with. of $100.00, In this if case, there is a verdict coach would be responsible for $60.00. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 138 | assumption of assumption provide provide proper proper instruction; proper Risk Management Risk | failure to warn of potential injuries; the values, and knowledge that will allow young athletes young allow will that knowledge and values, to safety participate the accountable also for supervision are Coaches of in practices their and teams games. during postgame activities pregame, that are commonly intermission associated with and athletic competition. about skill progressions, conditioning and first aid is Specific information essential, but application the of judgment this programs is a much more requiredimportant prerequisite to information in to successful coaching than certificates or thediplomas. the hockey The responsibilities of the coach been have divided for need the categories: five into liability in the acknowledge to athletes for need risk ; consequences of failure equipment to and ; facilities and the determination of causation for injuries and requisites in the proper care and treatment of injuries. Medical insurance is an essential form of protection for players and coaches. Due to the unpredictable nature of hockey injuries, coaches should also be financially protected by insurance. Conditions some of coverage and form restrictions of are liability specific to each should be informed policy; about their current therefore, protection coaches and the duration of its coverage. Knowledge of a coach’s legal responsibilities serve can two useful purposes. The most important of these is that such information stimulus provides a to potent discharge one’s manner, duties ever mindful in that a carelessness situations diligent which provokes could induce injuries. The second purpose is that if coaches have used every possible precaution to prevent injuries, they are in a position to good defend themselves against litigation. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA The The legal responsibilities that coaches have for the welfare of their teams include the teaching of skills, SUMMARY Sovereign Sovereign Immunity Not much needs to will defense this as immunity,” be “sovereign of defense addressed regarding the probably not apply to most coaches USA Hockey who clinics. Sovereign attend immunity is a legal governmental or public a when applies that doctrine institution (i.e., a public high school) is involved. In those cases, suing the government is a tough job. The government may not be sued ordinary like any person. other Public school coaches can themselves avail of this employees. considered government defense because they are Additionally, Additionally, coaches should be wary of presenting waivers and releases to parents because parents players’ will frequently be offended waivers and because releases appear the to attempt to relieve the coach of his or her responsibilities. Coaches Coaches also should refrain players sign from any waivers or having releases because minor they in one case, example, For be valid. not will probably a minor was injured during an ice clinic hockey and City later sued League. Ice theIn Hockey New York this case, the court found that the sponsors of thewhile player thesupervised inadequately had league he was engaged in various drills. The court held the league responsible despite the fact that a was signed by the parents. The player’s court stated release that the release was not binding upon because he was a minor. the player player has no choice, these player types of are agreements not valid. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 139 | Risk Management Risk | The youth sports coach who coaches coaches who did not realize that coaching is, first and foremost, effective teaching. For example, one research report estimates that more than sports off competitive 70% turned to are youth American of The primary by age 13. reasons are that the kids are tired of getting yelled at by coaches and skills. exceptional they display they if only attention given are in ineffective be to appears coaching words, other In to youngsters participate. motivating Motivating participation is tion a and teaching func should be a hiring qualification. Returning interview to the question, distinguish a coaching candidate? It what could easily be quality the would candidate who best proposes reasonable to expectations ”coach to of teachers Traditionally, have been the held to my standards kids’ established by parents!” communities of parents. sportYouth coaches, as teachers, should be measured by the same standards. understands that the requirements of the job will his of expectations the reasonable measuredby be players’ parents knows that he or she must be an effective teacher. OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA

objectives • coaches to is it and is why relevant risk what management understand To • coaches for program a risk management the parts three understand of developing To • have should that coaches or competencies the qualifications legal understand To • risk to management related are parents” of players’ expectations the how “reasonable understand To • their risk management achieve that coaches will help practices the management understand To • program their risk management implement to take should coaches the steps three understand To

INTRODUCTION Coaching to the Reasonable Expectations Players’ Parents of Your Assume that a interviewing prospective for volunteer a position the “identify coachto, asked is candidate with The organization. a is youth hockey one quality you have that distinguishes you as the best candidate for this coaching position.” were If you the prospective coach, what would your

Developing a Risk Management Program Management Risk a Developing Chapter 19 Chapter There is, however, a growing realization of a For the inexperienced candidate, the likely answer is answer likely the candidate, inexperienced the For going to focus on past playing experience. After all, volunteer many of primaryqualificationthe that isn’t coaches? It is not uncommon for youth coaches to assume that past playing experience is a sufficient qualification. Probably agreed. organizations have many youth sports answer answer be? coaching coaching crisis in youth sports. It is a crisis created the by of sportsfailure youth select to organizations coaches with better qualifications. And, it is a crisis that has been sustained by many well-intentioned AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 140 | Risk Management Risk | Take Take continuing tion educa Use Use the league and parents to Use the league and parents to Start a training program just for just Start program a training Coaches Coaches have to establish fair Coaches Coaches are supposed to know Coaches are supposed to know Coaches Coaches are supposed to hire or PROVIDING SAFE FACILITIES PROVIDING Legal Obligation: when field or surface conditions pose a danger to players. Coaching Behavior: programs regarding facility operations and establish a plan for regular including quick repair of defects or problems. field or surface inspections, SAFE TRANSPORTATION PROVIDING Legal Obligation: or games away to transported being are players how and events, with whom the will players be traveling. Coaching Behavior: help establish transportation include ers, approved vehicles, driv and plans stops, and that establish should a team code conduct. of travel DUE PROCESS PROVIDING Legal Obligation: rules and policies and suspending a from theplayer team. explain their reasons for Coaching Behavior: establish rules and policies conduct, team regarding provide written copies of players rules and their and parents, policies player without giving and the player and to his parents the never suspend a chance to explain their conduct. ASSISTANTS COMPETENT PROVIDING Legal Obligation: assign assistant coaches who are as competent as the head coach. Coaching Behavior: the assistant coaches, plan and organize the with staff continuing education requirement and and training assistants. require as references a from all Coaching Coaching can be very frustrating when it involves being constantly second-guessed. For that reason alone many coaches might standard prefer based solely on an their effort evaluation or time spent coaching. When dealing with volunteers, it seems more fair to be evaluated on one’s work willingness to with kids. The problem is that risk DEVELOPING A DEVELOPING RISK PROGRAM MANAGEMENT USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Enroll in certification and Establish equipment fitting, Take Take a certification course in Hire competent assis tants and Hire competent assis Coaches Coaches are supposed to be Coaches Coaches are supposed to know Coaches are supposed to know Coaches are responsible for team for responsible are Coaches regarding equipment; and maintain records on equip ment ment inspection and reconditioning. equip distribution, distribution, and maintenance plans in accordance with all manufacturer warranties, guidelines, directions; and take continuing education programs EFFECTIVE EFFECTIVE SUPERVISION Obligation: Legal Coaching Behavior: EFFECTIVE REACTION TO MEDICAL EMERGENCIES Legal Obligation: Coaching Behavior: SAFE EQUIPMENT PROVIDING Legal Obligation: Coaching Behavior: continuing continuing coaching education programs and start your own reading education program in coaching and communication skills. supervision wherever and meets. whenever the team establish of a plan supervision practices, all team for meetings, games, and other events. medical emergencies when they see them and to know how to respond quickly and responsibly. emergency medical procedures, or at least first aid and establish a plan for prompt reaction to medical emergencies. how fitto buy, and maintain safe sports equipment. EFFECTIVE EFFECTIVE TEACHING Legal Obligation: Coaching Behavior: MINIMUM MINIMUM REQUIREMENTS OF CARE FOR STANDARD teachers first and foremost. Coaches, Coaches, in any sport, certainowe legal obligations to their players. The programs is goal to identify of those legal risk obligations them conduct coaching then coaches, into translate for management or behavior. The following minimum requirements for a standard of care. are considered the AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 141 | Risk Management Risk | Effective Teaching Effective or InstructionTeaching This competency has been extensively reviewed in the first section of the chapter. It is important that coaches realize this competency is inclusive. That means many of the competencies we will discuss naturally flow from effective words, the effective teacher teaching.knows that instruction In other means a great deal more than conducting teaching drills. plays The or youth sports learn coach that this competency demands a great deal of has to sensitivity, compassion, and patience specific non-instructional abilities. and some Effective Supervision Effective teaching includesplayers. Effective the coaching supervisionto how and supervise to when components: primary supervision of has two supervise. When to Supervise Supervision is not strictly limited to the practice time. ice Supervision or may to be required when parents are to late pick up kids after It practice. may be required when kids are being transported under the coach’s direction to a game or practice. Or, playing offthe picnic team it a during required be may area. Any team function that are players required to be also to need supervised. Coaches be must attend prepared, to however, supervise those functions at which attendance is optional, or even at which the team just happened to be present without parental supervision. The coach is expected to after and before needed supervision be greater may know that practice, as well as when players are coming to or obvious more the of one hockey, In practice. leaving supervision problems occurs when players fail startsthe theZamboni cleaning before the ice leave to ice. Based on our risk management mission, conscious the risk- coach will not responsibility to supervise wonder in ticular a if instance. par thereis “it whether, to according act will she or he Rather, is a reasonable for my players’ parents to expect that I will supervise in this instance.” How to Supervise There are three elements supervise involved players. in The “how first to” is number of having assistants a to supervise. sufficient If provides the assistant coaches, program then this may not be a Parents USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA and and maturity Obviously, it Obviously, is expected that the experience • providing “due process” • assistants providing competent • effective supervision • effective reaction to medical emergencies • providing safe equipment • providing safe facilities • safe transportation • matching according players to size, skill, Legal Legal experts have identified as many as and 12, as coaches of expected competencies legal five, as few at any level of foundation participation. of All coaching agree competency that teaching. is the effective This program consider eight additional competencies: suggests that coaches THE THE LEGAL COMPETENCIES EXPECTED OF COACHES Volunteer Volunteer coaches who accept the teaching also accept the role role of a parent. And, thereby, they assume the standards of effective teaching. The problem is that merely competencies does not mean identifying a coach coaching knows how teaching “effective them. Using utilize or practice to players’ of expectations reasonable the to according parents” as the risk management mission, we will develop the coaches’ risk management program in three steps. competencies required of First, coaches. Second, we will we willintegrate those competencies into identify a management will Third, program. we offer three as suggestions theto legal how to implement the management program into an effective coaching risk management plan. management management cannot be successful if it program effortmanagement risk successful A alone. measures has to evaluate coaching performance as “effective teaching.” Some risk managementdeveloped programs simply havecompetencies expected of coaches. The premise is been by that identifying when competencies, the a it legal management program. coach results in practices an those effective legal risk have have the right to assume the coach has the ability to teach the sport to or teach it activity, safely and to teach it with the participation of their child in mind. will be fun. Those are the desired characteristics of an effective coaching risk management program. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 142 | Plainly, Risk Management Risk | Players Players should not be subjected to the There should be a plan for notifying emergency care emergency notifying for plan a be should There providers, for transportation promptly and for notifying a providingplayer’s emergency parents and family physician as medical soon as Clearly, possible. a coach would appropriate as well as forms consent be medical signed well-advised to have at all and addresses times. phone numbers available USA Hockey’s risk management recommends the use of cellular phones be considered. Providing Safe Equipment Teaching a sport or activity means that the teacher a are There theof trade. the use tools to how knows number of factors that coaches have with to equipment. consider thein purchase involved directly is the First,if coach or approval of exclusively equipment, or utilize equipment, then hasthe coach may have assumed the agreed a is This the as manufacturer. responsibility legal same to certain that liability means It liability. products as to referred manufacturer’s can attach to the coach for any equipment that is defectively designed or manufactured. That is why works closely with HECC on Hockey certifyingUSA equipment. In most equipment means the coach should make sure instances,that however, it fits each player correctly, that equipment is worn providing during activity safe and that the coach knows properly re-condition and how store equipment. to it is expected that players on the coaches proper means will of equipment instruct and care their will watch equipment. for the misuse or A good abuse coaching practice of is manufacturer instructions to and guidelines. thoroughly A read coach maintenance for thosedirections on rely usually can or repair associations problems. can usually identify trade associations Local information up-to-date and journals that will provide youth leagues regarding equipment use for their coaches. or Providing Safe Facilities Providing safe facilities equipment competency. It is is based similar on ability a to recognize dangerous playing surfaces coach’s and to the conditions. safe risk of injury from from even or boards, dasher and glass unsafe from improperly maintained ice, Youth sports As noted before, This means that the that means This It is not unreasonable USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Several Several states now require It is reasonable for parents Parents expect that the coaching staff can recognize staff can coaching the that expect Parents a medical emergency when it expect occurs. the They also coach to immediately have a implemented plan emergency. that to can be deal with the organizations organizations and coaches should check of availability regarding requirements state and local for any medical personnel. periods of greatest risk. that coaches have some minimal certification in emergency medical procedures. The second element is location. location. is element second The Effective Reaction to Medical Emergency Ideally, coaches should be certified in emergency medical treatment, or at injuries least occur in during first practice, and aid. safety have Most experts come to personnel realize are usually that not qualified available during medical the major major problem unless the coaching staff’s attention is solely to thedirected The area greatest of activity. need for supervision usually occurs not with players directly involved with the activity, or who are away from the center of expect Parents there activity. will be sufficient help to during any phase of the activity. supervise their youngsters The final element coaching competencies we iswill discuss is providing competence. One competent personnel. of the The failure to reasonably supervise is the allegation primary in most personal against injury coaches lawsuits and filed sports society has a deep-seeded belief administrators.that injuries player Our would not occur if proper supervision is provided. That surely is the attitude of many parents, whether their children’s injuries caused by some risk other than hockey. were activity-related or staff is located on and around where the playing they area can see, situations vision. and requiring super readily react to, supervision any is not limited Location and to accessibility the of supervisors playing locker includes rooms, area. showers and toilets, or other where team members are likely to congregate. areas to expect that coaching assistants or aides are as well-qualified as the coach. expect their to be for parents to supervisedchildren by a staff.competent AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 143 | It also Risk Management Risk | recognizes that parents reasonably inexperienced child will not expect face undue risks while their learning hockey. Due Process This is not easily accepted by many coaches competency. as a To a adopted great extent, the coaching militaryleadership as the basis for its management method. has style In of other words, providing command reasons or explanations andfor coaching instructions are characteristic of perceived also is process course,due Of profession. the as a legal second-guessing. tactic encompassing attorneys method. is an andeffective teaching In process due fact, It does not process, interfere but it provides a level-headed approach to with the enforcement decision-making of rules and procedures. It does not mandate a forum where will players be represented by a lawyer. Simply stated, means that before a is player to be suspended for a due process merely game or from the team, the coach will explain what rule was opportunity violated to explain and his process or requires that give her team rules conduct. have a the Due legitimate instructional or supervisory player purpose and the that coach will the enforce the rules fairly and consistently. Due process does not hinder discipline a or coach’s to right require to adherence fair be will coach a that means to merely process Due team rules. with the establishment and enforcement of team rules, which is expectation. another reasonable parental Competent Personnel Parents have the right coaches or to aides are expect competent. that If supervision teaching will assistant and be shared by more head than coach, just then the coaching competency that requires assistants be as as competent the head coach. This obligates coaches to do three things: first, recruit to and select competent assistants; second, to plan a good training program emphasizes for assistants the that goals and objectives of the players in drills in which the experienced players will players experienced the which in drills in players have an advantage due to same their prohibition is true for size and weight as experience. well. The Basically, this coaching competency that recognizes safe contact important drills and part exercises of are effective an teaching. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA A coach should a have knowledge The potential liability for any injury teaching teaching requires coaches to advise their players of that in Implicit hockey. to injurycommon of risksthe instruction is the condition that match coaches will inexperienced not players against experienced Matching Matching Players According to Size, Skill, and Maturity This competency has been addressed in part the of first the chapter, but it bears repetition. Good Transportation Generally, there is not transportation. an obligation to vide Often, pro themselves however, planning or coaches transportation. In those cases, organizingcoaches assume may find their team’s the obligation transportation. While the type and condition of the to transportationis important, vehicle the critical more plan a consideration safe for who approving will drive team members. The themajor means coach of liability is problem here is insurance coverage for the knowing with friends travel who players states, andmany In team. or other team members by private may not be arrangements covered for personal injury due to the good a is It statutes. driving guest of limitations strict idea to have an organizational plan or policy specifies that who is permitted to drive the team or, available, if which vehicles are to be used. input Parental should be included in any transportation. policy regarding Finally, it automobile is insurance important coaches, policies that and the of the the youth reviewed to determine where sports parents, liability and medical organization be will be coverage provided. extended extended from the referees to the should coaches have known better than to allow who the game to continue. Coaches Coaches are expected to recognize when there is a need for facility repair. It means that the coach will not allow play until thefirstduring a ago of period years Some repaired. the condition or college hockey game, defect a pane is of glass on top of dasher a board shattered. When replacement glass could not immediately be installed, the game was permitted to continue until the end of the players period. the and spectators theinjury of to threat The was obvious. of maintenance and repair processes. For example, with problems common about learn should coaches ice surfaces,barriers, protective and refrigerants. poor poor air quality. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 144 | Risk Management Risk | prudent prudent coach plans will for have supervision, plans for reacting to medical emergencies, and plans for transportation issues. Planning is a critical function and thein personnel planning process competency, can be utilized assistant as coaches. a From a valuable parental point tool most of would expect view, that for the coach has training established goals or guidelines for children. the team and for their Organization Most organizations realize that establishing goals and objectives has little effect if the structure of the organization is not designed to meet them. Since the goals we have identified in the first part of the chapter are generally recognized in sport, you will not find many diverse organizational structures in youth sports. Many organizations have structured themselves along the traditional lines of the military command structure. A means of ensuring that your team’s organizational structure is examine how well you effective communicate the goals and is to objectives. For example, how planned can well be gauged by the a feedback of players coach has and parents. Organizational effectiveness can gauged be by team and parental feedback regarding communication within the team structure. Staffing This again refers to the competent personnel issue. Since physical, mental, and social serve goals of sport as should you whom determine also they organization, the basis select. Will a for candidate who sees winning yourprimary goal of sport be as a person who is to likely fit the planning within the and team organization? We already match to realize have that issues organization and planning staffing a From established. been have that goals the point of view, a coach is much better off accepting assistants who share the same goals and objectives. Leading This management function looks at leadership from two sides. First, why do people in an organization follow a leader? motivate people to Second, perform with their how best effort. There is no trick to doesunderstanding how this function a leader works. When parents recognize that the coach can help their children achieve goals that the believe parents are is participation their that see players important, When program. they will support the USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Parents expect youth sport to sport youth expect Parents It is important to remember that Unfortunately, in Unfortunately, this day and age, winning is Planning As noted, effective teaching requires planning. physical physical skill, and provide fun. The three sport goals do just that. of Using the three goals as a basis, a coach should plan should coach a basis, a as goals three the Using how he or she is going to for syllabus a and achieve plan lesson a utilizes teacher those good goals. A achieving teaching goals. should have a The lesson plan effective that players charts coach to a path achieve for team and personal goals. A instill confidence, teach sportsmanship, develop Effective management, begins likewith goals and objectives. The processes effectiveof planning, teaching, organizing, evaluating depend staffing, objectives. They on are enhancing kids’ physical skills, leading, established teaching kids goals how to and learn, and establishing and good social behavior. The three goals specified (physical, mental, social) are because valuable they not only serve as and a foundation for sport, but they most represent what parents sport. in participation expect from their children’s The The basic functions agement of organizational man are planning, organizing, evaluating. They are important staffing, to risk management leading, because they help andestablish a competency program for the types of legal risks we identified. winning was not identified as a primary coaching goal. often mistaken as just However, as the the business organization risks its primary health goalby concentrating only on short-term of profits, sport. youth sports risks its winning. beyond credibility if it cannot see THE “MANAGEMENT” PROGRAM THE PROGRAM FOR “MANAGEMENT” RISK MANAGEMENT COACHING instructional program; and finally, competency evaluation of to assistants. It is perform common a knowledge that getting good assistants can difficult be chore. a However, it is an facing easier legal task liability than for failing to personnel. provide capable Coaches references are on urged all implement to comprehensive training assistants, programs. USA check and theHockey provides coaching to education programs for plan and coaching interested staffs. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 145 | Risk Management Risk | that all coaches must have the ability to implement risk management goals and objectives. There are three essential elements in the successful implementation of a risk communication, management program: working accepting change. through people, and Communication Like most of us, coaches probably would not admit that they don’t communicate well. As a matter fact, of many communication skills. coaches Since coaches their writing critiqued, might many also assume that rarely exaggerate have their their writing skills are satisfactory. The oral these reason false for assumptions is that people believe that effective communication is in the message itself. In other words, if what is spoken or written is then the good, communication is good. We now know, of course, that the key to effective communication in any message, organization but the is receiver. If not received the the message and is not understood communication by has the been receiver, communication ineffective. is the compounded Coaching by ages, the different backgrounds, coaches and and experiences players. Therefore, an be ofto understandingeffort and coach a strong by it other takes a effective very communicator. The first step is how to listen. to learn Be an Emotional Listener The first lesson for the coach who improve to wants his or her organizational communication skills is to become a more effective organizational management listener. experts, there are According two to types of listening: rational listening and emotional listening. Most of others what judge or evaluate us to tend we that means are rational listeners. That have said to us. It is exemplified by our responses, which either agree or speaker disagree said. The with rational what listener communication, and is judges not the prepared to others’ change his mind or behavior as a result of said. what Emotional listening, on the the other hand, speaker means point thespeaker’s from thingsstrictly view thatyou of view. It means that you change can your be mind influenced or to behavior. For means thethat he or coach, she puts it himself or herself in the shoes of the speaker, whether because learn to characteristic assistant tough a is This player. coach or USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA In risk management, the IMPLEMENTING THE COACHING IMPLEMENTING THE COACHING RISK PROGRAM MANAGEMENT Implementing is the most difficult part of any Evaluating This management controlling. However, function that describe the term function. The ispurpose of controlling is does not really to best evaluate called organization or has been in measure accomplishing and its Some objectives. coaches will measure success goals how successful based on winning an and losing percentages. coaches, Other like of most did is, That effectiveretention. of basis the on success teachers, will the kids retain an interest in the sport measure and return to play the next season. more more important to the coach than merely winning when Finally, the program. follow will they losing, or a coach, like the effective teacher, can will they show better, become how players the help goals those emphasis the Again, better. perform to motivated be is on the goals and objectives. A coaching manner may be charismatic, or it may be relatively passive. Whatever manner or method is used to coach a team, adherence to goals and objectives will the mark be of the good leader. mental, physical, the on based is function this Again, and social goals of sport. From a risk management these that indicates evaluation an when perspective, goals have been largely met, then it is a good and safe indication that the coaching risk management you has been effective. By theprogram same token, cannot assume a program has been coaching effective if winning is risk the measure of success. only management measure of success is the safety of the program. We We know that risk management identification. Risk identification, has startshowever, little with risk effect in a risk if program management the program itself is not They managers. risk be to properly have coaches all however, implemented. In coaching, cannot leave that function to others. That means management management program. Many people who consider themselves “idea people” lack the ability to execute their plans. Experience persistently reminds us that ideas have little value if there implement them. is no capability to AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 146 | Risk Management Risk | say, say, “I did a lousy game the lost and choked “I or, job bad,” was gameplan of calling plays,” or, “My for us.” Successful organizations know not top, the at reflectproblems performanceusually failures in team the bottom. Likewise, the coaching commitment to thatrequire training would coach to reflect on team performance from the top first. The training ethic is intended to competent, help players continuously improve, and make thereby assistant create a sense of team satisfaction. coaches If training program is the not doing that, the coach needs more to first evaluate his or her performance. As noted, however, the popular excuse is performance that is poor team a coaching failure. result of player failure, not Requires EffectiveEmotional Listening Teamwork Working through people, requires emotional like listening. communication, Teamwork training ethic are based and on the willingness to listen. the Effective training requires input and feedback from the participants. A coach, therefore, emotional listener must to recognize whether be or not the an training is working. If the coach does not listen, it actively means the coach is making his or her own assumptions about the team. That is how the blame game starts. The basis of is teamwork the capability to influence others. by influenced be and others, to adapt others, It is easy to foundation. see that emotional listening is its The Ability to Accept Change Many coaches model their coaching style on their own experiences. In management, it is that an we axiom manage as is we There coached. were they as coach coaches were many managed. In sport, nothing wrong with adopting some experiences of your past in objectives sport. (mental, physical, and After social) are honored time- all, values. the However, the realizes principalthat teaching effective those values requires change teacher and adaption. The ability to change does not mean that you sacrifice values, it means you learn how to teach them more effectively than before. Unfortunately, it is not easy to change even when coaching your If stake. at be performance may team opposed as listening, rational in rooted is experience USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA blame blame is placed on the failure of the players rather than the coach. It would be novel to hear a coach Training is Training not merely something one learns to start ends. never it working; of sport.way a a or is It job a It is a commitment that requires train, a retrain, willingness and to then train tices some training of prac organizations more. have Do a place the in youth sports? If organizations know that teamwork based on a commitment to satisfaction, training it’s creates safe job to assume faction that and player - retention satis will commitment result to from training. the same committed Can to that concept? It coachesis difficultbecome to gauge. losses in the often to coaches example, For respond need “We or, cute,” exe not did “We ways: following The play.” to ready weren’t “We or, harder,” work to Effective Teamwork Requires Effective Teamwork Commitment to Training A goal of teamwork is to make your good members as as they can be and to help them feeling develop of a satisfaction in what they do. Often, that goal depends on a leader’s commitment to training. Today’s effective continuous training for their members, as organizationscross-training well to as help members develop new skills and specialties. emphasize Teamwork: The Ability Teamwork: to throughWork People Another organizational concept that successful has is proved teamwork. Teamwork, of sports.in success of element critical a as recognized course, is It is a quality upon which many coaches their evaluate team’s performance. Also, characteristic that coaches it look for in their is players. a personal Unfortunately, it is not always clear that understand coaches how to build participate as a team member. teamwork, or how to Effective Teaching Effective Requires Emotional Listening Teaching The effective teacher knows that children see and understand things in different than ways adults. The teacher who is an emotional listener views things from the child’s perspective. It is enables that the effective teacher ability to communicate with that children. The first step in effective communication for the coach is not speaking or sending a message; rather it is learning how to listen. most of us are more interested in communication as communication in interested more are us of most it affects us, not as it affects the speaker. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 147 | Risk Management Risk | The The effective teacher seeks change. He constantly or she is searching approaches for to teaching. newknows that “effective” The is not a methods effective stationary concept. Effectiveness requires constant Similarly, evaluation. teacher and the coach must be able to his adapt or her methods be must coach the And, effective. remain to order in changed has sports of role the that recognize to able just as the abilities players’ have. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA to emotional listening, always been simply and left to the determination of the team direction coach, has then changeall change utilize they that consider should however, will be difficult. of the time. For example, any time a coach a makes Coaches, defensive or offensive organizational change because it affects how other adjustment, special Any roles. their perceive players that and coaches is an preparations for a specific opponent are changes. While many coaches may fear to change how they coach, they are, nevertheless, engaged in change and its effects every day. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 148 | Risk Management Risk | flexibility, strength flexibility, and absence of pain before returning. protect genitalia. protect size. • Ensure thenormal demonstrates player the arena, the location of a fracture board, first stretcher, aid kit, and telephone. don’t become major ones. it is appropriate, that it fits and that it is in kept good repair. • Equipment must and completely cover • Purchase according to correct waist 5. Be familiar with emergency procedures in 6. care of minor injuries Take quickly so they 7. Check equipment your players’ to see that 1. cup and Protective pelvic protector PROTECTIVE EQUIPMENT PROTECTIVE The following is a summary of the important points raised regarding each piece of equipment. It is the responsibility of every coach to ensure that each of his or her players is adequately protected and that parents are advised properly fitting equipment. and approved of the necessity to wear OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA • understand injury To techniques prevention • understand the To importance equipment of protective • understand the To value of warm-up • understand on-ice To safety precautions potential problems. potential back back too soon. on the ice. • Check out facilities and equipment for your players. This your players. can be done by: • getting a health history from parents • getting reports on previous injuries • health insurance number

of first aid. If you do not, you should attempt to take a basic first aid course as soon as possible. 3. Try to anticipate problems that could arise

4. Don’t who been force players have injured 1. All coaches should a have basic knowledge 2. Get information on the health status of If we can identify the causes of injuries, we can think can we injuries, of causes the identify can we If of to ways reduce or them. prevent The following is a list of potential injury prevention techniques you can use: INJURY PREVENTION INJURY Virtually all injuries sustained by participants will be As nature. in minor be will and skill of lack by caused of chance the minimize to strive should you coach, a injury occurring, particularly injuries that could be caused by faulty equipment or unsafe facilities.

Principles of Safety Principles Chapter 20 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 149 | Risk Management Risk | helmet helmet so that it will not contactmake with the face and rest properly in the “J” clips. fingers, thumb and back of the hand, flexibleyet to allow movement. with covered material shock-absorbing the over wrist and forearm. the elbow pad. enough so that hand and wrist is movement not hindered. protection in protection the toe, heel and Achilles tendon areas. plastic. of plastic in order to long provide lasting support. upper upper handle. (should be smaller for players). younger from from the boards when performing drills or skills. equipment is worn at all times. helmet while on the ice. shooting drills are conducted in as safe a manner as possible. on the ice. • Mask must be securely fastened to the • must Gloves be well padded the over • There should be hard fiber protection • The must glove extend up the arm to • must Gloves fit be yet large snugly, • Skates must good provide support and • caps must be Toe constructed of hard • The counter should also be constructed • Stick must be of proper length and lie. • It should be taped on the blade and • Ensure a proper shaft size for the player 1. learn players how Have to fall 2. Ensure that stop at players feet least 5-10 3. Ensure properly fitting protective 4. The coach must wear a HECC-certified 5. Do not permit any “horse-play.” 6. Care should be taken to ensure that 7. immediately any foreign materials Remove 9. Gloves 10. Skates 11. Stick ON-ICE ON-ICE SAFETY During ice sessions you have a responsibility as a coach to be prevention-minded about injuries. The following safety precautions should be observed: USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA up hockey up socks. hockey size. and and knee cap. of hard plastic with suspension in the shin and extra padding in the knee. shin section must be flexible well yet protected. knee, over the of bottom the pad must reach but not theextend beyond top of the skate. the thigh, tailbone, hip and kidney area. Unless they are properly fitted, they will not thisprovide protection. shoulder shoulder tips, plus flexible shock- absorbing thematerial over upper arms, chest and back. on the arms and body to ensure proper fit. joint joint with good shock-absorbing material. extend from the shoulder pads to the and gloves, not be able to slip. cover the cover forehead, temple and base of the skull. and must around not move the head. wire wire cage. • Purchase according to correct waist • Belt must be properly adjusted to hold • The shin and knee cap should be made • The space the between knee cap and • When the knee cap is properly fitted • Pads must properly shin protect bone • Pants must theprotect front and side of • It is advisable adjustable to have straps • Pads are constructed with hard caps for • pads When should fastened properly, • Pads must the cover elbow complete • Straps must be fastened. • Helmet is in available different sizes, • Helmet must be HECC-approved. • If adjustable, it must fit properly and • Mask must be HECC-approved. • Masks in are available clear plastic and 2. Garter belt 3. Shin pads 4. Pants 5. Shoulder pads 6. Elbow pads 7. Helmet 8. Face mask AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 150 | (Internet access (Internet is Risk Management Risk | LEARN LEARN MORE www.usahockey.com/Safety_Education.aspx Click Click on the following link(s) for more information on the in topics covered this chapter. required). • USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA closed closed prior to startingplayers any drills. up the ice surface, e.g. a bare rope across stretched the ice. 8. Ensure all doors to the ice surface are 9. Do not use dangerous materials to divide AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 151 | “Heads Up techniques techniques in Risk Management Risk | “Heads “Heads Up Hockey” program feeling feeling from wearing today’s high-tech equipment, resulting protective in more reckless play. By following the this you will chapter, be developing new awareness and skills playing in each When of you players. your tell your kids “Heads up” you’ll be telling them not just to play safe, but means to … BETTER HOCKEY! focus. And player focus Much of the material in toward this age chapter is levels directed permitted. But at the basic principles apply which to all age body of levels hockey. checking is When you get , Hockey” youryou’re helping your players, helping teamyour playing team and helping the whole game of making the sport hockey, even more by appealing at a time of growing popularity. Let’s play HEADS UP HOCKEY! HEAD HEAD INJURIES ARE PREVENTABLE contact other any like sport, contactbut a is Hockey sport, it has routinely its make share contact of with posts, sudden boards, other pucks, sticks players, jolts. and with goal the Players ice itself. OBJECTIVES And, Your “Heads “Heads Up Hockey” – especially – comes comes in. In this USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA starts with medical information “Heads “Heads Up Hockey” • introduce USA Hockey’s To • coaches provide with To information head regarding severe and spinal injuries

unfortunately, unfortunately, some players get an “invulnerable” USA Hockey is a firm believer in the benefits of high- of benefitsthe in believer firm a is Hockey USA quality protective hockey equipment for its players. But no equipment can prevent a injury without other training and instruction. serious spinal and and specific actions you can take to prevent head injuries. But there’s a lot more to it. “Heads “Heads Up Hockey” program, USA assembled the information, Hockey advice and techniques has to help you reduce the risk of head injuries. developed and That’s That’s where instructions and actions can have a big influence theon ice everyof player theon safety when it comes to you help and information the Unfortunately, injuries. preventing potentially serious available. widely aren’t job thispart your for of need But But we’re sure that’s not all you care about. INTRODUCTION INTRODUCTION You know what it takes to help goals, your play solid defense team and have fun: score knowledge, skating, passing, shooting and stickhandling skills; each player’s commitment and motivation; and teamwork; lots of practice. good

Heads Up Hockey Up Heads Chapter 21 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 152 | l Risk Management Risk | When the neck is flexed (head down), an impact an down), (head flexed is theneck When slightly slightly flexed (head down) while making of hockey of players, almost hockey all on-ice cervical head-on head-on contact with the boards or goal post. spine spine injuries have been due to the head being According According to research done among a wide range Figure 21-2. 21-2. Figure injury. spinal serious in result can In this “head down” position, if boards a or player hits a the goal post suddenly, head but on, the the head body’s compressing stops the movement spine. This continues, force can can muscles and than discs the neck’s greater shock produce a cushion, resulting in a fracture or break of one more or of the vertebrae. And if cause one compression breaks, of the it spinal can cord, resulting in paralysis below the of level the fracture. A player doesn’t have to be going at full speed for this to happen — it can occur at walking speed. How Concussions Happen in Hockey differences are There of opinion on the definition of a concussion, and on how to judge its severity. A concussion is a brain injury caused by direct transferred or impact forces to intentional or unintentional collisions. the head following especially l USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA The natural “heads up” position, which gives your gives which position, up” “heads natural The However, when theHowever, head is flexed (chin toward the chest), this normal curve is removed, and the Figure 21-1. 21-1. Figure How How Spinal Injuries Happen in Hockey The upper cervical spinal curve, which column lends flexibility to has the head and a neck natural when the neck is held position. (See figure 21-1) in a normal, “heads up” Let’s start by learning more about how these injuries these how about more learning startby Let’s happen. It’s all part of the game. But injuries, You can raise your player’s injuries awareness and concussions of by spinal learning how more injuries about happen, by passing along this to information your players and prevention and by playing techniques practicing detailed in specific this chapter. potentially potentially serious head injuries, are not part the game. of cervical spine becomes demonstrates. straight, as figure 21-2 neck the maximum flexibility to take a hit. theneck take to flexibility maximum AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 153 | Challenge sessions sessions total it has a literal Into Into Team Risk Management Risk “Heads “Heads Up | “Heads “Heads Up “Heads “Heads Up Hockey” “Heads “Heads Up Hockey” “Heads “Heads Up Hockey,” “Heads Up Hockey” “Heads Up Hockey” when when a gets hurt player by using the information in this chapter. video video at the beginning of each session. parents Invite and team managers to see it. at every Hockey” other practice session. sessions, hold Hockey” a: — 5-minute pre-session talk with Q & A — on-ice drill 10-minute the net 4. Know what to look for and how to respond • Show the • minutes Plan of on 15 • At each of these • Hold five • know where the puck is • know where are your teammates • know where your opponents are • know where skating you’re to • be ready to a receive pass or take a shot • know where your “man” is • look for open ice • skating other to avoid players • goal avoiding posts while driving to • your stick keeping down • not losing control on the ice • controlling your temper PLAYING HEADS PLAYING UP HOCKEY Incorporating Practices In this section, you’ll find specific ways to improve the safety and quality of your team’s Here play. are some ways to incorporate this material practice routine. into your Heads Heads Up Them — What Tell It Means “be hear we Up,” “Heads the hear phrase we When alert” and “be careful.” Good players! advice But in for hockey meaning, too. At your first practice session, start by asking what they think “heads up” means, and help players your them translate it into hockey terms. You might get answers like: Next, you can refer to the idea playing of “heads safe up” as hockey. Ask phrase means to them. players what else the Depending on their might age players level, say: “Heads “Heads Up USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA and and pass them along to your players. in exercises this chapter. on your team, and insist on it from your opponents. Each incident requires your prompt flexibility and strengthening in exercises this chapter. • Practice the team on-ice safety • fair Promote play and clean checking during, and after each practice session or game, and teach them to inspect it as well. • Know the basics of injury prevention hard hard to recognize. may show onlyPlayers momentary confusion from being “dinged” or “having their bell rung.” significantly increase the chances of getting a second concussion, and may endanger and the awareness safety on player’s the ice. 3. your team Keep in good shape through the 2. A concussion, a even mild one, may 1. Concussions, especially mild ones, may be 2. Check equipment your players’ before, 1. Play Heads Up Hockey In hockey, concussions are not the most common form of injury, but they require your attention two important for reasons. Simply put, it’s an injury that arises from a blow to the head, usually Symptoms when of the a dizziness to “seeing stars” to headheadaches severe and concussion is range moving. nausea to unconsciousness. from mild When the athlete is free of all symptoms at rest, they rest, at symptoms all of free is athlete the When may begin a graded exertion protocol and progress through each activity symptoms recur. stage, provided that no An athlete who is symptomatic after a concussion requires complete physical and cognitive rest – no physical activity or means school.no reading, computers, video games or text Complete rest messaging. also What Can You What Do? Can You be can hockey of levels all at injuries head of risk The reduced through your participation in Hockey.” No No head impact injury can truly be regardedminor. as and evaluation attention.

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behind behind the faceoff dots and a pile of pucks in the left corner. faceoff spot (A) angles into the corner, picks up a puck, skates behind the net and a makes pass to (B), who has from moved the faceoff spot to the slot area. (A) line. (A) Player goes to the (B) line. head head up. part of your body. your shoulder – it can cause an injury. your opponent is. 1. Set up two lines of four (A players and B) 2. On the whistle, the first on player the left 3. (B) Player takes a shot on goal and joins the • Go in on an angle. • a Keep low center of gravity. • your knees Keep bent, back straight and • Absorb the shock the over widest possible • your feet Keep parallel to the boards. • your forearms, Keep hands and legs ready. • Lean into the impact. • hit Never the boards or glass with the tip of • Check your shoulder over to see where Should Should there be any difference in Why? the approach? After getting answers from several players, explain the advantages of skating to the puck on an angle, rather than head-on into the boards. When demonstrating “angling in,” be sure to cover these points: DRILL #2 session, “Heads “Heads Up to to the puck, and by discussion discussion by inviting USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA “Heads Up Hockey” Up “Heads and and gain control of the puck. “Heads “Heads Up Hockey” : in hockey, “heads up” literally means angle, the risk of hitting the boards with their helmets first is greatly reduced. A leg, side or arm will absorb most of the impact. giving the body a safe position to accept an impact with the boards, it to allows players keep skating checked better better approach angle • When skate into players the corners at an • knowing when about you’re to get hit or be • preparing for impact along the boards • Skating in on an angle affords a players Start this Now Now it’s time to tell them Rule One of Hockey” Tell players that this is and injuries head prevent to the do to and know to thing single most important tell them that you’re going to be looking for it from now on. Explain that most people duck when they see a hit coming, but doing so puts them in danger. exactly what it says: “Keep your exactly head your what up “Keep it on says: the ice, especially when it looks like you’re going to take a hit.” Now Now ask players to imagine the same puck moving the same but way, with an opponent behind them. players players to imagine a puck moving through a corner when they’re close to the nearest end zone faceoff dot. How should they go after the puck and why? you don’t need reinforce any what you’ve specific told your drills team. Just their and play, shout “Heads or Up” watch from time to time plays to throughout the session. Use it to remind players to keep alert, to point out encourage unsafe skaters to keep their situations heads up, whether and to they’re skating or sliding after a fall. wants everybody corner, a into goes puck the When to dig it out and dig it out fast. But what’s the Skating best way? safest the what’s And out? it get to way in on an angle is the best and the safest way. Angling Angling In Skating into the boards at an angle puck control and less risk means of injury. better DRILL #1 Heads Up — Say it Loud first on-ice your During

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position Players faceoff dots. skates at an angle the toward corner boards. The should players contactmake with the boards and glass with their extended arms, forearms, side of body and legs, but with no head contact at all. and (B). The speed at which the hit players the boards must be managed, depending on the skill of level the Proper players. head, arms and body position must be stressed. 1. Set up two lines of (A players and B) at the 2. On the whistle, a from each player line 3. should lines Players between alternate (A)

Players Players should try to absorb much of their body the as possible. impact over as DRILL #3 Variation From the goal line, players skate full speed toward the blue line. At the top of the faceoff circles, they

USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA

first. to to the right corner so that learn players to pick up a puck and pass off both the forehand and backhand. line and slide a puck into the corner one at a time. line of chasers who try to catch the puck carrier and angle him or her into the boards. • Don’t duck. • Hit the boards with anything but your head • A coach can stand to the side of the (A) • For age withlevels body checking, add a • through Halfway the drill, the move pucks • an arm • their backs • a skate • a leg • their sides • their sticks

Conclude Conclude your discussion by with boards: thewith impact an cushion to way best demonstrating the both hands on the stick if possible, and with arms their out, creating a three-part “shock absorber.” answer, and you should theanswer, congratulate for players that. Here Here are two simple rules: It’s going to happen: into skate players how But things. if into skate to going you play hockey, you’re the boards, the goal important for their post safety as well or as their ability another to stay in the play. player is HITTING HITTING THE BOARDS Good ways and encounter with a goal post, the boards or another bad ways player. to have a close Variations All of these, of course, are probably right answers. Players won’t say “your head” as a possible They They might answer: Start discussion by asking players what they should hit the boards with first when they know an impact is coming. In Section 1, you told players why they duck their head on impact, here’s an opportunity to shouldn’t it. reinforce

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| B B a low center of gravity. a low center of gravity. boards, if possible. corner corner behind the goal line and one line of (B) checkers at the faceoff dot. boards and skates through the check of the (B) player. position, thekeeping legs moving and the stick down. shoulders, not the head, elbows, knees, stick or feet. puck carrier lines (A) to checking lines (B). • your skates Keep parallel to the boards. • out Move of the area quickly. • your feet Keep moving. • Use your arms and legs as shock absorbers. • your feet Keep apart, knees bent and have • Do not shoulder make contact on the 1. Set up a line of puck carriers (A) in the 2. The puck carrier (A) up moves to the 3. For the puck carriers, stress heads-up 4. For the stress checkers, contact with the 5. In this drill, should players from alternate better better chance of maintaining staying in the play. their balance and And if they get in a situation skate in through which they a can’t check, players should arms up, knees bent and, of keep course, their head up. their Be sure theseto cover points: DRILL #4 Use this exercise to reinforce proper of ways giving and taking a check. For best use of your ice time, set up thedrillin up same set time, ice your of use best For the other too. corner, As players So you might just The The more players can Although it may seem It’s just as important in USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA “Heads “Heads Up Hockey.” concentrate concentrate on skating right through the They’ll not impact. only avoid head injury, they’ll have a Skate Skate through the check. become more experienced,skating, about less and strategy about thinkingmore and as theytheir peripheral should vision awareness and overall start start to improve. When opponents they are, they’ll be less know likely to get checked where their without any warning. safer to slow down or happen, your stop players’ balance and momentum if will a hit be is much better if about they keep their to legs moving and Know where your opponents are. avoid avoid impact with their heads, the more likely they are to come through should take the safe impact with anything else first. and in control. They Keep Keep your head out of it. taking a check as in any other impact. Heads Heads Up – don’t duck. ask them to see how many of these four basic safety basic thesefour of many how see themto ask techniques for taking a check they can with. come up By this time, players will have some familiarity with the basics of Preparing for a timing. body But check how takes a determines whether he split-second player or she will keep or lose prepares the for a puck, or how check quickly he or she will be back in the Quick reflexes and smartwhen a check moves play. is coming also lessen the chance of a head injury. Since USA Hockey-sanctioned include checking at some levels, this session gamesmight do not be not appropriate for all coaching teams. a younger But team, you if might you still find are information the useful as “body-contact” especially for less skilled techniques, skaters. TAKING A CHECK TAKING What players should do when they see it coming. Players should Players pretend to slide into the end boards, using arms, knees, legs and skates impact. Proper heads-up to position must be stressed. absorb the should should leave their feet and slide on their side, back or stomach. Have them imagine the blue line as an impact with the boards. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 157 | Risk Management Risk | sides sides of the head. should be in place. • sure Make all helmets are HECC-certified. • The fit should be snug on the top, back and • All padding and manufacturer’s hardware A Word A AboutWord Reckless Play: DUMB! get occasionally can players game, the of heat the In so psyched up learned, and get theyinto a play they no have chance of forget everything finishing safely. they’ve Some players drive to the net so fast they just can’t a collision sure practically making a dangerous stop, thing. dangerous is it that and hockey bad is this know You hockey. The sad truth is, many hockey injuries are limits their past way skating players by “self-inflicted” and “going for it” at all costs. Be sure to tell your team that reckless play like this does nobody any good. It rarely results in a goal or a good play, and often ends up injury or both. as a penalty, an The Superman Syndrome get and ice, the on Syndrome” “Superman the Avoid the best use out equipment. of protective today’s equipment protective any isn’t there is, it as good As that can keep a player from getting a serious spinal injury in a head-on collision with his head down. But protective equipment can prevent or concussions, reduce as well as injuries, facial, included guidelines so for we’ve the proper mouth and other care and equipment. maintenance of protective Look! Up in the sky! It’s a bird! It’s a plane… of spoke reckless We play as being “dumb hockey,” and it is. One factor leading to reckless actually be the “can’t play hurt”get feeling some players may get as a result of equipment. wearing protective So it’s worth your while to tell your players that the purpose of their protective equipment is to protect them from sticks, pucks, skates, and other objects, not to allow them to skate recklessly. Maintaining Equipment Protective Helmet PROTECTIVE HOCKEY PROTECTIVE EQUIPMENT “Heads “Heads Up Hockey” USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA another another player from behind, ever. And, of course, checking from behind exposes your team possibility of a major penalty. to the intense the game becomes, they must not hit Be Be sure to tell your players that no matter how Checking from Behind light a Even dangerous. extremely it’s And illegal. It’s hit from behind could inflict a severe head or neck injury. As a coach, the caliber and sportsmanship of your team’s play is in promote safe, legal your checking for your hands. players. We We also hope you’ll insist on clean, legal checking from hope you’ll opposing teams, too. It’s another way of your keeping team safe without suffering any disadvantages. competitive Now Now invite them to imagine receiving end themselves of on some of the that those players your Remind it? take they Could checks. spectacular NHL the checks they see on TV are given and taken by world-class athletes in top experience and control form to play physical who hockey at have that level. the session, start them checking they thinking see in NHL by games on TV. could they wish discussingthey Do (Definitely). Do exciting? findit they the give a check thatlike themselves? (Probably). In preparing your team for this The point is, checks and body contact are not about not contactare body checks and is, point The intimidation about inflictingand not pain and injury. They’re just one part skating, shooting, passing, and puck handling. of the game, along with Hockey rules Hockey are specific about a legal body check: it’s when a player checks an opponent who possession of the puck, by using his hip is or shoulder in from the front, diagonally from the front or straight from the side, and does not take steps or strides in executing the check.” more than two As with the previous session, this material may be less appropriate for younger age checking levels is not at allowed, but the which information is still valuable. Separating Separating the puck from separating your opponent from consciousness. your opponent, not GIVING GIVING A CHECK AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 158 | Risk Management Risk | That’s That’s one rep of this it Repeat exercise. four more times. Press Press against your hands for a slow count of six. ease your hand’s resistance to tilt your head back slowly. Try to turn ear. your head to one side, but resist with your hand. Hold for a count of six. slow count of six. resist for a slow count of six. count again. your hands. Push with your head and resist with your hands for a slow count of six. forward move against your hands, slowly. Now repeat this whole four exercise more times. 4. it Now reverse and push to the other side. 1. Put your hands behind together your head. 2. Now pushing keep with your head, but 3. Put one arm up with your hand your over 4. Now do the same on the other side for a 5. Now try to drop but your head sideways, 6. Change sides. Press and hold for a slow six 7. Put both arms in front with your head in 8. Use the same position, but let your head Strengthening Exercises Strengthening exercises are repeated each five in times a sitting individually or position. with a They partner strength who resists of the may movements. similar be size and done WHAT TO DO WHAT IF A GETS PLAYER HURT You’re a coach, not a doctor. But sometimes you need to make a medical decision on the spot. One of those situations is deciding whether or not to take a player out of a game after he your concussion, a or of case the In impact. she head a had has judgment is important, concussion can serious have consequences. because even a mild Identifying and Dealing with a Spinal Injury In the case immediate of care a and potential attentiondifference in spinal can the player’s make injury, well-being until a care arrives. medical your big If you think a player may have sustained injury, your immediate a role is spinal to get help and keep “Heads Up Hockey” USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA slow slow count of six. Push against the tension, but not too hard. count. of six, pushing against the tension. immediately; it’s immediately; not only ineffective, it’s dangerous. comfortable. are are allowed. missing and the wire coating must be intact. chin should sit comfortably in it. working. proper proper fit. when in place. 2. Now drop it to the other side for a slow six 3. your head to Turn one side for a slow count • No cracks! Throw out a helmet cracked • The neck strap should be working and 1. Drop and your head hold sideways it for a • Use HECC-certified equipment only. • If it’s a plastic shield, no cracks or scratches • If it’s a wire cage, no bars can be bent or • The chin cup should be in place, and the • All straps and snaps should be in place and • Follow the manufacturer’s instructions for • sure Make your breathing is not inhibited GETTING YOUR GETTING TEAM YOUR IN SHAPE Head and Neck Exercises know You the value of regular exercise and general can neck strong a addition, In players. your fitnessto actually help prevent head injuries. We hope you’ll include these loosening neck up exercises and invaluable strengthening addition your to routine, team’s their as a Flexibility Exercises As a warm up exercise and to obtain full mobility, isotonic exercises are repeated five times each in a sitting or standing position. Players’ shoulders are down and back in the starting position. Keep them there. Players should complete this should complete full Players routine five times a week. program. Facial Facial Protection Mouth Guard AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 159 | program program by Risk Management Risk | “Heads “Heads Up Hockey” level and level progress to the next again hours level after 24 walking walking or stationary cycling * * Proceed to the next if level free of at symptoms the current * If any or symptoms signs drop back occur, to the previous • amnesia • loss of consciousness • headache • dizziness • nausea • loss of balance • flashing lights • ear ringing • double vision • sleepiness • feeling dazed • loss of consciousness • altered mental status • poor coordination • slow to answer • poor concentration • nausea or vomiting • vacant stare • slurred speech • personality changes • inappropriate emotions • abnormal behavior 1. rest no complete activity, 2. light aerobic activity: such exercise as 3. sports-specific training – skating 4. non-contact training drills 5. full-contact training after medical clearance 6. return to competition contacting USA Hockey directly at 719-576-8724, by 719-576-8724, at directly Hockey USA contacting logging on to USAHockey.com, or emailing us [email protected]. at SUMMARY You can obtain a full multimedia kit elements of including the all Signs to afterplay Return a concussion a follows stepwise process: LEARN LEARN MORE (Internet access (Internet is required). cleared for return to USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA www.usahockey.com/Template_Usahockey.aspx?NAV=ET_02&id=292550 Click Click on the following link(s) for more information on the in topics covered this chapter. • to to play in the current game or practice: "When in doubt, sit them out!" without out” getting “knocked (loss of consciousness). regular monitoring for is deterioration essential. after the injury. supervised stepwise process. symptomatic. circulation. the not and to player move, immobilize him or her any to motion. prevent • may suffer Athletes a concussion severe • The should player not be left alone, and • The should player be medically evaluated • to play must Return follow a medically • A should return to player never play when • The should player not be to allowed return • the Reassure player. • Do not allow the Instruct to move. player • the Keep warm. player • pain in the area of the injury • buzzing or tingling in the arms and/or legs • loss of in movement the arms or legs • radiating pain in the arms or legs • Ensure adequate airway and breathing. • Observe the breathing ABC’s: and airway, • of unaware situation • confusion When When a player shows ANY symptoms or signs of a concussion: Identifying Identifying and Dealing with a Concussion The evaluation of an concussion should athlete be with prompt and a concussed athletes should be thorough. suspected All play by a sports medicine professional. After calling for immediate medical help, give care as follows: the player calm and immobile. After a spinal impact, After spinal immobile. a and calm theplayer look for these symptoms: Symptoms AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 160 | Risk Management Risk | Boxing MartialBoxing Arts Field Hockey Rodeo Rugby Football HockeyIce Soccer Wrestling Lacrosse Boys’ Baseball Racquetball Basketball Softball Bicyling Skating Figure Skating Cheerleading Roller Diving Field Events Equestrian Gymnastics Squash Girls’ Lacrosse Volleyball Skiing Downhill SkiingWater Country Cross Skiing Running Put Shot Discus Swimming Rowing Javelin Dancing Tennis Lifting Weight Strenuous INJURY PREVENTION INJURY TECHNIQUES Classification of Sports SportsContact/Collision Sports Contact/Impact Limited SportsNoncontact OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA environment environment that is healthy and safe.

for for doing everything reasonable to provide of a season participants the opportunity to compete in an As As a youth ice coach, you hockey are responsible • explain the To important role that equipment in plays injury prevention • show how we can To facilities make safer for ice hockey • explain the To effect warm-ups, cool downs, and conditioning on injuries have preventing • explain to coaches To how they can theirkeep safe players during drills • introduce coaches to To injury techniques thatprevention can be theimplemented over course

INTRODUCTION ice in contact the although sport, contact a is Hockey hockey has a different purpose than between the collisions contact be in will There lacrosse. and football and the and players sticks, players players, individual and or goal boards, posts players at all in ages, spite of the prohibition of body slippery the checking addition, at In groups. the age 12 below and and under ice surface is also not do injuries conducive However, puck. the is injury of to source injuries. Another to have be part of the game. As youth coaches and administrators, we must do everything possible to provide players with the opportunity to compete in Ice Hockey Injuries Hockey Ice Prevention of Common of Common Prevention Chapter 22 Chapter an environment an that is environment healthy and safe. We cannot all and injuries eliminate all contact from ice hockey by the altering without significantly game. However, and injuries for preventing the techniques examining a developing by and equipment, protective of use the plan plan to follow in case an injury occurs, we can decrease decrease the number of injuries that occur and the severity of the injury. the of severity AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 161 | Risk Management Risk | Neck Fractures and Lacerations Fractures or broken bones are injury. It always takes time a for bones serious to mend. broken However, bones involving permanent damage the such spine as susceptible especially are (cervical bones vertebrae) paralysis. can The neck cause to injury, and there is no piece of equipment will that protect the player from this type of injury. This pear injury, in which hockey did in not any ap great numbers until the early is 1980s, very similar to the jury in football, where a puts player his “spearing” in or tackle to head his uses essentially and down head block another It player. is somewhat different in ice hockey, in that the player is not trying to tackle or attack but is another player trying himself to protect from a collision with Players tect must themselves be thein instructed to pro boards or goal an imminent posts. collision with something their other own than heads. Helmets will not protect players from cervical spine fracture. Players going into the the should try boards an take brunt arm up to get to they then up, arm an get can’t they If sion. colli the of rather UP, head their (keep head their extend should than ducking or flexing their shown that one of nisms neck). the for major neck mecha It has neck the when is hockey ice and football been in fractures the thecausing is to flexed (chin chest) normal neck curve to be straightened out and allowing the full brunt of the collision be the to absorbed by cervical axially resulting in tebrae a This fracture. is called ver loading, and fractures can occur with surprisingly SEVERE SEVERE INJURIES AND ILLNESSES dictated dictated by the occurrence rate of specific injuries. An example of this is the increased penalties levied for hitting from behind, and the relationship of this type of penalty with the cervical increased spine incidence of fracture fracture spine cervical [neck] paralyzing with players (about one-third of had been hit from behind). the and parents Players must of be what aware possible injuries can occur, and how the players themselves can lessen the occurrence of these type of injuries. Coaches, players, and parents should take time out before the season starts to dangerous practice of hitting from behind and what watch video on the the player can occurrence of injuries. do This should be toemphasized avoidbefore the or season starts decrease as during the well season at team meetings. as the several times USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA (1988): 737. American Academy of American Academy 737. (1988): of the possible injuries in ice hockey Badminton Table Tennis Badminton Table Curling Hiking Golf Riflery Archery 1. 1. proper coaching techniques 2. equipment wearing protective 3. playing by the rules 4. coaches, by players, and awareness parents Moderately Strenuous Moderately Nonstrenuous Pediatrics 81 Pediatrics Source: Pediatrics. Noncontact SportsNoncontact (cont’d) Eliminating Eliminating Injuries in Ice Hockey There are four approaches to eliminating injuries in ice hockey: Playing Playing rules are evaluated every two years in USA be sometimes may rules playing in Changes Hockey. Protective equipment Protective is very important, and two of the tective most equipment important pieces of pro are the helmet and the injuries have been eliminated, full and the incidence of face shield. Blinding trauma to the head and reduced. face Standards have for been helmets, greatly face for ASTMSociety (American by written blades skate masks, and organizations standards other and Materials) Testing have been accepted by HECC (Hockey Equipment Certification Council). USA Hockey (and the high school federation and the some NCAA) of these standards has accepted and recommends (and in some cases requires) that certified equipment worn. be Coaches serve as eliminating the injuries first in ice exercises linestretching and warm-up proper emphasize hockey. Coaches of who defense and in cooling-down exercises will help to eliminate many muscle pulls and tendon coaches who will emphasize help skill injuries. development Similarly, players to avoid situations Players should be that taught the types of body contact lead to injuries. (body checking) that are legal, as well perform as proper body how checking. But, to possibly more important, players should also be trained themselves when protect they take a how body check to to minimize any injury that may occur. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 162 | Risk Management Risk | flush with the boards, thereby leaving sharp edges exposed the hazard, and informing the facility manager. rescheduling, rescheduling, restricting the activity or removing If a safety hazard is present, it must be by avoided • doors at the bench areas that do not fit • loose doors that may pop open when hit • ruts or holes in the ice parents parents and player’s doctor agrees). three or two If than more medication the use to needs the player times during a game or need he practice, to be may seen by his doctor. However, there should not be by prescribed as themedication using in danger any the doctor. player’s Medication is essential to the asthmatic, but it has been demonstrated that dramatically the improve asthmatic’s ability to resist physical training attacks. can Through a graduated asthmatics can increase exercise their heart-lung endurance program, because considerably. Hockey, of its short duration of high-speed exercise for 30 to seconds 120 and a work ratio of one to three or four, is actually better suited for asthmatics basketball, compared which require to high-speed soccer exercise longer times. for and Facilities Inspection of a responsibility rink of the adults in for charge. For practice, safety the hazards coach is is you Therefore, responsible. the are responsible. coaches officials and For games, both or your the assistant coach must inspect the before facilities permitting your players practices to or participate games. in Whoever inspecting the facilities is should arrive approximately responsible for 10 minutes before the players inspection. to carry out the There There are a few hazards associated with ice rinks. These are: ice conditions, boards, plexiglass, goal posts, gates, improper lighting, and bad air quality due to an ice resurfacing machine’s exhaust fumes. Safety hazards that are not easily rectified must be reported to program administrators the and league rink managers. If corrections are not made quickly, you should resubmit your concerns in writing. Some of the concerned about include: things that coaches should be USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA terbutaline sulfate and metaproterenol sulfate). These These medications are available prescription with and can be a used on the doctor’s bench (if the There are a number of medications that are available are that medications of number a are There to enable children and competitive sports. adults Asthma itself to is participate avoid no sports. The reason in vast majority to of asthmatics show no deterioration repeated of attacks. If lung the player function with medication asthma takes even to after sometimes before exercise, his prevent or her capacity exercise to should attacks be as great as the during asthma. player The without International Olympic Committee has and sanctioned competition, several including dium. The nebulizer (or spray) to cromolyn anti-asthmadilate so terbutaline sulfate the bronchial tubes (include the albuterol following: drugs and sulfate, for pirbuterol acetate, isotharine mesylate, Asthma Asthma is a lung disorder that is characterized by difficulty breathing. This constriction difficulty is or caused narrowingbreathing by of tubes. the An breathing bronchial can be acute triggered by or a attack number of things including certain pollens or (such allergens as might of difficulty trigger hay fever), lung infections, cold air and plain exercise. Most cases of exercise-induced begin in childhood. asthma Neck Neck guards (wrap-around neck only protect protectors) against skate will blade lacerations of the neck and against will neck protect NOT or fractures a blow to the neck from a puck, a post. stick Some youth or leagues in the a United States, and goal the Canadian Hockey Association have made neck guards mandatory. substitute Neck for guards the protectors are goalkeeper’s that NOT hanging somerequire. a throat leagues recommend or It is important for players, parents, and coaches to understand that protective the protect from all player injuries. equipment will not little little force (as little as a few miles per hour). In this case, teaching players the proper way with of ounce “an equated be to NOT is themselves to protect is prevention worth a pound of cure.” In this case it should be “an ounce of prevention is worth a TON an almost is it but mend, can bones Broken cure.” of vered nerves se and broken impossible taskrepair to spinal cords. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 163 | Risk Management Risk | Warm-up exercises, stretching which and motion exercises, should start in the include dressing alternating room (or any available space around the rink) and will provide several benefits. Before going on the ice, fiveto of warm-up skating a 10 by followed calisthenics minutes of stretching minutes seven should be performed. and light should be done slowly (up Stretching 30 to seconds for each muscle grouptension (DON’T stretched) OVERSTRETCH). The purpose and of stretching to is to minimize mild the risk of muscle strains and tendon pulls as well as to prepare the joints for greater shock absorption. Visualization can be done during to stretching enable the players exercises to prepare better for games and for skills drills. Calisthenics, such as jumping jacks rate, breathing and rate heartthe increase will or place, jogging in as well as increase the blood flow to the muscles. Skating will also theproduce same in increase heart and breathing rates. Warm-ups should oriented drills. be done Cool Down before Muscles tend skill- to inactivity tighten following up hard during work. muscle stiffness To periodsthat out usually and minimize follows a work of this following the evident become may that soreness the day, players should take time to down at adequately the end of practice. A gradual reduction of cool activity (the reversal of the facilitates the dissipation of products waste (such as warm-up procedure) Letting activity. with muscular associated acid) lactic the body cool off gradually will better function to players enable to help and pain muscle to decrease at high during levels the next practice. Appropriate Techniques Teaching The instructions you provide during how practices to on execute the skills of influence on ice the risks hockey of injuries have to your an players as well as their opponents. Teach proper to performways ice techniques, and hockey your players the avoid any temptation to teach how to intentionally foul opponents. in Keep mind that: First, an improper techniquegreater chance of injury often to the performer than results the in correct execution. Acceptable techniques in a sports withusually evolve safety as a concern. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA instruction instruction whenever appropriate. The key The to key teaching safety to your players games of the joints specifically carbon monoxide (CO) muscle temperature muscle to levels temperature exercise is is to prudently interject safety tips in your • mentally prepares players for practices and • exposed edges on the goal cage • ice uneven at level the sideboards • proper testing for gas toxic fumes, • increases the breathing heartrate, rate, and • reduces the risks of muscle pulls and strains • increases the capabilities shock-absorbing Warming Up Warming practices team’s your of beginning the at warm-up A and before games benefits. These benefits are: provides several important Teaching Safety to Teaching Players Whenever appropriate, inform your players about the potential performing risks of certain injurymethods ice for avoiding hockey associated injury. For example, activities, from with hitting behind is and not only a extremely penalty, dangerous but especially it when can be the of players your informing By players theboards. to close are this danger and establishing a team rule that does not permit hitting from behind, you will reduce the risk of injury to all players. Management Management of Practices and Games Every physical activity that occurs during practices and games has some potential to result in an injury. Fortunately, in ice most hockey, practice and game activities have only a rare chance in resulting in an injury. Injuries that do interactions between occur the are situation the activity occurs and in the physical status of resultthe player. which of the In addition to equipment and having facilities an in injuries, reducing influence the you risk over have of physical a activities the of major your players during influence practices and games. There are over several steps you can take to the at that occur activities thephysical manage properly practices and games to reduce the and rate severity of the injuries. These steps include the following: AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 164 | Risk Management Risk | » » » » » » Injuries may result Injuries may Reactions slow down slow Reactions Athlete becomes fatigued becomes Athlete Faulty decisions are made are decisions Faulty How fatigue is linked to an increased potential increased an to linked is fatigue How Judgment becomes impaired becomes Judgment Skilled performanceSkilled is reduced Concentration becomes difficult becomes Concentration Figure 22-1. 22-1. Figure burn-out. and injuries for Avoiding Contraindicated Exercises Avoiding Over the past physicians identifiedhave a several list of exercises that are years, researchers commonly used and by coaches but harmful are potentially to been has information This exercises. contraindicated the 22- Table players. their and coaches reaching in slow body. These 1 contains are a list contraindicated of called exercises these exercises can eliminate be and their how modified undesirable included to characteristics. in Also Table exercises 22-1 that accomplish the are same purpose substitute in safer manner. a hockey combination combination of these suggestions. Burn-out is not usually a problem when players are practicing two or three times a week, two or playing more games per week, b) unless on playing they are also: a) more than one ice hockey team, or c) playing on a different sport team during the same season. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA maturation maturation of the players? the execute drill properly? to handle the demands physical of the drill? the achieve same results? risky and the achieve yet desired result? • Are the sufficientlyplayers skilled to • Are the sufficientlyplayers strong enough • less Are other, risky drills that available • Can the drill be modified to it make less • Is the drill appropriate for the of level • sloppy execution of skills • loss of enthusiasm • depression • higher incidence of injury • longer time from to injuryrecover intense practices with lighter workouts, or any Selecting Selecting Proper Drills and practices your for design or select you that Drills the ways in which they influence carried are on out the have an risk as of safety with designed and selected be should injuries Drills for your players. a primary feature. Before implementing a new drill into your practice, several safety questions should be considered: Second, Second, techniques involving intentional penalties should be never taught or condoned. Coaches who violent in intentional which an atmosphere promote acts are acceptable fair must promote should You programs. be hockey ice youth eliminated from all and safe play in practices enforcement and of the games rules to with encourage skill strict as the primary factor in determining the outcome of the game. Antidotes to overtraining and burn-out in clude clude time Antidotes to overtraining and burn-out in off from practice, shorter practices, alternating Burn-Out Coaches must be that who aware players engage in intense, frequent practices and games may time off need as the season wears on. overtrain It and is possible predispose to to, rather training than have grown injuries. Injuries caused by over prevent, portionsports reported of increased an represent to injuries. Some telltale signs burn-out include: of overtraining and AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 165 | Hockey Hockey Exercises Risk Management Risk High road-low road road-low High with sit-ups leg Bent the ball the ball over Jumping road road-low High | Adaptations Hold leg with leg Hold opposite the hip extend and hand joint Seated straight-leg Seated stretch Abdominal bent curls: chest; across arms legs, up of thecurl 2/3 way slowly curls abdominal leg Bent Squat only thigh until is ground to parallel withV-sit spread legs legs both and 90º leg one leave or straight, the place and straight of of the foot bottom the the on up leg bent to (next leg straight knee) warm water. Special electrolyte drinkswarm water. (such as are Gatorade) not necessary. Plain water theprovides same benefits for a lot less money. salt tablets before or during a game or practice. or three minutes. good every swallows) 15 bottle water so that there would be less risk of spreading communicable diseases. • Cold is water more rapidly thaningested • Sports medical experts do not recommend • should Players drink a glass of (two water • each should his player Ideally, have own Athletes Athletes should avoid “energy drinks” that contain stimulants in addition to sugars Although these and drinks provide electrolytes. a short-term energy boost, they also accelerate consumption of fuel Problems Stretches the ligaments Stretches of the knee bent Puts excessive strain on strain excessive Puts overex- and back lower the joint knee tends on strain excessive Puts throughout back lower strengthens the exercise; thatmuscles contribute tilt, thus pelvic pro- to problems back moting sit- leg straight as Same ups and knee Opens ligaments stretches the ligaments Stretches of the knee bent USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Muscles and and Muscles Joints AffectedJoints Quadriceps, knee of knee Quadriceps, leg bent Quadriceps leg); (straight Hamstring leg) (bent joint knee Hamstrings, lower back, lower Hamstrings, knee back Abdominals, lower back Abdominals, lower during practices and games. Exercises • can be Water taken freely without worry. • be must always readily available Water Standing one-leg one-leg Standing quad stretch Hurdler’s stretch Hurdler’s Deep squats Deep Straight leg lifts leg Straight Straight leg sit-ups leg Straight Toe touches Toe dehydration, dehydration, and many new coaches don’t realize that drinking water during practices and games will NOT detract from the player’s performance, actually can it. improve and POTENTIAL POTENTIAL SAFETY HAZARDS Intake Hydration-Water All athletes, including young athletes, during lose water practices and games. While water loss Contrindicated exercises. Contrindicated 22-1. Table through sweating through and sweating exhaled air is in greater warm weather sports, water loss is also a major factor in cold weather sports such as ice Water loss hockey. or dehydration can develop into a life threatening situation. Many young athletes and coaches don’t realize that thirst can be a very late indicator of AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 166 | Risk Management Risk | available to all available athletes in the and greatest riskmoderate sports. Other athletes to perceived be at risk should also have to testing them.available that place individuals at high risk because of lifestyle, location geographic or a specific sport, should be made to available participants and those deemed at risk associated with the athlete/athletic event coaches). (e.g., manager, blood or other body fluids is anticipated. should Gloves also be worn for touching mucous membranes or non-intact skin (e.g., abrasion, dermatitis) of all athletes and for handling items or surfaces soiled with blood or body fluids. should Gloves be changed after contact with each athlete. washed immediately and thoroughly if contaminated with blood and other body fluids. Hands should also be washed after should Athletes are gloves removed. immediately aftershower competition. fluid should be cleaned with a solution known to theinactivate virus after each game or more often as needed. 1. 1. Voluntary testing for HIV and HBV is made 2. Educational information, including activities 3. should Gloves be worn when contact with 4. Hands and other skin surfaces should be 5. Surfaces contaminated with blood or body Very specificVery exist tests for identification of HIV and HBV. Testing for blood-borne pathogen should be infection to administered individuals thought to be exposed to infected people. Some higher risk because of the chance that blood will be sports are at exposed during competition. Although general sports are in a low prevention guidelines risk are activity addressed for for sports greater transmission, at risk and all activities where blood may exposed. be recommended for Post-exposure individuals blood contact from who others thought to have be infected. are care and testing follow-up direct for Recommendations prophylaxis discussed. is Transmission of blood-borne pathogens between competing athletes is a rare and unusual event. Specific Precautions for Sport Precautions can be undertaken during or prior athletic to competition to reduce the risk of HIV and HBV transmission, which include: USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA conquer the problem of drug abuse. worth. fication with a team. identi coaches, and players, parents. drugs and alcohol. Get the to players use peer pressure on to teammates refrain from taking alcohol and drugs. regulations pertaining to drugs and alcohol. • athletics can Youth help in to many ways • Sports children keep busy. • Sports can give the a player feeling of self • Sports can give the a player feeling of • But drug abuse must also be discussed with • about alcohol and Talk other drug abuse. • Open a dialogue with the about players • Enforce all training rules and school reports of cutaneous and Review mucosal of transmission. studies of individuals who health lived with care infected patients workersidentified that there is a have 0.29% per exposure risk of and seroconversion for percutaneous contact. Other prevalent and lethal of infectious blood-borne One One of the major solutions to meet it the head on. Coaches problem of young athletes have a is to unique opportunity to educate their parents about drug abuse. Drug abuse is dangerous players and and undesirable. Drug Abuse The statistics on drug abuse frightening. among Alcohol-related children auto accidents are are the leading cause of death among teens. teens is dependent One on drugs or in alcohol. One in 10 10 male adolescents has used steroids. stores stores and deplete the energy fats, and hydration carbohydrates, proteins, rest. that comes from routes routes are at even risk lower for seroconversion. agents. agents. Transmissions of these agents been have documented only by sexual, perinatal percutaneous and exposure. However, there have been Blood-Borne Pathogens in Athletics The growing worldwide epidemic heightened concern of from sport AIDS governing bodies has about the risks of pathogens between competing transmission athletes and those of blood-borneclosely associated with athletic competition. (Human HIV Immunodeficiency Virus—AIDS) and HBV (Hepatitis B Virus) have been found to be the most AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 167 | Risk Management Risk | possible possible by absorbing the spill with paper towels. decontaminate with a 5.25 percent (1:10 dilution) of bleach hypochlorite or a comparable solution. sanitary absorbent agent according to directions. bag. or bloody body fluids should be regarded as infectious potentially and treated as biohazardous material. handled as little as possible to prevent microbial contamination of the air and persons handling the linen and uniforms. All soiled material should be bagged where it was used (double bagged if there is a chance of leakage) and transported to the laundry. If hot is water used, the soiled articles should be washed with in detergent at water least degrees 71 Celsius (160 degrees for Fahrenheit) 25 minutes. If low 1. 1. rubber Wear medical gloves. 2. Contain the spill in the smallest area 3. If the spill is on a hard surface, 4. the Re-clean area with fresh towels. 5. If the spill is on a rug or carpet, use a 6. Place all soiled in waste a moisture resistant 7. your hands. Wash 8. and contaminated waste with Trash blood 9. Soiled linens and uniforms should be on carpets or rugs. However, cleansers sanitary absorbent may be used labeled on these as items. acceptable Agents cleaning agents “hospital and will eliminate HIV disinfectants” and HBV. HIV and HBV are not resistant are to many commonly also used agents. eradicate HIV and HBV include, but are not limited Common agents to: that glutaraldehyde, Lysol, isopropyl detergent. Chemical hydrogen germicides registered with alcohol,the and Environmental as Protection Agency (EPA) sterilants peroxide, Np-40 are recommended for disinfection. high-level betadine, The mechanics of important scrubbing in are selected eliminating much cleansing more organisms scrubbing agent. than and The rinsing the of removal all contaminated materials. should end be result the thorough of The following simple necessary precautions elements for handling set spills of forth blood or other body fluids: the USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA mouth resuscitation bags or other ventilation devices should be for available use in emergencies. be tagged and washed in hot withwater a that detergent is known to HIV inactivate When possible, and disposable HBV. should towels be used and proper disposal for procedures employed soiled materials. be required to wear mouth pieces, and it should be strongly recommended for athletes competing in riskmoderate sports. bloody sputum or saliva may be spit should contain a solution known to theinactivate virus. athlete has a wound in which a large amount of exposed blood is present to allow the blood flow to be stopped, the area cleaned and the athletes cleaned. dermatitis, etc., should them cover with a dressing that will contamination prevent from other sources. riskgreatest sports should wear protective to reduce theeyewear possibility of blood or bloody body fluids entering the eyes. sure that all routine vaccinations including tetanus and MMR (Measles, Mumps, are Rubella) up to date. 6. minimize contact, To emergency mouth-to- 7. Soiled linen, uniforms, etc., towels, should 8. All athletes in the riskgreatest sports should 9. Spittoons or similar receptacles where 10. Games should be when interrupted an 11. who an Athletes have open lesion, wound, 12. Where possible, athletes and officials in the 13. all Review athletes’ medical history to make Disinfection Disinfection of Surfaces and Equipment During practice and competition, surfaces and Solution of 5/25 (household percent sodium chlorite bleach) hypo recommended, but not at required as choice the for cleaning agent a hard of surfaces after all spills blood 1:10 of or body fluids. dilution These prepared fresh, solutions not should older is be than 24 solutions hypochlorite hours. sodium use to recommended It is not equipment equipment become contaminated with blood and other body fluids. Because potentially microorganisms can survive on dangerous these contaminated surfaces for various periods of time, it is necessary to apply disinfection cross-infection. procedures to interrupt AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 168 | Obtain a helmet Risk Management Risk | The The cap of the pad should Helmet Helmet and Face Mask: and mask that full provide facial protection and fits snugly on the head. All helmets and masks must be HECC-certified. Shoulder Pads: the Straps under cover shoulder. the arms should The attach front securely. flap move them, move not frozen you have your toes. it protect from further exposure. and precipitation at the time of cold exposure. Consult a wind chill factor chart and a determine safe exposure time for training or competition. conditions to select the proper of layers clothing. The inner ought layer to consist of a fibernon-wetable that transports sweat from the away skin surface. The outer layer should be windproof and yet waterproof, When allow sweat to evaporate. immobilized, or during low intensity a exercise, middle of layer clothing may be necessary for insulation. During high intensity the exercise, (or outer layer head may be covering) loosened or for removed brief periods heat excessive to prevent It storage. is important to clothing keep dry. Tight fitting clothing or shoes reduce blood flow to skin and increase the for potential peripheral cold injury. production, especially during team lines may produce competition. large Top amounts of internal heat, while reserve may sufferplayers from hypothermia because they situations are inactive. Avoid in which athletes stand outdoors in wet shelter Provide from clothing or footwear. the wind and precipitation, whenever possible. just dehydration, as you would in a hot environment. 1. 1. 2. 2. 2. wiggling Keep cold toes; as long as you can 3. of Beware any localized skin numbness and 4. Consider the air wind temperature, speed, 5. Utilize information about weather 6. Consider differences in metabolic heat 7. Supply athletes with liquids to avoid Guidelines Guidelines for Selection and Fitting EQUIPMENT Rewarm Monitor Monitor the ABCs and USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA The athlete cannot return to FOR FROSTBITE Move Move the athlete to a warm area. Superficial frostbite involves localized Painful, itchy, burning, or tingling areas tingling or burning, itchy, Painful, Exposure Exposure of body parts to cold, causing First-degree First-degree frostbite — red or flushed skin temperature (≤ temperature 70 degrees Celsius) laundry are cycles used, solutions known to theinactivate virus should be used. Cover all Cover metal with cloth, tape, leather or a similar material. …rub or massage frostbitten areas frostbitten …rub or massage areas frostbitten to …apply ice refreeze to tissue frostbitten …allow DO NOT DO 1. 1. Do not touch bare metal with bare skin. Frostbite Definition — First- and Second-Degree Frostbite — Third-Degree Frostbite — Playing Status — First Aid — and wet cold clothing. Remove frostbitten areas by soaking them in clean, water warm (100 to 150 degrees athlete’s parents or guardian to Fahrenheit). take the athlete to a Call the physician. the cover areas frostbitten with sterile gauze. Cause Cause — — Symptoms Signs — frostbite Second-degree or gray. white turn that may — firm, white, and waxy skin. Blisters and purple tint to skin may appear when area The skin. bluish blisters, — the frostbite Third-degree area is rewarmed. feels very cold and stiff. tissues tissues to freeze and blood vessels to constrict. that may become numb as the frostbite the when affected areas recur may symptoms These worsens. are rewarmed. freezing of the skin and thesuperficial and the skin below of tissues freezing it. The nose, ears, toes, and fingers are prone to superficially especially but advances to deep tissues such as muscles and tendons. Prevention Prevention of Frostbite activity activity until he or she is released by a physician. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 169 | Fitted Fitted according to For For female players, Risk Management Risk | These These are designed for Use Use of an internal Any Any girls should wear a sports Skates Skates are most the player’s hockey a a combination shoulder and chest combines protector shoulder pads with extra in protection the breast area. Mouthguard: mouthguard reduces the risk of a brain concussion (from a blow to the jaw) and minimizes chances of chipping teeth should the jaw be lower struck. an an inch or the two above knees, with overlapping the top of the knee pads. The thearea above knee is often hit by the puck. sure Therefore, make there is no gap the between pants and knee pads. If a gap exists, loosen the suspenders and thelower pants or obtain others that fit appropriately. Skates: important piece of equipment. Without properly fitted skates, the young hockey is player at a tremendous disadvantage. Skates should not be bought sizes several too large so a may “grow into player them.” Oversized skates will retard the skating of Skates development the youngster. should be slightly smaller (approximately one-half size) than the normal shoe size. They should fit snugly with just one pair of socks. Push the toes all the to way the front of the boot. At the heel area there should only be enough room for a pencil to fit the between heel and the back of the boot. When properly laced, should players not be able to lift their heels and their toes should be able Rapidly to move. growing may outgrow more youngsters than one pair of skates in a season. Look for good buys on used skates, but sure make they fit properly. Jock (Athletic Support): waist size. It should fit snugly but not so tight as to be uncomfortable. The cups come protective in men’s and boys’ sizes as well as women’s and girls’ sizes. Sports Bra: bra when participating in vigorous activity. Sized by chest width and cup size as with a regular bra. Female Shoulder Pads: Goalkeepers Goalkeepers Pads: blocking shots and theprotecting front and side of the legs. goalkeepers A properly 13. 13. 9. 9. 10. 11. 12. 14. 14. Goalkeeper’s Goalkeeper’s Equipment USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Ankle Ankle guards are considered The The straps should remain tight, The The knee is a primary area of Gloves range in Gloves price from Pants Pants are usually six sizes larger than Sticks come in different lies. The concern concern for The protection. pad should the cover knee when the leg is straight and when it is bent. Pads should bend just below knee in order to conform to the bent leg. Ankle Guard: to inexpensive very They expensive. should ample have room for the fingers and thumb and must not be too snug in the wrist area. Be sure the cuff comes up far enough to theadequately cover wrist. Stick: most common lie is a five or six for skaters for goalies. Lie to and 13 refers a to the12 angle the between blade of the stick and the shaft. The smaller the angle, the higher the lie. When choosing a stick, the entire portionbottom of the blade should be on the ice when the assumes player a ready position. If just the heel of the stick is touching, try a lie. lower If just the toe is touching, try a higher lie. Stick length can be by determined placing the front, edge bottom of the stick on the ice the between skates. The top of the shaft should touch the face theplayer’s between chin and the tip of the nose. It should touch closer to the nose if the is player wearing shoes, not skates. Pants: the normal waist size. The top padded portion of the pants should the cover hips, ribs, lower and kidneys. The legs should be should should come down far enough theto cover collarbone. Elbow Pads: a providing snug fit Some the over elbow. pads adjustable have straps, while some only have elastic straps. When straps become loose, the pad may slip off of the leaving it There should unprotected. elbow, be no space the between shoulder pads, elbow pads, and the gloves. hockey Shin Pads: optional equipment. They are recommended for puck protection, particularly for defensemen. The however, part protective of the guard should cover the top five on eyelets the front of the skate and the inside and outside ankle bones. Gloves: 5. 5. 7. 8. 3. 3. 4. 6. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 170 | Risk Management Risk | Check Check the straps for wear. Keep your mouthguard Keep in its Check Check the straps for wear Check Check the knee area for cracks. Tighten all screws. Wash Tighten the all screws. Wash Oil the especially leather, the can be removed can withbe removed a small stone. wet types types of throat are protection predominantly used—hanging shield (attached to of bottom the face mask), hinge shield (attached to the helmet) and collar (worn around the neck). While the collar does offer from greater protection accidental skate cuts to the throat area, it does not as provide much from protection impact by the puck (shots) or sticks, as do the hinge or hanging shields. Helmet: interior with soap and a damp cloth before the season starts and times several during the season. Mouthguard: own case and rinse it thoroughly before and after each use. Shoulder Pads: sure Make the shoulder caps are securely attached. Elbow Pads: and/or elastic fatigue. Shin Pads: sure Make the padding is not ripped or torn. Gloves: palms. If the palms are worn, sure make the fingers cannot come out through the palm area. New palms may be necessary. should should be immediately hung up to dry. Leather should not be placed any over source of direct heat, as forced drying will cause cracking. skate blades and holders until they are completely dry rust. to prevent pulled down so that air can inside circulate moisture. and With evaporate most plastic skates the “liners” and are removable, should be taken out to dry. skate will plane a fine white shaving off your thumbnail. — Nicks: Sometimes a nick in the blade 1. 1. 2. 3. 4. 5. 6. • After a game or practice, the equipment • After every game or practice, wipe off the • skates unlaced Leave with the tongues • Check your blades for sharpness – a sharp Care of Hockey Equipment Other Maintenance Tips This This has a These These can afford These have These several have Throat protection Throat is protection USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA This This is designed to theprotect This This is composed of a large additional protective pieces, additional and protective the padding is thanheavier in the regular skater pants. The inner section, which theprotects tail kidney, bone, groin, and waist area, also is fitted with weight heavier padding and protection. Belly Pad: collar bone and the entire chest and abdominal areas. Ensure the pants are loose enough around the waist to allow the belly pad to tuck into the pants comfortably. Goalkeepers Shoulder and Arm Pads: These are designed to theprotect shoulders and the arms right to the wrists. Many adjust goalkeepers or add padding to their arms and the front of their shoulders to suit their individual Pads preferences. that are too small (not reaching the cuff of thethe leave glove) forearm open to injury. Catching (Trapper): Glove cuff, heavily padded protective which should the overlap of protection the arm pad. Blocker: additional protection additional when protection the goalkeeper is in such a position that the goalie pads do thenot cover knee area. Goalkeepers Athletic Support: should Goalkeepers wear the specially designed cup because of the extra padding and it protection provides. Goalkeepers Pants: fiber protective back pad, which should not be warped thus exposing the fingers. The should glove be pliable for easy gripping of the stick. Throat Protection: vitally important for Three the goalkeeper. fitted set of pads goalkeeper extend from the toe of the skate to about four inches the above knee. The large vertical roll is on always the outside of each leg. pads Goalkeepers be should always left standing, so as flatteningto prevent of the padding and “molding” as the pads dry out. The straps should be regularly checked for cuts or cracking, and replaced as needed. Any cuts in the leather of the pads should diately. be repaired imme Goalkeepers Knee Pads: 18. 18. 19. 20. 21. 16. 16. 17. 22. 15. 15. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 171 | Risk Management Risk | implemented by USA Hockey in 1992, has helped to helped has 1992, in Hockey USA by implemented develop better understanding coaches, between officials, and players, parents. Coaches, officials, and league administrators should meet periodically during the season Suggestions to as review to controlling player how to behavior. do overaggressiveconsidered a better and job play parents, in discussed. and players must remember that hockey is Coaches, should a game officials,that involves contact, NOT violence. be Strict of enforcement the rules playing will reduce injuries to players. SUMMARY This chapter has focused on three areas in you can which exert an influence to reduce the potential number and severity of injuries in hockey. The first area your involves insistence that your players wear appropriate protective equipment. Avoiding safety hazards associated with the ice rinks is the second area. Management of practices and games is third the area. Proper management includes teaching your players techniques, and proper drills; and running safety,practices appropriate with warming up, conditioning, ice and cooling down hockeyexercises; but exclude exercises. Safety and injury prevention should be knowna contraindicatedprimary factor to consider in whatever plans make for you your youth ice hockey team. You will be more than compensated for the effort required to implement the extra suggestions found time and in this chapter by the comfort of knowing that you have done as much as you can to ensure that your will a players have safe season. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA be detected be by the detected squeaking noise it will when make gliding to a stop. Most skate sharpeners a have device for blades. straightening — Bends: A bent or loose blade can often that the thatrivets attach the blade holders to the boot of your skates are secure. at regular intervals. In most cases, a can shoemaker repair fabric tears or do patch stitching. In the case of cracked padding or plastic, a replacement part can usually be purchased. • regular Make checks after each use to see • All equipment should be visually inspected At At the amateur level, we want to development, emphasize strategy, skill conditioning, and fair play rather than violence. It size, is important that coaches physical and officials work to strictly enforce the playing rules at all levels aggressiveness, or of hockey. The Zero Tolerance Program, Strict Strict Enforcement of the Rules Olympic hockey, college hockey, played all are hockey youth and hockey, school high junior hockey, according to different but similar playing rules that emphasize finesse rather equipment, such as helmets, are mandatory than at all of force. masks face Protective Full hockey. of levels aforementioned the are mandatory at all of the aforementioned except has hockey Professional hockey. junior and Olympic undergone a philosophical withchange since 1988, the finesse,emphasis on and speed but fighting and physical aggressiveness continues to be part of the professional game. ENFORCE ENFORCE THE RULES AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 172 | Risk Management Risk | on on your team as an excuse for not being You must not You rely on the that likelihood a serious serious injury will not occur to the players prepared to handle an emergency situation. • obtain medical information on your players • establish emergency procedures • prepare to firstprovide aid EMERGENCY PROCEDURES EMERGENCY As the coach responsible for the actions taken of until the player an is placed in the care of medical competent personnel, injured player, parents, you or guardians. are Parents and players expect you to know sequential steps should be taken in how an emergency: to proceed. The following MEDICAL INFORMATION The completed Athleteplayers your whenever possession your in be should Medical History are under your Formsupervision. Hopefully, the need to use this information will arise. never But, if an injury does occur, the information on this form will help you and qualified quickly to an emergency. medical personnel respond OBJECTIVES USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA commonly associated with ice hockey

• assist coaches in To identifying and firstproviding aid for the different medical conditions • identify items in first To a well-stocked aid kit • identify procedures that To you should follow when an injury occurs • identify information To that you should about in have your players case they become injured

Watching Watching from the bench, the reaction first, of and a normal, coach possible is to outcome be of frightened this by the violent collision. The INTRODUCTION Chris has the puck and one defenseman to beat. A the Only play. the of out defenseman the leaves fake goalkeeper is left. As Chris skates toward the goal, the goalkeeper begins to leave the goal area approach the and play. Chris momentarily loses control will who uncertainto is as everyone and puck the of get to play the goalkeeper skate puck full speed first. toward the Both puck each other. They and Chrisarrive simultaneously, both out of and the control. There is a violent collision, and motionless Chris lies on the ice. coach Chris’ signals immediately injury, of likelihood The referee, sensing the onto the ice to tend to the downed player.

Care of Common Ice Hockey Injuries Care Hockey Ice of Common Chapter 23 Chapter If this, or some similar what situation would confronted you, you team, hockey ice do? youth a of coach As appropriately? Are you prepared it is to your obligation to be able to deal with act such an Before your first emergency. practice, you should: sinking feeling in the stomach and message the sent “Oh, out no” by the point some at coaches most by felt been brain have down when Chris went in their careers. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 173 | Call Risk Management Risk | You You are encouraged to attend one of Always check the airway to make sure it is free of free is it sure make to airway the check Always any items that may impede hockey, breathing. In the ice mouth The immediately. removed be guard should and airway can obstruct theprimary method advocated for airway is the jaw thrust or opening chin lift method. The the American Red Cross Association provides materials and and training for American thisdeveloping skill. Heart Once the airway is open, check to player is see breathing. Is if the chest the moving up and down? Are there sounds of breathing? Can you feel exhaled air at breathing the is mouth not or taking nostrils? respiration. place, If begin The artificial proceduresAmerican taught Red by Cross Association are the and the standards American to follow attempting to breathing. restore when Heart If the heart has should stopped be restored beating, via CPR. circulation Cardiopulmonary resuscitation is a valuable maintain skill because you to are coaching a learn sport in and which thecardiopulmonary function could temporary techniques of CPR are beyond the scope of this occur. The interruption manual. ofthe many American Red Cross Heart or American Association regularly CPR courses offered community that that in sponsors are youth hockey. nearly your local American every Red Cross or hospital for more information. local your local Open Open the Airway Restore Breathing Restore Circulation The ABC’s Bleeding applying by controlled be should bleeding Extensive minutes 20 to 10 for thewound over pressure direct without checking the preferred wound. but, in A an sterile emergency, use a a shirt,towel, available: your hand, etc. The pad use of whatever is is a tourniquet is ill-advisedemployed when one and accepts the fact should that its may be trading the loss onlyof a limb a use to save life. be USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA A = Airway B = Breathing C = Circulation 1. 1. charge of the situation. Take 2. the Determine nature of the injury. 3. Start emergency procedures if necessary. 4. care to a Transfer medical professional. resuscitation) instruction, the ABC’s and bleeding are briefly outlined. More complete information on artificial respiration is available through your local of chapter the American Cross. Red It is beyond It theis beyond scope of the thisto provide chapter complete information necessaryemergencies. to To handle familiarize involved all you and with what appropriate to first is aid encourage and CPR you (cardiopulmonary to obtain Step Step 3: Provide Emergency Care Most emergency situations can be handled if appropriately you remember the ABC’s of emergency care, as by theadvocated American Cross. Red Remembering the ABC’s will remind you of how to proceed in a life-threatening situation. Step Step 2: Determine the Nature of the Injury Upon reaching an perform injured a visual player, analysis of you player the should breathing? situation. Is conscious? the bleeding? player questions Ask to find the out what where the happened pain is located. This information will help and you determine whether the injury is requires serious emergency measures and or whether it is injury an that can beemergency procedures. properly cared for without Step 1: Take Charge Step 1: Take Establish immediate control over tion the situa by having your assistant coach uninjured players. take If you charge do not have of an coach, send assistant the to allplayers a designated area within range of your voice situation and is resolved. This vision simple action establishes until the control, injury clears the distractions, area and of facilitates potentially a emergency situations. harmful quick response to AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 174 | Risk Management Risk – Medical personnel | – A person trained in – Someone suspects that the – A person trained in cardio- Early Access victim is in sudden cardiac arrest and calls for help. Early CPR pulmonary resuscitation thekeeps victim’s blood flow to the vital organs until defibrillation can occur. Early Defibrillation defibrillation shocks the victim as quickly as possible. Early Advanced Care advanced provide cardiac care, which can include airway support, medications and hospital services. established established or thought that the victim does a not have pulse. to the chest of the victim. the victim. screen. the on instructions and prompts • • • • 1. The operator turns on the AED once it is 2. The operator then attaches the electrodes 3. The machine theinterprets heart rhythm of 4. The operator simply follows voice the Sudden Sudden Cardiac Arrest Sudden cardiac arrest is a condition in which heartbeat the stops suddenly and unexpectedly. caused It by life-threatening is arrhythmias or electrical disturbances in the heart’s electrical system. The only effective way to through treat a defibrillator, cardiac a arrest piece of is equipment delivers that an electrical shock or current to the heart through the chest. Cardiac arrest is usually reversible if occurs defibrillationwithin the first few minutes after collapse or loss of the pulse. The sooner the shock is delivered, the thebetter chance of survival. The sequence of events that victim must to survive happen and recover from for a cardiac arrest a are: The Automatic External Defibrillator portable, light, easy-to-use medical device designed (AED) is a specifically for training. first The coach is the one most likely respondersto be on the scene and with respond to the The emergency. AED minimal has a built-in computer shock. a theheartrequires if determines and rhythm that analyzes the heart USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Rehearsing Rehearsing emergency care procedures can be invaluable. Most patients will survivewill defibrillation patients if Most achieved is in less than three minutes. Collapse The single most important of survivaldeterminant is the time from collapse to defibrillation. Each minute of delay decreases the chance percent. of survival by 10 PROVIDE FIRST PROVIDE AID If the player is seriously injured responsible a or parent, a coach, assistant your or have has collapsed, numbers telephone emergency of list the take player from the first aid kit and until with should help stay arrives. the player injured call an ambulance. You Immediate Immediate treatment of life-threatening injuries extremely is important. Being trained in basic first-aid and emergency procedures is invaluable and give will you more confidence when dealing with any type of injury. Each coach must develop his or her own emergency plan. It is recommended that you contact parents as soon as contactparents thatyou recommended is It as possible. The information on the Medical History Form is useful to family’s direct EMTs preferred or others physicians Medical History Form must to accompany the injured or the hospitals. player to The aid the diagnosis for treatment of the problem(s). medical professionals in their We We recommend that a call for assistance be made immediately upon determination that the injury is life-threatening. This should be completed assistant by during an the time that appropriate being administered care to the is player. To complete this important task, the location of must number telephone the and appropriate a known phone must be be readily available. If Medical you History Form have in your the possession, you are completed prepared to act. Step 4: Transfer Step Care 4: Transfer to a Medical Professional The usual culmination of providing emergency care is transferring professionals that (a care medical technician, physician an to EMT) and transporting and/or trained the player to a emergency medical medical facility. This knowledge of how this should action be done. presumes AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 175 | Risk Management Risk Wrap an elastic | Let gravity drain the Put Put the injured area at rest. Apply ice to the injured area. REST: ICE: COMPRESSION: and area theinjured around bandage the ice bag to hold the bag in place. The bandage should not be so tight injured the offto flow cut blood to as area. ELEVATION: fluid.excess The R.I.C.E. formula theinjuries involves following steps: for care of minor = R = I = C = E • and stretching strengthening exercises • contrast treatments • visiting a doctor for further diagnosis R.I.C.E. R.I.C.E. Formula When When following the R.I.C.E. formula, ice should be off taken and minutes 15 for area injured the on kept for 20 minutes. Repeat this procedure three to four times. Icing should continue three times per day for the first 72 hours following the injury. not injurythe necessaryhas if is After care extended days, three healed. At this time, options for care include: Contrast Treatments If the injured area is much hours, but the pain is less subsiding, contrast treatments swollen after 72 will help. Use the following procedure: bruises, small cuts, fractures, dislocations, strains,back, or neck injuries occur, and sprains. call for professional medical assistance. When Ice veryrink.is ice Ice an in easy is ice to access Having important to proper immediate care of many minor injuries and should, therefore, be readily available. Care of Minor Injuries R.I.C.E. Unless you are also a physician, attempt to you care should for anything not except minor injuries (e.g., bruises, bumps, sprains). Many minor injuries can be cared for by using the R.I.C.E. formula. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA _____ plastic tape rolls 2 – _____ plastic pads 4 – pads gauze _____ sterile 1 _____ sling – _____ Band-Aids, assorted 20 – sizes rubber/moleskin _____ foam _____ disinfectant 4 – ice for bags plastic lock _____ zip numbers phone care _____ emergency numbers phone of emergency _____ list _____ scissors pins _____ safety gloves _____ surgical History Medical Forms _____ player’s packs ice _____ chemical of first_____ list kit contents aid First Checklist Kit Aid well-stocked first well-stocked aid kit, then it is a problem too big for you to handle.” You should be able to handle A good rule of thumb for coaches is, “If you can’t treat the problems by using the supplies in a First Aid Kit be large, to first have aid kit does not A well-stocked but it should contain the basic items that needed may be for appropriate care. The checklist below provides a guide the from subtract and add to wish for may You supplies. including commonly used kit on the basis of policies your or guidelines. experience and/or local Aids Aids for Proper Care If the injury is less serious assistance from medical trained personnel, may you and does not bench the to ice require the from player the move to able be aids important Two care. appropriate begin and area to properly care for an injured player include a first aid kit and ice. If a shock is necessary, the voice will tell the operator the tell will voice the necessary, is shock a If to press the shock The button. AED will not allow a shock to be given unless the victim requires it. An AED should be present in every arena. hockey AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 176 | Risk Management Risk | problems problems develop in connection with the injury. It includes a standard form that will help recording of guide pertinent the information relative to each injury. These records should be should check on an years following legal You injury. kept for several requirements in your state to determine how long these records should be kept. SUMMARY This chapter attempts to acquaint you with various should you how and with hockey associated injuries be prepared to deal with these injuries. If you have prepared your first medical records, aid and familiarized yourself with kit, the brought different along types of the injuries, you should handle be whatever able situation arises. to Follow the steps that are outlined for you, and remember—you are not a doctor. If you are proceed call in for professional medical doubt help. Do about not how to make decisions about treatments if qualified to them.make you are not Most confidence. with and quickly react Remember, injuries will be minor and the injured need players only will a little reassurance before they can moved to the bench be area. Injuries will occur always in hockey. Therefore, you must prepare yourself to deal with whatever happens in a calm, responsible manner. USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA cover with cover an ice bag for one minute. degrees) for three warm (100-110 water minutes. applications of ice and four to six applications of heat. 1. 1. Place the injured area in an ice bath or 2. After using the ice, place the injured area in 3. Continue this rotation for five to seven 4. end Always with the ice treatment. Contrast treatments Contrast should for thebe followed next after persists still pain or swelling If days. five to three several days of contrast should be sent to a for physician further tests. treatments, the player USA USA Hockey Injury Survey Form It is important for you to maintain a record of injuries the that occur to your players. This information may be helpful to guide delayed care treatment or and medical may be very important if any legal The immediate care you provide to an injured player injured an to provide you care immediate The is important to limit the extent of the injury and to set the immediate care is However, not the end of prudent stage for action appropriate when an valuable rehabilitation. injury task occurs. should complete be One completed. brief a That but USA (located at the is end of this chapter). Hockey to Injury Survey Form MAINTAINING APPROPRIATE RECORDS APPROPRIATE MAINTAINING AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 177 | Risk Management Risk | localized localized collection of fluid in the the injury. A bruise may mean no practice for 2-3 while days, a fracture may mean the could play again player never • pain and thetenderness over spine • numbness • weakness or in heaviness limbs • tingling feeling in extremities • sure Make the is player breathing. • Call for medical assistance. • time Return is dependent upon of severity • of Permission a is physician required. • redness • inflammation • oozing of fluid • discomfort Symptoms Care Return to Action Definition — A BLISTERS outer portion of the skin. Symptoms OBJECTIVES • understand common To ice injuries hockey • identify common To treatment of common injuries • outline rehabilitation To tips USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Any Any injury to the back or neck area

1. back or neck injury 2. blisters 3. bruise 4. dental injury 5. dislocation 6. fracture 7. head injury - conscious 8. head injury - unconscious 9. lacerations 10. loss of wind 11. nose bleed 12. skate bite 13. sprain 14. strain Definition — that causes the player unconscious. to become immobile or BACK OR NECK BACK INJURY COMMON COMMON INJURIES occur thatinjuries may 14 lists section following The in ice hockey. The information about each provides (1) injurydefinition, (2) common symptoms, (3) immediate on-ice treatment and (4) guidelines for returning to action. Ice Hockey Injuries Hockey Ice Rehabilitation of Common of Rehabilitation Chapter 24 Chapter AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 178 | Risk Management Risk | loss of normal anatomical alignment. A fracture is a crack or complete break complete or crack a is fracture A physician. to put joint back into place). two two to three days. return. (subluxation) – as a Treat sprain (R.I.C.E.). – Obtain medical care. – Immobilize before moving. player – The needs player to be treated by a – Obtain medical care (do not attempt – R.I.C.E. motion motion and strength; if there is no pain, full range of motion is and restored strength has returned to 95% of the same joint on the opposite side of the the body, player may return to action. weeks is usually the minimum recovery time. Full range of motion and full strength must be present. A doctor’s permission is required to resume practice. • when Return pain is gone - usually within • of Permission a dentist is required for • pain at fracture site • tenderness and swelling • deformity or unnatural position • loss of function in injured area • open wound and bleeding (compound) • complaints of joint slipping in and out • joint out of line • pain at the joint • Mild • Severe • Subluxation: Go by the pain range of level, • Surgery Severe: may be necessary. Six Return Return to Action FRACTURE Definition— in a bone. A simple fracture is a broken bone, but with unbroken skin. A bone broken and skin. broken compound fracture is a Symptoms DISLOCATION Definition — Symptoms Care Return Return to Action USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA a a bruising of the skin caused by a any any injury to mouth or teeth Store themStore in a moist, sterile cloth. They may be reinserted in some cases. (make sure (make blood excess does not clog airway). (R.I.C.E.) (R.I.C.E.) for the first three days. eight. padding. blister blister at the edge; force the fluid out. possible (e.g., proper size and/or shape of the skates). pain pain and full range of motion. • to a player hospital. Transport • any teeth that Save free. knocked were • Clear the airway where necessary. • Stop the bleeding with direct pressure • pain • bleeding • loss of tooth (partial or total) • Contrast treatments for four days through • activity Restrict and wear protective • Ice, Rest, Compression and Elevation • tenderness around the injury • swelling • localized pain • Put disinfectant on the area. • the Cover area with a Band-Aid. • Alter the cause of the problem when • Clean the site with disinfectant. • Use a sterile needle and puncture the • when Return there is absence complete of • unless pain immediately, is severe Care Symptoms DENTAL INJURY DENTAL Definition — Care Symptoms BRUISE Definition — direct blow Care Return Return to Action Return Return to Action AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 179 | Risk Management Risk | a a forceful blow to mid-abdomen area bleeding bleeding from the nose a a tearing or cutting of the skin airway airway if necessary. composure composure and breathing has returned to normal rate. five minutes will usually stop the bleeding. doctor withinhours. 24 wound wound can from be furtherprotected injury. • the mouthpiece Remove and clear the • Do thenot move player. • Call for medical assistance. • Do the not remove helmet. • of Permission a is physician required. • bleeding • swelling • pain • deformity of nose • rapid, shallow breathing • gasping for breath • sure Make no other injuries exist. • Place on player his or her back. • Get the to relax player and breathe slowly. • after Return five minutes of rest to regain • bleeding • swelling • Direct pressure to the wound for four to • Clean the wound with disinfectant. • R.I.C.E. • If stitches are required, send the to a player • as Return soon as the pain is gone, if the Return Return to Action NOSE NOSE BLEED Definition — Symptoms LOSS OF LOSS WIND Definition — that causes inability to breathe Symptoms Care Return to Action LACERATIONS Definition — Symptoms Care Return Return to Action USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA any any injury that causes the to player be any injury in which the player is unable is player the which injuryin any immediately. If localized immediately. pain persists, obtain medical assistance. an an injury to the spinal cord or brain. responsive to responsive light and dark trying to follow a finger moving in front of the eyes neck injury may be present. levels throughout levels the entire range of motion of adjoining joints. may may be carefully moved when dizziness disappears. with Players head injuries should from be furtherremoved practice or competition that day and should be carefully observed. • A simple fracture may not be evident • Any time a is player unconscious, assume • is player unconscious • cuts or bruises to head area • dizziness • pupils unequal in size and/or non- • disoriented • unsure of name, date, or activity • of unsteady when movement eyeballs • The same symptoms as for noted back or • when Return full range of motion is present. • Strength must be returned to pre-injury • of Permission a is physician required. • of Permission a is physician required. • If the symptoms are above present, player • Obtain medical assistance. Care HEAD INJURY HEAD – INJURY UNCONSCIOUS — Definition Symptoms to to respond to external stimuli by verbal means or visual Symptoms unable unable to respond in a coherent fashion to known facts (names, date, etc.) HEAD INJURY HEAD - INJURY CONSCIOUS Definition — Return Return to Action Return Return to Action Care AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 180 | Risk Management Risk | a a strain is a tretching or tearing of the non-injured non-injured limb throughout range of motion injury with no of favoring the injury contracting contracting the muscle in question not pain; start as soon as the is player able eight stretch as stretch far as they could pre-injury? limbs. Do both sides of the body appear equally strong? (e.g., skating, passing, shooting) without the favoring injury? • pain and swelling are gone • full range of motion is reestablished • strength and stability are within 95% of the • light formal activity with no of favoring the • to moderate full intensity formal activity • return to formal practice and competition • localized pain brought on by or stretching • unequal strength limbs between • R.I.C.E. for the first three days • to Stretching the point of discomfort but • Contrast treatment for four days through • Check the Can flexibility. theplayer’s player • Check the strength the between player’s • Can the athlete perform basic taskshockey • mild strain –• one to two days strain moderate –• four to six days strain – severe one to two weeks or more Return Return to Action MAINTAINING APPROPRIATE RECORDS APPROPRIATE MAINTAINING The immediate care that you provide to an injured player is important to limit the extent of the injury and set the stage for appropriate rehabilitation and to sufficient, however, not is It recovery. quick a thus terminate your care with additional these two brief areas. but Two completed. The valuable first tasks of personal injury report form and the second is to log these should is be to the injury on complete your summary of season injuries. a STRAIN Definition — muscle or tendons that attach the bone. It is commonly referred to muscle as a “muscle pull.” to the Symptoms Care Return Return to Action USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA a a stretching or a partial or complete pain pain where the skate laces are tied injury if pain is Use severe. a stick hockey as a splint. the laces are tied. while while the victim breathes through his or her mouth. for medical assistance. the bleeding has stopped for several minutes. more A competition that doctor’s day. permission is required if a fracture has occurred. • R.I.C.E. • See a physician. • extended rest • surgery • can Player return immediately. • pain at the joint • by motion pain at aggravated the joint • tenderness and swelling • looseness at the joint • Immobilize the at player the time of the • if Rest the pain continues. • localized pain • small, swollen area • Lace skates down one eyelet. • Put foam rubber under the tongue where • If the bleeding cannot be controlled, call • Calm the athlete down. • Get the athlete into a sitting position. • Pinch the nostrils withtogether fingers • Following a minor nosebleed, return when • Following a serious nosebleed, allow no Care SPRAIN Definition — Symptoms Return Return to Action tear of the ligaments surrounding a joint Care Symptoms Definition — SKATE BITE SKATE Care Return Return to Action AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 181 | The As long Start with simple Risk Management Risk | Stretching activities, throughout the range of motion) at the injured area The The chance of an injury recurring is greatly increased if a returns player to action too soon. 3. normal size and (strength power 4. normal speed and agility 5. normal of level fitness as as players remain free of pain, they should proceed with their program. If pain eliminate pain-producing reoccurs movements until they they are should pain-free again. main main goal of a rehabilitation establish program range is of to motion, re- strength, muscular endurance at the point of injury. power and If a physician is not overseeing an injured player’s probably will rehabilitation thetaskof rehabilitation, fall upon the form exercises training calisthenicsweight and the basis of a coach.rehabilitation program. stretches. Presence of pain during movement is the if to determining thekey activity is too stressful. The onset of pain means too much is being attempted too soon. When players can handle the stretching, then calisthenics and weight training can be added to the program. Absence of Pain Most injuries are accompanied by the when pain, immediately evident always not is pain the although injury occurs. the Usually, pain disappears quickly if the injury is a bruise, a strain or a minor sprain. For more serious injuries such as dislocations, tears, or fractures, the pain may remain for days or weeks. When the pain is gone, stretching the portion player of a can rehabilitation program. start the Full Full Range of Motion Injuries generally reduce around the a joint. range The particularly motion, of range in reduction the of more greater severe motion the injury, the when the injured area has been soon immobilized. as they As are able, injured players should start moving the injured area in a progressively normal For way. example, if the player has strained a groin muscle, a fairly common injury early in the season, he or she should stretch the possible muscle as much as withoutbut, severe injurywas the if slight be may movement causing with pain. stretching, Initially, the full the range of motion will USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA 1. absence of pain 2. full range of motion at the injured area recurring are greatly increased if a player returns too returns player a if increased greatly are recurring soon. The following five criteria should be met, in order, before allowing an injured player back into full competition. They are: fully recovered. However, chances of an injury General General Procedures will not players minor Most injuries suffered your by player, the you, Therefore, physician. a by treated be and the player’s parents will determine when player the returns to the reduce will practices thatmissing realize parents action. Players, coaches player’s ability to help the team and and that the loss of practice time will reduce the opportunity to perfect the skills of the game. Pressure is often exerted on the coach to play injured players before they are REHABILITATION REHABILITATION Decisions about the rehabilitation of injuries and re- a to according made be must competition entryinto flexible set of guidelines; not hard and Every fast individual rules. on your team and each unique. Therefore, rehabilitation techniques injury and re- is entry criteria will differ for each injured player. Summary of Season Injuries A Summary of Season Injuries that when type record lists to injuryyou withfor space a each type of of injury occurred. At the end of should the total the season incidences of you each injury to see if there is a trend to the kind of injuries your team has suffered. If a trend exists, methods in all evaluate areas of practices and your games. Try to training alter drills or circumstances that may injuries. be Perhaps causing your practice routine ignores overemphasizes or some may that action of course a on Decide conditioning. area of be stretching implemented for next or appropriate season changes you and wish note to season or thepractice plans. make on your Personal Personal Injury Report Form It is important for you to maintain a record of the injuries that occur to your players. This information may be helpful to guide delayed care treatment or and medical may be very important if any problems in develop connection with legal the injury. AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 182 | Risk Management Risk remember – you are | If you are in doubt about how to The longer the layoff, the more conditioning conditioning work they will need. injured injured area. Someone with a sprained ankle may not be able to skate, but Someone with a wrist broken may be able to jog or may be able to swim. ride a bike. Encourage this type of activity, because maintain portions to helps it theirof pre-injury levels of fitness. Players who have missed long periods of days several for practice should injury an to due time after meeting the previous allowed criteria to before play being in a system game. Their and cardiovascular musculature need time to adjust to the demands of the endurancethe game. of the injured SUMMARY This chapter was an attempt to acquaint you you how and with hockey with associated injuries various you If injuries. these with deal to prepared be should have prepared your first aid kit, brought along the medical records and familiarized yourself with the different types of injuries, you should handle be whatever situation able arises. to Follow the steps that are outlined for you and not a doctor. proceed and call for professional help. Do not make not Do help. professional for call and proceed decisions about treatments if you are not qualified to them.make Most confidence. with and quickly react Remember, injuries will be minor and the injured need players only will a little reassurance before they can moved to the bench area. be Injuries will occur always in ice Therefore, you hockey. must prepare yourself to deal responsible manner. with whatever happens When the in pain is gone, and a the range strength, of calm, motion, agility and normal, your conditioning player is ready are to resume entire process may take two backdays for play. a bruise to The 12 to weeks or more for a fracture. In either case, if you guidelines of thethis general chapter, followed have you know you have acted in interest of the Participation is player. important, but the best long-term only if the participation is achieved with a healthy rush to thetemptation and thepressure Resist body. players into a game before they patience will be rewarded in terms of are the long-term ready. Your health and performance of your players. Your goal is to have Your USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA To To determine when full strength and muscular muscular endurance to the injured area. The The main goal of a rehabilitation is program to re-establish re-establish range of motion, strength, power and Level of Level Fitness Every extended layoff reduces the level of muscular fitness. While therecovering, may player be able to exercise other body parts without affecting the Strength and Size After a body part has been immobilized (cast, splint wrap or disuse), weaker muscles than become they were smaller because prior a and to cast is the removed injury. and “healed” the does Just not injuries mean that have players are ready to practice or play at full speed. Loss of muscle mass a resume player the Letting strength. of loss a means normal practice schedule returned to pre-injury levels could lead before to re-injury. strength Strengthening the injured area should be done very has conservatively. If weights are used, start with light thethrough entire perform and the exercise weights range of motion. If the exercise causes pain, then should lighter weights be used. eventually eventually return. When the player can move strengthening range, normal its through joint the injured should exercises begin. Normal Speed and Agility If the lower parts of the body were injured, skating drills that incorporate progressively more changes intense of speed and/or direction, stopping accelerating and will provide a good indication of If theplayer’s recovery. the upper part of the body was injured, passing and attempted shooting also. drills In players, your should try to observation detect be any favoring of of the injury inability injured or to smoothly perform a skill intensities. at When increasing players can move speed and they agility, are almost ready to play. at pre-injury the players regain full strength through the entire range of motion before allowing them to return to competition. to area the compare injured regained, been has size the non-injured area on the opposite body. side When of the both areas strength then the are players may progress to of the next equal phase of recovery. size and AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON Section 6 Section Appendices AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 184 | Appendices | USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA

• Assumption of Release of Liability, Risk Waiver and Indemnity Agreement • Attendance/Injury Report Form • Injury Reporting Form • Insurance and Information Form Player

• Coach Self-Evalution Form • History Consent to Form Treat/Medical

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 PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 185 | Appendices | COACH SELF EVALUATION COACH USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Using the following chart, evaluate how well you carry out your roles as a leader, teacher and teacher leader, a as roles carryyour out you well how chart,evaluate following the Using to to learn a skill______sequence sequence and progressions Need Excellent Good Improvement 5. 5. Communicate effectively ______4. 4. to Attend details ______3. 3. parents assist Have in the program ______2. 2. Select very good assistant coaches ______1. 1. Plan effective practices ______As As an I: Organizer, 6. Teach more than 6. Teach just skills ______hockey ______5. Realize 5. athletes Realize learn skills at different rates ______4. Realize 4. athletes Realize differ in their readiness 3. Teach skills 3. using Teach understandable language ______2. Teach the 2. skills Teach using the proper ______1. Teach the necessaryTeach 1. skillshockey ______As a Teacher, I: As a Teacher, 7. Help athletes maximize their7. potential ______6. 6. effectivelyInteract with parents ______5. 5. a Have positive relationship with officials ______4. 4. leadership Develop skills in my athletes ______3. 3. Am a good role ______model ______2. 2. Use a democratic coaching style ______1. 1. Establish goals ______As As a I: Leader, organizer. organizer. For each statement, select the word that best describes you. This yourself throughout the season. chart can be used to assess For the Coach: the For AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON  "1 Allergies Allergies ______Diabetes ______Other ______K K K No If yes, please explain on back. K Yes No If yes, please list all medications on back. No If yes, when? ______when? yes, If No K K K Yes Yes K K Hernia Heart murmur Asthma High blood pressure Kidney problems  + '"3 K K K K K +*."*/+-" /"!& (&./+-3+-) +*."*/+-" /"!&      
       Fainting spells Convulsions/epilepsy Neck or back injury Head Injury Insurance Company: ______Company: Insurance Policy Number: ______ress: ress: ______K K K K proper proper first aid treatment on the back of this form. provided to all USA Hockey registered team participants. For further details visit usahockey.com or usahockey.com visit details further For participants. team registered Hockey USA all to provided  1"3+0% !
+-!+3+0 0--"*/(3% 1" *3+#/%"#+((+2&*$ you had Have a recent tetanus booster? for contact contact USA Hockey at (719) 576-USAH. Are you currently taking any medications? Has Has a doctor placed any restrictions on your activity?    implications its and problem the describe please yes, is questions following the of any to answer the If Hospital Hospital of Choice: ______Excess Excess accident insurance up to $25,000, subject to deductibles, exclusions and certain limitations, is Add Name: ______Physician’s Phone: ______ -"*/0 -!& * !0(/ -/& &, */&$* /0-" /"  -"*/0 -!& * !0(/ -/& Name: ______Phone: ______    If said participant is covered by any please insurance complete company, the following: that could arise from participation in USA Hockey sanctioned events. care from any licensed physician, hospital, or clinic for the above mentioned participant, for any injury any for participant, mentioned above the for clinic or hospital, physician, licensed any from care adult adult participant, give my consent to USA Hockey and its medical representative to obtain medical guardian guardian of ______, (athlete participant), or for myself as an This is to certify that on this date, I ______, as parent or AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 187 | Appendices | Date Signed ______Signed Date This form to be retained by local program. local by retained be to form This Waiver of Liability, Release Waiver Liability, of USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Assumption of Risk & Indemnity Agreement Indemnity & Risk of Assumption s insurance policies, which could any coverage. affect For example, there is no liability coverage for claims ARTICIPANT SIGNATURE P PARTICIPANT NAME (PRINT) NAME PARTICIPANT (if Participant is 17 years of age or younger) PARENT OR GUARDIAN SIGNATURE GUARDIAN PARENT OR ______Age ______Age ______Signed Date ______of one player against another player. Read your brochure carefully and, if you have any questions, contact USA Hockey or a District a or USA Hockey contact questions, any have you if and, carefully brochure your Read player. another against player one of Manager. Risk and participant (and parent(s)/guardian(s), if applicable) does(do) so on behalf of my/our and participant’s heirs, executors, heirs, and participant’s damage, and and property injury, associations my/our personal of local for liability affiliates, from behalf activities, its on team Inc., releasees so member USA Hockey, relieve and for include and USAHockey, claims “Releasees” waive events with all and USAH releasees. of exempt, any in does(do) to any, if or registration negligence, relinquish agreement the and whenever participate this including to of release thereto, negligence, by purpose allowed waive, participant’s caused the if is applicable) incidental It being including and applicable) if death, if activities undersigned wrongful USAH) as the and/or of participant, employees. Inc., person of and its affiliate out agents associations, hockey, together local directors, associations, arising to ice member officers, teams, their event of hosts, them, of other each participants,and participant, coaches, to guardian(s) officials, sport sponsors, consideration advertisers, occurring referred the legal in participant’s death or to and (all wrongful or For damage risks activities, parent(s) teams property the team injury, (and member involve personal member for including events, participant action, parent(s)/guardian(s), of activities USAH cause(s) in others, and team of liability (and relinquished, and member released negligence participation waived, and hereby of are the have may or applicable) if hockey guardian(s), legal or ice however they parent(s) occur participant and forthat such participant’s period the (and said the activities of participant in that may continue, participant and by this agreement hockey ice to any understand such negligence claims, relating risks and rights, described all and the and assume causes and by of action understand acknowledge, caused if administrators and assigns. be applicable) if full may have activities, I/we relinquishment that parent(s)/guardian(s), and team and therefrom participant’s dangers arise (and may and which Participant parent(s)/guardian(s), damages and member release death, risks and any paralysis These and participant’s member disability, waiver, and total or (and hockey risks. partial the injury, ice in bodily said including participates of Participant within participant if time. increase this knowledge will at included dangers and those are risks these including and foreseeable including the “releasees” agreement, identified shall below. participants, others, this reasonably stronger These risks and and throughout dangers include, not but are faster not limited or bigger, to, and/or those arising us described from participating to with agreement dangers and known risks not the this of team activities in an age group above that which participant further acknowledge would normally that participate there all may be in. I/We of that participant dangers agree of from and and arising any, risks understand if corporation the remainder of risks, acknowledge, the By-Laws the negligence the assume including applicable) and the USA of Hockey, by rules the understand under bound be and caused request. by written abide upon acknowledge, to I/We members USA agree to Hockey unenforceable, available are paragraph. Copies applicable) if preceding published. currently as provisions, clause agreement arbitration the and parent(s)/guardian(s), this of participant’s (and failure or part performance, the any from Participant arising this of scope the within negligence) included on that understand and based acknowledge and premises action related of and rinks renders hockey ice of cause use and any conditions the (including action of cause any is release and waiver releasees. by jurisdiction instruction or at existing conditions dangerous of warn to failure supervision the for and areas said of control or supervision negligent inspection, or maintenance, perform, to releasees, certain of selection negligent controlling for rinks, said any in law you and rights, legal your the affects agreement This If law. controlling by allowed any, if extent, full the to enforceable remain nevertheless agreement. this concerning attorney death an wrongful or consult to injury wish personal AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON

ATTENDANCE/INJURY REPORT Coach: ______Month: ______Year: 20______

DAY OF MONTH 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 COMMENTS

P=practice G=game ROSTER 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

KEY NOTE: If a player is at practice/game and has no sickness or injury, leave box blank. I Injured N New injury happened during practice/game T Tardy to practice/game E Excused — sick or ill R Reinjury to same body part __ Other ______U Unexcused — did not practice/play; discipline or skipped G Gone from team — quit or removed from team __ Other ______L Limited practice/play due to previous injury (no contact) X Missed practice/game from a non-hockey injury __ Other ______AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON NO NO NO Coach Manager Spectator q q q q q q YES YES YES YES YES YES NEW INJURY? NEW (according to injured player) injured to (according q q q PENALTY CALLED? PENALTY INTENT TO INJURE? TO INTENT Player Referee Volunteer Other ______INJURED’S CATEGORY INJURED’S q q q q

Groin Hip Leg/Knee Ankle Foot/Toe Chest Abdomen Back/Spine Buttocks q q q q q q q q q on diagram where injury where on diagram occurred) X ( Please indicate the injured player’s defending goal defending player’s the injured indicate Please BODY PART AFFECTED PART BODY Hand/Finger Head/Scalp Face/Nose Eye(s) Mouth/Teeth Neck/Ear Shoulder Arm/Elbow Wrist (Check the affected areas and indicate left or right side) right or left indicate and areas affected the (Check q q q q q q q q q LOCATION ” is defined as: Any ice hockey related ailment, occurring on the rink or player’s “injury INJURY REPORTING FORM INJURY Fracture Dislocation Concussion q q q TYPE INJURY OF Caused by a body check body a by Caused puck/ball playing Incidental to HOW INJURY OCCURRED INJURY HOW q q No apparent contact apparent No Other ______Contact with floor puck by Struck Struck by a stick a by Struck Contact with skate Contact with goal/net contact Body with person another Contact with boards Sprain Other ______Laceration Strain Contusion ______

______Brief description of injury (what happened): ______happened): injury(what of description Brief ______What What action for was taken injury? ______Name of Person Treating ______Phone ______Phone Treating of Person Name q q q q q q q q q q q q q q Name ______Date of Injury _____-_____-_____ Trainer/MD Name ______Name Trainer/MD Injury _____-_____-_____ of Date ______Name Street Address ______Code Zip ______State ______City (team)______opponent Game ______G) D, C, injuryof (W, time at played Position ______event) of game etc. 3rd, 2nd, (1st, frequency Game ______After) OT, 3, 2, 1, injury(Warm-ups, of Time bench, that kept (or would have kept) a player bench, a out that (or kept) player of kept would have practice or hourscompetition for or 24 required medical attention (trainer, nurse or doctor) and all concussions, lacerations (cuts), dental, and eye nerve injuries. One One form must be completed for each AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 190 | Appendices | USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA INSURANCE & PLAYER INFORMATION PLAYER & INSURANCE Address: ______City: ______State: _____ Email: ______Email: _____ State: ______City: ______Address: ______Phone: & Name Doctor’s ______Code: Zip Father’s ______Name: Mother’s ______Name: ______No.: ______Policy Company: Insurance ______Medications: ______Allergies: Name: ______Date of Birth: ____/____/____ Phone: ______Phone: Birth:____/____/____ of Date ______Name: Name: ______Date of Birth: ____/____/____ Phone: ______Phone: Birth:____/____/____ of Date ______Name: ______Email: _____ State: ______City: ______Address: ______Phone: & Name Doctor’s ______Code: Zip Father’s ______Name: Mother’s ______Name: ______No.: ______Policy Company: Insurance ______Medications: ______Allergies: Name: ______Date of Birth: ____/____/____ Phone: ______Phone: Birth:____/____/____ of Date ______Name: ______Email: _____ State: ______City: ______Address: ______Phone: & Name Doctor’s ______Code: Zip Father’s ______Name: Mother’s ______Name: ______No.: ______Policy Company: Insurance ______Medications: ______Allergies: Name: ______Date of Birth: ____/____/____ Phone: ______Phone: Birth:____/____/____ of Date ______Name: ______Email: _____ State: ______City: ______Address: ______Phone: & Name Doctor’s ______Code: Zip Father’s ______Name: Mother’s ______Name: ______No.: ______Policy Company: Insurance ______Medications: ______Allergies: Name: ______Date of Birth: ____/____/____ Phone: ______Phone: Birth:____/____/____ of Date ______Name: ______Email: _____ State: ______City: ______Address: ______Phone: & Name Doctor’s ______Code: Zip Father’s ______Name: Mother’s ______Name: ______No.: ______Policy Company: Insurance ______Medications: ______Allergies: AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 191 | East Risk Appendices Keep Young Keep | Willowdale, East East Lansing, MI: Teaching Sport Teaching Willowdale, Willowdale, Ont., East East Lansing, MI: Youth New York: Simon & New York: Schuster. Pre-Season Pre-Season Checklist for Youth East East Lansing, Sports MI: Youth Building Your Own Building Coaching Your The Prevention and Treatment The of and Prevention Treatment Motivating Your Athletes. Athletes. Your Motivating Communication Communication Skills for Coaches Questions Questions Parents Should Ask (in Focus Ont., Series). Gloucester, Sport Coaches. Institute, Michigan State University. Management for Hockey. Management for Hockey. Injuries Injuries in the(in Athlete Focus Young Series). Ont., Canada: Gloucester, The Coaching Association of Canada. Centre Canada: Development for Hockey Ontario. Child and in Your Hockey. You Ont., Canada: HDCO. (in FOCUS Ont., Series). Canada: Gloucester, The Coaching Association of Canada. Skills to Young Athletes. Athletes. Skills to Young Sports Institute, Michigan State University. Profile Canada: The Coaching Association of Canada. and Recognition, Prevention, Care of Common Sports . Injuries Kalamazoo, MI: SWM Systems, Inc. Lansing, MI: Youth Lansing, Sports MI: Youth Institute, Michigan State University. About Youth About Sports Youth Programs. Sports Youth Institute, Michigan State University. Athletes Healthy. Healthy. Athletes Hockey Development Centre Development for Hockey Ontario. Centre Development for Hockey Ontario (1982). R.D. Howell, (1980). Hendry, L. (1987). Hendry, L. (1987). Gowan, G. (1987). G. Gowan, (1987). Hackworth, C., Jacobs, K., and O’Neill, C. (1982). Haslan, I. (1988). Gould, Gould, D. and M. Weiss, (1980). Gould, D. (1980). Gould, D. (1980). Figelman, A.R. and Young, P. (1991). (1991). Figelman, A.R. P. and Young, J. (1980). Foley, (in Call Call Me Manitoba, Belconnen, Sports Austin, Austin, TX: Kiel The The Hockey USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA (in FOCUS Series). Reston, VA: Reston, Willowdale, Willowdale, Ont., They’re Calling You Coach. 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Coach—An Coach—An Introduction to Coaching. Indianapolis, Indianapolis, IN: Masters Press. Canada: Hockey Development Centre Canada: Development for Hockey Ontario. Winnipeg, Canada. Manual. Administrator’s Publications. East Lansing, Sports MI: Youth Institute, Michigan State University. Focus Series). Gloucester, Focus Ont., Series). Canada: Gloucester, Coaching Association of Canada. Can Reinforce the Positive Values of the Can SportValues Reinforce Positive Coaching: Coaching: SportsAustralian Australia: Commission. Effective Effective Communications Ont., Canada: Gloucester, The Coaching Association of Canada. Edmonton, Edmonton, Alb., Canada: Alberta Sport Council. Orthopaedic Society for Sports Medicine & Sports Medicine Committee of the United Association (1982). States Tennis Injuries—An Aid to and Prevention Treatment. Co. BristolMyers CT: Coventry,

AAHPERD. Coaching Coaching Association of Manitoba (1990). Doherty, P. and Hedley, B. (1982). B. and (1982). Hedley, P. Doherty, Brown, E. (1983). Brown, E. (1983). Burnett, D.J. (1993). Bell, K. (1985). Bell, K. (1985). Bearpark, B. (1988). Bearpark, B. (1988). Australian Coaching Council (1990). Beginning Coaching Australian Council (1990). American College of Sports Medicine, American Anshel, M.H. (1989). Alberta Sport Council.

AAHPERD. AAHPERD. Appendix Appendix 2: Suggested Readings AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 192 | Fair Carmel, Carmel, IN: Playing Playing It Appendices Getting Program Program for Ottawa, Ottawa, Ont., | Champaign, Champaign, IL: Youth Sports Youth Guide for Reston, VA: AAHPERD. VA: Reston, Available from Hockey Available Colorado Colorado Springs, CO: The The Johnson & Johnson Gloucester, Ont., Canada: Gloucester, Cincinnati, Cincinnati, OH: Betterway Hockey From theHockey Ice Up, The How To Be How An To Effective Parent Parent Introduction to Youth The The Parent’s Guide to The The Coach. New York: Warner Books, Warner Inc. New York: Acquiring Skill Acquiring in Sport. Glou ces ter, Ont., Canada: ter, The ces Glou (1987). East East Lansing, Sports MI: Youth The Relationship Between The Coach Between and Relationship Colorado Colorado Springs, CO: USA Hockey. T. T. Gloucester, Ont., Canada: Gloucester, The A A Winning SportsPhilosophy for Youth Colorado Colorado Springs, CO: USA Hockey. Smart Hockey. Smart Hockey. Available from Development Hockey Available Introduction Introduction to Coaching: Communicating Safe. Safe. Centre for Ontario. Coaching Hockey. Coaching Hockey. Books. Centre Development for Ontario. Coaches Coaches and Parents. Hockey. Hockey. of How Hockey. To’s USA Hockey. Coach. Coach. Coaching Association of Canada. Parent. Woodstock, Ont., Woodstock, Canada: Sports Dynamics. with Parents. Coaching Association of Canada. Human Human Kinetics Publishers. Athletic Coaches Education (PACE). Cooper Publishing Group. (1981). Programs. Institute, Michigan State University. Started in Hockey. Started in Hockey. The Coaching Association of Canada. First Aid Book. Play Play Codes for Children in Sport. Canada: Canadian Council on Children and Youth. VIDEOS M. Bossy, League. Hockey Metropolitan Toronto USA Hockey (1982). (1982). USA Hockey Zulewski, R. (1993). Thomas, J.R. (Ed.) (1980). Thomas, J.R. (Ed.) (1980). USA Hockey. Woodcock, Smoll, F. Smoll, F. J. (Ed.) (1979). Taylor, Seefeldt, V. and Brown, E.W. (1992). and (1992). Brown, E.W. Seefeldt, V. Smith, Smoll, F.L., R.E., Seefeldt, V., and Gould, D. Sharp, B. (1992). Rosenberg, S.N. Rosenberg, (1985). Sabock, R.J. (1985). Sabock, R.J. (1985). Robitaille, Robitaille, G. and D. McKee, (1992). National Task Force On Children’s Play (1979). Force On Children’s National Task Play (1979). Leeds, Minor Introductory Introductory and Safety Coaching Safety First Safety Leeds, Leeds, UK: The St. St. Paul, MN. Hockey: The Hockey: USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA New York: Everest New York: Introductory Study Coaching ACTION, 76 (6): 52-54. 76 Little, Little, Brown & Co. Ste. Anne Ste. de Bellevue, Willowdale, Willowdale, Ont., Canada: (Technical Evaluation of the (Technical Evaluation Technique du Evaluation Technique Hey Hey Coach, with Winning Ways Madison, Madison, WI: Wisconsin Successful Successful Coaching. Teaching Hockey Skills. Hockey Teaching Leeds, Leeds, UK. Using Using Video in Sport. Leeds, Leeds, UK. Journal Journal of Health, Education, Physical Leeds, Leeds, UK. Study Study Pack Number Four: Technique. Improving Leeds, UK. Sportsmedicine Book. Pack Number . Three Leeds, UK. With Study Pack Number Working Seven: Children. Injuries. Handbook Handbook One: The Coach at Work. Willowdale, Willowdale, Ont., Canada: Hockey Centre Development for Ontario. Hockey in Hockey Ontario. Centre Development for Hockey Ontario. injuries. and Recreation Dance, UK: National Coaching Foundation. . Leeds, UK. Handbook Two For Coaches. Hockey Player in Player French). Quebec, Hockey Canada: Editions du Pelican. Champaign, IL: Leisure Press. joueur joueur de Hockey National National Coaching Foundation, Springfield Books, Ltd. Que., Que., Canada: Publications. Palmquist Safe-Healthy Hockey. Safe-Healthy Hockey. International International Skills Rating Index. Athlete’s HealthAthlete’s Handbook. House. Young Athletes. Athletes. Young Committee for The of Prevention Child Abuse. National National Coaching Foundation. National Coaching Foundation (1984). National Coaching Foundation (1984). National Coaching Foundation (1984). National Coaching Foundation (1984). National Coaching Foundation (1984). National Coaching Foundation (1986). National Coaching Foundation (1986). McPherson, B. and Davidson, L. (1980). Mirkin, G., and Marshall, H. (1978). Micheli, L.J. (1985). Preventing youth sportsPreventing Micheli, L.J. (1985). National Coaching Foundation. National Coaching Foundation (1986). Martens, R. (1990). Martens, R. (1990). D. McKee, (1980). Marcotte, G. (1975). G. Marcotte, (1975). Lyons, K. (1988). K. (1988). Lyons, Lefebvre, G. Lefebvre, and Gill, J. (1992). Keating & Keating Associates, Inc. (1986). . The Young Jackson, S. D., (1981) and Pescar, Hutchins, B. (1989). Hutchins, B. (1989). AMERICAN PREPARING FOR ROLE OF THE COACH SKILL DEVELOPMENT RISK MANAGEMENT APPENDICES DEVELOPMENT MODEL THE SEASON 193 | Coaches The The One Appendices | Hockey coaches Hockey and Champaign, Champaign, IL: Human A A mini-course for the youth New York: William Morrow New & York: (1990). Australia: Coaching Australia: (1990). Journal Journal of Education, Physical administrators administrators liability program. protection Madison, Wisconsin. order copies, (To write to Athletic Business, Publisher, PO Fenton Kelsey, Copies are Box 7006, Madison, WI 53707. $3.00 each). (2), Olympic Coach, Summer 2004, Vol.16 U.S. Olympic Committee, Colorado pp.4-7. Springs, Colorado. Publishing Veritas Inc. 1995 Toronto. Athlete. sport coach on legal responsibilities. Spotlight 1-2. on Sports, Youth 7, Genetics of Fitness and Performance. Physical Champaign, IL: Human Kinetics. Minute Manager. Minute Manager. Inc. Company, Council. Guide to Sports Injuries. Kinetics Publishers. checklist. checklist. 49. VA: Reston, and Recreation , Dance 57, American Alliance for Health, Physical Education and Dance. Bompa, Tudor O. Bompa, ‘Primer Tudor on periodization’. O. Bompa, From Childhood Tudor to Champion R. (1984). Borkowski, Bouchard, C., Malina, R.M., L. Perusse, 1997. Blue Blue Line Club, Inc. (1982). Bergeron, J.D. and Green, H.W. (1989). Bergeron, J.D. and (1989). Green, H.W. Blanchard, K., and Johnson, S. (1982). Bayless, Bayless, M., & Adams, A S. liability (1985). Beginning Coaching (pp. (pp. 33-49). Athletic USA Hockey Coaching Education Program Level 1 Manual Manual 1 Level Program Education Coaching Hockey USA Bolinas, Bolinas, CA: Boston: Boston: Houghton Tips on Training Stretching. Stretching. Surviving Exercise: Judy Alter’s Safe

Shelter Shelter Publications. Sports A for Policy: Developing Framework Junior Sports in Pirie Australia’. Printers Pty Limited, Canberra. updated 08/98. Council, National Association for Girls and in Women Sport. 8 No. Vol. 1 Coaches Report, Summer 2001, Canadian Professional 2001 Coaches Association Accesses throughDevelopment’. Athlete National Austrailia Junior Triathlon 2005 article.Framework Development aftermath of early sport specialization for highly qualified swimmers', Fitness Sports International, August Review young champions developing summit report, USOC Sport Science Report, and Technology Colorado.

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