CEP Level 3 Manual - Rushmore Hockey Association

T A B L E O F C O N T E N T SUSA Hockey CoachingEducation ProgramLevel 3 ManualMark TabrumDirector, Coaching Education Program

T A B L E O F C O N T E N T SPrefaceThroughout the United States, the sport of ice hockey has grown in interest and participation.With an attempt to meet the coaching education demands of all our volunteer coaches, USAHockey provides a comprehensive Coaching Education Program. Since 1974 the CoachingEducation Program has been evolving on an ongoing basis, and during that time USA Hockey hasconcluded the following:1. Quality coaching is the single most important factor in the development of our athletes as wellas the sport itself.2. The experience a player will gain through participation in ice hockey is directly influenced bythe coaches’ qualifications as well as their coaching education background.3. The curriculum, materials, and manuals of the coaching education program must be keptsimple, practical, age specific, and user friendly.It is also the intent of USA Hockey that, through a comprehensive but practical educationalsystem, the organization will meet the educational needs of our volunteer coaches.This manual represents a part of the new direction which will take USA Hockey’s coachingprogram into the 21st century. Although this manual represents something new in the coachingeducation program, it also contains general coaching effectiveness methods and ice hockeyspecific material from USA Hockey’s first manual Fundamentals of Coaching Youth Ice Hockey,which has been updated and revised so that it may be incorporated into this manual. Therefore,gratitude is extended to Dr. Vern Seefeldt, Paul Vogel, Keith Blase, Lou Vairo, Dave Peterson, KenJohannson, as well as other authors involved in the first Associate Level Manual.Sincere appreciation is also extended to the many people who contributed to this publication.Also, a special thanks to USA Hockey’s Coaching Section, Youth Council, Legal Council and theCurriculum Committee. Finally, I would like to thank Val Belmonte (former Director, CoachingEducation Program) for his vision and hard work that he put forth in the Coaching EducationProgram. Through his direction, USA Hockey’s Coaching Education Program became the leaderin educating and training coaches in youth sports. Thanks for all of your support!As you read through the USA Hockey coaching materials, remember, create a fun and positiveenvironment and allow the players to be creative and enjoy our wonderful sport.Mark TabrumDirector, Coaching Education ProgramUSA Hockey, Inc.Preface | v

T A B L E O F C O N T E N T SAcknowledgementsWe wish to thank the following individuals for their assistance and contributions in the preparation of thismanual. All of your efforts added immeasurably to the final product, and your passion and dedication to thesport of ice hockey is deeply appreciated.Dr. Alan AshareKen AsplundBill BeaneyVal BelmonteAl BloomerLarry BruyereBlase BurkhartBill Corbo, Jr.Steve DagdigianPaul DavernJohn DiNorciaDave DurkinDick EmahiserDan EsdaleErnie FerrariTim GerrishBob GillenAlan GodfreySam GreenblattKen JohannsonMike MacMillanJoe MallenDr. B. Pat MaloyJeff MartenBob McCaigEd McGonagleJohn MicklerBob O’ConnorGlenn OlsonDoug PalazzariDave PetersonRay SchererDr. Vern SeefeldtRon SkibinJim SmithJack StoskopfKevin SullivanBill SwitajDavid TemkinMatt WalshJack WittDoug WoogPreface | vii

T A B L E O F C O N T E N T SUSA Hockey’sCoaching Education ProgramPurpose StatementThe objective of the Coaching Education Program is to improve the caliber and quality of coaching inamateur hockey. Five levels of achievement have been established to educate and train each coach, from thebeginner to the highly skilled expert.The Coaching Education Program is committed to developing coaches who will be effective instructorsand role models through a comprehensive education program at all levels of play. The program emphasizesfundamental skills, conceptual development, sportsmanship and respect for your teammates, opponents,coaches, officials, parents and off-ice officials.Thirteen District Coaches-in-Chief use coaching education personnel to conduct the first three progressivelevels of instructional coaching clinics. The Coaches-in-Chief themselves organize and conduct the moreadvanced Level 4 clinics, while the Director of the Coaching Education Program conducts the highest Level 5clinic. All registered Level 1-3 coaches are required to attend a clinic or recertify their status every three years,and Level 4 & 5 coaches require no additional recertification.Coaching Education Program personnel have developed a full range of instructional materials for coachesto use on the ice, as well as in the classroom. The materials are also used by the Player Development Programand the International Ice Hockey Federation. Materials include clinic manuals, PowerPoint presentations, andtraining videos.Preface | xi

T A B L E O F C O N T E N T SCoaching Education Required LevelsUSA Hockey requires that the following set of coaching education levels must be the minimumcriteria for districts and/or affiliates. It must be clearly understood that coaching education requirementsmust be monitored and enforced by the districts or affiliates. All coaches must have the USA HockeyCoaching Education Program card by January 1 of the current season.Level Of PlayCoaching Education Program Level8 & Under (Mite) Level 110 & Under (Squirt) Level 2 (Prerequisite Level 1)12 & Under (Pee Wee) Level 3 (Prerequisite Levels 1 and 2)14 & Under (Bantam) Level 3 (Prerequisite Levels 1 and 2)16 & Under; 18 & Under (Midget) Level 3 (Prerequisite Levels 1 and 2)Midgets (Tier I & Tier II National Tournament Bound) Level 4 (Prerequisite Levels 1, 2 and 3)Level Of PlayCoaching Education Program LevelHigh School Level 3 (Prerequisite Levels 1 and 2)Coach RegistrationAll ice hockey coaches as well as instructors of USA Hockey programs shall be registered for the currentseason (before the start of the season) in order to be eligible to coach/instruct in any regular-season activities(practices, clinics, games, tournaments, try-outs, etc.), state, district, regional playoff, national championshipsor in the USA Hockey Player Development Programs. There will be an annual fee to register the coaches (headand assistants) and instructors. Coaches may register as participants online at usahockey.com or through alocal association/member program (refer to Section I Participant Registration). Junior coaches shall registerwith and through their teams with the junior registrar.All ice hockey coaches (except for Juniors) shall be listed on the team roster as approved by theappropriate registrar. Junior coaches shall register with and through their teams with the junior registrar. Allregistered coaches as well as instructors shall receive a USA Hockey membership card and a subscription toUSA Hockey Magazine (See Registration, Individual Players/Coaches/Instructors).Note 1: All USA Hockey Coaching Education Program Instructors and National Player Development Campcoaches will be exempt from the annual participant registration fee, but must complete the participantregistration process.Note 2: The head coach and all assistant coaches of each disabled hockey team must complete the requiredCEP registration and proper level of certification. Those volunteers or employees who assist with helpingdisabled hockey teams (i.e. interpreters, pushers, on-ice mentors, etc.) must be properly registered but are notrequired to attend a CEP clinic and otherwise comply with these rules and regulations.All ice hockey coaches and instructors of registered USA Hockey youth/high school, disabled,girls/women’s 19 & under and below programs must properly wear an approved ice hockey helmet during allon-ice sessions, including practices, controlled scrimmages and coach and referee clinics (seminars).Registration, education and other requirements for inline coaches are as provided in the USA HockeyInLine Rules and Regulations.Level Of PlayJunior Tier I and II Level 4Junior Tier III (All Levels)Level Of PlayGirls/Women 8 & Under Level 1xii | USA Hockey Coaching Education Program Level 3 ManualCoaching Education Program LevelLevel 4 (Prerequisite Level 3 required)Coaching Education Program LevelGirls/Women 10 & Under Level 2 (Prerequisite Level 1)Girls/Women 12 & Under Level 3 (Prerequisite Levels 1 and 2)Girls/Women 14 & Under Level 3 (Prerequisite Levels 1 and 2)Girls/Women 16 & Under Level 3 (Prerequisite Levels 1 and 2)Girls/Women 19 & Under Level 3 (Prerequisite Levels 1 and 2)Girls/Women 16/19 & Under Level 4 (Prerequisite Levels 1, 2 and 3)(National Tournament Bound)Level of Play and Coaching EducationProgram Level RequirementsEducation level and coaching prerequisite requirements are noted in the Coaching Education Chart. Theserequirements must be strictly adhered to.Evidence of LevelAll USA Hockey coaches will possess a USA Hockey Coaching Education Program card with a validverification sticker. Coaches must have the CEP card in their possession for all USA Hockey games.It is the responsibility of the local association to identify those coaches who do not meet the certificationrequirements. All coaches have until December 31 of the current season to attend a USA Hockey coachingclinic(s) to become properly certified at the level of play that they are coaching. During this time, and prior tothe start of each game, coaches shall indicate their current coaching certification status on the scoresheet,regardless of their certification level.Beginning January 1 of the current season, prior to the start of each game, all coaches present, from eachteam, are required to sign the designated area of the scoresheet in order to verify the accuracy of the playingroster, as it appears on the scoresheet, for that game. In addition, all coaches must include their USA HockeyCoaching Education Program (CEP) card number, their CEP level (levels 1-5) and the year their CEP level wasattained. The CEP card number, level and year attained shall be printed legibly next to the coach’s signature(except for Juniors).If a coach cannot produce his/her current USA Hockey Coaching Education Program Card prior to thestart of the game, it must be noted on the official game scoresheet.Preface | xiii

T A B L E O F C O N T E N T SContinuing Education RequirementAll coaches below Level 4 shall progress through the Coaching Education Program, attending a coachingclinic at least once every three years through Level 3. After a coach has completed Level 3, the coach shall doone of the following within three years to maintain certification: attend another Level 3 clinic, take a USAHockey Continuing Education Course (i.e. attend a High Performance Workshop, complete the online Level3 Recertification program) or attend a Level 4 clinic as per the Coaching Education Program Requirementchart. Once Level 4 is achieved, there is no further requirement for recertification.If a coach’s certification below Level 4 was received more than 3 years from the current season, the cardis rendered invalid/expired. Level 1 or 2 coaches must attend a clinic at the next level and Level 3 coachesmust choose one of the certification options in order to reactivate their status.Penalty and EnforcementAll coaches must be certified at the proper CEP level for the level of play in which he/she is coachingbeginning January 1 of the current season. It is the responsibility of the District/Affiliate to have a documentedpolicy in place regarding non-compliance. The District/Affiliate will determine what the penalty shall be to theindividual coach who fails to produce a current coaching education card with appropriate verification of level.It will be the responsibility of the local association registering the team to enforce the District/Affiliate policy.Non-compliance penalties for Junior coaches will be determined by the Junior Council.Under-Age Coaches1. Student CoachA player age 13 through 17 who is currently properly registered with USA Hockey.2. Qualifications• Must attend a training session conducted by the local hockey association.• Must always be under the supervision of a carded, screened adult coach during all practices,clinics, tryouts and in the locker room.• May help out at practices, clinics, try-outs only. (May not participate as a player in scrimmages orgames when acting as a STUDENT COACH).• May not act as a head coach or an assistant coach during practices or games.• May be on the bench during games with an adult. The STUDENT COACH will count as one of themaximum of four Team Officials allowed on the bench.• Must wear a helmet with full face shield, gloves and skates while on the ice. Must wear helmetduring games while on the bench.• May only work with players at least one full playing age level down (e.g., a Pee Wee age playermay act as a STUDENT COACH at the Squirt or Mite level).• The organization that is using the STUDENT COACH must provide a form indicating on what teamhe/she is participating as a STUDENT COACH, and, if applicable, what team he/she is properlyregistered/rostered as a player. A model form is available on the usahockey.com web site.• Upon reaching the age of 18, the STUDENT COACH must comply with the USA HockeyScreening Program and meet the USA Hockey Coaching Education Program requirements whichwill qualify him/her to act as an assistant or head coach.xiv | USA Hockey Coaching Education Program Level 3 ManualCoaching Ethics CodeAll USA Hockey coaches and instructors must abide by the USA Hockey Coaching Ethics Code, andunderstand that violations may result in full or partial forfeiture of coaching privileges in programs, at sites orevents under USA Hockey’s governance. The Ethics Code Agreement states that the coach and/or instructorhas read and will abide by USA Hockey’s Coaching Ethics Code. Ice hockey coaches and instructors needonly have to sign this commitment each hockey season. All coaches have an obligation to be familiar with USAHockey’s Coaching Ethics Code, or as it may be amended from time to time. Lack of awareness ormisunderstanding of an ethical standard is not itself a defense to a charge of unethical conduct (See USAHockey Coaching Ethics Code Booklet). All registered USA Hockey ice hockey coaches and instructors ofUSA Hockey programs must sign the Coaching Ethics Code Agreement in order to be eligible to coach orinstruct in any regular season activities (practices, clinics, games, tournaments, tryouts, etc.), State, District,Regional, Playoff, National Championships or in the USA Hockey Player Development Program.Coaches’ Code of Conduct1. Winning is a consideration, but not the only one, nor the most important one. Care more about thechild than winning the game. Remember players are involved in hockey for fun and enjoyment.2. Be a positive role model to your players, display emotional maturity and be alert to the physical safetyof players.3. Be generous with your praise when it is deserved, be consistent, honest, be fair and just, do notcriticize players publicly, and study to learn to be a more effective communicator and coach, anddon’t yell at players.4. Adjust to personal needs and problems of players, be a good listener, never verbally or physicallyabuse a player or official, give all players the opportunity to improve their skills, gain confidence anddevelop self-esteem, teach the basics.5. Organize practices that are fun and challenging for your players. Familiarize yourself with the rules,techniques and strategies of hockey, encourage all your players to be team players.6. Maintain an open line of communication with your players’ parents. Explain the goals and objectivesof your association.7. Be concerned with the overall development of your players. Stress good health habits and clean living.To win the game is great; to play the game is greater; to love the game is the greatest of all.Parents’ Code of Conduct1. Do not force your children to participate in sports, but support their desires to play their chosen sport.2. Children are involved in organized sports for their enjoyment. Make it fun.3. Encourage your child to play by the rules. Remember children learn best by example, so applaud thegood plays of both teams.4. Do not embarrass your child by yelling at players, coaches, or officials. By showing a positive attitudetoward the game and all of its participants, your child will benefit.5. Emphasize skill development and practices and how they benefit your young athlete. Deemphasizegames and competition in the lower age groups.6. Know and study the rules of the game, and support the officials on and off the ice. This approach willhelp in the development and support of the game. Any criticism of the officials only hurts the game.Preface | xv

T A B L E O F C O N T E N T S7. Applaud a good effort in victory and in defeat, and reinforce the positive points of the game. Neveryell or physically abuse your child after a game or practice, it is destructive. Work toward removing thephysical and verbal abuse in youth sport.8. Recognize the importance of volunteer coaches. They are very important to the development of yourchild and the sport. Communicate with them and support them.9. If you enjoy the game, learn all you can about the game, and volunteer!Players’ Code of Conduct1. Play for FUN!2. Work to improve your skills.3. Be a team player—get along with your teammates.4. Learn teamwork, sportsmanship, and discipline.5. Be on time for practices and games.6. Learn the rules, and play by them. Always be a good sport.7. Respect your coach, your teammates, your parents, opponents, and officials.8. Never argue with officials’ decisions.Sexual Abuse PolicyIt is the policy of USA Hockey that there shall be no sexual abuse of any minor participant involved in anyof its Sanctioned Programs, its Training Camps, Hockey Clinics, Coaches Clinics, Referee Clinics, Regional andNational Tournaments or other USA Hockey events by an employee, volunteer, or independent contractor.Sexual abuse of a minor participant occurs when an employee, volunteer or independent contractor touchesa minor participant for the purpose of causing the sexual arousal or gratification of either the minor participantor the employee, volunteer or independent contractor. Sexual abuse of a minor participant also occurs whena minor player touches an employee, volunteer or independent contractor for the sexual arousal or sexualgratification of either the minor participant or the employee, volunteer or independent contractor, if thetouching occurs at the request or with the consent of the employee, volunteer or independent contractor.Neither consent of the player to the sexual contact, mistake as to the participant’s age, nor the fact that thesexual contact did not take place at a hockey function are defenses to a complaint of sexual abuse. Uponproof of violation of this policy, the violator will be permanently banned or suspended from USA Hockeysanctioned programs and/or the programs of its Affiliate Associations.Screening PolicyIt is the policy of USA Hockey that it will not authorize or sanction in its programs that it directly controlsany volunteer or employee who has routine access to children (anyone under the age of majority) who refusesto consent to be screened by USA Hockey before he/she is allowed to have routine access to children in USAHockey’s programs. Further, it is the policy of USA Hockey that it will require its affiliates to adopt this policyas a condition of its affiliation with USA Hockey. A person may be disqualified and prohibited from serving asan employee or volunteer of USA Hockey if the person has:1. Been convicted (including crimes, the record of which has been expunged and pleas of “no contest”)of a crime of child abuse, sexual abuse of a minor, physical abuse, causing a child’s death, neglect ofa child, murder, manslaughter, felony assault, any assault against a minor, kidnapping, arson, criminalsexual conduct, prostitution related crimes or controlled substance crimes;xvi | USA Hockey Coaching Education Program Level 3 Manual2. Being adjudged liable for civil penalties or damages involving sexual or physical abuse of children;3. Being subject to any court order involving any sexual abuse or physical abuse of a minor, includingbut not limited to domestic order or protection;4. Had their parental rights terminated;5. A history with another organization (volunteer, employment, etc.) of complaints of sexual or physicalabuse of minors;6. Resigned, been terminated or been asked to resign from a position, whether paid or unpaid, due tocomplaint(s) of sexual or physical abuse of minors; or7. Has a history of other behavior that indicates they may be a danger to children in USA Hockey.Physical Abuse PolicyIt is the policy of USA Hockey that there shall be no physical abuse of any participant involved in any ofits Sanctioned Programs, its Training Camps, Hockey Clinics, Coaches Clinics, Referee Clinics, Regional andNational Tournaments or other USA Hockey events by any employee, volunteer or independent contractor.Physical abuse means physical contact with a participant that intentionally causes the participant to sustainbodily harm or personal injury. Physical abuse also includes physical contact with a participant thatintentionally creates a threat of immediate bodily harm or personal injury. Physical abuse does not includephysical contact that is reasonably designed to coach, teach or demonstrate a hockey skill. Permitted physicalconduct may include, but is not necessarily limited to, shooting pucks at a goaltender, demonstrating checkingand other hockey skills, and communicating with or directing participants, during the course of a game orpractice, by touching them in a non-threatening, non-sexual manner.Core ValuesThe following core values of USA Hockey are adopted to guide the Association’s members in its planning,programming and play, both now and in the future.SPORTSMANSHIP: Foremost of all values is to learn a sense of fair play. Become humble in victory,gracious in defeat. We will foster friendship with teammates and opponents alike.RESPECT FOR THE INDIVIDUAL: Treat all others as you expect to be treated.INTEGRITY: We work to foster honesty and fair play beyond mere strict interpretation of the rules andregulations of the game.PURSUIT OF EXCELLENCE AT THE INDIVIDUAL, TEAM, AND ORGANIZATIONAL LEVELS: Eachmember of the organization, whether player, volunteer or staff, should seek to perform each aspectof the game to the highest level of his or her ability.ENJOYMENT: It is important for the hockey experience to be fun, satisfying, and rewarding for theparticipant.LOYALTY: We aspire to teach loyalty to the ideals and fellow members of the sport of hockey.TEAMWORK: We value the strength of learning to work together. The use of teamwork is reinforced andrewarded by success in the hockey experience.Preface | xvii

T A B L E O F C O N T E N T SStandards of Playand Rules EmphasisThrough the standard of rules enforcement, our game will continue to allow the opportunity for improvedskill development and a more positive hockey environment for all participants. The mission of USA Hockey isclear; through this initiative a greater emphasis will be placed on skating, puck possession and the proper useof the body to establish position and a competitive advantage.The goal of the enforcement standard is to reduce restraining infractions in the game and not to removelegal body checking or body contact. A hard body check or using body contact/position (non-checkingclassifications) to gain a competitive advantage over the opponent should not be penalized as long as it isperformed within the rules.The principles of this enforcement standard include the following:• The use of the stick will be limited to only playing the puck.• The stick will not be allowed to in any way impede a player’s progress.• The use of a free hand/arm will not be allowed to grab or impede a player’s progress.• Players who use their physical skills and/or anticipation and have a positional advantage shall not losethat advantage as a result of illegal acts by the opponent.• Players will be held accountable for acts of an intimidating or dangerous nature.Enforcement Standard – These penalties are to be called with very strict enforcementHooking• A player cannot use his/her stick against an opponent’s body (puck carrier or non-puck carrier) to gaina positional advantage. Examples include:— tugs or pulls on the body, arms or hands of the opponent which allows for the space between theplayers to diminish— placing the stick in front of the opponent’s body and locking on – impeding the opponent’sprogress or causing a loss of balance.— stick on the hand/arm that takes away the ability for the opponent to pass or shoot the puck witha normal amount of forceTripping• A player cannot use his/her stick on the legs or feet of an opponent in a manner that would cause aloss of balance or for them to trip or fall. Examples include:— placing the stick in front of the opponents legs for the purpose of impeding progress, even if onthe ice, with no effort to legally play the puck— placing the stick between the legs of the opponent (can opener/corkscrew) that causes a loss ofbalance or impedes the progress of the opponent.Preface | xix

T A B L E O F C O N T E N T SHolding• A player cannot wrap his/her arms around an opponent or use a free hand to clutch, grab or hold thestick, jersey or body on the opponent in a manner that impedes their progress. Examples include:— wrapping one or both arms around the opponent along the boards in a manner that pins themagainst the boards and prevents them from playing the puck or skating— grabbing the opponent’s body, stick or sweater with one or both hands— using a free arm/hand to restrain or impede the opponent’s progressInterference• The use of the body (“pick” or “block”) to impede the progress of an opponent with no effort to playthe puck, maintain normal foot speed or established skating lane. Examples include:— intentionally playing the body of an opponent who does not have possession or possession andcontrol of the puck.— using the body to establish a ”pick” or “block” that prevents an opponent from being able to chasea puck carrier— reducing foot speed or changing an established skating lane for the purpose of impeding anopponent from being able to chase a puck carrier• Allowed Actions— a player is entitled to the ice he/she occupies as long as they are able to maintain their own footspeed and body position between opponent and puck— players are allowed to compete for body position using their strength and balance in front of thegoal or along the boards.Slashing• The use of the stick will be limited to only playing the puck. Any stick contact, as a result of a slashingmotion, to the hands/ arms or body of the opponent will be strictly penalized. In addition, hardslashes to the upper portion of the stick (just below the hands) of an opponent, with no attempt tolegally play the puck, shall also be penalized.Section 1Role ofthe CoachOther Infractions• In addition to the above mentioned enforcement standards, all other infractions, including contact tothe head, checking from behind, cross checking, high sticking and roughing (including late avoidablecheck) shall be penalized to a strict enforcement standard.ConclusionAll members of USA Hockey share an equal responsibility to ensure the integrity of the game is upheld.The onus to incorporate change is not only on the officials, but also on administrators, coaches, parents andplayers, as well.Administrators are expected to hold players, coaches, officials and parents accountable for their actionsin an effort to promote a safe and positive environment for all participants.Coaches are expected to teach proper skills and hold their players accountable for illegal and dangerousactions, regardless as to whether they are properly penalized, or not.Parents are expected to support the decisions of the officials and support the coaches in teaching theproper skills in a safe and positive environment.Officials shall enforce a strict penalty standard according to the guidelines that have been established.Players are expected to compete within the playing rules.All USA Hockey members must demonstrate awareness and support for the application, spirit and therespect of the rules in order for continued improvement in the game of hockey.xx | USA Hockey Coaching Education Program Level 3 Manual

T A B L E O F C O N T E N T SChapter 1Player Selection and EvaluationOBJECTIVES• Developing different evaluation methods• Designing outline for tryout sessions• Assigning evaluators responsibilities for player evaluation• Developing a plan for releasingInitial Consideration in Developing a PlayerSelection PlanIn most youth hockey situations, coaches arefaced with the task of choosing from a large pool ofplayers to fill a limited number of positions on ateam. Coaches are usually expected to completethis task in a relatively short period of time.Therefore, it is very important for the coach to beorganized in advance with a plan for the playerselection process. To properly develop this plan, thecoach must take into consideration a number ofsignificant factors. The answers to the followingquestions will assist the coach in designing the mosteffective player selection plan.How Many Players will Attend the Team Tryouts?Ideally, there should be some form of preregistrationso that the coach can be given acomplete list of players in advance of the first tryoutsession. This may not always be possible and, thus,a coach may have to be prepared to make some lastminute adjustments for the initial session. Having areasonable estimate of how many players will attendwill greatly assist the coach in deciding how to usethe available ice time. For example, it may beunrealistic to plan for a 30 minute scrimmage ifthere are only 22 players. On the other hand, anumber greater than 50 may require splitting intotwo separate groups for the first few sessions.How Much Ice Time is Available?The amount of ice time available for the try outsis another important consideration. Knowing howmuch time you have to get down to the final teamwill affect not only the content of the individualtryout sessions but also the timeline for the releaseof players. The norm in youth hockey is a relativelybrief tryout period with about five to eight hours ofice time. Thus, the coach must plan the tryoutsessions to be as efficient as possible.How Many Players Do You Plan to Keep?Obviously you must determine in advance thedesired make-up of your team. Do you plan to keep12 or 17 players on a team? Nevertheless, in youthhockey you must consider how many players youcan effectively use in games to ensure they receivesufficient opportunity to play. Very little benefit willbe gained by marginal players who see limited icetime. You have a responsibility to play the playersyou choose.Role of the Coach | 3

T A B L E O F C O N T E N T SIn addition to the absolute number, the coachmust also consider what special qualities to look forin players. For example, it may be desirable to haveat least a few players with the versatility to play bothforward and defense positions.Criteria for EvaluationIn order to select the best players from a talentpool, it is necessary to establish criteria on which tomake comparisons among players. Thus, the firststep in player evaluation is to determine whatvariables to measure. What qualities are youlooking for in your players? Are some of these moreimportant than others? The answers to thesequestions will depend to a great extent on the agecategory as well as the competitive level of yourteam.The following is a list of some of the playerqualities which might be evaluated during the tryoutperiod:• Individual Skills• skating• passing• pass receiving• shooting• puck control• checking• Team Skills• offensive ability• defensive ability• ability to play with others• Mental Qualities• hockey sense• reading and reacting• concentration• Physical Qualities• strength• endurance• balance• agility• coordination• power• quickness• Individual Characteristics• self-control• coachability• patience• desire• attitudeWhat About Goaltenders?As you might expect, the characteristics whichshould be evaluated for goaltenders will differsignificantly from those for players at otherpositions. In addition to individual skills, such asskating, puck handling and passing, goaltendersmust be evaluated on their ability to stop the puck,using the stick, gloves, pads and body. Physical andmental characteristics should also be evaluated.EvaluatingOnce you have determined what to evaluate,the next step is to organize your tryout sessions insuch a way that the players can be assessed on theidentified variables. This assessment may be carriedout using the following methods:Specific Skill DrillsIndividual skills such as skating and passing canbe evaluated using combination skill drills. Initiallythese drills may be very artificial with little or noresistance, however, there should be an attemptmade to simulate game conditions in a progressivemanner.Skill TestingA number of skill tests are now available,particularly for skating speed and agility. These canbe used by coaches as a means of comparingplayers. As a cautionary note, however, it must beremembered these tests are typically far removedfrom actual game situations. In addition, they canuse up a great deal of ice time, particularly for alarge group of players.Competitive DrillsPaired races and other drills which pit twoplayers against one another in a confined space witha specific objective (i.e., beat your partner to theloose puck) are excellent methods of evaluatingindividual skills as well as mental and physicalabilities.Although competitive evaluation drills can beused throughout the tryouts (and during the seasonas practice drills), they are particularly useful in thelatter stages of the tryouts when the coach wishes tocreate specific pairings to compare players beingconsidered for final positions on the team.ScrimmageNaturally, the best way of evaluating a player’sability to play the game is to evaluate the individualunder game conditions. Such conditions can beeasily simulated in scrimmages. Scrimmages can beeffectively used throughout the tryout period,beginning with the first session. You can evaluatemost of the previously listed player characteristicsduring these scrimmages.Here are a few additional considerations relatedto the use of scrimmages and exhibition games inyour evaluation of players:• change line combinations and defensepairings in order to observe players underdifferent situations.• use exhibition games to help you makedecisions about borderline or marginalplayers.• unless skill deficiencies are extremelyobvious, you should not release a player priorto seeing that individual under gameconditions (i.e., scrimmage and/or exhibitiongame).An important task for any coach, then, is to planthe tryout sessions in such a way as to make themost efficient use of the available player assessmentmethods.Designing the Tryout SessionsA constructive way to approach a tryout is tosee it as a way of placing athletes on teams wherethey will benefit the most, not as a dead-endexperience where players are cut away from hockey.The tryout is a good opportunity to get somepre season skill observations which can tell both youand the athlete where work may be needed. Itshould be as well thought out and organized asother parts of your program.Planning for the First Tryout SessionProper planning will eliminate a lot of potentialproblems at the first tryout session. Therefore, thecoach should ensure that the administrative detailsare taken care of in advance. In many situations, theyouth hockey association will assume responsibilityfor some of these tasks but the coach should beaware of them in any case. The following are someguidelines related to the first tryout session.Inform Parents/Players of Tryout Details inAdvanceParents and players should be advised, well inadvance, about the requirements for the tryouts.This is particularly important at the younger agelevels where parents may not be aware of the need,for example, of full and proper protectiveequipment. In addition to informing them about theassociation’s policies regarding such aspects asprotective equipment, medical examinations andage classifications, they should also be providedwith a complete schedule of sessions and otherpertinent information regarding the conduct of thetryouts. Where feasible, this information should beprovided at a parent meeting in order to permitparents to ask any additional questions. Thismeeting format will also provide you with anopportunity to outline your player selection process.Ensure that Necessary Resources are AvailableTo be able to plan the content of the sessions, itis necessary to know what resources will beavailable. You should have sufficient pucks (at leastone for every player), pylons, and scrimmage vests.It is also desirable to have water bottles, particularlyif the sessions are intense or longer than 50 minutesin duration. A first aid kit should also be available forall sessions, along with a qualified first aid person ortrainer.Obtain Required SupportYou must anticipate your needs in terms ofhuman support to ensure that the requiredassistance is available to handle any last minutedetails. For example, it may be necessary to havesomeone available to handle late registration andcollection of registration fees. Support might alsobe required to assign identification jersey numbersto players. As already mentioned, a trainer or first4 | USA Hockey Coaching Education Program Level 3 ManualRole of the Coach | 5

T A B L E O F C O N T E N T Said person should also be available. By assigningthese responsibilities to others, you will be able toconcentrate on the more immediate tasks ofcoordinating and conducting the sessions. A coachshould also have a minimum of two otherindividuals to assist with the on-ice sessions. A largenumber of assistants may be required depending onthe number of players in attendance.Arrive at the Rink EarlyAlthough proper planning should eliminatemost problems, it is advisable to arrive at the rinkwell in advance of the actual starting time. This willprovide you with ample time to check thateverything is in place and to answer any questionsfrom parents, players or your support staff. Sincemost of the administrative tasks have been assignedto others, you should also have time to review thetryout plan with your assistants and make any lastminute adjustments.Prepare the PlayersPrior to going on the ice, you should outline thetryout process to the players. This session shouldinclude the following information:• what player qualities you are looking for.• explanation of the drills to be run and theirpurposes.• objectives of scrimmage sessions.• target timeline for team selection.In addition, you should stress the importance ofstretching and a proper warm-up. The playersshould be led through a series of stretchingexercises in the dressing room or corridor and onthe ice. The first few ice sessions should include agood 15-20 minutes warm-up period to ensure thatplayers are physically ready to go through theevaluation drills and scrimmages without riskinginjury.Assigning Responsibilities for Player EvaluationThe third step in the player evaluation process isthe recruitment of other personnel to assist in theassessment of players.On-Ice AssistantsYou should have two or more on-ice assistantsto help conduct the tryout sessions. Theseindividuals can assist in player evaluation for specificpositions (forwards, defensemen, goaltenders), bycarrying out evaluation drills with small groups ofplayers. In drills involving a larger number, they canalso focus on specific individuals.Impartial ObserversAnother means of obtaining player assessmentinformation is to use “expert” observers in thestands who are assigned the task of rating players onspecific criteria. In addition to providing you with asecond opinion on borderline players, observerscan also be used to record more detailed playerassessment information for later analysis.Does a certain player win consistently against allother players? Where you have three relativelyequal players, is there one who comes out on top ofmost match-ups with the other two? If possible, tryto get a rating of every player at the end of eachsession.Coaching StaffIn the end, final decisions for player selectionrest with you the coach. In some cases you may befamiliar with a number of players, having observedthem in previous seasons. Such prior information,combined with player assessments from observersand on-ice assistants, is invaluable. However, it isalso essential that you create opportunities foryourself during try outs to screen and evaluate allplayers as effectively as possible.Although it is probably more efficient to assessplayers from the stands since this usually affords awider view of the various drills and scrimmages, youshould also spend some time on the ice in order toget closer to the action and observe some of themore subtle aspects (i.e., emotional characteristics,passing and receiving skills, soft hands in handlingthe puck and the ability to understand instructions).As a general guideline, however, you should spendconsiderably more time observing from the standsduring the player selection period.Releasing PlayersOnce decisions have been made regarding therelease or cutting of players during the tryoutperiod, you must have a plan for informing theseplayers. Although the details of this plan will varyfrom coach to coach, and will depend to someextent on the age level of the players, the followingguidelines should be adhered to as much aspossible.Avoid Public AnnouncementsDo not post a list of player cuts or read thenames of players to be released, in front of the restof the team. Instead, whenever possible, you shouldtry to take individual players aside briefly towardsthe end of the session and ask them to meetprivately with you afterwards.Speak with the Player IndividuallyTalk to each player individually and brieflyexplain the player’s weaknesses as well as pointingout some strengths. Be honest and straightforward.Invite Questions from the PlayerProvide the player with an opportunity to askfurther questions about the evaluation. In additionto helping you select the team, a major objective ofthe evaluation process should be to provide theplayer with constructive feedback to guideimprovement.Direct the Player to Another TeamIf your association has teams at other levels ofcompetition, ensure that released players areprovided with a schedule of their tryouts. Ideally,the coach of this team should also be at the arena inorder to personally meet the players. Where nosuch tiering system exists, you should make theplayer aware of whatever options do exist (i.e.,recreational league, school league).Leave on a Positive NoteThank the player for participating in the teamtryouts and encourage the individual to continueworking to improve in areas of weaknesses.6 | USA Hockey Coaching Education Program Level 3 ManualRole of the Coach | 7

T A B L E O F C O N T E N T SGOALTENDER PLAYER EVALUATIONName: _____________________________ Team: _________________ League:_______________Date of Birth: ______________ Stick:_________ Catch:__________ Ht:_______ Wt:_______Positional Play• Alignment NR 0 1 2 3 4 5• Body NR 0 1 2 3 4 5• Horizontal angle NR 0 1 2 3 4 5• Vertical angle NR 0 1 2 3 4 5Comments: ______________________________________________________________________________Overview Poor Fair Average Good Very Good ExcellentMobility 0 1 2 3 4 5Positional Play 0 1 2 3 4 5Skills 0 1 2 3 4 5Reaction 0 1 2 3 4 5Rebound Control 0 1 2 3 4 5Competitiveness 0 1 2 3 4 5Character 0 1 2 3 4 5Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Category N.R. Poor Fair Avg. Good V.G. Exc.Mobility• Balance/agility NR 0 1 2 3 4 5• Challenge/retreat NR 0 1 2 3 4 5• Lateral movement NR 0 1 2 3 4 5• Timing NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Skills• Feet/pads NR 0 1 2 3 4 5• Glove/blocker NR 0 1 2 3 4 5• Stick/blocking NR 0 1 2 3 4 5• Stick/moving NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________Reaction• Anticipation NR 0 1 2 3 4 5• Quickness NR 0 1 2 3 4 5• Recovery NR 0 1 2 3 4 5• Reflexes NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________Rebound Control• Controlling NR 0 1 2 3 4 5• Covering NR 0 1 2 3 4 5• Cushioning NR 0 1 2 3 4 5• Placement NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________Competitiveness• Communication NR 0 1 2 3 4 5• Crease movement NR 0 1 2 3 4 5• Work ethic NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________Character• Consistency NR 0 1 2 3 4 5• Discipline NR 0 1 2 3 4 5• Leadership NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________8 | USA Hockey Coaching Education Program Level 3 ManualRole of the Coach | 9

T A B L E O F C O N T E N T SPLAYER EVALUATIONName: _____________________________ Team: _________________ League:_______________Date of Birth: _____________ Position:_________ Shot:__________ Ht:_______ Wt:_______PlayerOverview Poor Fair Average Good Very Good ExcellentSkating 0 1 2 3 4 5Hands 0 1 2 3 4 5Shooting 0 1 2 3 4 5Sense 0 1 2 3 4 5Competitiveness 0 1 2 3 4 5Toughness 0 1 2 3 4 5Character 0 1 2 3 4 5Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Category N.R. Poor Fair Avg. Good V.G. Exc.Skating• Balance NR 0 1 2 3 4 5•Mobility NR 0 1 2 3 4 5• Quickness NR 0 1 2 3 4 5• Speed NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________Hands• Puckhandling NR 0 1 2 3 4 5• Passing NR 0 1 2 3 4 5• Receiving NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________Shooting• Accuracy NR 0 1 2 3 4 5• Release NR 0 1 2 3 4 5• Scoring NR 0 1 2 3 4 5• Velocity NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________Sense• Anticipation/instinct NR 0 1 2 3 4 5• Defensive awareness NR 0 1 2 3 4 5• Offensive awareness NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________Competitiveness• Communication NR 0 1 2 3 4 5• Intensity NR 0 1 2 3 4 5• Work ethic NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________Toughness• Aggressiveness NR 0 1 2 3 4 5•Grit NR 0 1 2 3 4 5• Nastiness NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________Character• Consistency NR 0 1 2 3 4 5• Discipline NR 0 1 2 3 4 5• Leadership NR 0 1 2 3 4 5Comments: ______________________________________________________________________________________________________________________________________________________________________10 | USA Hockey Coaching Education Program Level 3 ManualRole of the Coach | 11

Chapter 2A Model for Effective InstructionOBJECTIVES• Develop a model for proper instruction• Understand how to effectively communicate• Understand the different levels of learningA MODEL FOR INSTRUCTIONAlthough there are many ways to instruct younghockey players, the following approach has provento be both easy to use and effective in teachingand/or refining skills.1. Get the attention of the players.2. Communicate precisely what needs to belearned.3. Provide for practice and feedback.4. Evaluate results and take appropriateaction.STEP 1: Establish Attention and ContentCredibilityThe attention of the players must be directed atthe coach before instruction can occur. Be sure toarrange the players so that each one can see youractions and hear your instructions. Choose whereyou stand in relation to the players so that youspecifically avoid competing with other distractionsin the background. Often it is good strategy to havethe players on one knee as you introduce a skill.Immediately establish the precedent that whenyou speak, important information is beingcommunicated. Point out that the team cannotmaximize its practice opportunity when severalpeople are talking at the same time.As you begin your comments, establish theneed for competence of the skill (why this skill isimportant) by relating it to some phase ofsuccessful team and/or individual play. Anexcellent way to gain your players’ attention andmotivate players to want to learn the skill is tomention how a local, regional or national levelplayer or team has mastered the skill and has used itto great advantage. The objective of yourcomments is to establish the idea that mastery ofthis skill is very important to individual and teamplay and that the key elements of its execution areachievable.Establish and maintain the precedent thatwhen you speak, important useful informationis being communicated.The next and perhaps even more importanttask is to clearly establish in the minds of theplayers that they need instruction on this skill. Thiscan be accomplished with the following steps:Role of the Coach | 13

T A B L E O F C O N T E N T S1. Briefly describe the new skill and then letthem try it several times in a quick paceddrill setting.2. Carefully observe their performance andidentify their strengths and weaknesses.(Use the key elements of the skill as a basisfor your observations).3. Call them back together and report yourobservations.This approach will allow you to point outweaknesses in performance on one or more keyelements that were common to many, if not all, ofthe players. Using this approach will enhance yourcredibility and motivate the players to listen to andfollow your instruction. Also, your subsequentteaching can be specifically matched to the needs(weaknesses) you observed. Of course, if in yourobservation of the players’ abilities you determinethat they have already achieved the desired skilllevel, then you should shift your focus to anotherskill. This could involve moving on to the next phaseof your practice plan.Individuals learn most effectively by focusingtheir practice attempts on one clearly understoodelement of skill performanceWhen your players are at two or three differentlevels of ability, you may want to establish two orthree instructional groups. This can beaccomplished using the following three divisions:Early learning: (focus on learning the keyelements of the skill)Intermediate Learning: (focus on coordination ofall key elements)Later Learning: (automatic use of the skill ingame-like conditions)STEP 2: Communicate Precisely What Needs tobe LearnedWhen you and your players know their status ona given skill (strengths and weaknesses of theirperformance), conditions are well established forboth teaching and learning. Because individualslearn most efficiently when they focus on oneaspect of a skill at a time, it is important tocommunicate precisely the one key element of theskill on which you want the individual, pair, groupor team to concentrate. Demonstrate the keyelement visually (and explain it verbally) so that allplayers know exactly what they are trying toachieve.STEP 3: Provide for Practice and FeedbackOrganize your practice time and select yourdrills or practice activity to provide players with:1. As many repetitions (trials) as possiblewithin the allotted time for instruction.Minimize standing in lines.2. Specific, immediate and positive feedbackon what they did correctly and then onwhat they can do to improve. Follow thiswith some encouragement to continue thelearning effort.Repetitions and feedback are essential toeffective coaching. You can expect a directrelationship between the gains in playerperformance and the degree to which you find waysto maximize these two dimensions of instruction.John Wooden, famed UCLA basketball coach, wasfound to provide over 2,000 acts of teaching during30 total hours of practice, of which 75 percentpertained directly to skill instruction. This convertsto more than one incidence of feedback for everyminute of coaching activity!Repeated trials and specific feedback on what wasright, followed by what can be improved, with anencouraging “try again,” produces resultsFeedback can be dramatically increased byusing volunteers and/or players as instructionalaids. Where instruction is focused on one keyelement of performance and the important aspectsof performing the skill have been effectivelycommunicated to the players, they are often asgood (and sometimes better) at seeingdiscrepancies in a partner’s performance as someadults. Working in pairs or small groups can thus bevery effective in increasing both the number of trialsand the amount of feedback that individuals getwithin a given amount of practice time. Also, byproviding feedback, players are improving theirmental understanding of how the skill should beperformed.STEP 4: Evaluate Results and Take AppropriateActionEvaluation of player performance must occuron a continuing basis during practices and in thegames. This is the only valid means to answer thequestion, “Are the players achieving the skills?” Ifthey are, you have two appropriate actions to take1. First, enjoy it. You are making an importantcontribution to your players.2. Second, consider how you can be evenmore efficient. Are there ways that you canget the same results in less time? Can evenhigher gains in skill be achieved within thesame time allotment?If the players are not achieving the instructionalobjectives, it is important to ask, “why?” Althoughit is possible that you have a cluster of players whoare slower learners, this is seldom the case. First,assume that you are using inappropriateinstructional techniques or that you simply did notprovide enough instructional time. A goodapproach to answering the “why” question is to goback through the instructional factors related toeffective planning, teaching, communicating,discipline and/or conditioning and determine whichof the guidelines or steps was missed and/orinappropriately implemented. Then alter yoursubsequent practices accordingly. Continuous trial,error and revisions will usually result in improvedcoaching effectiveness, which then translates intoincreased achievement by the players. In instanceswhere you cannot determine what to alter, seekhelp from a fellow coach whose team isconsistently strong in the skill(s) that are causingyou difficulty. This is an excellent way to obtainsome good ideas for alterations in your approach.SUMMARYEffective instruction is the foundation ofsuccessful coaching. It requires practices whichinclude a clear communication of what is to belearned, a continuous evaluation of playerperformance on the objectives included in thepractices, a systematic method of instruction, andthe use of guidelines for instruction which havebeen associated with player achievement.Systematic instruction includes: 1) estab-lishingattention and content credibility; 2) precisecommunication of what needs to be learned; 3)providing many practice trials and plenty offeedback; 4) evaluation of player achievement. Useof the guidelines for effective instruction (realisticexpectations, structured instruction, order,grouping, maximizing time, success, monitoringand providing a sense of control) will maximizethe results of instruction. Systematic instructionbased upon these guidelines of effective instruction,incorporated into effective practice plans, will resultin player achievement of the essentials of the game.REFERENCESBrophy, J.E. & Evertson, C. (1976). Learning from Teaching: ADevelopmental Perspective. Boston, MA: Allyn and Bacon.Bruner, J. (1981, August). On instructability Paper presented at themeeting of the American Psychological Association, Los Angeles,CA.Fisher, C.W., Berliner, D.C., Filby, N.N., Marliave, R.S., Cather, L.S. &Dishaw, M.M. (1980). Teaching behaviors, academic learning timeand student achievement: An overview. In C. Denham and A.Lieberman (Eds.) Time to learn. Washington DC: U.S.Department of Education, National Institute of Education.Fisher, C.W., Filby, N.N., Marliave, R.S., Cahen, L.S., Dishaw, M.M.,Moore, J.E. & Berliner, D.C. (1978). Teaching behaviors, academiclearning time, and student achievement. Final report of phase III-B,beginning teacher evaluation study, technical report. SanFrancisco, CA: Far West Laboratory for Educational Research andDevelopment.Rosenshine, B.V. (1983). Teaching functions in instructional programs.The Elementary School Journal, 83, 335-352.Rowe, M.B. (1974). Wait time and rewards as instructional variables:Their influence on language, logic, and fate control. Part one, Waittime. Journal of Research in Science Teaching, 11, 81-94.Rutter, M., Maugham, B., Mortmore, P. & Ousten, J. (1979). Fifteenthousand hours. Cambridge, MA: harvard University Press.Webb, N.M. (1980). A process-outcome analysis of learning in groupand individual settings. Educational Psychologist, 15, 69-83.14 | USA Hockey Coaching Education Program Level 3 ManualRole of the Coach | 15

T A B L E O F C O N T E N T SChapter 3Evaluation of Coaching EffectivenessOBJECTIVES• Identify ways to evaluate your coaching• Learn to evaluate your effectiveness• Learn to use self-evaluation to help yourself become better coachIntroductionAll coaches should evaluate the results of theircoaching activity. Evaluation allows the coach todetermine the effects of coaching and, whennecessary, alter coaching practices to obtain betterresults. The results of an end-of-the-seasonevaluation can be used to improve coachingeffectiveness for the next season. Evaluation(s)during the mid-season and at the end of the season,can result in making important changes in coachingaction for the remainder of the season, plus thefollowing season. Generally, more frequentevaluations, followed by appropriate changes incoaching actions results in more rapidimprovements in coaching competence.Evaluation can be defined as making a judgmentof merit. Evaluative judgments can be formal orinformal, based upon many or no facts, andaccurate or inaccurate. In order to make accuratedecisions, it is helpful to follow several evaluationguidelines. The guidelines suggested in thischapter are easy to implement and useful indetermining coaching effectiveness. They can beused to evaluate the entire season, a portion of theseason, a practice or even part of a practice. Theguidelines provide a flexible and systematic way foryou to improve your coaching actions that will helpyou obtain better results.Evaluation of the results of our coaching actions is aprerequisite to making needed improvementsEvaluating Player OutcomesMaking an evaluative judgment requirescomparing the results and actions of coaching withan acceptable set of standards. Two sets ofstandards are appropriate. The first is based uponplayer outcomes (skills, knowledge, and attitudes)and the second on coaching actions (organization,implementation, and evaluation).The first, and most important information youcan obtain to determine the degree to which yourcoaching activities were effective is revealed in thedegree to which your players achieved theobjectives set for the season. Your evaluationshould include all the players on the team and all ofthe season’s objectives.Role of the Coach | 17

T A B L E O F C O N T E N T SEven if every player mastered every skill, knowledge orattitude you taught, there is still room for coachingimprovementFor example, all of your players may haveimproved in one or more of the skills included inone of the performance areas of the form, but youmay feel that several of those players did not achieveenough to receive a “yes”. A “no”, however, mayalso seem to be an inappropriate entry. To resolvethis difficulty, it is important for you to consider theamount of player achievement in eachperformance area that you are willing to accept asevidence of effective coaching. Achievement of asignificant and important improvement (orrefinement and/or maintenance of a pre-existinghighly refined ability) on at least 80% of theobjectives included in your season plan is acommon standard for making this determination.Extending that standard to obtain an evaluation ofthe entire team, requires 80% of the playersachieving 80% of the objectives.Initially, you should evaluate your effectivenessin facilitating player competence using the formdescribed above. Self evaluation is usually themost important source of information forimproving coaching actions. Although it is animportant input for making changes, somechanges that are apparent to others are oftenmissed in a self evaluation. There are several waysthat you can obtain additional insight. This willrequire identifying a person who is familiar with yourcoaching actions, the progress of your players, andwhose judgment you respect. This person(s) couldbe an assistant coach, parent, official, leaguesupervisor, other coach or a local hockey expert.One or more players could also rate the status andimprovement of an individual player or the teamrelative to other players in the league. The results ofthis type of evaluation can be very helpful to youbecause it identifies player strength andweaknesses, as perceived by others.For evaluating a player or the team, relative toother players in the league, use the form entitled,“Player Performance Relative to Others”. Forexample, when rating individual players, a simplecheck mark can be entered in the appropriatecolumn for each performance area. When ratingthe entire team, the number of players judged tobe in each column can be entered. The actualnumber or a percentage could be used.Rating of player performance at the end of theseason is not very useful without knowing playerperformance levels at the beginning of the season. Itis the change in the performance levels of theplayers that provides insight as to how effective yourcoaching actions have been. The best way todetermine change in a player’s performance,therefore, is to obtain a rating prior to the period oftime that coaching occurred and another ratingsubsequent to the coaching.Two or more ratings may be difficult to obtain,however, because of the time involved and the busyschedules of your evaluators. A good alternative isto have the evaluator(s) record changes in playerperformance they have observed using a doubleentry system. For example, when using the secondinstrument, if three of your players were perceivedto be in the top 10 percent of their peers at thebeginning of the evaluation period, and four wereelevated to that performance level by the end of theevaluative period, the appropriate ratings would beB3 and E4. The Player Performance Relative ToOthers form is found at the end of this chapter.Using the ResultsIt would be nice to look at your evaluation ofplayer performance and the evaluation(s) of theirperformance by others and see only “yes” or top10% ratings. Such a set of responses, however,would not be very helpful for improving yourcoaching effectiveness. This kind of rating patternwould probably signal the use of a relaxed set ofstandards. Every coach misses the mark ofcoaching perfection in one or more of the fourlisted goal areas and/or with one or more of theplayers on the team. It is these failures that aremost useful in revealing what principles ofcoaching effectiveness are not being met. It isimportant, therefore, to use evaluative standards foryour self-ratings (or for the ratings of others) thatresult in no more than 80% of the responses being“yes” on your evaluation of player performance or inthe top 20% when compared with others. This doesnot mean that you are unable to attain high levels ofcoaching effectiveness. Rather, it provides a meansto determine areas where your effectiveness isrelatively strong or weak.How do you rate as a coach?Checklist of Effective Coaching ActionsThe real benefits of evaluating playerachievement on the objectives of the season ineach of the performance areas listed comes withevaluating the reasons why, “no” or “few” top25% responses are recorded for your players. It isthe answer(s) to the “why”? question that reveals thechanges you can make to improve your coachingeffectiveness. To help you determine the reasonswhy you were not effective in certain playerperformance areas, a “Checklist of EffectiveCoaching Actions” was developed. The checklistprovides a guide for you to use when consideringsome of the characteristics associated with effectivecoaching. For example, if Johnny made insufficientprogress in his puck control skills, you could reviewthe checklist to determine which coaching actionsyou could change in order to get players like Johnnyto be more successful with puck control. As youidentify coaching actions that may have detractedfrom player performance, check the chapterreference and read the information included in thatportion of the manual. Based on the informationcontained in that chapter, alter your subsequentcoaching actions accordingly. The Checklist ForEffective Coaching Actions is found on page 43.Interpreting Unmet ExpectationsThe previous suggestions provide a positiveway to improve your coaching ability. There are,however, ways to interpret a lack of improvedperformance. One often-used excuse is to blamelack of performance on lack of interest. Although itis commonly done, there is seldom justification forclaiming this excuse. Effective youth hockeycoaches significantly alter player skill, knowledge,fitness and attitudes regularly, and even withbelow average talent, rarely finish in the lowerdivision of their league. The most helpful approachyou can use to improve your coaching effectivenessis to assume that when results do not meetexpectations, the solution to the problem will befound in your coaching actions. This may prove tobe the wrong reason, but you must be absolutelysure that you have considered all possibilities forself-improvement prior to accepting other reasonsfor unmet expectations.You must also evaluate the performancestandards that you expect your players to attain. Ifyou determine that poor player performance cannotbe attributed to ineffective coaching actions, it ispossible that the level of expectation you hold foryour players is unrealistic. Remember, motivationis enhanced when players are achievingperformance expectations that are self imposed orcommunicated by the coach. If these expectationsare too high, they can have a negative effect onachievement. There are many valid reasons whythe vast majority of Mites will not perform as wellas Squirts or Bantams. Although it is appropriate tohold high expectations for your players, they mustalso be realistic. A combination of highexpectations that are divided into achievable andsequential performance steps is the creativealternative that is most likely to yield appropriateand effective standards of performance.The allotment of insufficient time to thepractice of the season’s objectives can result inpoor player achievement, even when performanceexpectations and coaching actions areappropriate. Players must have sufficient time toattempt a task, make errors, obtain feedback, refinetheir attempt, and habituate abilities before it isreasonable to expect these abilities to be usedwithin the context of a game. Attempting to covertoo many skills within a limited amount of practicetime is a major cause of delayed achievement. Evenwhen the quality of coaching is excellent in all otherareas, player performance expectations may not bemet simply because the amount of coaching andpractice time was too short.Taking Appropriate ActionsThe reason for conducting an evaluation ofyour coaching effectiveness is to learn what youcan do to improve your contribution to yourplayers. Coaches would all like to receive excellentratings in all categories, but no one attains thatstatus. We all can find ways to improve oureffectiveness. It may be in-season or practiceplanning, implementation of plans, knowledge ofthe game, or even in our ability to evaluateourselves. Regardless of our level of expertise, bysystematically relating high and low levels of player18 | USA Hockey Coaching Education Program Level 3 ManualRole of the Coach | 19

T A B L E O F C O N T E N T Sachievement to our coaching actions, we can findways to be more effective and/or efficient coaches.What changes can you maketo improve your effectiveness?Merely identifying what changes can lead toimprovements, is a waste of time if those changesare not acted upon. As you discover answers to thefollowing questions, revise your coaching actionsaccordingly and then re-evaluate the results. Youmay be surprised at how effective you can become.• Are your expectations of playerperformance appropriate?• Are your coaching actions effective?• What changes can you implement toincrease your effectiveness?SUMMARYBy evaluating player outcomes on the objectivesof the season, you can estimate the effectiveness ofyour coaching actions. Limited achievement bysome players in some performance areas usuallysignals the need for change in some of yourcoaching actions. Use of the “Checklist of EffectiveCoaching Actions” may reveal what changes areneeded and where in the manual you can findinformation that can help you make the appropriatechange. By taking action on the changes identified,you can take giant steps toward becoming a moreeffective coach.IntroductionChecklist of Effective Coaching ActionsThe following checklist can serve two useful purposes. First, it can be used to review coaching actionsthat are related to player achievement of desired outcomes. Secondly, it can be used as an aid to identify thereason(s) why a player (s) did not achieve one or more of the expected outcomes.Use of the Checklist as an Overview of Desirable Coaching ActionsUsing the checklist as an overview of appropriate coaching actions is an excellent way to acquaintyourself with the content of this coaching manual. Items on the checklist that are familiar to you can beignored or briefly reviewed. Those with which you are not familiar will require study if they are to help youmake decisions that improve your coaching effectiveness. To use the checklist in this way, ignore the columnsprovided for rating the degree to which you have used the stated or implied coaching action(s). Instead, usethe chapter reference information to guide your reading.Use of the Checklist to Improve Coaching ActionsSubsequent to completing your evaluation of player outcomes as suggested earlier in this chapter, thechecklist can be used as an aid to identifying, “why” one or more player(s) did not meet a performanceexpectation. To use the checklist in this way, go through the instrument and read the questions in eachcontent category (i.e., Organization, Effective Instruction, etc.) and ask yourself the question, “Could mycoaching action (and/or inaction) have contributed to the undesirable result obtained? Answer the questionby responding with a “yes” or “no”. If you wish to rate the degree to which your actions (inactions) wereconsistent with the guidelines implied by the item, use the rating scale. Items which result in “no” or “low”ratings indicate where you are in discord with effective coaching actions. As you go through the checklist,seek to identify your coaching deficiencies. This process of seeking answers to specific concerns is anexcellent way to obtain the coaching information most important to you.20 | USA Hockey Coaching Education Program Level 3 ManualRole of the Coach | 21

T A B L E O F C O N T E N T SCHECKLISTITEMEVALUATIONDirections: Rate the degree to which each of the listed actions occurred during practices and/orgame situations. Use a simple (yes), (no), or the following 5 point scale where: 1=Strongly disagree,2=Disagree, 3=Neutral, 4=Agree, 5=Strongly Agree.ITEM22 | USA Hockey Coaching Education Program Level 3 ManualEVALUATIONCoaching Role (NO) (YES)1. The benefits (skill, knowledge, fitness and costs (time, money, 1 2 3 4 5injury, etc.) of participation in hockey were clearly in mindduring planning and coaching time.2. My primary purpose for coaching was to maximize the benefits 1 2 3 4 5of participation in hockey for all the players.3. I used the information on benefits of participation and costs of 1 2 3 4 5participation to clarify my goals for the season.Organization4. I completed a written draft of season goals and objectives to 1 2 3 4 5guide the conduct of my practices.5. I consciously decided which objectives must be emphasized in 1 2 3 4 5the pre, early, mid and late season.6. Objectives for developing each practice were drawn from those 1 2 3 4 5identified and sequenced from pre to late season, and entered ona season calendar.7. The objectives selected for my season plan were consistent with 1 2 3 4 5the USA Hockey age recommendations.8. The amount of practice time allocated to each objective was 1 2 3 4 5appropriate.Hockey Skills, Strategies9. I was sufficiently familiar with the need for each skill included in 1 2 3 4 5my practices and clearly communicated its purpose and describedhow it is to be executed to my players10. I was able to visualize and recognize the key elements of performance 1 2 3 4 5that were present or missing in my players and used them as thebasis for my instruction.11. I was familiar with the common errors of skill execution and used the 1 2 3 4 5players’ suggestions for coaching to plan my practices.12. I clearly communicated the key points or key elements to be 1 2 3 4 5learned for each objective included in my practices.13. Practice on an objective was initiated with a brief rationale for 1 2 3 4 5why perfecting that skill was important.14. Instruction on one or more “key elements” of an objective was 1 2 3 4 5preceded by an evaluation of player abilities.(NO)15. Instruction did not continue without player attention. 1 2 3 4 516. Practice on an objective provided each player with many 1 2 3 4 5practice trials.17. Accurate feedback was closely associated with each practice 1 2 3 4 5trial and was regularly given.18. Monitoring player achievement of objectives continued through 1 2 3 4 5all practices and games.19. Performance expectations set for the players were realistic 1 2 3 4 5and attainable.20. I communicated through actions and words that I expected each 1 2 3 4 5player to succeed in improving their level of play.21. My practices would be characterized by others as orderly, safe, 1 2 3 4 5businesslike and enjoyable.22. I grouped my players in accordance with their different abilities to 1 2 3 4 5practice the objectives and appropriate “key elements” includedin the practices.23. Practice sessions were organized to maximize the amount of time 1 2 3 4 5that players were practicing “key elements” of skill.24. Objectives were broken down as necessary to allow players to 1 2 3 4 5achieve them in several successful small steps.25. I asked my players questions to determine if they understood 1 2 3 4 5the objectives and/or instruction.26. Players sensed a feeling of control over their learning which 1 2 3 4 5resulted from my emphasis on effort and encouragement.27. My practices were pre-planned and included written objectives, 1 2 3 4 5time, activities, drills and equipment needs.28. I evaluated my practices and incorporated appropriate 1 2 3 4 5changes for subsequent practices.29. The instructional activities and/or drills I used were selected to 1 2 3 4 5provide a setting for achieving one or more objectives.Motivation30. My practices and games resulted in the players achieving many 1 2 3 4 5of their goals for participation in hockey.31. I taught the players how to realistically define success in hockey. 1 2 3 4 532. An expert would agree (upon observing my practices) that I 1 2 3 4 5effectively use a positive (vs. negative) coaching approach.33. I helped my players set realistic goals. 1 2 3 4 5(YES)Role of the Coach | 23

T A B L E O F C O N T E N T SITEMEVALUATIONITEMEVALUATIONCommunication (NO) (YES)34. There was no conflict between the verbal and non-verbal 1 2 3 4 5messages I communicated to my players.35. I facilitated communication with the players by being a good listener. 1 2 3 4 5Discipline36. Accepted behaviors (and consequences of misbehavior) were 1 2 3 4 5communicated to players at the beginning of the season.37. Players were involved in developing (or confirming) team rules. 1 2 3 4 538. Enforcement of team rules was consistent for all players 1 2 3 4 5throughout the season.Involvement with Parents39. Parents of the players were a positive, rather than a negative, 1 2 3 4 5influence on player achievement of the season objectives.40. When asked to help with a specific task, the parents of the 1 2 3 4 5players responded positively.41. Each parent learned something significant about their child 1 2 3 4 5and/or the game of hockey.42. I communicated to the parents my purpose for coaching and 1 2 3 4 5the responsibilities I have to the team.43. I communicated to the parents the responsibilities of 1 2 3 4 5parents and players to the team.44. Parents were well informed of the purpose of hockey, 1 2 3 4 5potential injuries, practice and game schedules, equipmentneeds and other information necessary to successful play.Conditioning45. The physical conditioning procedures I used were appropriate 1 2 3 4 5for the age of the players.46. Where appropriate, I conducted practices to improve the 1 2 3 4 5aerobic and anaerobic energy production systems of the players.47. Where appropriate, I conducted practices to improve the 1 2 3 4 5muscular system fitness of the players.48. I routinely used a systematic warm-up prior to practices and games. 1 2 3 4 549. I routinely used a systematic cool-down after practices and games. 1 2 3 4 550. Where appropriate, the intensity, duration and frequency of my 1 2 3 4 5practices overloaded the muscular and energy systems in aprogressive manner.51. My conditioning work appropriately simulated the conditions 1 2 3 4 5of practice and play.24 | USA Hockey Coaching Education Program Level 3 ManualInjury Prevention (NO) (YES)52. I followed all recommended procedures designed to prevent 1 2 3 4 5injuries associated with the use of improper equipment.53. I implemented the recommendations for preventing injuries 1 2 3 4 5associated with facilities.54. I maintained good control of my players while they were in the arena. 1 2 3 4 555. I did not use contraindicated exercises in the warm-up and 1 2 3 4 5cool-down periods.Care of Common Injuries56. I effectively administered first aid as needed. 1 2 3 4 557. I established and followed appropriate emergency procedures 1 2 3 4 5as they were needed.58. I obtained the information necessary to appropriately care for 1 2 3 4 5individual players.59. I had a well stocked first aid kit at each practice and game 1 2 3 4 5including player medical history information.60. I have a record of each injury that occurred during the season.Rehabilitation of Injuries61. I appropriately supervised the rehabilitation of those players 1 2 3 4 5who did not need the services of a physician.62. None of the players experienced a recurrence of an injury that 1 2 3 4 5could be attributed to inappropriate rehabilitation.Prevention of Liability Events63. I completed the six obligations I have as a coach to preclude 1 2 3 4 5liability from hockey injuries.64. I am knowledgeable about the type and frequency of hockey 1 2 3 4 5injuries that commonly occur.Evaluation65. I completed an evaluation of player improvement in the 1 2 3 4 5performance areas included in my season plan.66. I identified the coaching actions (inactions) that appeared most 1 2 3 4 5closely related to unmet player expectations.67. I made the changes in coaching action needed to improve my 1 2 3 4 5coaching effectiveness.Role of the Coach | 25

T A B L E O F C O N T E N T SEVALUATIVE QUESTION:COACHES’ EVALUATION OF PLAYER OUTCOMESDate________________Did significant, positive results occur on the objectives included in theperformance areas listed below?Player NameRECOMMENDATIONS FOR IMPROVEMENTRecord your assessment of player outcomes in each performance area by answering theevaluative questions with a YES or NO response.(1)_____________________________________________________________________________(2)_____________________________________________________________________________PERFORMANCE AREASKILLSSkatingPuck ControlPassing/ReceivingShootingCheckingGoalkeepingTeam PlayKNOWLEDGERulesCommon InfractionsPenaltiesNutritionConditioningFITNESSEnergy SystemsMuscular SystemsATTITUDESPersonalSocialYes Responses (%)EVALUATIVE RESPONSES:Record your assessment of player outcomes in each performance area by answering theevaluative questions with a YES or NO response.Yesresponses(%)(3)_____________________________________________________________________________(4)_____________________________________________________________________________(5)_____________________________________________________________________________(6)_____________________________________________________________________________(7)_____________________________________________________________________________(8)_____________________________________________________________________________(9)_____________________________________________________________________________(10)_____________________________________________________________________________(11)_____________________________________________________________________________(12)_____________________________________________________________________________(13)_____________________________________________________________________________(14)_____________________________________________________________________________(15)_____________________________________________________________________________(16)_____________________________________________________________________________(17)_____________________________________________________________________________(18)_____________________________________________________________________________(19)_____________________________________________________________________________(20)_____________________________________________________________________________(21)_____________________________________________________________________________(22)_____________________________________________________________________________(23)_____________________________________________________________________________(24)_____________________________________________________________________________(25)_____________________________________________________________________________26 | USA Hockey Coaching Education Program Level 3 ManualRole of the Coach | 27

T A B L E O F C O N T E N T SPLAYER PERFORMANCE RELATIVE TO OTHERSEvaluator: ____________________ Player/Team: _____________________ Date(s) ______________EVALUATIVE QUESTION: In comparison with other players in this league, how does thisplayer (or the players on this team) perform in the Performance areas listed below?RECOMMENDATIONS FOR IMPROVEMENTRecord your assessment of player outcomes in each performance area by answering theevaluative questions with a YES or NO response.(1)_____________________________________________________________________________PERFORMANCE AREASKILLSSkatingPuck ControlPassing/ReceivingShootingCheckingGoalkeepingTeam PlayKNOWLEDGERulesCommon InfractionsPenaltiesNutritionConditioningFITNESSEnergy SystemsMuscular SystemsATTITUDESPersonalSocialTOTAL RESPONSESPlayer/Team Performance LevelsTop Mid Bottom10% 20% 30% 40% 30% 20% 10%B E B E B E B E B E B E B EEVALUATIVE RESPONSES:Individual Players: For each performance area indicate (by placing a check in the appropriatecolumn) the beginning (B) and ending (E) performance level of the player.Team Evaluation: Estimate the number of players in each performance area who began (B) andended (E) their performance in each of the performance level columns. For example, if three playersbegan in the top 10% and four ended in the top 10%, enter a 3 in the B column and a 4 in the Ecolumn.(2)_____________________________________________________________________________(3)_____________________________________________________________________________(4)_____________________________________________________________________________(5)_____________________________________________________________________________(6)_____________________________________________________________________________(7)_____________________________________________________________________________(8)_____________________________________________________________________________(9)_____________________________________________________________________________(10)_____________________________________________________________________________(11)_____________________________________________________________________________(12)_____________________________________________________________________________(13)_____________________________________________________________________________(14)_____________________________________________________________________________(15)_____________________________________________________________________________(16)_____________________________________________________________________________(17)_____________________________________________________________________________(18)_____________________________________________________________________________(19)_____________________________________________________________________________(20)_____________________________________________________________________________(21)_____________________________________________________________________________(22)_____________________________________________________________________________(23)_____________________________________________________________________________(24)_____________________________________________________________________________(25)_____________________________________________________________________________28 | USA Hockey Coaching Education Program Level 3 ManualRole of the Coach | 29

T A B L E O F C O N T E N T SSection 2SportPsychology

T A B L E O F C O N T E N T SChapter 4Mental Preparation for Peak PerformanceOBJECTIVES• Identify a players peak performance• Identify skills and attributes• Describe strategies for peak performanceIntroductionThis chapter is designed to examinepsychological strategies for mentally preparingathletes for peak performance. To accomplish thisobjective, a pyramid model of peak performance ispresented and discussed. Components of themodel include: (1) foundational or psychologicalmake-up and performer personality factors; (2)psychology of peak performance strategies; and (3)coping with adversity strategies. Within eachcomponent of the model a variety of mentalpreparation skills and strategies are examined. It isargued that for athletes to consistently achieve peakperformance, psychological skills and strategieswithin each of the three components must bedeveloped and continually refined.Mental Preparation for Peak Performance“I had a lot of rituals in terms of getting dressed.At the building I had a lot of rituals about how I gotdressed or the route I would take to the arena or theice … I follow an order … I think the order is what’simportant at a very stressful time or at a competitivetime.” [National Champion figure skater (Gould,Finch & Jackson, 1993, page 459)].“I felt ready, I felt prepared … My approach wasbasically win or take me off on a shield. I was eithergoing to win the match or they were going to carryme off. So I was very positive. I wasn’t going tohold back at all.” [Seoul Olympic wrestler (Gould,Eklund, & Jackson, 1992, page 368)].“Acknowledging that you were nervous. Usingyour nervous energy in a positive way. That wastotally effective. To acknowledge it first of all.Instead of saying, “no I’m fine,” and then going upand totally freaking out, you just say, “I think I’m o.k.I’m just really anxious to get out there and use it.Don’t let it just totally screw you up.” Everybodygets nervous. It’s just who handles nerves the best.”[National Champion figure skater, (Gould et al.,1993, page 459)].“I was focusing on his style, what he liked to do,the pace of his wrestling, what side he leads on,what he likes to do as far as inside position … So Iwas focusing on what I could do, for me it waspicking up the pace on him, staying inside, trying topush him harder than he wanted to be pushed, butat the same time I wanted to be fairly under controland conservative … [National Champion figureskater, Gould et al., 1992, page 369].Sport Psychology | 33

T A B L E O F C O N T E N T SQuotes from elite athletes like these clearlydemonstrate the varied ways athletes mentallyprepare for peak performance. Moreover, becausethe salience of mental preparation for athletes andcoaches is a topic that interests sports psychologists,in the last ten years considerable gains have beenmade in our knowledge on the topic.A Unifying Model of Peak PerformanceA good way to understand mental preparationfor peak performance is to consider a generalframework for organizing how mental skills areinvolved in achieving athletic excellence. One suchframework appears in Figure 1. This framework wasdeveloped by Gould and Damarjian and considersthree important sets of psychological factors thatinteract to produce peak performance in an athlete.These include: the psychological foundation ormake-up/personality of the individual involved;psychology of peak performance strategies; andcoping with adversity strategies.At the base of the pyramid of success is thepsychological foundation or make-up/personality ofthe individual. While our understanding of the roleof personality in sports is far from complete and theidentification of the personality profile of thesuperior athlete has not been identified (Vealey,1992), a number of personality characteristics havePeak Performance StrategiesFoundational Skills & Attributes34 | USA Hockey Coaching Education Program Level 3 Manualbeen shown to influence the quest for athleticexcellence. For example, an individual’s goalorientations, trait self-confidence and trait anxietyare examples of important factors to consider.Other factors that might be important for futureresearchers to consider would be meaningfulness,hardiness and optimism.The left side of the pyramid consists of peakperformance strategies, which sport psychologistshave spent considerable time identifying asnecessary for peak performance. Examples includesuch things as concentration, a focus onperformance goals, the use of specific mentalpreparation routines and strategies. While the useof such skills will not ensure success, their use “setsthe table for success” by creating a psychologicalclimate that increases the probability of exhibiting agood performance. Hence, when designing mentalskills training programs, decisions should be madeto teach and develop the specific peak performancestrategies most relevant to the sport and athleteinvolved.A common mistake made in mental skillstraining is to focus sole attention on peakperformance strategies. This is problematic becauseathletes must also learn to deal with adversity. Forexample, Gould, Jackson and Finch (1993) foundthat National Champion figure skaters experiencedmore stress after winning their national titles thanCoping with Adversity Strategiesprior to achieving it. Stress resulted from suchfactors as their own and others’ performanceexpectations, time demands, the media, injuries andgeneral life concerns. Therefore, to achieve andmaintain athletic excellence, athletes not only needpsychology of peak performance skills, but alsopsychological coping strategies which can be usedto effectively help them cope with adversity. Suchpsychological skills might involve stressmanagement techniques, thought stopping or socialsupport mechanisms.It is highly recommended that this psychologicalpyramid model of peak performance be consideredwhen considering mental preparation for peakperformance. Consider the personality andpsychological make-up of the athletes that theprogram is aimed at, and if components of theprogram should be focused on developing orenhancing specific personal characteristics ororientations deemed important. In addition, identifythe most important psychology of peakperformance skills to be taught and what strategieswill be most useful in coping with adversity. Mentalskills training programs which address psychologicalfactors at the base and on the two sides of thispyramid have the greatest probability of helpingathletes consistently enhance performance andachieve success.The remainder of this chapter will examineapplied strategies used to mentally prepare athletesfor peak performance. In so doing these specificstrategies will be discussed within the threeelements of this model. This has the advantage offitting specific strategies within a broader moreholistic perspective.The Psychological Make-Up/Personality of theAthleteThis element of the peak performance model isextremely important, but the most difficult to workwith. This results from the fact that it is very difficultto change one’s personality and motivationaldispositions once they are established. However,this is one reason those interested in eliteperformance should be interested and informed ofthe youth sport research. Children’s sport researchhas identified the important role perceivedcompetence plays in motivation and achievement(Weiss & Chaumeton, 1992), how positive coachingpractices facilitate the development of positive selfesteem,reduce trait anxiety and lower dropout rates(Barnett et al., 1992; Smith & Smoll, 1995; Smith,Smoll & Barnett, 1995), how one’s goal orientationsinfluence achievement behavior (Duda, 1993) andwhat makes sports stressful for young athletes andhow levels of stress can be reduced.While it is much easier to develop positivepsychological attributes through effective coachingpractices when performers are young, this does notimply that nothing can be done in this area byseasoned adult competitors. When asked to consultwith elite performers who are experiencingperformance difficulties, highly respected NorthAmerican mental training consultant Ken Ravizza,for example, spends considerable time having themdiscuss why they participate in their sport and whatmeaning it has for them. It is his opinion thatathletes perform much better when they are notquestioning the reasons for their involvement andit’s meaningfulness. In a similar vein, Terry Orlick(1986) begins his mental training efforts by havingathletes consider their long-term goals for sportparticipation, including a discussion of their dreamsand overall aspirations. Finally, it must berecognized that meaningfulness differs greatlyacross athletes. Some may have their lives in totalorder with clear sport and non-sport goals andobjectives. Others, like former diving great GregLouganis, may have (had) a life out of sports whichis totally chaotic (Louganis & Marcus, 1995). Forthese individuals, however, sport serves as a refugeor safe haven from their troubled outside world.And still others may be in a process of transition,where the once clear sport and life objectives andgoals are being questioned as they face retirementfrom sports (Danish, Petitpas & Hale, 1995; Murphy,1995).Lastly, seasoned athletes may change or learn tomore effectively deal with their motivationalorientations and personality characteristics. Forinstance, an elite athlete who is very outcomeorientedand focuses primary attention on winningmay learn that thinking about the outcome ofcompetition close to, or during performance ofteninterferes with achieving his objective. Hence, he orshe learns not to focus on winning, before or duringthe competition. It is only effective to do so at othertimes. Similarly, it has been recently found thatperfectionism is associated with sport burnout inelite junior tennis players (Gould, Udry, Tuffey &Sport Psychology | 35

T A B L E O F C O N T E N T SLoehr, in press). However, many of the mosteffective world class athletes are perfectionistic intheir orientations. However, they have learned todeal with their perfectionistic tendencies in apositive manner, allowing these tendencies tofacilitate, as opposed to inhibit their development.Peak Performance StrategiesBoth research and the experience of sportpsychologists have taught a great deal about thepsychological strategies needed to consistentlyproduce outstanding performances. While it isbeyond the scope of this review to dismiss all of thework in this area, six strategies that are particularlyimportant will be examined.One reason outstanding performances occur isbecause top athletes set goals (Burton, 1992). Wehave learned, however, that not all goals are equal interms of assisting individuals in achieving peakperformances. Goals must be specific as opposedto general, difficult but realistic, and arranged in aladder or staircase progression of short-term goalsleading to more long range goals. They should alsobe frequently evaluated, and, if needed, modified.Finally, it is most important that a systematicapproach to goal setting be taken and that theathlete be intimately involved in the goal settingprocess.While setting and working towards goalachievement is important, goals alone are notenough. Athletes must make a commitment toachieving excellence. In their extensive study ofOlympic athletes, for example, Orlick andPartington (1988) found that those who performedup to, or exceeded their personal bests in Olympiccompetitions were totally committed to achievingexcellence. Similarly, in their study of SeoulOlympic wrestlers, Gould, Eklund and Jackson(1992) found that a commitment to excellence wasa prerequisite to outstanding performance. It is veryimportant to recognize that this commitment toexcellence does not occur just on game days or incompetitions, but at practices as well. In fact, manyapplied sports psychologists now contend thatsetting goals, mentally preparing and making acommitment in practices, is, as or more critical thanat competitions for achieving consistent athleticsuccess.Research in the last decade has emphasized theimportance of focusing on performance as opposedto outcome goals during competition (Buront, 1992;Duda, 1993; Gould, 1983; Orlick & Partington,1988). In particular, performance goals are selfreferencedperformance objectives such asimproving one’s time in a 100 meter swim or makinga certain percentage of foul shots in basketball,while outcome goals focus on other-basedobjectives like winning or placing higher than aparticular opponent. The logic behind thisrecommendation is that performance goals aremore flexible and in one’s control, as they are notdependent on another competitor while outcomegoals are less flexible and dependent on another’sperformance. Because of this, outcome goals oftencreate anxiety and interrupt psychologicalfunctioning (Burton, 1992).An excellent example of focusing onperformance goals in competition was given byOlympic gold medal skier Tommy Moe. Whenasked by the media prior to this gold medalperformance whether he was thinking aboutwinning (an outcome goal), Moe indicated that hecertainly wanted to win, but had found in the pastthat when he thinks about winning while racing, hetightens up and does not perform well. He skis athis best when he focuses on “letting his outside ski,run” and keeping his “hands out in front” of himself- clear performance goals.The above is not to imply that elite performersdo not hold outcome goals. Most have these typesof goals and find them very salient (Hardy, Jones, &Gould, in press). However, in the heat ofcompetition they do not focus on these outcomegoals - only on what they can control; theirperformance objectives.An excellent way elite athletes prepare for peakperformance is by employing imagery (Gould &Damarjian, in press a; Orlick, 1986; Vealey andWalters, 1993). They see and especially feelthemselves being successful. Moreover, theyemploy imagery in a number of ways: for errorcorrection, to mentally prepare, to see themselvesachieving goals, and facilitating recovery frominjury. It is no wonder that Orlick and Partington(1988) found imagery to be a key variableseparating the more and less successful performers.One reason top performers achieve athleticexcellence on a consistent basis is that they havedeveloped mental and physical preparation routinesand adhere to these in the face of adversity andfailure (Boutcher, 1990; Cohn, 1990). Gould et al.(1992) found, for instance, that more successfulOlympic wrestlers had better developed mentalpreparation routines than their less successfulcounterparts. Hence, they utilize systematic ways ofphysically and mentally readying themselves.Finally, it has been consistently shown that moresuccessful competitors are more confident thantheir less successful counterparts (McAuley, 1992;Williams & Krane, 1993). Moreover, theseindividuals develop confidence via all four ofBandura’s (1984) sources of efficacy [performanceaccomplishments, vicarious experience, persuasionand physiological status interpretation and control]with performance accomplishments being the mostimportant source of information. Elite athleteconfidence comes from employing the previousmentioned psychology of peak performancestrategies on a regular basis.Coping with Adversity StrategiesAn athlete can have good foundational skills(motivational orientations, perspective on themeaningfulness of involvement) and strong peakperformance strategies and still fail to achieveconsistent success. The reason for this is that theyhave not developed skills for coping with adversity.And no matter how successful athletes have been inthe past, they will be faced with adversity. In thestudy of U.S. national champion figure skaters, forinstance, it was found that the vast majority of theseathletes experienced more stress after, as opposedto prior to, winning their championship. Stressresulted from such things as increased self and otherperformance expectations, media attention, andtravel demands (Gould, Jackson & Finch, 1993).Moreover, the longer an elite athlete’s career themore likely he or she will sustain a major injury. Forinstance, most members of the U.S. Ski Team havesustained at least one major season-ending injuryand in so doing had to cope with the stress of theinjury and the challenge of physically recoveringfrom it. It is imperative that the successful performerdevelop coping strategies for dealing with adversity.A first step in preparing to cope with adversity isto learn to expect the unexpected. From the studyof 1988 Olympic wrestlers (Gould, Eklund &Jackson, 1992) for instance, it was learned that more(versus less successful) competitors were positive intheir orientation, but did not expect things to runperfectly and actually anticipated unexpectedcircumstances such as bad calls from officials,transportation hassles and delays in the event. Bydoing so, these athletes were better able to copewith such events when they actually arose. Theirless successful counterparts, had experienced thesame unexpected circumstances in internationalcompetition in the past, but did not expect them tooccur in “their” Olympics. They became frustratedand distraught when they did so.Given the above, it is effective to prepare eliteathletes for major competitions by holding teamdiscussions where potential unexpected events andsources of stress were identified prior to acompetition and ways to cope with them if theyarose. For example, in helping elite figure skatersmentally prepare for the U.S. senior nationals(especially their first time), parents and loved onescan unintentionally interfere with a skater’s mentalpreparation (e.g., the skater needs to be alone thenight before the competition but the parents insiston taking him or her out to dinner). To remedy thisstate of affairs, skaters are instructed to inform theirparents of their mental preparation needs prior tothe competition and actually plan family reunionsand get togethers. In a similar vein, discussions wereheld with the U.S. freestyle ski team prior to theLillihammer Games, where securing tickets forsignificant others and increased security (soldierswith machine guns) were identified as potentialstress sources. To cope with the first stressor, theathletes on the team organized a ticket exchangesystem among themselves so those athletes needingtickets could obtain unused ones from other teammembers. Nothing could be done to change thesecond potential stressor, but by recognizing thatsuch feelings would occur, the athletes felt betterprepared to deal with them.Lastly, great coaches like the former Universityof North Carolina Chapel Hills’ basketball coach,Dean Smith, prepared their teams for theunexpected through game simulations. Forexample, Coach Smith ended every practice with areferee on the court and the clock running with histeam in varying circumstances (down by 2 and ondefense, up by 3 with the ball). By doing so, overthe course of the season his teams becomeaccustomed to dealing with a variety of late gamepressure situations and tactical and mentalstrategies for dealing with them. Hence, theypracticed unexpected situations and how toeffectively cope with them.36 | USA Hockey Coaching Education Program Level 3 ManualSport Psychology | 37

T A B L E O F C O N T E N T SIt is effective to have athletes and teams developand practice what are labeled “psychological firedrills.” For example, the importance of having andadhering to a routinized mental and physicalpreparation routine was previously discussed.However, during an athlete’s career, things out of hisor her control will sometimes prevent the initiationof optimal mental preparation. For example, amechanical problem will cause the team bus toarrive at the venue late, a power outage will delay orinterrupt an event or inclement weather will causethe event to be delayed. Just as school childrenpractice fire drills in the event a fire occurs at theirschool, athletes are taught to have emergencymental preparation plans. For instance, a short planto use if they are rushed and do not have the idealtime available to ready themselves, or a “stretch”plan to employ if there is a delay in the competitionand must maintain their focus for an indefinite time.Having these emergency mental preparation plansand practicing them from time to time gives theathlete confidence to deal with unexpectedcircumstances.Although no casual relationship has beenidentified, recent research (Gould, Eklund &Jackson, 1992; Finch, 1994) has suggested that it isextremely important that athletes have their copingstrategies so well learned that they becomeautomated. For instance, in the study of mentalpreparation in Olympic wrestlers, there were nodifferences between medal versus non-medalwinning competitors in terms of the types of copingstrategies they used (Gould et al., 1992). However,the medal winning wrestlers were found to havetheir coping strategies so well learned that theywere able to employ them without hesitation. Thissuggests that coaches and sport psychologyconsultants not only teach athletes appropriatecoping skills, but structure practice situations in sucha way that these skills become so well learned thatthey can be employed with hesitation.One of the most powerful coping skills availableto individuals today is social support (Cohen &Willis, 1985; Hardy & Crace, 1991). It is notsurprising that social support is an essential skill thatathletes striving for peak performance develop. Thismay come in the form of tangible social supportwhere material assistance and expertise is provided,emotional social support where individuals areavailable to listen and provide emotional comfort,informational social support where othersacknowledge one’s efforts as well as confirmopinions and when appropriate challenge thinking(Hardy & Crace, 1991). The old myth that mentaltoughness involves having an athlete do everythingon his or her own needs to be disputed andreplaced. Athletes must be open to, and learn toseek social support.Finally, when employing coping strategies,athletes must learn when to focus on the problemand when to focus on their emotional reaction to it.In the coping literature this is called the “goodnessof fit” hypothesis and is based on Lazarus andFolkman’s (1984) notion that two classes of copingbehaviors exist; problem-focused coping andemotion-focused coping. Problem-focused copingstrategies are those which deal directly with thesource or cause of stress an individual experiences.For example, an athlete who is stressed because ofnot having enough time to train may reprioritize hisor her activities and learn better time managementskills and in so doing, lower the amount of stressexperienced. In contrast, emotion-focused copingdoes not involve changing the source of stress butone’s emotional reaction to it. Hence, an athletewho is nervous because she is awaiting the finals inher competition may use progressive relaxation tolower the stress she is experiencing.The key contention of the “goodness of fit”notion is that at times it is realistic to change thestress source (e.g., asking parents who unknowinglyplace pressure on a young competitor not to talkwith him or her until after a competition) while atother times, changing the stress source is notfeasible (e.g., canceling a competition because anopposing team is particularly talented). Problemfocusedcoping efforts are thought to be mosteffective when something can be done to modifythe stressor. However, when the stressor cannot bemodified, it is more productive to focus on dealingwith the emotions resulting from the stressor.The key practical implication arising from the“goodness of fit” notion is that when an athlete isexperiencing undesirable stress levels, coaches,athletes and sport psychology consultants shouldanalyze the situation and determine whether itwould be more useful to focus on problem oremotion-focused coping strategies. By doing so,their stress management efforts will be moreefficient and productive.SUMMARYIf an athlete is going to consistently achievepeak performances a variety of mental preparationskills must be developed. This presentation has triedto organize key mental preparation skills into apyramid model of peak performance. All threecomponents of the model must be developed andcontinually refined. However, it is critical torecognize that no standardized set of mentalpreparation skills exist, and although the mostgeneric skills, considerable individual differencesand variation in strategy use is evident. Hence,while those choosing to use the model to guidepractice will find the general strategies andguidelines useful, it is critical that an awareness andappreciation of individual differences be recognizedand mental preparation programs modifiedaccordingly. By doing so, the model will be mosteffective in guiding practice.REFERENCESBandura, A. (1982). Self-efficacy in human agency. AmericanPsychologist, 37, 122-147.Barnett, N.P., Smoll, F.L., & Smith, R.E. (1992). Effects of enhancingcoach-athlete relationships on youth sport attrition. The SportPsychologist, 6, 111-127.Boutcher, S.H. (1990). The role of performance routines in sport. In J.G.Jones & L. Hardy (Eds.). Stress and performance in sport (pp. 231-245). Sussex, UK: John Wiley & Sons.Burton, D. (1992). (1992). The Jekyll/Hyde nature of goals:Reconceptualizing goal setting in sport. In T. S. Horn (Ed.).Advances in Sport Psychology (pp. 257-297). Champaign, IL:Human Kinetics.Cohen, S. & Willis, T. (1985). Stress, social support and the bufferinghypothesis. Psychological Bulletin, 98, 310-357.Cohn, P.J. (1990). Pre-performance routines in sport: Theoreticalsupport and practical applications. The Sport Psychologist, 3, 301-312.Danish, S.J., Petitpas, A., & Hale, B. (1995). Psychological interventions:A life development model. In S. M. Murphy (Ed.). Sportpsychology interventions (pp. 19-38). Champaign, IL: HumanKinetics.Duda, J.L. (1993). Goals: A social cognitive approach to the study ofachievement motivation in sport. In R. N. Singer, M. Murphey, &L.K. Tennant (Eds.). Handbook of research on sport psychology.NY: MacMillan Publishing.Finch, L.M. (1994). The relationship among coping strategies, traitanxiety, and performance in collegiate softball players. Paperpresented at the Association for the Advancement of AppliedSport Psychology Conference, Lake Tahoe, Nevada.Gould, D. (1993a). Goal setting for peak performance. In J. M. Williams(Ed.). Applied sport psychology: Personal growth to peakperformance (second edition) (pp. 158-169). Mountain View, CA:Mayfield.Gould, D. (1993b). Intensive sport participation and the prepubescentathlete: Competitive stress and burnout. In B. R. Cahill & A.J. Pearl(Eds.). Intensive sports participation in children’s sports (pp. 19-38).Champaign, IL: Human Kinetics.Gould, D. & Damarjian, N. (in press a). Imagery training for peakperformance. In J. L. Van Raalte & B.W. Brewer (Eds.). Apractitioner’s guide to sport and exercise psychology. Washington,D.C.: American Psychological Association.Gould, D. & Damarjian, N. (in press b). Mental skills training in sport. InB. C. Elliot (Ed.). Applied sport science: Training in sport.International Handbook of Sport Sciences – Vol. 3. Sussex,England: John Wiley & Sons, Inc.Gould, D., Eklund, R.C., & Jackson, S.A. (1992). 1988 U.S. Olympicwrestling excellence: I. Mental Preparation, pre-competitivecognition and affect. The Sport Psychologist, 6, 344-357.Gould, D., Finch, L.M. & Jackson, S.A. (1993). Coping strategies used bynational champion figure skaters. Research Quarterly for Exerciseand Sport, 64, 453-468.Gould, D., Jackson, S.A., & Finch, L.M. (1993). Sources of stress innational champion figure skaters. Journal of Sport and ExercisePsychology, 15, 134-159.Gould, D., Udry, E., Tuffey, S. & Loehr, Jr. (1994). Burnout in competitivejunior tennis players: I. Introduction to the project. Manuscriptsubmitted for publication.Hardy, C. & Crace, K. (1991). Social support within sport. SportPsychology Training Bulletin, 3(1), 1-8.Hardy, L., Jones, G. & Gould, D. (in press). Psychological preparation forelite athlete performance: Theory and practice. Sussex, UK:Wiley.Lazarus, R.S. & Folkman, S. (1984). Stress, Appraisal and coping. NewYork: Springer.Louganis, G. & Marcus E. (1995). Breaking the surface. New York:Random House.McAuley, E. (1992). Self-referent thought in sport and physical activity.In T. S. Horn (Ed.). Advances in Sport Psychology (pp. 101-118).Champaign, IL: Human Kinetics.Murphy, S.M. (1995). Transitions in competitive sport: Maximizingindividual potential. In S. M. Murphy (Ed.). Sport psychologyinterventions (pp. 334-346). Champaign, IL: Human Kinetics.Orlick, T. (1986). Psyching for sport. Champaign, IL: Leisure Press.Orlick, T., & Partington, J. (1988). Mental links to excellence. The SportPsychologist, 2, 105-130.Smith, R. E. & Smoll, F. L. (1995). The coach as the focus of research andintervention in youth sports. In F. L. Smoll & R. E. Smith (Eds.).Children and youth in sport: A biopsychosocial perspective. (pp.125-1410). Madison, WI: Benchmark.Smith, R. E., Smoll, F. L., & Barnett, N. P. (1995). Reduction of children’ssport performance anxiety through social support and stressreductiontraining for coaches. Journal of DevelopmentPsychology, 16, 125-142.Vealey, R. (1992). Personality in sport: A comprehensive view. In T. S.Horn (Ed.). Advances in Sport Psychology (pp. 25-29).Champaign, IL: Human Kinetics.Vealey, R.S. & Walters, S. M. (1993). Imagery training for performanceenhancement and personal development. In J. M. Williams (Ed.).Applied sport psychology: Personal growth to peak performance(second edition) (pp. 200-224). Mountain View, CA: Mayfield.Weiss, M. R. & Chaumeton, N. (1992). Motivational orientations insport. In T. S. Horn (Ed.). Advances in Sport Psychology (pp. 61-99). Champaign, IL: Human Kinetics.Williams, J. M. & Krane, V. (1993). Psychological characteristics of peakperformance. In J. M. Williams (Ed.). Applied sport psychology:Personal growth to peak performance (second edition) (pp. 137-147). Mountain View, CA: Mayfield.38 | USA Hockey Coaching Education Program Level 3 ManualSport Psychology | 39

T A B L E O F C O N T E N T SChapter 5Building Self-EsteemOBJECTIVES• Identify the primary processes which influence the development of an athlete’s self-esteemincluding social acceptance, social reinforcement and social comparison• Develop techniques through the use of these processes to assist players in the developmentof high levels of self-esteemAn athlete’s personality can be defined as thesum total of those attributes that make the individualunique. Self-image and self-esteem are twoimportant components of each athlete’s personality.Self-Image: How one perceives or views oneselfSelf-Esteem: How one feels about oneselfThe key difference between the above twocomponents of a player’s personality is that selfesteembrings into play self-evaluation or selfappraisal.Upon completion of this chapter, you will bebetter prepared to:• identify the primary processes whichinfluence the development of an athlete’sself-esteem;- social acceptance,- social reinforcement,- social comparison,• develop techniques through the use of theseprocesses to assist players in thedevelopment of high levels of self-esteem.CHARACTERISTICS OF SELF-ESTEEM• A high level of self-esteem is characterizedby positive feelings about oneself.• Self-esteem is learned. It is acquired throughpersonal experiences and feedback fromimportant people (e.g., parents, peers, andcoaches) in one’s life.• Self-esteem can be changed.• Self-esteem is extremely important as itaffects one’s motivation, learning,performance, personal relationship, and lifesatisfaction.HOW DOES SELF-ESTEEM DEVELOP?Young hockey players receive feedback throughconstant interaction with their physical and socialenvironment which provides them with informationabout what they are capable of doing and howothers view them. The individuals in an athlete’s lifewho are most important in shaping a player’s selfesteemare parents, teachers, coaches, and peers.The three main processes which influence thedevelopment of one’s self-esteem are socialacceptance, social reinforcement, and socialcomparison.Sport Psychology | 41

T A B L E O F C O N T E N T SSOCIAL ACCEPTANCESocial acceptance is the extent to which otherpeople make athletes feel they are accepted asimportant persons.Coaches can make athletes feel accepted by:• showing a genuine interest in how they aregetting along in situations outside of hockey(e.g., at school, work, or home).• warmly greet the players each time that yousee them.• talking with each athlete individually atevery practice and game.• joking with them (but do not be a clown tothem).• asking their advice in certain areas (e.g.,warm-ups).• listening attentively to what the athleteshave to say.• being willing to help the players solvepersonal problems.As a coach, you can do a lot to assist athletes inthe development and acceptance of high levels ofself-esteem by demonstrating a genuine interest ineach athlete as a person and a hockey player.FOR THE COACHYou have an athlete who has a low level of selfesteem.What can you specifically say and do toshow acceptance of this athlete as a hockey playerand a person?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SOCIAL REINFORCEMENTSocial reinforcement refers to the positive ornegative feedback that an athlete receives fromother people.• Feedback consists of the information whichindividuals transmit to an athlete by whatthey say and do.• Young athletes are constantly seekinginformation about how well they are doing.Their coach’s, peers, and parent’scomments and gestures are importantsources of such information.• Positive reinforcement (praise orencouragement) will usually help thedevelopment of a positive self-esteem,whereas constant criticism or lack of interestin players will have a negative effect on thedevelopment of their self-esteem.• Remember, praise is the highest form ofmotivation.As a coach, try to use a lot of positivereinforcement to help players build high levels ofself-esteem.POSITIVE REINFORCEMENTPositive reinforcement consists of any form ofpraise or encouragement which indicates approvalof what an athlete is doing.• Praise should be provided for good effort aswell as good performance.• Praise should be specific rather thangeneral.• Following a mistake in a game, a coachshould show patience and explain to theplayer exactly what the error was and howto correct the error. Play the individual onthe next shift to show your confidence in theathlete.• Encouragement should be provided whenathletes are working on new skills, especiallyafter mistakes or setbacks.• Use gestures such as a pat on the back, asmile, a wink, a nod of the head, or athumbs-up sign to indicate approval.• Encourage teammates to give one anotherpositive feedback.• Provide constructive feedback which willhelp the player improve performance.• Do not use too much positive reinforcementor it will lose its effect. Make sure yourpositive feedback is sincere and meaningful.• Set goals for each player which are specific,measurable, and attainable.• Make sure that players feel that they haveimportant roles on the team. Define the rolefor each athlete in a specific manner.NEGATIVE REINFORCEMENTNegative reinforcement consists of any type ofcriticism or punishment which indicates disapprovalof what an athlete is doing.• If you must use criticism, make sure it isdirected at a specific, undesirable actionthat you want to eliminate. It should not beinterpreted by an athlete as a comment ontheir worthiness as a person.• Negative comments should always beaccompanied by specific correctiveinformation.For example:Never just say “Don’t do that.” Instead, youshould:• explain to the players what they have donecorrectly.• explain to the players precisely what theyhave done wrong.• offer clear, corrective advice which showsthem how to carry out the desired behavior.• offer encouragement.As another example:If the centre on a line is a right-hand shot and hasa tendency to use a forehand pass (rather than abackhand pass) to the right winger, you should notjust say “Don’t use a forehand pass, use a backhandpass.” Rather, you should explain that:• by turning to the forehand to pass to yourright winger, you are taking too long toexecute the pass and are telegraphing yourintentions, thereby giving the opposingplayer time to intercept the pass.• by using a backhand pass, you will be ableto execute the pass more quickly and thusincrease the chances of success.• players at all levels make this basic mistakeand must practice their skill.Remember, following a mistake, offer correctivefeedback and encouragement.FOR THE COACHYou have a hockey player who is a weak skater.How can you use positive reinforcement to help theplayer develop positive self-esteem and perhapsimprove the athlete’s skating skills?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Select one of the skills you teach your players.Identify a common error that occurs when athletesperform this skill. Would you use positive ornegative reinforcement to correct the error? Whatfeedback would you give to the players?Skill: ___________________________________Common error: __________________________Use of positive or negative reinforcement:_____________________________________Feedback given: ________________________________________________________________________________________________________________________________________42 | USA Hockey Coaching Education Program Level 3 ManualSport Psychology | 43

T A B L E O F C O N T E N T SSOCIAL COMPARISONSocial comparison is the process by which athletesconstantly compare themselves with others inorder to conduct self-evaluations.• Athletes discover through social comparisonhow well they are doing in the areas ofphysical, social, and mental abilities.• Through their hockey experiences, playersget answers to the following questions:- How good a player am I?- How good are my skills in, for example,skating, passing, shooting, and stickhandling?- How strong am I?- How well-liked am I by my teammates?- How smart a player am I?As a coach, you should be aware that players areconstantly comparing themselves to theirteammates, peers, and significant others.The rating which players give themselves is animportant determinant of their self-esteem.For athletes with a low level of self-esteem, thecoach should make a strong effort to point outpositive events in the physical, social, or mentalareas. Examples may include:• “You’re a good team player.”• “You’re very unselfish.”• “You showed a lot of hustle.”• “You showed a lot of discipline by notretaliating.”• “That was a smart play.”You should also explain to players their specificand overall roles within the team. For example, ifspecific players have good defensive skills, thecoach should emphasize the importance of theircontribution to the team which otherwise may gounnoticed. Defensive skills, such as blocking shots,freezing the puck when a change is needed, ortaking face-offs, are necessary for the overallsuccess of the team.FOR THE COACHThink of your three least skilled players. Nameone important role they each play in making aworthwhile contribution to the team. How do youreinforce these players for their positivecontributions to the team?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________BODY IMAGEPlayers perceptions of their body and theirsatisfaction or dissatisfaction with their physicalmake-up are also important factors influencing thedevelopment of their self-esteem.• Young athletes who have experienced agrowth spurt may be gangly anduncoordinated and have a poor body image.• Likewise, young athletes who are very latematurers may have a poor body imagebecause of their small size.• In both cases, poor body image may lead tolow levels of self-esteem.• A coach who recognizes a player whoseems to have a poor body image due tobeing an early or late maturer should showpatience with the athlete. The coach shouldalso explain that many players pass throughthis growth pattern and eventually they allgrow out of it. The coach should try to helpthe low self-esteem athletes realize thepositive attributes they possess (e.g., hardworker, disciplines, unselfish, and honest).Chapter 6Motivating Your PlayersHOW TO HELP MOTIVATEYOUR PLAYERSOBJECTIVES• Understand motivational techniques• Understand the meaning of success• Learn how to deal with stressAthletes are most highly motivated when theyobtain what they seek from their participation insport. Therefore, motivational techniques shouldbe selected that are based upon the reasonsathletes have for joining the team (provided thattheir motives are healthy for the individual and theteam). The following strategies may help youimprove your players’ motivation.Know your AthletesWhy are they participating?Young athletes differ in their personalities,needs, and objectives for playing hockey. You must,therefore, get to know your athletes as individualsin order to determine why they participate. Oneway to accomplish this is through a team meeting atthe start of the season. Ask your players why theyare participating and what their personal objectivesare for the season. Continue this dialogue before,during and after practices, special events orwhenever you have a chance to talk one-on-onewith your players.Help Athletes Improve Their Skills and Learn NewSkillsSkill improvement is one reason for joining ahockey team. Therefore, practice sessions shouldfocus on skill development, with regularopportunities for players to measure theirprogress. In addition, you can help athletes setperformance goals that are appropriate for them.For example, when young players are first learningto pass, tell them that if they can pass the puck sothat a teammate can receive it without movinghis/her stick, they have been successful. Moreadvanced players should be encouraged to passwithout altering their speed or direction so that theirteammate can receive the puck and continue adeveloping play without hesitations. As playersimprove, they can increase the number of timesthey pass successfully. In this way, your players canmeasure their improvement in performance moreobjectively than by considering only the gameoutcome.44 | USA Hockey Coaching Education Program Level 3 ManualSport Psychology | 45

T A B L E O F C O N T E N T SPractices and Games Should be EnjoyableAs indicated by various studies, young athleteswant to have fun. This means they want to play,not sit on the bench or stand in long lines waitingfor their turn at a drill. One of the best ways toensure that practices are enjoyable is to use short,snappy drills that involve a large number of players.You can also keep your players’ interest byincorporating new drills. Your players may even beable to invent useful drills of their own.Having a chance to display their skills during a contest isan excellent motivatorIn games, too, all players can be involved, evenif they’re sitting on the bench. Team members canbe watching the individuals who are playing similarpositions in order to learn from their goodtechniques or their mistakes. They can also watchfor strategies used by the other team. Mostimportantly, however, they should all have a chanceto play in every game. Knowing they will have achance to display their skills during the course of thecontest is a primary source of motivation prior toand after the experience. Players who sit on thebench, unable to test their skills in a game, are nothaving fun.Allow Players to be with their Friendsand Make New FriendsMany athletes view their hockey participation asa chance to be with their friends while doingsomething they enjoy. Allowing them to have funwith their friends does not mean your practices haveto be disrupted. You can encourage opportunitiesfor them to develop their friendships by initiatingsocial activities such as a mid-season pizza partywhich would take place outside of practice. This willrequire more time on your part, but you will also getto know your players better and may find theseactivities very rewarding.Help Players Understand the Meaning of SuccessChildren learn at an early age to equate winningwith success and losing with failure. If athletes wina game, they feel good or worthy. If they lose, theyfeel incompetent or unworthy. This attitude towardwinning can be very discouraging to players, unlessthey are always winning (an impossibility for at least50% of the participants). One of your mostimportant roles, therefore, is to help your playerskeep winning in perspective. One way toaccomplish this is to help your players understandthat winning a game is not always under theircontrol. For example, after losing a game, you maytell your team, “We ran the offense well today, buttheir goalie played very well, so we didn’t get asmany goals as we expected.”Your players also need to know that, althoughstriving to win is an important objective in hockey,being successful in hockey also means makingpersonal improvement and striving to do one’sbest. This attitude can be developed by:• Encouraging maximum effort duringpractices and games.• Rewarding that effort.• Helping your players set important butrealistic goals that they can attain and thusbe successful.In helping your players understand the meaningof success, it is important not to punish them whenthey fail, particularly if they gave a maximum effort.Your coaching approach is the most important factor thatinfluences player motivationUse the Positive Approachto CoachingProbably the most important factor thatinfluences your players’ motivation is theapproach you take in coaching. There are manydifferent styles or approaches used by coaches, butmost fall into two categories: the negative approachand the positive approach. The negative approachis the most visible model of coaching because it isprominent (like bad news in the newspaper) throughthe media, in professional, college and even highschool sports. This approach is one where thecoach focuses on performance errors and uses fear,intimidation, and/or anger to motivate players. Thenegative approach doesn’t work very well withyoung athletes. Constant criticism, sarcasm, andyelling often frustrates young athletes, deterioratestheir self-confidence, and decreases their motivationbecause they are just developing their skills andhave fragile self-concepts.The positive approach, in contrast, is one wherethe coach focuses on the correct aspects ofperformance and uses plenty of encouragementand praise for the tasks that players performcorrectly. When skill errors occur, a coach who usesthe positive approach corrects mistakes withconstructive criticism. A positive, supportiveapproach is essential when coaching youngathletes if high levels of motivation are to bemaintained.Key principles for implementing a positiveapproach to coaching are listed and explained inthe following paragraphs.• Be liberal with rewards and encouragementThe most effective way to influence positivebehavior and increase motivation is through thefrequent use of encouraging statements andrewards. The single most important differencebetween coaches whom young athletes respectmost and those they respect least is the frequencywith which coaches reward them for desirablebehaviors. The most important rewards you cangive are free. They include a pat on the back, asmile, clapping, verbal praise or a friendly nod. Themore a coach uses encouraging statements andrewards, the more motivated the players will be.• Give rewards and encouragement sincerelyFor rewards to be beneficial, they must be givensincerely. This does not mean that you shouldn’tgive them positive feedback about theirperformance when they made mistakes. You canpoint out their errors and at the same time praisethem for the plays they performed well. It isimportant to be positive, but also realistic.• Reward effort and correct technique,not just resultsIt’s easy to praise a player who just scored agoal, but it’s less natural to praise a player who triedhard but missed the shot. Sometimes, too, we forgetto reward correct technique when it does not resultin positive outcomes. It is important, however, toreward players’ efforts and the use of correcttechnique if you want this behavior to continue.• Have realistic expectationsBase your rewards and encouragement onrealistic expectations. Encouraging your Pee Wees,Squirts, or Mites to strive to elite-level standards willprobably make them feel as though they have failedwhen they can’t reach the goals they think you’veset for them. It is much easier for you to give honestrewards when you have realistic expectations aboutyour players’ abilities.Help Players Set GoalsYoung athletes learn from parents and coachesthat success is equated with winning and failure isequated with losing. Adopting this view of successand failure confuses the players. Let’s take, forexample, the cases of Charlie and Paul, members ofthe winning and losing teams, respectively. Charlieplayed three minutes in the final period, spendingtwo of those minutes in the penalty box. Becausehe was a member of the winning team, however, hisperformance is perceived as a part of the success.On the other hand, although Paul masterfully usedthe skill he had been practicing and scored his firstgoal of the season, he is forced to conclude that heis a failure because he was on the losing team. Asadults, we recognize the inaccuracy of theseperceptions, but our actions at the end of a contestmay tell our players that a winning score is whatreally matters.Equating success or failure with winning or losing resultsin mixed messages to the athleteAthletes need a way to compare current andpast performances to determine whether they aresuccessful. This can be accomplished throughgoal setting. By using an individualized goal-settingstrategy, each athlete can regain control over his/herown success or failure. In addition to removing themixed messages, remind the players that there aresome factors which can determine the outcome of agame that are out of a player’s control. For example,the person your athlete is defending may be playingthe best game of his/her career. Although yourathlete is playing very well, there is just no stoppingthe opposing player. Or, injury or illness of oneplayer may force another player to play an unfamiliarposition. Or, the ice may be much faster or slowerthan your players are used to playing on and all theirpasses are slightly off the mark. These exampleshighlight the need to establish personalimprovement goals consistent with the objective ofwinning, but not entirely dependent on itsachievement, to maintain player motivation. Severalguidelines for goal setting that can markedly help46 | USA Hockey Coaching Education Program Level 3 ManualSport Psychology | 47

T A B L E O F C O N T E N T Sperformance are listed and explained in thefollowing paragraphs.• Success should be possible for everyone onthe teamWhen implementing a goal-setting program,each athlete must experience some success; inother words, each player should perform at a levelthat demands a best effort for the existingconditions. Help each athlete realize that effortequals success by focusing rewards on such efforts.• Practice goals should be more challengingand goals during competition more realisticWhen you set up drills to work on passing orshooting, help your players set goals for practicethat will challenge them to exceed a previous effort.For example, when practicing slap shots, you mayask your best shooter to make seven out of 10 shotsin practice, while another player may be challengedwith four out of 10. You cannot expect the samelevel of performance in a game because neither younor the player control all the factors. Therefore, youmay set two or three out of 10 shots in a game as arealistic goal for your best and one out of 10 shotsfor your other players. With this approach,motivation at practice is increased and players havea realistic chance of experiencing self-worth in agame.• Goals should be flexibleIf goal-setting is to be effective, goals must beevaluated frequently and adjusted depending on theathlete’s success ratio. If an athlete is achieving theset goal, increase the goal to provide for greaterchallenge and motivation. If the goal is too difficultand the athlete is feeling frustration or failure, thegoal should be lowered rather than having theathlete continue to experience failure.• Set individual goals rather thanteam goalsIn general, team goals should not be made. Thisis because team goals are not under anyone’scontrol and they are often unrealistic. It is toodifficult to assess accurately how a team willprogress through a season. Will your team improvefaster than other teams, at the same pace or be alate-comer? If you set as a goal winning a certainnumber of games (i.e., 15 out of 20 games), and theteam loses their first six games, you cannot achievethe goal even by winning the remaining 14 games.This will only cause greater discouragement amongteam members. Work on individual improvementthrough goal-setting and let the team’s improvementreflect the individual’s improvement.Goal-setting can be very effective in improving aplayer’s performance, confidence and self-worth.To be effective, however, you must know yourplayers well enough to know when they are settinggoals that are challenging, controllable and realistic.In addition, goals must be adjusted to ensurefeelings of self-worth. Team goals should generallybe avoided.Dealing with Competitive StressSome coaches believe the best way to motivatea team for competition is to get them “psyched-up”before the game. With young athletes, however,getting “psyched-up” is not usually the problem;rather, the problem for them is getting “psychedout.”Competitive stress in young players canoriginate from many sources - the player,teammates, the coach, and/or the parents. Whenhockey players are asked what might cause them toworry, the five most frequent answers given were:improving their performance, participating inchampionship games, falling for a “sucker move,”performing up to their level of ability and what theircoach would think or say. Thus, young hockeyplayers are most likely to be worried aboutperformance failure. This worry about failure mayincrease players’ anxieties, which, in turn, may causepoor performance and eventually decreasemotivation.A good way to help your players avoid theeffects of competitive stress is to reduce their fearof failure. This can be achieved by encouragingthem to enjoy the game and do their best. Whenyour players lose or make a mistake, don’t expressdispleasure; rather correct their mistakes in apositive way by using the following steps.1. Start with a compliment. Find some aspectof the performance that was correct.2. Then tell the player what was wrong andhow to correct it.3. End with another positive statement suchas, “Keep working at it. You’llget it.”This approach allows players to keep practicingtheir skills without the fear of making a mistake. Thefollowing guidelines may be helpful in preventingcompetitive stress.1. Don’t set unrealistic goals.2. Use the positive approach when correctingmistakes.3. Eliminate the type of “pep talks” thatcommunicate overemphasis on the gameand the outcome.SUMMARYChildren play hockey because they want to havefun, be with friends, improve their skills and besuccessful. Children who drop out of hockeytypically do so because one or more of their goalswas not met. You can maximize your players’ desireto participate and help prevent them from droppingout by getting to know them as individuals. Learnwhy they are participating; focus on skilldevelopment in practice sessions and make sure thepractices are enjoyable. Allow time for friendshipsto develop by creating a cordial environment bothon and off the ice. Help players understand themeaning of success and have them set realisticgoals.Using a positive approach to coaching is themost effective way to improve players’performance. Positive coaching will also makeplaying and coaching more enjoyable. Be sure toreward effort and correct techniques, in addition tothe results that meet your expectations.Having realistic expectations of players’performance will provide more opportunities togive rewards. However, where players makemistakes, use the positive approach to correctingerrors. The positive approach involves using acompliment, correcting the error and thenfinishing with another positive statement. Using apositive approach and helping players reach theirgoals are effective ways to motivate your playerstoward maximum performance.REFERENCESSmoll, F.L., Smith, R.E. (1979). Improving relationship skills in youth sportcoaches. East Lansing, MI: Institute for the Study of Youth Sports.Youth Sports Institute (1977). Joint legislative study on youth sportsprogram, phase II. East Lansing, MI: Institute for the Study ofYouth Sports.48 | USA Hockey Coaching Education Program Level 3 ManualSport Psychology | 49

T A B L E O F C O N T E N T SChapter 7Player Training LogOBJECTIVES• Identify the importance of keeping a training log• Outline what should be kept in a player’s log• Provide an example of a log bookINTRODUCTIONAny elite athlete will tell you that keeping atraining log is an absolute must if you want to makethe most of your training. Detailed record keepinghelps you remember what you did during a certainday, week or month allows the player and coach tomake judgements on what training method worksbest.Nearly all the advantages of keeping a traininglog stem from regular comparisons the coach andathlete are able to make.A log enables you to chart the peaks and valleysin the player’s performance. You may think you’llnever forget a particular practice or game, but canyou remember the exact practice or workout theday or week before, that prepared you for aparticular game, tournament or series?A training log is also a great place to record theresults of competition. By jotting down thisinformation, you can see trends in yourperformance.Players’ recovery from an injury can bedocumented in their log books and can be used asa reference for future injuries. Regular recordkeeping will show what type of treatment andrehabilitation was used for a particular injury.TRAINING LOG COMPONENTSHere are some suggestions for training logcomponents• Hours of sleep• Type of appetite• Daily resting pulse rate• How you feel• Practice goals (individual)• Practice goals (team)• Skills to work on• Mental goals for practice• Mental goals for games• Goals for games (team)• Goals for games (individual)• Pre-Practice attitude• Pre-Game attitude• Post-Practice comments• Post-Game comments• Self talk• Injury record• Rehabilitation record• Life skill goals• Life skill accomplishments• Academic goals• Academic achievements• Game resultsSport Psychology | 51

T A B L E O F C O N T E N T SSAMPLE LOG SHEETSHere are some samples of a log book page.TRAINING LOG BOOK ASEASON REVIEWLOG BOOK BDate: ______________________________________Hours Sleep: ________________________________Appetite: q good q poorResting Pulse: ________________________Muscles Feel: q good q hurt q soreThe Best:1. Game ___________________________________________________________________________________________2. Practice__________________________________________________________________________________________WORKING ON TODAYSkills:_______________________________________________________________________________________________New Skills: __________________________________________________________________________________________Practice Goals: _________________________________________________________________________________________________________________________________________________________________________________________PRE-PRACTICE ATTITUDEHow motivated are you?1 2 3 4 5Don’t want to practice Average motivation Can’t wait to get trainingMental Goals for Practice:1.__________________________________________________________________________________________________2.__________________________________________________________________________________________________3. Attitude__________________________________________________________________________________________4. Grades __________________________________________________________________________________________Need Improvement1. In my Game ______________________________________________________________________________________2. In my Practicing ___________________________________________________________________________________3. In my Attitude ____________________________________________________________________________________4. In School ________________________________________________________________________________________5. Mental Preparation ________________________________________________________________________________POST PRACTICE COMMENTSEnergy Level: How much energy did you have?1 2 3 4 5VERY LOWVERY HIGHWhy? ______________________________________________________________________________________________Performance: Did you accomplish your specific practice goals?1 2 3 4 5Met No Goals Met 50% of Goals Met 100% of GoalsSELF-TALKWhat were you saying to yourself before practice?____________________________________________________________________________________________________________________________________________________________What were you saying to yourself during practice? ____________________________________________________________________________________________________________________________________________________________Name at least one positive accomplishment from today’s practice: ______________________________________________________________________________________________________________________________________________Notes:_________________________________________________________________________________________________________________________________________________________________________________________________52 | USA Hockey Coaching Education Program Level 3 ManualSport Psychology | 53

T A B L E O F C O N T E N T SWEEKLYLOG BOOK CWeek: _____________________________________________________________________________What’s on the Schedule:• Practices_________________________________________________________________________• Game ___________________________________________________________________________• School __________________________________________________________________________• Other Activities ___________________________________________________________________School:• Homework_______________________________________________________________________• Special Assignments _______________________________________________________________• Tests ____________________________________________________________________________Section 3Risk Management• Goals this week ___________________________________________________________________• What did I learn___________________________________________________________________Game Recap• Performance q Great q Good q Average q Poor• Goals Met q Yes q No• Pre-Game Attitude q Great q Good q Average q Poor• Post-Game Attitude q Great q Good q Average q Poor• Did You Have Fun? q Yes q No54 | USA Hockey Coaching Education Program Level 3 Manual

T A B L E O F C O N T E N T SChapter 8Heads Up HockeyOBJECTIVES• Introduce the overall “Heads Up Hockey” program• Provide coaches with information regarding severe head and spinal injuriesINTRODUCTIONYou know what it takes to help your team scoregoals, play solid defense and have fun: knowledge,skating, passing, shooting and stick handling skills,each player’s commitment and motivation , goodteamwork and lots of practice.But we’re sure that’s not all you care about.Your instructions and actions can have a biginfluence on the safety of every player on the ice –especially when it comes to preventing potentiallyserious injuries. Unfortunately, the information andhelp you need for this part of your job aren’t widelyavailable.That’s where “Heads Up Hockey” comes in. Inthis program, USA Hockey has developed andassembled the information, advice and techniquesto help you reduce the risk of head injuries.“Heads Up Hockey” starts with medicalinformation and specific actions you can take toprevent head injuries. But there’s a lot more to it.USA Hockey is a firm believer in the benefits ofhigh-quality protective hockey equipment for itsplayers. But no equipment can prevent a seriousspinal injury without other training andinstruction. And unfortunately, some players get an“invulnerable” feeling from wearing today’s hightechprotective equipment, resulting in morereckless play.By following the “Heads Up Hockey” techniquesin this chapter, you will be developing newawareness and playing skills in each of your players.When you tell your kids “Heads Up”! you’ll betelling them not just to play safe, but to focus. Andplayer focus means … BETTER HOCKEY!Much of the material in this chapter is directedtoward age levels where body checking ispermitted. But the basic principles apply to all agelevels of hockey.When you get your team playing “Heads UpHockey”, you’re helping your players, helping yourteam and helping the whole game of hockey, bymaking the sport even more appealing at a time ofgrowing popularity.Let’s play HEADS UP HOCKEY!HEAD INJURIES ARE PREVENTABLEHockey is a contact sport, but like any othercontact sport, it has its share of sudden jolts. Playersroutinely make contact with other players, goalRisk Management | 57

T A B L E O F C O N T E N T Sposts, boards, pucks, sticks and with the ice itself.It’s all part of the game. But injuries - especiallypotentially serious head injuries - are not part ofthe game.You can raise your player’s awareness of spinalinjuries and concussions by learning more abouthow injuries happen, by passing this informationalong to your players and by practicing specificprevention and playing techniques detailed in thischapter.Let’s start by learning more about how theseinjuries happen.How Spinal Injuries Happen In HockeyThe upper cervical spinal column has a naturalcurve, which lends flexibility to the head and neckwhen the neck is held in a normal, “Heads Up”position. (See illustration A)lIllustration A. The natural “Heads Up”position, which gives your neck the maximumflexibility to take a hit.However, when the head is flexed (chin towardthe chest), this normal curve is removed, and thecervical spine becomes straight, as illustration Bdemonstrates.lIllustration B. When the neck is flexed (headdown), an impact can result in serious spinalinjury.In this “head down position,” if a player hits theboards or a goal post head on, the head stopssuddenly, but the body’s movement continues,compressing the spine. This force can produce ashock greater than the neck’s discs and muscles cancushion, resulting in a fracture or break of one ormore of the vertebrae. And if one breaks, it cancause compression of the spinal cord, resulting inparalysis below the level of the fracture.According to research done among a wide rangeof hockey players, almost all on-ice cervical spineinjuries have been due to the head being slightlyflexed (head down) while making head-on contactwith the boards or goal post.A player doesn’t have to be going at full speedfor this to happen — it can occur at walking speed.So that’s the basis for Rule One of “Heads Up Hockey”:Heads Up – Don’t Duck!How Concussions Happen In HockeyThere are differences of opinion on thedefinition of a concussion, and on how to judge itsseverity.But one working definition is: “a clinicalsyndrome characterized by immediate and transientpost-traumatic impairment of neural functions, suchas the alteration of consciousness, disturbance ofvision, equilibrium, etc., due to brain steminvolvement.”Simply put, it’s an injury that arises from a blowto the head, usually when the head is moving.Symptoms of a concussion range from milddizziness to “seeing stars” to severe headaches andnausea to unconsciousness.In hockey, concussions are not the mostcommon form of injury, but they require yourattention for two important reasons.1. Concussions, especially mild ones, may behard to recognize. Players may show onlymomentary confusion from being “dinged” or“having their bell rung”.2. A concussion, even a mild one, maysignificantly increase the chances of getting asecond concussion, and may endanger theplayer’s awareness and safety on the ice.No head impact injury can truly be regarded asminor. Each incident requires your promptevaluation and attention.What Can You Do?The risk of head injuries at all levels of hockeycan be reduced through your participation in“Heads Up Hockey”.1. Play Heads Up Hockey• Know the basics of injury preventionand pass them along to your players.• Practice the team on-ice safetyexercises in this chapter.• Promote fair play and cleanchecking on your team, and insist onit from your opponents.2. Check your players’ equipment before,during, and after each practice session orgame, and teach them to inspect it as well.3. Keep your team in good shape through theflexibility and strengthening exercises in thischapter.4. Know what to look for and how to respondwhen a player gets hurt by using theinformation in this chapter.PLAYING HEADS UP HOCKEYIncorporating “Heads Up Hockey” Into TeamPracticesIn this section, you’ll find specific ways toimprove the safety and quality of your team’s play.Here are some ways to incorporate this material intoyour practice routine.• Show the “Heads Up Hockey” Challengevideotape at the beginning of each session.Invite parents and team managers to see it.• Plan on 15 minutes of “Heads Up Hockey”atevery other practice session.• At each of these “Heads Up Hockey”sessions:• 5 minute (max) pre-session talkwith Q & A• 10 minute on-ice drill• Five “Heads Up Hockey” sessions totalHeads Up — Tell Them What It MeansWhen we hear the phrase “Heads Up”, we hear“be alert” and “be careful”. Good advice for hockeyplayers! But in “Heads Up Hockey”, it has a literalmeaning too.At your first practice session, start by asking yourplayers what they think “Heads Up” means, andhelp them translate it into hockey terms. You mightget answers like:• know where the puck is• know where your teammates are• know where your opponents are• know where you’re skating to• be ready to receive a pass or take a shot• know where your “man” is• look for open iceNext, you can refer to the idea of “Heads Up” asplaying safe hockey. Ask players what else thephrase means to them.58 | USA Hockey Coaching Education Program Level 3 ManualRisk Management | 59

T A B L E O F C O N T E N T SDepending on their age level, players might say:• skating to avoid other players• avoiding goal posts while driving tothe net• keeping your stick down• not losing control on the ice• controlling your temper• knowing when you’re about to get hit or bechecked• preparing for impact along the boardsNow it’s time to tell them Rule One of “HeadsUp Hockey”: in hockey, “Heads Up” literally meansexactly what it says: “Keep your head up on the ice,especially when it looks like you’re going to take ahit.”Tell players that this is the single most importantthing to know and to do to prevent head injuries andtell them that you’re going to be looking for it fromnow on. Explain that most people duck when theysee a hit coming, but doing so puts them in danger.DRILL #1Heads Up — Say it LoudDuring your first on-ice “Heads Up Hockey”session, you don’t need any specific drills or plays toreinforce what you’ve told you team. Just watchtheir play, and shout “Heads Up” from time to timethroughout the session. Use it to remind players tokeep alert, to point out unsafe situations and toencourage skaters to keep their heads up, whetherthey’re skating or sliding after a fall.ANGLING INSkating into the boards at an angle means better puckcontrol and less risk of injury.When the puck goes into a corner, everybodywants to dig it out and dig it out fast. But what’s thebest way to get it out? And what’s the safest way?Skating in on an angle is the best and the safest way.• Skating in on an angle affords players a betterapproach angle to the puck, and by giving thebody a safe position to accept an impact withthe boards, it allows players to keep skatingand gain control of the puck.• When players skate into the corners at anangle, the risk of hitting the boards with theirhelmets first is greatly reduced. A leg, side orarm will absorb most of the impact.Start this “Heads Up Hockey” discussion byinviting players to imagine a puck moving through acorner when they’re close to the nearest end zoneface-off dot. How should they go after the puck andwhy?Now ask players to imagine the same puckmoving the same way, but with an opponent behindthem. Should there be any difference in theapproach? Why?After getting answers from several players,explain the advantages of skating to the puck on anangle, rather than head-on into the boards.When demonstrating “angling in” be sure tocover these points:• Go in on an angle.• Keep a low center of gravity.• Knees bent, back straight and head up.• Absorb the shock over the widest. possiblepart of your body.• Keep your feet parallel to the boards.• Forearms – hands – legs ready.• Lean into the impact.• Never hit the boards or glass with the tip ofyour shoulder – it can cause an injury.• Check over your shoulder to see where youropponent is.Drill #21. Set up two lines of four players (A and B)behind the face-off dots and a pile of pucks(P) in the left corner.2. On the whistle, the first player on the leftface-off spot (A) angles into the corner, picksup a puck, skates behind the net and makes apass to (B), who has moved from the face-offspot to the slot area.3. Player (B) takes a shot on goal and joins the(A) line. Player (A) goes to the (B) line.VariationsB B BBA• Halfway through the drill, move the pucks tothe right corner so that players learn to pickup a puck and pass off both the forehandand backhand.• A coach can stand to the side of the (A) lineand slide a puck into the corner one at atime.• For age levels with body checking, add a lineof chasers who try to catch the puck carrierand angle him or her into the boards.HITTING THE BOARDSBGood ways and bad ways to have a closeencounter with a goal post, the boards or anotherplayer.It’s going to happen: you play hockey, you’regoing to skate into things. But how players skateinto the boards, the goal post or another player isimportant for their safety as well as their ability tostay in the play.Here are two simple rules:A A AA• Don’t duck• Hit the boards with anything but your headfirstIn section 1, you told players why they shouldn’tduck their head on impact - here’s an opportunity toreinforce it.Start discussion by asking players what theyshould hit the boards with first when they know animpact is coming.They might answer:• an arm• their back• a skate• a leg• their side• their stickAll of these, of course, are right answers. Playersprobably won’t say “your head” as a possibleanswer, and you should congratulate the players forthat.Conclude your discussion by demonstrating thebest way to cushion an impact with the boards:with both hands on the stick if possible, and withtheir arms out creating a three-part “shockabsorber”. Players should try to absorb the impactover as much of their body as possible.Drill #31. Set up two lines of players (A and B) at theface-off dots.2. On the whistle, a player from each line skatesat an angle toward the corner boards. Theplayers should make contact with the boardsand glass with their extended arms, forearms,side of body and legs but with no headcontact at all.3. Players should alternate between lines (A)and (B). The speed at which the players hitthe boards must be managed, depending onthe skill level of the players. Proper head,arms and body position must be stressed.B B BBA A AA60 | USA Hockey Coaching Education Program Level 3 ManualRisk Management | 61

T A B L E O F C O N T E N T SVariationPlayerspositionfor impacthereFrom the goal line, players skate full speedtoward the blue line. At the top of the face-offcircles, they should leave their feet and slide on theirside, back or stomach. Have them imagine the blueline as an impact with the boards.Players should pretend to slide into the endboards, using arms, knees, legs and skates to absorbthe impact. Proper heads-up position must bestressed.TAKING A CHECKA APlayersleavefeethereWhat players should do when they see itcoming.Since USA Hockey-sanctioned games do notinclude checking at some levels, this session mightnot be appropriate for all teams. But if you arecoaching a younger team, you might still find theinformation useful as “body-contact” techniques,especially for less skilled skaters.Preparing for a body check takes split-secondtiming. But how a player prepares for a checkdetermines whether he or she will keep or lose thepuck, or how quickly he or she will be back in theplay. Quick reflexes and smart moves when a checkis coming also lessen the chance of a head injury.By this time, players will have some familiaritywith the basics of “Heads Up Hockey”. So youmight just ask them to see how many of these fourbasic safety techniques for taking a check they cancome up with.Heads Up – Don’t Duck. It’s just as importantin taking a check as in any other impact.Keep your head out of it. The more players canavoid impact with their heads, the more likely theyare to come through safe and in control. Theyshould take the impact with anything else first.Know where your opponents are. As playersbecome more experienced, and as they startthinking more about strategy and less about skating,their peripheral vision and overall awareness shouldstart to improve. When they know where theiropponents are, they’ll be less likely to get checkedwithout any warning.Skate through the check. Although it may seemsafer to slow down or stop if a hit is about tohappen, your players’ balance and momentum willbe much better if they keep their legs moving andconcentrate on skating right through the impact.They’ll not only avoid head injury, they’ll have abetter chance of maintaining their balance andstaying in the play.And if they get in a situation where they can’tskate through a check, players should keep theirarms up, knees bent and, of course, their head up.Be sure to cover these points:• skates parallel to the boards• move out of the area quickly• keep your feet moving• arms/legs as shock absorbers• feet apart, knees bent, low center of gravity• no shoulder contact on the boards, ifpossibleDrill #4Use this exercise to reinforce proper ways ofgiving and taking a check.1. Set up a line of puck carriers (A) in the cornerbehind the goal line and one line of checkers(B) at the face-off dot.2. The puck carrier (A) moves up to the boardsand skates through the check of the (B)player.3. For the puck carriers, stress heads-upposition, keeping the legs moving and thestick down.4. For the checkers, stress contact with theshoulders, not the head, elbows, knees, stickor feet.5. In this drill, players should alternate frompuck carrier lines (A) to checking lines (B).For best use of your ice time, set up the samedrill in the other corner, too.GIVING A CHECKBBBBAAAASeparating the puck from your opponent, notseparating your opponent from consciousness.As with the previous session, this material maybe less appropriate for younger age levels wherechecking is not allowed, but the information is stillvaluable.Hockey rules are specific about a legal bodycheck: it’s when a player checks an opponent whois in possession of the puck, by using hip or shoulderfrom the front, diagonally from the front or straightfrom the side, and does not take more than twosteps/strides in executing the check.”The point is, checks and body contact are notabout intimidation and not about inflicting pain andinjury. They’re just one part of the game, along withskating, shooting, passing, and puck handling.In preparing your team for this “Heads UpHockey” session, start them thinking by discussingthe checking they see in NHL games on TV. Dothey find it exciting? (Definitely). Do they wish theycould give a check like that themselves? (Probably).Now invite them to imagine themselves on thereceiving end of some of those spectacular NHLchecks. Could they take it? Remind your playersthat the checks they see on TV are given and takenby world-class athletes in top form, who have theexperience and control to play physical hockey atthat level.As a coach, the caliber and sportsmanship ofyour team’s play is in your hands. We hope you’llpromote safe, legal checking for your players. Wealso hope you’ll insist on clean, legal checking fromopposing teams, too. It’s another way of keepingyour team safe without suffering any competitivedisadvantages.Checking from BehindIt’s illegal. And it’s extremely dangerous. Even alight hit from behind could inflict a severe head orneck injury.Be sure to tell your players that no matter howintense the game becomes, they must not hitanother player from behind, ever. And, of course,checking from behind exposes your team to thepossibility of a major penalty.A Word About Reckless Play: DUMB!In the heat of the game, players can occasionallyget so psyched up they forget everything they’velearned, and get into a play they have no chance offinishing safely.Some players drive to the net so fast they justcan’t stop, making a dangerous collision practicallya sure thing.You know this is bad hockey and that it isdangerous hockey. The sad truth is, many hockeyinjuries are “self inflicted” by players skating waypast their limits and “going for it” at all costs.Be sure to tell your team that reckless play likethis does nobody any good. It rarely results in a goalor a good play, and often ends up as a penalty, aninjury or both.62 | USA Hockey Coaching Education Program Level 3 ManualRisk Management | 63

T A B L E O F C O N T E N T SPROTECTIVE HOCKEY EQUIPMENTThe Superman SyndromeAvoid the “Superman Syndrome” on the ice,and get the best use out of today’s protectiveequipment.As good as it is, there isn’t any protectiveequipment that can keep a player from getting aserious spinal injury in a head-on collision with hishead down.But protective equipment can prevent or reduceconcussions, as well as facial, mouth and otherinjuries, so we’ve included guidelines for the propercare and maintenance of protective equipment.Look! Up in the sky! It’s a bird! It’s a plane…We spoke of reckless play as being “dumbhockey,” and it is. One factor leading to recklessplay may actually be the “can’t get hurt” feelingsome players get as a result of wearing protectiveequipment.So it’s worth your while to tell your players thatthe purpose of their protective equipment is toprotect them from sticks, pucks, skates, and otherobjects, not to allow them to skate recklessly.Maintaining Protective EquipmentHelmet• Make sure all helmets are HECC-certified.• Fit should be snug on top, back and sides ofthe head.• All padding and manufacturer’s hardwareshould be in place.• No cracks! Throw out a cracked helmetimmediately; it’s not only ineffective, it’sdangerous.• Neck strap should be working andcomfortable.Facial Protection• HECC-certified only.• If it’s a plastic shield, no cracks or scratches.• If it’s a wire cage, no bars bent or missing,and wire coating must be intact.• Chin cup should be in place, and chin shouldsit comfortably in it.• All straps and snaps should be in place andworking.Mouth Guard• Follow manufacturer’s instructions for properfit.• Make sure breathing is not inhibited when inplace.GETTING YOUR TEAM IN SHAPEHead and Neck ExercisesYou know the value of regular exercise andgeneral fitness to your players. In addition, a strongneck can actually help prevent head injuries. Wehope you’ll include these neck exercises in yourteam’s loosening up and strengthening routine, as avaluable addition to their “Heads Up Hockey”program.Players should complete this full routine fivetimes a week.Flexibility ExercisesAs a warm up exercise and to obtain fullmobility, isotonic exercises are repeated five timeseach in a sitting or standing position. Shoulders aredown and back in the starting position. Keep themthere.1. Drop your head sideways and hold it for aslow count of six. Push against the tension,but not too hard.2. Now drop it to the other side for a slow sixcount.3. Turn your head to one side for a slow countof six, pushing against the tension.4. Now reverse it and push to the other side.That’s one rep of this exercise. Repeat it fourmore times.Strengthening ExercisesStrengthening exercises are repeated five timeseach in a sitting position. They may be doneindividually or with a partner of similar size andstrength who resists the movements.1. Hands together behind your head. Pressagainst your hands for a slow count of six.2. Now keep pushing with your head, but easeyour hand’s resistance to tilt your head backslowly.3. One arm up, hand over your ear. Try to turnyour head to one side, but resist with yourhand. Hold for six.4. Now the same on the other side, for a slowcount of six.5. Now try to drop your head sideways, butresist for a slow count of six.6. Change sides, press and hold for a slow sixagain.7. Both arms in front, head in your hands. Pushwith your head and resist with your hands fora slow count of six.8. Same position, but let your head moveforward against your hands, slowly. Nowrepeat this whole exercise four more times.WHAT TO DO IF A PLAYER GETS HURTYou’re a coach, not a doctor. But sometimes you need tomake a medical decision on the spot.One of those situations is deciding whether ornot to take a player out of a game after he or she hashad a head impact. In the case of a concussion,your judgment is important, because even a mildconcussion can have serious consequences.Identifying and Dealing with a Spinal InjuryIn the case of a potential spinal injury, yourimmediate care and attention can make a bigdifference in the player’s well-being until medicalcare arrives.If you think a player may have sustained a spinalinjury, your immediate role is to get help and keepthe player calm and immobile. After a spinal impact,look for these symptoms:• pain in the area of the injury• buzzing or tingling in the arms and/or legs• loss of movement in the arms or legs• radiating pain in the arms or legsAfter calling for immediate medical help, givecare as follows:• Ensure adequate airway and breathing.• Observe the ABC’s: airway, breathing andcirculation.• Reassure the player.• Do not allow the player to move. Instruct theplayer not to move, and immobilize him orher to prevent any motion.• Keep the player warm.Identifying and Dealing with a ConcussionWe’ve adapted the following guidelines fromthe Colorado Medical Society Sports MedicineCommittee, developed in 1991. These are notintended to be used as medical diagnoses.They can help you judge the presence orabsence of a concussion, and if present, its severity,as well as letting you know how to deal withappropriately.Grade 1 Concussion• Confusion without amnesia• No loss of consciousnessThis is the most common form of concussion incontact sports, commonly called a “ding” or “havingyour bell rung.”Guideline for return to play: Remove theplayer from activity. Examine him or herimmediately and every five minutes thereafter forthe development of amnesia or post-concussionsymptoms both at rest and with exertion. Let theplayer return to play if neither amnesia norconcussion appear for at least twenty minutes.Grade 2 Concussion• Confusion with amnesia• No loss of consciousnessGuideline for return to play: Remove theplayer for the remainder of the game or practice,and seek medical help. Examine him or herfrequently for signs of developing symptoms. Reexaminethe next day. Let the player return topractice only after one full week without symptoms.Grade 3 Concussion• Loss of consciousnessGuideline for return to play: Seek medical helpimmediately for transport from rink by ambulance64 | USA Hockey Coaching Education Program Level 3 ManualRisk Management | 65

T A B L E O F C O N T E N T S(with cervical spine immobilization if indicated) tothe nearest hospital for medical evaluation. Withmedical approval, the player may return to practiceonly after one full week without symptoms.Sideline evaluations for concussionUse these guidelines to help decide whether aplayer may have sustained a Grade 1 concussion:Orientation: Ask the player the time, place, theplayers, and the situation of the injury.Concentration: Ask the player to tell you themonths of the year backwards.Memory:1. Ask the player the names of the last twoteams you played.2. Ask the details of the game or practice inprogress: strategies, moves, plays, etc.3. Ask the player to recall three words and threeobjects immediately, and then the same threewords and objects five minutes later.SUMMARYYou can obtain a full multimedia kit including allelements of the “Heads Up Hockey” program bycontacting USA Hockey directly at 719-576-8724, bylogging on to our Web site — www.usahockey.com,or e-mail us at usah@ usahockey.org.66 | USA Hockey Coaching Education Program Level 3 ManualChapter 9Care and Rehabilitation ofCommon Ice Hockey InjuriesCOMMON INJURIESOBJECTIVES• Understand common ice hockey injuries• Identify common treatment of common injuries• Outline rehabilitation tipsThe following section lists fourteen injuries thatmay occur in ice hockey. The information abouteach injury provides (1) definition, (2) commonsymptoms, (3) immediate on-ice treatment and (4)guidelines for returning to action.1. back or neck injury2. blisters3. bruise4. dental injury5. dislocation6. fracture7. head injury - conscious8. head injury - unconscious9. lacerations10. loss of wind11. nose bleed12. skate bite13. sprain14. strain1. BACK OR NECK INJURYDefinition• any injury to the back or neck area whichcauses the player to become immobile orunconsciousSymptoms• pain and tenderness over the spine• numbness• weakness or heaviness in limbs• tingling feeling in extremitiesCare• make sure player is breathing• call for medical assistanceReturn to Action• dependent upon severity of the injury, abruise may mean no practice for 2-3 days; afracture may mean the player could neverplay again• permission of a physicianRisk Management | 67

T A B L E O F C O N T E N T S2. BLISTERSDefinition• localized collection of fluid in the outerportion of the skinSymptoms• redness• inflammation• oozing of fluid• discomfortCare• clean the site with disinfectant• use a sterile needle and puncture the blisterat the edge; force the fluid out• put disinfectant on the area• cover the area with a band-aid• alter the cause of the problem when possible(i.e., proper size and/or shape of the skates)Return to Action• immediately, unless pain is severe3. BRUISEDefinition• a bruising of the skin caused by a direct blowSymptoms• tenderness around the injury• swelling• localized painCare• Rest, Ice, Compression and Elevation(R.I.C.E.) for first 3 days• contrast treatments for days 4-8• restricted activity, protective paddingReturn to Action• when there is complete absence of pain andfull range of motion4. DENTAL INJURYDefinition• any injury to mouth or teethSymptoms• pain• bleeding• loss of tooth (partial or total)Care• clear the airway where necessary• stop the bleeding with direct pressure, (makesure excess blood does not clog airway)• save any teeth that were knocked free; storethem in moist, sterile cloth. They may bereinserted in some cases.• transport to hospitalReturn to Action• when pain is gone - usually within 2-3 days• permission of a dentist5. DISLOCATIONDefinition• loss of normal anatomical alignmentSymptoms• complaints of joint slipping in and out(subluxation)• joint out of line• pain at the jointCare• mild– treat as a sprain (R.I.C.E.)– obtain medical care• severe– immobilize before moving– needs to be treated by a physician– obtain medical care (do not attemptto put joint back into place)Return to Action• subluxation: go by pain level, range ofmotion and strength; if no pain, has full rangeof motion and strength returned to 95% ofsame joint on opposite side of body, playermay return to action• severe: surgery may be necessary, six weeksis usually the minimum recovery time; fullrange of motion must be present, full strengthmust be present; doctor’s permission isrequired to resume practice6. FRACTUREDefinition• a crack or complete break in a bone. Asimple fracture is a broken bone, but withunbroken skin. A compound fracture is abroken bone and broken skin.Symptoms• pain at fracture site• tenderness, swelling• deformity or unnatural position• loss of function in injured area• open wound, bleeding (compound)• a simple fracture may not be evidentimmediately. If localized pain persists, obtainmedical assistanceReturn to Action• full range of motion is present• strength must be returned to pre-injury levelsthroughout the entire range of motion ofadjoining joints• permission of a physician7. HEAD INJURY - CONSCIOUSDefinition• any injury which causes the player to beunable to respond in a coherent fashion toknown facts (names, date, etc.)Symptoms• dizziness• pupils unequal in size and/or non-responsiveto light and dark• disoriented• unsure of name, date, or activity• unsteady movement of eyeballs when tryingto follow a finger moving in front of eyes• same symptoms as noted for back or neckinjury may be presentCare• if above symptoms are present, player maybe moved carefully when dizzinessdisappears. Players with head injuries shouldbe removed from further practice orcompetition that day and should be carefullyobserved.• obtain medical assistanceReturn to Action• permission of a physician– R.I.C.E.68 | USA Hockey Coaching Education Program Level 3 ManualRisk Management | 69

T A B L E O F C O N T E N T S8. HEAD INJURY – UNCONSCIOUS9. LACERATIONS10. LOSS OF WIND11. NOSE BLEEDDefinition• any injury in which the player is unable torespond to external stimuli by verbal or visualmeansSymptoms• player is unconscious• cuts or bruises to head areaCare• any time a player is unconscious, assume aninjury to the spinal cord or brain• remove the mouthpiece and clear the airwayif necessary• do not move the player• call for medical assistance• do not remove the helmetReturn to Action• permission of a physicianDefinition• a tearing or cutting of the skinSymptoms• bleeding• swellingCare• direct pressure to the wound for four to fiveminutes will usually stop bleeding• clean the wound with disinfectant• R.I.C.E.• if stitches are required, send to a doctorwithin twenty-four hours.Return to Action• as soon as pain is gone, if the wound can beprotected from further injuryDefinition• a forceful blow to mid-abdomen area whichcauses inability to breatheSymptoms• rapid, shallow breathing• gasping for breathCare• make sure no other injuries exist• place player on back• get player to relax and breathe slowlyReturn to Action• after five minutes of rest to regain composureand breathing has returned to normal rateDefinition• bleeding from the noseSymptoms• bleeding• swelling• pain• deformity of noseCare• calm the athlete down• get athlete into a sitting position• pinch the nostrils together with fingers whilethe victim breathes through the mouth• if bleeding cannot be controlled, call formedical assistanceReturn to Action• minor nosebleed - when bleeding hasstopped for several minutes• serious nosebleed - no more competitionthat day; doctor’s permission if a fracture hasoccurred.70 | USA Hockey Coaching Education Program Level 3 ManualRisk Management | 71

T A B L E O F C O N T E N T S12. SKATE BITEDefinition• pain where the skate laces are tiedSymptoms• localized pain• small, swollen areaCare• lace skates down one eyelet• put foam rubber under tongue where lacesare tied• rest if pain continuesReturn to Action• immediately13. SPRAINDefinition• a stretching or a partial or complete tear ofthe ligaments surrounding a jointSymptoms• pain at the joint• pain aggravated by motion at the joint• tenderness and swelling• looseness at the jointCare• immobilize at time of injury if pain is severe;use hockey stick as a splint• R.I.C.E.• see physician• extended rest• surgeryReturn to Action• pain and swelling are gone• full range of motion reestablished• strength and stability within 95% of the noninjuredlimb throughout range of motion• light formal activity with no favoring of theinjury• moderate to full intensity formal activity withno favoring of the injury• return to formal practice and competition14. STRAINDefinition• stretching or tearing of the muscle or tendonswhich attach the muscle to the bone.Commonly referred to as a “muscle pull”Symptoms• localized pain brought on by stretching orcontracting the muscle in question• unequal strength between limbsCare• R.I.C.E. for the first 3 days• stretching to point of discomfort; no pain;start as soon as player is able• contrast treatment for days 4-8Return to Action• check flexibility - can players stretch as far asthey could pre-injury?• check strength between limbs; do both sidesof the body appear equally strong?• can athlete perform basic hockey tasks (i.e.,skating, passing, shooting) without favoringthe injury?• mild strain - 1 to 2 days• moderate - 4 to 6 days• severe - 1 to 2 weeks or moreMaintaining Appropriate RecordsThe immediate care you provide to an injuredplayer is important to limit the extent of the injuryand set the stage for appropriate rehabilitation andthus a quick recovery. It is not sufficient, however,to terminate your care with these two areas. Twoadditional brief but valuable tasks should becompleted. The first of these is to complete apersonal injury report form and the second is tolog the injury on your summary of season injuries.Personal Injury Report FormIt is important for you to maintain a record ofthe injuries that occur to your players. Thisinformation may be helpful to guide delayed care ormedical treatment and may be very important if anylegal problems develop in connection with theinjury.Summary of Season InjuriesA Summary of Season Injuries, lists each type ofinjury, with a space for you to record when that typeof injury occurred. At the end of the season youshould total the incidences of each injury to see ifthere is a trend to the kind of injuries your teamhas suffered. If a trend exists, evaluate your trainingmethods in all areas of practices and games. Try toalter drills or circumstances that may be causinginjuries. Perhaps your practice routine ignores oroveremphasizes some area of stretching orconditioning. Decide on a course of action thatmay be implemented for next season and note theappropriate changes you wish to make on yourseason or practice plans.REHABILITATIONDecisions about the rehabilitation of injuriesand re-entry into competition must be madeaccording to a flexible set of guidelines; not hardand fast rules. Every individual on your team andeach injury is unique. Therefore, rehabilitationtechniques and re-entry criteria will differ for eachinjured player.General ProceduresMost minor injuries suffered by your players willnot be treated by a physician. Therefore, you, theplayer, and the player’s parents will determine whenthe player returns to action. Players, coaches andparents realize that missing practices will reduce theplayer’s ability to help the team and that the loss ofpractice time will reduce the opportunity to perfectthe skills of the game. Pressure is often exerted onthe coach to play injured players before they arefully recovered. However, chances of an injuryrecurring are greatly increased if a player returnstoo soon. The following five criteria should bemet, in order, before allowing an injured playerback into full competition. They are:1. absence of pain.2. full range of motion at the injured area.3. normal size and power (strengththroughout the range of motion) at theinjured area.4. normal speed and agility.5. normal level of fitness.If a physician is not overseeing an injuredplayer’s rehabilitation, the task of rehabilitation willprobably fall upon the coach. Stretching activities,calisthenics and weight training exercises form thebasis of a rehabilitation program. Start with simplestretches. Presence of pain during movement is thekey to determining if the activity is too stressful. Theonset of pain means too much is being attemptedtoo soon. When players can handle the stretching,then calisthenics and weight training can be addedto the program.Absence of PainMost injuries are accompanied by pain,although the pain is not always evident immediatelywhen the injury occurs. Usually, the pain disappearsquickly if the injury is a bruise, a strain or a minorsprain. For more serious injuries such asdislocations, tears, or fractures, the pain may remainfor days or weeks. When the pain is gone, theplayer can start the stretching portion of arehabilitation program. The main goal of arehabilitation program is to re-establish range ofmotion, strength, power and muscular enduranceat the point of injury. As long as players remain freeof pain, they should proceed with their program. Ifpain reoccurs they should eliminate pain-producingmovements until they are pain-free again.The chance of an injury recurring is greatly increased if aplayer returns to action too soonFull Range of MotionInjuries generally reduce the range of motionaround a joint. The more severe the injury, thegreater the reduction in range of motion, particularlywhen the injured area has been immobilized. Assoon as they are able, injured players should startmoving the injured area in a progressively normalway. For example, if the player has strained a groinmuscle, a fairly common injury early in the season,he/she should stretch the muscle as much aspossible without causing pain. Initially, themovement may be slight if the injury was severe, butwith stretching, the full range of motion willeventually return. When the player can move theinjured joint through its normal range,strengthening exercises should begin.72 | USA Hockey Coaching Education Program Level 3 ManualRisk Management | 73

T A B L E O F C O N T E N T SStrength and SizeAfter a body part has been immobilized (cast,splint wrap or disuse), muscles become smallerand weaker than they were prior to the injury. Justbecause a cast is removed and the injuries have“healed” does not mean that players are ready topractice or play at full speed. Loss of muscle massmeans a loss of strength. Letting the player resumea normal practice schedule before strength hasreturned to pre-injury levels could lead to re-injury.Strengthening the injured area should be done veryconservatively. If weights are used, start with lightweights and perform the exercise through the entirerange of motion. If the exercise causes pain, thenlighter weights should be used. Your goal is to havethe players regain full strength through the entirerange of motion before allowing them to return tocompetition. To determine when full strength andsize has been regained, compare the injured area tothe non-injured area on the opposite side of thebody. When both areas are of equal size andstrength then the players may progress to the nextphase of recovery.Normal Speed and AgilityIf the lower parts of the body were injured,skating drills which incorporate progressively moreintense changes of speed, and/or direction,stopping and accelerating will provide a goodindication of the player’s recovery. If the upper partof the body was injured, passing and shooting drillsshould be attempted also. In your observation ofinjured players, try to detect any favoring of theinjury or inability to smoothly perform a skill atincreasing intensities. When players can move atpre-injury speed and agility, they are almost readyto play.The main goal of a rehabilitation program is tore-establish range of motion, strength, power andmuscular endurance to the injured areaLevel of FitnessEvery extended layoff reduces the level ofmuscular fitness. While recovering, the player maybe able to exercise other body parts withoutaffecting the injured area. Someone with a sprainedankle may not be able to skate, but may be able toswim. Someone with a broken wrist may be able tojog or ride a bike. Encourage this type of activity,because it helps to maintain portions of their preinjurylevels of fitness. Players who have missedlong periods of time due to an injury, shouldpractice for several days after meeting the previouscriteria, before being allowed to play in a game.Their cardiovascular system and the endurance ofthe injured musculature need time to adjust to thedemands of the game. The longer the layoff, themore conditioning work they will need.SUMMARYThis chapter was an attempt to acquaint youwith various injuries associated with hockey andhow you should be prepared to deal with theseinjuries. If you have prepared your first aid kit,brought along the medical records and familiarizedyourself with the different types of injuries, youshould be able to handle whatever situation arises.Follow the steps that are outlined for you andremember – you are not a doctor. If you are indoubt about how to proceed, use the coins in yourfirst aid kit and call for professional help. Do notmake decisions about treatments if you are notqualified to make them.Remember, react quickly and with confidence.Most injuries will be minor and the injured playerswill need only a little reassurance before they can bemoved to the bench area. Injuries will always occurin ice hockey. Therefore, you must prepare yourselfto deal with whatever happens in a calm,responsible manner.When the pain is gone, and the range of motion,strength, agility and conditioning are back tonormal, your player is ready to resume play. Theentire process may take two days for a bruise to 12weeks or more for a fracture. In either case, if youhave followed the general guidelines of this chapter,you know you have acted in the best long-terminterest of the player. Participation is important, butonly if the participation is achieved with a healthybody. Resist the pressure and the temptation to rushplayers into a game before they are ready. Yourpatience will be rewarded in terms of the long termhealth and performance of your players. Name: ___________________________________________________Phone: _____________________Address: _________________________________________________________________________________Physician’s Name: ________________________________________Phone: _____________________Hospital of Choice: ________________________________________________________________________ If the answer to any of the following questions is yes, please describe the problem and its implicationsfor proper first aid treatment on the back of this form.❑ Head Injury ❑ Fainting spells❑ Convulsions/epilepsy❑ Neck or back injury + '"3+*."*/ + -"/"!& ( &./+-3 +-)This is to certify that on this date, I __________________________________________, as parent orguardian of __________________________________________, (athlete participant), or for myself as anadult participant, give my consent to USA Hockey and its medical representative to obtain medicalcare from any licensed physician, hospital, or clinic for the above mentioned participant, for any injurythat could arise from participation in USA Hockey sanctioned events.If said participant is covered by any insurance company, please complete the following:Insurance Company: ___________________________________________________________Policy Number: _______________________________________________________________-"*/0-!&*!0(/ -/& &,*/ &$*/0-" ❑ Asthma❑ High blood pressure❑ Kidney problems❑ Hernia❑ Heart murmur1" 3+0 %! +- !+ 3+0 0--"*/(3 %1" *3 +# /%" #+((+2&*$Have you had a recent tetanus booster? ❑ Yes ❑ No If yes, when? _________________________Are you currently taking any medications? ❑ Yes/" Excess accident insurance up to $25,000, subject to deductibles, exclusions and certain limitations,is provided to all USA Hockey registered team participants. For further details visit usahockey.com orcontact USA Hockey at (719) 576-USAH. ❑ Allergies _________________❑ Diabetes❑ Other ______________________________________________________________________❑ No If yes, please list all medications on back.Has a doctor placed any restrictions on your activity? ❑ Yes ❑ No If yes, please explain on back. "1 74 | USA Hockey Coaching Education Program Level 3 ManualRisk Management | 75

T A B L E O F C O N T E N T SSAMPLE 3 X 5 CARDSUMMARY OF SEASON INJURIESMEDICAL INFORMATIONPlayer’s Name __________________________________Address _____________________________________________________________________________________Parent’s Name__________________________________Telephone: ___________ ___________ ____________Home Work AlternateIn an emergency, if parents cannot be contacted, notify:Name _________________________________________Phone(s): __________________ ___________________WorkHomeDoctor’s Name _________________________________Telephone(s): ________________Day_________________EveningPast Injuries ____________________________________Restrictions/Allergies ____________________________Hospital Preference ___________________________________________________________________________INJURY TYPE FIRST 4 WEEKS MIDDLE WEEKS LAST 4 WEEKS TOTAL1. Back or Neck Injury2. Blisters3. Bruise4. Dental Injury5. Dislocation6. Fracture7. Head Injury –Conscious8. Head Injury –Unconscious9. Lacerations10. Loss of Wind11. Nose Bleed12. Skate Bite13. Sprain14. Strain15.16.17.Do you see a trend? YES NOSteps to take to reduce injuries next season:(1) _____________________________________________________________________________(2) _____________________________________________________________________________(3) _____________________________________________________________________________(continued on reverse side)76 | USA Hockey Coaching Education Program Level 3 ManualRisk Management | 77

T A B L E O F C O N T E N T SSUMMARY OF SEASON INJURIES (cont.)(4) _____________________________________________________________________________(5) _____________________________________________________________________________(6) _____________________________________________________________________________(7) _____________________________________________________________________________(8) _____________________________________________________________________________(9) _____________________________________________________________________________(10) _____________________________________________________________________________(11) _____________________________________________________________________________(12) _____________________________________________________________________________(13) _____________________________________________________________________________(14) _____________________________________________________________________________(15) _____________________________________________________________________________(16) _____________________________________________________________________________(17) _____________________________________________________________________________(18) _____________________________________________________________________________(19) _____________________________________________________________________________(20) _____________________________________________________________________________78 | USA Hockey Coaching Education Program Level 3 ManualATTENDANCE/INJURY REPORTCoach: __________________________ 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 COMMENTSP=practice G=gameROSTER1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.KEY NOTE: If a player is at practice/game and has no sickness or injury, leave box blank.T Tardy to practice/game__ Other ___________________________________________ Other ___________________________________________ Other _________________________________________N New injury happened during practice/gameR Reinjury to same body partG Gone from team — quit or removed from teamX Missed practice/game from a non-hockey injuryI InjuredE Excused — sick or illU Unexcused — did not practice/play; discipline or skippedL Limited practice/play due to previous injury (no contact)

T A B L E O F C O N T E N T SINJURY REPORTING FORMOne form must be completed for each “injury” is defined as: Any ice hockey or in-line hockey related ailment, occurring on therink or player’s bench that kept (or would have kept) a player out of practice or competition for 24 hours, or required medicalattention (Trainer, Nurse or Doctor) and all concussions, lacerations (cuts), dental, eye and nerve injuries.Name ________________________________ Date of Injury _____-_____-_____ Trainer/MD Name ______________________Street Address _______________________________________________________________________________________________City ___________________________________________________ State _______________ Zip Code ____________________Position played at time of injury (W, C, D, G) __________ Game Opponent (team)______________________________________Time of injury (Warm-ups, 1, 2, 3, OT, After) ___________ Game frequency (1st, 2nd, 3rd, etc. game of event) _______________TYPE OF INJURYq Contusion q Fractureq Laceration q Dislocationq Strainq Concussionq Sprainq Other __________________________________________________________HOW INJURY OCCURREDq Contact with boardsq Contact with goal/netBODY PART AFFECTED(Check the affected areas and indicate left or right side)q Head/Scalpq Face/Noseq Eye(s)q Mouth/Teethq Neck/Earq Shoulderq Arm/Elbowq Wristq Hand/Fingerq Chestq Abdomenq Back/Spineq Buttocksq Groinq Hipq Leg/Kneeq Ankleq Foot/ToeINJURED’S CATEGORYq Player q Coachq Referee q Managerq Volunteer q Spectatorq Other ______________________INTENT TO INJURE?(according to injured player)q YES q NOPENALTY CALLED?q YES q NONEW INJURY?q YES q NOSection 4Growth and FitnessDevelopmentq Body contact with another personq Caused by a body checkLOCATION (X on floor where injury occurred)q Incidental to playing puck/ballq Struck by a stickq Contact with skateq Contact with floorq Struck by puck/ballq No apparent contactq Other __________________________________________________________Please indicate the injured player’s defending goalBrief description of injury (what happened) _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What action was taken for injury? __________________________________________________________________________________________________________________________________________________________________________________________Name of Person Treating ______________________________________________ Phone ________________________________

T A B L E O F C O N T E N T SChapter 10Growth and DevelopmentOBJECTIVES• Describe and understand the four main areas of development• Recognize that there are differences in the levels of physical, mental, social and emotionaldevelopment between and within players• Identify the key characteristics of the four growth and development stages of athletes• Develop guidelines to meet the players’ needs during the four developmental stages.INTRODUCTIONHaving a positive and effective relationship withyour players is necessary to ensure that they receivethe most from their hockey participation.Understanding your players’ levels of physical,mental, social, and emotional development, thendesigning guidelines to meet your athletes’developmental needs, will help to establish asatisfying relationship with your players.Upon completion of this chapter, you will bebetter prepared to:• describe and understand the four mainareas of development;- physical,- mental,- social,- emotional,• recognize that there are differences in thelevels of physical, mental, social andemotional development between and withinplayers,• identify the key characteristics of the fourgrowth and development states of athletes;- pre-adolescence,- early adolescence,- middle adolescence,- late adolescence,• develop guidelines to meet the players’needs during the four developmental stages.AREAS OF DEVELOPMENTTo understand the growth and development of ayoung hockey player it is helpful to understand thefour main areas of development:• Physical: height, strength, and weight• Mental: thinking and understanding• Social: interacting with others• Emotional: feelings and attitudesAs is illustrated in Figure 1, the overalldevelopment of each player is influenced by aconstant interaction between the four areas ofdevelopment.What is physical development?Physical development describes the changeswhich take place in the physiological makeup of anindividual. Physical development is measured bysuch factors as height, weight, body build, strength,endurance, flexibility, rate of physical maturation,Growth and Fitness Development | 83

T A B L E O F C O N T E N T SHighHighAverageAverageLowLowPhysicalMentalSocialEmotionalPhysicalMentalSocialEmotionalExample 1: Player A (Male)Example 2: Player B (Female)Figure 1: Schematic illustration of the interaction between the four main areas of Development.motor skill coordination (eye-hand, eye-foot),physical health, and body composition.What is mental development?Mental development consists of memory,perception, language, information processing, andthought processing which influence decisionmakingand the understanding of the rules of playand team concepts.What is social development?Social development refers to the ability tointeract effectively and get along with others.Appropriate social behavior consists of being able toget along withteammates, coaches, parents, as wellas showing respect for team and league rules. In ateam sport such as hockey, athletes mustunderstand their roles on the team.What is emotional development?Emotional development is part of a person’spersonality development. It refers to the ability toexpress and control one’s emotions. For example,before a big game it is important for players tocontrol their level of anxiety or nervousness. Also, infrustrating situations, such as after an unintentionalpenalty or rough play by the opposition, it is84 | USA Hockey Coaching Education Program Level 3 Manualimportant for players to keep their cool and displaydisciplined behavior.DIFFERENCES IN DEVELOPMENTIt is important to remember that even thoughthe four main areas of development are highlyinterrelated, there may be different rates ofdevelopment in each of these areas for each player.As a result:• There may be substantial differencebetween athletes in terms of the levels oftheir physical, mental, social, and emotionaldevelopment.• There may be differences within athletes interms of the levels of their physical, mental,social, and emotional development.• It may be useful for coaches to createdevelopmental profiles for each player.Each athlete is unique, therefore, each growsand matures at a different rate. The following twoexamples will highlight differences between andwithin players in terms of their stages ofdevelopment in each area.For this player, we can see that his level ofphysical development is more advanced than hislevels of mental, social, and emotionaldevelopment. The behavioral implications of thisdevelopmental profile may be the following:• This athlete will be bigger and stronger thanmost of his teammates and he may possessexcellent hockey skills.• Due to the lag in the level of mentaldevelopment, this athlete may tend to playas an individual without regard for the teamstrategy which the coach is trying toimplement.• Teammates may begin to reject this playerbecause he is a “puck hog.” He maybecome a “loner” and his socialdevelopment may suffer as a result.• The lack of emotional maturity may causethis player to become easily frustrated whenthings do not go well. He may exhibitemotional outbursts, such as tempertantrums or arguments with teammates orcoaches. During early adolescence, thesetantrums may result from frustration and aretypical of low emotional maturity.For this player, we can see that her level ofphysical development is not as far advanced as herlevels of mental, social, and emotionaldevelopment. The behavioral implications of such adevelopmental profile may be the following:• This player will be smaller and physicallyweaker than many of her teammates.However, she may possess excellent timingand coordination.• This athlete’s level of mental or intellectualdevelopment will enable her to graspquickly the concepts of her team’s offensiveand defensive strategies.• The level of social development may lead tothis player being very popular with herteammates.• This athlete’s advanced level of emotionalmaturity will help her to control heremotions and thereby allow her to refrainfrom undesirable actions such as takingunnecessary retaliation penalties.Sport Psychology | 85

T A B L E O F C O N T E N T SFOR THE COACHThink of one of your players. What is this athlete’s level of development in the physical, mental, social, andemotional areas as compared to the other athletes on your team? What are the behavioral implications of thedevelopmental profile you presented for your player?Player: _________________________________________________________________________________Level of Development:HighAveragePRE-ADOLESCENCE (UP TO 11 YEARS)Key Features• This period differs slightly between malesand females as females tend to mature morequickly than males, thus reachingadolescence at an earlier age.• Significant changes occur in body structure,perceptual motor learning skills, andcharacter development.• As pre-adolescence is the most formativeperiod, coaches should pay special attentionto the needs of the athletes in this category.EARLY ADOLESCENCE (11–13 YEARS)Key Features• There is a rapid growth spurt which occursearlier for females than for males (see Figure 2).• A rapid growth spurt may cause a lack ofupper leg strength (quadriceps). This maynegatively affect the skating stride if theplayer is unable to carry one’s weight on thefront leg in a flexed bent-knee position. Tocompensate for this, a player may skate in anupright position and exhibit a skating stridecharacterized by a high “heel kick” insteadof a full leg extension.LowPhysicalMentalSocialEmotionalFigure 3: Flexed Bent Knee PositionBehavioral Implications:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________STAGES OF GROWTH AND DEVELOPMENTThe growth and development stages of athletes can be grouped into four categories:• Pre-Adolescence (up to 11 years)• Early Adolescence (11 – 13 years)• Middle Adolescence (14 – 16 years)• Late Adolescence (17 – 19 years)By identifying and understanding the mail characteristics of each of these developmental stages, you willbe better able to meet the needs of your athletes.86 | USA Hockey Coaching Education Program Level 3 ManualFigure 2: Velocity or Rate of Physical Growth (Rateof growth refers to increments in height from year toyear). From Tanner, J.M. Growth at Adolescence. Oxford:Blackwell Scientific Publications, 1962).• The growth spurt may have a negative effectof the athlete’s motor development, leadingto awkwardness and a loss of fine motor skillcoordination.• The early adolescent may experiencedifficulties in learning new skills whichrequire timing and coordination. Forexample, the player may have difficulty ingiving a soft accurate pass, receiving a pass,or executing a snap pass.• Due to the rapid growth spurt, earlyadolescents become more aware of theirphysique through self-appraisal andappraisal received from others, they developbody images which in turn influence theirself-images.• Athletes develop the ability to reason andthink in a logical manner. However, theirattention is focused on the present with littlethought of the future and long-term goals.• Mood fluctuations and emotional outburstsin short duration, are typical behaviors ofearly adolescents. Thus, tears may be seenafter losing an important game. However,shortly after leaving the arena the athletesmay be seen laughing and enjoyingthemselves, having apparently forgotten allabout the loss.• Frustration may be seen if the player hasdifficulty learning a new skill whichteammates already have acquired (e.g., useof an outside edge for stopping). Fear offailure creates anxiety which the inability toperform a skill that others are performingcauses frustration.Sport Psychology | 87

T A B L E O F C O N T E N T SCOACHING IMPLICATIONSEmpathize with your athletes. Put yourself intheir place and view events from the players’ pointof view.• Remember that your actions and commentshave a significant influence on the psychosocialdevelopment of these young athletes.• Use positive reinforcement anddemonstrate appropriate behavior (e.g.,good sportsmanship).• Do not “fly off the handle” if a playerdisplays an inappropriate behavior out offrustration. Try to understand that theathlete is passing through a stage of rapidphysical and psychological development.Certain outbursts due to frustration shouldbe expected.• Provide clear and meaningful explanationsof your decisions as early adolescents aredeveloping the ability to reason and mayquestion certain requests.• Goal-setting should be limited primarily toshort-term goals (e.g., learning to stop or toturn).• Players in the early adolescent period willrespond well if they are given someresponsibility and the opportunity toparticipate in goal-setting.MIDDLE ADOLESCENCE (14–16 YEARS)Key Features• The rate of physical growth is much lessdramatic than in early adolescence.• Body systems are beginning to mature andthe athletes are acquiring greater strength,endurance, and coordination.• Thought process is more sophisticated. Themiddle adolescent is able to think in both anabstract and an analytical manner.• Players pass through a period of self-analysiswhich may lead to self criticism and selfdoubt.As a result, many 14, 15 and 16 yearolds drop out of hockey.• This period is difficult for young athletes asthe heightened awareness of the gapbetween “who they are” (real selves) and“who they would like to be” (ideal selves)may cause feelings of frustration and failure.• Middle adolescence is also marked by thedesire to experience new events life (e.g.,drugs, alcohol, cars, other sports, choosingclose friends, and establishing meaningfulrelationships).• Conflicts with authority figures, (e.g.,coaches, referees, and parents) may occurduring this period.• Actions and comments of coaches, parents,and significant others can have a majorinfluence on the types of attitudes, values,and dispositions athletes acquire withrespect to these individuals and sport ingeneral.COACHING IMPLICATIONSSince middle adolescents are passing through aperiod of self–analysis, you can be helpful byattentively listening to each player’s concerns.• Regular informal conversations with athletesshould be used to help identify realisticfuture goals and the means to attain them. Inso doing, athletes become more award oftheir “real” selves. This avoids problemswhich can arise due to an “ideal” selfconceptualization.• Be aware of the social influences on yourathletes (e.g., drugs, and alcohol).• Provide players with more detailedexplanations and rationales when teachingskills, tactics, and systems.• Strength and endurance will increasesignificantly for athletes who followintensive training programs.• The late adolescent spends a lot of timeestablishing a value system with norms,values, and beliefs that they intend to live by.• The athlete’s personality is now quite firmlydeveloped and strong feeling ofindependence exist.• In the players’ attempts to fulfill their needsfor independence, certain confrontationsmay occur with significant others (e.g.,parents, coaches, and teachers).COACHING IMPLICATIONS• Recognize the importance of your athletes’needs for independence and personalresponsibility.• As some athletes become heavily involvedin weight training programs to increase theirstrength, you should remind them of theimportance of flexibility exercises. Also,reinforce the need for a thorough nutritionalplan.• Ask players to run part of the practicesessions, participate in establishing teampolicies, and, in general, experience varioustypes of independent and responsibleactivities.• Ensure that all players understand thesignificant roles they play on the team.• For late adolescents you can become arespected counselor who assists the athletesin establishing their value systems.• Work together with your players to developchallenging goals which can be achievedthrough highly specialized trainingprograms.FOR THE COACHIn what growth and development stage are yourpresent athletes in? List what you consider to be thethree most important characteristics of theirdevelopment. Design specific guidelines to meetthe needs of your players.State of development:________________________________________Three most important characteristics:________________________________________________________________________________________________________________________Specific guideline:________________________________________________________________________________________________________________________________________________________________________________________________________SUMMARYThe goal is to establish an effective coachathleterelationship and to maximize satisfaction foreach player. To do so, coaches must take intoconsideration the level of each athlete’s physical,mental, social, and emotional development. Alwaysremember these four important points:• Each athlete is unique and, therefore, eachwill mature at a different rate.• For each athlete, the four areas ofdevelopment will mature at different rates.• Each player is an adolescent first and anathlete second.• Design guidelines to meet thedevelopmental needs of your players.• Middle adolescents become more willing tounderstand and even accept anotherindividual’s point of view.LATE ADOLESCENCE (17–19 YEARS)Key Features• Athletes become more aware of theirphysical potential and limitations.• Except for the late maturers, there is limitedphysical growth.88 | USA Hockey Coaching Education Program Level 3 ManualSport Psychology | 89

T A B L E O F C O N T E N T SChapter 11Dry Land TrainingOBJECTIVES• Provide and understanding of dry land training• Provide a variety of dry land training activities• Outline the value that dry land training has on the development of hockey skillsINTRODUCTIONThere are three basic cycles of training: offseason,pre-season, and active season. Let’s look atthe two basic age groups and their agecharacteristics.9-12 Years of Age• Large muscles• Organic systemic development• Purposeful thinking13-15 Years of Age• Age of sexual development• Jumping ability increases• Body grows larger• Growth of major muscle groups• Development of major muscle groups• Joints become stronger and firmer• Functional disharmony• Techniques not stable• Improvement of braking reactions• Abstract thinking• Ability to analyzeFor these age groups, we should emphasize thedevelopment of agility, speed and cooperation.When one thinks of dry land training, the firstthought which usually enters the mind is hard work,running for miles and general drudgery. This shouldnot be the case at all, especially with the youngerage groups. Coaches have the responsibility ofproviding a program that will not only enhance thephysical development of a young player, but alsocreates a healthy environment rich in fun activities.Most of our youngsters participate in sports otherthan hockey. This is healthy and should beencouraged. To be a good hockey player, one mustbe a good athlete.Not all players will want to participate in a dryland training program, especially during the offseason.This program is for those who wish toparticipate. The equipment you will need for areasonably successful program is usually available inyour home town.• Basketballs• Baseballs• Hockey Sticks• Jump RopesGrowth and Fitness Development | 91

T A B L E O F C O N T E N T S• Medicine Balls• Rubber Suspenders• Soccer Balls• Tennis BallsWe all know what the qualities are of agilityand speed. How about the quality of cooperation?Hockey is a game of cooperation and this qualitycan be developed through various off-ice trainingexercises. This is an important quality in thedevelopment of youth hockey players. We havesome fine players who are agile, fast and strong, butwho refuse to cooperate with their teammates.Teamwork should be developed through teamgames and partner drills in off-ice training. Whenplayers are exposed to this type of training at ayoung age, they soon become accustomed to it. Ifpresented properly, they will enjoy it and continuein team sports. If a player dislikes it, he/she shouldnot be forced to continue. We want the players toenjoy the programs.Off-Season Dry Land Training(June, July and August)12-and-Under (Pee Wee):1 x per week45 minutes14-and-Under (Bantam)1 x per week60 minutes16/18-and-Under (Midget):1 x per week60 minutesPre-Season Dry Land Training(September until start of season)12-and-Under (Pee Wee):2 x per week45 minutes each14-and-Under (Bantam)2 x per week60 minutes each16/18-and-Under (Midget):2 x per week60 minutes eachActive Season Dry Land Training(During Season)12-and-Under (Pee Wee):1 x per week45 minutes14-and-Under (Bantam)1 x per week60 minutes16/18-and-Under (Midget):1 x per week60 minutesExercises can be done in grassy outdoor areas inthe evening or in a local gym. Provide water foryour players while avoiding direct hot/humidperiods of the day or evening.STRETCHINGHow to StretchStretching should be done slowly with nobouncing or jerky movements. Move to where youfeel a slight, easy stretch. Hold this feeling of a slightstretch for 15-30 seconds, then slowly increase thestretch as you feel yourself relax. Hold thisdevelopment stretch for another 15-30 seconds. Donot strain or hold a stretch that is drastic or painful.Stretch the muscles slowly and with control. Thekey is to be relaxed. Don’t worry about flexibility.Stretch relaxed, and limberness will increase.The Series of Stretches Takes Approximately 10Minutes1. Pull one leg to your chest with both hands.Hold as easy stretch. Stretch the legs as oneunit. This stretches the upper hamstrings,gluteus maximus and gluteus minimus. If youneed more stability in this stretch, lean backagainst something. Hold stretch for 20seconds.2. Sit up and place the leg that you have beenstretching behind you in the hurdles stretchposition. Slowly lean back to stretch yourquadriceps further. Hold a relaxed stretch for50 seconds.3. Straighten your bent leg and bring the sole ofyour other foot to rest next to the inside,upper part of your straightened leg. Leanslightly forward and stretch the hamstring ofthe leg that is straightened out in front of you.Find an easy stretch and relax. Hold for 30seconds. If necessary, use a towel to help3517 8129 10stretch. *Repeat stretches 1,2 and 3 with theother leg.4. Next, while lying on your back, bend one kneeand pull it toward your chest. For this stretchkeep the back of your head on the mat, ifpossible, but don’t strain. Hold the stretch for30 seconds, each side.426115. From the previous stretch position, with youropposite hand pull your bent leg up and overyour other leg as shown on Page 3. Make surethat both of your shoulders are on the floor.Turn your head to look toward the hand of thearm that is straight. With your other hand onyour thigh (resting just above the knee),92 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 93

T A B L E O F C O N T E N T Scontrol the stretch in your lower back and buttmuscles by pulling your leg down toward thefloor. Repeat the stretch to your other side.Hold the stretch for 30 seconds, each side.6. In a sitting position, open your legs as far ascomfortably possible. With legs straight andfeet upright and relaxed at the ankles, slowlylean forward at the hips until you feel a good,even stretch on the inside of the upper legs.Keep your back straight. This is a difficult wayto stretch for many people. The muscles needtime and regularity with stretching to loosenup, so have patience. Hold stretch for 30seconds.7. To stretch your left hamstring and the rightside of your back, slowly bend forward fromthe hips toward the foot of your left leg. Keepyour head forward and back straight. Hold for30 seconds to each side.8. Put the soles of your feet together. With yourhands around your feet, pull yourself forwardto stretch your groin and back. Keep yourelbows on the inside of your legs to give youstability in the stretch. Do not bounce. Holdstretch for 30 seconds.9. With your feet shoulder-width apart andpointed out to about a 15 degree angle, squatdown keeping your heels on the ground. Ifyou have trouble staying in this position, holdonto something for support. This is a greatstretch for your ankles, achilles tendons, groinand low back. Hold stretch for 30 seconds.10. To stretch your calf, stand an arms-length froma solid support and lean on it with yourforearms, your head resting on your hands.Bend one leg and place your foot on theground in front of you leaving the other legstraight, behind you. Slowly move your hipsforward until you feel a stretch in the calf ofyour straight leg. Be sure to keep the heel ofthe foot of the straight leg on the ground andyour toes pointed straight ahead. Hold aneasy stretch for 30 seconds. Do not bounce.Stretch both legs.11. To stretch the soleus and achilles tendon,slightly bend the back knee, keeping the footflat. This gives you a lower stretch which isalso good for maintaining or regaining ankleflexibility. Hold for 15 seconds each leg.12. A stretch for the arms, shoulder, and back.Hold onto something that is about shoulderheight. With your hands shoulder-width aparton this support, relax, keeping your armsstraight, your chest moving downward andyour feet under your hips. Hold this stretch for30 seconds.INTERMEDIATE OFF-SEASON DRY LAND TRAINING ACTIVITIES1. Tag within a specified area.Variations:a. Tag with a medicine ball or basketball.b. Tag with partners, everyone pairs off holding hands.94 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 95

T A B L E O F C O N T E N T S2. Leap frog in a circle.4. All players in a specified area running in different directions. The players are numbered one throughfour. Each corner of the specified area is numbered. When the coach gives the signal, all players raceto their corner.3. Running a circle from two directions. Players should avoid each other as they run.5. Players form a line of approximately five players. The first player in line uses his arms to block theplayer who attempts to tag the last player in line. All players in the line place their hand on the hips ofthe player in front of them and they must hold on.96 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 97

T A B L E O F C O N T E N T S6. Follow the leader - pair off. One player follows the other, imitating his/her partner’s moves. Stressagility and acrobatics.8. Stickhandling with a ball (i.e. baseball, tennis ball, golf ball), from all positions, on the knees, on one orboth legs while hopping, sitting with feet raised off the ground. Forward, backward and lateral moves.Use one or more balls.7. Running the perimeter of the circle, players execute the following moves: hopping on one leg,hopping on two legs, turning different ways, exaggerated cross-overs, backward running, side hops,high knees, high heels, touching the opposite foot with their hand. Use your imagination.9. Running through obstacle course.98 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 99

T A B L E O F C O N T E N T S10. First player in each line takes off on the signal. He/she must retrieve all balls, returning to the startingline after picking up each ball, or retrieve all the balls at once. When accomplished, the next player goesand has to put all the balls back in the same manner in which they were picked up.Variations: include handling a soccer ball with feet at the same time. Use your imagination.12. Jump rope - all types of jumping rope, forward, backward, etc.11. Acrobatics - tumbling, hand stands, walking on hands and broken field running using all types of quickand explosive movements.13. Soccer and basketball together. Dribble and play soccer at the same time.14. Stickhandle with a ball (i.e. baseball, tennis ball, golf ball)and play soccer at the same time.100 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 101

T A B L E O F C O N T E N T S15. All kinds of games - soccer, basketball, dry land hockey, etc. There are numerous examples, use yourimagination and make sure your players enjoy these activities. Utilize different exercises in eachpractice session. Make it fun. Remember, for 12-and-Under (Pee Wee), no weights, other than a lightmedicine ball. Agility and dexterity are to be developed.The imitation of on-ice hockey skills.• skating• puckhandling• shooting• passingINTERMEDIATE PRE-SEASON DRY LAND TRAINING ACTIVITIESThe coach should review the basic skills necessary to be a good hockey player. As an example: forskating, use your associate level manual and go over each aspect of skating. You can do this on dry land. Theplayers will learn the basic stance, and the principles involved. When you do go on the ice, your players willalready understand the basic principles. Explain and demonstrate puckhandling, passing, receiving andshooting. You can work on all of these aspects and more. Your goaltenders should receive separateinstruction.102 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 103

T A B L E O F C O N T E N T SINTERMEDIATE ACTIVE SEASON DRY LAND TRAINING ACTIVITIESThe improvement of skills can be accomplished using off-ice areas such as gyms, or any outdoor playingfield (i.e. tennis courts, basketball courts, football field, etc.). This also allows for work on team skills,emphasizing cooperation among players. Basketball, soccer, and floor hockey, emphasize cooperative teamplay. Create challenges for your players. Play basketball on one leg, always hopping. Play in a semi-squattingposition. Play hockey emphasizing passing. Again, use your imagination and encourage your players to usetheirs.104 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 105

T A B L E O F C O N T E N T SADVANCED OFF-SEASON DRY LAND TRAINING PROGRAMFor players 13-15 years of age, the emphasis should be on developing speed. When you plan yourprogram, use exercises which enhance speed, but also incorporate agility and player cooperation.Begin and end each session with stretching exercises.1. Basic calisthenics - pushups, sit-ups, toe touches, etc.c. Players line up back-to-back. On the whistle, try to bump the other player off his footing using theirbuttocks.d. Face-to-face resistance.2. Partner exercisesa. Players face each other with a stick on the floor between them. On the whistle eachplayer attempts to pull the other over the stick. Play best of five.e. Face-to-face - up and down resistance.b. Same thing, except now the players lock hands and attempt to push the other player offhis footing. Play best of five.f. Back-to-back - lift partner and hold.106 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 107

T A B L E O F C O N T E N T Sg. Face-to-face - heads down legs stretch3. With sticks, jog in a large circle. Players imitate all types of moves with their sticks: two-handedstickhandling; stretching out low and one-handed sweep wide; hopping over their sticks, moving theirsticks in and out of their bodies, between their legs, behind their back, etc.h. Carry partner.i. Step on partners feet - hold hands.j. Agility running in small groups.4. Games that emphasize explosive speed. Sprints (relays) starting from different positions. Sitting, lyingon their belly, lying on their backs, etc.108 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 109

T A B L E O F C O N T E N T S5. Diversified team games.6. Circuit training - Set up a large circle with various stations. Place players at each station. After eachstation is completed move counter-clockwise to the next station. Players work at full intensity for 15seconds and rest for 30 seconds before they begin at the nextstation.1. Jumping over a bench sideways2. Acrobatics - tumbling3. Hockey and soccer4. Medicine ball - all types of moves5. Suspender - stickhandling6. Hop off a chair - hop three times7. Sprints - different directions8. Jump rope9. Basketball dribbling/soccer with a tennis ball at the same time10. Broken field running - sprint110 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 111

T A B L E O F C O N T E N T S7. Hockey Team Skillsa. With basketball• 2 on 1• 3 on 1• 3 on 2b. Checking drills• 1 on 1• 2 on 2• 3 on 38. Imitation of hockey skills (all done at high speed)a. skatingb. puckhandlingc. shootingd. passing and receiving112 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 113

T A B L E O F C O N T E N T S9. Play team games at high speed such as basketball, soccer or floor hockey. These games can beplayed with hockey rules and hockey formations.ADVANCED PRE-SEASON DRY LAND TRAINING ACTIVITIES1. Short runs - one mile2. Sprints - relay races, etc.3. Individual skills - shooting, etc. After players have mastered the skill correctly, create difficulties forthem (i.e., shoot quickly, shoot with another player interfering with them, shoot off balance).114 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 115

T A B L E O F C O N T E N T SADVANCED ACTIVE SEASON DRY LAND TRAINING ACTIVITIES4. Fun games like tag, “Simon Says” and if available, water hockey. Use a local pool and have a lifeguard1. Calisthenics - push-ups, sit-ups, pull-ups, etc.there. The coach supervises and you play hockey in the water. It’s fun, a change of pace, and goodfor endurance and team cooperation.2. Shadow boxing, wrestling.3. Suspender drillsThese are just a few ideas. Use your imagination and always create a fun atmosphere and an interestingschedule of exercises. Use different means each week to accomplish the same goals.116 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 117

T A B L E O F C O N T E N T SChapter 12Dry Land Training for GoaltendersOBJECTIVES• Provide dry land activities for goaltenders• Provide off-ice games for goaltenders• Give a variety of activities for all levels of goaltendersINTRODUCTIONGoalkeepers can improve their gametremendously with off-ice training. Almost everymove can be imitated off the ice that is utilized onthe ice. Equipment for a successful off-ice trainingprogram for goalkeepers is inexpensive and almostalways available.The most important qualities needed for agoalkeeper are courage and dedication. Given thenatural physical makeup necessary to be agoalkeeper, one can learn to play the position well.Goalkeepers can work alone, with a friend,teammate or family member. It is preferable to workwith another goalkeeper, especially a teammate.The goalkeeper can work in a basement, gym,schoolyard, backyard, and/or play area.Equipment needed for a complex program are:jump rope, tennis balls, medicine balls, soccer ball,volleyball, goal (hand-made), goalie equipment andtennis racquet. Again, use your imagination. Becreative and devise your own program based on theprinciples of goalkeeping. Here are some of theexercises a goalkeeper can utilize to improve his/hergame. It is important that all exercises be done inthe basic stance of the goalkeeper. The followingexercises should be done without goalkeeperequipment.1. Stretching2. Light jog in a small areaGrowth and Fitness Development | 119

T A B L E O F C O N T E N T S3. Alternating hops, right and left leg.5. From the basic stance - walk with feet wideapart, bouncing a tennis ball in the catchinghand. Variations: bounce two tennis balls orjuggle three tennis balls.7. Jump rope - on both feet, then on one foot.Good for hand-eye coordination.9. Mirror drill - with a partner, take turns. Onepartner (always in basic stance) makes amove and the other imitates as quickly aspossible. Use all types of moves, tumbles,etc.4. Lateral jog both left and right6. Lateral hopping from basic stance - threehops on the left foot and three on the rightfoot.8. Tumbling - forward and backward, alwaysbeginning and ending in the basic stance.10. Face partner and toss tennis balls back andforth to each other. Use the catching hand.Add balls to increase difficulty.120 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 121

T A B L E O F C O N T E N T S11. Play soccer against a wall, using a soccer ballor tennis ball. Practice foot-eye coordination,moving forward and backward in the basicstance.13. Table tennis.16. Use a wooden paddle with a rubber ballattached to paddle by rubberband. Keep ballin play. Use two paddles using both hands.18. With a group of players on their knees andfacing the middle, drop a tennis ball in themiddle and everyone tries to grab it. Similarto a face-off.12. From the basic stance using the blockingglove and catching glove, jog forward androll over (somersault), come up in butterflyposition and partner should rapidly hit tennisballs at goalkeeper. Use tennis racquet.14. Handball.17. Using the back of your blocker glove, keepthe tennis ball in play against a wall.19. Goalie bouncing tennis ball from a crouchedposition, throws one leg straight out to theside and then the other leg straight out to theside. (Head should be forward and ballshould be bounced as quickly as possiblefrom one hand to the other).15. Face partner - keep one or two tennis balls inplay by slapping them back and forth to eachother.122 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 123

T A B L E O F C O N T E N T S20. Kangaroo jumps from squat position forward(remain in the squat position throughout theexercise).23. From a crouch position throw one leg to theside, then the other while a partner, standingin front, throws a tennis ball. Try to catcheach thrown ball.26. Same exercise as #25, add moving tennis ballaround the body and over the shoulders. Ingeneral, handle it in all positions as well astossing it back and forth from hand-to-hand.28. Partner with tennis balls moves in close tothe net and places ball in front of goalkeeperat various positions on floor as quickly aspossible. Goalie must react and clear ballswith his stick.21. Same exercise backward.22. Same exercise forward while tossing a tennisball from one hand to the other.24. From a standing position, jump straight up ashigh as you can. As soon as you land, takeoff on a short sprint. Then jump and runbackward as fast as you can for a short sprint.27. Get in the butterfly position, knees togetherand on the ground with legs flat on the floorand extended as far as possible to the side.From this position you should move aroundfrom a semi-squat position, legs out and inbut always return to the butterfly position.This stretches the muscles so that thisbecomes a natural and easy move for thegoalkeeper. NOTE: inside of feet should beflat to the floor.29. Partner stands between two goalkeepers andkeeping the goalie stick on the ground,swings it in a circle that the goalkeepers haveto react by jumping over the stick. You canswing faster and faster so they are forced tojump quicker.25. From an upright position, jump as far to theright as possible, landing on one leg. Fromthat leg jump to the left as far as possible andrepeat.124 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 125

T A B L E O F C O N T E N T S30. Goalkeeper with stick in his hand exercisesby clearing shots with his stick on the lefthand side starting with an imaginary shot onthe ice and moving up to head level. This ismoving the stick from the front of the padsout and then going higher and higher backand forth as quickly as possible. The samething should be done on the opposite side.32. Two goalkeepers squat facing one anotherand using two tennis balls, throw back andforth. Goalkeepers should move from thesquat position to one leg out; then the otherleg out; to the butterfly position; to standingup; to the crouch.34. Using a medicine ball, two players will squatfacing each other five feet apart. Throwmedicine ball back and forth from a squatposition.For the following exercises, the goalie shouldhave his/her stick and glove and the partnershould have tennis balls and racquet. All moves bythe goalkeeper should be practiced with glovesand stick on the ground.Shadow Drill1. Goalie moves in response to partner’s handor racquet movement. Moves should bedone as quickly as possible by both thepartner and the goalie.31. Using a team handball or volleyball, thepartner rolls the ball at the goalkeeper whohas to stop the ball with the stick and thenclear it to the side. You can increase thespeed of the rolls as goalie becomes moreproficient.33. Goalkeeper without stick but with goaliegloves. The partner standing behind thegoalkeeper, both facing the same way, dropsthe ball over the goalie’s shoulder or head.Goalie has to react to the bounce, grab theball and clear to the side. (Goalie’s eyesshould remain forward).35. Throw medicine ball back and forth from asquat position while throwing one leg out tothe side, then the other.2. Move closer to the goalie and using thehandle of your tennis racquet as a pointer,put the handle as quickly as possible on theground and have the goalie react with hisstick. The idea is for him to make contactwith the handle while you’re trying to movethe handle as quickly as possible.126 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 127

T A B L E O F C O N T E N T S3. Partner moves about 15 feet from thegoaltender and hits tennis balls at the goalie.Start out at medium speed, trying to get theball up around the hands so the goalkeepercan react to both sides with his hands. Youcan hit them straight at the goalkeeper orwith a bounce in front.5. Using the fireman’s carry, one goalie carriesanother goalie on his shoulders usingrelatively long strides across the floor,forward and backward. Naturally, the lengthof stride will be reduced when movingbackward.7. Partner standing in front of the goalkeeper will bounce a tennis ball at the goalie. The goalie with10lb. weights on each hand, will try to deflect the ball from the net. Use circular weights so goaliecan put his fingers in both and put the back of the stick hand and the front of the catching handfacing out.4. Two goalkeepers facing one another throwthe bar back and forth underhand andoverhand.6. Goalies face one another putting handsforward and wrestling to push the othergoalie from his/her stance. This can be donein a squat position, in a crouch position andstanding up. (Hands on shoulder, also handsin hands).8. Move backward and with the use of a tennis racquet, drive the ball harder and have goalkeeper reactwith weights in hand.128 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 129

T A B L E O F C O N T E N T S9. With stick and glove, put one goalie in the net, crouch position, and have the other goalie stand fiveto six feet in front to act as a screen. Partner then stands 10 to 15 feet out and bounces ball throughthe screen or drives it straight by the screen and goalie will react.12. Using a volleyball or team handball have goalies play one-on-one basketball or one-on-one soccer.13. Using a mat or soft turf, one partner throws a volleyball or team handball to either side of the goalieand has him/her leave his/her feet to catch the ball.10. Have goalkeepers stand six feet apart with tennis racquets and hit tennis balls back and forth in the air.With full equipment - sticks, gloves and mask1. Goalie turns on command and deflects, catches or blocks tennis ball.11. Same as above on one foot, then on the other.130 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 131

T A B L E O F C O N T E N T S2. Goalie faces wall from 10 feet out with back to partner. Partner throws tennis ball off the wall, goaliereacts.5. Adjusting eye focus to objects.3. Angle shots - goalie is in goal. Partner fires tennis balls from various angles. Goalie moves and adjuststo angle.6. Correct use of gloves. Partner fires the tennis balls, one at a time, easy at first. It is important that thegoalkeeper use correct technique.4. Screen shots and deflections.There are hundreds of exercises one can utilize. These are just a few. Use your imagination. Goalkeepersshould also be included with the rest of the squad in their dry land training program.132 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 133

T A B L E O F C O N T E N T SChapter 13Strength and Conditioning ProgramOBJECTIVES• Understand the importance of athleticism• Determine what activities can enhance performance• Provide guidelines for a safe conditioning environmentINTRODUCTIONThe purpose of this strength and conditioningchapter is to introduce a wide variety offundamental exercises and drills that athletes andcoaches can implement in all phases of theirtraining. The game of hockey presents the athletewith great demands in muscular endurance, power,overall strength, core strength, flexibility, andespecially hockey specific strength. While attaininghigher levels of the previously mentioned, youroverall goals should include:1. Develop a high level of athleticism2. Performance enhancement3. Prevention of injuryATHLETICISMAll athletes should be striving for thedevelopment of total athleticism throughparticipation in a variety of sports no matter whatage. The game of hockey requires great reflexes,balance, flexibility, lateral movement, acceleration,deceleration, and powerful movements, etc. All ofthese skills can be further developed through othersports to promote a high level of athleticism. Manyof today’s top players have not developed to theirhighest level of athleticism. It is never too late or tooearly to develop a strong athletic base. A great wayto improve your weaknesses is to participate, mainlyduring the off season in recreational sports orsummer leagues. Younger players should beencouraged to engage in many sports. Someexamples of recreational or competitive activitieswhich are specific to a hockey players’ needs are:baseball, basketball, lacrosse, racquetball, soccer,street hockey and tennis. Through these sports, themany attributes of athleticism are touched upon:• agility• balance• coordination• core stability• endurance• flexibility• power• reaction/reflexes• speed• strengthPERFORMANCE ENHANCEMENTPerformance enhancement is the ultimate goalof strength and conditioning. The formula for one todevelop to the next level and maintain that highGrowth and Fitness Development | 135

T A B L E O F C O N T E N T Slevel of performance is Strength + Speed + Power +Conditioning (Aerobic and Anaerobic) +Athleticism + Nutrition + Recovery.The following questions and answers touchupon the basics of conditioning for hockey.Q1.Should hockey players be concerned withboth the Aerobic and Anaerobic energysystems?A1. Anaerobic. This is a question that brings upmuch discussion and debate. Somecoaches are still spending late spring andearly summer running laps around a track.Others are spending the majority of timeperforming sprint training. Is there aneffective means of training the major energysystems required in this highly complexgame?The main focus should be on thepredominant energy system being used.Means of conditioning that system should beas specific as possible. While a hockeyplayer should be concerned with both of theenergy systems, it should be known that thebulk of conditioning should be Anaerobic.A good Aerobic (w/oxygen) base should bedeveloped in order to aid in the recovery ofthe damage done by the anaerobic systems.However, this base can be built up through ahigh volume of anaerobic training with theoccasional aerobic bout. Interval training isan excellent way of targeting both thesystems. Monitoring the work to restintervals will determine what system will beworking the most. A highly developedAnaerobic System (w/out oxygen) will assistthe hockey players in their shifts using the offtime as a rest interval. Means of improvingthe Anaerobic system include: wind sprints,slide board sprints, racquetball, inline skating,intervals, and tempo runs. Concentrate oninterval work (800’s, 400’s, 200’s), slideboards, and different forms of tempos onfootball/soccer fields.Q2. Does a hockey player need to work onMuscular Power more than MuscularEndurance?A2. Yes. The definition of Power: P=Force xVelocity. Performance is usually determinedby the amount of power he/she can produce.Remember that a powerful skater is betterthan a strong skater. A high force initiatedon the ice at a high velocity will produce asignificant amount of skating power.Muscular Endurance is the ability to exert asub-maximal force over a prolonged periodof time. A hockey player needs a base suchas performing leg circuits in the early offseasonto endure what lies before him/her.The endurance level will also increase asAnaerobic conditioning increases. Thetraining program for these components dovary. Muscular endurance can be attainedby performing circuit and/or interval training.However, the path (Aerobic/Anaerobic) oftraining, will impact the whole career. Powerand Strength should be the focus throughweight training, plyometrics, and sprints.Q3. To stretch or not to stretch?A3. Stretch!!! It is not a hard question to answer.Flexibility is defined as the ability to move ajoint or a group of muscles through a specificrange of motion without causing injury. Poorflexibility will impact speed, agility, poweroutput, and recovery time negatively. Beingflexible will also reduce the chance of injuryto joints and muscles as well.There are many different basic stretchingtechniques that can be implemented; Staticstretches, PNF, Dynamic, Mobility, Ballistics.The areas to stress are:1. Adductors2. Abductors3. Hamstrings4. Core (Low back/Abdominals)5. Shoulders6. Internal/External Hip RotatorsStretching should be done after an easywarm-up. A consistent stretching programwill increase flexibility and reduce the chanceof an injury. If time is not allowed for aproper stretching routine to take place, thefocus should be placed on a continuouswarm-up. This includes large total bodymovements that takes the body through awide variety of hockey specific motions.Stretching should be done before, during andafter weight training, practice, games, sprintsand plyometrics. Be sure to avoid overstretchingwhich may lead to hyper-mobilityof some joints (i.e., shoulders).Q4. Is Core Strength and Stability importantto a hockey player?A4. Major Importance! Core Strength is a keyelement that many youth players andcoaches neglect. The Core (low back,abdominals, hips, and obliques) obviouslylinks the lower body to the upper body. Butmore importantly, a strong core allows ahockey player to transfer the powergenerated by the lower body to the upperbody, absorb and generate impact and skateefficiently. When skating, the core/trunkarea is in a constant state of isometriccontraction which allows the skater to bettercontrol his/her movements. There are manydifferent factors and motions that contributeto having a strong and stable core area. Thisarea should be trained in a fashion such thatis multi-dimensional and multi-plane. Alwaystrain all of the muscles to avoid imbalances.1. Flexion2. Extension3. Lateral flexion4. Hyperextension5. Rotation6. Diagonal rotation7. Stabilization (isometrics)All of these motions must be targeted inorder to prepare for the onslaught of checks(given and taken), shots on goal, falls,changes of direction, etc. Take caution whentraining the core and remember that we aretrying to prevent injuries, not have themoccur.Q5. How does it all fit together?A5. It all fits together in a well organized formatknown as Periodization. Periodization is achanging and/or manipulating of the trainingstimulus over the course of a year. Load,intensity, tempo, recovery, mode of exercise,and focus on conditioning are structured tofit the proper time of the year. The factorsthat determine the cycles or phases areusually the competitions. However, inhockey, competitions span over a long periodof time. The following page charts theperiodization over a year for hockey.136 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 137

T A B L E O F C O N T E N T SPERIODIZATION FOR HOCKEYFLEXIBILITYTRAININGMETABOLICTRAININGSPEED/PLYOS/COORDINATIONSTRENGTH POWERHighLow-aerobic andanaerobic thresholdLow levels of speedand coordinationtrainingModerate to lowlevels of powertrainingHigh foundation ofgeneral, max andabsolute strengthHighLow Aerobic,Low ModerateAnaerobicModerate levels ofspeed, coordination,plyos and agilityLow levels of powertrainingHigh foundation ofgeneral, max,absolute andtrainingendurance trainingHighLow Aerobic,Moderate anaerobicthreshold, max V02and lactic thresholdModerate levels ofspeed, coordination,agility and plyometricModerate to highlevels of powertrainingModerate-relative,endurance andspecific strengthModerate training tomaintenanceModerate to highlevels of AnaerobicHigh levels of speed,coordination, agilityand plyometrictrainingHigh level of powertrainingHigh level of specificstrengthMaintenanceHigh AnaerobicHigh levels of speed,coordination, agilityand plyometrictrainingModerate to highlevels of powertraining - complex andOlympic style IiftsMaintain strengthtraining and core liftsMaintenanceMaintain anaerobicintervals, primarilyon iceMaintain levels ofspeed, coordination,agility and plyometricMaintain high levels ofpower trainingMaintain - concentrateon specific strengthtraining (core andPREVENTION OF INJURYWhether you are dry land training, on thefield/court, or in the weight room, the ever presentrisk for injury is always looming. Hockey, at anylevel, has some amount of contact (body to body,body to ice, body to boards, body to puck, stick topuck). It is our goal through the proper trainingprograms to prepare the body’s joints, muscles, andbones to withstand the various positions a hockeyplayer might engage during the game. In order todo this, the training must be multi-directional,functional to their needs, and performed through asafe and effective range of motion with adequateflexibility.It is intended that all these exercises and drillsare to be monitored by a Strength and ConditioningSpecialist to ensure safety and proper form. As withall age levels, correct technique must be stressedand the proper form has to be mastered beforegoing on to any weight bearing exercise.Impatience with body weight and/or minimalresistance exercises at any age may lead to injury.Although preventing an injury is not guaranteed,by performing a proper plyometric, agility, flexibility,and strength training program, the chances aredecreased.STRENGTH AND CONDITIONING GUIDELINESBody Weight and Free Weight ExercisesA. Perfect form is a must, there are noexcuses for performing an exercise or liftingweight without perfect form. Do notsacrifice for heavy weights. It typically leadsto injury.B. Perform in a slow and controlled manner(except Olympic lifts).C. Body alignment (knee tracking, lordoticcurve, head neutral, weight distribution).D. Avoid rounding the lower back.E. Ask questions if you do not know how, ifyou don’t something will usually go wrong.F. Progressive Overload - start with a widevariety of body weight exercises. Thenprogress to light weights, do not rush. A 2.5pound increase per week over a year resultsin a total increase of 130 pounds.G. Closed Chain vs. Open Chain exercises -Hockey is played, for the most part, on oneleg. Strength training should be as sportspecific as possible. Closed Chain exercisesare those which are more functional towardsthe game involving more than one joint at atime. Having one foot or two feet in contactwith the ground or apparatus is classified as aClosed Chain exercise. Open Chainexercises usually involve only one joint ormuscle group. These types of exercises aretypically used at the earlier stages of rehaband are not as functional to a healthy athlete.Remember that the body is the ultimate freeweight.H. Overhead pressing movements are to bedone with the knees bent, hips pushed back,and head forward in order to reduce thestrain on the lower back.I. In any type of squat motion the kneesmust remain over the ankles as the hips movedown and back so that the thigh bone isparallel to the floor/ice.J. Once the body weight exercises havebeen mastered, vary the tempo by controllingthe eccentric (lowering) and concentric(raising) speeds.OFFSEASONHypertrophy ActiveRest - 3 weeksOFF SEASONHypertrophyPRE-SEASONPRE-SEASON Basicstrength to Strengthand PowerIN-SEASONStrength and Powerto PeakIN-SEASONPLAYOFFS PeaktrainingtrainingtrainingOlympic style lifts)138 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 139

T A B L E O F C O N T E N T SOLYMPIC LIFTINGEXERCISE SELECTION (ALL LEVELS)OTHER / PREHABUPPER BODYPressing / Pullinga. Auxilary– Shoulder FLB– DB Hammer Curls– Reverse Curls– Wrist Rollers– Lying DB Extensions– Hyperextension– Calves– Speed Trax(Hockey specific machine)b. Prehab– Shoulder* Internal Rotation* External Rotation* Ab/Adduction* FLB Prehab* Slideboarda. Pressing– Push Ups* regular* modified* on 1 or 2 MB's* hands on box* loaded* narrow vs. wide– Dips/Bench Dips* loaded– Bench Press* flat* incline* dumbbells* narrow vs. wide vs. neutral grip* on physioball* tempos* negatives– Overhead* DB Military* Standing Military– Lower Body* One Legged Squats* Balance Work* MVP Shuttle* Plyos* Bandsb. Pulling* Chin Ups* Pull Ups* Towel Grip, V Grip, Neutral Grip* Inverted Row(close, wide, under, over, towel)* DB Row* Barbell Row* Upright Row* ShrugsOlympic lifts are total body, multi-joint, explosive lifts which require the highest rate of force development.The development of explosive power is key in all sports from Badminton to Hockey. Recall the definition ofPower: P=Force x Velocity. Within the definition, the two components are force and velocity. A greatervelocity at which the nervous system fires in order to inflict a high amount of force on an object (body,barbell, floor) will result in increased power output. Increased power output leads to better athleticperformance.If Olympic lifting is a new concept for an athlete or coach there are a few guidelines to follow:1. Perfect Form! If lifting technique is not mastered, injury can occur, the lift will be inefficient and themaximum amount of force may not be developed.2. Start with a broom stick, hockey stick, or aluma-lite bar.3. Do not rush the process, it takes time to perfect the technique.4. Make sure to have a qualified instructor to help you on your technique.5. Everything is done from the Power Position.Power Positiona. head is in a neutral position, eyes straight aheadb. chest is out and shoulders are squeezed togetherc. arms are long and relaxed, rotate elbows outwardd. torso is rigid, contract abdominal musclese. back is flat to arched (lordotic curve, lower back)f. knees are slightly bent with the hips propped backg. hands and/or bar are slightly above kneesh. shoulders should be in line with the bari. weight should be distributed over the heels to the middle of foot, avoid being on the toesor balls of feetj. lower leg should be perpendicular to the floor to avoid forward flexion of the knees overthe toesOlympic Lifts - variation and progressionsPower ShrugPush JerkHang Snatch/Over Head SquatLOWER BODYSquats / 1 Leg / Othera. Double Leg Squatting– Front (should precede back)– Backb. Single Leg– 1 Leg Bench Squat– 1 Leg Squat– Step Ups -* Regular* Lateral* Lateral Crossover– Lateral Squat / Rocker– Lunges* Straight Lunge* Lateral* Anglec. Other– 4 Way Hip– Flexion– Extension– Abduction– Adduction– Glute Ham Raises– Hyperextensions* w/ twist* w/o twist* 1 Leg (more advanced)* 1 Leg w/ twist– Reverse Hyperextensions* unloaded* loaded(machine, SB, MB, PR)– RDL/SLDLHigh PullHang CleanPower CleanHang SnatchPower SnatchPush PressSplit JerkOver Head SquatHC or PC/Front SquatHC or PC/JerkDB SnatchDB CleanDB Alternate Puch JerkDB Clean/Front SquatHC/FS/JerkAll Olympic lifts should be performed in a range of 1-6 repetitions and 2-4 sets. They should also beperformed at the beginning of a program following proper warm-up, abs, and plyometrics.140 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 141

T A B L E O F C O N T E N T SHANG CLEAN PROGRESSIONStarting Position• Keep an athletic position• Chest out• Lower back straight• Shoulders over bar• Head up• Bar just above kneesPull Position• In jumping action, extend knees, hips andankles• Keep the shoulders over the bar as long aspossible• Once bar clears hip, pull with elbows out• Keep bar as close as possible to body on pullCatch Position• Drop under bar by rotating around & underbar• Hyperextend wrists as elbows move underbar• Move feet to a squat position & land flatfooted• Rack bar across front of shoulders• Lower back and chest position rigid• Drop as low as necessary to handle load• Head up• Elbows parallel to floor• Lower back straightCORE STABILITY EXERCISES(ABDOMEN, LOW BACK, HIPS)Abdominal and core work should be donebefore any heavy lifting to aid as a warm up andmake sure it gets done. It won’t get done at home!The goal, whether it is more muscular endurance orstrength, will decide the reps, sets, and intensities.Total control of the torso is necessary to get themost benefit out of these exercises. A slow andcontrolled motion is required on all except theMedicine Ball twists and throws.The Abdominals1. Flexion (inc. lateral flexion)a. Crunches• regular• reverse• w/plate• alternate hand toeb. Others• V ups• leg throw downsc. Lateral Flexion• side stack crunch on medicineball• overhead medicine ball lateralflexion• off bench obliques w/o twist2. Rotationa. Lateral• Russian twist• lying trunk twist• medicine ball twists/throwsb. Diagonal• alternate v twist• bicycles• off bench obliques w/twist• medicine ball twists/throws(standing/sitting)The Lower Back1. Hyperextension/Extensiona. Supermansb. Bird dogsc. Back extensions• with twist• weighted2. Physioball Programsa. Hipsb. Pelvic Thrustsa. With the medicine ballb. Thrust and hold2. Medicine Ball work3. Hip Extension off Medicine BallOther1. Physioball/Swissball Stabilization Programs142 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 143

T A B L E O F C O N T E N T SMEDICINE BALL TORSO EXERCISESHammer ThrowStarting Position: Straddle stand positionwith ball held waist high off of the hip andback to a partner.Movement Description: Swing the ballfrom off the hip and throw over theopposite shoulder to a partner or against awall.Rhythm/Speed: Fast and explosiveWeight of Ball: 2 kg for beginner.5 kg for advanced.Russian Twist - WalkingStarting Position: Stride stand positionwith the ball extended out from the chest.Movement Description: Walk forward andswing the ball to the side of the front leg,alternating the ball with each step.Rhythm/Speed: ModerateWeight of Ball: 3 kg for beginner.5 kg for advanced.Rocky Full TwistStarting Position: Straddle stand position.Back to the partner, an arm’s length awaywith the ball extended out from the chest.Movement Description: Keeping feet andhips stationary, twist the torso and pass theball to the partner who twists the oppositedirection. The pass is executed right toright and left to left.Rhythm/Speed: Moderate to fast.Weight of Ball: 3 kg for beginner.5 kg for advanced.Variations: (a) kneeling; (b) seated.Seated Solo TwistStarting Position: Straddle sit positionwith the ball on the ground behind theback.Movement Description: Reach back, graspthe ball and pass it around to the startingposition. Repeat in same direction until thedesired number of reps is achieved. Repeatthe exercise turning the opposite direction.Rhythm/Speed: Fast.Russian Twist - SeatedStarting Position: Straddle sit positionwith knees bent and the body inclinedback at 45 degrees, hold the ball extendedfrom the chest, feet hooked under abench.Movement Description: Keep the legs andhips stationary and the arms extended, twistthe torso around to the right and then tothe left; pause one count in front of thebody to begin each repetition.Rhythm/Speed: ModerateWeight of Ball: 2 kg for beginner.5 kg for advanced.Medicine Ball Sit Up and TwistStarting Position: Straddle sit positionwith knees bent at 45 degrees and ballextended overhead.Movement Description: Sit back to theground. Maintain the ball in the extendedoverhead position. Sit up and twist,touching the ball to the right. Return tostarting position and repeat to the left.Rhythm/Speed: Moderate to fast.Weight of Ball: 2 kg for beginner.5 kg for advanced.Weight of Ball; 3 kg for beginner.5 kg for advanced.144 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 145

T A B L E O F C O N T E N T SStanding Side to Side PassesStarting Position: Straddle stand positionwith the ball held waist high off the hip.Movement Description: Pass the ball to theoutside of the partner’s opposite hip forcingthe partner to twist to that side uponcatching the ball. Throw back to the sameside from which the throw originated.Rhythm/Speed: Controlled.Weight of Ball: 3 kg for beginner.5 kg for advanced.Variations: (a) kneeling;(b) against a wall without a partner.Partner Straddle Sit PassesStarting Position: Straddle sit positionfacing partner sitting in the same position.Ball held at the side just off the hip.Movement Description: Partner A passesball down the side to partner B. Partner Bpasses the ball diagonally across to partnerA’s opposite side. Partner A then passesto B down this side and B returns balldiagonally to A at starting point. Repeat forthe desired number of repetitions andswitch the pattern so that each partner isdoing the opposite action.Rhythm/Speed: Moderate, emphasizingstretch upon catching the ball.Weight of Ball: 3 kg for beginner.5 kg for advanced.TRUNK ROTATION AND TWISTINGRocky Half TwistStarting Position: Straddle stand position.Back to the partner, an arm’s length awaywith the ball held extended out from thechest.Movement Description: Keeping the feetand hips stationary, twist the torso and passthe ball to the partner who twists in thesame direction. The pass is executed rightto left and left to right.Rhythm/Speed: Moderate to fast.Weight of Ball: 3 kg for beginner.5 kg for advanced.Variations: (a) kneeling; (b) seatedPHYSIO/SWISS BALL EXERCISESSwiss Ball - Dumbbell - Military• sit tall• press dumb bell overheadSwiss Ball - Dumbbell lateral - Raise• sitting on ball, stay tight• raise both arms up and downSwiss Ball - Push Up• feet on bench, perform push up• hands on ballSwiss Ball - Prone External Rotation• stabilize shoulders and externally rotate (topand side view)• lie face down with ball on chest - arms flexedat 90 degreesSupine Low Crawler - 2 balls• roll lateral to one side and opposite side goesinto shoulder flexion• hold position and alternate shoulder presses146 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 147

T A B L E O F C O N T E N T SSwiss Ball - Ab Crunch• keep low back in contact with ball andcrunch up• weight on upper chestSwiss Ball - Dumbbell Bench Press• keep hips up• ball on upper shouldersProne Ball Roll• keep legs straight• roll to one side and back (left or right)• keep form• ADVANCED - cross crunch with counter kick- roll to side until ball gets close to armpit,then cross crunch - bring let up on angletoward elbowProne Hip & Leg Extension (reverse hyper)• roll out on to ball; find balance point withhands on floor; raise upper body and lowerbody together; hold three seconds and lower;drape body over ball and repeat• to make this more difficult, take weight offhands, but leave in contact with floor• ADVANCED - roll forward to hands andposition elbows on floor, hold position for 10seconds, slowly come downProne Forward Ball Roll• kneel in front of ball, forearm resting on topand roll forward• do not arch body, stay tight and don’t letbelly drop• as you get better, stand with hands closer toyou so as you roll the ball gets farther away,increasing load on abs• ADVANCED - start on your toes in push upstyle positionSupine Hip Extension• lie on ball until head and shoulder rest on ball• hamstrings, glutes and hips• raise hips up, hold for three and lower• if you roll forward (knees over toes) youemphasize quadriceps not hamstrings,therefore keep lower leg straight• focus on tightening glutes - even it out• ADVANCED - 1 leg at a time, arms outSwiss Ball - Lower Ab Tuck• lower abs• don’t roll back so far back that you increaselumbar curve• you should feel no pressure in spine• ADVANCED - 1 leg at a timeSupine Lateral Roll• hams, glutes, abdominals, back, shouldergirdle• head and shoulders on ball, arms spread• start by rolling side to side (6-10 inches)• ADVANCED - go farther• keep pelvis up - do not let it drop downSwiss Ball - Incline Dumbbell Press• hips down around ball• press dumbbell up and back148 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 149

T A B L E O F C O N T E N T SPLYOMETRICS AND AGILITIESPLYOMETRICSPlyometrics is the movement/activity thatbridges the gap between strength and speed byutilizing the Myotatic Stretch Reflex. This reflex iscalled upon when the muscles are loaded in aneccentric contraction (muscle lengthening) andthen immediately followed by a concentriccontraction (muscle shortening). By performingPlyometrics, the hips, knees, and ankles are worked.It is imperative that a strong base strength isdeveloped before a program is started. Exercisesinclude jumps, hops, bounds, leaps, skips, throws,and pushes. When performing these exercises, thegoal is to train the nervous system to reactexplosively with maximal force production.Teaching muscles how to absorb shock also aids ininjury prevention.A. All plyometric and agility drills should besupervised.B. Drills should be done for quality, not quantity(minimal foot/skate contacts, maximumintensity and quality of movement).C. Athletes should be able to squat 1.5 timestheir body weight before engaging in anintense plyometric program.D. Low level, double leg exercises must precedeany higher level single leg movements.E. As strength level increases, plyometricintensities should increase.F. Do not perform to fatigue, allow forcomplete recovery time.G. Maintain core stability and perfect postureduring exercises.H. When dry land training, be sure to wear theproper foot wear and have a shock absorbingsurface.I. Movements should be as sport specific aspossible.J. Plyometrics for the same body part shouldnot be performed on consecutive days.K. Always perform a proper warm up andflexibility program.There is a long list of plyometrics that an athletecan perform. The following are basic and veryproductive as long as they are performed correctly.Know your limitations and the stage of training thatyou are at.Low Level1. Jump Rope - use different variations andpatterns to get the most out of this exercise.Start double legged and proceed to single legvariations.2. Squat Jumps - same as a regular squat butnow we are leaving the ground, with perfectform, performing the jumps continuously.3. Tuck Jumps - standing with feet together,jump up bringing knees to chest, variationsinclude heels to butt, include 90, 180, 270degree turns, performed continuously.4. Box Jumps - start with a low box 18” proceedto a higher one 24” - 36”, jump onto the boxmaking sure the landing is soft and quiet, trynot to bottom out.5. Skipping - a basic fundamental movementthat involves coordination and explosiveness,involves jumping from one foot to the other.Medium/High Intensity1. Explosive Step Ups - start with one foot onthe box and drive up as high as possible,switching feet in air. Use variations such asalternating lateral step ups.2. Ice Skaters - lateral hops from one leg to theother, use different variations such as stickand hold, continuous, two bounces and go.3. Lateral & Forward Cone/Hurdle Hops - setup cones/hurdles, start with two feet moving,hopping forward, switch to one foot landingsas you progress. Change to lateral directionon two feet, changing direction, alternatingone foot or two feet.4. Broad Jumps - jumping on two feet fordistance, use variations such as stick andhold, continuous.5. Hurdle/Barrier Hops - try jumping for heightoff of two feet, landing soft and holding ormore advanced should try continuous hops.6. Lunge Jumps/Slip Squat Jumps - out of alunge position, try to get as vertical aspossible.AGILITIESAgilities are drills that emphasize the ability torapidly and efficiently change direction whilecontrolling the body’s center of gravity.A. Should be as sport specific as possible.B. Quality, not quantity, they should not beconditioning drills.C. Combine agility training with balance,reflexes, anticipation and hand-eyecoordination.D. Should be monitored by coach or otherinstructor.E. Begin with proper warm up and flexibilityprogram.1. Agility Ladder drills - work on foot quickness,changes of directions, body awareness andcontrol. Serves as a great warm up. Use avariation of slides, twists, skips, crossoversteps, and shuffle. Let the imagination adjustthe movements to as sport specific aspossible.2. W Drill - 5 cones are set up in the shape of a“W”, vary the spacing between cones. Startfacing down the line (looking at all cones).Move by shuffling, sliding, sprinting,backpedaling, and/or any other movementdesired. Control the body’s center of gravityas each cone is reached and then changedirection to the next cone.3. Pro Agility/”NFL Shuttle” - use 3 cones, tape,lines on a field/ice spaced five yards apart.Start on middle line/cone/tape. Oncommand/own action, sprint to either side,touch the line, change direction, sprint tenyards back to the other side, touch, changedirection, and cross the middle line again.Sprint, shuffle, or backpedal. Try to improveyour time on each rep.4. Jump Rope/Dot Drill - also a great agilityworkout, adding different foot work andcombinations. Great for the improvement ofcoordination.150 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 151

T A B L E O F C O N T E N T SDouble Leg HopsEquipment: NonePLYOMETRIC EXERCISESStart: Stand with feet shoulder-widthapart.Action: Squat down and jump as farforward as possible. Immediately upontouching down, jump forward again. Usequick double arm swings and keep landingsshort. Do in multiples of three to fivejumps.Tuck Jump with Heel KickEquipment: NoneStart: Stand with feet shoulder-width apartand the body in a straight vertical positionwith arms by your sides.Action: Keeping the knees pointed down(still in line with the body), jump and kickthe buttocks with the heels. Repeat thejump immediately. This is a quick-steppingaction from the knees and lower legs.Swing the arms up as you jump.Lateral Jump Over BarrierEquipment: One cone or hurdle.Start: Stand alongside the object to becleared.Action: Jumping vertically but pushingsideways off the ground, bring the kneesup to jump sideways over the barrier.Two-Foot Ankle HopEquipment: NoneStart: Stand with feet shoulder-width apartand the body in a vertical position.Action: Using only the ankles formomentum, hop continuously in one place.Extend the ankles to their maximum rangeon each vertical hop.Tuck Jump with Knees UpEquipment: NoneStart: Stand with feet shoulder-widthapart and the body in a vertical position;do not bend at the hips.Action: Jump up, bringing the knees upto the chest and grasping the knees withthe hands before the feet return to thefloor. Land in a standing vertical position,without any forward bend. Repeat thejump immediately.Split Squat JumpEquipment: NoneStart: Spread the feet far apart, front toback, and bend the front leg 90 degrees atthe hip and 90 degrees at the knee.Action: Jump up, using arms to help lift,hold the slip-squat position. Land in thesame position and immediately repeat thejump.Hexagon DrillEquipment: A hexagon of tape on thefloor with sides about 24 inches long.Start: Stand in the center of the hexagonwith feet shoulder-width apart.Action: Jump across one side of thehexagon and back to center then proceedaround each side of the hexagon. This maybe done for a specific number of completetrips around the hexagon or for total time.435START261152 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 153

T A B L E O F C O N T E N T SSplit Squat with CycleEquipment: NoneSingle Leg HopsEquipment: NoneAGILITY LADDER EXAMPLESStart: Standing upright, spread the feetfar apart, front to back, and bend thefront leg 90 degrees at the hip and 90degrees at the knee.Action: Jumping up, switch leg positions -the front leg kicks to the back position andthe back leg bends up and comes throughto the front. While bringing the back legthrough, try to flex the knee so that itcomes close to the buttock. Land in thesplit-squat position and jump againimmediately.Start: Stand on one leg.Action: Push off with the leg you arestanding on and jump forward, landing onthe same leg. Your opposite leg shouldswing to increase momentum. Once youland, take off again, your feet should moveas if you were on a hot plate. Themovement is very similar to running on oneleg - Perform sets on both legs.= RIGHT FOOT = LEFT FOOT P = PLANT ON SINGLE LEG- - - = LEFT FOOT MOVEMENT_____ = RIGHT FOOT MOVEMENTSingle LegCrossoverShuffle Step Over ReachLateral BoundsPerform skating motion between two markson ground, one yard apart. Work on lateralmovement. Swing leg should come behindplanted leg.5 6643453P21P3 2121StartStartStart154 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 155

T A B L E O F C O N T E N T SSPEED/SPRINTS/CONDITIONING1. Speed Training• the only way to get fast is to run fast• however, there are many other ways of improving your speed and efficiency of movementMeans of Speed Training1. run sprints really fast!!!!2. over speed training (down hill sprints, cords, more advanced techniques)3. resistive runs (uphill, cords, tire pulls, partner resistive)4. slide boardStarts1. Leaf Falls (straight, 90 degree, laterally)• start standing, torso erect, handsdown along side• lean forward as far as possible• first step should be short andpowerful• think about driving the ground downand back• try to avoid reaching with first step• finish by sprinting 10 yards• 90 degree - start same way, bend atthe hips 90 degrees2. Ball DropsWork on reaction and first step explosion, also great for hand-eye coordination. Partner standsapproximately 10 feet away. Hold a tennis ball at shoulder height and then drop it. On the action of the handreleasing, sprint as fast as possible and try to catch it before it bounces twice.Warm-Up / Stretch 10 Min.Abs/Starts/PlyosDay 1 WK 1 WK 2 WK 3EXERCISE REST WT. REPS WT. REPS WT. REPSHang Clean :90 x6 x6 x6x6 x6 x6x6 x6 x6Front Squat none x10 x10 x10x10 x10 x10pair w/ x10 x10Inverted Rows x8 x8 x8x8 x8 x8(close) x8 x8Lunges none x8R/L x8 x8x8R/L x8 x8pair w/ x8 x8DB Incline x10 x10 x10Press x10 x10 x10x10 x10OFF SEASONSampleWarm-Up / StretchAbs/Sprints/ShuttlesDay 2 WK 1 WK 2 WK 3EXERCISE REST WT. REPS WT. REPS WT. REPSPush Jerk :90 x5 x5 x5x5 x5 x5x5 x5 x51 Leg Bench none x10 x10 x10Squat x10 x10 x10pair w/ x10 x10Push Ups BW xmax BW xmax BW xmaxBW xmax BW xmax BW xmaxBW xmax BW xmaxBack none x10 x10 x10Extensions x10 x10 x10pair w/ x10 x10Chin Ups max max max(BW) max max maxmax max3. Conditioning• as sport specific as possible• vary the modes to avoid boredom but allow enough time for enhancement• emphasize Anaerobic conditioning• alter work: rest ratios throughout off, pre and in-seasonMode Time on/off Work to Rest SeasonEx. Slideboards :30 on 1:30 off 1:3 early OFF:30 on 1:00 off 1:2 late OFF:30 on :30 off 1:1 PRE-seasonMeans of Conditioning1. intervals (can be both aerobic and anaerobic depending on work to rest ratios)2. slide boards (aerobic as well as anaerobic)3. tempo runs4. wind sprint5. on-ice sprints6. bike/treadmillsIt is important to remember that work to rest ratios will be the determining factor in the systemsworked. The intensities along with the volume should also vary when conditioning for the differentsystems.Warm-Up / StretchAgilities/Plyos/Post ConditioningDay 3 WK 1 WK 2 WK 3EXERCISE REST WT. REPS WT. REPS WT. REPSDB Snatch :60 x3R/L x3R/L x3R/Lx3R/L x3R/L x3R/Lx3R/L x3R/L x3R/LStep Ups none x10 x10 x10x10 x10 x10pair w/ x10 x10Bench Dips BW x8 x8 x8BW x8 x8 x8x8x8Glute-Ham none x8 x8 x8x8 x8 x8pair w/ x8 x8Pulls Ups max max max(BW) max max maxmax max156 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 157

T A B L E O F C O N T E N T SPRE SEASONFRIDAYWarm Up1. Dynamic Mobility2. Stretch3. MB WorkAbs/Low Back1. Rev. Crunch 2 x 302. Alt V Twist 3 x 103. Hip Thrust 3 x 204. Alt Superman 2 x 10Agilities1. W Drill 5x’s2. Pro Agility 3x’sPlyometrics1. Tuck Jumps 2 x 82. Lat. Cone Hops 4 x 4 R/LConditioning (post lift)1. Slide Boards 15 minWarm-Up / Stretch 10 Min.Abs/Starts/PDay 1 WK 1 WK 2 WK 3EXERCISE REST WT. REPS WT. REPS WT. REPSHang Clean 2:00 x4 x4 x4x4 x4 x4x4 x4 x4Back Squat none x8 x8 x8x8 x8 x8pair w/ x8 x8 x8SampleWarm-Up / StretchAbs/Sprints/ShuttlesDay 2 WK 1 WK 2 WK 3EXERCISE REST WT. REPS WT. REPS WT. REPSAlt DB Push 2:00 x3R/L x3R/L x3R/LJerk x3R/L x3R/L x3R/Lx3R/L x3R/L x3R/L1 Leg Squat none x8 x8 x8x8 x8 x8pair w/ x8 x8 x8OFF SEASONSample ProgramWEDNESDAYWarm Up1. Easy Jog2. Stretch3. Agility LadderAbs/Low Back1. Flat Foot w/twist 2 x 202. Bicycles 2 x 303. Off Bench Obliques 3 x 104. Bird Dogs 2 x 15Sprints1. Chase Sprints 6 x 15 yds2. Resistive Runs 4 x 15 ydsConditioning (pre lift)1. 60 yard Shuttle 3x’sDB Row x6 x6 x6x6 x6 x6x6 x6 x6Angle Lunge none x8R/L x8R/L x8R/Lx8R/L x8R/L x8R/Lpair w/ x8R/L x8R/L x8R/LDB Bench x8 x8 x8x8 x8 x8x8 x8 x8Warm-Up / StretchAgilities/Plyos/Tempo RunsDay 3 WK 1 WK 2 WK 3EXERCISE REST WT. REPS WT. REPS WT. REPSDB Incline x8 x8 x8x8 x8 x8x8 x8 x8Hypers w/ none x8R/L x8R/L x8R/LTwist x8R/L x8R/L x8R/Lpair w/ x8R/L x8R/L x8R/LChin Ups x5 x5 x55/0/1 x5 x5 x5x5 x5 x5Hang Clean/ 2:00 x3R/L x3R/L x3R/LFront Squat x3R/L x3R/L x3R/Lx3R/L x3R/L x3R/LMONDAYWarm Up1. Dynamic Mobility2. StretchAbs/Low Back1. Crunches 3 x 202. Russian Twist 2 x 10 R/L3. Supermans 3 x 10Starts1. Ball Drops 10 x 5 yds2. Lean Fall Run 5 x 5 ydsPlyometrics1. Dot Drill2. Box JumpsStep Ups none x8R/L x8R/L x8R/Lx8R/L x8R/L x8R/Lpair w/ x8R/L x8R/L x8R/LDips x6 x6 x62/0/2 x6 x6 x6x6 x6 x6Glute-Ham none x8 x8 x8x8 x8 x8pair w/V Grip Pull Up none x8 x8 x8x8 x8 x8x8 x8 x8158 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 159

T A B L E O F C O N T E N T SFRIDAYWarm Up1. Dynamic Mobility2. Stretch3. MB WorkAbs/Low Back1. Plate Crunches 2 x 302. Alt V Twist 3 x 103. MB Twist 2 x 104. Alt Superman 2 x 10Agilities1. Agility Ladder 5x’s2. Wall Drills 3 x :30Plyometrics1. Barrier Hops 3 x 82. Ice Skaters 4 x 5 R/L(balance)Conditioning (post lift)1. Tempo Runs 10 x 100 ydsWarm-Up / Stretch 10 Min.Abs/PlyosDay 1 WK 1 WK 2 WK 3EXERCISE REST WT. REPS WT. REPS WT. REPSHang Clean 2:00 x3 x3 x3Front Squat x3 x3 x3Lunges none x6 x6 x6pair w/ x6 x6 x6Bench x6 x6 x6(close) x6 x6 x6IN SEASONSample* Depending on the game schedule,two days may not be possible.Try to fit them in with low volume.PRE SEASONSample ProgramWEDNESDAYWarm Up1. Easy Jog2. Stretch3. Speed LadderAbs/Low Back1. Flat Foot w/twist 2 x 202. Trunk Twist 2 x 103. OBO 3 x 104. Bird Dogs 2 x 15Sprints1. Up & Chase 4 x 20 yds2. Resistive Shuffles 4 x 15 yds3. 60 yards 4x’sSlide Board Sprints8 x :30 on 1:00 offHypers :90 x8 x8 x8x8 x8 x8Warm-Up / StretchAbs/PlyosDay 2 WK 1 WK 2 WK 3EXERCISE REST WT. REPS WT. REPS WT. REPSDB Snatch 2:00 x3R/L x3R/L x3R/Lx3R/L x3R/L x3R/Lx3R/L x3R/L x3R/L1 Leg Squat :90 x5R/L x5 x5pair w/ x5 x5 x5Chin Ups x8 x8 x8x8 x8 x8MONDAYWarm Up1. Dynamic Mobility2. StretchAbs/Low Back1. Rev Crunches 3 x 202. OBO w/Twist 2 x 10 R/L3. Supermans 3 x 10Starts1. Ground Starts 5 x 15 yds2. 90 Deg Lean Fall 5 x 5 ydsPlyometrics1. Box Jumps 3 x 5** 2. SL Lat Cone Hop 3 x 6** more advancedGlute-Ham none x8 x8 x8pair w/ x8 x8 x8x8 x8 x8DB Military none x8 x8 x8x8 x8 x8160 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 161

T A B L E O F C O N T E N T SLOWER BODY STRETCHESThigh, Groin, Hamstring, Glutes, & CalvesIN SEASONSample ProgramTHURSDAYMONDAYWarm Up1. Dynamic Mobility2. Stretch3. MB WorkWarm Up1. Dynamic Mobility2. Stretch3. Dot DrillAbs/Low Back1. Plate Crunches 2 x 302. Alt V Twist 3 x 103. Supermans 2 x 10Abs/Low Back1. Rev Crunches 2 x 202. Supermans 3 x 10162 | USA Hockey Coaching Education Program Level 3 ManualPlyometrics1. Squat Jumps 3 x 52. SL For. Hops 3 x 5 R/LPlyometrics1. Box Jumps 3 x 52. Jump Rope 3 x :40 secConditioning (post lift)Optional• Lying on your back, wrap a foldedtowel around the instep ofone foot, inhale and extend theleg upward.• Exhale and pull the raised legtoward your face, keeping theleg straight.• Also, if you have a bad back, flexthe extended leg and slowlylower it to the floor.• Standing an arms length from awall bend one leg forward and leanagainst the wall without losing thestraight line of your head, neck,spine, pelvis, rear leg and ankle.• Keep your rear foot down and parallelto your hips bend your armsand shift your weight toward thewall.• Exhale and contract the quadricepsof your rear leg without jammingor locking the knee.• Lie on your back and raiseone leg keeping your hipssquare.• Lie on your back with your left legcrossed over your right knee.• Exhale and flex your right knee,lifting your right foot off the floor,and let it slowly push your left foottoward your face, keeping yourhead, shoulders, and back flat onthe floor.• Sit on the floor with your legs spread. Your partnerassumes the same position with feet braced againstyours. Lean forward and grasp each other’s wrists.• Exhale: keeping your legs straight, extend your uppertorso and bend forward at the hips as your partnerleans backward and pulls on your wrists.• Your partner anchors your legon the ground and graspsyour raised leg.• Exhale as your partnerraises your leg upward.NOTERemember to keep bothlegs straight and yourhips squared.!Your partner shouldavoid grasping the heelbecause the leveragemay result in strainingthe knee• Stand with the balls of yourfeet balanced on an edgeor step.• Exhale and lower your heelsto the floor.If necessary place onehand against a wall forbalance and support.• Lie on your side, flex one knee, and raise your heel toward your buttocks.• Exhale, grasp your raised ankle, and pull your heel toward your buttockswithout overcompressing the knee.NOTETo maximize the stretch, make sure the medial sides of your legstouch each other and your pelvis rotates backward (visualize pullingyour tailbone between your legs).!NOTEDo not arch your lower back or twist your pelvis.• Lie on your back, kneesflexed and hands interlockedunder head.• Lift your left leg andhook it on your rightleg.• Exhale and use your leftleg to force the insideof your right leg thefloor, keeping yourelbows, head, andshoulders flat on floor.Growth and Fitness Development | 163

T A B L E O F C O N T E N T SUPPER BODY STRETCHESChest, Shoulders, Arms, & Upper BackUPPER BODY STRETCHESTorso (Abdominals & Lower Back)Lateral shoulder• Lie on your back on a tablewith your head hanging overthe edge.• Hold the stretch and relax.• Kneel on all fours, extend your arms forward. and lower yourchest to the floor.• Exhale, extend your shoulders. and press on the floor with yourarms to arch your backShoulder internalrotators (anterior)• Sit on a chair with your right handgrasping the lowest part of thechair frame to stabilize your rightshoulder.Upper back• Kneel on all fours with your toes pointing backward.• Inhale, contract your abdominals. and round your back.• Exhale, relax your abdominals, and return to the “flat back” position.• Place your left hand on the upperright side of your head.• Exhale and pull the left side ofyour head onto your left shoulder.NOTEThe stretch will be dissipatedupon release of the chair.Lower Back Stretch• Lie face down on a table with yourupper torso extended over the edge,grasping a stretching stick that restsacross your shoulders.• Sit or stand with one arm flexedbehind your back and grasp theelbow from behind with youropposite hand.• Exhale and pull your elbowacross the midline of your back.Grasp your wrist if you are unableto reach your elbow.• Stand with your back to a door frame.• Rest one hand against the door framewith your arm internally rotated at theshoulder. your forearm extended. andyour hand pronated with your thumbpointing down. Exhale and attempt toroll your biceps so they face upward.• Exhale as you slowly twist your uppertorso as high as possible and return tothe starting position.NOTEThis stretch is great for the motion ofshooting the puck• Sit or stand, flex your right arm, andraise your elbow to chest height.• Flex and raise your left arm so itselbow can support your right elbow.Intertwine your forearms so your lefthand grasps your right wrist.• Exhale and pull your wrist outward anddownward.• Sit on the floor with a large Swiss ballagainst your lower back and yourhands interlocked behind your head.elbows facing forward.• Inhale, extend your thighs. raise yourbuttocks off the floor, roil the ball.and achieve a neutral position. Theball should be under your shoulderblades (scapula), with your lumbarspine flat. your knees flexed at 90degrees, and your elbows abducted.NOTEYou should feel the stretch in theupper chest area.• Sit with both arms flexed andyour hands interlockedbehind your head.• Your partner grasps bothelbows and pulls them backwardtoward each other.164 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 165

T A B L E O F C O N T E N T SDYNAMIC MOBILITY EXERCISESREFERENCESBallet DancerStart: Standing with feet shoulder width apart. torso tight. Liftleft knee straight up to a parallel position keeping heeltucked under hip.Middle: Keeping right foot planted, rotate left leg and hip 180degrees to the left.Finish:Keeping chest & head up, plant left foot in line with theright foot and squat down. Repeat 10 times each leg.Lunge & TwistStart: Standing tall, torso erect, lunge forward with leftleg. Lunge to a 90 degree bend in left knee makingsure that your knee does not go past your ankle.Finish:End by twisting your torso to the left side. Alternateand repeat.StartAlter, Michael, J. (1996). Science of Flexibility (2nd ed.). Champaign, IL: Human KineticsAlter, Michael, J. (1998). Sport Stretch (2nd ed.). Champaign, IL: Human KineticsAmateur Hockey Association of the United States (1985) Fundamentals of Coaching Youth HockeyBaechle, T. (ed.) National Strength and Conditioning Association. (1994). Essentials of Strength and Conditioning. Champaign, IL: Human KineticsBoyle, Michael. Strength and Conditioning Coach, Boston University Hockey, Boston Bruins, Sports Acceleration North.Blatherwick, Jack. (1992). Over-Speed Skill Training for Hockey. Colorado Springs, Co: The Publishing Group.Chu, Donald, A., (1998). Jumping Into Plyometrics. (2nd ed.). Champaign, IL: Human KineticsGambetta, Vern. Why Medicine Ball Training? P. 32-35.Goldenberg, Lorne. 1997 Strength and Conditioning Manual, Ottawa Senators. Physioball illustrations.Twist, Peter. (1997). Complete Conditioning for Hockey. Champaign, IL: Human KineticsStartMiddleFinishFinishButt KickerMoving forward try to kick your heels up as high aspossible making contact with the butt. Keep Torsotight, ankles dorsi-flexed.High Knee PullWalking forward, keeping torso erect. Head up. Raiseknee as high as possible. Grab knee and pull it to yourchest. Alternate pulling knees in.166 | USA Hockey Coaching Education Program Level 3 ManualGrowth and Fitness Development | 167

T A B L E O F C O N T E N T SSection 5OffensiveTeam Tactics

T A B L E O F C O N T E N T SChapter 14Positional PlayOBJECTIVES• Describe the potential responsiblities of players• Describe both offensive side of positional play• Outline the importance of individual positional skill developmentINTRODUCTIONThe idea of teaching hockey players positionalresponsibilities and play is an important, yet difficultpart of coaching. It is important to expose playersto various offensive and defensive situations andpractice them so they become routine. Alwaysleave room for the players to utilize their individualskills and imagination within the framework of theteam’s philosophy and style of play.Developing the ForwardToday’s swift, wide-open style of hockey makesplaying the forward position exciting, and a positionwhere a player receives a lot of attention. However,playing forward has a lot of responsibilities attachedto it, and it is a position you need to master. Inselecting forwards many coaches select the athletethat can score, skate fast and handle the puck well.However, there is more to the position than skatingfast and scoring goals. They not only need to knowhow to play with the puck, but just as important,play without the puck.Characteristics of a Forward• Solid in the fundamental skills• Ability to read and react to situations• Understands the game at both ends of therink• Patient and confident• A good two-way player• Very creative• Intelligent with the puck• Strong on his/her skates• Aggressive instinct around the netMany coaches neglect drilling their forwards onthe skills and principles required to play the position.Drills must be constantly used to develop theabilities needed for today’s forward. Beforecoaches or players begin special drills for forwards,they must understand the responsibilities a forwardhas on the ice during a game. This understandingavoids a great deal of confusion and indecision onthe ice and in the players’ minds during a game. Itis another part of the systematic approach to thegame of hockey.Offensive Team Tactics | 171

T A B L E O F C O N T E N T SBASIC GUIDELINES FOR FORWARDSAREAS OF RESPONSIBILITYOffensive Points of Emphasis• Keep your feet moving when passing or shooting the puck• Communicate with your teammatesRWRDCLDLW• Win all the races to loose pucks• Never skate by the net after a shot• Don’t get caught with three players deep in the zone below the puck• Keep a forward high for offensive as well as defensive purposes• Understand the concepts of support, transition, pressure and containment• Ability to cycle and create spaceDefensive Points of Emphasis• Back check by picking up the off-side forward• Take your players to the net if they stay outside your defenseman• If the player cuts to the middle in front of the defense, stay in your lane, and back up yourdefenseman• If you are the trailing backchecker, pick up the player in the high slot area• Keep your body between your opponent and your net (defensive posture)One-on-One Points of Emphasis• Attack your opponent at angles• Make your moves in full stride• Learn to protect the puck• Use change of pace speeds to elude your defender• Work hard to gain a path into the prime scoring area• Do not be predictable, vary your attackTwo-on-One Points of Emphasis• Cut the ice in half• Try to pull the defender out of the middle• Bring the play to the defenseman as quickly as possible• Use a variety of moves: go wide, freeze the defenseman, criss cross, etc.• Stagger so the open forward is in support positionOffense – The phase of the game when a team is in possession of the puck. The aim is to get the puckdown the ice in a systematic way and into the opponent’s net.Key Elements1. Individual Skills• Carrying the puck (stickhandling)• Passing and receiving• Shooting2. Team Skills• Teach an orderly method of moving the puck down the ice into the attacking zone• Players must take a great deal of pride in their passing and receiving skills• Two quick passes when breaking out• Stay wide and move quickly through the neutral zone• Set up offensive triangle in attack zone; set up a two-on-one on the defensive playerCenter – Offensive ResponsibilitiesCThree-on-Two Points of Emphasis• Attack the offensive blue line with speed• Get the puck deep into the attacking zone quickly• Penetration to the net with puck is of utmost importance• Use a variety of attacks• Be creative• Move the puck quickly around the zone• Isolate your attack on one defenseman, creating a two-on-one situation on one side172 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 173

T A B L E O F C O N T E N T SBreakout Zone1. Center stays between the circle, close to thetop of the circle2. Always angle toward side boards whenreceiving passNeutral Zone1. Move up ice in the middle zone, betweenthe seamsAttack Zone1. Playmaker - usually passes to a wing2. Without Puck• Trail the puck carrier at top of circle(or skate hard to front of net)3. With Puck, Over Blue Line• Stop in middle, just before top ofcircle, and pass to wing or shootWING – OFFENSIVE RESPONSIBILITIESBreakout Zone1. Strong-side Wing• Position yourself against the boardsat the hash marks to receive abreakout pass2. Weak-side Wing• Move to top of face-off circle whenpuck goes to the other side• Move out of zone along seamNeutral Zone1. Both wings should stay in outside lanesAttack Zone1. Puck Carrier• Quickly penetrate zone on top ofcircle• Options: go to net and shoot; passback to trailer (center); pass to weaksidewing in front2. Weak-Side Wing• Stay wide when coming into zone• Skate into face-off dot and angle tonet174 | USA Hockey Coaching Education Program Level 3 ManualChapter 15Team PlayINTRODUCTIONOBJECTIVES• Describe skills needed for successful team play in hockey• Outline the sequence to be used in introducing team play• Present some of the unique formations that are effective in youth hockeyMany good books on hockey have beenpublished recently, and nearly all have excellentsuggestions for team offense and defense. Coacheswith teams of experienced players who are strong inthe fundamentals of hockey should benefit fromreviewing one or more of these publications.This chapter is devoted to some relatively basicoffensive patterns and defensive assignments thatmay be used by teams at all levels. First, a fewintroductory comments.Beginning hockey players soon figure outthat offensive means getting in scoring position andscoring goals. Defense means stopping the offenseand recovering the puck. This simple assessment issufficient to permit the game to be played. A coachhas the opportunity, however, to explain whycertain things will happen on the ice and then toteach the players to create situations rather thanjust letting them happen.The first question a coach must resolve is,“When are we on offense?” The offense-or-defensequestion centers on control of the puck. Team puckcontrol falls into three categories.1. We have it – we are on offense2. They have it – we are on defense3. Nobody has it (loose puck). This is thecondition that the game is all about. If wewin the race to the loose puck, we go onoffense. If not, we are on defense. Animportant principle of play, therefore, is towin most of the races to the puck (the teamwhich wins the races for loose pucks usuallywins the game).From an offensive or defensive standpoint, youshould teach your players that when we are onoffense we control the puck; at all other times, weare on defense. This will put your team into adefensive pattern when you go after loose pucks.The object of team offense is to control the pucklong enough and well enough to get a good shot ongoal. Here are some simple offensive patterns forthe three zones.POSITION OFFENSEWhen left alone, most young hockey players willfall into the “swarm” system or (non-system) ofoffense and defense. In this “system” everybodygoes where the puck is. If you can get your playersOffensive Team Tactics | 175

T A B L E O F C O N T E N T Sorganized just a little, you can achieve greaterresults.A basic (or least complex) offensive pattern is“everybody play his position”. This is the firstoffensive concept that should be taught. In simpleterms - spread out! The wingers skate up and downhis/her respective side of the rink. This createsterritorial division of the ice surface. If your playersmaintain these lanes or areas and do one more thing- pass the puck to the open man - you will have areasonably acceptable offensive system. Figure 1illustrates the areas of play appropriate for forwardsand defensemen.ForwardsDefensemenAREALEFT DEFENSEAREAR DEFENSEAREARIGHT DEFENSEAREALEFT WINGAREACENTER AREAL WINGAREARIGHT WINGC AREA AREAR WINGAREAOFFENSE IN YOUR DEFENSIVE ZONEOffensive play in the defensive zone iscommonly referred to as the breakout play and isconsidered to be one of the most importantaspects of the game. The success or failure of thebreakout will determine whether the team playsoffense or is forced to return to defense. Theobjective of the breakout play is to clear theoffensive zone while maintaining possession of thepuck.The success of your team’s breakout play isdependent upon teamwork. It is very difficult forone player to clear the zone by himself/herself.Consistently effective breakouts must be executedquickly with all the players working together as aunit.There are several different systems that may beutilized to clear the defensive zone. For starters,have your players master a basic, yet balancedsystem which allows for the breakout play to bemade to either wing or up the middle.We will start by assuming recovery of the puckby a defenseman. As illustrated in Figure 1a, thewings go quickly to their breakout positions alongthe boards, inside the hash marks on the face-offcircle (never turning their backs to the puck). Thecenter starts in the middle by moving away from thepuck side (or strong side) and then skates across (orcurls) toward the puck side. The defenseman thenhas the options illustrated in Figure 1 a-d open tohim:D1D2In option 1 (Figure 1a), W1, after receiving theinitial pass, can; (a) pass to C, (b) carry the puck, (3)return a back pass to D1.Passing from W1 to W2 or W1 to D2 is usuallyrisky and therefore should be avoided.D1Figure 1b. Breakout pass to the centerCW1D1W1CFigure 1c. Defensemen carry the puck up the iceD2W2W2D1 needs to “call” D2 to arrange this option. D2then has the same options as indicated in a, b, andc above. D1 can also move behind the net and setup the same options on the opposite side.NOTES: Offensive in the Defensive Zone• This breakout system has one forward that isalways in position to move quickly todefense, should control of the puck be lost• The system emphasizes high percentagepasses (short, direct, and quick)• The defenseman “quarterbacks” the play• All three forwards are utilized, althoughspecific roles may changeOFFENSE IN THE NEUTRAL ZONEThe middle (or neutral) zone is not often usedfor offensive play. It is jammed between “Thankgoodness we got it out of our zone” and “How canI get free in front of the net?”The primary objective of neutral zone offenseis to set up the attack and enter the offensive zonewith possession of the puck. You should teachsimple guidelines which give a sense of direction tothe offensive unit while at the same time allowingyour players to be creative and innovative. The mostimportant offensive guideline you can teach yourplayers is to create a two-on-one situation. Themiddle zone is the place to initiate strategy. In thiszone, players need to learn how to “read” which sidelacks backchecking. As this is determined, theyshould then move to attack the defenseman on thatside and move him away from his defensive alley. Toinitiate this situation, teach your puck carrier to enterthe offensive zone near the boards (See Figure 2).W1CW2D1D2Figure 1. Areas of play in position offenseW1W2CFigure 1a. Breakout pass to the wingFigure 1d. Breakout pass to the other defensemen176 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 177

T A B L E O F C O N T E N T SW2D2CD1W1Normally the wings stay in their lanes.However, if a wing moves to another lane, severaloptions exist. (See Figure 4)1. The center moves to fill the wing’s lane2. The defenseman on that side moves to fill thewing’s lane3. The puck carrier moves the puck to a playerfilling an outside laneIf the center is the puck carrier and the wingsare behind the play, the center then has thefollowing options (See Figure 6 a-d).LWCD1D2RWLWFigure 6d. Wings breaking toward theblue line.SCRWFigure 2. Offense in the neutral zone.The situation illustrated in Figure 2 is usuallyreferred to as three-on-two. Moving the puck to W2provides the opportunity to create a two-on-one andforces D1 to make a decision: Does he want to stayone-on-one with W1 or should he move over to helpD2 and thus leave that area open? Even if W1 iscovered by a backchecking forward, D1 will wonderabout leaving the area open. In this case, D1 willhave to ask the question, “Can I really trust thebackchecker to defend the area alone?”By isolating defensive players in a two-on-onesituation, you put tremendous pressure on themmentally and physically. This creates anopportunity for them, and their teammates to makemental errors and therefore, provide offensiveopportunities for your team.While following the basic premise of entering theoffensive zone near the boards, provide someflexibility by allowing your players to change lanes.This creates many options. Some of the morecommon ones are lane changes illustrated in Figure 3.LWLDCRDRWLWFigure 4.Lane change options when a wingmoves to another lane.When the center is the puck carrier and has oneor both wings ahead of the play, the puck should bepassed to either wing who stays in his/her lane ormoves to the middle lane. Teach the center to reactto the wing’s movement. The puck-side defensemanhas the option to fill a lane or remain at his position.These options are illustrated in Figure 5.LWFigure 5.LDCLDCRDRDRWLane change options when thewings are ahead of the center.RWFigure 6a.Hold the puck.a. Hold the puck and set up a two-on-onesituation against a defenseman (D2). In thissituation the wings must break.Figure 6b. Swing wide and carry the puck.b. Swing wide and carry the puck deep alongthe boards with the wing (LW) following.This creates a two-on-one situation on adefenseman (D1) in a vertical alignment.LWLWCD1D1CFigure 6c. Cut to the boards.c. Cut to the boards. The wing (LW) cuts to themiddle creating a two-on-one situation on adefenseman (D1).d. Slows down or stops close to the blue linepermitting the wings to break toward theblue line and receive a pass or be in positionto gain possession of the puck if it is passedin to the corner.Defenseman should never keep the puck andforce their forwards to stop skating. Theirresponsibility is to move the puck and keep the playmoving toward the offensive zone. The forwardscan move up the ice or move to another lane. Theseoptions are illustrated in Figure 7.LWFigure 7.Defensemen options to keep theforwards skating.Defensemen can also work a give-and-go asillustrated in Figure 8. The defenseman (LD) passesto a wing (LW) and moves up to receive a returnpass. They will create a two-on-one situation on thedefensemen (D1) for the LD and the Center.D1LDCCRDRWFigure 3. Player lane change options.LWCLDFigure 8.A defenseman initiated give-and-go.178 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 179

T A B L E O F C O N T E N T SIf the forwards are covered but skating, thedefenseman (LD) can pass the puck into the corner(“dump the puck”) so two forwards (LW and C) canconverge on it. This is illustrated in Figure 9.LWFigure 9.LD“Dumping” the puck into thecorner.NOTES: Offense in the Neutral Zone• Control the boards in the neutral zone• Defensemen are conservative. Their primaryresponsibility is to move the puck to theforwards. When they move up, it is done tofill a lane• “Dumping the puck” should be used only asa last resort or as a pre-determined play.Before a puck is ”dumped”, one forwardmust be in an advantaged position to get tothe puck before the opposing defensemenOFFENSE IN THE OFFENSIVE ZONEOne way of playing offensive zone hockey is to“dump the puck”, chase it, and hope somebody willmake a mistake! This approach results in somesuccess; however, to play your heart out on defenseto gain control of the puck and then shoot it away(admittedly into the offensive zone) and then try toget it back again doesn’t make much sense.As a last resort, when no one on your team isopen, “dumping it in” may be an appropriatealternative. You should try, however, to teach yourplayers an orderly method of entering theoffensive zone. Select one designed to control thedefense.A coach may build a relatively simple offensivezone system out of very basic moves. Offensivesystems are limited only by the imagination of thecoach (and players) and by the skill level of theplayers. (If your players cannot skate from positionCA to B without falling down, your obvious choice isto spend time developing skating skills rather thanworking on offensive systems of play). If, however,your players have acquired significant levels of skill,it is critical that you teach them how to use theseskills to the advantage of the team. You can developan offensive system of play by applying some of thefollowing guidelines.1. Attempt to create two-on-one situations2. Enter the offensive zone with the puck nearthe boards3. The first player into the zone is the puckcarrier4. The second player into the zone breaks tothe net5. The third player into the zone curls to thehigh slot6. Have the wings skate one of the three basicpatterns (illustrated in Figure 10)a. belly curveb. breakc. inside cutFigure 10. Three basic patterns for thewings.CBATry to set up one of the options illustrated inFigure 11 through 14.Figure 11. Teaching the back pass option.BACK PASSA. C passes to W1 near the red lineB. W1 carries the puck wide and beats thedefenseman on a belly curve if possible ormakes a back pass to CC. W1 continues to move through entire patternD. W2 enters zone, hesitates to let W1 and Cdevelop the pattern. When the pass back toC is made, W2 breaks for the netE. C, after the pass to W1, skates forward acrossthe blue line, and then cuts behind W1(about 15 feet back and five feet inside W1)F. When C receives the back pass, he/she maypass to W1 or W2 or skate in and shootW2W2Figure 12. Teaching the wing set option.CCSW1W1WING SETA. This option is the same as the back passoption until W1 gets to the top of the face-offcircle. At this point W1 stops.B. C breaks for the net.C. W2 makes an inside cut across the blue lineand up the center lane.D. W1 passes to W2.E. W1 moves behind W2 as a safety measure.W2Figure 13. Teaching the center set option.CENTER SETA. When the defensemen cross the blue line,the center carries puck toward onedefenseman, crosses the blue line and stops.B. If the defenseman moves toward C, C passesto W1 or W2 (both on break patterns).C. If the defenseman moves back, C carries thepuck in and shoots.W2Figure 14. Teaching the double back passoption.SCCW1W1180 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 181

T A B L E O F C O N T E N T SDOUBLE BACK PASSA. This option requires agreement by theforward line that on a specific rush (firsttime, or every time this shift, etc.) they willplay for a double back pass.B. Same as Option 1 (back pass) except W2moves across the ice and accepts the secondback pass from C, and W1 curls behind thenet to look for a pass from W2 or a rebound.Developing a team offense can provide greatsatisfaction for you and your players. Be sure thatyou and your players remember that as long as yougive each pattern a best effort, you should not bedisturbed by lack of success. If one in 10 worksvery well, that’s good. As players become moreskillful, two or three in 10 may be a good level ofsuccess.NOTES: Offense in the Offensive Zone• Always place one forward in the high slot.This results in maintaining a good offensiveposition and a good defensive position forbackchecking• Two forwards attack the net• The roles of the defensemen areconservative, allowing them the freedom tomove into the high slotPOWER PLAY SITUATIONSThere are many different types of power playswhich may be utilized. In order for the coach tomake a decision regarding the type of power playyou wish to use, answer the following questions.1. What is the size of the rink, the size of thecorners, and the distance behind the goalline (10 feet or 15 feet)?2. What is the general condition of the ice?3. What players will you use?• The next unit?• The next line up?• A mixed line utilizing particularplayers?• Forward(s) playing defense orregular defensemen?• Players on the off-wing?• Specific power play unit?4. Do you want a particular player leading therush up the ice?5. Do you want to utilize quick rushes and playfor the quick shot?6. Do you want to set up designed plays?7. What are the responsibilities of each player?8. Who is the quarterback?9. What type of defense is the opposing teamutilizing?You must also consider what you want yourplayers to do in each of the three zones while on thepower play. Some of the options include:1. Defensive Zone• Fast breakout• Semi-controlled breakout• Controlled breakout2. Neutral Zone• Carrying the puck into offensivezone• Passing the puck into offensive zone• Shooting the puck into offensivezone• Various “pick” plays3. Offensive Zone• Designed play• Quick shot/reboundSome of the skills that make a player effective inpower play situations include:1. Passing skills2. One-touch passing skills3. Shooting off the pass4. Ability to read defenses5. One-on-one puck control skillsGUIDELINES FOR EXECUTINGEFFECTIVE POWER PLAYS1. Maintain possession of the puck2. Keep the puck moving3. Penetrate the offensive zone4. Passes to where teammates will be — not towhere they are or have been2-1-2 POWER PLAYThe 2-1-2 Power Play is a basic play thatprovides a balanced attack and multiple options.Either a forward or defenseman may quarterback ordirect this play. It may originate deep in theoffensive zone, outside at the blue line, or from theboards. The primary objective is to maneuver thepuck to the man in the slot. Figures 15 through 19illustrate options of the 2-1-2 Power Play.LDLWFigure 15. Basic alignment for the 2-1-2power play.Two forwards (LW and RW) are deep in thezone, one forward is in the slot. The defensemenplay normal positions on the blue line.LDLWCFigure 16. The 2-1-2 with play shifted to theboards.CRWRDRWRDLWFigure 17. Forward movement in the 2-1-2power play.The three forwards have room to move withoutaltering the 2-1-2 alignment. The deep forwardshave more freedom to move and redirect the playthan does the forward in the slot.LWLDFigure 18. Defensemen movement in the2-1-2 power play.CThe defensemen (LD and RD) can move alongthe blue line. The forwards should adjust to theirmovement with a corresponding move in the samedirection. The LD and RD can pass betweenthemselves. The two deep forwards (LW and RW)should be taught to skate around to createopenings.CRDRWRW182 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 183

T A B L E O F C O N T E N T SFigure 19. Movement of the forwards in the2-1-2 power play.The primary purpose in this power play is toget the puck to the man in the slot. The basicpassing patterns involve one defenseman (LD),one deep forward (LW), and the forward in the slot(Center).LWLWLDCRWRWRDNOTES: The 2-1-2 Power Play• Maintain balance in the power play (teachyour players to work the puck using theforwards and the defensemen)• Maintain each of the multiple optionsillustrated• Get the puck to the player in the slot whocan then take a shotIf it is all that easy, one wonders why scores arenot 98-97. The offensive players also have a fewproblems with which to contend.a. Stickhandling skills (lose control of the puckand/or possession)b. Passing and receiving skills (complete and/ormiss a pass)c. Skating skills (lose mobility and/or speed,power or fall down)If the defense just stood still, the offense wouldlikely win (get a good shot on goal) about 70-80percent of the time. And, of course, the goaliecould stop many of those shots.Chapter 16Offensive Concepts with Cyclingby: Bob O’ConnorOBJECTIVES• Create options of attacking the blueline• Provide options of attacking the net• Provide basic principles of cyclingLDFigure 20. The offensive triangle in the2-1-2 power playCRD184 | USA Hockey Coaching Education Program Level 3 ManualOFFENSIVE CONCEPTS IN DEVELOPING GAMEUNDERSTANDINGI recently bought a tee shirt and on it is a pictureof a plane with a smile on its nose, flying over a field.There are seven windows in the plane; the pilot andsix kids are waving at the people, horses, cows, dogsand cats below. The words on the shirt say: “Art isa place kids travel to where they feel good aboutthemselves.” Art is creation of things of beauty.”I’ve always been a romantic about the game ofhockey: “To Win the Game is Great; To Play theGame is Greater; To Love the Game is Greatest ofAll.”When I watch a hockey game, I observe theseeds of creation: the artists with powerful posturesand agile, fluid, explosive strides, handling the puckwith eyes up, adroit passing, receiving, shooting;with five other craftsmen reading and reacting andcreating a pattern of beauty for a final result, withthe puck controller being the quarterback, all othersimprovising options without paralysis by analysis.Some people believe that great artists in any fieldare just born. I and many others believe thateveryone is born with certain capabilities, somegreater or lesser than others, but those capabilitieshave to be born into the right environment ,discovered, encouraged, supported, disciplined,directed, refined, expanded to reach full capacity.Then, at full capacity these talents become freeflowing, spontaneous, innovative and more creative,with infinite possibilities.You are unique - in all the history of the worldthere was never anyone else exactly like you; and inall infinity to come there will never be another you.So, we have “wannabe” hockey players that wehave to teach the right posture and balance of edgesand how to move on skates. They were not bornwith skates on so we have to introduce them to theprimary skill of the game. In skating there arecertain efficient ways of moving and there areinefficient ways of moving. This holds true with allthe foundations skills: eyes up puckhandling, eyesup deking, eyes up passing, eyes up receiving, eyesup shooting and blocking.Once a skill is learned it becomes more difficultto modify or to make changes in the skill. That iswhy youngsters require excellent instruction initiallyso that they can learn efficient execution of thebasic skills early.Offensive Team Tactics | 185

T A B L E O F C O N T E N T SThe right way is always the right way forever.Youngsters will try to make adjustments throughtheir maturation, during slow growth or growthspurts, but once quality execution is comprehendedand demon-strated, it is the only way. Once a playergets into competition, it is the end of improving skillsand they play with what they have.Many people feel that if a player has the physicalskills of skating, puckhandling, passing, receiving,shooting, blocking, the mental part of the game willfollow. Not true! The most neglected part of thegame is game understanding. It must be learned likeall the other skills. What did Wayne Gretzky dobetter than anyone else? He thought about thegame better. “Mental is to physical as four is toone.” (Bobby Knight). Good skills will help youmake the team, but the ability to think, handle thepuck and skate at the same time gets you the icetime.Thoughts from Dave Peterson, two time USAOlympic Team Coach:1. “How can a coach facilitate players inlearning to understand the game better?a. Clear, verbal feedback.b. Chalktalks, instructional videos.c. Key locations on the rink: deepcorner, behind the net, goal lineextended, bottom of circle, midboard,top circle, hash marks, faceoffspots, blue-red-blue, middlecircle, off wing, strong wing, nearpost, far post, etc.d. Open team analysis of a game onvideo.e. Each member of team submit ascouting report of next twoopponents.f. Watch video on your own team,watch for scoring chances and namethe options.g. Know the vocabulary of the game:clear the slot, win the race, tape totape passes, put the shot on the net,total focus, total awareness,headman the puck, get it over thered, read the gap, read the open ice,read the traffic, use support, go tothe net, set up triangle, camouflage,box them out (one, two, three, four,five player rotation), C-angle thepuck carrier, take the steps, checkthrough your man, velcro, get closestay close, stick on your man, stickon stick, head on swivel, they haveto come through you, options,forecheck, backcheck, all the way,give and go, pressure, gap, loosegap, tight gap, stretch breakout.,zone coverage, man to mancoverage, five man offense, fourman offense, create space, forcingpass, move it forward, move it.2. “Teach understanding of basic concepts:time and space, with or without puck;transition; read and react; support first,second, third, fourth, fifth man;triangularization; box out.”3. “Take common reoccurring situations,constantly rehearse them on the ice and youwill improve read and reactability.”a. 1/0, 1/1, 2/0, 2/1, 2/2, 3/0, 3/1, 3/2,3/3, 4/3, 4/4, 5/3, 5/4, 5/5b. 3/0 red line attack techniqueoptions 3/1, 3/2, 3/3, 5/3 offensivemovementc. cycling optionsGame sense is read and react — read is taking ininformation, react is processing it quickly andaccurately.Teach players to use ice markings on the ice.When a player is under pressure and eyes are down,ice markings help in decision making. The playershould be able to see the blue line, red line, corners,goal line, faceoff spots, top of circle, bottom of circleto know where he/she is on the ice.Hockey has certain windows of opportunitieswhen it is most favorable to learn skills and gameunderstanding. These foundation years are from 7-15 years old. If a player is not exposed to or doesn’tspend time at these windows, development will beslower.SEEDS OF CREATIONDrills to plan ideas for hockey designsOFFENSIVE CONCEPTS1. Shooting angles: accuracy, quickness, onetouch, moving2. Open ice: 1/G, 1/1D, 2/1D, 2/2D, 2/2Dsplits, speed, shoot, rebound, tip, picks, crisscross,drop, give-and-go…3. Red line technique, with resistance…look forsupport…LW(see diagrams later in chapter)1. Drive skate2. Center trailer - off wing to post3. Off wing trailer - center through tooff post4. Center drop 10 feet wings moveinside to center5. Backpass from outside to top ofcircle6. Backboard pass to trailer7. Stop and go, pass or shoot, fake shotand pass8. Splits9. Gretzky across10. Escapes high and low11. Corner play - straight give and go12. Corner play - straight switch giveand-go13. Ring around, walkout or King ofPrussia14. Puck carriers should be taught toskate away from defenders, not rightat themCRW4. Offensive Movement with DefensiveInterplay (see diagrams later in chapter)1. Blocking2. Center ice shooting3. Pass out, D shoots4. Pass out, pass across, shoot, tip5. Pass out, pass across, pass backacross, shoot, tip6. Pass out, pass back three-steplaterally, then down to top of circle,shoot off pass7. Come around top of circle withhesitation8. Wisconsin Z9. Montreal Picks, pass to off defense5. Cycling with Rotation to the Open AreasSome call them the quiet zones. Others callthem the dead zones. But, in these zones is whereyou cycle.186 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 187

T A B L E O F C O N T E N T SSCORING is making the calls on the goalie … It is amazing what can happen when you put the puckon the net!OUTSIDE DOTINSIDE DOTACROSS TOP CIRCLEBIG 90oHIGH ESCAPEMIDDLE ESCAPEA EB D CLOW ESCAPEWALKOUT TO RIMCOME AROUND LOWANGLES TO THE GOALShooting Angles – Drive SkateShooting angles - the number of shots….indicates what team has the intensity… Most teams usually haveone or two pure scorers. A pure scorer usually has tunnel vision about going to the net. I feel that if I can getthe supporting players thinking more about going to the net, by designing shooting drills with different routesto the net, and more time at shooting, the player who usually gets, and is happy with five goals in 20 games,will get seven or eight goals.COME AROUND HIGH(A) Far Post(B) Near Post(C) Five Hole(D) Race Across(E) Back DoorWISCONSIN REVERSESPINAROUNDfrom BACK/FOREHANDWALK ACROSSGIVE & GOGIVE & GOGIVE & GO with WALKOUT188 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 189

T A B L E O F C O N T E N T SUNDERSTAND THE RINK!THEIRS41 13BO OVER RED32COVERBOXCLEAR +15STRECH PASS611TOUCH UPorREGROUP10ATTACK8SET UPTRIANGLESUPPORTBACKCHECK12PRESSURE7FORECHECK8 PRESSUREFORECHECK9SHOOTREBOUNDTIP9CY CLECYCLEC Y CLEYOURSTwo most important Areas:In front of your net.In front of their net.1. Cover 8. Pressure forecheck2. Box + One 9. Cycle3. Clear 10. Set up - triangle - support4. Breakout Over Red 11. Touch up or regroup5. Stretch Pass 12. Backcheck6. Attack over Red 13. Cover7. Shoot - Rebound - TipMIDBOARDSGOALLINEBEHIND NETCREASEHEART OF THESLOTOFFENSIVEZONEDEEPCORNERSHASHMARKSBLUELINEQUICK PASS - RETURN LATERAL PASSFACE OFFSPOTMIDDLECIRCL EREDLINEBLUELINETOP CIRCLEMIDBOARDSDEFENSIVEZONEHASH MARKSFACE OFFSPOTLWCRWBOTTOM CIRCLEPOST POSTBEHIND NETDEEPCORNERSThis is very simple, but very effective. It can work either way, with give-and-go with first pass starting atwing or center.Players must know rink identity to help read and react.190 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 191

T A B L E O F C O N T E N T SGRETZKY ACROSSGO TO THE NET – KEEP THE TRIANGLEPUCK CARRIERM ustThreatABeLWCRWLWCRDRWSTOP & GOIn Doubt, shoot or go to the net – Drive SkateOFF-WING TRAILER – CENTER TO THE NET – KEEP THE TRIANGLESCABLWCRWDAPuck carrier in either situation, passes or shoots; other forwards go for reboundALWCRWPUCK CARRIERM ustThreatABeA. Center passes to right wing - center drives middle of ice to far post of goal, right wing drives insideface off spot for scoring chanceB. Right wing drives outside face off spot, cuts in for scoring chanceC. Right wing drives circle, passes to center on far postD. Right wing drives circle, passes back to off-wing, cutting to slot192 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 193

T A B L E O F C O N T E N T SCENTER TRAILER – OFF-WING TO THE NET (with most common options)FPUCK CARRIERM ustThreatABeDOUBLE DROP – Keep the TrianglePUCK CARRIERM ustThreatABeECDBCAGRD2nd drop1st dropLWCRWLWCRWA. Center passes to right wing, who attacks to top of circle, center and left wing go to net for reboundB. Center passes to right wing, who drive skates to bottom of circle, passes back to center trailerC. Center passes to wing, who drive skates to bottom of circle and cuts in to goal for scoring chanceD. Center trailer passes to off-wing, who shoots or passes to other wingE. Wing makes escape, passes back to center or up boards to defenseF. Wing does escape, walks out to goal for scoring chanceG. Wing escapes, cycles up boards, center comes down boards, center passes down, wing passes up,give and go, center shoots, wing reboundsA. Center drop passes to right wing, right wing takes center, then swings in front of left wing and makessecond drop passOn all drop passes, all other forwards slow up when he/she sees puck carrier skating into his/her lane infront of him/her.The puck carrier goes first.OUTSIDE-IN DROP – Keep the TriangleINSIDE-OUTSIDE CRISS CROSS WITH LATERAL PASSCABdropBALWCRWLWCRWA. Center drop passes to wing, wing takes center and shoots with other forwards going to netB. Wing with puck gives pass back to center who cuts across face off spot on good angle for scoringchanceC. Wing with puck passes to off-wingA. Center passes to right wing, right wing cuts into middle and center crosses behind the puck carrier toright sideB. Right wing, who has become center, passes to center, who has become right wing194 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 195

T A B L E O F C O N T E N T SOUTSIDE-INSIDE CRISS CROSS WITH LATERAL PASSPUCK CARRIERM ustThreatABeBOARD PASSPUCK CARRIERM ustThreatABeCDBAEDEBCALDRDLWCRWLWCRWCenter carries puck into right side, right wing crosses behind center into the middle, left wing skates fromthe left side to far goal post. Center who is the puck carrier has these options.A. Center shootsB. Pass to right wing, who has crossed to top of left circleC. Pass across goal crease to left wingD. Pass out to left defenseE. Execute an escape pass up the boards to right defenseA. Right wing drive skates at board at top of circle, back board passes to trailing centerB. Center receives board pass then cuts in for shot at top of circleC. Center receives board pass then passes back to right wing, who after making board pass skated tobottom of circle executed an escape to be a receiverD. Center receives board pass and passes across to off-wingE. Right wing drive skates and goal mouth passes to left wingHIGH ESCAPEDIAGONAL BACK PASS – TOP CIRCLEDBCALWCRWLWCRWThis is another quick series of passes, but it is done at top outside the circle with a back diagonal - notlateral pass - if a defenseman meets the puck carrier at the top of the circle.A. Center passes to right wing, right wing drive skates to top of circle, executes escapeB. Cuts in and shootsC. Passes across to left wingD. Left wing shoots or passes to center who executes an escape in low right corner196 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 197

T A B L E O F C O N T E N T SLOW ESCAPEPUCK CARRIERM ustThreatABeSPLIT THE DEFENSEPUCK CARRIERM ustThreatABeCABDBACRDLWCRWLWCRWA. Right wing drive skates to bottom of circle, executes escape, cuts in for shotB. Pass to off-wing (left wing) crossing into high slotC. Passes to center driving to off post of netD. Passes to defenseDOUBLE ESCAPEAn offensive finesse that can be used if the defensemen are side by side at the blueline or 10 feet inside theblueline. Puck carrier skates right at off defenseman:A. Right wing cuts through the defenseman by splitting themB. Pass outside or inside to left wingC. Passes inside or outside to center, who crossed behind and drove the right alleyKING OF PRUSSIABACCBCLWADRWLWCRWA. Center passes to right wing, right wing skates across to far circle, does escape and shoots, others go tonetB. Wing does escape, passes to left wing trailer or defense who shoots, others to netC. Wing trailer passes to center, who did a double escape, who can do a pass-return-pass with wingtrailer, pass across to other escaper or go to the netA. Center passes up to left wing, then curls up around face off dotB. Left wing receives pass, skates down and behind goal to right cornerC. Left wing passes up, to right wing at midboard, then moves to net along goal line. Right wing takespass at boards and walks outD. Right wing and left work a give and go, with rights wing’s option to shoot or pass198 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 199

T A B L E O F C O N T E N T SMONTREAL PICKSLWACBDDSCRWDPUCK CARRIERM ustThreatABeRING AROUNDDBDDCPUCK CARRIERM ustThreatABeLDRDALWCRWA. Center has the puck, passes up to left wingB. Left wing carries puck down around net, then walks out from behind the netC. Right wing screens defenseman and goalieD. Left wing has options of: passing to nearside defenseman, off-side defenseman, center or take to thenet himselfRING AROUNDA. Right wing skates across zone at top of circlesB. Center, having gone to right alley, picks up puckC. From deep in corner, center walks outD. Options include taking a shot, pass to left wing moving into slot area or to right wing who has movedto backdoor goal postMove the puck after ring around — 3 passes — shoot.LOW - WISCONSIN - “Z”CDDDDBCALWLDCRDARWLWLDRWCBRDA. Center passes to right wingB. Right wing drive skates to top of the circle, rings the puck around boardsC. Left wing drive skates, picks up puck deep in corner and walks outD. Options are to shoot, pass to center, across to defense or to right wingA. Right wing shoots the puck, retrieves puck and passes out from deep corner to right defenseman, theskates up boardsB. Right defense passes across to left defenseC. Left defense passes to the right wing coming up the boardsD. Right wing can shoot or pass to the center or left wing200 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 201

T A B L E O F C O N T E N T SMID-BOARD WISCONSIN — “Z”202 | USA Hockey Coaching Education Program Level 3 ManualLWLDCC RWA. Right wing shoots the puck, retrieves the puck and passes out just below the circle, to right defenseB. Right defense passes across to left defense, who sends a short pass to the right wing, who has skatedup the boards and around the top of the circleC. The right wing can then shoot, pass to the left wing or pass to the centerBARDPUCK CARRIERM ustThreatABeCYCLING1. Creative - fun - entertaining - rink rat hockey2. Can be taught to semi-skilled or skilledSquirts and up3. Must have good control of edges both insideand outside4. Quality execution for their level of:• crossovers• push-unders• control turns• escapes• mohawks• handle puck with eyes up5. Have conceptual thinking:• triangle• box or square• house• umbrella (upside down house)RULES OF CYCLING• Use cycling to create openings, shots,rebounds and tips• Create time and space• Do not get hypnotized by the flow - take theopening when it presents itself• Camouflage your tactics• Players must be disciplined - go to the net -on every chance which you create• Keep the triangle• Keep skates moving in a tuck posture -protect yourself against boards• Only two players below the faceoff dot• Bump pass must be angled off the boards toreach the deep corner or ring to go behindnet• Forwards must read the flow• Develop time and space, create openings -and go hard to the net• Third player always highOPTIONS (see following diagrams)• Curl Shoot• Double Curl• Walkout• Reverse• Reverse Ring• Hi - Low• Wrap Around• Drop-Rap• Wisconsin Z• Trailer• Ring Around• Picks• King of Prussia• Behind Net• Pass Out Up Pipe• Passouts• Board Passes• Swedish Yo Yo (A) (B)• 5/0• 5/2• 5/3• 5/4• 6/5BASIC SKATING USED BEFORE YOU GET INTOCYCLINGSkate the Cycle - without the puckAttack Angles Behind the NetCurl the Circles -Right then leftWalkouts2211Offensive Team Tactics | 203

T A B L E O F C O N T E N T SSpin-a-ramaWHY TEACH CYCLING OPTIONS2Behind Net - Loop de Loop12Mohawk Right Angle Skate12 1Mid-Board Lateral Come Across - Walkout1. Fun2. Creativity3. Develop supportive interaction4. Flow5. Expand hockey initiatives6. Double your offensive options by having asmany behind the net options as in front ofthe net7. Power play concepts in six-on-six situations8. Refine power play situations by trying optionsin six-on-six hockey9. Teach players to use the seventh player(boards)SEEDS FOR CREATIVENESS – IDEAS THATBLOSSOM TO GREAT HOCKEYTEACHING CYCLING2Forecheck Angle Skate12High Come Around121Hi Escape - Low Escape - Walkout - Counter - LowEscape - High Escape1. Most options start with bump2. Pass off the boards at hash marks and top ofcircle at a good angle3. One player skate the circles4. Two players skate the circles5. Two players skate the cycling optionsCYCLING WITH ROTATION TO THE OPENAREASCome Around at Bottom of Circle or at spotWrap AroundOR212121Curl Mid-Board — Lateral Come Across2 1Counters Behind Net with Escapes -Behind Net Counters - Loop De LoopMaze2 111. Open Areas2. Development of flow cycling top of circlebump3. Development of flow cycling corner bump4. Cycle, one bump and pass or shoot5. Cycle, one bump, three passes using defense6. Cycle, using the Wisconsin Z pattern7. Cycle, one bump, drop pass mid-board, andswitch8. Cycle, one bump with walkout to rim ofcircle9. Cycle, one bump with pass behind net anddouble walkout10. Cycle, one bump with reverse pass behindnet and walkout11. High bump, low bump12. Cycle, one bump, pass to D, D walks, passesback, everyone goes to the umbrella13. Cycle, one bump, carry and drop behind thenet14. Low come around, high come around204 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 205

T A B L E O F C O N T E N T S15. King of Prussia16. Implementation: do drill 2-4 times for fivedays then add three-on-two, three-on-three,five-on-five in half rink with defense havingsticks turned over and offense going untilthey scoreCYCLING #1CYCLING #3321Notes/CommentsCycle one bump - three passes - use defense.First player bumps, second player picks up bumpand passes to defense. Defenseman passes to thirdplayer through who passes to first player, secondplayer, defense or shoots.CYCLING #6CYCLING #8LD321RDNotes/CommentsANotes/CommentsNotes/CommentsGET TIMEGET SPACER REACTPractice the same, but bump the puck low in thecorner, so the puck stops behind the net. All threeseparately skate the cycle, then bump puck backbehind net, skate both circles to complete the drill.3 1D2CLDBRDCycle one bump with walkout to rim - first playerbumps and goes to weak side post. Second playerpicks up bump then goes deep behind goalie thanwalks out to rim of circle and shoots or passes.Open areas sometimes called “Dead Zones” areT & SPACEspaces that coverage is light. The defenders mustT SEAMmove to these areas T to SPACE cover. When this happens,Tthe offense has separated the defense and canconfuse defenders with movement.CYCLING #2S& REBOUNDCYCLING #4LD32RD1Notes/CommentsCycling using the Wisconsin Z pattern - onebump, second player through picks up puck andpasses to D. D passes across to lateral D, whopasses back to second player through who shoots orpasses. Second player passes low in corner.CYCLING #93LD21RDCYCLING #7312Notes/Comments323Fundamental movement of cycling with a line ofthree skaters, skate the circle, so that each playerbumps, receives the bump pass on the left circle andthe right circle, do the two circle rotation once, thendo it twice so it will be a four circle skate.211Notes/CommentsCycle one bump. Second player picks up puck,carries out to top of circle and passes back to firstplayer, third player or outlet to defense. Cycle onebump and pass to linemates or shoot.CYCLING #5LD13 2 CABRDNotes/Comments3drop1Cycle one bump by first player who goes to offpost.Second player picks up puck and drops passto third player coming down. Third player goes deepand passes out.2Notes/CommentsOne bump with pass and double walkout - firstplayer bumps then loops high. Second player picksup bump, walks out and passes behind the net Thirdplayer picks up pass behind net and walks out.CYCLING #10LD321RD206 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 207

T A B L E O F C O N T E N T SNotes/CommentsCYCLING #13 - DROP PASS BEHIND NETCYCLING #15 - KING OF PRUSSIADROP PASS BEHIND NETOne bump with reverse pass behind net, andwalkout - cycling first player bumps then stays high.Second player picks up puck, goes behind net, thenmakes reverse pass off boards. Third player picks upreverse pass, walks out, passes or shoots.CYCLING #11LD3drop21RD2LD3RD13drop12Notes/CommentsLDC3BCC2High Bump … Low Bump - first player bumpsand stays high goes across. Second player picks upbump and then bumps low and comes aroundcircle. Third player circles net and passes or shoots.RDA1Notes/CommentsCycle one bump … carry and drop behind net.First player bumps and stays high. Second playerpicks up puck and carries behind net and droppasses third player circles net, picks up drop pass,walks out and shoots or passes.CYCLING #14 - HIGH/LOW COME AROUNDSBANotes/CommentsKing of Prussia - commonly the situation arisesfrom a dump or ring around pass - we will use anoutside escape and ring the puck. Third playerpasses to wing. Wing drives to top of circle, doesoutside escape and passes around boards.Weakside wing receives puck, goes behind net,passes to first player, gets return pass, skates to postand passes up pipe alley.COME AROUND WITH TRAILERNotes/CommentsFirst player curls circle, bump passes and goes tofar post. Second player moves in, picks up puck,skates behind net, drop passes and curls into slot.Third player skates behind net, picks up drop passand tries a wrap around.CYCLING #12321231ALDNotes/Comments31 BOne bump pass to D. D walks and passes backto passer. Everyone goes to umbrella. First playerbumps then goes to net. Second player picks upbump and passes to D. D walks the blue line andpasses back to second player who shoots or passes.Third player goes to the net.C2RDNotes/CommentsLow Come Around, High Come Around - firstplayer bumps, stays high and switches sides withthird player. Second player moves in, picks up puck,carries behind net and walks out low or high aroundcircle.Notes/CommentsFirst player curls circle, bump passes and stayshigh. Second player moves in, picks up puck, comesaround net and faceoff spot. Trailer passes to thirdplayer who has curled down around goal line next togoal post.208 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 209

T A B L E O F C O N T E N T SDRILLS FOR CYCLINGDRILLS FOR CYCLING1111222211113A33B32AB22C2DA. #1 supports #2 - walk across - B. Down, up, shoot - reboundshoot or passDRILLS FOR CYCLINGA. Up-down-up-walk across-shoot C. Pass up-carry down-switchB. Down-up-down-walkout-pass D. Pass down-carry up-switchDRILLS FOR CYCLING111122223333AB211211223333A. (1) & (2) up-down-up-walkout-shoot-screen B. #2 supports #1tip & (3) up-down-up-walkout-screen-tip (1) Walkout with support (2)ABDRILLS FOR CYCLINGDRILLS FOR CYCLING111123A3223B32215A34125B43A. Up-walk across-pass-shoot B. Come around-pass out to 2-3-2.210 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 211

T A B L E O F C O N T E N T SDRILLS FOR CYCLINGDRILLS FOR CYCLING - WALK OUT - TWO PLAYER BUMP PASS1511422233312ABAB21All play options whether frontal attack, lateral attack or cycle behind net should be taught with two players,DRILLS FOR CYCLING - CARRY PUCK, SHOOTING AND PICK UP PUCKthen add third player.BRUSH YOUR BUTT AGAINST BOARDSBRUSH YOUR BUTT AGAINST BOARDSABA1 212BDRILLS FOR CYCLING - BUMP PASSA. Pass, diagonal back pass with return pass B. Escape with give and go passesAB21CD12Must have good angle on boards so that puck reaches deep corner or behind goal.212 | USA Hockey Coaching Education Program Level 3 ManualC. Cycle with reverse behind net pass D. Cycle with walkoutOffensive Team Tactics | 213

T A B L E O F C O N T E N T STEACHING CYCLINGUsually all options start with bump pass1. One player skate the circles2. Two players skate the circles3. Two players skate the cycling optionsa. bump-pass: skate the circle, shoot or pass or pass-return-pass.b. bum-pass: skate the circle, pass to D, D passes to D then passes diagonally back toforward coming around circle.c. Bump pass with a walkout.d. Bump pass with reverse behind net and walkout.e. Bump pass with bump pass behind net.f. Billy Bakerg. Bump pass with come around low.h. Bump pass with come around low - converted to King of Prussia.i. Bump pass with come around high.j. Drop at hash marks.k. Drop behind net.l. Montreal.PRACTICE PLAN FOR CYCLING #21. Teach offensive movementa. straight give-and-go2. Teach offensive movement from the goal line extended3. Teach free flow all three forwardsa. cycling from the triangleb. with read and react optionsc. with third player becoming defensive forward - either top of circle or on defensive sideof spot4. Two player cycle with a defensive forward - depending on forecheck 2-1-2, 2-35. Two player cycle with a grinder and a muckera. fire hose drillb. two-on-one in cornerc. two-on-two in cornerd. three-on-three in corner6. Teach “keep it on the wood”CYCLE DRILLS - SHEET #1PRACTICE PLAN FOR CYCLING #11. Players without pucks skate the circles:a. Cross-overs, control turns, escapesb. Curls, walkouts, behind net counters, behind net come around for rap-around, comearound low on circle. Come around mid-circle spot, come around top circle.2. Same with puck:a. Practice cross-arm bump pass to corner or behind netb. Devils drill with cross-overs, control turns, and escapes at opposite side of horseshoe,stickhandle the course.c. Devils 1/1, 2/2 in the horseshoe.3. Cycling options with a partner4. Cycling options with a line5. Five-on-zero with offensive movement6. Five-on-five sticks turned over7. Three-on-three down below the spots - three forwards vs. center and two defensemenBUMP PASSA. To deep cornerB. Behind netABGOOD BUMP1. CURL CIRCLE2. ESCAPE3. WALKOUT4. REVERSE5. SWITCH6. DROP7. DOUBLE CURL8. COME AROUND LOW-HI-WRAP9. COUNTER10. PIPE PASS11. KING PRUSSIA12. MONTREAL PICKS13. WISCONSIN "Z"Two players - read and react - use both circles1212214 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 215

T A B L E O F C O N T E N T SCYCLE DRILLS SHEETS #2CYCLE DRILL SHEETS #3Simple to Complicated with and without pucks511271262333422211111. Curl the circle 2. Walk out to circle22221111. Walk out 1. Wrap 5. Counter2. Escape 2. Walk out 6. Escape3. Mohawk 3. Low - come 7. Pass up pipe4. High - come aroundFEABC1113D1114222UPPERS - Empty netGoalie flat across netAttacks from Behind Net3. A. Wrap around 4. Angle ShootingB. Come around at bottom of circle A. EscapesC. Come around at spot B. MohawksD. Come around at top of circleE. Walk outF. Counter123Bench-Pull-BackThree Amigos“HARD WORK WILL BEAT TALENT THAT IS NOT WILLINGTO WORK HARD EVERY TIME.”FOCUS ONLY ON THOSE THINGS YOU CAN CONTROL216 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 217

T A B L E O F C O N T E N T SChapter 17Face-OffsOBJECTIVES• Understand the objective of face-offs• Outline the responsibilities of players during a face-off• Provide face-offs in various situationsINTRODUCTIONFace-offs involve gaining possession of the puckin order to create scoring chances or eliminate ascoring chance from your opponent.There are many ways to accomplish these goalsby your center winning the face-off, by having yourwings and defensemen move in to gain possessionduring a face-off. All the players reacting positivelyafter losing a face-off so that they have theopportunity to quickly regain possession of thepuck.CRITICAL OBJECTIVES1. Have your best face-off person take the faceoffwhere ever it may be on the ice.2. Have your two best face-off people on theice at all critical times in case one of yourbest gets thrown out of the face-off circle.3. Every player on the ice needs to know eachof their responsibilities whether you win orlose the face-off.4. Be aware of scoring chances created fromface-offs during a game.5. Be aware of your opponents scoring chancesfrom face-offs.IMPROVING FACE-OFFSIf you want to improve your team’s face-offsthere are three critical components to address:• focus• set objectives• having players value the importance of thispart of the gameWays to improve your teams focus and overallperformance are to set face-off objectives. Anobjective can be to win 60% of all face-offs.Talk about the importance of face-off playduring the course of a game. Reward goodexecution. Spend time practicing the tech-niquesand tactics of face-offs.Finally, make face-off success a matter of pridewith your team. It can represent partial victory inany game which was won or lost.ZONE OBJECTIVES• Defensive Zone: limit the possibility ofallowing a scoring chance against your team.You have a chance to start a successfulattack.Offensive Team Tactics | 219

T A B L E O F C O N T E N T S• Neutral Zone: enhance your opportunity toattack and limit your opponents chance ofentering your zone.• Offensive Zone: create a scoringopportunity and create continuous sustainedpressure.SITUATIONAL OBJECTIVES• Power Play: The question you need toanswer, especially in the offensive zone, doyou face-off for possession or do you attemptto score off the face-off?• Penalty Killing: Most coaches agree thatdefensive posture must be the first priority ina penalty killing situation. However, when ascoring or offensive opportunity presentsitself in a penalty killing situation, rememberthat power-play units do not tend to thinkdefensively, so seize the moment.Another area to consider is how to cover a faceoffin the defensive zone:• Identify what opposing player takesthe majority of the face-offs• Does your opponents put a playeralong the boards, should they becovered?• Pulled Goalie: This situation is the samewhich exists in a power play. Should you tryto score off the draw or play for possession?If there are only a few seconds remaining,there is no question. You must attempt toscore off a set face-off play.RESPONSIBLITY OF THE PLAYERTAKING THE FACE-OFF1. Take charge and be the “quarterback”2. Know the linesman, how they drop the puck,what they allow around the face-off circle3. Know the playing rules4. Know the face-off abilities of your opposingplayers. Know their strengths, weaknesses,and face-off strategies in all situations5. Know your team’s strategies in all situationsFace-Off Reads1. Read how the opposing team sets up2. Read the techniques of the opposing face-offplayer3. Read how the opposing face-off players holdtheir sticks4. Read how the linesman conducts a face-offKey Elements1. Arrive at the face-off dot:• Go to the dot when your teammatesare ready• Establish position over the face-offdot• Physically control the area where thepuck will be dropped• Be confident2. Stance:• Feet wider than shoulder width,knees bent, good balance over yourskates• Be in a position to take control, andmove quickly• Keep your eyes on the linesman’shand3. The Face-Off:• Use your whole body• Keep your arms close to your body• Use the power of your legs, shoulderand back4. Stick Blade:• Keep blade slightly off the ice• Use an up-and-down motion• Do not be too anxious nor tenseNEUTRALIZING YOUR OPPONENT• Block the motion of the opposingcenterman’s stick. This will create a loosepuck for you to sweep back with a secondswipe• Move quickly into your opponent, checkinghis/her stick, then body. The puck can beretrieved by a teammate• Stick check your opponent’s stick, spin intohis/her body, kick the puck back to ateammateFACE-OFF ALIGNMENTS - OFFENSIVE1. This alignment allows the center to attemptto win (draw) the puck back to the shooter(defenseman). The wings interfere (holdup)the opponent’s players so the shooter canget the shot away. It is preferable to have aleft-handed center taking the face-off in theright circle (and vice-versa) because it iseasier for him/her to draw the puck to his/herbackhand (see Figure 1).Figure 1The alignment in Figure 2 is again dependent onthe strength of the player taking the face-off. Thesituation here is to attempt to win the draw to theplayer on the boards who then passes back to thedefenseman for the shot on goal. This alignmentmay also open up the slot area and force thedefending team to place a man on your player alongthe boards.DFigure 2WCDWWWDCDThis is the most common alignment for a faceoffin the offensive zone (see Figure 3). Here theplayer attempts to win the face-off back to theshooter in the slot. Again, the player on the circle infront of the net attempts to interfere with thedefending player, so the shooter has time to releasethe shot. There is also a safety value in the presenceof the defenseman (a player for a backup shot orpuck control in the zone).Figure 3Offensive zone face-off alignment when youhave pulled your goaltender becomes veryimportant because you must win the face-off (seeFigure 4). In these situations, use your best face-offplayer and your most experienced players. Attemptto gain possession of the puck on the face-off andwork the puck for a good shot on goal.Figure 4 places a great deal of emphasis ininterference of the opposing players once the puckis dropped. The offensive team must tie up theopposing player in order to gain control and takethe best possible shot on goal. It is important in allplayer advantage situations that the shooter attemptto put his/her shot on goal.Figure 4WDCWWDDWWCD220 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 221

T A B L E O F C O N T E N T SFigure 5 use your strongest possible playerpositioning to ensure, if the face-off is won, that yourteam gains a good shot on goal. As in all face-offsituations, gaining control of the puck is yourprimary concern.DCW W WDChapter 18Puck ControlFigure 5OBJECTIVES• Understand intermediate level puck control techniques• Understand the various game situations for stickhandling techniquesINTRODUCTIONPuck control is one of the most importantfundamental skills of ice hockey. Until players learnto control the puck, their ability to shoot and passwill be greatly diminished. This chapter will covervarious puck control techniques which will be veryuseful in game situations.Common Errors• Slowing down when approaching thedefender• Not using the body to shield the puck fromthe defenderFOREHAND SHIFTThe forehand shift is one of the most importantways you can teach your players to stickhandlearound an opponent. The characteristics of thismove are described below and illustrated in Figure1.Key Elements• The puck is shifted to the forehand side• The arms are fully extended, puck is broughtout, slightly back and away from thedefender• Use the body as much as possible to protectthe puck• Keep head up• Speed is important in this moveFigure 1. Forehand Shift.222 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 223

T A B L E O F C O N T E N T SSuggestions for CoachingSuggestions for CoachingCommon Errors• Teach your players to set up the move with aslight move to the backhand (and/or headand shoulders fake to the backhand side).This move should be strong enough to getthe defender to react. As the defenderreacts, initiate the shift in the other direction.• As the players advance in skill, allow them touse the lower hand only to hold the stick.This frees the upper hand so that it can beused to ward off the defender.BACKHAND SHIFTThe backhand shift must be developed tocompliment the skill developed in the forehandshift. As your players master both of these skills andcan reliably use them at full speed, they can createenormous difficulties for the defensemen. Thismove is illustrated in Figure 2.Key Elements• The puck is shifted to the backhand side• The arms are extended• The body screens the puck from thedefender• The head is upCommon Errors• Keeping the puck too close to the body• Watching the puck rather than the defenderAs with the forehand shift, the backhand shiftcan be set up with a fake to the forehand side. Aswith many of the other skills of hockey, teach themoves of the backhand shift at slow to moderatespeeds before working on them at full speed.CHANGE OF PACEIn this move, players skate under control atmoderate speed. Just as they reach the defender,they accelerate to full speed. Figure 3 shows thesequence of events involved in the change-of-pacemove. Puck carriers should approach the defenderat moderate speed, then they should accelerate andcut around the defender carrying the puck onhis/her forehand side. Note that the puck is kept faraway from defenders, and that the puck carriersshould use the arm closest to the defender to aid inbrushing past them. The combination of timing andfast skating will allow the puck carrier to beat thedefender. This maneuver may also be done to thebackhand side.Key Elements• Distinct acceleration• Shift the puck to the backhand and/orforehand side• Shield the puck with the arm closest to thedefender• Accelerating prior to reaching the defender• Failing to execute the forehand and/orbackhand shift• Leaving the puck too close to the defenderFigure 3.Sequence involved in thechange-of-pace move.This move is especially useful when adefenseman is skating backward slowly and there isroom to move on either side.SLIP THROUGHIn this move, the puck is pushed through thedefender’s stick and skates or between the skates.This move is illustrated in Figure 4.Figure 4. Executing the slip throughSLIP ACROSSThe slip across is another important move toteach your players to help them beat a defenderone-on-one. To execute this skill, shift the puck toone side and then slip the puck between the skatesand the heel of the stick of the defender. The slipacross is illustrated in Figure 5.Key Elements• Set this move up by a shift to one side to getthe defender to shift weight to that side• The puck is slipped across between thedefender’s skates and the heel of the stick• The player shifts direction and picks up thepuck on the other side of the defenderCommon Errors• Failing to get the defender to react to the firstshift (fake)• Slipping the puck too hard and thus losingcontrol of the puckSuggestions for Coaching• The slip across differs from the slip through inthat the puck travels across the body insteadof straight ahead.Figure 2. Backhand Shift.Key Elements• Push the puck forward with the appropriatevelocity• Pull the stick back away from the defenderCommon Errors• Inappropriate timing for pushing the puckthroughSuggestions for CoachingThe defender should have slowed down, thehead should be down, and a large space should bebetween legs or between the stick and the skates.224 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 225

T A B L E O F C O N T E N T SSLIP AROUNDThe slip around should be executed in thefollowing manner. First, fake right, and slip puckaround the defender’s right side. Pull the stick backand skate around the left side of the defender. Pickup the puck and be ready to jump over thedefender’s stick. This series of moves is illustrated inFigure 6.Key Elements• Make a good fake to commit the defensiveplayerCommon Errors• Not getting the defensive player to commitbefore executing the moveSuggestions for CoachingPlayers must be encouraged to acceleratequickly as they change direction. The timing on thismove is important and therefore, many practicerepetitions are often necessary to master this ability.Again, work on developing the move going in bothdirections.FAKE SHOTThe fake shot is used to slow down or freeze thedefender, allowing the offensive player to advancearound him/her easily. It is initiated by shifting thepuck to the forehand side and initiating a wrist orslap shot motion. A shoulder drop or lower handslide is beneficial to create the deception. The puckis then shifted to the forehand or backhand side.This is illustrated in Figure 7.Key Elements• An effective fake shotCommon Errors• Telegraphing that the shot is a fakeFigure 7. Executing the Fake Shot.Suggestions for CoachingThis move is especially useful when thedefender has slowed down or stopped in hisdefensive zone.THE MAGIC WANDThe magic wand is a very deceptive move, andprobably has its origins in European hockey. It iscalled the “magic wand” because the attackingplayer “waves” his stick above the puck, as if todribble from side to side, never touching it. (Figure8). This tends to freeze the opponent.Figure 5. Execution of the Slip AcrossFigure 6. Slip AroundThis fake movement of the puck, combined witha head or shoulder fake, often catches the defenderleaning or committing to one direction or the other.At this moment, the attacker may play the puck tohis forehand or backhand and accelerate around theopposition (Figure 8).226 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 227

T A B L E O F C O N T E N T SPUCK OFF THE BOARDSThis maneuver involves passing the puck off theboards and going around the defensive player onthe opposite side to pick up the puck. It issuccessful because the defender is often deceivedinto trying to play the puck. This is illustrated inFigures 9 a and b.Common Errors• Failing to shoot the puck off the boards at theproper angle and speed, thus allowing thedefender to intercept the puckSuggestions for CoachingThis move is used when moving out of your ownend and a defender is standing still.STOP AND GOAs your players approach the defender theyshould stop and then quickly accelerate again.There must be a distinct hesitation.Key Elements• The ability to accelerate quickly from a virtualstandstillCommon Errors• Stopping too close to the defender• Not accelerating quickly after hesitatingSuggestions for CoachingThis maneuver will be most effective whenutilized against aggressive defenders.DOUBLE SHIFTThis is an advanced maneuver. Shift the puck tothe forehand side, then shift to the backhand side.Pull the puck and then go to the forehand side.Figure 9a. Puck Off the Boards.Figure 8.Illustrates the Magic Wand.Key Elements• Waving the stick above the puck as if todribble it• Utilizing a head or shoulder fake to get thedefender to commit to one direction• Accelerating around the defenderFigure 11. Double Shift.Key ElementsCommon Errors• Playing the puck accidentally instead ofwaving the stick over it• Not using an adequate fake to force thedefender to commitSuggestions for CoachingFigure 9b. Puck Off the Boards.Key Elements• Properly controlling the puck by cupping theblade of the stick during the shift fromforehand to backhand to forehandCommon Errors• Trying to complete this maneuver too closeto the defenderThis maneuver may be practiced utilizing someof the same drills previously outlined in this section.Once again, you may want to start against astationary defender, move to passive resistance andthen practice at full speed.• The puck should be shot off the boards atapproximately 45 degrees at only moderatespeed. (The puck will come off the boards atthe same angle it hits the boards: angle ofincidence = angle of reflection).Figure 10. Executing the Stop and Go.Suggestions for CoachingTeach this advanced move by breaking down itscomponents; start from a stationary position andprogress to moving.228 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 229

T A B L E O F C O N T E N T SGRANDSTANDThis is an advanced maneuver. It is executed asfollows: Crossover to the right (puck and stickextended to the left). Crossover to the left (puckand stick extended to left). Pull the puck back to theskates deflecting it from the blade of the skate to theblade of the stick. Shift left, and go.1. Skate forward stickhandling and drop puckinto skate and kick out onto the stickTo become proficient at most of these moves, aplayer must be efficient at executing fakes. Manyhours of practicing are necessary to perfect thisability. Opponents quickly learn which players haveonly one move. Availability of a wide variety ofmoves that can be employed during a game resultsin each move being more effective in winning theone-on-one contest.SPIN AROUNDFigure 12. Executing the Grandstand.Key Elements• Shifting the puck from left to right using fullextension• Pulling the puck up to the skates anddeflecting it to the stickCommon Errors• Slowing down in order to complete themaneuverSuggestions for CoachingThis move, like all of the others included, shouldbe practiced first against a stationary pylon, thenagainst a stationary defender, then moving atmoderate speed. Once these steps are mastered,the maneuvers should be done at full speed.SKATE CONTROLSkate control is also an important aspect ofstickhandling. It should be developed and practicedwith all of the above skills. Some drills that areuseful for working on this ability are:2. Foot drag drill - control the puck by kicking itout from behind the other blade3. Control the puck along the boards with theskatesThis maneuver is utilized when driving hard andfast into the offensive zone against an aggressivedefenseman who likes to challenge the puck carrier.The puck carrier drives hard toward thedefenseman. Just as the defender slows to makecontact, the attacker spins away from the check andaccelerates.The spin around may be done to both thebackhand and forehand sides as illustrated in Figure15.Key Elements• The player stops quickly, close to thedefender• The puck is kept away from thedefender onthe forehand or backhand side• Spin 180 degrees with the puck on theforehand or backhand side of the stick andaccelerate quickly forwardCommon Errors• Failing to control the puck while spinningaway from the defender• Not accelerating quickly forward aftercompleting the spinSuggestions for CoachingThe players must master the art of shielding thepuck from the defender with the bodyFigure 13. Skate Control.230 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 231

T A B L E O F C O N T E N T SCommon Errors• Failing to accelerate out of the spin and awayfrom the defenderESCAPE TO AVOID A CHECKThe attacker executes a 360 degree controlledturn and accelerates away from the defender.He/She places his/her body between the defenderand the puck.This maneuver may be done to (1) continueskating, (2) to pass, or, (3) to shoot, and should bepracticed utilizing all three options.Chapter 19ShootingFigure 14. Executing the backhand spinaroundSLIP THROUGH AND SPINThe attacker pulls the puck back between hisskates, spins, picks up the puck and goes, utilizing acontrolled turn with a crossunder to accelerate awayfrom the defender.Figure 15. Executing the Slip Through and Spin.Key Elements• The attacker must pull the puck backbetween the skates with the right velocity• The attacker must spin away from thedefenderFigure 16. Executing the Escape to Avoida Check.Key Elements• 360-degree controlled turn• Placing your body between the puck and thedefender as a shieldCommon Errors• Turning into the defender instead of awaySuggestions for CoachingAll of these escape maneuvers should bepracticed in a stationary position to begin with. Asthe players begin to gain confidence in eachmaneuver they should increase speed and then goagainst passive resistance.REFERENCESBlase, K; O’Connor, R (1985) the USA Hockey Puck Control HandbookColorado Springs, Colorado - USA HockeySHOOTINGOBJECTIVES• Describe various shots• Describe proper shooting areas of the net• Describe various ways of attacking the netThis section should perhaps be entitled “Goal Scoring”, since that is the reason for shooting. For mostplayers (except goalies), scoring a goal has to be the emotional peak of any hockey game. Even the fluke goalsmake the scorer feel good.Coaches usually find that they have little trouble getting their players to practice shooting (especially theslap shot), but to get them to practice specific shots or goal-scoring maneuvers often poses some problems.However, solution of these problems will pay big dividends in terms of goals scored.Consider the following statement by Valeri Kharlamov, the great Russian player, “When one shoots, thereare three things needed for a successful shot: precision, power and suddenness.”The goal scorer needs to bring with him/her certain skills to assure his/her success. Puck control andstickhandling skills are important and work well against goalies and defensemen.The potential goal scorer’s repertoire should consist of the following types of shots:Wrist Shot — forehand and backhandSnap ShotFlip ShotSlap ShotTip-in or Deflection232 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 233

T A B L E O F C O N T E N T S1a. FOREHAND WRIST (OR SWEEP) SHOT2a. FOREHAND SNAP SHOT1b. BACKHAND WRIST (OR SWEEP) SHOT2b. BACKHAND SNAP SHOT234 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 235

T A B L E O F C O N T E N T S3a. FOREHAND FLIP SHOT4. SLAP SHOT3b. BACKHAND FLIP SHOT5. TIP-IN OR DEFLECTION236 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 237

T A B L E O F C O N T E N T SWrist ShotKEY ELEMENTS FOR SHOOTING• Shot begins with the puck at the side of the body and behind the back foot• Blade of the stick cupped over the puck• Weight transfer to the front skate• The height of the follow through with the stick will dictate the height of the shot• Puck movement from heel to the top of the bladeBackhand Wrist Shot• Shot begins with the puck at the side of the body and behind the back foot• Blade of the stick cupped over the puck• Weight transfer to the front skate• The height of the follow through with the stick will dictate the height of the shot• Puck movement from the heel to the toe of the bladeSnap Shot (Forehand and Backhand)• Blade of the stick is brought back slightly behind the puck• The blade of the stick snapped through the puck towards the target striking the ice just behind thepuck• Push - pull hard wrist action• Weight transfer in the direction of the shotFlip Shot (Forehand and Backhand)• Initial puck position in front of the body• Quick wrist snap that results in blade rotation from straight to open position• Exaggerate upward movement of the bladeSlap Shot• Stick is drawn back and upward• Weight transfers to the front• Blade of the stick strikes the ice just behind the puck• Puck contact in the middle of the bladeSHOOTING ON THE NETFor a moment, let us consider the opponent — the goalie — perhaps the most dedicated to his/her positionof all players on the ice. Most goalies consider a goal scored against him/her as a personal violation; they donot give up easily. Goalies have one thing in mind — get as much equipment as possible in front of the shot.While it is important for a goalie to be quick and able to react to the offensive play (shot or maneuver),most good goalies take away scoring area from the attacker by playing in an appropriate position or playingthe angle. It seems logical for the attacker to study where the weakest point of the goalie is and attempt toscore through that point.Understandably the four corners of the net are the most difficult points for the goalie to cover. Usually,the low stick side of the goalie is the weakest point.The next best place to shoot is often debated. Some say low glove side, while others may encourage highstick side. Often the goalie’s position does not allow the attacker to choose the low corner, thus the choicebecomes low or high on the side to which the goalie allows shooting space.It is safe to assume that goalies are weaker on the stick side than the glove side, and weaker on the icethan up high. It should also be expected that the catching glove is the most effective weapon for goalies.Finally, most goalies prefer that the attacker make the first move. Let us consider what the attacker needs todo to score a goal.238 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 239

T A B L E O F C O N T E N T SWhile accuracy and power are important in goal scoring, they are perhaps secondary to the surprise of aquick or sudden shot. Statistics do not record a puck going through a pad (although some goalies will swearit had to) but hundreds of pucks go by goalies because “I didn’t think he was going to shoot” or “I never sawit.”3. Shoot off the pass (receive pass and shoot in one action)If the attacker can do something to make the goalie move just before the shot, the attacker can havea better opportunity to score. It is important for attackers to understand that the goalie focuses most ofhis/her attention on the puck, therefore, movement of the puck will cause at least some movement of thegoalie’s eyes, and possibly the goalie’s body.It is also worthwhile to study the goalie, both in warm-up and throughout the game, to see if he/she hasobvious weaknesses or plays in such a way as to encourage the attacker to try an unusual shot. An exampleof this might be a goalie who holds his/her hand extremely low. This might encourage the attacker to shoota quick high shot to the glove side, a shot that would not normally be the best selection.Shooting when the goalie does not expect the shot is perhaps the most potent weapon for the attacker.Thus, players must learn to:1. Shoot while continuing to elude defenders (in stride)4. Shoot from the middle of a skating or stickhandling maneuver2. Shoot off either leg240 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 241

T A B L E O F C O N T E N T S5. Shoot while being checked or closely defendedIt is equally important that players learn to camouflage their intended actions (i.e. faking a pass, thenshooting or faking a shot, then passing).While the attacker must be prepared to shoot immediately when a good opportunity presents itself, thebest shot is from in front of the goal, 12 to 15 feet from the goal line. Thus, faking and other preparatory movesmust occur 20 to 25 feet up ice.In order to get the most power into a shot, a player must use his/her body. This is best accomplished bystriding off the foot nearest the puck and onto the foot away from the puck as the shot is made. This is calledshooting “in stride.” However, as mentioned above, don’t lose a shooting opportunity simply because youare not in “stride.”Shooting drills should include obstacles (cones, sticks, other players) to be avoided as the attackermaneuvers for the shot. Shooting drills that require quick reaction to multiple pucks are beneficial for bothshooters and goaltenders.Many players have developed the skill of moving the puck just before shooting thus causing the goalie tomove at least his/her eyes. When carrying the puck (A) at the side of the body, draw both hands and the pucksideways toward the body six to eight inches (B) then release the shot (C) with a quick wrist or snap shot.As on a defenseman, a one-on-one attack on the goalie is more successful if the attacker can make thegoalie move laterally. A shot to the side from which the goalie is moving is a difficult shot to stop.Should a player shoot or deke? If the opportunity to shoot is good, players should take advantage througha quick shot. Deking provides more opportunities for error by the offensive player as well as decreasing theangles needed to be covered by the goalie. Nonetheless, a properly-executed deception by the attacker canfake out the goalie and produce a beautiful, exciting play.When a player chooses to deke, the goalie should be some distance out of the goal and should have theshooting angles cut down severely, thus making the chance of a successful shot minimal.242 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 243

T A B L E O F C O N T E N T STwo things are of great importance to the attacker:1. Keep cool — don’t get excited and rush the play2. Maintain as much speed as possible while maintaining good control of the puckSide Or Angle Approach To GoalAs the attacker comes on the angle, most goalies try to take away the “short side.” In this way only a goodshot to the far side of the goal will score. The attacker must try to fake or pull the goalie away from the postto increase the opening to score on the short side. The off-wing is provided a unique opportunity because ofthe angle from which the shot can be taken. This is demonstrated in the diagram below.short sideLet us consider the attack from three points:1. Head-on in front of the goal2. The forehand side3. The backhand sideDiffering opinions exist about where the attacker should carry the puck when planning to deke the goalie— in front of the body or to the forehand side? Carrying in front, the player can quickly move to either side,but must move the puck to shoot. Carrying on the side, the player is ready to shoot at all times during theattack on the goal, but his/her move is limited to one direction — across his body. Coaches should encouragetheir players to try both methods, but eventually settle on one style and practice that method.If the goalie holds the near post, the attacker must move in front of the goal to get a good scoringopportunity. It is important to maintain speed and to protect the puck from a poke check by the goalie whencutting across the front of the net. Rather than skating a straight line across the front of the net, the attackershould make a “C” cut, holding the shot as long as possible in an attempt to get the goalie out of position oroff-balance.From Attack On GoalBy moving the puck, the attacker should make the goalie adjust his/her position laterally in the goal. Besure to maintain the speed of the attack. Faking one direction, shifting quickly to the other side and shootingcan be effective, but may also give the goaltender the best opportunity to react and stop the shot. Faking andgoing to the same side, or a double fake, is likely to be a more effective attack. Faking a shot, pulling backthen quickly shooting, will often unbalance a goalie and provide an opening for the puck. From the front, theattacker usually makes his move on a diagonal line toward the side of the net. One way a goalie will try tostop this attack is to throw his/her legs back to post (staking his/her pads). In these cases, the sharp rising flipshot is perhaps the most effective. Once again, the importance of slow, deliberate faking and quickmovements must not be minimized.244 | USA Hockey Coaching Education Program Level 3 ManualOffensive Team Tactics | 245

T A B L E O F C O N T E N T SSection 6DefensiveTeam TacticsMany good goal scorers are players who tend to be around the net a lot. If the player is not the puckcarrier, moving in front of the net with his/her stick on the ice will be a distraction for the goalie anddefenders. By keeping the stick on the ice he/she may deflect or tip-in a shot. The time required to put his/herstick on the ice when trying to bat in a rebound may be the time that allows the goalie to get set for the shotor the defender to check the player.REFERENCESHendrickson, G; (1979) The Principles of Modern American HockeyColorado Springs, Colorado – USA Hockey246 | USA Hockey Coaching Education Program Level 3 Manual

T A B L E O F C O N T E N T SChapter 20Positional PlayOBJECTIVES• Describe the potential responsiblities of defensemen• Describe the defensive side of positional play• Ouline the importance of individual positional skill developmentDEVELOPING DEFENSEMENToday’s swift, wide-open style of hockey makesplaying defense one of the most difficult positions tomaster on a hockey team. It is a position where aplayer receives few accolades, but make a mistakeand he/she is sure to hear the jeers and sneers.However, defense is the backbone to sound teamplay because defenseman are responsible forinitiating offensive attacks and also thwarting theopposition’s assaults on their goal. The days ofplacing the big, slow, clumsy player back on defenseare gone. Today’s game requires a unique,intelligent, highly skilled and well-trained player backon the blue line. Many coaches select their bestathletes to play defense, because they are the“quarterbacks” of a hockey team.Defenseman Characteristics• superb skater - strong and stable on skates• excellent lateral mobility• good upper body strength• patient and confident• keen hockey mind• handles the puck well• passes with pin-point accuracy, short, longand one-touch• has a quick, hard, low shotMany coaches neglect drilling their defensemenon the skills required to play their position. Drillsmust be constantly used to develop the abilitiesneeded for today’s defensemen.Before coaches or players begin special drills fordefensemen, they must understand theresponsibilities a defenseman has on the ice duringa game. This understanding avoids a great deal ofconfusion and indecision on the ice and in theplayers’ minds during a game. Everybody knowstheir assignments in any given game situation. It isanother part of the systematized approach to thegame of hockey.Methods for Playing Various Situations• One-on-One – Skate backward, one hand onthe stick, with elbow cocked next to your hip,blade open to forehand, stick out in frontwithout leaning too far forward (keepbalance), face on-rushing forward and watchhis/her upper body (chest), not the puck. Letthe attacker make the first move. If you overplayhim/her to the inside, his/her onlyoption is to go outside off the shooting angle.Keep your body between the attacker andDefensive Team Tactics | 249

T A B L E O F C O N T E N T Sthe net. Play the attacker and not the puck,and keep a good gap, (distance between youand the puck carrier), maintain same speedas forward, force player to backhand, do notcross your feet.• One-on-Two – The first defenseman who canplay the forward to his/her backhand sidemoves on the attacker and forces him/her tothe outside, therefore limiting his/her mobilityto one side of the ice. The seconddefenseman moves to back up his/herpartner and picks up the loose puck.• Two-on-One – Position yourself between thetwo forwards and try to force them off theshooting angle. Stay in the middle of the iceto prevent attempted passes. Never let thepuck carrier get behind you or cut in on thegoal. Keep the puck out of the prime scoringarea in front of the net. The defenseman’sprime responsibility here is to prevent thepass, force a bad angle shot, let the goalieplay the puck.• Two-on-Two – (No backcheckers) - play justlike the one-on-one, the defense does notcross if the forwards criss-cross, only playercoverage may change. Talk with your partnerand know your assignment. Protect themiddle of the ice, don’t allow the attackingforwards to split you or create a two-on-onesituation. Don’t back in too far on the goalie.Keep a tight gap, and try to prevent youropponents from gaining the blue line.• Three-on-One – (no backchecker) - stay inthe middle of the ice, try to stall or slowdown their attack, force a shot from a poorangle. Don’t become physically tangled withany of the attackers, avoid picks, interferenceand checks. Try to position yourself so thatthe puck carrier will have to pass the puckthrough you to reach a teammate. Don’tback in too far on your goaltender.• Three-on-Two – There can be two ways toplay this. (1) Try to force the play at the blueline with a one-on-one situation involving thepuck carrier and one defenseman. The otherdefenseman plays the open attackers(without puck) like a two-on-one, with theplayer closest to the net receiving the mostattention. (2) One defenseman plays thepuck carrier forward side establishing a twoon-onesituation, forcing the puck carrier tothe outside and a bad shooting angle. Theother defenseman plays a one-on-onesituation with the off-side attacker. Play adelaying game but threaten any puck carriercoming into the prime scoring area in front ofthe goal. Do not allow yourself to be drawnout of position.General Tips• Remember that the defensemen should bestaggered, and they must work together as apair.• Always gauge the speed of the attackerscoming at you. Your backward speed mustbe the same as the attacker’s speed.• When stick- or poke-checking never reachout so far that you are off balance — aforward can easily turn you if you haveshifted the wrong way.• Don’t body check when you are in asituation where the opposition has anumerical advantage. Check when you havean even or numerical advantage or the playerhas his/her head down.• Communicate with and back up yourteammates in your zone.• Blocking shots – (not recommended foryounger players) - if you have to block a shot,make sure the attacker is about to shoot---look for the clues, head drops, hand slipsdown the stick or he/she drops his/her armand shoulder on his/her shooting side. Donot drop too soon or the attacker will carrythe puck around you. Don’t commit yourselftoo early. Another method sometimes usedis the sliding block. The player must leavehis/her feet and slide the body in front of thepuck as close to the shooter as possible. Thismethod is very dangerous and must beperfectly timed. It should only be used byadvanced players.Defensive Zone Tips• Always try to stay between the puck carrierand the goal.• Coverage in the corner - move in undercontrol and force your opponents to go inthe direction you want them to move -cautiously play their body. Always create agood angle to eliminate the puck carrier’soptions.• Coverage in front of the net - block allopposing players out of the prime scoringarea, cover their sticks without losing sight ofthe puck, be prepared to intercept passes,clear rebounds and check opponentsattempting to shoot on goal. No one shouldbe left uncovered in this area. Defensemenshould stand off the goal posts facing up icewith a full view of the ice surface. Theyshould turn their heads, not their bodies,when looking into the corners and maintainphysical contact (use stick or arm, etc.) withthe opponent in the slot area. Don’t get intoa pushing and shoving match in front of thenet with an opponent who doesn’t have thepuck. Keep body position.Areas of ResponsibilityRDRWCDefense – The phase of the game during whichyour team is not in possession of the puck. It beginswhen your team loses possession of the puck andends when your team regains control of the puck.LWLDKey Elements1. Individual Skills• Checking the puck carrier, angling• Intercepting passes or cutting offpassing lanes• Covering opponent• Blocking shots2. Team Skills• Carrying out lane responsibilities inall three zones• Pressuring and outnumberingopponent at puck3. Defense is a Matter of Pride• Be proud of maintaining yourdefensive responsibilities4. Give 100 percent• Effort and energy are a matter of willDEFENSIVE RESPONSIBILITYCOVERAGEZONEBACKCHECKZONEFORECHECKZONECOffensive Zone – Forecheck1. Defensemen hold the blue line until the puckis between face-off dot and top of circle2. Middle defenseman plays as free safety,keeping all five of the opponents in front ofhim/herNeutral Zone – Backcheck1. Each defenseman plays the seam (imaginaryline drawn through face-off dots), to themiddle of the iceDefensive Zone – Coverage1. Force play to outside2. Strong-side defensemen on puck, block outpuck carrier from going to the net3. Weak-side defensemen cover the front of thenet, start on the weak-side post250 | USA Hockey Coaching Education Program Level 3 ManualDefensive Team Tactics | 251

T A B L E O F C O N T E N T SOffensive ResponsibilityDCOVERAGEZONEBACKCHECKZONEFORECHECKZONEChapter 21Gap ControlBreakout Zone1. Move puck quickly up ice2. Puck carrier is between the face-off dotswhen making breakout passNeutral Zone1. Strong-side defenseman, after making pass,follows up play inside the seams2. Weak-side defenseman is last player to leavethe zone and moves up the middleAttack Zone1. Strong-side defenseman moves to top ofcircle2. Weak-side defenseman moves to just insideblue line252 | USA Hockey Coaching Education Program Level 3 ManualOBJECTIVES• Provide a basic understanding of gap control• Review the governing principles of hockey• Describe the effects of gap control offensively and defensivelyGap control involves a high level of skill,intelligent decision making, discipline and theproper mental attitude. Perhaps the most importantthing is to have coaches create practiceenvironments which will continually improve theoverall skill level, encourage problemsolving/decision making and develop the propermental approach.This chapter will give a practical overview ofsuggestions and techniques in teaching “gapcontrol” for forwards and defensemen, as well asaddress its common components.It is absolutely essential that a coach gets backto the basics and reviews a few commoncomponents influencing gap control.DefinitionGap control is defined as the spacial relationshipbetween an offensive opponent and a defensiveopponent.Types of Gaps• Tight Gap: players within a sticklength of each other.• Loose Gap: players more than a sticklength apart.Governing Principles• Pressure (defensive): defensive speedcreating pressure on the offensive playerreducing the time, space and force of theattack.• Pressure (offensive): offensive speedcreating pressure on the defensive playercreating time, space and force for the attack.• Stall/Contain (defensive): an attempt to forcean opponent to stop or slow down the speedof an attack to provide time to set up betterdefensive coverage.• Stall/Contain (offensive): an attempt to tochange the speed of the attack to providetime and space to set up better offensiveoptions.• Support (offensive/defensive): players awayfrom the puck involving themselves as anoffensive option to an attack or a defensivedeterrent to an attack.• Transition: the ability of players to movequickly from defense to offense; or offense todefense.Defensive Team Tactics | 253

T A B L E O F C O N T E N T SDefensive and Offensive Gap ControlGap control applies to all players on the ice(offensive and defensive) from one-on-onesituations to five-on-five situations. In the past thetalk of gap control - closing the gap, etc. has focusedtoo much on the defensive segments of the game,when in reality its influence is equally as importantin the offensive segment of hockey.Objectives• Control of situation offensively anddefensively• Influence play offensively and defensively• Reduce time-space-force of an attack• Create time-space-force of an attack• Regain puck possession• Retain puck possession• Prevent scoring opportunities• Gain scoring opportunitiesFar too often as coaches we become enamoredwith the overall look of a tactic, overlooking the keyskills necessary to execute it. These skills (physicaland mental) must not be neglected and must benurtured at every practice. No player is too old,experienced or skilled to be excluded from thecontinual development of individual skills which area vital component of an effective athlete.Additionally, these skills mastered by the athlete willcreate confidence reflecting in the athlete’s overallperformance.Key Components1. Skating• speed• quickness• agility• balance• transition• acceleration2. Proper checking techniques3. Play away from the puck4. One-on-one confrontation technique5. Decision making: when? where? how?6. Proper mental attitudeCoach’s Question:A. Are you one of those coaches who questionthe contribution of certain players becausethey can’t execute within the system?B. Are you a coach who knows the value ofcontinually providing time to develop theskills of your players throughout the seasonso they may meet the skill necessary toachieve total peak performance within asystem?Small Game Activities/DrillsOne of the coach’s major responsibilities is tocreate an environment so the athlete has theopportunity to reach his/her optimum level of peakperformance.In developing the athlete’s decision-makingskills, the coach needs to put the athlete in as manygame situations as possible allowing the athlete anopportunity to come up with solutions.The coach must make the athlete realize thatthere is more than one solution to any givensituation and that the decision made will be basedon many factors such as ability, confidence,knowledge, game situation, etc.An excellent way to develop decision-makingskills in a hockey player are small area/gameactivities which will create an environmentchallenging players. Players gain a betterunderstanding of pressure, stall/contain, support,transition, and time/space.Mental AttitudeEnergy will be used in this presentation todescribe a hockey player’s degree of mentalattitude. Athletes who are somewhat energized willgenerally perform better and reflect confidence intheir overall performance. Peak performancecomes when the player has reached his/heroptimum level of energy.Listed below are a few energizing techniques forcontrolling and increasing a player’s mental energylevel.• Positive self-talk• Positive mental imagery• Psych-up technique• Goal setting• Relaxation technique• Deep breathing technique• Task focus techniqueDefensively• Reducing time/space/force of an attack• Limit the speed and velocity of play• Prevent penetration to the prime scoringareas• Isolate game situations and avoid gettingoutnumbered• Control• Be pro-activeOffensively• Creating time/space/force for your attack• Control the speed and velocity of the play• Penetrate the prime scoring areas• Create outnumbering situations andmaximize opportunities• Control• Be pro-activeBasic Concepts for Sound Gap Control• Communication both verbally and visually• Protect or attack critical areas of the ice• Create or eliminate offensive and defensiveoptions• Defensive or offensive side positioning.• Angling - steering - deflecting• Control the speed of the attack orcreating/controlling multiple speeds for theattack• Stick on stick - body on body principle• Effective use of body-stick-boards-and areasof the iceTight GapPressureAngleLoose GapContainDirect PenetrationFactors in Decision MakingThere are many factors influencing the read on aparticular situation and in making a decision for gapcontrol. Creating opportun-ities and an environmentfor your players to experiment and master theseskills is your challenge as a coach. Below are a fewhelpful hints and cues which will assist them in theirprocess:• Defensively look through/beyond the attack• Offensively look beyond/through your attack• Know what support you have offensively ordefensively• Who is controlling the puck and what type ofcontrol do they have?• Where is the situation in relationship to theice surface (ice position): close to theboards; in open ice; what zone; defensiveblue line; offensive blue line; prime scoringarea?• Speed and direction of the play• Total game awareness; score; period; type ofgame; specialty teams; etc.Should you take an aggressive attitudeoffensively or defensively regarding your approachto gap control? Based on what system you play,there must be a philosophy or “attitude” establishedfor this component of the game.Tight Gap Control Defensive Reads1. Approaching the backside of a puck carrier2. When a puck carrier moves across the ice oralong your defensive blue line3. The skating speed of both players and thesituation is the same4. The offensive player has not established solidcontrol of the puck5. When you numerically outnumber theoffensive opponent6. When you have isolated the situation downto one-on-one7. When the puck carrier is attempting topenetrate the prime scoring/grade A area8. The puck carrier is in a “threat” to scoreposition254 | USA Hockey Coaching Education Program Level 3 ManualDefensive Team Tactics | 255

T A B L E O F C O N T E N T SThe following is a review of skill techniques for the players to master regarding the tactical component ofgame control:• skating• open-ice checking• play away from the puck• one-on-one confrontation• angling/steering/deflecting• body positioning• body contact• decision making• pinchingDRILLS FOR IMPROVING THE SKILLS AND TECHNIQUES OF “GAP CONTROL”Skating: Pursuit Sprints — D mirrors FDefenseman skates backward, forward, backwardMirror forward; keep in front of youTake away spaceSkating: Pursuit Sprints — D mirrors FDefenseman skates backwardForward skates forwardNote: Give the defenseman a head start of about 15 feetSkating: Pursuit Sprints — D mirrors FThree forwards do stops and starts, all forwardTwo defensemen skate backward, forward, then backward256 | USA Hockey Coaching Education Program Level 3 ManualDefensive Team Tactics | 257

T A B L E O F C O N T E N T SSkating: CorneringTwice around courseFive at a timeStart every 75 secondsBasic One-on-One Drill For Tight Gap ControlPurpose: Defending One-on-OneX skates to top of face-off circle, passes to O and pivots to backwardskating to play one-on-one with tight gap control tacticsO receives pass and attacks one-on-one using a variety of individualtactics — drive, delay, cross, carry behindSkating: CorneringStart every 60-75 secondsFive at a timeOnce through258 | USA Hockey Coaching Education Program Level 3 ManualRegroup One-on-One Drill For Tight Gap ControlPurpose: Tight Gap ControlSame idea as basic one-on-one with the addition of one or moreregroups to force defensemen to pressure up and play tight gap controlversus regroup. O uses a variety of attacking tactics. Coach can blowwhistle whenever to control time of regroups and gap control drill cango both directions on the ice.Defensive Team Tactics | 259

T A B L E O F C O N T E N T SRemember what was stated earlier: gap controlis a component of the game which in many caseswill affect the game outcome. It is the effectivenessof gap control that is often the determining factor.Gap control can reflect or be used by a team tomake an overall statement to its opponent. Yourteam’s success could be measured in directproportion to how much time you have spent ondeveloping players’ skills, mental attitude and tacticssuch as gap control.Individual Defensive Tactics and Skills, by Dr. George Kingston, Ph.D.1994.Development of Defensive Skills, by Jack Foley, 1990.Playing Away from the Puck, by Bill Butters, 1986.Developing Offensive and Defensive Systems, by John Cunniff, 1990.Teaching Hockey Systems, by Mike Smith, 1982.Individual Technique for Field Play, by Dr. Eugene Brown, USA Soccer,1991.Small Games Concept, by Bill Beaney, 1992.Beyond Winning, by Gary Walton, 1993.NCCP Coaches Manual, by Canadian Hockey Association, 1987.Dynamics of Tactical Components, by Val Belmonte, 1994.Developing a System of Play, by Val Belmonte, 1994.Developing the Elite Player Defensively, by Jeff Jackson, 1995.Coaching and Winning, by William E. Warren, 1989.Circle DrillPurpose: Angling/Defense Side PositioningX uses short burst to establish checking angle (inside out) anddefensive side positioning. O attempts to get to goal. X and O startsimultaneously.Defensive Side Positioning DrillPurpose: Defensive Side PositioningO and X skate forward toward blue line with X in tight gap. O turns andattacks X who maintains defensive side positioning and boxes out O.260 | USA Hockey Coaching Education Program Level 3 ManualDefensive Team Tactics | 261

T A B L E O F C O N T E N T SChapter 22Body CheckingOBJECTIVES• Describe the principles of body checking• Outline the types of body checks• Teach the players how to protect themselves when checkedBODY CHECKINGHockey is a contact sport. It is thereforeimportant for coaches to teach their players to bodycheck properly and within the rules (insist on sticksand elbows down).Body checking requires concentration, agilityand anticipation. The checker must concentrate onthe puck carrier, not the puck. The checker mustkeep both hands on the stick, with the blade on ornear the ice, using timing and angling to limit thepuck carrier’s space. The checker must avoidlunging at the puck carrier, placing his glove in theface of the puck carrier, or making excessive contactwith the stick. All of these infractions must bediscouraged or they will result in penalties duringgames.When being checked, a player should try tocushion the collision with the board or glass withthe arms.It is a good idea to teach your players that whenthey know they are about to be body checked, theyshould reach out and place a hand on the playerchecking them. This often will cushion the blow andsometimes will allow the player to slip off the check.The player being checked should establish a wide,solid base. They should then lean into the check.The three types of body checking that youshould teach are:• shoulder check• hip check• checking along the boardsWhile the techniques vary somewhat, there arefactors common to all.1. The appropriate time for checking is beforeor as the offensive player is releasing a passor shot.2. Straight-on checking is difficult. It is better toget an angle or take advantage of a limitedarea: (i.e., an offensive player trying to gobetween a defensive player and the boards).3. The checker’s speed must be under controland the knees should be bent.4. The checker must keep his/her eyes on thetarget – usually somewhere between thechest and waist.When teaching body checking, you shouldemphasize to your players that the purpose of theDefensive Team Tactics | 263

T A B L E O F C O N T E N T Sbody check is to block the progress of the puckcarrier by legally getting in their way. Too manyplayers and coaches feel that a body check mustknock the opponent down or hard into the boardsevery time. This type of attitude leads tounnecessary rough play and injuries to either of theplayers involved in the collision. The individual wholearns how to block or angle the puck carrier out ofthe play will be much more effective.PRINCIPLES OF BODY CHECKING1. When intending to check in a one-on-onesituation, the velocity of the offensive anddefensive players should be the same. Thiswill prevent the attacking player from skatingaround the defensive player. To play defense,speed in skating backwards is a keyrequirement.2. RHYTHM. The defensive player should betaught to watch the offensive player, to catchthe rhythm and movement of the puckcarrier in order to anticipate his/hermovement. Defensemen should be taught towatch the chest of the opposing playerbecause it is the most difficult part of thehuman body to shift quickly. For instance, aplayer’s legs can maneuver quickly aroundanother player, as can the stick. A good headfake can stymie and outmaneuver a playerquite easily. It is imperative that thedefensive player play the body of the puckcarrier – not the puck.3. ANTICIPATION OF FAKES. A player mustlearn to anticipate the primary and secondarymovements in every fake.4. ABILITY TO ROTATE. The defensive playermust learn to turn quickly both left and righteffectively in order to keep pace. Forexample, a younger player cannot skatebackward as rapidly as a player skatingforward. Therefore, in order to defendagainst a fast forward skater, the defendermay have to start in forward motion, pick upspeed, and then rotate into the backwardposition.5. SELECTION OF POSITION. The primary taskof the defender is to cut off the maindirection of the opposing player to the net bywatching the center movement of the player.When against the boards, the defendershould angle his/her body a half-turn towardthe boards and use the boards to his/heradvantage. A defender may (1) push theplayer off the puck, (2) separate the puckfrom the player by employing a hip check, or(3) pin the player along the boards with asolid body check. The most importantaspect in selecting a checking position toalways make the player move towards theboards by skating at the player from an angle.This cuts off the central ice area.6. COMPULSORY LEG WORK. When thebody check is taking place, most players stopusing their legs. This is a drawback becauseit cuts down the speed along with themomentum of the check. A defender shouldkeep his legs moving at all times.7. QUICKNESS. The defender must learn to cutdown the puck carrier’s reasoning time byattacking suddenly. This comes throughtiming and instinct. For maximum results, aplayer must use his/her stick, shoulder andfull body when checking.SHOULDER CHECKThe shoulder check is most typically used by adefenseman when taking out an on-rushing attacker.The defenseman must anticipate where he/sheintends to make contact with the attacking player,then time his/her backward skating so that contactis made at the appropriate time. An example ofproper shoulder checking technique is illustrated inFigure 1.The defensive player should attempt to aimhis/her shoulder at the offensive player’s chest thenmake contact with the shoulder and side of thebody. Skates must be shoulder width apart with theknees bent to provide a strong foundation. Legpower is used to drive the shoulder into theopponent’s chest. Players may find it helpful to keeponly the top hand on the stick with the free hand up,both for protection and also to push the offensiveplayer. Remember, players are allowed only twosteps before hitting the opponent. There is often atendency to use the elbows in shoulder checking.Do not let your players develop this bad habit.Figure 1. The Shoulder Check.Key Elements• Skates shoulder width apart• Knees bent with the weight on the insideedges of the blade• Head up at all times• Shoulder contact with the opponent’s chest• Stick and elbows down• Two or less steps before hitting the opponentCommon Errors• Defender is skating too slow, thus attackerskates around him/her• Legs are straight, resulting in poor balanceand insufficient power to make a good check• Raising of the arms resulting in elbowingpenalties• Defender is watching the puck, not theplayerHIP CHECKThe hip check is somewhat more difficult toexecute because the timing required is precise. It isimportant to have the offensive player committed toa course which he/she will have difficulty changing(See Figure 2a); this provides a good checkingangle. The defensive player “lines up” the offensiveplayer in a way similar to executing a shouldercheck, but at the last moment the head andshoulders are dropped (bending at the waist) thenthe hip is turned into the stomach area of theoffensive player. The leg closest to the check shouldremain bent. The hips must rotate into the puckcarrier (See Figure 3). This action will result in thedefender being positioned under the attacker,forcing him up and over the defender’s hip (SeeFigure 4). Hip checks may be performed in open iceor along the boards (as indicated in Figures 5 and 6).Figure 2a. Forcing the Offensive Player to aspecific course.Figure 2b. Maintaining a good checking angle.Figure 3. Rotating the Hip.264 | USA Hockey Coaching Education Program Level 3 ManualDefensive Team Tactics | 265

T A B L E O F C O N T E N T STo successfully check an opponent along theboards, the checker must angle the puck carrier intothe boards under controlled speed. He/She givesthe puck carrier only one option, not two (SeeFigure 8). He/She forces the puck carrier in thedirection he/she wants him/her to go, squeezing theopponent on the boards using his/her arms andbody. Push, with your inside arm, down and acrossyour opponents chest then move your body in frontof the attacker, blocking his path (See Figure 9).After contact be sure to keep your body low andwell-balanced (See Figure 10).Figure 4. Completing the Hip Check.Figure 6.Key ElementsExecuting the “Hip Check alongthe boards”.If the puck should become tangled in skatesalong the boards, you may want to freeze it to gainpossession. This often allows your team toreorganize.Figure 9.The checker must move his/herbody in front of the puck carrier.• Watch the puck carrier’s chest, not the puck• Knees bent• Head and shoulders lowered• Thrust the hip into the stomach area of theoffensive playerCommon ErrorsFigure 5.Angling the puck carrier towardsthe boards.• Looking at the puck instead of watching thepuck carrier’s body• Knees are not flexed when initiating thecheck• Poor timing (this often allows the attacker toskate by as if there was no defense)CHECKING ALONG THE BOARDSThe ability to check properly along the boardswill enable a team to regain possession of the puckwithout receiving a penalty. The defender mustconcentrate on the puck carrier, not the puck, usingtiming to angle the attacker towards the boards. Ashe/she approaches the puck carrier from an angle,the checker reduces the amount of space betweenhimself/herself, the puck carrier and the boards.The checker must have two hands on the stick withthe blade on or near the ice (See Figure 7).(Coaches must emphasize that the stick must bekept down). The checker should aim to hit a pointon the boards in front of the puck carrier. Typically,the defender should not attempt to retrieve the puckhimself/herself, as this is usually done by ateammate.Figure 7.Figure 8.The checker must approach the puckcarrier with two hands on the stick.Angling the puck carrier tothe boards.Figure 10. Maintain good body balance incompleting the check.Key Elements• Angling your opponent• Controlled speed at the point of contact• Use inside arm to pinch your opponent intothe boards• Keep your body low, legs spread for balanceCommon Errors• Approaching the puck carrier straight on, notangling• Banging your opponent rather than pinchinghim into the boards• Failing to maintain good body balance266 | USA Hockey Coaching Education Program Level 3 ManualDefensive Team Tactics | 267

T A B L E O F C O N T E N T SPROTECTING YOURSELF ALONG THE BOARDSPlayers must learn how to protect themselvesaround the boards. When being checked, try todistribute the force of the check over as wide asurface as possible. Get your stick and gloves up tospread out the area of impact (See Figure 11). Yourarms act like shock absorbers. Place the forearmand upper thigh (hip area) against the boards andkeep the feet well apart. Keep knees bent with a lowcenter of gravity (See Figure 12). After impact, recoilby pushing upward and outward with the forearmsand inside leg. Never fully extend your arms towardsthe boards when cushioning a check; serious injurycould occur. Avoid hitting the boards with the pointof your shoulder (See Figure 13), because you couldseparate the shoulder. Lift the shoulder and take theblow on the flat of the biceps and shoulder area.REFERENCESBlase, K; O’Connor, R; Wood, D (1985) the USA Hockey CheckingHandbook Colorado Springs, Colorado – USA Hockey.Accept checks when playing the puck along theboards. Keep the head up, get a good stableposition, feet apart, knees bent, body in a lowposition, and forearm and hands on the boards forprotection (See Figure 14).When going into the corner for the puck, try touse some deception (fakes) with your body, stickand skates. When you are in a position to pick upthe puck, move the skates quickly so that they areparallel to the boards rather than pointing towardsthe boards where the opponent may ram you headfirst into the barrier. Protect the puck with yourbody, skates and stick and try to move out of thearea quickly and with control of the puck.Players should practice these techniques anduse them in game situations.Figure 12. Maintain a low center of gravityFigure 13. Avoid hitting the boards withthe shoulder.Figure 14. Positioning to avoid injury forcheck along the boards.SUMMARYPracticing checking is a problem because manyyoung players do not like being checked. Propertechnique can be taught by having the puck carrierskate a controlled course (along the blue line orbetween markers) at reduced speed and having thedefensive player make contact without making afinal, forceful thrust. This will allow players to gainconfidence in their ability to check and be checked.Players will tend to speed up the action as theybecome more comfortable. Eventually, you musthave your players check at full speed if they are tosuccessfully master the skills.Before leaving the subject, let us stress theimportance of teaching your players to hit legallyand to take a check safely and never, ever hit frombehind. Insist that officials in your association callcharging, high sticking, and elbowing closely. Theyshould, however, allow good, legal body contact.Figure 11. Getting the stick and gloves upto absorb the force of the check268 | USA Hockey Coaching Education Program Level 3 ManualDefensive Team Tactics | 269

T A B L E O F C O N T E N T SChapter 23Team PlayOBJECTIVES• Describe skills needed for successful team play in hockey• Outline the sequence to be used in introducing team play• Present some of the unique formations that are effective in youth hockeyTEAM DEFENSEThe two words that best describe team defenseis hard work. Players generally like to play defensebut often have a difficult time putting forth the effortnecessary to make team defense effective.If each defensive player does his job, defenseshould be no worse than one-on-one times five.The three major problems that cause this to breakdown are (1) somebody does not stay one-on-one(e.g., a forechecker does not backcheck), (2) ahighly-skilled offensive player beats a less-skilleddefensive player, or (3) the offense has theadvantage of knowing where it is going, how it willget there, and when. In each of these cases, thedefense adjusts and someone tries to help out(which is a must). But usually doing so makes itpossible for the offense to create a desired two-ononesituation.There are three conditions that the defense mustbe prepared to control.1. Even (one-on-one) – play the opponent2. More offensive players than defensive players(two-on-one) – play the puck Play close tothe defensive alley, thus encouraging theoffense to go outside to try to get to thegoal. In this situation, the defensive playershould (a) try to gain time so that a teammatecan get back to help or (b) give up a poorshot on goal by forcing the shooter to a badshooting angle. Above all, don’t let the twooffensive players get the puck into the slot.3. More defensive players than offensive players(one-on-two) – this is a good time to bodycheck the offensive player One defenderplays the opponent while the other takesthe puck.In a competitive game, it would be foolish forthe defensive team to think it could stop the offensefrom getting a shot (or shots) on goal. Normally, theoffensive team will get 25-30 shots on goal. Byplaying well, the defense may limit the offense tofewer than 20 shots, but it is suggested that a bettermeasure of success is for the defense to worktoward forcing the offense to take poorer shots ongoal. Conversely, the offense should try to increaseits shots on goal, but more importantly, should try toget better shots.Defensive Team Tactics | 271

T A B L E O F C O N T E N T STERRITORIAL DEFENSEThe simplest of team defenses – (and one thatis complimentary to “position” offense) isdefensive assignments by territory. Figure 21illustrates a common assignment to defensiveterritories.RDRWFigure 21. Defensive assignment toterritories.The wings are responsible to backcheck theoffensive wings, but once in the defensive zone thewings will usually cover the offensive “point men”(usually the offensive team’s defensemen).ONE-ON-ONE DEFENSEIn one-on-one situations, teach your players toplay the opponent, not the puck. Playing theopponent does not mean draping over him/her likea flag. Rather, it means keeping your body betweenthe offensive player and your goal. Make bodycontact as necessary. If the defensive player followsthis rule (assuming comparable skill levels ofplayers), the defense will win as much as 70-80percent of the time.FORECHECKINGCThe objective of forechecking is to prevent theopposition from clearing their zone and to gainpossession of the puck in their defensive zone.There are many forechecking systems and noone system is the best. All systems can be adjustedto meet specific situations. Every team should haveat least one system mastered.The quality level of your team’s personnel is animportant factor in determining which system youLDLWutilize. You may wish to consider a method ofdesignating the player or players who haveforechecking assignments. For example, you canforecheck with your center only (i.e., if the center isnot able to forecheck, you do not forecheck) Youalso may decide that the closest player forechecks.This method gives you the potential of later debatesabout who really was the closest, but it does ensureforechecking.Regardless of the system or the number ofplayers forechecking, position should be stressedat all times. The forechecker should always “get anangle” on the puck carrier so, at the very least,he/she can confine the offensive player’s movementto one side of the ice. In other words, neverforecheck straight at the puck carrier.ONE-MAN FORECHECKING (1-2-2)Although this is a conservative system and iseasy to teach, when successfully executed it will:• Prevent three-on-two breakouts• Control the boards (eliminating the wings asa breakout option)• Encourage the opposition’s defenseman tocarry the puck out of the zone• Position one forward (usually the offsidewing) to assist defensivelyThe forechecker must pressure the puckcarrier, forcing him/her to the side. Wings of theoffensive team must be covered. The defenseman(point on the puck side) stays in the zone as long aspossible.The purpose of this forechecking pattern is tomake the offensive wings unavailable to bring thepuck out of the defensive zone. The forecheckertries to take the puck away, to force the offensiveplayer to carry the puck up the side and into thedefenseman at the point, to make a bad pass, or touse his/her defenseman to break out.A highly skilled forechecker will get the puckoccasionally, but the offensive team should be ableto beat one forechecker by using the three openplayers to move the puck out.LDLWFigure 22. One-man forechecking.The basic alignment illustrated in Figure 22 usesthe center (C) to forecheck the puck carrier. Thewings (LW/RW) stay wide so they can check theopposition’s wings, and the defensemen (LD/RD)play inside the wings.NOTES: One-Man Forechecking• Stress pressuring the puck carrier andcovering the areas that the puck is likely togo• Prevent the opposition from breaking outthree-on-two. This is accomplished bykeeping both wings back and controlling theboardsTWO-MAN FORECHECKING (1-1-3)Two-man forechecking is most successful whenthe puck carrier is in the back of an imaginary lineacross the top of the face-off circles. This is shownas the shaded area in Figure 23.Figure 23. Two-man forechecking.CThis forechecking system combinesaggressiveness with the conservatism of the 1-2-2system just discussed. One forward, usually a wing,plays back to prevent a three-on-two breakout. Theremaining two forwards have an aggressiveRDRWforechecking responsibility and must exert pressureon the puck carrier.When successful, this system may result in quickcounterattacks on goal since the one defensiveforward is in a position to move quickly to the slot.For illustrative purposes (See Figure 24), twoforwards, the center and puck-side wing (RW) areassigned forechecking responsibilities. The off-sidewing (LW) stays high in the offensive zone. The LWis in a position to move back to become adefenseman or to move to the slot area. Thedefensemen take normal positions.LWFigure 24. Two-man forechecking positions.The objective of this configuration is to havethe off-side wing (LW) control the far board whichpressures the opposition to bring the puck upthrough the forechecking forwards (C and RW).The first forward (RW) forechecks the puck carrierand the center is in a position to assist the RW ormove to the puck if the RW is beaten. The RD ispermitted to pinch in toward the boards and the LDis responsible for the middle (see Figure 25).LWLDLDFigure 25. Movements of the forwards.The forwards will often have to rotate. Asindicated in Figure 26, when the play moves fromone side to the other, the off-side wing (LW) willbecome the forechecker and the puck side wingCCRWRDRWRD272 | USA Hockey Coaching Education Program Level 3 ManualDefensive Team Tactics | 273

T A B L E O F C O N T E N T S(RW) assumes the defensive forward’s role. Thecenter’s role remains constant.RWThere are three basic patterns of coveragewhich seem to be the most popular for youngsters:basic, center on point and wing on point.LWRWLDLDRDCCRWLWRDRWRDCLDLWCRDLDLWLDRDRWCLWFigure 28. Center on point coverage.Figure 29. Wing on point coverage.Figure 26. Rotation of the forwards.A forechecker can get the puck for your team bytaking it away from the puck carrier or by forcing abad pass. Obviously, forechecking will not besuccessful 100 percent of the time. You should,however, insist that your forecheckers force thepuck carrier to move down the side of the rink. Donot let them come down the center and pick theside of your defensive zone they wish to attack.BACKCHECKING – MIDDLE ZONECOVERAGEIt is important that both offensive wings becovered. This forces the puck carrier to face a oneon-onedefensive situation. This also does nothappen very often, as we discussed in the teamoffense section.DEFENSIVE ZONE COVERAGESPlay in the defensive zone is the most criticalof the three zones. A mistake here often results ina goal. The primary objective is to prevent a play onnet and to regain possession of the puck. Thefollowing principles of defensive play should beunderstood by your players.• Understand the system. Every player mustknow each other’s responsibilities so thatwhen a breakdown occurs, they may adaptand help out• When checking a player, stay between theplayer and the goal• Play the body - legally!• Accept defensive responsibility as anessential part of the gameFigure 27. Basic coverage zones within thedefensive zoneBASIC DEFENSIVE COVERAGEAs illustrated in Figure 27, the defensive zone isdivided into five zones. There is some overlappingof the zones. Typically, the wings cover the twopoints, the Center covers the slot area, and thedefensemen cover from the front of the net to thecorner.CENTER ON POINT COVERAGEIn this coverage pattern, the wings areresponsible for their offensive wings from the timethe forechecking pattern is broken until their teamrecovers the puck and goes on offense. Asillustrated in Figure 28, the center covers the pointon the puck side. The defensemen on the off-puckside stays near the front of the net, usually coveringthe offensive center. The defenseman on the puckside moves to help cover the puck carrier (usually awing or the center), but does not “run out” to thepoint. The strength of coverage is in having fourplayers to cover three forwards. The weakness isthat the center has a difficult time moving frompoint to point. It is usually a good defense foryounger teams, because the offense cannot passwell enough to take advantage of the open pointman or shoot the puck well enough from the pointto consistently score.WING ON POINT COVERAGEIn this pattern, the wings backcheck theiroffensive wings. When the offensive wing does nothave the puck and/or the defenseman on the weakside can assume responsibility for the offensivewing, the defensive wing leaves the offensive wingand moves to cover the point. As shown in Figure29, the defensemen cover the zone in front of andto the side of the net. The center moves back infront of the net to work with the defensemen.It is important to defend the opposition bycovering the entire defensive zone. In a normalsituation, one defensive player should be able toplay the man or the puck in his zone. For example,the opposition has the puck in the corner, thepuckside defenseman (RD) would cover that player.The other defenseman (LD) would cover the front ofthe net. The center covers from the slot to theboards. The wings cover their respective pointsmaintaining a position between the puck and thepoint.The strength of this defense is that all fiveoffensive players are covered one-on-one. Thissystem’s weakness is that there are mixups thatoften occur when the defenseman becomesresponsible for the wings. A second weakness isthat the center, who most often is involved in deepforechecking, is often late in getting back to help infront of the net.PENALTY KILL SITUATIONSThe penalties assessed in hockey are morereasonable than in any other sport. The offender ispenalized, but the team has an opportunity toprevent damage by working extra hard for a limitedamount of time to prevent a goal.Playing a man short does, however, cause youto change your forechecking strategy. It appearsreasonable to apply enough pressure byforechecking to force the direction of play or aninaccurate pass.It is particularly important to backcheck thewings. This forces the power play unit to use at leastone point player to gain a two-on-one advantageagainst the defense as the offensive zone is entered.Most teams use a type of zone coverage whenplaying four against five. This usually is referred to asthe “box”. In this coverage, one defensive player ispositioned on each corner of the box (See Figure30a). The wing on the off puck side should“collapse” the box somewhat to help out in the slotarea (See Figure 30b).Figure 30a.RDRWLDLWC274 | USA Hockey Coaching Education Program Level 3 ManualDefensive Team Tactics | 275

T A B L E O F C O N T E N T SRWRDFigure 30b. Collapsing “box” coverage.It is important for the defense to avoid chasingthe puck and to recognize that the objective is notto prevent any shots on goal, but to prevent theshot from the slot, and/or a good scoringopportunity.When your opponent has a two-playeradvantage, the usual approach is to put your fastestplayer out as a forward and have him/her chase thepuck. In the defensive zone, the three defenders tryto maintain a triangle. One point of the triangle ison the puck and the other points cover the front ofthe net. (See Figure 31). Be sure the three playersyou have on the ice are the quickest and most agileavailable at the time.LDLWREFERENCESSmith, M.; (1982) Teaching Hockey Systems, St. Paul, MN.Hockey BooksSmith, M.; (1984) Hockey Play Book, St. Paul, MN. Hockey BooksHorsky, L.; Blase, K.; Vairo, L. (1984) Attack and Defense in IceHockey, Colorado Springs, CO - USA HockeyVairo, L.; (1982) The Principles of Modern American Hockey, ColoradoSprings, CO - USA HockeyChapter 24Face-OffsINTRODUCTIONFace-offs involve gaining possession of the puckin order to create scoring chances or eliminate ascoring chance from your opponent.There are many ways to accomplish these goalsby your center winning the face-off, by having yourwings and defensemen move in to gain possessionduring a face-off. Conversely, all the players reactingpositively after losing a face-off so that they have theopportunity to quickly regain possession of thepuck.CRITICAL OBJECTIVES1. Have your best face-off person take the faceoffwhere ever it may be on the ice.2. Have your two best face-off people on theice at all critical times in case one of yourbest gets thrown out of the face-off circle.3. Every player on the ice needs to know eachof their responsibilities whether you win orlose the face-off.4. Be aware of scoring chances created fromface-offs during a game.5. Be aware of your opponents scoring chancesfrom face-offs.OBJECTIVES• Provide the objective of face-offs• Outline the responsibilities of playes during a face-off• Provide face-offs in various situationsIMPROVING FACE-OFFSIf you want to improve your team’s face-offsthere are three critical components to address:• focus• set objectives• having players value the importance of thispart of the gameWays to improve your teams focus and overallperformance are to set face-off objectives. Anobjective can be to win 60% of all face-offs.Talk about the importance of face-off playduring the course of a game. Reward goodexecution. Spend time practicing the tech-niquesand tactics of face-offs.Finally, make face-off success a matter of pridewith your team. It can represent partial victory inany game which was won or lost.ZONE OBJECTIVES• Defensive Zone: limit the possibility ofallowing a scoring chance against your team.You have a chance to start a successfulattack.276 | USA Hockey Coaching Education Program Level 3 ManualDefensive Team Tactics | 277

T A B L E O F C O N T E N T S• Neutral Zone: enhance your opportunity toattack and limit your opponents chance ofentering your zone.• Offensive Zone: create a scoringopportunity and create continuous sustainedpressure.SITUATIONAL OBJECTIVES• Power Play: The question you need toanswer, especially in the offensive zone, doyou face-off for possession or do you attemptto score off the face-off?• Penalty Killing: Most coaches agree thatdefensive posture must be the first priority ina penalty killing situation. However, when ascoring or offensive opportunity presentsitself in a penalty killing situation, rememberthat power-play units do not tend to thinkdefensively, so seize the moment.Another area to consider is how to cover a faceoffin the defensive zone:• Identify what opposing player takesthe majority of the face-offs• Does your opponents put a playeralong the boards, should they becovered?• Pulled Goalie: This situation is the samewhich exists in a power play. Should youtry to score off the draw or play forpossession? If there are only a fewseconds remaining, there is no question.You must attempt to score off a set faceoffplay.RESPONSIBLITY OF THE PLAYER TAKING THEFACE-OFF1. Take charge and be the “quarterback”2. Know the linesman, how they drop the puck,what they allow around the face-off circle3. Know the playing rules4. Know the face-off abilities of your opposingplayers. Know their strengths, weaknesses,and face-off strategies in all situations5. Know your team’s strategies in all situationsFace-Off Reads1. Read how the opposing team sets up2. Read the techniques of the opposing face-offplayer3. Read how the opposing face-off players holdtheir sticks4. Read how the linesman conducts a face-offKey Elements1. Arrive at the face-off dot:• Go to the dot when your teammatesare ready• Establish position over the face-offdot• Physically control the area where thepuck will be dropped• Be confident2. Stance:• Feet wider than shoulder width,knees bent, good balance over yourskates• Be in a position to take control, andmove quickly• Keep your eyes on the linesman’shand3. The Face-Off:• Use your whole body• Keep your arms close to your body• Use the power of your legs, shoulderand back4. Stick Blade:• Keep blade slightly off the ice• Use an up-and-down motion• Do not be too anxious nor tenseNEUTRALIZING YOUR OPPONENT• Block the motion of the opposingcenterman’s stick. This will create a loosepuck for you to sweep back with a secondswipe• Move quickly into your opponent, checkinghis/her stick, then body. The puck can beretrieved by a teammate• Stick check your opponent’s stick, spin intohis/her body, kick the puck back to ateammateFACE-OFF ALIGNMENTS - DEFENSIVEFigures 6 and 7 are dictated by the alignment ofthe offensive team. You are attempting to align yourplayers so that they can get to the shooter as quicklyas possible. Since the offensive players are trying totie up your player, the best you can possibly do isneutralize the offensive team and make sure youhave a player moving to cover the shooter on theplay.Figure 6Figure 7 insures one of your players is able tobreak to the shooter when the puck is dropped.Figure 7WDCDCDDWWWFigure 8 is presented to illustrate defensivepositioning when your team has a short-handeddefensive zone situation. Again, the player takingthe face-off must be your best. You align yourplayers in order to neutralize the opposing team’sstrength. First and foremost, position your playerswhere it is easiest to get the shooter if your centerloses the face-off.Figure 8FACE-OFF ALIGNMENTS - NEUTRAL ZONEFace-off alignment #9 (see Figure 9) in theneutral zone, illustrates the options available to theplayer taking the center face-off. He/She may goforward by himself/herself or to either wing.He/She also has the option to draw the puck backto either defenseman to gain control.Figure 9DCWDDWCDW278 | USA Hockey Coaching Education Program Level 3 ManualDefensive Team Tactics | 279

T A B L E O F C O N T E N T SIn Figure 10, the face-off player has the option ofdrawing the puck back for control or going forwardto a breaking wing on the far side of the rink.REFERENCESBelmonte, V (1980) Multidimensional Face-Offs, American HockeyMagazineGendron, G (1995) Face-Off Techniques, USA Hockey Advanced LevelClinicSerratore, T (1995) Creative Face-OffsCWDWDFigure 10Figure 11 is the basic alignment for a neutralzone face-off. Again, the primary purpose of theface-off is to gain control of the puck to organize anoffensive attack on goal.Section 7GoaltendingWDCDWFigure 11280 | USA Hockey Coaching Education Program Level 3 Manual

T A B L E O F C O N T E N T SChapter 25GoaltendingOBJECTIVES• Understand how to play angles• Outline basic save techniques• Outline basic game situationsINTRODUCTIONIt is the hope of USA Hockey that thegoaltending section of this manual will become apractical, helpful tool that all coaches will use.Several topics will be covered: playing angles, savetechniques and game situations.PLAYING ANGLESThe single most important skill in stopping thepuck is learning to correctly play the angles.Quickness is a great asset, but playing the angle andbeing in the right position are what enables goaliesto consistently make the save.Figure 1.Utilizing ropes to teach angles.There are three rules to remember about playingthe angles.• Cut down the shooter’s vision of the net• Never give the shooter the short side• Play the puck, not the shooter’s bodyGoaltending | 283

T A B L E O F C O N T E N T SKey ElementsCONTROL OF REBOUNDSSAVE TECHNIQUES• Teach your goalie to visualize a shootingangle or triangle. Take time for this atpractice with ropes• Goalie is out of the net when puck is in front,not when the puck is to the side• The goalie must be in the middle of the angleor centered on the puck• Maintain the basic stance and correctpositioningCommon Errors• The goalie is too far back in the net• Getting caught out of the net and does nottime movements• Giving too much room to one side, often thesame side• Lining up on the shooter instead of the puck• The goalie is not squared to the puck(particularly when player comes out from thecorner)• Goalie is usually still moving forward whenthe shot is taken rather than being stationarySuggestions for CoachingTo explain to your goalie the technique ofplaying angles, draw two imaginary lines from thepuck to the goal posts. The area inside these linesrepresents the angle. As the goalie moves closer tothe puck or as the shooter moves closer to thegoalie, the angle is cut down, giving the shooter lessof a target at which to aim. Tie a rope to each goalpost, this way, your goalkeeper can visuallycomprehend angles better.One way to force goalies to work on their angleplay (or positioning) is to use a drill that does notallow them to move their arms or legs at the puck.The only thing they can do to stop the puck is tohave it hit them (i.e., the only thing they can controlis their ability to move out and be in the right place).Make it a contest: two points for a goal, one pointwhen they move an arm or leg at the puck.The difference between a good goalie and agreat goalie is the ability to control rebounds.Most goals are scored on rebounds, tip-ins or screenshots. To control rebounds, the goalie should:• Cushion the puck (as explained in the sectionon pad saves)• Trap the puck on the ice, against his/herbody, or in his/her equipment (Figure 2)Figure 2.• “Cushion” the stick to give a soft rebound(Figure 3).Figure 3.• Smother each loose puck he/she cannotclear (Figure 4).Figure 4.Key Elements• First locate the puck• Maintain stick position to help stop shots• Use the knees as half-way point to regain thebasic position• Recover behind stick into basic stance as fastas possibleCommon Errors• Attempting a recovery before locating thepuck• Turning back to puck• Failing to position the stick where it can be ofuse before recovery is complete• Not recovering to proper stanceSuggestions for CoachingInsist that in game-like situations during practiceyour goalies follow through on all aspects of play.Just because it is a practice rather than a game, it isnot an acceptable reason to become sloppy incontrolling rebounds. There is a lot of truth in theold adage “what you do in practice you will do in agame”. Remember practice does not make perfect.Rather, perfect practice makes perfect.There are several commonly used and effectiveways of stopping shots which coaches should teachyoung goaltenders. They include:STICK SAVESThe stick should be held firmly where the shaftmeets the paddle and under control. The grip willtighten as your goalies make their plays. Figure 5illustrates the positioning of the hand on the stick.The stick is used for stopping the puck (particularlylow shots), clearing, poke checking, interceptingpasses and passing. Figure 6 illustrates a goodexample of the poke check.Figure 5.Positioning of the hand on the stick.284 | USA Hockey Coaching Education Program Level 3 ManualGoaltending | 285

T A B L E O F C O N T E N T SSuggestions for CoachingLEG SAVESFigure 6. Poke Check.The goalie should use a stick that is appropriatefor their side and skill level. When the stick is laggingbehind on moves and/or saves it usually signals thatthe size is too large and should be downsized.Key Elements• Grip position of the stick• Firm but not clenched grip• Maintain the cushion between the stick andthe skates• Maintain the basic stance and correctpositioning• Back up the stick with the skate(s)Common Errors• Failing to maintain the basic stance positionwhile stationary or moving• Failing to maintain the cushion between theskates and the stick• Kicking the stick to deflect a puck• Dropping to knees behind a stick saveresulting in poor positioning for the next shotBe sure your goalies learn to execute the correcttechnique when executing stick saves on slowmoving pucks before expecting them to stop hardshots. Gear your practices to give them successwith easier saves and then gradually increase thespeed and therefore, the difficulty of the saves.BODY SAVESThe ultimate objective for goaltenders is to gettheir body in front of the puck on every shot.Realizing this is not always possible, glove, pad andstick saves are also used. However, if young goaliesstart with the objective of moving their body in frontof every shot, they will find that their other saveoptions will also improve.Key Elements• Maintain the basic stance and correctpositioning• Stay between the goal and the puck• Keep eyes on the puck as long as possible• Anticipate the shotCommon Errors• Failure to maintain the basic stanceand correct positioning• Relying on the stick rather thanthe body• Weight moving away from the puckSuggestions for CoachingWork on technique first. Start slowly andincrease the difficulty of the saves as goaliesimprove. Be sure to cover priorities within saves.First, follow the puck. Second, make the save. Third,cover and control the puck.GLOVE SAVESTeach your goalies to keep their wrists firm butflexible when catching the puck (soft hands). Also,they must keep their eyes on the puck. Themajority of shots above the knees on the stick sideshould be stopped with the blocker. The catchingglove should be brought across the body and overthe blocker to trap the puck to prevent a rebound.Figure 7 illustrates this move.Figure 7. Trapping the puck with theglove and blocker.Key Elements• Proper initial position of glove (open, aroundknee high, ahead of the body and filling opennet)• Shift of body weight toward puck• Eyes follow puck into glove• Close the glove• Off-speed shots should be backed up withthe body• Blocker deflects shots to sideCommon Errors• Poor glove position• Initiating the save with a closed glove• Eyes stay with shooter rather than the puck• No shift of body weight (moving only theglove to the puck)• Deflecting shots to the front of the netSuggestions for CoachingFocus on technique first. Movement and saveactions are critical and should be learned first witheasy shots, then with difficult shots. Most younggoalies can learn proper techniques and developgood habits by stopping thrown, rather than shotpucks in practice. Start here and advance to shotpucks as ability improves.The legs (pads) are used mainly for blocking theangle to the net, low shots directly at the goalie, andlow corner shots that are above the stick but too lowto catch.Teach goalies to not kick at a shot directly atthem as it may result in a rebound to the front of thenet. Instead the pads are also used to cushion shotsto fall to the feet and prevent rebounds. To cushiona shot, goalies should raise the hips slightly, thusstraightening the knees. It is critical that thisstraightening occur at the same time the puck ishitting the pad. The straightening allows forredirecting the flight of the puck downwardresulting in the cushioning effect (puck falling at feetfor easy cover-up). This is illustrated in Figure 8.When shots are to one side or the other, thegoalie’s pads are the only weapons they have. Inthis case, teach your goalies to kick the puck withthe leg pad, following through to direct it to thecorner or sideboard.Figure 8.Key ElementsCushioning a shot to fall tothe feet.• Maintain the basic stance and correctpositioning• Watch the puck all the way to impact• Deflect the puck to the side when it can notbe trapped• Cushion the puck impact so the puck falls atthe feet on direct shots for easy cover-up• Trap the puck with the glove when possibleto prevent rebounds286 | USA Hockey Coaching Education Program Level 3 ManualGoaltending | 287

T A B L E O F C O N T E N T SCommon Errors“BUTTERFLY” OR “V-DROP”Common Errors• Taking eyes off the puck• Not maintaining the basic stance and correctpositioning• Failing to cushion the shot, which could resultin a dangerous rebound• Deflecting rather than trapping direct shotsSuggestions for CoachingThe goalie must feel that the pads are a part ofhim/her. There are several ways this can beaccomplished. Playing table tennis with the legpads strapped on gives goalies an opportunity to getused to the weight of the pads while moving fromside to side. Also wearing the pads at home whilestudying, eating, reading, etc., teaches goalies thespecial feel (weight, size, mobility, adjustmentsnecessary) that is invaluable in making leg saves.As with the other saves, be sure to provide yourgoalies with practice on all leg saves. Easy to moredifficult shots remain the rule for developing goalieskills.TWO PAD SAVE OR “STACKING THE PADS”Stacking the pads is similar to a slide in baseball.To teach your goalies to stack to the right, they mustslide to the right, tucking their left foot and leg underthe right leg. They should then slide down on the lefthip, and as it makes contact with the ice, kick the leftfoot and leg forward. It is this kicking action that“stacks” the pads, one on top of the other (seeFigure 9). Generally, stacking is a desperation move.Dave Peterson Goaltending WorkshopIf you would like to gain more insight on thegoaltender position, consider attending aDave Peterson Goaltending Workshop. Thisworkshop focuses entirely on skills andtechniques used to teach and train thegoaltender. The presentation featuresdescriptions and video clips that focus on:• Proper Stance and Movement• How to Use Goalies in Practice• Game Situations• The Season (for the coach)If you are interested in finding out moreabout attending a workshop, contact yourUSA Hockey District Coach-in-Chief.Figure 9.Two pad or stacking the pads.Key Elements• Obtain as much height as possible stackingthe pads on top of each other• Use the top arm to increase the height of the“wall”• Bottom arm flush to ice at armpit, preparedto swing from shoulder to shut off thebackdoor passCommon Errors• Legs are not evenly stacked. Bottom leg getscaught in a “baseball slide” position• Top arm falls on one side of pads• Goalie rests on bottom elbow, creating awedge for puck to slide under• Goalie does not swing bottom arm fromshoulder, which allows the backdoor pass ora lane for puck carrier to skate in across frontof goalSuggestions for CoachingThis is one of the techniques that your goaliescan work on that is not dependent on other players.Have them pair off and help each other develop thisskill. They should know the key elements andcommon errors already and therefore be in a goodposition to work independently.This save is used against a “deking” forward.Goaltenders should move out in front of the creaseand drop to the inside of their knees and lower legs,thus fanning out the feet so that the toes pointtoward the posts of the goal. This places the pads ina “V” position, completely covering the surface ofthe ice. The “V-Drop” is illustrated in Figure 10.The secret of this move is to keep the chest andupper body upright and lined up with the puck.Covering the top part of the net enables the goalieto use his/her gloves and chest to make savesshould the shooter flip the puck over the pads.Figure 10. The “butterfly” or “V-drop”position.Key Elements• The pads must be flush to the ice• The stick must move to the puck side,covering the opening between the pads• The upper body should remain upright withthe glove above the pad under control• Elbows pinch toward the ribs• The leg away from the puck must push bodyto puck side• Use this save technique only when puck is inclose to the net• Dropping straight down to knees and thenextending leg rather than pushing oneselflaterally• Allowing the stick to lag behind, leaving theopening between pads uncovered• Not getting pads flush to ice, which leavesspace for the puck to get through• Executing the move when the puck is too farout which leaves the top of the netuncovered, dropping too early• Goalie does not keep catching glove andupper body in a ready positionSuggestions for CoachingAs with stacking the pads, have your goalieswork with each other on perfecting the butterflytechnique. Be sure they correctly recognize andprovide feedback to each other on the key elementsof the skill and on describing errors made.SITUATIONSThe position a goalie takes depends on themovement of the puck carrier. The goalie plays thepuck carrier, the puck carrier does not play thegoalie.Positioning with the Puck in a Shooting SituationGoalies should maintain a position on thecrease line in relation to the position of the puck(See Figure 11). The moment the puck is positionedfor a shot (or when the shooter takes his eyes off thegoalie) goalies should play the existing angle orreposition themselves for a newly developedshooting angle, if a pass occurs.Figure 11. Positioning on the crease line.288 | USA Hockey Coaching Education Program Level 3 ManualGoaltending | 289

T A B L E O F C O N T E N T SPositioning Against a Stickhandling ForwardAgain, teach your goalies to take a position onthe crease line. As a puck carrier approaches thegoal while stickhandling, the goalie should moveback toward the net. (See Figure 12). Goaliesshould never move first but must retreat as the puckapproaches. They can either stay on their feet, makea half butterfly, full butterfly, stack the pads, or pokecheck the puck off the puck carrier’s stick if theycome close enough.Figure 12. Positioning against a stickhandlingforward.Positioning When the Puck is On the Side of NetWhen the puck is on the side of the net behindthe goal line or in the corner of the rink, goaliesshould play as close as possible to the goal post (SeeFigure 14). The skate should be pushed against theinside post to prevent a goal from the side. The stickshould be placed in front of the feet to permit thegoalie to intercept passes. Gloves should be openedtoward the puck while the body remains tight to theinside of the post.Figure 14.Side-to-Side DrillSix pucks are placed in a line halfway betweenthe face-off spot and the inner edge of the circle onboth sides of the net. One shooter is placed in eachcircle. The shooter to the goalie’s right shoots first,then the shooter on the left shoots, etc. The goalieshould be given time to make the first save beforethe second shot is made. The drill provides a goodopportunity to practice recoveries and lateralmovement.Multiple Puck DrillTen pucks are lined up directly in front of thenet, about 15 feet out. The goalie stands back in thenet. (He has to move faster in that position). Theshooter then shoots the pucks, one after another inrapid succession.Semi-Circle DrillThree or four players position themselves in asemi-circle in front of the net. They pass a puckbetween them rapidly, occasionally taking a shot atthe net. This drill helps goalies follow the puck whileon their feet, and the occasional shot keeps themalert and helps them develop quickness from amoving position.Another drill is to place the net 20 feet in front ofand facing a wall. The goalie stands in goal facingthe wall, using stick and gloves only. The coachstands behind the net and throws rubber ballsagainst the wall from various angles. The goaltenderreacts to the balls as they rebound off the wall andtoward the net.SUMMARYGoaltending is a game within a game, but goodgoaltending skills can be developed by using theinformation in this chapter and designing andconducting effective practices. Also insist that yourgoaltenders learn and apply the following sixprinciples of play:• Watch the puck• Don’t commit yourself too soon; try to makethe shooter commit first• Cut down the shooting angle• Stay on your feet in a good basic positionwith correct positioning• Get some equipment blockage behind allshots• Be vocal in the goalREFERENCESPLAYING A TWO-MAN RUSHWhen two opponents are coming in on thegoaltender, he/she should stay on his/her feet andcut down the shooting angle in relation to theposition of the puck (See Figure 13). Do not try toplay both players at once. The most dangerousplayer is the puck carrier. This is the player that mustbe covered. In this situation, when possible, try tofreeze the puck.ACTIVITIES AND DRILLSDaily drills for goaltenders should include: (1)moving forward, backward and laterally; (2) blockerand catching glove saves; (3) V-drops; (4) stackingthe pads; (5) stick saves and poke checking, and (6)skating.Some of the drills and activities that are usefulfor practicing these skills are described below.Agility ExercisesOff-Season DrillsTennis, racquetball, table tennis, squash, etc., areexcellent off-season activities for goaltenders.Blase, K; Bertagna, J; Peterson, D (1985) the USA Hockey CoachesGoalkeeping Handbook Colorado Springs, Colorado – USAHockeyBertagna, J (1976) Goaltending – A Complete Handbook for Goalies andCoaches Massachusetts, CambridgeAgility drills should be done at full speed, withsignals coming from a whistle or movement of thepuck: (1) dropping to the left knee and springingback up; (2) dropping to the right knee andspringing back up; (3) dropping to both knees andspringing back up; (4) dropping to stomach withstick extended and getting up.Figure 13. Playing a two man rush.Basic movements and save positions cued onmovement of the puck are excellent ways to instillcorrect goalie skills.290 | USA Hockey Coaching Education Program Level 3 ManualGoaltending | 291

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