WHAT ARE THE KEYS TO SUCCESS?

Transcription

1 EFFECTIVE YOUTH HOCKEY INSTRUCTION WHAT ARE THE KEYS TO SUCCESS? Prepared by: Misha Donskov

2 FAME IS A VAPOR, POPULARITY IS AN ACCIDENT, AND MONEY TAKES WINGS, THE ONLY THING THAT ENDURES IS CHARACTER. -Unknown

3 OVERVIEW: Development Progressions Understanding the Player Development Pyramid Characteristics of a Great Instructor/Coach Learning Process Teaching Process Designing an effective practice Designing effective drills What does this all mean?! Keys to Success BELIEVE

4 THE PLAYER DEVELOPMENT PYRAMID STRATEGY The selection of team play systems and tactics that take advantage of the opponent s weaknesses. TEAM PLAY SYSTEM A pattern of play in which the movement of all players is integrated in order to accomplish an offensive or defensive objective. Example: Forechecking system. TEAM TACTICS A collective action of two or more players using technical skills and or individual tactics to create an advantage over their opponents. Example: A numerical advantage, 3 vs 2. INDIVIDUAL TACTICS A player using a combination of technical skills in order to create and or take away the advantage of an opponent. A tactic may be classified as offensive and or defensive. For example, one on one, an offensive fake and driving to the net. TECHNICAL SKILLS The fundamental skills that are required to play the game. For example: SKATING, puckhandling, passing and shooting.

5 UNDERSTANDING THE PLAYER DEVELOPMENT PYRAMID THE KEY TO SUCCESS This pyramid was developed by some of the best hockey minds in the world. The natural progression at the base of the triangle emphasizes the development of fundamental skills. Fundamental skills are the foundation of each player s success. As you move up the progression of the pyramid, more emphasis is placed on individual tactics. Once a player has developed the skills of skating and puck handling the individual tactics can be learned. Moving up the pyramid, players perform drills that will develop team tactics and systems. The bantam and midget levels of hockey emphasize team performance practices. Experts say that even at this program level, time spent on team tactics and team play should not exceed 50-60% of the practice. Strategy is the peak of the pyramid. It sets the style of play that will combat the opposition. The coach determines the strategy based upon their own philosophy, age of the players and skill level of the team.

6 NO, NO, NO INDIVIDUAL TACTICS A player using a combination of technical skills in order to create and or take away the advantage of an opponent. A tactic may be classified as offensive and or defensive. For example, one on one, an offensive fake and driving to the net. TECHNICAL SKILLS The fundamental skills that are required to play the game. For example: SKATING, puckhandling, passing and shooting. TEAM PLAY SYSTEM A pattern of play in which the movement of all players is integrated in order to accomplish an offensive or defensive objective. Example: Forechecking system. TEAM TACTICS A collective action of two or more players using technical skills and or individual tactics to create an advantage over their opponents. Example: A numerical advantage, 3 vs 2. STRATEGY The selection of team play systems and tactics that take advantage of the opponent s weaknesses. THE PROBLEM WITH MINOR HOCKEY INSTRUCTORS/COACHES

7 THE DOMINO EFFECT The critical stages of skill development are at the youth age. If coaches concentrate on only teaching systems, strategies and winning hockey games, than skill development will be non existent. If we teach systems and strategies to youngsters who can t skate, handle the puck, pass or shoot than we are setting them up for failure. Without a proper foundation, it all comes tumbling down.

8 WHAT MAKES A GREAT INSTRUCTOR/COACH? Integrity Be an effective teacher Be an effective leader for your players and support staff Be a model of sportsmanship Delegate responsibilities to athletes and support staff Respect for teammates and officials Develop self respect in your players Make the game FUN and enjoyable for the players

9 THE LEARNING PROCESS Usually the learning process requires a combination of approaches People learn in different ways, some visually, some by imitating, others learn by feeling and yet others as a result of understanding. In teaching, coaches must use all methods in combination so that all students can benefit.

10 LEARNING, TEACHING AND ANALYZING SKILLS The common saying I hear, I see, I do is the simplest way of describing how people learn. Coaches apply it by explaining, demonstrating and practicing a skill. Generally athletes learn by gathering info. about the skill, making decisions on how to perform it, practicing the skill and evaluating the result or being provided with feedback of how the skill was performed.

11 WHOLE VS. PART To make learning effective each part should be related to the whole skill. A complex skill can be learned more easily when it is broken down into separate parts, but the skill should be seen in its entirety first.

12 FEEDBACK Immediate feedback is generally better than delayed feedback. It is most important that the athlete understand the feedback you are giving. An essential part of the learning process.

13 THE TEACHING/COACHING PROCESS Select the skill or skills to be taught. The skills taught should not be too easy or too difficult. The progression should always be from simple to complex. You must have a plan for the progression. As much as possible, skills and drills should be game like and challenging. Once the selection is made the keys to effective teaching are: EXPLANATION, DEMONSTRATION, PRACTICE, FEEDBACK AND CORRECTION.

14 EXPLANATION Explanation should not take more than one/two minutes. Choose three or four teaching points with short descriptive phrases. Use eye contact with ALL athletes. Learners have a short attention span---forget seconds after explanation.

15 DEMONSTRATION If you do not posses the skills use your assistant, or perhaps one of your more skilled players. Ensure that all your athletes have a good view of you and of the demonstrator.

16 PRACTICE/EXECUTION Practice the skill immediately after the skill has been explained and demonstrated. Remember the short memory span. Your window of opportunity is VERY limited.

17 FEEDBACK Give feedback and correction during the practice of the skills. Feedback should be specific to individuals and should occur as the skill is being practiced. Give group corrections on common errors.

18 COACHING TIP - 2/3RDS PRINCIPLE This strategy states that if coaches teach to the top 2/3rds of the class than roughly 70% of the students will retain the knowledge, grow, learn and excel. If however the coaches teach to the bottom 2/3rds of the class than they will only reach the bottom 30% of the youngsters. This is a very effective teaching method.

19 COACHING YOUNG HOCKEY PLAYERS We are teachers and coaching should be approached with that in mind Learn from watching the best It takes years to develop a hockey player, don t expect instant success Make learning FUN Explain the drills and their purposes Treat all players with dignity Rely on players who take learning seriously

20 COACHING RESPECT FACTORS Halliwell (1994), a sports psychologist at the University of Montreal and a consultant for many professional and elite amateur athletes, developed twenty respect factors that make an excellent selfevaluation checklist for coaches: Previous playing experience Previous coaching experience and success Good appearance neatly dressed, fit Good living habits Good work habits puts in the hours, is efficient Well organized practices, meetings, travel, etc. Good communicator explains things clearly, good listener Availability always has time for the athlete Knowledgeable demonstrates knowledge of the game, both technical and tactical aspects Teaching ability displays ability to correct technical and tactical factors Highly motivated displays intensity, commitment, involvement Positive, upbeat, enthusiastic, optimistic gives lots of praise and reinforcement

21 COACHING RESPECT FACTORS (CON T) Good bench coach makes adjustments, reads and reacts, gets last change Good sense of humor can keep things loose Good leadership skills in the dressing room and during the games Good self-control skills displays composure, emotional control Desire to improve seeks new knowledge, attends coaching clinics, selfevaluates Honest and fair with the players does not show favoritism, is tough but fair Open to suggestions displays some flexibility, listens to players and assistants suggestions Shows a genuine interest in players as individuals demonstrates knowledge and interest in their life away from the sport situation. Knowledge of the sport, being a good communicator, being honest but fair with the players, and showing an interest in them, as well as being positive and upbeat, were deemed the most important 20 factors.

22 GREAT QUOTES FROM GREAT COACHES He never expected more from us than he did from himself - On Vince Lombardi "Speed of hand, speed of foot, speed of mind. The most important of these is speed of mind. Teach it." - Tarasov You have to pay attention to the details. - Bill Walsh Success is perishable and often times out of our control. In contrast, excellence is something that s lasting, dependable, and largely within a person s control. - Joe Paterno His practices were in constant motion, shooting, passing, everything done on the go, with speed, every drill rooted in high-pace skating. - Ken Dryden on Scotty Bowan (The Game) "You've got million dollar legs and a nickel brain - but, in the next six months we're going to do something about that." - Herb Brooks Even when I thundered at the players, I thundered that they could do better - Woody Hayes "Coaching, like teaching, is a matter of creating an environment where students can learn. A great teacher is one who helps the student grow to the point where they no longer need the teacher." - Bud Grant

23 DESIGNING AN EFFECTIVE PRACTICE Practice does not make perfect. Perfect practice makes perfect. Clearly set all goals and objectives of the practice. Inform the assistant coaches as well as players of what you are trying to accomplish. Have a general progression throughout the course of the practice. Teach new skills/drills early in the practice. This is when players have the highest attention span and will react positively to new drills. Keep all players active and include the goaltenders in all drills. Give clear concise instructions throughout the practice and be in command. Use effective teaching formations (athletes down on one knee, coaches standing and out in front of group.)

24 DESIGNING AN EFFECTIVE PRACTICE (CON T) Don t talk to long at one time, be concise. Players should be put into the drills quickly. Utilize the whole ice surface during the practice. Observe, evaluate and give feedback during the practice. All coaches and on ice help should be involved in this process as well. Keep all drills effective, competitive, active, and challenging. Include a warm-up and cool down each practice. Stop the drills when a general lack of effort is apparent. Demand excellence. Repeat until the players get it right. Make hockey FUN.

25 DESIGNING EFFECTIVE DRILLS Have a plan, work the plan, plan for the unexpected!!! Build on previous skills and develop a progression for each drill taught. How you practice is how you play. Effective well run drills are the essence of training. The drills should have a specific purpose and meet all the objectives you have for the practice. All drills should be suitable to the age, skill level, and physical maturity (i.e. skill level, age, strength, size of the athletes.) Drills should be exciting and innovative, keep the athletes excited about hockey practice. Tempo, tempo, tempo!!! Be positive always!!! Individuals and teams should be evaluated on improvement, and effective, properly executed drills should make this improvement possible.

26 The following stats. were taken during a 60 minute peewee level hockey game (Hockey Canada): Players will have the puck on their stick for an average of 8 seconds a game. Players will take 1-2 shots per game. Players will take an average of 18 shifts per game. 99% of feedback coaches give is when players have the puck. Ironically, players only have the puck on their stick for 0.2% of the game

27 The following stats. relate to a 60 minute practice session (Hockey Canada): 1 efficient practice will give a player more skill development than 11 games collectively. Each player should have the puck on their stick for approx minutes. Each player should have a minimum of 30 shots on goal. Coaches should try to run 4/5 drills, games, activities each practice...more is NOT better, execution is the key to development. No more than 5 minutes should be spent in front of the teaching board every practice. If you have 10 on the ice, keep 4 to 5 moving at all times. If you have 15, keep 10 moving at all times. If you have 20, keep 15 moving at all times.

28 WHAT DOES THIS ALL MEAN?! Practice, practice, practice! - remember, perfect practice makes perfect! Work on the fundamentals (i.e. SKATING, puck handling, passing, shooting). SKATING is the foundation of hockey (every other technical hockey skill is in some way, connected to skating). Learn the value of hard work, dedication, and team. Take something from every practice/game. Play as much as you can in an uncontrolled, relaxed, FUN environment. FUN is the key...smile every time you hit the ice. FUN and FUNDAMENTALS are the key to youth hockey

29 KEYS TO SUCCESS Knowledgeable, educated hockey coaches Coaches who work well with kids Positive attitudes - player/coach Constant interaction between player/coach Stick with the program Keep it SIMPLE Have FUN!!!

30 INTENDED RESULTS FUN - The most important component in any youth hockey player Education - Learn the importance of education and the long-term value that it has in all youngsters lives Social - Confidence, Teamwork, Security, Community Involvement Hard Work - Desire, Dedication, Determination, Discipline Learning - Kids will become more technically sound and therefore become more effective hockey players

31 Excellence can be attained if you: Care more than others think is wise, Risk more than others think is safe, Dream more than others think is practical, Expect more than others think is possible. -Unknown BELIEVE In yourself, your coaching staff, and your team.

32 The information contained in this presentation is a result of my experiences playing, coaching, instructing and teaching the game of hockey. Information included in this presentation was also taken from a variety of sources that include, but are not limited to: Hockey Canada USA Hockey International Ice Hockey Federation Dave Chambers (Complete Hockey Instruction) Laura Stamm International Power Skating Paul Donskov

33 QUESTIONS/COMMENTS? Prepared by: Misha Donskov