Learn to skate: Evaluating the different stages of learning and skating-techniques. Tuomo Kärki, IIHCE

Transcription

1 Learn to skate: Evaluating the different stages of learning and skating-techniques Tuomo Kärki, IIHCE

2 Background Born in Finland, Oulunsalo, 967 Ice hockey Playing career 4 years (F A- jun. age 7-8, Oulun Kärpät years, National teams U6-U7, after that cooling down RoKi ja Kiekko-Oulu 3 years) Coaching career years (RoKi 2 years, JYP 5 years, Kiekkoreipas 4 years, National teams U6-U7 2 years) Team manager year National team U6 (Youth Olympic Games Gold metal 202) Work career 4 years (JYP head of junior hockey 2 years, Kiekkoreipas head of coaching 4 years, IIHCE head of training 8 years) Education Sport instructor Sport science studies (Jyväskylä University) Other sports In junior finnish baseball (age -5, Oulun Lippo 4 years) Nowadays hobbies (jogging and gym) IIHF 202 Youth Coaching Symposium

3 Thoughts to support this presentation Ice-hockey is a team-sport, which demand variety of individual skills from the player. Therefore, the coachingemphasis should be teaching the techiques and skills, and also to teach the game for understanding. In order to teach the technique, skills and the game, the coach must be educated and trained. That is a combination of sport-specific knowledge and teaching ability. Also the coach should be able to teach according to the level of the player. Observing and evaluating the skill-execution will help the coach in planning specific type of training for each individual, but also to follow-up the individual development. IIHF 202 Youth Coaching Symposium

4 This presentation is about

5 This presentation is about... Practicing skating-techniques and skills in different development stages Evaluating the different stages of learning to skate Evaluating skating-technique IIHF 202 Youth Coaching Symposium

6 IIHF 202 Youth Coaching Symposium

7 Example: Established skill-performance IIHF 202 Youth Coaching Symposium

8 Learn to skate: Stages C. Establishing the technique A. Perceiving the technique B. Structuring the technique IIHF 202 Youth Coaching Symposium

9 Perceiving the technique Early stage of skill-acquisition: The objective of this stage is to perceive and to understand the dynamics of the technique as a whole. The performance varies and there may be lack of confidence to perform the task successfully. During this stage, the learning happens usually quickly. Example: As the player skates, he will struggle to maintain his balance and he is not able to establish proper rhythm. The weight-transfer is hesitant and the strides are ineffective. The player is able to move on his skates and the learning happens quickly. IIHF 202 Youth Coaching Symposium

10 Perceiving the technique Example video IIHF 202 Youth Coaching Symposium

11 Structuring the technique Training-stage: During this stage the image of the skill has been formed and it is being structured as a whole. The player is motivated to practice the skill. The performances are relatively fluent and consistent, yet there still are variety within the repetitions. The player possesses sufficient technique to repeat the successful performances, alltough the execution still varies and there are still visible shortcomings. Example: The player is able to skate relatively fluently, yet there are still some moments of trying to find the right balance. There is a fluent weight-transfer in the majority of the repetitions. Rhythm varies occacionally, which can be observed also in irregular stride-efficiency and uneven gliding-phase. IIHF 202 Youth Coaching Symposium

12 Structuring the technique Example video IIHF 202 Youth Coaching Symposium

13 Establishing the technique The conclusive stage: As this stage has been reached, the skill has been adabted as a whole. The skill can be performed without thinking and with less attention to basics. Performances at this conclusive stage are easy and fluent. The number of errors is reduced and the performance is consistent. At this stage the player is able to give more attention to the surroundings, such as the game-situation, instead of the skill execution. Example: The player is able to skate fluently and maintain proper rhythm. The strides are efficient and the weighttransfer is effortless and well-timed. The gliding-phase is firm. Skating looks easy and fluent. IIHF 202 Youth Coaching Symposium

14 Establishing the technique Example video IIHF 202 Youth Coaching Symposium

15 The reason for evaluation

16 The reason for evaluation is To specify the individual stage of learning To be able to specify the practices towards the individual players and their needs To make sure that learning takes place according to the teaching objective IIHF 202 Youth Coaching Symposium

17 How do You evaluate?

18 How do You evaluate? A. Evaluating different stages of learning Perceiving Structuring Establishing Holding a low position Weight-transfer Lenght and extend of stride- / gliding phases Rhythm and motion of upper-body and arms B. Evaluating established skating technique Position Stride Glide Recovery IIHF 202 Youth Coaching Symposium

19 A. Evaluating different stages of learning

20 Evaluating different stages of learning - Things to be evaluated Holding a low position Mobility and the strenght level of one-leg in relation to bodyweight will contribute to ones ability to hold low position Weight-transfer (moving the center of mass to on top of the point of pressure) By activating the muscles of the sole, ankle and gluteus in a right manner (line-up: ankle-knee-pelvis) will contribute to a proper weight transfer Lenght and extend of stride- / gliding phases Direction and rate of force development / frequency are contributing to skating speed Rhythm and motion of upper-body and arms Rhythm and motion will enhance the kinetic chain IIHF 202 Youth Coaching Symposium

21 Things to be evaluated - Rating Grades on the evaluated factors + contributing to the performance 0 neutral part of performance - limiting the performance IIHF 202 Youth Coaching Symposium

22 Defining the stage of learning through the evaluated factors Stage of learning Total grades Perceiving Total -4, -3 or -2 Structuring Total -, 0, or + Establishing Total +2, +3 or +4 IIHF 202 Youth Coaching Symposium

23 Learn to skate: Example of evaluation form Skating evaluation Rating Evaluated factors Holding low position - Weight-transfer 0 Lenght and extend of stride- / gliding phases 0 Rhythm and motion of upper-body and arms + Total 0 Perceiving -4, -3, -2 Structuring -, 0, + Establishing +2, +3, +4 = Structuring IIHF 202 Youth Coaching Symposium

24 B. Evaluating established skating technique

25 Evaluating established skating technique IIHF 202 Youth Coaching Symposium

26 How You can proceed the evaluation Film the skating skill Go through the evaluation form and the factors with the player by using examples Ask player to fill out the form himself first as a self evaluation As a coach evaluate the player s skating by using the evaluation form Set up a meeting with the player to discuss results of the evaluations IIHF 202 Youth Coaching Symposium

27 Rating and evaluating established skating technique Forward skating evaluation: Coach Player -20=poor, 2-40=below average, 4-60=average, 6-80=good, 8-00=excellent Position - Fully extended striding leg forms a straight line with the upper body - Knee bend 90 degrees - Arm motion from behind to in front of the body and back Stride - Activation of the gluteus muscles in the pushing phase of the stride - Hip extension of the striding leg - Knee and ankle extension of the striding leg Glide - Beginning the glide on the outside edge of the skate - The glide is directed forward - The lenght and extend of the glide Recovery - Keeping the skate beneath the knee level during recovery - Bringing the skate in front of the body during recovery - Bringing the skate underneath the body onto the same vertical plane with the ankle, knee and hip Total grade = points average of the evaluated factors IIHF 202 Youth Coaching Symposium

28 Position - factors 2 3 IIHF 202 Youth Coaching Symposium

29 Stride - factors 2 3 IIHF 202 Youth Coaching Symposium

30 Glide - factors 2 3 IIHF 202 Youth Coaching Symposium

31 Recovery - factors 2 3 IIHF 202 Youth Coaching Symposium

32 Conclusions

33 Conclusions It is easier to practice elements of the whole preformance after the whole performance has been perceived and the image has been created. The coach should evaluate the whole performance before he is proceeding towards practicing the elements. It should be noted that it is challenging to create the image of the practice elements of the whole performance before the player turns 2 years. Try to improve the requirements supporting the performance, such as mobility, body-control and strenght-levels. IIHF 202 Youth Coaching Symposium

34 Thank You! IIHF 202 Youth Coaching Symposium