USA Hockey Level 2 Coaching Clinic

1. USA Hockey Level 2 Coaching Clinic

2. Welcome and Congratulations ... for your wise choice to become a better USA Hockey Coach

3. Associate Level Clinic Schedule Registration Welcome/Introductions USA Hockey CEP Philosophy, Mission, Value Statements, and Educational Guidelines Role of the Coach, Effectively Communicating with Young Athletes, Coaching Ethics Injuries Lecture for the CEP Yearly Planning/Practice Planning/Ice Utilization Question and Answer Session

4. Knowledge and skills Age-specific manner Consistent with USA Hockey CEP mission, goals, objectives standards, and values To protect America’s youth and amateur hockey Associate Level Clinic Goals

5. National Governing Body Representative to the U.S. Olympic Committee 11 Districts Regional & National Championships Coaching & Referee Education Programs This is USA Hockey

6. Mission Statement for the CEP Develop effective instructors and role models *What word is missing here? Emphasizing: Fundamental Skills (individual) Conceptual Development (team) Sportsmanship Respect for the dignity of the individual athlete

7. Mission Statement for the CEP Recommends guidelines that: encourage a non-competitive environment in which children and youth can learn the basic skills without distractions that are associated with an over-emphasis on winning

8. USA Hockey CEP Components and Competencies Sports Medicine/Safety/Legal Psycho-Social Sports Science Bio-Physical Sports Science Pedagogy Technical and Tactical

9. USA Hockey Coaching Education Program High Performance Elite Level Master Level Advanced Level Intermediate Level Associate Level Initiation Program Instructor Level Volunteer Track Career Track

10. Session 3 Role of the Coach

11. The Diverse Role of the Coach Administrative Conceptual Technical COACH Human

12. Top Discipline Problems in Public Schools 1940’s - 1980’s Overhead

13. Four Aspects of Coaching Technical: develop skills Administrative: managerial tasks Conceptual: team play tactics Humanistic: emphasizes total development of player for life

14. The Humanistic Role is the Most Important Role of the Coach

15. Reasons why kids participate in sports • Improve skills or learn new ones • Thrill and excitement of competition • Be with the team! • Succeed or win

16. Reasons why kids don’t • Became involved in other activities • I had to work • Uninterested • I didn’t play enough or didn’t like the coach • I wasn’t improving anymore

17. Fill In The Blank Principles of Effective Communicators Enthusiasm Positive Demanding but considerate Consistent and clear Frequent Give equal time to all players Be patient

18. Other coaching theories • When communicating, use a 4:1 ratio! • 4 positive statements to 1 negative • Praise loudly, criticize softly • Sandwich effort: positive, negative, positive • Prepare and delegate! • Use of consistent, well-thought out drills is essential. Repetition is good! • Minimize down time in practice

19. Other coaching theories • Teach great effort, everything should follow • “Leave Nothing to Chance” Sportsmanship, Effort, Strategy

20. Teacher Motivator Organizer Planner Social Worker Scientist Trainer Disciplinarian P.R. Officer Fund raiser Friend Student The Coach Has Many Roles Which Are You?

21. Working with Parents • Coaches & parents often have different goals • do your parents value development or winning? • Parents are more interested in their child than team • communicate goals for team with them • foster open discussion with them to alleviate future problems • Avoid conversing under stressful conditions • after game or practice • choose a time when there will be no rush • listen first, offer opinions later • Make them your allies

22. The Coach

23. Impact of Coaches - I have come to the frightening conclusion that I am the decisive element on the ice. - It is my personal approach that creates the climate. - It is my mood that makes the daily weather. - As a coach, I possess tremendous power to make a child’s life miserable or joyous.

24. Impact of Coaches - I can be the tool of torture or an instrument of inspiration. - I can humiliate or humor, hurt or heal. - In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.

25. See players improve Recognition Give something back Control Winning Helping others Child playing Reasons Why People Coach

26. Characteristics of Philosopher Coaches 1. Commitment to individual integrity, values, and personal growth. 2. See themselves as educators, not just coaches. 3. Commitment to their athletes and their institution. 4. Willing to experiment with new ideas. 5. Value the coach-player relationship, winning aside.

27. Characteristics of Philosopher Coaches 6. Understand and appreciate human nature. 7. Love their sport and work. 8. Honest and strong in character. 9. Human and therefore imperfect.

28. Why do you want coach? What do you want to achieve? Write thoughts down and be ready to discuss! Your Coaching Philosophy

29. Session 5 Planning the Practice, theSeason, and Ice Utilization

30. Coordinate season Everyone knows what to expect Eliminate surprises Team has goals Reasons for Planning

31. Season and Practice Planning Steps Checklist Develop a season schedule Develop daily practice plan sheets Organize activities and drills Evaluate each daily practice, activity, and drill and restart at step 1 if modification is needed

32. Season and Practice Planning Guidelines for Youth Hockey • Break season down into segments: • easy 3: pre-, mid-, late-season • set goals for each • review each segment at its completion • did you accomplish your goals? • change as needed

33. Season and Practice Planning Guidelines for Youth Hockey • Schedule 3 practices for every game • Recommended max number of games • Mites: 15 games • Squirts: 20 games • Pee Wees: 30 games • Bantams: 35 games • Midget/HS: 45 games

34. Season and Practice Planning Guidelines for Youth Hockey • Limit travel for Mite/Squirt parents • to increase adherence to the program! • Provide ample opportunities for: • skill development • develop to the limits of their potential, regardless of abilities • De-emphasize scoring/winning records • mites/squirts/pee wees

35. Practice: planning and implementing • Emphasize being on time! • Maximize your resources • space, equipment, staff, teaching tools • Teach similar fundamentals with different drills • will increase enthusiasm and enjoyment • be creative • Don’t rush through drills • learn to read players and their skills • spend more time on one if needed

36. Practice: planning and implementing • Always be talking and helping • don’t just point out what they did wrong, but how to correct it • Introduce practice goals at start and summarize at end • Teach skills within drills sequentially: • teach most basic aspect of skill first • then add more as they master the skill

37. Practice: planning and implementing • Characteristics of a good drill: • has a meaningful name • short explanation required • keeps players’ “on-task time” high (3 reps or more!) • modifiable to accommodate varied skill levels • maximum players involved • maximum usage of pucks • performed at game tempo and intensity

38. Practice: planning and implementing • “Practice harder than you play”:  tempo • move quickly from drill to drill if possible • use “chasers” to increase tempo and speed • limit flow drills • give reason to compete (rewards) • set time constraints to make them finish faster • limit space for drill to increase stress

39. Practice: planning and implementing • Plan your week • establish a theme for each practice • skills on Monday-Tuesday? • team play/conditioning Wednesday-Thursday? • always focus on fundamental skills • Plan “fun” activities with less structure

40. Progression in Teaching 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what is discussed with others 80% of what we experience 95% of what we teach to someone else How We Learn

41. Progression in Teaching Show skill in its entirety Break down into smaller learning components Move players through each component slowly Give positive feedback Have players put all of the components together and execute the skills in their entirety

42. Overhead of skills progression pyramid

43. Practice: review • Be on time • Clearly explain each drill • If drill is not being done correctly, STOP! • Take active recovery breaks as necessary • Maintain tempo • Involve all coaches • Create competition • Foster fun atmosphere • Teach using small groups when possible

44. Practice Plan Workshop • Instructions: • Work together in groups • Each group will prepare a typical early season, mid-season, and late season practice for Pee Wee’s • Each group must reach a consensus on the plan • 20-25 minutes to work on the plan • Each group must appoint a recorder/presenter • Each group will present their results

45. Session 6 Questions and Answers

46. Topics Covered and Question Areas Session 2 USA Hockey Education Program Overview Session 3 Role of the Coach Session 4 First Aid Lecture for the CEP Session 5 Planning Practice, the Season, and Ice Utilization

47. Session 7 Closing Statements

48. Main Topics Covered CEP Overview Role of the Coach On-Ice Emergencies Planning Practice, the Season, and Ice Time

49. Persistence Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. PERSISTENCE and DETERMINATION alone are omnipotent …… President Calvin Coolidge

50. “Once You Remember That Everyday Is A Gift … You Will Never Have A Bad Day.” Bob Johnson