Subject: Game Intelligence / Decision Training

This thread is for discussing how we can make a greater impact on coaching methodologies... how we can become better coaches and in turn, make those coaches and players around us better.

John ("The Colombian") and I have been continually evolving as coaches and we are developing solutions to these areas. We have synthesized the Game Sense methodology, first purported by Thorpe in the UK in the 1980's, and the Teaching Games for Understanding (TGfU) and Play Practice techniques, into what we call the "Game Intelligence Training" approach (GIT) is our proposed solution. I have hinted at a few of our techniques below and I will continue to post aspects of this approach over time; along with other projects we are working on that will help make a positive difference to the professional development of coaches and players. It is our passion and purpose in life!
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The following opinion is based on my own personal experience as a player (retiring in 1986 to become a coach), a coach, a coach mentor / evaluator, someone who has contributed to developing coaching videos, manuals and certification content for Hockey Canada, one who has taught at the university level in neuro-motor psychology, decision training, coaching and strength and conditioning and one who has taught at skill academies for several years. I spend most of my 'free time' researching the areas of pedagogy, expertise and talent identification, neuro-motor psychology and decision-making. I have worked for longer than the criteria of 10 years / 10,000 hours of deliberate practice commonly accepted to become known as an expert and continue to do so as I am passionate about coaching and teaching!

I don't believe Hockey Canada and Hockey Alberta (and other provincial governing bodies) spend enough time (or focus on the right aspects) on developing the coach and their abilities to teach; nor is there enough post-course / exam / evaluation mentorship provided. The governing bodies seem to be more concerned with providing a quick overview of communication and planning (the 'soft' side of coaching); then they spend the majority of the time teaching team tactics, systems and strategies and even the 'science' of coaching.

I have been trying to work 'from the inside' to help influence and initiate change but have had limited success so far. The hockey culture, while slowing changing, is still controlled by people who were products of a bygone era. I admit, I am frustrated by the pace of change (or lack thereof). So I am doing my small part in sharing on this forum... consider it a form of catharsis for me!

Without properly addressing the base skills of coaching (excellent teaching), we end up with an inverse pyramid that is doomed to collapse. Our base foundation is too weak and can't support the rest of the top-heavy structure! It doesn't matter if the coach knows a 1-2-2 from a left-wing lock; if he can't see the strengths and weaknesses in his own players (and if he doesn't know how to improve these weaknesses or design ways to hide these weaknesses, or see what the other teams S & W's are to take advantage of them) then what good is the all the knowledge in the world if you can't impart it to your players and other coaches?

I don't think we prepare our players to play the game properly. By this I mean we don't know HOW to capture and develop healthy, respectful competitiveness; link purposeful practices to games to purposeful practices (yearly / seasonal / macrocycle / mesocycle / minicycle planning); nor do we know HOW to design meaningful activities that capture those elements we are trying to improve.

We have little or no idea on how many puck touches and 'time with puck' our players have in a game... based on position. We have even less idea on this number in practice. HOW do we know if an activity is achieving it's purpose? I see far too many of the drills running too long, without purpose or correction or feedback at the end, with far too few people active. When they are active, it is for 10 seconds or less... and they may not touch a puck for the entire repetition! In a 15 minute drill, an individual player may take 20 repetitions, for a total time involvement of 3 minutes and 20 seconds! What are they doing for that other 12:40?

We don't know HOW to make drills into game-like situations (to develop hockey sense) - keeping track of performance ('the score') - nor do we know HOW to hold players accountable to their performance.

We tend to become 'spectator coaches' during practice and games. We do a poor job of paying attention to details in practice. These make a huge difference when it comes to the games! "You get what you accept!"

When should we stop the activity to provide or ask for feedback from our players? Why do we tend to 'tell' the players rather than ask them... or provide them with guidelines and let them figure it out (FIO)? After all, the game is the best teacher! How do we limit or extend the bandwidth for the feedback?

In short, I don't think we don't provide enough guidance towards the "Art of Coaching" during our coach certification - especially at the higher certification levels! (Hockey Canada no longer requires the sequential accumulation of certification. In other words, you can jump right in for certification at the level you are coaching. At the higher levels, there is minimal time spent on the Art of Coaching; it is more heavily-biased (almost exclusively) to the science and X's and O's!) I don't think we offer enough practical experience or followup contact / mentorship - at our lower levels. (I suppose this also applies to the higher levels too.)

I would be curious to hear from other coaches - their coach certification experiences (good and bad - what topics they would keep, add, subtract - any recommendations at all) and if they act as course conductors, what their impressions are of their content, delivery, evaluation and mentorship models for their area / country.

What aspects of the game / practice do you yourself, as a coach / administrator / course conductor, feel you need to improve upon? How do you think you can improve these shortcomings... can you think of ways to get better (and share them here?)

Please contribute to this thread and check back for responses. The off-season is a great time to reflect and plan...

I will continue to add elements of our "Game Intelligence Training" methodology and details about our upcoming projects to help improve the coaching community and ultimately, the players and the game!

Using Small Area Games by Paul Williet

I am reposting this booklet because it is a good resource for using SAG's. It is permissible to share this amongst coaches.
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This booklet by PAUL WILLETT was posted on the old bulletin board. It is a great starter for using SAG's in practice.

It is very difficult to teach transitioning from; 1 puck carrier to 2 pass receiver or 3 first checker or 4 defending away from the puck if you don't use games during practice.

If you simply use drills there is no higher thinking and problem solving required. The coach has already given the What, Where, When and How. The player doesn't need to solve these problems. There usually is no Why. So following instructions and skills vs no pressure are learned. Even when situations are practices like a 2-1 the player knows beforehand that it is a 2-1 and only needs good technique and mechanics, which are very important but not the ideal way to develop the Complete Player.

So transitioning between roles and problem solving are the main reasons for using games. The tacit learning is really how we learn to do most things. Other benefits are the fitness from efficient use of the ice and the F word which I have gotten in a lot of trouble for using over the last 30 years. I will say it. FUN

Re: Game Intelligence Training

Finding the Appropriate Balance Between Technical and Outcomes-Based Instruction

As a Chartered Professional Coach, I receive a quarterly journal and this time, there is an excellent article in it that I want to share (title is above). I can't post the individual article, but it is on page 39:

http://www. coachesofcanada. com/coachesplan/uniflip_publication_spring_2011/

Re: Game Intelligence Training

A link that you might find interesting....

http://axonpotential.com/

Re: Game Intelligence Training

Thanks Eric! That link looks intriguing...

Re: Game Intelligence Training

I figured it would be up your alley!

Re: Game Intelligence Training

Eric

I coach in the US and I've been making this claim for years.

Our players have all this specialized training available to them; skating, shooting, defensive clinics, etc which are prepared by former pros, etc. In my area alone from the time I played in the 80's until now there are twice the amount of rinks.

I do agree I have seen our players become better skilled players, but what is eerie is they are not better hockey players. The team game is not there. I watched teams when I played that I believe would do better, while not having the skill level that the present players have.

I believe the reasons are that the coaching is the weakest link, we do not have the sharing or capabilities that I see given to our players. In my area there is a lot of ego between coaches where sharing does not come easy. I have forever been trying to gather the group of coaches with the organizations I have been to organize coaches training sessions each month during the season but I find it is very difficult.

My question is where are the resources which are available. I am constantly searching, asking and prodding to find different ways to education and mentor my players and assistant coaches.

I use so much of my experiences as a player in my everyday coaching, which has been a good resource but the overall sense is that as a group, we are loosing ground with the players.

Campi

Chunking and recognizing game play patterns

Good points Campi. Game understanding at a quick glance is the key to putting everything together while under actual game pressure.

If you are a boxer you will learn how to jab, hook, cross and then you practice putting these things into a chunk so they become a movement pattern. The fighter needs to read the opponents defense for the appropriate time to use this attack as well as read the opponents body language to predict his attack. To prepare for a fight he throws chunks or sequences of punches at his trainers gloves and has a sparring partner to practice in a more realistic situation.

We need to do that sort of thing in hockey practice. Individual skill drills give us the movement for specific skills and they need to be inserted into movement patterns with multiple skills. Take these chunks and do situation drills like 1-1, 2-1 which practice reading the defender (like punching into the trainers mitt).

These situations should be then practiced in one puck transition games that are continuous and you must finish the play i.e. fight for rebounds while the D must make a breakout pass vs a situational drill where you simply return to the line.

Because the game situation constantly changes between loose puck, offense and defense the players have to learn to recognize the patterns in each situation. Small area games like a cross ice game increase the player touches vs a full ice game by an average of 600%. So these small games create these game patterns often and accelerate the players recognition or game reading skills.

The game is played full ice so it is important to also do full ice scrimmages and create situations with modified rules that teach good habits. A great way to work on team play is to combine practice with other teams and have controlled scrimmage and take turns with 5 min. pplay, 4 on 4, 6-5 etc. Have a few minutes between each situation to go over the team play at the bench.

We have to learn how to effectively teach the constant transiton between the situations of loose puck, offense, defense and the transiton on offense from puck carrier to puck support and on defense from checking the puck carrier to covering away from the puck.

We need to develop these patterns when we coach. Move from the isolated skills to small situations and on to game situation. (being able to spell and type fast doesn't make you an author and being able to dangle around the pylons doesn't make you a player)

We are doing a good job of teaching the individual skills. The challenge in education or coaching is 'can they apply these skills in real life situations.'

Re: Game Intelligence Training

OK this is a continuation from Dave's comments on the forum "Clearing the Defensive Zone"...

Dave, I want to comment on your middle paragraph and provide my insights:

"A coach I worked with this summer had a great method of stopping play, questioning what went wrong, waking them through it the correct way slowly, then sending the players back to line (if it was a drill) or back to the original position (scrimmage) and starting play back up with a successful pass/play. I liked this method because it went beyond pointing out what players did wrong, walked them through doing it right, then started back up at a pace closer to competition. The one drawback to this is the players not involved in the play need to be paying attention or they will recreate the same errors. Also the players tend to get frustrated with all the stoppages of play, but it sends a strong message that you need to do it right or we'll stand around all day/night until we do and everyone is accountable. If they really can't perform the skills needed to do what you are asking, then then it is time to back up and do more simple skill drills. Then come back and try again. (Tom's books have great ideas for teaching the skills through progressions and games to apply them in, by the way.)"

1) Love the questioning nature of the coach - instead of 'telling'.

2) How often does the coach need to stop the play; and when? (The art of coaching.) Or can the coach accomplish what he wants by talking to the kids between reps while they are waiting to go again - rather than stop the play? Sounds like he is stopping the play too much for my liking, but I wasn't there to see it.

3) RE: the drawback you mention (players not involved / frustration with "all the stoppages of play") - I go back to, Why does one need to stop the play so much?

BELOW IS WHAT I BELIEVE IS THE SECRET TO SUCCESSFUL COACHING (and the endemic problem with traditional coaching - patterned drills that don't reflect games therefore detraining our mind and stunting our Game Sense; no objective measures and no accountability):

If you want to increase attention with those waiting (and limit frustration), play games that involve scoring (of some sort - not just goals... but successful shots on net, decisions, good passes tape to tape, whatever it is - but 'it' / 'they' need to be measurable.)

Examine your work:rest ratio... keep more kids more active! Kids LOVE to PLAY!

Hold the individuals / team accountable for their scores / outcomes. If you play Smart Transitional Games or some of Tom's games, everyone is involved with less 'down time'. If the 'losers' have to do a punishment at the end, this sharpens intensity, focus and execution (not to mention readiness because the kids are competing; not doing mindless repetitions of traditional drills where nobody keeps score and nobody cares if you miss the net, make a bad pass, etc!

By removing the 'drill in isolation' and placing it into a realistic game-like situation (under pressure), you kill multiple birds with one stone: skills practice, pressure, heads up, decision-making, outcomes, accountability... THE GAME IS THE BEST TEACHER and IMPLICIT TEACHING IS THE BEST OF ALL. The players receive feedback when they make a good or bad decision and it results in a goal against, a turnover, etc. It's a tangible result.

If you put two groups of equal players into an explicit learning scenario and an implicit learning scenario, the implicit scenario players are more resilient under stress... they will be less likely to 'choke' under pressure... IE in a game, when it counts!

Real-life experience, under competitive conditions, inoculates us against stresses of the real thing (a game). This way, we are training for game conditions. The Spartans had it right - train incredibly hard so when they went into battle, it was (relatively to them), a picnic!

99.99% of ALL coaches / teams, do it WRONG! They use patterned drills... then wonder why they struggle to compete during games! So-called pro players and coaches included! I have coached pros before several years ago and again last year; it was evident first-hand. It is my opinion (and John's) that they were scared to compete! They didn't want to look bad in front of their peer group... who does? But to be the ultimate competitor, you need to park your ego and embrace failure. Fall down, try new things, compete and if you lose, ask why and try again. Persevere. Failure should steel one's resolve to get back in the saddle and try a new way... cause the old way isn't working! (Definition of insanity: do the same thing and expect different results.) The pros aren't used to competing or training competitively. They 'compete' 82 times per year in the NHL (league games); practices are de-training their competitive spirit (drills, more boring drills!) and then the coaches ask the players to 'turn it on' and compete in games. Counter-intuitive to me!

Not trying to pick on Dave as he is merely relating what he saw. But I am trying to sharpen our collective coaching awareness to become better coaches! I challenge each one of you to think about 'how' and 'why' you coach. Can you identify weaknesses and possible solutions? At the end of the day, my rant is to inspire you to become a better coach for your players...

Comments / Rebuttals / Discussion? Looking forward to it.

(Dave, thanks for firing me up and inspiring me to write something 'original' rather than posting articles!)
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Dean, Dave, MMB (I don't know why your posts don't appear unless I log in) it is great to see some discussion here. I have been posting for weeks in isolation and no response; even though I have posted some pretty controversial concepts.
Great.
That is why this site is here. I would love to read other coaches opinions.
Horst Wein sets up tournaments and games in modified space and number of players and they play. When they are having trouble he has them do corrective exercises (drills) to deal with it and then back to the game.

Re: Game Intelligence Training

Dean,
First off, I agree with what you said in the Clearing the Defensive Zone post .
Too clarify for other coaches , would you not do drills to teach each role in the defensive zone . Drills that each forward can do as a progression. Sometimes a winger is the first player back and he assumes the center support role. The center must then take the winger position . Parts of the whole task .

Teach each part or role of the D zone with a transition drill or game.
Do a drill teaching the role of the far winger stretching out behind the D across to the puck side as you mentioned.

Then applying these roles to games.

A number of these transition games are great . A good number of them use one puck with a shot on net with support . But the game is also played in the corners .

How would you teach roles of support in defensive zone using games or starting with drills ?

You said " The game is the best teacher "

For a young or new coach that you were giving advice too.

Would you start with drills then games?

Thanks Dean. Keep up the great posts.

Rookie Coach
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Rookie Coach, Transition Games are games and the play is all over the ice. If the player dumps in the puck or is forced to the corner then the play is in the corner. So you work on all aspects of the game in transition games. The flow of the game determines where the puck is. You can put in rules such as dump and chase to create more low battles as I intend to do in our next practice.

I started Dzone by circling the slot and saying that is where the game is won and lost. Don't let them shoot from there and get into the offensive zone and get shots, rebounds or deflections. We then did the Bob Murdoch game where 5 defenders stand in the low slot and can only take one stride and 5 attackers are allowed to do anything to score in 60". If the defenders keep their sticks in the lanes, tie up sticks, block shots and box out then it is unusual if the attackers can score. Next we progress to one on and a box behind for 60" shifts.

It is a challenge to get the light to turn on but that is why teams have coaches.
Tom

Re: Game Intelligence Training

Dean - Glad I could be the whipping boy here!

In an ideal world I would be done with drills altogether, but I can't make that leap yet. The example I gave in the original post was specifically about getting players to recognize when their bad habits have a negative impact on the team's play. Many habits are so ingrained that players are completely unaware that they have them. A controlled scrimmage is one way to heighten the awareness of the frequency of these habits. (Herb Brooks referred to them as the drill he would do if he could only do one.) The danger in doing this is that it can be overly negative coaching, but if you correct the play and let them start back up properly you can turn this into some positive feedback, sort of like stopping video, rewinding, and then slowly going through the better way to do it. No, it doesn't keep everyone moving like a small game does, but I wonder how long it would take our players to realize that facing the puck would be the answer to their breakout problems when they have been doing it chronically for years AND our defense doesn't make them pay for it.

I want to get to the point where I'm using only games as a teaching tool, but I think a lot depends on the maturity, skill set, and fundamental skills and habits of your players. I'm trying to break old habits in older (14-18 yr old) players, for example, and would certainly not use the same tactics for 9-10 year old players. I also would not use this method as a primary teaching and learning method for a whole season. This is really about stopping something the players are doing unconsciously, and once the behavior has been minimized we can hopefully move on to more fluid games for learning new tactics and approaches.

I've learned a lot about game sense, transition games, and teaching games for understanding through the resources I've been introduced to on this site. The best I can say about my approach at this point is that it is somewhat hybrid. First I try to identify what I want to improve or have the players learn (I still try to cover too much). After that I see if I can recall a game that emphasizes the skill or tactic. Next, is there a transition game that would accomplish this? If not, is there a drill we could use to make it a competition? Finally,what specific skill should we emphasize in a warm-up that will be relied on in accomplishing the mission?

So Dean, while I'm not entirely a convert yet, I do feel like I'm getting there. Your passion for the topic is inspiring, but I don't feel like I have a game situation for every need yet. Once you publish that book on smart transition games I'll have a lot more tools to work with (If you need an editor let me know!) When it comes to breaking down old habits though, I think of the descriptions I've read of some of the masters (John Wooden for ex.) coaching a practice; slowing things down, breaking the moves down, then building them up into game speed, and repeating with constant feedback. It might not work for everyone, but it feels like the right fit for this purpose. Now if I could just be that organized, articulate, and inspiring,

Dave

ps. Rookie Coach - Here are some games that might help hone breakout skills. Hope this helps.
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Dave just to interject a bit here.
We used 4 cross ice games to teach the concepts of angling, tight gaps, D side, communicating, switching, creating offensive 2-1's, close support. I called them all together a few times each game to point out things. It only took about 30" but I think controlled scrimmage is important. When we do full ice things I like to talk with them when they are resting but sometimes having them FREEZE on the whistle is a good way to have a realistic situation right in front of everyone and find solutions together.
Tom

Re: Game Intelligence Training

Ahhh Dave, you aren't the whipping boy - just inspiring me to write something original! You pushed my buttons, that's all and I thank you for that.

With two kids and teaching skills academies, the book is on the backburner... I am pecking away at it. I will let you know when it's ready! Might take you up on your offer as a proofreader!

Glad to hear of your coaching evolution... one day you will see the light...!



And thanks Rookie Coach for your comments. Me being me, I would start with lots of 1 vs 1 games. I have a ton of them - they can be played in all areas of the ice. I now don't worry so much about C, W, D... learn to understand the game (it is fluid, after all) and work on skills and understanding for all positions. Perhaps you can look at some of Tom's games and start the puck with the defensive team, deep in their zone? You might modify the game; when the defending team successfully breaks it out, they dump it in at the far end, so the new defenders have to break out from deep inside their zone... while the team that broke out and dumped forechecks? Set up a rotation so you break out, forecheck, come off. Keep 'score' of successful breakouts, etc.

I was thinking about a new game today - a good one if I do say so myself! When I showed it to The Colombian, he agreed. We will refine it, test it and perhaps post it. It is a small space battle. When you think about it, hockey is a game of 1 vs 1 battles all over the ice; along the boards, below the net, in open ice, etc.

Essentially, this game uses all of the faceoff circles as battle zones - 3 or 4 people at a time controlling a puck inside, trying to knock other pucks out. (need 3-4 people waiting outside each circle in a line, with pucks... so 6-8 people per circle). If they are successful, the person who lost the puck leaves the circle and goes to the back of the line... a new puckcarrier enters so there are always 3-4 people inside. Every man for himself. Set a time limit; say 10 minutes. We are working on a scoring matrix (a +/- system) so the game is measurable / provides for accountability. Forces players to keep their heads up, control their puck.

More thoughts later...

Re: Game Intelligence Training

Good stuff gentlemen....the "whipping boy" comment was in jest, and I appreciate the conversation and ideas. Keep them coming, and I'll try to do the same.

Dean - How would you correct the habits of turning your back to the puck and not having your stick on the ice / presenting a target? These are pretty tough things to quantify & track for me, but I know they make a difference in our play. Any ideas?

Thanks,
Dave

Re: Game Intelligence Training

Quote by: DaveM

Dean - How would you correct the habits of turning your back to the puck and not having your stick on the ice / presenting a target? These are pretty tough things to quantify & track for me, but I know they make a difference in our play. Any ideas?

Thanks,
Dave

Get the team to identify that this is a problem that needs to be rectified; and would they like the assistance of the coaching staff? They need to realize that facing the puck and showing their stick will benefit them individually and collectively.

Lead them towards similar punishments I have outlined below and get them to agree to it. This is a sales job - how you present it is up to you; keeping in mind your age and skill category. In the opinion of the group, you need to be a respected coach; they need to know you genuinely care about them (you aren't some crazed maniac looking to kill them with punishment!)

You (and your assistants) will watch for it and punish the entire team (goalies included) when you see it happen. Be consistent - don't ignore any occurances and don't favour people.

You are doing this because they want to get better; they asked for it. You care for them and want them to achieve their goals. You are holding them to their standard. (This is important!)

Standard 1: I would create two teams of skaters - by jersey colour. Then implement a scoring system that awards 1 point for 'doing it right' and if someone does it wrong, that resets that teams' score to zero. Identify (loudly while the drill goes on) who the wrong-doer is. After a predetermined time for the activity (5-10 minutes), which team wins? Winners get a water break; losers do pushups / situps or skate or whatever punishment you want.

If this doesn't work... progress to a higher standard... Standard 2.

Each time it happens... You don't have to raise your voice. Stay calm...

Coach: Whistle... "STOP! Everybody (including goalies) give me 10/10 (pushups and situps)!"

After they are done, ask the group why they did 10/10.

Players: "Because DAVE M turned his back / didn't have his stick on the ice..."

Coach: "Right. Thank you for screwing up, DAVE M, and helping to remind us to face the puck / keep your stick on the ice. This will make us better. Now back to the activity. Next time someone tries to help remind us, it will be 20/20!"

Repeat as necessary up to 40/40. Then you go to 5 minutes of wind sprints for the whole team. Then 10 minutes. I have yet to see it go past 5 minutes of sprints; usually the pushups and situps are enough... but apparently it happened once. From 10 minutes to 30 minutes (which was the end of practice.) John the Colombian said it got their attention (U18 boys) and the behaviour practically vanished... only happened the odd isolated time at practice and then it was back to 10/10 for the team! Int he future, they remembered...

Players: "Jesus DAVE M, remember last time this happened and we did all those bloody pushups and situps and then puked doing wind sprints during practice? Pull your head out of your a$$... we don't want to do that again."

DAVE M: "Sorry boys, won't happen again!"

Peer pressure works wonders when the coach holds the group to the highest standard!

Sounds easy, but it works. It's how you 'set it up' and how you manage it.

Good luck, Herr Dictator Dave M... don't forget to wear your mustache!

Re: Game Intelligence Training

Dave M,

While in Moose Jaw and Tri-Cities (WHL), we had a warmup passing sequence that we called "D Escape". If the D didn't show me their sticks flat on the ice, they received the pass wherever their stick was... in the air. Of course, because 'they' had screwed up the drill by not presenting their stick flat on the ice, the team had to skate... They got the message ASAP.

Just did a similar demo with Grade 8's last week. The teacher had his stick at waist level and asked me to pass him the puck. I understood what he wanted me to do... so I rifled it at his stick blade. Bang / crash off his stick and into the boards. The kids eyes opened wide...

The kids immediately got the message.

Re: Game Intelligence Training

Dave M,

Please send me an email through this site so we can chat...

Thanks

Re: Game Intelligence Training

Quote by: campi

Eric

I coach in the US and I've been making this claim for years.

Our players have all this specialized training available to them; skating, shooting, defensive clinics, etc which are prepared by former pros, etc. In my area alone from the time I played in the 80's until now there are twice the amount of rinks.

I do agree I have seen our players become better skilled players, but what is eerie is they are not better hockey players. The team game is not there. I watched teams when I played that I believe would do better, while not having the skill level that the present players have.

I believe the reasons are that the coaching is the weakest link, we do not have the sharing or capabilities that I see given to our players. In my area there is a lot of ego between coaches where sharing does not come easy. I have forever been trying to gather the group of coaches with the organizations I have been to organize coaches training sessions each month during the season but I find it is very difficult.

My question is where are the resources which are available. I am constantly searching, asking and prodding to find different ways to education and mentor my players and assistant coaches.

I use so much of my experiences as a player in my everyday coaching, which has been a good resource but the overall sense is that as a group, we are loosing ground with the players.

Campi

Campi, I was on holidays when this was posted so I missed it...

My responses:

1) Players are better skilled but lack the understanding of the game. In my opinion, it is because the coaches don't understand the game... so how can we expect the blind to lead the blind? This is a philosophical statement, but please bear with me...

The game is an entity all to itself. We can't begin to understand the infinite permutations and combinations within the game. As coaches, we see it from our perspective (which has been shaped by our backgrounds, experience, education, etc.) and usually we see it from the bench... not on the ice from the point of view of each of our players. We also get the benefit of video (at higher levels) so we can go over it later and be masters of hindsight.

We try to break the game into little parts so our little minds can try to make sense of it. We traditionally do this through the use of 'drills' to try to capture discrete elements of the game, so we can perform repetitive actions that we think will help us perform when it comes time to play again. 99.99% of the coaches use boring drills with too much talking / management time and far too little active time that miss the intent entirely - drills that come nowhere near to replicating the game experience - and then they don't hold their players accountable. This approach fails miserably, but we repeat this formula for insanity... expecting different results. We as coaches are doing it all wrong... well, at least the 99.99% are.

If you have read Tom's book and are using games / pressure / accountability as much of possible, then welcome to the .01 coaching club my friend! Or at least I hope you are taking steps towards this Game Intelligence Training methodology - like Dave M. Soon, the game will reveal itself to be the best teacher of the game... you just need to take the leap of faith.

2) Unfortunately, the governing bodies still cling to these drill books and this 'insanity methodology' like demented minstrels waving their bibles (TOM: How did you like my one-liner I cleverly inserted into this rant?) and they continue to perpetuate the old school coaching. I also don't believe we support our coaches AFTER they gain their requisite certification... but it grows late and that is another cross to bear at a later time.

I have seen coaches with big egos here in Canada too. If they don't want to share, that's their problem. Seek out other coaches who are like-minded; they are out there. Identify some higher profile coaches in your local area; try to attend their practices, make yourself seen / try to introduce yourself and develop a relationship with them. Ask them for help; what would they do in xyz situation? Stay persistent. Eventually, you will find a mentor or two.

Often times, I think some coaches don't share because (a) the fear they might lose their job if they give away their secrets... it is a results-based business and they don't want to leak any info if it could come back to bite them! (b) lots of coaches aren't actually any smarter than you and don't want to reveal that they aren't as smart as some make them out to be... their sense of ego is too big! (c) lots of coaches think it is a sign of weakness to ask for help - they would rather suffer in silence that ask for help, or share.

3) The IIHF offers coaching clinics in conjunction with the World Championships every year. A nice excuse to travel, enjoy some hockey, some culture (beer!), meet some colleagues, make new friendships and learn what others are doing. I find these clinics WAY better than the certification clinics you have to attend. You learn a ton over beers with people attending the conference, away from the confines of the lecture hall, too. But it is up to you to seek out these opportunities (not always possible due to cost / time away.)

There might be some grains of knowledge in local MHA clinics / regional / national Hockey USA clinics... but I can't comment as I have never attended these. (I live in The Great White North, eh?)

Continue to be a lifelong learner and ask lots of questions. Hope this helps...

ABC mini conference???

It would be great if we had a mini ABC seminar some evening during the IIHF World's in Helsinki-Stockholm the first week of May 2012, or maybe the day following the coaching seminar. I don't know if there are any details where and when yet.

Just throwing out the idea so people can start stuffing their piggy banks for the trip. The seminar usually ends about 4 and then dinner and two tickets for games that evening. Way better than in NA where they usually go from 8 in the morning til 10 at night and there is little time to share. (to be fair they have one social night)

Re: Game Intelligence Training

Tom,

Unfortunately for me, I am always in Spokane WA the first Sunday in May to visit family and run Bloomsday. This has been a tradition going back to the early 1980's and I have only missed it twice since then - both times for the World Championships. As much as I would like to attend Helsinki / Stockholm (or others), I am reluctant to miss my annual family time. In fact, there is a good chance I will be taking an extra two weeks of holidays right after that so our family and friends can go mountain biking in Bend OR again. If you are going to the WC's, you will have to carry the torch!

I am thinking we should set up a coaching conference in Calgary for people of this site and other local coaches. We could look to do something over a Fri - Sun. If we have advance notice, John and I can get some athletes and facilities put together to run some demonstrations. If we have enough coaches, we can also run the coaches through dryland and on-ice activities using our Smart Transitional Games; plus use the athletes so the coaches can see / ask questions. Of course, the hotstoves / Q & A sessions will provide for maximum learning! You could also run an ice session using your ABC games... we would have no shortage of stuff over 2.5 days; we would still accommodate a 'good' schedule by scheduling down time (depending on the time of year, we could look to watch an NHL game or practice, plan some good suppers at local restaurants, sight-see some local sporting landmarks (Canadian Olympic Hall of Fame, Winsport, take people out skating in the Olympic Oval, go mountain biking in the Rocky Mountains, whatever - especially if people are coming from out of town.)

I know the interest is there... We just did a dryland presentation here in Calgary last Friday night. We had about 25 athletes; 35-40 parents and 10 coaches attend. We were inundated with questions afterward and overwhelmed with inquiries for our services (team, private, groups, school programs, coach mentoring, etc.) Everybody that we spoke to declared that they had never seen this type of coaching before and they all wanted their athletes to be exposed to it. (The coaches wanted further discussions and mentoring). We have also been in conversations with a couple of interested NHL and major junior teams and a Tier 2 team, regarding our coaching methodology and how it positively impacts player (and coach) development.

John and I have a package available where we travel to various cities / towns to present our Game Intelligence Training and Smart Transitional Games to associations - for athlete development and coach mentoring. If anybody is interested, they should let me know. Our costs can be offset by hosting a local coaching clinic in the host town / city and charging registration fees. We will be doing a week-long on and off-ice workshop for another MHA Oct 2-6.
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Dean everything is possible if coaches want it. Maybe the weekend before the Worlds in Turku so Juuso could present. Horst Wein stayed in Juuso's Sauna Hotel last spring. He may want to join us.

An international seminar in Calgary would be great. It is the home of Hockey Canada and 12 000 youth players. So always a lot going on.

Re: Game Intelligence Training

John and I did a dryland demo for about 45-50 coaches tonight. We had a middle school gym for two hours and played games. We did a warmup game (partner tag); some dynamic warmup activities (soccer warmup); played reaction games (side by side / face to face / Mirror Faking); did a skills demo with soccer balls; then played some Smart Transitional Games (1 end zone / end to end); then we played four versions of our 1 vs 1 game (side by side / 45 degrees (Angle Game) / face to face / and backpressure. We used 4 floor hockey nets and floorball sticks. (We had tennis balls, which suck on gym floors big - time! Must use whiffle balls in the future... they can be weighted down with plastic bags inside.) We finished with King's Scoring Game. Now we will be primarily on-ice from Mon - Thursday. We have 14 teams we are working with - each time gets two ice sessions. Monday, we work with the coaches on-ice and then do another off-ice session. Should be fun!

Re: Game Intelligence Training

We did 1.25 hours on ice tonight with about 40 coaches from a local MHA. We ran some fun warmup games (using three zones of the ice) and rotated the coaches every 4 minutes. Then we did some general skating exercises usning the full length of the rink for 10 minutes, then broke them into 5 groups into different small areas of the ice. I lead 2 groups at one end below the blue line (skating & puck control) while another instructor did some creative skill moves in the NZ. Barb Marsh, from Hockey Alberta, led the other two groups in the far end in some passing skills.

Following the on ice, we did another 1.5 hours in a local gym (they rented it for $7 per hour!!!! Coaches, look into your local school gyms for extra training!) We did some more dynamic warmup moves, some eye / hand coordination games in partners (using tennis balls), then broke the guys into 2 groups. One group went with Barb and played some modified games; I led my group through some floorball techniques ans skills. We worked on toe drags, 360 degree stick handling, various grip technique, deking and some nervous system overload ('goofy handed' - if you are a right shot, get a left stick and practice skills the 'goofy' way before reverting back to your dominant hand.) We finished with 1-handed work (top hand only / bottom hand only / forehand only figure 8's / backhand only figure 8's)... primarily introducing skill stuff using different modalities (dryland / floorball sticks and tennis balls... other balls recommended too.)

For someone who leans heavily towards the 'game' side and letting the game be the best teacher, I felt this 'skills' session went very well. The skills are especially critical for the U6 kids. We helped equip the local coaches with lots of ideas to carry forward to their teams and players... hoping to allow the kids to get better and have more FUN!

The coaches really worked hard tonight. I was impressed by the overall ability of the group and their desire to learn. They did an outstanding job. The sweat was dripping off them after the ice session and the dryland... I bet there will be many 'feeling it' over the next couple of days... "Men, that pain you are feeling is DOMS (delayed onset of muscle soreness)!" Several of them reported that all the pushups they had to do as punishment on Monday (meted out by "the Colombian" for various indiscretions... and losing some Smart Transitional Games!) certainly made their pecs sore!

Progression too Game Intelligence Training

Dean, in my opinion Game Intelligence Training is developing the Tool Box. Skill training with lots of reps, good technique and efficient use of the ice is developing the tools.

If a player can't skate or puck handle it doesn't matter if they read the game well and are creative. They need to develop the tools and learn how to use them at the same time. That is why it is important to put skills they just practiced into game situations.

It sounds like it was a good session on and off the ice.

Tom

Re: Game Intelligence Training

Last night we had both ice rinks humming... I worked on one side with another instructor (John was training the NTC U18 soccer players at another site) and only two of the local MHA coaches showed up (we were expecting 6-8 MHA coaches total); so we modified our plan to include more activity / games (we had 40+ kids). Once we finished this 75 min session (skating and puck control were the themes of the evening), we jumped over to the other rink for two more sessions. We had 5-6 year olds for the first two sessions; then 7-8's and 9-10's for the last two. We had more MHA coaches for the last ones, so the sessions went even better. We used three stations to play warm-up games at the start for 10-15 minutes; then we broke into 5 stations to work on skills / challenges in small areas. From the coaches I spoke with during and after, they really enjoyed the sessions and learned lots. Tonight and Thursday night, John and I will take the lead with our Game Intelligence Training / Creativity themes for the rest of our sessions.

On top of our private groups and school groups for hockey and soccer, we now have a request to train high school football too. This afternoon, I spoke with an NHL team and they are interested in meeting with me to discuss our Game Intelligence Training. John spoke with a CFL team a few weeks ago and they want to talk more about something next year; so we will see if these conversations lead anywhere... but it is heartening to hear people are open-minded toward our approach to training team sports.
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Dean back in 72 when the Russians came calling for the Paul Henderson series (why isn't he in the Hall of Fame; in the biggest month of hockey history he was the best player) everyone watched them train with the circuits and lots of flow. Our practices were terrible at that time. Everyone wanted to be like the Russians and we have been pumping out drills since. We forgot that half of their practice was games and we stopped doing them (it always used to be controlled scrimmage) and went to the drill and practice model that they threw out of education in the late 60"s. Sport has been trapped in this time warp.

You can teach Game Playing Roles (ind. offensive and ind defensive skills) using drills but because they are robotic and repetitive you don't gain game understanding and you better not be creative during a drills. Game playing roles 2 and 4 (team offense and team offense) require decision making that drills don't provide. and that is why Game Intelligence Training is the missing component to developing the "Complete Player."

That is why this site is here. So keep beating the drum and maybe if you get the right tune coaches and associations will start listening. It is getting better but we have a long way to go.

I have filmed about 12 games from our on and off ice practices this week. I will post one a day. Many havebeen uploaded already but I haven't done the description and diagram yet. (they take me about an hour each)

Re: Game Intelligence Training

Tom,

It's a coincidence that you post these comments... John and I were wondering today, "Why does hockey seem to be stuck in this drill mentality?" Now we now... damn North American coaches and their interpretations of Russian Hockey!

I remember after the '72 Series, my dad took me down to the old Calgary Corral to watch the Russians practice. I believe they were touring the country, playing some exhibition games against NHL teams or maybe it was during the '76 Series... not sure, but I was in awe of their skills! They had the old-school wooden chairs out on the down one side. As they skated laps to warm up, along the side without chairs, they handled the puck, passed and stretched. Along the other side, they had these chairs back to back with a stick lying across the top (backs) between them... so like a high jump. The Russians would skate up to them, jump them (both feet) in full stride and keep going. As I recall, there were 4 chairs on one side. The explosive strength was impressive. Then they started passing along both sides of the ice... maintaining control of the puck while jumping... and still passing (and receiving) on the tape. Incredible timing!
--------------------------------
Dean in the mid 90's I did a couple of hockey schools in Vierumaki, Finland. One year the Russian team Kazan was practicing the two weeks I was there. It was amazing watching them practice. Their coach weighed about 300 lbs (150 kg) and he didn't go on the ice but instead yelled into a microphone from the bench. They had really good practices. I remember one passing drill where they made terrible passes to one another and the goal was to be able to handle bad passes.

I was lucky enough to coach with Vladimir Jursinov (IIHF hall of fame) in Austria. He came one week a month to do the skills sessions. I knew him before as Juhani Wahlsten and him are good friends and the three of us presented at the 97 IIHF World Championships and we also have done seminars together. There are a few videos on this site with him running sessions. I wish I would have filmed a few more. When he was the head coach of TPS (Finnish elite league club) he had me run a practice on body checking technique.

The Russians are very dynamic skaters and really develop the core strength.

Re: Game Intelligence Training

Wednesday night was a long one... the rink or MHA changed all of our ice times, so we were on the ice for 5+ straight hours... no breaks or floods! We had 2 sessions with U8; then 2 with U10; the last one was a combined U12 / U14 group. The 4th session overlapped the third and fifth one, so my feet were protesting by the time it was over! Unfortunately, with all these ice times back to back, we had no time to debrief (or pre-ice) the coaches, so this key aspect of coach development got away... On top of this, I was on the ice this morning with my Junior High... so I am pretty tired now! Being "on" for both the players and the coaches (and parents / association) takes a lot out of me. This week has been like a big energy vampire!

To warmup, we played a 'pinnie tag' game; then 2 variations of the 'Bucket Game'. Next we played 1 vs 1 (side by side and 45 degrees). We finished with the Spartan Box 1 vs 1 and worked our way up to 2 vs 2 and 3 vs 3 for the older kids. They loved the games! "Better than drills," they all said!

The TD of the local MHA told me tonight that he has heard nothing but positives from the players, parents and coaches; so that was nice to hear. We are trying our best to keep the kids active and learning and having fun; and to do our best on the coach development side, even with limited debriefs. Fortunately, it sounds like we will be coming back to do a follow up for them once or twice throughout the season.

Tomorrow is our last day. We have several more sessions on both ice surfaces. The ice times have been mixed up again - oh joy! John and I will focus on the Games / Creativity, but I have to also run another puck control / skating session in the middle. Two more sessions in the morning with my skill academies first... then I will be relaxing this weekend as my voice is shot and I have a sore throat... I feel like I am getting rundown. I haven't had time to work out all week - bummer.

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The ice must have been terrible with no floods in between sessions. Good to see the association was receptive to using "games to teach the game."

Re: Game Intelligence Training

Tom,

Thursday night was another five+ hours of ice. I must admit, it was like Groundhog Day - each session was merging into the next and the days were becoming a blur... this was after a couple hours of ice earlier in the day. (Yet another reason to schedule breaks - to help keep the instructors sharp.)

Most of the early 'back-to-back' sessions were Novice (U8) kids, so the ice wasn't too bad. We would have loved to have more breaks to clean the ice so we could take our skates off for a few minutes... 5-6 hours straight is tough physically and mentally (having to be 'on' for the players and coaches). Also, breaks would have allowed for debriefs / pre-icing of the coaches; which was a critical oversight in the planning - in my estimation. Many coaches said they would love to have more time to discuss the games. We are hoping to do some follow-up sessions in the future with the association - additional dryland and ice with the coaches and a classroom session.

Several coaches came to thank John and I personally. It means a lot to know you have made a positive difference in someone's life.

I gave out my contact info to a few people and we met with one coach afterwards over a well-earned beer till the early hours of the AM.

I tried to get my skates dry this week, but I wasn't out of them long enough to achieve this. I was pretty happy to be done last night... then back on skates at 7 am this morning for two sessions! Now I am taking the weekend off of the blades to celebrate my B-Day and Thanksgiving.
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Happy Birthday Dean. It sounds like the clinic was a success. Once coaches start using games and transition games they don't want to just do drills anymore and the players enjoy the practices even more.

Re: Game Intelligence Training

Quote by: hockeygod

Happy Birthday Dean. It sounds like the clinic was a success. Once coaches start using games and transition games they don't want to just do drills anymore and the players enjoy the practices even more.

Tom,

You are 100% correct sir!

One of my high school classes today played a 2 vs 2 Spartan Box Matrix for the 2nd time and loved it! The teacher said, "You should hear the kids on the bus on their way back to school. They are all chirping each other and recounting how great they are - or aren't - based on their daily results during the games you play. It sounds like they really enjoy them and are pretty competitive while playing."

It's funny, because to an outsider, it would look like we aren't doing anything... standing fairly silently and watching the kids... who are 'only' playing cross ice shinny - 2 vs 2 - and recording things on a sheet while holding kids accountable to the parameters of the game; but in essence, the game is teaching them. We are shutting up and letting them play... struggle and problem solve on their own. Then we review it at the end and ask for observations. We might have to guide them, but we accomplish what we expect. The kids probably don't even realize they are learning through the game - implicit learning - which has far greater and longer reaching positive effects than TELLING THEM what they should be doing! Of course, we keep score and hold the losing teams accountable... this maximizes attention, intensity and focus because there is something on the line...!

Re: Game Intelligence Training

Quote by: Aberdeen

amazes me how many coaches see something an NHL team does and then try to do that with their team.

I agree.

Professional sports are much publicized and accessible via various media. Pros are seen as role models because they are 'at the top of the mountain' and people want to emulate their 'heroes'. When someone like Tiger Woods 'falls', it becomes bigger than life.

It's great when there are positive things deserving of attention (pure skills, examples of sportsmanship and respect, healthy competition, etc.) but these seem to be occurring far less (or go unreported) than less desirable acts. (Thus, becoming fodder for my violence in sport and general stupidity topic... which I maintain to try to convince people there are better ways to act! The preponderance of 'bad news' becomes absurd in itself; hopefully people begin to recognize this and work towards creating 'good news' stories.)

Speaking of skills and tactics, what pro players are capable of are far beyond the realm of youth players (and a lack of 'true' understanding of the game by 99.9 % of youth (and pro!) coaches... the 'why' and 'how')... when the youth coaches should be focusing on developing the basic skills (challenging, yet realistic goal achievement... setting "SMART" goals), learning life lessons through sport and having FUN!!! Why do we complicate things so much?

Kids (and adults) just want to PLAY and enjoy the competition! Not too many people, when given a choice between games or drills, pick drills! Kids need to skate, control the puck, pass and shoot, understand and perform the 4 game playing roles... with their head up, at game speed, under pressure in a competitive environment, consistently. This is success.

Coaches seem to think kids are miniature adults and can't understand (or get frustrated) why they can't perform like the pros, or don’t understand the game like the pros. Coaches need to realize their kids are a work in progress. I believe that within each kid lies the seeds of greatness... a Jordan, a Pele, a Gretzky in waiting... sadly, far too few ever become actualized. The kids need to be in the ‘right time at the right place’ to experience a master coach whisperer who nurtures their inner greatness.

"Shoot!" "Pass!" "Stop! Move over there!" “Don’t do that!”... Coaches TELL kids what to do all the time... as if to impress them with their vast knowledge. This encourages DEPENDENT ATHLETES instead of letting them struggle, fail, learn, problem solve for themselves... so they become independent of the coach. They will figure things out via the game... intelligent coaches can help guide them using experiential learning (appropriate activities and games), and a questioning approach. Coaches should SHUT UP more, watch, guide the process... don't TELL them what to do and hold them accountable.

I think the best players ‘accidentally’ become the best despite coaches trying to tell them what to do and crushing their spirit. We must strive to protect and nurture the seeds of greatness within each player.

Many coaches lament the abilities of their kids and blame the previous coach for their shortcomings. "What the Hell did that person teach them? They don't even know how to breakout" ... (____ insert shortcoming here.)

I say that coach needs to take a long, hard look at himself (or herself) - their philosophy and their actions; not 'blame' the previous coach. My typical response to a coach who blames the previous coach on his players’ shortcomings is, “The previous coach is yesterday's news. You are their coach now. It's YOUR JOB to help them get better. Take some personal responsibility to help make your kids great. What are YOU doing to enable them to become their very best? How are YOU going to do that?”

Tough question... and most coaches don't (truthfully) have an answer... and I bet they didn't want to have to face that question.

I ask each coach to take this challenge themselves. Ask yourself the tough questions. Think carefully. Develop an action plan. Don't place blame; take Personal Responsibility In Developing Excellence. (PRIDE).

Get back to playing games, especially early on, to teach the game. Enjoy the game because it is a game... it ain't rocket science and it ain't gonna cure cancer. Keep it in perspective!

Re: Game Intelligence Training

This past weekend, Hockey Alberta hosted a coach & player development clinic in Beiseker, a small town NE of Calgary. I couldn't attend the coach training on the Friday night, but did 6 hours of ice on Saturday. We had 17 kids and 4 coaches for the Novice group; 34 kids and 6 coaches for the atom and peewee groups; then 34 kids and 4 coaches for the bantam and midget kids. Each group had two hours of ice. Apparently, 24 coaches were there on Friday night but only 14 came to run the ice with their teams. I guess a few coaches even walked out of their training session on Friday night. Kind of sad but that isn't uncommon. The organizer put it down to 'Know it all" coaches who have to put an appearance in to be able to coach. Plus being harvest time, a lot of these guys are farmers; they couldn't come Saturday as they were getting the crops in.

By parachuting into this association, we gave them some valuable stuff, but without follow up, it is like going to hear a motivational speaker for an hour or two. You leave all motivated, then by the end of the week, you are back to your 'Groundhog Day' life! We, like motivational speakers, are only providing a brief spark of education and energy; it is up to the individual coach (or hopefully) the association to continue to support the coaches with further professional development (if they want it).

I am still trying to 'convert' Hockey Alberta to the benefits of the Game Intelligence methodology. We did some fun warmup games (3 tennis ball x-ice; the basket game; tire relay), with about 20 minutes at the end for some competitive 1 vs 1 / 2 v 2 stuff. My preference would be to forget about the power skating and technical instruction (especially given the needs of this association and the type of kids) and use games to teach the kids and the coaches, but this approach is still considered too radical...!

I spoke with almost every coach during the ice sessions. All of them agreed that the games were much more fun than the drills; plus the coaches didn't always seem comfortable (or sometimes capable) demonstrating all of the skills. (I know they could try to find someone else to demo or use technology to show the kids, but my impression was that most here don't have access to these things... this is a very small town with kids from nearby farms coming in to play out of this community.) Playing games allows the kids to learn from the game and doesn't put these coaches into the uncomfortable position of having to demonstrate something they can't do.

The more I watch, the more I study, I see that kids want to move - be they novice or midget - and standing around in lines waiting for 1 minute to do a 'drill' for 15 seconds is not anybody's idea of fun. Even adults struggle to maintain intense focus ('deliberate practice') under these conditions. For some reason, this is how we were taught and we are byproducts of our own upbringing; so we expect 5 - 17 year-old's to learn this way? We need to recognize that this is a wrong presumption - it's Industrial Revolution thinking - and implement change for the better. Time to get with the 21st century! (See www.ted.com for some great videos - in particular, search For Sir Ken Robinson and read some of his books if you get the chance...
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html )

We need to stress more activity! Be cognizant of the work to rest ratios, explanation time, management time, different ways to use the ice, etc. Play games with a purpose and keep score! Hold the kids accountable. Don't kill their creativity! Nurture their talents...

Re: Game Intelligence Training

I watched parts of two local minor hockey practices last night and the obvious need for ongoing coach education, mentorship and support couldn't be more obvious.

Practice 1 was was a Minor Midget (15) AAA team. They had full ice, 14 skaters and 1 goalie.

They did not have a shooter tutor or modify their practice for one goalie. It looked like they ran their normal 'drills' practice and just had the kids shoot into an empty net. I was astounded at how many missed the net, under situations without pressure. To get rid of this, add pressure and accountability!

The team scrimmaged 5 v 5 full ice for 15 minutes at the end. This is great from a fun perspective; they even tried to stay onside and not ice the puck. But no 'rules' were put into place (scoring play must originate on the backhand / from behind the net / 2 seconds to pass / etc.) and no score was kept so no accountability. Some kids took runs at their teammates and didn't play 'within the rules' - bad habits to practice and the coaches didn't intervene - they joined in! With 5 minutes left, even more kids started screwing around and sticking each other; knocking each other down away from the play. Then all the kids jumped out to play and offsides weren't even honoured. A couple knocked the goalie down and others started play fights. No score was kept and no accountability. Not the type of preparation conducive to competing in a game...!

Practice 2 had the Bantam AAA's with 18 skaters and 2 goalies (full ice).

While it seemed to be an organized practice, I was amazed to see the coaches instructing the kids to hit each other (illegally) in front of the net during a battle drill - first without sticks and then with sticks. I am talking punching, pushing, holding, cross checking and slashing! In a game, these would all result in penalties being called. This 'drill' went on for 9 minutes at both ends! Wow! What were they teaching? Trying to 'toughen up' the shooter in the slot?

There were about 10 dads sitting in the stands watching. I wonder what they thought? (Most seemed to just be talking and not really worrying about what they see. If they don't see anything wrong, this just shows how far we have to come to educate our parents, too!)

Why aren't we teaching life values (respect for one) through sport? (I suspect this team will be taking some needless penalties this season). Of course, there was no score kept or winners or losers declared for any of the drills; no accountability - but I see this is to be expected for 99.99% of practices today.

So what did I see overall?

The coaches of both of these teams 'filled' their practice time with 'drills' - some of which were illegal so therefore why do them? - and none of them seemed to keep objective measures or reinforced accountability - so also, why do them?

The goal of practice should be to prepare for the game. Both of these practices encouraged a disregard for the rules and actually de-trained the kids. There must be a relationship between the performance in a game to what is done at practice... like a symbiotic feedback loop.

Nothing like that here. Just time-fillers. No life skills taught. Actually, 'anti-life skills' taught.

If someone came to watch your practice, what would they see?

Coaches, I challenge you to clearly define your values and philosophy and apply these to your actions. I challenge you to examine your practices with a critical eye. Perhaps have someone record them so you can see them from a third person view. How can you make them better?

Would you want YOUR kids trained using 'fillers' and 'anti-life skills?

I wouldn't.

Re: Game Intelligence Training

HockeyGod ,

I would agree with your comments about how practise's are run these days. Last year with Atom age kids , I added games with accountability , and it was surprising how the level of play in that game picked up.

I ran a practise for a Bantam age group on the weekend , and during the game that I was running I over heard one of the players saying , " i love this game , this is fun " . The winning team cheered as the other team did lap at the end and picked up the pucks.

But here is my question for you and Tom .

Say you have a team that is weak backchecking. Always getting out numbered at your blue line and D are backing in too far as a result. This is happening time and time again.

So for a 50 min practise how would you correct this using the ABC method ?

What kind of games would you use.?

Or would you use drills with accountability to reinforce your theme of the practice.?

Most coaches would do drills with no accountability I'm sure. Players might get yelled at if they don't pick up their man , but that would be as far as it goes.

Teaching the game with games is something most coaches don't understand , as you stated in post post earlier. But I think most coaches would;d be open to giving it a try if they understood how it works.

Keep up the great posts , I'm sure yourself and Tom are getting many coaches to at least thing about an different form of teaching the game.

Thanks
RookieCoach

Re: Game Intelligence Training

Rookie Coach,

Thanks for the kudos.

Regarding your question: How capable are your D regarding gap control? Where are their shortcomings? They must be able to play a 1 v 1 extremely well before you progress to a 2 v 1 (with or without a backchecker). In my skill academies, I spend an inordinate amount of time on the 1 v 1 for the first month or two to create a solid base. Then, I move into 2 v 2 for a month then 3 v 3 for a month. I work odd man rushes afterwards.

I don't know the age, level or league of your team, so this is a general answer. In a team setting you must take into account which forecheck you use as this will influence your backcheck. If you look at Tom's book, page 250, Card 238, this is a transition game where the defending team gets support from the backcheckers. Page 252, Card 241, is the ultimate transition game and can be set up to your needs (odd man rush).

I would certainly use accountability at all times! Have two colours and keep score - a coach watching each end. Score being how successful the D is at breaking up the rush... points awarded for no shot off the rush; no second scoring chance; backchecker getting back by a certain place (ringette line?) or before a shot is taken; breaking out or clearing the zone. Offensively: points scored for a shot on net off the rush; a secondary scoring chance; a goal scored, etc. You determine the scenario and points awarded. Divide into two teams and compete.

Hope this helps. Good luck!

Backchecking and the Reason I started This Site

Rookie Coach, there are a few reasons why a team gives too big of a gap. The main reason is that in the forecheck the D are passive and simply back up. When your team is forechecking the D should be locking on attackers inside the opponents blue line and defending that blue line, the red line and your blue line.

You can play passively and wait in the nzone with a 1-4 like Edmonton and Calgary did at the game I went to last night. Awful to watch and I imagine awful way to play. But that is a story for another day. Who wants to play this way and who wants to watch it. Renney and Sutter should both be fined for making a travesty of the game.

If you watch Boston play (the champs) you see an aggressive forecheck and hard back checking that creates back pressure on the puck carrier and a defensive 2 on 1.

In the video section under transition games there are many games that require back checking and the players joining the play must identify who they must pick up and cover in the zone. The same titles should take you to a description in this section.

D100 x 2 Backchecking Transition - Dukla (I was teaching former Toronto D Petr Svoboda how to use transition games with his Czech U20 team. We met and planned the practices and he ran them on the ice while I watched and then we talked about them after. It was early season and he had a lot of goalies, so we ran two at once sometimes. there are quite a few videos from Dukla.

D100 Transition Game 3-2 to 3-3. In Salzburg they had F1 to come deep in the zone and play the low 3-3 while F2 and F3 were passive waiting for the breakout pass to attack the 2 waiting D and F1 joined them to make it a 3-2 the other way.

DT100 Examples of Sequence 1-1 to 3-2. This is a general description of the continuous flow.

D100 Transition Game with both the Forward and Defenseman joining the Attack. This is a great game.

DT100 Back Checking Game - this was demonstrated by my college women's team. It requires a breakout pass and the attackers have to be quick to beat the back checkers who identify who they are covering and tie up the sticks.

I don't keep track of all of the little details but instead talk to players as they return to the line or else follow the play and shout out key words. We keep score and the loser usually does something. As Juhani says in our book ' the answer is whether the puck is in the net or not.' Once in a while the winner does push ups etc. as winning is a reward in itself. I like intrinsic motivation. My motto is 'It doesn't matter whether you win or lose; just how much you win by.'

Sometimes we play tournaments and I keep track of the score in all the games and at the end the losing team skates, does exercises, or picks up the pucks. I am not saying this is right or wrong. It is my philosophy that I need to pay attention to the details during practice and the score is the outcome which is rewarded or punished.
Philosophically I am a Deductive Thinker (I work with the whole and identify the particulars) so we work on all the situations. Inductive Thinking is the opposite where you build the little pieces (like building a house) and end up with the Whole. Using 'Games to Teach The Game' is Deductive Thinking. I always used to get a kick out of the coaching clinics that would teach the "Whole part whole" method. You would expect that they would start with the game and then a detail of the game and then back to the game. Instead they would start with a drill, then a detail of a drill and then back to the whole drill.

Juuso has been promoting using games to teach the game since he retired from playing. Now that the Games Philosophy is taking hold i.e. at the 2010 conference in Germany they stressed using games. He has finally got his due and the Finnish association nominated him and he was inducted to the IIHF Hall of Fame about 5 years ago along with Kent Nilsson and Petrov from Russia.

So I have been pushing this idea with Juuso since we met in 1985 and he has been promoting the concept of games to teach the game since 74 when he finished playing for Finland and started coaching. I started this site because HC and the Provincial associations just pumped out drills. I had the same battles teaching PE in high school when I would use the F word (FUN) and say it was important that the students had a lot of game situations and have FUN in class. I ended up going back to Jr. High so I could run my own program. (it is always nice to have former students come up to me and thank me for getting them the fittest they ever have been in their life and the fun they had.)

Sorry for this long winded diatribe. I am just trying to point out that it isn't easy to fight against Conventional Wisdom. In two hours I will be playing +55 with a bunch of former pro's, police, fireman, teachers and farmers who played a high level of hockey - all who get good pensions or the crops are in. We play for FUN. Pick new teams every day, play games to 5 and it is very competitive. I think that is what it is all about. I play with this group M-W and a younger group on Friday. My Sunday hockey is impossible to make as the team I am coaching plays every Sunday morning.

We have three groups going at this arena that are age and ability grouped. I was talking to Mario the oldest player and he was telling me about a line he played on in a tournament this summer. Mario - 89 at centre and his wingers were 90 and 86. Maybe the oldest line ever. He came to Canada to work from Italy and fell in love with the game and plays it whenever he gets a chance. Hockey is easy on the knees and a great lifetime sport.

Tonight we have a team play scrimmage vs another Calgary team in our league and next week with a different team. We keep score on the time clock. If you can get a team that is a similar level to yours to do these team play scrimmages it is a great way to review everything in a competitive atmosphere.

Re: Game Intelligence Training

Rookie Coach - Tom and Dean have many more ideas than I do, but I thought I'd mention one thing......When I was a player, I really didn't understand good gap control until someone made me follow the play out of the zone ("seal the zone") as closely as possible. Is it possible your D are not doing this? One game modification that focuses on this is to require all players to be over the offensive blue line before a goal can be scored. Your forwards will let your D know pretty quickly if they are being lazy! Your D will also find themselves more involved in the offense, which is a big plus.

Hope this helps,
Dave
---------------------------------

Dave, your suggestions are just as valid as mine or Dean's or anyones are. There are no guarantees any of the ideas will work. they are just our opinions based on our experience. So keep giving your ideas and I hope other coaches do the same.

Re: Game Intelligence Training

DaveM,

Tom is right on the money. Don't sell yourself short. Everyone is welcome to share their experience so we all get better.

I like your 'sealing the zone' idea. I have never heard it called that; I was taught to always have the 5 players within the same zone on the attack - which aids in short passes (support) and outnumbering the opponents. (It also helps reduce the early gaps when a turnover / transition against you occurs... or if you have a lazy D Man!) It doesn't account for stretch plays; but this was back in the Mesozoic Era... before you could legally make a 2-line pass!

Re: Game Intelligence Training

Tom , Dean and Dave ,

Thanks for all the information you guys post . I read all the posts daily.
Dean I will check out those pages in Tom's 2 nd book ( Hockey Coaching ABC's) again. As you told me once before you went over the book many times picking up new information.
Tom - Great post also. Yes I have gone over those D-100 Transition games a number of times. I think I have most of them memorized by now. But you don't do a game or a drill just to fill time. The coach must have an understanding of the game before he passes it on to the players at practise. I have watched a number of coaches try an figure out a game or drill when they get on the ice. Also it's the little parts such as accountability as Dean says that can really add the learning part. Keeps players from just going through the motions making the same mistakes.
Dave you have a great insight into the game also. Keep up the good work.

While I currently don't coach a team as head coach , I get asked to help run practise's for different age groups. Last year I helped with three separate teams and age groups. I seem to be asking a number questions on these posts ,( hope you guys don't mind) but I want a different type or add a new look to my practise's. I like to be totally prepared when I hit the ice. The one thing I do know is the players pick up on how well a coach is prepared for each practise very quickly.

I have been running practise's for 20 years now the old traditional way. But I seen to be cracking the past few years , adding more games etc. I wil;l get there sometime Dean.
I ask some questions that all coaches can get the answer too. Where else can you ask questions and get friendly professional advice from. Coaches helping coaches only in the long run helps players.
I am still learning new things as a coach everyday .
Thanks
RookieCoach

Re: Game Intelligence Training

You are more than welcome, RookieCoach. This is a great forum to read, learn, post with questions or comments... it is a form of professional development that more coaches should take advantage of!

Tom's book continues to produce 'golden nuggets' whenever I read it. You are right, a coach should understand the game and his own team's needs; then implement an accountable plan (games!) to help improve those aspects. Accountability accelerates and cements learning!

By having to help with different teams at different levels (and ages), this helps make you a better coach. It helps put things into perspective for sure. After coaching Pro, Junior and University for 2/3 of my coaching career, it is a real eye opener to come back to minor hockey. The best coaches should be at the youngest levels as these require the most teaching ability. Sad to see our culture is upside down... only the coaches at the top of the pyramid typically get paid (and they seem to be the 'weakest' coaches); whereas we should be paying the coaches developing our kids (as players and people) at the grassroots up to Midget levels. These coaches have the most impact (for better of for worse).

I agree with your comment on preparation. Kids can tell who comes prepared and who 'wings it'! They respect the preparation and coaches should take this professional obligation personally.

I will keep working on you, RookieCoach, to change your old-school ways! My first suggestion to any coach is to take out a regular 'drill' practice and challenge yourself to re-write it such that you have two teams (two colours; goalies compete against each other) and you can make each of your 'old' drills into a competition somehow (measure time, shots on net, goals, etc. - you set the parameters and the 'scoring' system / keep track of the accountability), determine where the AC's stand and what they do (keep track of the score at their end, etc.) and spell out what the HC needs to do to keep the drill running. Then I will ask the coach to start implementing some of Tom's games, or the Smart Transitional Games developed by John and ! (I am still working on the book - I will announce it when it is ready - maybe Tom can put it up for sale on the site?) Then I will ask the coach to throw away the drills and play games that help simulate the game... and ask the coaches what these games teach.

I am a lifelong learner and I see you (and many others on this site) are as well. Nice to see! Keep it up. I look forward to your future posts!

Re: Game Intelligence Training

Why hockey is the smartest game in the world:
And how a good mind can turn the game upside down

by Adam Gopnik in MacLeans Magazine, Tuesday, September 27, 2011

***EXCERPT***

It seems to me there are two things that make hockey the greatest of all games. One is rooted in what it gives to the players and the other in what it gives to its fans. For the player—and for us as vicarious players—it offers the finest theatre in the world to display the power of spatial intelligence and situational awareness. “Spatial intelligence” is a term that the Harvard psychologist Howard Gardner was the first to popularize. His point was that body is inseparable from mind, attitude from analysis, and that there are many kinds of smartness. There is the familiar IQ-test analytic intelligence, but there are also emotional intelligence, social intelligence and spatial intelligence: the ability to grasp a changing whole and anticipate its next stage. It’s the ability to make quick decisions, to size up all the relationships in a fast-changing array and understand them. A related notion is that of situational awareness: a heightened consciousness of your surroundings and both the intentions of the people around you and their anticipated actions.

Well, hockey, obviously, which is played at incredibly high speed, reveals and rewards situational and spatial intelligence at a degree of difficulty that no other sport possesses. So much so that the greatest of all hockey players, Wayne Gretzky, had, besides his other significant skill as a fine-edge skater, almost nothing else that he was specifically good at. That’s his gift—the gift of spatial and situational intelligence: knowing what’s going to happen in three seconds, anticipating the pattern approaching by seeing the pattern now, sussing out the goalie’s next decision and Jari Kurri’s or Luc Robitaille’s eventual trajectory in what would be a single glance if a glance were even taken. Gretzky is the extreme expression of the common skill the game demands.

To watch him behind the net was to see stasis rooted in smarts. I recall games (one in particular, late in his career, against the Canadiens stands out; you can still find it on YouTube) in which he would position himself there, waiting for the other team to make a move. If you went after him he would put the puck perfectly on the stick of the open man. If you left him there he would wait, and perhaps try a wraparound or find a free winger as the patterns of the power play wove and unwove in front of him. It depended on supreme skill held in tactful abeyance—and it was a demonstration that he also scores who only stands and waits.

Anyone who has kids who play hockey knows the phenomenon: there are big, strong kids and smaller, weaker kids—and then there is always one kid who “sees the ice,” who, in the midst of all the flubbed passes and scraped shins and sudden falls, grasps where the play is going next. Hockey is the one game in which, as a hockey-playing savant of my acquaintance says, a good mind can turn a game upside down.

In no other sport can a quality of mind so dominate as in the supposedly brutal game of ice hockey. Hockey is the one game where an intelligence can completely overthrow expectations. (When Gretzky recognized his successor in the still-adolescent Sidney Crosby, it was exactly that quality he was recognizing: not athleticism, but insight.) Yes, no doubt soccer rewards similar skills. A Johan Cruyff or an Eric Cantona has similar situational awareness and spatial intelligence, while we grow disgusted with superior players—like the shoulda-been-great Brazilian Ronaldo—who lack it; but there are 11 men on a soccer pitch and maybe two goals in a game, and the whole thing, despite the sporadic show of “pace,” proceeds at a walk, sometimes accelerating to a jog.

All sports entertain us in part because of the thrill of watching a great athlete do what we can’t, even if what he or she’s doing is in part a mental exercise. Our empathetic engagement—what a close female friend of mine (whose great-uncle is actually in the Hockey Hall of Fame) calls “pitiful vicarious identification” or “the sad armchair act of pretending you’re doing what you’re actually watching”—with the players is key. But sports also entertain us as forms of drama. We get engaged, even in the absence of a single great player or performance, with the way the game tells a thrilling and unpredictable narrative woven by 10 or 20 players at once. A great game is a great show, and it’s also a great story. What makes those stories great is when they’re unpredictable but not unjust—uncharted enough that there’s no certainty of the result but organized enough that the result does not seem to be pure chance.

I think by now most of us have heard, however vaguely, something about the branch of mathematics called game theory. It’s a way of understanding competitions that began with the great mathematician John von Neumann at the end of the 1940s and has since spread and conquered the world, or at least many academic disciplines, particularly economics and some of the more hard-ass parts of political science. Game theory attempts to mathematically capture behaviour in strategic situations, games, in which an individual’s success in making choices depends on the choices of others. Anyone who has seen the movie A Beautiful Mind knows about John Nash and his equilibrium, and the more general notion that you can understand many social phenomena in the world if you see them as simple games rooted in guessing and outguessing your opponent’s plans.

The funny thing about game theory is that, though it has been used to explain everything from economics to nuclear warfare, it’s very rarely used to explain games—or at least not sports. And yet when you think about it, part of the pleasure we take in sports has everything to do with game theory, which has exactly to do with questions of how much we know, how much our opponents know, how much they know of what we know, and so on.

I am far too innumerate to even attempt a rigorous analysis of this sort, but I do think it can be enlightening to play with a few of its key concepts. One concept opposes open-information (or perfect-information) games against ones with closed, or imperfect, information. Chess is probably the most famous instance of an open-information game. When you’re playing chess, you have all the information the other player has; nothing is concealed from you, and so there are truly never any surprises in the strategic sense. There are no hidden rooks. On the other hand, old-fashioned five-card draw poker is a completely hidden or closed-information game. You don’t know what’s in your opponent’s hand, so you have to guess on the basis of their behaviour and your knowledge of their past playing patterns what they might be holding in their hand right now. It’s a game of deduced intention but also of inferred information. The best games—the games that people seem to enjoy most—offer some kind of equilibrium between a small sum of hidden information and a larger sum of open information held in tension. In Texas Hold ’em, the most popular of poker games, there are five shared cards—a lot of open information—and a crucial two cards’ worth of closed information.

Team sports, which are both athletic contests and strategic ones, can be ranked along the same dimensions. Basketball, for instance, in some ways comes closest to being an open-information sport. Plays are limited, surprises are unimportant—no one basket is so significant that it is worth over-planning to achieve it, and even if you could, it wouldn’t matter that much. What matters are trends, tendencies and small tactical victories—real strategic surprise is relatively limited. The great basketball coach Phil Jackson ran his famous triangle offence with the Lakers, and with the Bulls before them. It requires tactical discipline, but the other team always knows what he’s doing; it’s a question of whether they can do it more efficiently and consistently than you can defence it. (The key event in basketball, foul shooting, is purely mechanical, and a matter, not trivial, of consistency alone.)

Pro football, on the other hand, is a good example of something closer to a closed-information sport: you have a series of particular strategic plans that you invent in secret and that you then spring on your opponent. That’s why football rewards coaches like the great Bill Walsh, whose genius was not for tactical stability but for strategic innovation and surprise—half the playing time is actually spent watching people plan in secret. In the ’89 Super Bowl, Walsh pulled a single play, designed to freeze a Bengals linebacker, from his script for a winning touchdown. That he had a script is proof of the partly closed nature of the game. And baseball is more like Hold ’em poker: everything’s evident except the hole card of the pitch that’s about to be thrown.

Now, hockey looks, when you watch it with an unpractised eye, like an open-information sport. It looks like wild improvisation with no strategic plan underneath—a series of instinctive reactions to bouncing pucks and sliding players. (When people say they can’t see the puck, I think what they really mean is that they can see it but they just can’t see its point, its purpose in travelling. The game appears to be simply a brutal series of random collisions in which the invisible puck somehow sporadically ends up in the net.) But the more closely you observe the game, the more you see that it’s kind of the Texas Hold ’em of the world’s spectator sports: there’s a great deal that’s open, but crucial elements are buried or cloaked and are revealed only afterwards to the eye of experience and deeper knowledge. There are hole cards in hockey, and some of the fun of being a fan is learning to look for them.

Some of this is plain in the inordinate effect a man with a plan can have on a hockey team; the defensive system that Jacques Lemaire installed with the Devils could take a mediocre team and make it into a champion. The trap, or shell, is tedious but it’s wonderfully effective, and unlike the triangle offence it’s hidden, in the sense that it takes place so quickly, and demands so many rapid adjustments, that I have found even experienced hockey fans have a hard time describing the way it works. The tension between the obvious givens and hidden hole cards is true as well at a more granular level of the game.

Just think about the difference between taking a penalty in soccer and the shootout in hockey. The penalty in soccer is something that academic game theorists have actually looked at in detail: what’s the best technique, they ask, the optimal strategy for the shooter in soccer to pursue when he’s got a penalty shot to take? It’s a play of minds, because the goalkeeper has to anticipate what the shooter will do, and the shooter, the goalkeeper. Shoot left? Shoot right? High? Low? And the theorists have discovered that the optimal strategy is . . . just to blast away. The goal is so big and the goalkeeper so small that the shooter is much better off just blasting to the middle rather than trying to pick a corner.

So, predictably, the optimal strategy for the goalkeeper in the soccer shootout is just to stay in place, not dive to either corner—though it’s very hard for a goalkeeper to summon the discipline to do that. And so you have this situation in soccer where basically any kind of strategic planning doesn’t pay. In the shootout in hockey, you have exactly the same confrontation between shooter and goalkeeper, but the shooter just blasting away or the goalie staying in place is never going to work. There are just too many dimensions in play—the shot takes place in depth and in motion, not from a fixed spot—and the odds between goalie and shooter are too closely matched. The shootout in hockey puts a premium on having a hole card: an idea, a strategy, a plan in advance, unknown to the opposition. And the goalie needs to respond to that kind of strategic initiative, that kind of creativity, with aggressive anticipation. The obvious play, which benefits you in a sport such as soccer, penalizes you in hockey.

Though it may seem as if the great goals in hockey history were chance events, stray moments seized by opportunistic players, the truth is that as you understand the sport more deeply you can see that there is a kind of hidden strategic reservoir, almost a morality play, a history, behind every great goal in the game. When I think about the great goals that have been scored in hockey, the famous goals in my own lifetime, I see an element of historical pattern and strategic consequence in each of them. I think, for instance, of probably the most famous goal in my own fanship, the goal that Guy Lafleur scored in 1979 in the famous “too many men on the ice” game, the Montreal Canadiens and the Boston Bruins in the seventh game of the Stanley Cup semifinals. What’s remarkable about that goal, if you watch it now, is not only that Lafleur takes a terrific shot but also how much else is going on around it, pointing toward past and future alike. Seeing it now, we’re stunned by the sheer incompetence of Gilles Gilbert, the Boston goalie, who is playing a stand-up-and-kick style that now looks antediluvian—a very old-fashioned kind of upright goaltending whose futility, so evident on this shot, would make it extinct within a decade. The shot invalidates a style, not just a moment.

But one also notices that the man actually carrying the puck is Jacques Lemaire, Lafleur’s centre, and that Lemaire draws the defence toward him before he makes a quiet drop pass to set up the shot. Now, Lemaire was only promoted to the top line after an up-and-down career as a one-dimensional player, famous for his heavy shot. (He in effect won the Stanley Cup eight years before, by taking a more or less random shot from centre ice that happened to stun and elude the Chicago Blackhawks goalie Tony Esposito.) But in this case Lemaire doesn’t take the shot, and we’re reminded that Lemaire was schooled for five years by Scotty Bowman, the Canadiens coach, who patiently transformed him from an offensive-minded player into a defensive-minded player, first demoting him to the second line, then eventually putting him back on the first line after he understood the virtues of an all-over game. And it’s Lemaire, as we’ve seen, who then takes Bowman’s regimen and, in his years with the dull but effective New Jersey Devils, turns it into the modern trap, an ice-clogging reactive defensive game plan that demands more self-discipline than style. So the pass, in a sense, is more potent than the goal. What Lemaire has learned matters as much as what Lafleur has done—a whole history compressed into a back pass and a shot.

Part of the joy of understanding the game is being able to read it well enough to spot when those pivotal moments take place. The fine hockey writer Michael Farber has analyzed Sidney Crosby’s goal in the most recent Olympics in that spirit: six seconds that subsume 20 years. One could do the same with Mario Lemieux’s great goal in the ’87 Canada Cup—seeing, for instance, how in that goal Gretzky identified himself as primarily a playmaker, not a scorer—but it’s enough to say for now that each of these goals is the result of a plan and history unknown to or beyond the control of the opposition, shared among the players through their common spatial intelligence, each taking place at such high speed that the plan is invisible to all but the tutored eye. Each is crucially significant to the outcome of the contest but is not the only such moment in the contest, and each has long-term consequences for the way the sport evolves.

Hockey approaches a more perfect balance between planning and reading, idea and improvisation, than any other sport. Runs in baseball are information; in basketball, baskets are events; in soccer, goals are exclamations. But goals in hockey are punctuation—they end sentences that can be traced through phrases to make long chains of meaning. And so great goals, like great aphorisms, repay any amount of after-the-fact analysis. How did so much get packed into one phrase, or play? Ice hockey looks like a reflex, rapture sport but is really a rational, reasoned one. Spotting the patterns amid the quick plunges is part of the fun. I often go to sleep at night running through great goals I have seen—there is a weighting toward the seventies Habs, but only because they were the greatest team of all time, not because I was a teenager then—and what astonishes me is that, no matter how often you rewind them, they still play back beautifully, and in your mind’s eye (or on the YouTube screen) you always see more. Hockey offers drama at first viewing, meaning on the second, and learning on the third and fourth, even 40 years on. The tradition that began a hundred years ago in Montreal—when the English university idea of “rugby on ice” met the evolving French-Canadian idea of a high-skilled performance—of a game that combined the collisions of rugby with the beauty of ice-skating, has, if only for a moment, been realized, and it lingers in your head.

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This article, although 'flowery', speaks to the importance of understanding the game - Game Intelligence.

Re: Game Intelligence Training

www.Ted.com

If you haven't seen these videos, or visited this site, you must! You can browse topics that are pertinent to you. It has been mentioned on here before, but I thought it should be revisited. They give me a shot in the arm!

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2006

Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world's leading thinkers and doers are invited to give the talk of their lives in 18 minutes -- including speakers such as Jill Bolte Taylor, Sir Ken Robinson, Hans Rosling, Al Gore and Arthur Benjamin. TED stands for Technology, Entertainment, and Design, and TEDTalks cover these topics as well as science, business, politics and the arts. Watch the Top 10 TEDTalks on TED.com, at
http://www.ted.com/index.php/talks/top10

http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html


2010

In this poignant, funny follow-up to his fabled 2006 talk, Sir Ken Robinson makes the case for a radical shift from standardized schools to personalized learning -- creating conditions where kids' natural talents can flourish.

TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes. TED stands for Technology, Entertainment, Design, and TEDTalks cover these topics as well as science, business, development and the arts. Closed captions and translated subtitles in a variety of languages are now available on TED.com, at http://www.ted.com/translate.

http://www.ted.com/talks/lang/eng/sir_ken_robinson_bring_on_the_revolution.html

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2001

With profound simplicity, Coach John Wooden redefines success and urges us all to pursue the best in ourselves. In this inspiring talk he shares the advice he gave his players at UCLA, quotes poetry and remembers his father's wisdom.

TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes. TED stands for Technology, Entertainment, Design, and TEDTalks cover these topics as well as science, business, development and the arts. Watch the Top 10 TEDTalks on TED.com, at http://www.ted.com/index.php/talks/top10

http://www.ted.com/talks/lang/eng/john_wooden_on_the_difference_between_winning_and_success.html

Re: Game Intelligence Training

Quote by: RookieCoach

HockeyGod ,

I would agree with your comments about how practise's are run these days. Last year with Atom age kids , I added games with accountability , and it was surprising how the level of play in that game picked up.

I ran a practise for a Bantam age group on the weekend , and during the game that I was running I over heard one of the players saying , " i love this game , this is fun " . The winning team cheered as the other team did lap at the end and picked up the pucks.

But here is my question for you and Tom .

Say you have a team that is weak backchecking. Always getting out numbered at your blue line and D are backing in too far as a result. This is happening time and time again.

So for a 50 min practise how would you correct this using the ABC method ?

What kind of games would you use.?

Or would you use drills with accountability to reinforce your theme of the practice.?

Most coaches would do drills with no accountability I'm sure. Players might get yelled at if they don't pick up their man , but that would be as far as it goes.

Teaching the game with games is something most coaches don't understand , as you stated in post post earlier. But I think most coaches would;d be open to giving it a try if they understood how it works.

Keep up the great posts , I'm sure yourself and Tom are getting many coaches to at least thing about an different form of teaching the game.

Thanks
RookieCoach

RookieCoach,

In addition to the previous comments we made about this post, Tom posted this drill today... would be worth a look as you wanted some backchecking stuff... this is a 2 vs 2 with 2 extra people applying backpressure. Let me know if it helps!

http://www.hockeycoachingabcs.com/forum/getattachment.php?id=866

Re: Game Intelligence Training

Thanks Dean, . I just added it to my Drill Draw . Looks like a great transition game. I tried th DT100 1-1 with support game on the weekend. Also the 2on2 with backcheck. Worked well. Short of players at practice , so I ran it one way 2/3's ice. Finished with a 2on2 with jokers at the blueline. Players battled for a puck and rule was they had to pass it to their player at the blueline before they could attack. Made it a 3on 2 at that point. or 3on3.

I also like the Dt400 Support-Hinge-Attack-defend game that Tom posted. Hits a lot of game situation roles.

Keep up the great posts. I read them all ..

Thanks Again

RookieCoach.

Transition Game benefits

Rookie Coach, the transition games have a lot of advantages and they are not understood by many coaches and I hardly ever see them used. Even in Austria where I coached with elite coaches from every major hockey nation I saw very few transition games. they were still stuck in the whistle and drills Pavlov era. (I just heard a bell and can't figure out why I am salivating)

- players change on the go and there are no whistles; so the coach is free to coach and not be a traffic cop.
- you can vary the number of players joining the play which creates any numerical situation you want the players to work on. Talk to them when they return to the line-up about their decisions in that situation.
- add variations such as dump-ins or regroups to replicate real game situations.
- transition games can be played in any area; one zone, cross ice, half the rink, 2/3 of the rink etc.
- you can vary between passive support, active support or some players active and some players passive when they join the play.
- both offense and defense can get support.
- another benefit is that the transition games are so intense that you DON'T NEED TO DO CONDITIONING SKATING; your players will be doing GAMELIKE SKATING at high intensity which is much better than skating in directions you don't skate in games (straight up and back, stop and starting, around nets)
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In the DT400 (game on one goal with extra players waiting for their turn) you can vary the number of supporting players from 1-to 3. If you have passive support from 3 players then everyone works on the 3 on 3 attack, cycle and low dzone coverage.

In the DT400 2-2 game with back pressure that I posted yesterday the closest supporting player gives back pressure on the puck carrier and pushes him/her into the defender in a defensive 2-1. My team always back pressures and that player stays low in the zone; so it is a great way to practice this skill and also forces the attackers to go to the net quickly or they won't have a play.

In the DT400 2-2 with a regroup everyone learns how to hinge and the regrouping attackers must give wall and middle support. The defenders must gap up and take away ice. These are all things that are important habits especially if you want your team to play TOTAL HOCKEY like we are attempting to do.

Next practice we will do a DT100 (full ice with new players rotating in) transition game with the defenders getting passive support from the point, i.e. the defenders will just keep the puck in and defend vs the original defensive players who will attack the other way. This will have everyone practice a full ice 2 on 2 and low zone play. I will then add that the 2 players at the point are actice, i.e. you can pass to them as jokers, they can shoot or pass right away but can't go in. This causes the 2 low attackers to get open for a pass and tip, screen, rebound, while the defenders must stay dside and cover one each, box out, seal sticks to the outside and breakout. You can vary the number of supporting players as well.

I belive that transition games are the logical progression from situation drills and require a lot more GAME INTELLIGENCE. Many times we play a certain situation to something like 3 goals and then change the amount of players supporting.

Re: Game Intelligence Training

Tom, Thanks for the variation given in regards to the transition games you posted. The passion and how much you believe in this teaching method is shown in every post.
Dean mentioned to me about trying the transition game Card 241 and 238. of your book ((Hockey Coaching ABC's.) For the first time it went very well and the players quickly picked the games up.I was limited to one goalie and short on players so it was played out of one end 2/3's ice with a regroup. It was nice to see a defender have to battle instead of giving up after a shot on net. They had to quickly breakout the other way hitting his support players with a pass.The players controlled the flow and how they reacted to each situation. It was different every time. I like the variations that could could be added. Now that the players understand the basic flow of the game , variations could be added for a new look..

Sorry Dean , I don't mean to get off topic on your post .
Thanks

RookieCoach

Re: Game Intelligence Training

All's good RookieCoach... not really a thread hijack... just trying to help a fellow coach - to help enable smarter coaches and in turn, smarter players; which is the goal of Game Intelligence!

The Colombian and I had a solid 2.5 hour meeting today with one of the top superintendent's in the Catholic School Board. This fellow is in charge of the Hockey Canada Skills Academy hockey program in all 14 schools that host it.

We explained our philosophy and approach, and look forward to further discussions on improving the state of the game in the local schools... should prove interesting!

Re: Game Intelligence Training

Quick question for you guys - Does anyone recall the video Kai posted of Detroit and Pittsburgh (I think) playing with a red, rellow, and green indicator on the screen to indicate transition from defense to offense? I'd really like to show our guys this. If you remember the link please share it here.

Thanks in advance,
Dave

Re: Game Intelligence Training

Dave I have searched the site and my files and can't find it. It was about the transition between the 4 game playing roles. I did find two really good presentations. One by Erkka Westerlund who coached the silver medal Finns in 2006 and one by Perry Pearn on Dzon play. He was the sacrificial lamb for Montreal yesterday and got gassed because the players weren't scoring on the pp. I will attach them again here.

Re: Game Intelligence Training

Here Dave,
Game situations

Re: Game Intelligence Training

That's the one......Thanks Kai!

Re: Game Intelligence Training

Spent an hour and a half composing a preface and explaning my evolution as a coach. Then the computer crashed and I lost it all.

Where's a Ref when you want to scream?

So this is a streamlined version of a work in progress developed with input from Tom, Kai, and the many users of this forum.

Love to hear your thoughts. Glad to answer questions. And wouldn't it be great if we coaches could come up with a two-four(six) page summary of how to play the game!

Six Game Situation Roles

These game situation roles will allow us to work better as a team. When our Puck carrier knows the roles of his closest and furthest teammates and vice versa, then our reading and reacting skills are that much easier. Likewise, when our defender closest to their puck carrier pressures immediately, then everyone else knows his job; there is no confusion. Being hesitant or unsure leaves the team vulnerable.

Understanding the following six roles, and then recognizing which one you are presently involved in, will help in putting you “in the right place at the right time.”

Three Roles on Offense

Role #1 – Puck carrier (Offensive Player 1) PRESSURE
--shoot/score
--pass
--skate to open ice
--pressure (drive skate/triple threat position)
--delay (turn back/quick stop/change pace)
--protect the puck
--transition: when checked assume Role(s) 4, or 5

Role #2 – Closest Teammate to Puck carrier (Offensive Player 2) SUPPORT
--move to open space…lose your marker!
--pass/shot ready
--provide close support (within two-three stick lengths)
--support beside, above, or below the puck carrier
--provide legal interference, picks
--transition: defensive readiness/defensive side “Net. Me. Him.”
loose puck readiness (assume Role 1, or Role 4)

Role #3 –Teammates Not Closest to Puck carrier (Offensive Players 3,4,5) BALANCE
--move to open space…lose your marker!
--pass/shot ready
--provide close and/or far (width and depth) support
--support beside, above, or below the puck carrier
--drive the net, weak side, back door, decoy skating, etc.
--transition: defensive readiness/defensive side- “Net. Me. Him.”
--safety valve
--battle for position






Three Roles on Defense

Role #4 – Defender Nearest Puck carrier (Defensive Player 1) PRESSURE
--pressure or contain
--force attacker to outside, toward boards by angling
--close gap and eliminate options
--stick on stick (puck), body on body checking
--always finish…never turn away
--transition: offensive readiness, ready to assume Roles1 or 2

Role #5 –Second Defender Nearest Puck carrier (Defensive Player 2) SUPPORT
--read positioning of players around the puck and react
--patience: off the boards
--cut off passing lanes
--active mind, active stick
--transition: defensive readiness- identify your man and stay
between him and the net-“Net. Me. Him.”
Offensive readiness- Role 1 or 2 on turnover

Role #6 –Defenders Not Nearest Puck carrier (Defensive Players 3, 4, 5) BALANCE
--all seeing
--see the game, your man, and the puck carrier
--cut off passing lanes
--active mind, active stick
--transition: defensive readiness- identify your man and stay
etween him and the net-“Net. Me. Him.”
Offensive readiness- prepared to attack on turnover
--battle for Position

Re: Game Intelligence Training

Paulie, I hear your frustration! This has happened to us all... hopefully you know about the autosave function on Word?

Good stuff here. You are hitting the points surrounding the four principles of offence and defence:

O
TRANSITION
PUCK CONTROL
SUPPORT
PRESSURE

D
TRANSITION
STALL / CONTAIN
SUPPORT
PRESSURE

My order differs from Coach Nielson - below... I believe everything starts with Transition!

-----

Team Play Principles

Offensive Zone Play

The objective of offensive team play is to move the puck as quickly as possible toward the opponents net to attempt to score a goal. Hockey Canada outlines 4 basic principles to achieve this objective:

Principle # 1 Pressure
Principle # 2 Puck Control
Principle # 3 Support
Principle # 4 Transition

Principle # 1 Pressure

The principle of pressure means that all offensive team play is based on quick player or puck movement that forces the defender to react more quickly than they would like. It creates TIME & SPACE for the attacker.

Pressure is accomplished by:

a) Speed: a quickness to attack that will limit the reaction time of the defender and force defensive error.

b) Concentration of Attack: any action or movement in a confined area which creates an offensive numerical advantage.

Principle # 2 Puck Control

A team which is able to maintain possession of the puck will be able to create scoring opportunities.

Puck Protection is accomplished by:

a) Puck Protection: any action or movement that keeps the puck from the defender through the use of one’s body. (Example, driving to the net)

b) Individual Skills: the individual who develops quick skating strides, acceleration with the puck, drive skating, sculling, crossing over to cut in, and cutting to the net, will contribute to a teams ability to execute puck control.

Principle # 3 Support

Players away from the puck must involve themselves as a passing option and as part of the attack. This requires that players are able to read the checking intentions and anticipate the movements of the puck carrier in order to react accordingly.

Support is accomplished by:

a) Triangulation: any offensive formation which creates offensive triangles, thus providing the puck carrier with two passing options and enabling the offensive team to create width and depth in the attack

b) Mid Lane: this applies to the offensive attack through the neutral zone which by passing to a teammate in the midlane or by carrying the puck from an outside lane to the midlane, the puck carrier is in position to initiate a play to either side. In the offensive zone, the attackers will also attempt to penetrate the slot (midlane) for a good scoring opportunity.

c) Numerical Advantage : good support can contribute to the pressure applied on the defense by creating numerical advantage and outnumbering the defenders in a confined area.

d) Movement: players away from the puck must be active in order to be involved in the attack.

e) Balance: although it is desirable to outnumber the opponent in the area of the puck, it is equally desirable to have balance in your attack by filling all three lanes. This will assist in stretching the defense which increases the space and time available to the attacking team.

Principle # 4 Transition

This is defined as the ability of a team to quickly move from defense to offense and vice versa.

Transition is accomplished by the Counter Attack: this can be done quickly by a fast break (pressure) or in a controlled manner with puck control.

Defensive Team Play

Defense is the basic phase of the game during which your team does not have possession of the puck. The purpose is to recover possession of the puck and/or prevent the opposition from scoring. In order for any team to be successful, they need play well defensively. Defensive team play has two basic objectives :

1. Deny or restrict the use of time and space by the offensive team
2. Regain possession of the puck or atleast limit puck possession by the opponent

Hockey Canada outlines 4 basic principles to achieve this objective:

Principle # 1 Pressure
Principle # 2 Stall/Contain
Principle # 3 Support
Principle # 4 Transition

Principle # 1 Pressure

Pressure reduces time and space. Pressure is accomplished by:

a) Speed – quickness to defend – limit offensive options – force errors
b) Pursuit – involves immediate and correct angling to limit opponent’s options
c) Concentration – grouping of defensive players to restrict space
d) Commit – determines whether the defensive player commits or contain the offensive player with the puck

Principle # 2 Stall/Contain

Force the opponent to stop or slow down the speed of the attack. Allow time for better defensive coverage. The defensive player pressures directly or steers the opponent to the outside lane. This is accomplished by holding the ice (as ub a two on one), keeping defensive side positioning, and forcing to the outside.

Principle # 3 Support

Support means that the defensive player must be active away from the puck by reducing the passing options and reading and reacting to the movement of the offensive players. This is usually accomplished by man to man or zone coverage. It also requires that the defensive team is not outnumbered in the defensive zone.

Principle # 4 Transition

The defensive team must be alert to change quickly from defense to offense when possession of the puck is gained from your opponent’s.

Basic Hockey Guidelines

Defensive Zone

- Think defense first and offense only when in full control of the puck
- Keep your head up and take the man first and then the puck. Take the offensive man out after he has passed the puck to eliminate a return pass.
- Cover the slot at all times. Move to a man coming from behind the net only when he is a direct threat to score.
- One defenseman should always be in front of the net and control any player in the low slot area. The defenseman should face up ice and be aware of players in front of the net. To watch the play in the corner, the defenseman should turn his head but keep his body squared up ice. The defenseman should not turn his back from the slot area unless a player is coming from behind the net and is a direct threat to score.
- When the defenseman has the puck just inside the blue line and is being pressured, he should dump the puck out over the blue line on the board side.
- When experiencing difficulty in moving th epuck out under pressure, freeze or ice the puck to get a face-off.
- Never pass the puck rink wide or through the center in your own end.
- Never pass the puck without looking in your own zone. The man must be there.
- Don’t shoot the puck arounds the boards unless a man is in position to receive it
- Never go backward in your own zone unless you are on a Power Play or there is no forechecking pressure.
- Never allow your team to be putnumbered in the defensive zone (ex. forwards are too high)

Neutral Zone – Offense

- If teammates are covered, dump the puck in or turn back and pass it to the defense, and then regroup and attack again.
- Never try to stickhandle past the opposition when teammates are with you
- The forwards without the puck should move to open ice with their stick on the ice, preparing to take a pass.
- Never go offside, straddle the blue line or cut in front of or behind the puck carrier.

Neutral Zone – Defense

- Backcheck by picking up the offside forward. Take the man to the net if he stays outside the defenseman. If the player cuts to the middle in front of the defense, stay in the lane. The backchecker should be on the inside of the offensive man, and slightly ahead of him.
- If the backchecker is trailing the play, pick up the high slot area.

Offensive Zone

- One man always drives to the net (drive for the rebounds, you must want to score, release the puck quickly)
- Shoot the puck when in a key scoring area (slot). Extra passes can end up in misses opportunities.
- The defenseman should shoot the puck quickly from the point. If you are pressured from the point, dump it in the corner.

Re: Game Intelligence Training

Quote by: DaveM

Interesting topic. Thanks for all the posts. Here's another look at modern puck "possession," really puck retrieval, using the red wings and canucks as examples:

(Attached as PDF since it was detected as spam....it's not, I swear!)

I would argue that anticipation plays a huge role in puck retrieval and transition play too. The question I'm battling with is how to teach anticipation?

Thanks,
Dave



Sometimes the site thinks things are spam. I break up the web address a bit and it seems to work: Try this... http://www. youtube.com/watch?feature=player_embedded&v=MyilvOyzudA

Dave,

How do YOU think you teach anticipation???

(Loaded question; but not a trick question! It is meant to make you think... "Implicit learning" at work here, Dave!)

Please follow up with your answer to this one in the Game Intelligence forum...

-----

OK Dave, here we go... looking forward to hearing your thoughts on how to teach anticipation... with much anticipation!

Re: Game Intelligence Training

Thanks Dean & Tom, for making me think.......I thought I got Sundays off!?

Teaching anticipation - Hopefully players have a general understanding of anticipation meaning something like "being ready for what comes next before it happens," but I would ask them to explain what it is and why it matters. Simplifying the game into 3 possible situations (loose puck, they have it, or we have it) is important here as the transition from one to the other is what we are trying to anticipate better. Using some examples from recent games or even other sports could help establish relevance too.....think of a shortstop in baseball turning a double play. This play does not happen unless the shortstop and 2nd baseman size up the situation first and then react properly and quickly. This is the kind of reaction we are looking for, only on the fly over and over again in hockey.......making proper reads and reacting to the ever changing state of possession, and it needs to happen with ALL 5 PLAYERS, not just the ones closest to the puck. That is why I really like Kai's video of Detroit with the red, yellow & green indicator on the screen...it is a great example of all 5 players doing just that.

In order for anticipation to happen properly players need to read visible cues that indicate the level of puck possession by either team, and I would next switch the focus to this. I would ask players to indicate what those cues might be and how it might affect their positioning on the ice (assuming they have a basic understanding of d-zone coverage). Playing even strength transition games should help demonstrate the need to be ready for changes in possession, and I would gradually add players (D2, F2 & F3) until we have built up to full 5 v 5 situations. Playing games with modified rules, like only 2 sec. for puck possession before passing or shooting, would help re-enforce the concept. If I had a little more tech savvy I would look at video of our own team play in the same way that Kai looked at the Red Wings and ask players to evaluate how we are doing, and I would keep the concept front and center through all the areas of the game for the season.

Thanks for making me think it through. I could write more, but I didn't anticipate having to do so much work on a Sunday. (Actually, I slammed my finger in a car door today, so it's going pretty slowly!) How did I do?

Dave

Re: Game Intelligence Training

Quote by: DaveM

Thanks Dean & Tom, for making me think.......I thought I got Sundays off!?

Teaching anticipation - Hopefully players have a general understanding of anticipation meaning something like "being ready for what comes next before it happens," but I would ask them to explain what it is and why it matters. Simplifying the game into 3 possible situations (loose puck, they have it, or we have it) is important here as the transition from one to the other is what we are trying to anticipate better. Using some examples from recent games or even other sports could help establish relevance too.....think of a shortstop in baseball turning a double play. This play does not happen unless the shortstop and 2nd baseman size up the situation first and then react properly and quickly. This is the kind of reaction we are looking for, only on the fly over and over again in hockey.......making proper reads and reacting to the ever changing state of possession, and it needs to happen with ALL 5 PLAYERS, not just the ones closest to the puck. That is why I really like Kai's video of Detroit with the red, yellow & green indicator on the screen...it is a great example of all 5 players doing just that.

In order for anticipation to happen properly players need to read visible cues that indicate the level of puck possession by either team, and I would next switch the focus to this. I would ask players to indicate what those cues might be and how it might affect their positioning on the ice (assuming they have a basic understanding of d-zone coverage). Playing even strength transition games should help demonstrate the need to be ready for changes in possession, and I would gradually add players (D2, F2 & F3) until we have built up to full 5 v 5 situations. Playing games with modified rules, like only 2 sec. for puck possession before passing or shooting, would help re-enforce the concept. If I had a little more tech savvy I would look at video of our own team play in the same way that Kai looked at the Red Wings and ask players to evaluate how we are doing, and I would keep the concept front and center through all the areas of the game for the season.

Thanks for making me think it through. I could write more, but I didn't anticipate having to do so much work on a Sunday. (Actually, I slammed my finger in a car door today, so it's going pretty slowly!) How did I do?

Dave

Dave, no rest for the wicked; not even on the Sabbath!

Sorry to hear about the fingers...

I like your response. Here are some comments... I am speaking in somewhat general terms here. The percentages could be played with a bit, but I would do lots of 1 v 1 at the start and this would be my 'go-to' activity throughout the year; especially if I have the kids for 2-3 years as I would take a longer-term focus. In Kai's case, if you have kids during their Golden Years of development for 2 years... DEVELOPMENT using the LTAD is where the emphasis should be placed!

1) Good definition of anticipation.

2) Good job helping educate the players to build a depth of understanding. 0-1-2 explanations, video, use of other sports, situational play on ice all help. With the price / availability issue of ice, I would also look to use off-ice spaces too - play handball games or floorball with modified rules to enhance their understanding of the importance of transition - specifically within the first three seconds - both on offense and defense. "Let the game be the best teacher.'

3) Play 1 v 1 45% of the time; 2 v 1 35%; 1 v 2 10%. Keep track of the scores (individuals v individuals / teams v teams / goalies v goalies) as people will be competing. Hold them accountable with punishment / rewards. Do this for a month or two if you believe in the statistics! You can use different activities to achieve the 1 v 1 / 2 v 1 / 1 v 2 if you want. There is no hiding 1 v 1 and it allows for the 'ultimate accountability' - which builds positive work ethics and habits. This helps reinforce the reads players must learn for a 0-1-2 situation and lays the foundation for the 2 v 1 / 1 v 2 / 2 v 2 (where the other playing roles enter the picture!)

4) Constantly touch on 1 v 1 / 2 v 1 throughout the year; Begin adding players to the competitions after two months. Add 2 v 2 for a month (all 4 game playing roles); Then add 3 v 2 / 2 v 3. If you feel your effort is lagging, go back to 1 v 1!

5) You can use all 5 players for some team systems / strategy application 'walk-through's' (on and off ice).

6) Like what Tom does with his U18 girls, if you have the ability to 'play special teams' situations with another team; or combine teams (local bantam and midget together) for realistic practices using game situations... do it! Use the score clock to track time and score to help simulate the game. Can you also get refs? (If you can't get another similar team, divide your team into 2 teams - you might need a few affiliate players - and play each other.)

7) Don't forget / neglect the 1 v 1 / 2 v 1 / 1 v 2 situations as these are the most commonly occurring situations in hockey! If your kids truly learn the 1 v 1 (from both O + D perspective), your team will become better collectively! You are only as strong as your weakest link!

Thoughts...? This isn't the only / best way, just some late night thoughts... I might have more to add later...

Re: Game Intelligence Training

One of the best ways to teach anticipation is to teach using SILENCE!

Why?

I will wait until a few people respond before I provide more details...

Re: Game Intelligence Training

Dean,

If I was to take a whiled guess I would say, "Let the game teach the Game", the coach can put in the game situation's and roles and create a game like atmosphere and what he would like to achieve and let the players go at it.

Just a guess so you would give us the answer.

RookieCoach

Re: Game Intelligence Training

I'm going to wait for DaveM, Eric, Kai, rcmat and maybe Paulie (he doesn't post too often) to take a crack at it. I think Tom might know... so Tom, don't post about this yet! <evil laugh>

Waiting for people to do their 'homework'!

Anxiously waiting...!

Re: Game Intelligence Training

Why silence? I'm not sure anticipation can be taught verbally; it can only be learned experientially.

Re: Game Intelligence Training

Dean,

You have me thinking of the past . I know it's not what you are talking about , but I can remember Walter Gretzky use to have Wayne sit and watch theTO Maple Leafs ( GO LEAFS) . He gave Wayne a blank piece of paper ( with a diagram of a rink) and a pen. Wayne would follow the puck as the puck moved om the TV. It helped him see the movements of the puck.
Also I remember Wayne saying (but don't Quote me) that he had to change his game at the higher levels. He had to re train himself to always go to open ice . Don't always follow the puck but move to an open spot away from the puck .

I miss the old days of watching Wayne play . I remember people saying how slow he skates sometimes. But he was just buying time for his teammates too catch up and work his magic. He was in control of the flow and dictated where the puck was going all the time.
Sorry for the trip down memory lane... Wayne's GIT I guess !!
RK

Re: Game Intelligence Training

Well I'll try......
“A good hockey player plays where the puck is. A great hockey player plays where the puck is going to be.” - Wayne Gretzky

Some thoughts.

• I think that most of the anticipation is done when you're without the puck.
  As you're without puck most of time in game.
  
• The puck carrier can/has some controll over the time and space he/she has. So players 2, 3, 4, 5 try to anticipate the number one's actions.
  
• The game is harder to read when you're number 5 than when you're number 2. Nuber just reacts to number one when number 5 reacts to number 1, 2, 3, 4.

• 4.playing roles
  
• numbering of the players
  
• 0-1-2
  
• and the prioritys of the game

Re: Game Intelligence Training

RK - I do miss watching 'Whine' Gretzky... the 80's treated us to some outstanding hockey - Oilers vs Flames. I enjoyed going the the games with my dad. Tons of great memories there... starting in the old Calgary Corral in 1980, when the Flames arrived from Atlanta.

Back to the question...

Excellent! Great responses, everybody! I love this site!

Here's another question to get your mind thinking ever harder: How many senses do we have? This is related to my question about silence... and how it relates to teaching anticipation. (I am kind of surprised nobody has hit the nail directly on the head yet. It isn't a trick question - it is actually very obvious. You might slap yourself upside the head when I tell you...!!!)

Anybody else want to take another stab or provide more details?


I will post more later Sunday... <evil laugh squared!>

Re: Game Intelligence Training

Anticipation:

I guess my thought would be that if you were talking then they wouldn't be anticipating but rather following your directions.

Re: Game Intelligence Training

Dean,
Teaching anticipation is part of a feeling that one person has. The 5 senses (taste , touch, sight ,smell, hearing.) If a person uses his senses to listen watch or study movements of other players it would help. Structured drills at a young age can teach a player bad habits , with no free thinking. But I these same young players were to play pond hockey everyday and the free thinking or anticipation would be a natural learning process. They would use their senses on their own and determine what action to take.
You could help teach this with games . If a coach was to sit back and let platers figure out in a game situation (practice), they would teach themselves sometimes. If you were to take away senses players would adapt using , using their vision or hearing or what ever sense wasn't taken away.

This has to be a new daily feature - Question of the Day !

RK

Re: Game Intelligence Training

The good stuff keeps coming... impressive!

I like the idea of "Question of the Day." I think it should be "Quandry of the Week" (or bi-montly)

Are there more senses then the five you mentioned...??? What are they?

Re: Game Intelligence Training

Dean,

Some people say we have a sixth sense ( intuition ) and some say they're many more senses (non physical) . But we only use our 5 physical senses for most things. I can use two wires and dowse for water and I can't explain it . I get a very Strong pull when I get near water, so strong the wires turn in my hands even when I grasp them as tightly as I can.
Are you going to make me look up the other senses ?

RK

Re: Game Intelligence Training

Balance, kinesthetic sense.... is there more??

Re: Game Intelligence Training

Backtracking a bit here........my guess is that silence is the best way to teach anticipation because it can't really be taught. I would call anticipation an instinct rather than a sense or a skill, and they (students, players etc.) already have it. The job of the teacher / coach is to set up the environment that hones it and activates it, rewards it when it's used properly, provides feedback when it's not.

On the flip side, I enjoy asking players "why" and "what if" questions about the game, and then giving them lots of time to respond without giving them the answer (off the ice, of course). I learn a lot about what they know and don't know, or how they view the game, and I don't think they get asked to do this enough. Comprehending the "why" adds meaning to why we practice what we do. The silence and the situations set up by the coach / teacher are the art of coaching / teaching. Just my two cents....

Re: Game Intelligence Training

To add to the additional senses........Spatial Awareness

Re: Game Intelligence Training

Visualization helps prepare for anticipation. Going over movements in your head (visualizing ) the movements or actions of other players and how you can counter correctly.
Visualizing set patterns of plays , go over how things are done correctly and visualize being successful while doing this.

RK

Re: Game Intelligence Training

RK, I have seen people 'witch wells' using willow sticks. It is crazy! I don't know how, but we have had several wells 'witched' and they all turned out to be excellent wells! I put my hands on the guys hands as he held the sticks and couldn't believe how much force I could feel through them as he got closer to water. Kind of freaky...!

Yes Kai, there are more senses (including balance, kinesthetic sense). You and Eric (spatial awareness) are closing in on more of them. See the rest below...

DaveM - great answer! I also like your questioning approach, when used by a skillful coach, can go from general to more specific when trying to draw out the proper focus to the intended questions; without giving the players the answer... let them think about it first (kind of like this damned exercise we are doing now, eh?!) Adding the 'why' (or better yet, eliciting it from the players) adds to a much greater depth of understanding about the game on behalf of the players.

All of your answers have made me think more and added to my depth of knowledge. Thanks guys! We all learn from each other on here...



So here are the additional senses (thanks to Wikipedia).

http ://en. wikipedia.org/wiki/Sense

I will try to provide my 'answer' about silence later tonight...

-----

Humans have a multitude of senses.

(I believe Daniel Coyle covered these in The Talent Code...)

In addition to the traditionally recognized five senses of sight (ophthalmoception), hearing (audioception), taste (gustaoception), smell (olfacoception or olfacception), and touch (tactioception), humans are considered to have at least five additional senses that include: nociception (pain); equilibrioception (balance); proprioception and kinaesthesia (joint motion and acceleration); thermoception (temperature differences); sense of time; and possibly an additional weak magnetoception (direction), and six more if interoceptive senses (see other internal senses below) are also considered.

(Equilibrium (balance), proprioception and kinaesthesia (joint motion and acceleration) are the three that interest us coaches most; after the first five senses.)

Pain

Nociception (physiological pain) signals nerve-damage or damage to tissue. The three types of pain receptors are cutaneous (skin), somatic (joints and bones), and visceral (body organs). It was previously believed that pain was simply the overloading of pressure receptors, but research in the first half of the 20th century indicated that pain is a distinct phenomenon that intertwines with all of the other senses, including touch. Pain was once considered an entirely subjective experience, but recent studies show that pain is registered in the anterior cingulate gyrus of the brain. The main function of pain is to warn us about dangers. For example, humans avoid touching a sharp needle or hot object or extending an arm beyond a safe limit because it hurts, and thus is dangerous. Without pain, people could do many dangerous things without realizing it.

Balance and acceleration

Balance, equilibrioception, or vestibular sense is the sense that allows an organism to sense body movement, direction, and acceleration, and to attain and maintain postural equilibrium and balance. The organ of equilibrioception is the vestibular labyrinthine system found in both of the inner ears. In technical terms, this organ is responsible for two senses of angular momentum acceleration and linear acceleration (which also senses gravity), but they are known together as equilibrioception.

The vestibular nerve conducts information from sensory receptors in three ampulla that sense motion of fluid in three semicircular canals caused by three-dimensional rotation of the head. The vestibular nerve also conducts information from the utricle and the saccule, which contain hair-like sensory receptors that bend under the weight of otoliths (which are small crystals of calcium carbonate) that provide the inertia needed to detect head rotation, linear acceleration, and the direction of gravitational force.

Kinesthetic sense

Proprioception, the kinesthetic sense, provides the parietal cortex of the brain with information on the relative positions of the parts of the body. Neurologists test this sense by telling patients to close their eyes and touch their own nose with the tip of a finger. Assuming proper proprioceptive function, at no time will the person lose awareness of where the hand actually is, even though it is not being detected by any of the other senses. Proprioception and touch are related in subtle ways, and their impairment results in surprising and deep deficits in perception and action.

Temperature

Thermoception is the sense of heat and the absence of heat (cold) by the skin and including internal skin passages, or, rather, the heat flux (the rate of heat flow) in these areas. There are specialized receptors for cold (declining temperature) and to heat. The cold receptors play an important part in the dog's sense of smell, telling wind direction. The heat receptors are sensitive to infrared radiation and can occur in specialized organs for instance in pit vipers. The thermoceptors in the skin are quite different from the homeostatic thermoceptors in the brain (hypothalamus), which provide feedback on internal body temperature.



Other internal senses

An internal sense or interoception is "any sense that is normally stimulated from within the body". These involve numerous sensory receptors in internal organs, such as stretch receptors that are neurologically linked to the brain.

Pulmonary stretch receptors are found in the lungs and control the respiratory rate.

Peripheral chemoreceptors in the brain monitor the carbon dioxide and oxygen levels in the brain to give a feeling of suffocation if carbon dioxide levels get too high.

The chemoreceptor trigger zone is an area of the medulla in the brain that receives inputs from blood-borne drugs or hormones, and communicates with the vomiting center.

Chemoreceptors in the circulatory system also measure salt levels and prompt thirst if they get too high (they can also respond to high sugar levels in diabetics).

Cutaneous receptors in the skin not only respond to touch, pressure, and temperature, but also respond to vasodilation in the skin such as blushing.

Stretch receptors in the gastrointestinal tract sense gas distension that may result in colic pain.

Stimulation of sensory receptors in the esophagus result in sensations felt in the throat when swallowing, vomiting, or during acid reflux.

Sensory receptors in pharynx mucosa, similar to touch receptors in the skin, sense foreign objects such as food that may result in a gag reflex and corresponding gagging sensation.

Stimulation of sensory receptors in the urinary bladder and rectum may result in sensations of fullness.

Stimulation of stretch sensors that sense dilation of various blood vessels may result in pain, for example headache caused by vasodilation of brain arteries.

Re: Game Intelligence Training

Quote by: hockeygod

One of the best ways to teach anticipation is to teach using SILENCE!

Why?

OK, here it is: my rationale for using SILENCE in sports. I have been training in silence, starting in 2003, with unreal results. I don't do it all the time, but I probably should...

When you eliminate auditory cues, what happens? Your other senses take over. In this case, you rely more heavily on the other senses - in this case, one in particular.

Which ONE of the five (now four since we have removed audition) primary senses will you rely upon most in the absence of audition?

What will the athlete be forced to do? (This forces one to develop game sense / anticipation skills, through experience...)

Thoughts?

More later...

Re: Game Intelligence Training

Beating my self with a book: "Transforming Play: Teaching Tactics and Game Sense"

Re: Game Intelligence Training

Quote by: Kai K

Beating my self with a book: "Transforming Play: Teaching Tactics and Game Sense"

I have that one... I read the first chapter (introduction) and it doesn't say much about silence. Then it goes into specific sports (netball, soccer, etc.).

Re: Game Intelligence Training

Boy, when it comes to hockey it would have to be sight, wouldn't it? Given the fact that most communication is non-verbal we humans are pretty much hard wired for interpreting visual cues. Now you have me wondering what, how and when you practice in silence Dean. I'd love to hear more.

Re: Game Intelligence Training

Quote by: hockeygod

Quote by: Kai K

Beating my self with a book: "Transforming Play: Teaching Tactics and Game Sense"

I have that one... I read the first chapter (introduction) and it doesn't say much about silence. Then it goes into specific sports (netball, soccer, etc.).

Sorry for lazy posting....

I think you mean by silence the Game Sense approach. Where you don't shout nonstop to player what they should do. Players are allowed to make their own choises and mistakes.
Netball, basketball and soccer are invasion games just like ice hockey. So they share same "laws of nature".
The book reference for off ice games and modified games to on ice.

I'm really working hard to shut up......

Re: Game Intelligence Training

DaveM wins first prize! Sight is the correct answer! Thanks to all for 'playing!'

Hear you go, DaveM!

The Silence Methodology is one of several cornerstones of my coaching philosophy - "THE MATRIX OF CREATIVITY". (I thank John the Colombian for sharing it with me.) I will post more of this one day when I have time; it will be in the book I am writing.

My personal coaching mantra is: "Execute skills... with HEAD UP... at speed... under pressure... consistently."

The absence of auditory cues forces one to get their head up; so they can see and read the play.

This goes against what we have all been taught in hockey... CALL FOR THE PUCK / TALK, etc.! I thought it was BS myself... until I tried it as a participant; then as a coach. WOW! What a difference! (This is why I insist on doing coaching clinics with the coaches as participants... so it enables them to 'feel' what it is like as a player.)

When I train dryland, I usually insist on playing the games "in silence" to encourage heads up play. With your head up, you see more of the game and this helps develop your read and react / anticipation abilities. I don't use "open games" (allowing talking) near as much as in the 'old' days, but I still use them...

I challenge each one of you to do the same (start with dryland first) and see what you think. if you have the ability, video the session as an 'open' game; then using 'silence'. When you are done, go back and look for differences. (You will also see it even if you don't record it. Ask the players their impressions afterwards.)

As a coach, if / when you hear 'something' other than silence, "STOP! 10/10 for everyone. I asked for SILENCE!" Keep upping the ante. You will get silence!

Silence means no talking, banging, grunting, whistling, etc. NOTHING! All you should hear is sneakers on the gym floor, and the players puffing. (You can do this in the rink too. No calling out, no banging the stick, etc.)

Silence FORCES one to get their head up and keep it up - it improves their cognitive processes. It allows for creative discovery; space awareness; reading of the game and other player's body language; enhances self control and composure to increase creative play / develop one's personal style; stimulation of problem-solving skills UNDER GAME SITUATIONS; over time, it promotes self-esteem and self-confidence because the players are now used to getting and keeping their heads up!

Now imagine when it is a 'real' game and it is so noisy, you can't even hear yourself think. No problem... now everybody is used to having their head up... less dependency on audition (doesn't mean I am 100% against yelling if someone is going to get hurt!)...head on a swivel... see the entire play!

When we coaches use constant feedback, we tend to strangulate (more than stimulate) the player's capacity of CREATIVITY and INNOVATION! We need to SHUT UP more often than not and let the game be the best teacher (learn from experience / implicit learning). Next best thing is to use DaveM's method of asking the players certain questions - starting with general questions, then moving to more specific (guiding the process).

"Without the gift of silence, they cannot hear the guidance of their inner spirit; which speaks softly but with great wisdom."

Try it - you will be amazed at the difference!

Re: Game Intelligence Training

I think you mean by silence the Game Sense approach. Where you don't shout nonstop to player what they should do. Players are allowed to make their own choices and mistakes.

Netball, basketball and soccer are invasion games just like ice hockey. So they share same "laws of nature".
The book reference for off ice games and modified games to on ice.

I'm really working hard to shut up......[/p]

Kai, you are 100% right! "When you don't shout non-stop to a player what they should do". EXACTLY! Let them make mistakes and learn from them. Smart players learn more quickly...

Wally Kozak talked about "F.I.O."

FIO. Feeeee-O

FIGURE IT OUT

As in, let the players figure it out!

Yes, all of the above are invasion games, so they share similar laws of nature. Although American / Canadian football is a scripted sport with lots of discrete breaks in the play, players would still benefit from training with Game Sense and silence! Most 'athletes' would!

And hey, I am not perfect either. I still find myself having to work hard at shutting up... more often! I am a product of my upbringing under all of those coaches who used to yell non-stop! (Although I just try to keep it to cheering now...)

Silence is golden

Great discussion guys. Joan Vickers talks a lot about limiting coach input to only the extremes. Comment way the players execution is exceptional or really poor but now on every decision they make. (in her Decision Making booklet) When yoou comment do it like Dave says and ask for the reasons they made the choice.

My Tuesday practice focuses on game playing roles one and three. Individual offensive and individual defensive skills. We do a lot of small area and transition games.

I will try the 'Silent Treatment' in some of them and see how it works.

I have a couple of players with Tunnel Vision and it may be a way to help them.

Re: Game Intelligence Training

Artists have been known to block certain senses to help develop the other senses. Sculpting blindfolded or painting with ear plugs. I have to use ear plugs from time to time with my work. Sometimes I will leave the noisy area to grab something at my desk, where it is quiet, and it is interesting how different my surroundings are when I cannot hear a thing. I have typed a quick email before without taking ear plugs out and I am not sure if I think clearer but I can tell I think differently.

If one was to have a scrimmage or SAG with the players wearing ear plugs, I would think that it would need to be stressed that there is no checking for safety. Just a bump here and there would work to let you know that you could have been hit. I could imagine that skating to the corner and not hearing anything would for sure make you turn your head to see where the defenders are prior to picking up the puck.

As far as the silence in coaching, I always think back to the days where most everyone involved in hockey, played pond hockey. That is as silent of a game as one can get. The movie Pond Hockey has a few scenes where there is only the sounds of the puck and stick and blades.

Re: Game Intelligence Training

Quote by: TomM

Great discussion guys. Joan Vickers talks a lot about limiting coach input to only the extremes. Comment way the players execution is exceptional or really poor but now on every decision they make. (in her Decision Making booklet) When yoou comment do it like Dave says and ask for the reasons they made the choice.

My Tuesday practice focuses on game playing roles one and three. Individual offensive and individual defensive skills. We do a lot of small area and transition games.

I will try the 'Silent Treatment' in some of them and see how it works.

I have a couple of players with Tunnel Vision and it may be a way to help them.

Back when I taught with Joan, she talked about "Bandwidth Feedback" - it starts out fairly wide (generic) then gets narrower (more specific) as time goes on. Kind of like fine-tuning; it requires participants (and coaches) to pay LARGE attention to small details. I recommend you read her booklet or her latest text, "Perception, Cognition and Decision Training" from Human Kinetics (even if she misspelled my name inside...!)

I will be interested to hear how your silent treatment goes, Tom. When John and I come out to your skill academy, perhaps we can try something there... although the best approach is to try it in a gym off-ice (much more quiet).

Let me know if you want to bring your "Turk" out to our "Supergroup" session on Friday morning. Email me for more info.

Re: Game Intelligence Training

Quote by: RedWingFan

Artists have been known to block certain senses to help develop the other senses. Sculpting blindfolded or painting with ear plugs. I have to use ear plugs from time to time with my work. Sometimes I will leave the noisy area to grab something at my desk, where it is quiet, and it is interesting how different my surroundings are when I cannot hear a thing. I have typed a quick email before without taking ear plugs out and I am not sure if I think clearer but I can tell I think differently.

If one was to have a scrimmage or SAG with the players wearing ear plugs, I would think that it would need to be stressed that there is no checking for safety. Just a bump here and there would work to let you know that you could have been hit. I could imagine that skating to the corner and not hearing anything would for sure make you turn your head to see where the defenders are prior to picking up the puck.

As far as the silence in coaching, I always think back to the days where most everyone involved in hockey, played pond hockey. That is as silent of a game as one can get. The movie Pond Hockey has a few scenes where there is only the sounds of the puck and stick and blades.

RWFan,

Welcome to the site and thanks for posting! Nice to see some 'new blood' around here!

Interesting observation from your workplace. I too can 'feel' the difference between a noisy work environment and a loud one. I think each individual has their own environment in which they work best. Sometimes it helps to 'shake it up' to see what a change will do... if anything at all.

I never though about scrimmaging with earplugs - neat idea. You are right on the money with the safety issue. We just say, "No talking, etc." and it usually works fine - after a few 10/10's or so! Then they get it!

Yeah, pond hockey... those were the days! I remember when you didn't know anybody, and you were younger then the majority, you just shut up and played. I haven't seen the movie, but I would like to look it up.

Re: Game Intelligence Training

Dean,
Very informative post. I must say that I read great deal of new info. just looking around at different articles. I will have to practice being quiet , or in your words "SHUT UP" and let there be silence.
Great job.

Thanks
RK

Re: Game Intelligence Training

RK,

That's the principle of implicit learning (or the game teaching the game)... I could have 'told' people my 'answer' here (explicitly) at the outset; but instead I used the principle of guided discovery to help 'lead' people to think / read / research for themselves. I think most of the guys posting here on this thread did just that... my intent was to get people thinking for themselves and everyone contributed some excellent points. I learned too. So - mission accomplished!

I look forward to hearing reports on the use of silence during training AND how people do with 'less talking' as a coach and more 'letting the game teach the game' - followed by guided discovery for the players!

Glad that I was of some help...

Regards,

Re: Game Intelligence Training

Pretty good documentary. Follows the US pond hockey championships and a few of the players that take part. Interviews players on their thoughts of todays game and pond hockey Gretzky Broten Lou Nanne

http://www.pondhockeymovie.com/trailer.html The Trailer

http://www.snagfilms.com/films/title/pond_hockey Full Film on Snag Films

http://www.hulu.com/watch/118204/pond-hockey Full Film on Hulu

Re: Game Intelligence Training

Apparently, Hulu doesn't work from Canada...

Re: Game Intelligence Training

Aren't we (USA) still at war with you guys? Oh wait, that was just a movie....it's tough keeping track of all our wars these days.

Re: Game Intelligence Training

Quote by: DaveM

Aren't we (USA) still at war with you guys? Oh wait, that was just a movie....it's tough keeping track of all our wars these days.

What movie are you referring to? The one with both of our windsurfers patrolling the arctic?? Some navy...

Regarding 'real' wars from history... all I can say is, "Scoreboard DaveM - we won the last one!"

Isn't Sarah Palin at war with everyone?!

Re: Game Intelligence Training

Trap play causes standstill in Tampa

Sportsnet Staff | November 10, 2011


A bizarre strategy from the Philadelphia Flyers drew the attention of the hockey world during their 2-1 overtime loss to the Tampa Bay Lightning on Wednesday.

Early in the first period, the Lightning lined up in a 1-3-1 defence. To counteract this, Flyers defenceman Braydon Coburn and Kimmo Timonen held the puck in their own zone to avoid the Lightning's trap.

The Lightning chose not to attack the Flyers and the play came to a standstill.

After 30 seconds of the Flyers holding the puck in their defensive zone, the refs blew the play dead. The Flyers used the same strategy later on, and the play was again blown dead.

It is unclear if the league will get involved after this strange sequence of events.

http://www .sportsnet. ca/hockey/2011/11/10/bizarre_trap_play/?source=video

Re: Game Intelligence Training

A game of trap

Mark Spector, November 10, 2011


BOSTON -- We'd like to begin by thanking Philadelphia Flyers head coach Peter Laviolette for the free seminar he conducted Wednesday night in Tampa, revealing to the hockey world this salient fact: The trap is boring.

Where would the game be without Peter Laviolette? No doubt wandering in darkness without a forecheck or a flashlight, forever ignorant of the fact that coaches like Tampa's Guy Boucher value winning over entertainment value.

We can only be thankful that Laviolette had Chris Pronger slow the game down to our level, so the rest of us could recognize what Prof. Laviolette had been able to detect at game speed: That Tampa plays a 1-3-1.

"They have a set forecheck in the neutral zone, so we have a set breakout," Laviolette told reporters in Tampa after Thursday's game. "As soon as we get some pressure, we'll get into our routes. … They should come after us. Otherwise, we can just stand there."

Well, they CAN just stand there -- if being part of the problem is going to be Laviolette's grand contribution to the game of hockey. But we're not sure how that furthers the goal of scoring, and by extension, winning. (Which, by the way, Philadelphia did not do Wednesday.)

One would think, with a brilliant tactician like Laviolette holding the chalk, the Flyers might be provided with a system of attack that exploited Boucher's risk-averse trap. But perhaps Laviolette's ploy was not aimed at instructing the hockey world on how boring Boucher's game plan is?

Could it be that it was simply an admission that the Flyers coach has no answer for the Lightning's defence?

So, behind the veil of self-righteousness and "keeper of the game" sanctimony, what Laviolette has really admitted Wednesday in Tampa was, "I can't devise a system to beat this system under the existing National Hockey League rules."

Tampa is 8-5-2. So five other guys out there have figured out a way to deal with it, Pete.

Look, no one is standing around in admiration of Guy Boucher this morning. Guys like him, Jacques Lemaire, Ken Hitchcock when he was coaching the obstructionist Dallas Stars… They are, at worst, bad for the game, and at best, conflicting forces.

They sell the game in their own markets, because winning is the best sales pitch -- no matter how it is accomplished. But they do/did so at the expense of the game's greater good. They ruin the game for everyone else, by draining it of its speed and skill.

Lemaire's trap was dependent on obstruction; on "getting a stick on him" as a player made his way into and through the neutral zone.

In response, the NHL spent hundreds of man-hours aimed at devising a rule to outlaw the trap, but was unable to accurately define an "illegal defence" penalty, the way they have in the National Basketball Association.

So instead, the NHL took the teeth out of the old trap by eliminating obstruction and taking out the red line. It has worked well enough, though we knew a time would come that someone like Boucher -- and every other coach in the NHL, because they all trap to a degree -- would find a way to return the game to what Mario Lemieux once referred to as "a garage league."

There are tactics that exist, however, that can pry a trap open far enough for a player to dart through with the puck. Then the pendulum swings, and a group of Tampa forwards who are standing still are apt to take a penalty on a speedy Philly puck carrier.

Score on the resulting powerplay and you've got the lead, and like Tylenol for a headache, the surest way to stop your opponent from trapping is to get ahead of him on the scoreboard.

But, either Laviolette does not have the confidence in his team to use speed and skill to attack the trap. Or (gasp) he hasn't game-planned a way to do it.

The latter is highly unlikely, however. Because the Flyers coach is, as we are all aware, one of -- if not THE -- sharpest minds in the game.

Don't believe it? Just ask him.

http:// www .sportsnet.ca/hockey/2011/11/10/spector_mind_trap/?source=video

Re: Game Intelligence Training

The Trap...

I didn't like it from either side as presented by the Sportsnet video - the fans are paying good money to be entertained and this is not entertainment. While it is within the rules and Tampa has been doing this since Guy Boucher took over last year, it makes for boring hockey. The Sportsnet staff refers to a rule that allows for the officials to stop play and force a faceoff (no penalties) and perhaps it's time to get rid of the 'trap'. I don't think it's fair to make a rule change during a season as teams make decisions on their style and personnel ahead of time. I hope they do change things after the season.

That all said, I tend to agree with Doug MacLean: if they don't know, Philly needs to learn how try to solve Tampa's 1-3-1 trap - because they will be facing Tampa more during the regular season and maybe in playoffs. The coach ultimately needs to figure out how to beat this system... not mock the other team (who is within their 'rights' to play this system); if they were indeed mocking them. Maybe Philly / the coaching staff just didn't know how to play it?

It is all about winning at the NHL level (and sadly, at a lot of minor hockey levels; even when hypocritical lip service is paid to 'development'). If Tampa is allowed to use this system, and it gets them wins, the coach gets to keep his job. They might even win the Cup with it! (Thanks to the NJ Devils of the 1990's... BORING... but can be effective... especially if the high foreheads being paid good money behind an NHL bench can't figure out how to beat it... or ask around for help!)

Back 'in the day'...

When I was coaching Team Canada with Tom Renney in the early 1990's, I remember the topic of conversation one day in particular. It was NJ who was trapping big-time in the playoffs, with much success - can't remember the opponent - and Tom was mystified why the coach of the opposition team couldn't figure out how to 'beat the trap' - as it was really played up in the media as a new system. Since we played lots of European teams, we had seen this style of play - we could play it ourselves and we could play against it. Tom wondered why that coach never called him (Tom knew the guy)... or figured out another resource to get the solutions. That team subsequently lost the series.

I was amazed that a head coach involved in a series during the Stanley Cup playoffs (lots on the line!) wouldn't / didn't call someone for help!!! (Maybe it was ego? I don't know... But I do know that if that coach had looked at video from a European hockey game, he would have seen the trap (among other things 'novel' to the NHL - perhaps from the soccer influence) and how to beat it. Now I have come to see this lack of communication between coaches as endemic; it seems to be the norm (more on that in a minute.)

Interesting fact: Eventually, this conversation with Tom turned into an addition to the "40 of the Best" booklet (in hindsight, ironically, a 'drill manual'!) we put out at Hockey Canada. At the end of the booklet is a brief overview of how to beat the trap - spurred by our discussion that day and it's topical nature at the time!

What does this mean to me now?

Thinking about this today really emphasized to me that coaching (hockey) at the highest level was (and still is) a 'closed shop.' Head coaches didn't talk too much between the teams regarding their systems and strategies. They will talk about other things, but not the guts (systems / strategies) of their team. One of my friends, who coached in the NHL for 12 years, said that he got so caught up in the day to day minutiae, that he rarely took time to 'think' about things, get outside the box, or make time to share with other coaches. Sad that the sharing and open-mindedness isn't there. Perhaps it comes down to ego and / or to a fear of losing a competitive edge and subsequently, losing one of 30 jobs to someone else?

I see this in other levels of the game - junior, (a little less in college / university, but it is still there) and of course, in minor hockey too. Heaven forbid the 'volunteer coach' share info and lose their edge to a colleague / competitor... or appear weak if they don't know it all... they might never get another volunteer coaching position again! Not a lot of ongoing coach support / forums / PD opportunities for coaches. That's why this site is so invaluable!

One of the only times 'the veil gets lifted' is when people attend a coaching conference. And even then, I remember listening to Scotty Bowman speak less than a week after the Rangers beat Vancouver (at Roger Neilson's coaching conference in Windsor, 1994); he talked for 1 hour WITHOUT REALLY SAYING ANYTHING! Granted, there were lots of other NHL, AHL, ECHL and college coaches in attendance, (pens poised over paper) but... I was SO disappointed! I was sitting on the edge of my seat waiting for the genius to impart some words of wisdom upon myself and the audience... and it never came. I imagine everyone else was disappointed, too. I couldn't believe it. He might as well have been the Prime Minister of Canada (a politician); in other words, a master of saying nothing of substance about the topic du jour! (The topic was, "The Playoffs" and aside from common-sense stuff... the best thing about the whole thing was Harry Neale's intro: "Makes me sick to go to his house to see six Stanley Cups on his mantle. Most of us have a picture of the Cup somewhere in the house..." Actually, re-reading some of these older presentations and my notes was kind of neat!)

I approached Scotty afterward and had 10 minutes with him on the front steps of the university. He knew my grandfather; so once I introduced myself and made him aware of this connection, we had a great conversation. (He had signed a Montreal Canadians photo of himself, along with autographed, individual photos of all the players for me; then had the team mail them to me - wish I had kept the envelope with the Habs logo and address on it!) He really opened up; perhaps because I wasn't a direct coaching threat, or a relative of a friend, or a much younger person... I don't know the reason why. But I gained much more insight of 'who' Scotty Bowman was (is) in that 10 minutes than anything I heard in 1 hour! Not a bunch about hockey tactics, but what type of a person he is.

Our challenge, as coaches and educators, moving forward:

Game Intelligence doesn't just refer to the players vis-a-vis Hockey Sense: it starts with the coaches educating themselves so they can develop a deeper understanding of the game and transmit this to all the stakeholders: players / coaching staff / parents / administrators. You can't learn everything (anything?!!) from a 'drill manual' or 'the existing culture'. We need to be lifelong learners - take the 'hockey only' blinders off - challenge ourselves! Look to other sports and additional ways and means on how to improve ourselves and the coaching profession. Spreading the word of GI starts with us coaches!

Re: Game Intelligence Training

Quote by: hockeygod

Trap play causes standstill in Tampa

Sportsnet Staff | November 10, 2011


A bizarre strategy from the Philadelphia Flyers drew the attention of the hockey world during their 2-1 overtime loss to the Tampa Bay Lightning on Wednesday.

Early in the first period, the Lightning lined up in a 1-3-1 defence. To counteract this, Flyers defenceman Braydon Coburn and Kimmo Timonen held the puck in their own zone to avoid the Lightning's trap.

The Lightning chose not to attack the Flyers and the play came to a standstill.

After 30 seconds of the Flyers holding the puck in their defensive zone, the refs blew the play dead. The Flyers used the same strategy later on, and the play was again blown dead.

It is unclear if the league will get involved after this strange sequence of events.

http://www .sportsnet. ca/hockey/2011/11/10/bizarre_trap_play/?source=video

Dean, Thanks for posting this video. I had a buddy ask me if I had watched the highlights of this. I was going to check it out tonight.

On a similar note ,I went and watched a few different games last night at different rinks. Thae last practice I worked on a tandem forechecking transition drill with accountability between forwards and D. ( pressure). I go and watch the game and the team is doing a semi aggressive ( at times ) 1-2-2 forecheck. They did an ok job , but the problem I found was as the game went on they seem to play more passive. When the other team picked their game up , we struggled and had a hard time getting our feet moving.
I think it is ok for this forecheck some times with a combination and certain situations when the other team has full control and are breaking out (ie- line change , dump in , no close support on forecheck). But young players can fall into a passive trap and not even realize what's happening.

I n Minor hockey young players will make mistakes under pressure , why would we make it easier for the opponent ?
Coaches always talk about keeping your feet moving , but then we slow their feet down with passive systems.

RK

Re: Game Intelligence Training

NHL TACTICS: Hockey’s death trap

Robert Macleod, Globe and Mail, Nov. 10, 2011


Somewhere, Roger Neilson must be smiling.

The ludicrous spectacle of the Philadelphia Flyers refusing to advance the puck as a way of opposing the neutral-zone trapping tactics of the Tampa Bay Lightning Wednesday night was something the late NHL coach would have dreamed up.

And now the NHL might have to step in and do something about it.

“The question becomes, is there some additional penalty [than a stoppage in play] that you employ,” NHL spokesman Gary Meagher said on Thursday. “And I’m not suggesting there is.

“I’m saying, that’s the type of discussion point that the league’s general managers would have.”

The GMs will meet in Toronto next Tuesday and Meagher suggested the topic would be one of those discussion points.

Less than a minute into the first period of their game on Wednesday, the Flyers gained possession of the puck in their own end and the Lightning lined up in their 1-3-1 trap defence implemented last season when Guy Boucher took over as head coach.

http ://video. nhl.com/videocenter/console?catid=35&id=133956

The system calls for one player to be near each blueline and three along the red line, a suffocating tactic that makes it very difficult for the opposition to cleanly move the puck from out of its own end.

When the lead Tampa Bay skater, Martin St. Louis, refused to cross over the Philadelphia blueline to pressure the puck handlers, Flyers defenceman Kimmo Timonen made one leisurely pass cross ice to Braydon Coburn.

For at least 30 seconds, Coburn just stood on the ice with the puck at his skates as the Tampa Bay players refused to be drawn in to attack.

Compelling hockey this wasn’t for both the spectators at the game and a U.S. national television audience.

“I could take three bites out of my dinner and then look up and they were still in the same spot,” said Toronto Maple Leafs coach Ron Wilson, who caught the game on TV. “I don’t know if I want to watch that, either.”

The stalemate finally ended when referee Rob Martell blew the whistle and ordered a defensive zone draw, which was the only option he has in accordance with the NHL rule book.

According to the rules, the onus is on the Flyers to try advancing the puck, even if the opposition refuses to aggressively fore-check.

When the teams finally got down to actually moving the puck, it was the Lightning who emerged with a 2-1 win in overtime, but the overall product didn’t rest well with some players.

“This games on National TV. … Way to sell it boys,” Leafs forward Joffrey Lupul tweeted.

“Tampa Bay Lightning are chipping away at our escrow 1-3-1 at a time,” Phoenix Coyotes forward Paul Bissonnette tweeted.

There have been several suggestions on how the NHL can rectify the problem, including a shot clock that would force the team in control of the puck to move it out of their own zone in a specified time or face a penalty.

Others have suggested the NHL should try to devise a way to make the neutral zone trap an illegal defence.

Wilson, for one, is not sure where the fix lies.

“Illegal defence?” he asked reporters in St. Louis before the Leafs’ game against the Blues Thursday. “Now you have to fore-check? How do you mandate that?”

Wilson said he is not a proponent of the trapping style favoured by the Lightning.

“That’s a little boring for me,” he said. “I can’t foresee us playing like that.”

Re: Game Intelligence Training

Campbell: Stifling defensive systems tricky to address
Guy Boucher's 1-3-1 system has some fans – and team's – up in arms.

Ken Campbell, The Hockey News, 2011-11-10


Anyone who watched the Tampa Bay Lightning and Philadelphia Flyers try to bore each other into submission Wednesday night must have felt like they went to a staring contest and a hockey game broke out.

Most of us can agree it was a pathetic display by both teams, unless of course you like paying good money to watch two teams play table hockey. While convalescing from knee surgery at his home in Tillsonburg, Ont., former NHL hanging judge Colin Campbell watched the proceedings and had a unique take on the, ahem, action.

(A quick aside. The people who operate NHL.com decided to make the Lightning-Flyers stalemate a “must see” on their website Thursday. Do these guys even get it?)

“Playing like that will cure the concussion problems in a hurry,” said Campbell, whose job as senior vice-president of hockey operations is to monitor such things. “Pretty tough to get a concussion when nobody’s doing anything.”

Much was made of the tactics employed by Lightning coach Guy Boucher and Flyers coach Peter Laviolette, and good on Laviolette for exposing what he thought was a crime against excitement. Campbell said the league’s GMs will certainly talk about it when they meet next Tuesday in Toronto, but don’t expect a mid-season rule change a la Sean Avery.

“I’m not even sure what we would be able to do about it,” Campbell said.

Right now, all that exists in the rulebook is a provision to keep the flow of play continuous, but the onus on doing that rests with the team in possession of the puck, not the team that is doing absolutely nothing, and we mean nothing, to try to get it back. Under Rule 72.1, which deals with refusing or abstaining from playing the puck, the rulebook says, “The purpose of this section is to enforce continuous action and both referees and linesmen should interpret and apply the rule to produce this result.” More directly, Rule 63.1 governing delay of game reads, “A player or team may be penalized when, in the opinion of the referee, is delaying the game in any manner.”

What this all comes down to, really, is the age-old rule of unintended consequences. When the NHL radically changed the game and opened it up to provide more offense, one of the major tenets of its overhaul was to take out the red line for purposes of calling offside passes. And while it has generally been a positive move, leading to numerous long-bomb passes that result in breakaways and goals, it also encourages coaches like Boucher to sit back into the 1-3-1 defense to prevent his team from being burned by the big play.

It’s actually called good coaching, unfortunately. And while many of the (announced) 19,204 in attendance at the St. Pete Times Forum in Tampa would have loved to see a good old 1980s shootout, you can bet they were just as happy their team managed to win 2-1 in overtime. After all, it’s OK to be bad and it’s OK to be boring. You just can’t be both simultaneously.

And Boucher, unlike a lot of other NHL coaches, can play that kind of style because he knows his players have bought into his system. He also knows his goaltending has been brutal and for all the trapping his team has done, it stands in the lower third of the league in goals-against average. He’s also aware he has the kind of offensive talent in his lineup that allows him to flick the switch immediately and send his players into attack mode if they need a goal. Not all coaches have that luxury. Some of them have to play that way to keep their jobs.

Campbell said when he was coaching the New York Rangers, teaching a guy such as Alexei Kovalev to play the trap was about as productive as hitting himself in the head repeatedly with a ball-peen hammer. Convincing players such as Mark Messier and Wayne Gretzky to do the same was about as successful.

“They would tell me they didn’t win all those Cups by skating backward,” Campbell said.

So, what to do about the kind of display the Flyers and Lightning put on Wednesday night? You could try to ban zone defenses, but that seems unwieldy at best and unrealistic at worst. You could put the red line back in, but that also seems like a step backward. You could slap guys like Boucher up the head and tell them not to direct their teams to play that way, but that seems rather extreme.

It’s all well and good to admonish the Flyers and suggest they try to beat the trap with their speed, but had they done that and turned the puck over, Martin St-Louis was the man playing high, so it would have been his breakaway coming back the other way. And with the margin between victory and defeat so thin, nobody wants to be the guy who is stripped of the puck and causes a goal against.

But in the end, the responsibility for winning and playing the game at a high tempo belongs to the coaches and the players. After all, the Flyers, who came into the game as the league’s highest-scoring team, took just 15 shots and scored once. They were willing to play the chess match just as much as the Lightning when the better strategy might have been to kick the board over and send all the pieces flying.

The NHL has long been a copycat league, but the last thing anyone needs is for 28 other coaches to emulate Boucher and Laviolette’s strategies from Wednesday night.

-----

"The NHL has long been a copycat league..." because:

(a) they don't know HOW to think outside the box?
(b) they don't WANT TO think outside the box?
(c) they are too SCARED to think outside the box?
(d) they are too COMFORTABLE in the box they are in? (Even those teams outside of a playoff position).
(e) "We are in a box? Really? I had no idea..." (clueless...!)

Pick an answer... then think about Sir Ken Robinson's discussion on creativity on TED.com. Or read his book, "The Element."

The NHL doesn't get it. The game will dictate the game. The players and coaches will be along for the ride...

Re: Game Intelligence Training

NHL notes: Bettman not a fan of stalling tactics

QMI Agency, Nov 11 2011


NHL commissioner Gary Bettman said Thursday the league's general managers will probably want to discuss the stalling tactics employed by the Philadelphia Flyers Wednesday night against the Tampa Bay Lightning when they meet next week .

With the Lightning playing a passive 1-3-1 system and clogging the neutral zone, the Flyers opted to hold the puck in their own zone for an extended period a few times during the game. At least twice play, which came to a virtual standstill, was whistled down by the officials.

Bettman denied the notion that the hyper-passive tactics by the two teams were an embarrassment to the league.

"While we had an interesting night in Tampa, I'm not exactly sure it was the grand moment of the season that everybody's speculating," Bettman said on his weekly radio show. "Did I like it? No. Is it the most horrible thing I've ever seen on the ice? No. But I do think it has now added another agenda item to the general managers (meetings) next week.

"I'm kind of enjoying the fact that there's some outrage when something that tries to take the game out of its normal flow gets this kind of reaction."

Bettman backed up the game officials, saying they "reacted appropriately" by whistling the play dead when the Flyers held the puck.

Re: Game Intelligence Training

Flyers’ trap protest has hockey world buzzing
Flames players couldn’t believe what they were witnessing

By Scott Cruickshank, Calgary Herald, November 11 2011



Lee Stempniak had been watching highlights of the previous night’s games.

Or, at least, he thought he was watching highlights.

But that, right there — is that a still photograph?

No. Because, as it turns out, Stempniak was being treated to video of “action” between the Tampa Bay Lightning and Philadelphia Flyers.

By now, most everyone has had a peek at Wednesday’s standoff between the Bolts, practitioners of an infuriatingly passive 1-3-1 forecheck, and the Flyers, who, setting up shop in their own zone, stubbornly refused to advance the puck.

“The game was on national television in the U.S. — so probably not the best way to sell the game,” said Stempniak, winger of the Calgary Flames. “Especially a team like Philly, a high-flying team . . . I’m sure that’s not what the fans were expecting when they showed up. I’ve never seen anything like it, but it seems like an isolated incident right now.”

Added Matt Stajan: “You don’t want to see that in a game. Obviously, a waste of two minutes. Fans pay a lot of money to see that. It was funny, but not good for the game, for sure.”

A bizarre scene, to say the least.

Brent Sutter got a kick out of it.

“I thought it was kind of funny,” said the Flames coach, chuckling. “You can look at it two ways. Neither team is wrong in what they’re doing — I can understand where Philly is coming from, I can understand where Tampa is coming from. But you don’t want to see it in a game either.

“When I first saw it . . . it was pretty funny. But you know what? Same thing happened last year and no one talked about it. So let’s move on.”

Sutter was then asked if he plans to implement that strategy next month when his team visits Tampa.

“Let’s move on,” he replied with a smirk.

Alex Tanguay, however, applauded the Flyers’ stance.

Nothing wrong with a protest. Nothing wrong with making a point.

“People want to see hockey, people pay to see a show,” said Tanguay. “People pay to see skating and skills. I guess it’s working for (the Lightning). But as far as I’m concerned, if I was a fan paying, I would much rather see a team that’s aggressive and skating than a team that’s waiting for . . . I’m not sure what.

“Those people in the stands, they’re the ones making our livelihood, making us what we are. We have to respect them.”

Trust Olli Jokinen to stand apart.

He declared that he is OK with the tactics, that he cannot find fault in the strategy of either side. In fact, according to Jokinen, it serves a snapshot of picture-perfect adherence to a game plan.

“At the end of the day, it’s about winning, about believing in your system, doing what the coach told you to do,” he said. “I think it’s a good example of why those teams are top teams in the Eastern Conference. Especially Tampa. They have all these high-skilled players, but they do what their coach tells them to do. That makes them a good team. Very impressive on their part. Can you blame Philly for having a game plan? No. Just smart coaching on both sides.

“Obviously, it was a hot topic this morning — guys were talking about it.”

None of the players, however, seemed too anxious to weigh in on potential solutions.

Maybe, like in basketball, there’s a place in hockey for illegal-defence restrictions?

“That’s not for me to say,” said Stajan. “I’m sure the NHL is going to be answering questions about that. If stuff like that keeps happening, they’re going to have to put in a rule, for sure.”

Said Tanguay: “It’s interesting. We’ll see what comes out. I’m not going to speculate. We all have our own opinions. We’ll see what the league decides to do.”

Re: Game Intelligence Training

Trapping the way it is in NHL

By Eric Francis, QMI Agency, Nov 13 2011


How to bury the boring Tampa trap? Beat it

One month into the season, no one was complaining about goal scoring in the NHL.

Nor was there any whining about the sort of age-old traps designed to stifle offence.

Up until Wednesday, that is.

Enter Philadelphia Flyers head coach Peter Laviolette, who instructed his players to do the hockey equivalent of taking their ball and going home.

In grade school, we called it “sucking out.”

The more polite term suggests it was a protest against a defence-first system that has been in place for decades.

In response to the Tampa Bay Lightning’s system that had no forwards in Philadelphia’s zone to pressure a breakout, the defencemen simply waited. And waited. And waited.

The game came to a comical standstill.

It happened several times thereafter, with officials unsure what to do.

It was bad for the game, and no one wanted to see it.

And because of it, endless number of critics suggest the league needs to do something to prevent it from happening again.

Enough already.

That’s one of the problems with society today – everybody throws up knee-jerk reactions, and now, there are endless critics who want rules changed.

It isn’t going to happen.

Nor should it.

Yes, the league has looked at it closely and had discussions that will continue on into Tuesday’s GM meetings. Waste of time.

Colin Campbell, who has looked into trying to limit the trap before, cautioned against the type of over-the-top reactions written across the continent and said he’s hesitant to try telling coaches how to coach.

“One thing I’ve learned over the years is that if you put one rule in, it affects seven others,” he said, pointing out implementing new rules is a big decision not taken lightly. (It also requires approval from the Competition Committee.)

Brian Burke said that when he was with the league, he and a screening committee comprised of Lou Lamoriello, Glen Sather, Harry Sinden, Craig Patrick and David Poile tried to do something about the trap in 1995, but after exhaustive efforts, determined it could not be done.

Sadly, he’s right.

Instituting a rule demanding teams send in a certain number of forecheckers or pressuring teams to clear the zone via a clock of some sort is ridiculous.

The game doesn’t need or want it.

As much as fans have every reason to despise any system that limits scoring, we need to stop trying to address every little issue with rash responses.

It’s worth noting Laviolette was not contacted by the league or asked to stop his stance, although obviously, everyone is hoping his notable protest won’t be repeated

It won’t.

After all, in more than two decades of trap-like tactics, this is the first such mockery made of it.

The worst thing about the whole story is that the Lightning won the game, proving once again the trap is an effective way for coaches to mask their teams’ lack of talent and preserve their jobs.

Lindy Ruff suggested probably half the teams in the league employ some sort of trap, so as one GM said, “just get the lead and then you don’t have to deal with it.”

Agreed.

Ironically, it was Ken Hitchcock’s St. Louis Blues who played Tampa Saturday night. When reached before the game he told me he had no plans to pull the same stunt Philly did against Tampa.

“Saw that movie once – it was a flop. Let’s move on.”

Yes, let’s.

-----

How to bury the boring Tampa trap? Beat it

Jason York, QMI Agency, Nov 13 2011



OTTAWA - The trap, the 1-3-1, the 1-4 — whatever you want to call it — they’re all about as exciting to watch as a four-hour game of Scrabble with your family.

And on Wednesday night, the Philadelphia Flyers had enough of the Scrabble game the Tampa Bay Lightning was trying to play. The Flyers tried to make a statement to the Lightning and the NHL by refusing to skate into the 1-3-1 trap the Lightning were trying to deploy.

I have to admit I have never seen anything like that in my entire life of watching NHL hockey. I played on teams that trapped and I played in a lot of games where our game plan was to break the trap that we knew we would be up against.

But I have to say the Flyers took trap-busting to a whole new level when their defencemen actually stopped skating and just stood there in open ice waiting for the Tampa players to forecheck. I think even the the referees were caught off-guard, but did the right thing eventually by blowing the play dead — much the same as they do when a player does not play a highsticked puck — forcing a faceoff in the Flyers’ zone.

The big question now around the NHL is, should the league discourage the trap by punishing its use with a minor penalty or faceoff in the team’s own zone in an effort to deter teams from playing boring rope-a-dope hockey? My answer is an emphatic NO.

The NHL is a results-oriented league, where wins and losses are the bottom line. Teams should be free to do whatever they want — traps and all — if they think it’s going to increase their chances of winning. The entertainment factor is important, but last time I checked, winning ranked a little higher on the depth chart. When you don’t win, coaches and GMs get fired, players get traded and fans go away.

Look at the Washington Capitals — one of the most entertaining teams in the league — and pose the question: Would you rather entertain the fans like the Caps do or have a few Stanley Cup banners like, say, the New Jersey Devils have, in large part thanks to the trap?

If teams want to trap and play boring hockey, that is their business. If their fans stop showing up, that’s their problem, but the NHL can’t tell teams how to play or change the rules again for the umpteenth time.

People just need to leave the game alone. It’s great the way it is. The Tampa Bay Lightning isn’t the first team to trap and won’t be the last. Philadelphia did the wrong thing Wednesday night by stopping the flow of the game.

From a young age, I was always taught that if you don’t like what the other team is doing, don’t quit — quitting is the worst thing you can do. If you want to stop the trap, figure out a way to beat it.

Unfortunately for the Flyers, their tactics didn’t work. They lost Wednesday night anyway.

Re: Game Intelligence Training

What are the observable characteristics of the intelligent player?

Re: Game Intelligence Training

Quote by: Paulie

What are the observable characteristics of the intelligent player?

Good question Paulie!

Taking RookieCoach's idea from last week, let's make this our new question of the month... or at least till the end of November!

Please submit your ideas under this GIT thread.

Let's hear from you guys...!

Re: Game Intelligence Training

You had to do it Paulie, didn't you? I thought I might get a Sunday off from thinking.....

Right off the bat:
- Head & eyes up: constantly sizing up the situation, not just driving through everyone (though I like these players too!)
- Deceptive: shows an understanding of what most players will over-commit for, and uses to his / her advantage.
- Use of space: recognizes what's given and uses it, or creates own space through qualities listed above. Passes to areas, and makes other players more eager to move without the puck. (This is most important in my opinion)
- Communicates: sometimes verbal, sometimes non-verbal, but is always a quarterback with the puck.
- Multiple speeds: understands how changes of speed are as important as all out speed.

Good question....thanks for getting the ball rolling.

Dave

Intelligent player

Great topic Paulie, I agree with Dave and these are my thoughts on what separates the smart from the not so smart player.

- easy to play with i.e. gets in a good position to receive the puck and gives a target.
- creates space for themselves skating away from pressure.
- makes the easy play and then becomes the pass receiver for a give and go.
- carries the puck in the triple threat position; not overhandling it and is ready to shoot or pass at the ideal time.
- when they get the puck they make the best choice of whether they can
a. make a play.
b. regroup
c. gain a zone
- recognize when a team mate needs help and tell him he has time, man on, where you are.

Hockey is a game of constant choices and switching between the playing roles on offense, defense and loose puck situations. Game understanding and good habits make smart decisions possible.

It is the most difficult thing to coach.

Re: Game Intelligence Training

Great question and replies. Last fall I went to watch a game with intentions to watch a particular player and try to learn something to help the kids I coach. I had heard great things about this player as far as game intelligence goes. His physical skills were not too far above everyone else, but what he did with those skills was on another level

a few things I saw

-great puck skills. He used this to give himself more time to survey the play and decide on next move/pass/shot. There were other players between these two teams with high level puck skills but they did not use these skills to do anything other than try to dangle and force themselves to difficult areas

-Deception. Skated with and without the puck always seeking empy areas of the ice. Never seeked a defender just to make a move on them. Without the puck, he was constantly changing slightly the direction he was moving with simple/slight changes of angle and speed.

-Deception. Was not in triple threat position as much as he should have been but he was constantly trying to appear he was passing or shooting towards a direction he was not planning on going to.

-He used angles against the boards very well. He used the boards like a 6th teammate a few times.

I enjoy watching some past games of Mario and Wayne to figure out what made them so far above their peers. One of the things that stood out to me was that they were more productive than players who were stronger, faster, better puckhandlers, shooters, etc. I remember watching the Pens play live a couple times and being amazed at how Kovalev looked like he was from another world with his smooth, quick hands that made NHL players look like poor puckhandlers. But then during the game seeing Mario make simple moves with just a drop of the shoulder or head and not even move the puck to create time and space.

Re: Game Intelligence Training

Well guys , I'm NOT getting drawn into this one. Great points made by all coaches so far.

An intelligent player player has a great understanding of the game , with good sight , and vision.

- deceptive speed and changes directions and the flow in a game
- Makes a hockey play never forces a pass to put his team at a disadvantage.
- Reads the opposition , studies their weaknesses, then exploits those weaknesses and reacts accordingly.
- buys time with the puck with skating speed , waiting for support.
- Knows when to drive skate to open ice or find open ice , before the opposition can react.
- will skate for open ice with speed and confidence as a deceptive move to draw pressure away from his teammate if he has the puck.
- deceptive passing skills - sees the pass but won't telegraph a pass. uses fakes ,moves before he passes. uses all directions on the ice (N,W,S,E)
- knows how to keep his emotions in check. Never gets rattled , and knows when to keep it simple.
- a player who listens feeds off his line mates and team.
_ good body positioning and stick checking skills to help conserve energy.
- also has good anticipation "SIGHT"
- can adapt to different levels of competition.

Just a few , my head hurts already from this.

RK

Re: Game Intelligence Training

I forgot one.......A really intelligent player never panics, and always seems to find time to make difficult plays under pressure. It's as if time and pressure are moving more slowly for them than everyone else. Watch Joe Thornton or Pavel Datsyuk with the puck, for example.

Re: Game Intelligence Training

RK,

I would hate to see what happens when you actually DO get drawn into another one of these discussions...!!

Great replies everybody! Lots of good stuff!

My 2 cents: "Execute skills - head up - at speed - under pressure - consistently" is my mantra.

A player who can do this demonstrates Game Intelligence.

I am amazed (saddened, disappointed) at how many athletes are 'heads down'...

If you want to add to the description of observable Game Intelligence, please do so. Otherwise, lets move on to the next question... it may take some time to formulate the answer (for those who don't have it done already...) See the next post!

Re: Game Intelligence Training

In another thread, Tom mentioned he didn't like to do punishments for the losers of activities.

Quote by: TomM

I like the intrinsic motivation of wanting to succeed or win instead of extrinsic motivation. Not a big believer in punishing the losers (sorry Dean). We sometimes have them do things like a few push ups, pick up the pucks or skate the circles; but it is more for fun. Winning is a reward in itself and losing is the pits. If I have a team that is low in self motivation I may have more external consequences but I prefer to appeal to the need to get better so they and the team can succeed.

I respect Tom's philosophy and appreciate that he knows what his philosophy is. I also like how he ties things into the Team Covenant that Bob Murdoch has presented to Tom's coaching class. This got me to thinking...

WHAT IS YOUR COACHING PHILOSOPHY?

Let's make this the new question of the week / bimonthly / whatever it is we are calling it!

I challenge all of the coaches to put pen to paper (old school!) or fingers to keyboard and do the same. What do you stand for? , (And for bonus marks - WHY? You don't have to share the justification if you don't want to. The important thing is you can tell people what your stand for; and not just copy somebody else's because "it sounds good.")

"A man who stands for nothing, will fall for anything." - Macolm X - What does this mean to you?

I will go first this time; providing some justifications of what I do under Game Intelligence Training, based on my experience as a player, coach and researcher.

I have been subjected to the full gamut of coaching styles - no / some / lots of competition and accountability (rewards and punishments) as well as consistent / inconsistent application of them. As a player, I preferred a defined structure (competition and accountability) delivered in a consistent fashion as I felt I performed better in one like this; rather than a 'do you best' scenario. The feedback I get as a coach, is that both the players and parents (and administrators) prefer and appreciate this approach too - even more so in the last ten years (perhaps as society changes to one that allows entitlement? I don't know why...)

I would LOVE it if every kid / pro demonstrated their intrinsic motivation to succeed or win consistently. If they did, I wouldn't need to apply the accountability factor! But 90-95%(?) of the people I coach don't demonstrate this in their actions consistently - kids or pros (for whatever reason). So, by fine-tuning my philosophy to bring competition and accountability (rewards and punishments) to the forefront, this does several things:

1) It increases the attention to instructions given and the execution of the activity / decreases screwing around and 'wrong' performance (it helps keep performance within accepted bandwidth levels sooner and narrower (more desired performance and outcomes));

2) It allows for revolving leadership opportunities (I select different captains and let them keep score, make decisions for the team, etc.);

3) For those in the minority 5-10%(?) who possess and demonstrate this intrinsic motivation, they immediately excel in this environment and they learn to to deliver this more consistently. Everyone talks about how they are striving for consistency (hockey, football, basketball... wait, basketball is locked out these days!) - by holding people accountable all the time in practice, this breeds better habits during game situations.

4) For those in the majority 90-95%(?) (who aren't so lucky with their level of intrinsic motivation) - well, there is no more coasting and hiding in my activities and games; especially in the 1 vs 1's that I use almost 50% of the time... they figure out they must start to apply themselves on a regular basis or else they are on the receiving end of the accountability, more often than not. I don't control that as a coach; their performance (or lack thereof) in the activity dictates that. I am merely the person helping them conform to the standards of the game. Fortunately, humans are competitive by nature, so this is a natural evolution for them. These people usually elevate their level of play - some take longer to figure it out than the others - but in the end, they will figure it out. This starts out extrinsically for them; over time, good work ethic and habits BECOME intrinsic and this becomes their 'normal' way in practice and games!

I will post more on my coaching philosophy later... my kids are calling me!

Re: Game Intelligence Training

Article from Soccernation.com

The Awareness Philosophy of Training and Development in Youth Soccer

Youth Soccer News: Wayne Harrison is a former pro and coach with Blackpool FC in England, Al Ain in UAE, and Eden Prairie SC. Focused on player development, Awareness Training helps train soccer players to be like Barcelona's Xavi Hernandez and English soccer great, Paul Scholes.

SOCCER AWARENESS: DEVELOPING THE THINKING PLAYER. Accessing options before you receive the ball.

Wayne Harrison is a former professional player and has been a highly qualified professional coach for many years. He has held the position of Academy Director at Blackpool Professional Football club in England and at Al Ain Professional Football Club in the UAE.

Wayne Harrison spent 9 years in Minnesota developing Eden Prairie Soccer Club with his specialized training. Harrison has held the UEFA “A” License since 1996 and holds the NSCAA Premier Diploma. He has also earned a degree in Sports Psychology and Applied Physiology. Coupled with this, he has published eleven books on Soccer Coaching and Player Development.

Harrison has designed his own means of developmental coaching and training, which he calls Awareness Training, over many years of experimentation. In just two years with Al Ain, his training methods helped the club’s youth academy win seven National Youth championships at various age levels.

"The ultimate goal in coaching is helping each player develop his or her talents and abilities to the fullest. With this in mind, I created my Awareness Training philosophy of developmental coaching and training over many years of experimentation. It simply means training the mind before the body." Wayne Harrison

Wayne Harrison's newest book on soccer coming out in two weeks.

This is the first book on this system of play; the 4-2-3-1 which is the most popular system now.


Coaching focus - an Interview with Wayne Harrison

SNN: Where have you coached youth soccer?

Wayne Harrison: I have coached in England, the U.S and United Arab Emirates. All parents are focused on winning. Americans are not worse but the only place there youth players get paid is in Dubai. U9 players actually get paid to play and get bonuses for winning.

SNN: You are pleased you moved to San Diego. What are you looking for?

Wayne Harrison: A competitive youth soccer club that will embrace my developmental coaching and training. My training philosophy is designed for the player to think and not to be constantly instructed by the coach while on the field during a match. I believe that it is important to improve thinking and decision-making as the game is getting quicker.

SNN: How does a coach make soccer players think under pressure on the field?

Wayne Harrison: Getting someone to think for himself or herself can become habit forming and that is the goal. Teaching players to form good habits that last a lifetime.

But you have to teach players when they are young, in the golden years when they are U7 to U11. If you can teach a U10 player to think and realize his options, then you have a learned behavior that can last a lifetime.

It is critical to know what your options are and to know what to do with the soccer ball

The more you solve soccer problems on the field, the better a player you will become. It is like developing muscle memory. My book explains this all. This approach also allows for mistakes on the field to be corrected.

What does this all mean in one simple sentence? It is all about accessing options before you receive the ball.

SNN: It sounds so logical.

Wayne Harrison: It is, but no one has written a book on this before. I have checked.

SNN: Why is One Touch the best training for developing players?

Wayne Harrison: This training approach takes the player to the next level. It transforms them into a thinking player.

Winning requires mental preparation. Developing mental readiness is not a 5 minute job, it requires years of training.


American players are very physical and the game of soccer is very physical now, I think

SNN: How can we improve soccer in America?

Wayne Harrison: American players could be more cerebral. Some players have the ability to assess what to do with the ball naturally, but others do not. We can teach it.

Players should use their peripheral vision to be able to know where they are passing the ball. The one-touch approach allows the speed of play to stay quick enough not to lose the ball to a defender.

SNN: Who are great examples of famous players who use the one-touch approach?

Wayne Harrison: Barcelona's Xavi Hernandez is a great example. One of the greatest English soccer player of his generation, Paul Scholes, is another player who uses the one-touch style.

SNN: What about Cristiano Ronaldo?

Wayne Harrison: The spectacular players like Messi and Ronaldo, who beat players 1 v 1 and score goals, usually win the title of World Player of the Year, and they are deserving of it of course. But I hope one day the less spectacular but equally effective players like Xavi will win this honor. Xavi creates the chances for others; the passing player should be recognzied, not just the dribbler.

EFFECTIVENESS is the key to the great player.

Ronaldo has awareness with lots of touches. I am referring to awareness with one touch. The one-touch training is designed to train the mind when to take one touch and when to take two touches or run and dribble the ball.

SNN: Why do you coach?

Wayne Harrison: I am a teacher, I like to teach, I like to help develop players and I enjoy working with kids. I have a real love for it. I am always challenged to find different ways to communicate to my players and different ways the training can suit them.

SNN: How involved do you think parents should be in the development of their player(s)?

Wayne Harrison: Parents should know what coaches are doing to teach their kids. Parents are paying the money and are entitled to know what coaches are doing. I have really comprehensive player evaluation forms that I hand out to the parents. The evaluations do not always make the parents happy, but…

SNN: What do you look for in a player?

Wayne Harrison: Game intelligence. Regardless of the age of the player, you can see game intelligence in an 8 year old.

Game intelligence is the when and where and how and why – the skill factor, understanding where to be and when to pass and where to dribble

The continuum of training… When you see a player dribbling past numerous defenders and then lose the ball, often you hear people say "bad luck." The player looks spectacular, but he is not effective. He does not know when to pass the ball before he loses it. This is lack of game intelligence. A lack of the skill factor. But we, as youth coaches, need to teach the when and where. The when and where are more important than the actual technical skill, which is easier to teach.

In the continuum, a player might not have great technique but might know when to pass and have great game intelligence.

Many players are very good technically, but the when and where needs work.

SNN: How will this impact the game?

Wayne Harrison: The players will think quickly. Take for example, Barcelona.

Barcelona has proven great soccer is all about the mind. Barcelona has small players who think quickly and have great game intelligence.

When I played at Blackpool F.C. in England, Alan Ball was a great player on the team. Ball was named the best player in the World Cup when England won in 1966 and he was just 21 years old. Alan Ball was the epitome of one touch play, and to be honest I couldn’t do it like he could. Alan said to me, and I quote, “I don’t need one touch, I need half a touch.” This was in 1979.

I realized then that I wasn’t good enough at this and that it was a bit too late for me. I lacked this capacity to identify my options early enough, and this held me back. I might need 3 touches, Alan might only need half a touch, and this is when I realized I needed to teach. Alan inspired me to be the best coach I could be.

Then, years later, I saw this style of soccer being played when I watched Barcelona. It was magnificent.
RECAP of Harrison's One Touch Training and the Importance of Awareness

The awareness concept is teaching players to recognize their options “before” they receive the ball, thus speeding up decision making and improving field vision and general speed of play. The designed objective of this training is to make the players think for themselves and problem solve, not have coaches think and solve the problems for them; otherwise the players learn nothing for themselves.

The concepts of coaching and training come together with this philosophy. It uses a methodology that guides – not commands – the players to solutions. The coach has to encourage self thinking in the players. He has to ask questions to get them to think about the problem and how they need to solve it themselves. The coach must encourage and offer positive reinforcement.

The training philosophy is designed to help this with specific conditions inherent in it to guide players to the right decisions. Training is at a high tempo, which creates stress; the stress creates mistakes in training, which forces players to learn from those mistakes. Mistakes are accepted; negative criticism is not allowed where decisions are made that did not work in a particular situation. Players are told that they learn how to get it right through making mistakes. Therefore, players should be more relaxed in training and in games, knowing mistakes will not be negatively challenged.

The Awareness Training model of development was devised to assess the strengths and weaknesses of players. There is a link among the aspects of player makeup – psychological, technical, skill, tactical and physical – and the associated positive words of the continuum. In order of sequence, the coach has to asses these word associations:

1. Look/Observe (before receiving the ball)

2. Communicate (can be a two way positive of the players themselves on the ball or their teammates off the ball)

3. Position (feet and body preparation)

4. Control (unless a one touch-technique is needed)

5. Technique

6. Skill (when and where)

7. Mobility (movement off the ball)

8. Transition (possession changes)

The first step is relating word association with actions to identify the strengths and weaknesses of players and how to correct them. Second comes individual building blocks (awareness with many touches at the younger ages and awareness with few touches as they get older).

Next the coach adds unit and team building blocks (awareness with few touches). Finally, awareness training needs to be structured to apply to all age groups beginning with simple individual developmental concepts at approximately 8 years old and moving through to advanced team training concepts from 12 year old and onwards.

How many times have you looked at a player and felt he or she was a good player, but just lacked something, and you couldn’t put your finger on what it was?

This continuum can help in this identification. The solution is to value the different parts of the player's makeup separately, and then to add the values of the different parts of the whole together to make the final player.

So, while the whole (the player) is very good, improving “one part” (it could be the “skill” part or maybe the “look” part, which most of them often do not possess initially) will make the whole (the player) better. For this to work, the coaches of awareness training must be quality demonstrators.

So what exactly does “awareness” mean?

Awareness in soccer means stages of thought (psychological) processes combining with technical, skill, tactical and physical aspects and their ensuing movements in play.

Though also relating to identifying “when and where,” awareness applies in “specific moments” to maintaining possession with one touch or many touches of the ball. This training is primarily designed to help the players to learn to think for themselves more quickly with one-touch play, and to improve their decision making. It also helps them to think/decide more quickly and effectively than they did before they were shown and taught this form of training.

One-touch training helps this develop more quickly than any other training. So what does one touch play help to teach? It is psychological – training the mind – as well as training the body. For the individual receiving player it teaches a variety of important lessons.

Quicker Thinking: The game is getting much faster, so players need to think much more quickly to be able to cope with this increase in pace.

This means they have less time to make decisions. So, one-touch creates "quicker thinking players."

Quicker Play: Because the game is getting faster, players have less time on the ball, so a natural progression to cope with this is to use fewer touches of it. This means using one touch more and acting more quickly particularly in tight situations, hence observation before receiving the ball is a necessity. One-touch play forces the player to do this if they want to be successful.

This means looking before receiving the ball and assessing options early. It requires a look over the shoulder, to the sides and behind the player before receiving the ball

Body and Foot Preparation: One-touch means getting the body/feet into appropriate position to receive the ball. One-touch develops body positional awareness in a player (e.g. a player may need to let the ball "run across the body" to "save" the touch).

Improved Technique: One-touch demands and promotes technical excellence when distributing passes received in the air (foot, thigh, chest, head). It also improves the first touch by lots of practice relying just on that skill.

Improves and Speeds up the Skill Factor: This is “decision making” awareness – “when and where” situational play. Skill is the end product of technique: the how, why, when and where of the technique.

Faster Ball Movement: The ball is moving faster, too, as well as the players moving faster. This suggests quicker passing sequences. Faster ball movement, faster running of the players and quicker closing down by opponents means everything is quicker.

Thinking and decision making have to match this. Hence being very good and successful at one touch play is an essential part of a modern day player’s makeup.

Limited Space Possession and Tight Situational Play: One touch teaches players how to maintain possession in tight spaces or when closely marked.

Ball Mastery: One touch requires players to demonstrate ball mastery when receiving (for example, cushioning a pass to a teammate in close support vs. hard pass to a teammate supporting at a distance). One-touch teaches players how to correctly "weight" their passes.

Fitness: More frequent and quicker movement off the ball means players have to work harder to support the player on the ball, as they have little time with it and need instant help. If the ball is being passed consistently by one-touch, then the ball is travelling faster and more frequently. The players have to work just as quickly and frequently off the ball to cope with this and maintain possession of the ball; thus it improves specific soccer fitness.

Time Management: One-touch play means thinking quickly and identifying options early. This in many instances can give the player more time on the ball because they have already seen where the space is to play before they have received the ball. So, it creates time on the ball to allow for more touches, if needed, by identifying options earlier

Identification of Players and Space: It offers the means to a faster identification of players’ positions, both teammates and opponents. It helps a player identify more rapidly when and where to pass, whether to feet or to space, and where the space or player to pass to will be.

On-the-Ground Patterns of Play: One-touch encourages passing on the ground to maintain possession so it is easier for the next player to control the ball.

For the attacking team, one-touch training has significant benefits.

Movements OFF the Ball: Training with one-touch means the player receiving the ball has to move it on quickly, therefore players have to move OFF the ball more quickly to help support the player receiving it. This is a very important aspect of one touch training, as it involves all the other players off the ball and their positioning to help the player on the ball, preferably before they receive it so it can happen more quickly.

Style of Play: One-touch training encourages a fluid, attractive style of play and develops a good tempo and speed of play

Combination Play: One-touch training encourages combination play, such as wall-passes, set-up passes or third-man runs. There is no better play than a give-and-go one-touch pass combination to beat defenders. It is difficult to defend against, especially in and around the attacking third or the penalty area when quick play is applied.

Aesthetic Effect: One-touch training is "pleasing to the eye" (think of Arsenal, Barcelona or Manchester United).

Counter Attacking Play: One-touch training is useful when teaching the counter-attack, as fewer touches means the ball travels faster

Ultimately, one-touch play is designed to improve the player’s first touch in the redirection of the ball, to help players identify their options before they receive the ball and thus know which option next is best. This next option may not be a one-touch pass in the actual game situation but may be a dribble with many touches, a turn, a run with the ball, a cross, a pass or a shot.

By learning one-touch passing – which to be successful needs the player to be able to identify options before receiving the ball – players develop an awareness of many things including teammate positions, opponent positions and where the space to play to is. One-touch is challenging mentally, physically, technically and tactically, and better players will thrive on "one-touch sessions" and rise to the challenge of them.

Re: Game Intelligence Training

Kai,

+1 and thanks for this post. His philosophy sounds eerily similar to myself and the Colombian! I alerted John and he is going to check out the Soccer Nation site too. I think it is so neat that someone has such a similar philosophy as myself and John... we had been wondering, "Is there anybody else out there with a similar methodology, or are we truly in 'left field' by ourselves?" Maybe we aren't the crazy coaches everybody thinks we are... now we are a group of ... 3!

(I just checked my book shelf... coincidentally, I have a copy of one of his books, "Game Situation Training for Soccer" but I haven't had time to review it yet... it will now get moved up towards the top of my pile of 'to read'!)

Re: Game Intelligence Training

I have had house guests the last two weeks so computer time is restricted.

Consequences: There should always be consequences in an effective practice but I believe the puck in your net or in the opposition net is the consequence. That tells you if what you are doing is right or wrong.

Before or after a drill or game I tell the players why they are doing a skill and why it will help them to be better individually and as a team. If players are not practicing the skill properly in either a game or a drill I will talk with them to find what they are thinking and if it is consistently wrong I will stop everyone and bring them in to explaning the point of the activity and how it will make them better.

The team makes a covenant that states what the players and team goals are and this is my template to how much input I give.

Last night I talked about individual goals and team goals and what college scouts look for. We talked about good habits and good technique. I told them that winning or losing is NOT an accident and went over the goals we gave up on the weekend and how good habits and techinque would prevent them. I used the games as examples of how shooting instead of making poor percentage passes would help us score more. We then did drills and games to practice good habits and techniques.

The consequences are:
- you lose instead of win close games.
- losing teams don't get recruited very much.
- scouts watch and see how you play in all four game playing roles. You need to be competent on both offense and defense.

Losing team last night did 5 push ups; more a way to point out the other team won.

If you want to get better to create more opportunities for yourself and for the team to succeed, then you compete hard in practice.

As Joan Vickers says in her Decision Making book; the players need to become independent thinkers and not rely on coach input all of the time.

So I say 'The Game is the Great Coach' and the consequence is losing the or winning the game. If you do the right things only to 'Avoid Punishment; how independent are you when the 'Coach' isn't around.

So that is my opinion and why I always appeal to stated individual and team goals.

During a game players constantly make reads and use acquired skills and habits that will help them to be successful. The coach has to make sure that these are covered in practice and the players have to make sure they become part of their toolbox.

Re: Game Intelligence Training

First off , I have been off the bench for about 7 years or so, but still running different team practice's.

I always used a couple of Sport Quotations with my teams:

"Success is NOT a sometimes thing , In other words, you don't do what's right once and a while , but all the time. Success is a habit. Winning is a habit ". - Vince Lombardi

" Winning isn't everything, but making the all-out effort to win is the most important thing." - Vince Lombardi

Coaches must be prepared for every practice. I prepare like it's a job.( that I would get paid for)
-Respect players and they will respect you as a coach. If you show them you are prepared and committed to teaching them , they will strive to please you , their coach.
- Put yourself in a young players position when you coach. They want to have fun , and they will want to practice.
- I am NOT a fan of "bag" skating players. But my teams don't stop skating from the time they hit the ice. I will give a few warning of the lack of intensity , and they usually know what will come if the don't focus and pick it up.
- Every practice has a different look. I constantly change drills and games. If you keep using the same practice , they will just go through the motions. It takes the thinking out of the practice.
- I have always used different types of 1on1's. I feel they have natural battles , creates competition , and players can't HIDE from 1on1's.
- Team must practice with the intensity that you want in a game situation.
- Players feed off of each other and also their coach. If they all buy into your Philosophy , you can be successful.
- Set forth a team structure of how you want to play as a team and coaching staff.
- All players must come to a game with a goal in mind. Something that they need to work on or show weakness in a game and practice. If they think about , focus, visualize and strive to improve in these areas. ( ex- keep my feet moving. don't stand still)
- They must understand that's ok to lose , if they work their hardest I would be proud of them as a coach.
- All practice situation have a puck involved , drill or games.
- I would say ' that I'm a hybrid type of coach now with drills and games. Games are making more sense , every play has a new outcome and you touch on more player roles.
- I use accountability in my practices. Players love to compete with each other.
- I am the silent type of coach that lets the players dictate the flow. After a while a player can tell by a coaches body language , and they can sense when a coach isn't happy how things are playing out.

More later. Gotta run to watch a game.

RK

Re: Game Intelligence Training

Rookie Coach, I agree with what you say, especially about giving physical and mental effort. If they give everything they have but still lose a coach can't ask for anything more.

Re: Game Intelligence Training

My philosophy is 3 things

1. Pond hockey type play as much as possible. (open days, off weekends, selected times during the practices) Goal is to create what most past legends had on a daily basis that created a passion for the game.

2. Rep, Reps, Reps Keep them moving. When possible have everyone moving working on things like the Russian Warm up, particular puck moves, passing, keep away, skating moves like tight turns, mohawks, pivots

3. Learn from each other and from others. Watch your teammates and learn. Watch the opposition and learn. Copy them. What do they do best? now copy it!

I do need to use more rewards.

I am mixed on punishments for losing games during practice. Agree with both sides so I'm torn . I remember hearing that the great players do not have a love of winning but more of a hatred for losing

Re: Game Intelligence Training

Tough question Dean....I guess I never have taken the time to articulate this.

Some background: I had three distinctly different styles of coaches as I progressed through competitive hockey. 1)The "dump it in & go hit 'em" one, who got us in better shape than anyone else and stressed body contact. This team relied on emotion more than skill, and had lots of 3rd period wins by wearing down the other teams. 2) The technical expert, who probably developed a hundred or more Division 1 college players in his career, but who absolutely berated players when they made mistakes. Players were motivated by fear more than anything. 3) The tactician - this coach changed the way I looked at the game - made it creative & fun, even with 3 hour practices and missed vacations I always looked forward to playing. He had terrible people skills, but the way we played the game made up for it...it was wide open, creative, and all about speed. Only twice in four years did we have a bag skate, and we deserved it both times, but we were in shape from the constant flow of our practices. We won a lot of games, too.

I'd say I am a hybrid of these 3 distinctly different approaches. I would love to play the wide open game (experience #3), but without the raw skill of experience #1 and the refinement of experience #2, it's tough to play at that level....but the goal is to get there! The biggest things I've learned and I now focus on are:

1) Coach at the players level: You have to be wiling to adjust and go backwards if needed. A glaring lack of fundamental skills cannot be overlooked. Hockey is a continuum of acquired skills, and you can't move forward very far without the fundamentals. There are no shortcuts!

2) Build players up, don't tear them down: I never enjoyed playing in fear, and I catch myself often barking like the old drill sergeant I had in experience #2 above. I'm working hard at remembering these are kids, not small adults, and they are often way more fragile than they act. Encourage them when they do things right, convince them that they can and that it will make a big difference.

3) Details Matter!: Small details can make the difference between an average team/player and a good one, and they're things that everyone is capable of...stick on the puck, blocking shots, backchecking & short shifts are examples of things that everyone can do that make a difference. Do your job with attention to detail and trust that your team mates will do theirs. Do not try to do someone else's job. Reward excellence in this area but do not tolerate mediocrity. We are all capable of doing these little things that make the difference.

4) Discipline in the defensive zone, creativity everywhere else.

I still catch myself falling back to old drill sergeant skill and drill coaching from time to time, but the input of coaches here on this sight.....Tom's books & videos, Dean's relentless rants, and Kai's wealth of knowledge.....have convinced me that games are the best teacher. This has made coaching more fun too.

Dave

Some random thoughts

I have a patch on one eye with antibiotics in it; so the typing may not be so great with my eyes closed. This is how I want my players to be able to play the game; except the eyes closed part. I learned to touch type in high schhool and the skill stayed with me even though I didn't type for twenty five years until I got a computer.
The teacher insisted that we have good posture and we were tested regularly and earned the right to advance to the next letters. It was a drill and practice methodwith a planned progression and the consequence that we were gradedd on how fast we could type.

Coaches have to have a progression in mind that has a scope and sequence but in hockey it is not just the technical skill but also the ability to use these skills at the proper place and time during a game. That is like moving across the hall to englih class and writing stories with the typewriter.

So it seems to me the question is 'how do we get players to involve themselves in 'deep practice' where they identify mistakes and work through them until they can do it? Daniel Coyle has a video on his site where he learns to dribble the golf bacll like Tiger by using deep practice. He is self motivated and has no instructor but a video of Tiger. The Turkish coach Deniz wanted to learn how to play hockey so he got a vhs of Mario Lemieux and watched it, then practice on his own, then watched it again until the tape wore our-t and he couldn't watch it anymore. He is pretty good.

When I worked with a team from the orient they would get good athletes and bring them here for a month with ninety six hours on the ice. Some of the coaches of the younger teams would punish the players by making them stand with their hands on the bboards and the coach would beat them on the behind with his hockey stick, and if he was really mad the last whack would be to the back of the knees. Another coach would simply call the player over and he would slug him on the jaw two ot=r three times. S I had to make sure I kept my voice calm because if the coach thought I was upset then some player was going to get hammered. Later teams stopped doing this but used other punishments like hands behind the back, forehead oand toes on the ground then hold yourself for designated amounts of time.

So I have seen a lot. I have also seen our western culture change from where a clild crying in the mall. Then eveyone looked at the parents and condemed them if they didn't spank the kid to now if a parent touches the kid cell phones would be calling the poice .

So hw do we achieve deep practice and hold players accountable for how they practice.

I would like to read what punishments or rewards are given for players doing Deep Practice.

My eyes are still closed so I hope this is readable.

reply to Dave

I can look at the computer screen now without my eyes killing me. I couldn't read your posting Dave.

I have had the same kind of coaches that you mention along with my jr A coach who put out a puck at the start of practice and then went and drank a bottle of whiskey with the owner while we played shinny games up to 5. He would come out the last 20-30 minutes of practice and bag skate us. When we were losing he would rant about us not using our power play or forecheck and we would look at each other thinking 'what power play'; what forecheck?' Anyway you eet a lot of different kinds of people in this game.

I started as the first kind of drill sargent coach who believed the fitest tea would win, then as I studied what the international coaches George kingston brought here every summer had to say I became a very tactical coach. When Juhani came he foreced me to look at how I was running practice and I started coaching like I taught PE and using drills, games and tournament. When I did this my teams winning percentage went up a lot.

So it is a process to develop a effective coaching style that is effective in teaching the skills and game understanding players need to be successful.

As I am thinking about our weekend games I am doing a mental review of what we have covered because another thing I have learned is that you can't expect players to be able to do things you haven't practiced and then reviewed. So everything is cummulative.

Re: Game Intelligence Training

It's Sunday, and you know what that means....get your thinking caps on! Attached is a post from Swen Nater's blog describing how John Wooden understood and inspired motivation. (Thanks to Eric for sharing the blog here: http://blog.coachswen.com/.) My question to you is: How do you categorize your players' motivation, or lack of it?

Please share any anecdotes, theories, or strategies you might have.

Thanks,
Dave

Re: Game Intelligence Training

DaveM, Great blog (thanks to Eric!) I bookmarked it and started reading it. Looks good!

Here are the 6 categories in the .pdf from DaveM's post.

1. The Motivation of Wanting to be As Good as Someone Else

2. The Motivation Wanting to be Better Than Someone Else

3. The Motivation of Wanting to be Recognized as Valuable and Needed

4. The Motivation of Wanting to Please My Teacher

5. The Motivation of Wanting to Prove Someone Wrong

6. The Motivation of Improvement

These categories are a pretty comprehensive summary... are there any more categories you can think of? (DaveM: not sure what you are looking for in your question... please elaborate. Thanks!)

How about 7. The Motivation of Wanting to Earn Ridiculous $$$ and Setting Oneself Up On Easy Street For Life While Playing a Sport?

Re: Game Intelligence Training

I was gone this weekend to watch one of The Colombian's U16 (1997's) female soccer teams play in an indoor provincial tournament. They achieved the silver medal; winning 7 games in a row leading up to and including the tournament games. They lost the gold medal game 3-1. John's team was down to 10 players and a goalie (they started with 14 players - blasted injuries!) The team that beat them was one year older (1996's) and their increased strength, speed, skill and tactical play showed. That team has played together for four years while John's team (core of 8 players) has been together for 16 months. Still, they competed very hard. They need to refine their skills and play more confident. (The opponents scored to make it 1-0 34 seconds into the game!)

I made lots of notes and stats and will share some thoughts on these as well as the play in the games I saw. I kept track of possession time in one game and then consecutive passes in two games. I didn't make any judgements about the decisions - like Stewart B. did with the Dinos when Tom was working with them... I want to determine Stewart's system to see if I can quantify games with that system. Tom, do you have a form or guidance for me in that regard? I will share my findings later this week when I get more time.

Indoor soccer is very close to hockey - played in a rink of similar dimensions, change on the fly, 5 players and a goalie, three lines marking the ice, etc. There were some different rules though... In fact, it would be cool to try playing a game of ice hockey with some of these rules!

John was very impressive with his calm demeanor on the bench. I couldn't believe some of the other coaches - absolutely losing it at their own players and the refs! You could see from the players' body language that they weren't too happy about their coaches' performance!

John asked me into the dressing room and team meetings so I got to watch how he conducts himself. Not too many people have enough confidence in themselves to do this - but we have worked with each other for almost ten years and we share a very similar philosophy. It is always nice to be able to see other coaches in action; especially behind the scenes. Lots of good stuff. It was a great weekend of PD!

Re: Game Intelligence Training

Quote by: hockeygod

How about 7. The Motivation of Wanting to Earn Ridiculous $$$ and Setting Oneself Up On Easy Street For Life While Playing a Sport?

With Mario asking Bob Perno if he could get him 1,000,000 if he broke Guy Lafleur's junior scoring record, I would say that #7 played a good sized role in #66's motivation.

Re: Game Intelligence Training

Sorry, I wasn't very clear with my question.
In a nut shell, how do you (experienced coaches) motivate players? Do you categorize players based on their motivation/personalities? What strategies do you use to motivate different players/personalities? Have they worked, and what are some success stories?

Thanks,
Dave

Re: Game Intelligence Training

Dave,

Here is an article I received today from Bruce Brown. He is a mentor coach from the Seattle WA area. I have bought many of his booklets, CD's and DVD's and highly recommend them. This article concerns "Positive Conditioning". It ties into this topic of player 'motivation'.

Enjoy!

Re: Game Intelligence Training

DaveM (and whomever), here is some more of my personal philosophy... not just the 'what' I deliver, but the 'how' the message is delivered (some background to help explain the 'why'!) ...


Having lots of conversations with John the Colombian lately; mainly about philosophy. We have been looking back over our respective playing and coaching paths, focusing on what impacted us the most, and plotting what is in our respective futures... "How do we get better?"

One of the biggest things both John and I have come to realize is the old cliche is so true... I first heard it in a coach clinic in the mid 1980's... "The players don't care how much you know, till they know how much you care."

I thought it was good advice at the time. As a young coach, I really took this to heart and tried to honour this. I had some of my most memorable years and best, enduring relationships with my players and their parents (and coincidentally, great results / outcomes!) when I deeply cared about all of my players. I let them know it, too. You know, when a kid screwed up on or off the ice, I really took it personally and it was tough. But I think this made me a better coach and I know the kids appreciated my concern.

In hindsight, about ten years in, I can see how I started to slip farther from this advice. I became a "transactional coach" with winning (an uncontrollable outcome) becoming one of my most important measuring sticks. Not 'win at all costs' as I still wanted to honour the spirit of the game, but I thought and talked about winning more than the process. I started to distance myself from my players. I didn't communicate with them as much - at least, not about their life away from the rink.

I wasn't so focused on performance (within our control; therefore where my / our focus should have been.) Performance and outcomes varied; but generally weren't where I wanted them to be. We 'under-achieved'. I felt this was influenced by the other coaches I was working with and around at the time. It seemed that this was the accepted hockey culture / coaching environment and the higher you got, the more it became like this. We were all concerned about getting to the next level - using each position to leverage the next position higher up the ladder. After awhile, my internal moral compass really started to conflict with 'what' I was doing and 'how' I was doing it.

My dad got diagnosed with terminal cancer in early October and I ended up resigning my WHL coaching position in mid-December as my gift to him. I wanted to spend the rest of his days by his side. He said that was the greatest gift he had ever received. We always had tickets to attend the Flames / Montreal game on New Year's Eve. I made special arrangements to get him in (wheelchair) with the Flames, but he was too weak to go. He entered a hospice overnight and passed Jan 13th. I still have the unused tickets in my folio. Obviously, this had a huge impact on me personally. I took a year away from coaching. It was a good break for me and I started to re-establish my moral compass. Dad's passing really made me appreciate life and see things in a new light. It changed me.

I got lured back as an assistant coach at Midget AAA a full year later, after the New Year's break (the head coach quit and his AC took over but needed another AC. We had worked together previously for a few years...) It was nice to work with some kids who wanted to get better, without the same intense pressure of the WHL (winning / outcomes).

After that season, I was asked to coach girls at university, I 're-found' some of the connection with my athletes, but hindsight being truthful, didn't recover quite back to my early levels. I still felt my job was on the line if we didn't win, so this outcome was still on my radar.

When I left the girls and went back to coach the guys at MRC, it was all I could do to get through the year. I recognized within two weeks that I had inherited a lot of issues (14+ 'projects') that no coach should have to go through all in one season (excessive chewing tobacco, drugs, heavy alcohol abuse, run in's with the police, lying, violence on and off the ice, a lack of demonstrable respect, etc.) There wasn't enough time in the day to change this group - particularly because they didn't want to change. They were young adults and were set in their ways. Sad that their previous coaches (parents?) allowed them to get to this. Many of the players lived a life that I felt was counter-intuitive to an athlete; the lack of maturity and leadership really made me happy to end it after one year. (We had our first child at the end of the year and our family agreement had been that when our first miracle appeared, it would be time to step away from coaching a team and focus on family. I was so grateful to be free of that situation!)

During my time coaching the girls and boys at university, I started teaching at several skill academies (Jr. and Sr. High). I have continued this and it has been an excellent avenue to stay involved. I have been able to stay on the ice, continue to fine-tune my Game Intelligence Training curriculum (on and off-ice) and more importantly, return to the roots of my initial philosophy, "They don't care how much you know, until they know you care!" This has become especially important to me now as a parent of two young children... I see their wonder and love in their eyes... and I see that reflected in the other kids I coach. "Daddy-ism" has changed me - again - for the better and I continue to evolve!

After all of life's experiences and all of the experimenting and reading I have done along the way, I feel Daniel Coyle (and other researchers) are really onto something when they talk about the factors behind what makes an athlete successful. In the realm of Talent ID, expertise, etc., one of the major influences is THE COACH. The coach can act as an IGNITOR - a spark - to encourage someone's passion and help propel them to the next level. (They can also easily suffocate or extinguish someone's love for the game... DON'T be that coach! "Hey Gretzky, Pass! Shoot! Hit him! Don't take such long shifts... get off the ice, you puck hog!" ... SHUT UP and let the game be the best teacher! Do you think Wayne's Pee Wee coaches told him any of these things? I doubt it... more like, "Wayne, your up next... stay out there Wayne.... nice goal again Wayne!" He scored 378 goals in that Pee Wee year!)

I feel that since my kids have been born, I have whole-heartedly returned to this initial philosophy and I have seen great results with the kids in the skill academies. Granted, it is a different relationship than a 'coach / team' one, but I do see a positive difference. It's not just the 'what' (Game Intelligence Training curriculum); it's the 'how' (a TRANSFORMATIONAL COACH - not a transactional coach) that is most important.

I think all kids deserve a transformational coach (I wish I would have had a coach like this!); so that is what I am in the process of becoming.

Can anyone else reflect upon the type of coach they are now? Or on their coaching journey in general? Hopefully we can have a few more people share a playing / coaching story that illustrates their past or current or future style of coaching / leadership. It is great to use this forum to learn from each other - even if it means opening up and sharing personal thoughts and influences!

Re: Game Intelligence Training

I consider John the Colombian a Master Coach - people compare him to Cesar Millan, the Dog Whisperer - but as a master of working with people; of building them up and helping them become the best they can be. I am grateful for the ongoing opportunities to learn from him. Below is a recent letter John shared with me (U16 girls), and his response. Beautiful stuff!


----- Original Message -----
From: Sarah H
Date: Tuesday, November 15, 2011 11:33 pm
Subject: Sarah excited that you were at practice tonight!
To: John C

Hi John,

I just wanted to let you know that Sarah came home from practice tonight so excited that she started crying! She told me that her excitement began the minute she spotted your car in the parking lot (something she has made a habit of looking for) & then had difficulty containing herself when she saw you at the practice.

It goes without saying that Sarah was DEVASTATED when ^^^^ spoke with the girls on the weekend and informed them that you might not be coaching them. She had a VERY rough night. Even though you were absent for only a couple of practices / tech sessions, she kept saying that she missed you "soooo much".

I was not kidding when I said that we did not have much choice in deciding where Sarah would play this year & although she had a chance to play on 2 tier 1 teams, she passed that up without blinking an eye in order to train with you & ****. Sarah has been gifted as a fairly good athlete in a few sports, but we have never seen a coach affect her in such a short time as you have and we pray that you will be able to continue to coach her in the future. Academically Sarah does OK, but soccer is definitely her passion!

If there is anything Chris or I could do to help in any way, please don't hesitate to ask!

Warmest Regards,

Nancy H

----- Original Message -----
From: JBC
Date: Wed, 16 Nov 2011 13:29:11 -0700
To: Sarah H
Subject: Life and Soccer

Dear Nancy,

Thanks for your feedback, I want you to know that I also missed the girls a lot as I have become very attached to them due to their commitment, passion and love for soccer. My real hope is to have a lasting impact on Sarah and all the players on the team, as I said at the meeting; we all came together for a reason as destiny has an incredible way to do things.

What we will do together, what we will learn together, should be remembered as a legacy for times to come. It is my dream that these wonderful human beings will keep elevating themselves to greatness; the path of discovery starts within every one of us and soccer is just a tool that we can use on this wonderful journey. I want them to discover the beauties of hard work, discipline, dedication, respect, resilience towards themselves and others, so they create their own path and they can ignite others when time will come for them to pass this great legacy.

I'm very fortunate and privileged to coach these team and the same bond and respect that they are feeling goes my way, too. Your daughter is a very special and gifted player and if she unleashes that power inside her she will become great beyond measure.

My path, as you know, is to ignite this incredible force hiding inside all these wonderful young ladies so they can enjoy the game for what it is and to love it and play as long as they can do it. I can assure you that I will do my best to at least the end of the season.

You asked if you can do something for me? You have already done your part allowing me to coach your daughter, thanks for the opportunity.

God bless you and your family.

JBC
J-G97
Head Coach

Re: Game Intelligence Training

Speaking of Gretzky, I would be fascinated to interview him about his early beginnings... and how his dad's influence helped him. I wonder if the backyard rink 'protected' him from stupid coaches? Perhaps this allowed his skills and Game Intelligence to develop without some adult know-it-all coach yelling at him; explicitly 'telling' him what to do?

Here is some more about Wayne:

"Born in Brantford, Ontario, Wayne Gretzky lived perhaps the most famous childhood of any athlete. When he was six years old, his father, Walter, built a rink in the family's backyard, and it was there that Wayne skated for hours on end, every day, practising his skating, shooting and stickhandling and learning everything about the game from his dad. "It was for self-preservation," Walter admitted. "I got sick of taking him to the park and sitting there for hours freezing to death." From the time he was six, he played many leagues above his age. He scored only one goal in his first year, when he was playing with ten-year-olds, but each season his skills increased dramatically and he soon set scoring records that seemed preposterous, notably a 378-goal season in his last year in pee wee in Brantford. As he progressed, he earned the nickname "the White Tornado" because he wore white hockey gloves and because of his speed and skill. Each year he played at a higher level, and each year he maintained his superiority.

When he was 14, he decided that the pressure of playing in his small hometown was too great and jealous players and parents made him unhappy. He decided to move to Toronto and there he played for the Toronto Nats. When he was 15, he played three games with the Peterborough Petes in the Ontario Hockey Association as an emergency call-up, and even then the Great One impressed scouts with his abilities despite his small stature and youth. The next year, 1977-78, was his only full season in the OHA, and he finished second to Bobby Smith in the scoring race while playing for the Sault Ste. Marie Greyhounds. It was there that he first adopted the number 99 when his favorite number 9 was already taken by fourth-year player Brian Gualazzi. Gretzky also represented Canada internationally for the first time in January 1978 at the World Junior Championship in Quebec City. As a 16-year-old, he led the whole tournament in scoring and was named the top center. Ironically, the coaching staff invited him to the team's training camp only because he was leading the league in scoring; they thought he was otherwise too small to even make the team. After missing a month of league play with the juniors, he returned to the OHA - and he was still leading in scoring.

In the fall of 1978, Gretzky joined the Indianapolis Racers after signing a personal services contract with Nelson Skalbania, the team's owner. Gretzky had wanted to join the NHL, but the league's draft age was 20 and Gretzky didn't think it would help to play three years in the OHA until he was drafted. Gretzky's stay in Indianapolis was short lived as the Racers, who folded after five seasons, and Skalbania sold Gretzky to the Edmonton Oilers. In Edmonton, under coach Glen Sather, he became the most dominant player in the history of the game. He set records, and his play was unlike anything the league had ever seen. He was surrounded by phenomenal talent in Mark Messier, Glenn Anderson, Jari Kurri, Paul Coffey, and Grant Fuhr in goal, and as a team they set virtually every scoring record that currently stands.

When Gretzky first arrived in Edmonton, he stayed with coach Sather, who immediately promised him that he'd one day be captain of the team and win the Stanley Cup. Clearly, Sather knew how good Gretzky could be. In his first full NHL season, Gretzky tied Marcel Dionne for the scoring race but lost the Art Ross Trophy because Dionne had more goals. He couldn't win the Calder Trophy because the NHL had declared that players from the WHA weren't rookies, but he did win the Hart Trophy, the first time a first-year player was so honored.

The next year, 1980-81, he won his first of seven straight scoring titles and broke Bobby Orr's assists record with 109. The year after, he shattered Phil Esposito's record of 76 goals (a record many thought was unbreakable) by scoring 92 times, a record that itself will surely stand the test of time. En route, he also scored an incredible 50 goals in the first 39 games of the season, including five in the historic 39th game. He also registered 212 points, the first of four times he'd score more than 200, and to this day he's the only player to have done so even once (Mario Lemieux came closest when he scored 199 in 1988-89).

His style was unique and almost impenetrable. The area behind the opposition goal was dubbed "Gretzky's office" because it was from there that he made so many perfect passes for goals. He was equally known for using the trailing man on rushes rather than a man skating ahead of him. Gretzky would come in over the blue line and then curl, waiting for a defenseman, often Coffey, to join the rush and create a great scoring chance. When on the ice to kill penalties, Gretzky wasn't looking to ice the puck in a defensive role; he was looking to take the other team by surprise, to take advantage of their defenselessness to score shorthanded. The result was goals and more goals - the Oilers scoring 400 a season as a matter of routine - and Gretzky won the scoring race virtually every year in the 1980s.

As Gretzky went, so went the Oilers. They went to the Stanley Cup finals in 1983, only to lose horribly to the Islanders in four straight games. But the loss was a learning experience. The next year they made their first of four Cup wins over the next five years by defeating those same Islanders in five games. That ended the dynastic run of four straight Cup wins for the Long Islanders. The playoffs became a mirror of the regular season, as Edmonton routinely scored seven goals a game, Gretzky led the playoffs in scoring and the team kept on winning and winning. The culmination of these years came in 1988, and after the Oilers won the Cup, Gretzky huddled the team at center ice for an on-ice group portrait, the first of what has since become a tradition for every winning team at every level.

That spring of 1988 was also Gretzky's last moment in an Oilers sweater. He married Janet Jones in August, and just days later he was traded to the Los Angeles Kings in one of the most stunning deals in NHL history. He, Mike Krushelnyski and Marty McSorley went to the Kings for Jimmy Carson, Martin Gelinas, first-round draft choices in 1989, 1991 and 1993 and $15 million. In the ensuing days, charges and countercharges flew in Edmonton because of the magnitude of the deal and because it came just after the Oilers' successful season-ticket drive had concluded. Fans felt betrayed, and many blamed Janet Jones for forcing the trade. Others blamed Gretzky for asking for a trade, and most people vilified owner Peter Pocklington for selling his most valuable asset simply for a large sum of cash. But in the end the result was the same - Gretzky was headed for the United States, never to wear a sweater of a Canadian team again in the NHL.

The league was never to be the same either. Gretzky brought to L.A. a truly winning attitude and ability and the Forum was sold out every game for the first time in franchise history. Gretzky's relationship with owner Bruce McNall was close, and with John Candy the three bought the Toronto Argonauts football club. Gretzky and McNall also bought valuable baseball cards and horses and were as close in business as they were in hockey. On ice, he won more Art Ross and Hart trophies, and in 1993 he took the Kings to the finals for the first time after eliminating the Maple Leafs in game seven of the semifinals in his favorite building, Maple Leaf Gardens. The deciding game in Toronto was a 5-4 win for L.A. in which he scored a hat trick and which he called his finest NHL game ever. But in the finals the Kings were exhausted and the Great One's magic couldn't compensate. Montreal beat them in five games. After winning it four times with Edmonton, Gretzky was never again to get as close to the Cup.

Along the way in Los Angeles, Gretzky scored his 802nd goal to pass Gordie Howe as the all-time leading scorer as well as his 1,852nd point to pass Howe as all-time point-getter in the league. "The fact that the record was broken by someone who's such a great person takes away any sense of loss that I might have," Howe said.

Gretzky was traded to St. Louis to play with his friend Brett Hull and coach Mike Keenan, who had worked with Gretzky during Canada Cup competitions. He played only 18 games in St. Louis during the regular season, and after a disappointing showing in the playoffs, the Blues decided not to offer Gretzky a contract in the off-season. Instead, the Great One signed a three-year deal in the summer of 1996 to be with his oldest hockey friend, Mark Messier, and the New York Rangers. It seemed to be the perfect way to end a great career.

A year later, though, Messier became embroiled in a bitter contract negotiation with the Blueshirts and signed with the Vancouver Canucks. Gretzky was alone again - on Broadway, on a mediocre team, a situation he had never wanted. He didn't want to be the center of attention or the one on whom all the expectations were focused. He continued to be the team's leading scorer, but his supporting cast grew weaker and the Rangers missed the playoffs his last two years in the NHL. Time and again his perfect passes floated into open ice where no Ranger had anticipated the play or a pass would be badly missed on the awful Garden ice. Toward the end of the 1998-99 season, Gretzky announced his retirement, and his final two games, in Ottawa and New York, were emotionally difficult.

When he retired after the season, the NHL retired his number 99 to ensure no one else would ever wear it.

Gretzky played in the NHL's All-Star Game every year he was in the league and was the first player to be named game MVP with three different teams. Internationally, his record is unparalleled among NHL players. After the World Juniors in 1978, he played in the World Championship in 1982, suiting up for his first game for Canada just 24 hours after the Oilers had been eliminated from the 1982 playoffs. The proudest of all Canadians ever to wear the national red and white sweater, he also played in each Canada Cup in 1981, 1984, 1987 and 1991. Each time he led the tournament in scoring, and only in his first year, 1981, did the team fail to claim the title of world champion.

Gretzky also participated in the 1996 World Cup, the replacement tournament for the Canada Cup, where Canada placed second for the first time to the United States. But perhaps Gretzky's greatest international honor came in late 1997, when he was selected to represent Canada at the 1998 Olympic Winter Games in Nagano, Japan. He was able to realize a boyhood dream, as the NHL shut down so that all the pros could represent their countries at those Olympics. Team Canada placed a disappointing fourth after losing in the semifinals on a shootout to Dominik Hasek and the Czech Republic, a result that was controversial for coach Marc Crawford since he didn't select Gretzky, the NHL's all-time leading scorer, to take one of the five penalty shots for Canada.

Of course, as soon as he retired he was inducted into the Hall of Fame, and in century-end polls he was consistently ranked the greatest hockey player of all time. Although the 1999-2000 season marked Gretzky's first year of retirement, he was hardly inactive. The Edmonton Oilers retired his number 99 at the start of the 1999-2000 season, and at the All-Star Game in Toronto in February 2000 his sweater was retired by the NHL in another special ceremony. Then, early in the summer, he became a minority owner of the Phoenix Coyotes, a move designed to help him get back in the game and one that also saved the franchise from moving because of ownership difficulties.

On June 2, 2000, Gretzky was introduced as the Managing Partner of the Phoenix Coyotes in charge of all hockey operations before officially beginning his role on February 15, 2001. During his time with the Phoenix hockey club, Gretzky was also named Head Coach of the Coyotes, accepting the coaching responsibilities in addition to his front office role.

In November of 2000, Gretzky was named Executive Director of Canada's 2002 Men's Olympic Hockey team. Duties included overseeing all hockey operations, and making the final decision on all personnel and player selections. He did indeed possess the Midas touch, turning all things to gold, Olympic Gold. However the road was anything but smooth. During the Salt Lake City Games, Gretzky challenged the media coverage and officiating, claiming it was "anti-Canadian". His rallying methods paved the way for Team Canada to claim the gold 5-2 over the USA, thus ending a 50-year Olympic drought for Canada's men's hockey teams.

Gretzky’s hockey career and endorsement deals have made him one of the most recognizable athletes in the world. His current corporate clients include Bigelow Tea, Breitling, Ford Canada, Pepsi Canada, Samsung Canada, McFarlane Toys and Upper Deck.

The restaurant in Toronto that bears his name, Wayne Gretzky’s, is now in its 17th year. And the Wayne Gretzky Fantasy Camp has enjoyed eight successful years in Arizona, Los Angeles and Las Vegas, Nevada.

On June 26, 2007, Gretzky announced the launch of Wayne Gretzky Estates Winery. Teaming up with winemakers who have won a number of international and domestic awards, Gretzky desired to celebrate Canadian winemaking while creating resources for the Wayne Gretzky Foundation. A portion of the net proceeds are donated to the Foundation.

The Wayne Gretzky Foundation is dedicated to helping disadvantaged youngsters throughout North America participate in hockey. The Foundation has held three successful hockey equipment drives in partnership with Ford Canada and raised over $300,000 at the annual Wayne Gretzky Foundation Golf Tournament.

In 2008, Gretzky hosted the inaugural Ford Wayne Gretzky Classic Presented by Samsung, an official stop on the PGA Nationwide Tour. The tournament, which was held in Clarksburg, Ontario at the Georgian Bay Club and The Raven Golf Club at Lora Bay, featured one of the tour’s largest purses - $800,099. Proceeds from the event went to the Wayne Gretzky Foundation.

Gretzky also gives his time to countless other charitable endeavors. He serves as Honorary Chairman of Ronald McDonald Children’s Charities in Canada, and is an Athlete Ambassador and Honorary Member of the Board of Trustees of Right to Play, an athlete driven humanitarian organization that uses sports to enhance child development in some of the most disadvantaged communities in the world. Gretzky also is a participant in “Hands That Shape Humanity,” a project for the Desmond Tutu Peace Centre.

For two decades, the ethereal Wayne Gretzky lifted hockey to new and dizzying heights while establishing himself as the greatest player of all time. He transcended hockey and was the most statistically dominant player in the history of North American team sports, an athlete who ranks with basketball’s Michael Jordan and soccer’s Pele as one of the greatest offensive forces in the history of any sport and a man whose name is mentioned in the same breath as Muhammad Ali as one of the greatest athletes of the 20th century.

Gretzky and his wife Janet have five children: daughters Paulina and Emma and sons Ty, Trevor and Tristan.

Biography courtesy of the Hockey Hall of Fame.

http://www.gretzky.com/

Re: Game Intelligence Training

Hmmmm.... either no one is reading this thread and the latest challenge; or they are too shy?? Hey, think of this blog as a bartender... you can tell your personal thoughts without fear of reprisal or judgement. We are here to support each other - "Professional Development' through introspection and discussion.

Come on people... it's never too late to post your philosophy! You can do it!

Re: Game Intelligence Training

Quote by: TomM

It is very difficult to teach players how to play away from the puck. Quick support, give a target, get open, make the easy play, go from offense to defense and defense to offense, 'attack so you can defend and defend so you can attack.'

Teaching Roles One, individual offensive skills, and Role Three, individual defensive skills is much easier because a player can work on these on their own. You need game situations to learn how to read the play and react to the cues to be effective in Game Playing Role Two, the offensive players without the puck and Game Playing Role Four, the defensive players away from the puck.

You can do drills to create some situations that mimic a real game but there is no decisions making. The players know it is a 2-1 or 3-3 etc., so they don't need to read the play and communicate with teammates.

It is important to play SAG and full ice games that create situations that require the players to support on offense and on defense after they have scanned the ice and read what the situation is and then make the appropriate decision.

Last night I worked on close support, facing the puck, giving a target, looking around before you get the puck by playing three full ice games.

Game One:
Full ice game of 8 on 8 with the rule that there must be at least on pass in each zone. We played for 7 minutes and I enforced the rule. The score ended up 0-0 so both teams skated across and back because neither team won.

Game Two:
Full ice game 8 vs 8 of Baggo and the rule of that is that you get 2 touches or one second with the puck. This game requires very quick decision making. Score was 1-0 and the losing team went across and back once.

Game Three:
Full ice game of 4-4 Baggo with 45" shifts, Pass back to the your goalie when the whistle goes to end the shift. The score was 2-1 and the losing team skated one across and back.

These games automatically cause the players to get their heads up, give and go, face the puck, give a target, give close support and a lot of other positive playing habits. Other by products of the games are fitness, fun and competitiveness.

Agreed! The best way to teach players 'how' to play away from the puck (roles 2 and 4) is to SHUT UP and let them play! (This also goes for 1 v 1 up to 5 v 5).

As coaches, we have tried to understand and explain the game by over-analyzing the game. Like a complete genetic code, we have broken it down into such small parts (individual strands of DNA), that when we reconstruct them, they no longer resemble the game. It becomes, at best, a mutated whole... like Jeff Goldblum in "The Fly!" A 2 v 1 or 3 v 2 'drill' does not completely, truly replicate the same situation within a game.

"The game is the best teacher!" Only by playing chaotic, unpredictable games will we truly prepare for the chaotic, unpredictable nature of the game! Patterns / predictable drills might look nice in practice when there isn't any pressure or any accountability (score kept / consequences), but they fall apart in a game! Pressure has a way of doing that... pressure that isn't replicated in traditional drill-oriented hockey practices.

I like how Tom identified what the needs of his players / team were, chose appropriate, purposeful 'games' to help reinforce the use of the individual skills and tactics / team tactics that were required, set the parameters of the 'games' and then 'policed' them... and he kept score!

It didn't sound like he 'told' them how and what to do - just provided the purpose of the games and the 'rules of engagement.' It was up to the players to interpret the rules (or ask questions) for clarification. This is an example of experiential discovery and implicit learning... the BEST way to create long-lasting change within each player! Yes, it might take longer to 'learn' things 'on their own', but you 'guide' them by asking 'leading' questions and by demonstrating patience.

DICTATOR COACHES THAT "TELL / YELL AT" THEIR PLAYERS WHAT TO DO ALL THE TIME ARE CREATING DEPENDENT ATHLETES - THIS IS EXPLICIT TEACHING. We should strive to create the opposite: independent thinkers. After all, we can't play the games FOR our athletes! We should be striving to structure the training environment so it accurately reflects the competitive (game) environment so the players feel like they have played in those competitive situations before (in practice) and are more comfortable doing so. Coaches - quit yelling "Stop / Pass / Shoot / Check" etc. (like lots of parents do) during the practice / game; Instead, calmly survey the situation and provide opportunities for guided discussion on the bench / in the room. "What did you see out there? Would you do anything differently next time? How would you change it? Can you try that next time and see how it works?"

Tom kept score and held the players accountable (reward / punishment system.) The players learned from their experiences. He probably debriefed them after each game... asking them what made them successful (or what challenged them / why did they struggle in ____? and how could you overcome these challenges next time... what specifically would you have to do?) and had them share these thoughts / learning with the group - using leading questions.

This is great coaching! This is why Tom is a successful coach; regardless of the scoreboard. He is creating smarter, better equipped players (and good people.) Hats off to you, Tom... "SIR"!

I suppose one could use these steps as a 'formula' to create excellent practices... Maybe I will put something together and post it later.
------------------------------------
Dean, thanks for the kind words.

Juhani Tamminen is a well known Finnish coach who is famous for his great practices ( he played on a line with Juhani Wahlsten at the end of Juuso's career). Hockey Canada asked him to present at one of the international conferences that they USED to put on every second year. Tamminen drew arrows across ice, full ice, 1/3 ice and put up 1-1, 2-1, 2-2 up to 5-5. He said play games with rules in these areas of the ice in order to create great players.

The delegates were not impressed as they wanted all sorts of elaborate drill but Tammy told them that this is what he did in his famous practices. 'use games to teach the game.' (that is the problem with teachers; they love to give lectures) We play the top team in the league on Sat. and then go to the tournament at Notre Dame next week and are in their division. They were Canadian champs last year.

In my school skills class we had two cross ice games and a one goalie game going and played games like; all must touch the puck before scoring and after you score all must score before you can score again. We also played Baggo '2 touches or 1" with the puck and goals must come from one timer shots." The other game was all must touch the puck but you must make an escape move before you can shoot or pass.

Tonight one of my goalies was sick so I had to modify practice to use only one goalie. We did a 2-2 transition game with a regroup and a hinge and then added a second regroup. We also did an attack, defend, rest rotation to practice the pp and pk using one goale.
I gave the players a sermon on 'deep practice' and how it differs from just showing up and going through the motions.

Re: Game Intelligence Training

Dean - Great challenge / post. In the words of the Hanson bros, you got me "right in the mind" with the "know how much you care" quote.....I'm just starting to understand this through experience. Anyway, thanks for keeping things going. Busy times right now, but I'll try to post a response after our games this weekend.

Dave

Re: Game Intelligence Training

Good stuff DaveM! Looking forward to hearing from you later.

Anyone else...? RK - you have been pretty quiet lately... and Kai?

Where are the usual suspects?

Re: Game Intelligence Training

I just received this tonight from Kevin Sullivan from the Rhode Island area. Kevin was an educator (retired), is active with USA Hockey and knows coaches all over the world. I feel privileged to have met him at the World Championships in Quebec City a few years ago (Tom introduced us) and I stay in touch with Kevin.

This article is 'bang on the money' given what I posted earlier today! Makes me want to meet Jack Blatherwick and talk hockey over a few pints of beer!

Enjoy the article... and THANK YOU Jack!

-----

Trial and error … then someday … trial and success

By Jack Blatherwick
Let’s Play Hockey Columnist

Bear with me hockey folks, while I insert a paragraph about round ball. To appreciate the genius of UCLA basketball coach John Wooden, we’d likely start with his record: 10 NCAA Championships, seven of those in consecutive years in which they won 38 straight playoff games.

In 40 years of coaching he had 885 wins for an .813 percentage. By comparison, Gopher basketball has had an excellent 120-year tradition, but never won an NCAA championship, appearing in the Final Four only once.

Why do I bring this up? As great as the Wooden record is, it doesn’t do justice to his skills as a coach. He is one of the greatest teachers in the history of sport, and every coach would be better after studying his approach.

Wooden was a strict disciplinarian; his teams repeated the most basic fundamentals every day; and yet, he encouraged creativity, and allowed players to learn by trial and error. “If you’re not making mistakes, then you’re not doing anything,” he often said. “You’ll be no better at the end of the season.”

So, to bring this brief discussion back to the hockey arena, I’ll offer an opinion that might be worth no more than what you paid for this copy of Let’s Play Hockey … exactly nothing.

At every level of hockey, I believe coaches could learn Wooden’s valuable lesson. We have too much structure that prevents players from learning by trial and error. We call them ‘systems,’ these X’s and O’s designed to prevent mistakes and limit creativity.

“Chip it out. Dump it in. No turnovers. No long cross-rink passes. Get it deep. Third man high (even though sometimes you could get the puck if you never heard the rule). Finish checks after the opponent passes (now I’m really irritating the junior coaches). No, no, no. Keep it simple.”

In other words, “Don’t try to be a Bobby Orr or a Wayne Gretzky, a Pavel Datsyuk or a Sidney Crosby.”

No game requires quicker, more creative read-react decisions than hockey. Therefore, young minds must not be cluttered with rules that slow this process down. The word “no” can’t possibly contribute to the development of the brain to integrate all the visual cues with past experiences to make the best instantaneous decisions.

If we want to develop more Gretzky’s we all better listen to the words of Coach Wooden.

Re: Game Intelligence Training

I always find it interesting to read/hear the back stories on players. Sometimes they can tip the hand of how the player developed and give some insight to why they became what they became.

You have players who are always on the top teams and brought along to be the next best thing. Then you have players from remote places who go about their merry way with no fan fare as they continue to work their butts off to become elite (ie Claude Giroux played hockey in Hearst Ontario till his bantam year and then from there played lower Jr A since he was passed over in the Major Jr draft)

I feel that players are better off honing their skills for coaches/teams who care very little about wins and losses. Wooden is a great inspiration for me but I find it is easier to take on his methods in a low stress coaching enviroment than a high stress one.

Re: Game Intelligence Training

RWF,

I also enjoy hearing about how others 'get to the top' of their profession. Are there any commonalities? What can I take away from there to make myself or my coaches / kids even better? That's why I post some articles on players - how they got there. I find lots on The Hockey News site.

Players from remote (smaller) places might have an edge in ice time and coaching, etc. There was a study recently done (can't remember or find it but I might have posted it on here somewhere!) and it said that the majority or pro athletes in almost all sports (Football, Hockey, Basketball, PGA, LPGA, etc... but there was one sport where this may or may not be the case - baseball?) come from a hometown of less than 500,000 people. Come to think of it, there are LOTS of places 500,000 or less, so maybe this is to be expected... there aren't many places over 500,000!

True development occurs when the big picture is kept in mind - performance over outcome (I will post an example of this below.). Even as a volunteer minor sport coach, people expect you to win... if you don't, you might not get 're-hired' back next year for another volunteer position! It's a sad statement... but true.

Wooden came from and coached in a different era. The 'X-Box athletes' are different today. I am not sure that even he could replicate this degree of success (especially championships in a row!); but I would like to think he would still be fairly successful. The old adage, "They don't care how much you know, till they know how much you care" still works today - I have lived it. I guarantee it!

I am thinking about starting a new thread regarding 'how' to coach... stay tuned. You and RK and DaveM have been inspiring my thoughts through your comments and questions.

Also, check out the "books for coaches to read thread". I will be posting two more that I am reading right now that I HIGHLY recommend. They are about how to treat people properly and how this positively impacts your coaching.

Re: Game Intelligence Training

My coaching philosophy. In Short

Honesty
I want to be honest and open to my players.

LTPD, Coaches are there for the players, not the other way round.
I'm responsible for tools that player takes with him when he/ she moves on.
In my case where players are near puberty, are my practices good enough to give the base to build on? maybe results come after 5 years. Do you "give up" that win today because you're training hard for the LTPD and the future of the player?

Be hungry for knowledge, you can always learn more
Learn from other coaches, sports etc.
I'm Thankful for Tom for this greate site, (been here since 2002, more or less)
Thanks to Dean for introducing me to a TGFU and Game Sense approach.

Re: Game Intelligence Training

Quote by: TomM

Notre Dame Tournament Update:

We really couldn't have played much better but what happens is that when you are totally dominating a game the feeling is that you are up by about 5 goals and some carelessness creeps in and players lose a little intensity. I think we have all been in games you lose that you deserve to win and games that you win that you deserve to lose. After the first period I told my asst. coach that I had a bad feeling about the game. We played so hard in our first game of the day that we just weren't hungry enough on rebounds or walk ins to finish. When you have seen thousands of games you start to see patterns like a chess master when he looks at the chess board and recognize that something is amiss. I am to the point now that I can predict a goal about 3-5 seconds before because you see either the defense out of sync or the attackers creating something.

Their goalie had a great game and we didn't finish when we had many many chances. That is the problem with letting teams hang around even though the game is one sided. It is a real challenge for the goalie to keep focused when they are getting a shot every 5 or 6 minutes.

Tom,

I found your comment on being able to 'predict' a goal 3-5 seconds before it happens (as it happens) very interesting. In hindsight, I have had my share of those moments in the past too, but I never really attributed it to anything. I guess I just didn't think about or analyze them all that much. I just figured everybody feels them? When you likened them to the chess master who has played for thousands of hours and 'sees' things appearing on the board, it was a very interesting comparison and makes perfect sense to me! I wonder how many other people 'feel' this way? (Or the sense of relief when a 'sure thing' opportunity DOESN'T convert against you... or the feeling of OH CRAP I CAN'T BELIEVE WE MISSED THAT when your team DOESN'T convert!)

You comment on finishing... "...we didn't finish when we had many many chances." As a suggestion, using our Game Intelligence Model, we always keep score and then hold the kids (and goalies) accountable after the games. (Skaters or Teams compete against each other; goalies compete against each other). The winners get a drink; the losers do pushups and situps (numbers depend on how many 'teams' we are using... winner = 0; next best score = 5/5; 10/10; 15/15, etc.) Kids are naturally competitive and they really like playing these games - they always want to know the score! Holding kids accountable really increases their focus and desire / consistency to 'bear down' whenever they get scoring chances!

Although seemingly punitive in nature, it is to help train their fitness and we preface it this way. "You are getting better with every pushup and situp you do!" Sometimes, even the winners do some so they 'keep even' with the players who lose!

(Goalies - we might substitute 10 up / downs or pad stacks or sliding saves or crease patterns. Extra training to help make them better.) Everything we do is to help make the kids better. So similar to Bruce Brown's positive conditioning (intent is to get better) but with out own slant.

This leads me to what happened today. We did two sessions this morning where we played "The Time Machine" 3 v 3 (two games going x-ice at the same time) - one with 2000's, 2001's and 2002's (all Div 1-3 within the age categories) and one with Grade 7's (age? 1997's - all Div 3-7 within their age categories; so less skilled and a wider variety than our younger group). Each group requires 4 nets / goalies and we had 24 skaters - 8 teams of 3 players each - perfect! Once we gave them the parameters of the game and the "rules of engagement", you should have seen the focus and intensity of these kids! The kids are waiting impatiently for the scores at the end of the games!

It has taken years of experimentation (trial and error) but we have had incredible success with structuring the environment this way. (Smart Transitional Games - design and apply game-like, purposeful games; provide parameters; keep score; reinforce rules; accountability as to the scores; let the game teach the game; at the end, ask open-ended questions of the kids to see what they see / what they are learning (IMPLICIT LEARNING) - we don't TELL them... we want to create, encourage and nurture problem-solving, decision-training and independent athletes.)

Coaches who train the drill way or hybrid coaches struggle with our way; until they open their mind and give it a fair chance - several times. It has to become a habit to replace the old 'whole-part-whole' paradigm they have been taught - first as players and now as coaches.

Today's explicit coaches have a tendency to jump in and want to 'tell' / (yell) the kids how to do stuff... it takes practice to 'have patience', sit back, shut up while they are playing; and then use open-ended questions to guide kids to recognized the most important concept or two. It's tough when you are used to the current teaching model (developed as a byproduct of the Industrial Revolution - which in my opinion, and that of many others, is outdated! Watch Sir Ken Robinson's two presentations on www.Ted.com for more... or read Tony Wagner's "Global Achievement Gap"... we coaches / teaches need to adapt our training methodologies (or perish!) to reflect what the kids need... and want!

As for the "Time Machine" game description, amongst the hundreds of others, I am working on a book and when it is ready, I will let everyone know.

Re: Game Intelligence Training

Quote by: Kai K

My coaching philosophy. In Short

Honesty
I want to be honest and open to my players.

LTPD, Coaches are there for the players, not the other way round.
I'm responsible for tools that player takes with him when he/ she moves on.
In my case where players are near puberty, are my practices good enough to give the base to build on? maybe results come after 5 years. Do you "give up" that win today because you're training hard for the LTPD and the future of the player?

Be hungry for knowledge, you can always learn more
Learn from other coaches, sports etc.
I'm Thankful for Tom for this greate site, (been here since 2002, more or less)
Thanks to Dean for introducing me to a TGFU and Game Sense approach.

Thanks for posting Kai!

"Players don't care how much you know... until they know you care!" That is true honesty!

Hmmm... new tagline!?

"I've missed more than 9000 shots in my career. I've lost almost 300 games. 26 times, I've been trusted to take the game winning shot and missed. I've failed over and over and over again in my life. And that is why I succeed.

Now, about that dead parrot...!"

- Michael Jordan... speaking to the Monty Python guys

Re: Game Intelligence Training

Here is a great comment on the "Big Picture v Little Picture" ... in response to RWF's post above:

Jim Thompson, a proponent of Positive Coaching, has described his favorite “Family Circus” comic strip. It is set in the middle of the night. Barfy, the family dog, is barking up a storm. The dad gets out of bed, irritated that he’s been awakened from a much-needed sleep. He yells at the dog, which hangs its head.

Then the cartoonist pans back so that we see a larger view. In the far corner of the yard, a burglar is retreating, unseen by the dad.

We, who see the “Big Picture”, know that the dog’s barking has protected the family from burglary. The dad, who sees only the “Little Picture”, is angry at the dog for disturbing him.

This cartoon can serve as a metaphor for youth sports. Youth coaches and parents can be overwhelmed by an enormous amount of Little Pictures filled with barking dogs. These Little Pictures often have a compelling power to obscure the Big Picture.

How our children do in any given sporting event is the Little Picture. Whether they win or lose, play well or badly, laugh or cry after the game – it’s all the Little Picture. Most will never play professionally – it’s just a game! What children take away from youth sports is to help them become successful and fulfilled in life is the Big Picture. Remaining physically active throughout life, learning to bounce back from difficulties with renewed determination, discovering how to support other people within a team and greater community context – this is the Big Picture.

Re: Game Intelligence Training

Pavlovian Dogs, Whistles, Coaches and Players...

Yesterday, I asked the teacher responsible for running the session of Grade 7 kids to 'get rid of his whistle' during a warmup shooting drill - you know, the same static, stand around in lines and wait while another kid skates a pattern old-school boring hockey drill - then jump to attention when the coach blows his whistle - to signal to the next kid in line that it is finally his turn? (Can you detect my sarcasm yet?)

The teacher complied and guess what? The boring drill didn't fall apart. What do you think happened?

Here's more background: Before telling the teacher to get rid of the whistle, I told all the kids 'when' to go and that they had to make their own judgement 'when' to go.

After practice, I asked the teacher two questions.

1) "What did you (teacher) do when you quit worrying about controlling the drill with your whistle?"

2) "What did the kids do when you quit blowing your whistle? How did it affect the kids?"

Think about this on your own and feel free to post your own responses. Ask yourselves what you would do (as a coach) in this situation (Q # 1) and what would your players do (Q #2)? Better yet, try it and see for yourselves. There is no substitute for experience!

(I will answer later...)

Re: Game Intelligence Training

1) "What did you (teacher) do when you quit worrying about controlling the drill with your whistle?"

I think I would stop focusing on when to whiste and on what the kids were doing?

2) "What did the kids do when you quit blowing your whistle? How did it affect the kids?"

Kids allso would stop to focusing on the whistle, they would observe more what's going on when there is some visual mark to start?

I do some times use whistle in my drillsspecially when they are new to players. like to use drills that activates as many player as possible. So it's kind of safety issue at first. But when the drill is familiar to players, I lose the whistle.

Actually I've really cut down the amount of drills we do. I use few good passing drills where we can get much repetition. But other than that they are waste of time.

Re: Game Intelligence Training

Kai,

Thanks for posting! I was wondering if everybody else was 'frozen out' by the site? Or just busy before Christmas, so not replying to these posts?

1) "What did you (teacher) do when you quit worrying about controlling the drill with your whistle?"

I think I would stop focusing on when to whistle and on what the kids were doing?

YES! My teacher friend Rob said he quit worrying about 'managing' the 'drill' and instead, he focused on the specifics as to what / how the kids were doing. He interacted more with the kids; talking to them in line while they waited. He provided feedback and opened up the lines of communication. (Knowing Rob, it was explicit feedback / direction... I still have more work to do with him!... but nonetheless, this shows the kids he cares and helps build more rapport.)

As mentioned, before I told Rob to put away his whistle, I told the kids they would be starting the drill on their own; they needed to watch when the person ahead of them hit a certain point - then they themselves left. So they were responsible for managing their own drill.


2) "What did the kids do when you quit blowing your whistle? How did it affect the kids?"

Kids also would stop to focusing on the whistle, they would observe more what's going on when there is some visual mark to start?

YES! As mentioned, the kids now took responsibility as to when to start... by NOT having to listen to the Pavlovian whistle, this increased focus / intensity and forced the kids to keep their heads up... watching and waiting. They had to make the decision when to go! We remove the auditory cue so the kids had to rely on the visual! This is the foundation of creating heads-up play.

Kai, I am encouraged to hear you do less drills and more games. I agree - sometimes one does rely on the whistle, but if one can change their coaching so that this is minimized, the 'drills' / activities become inherently more valuable for the players (more focus, intensity, heads-up play, decision-making, etc) thus improving Game Intelligence!

Re: Game Intelligence Training

The task / question over Christmas: As a coach, how do you deliver feedback to your players? What 'technique' do you employ?

Can you provide an example of what you see and how you follow up with your players?

Routines

I like the players to start drills on their own and only use the whistle to end an activity or to stop everyone if there seems to be confusion. I also like to have routines that the players know such as an edges and balance sequence we do at the start of most practices. The exercises are the same but sometimes with a puc and sometimes ending with a shot. I also have some passing sequences that run themselves and create lots of passing situations.

Games and transition games can also be learned as routines. The players use the same area of the ice with similar rules but the coach adds variations to work on details.

All of these routines free the coach to observe and interact with the players instead of being a traffic cop with a whistle.

It is important for coaches to stand in places where they can talk with players. i.e. at the end of the lineup on the boards in transiton games to make it easy to talk with the player when they are recovering and waiting for the next rep.

Questioning in the Guided Discovery style of teaching is a good method but not the only effective method. Sometimes Command Style when you show efficient technique is the best. Other times you just leave the players alone and allow the Game to Teach the Game through 'Tacit Learning.'

We all learn differently and coaches have to use many teaching styles to reach the maximum number of players.

Re: Game Intelligence Training

Since we're not at Christmas just yet and I wanted to weigh in on the philosophy question, I'd like to share something I put together for my coaching portfolio.

Some background first, I only coached as an assistant for one season for a first-year ACHA program, but have been around the game and sports most of my life first playing them growing up and now as a sportswriter covering pro and college sports although I really want to get back to coaching.. I like to say "The game doesn't need me, but I need the game." Going to the rink or the ballpark everyday is nice and all, but I still feel so removed from the emotions of being a part of the team and making a difference to the players. Even with college kids it was great seeing the confidence and development from September to the end of the season.

So without further adieu...


My coaching philosophy begins with people. Marc Crawford once said that a coach coaches in one of two ways: The way that he was coached, or the way that he wanted to be coached. I’ve played and worked with enough coaches to realize that my style is based on a little bit of both.

I want to create a “family” atmosphere within the team. In creating this atmosphere it gives the players and staff a stake in the success. It is through communication and empowerment that everyone feels like a part of the team. By “keeping them out of the loop” they start to feel alienated and stop seeking to achieve the goals of the team.

This also creates trust within in the team. The players trust the coach; the coach trusts the players; the players trust each other. This to me is the fundamental part of bringing a team together. So much so, that I believe the term team building is a bit of a misnomer, I prefer the term trust building.

I also believe that a coach is nothing more than a teacher. At this level, it is a matter of teaching players how to be successful both in hockey and in life.

On the ice

I believe in a disciplined aggressiveness. Defensively we challenge the opponent all the way up the ice. Make the other team make a mistake in its defensive end so we can capitalize on the offensive end. Offensively, a lot depends on the talent. With a big strong team, the goal should be to get the puck down low and use size to advantage. With a smaller, quicker team, use that to our advantage by using speed and skill to quickly bring the puck up the ice to generate offense. I will go into further detail in Section 3: Systems.


Off the ice
I’m a big believer in communication. Today’s athlete doesn’t do something just because a coach or manager says so. It is important to get the point across on why something must happen, not just that it must. I create an open environment for the players to talk about anything and everything whether it involves hockey or not.

In addition, I believe in extensive use of video however not to the point of overkill. At the professional and college level with practice time limited by the volume of games as well as the travel, I feel that video is one of the best teaching methods available if used judiciously with the players. I also use the video to grade each player after every game.

I break the season up into smaller game segments after which I meet with every player to discuss his play over this stretch. With the grading system and video, it is easy to point to a game or games and point out what was working or not with a particular player or line. If an issue needs to be addressed immediately, it will be whether or not it is the end of a segment.

Also, I maintain an open door policy for the players with myself and the staff. I know some may be reluctant to discuss things with the head coach, which is why it is important for the assistant coach/coaches to also be available to the players. I also subscribe to the theory of having a “leadership group” and try to meet with them at least every other week to go over any concerns they may have and get their input.

It would be foolhardy to think that all players must be treated the same way. But what I have developed is the TEAM=GOAL concept. TEAM=GOAL stands for Trust, Execution, Accountability and Motivation equals a Greater Overall Achievement Level. If the players can put out the four variables it will lead to achieving the goals of the team. It essentially is getting the players to commit to a total team effort.

Re: Game Intelligence Training

Kevin, it sounds like a good template for a season plan. You have a lot of communication and that is always good.

Re: Game Intelligence Training

Kevin,

I am glad you have been doing your homework and posted this! It is good for all of us to revisit our philosophies - at least annually if not more often! I try to re-read mine at least every month - sometimes more often than that. I find in tough times, it helps me re-affirm why I am doing what I do... and it helps get me through challenges.

Regarding video: keep it short - under 10 minutes at most. Kids are wired differently these days. If you only provide a couple of clips in total, that is fine!

Love your acronym: TEAM=GOAL! Well done! Stay principled and honour the spirit of the game!

I will second Tom's comments: communication is a critical link with your players. I have said it before and I will say it again - "They don't care how much you know, until they know how much you care."

Again, well done!

Re: Game Intelligence Training

John and I did a dryland Game Intelligence session for my BVHS today. We were expecting 34 kids, but as it was the last day of school, we ended up with 15 able-bodied and a couple with injuries. So we had to modify our plan. We had 50 minutes to play three games: One End Zone; End to End; Team Scoring Tournament (3 vs 3 with 5 teams). The last two games focus on the successful, strategic application of transition through the use of support. It went well, but we wished we would have had more kids as we wanted to run the Time Machine - but we need at least 18 kids for that!

We had Theresa Maxwell and her husband, Don, out to watch and provide us with feedback. Theresa is a retired U of Calgary Kinesiology professor who heavily promoted Teaching Games for Understanding during her teaching tenure and her husband taught public school, coached football (among other sports) and oversaw the Calgary High School Athletic System for both public and Catholic Boards. Another coach I have evaluated and mentored (now coaching Junior B in BC) came to watch and to gain further insights on our Game Intelligence methodology.

We discussed the session for a couple of hours afterward and learned a lot from Theresa and Don. I took four pages of notes; as did John! We learned a lot of ways to further fine-tune our approach! Theresa and Don have over 50 years of teaching and coaching experience EACH; one can't help but learn from such wonderful mentors! Thanks to both of them for coming out to watch and share their insights... boy was it a privilege!

I will be meeting with my Junior B coach after Christmas as a followup to today's session and to discuss any planning concerns he may have for the last third of his season. Should be fun!

Re: Game Intelligence Training

I met with a Junior B coach from BC this morning. We discussed how to get volunteer board members to work well together (leadership through influence) and how to best structure the board. We discussed how it takes time to change the culture of a program at the bottom and how patience and 'keeping the big picture in mind' are important. Educating the board members that winning isn't the only measure of success - even at the Junior B level - it must take into account academics, citizenship, individual player development (graduating to the next level) probably even moreson than winning. If you can achieve high marks in all of these, you have a strong process (a good program) and you will probably 'see' a successful outcome (winning). We talked about how important it is as a coach / GM to carry oneself with high morals and ethics because this will allow one to look in the mirror at the end of each day... keep your personal values intact and do what is right for the team. We didn't have time to get into player development, but I hope I will get the chance to go watch / run a practice in January for him. (We wanted to follow up on the TGfU session last week and will do so in the future.)

Following that, I met with one of the A/C's from Slovakia. I went and watched their practice (and saw the end of the Russian's and the Swedes) but we really talked about the game itself; the challenges surrounding development in both our countries, as well as in other countries.

We also talked about coaching methodologies and how we can improve the education of coaches with mentorship and ongoing clinics - rather than merely providing them with an academic weekend seminar to achieve certification and then 'throw them to the wolves'. We both agreed that we need to do a better job of supporting the coaches AFTER the initial clinics AND we should ensure we provide lots of useful material (delivered in a meaningful / practical way) during the seminar. Right now, we see lots of room for improvement in these areas - all across the globe!

We talked about the concussion issue - how we think fighting will be gome in 5-10 years (due to heavy penalties and suspensions) and perhaps changing the men's / boys body contact rules to mirror that of the women - no head-on or open ice hitting; only angling and finishing along the boards - to allow the "pure skills" to be displayed.

Skill-wise, it was neat to see the Slovaks off-ice warmup prior to and after the practice. (And the Swiss, Russians, etc.!) They all used a soccer ball (or rubber ball) to juggle and pass with their feet and heads. They did lots of individual stick and ball warmups too.

The hand-eye coordination of these young players is amazing. Thanks to the preponderance of online media (YouTube, etc.) and more emphasis on skills in today's game (plus more skill academies), I saw lots of creative stuff! Rob Cookson, longtime NHL coach remarked to me that these are "YouTube Tricks" and not applicable in the game. I respectively disagreed; if a kid can perform stuff like this, he has shown that not only does he have the 'stick-to-it-ness' to work towards a goal and improve his eye-hand coordination, but he shows that he can imitate and or create moves... highly important in the game today where 45% comes down to winning the 1 vs 1 battles (one of the most overlooked components of the game, IMO)!

I saw a Slovak pick up the puck on his forehand, flip the puck AND HIS STICK up into the air, catch the stick so he was "shooting" with the oppoosite hand, then catch the puck with his flat blade... it fell off, but WOW! I also so many kids imitating Ryan Ellis from when he was playing in Windsor (OHL) - a TSN clip prior to the World Junior game showed him keeping the puck balanced ON THE BUTT OF HIS STICK while he whipped it around in the air (also on YouTube)!

I will try to see more international teams practice and play this coming week...

Re: Game Intelligence Training

European vs North American training and player development:

Interesting comment from the Slovak perspective: the handful of kids who left Slovakia to play Major Junior in North America, although the most skilled on the Slovak junior team, their fitness level as a group has decreased since they left. They have lost muscle mass (and weight) and appear to be struggling with nutrition. They are weaker than when they were at home.

Suggestions / possible reasons for this: At home, the Slovaks train intensively on and off-ice with a very taxing (but scientifically periodized) training program. They are on the ice several times per week (sometimes twice per day) as well as doing one to two dryland sessions per day. They typically play two games per week and still manage to schedule rest periods into their training blocks. These kids play against professional men; so strength, size and smarts are taxed to a high level every game!

In NA, they typically practice once per day (sometimes will have an extra session, but it is rare) and the off-ice is only formally done a couple of times per week. They usually play three games per week and have a brutal travel schedule (unlike the Slovak home schedule.) Games are against their age group peers.

In a perfect world, none of the Slovak kids would leave home for Major Junior - they would all stay home and train together (at least till they are 19-20 years old.)

Re: Game Intelligence Training

2011 World Sport School Challenge - Team Finland

I watched two games today - Shattuck St. Mary's beat the Slovak National U17 team; and the Finland National U17 team hammered the hometown Edge Prep AAA team.

The Finns were AMAZING! I plan to go watch them play Shattuck tommorow for the Gold Medal. They put on an absolute CLINIC! Their essential skillset, combined with their creative, free-wheeling heads up play epitomized intelligent hockey!

You really need to see these Finns play. This was the best display of hockey I have ever seen IN MY LIFE; AT ANY LEVEL. This is the zen moment that I hope to one day achieve; to be behind the bench watching my kids completely dismantle an opponent with amazing heads-up, intelligent, skilled play!

It is 'the perfect model' of what I believe hockey should look like... independent problem-solverss (coaches free to enjoy the best seats in the house!), kids moving into holes, at the right times (multiple options), highly skilled, deceptive skills, change of pace, 1 v 1 confidence and ability... this from a pure 1995 team (with one 1996 - #29!) against a team of primarily 1994's and a few 1995's! WOW! Shattuck has three 1993's and a lot of 1994's; so it will be a size and strength battle... but even though the Finns were small in stature (and weight), their skating ability, balance and acceleration (not too mention vision!) made the "David's" outplay the "Goliath's"!

You might be able to watch it online. Not sure about a fee... but DAMN, if you can somehow buy the DVD from the Fin / Edge game, I recommend it!

http://hockeycanada.fasthockey.com/login.php


Here is the article:

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December 30, 2011
NR.177

FINLAND, SHATTUCK-ST. MARY’S TO PLAY FOR GOLD MEDAL AT 2011 WORLD SPORT SCHOOL CHALLENGE

CALGARY, Alta. – After posting semifinal wins Friday, Finland’s national under-17 team and Shattuck-St. Mary’s School will meet in the gold medal game at the inaugural World Sport School Challenge on Saturday night at the WinSport Canada Athletic & Ice Complex.

The game can be seen live via webcast at hockeycanada.fasthockey.com beginning at 5 p.m. ET/2 p.m. PT.

Finland knocked off the Edge School for Athletes (Calgary, Alta.) 13-2 in Friday’s late semifinal, while Shattuck-St. Mary’s (Faribault, Minn.) beat Slovakia’s national under-17 team 7-5 in the early game.

The Finns finished on top of the preliminary round with a perfect 3-0 record, including wins over Pursuit of Excellence (8-1), Okanagan Hockey Academy (11-1) and Shattuck-St. Mary’s (4-3), while Shattuck was fourth at 1-2, with a win over Slovakia (9-3) sandwiched around losses to Okanagan Hockey Academy (7-5) and Finland.

In Friday’s first semifinal, Shattuck-St. Mary’s got goals from seven different players to help earn its second win over Slovakia in as many chances. John Draeger, Jake Montgomery, Zach Stepan, Tyler Vesel, Noah Henry, Hunter Fejes and Carter Lukenda all scored the Sabres, who used four unanswered goals in the second period to open up a 7-3 lead through 40 minutes. Fejes finished with a goal and two assists, while Stepan, Vesel and Henry each had a goal and a helper.

In the late game, Jonatan Tanus, Jusso Ikonen and Jimi Kuronen had four points apiece as the Finns routed the Calgary-based Edge School. Kuronen scored all of his goals in a span of 7:38 of the third period to put the finishing touches on a performance that saw Finland score six times on the power play and outshoot the Edge School 53-19. The Finns had 10 players recorded at least two points in the victory.

The Edge School and Slovakia will meet in Saturday’s bronze medal game at 2 p.m. ET/11 a.m. PT. That game can also be seen live via webcast at hockeycanada.fasthockey.com.

Earlier Friday, Matt Saharchuk scored the game-winning goal with 8:11 to go as Pursuit of Excellence (Kelowna, B.C.) beat Okanagan Hockey Academy (Penticton, B.C.) 4-3 to earn fifth place in an all-British Columbia match-up.

The World Sport School Challenge was developed in line with a commitment made by Hockey Canada’s officers and branches, “to service sport schools and create a positive and flexible infrastructure that meets the needs of this Hockey Canada customer.” This is one of six priorities of focus the organization committed to earlier this year.

Across the country, Hockey Canada currently endorses about 10 sport schools, which have formal partnerships with educational institutions with the aim to enhance learning opportunities for students while also developing their hockey skills.

NOTE TO MEDIA: Please contact Kevin Bathurst, manager of school programs for Hockey Canada, at kbathurst@hockeycanada.ca or (403) 710-2203 for any interview requests.

For more information about the 2011 World Sport School Challenge, follow along via social media at www.Twitter.com/WSSChallenge and www.Facebook.com/WSSChallenge, and please visit www.HockeyCanada.ca/WSSC.

For more information: Kevin Bathurst Manager, School Programs

European training

Dean, when I was coaching for the Red Bulls U17 team we had 45 trainings a month. This included 4-5 team practices M-F and skill practices t-Th morning. They had 3 off ice sessions M-W-F and a skating treadmill session two games a week; sometimes F-Sat and sometimes Sat-Sun. They usually got Sunday off. The skill sessions were done with the U20 team and the Russian Jursinov came one week per month to work with them. The two pro teams had similar training but the games for the top team were Sun.-T-F, so their skill sessions were M-W morning.

So there is much more emphasis on skill development and core fitness.

When I was in Jihlava, Czech Republic they had a similar training schedule but the biggest difference was that the youth coaches were ALL former players who had great technique and they passed that on to the youth.

When talking with Slava Lener, the head of Czech Hockey, he told me that Czechoslovakia used to have 80 000 players. Now the two countries of Czech Republic and Slovakia only have a total of 32 000 youth hockey players. Compare that to about 500 000 for each of Canada and the USA and you can see that to be competitive they have to do a great job in player development.

Here in Calgary we have the same amount of AA and AAA teams as when the city had 300 000 instead of a million people. They try out for the quadrants at 13 and if they don't make it many quit. Attrition is 80% by the age of 14. In Europe they can't afford to cut players because they are not early maturers of born the first three months of the year. They try to keep everyone playing and train them to be skilled then wait for them to grow.

A school like the Edge should be able to match the skill development because they have two arenas and a field house to train the players.

Re: Game Intelligence Training

Tom,

The Euros do it right! I would love to be a part of an organization, like Red Bull, that understands the correct blend of the art and science of coaching!

After speaking with the Slovaks about their training schedule vs. that which is predominant in North American junior hockey culture, and doing some introspection, it is obvious that we have a long way to go to improve to their level.

I agree that we in Canada and the US are 'getting away with quantity over quality' - based on our respective hockey enrollment numbers - when compared to Europe.

It would be nice to see North American sport schools, where they might have a little more input into steering the curriculum and schedule, shift to a more European-based training style and schedule. I would include the Edge school in that comment.

After seeing the Finns play yesterday (I can hardly wait for the game today!), I want to go to Finland to learn more about their way of training. I want to see it with my own eyes! Tom, if there is a chance to meet your Finnish friends while coaching the World Juniors, I would love to have that opportunity!

Kai - same goes for you. I would love to hear more about your philosophy of coaching / training and how things are done in Finland. Do you know any of the kids or coaches with this World Sport School Championship? I would love to watch them train... their off-ice warmup yesterday was outstanding. Not the typical mindless crap we do over here... lots of nervous system warmup, ABC's, reaction games, etc. I might try to record it today...

Maybe if I can get over to the TGfU conference north of London (UK) the second week in July, I can make a detour to Finland. Don't think I can attend the IIHF conference this year in Sweden / Finland... it is always poor timing for me as we are comitted to visiting relatives in Spokane. Not that I wouldn't want to go as I would always learn a few things, but I really don't want to sort through a ton of the 'usual hockey drivel from the tired old establishment' for only a few nuggets of gold... I don't give two sh1ts about the PP or PK systems or blah blah blah... I have enough binders and 'drills' of all that 'old crap'... I want to learn "more important things" (at least in my mind) about teaching methodologies, interpersonal communication (be the "ignitor of athletes") and the art / science of coaching. I don't need any more X's or O's to be successful. Keep the game simple and fun, relax, teach life lessons - be the best coach I can be and focus on the things that matter (the people in the game!)

Rant over....!

Re: Game Intelligence Training

Kai,

Thanks for the powerpoint "Conditioning training of hockey juniors" by Harri Hakkarainen, MD, MSc ( Sport Science) - delivered at the 2010 World Championships.

Lots of excellent points... speaks to the wonderful off-ice warmup Finland (and several other European countries) were using... A 'must read' for other coaches... hopefully you can see this is a long-term process that starts early!

Re: Game Intelligence Training

Shattuck beat Finland for the gold medal... but it was a good game...



Shattuck-St. Mary's 5 - Finland 3



RASKOB’S NATURAL HAT TRICK LEADS SHATTUCK TO INAUGURAL WSSC GOLD

CALGARY, Alta. – Willie Raskob’s natural hat trick turned a 1-0 deficit into a 3-1 lead and Shattuck-St. Mary’s scored three times on the power play as it won the inaugural gold medal at the World Sport School Challenge with a 5-3 win over Finland.

The loss was the first for the Finns, who had entered with a perfect 4-0 record – including a win over Shattuck – and had outscored its opposition 36-7.

After a tight-checking opening half of the first period it was the Finns who hit the scoreboard first just shy of the 13-minute mark, as Jimi Kuronen converted a power play opportunity for the Scandinavians.

But Shattuck pulled even on a power play of its own, with Raskob beating netminder Ville Husso with just 18 seconds to go in the opening 20 minutes.

Raskob continued to wield a hot stick early in the second, giving Shattuck its first lead just 39 seconds into the period, and completed his natural hat trick at 9:56 on another power play.

Zach Stepan made it a three-goal game just 60 seconds later, chasing Husso from the Finnish net.

The Finns got to within two late in the second period thanks to a beautiful individual effort by Artturi Lehkonen, and made it a one-goal game less than four minutes into the third, again off the stick of Lehkonen.

But that would be as close as the Scandinavians would get, as Hunter Fejes scored into an empty net with 58 seconds left to clinch it for Shattuck, which will take the gold medal south of the border to Faribault, Minn.

Goals/Penalties
First Period
Goals:
12:50 FIN 2 Jimi Kuronen (18 Aleksi Ainali, 9 Jonatan Tanus) PP
19:42 SSM 22 Willie Raskob (14 Tyler Vesel, 15 Zach Stepan) PP

Penalties:
11:54 SSM 19 Carter Lukenda (Tripping)
15:02 FIN 9 Jonatan Tanus (Interference)
17:56 FIN 4 Mikke Levo (Checking to the Head)
19:24 FIN 3 Alex Lintuniemi (Checking to the Head)
19:24 SSM 20 Ryan Schwalbe (Slashing)
Second Period
Goals:
00:39 SSM 22 Willie Raskob (14 Tyler Vesel, 15 Zach Stepan) PP
09:56 SSM 22 Willie Raskob (14 Tyler Vesel, 2 John Draeger) PP
10:56 SSM 15 Zach Stepan (17 Max Becker, 2 John Draeger) PP
17:51 FIN 12 Artturi Lehkonen (9 Jonatan Tanus) PP

Penalties:
09:29 FIN 9 Jonatan Tanus (Checking to the Head)
10:30 FIN 4 Mikke Levo (Checking to the Head)
11:09 FIN 4 Mikke Levo (Hooking)
12:58 SSM 4 Noah Henry (Hooking)
17:02 SSM 3 Matt McArdie (Checking to the Head)
18:47 SSM 2 John Draeger (Closing Hand on Puck)
Third Period
Goals:
03:39 FIN 12 Artturi Lehkonen (14 Jusso Ikonen)
19:02 SSM 18 Hunter Fejes EN

Penalties:
10:51 SSM 22 Willie Raskob (Spearing)

Re: Game Intelligence Training

An excerpt from "Defining skill variables between U16 national team and non- national team ice hockey players" by Ilkka Haapea
Bachelor`s Thesis - Degree Programme in Sport and Leisure Management, 2011

Several key points in here...!

I have posted the full study under the "Player Traits - What do you look for when choosing a player?" thread.

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"Also Hämäläinen prompts coaches to demand more from the players. If there is a skilled age group in a junior organization, invariably there is also demanding coach behind the players.

If players are guided and developed towards international ice hockey, coach has to place players into situation where they must perform at the limits of his or her skills. According to Hämäläinen (14.03.2011) high level games are the best coach for developing junior.

During high level games player must perform and use the abilities of versatile movements and the player has to use the motoric programs of open motor skills.

Through high level games player will also improve fast decision making skills in game situation that is required by Westerlund (1997, 536).

Re: Game Intelligence Training

Dean,

Have you ever run practice sessions with teams just understanding triangle hockey in all zones of the ice ?
No team breakouts or systems , but just understanding the concept of playing triangles with support in all situations.

How about games ?

Games where you stress triangles as the theme of your on ice session as a mentor ?

RK

Re: Game Intelligence Training

Just returned from the Czech (5) vs. Slovakia (2) WJC game (thanks for the tickets, Igor!) Too bad the Slovaks couldn't beat their arch-rivals. It was a testy contest... clearly these two teams don't like each other.

RK as for the answer to your questions: Yes. 3 v 3 works very well!

Re: Game Intelligence Training

Good stuff from the "Hockey by Bauer" site:

http://www.hockeybybauer.com/about.html

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What's Different about "Hockey By Bauer"?

One of the comments we often hear when explaining our format is, "will anybody be teaching them anything?" Dave Peterson, former Minnesota high school and USA Olympic coach once said, "The ice is the best coach, it never says no." We believe the basic concepts of hockey are quite simple and the best way to learn them is by playing the game. Win the race to the puck, once you have the puck learn how to keep it, control it, protect it, find yourself time and space. If you don't have the puck, learn how to find open space so you'll get a pass or learn how to support a teammate and pick up a loose puck. Your successes are rewarded with puck possession, passes that turn into assists and scoring opportunities that turn into goals. When those concepts become engrained you have now developed that hockey sense that is so crucial to being a good player. We at Hockey by Bauer won't throw out the puck and drink coffee, but we will let the ice, and the game itself become the teacher as much as possible. There won't be a lot of long lectures and at times it may even look a bit chaotic, welcome to "rat hockey!"

What the Experts Say...

"I would tend to lean on letting them have fun and putting them in an environment where my drills have a game involved in it. Through those type of small games and how those kids do it will make them enjoy coming to the rink and looking forward to coming back."

-Mark Johnson, Head Coach Badger Women-2006 National Champions

"Everything is so organized and programmed these days that the kids don't have an opportunity to just be kids. It used to be the kids would do it themselves. They'd go down to the rink and play by themselves or get a pick-up game organized. They didn't have video games, DVD's or computers, or a coach telling them what to do. They played to occupy time."

-Don Lucia, head coach of Minnesota Gophers

"We can do a better job of ice utilization. I cringe when I see a team with 14 skaters out there using a full sheet of ice. Most of it is wasted. Practice time can be far more productive. Why not have 3 or 4 teams on the ice, especially at the mite & squirt level. Play cross-ice games where the kids are in smaller space and will learn skating and stick skills. Play shinny hockey-there would be a lot more development."

-Don Lucia, head coach of Minnesota Gophers

"Fact: for more than 50% of the ice time rented for games, the puck is not in play! That's right. If bantams or pee wees have an hour and a quarter they'd be hard pressed to play three 12-minute stop-time periods. Put a stop watch on the ref sometime in a youth game and you'll see he has his hand on the puck for about 52% of the ice time. Now, what kind of development is that?"

-Jack Blatherwick, author 'Overspeed Speed Training for Hockey'

"Everything that happens in full ice will happen in cross ice, only they will happen more often."

-Bill Beaney, Middlebury College (477 career wins, 8-D3 National Championships)

"We've realized in the last few years that you don't develop skills in youth players, playing games on a full sheet of ice. We need to get back to practicing more."

-Cory McNabb, Manager of Player Development Canadian Hockey Association

"The pee wee player handles the puck an average of 35 to 45 seconds a game on full ice. That's more than 100 games for an hour of quality puck time. If you want to be a carpenter and never use a saw, how good can you be?"

-George Kingston, Canadian Olympic Development Program

"I sometimes think we should put pucks on the ice, leave a couple of parents to supervise and the rest of us go in and drink coffee. The kids would love it. It's the parents who need the games. Well it's really not entertainment for the parents. It's suppose to be fun for the kids!"

-Ray Lalonde, Toronto Area Youth Hockey Coach

"Games are the least effective development tool & most expensive per minute of time on the ice. We continue to ignore the facts that playing more games & practicing occasionally is self-defeating & a contradiction to what we say we want for our children."

-Hal Tearse, USA Hockey & Minnesota Amateur Hockey

Game Intelligence Training in Switzerland

Looks like I will be joining Gaston in Switzerland to do a week long camp next August. There will be lots of games using full, half, quater, etc. areas of the ice. It is in a village that is close to both Italy and Austria. Should be a lot of fun.

At our camps Gaston instructs skating and I do the hockey.

Hockey is popular in Switzerland and is growing in other parts of the world. A link to the growth of hockey in the Arab World is:
http://www.iihf.com/home-of-hockey/news/news-singleview/article/arab-hockey-boom.html?tx_ttnews%5BbackPid%5D=955&cHash=3978c1413f

Re: Game Intelligence Training

Lucky you Tom!

Here is the article plus one with an aspiring female New Zealand hockey player.

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Arab hockey boom: Emirates need more rinks to cope with increasing demand

MARTIN MERK, IIHF.COM, 31-07-11


ABU DHABI – There are several places where demand for hockey is increasing much faster than the rink capacities.

There are countries in colder regions with needs of more infrastructures. Last summer for example we reported about the situation in Iceland where, paradoxically, there’s not enough ice for the growing number of players and teams. But ice hockey is also flourishing in regions many people might not imagine it. For example: in the United Arab Emirates and other Gulf States.

Even though the temperature is hotter than 40°C (100°F) these days, there are quite some people who think about playing ice hockey despite the heat. Or one could say because of it. Winter sports have become trendy in the oil-rich country. Apart from four ice rinks, the Emirates also hit the headlines when a 22,500-square metre indoor ski resort opened in Dubai in 2005.

The International Ice Hockey Federation has hosted several events on the Arab peninsula, such as the Challenge Cup of Asia, or the recent Asian Hockey Development Camp in Abu Dhabi.

“Ice hockey has been growing rapidly in popularity in the Middle East,” said Jukka Tiikkaja, the IIHF’s Asian Sport Development Manager. “One main challenge is to find people to drive the grassroots programs rather than just focusing on national team activities.”

For a long time the United Arab Emirates, who became an IIHF member in 2001, haven’t been very active internationally although games have been played since the ‘70s. While the focus was first to build a national team, which participated in one IIHF World Championship Division III in 2010, the country’s hockey body founded a permanent national league in 2009 with two Arab and three expat teams in three cities.

The United Arab Emirates currently list 532 ice hockey players, including 40 female players. Four years ago there were only 195 players registered in the country. But the growth also brings problems with the existing infrastructure for ice sports.

“The United Arab Emirates are an ideal example of the possibilities you have when there are resources and, more importantly, people with enthusiasm and vision,” Tiikkaja said.

“Three years ago the focus was around the senior national team, and junior programs were virtually non-existent. This strategy has changed and it has had a remarkable impact with the demand exceeding the supply.”

For the players, teams and hockey schools that face problems getting ice time at the rinks there’s hope for change. The National reported recently that the government is set to sanction the construction of two new ice rinks in Abu Dhabi, the Emirati capital, to help satisfy growing interest in ice hockey and underline the national team’s ambitions to climb up the ladder in the IIHF World Championship program.

“We have been talking to the government about building two rinks at Zayed Sports City where the present one stands,” Mohamed Aref, the country’s ice hockey technical director, told the newspaper.

“We need more ice rinks and I believe that will happen. Right now we have one Olympic-sized venue in Dubai [at Dubai Mall], one in Al Ain and this one in Abu Dhabi. Just imagine if we get to 2015 with the same amount of rinks. By that time the sport will have grown even more. How would we cope with so many people?”

Aref believes that the increasing demand comes not only from the hockey schools and clubs founded in the last ten years, but also because of the success of the national team. Not many Arab athletes bring home medals and trophies from international sport events, but the ice hockey national team has won the Challenge Cup of Asia in 2009 and the bronze medals in the Premier Division of the 2011 Asian Winter Games.

“I had heard this is going to happen and that is unbelievable,” national team player Faisal Saeed said about the plans of building new rinks. “I’m so proud of how big ice hockey has become in my country and the structure we have now. However, we do need more rinks.

“There are a lot of kids waiting to play this sport, but we don’t have enough ice time for them. If we had more rinks, then we could really move the sport forward. We need to expand and I hope we do that.”

Now the Emirati want to look up to the top nations with the prospect of additional rinks. They think about an entry in the IIHF Ice Hockey World Championship program for 2013. The first goal is to qualify for the Division III, but the dream is to become the first Arab team to challenge the traditional powerhouses from North America and Europe in the Top Division one day.

Prior to that, the Emirati Ice Hockey League will kick off its third season on 5th October with the same five teams, but there are talks about a sixth team in the future if such a team could be competitive.

While the UAE has been the most successful Arab nation in hockey so far, there are other countries from the Middle East that have discovered ice hockey.

Kuwait also started the game in the ‘80s and rejoined the IIHF in 2009 after a period of inactivity. Its national team has played in two Challenge Cups of Asia and in the Asian Winter Games and has won some games in these tournaments, although it couldn’t overcome its Arab rival from the UAE.

Kuwait has 229 players and two ice rinks. One of them hosted the Challenge Cup of Asia in April.

Ice hockey is a chance for many kids to try something new with a cool and modern flavour. Compared to sports that are more established in these countries, ranging from camel racing to football to water sports, it’s kind of a break from the standard pattern of the sport landscape.

Same as in the Emirates, the percentage of women and girls playing ice hockey is surprisingly high. Actually, Kuwait has the highest percentage of female participation among all 70 IIHF member nations with 37.1 per cent (85 out of 229 players) and also the UAE’s number of 7.5 per cent is higher than in most European top-tier countries where ice hockey used to have the image of being a sport for tough guys only.

In nations where ice hockey is something rather new and there’s no gender bias in the hockey family, it seems to be a different story and girls enjoy playing the sport same as boys do.

Kuwait and the United Arab Emirates are the only IIHF members from the Arab peninsula (Morocco from North Africa is another Arab country in the IIHF), but ice hockey is in the fledgling stages in other countries of the Middle East as well.

The national team of Bahrain appeared on international ice for the first time in the 2011 Asian Winter Games, but the team was not able to cope with its opponents yet, conceding between 15 and 29 goals each game.

One year ago, Kuwait City hosted the first Gulf Ice Hockey Championship that included two new national teams, Saudi Arabia and Oman. The teams were also struggling with their more experienced opponents from Kuwait and the UAE, but Saudi Arabia won its first international hockey game, 3-1 against Oman.

Another Gulf state has avoided international hockey yet. Qatar had to cancel its participation in the Asian Winter Games in the last minute, but the country that was in the spotlight for its successful 2022 FIFA World Cup bid held its first national ice hockey championship last season. Qatar 1 became champion after defeating Sand Storm 5-2 in the final match. Qatar 2 and Desert Heat were the other teams in the league that included Qatari and expat players.

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And another interesting article with a New Zealand gal...


Kiwis on ice: NZL's Libby-Jean Hay competing in skills challenge

Paul Romanuk, IIHF.COM, 19-01-12


INNSBRUCK – Participants in the 2012 Youth Olympic Winter Games Hockey Skill Challenge event have come from far and wide to compete in Innsbruck. Likely none of them had as long a flight to Austria as Libby-Jean Hay of New Zealand, who will be competing in tonight’s final. IIHF.com’s Paul Romanuk caught up with Hay to discuss ice hockey in her native country.


New Zealand ice hockey, how does that happen?

(laughs) I actually don’t know myself, but we did make it here, myself and Callum (Burns-the New Zealand-born participant in the men’s event) also are in the top eight. New Zealand is a small country and ice hockey is not big, but it is getting a lot bigger, a lot of women players are coming in from inline hockey and they’ve made a big difference, they’re very skilled and it’s made New Zealand ice hockey stronger.

How did you get into it?

I got into it at about the age of ten, I did figure skating since I was three. I’m from a big family of seven and I have five brothers and they all play ice hockey, I watched them my whole life and so I decided to give it a go and here I am!

We’re pure New Zealanders. My oldest brother, who’s about 30 now, he started hockey when he was young and he loved it, and that’s how we got into it, one-by-one we started playing.

What do you love about the sport?

I love that it’s so fast, I like the aggressiveness and I love how it’s a team sport that’s exciting and fun.

Your favourite team?

I like the Detroit Red Wings, I saw them play and they won against the Canucks and I think they’re a really skilled team.

What’s the best thing about playing hockey in New Zealand?

It’s very different from all the other New Zealand sports, it’s not common and we get a lot of ice time (smiles).

And the worst thing?

That’s a hard question haha, I think maybe that there’s not enough rinks, and I’d like to be involved in more international competitions worldwide. There’s world championships but other competitions against other countries might be cool.

What’s your future? Are you just doing this for fun or do you want to get a scholarship and play in one of the leagues in North America.

That’s exactly what I want to do. I want to finish my schooling in New Zealand, I have one more year of school left, and I’m currently looking at some scholarships in the U.S. I would love to gain a scholarship and play in the U.S.

The full video interview will be available on IIHF’s Youtube channel on Friday.

http://www.youtube.com/watch?v=xWLDJIPxaJg&hd=1

Re: Game Intelligence Training

http://blog.axonpotential.com/teaching-your-brain-how-to-play-soccer/

Re: Game Intelligence Training

Great article RedWingFan! Thanks for making people aware of it!

Here it is...

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Teaching Your Brain How To Play Soccer

Via Dan Peterson, January 17, 2012


When describing what’s wrong with today’s youth soccer coaching, Michel Bruyninckx points to his head. “We need to stop thinking football is only a matter of the body,” the 59-year old Belgian Uefa A license coach and Standard Liège academy director recently told the BBC. “Skillfulness will only grow if we better understand the mental part of developing a player. Cognitive readiness, improved perception, better mastering of time and space in combination with perfect motor functioning.”

We’re not talking about dribbling around orange cones here. Bruyninckx’s approach, which he dubs “brain centered learning” borrows heavily from the constructivist theory of education that involves a total immersion of the student in the learning activity.

In fact, there are three components to the related concept of “brain based” teaching:

Orchestra immersion – the idea that the student must be thrown into the pool of the learning experience so that they are fully immersed in the experience.

Relaxed alertness – a way of providing a challenging environment for the student but not have them stressed out by the chance of error.

Active processing – the means by which a student can constantly process information in different ways so that it is ingrained in his neural pathways, allowing them to consolidate and internalize the new material.

This “training from the neck up” approach is certainly different than the traditional emphasis on technical skills and physical fitness. The brain seems to be the last frontier for sports training and others are starting to take note of it.

“I think that coaches either forget, or don’t even realise, that football is a hugely cognitive sport,” said the Uefa-A licence coach Kevin McGreskin in a recent Sports Illustrated story. “We’ve got to develop the players’ brains as well as their bodies but it’s much easier to see and measure the differences we make to a player’s physiology than we can with their cognitive attributes.”

At the Standard Liège facility outside of Brussels, Bruyninckx currently coaches about 68 players between the age of 12 and 19, who have been linked with first and second division Belgian clubs. If there was any question if his methods are effective, about 25% of the 100 or so players that he has coached have turned pro. By comparison, according to the Professional Footballers’ Association, of the 600 boys joining pro clubs at age 16, 500 are out of the game by age 21.

His training tactics try to force the players’ brains to constantly multitask so that in-game decision making can keep up with the pace of the game. ”You have to present new activities that players are not used to doing. If you repeat exercises too much the brain thinks it knows the answers,” Bruyninckx added. “By constantly challenging the brain and making use of its plasticity you discover a world that you thought was never available. Once the brain picks up the challenge you create new connections and gives remarkable results.”

The geometry of the game is stressed through most training exercises. Soccer is a game of constantly changing angles which need to be instantly analyzed and used before the opportunity closes. Finding these angles has to be a reaction from hours of practice since there is no time to search during a game.

“Football is an angular game and needs training of perception — both peripheral sight and split vision,” said Bruyninckx. “Straight, vertical playing increases the danger of losing the ball. If a team continuously plays the balls at angles at a very high speed it will be quite impossible to recover the ball. The team rhythm will be so high that your opponent will never get into the match.”

Certainly, brain-centered learning faces enormous inertia among the coaching establishment. Still, for those teams looking for the extra edge, the Bruyninckx method is gaining fans. “Michel’s methods and philosophy touch on the last frontier of developing world-class individuals on and off the field – the brain,” respected tennis coach Pete McCraw stated. “His methods transcend current learning frameworks and challenge traditional beliefs of athlete development in team sports. It is pioneering work, better still it has broad applications across many sporting disciplines.”

http://www.youtube.com/watch?feature=player_embedded&v=3yBF9BDMhJc

Re: Game Intelligence Training

Developing game with education: New initiative in co-operation between IIHF and Vierumäki

IIHF.COM, 20-01-12


VIERUMÄKI, Finland – As an extension to the IIHF Audit, the International Ice Hockey Federation is taking on a new initiative to increase development services provided to member national associations by joining forces with the Vierumäki Institute and the students of the Degree Programme in Sports and Leisure Management in the new project “Student Ambassadors for Sport Development”.

With the win-win approach in meeting the demands of the education and working-life, project aims to develop a concept to plan, implement and evaluate national development projects in co-operation between the IIHF, member national associations as well as both staff and students of the Vierumäki Institute.

Following the ongoing Winter Youth Olympic Games in Innsbruck, Austria, students will be acquainted with the selected programs applied under the member national association development assistance. In order to consolidate the plans and enhance the implementation, students assigned with the development projects will visit the respective member national associations in March together with the Vierumäki staff member and Adam Sollitt, IIHF Reseach & Audit Coordinator.

Based on the findings and conclusions of the visit, development plans will be finalized during the April and May to be implemented from June onwards in conjunction with the student work placement.

With the project, the IIHF is able to provide further operational support in addressing the needs of the developing national associations. While member national associations benefit from having educated people involved in the implementation of different projects, activities and events, students have a possibility to hone their knowledge and skills into real-life competence to manage development projects of sport organizations.

By joining the development planning, students can also benefit from having the possibility to focus on developing the skills considered important for their specific work placement needs already during the last months of their intensive studies in Vierumäki.

Application time until February 14, 2012

With the second year students moving on to the work placement following the season, the Degree Programme is looking into recruiting a new group of 20 students for the academic year 2012–2013. More information on the programme and application practicalities are available through the following links:

Programme website (HAAGA-HELIA University of Applied Sciences).

http://www.haaga-helia.fi/en/education-and-application/bachelor-degree-programmes/sport/dp-in-sports-and-leisure-management-vierumaeki-campus-youth-education

Vierumäki website (information about the campus)

http://www.vierumaki.fi/lang/

Re: Game Intelligence Training

Here is a comment I overheard after yesterday's U18 NTC (soccer) practice. See post:


John ran a great practice with the U18 National Training Centre (soccer) girls yesterday. These are girls who have been identified by the CSA as the best age-group players in southern Alberta and who are trying to gain a roster spot with the National U 18 team. (One of these girls is currently on the National U18 team.) There are several NTC's across the country in the large cities. I helped John coach this group a couple of years ago. The skill level and desire to compete is very high. It was very enjoyable and I love going to watch / help when my time allows...

John invited some of the best U 16 girls in the city as well as some top NTC U16 and U14 boys - plus a midfielder who was just named to Canada's U22 (male) team and is on the 2012 Olympic tryout roster. He had 27 players and 3 goalies in total - perfect numbers for nine teams of 3 players each!

He ran the "Time Machine" game.

This was some of the best soccer I have ever witnessed in person. They played for almost 90 minutes straight!

As they left the pitch, I overheard a couple of girls talking.

#1 "I feel so pumped after these games! I love it! I can hardly wait for our team practice tonight!"

#2 "Yeah me too! I love the Time Machine! I wish our coach knew these games and practiced with games. Now it sucks because you know we will doing the same boring thing. More drills and being yelled at and told what to do while we stand around, waiting to go."

#1 "Well at least we had fun here for the past two hours; let's go get the next practice over with..."


Hmmmmm.... coaches, reflect on your own practices.

How do players 'see' your practices or what do they truly think about your practices?

How would you "like" to participate in your own practice?

Re: Game Intelligence / Decision Training

The Quiet Eye: Dr. Joan Vickers, University of Calgary

I studied under Joan then worked as her research assistant and taught with her after I finished my undergraduate degree. She was the first major 'agent of change' in my coaching philosophy in the early 1990's and I didn't even recognize it at the time! Since then, I go back and read her artciles and books and continue to learn more and more! I bumped into her at a Chapter's before Christmas and we got caught up. She has been working a lot more with eye movement studies the past 15-20 years and as this video shows, some application from sport to 'real life'.

http://www.calgarysun.com/videos/1439352136001

If you do a search for her name and the quiet eye / eye movements / gaze control, etc, you will find many articles that might be of interest. I HIGHLY RECCOMEND her pamphlet, "Decision Training: A new approach to coaching" ISBN # 978-0-88953-242-7 approximate cost of $13.95 and might be found through the U of Calgary bookstore or Coaches Association of BC. John and I base much of our coaching methodology on this work.

I purchased her latest book, "Perception, Cognition, and Decision Training:The Quiet Eye in Action", released in 2007. It is science based, but a fascinating read.

http://www.humankinetics.com/products/all-products/perception-cognitionnd-decision-training



One of the other PhD students at U of C in the early 2000's was Chris Chisamore. He was a goalie coach for the men's U of C Dinos and helped with the Oval XTreme women's program. Now he is in Lethbridge as an A/C with the WHL Hurricanes. Chris did his doctrate on the use of technology and sport. I remember him showing me raw footage of a Colorado Avalanche goalie who had a special helmet during an exhibition game; it showed the play from his perspective (first person) and where his eyes focussed. It was very cool. You might have to search the "invisible web" to find this... not sure how / where to source it without speaking with Chris directly. You could do a search using Chris' name and PhD dissertation's through the U of C website? (If someone finds something, please post it.)

From an old bio - The Goalie Shop - in Calgary:

"Chris Chisamore is a PhD student at the University of Calgary who specializes in technology performance analysis and enhancement. Through his goaltender coaching, consulting and research, Chris is using a variety of tools to improve both the physical and mental performance of goaltenders. Chris has played at the University level and he knows the importance of goalie coaching for young and developing goaltenders."

http://doe.concordia.ca/eteconnections/interviews05.html

Re: Game Intelligence / Decision Training

Kyle Woodlief’s Red Line Report

Gregg Drinnan, Taking Note, Feb 25 2012

Kyle Woodlief’s Red Line Report was posted Friday by USA TODAY. In it, he wonders about the lack of skilled North American forwards eligible for the NHL’s 2012 draft. Boy, ain’t that the truth. You need only watch the number of junior teams playing chip and chase to wonder just what is going on with that. Park a player in the neutral zone -- and I mean park him. Have a defenceman rifle the puck in his direction. The forward, who is standing still, tips the puck into the offensive zone. And then the other team repeats the exercise...

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European forwards outshine North Americans in skill:
Having just returned home from the Five Nations under-18 event in Finland, we have exactly four words: Thank God for Europe!

Kyle Woodlief, Red Line Report special to USA TODAY, Feb 24 2012


Sweden's Filip Forsberg is among the skilled European forwards dominating this draft.

And not because places like Panelia and Pori scream destination travel in mid-February.

No, it's because without Europe, there would not be a single skilled forward to watch in this entire draft class.

As we were watching the dynamic Swedish duo of Sebastian Collberg and Filip Forsberg dominate entire shifts and Finnish flash Teuvo Teravainen rip hellacious one-timers and Russian Anton Slepyshev dangle through crowds of overmatched defenders, we thought back to fond memories when North American forwards used to have puck skills. Ah, those were the good old days.

As we sat in the stands over in Finland, we looked over the first round of our list and started to realize it wasn't just that the American under-18 team was shockingly devoid of anything even remotely resembling a skilled puckhandler.

No, the drought extends to North America as well. In addition to the four Euros mentioned above, plus late-1993 Swede Pontus Aberg, Red Line's five highest-rated forwards skating in any league in North America are all European as well: Nail Yakupov, Alex Galchenyuk (though honestly, does anyone truly understand what nationality he is?) and Radek Faksa in the Ontario Hockey League; Mikhail Grigorenko in the Quebec Major Junior Hockey League; and Zemgus Girgensons in the United States Hockey League.

In all, our top nine ranked forwards, and 11 of the 14 we have ranked in the first round, are all European. We don't have a single North American forward ranked in our top 20.

And sadly, when we go to games in places like Des Moines and Regina, that generally makes us want to gouge our eyes out with a fork.

We know everything in this business is cyclical, so this too shall pass. But right about now, this all leads us to one inescapable conclusion: There is an absolute pile of money to be made running a top-notch skills clinic anywhere on this continent.

http://www.usatoday.com/sports/hockey/columnist/woodlief/story/2012-02-24/nhl-draft-red-line-report/53234152/1

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I will post further thoughts on this later - working on an article to share here. Heading to the rink now...

Re: Game Intelligence / Decision Training

Gibbons GoPro Helmet Cam at '12 Hockey Challenge

Gregg Drinnan, Taking Note, Feb 29 2012


Ryan Gibbons, a WHL linesman who played for the Seattle Thunderbirds, wore a GoPro camera on his helmet during the Celebrity All-Star game that was part of Hockey Challenge 2012 in Kent, Wash., on Saturday. If you haven’t seen the footage yet, it’s right here.

Gibbons also worked the Thunderbirds’ game that night. . . . His linesmen’s jersey was part of the Challenge auction and it went for $750. He autographed it after the game.

The Thunderbirds and Ronald McDonald House Charities of Western Washington & Alaska (RMHC) have since announced that the 14th annual Hockey Challenge, which was held Saturday and Sunday, raised more than $190,000, bringing the 14-year total to more than $4.2 million.


Uploaded by BromaliRadio on 27 Feb 2012

Ryan Gibbons wearing a GoPro on his helmet, participating in the 2012 Hockey Challenge, hosted by the Seattle Thunderbirds, at Showare Center in Kent, WA

http://www.youtube.com/watch?v=S8S4Z12St9M

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I have never seen a Go Pro put on a hockey helmet before, so this was neat to see! It takes me back to the early 1990's when I worked with Dr. Joan Vickers at U of Calgary and I assisted her with her eye movement studies ("Gaze Control"). Back then, we were looking at baseball, golf, basketball, shuffleboard. She was just getting into hockey and other sports when I left to go coach full-time. I am always fascinated by POV (point of view) and HUD footage (heads up display) - and what it reveals about what an athlete sees and their subsequent decisions. The neat stuff with Joan's equipment is that you saw exactly what the athlete's eyes were fixating on, and for how long. If I can ever find some footage, (or if Joan shares some with me) I will post it.

Re: Game Intelligence / Decision Training

I have read a few things pertaining to eye movement and Australian Rules football. Seemed the superior players focused attention on open areas/uncontested areas of the field and lower skilled players fixated more on movement/busy areas.

What are everyone's thoughts on sports that carry over to a smarter hockey player?
(In my opinion, the players that I have coached who have played a good amount of basketball, have better game understanding and anticipation than the players I have coached who have played a good amount of soccer)

Re: Game Intelligence / Decision Training

RWF,

Invasion Sports have many similarities (hockey, soccer, basketball, football, rugby, Aussie Rules, waterpolo, lacrosse, etc.) Consider the four O and four D principles of play and the four playing roles - there are similarities between these sports. The more someone plays these sports, the more experience they get facing and resolving similar challenges. Certain sports have some differences according to the rules / modalities / culture, but there is a lot of overlap! The experience gained in one sport will transfer to other invasion sports.

John the Colombian's son's (Junior and Jordan) were both excellent soccer and hockey players. Perhaps their greatest assests in hockey were their overall athleticism and ability to see the game. Playing multiple sports until 13 / 14 helped their overall development so that when they started to specialize, they were even better than if they would have specialized too early. (Hockey and soccer are considered 'late specialization sports'... see http://www.canadiansportforlife.ca/ ) This is the best real-life argument against spring hockey / year-round hockey that I have ever seen (I have known John and his kids for almost 10 years now and have watched them grow up. Both of his kids became all-star soccer players. Junior was the CIS player of the year, won National Championships, represented Canada internationally and played pro in Germany. Not bad for a Canadian kid in the World sport of soccer!. Jordan was a late cut from the National Team, so he took a different path and is now a personal trainer. I will follow a very similar model with my own kids - ages 20 months and 3.75 years - they really want to play sports as they see my wife and I training and playing and coaching.)

John himself emigrated to Montreal from Colombia at the age of 16. He told me that even though he had never even seen hockey, he was watching it with a deep understanding based on his significant soccer and futsol experience from home.

When he started to skate that first year (we calculated it - all John did was skate and take pert-time school. I think we estimated he put in close to 48000 hours of skating that first year. He would often go and skate for 12-14 hours per day; only taking breaks to eat and attend the odd class.) John made a Midget AA team his second year in Canada (they didn't have AAA) because the head coach placed a premium on skating. Once John made the team, he went to the coach and said, "I can't handle a puck and I have a terrible shot." So the coach made him into a checker and told John to learn how to stickhandle and shoot. He took it to heart and dedicated himself to improving his all-around game. Because John had played soccer at a high level for many years (including pro back in Colombia), and since there are many similarities between soccer and hockey, John knew what to do - he just couldn't do it! He had great anticipation and 'hockey sense / game sense'. He said it was frustrating but after a few more years of training (he spent less time training as he was working after that second year), he become fairly proficient.

You should see him today! John plays very much a 'heads up game' and is incredibly sneaky!

I would take a kid with anticipation / game sense, passion and work ethic over a talented (skilled) but lazy player anytime. I would rather work with one of these 'projects' because I know my coaching methodology will allow them to improve while enjoying the game.

Re: Game Intelligence / Decision Training

Quote by: RedWingFan

What are everyone's thoughts on sports that carry over to a smarter hockey player?
(In my opinion, the players that I have coached who have played a good amount of basketball, have better game understanding and anticipation than the players I have coached who have played a good amount of soccer)

Maybe, but the "laws of the game" are same in hockey, basketball and soccer. They all have 4 playing roles, you need to win space to score. To my experiense players who played only hockey are not so game intelligent than someone who has played some other team sport too.

Today we had only 5 forwards, 2 Ds and one goalie (It's spring break). We did (I think you can call it?) decision training.

- Nz regroup + scoring 2-0 + D shot from the point
1. D passes to one of two Fs who is open (when D is skating to puck i covered the other F)
2. Same situation but I told to Ds that I will this time try to read where they are passing the puck, so they should make fake pass or no look pass.


Edit:
I'm so slow with my english typing

Re: Game Intelligence / Decision Training

Don't worry Kai, your typing looks good and we can't tell how long it takes!!!

Re: Game Intelligence / Decision Training

The Importance of Speed of Mind in Hockey

Alan Bass, NHL Blogger, “The Psychology of Hockey”, Feb 11 2012


If you look at some of the best players in the NHL today – Sidney Crosby, Pavel Datsyuk, Daniel and Henrik Sedin, Evgeni Malkin, Steven Stamkos, and more – there is a common thread between their skill sets. Each of these players has differing techniques they use that utilize their strengths and hide their weaknesses, yet each of them manage to flaunt their talents because of their ability to make split-second decisions – “hockey sense”, as it is known in the hockey world. In fact, Wayne Gretzky will be the first to tell you that he was far from the most talented player when he was tearing up the NHL record book in the 1980s and 1990s. The reason he was successful is because he had an uncanny ability to anticipate the play and know exactly what each of the other nine players on the ice would do in any given situation. As he famously said, “I skate to where the puck is going to be, not where it has been.”

Anatoli Tarasov, the famous Soviet Coach (known as the architect of the powerhouse Soviet hockey teams in the 1960s and ’70s) had a famous saying: “Speed of hand, speed of foot, speed of mind. The most important of these is speed of mind. Teach it.”

Logically, this would make sense. You could be the fastest skater in the world, have a shot that hits the back of the net nine times out of ten, and an uncanny ability to pass the puck. But if you are unaware of the flow of the game, how a situation will unfold, or even where you should be positionally at all times, those talents will be useless, just as the valedictorian of Harvard Business School needs an awareness of the business world and its trends or his 4.0 GPA will be for naught.

Tarasov’s hockey teams would train for endless hours utilizing drills that allowed players to practice their creativity and develop their decision-making. In addition, players understood that at all times, the puck has the ability to move faster than any player on the ice. This led to his famed system consisting of short, quick, accurate passes, causing opponents to be left spinning around, looking for where the puck might be next. Not only were players expected to have this ability to connect with each other on a constant basis, but they were also expected to have such quick decision-making abilities that they would know what they wanted to do with the puck before they even received a pass. Tarasov helped accomplish this desired goal by creating drills that forced players to anticipate the play before it happened.

One drill he used consistently was a three-on-three rush in which players were not allowed to hold the puck for more than two seconds. This caused them not only to pass the puck, but to predict where each player would be before he even received the initial pass. Another drill he used was a three-on-three in the offensive zone with a wild card player standing stationary at the blue line. Only the team with the puck could use that player, creating almost a 4-on-3 advantage. If there was a turnover, the defensive team had to get the puck back to the wild card in order to switch and become the offensive team. Drills such as these help to stimulate players’ minds by creating a common goal (maintain control of the puck and score) while also launching enough spontaneity into the drill to force players to think outside the box.

Teaching hockey players is much more than simply standing in front of a white board and drawing X’s and O’s. It’s about creating an environment where players have the ability to both make mistakes and succeed creatively. Why use two players in a drill when you can force more creative plays with three? Why use the full ice when you can put cones in certain areas and direct the play as such? By utilizing creativity and forcing players to develop this speed of mind, they can develop even more efficiently and have smarter, more able hockey minds.

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I spend LOTS of time on 1 v 1 first (Igor's study = 1 v 1 occurs 45% of the time in a game) then progress to 2 v 1 / 1 v 2 and 2 v 2. I will eventually work up to 3 v 3 once the other situational building blocks have been put in place. I rarely, if ever, get to 4 v 4 or more in the skill academy setting. I might add a joker on offense to create 4 v 3's...

I would also add that you need to create a positive environment where the players are encouraged to fall over, make mistakes, etc. and then learn from it; as that is how most people learn! Kids shouldn't get yelled at for making honest mistakes or trying something. Yes, they need to be held accountable, but in the proper way. Once the players understand you (the coach) care about them as individual people and are working with them, the trust and respect factor is established.

"They don't care about how much you know until the know how much you care."

This is a sacred element - use this relationship wisely coaches!

Re: Game Intelligence / Decision Training

Creating Speed of Mind in a Hockey Player

Alan Bass, NHL Blogger, “The Psychology of Hockey”, Feb 18 2012


Over the last few hundred years that hockey has existed, both professionally and casually, players developed their abilities and their understanding of the game by playing shinny, pond hockey, or just playing around in the comfort of their own backyard, driveway, or basement. However, over the last couple decades, hockey has transformed into an indoor game, played only within the context of a 200’ x 85’ rink surrounded by Plexiglas and boards filled with enough ads to look like a NASCAR event.

Although it has its pros (e.g. bigger rink size, higher quality ice, much less chance of frostbite), one of the biggest problems is that it has taken away the creativity of the game that is so crucial when developing players, from mite to NHL. Last week I wrote an article about the importance of developing speed of mind (http://www.hockeybuzz.com/blog.php?blogger_id=167) in hockey players and gave examples of how Soviet hockey architect Anatoli Tarasov did so with his teams, but how else is this accomplished on the ice within the context of a team practice?

Tarasov once said: “If a training period does not offer a creative atmosphere or depth in grasping a particular topic, if it does not stimulate the player to a higher level of technique, and finally, if you can feel that the players are not ready to do battle, if they show no hustle or daring, you should not expect such a team to improve its game.”

As any coach will tell you, it is difficult to get players to both buy into a practice and work hard enough to improve. The key to doing so, however, at any level, is to create an environment that is fun, challenging, and presents opportunities for players to grow in all aspects. I’ve attended enough practices at various levels of hockey, from youth to NHL, where the drills being done are the typical, trite, “skate down the ice, shoot, get a pass, go back down the ice, shoot, get back in line.” There is almost nothing in hockey worse than this, because it is both a waste of time, and causes players to become disinterested in the game to an extent that it might affect their play when it comes time to put these skills into use.

However, there are multiple ways to get players to be creative. The way in which a coaching staff can do this is to be creative themselves – draw up drills and games that can be utilized in order to pique players’ interests, force them to pay attention, and allow them to try new moves, ideas, and techniques, while still benefitting themselves and the entire team.

One way to do this is to add multiple pucks into a drill that otherwise would have utilized just one. For example, have a defenseman start behind the net, and two forwards come out of opposite corners, each with a puck, and curl around the faceoff circles. As they come around the circles, the defenseman can come into the slot and attempt to defend both forwards (to make this easier, make sure the forwards stay between the circles when they both come in with their respective pucks). Although most defensemen and goaltenders will fail in this drill (it is quite impossible to stop two pucks at the same time), it will encourage them to be creative and use both their body and their equipment in ways that they would not have done otherwise in order to achieve the desired goal of preventing goals from being scored.

Another way this can be accomplished is by creating a man disadvantage for an offensive team. For instance, force a team to play 3-on-4 (or 3-on-5 if you’re quite precocious), both breaking out the puck and playing in the offensive zone. To keep the drill purely offensive, if they turn the puck over, have the defending team simply ice the puck down the ice and make the three players start again (rather than having them defend a penalty kill situation). Albeit frustrating, this drill will cause players to move their feet and use more creative means to both get into an open position and create scoring opportunities.

Lastly, a way to create creativity, awareness, and on-ice intelligence is to have players switch positions for typical drills. For example, have a defenseman move to right wing, or have a center move to the left side, or a winger back to defense. Not only will this enable them to pick up a different skill set, it will also create a better understanding of how opposing players in different positions think, allowing your players to make better decisions and play more effectively.

Many of these drills will raise some eyebrows with players, other coaches, and media members (or parents, if playing youth hockey), but the result will be smarter, more creative hockey players that can think the game at a level high enough to succeed in any situation.

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Coaches, how else do you or could you train "speed of mind"?

Re: Game Intelligence / Decision Training

Quote by: hockeygod[p
Coaches, how else do you or could you train "speed of mind"?
[/p]

I've been playing around with idea that it is better to film SAGs than actual games, at least with junior/youth players.
Here's some thoughts why;

• it is good way to demonstrate 4 playing roles in action. from 1v1 to 2v2 (and 3v3)
  
• you can control the game by themes and rules to help you to teach specific aspects of individiual tactics and prioritys of the game.
  
• you have also some control over transition situations.
  

Re: Game Intelligence / Decision Training

Kai,

This is a great idea! I have recorded many training sessions in my skill academies - initially to help train coaches - but I have also sometimes used them to show the players.

That is the beauty of SAG's - you can design them to meet your needs - and then record them. The individual skills, tactics, team tactics and four playing roles can be highlighted and the players can see them in action.

In a team setting, this would be invaluable.

I remember while coaching in Moose Jaw, I encouraged the head coach / GM to watch the odd practice from above - to give him a different perspective on the practice and on the players. As coaches, we rarely ever get to see our own team from above. He watched from above about four times that year and really liked the change in perspective. He thought it was time well spent.

I also watched from above occasionally and I taped it - video doesn't lie! - primarily to identify work ethic, body language, etc. to certain players (both good and bad) so they see what the coaches see during a practice. We wanted the players to learn what it takes to 'be a pro' to try to help graduate them to a higher level of play. By doing so, we would simultaneously improve our team.

Any other ideas about how to train "Speed of Mind"?

Re: Game Intelligence / Decision Training

Coaches: Are You Using Your Defensemen Correctly?

Alan Bass • "The Psychology of Hockey" • Hockey Buzz..com, February 25, 2012


Often, a key determinant of what position a player chooses is his handedness – whether he shoots right or left. A player’s handedness also affects how a coach uses him in various situations, such as on the power play or penalty kill, at the end of a game with an extra attacker, in a four-on-four situation, or simply at even strength. Other factors can come into play as well, including what system is used (e.g. an umbrella formation on the power play results in a lot of one-timers and quick shots, forcing a coach to play many players on their off-wing, in order to maximize the accuracy of shots).

There is no definitive answer or proof as to whether or not a player should be played on his off-hand, specifically when it comes to defensemen. But a recent study by Timothy McCarthy of USA Hockey and Vikkie McCarthy of Austin Peay State University gives some evidence to the benefits of a defenseman playing on his off-hand, specifically in offensive situations. The study looks at five main scenarios that occur within the context of every hockey game: puck containment (keeping the puck in the offensive zone), D-to-D pass, and a one-timer shot within the offensive zone. In the defensive zone, the researchers looked at puck control and pass success in the context of a breakout. Each of these five scenarios were analyzed on a player’s on-hand and off-hand.

The researchers conducted their experiment with 10 hockey defensemen ages 14 to 16. They observed these ten players in the aforementioned situations six times, resulting in 540 observations.

The results, although not staggering, were intriguing, to say the least. Below is the chart they published, showing the average success percentage in each offensive scenario:

____________With On Hand___With Off Hand
Puck Containment__68%_______72%
D-to-D Pass_______82%_______90%
One-Timer Shot____58%_______90%

All of these differences were “significant” (in psychological terms, “significance” means there is a distinct difference between the groups tested, and the difference is most likely not by chance). Defensively, these are the statistics reported by the researchers:

________________With On Hand___With Off Hand
Puck Control Strong Side___78%________67%
Puck Control Weak Side___83%_________83%
Pass Success Strong Side__94%_________92%
Pass Success Weak Side___92%_________92%

These differences were not significant, so most likely they happened by chance.

What is interesting with these statistics is that in the offensive zone, the position that a defenseman was playing based on his handedness made a great difference, while in the defensive zone, it did not seem to matter. The results for the offensive zone are logical, as if you are playing on your off-hand (e.g. left-handed defenseman playing on the right side of the ice), it is much easier to perform all three of these tasks. If the puck is being cleared up the boards, you are going to use your entire body to back into and hug the boards if you are playing on your off-hand. However, if you are playing on your on-hand, you are going to use just your stick, leading to more pucks bouncing over your stick and over the blue line. If you are passing D-to-D, the distance between the two defensemen’s sticks and the angle at which the pass is occurring will be much more favorable if both players are on their off-hand. With regards to the one-timer, coaches already understand the importance of a player being on their off-hand, as it creates a much easier atmosphere to release a quick shot, both in terms of the angle of the pass being received and the positioning needed to redirect the puck toward the net.

Although psychological studies do not ever give “proof” to anything, there is clearly enough evidence in the context of this study to give a second look to each of these scenarios and how players are positioning themselves. If, by simply placing players on their off-hand, you can prevent five more pucks from exiting the zone, connect on ten more one-timers, or prevent 15 errant blue line passes from occurring during the course of a game, mistakes can easily be prevented and more goals can be scored with just a simple change in strategy.

Re: Game Intelligence / Decision Training

The Science Behind Building an NHL Team

Alan Bass, Blogger • "The Psychology of Hockey" • Hockeybuzz.com • March 9, 2012


On every trade deadline, draft, and July 1, the hockey world explodes with fans and media members alike telling their team’s executive staff to go after that big name – whether it’s a superstar player on the block, the next supposed superstar on the draft board, or the next superstar looking for a $10 million salary via free agency. More times than not, teams will sacrifice everything necessary in order to get a hold of these players (see: Chris Pronger in Philadelphia, Brad Richards and Marian Gaborik in New York, Marian Hossa in Chicago, etc.).

However, there seems to be a massive epidemic in which organizations no longer build a team – they simply sign players and expect them to become one. How many times have we seen a team that looked like the best in the league on paper, only to plummet in the standings and burn out before the playoffs? On the contrary, how often do we see teams surprise the league and make a run that no one expected in the preseason?

The key to this team-building problem that seems to have no solution among the majority of NHL teams is to look at the social structure of putting together a team, rather than simply the statistics and the talent side of the equation. International bestselling author Malcolm Gladwell once explained a United States military problem through social structure by saying the following:

“When they realized their problem was social, they solved the problem, almost immediately. The solution wasn’t in getting smarter. The solution was in understanding that there is a critical social component to performing more effectively. More importantly, they realized that the solution was in building a better institution, and if you build the right institution, people will flourish, and if you don’t, they won’t, regardless of how smart they are. The more I read and talk to people, the more I come to the conclusion that, we get so carried away with the role and the talents of the individual, and we sorely neglect the fact that if you put people in the right context, and they can do extraordinary things. You can create the environments where people will flourish.”

Let’s take a look at a couple of the teams that have embraced this idea of creating the institution, rather than waiting for a team to come together. The Detroit Red Wings are the closest thing to a dynasty that the NHL has seen since the Edmonton Oilers of the 1980s. With four Stanley Cups from 1997 to 2008, they are the model for success with their European style of hockey, consisting of puck possession, free-flowing movements, constant circling, and high amounts of intelligence. It is based on having uncanny levels of hockey sense, mixed with a high skating ability. Take a look at some of the players the Red Wings have drafted over the past few seasons:

• Defenseman Alexei Marchenko was a seventh round pick in 2011, drafted out of CSKA of the Kontinental League. His scouting report includes strong skating ability, high levels of hockey sense, and although little offensive ability, he has strong defensive instincts and projects as a long-term shutdown defenseman with the ability to move the puck around.

• Forward Tomas Tatar was a second round pick in 2009, and is now playing in Grand Rapids of the American League. He indeed puts up points more than many other prospects waiting for their shot at the NHL, but the two biggest pieces of his game, according to scouts, is his hockey sense and his skating ability. He also has a great ability to handle and control the puck, leading to less possession time for the opposing team.

• Teemu Pulkkinen (fourth round, 111th overall in 2010): playmaking abilities and an ability to hang onto and control the puck.

• Tomas Jurco (second round, 35th overall in 2011): puckhandling abilities,hockey sense, speed/skating ability.

• Riley Sheahan (first round, 21st overall in 2010): large frame gives him the ability to control the puck and fend off opposing defensemen, high levels of hockey sense, defensive ability.

Out of these five players, perhaps one or two will make the NHL, but you can sense a consistent theme: almost every player the Red Wings draft have an ability to play in the system the team has created, and they place these players in an environment that allows the team to succeed on the ice and in the standings.

Let’s take a look at one more team. The Nashville Predators are one of the most consistent teams in the league, making the playoffs on a budget similar to the Oakland A’s of Major League Baseball. Maybe it’s coach Barry Trotz and his coaching style, maybe it is simply Nashville and the atmosphere that playing on that team brings. But the Predators’ style of hockey involves hockey sense, hard working players, and most importantly, defense-first hockey. Let’s look at a sample of players the Predators have drafted over the past few years:

• Check out this scouting report by Hockey’s Future on Miikka Salomaki (second round, 52nd overall in 2011): “Salomaki is a strong, hardworking forward. He is a high energy player, and has to potential to be a valuable role player.”

• What about Taylor Beck (third round, 70th overall in 2009)? He has a “willingness to go to the net” and is a hardworking player who can score. “After the two Nashville camps – the development camps and the training camps,” Beck told me in a 2010 interview, “Being around all the NHL players really gave me an advantage because it showed me what I need in order to get to the next level. I saw guys always on the bikes and always working out. I want to get to the NHL and I need to continue to work hard, so staying focused is something I take pride in for sure.”

• Chase Balisy (sixth round, 170th overall in 2011): Intelligent playmaker, controls the tempo of the game, puck-moving ability, skating ability, great defensively. Supports plays very well.

• Joonas Rask (seventh round, 198th overall in 2010): Technically-skilled, excellent skating ability, understands the game at a high level.

• Colin Wilson (first round, 7th overall in 2008): “He has great instincts for the game and is a big, powerful man,” Barry Trotz told me in a recent interview. “He can separate people and win battles in the corners. He is such a great thinker that I don’t think [skating] will be a problem.” Wilson is also known for his incredible work ethic and his ability to play on both ends of the ice.

The majority of players drafted do not ever play a game in the NHL. But if you look at the players drafted by Detroit and Nashville, they are players that have the highest chance of success because their style of play matches the style that each of these two organizations utilize. So often we hear that teams simply “draft the best player available.” But it is precisely these teams that seldom see Stanley Cup glory in a league where any team can win on any given night. It is the teams that recognize this social piece to the puzzle and create an environment designed for specific players’ success that ultimately taste the champagne at the end of the day.

----

Interesting to hear the common descriptors for future players.... "hockey sense"... "hard work"... "ability to control the tempo / control the puck" ... "skating ability"... etc.

Re: Game Intelligence / Decision Training

Empower your creative instincts this summer

Jack Blatherwick, Let’s Play Hockey, March 22 2012


“Empower your players. They have to make instantaneous decisions on the field. We coaches can’t make those decisions for them in games … and we shouldn’t. We must let them make mistakes and learn. Brain scientists tell us that the more we correct players and tell them what NOT to do, the more we lose creativity. Development depends on how well they learn to read the game. Make suggestions later. Encourage players to try new attacks, but don’t tell them what NOT to do.”
— Jürgen Klinsmann, U.S. Soccer Coach on developing ‘field sense.’

Rink sense, vision, read-react decisions, creativity, confidence, poise: These are the highest priorities for success in hockey – more than skating, shooting, stickhandling, passing, receiving, strength, speed or acceleration. Of course the secondary list is important, but training for instantaneous mental skills is under-coached – and negatively impacted by over-emphasis on systems featuring mistake-free, rigid, defense-minded game plans.

Why do I bring this up at the end of the season rather than at the beginning? Because I have no confidence that advice from the leading soccer coach in the world will change youth coaches in hockey or soccer. Winning each game has become too important to employ a fun, relaxed, trial-and-error approach to development in the U.S. Therefore, we are not promoting enough offensive geniuses for the large number of participants and world-class facilities in our country. After all, in a recent poll by The Hockey News, American NHL players believed only six Americans rank in the top 50.

Expert TV commentators in playoff games will not point you in the right direction as you plan for summer development. They sound like broken records, “Hit. Hit. Hit. Hit. Team A has to be more physical this period. They must establish a physical presence. Finish checks. Take the body. Count the hits (not the creative passes). Don’t get too cute. Don’t make turnovers. Don’t over-pass. Dump it in deep. Don’t get fancy.”

Of course, playing the body is important, and by playoff time, you must avoid mistakes, play solid defense and finish checks in the D-zone. But we’re talking about summer programs to develop offensive playmaking abilities. So, model your summer training after brilliant playmakers like Wayne Gretzky or the Sedin twins.

Unfortunately, they aren’t doing commentary on TV, but you can bet they wouldn’t advise you to hit more than you pass this summer? Real experts – those who have done a lot of research on learning – recommend unstructured scrimmage games to develop rink sense, vision, read-react decisions and poise. This is hockey without a scoreboard, without constant warnings from coaches about mistakes – hockey with thousands of quick decisions, trial-and-error, relaxed fun and plenty of mistakes.

Don’t pay for structure this summer. You get too much of that in the winter. Shoot pucks on your own; stickhandle; work on skating off the ice; play other active sports. Keep it simple, fun, and constructive.

Save money and improve your game. Minimally-structured, fast-paced scrimmages are hard to beat. Volunteers can run these. Get two different colored jerseys so there is lots of passing. Two goalies are important. Leave the scoreboard off and compete for pride and prestige.

Herb Brooks would say, “The only mistakes that matter are mistakes of omission.”

Try anything. Pavel Datsyuk would

-----

For the last two weeks with my Grade 8 class, we had them 'draft' 5 equal teams and we 'scrimmage' 6 vs 6 (or 6 vs 5 or whatever if kids are missing that day) full ice. We have different coloured pinnies to keep things organized. As a 'shinny' session, we put out minimal rules. We don't have goalies and don't use shooter tutors. All the teams get on ONE bench and move up accordingly as others come off. We play for 30+ minutes in a 55 minute session. Lots of creativity and problem solving and accountability. We have kids at all levels - Bantam AAA, Bantam AA, Tier 1-5 bantam / midget, 3 female Bantam AAA, 2 ringette girls, and a few kid who this is their first or second year of skating / hockey. The kids LOVE IT - including those with less skill - as they feel like they are a part of a 'team' and are involved in the games.

The basic Rules of Engagement (ROE):

1) No offsides. Play it like a game - otherwise the offending team gives up the puck to the other team. If a goal is scored on an offside, it doesn't count and is a turnover.

2) You can score from anywhere in the offensive zone. (You can add other discriminators if you want... add two open nets in each end; can only score on the backhand; must be a 'clean' goal - only hit mesh - not posts, crossbar or not be along the ice - has to be in the air, etc.)

3) It is a transition game so when you score, you dig the puck out and attack the opposite net QUICKLY!

4) Team that is scored on, SPRINTS to the one bench (no gliding or STOP! Everybody out to do 10/10 then 20/20 pushups/situps! Every time it happens, we stop them. After 3 times, they bust their asses to the bench!)

5) New team jumps on IMMEDIATELY when a goal is scored - no waiting for the other team to come off.

6) Kids are responsible to keep track of how many goals they score. Captains on each team are responsible to gather the totals and bring it to the coach at the end. Coach keeps track too... if there are any discrepancies, 10/10, etc! Coach is ALWAYS right. Deal with it. Just like an official, no arguments, no discussion, no negotiation. Zip it and do the pushups / situps!

7) Integrity Rule: We watch kids at random perform their 10/10, etc. If we count less than the required amount, everyone does 20/20 again... and we will keep doing it if we catch 'cheaters'. The kids have learned to add 2-3 extra on both the pushup / situp side... just to make sure! (The teacher did a piece on Integrity and what it means in class that I forwarded to him as well. It is amazing to see the difference in these kids since this was introduced two weeks ago!)

Unlike Jack, I believe in keeping score and holding kids accountable as 'life' tends to keep score itself and I believe we are here to help kids prepare for that inevitability (kids keep track of the score anyways - humans are naturally!) That said, I would love to see 'less structure' and see opportunities presented to kids where they can just 'play' without adults controlling things. However, as an instructor I don't get paid to 'do nuttin' in school' (!!!!) but I remember how great those days were on the outdoor rink... with 40 kids playing... all ages and skills... you learned to keep your head up and compete or you wouldn't ever get the puck! This is as close as it will get in a school program!

"The Game is the best teacher of The Game!"

Re: Game Intelligence / Decision Training

Hi everyone,

I've been following this forum for a long time, and have just now decided to join the discussion with far more experiencd coaches than myself. First of all, my name is Filip, I coach U10 hockey team in Serbia (Europe, Balkans - unfortunately well known for majority of other things) with previous experience of coaching U12&U8. I decided to join the forum because I find it very helpfull in understanding the best possible way for developing young kids and their passion for hockey. For the first post I would not like to write too much, but just to share yesterday's practice with these young guys.

We did not have on-ice practice three days before yesterday, and will not have them until Monday, that is another 3 days. Therefore, I decided to make a fun practice that would keep the kids positive about ice hockey despite almost one-week break. I had 12 skaters and 1 goalie in 1 zone (we split ice rink in three smaller cross-ice rinks due to the number of kids), so the space does not give you much of the opportunity. This time I had my zone split in 4 smaller zones, 3 players in each zone. For the warm-up each team played no-stick dog chase ( they crawl and chase each other), than no-stick "catch me if you can" inside 1/4 of the zone and finally Tarasov bumps. After that, they played 4 SAGs: 1-1 with the goalie, 1-1 puck protection (no shooting, only puck control), 2-man passing with monkey in the middle and finally 1-1 using small goals. Each time one player rests, except for the 2-man passing drill. Teams changed zones after 3 shifts. In the end, they played cross-ice 3 vs. 3.

My question is, with huge number of players, sometimes up to 18 skaters and 2 goalies in 1 zone, what do you think is the most efficient way of keep majority of players doing exercise at once? I've been using the traditional "stand in 1 line wait for your turn" drills, but now I tend to switch to 1-1 partner drills.

We have 4 practices a week (Monday, Tuesday, Thursday, Friday), 1 off-ice practice (Saturday) and usually we play tournaments on Sunday. I tend to focus on different elements each day: Monday - skating, Tuesday-puck control,SAGs (1-1,1-2,2-1 in focus), Thursday - passing and competitive drills, Friday - game-like drills + a lots of cross-ice hockey.

Suggestions, mentoring, I'm open for everything.

All the best,

Filip

P.S. It a long post afterall.

a few ideas

Filip, it is always good to read the comments of another coach and great to have another active member on this discussion board.
It sounds like you are doing a lot of really good things already when I read what you did your last practice.

It is important to avoid line-ups except for recovery from high tempo activities. Your space is limited so you have to create areas for practice stations and you have done that. There are more ways to divide the ice into three areas such as from the goal line to the far blue line with one team on each half and the third group doing having one zone at the end.

If you search Dukla on this site you can see many of the activities I did in Jihlava two summers ago. We divided the rink into 4 areas and did skill drills and SAG’s in these areas.

Play keepaway and SAG with skill rules or rules that reduce time with the puck. Also play multi-puck games or games with different kinds of balls and pucks to challenge the nervous system. i.e. a football and a puck at the same time with the rule that you can only use your feet with the football (soccer ball) and stick or feet with the puck (or a hockey ball etc.)

Try to keep everyone active as much as possible. When I had 60 students in a small gym at the same time I would make 12 teams of 5 who practiced the skill together and then we played tournaments with 6 games going on at the same time in small areas with a modified rule that used the skill we just worked on; i.e. if it was volleyball and we just worked on the forearm pass then the game only allowed forearm passes and there was a rope instead of nets the entire length of the gym and 6 small cross gym courts. http://www.hockeycoachingabcs.com/filemgmt/index.php?id=43 is a link that shows a few classes.

Good luck with your practices.

Re: Game Intelligence / Decision Training

Filip,

Great to hear about hockey in Serbia!!!

Welcome and thanks for posting! As per Tom's comments, it sounds like you are doing lots of good things with your team! He also has provided some excellent advice to manage small areas and keep kids active.

My 2 cents regarding 18 skaters and 2 goalies in an area? Starting with partner activities 1 vs 1 is a good start. Can you expand that to a 2 vs 2 or 3 vs 3 so more kids are moving? Can you add jokers? Can you add nets (from 2 to 4) and play 2 separate games in the same small space - now there are four teams playing in that area so it requires more heads up play (or separate the zone into 2 spaces?) You can use open nets or shooter tutors since you only have 2 goalies. Can you task the kids who are waiting with some skill repetitions - individually or in partners? (Puck handling, passing, etc.) Challenge them to establish personal bests (PB's) with the measurable reps and task an assistant coach to keep them focused.

I look forward to hearing more comments from you in the future!

Cheers!

Re: Game Intelligence / Decision Training

Despite recent scandals, good coaches should be praised

Scott Russell, CBC Sports, March 22, 2012


The coaching profession has taken a beating this year.

It seems like the only headlines that the mentors of sport are making are frightening testaments to the crimes that a small minority commit when they find themselves in control of what happens to their charges on the field of play.

Witness the abhorrent abuses perpetrated by former junior hockey coach Graham James. A similar story of shame was foisted on Penn State University by Jerry Sandusky, and his negligent boss, the late Joe Paterno.

The latest outrage has seen three NFL coaches banned because they were encouraging bounty hunting on star players and tampering with the health and well being of highly paid athletes.

These are dark days for anybody who is proud to call him or herself a coach.

But it shouldn't be that way.

For each of these outriders there are literally tens of thousands of great coaches out there who give tremendously of themselves and expect very little in return. The bottom line is that we, as North Americans, and Canadians in particular, undervalue those who have a leadership role as educators in our sporting system.

I'm not referring to the highly paid bench bosses in professional sport but rather to the coaches of young people in countless minor clubs and the eminently qualified trainers who are ensuring that the Canadian high performance sports system succeeds.

"Factually speaking the majority of coaches in Canada are volunteers with an enormous expectation that they will conduct themselves ethically, responsibly and competently," says Wayne Parro, the executive director of Coaches of Canada.

His organization advocates for the betterment of the coaching profession in this country. Simply said, he's tired of the majority of coaches in Canada getting little or no pay and credit for what they do.

"Athletes and coaches are the core principals of the sport system," Parro contends. "We rightfully idolize the athletes, but the coaches are always in the background."

This is the truth.

Coaches rarely mentioned

While Own the Podium has continued to succeed and Canadian athletes find themselves in the winner's circle more frequently in both winter and summer sport, the coaches who do much of the groundwork are rarely mentioned when it comes time to dole out the accolades.

And so while Devon Kershaw, Alex Harvey and Len Valjas have had breakout seasons in World Cup cross country skiing, coach Justin Wadsworth remains largely anonymous. Kershaw himself is quick to credit Wadsworth with much of the success he's enjoyed.

"Justin has developed a much more professional approach to what we do," Kershaw said from the World Cup final in Sweden. "Our program has blossomed under his guidance."

The same could be said of swim coaches Randy Bennett and Tom Johnson, who have nurtured Ryan Cochrane and Brent Hayden, respectively, into stars in one of the deepest and most competitive sports in the world.

A disturbing side effect of the indiscretions committed by coaches like Graham James, Jerry Sandusky and Sean Payton of the New Orleans Saints, is that we all begin to wonder who is it that we're entrusting with our young people's well being? Are we handing them over to coaches with a hidden agenda who are unprepared to deal with them responsibly and humanely?

"Like any profession there are bad apples. I would like to believe that generally people understand this notion and while we are appalled by their actions, they are isolated cases," Parro said.

"We are starting to do a better job of promoting the value that coaches bring to society and how the majority enrich the lives of their athletes. I think if we could find a way to promote this more often, we will keep good people in coaching longer."

Amen to that.

Good coaches are about more than winning games and races. They also shoulder the responsibility of instilling good values in the athletes who are influenced by them. Like it or not, that's the way it is.

"Coaches play an enormous role in the development of youth," Parro stresses.

"There have been studies indicating that when youth are asked about the most important influences in their lives, coaches always rank high on the list regardless of the level of sport in which they participated. We believe that sport has the power to keep youth focused on positive activity and to keep them out of trouble. Coaches are the key implementers of programming that fulfills this prophecy."

If that's the case, it's up to Canadians to pay attention to what coaches do and to honestly value their successes on a daily basis.

http://www.cbc.ca/sports/blogs/scottrussell/2012/03/despite-recent-scandals-good-coaches-should-be-praised.html

Re: Game Intelligence / Decision Training

Why Competitive Practices Can Make All the Difference in Player Development

Alan Bass, Hockeybuzz Blogger, "The Psychology of Hockey", March 24, 2012


Time for a brief psychology history lesson. In 1898, an Indiana University psychologist named Norman Triplett was casually watching cyclists race when he noticed something – when they were racing by themselves, they did not seem to go as fast as when they were racing against others. He then created what eventually became known as the first ever published study in the field of both social psychology and sport psychology, in which he pitted children against each other reeling in fishing line. He found that when children were reeling in line by themselves, they were much slower than when there was a second child reeling in line next to them – even if they were not in direct competition with each other. Simply the presence of another human being increased physical performance, he realized.

This effect became widely known as “social facilitation”, in which the presence of other people enhance performance (speed and accuracy) in familiar tasks. Since Triplett’s discovery and the creation of the term, over 1,300 papers have been published on the topic, and research continues on the topic.

So how does this relate back to hockey? Interestingly enough, it has great implications for the way in which hockey teams of all ages practice. How many times do you see a drill in which a player skates the length of the ice himself, shoots the puck, then gets in line to do it again? How fast is he truly skating, and how hard is he really trying? From mites to NHLers, I can tell you honestly with 99 percent accuracy, not much. When players are pitted in drills with no opposition, there is very little motivation to work as hard as you can.

But if you were to create a practice in which all drills had some level of competition or opposition (or even teamwork), might you be able to pull out a higher level of performance from each player? After all, practice is about getting players to reach an optimal level of performance so they can continue to improve. How much is a player going to improve if he’s only playing to 50 percent of his potential?

There are a few simple ways to add competition within the context of a practice. If you want a drill in which players are skating up the ice and taking a shot on the goalie to warm up, why not put a second player with him and have the two pass the puck back and forth for 200 feet before ripping a shot on net? Or place a defender in front of the player and have a 1-on-1 situation down the ice? Another way to do this is to utilize some small area games, such as a 3-on-3 in the offensive zone (playing across the width of the ice), or a 1-on-1 battle in the corner, culminating in a shot on net.

The key to successful practices from a psychological standpoint, based on this social facilitation theory, is to create the kind of competition and presence of others to get players to reach this optimal level of performance. With 20 players performing at this level, you will not just create a higher level of competition, but with it, higher levels of development, improvement, and ability.

-----

Nice to see someone else supporting the importance of competition. If you watch your typical NHL practice (any level practice, really), I estimate there isn't much more than 30-40% of the time consisting of competitive situations. I don't consider it truly competitive to add a second man to create a 2 vs 0 like the author suggests. It HAS to be against somebody and it HAS to be a GAME-LIKE SITUATION.

I don't count the rote warmup-type drills where you dump it in and breakout 5 vs 0, then attack 3 vs. 1 or 2... most times, the D man only applies token resistance and the goalie doesn't always seem to care if he stops the shot; must less play the rebound - and the play is over after the shot... it doesn't continue 3 vs. 1 or 2 until more support arrives like it would in a game. (This gets my blood boiling but I will save my "Stupid Typical Warmup Rant' for another day!)

ONLY about 5% (or less) of the time, do the results MATTER. What I mean here by MATTER is that the score is only kept 5% of the time (at best!) and even then, is it followed with accountability? Rarely ever.

That's why I consider the NHL coaches (actually, any level of coaches who do this) to be DETRAINING their teams!

Instead of the traditional 'game day skate' where players go through the pre-programmed, patterned motions, (including the robotic warmup drills just before the game), why don't coaches actually design something different that PREPARES the ATHLETES for the GAME? COMPETE!!! This is the very essence of what John and I do in our GAME INTELLIGENCE TRAINING... and we get exceptional results (and positive feedback from players and parents) from doing it!

Pro - college - elite - house league practices in season and post season

Dean in pro hockey you play so many games that the only time you really practice is in training camp. You can't tire players out in game day skates; so too many competitive drills and games would be counter productive. When you have a few days off you can add competition but most of the time you want to make sure everyone understands their role in team play.

College or AA-AAA, high school is a different animal and you should have a lot of competition because you only play a few games a week. Major junior is the same as the NHL with 3-4 games a week and you can't ask too much in practice because 48 hours is needed to recover from a really hard work out.

So it is important to have a lot of competition in skill academies like you and John run because the competition gives meaning to the activities that you are doing but the more league games the players have each week the more you have to tone down high intensity practice. You need energy for the league games.

Most players now are done for the season and the summer programs should have the kind of competition you are talking about to increase intensity and teach the players to do things at game speed.

Re: Game Intelligence / Decision Training

Tom,

I sat down with an NHL coach this summer and we plotted the Oilers schedule, for the 2011-2012 year 'for fun'. I will dig it out - if I can find it - to present how many days were 'good' practice days; how many 'game day skates'; how many 'days off'; how many off-ice days; how many travel days. As you said, there were very few 'good practice' days total! If I had my way I would reduce the number of games to 60 or so and schedule two breaks to allow for rest and recovery - pro- rating salaries - but I digress... The NHL isn't that smart!

While I do agree that there are very few days after training camp to run 'quality' practices, I would make them count and try to incorporate far more competitive situations. This includes keeping track of shots on net per drill - as an example. Pit two teams against each other and the same for the goalies (who makes more saves?) - make sure you hold the losers accountable - that is key.

Without purpose, score keeping and accountability, practice becomes 'just another typical drill to fill the time - busy work' and it wastes the opportunity to make players the best they can be! This adds meaning to even the most mundane and boring drills - such as the horseshoe! More mental engagement and intensity - which is what Alan Bass is trying to articulate in his article above.

I would keep practices short and intense, using the principles of periodization. Rest and recovery would be in the forefront of the practice design because I recognize you can't go 'all out' every practice, every day. But you can certainly practice a lot smarter than what is done now.

I can't list any NHL teams that use and stick to a periodized plan. They are all dictated by the schedule and then in large part, by uneducated coaches / GM's that have no clue about exercise physiology, rest or recovery. The strength coaches take orders from the head coach / assistant coaches. If they try to push their knowledgeable decisions too hard against the people in charge, they will be looking for a new address as everybody wants to be working in the sexy NHL! So fear holds them back; as it cripples a lot of people.

When I went to Moose Jaw as an A/C, we implemented my periodized plan and the guys trained harder than they ever had - on and off ice - but they also had more rest and recovery built in. Some practices / training sessions were designed for recovery; but we could still train with a purpose. We set a record that year for the best Warrior season ever - to that date. The head coach / GM gave me a big opportunity to 'run the show' so far as the planning around the existing schedule and travel limitations, and he still raves about the results that year - almost 16 years later!

I would also look to do more off-ice dryland training to give them a break from the ice. They would still improve their Game Intelligence, athleticism and fitness. Perhaps maybe even do the game day stuff in a gymnasium / outside if weather permits. There are exceptions - such as the goalies might like to get a few shots in the morning (use those who aren't playing as shooters and if someone else wants to go - fine.)

But I think we too easily dismiss the idea of boosting the element of competition in practices and subscribe to the idea that players 'can't' handle competitive practices because they would be too tired to play the games. I remember that people used to think hockey players had a limited amount of energy for the entire season... They had to put their feet up whenever possible to conserve this limited energy so it would last the whole season... Then they would take the summer 'off' to work (make money) to come back to get in shape at training camp.

I think the hockey world is frozen in time and paralyzed by fear. They need to apply today's concepts (science) to their planning. Why doesn't someone try it and see what happens? I know the stakes are high in the pro game, but come on... don't you think these athletes can handle it?

The existing uneducated culture that runs the individual teams might think you are mad - but unless someone (an educated GM / head coach and a supportive staff) tries it to see, and either fails or succeeds, we won't really know if it will work or it won't. I bet it will - call me anti-current-traditional-hockey-establishment (crazy) because in my books, that's a compliment... and that is how people inspire change - most times, it's met with resistance and knashing of teeth and kicking and screaming. The definition of insanity is doing the same thing and expecting different results. The NHL continually demonstrates it's insane but I am starting to hear and see a few things changing for the better... be still my beating heart!

I remain firm in my conviction that competitive, purposeful, measureable, accountable practices would be far superior to the typical, wasteful practices I see now. I don't go to the Flames practices anymore because they are outright brutal. And I have seen almost every NHL team practice and I can count on one hand how many 'good' practices I have seen... my brain feels 'detrained' every time I go to the Saddledome to watch!

John and I are working on a long-term project involving HRM's and soccer athletes doing our off-ice training and comparing / contrasting their results to game play. (We hope to add a hockey cohort to our tests in the future.)

Early indications are we train harder than the games (still mindful of recovery) and yet the athletes are greatly benefiting from our training structure - they are performing very well and the teams we train are winning the majority of their matches. According to parents, the teams are overachieving, learning lots of new sport and life skills... while having the most fun they ever had! Isn't that what it is all about?

This is the Spartan Mentality - train harder and smarter - than you play.

I realize it isn't the NHL and the number of games / travel are not the same, but until someone proves me wrong... I remain firm in my beliefs! I have seen it work at the WHL level with my own eyes!

Practicing for Total Hockey

Dean, I agree that the NHL practices could be a lot better. They are very command style and lack game situation; especially transition games where the play continues naturally and no whistle is needed to go from one 2-1 to the next 2-1 (or any situation you want)

The Red Bull pro teams had 45 trainings a month which included team practices, games, skill practices, recovery sessions and off ice training including skating treadmill. They monitored the players energy level by taking blood samples from their ear lobe as they road the exercise bike and had a machine righ there to measure lactic acid levels. So Page has periodization built into the yearly plan and many other European teams do as well.

I don't know what Pittsburg does but the video clips I see of Crosby working on his skills and the quick pace of their practices makes it appear that they practice at a higher pace and with more purpose than other teams.

Middlebury has been winning the Div. 3 NCAA for years and Bill Beaney uses game situations almost exclusively. (I think he is still there)

The whole purpose of this site is to change coaches mindset on how to run effective and productive practices that are Game Centred and follow the ABC's. Everything starts with the Game and goes back to the Game.

A-skating and individual skills.
B-partner skills.
C-Game situations
D-Games for skill and game situation with competition.
DT-Transition games that isolate varying game situations.
E-Shootouts and contests.
F-skating and skills done at full speed.
G-goalie skills

Re: Game Intelligence / Decision Training

Thank you for the positive feedback!

Just a brief info on Serbian hockey. We have a lots of talented kids, who actually love hockey. The problem is the lack of infrastructue, only 3 rinks in Serbia, plus there is only 1 professional team in the country. I could say that the situation with U10 kids is the best part of the hockey story in our country.

As for your comments and suggestions, I do use the majority of these SAGs and drills, 1vs.1, 2vs2, 3vs3, 2vs1 (coach included as a pass option only), 1vs2, etc... games with pucks, balls, outdoor hockey ball...the problem is that I have no assist coach for the majority of the practices. In the last couple of weeks I have one new guy, former player, very young and willing to provide assistance, so life is now much easier. He mainly works with goalies for the start, but he also helps me when we do individual skills and any other drill that includes shooting, since it keeps the goalie occupied.

We only have one month left before the season ends so this is the last week when my team will practice using schedule I already described to you (monday - skating, tuesday-puck skills, thursday - this thursday, edge control (without/with puck) + 4 zone SAGs, friday - passing + game-like drills + 3vs3)

This Monday we had power skating session for 55', plus some relay race at the end of the practice. I mainly use the same pattern every time (A2 formation, 4 lines) + plus I tend to add some new move every time. The problem with majority of older hockey players in Serbia is actually skating so we now tend to change the approach to ice skating, and I will try to bring one very good figure skating female coach to our team next season, at least once in a month.

On Tuesday we had puck control drills, nervous system overload with two pucks first (skates only, skates and stick, stick only), then Russian big moves for almost 30', including Yursinov's fake shot move drill. These are 9 year old kids, but 2-3 out of 15 actually managed to adopt entire move. The rest of them had fun trying to get there, and they did, each of them according to his talent. After we practiced 1-0 down the entire ice length, using pillons as obstacles to practice this move, and finally cross-ice 3vs3 scrimmage .

As I already said, Thursday will be 4 Zones practice, mainly edge control without puck (using sticks to practice it) and with puck + shooting, and SAGs in these 4 Zones (each zone different game) + 3vs3 scrimmage in the end.

Friday we gonna have passing drills, stationary + in the move (2vsgoalie) and game like-drills 1vs1, 1vs2,1vs2 + coach as a pass option + 3vs3 with coach as a pass option

I apologize for the length of the post, but I find your comments very helpfull, so looking forward for new ones.

Filip

practices

Filip, your practices sound good. I will give you a few ideas you could add.

You already play SAG's but now include skill rules for how many passes, how long with the puck, type of passes (only forehand, only backhand), 3 hard strides before passing, only give and go, you must make an escape move, etc. You can also play games with skating rules, i.e. only backward, only slalom, one leg etc.

Incorporate transition games in the SAG's (lots in the video section here). Include Jokers in the games (seach Dukla and there are many examples of games with Jokers that I used there with similar ages in SAG's.

I started about 60% of our practices this season with A2 (no puck) or A200 balance and edge control (video examples in the video section) and my players really improved to the point they all could god forward and backward on one lege while carrying the puck.

Do the skills but always follow with competition in keepaway, SAG, full ice game, etc. and have tournaments in practice as well.

Re: Game Intelligence / Decision Training

Meaningful meeting

Ian Mendes, Sportsnet.ca, April 2, 2012


When they clinched a playoff spot on Sunday afternoon in Long Island, most experts were quick to highlight the Senators’ players-only meeting back in October as a significant turning point of the season.

After losing a 7-2 game on home ice to the Philadelphia Flyers on October 18, the Senators were dead last in the NHL, having picked up just one victory in six games. The players had an extended meeting and turned things around, reeling off a six-game winning streak immediately thereafter.

But just ten days ago, there was another meeting that was equally important to the team making the playoffs this spring.

The Senators team bus pulled back into Scotiabank Place around 1:30 a.m. on Saturday March 24, after a humiliating 5-1 loss to the Montreal Canadiens the night before. The players exited the bus as a mentally fragile and defeated group, having lost three consecutive games and culminating with a lackluster performance at the Bell Centre.

About nine hours later, the club's three captains - Daniel Alfredsson and alternates Jason Spezza and Chris Phillips - were huddled inside the coach's office for an extended meeting with Paul MacLean. The leadership group was trying to break the team out of an extended malaise, which had seen them score only three goals in three games. Qualifying for the post-season - which seemed like a foregone conclusion in early March - was now in serious jeopardy.

"That was one of those moments where we just wanted to discuss what was going on with Mac. Not hitting the panic button was the big message," said Spezza.

While the players and coach were frustrated, the meeting was characterized as calm, productive and extremely positive. The coaching staff did not prepare a video tape highlighting the club's miscues during the losing streak. Instead, it was an open discussion between the club's leadership and the head coach.

"There was no video at all; it was just us talking straight. What he sees, what we see and what we need to do better," said Spezza.

"That's pretty accurate - it wasn't a meeting to blow things up. It was more about confidence," added Phillips. "At that point, we had seven games left and we said we'd look at that like a playoff series. If we could win four of those seven, we could put ourselves in a really good position."

The team's captains have met with MacLean on a semi-regular basis this season, with about a half-dozen meetings sprinkled throughout the past seven months. But this meeting had a different tone, considering the Senators were on the verge of imploding and falling out of the playoff race in the Eastern Conference. There was a sense of urgency to this gathering, yet the Senators had to figure out how to avoid falling into a mindset where panic was a dominant force.

"Coach mentioned that we were playing a little bit too cautious - like we were happy to just be hanging around games instead of going out and initiating. Stay positive and be more aggressive - I think that was the message," said Alfredsson. "It's do or die right now. We can't wait for anything to happen."

After wrapping up the meeting with his leadership group, MacLean addressed the whole team prior to the game that night against the Pittsburgh Penguins. According to Alfredsson, the club "rallied" around MacLean's pre-game speech and it was the catalyst for a convincing 8-4 victory over the Penguins.

It's interesting to note that the three players who attended the morning meeting - Alfredsson, Spezza and Phillips - all scored goals that night against the Penguins. The trio tried to dismiss the connection between the meeting and their subsequent production that night, but it's clear that the Senators veterans took a stranglehold on the team that day.

"I think we all took on added responsibility, especially after what happened the night before. We just knew had to bring our best effort," said Alfredsson, who scored five goals in the three games after the meeting.

Jason Spezza has responded with some of his best offensive work in the past week, also picking up five points in the three games after the meeting. In addition to scoring goals against the Penguins and Flyers, he added three assists - including a highlight reel helper on a Kyle Turris goal - in Winnipeg on Monday night. Ironically, both Spezza and Alfredsson missed Sunday's playoff-clinching victory at Long Island, but at that point, the club was back on the rails. The feeling of confidence had returned to the entire group, including goaltender Craig Anderson, who has been brilliant since a tough return at the Bell Centre.

As Phillips pointed out, the club tried to look at the final seven games of the regular season as a playoff series. If that was the case, the Senators would have pulled off a clean sweep, winning in four straight games. Even more impressive is the fact that the offence produced 23 goals in those four games and the tentative play that MacLean talked about is now a distant memory.

While the Senators were pegged at the start of the season as a young team in rebuild mode, it's clear that their success rests in the hands of the veteran players Bryan Murray decided to keep after last season's house cleaning.

"We all wanted to step up," said Phillips, who scored a power play goal that night against the Penguins. "We've said this all year long: You can talk all you want and say all the right things - but for us - it's about going out and leading by example."

-----

Part of Game Intelligence Training is to make the players independent of the coach - train them to recognize the situation and make sound decisions on their own (on and off ice). This Captain's Group seems to have strong leadership and a head coach willing to communicate with them. In a strong team, the Core Covenants (values / actions) are determined by the players (guided by the coach) and then the coach helps hold the players accountable to their commitments. It is a partnership. Knowing this, it will be interesting to follow Ottawa to see how they do moving forward.

Re: Game Intelligence / Decision Training

Just found this program for those who might be interested in learning more about the TGfU approach... much of this methodology has been adapted by John and I into our Game Intelligence Training pedagogy!

Teaching Games for Understanding 2012 Summer Institute

The TGfU Summer Institute has been designed to provide teachers with an integrated approach toward curriculum planning and instruction by utilizing principles of kinesthetic learning and concepts of movement education. We will deal with a wide range of curriculum-related topics and issues including:

Examining research in the development of physical literacy and a developmental approach
Analyzing the social, economic, and political forces affecting the physical education curriculum
Exploring the historical roots of the PETE curriculum field
Examining current issues in physical education and curriculum studies
Investigating curriculum constructs and their impact on learner ability

Program Description

This 5-day institute will include the examination and implementation of instructional models such as Teaching Games for Understanding (TGfU), Sport Education, and Personal and Social Responsibility. We will also explore links to the National Canadian Sports Centre, which has recently adopted a new long term Athlete Development Plan (LTAD). The LTAD encourages the development of skills across a number of different sports and games and, much like TGfU, encourages a developmental approach (rather than chronological age) to fostering skill development and tactical awareness. This course will also provide an opportunity to debate how physical education might be interpreted from critical perspectives, and raises questions about what forms of discourse have been dominant and have influenced practice in PE for the last fifty years. This will raise some of the complex, interrelated, social, political and environmental perspectives that influence the field of physical education today.

It is an assumption in this course that as an educator you must play a role in making decisions that best facilitate optimal educational experiences and growth for your students. To do this, an educator must be committed to a process of researching and discovering what knowledge is, debating what knowledge is valuable and determining why it is valuable, and sharing our own wealth of experiences and practices.

-Instructors

Dr. Joy ButlerDr. Joy Butler, UBC Faculty of Education

Dr. Joy Butler is an associate professor and Physical Education Teacher Education (PETE) Coordinator in the Department of Curriculum and Pedagogy at the University of British Columbia and just completed a 3-year term as the department undergraduate coordinator. Her research interests include curriculum innovations, teacher education, TGfU, democracy in action and ethics in sport. Born in the United Kingdom, Dr. Butler taught secondary school Physical Education there for ten years, as well as well coaching basketball teams to national finals level.

Dr. Jamie MandigoDr. Jamie Mandigo, Brock University

Associate Professor, Dept. of Physical Education & Kinesiology. Jamie's research interests include children's motivation in physical activity; developmentally appropriate physical activities; Active Schools, Teaching Games for Understanding.

Location

UBC Vancouver
Forest Sciences Centre - Room 1003 (FSC1003)
2424 Main Mall (map)

-Registration

EDCP 530/96A - Curriculum Innovations in Physical Education (3)

Contact Tracey Pappas to register in this section

EDCP 467D/96A - Special Topics in Curriculum and Pedagogy (3)

Register through the Student Service Centre in this section

Apply to UBC

All non-UBC students wishing to take the course must first be admitted to the UBC Faculty of Education. For admission, visit the Teacher Education Office or contact Maureen Shepherd. Download the application form here.

http://teach.educ.ubc.ca/admissions/forms/Dipl-ProDev-Uncl-Visitor-Application-2012.pdf

-Tuition & Fees

Unclassified Students – $460.83
Visiting Graduate Students – $1,085.55

The Western Deans' agreement does not apply to this institute program.

Tuition fees are subject to review by The University of British Columbia.

Tuition Fee Certificate - please note that you can use your Tuition Fee Certificate for this program, contact our office for more information (604-822-2013, eplt.educ@ubc.ca).

http://eplt.educ.ubc.ca/events/teaching-games-understanding

Program Summary

Start Date: Jul 3, 2012
End Date: Jul 7, 2012
Time: 8:30am-4:30pm
Registration Deadline: Jun 1, 2012
Department: Department of Curriculum and Pedagogy (EDCP)

Contacts

Dr. Joy Butler, Program Advisor
Department of Curriculum & Pedagogy
604-822-4974
joy.butler@ubc.ca

Jo-Anne Chilton, Senior Program Assistant
External Programs & Learning Technologies (EPLT)
604-822-3999 or toll-free 1-888-492-1122
joanne.chilton@ubc.ca

Re: Game Intelligence / Decision Training

Islanders plunge into minor-pro hockey post-season

CLEVE DHEENSAW, Victoria Times Colonist.com, April 7, 2012


As the minor-pro hockey season turns the page to the final chapter, several Islanders are either readying for or already playing in the post-season. Others are contemplating why their team couldn't get there...

But the story of the year was Aces forward Wes Goldie becoming the minor-pro Guyle Fielder of his generation as the all-time leading goal-scorer in ECHL history. He notched his 369th goal on March 23 in Ontario, California, surpassing Rod Taylor's record of 368.

Of Goldie's golden goal glory, 175 came during four blazing seasons with the ECHL's Victoria Salmon Kings.

"It's an unbelievable accomplishment, and we're all happy for him," said Nunn, a graduate of the Racquet Club of Victoria and the junior Vancouver Giants and Edmonton Oil Kings of the WHL.

"Wes is not necessarily a fast player, but he has this uncanny ability to score goals. He finds those holes on the ice where the defencemen aren't. You can't teach that sense. Not many players have it. And anywhere around or below the face-off circle, Wes has that knack with his lethal shot of finding where the goalie isn't."

-----

I used to think the same thing this player thought about 12 years ago, but I have since changed my tune. YOU CAN TEACH / LEARN HOCKEY SENSE / GAME AWARENESS THROUGH THE PROPER TRAINING!

Re: Game Intelligence / Decision Training

I really enjoy following the paths of players in the CHL and USHL. One of the things that fascinates me most about following the next up and coming players (16 to 22), are the differences in progression that each player makes. (ie. A player considered the 5th or 6th (or even lower) best defensemen in the bantam draft, turns into a top 3 overall prospect for the NHL draft, a short 2 to 3 years later.
A couple months ago, while watching college hockey, one of the players highlighted during intermission was a young 18 year old forward. The thing that stuck out to me was that the head coach, team captain and the assistant coach all three talked about how quickly he improved from the first game to the current games.
What are everyone’s thoughts on the reasoning behind a kid who seems to improve in leaps and bounds every week and a same aged kid who’s improvement isn’t close to being as quick nor impactful?
(Some of my thoughts… I think kids who have sporting backgrounds that are many layers thick are at an advantage with quick/deep improvements. But I know a couple kids who only play hockey who improve in huge leaps every time I see them. Also, it seems in my experience, that more cerebral players do these huge leaps in development more so than non. Just my observation but seems to be.)

Re: Game Intelligence / Decision Training

RWF,

Great topics for discussion!

Personally, I feel it comes down to individual differences and the opportunities the various programs provide.

Just like the LTAD model suggests, if a 'motivated' person gets the 'right' coaching at the 'best' time, maximal changes will occur. Change can still occur if all these factors aren't aligned, but to a lesser extent.

Your bantam draft comment: I have seen many top picks get dropped out of the league and have middling careers. I have seen kids NOT drafted become NHL all-stars. Does one become complacent and as Tom Renney once told me, "If you rest on your laurels, soon you will find yourself on the seat of your pants." Or does one who is overlooked, use this as fuel to train even harder?

Your comment about the 18 year old college player: makes me recall some statements from my undergrad psychology days. I think it might have been related to 'The Ceiling / Floor Effect.' Essentially, if one is weak at the start, one can make rapid gains up to a point where the gains start to level off, then even out as there is only 'so high' one may score. Conversely, if one is really skilled from the start, they don't make such rapid improvements as they are already near the ceiling.

"A ceiling effect occurs when test items aren't challenging enough for a group of individuals. Thus, the test score will not increase for a subsample of people who may have clinically improved because they have already reached the highest score that can be achieved on that test. In other words, because the test has a limited number of difficult items, the most highly functioning individuals will score at the highest possible score. This becomes a measurement problem when you are trying to identify changes - the person may continue to improve but the test does not capture that improvement."

http://www.medicine.mcgill.ca/strokengine-assess/definitions-en.html

In statistics, the term floor effect refers to when data cannot take on a value lower than some particular number, called the floor.

An example of this is when an IQ test is given to young children who have either (a) been given training or (b) have been given no training. If the test is too difficult (so difficult that no amount of training will affect the ability to carry out the test), both group (a) and group (b) will perform particularly badly. This does not necessarily lead to the conclusion that the training has no effect on the ability to complete the IQ test. In fact, this may lead to a Type II error. The IQ test is too difficult, and by making the questions less difficult, training may have an effect on the ability to complete the IQ score.

Here, the floor effect is the data all hitting the bottom end of the distribution due to the extreme difficulty of the task. A ceiling effect is precisely the opposite - all participants reaching the high end of the distribution (e.g. the test was too easy).

http://en.wikipedia.org/wiki/Floor_effect

The difference between two 18 year old kids in the same setting - one improves rapidly while one doesn't - might come down to individual differences. Maybe one comes from a broken, abusive home and moving away, he sees this as a Godsend and a way 'out' of poverty and his situation, he is given some ice time, he grabs it and runs with it, has some success, so he earns more ice time and it becomes a self-fulfilling prophecy. Maybe the other kid comes from privilege and has always been a 'big fish in a small pond'. Now he is away from home for the first time, is homesick, can't focus on the school or hockey, doesn't commit his mind and body like kid #1, loses confidence, gets less ice time and this snowballs.

Now I am not presuming that I know the situation of the kids in your real example, but I am just trying to illustrate 'life' could also contribute factors as to why one excels and another doesn't in a similar situation.

Who knows?

I like your thinking about the kid who is 'an overall athlete' - many layers thick. I believe and have seen first hand these kids make large improvements as time goes on. They are generalists at the start and then start to specialize in various sports at the tight time. One Pee Wee aged kid I have been working with the last year jumped from a Div 5 to a Div 1 team in one year. He does a variety of sports and DOES NOT play hockey in the spring and summer. He does soccer, skiing, lacrosse and a variety of other things (biking, etc.) You wouldn't believe the strides he has made in 2 years! His sister (11 years old) has only skated for two years (and played hockey both years.) She is really 'game smart' - similarly playing lots of different sports - and has also improved tremendously. I am going to watch them play their 'other sports' this spring and summer so I can gain an overall comparison of how their development.

Kids who only play one sport (and / or specialize too early) may show early gains in their skill set, but ultimately, they will be passed later by those well-rounded kids who play lots of different things (if both kids continue to play those sports). I have also seen many of of the early specializers tend to burn out and drop out. I suspect they have 'pushy' parents who have the best of intentions at heart - for their kids to be the best - but in the long run, end up 'pushing' those kids right out.

As to your comment about the more cerebral players - on the surface, it makes sense that this is the case, perhaps because they have developed the critical thinking skills / mental maturity to apply their 'academic' work ethic to other areas in their life, but I also know lots of stereotypically 'dumb jock' types whose passion is clearly the sport and they pay little attention to the books; while excelling in sport. Would they also excel academically if pushed? Are they just 'book lazy' and relying on their athleticism to move forward? Or are they truly less capable in academics?

Again... who knows? That is the million dollar question. If you or I had 'THE ANSWER', we would be retired... counting our money!
-------------------------------
Good post Dean.
Tom

Re: Game Intelligence / Decision Training

The rules of Predators coach Barry Trotz

ERIC DUHATSCHEK, Globe and Mail, Apr. 13, 2012


In his early days as an NHL coach, the Nashville Predators' Barry Trotz mirrored actor Edward G. Robinson, who played gangster tough-guy roles. Trotz could be that way too when he was just starting out – gruff, hard, a demanding in-your-face taskmaster who wanted to control everything, who kept pushing and wouldn't let up.

Trotz had an epiphany in his first year, the expansion year, when the Predators inherited a handful of castoffs from their NHL brethren and were badly overmatched virtually every night.

“At first, I'd be barking at guys and losing my mind when things weren't going real well, and I noticed, when I did that, they got worse and worse,” Trotz said. “I hadn't figured out, these were all fringe players from all the other teams. What I've learned is if you're like that, it gets old in a hurry.

“I really think that coaching now is like being a business leader; you've got to create an environment where people feel they have a voice. It's not the old days, where it was ‘my way or the highway.' Players are owners in the clubs now ... and my job is to get these 23 or 24 individual businesses to work together.”

Further proof of how uncertain a profession NHL coaching can be occurred this week, when the Calgary Flames became the 14th team in the past 12 months to make a change behind the bench. This is the prevailing NHL wisdom, where the majority of teams apply a turnstile approach to their coaching hires and fires, believing that when things go badly, it is easier to change one coach than 20 players.

Then there are the Predators, swimming against the tide. Trotz is in his 14th season with the team, and is the second-longest tenured coach in the NHL after the Buffalo Sabres' Lindy Ruff.

Originally from Winnipeg, the 49-year-old Trotz has seen the Predators through the lean expansion years; through the middle improving years, and now, with the 2012 playoffs under way, through a whole new chapter, the competitive years – a year in which Nashville is considered a legitimate threat to make a playoff splash.

The Predators have been surprisingly competitive for a while now – Nashville, San Jose and Detroit are the only teams in the league with 40 or more wins for seven years in a row.

And how they do it, with one of the smallest budgets in the league, in an organization perennially turning personnel over in order to keep the payroll balanced, is a juggling act, orchestrated by general manager David Poile and Trotz.

In July of 1997, when Poile was hired to be the first GM of the Predators, he called some of his peers who’ve previously run expansion teams, looking for advice.

“Everybody had the exact same thing to say,” Poile said. “They said: ‘Your team is going to be terrible and so you should probably get the most experienced coach you can, because he’ll cover up a lot of the sins of an expansion team.’

“I just thought no, ‘this is a time to give everybody a chance, not just the players, but the scouts, the office staff, everybody.’ I hired some really inexperienced scouts. I hired some new people to the industry. I said, ‘Barry’s done his thing, I can grow and work with Barry. We’ll go for a couple of years and we’ll improve as a team, he’ll improve as a coach, and we’ll get there together.’

“And that’s what happened.”

On many levels, Trotz sounds a lot like Bob Johnson, the legendary Calgary Flames’ coach, who coined the term ‘it’s a great day for hockey’ and never had a bad day in his life. With Johnson, as with Trotz, once you turn on the conversational tap, it just keeps flowing.

Johnson joined Calgary in 1982, soon after Poile left the Flames to run the Washington Capitals. There he found Trotz, a Regina Pats grad, at training camp on a tryout basis, but with no real chance of cracking the NHL lineup. However, Jack Button – father of Craig, then one of the Caps’ most trusted birddogs – saw something in Trotz that he liked and advised him that he had a future in the industry.

So Trotz returned home to Winnipeg and started at the University of Manitoba as an assistant on Wayne Fleming’s staff. Trotz then spent two seasons as head coach and GM of the Dauphin Kings juniors, before returning to the University of Manitoba as their head coach in 1987. The next year, Trotz began to scout Western Canada for the Caps, and who eventually brought him to their AHL affiliate in Baltimore as an assistant coach. From there, the team’s AHL franchise was shifted to Portland, and Trotz was elevated to the head coaching position, which is when Poile recruited him for Nashville.

Trotz remembers when he first received the job, going back to his hotel room to ponder the challenges that lay ahead.

“I thought, ‘I’m a rookie coach in a non-traditional market with an expansion team. Maybe I bit off more than I could chew,’” Trotz said. “That first year, we went into every game and I’d look at the lineup and I’d think, ‘how are we going to win this game?’ I think we won 28. And afterward, I was thinking, ‘how in the world did we ever win 28 games?’ It was a real fun group, and we worked really hard.”

Hard work has been a trademark of the Predators’ organization ever since. Trotz usually gets the most out of the players at his disposal, but he will dispute the widely held notion that his team perennially overachieves. His view is that there is no such thing as overachieving (“other than me marrying my wife,” he quips, sheepishly) because if you ultimately succeed at something, then the goal was always within your grasp.

“I just ask players to play to their potential, and that’s all,” Trotz said. “You want to put people in positions to succeed. What we’ve been able to do is look at a player and say, ‘what is your talent? What is your real talent?’

“Sometimes, there are certain guys that can’t do some things, so you accept them for what they can do and you try to push them closer to what you want them to do and then you try to put them with people that will help them do it.”

According to Poile, what separates Trotz from others caught in the revolving, hired-to-be-fired coaching door is his self-awareness and the fact that “there are no airs about him. There is no vanity. He’s self-deprecating. He’ll poke fun at himself if the situation is there.

“For me, more than anything else, I seized on how good a person he is. That trumps everything.

“Barry’s got a saying and I use it all the time too. He says, ‘always do the right thing.’ That’s what Barry’s always about. He always does the right thing.

“I’m not saying that, like a lot of married couples, there haven’t been highs and lows, on and off the ice, but I’ve never lost belief in Barry and I’ve always trusted in his judgment.”

According to Trotz, Poile deserves credit for not taking the easy way out when those rough patches occurred.

“There’s been times, in the past, when I thought, ‘gawd, I know I’m out of here, I’ve gotta be gone.’ Things were not going good and I knew there were pressures on David, but he’d come in and say, ‘fix it’ and we’d be able to turn it around. David showing just a little extra patience proved to be what we needed, because instead of giving a player or a group an out, he’d allow us to fix it and be stronger on the other end, because you’ve gone through hell a little bit together.

“It’s not about tearing it apart when you lose some games. It’s about bringing it together. When things aren’t going well, it’s easy to jump off the ship. The harder thing is to hold on to the ship in difficult waters – and keeping it on course.”

One of the challenges over the years in Nashville was the need to constantly change personnel to keep the team on budget. There have been ownership issues – for a time, it looked as though they were headed to southern Ontario in one of Jim Balsillie’s multiple attempts to crack the NHL ownership code. Sometimes a player would be lost simply because the Preds couldn’t meet his salary demands. Other times, changes were made deliberately to filter out players that didn’t fit the Predators’ culture.

Now, finally, the Predators fall into the ranks of genuine contender. The combination of the moves they’ve made to add Hal Gill, Andrei Kostitsyn, Paul Gaustad and Alexander Radulov; the maturing of Shea Weber and Ryan Suter; and the exceptional goaltending they get from Pekka Rinne makes them an interesting wild card – and in the unlikely position of being slight favourites in their opening-round series against the Detroit Red Wings, which stood 1-0 in Nashville’s favour going into Friday night’s second game of their Western Conference quarter-final series.

Gill – the former Montreal Canadiens’ player – has already formed a positive first impression of Trotz.

“In the time I’ve known him, he’s kind, he’s fair, he’s open, but he demands a lot,” Gill said. “He has systems that he wants you to be a part of – and he demands that from his players. He’s a guy you can go and talk to – not just about hockey, but about anything. He’s open. It’s been enjoyable so far.”

Weber, the team captain, says one of Trotz’s strengths in that he handles the preparation and then permits the leadership group to be “responsible for the work ethic and the chemistry.

“He’s a players’ coach too. He’s got an open door. You can go in there and talk to him; and he’ll come out and talk to you.”

Trotz says the strategy to empower the players is deliberate: “We give the players ownership. We don’t micromanage them. We ask them for their input and listen to their input and make it work. That’s part of the culture.

“Coaching is not about equality, it’s about inequality, but the one thing that should be equal is respect. Coaching, at this level, is not about X’s and O’s. The people at this level all know the X’s and O’s of the game.

“It’s about getting people to buy in to what you’re doing as a group. I have one simple rule. ‘I want you to get better because that makes us better. I want you to have a good career. I want you to have an understanding of what your potential is.’”

Ultimately, Poile knows the only way to get the Predators on the map is to make a longer run through the playoffs than they have in the past.

“We’ve been the underdog a long time,” he said. “We talk about that all the time in our organization – how to take our franchise to another level. We’ve had 20 sellouts this year. We’re doing well on the business side. On the hockey side, we’re making progress. It’s all tracking real well, but to use a poker expression, we’re all in right now. We were as aggressive as any team at the trading deadline. We’re as deep as we’ve ever been.

“We’re hoping this could be the year.”

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Coaching starts with your philosophy. It has to be true to yourself and well-defined. Then you have to walk the talk. I am a firm believer in Transformational Coaching and it sounds as if Barry has learned this along his coaching journey. This is part of the Game Intelligence model.

Barry interviewed me for an A/C position with Nashville before they began, but I didn't get it. I am glad to see his strength of conviction in his philosophy. (I wonder if Lindy Ruff has similar characteristics and if that is a big reason why he and Darcy Regier in Buffalo have worked so well together for such a long time?) I have always been cheering for Barry and Nashville. I wish him continued success!

Re: Game Intelligence / Decision Training

John the Colombian delivered a clinic on coaching philosophy and how it shapes GIT yesterday at a Minor Soccer seminar. Rob Cookson, a long-time assistant coach in the NHL, and I attended. Rob was very impressed with how well-read John was and thought he presented a difficult topic very capably and in a thought-provoking manner. It was very well done. Rob took two pages of notes.

John is going to forward me his presentation once he 'polishes it up' and I will post it here.

Everything starts with philosophy...! Are you able to articulate yours? Do you have it written down? How often do you look at it? When times are tough, does your philosophy act as your 'cornerstone' and allow you to move forward in a direction aligned with your philosophy?

After the philosophy presentation, we observed an hour of TRX training instruction and demos on the SAIT soccer field; delivered by John's two sons. They are in great shape and showed how to adapt the TRX to sport specific movements (soccer and hockey). We started using TRX training for our soccer training groups this spring and are looking to incorporate it next fall with our hockey programs. It is a very functional (and tough!) workout that helps improve Fundamental Movement Skills and the ABC's. It really activates your core and stabilizers - even when you are doing upper and lower body exercises. It is very adaptable to different ages, sizes and abilities. It is 'safer' than weights with young kids as it is body weight only.

Rob was inspired to come see today's training session with Grade 7 kids this morning (we played the Time Machine with 21 skaters and 4 goalies for 35 minutes.) Former NHL'er Martin Gelinas also attended this morning as he too was curious with what we do and how, as people are talking about the great results we are having from our Game Intelligence Training methodology. (I coached Martin in 1998 at the World Championships; he also trained with me during the late 1990's / early 2000's as I used to train a group of minor hockey kids, a group of juniors and a group of pros M-F for 5-6 weeks every summer.) Martin is the current director of player development with the Nashville Predators. It sounds like there might be a possibility for some future collaboration...

Re: Game Intelligence / Decision Training

Dean, I am looking forward to reading John's presentation.

Re: Game Intelligence / Decision Training

To Learn Faster, Raise the Stakes

Daniel Coyle, April 16th, 2012


The other day Stephen, my daughter’s violin teacher, pointed out a pattern he’d noticed when he was teaching his students to play difficult passages.

When he instructed students to try to play it perfectly five times, the kids learned slowly. Some kids took thirty tries to get the five perfect ones; others took a hundred; some never got it.

However, when he told the kids to try to play it perfectly five times in a row and if they missed they started again at zero, they learned it far faster. Instead of fifty tries, it took ten. “Much, much faster,” was how Stephen described it.

When you tell someone they need to do a task perfectly, but are vague about how it needs to be done, part of the learner’s brain switches off. The subconscious message is: take as long as you need, buddy. Every try isn’t really that important. Don’t worry, it’s just practice.

The vagueness serves as an escape hatch. (Which is completely natural — remember, our brains are always searching for an excuse not to give effort.)

However, you provide clarity plus urgency — say, when you tell someone that they need to do a task well five times in a row and if they miss they go back to zero — you’re sending a completely different signal. Now the subconscious message is: every single try matters immensely — and if you get one or two in a row, the importance increases even more. This is for keeps.

It reminds me of this great passage in Keith Richards’ autobiography, Life, where he talks about his songwriting technique:

You’d be surprised when you’re put right on the ball and you’ve got to do something and everybody’s looking at you going, OK, what’s going to happen? You put yourself there on the firing line — give me a blindfold and a last cigarette and let’s go. And you’d be surprised by how much comes out of you before you die.

Good practice is designed to create that feeling. You’re on the line. The clock is ticking; every rep is pressurized. Good practice nudges you out onto the knife edge, over and over. Because that’s the place where skills are built.

There are lots of straightforward ways to raise the stakes in practice: limit time, count reps, make it a contest, track progress from day to day and week to week, post results. The real trick is to raise the stakes by the right amount; you want to hit the sweet spot where it’s seriously challenging but still do-able, where each failure teaches a clear lesson, and where each success builds to the next.

How else can you raise the stakes? I’d love to hear your techniques.

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John and I have seen this first-hand in our Game Intelligence Training. By holding kids accountable to a higher standard, you set the stage for deep practice and ultimately, accelerate their learning / performance!

Mission Impossible

Dean, at the last school I was at the first things the kid's asked was when we would play Mission Impossible. I had never done this game so I asked the teachers 'What is Mission Impossible". (the name is based on a tv series that was popular a long time ago)

Mission Impossible has all of the elements mentioned in the articles. Decision making, student autonomy, fail and start again, deep practice.

This activity was so popular that the ninth grade (14-15 year olds and the first grade 6 yrs. would show up to play it together in the gym. I created the scenerio about them being in a POW camp and we would have the classes of 50-60 or intramurals of over 100 playing all at once in COMPLETE SILENCE. The kid's ate lunch sitting ont he floor and as soon as the 25 min. for lunch was over they would volunteer and clean the floor with dry and wet mops and then move the obstacles etc. for the game. My son was in high school at the time and even him and some friends would come to play after school.

Half were guards and half prisoners and I would give them about 8-10 minutes to get to the end and put the basketball clock on so they all knew. The only sound was BANG (gaurds said it when they failed or made too much noise) Greatest activity EVER.

So of course my question is: How do we simulate this in a hockey practice.
-------------------------------------------------
Quote from a posting I did before about Mission Impossible.

Mission Impossible was the most popular activity I ran in schools. The pictures are from a Kindergarten to ninth grade school, 5-14 year olds. All classes did it. We set up an obstacle course with the equipment in the gym. The kid's got 8 minutes to get to the end. Any failure and they have to start again. There was complete silence because the scenario was that they are trying to escape from a prison of war camp. Half the students were guards and half prisoners. If they touched the floor anywhere but safe places, knocked anything over, made a loud noice, were touched by a snake (dangling ropes), fell off the raft and into the acid moat (off the scooter and touch the floor) etc. They had to ring the bell at the top of the rope to finish. I built in areas where cooperation was needed to pass through.

At noon they all played together and there are pics with them in the regular clothes.

This same idea idea can be used at hockey practice by making a progressively more difficult circuit requiring individual or partner work.

https://skydrive.live.com/redir.aspx?cid=bd6fa116988317e9&resid=BD6FA116988317E9!1117&parid=BD6FA116988317E9!111&authkey=!qGy3MEUv!HE%24

Re: Game Intelligence / Decision Training

Tom,

I remember you mentioning this game to me in the past. Looks and sounds like an excellent way to provide focus for deep practice. Engage the students with an athlete-centred decision-training activity / game that is also fun; while providing elements to hold them accountable during a measurable challenge and then watch what happens!

During our time with the U of C women, we had early morning practice four days per week (0630-0800 - off-ice warmup from 0545-0610), then we had two mornings where we trained in the athlete weight room for 60 minutes right after (0815-0915); the two other mornings, we trained in the gymnasium - playing our Reaction Games and / or our Smart Transitional Games for 60 minutes. We often imposed silence upon our gymnasium workouts. It was great... you could hear breathing and the squeak of sneakers on the hard wood. Peaceful. We joked that we could even hear them think and sweat! They were so intense and engaged on the activities / games at hand! We often comment we wish we had the foresight to shoot video from above as we would have captured lots of beautiful footage!

We will invite you out to one or two of our sessions (on ice and off) so you can see what we do. We cover all of these components in our games and methodology of teaching. I think you will see how we have created an exceptional learning culture when we have been granted the ultimate authority to teach in our manner without having to 'work under a teacher' who doesn't understand our methodology / or doesn't teach discipline and life lessons consistently. When we have to 'sell it' to less experienced leaders, and they don't show complete buy-in, you can 'sense' the apprehension in the kids... and we have to spend more time on the discipline as we don't achieve the best 'mental flow' / deep practice we could if it was 'our group.'

Re: Game Intelligence / Decision Training

Top Five Reasons Kids Play Sports

ActiveForLife.ca, Jan 2012

http://www.activeforlife.ca/january-2011-enews/top-five-reasons-kids-play-sports

You want your child to be active and to have fun. Research shows that’s exactly what they want, too.

A University of Michigan study asked boys and girls aged 10 to 12 why they played sports. Here are the top five reasons they gave:

1. To have fun.
2. To do something I’m good at.
3. To improve my skills.
4. To stay in shape.
5. To get exercise.

Surprise; “winning” didn’t even make the top ten reasons.

Study after study comes up with the same #1 result. Kids play sports for the fun of it.

And not having fun is one of the major reasons 70 percent of kids quit playing sports by the time they’re 13.

Most often it’s parents and coaches who want to win. Kids hardly care. For them, winning is just icing on the cake. They’re focused on simpler things.

Even at the high school level, most kids would rather play on a losing team than sit on the bench of a winning one. That doesn’t mean that kids don’t value winning, just that they prefer playing.

If you want your children to play sports, all you have to do is make sure they are having fun.

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One of the key tenets of our Game Intelligence Training philosophy is to HAVE FUN PLAYING!

Re: Game Intelligence / Decision Training

Ducks, er, Hawks trying to push pace in hockey playoffs

Kris Anderson, The Portland Tribune, Apr 25, 2012


Mike Johnston saw the similarities: speed, tempo, rhythm. But the Portland Winterhawks general manager/coach wanted a closer look. In September, he traveled to Eugene to visit Chip Kelly and his Oregon Ducks.

Kelly's squad played like Portland; they were both dynamic, pushed the pace and wore teams down. But how did Kelly prepare his team to play that way on Saturdays? That was why Johnston watched a September practice.

Now, the Hawks hold a 2-0 lead in the Western Hockey League conference finals over the Tri-City Americans. The series has reflected likeness of both teams. It's a reason each game has gone to overtime. But each time Portland has outlasted Tri-City. Maybe endurance is why the Hawks currently have the edge.

“I talk to buddies that I have on other teams,” Portland center Brendan Leipsic said, “and we do a lot more reps than some other teams. (Strength and conditioning coach Rich Campbell) and (Johnston) do a good job making sure we stay in shape.”

Since joining the Hawks in 2008, Johnston has pushed his team from the cellar to the upper echelon of WHL teams. They went 11-58-2-1 in the season prior to his arrival, to vying for a spot in the WHL finals just four seasons later.

Watching one Hawks practice will help explain the reason for Johnston's success. There is a determined emphasis on conditioning. He demands that drills are conducted with speed. The players prepare like they perform.

It's been a formula for success, and one partly shaped by Kelly.

“The reason I wanted to go down and see Chip and the Ducks practice is because they play a similar style to the way we play,” Johnston said. “They like up-tempo. They like to play at a high, high pace. So what we took from that practice was a lot of our habits that we do now in practice.”

The Hawks coach always created an intense atmosphere at practice, but after watching Kelly, he saw changes he could make.

“I wanted the pace to be high, but I saw a different level down there,” Johnston said. “I saw how short they ran their drills. Maybe we were running our drills a little too long. They did a lot of their practice to music. We've tried that sometimes with our guys, just to give a change.”

Portland prides itself on winning the third period. But it's had to win more than that to escape the first two games against Tri-City. The Hawks have drawn on their tempo in practice, and their endurance has helped determine the outcome.

"When you get into overtime, it's all about conditioning,” Portland defenseman Derrick Pouliot said. “We had a lot of good chances in overtime. So I definitely think our conditioning needs to be where it is.”

After a three-day break, the series resumes with Portland hosting games three and four at 7 p.m. Wednesday and Thursday at the Rose Garden.

Despite the two-game advantage, Portland knows the series is far from over. Tri-City edged the Hawks for the Western Conference regular-season title, and in 10 regular-season meetings, the Americans won six times.

Little separates the two teams, and it's shown so far during their postseason meeting. If similar trends continue, the remaining games will be grueling. But that's where Portland believes it is better prepared.

Every practice is grueling. Every practice is a grind. And that's a style Kelly helped create.

“I did learn a lot from it, and how you practice is how you play,” Johnston said. “For the Ducks to be able to play with that type of tempo in their game, number one, they have to be in great shape. Number two, they have to be able to have those habits in practice. And our players are good like that. And I think we can play with a better pace than a lot of teams.”

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I coached with Mike during two of my Team Canada appointments. He is a very progressive coach. Game Intelligence Training is game-like as it offers competition exactly like a 'real' game. We play and quiz the kids during a break or afterwards. We won't give them answers (but may guide them.) Why more people don't 'practice' like it's a game - to prepare for a game... well, I'll never know.

We used loud music during our Grade 7 practices this week to force the players to be more 'heads up' and read body language / see the ice (time, space, friend, foe). The parents watching it told the teacher it was absolutely brilliant and they all noticed how much more heads up / focused their kids appeared. The rink guys asked us to turn the music down at the end as it was offending some people in the office space inside (must not have any taste in 70's / 80's music!!) so that's probably the only time we will get away with it... too bad as the kids (coaches and 70/80's parents) loved it too as we were all 'bopping to the beat'!

Mike Johnston on using games in practice

I also coached with Mike at the U of Calgary. He suggested to Willy Desjardins that I be added to their staff. We had coached against each other for 4 seasons in men's college hockey.

Mike now presents at a lot of coaching symposiums. He was a teacher at university and college and is a very good speaker. This is a video of his on ice presentation on using games in practice. It is in Vienna.

The explanation of why games are important in practice.

http://www.hockeycoachingabcs.com/mediagallery/media.php?s=20101218120519682

A 25 minute demonstration of various games to use in practice.

http://www.hockeycoachingabcs.com/mediagallery/media.php?s=20080719131254145

Re: Game Intelligence / Decision Training

Sports philosophy: The case for killing the competition

JOHN ALLEMANG, Globe and Mail, Apr. 27 2012

http://www.theglobeandmail.com/news/national/the-case-for-killing-the-competition/article2416453/singlepage/#articlecontent

As the London Olympics draw near, the Canadian hunger for medals is becoming ravenous. The Own the Podium mentality of Vancouver 2010 exposed a passion for gold in a country that used to assert, if only half-heartedly, that just doing your best was good enough.

So with all this butt-kicking swagger redefining the national character, it may seem strange that a large swath of Canadian sport is deliberately moving away from the winning-is-everything philosophy.

All of the country’s 56 national sports bodies, under the direction of Sport Canada, are crafting long-term athlete development (LTAD) programs that value having fun and honing skills over hoisting trophies. In highly detailed documents that reflect a best-practices approach to achieving sports excellence, organizations such as the Canadian Soccer Association are spelling out a mandate for training young athletes in less openly competitive, more age-appropriate ways.

Far from making kids soft and undermining robust Canadian values, this change is part of a broader strategy to boost national performance at the highest levels. Less emphasis on winning, the theory goes, means more room for creativity and, ultimately, more world-beating skills.

How will youth sports be altered? Among the Ontario Soccer Association’s innovations for the upcoming outdoor season: Tournaments for players under the age of 8 will be replaced by one-day “festivals” where scores aren’t officially counted, teams may be blended together, players will try out different positions and play an equal amount of time irrespective of ability, team standings will be junked and no trophies will be awarded at the end. And just as important – in an ambitious youth-sports milieu where international tourneys for children as young as 7 or 8 aren’t unknown – all festivals are meant to be played locally with neighbouring teams.

“Every unnecessary minute spent in a car is time that could be spend on the pitch learning the game,” says Alex Chiet, technical director for the Ontario Soccer Association, one of the leaders in redefining sport’s role in Canadian life.

Such top-down transformation may be relatively easy to implement with the centralized bureaucracies that administer more technical minority sports such as speed skating and diving. For mass-participation sports like hockey and youth soccer, where the nature of play is determined more by deeply committed parents and the values they bring than by a national regulatory body, this means a total culture change – one that may be at odds with both the traditions of the game in Canada and the broader social message of an increasingly competitive world.

“It’s a huge mentality shift and we’re hitting it head on,” says Mr. Chiet, a New Zealander who was formerly the high-performance manager for his country’s undefeated 2010 World Cup team. “Parents may not understand how detrimental it is to overemphasize winning, so they think we’re being too politically correct. But we simply want to provide the best possible environment for the child, and winning at all costs is not what’s best.”

Winning is the easiest way to measure success in sports. But the overvaluing of victory often leads coaches to take shortcuts – favouring the best players, dumbing down technique, using fear as a motivator – that cheats players of the pleasure they might expect from sport.

Ben Deller-Usher is a 15-year-old Toronto student who walked away from the old-school style of soccer because “it was really, really boring.” He likes a pretty style of soccer where players are allowed to be creative with their ball-handling and passing. But he became frustrated when he came up against “negative tactics”: Coaches had their players kick the ball long to tall and fast teammates, which took the beauty out of the beautiful game.

He’s switched to piano lessons but hasn’t given up his soccer dreams completely. “I hope to get my coaching badges and start my own team,” he says. “My goal will be to build good players, not just try to win.”

The winning mentality has numerous drawbacks, Canada’s sports leaders say, not least that it doesn’t produce more better athletes.

“We want young players to develop basic motor skills, to learn how to control the ball, to look up and perceive what’s around them, to make decisions,” says Sylvie Béliveau, the Canadian Soccer Association’s manager of long-term player development. “For us developers of the sport, this is what is precious. But when winning is what’s important, what you hear from adults is ‘Kick it away, get rid of it.’ The fear of losing, the fear of making a mistake takes over.”

A small number of bigger or faster players can dominate this style of game, leaving the rest to stand around and lose interest. And overvaluing this physical superiority in an age-group sport also means that smaller and later-maturing players are overlooked.

“Lionel Messi is arguably the best player in the world and he was a tiny kid,” says Bobby Lennox of the York Region Soccer Association north of Toronto. “A Canadian kid that small likely wouldn’t be identified and that talent would be lost to the world.”

The Ontario soccer festivals’ model of player development, which will be extended to all players under 12, is designed to keep players more engaged with the game and help them learn technique in their teachable early years. Other countries have adopted LTAD as their norm – South Africa even uses it with their sailing program – and in a globalized sports environment, Canada has to adapt or fall further behind.

“If you look at team sport in Canada,” says Richard Way, one of LTAD’s architects, “we don’t do very well internationally.”

That sense of failure may not resonate widely with a viewing public that took a more optimistic message home from Vancouver 2010. But in a sport like soccer, where Canada should have the resources and population mix to compete globally, mediocre performances have prompted considerable self-criticism.

“The model we’ve been using is basically flawed,” Mr. Way says. “You see Canada playing Chile and marvel at the beautiful skill of the Chileans one-on-one. And you wonder what’s wrong with our national team. But it didn’t happen there. It started when they went to an under-8 tournament and their creativity was drilled out of them by parents yelling at them to kick the ball.”

Of course there are many competing models for how best to instill sports creativity and athletic achievement in the young. Ambitious parents can point to the single-minded determination embodied by Tiger Woods, Venus and Serena Williams or the Toronto Blue Jays’ precocious young third-baseman Brett Lawrie.

But such intense concentration at a young age generally does more harm than good, say the sport experts tasked with charting Canada’s long-term progress. We fixate on the successes – assuming Tiger Woods is a success in the broadest sense – but miss the burnouts who walked away from the game, the busts who peaked too early because of a narrowly defined skill set, and the all-rounders excluded from the elite pool because they failed to wow a sport’s talent spotters at the age of 6.

“We’re seeing a tremendous degree of overspecialization with kids at a young age because of their parents’ misunderstanding,” Mr. Way says. “Yet we just completed a survey of 180 Olympic athletes and the overwhelming majority began to specialize at 14 or 15 years of age, not when they were 8 or 9. The majority also ended up going to the Olympics in sports that were not their No. 1 specialty when they were 8 or 9.”

The proponents of long-term athlete development like to talk about physical literacy as a way of explaining what they’re trying to create in budding athletes – a lifelong benefit with wider applications than the simplistic version of success that a philosophy of winners (and losers) might encourage.

“Creating a better national team is definitely a goal,” says Diarmuid Salvadori, a youth soccer coach in Richmond Hill, Ont. “But it’s more important that we increase the number of players participating and make sure they enjoy it. If they enjoy playing, they’re going to stay in the game longer. And if you look at the bigger picture, this is also about having a healthier and more active Canada.”

Critics of the long-term athlete development model say that even as it touts its broader societal benefits, it is simply a gentler method of creating a more successful elite program.

“Some of us suspect that it’s become another way of talent spotting, a method of selecting out kids for hot-housing,” says Peter Donnelly, director of the Centre for Sport Policy Studies at the University of Toronto.

In an Own the Podium milieu, where athletic success fuels national pride more than it inspires participation, a sports system that promises to produce more medals may still be an acceptable social ideal. But if it also teaches young children basic athletic skills and makes their games more engaging, the net benefits could become more widespread. When was the last time that fun was a basic goal of public policy?

Re: Game Intelligence / Decision Training

What I'm Learning About Teaching and Coaching

Beth Barz, Queen's University Women's Rugby Coach


I came across this blog on the Coaches of Canada website. I found it interesting as Beth is documenting her experiences as a coach using Game Sense. I have been collaborating with a fellow from the UK who was the Head Coach for Canada's National Rugby team. We have been sharing coaching insights and John the Colombian and I have been invited to train some of his players based in Calgary.

http://bbarz.blogspot.ca/

See her first post below!

I have a long-time interest in rugby, first learning about the inner workings of the sport from a colleague at UVIC (BC is more of a rugby hotbed than Alberta!) Stew was a strength and conditioning specialist (rest and recovery) with the All-Blacks. After traveling and teaching around the world, he has resettled in New Zealand as a PE teacher. We have met up around the world a few times since the late 1990's to share some coaching wisdom.

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Tuesday, March 6, 2012

Coaches new to the games sense approach...amazing!

Wow! I have the privilege of being able to teach and evaluate coaching courses with many other amazing Rugby Ontario learning facilitators. Tonight, I was able to do one of my favourite things in coaching and attended a practice with coaches who were finalizing their NCCP coaching certifications by actively coaching a session and by being evaluated.

Firstly, it was a super experience since all three of the coaches were in a course that I co-facilitated last year. Secondly, they all did an incredible amount of learning in the games sense approach between the course and the evaluation. Finally, and most importantly, they totally bought in to a new and sometimes uncomfortable method of coaching due to it's unfamiliarity for most coaches.

The three coaches all had significantly different experiences in rugby going from one year of experiences right through to 30 plus years. They all had been coached by coaches who coached the typical way...warm-up, do some drills, finish with unopposed or semi opposed play. The typical "lots of talk by the coaches and not much work by the players" type of practice....that just isn't athlete-centred, fun or result-producing.... So, they turned the practice upside down, started with a game, asked questions of the players to set the goals of the practice and skill, broke the skill down to key points and mini practice, and then put it all back into a high intensity and extremely fun game. And, believe me, the players had fun - they were also looking forward to leaving for an overseas tour in just about a week's time. Intensity was solid and high quality work by all athletes occurred for 90-95% of the practice.

What solidified this whole experience was hearing a 30 year veteran of the game say (and I'm paraphrasing here), "This approach works. Why wouldn't I use it all the time?" And, "it's what we do in soccer...when I came back to playing rugby I went back to how I was coached long ago...this games sense approach is what we should always be doing!"

Makes my heart happy to hear this stuff. What a fabulous day in coaching!

Re: Game Intelligence / Decision Training

Reinhart adjusts quickly to AHL, sparks Heat to win:
Centre pots goal, assist in Abbotsford playoff triumph over Toronto

Vicki Hall, Calgary Herald, May 2, 2012


Technically, junior hockey players are supposed to endure intense culture shock upon graduation to the professional ranks. The speed is supposed to be overwhelming. Same goes for the brute power of the opposition.

“Call it man strength,” Ron Sutter, director of player development for the Calgary Flames, says via cellphone from Toronto. “Definitely a different animal when it comes to kids coming out of junior.”

Max Reinhart apparently forgot to read the memo. In only his third game with the Abbotsford Heat, the Flames prospect potted his first playoff goal and added a beauty of an assist Tuesday in a 3-1 victory over the Toronto Marlies.

Buoyed by the fresh face in the locker-room, the Heat lead the second-round Calder Cup playoff series 1-0. Game 2 is slated for Thursday night at the Ricoh Coliseum.

“Max knows how to play the game,” Sutter said. “It’s obvious to see he has the hockey sense and the skills.”

In the first period, Greg Nemisz created a turnover in the neutral zone. Reinhart and Hugh Jessiman followed up and crashed the net. In the right place at the right time, Reinhart pounced on a loose puck in the pile and deposited it over Ben Scrivens. In the second period, Reinhart eluded a hit on the end boards by passing the puck to himself off the net. Embarrassing a Toronto defender in the process, Reinhart threw the puck in front to a wide-open Chris Breen. The one-timer beat Scrivens cleanly, as Breen scored his first goal since Dec. 29.

“Max can handle the physical play,” Sutter said. “He’s finished checks. He’s taken hits to make plays. He certainly hasn’t shied away from that.”

Matt Frattin got Toronto on the board at 1:27 of the third period. The Marlies pressed for the equalizer, but goalie Danny Taylor frustrated them time and time again. Guillaume Desbiens potted an empty-netter to seal the 11th victory in a row for the surging Heat.

In three games as a pro, Reinhart has three goals and four points.

“I think I’ve had a lot of help,” the Kootenay Ice graduate said, clearly intent on deflecting any praise.

That attitude has already won Reinhart respect in the Heat locker-room.

“He’s been great,” Jessiman said of his rookie centre. “He’s a confident kid. He’s been humble. He carries himself well. He thinks the game very well.”

Reinhart comes by his hockey smarts honestly as the eldest son of former Flames defenceman Paul Reinhart.

Clearly, the cerebral side of the game can be passed down from generation to generation.

“It’s his hockey brain,” Heat head coach Troy Ward said of the newcomer. “He just understands where he can find time and space on the ice. He understands how to play without the puck. He’s very much a good support player to anybody he plays with.

“We’ve seen Max in a short time score some goals at this level. That’s not a coincidence. That just has to do with his hockey intelligence and how he understands the game.”

In Reinhart’s mind, the learning has just begun.

“I guess I had an advantage from pretty early being taught the do’s and don’t’s of hockey. My dad made sure I was a full, two-way player throughout my career. It definitely helped. But now, it’s about the team you’re on.”

At this moment, Reinhart is on a team riding one heck of a winning streak at the most important time of the season.

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Reinhart comes by his hockey smarts honestly as the eldest son of former Flames defenceman Paul Reinhart.

Clearly, the cerebral side of the game can be passed down from generation to generation.


I believe it can be passed down from generation to generation - but not necessarily (primarily) through genes! Certainly, watching hockey as a kid (specifically the game played at higher levels; his dad was a pretty 'smart' player in his own right) helped him learn the game through observation and mimicking. It can certainly be trained - more easily at a younger age than starting at an older age. I think genetics does play a role so far as predisposition to body types - plus if you have active, coordinated, sporty parents, they are likely to get their kids involved in similar things - so it becomes exposure to sporting opportunities. It is SO tough to determine individual variables in the nature vs. nurture discussion! But a fascinating debate, all the same!

Re: Game Intelligence / Decision Training

The Problem With “Gifted” Hockey Players

Alan Bass Blogger • Hockeybuzz.com • "The Psychology of Hockey" • May 7 2012


An article on Sidney Crosby called the superstar “gifted” and “innately talented.” A similar article on Max Talbot called the grinder a “hard worker” and a guy who has a “great work ethic.”

These terms are thrown around all the time in sports, specifically one that takes such unique talents as hockey does. One is an extraordinary compliment, the other is the equivalent of a participation award. Max Talbot got to where he is because he “works hard,” but Sidney Crosby, boy, oh boy, he got to his level because of a special gift that was bestowed onto him by the hockey gods.

Too bad the hockey gods (and more importantly, the hockey writers) got it backwards.

Since when is being a hard worker something to fall back on? The term “talent” has numerous definitions, including “a special, often athletic…aptitude,” while the term “gifted” means “showing natural talent or aptitude.” Unless our history books failed to tell us about the abundance of hockey games our hairy ancestors played, no one has a genetic predisposition to become a hockey superstar. That is something that is developed through – you guessed it – hard work. In essence, the aforementioned writers are suggesting that Crosby doesn’t work too hard, he just has the natural ability, while Talbot, he only got to the NHL because he spent time practicing – as if it were a detriment to his personality.

If there’s one piece of psychological research that I adore, it’s that of Stanford professor Carol Dweck, who has conducted experiments on people’s perceptions of intelligence. She finds that people who explain their abilities in terms of being developed through effort are much more likely to experience success, while those who explain their abilities from a perspective of innate talent consistently run into problems in their lives. When a young athlete is clearly having more success than all other athletes, we encourage them to think that it is because they were born with that ability, and that they are both precocious and innately gifted. This is extremely problematic, because when someone who believes they are innately talented fails, they believe that there is nothing they can do to change their luck – after all, the talent they have is the talent they were born with, and nothing can affect that. However, when the other person fails, they simply think, “I have to try harder.” Failure does not shatter that athlete’s self-esteem or perception of their abilities. It simply informs them that they have more work to do.

Looking back at Crosby, a writer for the Pittsburgh Post-Gazette jotted a note on a blog post back in 2009, saying, “it takes a lot less innate talent to do what I do than to do what Sidney Crosby does.” While there may be an argument that genetics and innate ability can give you the predisposition to develop physical and motor talents that are involved in hockey, in reality, it takes more innate talent to be a creative writer than it does to be an athlete. Our brains are wired to have certain levels of creativity, linguistic, and artistic abilities. However, our bodies are not born with the predisposition to develop the ability to stickhandle through four bulky hockey players armed with sticks and a desire to plant you into the ice below.

Players like Crosby, Claude Giroux, Alex Ovechkin, and Steven Stamkos did not necessarily have more innate talent than a Max Talbot or a Brandon Prust. What is more likely (and not a shot at any non-superstar player, but more a psychological explanation) is that these superstar players had a higher desire to practice and improve at various abilities when they were very young, leading to the label of “precocious” or “gifted,” which gave them the opportunities to practice and play even more, on higher-level teams and against higher-level competition.

If I were Crosby, I’d rather be called a hard worker than gifted any day. Because at the end of the day, it’s these hard workers that find themselves hoisting the most coveted trophies.

Re: Game Intelligence / Decision Training

Sports psychology: the theory of the decision training model in sport
Decision training is one way of developing intelligent athletes who can cut it in the chaotic sporting environment

Nick Grantham, Peak Performance Online (UK)


Effective decision making in sport is vital. Nick Grantham explores a system of coaching in sport that brings the science of how we think, or cognition, to the fore in sport preparation


Joan Vickers is a scientist who has been conducting research into decision making, gaze control and motor behaviour in sport for more than 30 years. Vickers has applied her decision training model successfully to a wide range of sports, including table tennis, baseball, basketball, badminton, freestyle ski jumping, golf, swimming, biathlon skiing, cycling and speed skating. This concept of decision training is linked closely with the concept of ‘CHAOS training’ see (PP286) and when combined, these have the potential to produce intelligent athletes capable of making match winning decisions in an instant.

The learning paradox

Look at box 1 and try the self-test. How did you score? Joan Vickers argues that the traditional ‘behavioural’ model of blocked repetitive practice falls well short of preparing athletes to face the demands of the sporting arena. During blocked training, specific components and skills are isolated and repetitively practiced until perfect. Lots of feedback and specific guidance is offered throughout the learning process. Success is often immediate, and this type of training is therefore appealing to many coaches and athletes. The problems with this form of coaching begin when we start to look at long-term improvements, particularly when athletes are faced with challenging conditions. How many times have you seen a highly skilled player who just can’t reproduce performances under pressure?

Although decision training places the same level of emphasis on technical and physiological development, the key difference is that the decision training approach also focuses on the development of cognitive skills that underpin high performance whilst addressing the technical and physiological components of training.

It is important to note ‘blocked’ practice (practicing the same skill over and over again with little change) still has its place; it’s just not the only type of practice used (see table 1 for overview of the two coaching styles).

Joan Vickers believes that we can coach our athletes to make tough decisions; it shouldn’t simply be left to chance. In her book, Perception, Cognition, and Decision Training: The quiet eye in action she covers the intricacies of decision-training in sport over four chapters, it’s well worth taking the time to read in full but the essential points that form the decision training model are shown in figure 1.

Decision training in sport

To give you an understanding of how to apply the decision training model, let’s use the example of a football player who needs to work on his/her ability to track the ball effectively. The first step is to identify the decision(s) that need to be made in a competitive environment. In this case, the cognitive skill to be developed is attention (tracking the ball). Step two requires the coach to design a drill with a cognitive cue to train the decision identified in step one. A cognitive trigger allows both the coach and athlete to know if the correct decision has been made whilst performing the skill or tactic.

To improve a football player’s attention, an object cue will be used as the cognitive trigger, to see if the player can track the ball effectively. The player will be asked to call out numbers or letters written on the ball before receiving a pass and taking a shot on goal. In step three, one or more of the decision training tools are used to train the decision highlighted in step one within the context of step two. In this example, the training session could be a random practice using smart combinations (the drills simulate conditions similar to those found during a match) of receiving a pass and taking the shot.

Summary

Coaching and learning go hand in hand and the best coaches have several tricks up their sleeves to assess and monitor learning. It’s easy to fall into the trap of producing athletes and players who are great at set plays, running patterns and drills but who can’t actually deliver where it counts – in competition under pressure. Decision training is one way of developing intelligent athletes who can cut it in the chaotic sporting environment.

Nick Grantham is a strength and conditioning coach who has worked with elite athletes for the past 10 years. He has trained many of the country’s elite athletes including Olympic and Paralympic finalists, and professionals in a multitude of sports.

Reference

1. Vickers, J.N., ‘Perception, Cognition, and Decision Training: The Quiet Eye in Action’, Human Kinetics 2007.

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I couldn't find any tables or figures or CHAOS Training (pp 286) associated with this article...

Re: Game Intelligence / Decision Training

Developing Hockey Sense

I was asked to write an article for a local hockey magazine published by an old friend of mine, Rex Tucker. In it, I explain my evolution (since 1986) into a coach who (finally!) understands the critical significance of game-like activities, competition, and accountability.

It didn't happen overnight; it took years of experience (mainly trying new things; more often than not, failing but being open-minded enough to analyze what went wrong and try to determine how I could improve next time... dogged persistence!) So don't get discouraged when you fail (because YOU WILL FAIL - we all do!) Get up, dust yourself off and try to learn from the experience.

Do yourself a favour - if you want to accelerate your own professional development learning curve (and that of your players) as well as drastically improve the performance of your team - read this and better yet, start embracing this philosophy in your practices!

I wish someone would have helped me come to the realization (much sooner) regarding just how important these factors are. (But being young, full of piss and vinegar, still thinking like a player and 'knowing it all' (close-minded at the time!), I probably wouldn't have 'believed it' back then... one needs to mature and learn at their own pace! "You can lead a horse to water... but you can't make him drink!")

Based on my personal experience, I guarantee that by embracing this approach, you will become a better coach, your players will not only learn and become better while applying their skills and decisions within realistic activities, they will love it as they will have fun competing!


Developing Hockey Sense

Dean Holden, April 2012


One of the most coveted traits for hockey players is hockey sense. When combined with hockey’s fundamental skill set (skating, puck control, passing and receiving, shooting and checking), hockey sense is what separates the very best from the rest. Its essence lies in one’s ability to anticipate offensive and defensive transitions while under game conditions (pace / pressure / support / competition / fitness / accountability / consequences) and make the best decisions available. An elite athlete, then, is one who can properly execute technical skills and demonstrate tactical thinking (hockey sense) with the head up, at speed, under pressure, even while fatigued, and ultimately perform in a consistent manner.

Athletes are not born with hockey sense; it is a learned skill – and fortunately everyone has the capacity to learn! Is hockey sense teachable? Yes! So how does one teach it? Read on…

In the late 1980’s, John McNeil coached a local (Calgary) Midget AA team that had a stellar year. Halfway through the year, I watched three of his practices to see what wisdom I could glean. I was expecting to find `the ultimate drill’ but to my amazement, each shared the same routine: he did a 10-minute passing and shooting warm up, then he created two teams and played shinny for almost an hour! He operated the time clock (keeping score) and only provided feedback at the end of practice. The kids changed when tired and ‘policed’ the normal rules of the game themselves. For consequences, the losing team skated with pucks while the winners cheered them on.

To an outside observer, it looked like they were ‘merely’ playing shinny with little outside (adult) interference or teaching. I was disappointed because I expected the ‘secret’ to take the form of drills. “Weren’t traditional start-and-stop or flow ‘drills’ the ultimate truth? Was he crazy?” I wondered if he ever really ‘practiced’ in the traditional sense.

Twenty five plus years later, I finally came to recognize he was far ahead of the accepted coaching culture. I was too naïve to think there were ‘better’ ways to coach outside what I had experienced as a junior/university player and young coach moving through the ranks of the N.C.C.P. and Hockey Canada certification. McNeil had indeed found ‘The Grail’: ‘The Game was teaching The Game’ and his kids sure had fun honing their skills and hockey sense while practicing; reaping the benefits of improved performance… and winning!

In 1992, my assistant coach, Colin Patterson (Gordon Jukes winner) taught me an activity with our Junior A team using a game-like sequence involving a series of line rushes (breakouts, attacks and regroups: 3 vs. 0, 3 vs. 1, 3 vs. 2). Twenty to thirty minutes each practice, sometimes more, Colin had two teams take turns competing against each other and kept score; holding the losing team accountable. The kids loved it! An additional benefit to these decision training repetitions was the built-in (disguised) conditioning!

During my time with Team Canada’s Men’s team in the mid-to-late 1990’s, we had long stretches of practice without any games (four to six weeks), so we had to create game-like activities to keep our competitive edge. Tom Renney and Mike Johnston were masters at designing games that included measurable competition and consequences. In addition to competitive 1 vs. 1 and 2 vs. 2 situations in small space, we played a lot of tournament-style games cross-ice (3 vs. 3) and modified full-ice games (4 vs. 4 and 5 vs. 5). Needless to say, the men loved the element of competition!

Around the same time, Erkka Westerlund (Finland) and Slava Lenar (Czech Republic) each did a one-year coaching exchange at Hockey Canada; resulting in two excellent applied coaching manuals emphasizing the principle of transition (“Transition: From Game to Practice” and “Transition: Defense to Offense”). See Hockey Canada’s “Breakaway Store” website:

http://www2.hockeycanada.ca/breakaway/cbreakaway-p1.html

During the late 1990’s at U of C, Tim Bothwell designated the first practice of each week a ‘Red vs. White’ day; we kept score and the losing team bought the winners a Gatorade, or another fun outcome. The kids loved Mondays! During the Christmas break, Tim invited SAIT to come ‘play’ during our practice time. Each school took turns on the PP/PK (using the time clock and scoreboard). The coaches officiated and those days were hotly contested. It was a great way to elevate intensity/simulate game conditions (make decisions under pressure).

In 2007, Tom Molloy provided me with his coaching book, “Hockey Coaching ABC’s”, detailing a wealth of game-like situations incorporating anticipation/transition games. In my opinion, it is the current ‘Gold Standard’ of applied coaching manuals; specifically to replicate game-like transition situations.

(www.hockeycoachingabcs.com).

Tom’s website also provides a free forum to ask questions and share ideas.

Experience has made me a firm believer in the value of ‘playing the game’ as the number one teaching tool to train hockey sense. The more one can play under game-like conditions - practicing (succeeding AND failing) while making decisions under pressure - the better prepared they will be to cope with the stresses of real competition.

Moving forward, I challenge all coaches to provide at least one competitive game / situation per practice; lasting at least 1/3 of your total ice time… or more! Don't forget, you must include age-appropriate accountability to enhance the learning and 'complete' the competition cycle!

Re: Game Intelligence / Decision Training

A hockey coach’s indefensible defence

Roy MacGregor, Globe and Mail, May 27, 2012


“Give the game back to the players.”

Herb Brooks used to say this often before his death in a car accident in 2003.

The quotable coach of the Miracle on Ice U.S. men’s hockey team that won the gold medal at Lake Placid, N.Y., in 1980 came to despair the way in which overcoaching and interference were destroying the entertainment value of the game.

It was so bad in the years leading up to the 2004-05 NHL owners’ lockout – neutral-zone trapping, left-wing locks, wide-open hooking and holding – that the league, to its credit, used the break to rethink the game, start calling obstruction penalties and open up the ice to speed and skill.

Brooks would have approved.

It is hard to know, however, just what he would think of the NHL team he once coached, the New York Rangers, and what has become of the once-new NHL in the spring of 2012. The players have again lost the game.

As former Toronto Maple Leafs coach Pat Quinn – a firm believer in attack hockey – used to say: “It’s a great game, but coaches find a way to stop it.”

The New York Rangers, the East’s top team in the regular season, made it to Game 6 of the playoffs’ third round by playing a game never before seen, where everyone on the ice plays defence, blocks shots, collapses to the net and, if necessary, plays goal along with Henrik Lundqvist. No name has yet stuck – blockey, muskox defence, six goaltenders? – but none of them are said with any affection. There were few tears shed in the hockey world when the Rangers fell Friday night to more skilled and adventurous New Jersey Devils.

Even so, Rangers head coach John Tortorella’s redefinition of defensive hockey had already proved successful enough that there is sure to be copycat teams. Whatever works one year in the NHL trends the next.

The thing is, defence lends itself to coaching; offence, not so much. You can teach a player how to block a shot; you cannot teach a player how to find the magic that puts a shot past a goaltender.

“Coaching offensively is too hard,” long-ago Toronto Maple Leafs coach Hap Day once confessed. “You can give them a plan of attack, and the situation for the plan may never come up in the game. But defence, now: Think of all six men on the ice doing the job on defence …

{I say BS... you CAN teach offense... coaches don't know how - blaming 'Nature' - and / or they can't be bothered spending the time to do this ('Nature') - granted, at the pro level, it is about winning not development... but why isn't this a priority at the AHL / ECHL affiliate level? - Dean}

“Of course, you have to have the proper type of player to handle that approach – or make them into the proper type.”

{Be open-minded; have an incredible passion for the game; a strong work ethic; a competitive streak and then you have "...the proper type of player to handle that approach. - Dean}

And that pretty much sums up the situation in New York.

“We’re not a fancy team,” Tortorella said on Friday. “We really aren’t. We’re a straight-ahead hockey club.”

Tortorella claims that critics of the Rangers’ style of play “box me in the wrong way.” As coaches, he maintains, “we try to get out of their way” when gifted players go on the offensive.

He was speaking that day about Chris Kreider, the Boston College star who joined the Rangers for the playoffs and instantly showed an offensive flash. His five goals are a new NHL record for a player who has yet to see a regular-season game.

Tortorella did allow that Kreider needs work on his defensive game, which will have to come later. If they gave him too much right away, the coach admitted, “We might screw him up.”

Kreider’s progress next season will be interesting to watch.

Some have suggested that the surprising success of the L.A. Kings, an eighth-place team now in the final, can be traced to a midseason coaching change to Darryl Sutter, who loosened the strings. It may also be that Sutter simply hasn’t had the time to micromanage his team.

Several former head coaches have spoken out in the past about the modern control-freak era of NHL coaching. “The game is way overcoached,” Ted Nolan said. “Just let guys be who they are. Don’t try and get into their heads and psyches. Let the players play.” Guy Carbonneau said “systems” played as low as novice hockey were producing “robotic players.” John Paddock suggested an end to coaches being able to communicate with other coaches positioned high above the ice.

Players will say privately that there are now so many coaches on a team – the head coach, a handful of associate and assistant coaches behind the bench, coaches high above sending messages down and video coaches ready for them between periods – that they can barely take a shift in a game without someone criticizing it.

A poll this week by the Environics Institute for The Globe and Mail showed that a vast majority of Canadians, nearly nine out of 10 in the general audience, are open to changes in the game they love so long as the changes make the game safer.

Perhaps they would also approve of changes that would make the game more interesting to watch.

Toe Blake and Punch Imlach won a great many Stanley Cups standing all alone behind the players’ bench. Eddie Johnston, when he was coaching Mario Lemieux and Jaromir Jagr in Pittsburgh, said his coaching strategy was simple: “I just opened and closed the door.”

That’s a bit of an exaggeration, but it underlines rather nicely what Herb Brooks was saying.

“Let the talent talk,” Brooks would argue.

“Give the game back to the players.”

Re: Game Intelligence / Decision Training

Brunt on Lidstrom: Great decision-maker

Stephen Brunt, Sportsnet, May 31 2012


Some of us will always worship at the church of Bobby Orr.

It is in part a generational thing -- the greatest athletes in our most impressionable years are the ones that grow even greater in memory -- and it is in part a reflection of the undeniable truth that Orr played defence like no one before him and no one since. He was a one-off genius, a revolutionary who single-handedly redefined the possibilities of his position, even while hobbled by the knee injuries that abbreviated his career.

A more objective analysis might include the fact that Orr’s scoring statistics were inflated, as were those of others who played in the era, by the 1967 expansion and the subsequent watering down of the National Hockey League talent pool, followed by the further dilution precipitated by the birth of the World Hockey Association.

But in any case, numbers only partially tell the tale. If there were someone still alive who had seen the great and innovative Eddie Shore in action, they’d no doubt tell you the same thing: you had to be there to understand just how good he really was.

Nicklas Lidstrom, who announced his retirement Thursday after 20 seasons in the NHL, all with the Detroit Red Wings, wasn’t that kind of player at all. For the most part, he coloured inside the lines. On Detroit teams that stressed collective success over individual flair, he was the embodiment of the organizational philosophy.

A relatively unheralded third-round pick -- that’s the Detroit Way, as well -- he wasn’t jaw-droppingly fast, like a Paul Coffey, he didn’t have Al MacInnis’s slapshot, or Scott Stevens’ intimidating physical presence. In a greatest-defencemen-of-all-time skills competition, it’s hard to say what Lidstrom might have won -- unless it included a hockey IQ test.

That’s the core of it right there: Lidstrom did everything right. Blessed with the necessary physical talent, blessed with good health (and committed to his own conditioning), the success of Lidstrom’s career-for-the-ages was rooted mostly between his ears. Given his longevity, you can argue that he made more good hockey decisions, while playing at the highest level of the game on a team that was always competitive, than any other player in history -- with the possible exception of Wayne Gretzky.

Maybe that’s not the same thing as being the greatest defenceman in history. Again, we’ve all got our preferences.

But what else do his numbers add up to? Twenty years, seven Norris trophies (and you can argue he deserved more), the last of those at age 41, an unbroken string of playoff appearances with one franchise that encompassed his entire long and remarkably consistent Red Wings tenure, and only 40 games missed due to injury.

Maybe it would have played out differently if he had landed somewhere else -- you can make that case with nearly any star in any sport. But there’s no arguing with the fact that playing through an era in which the style of game shifted dramatically several times, in which players were bigger and stronger and fitter than in the nostalgic past, in which the coaching was better, and the talent, drawn from a global base, was better than back in the Good Old Days, Lidstrom was at the top of his game, and at the top of the game, for two full decades.

Every minute of every game of Lidstrom’s career is preserved for all to see, unlike those stars of the pre-television era, unlike even Orr, most of whose great moments with the Boston Bruins were simply erased.

But 30 years hence, those multiple generations of hockey lovers who came of age between 1991 and now, and who saw Lidstrom at his long, sustained peak, will be saying the same thing to impressionable youths who don’t quite get it.

Sure, you can see him on a screen, you can see the games, see the Stanley Cups, see the way he operated. But to really understand how great Nicklas Lidstrom was, you really had to be there.

Re: Game Intelligence / Decision Training

Having Fun? Joy and Sadness in Children's Sports...

By Jim Schmutz, ASEP Executive Director, 03/19/2012 Article originally posted December 2010


American Sport Education Program (ASEP) founder Rainer Martens wrote a book more than three decades ago titled Joy and Sadness in Children’s Sports. The gist of the work was that organized, adult-structured and ruled sport experiences offer the opportunity for far less intrinsic enjoyment for kids than the neighborhood pick-up games kids used to engage in on a daily basis.

Though he regretted its arrival, Martens foresaw the present era of formalized sport for children four years of age on up. Play as we knew it—spontaneously devised, self-policed games among youngsters using whatever equipment was available—lost favor as unsafe, unfair, and most of all unsupervised by parents. With more mothers working away from home and unavailable to monitor activities of their own children and youngsters in the neighborhood, many parents preferred their kids to be placed in structured play environments under the watchful eyes of adults. It was reassuring to drop Jason and Jessica off to join their similarly uniformed teammates in the mighty midget league where coaches and administrators could keep watch, liability waivers were signed, and parental responsibility could be abandoned for a few hours a week.

Of course, some moms and more dads take things a whole lot more seriously. It wouldn’t do for Bridget and Brad to be just one of the kids, they need special attention and instruction to determine if that latent athletic talent (that they just know they have) can be brought to its full potential. Special, high-priced instructors and costly and time-consuming travel teams are essential, and anyway their kids want to do it, they say. Parents of young athletes that were unable to afford such tutoring and trip expenses had to hope their kid(s) impressed the team sponsor or someone affiliated with the program enough to be provided financial assistance.

So, in youth sports today, how does one define what is meant by having fun? Is it appropriate to cling to the idyllic perspective of the good ol’ playground days? Should the control and formalization insisted upon by parents, coaches, administrators, and even psychologists be met with a shrug of the shoulders, seen as an inevitable consequence of cultural, technological, and even legal changes? Or should we broaden our view of what can be fun to kids rather than judging from our own perspective?

If one accepts the notion that there’s no turning back the clock to a time when play ruled the day, then the focus can be placed on how organized sport can be as enjoyable as possible for the participants. And, along with that we can agree that there can be various degrees of fun experienced according to each situation and individual. Perhaps most importantly we can be more optimistic that every ball field and court won’t be replaced by virtual reality games on mobile electronic devices any time soon.

Surveys of athletes, parents, coaches, and administrators often produce unclear results or the inevitable outcome due to the phrasing of items in those inventories. For example, a poll of 4th-8th grade football and girls basketball players listed 11 choices, among them having fun and being with friends. So, is the fact that respondents almost unanimously cited those two motives for participating in sport particularly enlightening? Not at all. Just think back to deals that you struck with sore losers in the sandlot: “Okay, you win if you promise to keep letting us use your bat.” Winning was always secondary to keeping the games going. Yet, those that reviewed the findings were somehow astonished that winning ranked low among choices provided.

This is nothing new. We live in a constant state of contradiction. For many years adults have sought to rid youth sports of scoreboards, while at the same time we have seen expanded national television coverage of the Little League World Series and its “champion.” Adults worry that kids on losing teams won’t have fun or will suffer irreparable damage to their self-esteems. Yet, ironically, kids and their parents keep score regardless of whether an official tally is kept. They know that outcomes are determined by who scores the most runs, points, or goals. What are missing are additional, meaningful measures of success that are given similar value. And misguided attempts such as participation trophies aren’t the solution.

So, now that they’ve “protected” children from the dangers of the playground, they also seek to prevent any adverse outcome in the more structured sport setting. Thus, the advent of the every-kid-needs-a-trophy syndrome. This adult devised solution to what a vocal coalition of parents, administrators, and sport psychologists discern to otherwise be the zero sum game (winner +1, loser -1) of traditional sport competition is meaningless to the children, themselves, except when it comes time to clean the clutter of participation awards from their bedroom closets. Coaches and parents who ignore this trend and use sport to teach important life lessons provide hope for reclaiming the inherent virtues of sport participation. One of the more recent adult-conceived interventions in youth sports has the worthy goal to “inspire players of all levels to reclaim the pure enjoyment of the game…” An athletic wear company, youth sports alliance, and key sports leaders formed a coalition last summer to create a set of guidelines designed to ensure more joy, better teamwork, and clean competition in youth sport. Perhaps such formal statements and provisions can be useful and certainly reflect a group’s good intentions, but too often such pronouncements lack comprehensive grass roots implementation strategies to positively impact young athletes in a significant, tangible way. Here’s what we propose as an alternative to grown-ups that govern youth sports granting more gratuitous awards and setting additional guidelines intended to steer kids toward good fun and sportsmanship. We suggest a short list of simple measures for adults:

• Recognize that “fun” connotes different meanings among young athletes and among adults, and an even more disparate definition between those two groups. Work with the kids to define and understand what fun means to each of them.

• Encourage kids to “play” and provide opportunities and settings in which they can do so. And, in conjunction with this, refrain from filing a lawsuit should a child return home from the sandlot or playground with a bloody nose or tears in the eyes.

• Support recreation and school sports programs’ efforts to institute quality coaching education programs, as well as coaching evaluation and retention measures.

• Involve kids in decisions. What would they like to practice, what games or drills would they like to play? Doesn’t mean you have to let them dictate the practice schedule but you might learn what’s fun to them.

• Refrain from asking young athletes “did you win” and “how many points did you score” and instead inquire about what new skills they learned, what teammates they enjoy playing with and why, what they are working on improving in practice and how they think their sport experience helps them in other aspects of their life.

• Never blame the officiating or coaching as a reason for losing in the presence of young athletes. Administrators should see to subpar performances by those that offer their services to the program. Instead, speak to children about how they can handle adversity effectively on the court and field. We can’t expect athletes to respect officials or coaches if we as adults don’t set the example.

• And, yes, do ascertain whether kids are having fun. If they indicate that they are, inquire further as to what they find most appealing about their sport participation and discuss with them their goals as athletes. If by words or actions they signal that sport is not enjoyable for them, explore why they aren’t happy in their athletic experience. Perhaps it’s a minor issue that can be resolved and they can rediscover the joy they once felt. But sometimes it’s simply best to let them opt out of the structured sport setting and engage in that sport or other physical activities in a recreational manner.

This is far from an exhaustive list, and we welcome your suggested additions to it. Or maybe you disagree with our vantage point and would like to express a different view. We certainly don’t claim to have all the answers. But one thing we are certain of is that the solution to the present problems in youth sport is not more adult intervention and control. In fact, it could be as simple as letting kids play.

Re: Game Intelligence / Decision Training

Don't Underestimate Scrimmages

By Jack Blatherwick


“There’s a lot of hockey learned in a scrimmage.”

These were the words of the late Dave Peterson, coach of the 1988 and 1992 U.S. Men’s Olympic Hockey Teams. He was conducting a clinic from the bleachers for youth coaches in upstate New York, and rather than have his Olympic team demonstrate drills, he just had them scrimmage.

“Watch for things the players do that they wouldn’t have to do in a drill,” he told the coaches. “The anticipation, rink sense, preparation before they get to the puck — these are all learned in competition, and might not be learned in drills. Watch the way a puck carrier uses deception before passing, or the way a player without the puck, moves to get open for a pass — the way a defender sizes things up to decide how to handle a given rush. Each rush is a different situation in a scrimmage. If you’re doing 3-on-2 drills, each rush is the same, and defenders can compete without thinking.”

Jack Parker has been the head coach at Boston University for almost 40 years, and is one of the most passionate teachers in the game. At a youth coaches’ seminar this spring, he was asked what he thought was the most important characteristic to look for in a potential college recruit. Without a pause he answered, “The ability to make a hockey play.” Then, as is Coach Parker’s way, he elaborated for an hour, mostly to say that youth coaches should not overrate their ability to teach the game.

“Hockey sense is learned in competition,” Parker said. “Kids need to be given chances to think, not just told which cones to skate around. They are taught systems, but not taught how to make hockey plays. They might learn that on the soccer field. Competitive instincts might best be learned on the baseball diamond. We should not drill our young players to death.”

Peterson began coaching when there was no intimidation from elite thinkers. No one in an office building across the country was telling coaches there should be a certain number of drill-oriented practices for every competition. The truly elite thinkers were players — the ones who had creative ideas on their minds and magic in their sticks. They wanted to scrimmage in every practice, because they knew this is where they acquired that genius.

Besides that … practices were outside. Scrimmaging was the best way to keep everyone moving, and fingers from turning to icicles. But even today, if you ask great players about the most important factors in their development of rink sense, invariably they’ll point to competition of some kind. Many recall unstructured pond hockey scrimmages. Some talk about important games. Others think about scrimmages without scoreboards and referees — just hour after hour of playmaking.

I saw a quote recently by Pat Micheletti (the former goal scoring phenom at the University of Minnesota) in which he said there is no doubt players of today are bigger, faster, and stronger. “But,” he added, “I’m not sure they’re as smart or skillful” as players from past eras."

Hockey by the book can do that. It can stifle passion and reduce creativity. I asked a brilliant NHL playmaker this fall where he acquired his incredible anticipation, vision and rink sense. I wasn’t ready for the reply. “Roller hockey,” was his short answer. “Just scrimmaging with no rules.”

Now there’s something that’s not in the elite thinkers’ book. And Dave Peterson’s clinic for youth coaches: not one drill to demonstrate how to skate, shoot, handle the puck — that’s not in the book either. Maybe the drill book isn’t the place to start when we want to develop hockey players who are passionate and know how to make plays.

Come to think of it … what else matters?

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During the 'dog days' of summer, I will post some articles from my blog... www.GetSportIQ.com

Re: Game Intelligence / Decision Training

Hockey runs through the Reinharts’ blood

DAVID EBNER, The Globe and Mail, Jun. 19 2012


There was a racket upstairs. And the baby was missing.

When Theresa Reinhart heard the shouts of “Shoot! Shoot!” she had an inkling of what was going on. Her two boys, four-year-old Max and two-year-old Griffin, had found a good use for their baby brother, Sam, hauling the infant in his small car seat upstairs to employ the kid as goaltender in the playroom.

The field of play at the Reinharts’ home in West Vancouver was expansive, varied, and constant. The boys played every sport and invented contests along the way, the more physical the better, one memorable game dubbed slamball, involving basketball and a trampoline.

“There was a lot of testosterone,” former NHL star Paul Reinhart remembered on Sunday, Father’s Day, his wife and boys gathered on their home’s patio in the late morning. “They found games to play constantly.”

But the Reinhart boys, while they loved soccer and tennis, were born with hockey in the blood, sons of Paul, the flying and scoring Calgary Flames defenceman in the 1980s who finished his career in Vancouver with the Canucks, retiring early because of a back injury. And Theresa’s family was sporty, too. She competed in badminton and volleyball, her mom was a ski racer, and her dad played U.S. college football at the University of Oklahoma.

The stew, from genes to the competitive arena of the Reinhart home, produced a Sutter – or Staal-like brood of brothers.

On Friday night in Pittsburgh at the NHL entry draft, Griffin (now 18 and 6 foot 4) could be a top-10 pick, analysts say. If that is where the young defenceman is drafted, he will top his dad, who was picked No. 12 overall by the Atlanta Flames in 1979.

“We didn’t push them into hockey,” Paul said. “They arrived in hockey just because I think they’re naturally Canadian kids.

Griffin is the second Reinhart son to skate toward the NHL. Two years ago, the eldest, Max, was picked by Calgary in the third-round and aims to make the team next season.

The baby, Sam, now 16, could be another first-rounder in two years, after lighting up the Western Hockey League last winter, notching nearly a point a game, on average.

While it’s often a long way from the draft to NHL ice, the Reinharts have already booked solid success. All three have played in the Memorial Cup, Max and Sam with the Kootenay Ice in 2011 and Griffin with the Edmonton Oil Kings this year.

There is a long history of fathers and sons – and brothers – in the NHL. Among the greats: Bobby Hull, brother Dennis and Bobby’s son Brett, Gordie Howe and sons Mark and Marty. There are the Sutters, all half-dozen of them, whose current equivalent is the quartet of Staals. Twins Henrik and Daniel Sedin of the Vancouver Canucks fit the category. Off the ice, but in the arena, Scotty Bowman’s son Stan is general manager of the Chicago Blackhawks.

When Paul went No. 12 in 1979, the draft was in August, held late as the NHL absorbed the World Hockey Association. There was no prime-time show on TSN, as there is now. Paul was trying out for the Canadian Olympic team in Calgary and was called off the ice. Cliff Fletcher, the Flames GM, was on the phone with news. Paul hardly knew where Atlanta was.

Griffin, a defenceman like his dad, has managed through a far-greater crush of attention, from detailed scouting to media, but has been helped by such peers as Oil Kings teammate Keegan Lowe, who was drafted last year and is the son of Kevin Lowe, the former Edmonton Oilers defenceman and the club’s current president of hockey operations.

The Reinharts set off as a family for Pittsburgh on Wednesday.

“I’m just excited,” Griffin said. “I’m not really going in with expectations. I’m just going to have fun with it.”

Fletcher, a special adviser to the Toronto Maple Leafs, has seen Max and Sam play live – and was immediately struck by their talent.

“I do believe in blood lines,” Fletcher said. “If it wasn’t for Paul’s back, he would have had a Hall of Fame career.”

While bloodlines have always flowed, it seems ever-more common. Max’s draft by the Flames in 2010 is one example, when Calgary also chose John Ramage, son of Rob Ramage, with the Flames not only choosing two sons but sons of two fathers who both played as Flames.

This year, including Griffin, numerous sons could be chosen in the draft, with yet another Sutter among the bunch, Lukas, son of Rich, and the fifth second-generation Sutter to be drafted.

“The last four, five drafts, it’s amazing how many young guys have been drafted, whose fathers I either played against, or played with, or knew of,” said Archie Henderson, a long-time NHL scout who played for about a decade, mostly in the minors.

At the start of each season, scouts always scan for recognizable names. NHL pedigree hardly guarantees passage to the pros but it does mean teenagers on the ice have a father who knows what it takes.

“Scouts don’t think, ‘He’ll be his father,’” Henderson said. “You scout the player. But you do inevitably think about the bloodlines.”

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Bloodlines usually equal opportunity / exposure to sport (or music or art, etc.) I think that since the parents were athletes, they showed and encouraged their kids to be active - thus providing role modelling and opportunity - and these kids picked up on it. I see it with my own kids. Playing many sports and being active, they developed their physical literacy and fundamental movement skills; so they could have probably specialized (and been successful) in any sport. The more I work with young kids, the better perspective it gives me. The LTAD is SO IMPORTANT!

http://www.canadiansportforlife.ca/learn-about-canadian-sport-life/ltad-stages

My advice: Get your kids to do a variety of things when they are young and malleable!

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Reinhart name expected to go high in draft again, young Griffin learns from Dad

The Canadian Press, 2012-06-22


PITTSBURGH, Pa. - Hockey runs deep in the Reinhart household.

Paul Reinhart played 648 games as a defenceman with the Calgary Flames and Vancouver Canucks. And his sons are following in his footsteps.

Max was drafted in the third round—64th overall—in 2010 by the Flames. Griffin is expected to go in the first round in Friday's draft. And Sam, the WHL rookie of the year last season, is draft-eligible in 2014.

Griffin, 18, plays for the WHL champion Edmonton Oil Kings. Sam and Max are teammates on the Kootenay Ice.

At six foot four and 202 pounds, Griffin has an NHL body—Paul calls him "a menacing presence." Add composure and you have a very promising package.

In his second year with the Oil Kings, Griffin had 12 goals, 24 assists and 38 penalty minutes in 58 games.

Paul remembers coaching Griffin on his midget team and catching a glimpse of what he calls "the whoosh factor."

"You're standing on the ice and all of a sudden this big body goes by you," he said. "It's almost like a barometric change.

"I remember thinking 'Wow, that was just Griffin.' Some guys have heavy shots, some guys have just got heavy presences out there and I think Griffin's a body that has that. And when you look at the way the NHL is played these days in the NHL, big bodies are really important."

Griffin knew how to use his size early on, according to his father.

"Just because you're big doesn't necessarily mean you know how to use it," he said. "But when you're that big and you have a presence out there, to understand how important body position is and what you can do with it, I knew he was going to do very, very well."

Griffin is ranked 10th among North American skaters in the final Central Scouting rankings. Defencemen Ryan Murray (Everett), childhood friend Morgan Rielly (Moose Jaw), Cody Ceci (Ottawa), Olli Maatta (London) and Jacob Trouba (U.S. under-18) are ahead of him in this defence-heavy draft crop.

Paul was a first-round pick of the Atlanta Flames, who chose him 12th overall in the 1979 draft and moved to Calgary a year later. Just five foot 11, Reinhart was a smooth-skating offensive defenceman who moved on to further success in the world of finance after hockey.

Griffin never saw his father play—he retired at 29 due to back problems—but he has seen him in action on NHL Classics TV replays. His immediate thought was how similar their styles were.

He says he doesn't feel pressure from the family name and says his father never pushed him towards hockey. The kids just fell in love with the sport on their own.

They talk to him after every game, a tradition that Griffin says has been "huge" for his development.

His advice to Griffin before the draft was just have fun with it. But Paul has more to offer on the subject.

"I think the big thing for these guys to recognize is that what happens in the next 24 hours, 48 hours has really nothing to do with your career," said the former NHLer. "Everything that you've done to date has put you in this position. And even that doesn't matter much. It's all about what you do afterwards."

"You're now graduating to a point where development will always be important but make no mistake, when you're being paid, winning is what is important. This (the draft) is a wonderful statement as to what you've done in the past, but going forward, to be successful in this game, you have to become a winner, you have to make sure that not just you continue to develop but you somehow develop those around you.

"And I think he's got the potential to do that. ... Almost every team he's played on has won."

If you're picked in the third round, go on and play as a first-rounder, says Paul.

"It's what he does after this," he said of Griffin. "It's what he does next year that matters."

Despite his glowing praise about his middle son, Paul acknowledges he thought Griffin's attitude was "indifferent" at 10 or 11 years old. Then he realized his son was just confident in his abilities.

"It couldn't be further from the truth," he said of his initial assessment. "And this year's playoffs certainly were a testament to that."

Paul had to watch his sons go head-to-head in the WHL playoffs as Edmonton played Kootenay.

"As a parent, it was very difficult to watch that," Paul said of Edmonton's 4-0 sweep.

The Oil Kings went on to beat Brandon (4-0), Moose Jaw (4-1) and Portland (4-3)—Griffin was plus-14—before losing to the eventual champion Shawinigan Cataractes in a tiebreaker at the Memorial Cup.

While Paul speaks of Griffin's poise and composure, he has also seen his son angry.

"Just get out of the way," he said. "But I'd say his angry is more get even than it is to be running around and yelling and screaming. He's not just that kind of guy."

On Thursday, Griffin had meetings set with Carolina, Minnesota, Winnipeg and Columbus.

He grew up watching Canucks as his hometown team, but "right now I'm pretty neutral."

Other players eligible for the draft with NHL connections include forward Henrik Samuelsson (son of Ulf Samuelsson), centre Alex Glachenyuk (son of Alexander Galchenyuk) and centre Stefan Matteau (son of Stephane Matteau).

Re: Game Intelligence / Decision Training

Practice, instruction and skill acquisition in soccer: Challenging tradition

A. MARK WILLIAMS* & NICOLA J. HODGES

Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK

(Accepted 24 July 2004)

Keywords: coaching, expertise, motor learning, performance

Full article: http://www.thefa.com/GetIntoFootball/FALearning/FALearningPages/~/media/Files/PDF/Get%20into%20Football/FA_Learning_YouthModule2/Practice%20instruction%20and%20skill%20acquistion.ashx/Practice%20instruction%20and%20skill%20acquistion.pdf

(Substitute your team sport where 'soccer' appears; if soccer isn't your sport!)

Abstract

The acquisition of soccer skills is fundamental to our enjoyment of the game and is essential to the attainment of expertise. Players spend most of their time in practice with the intention of improving technical skills. However, there is a lack of scientific research relating to the effective acquisition of soccer skills, especially when compared with the extensive research base on physiological aspects of performance. Current coaching practice is therefore based on tradition, intuition and emulation rather than empirical evidence. The aim of this review is to question some of the popular beliefs that guide current practice and instruction in soccer. Empirical evidence is presented to dispel many of these beliefs as myths, thereby challenging coaches to self-reflect and critically evaluate contemporary doctrine. The review should inform sports scientists and practitioners as to the important role that those interested in skill acquisition can play in enhancing performance at all levels of the game.

Summary and conclusions:

" ...The traditional belief that demonstrations are essential for effective instruction was questioned. We identified the conditions under which demonstrations may be detrimental to skill acquisition and highlighted the need to direct attention to the action effects, rather than the actual bodily consequences.

Next, we highlighted the importance of variable and random practice conditions and argued that coaches may be too conservative when structuring practice, preferring the stability and security of grid and drill practices over more dynamic small-sided games. The importance of encouraging players to take responsibility for their learning by developing effective problem solving skills was highlighted . A variety of techniques were identified that may help coaches ‘‘fade out’’ the importance of augmented feedback early in learning.

The merits of the traditional, prescriptive approach to coaching were then considered and evidence was presented to illustrate how a more ‘‘hands-off’’, less prescriptive approach based on learning through guided discovery may offer several advantages in developing ‘‘smarter’’ players. Various examples of how to manipulate the constraints evident within the learning environment so that the desired behaviour emerges through guided discovery were illustrated.

Finally, we presented evidence to demonstrate that ‘‘game intelligence’’, skills such as anticipation and decision-making, are amenable to practice and instruction and suggested that such interventions should be routinely used in the talent development process...."

Re: Game Intelligence / Decision Training

Good stuff Dean. I am currently on a vacation in Victoria with my wife.

Some things change and some things don't.

Example: I am writing this on an Ipad hooked up to a keyboard by Bluetooth and to the internet by WiFi. Totally wireless. Last night we watched a movie using Netflix via WiFi. I type in Butchart gardens and my Iphone gives me turn by turn directions. Booked my hotels using Hotwire etc. etc. Most of this couldn't have been done evern five years ago.

How we learn hasn't changed. If you want to be an author it isn't good enough to be able to spell, type and construct sentences knowing which is the verb, noun etc. You have to write and learn from your mistakes and then write some more. It is the same learning the piano, to sing, to teach.

Very important to have the basic skills but the game itself has continually changing situations that require responses and you can't be simulated in one way drills. Even SAG's don't are limited because the player experiences the situation he is playing and not the total game.

A coach has to organize practice so that he/she teaches the basic skills AND how to apply them in all of the various situations and transitions that happen in a game.

Big Challenge.

Re: Game Intelligence / Decision Training

Tom,

Isn't it crazy how quickly technology advances! There is something called "Moore's Law" which is a rule of thumb in the history of computing hardware whereby the number of transistors that can be placed inexpensively on an integrated circuit doubles approximately every two years. Some say it happens as quickly as 18 months!

You are a poster boy for incorporating technology into your life! I think it is because you are innately curious.

I find it tough to keep up on this stuff myself; let alone be 'fluent' in much of it! I just got a cell phone two months ago after an eleven year hiatus. Still don't really use it much. Moreso to look stuff up on the internet when I am away from Wi-Fi.

My grandpa passed away in 2008 - he was 93. He emigrated to the High River AB area from the USA on a wagon train from eastern Montana. It took them several months. Two wagons, a few cows and several older family members on horseback - I think he said they had more than 10 kids in the family! All of their possessions (and young kids) were in the wagons. They faced lots of adversity - weather, marauders, uncertain terrain, and some unfriendly Indians - along the way. No GPS, cell phones, grocery stores, etc. Wow! How did they cope?

They coped because that's all they knew at the time. Just like us today - we know what we know (mind you, with technology advancing so quickly, I think we speculate more now and think, "in the future, there will be an app for that!")

Coaching / teaching is similar. A bad cliche: "It is what it is" (thank you Sutter family!) Most people just do their job and don't think, "How could I do my job better?" Far fewer think, "How can I change the currently accepted system for the better?"

We should look at ourselves as Agents of Change. Challenge the system to make it (and us) better!

You are right - it is a big challenge. It takes lots of emotional energy, confidence and an inner passion. That's why blogs like this one, mine and others exist. Hopefully something inspires others to challenge the system and become Agents of Change too!

Re: Game Intelligence / Decision Training

I attended the Hockey Canada Skills Academy training seminar this past week. Almost 100 coaches from across Canada came to Calgary to attend lectures and to take part in ice and dryland sessions.

The best session was a Czech coach (now living in Toronto) who teaches skills. He made many good comments about how 'coaches should do their job and make players better through their understanding of the game, prioritizing what is important (skills and games), and GROW PLAYERS... don't just recruit players'!

I will post his name once I go through my notes.

He did a great off-ice talk and on-ice demo with all the coaches.

Re: Game Intelligence / Decision Training

Dean I would ha e been interested to go to those sessions. Anything else worthwhile?

Re: Game Intelligence / Decision Training

Tom,

I will post a few things. Aside from Dusan's stuff, there were two (out of three) interesting dryland physical training demos on a dynamic warmup and some stability exercises. (The classroom sessions about these were fairly boring, above the heads of the average HCSA coach, and could have been skipped in my opinion.) The other off ice classroom session and demo was essentially an infomercial for Nike and was football-based (and biased - not appropriate / valid for hockey).

The two other on ice demos were irrelevant (a checking clinic where there was 15 minutes of motion and 45 minutes of standing around) and a biomechanical shooting demo with expensive high-speed cameras and software that cost $4000+ (plus even more standing around.)

So like many conferences, you have to filter lots of chaff to get to the grain!

Re: Game Intelligence / Decision Training

See attached presentations.

The first one Dusan gave at the IIHF symposium in 2011 and was identical to what he presented at the HCSA clinic. Sorry, no video.

The second one is from Damian Farrow. I am re-reading one of his books right now and it is a great one! "Developing Sport Expertise - Researchers and Coaches put Theory into Practice" - 2008 His presentation also comes from the 2011 IIHF clinic.

I disagree with one of Farrow's last slides regarding the use of video training / watching.

In my mind, without hearing his presentation, if he is referring to USA Hockey's 'new' video training system or something similar (watching the play as a third person and having to make 'decisions' as the third person), I see little value in that; we have had that discussion on this site a year ago and those who responded agreed with me... it would be better to watch video with a coach / mentor to try to detect examples of good and bad decision making and if bad, ask the player what could have been done differently. But at the end of the day, third person video is not first person video! And if it isn't the person who 'lived; the video footage who is watching the video, there is even less connection / motivation to the video... meaning that it has more impact if it is personal footage!

Re: Game Intelligence / Decision Training

To get the kind of training plus more a player would have to attend our camp in Jasper starting July 22..

I am serious.I learned these things from Juhani Wahlsten in1985. He implemted them in his club TPS which has produced players like the Koivu's, Salo, Kipprosoff, Virta and many others. They still haven't advanced to his level of thinking or his friend Horst Wein who reformed Spanish Football-soccer and Spain now is dominate in the world.

Instead of reinventing the wheel they should study these two advanced thinkers and use their ideas as the base and tweak them to fit cultures and facilities.

6-10 players from Turkey will be at our Jasper camp because Juuso is known there for coaching them to their first imternatioal win. I use his methodson the ice and they want the young players to learn hockey this way.

Re: Game Intelligence / Decision Training

As prospects convene, Flames aim to fill holes
Ward interested in hockey IQ in players at development camp

George Johnson, Calgary Herald July 9, 2012


Naturally, the nearly unblinking gaze down at WinSport Athletic and Ice Complex at Canada Olympic Park starting today at 3:30 p.m. will be squarely on that so-much-depends-on Next Generation of the Calgary Flames.

On Sven Baertschi, so tantalizing in that memorable five-game NHL audition last season. On 2012 top-pick high-schooler Mark Jankowski. On Max Reinhart and John Ramage, sons of notable ex-Flames. On Swedish star Markus Granlund.

For Abbotsford Heat boss Troy Ward, though, every bit as vital in this edition of the annual 40-prospect summer development camp is what’s closer at hand. The AHLers required to fill gaps, plug holes, to come up and provide the required depth to help pull this organization out of a three-year playoff abyss.

“I’m really interested in what we’ll see from guys from the our club that are going to be there,’’ Ward said Sunday, awaiting a flight from the Minneapolis-St. Paul International Airport to whisk him into town. “Guys like (Chris) Breen, James Martin, Carter Bancks, Gaelan Patterson. What has to stand out for me is to make their presence felt in this camp.

“They have to be among the best players.

“There has to be a statement from them. Otherwise you have to look at your own program … how you’re going about things. You always hold the knowledge and thought process that you have players at lower levels, who are younger, that will end up being better than the players from past drafts.

“But you want to see, it’s imperative that you see, a maturation level of your players in Abbotsford. Where are they at? Do you notice that on a daily basis?

“You’ve got to be able to at least walk away from this thing and say: We’ve got help on the way, good players, good people, in our organization. You’ve got to see a noticeable gap, in my opinion.’’

Ward, a serious candidate for the vacant Flames’ head coaching job that eventually went to Bob Hartley, is overseeing this week’s activities at COP, fresh from a yearly father-son camp he stages in Mankato, Minn.

And while a look-see at the undeniable skill level of the newbies is of immense interest, of more immediate concern is upgrading the development of players in the 22-to-26-year-old group, an age bracket that’s a major concern for the Flames.

“There are some of the younger guys out there, the (John) Gaudreaus, for example, whose spatial awareness on the ice and skill level is ahead of some of the guys that have been in Abbotsford,’’ says Ward.

“That’s the nature of the beast. But at the same time, we have to be able to say as an organization: We can get some minutes out of some of these other guys, the guys available to us now, because of the level they’ve developed to.

“The kids that everyone seems to be talking about are down the road. We have to close the gap in the other area. We have to make headway with guys that might’ve emerged in the organization. They need to make significant steps.

“That’s a really important part of this camp.’’

So, adds Ward, is the measuring of hockey intelligence.

“The one thing I do want to understand is how well these guys can think. We are definitely putting them in a position this week to see how well they think the game, and at what level.’’

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I am pretty sure I will see more of the same static, non-thinking 'drills' prevalent in hockey when I attend. If I see anything different, I will post here... so don't hold your breath!

Re: Game Intelligence / Decision Training

Dean, did you see anything worth noting at the on ice session. Maybe they will surprise you and have something besides some drills and full ice scrimmage.

I stopped at COP on my way home from British Columbia and met my assistant coach Sean there to give him some of the cherries I picked. I thought of going and watching but I had just driven 9 hours and the parking lot was packed. I will go tomorrow morning to take a look.

Re: Game Intelligence / Decision Training

Tom,

I didn't go this afternoon. I might go Tuesday morning - depends on the weather as I have the kids this summer. If it is nice, we will go do something outside.

I listened to the Asst. GM today on the Fan 960. He said they planned to do more 1 puck 'drills' this camp and play 4 vs. 4. Time will tell!

Might see you there tomorrow.

Re: Game Intelligence / Decision Training

I will continue commenting on the Flames Development Camp on the thread that Tom started.

NHL Team finally practicing hockey at practice

http://www.hockeycoachingabcs.com/forum/viewtopic.php?showtopic=5732

Re: Game Intelligence / Decision Training

My friend, Rob Cookson, agreed to go to coach Zurich Lions with Marc Crawford. They have asked to meet with me to help gain a better understanding of my unique Sport IQ / Game Intelligence teaching methodology and philosophy. Rob has become sold on my concepts given my past several years of challenging him and any other NHL coaches with how and why they practice. Rob told me that after spending 11 years in the NHL, he had regressed into a dumber coach - the league is run the same way with a bunch of copycats and very little original thinking. He is looking forward to working in Europe to gain different insights. They want to import my ideas in their planning for this season, so it will be interesting to see how open-minded they are. This might be an opportunity for me to help out a bit over there.

Re: Game Intelligence / Decision Training

Good for you . Nice to see Old school thinking outside the box

Re: Game Intelligence / Decision Training

Time for some 'new school thinking'!

I am supposed to discuss this with them sometime next week.

Fingers crossed that I will have an impact on Marc... Rob has started to convert!

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Dean that would be interesting for you. I really enjoyed my season with the Red Bulls and saw a lot more games in practice than I see here. I did the camp in Jihlava, Czech Republic two summers ago and they wanted me to assist Petr Svoboda with the U20 team and mentor all the coaches ( he was the only english speaking coach as he played for Toronto for a few year and I had to do all of the training through him). The city didn't grant the team the money to bring me there. (city pays wages for all the coaches below pro level there) It was quite a compliment as the GM Bedrich Sherban was voted the best Czech player in the world in 91. (I stayed at his house when I was there)

The Czechs and the Finnis associations are now working closely together. Czech, Swedish, Russian and Finnish coaches had a week of cooperation together in Prague last month. Kalle Kaskinen from Turku was there and said it was great.

Willy liked working with Crawford in Dallas. He said he was allowed to contributs a lot so it looks like Rob is going into a good situation. Not all assistant coaches are utilized well and it can be frustrating if your only job is to move pucks around during practice.
Tom

Re: Game Intelligence / Decision Training

Mighty Mite Gaudreau gaining believers: Flames will be patient with prospect despite mounting NCAA accolades

Scott Cruickshank, Calgary Herald July 10, 2012


The topic is a sensitive one. At least, it used to be.

But not now. Not anymore.

John Weisbrod, smiling, relays a story. How, before games at the Saddledome, Craig Conroy glances at the minor-hockey youngster lining up with the Calgary Flames for the national anthem and routinely cracks: “Johnny Gaudreau! I didn’t know we signed him. He’s here!”

Weisbrod, the Flames’ assistant general manager, chuckles.

“So even we joke about it,” he says of Gaudreau’s dimensions. “But the guy can play the game. At the end of the day, that’s what matters.”

Yes, at a smidge under five foot nine, at 154 pounds, Gaudreau can certainly play, to the degree that stature has (nearly) ceased to matter.

Generally speaking, that’s the trend in the National Hockey League.

“I remember the snickering when Nathan Gerbe was drafted by Buffalo,” Weisbrod says of the five-foot-five winger taken in the fifth round in 2005. “People were, like, laughing to themselves. (Lack of size) certainly notches people down. There are people that are afraid of it. That’s why John was drafted (in the fourth round) — because it certainly wasn’t his hands or his head.

“You can’t have a whole team of guys that size. But if you have a few and they have some special attributes . . . .”

Which the New Jersey native possesses, as the past two winters have clearly illustrated.

In 2010-11 on behalf of the Dubuque Fighting Saints, Gaudreau roars through the U.S. Hockey League, garnering top-rookie honours.

In 2011-12 on behalf of the Boston College Eagles, he becomes the most productive freshman in the land.

Both clubs ended up capturing their respective crowns.

Gaudreau appears mystified by that development, because his teams back home never did squat.

“It’s funny,” the left-winger says. “Growing up I didn’t really win many championships, besides little tournaments and stuff like that. Just to win those two championships back to back, it’s an awesome feeling.”

Gaudreau, in a couple of weeks, will audition for the American squad headed for the world junior championship in Russia. Who would bet against him making it this time?

“It’s one of the reasons we put so much value on hockey sense — that hockey IQ,” says Weisbrod. “Because here’s a guy (about whom) people have a tendency to say, ‘He’s too small. He’s not strong enough.’ But you can make those jumps because when you can think the game at a high level, you can play at a high level.”

But even the Flames were caught off-guard by Gaudreau’s handiwork.

A true freshman (in terms of age) joining a top-flight NCAA program, he nevertheless dominated.

“Originally, he was committed to Northeastern (University), which is a good Division 1 school, but he would’ve been the big fish in a smaller pond,” says Weisbrod. “So, if he’d gone to Northeastern, you would have expected him to be the mail-carrier. When he switched to BC, I knew he’d be a good player, I knew he’d be fine at that level, but they have a lot of good players there and you didn’t know how he’d fit into the hierarchy of their own team.

“So for him to go to the top of their depth chart? That was surprising that he was able to do that so quickly. They have a lot of high-pedigree players . . . so to go into that environment and just take it over and be the big dog right off the hop? Pretty impressive.”

And Weisbrod isn’t over-stating the case.

Gaudreau — after registering 44 points, and a plus-20 rating, in 44 contests — was named Hockey East’s most valuable player (edging teammate Chris Kreider, a first-round pick of the New York Rangers).

So he is good.

Next question: is he ready for pro?

Gaudreau, who turns 19 next month, plans to return to school for his sophomore season. That much is known.

But after that?

Well, he would like to skate alongside his kid brother Matthew. (“He’s about my size, but about 25, 30 pounds lighter,” says Gaudreau.) The youngest boy of the clan, also a left-winger, is bound for the Eagles in 2013-14.

“That’s a big part of why we both committed to going to Boston College,” says Gaudreau. “But if the opportunity is hopefully there for me to play with the Flames . . . I might just have to take it and go with it.”

General manager Jay Feaster and Conroy visited Gaudreau and his family after the season. “Jointly,” according to Weisbrod, they decided that Gaudreau would remain in college.

Apparently, there’s no pressure.

“He’s got a pretty good head on his shoulders, he’s a balanced kid,” says Weisbrod. “The important thing is making sure you’re ready when you come out (of school). Better to come out a little later and have it be right than to rush out and not succeed. He’s in a great place. He’s getting his education. He’s playing a top calibre of hockey. So we’re taking it one year at a time.”

Re: Game Intelligence / Decision Training

Gaudreau didn't stand out during the EVIL DRILLS today (BIG step backward Flames coaching staff... what happened to the one puck drills?)... smart players need to play in GAMES to stand out. Patterned, boring, mindless line rushes with no scoring and no accountability don't cut it (but they sure make you fit in with 99.9999% of all other teams 'drills'!)

Why don't we use more games as a training tool?

Re: Game Intelligence / Decision Training

I wouldn't go so far as to cast them as Evil Drills but coaches use drills way too often. Drills are an important part of the Coaching Toolbox but not the whole toolbox. I will probably use some of the drills I saw today as tools to teach some concepts. The 2-0 could be used to practice shooting one timers or else taking the shot from the wide lane and putting it low to the far side to cause a rebound (rebound pass) I would add other components to the other drills. This would be the teaching part of the practice and then we move into games and transtion games. I like to use games fifty to eighty percent of my practices.

Technique drills are very important in player development. The technique then needs to be put into a competitive situation.

I agree with keeping score and I do use tournaments in pracitce. I don't think it is necessary to punish the loser. In Kohlbergs order of maturity the lowest level is doing something 'for fear of punishment'. I would rather have players motivated intrinsically and not extrinsically. Be motivated by the joy of winning or the hatred of losing. I do have the loser do something like laps sometimes but just for fun. Jusso often has the winner do laps because the loser is already upset.

So if drills are about 25% of practice and they are efficient and isolate something that needs to be worked on then I think they are very beneficial.

Re: Game Intelligence / Decision Training

Quote by: gaffz4

Malkin is bringing his trainer to Russia again this summer. He said Malkin won't get on the ice until August!!!!! If it is good enough for Malking, why do we insist on getting kids on the ice in the summer?

http://www.nhl.com/ice/news.htm?id=637783

Bob

To answer your question about why we insist kids should get on the ice in the summer... after a bit of thinking, there are several things to consider.

A week or two of hockey school or power skating instruction are good platforms to work on building sport specific skills. If people want to practice their hockey skills off ice, they can do sport specific stuff with 'fake ice', slide boards, hockey balls, etc.

Malkin is an adult with fairly proficient skills; as attributed by his League MVP Award! He is talking about getting on the ice in August. Most pros do this to start to convert their physiological gains from the gym (and dryland) to a more sport specific venue (practice their Sport Specific Skills). Skating (while dribbling / passing / shooting a puck) is not a natural motion and it takes this lead time to get the neuromuscular and skeletal systems ready for training camp and the competitive season.

EDIT: I should add that after a long season, elite (junior and above) players need to get off the ice for a stretch of time. At least 2 weeks of active rest; could be longer depending on the player, injuries, the length of season (how far into the playoffs did they go this year and any cumulative effects from previous years playoffs / starting the year in Europe, west coast vs east coast teams, etc.)

But back to youth hockey - no doubt, there are bucketful’s of money to be made from unsuspecting, or overly keen hockey parents! Spring and summer hockey (training in general) has become a commercial enterprise and it looks like it is here to stay. Caveat Emptor to the consumer...

I liken it to an arms race and sadly, I see it starting younger and younger all the time. For instance this year I saw someone locally start a Timbits Spring Program (4-5 YO's) that ran for 2 months; on the ice twice a week for 60 minutes per session. He had 40 kids per session with two session’s back to back (so 80 kids total) and he had 20 on a waiting list... all this within 24 hours of sending out a mass email! He hadn't even paid for the ice time or bought insurance yet; not to mention this was his first year of coaching and he himself didn't play above midget! (His son started Timbits this past year so 'dad' wanted to get extra ice for his boy... it really took off!) He made over $10,000 on this program after expenses, so this shows there is money to be made…

Speaking of skill development: Guess what happens when someone gets extra exposure to a novel skill (regardless of the quality of instruction)? They get better (often due to their own trial and error process... one can argue it's the 'opportunity' or exposure to extra time, facilities and / or coaching that cause the improvement. Just read Daniel Coyle's blog and his book, "The Talent Code".)

In this Timbit example, spring training added an extra 16 hours of instruction to a first year players total of 40 hours of regular season practice and 6 - 10 hours of 'games' (multiply that by 2 for a 2nd year player)… so spring training equals almost another 40% of training (half a season!) in the two month program when looking at total hockey training time for a first year player. Those players should be 40% 'better' than before!

When these kids tryout next season and lo and behold, they are better than when they finished the past season; especially when compared to those kids who didn't take a spring or summer hockey program, other parents see this 'talent discrepancy' and think if they don't jump on the bandwagon, their kids will get left behind! So even more people enroll the following year... and it continues to suck more and more people in. Everyone is trying to give their kid the best chance to advance to the highest level possible. “The road to Hell is paved with good intentions…”

Once kids hit 14 or 15, if they are serious about hockey or late specialization sports, they should start to specialize a bit more and focus on two or three sports only; as they get older, drop the focus to two and then eventually (sadly) to one.

Read about the LTAD recommendations here:http://www.canadiansportforlife.ca/learn-about-canadian-sport-life/ltad-stages