Reply To: What Happens in a Hockey Shift

[hockeygod]

Kai K wrote:
There are systems that develop players and then there are systems that "kills" the player. Why are we coaching kids or youth players? Is it just to win a game or a championship? You don't make a player in one season but you can ruin a player in shorter time than that.

"If you're not making mistakes, then you're not doing anything. I'm positive that a doer makes mistakes." – John Wooden

Maybe we can win some games by playing system that reduces mistakes but in a long run, is it wise when we want to develop players?

Of course a team sport needs a structure but does your system challenge your players to develop or just avoid mistakes?

I think that first we should determine what is creativity in hockey or in team sports generally.

Kai,

Thinking about your post regarding systems either 'developing' or 'killing' the player, I started doing some more reading. I found this article online. During the past couple of years, I have come to realize the importance (and weight) of the coach's words / feedback / communication. We should be cognizant of the power of our words and actions and aim to positively inspire people to greater heights.

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The effect of different corrective feedback methods on the outcome and self confidence of young athletes

George Tzetzis 1, Evandros Votsis 1 and Thomas Kourtessis 2
1 Department of Physical Education and Sport Science, Aristotelian University of Thessaloniki, Greece
2 Department of Physical Education and Sport Science, Democritus University of Thrace, Greece

http://www.jssm.org/vol7/n3/9/v7n3-9pdf.pdf

Conclusion

The conclusions may be important for instructors concerning the use of corrective feedback and reward in skill learning. Instructions focusing on the correct cues or errors increase participants’ performance of easy skills. Instructions should be addressed for both the correct and the errors of the execution of difficult skills. Positive feedback or correction cues increase self-confidence of easy skills but only the combination of error and correction cues increase self confidence of difficult skills. This study is limited by the feedback models used for semi experienced participants in badminton. It is not appropriate to make any generalizations that go beyond the scope of this research. Since feedback plays a powerful role in guiding the performance future studies should view the interaction of feedback with factors such as the availability of intrinsic feedback, the learners’ level of experience and the degree to which feedback influence psychological mood of the participants. It is clear that much research is needed if we want to come to a more complete understanding of the role of feedback in the learning process.

Dean
M.Ed (Coaching)
Ch.P.C. (Chartered Professional Coach)
Game Intelligence Training
"Great education depends on great teaching."