Game Intelligence / Decision Training

[hockeygod]

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!

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

[Tom Molloy]

I am reposting this booklet because it is a good resource for using SAG's. It is permissible to share this amongst coaches.
______________________________________________________________

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

Attachments

• Small Area Games – Paul Willet.pdf (1 MB)

'The Game is the Greatest Coach'
'Enjoy the Game'

[hockeygod]

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/

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

[Eric Fink]

A link that you might find interesting….

http://axonpotential.com/

[hockeygod]

Thanks Eric! That link looks intriguing…

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

[Eric Fink]

I figured it would be up your alley!

[Craig Campagnolio]

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

[Tom Molloy]

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.'

'The Game is the Greatest Coach'
'Enjoy the Game'

[hockeygod]

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.

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

[Rookie coach]

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

[DaveM]

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

Attachments

• 2 Pass, Cross-Ice.pdf (38 KB)
• Breakout Games.pdf (196 KB)

[hockeygod]

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…

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

[DaveM]

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

[hockeygod]

DaveM wrote:
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!

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

[hockeygod]

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.

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

[Author]

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