Scoring on Breakaways or Shootouts

There’s usually a history to just about everything I do.  So, here’s the background to the video I’ll show you in just a little while…

A few years ago, a mom who was regularly bringing her two sons to The MOTION Lab happened to mention the fact that one son was having real difficulties on breakaways.  Being well aware of the way I tease shooters who put pucks into a goaltender’s belly, she joked that, “He hits the goalie every time!”

That little guy was a skilled player (even though only 7-years old), so I knew talent wasn’t the issue.  I then promised the mom that I’d think on the problem for awhile, and I’d see if I could arrive at a solution.

– Dennis Chighisola

Scoring on Breakaways or Shootouts

Now, one problem on such a play can be that the skater looks down at the puck too much, thereby preventing him or her from really seeing the options ahead.

The next problem — even if the player does look up while approaching the net, is that he or she might not know what to do if the goaltender acts in one way or another.  And, that “one way or another” thing usually refers to his or her either coming far out of the net to cut-down the shooter’s angle, or backing-up (possibly because he or she isn’t confident about leaving the safety of the net).

As an aside here…  I’ve worked plenty with goal-scorers and goalers from beginners to pros, and I can tell you that some of what I just said changes drastically at the college and professional levels.  There’s a cat and mouse game going on between elite attackers and goaltenders, with the goalies oftentimes even showing an opening and then quickly taking it away as the attacker readies to shoot.

Things are usually quite different at the younger levels.  I mean, just as I said in my video on “Creating the Early Goal-scorer“, the littlest goalies have all they can do to move around in their bulky gear.  And, as that difficulty wanes with age, players up through high school might even fear leaving the safety of their net, or they just might not move very well.

Okay, so I promised that mom from the Lab that I’d arrive at an answer for her son.  And, that I did…

What I did was create a DVD that could be plunked in one of our Lab players for my students to watch.  Actually, that was our first step — having them just watch the video so that they could get a firm grasp of the decision process required in “reading” young goaltenders.  As the following video will explain, a goalie coming far out of his or her net (shown on the left) likely doesn’t show much visible net to shoot at.  On the other hand, a goaler who has backed-up into his or her net (shown to the right) is going to show a lot of open spots to shoot for.  So, the decision is pretty simple:   if the goalie comes-out, the attacker should make a fake to one side and then tuck the puck in on the other side; if the goalie backs far in, the attacker should pick an open corner and nail it with a shot.

Of course, leave it to me to make a drill even more challenging or more realistic.  And, to do this, I had my kids spread-out in an area in front of the DVD player to dribble small balls as they watched the video.  Ya, just picture that, as they dribbled — needing to keep their eyes up — and make the right calls, to either shoot or deke.

Okay, so now you ought to watch that video to get a sense of what it’s about.  I’ll have a few more comments at the bottom.

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Now, although there are physical skills involved here (especially if the viewer is dribbling a ball or puck), the above video is really intended as a mental exercise.  In other words, a skater has the opportunity to practice his or her “reads” of a goaltender countless times on his or her own.  And that’s what I’m suggesting, feeling that the player’s ability to ultimately react correctly in these situations will improve with each viewing (or each practice).

I pray that there’s a safe space in front of your computer where a player could do as my students do in The MOTION Lab, dribbling a ball and keeping the eyes up while reading each situation.

Oh, one other thing…  Although a very young player was the inspiration for the above video, I would highly recommend it for those at least up through Pee Wees, as well as for adult players.

Finally, I have a special treat for CoachChic.com members…  The downloadable version of this video is going to be kept available to you in the *Gifts section for the month of March, 2010.  In that way you might save it, burn it to a CD (whatever), and use it on numerous computers long after it’s removed from this site.  (This entry will always remain here, and the downloadable version may be made available periodically in the future.)  Oh, and I’ve added yet another bonus tip over in the members’ section, this about how an attacker should hold the puck on his or her way in towards the net.

Good luck!

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I would REALLY like your feedback on this post, especially after you’ve had a chance to try the video program.

Championship Time for Seniors

Let’s just call this a gift – from the Mental Edge and CoachChic.com – to YOU.  Good luck, seniors (and this might also be some awesome food for thought to those who will be seniors in the not-too-distant future).

– Dennis Chighisola

Shaun Goodsell, MA – President and CEO of Mental Edge

Championship Time for Seniors

Playoffs for the winter sports season are either happening as I write or about to happen. Teams all begin the playoff run with hopeful expectations, and optimism about their chances for a title. The reality is that more will watch as observers while a few compete for the chance at a title. This article is going to focus on those seniors that will have their seasons, and for some, their careers come to an end. This is always a splash of cold water directly in the face that nobody can really prepare for. For that reason I want to give those that experience this some tips as you grieve the loss of the experience of participating in a sport that you have invested countless hours and sacrificed beyond belief for.

First, take some time and go over your career. Highlight quality moments for yourself. See if you can come up with a couple of your favorite times and carry those with you. In our society we do not take enough time to reflect on periods of time in our lives that provide us stepping-stones for transition and change. I am quite sure that during reflection you will realize that competing has left a mark on you with life lessons and values that will help you create success the rest of your life.

Second, create your sports résumé. If someone were to ask you what your accomplishments were as an athlete be prepared to turn your sports experience into working capital in life. For example, what kind of commitment and work ethic did you bring to your sport? What did you learn about yourself as a leader? How did you respond to adversity and what have you taken away about the value of intentional and focused practice? These are all skills and values that not only translate to success in your sport but in other interests as well.

Third, think about what the next activity or interest you are going to invest in. I believe that investing our time, talent, and passion is important as we dedicate ourselves to learn about ourselves and look to master skills, work cooperatively with others, and set goals for ourselves that challenge us. There is much to be said about reinvesting ourselves.

In life it is important to transition from one thing to another without regret or resentment. Celebrate your successes and use them as springboards to your next stage of life. For all the seniors that have had seasons and possibly careers end this year, thank you for your commitment. I have watched and been inspired by many of you. I wish you well as you move to your next stage of life.

If we can help you take your sports experience and turn it into success in life let us know, 763-439-5246. It is true that success leaves a trail.

Shaun

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Please DO add your Comment below (I honestly think this article warrants it).

Speed Skating Versus Hockey Skating

Well, I find it pretty interesting how the Olympic Games spur extra interest in the various winter sports.  For sure, I’ll bet the excitement surrounding the ice hockey tournament has attracted a lot of viewers who probably don’t normally watch NHL games (live or on TV), and it will also likely bring a lot of young parents to all of a sudden look into skating or hockey lessons for their kids.

Hockey isn’t alone in benefiting from increased exposure, of course, and I’m sure sports like skiing, snowboarding, curling, figure skating and speed skating will also see a rise in new fans and new participants.

Oh, yes, speed skating…  I’ve noticed quite a boost in searches for information about that sport, and I’ve also noticed some of those searches link both speed skating and hockey skating.  As a matter of fact, here are a few questions I’ve seen in recent days:

• Why don’t speed skaters use their arms?
• Why do speed skaters pump with one arm?
• Are speed skaters faster than hockey players?
• Could speed skating training help a hockey player?

Of course, I’m not supposed to be an expert on speed skating.  However, I used to employ a speed skating coach to work in my summer hockey schools, and we spent quite a bit of time exchanging teaching and training ideas.  Oh, and our common student, Eric Flaim, ultimately made a name for himself in the long-blade sport, winning a Silver Medal in the ‘88 Olympics held in Calgary.  So, I will at least take a stab at those speed skating related questions.

– Dennis Chighisola

Speed Skating Versus Hockey Skating

Let me start by trying to get those first few questions out of the way…

1) I don’t know what games a questioner was watching if he or she thought figure skaters DON’T use their arms.  They surely do, but let me handle the rest of that in the next section.

2) Those who posed forms of the second question got it pretty much rightly, in that we’ll most often see speed skaters pumping just one arm (I’ll deal with no pumping a little later).

Now, I’ll have to ask my CoachChic.com friends if they’ve ever noticed that speed skaters pump a specific arm, not just any one.  I mean, they don’t pump the left arm because they’re left handed, whatever.  No, they mostly pump the outside arm – which is always the right one, this to aid in their mostly counterclockwise skating pattern.

I said “mostly” – in reference to the arm pumps, because there are times when they use both arms, and there are times when they don’t pump either.  And, I said they “mostly” skate counterclockwise because only the outdoor version of the sport has fairly long straight-aways, while the so-called short track event includes almost all turns to the skater’s left.  (In other words, the track is so short, that there are hardly any straight-aways.)

As an aside here, know that I really don’t get a chance to watch a lot of the various events.  However, there seem to be some huge (but perhaps not obvious) differences between the outdoor and indoor versions of this sport.

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In a way, I see the outdoor event on the huge track as an all-out sprint against the clock.  Skaters are staggered for most of the race and separated in their own lanes, so the only thing that makes sense to me is for a contestant to race at 100% against that clock.

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In contrast, it appears to me that an awful lot of strategy goes into the short track event.  I mean, skaters aren’t confined to lanes, and they consequently don’t always skate all-out as they attempt to outwit and out-maneuver their opponents.  My guess is that the lack of arm pumping – after the take-off – is due to the short-tracker’s need for more control and even greater streamlining than is required in the long track events.

Then, one more thing about the use of a skater’s arms (actually, those who study the biomechanics of skating would say that skaters use their shoulders in that motion)…  If you get the chance, please review the video I made for you about “Analyzing the Forward Stride”; there’s quite a bit explained there about arm (or shoulder) actions, as well as about the body’s need to stay in balance for the sake of energy efficiency and momentum.

When it comes to the take-off, I’ve said that there is hardly a difference when running or skating – with a brisk forward and backward pumping of the arms aiding greatly in getting either a hockey player or speed skater (or sprinter) quickly off the mark.  Once under way, however – or once we get beyond the take-off (within just a few steps), we shift to a “skating mode”, in which the skates push outward and the arms need to travel through a side-to-side motion to balance everything.

4) Okay, now for another question, as in, Will speed skating training help a hockey player?  Well, before tackling that, let’s take a look at an awesome YouTube.com video featuring TIME’s Sean Gregory as he learns how Apolo Ohno prepared for Vancouver (by the way, something like the “turnbuckle” or belt arrangement shown in the start of the video has been a staple in The MOTION Lab for a good 6- or 7-years, and I’m soon going to make these fairly inexpensive contraptions available to you in the CoachChic.com Hockey Store)…

So, do you want my honest opinion when it comes to the training shown in that video (of course, minus the specific short track on-ice stuff)?

I’d say that everything – from the belt training to the stairs workouts — would be awesome for a hockey player.  Actually, we use almost all of those methods with our hockey players in The MOTION Lab.

That said, I do need to add one caveat…  Don’t ever forget that our sport is not based solely upon a pretty, powerful stride.  No, hockey players need to shift gears, react in all directions, and oftentimes handle a puck as they’re moving.  Come to think of it, they also have to skate for their lives with opponents oftentimes trying to run over them!

3) Which brings me to the question I obviously avoided early-on.  For, I would be willing to bet on a speed skater if he or she was matched against a hockey player in a straight-ahead race, or a sprint in one direction around the rink.  Drop a puck, however, and all bets are off.  Ya, everything a speed skater does — from training to dressing — has to do with those two kinds of races.  As soon as lateral movements and stops, starts or cuts are required, my money is on the hockey player.

But again, much shown in that video would be good for an ice hockey player.

Finally, remember that I don’t see myself as an expert on speed skating.  So, I surely would appreciate hearing from those who might know a lot more about both versions of that sport.

PS:  TIME’s Sean Gregory actually has a series of videos available over on YouTube, and I’d highly recommend you view them.  And, if he has a great collection of those up-close studies for sale, I’d love to own them.

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Please give me your feedback on this one, huh?  And I’d like to hear from both hockey and speed skating folks!

A Creed for REAL Teaching (or Coaching)

I happened to look up to my studio wall the other night to spot something I need as a constant reminder.  A Creed for REAL Teaching is what I dubbed it long ago, that 8.5″ x 11″ poster which acts as a reminder of the way my young charges (and all humans) learn.

Immediately I thought to myself, “Gee, every CoachChic.com member — or at least every coach and parent — should have their own copy.  And with that, I present a gift down below from me to you.

– Dennis Chighisola

A Creed for REAL Teaching (or Coaching)

Sometime down the road I’m going to transfer a VHS video I once sold to numerous coaches and hockey school directors around North America.  The title of that program was “A Total Mastery System“.

In it was contained all the principles of motor learning, as well as what I’ll now described.

Shown to the right is a small copy of a poster that actually adorns my downtown office wall, my next door studio, as well as the little alcove I use at my house as a home office.  Ya, I want that thing everywhere, reminding me of how thoroughly I should do my job.

Now, as if it needs any explaining…

- Addressing line one, I think we’ll all agree that there’s a likelihood anyone will eventually forget just about anything we spend only seconds telling them about.  It’s just the nature of us human beasts, what with all the information we’re constantly swamped with.

- The second line, of course, suggests that the combination of explaining a certain principle or drill along with some sort of demonstration will do the job far better.  Agreed?

- Finally, a very wise Chinese philosopher had to really know his stuff to appreciate that involving a student in the learning process will get the job done best.  In fact, it’s the combination of all three points — and maybe even more — that will likely make the information stick.

As for that “maybe even more” part…  Today we know that the more senses involved in a given presentation, the better it’s going to be absorbed, and the longer it is likely to be retained.  So, while it probably isn’t going to very often make sense to have our players taste or smell a given playing principle or skill, we WOULD be wise to touch their senses of hearing, seeing and discussing that information.

All that said, you can do as you wish with the following download, and you might even post it somewhere (or everywhere) as The Old Coach does.  I know I certainly need the constant reminder.

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A Creed for REAL Teaching

Simply right click the link above and Save As to your desktop or wherever.  And, while you can ultimately print it, I actually used several pieces of colored card stock in my copy machine to create more durable and more attractive posters.

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Let me know if you like these sorts of downloads, huh?  And, I’d surely like to hear your feedback about the principles involved here!

Use the Olympics as a Learning Experience

Ever since my Soviet studies long ago, I’ve kept an eagle-eye out for unique training methods, particularly those done by international competitors.  There’s usually a ton of science behind the training methods used by those athletes.  And, with that, nothing satisfies my thirst for new ideas as much as the Olympic TV broadcasts.

– Dennis Chighisola

Use the Olympics as a Learning Experience

Now, the video below features the Russian National Team prepping for their 2008 World Cup appearance.  But, you get a pretty good idea of what I’m talking about — I mean, the way we can learn just from getting a glimpse here and there of what a team of that caliber might be doing to ready for world class competition…

Ya, for sure, the pros also apply all the science known to man in the training of their athletes – be it in hockey, baseball, football, basketball and numerous other sports.  And I’m sometimes lucky enough to be privy to their methods.  However, the Olympics (and some World Cup broadcasts) tend to prove awesome for fans (as well as to yours truly).

What I’m really getting at are those up-close-and-personal kinds of segments whereby the television crew shows clips of an athlete training at home or behind the scenes.

And, I’m not just talking about the times they focus on ice hockey players.  In most instances, there are a lot of things done by athletes in other sports that we can learn from, and a lot of training techniques are used in most sports, including ice hockey.

By the way…  CoachChic.com members are probably going to get a kick out of seeing Olympic athletes doing some of the things I’ve shown in From The MOTION Lab or in video clips on my teams’ off-ice practices.  And, my Team NEHI players are probably going to say numerous times over the next week or so, “Hey, we do that all the time!”

Anyway, keep your eyes open for those close-ups of all the athletes, and perhaps watch them through the different kind of perspective you should have gained as a member here.  Also, since my coaching schedule is going to prevent me from watching a lot of telecasts this year, I’d love to learn from your observations.

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Use the Comment box to fill me in on what you see, huh?

4 Things Coaches Do to Harm a Goaltender’s Mental Game (without knowing it)!

If you like this article by Justin Johnson, and if you think it might benefit your goaltender, feel free to email it to his or her coach.

By Justin Johnson
Performance Coach, Mental Edge

This past fall I traveled across the state of Minnesota conducting goalie coaching clinics for youth hockey associations. During the two-hour sessions I consulted with coaches about ways they can increase the likelihood of their goaltenders having a positive experience in the game of hockey. What I discovered is there are many coaches who are on the right track with their goalies and their development. There are also a few who have trouble communicating with their goalies. Even more struggle with how they should orchestrate practices and games in a way that encourages goaltender development.

In an effort to shed some light on how coaches can set their goalies up for success, I have included four common pitfalls to avoid. My aim is to inform coaches about the ways they harm their goaltenders’ mental development, oftentimes without even knowing it!

1.)  Not sure what to say, so say nothing
Issue:
Historically head coaches and their staff have struggled with how to coach, challenge and develop the goaltenders on their team. Many coaches haven’t played the position, so they feel paralyzed when trying to address technical information and fundamentals. This lack of goalie know-how, typically leads to frustrating conversations or even an avoidance of conversations because it doesn’t land in the coaches’ comfort zone.
Advice:
I encourage coaches to make an effort to positively impact every player on the team, including goaltenders. Rather than keep quiet, sit down with your goaltender(s) to learn about what they need to be successful. Many goaltenders, even as young as squirts, know what should have been done differently on goals they gave up. As a coach, ask them what you can do to make practices better to address the situations you are seeing in games. Goalies need to feel a part of the team and process – ignoring them because of your ignorance can shake their trust, confidence and ultimately negatively impact on their experience.

2.)  Pulling the goalie without giving explanation
Issue:
Eventually a game will get out of hand or an off-night will come around where it is in either the team’s or the goaltender’s best interest to pull him or her from the game. I believe that the pulling of a goalie is a necessary part of the game and one that if done correctly builds character and a winning spirit in an individual. If done incorrectly you may have a disruptive issue that lasts all season, and negatively impacts the mindset of your goaltenders for quite some time. I have witnessed and even been a participant in many ugly pullings, where coaches yell at the goalie on the way to the bench or display incredibly poor body language that sends the wrong message to all watching.
Advice:
When you decide to pull your goaltender, doing so correctly comes down to two items:

1. Conduct yourself in a calm and professional manner, including body language, by continuing to coach your team in a positive way.

You must not let that goaltender leave the arena without knowing why you pulled him or her and/or how you intend to help them have a better outing next time. (As a side note, I feel it is acceptable to tell the goalie on the bench why you pulled him if it was done to help change team momentum. If it was simply a rough night for the goalie, it is better to discuss that in private after the game.)

3.)  Shouting instructions from the bench
Issue:
Rarely have I seen great coaching advice that makes an immediate impact on a goalie’s performance by being yelled from the bench for all to see and hear. Other than encouragement or to signal the goalie to come to the bench, coaches should never yell to a goaltender. The repercussions of yelling include embarrassment, confusion, frustration, and a fear of making mistakes, all of which deter a quality mindset and performances. In other words, whatever gem of advice you may have and result you get, it will be eroded by a mindset that requires the goaltender to play for you rather than themselves and their instinct.
Advice:
If a persistent issue is occurring, there are a number of ways to communicate more effectively. You can wait until there is an intermission, relay the message to a mature player you feel will communicate it to your goalie with the correct tone and message intended, or call a time-out.

4.)  Waiting right before the game to designate the starter
Issue:
Perhaps the most common mistake coaches make without knowing it is waiting to decide or inform which goalie will play. Coaches fail to understand that goaltending is a position that requires a significant amount of preparation. If a goalie does not know, that preparation is undermined, resulting in a less than prepared, less confident goaltender. Coaches have stated they use this tactic to judge who looks best in warm-ups or to make sure both goalies are ready. Both of these tactics are mentally counterproductive and will create negative effects, not only for your goaltenders but also for the rest of the team.
Advice:
I suggest coaches give notice to BOTH goaltenders as to who will be playing a night in advance, if possible, or the morning of the game, at the latest. This should provide plenty of time for your goaltenders to prepare, giving your team the best chance of a quality performance. This is a simple request and one that will be greatly appreciated by your goaltenders.

Remember, if you are good to your goalies they will likely be good to you and your team!

For more information, contact Justin@MentalEdgeNow.com

Again, feel free to email this article to a coach who might benefit from it’s great advice.

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And, as always, we REALLY appreciate your Comments!

Russian Circle Passing – Variation #6

Please see Drill Submission Rules and Help at the bottom of the Free Drills page (all coaches would appreciate your contribution).

Contributor: Dennis Chighisola – Whitman, MA, USA

Drill Category: Skating, Passing, Pass Receiving, Attacking, Screening, Deflecting, Rebounding and Goaltending

Please first see the basic set-up of this drill as described under the free Drills section.  For, from that basic format, some really awesome offensive and defensive variations have already been shown.  (Click here for the basic drill, “Russian Circle Passing“.)

– Dennis Chighisola

Russian Circle Passing – Variations #6

Drill Description:

Comments:

Just about any of the previously shown setups can be used and then enhanced by just one little change.

What I am about to propose is that the last player to attack from a line can stop at the net and then prepare to screen and deflect (and pounce on a rebound) for the next attacker to come.  That process continues, with an attacker shooting, and then going to the net to setup a screen.

PS:  I do this often with many other shooting drills, merely having the shooter eventually going to the net.

Benefits:  Obviously, players should become adept at all three skills – as in screening the goaltender, deflecting shots, and then reacting to possible rebounds.  However, I think the addition of this component to any attacking/shooting drill also gets players in the habit of following-up their shots and going to the net.

Running the drill:  Before this drill begins, I will usually place a screener/deflecter out in front of the net.  Once the drill gets underway, the last shooter replaces the player at the net.

No video is available for this drill.

Coach Chic’s Hockey Diary

There are some things I’d like to share with you — maybe personal things or whatever might be going on in my day.  Yet, those kinds of things might not really be appropriate for CoachChic.com.  So, for now on I’ll be making occasional posts in the new blog that’s linked below…

Just Click HERE to go to

“Coach Chic’s Hockey Diary”!

The Tight Turn (or Boston Turn)

This post could really be entitled “What’s Wrong with this Picture?“, because that’s exactly what I’m going to ask you.

This photo happens to show my young buddy and grandson, Anthony Chic.  And, while he is really one of the best at protecting the puck in these types of plays, he’s making one glaring mistake — at least at the moment this photo was taken.

So, here’s the deal…  I’m not going to complete this post until a number of members have weighed-in, or offered their opinions or guesses.  Once I do receive a number of Comments (down below), I’ll share with you all I know about tight turns (or so-called Boston Turns).

– Dennis Chighisola

The Tight Turn (or Boston Turn)

Imagination

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Shaun Goodsell, MA

President and CEO of Mental Edge

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Imagination

imag·i·na·tion  i-ˌma-jə-ˈnā-shən  1 : the act or power of forming a mental image of something not present to the senses or never before wholly perceived in reality 2 a : creative ability b : ability to confront and deal with a problem c : the thinking or active mind  3 : a creation of the mind

What has happened to the imagination of our youth athletes? Many hit a roadblock and it not only seems to stop them in their tracks…it appears to stifle and paralyze them for a long time.

Recently, I was talking with a young player that has been experiencing some personal challenges with his team. He is performing at a high level and enjoying some of his greatest success. When I asked him if he was having fun he replied, “Not really”. I immediately felt sad for this young person. I thought to myself, “What skill would help him overcome his lack of enjoyment and allow him to experience fulfillment and accomplishment for the all hard work he’s put into his sport?”

At this point it occurred to me that he would need to utilize his power of choice to craft and create new meanings from the events that were getting him down. He was stuck in his current negative and pessimistic meanings, which lead him to despair, to live in a constant state of disappointment and a lack of personal power. How does one do this?

This is done through imagination. Imagination is the ability to creatively bring into being something that has yet to be formed.  Every change that one makes occurs because of the ability to gain a vision for a different reality. When we can imagine a different response and meaning to events that, in the past, have resulted in unempowered responses we reacquire control of the quality of our lives. The inability to be imaginative costs many their sense of well-being, quality relationships, improved performance, and most significantly a sense of personal power.

Becoming imaginative and creative grants us incredible power to shape and create the quality of life we want regardless of the events that might be taking place around us. In becoming imaginative we become people of possibility rather then pessimism.  This is not to say there are not events that are difficult and realities that should not be dealt with.  But many people underestimate the capacity they have to utilize their imagination to navigate and manage the journey of sport and life.

If you would like help sparking your imagination, give us a call today 763-439-5246!

Until next time, here’s to your possibilities!

Shaun

Shaun@MentalEdgeNow.com

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This note from Coach Chic…  Although Shaun and his staff do an unbelievable job of talking to our playing members, I’d like to suggest that coaches like me also need to heed their advice.  Hey, with the long hours we put in, and with the challenges we so often face (alone?), we coaches surely do need the kind of positive advice offered above.

Then, since I am into such stuff, I’d like to paraphrase an appropriate saying (that I’ve heard attributed to a number of great thinkers), in that..

“No great idea ever materializes unless it is first conceived in the mind.”

About Goaltending Help

Answering a comment from my new friend, Nicky R (that’s her avatar below), caused me to think about something…

Actually, what happened is that I finished replying to Nicky, and I next saw the heading for a recent post entitled Resisted Shooting.  From there, I’ve mentioned before about how the fireworks go-off in my brain, with one thing making me think of something else.  (I’ll leave it to you to decide whether that’s a good thing or not — !)

Well, what I got to thinking about was the fact that member goalers (and those who work with goalers) shouldn’t just stay within the Goalies section, or discount all the things available to them in all the other various categories.

Take, for example, that Resisted Shooting idea…  Is it necessary for modern day goaltenders to handle the puck — and even shoot it up-ice?  You bet!  And, in their attempts to fire the puck up-ice, is it possible they’re going to at the same time be mauled by opposing players?  You can bet on that one, too!  So, a drill such as Restricted Shooting would be just as useful for netminders as it is for defensemen and forwards.

And, come to think of it, so would almost all the skills that are covered here help a goalie,  so would the strength training ideas, and so would a good many of the tips offered under Thinking The Game!

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So, what do you think?  You know I love to see your Comments!

Coach Chic Interviewed on “IslesNation” Blog

A note from Dennis Chighisola…

I’m asked to do a lot of these kinds of things.  And, hey, they’re good for my business, and they often allow me to share some important ideas.

Anyway, I was just interviewed for the IslesNation Blog, and I truly believe there’s something to be learned from this, especially if one is serious about coaching.  Just click the logo below to read that article…

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As always, you KNOW I appreciate your Comments!

The Broken Hockey Stick (and More)

As always, I warn folks involved at our game’s higher levels not to take something like the following too lightly — I mean, just because my examples happen to involve some young players.  As I’ll ultimately suggest, learning should never stop, no matter the age or experience level.

With that…  I can’t believe I (at least in a way) missed jotting this note during yesterday’s Mighty Mite hockey game.  It’s not like a big deal wasn’t made out of it.  Thankfully, though, good friend Michael G reminded me in an email this morning.  Yes, one of my little guys broke his stick in yesterday’s game, and I’m now going to explain to my friends here why I think it’s necessary for hockey coaches AND PARENTS to make note of such events.

– Dennis Chighisola

The Broken Hockey Stick (and More)

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Now, I’ve mentioned elsewhere here about our need to spot so-called “teaching moments”.  And, to me, such moments usually involve some important event that doesn’t happen often enough to get covered in practices.  Let me give you an example, though…

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When my buddy Anthony Chic was a Mite B, his team played in an exciting holiday tournament at a nearby rink.  A critical point in one of the earliest tourney games was when one of Tony C’s teammates closed his hand on a puck in their crease, with this resulting in a penalty shot for the opponents.  Okay, no big deal, right?

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Well, maybe you saw this coming, but…  A few days later, in the game which was to decide the team’s chance to move-on in tournament play, the very same thing happened.  I mean, a different defenseman on Anthony’s team once again smothered a puck in the crease, and the deciding goal was scored on the ensuing penalty shot.  (Ugh!)

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Hmmmmmm…  Now, one might think that all of the kids who witnessed the penalty days earlier would have remembered the consequences.  Ya, one might think.  But, the fact of the matter is, not all 6- and 7-year olds are noticing — or totally understanding — what’s going on at such a time.

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The rest of that “Hmmmmmm-thing” is that we now know our team’s coach did not use that earlier event as a wonderful teaching opportunity.  (Worse yet, I have to wonder if he ever used the second occurrence to explain what happened to his kids.  ???)

Okay, so yesterday we had that youngster break his stick during the game action.  In a panic, he rushed to the bench, both portions of the stick still in hand.  Since we’re allowed to be on the ice during these Instructional League games, an assistant coach and I both rushed to tell him, “Drop it!  Drop it!”

With that, we might have been able to convey to a few kids the message about it (playing with a broken stick) being a penalty.  But, how many kids really understood that in the craziness of the game?  And, I’d be willing to bet that most of the kids who were involved in the action at that time didn’t even witness what took place.

So, here’s the big deal, as far as I’m concerned…  There were 20-ish kids involved our game yesterday, and probably 30-something playing in those long ago tournament games.  And, since two great teaching moments were missed for the sake of quite a few kids, I’m going to suggest that those kids are (or were) left in jeopardy of committing the same rule infractions sometime down the road, maybe even during a very critical game situation.  And, is it going to make some young player feel pretty badly if he or she gets nailed for such a violation?  I’m thinking that’s so.

Now, at the higher levels I’m going to suggest that the consequences are all the greater.  I’ve seen players benched by their high school or college coach for taking needless penalties.  As a matter of fact, many higher level associations have officials visit member schools during the pre-season, just to talk to the players (and coaches) about recent rule changes.  Ya, they think it’s that important.

Okay, so what should we parents and coaches do about all this?

For sure, I and my fellow coaches have to grab those teaching moments and make the most of them.  A long winter schedule usually provides us a number of these, no matter our level of competition.  In each instance, we want to pick a time or method when every single player can be in on the conversation (which means the team bench is hardly the place to handle these things).  As for me, I think I’m going to compose an email that will direct my Mighty Mite parents to this article, and I’ll also put a link on our team website.

As an aside here…  There will always be a difference in the ways we each communicate with our teams.  When it comes to my two older groups (ages about 12- to 18-years), I can usually present the information directly to my players.  However, if we’re talking about very young kids, it might not be a bad idea to share our advice with both the players and their parents.

Then, as for the beauty of Mike G’s email…  He did something very much like I’ve always done for my son or grandson, in that he took advantage of that teaching moment as a parent.  I was absolutely sure Anthony Chic wasn’t going to close his glove on a puck in the crease immediately after we saw it happen the first time.  And Mike did the same for his little guy.  As he explained it to me, he’d read some bedtime stories to his son last night.  Then, as Mike wrote, “I started to talk briefly about the fun we had skating today…”  Of course, the broken stick issue arose during their conversation, with his little 4-year old actually telling dad exactly what he should do if he breaks a stick. 

This final aside has to do with my sneaking suspicions about why such a young player was/is so sharp…  Oh, I’m sure it helps that Mike played a lot, and that he still plays.  I’m guessing the little tyke has already seen his share of games — watching his dad, or those on TV (yes, a “hockey house” probably has games on the tube more than most others).  Yet, I suspect that the most impactful thing is that they talked often about the game already.  And this causes me to further surmise that numerous little bull sessions have encouraged him — even at 4-years old — to think the game.  So, while Mike ended his email by saying his son “sometimes can surprise me…”, I’m going to suggest that perhaps his growing hockey smarts shouldn’t be so surprising at all!

Now, those parents who haven’t played much (or any) hockey can take heart in the fact that you can still help your very young one with his or her game.  All you have to do, I’ll suggest, is to just stay a hair ahead of him or her in your hockey knowledge.  There’s certainly plenty of information available at your local library and on the Internet.  And, I happen to know that’s why a number of folks spend a lot of time here at CoachChic.com.  And remember, you can always ask for my help whenever you need it.

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You know how much I enjoy your feedback.  So, please DO add a Comment below!

Help for Beginner Cross-overs

A few days ago, member Scott Thurston chimed-in on my article about “A Difference in Hockey Teaching Levels“.  As Scott said, “I find a lot of truth here”, in reference to some of the nervousness experienced by adult level beginners as they try new things.

Scott went on to say that he has “several mental blocks”, these primarily having to do with forward and backward cross-overs.

Then, shortly after I’d let Scott know that I’d prepare something to help him with his game, I received a very similar question from another member, Jamie Lockwood.

In Jamie’s case, he’s helping with his young son’s Mite C team, and he’s hoping I might offer some thoughts to help his son and other kids on the team become more comfortable using their outside edges.  As he describes it, many of them “are dragging their inside foot/toe on turns rather than leaning with them on the outside edge.”   (I’ll deal with Jamie’s other question in a separate post.)

Finally (and sorta laughing at myself here), after having said in that earlier article about how differently I normally have to approach the unique age groups, I find that Scott’s and Jamie’s kids’ problems can be handled very similarly. 

– Dennis Chghisola

Help for Beginner Cross-overs

To begin, although Scott (and almost everyone else I know) describes a cross-over problem as being with the skate or leg that is swinging over, the real problem is with the insecurity of bearing one’s weight on the other skate.  In other words, if one feels a little unsteady crossing the left skate over the right, it’s because that player is uncomfortable with putting all of his or her weight on the right skate.  (By the way, this left over right thing is the most common among beginners — of any age.)

I can also picture exactly what Jamie is saying about his young kids…  And, I’d be willing to bet that most of the ones who are dragging a skate on their turns are doing so mostly as they cut towards their right.  Why so?  It’s for the very same reason Scott feels unsteady, as in not trusting carrying the weight on the right skate.

As an aside here, I’m not sure if this is or isn’t a cultural thing.  If you think about it, we all learn to run the bases in baseball while circling towards our left.  So, if you’re from a baseball playing nation, just envision the discomfort of running the bases in the opposite direction, or mostly bearing our weight on the outside edge of our right cleat.  (Laughing at myself again…  I’d mentioned in a recent post about my high school football exploits.  So, let me tell you that, while I scored a number touchdowns or had long runs sweeping towards the right, I absolutely hated if the quarterback called a play sending me out and cutting in the other direction.)  Again, I don’t know if it’s a cultural thing, but more new skaters do have difficulty placing their weight on the right skate for any length of time.

Now, the key phrase in that last paragraph — and the key to changing things for the better — is that part about “placing their weight on the right skate for any length of time“.  Ya, most of us can stand on the left skate, and even rock from edge to edge for a spell.  But, it’s balancing on the right skate “for any length of time” that gives us an uncomfortable feeling.

I will say that there’s a benefit to the fact that an adult player can at least understanding this, and eventually do something about it.  So, while Scott might struggle (due to the voices I joked about in that earlier piece), he probably can make a more concerted effort to solving the problem than can Jamie’s little ones.  In Jamie’s case, I wouldn’t even mention this stuff to the players; instead just get them to do certain things certain ways.

Okay, thanks to one of my great young Team NEHI players, Alex B, I was able to shoot some quick video last night before our Junior High School Team practice.  First, however, I’d like you to note the poses in the two adjacent photos.  For, in the beginning, I have new skaters just stand with their feet crossed — right over left for about 10-seconds, then left over right for an equal length of time.  While holding a given pose, I want the players to rock from side to side a bit, thusly shifting the weight from skate to skate.  As you can imagine, this forces a little bearing of body-weight on each skate, but in the least threatening way.

Next, I ask a player to just slowly cross in place, right over and then left over.  Just click on the photo below to see Alex demonstrate that for us.

You may have noticed that the previous drill caused just a slight use of each outside edge.  But, I’d like to step that up some by having a player do large, exaggerated cross-overs.  The idea is for the player to really go slowly and far up with a leg, this so he or she is spending a longer amount of time on the other skate, and a little more time on that skate’s outside edge.  (I’ve just uploaded a late video showing this, so please click on the photo below to see that.  Also, I’ve included some slo-mo footage so you might see my player leaning a little more on his outside edges from time to time.)

I’ll usually move to a slower version of my “2-step Drill” next.  Actually, this is an advanced movement my older players do often on the ice — in place, moving forward and while skating backward.  For beginners, this drill has the most benefit right at the transition point.  In other words, as you watch the video below (just click on the photo), notice that Alex has to push-off with an outside edge as he comes out of a stop and tries to cross in the new direction.

Now, there are two other areas of CoachChic.com that should help you both immensely…  I have quite a stretch of cross-over and change-of-direction drills included in the “24 Must-do Intermediate Skating Drills” video (and you might also find some help within the other two (Advanced and Beginner) videos.  The other area that could help a lot is the one where we follow adult in-line skater, Jerry Z, as I help him along the way.  (Start at the very beginning of those entries.)  Don’t let the in-line part of that area bother you; Jerry’ problems are very similar to what early ice skaters go through.

Also, don’t discount the use of the skates on a rink’s rubber mats (Jamie), or somewhere safe at home (Scott), like on a small carpet square.  Trust me, there is a great deal of skill transfer from the off-ice practice to on-ice capabilities.

By the way, crossing-over is crossing-over, when we’re talking about beginner skating challenges.  In other words, all the in place exercises I’ve shown you are at the same time going to make it easier for a player to do the exact same thing when moving to the ice.  Those drills can also be done when moving slowly forward on the ice.  And, once a player is comfortable doing the crosses that way, it shouldn’t be too difficult for him or her to do them slowly while going backwards.  Then, from that point onward, the speed of the drills should be based on how well a player (or players) can keep their discipline.  In other words, there’s no sense in a player trying to go faster if he or she suddenly avoids doing the crossing movements properly.

Lastly, I know exactly what Jamie is talking about when he says that his young players drag a skate as they make a cut.  That would be an inside skate (maybe closest to a pylon), and usually the right skating while cutting towards the right for most kids.  Why?  For the same reason noted above, in that it can be uncomfortable bearing weight on a certain skate.  Ironically, I found some footage of Jerry Z performing this movement in one of our earliest sessions together.  He’s far better at this now, but if you’ll notice in the video (click on the photo below), Jerry’s turning and crossing problems are the exact opposite of most new skaters, in that he had difficulty turning towards his left.  By the way, this skating maneuver is often referred to as the Boston Turn.

Now, other members might like to know that Jamie and his son skated with me last winter in my Learn-to-play clinic.  And I’m kinda hoping that he remembers a drill I did with the kids that is similar to the one an in-line player is demonstrating in the following video.  (Oh, by the way…  I just dug-up this old clip from someone else’s website — go figure. Well, I guess it’s nice to be popular.  )  Please click on the photo below to see that video.

Then, a tip to both of you…  There’s no way around the fact that “practice makes perfect”.  So, don’t look for quick fixes, but long-term gains instead.  In other words, practice those shortcomings as often as you can (hey, the pros still practice theirs).  Oh, and good luck!

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PS to Jamie:  As promised, I’ve answered your question about backward speed in a new post.

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Just so other members know, I’m loving it when guys like Scott and Jamie toss me questions or post Comments here.  So, please do the same when you get the chance!

A Difference in Hockey Teaching Levels

This happens often, so I guess I shouldn’t always think it’s so ironic that I have very similarly themed conversations with different hockey folks within a matter of minutes or hours.

That’s actually what happened from yesterday morning to later in the afternoon, and then just now in an email exchange.  That email exchange, by the way, was with our in-lining hockey friend, Jerry Z.

So, let’s explore Jerry’s question, and also relate that to my earlier conversations…

– Dennis Chighisola

A Difference in Hockey Teaching Levels

To begin, I consider myself extremely fortunate to be able to work with players at all the different levels of our game.  Some might think this is a negative, in that I might be a Jack of All Trades but Master of None.  Ya, you might think.

However, it’s worked-out to be a huge plus for me, and here’s how…

One example might be a former pro player (and current pro coach) I worked with for a good many years.  You see, despite the levels he ultimately reached, he had a skating flaw that was virtually impossible to correct or override by the time he became an adult.  I suspect that flaw crept in during his very first times on the ice, and he just reinforced it and reinforced it over about the next 20-plus years of skating.  The huge benefit for me — and to the hundreds (if not thousands) of beginners I’ve had in subsequent years — was that I knew that problem was possible — but preventable — if I did certain kinds of drills with my Learn-to-skate kids.

The above, of course, is just one example of how going back and forth between levels has benefited me and my students or players.  And I can tell you that it’s worked in both directions — from elite player traits helping younger kids to the experiences with young players helping my oldest guys.

Okay, so now, about that email from Jerry…  We’ve gotten in the habit of communicating about once per week, especially if we haven’t had the chance to work together for awhile.  Anyway, within his most recent report to me, he included the following:

“A friend made an interesting observation about my last video (posted on the CoachChic.com site), the one where I’m skating with the old skates and stick. He said I skate as if I’m afraid to fall. I thought that was an interesting observation and am looking into falling more on purpose so I know what to do when I’m careening out of control…”

With that, I need to mention here that I have for years conducted beginner hockey sessions — for toddlers, and for adults.  And, while our game’s basic skills are obviously the same, I actually run those clinics in drastically different fashions.

A conversation with one of my Learn-to-play parents at rink-side Sunday morning helps explain part of this…  And he totally agreed and understood as I explained my reasons for having my little ones roll on the ice, do bellyflops and backslides, and initially jog their way across the rink.

I really got into this a great deal more when I bumped into a high level figure skating coach outside a local store hours later…  We’re birds of similar feathers, that young lady and I, both of us thinking and looking far, far outside the proverbial box when it comes to helping the skaters in our charge.  Anyway, when the conversation turned toward our creating outgoing or flamboyant “personalities” in our athletes, I described the way I try to create little daredevils in my Learn-to kids’ very first times on the ice.  Ya, I’m talking about the diving and rolling and flops again, and the way I give the kids high-fives when they do a crazy fall.

Okay, so I’m presuming you have the gist of how I approach my “baby groups”.  And you have to be thinking I’m just going to walk into a beginner adult class and run a carbon copy of the little ones’ lesson plan.  Huh, hardly.

Number One, adults know too much.  I mean, my babies will flop around with absolutely no thoughts or fears of hurting themselves (and that mentality usually stays with them for all their years in the game).  My adult guys and gals, on the other hand, are thinking to themselves, “Hey, I’d better go easily here…  I could break a leg or somethin’!”  Probably even more often, they’re thinking, “Hey, I have to go to work in the morning!”

Ya, adults know too much, and they are almost always holding back quite a bit — or a lot, if we’re comparing them to their toddling counterparts.

And this brings us back to Jerry’s friend’s observation, in that he looks in that video as if he’s afraid to fall.  Ya, our buddy just turned 50-years old the other day (Happy Birthday, JZ!).  And, while it doesn’t have to be a conscious thing on his part, there is definitely a conversation going on in his head — as in, “Hey, I could get hurt here!”

Having dealt with probably a thousand or so adult beginners, I’ve found most of them — including Jerry — to be willing workers.  Only rarely have I had a student who totally held back (which caused me to wonder why the heck they were even on the ice).  Yes, Jerry and most others do really try, and they usually try pretty hard.  Still, with each slight wobble or near fall, I don’t think he or many other adult beginners can resist that ever present internal voice which warns them, “Hey, I have to get up and go to work tomorrow morning!”

All that said, I’ve noticed that confidence grows as adults master given skills.  So, while there’s a point in the early going where Jerry or another beginner might turn pale in the middle of a very basic movement, it’s pretty likely that he and others will eventually whistle and not worry doing the very same thing a month or so later.  Sure, there is probably always going to be something new that rattles them, at least a bit.  But, even those fears can probably be overcome with time.

Oh, that Jerry suggests in his email that he might try “falling more on purpose”?  I sense that is a good thing.  I highly recommend it (just not when I’m around, and not when my liability policy is on the line — LOL).

Then, one final reflection, this having to do with age…  A lot of the adult groups I’ve worked with over the years have been teams, and they’ve been a mixture of guys and/or gals, some in their 20’s and some much older.  And it should make sense to the reader that the 20-somethings quite frequently take to the ice in hell-bent-for-leather fashion.  Those young people are probably also playing street hockey, basketball or flag football with buddies, and they’re still acting — and especially thinking — like kids, with not much concern for their physical well being.  At the other end of the spectrum — and, at 50, Jerry surely is far at the other end, well, the older guys know too much, and the voices are likely screaming at them! 

Various Pylon Courses

Please see Drill Submission Rules and Help below.

Contributor: Dennis Chighisola — Whitman, Massachusetts, USA

Drill Category: Skating and Puckhandling

Comments: Every coach uses pylons (or other kinds of obstacles) from time to time.  However, I wonder how many coaches have considered the following…

Benefits:
For sure, there are huge benefits to be gained by using pylons or other barriers in various patterns.

At the very youngest levels, an obstacle course forces players to weave as they might need to do in their games.  As importantly, having to frequently turn left and right as they move through a course gives us a chance to teach them how to use both sides of their stick-blades.

I even find various courses beneficial for older players, but with some reservations…

Those Reservations:
When I use pylons (tires or my foam dots) with older players, I warn them that slow meandering through the course isn’t going to help them with their game; in fact, it might hurt them to practice in a way that isn’t related to the way they want to play.

I even take the time to compare the typical course to computer based games — you know, the kinds that can be approached at different levels or at different speeds.  And I’ll go on to explain that a game is usually easy when the twists and turns come at you slowly, while the real challenge lies in having the winding road or obstacles really flying at you.  That established, I constantly remind my guys that they have to supply the challenges.  In other words, if they move at breakneck speed through the course, the obstacles come at them at a pace that will actually help them with their game.

Of course, there also comes a time — when kids get older — when the real-life pylons are trying to kill them (or at least put a pretty good hurt on them).    And this is all the more reason for older players to approach any given course as quickly as they would rival checkers during a game.

If you click on the nearby photo you’ll see a video I previously posted in an entry about passing.  Yes, part of the drill was aimed at helping my NEHI Jr HS kids connect on passes.  But, I also incorporated a straight line of tires that had my young guys executing some pretty sharp cuts with a puck.  So, have a look before going on.

Now, one last point before showing you a few of the course designs I’ve used over the years.  You see, I think whatever kind of a course we use, it ought to fit a certain purpose, with our players understanding exactly what that purpose is.

For example, using a straight course for young players would be worthwhile for them if we first explained how the obstacles represent the “other team’s players” we want to go in and out of, and that it’s important that we use both sides of the stick to accomplish this.  Later on we might want to have them start using cross-overs to move themselves from side to side.

At the other end of the spectrum might be the kids you just saw in the above video…  Ya, most of those kids are attacking the tires as if they’re attempting to perform a highlight reel goal in an over-time game.

All that said, the following are some pylon course layouts I’ve used fairly regularly:

1)  The most obvious and most used course consists of just a straight line of obstacles.  Again, as noted above, that course is what you make of it.

2) Over recent years, this pattern has been one of my favorites.  I talk in terms of speed and highlight reel moves as the kids ready for this course, and I really push and prod them to attack it as fast as they can possibly go.

3) With an even number of pylons, a coach can pull every other one out so that players have to zig-zag and cup the puck with each cut.  Speed in this simple course can be adjusted according to the age and caliber of skater.

4) This can be a fairly advanced course, owning to the fact that players have to make very sharp cuts — with their skates and with a puck.  And again, speed should be adjusted per the level of our players.

Finally, such courses really are what we make of them.  And so do our players reap benefits according to the way they negotiate them.

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Have questions or suggestions concerning this entry?  Please leave a Comment below.

Russian Circle Passing

Please see Drill Submission Rules and Help below.

Contributor: Dennis Chighisola — Whitman, Massachusetts, USA

Drill Category: Skating, Passing, Pass Receiving, Attacking and Defending

Drill Description:

Comments: This is perhaps one of the most versatile drills I have ever used.  In it’s basic form, Russian Circle Passing is a great up-tempo drill that includes fast skating, great puck movement, and any form of attack on net a coach chooses.  Better yet, CoachChic.com members will be treated to numerous variations of this drill that include all sorts of offensive and defensive match-ups (please see the link to drill variations down below).

Benefits:
Again, this is a great up-tempo drill that incorporates fast skating, the need to provide good stick targets, and the need to connect on passes as receivers move through circular patterns.

Running the drill:

- In the basic set-up, skaters are lined-up along the boards and behind a blue line on both sides of the ice.

- The drill begins with one player skating (without a puck) around the center face-off circle and providing a good stick-target for the first player in the other line.

- The first player in the other line hits the circling player with a pass, and the pass receiver then continues on to attack the goal in any way the coach prescribes (either shooting or deking the goaltender).

- Upon making a pass, a player leaves his or her line to circle and receive a pass from the other line.

Obviously, this drill should be run so that the players circle to the left (as shown), and then to the right (by just moving the lines to the opposite side boards).

Click image below to see a short video on the basic drill. (CoachChic.com members may click on this link for numerous other Variations on Russian Circle Passing.)

Creative Training Ideas for Goalers! Part 4

Todd Jacobson is still off with his women’s team at Notre Dame Academy for the next few months.  Of course, that won’t prevent him from occasionally sending us updates, ideas or further insight into goalie training.

In the meantime, my Team NEHI kids keep practicing and playing, and I’m still here to show you a little of what we’re doing.  And, picking-up from where we left-off in Part 3 of this series, I’m going to show you another step in those 2-puck Drill progressions.

– Dennis Chighisola

Creative Training Ideas for Goalers! Part 4

If you haven’t already, please take a quick run through the earlier post on this topic.  (It would be a good idea if you view the previous “Creative Training Ideas for Goalers” entries, just so you have an idea of how the next drill evolved.)

Now that our goalies can tumble and find one ball with pretty good regularity, it’s time to move them on towards a REAL challenge.

I mean, we all thought that 2-puck Drill was pretty difficult, huh?  Well, wait until you get a look at this one…

Here a netminder is tumbling, but he’s confronted with having to find and catch two balls at the same time!  Not easy folks, but it’s awesome to help a goalie deal with all the craziness that happens around him, and with the need to find a puck amid chaos.

So, have a look at the video (just click on the photo below)…

Well, to date that’s it for progressions along this line.  But, I’m still thinking, and I’m hoping you are, too.

Actually, maybe you can help with some new ideas.  Todd and I would love your Comments or suggestions!

As a postscript, I’m posting a link to this video from the Highlight Reel Skills section, mainly because the young goalie in this video demonstrates something I want all of my players to have.  I mean, did you notice his reaction when he failed one time?  Sure, I think he felt a little embarrassed.  At the same time, however, I think he was laughing at himself, knowing full well that he can eventually lick that challenge.  So again, that’s an awesome training attitude to have, the ability to laugh at oneself as you try new challenges.  And it’s something I always noticed about the kids I had who went on to make a name for themselves in the game.

– Dennis Chighisola

Starting Your Hockey Year Off Right!

It isn’t often that I’ll ask skaters to take a look at a goalie training segment.  Naw, you guys and gals USUALLY have enough on your minds without worrying about another position.  This time, however, what I’m about to suggest to you might just make all the difference in the world as you approach a new year.

Now, before reading further, I’m going to ask that you click on the photo below and watch the very short video of a Team NEHI goaltender doing a VERY difficult drill.  Please don’t read on until you’ve done that, and then I’ll see you below.

– Dennis Chighisola

Starting Your Hockey Year Off Right!

Ah, gotta love those kinds of guys…

Okay, now I hope you noticed my young goalie friend making a mistake and missing the balls one time in the middle of that video.  But, more importantly, I hope you noticed his reaction.  Just take a look again at the photo above for a hint at what I’m getting at.

Sure, I’ll bet he was a little bit embarrassed to muff the drill.  But, did you also notice he was laughing at himself?

Now, most members know that I’ve been doing what I do for about 40-years, and that I’ve taught thousands upon thousands of young players, with quite a few of them making a name for themselves in our game.

Want to know a common trait I’ve seen in all the best of them, though?  Well, it’s the same one demonstrated by the goaler in that video.  Yup, the best have always seemed to be able to laugh at themselves — or just shrug-off a mistake, and keep going right back at the challenge (again and again and again).

There are countless examples of this in sports lore, one story having to do with the great home run hitter, Babe Ruth.  Yes, the Sultan of Swat for a very long time held the record for the most homers hit in a career.  Yet, did you know that The Babe also held the record for the most career strikeouts?  That didn’t seem to get him down, though.  No, he just kept coming back, swinging and swinging and swinging.

And did you also ever consider that the top baseball hitters — hitting around .300 — actually make outs more than two out of three times they go to bat?  None of those guys would skip another try in the batter’s box, however.  Again, like Ruth, you can be sure they looked forward to yet more swings.

So, this is my New Years gift to all my CoachChic.com friends…  If you’re a player, learn to inwardly laugh at your mistakes, and keep coming back for more swings.  I promise you’ll ultimately get it, when lots of others got discouraged and dropped by the wayside.  And, if you’re a parent or coach, try to encourage this very worthwhile trait with those in your charge.

Happy New Year!

To All My Very Favorite Hockey Friends…

Have A Safe and

HAPPY NEW YEAR!

From my family to yours…

– Dennis Chighisola

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And please remember…  This is YOUR HOCKEY RESOURCE SITE, and all you need to do is ask for help, advice or direction and I promise to deliver it promptly!  So, let’s make 2010 awesome — together!

Straight Cycle Passing – Variation

Please see Drill Submission Rules and Help below.

Contributor: Dennis Chighisola — Whitman, MA USA

Drill Category: Forward & Backward Skating, Passing and Receiving

Drill Description:

Please see the Straight Line Cycling Drill for details on the initial set-up.

As for the variation…

• The drill runs exactly like the basic one, with this exception…  The passer carries the puck to mid-ice, then begins skating backwards.
• About half the distance back to his starting place, that player initiates a pass cross-ice while still skating backwards.

Objective of the Drill:

Backward skating and puckhandling are involved in this variation.

Better yet, the most difficult pass to make in hockey is one done while moving backwards, so this drill forces players to work on that skill numerous times within just a few minutes.  (A player doesn’t have the chance to use his or her full body to generate force in this kind of pass.)

Running the drill:
Please watch the video linked below to see the variation in progress.

Click image below to see a short video.

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Have questions or suggestions concerning this drill?  Please leave a Comment below.

Straight Cycle Passing Drill

Please see Drill Submission Rules and Help below.

Contributor: Dennis Chighisola — Whitman, MA USA

Drill Category: Skating, Puckhandling, Passing and Receiving

Drill Description:

Groups of threes perform this drills across the ice.

All players can (and should) participate in this kind of drilling, from forwards to defensemen to goaltenders.

• Two players assume start positions on one side of the ice, with one of these players having a puck
• A third player begins at the other side boards.
• The player with the puck carries it to mid-ice, and then fires a firm, flat pass onto the stick-target of the man on the other side of the ice.
• The passer follows his pass and takes the place of the pass receiver.
• The pass receiver now carries the puck to mid-ice and makes a good pass to the man on the other side boards.

(The sketches shows the layout of players, while the video below accomplishes more than I could do in words.)

Objective of the Drill:

It’s a sound practice for players to follow their passes.

So is it helpful for players to work on their passing skills while moving.

This drill makes it necessary for the passer to be extra accurate when sending the puck, since his or her target is in a stationary posture.

As an added benefit…  I find that with the passer moving towards his or her target, a fairly firm pass requires the receiver to have really soft hands in executing the catch.

FYI…  We do our weekly individual skills session on a mini-rink (shown in the video below), so the short distance across the ice dictates less skating and quicker passes than when we do the same drill later in the week on a regulation sized ice surface.

Running the drill:
Please see the video below to see how the drill looks in progress.

Click image below to see a short video.

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Have questions or suggestions concerning this drill?  Please leave a Comment below.

PS: Watch for a variation on this drill within a day or so.

Hockey Line Changes

Now, this entry was inspired by a coach asking for some guidance when it comes to changing on-the-fly.  More specifically, he was wondering if there is a certain age or level when players can be expected to learn this.  So, let me give that a whirl, and let me add as much as I can about making those kinds of changes…

– Dennis Chighisola

Hockey Line Changes

Getting right to that coach’s main question here, my feeling is that the time to teach changes on-the-fly has an awful lot to do with a team’s overall game awareness.  Said yet another way, I’ll suggest that youngsters who have their basic skills under control, and those who are able to understand basic positioning should also be able to learn how to make exchanges while the game is in progress.  So, I’m guessing that decent Squirt or Atom players should be able to learn it.

As an aside…  I asked for some input on this subject, and I received a couple of good suggestions — about things I’d want to be sure to include here.  And first to arrive in my inbox was the suggestion from Mike M, who said, “Do them quickly and often to win games.”

Ya, quickly and often, which brings me to the timing of our shifts.

Now, I have to chuckle a bit as I think about how the earliest levels of our game frequently start-out by playing 2-minute buzzer-hockey.  The reason I’m laughing to myself is that an awful lot of kids, parents and even coaches believe that sort of timing should continue through later years, with the players staying out there on the ice for several minutes at a whack.

Of course, watching just one pro or college hockey game should change that impression.  For, teams at the highest levels probably play something closer to 30- or 40-second shifts.  Yup, go out, bust your buns, and then get-off!

When it comes to the timing of shifts, I’d like to insert this personal feeling, as well…  You see, while most folks are (rightly) concerned about the length of time players are out on the ice working, I’m as concerned for the players who are sitting.  This is a three-pronged thing with me…

• First, players who are sitting for any length of time are physically cooling-off, and I think this gets worse with the length of time they’re off their skates.  So, while there’s definitely a need for players to rest and catch their breath, I believe there is a point where time away from the ice becomes a negative.  (Is there a greater chance for injury as players sit for long stretches?  I don’t know, but I think this ought to at least be considered.)
• Secondly — and this is probably something most members haven’t thought about before…  I honestly believe that a player can get mentally out of the game if he or she is away from the action for very long.  In other words, I think there’s the real danger that a player can lose his or her focus and intensity during a long stretch away from the ice.  Consequently, I think a coach can keep his or her players more alert by quickly getting them back out there — quickly and often, as Mike M says.
• Then, maybe my third point is really a combination of the previous two.  For, I know that players like to stay in a certain kind of rhythm over the course of a period — especially my good players, and it’s hard for them to do this unless there’s a reasonable sort of rhythm to their shifts.

So again, as Mike M might say, “Do them quickly and often!”

As another sidebar when it comes to keeping my players in the flow of things…  It’s always driven me crazy when my team has suddenly taken a string of penalties.  All the above points come into play when that happens, with a number of my guys sitting and getting cold, getting themselves out of the game, mentally, and also getting out of that proverbial rhythm.

Oh, I might add one more thing to the timing of shifts…  I usually like to keep the earliest shifts in a period a little on the short side.  I want to get everybody a quick taste of the action, and I also want to delay the build-up of lactic acid as best I can.  I might lengthen the shifts just a tad in the middle of a period, and then go back to shorter ones as the period winds down.  This approach is really just a personal thing with me, but I’ve sensed through the years that my players have benefited from it.

Now, as for going about the teaching of line changes, I recommend that members next watch my brief video on “Dumping the Puck“.  As you’ll see there, the right kinds of dump-ins provide units the “time” to make changes without getting caught shorthanded.

I also believe bench decorum plays a big part in effectively getting changes on-the-fly.  So, I highly suggest these things…

• During each period, all defensemen should sit on the defensive end of the bench, while all the forwards sit on the offensive end.  Getting our guys (or gals) even closer to their end of the ice, the next defense pair will sit closest to the defensive zone, and my next forward line sits closest to the offensive zone.
• I make it a rule that players who are going out next should keep a very close eye on the man they’ll replace.  In other words, the instant a centerman enters the play, the next centerman must keep focus on him (or her).  Why so soon?  The idea is for us to never get caught shorthanded — should a player limp to the bench with an injury, should he discover an equipment problem, whatever.  The point is, unforeseen things can happen seconds into a shift, and the next player up has to immediately notice if or when he’s needed.

Then, there’s the matter of the actual exchange of personnel…

As much as I like having players go over the boards as they enter the ice, we coaches must take into consideration the height of the boards in comparison to our players.  Under normal circumstances, this probably suggests that those at least below Pee Wees aren’t going to be able to make the climb.  However — and believe it or not, I’ve actually coached at a few rinks where even high school players weren’t able to get over the unusually high boards.  That in mind, I think all players should learn to properly enter and exit through the bench doors.  And for more help in this area, I suggest that members refer to my article on “Buzzer Hockey Line Changes“.  (Don’t let the title fool you; there’s valuable information there about older players changing on-the-fly.)

Next, there’s the matter of when to change.  And for this, I have the following suggestions…

• You’d think that growing-up amid farms would have provided a great atmosphere for a young boy to hone his whistling skills.  Or, perhaps, that the powers that be could have had a course on whistling in my long ago Phys Ed studies.    The truth is, I can’t whistle a lick.  If I could, I’d use that as a signal for my guys to change.  Instead, though, I’ve had to resort to calling-out loudly, “Get a change!  Get a change!”  (Oh, well…)
• Now, the lengths of shifts can’t be totally dictated by the timing we’d like.  No, conditions for a successful change aren’t going to fall exactly every 35-seconds or so.  That said, I’ll usually opt for less than the desired time if it looks like going any longer is going to trap my guys out there.  For example, I have to know there’s the possibility that a unit heading down-ice on the attack is going to ultimately have to backcheck, and then breakout again in order to get a change on-the-fly.  And, presuming they’re not going to have the juice to accomplish all that, I’ll probably call for the early change.
• I might also call for an early change if a unit has been bogged-down in their own end for an extended period of time.  Hey, it’s just better to get fresh legs (and minds) out there, and to give the unit coming-off a little time to regroup.
• Of utmost importance is the need for the players on the ice to be absolutely sure the puck is safe before they turn and head-off. I mean, even though they see the puck being dumped, they mustn’t head to the bench until they’re absolutely sure that it is going to safely get through rival players and land deep in their opponents’ end.

Now, despite the fact that the next players up are supposed to be watching the man they’ll replace, I also like my players yelling their positions as they come-off.  In other words, as the left winger comes to our bench, he yells, “Left wing!  Left wing!”  I don’t know; it’s just a safety measure that makes me feel good.

Then, Deb K inspired the next suggestion…  You see, she’s not only a youth hockey parent and coach, but she’s also a referee.  So it should make sense that she’d joke a bit and offer, “Tell coaches about the changes so refs aren’t having to educate from the ice “

Deb’s comment in mind, this biggie…  From my perspective most of the “too many men on the ice” penalties are caused by the players who should be coming-off the ice, and these usually come about because the man coming-off either changes his mind or he fools the player who is supposed to replace him.  In other words, the guy coming to the bench gives every indication that he’s coming, the new player hops over the boards and onto the ice, and then the player who is supposed to come-off doesn’t.  (I don’t know of any way to actually practice this key communication, but I surely do beat it to death in conversations with my players.  I mean, I make it a very big deal that guys coming-off shouldn’t fool their replacements or change their minds at the last second.)

Finally, if a hockey coach feels that line changes are an important part of his or her team’s game, then it should make sense to practice these as often as other plays.  And, once established, it wouldn’t hurt to review them on occasion, and to also frequently talk about the principles involved.

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A lot of things go into proper line changes, and I almost fear I’ve forgotten a few.  If you think I have, please add a Comment so that this topic is eventually covered as thoroughly as possible!

The Angle of Pursuit

Although I had my share of notoriety and recognition as a young football player, I’ll tell you — right up front — that I wasn’t all that hot.  However, I did have great hands (from my baseball background), and I could run like a deer (from honest to goodness great genes)! 

That said, I always was kind of a “thinker”, even as a kid, and even as a football player.  Oh, by the way, I also had one of the region’s best high school football coaches — far ahead of his time, I think he was, and he later went on to coach a string of championship semi-pro teams before settling in as a game film rater for the New England Patriots.

Anyway, the reason I mention all this is so that I can introduce the topic at hand.  For, one day during a defensive segment of a team practice, my old high school head coach described that “angle of pursuit” thing to his players.

You don’t have to totally understand this, because I’ll explain it better and show you later how this relates to our game.  But for now, what my coach was suggesting had to do with defenders needing to watch a ball carrier’s route — or anticipate where that route would take him, and then meet him at some point along that route.  Again, I’ll explain that far better in a minute.  However, just so you know, I was playing The Thinker again that day, inwardly shaking my head, and wondering to myself, “Does anyone really have to be told this?”  Oh, well…

– Dennis Chighisola

The Angle of Pursuit

Now, the answer to my question actually came by way of a video I watched just a few years ago, this from the Centre for Hockey Excellence in Calgary, Alberta, Canada.  For, in that video, former Canadian National Team coach, Dave King, took quite a bit of time explaining that very concept, and almost in the same way my old high school football coach had.

Okay, so here’s the gist of it, as it relates to our game…  If you click on the adjacent photo, you’ll see one player dump a puck that is destined to go around the boards and arrive near the opposite corner.  What you’ll also see is a skater from the other team chasing the puck in the wrong manner.  Go ahead, and watch that short video before you read on.

Confounding me, but giving validity to Dave King and my old football coach, I’ve come to realize that some athletes actually do follow behind in the pursuit of a puck or opposition player.

That out of the way, I’m sure my late-coach would appreciate the animation I’ve just created to show a little smarter way to pursue that same puck.  So, please click on the (left) photo to watch that video.

Now, it has been a long time since I viewed that piece by Dave King.  But, I recall him suggesting that we (hockey) coaches can run drills to show the merits of pursuing the puck rightly.  So, my next video shows two players taking different routes as they race for the loose puck (click on the photo below to view that).

You’re probably wondering what caused me to raise this “angle of pursuit” issue tonight.  Well, as I’ve been standing back and watching my young Mighty Mites team, attempting to drink-in as much as I can — about their specific needs, and about the way they learn.  And, I’ve been fascinated by a number of things…

- In one instance I watched a little 4-year old race back out of our offensive zone for a puck that had been tossed out to neutral ice.  The little tyke was skating right towards where I stood on the bench that afternoon, so I had a great view of what was to happen.  For, as he began to approach the puck, I saw him turn his head about halfway, this so he could see if anyone was nearby.  He next snatched the puck and made his exit in the direction opposite from the nearest rival.  Unbelievable or what?  The truth is, I actually run drills to ingrain that looking-over-their-shoulder thing in my older players, and most of them take quite awhile to make it a regular part of their game.  ???

- On a number of occasions I’ve seen members of that Mighty Mite team gain the puck along the side boards in their offensive end, and somehow realize they weren’t on the greatest shooting angle.  With that, they kept moving towards mid-ice with the puck, finally sending it on-goal once they reached a better angle.  And again, I felt this to be really good thinking for little guys who had only played a handful of games.

- Then, that old angle of pursuit thing…  I shot the following video really only as an example of how the game action looks in that instructional league.  I’m not sure you can pick-up anything special in this brief clip, but I’m going to suggest that some kids are moving laterally at times, just to keep themselves in the path of a rival puckcarrier, or — as if they knew enough to anticipate it — right in the path of a possible pass up-ice.  Go ahead; click on the photo (below), just so you can see some of their game action (my kids are in black, with our opponents in dark blue).

Now, I’ve written this entry for a number of reasons…

• First, if you never had cause to think about or teach the correct angle of pursuit, perhaps I’ve armed you with some valuable knowledge.
• Secondly, I hope the observations I’m sharing about my youngest team members awakens you (as it has me) to the fact that all of our players are growing organisms.  And, as such, we coaches and parents have the awesome responsibility of guiding them in that growth.
• Then, from what I learned on that long ago football practice field, it’s important to appreciate that some players do certain things instinctively (or seemingly so), while those same things evidently don’t come naturally to others.  And, while it might be easier to coach the gifted ones, I believe the true measure of a “teaching coach” is in our ability to help the players who really need it.  (Come to think of it, it’s only since I’ve grown older that I realized my old high school football coach dealt with us in that way.  So, God bless, Coach, and thanks so much.)

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You know how much I appreciate your feedback.  So, please do add your Comments here!

A Beginner Hockey Player’s Skating Speed

This is about a note I took as I watched our beginner (or Mighty Mites) team play in one of their earliest games a few weeks back…

Let me start by stating that my kids seemed as though they already skated faster than most opponents.  What caused me to jot that note, however, was that I knew my little guys could be much faster, and that I’d want them to be far, far faster as we got deeper into our season.

As an aside here, I think this might be a way of conveying how helpful note-taking can be — for a coach like me, for a player, or for a parent.  I mean, in this case I’m aiming at a long-term goal, and not one that’s going to be a one or two practice deal.  Probably making this point even better, I recently watched one of my teenaged guys play in a scrimmage with his high school squad, and I noticed an area of his game that still needs some work.  The fact that I recorded that in my diary when I arrived at home doesn’t help him now, since I won’t get to work with him again until next spring.  What will help him is the fact that I placed it among my March of 2010 notes, with it then acting as a reminder to design some things that will help him (and other like skaters) with that problem.  In the case of my Mighty Mites, my notes went under the next several Sundays, since that’s when we’ll be practicing.

Anyway, here are a couple of things I’m now doing for the sake of their skating speed.

– Dennis Chighisola

A Beginner Hockey Player’s Skating Speed

I hope you appreciate that skating speed can’t be solved by just one drill.  As a matter of fact, beginners tend to move around the ice better and better just from gaining more and more experience on their blades.  That said, there are a few things I feel I can do to hasten their development in this area.

If you haven’t done so already, I suggest you review two earlier posted videos (“21 Must-do Skating Drills for Beginners” and “24 Must-do Skating Drills for Intermediates”) as prerequisites to what I’m about to cover…

Going back to their earliest times on the ice for a moment, understand that most first-time skaters walk rather than skate, and they usually do this by inching their way along on the “flats of their skates”.  In other words, they don’t immediately thrust with one blade and glide on the sharp edge of the other.  No, again, they basically march or walk around the ice.

So, do you want to know what will ultimately encourage the desired push-offs or thrusts?  The answer is to introduce some form of resistance against the skater’s movement down the ice.  And, for beginners, I find their attempting to push a similarly sized partner down the ice on a chair works awesomely.

What you should know is that this kind of exercise almost adapts itself to the various player levels — or, should I say, the players from each level tend to use the exercise differently, and we can also coach it a little differently according to the players.

In the case of my Mighty Mites, I now view them as intermediates.  Ya, while they’re still very young, my little guys get around the ice really well at this point.  So I kinda push and prod them a little (not meanly or anything, but still trying to get them to work harder and faster), and I look for increasingly more speed with each repetition, and with each week that passes.  (Some footage of this drill in action can be found near the middle of my video on “24 Must-do Skating Drills for Intermediates”.)

For this next one, it would be extremely helpful if you review my video on “Analyzing the Forward Stride“.  For, in that analysis, you’ll see that a player’s arm — or shoulder — motions can help a great deal in adding rhythm, power and efficiency to his or her forward movement.  And, this all translates to better forward skating speed.

Anyway, over the past month I’ve had my kids regularly practicing pumping their arms (without sticks) — while standing in place and while moving down one side of the ice.  In the beginning we can expect a real forced, uncoordinated movement.  But, over time, even the youngest ones will ultimately put things together.  And again, when they do, you can expect that they’ll skate far faster than when their arms and legs were out of sync.  (Click on the adjacent photo to see my kids in their earliest attempts at coordinating the arm/shoulder pumps with their skating push-offs.)

I hope you appreciate how much getting the sticks out of this drill really helps the kids concentrate on their arm and shoulder swings.  As as matter of fact, I have my older guys practice their striding without sticks on a fairly regular basis.  (Oh, as you’ll also notice, some of these little ones are already getting it.  Actually, I just watched that video again, I thought to myself, “Aren’t they cute!!!”  Ya, I things in perspective:  These kids are adorable, but they also want to be taught to be successful.)

I’ve also added a second video from that group (click on the snapshot to the left), this one in slow-motion, so you can see how much of a difference the arm-swing makes in a young skater’s forward movement.

Finally, I can’t say enough about the benefits of holding competitions when working on skills that will ultimately require some urgency in a game.  For example, the group we’re studying now frequently engages in races for loose pucks, with the winner getting a chance to continue on towards the goal for a shot.  (If you click on this link you’ll see an example of that from an earlier post on “Loose Puck Races“.)

By the way, I also have these little guys do other sorts of races, sometimes with a little trick required in the middle.  In one such competition, I find it very appropriate for kids at this particular level to race down the ice, do a belly-flop at mid-course, and then recover as quickly as possible to sprint for an end-mark.

Currently, however, I’m adding a competition to the arm swing thing.  In other words, my kids are engaging in short races — again without sticks — while also needing to pump those arms.

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PS: As always, I love to know what you think. Please comment and even share this article with your friends.

Reacting to Adversity

Like a lot of adult members, I wear many hats.

For sure, I’m thinking hockey nearly 24/7; that’s what I love, and that’s what I love to immerse myself in.  At the same time, I’m a businessman.  And, whether I like it or not, I can’t keep doing what I really love to do unless I keep succeeding in that area, too.  Then, if there’s something that really keeps me on my toes, it’s the fact that so many hockey people rely on The Old Coach for guidance.

All that said, you might appreciate my need to devour books, manuals, videos and audio programs of all types.  Ya, even when I’m working on a hockey project, there’s a good chance I have a recording of some kind running in the background.  (Multi-tasking is my middle name.)

Of course, the New England Hockey Institute library is something most hockey folks would die for.  I mean, it’s just loaded with all sorts of training manuals and videos I’ve gathered over 40-ish years.  (Actually, a member has recently requested I share with others a list of my favorite hockey books and videos, and I’ve promised to do that here pretty shortly.)

What might surprise you, however, is that I’ve delved as much into the life stories of greats from outside hockey, or even from outside the sports world.  For, there’s something to be said for understanding the likes of famous statesmen, military leaders or businessmen (and women).  In fact, if they’re leaders in just about any field, I want to know how they think and how they function.

And there’s also something to be said for getting a daily spiritual boost — from my well worn Bible, as well as from a myriad of motivational speakers.  Yup, nothing picks me up and gets me going quicker than some good, honest positive talk.

And this all brings me to the subject at hand…  About a year ago I began following a pretty interesting guy on Twitter.  Billy Cox is his name, and his bio describes him as “…one of the most dynamic and entertaining authors and speakers in the world.”  And, as Billy says, his “Goal is to Energize People to Action and Inspire Positive Change!”

Anyway, today I needed a little energizing and inspiration, so I looked-up Mr Cox.  And, once I got into his presentation, I realized how much his words could help a good many of my CoachChic.com friends.  So, borrowed here from YouTube.com is what I think is an awesome video…

– Dennis Chighisola

Reacting to Adversity

( Billy Cox’s video title is “PERFORM BETTER“)

As a final preface to this video, I’m going to suggest that every one of us gets down at one time or another — I mean, it happens to everyone, from business people to parents to coaches to athletes.  And, as I so often share with my grandson, “I think the measure of any great person (or player) is seen in the way he or she reacts in tough times, or in times of adversity.”  (More to say on this at the very end!)

Okay, here’s that Billy Cox video.  And, while he’s obviously talking to a room full of business people here, this speech just as easily could have been staged in your team’s lockerroom or mine….

(If you visit YouTube.com, you’ll find a number of other similarly themed Billy Cox videos.)

Okay, so how do those Three P’s relate to our game of hockey?  Well, here’s my humble opinion:

1. Preparedness – Practice!  Practice!  Practice!  You know, I’m an incessant long-range planner, and I’m always asking those in my charge to look ahead.  Right now, for instance, you likely know about an important tryout that’s coming-up.  Or, there’s something you’d like to achieve by this season’s end.  In either case, you should have a feel for what needs to be done, and you also know exactly how much time you have to accomplish that.  From there, it’s a matter of attacking the long-range goal in small increments.  Ya, just lop those intermediate steps off, or…  Practice!  Practice!  Practice!
2. Persistence – I’ll tell you a funny story…  By the time I was an older teen, I’d failed at countless strength programs.  Ugh.  Then, one day, like out of the blue, I told myself that I was going to stick with a program just to see if all that I’d read really worked.  In other words, I’d read that after about 90-days I was guaranteed results.  So…  Hmmmm…  So, I stuck with that program — six days per week, and I never missed a session no matter what.  I also did all the other things rightly — this time, including sticking to a special diet.  So, what happened?  One night — not even 90-days into that lifting program, another teen spotted me with my shirt off in the gym lockerroom, and he asked me, “What do you do to get such a big chest?”  (Huh?  Is he talking to me?)  Shortly after, while out riding with a bunch of friends, the two guys on either side of me started complaining that my shoulders were taking up the whole back seat!  Ya, I’d realized by then that I’d gotten big — huge, in fact.  So, how did my earlier attempts at strength building differ from the one that worked?  It surely wasn’t the difference in the routines.  No, the reason my earlier tries failed was because I looked for quick gains, and I was too easily discouraged when they didn’t come.  And, the reason the last one worked was because I gave it an honest to goodness chance.  Man was I persistent — and faithful, to the max.
3. Playing the numbers – I like Cox’s stories about Ruth, Edison and Colonel Sanders, each suggesting that those men couldn’t be totally discouraged by setbacks.  So, another quick story…  I attended a special lecture one time when I was in college, this on the art of job hunting.  The guest speaker, a famous author on the subject, made one point clear enough that I still remember it to this day, suggesting to the audience that, a certain number of turn-downs should be expected before we’d likely hear that first, “Yes!”  In the end, he rationalized (and I paraphrase), “Why not get all those turn-downs out of the way so you can hurry to the answer you’re really looking for?”    Just think about that one for a sec…  After all, that’s the way Edison and The Colonel handled such matters!

So, in closing…  If you’re not currently getting the results you want, prepare yourself even better for future tries, be persistent, and play the numbers (as in getting all the setbacks out of the way so you can get on to the good stuff)!

Oh, and speaking of learning about how some of the great minds think, here’s an appropriate quote from General George Patton:

“I don’t measure a man’s success by how high he climbs but how high he bounces when he hits bottom.”

Finally — and since there’s the likelihood we’ll all feel a little discouraged from time to time, why not save this page among your favorites?  I know I’m going to be revisiting that video often.

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If you liked this — or even if you didn’t, I’d love to hear your feedback or Comments!

On Sale: Hockey Skates & Sticks!

ON SALE!

Ya, that’s pretty much what the pitchman said on the radio this morning…

– Dennis Chighisola

On Sale:  Hockey Skates & Sticks!

  The reason I’ve decided to comment on this particular advertisement is because I immediately thought of our buddy, Jerry Z, as I heard it!

Actually, the sponsor was a well known hockey equipment super store, but the message wasn’t really for us serious hockey players, coaches or parents.  Naw, what they were peddling was “pond hockey gear”!  I mean that, and that’s exactly the expression the announcer used: “pond hockey”.  And, as best I can recall, that equipment was/is selling for $40 to $60, or thereabouts.

Now, why did I choose to raise this issue here?  It’s because Jerry owns two pairs of in-lines skates, with one pair being of pretty good quality and the other pair being rather questionable.  (You can go back and see about our previous exchange on Jerry’s sticks and skates by clicking here.)

Okay, I know that sophisticated members usually know exactly what they want when they enter an equipment shop or store.  But I can’t blame any new hockey player or parent from being confused when he or she sees the wide array of products carried by some merchants.  (I suspect that’s what happened to Jerry his first time around.  In fact, why would a new skater even realize that some of the stuff made by a reputable company could be junk?)

Anyway, that’s the point of this article, to help save anyone who might be fairly new to such things.  And, if I had to advise new players or parents of new players, here are a couple of things that come to mind immediately…

1) Even though a company might be known for their high quality gear, there’s the likelihood that they also produce low quality equipment for recreational type players.

2) Most of the pro shops (or those located inside local rinks) primarily carry gear that is more suitable to competitive players.  They may have some lower priced articles for real young players or adult rec skaters, but even that gear should meet player needs for a time.

3) It should make sense for a customer to ask plenty of questions wherever he or she does shop.  Armed with the above information (and loads of other equipment advice distributed here at CoachChic.com), he or she ought to have a better sense of what’s needed before even arriving at the store.

4) All that said, I’m going to share one more thing I’ve noticed…  A lot of the so-called super stores hire athletes to wait on their customers.  That’s the good part.  Perhaps the not-so-good part might be if a family is trying to get “expert hockey help” from a tennis player or swimmer.  This again probably suggests going to a rink pro shop when you need advice.  They’re almost always manned by current or former players, and usually by people who really like what they do.

Blinded by Winning

Man, where has this article — or this line of thinking — been all my coaching life?

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Now, I’m going to bite my tongue (for as long as I can stand it), and let you read this unbelievable piece by Mental Edge’s Shaun Goodsell.  Thereafter, you know I’m going to have LOTS to say!

– Dennis Chighisola

Shaun Goodsell, MA

President and CEO of Mental Edge

Blinded by Winning

As the winter sports kick-off I am preparing for the many questions I will field as teams and individual athletes seek to chase their ideal success.  Athletes, coaches and parents will invest enormous resources of time, energy and money to climb that ladder of whatever they are chasing that defines success. Some will determine success by wins and losses; others will use a post-season appearance or a championship and still others will dig deep to frame success in ways that cannot be defined in visible ways. However each team or individual defines success, there is no doubt there will be ups and downs along the way.  The small successes and disappointments experienced on the journey are significant in dictating the overall success at the end of the season.

Recently, I have been looking for a mental paradigm that can help people look at their season in a way that helps to prepare them and their teams to play better at the end of the season than at the beginning. Here is the challenge as I see it:

For years I have been hearing that each time a team or player sets out to perform they should be their best. Coaches talk about bringing your best game day in and day out. Parents go watch in the hopes of seeing a quality performance and a win. There is no doubt that watching a winning performance is fun and exciting. However, winning can at times blind us to what makes us vulnerable as an athlete and as a team. It is as though chasing the Win becomes the goal instead of seeking to use the contest as a learning opportunity to reveal to us what requires work to make us most invincible at the end of the season. Wins, although important, often blind teams and individuals to vital points of development that if not fixed sabotage teams and individuals from the ultimate goal they may be chasing. What might be true is that a well timed loss or short term disappointment may be more critical leading to success of the team because of the focus it creates on what makes a individual and team vulnerable later on in the season.

We need to value the learning that can occur through points of defeat and disappointment. To do this requires us to lessen our focus on winning and increase our emphasis on learning. Every athlete and team should ask themselves after a win or loss, “What did we learn about ourselves and our team?” Subsequently, “What do we need to do in order to get better in that aspect of the game?” Becoming seduced by the short-term success of a win can alter our ability to learn crucial lessons about ourselves that can be bridges to long-term success. Every moment needs to be seen as part of a bigger picture. Doing this allows learning to be a viable goal each time we perform.

This season consider learning from disappointments and team losses and resolve to use them to improve yourself and your team. You will find that you will elevate your game with this mindset when in the past you had become frustrated and disappointed and missed those vital points of learning that kept you stuck.

At Mental Edge we desire to challenge people to experience breakthrough in their lives by establishing new thinking skills and thought patterns leading to a renewed energy for their lives and what is possible. If you are ready to make breakthrough changes in your life, please call Dawn to take the first step at 763.439.5246!

Until next time, here’s to your possibilities!

Shaun

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Okay, let me begin by saying that a “young Coach Chic” would have taken the “W” over anything else.  Thank God I changed my ways by the time I started working with my second generation of players!

Now, let me tell you a few things that should help validate Shaun’s comparison of wins versus losses (or learning experiences:

1. I started using video-tape back in 1979.  And, back in those days, I had a great dad who followed my high school hockey teams, and he was also really into video.  So, we arranged that he’d tape all the games he could attend, while I spent countless hours studying those tapes.  A funny thing happened very early-on, however.  I discovered that games in which we won big were of almost no value to me.  I mean, it seemed as if only tough opponents really exposed our weaknesses or showed me the things I had to do to help my kids back at practice.
2. By now, members know my penchant for note-taking.  In fact, there’s an entire category here that allows me to share some of the things I record.  Anyway, much like what I discovered from the study of videos, I’ve come to realize that my notepad is nearly blank after an easy win, and it is crammed full whenever we suffer a setback.  Ya, again, it takes a stronger opponent to expose the things we really need to work on.
3. Next, I need to say that a combination of things have helped me become a better coach…  Number One — and what I see as a main part of Shaun’s article — is that This Old Coach has had to be open to learning.  Secondly, and as you should have gathered from the first two points, I’ve needed to face some tougher opponents each season in order to learn or to grow.  (In actuality, I don’t think I’ve have ever arrived at some of my training inventions or training manuals unless I first found I was failing at something.  Ya, think about that one, if you would.)
4. Lastly, I know my players are better today than they were on opening night, mainly because of the very “mindset” Shaun describes.  Thankfully, I have managed to convince my players and (most of) their parents (as well as myself) that “Development comes first.”  If you think about it, “winning at all costs” usually requires shortcuts, or shortchanging players.  You know what I mean:  a coach only skates certain kids in a tight game, he or she arranges lines or defense pairs solely for the sake of winning, or a coach pays more attention to the best players during the practices because they’re the ones who spell “W-I-N-S” for him or her.  On the other hand, I can’t tell you what a relief it is to put development first…  With that, I probably pay a hair more attention to the kids who need to catch-up with the rest of our roster; our practices are mainly dictated by what the kids need for the long-term; I spread my talent evenly over all the lines so that kids are learning from each other; and — until the last minute or so of a close game, I just keep rolling my lines with no regard for the “W”.  (FYI…  I do one thing each week that might seem like it’s for the sake of winning, in that we do have a set powerplay unit for each game.  However, that’s actually used as a reward for practice attendance!)

Finally, as for my comment about “where has this article been all my life?”  Well, I’ve lost a few hockey families through years, mostly due to the fact that I couldn’t convince them that long-term gains were far more important than stats, championships or trophies.  And, while I wish I had Shaun’s article to help sway them back then, I plan on using it to save some future folks in need.

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Double-dare you to argue this one in our Comments area! 

Error Recognition & Awareness

One of our outstanding strength coaches and good friend, Jason Price, wrote this piece for Athletes Equation, and it does have a slant towards strength training.  However, I’d like players, parents and coaches to look at it more from a “player’s” perspective — in other words, as this same line of thinking might apply to correcting hockey skill-type errors.  So, give it a try, huh?  I think you’ll see what I mean…

– Dennis Chighisola

The Difference between Error Recognition & Awareness for Athletes & Coaches

Jason Price, MS, CSCS, ATC, CPT, USAW Club Coach

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When coaching athletes in drills and lifts, one key point that I try to get the individual to understand is the difference between just recognizing their technical error and truly becoming aware of the error. In his book “The Inner Athlete” Dan Millman describes this difference very eloquently:

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“There is a great difference between recognizing an error.. and accepting an error as an error — an acceptance that implies full responsibility for correcting that error. Full awareness implies willingness to change, and we may not be ready to do that.”

As a coach I can’t make an athlete correct an error. I can only direct them towards making the correction. It is easy for an athlete to say they understand or recognize an error taking place. But, it isn’t until they are fully aware of the error that they can correct it.

So, why is understanding this difference between recognizing errors and becoming aware of errors important for coaches and athletes? It is because ultimately it is up to the athlete to make the correction, not the coach. The coach can only teach proper technique or how to do a skill; they cannot “make” the athlete do it correctly. Making errors and mistakes is what athletes must do to learn, grow and improve. But the athlete must want to understand their body and what they are asking it to do.

An example of this is one of the simplest drills in the weight room. The Romanian Deadlift (or stiff legged deadlift) is a simple exercise which requires only movement at the hip while stabilizing the other joints involved. Seems simple, but wait, because it is actually one of the more difficult exercises to coach. Simply, it’s because many individuals are not aware of what their body is doing. They think they are doing one thing and then they do something completely different.

This is where understanding the difference between error recognition and awareness comes into play. Coaches mostly recognize errors and flaws in what is being asked of the individual. That is what we do. But, how many coaches try to teach awareness?

Now this may not be appropriate for all levels of coaching. For the personal trainer, strength coach, athletic trainer, physical therapist and some sport coaches this is exactly what is missing from their instruction on some drills. If an athlete just doesn’t seem to get it and you are hammering home the same points, change it up. Put it on their shoulders to truly become aware of what they are doing. If the athlete or individual doesn’t understand they are making an error, they can’t become aware. Again, using the Romanian Deadlift example, my goal as a coach is to try to make the person aware when they don’t move at the hip or don’t fully stabilize. I can tell them all I want what they did wrong. However, unless they are aware they won’t make the correction.

So next time you are coaching a drill or exercise, instead of focusing on telling individuals what they are doing wrong and how to correct it, ask them what they are aware of, or that they are doing. Ask them how it feels for them try to make the correction without you having to tell them or position them over and over. Yes, this may take a little longer at first, but it will save you time in the long run.  For, as the trainee or athlete learns this skill, they will be ready to be aware of what they are doing as they are learning any new skill.

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Be a friend:  EVERY worthwhile Comment really helps Coach Chic!

Off-ice Hockey Tactical Practice

Now, before coaches of older players see the below photo and think this is all about beginner hockey, I want you to know that I have some very important tidbits to share with advanced folks at the end of this piece. And, while the early part of this IS about teaching little ones, I think those who work with Mites through at least Pee Wees ought to seriously consider slight adaptations to what I’ll offer here…

– Dennis Chighisola

Off-ice Hockey Tactical Practice

If you don’t know by now — that I’m a huge fan of off-ice training, I guess you never will. I especially like to teach a lot of my playing system away from costly ice-time… I mean, I could talk about things like slot coverage or a given breakout move for a good 20-minutes, and that doesn’t require ice.

Actually, I can be a little flip when I hear a coach complain about his lack of practice ice-time, quite frequently answering with, “I’d like to think I could get the job done in a dawgoned closet!”

Okay, maybe not in a closet. But, I surely can teach in a parking lot, in the rink runway, or even in a tiny lockerroom.

Take, for example, my recent need to teach face-off positioning to my very young Mighty Mite team. These kids had never played a game before this past month. So, I encouraged our team parents to have their youngsters watch the “Learn Hockey – with Coach Chic & Chomper” video (a kzillion times).

I next took the team to a lockerroom where a face-off circle had already been drawn on the floor (see the adjacent photo). I’ve previously mentioned how water-based spray paint can be used on the ice for special marking, while large sticks of chalk prove awesome for marking on the rink’s dark colored rubber mats.

Now, please click on the second photo (below) to see a short video of my kids learning to line-up for face-offs. I’d like you to do that now, so you’ll have a better sense of what I’m about to explain or describe.

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Okay, I’m guessing that this is about our 4th time holding such an off-ice session. In the first few it took awhile for the kids to locate the five face-off spots.

Until the day this video was shot, we didn’t pay any mind to the names of the positions. (Hey, one small thing at a time.) However, now that it’s time to identify those spots, I’ve decided to stick to just one per week. And – just like I’m doing in the video, I’ll be hammering and hammering at just one (actually two terms on this day, “center” and “center-man”). The kids need that, you know –- my repeating the term and their having to constantly say it.  For, only in that way will it become a regular part of their hockey vocabulary.

Notice how I’m also able to slip-in some applicable rules – like only the center being allowed inside the circle, as well as the one about “hash marks” separating opponents.  (The kids learned that from Chomper and me — LOL!)

By the way… You might be startled by my seeming yelling at/to the kids. But, they’ve learned to giggle when I do that, and not take the gruff voice seriously at all.

As for the future…

Next week I’m going to keep reviewing the center position, and introduce two “wings”. Ya, I’ve thought about that for awhile, and few of these kids know their left from their right. So, I asked our parents to have the kids watch that movie more (that helps with the left/right issue), and to also see if they can teach their kids at home. As I explained to them, “Knowing left from right is going alleviate lots of future frustrations.”

So again, I’m just going to ask kids to identify the two wing (or “winger”) spots without them having to tell left from right right now. The next week they should be ready to learn where two “defensemen” line-up.

Oh, by the way… Notice our young goaltender in the background of that photo (in a gold jersey). He’s positioned there to orient our kids. Knowing he’s there, skaters can also tell me that we’re attempting to score on an imaginary net located at the opposite end of the ice (or room).

Believe it or not, shortly after the camera was turned-off, I moved the goalie to the other end of the room. Oh, I saw a few blank stares with that — at first. However, within a minute or so the kids were able to line-up facing in the other direction. (Gotta love it, huh?)

FYI… Notice who else is learning the game here. I mean, when we’re dealing with very young players, doesn’t it make sense that their parents know at least as much about the game as the kids do? You bet!

I hope to later show you some video of the way I teach off-sides to first-time players. My kids don’t need to know that for the first few months of their season, but they will need to know down the line. Anyway, what I’ll do is draw one line on the floor (per coach), and then have a coach walk with a ball or off-ice puck while a little guy approaches the line with the coach. The coach might delay crossing the line at times, which requires the player to also hold back. At other times the coach will quickly get the ball on-side, allowing the player to enter the imaginary zone.

I’m sure I’ll arrive at other ways to teach the game in that dressingroom. So, stand by for more as the weeks go by.

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Okay, I promised to mention how I’ve used this method with older kids. Sooooo…

- A few years back I was coaching a springtime Squirt-aged team that received no practice ice. I needed to teach those youngsters some semblance of a team system, so I used my trustworthy chalk and the lockerroom floor to do this. I had the room represent our offensive zone for a few weeks so I could teach a simple forecheck, I used it later to teach defensive zone coverage, and I drew circles to show the kids some basic face-off plays and coverages.

- Another time I was coaching a Pee Wee aged group, and I used a large area outside our pre-game lockerroom to teach my way of covering defensive face-offs. Again, it was on a big circle I’d drawn with chalk.

- Then, believe it or not, I pulled that chalk out countless times when I was coaching in college, mainly to show some adjustments I wanted to make between periods. Oh, I suppose my greaseboard would have satisfied our needs. At the same time, there is something extra beneficial to a player (or players) actually moving through a given play.

Have you done something similarly, or do you have an idea that might expand on the above concepts? We’d all love to hear about them in a Comment!

Buzzer Hockey Line Changes

As much as I work on it (and harp on it during games), my older (even high school-aged) players still end-up waltzing with a partner or two in the bench doorway as they change on the fly. I mean, the kids coming off the ice think that’s as important as the fresher kids coming on, so they often get stuck and entangled, and they quite often delay us in getting fresh legs onto the ice.

Now, I’m thinking that the mob-scene-at-the-door thing is a learned trait, and one that’s been ingrained over an older kid’s decade or so of playing the game (without my kind of discipline). So, when it came time for me to organize my new Mighty Mite team (of first-time players), I thought I’d start them rightly…

– Dennis Chighisola

Buzzer Hockey Line Changes

Actually, the above didn’t strike me until I heard the buzzer that ended the first shift of our very first Mighty Mite game. On the spot, though, it hit me that I could start my little guys off on the right foot by getting them into a really good habit.

This was my thinking…

For changes on the fly, I like my older guys to come and hug the boards in front of our bench until the replacement skaters have hit the ice. That’s all that’s required for a legal change like this – for my guys to be “at the bench”. And, with them against the boards and away from the doorway, fresh guys can jump quickly into the play.

Of course, there’s no changing on the fly in buzzer hockey (instead there are timed 2-minutes shifts in my little guys’ league). But, these kids DO have to switch roles – one 5-player unit leaving the ice with another 5-players coming on to replace them. So, I decided to get my kids in the habit of doing as is shown in the accompanying photo – with the kids coming off the ice lining-up in front of our bench until replacements have entered the ice.

If you click on that photo (above) you’ll see a brief video of our player exchange. And, while I sense this action isn’t quite automatic to them yet, I suspect that within a few more weeks it will be. Again, I’m talking about habit here, and I’m hoping this small group of players will ultimately have this ingrained in them. Better yet, perhaps I’ll suggest that the organization these kids are headed to in future years might help reinforce this in their next few age groups (maybe through Mites and into Squirts).

Any thoughts on the above?  Your Comments really help me!

MY Kind of Agility Ladder

By Dennis Chighisola

A lot of years ago a young coach wrote me to ask about making his own agility ladder. For sure, these are available through sporting goods stores and on-line. But, that young coach was asking about building one for a very good reason.

You see, he’d watched a video showing my teams training with the ladders, and he noticed a couple of things that made mine a little different than the store-bought kind.

First, I actually like to use my ladders on the ice at times, or on a rink’s runway mats with my kids wearing their skates. And for this, my ladders had to have rungs that wouldn’t be damaged by skates, or that wouldn’t do damage to the players’ skates. So, I made the rungs out of strips of heavy rubber, with these strung along very heavy ropes.

Secondly, I wanted to add a little twist to the ladders my hockey players use… My thinking was that their footwork has to be in answer to all the obstacles they encounter in the game action. And that footwork is NOT in a set (18”) cadence as the normal ladders would have them do. So, if you’ll notice in the adjacent photo, the rungs in my ladders are spaced at various distances apart. (Actually, I made my rungs movable, so that I could adjust those distances as I wish.)

If you click on that photo you’ll see a brief video showing the rubber rungs and rope, as well as the odd spacing of the rungs.

Oh, and by the way… Most of my guys do a pretty good job of hitting the open spaces. As for those who don’t? Well, that’s just one of the reasons agility ladder training is a regular part of our training!

Might you have any ideas or questions on this?  Your Comments really help me!

Olympic Hockey

Talk about getting goose bumps…  That’s exactly what I told my young friend, John Galluzzo, when I read the following article.  Never mind that his brief recap of the Miracle at Placid really touched me, but I know (or knew) many of the characters John mentions here.  Actually, the author’s dad worked with me as an assistant high school hockey coach eons ago, and a young John skated in a few of my clinics way back when.  Then, I worked with Bobby Sheehan, Ed Taylor and Peter Breen, and I even had the chance to watch a young teen named David Silk in his youth hockey days at the old Cohasset Winter Gardens and Pilgrim Arena (where my NEHI Teams still practice).

No matter how you connect with the following, however, I doubt anyone forgets where he or she was the day Al Michaels spouted those magic words (through a snowy, pre-cable broadcast?).

Many thanks to John for sharing this…

– Dennis Chighisola

Olympic Hockey

As originally published in South Shore Living

By John Galluzzo   johnjgalluzzo@hotmail.com

Broadcaster Al Michaels’ final call of the astonishingly unexpected wrestling of the Olympic Gold Medal for hockey away from the juggernaut Soviet Union team by the United States in Lake Placid, New York, in February 1980 still echoes in the minds of hockey fans across the country. “Do you believe in miracles? YES!”

While the victory itself was one for the United States as a whole, and one which had obvious political overtones during the strenuous days of the Cold War, the story of the accomplishment ultimately grew from early morning skating drills and hockey practices in only four states: Michigan, Minnesota, Wisconsin and right here in Massachusetts.

We may never fully understand the effect that Boston Bruins defenseman Bobby Orr had on the development of that 1980 team. Much like the Tiger Woods craze of the late 1990s is responsible for the overabundance of golf courses today in the U.S., the urge to be like Bobby drove kids in the Boston area to beg their parents for skates, pucks and sticks in the early 1970s. Their wishes spurred the construction of ice rinks all over the region which were soon filled to their rafters with town teams of “mites, squirts, peewees and bantams,” sometimes two and three levels deep, organized into leagues that kept the lights burning from pre-dawn until post sunset.

The South Shore already had a love of the game, played until the mid-sixties outdoors on frozen ponds, and more formally in places like the Hingham Skating Club, where a small wooden hut with a wood-burning stove gave players a place to lace up before hitting the pond. “There has always been a strong hockey tradition down here,” said Richard Johnson, curator of the Sports Museum at the TD Garden. “In the late 60’s and early 70’s no less a team than the Montreal Canadiens signed both Larry Pleau [of Lynn] and Bobby Sheehan of Weymouth at a time when you could count the number of Americans in the NHL on the fingers of one hand.” In Pembroke, Hingham, Rockland, Cohasset and elsewhere, indoor rinks became the schooling grounds for the boys whom Johnson calls “the sons of Bobby Orr.”

“Dave Silk started skating at the Winter Gardens at a very young age, 7 or 8 years old,” said Peter Breen, former owner of the Cohasset Winter Gardens, which sat on what is now the site of the Cohasset commuter rail stop on Route 3A. “He skated a lot with Ed Taylor, in his hours,” he remembered. Taylor, a champion of South Shore youth hockey, founded the Scituate Braves program in 1968, coaching, managing and even driving his team from home to the rinks and back. Young Silk, who had just lost his father, found “a surrogate father” in Taylor, he told the Boston Globe years later. And so the road to the Olympics began for the Scituate youngster.

Thayer Academy called first, and Silk answered with an astounding 85 points (goals plus assists) in his freshman year. Boston University’s attention was gained. In his first year there, 1976-77, Silk broke freshman records for goals, assists and points, earning New England rookie of the year honors. In 1978, he and his teammates earned a national collegiate championship, and the National Hockey League’s New York Rangers could wait no longer. They drafted him that year.

But Silk had one final item on his hockey agenda before giving up his amateur status, which, in 1980, was still required to participate in Olympic sports. He skated for the national hockey program through 1979 and into 1980, alongside a final squad composed of twelve Minnesotans, two skaters from Wisconsin, one from Michigan, and three of his Boston University teammates: Mike Eruzione of Winthrop, Jack O’Callahan of Charlestown and goalie Jim Craig of North Easton.

Their story has been told repeatedly through nearly thirty years, most recently notably through the Disney movie Miracle. Silk netted 48 points in international competition, climaxing with two assists in the 4-3 victory over the Soviet Union on February 22, 1980, the penultimate game on the road to gold medal, but, to all true fans of the sport, the gold medal game (the United States beat the Fins two days later 4-2 to officially claim the medal).

As the final seconds ticked off, Al Michaels began his call, giving Scituate and the rest of the South Shore youth hockey community – the coaches, the rink owners, the teammates, the Zamboni drivers, the fans, the pro shop skate sharpeners, the moms and dads who sacrificed early morning sleep to help their kids follow their dreams – a moment they would never forget: “Eleven seconds, you’ve got ten seconds, the countdown going on right now! Morrow, up to Silk. Five seconds left in the game. Do you believe in miracles?”
“YES!”

What is Consistency?

What is Consistency?

By Brady Greco, Performance Coach — The Mental Edge

A common performance concept that is rarely taught but always referred to by coaches is playing a more consistent game.  You hear coaches all the time say, “play with more consistency day in and day out.”  There is no problem if a coach makes this statement and communicates to the team about what needs to take place in order to become more consistent.  However, the majority of coaches fail to explain in detail what consistency even entails, making it impossible for a player to understand how to become more consistent in their play.

Consistency can be described in the sport’s world as a level of quality play over an extended period of time.  Every competitive athlete has experienced a game where they performed very well. In turn, every athlete has encountered what it feels like to perform poorly, making the concept of consistency very tricky.  Here is a checklist of five keys to focus on as an athlete that will help maintain consistency throughout your personal journey as an athlete:

1. Awareness: Reflect on your performance and determine what areas you did well in and what areas you need to improve upon.
2. Good Habits: Practice good habits throughout the athletic season.  This means staying disciplined and remembering to do the ‘little’ things both on and off the athletic field or arena.
3. Pre-game Routine: For an athlete to become mentally prepared for a game/practice, they must take the proper procedures.  This means an athlete must find a comfortable and effective personal routine they go through on days of games/practice.  Establishing a good pre-game routine will enable an athlete to be prepared mentally which will create a better chance of optimal performance.  Don’t be afraid to ‘mess around’ with your routine if you feel something is not working.
4. Imagery: Imagine yourself accomplishing the task at hand.  Picture yourself already playing the game and making the right plays in every situation.
5. Positive Self-Talk: Don’t be afraid to talk to yourself.  Tell yourself ‘I am the best, I am the best’.  This will create encouraging thoughts to flow through your mind to remain positive.

At the Mental Edge, we can teach you mental toughness skills like these to empower you on your journey as an athlete.  Simply call Dawn to start at 763-439-5246.

Brady

Backchecking Drill (1/2 Ice)

Please see Drill Submission Rules and Help below.

Contributor: Dennis Chighisola — Whitman, MA USA

Drill Category: Team Defense, Backchecking

Drill Description:

Comments: I’ve only used 3 pairs of players per drill because it’s easier to keep an eye on and inspect the efforts of a few at a time.  Also, all positional players — both forwards and defensemen — take part in both offensive and defensive roles.

• Backcheckers:  Lie facing away from attackers so that no plans can be made ahead of time on which defender will cover which attacker.
• Attackers:  Begin the drill by lying face down; on command, circle the back obstacle in order to make it more difficult for the backcheckers to sort whom they’ll cover.  (With younger players, or to initially teach the drill concepts, I might not have the attackers circle an obstacle, but instead have them go on the attack on the command.)
• Coach:  Holds a puck at side boards and ultimately (maybe after about 3- to 5-seconds) feeds to an open attacker.

Objective of the Drill:

The attackers attempt to get open for passes (from the coach and then from open teammates) to attack the net, while all defenders attempt to cover their men so tightly that passes can’t be made to them.

As an extra benefit, the attackers tend to work extra hard to get themselves open for passes or scoring opportunities.

Running the drill:
Usually the drill lasts about 10-seconds, or until the coach is satisfied that the backcheckers completed their tasks (or didn’t).

Click image below to see a short video.

Our First "Mighty Mite" Hockey Practice

Over the coming months (and seasons) I’m hoping to share with members what I’m doing in my various Team NEHI programs.  And a lot of the time I’ll also want to let you in on my thinking as I prepare for each of those.  Let’s face it, you’re not going to get a real handle on things if I just tell you, “Do this!”  Naw, I think I’d serve you best by letting you know the whys and the wherefores of a given practice.

As an aside here, I’m chuckling to myself as I think about my latest undertaking.  I mean, I had a number of minor league pro coaching and GM interviews, I head coached in high school and college, and for about the past decade I’ve run teams for junior and senior high school players.  But, don’t you know, I just couldn’t resist an invitation to coach a team of beginners from my Learn-to-skate/Learn-to-play clinics.  Ya, “Mighty Mites” we’ve dubbed them, ranging in ages from 4- to 8-years old.  And, don’t you know, I’m already loving it!

Anyway, I wrote earlier about our first get-together (Teaching the Beginner Hockey Player) , or our so-called tryout.  But the following will describe our first real practice, as well as my thinking behind each drill.  (Oh, and click on the thumbnail photos below for a brief video showing a given drill in progress.)

– Dennis Chighisola

Our First “Mighty Mite” Hockey Practice

As I’ve said countless times within these pages, “It’s important to know where one is!”  And by that I mean that we coaches — AND PARENTS — have to adjust everything we do according to the ages and experience levels of our players.  In my case, for example, the game changes drastically from my college-playing grandson to my high school guys to my junior high kids and now to my “babies”.  And so do the challenges they each face.

1- I did a little brainstorming based on that thinking, and my wife actually helped me arrive at the first drill (as well as some others)…  She’s raised two players to pretty high levels, so she knew what she was talking about when she discovered I was headed to an instructional level practice.  “Oh, that’s the funnest age!” she beamed, adding that, “I love it when they all fall down!”  (Grrrrrrrr…  Not my little Weebles!  As a matter of fact, take a look at the video below — just click on the photo — to see that my kids actually learned to stop in our clinic, and I can call them together without anyone getting hurt!)  Of course, she was still right — on both counts.  So I decided to start things with a basic body-checking drill that had the kids bumping the boards with their shoulders, and a little later bumping a partner’s shoulder.  The idea is for the kids to gain a sense of what it takes to be stable, and what it takes to resist the occasional bump during game action.  And, make no mistake about it:  although body-checking isn’t allowed in instructional hockey, collisions take place in absolutely every level of hockey.

2- Hockey skating, in general, is a lot like playing one against one tag.  So we did that in pairs, sending several sets of twos at a time into an end zone.  We limited their time on these to about 8- or 10-seconds.  (Sorry, no video of this drill.)

3- Next, I dumped a bag full of weighted pucks for the kids to experiment with.  First, I had pairs passing those heavy things as far as they could, and I also suggested they try spinning the pucks so they’d stay flat on rough ice.  The concept is explained more in Passing Basics in Hockey , but what I was trying to do is give my kids a sense of what it took to get a firm grip on the puck and to generate decent power through their sticks.  (Really, the idea is much like the boards bumping drill, in that I wanted my kids to search for their strength.)

4- I then had my youngsters try to fire those weighted pucks off the side boards.  Standing only about 6′ off, I asked if they could make the loud booming noise demonstrated by a few of us coaches.

5- From there we switched to the blue, lightweight pucks used by all younger USA Hockey teams.  Now, to me puckhandling is about experimentation.  So I gave the kids a brief demonstration of side-to-side dribbling and then sent them on their way around our half of the rink.

6- Having already said that skating in the little guys’ and gals’ game is a lot like playing tag, I next went to games of pairs keepaway.  Yes, that’s basically what the puckhandling game will be like for them — trying to keep that biscuit away from their opponents.  So we sent the kids into a zone again in twos, this time having each player attempt to keep the puck away from his partner for as long as possible.  (Click on the thumbnail to see a brief video.)

As an aside…  When I ultimately intend to put together a number of skill drills, I begin by teaching each segment separately (usually starting with the end skill, then working backwards).  I did that in the following series of drills that begin with us beating a defender of some sort and end with us attacking the goal.  But, let me explain that further…

7- The end result of many later attack drills was going to be for our kids to shoot on a simulated goalie.  In this case, I borrowed a mini-net from the rink to place (backwards) inside the larger net (see the photo to the right).  We gathered around the goal for a time, as I explained the difference between hitting the goaler — and making him look good, or hitting an opening to get the goal (see Creating the Early Goal-scorer for great help in this area).  And, as you can hear (by clicking on the following thumbnail), I’d asked the coaches to make a REALLY big deal out of whether a kid scored or not.  After all, that’s what it will be like in a game.  S0, why not make things exciting right here in the practices?

8- We then took the puckhandling to a typical pylon course, except that I used large foam dots to represent what my kids hear me refer to as “the bad guys” (LOL).  If you might notice (click on the thumbnail to see a brief video), and thanks to our weekly Learn-to clinic, my little ones are starting to get the hang of using both sides of their sticks as they do this one.

9- Now, I had in mind using some different training devices in place of rival defenders.  But I had to first show the kids what those devices represented.  So (as shown in the thumbnail and the next video) a coach stood stationary to act as an “open triangle” the kids could attack.  This is a typical Mite level play, as the attacker tosses the puck through the defender’s legs and then retrieves it on the other side.  You might also hear us coaches correcting the kids on the forcefulness of their passes, since this play calls for just a soft tap ahead so the puck ends-up sitting right where the attacker needs it to be.

10-  I eventually brought a metal device out (see the thumbnail below) and placed it in front of a coach, this so the kids could appreciate that the device’s legs would now simulate those of the coach.  In this way, the coaches were freed to do what they do best:  coach.

As another aside…  At one point I teased a very experienced helper about (not) stationing himself at the front of a line.  My point in that brief exchange was that he was far more valuable getting out and among the players.  And, while I had only a little luck with teaching these really young ones my way of dealing with lines, I suggested to each that, “A coach won’t tell you when to go for now on.  Instead, take your turn when the player in front of you gets to such-and-such an area.”  Oh, they’ll get this over time.  And when they do, our practices will run all the better.

11- Ultimately we put things together, having the kids beat a given obstacle, then move-on to score against the simulated goaltender (click on the photo to see a video).

12- The practice ended with pairs of players racing for a loose puck, with the winner scurrying to the net for a shot on-goal.  This also simulates what happens in the little one’s game, in that races to loose pucks determine a lot, as does scoring under at least a little pressure.  (Click on the photo to see a brief video.)

Now, I’m betting a lot of readers are going to be a little surprised at how many drills I fit-in during an hour of ice-time, or how much we got accomplished with those little rascals.  That’s my (our) job, though, to get as much accomplished as possible on a kzillion dollars worth of ice-time!

Oh, and you might also be surprised to see (or hear) how animated I am with the kids.  Well, that too I think is super important to my work.

– Dennis Chighisola

Special thanks to Andy L. for taking the videos! 

Did you know your Comments really help me?  So, please get involved.  Just use the box below to offer your thoughts, questions or suggestions.  (And thanks — a bunch!)

(A Different Kind of) Hockey Warm-ups

I was psyched to receive the following article — about hockey warm-ups, and I was even more excited to see the awesome videos Maryse Senecal produced for us!

To be perfectly honest, though — and as much as I learned from the following, I ended-up having a ton of questions (let’s face it, a lot of this stuff is quite different from what most of us coaches have been doing).  And my guess is that a lot members will similarly want to know more.  That pretty surely being the case, please see my note at the end once you’ve gotten a grasp of what Maryse is showing us.

– Dennis Chighisola

(A Different Kind of) Hockey Warm-ups

By Maryse Senecal

As an orthotherapist, I see many athletic injuries. A few weeks ago, I received a 13 year old athlete in my clinic. She had sprained her lumbar spinal region during the pre-game warm up.  (During a warm up?)  As I treated her with heat, massage and mobilisations, I asked the questions:

How do you warm up?

How much time is allotted for warm up?

What is the warm up routine?

True to all thirteen year olds, the answers were vague.  So I decided to go see for myself.  I should have stayed home, because what I saw made my skin crawl.  I strongly believe that the coaches who take on that position at that level should be commended for their dedication and their time.  Without them, we wouldn’t have organized sports, and let’s face it, it’s all volunteer work.  What amazes me is that there is very little training for these coaches.  One weekend certification program is all they get.  They love the game, they love the kids, but..  They only know what they know.

I decided there and then to give of my time and expertise to the local hockey and ringette associations to help their coaches build stronger programs for their young athletes, keeping in mind the therapeutic limitations to training young bodies.  These athletes are still growing, we are dealing with loose ligaments to support the joints and uncalcified epiphesial plates (growth plates).

Click on a thumbnail image to see the video.

Here’s what I suggested to them:

1 – Activation

Always start the warm up with activation.  It doesn’t have to be long or too hard, just a few laps around the arena or the parking lot, or jumping jacks for example, a few slow lunges –- get the heart rate elevated and ready for work.

2 – Body Connection

This is by far the most important aspect when coaching children.  Remember that these young bodies change almost weekly.  Their arms and legs get ganglier, the joints get looser, then they tighten up to start over again.  It may seem a little odd, the kids lose perspective of their bio-mechanics.  Sure, the big stuff is easy, like walking or running.  But those internal stabilizers that guide and protect the skeletal mass get off kilter.

I suggest a stretch yoga style.  I know, I’ve researched the arguments, we shouldn’t stretch before the game, it takes away from the performance. I agree!  I wouldn’t suggest just a slow deep stretch; that just serves to calm the body. What I prefer to see are activated yoga poses:

• a) the warrior – hold the position, let gravity take over to deepen that lunge, activating the hip…

• b) the triangle – this will help warm up the torso…

• c) upward and downward dog – connects core strength and engages the body as a whole…

• d) here, all the exercises are shown strung together…

Remember that the athletes will reactivate strongly once on the ice.  This is a great time to talk the athletes through a little focus time.  Without realizing it, they start to connect with their body, engaging the muscle chains in synergy.  As the body prepares for the upcoming work-play load, the excitement will slowly build with focus.

So I was asked:  What about the adults who play the game?  It’s all the same!  It works for all athletes.  The reason I have targeted the young is because they are at risk of injury due to their continuous growth.

Work hard, play hard, prepare your athletes by being prepared!

*

I hope you found that all as interesting as I did.  But then again, those questions…

Yes, I must have emailed Maryse about 5 or 6 times as I was preparing to post this to our site.  Finally (despite my thinking I was the Head Coach here), she thought we ought to carry-on our discussion in the Comments section “… so members get to see those questions and answers!”

Okay, so — besides being a great personality in front of the camera, Maryse is a pretty smart lady.  And we’re going to do just as she has suggested.  Just drink-in what you can from the above, watch for our exchange over coming days, and be sure to join-in with us!

– Dennis Chighisola

How Should a Beginner Hold a Hockey Stick?

My Facebook friend (and CoachChic.com member), Kathy C, couldn’t have posed a more timely question.  For, it’s mid-October, beginner hockey players are flocking to learn-to-play type clinics all over North America, and a lot of new hockey parents are scratching their heads as they attempt to outfit their youngsters.

More specifically, Kathy jokes that I get to settle an ongoing debate — between her, her husband and the local pro shop guys — in determining which way her 4-year old son should hold a hockey stick.

Fortunately for Kathy (and any other new hockey parents), I’ve been dealing with this issue for a good 30-years or more.  So, with that, here goes…

– Dennis Chighisola

How Should a Beginner Hold a Hockey Stick?

Up front, I’ll suggest that there is an easy way out of this dilemma, that being to purchase a stick that has a flat blade, and then let the chips fall where they may.  This, however, is not my personal preference.  Over recent years I haven’t seen a decently constructed flat bladed stick, with most of them being hunks of tree limbs that are far too heavy for kids in the toddler to 5-year old range.  Moreover, a slight curve in a stick’s blade encourages my young students to carry the puck just as I’d like them to — between the blade’s midsection and its heel.  Oh, and there’s something else I like about most curved sticks that I’ve held, in that they have a nice (but perhaps undefinable) “feel” to them.

That out of the way, here are two tidbits of background information that really are meant just as FYIs:

1. Quite often, one holds a hockey stick just as he or she might hold a broom or a shovel.
2. Quite often, one will feel more comfortable with the dominant hand holding the top of the stick.  (I get a kick out of new parents who scratch their heads at their kids being right handed while holding the stick to their left side.  But that would be natural, as you see, with the dominant hand used to steer the stick-actions from the top of the shaft.)

Still, notice that I said “quite often” in both instances.  For, although these are relatively common occurrences, THEY ARE NOT RULES.  Every player still needs to seek his or her own comfort in handling a hockey stick.

Now, I actually chuckled to myself as Kathy said something to the effect that one shouldn’t ask her son which way he shoots.  She is right-on about that, since asking a young one how he or she shoots is going to cause him or her to think too much.

That said, I think we have two different situations when it comes to the which-way-should-he-shoot question…

In Kathy’s case, I know that her little guy has been playing around the house with a flat bladed stick for some time now.  So, I’d suggest that she and her husband just quietly observe the boy as he bats at a ball (or whatever).  Whatever he’s doing during that time — not knowing he’s being watched — is pretty likely to be natural.

On the other hand, there are those who find themselves at a local pro shop and suddenly faced with the need to buy a stick.  Hmmmmm…  What I’ll often suggest in that situation is that the parent roll-up a piece of paper into a ball, and then encourage the youngster to shoot it around the shop for awhile.  Then, doing just as I’ve suggested to Kathy and her husband, the parent can step back and quietly observe his or her youngster doing whatever comes naturally.

Finally, although the purchase of a youngster’s first hockey stick seems traumatic, consider the fact that he or she will probably ultimately own dozens upon dozens of sticks through the years.  So, while my suggestions still only give a first-time hockey parent a 50/50 chance at being right, beginner sticks are inexpensive enough that re-thinking things a few months down the road isn’t going to be too painful.

Just so new members appreciate what I’m trying to do here…  Kathy sent me that question this morning and I had an answer posted a few hours later.  I want to do that for my members (and friends), providing you answers when you need them!

Did you know your Comments really help me?  So, please get involved.  Just use the box below to offer your thoughts, questions or suggestions.  (And thanks — a bunch!)

3 Principles Atom Minor Hockey Coaches Should Follow

Carol, a new Twitter friend and a Manager for her youth program’s Atom Division, posed a REALLY tough question for this old coach.

As she put it, “What are the three top principles an Atom minor hockey coach should follow?”

Of course, it would have been easier to troubleshoot a hockey skill problem, or to suggest a solution for some area of team play.  Offering what I might consider to be top principles is yet another challenge.  Not only that but, my guess is that Carol would likely get lots of very different suggestions had she polled other experienced coaches.

That said, I took the better part of today — thinking long and hard — to arrive at what is to follow.

(Oh, by the way, for those who aren’t familiar with the Canadian age level known as “Atom”, it’s basically the same as the “Squirt” designation used in USA Hockey.)

– Dennis Chighisola

3 Principles Atom Minor Hockey Coaches Should Follow

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1) Give every player a reason to look forward to the team’s next get-together

I’m not so naive as to think there aren’t a lot of things that go wrong in a typical hockey practice or game.  In fact, I can’t blame coaches of losing teams for feeling plenty of frustration, and I can also appreciate how difficult it can be to stay positive under such circumstances.

Still, there is a time for everything.

For sure, players need to be pushed and prodded.  And when it comes to younger players, I’ve even pretended to be mad at the lot of them.

That out of the way, I choose my parting words VERY wisely.  I mean, I actually delay entering my team’s post-game or post-practice lockerroom for about 5-minutes.  During that time my kids get to partially undress and I get to gather my thoughts.  Oh, there might be nights when I’d like to blast them, and there are surely a lot of nights when I’d like to go into a 20-minute talk — on why we should have done this and how we could have done that.  In reality, though, what’s done is done, and the only thing that’s important at this point is our next game or our next practice.  So, it seems the most productive thing I can do as I send the kids on their way is to give every player a reason to look forward to our next get-together.

2) Continually look for “teaching moments”

Over 40-years of coaching, I have a pretty good outline — or checklist — for readying a team.  My season’s plan is pretty detailed, and my practices are planned to the minute.

Yet, unusual things happen all the time — during practices, and especially during games.  Sometimes it’s a rare circumstance that crops-up during a game, sometimes it comes from a great question posed by a player, sometimes it comes about because of a difficulty experienced by a player, and sometimes it stems from an outstanding play.

No matter, I call these “teaching moments”, and I think they’re worthy of holding a good old fashion bull session.  Actually, I sense that my players (young or old) have enjoyed these.  Better yet, I sense these kinds of discussions stick with a player for many, many years.

3) Think long-term

No doubt we’d all gain a great deal of satisfaction from seeing some of our players go on to do well at the game’s higher levels.  That said, coaches dealing with the youngest players have to realize just how significant their contribution really is to that cause.

On the negative side of things, my work as a skills analyst has me spotting numerous older guys who struggle just because they weren’t helped when they were young.  Not knowing their history, it’s often hard to know exactly what went wrong.  But my educated guess is that some of their earlier coaches either skipped steps in certain teaching progressions, or they didn’t establish in their players a certain kind of discipline or mentality when it came to skill work.

This brief aside…  A lot of years ago I attended a coaching symposium that included a roundtable discussion on skill development.  (If it wasn’t so sad it would have been laughable.  But…)  An NHL executive started by pointing to the other members, suggesting that they had to get the skill development accomplished because his guys couldn’t practice often enough, what with all their games and heavy travel schedule.  The Major Junior coach obviously took exception to that, complaining that he had to concern himself with winning games or he’d lose his job.  And so the buck-passing went, all the way down the line, with each level offering its own excuse and asking the same basic question as the others:  Why don’t you guys down below send me skilled players?

I tell that story because I too often hear coaches at the youngest levels make their own excuses — as in, “Oh, my players will get that when they move-up to the next level.”  Not so, of course, at least from what those guys at the roundtable had to say.

To my way of thinking, the seeds for great skills and playing smarts should be planted early.  And so should the lead-up skills be taught so that players can later skate like the wind, handle a puck wildly, thread perfect passes and fire absolute bullets.  Having your players eagerly looking forward to their next team event will help towards that end.  Finding plenty of “teaching moments” is going to help young players think the game better.  And, thinking long-term tends to help us coaches resolve that age-old win-at-all-costs versus development-first issue.

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Did you know your Comments really help me?  So, please get involved.  Just use the box below to offer your thoughts, questions or suggestions.  And thanks — a bunch!

Can Goalies Improve Without A Coach?

In fairness to Todd, his very interesting article is based on a quick question I shot his way as we were recently talking — in the dark — outside The MOTION Lab.  In a way, though, I’m glad he didn’t have all the info, because the route he takes in trying to solve the problem at hand is exactly what every other coach and parent likely faces in their search for answers.

So again, I find the following a very interesting read.  Better yet, I think you’re probably going to (as I surely did) associate with some of the frustrations Todd experienced in his search for answers.

– Dennis Chighisola

Can Goalies Improve Without A Coach?

By Todd Jacobson

Coach Chic mentioned to me recently that a dad had posed a question to him, this having to do with a dad not being happy because his goaltender son probably wasn’t going to improve much this coming year.  As I understand it, the real problem is that the boy doesn’t have anyone within his current team’s coaching staff helping him with goalie specific training.

I initially thought this would be a pretty easy topic to tackle. Well, I was wrong. This is a great concern for this dad and his son, and the more I thought about it the more concerned I became. So I figured I would attack this article much differently than I have most others.

Like many other hockey coaches, I have a stubborn side (to be successful you have to be at least a little bit stubborn), and every once in a while I try to fight that urge. This time I fought it and won!

I instantly went to my favorite search engine, Yahoo (I’ll be waiting for my royalty check from them for the advertisement), and I typed in the question, “Can a goalie improve without a coach?”  The results were pretty interesting.

The first page that came up was one that had an interview with a Finnish goalie coach named Jukka Ropponen.  And while the interview was interesting and informative, it really didn’t shed any light on the problem at hand. Coach Ropponen did use a quote in which I think many coaches can relate to: “You can’t win without good goaltending.”

The next page I opened was an article from goaltending coach Steve Carroll of the Carroll Goalie School.  And while he didn’t quite answer the question, the title of the article was very telling, and the info inside was such that every coach at every level should read it. The article was titled, “Goalies should not be shut out from coaching”.  To sum it up, Carroll speaks to coaches who don’t really work with the goalies, and he suggests they really should spend some time training them instead of just using them as practice targets. Coach Carroll dives deeply into the fact that so many coaches out there don’t really know the details of the position, so they typically spend most of their time working with the skaters (while giving hardly any time their goalies).

I thought about this for a long time, and I know it to be true. When I was a young 19 year old looking to get into the coaching ranks there weren’t a lot of open positions. I had to find a way to get my foot in the door.  And what area was the most neglected?  You guessed it, it was providing help for goaltenders. I had a little inside edge here, with my father being a long time goalie coach (and I’d played the position if only for a very short time). I knew that if I really learned the position I could be an asset to a coaching staff somewhere, and I’d also have an easier time landing a coaching job. I again was correct.

As time went on, the majority of my younger coaching years were spent as a goalie coach.  And as the game changed, so did that position, including the areas of emphasis, as well as the way training should be conducted.

Going back to that second article, it still didn’t answer the specific problem, so I continued to look further.  The third page I opened (I think by Mitch Korn) had some absolutely innovative and creative training aids for goalies. Most were very large and bulky however, and I could see that being an issue for a coach, lugging those things around to numerous rinks.  Worse yet, within the typical 1 hour practice, maybe a goalie would get the chance to use one of those for 15 minutes or so.  Still, these training tools were fabulous (I know Coach Chic has come up with some similar training tools, and he’d have gotten kick out of seeing these).  Yet another unfortunate part is that you really can’t use these items by yourself (they need to be used in a team or multiple player type setting). So again I didn’t get the answer I was looking for within that third web site.

All in all, I waded through many more web pages, many of them containing a lot of great info on goalie training.  But the question posed by that dad never was really answered.

So, after all that searching, I really didn’t want to write another article about working independently and being creative, because that has been the theme of so many of my past writings.  In the end however, that seems to be the only answer.

I would suggest that the dad who raised that question speak with his son’s coach (or coaches) on a professional level. Be courteous and just plant the seed — that he’d really like to see his son get some one on one coaching. I also would suggest he go back to some of my past articles.  There are a lot of great ideas to help a goalie work on his or her own, as well as how to make and use some inexpensive devices.

On a final note, it might not be a bad idea to seek out a goaltending coach to work with on the side (maybe that dad will get lucky and find a young, eager man or woman looking to get into this unique area of coaching, just as I had done so many years ago).  I know it could possibly be costly to send your boy to a professional goalie coach or a weekly clinic.  Still, when you really think about it, every season lost due to a lack of growth can be even more costly.

Yours in Hockey, Coach J.

Now, even Todd doesn’t know (until he reads this) that I actually took a different route in search of an answer, and still arrived at exactly the same conclusion he did.  Of course, I had the benefit of knowing the CoachChic.com member who first tossed the problem our way, and I also knew a little more of the background. With that, I have a feeling Todd’s and my combined ideas should prove extremely helpful…

One thing I knew was that my friend’s son had a seemingly great goaler coach back with his old team.  The dad and boy evidently liked and trusted that guy, and I also sensed through some discussions that the previous coach was kind of a forward-looking type.  (In other words, it seemed he wasn’t locked in the dark ages, and he was open to new and creative ideas.)

So, what I proposed was that the dad and the former coach find a small space they could use (or rent?) for supplemental off-ice training.  In effect, I was suggesting they put together a mini-version of The MOTION Lab, but this one designed just for helping goalies.  I even hinted at the thought that they could make that facility pay for itself — and their labors, but advertising it to other goalies in similar need for help.

Hey, take a moment to think about what I just said…  Todd scoured the Internet and basically found one consistent fact, in that goaltenders mostly get ignored during typical youth practices.  So, does that suggest to my friend — and to every other reader — that there’s a dawgone market for goalie help?

And while I’m on the subject of business, let me introduce some economics here…  You see, I can run about 40-skaters through a skills type session, and I can give them a heck of a workout while also easily paying for the ice-time and my time.  Try to do that with goalers, though.  No, it’s had to pay for an hour of costly ice-time unless you can find a way to get a pretty high number of players out there.

Small group sessions are what work best for netminders, and that’s why I’ve suggested some sort of off-ice facility for their supplemental training.

As for training ideas?  I wouldn’t just limit them to those currently offered by Todd.  Oh, they’re awesome, and there are plenty of them.  However, I’d also recommend taking a read through Craig Shaw’s articles, because those are loaded with great exercises.  And so are many of my pieces listed under several different skill oriented categories.

Then, presuming the goalies training in the Lab-type venue are seeing all the shots they need during regular on-ice practices and games, I’d reserve the off-ice work to “movement” exercises of all sorts.  To me, the ideas are really endless, to include quickness work, footwork, hand-eye coordination, core strength work, and I could go on.  (As you might see from the photos I’ve chosen to include, not a lot of space is required to enhance a ton of important goaler qualities.)

So, I borrow this bit of advice from a well worn slogan:  “There’s nothing to it but to do it!”

Finally, I got to doing some serious thinking as I read Todd’s article and then added my own two cents worth…  You see, I’ve had a lot of little visions within the main one for CoachChic.com.  In other words, although my primary aim has been to put together a hockey resource area that will ultimately be the most thorough in the world, I can now also see it as a place for those with individual needs to do some really serious research.  If you think about it, Todd spent considerable time chasing through that rabbit hole known as an Internet search.  And all the while there was probably more buried within our site’s pages than he (or anyone else) could find elsewhere.

Ya, hmmmmmm…

Did you know your Comments really help Todd and me?  So, please get involved.  Just use the box below to offer your thoughts, questions or suggestions.  (And thanks — a bunch!)

Coach Chic’s (Pretty Famous) Puck-course!

Just a note — in case you’re local to me and Pilgrim Arena in Hingham, MA…

My new Puckhandling Course starts on Monday night (10/05/09), and it’ll run throughout the winter.  It’s at 7:15pm, in Rink B.

If there’s one thing I’m famous for, it’s that all of my long-time players and students can REALLY handle that biscuit!!!  And, to me having really good puck-skills is a huge confidence booster!

– Dennis Chighisola

Garage Sale Drill

Please see Drill Submission Rules and Help below.

Contributor: Deb K. — Boulder, CO

Drill Category: Fun, Conditioning (oh, boy!), Skating

Drill Description:

All kids start at the goal line and skate to center ice, they leave their sticks there, next skate to the far blue line, touch up, skate to center ice again, leave a glove, skate to the near blue line, touch up, skate to center ice, leave the other glove, then to the blue line, touch up and retrieve all equipment in the order in which they dropped it, then race to the goal line.

This note from Dennis Chighisola…  Coach K seems to have a knack for fun oriented drills.  Ya, her approach to the game always seems to make me smile, and I can just imagine that her players look forward to what she might have planned next.

My take on such drills?  I firmly believe we can have a balance when it comes to strict teaching drills and fun ones.  As a matter of fact, I think at least one of these would be good for somwhere near the end of a practice (hey, why not have your players leave the ice laughing?).

I might also add that a drill like the above one isn’t only suitable to younger players.  I mean, think about it…  Even a high school or college coach could use it, but with something at stake, or something that results in bragging rights, whatever.  Again, picture it, with older guys absolutely killing themselves while also laughing their heads off.  No, not a bad way to end a practice at all.

Sorry, no video for this drill.  Actually, Coach Chic found it dizzying trying to create one (LOL)!

The Best Slot Coverage Drill I Know!

I have to apologize here, but there are going to be a few drills that won’t make it into this free section.  Such will be the case for those deemed to be “the best drill I know for _______”.  Again, sorry, but membership does have some special privileges.

If you are a member, however, just click here Defenseman’s Slot Coverage Drill to gain immediate access.

– Dennis Chighisola

StickDrags

Please see Drill Submission Rules and Help below.

Contributor: Coach Chic – Whitman, MA

Drill Category: Skating, Strength

Drill Description:

Comments: This drill is really a variation of Deb K’s Chariot Races, but perhaps with some added benefits and uses.

Benefits:
Perhaps the major difference between this drill and Deb’s is that the player on the ice represents a whole lot more resistance because he has far more of his body creating friction against the ice (whereby the player’s shinguards in Deb’s drill makes it a little easier for the player to be towed).

Variations:

- I use this drill at times like Deb does, aiming to help players with their forward body leans, and with helping them learn to get a good grab with their skate edges.  To do this — or to emphasize technique, I keep the length of the drill relatively short, say across ice or between the blue lines.

- I also sometimes use this as a “finisher” near the end of a practice with older players.  And as a finisher, I mean the kind of drill that is sure to have my players leaving most of their energy out on the ice.  For this effect, I might lengthen the course players will work along, perhaps even from goal line to goal line.

By the way…  Although it’s certainly easier to be dragged rather than to do the dragging, there IS some effort required of the player on the ice and holding onto those sticks.

Running the drill:
In either application, one partner pulls the length of the course, and they switch roles to return back to the starting point.  When it comes to the finisher-type of drilling, I’m on my players to make quick exchanges in roles so there’s little lag time during the drill.

Click image below to see a short video.

Teaching the Beginner Hockey Player

Okay, I have to start with a huge smile here, because I’ve just finished what I’ll call — for the lack of a better name — a “tryout” for a new 5- and 6-year old team coming from my winter Learn-to-skate/Learn-to-play program.  Ya, they were an adorable lot, with a 4-year old even being one of our better little guys.  Anyway, for the sake of those who might be forming a similar kind of team right now, I thought I’d share some of my thoughts here, as well as some of the “drills” we started with today…

– Dennis Chighisola

Now, it shouldn’t surprise you at all that almost all of what I’ll share here can already be found elsewhere within the CoachChic.com site.  The reason is that I really DO practice what I preach.  I mean, if I’ve said, “This is how we should teach _______,” it’s because that’s what I’ve found over 40-ish years will really work.  And I don’t care if it has to do with beginners or elite level players; that’s how I’d do it.

As far as “my babies” go, I told a few of their parents beforehand that it wouldn’t take more than a few minutes to get a sense of whether a youngster belongs on that team.  In a way — and not much different from older kids, most of us can usually spot a hockey player as he or she comes out the door.  There’s just something about the way he or she carries himself or herself.

Of course, it might take a drill or two more to gain a sense of whether a very young one is ready to take a few instructions.  Understand that I was only going to start planting the seeds in this first gathering.  In a way, I wanted to get a head start on some things I’ll want the kids to ultimately learn.  But I also knew that those kinds of drills would actually give me an idea of whether the kids — at their young ages — could focus and understand some verbal instructions and brief demonstrations.

Now, here’s what guided me in my drill selection…

• The younger players are, the more malleable they are, and the more a really good “teacher” can influence them.
• Defensive play may be a factor in the kids’ success down the road.  Sure, there might eventually be a time when youngsters can start appreciating a forechecking scheme, different kinds of coverages, etc.
• But, right now the only thing that will really capture these little guys’ attention and enthusiasm — and probably the only thing they can really understand — is offense, as in scoring goals.

That in mind, I grabbed a number of ideas from my “Creating the Early Goal-scorer” video (and you might also scan “ The Idea(s) Behind Those Goal-scoring Gadgets“).

Of course, my current youngsters are true beginners at the game, which makes them slightly less experienced than the players I was really aiming to help in that video.  So, while I did try a few of the ideas demonstrated there, I had to use another important teaching technique I’ve mentioned a few times elsewhere.  I mean, what I had to do was create some even easier to do lead-up progressions to start easing my new kids towards the more difficult skills.

Remember:  Really young ones aren’t into too much structure or discipline.  So I started things by just tossing pucks out onto the ice and encouraging the kids to just have some fun.

Also remember:  Since these ARE really young ones, it’s not right for me to immediately talk to them like older players.  So, I quite often during this session called them into a little group by announcing, “Okay, kids, let’s have a really important meeting here.”  And, getting them on their knees and focused (for about the 20-seconds their attention spans will allow), I’d frequently start with some kind of question — maybe about the row of pylons we were going to attack, or about the “simulated goaltender” sitting in the net-crease.

I also loosely applied the Whole: Part Method of structuring drills…  For example, each little guy got to attack the make believe goalie in one drill, we had 2-player races towards that goalie — this to encourage more speed in their attack, we practiced going in and out of pylons (which I referred to as “the bad guys”), and at one point we played a simple game of keepaway with a puck.  At the end of the morning session, I put a couple of the earlier practiced “parts” together by having them — one boy at a time — weave in and out of the pylons at a decent speed, and end by scoring on that simulated netminder.

Oh, and you know my penchant for taking notes…  So, at one point during that session I made a note to myself to bring some weights to use for strengthening their stick grips, passes and shots.  (What I plan on doing can be found in the “Passing Basics in Hockey“ video, in the section on “Discovering Stick-strength”.)

Finally, at one point during our session — while the kids were playing keepaway, I mentioned something important to two dads who were out on the ice helping…  Both dads had themselves played to pretty high levels, so I thought it a good idea to share the distinctions I see.  Or, as I said while we watched the keepaway going on, “That’s really what THEIR game is all about, you know.”  And I went on to suggest that it’s not about the leftwing lock, defensive zone coverage or a powerplay.  No, THEIR game is about getting the puck and keeping it away from their opponents.  It’s about weaving in and out of those “bad guys”, and it’s about beating a little goalie who is usually no more agile than the plastic one we’ll use at our practices.  And, as I’ve also said at numerous times in these pages, our jobs — as parents and coaches — is to help our youngsters be successful at THEIR level.

Now, before ending I have to say that there’s yet another reason I was smiling — or even chuckling — as I reflected on this morning’s tryout session.  As I noted above, these “babies” are as malleable as players can be, and they can be changed rather quickly under the guidance of a really good teaching coach.  And while I have a strong belief in my own abilities, I also know I can almost triple our teaching efforts by helping my assistants to be nearly as effective.  Oh, my reason for chuckling?  It’s because I can only imagine what our games are going to be like when every single young member on our team is able to stickhandle through their opponents and cooly tuck the puck into their opponents’ nets.  Oh, boy…  I suspect we’re going to be creating some hockey monsters this coming winter!

If you like this article, or if you have any questions about it, please do Coach Chic a favor and add a Comment below.  Thanks!

Should Parents Back-off on Their Child’s Hockey Training?

I know this is going to be a rather touchy subject.  Yet, I want you to hear-out a couple of extremely qualified guys.

In the following audio presentation, Lisa Cohn interviews Dr Patrick Cohn and noted baseball coach, Tommy Weber, on that very topic — about the possibility that parents should back-off when it comes to their youngster’s hockey training.

Again, I’d like you to hear Coach Weber’s side of this argument, then I’d like to add a few of my own comments a little later.

– Dennis Chighisola

Why Sports Parents Should Back-off

with Patrick J. Cohn, Ph.D. and Tommy Weber

Click the arrow below to play:

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Okay, so you should have gotten a pretty good sense of how one very experienced sport coach and a noted sport psychologist feel on this subject.  And, I’d have to agree with all that’s been said in that interview.   At the same time, we hockey folks have a slightly greater challenge than families in most other sports…

For one thing, ice hockey rinks are usually built in pretty remote locations.  So, it isn’t like our youngsters can just hang their gear over the handlebars of a bike and head-off to practice on their own.  In other words, parents must help transport their kids and all that heavy gear, and it just makes sense that they’re going to hang around for the hour or so of practice time.

And, while it’s not necessarily an excuse for hanging around for practices, hockey families do invest an awful lot more money in their youngsters’ practice time than those in most other sports.

I might add my own reason for staying for a practice, in that I’ve always really enjoyed watching my guys have fun — as they played or as they practiced.  (Actually, that’s one of the things I miss so much today, since my son has long retired and my grandson now practices far away at college.)

Okay, so I’ve given my hockey brethren plenty of reasons to ATTEND their youngsters’ practices.  However, I don’t think it’s the attending practices that Dr Cohn and Coach Weber are really getting at.

No, as a matter of fact, I think it’s more a matter of us parents needing to give our kids — and their coaches — some space that’s really at issue.

I actually addressed that subject in an earlier video (in “Up The Boards, Johnny!“) with a message I really want my friends here to appreciate.  I mean, it is not possible for your son or daughter to serve more than one master at a time.

Please think about that one again…  Nothing but confusion comes from a youngster needing to please both the coach and his or her parents (not to mention teammates).  In fact, I firmly believe a lot of the fun can be taken out of the playing experience if a youngster is forced to please too many.

Then, a personal note…  On rides home from games, my young guy would almost always ask me, “Well, what did you think?”  I simply answered that with several questions of my own, as in “I don’t know; what do you think?” or “What did your coach have to say?”.  You have to understand — and I wanted my guy to also understand — that it didn’t really matter what I thought.  Hey, only one guy (or gal) gets to name the next group of players to go over the boards and onto the ice, and that’s the coach.

– Dennis Chighisola

Click here for more great audios like this one!

Youth Sports Psychology by Peak Performance Sports

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Heat Illness and Hydration Tips

Although Jason Price has in mind those athletes who will be enduring the likes of some pretty tough outdoor activities under the hot summer and fall sun, I’m going to suggest that the following represents an extremely timely collection of advice for hockey players.  Sure, we play and practice in cooler — often very cold — environs.  But that’s misleading.  Actually, hockey players should have a number of the concerns Jason raises here.  (This article was written last month.  But, it’ll remain timely for hockey players from now until next spring.)

– Dennis Chighisola

Heat Illness and Hydration Tips

By Jason Price – MS, CSCS, ATC, LAT, CPT, USAW Club Coach

Athletes Equation

jason.price@athletesequation.com

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With August nearly half over most High School and College Athletes are either back into or on their way to pre-season practice. Where most athletes go into the season prepared from a summer of training they often find themselves getting into trouble with conditions of August two-a-days with decreased performance or far worse.

Most athletes prepare for the season working out in hot conditions and this gives them a false sense of security when approaching preseason practice. They feel they are acclimatized to the conditions but facts are facts. Most athletes may train at the most 2 hours a day and if they go everyday that is impressive. Most are taking days off in between training sessions.

Now look at the facts of the preseason. Multiple hours of multiple training sessions a day, increased stress of fighting to make the team or earn a position, and practices strung together for days at a time. That is a recipe for disaster for an athlete if they do not take the right approach into the preseason.

Heat Illness is one of the only injuries that is 100% preventable. All it takes is awareness, it is that simple. Awareness from the coaching staff, athletic trainer and athlete, and all it takes is one of those people to be ignorant to the dangers of training in heat to cause a potentially tragic situation. The book “Junction Boys”, about the preseason camp run by Paul Bryant at Texas A&M, does a great job of describing how heat illness can ravage a team because of ignorance towards it.

First, let’s discuss heat illness and what can happen from it. There are three heat related conditions of primary concern for coaches, athletic trainers, and athletes. In order by how dangerous the condition is, they are

3- Exercise-Associated Muscle Cramps

2 – Heat Exhaustion

1 – Heat Stroke.

Again these three conditions are 100% preventable. Symptoms of the three conditions can overlap and often one condition will move on to the more serious one. So, athletes who start having exercise-associated cramps will often ultimately put themselves into a condition of heat exhaustion and then even heat stroke.

Failure to treat these conditions can cause serious dehydration and the complications that come with that (even possible death)!

Now, I am not saying athletes should not train in the heat. Most Athletes have no choice.  All it takes to avoid problems is being aware of the dangers and knowing how to keep oneself protected.

So, how can you tell if someone is suffering from heat illness? They will demonstrate signs of thirst, fatigue, lethargy, flushed skin, headache, and visual disturbances. Anyone showing signs of heat illness should be treated as a medical emergency.  For, if the proper treatment isn’t given them, they are in a potential life threatening situation. Again, Heat Illness is 100% preventable.  If someone shows signs of heat illness, and if they are treated appropriately, they have an excellent prognosis for full recovery.

The table below outlines how you can differentiate between heat exhaustion and heat stroke. Heat stroke is by far the more serious condition, it’s potentially life threatening, and the individual should be transported to the nearest medical facility for treatment.

Who is at risk of heat injury? Healthy individuals, children, elderly, those with excessive muscle mass, the obese, those with low body fat, the poorly acclimatized or poorly conditioned, those with a previous history of heat illness, anyone who is dehydrated, one who is sleep deprived or those with acute illnesses (flu, allergies, colds, etc). Obviously, this includes a good many individuals.

So, how can you prevent the risk of heat related conditions? First and for most, stay hydrated. Hydration is key. If you wait until you are thirsty to drink then it is too late and you are highly at risk. If you wait until practice to hydrate, then you are highly at risk. So, here is the best strategy to fight heat illness:

• Drink 8-12 8oz of fluid at least 24 hours prior to an event
• Drink at least 16oz of fluid 2 hours prior to exercise and again 20 min before exercise
• Have fluid available during training and practices (unlimited water breaks should be given; if an athlete says he or she needs water, let them get it).
• When exercising for more than an hour, drink at least 5-10 oz of fluid every 15-20 minutes.
• Drink cool fluids containing less than 8% carbohydrate.
• Use individual water bottles to monitor fluid consumption.
• Check Urine color for hydration status (see Urine Color Gauge)
• Take weights prior to and after practice to measure loss of fluid in the body.
• Replenish lost fluid with at least 24 oz of fluid for every pound of body weight lost due to exercise.
• Avoid caffeine, alcohol, and carbonated beverages.
• Allow 10-14 days to get acclimatized
• Reduce intensity of prolonged exercise

*By fluid I am inferring to water or a watered down sports drink. Fruit Juices, energy drinks, and other beverages are not good fluids to hydrate with.

So, with this knowledge of heat illness and a strategy and how to prevent it, you are prepared for taking on the heat as you prepare for the fall sports season.

Reference:   Anderson, Marcia; Hall, Susan; Martin, Malissa. Foundations of Athletic Training. New York: Lippincott Williams & Wilkens. 2005.

*

As a wrap-up here, hockey players, their parents and their coaches at least seem not to be as concerned about hydration issues as they should.  No, we don’t usually practice and play under extremely hot conditions.  And, no, we’re probably not in danger of the most severe heat related illnesses.  At the same time, hockey players are very much in danger of reduced performance if they don’t hydrate properly.  After all, while environmental temperatures surely are a factor in water loss, so is exertion, as well as stress.  So again, hydration — or frequent water intake — is important to a hockey player.

Finally, I’d like to emphasize one point Jason made, in that once a player gets thirsty, the fluids he or she takes-in at that point won’t help for a considerable length of time.  That’s the reason he suggests starting the hydration process long before the practice or game.  In other words, stay ahead.

– Dennis Chighisola

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Hockey Success Breeds More Hockey Success

Actually, the above statement would be true if we were talking about academics, our chosen field of work, a hobby, you name it.

– Dennis Chighisola

In fairness, I have to begin by saying that this topic was brought about by an email I just received this morning from a CoachChic.com member.  I’m thankful this guy is with us, because he comments often and thusly provides me a lot of food for thought.

In that email, my friend was saying how his youngster had felt really good about himself upon leaving the rink each time over recent weeks, and that this excited him so much that he wanted to do more hockey related things back home.  That’s not so hard to understand, is it?  After all, we humans avoid pain as best we can, and we gravitate towards things that make us feel good about ourselves.  Again, there shouldn’t be any big surprises about that.

Ironically, I’ve been working on several projects recently…  I have an on-ice puckhandling course starting locally in a few weeks, my Learn-to-skate/Learn-to-play clinics begin in early October, and I’m also working on a new video that will appear on this site’s new sales page (ya, I hate that “Oops, you’re not a member?” page — LOL).

The irony comes with the fact that all I really want to talk to customers about is confidence — be it for my clinics or in the promotion of this site.  I mean, that is absolutely everything.  Every guru who has ever lived has said it in one way or another, and that’s also a key principle in The Bible, in The Secret and in The Law of Attraction.

As this relates to my clinics — and even that new sales page…  I hope long-time members have gotten the sense that the drills and slow, deliberate progressions I offer here are all about confidence.  A player does a given skill progression to the point of mastering it, and he or she is sure to feel good about taking-on the next challenge.  And so it should go, from beginner all the way up to elite execution.

Okay, but now back to my main premise…  My CoachChic.com friend said that his young guy left the rink psyched.  With that, the boy went home to seemingly find ways to continue that feeling.  That’s gonna happen, you know.  The player who is loving the game finds a stick and ball at home and experiments, maybe even reliving some of the recent rink excitement.  In the case of my friend’s boy, he also found a way to spend plenty of time on his in-lines.

This in mind, here are a few suggestions for member parents and coaches…

First and foremost, appreciate that YOU have the most say in whether your kids have either good or bad experiences at the rink.

For example, I know some parents get hung-up on a team’s designation (like it sounds better to the guys at work if you tell ‘em your kid plays on a AAA team).  However, I’ll suggest that the player who is going to be in the lower two-thirds of that high level roster is NOT going to be able to truly execute many of the things he or she would like.  In fact, a lot of kids on any given team will play in what I call “panic mode”, because nearly everything they attempt to do is rushed by the superior talent around them.  Many, in fact, won’t be able to skate 2′ without coughing-up the puck or throwing it away in a panic.  Oh, I know, I’m being a bit rough on some of you by saying this.  But, I feel my lot in life is to offer you the best advice I can.  So, I’m just suggesting that some serious thought has to be given to where a youngster plays for close to 9-months out of the year.

For my next point, let me take you to a rink lobby some 15-ish years ago…  I’m walking into the rink to teach a clinic, and I’m greeted by a whole bunch of my former Learn-to-play students as they’re leaving their game ice.  The kids are smiling and waving to me, and I had to believe they’d just done pretty well.  Once the kids disappeared to their lockerroom, however, I discovered a very different story from the group’s parents and coaches.  Those little guys had actually been beaten by a score of about 17-0, with the grown-ups looking and sounding all down in the dumps.  Again, the kids — not yet influenced by the adults, are laughing and seemingly excited at having just played.  The reason I tell this story?  It’s because some of those youngsters were likely allowed to continue feeling good about that hockey experience on the ride home and thereafter, while others were probably going to be told how badly things went.  My personal answer to this is to suggest that I’m a better “spin doctor” than all those professional politicians you see on TV.  I see a little guy take a tumble in one of my clinics and I rush to tell him, “Awesome fall!” — just as he’s deciding whether to cry or not.  And I can usually think of something positive to say to my team, even when they’ve had bad night.  Hey, I want them eagerly coming to practice in a few days, so there appears no other choice but to give them a reason to do that.  And that’s what I’m suggesting here:  Be a spin doctor yourself, and give your own player or players reasons to feel good about the last hockey experience.

Now here’s the best reason for doing some of the things I’ve suggest here…  No matter how a youngster feels about himself or herself, there’s going to be what I refer to as a snowballing effect — with the enthused kid improving all the more between trips to the rink, and the less excited kid likely going backward.  And it keeps rolling that way, with the gaps often widening over time.  As a matter of fact, that’s what I meant in the title up top, in that “hockey success breeds more hockey success”!

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A Different Approach to Hockey Strength Training

CoachChic.com members may get tired of hearing it, but I’ll never tire of saying that I’ve met some of the world’s best and brightest through social media sites.  And I count among that special group my new Twitter friend, Maryse Senecal.

Now, not so surprisingly, most entries in the Strength Training for Hockey Players section have come from those with Physical Education backgrounds.  That should make sense, owing to the special studies required in that discipline.  I take notice, however, when I get to learn from someone with the kind of specialized skills possessed by the likes of Maryse.  So, I hope everyone pays attention here, as she shares with us a different approach to hockey strength training.  (FYI…  If you’ll notice in her introduction, Maryse echoes some of the same shortcomings in ice hockey players that Scott Umberger has noticed and previously shared with us.)

Oh, by the way…  Maryse’s original title to the following piece was “Training the Athlete”.  I just renamed it above for our members’ sake, just so you could find it among the many special articles on strength training.

– Dennis Chighisola

Training the Athlete

By Maryse Senecal
myo-precision

I am an orthotherapist by trade. My specialties lay in the study of myology and bio-mechanics. It was only a natural progression to find myself in the personal training world. In that evolution, I was fortunate to do my internship with the Lead Master Trainer in Ottawa. His specialty is his work with pro athletes. He was interested enough in my field of study to give me a voice when planning his athletes’ dryland programs.

I suggested that we start their off-season training by first addressing their range of motion. These athletes are strong, no doubt there, but they have often sacrificed flexibility and core strength for pure unilateral strength, disallowing the opportunity to pull from their hip, core and flexibility to maximize their power in their performance.

We began rewriting their programs, breaking their program into 4 phases. As I trained them, I was often used as their demonstrator and then their pacer. All this while I was approaching my 40’s! What kept the athletes’ focused on me was the fact that I had no problem keeping up with them, rather, they had to keep up with me. What allowed me to do this consistently was the connection between hip/core strength and flexibility.

And so we began…

1 – Phase 1 – week 1 to 3 – Intense Yoga

We found that the guys’ range of motion was absolutely shameful! So, yoga for stretch and core stability. Intense, as in everyday. Then, because they are performance and strength driven, we would move the yoga gradually into strong power yoga. We would add weights to their sessions, more often than not in an ‘off balance” environment… again, to increase spine and core stability. Note that the boys hated this phase of the training… but they went through it anyway.. in that time, we would work very hard with them in the nutritional environment as well…

2 – Phase 2 – week 4 – 8 – Strength

This phase of the training involves a lot of weight load to increase the strength component of their regimen. Because we believe that training should incorporate a body synergy, core strength and stability was always incorporated with their strength moves. Training to avoid injury. Off balance, or unilateral moves, core strength and stability along with the weight load. I have to admit that the boys were not getting as strong as they would have in a pure strength environment, but for their chosen sport, it really was best. Who cares what you can squat if you can’t bring that strength into your sport? The athletes would train in strength on days 1-3-5, supplemented by yoga on days 2-4.

3 – Phase 3 – week 8- 16 – Power

This was by far the best part of the training. Power… strong plyometrics, off balance plyos, quick foot drills, interval cardio training, strong power moves… really the best part of the training. This is where the boys would start seeing the gains made in the slower parts of their workout phases.

4 – Phase 4 – Training Camps

Once the boys started their training camps, we would pull it back. We would incorporate all of the above components in a circuit format where all aspects of their training would come together. We would also pull back the frequency of their session so that they could concentrate on their performance for camp.

The success they experienced in the training camps was extraordinary. While some were getting injured, or over winded.. our athletes were holding their own. Not as strong, true, yet much faster and more endurance. Because the hip was being shaped and strengthened all through their time with us, pathologies like groin pulls were almost non-existent. I say almost because some came in with that problem, and rehab set their workouts back.

Although different sports demand different bio-mechanics, the phases of this training program can and should be adapted to any chosen sport. The key is to keep it interesting with variety and keep it strong by challenging balance and core strength.

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This note from Dennis Chighisola…

In ending, I’d like to mention a technique I often use as I sort through tons of great research — in that I tend to borrow a little bit from every expert.  Sure, there are some areas of our game where there’s seemingly just one right way to do something.  Yet, we all live different lifestyles and have differing free time to devote to training, we all have slightly different body-types and other unique physical traits, as well as very different goals.  And that’s where borrowing bits and pieces of what the experts suggest tends to help.

Allow me to add one more thing here, in that the above also explains why I feel compelled to offer so many different training approaches here within the pages of CoachChic.com.  Actually, I think it’s the right way to do things, giving you options, I mean.

Finally, I know Maryse would enjoy your feedback and questions, and she invites you to email her.

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Learning Hockey — with Coach Chic & Chomper

This special note from Coach Chic…

If your son, daughter or team is at the stage where they need to learn hockey’s basic rules and positioning, this is the video for them.  No, it’s not for grown-ups, as I’ll soon explain.  But it’s been written and produced in a way that seems to really work for 5- to 7-years old.  And, as you’ll see, it’s awesome for helping very young kids learn about off-sides, icing and where to line-up for face-offs.

Now, I’ve coached all levels of our game — up through high school and college, and I even had several minor league pro interviews.  I’ve also helped a number of students reach the NHL or other elite levels.

That said, perhaps one of the things I’m best at is in knowing where I am at a given time.  I mean, I don’t treat high school guys like kindergardeners, and I don’t talk over the heads of my littlest students.  No, in fact, I go into what I jokingly refer to as my “Mr Rogers impression” when I teach my Learn-to-skate and Learn-to-play clinics.

And that’s what I felt the need to do as I prepared to write the script for the following video.  As I said already, I wasn’t writing it for you, the parent or coach.  (Actually — and I’m chuckling at myself a bit here, because I felt pretty stupid doing some of the audio.  But, I knew “baby talk” and a lot of bells and whistles were necessary if I was to keep the attention of little ones.

If you’ll notice, this video was created a number of years ago (it still has my old CoachChic.com introduction).  Actually, I produced it as a gift to a number of students I had in a summer hockey school back then, sort of as a supplement — or home study program — for the things we were working on on the ice.

Frankly, I held my breath as I waited for feedback from my camp parents.  But, every single follow-up comment was unbelievably positive.  In fact, a number of parents told me that their kids practically wore-out the CD I’d given them.  And, some told me their youngsters knew the video by heart.

Okay, so why don’t I let you take a peek at it right now.  Then, once you’ve had a chance to view it, I’ll add a number of further comments and some advice down below (there seems to be something slightly off with the timing of audio and video when face-offs are covered — it’s hardly noticeable; but I promise to fix that as soon as possible)…

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Okay, is it silly?  Yes.   But, does it work?  Absolutely — because it’s just what a young player needs!  And, as I suggested in the video, countless viewings are going to prove a whole lot more effective than just a few.

As I also suggest, a parent can enhance the learning experience by asking questions of the youngster, perhaps testing him or her in a fun way (and even using a little tool I’ll make available here pretty shortly).

For both parents and coaches, I think you ought to also consider that kids aren’t ever going to truly understand their playing positions without first knowing their left from their right sides.  So, I would make it a point to frequently quiz or otherwise help your youngster/s in this area.

As for coaches of very young teams…  I have done a simple drill — off-ice and on the ice — that really reinforces the off-sides rule.  So, here goes…

• Either mark a line (with chalk) on the lockerroom floor or out in the runway, or use a section of the blue line on the ice.
• Have a coach be a partner for one kid at a time as they both approach the offensive blue line.  In this way, the coach gets to totally control over the drill.
• The coach will want to alternate his her approach to this drill.  In other words, sometimes you might move at a slow, sure pace, and put the puck on-side ahead of your young partner.  At yet other times, the coach should pretend to have difficulty advancing the puck, at which time the young skater must know enough to delay until he or she sees the puck cross the line.

Oh, by the way, parents could easily run that drill at home.  Just be creative about locating a mock blue line.

Then, here’s a little insight into my reason for solving the problems dealt with in that video…  When my grandson was a 6-year old Mite C in the local youth program, I used to cringe at the amount of ice-time that was wasted in his games.  I mean, kids would mill around for what seemed an eternity, searching for where they should line-up for a face-off.  Worse yet, few of the little guys understood the rules of off-side or icing, which meant there were countless more face-offs than there should have been.  So, if there is a very good reason for solving these problems — or for having your youngster or team watch the video countless times, it’s to give them more real playing time within an hour of ice, and to thusly make the game more fun for them.

Finally, here’s our deal, and a good reason why I’m currently making this video available to non-members:

I NEED YOUR FEEDBACK!

Down below is a box for “Feel free to leave a comment… “.

What I’d really like to know is if the video seemed to work — with an individual, or with a team.  And, while it would be nice to have a commenter’s name and organization, I would at least like to know the age of the youngster/s using the program, as well as your position (as a parent or coach).

Oh, and yes you can share this page and video with teammates or friends.  Just send them a link to the CoachChic.com home page (that works best), and tell them to scan the free stuff for “Learning Hockey — with Coach Chic & Chomper“.

Thanks for stopping by.  And, I look forward to helping you further as your little one grows in the game.

– Dennis Chighisola

Opening Night for the ‘09 NEHI HS Prep Hockey Team

An introductory note from Coach Chic…

Well, after a long off-season of training, my two NEHI teams have been gearing-up recently for the starts of their new playing seasons.  As a matter of fact, my HS Prep guys opened tonight with a pretty convincing 12-2 win.

So, you’d think I’d be thrilled, huh?  Well, so you’d think…

Actually, I believe it’s good for my guys that I’m seldom satisfied with any game, no matter the outcome.  And I’m almost always able to find a number of things that need fixing, or that need at least a little more work.

Now, I’m likely to later cover a lot of the following in far greater detail.  (In other words, if it’s a skating problem I’m mentioning here, for example, I’m probably going to show you in the Skating section how I ultimately solved that.)  For now, however, I’d at least like to touch upon the things I think need addressing with my older team.  I don’t doubt member coaches, parents and older players will find a few things that’ll also help them (sorta like some food for thought)…

The purpose of my High School Prep team is to ready 17 young guys for their respective high school seasons.  All my kids are headed to different schools, and they range in needs from trying to make their school team to wanting to really excel wherever they’re going.

In Massachusetts, school hockey doesn’t begin until the Monday after our US Thanksgiving.  So, that’s my goal — to have the kids ready on that big day.  And I try to convince them (and sometimes their parents) that our common goal is to have everyone totally ready on November 30 of this year.

What I’m getting at is that nothing but development matters to me until that day arrives.  And, in a way, this takes a great deal of pressure off me and my players.  Oh, I’m intense when it comes to my kids working and learning.  But we should all know that they can’t take their autumn game scores or stats with them when they head to tryouts.

So, I started by sharing this philosophy just so you understand the rather patient approach I’m going to be taking with the following topics.

*

I have my own to-do list as I prepare for games.  And the first game of each new season has a longer list than most others.

I print-up a batch of nice roster sheets so that I don’t have to waste time scratching them out for each new game.  That’s on a smart drive, too, just in case I have to make roster changes at any point during the season.

A one-time deal has me bringing new game socks and our game jerseys to the first game.  (Thank God I have a family who will care for the jerseys from now until season’s end!)

I tote a small plastic bucket (adorned with our logo), this carrying about 20 special pucks meant just for our pre-game warm-ups.  Each year I paint these a little differently, with this season’s pucks remaining black around the sides, but sprayed silver on tops and bottoms.  The goalies hate these (LOL), but those pucks sure do make them focus.  Inside that bucket are also a few tennis balls for my goalers to juggle and do other pre-game work with.

I carry a large loose-leaf book that contains my rosters, official papers, emergency telephone lists and then small items — like chalk, pencils, clear tape, notepaper, small sticky-pads for my game notes, and the likes.

Inside the above book is my team’s lockerroom door sign (as described in the Coaches’ Corner).

Then, there’s what I refer to as my “Murphy’s Law Kit”!  Ya, “stuff” happens when we least expect it, so I’ve collected a ton of odds and ends to bail my kids — if they forget a neckguard, if they strip an edge, if they lose a helmet screw, etc.  Oh, and all the typical first aid items are also in the box.

So, how did yours truly do on HIS opening night prep?  Geeeeeeeze, I left the dawgoned game socks back in the office.  (Grrrrrrr…)

*

I asked the guys to report a little early for this first game.  Unbeknownst to the players, I wanted them to relax as they readied for the first game, and I also wanted some extra time to go over a few important things…

After having a quick administrative discussion — like how the jerseys should be collected at game’s end, how we’d operate in the lockerroom, etc., I went into bench decorum.

• Of course, my defensemen sit on the defensive end of the bench, with our forwards stationed closer to the offensive zone.
• I also pointed-out that I want the next guy up at a given position ALWAYS keeping an eye on the man he’ll replace.
• The kids and I next established in a brief discussion which player might be the most important on line changes — the one leaving the ice, or the one entering the play.  From there, I told my guys that they must clear the way for those trying to get onto the ice.  Ya, if you can just picture players getting tangled in a doorway while a team plays shorthanded…  Ugh.
• I told my guys that I wanted them to only concentrate on a few parts of their game.  I think things come together better when we do it this way.  So, I asked them to mainly focus on our primary forecheck, and to also try to make effective dump-ins.  Hey, if you think about it, solving just those two things over the first few weeks will make it easier for us to gradually add other key elements of our system.

*

We have a neatly timed pre-game warm-up routine I’ll also tell you more about soon.  Of course, things looked pretty ugly and were poorly timed during our first real try at it.  Perhaps more importantly, I sensed my guys had lost their focus on one drill, and poor focus means the kids are learning and reinforcing poor techniques rather than the right ones.

*

During this game, a new situation arose that needed dealing with…  A penalty killer should have what’s referred to as a “strong stick” in his or her own zone.  In other words, if my players get their stick-blade on a puck back in our defensive zone, the puck has to be sent out of the zone (and hopefully HARD down the ice).  Actually, I tell my guys I want pucks to hit the far-end boards.

*

Early in the game, a number of my guys came-off the ice with our opponents lugging the puck towards our net.  (Ha.  Oh no you don’t!)  The time to change-up is when the puck is buried safely in the offensive zone.

*

I thought our goaler played well on this night.  At the same time, I think a few of his difficulties weren’t his fault; they’re mine.  And I have to help him fix them.  So, in one instance I wrote a note to myself that I want to create a drill that forces the boy to fight for pucks in scrambles around the crease.  (A lot like the new guys who hadn’t learned with their former teams how to change properly, I think my goalie had been let-down by his past coaches, since he seemingly never learned to really handle the puck — either passing it, setting-up dump-ins for teammates, or tying-up loose pucks.  Oh, our goaltending coach and I have helped him with these things during the off-season.  But, there’s still lots more work to do — for his sake.)

*

Then, there was one awesome play I just have to discuss with all of my guys as soon as I get the chance…  One of my defensemen was coming back towards our end with an enemy puckcarrier close by, and with another attacker trailing not far behind (sort of a 2 on 1).  A lot of backchecking forwards would have wrongly headed towards the puckcarrier, figuring that’s how they could best help their teammate.  My backchecker, however, immediately grabbed the open trailer, which allowed my D to confidently handle the puckcarrier.  Aaaaah, awesome.

*

In closing, know that the game bench is a crazy place, in that there are lots of things for players and coaches to deal with.  Add to that the fact that players are coming and going — on line changes, and it’s virtually impossible for a coach to truly discuss many of the above points with all of his or her players.  For those reasons, I hold a once-per-week “discussion session” where we’re able to really relax and study the notes I’ve taken at the last game.  There’s no screaming or yelling or embarrassing players in these sessions.  Instead, for example, I might begin this coming week’s get-together with something like, “What do you guys think might be the best time to change-up?”  As I hope you’ll appreciate, I’m encouraging at least a two-way discussion here (and hoping a bunch of kids will chime-in), mainly because I think the information sticks better when players help solve a given problem.

As you should notice, there won’t be a shortage of things to work on during our next three practices.  Actually, a lot of the difficulties we had tonight might even spawn a few new drills.

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The Secret of Champions!

Shaun Goodsell, MA

President and CEO of Mental Edge

Shaun@MentalEdgeNow.com

For years I have wondered what part innate talent plays in the success of athletes. Growing up aspiring to be a pro athlete I thought on many occasions, “I wish I were talented enough to be as good as others.”  In fact as I have progressed in business I have also believed that success is a by product of the genes you get and some are lucky while the rest of us are scrapping and clawing to rise to the success of others.  While attending the PGA Championship last month I started thinking about the pathway these athletes took to get to where they are. Could there be more to it than simply genes?

Recently, I came across a book that challenges the significance of innate talent in the success of athletes, musicians, and business leaders. Geoff Colvin has written a book titled “Talent is Overrated: What Really Separates World Class Performers from Everybody Else”. Colvin makes a compelling case that THE ART OF DELIBERATE PRACTICE is what differentiates world-class performance from others.  He then goes on to describe this compelling concept:

“People who engage in intensive deliberate practice push themselves slightly beyond their current limitations physically and mentally.”

Doing this leads to greater perception, greater knowledge, and greater memory of what they know.  Practicing in this manner over a long period of time leads to the brain and body literally changing. When one learns to perceive more they are able to focus in on vital information that is significant when looking to creatively chart a course of success. For example, being aware of facial expressions in young athletes gives clues as to how they are receiving certain points of teaching. Often times a young athlete’s ability to be coached is closely connected to the closeness they feel to their coach. If a coach is not picking up on these subtle cues they miss information that is vital to their ability to influence a young life. In the same manner, learning to read important cues during a competitive situation gives athletes an advantage on their competition. It is this information that many athletes seem to miss.

Intensive deliberate practice not only improves an athlete’s level of perception but also increases their “working’ knowledge within their sport. It is as though an athlete’s knowledge base grows with each opportunity to play and practice in this manner. This dove tails with other performance coaches who encourage athletes to make sure they are always in the process of learning with each situation. Increasing their data base helps to inform them as to how to predict and approach different situations with greater mastery.  With this increased knowledge making decisions becomes easier and confidence in that process is increased.

Lastly, intensive deliberate practice improves an athlete’s memory of what they have learned in past performances. When they intentionally go into situations with this mindset their memories of the working knowledge they have acquired increases and they draw on this to acquire an edge on their competition.

It turns out the mental aspect of performance is vitally important and learning to approach our performance opportunities with a deliberate intensive approach gives us the secret many champions use to create the Mental Edge!

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This New Category Coming for September

Yes, it struck me that we were missing something, and that would be hockey specific conditioning.  So, beginning this month — September of ‘09, I’ll start adding some very usable stuff to help players go longer, harder and faster in their games!

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NHL Birthday Calendar

Coach Chic’s good friend, Tyler, from the NHL Digest is responsible for sharing this fun and interesting collection of National Hockey League birthdays.

Amazingly, it contains “…all players ever to play in the National Hockey League! It currently contains more than 7000 players. It will be updated as the final rosters for the 2009-2010 NHL season are announced.”

So, click on the NHL Digest logo below, enjoy the calendar, and even share it with friends!  Again, enjoy…

CLICK THE LOGO TO GO TO THE CALENDAR

Follow Tyler on Twitter for great hockey updates…  @NHLDigest

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Shooting Gallery

Please see Drill Submission Rules and Help below.

Contributor: Cameron F. — Niverville, Manitoba, Canada

Drill Category: Fun, Offense, Goaltending

Drill Description:

Comments: Many drills require nearly a full team to execute during a practice. This is a drill I like to use when we are short players. The drill itself needs 3-5 players plus a goalie and does not take up a lot of room on the ice surface.

Benefits:
FUN!
Forwards: This drill brings into focus nearly every aspect of goal scoring: accurate shooting, fast hands, quick decisions, and shot selection.
Goalies: This drill is designed to work on fast twitch muscles, balance, and recovery while under pressure.

Set up with shooter in the middle of the ice, at the hash marks with pucks. Other players are lined up towards the net, on both sides, in line with the edge of the crease.

Goalies must stay inside the crease for the first shot. As an added challenge, have the goalies start within 6 inches of the goal line.

Objective of game:
Players – score – 1 point
Goalie     – cover puck – 1 point
- puck goes behind the goal line – 1 point
- puck goes outside the blue line – 1 point
- puck touches side boards – 1 point

Running the drill:
P1 shoots the puck, G makes save and attempts to cover or direct rebound away from players.
After initial shot, players are allowed 1 pass before shooting. Progress to one-touch passes and one-timer shots to best simulate game situations.

After point is awarded, set up the drill and run again. Play to seven points (suggested).

Click image below to see a short video.

Chariot Races

Please see Drill Submission Rules and Help below.

Contributor: Deb K. — Boulder, CO

Drill Category: Fun, Conditioning, Skating

Drill Description:

All the kids line up in pairs on the goal line. One kid remains standing, the other is on his knees. The standing player holds the blade end of both sticks, while the kneeling player holds the butt-end. On my cue, the standing players race, pulling their teammate down the ice. We try this with forward skating and backward skating and of course we switch the players around at each end of the ice so they both get the fun of being dragged In this drill, the kids really have to dig in, so they eventually figure out keeping the skates forward (I call it running man style) doesn’t allow them the propulsion they need, and they start turning their skates out to really dig in.

Click image below to see a short video.

Tic-Tac-Toe Down Low

Please see Drill Submission Rules and Help below.

Contributor: Cameron F. — Niverville, Manitoba, Canada

Drill Category: Fun, Offense, goaltending

Drill Description:

Comments: This drill needs at least 7 players for flow and one end of the ice from the hash marks to the boards.

Benefits:
Forwards: This drill works on driving the net, accurate passing, timing, and shot selection.
Goalies: This drill is great for working on plays that come from below the goal line and lateral movement.

Set up:
Two lines, one on each boards at the hash marks. One line has pucks. One player below the goal line on the strong side.

Running the drill:
P1 passes to P2 who is below the goal line.
After pass, P1 and P3 drive to the net from each side of the ice.
P2 can pass to either P1 or P3 for a shot on net. **Progress to P1 or P3 has option to make another pass before shooting**

After shot, players exit drill area through middle of ice so next group can run as soon as goalie is set.

Players can change their approach to the net to experiment with angles of attack and the related timing.

Click image below to see a short video.

About This Special “Drills” Section

One of my favorite all-time NHL coaches was the late, great Roger Neilson (I hope I remembered the spelling correctly).  They used to call him “Captain Video”.  And — I mean this in the nicest way…  Having met Roger numerous times, I can tell you that his mind was often off on another planet.  (Again, I mean that in a very positive way, so perhaps I should temper it, in that my impression was that he thought WAY outside the proverbial box.)

Those two things in mind — that Roger was a video nut, and that he seemingly liked to look at things in new and very different ways, you might also have a sense of why I loved him.

Anyway, one time as he was introducing a new topic at his popular coaching clinic up in Windsor, Ontario, Roger began with, “Coaches love drills.”

Why do I remember that statement from more than a dozen years ago?

Well, for one thing, he was about to describe my MP Drill Format (talk about an ego boost for me).

As importantly, though, he really made me think.  I mean, I can recall from just about every coaching seminar I’ve ever been to, that almost all I’d hear during breaks had to do with drills.  Some coaches would be swapping them, most would be thrilled at the new ones they’d just learned in the lecture hall, and a few would be moaning because they hadn’t yet discovered anything new to take home with them.

Hmmmmmmm…  Ya, I guess you’d say that, “Coaches love drills.”

Actually, I’m seldom at a loss for drills, and I’ve either explained or shown elsewhere here how Todd Jacobson and I have oftentimes created our own.  Yet, every once in awhile I will feel a need for help (that’s right, I’m no different than anyone else when it comes to experiencing an occasional mental block).

That was the case this past week when I was trying to think of some fun-oriented drills — you know, the kind that might break-up the monotony of a practice while still teaching the players something.  Or, the kind of drills that might get my guys working a little harder just because there’s a slightly new tease, whatever.

So, what did I do in my time of need?  I did as I’ve done a lot lately, sending out short SOSs to all my hockey friends on Twitter and Facebook.  And it didn’t take long to get some really nice responses.  (Aaaah, it seems I can always depend on my social media friends.)

As an aside here…  Of course, if you’ve been through CoachChic.com at all, you know there are already hundreds of drills in the various categories (with new ones being added every few days).  Most of those are very specific to a topic, however.  This area will be aimed at drills alone.

A second thing also caused me to strongly consider this new category…  I mean, among my hockey friends and within the CoachChic.com membership are some extremely bright coaches.  I know they know their stuff, and their drill ideas could be invaluable to others.

Then, there’s a third reason I believe this area is going to be useful…  As I’ve stated numerous times elsewhere, I was once a young coach, and I craved a medium in which to show my stuff.  (Think how awesome I felt making a presentation to the NHL Coaching Symposium in 1980, how I felt when Roger described my MP Drill Format that day, and what it was like for speakers at a few other major coaching seminars to recognize this then-young coach sitting in the audience.  Ya, those kinds of things spur a guy or gal on.  And I’m thinking that this new Drills section will give some new bright young guys a chance to show their stuff.

Now, while a lot of the content on this site is reserved for CoachChic.com members, I’m planning on keeping this area open and free to the public.  Call it my (actually our) way of giving back to the best game on earth.

Along that same line of thinking, I’m going to welcome drills from members as well as non-members.  Again, the gist is for us to just share drill ideas.

Then, two final points…

- In viewing the first few drills to come-in, I can see that this area is going to require an awful lot of work on my part.  For sure, sketches sent me could be posted rather quickly.  At the same time, drills described in text are going to take me quite a lot of time to recreate — either in a sketch or by video-taping some players demo-ing.

- An undertaking like this is going to require a few rules for participation (to make it workable and so it doesn’t get abused).  Those rules and some help are provided below.

Well, that’s it for now.  From here onward it’s up to us to make this seemingly worthwhile area work — for everyone.

Drill Submission Rules & Help

Drill Submission Rules & Help

• The true purpose of this section is for coaches to ultimately have a vast number of new drills at their disposal.  (It’s also a great area for contributing coaches to show their creativity.)

• Obviously, the easier it is for Coach Chic to understand and prepare a drill for posting, the sooner he can publish it to the on-line collection.

• A drill must be accompanied by a full name and the state or province in which the contributor resides.  (This is just to give you fair credit, and you may ask that only your first name and last initial be publish.)

• You needn’t have invented your drill submission, although Coach Chic would love to know if you did.  Again, the main purpose here is to just provide coaches with lots of good drills.

• No email addresses or website links will be posted with a submission.

• Coach Chic IS into promoting individual coaches for their work; he is NOT into promoting hockey schools or other business ventures.  Sorry.  (However, if there’s a question about this, please do email Coach Chic.)

• Email drills to Coach Chic (<= just click here).

• Diagrams can be sent as attachments.  Text descriptions are easier handled from within the body of an email.

• Please indicate a drill submission in the Subject area of your email.

• Since drills might eventually be grouped according to their main theme (ie, attacking, defending, shooting, breakouts, etc), please indicate what you believe the main purpose or benefit is.

• Please name your drill.

• Coach Chic will likely alter or convert a drill presentation into either a text, diagram, motion diagram or a video format.  The contributing coach still gets all the credit.

• If you wish, the following diagram can be right clicked and you can Save As (to wherever you’d like to work with it).  Use your Paint or a similar drawing program to add players, lines, what have you.

————————————————————-

A Quick Checklist:

• Use a rink diagram whenever possible.

• Include your name and state/province (but you may ask that only your first name and last initial be published).

• Note if the drills is/isn’t your own creation.

• Give the drill a name.

• Provide what you see as the drill’s main benefit/s.

• Send diagrams as attachments; send text descriptions in the body of your email.

• Put “Drill Submission” in the email Subject line.

• Email drills to Coach Chic (<= just click here).

First Things First in Hockey Skills Work

I have to laugh at myself a bit, because I sometimes find it funny how my old noggin’ works… What I’m referring to is that one thing often leads me to think of something else, and that just as often leads me to think of something else (and so on).

Such was the case as I read Craig Shaw’s comment this morning.  And that thought process led me to answer Craig in the way I did, as well as to ultimately decide to share a few thoughts with all of my other CoachChic.com friends…

You see, as I reflect back on the hundreds of outstanding players I’ve had through the years, I’ve always found they had a few things in common.  Oh, I’m not talking about great genetics here; actually, I think most of my best players overcame some shortcomings to achieve what they did.

From a mental perspective, those kids always seemed to have a very positive approach to trying new things.  I mean, they could laugh at themselves whenever they were really challenged by a drill.  Hand in hand with that was a certain “Show me what you have for me today, Coach!” attitude.  And, while some might suggest those traits are genetic, my feeling is that they’re a reflection of their parents’ attitude.

What I’m here today to talk about, however — and what Craig reminded me about, is what I probably did for those kids who ultimately found some success in the game.

As an aside here…  You might find it odd that I don’t usually brag about a specific player, or claim to have put this kid or that kid in the NHL or on a National Team.  That’s because I don’t believe there’s a coach on the planet who is totally responsible for a player’s success.  Oh, I know I helped a ton of young guys and gals along the way (as have other coaches or skills instructors), and I’ve even watched a bunch of ‘em on TV.  If you want my honest opinion, though, it’s the moms and dads who give their kids legitimate chances to make it, and it’s the kids who make good use of what their parents are willing to provide — plain and simple.  That said, this entry is about one of those “little things” I probably have done right for my kids through the years, and something that probably served them well for years and years to come…

What I’m getting at is my refusal to skip steps.  So many parents and coaches are in a hurry to have their kids perform moves like elite players.  And I think I may have even been that way as I guided my first generation through NEHI programs.  But, being in a hurry almost always means skipping steps.  And skipping steps almost always causes a player some difficulties down the road.  (Please think about that one, because I’ve seen far too many older players who couldn’t be saved due their failure to master given skills when the time was right.)

Now, one luxury of my job is the time I have to study (and study and study).  And, while I’m not done studying the game yet — by a long shot, the way I’ve plotted skill progressions for you within this site is likely the most concise you’ll ever find.

Take, for example, the stopping movement…  I bring my students or players through maybe ten steps, from the very beginner challenge to some very advanced applications.  (These are described and shown in the three “Must-do Skating Drills” videos under the Skating category.)

Of course, rational people would say it makes sense to NOT go on to Step 4 until Step 3 is mastered.  Yet, there’s something that seems to cause younger parents and coaches to get a bit irrational at times — or they get antsy about their kids’ progress, which causes them to skip from Step 3 to Step 7 (whatever).

I’m also (as my noggin’ makes me jump again) reminded of the advice I provided in the “Creating The Early Goal-scorer” video.  For, my main aim there was to help you help your youngster succeed “at his or her own level”.  Trust me on this one:   Most of the other kids in your youngster’s age group are skipping steps, or they’re not even being given the chance to master many of the game’s basic skills.  So, a kid who IS slowly lopping-off key steps IS ultimately going to blow-away the majority of his or her peers.

Okay, I may have seemingly jumped around a bit here and there (and that’s likely the electrodes in my noggin’ at work).  But the advice I’m trying to convey to you today is to just “stay the course”.  There are bound to be ups and downs in a season — geeeeeze, with young players, there can be ups and downs in a day.  The thing I’m here to tell you is that others will likely panic with the downs and get a bit over excited about the ups.  You, on the other hand, ought to be able to smile at both (yes, even at the downers), because you know you’re on the right course, just putting “first things first”.

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Athletes Just Keep Getting Stronger and Stronger

Two recent news events cause me to bring a few thoughts to members’ minds…

I heard this morning that a new batting helmet is now being tested in Major League Baseball, this in hopes of protecting hitters from 100mph fastballs.  And, of course, the Dallas Cowboys’ new overhead scoreboard is also in the news, this because punters are already dinging it.

Starting with that scoreboard, I wonder if casual football fans know that the one in Big D was hung 5′ higher than the NFL’s rules dictate.  That’s right, the league states that they must be at least 85′ above the playing surface, while the one in Dallas actually hangs at 90′.  What I’ve also heard is that the 85′ rule is a little old, and that it should really be evaluated.  (Why so?)

Then, thinking back to my younger days, it was rare to see a guy throw in the high-90mph range.  Sure, there were the Bob Fellers, the Herb Scores and the Nolan Ryans.  But, on average, I recall that most big league pitchers heaved that rawhide in the mid- to high-80’s.  And, just as I did in reference to the NFL’s need to reassess their scoreboard placements, I have to ask why MLB has to rather quickly rethink their defense of batters.

The answer, I believe, is two fold.

I think the advancement of technology — particularly when it comes to the use of video — has hugely improved player technique.  And computer generated stick-figures can be used to study the biomechanics of any single athletic movement.  I mean, a frame-by-frame analysis can be performed on the likes of a thrower or punter to arrive at the exact motions needed to achieve maximum power.  (I actually own a computer based program that does this, although hockey motions aren’t as easy to define as the ones I’ve noted here.)

Of course, the answer you probably expected is that trainers today really know their stuff when it comes to building speed and strength.  And, do they ever.  Over recent years there have been unbelievable advancements, with many of the latest techniques explained here within the pages of CoachChic.com.

As a quick aside…  Yes, “We’ve come a long way, baby!”  For, I’m recalling my younger years again, about a time when barbells were taboo for skilled athletes.  Having played and then coached a lot of baseball way back when, I can even remember scouts saying that hitters with large shoulders were hampered in their swings.  And I suspect that tennis players, sprinters, wide receivers, most backs in football, soccer players, basketball players and the likes were also steered from touching weights.

Of course, I’m never really talking about those other sports here at CoachChic.com.  But I do believe that it’s right to keep watching what’s happening elsewhere.  Let’s face it:  Whatever is found to work with one kind of athlete is eventually going to aid a lot of others, including ice hockey players.

Then, I might mention one other thing…  Just as I described in my video, “Some Food For Hockey Thought“, I’ll suggest that most major gains in the areas of speed, strength and agility are taking place far away from playing surfaces.  Yup, I’ve seen big-name baseball hitters improve their hand-eye coordination and quickness with computer gadgets, I’ve seen a similar device used with goaltenders, and I’ve watched videos showing baseball pitchers gaining arm and shoulder strength using weighted balls and mini-trampolines.  (Down the road, I’m going to tell you about a new shoulder strengthening device I just came across.)  And, while I know little about it, from interviews with new pitchers who’ve joined the local MLB entry, I’ve frequently caught references to the benefits gained in a special throwing program currently used by the Boston Red Sox.

My point to all this is to recommend that my CoachChic.com friends continue mixing on-ice and off-ice workouts — throughout the year.  Yes, ice-time is needed for certain skills work.  However, I don’t believe a modern day hockey player can move beyond the masses (<= please think about that one) without the benefits of scientifically based off-ice training.

Hmmmmmm…  This late-breaking item…  I was just interrupted by a telephone call from a long-time student.  He’s trained lots before in The MOTION Lab, so he knows the benefits.  Anyway, it seems he’s just received a starting date for his minor league pro training camp, and he wants to get working in the Lab again.  I had to also smile when he said he wanted an old student of mine to be his training partner.  It seems that friend said something to the effect that, “If Coach Chic can’t prepare me for my college season, no one can.”  Ah, nice to hear.  But it’s doubly nice that two young guys appreciate what can be gained through off-ice training.

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Help for a Hockey Coach’s Sore Throat or Hoarseness

I’ve just finished a week-long hockey camp with Team NEHI players.  And most of my fellow coaches know what that means…

Most drills need to be explained beforehand, a coach needs to provide constant feedback while the drills are in progress, and then he or she usually needs to offer a brief wrap-up at the completion of each drill.  Of course, this also means competing with the droning sounds of rink machinery, whirring fans and pucks booming off the boards.  So, as you might expect, I’ve been suffering with some serious hoarseness and a really sore throat since about last Monday night.  Worse yet, my fall/winter season is about to begin, which means that things aren’t about to get much better where my voice is concerned.

Obviously, I was thrilled to come across the following video entitled, “Hoarseness:  Save Your Voice”.  Then, knowing you likely suffer as much as I in this area, I thought I’d see about making it available to all my coaching brethren.

– Dennis Chighisola

Now, I’ve said it countless times within the past year, in that one can meet some of the world’s best and brightest over on the social media site called Twitter.  CoachChic.com guest writers — like Scott Umberger, Jason Price, Kat Hasenauer and the folks from the Mental Edge — are great examples, as is our current guest contributor, Dr Talli van Sunder.

Dr van Sunder is a self proclaimed “health fanatic by passion”, but she also possesses the scientific background necessary to provide truly sound advice for her huge following…  Talli is a graduate of the University of Puget Sound in Tacoma, Washington, later adding to her Bachelor’s Degree in Chemistry a Doctorate in Physical Therapy.  And, besides sharing awesome advice through a website I’ll tell you about a little later, Dr van Sunder is a physical therapist by trade.

Now, here’s the advice I’m going to follow for now on.  And, if you like this presentation by Talli, please see below for some other ways she might be able to help us (and even our players)…

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Dr Talli van Sunder runs an awesome website called Being Healthy for Busy People.  (<= Kinda sounds like us ice hockey coaches, huh?)  There you’ll find some written advice, some podcasts you might want to download and listen to on the go, as well as other great video presentations.

Talli also welcomes you to contact her with your health related questions… Click to Email Tali

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Readying for Tournaments and Tryouts

I just received a question from a long-time Twitter and Facebook friend, Sandi, and this topic seems as timely as one can get.  And, although it has to do with tournament prep, I’d have advised much the same if she was headed to an important tryout)…

You see, Sandi and her son are on their way to a hockey tournament a few states away, and she thought she might swing a little out of her way on the drive to have her son’s skates sharpened a little differently than usual.  (Sandi had read elsewhere about my interest in a new sharpening method.)  Thankfully she asked my opinion on this BEFORE venturing off-track.

My advice to Sandi was to NOT do anything differently from the norm as she sends her boy into the tournament fray.  In other words, I suggested that she do everything to make her son feel comfortable, which includes doing everything as usual.

If you can appreciate what I’m saying here, there are times when experimentation can be helpful, and there are times when I would definitely avoid doing anything outside the norm.  Many — or probably most — hockey movements require fine motor skills, and these can only be thrown-off by different equipment or different equipment alterations.

In my humble opinion, the right time to experiment — or to break-in new gear — is when there are several weeks (or even months) to acclimate oneself to a different “feel”.

Ultimately I suggested that Sandi and her son visit that new kind of skate sharpening shop on their way home from the tournament.   At least the boy could try the results of that sharpening at home at a practice.  From there, he could experiment and judge better whether he wants to continue using it in future games.

PS:  I plan on explaining the skate sharpening process in a coming post.  It’ll be pretty in depth stuff aimed at helping my member friends really know their stuff in this area.  My hope is that you’ll henceforth be able to also troubleshoot any blade problems when they arise.  Then, when I’m really sure about the new sharpening process Sandi and I talked about, you’ll be among the first to know my recommendations.

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Build Your Own Off-ice Hockey Training Center

A lot of the content this month has to do with being creative, and Todd Jacobson and I have (and will continue to) suggest ways you can solve problems by actually creating new drills.  At the same time, many good drills require some sort of training aid (I’ve mentioned previously that a lot of pretty good training tools can even be homemade).

Well, what got me started on the current topic was Craig Shaw’s awesome article on “How Training Like an Astronaut Can be Beneficial to the Brain“.  For, in that piece he mentioned a lot of great little training devices that really CAN help a player improve his or her athleticism — a lot.

But, here’s my fear:  It’s easy to read an article such as Craig’s, drink-in the main idea, then gloss-over some of the other (might I suggest equally important?) particulars.  And in this regard, I’m talking about Craig’s mention of rope skipping, juggling, a trampoline, scooters, wobble boards and the likes.  And I’d throw into that mix something like those Bosu aids (or small inflatable disks often used for balance training).

As an aside here, every parent is probably familiar with the oft repeated summertime chant of youngsters, like, “Ma, there’s nothing to do!”  And my answer to this is to always have a few gadgets sitting somewhere nearby (these have often been conveniently located in our back hall or at the end of our driveway).  Ease in grabbing something to play with is key here.  Hey, no one, including us adults, wants to spend a half-hour setting something up, only to have less time to play with it.

All that said, I thought I’d just mention how I’ve come by some of the unique gadgets you’ll often seen used in videos or photos taken up at The MOTION Lab…

– Of course, jump ropes are inexpensive — or, at least the types I suggest using.  Those made from something like a 3/8″ vinyl will whip through the air pretty quickly.

- So is a container of tennis balls fairly inexpensive.  Actually, the lower the quality, the less bounce you’ll get from one that’s dropped.  There are even some great tutorials available on-line that make juggling fairly easy to learn.

- In some of the videos from our Lab, you might notice a goaltender hopping and juggling while wearing a patch over one eye.  These eye patches are also readily available — and only a couple of dollars — at most local drugstores.

– And would you believe I found our first trampoline at a neighborhood yard sale?  I think it went for about $5.  I later discovered that one of the largest department stores in our area carries pretty decent tramps (so the dad of a Lab student tells me) for a little over $20, and these are available on-line if they’re not in stock at the store.

- I know that scooters were a rage when my grandson was about 10-years old, and I still see them frequently offered at low costs in most local department store flyers.  Oh, by the way…  When Anthony was motoring around our neighborhood, I suggested he split his time on that gadget — I mean, thrusting with his left leg as often as with his right.

– Wobble boards (or teeters, as I call them)?  You don’t need to buy one.  Two crossed 2″ by 4″ boards about 2′ long will do just nicely (and store very easily).  Actually, wait until you see my video on “Chop Stix”, whereby I’ll show you how to make a batch of great balancing, puckhandling and core strength gadgets from a single $3 hunk of wood. 

- Then, about those Bosu trainers…  They’re dawgoned expensive.  However, local department stores carry pretty inexpensive (about 12″ wide by about 2″ deep) inflatable disks that go for about $10 to $12 each.  I have a batch of those in The MOTION Lab, and they’re awesome.  But, while you could easily get away with owning one, two disks are all you’d ever really need.

Two final thoughts…

Whether price is an issue with you or not, I like to make it one as I offer this kind of advice.  (I don’t ever want a player’s chances of improving tied to his or her wallet.)  If there was one thing I took away from my long ago studies in the USSR, it was that those folks were dirt-poor.  Yet, while a lot of their gear was old and worn (not shiny and new like you see in most US gyms), it — and the teaching — was extremely effective.  (I somehow sense my old Moscow friends would smile if they visited my Lab today.)  Anyway, seeing what I did back then caused me to forever after adopt the following sentiments…

Yes, I feel the need to repeat something I’ve said quite a few times in other prior posts, in that, “It’s not really the gadget (or weight set) that makes us better; improved skills and greater athletic qualities come from the way we use them!”

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10 Things I Wish I Had Done as a Young Athlete

I am one lucky guy (and I think you are pretty lucky members), in that great new guest writers just keep coming on board at CoachChic.com!  That’s how I feel today, as I get to introduce Jason Price, a Certified Strength & Conditioning Specialist, an Athletic Trainer, a Personal Trainer and a USA Weightlifting Federation Club Coach.  Jason has over 10-years experience working at various levels of Collegiate Sports.  And, as you’ll discover over time, Coach Price has a unique insight into Sports Performance with an injury preventative twist.

– Dennis Chighisola

10 Things I Wish I Had Done as a Young Athlete

Jason Price – MS, CSCS, ATC, LAT, CPT, USAW Club Coach

Athletes Equation

jason.price@athletesequation.com

I must admit I borrowed the the following idea from another on-line strength coach (see below), on his 10 things he wished he had done as an athlete.  After I finished reading the article I was so impressed with his insight on his past training I thought I would give it a try.

This is not a list of my regrets as an athlete, but simply items I wish I had done more of, known more about, or listened more to the advice someone had given me when I was younger.

So here it goes:

1. I wish I had spent more time static stretching. I had poor flexibility as a youth athlete, I had poor flexibility as a High School athlete, and I had poor flexibility as a college athlete. I’d battled injuries that would have been significantly less frequent or prevented all together by having good and functional flexibility. It is only now as an adult athlete and coach that I appreciate static stretching and all of the benefits of maintaining and having good flexibility.
2. I wish I paid more attention to my diet. In high school I took your typical health class but I never knew until I got to college that I needed to eat different and better as an athlete. It was not uncommon for me to eat some type of fast food prior to a game, or even worse hit up the snack bar during the JV basketball game prior to my game, and eat some Mike and Ike’s with a coke. Then I would be left wondering why my energy level crashed in the second half.
3. I wish I had spent more time performing metabolically correct conditioning for my sport. I was a Basketball player and I would spend a lot of time performing long, slow distance running to prepare for the season. Now I did my fair share of playing basketball, but when I wanted to do a conditioning workout I usually laced up a pair of running shoes and went for a 2-5 mile run. I’d kick myself when I went for these runs, but every start to the hoop season I would be dying during the first two weeks of practice because metabolically I wasn’t ready.
4. I wish I never fell for gimmicks. Yes, I bought strength shoes. In the late 80’s and early 90’s strength shoes were a staple for basketball players. If you are unfamiliar with strength shoes, they are the shoes with the huge platform on the forefoot promise to help you perform plyometrics. Now if I had saved myself $150 bucks and just did the plyometrics, I probably would have seen the same results if not more. So, the truth about gimmicks is that they are gimmicks and there is no quick and easy way to build strength.
5. I wish I lifted weights during the season and not just in the summer. I would hit the weights in the summer hard. After my freshman year my father got me a weight set for Christmas and we put it in the basement. There it sat all winter long until spring track ended and I could then hit the weights. All summer long I would get stronger and I would feel great once soccer season would roll around. But, then came mid August and the weights would sit in the basement and collect dust again. I wish I knew to keep my workouts intense and drop the volume, that I could get stronger during the year that way, and consequently maximize my strength.
6. I wish I didn’t buy a body building book to learn how to lift weights for sports performance. The first strength training book I had was a paperback, “The Gold’s Gym Strength Training Book”. It was filled with loads of good solid advice and exercise routines, if I was training for Mr. Universe, not for high school sports. I needed to get away from the knee extensions and biceps curls and do more squats and over head presses.
7. If I just could have understood that it was NOT cool to fight through injury. The resulting pain and loss of function is the body’s response to injury and not just a hurdle to get over to stay in the game. At the age of 34 I am paying for this mistake, over and over again. Now, I am not saying to quit playing with every little bump and bruise. But, if a medical professional like a doctor, athletic trainer or physical therapist, for example, suggests you should sit out, I would follow that advice. When you are making millions of dollars professionally, then think about playing injured. When you are still developing physically, I’d suggest an athlete sit it out.
8. I wish I had more access to video. Watching video of your play is one of the best ways to see what mistakes you are making. Today, with affordable digital cameras and other forms of multimedia, it is easy for athletes to perfect technique in all aspects. But, the big mistake is watching video for enjoyment, or not having an idea of what to look for. Going through film of your play or drills should be from a critic’s point of view. You should be looking for your mistakes, not looking to see how good you look. You should also watch tape to gain a sense of what breakdowns you are having, and how you might correct them. Critiquing for critiquing sake is no good.
9. I wish I worked out with heavier weights and did lower rep. For some reason, playing soccer, basketball and track, lifting heavy weight for low rep was frowned upon. I listened to too many people who did not have the background to give advice on the matter and I also paid too much attention to that body building book. To build strength you need to lift heavy, and for fewer reps. Working at 90-95% of your 1 Rep max for sets of 2-3 is a good recipe to get stronger. Performing 3 sets of 10-12 at 60% max effort is a good scheme for a soccer mom.
10. I wish I paid attention to having FUN. Playing sports and participating in athletics is fun!!! Yes the goal of playing sports is to win and to be successful. But, the overall satisfaction of laying it on the line to achieve victory should be fun. There is no sport that is life or death, and it should not be treated as such. Now, I am not saying that you should not have a bad taste in your mouth after losing.  You should. But, if you know you gave it your all and your all wasn’t good enough, it does not mean you shouldn’t have enjoyed the effort!

That is my list of things I wish I did differently. So, if you are a current young athlete, please heed some of my advice as it will only help you achieve your goals. If you are a former athlete, I would love to hear some of the things you would have done differently.

PS:  I borrowed this great idea from Jeremy Frish’s article found at http://www.strengthcoach.com

Dustin Pedroia’s Hand-eye Coordination

Dustin Pedroia’s Hand-eye Coordination

By Dennis Chighisola

By now, everyone knows that I’m into keeping an eye on other sports.  I’ll dig into anything that will help me coach our game better.  At the same time, I’m a real baseball and football fan (in particular, a devout Red Sox and Patriots follower), and I usually get into the basketball playoffs if the local Celtics are involved.

So, this being a warm, lazy Saturday morning in August, I spent a little time reading on-line about my beloved Bosox before tackling a more serious todo list.

As you likely know, one article can lead to another, as did the write-up on the Sox’ thrilling win last night eventually bring me to an MLB Pro Blog by Steve Hyder.

Now, I also love ESPN’s Peter Gammons.  So, when I noticed Hyder’s recent blog entry was about his interview with Gammons, I really got into it.  And I really got into the part where Gammons expressed his admiration for Red Sox second baseman, Dustin Pedroia.  As he said, “What makes Pedroia special is his hand-eye coordination.  As a boy, he played a lot of tennis and pingpong.  The other thing that sets him apart is his incredible will to win…”

Oops, back-up…  He played a lot of tennis and ping pong as a boy?  Hmmmmm…  That’s something that deserves some discussion with my friends at CoachChic.com!

So, I hope you’re thinking along with me on this one…

Pedroia has great quickness from side to side, and I’m thinking he really does react in the way a tennis player would.  You learn to be light on your feet in that sport, and you learn to be cat-like in pouncing towards any of four directions.  (I’m reminded of two hockey players I recommended tennis to a few years back.  One was a goalie and the other a forward, and they both lacked that lightness on their feet, or those cat-like reactions.  Both players — or their parents — seemed not to heed my advice, though.  And, since “what we refuse (ultimately) defines us,” both boys are now out of the game.  Ya, I win some and I lose some.  Darn.)

As an aside here…  There’s a difference between speed and quickness, you know.  I mean, speed usually refers to longer distances, while quickness has more to do with one’s reactions.  So, while Pedroia doesn’t possess very good speed on the base paths, I think he’s extremely quick in small areas.  (Someday I’m going to get into the way I see speed and quickness in hockey.  But for now, I’ll suggest that true success in our game has more to do with how well a player deals with short sprints and in-close battles.)

Pedroia also has what I call “hands”.  Yup, he gobbles-up just about every ball he can reach.  Ping pong, huh?  That’s what I’m guessing.  And, if you’ve ever seen a high level match in that sport, you know there’s as much footwork and body control required as there is in tennis.

As yet another aside…  When I was an older teen, handball was at the height of its popularity (on the courts where squash is now played).  I played it often at the local YMCA.  The beauty of handball — and how I see it as being such a great skill enhancer, is that the ball can be hit with either hand.  Consequently, Todd Jacobson and I have our goalies play a lot of this against the boards at our weekly off-ice sessions.

Now, there’s one thing Gammons didn’t mention, probably because it has little to do with Pedroia’s hand-eye coordination.  But, I’m guessing that the young second-sacker’s throwing arm was being strengthened every time he took a swipe with either a racquet or a paddle.

Okay, I have to get on to a lot of other stuff now.  Still, I thought this insight into the little things that might go into an ultimate elite athlete was worth sharing with you (even if it is a warm, lazy Saturday morning in August — !)

PS:  While I hope CoachChic.com will include every bit of hockey and athletic advice you’ll ever need, I really do encourage you to pay attention to what athletes from other sports are doing (or have done).

Oh, if you want to catch Hyder’s blog, it’s at:

http://shyderblog.mlblogs.com/archives/2009/06/youve-gotta-love-gammons.html?obref=obnetwork

Training Like an Astronaut Can Help the Hockey Brain!

It gives me great pleasure to introduce yet another awesome guest writer in one Craig Shaw.  Craig has been involved in hockey for over 30-years — as a player, coach and cognitive trainer (or what he calls a “brain trainer”). He has also worked as an educator, counselor and educational therapist specializing in motor skill and cognitive enhancement.  Craig plans on contributing a series of articles explaining what parents and coaches can do to improve some of the underlying motor and mental capacities of their athletes.  (And, lest you think this stuff is just for youngsters, know that Craig is also currently using a very similar approach with elite level hockey players.)

– Dennis Chighisola

How Training Like an Astronaut Can be Beneficial to the Brain

By Craig Shaw

Have you noticed how Coach Chic uses a variety of off-ice techniques to improve balance and coordination, such as trampolines, wobble boards and skipping? These kinds of exercises are consistent with what researchers are finding out about brain development. Studies have shown that rocking, swinging, bouncing and spinning babies not only helps to soothe them, but also enhances their later motor development. In one study babies were spun in swivel chairs in several positions ten repetitions four times a week for a month. These babies showed more advanced motor development than the control group. Likewise seniors who continue work on their balance in such activities as walking, dancing, skating and yoga show slower mental decline as they age.

Why is this? Balance (or the vestibular system in the inner ear) is integral to our ability to control posture, body movement, arousal, eye movements, and sensory integration. In other words, accurate perception, a much-needed ability in the game of hockey I might add, largely comes down to a smooth running vestibular system. And how we perceive the world has a lot to do with healthy brain functioning and emotional stability.

Can this ability be enhanced? It most surely can. Balance is one of the easiest things to train, and our body responds quickly to this training. The types of movements that help to train balance involve changes of movement in space:

1. Up and down movements – such as jumping, skipping, trampolining or going down a slide.
2. To and fro – such as running, skating, starting and stopping and swinging.
3. Centrifugal force – carousels, doing the ‘circles’ on the ice.
4. Turning movements of the body – movements used in spinning, dancing, rolling or turning somersaults.
5. Depth – riding a scooter, skating forward.

The best ways to develop these abilities is gymnastics (I recommend starting them young), doing activities such as those done in Coach Chic’s Motion Lab, and many and varied sports. Activities that require multi-tasking or divided attention, eye tracking and rhythm are particularly good for the vestibular system and the brain in general. Such drills would include juggling, juggling on one foot, juggling on a balance board or a mini-tramp, dribbling while bouncing on a tramp or balancing on a balance board, skipping, skipping while doing mental challenges or singing songs. Standing on one foot with your eyes closed is also effective. (I once worked with a boy who had little confidence in school and came to me for help. I ended up teaching him to juggle on one foot while reciting the Canadian prime ministers in order. When he did this in front of his school, he got a standing ovation! Did that do wonders for his confidence?)

One last thing: now, I have not read any specific studies on this, but it is just an observation that I believe follows some of the ideas that you have just read about. I once traveled to six different middle class elementary schools in Japan to teach them conversational English and Canadian culture. Well, I boiled it down to maple syrup and hockey. Anyway, one school was miles ahead in many ways – ability to learn English, behavior and so on – and I wondered what was different with that school. The only thing I could find was that they had a well-stocked shed holding about 150 unicycles. And did those kids use them! I don’t recall seeing any obese kids, and do you think they had good core strength?

Readying to post this unbelievable article, I can’t resist the urge to add a little something…

In the “good old days”, it was thought that specializing was the best approach to preparing an elite sportsman.  Oh, for sure, so many individual skills must become ingrained in the athlete (for example, skating, puckhandling and shooting in our sport).

At the same time, however, modern day scientists have discovered that certain foundation qualities (like those mentioned by Craig) have a huge bearing on an athlete’s ultimate chances at success. Just think about YOUR favorite NHL skater (my guy happens to be the great Ovechkin) or YOUR favorite goaltender…  In nearly every instance, these guys are acrobats on ice, or gymnasts on their skates and with their bodies.  They’re not one-dimensional at all.

– Dennis Chighisola

Core Confidence

Core Confidence
Justin Johnson
Mental Edge Performance Advisor

One of the best feelings an athlete can have is when you stand on the playing field and have no doubt you will be able to achieve your objective. The most consistent finding in athletes who perform at a peak performance level is the direct correlation between their confidence and success. Every year from pre-game chalk talks to post-game interviews you hear about the importance of having the confidence in your ability to succeed. Yet for many athletes regardless of their level or past experiences have a weekly struggle with their confidence. The primary reason this occurs is that athletes tend to place too much importance on external results rather than their inner belief in their abilities.
As an athlete you gain confidence from two segments: external and internal.

External confidence is often the easiest to recognize and what you are most likely familiar with, making a big play, encouragement from a coach, or wining a big game for your team gives you an instant dose of confidence. It is easy to gain confidence from such events and the feeling is often very powerful. However there is a very real danger in staking all or even too much of your confidence on external events. The reason athletes struggle with confidence is because they fail to realize they do not have complete control over external events. Instead, your focus should be on elements you can control in order to influence events in a way that results in your favor. For example as a baseball hitter you don’t have complete control over whether you get a hit, because the pitcher decides where to throw the ball. You can, however, influence the chance of getting a hit by working on your swing technique and by deciding to swing at quality pitches.

So, how do you know if you are an athlete who places too much emphasis on external confidence? Chances are, if you only feel confident when you make a big play, or when coaches are encouraging you, or when you are winning, you tend to place too much emphasis on external confidence.

To avoid the rollercoaster feeling of having your confidence at the mercy of positive or negative outcomes, you must learn to develop your internal or core confidence. Core Confidence is developed from two sources, the movement towards mastery of skills and by engaging in quality thought. If you are a goaltender, for example, developing crisp movement, solid positioning, and smart save selections, these are skills you have complete control over. Core confidence comes from an inner assurance that when needed you can execute these skills to stop the puck. This is why many coaches suggest going back to the basics to reclaim your confidence. By setting aside a portion of time in practice to concentrate on basic skills you allow yourself to focus on the areas you have control over. This results in a higher level of assurance that you are capable of executing the skills of the trade.

The second source of core confidence is having quality thoughts. Much has been said about the importance of positive thought, so much so, that this has become a cliché of sorts to many athletes. What few athletes realize is that quality thinking is a skill, just like any other physical skill in athletics. Because it is a skill, the more you work on it the better you become at it! Core confidence is built by the quality of thoughts you have about what is going on around you. An athlete who engages in quality thought notices their strengths and successes and looks at failures or shortcomings as a skill or opportunity that has not yet been fully developed. Remember thoughts are very powerful, so powerful in fact that they dictate how you feel which in turn tells your body how you should act. So, in order to perform in a confident manner you must have the type of thoughts that produce confident play. As you develop your quality thinking skills less effort will be required and the foundation of your core confidence will be built.

Quality Thoughts = Quality Emotions = Quality Actions

So how do you develop your core confidence? In order to build core confidence you must:

• Identify and focus on what you can control You don’t have control over events; instead focus your energy on the thoughts and actions that will influence events to occur in your favor.
• Devote time to the physical basics Skill refinement allows you to build your assurance that you can do the job.
• Train yourself to think quality thoughts You have control over your thoughts so choose quality thoughts, which will lead to quality performances.

Simply put, you know you have core confidence when you believe you can make the play, instead of, because you made the play.

How to REALLY Tie Hockey Skates

Actually, this topic should have been one of the very first ones addressed here.  After all, isn’t skate tying part of the foundation for all a hockey player will do once he or she hits the ice?  Thankfully, though, a member recently mentioned his bout with “lace bite”, which caused me to put the following together — for him and for all my other CoachChic.com friends…

Now, we have to begin with a premise (or two) here.  I mean, the greatest skate tying job in the world isn’t going to help a player if his or her skate boots aren’t 1) of good quality and 2) properly fit.  Those things assured, the boots should support a player through the rigors of hockey movements, even with a poorly done lacing.

And that last point is important to keep in mind as we go about tying the skates.  In other words, a quality boot that fits right is already somewhat supporting the feet…

1. So, understand that there is absolutely no need to pull the laces very tightly in the lower to middle eyelet areas.  Worse yet, to tie the laces extra tightly over the arch area of the foot is going to put pressure on the arch, and it’s also likely to cut-off blood flow (since this area contains blood vessels that supply the lower portion of the foot).  My advice then is to tie the lower and mid eyelets as you would dress shoes or sneakers.
2. The real “support” in a skate boot stems from the leather (or more likely the modern day synthetic materials) that surround the ankle.  And it’s the top three or four eyelets that — when pulled pretty tightly — will draw the skate boot snuggly around the ankle.  (The number of holes involved in this can vary, but it is usually in the ball park of three or four eyelets.)

That’s it, folks..  Because there’s no real supportive impact in the lower to middle holes, and because there’s a danger of causing great pain by tying those areas too tightly, the laces down below should be left relatively loose.  And, because the top eyelets are the ones that affect support, these are the only ones that should be pulled snugly.

Then, a few more tips…

After years of video analysis, I can spot from the far end of the rink a player with excess tape or laces wrapped around the ankles.  There’s something unnatural — or rather robotic — to his or her movement, because they’ve lost the ability to really flex or snap the ankle from being so encumbered.  (In a way, they’ve pretty much removed the ankle joint from the skating motion.)

Like the premise that skates should be of good quality and fit properly, it just makes sense that spending $2 for the right length laces is worthwhile.  And, although there’s nothing wrong with using a light wrap of tape to just keep the lace-bow in place, excess tape should not be used in an attempt to gain extra support (hey, good boots and the right lace job take care of that).

Now, I’m always fearful of sharing this last tip, mainly because I don’t want the parents of younger, weaker skaters rushing things (let them first learn to skate and let them develop some foot strength).  However — and this might help that skate bite victim…  A lot of years ago, a pretty stylish skating pro player suggested I try not using the very top eyelets in my skates.  (He was talking about stopping short at the next to last hole on each boot.)  As he said (and it’s the very opposite of what those who bind their ankles with tape or laces achieve), “It really helps to get more flex at the end of each thrust!”  I tried, I loved it, and I’ve ever since I’ve been advising my older players to do just that.

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Since this article has brought about some spirited discussion by way of member Comments, I thought I’d add the following picture just so that we could all have a pair of skates in view while pondering various opinions…

Losing Players by the Whistle?

I’m kinda shaking my head as I ready this post for release…  I mean, as much as I’m into improving skating and stickhandling and playing smarts, I’m frequently thinking this website wouldn’t be worth a hoot without the kind of articles that are surfacing in this very special section.  Ya, and it’s YOU writing in this area (not us so-called experts), and I’m thinking YOU are saying some things here that just need to be said.

With that, along to my desk comes the following article submitted by the hockey playing daughter of a long-time charter member.  And, man, does it hit home with me, as it should with other parents and coaches.  So, please pay attention to what young Samantha is saying.  For, without heeding her advice, we never get to teach kids the skating, puckhandling and other stuff…

– Dennis Chighisola

Losing Players by the Whistle?

By Sam Hiller

Discipline has always been an important aspect to the game of hockey, but how much is too much? We’ve all seen good coaches, sometimes even great ones, but usually they can only be spotted in the upper levels of age groups and skill level. This is to say that the players these coaches acquire have made it past youth hockey and the issues that many players go through to get to higher levels of the game. Then I ask myself, just how much influence does a coach have on his/her players?

I believe it starts when the player first joins a team at a young age. They have so much to look forward to and every time they lace up their skates (or have someone else lace them) they just want to have a good time. Rarely can they follow positional hockey because they’re just out there to have a good time and put the puck in the net. For a coach, this could be frustrating and sometimes lead to too much screaming and not enough instructing. All parents should be cognizant of the environment their child is playing in regardless of whether or not they’re in competitive or non-competitive hockey. When a player is just learning how to skate or learning the basics of hockey, there’s no need for them to worry about the complex threads of the game because all they want is to have fun. However, fun doesn’t just stop when you have to learn more technical and physical objectives of hockey. My first year of competitive boys hockey as a second-year squirt was probably the biggest jump for me. My coaches were supportive and never yelled at the team or even remotely sucked the fun out of our game, but I learned a lot and carried that with me to peewee hockey. These were the two worst years of my young hockey career where I almost dropped the gloves for good.

My head coach was terrible and even though I was young, I was intelligent, yet he was always condescending towards me. Sometimes the drills weren’t done correctly (frequent in all levels of hockey) and I was usually the example player for what not to do. He pointed out my faults to the team and it was embarrassing to say the least. I was never the star player for those two seasons but I wasn’t the weak link either. Being the only girl on this competitive team, I was often ridiculed by other players and I usually felt uncomfortable in the locker rooms. When I brought this to my coach’s attention he did nothing. He may have said, “treat her like an equal” once, but he looked at me as a woman in a male dominant sport, not a player. It’s almost shocking how our coach’s attitude rubbed off on the team. The players weren’t like that at the beginning of the season, but they soon picked up on the fact that I was not the favorite and got the idea that these actions were okay. Our coach was also rude to referees and occasionally other coaches. With our impressionable minds, we thought this was okay, too, so we joined in. We were no more than 13-years-old and here we were cussing at referees and cheap-shotting players because we hated the other coach. After those seasons I took about four months off. It was just too much to handle. I thought I was going to quit the game that I once loved and couldn’t stop thinking about. While kids my age were crushing on other kids, I was sitting there crushing on hockey and missing every moment of it.

During the summer prior to eighth grade, I went to a hockey school in Breckenridge, Colorado. This camp made me want to wipe the cobwebs off my equipment and get back on the ice because I realized that I wasn’t going to let one coach get in the way of my dreams. Cammi Granato was a guest coach there and I tried to stay beside her for most of the camp and learn as much as I could from her. One day, for lecture, they brought the girls into a meeting room on the second floor of the arena. The fluorescent lighting with the backdrop of a scoreboard and the mountains that lingered outside was the perfect setting for a story. Cammi began to tell us about youth hockey for her and all the issues she faced as a girl on a boys team with a coach that wouldn’t do anything about it. My eyes watered when I thought of my own experiences and now that I reflect on it, I see why many kids drop-out of the sport. Not only women, but boys who think that their coaches don’t care for them or give them a hard time without purpose.

Boys don’t necessarily get to hear these heart-felt stories about how to recover from a terrible season. They can’t complain to another coach and say, “I’m not being treated fairly” because it’s not the ‘masculine’ thing to do. They’re supposed to just suck it up right? So instead of sacrificing dignity, they’d rather quit the game and waste whatever talents they used to have. I have many friends who played AAA hockey or midget major AA and right before junior hockey, they quit. Not because they couldn’t make it, but because they could no longer have fun with the game. The pressure from coaches saying, “you gotta be the best” and skating them until they puke or from parents showing disappointment dwells in a kid’s mind. An 18-year-old is still out there to have a good time, just like a 9-year-old.

Yes, there is a lot to learn and oftentimes a coach needs to be strict with his/her team if they want to get somewhere. From mini mites to midgets is youth hockey and a coach needs to recognize that. What is it that each individual player wants? Some are college-bound and some are not. Some want to play past the age of 40 and some don’t. I believe it’s the job of the coaches to help the players keep open minds about their future with the sport. Something brought them to it, so don’t take that away from them. Coming from the view of a youth player, all I want is for a coach to treat me as an equal to every player on the team. I want a coach who can crack a joke but be honest and serious when it’s necessary. Coming from the view of a young referee, I think the more a coach can respect the rules and how we choose to execute them, the more respect they gain from their players and everyone in the vicinity. We refs make mistakes, too, but I promise you, I don’t hear a coach any better at three times the volume. Finally, coming from a young instructor/coach, I think it’s important to laugh and smile. It’s important to let a kid know that he or she is the future of the game and give them pointers and praise at the same time. It’s our job as instructors and coaches to teach and share our love for hockey with our players.

Studying Alexander Ovechkin

Early next month I want to share something pretty interesting with you.  I’m going to give all my friends a little homework first, however. 

Of course, any study of the great Ovechkin has to be worthwhile.  And I’ll suggest that there’s something to be learned from watching every single goal the great OV has ever scored.

Now, if you watch all of the goals shown in the following video you’ll notice that Ovechkin shoots off a different foot nearly every time.  I mean, he’ll have his weight on the left foot while firing one time, and the next time he’s likely to be balanced on the right.  That’s the mark of a great goal-scorer, you know.  Goaltenders can’t get comfortable — or really set — with OV owning the puck, because he can shoot at any time, not just while in a traditionally comfortable posture

Once you’ve had some fun, though, here’s your homework:  I’d like you to study goals #4 and #2 as much as possible.  In both instances the right-shooting Ovechkin is balanced on his right skate and doing something a little different with the left foot or left leg.  Then, after you’ve had a chance to do that for awhile, I’ve added a few more comments below…

As an aside here…  The above video obviously comes by way of the NHL and YouTube.com.  And I can’t stress enough the benefits of using such great resources.  The human mind learns a great deal from observing others.  So, what better way for a player, parent or coach to improve than to study the world’s absolute bests!

What Ovechkin is doing in those selected clips is not as pronounced as I’ve seen at other times.  Still, there’s a hint of what I’m going to be getting at later.

Actually, the first times I saw him shoot in this manner, I felt the slight wiggle of the foot opposite his stick-blade had to be an awful distraction for a goaler.  Still, it wasn’t until a long time later that I discovered The Great Eight had something else — even more challenging — in mind for the goaltender.

So, stay tuned…

More On YOUR Hockey Stick’s Shaft

I’ve spent a lot of time with the Slapshot Visualization video over the past few days (see it under the free *Gifts download section).  I mean a LOT of time — running and re-running it so many times that I can probably recite most of it by heart.  In so doing, something really jumped out at me in one of the clips…

Now, those who have been through this site a number of times should probably recognize my grandson, Anthony.  Anyway, in a sequence of on-ice stop-action shots, Tony C’s stick is frozen for all of us to see.  And, it is frozen in a pretty good bend.  In other words, his stick-shaft is REALLY flexed, or loading-up to unleash all it’s power into the waiting puck.

Take a look at Anthony’s stick as it bends quite a bit.  (Actually, I suspect we could have found it to flex all the more if some video frames weren’t missing.)

Next, a funny (and at the same time sad) story…  I knew the science of such things when Anthony first entered the game.  The problem back then was that super-thin shafts weren’t yet available to little guys.  So, I actually trimmed adult wooden sticks so that they’d fit into his little (5-year old) hands, and they’d flex when placed under the small amount of pressure a little one could apply.

The funny (or good) part to this story is that folks marveled at how well he could handle that stick and fire the puck.  In fact, one teammate’s dad constantly told me, “I get goose bumps every time I see Anthony shoot the puck!” 

As for the sad side to this tale…  I always tried to be careful in Anthony’s team lockerroom (although that wasn’t always easy).  But when I took some ribbing about my young buddy’s homemade sticks, I dared explain the science to any nearby parents who might listen.  If there was a problem, few (if any) did heed my advice.  Naw, most of the kids never did get the sort of benefits I’m talking about here — either stickhandling wise or shooting wise.  And hardly any from that group even went on to play local high school hockey.

So, I’m hoping I get the attention of all my friends here (if that’s really needed).  And, I’ll direct you to one of the first videos I posted here when this site first opened — that one on Your Stick.  You (or your player/s) won’t be sorry for the quick review.

Failing HUGE!

Simply one of the best articles to appear on CoachChic.com to date!

– Dennis Chighisola

Shaun Goodsell M.A.
Senior Performance Coach

Mental Edge

After 8 years of working with athletes of all ages I have concluded that there isn’t enough failing taking place.

Now this might sound strange to hear because of our insatiable need to always perform with perfection and excellence. Without a doubt the number one fear and driving force in the mind of many athletes is how their current performance is being seen by a parent or a coach. When this happens the athlete stops being aware of the environment around them and hyper focuses on the opinion and thoughts of the person they are trying to please. This critically injures their capacity to play decisively and aggressively because they are ultimately afraid of displeasing or disappointing their parent or coach. This type of environment stifles the athlete from taking the necessary risks that often result in development and growth.

Ideally, the athlete would be free to learn about what adjustments to make, and what skills need development by focusing on what the game teaches them, when to take a risk, when to hold back, when to stay still and when to move. They are not aware of these important cues when their focus is on pleasing the coach or a parent; they become frozen with fear that something they do will result in disappointment or punishment. Competition will teach the athlete if they are open to taking in what is there to learn and the environment rewards taking risks by communicating with the athlete about what they are trying to do and why. Often times the intention is right on but the execution is lacking. I was watching a soccer game recently and the young player had a really good intention but failed to execute the play. That moment could be used to learn that the skills needed to complete that play need work but the thought behind the play was good.

If you are an athlete that is hampered by a fear of failure I have some tips for you that will help you break free from this disabling state of mind:

1. Focus your attention on mastering your skills. These skills are what you will need to create greater competency in your sport and earn you more and more opportunity in competitive situations.
2. Evaluate yourself by your own set of standards. Determine what your goals are, work for them.
3. Take risks. Risk taking helps us increase our understanding of our abilities and helps us see where we need to work in order to improve. Without taking risks we will never reach our full potential.
4. For every “Failure” there is a potential positive outcome. If you are successful with the risk then there is positive if it doesn’t work out then it doesn’t happen. To make big plays you need big risks and sometimes that means failing.
5. Set out to take risks. Not stupid risks, just risks. The biggest asset you have as an athlete is to use your mind and courage to see what you can do during competition. So next time you are preparing to compete get yourself to fail huge!

*

Having thought long and hard about Shaun’s words — or about his theme, something ultimately struck me…  My guess is that each of us has a favorite pro player or idol.  I know I have several of them.  And, the ironic thing is that I think the one quality I admire most in each of them is their daring.  (I mean, can we picture an Ovechkin here?)  Think about your own favorites — in any sport.  Consider how often they dare to fail.  And, consider that THAT just might be a great quality to emulate!

– Dennis Chighisola

3 on 3 Tournament at Pilgrim Arena

Perhaps like anywhere else, a lot of rinks in the South Shore area of Massachusetts look for creative ways to use ice-time during the off-season months.  Some ideas are probably not all that great, but some surely are.

I think one of those worthwhile undertakings is a weekend long 3 versus 3 tournament held each summer at Pilgrim Arena in Hingham, MA.  (I don’t know why they dubbed that place “Arena”, because it actually houses three ice surfaces, two of regulation size and one that’s considerably smaller.)

FYI…  The guys who run Pilgrim Arena tend to try some of the most unique stuff, even holding summer and fall 4 versus 4 leagues for local high school players.  They seem to have more variety in teaching programs as well (and I sense that small rink gives them the latitude to do a lot more than other local facilities).

The tournament takes place in the middle rink (the smaller one), which sort of forces bigger guys to handle to the puck quickly.  And it’s pretty much all action, with no real stoppages…  As I understand it, member teams supply one guy to quasi-officiate, his job basically including dropping the puck for the one face-off that starts the game, then ruling on goals and penalties.  Oh, ya, there’s a pretty stiff punishment for a penalty, in that the fouled player is awarded a penalty shot.  The play keeps going after a goal, with the scored-upon-goalie quickly dishing the puck to a teammate to start a rush back up-ice.

Teams are composed of 9-skaters and one goaltender.  And most of the participants in this league are either current or former college players or pros.

Anyway, my grandson has played in this event the past two summers, and that’s why I was at the rink yesterday, and why I happened to grab a little video footage.  Hey, besides saving a few clips of Anthony for posterity, I also thought my friends here at CoachChic.com would get a kick out of seeing this kind of format…

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In hockey defense, know that “Sticks Score Goals!”

I hear you chuckling as your read that title.  Sure, everyone knows that hockey sticks are ultimately responsible for putting the puck in a net.  Yet, the following video is going to give you a better idea about why I make such a big deal out of such a simple premise.

You might also get a hint here about my (unique?) teaching method.  Because, despite all the things that go into preventing a rival player from scoring, I try to give my guys a very simple and clear end-goal to accomplish that.  Said yet another way, I’ve found that my players are ultimately able to measure their own successes or failures in this area because I’ve given them this clear cut responsibility.

Oh, by the way…  Member coaches should see a couple of drills I use to work on this “stick controlling” skill, and I highly recommend you borrow these for your practices…

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Where Do Hockey Drills Come From?

It must have been about 2- or 3-years ago when one of my Team NEHI assistants described something he’d seen on a newscast.  I guess the sports segment showed some clips of our local NHL hockey team, and then it highlighted the team’s new coach.  As my friend excitedly explained, the guy was being lauded by his players, mainly because of the way he made practices fun and interesting.  And I guess that pro coach was also credited with inventing a number of his own drills, including one my assistant saw and marveled at.

Now, I’m taking this all in, and I’m sort of smiling on the inside (hey, maybe I was even grinning on the outside).  No matter, I ultimately shared with my assistant the fact that I create drills all the time.  (More recently I’ve stated that I probably invent pretty close to a drill per week, although sometimes it’s only a drill per month.)

What I think really amazed my friend was the fact that anyone could just up and design a new drill — be it that NHL guy, yours truly, or anyone else.

Anyway, we were interrupted before too long, so I had to leave-off with a simple enough question, “Where do you think drills come from?”

That, of course, gives you and me a place to begin.  And, it also provides the opportunity for some spin-off examples this month, most notably in an entry whereby Todd Jacobson explains some drills he’s currently using with our Team NEHI goaltenders.

– Dennis Chighisola

Now, from this old coach’s perspective, new drill ideas frequently come about because there’s a problem.  Said yet another way, a new drill can be created to solve a difficulty one of our players — or most of our team — is experiencing.

New drills are also often devised to enhance a given individual skill.  In other words, we might invent a new skating drill because it will enhance that area for a player (or numerous players), and we could do the same to help him, her or them to be better puckhandlers, passers, receivers, shooters, checkers, etc.

For sure, long-time members know that I find a huge benefit to borrowing from other sports.  So, for example, I might study what high level sprint coaches are doing with their athletes, and subsequently adapt a drill or two that translates well to my guys’ work on skating speed.  I’ve further helped my players by borrowing footwork drills or ball handling drills from other team sports, I’ve found some tactical or strategy ideas in other sports that actually work well in hockey, and I’ve discovered plenty of conditioning or competitive type drills that are useful and appropriate for my use (so long as they meet the demands placed on ice hockey players).

I’m especially on the look-out for new training aid ideas.  Let’s face it:  Players love pitting their efforts against gadgets, and they’ll often go above and beyond their normal practice pace just to beat one.  Of course, cost is a factor with these — for all of us.  So, while I might purchase some training devices, I might be able to arrive at a homemade version that does the trick nicely, or I might be able to borrow from just the main concept of a great tool to achieve fairly similar training effects in another way.  (That might be the case with the first drill Todd introduces this month.)

An improvement in team play skills frequently calls for the use of an important principle of motor learning known as the Whole:Part Method (and so can this method be used to break-down and improve a rather complex individual skill).  As with other technical terms I use within these pages, have no fear; I’ll make it simple enough for anyone to understand…

A good example of this technique might be the breaking-down of a basic breakout play.  And in this example, the breakout represents our Whole.  Of course, something like passes exchanged — perhaps from a defenseman to a near winger to a centerman — will either work or not work, depending on execution.  So, this important motor learning principle suggests that each of the small Parts of a breakout could be practiced, vastly improved, and then put back together into a more efficient Whole.  That was the basis for my video on Basic Breakouts.  However, as you’ll notice in that video, I’ve gone quite a bit deeper, focusing on the goalie’s involvement and in his or her handling of the puck, a defenseman’s moves with a puck to avoid a forechecker, improved pass-receiving routes by the forwards, etc.  And one could get deeper and deeper into each tiny element of that play.  In fact, a coach (player or parent) could view just one of those examples as a Whole, break it down into smaller Parts, perfect those Parts, and then put them back together into a more proficient Whole.

Now, I’ll tell you how I often arrive at some of my new drill ideas — actually applying the about principle…

Please click-on this link for A New Hockey Drill Idea, then look over my shoulder to see a segment of video I’ve isolated on, or the Part I’m running over and over again.

As you might notice, the breakout is actually botched, and a defensive player coming down the middle intercepts the pass.

Something struck me about that play, causing me to make a drill out of the interception and the immediate problem faced by the puckcarrier.  In other words, he grabs the puck, and then quickly finds a defender right in his face.  (If you need to watch the video a number of times to see what I’m getting at, please do so.  Can you see how constantly re-running a short segment does sort of look like a drill?)

And that’s the new drill I’m going to soon put into my practices…  I’m going to place a line of forwards out near their offensive blue line, and I’m going to have another line of defenders ready off to one side.  As a coach tosses a free puck out in the vicinity of the first forward, he’ll quickly be pressured by the first guy in the defenders’ line.  To me, this is something that happens in a game, or something my puckcarriers frequently have to deal with.  So, why not practice it?

Oh, by the way…  I can already see potential for progressions to this drill.  As happened in the video, the guy who intercepted the pass was quickly joined by a teammate.  So, I’ll eventually do the same in the next step to this drill, having a second forward exit the line to — as quickly as possible — join the attack.

Just as an FYI here…  I honestly did just create this drill as I was preparing the current entry for you.  I grabbed the first game footage I could find, I ran it a number of times, and that interception kept jumping out at me.

Now, this entry happens to introduce two things I’d like to continue for awhile here at CoachChic.com.

The ability to open some of our videos in a new window is going to help me rush certain information to you.  In other words, rather than needing to spend the hours required to put an audio soundtrack to short clips that require only brief explanations, I can quickly shoot the video, upload it to a post for you to see, and do my explaining via the nearby text.  (Let me know if this works or doesn’t work for you, but the ability to do this is likely to mean tons more video for you.)

Finally, I know lots of members want me to do ALL of the work for them, including showing them EXACTLY how a drill should be run.  Oh, I’ll continue to do plenty of that.  At the same time, though, I sense I’m arming you all the more if I explain and show how you might either design your own drills, or slightly adapt other drills to better suit your specific needs.  (No, none of us are likely dealing with the exact same problems or talents, so it’s helpful that we have a sense of how to create some of our own drills.)  So, over coming days, weeks and months, look for more ideas in this area.  I’m getting psyched! 

– Dennis Chighisola

Goaltending — Canadian Style

This is exactly the kind of article I’d envisioned when I first created this special area at CoachChic.com.  My good friend, Joe Coulter, shares with us some truly awesome past experiences, and he also adds a little bit of advice for fellow goaltenders.  So other members get to know him, let me briefly point-out that Joe works with numerous goalers on the South Shore of MA — at clinics and with a local high school girls’ team, he head coaches a local Mite team, and he also acts as an administrator with several youth hockey leagues.)  With that, I think everyone should really enjoy this one…

– Dennis Chighisola

GOALTENDING — CANADIAN STYLE

By Joe Coulter

Having grown up playing youth hockey in Toronto in the late 1960’s, and being a goalie, you learned very fast how to stay warm and limber.  Most of my games back then were played on outdoor rinks. Great ice, boards, blue lines, center ice and face-off circles, and of course benches.

I remember the chain link fences instead of glass, but what I remember most was the cold and the wind and the snow from a typical “Ontario winter”. I remember pucks that would disappear in the corners due to snow that had piled up. I remember players that would vanish from my sight due to the snow that was falling.

Every time there was a whistle or a line change I would venture out of my crease and go for a skate. I would use both face-off circles in my zone and skate out and around them and back into my net. I would go for a skate around my net and return to my crease. I found that my legs were comfortable and very limber when play would return to my zone. I was better prepared than the lone goalie standing in his net at the other end doing nothing between whistles.

As time moved on and more indoor rinks were being built, I continued this tradition of skating around the face off circles, or skating around my net or moving “post to post” or dropping down on both pads and getting up quickly. I found that in a very slow game or not a lot of action in my zone this practice made my legs and body very limber and when called upon I did my job!

So when you have the opportunity, with face-off in the opposing zone, line change or a whistle, move around, stay limber, stay warm, stay flexible. There is nothing worse for a goaltender, young or old, to see little or no action. What’s worse is a goalie that just stands in his/hers net, doesn’t move and when called upon, is stiff and cold and doesn’t do his/her job!

Thank you

No, thank you, Joe!  I know a lot of folks are going to enjoy that (and probably recall some similar memories of their own)!

– Dennis Chighisola

Ideas for a Goaltender’s Strength Training

Michael Mahony once again contributes some great insight, this time for goalers!

– Dennis Chighisola

Strength Training and Your Player

By Michael Mahony

I have been extremely active in bodybuilding and strength training for several years now. At the same time, my son has been climbing the ladder to higher and higher competition as an ice hockey goaltender.

His job on the ice is extremely demanding, both physically and mentally. So last season we asked his goalie coach what would make him an even better goaltender.  The answer wasn’t what we expected.  “He needs to get a little bit older,” the coach said.

I was not really content with the answer, so I delved deeper with the coach. I was finally able to get him to explain that for most kids, speed and quickness is an issue, but it resolves itself as they hit puberty and gain in strength. Gaining strength — that sounded right up my alley.

I sat my boy down and discussed his goals with him. Upon hearing everything he had to say, I asked him how he intended to get there. He commented that he’d like to join me in the gym. I was excited because a) I love lifting weights, and the thought of sharing that with my oldest son was amazing; and b) he was telling me that he wanted to get better on the ice, and was willing to work hard to do so.

The following morning we headed to the gym together (at 4am!).

I started him out on a basic strength training program popularized by Mark Rippetoe. I had my son doing squats, bench presses and overhead presses one day (workout A), and squats, bent over rows, and deadlifts on another day (workout B). We would work out three days a week, alternating every other day between workout A and workout B.

My son’s capacity for how much he could lift on these exercises progressed quickly. It wasn’t long before that 135 lb. boy was deadlifting 150 lbs with relative ease. However, his success was not only in the gym.

On the ice he became much stronger. The leg strength he developed from squats was translating into faster and stronger butterfly slides. He could push himself from one post to another in far less time while down on the ice. His focus increased tremendously (this being an offshoot of his having to focus intensely while training with weights). He became more disciplined at practice, learning that what you do in practice translates into game situations. And his stamina increased because the pain of pushing harder didn’t bother him any longer.

Weight training really transformed my son as an athlete. And, summarizing the benefits he received:

• Greater strength
• More focus
• Increased discipline
• Increased pain threshold

So, if your child wants to improve at hockey (or any other sport), get him or her into the gym. The lessons learned there will translate into the sport they play. And they will become much better athletes as a result.

Doing the Right Thing

This entry is really sort of a follow-up to an earlier post, RESPECTING Young Hockey Players.  And I also want to pose a few questions to members at the very end.

Now, as you might recall, I talked some about my fun approach to training in that earlier piece.  And, although I didn’t mention my work with older players very much, I need to say right now that most of our more advanced level work (or work with older kids) should also end-up being enjoyable to those in our charge.

That said, a major part of my year-round work involves coaching — and actually guiding the development of — two NEHI teams.  One group is of junior high school age, the other made-up of high school-ers.

For a number of reasons, I have to slightly adjust my ways with them — due to their ages, their general age-specific personalities (if you know what I mean), and because of their presumed aims in the game.  And in reference to the latter, each is assumed to be dreaming of making a high school team someday, and they ultimately want to do really well at that level.

So — as I jokingly refer to it, I’ll sometimes have to wear my “high school coach’s hat”.  I mean, if you think about it, athletes don’t only succeed by having great skills and hockey smarts.  No, each team candidate is a whole package, with yet another key ingredient being the way they handle themselves emotionally.  (Just ask Shaun Goodsell and his Mental Edge staff if that one isn’t so.)

Anyway, at different times during our practices and games, I’ll put on that high school coach’s hat and grump and grumble a little.  I actually warn the kids about it, even telling them, “I love you guys, so I’m preparing you as best I can for what’s ahead, even if it comes-off sounding mean.”

Oh, and by the way…  Sometimes I have to fake it — not really being upset with them at all, but instead wanting to ensure they’re going to be able to deal with the mix of positives and negatives that are sure to be thrown their way down the road.

As for the subject of “doing the right thing”…  Don’t you know that I slightly “lost it” at practice the other night, only hours after I’d sent-in the earlier referenced article.

What had happened was that a lot of my long-time players were acting a little too comfortable as we drilled.  They are senior members of the group, they know a lot of what’s coming in some of the basic drills, and they were half-listening or half-working as the practice went along.  More than anything, I worried that they were showing our new team members the wrong way to apply themselves in a practice.

So, at some point I began turning the screws on them.  And I sorta nailed the offenders for anything and everything they did wrong.  Ya, I got their attention — and that of the new guys, too.

Still, comes the time to end practice, and I’m thinking about a few things…  To a kid, they love the game.  I mean, they are all great kids, and they really are into getting better.  And, here they are at a “voluntary” practice on a warm summer night, while some other kids aren’t even there to work on their game.  If you get my drift, I’m thinking that — while the whipping was necessary, I couldn’t send a single player home wishing he hadn’t come.  Make sense to you?

And that caused me to gather everyone together at the very end of practice, to sit everyone in a circle, and to rehash the events of the night.

As close as I can recall, I said, “Hey, I need to explain a few things to you guys…  I think you guys know I love you, and I only do things that will help you in the end.  You also know I love teaching the game.  So, if there are things going on that prevent me from teaching, I’m going to let you know about it.”

Oh, I’m sure I said more than that over about 5-minutes, but that was the gist of it.  No way was I apologizing for holding their feet to the fire.  At the same time, however, I wanted to ensure future practices ran as they should, and I also wanted to give those kids reasons to come back for future practices.

So, my questions — to older players, parents and other coaches…  How do you feel about a coach holding his or her players’ feet to the proverbial fire?  And, how do you feel about explaining oneself as I did?  Further, since I will at least once or twice per year tell my players that I made a coaching mistake (or whatever), how do you feel about that?

What’s In a (Hockey Coach’s) Name?

Hey, why can’t The Old Coach post an entry in this special section?  Actually, because it’s partly personal, and because it doesn’t really fit in any other category, I’ll take the risk…

Okay, you may or may not find this all that interesting.  Yet, my last name brings the occasional question, while the spelling of my nickname seems to raise more than a few eyebrows.  Monikers aside, there’s a thought (or even two or three) in here for other coaches (and maybe even for some business types).

– Dennis Chighisola

Let’s dispense with the last name first…  No, it’s not Native American, nor is it Polish.  Despite my studying in the old Soviet Union, I don’t have personal ties there, and I am not Russian.  That vowel at the the end gives it away to some.  Yes, my dad’s side of the family came here to the US from Italy prior to the turn of the last century.

Next, many of you might be surprised to learn that 1) I never intended to be a coach, and 2) my first coaching stint wasn’t with an ice hockey team.

You see, I was just out of high school when an old chum asked me if I’d help him work with a 13- and 14-year old baseball team.  That’s right, baseball.  (Some old-timers around my hometown have said I was one of the best in that sport.  Of course, I’d have my late dad to thank for that, since he had great success coaching on the diamond.)

That season of chasing my buddy and our team around the local Pony League circuit included a little fun AND some anguish.

The fun part should be obvious — as in my getting to hang with other athletes, and in my getting the chance to stay active with a glove, bat and ball.  (At the same time, I was also playing shortstop for the local semi-pro ball club.)

If there were problems — and there surely were, I’d say that the first one had to do with me not liking the assistant’s role.  Oh, I loved my buddy, but I didn’t agree with many of his managing decisions, and I’d have preferred to practice a whole lot more than we did.  The second difficulty stemmed from us coaches being too close in age to the young guys in our charge.  I mean, my friend was 19, I was 18, and our players likely felt they weren’t that much younger.  Slightly connected to this was the fact that we coaches made a huge blunder by letting the kids call us by our nicknames.  Yes, this made them feel all the more our equals (or nearly so).

Now, if there’s one thing I’ve learned about myself, it’s that I’ve always noticed things like I’ve just mentioned.  In other words, I made a mental note, telling myself that I didn’t like being an assistant coach.  And, IF I ever planned on coaching again — which I didn’t, I’d surely want to find a way to deal with that respect issue.

Just a few years later, a funny thing happened on my way home from an Army base in Fort Sill, Oklahoma…  A younger brother was playing back home in the local Little League, and that’s where an odd chain of events begin…  For, one night at the ballpark, the manager of my brother’s team asked my dad if he could replace him as manager.  The young guy, also an old high school chum of mine, explained that he’d just been drafted, and he was leaving for his Army training assignment within a few weeks.  My dad had to politely refuse the offer due to his work schedule.  But, my new wife happened to be standing nearby that night, and she promptly offered, “Dennis will be getting home just about when you’re leaving, and I’m sure he’d love to do the job!”  So there I was, something like 2000-miles away, worrying about lots of more important things, and not knowing I was soon going to be a baseball manager.

As fate would also have it, I was handed a team that was loaded.  I mean REALLY loaded.  So, we trounced most of the league as I got my feet wet.

Now, skipping back a few paragraphs, remember that I suggested how I learned a few lessons from that single Pony League season?  Well, I was no longer someone else’s assistant, and that suited me just fine.  As for the respect thing, or as a way of slightly distancing myself from the players, I introduced myself to them on the very first day as “Mr Chighisola”.  No “Dennis”, no “Chick”, no anything but “Mr Chighisola”.

Just briefly let me say that my teams continued to win, and I found that I actually liked teaching (errrrr… coaching).  I liked it so much, in fact, that I remained on the job (if we can call it a job), and my teams won the title almost every year for a decade.  Let me also say that I remembered and applied a lot of lessons from my days as a young athlete.  I found myself doing things like my dad had, even copying his way of focusing on what mattered most.  I frequently used stations, owing to my old high school football coach, one of the state’s very best.  And, although the sports differ a lot, I’m sure I slipped-in at least a few things from hockey.  Of course, that approach has stayed with me, almost 40-years later, as I continue to borrow from the best coaches in other sports.

Oh, while I was still very young, and shortly after I’d started with that baseball team, I was asked to also help with a local hockey club.  But, my climb up that ladder — including my ditching of an engineering career and studies in favor of a Physical Education degree — is fodder for yet another VERY long story.

Getting back to the history of my name…  As a few early seasons came and went, I found that new players were struggling with the long version.  (How could I blame kids when their parents had difficulty pronouncing “Chighisola”?)  So I just shortened it at some point, henceforth introducing myself as “Mr Chick” (or “Mr Chic”).  Ya, you want to know about that missing “k”, huh?

Well, somewhere out there in the world is a seamstress (or whatever) who hung that “Chic” tag on me.  Oh, my high school football jacket was supposed to arrive with “Chick” on the sleeve.  But, it surely didn’t.  I sensed my dad was a little steamed at that, and he even suggested sending it back.  I, on the other hand, was 17-years old, and I could live with the missing “k” so long as I could continue parading that jacket up and down the school corridors.

Of course you know that all my different team jackets had to ultimately have the same name on the sleeve.  So, the next and the next and the next all proudly displayed the new spelling somewhere.  And so did my first coaching jackets and warm-up suits as I began working on the ice.

Finally, it seems to be a long standing tradition here in The States (but not so in some other countries), that the guy with the whistle is called “Coach”.  (I’ve been to coaching clinics where one call of, “Hey, Coach!” in a hallway is cause for 120 cases of whiplash!)  That in mind, when it came time for me to introduce myself to new hockey players, it only made sense that I’d do it as “Coach Chic”.

So, as the late, great Paul Harvey would say, “Now you know the rest of the story.” 

RESPECTING Young Hockey Players

Although this post SEEMS like it’s entirely geared toward very young skaters, I’d like those who deal with older guys and gals to please drink-in the gist of it.  I’ll have a further comment for you at the very end.

– Dennis Chighisola

Okay, I’m not going to go and get toooooo scientific on you.  At the same time I do want to first make you aware of a study just released in this Tuesday’s (7/14/09’s) issue of the journal Child Development.

The reason I cite this is because I did quite some time ago make reference to certain beliefs in my earliest posts that dealt with “Critical Periods in Motor Learning”.  (The two entries should have frightened those dealing with very young athletes into appreciating the fact that certain windows of opportunity arise during a human’s earliest years, and that once those periods pass, learning given skills can be very difficult, if not impossible.)

Anyway, researchers in the Netherlands now say they’ve found evidence that fetuses have short-term memory of sounds by about the 30th week of pregnancy, and that they develop a long-term memory of sound after that.

Again, I’m not going to get overly scientific here (you can Google this and related studies if you have further interest).  And I’m not going to suggest to you that we should all start preparing prenatals for careers in hockey (or any other sport).

What I do want members to appreciate is that learning begins very early in a human’s life, and that some learning even begins prior to birth.

Then, beyond all I’ve said in my earlier two entries (and several others), there’s yet another thing on my mind this morning…

You see, while I think all very young kids are adorable, I’m sometimes turned-off by coaches of very young ones who overdo it in reference to their kids’ “cuteness” (or whatever).

What really troubles me about this?  It’s that such coaches can oftentimes use that cuteness as a reason — or an excuse — not to teach the kids in their charge.  And, in my mind, they fail to R-E-S-P-E-C-T their young players’ abilities — and maybe their wants — to truly learn more.  Yes, I believe little ones WANT to learn.

Now, I hate to bash other coaches, and that’s not really my intent here.  What I feel the need to do, however, is to ask them not to accept that cuteness as a reason not to have a plan.  Yes, we coaches — and parents — want to see our players gradually move from Point A to Point B over a given span, and there’s nothing to say that we shouldn’t be aiming for Points C and D.  That, to me, is respecting our players, or respecting their abilities to learn.

All that said, let me suggest that both parents and coaches combine the best of both worlds…  If you get the chance to watch my video on “Must-do Skating Drills for Beginners”, you might notice that I keep that cuteness-thing very much in mind.  I mean, I do my fun-loving Mr Rogers routine, and I keep my kids laughing throughout a clinic.  What the kids don’t realize — and there’s no need for them to really know it — is that I have a very serious, scientifically-based lesson plan in place.  Actually, I’m betting my kids sense that I respect them (as I take them closer to Points E and F?).  Yet, I pull it off without any pressures whatsoever.

Finally, the rest of this site is aimed at helping anyone — in this case, parents and coaches — design a training routine based on the very latest in science and the art of teaching.  All that information is worthless, though, unless we first have a certain kind of respect for our youngsters’ abilities to learn.

PS:  Although this entry appears aimed at very young players, I’d like coaches of older guys and gals to think seriously about that respect-issue.  Yes, most older players also have a burning desire to learn more.

Introducing Kat Hasenauer

I’ve said it often enough, that I’ve met some of the best and brightest in my Twitter travels.  And as members will soon discover, the young lady you’re going to get to know here fits that description to a tee.

Not mentioned in Kat Hasenauer’s bio (below) is that she works in Student Life at Boston University, helping guide all students through their 4-years at that outstanding institution.  My guess is that she gets to “see it all” in that capacity, and that she’ll be sharing some priceless advice for players and parents who look forward to a rewarding college experience.

Also, Kat is sincere in asking for your input and questions.  So, take her up on that, either emailing her directly, or by using our Ask the Coach form (I always relay those questions to the appropriate experts).

With that, it gives me great pleasure to welcome Kat Hasenauer aboard!

– Dennis Chighisola

Kat Hasenauer is a part-time writer who works full-time in higher education administration in Boston, Massachusetts.

The least athletically talented in a family of gymnasts, curlers, soccer, football, lacrosse and hockey players, she decided as a pre-teen that writing about sports might be wiser than trying to keep up with her siblings and cousins.

She has earned a B.A. in History and a Ed.M in Policy, Planning and Administration with a concentration in Higher Education Administration.

In addition to contributing to CoachChic.com, she maintains her own site — On Being a Sports Girl (www.sportsgirlkat.com), covering pro and college hockey, Olympic sports, football and baseball.

You can email her at sportsgirlkat@gmail.com (and we encourage you to do so).

Planning Tonight’s Hockey Practice

As I was readying for my team’s second on-ice practice of this summer, it struck me that member coaches — and even hockey parents — would like some insight into this.

At the same time, I have a chance to explain an important principle of motor learning, this usually referred to as the Mass versus Distributed Method.

To begin, I generally view the Mass approach to training as having to do with older athletes with longer attention spans.  And I’ll usually apply it when a single problem needs to be dealt with.  Perhaps the best example is when I do a private lesson with a player who is at least of high school age.  (Actually, I try to avoid doing one-on-one sessions with younger players.)  In most cases, a parent will call me to ask if I can solve a given skill problem their guy or gal seems to be having.  With that, we’ll schedule an hour of ice-time for me to work with that player.  And, although I’ll give him or her some mental breaks — and tell them to occasionally head-off and shoot some pucks or whatever, we’re able to spend a good portion of our time together working on that one problem area.  If you can appreciate it, the older player is usually able to focus better — and for longer — than a real young one.  So, this Mass approach works okay for that age group.

That said, most players — and especially most young players — tend to do best with a Distributed approach to training.  And, quite simply, this method has me distributing short bouts of work at a given skill over numerous practice sessions.  Said yet another way, this suggests that 10 separate practices at a given skill for 5-minutes per practice will be more effective than if we have the players work at that skill for 50-minutes in a single session.

And this brings me to my planning for tonight’s practice…  For, what I’m doing is using our last practice as an outline for the new one.  In other words, I’ll begin with exactly what we did last week, and then I’ll just make some slight adjustments.  In some instances, I’ll ditch a past progression of a skill and move on to the next one.  Sometimes I’ll substitute a drill that does close to what another had previously done for the kids.  And, at yet other times, I’ll repeat the previous step, and then quickly move on to the next progression.  Not that I’ll change every single drill on the list.  No, some will need more work before we move forward.

If you get what I’m attempting here, you’ll see that I’m gaining good continuity from practice to practice.  At the same time, each practice should bring my guys from Point A to Point B in a given skill (with the next week hopefully bringing them to Point C).

I hope coaches are also sensing how easy it can actually be to develop lesson plans.  I mean, if we begin with a pretty good one the first night, it’s usually fairly simple to just slowly up the ante for the next practice, the next, and the next.

PS:  Having just mentioned the need to first start with a good plan, I promise to provide plenty of help towards that aim as our season nears.

Is That All There Is?

Just a little daydreaming today, or a little bit of the old coach’s philosophy.  Not everyone is going to agree with this.  Still, you probably ought to give the gist of this some serious thought, and maybe adapt it a little to your own parenting or coaching approach.

– Dennis Chighisola

Now, older CoachChic.com members might remember the above as the title to a hit song made popular by Peggy Lee.  In that song she talks about finally achieving or experiencing certain things that always seemed so — I don’t know — glamorous, perhaps?  Each time, however, she’d come to the conclusion that the something special wasn’t all it was cracked-up to be when she did attained it.  Or, as the title goes, “Is that all there is?”

Actually, I often jokingly use that phrase with family and friends.  But I also tend to keep it in mind as I deal with young hockey players.

For example, by now, you probably know that I’m not in favor of off-season games.  That wasn’t always the case, though.  No, as I dealt with earlier generations I dragged my teams all over the place, and I had my players skating numerous times per week.

During the winter months, we’d play in tournaments all over creation — throughout New England and to two Canadian provinces.

Of course, some of those experiences were good for my kids.  But then…  But then…

But then, I heard an interesting interview with a Division I college coach.  Because it was long ago, I’ll have to paraphrase it as best I can…  His main concern had to do with the difficulty coaches at that level were having with motivating their players.  Or, as he explained, “By the time we get them, they’ve already played a hundred of the most important games of their lives!”  (Again, I know I don’t have the words exactly right.  But, his point is right-on.)

Among the things that comment made me think about?

How about coaching in a Canadian tournament that had me (an adult) as juiced as I’d ever been?  I mean, even back in the 70s there were pro-like theatrics — with lights, loud music and all sorts of recognition for the players and coaches.  I’m talking excitement here — to the max.

And how about this (adult) coach being so up-tight for a kids’ tournament game that he heaved on his front lawn upon returning from the rink?

And I also have to think about what had to be — and still is — going on at home with families who are engaged in games like I’ve just described.  Are the parents prepping their kids in every way, possibly giving those kids the sense that “This is THE most important game of your life!”?

Don’t get me wrong.  I understand the reasons tournaments are held, and I even appreciate the efforts folks make to organize such great events.

At the same time, I’ve worried in recent years whether kids reared in the above circumstances can get as excited as they should be skating their first varsity high school game.  That should be a big deal, you know.  And so should it be considered a very big deal if a young guy or gal gets to play at the junior or college level.

Then, yet another related matter…  In my audio program A Lot of Things Change As Players Get Older, I make the point that more serious — and sometimes painful — preparations go into playing at the higher levels.  And in order to really attack tough workouts, a young guy or gal needs to have some serious desire or motivation.  One of my concerns, if you haven’t guessed it, is that a player might be completely spent before he or she reaches that level.

Combining these two points, perhaps you’ll at least appreciate my hopes that the next (and maybe the next and the next) goal seems a worthwhile one to an athlete.  And I’m thinking that’s less likely if he or she has already experienced “the heights”, and maybe even asked himself or herself already, “Is that all there is?”

Finally, you’d probably like to ask me how I can espouse so much year-round training while at the same time suggesting we back-off a bit in some ways.  In answer to that, however, I’ll suggest that protecting a player’s love of the game is a really tricky proposition.  I mean, there’s a delicate balance required between making sure a player is totally capable and feeling good about himself or herself, while at the same time holding back a bit so that they still want a little more.

Fight vs Flow

Shaun Goodsell, MA
Senior Performance Coach

Mental Edge

As we participate and engage in life there is a constant exchange of information. We send energy into the environment and we get it back. From a competitive perspective, we attempt to impact our environment through our actions and hopefully allow ourselves to be open to feedback we are getting. However, it is also very important that we evaluate the relationship we cultivate with the information from outside of us to determine whether or not we are learning the lessons present to make the adjustments in our performance that helps us move towards improved performance.

With this in mind, I want to compare two types of responses and how they impact performance.

The first response is FIGHT. When we fight with the information from outside of us we often have an underlying expectation that things should be going different and we are entitled to a different fate or outcome. When people engage in a fight response they often become disappointed, anxious, and some become more determined to work harder and more diligent, while others disengage because they become pessimistic about their ability to dictate a different outcome. This over time creates significant discouragement and leads to a reduction in motivational energy. There are many possible examples of this but when an athlete’s performance falls short at any moment the game will give them information that they have to make sense of. When they FIGHT this information is when a series of thoughts flow and the fight response is in full function.

Another way to deal with the feedback we get from our performance is to engage in FLOW. At the core of this relationship with our environment is the ability to absorb, accept, and make emotional and physical adjustments using the moment as a learning opportunity leading to enhanced performance… using what is happening in the here and now. Expectations stay realistic and our response is focused, relaxed and very intentional. I have found that teaching athletes to learn from the information they are getting from around them truly empowers them to find advantages on their opponent as well as enhance their performance, utilizing not only their bodies but also their minds.

At the Mental Edge we are committed to helping athletes learn to FLOW with the environment around them leading to an enhanced experience as well as improved performance in sport and in life.  We have launched an Audio Series that will give athletes a tool to perform in sport and in life with FLOW — staying away from fight! Our new Audio Series is called Mind Strength: an Edge on your Competition by Mastering Five Mental Toughness Skills To Become a Winner on the Field and in Life.

Creating Coaching Cues

After spending a good part of the other night training players up in The MOTION Lab, Todd Jacobson and I strolled out to the parking lot, doing what we so often do, talking the game and exchanging coaching ideas.

I found it interesting on this night that Todd and I both seem to use a similar technique when communicating with our players.  Not so surprisingly, we totally agreed on the fact that players don’t have time to process lots of information while they’re attempting to read and react in a frantically played game.  But, what we both do is use very short — probably one or two syllable words — to slightly guide our players.

The way I usually explain it is that I’ll call-out a short, unmistakable word to connect with what really is a 10-minute story.  I truly mean that.

What comes to mind immediately are a few of my “Rules for winners”.  These so-called rules involve happenings that I feel frequently influence a game’s outcome.  (I’m actually planning on giving these away sometime soon as a downloadable Gift.)

For example, one of these has to do with how quickly (or how slowly) one of my players moves toward an enemy puckcarrier.  I can go into all sorts of examples about winning or losing these 1 on 1 battles, and I go to such lengths to really drive home my point.  In the end, however, I’ll get to the main idea, suggesting to my kids that it’s “quick pressure” that makes a rival puckcarrier rush his or her play — quite often mishandling the puck, or making a bad pass.

That’s what I meant when I said my cues often refer to a 10-minute (or probably longer) story (or stories).  For, as you can imagine, my yelling “Pressure!  Pressure!  Pressure!” during the game action ultimately has a ton of meaning.

Not that I (or Todd) call-out a lot of directions during a game.  But, we do use a few cues that help us communicate pretty well with our players.

Special Hockey Gift of the Mo