Coach Development
Player Development - Checking
With the crackdown on infractions this season you may find yourself taking a few too many penalites and wondering why. A simple review of the basics of Body Checking, Body Contact, Angling and Positioning may be all it takes to get you back on track and enjoying your game more.
Remember even the seasoned professionals such as Robyn Regehr and Rhett Warrener had a serious adjustment period last year in the NHL when they began calling infractions as the rules were meant to be called.
Body Checking:
Body Checking is defined as an individual defensive tactic designed to legally separate the puck carrier from the puck. This tactic is the result of a defensive player applying physical extension of the body toward the puck carrier moving in an opposite or parallel direction. The action of the defensive player is deliberate and forceful in an opposite direction to which the offensive player is moving and is not solely determined by the movement of the puck carrier.
Body Contact:
Body Contact is defined as an individual defensive tactic designed to legally block or impede the progress of an offensive puck carrier. This tactic is a result of movement of the defensive player to restrict movement of the puck carrier anywhere on the ice through skating, angling and positioning. The defensive player may not hit the offensive player by going in opposite direction to that player or by extending toward the offensive player in an effort to initiate contact. There must be no action where the puck carrier is pushed, hit or shoved into the boards.
Hockey Canada Checking Model
Step #1 - Positioning and Angling
• The first step in teaching Checking is to learn how to control skating and establish position to approach the opponent from an angle minimizing time and space for the opponent.
Positioning
Decision Making
1. Pressure – Aggressively limit time & space
2. Contain – Steering opponent to confined area
When do you Pressure or Contain?
Pressure when:
· You “see numbers”
· A player is isolated
· To take away a scoring chance
· Possession is in doubt: board passes, in skates, in glass etc
Contain when:
· Player has speed and strength advantage
· Player in full control of puck
· You need support or can’t get there
· You want to slow down the attack
· Support to maintain depth/width
Angling
Delay / Deflect / Steer Attack
· Reduce time & space options
· Delays attack to gain support from teammates
· Forces opponent into decision-making.
· Take inside to outside route to angle
· Use boards to assist as another teammate
· Closing Gap focused on opponent’s body, not puck. Adjust speed and keep feet moving.
Step #2 - Stick Checks
• The second step is to effectively use the stick, poke checking and sweep checking, lifting and locking the opponent's stick.
The 2nd line of defence
· Take away passing lanes – stick on the ice
· Deflect pucks from target-possession in doubt.
· Active or moving stick
· Anticipate, have a strong stick and body position for possession.
· Accelerate away from opponent
· Need to be good stick checkers in today’s game
· Pressure & Support from behind
Types of Stick Checks
• Poke Check – taught first, usually done skating backward
Objective
• To knock the puck off the puck carrier’s stick
Teaching Points
• Stick hand is held close to body, elbow bent
• Palm of hand down
• As the puck carrier gets within range, quickly extend the stick, making contact with the puck
Common Errors
• Stopping when making the poke check
• Lunging when making the poke check
• Not watching the body of the puck carrier
• Committing too soon
• Stick Lift – used in coverage, when backchecking and approaching from the side or behind
Objective
• To take possession of the puck from the puck carrier
Teaching Points
• Lift the puck carrier’s stick in the shaft by using the blade or shaftof your stick
• Lift with both your legs and arms
Common Errors
• Timing
• Reaching in too early with your stick
• Not moving into the opponent after the initial stick lift
• Sweep Check – approaching from behind and unable to overtake the opponent
Objective
• To sweep the puck away from the puck carrier when approaching from behind
Teaching Points
• Stick shaft is extended along the ice
• Stick side knee is bent
• Stick blade flat on ice
• Use a “sweeping” motion to sweep the puck away from your opponent
Common Errors
• Timing
• Reaching in too early
• Not accelerating before reaching in to hook the puck away
• Not bending the inside leg when hooking the puck
• Stick Press – typically executed in close, one on one confrontations, usually in front of the net or along the boards
Objective
• To prevent the opponent from gaining control of the puck
• To prevent the opponent from receiving a pass or shooting on net
Teaching Points
• Executed on one-on-one coverage situations
• Press your stick down over the opponent’s stick
• Use the back and shoulder muscles to create leverage
Common Errors
• Reaching with the arms
• Failure to move into the opponent with your body
Step #3 - Body Contact
• The third step is to use the body to block the opponent's way or take away the skating lanes of another player. The correct stance and effective use of leg strength are important parts of these techniques.
A body check is where you use your body against an opponent who has possession of the puck. Legal body checking must be done only with the hips or shoulders and must be above the opponent's knees and below the neck. Unnecessarily rough body checking is penalized.
Step #4 - Body Checking
• The fourth and final step is the actual body check. This step includes teaching techniques to check and receive a body check as well as safety and rules.
Types of Body Checks
• Rub Out Check – first body contact skill to teach
– Technique of angling the opponent into the boards. This is not a solid body hit
– Attacking with hips onto opponent’s gloves
Objective
• The technique of pinching the opponent into the boards
• The skill of angling is very important in this check
Teaching Points
• Accelerate on an angle to slightly in front of the puck carrier (checker’s hips are slightly ahead of puck carrier’s hips)
• Pinch the opponent’s hands and stick with hips
• Stick goes under the puck carrier’s stick
• Keep your feet moving
Common Errors
• Attacking the puck carrier’s body too aggressively with checker’s hips
• Checker starts to hit the opponent when even with the opponent’s body (too soon)
• Not pinching the opponent’s stick off hard enough into the boards with checker’s hips
• Checker doesn’t keep his/her feet moving allowing the player to skate away
• Pinning – a containment skill
– Lasso Pin Technique – approach from behind, use your stick and arms to surround the puck carrier’s body and press against the boards
– Knee PinTechnique – approach from behind, press the puck carrier’s body into the boards, put your knee in between the opponent’s legs and press hard
– Body Squeeze Technique – approach the puck carrier from the side and behind, get your stick and elbows in front of the puck carrier’s body, put your legs behind the puck carrier’s legs, squeeze back with your elbows while pushing forward with bent knee
Objective
• To separate and contain the opponent off the puck during play along the boards
1. Knee Pin and Body Press
Teaching Points
• Approach from the back side of the opponent
• Press the puck carrier’s body against the boards
• Hold the opponent’s body against the boards with a wide stance
• Put bent knee between the opponent’s legs and press hard
• Bend knees and keep your feet apart (low center of gravity)
Common Errors
• Over aggressively playing the body into the boards
• Not maintaining a low center of gravity
• Shoulder Check – open ice contact
– The defensive team must outnumber the offensive team when the defensive player steps up and makes an open ice check
– High risk check, possibility of only partial or no body contact with the puck carrier
– Opponent must be close enough so that only one stride forward is required to make contact (gap control)
– Drive shoulder into opponent’s chest, do not lunge forward
Objective
• Open ice check intended to physically knock the puck carrier off the puck by use of the shoulder
Teaching Points
• The opponent must be close enough so that only one stride forward is required to make contact
• The checker must focus on the chest of the opponent
• The checker needs to get his/her shoulder lower than the puck carrier’s shoulders to gain leverage
• The checker should step forward and deliver the shoulder into the chest of the opponent
• The checker’s back foot turns sideways to drive his/her body into the opponent
• The checker must continue to keep his/her feet moving after the initial contact is made
• The checker should try to put his/her stick between the opponent’s legs when delivering the check
Common Errors
• Lunging at the puck carrier
• Looking at the puck rather than the body/chest of the opponent
• Extending the arms out in front of the body when delivering the check
• Not keeping your feet moving through the opponent
• Hip Check – used mainly along the boards
– Difficult check to deliver, timing must be perfect
– When delivering a hip check, bend at the waist and turn hips into the puck carrier’s stomach
Objective
• To physically knock the opponent off the puck by the use of a hip check
Teaching Points
• The puck carrier must be committed to a course which he/she will have difficulty changing
• Line up the opponent like a shoulder check
• At the last minute, the checker drops his/her head and shoulders (bending at the waist) and thrusts hips into the stomach of the opponent
• Keep the leg closest to the check bent
• The hip check is best used against the boards where you have the puck carrier contained
Common Errors
• Poor timing will result in a complete miss
Hockey Canda Checking Manual Downloads
Introduction to Checking
Positioning and Angling
Stick Checks
Body Contact
Body Checking
The "Speak Out" Harassment and Abuse seminar, which was created by the Hockey Canada in conjunction with the Red Cross RespectED program, is a four hour seminar that covers five major areas.
The first element of the seminar is an overview of the Hockey Canada's policies and procedures on preventing abuse and harassment. This is followed by definitions of abuse and harassment as well as explanations on how to deal with complaints and disclosers. Prevention guidelines for coaches as well as general guidelines for sports conclude the seminar.
Starting with the 1998-99 hockey season, Hockey Canada launched a new initiative whereby every coach in Canada who possesses coach certification must attend a "Speak Out" harassment and abuse seminar.
Please note, all registered Hockey Calgary teams must have at least one coach on the bench who has attended a Speak Out Clinic. Upon certification, coaches do not have to re-certify each year.
Hockey Canada Speak Out Downloads
Safety For All
Criminal Record Check Consent Form
Harrassement & Bullying Complaint Procedure
Speak Out Brochure
Hockey Canada Speak Out Newsletter
Edition 1
Edition 2
Edition
Program Overview
The purpose of this program is a result of direct action Hockey Canada and its member Branches have taken since the Coaching Association of Canada’s evaluation of the NCCP in 1995 and the Molson Open Ice Summit on player development of 1999.
In both events, it was determined that the mentoring of coaches at all levels and specifically minor hockey is the key to the future growth of coaching in Canada. The ultimate outcome is improved athlete development through the establishment of a national coach mentoring program.
Hockey Canada 2005 Report on The Open Ice Summit
Click Here to Download the Hockey Calgary Coach Mentorship Manual
Definitions
Mentor...
A wise and trusted teacher, advisor, counselor, instructor, tutor, trainer.
Mentoring...
A relationship between a guide (mentor) and a coach which enables the coach to become more successful in all aspects of his/her coaching skills.
Mentoring involves...
Stimulating and managing the individual growth necessary to support coaching performance in the delivery programs beyond the present levels of delivery within the Canadian hockey system.
Benefits of mentoring...
Provides coaches with the required skills, knowledge and support to promote and sustain higher levels of performance within the coaching field.
Program Purpose...
The purpose of this program is a result of direct action Hockey Canada and its member Branches have taken since the Coaching Association of Canada's evaluation of the NCCP in 1995 and the Molson Open Ice Summit on player development of 1999. In both events, it was determined that the mentoring of coaches at all levels and specifically minor hockey is the key to the future growth of coaching in Canada. The ultimate outcome is improved athlete development through the establishment of a national coach mentoring program. As a result, at the 2000 Annual General Meeting, the Board of Hockey Canada approved unanimously the creation and implementation of the National Coach Mentorship Program (NCMP) to foster the future growth of coaching and player development in Canada.
Specialty Clinics **NEW**
Download - Hockey Alberta Mentorship Specialty Clinic Information
A series of specialty clinics have been developed to offer coaches a practical session on teaching various skills, tactics and systems. This proactive approach will also open the doors of communication and provide a non-threatening environment for coaches to further pursue a mentor.
The NCMP Specialty Clinics were designed with the following messages in mind:
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Keep them moving – whether it’s a practice, clinic or camp, ices sessions should be designed to engage every participant consistently.
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Emphasize the Fundamentals – build a foundation that will never crack.
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Incorporate a progression of skill development for every participant.
The specialty clinic modules include:
1. Skating
2. Puck Control
3. Shooting and Scoring
4. Checking
5. Creating Offense
6. Creative Thinking
7. Goaltending
8. Special Teams
9. Small Area Games
10. Developing Defensemen
Guidelines
The Initiation Program recommends player development be built on practicing technical skills 85% and individual tactics 15%.
The age and skill level of the players defines the seasonal plan. The hockey Canada Skills Development Programs are based on progressive steps and follow the appropriate allocation of time illustrated in the Skill Development Pyramid.
Goals for the Initiation age category are:
* Fun
* Introduction of basic skills
* Reviewing of basic skills
* Refining of basic skills
Download : Hockey Canada Initiation Practice Plan
The Novice Program recommends 75% on technical skills, 15% on individual tactics, and 10% on team tactics.
The age and skill level of the team defines the seasonal plan. The Hockey Canada Skills Development Programs are based on progressive steps and follow the appropriate allocation of time illustrated in the Skill Development Pyramid.
Goals for the Novice age category are:
* Fun
* Reviewing of basic skills
* Refining of basic skills
Download: Hockey Canada Novice Practice Plan
The Atom Program recommends 50% technical skills, 20% individual tactics, 15% team tactics, 10% team play, and 5% strategy.
The age and skill level of the team defines the seasonal plan. The hockey Canada Skills Development Programs are based on progressive steps and follow the appropriate allocation of time illustrated in the Skill Development Pyramid.
Goals for the atom age category are:
* Fun
* Refining of basic skills
* Intro to team tactics
Download: Hockey Canada Atom Practice Plan
The Pee Wee Program recommends 45% technical skills, 20% individual tactics, 15% team tactics, 10% team play, and 10% strategy.
The age and skill level of the team defines the seasonal plan. The Hockey Canada Skills Development Programs are based on progressive steps and follow the appropriate allocation of time illustrated in the Skill Development Pyramid.
Goals for the Peewee age category are:
* Fun
* Refining of individual tactics
* Intro to team play
Download: Hockey Canada Pee Wee Practice Plan
The Bantam Program recommends 40% technical skills, 15% individual tactics, 20% team tactics, 15% team play, and 10% strategy.
The age and skill level of the team defines the seasonal plan. The hockey Canada Skills Development Programs are based on progressive steps and follow the appropriate allocation of time illustrated in the Skill Development Pyramid.
Goals for the Bantam age category are:
* Fun
* Refining team play
* Intro to team strategy
Download: Hockey Canada Bantam Practice Plan
The Midget Program recommends 35% technical skills, 20% individual tactics, 20% team tactics, 15% team play, and 10% strategy.
The age and skill level of the team defines the seasonal plan. The hockey Canada Skills Development Programs are based on progressive steps and follow the appropriate allocation of time illustrated in the Skill Development Pyramid.
Goals for the Midget age category are:
* Fun
* Refining team play and strategy
Download: Hockey Canada Midget Practice Plan
The Goaltender Program recommends the following practice time allotment:
Beginner
* 75% Movement and Positional Skills / 20% Save Movement / 5% Tactics
Intermediate
* 50% Movement and Positional Skills / 20% Save Movement / 30% Tactics and Transition
Advanced
• 35% Movement and Positional Skills / 10% Post Save Consequences / 40% Tactics and Transition / 15% Advanced Positioning
The age and skill level of the goaltender defines the seasonal plan. The Hockey Canada Skills Development Programs are based on progressive steps and follow the appropriate allocation of time illustrated in the Skill Development Pyramid.
Goals for goaltenders are:
* Fun
* Introduction, Review and Refinement of:
o Movement / positional skills
o Save Movement
o Tactics / Transition
o Post Save Consequences
Download:
Hockey Canada Beginner Goaltender Practice Plan
Hockey Canada Intermediate Goaltender Practice Plan
Hockey Canada Advanced Goaltender Practice Plan
The Hockey Canada Safety Program is a risk management and safety program for volunteer trainers or minor, junior, senior, and female hockey teams. The ultimate goal of the program is for all hockey trainers to implement effective risk management programs with their own teams where safety is the first priority at all times, both on and off the ice. All trainers are taught to utilize a proactive, preventative approach while being prepared to react in the event of accidents, injuries, and medical emergencies.
The following topics are covered in the Hockey Trainers Safety Program: Trainer's Responsibilities, Code of Ethics/Fair Play Codes, Risk Management, Protective Equipment, Injury Prevention Techniques: Stretching and Conditioning, Medical History Files, First Aid Kit, Emergency Action Plan, Injury Management Principles, Recognition of Life-Threatening Injuries, Spinal Injuries/Head Injuries, Soft Tissue Injuries, Removing Players From Action/Co-ordinating Return To Play and Special Topics: Nutrition and Hydration, Harassment and Abuse, Performance Enhancing Drugs, HIV and Hockey.
It is a requirement that ALL TEAMS have a certified Safety Person listed on their roster.
Hockey Canada Saftey Program Downloads
Safety For All
Equipment Fitting
Emergency Action Plan
Injury Prevention - Stretching
Player Medical Sheet
- Fair Play Code For Coaches
Code For Coaches
I will be reasonable when scheduling games and practices, remembering that players have other interests and obligations.
I will teach my players to play fairly and to respect the rules, officials and opponents.
I will ensure that all players get equal instruction, support and playing time.
I will not ridicule or yell at my players for making mistakes or for performing poorly. I will remember that players play to have fun and must be encouraged to have confidence in themselves.
I will make sure that equipment and facilities are safe and match the players' ages and abilities.
I will remember that participants need a coach they can respect. I will be generous with praise and set a good example.
I will obtain proper training and continue to upgrade my coaching skills.
I will work in cooperation with officials for the benefit of the game.
10 Positive Things That Coaches Can Do:
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Have realistic expectations
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Always including fun in the sport
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Obtain appropriate training for the sport
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Allowing injured players ample time to recuperate
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Having the desire to win, but enjoying the improvement of players/team
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Maintaining communication with parent
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Knowing what is abuse and how to prevent it
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Accepting the performance of referees and officials
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Having respect for the game
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Knowing the difference between outcome goals versus performance goals
5 Ways To Creating Positive Attitude and Will
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People who feel good about themselves and their team will perform better
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Every athlete has limitations
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Focus on your team's strengths
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Remember to always use positive affirmations with your athletes
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Project a positive image to your athletes
4 Words to Eliminate From Your Coaching Vocabulary
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But - When attempting to deliver constructive criticism, we often sever the construction from the criticism by inserting a but between the two. "That was a great effort, but...." all your athlete will remember is the negative but part of your comment, by using a more positive approach your athlete will remember both the praise and the instruction.
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You - Using you can implant an invisible barrier between a coach and players. By getting down off your pedestal and talking with our team, athletes feel less like they're being lectured to and more like they're being helped.
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Can't - Cutting out can't (and also don't, won't, never, etc.), helps us to concentrate on the positive and eliminate the negative.
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Try - Saying to your athlete "All you can do is try," really has a defeatist attitude. The least your athletes can do is try. The most they can do is succeed. By telling an athlete "Try to drive hard to the net with the puck," they now have the out by saying, "Well, I tried." They are correct, they did try and they accomplished what we asked of them, they did not, however, ever drive hard to the net. By saying, "We need to drive hard to the net with the puck," we imply that the athlete obviously should try, but we also raised the expectation that our players will drive to the net with the puck, and athletes will normally rise to achieve those expectations.
- National Coaching Certification Program
National Coach Certification Program Overview
The NCCP is currently undergoing change that will affect all sports in Canada that deliver coach certification programs. Hockey Canada has been working over the past 5 years re-designing the program and the 2006-2007 season will be the second year of full implementation of the new program. The major change coaches will notice is that no longer will all coaches start at one entry point (Level 1) and progress through the system. Coaches will now enter a "stream" of coaching relative to the athletes that they are working with.
NCCP MODEL
The new NCCP is a streamed program designed to provide coaches with educational and certification opportunities appropriate for the players who they are working with. Coaches will be exposed to an open learning environment where they are encouraged to network with others and build on their own personal and coaching experiences. Coaches are responsible to drive their own learning and growth as a coach based on their personal needs.
Coaches participating in the new program, who are familiar with the current NCCP, will see several key changes to the program.
The first significant change will have coaches attend educational sessions that are targeted at meeting the needs of players they are working with. As a result, not all coaches will begin their program at the same place. Coaches will now have the opportunity to enter into the stream of coaching that is appropriate for the players they coach.
The second significant change is that coaches will receive coaching materials that are practical and easy to implement with the players they work with. The course materials will make the transition from theory-based lecture activities to interactive sessions requiring coaches to work with the tools specific to the level of their players.
The new coach education program is learner-driven. The course leader will facilitate the learning opportunities coaches will engage in. Through a series of specifically designed activities, the coach will become an active learner prior to the seminar, throughout the seminar, and after leaving the seminar.
Participants will be required, through a series of small, practical assignments, to demonstrate their capabilities as coaches. For the entry-level coach these assignments/activities will include developing communication plans with parents, maintaining a coaching log, and implementing effective and efficient practices.
This new approach to coach education will provide the minor hockey association with the knowledge that there will be a greater emphasis on coach development. The long-term reward will be that associations will have the ability to say with more confidence "Our coaches can do..."
One of the most important distinctions for this new education/training model is that it is an athlete-centered approach to training coaches. This means that the coaching needs are defined by the needs of the athletes they are working with.
Finding The Right Clinic
The following chart details the 3 main streams of hockey that athletes move through in their development. The New NCCP model attempts to mirror this athlete model with the coaching development model to ensure that coaches are being educated with the necessary tools to meet the athlete's needs.
Click on the Stream for More Details
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Intro to Hockey (IP)
Click Here for Clinic Information
Hockey Canada developed the Intro to Hockey to make a child's first contact with hockey a safe and positive experience. It's a structured, learn to play hockey program designed to introduce beginners to the game's basic skills.
The Intro to Hockey has four levels of instruction designed for beginning hockey players ages six (6) and under. Each level represents a different set of skill progressions. These levels consist of 20 lesson plans that follow a defined path of progression. Each of the four levels emphasizes the basic hockey skills of skating, puck handling, passing, and shooting.
As players move through the program, they improve on both hockey skills and self-confidence. This progression of skill development is reinforced through practice drills, informal and modified games (such as shinny, freeze tag, and obstacle course).
The overall success of the program relies on the leadership and teaching abilities of the instructors. To assist coaches Hockey Canada developed a five hour instructional clinic designed to ensure that instructors are fully prepared to present a successful program. The focus of the clinic is on skill analysis and development, lesson organization, and communications.
All coaches of players six (6) years of age and younger must attend this clinic regardless of prior coaching certification. The duration of this clinic is 5 hours total, with 4 hours in classroom sessions and 1 hour on-ice session.
The Timbits Flames Program recommends player development be built upon practicing technical skills 85% and individual tactics 15%.
Hockey Canada Initiation Program
Hockey Canada Initiation Program Drills
Download
Hockey Canada Initiation Practice Plan
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Ages
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Competitive Context
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Community
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5 - 6
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Coach Stream
This is an entry level program for the recreational coach who has little or no experience as a coach. Upon successful completion of this 9.5 hour course, each coach will be required to complete the Learning Log Workbook upon completing the clinic. Then the coach will receive a six digit national number and card indicating that he/she has acquired Coach Stream of the National Coaching Certification Program.
Coach level provides an introduction to player development and teaches coaches:
- How to organize and implement an effective practice.
- How to design and implement a risk management program.
- How to teach individual skills such as skating, puck control, and checking.
Coach level emphasizes basic skills and the importance of having players develop confidence, self-esteem, and a love for the game.
There is a Pre Task to be completed before attending the Coach Stream clinic. If this is not completed before the clinic, the Pre Task will be handed out and explained at the clinic.
The Hockey Canada Skills Development Program recommends the following for coaches to emphasize:
- Novice hockey recommends 75% on technical skills, 15% on individual tactics, and 10% on team tactics.
- Atom hockey recommends 50% technical skills, 20% individual tactics, 15% team tactics, 10% team play, and 5% strategy.
- Peewee hockey recommends 45% technical skills, 20% individual tactics, 15% team tactics,10% team play, and 10% strategy.
- Bantam hockey recommends 40% technical skills, 15% individual tactics, 20% team tactics, 15% team play, and 10% strategy.
- Midget hockey recommends 35% technical skills, 20% individual tactics, 20% team tactics, 15% team play, and 10% strategy.
For upcoming clinic dates, cost per clinic and to register click here
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Ages
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Competitive Context
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Community
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5 - 10
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Recreational
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11 - 17
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- Pee Wee House
- Bantam House
- Midget House
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Adult Recreational
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18 +
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Development Stream
The new Development Stream program will apply Activity-Based Learning. This course is designed for coaches working with players entering the competitive levels of hockey. After successful completion of this 14 hour course (approximate), which includes an assessment workbook, the coach's certification is updated to include competition completed.
The design of the new NCCP reflects the different types of coaches ("coaching streams") in the Canadian sport system and the specific environments ("coaching contexts") they work in. This allows coaches to enter into the different streams without having any previous certification.
DEVELOPMENT I
Coaches at the Development I learn:
- Coaches get physically active while learning first hand coaching tasks.
- How to drill design and progressions.
- How to teach individual tactics, team tactics, and goaltending.
- The principles of growth and development.
DEVELOPMENT II
This is the second step to completing the Development Stream. This course is designed for coaches working with players entering the competitive levels of hockey. After successful completion of this 14 hour course (approximate), which includes a field evaluation, the coach's certification is updated to include competition certified.
Coaches at the Development II learn:
- Coaches get physically active while learning first hand coaching tasks.
- How to do game analysis, mental preparation and off-ice training.
- How to coach defensive and offensive team play.
Development I completed or Intermediate certified coaches is a pre-requisite for Development II course.
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Ages
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Competitive Context
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Provincial
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11 - 17
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- Pee Wee Rep
- Bantam Rep
- Midget Rep
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Regional
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15 - 21
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- Junior "B" Hockey and below
- Senior Hockey
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High Performance Stream
HIGH PERFORMANCE I
This course is designed for coaches working with players at the competitive level. High Performance I certification is acquired by successfully completing a 30 hour course (takes place every 2 years during Hockey Alberta Summer Camp), an assessment workbook, and a field evaluation. Once completed, the coach's certification is updated to High Performance I Certified.
The High Performance I prepare coaches to:
- Design a nutrition program, a stress management program, and learn about player motivation.
- Analyze skills and interpret statistics.
- Design a yearly plan.
- Teach team play systems and special situations (power play and penalty killing).
Please note, there is no certification required, but potential coaches must apply to the Hockey Calgary and meet certain coaching criteria to be accepted into the High Performance program.
HIGH PERFORMANCE II
Coaches attending this national seminar must have successfully completed all requirements at the High Performance I. Coaches must also successfully complete the Level 3 Theory course. The Level 3 Theory course is not delivered by Hockey Canada or its member branches. In addition coaches making applications to attend High Performance II seminar must have the recommendation of their respective branch.
The information presented at the High Performance II, the corresponding group work, the take home assignment, and the field evaluation are directly linked to the Hockey Canada's Level 4 program. This Level 4 program consists of twelve tasks designed to prepare candidates for high performance coaching in national and international competition.
Hockey Canada, in cooperation with the Coaching Association of Canada, regulates standards and helps to maintain and improve the quality of coaches across Canada.
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Ages
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Competitive Context
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National
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15 - 40
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- Midget AAA
- Junior A
- Major Junior / WHL
- University / CIAU
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International
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18 - 40
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- Hockey Canada National Teams
- Minor Professional
- European Leagues
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More About The NCCP Program
Download
Hockey Canada's NCCP Information Guide
- CBC Coach's Corner - Coaching Etiquette
Coaching Etiquette
1. Be a role model to your players
2. Refrain from using foul language around the players and arena in general.
3. Ensure that you show a genuine interest in their concerns.
4. Never consume alcohol prior to participating in minor sports.
5. Always be prepared. Those who fail to plan, Plan to fail.
6. Be positive even if you lose.
7. Provide effective feedback when correcting skills. (Be positive not demeaning).
8. Don't be afraid to try a new concept or teaching idea.
9. Always be punctual for games and practices.
10. Practice discipline carries over to game discipline.
11. Remember an open door can be devastating to beginners. Check that all doors are shut while on the ice.
Written by Corey Hirsch
There are certain things to look for when teaching a beginning goaltender. The first and most obvious is skating skills. In order to be a good goaltender, you don’t necessarily have to be the fastest skater on the team, but a goaltender needs to be extremely agile and have great balance. Before you decide to put a goalie in the net I suggest that your goaltender be comfortable with their skating skills. This is the main reason minor hockey programs will wait until the ages of 8-9 years of age before allowing a child to become a fulltime goaltender. It is important for them to develop their skating skills as a player, in order to become good goaltenders.
When teaching a new goaltender the instructor should focus more on the mechanics of skating and the butterfly technique. Similar to when you’re teaching a child anything such as hitting a baseball or swinging a golf club, hitting the ball is not what is important, it is the swing that matters. The same goes with goaltending, it isn’t so much about stopping the puck at first, it is more about getting the proper technique in place. When the proper technique is set, making the save will come naturally. With that being said, I would like for coaches and instructors to remember that there is a time and place for mechanics to be taught and time for the child to just have fun and let their athletic ability take over. I believe both play an important role in goaltending as more and more young goaltenders are being taught only the mechanics of goaltending, but not being allowed to use their athletic ability.
The first and easiest drill I suggest doing with a beginning goaltender is to use the goal line and have them practice t-pushes and shuffles across it. The t-push technique is the fastest way and easiest movement to get around the crease when playing goal. The goaltender should first start in their proper stance facing forward, in one easy motion they will turn their skate outwards to the side and push with the other foot gliding along the blade of the skate. The distance they should travel is about 3-4 feet at a time. The most important thing to look for is if their head is bobbing up and down. It should be a level motion and they should try to stay low and in their stance. A young goaltender most likely will have trouble with this until their legs become stronger. The goaltender should not be coming out of their stance to move, it should be a continual, smooth transition.
I also suggest the coach do everything in sequence, telling the goaltender when to push and when to stop. For example, when the drill is in progress the coach should be calling out…PUSH…STOP…PUSH…STOP…PUSH …STOP. This will allow the goaltender to have a second in-between pushes so that he or she can gather oneself and get in a set position to push again. The drill should be done from corner to corner all the way across the goal line. Repeat the drill back the opposite way so that the other leg will be used and the goaltender can become more efficient moving in both directions.
The same drill will be done using the shuffle, by lining them up and having them go again across the goal line. The difference with the shuffle is the goaltender will stay in their stance moving sideways at all times, they do this by sliding their outside skate along the ice while pushing with the opposite foot. Again this will be difficult for a young goaltender to do as they need to develop strength in their legs. The same rules apply here by having them stay in their stance, without their head bobbing up and down. The difference with the shuffle is that it allows for small adjustments. The goaltender will not be able to move as far as they would with a t-push as there is no gliding ability when doing a shuffle. So, look for the goaltender to only be able to move 1-2 feet at a time. It is more of a small movement positioning tactic, whereas the t-push is used when having to travel greater distances or when there is a need for more speed.
The beginner butterfly save is the next area to teach new goaltenders, they again must have the proper mechanics and everything else will eventually fall into place. The beginner butterfly should be taught at first using no pucks. Have the goaltender drop to their knees and then get up again. Repeat each movement allowing the goaltender to recover in between. Repetition will be the key teaching tool, as they will get better as they repeat the drill. The goaltender should be taught to butterfly with their stick covering the five hole and their legs stretched out to the sides; gloves do not drop to the knees and should be kept in a ready position. The goalie should not be kneeling on the face of the pad. Instead the pads should be on their side, building a wall, and the goaltender’s knees should be resting on the inside knee pad. Their chest needs to be up and not sunk down, with the body leaning slightly forward.
Set your goaltender in the proper stance standing on their feet. On the coach’s signal, they should drop to their knees and wait for the coach’s cue to get back to their feet. When they do drop, it is important to look for these certain things:
1. Their hands do not have to move much when dropping into the butterfly, they may come down a little, but have them avoid dropping them completely and have them at a ready position at their sides.
2. The pads should not be face down; rather, they should be on their sides with the inside roll of the pad along the ice.
3. It should be a smooth motion with limited head bobbing or arm movement.
4. Stick should be covering five-hole.
5. Chest needs to be in an upright position leaning slightly forward. We never want our goalies falling backwards; always teach your goaltenders to fall forward if they happen to lose their balance.
Once this is taught and the goaltender is somewhat comfortable with a butterfly save, I suggest adding pucks and shooting low shots from the slot and then off to the sides for angle work. Remember to shoot slowly and allow for recovery time in between shots.
These drills and ample practice time developing skating skills and a proper butterfly technique will be a good way to start any goaltender off in the right direction. I suggest the instructor remember to go slow and allow ample recovery time for these beginner goaltenders. It will make a world of difference and their progress will be more rapid.
Written by Corey Hirsch
As the Goaltending Consultant for Hockey Canada, I am asked my opinion quite often as to what age should children become fulltime goaltenders. This question can be somewhat debatable as, to me, there is no definite line in the sand. A strong majority of minor hockey organizations go by a protocol of 8-9 years of age, and there are some strong arguments both for and against this.
When I was a kid, I played no other position than goal from the time I was six years old. This is what I wanted to do and there was no question in my mind, or my parents’ minds, even though I think my Father had some reservations about it. That was 29 years ago, which is hard for me to believe, and things have changed in minor hockey. With most children I do not believe that the answer is as cut and dry, and it is not correct to label them as goaltenders at such an early age. I also know a lot of goaltenders in the NHL that didn’t become goalies until they were 12-13 years of age. So, quite frankly, it is not true that you have to be a goaltender before or after a particular age. Minor hockey, however, has had to put a guideline in place to keep it fair for everyone and to try to develop all skills for everyone.
When taking a closer look at why a majority of minor hockey organizations do not allow a goaltender to become fulltime until the age of 8-9; you will find there are a lot of good reasons as to why it done this way. The best and the strongest argument for me is that in order to be a good goaltender one must be a strong skater. For myself personally, I had started skating at the age of two, and was probably ready to be a goalie at six years of age. However, the majority of kids need to improve their skating skills. The years between the ages of 5-8 are extremely important development years that help to improve a player’s skating ability. All the fundamentals of skating are taught in these years, and it is difficult to develop these if your child is stuck in the net.
When discussing skating ability I am not talking about straight out skating speed, I am talking about balance and agility, the necessary components to being a good goaltender. These are developed during those first few years of hockey. When your child can do these skills with comfort and ease, I say they are ready to try goaltending fulltime. Like any skill, these take time to develop and the first few years of hockey will allow them to do so. This does not mean they should not try their hand at goaltending before age 8; they should be able to have fun and try every position. It will also give the child a good feel if they like goaltending or not, and therefore, you can make a better decision when they get to the level where they can make the decision. I believe kids should have both the opportunity to know what it feels like to:
A. Score a goal
B. Stop a goal
One argument to this idea could be, ‘if a child knows from an early age that they want to be a goaltender, then they should be able to do so.’ While I respect this opinion, we have to remember there is only one net and only one kid at a time can play goal. We’ve been taught to share from an early age, so what’s fair is fair, and this must also be true for goaltending. If you happen to be in a situation where there is only one child on the team that wants to play goal, and all parents are in agreement, then so be it. Let the child who wants to play goal be in the net.
I think this would be a very unique situation, but my suggestion is that if this does happen, the child must participate in all team skating drills. Even as a goaltender, I participated in all skating drills with all my goalie gear. That is a one thing which helped me a lot in hockey. Most minor hockey organizations won’t even allow this to be the case anyways, but not all go by the same rules. I am also a believer in having a goaltender learn to stick handle and play the puck, so they should participate in all these drills as well.
It is important to know your child will not be behind in goaltending development if they do not start fulltime until later. The development of skating skills in the meantime will be very valuable in this situation. Remember that not all kids on each team even want to play goal. You may find a situation where the child does get a lot of net time, but don’t be discouraged if they don’t, as there are many ways around this if your child truly wants to be a goaltender. There are lots of people and organizations that offer extra lessons or hockey schools in goaltending. The problem here is that this will cost extra money and private lessons can become very expensive. You will have to weigh the pros and cons to determine if the cost is worthwhile at a young age.
In my opinion, most minor hockey organizations are doing the right thing by not having fulltime goaltenders until the age of eight. It gives the children time to develop all the necessary skills, which will make them better goalies. In the end, there is no definitive age as to when a child should become a fulltime goalie. The only thing that stands out to me is that they absolutely must have strong skating skills before they become fulltime goaltenders. When you see this and the child wants to play goal, then that is the right time, and there is no age to draw the line for that.
