Tip #1: Coaching Youth Hockey...

Because of the tremendous diverse skills and responsibilities youth hockey coaching demands from an individual, it is often described as an eclectic vocation. Most coaching responsibilities can be categorized into four areas: technical, administrative, conceptual and humanistic functions. Society being as complex as it is and our young athletes being a bye product of society coaches need to work with all of these functions to adequately do a good job.

Essential Functions of Coaching:
A brief description of each essential function of coaching follows:

1. Technical: This function includes technical knowledge of basic fundamental hockey skills and having the ability to teach these skills.

2. Administrative: This function comprises organizing, scheduling arrangements, budgeting, long range planning, record keeping and other administrative activities.

3. Conceptual: This includes the knowledge of basic individual as well as team tactics and strategies involved in playing the game of hockey.

4. Humanistic: This responsibility comprises all the elements in the development of the holistic well-being of young hockey players.

The above functions outline coaching as a diverse activity requiring knowledge in a wide variety of skills. While it is not my intent to suggest that every coach at every level of youth hockey be extremely knowledgeable in each of the functions mentioned, I do suggest that an increased awareness of these functions will lead to better coaching. Sometimes, coaching takes place in a haphazard manner, utilizing a "crisis management method." By continually looking for information in coaching effectiveness, the youth hockey coach will have a well-rounded experience.

Here are a few ideas I would like to leave with you to think about and also try to use in your coaching:

Principles: Include in your instruction the following principles: respect for the dignity of the individual players, create an atmosphere of fun, teach an understanding of fair play and develop an environment created for the player to expand their skills. To do anything less would be to cheat our young players of a wonderful experience.

Off-Ice Training for Youth Players: Many states in our country are eliminating mandatory physical education classes which helped to develop our children's overall athleticism. I encourage all youth hockey coaches to help fill this void with off-ice activities. These types of activities should stress agility, quickness, balance, coordination and dexterity. It should not be an intense "work-out session." The purpose of off-ice training is to develop basic motor movement skills which will assist the players in improving their technical skills in hockey. Safety and fun should and must be a major consideration during these activities.

Improve Ice Utilization for Practice: You must search for ways to improve how you teach and the experience you provide for your players. This can be accomplished with shared practice time and an improved use of the ice during practice. Coaches need to increase the number of practices each week compared to the trend of playing too many games. Sharing practice gives an increased number of players more time for improving their skills. It also forces coaches to work together and to plan effectively, thus improving the coaching skills of all involved.

Game Like Activities in Confined Areas: Use game like activities in confined areas to teach techniques, tactics or concepts involved in the game of hockey. These activities challenge players, evolve more players, teach players the ability to make good decisions, enable each player to participate at his own level and also improve basic skills.

Begin and End Practice with a Fun Activity: Coaches should consider beginning and ending their practices with a fun activity. This type of activity gets the players excited and interested in a particular practice as well as leaving your players with a good feeling at the end of each practice and has your athlete looking forward to the next practice on the ice.

The coach's goal must be to help young players become as successful as possible not only in hockey but also in their social and educational aspirations. By constantly seeking to improve yourself as a coach in the technical, administrative, conceptual and humanistic skill domain, and recognize their inter-relationship, you will be well on your way to a tremendous experience.

Tip 2:  Riding The Pine As A 4th Liner...

In high school, prep school and junior hockey, coaches have the same expectations for all of their athletes when it comes to work ethics, attitude, intensity, passion and motivation. For the "4th liner" meeting these expectations is difficult and may require a different approach for these athletes to prepare mentally and physically because their role on the team is different from the regular players.

Coaches need to approach the 4th liner in a special way so that these athletes can live up to their role, responsibilities and expectations.

Dr. Deidre Connelly, sports psychology at the College of William & May, states, "There are special challenges for athletes who are non-starters that involve finding ways to believe in themselves, stay motivated and enjoy their sport even when they are not getting the playing time they would like to have. There are challenges for coaches in these situations that involve helping these athletes accept their roles as players with limited or no playing time while still believing in themselves and striving to improve."

Therefore, I will attempt to identify specific strategies for coaches, athletes and parents to examine relating to the issues of a 4th liner.

Coaches Approach

A coach must communicate with their 4th liner with regards to the tangible and intangible contributions they make to the team. Dr. Connelly noted that "the athlete who is most productive in the bench warmer situation is the one who has a good understanding of the coach's expectations for him/her and is able to accept that role." Sometimes it may be difficult to qualify the exact contribution that the athlete makes. The coach should communicate to the 4th liner intangible ways their presence enhances the team's potential for success. Such as being a role model of hard work and determination, always having a positive attitude, a model for the other athletes on how to face adversity.       

1. The coach must talk openly and honestly to the 4th liner regarding playing time. These conversations are extremely difficult to have with your athlete, especially the 4th liner, but not talking about the situation leads to many negative feelings and misunderstandings. The coach must meet the issue of playing time and roles with the team head-on so that all players understand their roles, know their responsibilities and accept their role.        
2. Utilize long range goals to help motivate. It is crucial to the individual that is not getting a lot of playing time that they need to continue to work on improving their skills to be ready when they are called upon to play regular due to injuries, sickness, discipline problems, etc. Most athletes can not think that far ahead, the present is important to them. Therefore, the coach must help them look long term, present a vision to them and help them to be patient. The coach may need to reinforce their dedication and persistence frequently while at the same time helping them realize their value to the program. Each athlete should strive to improve their ability. Roles can change as players change.        
3. The value of participation. Emphasize the many worthwhile aspects of participation that are not tied into playing time, scoring goals or killing penalties.

Athletes Approach

Realize the additional work and commitment of a 4th liner. 4th liners often have to work harder than the other players to be motivated and feel good about themselves. You are going to need a deep passion for hockey to see you through the tough times of not getting a lot of playing time. It is important that you strive to improve, set some short range goals for yourself and enjoy the experience.        

1. Building your own self-esteem. Feeling good about yourself and having a good self-esteem is more important than a coach's confidence in you. Work hard to maintain your own self-esteem vs. being dependent on other's confidence in your abilities. Learn what you need to feel good about the role you play on the team and accept the challenge with pride and enthusiasm. Examine what sacrifices will have to be made, and are you realistically willing to do what it takes to accept your role.       
2. Only concern yourself with situations you can control and do not worry about the situations you can't control. Accept and respect the coach's decisions and try not to make them personal. Dr. Connelly points out that "judgment about your relative athlete skills is not a judgment about your relative worth as a person."        
3. Keep the lines of communication open with your coach. It is difficult to communicate with your coach when you are not getting a lot of playing time and you feel you are not being given a fair chance. Remind yourself you are a part of the team, you are not there because someone feels sorry for you. You are a value to the team which is not just tied to the amount of minutes played in a game or the number of goals you score.        
4. Be ready to play at any time. On the bench maintain a positive image, be excited about the game and always be ready to play when given the chance. Even if the chances of playing are slim. When given the call to take the ice, concentrate on your role, do the things you do well, make the most of your time no matter how brief and do not play with a "chip on your shoulder". Do not concentrate on not making mistakes, focus on your task and stay relaxed. Remind yourself to make the most of this opportunity, put forth an effort which will improve on your last shift.

Parents Approach

1. Stress the value of all roles on the team. Show your interest in the process of being an athlete not just the outcome.

2. Keep the lines of communication open with your child. Allow him/her to express their feelings, role and responsibilities on being a 4th liner. Be a good listener. Always offer positive aspects of their situation.
3. Resist the temptation to criticize the coach. Help your child through the process of accepting their role on the team and to maintain their trust in the coach's decision. Seek feedback from the coach regarding your child's role and how you can assist in the process.        
4. Respect your child's feelings. Do not discourage your child's feelings of being angry, hurt, embarrassed or bitter about being a 4th liner, but maintain a healthy outlook on the situation. Assist your child in seeing the intangible value in his/her role.

Tip #3:  Blind Goalie Drill

I take my puck bag that is big enough to fit over my goalies helmet and have a coach shoot soft shots to the goalie's stick. The goalie's job is to feel the puck hit the stick, then react to clear it left or right on command. The purpose of this drill is to condition the goalie to react to the "feel" of a shot and not the sight. How many times have you seen a young goalie (mite and squirt age) swipe at a puck only to slide in under the pads?

One bonus tip: All players like to practice a "shoot out drill" on the goalie... try reversing it. Let the goalie (or goalies) have a shoot out with the other players. This conditions the goalies to use their sticks with skill and accuracy and gives them some fun skating practice that most goalies do not receive.