10U - Teaching Fundamental Team Concepts
AGES 10 AND UNDER
Teaching Fundamental Team Concepts
LESSON WORKBOOK
MIKE SULLIVAN
2
Teaching Fundamental Team Concepts The coach is responsible for creating the optimal learning environment where players are active participants. Exploration, discovery and problem solving should be emphasized in concept learning. Everything you do on the ice, as a coach, should be geared towards fueling the passion that young players have for the game. One of the greatest gifts you can give your players is to help instill this passion. As coaches, we need to create a practice environment that imitates games as closely as possible. Skills developed in practice need to transfer seamlessly to the game situation. By fostering realistic practice scenarios, we will better prepare our players for success. The focus should remain on the players playing the game while continuing to develop fundamental skills. Players this age are in one of the stages where coaches can have a huge impact on their development as this is the window of optimal trainability for peak skills development. It is, therefore, imperative that the focus remain on skill development in a positive and encouraging atmosphere. Players need a high number of repetitions focusing on fundamental skills such as skating, passing, puckhandling and shooting. There is no need to specialize in a specific position and the primary focus is on the development of skating and puck skills. As players become more comfortable with body contact, they will better understand the four game situation roles (puck carrier, offensive support player, defender at the puck, defender away from the puck). Use small area games to help players develop hockey sense while stressing communication and skills in a high-tempo environment. Keep the focus on teaching concepts instead of systems.
Basic Concepts for this Level Offensive Concepts
Deception • Individual deception is a fundamental component of instinctive games like hockey. This is the puck carrier’s ability to disguise his or her plays through fakes, dekes or body language in order to create offensive opportunities. • Deception presents false information to the opponent in order to gain a competitive advantage. • It also involves isolating an opponent by creating numerical superiority around the puck. • The give-and-go play is an example of a tactical deception concept. An offensive player moves the puck and then moves to open ice, creating confusion and indecision in defenders. • Players should use deceptive movements with and without the puck.
3
Teaching Fundamental Team Concepts Support • This is an important concept needed to maintain puck possession. • Spacing – how close do you need to be to the puck carrier in order to offer proper support? • Timing – When do you jump to an area of open ice to be a passing option for the puck carrier? • Presenting – This involves giving the puck carrier a target. Do you show forehand or backhand? The support player should make it as easy as possible for the puck carrier to make a pass. Triangulation • This concept of offensive zone entry encourages width and depth to an attack. The simple idea of having a 3rd man high should help create offensive opportunities. • Players form a triangle, with one man high, upon entering the offensive zone. • Players can change the point of attack and are in sound defensive posture if the puck is turned over. • Be careful not to over-coach this while allowing for creativity. Transition • This is a counter-attack opportunity that results from a change of possession. Great offensive opportunities come from transitions because the defensive team is vulnerable. • Speed and timing are crucial elements because every second allows the defending team the opportunity to recover. • Help instill a mindset of opportunism in your players. The recognition skill is very important. Players need to seek out and take advantage of transition opportunities. The Rush • Many offensive opportunities come off of the rush. Simple plays like the middle lane drive are designed to back defenders off the blue line. • Encourage 4th man involvement, where a defenseman adds an additional option to the rush.
4
Teaching Fundamental Team Concepts
Defensive Concepts Positioning • In general terms, this is play without the puck. • In basic positioning, the Defensemen and Center play low while the Wings cover the opposing defensemen and high part of the zone. Puck Pursuit • Anticipation and angling skills key when pursuing the puck. Angling also represents one of the beginning stages of the proper body contact progression. • In general, the player closest to the puck carrier pursues while taking away time and space.
Time and Space • As a defensive tactic, players want to minimize the time and space that is available to a puck carrier. Taking away time and space will minimize the puck carrier’s options while disrupting an offensive opportunity. Stick-to-Puck • This is a fundamental aspect related to defensive concepts. • It is designed to disrupt possession of the puck and create turnovers. * Keep in mind – This is the window of optimal trainability for peak skill development of core hockey skills.
5
Teaching Fundamental Team Concepts Transfer of Training • Alignment in sports – occurs when there are many similarities between the practice environment and the real game. • The more similarities there are, the more likely the practice training will transfer to the game scenario. • Although isolated practice has a place in learning techniques, it is important to incorporate realistic practice scenarios. • If we create false environments in practice, we can’t expect the training to transfer to a completely different game environment.
ADM Principles - - - -
Continue to encourage unstructured play as the emphasis should be on competing at the puck, winning one-on-one battles and loose puck races. Introduce the four game situation roles; puck carrier, offensive support player, defender at the puck and defender away from the puck. Develop basic situational role knowledge and experience in small area game play and specific situational drills. Applying core skills (skating, puck handling, puck protection) in basic hockey decision-making situations.
Methods for incorporating team concepts into training • Fundamental skills drills that incorporate team concepts • Small area games – coaches can impose rules / restrictions to work on specific concepts.
Habits for Offense • Puck Retrieval o Get to puck quickly o Look over both shoulders o Be deceptive • Carrying the Puck o Head up o Hands away from body o Accelerate with puck (try to skate as quickly with the puck as you do without it) o Avoid over handling o Use deception skills and creativity
6
Teaching Fundamental Team Concepts • Puck Protection o Keep body between opponent and the puck o Use body to shield hands and stick o Look over your shoulders to find teammates
• One on One Attack o Head up, read gap / space o Attack feet and stick of defender o Use speed o Use deception skills and creativity • Puck Support o Position to find a seam or open lane for pass (be an option and be ready to receive the puck) o Use proper spacing o Use timing, not too early….not too late o Communicate o Be active, don’t stand around waiting for the puck, move to get open, be ready to receive the puck with stick on ice. • Stop at the Net o Stay in scoring area o Keep stick down and be ready for a pass or rebound o Be ready to act as a screen and tip / deflect shots from the blue line. • Pivot and Face Puck o Face puck carrier as much as possible o Stick on the ice, always ready for pass • Direct Passes o Use deception, look off passes o Sweep puck for spin o Pass hard o Saucer pass o Collect pass using stick, feet or hands o Communicate; call for the puck when you are open
7
Teaching Fundamental Team Concepts • Indirect Passes o Play pool: angle onto boards & angle off boards o Use touch, not too hard…..not too soft depending on situation o Place puck into area for teammate to skate into o Use the net when applicable
• Creating Time and Space o Use delays and cutback with your skating o Use quiet zones, soft spots o Use puck protection tactics, deception skills and creativity
8
Teaching Fundamental Team Concepts
Habits for Defense • Face the Puck o Don’t turn your back to the play o Be ready for transition to offense • Head on a Swivel o Continually look over your shoulders o Know where opponents and teammates are located. o See the whole ice • Stick Positioning o Keep stick on the ice (and active) to cover multiple passing lanes o Play “stick on puck” to increase your area of influence o Extend stick with elbow to limit lunging and stay balanced
• Gap Control o Limit the time your opponent has by reducing his or her space. o Use skating skills to maintain defensive side body position. o In general, a stick length is effective gap control.
9
Teaching Fundamental Team Concepts
NOTEPAD:
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Teaching Fundamental Team Concepts
LESSON WORKBOOK
MIKE SULLIVAN
2
Teaching Fundamental Team Concepts The coach is responsible for creating the optimal learning environment where players are active participants. Exploration, discovery and problem solving should be emphasized in concept learning. Everything you do on the ice, as a coach, should be geared towards fueling the passion that young players have for the game. One of the greatest gifts you can give your players is to help instill this passion. As coaches, we need to create a practice environment that imitates games as closely as possible. Skills developed in practice need to transfer seamlessly to the game situation. By fostering realistic practice scenarios, we will better prepare our players for success. The focus should remain on the players playing the game while continuing to develop fundamental skills. Players this age are in one of the stages where coaches can have a huge impact on their development as this is the window of optimal trainability for peak skills development. It is, therefore, imperative that the focus remain on skill development in a positive and encouraging atmosphere. Players need a high number of repetitions focusing on fundamental skills such as skating, passing, puckhandling and shooting. There is no need to specialize in a specific position and the primary focus is on the development of skating and puck skills. As players become more comfortable with body contact, they will better understand the four game situation roles (puck carrier, offensive support player, defender at the puck, defender away from the puck). Use small area games to help players develop hockey sense while stressing communication and skills in a high-tempo environment. Keep the focus on teaching concepts instead of systems.
Basic Concepts for this Level Offensive Concepts
Deception • Individual deception is a fundamental component of instinctive games like hockey. This is the puck carrier’s ability to disguise his or her plays through fakes, dekes or body language in order to create offensive opportunities. • Deception presents false information to the opponent in order to gain a competitive advantage. • It also involves isolating an opponent by creating numerical superiority around the puck. • The give-and-go play is an example of a tactical deception concept. An offensive player moves the puck and then moves to open ice, creating confusion and indecision in defenders. • Players should use deceptive movements with and without the puck.
3
Teaching Fundamental Team Concepts Support • This is an important concept needed to maintain puck possession. • Spacing – how close do you need to be to the puck carrier in order to offer proper support? • Timing – When do you jump to an area of open ice to be a passing option for the puck carrier? • Presenting – This involves giving the puck carrier a target. Do you show forehand or backhand? The support player should make it as easy as possible for the puck carrier to make a pass. Triangulation • This concept of offensive zone entry encourages width and depth to an attack. The simple idea of having a 3rd man high should help create offensive opportunities. • Players form a triangle, with one man high, upon entering the offensive zone. • Players can change the point of attack and are in sound defensive posture if the puck is turned over. • Be careful not to over-coach this while allowing for creativity. Transition • This is a counter-attack opportunity that results from a change of possession. Great offensive opportunities come from transitions because the defensive team is vulnerable. • Speed and timing are crucial elements because every second allows the defending team the opportunity to recover. • Help instill a mindset of opportunism in your players. The recognition skill is very important. Players need to seek out and take advantage of transition opportunities. The Rush • Many offensive opportunities come off of the rush. Simple plays like the middle lane drive are designed to back defenders off the blue line. • Encourage 4th man involvement, where a defenseman adds an additional option to the rush.
4
Teaching Fundamental Team Concepts
Defensive Concepts Positioning • In general terms, this is play without the puck. • In basic positioning, the Defensemen and Center play low while the Wings cover the opposing defensemen and high part of the zone. Puck Pursuit • Anticipation and angling skills key when pursuing the puck. Angling also represents one of the beginning stages of the proper body contact progression. • In general, the player closest to the puck carrier pursues while taking away time and space.
Time and Space • As a defensive tactic, players want to minimize the time and space that is available to a puck carrier. Taking away time and space will minimize the puck carrier’s options while disrupting an offensive opportunity. Stick-to-Puck • This is a fundamental aspect related to defensive concepts. • It is designed to disrupt possession of the puck and create turnovers. * Keep in mind – This is the window of optimal trainability for peak skill development of core hockey skills.
5
Teaching Fundamental Team Concepts Transfer of Training • Alignment in sports – occurs when there are many similarities between the practice environment and the real game. • The more similarities there are, the more likely the practice training will transfer to the game scenario. • Although isolated practice has a place in learning techniques, it is important to incorporate realistic practice scenarios. • If we create false environments in practice, we can’t expect the training to transfer to a completely different game environment.
ADM Principles - - - -
Continue to encourage unstructured play as the emphasis should be on competing at the puck, winning one-on-one battles and loose puck races. Introduce the four game situation roles; puck carrier, offensive support player, defender at the puck and defender away from the puck. Develop basic situational role knowledge and experience in small area game play and specific situational drills. Applying core skills (skating, puck handling, puck protection) in basic hockey decision-making situations.
Methods for incorporating team concepts into training • Fundamental skills drills that incorporate team concepts • Small area games – coaches can impose rules / restrictions to work on specific concepts.
Habits for Offense • Puck Retrieval o Get to puck quickly o Look over both shoulders o Be deceptive • Carrying the Puck o Head up o Hands away from body o Accelerate with puck (try to skate as quickly with the puck as you do without it) o Avoid over handling o Use deception skills and creativity
6
Teaching Fundamental Team Concepts • Puck Protection o Keep body between opponent and the puck o Use body to shield hands and stick o Look over your shoulders to find teammates
• One on One Attack o Head up, read gap / space o Attack feet and stick of defender o Use speed o Use deception skills and creativity • Puck Support o Position to find a seam or open lane for pass (be an option and be ready to receive the puck) o Use proper spacing o Use timing, not too early….not too late o Communicate o Be active, don’t stand around waiting for the puck, move to get open, be ready to receive the puck with stick on ice. • Stop at the Net o Stay in scoring area o Keep stick down and be ready for a pass or rebound o Be ready to act as a screen and tip / deflect shots from the blue line. • Pivot and Face Puck o Face puck carrier as much as possible o Stick on the ice, always ready for pass • Direct Passes o Use deception, look off passes o Sweep puck for spin o Pass hard o Saucer pass o Collect pass using stick, feet or hands o Communicate; call for the puck when you are open
7
Teaching Fundamental Team Concepts • Indirect Passes o Play pool: angle onto boards & angle off boards o Use touch, not too hard…..not too soft depending on situation o Place puck into area for teammate to skate into o Use the net when applicable
• Creating Time and Space o Use delays and cutback with your skating o Use quiet zones, soft spots o Use puck protection tactics, deception skills and creativity
8
Teaching Fundamental Team Concepts
Habits for Defense • Face the Puck o Don’t turn your back to the play o Be ready for transition to offense • Head on a Swivel o Continually look over your shoulders o Know where opponents and teammates are located. o See the whole ice • Stick Positioning o Keep stick on the ice (and active) to cover multiple passing lanes o Play “stick on puck” to increase your area of influence o Extend stick with elbow to limit lunging and stay balanced
• Gap Control o Limit the time your opponent has by reducing his or her space. o Use skating skills to maintain defensive side body position. o In general, a stick length is effective gap control.
9
Teaching Fundamental Team Concepts
NOTEPAD:
__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
