The USA Hockey Coaching Education Program is presented by

TEACHINGEffective Teaching

REVISED 6/15

INTR ODUCTIONThe modern day youth ice hockey coach is called onto fill many roles, but none is more important thanthat of being a good teacher. In fact, if the coach isnot a good teacher, all of the other roles will bediminished, too. The coach’s effectiveness as acounselor, substitute parent, role model, friend, andmentor is increased if the coach is a good teacher.

Good teaching is the foundation for successful coaching.

EFFECTIVE TEACHING GUIDELINESThere are many ways in which you, as a coach, canimpart information to young athletes. There are alsomany styles or methods that have been shown to beeffective. Despite the variety of styles that coachesuse, certain rules or guidelines are common to allgood instruction.

To be an effective teacher a coach must:• clearly communicate what is to be learned• be able to evaluate the athletes’ abilities• use a coaching style that fits the needs of

young athletes• be consistent and systematic in teaching

young athletes• be able to alter lesson plans and game

strategies on the basis of how effectivelyobjectives are being met

In the following section each of these guidelines willbe discussed in more detail.

Communicate ClearlyThe results that a coach expects young ice hockeyplayers to obtain can be placed into three categories:

Physical: pertaining to the skills of skating, passing,checking, puck control, shooting and possession, aswell as the physical conditioning that permits playersto do these tasks without undue fatigue.

Mental: relating to the concepts, rules andresponsibilities of the young athlete as a teammember.

Social: referring to the personal characteristics ofplayers, such as loyalty to a common cause,supporting team members, respecting opponents,officials and spectators, listening to the coach’sinstructions, and conducting oneself as a responsiblecitizen.

You, as a coach, are responsible for identifyingprecisely what is to be learned by the athleteswithin each of the previously identified categories.Players will not learn desirable skills, values, andattitudes simply by exposure or by having adultswish that certain fundamental laws of goodcitizenship will be acquired. Learning requiresinstruction, practice and progression under realisticsituations, corrective action and then morepractice. This cycle must be repeated until thedesired outcome is attained.

OBJECTIVES

• To define what the coach must know in order to be an effective teacher • To understand what guidelines the coach should follow when teaching young athletes• To understand the characteristics of a good practice• To identify qualities of a “good” drill• To understand what the coach must know in order to conduct safe practices and

games• To identify the seven components of risk management that are required of all youth

ice hockey coaches

Coaches must be certain that their definitions of whatis to be learned are pertinent to the developmentallevels of their athletes. Hence, some young playersmay be advanced with regard to social skills and bedelayed regarding their physical skills. Others may beadvanced or delayed in all aspects of the agenda thata coach wishes to teach during the season. For thisreason, clearly stated objectives by you as the coachare essential prior to the time when you initiate anyinstruction. Failure to define your objectives will leadto confusion during your instruction.

Evaluation of Athletes’ AbilitiesThe coach must be able to assess the abilities of allyouth players prior to determining the instructionalobjectives for the year. The accurate assessment ofthe players’ abilities determines a coach’sinstructional strategies, as well as the expectationsand goals that can be set for the season.

Assessment must include each player’s status in theareas of physical, mental, and social skills. Forexample, a player with excellent physical skills, butwho has a bad attitude, could cause majordisruptions on the team if the coach does not addressthe deficiencies in the player’s social skills.Conversely, players who have excellent social andmental skills will not be able to realize their potentialas team members if they are unable to translate theseabilities because of underdeveloped physical skills.

The assessment of players’ abilities is essential to agood beginning in the ice hockey season, butassessment by the coach must also occurpractice-by-practice, throughout the season. In fact,accurate assessment of players’ needs is one of themost essential components of good teaching. Allgood bench coaches have the ability to assess asituation and then take corrective action during theteachable moment when instruction has the greatestchance of be ing effective.

Assessing Needs and Taking Corrective Action

Physical SkillsCoaches can learn much about their players’ physicalskills by observing them in drills and scrimmages. Theassessment of physical skills depends on:

• knowing the correct way to perform a skill

• knowing the sequence of actions that resultin the correct performance of the skill

• being able to detect your players’ correctand incorrect actions

• being able to tell your players how to correcttheir faulty performance

Once again, the judgment of the coach is the key toimproving your athletes’ performance. If you areinexperienced in the analysis of skills you shouldreview the outstanding videos on skill developmentthat are available from USA Hockey. Demonstrationof the essential physical skills in slow-motion will assistyou in observing the essential components when theskill is performed at its normal speed. Theexplanations provided by these videos can also beused as you instruct your players.

There is no substitute for experience when youattempt to identify errors and correct the physicaltechniques of your players. However, inexperiencedcoaches have learned that the process of observingand correcting mistakes can be enhanced by thefollowing guidelines:

• Choose a vantage point so that you can seethe entire skill being performed.

• Observe the entire skill before dissecting itinto its parts, then have the player attempt tocorrect only the one part or segment that ismost important to success. When thissegment has been corrected, proceed to thenext most important segment.

• Have the player practice the essentialcomponent until the correct motor patternhas been achieved.

• Be ready to encourage the player while thenew pattern is being learned. Rememberthat the speed and total coordination withwhich the old pattern was performed will bereduced while the player is learning theadjustments.

Assessing Mental NeedsYoung ice hockey players will learn the rules andconcepts of ice hockey most effectively by havingyou, the coach, anticipate what is to occur duringgames and then ensuring that you construct identicalsituations in your practices. The “sixth sense” thatsome young players pos sess comes from havingbeen in similar situations before, then recognizing

the options avail able to them and choosing thecorrect course of action under the circumstances.Only if young players have experienced an identicalsituation in previous games and practices can youexpect them to make the correct decision. Therefore,your teaching in practices must be based on thesituations that you expect them to encounter ingames. How they resolve these dilemmas will bedirectly related to their understanding of similarsituations in practice and games.

Assessing Social NeedsThe interaction among your players will provide youwith an indication of their social needs. Often, themost skillful players are also the most popular. Theirsocial needs are likely to be met by the recognitionthat they receive from teammates, parents, and fansbecause of their playing abilities. The coach mustensure that the recognition for skillful play must notovershadow the need to acquire the social skills ofgood citizenship. Too often skillful players are treatedas though the rules of the team and society do notapply to them, only to find that they are societalmisfits when their sports skills no longer shield themfrom the application of equal treatment.

Coaches should be particularly alert to the specialproblems of social development that are oftenpresent in immature players whose skill level isconsistently below the average of his/her team andage level group. These under developed players facethe constant challenge of being unable to competeon an equal basis in the drills and, perhaps equally asimportant, they are frequently excluded from thecomradeship that develops within a team.

Coaches need to get to know their players and theirbackgrounds. Children come to practices and gameswith all kinds of “baggage” from outside ice hockey.A coach must be sensitive to the feelings andemotional status of her/his players based on what isgoing on outside of hockey.

The coach is the essential promoter of socialdevelopment within a team and is the one whomust recognize the contributions of the immature,underdeveloped players by praising their successesand placing them in situations where they are likelyto succeed. When players recognize that the coachvalues the contributions of all team members, then

the leaders of the team are also more likely toaccept those whose contributions to team goals arenot consistently evident.

GUIDELINES TO GOOD TEACHINGAlthough there are many ways to instruct young icehockey players, the inexperienced coach will find thefollowing sequence easy to use and effective inteaching and refining skills. As you begin yourinstruction, it is best to remember that youngplayers learn best by participating. They do notlearn well by sitting and listening to coaches lectureabout topics that too often seem abstract, but whichadults think are concrete. A good rule is, “When Ispeak, I want you to stop what you’re doing andlisten.” Do not violate your own rule by continuingto talk when players are not paying attention.

Prior to your instruction:• make sure you are prepared to teach and

have a lesson plan for practice• be sure you have the attention of all players• use clear and simple language to

communicate precisely what you want themto learn; do this in one minute or less,preferably with a physical demonstration ofthe skill

• have players practice the skill while youobserve them and provide feedback

• have players come back to a group settingand discuss the adjustments that are neededfor improvement

• place the players into groups by ability;continue to practice and provide feedback

• repeat the last two steps as frequently asneeded until the desired level ofcompetence is achieved

The following 10 steps to good teaching have beenshown to be effective in a variety of settings,including the teaching of young athletes.

Be Realistic About Your Players’ AbilitiesPlayers will respond to realistic and challengingexpectations. Conversely, expectations that arebeyond their achievement will decrease themotivation of even the most skillful players. Set short-term goals on an individual basis and adjust them

when they are achieved. Players tend to achieveaccording to their coaches’ expectations if theexpectations are realistic.

As a coach you should expect to significantlyimprove the skills, knowledge of rules and strategiesand attitudes of each of your players during thecourse of the season. Make a commitment to helpeach of the players realize these goals.

Structure Your InstructionYour players’ progress will be directly linked to howclearly you communicate and teach toward yourintended outcomes. This means that every practicemust have well-defined objectives and a systematicplan of instruction. The critical steps to a structuredlesson are:

• Select the essential skills, rules, andconcepts from the many options available.

• Clearly identify elements of acceptableperformance for each skill you include inpractice.

• Organize and conduct your practices tomax imize the opportunity your players haveto acquire the skill(s) by using the effectiveteaching techniques contained in thischapter.

• Players must experience success to improve.

Establish an Orderly EnvironmentThe achievement of objectives by coaches is directlyrelated to the learning that takes place in a safe,orderly, and business-like environment, with clearexpectations of what is to be accomplished at eachpractice. Players must be held accountable for beingon time and coming to the practice ready to learn.Young players do not learn effectively in long, boringpractices that involve drills that do not relate to theirunderstanding of the game. Keep your practicesorganized, personalized, and pertinent to the needsof your team.

Maintain Consistent DisciplineYou will find that keeping control of your team ismuch easier than regaining control once problemswith misbehavior have disrupted your authority.Thus, your role is much easier if you can prevent thetypes of misbehavior that arise when coaches do notanticipate and avoid problems with discipline.

Preventing MisbehaviorAlthough threats and lectures may preventmisbehavior in the short term, they create a hostileand negative atmosphere and, typically, theireffectiveness is short-lived. Moreover, this type ofrelationship between a coach and team membersdoes not promote learning the game of hockey nordoes it motivate the players to accept the coach’sinstructions.

Sound discipline involves two steps that must be inplace before misbehavior occurs. They are:

1. defining how players are to behave andidentifying misbehavior that will not betolerated

2. identifying the consequences for individu alswho do not behave according to the rules

Children want clearly defined limits and structurefor how they should behave. This can beaccomplished without showing anger, lecturing theplayers or threatening them. As the coach, it is yourresponsibility to have a systematic plan formaintaining discipline before your season getsunderway. Coaches who have taken the time toestablish rules of conduct will be in a position toreact in a reasonable and fair manner when childrenmisbehave.

Defining Team RulesThe first step in developing a plan to maintaindiscipline is to identify what you consider to bedesirable and undesirable conduct by your players.This list can then be used to establish relevant teamrules. A list of potential items to consider whenidentifying team rules is included in Table 5-1.

Enforcement of RulesNot only are rules needed to maintain discipline, butenforcement of those rules must be carried out sothat reoccurrences are prevented. Rules are enforcedthrough rewards and penalties. Players are rewardedwhen they abide by the rules and penalized whenthey break the rules. The next step, therefore, indeveloping a plan to maintain discipline is todetermine the rewards and penalties for each rule.Your players should be asked for suggestions at thispoint because they will receive the benefits orconsequences of the decisions. When determining

rewards and penalties for rules, the most effectiveapproach is to use rewards that are meaningful toyour players and appropriate to the situation.Withdrawal of rewards should be used formisconduct. A list of potential rewards and penaltiesthat can be used in hockey is cited in Table 5-2.

The best way to motivate players to behave in an acceptable manner is to reward

them for good behavior.

Remember that penalties are only effective whenthey are meaningful to the players. Typically, thetypes of penalties that are used for rule violations areineffective because they are not important to theplayers. Generally, they do not leave room forpositive interactions between you and your players.Examples of ineffective penalties include showinganger, embarrassing players by lecturing them in thepresence of team members or adults, shouting atplayers, or assigning a physical activity (skating laps,extra pushups). Assigning a physical activity forcertain misbehavior may develop a negative attitudetoward that activity. Avoid using physical activity as aform of punishment; the benefits of hockey, such aslearning skills and gaining cardiovascular fitness, aregained through activity.

Children should not associate activity with punishment.

Although threats, lectures and/or yelling may determisbehavior in the short term, the negativeatmosphere that results reduces long term coachingeffectiveness. A more positive approach to handlingmisbehavior is to prevent it by establishing, withplayer input, clear team rules. Use fair and consistentenforcement of the rules, primarily throughrewarding correct behavior, rather than penalizingunacceptable behavior.

Group Your Players According to AbilityYour ice hockey team will most likely have players atvarious levels of ability. For effective learning, theplayers must sometimes be divided into smallergroups. The critical consideration for groupingplayers effectively is to have them practicing at alevel that is needed to advance their playing ability.

The general guidelines to effectively group playersare:

• When a new skill, rule, or strategy is beingtaught that all your athletes need to know,use a single group instructional setting.

EXAMPLES OF DESIRABLE AND UNDESIRABLE CONDUCT IN HOCKEY Desirable Conduct Undesirable Conduct

Attending to your instructions

Full concentration on drills

Treating opponents with respect

Giving positive encouragement to teammates

Avoiding penalties

Being prompt to practices and games

Helping to pick up equipment after practices

Bringing all of his/her equipment to practices

Respect for coaches, teammates, opponents, and referee

Talking while you are trying to give instructions

Inattentive behavior during drills

Fighting with opponents/teammates or using abusive language

Making negative comments about teammates

Intentionally commiting penalties during the game

Being late or absent from practices and games

Leaving equipment out for others to pick up

Forgetting to bring a part of his/her equipment or uniform togames and practices

Disruptive behavior

Table 5-1. Items to consider when defining rules for your team.

• As you identify differences in ability, seek toplace players of similar ability in smallergroups.

• When a skill, rule, or strategy is beingpracticed in which individual athletes are atseveral levels of ability (initial, intermediate,or later learning levels), establish learningstations that focus on specific outcomes tomeet these needs.

Organize the groups so that there is a systematicorder in which players take turns. Each group mustknow precisely what is to be learned. Supervise eachgroup by rotating and spending short periods of timewith each. Avoid the temptation of spending all ofthe instructional time with one group. If any group isfavored during small group instruction, it should bethose players who are the least skillful because theyare also the ones who are least able to diagnose andcorrect their own errors.

Maximize Your Players’ On-Task TimeProgress in skill development is directly related to theamount of time that players spend practicing theseskills in game-like situations. Practices provide theopportunity to attempt a specific skill repeatedlyunder guided instruction. Coaches should anticipategame situations and then conduct their practices tosimulate game situations, while still being able toadjust the environment to meet the developmentallevels of the various athletes. Practices are the most

effective learning environment for perfectingphysical and mental skills. In order to ensure thatpractices are conducted wisely you should considerthe following time-saving techniques:

• Reduce the number of athletes who arewaiting in line by using small groups in yourdrills.

• Provide sufficient equipment so that playersdo not have to wait for their turn to use it.

• Schedule your drills so that one leads intothe next without major set-up time.

• Clearly outline and/or diagram each portionof practice and communicate as much ofthat information as possible before going onthe ice.

• Complete as many pre- and post-warmup/cool down activities off the ice as possible.

• Recruit aides (parents and older players) tohelp you with instructional stations underyour supervision.

Maximize the Players’ Success RateSuccessfully achieving a desired outcome and themotivation to continue to refine the desiredoutcome are highly related. Therefore, coaches muststructure their practices so that players are successfulin lessons to be learned. This relationship betweenattempts and successes mandates that coachesstructure their practices so that players will succeedon a high proportion of their early attempts. The

Table 5-2. Example of rewards and penalties.

EXAMPLES OF REWARDS AND PENALTIES THAT CAN BE USED IN HOCKEY Rewards Penalties

Being a starter

Playing a desired position

Leading an exercise or activity

Praise from you

Decals

Medals

Being taken out of a game

Not being allowed to start

Sitting in the penalty box for part of practice1. until ready to respond correctly2. for a specific number of minutes3. for the rest of practice

Dismissed for1. next practice2. next week3. rest of season

following hints have been used by successful youthice hockey coaches:

• Reduce each skill, rule, or strategy intoachievable sub-skills and focus instructionon those sub-skills.

• Provide feedback to the student such that,on most occasions, something that they didis rewarded, followed by specificinstructions about what needs more work,ending with an encouraging, “Try again.”

Monitor the Players’ ProgressPlayers learn most effectively during prac tices thatare accompanied by meaningful feedback. In youthhockey, the meaningful feedback is most frequentlyprovided by the coach or assistant coaches. The oldcliché “Practice makes perfect” is only true if athletesare practicing appropriate skills in the correctmanner. If left to their own agendas, young playersmay practice inappropriate skills or they maypractice pertinent skills inappropriately. As theircoach, you must be sure that the practices areconducted with the correct balance of feedback andindependent learning.

Ask Questions of the PlayersYoung players generally enjoy their relationships withtheir coaches. Asking them ques tions is an ideal wayto build the coach/athlete relationship. Questionsshould be designed to provide insight into why theplayer is involved in ice hockey, who the significantpersons are in his/her life, what his/her goals are forthe season and what parts of the game arepersonally satisfying or depressing. Coaches whoknow their players are most likely to be able to meettheir needs by placing the players into situations thatwill enhance their self-esteem.

Promote a Sense of ControlCoaches must be in control of their teams, butcontrol is not a one-way street. Players, too, must feelthat they have some control over their own destinywhen they attend practices and games. They mustfeel that they will be rewarded for hard work, that

their goals will be considered, and that their role onthe hockey team is valued and essential to thewelfare of the team. As a coach you can promote asense of control by:

• organizing your instruction to result in manysuccessful experiences (i.e., opportunities toprovide positive feedback)

• teaching your players that everyone learnsvarious hockey skills at different rates.

• teaching young players to use effort andtheir own continuous progress as theirprimary guide. They should avoidcomparing their skill level with that of otherplayers

• encouraging individual players to put forththeir best effort. Reward such effort with acomment, pat on the back, thumbs-up sign,or other means that will communicate yourapproval

• involving them in the selection of drills oractivities, when appropriate

PROTECTING THE SAFETY OF PLAYERSIn addition to providing effective instruction, thecoach has the responsibility of ensuring that allpractices and games are conducted in a safeenvironment. Therefore, the coach’s primaryresponsibility can be summed up in this statement:Teach for improved competence and safety everyday.

For over a decade, courts, lawyers and professionalassociations have been establishing the legalresponsibilities of the youth sports coach. Theseresponsibilities include providing adequatesupervision, a safe environment, proper instruction,adequate and proper planning, adequate evaluationfor injury or incapacity, appropriate emergencyprocedures and first aid training, adequate andproper equipment, appropriate warnings, andadequate matching of players and competitors.These duties are to be met by the coach whilehe/she is involved in any supervisory situationrelated to his/her coaching responsibilities.