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Pee Wee Tier II Thunder 2009/10 Season Plan PSMHA PW II THUNDER – 2009/10 Seasonal Plan.

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Presentation on theme: "Pee Wee Tier II Thunder 2009/10 Season Plan PSMHA PW II THUNDER – 2009/10 Seasonal Plan."— Presentation transcript:

1 Pee Wee Tier II Thunder 2009/10 Season Plan PSMHA PW II THUNDER – 2009/10 Seasonal Plan

2 -2- Notespage 3 PSMHA Pee Wee Tier II 2009-/10page 4 Coaching Staffpage 5 Coaching / Experiencepage 6-9 Staff Selectionpage 10 Coaching Philosophypage Team Expectationspage 14 Players Code of Conductpage 15 Coaches Code of Conductpage 16 Parents Code of Conductpage 17 Know The Score & “0” Tolerancepage 18 Organizational Goals Pre-Seasonpage 19 Meet the Coach Night & Goal Settingpage 20 In-Season – Practicepage 21 & 22 In-Season – Conditioningpage 23 In-Season – Gamespage 24 In-Season – Otherpage 25 Post Season page 26 Communication Goalspage 27 Player Development Pyramidpage 28 Goals – Teampage 29 Goals – Individualpage 30 Goals – Goaltenderspage 31 Goals – Motivational & Life Skillspage 32 & 33 Season Planpage League Playpage 50 Tournamentspage 51 Insurancepage 52 Team Budgetpage 53 Fundraisingpage 54 Team Positionspage 55 Nutrition & Fitnesspage Appendices 1.Contact Listpage 66 2.Player Evaluation Sheetpage 67 3.Player Profilepage 68 4.Player Goals & Reviewspage Thunder Terminologypage 72 6.Conditioning Programspage Player Game Planpage 79 PSMHA PW II THUNDER – 2009/10 Table of Contents

3 -3- PSMHA PW II THUNDER – 2009/10 Notes

4 Player & Coaches Names Co - Coach – Trent Lanigan Co - Coach – Kelly Markwart Assistant Coach – Shawn Armstrong Assistant Coach – Brent Murray Assistant Coach – Grant Melnychuk Manager – Gary Zeiler

5 Coaches are people whom: Mirror coaching philosophy and communication skills Are positive, enthusiastic, organized, responsible, understanding and can be looked up to as a role model We can work with, trust and respect Can work with, trust and respect other coaches The players and parents can work with, trust and respect Certified with NCCP Coach, Body Checking, Safety and Speak-out Are in hockey to teach skill development and life skills Understand and can teach the game Can take over if coaches are unable to make a game or practice Under promise and over deliver Are a benefit to the Prairie Storm Minor Hockey Association Understands goaltenders and can work with the goalies Are referenced with a reasonable assumption of meeting the above PSMHA PW II THUNDER – 2009/10 Coaching Characteristics

6 COACHING PHILOSOPY 1.Provide a challenging, positive, educational and enjoyable atmosphere for all players 2.Stress the importance of preparation, attitude and work ethic on and off the ice which leads to success in sport and in life 3.Enhance each players fundamental skills to allow them to be the best they can be mentally, physically and socially 4.Stress the importance of team and community function while developing solid team and community skills 5.Create an atmosphere that will further a lifetime of enjoyment, friendship and physical fitness through the hockey season experience COACHING COMMITMENT 1.Significant Improvement of Skills 2.Positive Environment – Passion 3.Positive Growth Experience 4.Proper Perspective for Players & Parents 5.Singleness of Purpose for Players Pride, Dignity, Class Produce their very best Part of a High Performance Environment 6.Life Skills Development 7.Seasonal Importance – Family, School, Team, Friends & Extra Curricular Activities -11- PSMHA PW II THUNDER – 2009/10 Coaching Philosophy

7 WHAT MAKES A GOOD COACH? Technically knowledgeable about the skills and tactics of the game (is a student of the game) Excellent communications skills with an ability on how to apply them towards player development Positive role model who honors the game and teaches the players to do the same “walk the talk” Has the ability to maintain, and even increase, the player’s love for the game Maintain integrity as a conviction so that you do the right things for the right reasons for the benefit of all the kids playing the game FOCUS Positive Attitude – “Enthusiasm cannot be taught it has to be caught” Role Modeling – “actions always speak louder than words” Fair but not necessarily equal (“Roll the Lines”) Respect for all – Fair Play Importance Skill Development – “all players must be given our full attention” Fair Play and Respect for all Life Skill Development – “BIG Picture Focus” Create a “passionate” environment (“LOVE”) Never compromise our philosophy Build a “TEAM” is critical Everybody contributes (Players, Coaches and Parents) Best year ever for everyone -12- PSMHA PW II THUNDER – 2009/10 Coaching Philosophy

8 -13- SINGLENESS OF PURPOSE Getting the players to want to represent their team, themselves and the PSMHA with pride, dignity and class Getting the players to want to produce their very best effort in and out of the arena (on and off the ice) and wanting to do what ever it takes to the to the next level Getting the players to want to be part of a high performance environment – coaching the “whole” player rather than just coaching a team. Getting the players to “give it up” every night Building a “TEAM” and having the players understand the importance of possessing team skills GENERALLY Have a very strong work ethic (“Hardest Working Team”) – Speed and Skill “No Short-cuts” – “Workers Are Winner” – Very best effort at all times to create the opportunity for success Respectful of Others and the Rules – “Most Respectful Team” No Negative Talk – Supportive of one another (Positive and Focused) –”Fill Tanks” Have FUN – purpose of hockey is to grow as people. The right amount of direction versus the right amount of correction. Develop the players “passion” for the game Above all – Technical and Tactical Skill Development in a significant manner*** PSMHA PW II THUNDER – 2009/10 Coaching Philosophy

9 Expectations Challenge yourself, stay positive and enjoy the season Coaching philosophy is followed “Eyes On” Everyone agrees to and signs their appropriate codes of conduct forms Individual and Team goals are discussed and agreed upon Consequences for behaviour or missed practices is agreed upon & understood Demand 110% at all times with realistic expectations for 11& 12 year olds Never have private one-on-one discussions with players without another adult present Equal ice time is equally earned Last 1 minute of each period and 5 minutes are the coaches decision Establish an open door policy for everyone with consistent communication Establish a 24 hour rule for heated discussions Players show up 45 minutes before practices and 60 minutes before games Parents may be needed only for skates in the dressing room All players must have proper equipment before going on the ice Only carded coaches & players around the dressing room, on the bench & ice Swearing & bullying is not tolerated Players are expected to phone if they are missing a practice or game Focus on why we love to play the game and how our responsibilities are to allow the players to reach their full potential as athletes and people and not to develop the players into potential NHL stars -14- PSMHA PW II THUNDER – 2009/10 Team Expectations

10 -15- Code of Conduct for Athletes Athletic competition should demonstrate high standards of ethics and sportsmanship and promote the development of good character and other important life skills. The highest potential of sports is achieved when participants are committed to pursuing victory with honor according to six core principles: Trustworthiness, Respect, Responsibility, Fairness, Caring, and Good Citizenship. This Code will apply to all athletes involved with the Pee Wee Tier II Thunder. I understand that, in order to participate, I must act in accord with the following: TRUSTWORTHINESS 1. Trustworthiness — be worthy of trust in all I do. Integrity — live up to high ideals of ethics and sportsmanship and always pursue victory with honor; do what’s right even when it’s unpopular or personally costly. Honesty — live and compete honorably; don’t lie, cheat, steal or engage in any other dishonest or unsportsmanlike conduct. Reliability — fulfill commitments; do what I say I will do; be on time to practices and games. Loyalty — be loyal to my Community and my Team; put the team above personal glory. RESPECT 2. Respect — treat all people with respect all the time and require the same of other athletes. 3. Class — live and play with class; be a good sport; be gracious in victory and accept defeat with dignity; give fallen opponents help, compliment extraordinary performance, show sincere respect in pre and post-game rituals. 4. Disrespectful Conduct — don’t engage in disrespectful conduct of any sort including profanity, obscene gestures, offensive remarks of a sexual or racial nature, trash-talking, taunting, boastful celebrations, or other actions that demean individuals or the sport. 5. Respect Officials — treat officials with respect; don’t complain about or argue with official calls or decisions during or after a game. RESPONSIBILITY 6. Role-Modeling — Remember, participation in hockey is a privilege, not a right, and that I am expected to represent my community, coach and teammates with honor, on and off the ice. Consistently exhibit good character and conduct myself as a positive role model. Suspension or termination of the participation privilege is within the sole discretion of PSMHA and PSMHA Discipline Committee. 7. Self-Control — exercise self-control; don’t show excessive displays of anger, frustration, or violence. 8. Healthy Lifestyle — safeguard your health; don’t use any illegal or unhealthy substances including alcohol, tobacco and drugs or engage in any unhealthy techniques to gain an advantage over a fellow participant. Thunder advocates a strict “0 Tolerance” policy regarding substance use and abuse by athletes and coaches. Please be absolutely familiar with this policy! The “0 Tolerance” Policy follows. 9. Integrity of the Game — protect the integrity and tradition of the game. Play the game according to the rules. 10. Time Management - be diligent in scheduling my time to allow for scholastic endeavors, hockey commitments, and personal free time. Scholastic and athletic commitments and success should not wane due to poor planning on my part. FAIRNESS 11. Be Fair — live up to high standards of fair play; be open-minded; always be willing to listen and learn. CARING 12. Concern for Others — demonstrate concern for others; never intentionally injure any player or engage in reckless behavior that might cause injury to myself or others. 13. Teammates — help promote the well-being of teammates by positive counseling and encouragement or by reporting any unhealthy or dangerous conduct to coaches. CITIZENSHIP 14. Play by the Rules — maintain a thorough knowledge of and abide by all applicable game and competition rules. 15. Spirit of rules — honor the spirit and the letter of rules; avoid temptations to gain competitive advantage through improper gamesmanship techniques that violate the highest traditions of sportsmanship. I have read and understand the requirements of this Players Code of Conduct. I understand that I’m expected to perform according to this code and I understand that there may be sanctions or penalties if I do not. _______________________________________ / _________ Athlete Signature / Date _________________________________/________ Witness Signature / Date PSMHA PW II THUNDER – 2009/10 Players Code of Conduct

11 -16- The athlete/coach relationship is a privileged one. Coaches play a critical role in the personal as well as athletic development of their athletes. They must understand and respect the inherent power imbalance that exists in this relationship and must be extremely careful not to abuse it. Coaches must also recognize that they are conduits through which the values and goals of a sport organization are channeled. Thus, how an athlete regards his/her sport is often dependent on the behavior of the coach. Thunder’s Code of Conduct has been developed to aid coaches in achieving a level of behavior that will allow them to assist their athletes in becoming well-rounded, self confident and productive human beings. COACHES HAVE A RESPONSIBILITY TO: Treat everyone fairly within the context of their activity, regardless of gender, place of origin, colour, sexual orientation, religion, political belief or economic status. Direct comments or criticism at the performance rather than the athlete. Consistently display high personal standards and project a favorable image of hockey and of coaching. For example, a coach should: a. Refrain from public criticism of fellow coaches. b. Abstain from the use of tobacco products while in the immediate presence of his/her athletes and discourage their use by athletes. c. Abstain from drinking alcoholic beverages when working directly with athletes. d. Refrain from encouraging the use of alcohol in conjunction with athletic events or victory celebrations. e. Refrain from the use of profane, insulting, harassing or otherwise offensive language in the conduct of his/her duties. Ensure that the activity being undertaken is suitable for the age, experience, ability and fitness level of the athletes and educate athletes as to their responsibilities in contributing to a safe environment. Communicate and cooperate with registered medical practitioners in the diagnoses, treatment and management of their athletes' medical and psychological problems. Consider the athletes' future health and well being as foremost when making decisions regarding an injured athlete's ability to continue playing or training. Recognize and accept when to refer athletes to other coaches or sport specialists. Allow athletes' goals to take precedence over their own as long as the team does not suffer. Regularly seek ways of increasing professional development and self-awareness. Treat opponents and officials with due respect, both in victory and defeat and encourage athletes to act accordingly. Actively encourage athletes to uphold the rules of their sport and the spirit of such rules. In the case of minors, communicate and cooperate with the athlete's parents or legal guardians, involving them in management decisions pertaining to their child's development. Be aware of the importance of academic pursuits and the pressures placed on student-athletes and conduct practices and games in a manner so as to allow academic success. COACHES MUST: Ensure the safety of the athletes with whom they work. At no time become intimately involved with their athletes. Respect athlete's dignity; verbal or physical behaviors that constitute harassment or abuse are unacceptable. Never advocate or condone the use of drugs or other banned performance enhancing substances. Never provide under-age athletes with alcohol. I have read and understand the above statements and agree to conduct myself in a manner that demonstrates the standards established in this Coaching Code of Conduct. ____________________________________/________________ Coach’s Signature / Date ____________________________________/________________ Witness Signature / Date PSMHA PW II THUNDER – 2009/10 Coaches Code of Conduct

12 I agree to follow this code for the 2009/10 season: Signature: ________________________________ Name: ___________________________________ -17- Hockey is fun for all involved Optimism, always reinforce it Children are whom the game is for Key to sportsmanship starts with you Exercise praise for all players Young and old, we’re all on the same team Parental involvement is the key to success Applaud plays for both teams Referees deserve your respect and cooperation Examples set by you will follow them their whole life through Negative treatment inhibits learning Teach your child that an honest effort is as good as a victory Support your coaching staff and their decisions I agree to follow this code for the 2009/10 season: Signature: ________________________________ Name: ___________________________________ PSMHA PW II THUNDER – 2009/10 Parents Code of Conduct

13 -18- I agree to follow this code for the 2009/10 season: Signature: ___________________ Name: ___________________ Thunder “ZERO TOLERANCE” POLICY In keeping with our Vision of Standard of Excellence in Amateur Hockey and our desire to be a benchmark for players, coaches, and volunteers, the Pee Wee Tier II Thunder maintains a “ZERO” tolerance policy towards substance use and abuse. This policy states: PART A: 1) Any player that is caught using, or in the possession of, alcohol, drugs, tobacco, or athletically banned substances while registered with a team under the auspacice of the Thunder will immediately be subject to Part B of this Policy. 2) Any player caught in an establishment that requires patrons to be of legal age for consumption or purchase of alcohol to enter, while under said legal age and while registered with a team under the auspacice of the Thunder will immediately be subject to Part B of this Policy. 3) Any official member of the Thunder (coach, manager, assistant, trainer, game officials) found to have consumed alcohol or is under the influence of illegal substances while in his or her official capacity with the Thunder will be immediately suspended from his or her duties and will be subject to Part B of this Policy. PART B: 1) An immediate suspension may be imposed upon the individual breaching any portion of this policy until such a time that the PSMHA Disciplinary Committee can convene. 2) An inquiry by the PSMHA Disciplinary Committee will occur to determine the validity of any breach, the person(s) to be disciplined and the exact manner of said discipline. 3) The PSMHA Disciplinary Committee will inform any investigated individual of the findings of the inquiry and detail all applicable actions in person at all parties earliest convenience followed by a written confirmation. PSMHA PW II THUNDER – 2009/10 Know the Score & ZERO Tolerance

14 Pre-Season Yearly plan developed before receiving the team Players evaluated during try-outs using Player Evaluation Form (see appendix #3) and then team drafted Manager and assistant coaches selected ensuring they have the proper coaching philosophies and certifications Prepare “Seasonal Plan” binders for assistant coaches, managers, players and parents to hand out at pre-season meetings Separate meetings for coaches & manager first, then parents and finally players to discuss and agree upon: coaching philosophy, yearly plan, team goals, individual goals, team rules, players code, coaches code, parents code, individual goals, diet, conditioning, equipment, budget, fundraising, tournaments & socials Parents roles and responsibilities discussed during parents meeting with each parent volunteering for a job “Meet the Coach” night held with each coach interviewing each player and player’s parents with the “Player Profile” form and “Personal Goals/Evaluation” (see appendix #3 & #4) Players cards and medical histories filled out and an Emergency Action Plan developed Coaches practice & game bag prepared Expectation of one social function held per month for the players and parents separately Off-ice training organized once per week Rotate captains & assistants until season starts Develop affiliate list -19- PSMHA PW II THUNDER – 2009/10 Organizational Goals

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16 In-Season – Practice Practice Posted on the web for players to review prior to coming to the rink Players expected at the rink 30 minutes before practices and bring track suits Coaches are expected to receive a phone call if the player cannot make practice Frequently missed practices = frequently missed games Parents asked to assist in Dressing Room only if needed for skates One coach in dressing room at all times Practice plans posted and discussed with the coaches and then the players before going on the ice Players dressed and ready to go on 10 minutes before practices Coaches receive the weeks practices in advance to study before coming to the rink Practice plan taped on the plexi-glass & use rink board for back-up Music brought to the rink for practice Stretches & run occur 30 minutes before the practice for 10 minutes with a different leader each practice (#1 & #2 from Appendix #6) Individually named water bottles at each practice Try to practice the game lines before games with similar coloured practice jerseys “Chris Chelios Jersey” worn by one player each practice to represent the hardest worker during practice Maintain a minimum of 4 players moving at all times during practices and the goalie consistently worked Assistant coaches preparing for next drill to minimize wasted time One on one specific instruction where required Tempo of practice mirrors games Lack of discipline = Keenan’s, Overtime & then sent off the ice & talking to parents End of practice 10 minutes systems discussion or “Message” (see Goals – Life Skills) Homework to develop the mental and thinking part of the game Possible team run in track suits which would typically be announced before coming to practice Personal hygiene – showers, shampoo, towels, bathing trunks, etc PSMHA PW II THUNDER – 2009/10 Organizational Goals

17 In-Season – Practice Format In general every practice has an objective and takes the following typical format with specific progressional drills for each segment. Most practices will be posted on the web for players to review and understand before coming to practice. Off ice Run &/or Stretching Practice Plan pre-iced (10 minutes prior) On ice Warm-up Skating/Shooting/Puck Control/Goaltender Skills Defensive Tactics Offensive Tactics Team Tactics Cool Down Dressing Room Review (5 minutes) Dressing Room “Message” (10 minutes) Possible Post Practice Fitness – (15 minutes) -22- PSMHA PW II THUNDER – 2009/10 Organizational Goals

18 -23- In-Season – Conditioning & Skills Improvement Three off-ice conditioning (45 min), shooting (20 min) & stick-handling (20 min) sessions per week (Total – 5 hrs) One of the sessions will be together with the team at a rented facility Two 10/15 lb. dumb bells are required for each player Players are expected to complete the other five sessions on their own time and date each completed session Never complete a session prior to a game on game day (after a game is fine) Initial off-ice sessions provided in Appendix #6 Updated sessions will be provided as season goes along “The primary mission of a conditioning & skills improvement program is to develop and improve your players’ athletic ability through resistance training, plyometrics, flexibility and cardio. If you can get them quicker, faster, more explosive, and develop stamina, you will have a better team. Prepare your team well and have them ready so when the game is in the balance, they will make the play.” PSMHA PW II THUNDER – 2009/10 Organizational Goals

19 In-Season & Playoffs - Games ‘C’ chosen by the coaches with ‘A’s chosen by the team after by mid-November. C’s & A’s rotated until then. A different motivational poster is taped on the wall for each game Sweaters hung in each stall in different positions before players arrive Players expected at the rink 45 minutes before games in track suits with hats off in rink Coach is expected to receive a phone call if the player cannot make the game One coach in dressing room at all times – except for needed team “chats” Music brought to the rink for the game Parents expected to stay out of the dressing room Stretches/Warm-up occurs 45 minutes before the game for 10 minutes with a different leader each game (#1 & #2 from Appendix #6) “Me Time” – 5 minutes Game plans & lines discussed with the coaches Players dressed and ready to go 15 minutes prior to game time Towel time 15 minutes prior to game time for 5 minutes Game plan & lines discussed with the players 10 minutes prior to game time Individually named water bottles, drinks & fruit for each game Captains lead a standard warm-up routine before game Lack of discipline = Talking to, sitting shift, sitting multiple shifts, sent off the ice & talking to parents Every player on this team makes a difference Lines will be rolled evenly for the most part Nutrition in-between periods (fruit, bars & drinks) Coaches Time = last minute of every period and last 3 minutes of every game Statistics kept for each game by a statistician Team discusses +/-’s after game with expectations set for next practice or game Possible team run in track suits which would typically be announced before coming to game Personal hygiene – showers, shampoo, towels, bathing trunks, etc. PSMHA PW II THUNDER – 2009/10 Organizational Goals

20 In-Season & Playoffs - Other One social function held per month for the players and parents separately One session of dry-land/gym training held every two weeks Invite 2 Midget “AA” or Pats players to one practice once per month Mid-season player goals & evaluation form filled out and discussed with players and parents with coaches evaluations also done by players and parents (see Appendix #4) Season coaches and assistant coaches evaluation form filled out Monthly Activity Targets & Review Newsletter handed out to parents and players at the start of each month Practices, game summaries, team activity photos & other team communications updated consistently on the web site -25- PSMHA PW II THUNDER – 2009/10 Organizational Goals

21 Post-Season Have a post season team meeting to discuss +/-’s of year and what can be improved upon for next year Year end player evaluation form filled out and discussed with players and parents with encouragement for next season (see Appendix #4) Year end coaching evaluation form filled out and sent to director with follow-up discussion on overall results with the coach Discuss & provide off-season activities and training goals Post-season social with team & parents with awards, photos & season wrap-up talk -26- PSMHA PW II THUNDER – 2009/10 Organizational Goals

22 As a leader, teacher and role model we: Maintain a enthusiastic and positive attitude at all times Strive to further develop the players physical, mental, technical, tactical and social skills to help them advance in hockey and the community Listen and test for understanding with individuals and the group and expect their attention – “Eyes On” Demand “110%” at all times and a “never give up attitude” with realistic expectations for 11 & 12 year olds Give sincere praise often in front of group without favoritism Point out what was done right before discussing how actions or behaviour can be improved with an individual away from the group or collectively as a group Try to maintain consistency in praise, constructive criticism & discipline so that everyone is treated equally including my son Adjust communication style for individual personalities and situations Rarely raise voice or use non-verbal or body communication in a negative manner and try not to swear Get the players to talk about each other positively before, during & after practices and games Talk to each player and pump them up before the game Strive to have the coaching staff, players & parents treat each other in the same communication style which will develop a positive team chemistry and synergy -27- PSMHA PW II THUNDER – 2009/10 Communication Goals

23 -28- STRATEGY TEAM PLAY SYSTEMS TEAM TACTICS INTIVIDUAL TACTICS TECHNICAL SKILLS Bantam/Midget Pee Wee Atom Novice Initiation Progression If every player touch the puck equally in a game it results in 60 minutes / 3 lines / 10 players x 50% = 1 minute. 1 practice can advance the skills that a player can develop in 8+ games Technical Skills and Individual tactics = 60% of practice time; remaining 40% is Team Tactics, Team Play Systems and Strategy PSMHA PW II THUNDER – 2009/10 Player Development Pyramid

24 Teach Offensive Team tactics with an emphasis on: basic positioning, breakouts (turn-ups, over, reverse, wheel), give & go, give & follow, cross & switching, headman, 1,2,3 attack (in conjunction with offensive support principle), 2/0, 2/1, 2/2, 3/2, trail, use of quiet zones, transition, cycling, outlet pass, net drive, drive & delay, hunting the puck, read & react, offensive zone face-offs, power play systems, pinching, soft dump, overload, screens, deflections, rebounds, 5 star stop and jam, use of points Most feared Offensive Team to play against! Teach Defensive Team tactics with an emphasis on: basic positioning, 5 defensive zones coverage, defensive zone face-offs, neutral zone coverage, penalty-killing, gap control, body-checking, fore-checking pressure methods (122, 212, etc.), touch back-check, stick position, middle lane coverage, 1 on 1 coverage, blue line pressure, defensive side, head on swivel, authority, pressure/contain, hard line, talk’n’lock, angling Best Defensive Zone Positioning – period! Teach Team Rules, Practice Procedures and review the fair play code Consistently use the 7 P’s of hockey (Positive, Passionate, Preparation for Position, Pressure, Passing and Puck Control) Refine team tactics, team systems & team play with an emphasis on transition Setting goals for win %, GAA & the final goal is difficult without really knowing the skill of the team you inherit and the teams you are playing against. The winning will come by understanding what it takes to be a team, practicing what it takes to be a team and becoming a team. Hardest Working Team Most Respectful Team FINISH ON A POSITIVE NOTE!! -29- PSMHA PW II THUNDER – 2009/10 Goals - Team

25 Assess, teach & use individual skills with an emphasis on: Skating: (Agility, balance, coordination, forwards, backwards, turning, pivoting, starting, acceleration, stopping, angling, lateral, change of pace, quick feet, with the puck) Shooting: (Wrist, snap, slap, backhand, sweep, flip, 1 timers, deflections, breakaways, rebounds, corners, low, high, slot, point) Passing: (Forehand, backhand, touch, flip, loft, saucer, board, rim, low, long, clearing, drop, position, when to, position for pass, use of skates & gloves) Checking: (Body-checking, stick check, stick press, poke check, sweep check, lift, steering & riding, angling, pinning, prying, touch checking, bumping, net zone, gap control, blocking, use of hands, use of stick, stick presence, rushing, forcing, containing, 1 on 1, eyes on chest, verbal, shadowing) Other: (Stick-handling, positioning in zones, net drive, face-offs, deking, faking, freezing the puck, read & react, screening, puck protection, walk outs, open ice carry, driving wide, driving middle, head on swivel, high speed puck handling, tight area carry, backward skating with the puck, on ice communication) Refine individual skills & tactics Refine individual skills & tactics with proficiency Lock down positions as early as possible with obvious flexibility Develop each player to the best they can be and the desire to continue -30- PSMHA PW II THUNDER – 2009/10 Goals - Individual

26 Assess, teach & use goaltender skills with an emphasis on: Skating: (Stance, crease skating, forward skating, backward skating, down and up, forward and back, side to side, shuffle) Positioning: (Recovery to set positions, use of angles, lining up to the puck, centre line theory, use of landmarks, net orientation, stick positioning, glove positioning, butterfly, stand up, telescoping, playing the post, reading & challenging the shooter) Saves: (Glove, blocker, pad, stick, body, skate, controlling rebounds, eyes on the puck, deflections, screens, break-aways, challenging the shooter, poke check, sweep check, stacking, two-legged slides, butterfly, without a stick) Stick Skills: (Stick-handling, forehand pass, backhand pass, break-out pass, rim control, positioning puck) Refine basic goaltending skills with a move towards a personal style Refine basic goaltending skills with a move towards proficiency -31- PSMHA PW II THUNDER – 2009/10 Goals - Goaltending

27 Developing the Competitive Edge Strong Work Ethic 20 for 60 Commitment Respect ourselves & teammates Be a competitor Focus Accountability Grit Leadership Consistency Mental & Physical toughness Intensity Desire – “Want to” attitude Team 1 st Hate to lose mentality Controlled Emotions The will to overcome Strategizing/game plan/coaching Team First Team Unity Team Spirit Team Goals Team Cohesion Team Chemistry Team Harmony Control vs. Non-Control Factors Control: Work Ethic Preparation, focus & game plan Discipline Attitude Got your equipment Injury Non-Control: Referee Injuries Disruptions Game delays Crowd Opposition discipline Team Together Everyone Achieves More Team Commitments Team 1 st mentally – walk the talk Play mentally & physically tough Commit to the Team work ethic Have a hate to lose attitude Play with self & team discipline Face & overcome adversity Perform in a positive environment Compete every game Take pride in representing the Kings Play hard, smart and have fun Share the team dream Focus During Pressure Point Situations First 2 minutes of every period Last 2 minutes of every period Immediately following a goal for Immediately following a goal against All defensive zone face-offs PSMHA PW II THUNDER – 2009/10 Goals - Motivational

28 Example of game motivational poster: -33- Planned Team & Life Skills Discussions (one at end of each practice): Eyes On, Keenans, Leadership Contracts, Quotes, Defensive Philosophy, Offensive Philosophy, Playing Rules, What Makes a Champion, Influences for a Good Attitude, Team Sacrifice, Defining The Process, Triangle For Success - PAW, Hockey Tough, Athletic Success Profile, Team Goals, Nutrition, Workers are Winners, Keys to Success, Pre-Game Checklist, Positive Self Talk, Position Specific Tips, 212, Role of the Coach, Characteristics of a Team Player, Your Best Is Good Enough, Winning, You Are What You Think, Profiles, Qualities of A Leader, True Champions, Curing the Excuses Disease, Making of a Champion, Man in the Mirror, Michael, Helping Others Win, Short Changing and Short Cuts, Accountability, Negative To Positive, Changing the Channel, Barking at the Dog, Towel Time, Me Time, Shuffle The Deck, Choices, ABC Imagery, Filling Tanks, Chris Chelios, Drugs, Integrity, Courage, Passion, Values, Respect, Wow Starts Now, Don’t Quit, Sacrifice, Helping Others Win, Catch A Wave, Bend But Don’t Break, Falling On The Sword, Packing Parachute, Talent Search, Accepting Everyone, Can’t to Can, Jim Abbott, Never Complain – Never Explain, Take Another Shot PSMHA PW II THUNDER – 2009/10 Goals – Life Skills

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45 / 2007 Bantam Season Saskatoon Zone wins SaskFirst tournamentSaskatoon Zone wins SaskFirst tournament The 2006/2007 Bantam City Champions - Martensville Marauders The 2006/2007 Bantam Prov Rep - Saskatoon Maniacs PSMHA PW II THUNDER – 2009/10 League Play

46 -51- Nov PrinceAlbert Nov Warman Nov Saskatoon - $775 - Confirmed entry Dec Mellville - $325 - confirmed entry Dec Moose Jaw - $800 Jan Yorkton - $550 Jan Swiftcurrent - $900 - confirmed entry March – City Finals & Provincials are the GOAL!! PSMHA PW II THUNDER – 2009/10 Possible Tournaments

47 -52- Only registered coaches and players allowed on ice Only registered coaches & players allowed behind benches Head coaches must have NCCP Development II, Body Checking, Safety, and Speak-Out by the end of February Assistant coaches must have NCCP Coach, Safety & Speak- Out by the end of February No players on the ice without a coach No team member on the ice until the gates close Exceptions to the league game & practice schedule must have a travel permit and league sign-off All proper equipment must be worn (mouth guards in mouth mandatory!) Gloves and helmets must be kept on during hand-shake PSMHA PW II THUNDER – 2009/10 Insurance

48 -53- Budget to be approved by parents and submitted to the PSMHA by October 31 Each family will have a separate account and a monthly report will be issued by the treasurer Parents will be expected to fund any budgetary shortfall PSMHA PW II THUNDER – 2009/10 Team Budget

49 -54- Chairperson to organize committee & meetings Must follow the PSMHA fundraising guidelines as per manual Goals & Objectives Equal participation for group events expected Individual fundraising will go against individual accounts Events - (Pub Night or Halloween Masquerade Party - Committee to be set up) License for 50/50, Nevada, etc. fundraisers. Process? PSMHA PW II THUNDER – 2009/10 Fundraising

50 Manager – (Receive & communicate schedule on web and via , fill in/turn in/keep copy of game sheet, ensure all team activities are on track, get league sign off for travel permits & insurance, book additional ice, register team in tournaments, complete and hand in registration sheets, audit financials) – 2.Treasurer – (Communicate with PSMHA VP finance, manage budget, deposit funds, collect cheques, write cheques, reconcile bank statement, prepare monthly and year end reports) 3. Fundraiser/Social Coordinator - (organize committee, orchestrate all fundraising and social activities, collect monies) – 4.Jersey Maintenance - (collect & distribute sweaters & socks, prepare name bars, hang up sweaters in stalls for every game, take home sweaters, wash sweaters, remove name bars at end of year) – All parents rotate – 5.Timekeeper - (All parents on a rotating schedule for each game with one person to organize) 6.Trainer / Emergency Action Coordinator – (collect medical information, assess and assist with injuries, develop an emergency action plan for Arenas, certified in First Aid and CPR, fill out injury report if necessary) 7.Water Maintenance - ( purchase & label water bottles, fill & empty water bottles for each game & practice) 8.Contact Committee (create & distribute team contact list complete with addresses, contact the parents when necessary) – 9.Nutritionists - (rotating schedule to bring fruit, bars and drinks to dressing rooms for each game) 10.Dee Jay - (Purchase Boom Box, Make two duplicate CD’s/USB Drives from boys selection, bring CD, Boom Box & batteries to all games & practices) 11.Tournament Coordinator – (Book tournaments, complete entry forms, book hotels, schedule & plan travel, communicate with parents) – 12.Web Master - (Create look & feel, post notes & documents, update website changes on a daily/weekly basis) – 13.Sports Reporter – (Write game day reports and monthly reports and submit to Webmaster for posting) – 14.Ombudsman – (Listen to all parents concerns and take to the coaches & managers as an un- biased voice) – t 15.Photographer – (Take pictures of games and team events and post on web) PSMHA PW II THUNDER – 2009/10 Team Positions

51 -56- The Do's and Don'ts of Sports Nutrition Basic Diet: Young athletes need a balanced diet that includes a variety of foods. This is important to improve athletic performance and maintain a healthy body. Ask your pediatrician how many calories your child or teenager needs each day. The daily training diet should include the following amounts of these types of foods: 1.Carbohydrates should provide 55% to 75% of total energy (calories). Carbohydrates include foods such as breads, cereals, grains, pastas, vegetables, and fruits. Carbohydrates provide 4 calories per gram. 2.Proteins should provide 15% to 20% of total energy (calories). Protein-rich foods include meats, fish, poultry, tofu, dairy foods, legumes, eggs, and nuts. Proteins provide 4 calories per gram. 3.Fats should provide 25% to 30% of total energy (calories). Common fats include oils, butter, and margarine. Fat is also in many protein-rich foods. Fats provide 9 calories per gram. Proteins: Athletes may need extra protein. Total needs rarely exceed 1 gram per pound of body weight per day. Keep in mind the following: 1.Protein supplements have not been shown to enhance muscle development, strength, or endurance. 2.Using amino acid supplements will not increase muscle mass or decrease body fat. 3.Excess protein is either burned for energy, converted to fat, or excreted. Fluids: Children and teenagers are at increased risk for dehydration (lack of adequate body water) and heat illness. Risk is greatest in hot, humid weather during long and intense activities. Use these guidelines to ensure that young athletes get enough fluids during physical activity: 1.Never restrict fluids for any reason. Make sure that drinks are available at all times. 2.Plain water is the best drink for most athletes. Carbonated drinks should not be used. Offering flavored water or an appropriate sport drink (check with your pediatrician) may encourage a young athlete to drink more. 3.Athletes need to drink 4 to 8 ounces of water every 15 to 20 minutes during activity. 4.Thirst is not a reliable guide to the need for water. An athlete may become dehydrated before he or she feels thirsty. 5.Body weight should be about the same before and after activity. Pre-exercise/Game Meal Guidelines: May include any reasonable foods that an athlete feels may help his or her performance and do not cause any complaints. I to 2 hours before2 to 3 hours before3 or more hours before 1.fruit or vegetable juice, sport drink 2.bagel, muffin, granola bar (low fiber) 1.fruit or vegetable juice, sport drink 2.fresh fruit (low fiber) 3.breads, bagels, crackers, English muffins 1.fruit or vegetable juice, sport drink 2.fresh fruit (low fiber) 3.breads, bagels, crackers, English muffins 4.peanut butter, lean meat, low-fat cheese 5.low-fat yogurt (regular or frozen) 6.pasta with tomato sauce 7.cereal with low-fat milk Nutrition Pearls: 1.Failing to take in enough fluids and calories may lead to early fatigue, irritability, or a sudden drop in performance. 2.Pre-event liquid meals are safe and effective. They provide fluids, are easy to digest, and empty quickly from the stomach (if they are not too concentrated). 3.Consuming carbohydrates within 30 minutes after intense exercise followed by more carbohydrates 2 hours later helps athletes better prepare for future activities. 4.Avoid supplements that may include unproven and dangerous ingredients. PSMHA PW II THUNDER – 2009/10 Nutrition & Fitness Goals

52 -57- Nutrition for the young athlete by Sue Gilbert You've got a growing athlete on your hands! This interest in athletic performance is wonderful to their health, provided that the intensity of involvement is not excessive. The focus needs to stay on skill development and pleasure rather than winning. Most of us are natural competitors. The point is to make the competition your own self. How can I run a little faster?, is the question not, How can I run faster than Jamie? (that motivation will come in plenty of time). Instilling now a sense of balance will help them go into those teenage years with a better perspective on winning and losing, and with a better sense of themselves as an athlete. Older athletes have often concocted bazaar diets in hopes that a certain magic potion will give them the edge they need to win. But even though the Greek athletes had training diets, the science of sports nutrition is embryonic. There is no foundation to support such contrived diets that include protein powders or megadoses of vitamins. Studies on the nutritional needs of the child athlete are almost non-existent. So if no studies exist, how do you know which foods are best? Common sense, basic nutrition knowledge, and few insights are all you need. Just as for anyone else, a varied diet that follows the food pyramid recommendations is best. For the hard playing, growing young athlete good nutrition is a key component of athletic performance. Carbohydrates: Carbohydrates are the cornerstone of the athletes diet. Active kids need more calories than their sedentary, TV gazing counterparts. The best way to get those extra calories is in the form of carbohydrates, or "carbs" as they are affectionately referred to by the pros. Carbohydrate is important in exercise because it provides fuel for the body, and is the fuel the body prefers. Complex carbohydrates also provide many important B vitamins that are needed to help put that energy to use. Carbs a few hours before practice will help supply energy needed during the event, and some carbohydrates eaten soon after will help replenish the muscles with fuel. Select from the following for some energy boosting carbs: bagels, cereals, pancakes, pasta, oranges, bananas, apples, yogurt, graham crackers, popcorn, pretzels, pears, and fruit juices. Protein: Protein is important in moderation. The role of protein in sports diets has been blown way out of proportion. Protein is necessary for tissue building and repair. But eating excessive amounts will not build bigger or stronger muscles. Kids age 10 to 12 need about 0.8 grams of protein per pound of body weight. On a daily basis that comes to about 65 to 85 grams of protein. Drinking two to three glasses of milk, a serving of meat, fish or poultry, and a variety of whole grains and some vegetables will more than meet daily protein needs. Spread out protein intake over the course of the day. Too much protein can lead to dehydration since the kidneys will pull water from the body to help dilute the excess nitrogen (a breakdown product of protein) in the urine. For this reason steer away from protein powders and amino acid supplements. Fat: Fat is important to young athletes in order to help the body absorb vitamins A, D, E and K, and to supply essential fatty acids. When eaten in moderation, it can be a concentrated source of energy. Very active children need lots of energy and will need moderate amounts of fat in their diet to meet that need. Fats should be primarily mono-unsaturated or polyunsaturated, and should make up no more than 30% of calorie intake. Vitamins and minerals: They don't provide energy, but they are necessary for releasing the energy from the foods you eat (e.g. B vitamins) or getting that energy to the muscles (e.g. iron) What scientific studies are available do not indicate any increased need for vitamins and minerals in young athletes. Eating a well balanced diet is necessary to get the amount you need in their proper proportions. Liquids: Besides calories, the other nutrient needed in greater amount by the young athlete is liquids. They are the most important part of an athlete's diet. Fluid is important to prevent over heating and dehydration. Because muscles heat up during exercise extra fluid is needed to maintain the blood volume so that the circulating fluid can reach into the muscles and carry the heat away to the skin. The heat is released by primarily by sweating. Sweating, without replacement fluids can lead to dehydration. Dehydration's first symptom is fatigue...not what a successful athlete needs for optimum performance. More than any other nutritional factor, too little fluid can effect your young athlete. PSMHA PW II THUNDER – 2009/10 Nutrition & Fitness Goals

53 -58- Children are particularly vulnerable to the effects of fluid imbalance. That is because they don't handle heat well, they get hotter during exercise, and their hearts have a lower blood output. Be sure your child drinks water before, during, and after exercise. Supply him with his own water bottle that you can see through. Check regularly to be sure he is drinking. Children may not notice the need for liquid or the signs of overheating. Careful monitoring on your part is important, especially on hot humid days when sweat does not evaporate effectively so cooling is not as efficient. Watch out also if your athlete wears lots of protective clothing that may interfere with proper cooling, like football pads or hockey equipment. The best fluid replacement is water, but if your child is more apt to drink if it is flavored, than a sports drink or a diluted juice (at least one to one) would work. A full strength juice or juice drink has too concentrated a source of carbohydrates and could lead to nausea and cramping if drunk during an athletic event. Afterward, water containing foods along with liquids are a good way to replace both carbohydrates and fluids. Juicy fruits like watermelon, tomatoes, grapes, and oranges are good choices. Pre event meals: An overall balanced diet is the most important nutrition related factor in your child's athletic performance, but that's not what the coach tends to stress. Therefore, its your job to keep track of that component. You coaches out there will want to make sure you give good advise to your player ons what to eat in those crucial hours before the big event. The most important factor is that your athletes have a good supply of energy ready to go to work in their muscles. A meal relatively high in carbohydrate is the best choice. Keep the levels of fat and protein low since they take longer to digest which can result in nausea or even vomiting. Some athletes get so excited before an event that it interferes with digestion. It is best to exercise on an empty (not hungry) stomach. It is best to eat well beforehand, that means no closer than two to four hours before practice or competition. Digestion requires routing the blood supply to the digestive tract to pick up nutrients. By the time exercise begins, the blood should be freed of that task so it can focus on the more immediate job of carrying oxygen rich blood to exercising muscles. The energy supplied to and stored in muscles for use during exercise was put there hours or days earlier. Simple sugars like candy or soda eaten just prior to an event may cause an interfering swing in blood sugar levels that could adversely affect the child's performance without providing that quick energy you thought it would. Don't forget the fluids. A child should be encouraged to drink all day long so he begins the event well hydrated. PSMHA PW II THUNDER – 2009/10 Nutrition & Fitness Goals

54 -59- For a four o'clock hockey game, a good one o'clock pre-event lunch would be: Bagel with a small amount of peanut butter and some honey Orange 1 cup low fat milk or 2 slices whole wheat bread with 1 oz of turkey breast, tomato slices and lettuce 1 cup fruit yogurt 1 cup orange juice or 2 slices 1/3 inch thick slice of Power Bread (recipe follows) Carrot sticks 1 cup low fat milk Power Bread Group A 1 cup each whole wheat and all-purpose flour 1 /2 tsp each salt and baking soda 2 tsp. baking powder 2/3 cup nonfat dry milk/3 cup wheat germ 1 /2 cup packed brown sugar 1 /2 cup chopped walnuts 1 /2 cup unsalted, dry roasted peanuts 1 /2 cup raisins Group B 1/3 cup chopped dried apricots 1/ 2 cup canola oil 1 /2 cup molasses 3/4 cup orange juice 3 eggs 2 medium bananas, mashed Mix together Group A in a large bowl. Whirl Group B (except apricots) in a blender or food processor. Add apricots and whirl just to chop coarsely. Pour Group B into bowl with group A and blend until moistened. Pour into two greased bread pans and bake at 325 for one hour or until center is firm when pressed lightly. This bread is best if wrapped tightly in plastic and stored overnight for flavors to blend. This bread is a good source of carbohydrates, protein, calcium, iron and vitamin A. PSMHA PW II THUNDER – 2009/10 Nutrition & Fitness Goals

55 -60- Strength Training and the Young Athlete By Avery D. Faigenbaum, Ed.D., CSCS The development of muscular strength in children has received increasing public and medical attention in recent years. Despite the previously held belief that strength training was unsafe and ineffective for children, major health organizations now support children's participation in appropriately designed and competently supervised strength training programs. In addition to increasing the muscular strength of young weight trainers, regular participation in a strength training program may improve a child's muscular endurance, body composition and sports performance. Further, participation in a preseason conditioning program that includes strength training may reduce the incidence of overuse injuries in youth sports. It is important to remember that strength training is an activity which is distinct from the competitive sports of weight lifting and powerlifting. The term strength training refers to a method of conditioning which is designed to increase an individual's ability to exert or resist force. Weight lifting and powerlifting, on the other hand, are sports in which individual's often train at high intensities and attempt to lift maximal amounts of weight in competition. The goal of youth strength training is not to see which child is the strongest, but rather to improve the musculoskeletal strength of all children while exposing them to a variety of safe and effective training methods that are fun. The most common concern associated with youth strength training is the belief that this type of exercise will cause damage the growth plates of children. Although a few case study reports have indeed noted growth plate fractures in children who lifted weights, most of these injuries occurred as a result of improper training, excessive loading or lack of qualified adult supervision. Typically children were injured while they attempted to lift maximal amount of weight overhead in an unsupervised environment. Growth plate injuries have not occurred in any prospective youth strength training study that followed established training guidelines. In fact, recent findings suggest that strength training during childhood and adolescence may actually make bones stronger. At this time there is no scientific evidence to suggest that youth strength training is riskier than any other sport or activity in which children routinely participate. When designing strength training programs for children it is important to remember that children are not miniature adults. Children are anatomically, physiologically, and psychologically immature, and this uniqueness must be considered when developing youth strength training programs. Adult strength training guidelines and training philosophies should not be imposed on children. Although all participants should understand the risks and benefits of strength training, a young child should not be expected to comprehend the intricacies of muscle action. Focus on lifetime fitness and teach kids how to exercise properly. Above all, provide a stimulating program that develops in children amore positive attitude towards strength training and a healthy lifestyle. Generally speaking, if 7 and 8 year old children are ready for participation in organized sports or activities (e.g. little league baseball or gymnastics), then they are ready for some type of strength training. PSMHA PW II THUNDER – 2009/10 Nutrition & Fitness Goals

56 -61- In terms of equipment and supplies, body weight exercises such as push-ups and sit-ups can work for beginners, but more advanced trainees would probably enjoy the challenge of weight machines or free weights(i.e. barbells and dumbbells). Although pads and boards can be used to modify most types of adult strength training equipment, child-size training equipment is available and has proven to be safe and effective for children. The focus of each training session should be on proper form and technique, and if free-weights are used spotting procedures should be followed. Above all else, all youth strength training programs must be supervised at all times by experienced adults. A summary of youth strength training guidelines from the NSCA are presented below. Youth Strength Training Guidelines: 1.An instructor to child ratio of at least 1 to 10 is recommended to provide adequate supervision and instruction. When children are learning exercises for the first time, closer supervision may be required. 2.Children learn best by doing. When teaching a new exercise to a child, have the child perform the exercise under your watchful eye. 3.Ensure that the training environment is free of hazards. Be aware of the exploratory nature of children and remove or disassemble any broken equipment from the exercise room before classes start. 4.The exercise room should be well lit and adequately ventilated. Since children are more prone to heat illness than adults, encouraged them to drink water even if they are not thirsty. 5.Perform calisthenics and stretches before and after every strength training class 6.Begin with 1 set of 10 to 15 repetitions on 6 to 8 exercises that focus on the major muscle groups of the upper and lower body. Start with a relatively light weight and high reps and increase the load and decrease the reps as strength improves. Beginning with relatively light loads will allow for appropriate adjustments to be made. 7.Maximal lifting is not recommended for general conditioning purposes. 8.Two to three training sessions per week on nonconsecutive days is sufficient. 9.Increase the weight gradually as strength improves. Generally a two to five pound increase in weight is consistent with a 5% to 10% increase in training intensity. 10.Progression can also be achieved by increasing the number of sets ( up to 3) or number of exercises. 11.Multijoint exercises such as squats may be introduced into the program based on individual needs and competencies 12.Treat children with respect and speak with them in a language they understand. Remember that children should feel comfortable with the program and should look forward to the next workout. 13.Strength training should be one part of a total fitness program. Keep the fun in fitness and promote lifetime health. Avery D. Faigenbaum, EdD, CSCS is an Assistant Professor of Exercise Physiology in the Department of Human Performance and Fitness at the University of Massachusetts-Boston. PSMHA PW II THUNDER – 2009/10 Nutrition & Fitness Goals

57 -62- All About Strength and Conditioning For Ice Hockey The following topics for Strength and Conditioning for Ice Hockey are covered below: 1.Flexibility 2.On and Off Ice Exercises/Weight Training 3.Aerobic, Anaerobic, and Cardiovascular Training 4.Nutrition 5.Psychological Training Flexibility Flexibility is important in any exercise program. It is especially important in ice hockey where the players use many different muscles to help them speed up, slow down, skate backwards, and change direction rapidly. A hockey player should get a good warm-up before a game or practice. This warm-up should include stretches that will loosen up the player's muscles. A well planned stretching routine helps a player have his or her muscles ready for action and it will also decrease the risk of injury. Also, stretching increases the player's range of motion which enables him/her to be able to react to game situations quicker. In Complete Conditioning for Ice Hockey, Peter Twist recommends the following flexibility exercises: 1.T-Stretch 2.Wall Stretch 3.Arm Across Back Stretch 4.Triceps Pulled Across Chest Stretch 5.Lateral Seated Trunk Stretch 6.Lying Knee To Chest Stretch 7.Lying Gluteal Stretch 8.Seated Hamstring Stretch 9.Groin Stretch 10.Snatch Squats 11.Kneeling Lower Body Stretch 12.High Leg Swings All these stretches can be performed on and off the ice. It is important for hockey players to have an appropriate flexibility program to help them be successful and extend their careers. On and Off Ice Exercises/Weight Training Hockey players go through long and challenging seasons that require them to be in outstanding shape. The way that the players accomplish playing day in and day out is through strong on and off ice strengthening programs. On the ice, the players must be able to give 100% on every shift. To achieve that goal, they must work hard not only on the ice, but also off the ice. A good off ice training program gives the players the base they need to go out and perform on the ice. The on ice program helps sharpen the players skills while making them stronger. In his book, Complete Conditioning for Ice Hockey, Peter Twist suggests the following exercises to improve on and off ice training: PSMHA PW II THUNDER – 2009/10 Nutrition & Fitness Goals

58 -63- Weight Training: Powercleans Goodmornings Crunches Lower Ab Push Press Lat Pull-Downs Seated Rows Bench Press Dumbell Flys Push Press Upright Rows Dips Standing Barbell Curls Squats Seated Leg Curls Lunges Lateral Crossover Box Step-Ups On-Ice: Exaggerated Crossovers Around a Circle Long Lateral Crossovers Resisted Forward Pivots On-Ice Walking Lunges Aerobic, Anaerobic, and Cardiovascular Training For hockey players to be able to get up and down the ice during their shifts, an entire game and season, they must build up their aerobic and anaerobic systems. The aerobic system is used for long stretches on the ice while the anaerobic system is used for quick bursts of speed. Each are important for their own reasons. Building an aerobic base gives players greater energy to play longer and helps them recover quicker from lactic acid build up. An anaerobic base gives players the ability for quick energy surges. They are able to compete at a higher energy level. A well conditioned anaerobic system helps delay the onset of lactic acid build-up. The following exercises for aerobic training are listed in Peter Twist's Complete Conditioning for Ice Hockey: Bicycling Stationary Bicycling Stairclimbing Running Figure-8 Aerobic Skate Aerobic Circle Drill The following exercises are for anaerobic training: Sprinting In-Line Skating Hill Running/Cycling Plyometrics On Ice ATP-PC Sprint Start Relays Pair Race Drill Dot-to-Dot Drill Two-Lap Paced Drill PSMHA PW II THUNDER – 2009/10 Nutrition & Fitness Goals

59 -64- Nutrition For hockey players, nutrition is an important part of their training. A balanced diet helps athletes to get nutrients quickly to muscles that are in need of replenishing. It is important to have a balanced diet that consists of carbohydrates, fats, proteins, vitamins, minerals, and water. Athletes should make sure to get their daily servings from all the food groups. Also, it is important to intake more calories than the normal population because hockey players are expending a lot more energy. Players should eat more but should not over do it. Water is also very important in hockey players' diets. The body should always be properly hydrated. Sports drinks help to hydrate the body quicker during practices and games. Choose wisely the foods you eat because they do affect your performance. Psychological Training The body must be in shape to be successful in hockey, but so should the mind. A healthy mind can lead to a healthy body. It is important to go to practice and into a game with a positive attitude. Players should push one another to improve and not put each other down. Also, practice is not just something to waste time, but something to improve skills. Practice should not be boring and repetitive but centered around improving the team. A team will have much more success if every player has a positive attitude and comes to practice everyday ready to work hard. Players not only have to work on training their bodies, but also training their minds. Off-Ice Fitness Relating to Skating The off-ice fitness variables that have consistently been found (by research) to predict skating speed and acceleration for male and female hockey players of any age and skill level include: vertical jump height and 40 yard dash time. (Blatherwick, 1989, Blatherwick, et al, 1985, Bracko, 1997, Bracko, 1999 and Mascaro, et al. 1992) Vertical jump can be enhanced by performing plyometrics or jump training. In addition to vertical jump and 40 yard dash, other off-ice fitness variables that predict skating performance include (Bracko, 1997): - Push-ups/minute - Sit-ups/minutes - Hamstring Flexibility This is not to say however, that if a hockey player increases his or her vertical jump height, 40 yard dash time, push-ups and sit-ups/minute and hamstring flexibility, he or she will automatically become a better skater. It is important to understand that skating is a very complex motor skill. High performance skating takes many years to acquire. Therefore, the research evidence which will be presented later on this page, indicates that at young ages, improvements in fitness do not have a drastic impact on skating performance. This means that, at a young age, the best way to improve skating performance, is to skate. A strength and conditioning program will help with strength, power and endurance which can enhance performance. A hockey player has to first of all become a proficient skater and to be able to coordinate his or her movement patterns, before off-ice fitness will make drastic improvements in skating ability. PSMHA PW II THUNDER – 2009/10 Nutrition & Fitness Goals

60 -65- Now remember, the best way to improve skating is to skate like you skate during a game! Balancing on one foot for extended periods of time, doing the polka on the ice, doing the "duck walk" or shoot the duck will not improve your game-performance skating. Doing drills like this will only help you balance on one foot (which is never done during a game), become a better dancer, and improve unnatural balance positions. For more information on skating instruction please go to the Skating Page on this web site. This is not to say that strength and conditioning will not help a young hockey player. On the contrary, there are numerous advantages to improving the fitness level of a young hockey player. At older ages, when a hockey player has high-performance muscle memory for skating, strength and conditioning may be the key to improving skating acceleration, speed and balance. Electromyographic studies (placing electrodes on the skin to measure the electrical activity of the muscles) of ice skating have shown that the vastus medialis and vastus lateralis have the most activity during the propulsion phase of skating (Halliwell, 1978, Kumamoto, et al, 1972 and Mashima, et al, 1972). The two muscle mentioned above are part of the muscle group known as the quadriceps (the big muscle on the front of the thigh). The quadriceps appears to be an important muscle for skating. The other muscles that are important for skating performance include the gluteus maximus (the buttocks), and the muscles on the inside (adductors) and outside (abductors) of the hip. More about the hip adductors and abductors later. It appears that lower body, upper body and total body fitness variables predict skating performance. It seems warranted to suggest that hockey players should engage in a multi-faceted approach to off-ice training. Following is an cursory look at a strength and conditioning program for hockey players. An important component of an off-ice training program is strength training. The components of muscle fitness that should be emphasized include: strength, power, and endurance. Improvements in strength, power and endurance can be accomplished with or without weights. Cardiovascular Endurance and Power... Anaerobic / Aerobic training. The specificity of training rule would suggest the best type of training for the cardiovascular system of a hockey player is interval training. Interval training can be any activity that is performed for a medium to long period of time min) with alternating periods of high intensity and low intensity exercise. Arnett (1996) found that the recovery of college hockey players was enhanced from pre-season to post-season after a entire hockey season which consisting of no aerobic type training. The on-ice practices Arnett (1996) describes were high intensity short duration type training. This means that being able to recover from high intensity on-ice work is essential for a hockey player. This may be best accomplished by performing interval training during the off-season. Flexibility. Less focus on stretching the hip adductors (groin) and more focus on the other body parts, especially the hip abductors. Hip range of motion exercises are important for hockey players, especially defensemen. The ability to internally and externally rotate the hips is important for high-performance skating. Any strength and conditioning program for hockey players should follow a periodized protocol and not just progressively overload the body with increased weight and intensity of exercise. A periodized training program has alternating cycles of high, medium and low intensity training for both muscle, and cardiovascular, fitness. Periodization has been found to be the most effective protocol to enhance the fitness of high-performance athletes. PSMHA PW II THUNDER – 2009/10 Nutrition & Fitness Goals

61 2007/08 Bantam -66- PSMHA PW II THUNDER – 2009/10 Appendix # 1 – Team Contacts

62 -67- PSMHA PW II THUNDER – 2009/10 Appendix # 2 - Player Evaluations

63 /08 Player Profile Player Parents Birth Date Birth Place Height & Weight Favorite Positions & Shoots Favorite Number Brother and Sisters Names & Ages Started Skating Hobbies Favorite Food Favorite Band, Song & Pump Song Favorite NHL Team & Player School Average & Favorite Subject Interesting Fact How am I motivated? PSMHA PW II THUNDER – 2009/10 Appendix # 3 - Player Profiles

64 -69- Name: ____________________________________ Nickname: _________________________________ Position: __________________________________ Why do you play hockey? How do you define a successful season for your team? For you? If you had to choose, is it more important for you to play well or for your team to win? If you were a parent, how would you want your child to behave during the game? If you were a parent or coach how would you handle a player that does not listen? What does the work discipline mean and how does it apply to hockey? What are some of the things you can control and not control during a game? How important is attitude to your playing well? To the team? PSMHA PW II THUNDER – 2009/10 Appendix #4 – Personal Goals

65 -70- My best qualities as a player are: My overall goals for this hockey season are: My individual goals every 10 games this hockey season are: +/- (GAA – goalies): points (save % - goalies): Hits/game: Red Zone shots/game: What I’d like most to improve this year: What is your own definition of “having fun” and is this consistent with the goals and objectives that your parents have for you? Reviewed: –Beginning of season – Date:_________ –Middle of season – Date:_________ –End of Season – Date:_________ Player: ______________________ Coach: ______________________ PSMHA PW II THUNDER – 2009/10 Appendix #4 – Personal Goals

66 Player _____________________________ -71- Rate yourself in the following areas (4 – Exceptional/ 3 – Very Good/ 2 – Satisfactory/ 1 –Needs improvement Passing 4321 (Moves the puck at the right time – gets into the clear after making a pass – takes a check to make the play – does not telegraph plays – can use both forehand and backhand D Play4321 (ability to pressure on the fore-check – strong back checker – positional discipline in the Defensive Zone) Attitude4321 (unselfish – works hard – listens and always tries to perform to the best of your ability – team player with desire) Leadership4321 (leads by example – cool in tough situations – makes a “big play” to spark the team – fills tanks) Concentration4321 (ability to remain intense and stay with the play at all times – ability remains consistent every shift) Read/React4321 (reads the play well – anticipates where the puck is going – takes what the defense gives you – drive delay) Drive4321 (consistent desire to excel – pushes self to improve and get better – gives 100% in every practice and on every shift) Coachability4321 (listens to instruction regarding individual improvement – attempts to execute team systems) Toughness4321 (sticks to the game plan – stands up to tough situations – “walks away” when challenged for the good of the team – is not afraid to take a hit to make a play – will drive to the net hard and does not turn away – finishes checks – blocks shots – clears the front of the net – plays within the rules of the game) Conditioning 4321 (is physically fit – works extra at home to improve strength and stamina – pushes self in all drills during practice) Systems4321 (recognizes the importance of team systems – belief in playing them – has a complete understanding of them) How do you feel you have performed (individually up to this point of the season) 4321 What part of your game can be improve upon? In your own words, what do you feel your coaches expect of you as a player? PSMHA PW II THUNDER – 2009/10 Appendix #4 – Begin – Mid – End Reviews

67 -72- TermDefinition Active StickConsistent movement of the stick to take away passing lanes AnglingForcing the player to go in the direction you want BlueCrease - Goaltenders are responsible for anything in the blue Closing the GAPLimiting the time and space of the opponent Defensive SidePosition when defending - closest to the net and behind the puck so that your back is to your own goal Defensive SupportPlayers away from the puck are positioning themselves to restrict passing options or helping out a teammate Eyes OnA term for focus - Respect - following the play - and when to pass Gang the PuckOn the PP - 2 or 3 players to the puck until possession occurs GAPDistance between the defender and the puck carrier Hard LineWhen coming back towards the defensive zone players pick a goal post and hard-line to it I-upOn a 2 on 1 - align 2 players one behind the other when entering the offensive zone KeenansDiscipline tactic for players losing focus of task on hand during practice Lock & TalkBuilding a fence while backckecking and then communicating with your teammates that you have eliminated your coverage from an offensive threat Lock UpSecuring the opponent's stick when in a defensive side position Mental ToughnessAbility to stay focused and not become distracted Middle LaneThe middle are of the ice Offensive SupportPlayer w/out the puck making themselves available for a pass or helping out a teammate Open the canPlacement of the stick between your opponent's leg to control the man while playing a 1 on 1 situation Half BoardsHalf way up the boards in line with the hash marks Outlet PositionLateral pass option to the puck carrier PINSecuring the opposition player against the boards Pressure Puck"Quick Feet" to close the gap on the puck carrier in all areas of the ice Screen UpDefensive side position to restrict the opposition player from applying pressure to the puck Strong SideArea closes to the puck TouchBack checking player physically touches opponent through the middle lane maintain defensive side positioning Weak SideAre farthest away from the puck PSMHA PW II THUNDER – 2009/10 Appendix #5 – Coach’s Terminology

68 November Completion Dates 1.Warm Up (5 minutes) a)Running on the spot (1 minute) b)Scissor Jumps (1 minute) c)Step Ups (1 minute) d)Jumping Jacks (1minute) e)Marching on the spot – knees high (1 minute) 2.Stretching – 10 seconds per hold – 2x on each stretch (5 minutes) a)Calf Stretch b)Quadriceps Stretch (standing or stomach) c)Seated Straight Leg Stretch d)Inverted Hurdle Progression – Pretzel Stretch e)Butterfly Groin Stretch f)Prone Abdominal Stretch g)Shoulder Stretch h)Side Stretch i)Neck Rotation 3.Strength Circuit – Perform 3 sets of 8 repetitions with barbells for both exercises with no break (30 minutes total) a)Chest Press & Squats Rest 60 seconds b)Bent over Rows & Step-ups (Chair) Rest 60 seconds c)Shoulder Flys & Calf Raises Rest 60 seconds d)Seated Curls & 45 second Free Standing Squats Rest 60 seconds e)Bent over Triceps Extension & Shoulder Shrugs Rest 60 seconds 4.Power & Plyometrics – 20 seconds each in sequence – repeat 3 times resting 60 seconds between each sequence (6 minutes) a)Side, Centre, Side Thrusts b)Stair Hops c)Circle Skip d)Single Leg Step Lunge e)Burpees 5.Abdominals & Core Training a)40 Crunches b)20 second Leg Raises c)10 Side Crunches (repeat twice) d)10 Side Leg Raises (repeat twice) e)Bicycle (20 seconds) 6.Cool Down – Repeat # Work Out # DateInitial Signed _______________ Player _______________ Parent PSMHA PW II THUNDER – 2009/10 Appendix #6 – Conditioning (2/week)

69 November Completion Dates Stationary 1.Side to side stick handling (centre, wide left, wide right) 2.Right knee on floor (centre, wide left, wide right) 3.Left knee on floor (centre, wide left, wide right) 4.Both knees on floor (centre, wide left, wide right) 5.Figure 8 horizontal (forwards to backwards – hands in front of body- reverse direction) 6.Figure 8 vertical (in front of body side to side across body – reverse direction) 7.One handed stick handling (each hand – roll wrists) 8.Behind – through the legs – stick kick up 9.Stationary balance with ball on stick 10.Toe Drag – forehand & backhand 11.Bouncing on stick 12.Balancing on stick Moving 13.Stickhandling around forwards (centre, wide left, wide right) 14.Stickhandling around backwards (centre, wide left, wide right) 15.Stickhandling with stick diversion 16.Stickhandling with pull through stick dummy 17.Stickhandling with slap shot fake 18.Stickhandling with toe drag 19.Stickhandling with ball pop & drop 20.Stickhandling with drag & kick-up between legs (forehand & backhand) -75- Signed _______________ Player _______________ Parent 60 Seconds (Each position) Rep #DateInitial PSMHA PW II THUNDER – 2009/10 Appendix #6 – Stickhandling (2/week)

70 November Completion Dates -77- Rep # 50 Wrist Shots Date 50 Snap Shots Date 50 Slap Shots Date 50 Back Hand Shots Date Initial Signed _______________ Player _______________ Parent PSMHA PW II THUNDER – 2009/10 Appendix #6 – Shooting (2/week)

71 -79- PSMHA PW II THUNDER – 2009/10 Appendix #7 – Personal Game Plan


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