1. 4 U SING G AMES TO T EACH R INGETTE S KILLS : D ISCUSSION (50 MIN ) Rationale: Games are a great way to develop skills and build confidence during practice. Objective: To create/adapt/select an appropriate game.

2. 4 U SING G AMES TO T EACH R INGETTE S KILLS : D ISCUSSION 1.The importance of using games in practices: Games are effective for developing skills and building confidence when they: Are fun Are safe Offer a graduated challenge, starting from simple and working to the more complex

3. 4 U SING G AMES TO T EACH R INGETTE S KILLS : D ISCUSSION Aren’t so difficult that children quit Aren’t so easy that children are bored

4. 4 U SING G AMES TO T EACH R INGETTE : S ELECT /A SSESS 4.2.2 With your same partner(s) from the last module, check your Drill Manual and choose a game that will help teach your skill. Complete the steps in the table — they help you plan the game. Record your game on the flip chart paper (No Duplicates) 4.2.1 Assessing Games: Listen and observe as the LF explains and demonstrates a purposeful game off-ice. After the demo, you have two minutes to try playing the game off- ice. Continue to work with your same partner(s) and using the table provided in your workbook (4.2.1), assess the appropriateness of the LF’s purposeful game and the characteristics of the LF’s explanation and demonstration.

5. 4 U SING G AMES TO T EACH R INGETTE S KILLS : D ISCUSSION Are played in a supportive environment where participants encourage one another with compliments and cheering Have rules that are easy to understand Encourage participation and don’t eliminate players. Questions What happens when players get eliminated? Who gets eliminated first? How can those eliminated get back into the game in a meaningful way? What are some of the advantages of small-space games?

6. 4 U SING G AMES TO T EACH R INGETTE S KILLS : P REPARE 4.2.2 With your same partner(s) from the last module, prepare for your on-ice session (Time on-ice: 5-7 minutes) To prepare: aReview how you plan to teach the skill. bReview the drill you chose or created to teach the skill. cReview the game you chose to reinforce the skill. dOrganize how the two of you will teach the skill, the drill, and the game. For example, who will explain the skill? Who will demonstrate the skill? How will you run the drill? Who will describe the game? Each coach has to lead during your on-ice presentation.

7. 4 U SING G AMES TO T EACH R INGETTE S KILLS : On-Ice Session (60 MIN) Coaches: take your plan, your Safety Checklist, Self Evaluation Form from your toolkit & a pen. Coaches make sure you know the order of presentations, also take the flip chart paper, white board and white board marker

8. 4 U SING G AMES TO T EACH R INGETTE S KILLS : On-Ice Format Coaches: do a safety check as soon as you get on the ice Each group has 5-7 minutes per session. Everyone does the warm up game, lead by LF and participates in all sessions unless teaching or timing. The first group teaches. The second group is on the side timing and checking their plan. When the first group is finished, the second group teaches and the third group times and prepares. The first group does their self assessment on the bench then joins the participants. The rotation continues until the last group teaches. Questions

9. 3 T EACHING A SKILL & 4 U SING G AMES TO T EACH R INGETTE S KILLS : On-Ice Safety first at all times. We don’t know skill levels nor comfort levels of all the coaches. Everyone needs to feel safe. Non-skaters work from one bench; if we have non-skaters we will present in front of them.

10. 4 U SING G AMES TO T EACH R INGETTE S KILLS : On-Ice Session (60 MIN) Coaches: Catch other coaches doing things right Be prepared to give positive feedback to other coaches. Check the skills, drills and games being taught. Notice things you could use.

11. 4 U SING G AMES TO T EACH R INGETTE S KILLS : A SSESS 4.2.3 AFTER the on-ice session, work with your same partner(s) to assess the game you taught on-ice. Use the table in your workbook for this assessment. Share your experience with the whole group. Record the key findings of the other groups in the same table.

12. 3 T EACHING A SKILL & 4 U SING G AMES TO T EACH R INGETTE S KILLS : Reflection Take a few minutes on your own to think about what you have learned in the last 2 modules. Note on your Stoplight Reflection, how what you learned will change your behaviour as a coach.