JUNIOR HURRICANES GOALIE PROGRAM 2015 COACHES MEETING

AGENDA 1. PHILOSOPHY 2. DEAL WITH THE PSYCHE 3. COMMUNICATE 4. DESIGNATE A COACH TO BE ‘GOALIE COACH’ 5. DESIGN YOUR DRILLS W/ GOALIE IN MIND 6. DRILLS 7. SUPPORT 8. SUMMARY 9. CONTACT INFO 10. QUESTIONS

1. PHILOSOPHY PHILOSOPHY JUNIOR HURRICANES – “WORK ETHIC & DISCIPLINE” GOALIES – NO DIFFERENT, BUT ADD “HABIT & DETAIL” MUST COME TO PRACTICE WITH RIGHT MINDSET: PAY ATTENTION TO DETAILS AND CREATE GOOD HABITS WHEN WE FIRST STARTED PROGRAM BACK IN 2006 ERA – ALL FUNDAMENTALS, LED TO GREAT TECHNICAL GOALIES BUT SLOW AND LAZY. NOW? HARD WORKING, FUNDAMENTALLY SOUND, COMPETE TO BE BEST IN THE COUNTRY WE ARE TRYING TO CREATE A CULTURE - HABIT AND DETAIL. HARDEST WORKER. OUTWORK YOUR OPPONENT. OUTWORK YOUR PARTNER. BE A FIGHTER. THIS IS WAR. YOU WANT TO WIN? GO EARN IT!

2. DEAL WITH THE PSYCHE How to Handle Your Goalies: As a coach, you spend most time with your goalies - More than Goalie Instructor who can train them once a week. Ask yourself: what do you want in a goalie? What kind of psyche? As a player, when you look behind you, what do you want to see?

2. DEAL WITH THE PSYCHE (CONTINUED)

Ask yourself: what do you want in a goalie? What kind of psyche? TOUGH COMPETITIVE/FIGHTER AGGRESSIVE KID WHO “WANTS THE BALL” Then talk to them using these terms, structure your drills and challenge them to behave this way. Design drills to be competitive, count goals in practice, hold them accountable.

3. COMMUNICATE Set your expectations up front For me: I want you to be the hardest worker on the team, in best shape. “I will give you best development for this – push you in drills, challenge you to work hardest, you need to respond. You need to “earn your ice time”. “Play each puck in practice like you would in a game!” Treat them like you would for every other player. Do NOT be afraid to tell your G’s that they need to work harder! Don’t be scared to get into their heads! Part of our job is to help them learn to deal with coaches, teachers and bosses who demand excellence.

4. DESIGNATE SOMEONE TO WORK WITH GOALIES Designate a coach to be responsible for goalies Someone who can have goalies as a focus He/she can work with Rich or Steve for drills and points of emphasis each month This person can: Demand their best on each shot Hold them accountable in each drill (count goals if necessary) Give them exercises before practice, once hit ice and everyone is skating around (warm up before hit the ice!), breaks in drills, after final whistle – drills! Speak to them using terms to create the culture (see #1 above).

5. DESIGN YOUR DRILLS Design Your Drills, then think “what will my goalies be doing?” What are you trying to accomplish? If you want them in shape – do conditioning drills in downtime; if want them to handle puck – start it with G making breakout pass. If struggling with rebounds, incorporate a rebound aspect. If you want second effort, have G coach count goals! #1 aspect: Give your goalie enough time to finish each play: Set Save Rebound/Cover Puck Recover

5. DESIGN YOUR DRILLS (CONTINUED) Biggest problem – coaches want goalies to work harder so they design drills “up tempo” where players are shooting, shooting, shooting. All you are doing is creating bad habits. Goalie never finishes the play, but then in a game he won’t finish the play, will not be ready for rebounds. Remember – CREATE GOOD HABITS! Get set Save Rebound / Cover Puck Recover Go over practice with your G coach so he/she can find time to work the keepers. Explain how I design my practice as head coach.

6. DRILLS Different kinds of drills: Movement without pucks Movement with pucks Puck stopping Conditioning Simple ones: shuffles, t-pushes, butterflies, sliding butterflies. Can be as simple as shuffle across ice boards to boards. Can create patterns, like a V, or a X, around crease. 20 butterflies – GO GO GO! Can be elaborate: 5 pucks – each one has a shooter, call our numbers. Start standing, from knees, from belly…

6. DRILLS (CONTINUED) Progression: Early in season: Skating / Balance / Edgework Puckhandling Basic movement Move into: Saves / Rebound Control (work on shifting into pucks) Angles / Depth Management Read and React Later: Game management Reading situations Unorthodox / Desperation saves Reinforce fundamentals We have it broken down from month to month

6. DRILLS (CONTINUED) Examples: Shuffles T-pushes Box Inverted V X Z Sliding butterflies – 2 Butterfly Drill Shifting into pucks Simply having coach shoot pucks – track them

6. DRILLS (CONTINUED) Example: Inverted V

6. DRILLS (CONTINUED) Example: 2 Butterfly Drill

6. DRILLS (CONTINUED) Very important example: Shifting into pucks

7. SUPPORT We have created a top notch program that now has 2 goalies playing D1, another with a scholarship and another fielding offers. The program works. We have created a culture, we create exceptional fundamentals, and we need the coaches to voice it. Parents go to coaches and maybe don’t see enough “flash” and “pizzazz”, you need to let them know we have a program, we have an order of progression, and the kids will improve in many different ways, not just style or technique. We are battling competition and the problem is the habits. We get the kids back and they have bad habits that are hard to break. They won’t move on to national levels if they don’t fix them. We want to meet with you and/or someone who will work with G’s early in season to join you on ice and create routines. Please work with us to set this up.

8. SUMMARY Designate someone to be in charge of the goalies, get the contact info to us – we will come get them set up for the season. Create Good Habits! Hold the goalies accountable. Give the G’s time so that on each save in practice they must: Get set Make the save Play the rebound Recover Remember – you will go as far as your goaltending takes you! Put the time in when you design your drills.

9. CONTACT INFO RYHA Goaltending Program Goalie Coaches Richard Shulmistra Cell: Steve Stephenson Cell: Leigh Crawford Cell: RYHA Website – has contact info. Looking to build section as a resource.

10. QUESTIONS?