BC Ringette CI Skill Analysis

Module Outline Skating and Ring Skills Goal Keeping Skills Practice Teaching Conditions Error Detection and Correction Skating Skill Scenarios Ring Skill Scenarios Goal keeping Skill Scenarios

Learning Outcomes Being able to describe and teach skating and ring skills How to develop drills that will enhance your athletes’ learning How to provide the athlete with appropriate correction Problem solving, how to coach with more challenging circumstances

Canadian Hockey Association National Coaching Certification Program Skill Development Pyramid Technical Skills Individual Tactics Team TacticsTeam Play Systems Strategy Go to Principles

The Bigger Picture Kingston (1974): Less than 55 sec of puck control per player per game. Regardless of age or level. Cote (1990): Coaching behavior during a game is only 12% informational; therefore 88% is management, cheer leading, observing etc..

The Bigger Picture Cote (1990): The average hockey practice has less than 33% motor engaged time for the player. CHA (1999): Practice at least as much as you play. One to One training session to game ratio.

Skill Development - Skating and Ring Skills What skills are essential to Ringette?

Phases for a Skill Preparation Backswing ? Force Production (Prin. 1 and 2) Critical Instant Follow thorugh

PRINCIPLE STABILITY Check the base of support and the centre of gravity

PRINCIPLE STABILITY Check the base of support and the centre of gravity

PRINCIPLE SUMMATION OF JOINT FORCES Use all the joints that can be used PRINCIPLE CONTINUITY OF JOINT FORCES Use every joint in order, from the midline out, largest to smallest

Technical Tactical Team Forward Striding as an example Hand out coming

Team Show PRHA Video Ringette Canada – You Tube Ringette Canada - Live Stream

Task: For the goalkeeping skill Develop a drill Use the 4 links

BC Ringette CI 4 links in Teaching a skill 1. Select the skill Based on LTAD Based on G and D Base on Seasonal plan or progression

BC Ringette CI 4 links in Teaching a skill 2. Explanation / Demonstration Who will do the chatting ? What are the 3 – 4 key works or catch phrases ? Who will do the demo ? 30 – 40 sec at best

BC Ringette CI 4 links in Teaching a skill 3. Progressive practice Begin with the foundation skills Progress from simple to complex Stationary to Moving Add Challenges then Add Defense Too efficient level

BC Ringette CI 4 links in Teaching a skill 4. Provide Feedback Positive not Negative Sooner not Later Specific not General Constructive not Destructive Directed at a changeable factor

Practice Coaching 4 links in Teaching a skill Select the Skill.. LTDM Explanation / Demonstration Progressive practice Provide Feedback

BC Ringette CI Dr. Smoll, a sport psychologist in Washington State suggested coaches need to learn a feedback sandwich. A positive statement, a constructive statement, and a positive statement. For example “Johnny, Great effort! Remember you need to follow through a bit more with the stick. Now keep that same great effort.” Dr. Smoll did a famous study where he taught half of the coaches in the baseball league how to use his feedback sandwich while the other half were left on their own. He found that the players who participated with better communicating coaches were more likely to play past the age of 17. His results were staggering …

Practice Teaching Assignments In your groups, use the Practice Teaching worksheet in the Coach Workbook to plan a 5 minute teaching segment that includes: a description of the skill you are teaching, why it is important, its relevance to the strategy, the skill as well as a drill or drills, and a wrap-up. You will later teach this on ice.

Error Detection and Correction Your group will be given a scenario(s) that deals with common problems with skating, ring or goalkeeping skills. Using section 4.5 of the Coach Workbook, work together in your group to read the scenario and define the problem.

Technical Tactical Team Optional Task: Skill Analysis chart for a Goalkeeping Skill Workbook pg 73 Ie goalie ring T push Single Pad slide

BC Ringette CI Plan a progression to teach a Goalkeeping Skill : 3 step progression to teach a goaltending skill Finish with the skill in a game situation Technical – high volume, high success Tactical – less volume, high success Efficient – game simulation

BC Ringette CI Teach the Skill do not Teach the Drill

BC Ringette CI Error Correction Teaching Whole Part Whole Or Checking for Prelim. Moments

The Bigger Picture Ericsson / Starkes (1993): Expert Performance is only achieved after 10 years of Deliberate Practice. One hour per day min.

BC Ringette CI Skill Analysis