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 SkillsIndividual Tactics

Team TacticsTeam Play Systems

Strategy

Go to Principles

The Bigger PictureKingston (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 PictureCote (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