Submitted to usa hockey level 5 Research Project Review Committee By Steve Flavin Coach, Navy Youth Hockey
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- Other Concepts/Knowledge of the Game
- Goals and Expectations of Players/Parents
- V. Suggested Parent Activities
- Advice To Coaches on Problem Solving: Some Proven Questions to Be Asked, Approaches Techniques
- Parent Code of Conduct
- Rochester, New York, July 12 – 16, 2006
Coach SteveCoach Steve Flavin Navy Youth Hockey Mighty Mites Rec Coach (410) 222-5073 P. S. Enclosed is vitae of my hockey background and experience. ATTACHMENT - 2 USA YOUTH HOCKEY “MITES”Recreation Program GOALSCoaching PhilosophyYouth Ice Hockey is fun. The rec program helps beginning players to learn new skills, become more familiar with the game of hockey, get great help and encouragement from experienced coaches, understand and always exhibit “good sportsmanship”, and learn to be a team player. Fundamentals of HockeyThe primary focus of practices and games will be on the following basic skills of hockey: “Ready to Play Hockey” position [Stance] SKATING STICK HANDLING PASSING SHOOTING TEAM PLAY “RULES of Ice Hockey” Positioning on Ice Offense and Defense Power Play: More Offensive Players/Positioning on Ice Penalty: Our team being “short-handed” Other Concepts/Knowledge of the Game1. Always have one Defensive Player in front of the goal. 2. Never have all three Forwards on the same side of the ice. 3. Learning to play various positions, based on skill level/size/interest of player.
4. Learn and do warm-up drills/stretching before practice and games to get limber and body physically ready to play. 5. Help players to develop good self-confidence. 6. Having a team “captain” for each game. (Earn opportunity). 7. Players being dressed and ready to play on game day. 8. Players being silent when coaches are “talking” in locker room. 9. Passing the puck “up-the-ice” is always faster than trying to skate the puck out of our defensive zone. 10. Always pass/shoot the puck off the boards when clearing the puck out of our defensive zone. Never pass the puck up the middle. For the 2006-2007 Hockey Season
Goals and Expectations of Players/Parents –Do They All Match?One of the major challenges of every successful coach is not only to identify and gauge the expectations of their players, but also those of the parents. For players - In this section, I suggest that the coach, and assistant coaches preferably whenever possible, schedule time to sit privately with each player and have a fun discussion of what the player hopes to do this season. To help accomplish this initiative, I have developed a small discussion/note sheet that includes the following questions:
What position do you like to play? What kind of practice drills do you like? Why? Are there any drills that you do not like? Why? What things do you like most about playing hockey? Do you like to talk with your fellow players on the team, or parents and friends about hockey? What kinds of things do you share with them? What might be some things you would like to learn to become a better player? Are you a good person? Are you a good listener? Are you a hard worker? How fast can you skate? With the puck” Without the puck? In all 3 zones? What do you do in the off-season? Do you play any other sports? For parents – How did your son/daughter become interested in playing ice hockey? What do they say (share with you) about hockey? What do you hope your son/daughter will experience this season? Are you willing to help enforce team rules? I am first to admit, that I have only more recently started to more aggressively gather this type of information from parents as part of my research report, and have found this information to be very useful. Some of the responses to the questions above from players and parents are reported hereafter, with some of my comments. Those chosen reflect that, at times, not all players’ and parents’ goals or expectations may directly match the basic philosophy of USA Hockey or those of their coaches. Scenario #1: This young player only wants to play defense. This is a valid interest. However, I did first speak with the parents on this item to seek their thoughts. I prefer and encourage all young players to at least try playing some offense. The parents fully agreed with this philosophy. I indicated that I would go forward. By talking privately with the player, and stating their parents’ support and also their encouragement to try this, I was successful in getting the player to at least “try it”. We are still working on this situation with a view towards increased self-confidence and having “fun”. Scenario #2: A parent (father) is concerned because the child never scores any goals in any games to date. This is a real, and often heard, concern by coaches. In my chat with the parent, I expressed my hopes that their child, as well as other players, will score goals. Scoring goals is important. However, I shared with the parent in a real sense that their child will need to learn and further develop their shooting skills; and to learn better positioning on the ice. In brief, this is a first year player very limited skills. Thus, my intent is to support the parent’s interest, but in a more realistic manner. This will be an on-going challenge since the father has played multiple sports, and wants his child to succeed as he has done. I am confident that this player can, and will, have an increased opportunity to score goals this season. Encouragement and critique on my part will be key components of this effort. III. The Selection Process: How players are placed on teams? This is a very important topic for everyone. My experience has taught me to have printed materials of the process/forms in place to effectively conduct the selection process. Players and parents alike must be willing to fully participate in the process; and, allow coaches to make selections that are: 1. Based on players’ levels of ability/age group 2. Support the local program 3. Abide by USA Youth Hockey rules that stress and encourage building teams of comparable abilities 4. Discourage making elite teams that just dominate other teams in terms of ability and predictable outcomes. This topic can create undue disappointment and possibly feelings of hostility on the part of players and parents if not done correctly. Suggestions: In brief, from my experience- a. Print and distribute the selection methodology and criteria to be used. b. Use coaches from other teams to assist in the process, whenever possible. c. Allow parents to be heard in a proper forum. Let them know and give them assurance that the process was done is a fair and consistent manner. Although all parent complaints may not be fully satisfied, a reasonable explanation is warranted. IV. Where Do Parents Come Into Play? Although having coached sports for over thirty years, I have recently become more convinced that parents, just like players, can best compliment their involvement in sports activities by (formally) pledging to conduct themselves in a proper and mature manner. That is to say, my research shows that a number of sport programs, for example, SOCCER COACHING – Soccer Drills, Skills, Rules, Tips [www.SoccerHelp.com], communicates expected parent behavior in their website literature. My suggestion today is that USA Hockey may choose to include the CODE OF CONDUCT contained in the 2005-2007 Officials’ Handbook in its training materials. Building on this suggestion, perhaps having parents “sign” a pledge card at the local USA Youth Hockey program level may enhance this standard. As a coach, this just makes sense to me to set this expectation in print form for parents to know and abide by. As a reference, the code is provided as follows: Parents Code of ConductDo not force your children to participate in sports, but support their desire to play chosen sports. Children are involved in organized sports for their enjoyment. Make it fun. Encourage your child to play by the rules. Remember, children learn best by example, so applaud the good plays of both teams. Do not embarrass your child by yelling at players, coaches, or officials. Showing a positive attitude towards the game and all of its participants will benefit your child. Emphasis skill development and practices and how they benefit your young athlete. De-emphasize games and competition in the lower age groups. Know and study the rules of the game, and support the officials on and off the ice. This approach will help develop and support the game. Any criticism of the officials only hurts the game. Applaud good efforts in both victory and defeat, and enforce the positive points of the game. Never yell or physically abuse your child after a game or practice – it is destructive. Work towards removing the physical and verbal above in youth sports. Recognize the importance of volunteer coaches. They are important to the development of your child and the sport. Communication with them and support them. If you enjoy the game, learn all you can about hockey – and volunteer. TEAM RULES – PARENT INVOLVEMENT Game Time: Games are the place where the results of hard work show, AND WHERE WE HAVE FUN!!! Players should arrive at the rink at least 1 hour before the game time and should be dressed and ready to hit the ice 15 minutes before the game starts. This allows for a pre game warm up, as a team, and ample time for the players to turn their focus towards the game. Playing Time – if you look over the course of a whole season, all kids will have a LOT of ice time. Certain situations may dictate how coaches decide to choose the ice time, i.e. special teams, disciplinary action, penalty situations, time of game, etc. Sportsmanship: Win or lose, players must show respect. Always show respect for your opponents. “Right” glove off for the handshake. After shaking opponents hands, shake the opponents coaches’ hands, as well. Show respect for the officials at all times. No yelling or complaining about calls made on the ice. Off Ice Conduct: The dressing room is not a “play” room. No throwing ice or tape, wrestling, or other type of horseplay. This type of behavior can result in accidental injury to someone. Hotels – Please behave in manner that allows us to be invited back as a team. Proper behavior will be expected and enforced. Parent Concerns: Please abide by a “24 Hour Cooling Off Period”. If you have an issue with something a coach is doing, has done, please do not address the issue in front of any players or other parents. Please allow 24 hours to pass before you attempt to address the issue with the coach. Preference is for parents to address the coach in person, or by telephone, rather than e-mail. Often times, messages are taken out of context via email. - Excerpts from Coach Patrick M. McNeally, NYH, Annapolis, Maryland. On these last Team Rules, I would offer that there are times, such as a tournament away from home, when a coach should be flexible in order to address concerns more readily. This has been my approach that has proven effective. Thus, good judgment and discretion should be kept in mind towards rule enforcement. V. Suggested Parent ActivitiesSome of the varied activities that coaches might consider in having parents “involved” in at the start, and during the course of, the season include: Handouts to parents, team goals, team rules, and other requests for their participation.Serving as Team Manager From this writer’s perspective, a recent article entitled “Team Managers Do More Than Telephone Trees And Team Parties – Much More in USA HOCKEY MAGAZINE – December 2006 “FIRE AWAY”, by Bob Schaller, Laramie, Wyoming, accurately conveys a high level of intensity of parent involvement and interaction in USA Youth Hockey programs. Some of the key points of the article are referenced below. I have bolded and underscored some of the key words in the article to add emphasis in support of my research and findings for this research project. - Larry Horstman is a Team Manager who was involved in handling the travel arrangements and logistics for a youth hockey team that was participating in an international tournament overseas. Not just one, but two players, inadvertently lost their passport documents, which impacted their travel from Chicago’s O’Hare Airport to their final destination of Moscow. Somewhere over the Atlantic Ocean, the team received word that the player’s visa and boarding passport were found, and the boy was on his way to Moscow via a flight from Poland, if all went well. During the team’s layover in Amsterdam, another player lost his passport before boarding the connecting flight to Moscow. “Being in a foreign country, trying to get all that arranged…” Horstman described as the bureaucratic nightmare. “Such is the life of a team manager, where things change from day to day, and even minute to minute. The job doesn’t come with a set of instructions forcing most to make it up as they go. Even the most grizzled veteran find new challenges lurking around every corner. The team manager is the glue that keeps a team together and the coach from going insane. Whether it’s booking holiday travel or arranging post-game snack or finding a spare left skate 10 minutes before a game, being a team manager is a thankless job that features more ups and downs than a game of Chutes and Ladders”. As important as being the keeper of the paperwork is, Horstman said, it takes a back seat to being the facilitator of information and the liaison between the parents and the coach. Some additional noteworthy excerpts from the article are as follows- - Veronica Hon is a four-year team manager for the Anaheim Lady Ducks. She sees part of her job as being a facilitator and acting as a shield that allows coaches to concentrate on running the on-ice-show. “You have to be able to let the coach do the coaching”, said Hon. “The team manager is a liaison to the parents in that regard. And coaches really appreciate that.” - Jim Gray, team manager for the Rampage Double A Midget-minor program in Colorado Springs. “Paperwork is one of the bigger aspects of the team manager’s job” said -“Part of my job is convincing parents that I need answers either way. You have to know that you are making the parents’ experience more enjoyable by all the logistics you do, but the big thing is knowing that you are helping the kids play a great game that give them good experiences on the ice, and great experiences to take into the rest of their lives, whether that’s on the ice, or off it”.
Participation in Other Activities Helping with locker room - “OK” for parents to assist players before games with equipment/fitting; then exist for “coaches chat with players”. Helping with water bottles and keeping the hockey pucks “bag”. Planning and arranging for treats or snacks after the game (and not just for winning a game). Helping in penalty box and/or scorer’s booth. Serving as Team Photographer – Post on local league Website. Players and parents truly enjoy these memories of FUN! Serving as Team Statistician. At higher levels this data is really helpful, when appropriately and discretely used, especially to build player confidence and evidence of positive growth. VI. Dealing With Difficult Parents As mentioned in the Introduction to this research project, one of the hardest aspects, if not the hardest aspects of coaching USA Hockey, is dealing with difficult PARENTS. What advice can be given to us, volunteer coaches of USA Youth Hockey? At a minimum, my research is condensed and provided as described below. Advice To Coaches on Problem Solving: Some Proven Questions to Be Asked, Approaches & TechniquesWhat is the parent’s concern/issue? Why is it a concern? Look for underlying motive. Attempt to understand the concern/issue from the parent’s perspective. Avoid personal confrontations. Be positive in your manner and genuinely interested in addressing their concern. Find the area of conflict: Is it player behavior? Is it not abiding by team rules? Investigate the matter thoroughly to get all appropriate facts. Who observed the situation/incident? Seek others advice, when needed. Always keep in mind the fundamental goals of USA Youth Hockey. Use proper and respectful communications. Don’t characterize or blame. Seek to resolve and not to arbitrarily dismiss. A timely response or feedback is important to the parent. Enforcing the rules and codes of conduct should be followed and applied in a consistent and fair manner. Positive relationships are built on trust, communications, and credibility. Some Additional Key Questions Worth Asking? Is the concern or issue related to behavior problems, rule violations, ability/skills issues, coaching philosophy/methodology, as may be identified or associated to one or more of these aspects: Late to practice or games Lack of attention Slow learner Lacks sufficient skills to be able to do drill correctly Disruptive behavior with other players Lack of effort Fighting or distracting other players Players yelling at one another Player exhibiting negative attitude – towards other players, maybe towards the coach Destroying other players equipment Is a less skilled player becoming frustrated and losing interest because he/she cannot keep up with other players More skilled players are frustrated with coach because of non-challenging drills Has the coach or assistant coaches effectively communicated instructions – simple and understandable, to include demonstration Parent interference with players that causes unnecessary disruption during practice/game Is there a possible medical condition unknown to the coach Has the player or parent received or been informed regarding team rules, codes of conduct, expectations of coaches, the local association/league’s overall program If an incident occurs, when is the best (or most appropriate) time to deal with it – immediately or in a more planned setting/circumstance, why? What’s more important, the corrective action (remedy/punishment) or the lesson learned – for who, the player, other players, maybe parents If the parent is the “sources” of the concern, how should the coach handle the situation to avoid the player being the brunt How does the coach handle an emotional outburst – first time, or repeated? There are no absolute and controlling answers. Rather, for my personal experience and the many experiences of other coaches, one must evaluate and judge each situation on its own merits. A most profound component of any offering of advice is to seek the advice of others before acting. Learning from others is a foundation of learning for us. An example from my research this year may be helpful. A player was constantly late. For this particular player, being late meant 15 to 20 minutes late all the time. I approached the parent and brought this to their attention. Nothing really improved. As an alternative, I approached one of my fellow assistant coaches thereafter for some help. After further discussion with the parent, the assistant coach was able to make arrangements for carpooling. Two lessons were learned. One, once the lateness stopped, other players and parents also made improved efforts to be on time. Second, some times a coach, himself, may need to seek assistance in terms of solving an awkward situation. In the end, this cooperative effort on the part of both coaches and parents proved valuable to all. Again, there may not always be perfect answers or positive results in every instance. However, through building positive relationships from the start, more amenable outcomes are been found. Elements of Positive Relations – What Are They? COMMUNICATION. . Always assume there is a need to talk — consult before deciding or ACBD: communication means both ways — so remember to listen (the most important part of communication) — avoid mixed messages — be explicit.
Learn how the other parties see things; explore their thinking (we may not know how little we actually do know); start by asking what they care about. Know that an absence of interest in your issue does not mean an absence of interest in the relationship. RESPECT. . . Deal with the other party seriously even though we differ, assume that they are legitimate and competent; give weight to and don’t evaluate their interests; listening to what they say does not imply agreeing with it; asking their opinion does not mean we are obliged to follow it. TRUST . . . Be wholly trustworthy, but not wholly trusting; realize that others will have reasons to mistrust us; see ourselves as others see us; avoid incorrectly evaluating other’s behavior; base trust on an analysis of risk not on a moral judgment. POWER . . . Negotiate side by side; attack problems, not people; stay open and delay commitment; avoid either/or choices; focus on what is fair; recognize what each party can do if we fail to agree; know that having a reason for a decision makes it legitimate while leverage, power or coercion does not. EMOTION . . . Balance emotion with reason; be aware of others’ emotions and of our own; acknowledge emotions without reacting emotionally; prepare for emotions before they arise. FOCUS. . . Acknowledge and deal with the ‘elephants’ directly rather than use substantive items and concerns to do this; identification of relationship issues does not equal a judgment of them; go to work on the relationship issues separately from content issues. PROCESS. . . Starting with the problem and the interests of the parties rather than with solutions or positions helps the parties in the relationship develop a process or context within which to bring all these principles to life. - “Elements of a Positive Relationship” [Abstract] NEA-NAEN TRAINIG DESIGN Some additional supplemental information on “Dealing With People Who Drive You Crazy” can be found at www.freemaninstitute.com/seminars.htm. See REFERENCES for details.
This research has allowed me the opportunity to bring together a variety of references materials and personal experiences both good and bad in the report to be organized and used as a suggested guide for fellow coaches for success. Hopefully this information can be incorporated in a coach’s approach and style of coaching at his/her particular youth age group and skill level. See Section VIII. of this report that follows regarding these details. I want to acknowledge all the many coaches that I have been associated with; and the lessons learned and shared by other coaches through USA Hockey Coaches Training programs and symposiums. Please know that the Level 5 National Symposium was the best! I want to give proper recognition to the parents I have had the opportunity to meet and incorporate some of their responses and interactions. Lastly, I want to acknowledge the other sport program (i.e.; soccer USA and baseball) for their sharing of general information via the Internet website. b. What can we do better? Read and use the materials appropriate to the level of coaching and style. Build on these materials and experiences. Learn from doing and being proactive. Do some homework! I distinctly remember some case studies from my Associate Level Clinic training that I offer again for discussion. See REFERENCES for details. c. How do we get there? Share this research report with your league’s director of coaching and other league officials. Hopefully, they will support and endorse the research as a positive guide towards improve coaching for first time coaches at the young age levels. Initial impressions for our young players are so critical. Also share with fellow coaches, alike. Add and build upon their expertise as well. Incorporate their many experiences. Allow for parents to provide input and comments to the league’s board of directors and others about the quality and demeanor of team coaches. The intent of such input should be guided towards improving and supporting the local program and not discouraging willing and capable persons for entering the coaching ranks. Get parents involved in a variety of ways: team manger, helping with score keeping, helping with water bottles, helping in penalty box, and helping with pucks/equipment. Perhaps like family, the more cooperatively involved, the better. This writer will continue with this research work as part of an on-going initiative for “Engaging and Involving Parents in USA Hockey Programs”. The project is declared to be a good starting point for future development, critique, and revision(s). Feedback is welcomed. As a coach, I continually and constantly enjoy talking with the players, often one-on one, to show a personal interest and care. This approach can go along way, especially when something unannounced and negative occurs. Building trust and respect can go a long way. Extend this approach and contact with PARENTS. VIII. Communications With Parents: A Coach’s Checklist As a Guide To Engage Parent Involvement The checklist below is offered as a suggested guide to assist coaches to effectively engage parent involvement in USA Youth Hockey Programs. Welcome Letter from Coaches and Local Program Officials plus may choose to include: Vitae of coaching staff Coaching Philosophy and Goals Statement for players/parents Start of Season Meeting with Parents Player’s Code of Conduct Parent’s Code of Conduct Getting To Know Player’s: Coach’s conference Getting To Know Parents: Coach’s discussion points Invitation for Parent Involvement /Parents’ Activities List Communications to players and parents throughout the season 1. Use of Local League website – Team Newsletter 2. Pre and Post-locker room chats 3. After game activities: pizza (and not just for winning) 4. Posting practice activities on the Website: Drill diagrams and time management 5. Surveying parents (informally): How is the team doing? A chat approach.
New 2006-2007 USA Hockey Standards of Play Rules Enforcement Video’s, etc… @ USAHOCKEY.org X. CONCLUSIONSThis research project succinctly reveals to this writer that parents can be, currently are, and should be actively engaged and involved in USA Youth Hockey programs. The degree of their participation is found to be directly proportional to the amount of information and events that they are informed about; are invited to participate in; are encouraged to be part of; and are complimented for regarding their efforts and time related to the many components of USA Youth Hockey programs. As an overall starting point, the issue of dealing with difficult parents immediately surfaced as the forerunner topic to this research project. However, in formulating my research design, this writer soon envisioned that a more global, overall approach to parent involvement in USA Youth Hockey programs would be more informative and helpful to me, and I am hopeful, to fellow coaches and parents, alike. Thus, concentrating solely on “dealing with difficult parents” absent other research exploration and related components of parent involvement would not give a complete picture. Based on my on-going interactions with parents, this writer enjoyed the opportunity to observe, take note, and mentally record a wide array of empirical data. The following topic areas are identified as the key categories of parent interaction: Parent Activities Parent Code of ConductParent Support for the Enforcement of Team Rules Parent Communications with Coaches Parent Volunteer Time as Assistant Coaches, Team Manager, and Score KeepersBased on my experience, I see the role and opportunity for coaches, especially at the Learn to Skate, Atom and Mite Levels, to serve as ambassadors for USA Youth Hockey. I sincerely believe our contacts, interactions, and discussions with parents, encouragement to players, is what promotes hockey to its real potential and success. The tireless efforts, sharing skills and knowledge of the game, keeping players focused on team play, all these things coaches do make the difference in helping our players to have FUN! When I first began coaching some thirty-five years ago, I lacked real-life experiences in how to engage and involve parents. However, over time, by attending CEP training programs; serving and working as an assistant coach and also being a parent of a player, I was able to acquire more knowledge and skills to improve my role as a coach and interaction with parents. Thus, I choose to share, report, and giveback the benefit of these experiences and subsequent conclusions of this research project to current or future coaches and parents. The conclusions are clear: The interactions with parents during this research have proven to be positive, and will form the basis for continued favorable outcomes. Without any doubt, the tone, mannerism, demeanor and interaction between parents and coaches will govern and direct the degree and intensity of the parent involvement and their relationship with coaches. There will always be opportunity for growth and further improvements in these relationships and interactions. I extend best wishes to all and remind everyone to make the game of hockey FUN for all of our youth players. REFERENCES2005-2007 OFFICIAL RULS and CASEBOOK of ICE HOCKEY The Official Rules and Casebook of Ice Hockey ISBN 1-57243-587-9 Triumph Books - Chicago “Coaching Hockey Successfully” – Advanced Coaching Manual, USA Hockey Dennis “Red” Gendron with Vern Stenlund Human Kinetics Copyright @ 2003 ISBN: 0-7360-4636-4 “Dealing With People Who Drive You Crazy” The Freeman Institute.com/seminars- CONFLICT RESOLUTION/COMMUNICATION SKILLS/CULTURAL DIVERSITY PROGRAM Training Materials Box 305, Gambrills, MD 21054 info@freemaninstitute.com Information obtained via Website November 2006 “Elements of a Positive Relationship” [Abstract] NEA-NAEN TRAINIG DESIGN: IBS Resources Manual 7/15/2001 Originally prepared by: National Education Association and North American Association of Educational Negotiators “How to Build a Successful Team” - Coach Barry Smith, NHL Coach
Patrick M. McNeally, Head Squirt Coach Navy Youth Ice Hockey Program Annapolis, MD 21410 Email: pmcneally@khov.com USA HOCKEY – ASSOCIATE Level Clinic Workbook Val Belmonte, Editor Director,. Coaching Program Copyright@ 1995, USA Hockey Publisher: I.L. Copper ISBN: 1-884125-16-6 USA HOCKEY MAGAZINE – December 2006 “FIRE AWAY” 12.06 Volume 20 Number 10 [vol28 no10] “Team Manager Do More Than Telephone Trees And Team Parties – Much More By Bob Schaller, Laramie, Wyoming Pages 46- 48, inclusive. www.SoccerHelp.com “Expected Behavior” By Parents SOCCER COACHING – Soccer Drills, Skills, Rules, Tips November 2006 Directory: Text -> Documents Text -> Caa football In The nfl draft Text -> The neotectonic setting of Puerto Rico Text -> God's Perspective on Man Documents -> District 1 Softball aaa minors Documents -> Connylacrosse 15 may 2012 meeting of the conny board of directors Documents -> Android phone users Documents -> Does East Side Schedule Around Religious Holidays? Documents -> Only the best play tournament 9u/3 rd grade division pool a pool b Documents -> Directions to the virginia beach convention center arriving by car Documents -> The Connecticut Wolves Hockey Organization and the “Do It Right” Foundation, Inc. (501c3) are non-profit organizations created by Mr Download 152.98 Kb. Share with your friends:
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