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NCCP ADVANCE 1

COACHING SEMINAR 2001

ONTARIO HOCKEY FEDERATION

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CANADA

GREATER TORONTO HOCKEY LEAGUE ADVANCED I SEMINAR

YORK UNIVERSITY 2001

"MAKING A DIFFERENCE" CANADA

PRE-SEMINAR TASK # I - Skill Development

Name: Trey 4)(4 mv site_ E-mail: &inn OP nh• 61,4 pin cd-go .Co..- Team Category and Level: BanCfejn AA

Task - 1: Transition Play

Design a mental training session to introduce the above topic to Your age appropriate group through visualization, imagery, self talk and other mental training methods. (Define the performance level expectations and desired outcomes). Be sure to identify offensive

or defensive situation.

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"MAKING A DIFFERENCE" GA NI A Co A

I

© Coach o. fonvards a • Defenders G Goalie

—II Stop X Pylon VI Pucks

PuckCarr0n9 Shoothg * Pass r-1•1-0. Drop Pass ,e-trcr• Backward Skate

MOM Lateral Movement --I Defensive Pressure

44GTHL CANADA

SKILL DEVELOPMENT

Tactic: —71-CLn,51 en alci entS.

Individual Offensive 0

Team Defensive Lid

Step 1 Key Teaching Points Speed. A te A AP k}FCch nf r e spinnsi 6. 'het

Step 2: Technical Skills

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CANADA "MAKING A DIFFERENCE"

0

SKILL DEVELOPMENT -rx,ey A.

1

0 Coach c• Foiwards A • Defenders G Goalie

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Puck Carrying > Shooting

Pass Mth—k• Drop Pass

Backward Skate PIMP Lateral Movement

Defensive Pressure

• • Step 3: Tactical Drill

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GRE;;TER TORONTO HOCKEY LEAGUE ADVANCED I SEMINAR


opt,cA"ADA "MAKING A DIFFERENCE"

PRE-SEMINAR TASK #1 - Skill Development

Name: .45 LL A /4 TLER- E-mail: a rri lec- h +-hot ne--+

Team Category and Level: Tr a A


Design a mental training session to introduce the above topic to your age appropriate group through visualization, imagery, self talk and other mental training methods. (Define the performance level expectations and desired outcomes). Be sure to identify offensive


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o s\--7 >e r

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SKILL DEVELOPMENT

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Coach Forwards

Puck Carrying Shooting

A • Defenders 4. Pass Individual 0 Team 0 G

1

Doge "-IN-. Drop Pass Offensive 0 Defensive 0 SLIM Backward Skate —II

X tit

Pylon Pucks

Win Lateral Movement Defensive Pressure --I

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Step 2: Technical Skills (use only if needed)

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OrilliGTHL CANADA


YORK UNIVERSITY 2001 •

CA rs1 A.0 A "MAKING A DIFFERENCE"

SKILL DEVELOPMENT

1

© Coach CI Forwards A • Defenders

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X Pylon

1.1! Pucks

Puck Carrying > Shooting * Pass Ail.)—+ Drop Pass

Backward Skate 11111111 Lateral Movement

Defensive Pressure

Step 3: Tactical Drill

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4/11114THL CANADA

GREATER TORONTO HOCKEY LEAGUE

lee CANADA

ADVANCED I SEMINAR YORK UNIVERSITY 2001

"MAKING A DIFFERENCE"


Name: E-mail: &dr,. <& ent(• 5- yr, fr.. zlic..c.> • c-ct._ Team Category and Level: Pecwet/Licyor






"MAKING A DIFFERENCE" ceatulAnee.

41'4G-n-IL CANADA

SKILL DEVELOPMENT

Tactic: "la rare 44

Offensive Individual VTeam

Defensive l:1(

C) Coach o• Ponvards A • Defenders G Goa

Step X Pylon Vt Pucks

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ril•He Drop Pass ,,,rei-tin Backward Skate

num Lateral Movement —i Defensive Pressure

1 •

io?

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1AGTHL CANADA GREATER TORONTO HOCKEY LEAGUE

• 04 CA NJ A IDA


"MAKING A DIFFERENCE" OWTOW) IMMO' FEDERAllON

SKILL DEVELOPMENT

1

LD Coach c • Forwards A • Defenders G Goalie

—11 Stop X Pylon *.t Pucks


+ Pass Drop Pass Backward Skate

11111111 Lateral Movement Defensive Pressure


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S. Gil-IL CANADA



"MAKING A DIFFERENCE" P4. CANA LD A

1 Name: Joel (L-oved 5 E-mail. Ciebtthri ' Cbach_ it, bn photovil, hontl Team Category and Leveljuvvtiel 1 fircik4Nrciroi I h9e-LOP

e

'FM" &Slit] AIM I Task - 1: Transition Play




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3

TY 0

co

Of* GTHL CANADA



SKILL DEVELOPMENT

Tactic: o • a •

Coach Fonvards Defenders

N.—,—....,. Puck Carrying Shooting • Pass

Individual 0 Team GoaEe cvl.F. Drop Pass Offensive id Defensive 0 Stop ...n.r e Decimal Skate

Pylon 11111111 Lateral Movement Pucks ---I Defensive Pressure


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ktIStVe



"MAKING A DIFFERENCE" 04 ON/ AMC 103CM .21301•11}1 CA NLA ID A

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SKILL DEVELOPMENT

@ Coach Puck Carrying Forwards Shooting >

A • Defenders Pass G Goalie •A-4-1-0. Drop Pass

Stop ,rk.o—cr• Backward Skate X

II Pylon 11111111 Lateral Movement

;9 Pucks ---I Defensive Pressure


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Date: (mins) Duration:

Ontario Centre of Excellence 1258 Lakeshore Road East

Mississauga, Ontario L5E 1E9 Tel. (905) 274-8800 Fax. (905) 274-0838 Web Site: www.canadianhockey.ca Email: [email protected]

© Coach o Forwards

• Defenders G Goalie

—11 Stop X Pylon

Pucks


• Pass \-/1.1—). Drop Pass

Backward Skate MIRO Lateral Moven

---I Defensive Pres.

lime: Drill Name: es o i-L1

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Key Execution Points (KEP)

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Key Teaching Points (KTP)

(Time: Drill Name: 4G

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"Partners in Hockey"

I

ita GTHL CANADA


Lv CANADA




t p Name: girl() >YEA__ FAtf,V7C E-mail: Gti oteArnorite_ 33 AIL

Team Category and Level:NA-rot* A A


Czar",


am or defensive situation.

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CAN, AO^

111 ArAtil11r GREATER TORONTO HOCKEY LEAGUE



SHILL DEVELOPMENT j)g L,L, 5 <cot-LA 6A-em.,4

r-- vz -7; 49-il-t GT% 1154 rtnee geleillaf, •POWet5

Tactic: , ,S1110)4 Puce-1 Individual 0 Team Offensive 0 Defensive 0

I©

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. P

G 1 Doalie ci

:I Pucks

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X Pyfon Muni Lateral Movement —I Defensive Pressure

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Gisu 'ban& F

CANADA



"MAKING A DIFFERENCE" CA /V A ID A

© Coach CS Forwards A • Defenders G Goalie

II Stop X Pylon

Pucks

Puck Carrying > Shooting * Pass c,-4-1-). Drop Pass

Backward Skate MIMI Lateral Movement

Defensive Pressure

SKILL DEVELOPMENT

/kr ccilperCI;;C an-41" ()arc)

craar - Step 3: Tactical Drill

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"Making a Difference"

Pre — Seminar

Task #1 — Skill Development

Name: Jeff Case Email: coachcaseRhome.com Team Category: Peewee M

Task -2: Offensive Attack

Classroom Setting — Game Board — TV and VCR (Time 30 minutes) I want to introduce one of the offensive attacks we will be using this year. It's called the "Weak-side dump". Let's watch some NHL teams execute this kind of offensive attack. (Run the video with selected dump-ins that best illustrate what I want.) Let's first examine why we want to use this kind of attack. The first reason is that our opponents' defense is standing up at the blue line and we are having difficulty penetrating the ozone (offensive zone). The second reason is that we want to turn their defense in the ozone creating pressure and a more controlled opportunity to fore check. What will we get out of this play if it is executed properly?

1. If the weak side forward (WSF) gains puck control off the dump he has several options:

a. Pass the puck behind the net to opposite corner (quiet zone) b. Cycle the puck back up the boards and pass to his defensemen or back to

the supporting forward c. If not pressured move towards the net for a scoring opportunity

2. If the WSF does not gain puck control initially he engages the opposing defensemen attempting to:

a. Regain puck control and protect it or make a pass b. Tie up the defenseman and wait for support

There are 3 main components of a successful weak side dump: I. Good break-out or re-group 2. Puck control over center ice. 3. Supporting weak-side forward in position

Let's look at what each players responsibilities are during the play. We'll assume that we have the puck over center ice and have decided to make the dump.

1. Puck carrier (C or W) executes the dump by shooting the puck to the opposite side hash marks. If this lane is not open a hard shoot around is required. After the dump the F continues to the quiet zone and prepares to receive a pass. The

player should pay special attention to the success the weak-side forward is having at gaining puck control. There are a number of possible outcomes:

a. WSF gets the puck and you receive a pass. In this case you are looking for the 3rd forward in the high slot or the defensemen.

b. WSF is in a fore check battle for the puck and the 3rd forward is going in to support. In this case you take the high slot for a shot (if your teammates gain control) or a defensive position should the opposition get puck control

2. WSF — seeing the puck carrier with pressure in the neutral zone you begin acceleration in anticipation of the dump (stay on side). There are number of possible outcomes:

a. You beat the defenseman to the puck and execute the pass behind the net to your teammate. If this happens you then move towards the net in support of:

i. A pass back from the opposite corner ii. Garbage around the net from the shot iii. Loss of puck control causing you to start back

checking b. You end up in a struggle on the boards with the defenseman so

you try to: i. Protect the puck ii. Kick it up the boards to begin cycling iii. Tie up the defenseman and wait for support or a

whistle 3. 3rd Forward — You are the high guy entering the ozone on the weak side to

initially provide support to the weak side forward. In support you will: a. If WSF passes to the puck carrier you will prepare to receive a

pass and shoot b. If WSP passes to the puck carrier and he passes to our

defenseman you will prepare to screen and tip the shot. c. If the WSF fights the defenseman for the puck you will go in and

help to retrieve the puck or support the cycle. d. If we loose the puck you prepare defensively to cover the outlet

pass or prepare to back check. 4. Defensemen — In approaching the ozone determine degree of puck control and

support the forwards accordingly. Make sure that you are a passing option early in the play. If we have puck control down low work with your partner to start cheating in for a shooting opportunity.

At this point I would replay the tapes with my voice over covering the key points of the play. I would then ask the players if they think this will work and what we should work on to assure that we can execute the play properly. I would finish by asking the kids to list on the hockey board all the things good and bad that could come from the play.

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144 GREATER TORONTO HOCKEY LEAGUE


"MAKING A DIFFERENCE" at

PHONE NO. : 6514199 Jun. 19 2001 06:27PM P9 ROM : GTHL HERB EB SLERK I

11,1N4L CANADA


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C A ID A "MAKING A DIFFERENCE"


Name: ere\--Thk,A1-k-1 WO-1TE E-mail: steen n eek,kihi-i-excksy rnect-hm • ca Team Category and Level: t-A yoet---rr iseq6,

Task - 3: One Against One Offensively



Mental Training Sessions to introduce One on One Offensively

Age Group: Midget Level Players (AA)

1) Introduce Self Talk

This will help the player gain assurance, confidence that they can accomplish the goal set. Players

can also be reminded of past success so they may build upon it. Postitive Self-Talk can make players

more focused and they incorporate the skill sooner.

Self talk can be broken up into different groups of words as developed by coach and athlete for the

specific skill that is being worked on. In this case One on One Offensively

Task Words: Quick, Weave, Challenge

Positive Statements: I feel fast, I am strong, Go for it.

Emotional Words: Drive, Fake, Attack

Player will take 10 mins each day, morning and especially right before sleep as the mind is very

receptive to repeat these words. They should also be repeated in competition or practice sessions.

Repeating these words/statements should strengthen the bond or link between mind and body.

over >

Mental Training Sessions to introduce One on One Offensively

1) Introduce Self Talk cont'd •

Midget level players should be able to develop this technique after several practice sessions and

build upon it over the Preparatory/Pre-Competitive phases.

The main desired outcome for the player is a confidence to learn and master this skill. Players

should be able to use this technique to gain focused, specific training on the skill. Going One on One

offensively requires confidence to challenge the defender and know they can beat them for a

storing opportunity. Again the positive self talk will lay the_groundwork for the mind/body

connection to be established.

2) Visualization

Players will visualize themselves experiencing and succeeding at the skill to be learned. It will

provide the player with a "mental rehearsal" and thus better preparing them when the are ready

to practice the skill or use it in competition.

Internal Visualization sessions would be set up as follows:

• Player would find a quiet, comfortable are to be fully relaxed in.

• Close eyes and focus on familier surroundings, for example your home rink. Imagine details

such as sights, smells, sounds.

• Visualize your fellow teammates, fans, coach, score, take stock of the what is happening.

• Begin to see yourself on the ice, picking up the puck. Access the situation, only one defenseman

back, you are onyour own 1 on 1. Envision yourself making a move on the Defender, see yourself

succeeding and getting an opportunity to score. See the exact move you make, how you did it, how it

felt afteryou treat the defender. How did teammates, coaches, fans react. Enjoy the positive

successful feelings. See your head fake/shoulder fake, your footwork. Visualize another move.

• End the session with some deep breathes and open your eyes.

Midget age players will have to work over numerous sessions to develop this technique to gain the

most value out of it. They should aim to Visualize 3 times a week and before all ice sessions.

The desired outcome for building the One on One Offensive skill is to practice the skill prior to going

on ice. Mentally. It is a rehearsalof a specific skill so the player is better prepared prior to

performing it and also to be able to replay it to review technique for improvement.

This technique sould be taught after Self-Talk and would be initiated for the Preparatory/

Pre-Competitve phases.



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"MAKING A DIFFERENCE" 04 CANADA


Name: 1-1 1/4.e be v,e(c, E-mail: AE k10.-,-;xe (0) com

Team Category and Level: STK_






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CA NI ACJA "MAKING A DIFFERENCE" 04 ONTARIO HOCKEY FISENTION.

SKILL DEVELOPMENT

Task #1 — Skill Development

Before applying skills to the ice athletes must process potential movements mentally. Since all bodily functions are first processed through the brain it seems logical to practice mentally. All athletes practice physically, no matter what their sport, so why not take the time to practice mentally as well. Mental practice directly helps athletes perform better in sport and also in other areas of life, such as academics, career, etc. Over the years sports psychology has become more popular and with reason, it has been proven athletes who prepare their Mental Game Plan perform better then athletes who do not prepare mentally.

It is common that athletes practice their sport physically. They do so by performing physical skills of a given sport, working out muscle groups, and increasing size, strength, and endurance. Athletes must also prepare themselves mentally:This includes setting clear, short-term goals, entertaining positive thoughts, using self affirmations, imagery, self-confidence, negative thought stopping, positive visualization, record keeping, and creativity.

As a hockey coach is preparing his team to go on the ice and perform drills he/she can take a few minuets in the dressing room to review some mental techniques for success. Going over the physical skills (drills) with players and breaking them down helps players to visualize themselves performing the drills and being successful at them. Boosting team, and personal self-confidence can be as easy as telling a player they are doing a great job, and always providing positive reinforcement to a player even when they are not successful in performing a task. Provide athletes with constructive criticism instead of yelling or demeaning their skills. To develop good mental practices with in a team it takes a yearly plan and constant positive reinforcement, telling players to visualize success an hour before a game in the middle of the season when they have never had exposure to metal techniques prior provides you little chance of success.

Mental preparation before practice: • Tell players drills that they will be performing this session or even give them the

drills days prior to the ice session and tell them to visualize themselves in the practice performing the drills.

• Close eyes and visualize movements, player positioning, being successful at the drill.

• ,, On the ice talk to you players as they finish the drill and ask them what they want to work on this practice. What skills do you want to perfect today?

• Tell players to relate the drill to a real game situation, and to visualfrp what they would do to be successful.

• Player should see themselves enjoying the activity and feeling satisfied with their performance.

• Teach them to perform drill all out, 30-45 seconds bard and then when done relaxing and visualizing goals, positive thoughts, and recuperation.

• If negative thoughts enter their mind they should develop a way of noticing that and performing a motion that changes their mindset. Such as pinching themselves to change from negative to positive thoughts or having a rubber band around their wrist and snapping it.

Mental Imagery can be used:

• To see success. Many athletes "see" themselves achieving their goals on a regular basis, both performing skills at a high level and seeing the desired performance outcomes.

• To motivate. Before or during training sessions, calling up images of your goals for that session, or of a past or future competition or competitor can serve a motivational purpose. It can vividly remind you of your objective, which can result in increased intensity in training. This skill is great for off ice training.

• To perfect skills. Mental imagery is often used to facilitate the learning and refinement of skills or skill sequences. The best athletes "see" and "feel" themselves performing perfect skills, drills, shifts, or plays on a regular basis.

• To familiarize. Mental imagery can be effectively used to familiarize yourself with all kinds of things, such as a competitor's rink, a complex system, a pre-competition plan, an event focus plan, a refocusing plan, or the strategy you plan to follow.

• To set the stage for performance. Mental imagery is often an integral part of the pre-competition plan, which helps set the mental stage for a good performance. Athletes do a complete mental run through of the key elements of their performance. This helps draw out their desired pre-competition feelings and focus. It also helps keep negative thoughts from interfering with a positive pre-game focus.

• To refocus. Mental imagery can be useful in helping you to re focus when the need arises. For example, if a warm-up is feeling sluggish, imagery of a previous best performance or previous best event focus can help get things back on track-You can also use imagery as a means of refocusing within the event, by imagining what you should focus on and feeling that focus. This is extremely helpful in opposing rinks when fans may be heckling players and get them off their game.

Positive mental imagery is useful in:

• Developing self-confidence. • Developing pre-competition and competition strategies, which teach athletes to

cope with new situations before they actually encounter them. • Helping the athlete to focus his/her attention or concentrate on a particular skill

he/she is trying to learn or develop. This can take place both in or away from the training session.

• The competition situation.

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GTHL CANADA



_ • C.A NJ A. 0 A "MAKING A DIFFERENCE"


Name: Rack. irn Pici4K-Thw E-mail: Team Category and Level: 811191-0101 " 4 AA"




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YORK UNIVERSITY 2001 •

CANAOA "MAKING A DIFFERENCE" 0 .

SKILL DEVELOPMENT

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CANAOA

4G4$7,11-CANADA


Name: FRED L 074 et L 149 E-mail:

Team Category and Level:




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1

© Coach 0 • Forwards a • Defenders G Goalie

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CANACA

SHILL DEVELOPMENT

CA NJ A CA

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SKILL DEVELOPMENT

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Pre Seminar

Task 1 Skill Development

Fred Lucibello de.. . tcom.ca flucibelPcity.hamilton.on.ca Minor Atom Rep Levels

1 Against 1 Offensively

How I would handle this mental training session is in steps and through progession.

First I would design drills for the on ice practice. Next I would draw the drills and explain the key points of the 1 on 1 to the team Break down the key teaching points Demonstrate what I mean by - body fake

- shoulders up ice - lean and balance

Now we are ready to begin the VISUALIZATION and IMAGERY process

Close your eyes and clear your minds Try and see yourself standing at centre ice with the puck There is a defenceman in front of you See yourself skating with speed towards the defenceman and the other team's net As you get to the blue line about 10— 15 feet in front of the D you are giving him a body fake to the inside

Head - Shoulder - Lower Body

You have the defenceman turned slightly Now see yourself taking the puck from inside to outside on the defenceman You are crossing over hard turning your head and shoulders up ice and driving Keep your legs moving If you feel resistance from the defenceman lean and bend your knees for balance Keep your legs moving Explode to the net Focus on seeing the openings of the net not the goalie See yourself picking your spot and scoring

SELF TALK

Speed / Power 15 feet body fake Inside outside or outside inside Cross over and drive Keep my legs moving Explode Focus Head up Score

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Expectations and Desired Outcomes

Ability to focus and concentrate Blank out distractions Visualize self successfully accomplishing 1 on I attack, each phase Develop confidence Motivation to take it out on to the ice. Realize how important the mental preparation of the game is and can help their on ice game.



"MAKING A DIFFERENCE" at - " CANADA

CANADA

PRE-SEMINAR TASK # I - Skill Development

E-mail: GOYA-Ch. 04-mr4 & Sca21,(4e-e ' Ca—Team Category Category and Level: 1,66w a 11-4-A-

I Task - 4: One Against One Defensively



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SKATE FROM GOAL AREA TO BLUE-LINE/ ONE FOOT SNOWPLOW STOP/ BACKWARD SKATE/OPEN OUT TO BOARDS

CHANGE SIDES

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PLAYER 2 CARRIES THE PUCK OVER THE BLUE LINE, MAKES A PASS TO PLAYER 4, TURNS UP ICE, PIVOTS IN THE NEUTRAL ZONE, AND WHILE SKATING BACKWARDS, DEFENDS ONE-ON-ONE AGAINST PLAYER 4.

AFTER RECEIVING PASS, PLAYER 4 CARRIES PUCK ALONG THE BOARDS THROUGH THE NEUTRAL ZONE AND ATTACKS ONE-ON-ONE AGAINST PLAYER 2.

PLAYER 2 ATTEMPTS TO BODY CHECK OT STICK CHECK PLAYER 4 AS THEY BOTH MOVE THROUGH THE NEUTRAL ZONE, AND WHEN PLAYER 2 CROSSES THE FAR BLUELINE HE PIVOTS, SKATES ACCROSS, PIVOTS AGAIN AND DEFENDS ONE-ON-ONE AGAINST PLAYER 5.

AS PLAYER 2 IS SKATING ACCROSS THE ICE PLAYER 3 MAKES A PASS TO PLAYER 5 AND PLAYER 5 CARRIES THE PUCK ALONG THE BOARDS THROUGH THE NEUTRAL ZONE AND ATTACKS PLAYER 3

AFTER PLAYERS MAKES THE PASS TO PLAYER 5, HE PICKS UP A SECOND PUCK, MAKES A PASS TO PLAYER 6 AND STARTS THE DRILL IN THE OTHER DIRECTION.

AFTER COMPLETING DRILL, PLAYER 4 LINES UP BEHINFD PLAYER 6, PLAYERS BEHIND PLAYER 4 AND PLAYERS 2 AND 3 RETURN TO THEIR ORIGINAL LINES.

TO TEACH APPROPRIATE USE OF BODY CONTACT, TO TAKE OUT OR PIN PUCK CARRIER, OR STICK CHECK A kin TIM I A/ 117r IJ Cri0 nrvfl flAD rnkrroni IJMlI kIC '

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