pre-seminar - hockey eastern ontario · 4/11-1, canada greater toronto hockey league advanced i...

CANADA

GREATER TORONTO HOCKEY LEAGUE

leff, ADVANCED I SEMINAR YORK UNIVERSITY 2001

c A NI A C. A "MAKING A DIFFERENCE"

PRE-SEMINAR TASK #2 - Off Ice Training

Name: RicK MACARTHUR

E-mail:

Team Category and Level: B Agra m 'A A-A .•

Task - 6: Specific Mental Skills Training

Design an tff-ice training session for the above topic and identify the age appropriate performance level expectations and outcomes. You may diagram your plan in the space provided below,

if needed use the back of this sheet.

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CANADA

GREATER TORONTO HOCKEY LEAGUE ADVANCED I SEMINAR

YORK UNIVERSITY 2001

Pt.cANIADA. "MAKING A DIFFERENCE"

PRE-SEMINAR TASK #2 - Off lee Training

Name: th 6,914'4.46 - E-mail: Abde_pgil-44.0 A49A/. 14101 Team Category and Level: Awns nt I,4-'

Task - 6: Specific Mental Skills Training

Design an off-ice training session for the above topic and identify the age appropriate performance level expectations and outcomes. You may diagram your plan in the space provided below,

if needed use the back of this sheet

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4/11-1, CANADA



C A IN ID A "MAKING A DIFFERENCE"


Name: TEP-f-i 12-It t:Afte,..iccill E-mail: tzrtr r .,e;4 r rAf C AeN

Team Catego4 and Level: 5Etgicr,_ Rkik ornEt4

I Task - 6: Specific Mental Skills Training

Design an.off-ice training session for the above topic and identify the age appropriate performance level expectations and outcomes. You may diagram your plan in the space provided below,


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clecen-t5 bekukteer• Sktc-kS

CANADA



CI; IDA "MAKING A DIFFERENCE"


Name: <etk.r/ 2i,^4-41fe3 /4 E-mail: Team Category and Level: K .I I (. C."

I Task - 7: Parking Techniques



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AtICTN* CANADA



g4c. CA NIA IDA "MAKING A DIFFERENCE"


Name:fill cfrtigit, (9(411411-444 E-mail: tem r r4 re. tic, (q, gay-nett tovLC.

Frxi-A

Task - 7: Parking Techniques



Team Category and Level: ,e-y2 /c2r;‘,. 4-7 ',cc(

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GTHL CANADA



c CAINACPA "MAKING A DIFFERENCE"


Name: -7"-L-C.EVI itice"..--/cc‘C9

E-mail:

Team Category and Level: .4,77z !;.6/ 7, 6..4

I Task - 7: Parking Techniques _

Process of parking Negative thoughts

1) Find a quiet area where you can relax. Focus on an object or possibly listen to something (music) and allow the focus to become very focuses. A great example here is focus on an object that is close to you, then focus on an object behind the object you focused on. Allow your focus to move form object top object but maintain a focus for at least 5 seconds at a time on each. (Broad external and Narrow external focus activities)

2) Let your thoughts wander then return to the I focal point. 3) Now in your mind visualize a recent positive game activity while retaining your focus. (shooting off

balance, reacting to a redirected shot) Visualize technique, sequencing and execution points that made it successful. Use cue words to help you remember the perfect action in the future. IE: Drive, read, deflect, when redirecting a shot. (Broad Internal focus)

4) Now while still focused concentrate on the positive feelings that were felt when the activity was executed. (Narrow internal focus) These focused memories tend to be the substance of "déjà vu" activities.

5) Repeat steps 3 and 4 but this time imagine a defining moment of a game. (OTT goal) See yourself in that role. See yourself executing the steps. Imagine the feelings of success. Remind yourself that you can do this by executing the steps.

6) After 1" stage of focusing is complete relocate to an are where there is plenty of people and/or distractions. Repeats step I through 5.

7) Just prior to Game time, isolate yourself, execute step 1 and then begin the process of emptying your mind of negative thoughts. Leave them in the parking lot. Look beyond your focus. Get to the point where you are so focused internally (removing negative thoughts) that you are oblivious to the focal point and the players around you.

Expectations

1) Perform this prior to every game. 2) Ensure yout leave negative thoughts in the parking lot. If you can't, then advise your coach of the

inability. 3) Use positive moments from your past performances to spur you on. (Been there, done that, know the

results) 4) Stay within the moment (1E: don't look beyond this game) when focusing and visualizing just before

game time.

Outcomes

I) Player must be in a position to be a positive contributor to the game. They Believe! 2) Player spurs on his teammate through positive actions. We Can!

4111.1 CANADA


YORK UNIVERSITY 2001 14: a

Co> AA CIA "MAKING A DIFFERENCE" P*F. PRE-SEMINAR

TASK #2 - Off Ice Training

Name: My( hafle t E-mail: trtne mg, Marc. Q liernrzi/ Crew, Team Category and Level: c die ///115-2/eet

Task - 7: Parking Techniques

Design an•off-ice training session for the above topic and identify the age appropriate performance level expectations and outcomes. You may diagram your plan in the space provided below,


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4011* CANADA



cAni A‘ Cs A "MAKING A DIFFERENCE" 94. PRE-SEMINAR

TASK #2 - Off Ice Training

'Name: "ke dodyes E-mail: - Xiodr_se %awe roam Team Category and Level: Pee wec A 7,4al 1/-1.2 yes -0,4


Design anoff-ice training session for the above topic and identify the age appropriate performance level expectations and outcomes. You may diagram your plan in the space provided below,


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Name: 'Tow.' At-0147-i E-mail: 4 onlakot.-7. •40‘co. <Aden Team Category and Level: %.4%".30Q, 4.4 tt:40- k


41IGTH* CANADA


siP YORK UNIVERSITY 2001

C flaw^ "MAKING A DIFFERENCE"


04



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C.a. NI AD A



"MAKING A DIFFERENCE"

Team Category and Level: cr. in ijo (.7,‘• 7 /1 is io

Name: pc . E-mail: (..; • t.."--4 <

4194THL CANADA


Task - 7:

Parking Techniques



The off-ice task I have been given to design is an off-ice training session for Parking Techniques. Parking Techniques in this instance is defined as handling negative feelings after competition. For the purposes of this task, my players are a boys' Midget Rep Team, ages sixteen to seventeen years.

I believe that like any training session, this is a season-long activity that needs to start at the beginning of the season. The outcome of this training session is to generate and update the practice plan. By having the players talk about what has happened in a game we can get commitment from the team to the practice plan and generate a positive attitude about our progress.

At the start of the year, in a round table discussion, we can jointly state our objectives for the season. The coaching staff can point out that working hard in practices will allow the team to be successful. By getting the players to list activities which will allow them to improve their skills, and allow them to win and installing these activities into the practice we can work towards developing the team. In addition, I believe that by involving the players in a discussion as opposed to directing them in a task, we will generate support and interest in the team.

After each game we must take several minutes and get each player to talk about one play or action that will lead to a practice drill. One player may say that our power play was poor which would lead to power play drills. Another might say we did not win any face-offs that would lead to face-off drills and set plays from the face off. Another example is the player that may complain about the referees. The coaching staff can then address the fact that the referees are human and can make mistakes and that as a team we have to live with these problems.

At the end of this short session we should be able to develop a few drills for the next practice, solve a few problems about the other team and the environment Each player in a short session may not be able speak his mind, but as many as possible should be involved and hopefully each player will provide input as we have these regular sessions. As the season progresses it will be up to the coaching staff to encourage participation from everyone, and draw out the quieter individuals who are not speaking up. In practice, the coach should relate back to the round table as part of the full explanation.

411'11THL. CANADA


4.044*. YORK I SEMINAR

UNIVERSITY 2001

otmCA NADA "MAKING A DIFFERENCE"


Name: 7ct4U C.:•C_-.1 s-21 E-mail: Team Category and Level: p,": T •

Task - 8: Quickness Drills

Design an off-ice training session for the above topic and identify the age appropriate performance leverexpectations and outcomes. You may diagram your plan in the space provided below,


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QUICKNESS DRILLS

Midget AA

Objective: To make the team quicker.

Guidelines

• Have my team complete a 1 month strength training program, the•players should be able to bench their own body weight.

• Exercises should be done rapidly, these movements help organize the neuromuscular system.

• Rest intervals should be long enough so a player does not get fatigued.

• There are reactive and explosive drills players have to react with controlled movement and quickly explode in a different direction.

• Limit initial quickness drills repetitions, for example 5 seconds and as the players develops increase the time.

DRILLS

1) Two- foot lateral cone hops

Purpose: To develop quick feet and lateral movement

JO NJ 1\10;1.)(,-/

Description: 1) stand beside a cone with feet close together. 2) hop back and forth over the cone. 3) land close to the cone, use a low jump height

Evaluation: Count the number of foot contacts within a set time frame

2) Three step lateral box jumps

Purpose: To develop quick feet, lateral movement and agility

Description: 1) Stand behind a box 10-15 inchs high 2) Jump up onto the box then explode off to the right side of the box. 3) As soon as your feet touch the floor jump right back onto the box. 4) Quickly jump off the box and land on the floor in the starting position. 5) Repeat the previous, but to the left. 6) Continue the sequence.

Evaluation: Count the number of foot contacts within a set time frame.

3) Split leg shuffle

Purpose: To develop quick feet and lateral movement

Description: 1) Stand upright with knees slightly flexed, weight on toes and feet close together.

`Seckl.) I Jooru,J

2) Pick up both feet at the same time and land in a wider stance, 1.5-2.0 feet apart. 3) Quickly pop your feet back off the floor and land close together as in the staring position. 4) Continue as rapidly as possible.

Evaluation: Count the number of splits in a set time frame.

3) 10 yard sprints

Purpose: Develop quick bursts

Evaluation: Time how fast it takes.

4) Playing soccer

Purpose: Develop quickness, speed and agility.

.716 CANADA



P*Frnmai _ CANADA\ "MAKING A DIFFERENCE"


• Mt 0YR Millo tOU.U.a.„

Team Category and Level: ‘K):1(2rid Lyon- a Oni itestVi

Name: E-mail:

cutiO Task - 8: Quickness Drills



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CANADA


46,:f ADVANCED I SEMINAR Y ORK UNIVERSITY 2001

CANIAIDA1/4 "MAKING A DIFFERENCE" Pifrhm.


cc one-A- -P S E-mail: Team Category and Level: ' frityrs--4-rn 4- it Alan-.

Task -fl:

Quickness Drills Design an off-ice training session for the above topic and identify the age appropriate performance

level'expectations and outcomes. You may diagram your plan in the space provided below, if needed use the back of this sheet.

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E-mail: ckve,elow:, ke ® 1.-ur.,-si Co— Team Category and Level: c.)-3-tit_

I Task - 8: Quickness Drills

QUICKNESS DRILLS

In order for an athlete to develop quickness, or any other physiological dimension it is imperative that the athlete be physically fit. To develop quickness an athlete must concentrate on two categories of exercise, aerobic and anaerobic. Quickness is an essential ingredient for success in ice hockey and is developed by aerobic, anaerobic, and plyometric exercise as well as a fit circulatory and cardiovascular systems.

Aerobic exercise means in the presence of oxygen. Aerobic exercise covers long, slows distances and must follow four conditions to be considered aerobic. These conditions are:

1. Use of large muscles of legs or back. 2. Muscles are used rhythmically and repetitively. 3. Rhythmic motions occur for 30 or more consecutive minutes; and 4. The heart rate is elevated to an age and fitness range known as the target zone.

(Target Zone = 220 — Age). Your 72 is between 60-80% of this value, approximately 140— 175 B.P.M

Some examples of activities which meet all four conditions are jogging, stationary bike, treadmill, rowing, and stepping. Once you improve your aerobic base, your performance in strenuous activities, such as hockey and anaerobic exercise, improve. Aerobic exercise increases your capacity to work hard at a steady pace longer, provide efficient transport of oxygen, quicker recovery, and help maintain more intense tempo during games and practices.

Anaerobic exercise involves short bursts of high intensity activity, which may be as short as 15 seconds, or as long as a minute. Anaerobic training is the best method to improve quickness. To improve anaerobic fitness you must employ interval training. Interval training involves alternating between periods of exercise and rest. Development of anaerobic endurance will increase the ability to recover more quickly from hard shifts. Anaerobic exercise delays the build up of lactic acid on muscles, which causes fatigue. When fatigue sets in an athlete must stop the activity or the intensity of performance is greatly reduced.

Plyometrics is the premier exercises to work anaerobic fitness and establish quickness in athletes. Plyometrics combines strength and speed of movement. The main principle behind Plyometrics is the ability of your muscles to respond to rapid stretching with a forceful contraction. Plyometrics training improves your ability to use your power as fast as possible. Exercises should be performed at an intense rate. Movements should be rhythmic, rapid, and powerful. Jumps should be elastic, with very little time spent setting up for next jump. Foot speed, agility exercises should be done everyday with the athlete trying to increase their time from the previous session.

Plyometrics

1. Standing Vertical Jumps 10 reps 90 second rest

2. Standing Long Jumps 6 reps 60-90 second rest

3. Frog Leaps 10 reps 90 second rest

4. Lateral Bounding 2x 10 reps 90 second rest sets

5. Single Leg Hops 2x 10 (5 reps/leg) 90 second rest sets

1. Vertical Jump (land or take off point)

%, Standing Long Jump (double leg -5umps - same except do consecutive jumps without hesitation)

FLYOMETRIC. SPEED AND AGILITY PROGRAM

4.4 Frog Leaps (low squat - leap Iorward; land low and repeat rapidly with power, without hesitaion) -

4 Lateral Bounding

Single Leg Hops

CANADA





Name: pri tt;" IAA W K(1 k E-mail:

Team Category and Level: /A I. () CC G-6- A A A




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pt.CA1 /4 NIA, DA, "MAKING A DIFFERENCE"


Name: —iactit e t‘ceet

E-mail:

Team Category and Level: Pe.eocE A #1*




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Name: ])141J et(cieCH efeur, r uorcfri t ret

Team Category and Level: c otkA — 1014-<,, CAN; 1 4-17

E-mail:

I Task - 8: Quickness Drills

CANADA



CANADA "MAKING A DIFFERENCE"


Design an off-ice training session for the above topic and identify the age appropriate performance lever expectations and outcomes. You may diagram your plan in the space provided below,

if needed Use the back of this sheet.

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Pre-Seminar Task #2 — Office Training

Name: Dan Church E-mail: danchurchia sprint.ca

Team Category & Level: CIAU; Inter-university

Task 8— Ouickness Drills

Design an off-ice training session for the above topic and identify the age appropriate performance level expectations and outcomes.

• There are several different ways to train for better quickness in hockey. Foot

speed is a critical area in generating greater quickness. To improve overall quickness, foot speed, and anaerobic fitness, one of the most effective off-ice training methods is circuit training. By this I mean to create 7 to 10 stations of different exercises which are designed to improve and increase quickness. At the university level, there is an expectation that players already have a good base of overall fitness and also that they should have the required speed and quickness to play at said level. These exercises are designed to improve their conditioning and quickness so as to make them even more effective players both individually and within the team concept. The ultimate goal is to enhance the athletes' natural quickness but also to create players who have good multi-directional quickness.

In the off-ice program which I am proposing, there are seven stations. The players are to be separated into pairs, one to execute the exercise while the other rests. The duration of each exercise at each station in between 35 and 45 seconds (about the same length as a shift in hockey). Each player will do each exercise twice before moving onto the next station. The coach will commence the work period with a whistle and end the work period with a whistle. It is important to add adequate rest periods between each repetition and also to add in rest stations into the circuit so that the athletes are focusing on their quickness and the development of the anaerobic system, as opposed to making this an aerobic workout. The rest breaks should last between 1 and 2 minutes depending on the fitness level of the team and the time of year the workout is taking place (ie. Pre-season, In season).

uickness Drills See Attached Diazram 1. 20 Metre Sprint. A straight sprint, 20 metres in length which

focuses on straight ahead speed, the turnover in the stride, and explosiveness over the distance.

2. Speed Ladder A flexible ladder placed along the ground, about 5 metres in length. The athletes will be given a single pattern, or several patterns with which they are to move up the ladder. For example: touching each toe

within each segment on the ladder, or toe in , toe out, move forward. The objective is to move your feet through the ladder as quickly as possible without touching the frame of the ladder.

3. Multi-Directional Catch Using a bungee harness, the athlete is anchored to a post or pillar. Their partner drops a weighted ball in several different directions. The objective is that the anchored player moves out to the ball as quickly as they can and to catch the ball before the second bounce. They then return to their starting position and toss the ball back to the un-tethered partner. The bungee provides resistance so that the athlete focuses on foot speed and improves quickness.

4. Rest Station 5. Stairs The focus here is to have the athlete run up

and a set of stairs touching each step with both feet and focusing on moving up and down the stairs as quickly as possible.

6. Crazy Balls Balls which have small nubs attached to the surface of the ball which cause the balls to bounce in many different directions are dropped over the athlete's shoulder by their. partner. The athlete has to react to the bounce and try to collect the ball as quickly as possible and return it to their partner.

7. Tennis Ball Drop Using two tennis balls, the partner hold one in each hand. The athlete in the drill stands about 3 metres away. The partner drops one of the balls from their hand and the athlete tries to catch on the first bounce. A variation to this would be for the athlete to face away from the partner and react after turning around.

8. Foot Grid Using hockey tape, form a grid on the ground/floor which has four squares. The athlete uses one or two feet and repeats a

feet pattern which moves their across the grid. For example: Up, Back, Diagonal Up, Back, Diagonal Up, Back etc. There are many different patterns which can be used with either one or two feet.

9. Rest

le-ai Pr VA-Iciret-

Quickness drills [Office training]

All exercises should start with a warn-up lasting 10-15 minutes and working up a light sweat, some music may help.

Start with stretching all muscles especially back and legs. 1] Sit on the floor with legs flat and reach for your toes, holding toes pull

yourself forward using your arms and hold for a few seconds. Then open legs and repeat pulling from side to side.

2] Standing straight, left arms toward the sky, with legs straight, bend to touch toes and hold. Then lower yourself by opening and bending knees, place hands flat on floor and hold, then straighten legs.

3] From a push-up position straighten body then lower mid-section to the floor hold; then lift mid-section toward the sky and hold.

4] Standing straight with hands on hips rotate hips in large rotating motions. 5] Finish off with some fast pace leg movements at 30 second intervals, eg;

bike or skipping.

1] After a light sweat 10 to 15 minutes and some fluid, start by laying a rope on the floor. Then with feet together squat and leap from side to side the length of the rope, then repeat backwards. Try keeping your balance and back straight using only your legs. Short break, keep legs moving by walking.

2] Then with one leg leap from side to side up and back the rope. 3] Try more skipping at a fast rate and extend time frame as if it was a shift

on the ice, slowing down then increasing speed. 4] Try fast short sprints up and backwards keeping feet on each side of the

rope. Don't forget fluid. 5] Place box or stool on floor, stand close and step up and step down repeat

several times. 6] Finish off with some fast pace bike riding also as a shift on ice and at

intervals. Always keep shift time in consideration, body fluids and don't over do it.

I always explain the importance of off ice training and other sports to all levels. I don't put to much pressure on Atom age players that are active, they should have time to enjoy themselves as kids. I do however expect them to work on weaknesses they may have, prepare for special events off ice and remind them if you want to improve and be competitive then they'll have to work for it.

CAN IV A Ea"





Name: :_,R.notr. E-mail: ‘3_1" &E . cs A- Team Category and Level: it,t,tlic,W_ 4AA

Task - 10: Visualization and Scoring



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Name: C-5Tc-:--SM.-k-bck:,k Nt-1-17E- E-mail: -.5-k-ernanie, Team Category and Level: n,Akcy;„ea-r-i-

Task -10: Visualization and Scoring

Design an off-ice training session for the above topic and identify the age appropriate. performance level expectations and outcomes. You may diagram your plan in the space provided below,


Off-Ice Training Session for Visualization and Scoring

Age Group: Midget Level Players (AA)

1) Handball

Handball requires agility, coordination and quickness. With practice of timing and technique players

can dictate where the ball will end up.

Game 1 - 2 players against a wall, tennis ball, if possible put chalk outlines for targets to

represent goalie "holes" for scoring. Both hands can be used.

Visualize your hand as the stick hitting the ball and practice placing it to corners, 5 hole.

See your opponent as the defender read and react to their posit oiling, quick footwork over>

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1) Handball cont'd

to move into the best possible shooting position.

Visualize how the angle/direction of your hand effects the ball and quality of your shot.

For Midget level players they should have very little problem playing handball and should be able

to perform at a high level of ability with some practice. Some players may have played in High

School. Players would thus gain knowledge of shooting (hitting the ball) from different angles,

directions, strengths. They could experiment with various approaches to the ball and visualize

where the ball will end up, then after the shot visualize the how the ball was struck and where it

actually went until a strong understanding of technique required is gained.

2) Blind Man

Blindman requires trust, co-operation and instincts. With practice and using their intuitions,

players can shoot the ball at the target without evening looking.

Game 2 - 2 players against a wall, hockey stick, tennis ball, if possible put chalk outlines for

targets to represent goalie "holes" for scoring or some sort of a target (pylon).

Player with stick studies the target (or net), then closes eyes and then tries to visualize the target.

They would Visualize them shooting the ball and hitting the target (scoring). Player 2 watches and

then retrieves ball for Player 1 to shoot again if they miss the target. Prior to shooting Player 2

will give only verbal instructions to Player 1 on how they need toadjust their aim. Player 1 can

never look again until they hit the target. Receiving only verbal instructions from their partner

they must change their shot to better hit the target.

Players change positions when one player hits target.

Midget age players will have to work on their visualization skills to hit the target. With practice

within one session, the player giving direction will improve on their verbal instructions.

Players should be able to hit target in 1 or 2 trys by end of session. Work to hlt different targets

from various angles and directions.

This game is directly related to developing a players ability to know where the net/target is

without even seeing it. To see the target in their mind and succeed in hitting that target.



CA hi 44 CIA "MAKING A DIFFERENCE" o owl ay meaty •1111*PATICOI

PRE-SEMINAR TASK #2 s. Off Ice Training

Name: 4c4a Wink son-)

E-mail: (mac _ mars*. 05-inpAoch...04 Team Category and Level: 61ns m; a- AA

Task - 10: Visualization and Scoring


if needed use the back of this sheeL

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PRE-SEMMAR TASK #2 - Off Ice Training

Name: Stephen MacDougall

E-mail: neraireellarwroreire.re

Team Category and Level: *nice AM

I Task - 10: Visualization and Scoring


If needed use the back of this sheet

Goal scoring is an act that takes hours of physical practice and as well mental preperation of visualization of what you want to do. The creation of a great goal happens, twice. First, mentally then physically, at home practicing or at the rink before the game.

Performance Expectations and Desired Outcome It is expected that the player will spend 15 minutes of concentrated effort visualizing and shooting puck off ice. It is hoped that after each session the player will improve his shot and is accuracy has increased. With clear instruction from the coach the players will be able to do this at home and before the games on his/her own.

Visualization and Scoring Have the shooters set up a net with targets, before each shot have the players close their eyes and visualize taking a shot and hitting the target. The player then opens his eyes and shoots the puck trying to his the target the just visualized.

Have the shooters alternate targets while repeating this process.

Communicate to the young shooters to practice this session; each night while they are at home, on a long car rides, prior to the games. By doing this over and over it will increase their percentage of hitting the target, improve their shot and become a better goal scorer.

444 N anA

eit CANADA



"MAKING A DIFFERENCE" do& C A I•1 oft.

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Name: O. F-te 4 5t-el— E-mail: &Fit/4 e CA Team Category and Level: it-, roc e

I Task - 10: Visualization and Scoring

Design anoff-ice training session for the above topic and identify the age appropriate performance level expectations and outcomes. You may diagram your plan in the space provided below,


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Ct C•041.3 Waft OtCanatON

CANADA

'

Name: Guy Blanchard Team Category and Level: Major Bantam AAA

I Task.- 10: Visualization and Scoring

Design an off-ice training session for the above topic and identify the age appropriate performance level expectations end outcomes. You may diagram your plan in the space provided below, if needed use the

back of this sheet.

Using a sheet of Lexo& fill size net and a shooter tutor. Players will vistucli7p a goalie and the five prime shooting areas. Individuals will shoot 20- 30 pucks per section. Starting from 5 feet away from the net moving back to 20 feet in increments of 5 feet. Shooters will concentrate on having their head up. transferring weight, rolling of wrist and follow through. Speed at first is not as important as accuracy. Individuals will later challenge themselves by being Blindfolded, using muscle and mind training to visualize the net and its targets. Shooters will also perform exact same exercises on their backhands. Shooters should be able to start with 20% of their shots hitting a target then up to 40%. This activity should take place for 8 weeks, three timesper week.

DIAGRAM AREA

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CANADA



ceekrqd‘r,.., "MAKING A DIFFERENCE"


Name: siA CriSEci E-mail: fit4 Q CciCty 6. ( 4- ci/O • UM Team Category and Level: •&,...“1“4,11 A

A

I Task - 11: Hand-eye Coordination Drills

Design an off-ice training session for the above topic and identify the age appropriate performance lever expectations and outcomes. You may diagram your plan in the space provided below,


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ot,CAA INA OA. "MAKING A DIFFERENCE"

PRE-SEMINAR TASK #2 - Off ice Training

Name: tng Puled/is\ E-mail: "'at /a. ass- Connt / inflect,' le& • Team Category and Level: pee we_e 14- • • r` fiRi

'Task - 11: Hand-eye Coordination Drills





"MAKING A DIFFERENCE" Ct CANAL)

CANADA

PRE-SEMINAR TASK #2 - Off ice Training

Name: elim (TALC( E-mail: I.) K‘i cc lck li/Re vn Team CategorY and Level: 1 ,4 pi t i-E\ I-- older

I Task - 11: Hand-eye Coordination Drills



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Name: RENE VILDN

[email protected]

Team Category and Level: BANTAM — JUNIOR

Task - 11: Hand-eye Coordination Drills

Design au off-ice training session for the above topic and identify the age appropriate performance level expectations and outcomes. You may diagram your plan in the space provided below,

If needed use the back of this sheet.

TRETIAK JUGGLE (EQUIPMENT ' : MIRROR - 2 TENNIS BALLS)

- STAND STRAIGHT - k Eta SHOULDER WIDTH APART

- START WITH 1 BALL - LOOK STRAIGHT INTO MIRROR TOSS BALL BACK AND FORTH WITHOUT LOOKING DCNN

_ ( 2 MINUTES) - ADD SECOND BALL - KEEP BAILS AT EYE LEVEL (3 MINUTES)

- START SLOW AND PROGRESS TO AS FAST AS YOU CAN WITHOUT

DROPPING BALLS - COUNT THE NUMBER OF TOSSES

- DROP A BALL START AGAIN - WILL INCREASE DETERMINATION AND CO--ORDINATION DIAGRAM AREA

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Name: DAsJ He KINAJE Y rm c-k y twi # ntla • ea-.

Team Category and Level: '4 mm' -A Com4a. E-mail:




CANADA "MAKING A DIFFERENCE"

PRE-SEPIINAR TASX #2 - Off Ice Training

Design an off-ice training session for the above topic and identify the age appropriate performance level eipectations and outcomes. You may diagram your plan in the space provided below,


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These instructions will teach you exercises so you can juggle 3 balls. The first few exercises are not complete juggling patterns, but are exercises that will teach you to juggle.

iditOne Ball Exercise: Start with one ball. Throw the ball in an arc from hand to hand about eye level. The pattern will be an arc, not a circle.

Two Ball Exercise:Start with one ball in each hand. First toss the ball in your right hand (1) in the arc to about eye level to your left hand. When this ball (1) reaches the highest point in it's arc.

throw ball (2) in an arc from your left hand to your right. Catch (1) in your left hand, Then catch (2) in your right hand. Stop.

1

Do this same exercise, except start with your left hand instead of your riaht. Practice until you can do this smoothly.

Common mistakes include throwing two balls in a circle, or throwing both hulls at the same time.

Juggling 3 Balls: Start with 2 balls in one hand ( l&3) (in this case the rutin hand, but if you are a lefty, use your left hand) and one ball (2) in the other. Start by throwing the ball in the front of your right hand in an arc to your left hand.

When ball (1) reaches its highest point, throw the ball in your left hand (2) in an arc to your right hand. Catch (1) in your left hand. This is like the two ball exercise. When the ball thrown to your right hand reaches its height.

Throw the ball from your right hand (3) in an arc to your left hand. Catch (2) in your right hand. This move can be difficult. It is often helot-111 to roll the ball (3) in your right hand to the front of your hand with a slight downward motion of' the hand before you throw it.

When that ball (3) reaches its highest point, throw the ball in your left hand (1) in an arc to your right hand. Catch (3) in your left hand. And soon.

Problems and Solutions:

• I move inward as I juggle. This is a common problem. Stand in front of a wall, or a bed to keep you from movingfinvard.

• I can't throw ball number (3), [just catch bail number (2). Concentrate on throwing ball number (3). Do not even sty to catch ball (3).

• The balls keep hitting/there isn't time for to make the throws. Concentrate on making your throws an even height at eye level.

The Half shower: Instead of having the balls cross in the standard 3 ball pattern, throw a ball from the right hand over the rest of the pattern. When it comes down, continue

. juggling. Do this for a throw or every throw; from either hand, or both hands.



"MAKING A DIFFERENCE" P*F.. CAN:AIDA

(5/HALL cfit-S. Name: ZIIaq E-mail: AGC-612S €2.- Si/in M4-r, co • ea. Team Category and Level: Ilbthcir .444_

GTHL CANADA



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ADVANCED I SEMINAR YORK UNIVERSITY 2001

CA NIA 0 A "MAKING A DIFFERENCE" ONTARCHCCREVIIICOUTON


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Task - 12: Strength Drills

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I coach at the professional level in Germany. In the off-season my players develop strength in the upper and lower body, and in the trunk area (abs and lower back). Generally 40% upper body and 60% lower body and trunk.

Before and after we work out they will do a 10-15 minute warm-up or cool down consisting of a light 6-7 minute jog or stationary bike and then 6-7 minutes of flexibility excercises.

The following drills are done with weights at about 80% of max and 3 sets of 10-12 reps. Start a little lighter at start and add weight as you get stronger.

Lower body drills 1.Lateral side steris 2.Lunges 3.Squats

Upper body drills 1.Lateral pull downs 2.Bench press 3.Biceps curl 4.Wrist curl

Trunk drills 1 .Crunches 2.Bent knee sit-ups 3.Prone back hyperextension

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"MAKING A DIFFERENCE" CANADA.


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Task -12: Strength Drills



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EXERCISES TO BE PERFORME D

Supine Barbell Bench Press

Wide Grip Rear Chins

Wide Stance Barbell Nonlock Squat

Thigh Biceps Curl

Twisting Abdominal Crunches

Chinn

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Standing Barbell Cu rls

Tricep Dips

Barbell Front Half Squat

Seated Calf Raises

Barbell Up right Rowing

Seated Barbell Wrist Cu rls

pre-seminar - hockey eastern ontario · 4/11-1, canada greater toronto hockey league advanced i...

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