SVENSKA ISHOCKEYFORBUNDET The Swedish Ice Hockey Association

Box 5204, S-121 16 JOHANNESHOV Tel: 46(0)8-39 85 80, Fax: 46(0)8-659 07 14

Ice hockey &Peden

Organizer

The International Ice Hockey Coaching Symposium is arranged by the Swedish Ice Hockey Association in cooperation with the International Ice Hockey Federation.

The Swedish Ice Hockey Association Kjell-Ake Gustavsson Chairman

Developing and Coaching Goa!tenders Thomas Magnusson

GOALTENDING

-The importance of having a systematic approach to the entire subject of goaltending.

-Technical aspects of the game: -the basic stance

-coverage -balance -comfort -enhancing ability to move and make saves

-movenient in and around the crease -compactness -the 34 goaltender

-blocking shots/making saves -speed -attack

-up towards the puck/recover to the basic stance -handling ths puck

-Personal style: -physical configuration -obsene,undersiand and acquire skills-Don% copy -build on strong sides

-develop and practice -tone strengths

-work on weaknesses

-Tactical aspects of the game: -positioning

-stand-up -originate from the middle of the net -arcing towards the puck -lining up on the puck, square to the puck -playing the angles

-reading the play -game situations (defensive/offensive) -anticipation -save selection -communication

-Physical aspects of the game: • (-not to be included in this presentation)

-Mental aspects of the game:

2(4)

DEVELOPING GOALTENDERS

-Goaltending-a game of technique: Spend time on quality: -acquiring and automating skills -learning through progressions -practicing complete moves -increasing the degree of difficulty

-type and quality of shots -endurance -adjustment

-practicing at or above max. level -returning to the basics

-Developing a personal style: -reinforcing strengths

-Practicing the tactics: Spend time on quality: -practicing positioning

' -specific drills to practice; -originating from the middle of the net -arcing towards the puck

-simulating game situations (defensive and offensive) -practicing complete situations -acquiring a tactical sense

-A few specific methods: -warming up -up towards the puck -lateral movement /positioning-two methods -practice technique repeatedly -creative with the puck

THE DEVELOPMENT OF NEW MOVES

-e.g. !the, Basel:, Henan, Vanbiesbrouck, Beffour, SficHerstrans

3(4)

ANALYZING GOALTENDERS -developing and testing the use of computers

COACHING GOALTENDE1RS

-Constantly work to: -set goals -build confidence -develop concentration/focusing

- Before, during and after practice . -plan, organize -guide, instruct -motivate -train, develop -physical preparation -develop good work habits -evaluate

-Beforeiduring and after games: -communicate -mental preparation -tactical preparation -scouting the opposition -analyze -support -no excuses -select

-How to meassure the degree of success the use of this method has generated

QUESTIONS?

4(4)

Developing and Coaching Goaltenders Thomas Magnusson

Blood lactate and heart rate measurements during ice hockey games on national team level.

Gullstrand, Li, Gustavsson, K.A.2, Larsson, L. t. 1. Boson Institute of Sport, LidingO. 2. The Swedish Ice Hockey Association (Presentation at the international symposium for ice hockey coaches, April 26-29, 1995 m Stockholm, Sweden)

Abstract Introdudtion. Aim of this investigation was to collect data helping to find out the approxi-mate contribution of anaerobic metabolism reflected by blood lactate during ice hockey games on national team players of today. Similar measurements were accomplished on one Swedish national team player during 1976. The game and training has through the years de-veloped. One central question among coaches today is the balance between aerobic and an-aerobic training during different phases of training. As training should be based on expected physical demands during games it is essential to make measurements during elite games with highest motivation. In discussions with coaches for top level clubs of today it is interesting to notice different opinions about physical direction of preparation training. One emphasise the aerobic way with long time endurance as a base and others the anaerobic way with.strength and speed as major ingredients in the training.

Material and methods. During two games, Canada-Sweden, (Sweden Hockey Games, Feb-ruary 1993) and Finland-Sweden, (game prior to the World Championships', April 1993), 6 and 5 world class players (2 defence, 4 and 3 forwards) respectively were voluntarily meas-ured. The same players took part during both games. The variables heart rate (HR), blood lactate (Hla) and rate of perceived exertion (RPE) in legs and breathing were measured (Borg 6-20 scale, 1982). Concerning HR, only SWE-FIN was covered on all players due to equipment malfunction during the SWE-CAN game. Prior to the games HR meters (Polar Sport tester and BHL 6000) were placed on the players chests. In the case of Polar the memory/receiver unit was placed under the shoulder pad. For the BHL 6000 meter/receiver/memory is one unit on the chest belt. After the games data were interfaced to a PC for evaluation and printed out. See fig. 3 showing one players HR from warm up on ice till the end of the game and figures 4-6 where HR from each periods shift are enlarged. During the games the investigators were seated at the entrance of the players bench with the lactate analyser prepared for immediate analysis. For lactate analysis, micro samples of blood were collected from punctured finger tip from the not dominant hand side. A special type of plaster made it easy to cover the puncture but also easy to remove when frequently obtaining blood. Analysis were made enzymatically on non lysed whole blood with an Analox GM7 analyser within minutes after collection. Conversion to lysed values (as used by Fors-berg et al. 1974) were made with high precision by using previous data from both methods. Directly after entering the bench the players rated perceived exertion and collection of blood took place.

Results: Blood lactate mean values were 6-7 mM during the CAN-SWE game and 5-6 mM during the FIN-SWE game (fig. 1). No significantly different values were detected between periods 1-3 in any of the games. However two players .had significantly higher values as means over the three periods during CAN- compared to FIN games (6,0 vs: 4,5 and 9,1 vs. 6,0 mM). Means of peak HR during shifts were between 175-180 during the FIN-SWE game and no changes of significance were detected between periods. Means of resting HR or -bench

HR- (fig. 2) was around 110 with no significant changes between the periods.

Mean RPE-values concerning legs and breathing were in both games between 12-13 ("somewhat hard") during all periods.

Discussion: When looking at the 20 year old Swedish investigation including lactate data it is of importance to point out that lactate analysis were made on only one player during 2 games (3 games for BR). Based on that report it can be concluded thit the character of elite ice hockey games of today has changed. Mean values for shifts during the 3 games were 59, 62 and 58 seconds, with some shifts up to 107 and 129 sec. Player Hedbergs mean values of lac-tate, 9,4 ±2,9 and 10,6 ±2,2 mM during the two games with some Values of 15 /TIM, are then easy to understand. It may also be interesting to note that this specific player was aerobically well trained, indicated by a peak oxygen uptake of 68 ml"kgsmin-1 on tread mill. Today a mean shift length is 45-60 sec., rarely exceeding 90 sec., which may be one explana-tion to reduced mean lactates of around 6 mM. Teams today are also using more players compared to earlier. In this investigation 4 lines and 3 pairs of defenders were used. According to a recent review article of Cox et al.(1995) no lactate data from games with pro-fessional players are known. Measurements from college and amateur players are however reported to range from 2,9 to 11,0 mM. Surprisingly no FIR measurements on professional players during games on the highest level seems to be reported according to Montgomery (1988) and Cox et al. (1995). This may be due to 1. HR meters (inconvenience by carrying, malfunction during all out and contact playing) and/or 2. low motivation among players and coaches to participate in studies during important games. In this investigation blood lactate-, BR- and RPE values do not seem to indicate critical physiological demands. Question is now how these findings could be interpreted related to training and playing. The CAN-SWE genie was won by 9-2 by SWE and several additional breaks due to fights gave extra rest for most of the players. The game was more or less "won" in mid 2nd period, indicated by a minor reduction in Hla in the final period (fig. I). SWE-FIN games two months later was much more even and won by SWE with 4-3 in the final period. In spite of that, lower (still not significantly) Hla was measured during this game compared to SWE-CAN. One possible explanation can be that in February the players were in final rounds for the Swedish Championships and were tired and not aerobically well trained. The SWE-FIN game took part several weeks after the national league finals and the players were since weeks in preparation training (national team training camps) for the following World Championships. This may have increased the aerobic capacity by means of less glyco-lytic metabolism during play and faster recuperation during rest. With caution, due to low number of data, it is concluded that Swedish national team ice hockey players meeting world class opponents are not brought to anaerobic limits indicated by relatively low blood lactate levels and rating perceived exertion of legs and breathing as a mean to "somewhat hard". Physical preparations for the measured players seems therefore to have been appropriate.

References: Forsberg A, Hulten B, Wilson G & Karlsson, J.: Ice Hockey, Sport Physiology Report No. 14, Trygg-Hansa, 1974 (in Swedish). Borg G.: Psychophysical Bases of Perceived Exertion. Med. Sci. Sports Exc. 14 (5):377, 1982. • Montgomery DL.: Physiology of Ice Hockey. Sports Med. 5:99-126, 1988. Cox M H, Miles D S, Verde Ti& Rhodes E C.: Applied Physiology of Ice Hockey. Sports Med. 19(3): 184-201, 1995.

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1

TRAINING DRILL'S SUBJECT, SEQUENCES AND PERFORMING

TRAINING AND ITS LOGIC

- All the people belonging to the team want to win. A coach is

responsible for the result of the gaMe,and for the PERFORMANCE.

Content of the training however does not correspond to the

demands. Coach s demands are of a VERBAL character only. They are

not established on the quality of training means based on a LONG

RANGE TRAINING PROCESS suitable for the given age category

- Training mean - EXERCISING is a decisive factor for

a PERFORMANCE. As for the quality, the most important is a philosophy that exercising must be so demanding that the

players master it only with difficulties and improve themselves

after several repetitions (mainly in the sphere of technical and power-technical skills)

- Training drills are applied in SEQUENCES adapted to a given age category and its efficiency where an important role is played

by coach s sensibility to shape a training by a suitable choice of EFFICIENT DRILLS applied at a right moment and in a right period

- Knowledge of theory, imagination, combination abilities and

ideas in the COURSE OF EXECUTION ITSELF are of a decisive significance for setting and shaping training drills by a coach

- In view of growing power conceptions it is necessary to

stress and shape training drills supporting the LOGIC of the game in the sense of a play cunningness (when to eliminate the adversary from the play by a pass; to allure the adversary and

then to piss through in order to outnumber him; endeavour to solve a body contact by countermovement using a faking motion and

1

change of direction; stickhandling and mastering the puck when changing the skating direction for a successful play in a condensed space; etc.)

- a coach Must have a clear idea and know what goal he follows

when setting training sequences, what he is coaching concretely

and why, so that he could feel he directly influences an increase of PERFORMANdE.

Notes: - impossible to break away from the adversary without a

power stride

difficult to cooperate in time with a teammate when

having problems with stickhandling or losing often a control over a game situation

2

CONTENT of training drills I FORM of training drills

ELEMENTS OF TECHNIC. AND I PREPARATORY DRILLS' COORDINATION

ELEMENTS OF POWER AND I PLAY DRILLS POWER DEXTERITY

SOLUTION OF GAME SITUATIONS I EXERCISING

CONTENT OF TRAINING DRILLS : •

ELEMENTS OF TECHNIC AND COORDINATION - these drills are to. affect

the players by a complex and various content. Players have

difficulties to execute the drills practically, mainly under a

higher speed, making faults during first attempts', mastering

these skills by repetition. After a longer period they still have

difficulties with execution but ihey quickly adapt themselves and

by continuing exercising they maintain their technical efficiency

a) setting elements by a successive course of execution

players carry out several technical elements or drills

SUCCESSIVELY, they finish with one and start with the

following; this way of training is mostly used in the Czech ice hockey (for instance coach s advice to the player:

first look, then pass); speed and technically perfect

,execution of skills are decisive for the success in the

game

3

b) setting elements by a cooperative course of execution

- players are obliged to execute a higher number of technical

elements or abilities PARALLELY in mutual cooperation; this

way of training is spread less and it is used more often

during dry. (off-ice) training (for instance coach s advice

to the player: when you pass in a given situation do not

stop power skating); speed and active coordination of skills

are decisive for the success in the game

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c) setting elements strongly expressing the necessity of an

active control Of the space during execution

- players carry out given skills under conditions when they

must convincibly CONTROL THE SPACE; these drills are

important for a suitable choice of solution for the given

play situation (for instance the coach s advice to the

• player:. when you want to pass quckly, you may not lose,

• before passing, the control oVer the situation; or, when

you pass the puck, you may not telegraPh your intention

beforehand)

Examples of elements increasing demanding character of the

space control:

- limited ,number of puck touches when exercising or playing

- using several pucks when exercising or playing

- counterdirective or multidirective organization of training

drills

- execution of fast combinations in a large space

- inter-covering and mixing different drills

- exchanges of pucks

- passes and puck exchanges between acting players and

resting players

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ELEMENTS OF POWER AND POWER DEXTERITY

Conditioning and power preparation is elaborated in details in

all sport branches, interconnection with psychical condition and

nutrition included. There are however practical reserves _

represented by insufficient affecting functional capacity of the

organism, lack of systematism and, irregular power training. Regular conditioning preparation off-ice combined with ice

practice is in the present trend irretrievable but we miss in ice

exercising itself power-conditioning eleMents affecting muscle

groups directly influencing skating stride. They are mainly

power-drills using MAXIMUM RANGE OF MOVEMENT in the area of hip,

knee and ankle joints. Keeping the body up-right is an important

detail during the executioM of these power-drills so that the

stride itself goes against the body focus and muscles lift the

WHOLE BODY WEIGHT. Players tend to bend their bodies forward

during this exercice decreasing •in this way the burden weight or

to lessen their efforts by shortening the range of movement, mostly when practicing elem

direction where centrifugal

refusal. During first attempts

EXACT EXECUTION of small qua

increase portions according

principles of power loading.

a) elements of power stride (on ice) - squat - jump up

- squat - jump up with turn

- squat on one leg - jump up, free leg stretched behind -'jumps up from squat changing legs (rebounding till the leg

tip and to the side)

b) power elements in combination with skating stride and elements of dexterity - EXAMPLES: - in movement: squat - jump up - left leg stride, right leg

stride - turn to the right, turn .to the left, left leg

stride, right leg stride ... in repetitions

epts containing the change of

power multiplies the weight of

it is necessary to maintain an

ntities of repetitions and to

to the efficiency respecting

6

- backwards skating - leg changing - squat on the left leg - jump up - leg changing - squat on the right leg - jump up -

leg changing .... in repetitions - forward skating - squat on the left leg - jump up - right

leg stride, left leg stride - squat on the right leg - jump up - left leg stride, right leg stride ..-. in repetitions

- free gliding - repeated jump up, from squat on the left (right), leg (3-5 times) - then sgirint

- free gliding in back movement - repeated jump up from squat on the left (right) leg (3-5 times) - then sprint in backwards skating

- forward skating in bow to the left (with puck) - squat on the right leg - jump up.- closing the bow into a circle by leg changing skating - bow forward to the right - squat on the left leg - jump up - closing the bow into a circle - in repetitions - the same exercice in backwards skating

- start skating forward - stop (brake) till the one leg-squat (body upright, hips by heels) - rebound into jump up - start skating backwards

- the same exercice in backwards skating

7

_

SOLUTIONS OF THE GAME SITUATIONS

This is a teoretical and practical sphere closely related to the

system conception and "handwriting" .of coaching. It carries characteristic features having their expression in the play style of a team representing particular country.

These solutions are sufficiently worked out in the., training systems and their skeleton is done by knowledge of possible

solutions, their proper implementation and players improvisation.

Game situations: 1 - 0 1 - 1 2 - 2 5 - 3 2 - 0 2 - 1 3 - 2 5 - 4 3 - 0 3 - 1 3 - 3 5 - 5 5 - 0 4 - 1 5 - 2 6 - 5 (analysis is closely related to the present theme but it is not subject of this lecture;

this is the mostly used content of training)

Analysis and solution of the situation 3 - 2 (examples of the

solution of the offensive phase; reaction and defensive phase)

8

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FORMS OF TRAINING DRILLS

Preparatory drills :

Training means.are organized, as a rule, for 20 players and set

from elements of high coordination and technical demandingness

and elements of rebounding power. .They make drills - in

combination with the broadest possible spectrum of game. skills and situations - by their content more complicated and by their

execution mOre demanding than the real game situations and game

sections. It is suitable to carry out each preparatory drill in

a concrete regime of loading (depending on a level of technical

mastering). These drills are not necessarily bound and mostly are

not connected with the play nor with game sections and phases but

by their requirements they ceeate CONDITIONS for a high readiness

during the game itself and for the solution of game situations in the most advantageous way.

Examples of preparatory drills:

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Game drills :

Training means are organized - as a rule - for 20 players and set

from individual play situations independently, in repetitions or

in combination and interconnection of different situations

consequently. Their aim is to raise in all categories the

efficiency of solutions and in this way the level of success of

the offensive as well as defensive phathes (coach, s mastership and

experience is necessary in order to indicate the origin of

a mistake viewed from both two game phases). The course of

exercising corresponds to the demands of the game and faithfully

copies its sections and phases. The players are able to check up

repeatedly during this exercising their ability to solve successfully existing game situation.

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HYPOTHETIC LOGIC OF A TRAINING PROCESS, INDICATION OF SEQUENCES

OF TRAINING DRILLS WITH THE AIM TO AFFECT THE EFFICIENCY

From the view of the presented theory illustrated by practical

drills and on the basis of experience and up-to-date practice it

is possible to indicate that the efficiency of a training process

as a SEQUENCE of training drills raising the PERFORMANCE may be

reached by TWO BASIC POSSIBILITIES:

FIRST : - through a training composed from EXCLUSIVELY GAME

DRILLS carried out, as a rule, in assembly line way

- complexity of game situations is proportional to the

age category

- players condition is affected by a suitable

organization and intensity (sometimes it is the only

mean)

- by repeating game situations one caneexpect the

increase of their successful solutions

carrying out game situations perfect individual play

activities (skating, stickhandling, shooting etc.)

- game drills are completed by condition-improving

skating (skating sequences, sudden stop, - sprints,

skating in bows etc.)

SECOND : - through a training with a HIGH CONTENT OF PREPARATORY

DRILLS of a technical and coordination character

aimig at perfecting the technic and power elements (influencing the quality of •a skating stride) as

a basis creating the conditions for successful

solutions of game situations

- play drills are contained in a training sufficiently

- more exact and more expressive influence on physical

condition

- very intensive influence on the technic of individual

activities (skating, stickhandling, shooting etc.)

11

Every coach has his own idea how to shape the performance of his

team, his personal and character features appear in his work, he

chooses his own approach to individual players as well as to the

team as a collective. However, one should be common to all of

them - to be really efficient in theory, in favour of the quality

and attractiveness of the training, of course, but mainly in

favour of his ability to choose and implement suitable drills in a proper tinie knowing 'well why this and why not that, eventhough it concerns some new approach.

12

Indication of training sequences

numbers of repetitions (in training,

of a concrete content reasoned by

registration and effectivity)

- closed series of several

a week cycle and a period)

more excact application,

Example of a training sequence:

a) power

- warming and stretching

- technical and coordination drills

- power drills (6-9 jumps, 6-9 sprints) - power jumps drill with shooting (for the - co-ordination drill

- power jumps drill with shooting (for the - game exercising 2 -1

- power jumps drill with shooting (for the

- play

- stretching

first time)

second time).

third time)

b) co-ordination

- introduction, practice of technic - very

- game

- very

- game

- very

- play

demanding co-ordination drill

exercising 1 - 0

demanding co-ordination drill

exercising 1- 1

demanding co-ordination drill

- power jumps drill

--- stretching

c) combination - small game - co-ordination drill - simple - power jump drill (two legs jumps and .sprint - co-ordination drill - difficult

backwards)

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THE TRANSITION OF GAME

Applied session Stockholm 1995 Lecturer: Claes-Goran Wallin Team AIK Sweden

Philosophy

today icehockey is a product of many years discussions and practising of defending system. All the leading icehockey nations are talking about the importance of a good defence to be successful. To break these perfect defending systems, make great demands upon the attacking system and how to switch from defend to attack.

Bjitirn Kinding found out in his repoil (1990) that you have 3 seconds from catching the puck to start the attack, otherwise are the opponents already organised in their defend-system. That means that we must give this part of the game more time and thoughts, if we want to take another step forward.

Methodology

To be successful in your work with transition of game. I think it's very important that you start thinking out of your own defending system, when you construct your drills.

Questions you have to ask are:

Where do you usually make the breaks in our system?

In what positions are the players at that moment?

What are the best moves for them to do?

Can I take out one piece of the whole system and practice?

How can I make it simple and build it up step by step?

This session will give you an example how to work with the 2-2-1 system.

I hope this will give you some new ideas.

Claesparan Wallin

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BOXPLAY CONCEPTS - Peru lei 11/47)- TO ELITE ICEHOCKEYPLAYEFtS.

BY THOMAS GRADIN

VANCOUVER CANUCKS

INTERNATIONAL COACHING SYMPOSIUM

STOCKHOLM

APRIL 26-29 1995

INTRODUCTION

In modern hockey today there is more emphasis upon features such as speed , transition,system and total hockey. In the area of special situation play ; quick ,creativeplayers, good shooters, ability to read 2-3 passes ahead, rebounds by the powerplay unit have increased the pressure on penalty-killing units.

Abilities such as defensive minded , good covering , reading the play good skaters and dicipline are important in penalty-killing.

The developing of boxplay have gone from using "fourth line players" to using the best players reading and reacting.

Within the time limit of this presentation , my approach to teaching penaltykilling on ice will be illustrated only on special tactical strategies ( STS ).

Thoughthe most common alignments of penaltykilling will be on following pages.

BOXPLAY

The defensive play of boxplay is divided in four categories.

• Forechecking, trap-play, delaying.

• Backcheeking.

• Reacting on blueline.

• Play in defensive zone.

FORECHECKING, TRAP-PLAY, DELAYING

An aggressive forechecking can surprise the powerplay, if that is not suceeding the penaltykillers have to try to delay the breakout. The penaltykillers are now trying to angling down the passing possibilities between the offensive players. The forecheckers still able to go back 0 aggressive forechecking. The players of the boxplay unit should try to get the opponents to their backhand (STS). The goal of this play is to gain time. The penalty killers should try 63 get the "slowest" player to carring the puck up the ice as much as possible (STS).

The most common alignments in delaying thebreakout is shown in picture 1,2 and 3.

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PLAY IN DEFENSIVE ZONE

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This play will get the powerplay chance to move the puck around the outside. The penaltykillers need to have close cover an players in the slot area and in front of the net. Important to let the goalie see the puck at all times. This system is used when powerplay likes to finnish the play using backdoor or in the slot area.

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This is a very aggressive boxplay. THe goal is to put pressure on power-play in all areas in defensive zone. Penaltykillers are forcing the play to certain areas and there retrieve the puck. The boxplay need to be very good at reading the play, covering players, cuttingangles and being on the move at all times. This system is used to prevent the powerplay to set up and orginize their play.

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Common tactical aspects on above alignments are how penaltykillers are using their sticks to protect areas and areas of responsibilities.

LF is covering passes up to shooter. LD is covering passes through the slot area and responsable for player using backdoor play. RE is covering the player on blue line and resposable for player in front of the net if RD charges the backdoor play. RE is also covering passes through to the backside. RD is covering the player in slot area. Goalie is covering passes through the crease area.

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PRINCIPLES OF PENALTY KILLING •

Common to the sucess of the boxplay strategy are at least the following guidelines.

1. Forecheck as much as possile. Keep moving with proper angles. be alert for interference.

2. Over neutral zone play wings should be covered. Defence try to stand up on blueline- read four man rush and square off on your man.

3. Do everything to avoid set up.

4. Forwards must be alert for quick clearings around the boards (stay high at blue). Defence should avoid trying to freeze the puck.

5. Goalkeeper should freeze the puck as much as possible.

6. Forwards must get directly in front of point shots to force shooter to hold on or miss the net.

7. Defencemen must be ready to "jump-out" on diamond play or backside play. Keep sticks towards boards when expecting backdoor play stayon your feet.

8. Opposite forward have to sag to prevent pass across.

9. Opposite forward must sag quickly on poipt-shots to prevent 3 on 2 in front.

10.Faceoffs- forward lines up on extreme outside on all faceoffs.

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IIRF International Ice Hockey Coaching Symposium Stockholm 1995

Tactical Puck Control - by Bjbrn Kinding

1. Individual Puck Control Skills - Video -

When we talk about puck control, we often refer to the puck control skills of extremelk talented players, as shown on the video. But players like Greatzky, Lemieux, Gillmore, Makarov, Krutov, Khomotov, Keskinen, Koivu, Nilsson and others will always be the exceptions, who are playing on a level beyond that what we coaches can expect from our "nor-mal skilled" players. Therefore this presentation will not focus on the flair and fanciness, but on the reality,of the puck control in todays modern hockey.

2. The Reality of Puck Control - Video -

"I: you conLeul the puck, you control Lhe game."

This old wisdom, is still valid, The problem is however, that so far noone's ever been capable of controling the puck for the entire game, at least not if you by puck con-trol mean the traditional interpretation: "The puck control is obtained by the player whos stick or skates are contro-ling the motion of the puck." An interpretation which more describes who's possessing the puck, which doesn't necessa-rily means that he is also controling it.

All of us have players who shouldn't possess the puck in certain situations. I.e. everybody can't play the point on the power play. Eventhough anyone can receive the puck at the point, only a few can also control it there. The puck is like our feelings. We have them all the time, but we don't control them all the time. So in todays hockey it's necessary to separate between con-troling the puck and possessing the puck. More about that later. So what is the reality of puck possession in todays hockey. What does it look like at the top level? To find out we analysed all the plays made in the final game at the Worlds Championship in Milan, Italy, 1994. The game was played be-tween Canada and Finland, so we had both North American and European Hockey represented. The facts were thereafter com-pared with an analyse of short sections of a 1994 Stanley Cup Game, between Toronto Maple Leaves and San Jose Sharks, to find out if these facts also are representative for the hockey in a small rink.

Tactical Puck Control (2)

The fact from both games were very simular, and further more the picutre was the same in all the three periods. Actually it followed the same pattern shift by shift. So even if the analysed material is very limited, I dare to claim that these following figures are characteristic for modern top level hockey.

Facts on Puck Possession:

A. 7,7 times per minute the possession of the puck canges from one team to the other.

B. 4,7 seconds is the average time a team can keep possesseion of the puck.

C. In average 2,1 players are individually posses-sing the puck, each time their team has gained puck possession.

D. In 45% of all the ocqations a team has puck pos-session, only one player possess it (before loo- sing it again).

E. 1,7 seconds is the average time one individual player can keep puck possession. (In the offen- sive zone it's 0,99 seconds.)

F. 80% of all individual possessions of the puck, last for less than 3 seconds. (In the offensive zone it's 96%.)

G. 29% of all individual possessions of the puck, are "one touch" possessi,ons. (In the offensive zone it's 42%.)

H. 17% of all individual possessions of the puck, are "two touch" possessions. ("one touch" + "two touch" = 46%)

The tactical puck control has to be adjusted to these facts. It's naiv to beleive that each time we possess the puck, we should all attack, and each time the opponant has the puck, we should all defend. The puck possession change 7,7 times per minute. We'd be doing nothing else that regrouping, and regrouping, if the whole team should adjust to every new si-tuation. Luckily we don't have to, since only 2,1 players are participating in the possession of the puck. Todays game is not played five on five, it's much more played one on one, and two on two, in small areas. Always trying to read the next move, to be in a better position in the next situation. So even if your teammate possess the puck, you might perso-naly be in a battle defensively. Since you know, that your opponant will most likely possess the puck within 4,7 se-conds, and you want to be prepared, or they just had the puck, and you are still finishing your defensive dutys.

Unfurtunately all your players doesn't read the situations right. How many of you don't recognize the following scen:

Our forward has a break away. Their goalie makes a safe, and their defenseman makes a quick pass up the ice. All by a sudden they have a two on one, and they score.

In this play, all but one of our players where thinking Of- fensively, eventhough only the forward on the break away, and maybe our second guy in, could actually do someting of-

Tactical Puck Control (3)

fensive. The rest should have read the next situation, and be ready to defend, if we don't score. They, should have started right away to control the opponants.

Control the opponants. This frase is the most important part in the more realistic interpretation of puck control, because no matter if you possess the puck or not, you .have to control it. - If you control the opponant, you control the puck.

If you control the puck, you control the game.

We now know how often, and for how long time the players possessed the puck. But what do they do with it? Do they try to attack, or are they just trying to keep it? Do they pass it, dribble with it or do they skate with it? What is effective, and what might backfire? The following facts will try to answer these questions:

Further Facts on Puck Possession:

I. 13,0 passes are made every minute. J. 36,8% of all passes has anoffensive

and 70% chanse of success. K. 28,4% of all passes has a defensive

and 95% chanse of success. L. 34,8% of all passes are plays into a

and the chanses that a teammate will possession there is 19%.

M. 0,7 times per minute someone is his opponanat with a dribbling, of success is 8%.

One thing we can see right the possession of the puck best way to loose the puck

away, that the best way to keep is a defensive pass, and the possession is a dribbling.

What we also can see, is that more than each third time, the players don't try to keep the puck. They choose to play it into a safe area, knowing that the opponant will gain possession of it. It seams like, the players very often find it to be a disadvantage to possess the puck in certain situation, and they rather see the opponent possess it in an other area of the ice. Why do they work so hard, to gain puck possession, and than wilfully give it back again? There are many reasons why you prefer to give the puck away. One of them is shown on the video. The reality in todays hockey is that there's no space and no time to be constructive, most of the time. The puck carrier can't make his own decision. He can only react on what options the opponent gives him. Sa actually he can only do what the opponent wants him to do. He possess the puck, but the opponent controls it.

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Tactical Puck Control (4)

3. The Objectives of Tactical Puck Control

The introduction showed, that puck control is something you try to obtain all the time, regardless who's posses-sing the puck. Your objectives with the puck control, how-ever, varies a lot, depending on the situation. Let's take a look at an extreme situation to understand the different objectives:

It's one minute left of the game. Team A is down by one goal, but has a 5 on 3 power play, so their objectives are:

Al. As quick as possible establish puck control in the offensive zone.

A2. Get a clear puck possession in the slot. A3. Score!

Team B, who's winning by'a goal, have other objec-tives:

Bl. Keep the puck outside the blueline for as long as possible.

82. Keep the puck outside the slot. 83. Cover the net.

Team B can very well achieve their objectives with:. out possessing the puck. But in case of puck pos-session, their first choise,would be: Board it out, and 44' pos=4 ble 4 na

Team A need puck possession to execute their objec-tives. But even for them it's.often an advantage, to shoot the puck on net. Let the goalie essential-ly possess the puck, but put him under pressure so he can't control the puck, and score on the rebound.

This extreme case, was just an example to demonstrate that you may have different objectives, and priorities, in dif-ferent situations. But we will now focus on a normal five on five situation, where both teams are trying to score, without giving up a goal themselves.

What makes the task so complex, is the fact that you want to do two things at the same time. You want to attack, and you want to defend. With a smart tactical puck control, you can accomplish both. Sometimes you want to possess the puck to make a move. Sometimes you want to control your opponent so he makes a move. As a matter of fact, I think, you should see the game of hockey, as a game of tennis.

In tennis you know you only have the ball for a "one touch" shot, and than your opponent will get it. In hockey it's not much of a different. You have the puck for a short time and than you know your opponent will get it. In tennis you

Tactical Puck Control (5)

want to give your opponent a tough ball to control. Like a deep and hard shot on his backhand side, where you can control his return. In hockey you should think the same way. When it's time to give up the puck possession, place the puck in an area where the opponent will have a tough time to handle it, and you can control him. In tennis when the opponent makes a weak return, you attack, and score a point. In hockey it's the same way. When the opponent makes a bad play (because he's under pressure, or you've taken all his options away), it's time to attack, and to score. In tennis the ball goes back and forth 4-5 times, before you score a point. In hockey the puck changes possessor 40-50 times before you score a goal. The most important simularity is however, that in both sports a weak play from the opponent is the number one key to a scoring chanse.

To approach the tactical aspect of puck control from the best angle, I believe the following words are a good guidance:

- Play hockey, but think tennis!

Now, scoring goals is only one objective with the puck.con-trol. Actually it's the least executed alternative. To pre-vent the opponent from scoring, is by far the most common play. To place the puck in a safe area, and deliberately give up the possession of it, is a play made three times as often as an attempt to score. This again underlines, that possessing the puck is more often a defensive risk than an offensive advantage. 'Thera-fore the tactical puck control should always be balanced between the two conside-rations:

- What do I gain, and what do I risk?

The successful teams in todays hockey, seams to believe in an unlogical solution to obtain this balance: "Don't risk anything, and you'll gain everything." Their success proofs they're right.

Besides scoring, and hinder your opponent from scoring, the're are other tactical goals to reach:

1; Change: If you can make a safe change, and get a fresh unit, or an other match up, against their ti-red players, you might have an advantage in the next shift.

2. Face Off: If you can get a face off in the offensive zone, you're statisticly more likely to score than if you try to creat a scoring opportu-nity 5 on 5 in the zone.

3. Power Play: If you attack, you're more likely to get a a power play than the defending team.

4. Momentum: If you possess the puck a lot, you'll get the feeling of being active, and you get more into the game.

Tactical Puck Control (5)

You can only reach these important goals, if you master the art of keeping the puck possession. But eventhough the ma-jor consern always has to be, not to loose the puck stupid-ly, the greatest challange will always be, to score a goal.

4. The Art of Keeping Puck Possession

As documented earlier, a defensive pass is by far the most effective way to keep puck possession. If.you leave the puck carrier onhis own, he has to dribble, and will only have 8% chance to keep the puck. But give him an outlet for a defen-sive pass, and your chances to keep the puck will boost to 95%. Therefore a team work is necessary, to execute the art of keeping the puck possession.

Key points to keep puck possession:

1. Close defensive support

A defensive pass is a pass which goes away from the opponents net. 95% of these passes are successful. The first necessity to maintain puck possession is consequently: close defensive support.

2. Move the puck

Secondly it's important to keep the puck moving. It's easier to avoid a check, if you don't have the puck, and statistically it's very unlikely that one player can keep the puck for mdre than three seconds.

3. Motion It's relatively easy to check a reciever who's stan-ding still. Therefore the support should be in motion, skating into the area where he can recieve the pass.

4. Options Have at least two players alternating to give the puck carrier support. This will give hime more options to choose from, and it will give the defending team more options to worry about.

5. Picks One of the most effective support is the pick. It's up to the referee to decide which level he'll tolerate. So with a refereCwho allows a high level, the pick should be considered to be the first priority.

6. Defensive security

Allways make sure you have enough players to secure the defence, if the puck possession should suddenly change.

Tactical Puck Control (7)

5. What to aim for when you're possessing the puck

The ultimate goal you're aiming for, is always to score a goal. However, you quickly have to make up your mind, if this goal relly is possible to achieve at this very time. Most of the time you have to be sadisfied with achieving one of the other goals. The priorities for these other goals should be clearly outspoken. As an example I sat up the following priority list for my players in a break out

the puck stupidly. over the blue line. over the red line. deep into the zone.

To achieve the priorities No 2, 3, 4 and 5 should never be attempted at the cost of the priority No 1.

Each time we reached priority No 1, we considered it as a good break out. Each time we reached priority No 4, we. classified it as a great break out. To reach the priority No 5, and score, we realized that we also depended on our Opponents mistakes. Still, we always aimed for that ulti-mate goal, to score a goal.

Once in the offensive zone, our objectives were to gain clear puck possession in the plot. To get into the slot, the most risky, and least effective, plays were made from the halfboards. The better options were to use the points or the end boards. Our tactical puck control was based on kee-ping the puck, through defensive passes and picks, until we could gain puck possession at the point or at the end boards. If we were under pressure, and about to loose the puck, our goal was to get it deep first. We felt, that if they had to make a play, under pressure, from the end board area, we al-most got the same chance to score, as if yie. tried to make a play from that same area. In short:

- If we can't make the play, let them try, and we'll profit from their mistakes.

So what ever happened, we always wanted to get the puck into that area. It was always a good play to place the puck there. Therefore we called that area, the greenzone. Green, like the green light, which indicates that the road is clear. Meaning, you always have the green light to drive the puck into that zone. My Ex NHLers thought green stood for "the Green", like in golf. To score you have to drive the ball to the Green first. No matter what they associated with that "green zone" expression, the important thing was, that we got the puck there, and that it meant an advantage for us to have the puck there.

situation.

Priority No 1. Don't loose Priority No 2. Get the puck Priority No 3. Get the puck Priority No 4. Get the puck Priority No 5. Score:

Tactical Puck Control (8)

On our way to the green zone, we first had to pass two other crucial zones, the grey zones. Grey like something vague, illustrating a zone where you can't say on forehand what's right and what's wrong. You have to make an important deci-sion. The grey zones •are the areas around the two blue • lines, where you never should risk a turn over. But on the other hand, if you can get throughwith the puck, you might have a chance to score. Again my ex NHLers wanted to rename the grey zones to bunkers. "On our way to the green, don't get stucked in the bunker." The blue line is a sand bunker. Why not, as long as you don't get stucked there.

• 7. Summary

The tactical puck control has to be balanced off, with your ability to control the pudic all the time. Either when you possess it, with team play and support, or by controling the opponents when they have the puck.

Remember that a hockey game is like a game of tennis. The possession of the puck will change back and forth. Important is to give up the puck in the safe areas, and if possible take it back in a way which opens up a chance for you to score.

Good Luck:

Bjorn Kinding, 1994

Illustrations to the expressions

TACTICAL PUCK CONTROL

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Transition - CAHA 1994

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TRANSITION

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zone: Transition in the neutral "The first play" to the wide option. Finish: A. 1 on 0

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Transition in the neutral zone: "The first play" to:

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Transition - CAHA 1994

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TRANSITION

Drills

Transitionin the neutral zone or the defensive zone: Stear the puck carrier to the defenseman, who then checks and screens. The forward makes "the first play" to the wide option. Finish: 2 on 1

Same drill as above, but start it with a point shot. The goalie passes to the de-fenseman, who makes a break out pass to the winnger on the boards. Continue as described above.

Return to the same starting positions.

Controled break break out from the neutral zone, and transi-tion in the same zone:

The defensemen start from both sides at the same time. The forwards generate speed be-hind the defensemen. Finish: 2 on 1

The drill continues:

The forwards skate back towards their own nets. The coach plays a new puck, to one of the two defensemen. Depending on who gets the puck, you'll either play defence or offence: 3 on 3

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