Game Summary and Tactical Evaluation For Forwards - Defensive Zone Play

 

The following information is designed to provide the player with some feedback regarding tactical game play. Print off the following and complete. Good Luck

 

Defensive Zone Game Evaluation

Player:  First and Last Name

Date:   DD/MM/YYYY

(1 - poor 2 - fair 3 - good 4 - very good 5 - excellent

 

Defensive Zone Coverage - Forwards Only

Explanation of Tactic:     CAN / DO YOU:

Ranking

1

Take whistle if in trouble (freeze puck).

1

2

3

4

5

2

Keep stick on ice at all times (unless playing man - opposition forward driving to net or playing man on man).

1

2

3

4

5

3

Play strong in front of the net (when collapsing to slot to assist defense men).

1

2

3

4

5

4

Position yourself so as to see puck and man at the same time.

1

2

3

4

5

5

Move to wall quickly so as to become option on breakout.

1

2

3

4

5

6

Break hard into open lane to become available for breakout.

1

2

3

4

5

7

Pick up back side winger to defense driving to net.

1

2

3

4

5

8

Block point shots.

1

2

3

4

5

9

Finish all checks at point and along wall.

1

2

3

4

5

10

Keep the puck moving forward (do not retreat into zone ).

1

2

3

4

5

11

Clear puck out of zone anyway possible under high pressure.

1

2

3

4

5

12

Block or screen out for defensemen on dump-ins.

1

2

3

4

5

13

Pick up open man coming into zone (did not overlap).

1

2

3

4

5

14

Keep stick on ice so as to be option and ready for breakout pass.

1

2

3

4

5

15

Keep high risk passes out of mid ice unless 100% sure.

1

2

3

4

5

16

Cover for defense in the event they rush the puck.

1

2

3

4

5

Totals:                                                                                                            / 80 points

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Neutral Zone Coverage - Forwards Only

Explanation of Tactic: CAN / DO YOU:

Ranking

1

Move to wall quickly as outlet pass for quick up

1

2

3

4

5

2

Stop in position / do not wander (read play / supported correctly)

1

2

3

4

5

3

Stretch play whenever possible (played zone depth)

1

2

3

4

5

4

Keep puck deep if no option

1

2

3

4

5

5

Head man puck (did not over handle - put players off side)

1

2

3

4

5

6

Finish all checks along wall

1

2

3

4

5

7

Push attacking forwards off-side to get whistle

1

2

3

4

5

8

Hold up fore-checker to give defense more time

1

2

3

4

5

Totals:

score

/40

 

 

In each of the above situations, it is very important to assess yourself accurately. What happens in this type of evaluation is that one generally takes an "overall" view of their game play and grade accordingly. For example: Item number 1 in defensive zone play…."do you force a whistle if in trouble". If you scored yourself a 3, let’s say, this number is derived from an average of game conditions. By this I mean that out of 5 times that you get yourself into trouble, you would freeze the puck 3 times. If you got yourself into trouble 10 times you would freeze the puck 6 times. Of course one’s definition of trouble may be varied as well. So most problems that occur relative to this situation usually come from either not recognizing when you are in trouble, from making a mental mistake or from not having the skill level to execute the proper skill adequately (not knowing one’s limitations – thinking that clearing the puck around the boards to the far side and over the blue-line when on one’s backhand will actually work).

There are in essence, three separate reasons why a player makes a mistake.

 

1 – (U) Comprehension – not (U)nderstanding or not knowing proper play selection, result of poor coaching or tactical training

2 – (M) Poor decision (mental) – did not see the ice well, a result of mental fatigue, thinking speed or poor puck handling habits (head down)

3 – (S) Poor Skill – could not execute the proper fundamental to accomplish the task at hand.

The following then is a more complicated break down of you game assessment. Assess each situation accordingly and circle the appropriate number based on the definitions shown above. For example, if you scored a 3 in your previous assessment in "1. Take whistle if in trouble (freeze puck)" what was or were the primary contributing factor/s. 

U - comprehension,  M - decision making or   S -skill level.

In this example skill level (poor skating skills, or strength) may be the primary factor why you would only be successful 3 out of 5 times. Don’t over analyze……keep it simple

Defensive Zone Coverage - Forwards Only (1 - poor / 5 - excellent)

Explanation of Tactic: CAN / DO YOU:

Ranking

Reason

1

Take whistle if in trouble (freeze puck).

1

2

3

4

5

 U

M

S

2

Keep stick on ice at all times (unless playing man - opposition forward driving to net or playing man on man).

1

2

3

4

5

 U

M

S

3

Play strong in front of the net.

1

2

3

4

5

 U

M

S

4

Position yourself so as to see puck and man at the same time.

1

2

3

4

5

 U

M

S

5

Move to wall quickly so as to become option on breakout.

1

2

3

4

5

 U

M

S

6

Break hard into open lane to become available for breakout.

1

2

3

4

5

 U

M

S

7

Pick up back side winger to defense driving to net.

1

2

3

4

5

 U

M

S

8

Block point shots.

1

2

3

4

5

 U

M

S

9

Finish all checks at point and along wall.

1

2

3

4

5

 U

M

S

10

Keep the puck moving forward (do not retreat into zone ).

1

2

3

4

5

 U

M

S

11

Clear puck out of zone anyway possible under high pressure.

1

2

3

4

5

 U

M

S

12

Block or screen out for defensemen on dump-ins.

1

2

3

4

5

 U

M

S

13

Pick up open man coming into zone (did not overlap).

1

2

3

4

5

 U

M

S

14

Keep stick on ice so as to be option and ready for breakout pass.

12

2

3

4

5

 U

M

S

15

Keep high risk passes out of mid ice unless 100% sure.

12

2

3

4

5

 U

M

S

16

Cover for defense in the event they rush the puck.

1

2

3

4

5

 U

M

S

Totals:

score

/80

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Score Chart - Personal Assessment Chart

Defensive zone assessment - Forwards Only
Item No. Score (1-5) Factor (U-M-S) Item No. Score (1-5) Factor (U-M-S)
1 1-5 U-M-S 9 1-5 U-M-S
2 1-5 U-M-S 10 1-5 U-M-S
3 1-5 U-M-S 11 1-5 U-M-S
4 1-5 U-M-S 12 1-5 U-M-S
5 1-5 U-M-S 13 1-5 U-M-S
6 1-5 U-M-S 14 1-5 U-M-S
7 1-5 U-M-S 15 1-5 U-M-S
8 1-5 U-M-S 16 1-5 U-M-S
Totals score U M S Totals Score U M S

 

When analyzing game play, we can see that the intrinsic factors involved in the game can easily be identified relative to one of the 3 groups. Quite simply, one factor deals with game experience and teaching, the second one deals with the mental or thought process and the third one is specific to skill fundamentals which may include strength. As well, upon completion of this assessment one can understand what areas of training they become responsible for (i.e. strength – skill practice) and what areas that they require direct teaching assistance (tactical, etc).

 

The following pages will deal specifically with reasons for WHY to execute a particular option that happens with in the game along with related mental, tactical, physical or fundamentals skills required in order to be successful. Data pertinent to each question is shown. Some of them you may recognize and some you may not. As well, there may be some that you can think of. For demonstration purposes, we will use item no 1 on the first page of our assessment as an example.

 

 

No. 1 Take whistle if in trouble – Possible reasons for this option are:

 

1 – You are too tired physically or mentally to make the correct play selection in getting the puck out of the zone.

2 – The supporting forwards are not in the correct position to help clear the puck out of the zone.

3 – You have been forced to your backhand side under high pressure checking conditions and a quality clearing pass is impossible.

4 – It us late in the shift and the players on the ice require a line change.

5 – Your players are in a state of confusion and are "running around" so you need to get a face-off so that your players can regroup.

6 – Your stick has broken

7 – You are in a penalty kill situation and you are trying to run down the last few seconds on the clock.

8 – You are battling hard in the corner and are out-manned.

9 – You take the puck to the wall and try to draw a penalty.

10- The goal-tender has lost his stick and it is too risky to try and dump the puck out of the zone.

11 – A weak ring has the puck caught in your skates, defense has pinched and high forward has shutdown outlet lane to the middle.

12 – Your are out-manned in your zone (penalty kill)

13 – You are trying to get a man out of the penalty box (coincidental penalties)

14 – Someone is hurt

15 – Goal-tender has lost his stick.

16 – Coach is trying to match lines.

17 – Trying to run down the clock intentionally.

 

As we can see, the above 17 points (Plus perhaps more that you can think of) require quick assessment of the conditions surrounding you in your own zone. This is call "read and react" skills or "game intelligence". It also requires a very clear understanding of your own personal skills and attributes or, you own limitations.

 

A – How well can you contain the puck on the wall (strength or technique)?                      

B – Do you possess good visual skills when carrying puck under high pressure?           

C – Can you make clearing passes well to both the forehand and backhand sides?         

D – Do you have the confidence to find an opening up the middle and execute?                 

E – Do you have the ability to relax under high pressure?                                                         

F – Do you communicate with your team-mates (Goal-tender, forwards, partner)?            

 

This personal assessment or "inventory" or player strengths and liabilities must be acknowledged before we can move on to correction and development. The above example shows interaction between actual skill (mental, visual, intelligence) and game situations. Success or failure can be attributed to skills such as checking, skating, passing, shooting, clearing, freezing the puck, etc., mental attributes such as seeing, reading, anticipating, unconscious and/or conscious decision making or behavioral programming such as those that come from teaching (coaching) and/ or personal experiences. Have you been taught a particular option or does a coaching philosophy warrant a different decision?

 

Of course, our decision making process is based primarily on our confidence level or ability to actually execute a particular play successfully. If you do not possess, or do not have confidence in a certain skill required to execute that option it is most likely that you would not read that particular option into a relative situation.

 

Evaluating one’s performance must reflect assets or liabilities. Mistakes are made. We are not perfect. But how we deal with those mistakes is what builds a champion. As once said, "success is failure turned inside out".

 

On the right side of each statement are 5 sets of letters. Please circle the one that best assesses your performance or ability.

 

X – excellent         V – very good          G – good       F – fair       P – poor

Item No. 1 - Take whistle if in trouble

X

V

G

F

P

Possible reasons for this option are:

1 - You are too tired physically or mentally to make the correct play selection in getting the puck out of the zone.

2 - The supporting forwards / defense are not in the correct position to help clear the puck out of the zone.

3 - You have been forced to your backhand side under high pressure checking conditions and a quality clearing pass is impossible.

4 - It is late in the shift and the players on the ice require a line change.

5 - Your players are in a state of confusion and are "running around" so you need to get a face-off so that your players can regroup.

6 - Your stick has broken or Goal tender has lost his stick.

7 - You are in a penalty kill situation and you are trying to run down the last few seconds on the clock.

8 - You are battling hard in the corner and are out-manned.

9 - You take the puck to the wall and try to draw a penalty.

10 - The goal-tender has lost his stick and it is too risky to try and dump the puck out of the zone.

11 - A weak ring has the puck caught in your skates, defense has pinched and high forward has shutdown outlet lane to the middle.

12 - Your are out-manned in your zone (penalty kill).

13 - You are trying to get a man out of the penalty box (coincidental penalties).

14 - Someone is hurt.

15 - Coach is trying to match lines.

16 - Trying to intentionally run down the clock

17 - Trying to get a whistle to call a stick or equipment infraction (after penalty call - CAHA ruling) to even up players late in the game.

Primary Teaching Point: Always a good option when in trouble. Eliminates bad turnovers when unsure of what to do with puck or when too exhausted to get puck out. Eliminates the possibility of the opposition capitalizing on a bad outlet attempt. However, "freezing" the puck along the wall with one’s skates is a skill and requires proper technique and adequate strength. The following information is critical for success. Evaluate yourself based on each point. CAN / DO YOU?:

1

Contain the puck on the wall (technique or strength)?

X

V

G

F

P

2

Possess good visual skills when carrying puck under high pressure?

X

V

G

F

P

3

Make clearing passes well to both backhand and forehand sides?

X

V

G

F

P

4

Have the confidence to find an opening up the middle and execute?

X

V

G

F

P

5

Have the ability to relax under high pressure and know when to chose this option?

X

V

G

F

P

6

Communicate with you team-mates to tell them (they tell you) to do this option?

X

V

G

F

P

 

Item No. 2 - Keep stick on the ice at all times unless playing the man

X

V

G

F

P

Possible reasons for this option are:

1

Opposition uses the wide side of the ice.

2

Opposition utilizes a sagging defenseman.

3

Opposition uses a back door option.

4

Rebound has come towards you and you need to react quickly.

5

Defenseman shooting low – on ice shots from the point.

6

Quick turn over and you may be a possible outlet.

Primary teaching point: Do not allow op opposition any easy plays. A puck that has to be raised when passed is more liable to cause problems and create turnovers. Puck control is essential to successful offensive as is time to select options. CAN / DO you:

1

Maintain good skating fundamentals (agility) with stick on the ice?

X

V

G

F

P

2

Keep strong on your stick when intercepting hard shots or passes?

X

V

G

F

P

3

React quickly to puck movement?

X

V

G

F

P

4

Coordinate movement (left, right, forward, backwards) with both hands on stick?

X

V

G

F

P

5

Know when to play the man and when to play the stick?

X

V

G

F

P

6

Possess read and react skills necessary to read possible options?

X

V

G

F

P

Item No. 3 - Play strong in front of the net

X

V

G

F

P

Possible reasons for this option are:

1

Opposition forwards have overloaded the slot.

2

Opposition’s defense has dropped down for back side pass.

3

Your own defenseman has been beat in the corner and a high slot man is open on your side.

4

Goal-tender is vulnerable to screens (poor technical body position).

5

Goal-tender gives out rebounds – picking up open man.

6

Draw penalties from offensive forwards who cannot handle rough play.

7

Interrupts mind set for players setting up to score – or shooting.

8

Set the tone – the crease is your team’s territory.

Primary teaching point: This allows not only the goal-tender to see all long shots but creates an environment where opposition players know that they are going to take some lumps in order to score a goal.  CAN ? DO YOU:

1

Get intimidated in front of the net when opposition forwards /defense play tough?

X

V

G

F

P

2

Possess the strength to be in front of the net ?

X

V

G

F

P

3

Possess the discipline to stand in front of the net when opposition player’s play tough?

X

V

G

F

P

4

Possess the skating skills and balance to manipulate players in front of net?

X

V

G

F

P

5

Know how to keep offensive forwards off balance?

X

V

G

F

P

6

Know when to play tough and when to play smart?

X

V

G

F

P

7

Possess the skating agility to play shot and rebound?

X

V

G

F

P

8

Know when to tie up the stick and when to tie up the man?

X

V

G

F

P

9

Play with head on swivel?

X

V

G

F

P

10

Know positional responsibilities (go to net or stay on point man)?

X

V

G

F

P

11

Have good anticipation - know when the shot/pass is coming?

X

V

G

F

P

Item No. 4 - Forwards position themselves so as to see the puck and the man at the same time.

X

V

G

F

P

Possible reasons for this option are:

1

Opposition is in control of the puck.

2

You have been assigned man-on-man coverage (checking assignment).

3

You are responsible for zone coverage (any opposition player in your zone).

4

You must assume a strong defensive position due to game circumstances (opposition momentum, etc).

5

Opposition’s top goal scorer sets up in your zone.

6

Opposition has an aggressive offensive defenseman who likes to drive to net for backside pass.

7

Create possible turnover on opposition pass / read to create quick transition and catch opposition off guard.

Primary teaching point: This is perfect defensive zone coverage. Knowing where both the puck and man are allows you to eliminate opposition player in your zone from participating in any way in the play. CAN / DO YOU:

1

Play with your head on a swivel?

X

V

G

F

P

2

Anticipate the movement of your check?

X

V

G

F

P

3

Anticipate the movement of the puck?

X

V

G

F

P

4

Execute the skating skills to do so?

X

V

G

F

P

5

Possess the strength to hold up the man as he drives to the net?

X

V

G

F

P

Item No. 5 - Forwards move quickly to wall to become option on breakout

Possible reasons for this option are:

1

Puck has turned over from opposition shot on net.

2

Puck has turned over from a one on one or two on two down low.

3

Defenseman carrying puck is under high pressure and needs an outlet.

4

Defense has reversed play and needs an outlet to opposite / weak side.

Primary teaching point: It is important to move the puck as quickly as possible to limit opposition success as assuming a strong defensive position after a turnover. Getting into position with speed allows team and puck carrier to take advantage of open lanes. CAN / DO YOU:

1

Possess the necessary short game acceleration skills to get into position quickly?

X

V

G

F

P

2

Possess the necessary backward acceleration skills to get into position quickly?

X

V

G

F

P

3

Possess the pivoting skills necessary to face puck while moving into position?

X

V

G

F

P

4

Possess the necessary read skills to recognize role movement into correct lane?

X

V

G

F

P

5

Can you relax under pressure and select next outlet option or play decision?

X

V

G

F

P

6

Able to control missed pass on "hurried up" if in skates?

X

V

G

F

P

7

Able to receive and control hard passes to forehand side (while stationary)?

X

V

G

F

P

8

Able to receive and control hard passes to backhand side (while stationary)?

X

V

G

F

P

9

Able to move puck quickly after reception?

X

V

G

F

P

Item No. 6 - Break hard into open lane to become available for breakout

X

V

G

F

P

Possible reasons for this option are:

1

Forechecking pressure has created open passing lane.

2

Puck carrier has move into your lane creating an overlap.

3

Alternate receiver has moved into your lane creating an overlap.

4

Passing option has been made to far side of the ice and you must support.

5

Opposition player is playing you man on man and you must get open.

6

Capitalize on weak defenseman (allows you to move wide for high fast break option).

7

Goal tender has stopped anticipated icing call and can move it up ice for fast break.

8

Opposition team has played dump-in for line change and defense/goal-tender has quick up option.

9

Opposition players are weak at transition.

10

Opposition players are weak skaters (slow speed).

Primary teaching point: Accelerating into open ice makes it difficult for the opposition to counter. Success in the game is built on speed both from a skating as well as from a reactionary point of view. The greater the speed that a receiver breaks into an open lane, the harder that it is to cover him (set up in maximal defensive position). CAN / DO YOU?

1

Possess the necessary read and reaction skills to see the open lane?

X

V

G

F

P

2

Think quickly enough to move into the open lane?

X

V

G

F

P

3

Possess the proper acceleration skills to move into open lane?

X

V

G

F

P

4

Able to receive / control puck at full speed forehand?

X

V

G

F

P

5

Able to receive /control puck at full speed backhand?

X

V

G

F

P

6

Able to receive / control puck at full speed with skates?

X

V

G

F

P

7

Communicate well with puck carrier (call for pass)?

X

V

G

F

P

Item No. 7 - Get the puck out anyway possible - high boards or glass

X

V

G

F

P

Possible reasons for this option are:

1

Under high pressure forechecking system. Must get puck out to break pressure.

2

No passing options available to puck carrier – yet under pressure.

3

Do not want to give up any high risk options since opposition has momentum.

4

Utilizing a wide side forward for a fast break.

5

Perhaps capitalize on point man’s weakness at handling or converting puck in this type of play.

6

Play is scrambly in zone – just get puck out – low risk.

7

Long shift – need line change.

8

Do not have the strength to eat puck along the wall.

9

Penalty killing – outlet play to outside – low risk.

10

Goal-tender or defense has lost his stick.

Primary teaching point: Puts the puck into a very unpredictable situation where the opponent’s defenseman is going to have to get puck under control first which is very difficult before making any sort of successful counter play. CAN / DO YOU:

1

Possess the skill forehand?

X

V

G

F

P

2

Possess the skill backhand?

X

V

G

F

P

3

Possess the knowledge of puck placement (where to hit on the wall or glass)?

X

V

G

F

P

4

Know when to use this option?

X

V

G

F

P

5

Read opposition defense’s position (select correct space and option)?

X

V

G

F

P

6

Possess the puck handling skills to do this under pressure?

X

V

G

F

P

7

Relax and execute under pressure?

X

V

G

F

P

8

Clear puck without icing it?

X

V

G

F

P

Item No. 8 - Pick up back side winger to defense (wide forward)

X

V

G

F

P

Possible reasons for this option are:

1

Playing high man in opposition’s zone (2-3, 1-2-2).

2

Play turns over quickly in neutral zone.

3

Defense adjust to rush and play their men one on one.

4

You have been assigned a specific role (cover wide side man – weak side lock).

5

You have been assigned man on man coverage.

6

Defense pinches in offensive zone or neutral zone and you are covering for 2 on 2.

Primary teaching point: The backside winger or weakside pass is one on the most effective plays in hockey due to the difficulty that the goal-tender has laterally compensating for a quick over pass. CAN / DO YOU:

1

Play with your head on a swivel (watching for stretch man or wide side winger?

X

V

G

F

P

2

Communicate well with your defense (visually, verbally)?

X

V

G

F

P

3

Possess the skating skills necessary to cover wide man?

X

V

G

F

P

4

Possess the necessary read and react skills necessary to anticipate fast break?

X

V

G

F

P

5

Maintain discipline in a high checking role and understand your duties (stay with your man and know when to switch)?

X

V

G

F

P

6

Have the strength to hold up your man?

X

V

G

F

P

Item No. 9 - Block point shots

X

V

G

F

P

Possible reasons for this option are:

1

Opposition is running screen on goal tender and puck must not get through.

2

Opposition is utilizing points as key in offensive zone attack.

3

Goal tender is out of position.

4

Create possible rebound of pads and fast break.

5

Show commitment to winning at all cost – sacrificing the body.

6

Offensive forwards are strong down low and puck must not get through.

7

Offensive forwards are committing to slot for rebound.

8

Offensive forwards are caught down low – catch them on transition – fast break.

9

Defenseman on the line shoots with his head down - capitalize rebound off of shin pads for fast break.

Primary teaching point: Help out your Goal-tender. The objective of a point shot is to just hit the head. Opposition forwards are collapsing in the low slot so as to capitalize on a deflection or rebound. By eliminating this option, your team can better capitalize on transition from defense to offense, catching their forwards down low. CAN / DO YOU:

1

Know how to block shots – standing or prone - technique?

X

V

G

F

P

2

Know when to block shots (game situation – timing)?

X

V

G

F

P

3

If going down to block shots – do you know when to leave your feet?

X

V

G

F

P

4

Attack point aggressively so as to limit time and space – feet moving?

X

V

G

F

P

5

Possess skating skills necessary to close gap quickly?

X

V

G

F

P

6

Finish your check if shot gets through – intimidation?

X

V

G

F

P

Item No. 10 - Finish all checks at point and along the wall

X

V

G

F

P

Possible reasons for this option are:

1

Opposition is making plays from the point – intimidation..

2

Opposition is making plays from outside – intimidation.

3

Opposition cycles puck well – eliminates man.

4

Break up opposition’s team continuity – by eliminating one player).

5

Your team gets motivated from contact.

6

Create opportunity for retaliation – draw penalty.

7

Star opposition player is delayed from joining play.

Primary teaching point: By finishing all checks along the wall you effect the mental state of the puck carrier or passing player. This in effect takes away the time that he has to make a play (or joining in the play). As well, it creates a "rushed" mental state which effects quality of play option. Often the outcome of aggressive play is retaliation penalties.

1

Play aggressive?

X

V

G

F

P

2

Possess the timing to set up the hit?

X

V

G

F

P

3

Possess the balance necessary to control the hit and not leave your feet?

X

V

G

F

P

4

Possess the skating skills necessary to be effective?

X

V

G

F

P

5

Lose discipline if opposition player retaliates?

X

V

G

F

P

6

Hit on the defensive side of the check?

X

V

G

F

P

Item No. 11 - Keep the puck moving forward.

X

V

G

F

P

Possible reasons for this option are:

1

Opposition is having success on their forecheck down low.

2

Defense are not good at handling the puck (receiving or supporting properly).

3

Defense are not good at making play selections.

4

Opposition is using an aggressive forechecking system down low.

5

Team needs to get puck out – no high risk plays.

6

Team needs to maintain momentum – keep on the attack.

7

Opposition’s defense are weak at backward skating or man on man skills.

8

Opposition players are trapped down low and are slow to react.

9

Your team has exceptional speed – take advantage of it.

Primary teaching point: Objective is to take advantage of the positioning of the opposition players on an aggressive forecheck. On a breakout the natural flow is to move the puck to the other end of the rink. By turning back, you may jeopardize defensive capabilities of your team by having team-mates leave the zone prematurely anticipating forward momentum or by catching low zone defensive players out of position. CAN / DO YOU:

1

Possess the puck control skills to move the puck forward avoid defense?

X

V

G

F

P

2

Are you intimidated along the wall?

X

V

G

F

P

3

Move the puck quickly?

X

V

G

F

P

4

Possess quick acceleration with the puck into open lanes?

X

V

G

F

P

5

Know how to play puck to wall angles to free up one on one movement?

X

V

G

F

P

Item No. 12 - Block or screen out for defense on dumpins

X

V

G

F

P

Possible reasons for this option are:

1

Opposition has fast forwards on the forecheck.

2

Opposition has success on the forecheck.

3

Defensive partner is slow to select proper play options.

4

Forwards are late coming back into zone – more time to create play.

5

Forechecking forwards have poor discipline when impeded.

6

Defense is physically not able to handle physical contact off the forecheck.

7

Defense has superior puck carrying abilities - gives him more time to "wind up".

Primary teaching point: Allows defenseman more time to properly select a higher percentage play option as well as protecting him from physical contact. CAN / DO YOU:

1

Possess skating skills necessary to pick up man?

X

V

G

F

P

2

Have the strength necessary to hold up the man?

X

V

G

F

P

3

Play with head on a swivel?

X

V

G

F

P

4

Communicate well with your partner?

X

V

G

F

P

5

Read play well so that this option is the correct one (when to cover man or when to move to open ice to be outlet option for breakout pass)?

X

V

G

F

P

Item No. 13 - Pick up the open man coming into the zone

X

V

G

F

P

Possible reasons for this option are:

1

You are the late man on the back check.

2

They have control of the puck in deep and are looking for backside pass.

3

Opposition defenseman is very offensively minded and joins rush.

4

Team-mate has made a poor decision leaving man open.

5

Poor line change creating possible odd man attack by opposition.

Primary teaching point: An open player can easily turn into a scoring threat. Eliminate that possibility. CAN / DO YOU:

1

Play with head on a swivel?

X

V

G

F

P

2

Skate hard on the back-check?

X

V

G

F

P

3

Know the responsibilities of your position on the back-check?

X

V

G

F

P

4

Possess the skating skills necessary to pick up the man?

X

V

G

F

P

Item No. 14 - Keep the stick on the ice so as to be an option on breakout pass

X

V

G

F

P

Possible reasons for this option are:

1

Puck has turned over from opposition and your team has control of the puck.

2

Your defense is in full control of the puck and is setting up behind the net.

3

You are breaking away from man on man coverage.

4

Offensive player’s Forechecking gap is tight and you are moving into open ice.

Primary teaching point: Show the puck carrier that you are ready and able to receive pass. As well, give the puck carrier something to focus on to increase success of tape to tape passing. CAN / DO YOU:

1

Play ready?

X

V

G

F

P

2

Possess strong agility skating skills with stick on the ice?

X

V

G

F

P

3

Play with head on a swivel (read open lane and puck carrier is looking for out)?

X

V

G

F

P

4

Possess strong receiving skills (forehand or backhand) off pass?

X

V

G

F

P

5

Possess strong receiving skills (forehand or backhand) off an unexpected pass?

X

V

G

F

P

Item No. 15 - No passes to middle ice unless absolutely sure.

X

V

G

F

P

Possible reasons for this option are:

1

Opposition forwards read play well.

2

Forwards timing is off on supporting the pass to middle.

3

Opposition is utilizing a high pressure forecheck with high mid-ice checker.

4

Ice conditions are poor creating unnecessary pressure on receiver in the event of a bouncing puck.

5

Opposition is very good at transition.

6

Outlet option player has poor reception and puck moving skills.

7

Your team has momentum.

Primary teaching point: Eliminates any possibility of the opposition gaining control of the puck in a prime scoring area (SLOT). As well, it eliminates the opposition from gaining the puck in an area of the ice which cannot be defended against adequately (team-mates caught in transition from offense to defense and may be leaving the zone - center position) CAN / DO YOU:

1

Play with strong visual peripheral skills – see opposition player on edge of vision (opposition player anticipating pass)?

X

V

G

F

P

2

Telegraph your passes?

X

V

G

F

P

3

Sell passing options so as to create better passing lanes?

X

V

G

F

P

4

Pass hard so that in the event of a turnover, opposition player will have difficulty controlling pass?

X

V

G

F

P

Item No. 16 - Cover for defense in the event they rush the puck

X

V

G

F

P

Possible reasons for this option are:

1

Opposition’s forecheck has provided an open lane.

2

Power play attack where defense carries puck up ice.

3

Defenseman has exceptional speed and coach wants to utilize this to lead the attack.

4

Winger has passed back to defense who jumps due to wide forechecking pressure.

Primary teaching point: It is important to utilize ALL players in the attack. This makes it difficult for the opposition’s forecheck if more players are mobile and can take advantage of open lanes. CAN / DO YOU:

1

Know when to cover for the defense?

X

V

G

F

P

2

Know defensive role in the event that the opposition counters quickly?

X

V

G

F

P

3

Know how to run picks to create open lane for defense?

X

V

G

F

P

4

Know how to read play and anticipate jump?

X

V

G

F

P