DON MILLS CIVITAN HOCKEY LEAGUE
COACHES HANDBOOK
DON MILLS CIVITAN HOCKEY LEAGUE – COACHING HANDBOOK 2016
Table of Contents
 Introduction
 Responsibilities of the Head Coach/Coaching Staff
 Equal Ice Time
 Confidence is a Super Dog
 Injuries
 Practices
 Contact details
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DON MILLS CIVITAN HOCKEY LEAGUE – COACHING HANDBOOK 2016
Introduction
Congratulations! You’ve done a great job stepping up and taking on the responsibility and workload of
coaching. This is a major contribution, and will greatly influence the experience of each player on your
team.
As a coach, you possess a variety of tools and skills that enable you to influence your players. The
impact you have on each player will last for years and it is important to carefully consider the message
you deliver and the legacy you will leave with each of these kids. As coaches you are educators and
while helping players to improve is rewarding; it is not nearly as rewarding as helping to shape the
values that players will carry with them throughout their lives. It is what they will remember about
themselves, you and the Don Mills Civitan Hockey League (“DMCHL”) in the years to come.
The DMCHL is dedicated to providing you with support and guidance. Our hope is that this document
will assist you in this role. These few pages are aimed primarily at the new coach, to help a little, but
it is also aimed at the experienced coach (mostly the DMCHL Coaching Philosophy part) to give you
insight into what we are expecting from coaches under the DMCHL banner. They also carry the
opinions of several experienced DMCHL coaches, which may vary from other coach’s opinions.
The DMCHL Coaching Philosophy
“HOW you teach is far more important than WHAT you teach. In the end it is all that they will ever
remember – unknown coach”
DMCHL is a “Learning League” and must not be seen as competitive. Everyone wants to win and to say
that there will not be competition at our House League level would be ridiculous, however it is critical
that each coach and staff member remember that “competition” takes a back seat (way in the back, by
the bathroom) to safety, respect, fun, learning, and inspiring the feelings of “ confidence and selfworth” in each player.
Especially at risk and vulnerable are the players under your influence who have less experience/ice time
or overall lesser athletic skills than your better players. Competition is good, until it is bad. We must be
attuned to safeguarding the pleasure and enjoyment of the game for those at the greatest risk of being
discouraged in overly competitive play. Kids can be their own toughest critics, and know all too well
when they do not quite fit in. Coaches are the first line of defence to “discouraging discouragement” by
glorifying effort, not goals. It can be all too tempting for coaches to get swept up in scoreboard results
and fiddle with ice times, rather than what really matters which are the results. Coaches are the
custodians of “good times” in the game and should discharge their duties accordingly.
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DON MILLS CIVITAN HOCKEY LEAGUE – COACHING HANDBOOK 2016
Responsibilities of the Head Coach
& Coaching Staff in General
The Head Coach typically is responsible for setting the right tone for the team and for their assistants on
the bench.
It is the Head Coach’s responsibility to ensure that all bench assistants or anyone who is in the change
room prior to and immediately following the game or practice (for the “Coach’s Talk”, when all parents
are not in the room) has:
A) Been identified to and accepted by the DMCHL coaching convenor,
B) Has taken their “Speak Out” or “Respect in Sport” course and has obtained their certificate, and
C) A DMCHL Approved Police Check.
Responsibilities of the Coaching Staff:
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ENSURE ALL PLAYERS GET EQUAL ICE TIME.
ENSURE ALL ADHERE TO THE “RULES OF PLAY” AS DESCRIBED BY THE CONVENOR.
ENSURE SAFE AND FUN PLAY.
Demonstrate sportsmanlike behaviour – remain calm and respectful when interacting with
players, convenors, referees, other coaches and parents.
Fill out and hand in the Game Sheet to the convenor/timekeeper– Always convenient to preprint labels if the league’s sheet allows it.
Preparing drills for practices, preparing lines for games in conjunction with the Assistant
Coaches:
o Develop a plan for development for all players working with the assistant coaches.
o Be a teacher and not focus on winning the game at all costs.
o Be present at all games/practices or designating an assistant coach to act as coach in
his/her absence.
o Notify the convenor of cases where he/she cannot resolve a player or parent
conflict/incident, where further action is required.
o Ensure that players fulfill their HL commitment - (Select players are required to attend
50% of games and 75% of practices minimum).
o Notify all parents/players of picture day.
o Ensure that all players have the required equipment before going on the ice (especially
practices where there are no referees to check things like neck guards).
o Ensure that spectators do not use the player’s bench at any time during practice or
games.
o Distribute/collect goalie equipment, where required.
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Remember to always act in a professional manner, especially when in front of players.
Conduct a team meeting with parents and players so everyone understands their roles.
The Coaching Convenor is there to assist you with any needs or any advice.
Your Program:
The basic coach’s program typically would include:
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Putting together a fun practice that includes drills that maximize the use of the ice and ice time,
and where all players can improve. You should also plan (on most days) 5 or 10 minutes at the
end of the practice for a quick scrimmage with the other team that shares the ice during your
practice – this keeps the kids coming back.
Attending games to coordinate the team getting on the ice on time and managing the bench.
Pre-game briefing - a brief and simple (don’t ramble over 100 different points) speech 5-10
minutes before the game to review the concepts worked on in practice that you hope they will
now repeat during the game.
Minimal calm and clear guidance during the game.
Post-game briefing -a brief review (5 minutes) after the game of what went right and what went
wrong during the game (focus on positives) - remember to glorify efforts, particularly for those
who need it the most.
Ensuring all players get equal ice time.
Ensuring all players get a chance to play all positions (C, W, D and even Goalie if they want to).
Emailing parents each week to remind them of the times for games and practices or any other
information you want need to share (Picture Day, Snack person, skate sharpening, … ).
Additional fun stuff (optional) might include:
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Parent meeting in the first week or two to explain your coaching philosophy and what you might
want from the parents
o i.e. Someone brings snacks, organize by jersey number so it’s simple
Team Snacks (for the younger groups), typically executed by the parents
o Note : Please encourage somewhat healthy snacks like juice boxes and home made
treats
**PLEASE ENSURE THERE ARE NO NUT ALLERGIES ON YOUR TEAM and proceed
appropriately if there are.
Team Breakfast – Always a nice way to have the team “Gel”
End of Year Team Party – Always a nice to have
o It’s the little things that make memories
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Parent’s Meeting:
Although it’s optional, it is highly recommended. An effective parent meeting held pre-season can
establish a solid foundation for an enjoyable season. Ask the parents to come in 10 minutes early for
the first practice or game tell them your philosophy and what you plan to do during the year.
Discuss with the parents:
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“2 Man Deep” rule – Hockey Canada has a rule where no parent or coach can be in a change
room without another parent/coach present.
Setup the Snack Program – this is typically assigned based on jersey number.
No parents in the change room 10 minutes before and 5 minutes after each game.
No parents on the bench during practices or games.
No parents to come to the bench during a game unless invited by a coach to approach.
Ask for volunteers for any optional events (Team Breakfast, Team Party, …)
24 Hour Rule – Parents must wait 24 hours to discuss any issues they have regarding what
occurred during a practice or game.
Do the parents want to pay to have name patches put on the jerseys (for leagues that allow
that) – Should be able to get it done for $10 a jersey
**NOTE** Do not do this prior to the end of all trades. If it does occur, the coach is expected to
bear the cost of removing the name patch and replacing it with the incoming player(s) name.
Pre-Game Chat:
A reminder to the team the day before a game is helpful. Some of our teams will send an email to the
entire team prior to game day reminding the team of the game time, when to arrive at the dressing
room, what time you need them fully dressed and a reminder that the parents are not to be in the
dressing room during the pre-game chat.
Strongly encourage all kids to be fully dressed and ready 5 or 10 minutes before every game and remind
the parents to clear out of the dressing room so you can have the players focus on your pre-game
message.
The zen thing is fine from time to time when you think they are down in morale “let’s all close our eyes
and pretend we are trees…” however it lacks content. Simple, plain, easy to understand content is what
they need, plus a little “rah rah” to get the blood moving.
A very common mistake is to allow all bench staff to speak to the players pre and post game. The Head
Coach or A-Coach (on rare occasion when HC is missing) should be the only one to speak. This is not a
power trip, it’s simply human nature that the players can focus for only a few minutes, and on a few
concepts before they glaze over and shut you out. Too many words by more than one coach will backfire
on you, and there is no added value.
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Another common mistake is that the speaker “rambles on” over point after point trying to remember
the 121 things that went wrong at the last game, rather than the 7-9 points that they really want to go
right this game and all year long. Often those many weak points were not the focal point of the
structured team plan. The discussion simply becomes many random points based on whatever comes to
mind and again you lose the players attention.
We would suggest that the coach choose 7-9 positive things (and be ecstatic if you get them to give you
3 or 4 of them… it is, after all, House League not Junior A hockey) that he/she wants to work on during
the season, and that those same 7-9 positive things are reviewed (somewhat mechanically so the kids
will hear and understand the same message) every pre and post game.
For example, an Atom coach might say before a game:
“In practice we worked on solid passing and being strong on the puck, and that work all supports the 8
game time rules our team wants to always focus on, and they are (as the coach points to a drawing of
the Ice Rink on the back of her clip board):
1) 2 guys on the puck in the corner, not 3
2) 1 guy covers the front to block their guy in the slot
3) Wings stay High and be open and ready for a pass, no 3rd man on the puck
4) Remember, Our Team doesn’t carry the puck across our Blue Line
5) At the Center Line, if you see 2 guys you dump the puck deep, If you see only 1 guy then you
beat them wide and fast
6) 2 Guys on the puck in their corner when we dump
7) 1 Guy in front of their net
8) Defence hustle up and cross their blue like to keep the puck in”
Ask the parents to leave the dressing room so you can have the full attention of the players. Do not let
the players have side-bar conversations - this is the time to remind them of the 7-9 things (no more) you
want them to focus on. Those 7-9 things should not be new concepts, it is too late pre-game to ask for
new things. That should be introduced in practice.
On The Bench During the Game:
This is a position of power. You are the guy in charge and the players and parents are watching you like a
hawk. The parents are looking for any little mistake the players make so they can say, “Oh My God! The
coach should be telling them to pass” (WOW! What a concept parents!! – As if the coaches say to the
kids, “Guys, never pass, OK?” when in reality the coaches have been begging the kids to pass all year ).
Ignore the parents. This is about the kids.
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Coaches on the Door:
The coaches on the doors should not be mixing up the message. They too should be catching the players
doing something RIGHT, and ignoring the mistakes. They should offer encouraging words like “WOW,
Awesome! Where did THAT speed come from???” or “Are you ready? Show us some Super Speed!!”
Coaches on the door should not be having micro-lectures every shift with a message different to what
the team program includes. Remember, there are only a few things you want them to focus on (and only
a few things they can focus on anyway) so keep it calm, simple and consistent.
Importance of fluids and hydration:
Make sure the coaches on the doors remind and encourage players to drink water. They will usually
leave it until they are thirsty, and once you are thirsty it’s too late to drink and have that new water help
them in that game.
Post-Game Chat:
Don’t wait, move immediately to the dressing room and do not let them start changing or chatting.
Refrain from stopping to talk to the other parents. Unlike the parents who will remember the game for
years to come, you have only a few minutes to have the players recall what happened, good and bad, in
the game.
Again, it is best to keep the post-game de-brief quick and allow it to support your philosophy around
what you are working on this year. Do not blame the refs when the game does not go your way, instead
focus on what the team did well.
A good approach is to ask the players to comment on how well the team did on each of your 8 focus
points, i.e. “Billy, how did we do on Rule #1, 2 guys on the puck in our corner?”. It will make the players
think because they may be called upon to comment on one of the rules you asked them to work on
during the game.
Awards/Rewards:
Awards are a fun way to keep the kids focused on what you want them to do.
Some coaches use a “Hard Hat” to reward the players for something (within your team plan, i.e. one of
the 8 or 10 things), and hand it out after every game to the player who either displayed the most of
something, or one who did something for the first time (remember, bring them ALL along, not just your
stars). Other coaches have given out medals or even Lego Sets (Coach GT) (this gets expensive of course
unless you hit a great sale).
Get creative and fine tune your message with fun rewards. Also of value is to tell the kids before the
game what the award is for today, “Today the Hard Hat will go to the kid who passes the most” (for
example). You will get more passes that way. Take them all, good and bad, as passes in House League
are hard to come by. Coach JB suggested that after he had given awards to each kid, for the rest of the
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season he had the winner from the previous game award it the following week and stressed that it be
given to the hardest worker, not necessarily the kid who played net or scored the most goals - it was
amazing how much consideration the kids put into their picks (and more often than not gave it to the
player he would have picked as well)
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ALL PLAYERS GET EQUAL ICE TIME
Fairness and consistency are one of the key attributes that a coach should possess. Players will respond
to a coach who treats them fairly. As a coach, you get the credit for nothing and the blame for
everything. The pressure to perform sometimes forces weaker coaches to take the easy way out by
letting their better players “steal the show”. Short shifting a weaker player in the hopes of winning the
game is counter productive as it reduces the players self esteem and does not promote team building.
The DMCHL ‘s philosophy is: All Players Get Equal Ice Time. This isn’t just a philosophy we would like all
coaches to adopt, but we also police it at the lower levels to ensure coaches who “Don’t Get It” are
reminded that this a Learning League. Failure to adhere to this rule robs developing players most in
need of valuable ice time. The league has zero tolerance for skewing ice times to enhance
competitiveness and actions will be taken.
Let’s face it, the stars on your team are stars not because they were born hockey players, but because
somewhere along the way they got an earlier start than others and a coach encouraged them and made
them feel good about their relative successes. Confident players feel safe to make mistakes, take risks,
try new things and ultimately become better. The corollary is true for players who lack confidence,
which brings us back to our message above, “find ways to instill confidence and self-worth” in each
player.
There is no magic in the formula. Ice Time + Encouragement = a Better Hockey Player. The unconscious
hockey coach can inadvertently cheat lesser players out of their right to improve.
The true “coach” encourages mistakes, laughs (with, not at) when those mistakes are made during a
game, and recognizes that learning is more important than winning. Success is not measured on the
score board but by the increased confidence each player has at the end of the day. Bring everyone along
and success will follow you. Do not be remembered as the coach who cemented the decision to quit
hockey, but rather be remembered as the coach who made the game fun and made them want to
continue on in the sport.
Three Minute Buzzer:
This is intended to insure that all players will have equal ice time against similar skill levels. In
regrettable moments it has been used by some coaches to stack a 'B' or 'C' line. It is also sometimes very
difficult to keep these levels matched, as such it is suggested that opposing coaches take the time to
discuss, just prior to the game, and coordinate lines if there is a mismatch based on attendance issues.
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Confidence is a Super Drug
No matter how good or inexperienced a coach you are, the players see you as THE knowledgeable guy
on the bench, and therefore whatever spills from your lips is law. If you chastise someone for a bad pass,
then they will believe themselves to be a bad passer and will not want to risk repeating that mistake.
They just won’t pass. If you tell a kid he screwed up, then he will think he is a screw up.
If you tell a player who attempted to make a pass but was picked off, “Suzie, Awesome Pass! We need
more of that. Great job” then they will pass more. A good coach will take more passes (even bad ones)
over panicked throwing away of the puck, or a non-pass because they didn’t want to get picked off, any
day of the week.
The coach’s power has to be recognized and carefully managed. Subtle negativity will damage a kids
confidence and “Confidence IS a Super Drug”. Never erode confidence.
It is OK to be grumpy “with the whole team” (don’t single players out) in a practice as this is when you
want the players to focus, not fool around and drive hard the concept you want them to use in a game.
However in a game, you should miraculously become “Jovial Joe” or “Likeable Lucy”, the coach who
smiles and laughs about every good AND bad thing that happens.
Don’t Worry, They Know!!
When a player makes a cross ice pass and gets picked off and scored on, they come to the bench with
their head low and a quick flash of their eyes in your direction, wondering if you noticed their screw up.
DON’T run over there and give them a mini-lecture. THEY KNOW. Save the lectures for the practice.
Catch them doing something RIGHT!!
There are hundreds if not thousands of things they can do wrong, but only 8-10 things they can do right,
so which group of things do you want them to focus on? If you point out every little wrong thing, or
whine, “No… NO!!” when something happens you don’t like during a game, then they WILL shut down
and not work your program because they will be afraid of making those mistakes. They will either throw
the puck away OR not let the other team take the puck in fear of your disapproval. Instead, try to speak
mostly when they do something RIGHT. Walk up and down the bench and make sure ALL the kids hear
you say, “WOW, Did you see that Pass!!” or “WOW, Did you see her hustle!!”, or “See Guys, Perfect
Dump at the Center Line”.
There are a lot of little psychological things happening on that bench during a game, and the more
praise you give for GOOD stuff, and the more you ignore the BAD stuff, the better your team will
perform. Bring them all along.
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Positions:
Keep track of the positions you have the players play. Some of our coaches will have a spreadsheet with
the players’ names, numbers and for each line they will put in a C, D or W for the position that was
played during that shift. At the end of the game there should be a nice balance of all the kids playing
Center, Wing and Defence.
The House League is a Learning League, it is important that the coach give the players an opportunity to
play the different positions. How can a player learn to be a Centreman if he/she has never had the
opportunity? For younger ages, it is important to give ALL the kids a chance to play in net/goalie. The
goalie position will get locked down at around ages 9-10, so let the kids try the net, and this will also give
you a chance to discover your “Playoff Goalie”.
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Injuries
Someone Gets Hurt on the Ice:
While Hockey Canada strongly recommends that each team have a Hockey Trainer on the bench, it is
often difficult for a volunteer House League organization to have that kind of coverage. When there is
no qualified trainer on either bench, then one of the coaches will need to enter the ice (only when the
Referee comes to the bench and holds your arm to ensure you too don’t become a second casualty) and
attend to the player who is down. DO NOT PICK THEM UP. If a player is truly injured, then they will not
get up on their own and likely we will need to take more serious measures.
Statistically, however, 99.99% of all “Player Down” situations in younger ages do not result in ambulance
trips, but instead they are simply shaken up (or sometimes just mad at the refs for a perceived lack of
call) and need a minute to sort it out. Kneel down beside their head on the ice and speak to them, asking
what happened.
Take it seriously because they always do, and it actually may be serious. After a moment ask them to
come to the bench as you want to, “take a serious look at them” (use those words, it always works for
me) and 99.99% of the time they will pop up (do not help them up, you can better evaluate the
seriousness by watching as they get up) and then let them hold your arm or the arm of one or two of
their team mates as they skate back to the bench. Check them out on the bench, give them some water,
maybe ask them to skip a shift and if you think they may be injured or concussed in any way then bring it
to the attention of the Convenor or any House League official and call their parents to the bench and ask
them to check him/her out. If they seem fine on the bench, then observe them on their next shift and
make further decisions. Always inform their parent or guardian of anything that seems out of the
ordinary.
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PRACTICES
A Head Coach’s attendance and thoughtful input at Practice is **much more important**
than his/her attendance during a game!!
ALL COACHES MUST WEAR HELMETS DURING PRACTICE OR WHENEVER ON THE ICE.
True “Coaching” (when it comes to knowledge transfer and learning) happens primarily (95%) during
practice. This is where a thoughtful and caring coach can improve the skills of each player, and therefore
have the greatest impact on the result of any game. The smart coach, who really wants his/her team to
improve and win more games, will ensure that their least experienced/skilled players get maximum
attention during practice such that the “sum” of the team is ultimately greater. Smart coaches who
include all players and improve the skills of their lesser experienced players are the “true coaches” and
the most successful. Coaching is not about standing on the bench during a game and looking important
for the kids and parents, it’s about making each player more successful.
There are hundreds of age and skill appropriate drills well described on the internet. You don’t need to
be an experienced hockey coach to be able to run a top shelf practice, you just have to put a few hours
in at the beginning of the season to research what to do and plan an awesome, valuable practice.
Below are some links that might be helpful in the development of your practice:
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The emphasis is on small area games and practicing in stations:
(https://play.google.com/store/apps/developer?id=USA+Hockey,+Inc.&hl=en).
Apple: https://itunes.apple.com/us/app/usa-hockey-mobile-coach/id566676679?mt=8
Small game/practice concept, see our Tyke Mustangs website for a
summary: http://tykemustangs.com/small-area-games.html. This is a good example of
efficient use of the ice and puck touches. Good and efficient use of ice.
There is a good video online that reminds us that the ice surface for younger kids is
massive, worth the watch: https://youtu.be/cXhxNq59pWg.
A good article on our Tyke select site that every parent, especially a parent-coach, should
read. see: http://tykemustangs.com/perspectives.html
Keep them Moving:
Line drills are out. Having 15 kids waiting in a single file for their turn to do the 1 drill means that 14/15%
of the time (93% of the time) they are standing still not moving or learning anything.
A well-oiled practice will usually see the coaches meeting at some point during the week before or the
day before (and once it’s working well they can meet a few minutes before) to discuss the plan. It is best
to set up 2-4 “Stations” where a particular drill can be practiced with one coach (i.e. a Tyke coach might
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setup 1 station for backwards skating thru some cones, while another coach has set up “hop the sticks”
showing the kids how to accelerate. One great trick is to get some high school hockey players to join
your practice so they can get their volunteer hours. The kids love seeing someone closer in age to them,
and they can be used to chase pucks, demonstrate and generally help out.
Time Management:
Whether you are an experienced coach or a new one, being organized and prepared is critical. Time is
money when it comes to practice time. Even the most experienced coach who appears to be able to run
a practice without guidance or reference material has spent some time researching and developing their
drills in the past. Best practice would suggest that you have your drills written down.
You can chunk up drills that can be used in different order if you want to, but basically you need to have
the drills you want to cover down on paper, and well known to yourself and your on-ice staff, so that
you can quickly articulate them to the kids (1 minute explaining them on your board, don’t waste 5
minutes in long and complicated explanations).
A sample of a 45 minutes Tyke practice:
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Skating Drills
10 Mins
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Passing Drills
15 Mins
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Shooting Drills
15 Mins
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Shinny
5 Mins
Nicknaming the drills:
To keep the practice moving, some coaches will nickname the various drills. It can be difficult for players
to remember all the different drills you develop. For example instead of saying the "two man breakout
drill that starts at the blueline and doubles back in for a shot" it is easier for them to learn and
remember the "Sidney Crosby" breakout.
Relating Practice to Strategy:
Whatever you decide to cover in your practice is fine, as long as it is structured around what you want
the kids to do during a game and the kids keep moving. If they don’t have sweat on their heads all
matted down from their helmets then they may have been standing around too much. DON’T make
your practice so hard that it half kills the kids. A good fast paced, fun skate will have them sweating
without them even noticing. It should be, however, within or on the edge of their skill sets, simple and
clear, and it should speak to their strengths as well as their weaknesses. Older kids, for example, should
be taught the basics of the Team in the Defensive, Neutral Zone, and Team in the Offense, where
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younger house league kids need to skate and pass more, and to understand positions and why they
need to be there.
As a coach, you must consider the importance of the different skill levels when planning practices. A
coach for the novice age group may have players who are new to the game as well as some players who
could be in Triple A the following season. It is important to nurture both skill levels while maintaining a
cohesive practice. This can be challenging and requires a lot of pre-practice planning.
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Message Management:
Consistency and repetitiveness is key. The message you deliver should be clear, simple and it needs to
match what you want done during the game. Consistency, consistency, consistency. Repetitiveness is
not a bad thing here. Consistency, consistency, consistency. Repetitiveness is not a bad thing here.
Consistency, consistency, consistency.
Now that the structure is in place, there is always fine tuning as you make the transition from the macro
to the micro aspects of coaching. Make it your own thing, and remember that How you teach is more
important than what you teach. In the end it is all you will be remembered for.
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