1. BC Ringette CSI Skill Development Part 2

2. 3 T EACHING R INGETTE S KILLS (90 MIN) Rationale: Teaching ringette skills well is one of the key functions of a community coach. This requires a systematic process for teaching those skills.

3. 3 T EACHING R INGETTE S KILLS Objectives: To plan how to teach a specific ringette skill To choose or create a drill that incorporates this skill

4. 3 T EACHING R INGETTE S KILLS Here is the 5 Step Teaching Process: 1.Explain 2. Show 3.Watch 4. Give Feedback 5. Watch Again

5. 3 T EACHING R INGETTE S KILLS –Play the ‘Coach Experience Game’ to find new partner(s). Your partner(s) need(s) to be from the same LTAD stage as the team you’re coaching. –You and your partner(s) will pick a skill and work with the same skill till the end of next module. –As a group, we need to prepare a variety of skating, ring and goalkeeper skills; no two groups may use the same skill, drill or game.

6. Technical Tactical Team Task: For the goalkeeping skill Develop a drill Use the 4 links

7. Practice Coaching 4 links in Teaching a skill Select the Skill.. LTDM Explanation / Demonstration Progressive practice Provide Feedback

8. BC Ringette CI 4 links in Teaching a skill 1. Select the skill Based on LTAD Based on G and D Base on Seasonal plan or progression

9. BC Ringette CI 4 links in Teaching a skill 2. Explanation / Demonstration Who will do the chatting ? What are the 3 – 4 key works or catch phrases ? Who will do the demo ? 30 – 40 sec at best

10. BC Ringette CI 4 links in Teaching a skill 3. Progressive practice Begin with the foundation skills Progress from simple to complex Stationary to Moving Add Challenges then Add Defense Too efficient level

11. BC Ringette CI 4 links in Teaching a skill 4. Provide Feedback Positive not Negative Sooner not Later Specific not General Constructive not Destructive Directed at a changeable factor

12. BC Ringette CI Dr. Smoll, a sport psychologist in Washington State suggested coaches need to learn a feedback sandwich. A positive statement, a constructive statement, and a positive statement. For example “Johnny, Great effort! Remember you need to follow through a bit more with the stick. Now keep that same great effort.” Dr. Smoll did a famous study where he taught half of the coaches in the baseball league how to use his feedback sandwich while the other half were left on their own. He found that the players who participated with better communicating coaches were more likely to play past the age of 17. His results were staggering …

13. Technical Tactical Team Task: For the goalkeeping skill Develop a drill Use the 4 links

14. BC Ringette CI Plan a progression to teach a Goalkeeping Skill : 3 step progression to teach a goaltending skill Finish with the skill in a game situation Technical – high volume, high success Tactical – less volume, high success Efficient – game simulation

15. BC Ringette CI Teach the Skill do not Teach the Drill

16. 3 T EACHING R INGETTE S KILLS : E XPLAIN 3.1.1 With your new partner(s), plan how to EXPLAIN your skill, using the process of how to EXPLAIN a Skill; but first refer to the RC Skills Matrix by LTAD Stages. Select the LTAD stage of most of your players. Choose one goalkeeper or ring or skating skill to teach the coaches on ice. (NB: Groups need skills from all 3 types) Record your skill on the flipchart; later you will record the skill and game you choose so leave room. Do 3.1.1 ‘Plan how to EXPLAIN a Skill’ together in your WB’s Check reference materials: Ringette Development Model, LTAD Framework Doc & skills videos. Key concepts – purpose of skill in Ringette and key concepts/points to do the skill.

17. 3 T EACHING R INGETTE S KILLS : S HOW –3.2.1 With your same partner(s), plan how to SHOW a skill. Use the table to lead you through the process. Who should demonstrate the skill? What view(s) do you want the athletes to see? What do you want to SHOW in the first demonstration? On what do you want the players to focus? What does the second demonstration SHOW? What are the verbal cues that identify the key concepts of doing the skill? (Used in 3 rd demo) Why don’t you demo and talk at the same time? What questions might your players ask?

18. 3 T EACHING R INGETTE S KILLS : W ATCH –3.3.1 With your same partner(s), plan how to WATCH players perform a skill. Consider: How will you safely organize your ice to give players room to practice the skill and use the ice efficiently? How will you get and keep your players active, on task and getting as many as possible good quality repetitions? Why is it important to get players involved quickly? How? Where would you and your coaches position yourselves so you will be safe, see players from different views and give feedback?

19. 3 T EACHING R INGETTE S KILLS : W ATCH What will you WATCH for? One player at a time Here are some things to consider as you WATCH? 1. How close is each player’s example to that of the demo? 2. Think of the key concepts; watch for each, 1 at a time. 3. What is each player doing well? 4. What does each player need to improve? 5. Where is the breakdown? (All 1 at a time)

20. 3 T EACHING R INGETTE S KILLS : F EEDBACK 3.4.1 With your same partner(s), read the situations and practice using the Feedback Sandwich on the situation you are assigned. Then practice making Feedback Sandwiches using possible errors on the key concepts of your own skill. Remember in a FEEDBACK SANDWICH: Tell the player what he or she is doing well. ‘Catch them doing something right.’ Tell the player exactly what he or she could do better next time. Be specific and pick the key concept that will correct and make the biggest positive change. (One change at a time.) Give the player a compliment.

21. 3 T EACHING R INGETTE S KILLS : F EEDBACK 3.4.1 Share feedback sandwich situation answers with the group –Discuss the need for positive feedback –Also when giving feedback, ask questions to get the players to think about what they are doing. –And ask questions to get players to think about the skill and the key concepts. For example, ask “What happened?” “What are the key concepts?” “What did you do?” and “What will you do next time?”

22. 3 T EACHING R INGETTE S KILLS : W ATCH A GAIN –3.5.1 With your same partner(s), answer the questions regarding the responses to feedback. –3.5.2 Watch the LF model ‘The 5 Step Teaching a Ringette Skill Process’: EXPLAIN, SHOW, WATCH, GIVE FEEDBACK, WATCH AGAIN

23. 3 T EACHING R INGETTE S KILLS : W ATCH A GAIN –In the WATCH AGAIN, make sure you give your players a chance to practice the skill after you have given feedback. –WATCH AGAIN and work on the same correction with them until they get the idea. –This process takes time, sometimes 3-4 weeks, sometimes shorter or longer. –Give the athletes time to practice on their own without observation. –Play games using the skill.

24. 3 T EACHING R INGETTE S KILLS : W ATCH A GAIN –Once players understand the correction and are getting better at the skill, observe them to see what change would help the player move to the next level with this skill. –Have players work on the next key concept that will correct and make the biggest positive change. (Work on one change at a time.) –This continues over time until the skill is at the athlete’s developmental stage level.

25. 3 T EACHING R INGETTE S KILLS : D RILLS FOR P ERFORMING S KILLS 3.6.1 With your same partner(s), find a drill in the Drill Manual or create one that will get players performing the skill in a more gamelike situation. –Record your drill with your skill on the flip chart paper (No Duplicates) –Plan how to convey the drill to your players so that they will know their roles in the drill. –Sketch the drill on one of your rink diagrams in your toolkit and be prepared to put it on a white board when you are teaching it on the ice.

26. 3 T EACHING R INGETTE S KILLS Remember the 5 Step Teaching Process: 1.Explain 2. Show 3.Watch 4. Give Feedback 5. Watch Again