Today’s PresentationToday’s Presentation

Teaching Kidso The ultimate goal of athleticso Positive reinforcemento Vision,Core Values, Expectations

The Practice Plano Considerationso Elements of a Practice Plano Sample Plan

1) Stick Skillso Partner Passingo Individual Offense

o Theoryo The Ruleso Rule Based Drills

2) Small Groups and Transition DrillsO 321o Short Field Fast Breaks (variations)o Approacho Face Offo Mac Drill

3) Small Group defense– o 5 v 3; The secret to practicing man down

TEACHING KIDSTEACHING KIDS

“I've come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather. AS A TEACHER, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” -H. Ginott

“Winning is importantBut…

Teaching life lessons is more important”

US Lacrosse Coaches’ Education Programwww.uslacrosse.org

The Positive Coaching Alliancewww.positivecoach.com

Research From Carol DweckResearch From Carol Dweck

A child’s view about his ability will influence his response to A child’s view about his ability will influence his response to challenges, setbacks, and difficultieschallenges, setbacks, and difficulties

If a child sees his ability as If a child sees his ability as malleablemalleable, and thus expandable by , and thus expandable by a combination of effort and effective strategies, then his a combination of effort and effective strategies, then his achievement will be higher than those children who view achievement will be higher than those children who view ability as ability as fixedfixed..

The feedback that adults provide students The feedback that adults provide students after they are after they are successfulsuccessful will will influence their ideas about ability. influence their ideas about ability.

How do you as a coach define success?How do you as a coach define success?

It tied to talent It tied to talent

Winning or… Winning or…

effort and strategies?effort and strategies?

MissionMission

• Commit to establishing a community that is built upon respect and strengthened by the responsibility we each take for ourselves, others and our environment.

Core ValuesCore Values

• Respect each student as an individual and their personal welfare is our highest priority.

• At all times we must demonstrate respect for ourselves and others

• Promote traditional values of honesty, integrity, commitment and hard work as the foundation of Wellesley's reputation and continuing success.

• Commitment to providing coaches who regard themselves first and foremost as TEACHERS.

• Value health and safety as paramount to a successful program.

• Teamwork should prevail in all interactions among players, coaches, and parents.

EXPECTATIONSEXPECTATIONS

• WORK HARD

• PLAY TOGETHER

• HAVE FUN

• …and get a little bit better each day!

THE PRACTICE PLANTHE PRACTICE PLAN

• What part of the season is it?– Fall ball, early March, June

• What is the schedule for the week?• What happened in the last game?

– are there any elements we can build on?

• What is the intensity level you would like to see?

• What kind of field space do you have?– parking lot, small field, gym

• Consistency• Write out your plan and stick with it!!

Coaching Considerations:

The Practice PlanThe Practice Plan

Elements of a Practice PlanElements of a Practice Plan

• Pre-Practice– Goalie Warm Up– Face Off Reps– “shoot arounds”

• Warm Up and Stick Drills• Individual Drill and Skill• Small Group/Transition• Team• Wrap Up

Sample Practice PlanSample Practice Plan

16” Partner Passing

15” Active Stretch

10” Full Field Passing Break outs, box car, one way breaks

40” Individual

Offense Defense Goalie

Shooting drills Alley Drills Reaction Drills

-isolated shots -shuffle, drop, side run -from X

-bucket progressions -Clearing Drill -cross cage

-OTN progressions -Live Ball -Wall Reactions

- -GB Outlets -Tennis Saves

-Field Hockey Drill -Grip and Rip

-Shooting Drill

35” Small Group Drills: Transition and Unsettled (half field or short field)

1 2 3

Approach 321 Face Off

15” Coaching Period

10” Scrimmage

5” SOD Face off, End of Game TO, 2” Drill

Stick SkillsStick Skills

“16 Minute Drill”Partner Passing

16 Minute Drill16 Minute Drill

• One Hand • Two hand, one

craddle– Count the reps

• Quick Sticks• Back to back• Ground Ball• Switch hands• Long toss• Hitch and Throw

• Remember you are isolating passing and catching.– Keep it simple and then build

• Pick 4• 2 minutes each hand• “shoot the passes”• Guard against passivity!!• Good time to “check in”

with players– Make a connection other

than lacrosse

INIVIDUAL PERIODSINIVIDUAL PERIODS

Offense

• Let athletes be athletes• Teach the kids to play, then let them play!

– Avoid having too many plays and “playing through rote memory”

• Practice with interchangeable parts– Defensemen must learn offensive skills– Offensive Players must play defense

• There is no such thing as a Center Middie!!– You’re an offensive player that happens to be in the center

or…– A defensive player that happens to be in the crease!

• Repetition, Repetition, Repetition!!!

Offensive TheoryOffensive Theory

The RulesThe Rules

• Dodge to Score

• Dodge to Feed

• Dodge and Dump (roll back)

• Dodge and Roll Back

Over the Net ShootingOver the Net Shooting

• Low Impact– Focus on the smaller details of mechanics

• Start with stick in off hand– From the start they are changing hands,

although this is not the focus of the drill it gives them additional reps

• Shoot the ball in to the lower third of the net.– This brings wrists and forearms in to the shot

• Be patient– it may take a little time.

Small Group DrillsSmall Group Drills

Combined &

Transition Drills

Small Group DrillsSmall Group Drills

• In larger groups it is difficult for a coach to pick up individual mistakes.

• Mistakes tend to standout when working in smaller groups!!

• In the smaller group, athletes often realize that they are not as open as they think they might be!!

• Fewer teammates to bail you out • Less people to “blame”

• You cannot “hide” in the smaller group

321321

O

X

X

X

XXO

O

• Everyone plays everywhere

• Start drill with:

– GB

– Outlet

• Coach

• Goalie

• Reinforce:

– Spacing

– Draw and dump

Short Field FBsShort Field FBs

Coaching Points

• Net spacing can be adjusted to players ability and to target conditioning.

• Draw and dump

• 3v2 or 4v3

• A & D must touch the midline after each rep

• Can start with a GB on the wing

– I do not use an outlet, it decreases reps in this drill.

X X

O O O O

O O O O

X X

O

O O

O

Approach DrillApproach Drill

Vary the position of the 3 lines from in front, to behind the cage as well as the sides of the restraining box. The bucket or cone with have to move as well.

Use stumps for one or both defenders

Vary the pace of the 1:1 with the defender and the initiator.

– If you play this both sides full speed: The drill is the same, unless the defender puts the ball on the ground. At that point, the coach will throw a ball to either the goalie or the middle defender for a quick clear.

O1

O2

O3

Quick transfer

D1

D2

Plays 1:1Then gets to hole On roll back

Leaves for 1:1 “approach when D1Gets to cone

DOP

Mac DrillMac Drill

• Coach rolls a GB to alternating sides

• Play to the side that wins the ball

• 2man side should win

• If not, far side line must have head up and player closest to net breaks

O B

B

O

O B

BB

B

B

B

B

O

O

O

OO

OCoach

GB

Small Group Team DefenseSmall Group Team Defense

A progression of drills to develop and reinforce the principles of team defense.

Small Group Team DefenseSmall Group Team Defense

•Team defense can be difficult to teach with younger athletes.

•Just because the field is your classroom, doesn’t mean you have to deliver a lecture..

–Have an active classroom

•Small group drills allow the coach to target smaller details in technique and mechanics.

•Players cannot hide, it pushes athletes to be more active in practice

•Practicing man down without have to actually practice man down.

2 v 1 “Feed’n Finish”2 v 1 “Feed’n Finish”

D1

D3

D2O1

O2

O3

O4

•Coach

D1

D3

D2•O1

O2

O3

O4

Coach

3 v 2 Approach Drill3 v 2 Approach Drill

D1

D2

O1

O2

O3

O4

•Coach

D1

D2

•O1

O2O3

O4

Coach

4 v 3 “Popcorn” Drill”4 v 3 “Popcorn” Drill”

PopcornPopcorn

D1

D2

•O1O2

O3O4

D3

•D1: “I GOT BALL”•When the ball is passed the defender drops to the cone opening his hips in the direction the ball was thrown. (touch the bucket)

•D2: “I GOT LEFT”•Position with his stick to the inside where he can touch the bucket. As ball is thrown he pushes out to approach O4. When defenders push out, they should push to spots rather than “right at” his man.

D3: “I GOT RIGHT”•drops to backside post, opening his hips in the direction the ball was thrown.

Popcorn 2Popcorn 2

D1

D2

•O1O2

O3O4

D3

“LEFT”

“RIGHT” “BALL”

Popcorn 3Popcorn 3

D1

D2

•O1O2

•O3O4

D3

“LEFT”

“RIGHT”

“BALL”

Popcorn 4Popcorn 4

D1

D2

•O1O2

•O3O4

D3“LEFT”

“RIGHT”“BALL”

Coaching Points:1) Players do not

PHYICALLY follow the ball, once the player they are defending passes the ball, they drop to middle to become a helper.

2) COMMUNICATE!!!3) We use a bucket as the

middle cone and kids have to hit the bucket when the drop to the middle.

4) Keep the ball moving and have players change direction.

5 v 35 v 3

A1

A2

A3

•M1 M3

D3

D1

D2

A1

A2

A3

•M1 M3

D3

D1

D2

•A1

A2

A3

M1 M3

D3

D1

D2

A1

•A2

A3

M1 M3

D3

D1

D2

If passed from XIf passed from X

A1

A2

•A3

M1 M3

D3

D1

D2

A1

A2

A3

M1 •M3

D3

D1

D2

•A1

A2

A3

M1 M3

D3

D1

D2

If “pushed” from XIf “pushed” from X

A1

•A2

A3

M1 M3

D3

D1

D2

pushed from X (cont.)pushed from X (cont.)

A1

•A2

A3

M1 M3

D3

D1

D2

pushed from X (cont.)pushed from X (cont.)

A1

•A2

A3

M1 M3

D3

D1

D2

pushed from X (cont.)pushed from X (cont.)

Man Down DefenseMan Down Defense

Rotation vs. 1-3-2

A1

A2

A3

•M1

M2

M3

D5

D4

D1

D3

D2

When the ball starts up top, and gets When the ball starts up top, and gets passed to “X”passed to “X”

A1

A2

A3

M1

M2

•M3

D5

D4

D1

D3

D2

……from the top. (cont.)from the top. (cont.)

A1

A2

•A3

M1

M2

M3

D5

D4

D1

D3

D2

……from the top. (cont.)from the top. (cont.)

A1

•A2

A3

M1

M2

M3

D5

D4

D1D3

D2

If AIf A2 2 Gives Back to A Gives Back to A33 ……from the top. (cont.)from the top. (cont.)

A1

•A2

A3

M1

M2

M3

D5

D4

D1

D3

D2

……from the top. (cont.)from the top. (cont.)If AIf A2 2 Gives Back to A Gives Back to A33

A1

•A2

A3

M1

M2

M3

D5

D4

D1D3

D2

……from the top. (cont.)from the top. (cont.)

A1

•A2

A3

M1

M2

M3

D5

D4 D1

D3 D2

……from the top, (full roation)from the top, (full roation)

Contact InformationContact Information

coachgel@comcast.netCell: 7821-258-6909

Chris GelinasWaltham High School 617 Lexington StreetWaltham MA, 02453