Love this drill from Danny Heath's presentation at TCS Live Minnesota. Starts with all players stickhandling around the NZ and progresses to a last player standing knockout. Promotes scanning, situational awareness and puck protection.

Click to download the PDF

 

This is a practice plan that I used with my U13 group here in Vancouver. The practice was designed to promote quick passing and urgency in different areas of the ice. Because I am missing some of the descriptions and teaching points of the drills above, I will include some support below: 

1) Butterfly Warm Up

Players line up in 2 lines, performing different skating and stick handling patterns through the middle of the ice, before curling towards their respective boards and perform the same skill on the way back, forming a butterfly patterm. Here are a few of the skills we worked on during this warm up:

• Inside edge holds
• Outside edge holds 
• Forehand, Backhand, narrow and wide stick handles
• Partner passing (forward & backward, side by side)
• 2 puck stick handling
• Forward and backward strides

2) Rim Recoveries - Breakouts

I hope this drill diagram is self explanatory, but our team has struggled with picking pucks up along the board and exiting the D-Zone with speed. In this drill, we start with no pressure, allowing the players to focus on the skill of recvovering the puck off of the boards and making plays to the middle support. As players gain comfort, we add in a coach or player for pressure, focusing on wingers shoulder checking and making plays off of a pinch (soft chips) or direct passes from passive pressure. 

3) Gap Control 1 vs 1, 2 vs1 

This drill is very simple, with a attacking player from each side of the ice starting with a puck, passing to a D who is waiting at the blueline. Once the pass is made, the attacking player skates hard, looping to the far side of the ice for a return pass from the D. Once the D makes the return pass, they must hurry to take the opposing attacking player, who is sprinting up the ice from the opposite side. This drill is designed to push your D to make quick, direct passes and to find proper gap control under tough pressure from a forward coming down the ice with speed. 

4) Quick Rush 2 vs 2

2 forwards (one carrying the puck) and 2 D leave on the whistle. The 2 forwards loops around the far cone and the 2 D loop around the closer cone, angling the forwards for a quick 2 on 2 attack. The emphasis should be on the forwards to attack with speed for a quick shot on net, with a net drive. If the puck is covered, there is a goal or the puck bounces away from the net, a second whistle is blown and a new puck is dumped behind the net for a 2 on 2 down low. 

5) 3 vs 3 - Pass to Coach

3 X's and 3 O's go at the same time. 2 pucks are dumped into both corners. From here, it is a race for each group of 3 to make 3 passes and pass to the coach as quickly as possible. Which ever group completes the 3 passes and the pass to coach the quickest sprint to the other end of the ice as offensive players. The slower group leaves the original puck and sprints to the opposite end of the ice as defensive players. 

Hopefully the last 2 drills are self explanatory! Give this practice a try and let me know what you think.

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For episode 312 of the Glass and Out Podcast we had the chance to sit down with Minnesota Wild GM Bill Guerin at September's TCS Live Minnesota.

Bill is of course a two-time Stanley Cup winner as a player and represented the United States at three Olympics. Following his playing career, he joined the Pittsburgh Penguins organziation, eventually landing in the Assistant GM role. He would then be named GM of the Wild in 2019 and would add President of Hockey Operations to his resume in 2023.

In addition to his role with the Wild, he led Team USA at the Four Nations Faceoff and will also be the General Manager for the upcoming Winter Olympics in Milan.

Needles to say, he's got a lot on his plate and he was extremly generous with his time to join us on the show.

Listen as he shares his philosphy behind team building, why winning is the standard for Team USA, and the importance of strengthening the Minnesota youth hockey model.

Video Timestamps:

• 0:00 Training camp preparation/earning your spot
• 4:30 Physicality in training camp
• 6:10 What it takes to play in the NHL
• 8:45 Finding the right team mix
• 10:05 Having an executive mindset
• 12:35 Finding value in players
• 15:40 Defining team values
• 17:35 Difference making qualities in players
• 18:50 4 Nations Face-Off
• 21:55 Team building for USA
• 24:20 Winning is the standard
• 26:25 Advice to younger self
• 27:30 Deciding to play junior hockey at home 
• 34:00 NHL Draft
• 35:00 Minnesota high school hockey
• 37:15 Marc-Andre Fleury

 

Every parent says their kid works hard — and they’re usually right. Most kids today do work hard. They go to practices, they train, they listen, they give effort. But there’s a big difference between working hard and competing.

Working hard is about effort. Competing is about intent.

Working hard means showing up, skating hard, and doing what’s asked. Competing means doing those things with a purpose — to win the battle, win the rep, win the lane, or win the body position. It’s about caring who comes out with the puck. It’s about paying attention to the details that separate players — timing, deception, stick position, angle, and how you react under pressure.

A hard worker skates fast through the drill.
A competitor tries to win the drill.

A hard worker battles along the wall.
A competitor finds a way to come out with the puck.

A hard worker shows up.
A competitor shows up to test themselves. And win.

When players compete, everything changes. The pace of practice rises. Teammates start matching the energy. Mistakes get corrected faster. Players start to separate themselves — not because they’re the most talented, but because they refuse to lose a rep.

Every great player I’ve worked with — whether it’s an NHL player or a junior prospect — has that switch. When it’s time to compete, they lock in. They don’t just go through the motions; they take pride in winning the small moments that add up to success.

So how do you teach your kid to compete?
You make winning the details matter. Don’t just praise effort — praise outcomes of effort. For example:

• “I loved how you fought to get body position.”

• “You didn’t give up when you lost the puck — you battled to get it back.”

• “You didn’t skate fast just to look busy — you read the play and made the right decision.”

Parents and minor Hockey coaches can also model competition in small ways. Play mini-games in practice with something on the line. Have little competitions in the driveway in a variety of sporting activities. Compete for who hits the most targets. Challenge them to win the first three steps in every race. Make it fun, but make it matter.

Coaches and scouts are drawn to players who compete. They look for players who turn effort into impact — players who can change a shift, not just be part of it.

Working hard gets you in the conversation.
Competing gets you on the team — and helps you move on.

So yes, keep working hard. But teach your kid to compete. That’s what separates players at every level of hockey.

𝗨𝗻𝗹𝗼𝗰𝗸𝗶𝗻𝗴 𝘁𝗵𝗲 𝗣𝗼𝘄𝗲𝗿 𝗣𝗹𝗮𝘆 𝗳𝗿𝗼𝗺 𝘁𝗵𝗲 𝗛𝗮𝗹𝗳 𝗪𝗮𝗹𝗹 – 𝗛𝗼𝘄 𝗮𝗻𝗱 𝗪𝗵𝘆

From either flank, Martin Johnsen demonstrates what it means to run a power play from the half wall.
He’s always prepared to attack inside the dots, forcing penalty killers to commit and opening up different options for himself. The result? He dictates the pace of play — delivering the perfect pass, manipulating defenders, or taking the shot himself. Couple of key points to be a good half-wall player:

🔹 Scanning the ice – Elite half-wall players like Johnsen gather information early, giving them multiple options before the puck arrives.
🔹 Attacking inside the dots – Threatening the middle forces the PK to collapse, creating passing lanes to the flank, bumper, or takeing the shot himself
🔹 Strong posture and foot position – Toes down-ice, hips open — always ready to attack or pivot under pressure.
🔹 Dual-threat mindset – Equally ready to pass or shoot; keeps defenders guessing.

These clips highlight how Johnsen’s decision-making and execution allow him to control tempo and create advantages — skills that made his power play impact clear in both the Allsvenskan and the World Championship last season, earning him a contract in the SHL.

Victor Svensson 

Click to download the PDF

 

Click to download the PDF

 

Heres another variation to get players reps with decisions on a middle lane drive

 

<sup>If you want to create offence FAST, you need more than soft hands… you need smart mechanics 👇🏒⚡️

🚨 Watch this: Player receives a pass using only the top hand, letting the stick absorb the puck in the sweet spot. It settles instantly, and he rips a quick slap shot 💥 That’s elite execution.

🧠 3 KEY POINTS FOR PLAYERS & COACHES

1️⃣ Top-Hand Control = Elite Touch

Hold the stick with only your top hand as the puck arrives.
This allows natural blade flex and helps the puck flow into your stick.
➡️ Guide the puck, don’t jab at it.

2️⃣ Elbows Out = Smooth Reception

Elbows out = freedom of movement.
Your blade absorbs the pass and settles it right in the sweet spot.
➡️ Tight elbows kill your touch. Loose elbows make you elite.

3️⃣ Quick Shot Release

Once the puck settles, slide your bottom hand down and snap into your slap shot.
Fast transition from receiving → loading → shooting = dangerous player.
➡️ One motion. Attack instantly.

🔧 Train this with Coach Guido Lamberti-Charles</sup>

 

 

3️⃣ Quick Shot Release
Once the puck settles, slide your bottom hand down and snap into your slap shot.
Fast transition from receiving → loading → shooting = dangerous player.
➡️ One motion. Attack instantly.
🔧 Train this with Coach Guido Lamberti-Charles

READING THE GAME: Hockey Sense Isn’t What You Think It Is (1:8)

By Coach Barry Jones IIHF Level 3 High Performance | USA Hockey Level 3 Performance | Head Coach Perth Inferno AWIHL

• READING THE GAME: Hockey Sense Isn’t What You Think It Is
• READING THE GAME: Hockey Sense Starts with Knowing Your Game
• READING THE GAME: Hockey Sense Lives in Time and Pressure
• READING THE GAME: Hockey Sense Grows Through Action Possibilities
• READING THE GAME: Hockey Sense Emerges Through the Four Roles
• READING THE GAME: Hockey Sense Develops Through Sampling and Constraint
• READING THE GAME: Hockey Sense Is Adaptability Over Time
• READING THE GAME: Hockey Sense Emerges From Environments That Think Back

Hockey Sense Isn’t What You Think It Is

A skill acquisition and ecological view of intelligence in the game

When people talk about Hockey IQ, they usually mean awareness, anticipation, or decision making. Sometimes they mean systems knowledge. Sometimes they mean doing the “right” thing at the right time.

But after years of coaching across different ages, levels, and bodies, one thing becomes clear.

Hockey IQ is not knowledge.

It’s not something you store. It’s something that emerges.

Hockey IQ lives in the relationship between the player and the environment.

 

Hockey IQ as Perception, Not Recall

In the game, players are not choosing from a list of options. They are responding to information.

Pressure changes. Time collapses. Space opens and closes.

The players who look intelligent are not thinking faster. They are seeing more.

From an ecological perspective, Hockey IQ is the ability to perceive meaningful information, recognise opportunities for action, and act in ways that fit both the situation and the player.

This is what skill acquisition research calls perception–action coupling. Seeing and doing are not separate processes. They are linked.

When that link is strong, decisions look effortless. When it’s weak, even simple plays fall apart under pressure.

 

Affordances, Why Players See Different Games

A central concept in ecological dynamics is affordances.

Affordances are opportunities for action that emerge from the relationship between the player and the environment.

Not what is open. What is open for you.

Two players can look at the same situation and see entirely different possibilities, because their bodies, skills, and experiences are different.

This is why Hockey IQ cannot be standardised. Players don’t all see the same game. And they shouldn’t.

 

Time, Windows, and Frames

Hockey is a game of time before it is a game of space.

Every situation exists inside a window of time, a brief frame where action is possible.

Good players recognise when that window is opening. Great players learn how to shape it.

The point isn’t speed. It’s timing.

 

The Unintentional Limiting of Information

Many traditional training environments unintentionally limit the information available to the player.

These environments can improve execution, but they also narrow what players learn to perceive.

Hockey IQ doesn’t disappear in these environments. It just doesn’t get the chance to fully develop.

 

Rehearsal vs Sampling

Rehearsal strengthens execution. Sampling strengthens perception.

Sampling allows players to recognise patterns, attune to information, and discover which solutions fit their own game.

 

A Shift in the Coach’s Role

An athlete-centred, ecological approach does not remove structure. It changes where learning comes from.

The coach becomes a designer of environments that invite exploration.

 

Where This Series Is Going

In this series, we’ll explore how individual strengths shape the game, why players experience time differently, and how Hockey IQ truly develops.

Players don’t lack Hockey IQ. They often lack the environments that allow it to emerge.

 

Author Bio: Barry Jones is an IIHF Level 3 High Performance Coach and USA Hockey Level 3 Performance Coach. He currently serves as Head Coach of the Perth Inferno (AWIHL) and leads the Blaze Development Program. His work blends ecological dynamics, nonlinear design, and athlete-centred leadership to build adaptive teams that thrive in uncertainty.

 

Time · Pressure · Perception · Options · Action. Hockey IQ

Modern hockey coaching has never been more sophisticated. We have unprecedented access to elite drills, skill breakdowns, video analysis, and practice design. Coaches at every level can now borrow ideas once reserved for professional environments.

And yet, many youth coaches (including me!) quietly ask the same question: Why doesn’t this stick?

·      Why does a player execute a concept cleanly in practice, only to abandon it in a game?

·      Why does effort fluctuate, even in well-run programs?

·      Why do some players disengage despite strong coaching and good intentions?

The answer is rarely technical. More often, it’s about meaning.

The Hidden Assumption Behind Most Coaching

Much of modern coaching—especially when filtered down from high-performance environments—rests on an unspoken assumption: If we design the right method, learning will follow.

This works in elite contexts, where players have chosen the sport, understand the stakes, and are already motivated by mastery and outcome.

Youth hockey is different.

Young players are still deciding:

• Why does this matter?
• What does success look like here?
• Is this a place where mistakes are safe?

Before skill can be refined, attention must be earned. Before habits can form, purpose must be clear.

Meaning Is Not Motivation — It’s Direction

“Start with why” is often misunderstood as motivation: a speech, a slogan, or a moment of inspiration. As a school leader, I use Simon Sinek’s work as a guiding principle of my role.

In practice, be it at school, or at the rink, meaning is far more functional. Meaning answers simple, daily questions for players:

• Why are we doing this today?
• What matters most right now?
• What should I focus on when things get chaotic?

When players understand the why, their attention sharpens and learning accelerates.

This is not about talking more. It’s about framing better.

Why Skill Without Meaning Fails to Transfer

Players can execute skills without understanding their purpose.

They can pivot around a cone, or pass to a stationary target, or follow a forecheck route in a drill. But when the game introduces pressure, time, and uncertainty, those skills often disappear unless the player understands why the skill exists. Purpose allows players to adapt.

Without meaning:

• Skills remain fragile
• Decision-making stalls
• Players default to old habits

With meaning:

• Players self-correct
• Effort becomes more consistent
• Learning transfers from practice to games

Meaning is the bridge between repetition and adaptability.

Concrete On-Ice Examples

Example 1: Forechecking Without Meaning

A coach installs a forecheck pattern and repeatedly stops play to correct positioning.

Players comply in the drill. In games, the structure collapses.

What’s missing: Players don’t understand why the forecheck exists.

Reframe: “This forecheck isn’t about getting the puck back immediately. It’s about taking away time and space, and forcing rushed decisions.”

Now players can adapt when the pattern breaks—because they understand the intention.

Example 2: A Passing Drill That Actually Transfers

Instead of saying: “Quick puck movement.”

Try: “Move the puck before pressure arrives.”

Now the skill is tied to perception and decision-making, not speed for its own sake. Players start scanning earlier, even when the drill changes.

Example 3: Reducing Fear Around Mistakes

Before a competitive drill, a coach says: “This drill is about awareness, not execution. Mistakes are expected. Effort to recover is what matters.”

Immediately:

• Players play freer
• Risk-taking increases
• Learning speeds up

This isn’t motivational language, it’s instructional clarity.

The Coach’s Real Job: Directing Attention

Youth players are already processing teammates, opponents, rules, emotions, and expectations. When coaches add complexity without clarity, learning slows. Clarity, on the other hand, is a gift.

Clarity sounds like:

• “Today, spacing matters more than speed.”
• “We’re watching what you do after the turnover.”
• “This rep is about decisions, not results.”

These statements act as filters. They tell players where to place their attention. And attention is the currency of learning.

Meaning Is a Constraint — and Coaches Control It

Modern sport science reminds us that behavior emerges from environments. Players adapt to the constraints around them.

What’s often missed is this: Meaning itself is a constraint. It lives in the language used, what gets praised, what gets corrected immediately, and what we allow to unfold.

All of these shape player behavior as powerfully as drill design. The coach is not outside the system. The coach is part of it.

This Is Not Anti-Skill or Anti-Structure

For clarity, this approach does not reject skill development, teaching, structure, or systems. Rather, it challenges one assumption: That understanding can be assumed. High-performance environments can often assume meaning. Youth environments cannot.

In fact, the more knowledgeable the coach, the more important this becomes. Without careful framing, expertise can overwhelm rather than empower.

Meaning doesn’t replace method. It activates it.

Why This Matters at Every Level

This is not a “grassroots-only” idea. The habits formed early determine:

• Coachability later
• Learning speed
• Adaptability under pressure
• Emotional regulation in high-stakes moments

If we want creative, resilient, thinking players at elite levels, we must build environments early that value understanding over compliance. High performance does not begin with systems. It begins with attention.

Closing

Youth hockey does not need more innovation. It needs better translation.

When coaches clarify why before demanding how, skill development accelerates. Practices become calmer. Players take ownership. Learning transfers.

Meaning is not an add-on. It is the foundation that allows skills to endure.

Next week in Part 2, I will explore how environments—not speeches or systems—shape behavior, and why the coach is never as “hands-off” as they might think.