Hockey 1

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COACHING MANUAL LEVEL I

( RE EDITED 2012 )

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FOREWARD

This Malaysian Hockey Federation (MHF) Level I Coaching Certification Manual is
designed as a reference for participants attending the MHF Level I Hockey Coaching
Course. The Level I is a development hockey coaching course.

In the various instructional and coaching publications that are available, each will have
its own way of teaching atheletes how to play hockey. As they say in any sports, The
rule is..there are no rules. Part of the secret to becoming a successful coach rests
with your ability to be open minded, knowing your players and implementing a plan that
will work best for a team.

Coaches who understand the value of continuing education and take the time
constantly improve the knowledge of the sport will strengthen their ability to work with
variety of players. Helping players reach their goals and develop their own personal in
the sport should be the ultimate goals of a coach. Theres no substitute for getting out
there and working with atheletes. Applying the different concepts and discovering
how they work in the real world will increase the coachs practical knowledge and
experience about the game.

Coaching is a lifelong journey in which good coaches will continue to learn and grow
through shared experiences with players. Great coaches are made, not born.

This Manual is one in the MHF Coaching Program series and has been produced as a
joint initiative with National Sports Council of Malaysia and National Sports Institute .
The Malaysian Government acknowledges the role sport plays in enhancing the quality
of life.

MHF and MSN

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ACKNOWLEDGEMENT

No author could claim solely responsible for compiling a manual of this magnitude.
There are several people I have to acknowledge for their assistance and
encouragement in compiling this Malaysian Hockey Federation ( MHF) Level I Coaching
Manual.

My first thanks and foremost goes to the President of the MHF KDYTM Tengku
Abdullah Al Haj Ibni Sultan Ahmad Shah who was the major driving force to the
preparation of the MHF Level I, II, III and Indoor Hockey Coaching Manuals.

I am also indebted to the Director General of the National Sports Council (NSC)
Dato Zolkples Embong and the Director of Coaching Management Division NSC
Ahmad Zawawi Zakaria for their willingness and enthusiasm to prepare Coaching
Manuals for all sports including their co-operation in this manual.

I would like to express my profound gratitude and sincere appreciation to the MHF
Coaching Chairman Dr. Balbir Singh Gill for his kind valuable guidance,
encouragement, valuable suggestions without which the manual would not have been
completed.

Dr. Saju Joseph of the National Sports Institute ( NSI ) deserves enormous credit for
being an indispensable conduit in contributing and fast checking the technical content of
this manual.

I have the Panel members Rizal Razman, Teng Cheng Leong and Muhammad
Dhaarma Raj Abdullah to thank for their support . Needless to say only the Panel are
responsible for any weakness the manual may have.

Thanks also to the Coaching Management Division of NSC Nazri Ghazali and Mastura
Mamat for their incredible speed, efficiency and care in handling the manuscript.

A special thanks to Tn.Haji Johari for bringing in the sponsors which proved especially
invaluable in the face what often seemed the overwhelming task of bringing the fruition
the efforts to print this manual.

Every month I learn something in the field of Hockey Coaching, so, it would be
impossible for me to complete an encyclopedia of coaching. I cannot be dogmatic
because coaching like any healthy business, cannot afford to stand still. It must be
always changing and changing for more efficient methods of obtaining the best results.
My experience , knowledge and materials obtained in attending Federation of
International Hockey (FIH) Courses FIH Development Coaching Course 2003
Malaysia, FIH High Performance Coaching Course 2005 Holland and FIH High
Performance Indoor Hockey 2007 Austria was an asset in compiling this manual. As a
qualified National Facilitator of Physical Instructor, a qualified National Class One MHF
Umpire, 31 years of coaching hockey and 8 years as a Coach Education Instructor for
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MHF Level I, II, III and Indoor Hockey Courses also contributed in this preparation of
this manual.

The list would not complete without acknowledging my gratitude to all directly or
indirectly helped in one way or another in the culmination in preparing this manual.

Every effort has been made to trace all the copyright holders, but if any have been
inadvertently overlooked I will be pleased to make the necessary arrangement at the
first opportunity.

Compiled and Edited by

R.Vivekanandan s/o K.Ramiah
B. A . Sports Science ( University Malaya)
M.A. Planning & Admin. ( University Malaya)

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ORGANIZATION OF THIS MANUAL

CONTENTS This table describes the contents of the chapters in this manual.

Chapters Number and Title Pages Description

Level I Coaching Curriculum

6 9

About Level I

1.0 History

10 12

Brief History

2.0 Basic Rules

13 20

Rules and Umpiring

3.0 Equipments & Facilities

21 25

Players and G.K.

4.0 Practical

26 75

Basic , advance, G.K, Drills &
Mini games

5.0Sports Science

76 -114

Sports Skill

6.0 0Sports Science

115-142

Nutrion
MAKLUMAN KURSUS 143-146 PROSEDUR TAHAP I

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LEVEL 1 HOCKEY COACHING CURRICULUM

Entry to the Malaysian Hockey Federation Coaching Accreditation Scheme is through Level 1
Coaching Courses which are staged nationally and are designed to train large number of
coaches who can work with hockey players in specific phases of the Athlete Development
Pathway for beginners. It is most important for coaches who are teaching the basics of
hockey to children and beginners to be competent in the science and art of coaching.
Learning the skills of the game correctly, quickly and effectively is as much a factor of
individual motivation and effort as of the ability of the coach. The art of developing effective
training and competitive programs for children lies in the kind of practice and competition the
player is being prepared for any given stage of his or her physical and mental development.

The new Level 1 will produce qualified Youth Coaches who will not only able to train and
prepare young children for Bambino Hockey or Modified Hockey competitions but also
provide the bridge to real Hockey Training. At grass roots it is the affiliation to individuals that
determines retention and Level 1 Coaches will be competent and able to take the kids
through to the Kid's programmes of training ( below 12 years old and competition relevant to
under 12 , under 14 and under 15 years of age). The Level 1 Hockey Coaching course
provides professional training to those who wish to become trained and accredited coaches
qualified to coach beginners. It is the first requirement towards a career in coaching at the
highest levels

1.0 AIM

The aim of the course is to equip coaches with coaching knowledge and skills at
beginners level and the development of hockey players. At the completion of this course, it
is hoped that these coaches will work in schools or clubs with young and developing hockey
players at the grassroots of hockey. In addition to the technical aspects of training their
hockey players, a Level 1 coach must also be prepared to fill a position of leadership, as one
who works with young people and as one whose enthusiasm and knowledge will help to
build the culture of hockey players. It is vital that they continue to make use of their
experience and technical expertise by remaining active in the sport. It is also vital that a
strong bond of continuing cooperation be built up between these active coaches and MHF.
For this reason, Level 1 coaches are encouraged by MHF, to join and be active in their
National and State Hockey Associations.

MHF and MSN
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2.0 OBJECTIVES

The Level 1 is to help coaches:

2.1 Understand the processes involved in effective coaching.
2.2 Improve the social, physical, emotional and intellectual abilities of the children.
2.3 Create an atmosphere of enjoyment without pressure in learning and playing.
2.4 Treat each child individually at their level of development.
2.5 State the roles, responsibilities and ethics of a hockey coach.
2.6 Plan, organize and implement a training programme.
2.7 Demonstrate correctly the basic skills of hockey.
2.8 Coach the basics skills of hockey according to the principles and processes of
coaching.
2.9 Acquire knowledge to understand and interpret correctly changes to The rules of
the game.
2.10 Utilize specific principles of training, sport science knowledge and aids to
improve performance.
2.11 Gain confidence and learn different ways of teaching sports skills.
2.12 Receive up-to- date knowledge about helping children learn hockey.

3.0 Content Organization

Course Duration: 38 Hours

Topic Hours
Brief History Of The Sport
Simplified Rules In Sport And Competition Format 2
Equipments And Facilities In Sport
Basic Skills In Sport (Technique) and Advance 14
SPORTS SCIENCE SPORTS SKILL 4
SPORTS SCIENCE - NUTRION 4
Theory and Practical Test 5

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3.0 CONTENT - 29 hours

3.1 Brief History Of The Sport
i) Early History
ii) History Of Sport In Malaysia
iii) Sport Organizational Structure
iv) Introduction to Sport

3.2 Simplified Rules In Sport And Competition Format( 2 HOURS)

3.3 Equipments And Facilities In Sport
i) Choosing the right attires
ii) Games Equipments
iii) Games Facilities

3.4 Basic and Advance Skills In Sport (Technique) (14 HOURS)
i) Coaching Basic Skills
stick, hand, eye coordination
moving with the ball / Vision / Scan /Indian dribble
push
slap
receiving skills
hit
flick/scoop
tackling
passing
Jingking / Spin Off
Goalkeeping

ii) Advance skills.
Argentine Hit
Chop Hit
Pump Hit
Goal Scoring skills Top D and near the Goal Post.
Deflections
Drag Flick
ii) Skills Progression
iii) Variation In Coaching Skills
iv) Applying Skills into Game

Introduction to Strategies (Tactics)
i) Individual Tactics
ii) Small-sided Conditioned Games
iii) Small Groups Combination and Tactics-
23 meter
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5 m defence / attack
PC defence / attack
PS

3.5 SPORTS SCIENCE SPORTS SKILL ( 4 HRS)
3.6 SPORTS SCIENCE NUTRION ( 4 HRS)
3.9 Practical Test (4 HOURS)

3.10 Theory Test (1 HOUR)

4.0 Duration
The level 1 Hockey Coaching Course is a 5 days residential course. Participants
are required to take an active part in all training sessions. Training sessions
would be interactive and experiential in nature. Participants would be required to
participate in group discussions, contribute to group assignments and practices,
demonstrate specific skills as requested and conduct simulated coaching
sessions.

5.0 Attendance
Participants must attend all sessions. Participant must achieve 100% attendance
to take the examination in order to be certified.

6.0 Weightage of Components in Examination
Participants will be tested and evaluated during and at the end of the course.
The test and evaluation will be comprised of:
i) Practical Teaching 60%
ii) Objective Test _ 30%
iii) Skill demonstration 10%

7.0 A participant who successfully completes the course and fulfils all the
Course requirements shall be awarded a Level 1 MHF Hockey Coaching
Certificate.

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CHAPTER 1

THEORY 1
BRIEF HISTORY OF HOCKEY

4,000 years ago Indians in USA playing hockey.

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1.0 BRIEF HISTORY OF HOCKEY

Brief History Of Hockey

1.1 Early History - Origin

Hockey like games have been played by a number of civilizations throughout the
ancient world as shown in historical records. The Egyptians, Persians, Romans, Aztecs,
Australian Natives and Europeans were found to have played a game using sticks (bent
/ hooked) to hit a ball. The origin of the word hockey is obscure. It may have been
derived from the Anglo-Saxon word Hook, Hok, or the French word Hocquet.

Modern hockey was first played by English Public Schools in the 19
th
. century. The
game was spread throughout the British Empire in the late 19
th
. century by the British
Army. The International Rules Board was formed in 1895 and hockey first appeared at
the 1908 London Olympic Games as a mens competition and it became a permanent
fixture at the 1928 Amsterdam Olympic Games. The International Hockey Federation
was founded in 1924 in Paris. (FIH : Federation Internationale de Hockey).

1.2 Hockey in Malaysia

Introduced by the close of 1898. Made great progress in the 1920s and was introduced
to the schools in the early 1920s. First league competition was organized by Penang in
1925.The first State Association was formed by Perak in 1927. The Malaysian Hockey
Council was formed in 1948 to oversee all hockey activities in the country. It was
dissolved in 1954 and was replaced by the Malaysian Hockey Federation. Malaysian
hockey made its first Olympic appearance in the 1956 Melbourne Olympics.

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MALAYSIAN HOCKEY FEDERATION

ORGANIZATION CHART

Life President
DYMM Paduka Seri Sultan Azlan Muhibbuddin Shah ibni Almarhum Sultan Yusuff Izzuddin Shah Ghafarullahu-Lah
President
Deputy President
Vice
President
Honorary Secretary Honorary Treasurer
Vice
President
Vice
President
Vice
President
Vice President
(Sabah)
Vice President
(Sarawak)
Sub Committees
Consultative
Committee
Umpiring
Committee
Discipline
Committee
Wawasan
Committee

Competition
Committee

Legal & Special
Project Committee

Coaching Committee

Selection
Committee

Welfare
Committee

Yayasan Hoki
Malaysia
Medical
Committee
Media
Committee

Development
Committee

Finance
Committee

Team Management
Committee

Indoor Games
Committee
Assistant Honorary
Secretary
Assistant Honorary
Treasurer

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CHAPTER 2

THEORY 1
BASIC RULES IN HOCKEY

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2.0 BASIC RULES IN HOCKEY

2.0 SIMPLIFIED RULES IN HOCKEY & COMPETITION FORMAT

2.1 The Role Of The UMPIRE
2.2 REFER TO FIH LATEST RULE BOOK

The umpire is there to control the game without having undue influence on the
play or the results.

The following positive attitudes should be coached:

1 Umpires are essential for the game to take place;

2 Umpiring is pleasurable when approached confidently;

3 Self discipline in respect to decisions;

4 follow the umpires instructions whether they be verbal or signals;

5 Umpires make mistakes, just like a player will;

6 It is easy to blame the umpire for a teams failing when the faults lies
within.

2.2 The Playing Rules :

In South Africa a Coach should get
through the Umpires Test before
can attend a Basic Hockey
Coaching Course.
A good Hockey Coach has to have
the Knowledge of what is umpiring
and always update is umpiring
knowledge. He must know the
latest rules.
New rule self pass or Auto Play
for free hits. In the 23m no direct hit
into the circle. 5m any infringement
ball should be brought outside the
5m.

Coaches need to have knowledge of
the playing rules.

Rules Penalty/
Outcome
Rounded side of
stick
Free hit/PC/PS
Kicking/ Ball
strikes the foot
Free hit/ play on
depending on
possession
Stick obstruction Free hit/PC/PS
Body obstruction Free hit/PC/PS
Dangerous play Free hit/PC/PS
Third person
obstruction
Free hit
Out of bound
goal-line

16 yard hit to
defending team if
attacker last
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Side-line
touch the ball.
Corner hit if
defender made
the last touch
Side line hit by
non-offending
team
Scoring a goal Restart play from
centre field with a
back pass by
non-scoring
team.
Deliberate
breach in
defenders 23m
Penalty corner
Breach in the
circle
Free hit to
defending team if
breached by an
attacker.
PC for breach by
defender
Deliberate
breach in circle
Penalty stroke
5 meter signal Distance
between the ball
and the
defenders for
free hits. Free
hits between the
dotted line and
D- every player
to be five meters
from the play
maker.
10 meter
advancements
For dissent by
defending team,
shown by grip fist
above the head.
advantage Play on if the
non-offending
side has already
gained the
advantage.
Suspension of
players
Minimum 5
minutes & left to
the umpires
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discretion.

SIGNAL TO INDICATE A GOAL

-POINT TOWARDS THE CENTRE
LINE

SIGNAL FOR A 16 YARD HIT FACING
TOWARDS THE FIELD

SIGNAL FOR A LONG CORNER

POINT TOWARDS THE CENTRE OF
THE GOAL
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INDICATION FOR PENALTY STROKE

TIME STOPPED

CONTROL DANGEROUS PLAY

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FIVE METER RULE for all players
when a free hit is given between the
dotted line and the D.

TEN METER ADVANCEMENT WITH
CLOSED FIST for a free hit to be
taken 10 meters in front for indecent or
unsporting behavior.
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2.3 Application of the Rules.

Coaches should take advantage of
the rules to benefit the team.

1. taking quick free hits.
2. it protects skillful players

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2.4 Competition Format.
Hockey can be played in various
format.

1. One Round League.
2. Knock-out.
3. Double knock-out.
4. One Round League with Semi
Finals.
5. One round League in Groups
and Second Round Knock-out
stages.

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CHAPTER 3

THEORY 3
EQUIPMENTS & FACILITIES IN HOCKEY

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3.1 Playing Equipment

3.1.1 Hockey Stick

Current technology uses a combination of composite materials, namely carbon, kevlar,
aramide and glass fiber. Different combination leads to different feel and stiffness. As
there is no wood base, therefore there are no design limits manufacturers can make
any bends, length and weight distribution. Currently there are specific sticks that are
designed for drag flicks, slapping, dribbling or even just hitting. Composite sticks lasts a
long time, but if they are damaged the leave very dangerous sharp edges. Length and
weight of the stick is very important at grassroot level, as it will effect the proper
acquisition of a new skill. Also, stiff composites are not recommended for young children
as they produce dangerous levels of vibration

3.1.2 Balls

There are 2 types of balls for training and for competition. Training balls are even
more important than competition balls as we train more than we compete. Plastic balls
are cheap, but do not have much absorption properties and easily crack/leave splinters,
therefore are dangerous for players especially goalkeepers. Coloured balls are good for
attracting the attention of children, and also can be good for games played in dimly lit
places.

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3.1.3 Shoes

Jogging shoes and turf shoes are designed for completely different tasks. One should
not be jogging outside the turf in turf shoes, and vice versa. Proper jogging shoes is
essential in staying injury free, especially for players that do physical conditioning. They
are designed for only forward rolling motion and are able to absorb repeated high
impacts, but they will not grip properly when changing direction on turf and will not last
long in repeated wet conditions. Meanwhile, a turf shoe is designed with small studs for
multidirectional movement and side stitched for use in wet conditions, but they have low
impact absorption and do not have a forward roll off area.

3.1.4 Shin guards

Should ideally protect the ankle right up to the shin level bellow the knee. It has a
sponge component on the inside and a hard shell on the outside as it must be able to
withstand direct stick/ball impacts without leaving permanent damage to the shin. Also,
ideally it should hot hinder a players movement

3.1.5 Other Protection

Mouth guards has to start from young, it is difficult to get used to at an older age. The
best type are those that are custom moulded by a dentist.
Ball guards essential for defending PCs and for goalies. Although recommended, it is
difficult to use in open play.
Face guards recently used in PC defence, the best ones are made of clear see
through material, therefore giving a clear sight of view.
Gloves there are 2 types, one for abrasion protection mostly used by

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3.2 Playing Field

3.2.1 Turf

There are many types of turf being used, with different levels of water needs, grip,
bounce and roll properties. Turf should be properly watered before use; partly wet turf is
dangerous as it does not provide a consistent surface. Keep a look out for folds on the
turf as well as seam tears, because players might trip and the ball will bounce
unexpectedly.

3.2.2 Grass

A number of schools still train on grass, therefore it is still an important component to
hockey. Be aware that field that are shared with soccer and rugby could be hazardous
for hockey players because of the uneven surface. It would be a good idea to modify the
rules, for example no hitting when playing on these type of surface

Most modern field accessories such the goal post are made of aluminium. Although
much more expensive, it is lighter and more importantly does not rust.

3.3 Accessories

Goalkeeping

3.3.1 Helmet

Do not cut corners, get the best possible helmet. There are kids and adult sizes and
most good helmets are slightly adjustable. A helmet must fit snugly. A goalies helmet
and a motorcycle helmet are made for two completely different purpose, they are not
interchangeable. Discard a helmet once it is damaged.

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3.3.2 Pads

There are a number of quality pads available on the market today at affordable prices.
Proper sizing is critical, wrong sized padding will not only hinder performance but are
dangerous. Pads also need to be cared for properly for it to last long, it needs to be
aired periodically and stored away from direct sunlight.

3.3.3 Body Armour

Leg pads, kickers, and gloves alone are not enough for complete protection. Modern
body suits have ample chest/abdomen and shoulder cover as well as extension for the
arms. While the tight pants contain hard pads and integrated ball guard. All body armour
is made to size and allow flexibility of movement. One size does not fit all.

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CHAPTER 4

BASIC AND ADVANCE SKILLS
DRILLS RELATED TO SKILLS
MINI GAMES RELATED TO SKILLS
BASIC GOALKEEPING
PENALTY CORNER ATTACK & DEFENSE
MULTILATERAL/MINI GAMES/INDOOR/TACTICS

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PRACTICAL 1
BASIC AND ADVANCE SKILLS

4.1.1 STICK, HAND & EYE COORDINATION

Introduction to the stick and ball

Explain and demonstrate the names, shape and properties of a hockey stick. Point to
each area of the stick as its name is called: - shaft head flat surface- curved back

Basic Grip

Used for receive, dribble, push, reverse stick pass- -off the dribble, rebounds.
Hands apart.

Left hand at the top of the stick.

Both Vs formed by thump and index finger in line with the toe edge of the stick.

To rotate the stick the left hand moves to the right and the stick turns through the right
hand.

Stick, Hand, eye Coordination

Right hand at the top of the stick.

Right hand halfway down the stick.

Get players to lift the ball up with their STICK. Get them to bounce the ball on the flat
part of the stick.

Once they have consistently achieves the above goal, they may be progressed on the
more complex skills listed below :

Balance the ball on the flat part of the stick as long as possible in stationary
position.
Try and roll the ball up and down the length of the shaft
Balance on the crook of the stick.
Bounce the ball on the edge of the stick , still holding with the correct grip.

Strengthen the left wrist by getting them to bounce the ball on the flat part of the stick
using only the left hand in the correct grip position.

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4.1.2 MOVING WITH THE BALL

(a) Vision Run

Keep the same basic grip.

Left forearms is in line with the stick-this allows the back of the wrist to point
forwards,

Both arms should be slightly bent.

Knees bent,

Ball carried off the right foot and in front of body.

Stick behind the ball and touching the ground.

Head up vision.

Or Scan run

(b) Tap Dribble

Exactly the same technique as Vision run BUT stick is not placed on ground behind
the ball. Instead , sticktapthe ball forward with the player running onto the ball.
Vision and scan to be applied. This dribble is used by players when running at pace,
with no defenders close by.

(c) Indian Dribble

Beginners to be taught in a sitting position.18 inches Bench.

Basic Grip.

The left hand is turned to the right so that stick can be fully rotated.

The stick turns through the right hand; the right hand does not turn over.
Keep the ball out in front of the body.

Use short and long drags.

This dribble can be used when beating players while on the move; the ball is moved
from side-to-side. In essence, the player executes small yardsticks while on the
move. Pulling the ball from side-to-side while at running at pace, makes it very
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difficult for defenders to make a tackle. All players must master this dribble as it
helps develop higher-order coordination skill .

(d) One- handed open side.

One- handed grip.

Keep the stick in contact with the ball.

Ball carried to the side of the body which helps protect from opponents.

This upright posture gives good vision for frequent scanning.

(e) One handed reverse side.

The coaching points are as above, but the ball carried on the left side of the body.

(f) Left hand dribble

Used in conjunction with open-face dummy.

Player pulls ball across his body( from right to left) catching the ball outside his left
foot, with his left hand.

The right hand comes off the stick as the player extends his right arm as wide as
possible.

The player dribbles and pushes the ball with only the left hand on the stick and left
arm extended outside the left foot.

Dribbling like this makes it hard for defenders to reach the ball.

*Note: In dribbling skills weight transfer from the right to the left foot vice versa is
crucial in mastering this technique.

(g) Jinking

Lifting the ball over a flat stick tackle. Many variations- left, right, center and
Pump jink.

(h) Spin Off

Right to left. Left to right. Ball in control with the stick and turns done with fast
Spins.

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4.1.3 PUSH

(a) Stationary Push Fore stick. (Shorter distance)

Place the left hand at the top of the stick.

Place the right hand further down at a comfortable distance. The right hand controls
the stick. Keep the ball in line with the left shoulder. Push the ball with the flat face of
the stick. The right hand provides the power.

Transfer the weight onto the forward foot as the stroke is made. Stick follow through.

(b) Right to left leg push

Basic grip hands apart. Keep low. Ball starts near right foot. Stick stays in contact
with ball as weight is transferred from right to left foot.

Follow through, keeping stick on ball for long as possible. For power need to be side
on to the target , butt of stick low with a tighter grip.

(c) Reverse stick Push

Assume a side-on stance, with shoulders pointing in the direction is to be ball to be
pushed.Feet about shoulder width apart, knees bent. Step in the direction the ball is
to be pushed , planting left foot on that line. Transfer weight from back foot to front
foot.

At the same time, drag the ball forward, with the right hand dominant. Follow through
must point in the direction the ball is to be pushed.

4.1.4 STOPPING

(a) Front stick Upright Stop. (Used on grassy or bouncy surfaces)

Hold the stick as for the dribble. Hold it upright with the left hand slightly in front of
the head of the stick. The face of the stick is square to the ball. The left hand at the
top of the stick is well forward the head of the stick. Stand with your feet close
comfortably and the body facing the approaching ball. The frontal body should be in
line with the path of the approaching ball. Keep your body behind the stick. Keep
your eye on the ball. Place the flat face of the stick directly in line with the ball. Stop
the ball, in front of the body ready for disposal. Ensure that the ball does not hit the
feet.

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(b) Front Stick horizontal stop

Players has to get low and bend the knees. The stick is placed either on the pitch or
at any angle up to about 10 to the ground, just in front of the body. The ball is
stopped just outside the right foot, on the shaft of the stick. The left hand controls the
stick. The right hands is placed very lightly on the stick. This will make sure the ball
stops on the stick and does not bounce off.

(c) Reverse stick Upright stop

Feet are positioned at right angles to the direction of the ball. Knees are slightly
bent. The stick is turned to present the flat side of the stick, with the hook pointing
towards the feet. The left hand controls the stick. Allow the ball to travel just past
you, to allow the stick to follow the path. Once just past and in front of the eyes,
allow the stick to make contact and then control the ball.

(d) Flat two-handed

Basic grip. Scan. Stick flat on ground to left of body. Shaft of stick angled forward to
allow transfer to open stick. Receive on shaft . Scan

(e) Flat one-handed

One handed left hand at top of stick. Scan. Receive on shaft near left hand. First
deflection to the forehand. Scan.

(f) Aerial

Basic grip. Scan. Keep the arms away from the body. Stick in front of body pointing
to the right. Take the ball early. Control ball with shaft of the stick, do not let it
bounce. Move off at an angle with first touch. Scan.

g) Bouncing ball

Basic grip. Scan. Stick upright. Attack the ball. Receive on the shaft. Angle the stick
forward for control . Scan

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4.1.5 HIT

(a) Hit (off the left foot- European) Long Grip

Stand side on to the direction of the hit. Stand behind the ball at a 45. Hands are
together at the top of the stick before starting the back swing. Left foot steps towards
the ball as the back swing begins. Wrists are cocked as swing progresses. Weight
should be transferring from the back foot toward the front. Either the left ankle or foot
must be level with the ball. Left foot lands at 45to direction of hit. Left knee bends,
weight transfer to front foot. Left knee bent so thigh is parallel to ground. Right knee
bent so calf is parallel to ground. Weight is totally on front foot ( Head over Knee
over Ankle) Hips rotate from right to left. Hold the position from above. Hands are
level with the ball. Head over knee over Ankle is crucial. Swing through the ball at a
point about 10 cm in front of ball position. Stick contact point with the ball is between
the end of the shaft and the blade. Swing through the ball and allow the swing arc to
follow the hips. Stick is to swing around the body on the same line as the hips.

(b) Long grip Wrist Hit (C hit or the loop

Hands double V grip. The ball position level with front foot. Feet and shoulders in
line with target. Turn the shoulders. Turn the wrists a little to the left. Swing the stick
backwards instead of upwards ( pendulum) To produce power in the hit, it is the
acceleration of the stick, and not how much you swing the stick nor how much
strength you exert.

(c) Short Grip Hit (Australian) or Clip Hit

The Grip- From the basic grip the left hand moves down the stick to join the right
hand. The Vs formed by the thump and index finger of both hands are in line with
the toe edge of the stick.

(d) Reverse Stick Upright Hit

Use the double V grip hands at top of stick. Vs in line with back edge. Toe of the
stick points to the floor. Feet at right angles to the passing line. Rotate the shoulders
to the left on back swing. Stick nearly vertical at impact . Ball positioned slightly to
left of right foot.

(e) Reverse stick hit off the dribble

Basic grip hands apart. Arms away from body. Short back swing. Hit the pass with
the right hand. Ball opposite whichever foot is leading.

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(f) Reverse sweep hit

Frying pan grip. Stick stays in contact with the ground on backswing and follow
through. Hit middle of ball with toe edge of stick. Ball in front of right foot.

(g) Long handed Slap Hit

Double V grip. Step to the ball. Hands low to the ground. Sweep the stick
along the floor before contact. Strike the ball just above the toe of the stick.
On the follow through the right hand crosses over the left.

(h) Tap Hit

Dribble grip. Ball at the right foot. A back short swing a contact of the ball at
the centre flat part of the stick.

4.1.6 SCOOP

(a) Right Scoop

The ball is to be stationery, about 15 inches in front of the foot. The right foot and the
ball is to be in line with the direction of the pass. The blade of the stick is to rest near
the ball on the ground. The left hand is at the top of the stick. The right hand below
the left hand with the thump pointing face or close around it. Bend the upper part of
the body and face about 45 to the line of the pass. The right shoulder should go
down and the head is over the ball. The ball to be lifted and propelled with smooth
and lifting action.

(b) Left Scoop

Reverse grip. Hands apart. The V formed by the thump and index fingers of both
hands are in line with the flat side of the stick. Ball level with the right foot body
facing side ways on the left. Stick under ball. Pull up hard with right hand.

4.1.7 FLICK

The ball is just in front or level with the left foot. Like the push, the feet point further
forward. There should be more weight on the left foot. The power of the flick comes
from the forceful thrust of the right leg and the transference forward of the weight of the
body. The weight of the body continues forward in the follow through. Hands as the
push. Body as the push. The right hand provides the power, twist the stick under the
ball with a flick of the wrist, helped by the forearms. A spring-like effect is produced by
the left hand and whipping. It is very important that there must be thrust when doing the
flick. To obtain greater height, bend the right knee a little more and lower the right
shoulder.

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4.1.8 BASIC TACKLING

(a) Lunge

Square to the opponent. Bend the knees, evenly balance on both feet. Lean your
body forward. Eyes on the ball. Stick to be on the ground, and must be held with
both hands. You are watchful and ready to make your tackle. The tackle is made
when the opponent is in front of you or level with you. Let him come forward with the
stick on the left hand , at the same time move either right or left foot forward. This
increases the power and reach of your tackle. To be ready to move back if you fail to
make a successful tackle. Be ready also to move in front with the ball which you
have just dispossessed. Note: only watch the ball and not the opponent or his stick.

(b) Jab

The jab is used when the ball is under near the player or when you need to reach it
to get the ball, or when the ball is not under the control. The left foot is forward with
thrust. The left hand holds the stick firmly. Lean the stick forward over the left leg. At
full strength the shoulder points towards the ball. The stick should be pushed out
with high speed. The stick is jabbed under the ball, lifting the ball slightly, over the
opponents stick. Strong wrists and accurate timing are required to bring off a
successful tackle- jab. Do not commit yourself to any definite action.

c) Reverse Tackle

When your opponent is to the left of you a reverse stick tackle has to be made. To
make the tackle effective, firstly position yourself level with the ball. Timing close to
the opponents body or fully left hand stretch tackle. One handed grip, left hand.
Extend left arm. Make the tackle at the last moment . Lay the stick flat on the
ground. Use the shaft of the stick. Drag to open stick side. Once in possession of the
ball , scan for passes.

4.1.9 PASSING

Hockey is essentially a passing game. Never dribble if a pass to a better position is
possible. Any type of stroke may be used in passing. The ball may be passed in any
direction along the ground. Passes should be accurate and go directly to player or
just in front of a player moving forward and quick to avoid interception. LEADING is
very important (running into space without
Possession of the ball)

a) Square

To maintain an uninterrupted forward attack. Is a hard pass from one player to
another .The ball travels from stick to stick

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b) Through

For penetration. The ball is passed almost straight ahead so that a team mate
running forward can overtake it.

(c) Diagonal

To surprise the opponents and for switching play.

(d) Back

A pass back towards ones own goal. When defenders block the way, the ball may
be tapped or pushed directly back to an undefended team mate.

(e) Wall

Wall pass or 1-2 , ball travels in two directions forming a triangle.

4.1.10 ADVANCE SKILLS

i) Argentine Hit
Frying pan grip. Flat back swing. Ball level with right foot. Stick is as
horizontal as possible at impact. Contact the ball with the toe edge of the
stick.

ii) Chop
Double V grip. Ball infront of lead foot. Hit the bottom the ball. Ball
position and stick angle will dictate the height the ball goes.

iii) Pump(Squeeze)
Double V grip. Ball behind back foot. Shoulders pointing at the target.
Keep arms and stick in the same plane. Hit down hard on the top/ back of
the ball.

iv) Goal Scoring skills near the G.K
Too numerous and varied to describe in detail.

v) Deflections the ball is played first time
- Open stick upright
- Open stick Flat
- Reverse stick upright
- Reverse stick flat
-
vi) Rebounds
Rebound technique are generally one-touch techniques and are too
numerous and varied to describe in detail, so they are presented only as
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visual images. When a team mate is shooting follow the path of the ball.
Do not watch the goal keeper. Be prepared to improvise.

vii) Drag Flick.
Timing is crucial. The contact with the ball needs to occur as soon as
possible following the trap. Basic grip but with left hand rotated to the left .
The ball is trapped outside the circle and dragged in. Using a four step
approach- right foot leads off, then left, right foot crosses behind left then
left, and collect ball. An extra step can be added which mean starting with
the left foot leading. Ball is picked up on the shaft of the stick-hand low to
the ground. Right foot lands and gets as far past the ball as is comfortable.
Upper body is parallel to the ground and rotates to the left during
execution. Left foot takes as long a stride as possible with foot pointing
forwards. The stick maintains contact with the ball for as long as possible.

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PRACTICAL 2

4.2 DRILLS RELATED TO BASIC AND ADVANCE
SKILLS

4.2.1 STICK , EYE , BALL COORDINATION

Juggling and coordination activities.

These activity are designed to develop hand-eye, stick and ball control with a
coordination of legs doing running on the spot.

4.2.2 MOVING WITH THE BALL

(a ) Vision Run

Flat cone on the head. First Run down straight. Once mastered then keep changing
directions.

(b)Tap dribble

Stand in a line across the playing area. Run down the playing area tapping the ball
forward as you go. Tap the ball approximately 3 m in front of you, run forward and
tap it again. Run 50m tapping the ball as many times as possible. Count the number
of times you tap the ball. Reduce the distance you run and tap the ball as many
times as possible.

(b) Indian Dribble

Dribble the ball while walking/jog/ running between the markers set apart of 1 meter.
Stick constant contact with the ball.

(c) One handed open side

First Run down straight. Once mastered than do a C RUN.

(e) One handed reverse side

First Run down straight. Once mastered than do a C RUN or 90run

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The player dribbles with the ball to the bars and lifts the ball with forehand and reverse
stick a few times from left to right side or right to left side! After that he dribbles to the
waiting player on the opposite side and the functions changing!

Both players start together and dribbling the ball to the coins. They are using the
reverse-pull from the left to the right coin continuing the dribbling to the next coin and
finishing the exercise with a hit through the coin-goal to the waiting player.
After receiving the ball the other player starts the exercise.

The player dribbles with the ball to the bars and lifts the ball with forehand and reverse
stick a few times from left to right side or right to left side! After that he dribbles to the
waiting player on the opposite side and the functions changing!
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Both players start together and dribbling the ball to the coins. They are using the
reverse-pull from the left to the right coin continuing the dribbling to the next coin and
finishing the exercise with a hit through the coin-goal to the waiting player.
After receiving the ball the other player starts the exercise.

The ball-carrier pulls the ball with forehand from right to left, dribbles to the waiting
player on the other side. After receiving the ball this player pulls the ball also with
forehand from right to left and continues like before!
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Both players starting with the dribbling to the coin-goal, pulling the ball from the left
coin to the right one, continuing the dribbling to the next coin-goal and pulling the ball
from the right to the left coin before they continue with the dribbling and finishing with
the hit through the coins to the next player!

The player with the ball dribbles to the bar and pulls the ball with the reverse to his right
and lifts the ball over the bar and controls the ball before he dribbles to the next bar.
The second pull will be with forehand from right to the left and lifts the ball with the
reverse over the bar and continues dribbling and pass to the waiting player!
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The player dribbles with the ball to the bar and pulls the ball either from the left to the
right (reverse pull) or from the right to the left (forehand-pull) and lifts the ball over the
bar. After controlling the ball he passes the ball with a flat flick over the bar to the
receiving player. After that the other player starts with the same procedure.

The dribbler moves with the ball to the bar, pulls it from left to right and lifts the ball over
the Barr! After fast controlling he dribbles to the next bar and passing the ball with a flat
flick over it to the forward moving player. Both players (one runs, the other dribbles) to
the opposite coin back!
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The same exercise will be done in the opposite direction!

The player dribbles in the middle of the first Coin-goal, leaves the ball there, sprinting
to the right coin back to the ball and continues dribbling to the left coin before he
continues the same procedure with the second coin-goal!
The second player starts the exercise, when the first player finished the first coin-goal!
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Same exercise like before!
The dribbler leaves his ball in the middle of the coins and sprinting to both coins before
he continues the dribbling to the next Coin-goal!

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After receiving the pass the ball carrier plays a forehand-pull, followed by a reverse-pull
before lifting the ball over the bar, ball control before the 1. Coin and dribbling to the
second coin!

Receiving a pass and dribbling to the bar, reverse-pull and lifting with forehand over the
bar into space, ball control and dribbling to the 2
nd
coin!

The defender is channeling the dribbler and shows a dummy tackle!

The attacker 1 moves and meets the ball from the passer. The dribbling follows and a
defender from the second coin-goal channel the dribbler (reach-distance).
Near the bar the dribbler pulls the ball reverse back on the defenders reverse and lifts
the ball over the bar into space! Ball control before reaching the coin-goal and finishing
the exercise with a pass back to the passer!
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Dribbling to the left, reverse-pull and lifting the ball with forehand over the bar into
space, ball control and a dribbling follows.

Dribbling to the right side, forehand-pull parallel to the bar and lifting the ball into space
followed by ball-control and dribbling!

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4.2.3 PUSH AND STOP

Find a partner put one ball away and stand in a free space 15 20 meters apart.
Practice pushing and all the types of stopping the ball to each other.
Push Relay .

Form a group of 3 and stand in triangle grid space 10m x 6 m. Push a ball from point to
point of the triangle. The ball should be stopped and trapped before it is pushed on to
the next player. How many circuits can you do in 1 minute. Reverse the direction for
reverse push.

4.2.4 HITS

Hitting around the Grid.
Make a group of 4 and stand in a free grid space 10m x 10 m. One person stands in
each corner of the space, making sure to stop and trap it before hitting to another.
Variation
Reverse the direction of hit for reverse hits and adding two balls.
Competition

Work on pairs . 10 m distance. Collect 4 markers. Set up your markers( goals) 2 m apart
in the grid space. Take it in turns to try and score a goal or to stop the shot of your
opponent.

4.2.5 SCOOP and FLICK

Work in pairs . Distance 10 m. Improving aerial stops Gradually increase the distance

4.2.6 TACKLE

In pairs . 3 cones distance of 1 meter apart. The one who tackles stands at one side
of the cone. Start with Lunge and then Reverse. For the jab the person who tackles
stands 1m behind the 3 cones which are parallel . If the player comes into the right
side he gives the jab by bringing the left foot forward.(vice versa)
In pairs. Free space . Work slowly through each tackle.
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Tackling practice on the Grid.
Groups of four. Grid 20 m x 5 m . No 1 is the person who tackles and stands in the
middle. 2,3 & 4 take turns to dribble past 1. 1 applies tackle. If successful pushes the
ball to 3 and so on. If unsuccessful, 2 scores a point.

The player jabs the balls one by one from reach-distance into the Pilone and moves
back in his starting position.
The partners position is behind the Pilone. He stops the ball which going wide.

When all the balls are played the two players changing position and starting the
exercise.

The player with the ball dribbles with the ball in his position! The off the ball-player tries
to jab the ball out of dribblers control.

He also uses the jab-dummy.

After 3 successful jabs the two players are changing.

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The ball-leading player walks and dribbles with the ball. The opponent player is
channeling the dribbler and is using the jabbing-skill and the jab-dummy to play the
ball out of the dribblers control.
After 25 yards the players are changing!

4.2.7 PASSES

Wall Pass- In pairs stand 5 meter apart and moves up the grid 10 meter.
Diagonal, Square, Through & Back pass

Grid of 20 x 10 . 4 players. 2 balls. Three players 1 ball.

The player from up-position runs to receive the pass (meet the ball)
and deflects the pass as a first-timer to his moving team-mate who moves
on the right side in the opposite direction from down to up and receives the
pass and continues dribbling! Both players moving after the action to the
other coins!

The passer from the up-position plays the ball for the left group, the passer
in the opposite position plays the pass for the right group!

The exercise will be continued from the following players!

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The ballcarrier plays the ball to his team-mate and runs after that to
the central coin, he receives the ball back from his team-mate and plays it
back to him immediately! Then he runs back to his starting coin!

The next player follows when the first one has finished the exercise.

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PRACTICAL 3

4.3 MINI GAMES RELATED TO BASIC SKILLS

The Importance Of Small Games And The Importance Of Small Games And
Competition In Training Competition In Training
Highlights of training
GAMES GAMES
COMPETITION COMPETITION
WHEN WHEN .? .?
In the beginning of training (short time In the beginning of training (short time get APPETITE) get APPETITE)
In the END END of training
WHY WHY .? .?
Highlight 1
st
.Players knows drills / hard work must be done
WHAT WHAT.is the REWARD REWARD for doing work / discipline training?
Games
Competition
WHAT WHAT determines a player to work in training.?
To become STRONGER STRONGER
To make the TEAM STRONGER TEAM STRONGER
To WIN WIN the next game
WHAT WHAT are the conditions for a good training ?
Attitude
Motivation
Commitment
BUT BUT .training has to be INTERESTING + ENJOYABLE .training has to be INTERESTING + ENJOYABLE

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Challenge In Training Challenge In Training
Can be.
Learn a skill
Use a new tactical advice
Improve personal running time
BUT BUT nothing is more interesting THAN THAN .COMPETING .COMPETING with your team mate
Who is FASTER FASTER .? .?
FITTER FITTER .? .?
STRONGER STRONGER .? .?
And who is a better
DRIBBLER DRIBBLER .? .?
DEFENDER DEFENDER .? .?
Who scores many
GOALS GOALS .? .?
Unbeatable DEFENDER Unbeatable DEFENDER .? .?
Strongest GOALKEEPER Strongest GOALKEEPER .? .?

Why Training Why Training
To show coach and team mates his STRENGTH STRENGTH
To be SELECTED SELECTED for the next match
Fighting for his DREAM POSITION DREAM POSITION
Can BEAT BEAT a goal keeper by dribbling / passing / hits / hit dummy /
flicks
Changing skill and materialshot at goal is much HARDER HARDER
To be more CONFIDENT CONFIDENT with the ball / skillful
To WIN WIN 1 vs.1 as an attacker / defender
To WIN WIN the skill competition
To be in a WINNING TEAM WINNING TEAM
FINALLY FINALLY . .Player gets his REALIZATION REALIZATION
FORGET FORGET his troubles..studies..families..jobs..friends..
Makes the player to be HIMSELF HIMSELF . .

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Realization In Training Realization In Training
Fells free in the game
No pressure
Motivated to play and win
It shows the character
Selfish
Egocentric / egoistical
Unfair / foul
Hard / brutal
Dishonest / deceitful
Clever
Supportive
Fighting spirit
Good influence
A player shows his real face in a game

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What Can Be Achieved What Can Be Achieved
Game makes a player to FORGET FORGET about the hard work
Plays without pressurerelaxedencouraged to try out
new things
Less players and smaller fields >>>HIGH INTENSITY HIGH INTENSITY
A A Haa Haa.experience (SUDDEN INSIDE SUDDEN INSIDE)
GAME SITUATION GAME SITUATION
What A Coach Might Say What A Coach Might Say What A Coach Might Say
Not enough players in training, so training OFF OFF . .
NO TRAINING NO TRAINING
a normal hockey player will be disappointed and dont understand.
Coach says,
Its raining today.so, training is OFF OFF
Player says,
What happens when it rains during a match ?
How heavy and long it must rain before the training is CALLED OFF CALLED OFF ? ?
A SERIOUS A SERIOUS and AMBITIOUS AMBITIOUS coach,
Training is NEVER OFF NEVER OFF
At least you have 1 player 1 player
It doesnt rain like stones

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4.3.1 STICK, EYE , BALL COORDINATION

Play Ping pong bouncing the ball between players ( singles).
Doubles Ping Pong( rules)
Doubles tennis ( rules)
Facing a wall . Application of Squash rules. Single and doubles

4.3.2 MOVING WITH THE BALL DRIBBLE, VISION RUN AND SCAN

Ice hockey 1 vs 1. Two cones as goal. Distance of cones 10 m. Start with a bully
Ice hockey 2 vs 2 . Distance of cones 10m. Two goal mouth. Bully

4.3.3 PUSH and PASSES

3 Goal Mouth . Grid of 20 m x 20 m. 4 vs 4

4.3.4 TACKLES

NO MANS GOAL. 3 vs 3 . Distance of cones 10 m. Ice Hockey. Bully

4.3.5 HIT

of Hockey field. Rectangular. 2 cones indicate the middle. 6 vs 6 . One team on one
side. Hitting Competition. The team will gain 1 point if the Ball passes the back line.
Variations.

4.3.6 For all the Skills

Mickey Game . Field 6vs 6
Bambino Hockey Field 8 vs 8

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4.3.7
What Can I Do With 1 Player What Can I Do With 1 Player
There are many individual exercisers and challenge
Hit a long ball into empty goal
Flick a ball further than last time
Meet the goal from different angles
Compete with YOURSELF YOURSELF to improve your level
Work with ball machines
Stopping.PC postman.
Receiving (running / standing position)

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2 Players On Training 2 Players On Training
More Interesting
All individual competitions in a direct challenge
1 vs. 1 competition
Single result in a different task
Total result (after a battery of exercises / hockey circle)
Overall winner

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More optionsMore restMore fun
Competition from individual plan
More possibilities for game situation
Watch the timingplay and rest
With Goal keeper is more game situations

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GROUP GROUP tactical aspect
Individually play and count
The SMALLEST SMALLEST team is 2 vs. 2
Highly challenging game
Give n Go
2 vs. 1
Double Team

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5 And More Players 5 And More Players
Situation more COMPLEX COMPLEX
MORE OPTIONS MORE OPTIONS for game situation
OUTNUMBERED OUTNUMBERED situations
More TACTICAL TACTICAL for Goal keeper
SCORING SCORING and REBOUND REBOUND and skills
PC PC competition
1 pusher
Team A (1 stopper.1 hitter / flicker)
Team B (1 stopper .1 hitter / flicker)
1 / 2 goalkeepers

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PRACTICAL 4

4.4 BASIC GOALKEEPING

4.4.0 Tips for young goalkeepers

To optimize performance, its effective to have all goalkeepers play a different position
frequently, i.e. one outside of the goal area, during the training sessions. This will help
them develop in the psychological and physical areas they need to perform well.
Furthermore, thanks to the logical progression of the competitions in which they play an
ever more active role, they become mentally quicker and know how to anticipate the
opponents play much better than those who have only been exposed to traditional
training program based mainly on acquiring technical skills.

4.4.1 Selecting a Goalkeeper

Factors to consider in selecting a goalkeeper:

Height
agile
brave
good footwork

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Goalkeepers Equipment

Turf shoes
Kickers and Pads
Padded shorts
Abdominal guards
Chest and Shoulder guards
Helmet and Throat protection
Gloves and Sticks

Basic Stance

H-ead
O-ver
K-nees
O-ver
A-nkles

The head should be brought out, looking into the ball. Eyes should be focused on the
ball and the ball should be watched as it moves from the attackers stick to the intended
target. The back should be slightly bent forward. The GK stands on the balls of his feet,
the stick held midway in the right hand and gripped firmly.
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Covering Angles

As a rule, the GK never stands on his goal line while facing attacking shots at goal.
The GK should come out at least 2 meters, and be in a stance to save a shot at
goal.

The GK moves in a small semi circle in front of the goal

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4.4.2 Saving

Single Leg Save

Stand in ready position (HOKOA)
Look towards / focus on the ball
Judge the direction of the ball
If it comes to your right, then put your weight on the left knee and stretch the right
foot towards the ball, such that the inside of your foot makes an impact with the
ball

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Double Leg Save

Never loose sight of the ball at any time
Bend your head towards the ball head should be ON the ball as it impacts your
foot
Recover back to basic stance and face the direction the ball went to foil any
counter attacks from that direct

4.4.3 Kicking

Keep eyes on the ball
Go towards the ball
Body weight on the left leg, knee slightly bent (if kicking with right leg)
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Body bent slightly forward

Kick with inside of the foot

4.4.4 HAND SAVE AERIAL BALL

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4.4.5 HAND SAVE PROPELLING THE BALL TO THE SIDES

4.4.6STICK SAVE AERIAL BALL

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4.4.7STICK SAVE GROUNDER BALL

4.4.8SLIDING TACKLE

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4.4.9 P.C HIT SAVE

4.4.10STUNT FOR A PENALTY STROKE SAVE

SPECIAL THANKS TO KUMAR ( THE BEST IN ASIA)

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PRACTICAL 5

4.5 PENALTY CORNER ATTACK AND DEFENCE

4.5.1

ATTACK

PUSH OUT / INJECTION

To know how to execute different techniques for the push out To select the most
appropriate technique considering the playing surface, the speed of execution, the
speed of the ball and its accuracy. Strokes taken are Stationary push, Drag push,
Tap hit , slap hit, and short grip hit.

TRAPPING THE BALL OUTSIDE THE CIRCLE - TRAP

To select the most effective technique for trapping depends on the surface. Using
the curved blade /fore stick or the shaft of the stick. The stick stopper pushes the ball
into the circle for the striker who scores.

SHOT AT GOAL

Quick shot. To be able to hit the ball with maximum speed.
OR
DRAG FLICK
OR
SET PIECES DEFLECTIONS

DEFENCE

FIRST RUNNER

Generally, the first defender position himself on the left side of the goalkeeper. He
grips the stick with the right hand at the top of the handle .He covers most of the ball
which goes to his left.

SECOND RUNNER
He runs out from the right goal post with the main aim to anticipate and intercept
with his front stick any pass between the opponent who are situated on his right side
.

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GOALKEEPER

The G.K moves 2 m-3m out of his goal in order to reduce shooting angle of the
striker

COVER MAN

Usually stands on the right side of the goalpost if the attacking pusher takes from the
right. Comes out 3 to 4 meter to stop all the right attack by the strikers.

POST MAN

Guard the left side of the goal post after the G.K has come out. Preferably stand
0.50m outside the goal line.

DEFENDERS BEHIND THE CENTRE LINE

Two of the 6 defenders should run quickly as possible into the shooting circle to
assist their 5 team mates. The remaining 4 defender must prepare for a possible
counter attack.

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THEORY 4

4.6 MULTILATERAL GAMES

4.7 MINOR GAMES

4.8 INDOOR HOCKEY

4.9 TACTICS

4.6 MULTILATERAL GAMES

INTRODUCTION

Children in the initiation stage ( 6 t0 10 years old) should participate in low- intensity
training programs in which emphasis is fun. Most young children are not capable of
coping with the physical and psychological demands of high intensity training or
organized competitions. Early Burnout. Training programs for these young athletes
must focus on overall athletic development and not sport specific performance.
Attention span is short at this age and children are action oriented, thus they cannot
sit and listen for long periods of time. It is especially important for training at this
stage to be varied and creative. Participation and fun should be emphasized over
winning.

GAMES

Movements related to hockey:

a) One touch Rugby ( Modification of Australian Rugby)
b) Hand Ball.
c) Cricket / Soft Ball
d) Basketball
(e) Chess.

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4.7 MINOR GAMES

Minor Games

Played in small areas between teams of 2 (about 6 -8 players per team)

Objectives

Instill basic fundamentals of the game in game situation
Improve a players ability to read a game by developing concentration, anticipation
in game situations
Sustain interest : fun and enjoyment
Develop co-operation and team coordination
Teach rules of the game
Achieve hidden learning
Help develop quick thinking and decision making

Factors to consider

Good organization (to avoid disruption)
Explanation: short, clear and simple
Variety: challenging and interesting
Short and effective
Conditioned games : conditions are imposed to achieve a desired goal

Types of Minor Games

Depends on the objective we want to achieve

Coachs Role

Observe and correct
Encourage and be positive
Instill positional play
Explain rules of the game
Evaluate players

Coaches can explain by:

Freezing: Players stop when the whistle is blown. The coach corrects the mistake
and offers suggestions

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4.8 INDOOR HOCKEY

Indoor Hockey is incredibly exciting and scientific game that demands special skills and
tactics which are complementary to those of Field Hockey.
The perfectly smooth surface enables young players to quickly master ball skills and
progress to more advanced group skills much sooner than they can do unreliable grass
surface.

NOTE: - INDOOR HOCKEY IS NOT FIELD HOCKEY PLAYED INDOORS!

DONTS

1. NO HITTING- HIT , TAP HIT , SLAP HIT, REVERSE HIT.
2. NO LIFTING OF BALLS WITHIN THE PLAYING AREA EXCEPT
WHEN GOAL SCORING SITUATIONS.
3. TACKLE- NO JAB AND NO LUNGE TACKLE. CANNOT THROW
THE STICK FOR ANY TACKLES.
4. 3 POINTER- WHEN TACKLING CANNOT GO DOWN THE
GROUND TO PUT THE HAND OR KNEES AS SUPPORT (3
POINTER) TO DO THE TACKLE.

DOS

1. ONLY PUSHES ARE ALLOWED WITHIN THE PLAYING AREA.
CATAPULT PUSH IS ALLOWED.
2. LIFTING THE BALL INTO GOAL IS ALLOWED. FLICK, SCOOP
AND DRAG FLICK ARE PERMITTED FOR SCORING GOALS.
3. P.C LIKE IN FIELD HOCKEY.
4. SIDE BOARDS ARE USED .

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4.9 TACTICS

Definition of Tactics

It is a system, science or art of movement in the presence of an opponent / opponents
so as to gain an advantage over your opponents

Factors To Consider

For a tactic to be successful, the following factors should be considered:

the strengths and weaknesses of your opponents
the strength and weaknesses of your own players
your players capabilities and abilities in fulfilling the role required to use the tactic
your players understand the specific roles they play and the reasons for using such
tactics
keeping it simple

Several tactics can be used during a game and these can be changed during the game
while new ones are introduced. The important point is players must know what they are
supposed to be doing.To ensure success in the use of tactics, a lot of time and practice
is needed

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CHAPTER 5
SPORT SKILL
DEVELOPMENT

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ATHLETES DEVELOPMENT
OBJECTIVES

At the end of the session, participants will be able:

1. To apply various practice techniques with respect to their chosen
sport.

2. To apply appropriate feedback schedules.

3. Plan a practice session for young athletes.

INTRODUCTION

FOUNDATIONS OF SKILL INSTRUCTION

Identify skills needed by young athlete.
Knows how to teach.
Athletes have different abilities and experience.
Design practice challenging and beneficial.
Emphasis on effective execution.
Quality of Teaching = quality of athletes performance.

YOUNG ATHLETE
TECHNICAL FITNESS
SKILL ACQUISITION MULTILATERAL TRAINING
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Basic of Good Teaching Differences Learning and Performance

LEARNING PERFORMANCE
Relatively permanent change in
performance that occurs with practice
Act of skill execution
Not observable or inferred Observable and measurable
Results from practice Result from experience

SKILL ACQUISITION
Focus on process
Consistently execute
- Technical
- Tactical
- Mental skill

Identify essential
thoughts, feeling
and behaviors

ATHLETE Personal Characteristic
ENVIRONMENT

Stress of
Competition
Sensory-Perceptual
Direction Making
TASK Control Motor

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Individual Differences (Table 1.1, pg. 8; Sport Skill Instruction)

ABILITIES
l
Traits that inherited and
relatively stable
l
Many types exist
l
Different abilities for different
purposes

VS
CAPABILITIES
l
Modifiable with practice
l
Eg. Strength can be trained

SKILLS ACROSS AGE

CHILDHOOD ADOLESCENCE ADULTHOOD
Learning basic skills Acquiring newer skills and
adapting skills to different
environment
Refinement and
adaptation
REFINEMENT

STAGES OF LEARNING
A
P
P
R
O
P
R
A
I
T
E

P
R
A
C
T
I
C
E

&

F
E
E
D
B
A
C
K

Antonomous
- Nonconscious and effortless
- Able to devote their attention to other task-related info
- Tactical decision
Practice / Associated
- Refining general movement pattern
- Direct/ correct errors
- Adapt movements to meet demands of their sport
Cognitive
- Figuring out basic requirements
- A lot f questions
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CONTROL OF MOVEMENT SKILLS

CLOSED LOOP
Feedback utilized for adjustments on
ongoing skill.
- Slow and continuous movements
OPEN LOOP
Feedback only can be used for next
task.
- Fast and ballistic movements
SPEED ACCURACY
Emphasis on speed of execution results in reduction of accuracy.
Implication emphasis on accuracy of movement before speed.

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TACTICAL SKILLS
Information in the environment

Factors affecting
What to do
Information
How to do it
DEVELOPING
TACTICAL
SKILLS
Identify strengths
and weaknesses of
opponents
Knows your
competition
Adapt
Creating blueprint
of tactical options
Based on:
- Rules of the
sport
- Knowledge of
team strategy
- Awareness of
respective
roles and
capabilities
TACTICAL DECISION
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VS
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PRACTICE SHOULD BE DESIGNED TO REPLICATE COMPETITION

Advantage of Games Approach
Skills are taught through competition-like activities.
Athletes learn to appreciate the main purposes of their sport as well as the
relevant technical, tactical, and mental skills.
Athletes are taught to think for themselves.
Twoway communication exists between athletes and the coach.
Practices are athlete centered and focused on athletes needs.
Practices are fun, relevant and challenging.

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TRADITIONAL APPROACH AND GAMES APPROACH

Traditional Approach Games Approach
Drills are used to practice technical
skills.
Drills are used to teach both technical
and tactical skills of the sport.
Specific skills are taught in isolation
and then combined later.
The sport is taught as a whole, and the
parts are refined as necessary.
Instruction is coach centered and often
ignores the individual needs of
athletes.
Instruction is athlete centered.

Practices are often boring and
unmotivating.
Practices are fun, challenging, and
relevant to the demands of competition.
Players are highly dependent on the
coach.

Athletes take an increasingly active role
in the learning process and become less
dependent on the coach.
The coach strives to develop
automaticity of technical skill execution
through extensive and repetitious
drills.
Practices are designed to promote
creative thinking and effective decision
making.

The coach makes all decisions with
little or no player input.
Athletes are encouraged to provide input
to the coach in decision making.
Players are not encouraged to help
each other.
Athletes are encouraged to help each
other master the skills of the sport.
The coach prefers a command style
where he or she makes all the
decisions.

The coach prefers a cooperative style
that strikes a balance between directing
athletes and allowing athletes to direct
themselves.

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INSTRUCTIONS

Verbal Instructions
Short and Sweet
Excess information
Demands on athletes

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BLOCK PRACTICE VS RANDOM PRACTICE

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Coaches can use the feedback sandwich technique to enhance their
communication with athletes

Prescriptive
feedback
Positive
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TOTAL SKILL PRACTICE

FOCUS ON PROCESS BEFORE OUTCOME
Accuracy of performance more important than outcome in initial
learning
o Include the number of attempts on the feedback statement
o Eg: You fouled 3 out of 5 attempts in the Long Jump adapt to
sport

TOTAL
SKILL
PRACTICE
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PRACTICE PLAN

PART COMPONENT
1 Warming up and Dynamic Stretching
2 Coordination/Skill
3 Speed
4 Strength
5 Endurance
6 Cooling Down and Static Stretching
Fluids break and feedback at regular intervals

PRACTICAL
CONSIDERATION FOR
GIVING FEEDBACK
WHEN
- Allow independence of learning
- Own problem solving
- Coaches only when athlete's are
'lost'

HOW MUCH
- Amount dependent on level of
athlete

SUMMARY FEEDBACK
- Tells athletes on how they
performed on each of several
practice attempts

AGGRESSIVE FEEDBACK
- Highlights general tendencies

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CONCLUSION

Design Beneficial Practice Experiences

o Technical, Tactical and Mental

Feedback

o Maximize positive feedback

o Encourage self analysis or correction

Creativity is the spice that makes practice sessions fun

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PRACTICE PLAN

Sport Date/Time
Number of
Athletes/Players
Gen. Preparation/Specific/Competition
Objectives: 1)
2)
3)
Time Activity Description Key Points
Technical,
Tactical, Mental
Comments/Equipment

Equipment Needed:
Reflection:
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Multi Lateral Development In Specific Sports

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http://www.bcathletics.org/main/images/LTADguidelines.gif

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CHAPTER6
SPORTS SCIENCE
NUTRITION

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Training and Competition Nutrition

Goals of Training Nutrition

The benefits of diet are more obvious in the area of competition
performance, where nutrition strategies help athletes perform their
best by reducing or delaying the onset of factors that would otherwise
cause fatigue. The major role of the daily diet is to supply athletes with
fuel and nutrients needed to optimize the adaptation achieved during
training and to recover quickly between workouts.

Goal 1

Meet the energy and fuel requirement needed to support a training
program.

The energy requirements of individual athletes are influence by their
body size, growth, pursuit of weight loss or gain and most important
the energy for training (frequency, duration and intensity). The
important of meeting energy intake:

i) Energy intake determines the potential for achieving the
athletes requirement for energy containing macronutrients and
micronutrient for optimal function and health.

ii) Energy intake assists the manipulation of muscle mass and
body fat level to achieve the ideal physique.

iii) Energy intake effects the function of hormonal and immune
system.

iv) Energy intake challenges the practical limits to food intake
set by issues such as food availability and gastrointestinal
comfort.

Goal 2

Achieve and maintain an ideal physique for their event; manipulate
training and nutrition to achieve a level of body mass, body fat and
muscle mass that is consistent with good health and good
performance.
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Physical characteristic, including height, limb lengths, body mass,
muscle mass and body fat can play a role in sports performance.
Goal 3

Enhance adaptation and recovery between training sessions by
providing all the nutrients associated with these process.

The requirements for many nutrients are increased as a result of
prolonged exercise. Protein requirement may increase due to support
muscle gain and repaired of damage body tissues but also for protein
oxidation makes to the fuel requirements of prolonged exercise

Protein Requirement for Athletes

Group g/kg body weight/day
Sedentary men and women, adult 0.8-1.0
Recreational exercise, adult 1.0-1.5
Elite male endurance athletes 1.6
Moderate-intensity endurance athletes 1.2
Adolescent athletes 1.8-2.0
Body builder athlete, adult 1.4-1.8
Resistance athletes (early training) 1.5 - 1.7
Resistance athletes (steady state) 1.0-1.2
Calories restriction athlete 1.4-2.0
Limit of maximum intake, adult 2.0

Goal 4

Refuel and rehydrate well during each training session to perform
optimally at each session.
The maintenance of fuel status and fluid balance plays an
important role in the performance of exercise and forms the basis of
most of the special nutrition strategies undertaken for competition.
Sources:
Clark 1997
Tarnopolsky 1999 &
2004
Exercising approximately four to five
times per week for 45-60 min;
Exercising four to five times per
week for 30 min at <55% VO2 peak
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Fluid Intake Recommendation

TIME RECOMMENDATION
Before Exercise
- 2-3 hours
- 1 hour (training early in the morning)

400600 ml
5001000 ml
During
- Every 1520 minutes

150350 ml
After
- First 30 min after exercise
- 2 hours

5001000 ml
1000 ml

Goal 5

Practice any intended competition nutrition strategies so that beneficial
practices can be identified and fine-tuned.
Every athlete is varies in relation to nutritional support and respond to
nutritional intake. Therefore, the training situation offers each athlete
a chance to find the intake of fluid and food that will be practical and
valuable for future competitive events.

Pre, During and Post Exercise CHO Requirement

Time Recommendation
4 hrs before exercise 1.0-4.5 g/kg body weight
High CHO, palatable, well tolerate
1 hr before exercise 1g/kg body weight
During exercise 30-60 g/hour
After exercise 1.5 g/kg immediately after exercise
1.5 g/kg feeding after 2 hrs

Goal 6

Maintain optimal health and function, especially by meeting the
increased needs for some nutrients resulting from heavy training.

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Recovery is a major challenge for the elite athlete, who undertakes
two or even three workouts each day during certain phases of the
training cycle, with 4-24 hr between each session. Process of recovery
include:

i) Restoration of muscle and liver glycogen stores.

ii) Replacement of fluid and electrolytes lost in sweat.

iii) Synthesis of new protein following the catabolic state and
damage induced by the exercise.

iv) Responses of the immune system.

a) Factors that enhance the rate of restoration:

- Depletion of glycogen stores-the lower the stores, the faster
the rate of recovery.

- Immediate intake of CHO after exercise-starts effective
recovery immediately.

- Adequate amounts of CHO and total energy intake:

About 1g/kg body mass within 1
st
hr.
7-12g/kg over 24 hr.

- Focus on CHO-rich foods with high GI.

- Frequent intake of CHO (every 15-60 min) during 1
st
hr of
recovery.

- If CHO intake is below threshold for glycogen storage, add
protein to meals and snack.

b) Factors that have minimal effect on rate of restoration:
- Gentle exercise during recovery. Over long-term recovery,
frequency of meals and snacks (provided total amount of CHO is
adequate).
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- When total CHO intake meets threshold for glycogen storage,
intake of other macronutrients (e.g, protein or fat).

c) Factors that reduce the rate of restoration:

- Damage to the muscle (contact injury or delayed-onset muscle
soreness caused by eccentric exercise).

- Delay in intake of CHO after exercise (postpones the start of
effective recovery).

- Inadequate intake of CHO.

- Inadequate total energy intake.

- Reliance on CHO-rich foods with a low glycemic index.

- Prolonged, strenuous exercise during the recovery period.

CHO Requirement

Situation CHO Recommendations for
Athletes
Low intensity exercise or training
program less than 60-90 min/day
5-7 g/kg body weight/day
Training program more than 90-120
min/day
Extreme exercise program in
between 6-9 hrs/day (cross country
cyclist)
CHO loading for endurance and ultra
endurance athletes
CHO intake during exercise training
or competition more than 1 hr
1 g/min or 60 g/hr
Rapid recovery after training session
or competition multiple day (duration
in between session is less that 8 hrs)
1 g/kg body weight ( the 1
st
30 min
after competition) repeated intake of
1 g/kg body weight every 1-2 hrs
until actual requirement achieved

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Food Supplement and Ergoganic Aids
TYPE OF
SUPPLEMENT
DETAIL
POTENTIAL
SITUATION FOR
USE
CONCERN
ASSOCIATED TO
USE
Sport Drinks
Flavored drinks
Providing
carbohydrates
(6-8% or 6-8
g/100m)
Providing
sodium (10-25
mmol/L)
Providing
potassium (3-5
mmol/L)
To rapidly
deliver fluid and
fuel during and
after exercise.
Solutions of 4%
to 8%
carbohydrate
can deliver
good effective
source of
carbohydrate
can deliver and
effective
sources of
carbohydrate
without
interfering with
rehydration
goals.
Replacement of
electrolytes,
particularly
sodium, is
useful for
maintaining
thirst drive and
may help to
reduce urine
losses during
post-exercise
recovery.
During
exercise
To replace~
80% of sweat
loses, or as
much of the
sweat loss as it
practical and
comfortable.
After exercise
Rehydration
requires a fluid
intake of ~ 150%
of the volume of
post-exercise
fluid deficit over
the next 1 2 hr
and may not
occur
voluntarily.
Drinks should be
kept cool to
promote
palatability and
encourage
intake.
Athletes should
not consume
excessive
amounts of sport
drinks during
exercise that
cause a
substantial
increase in body
mass.

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Electrolyte
Replacement
Supplements
Sport drink with
higher sodium
content (>25
mmol/L sodium)
Oral dehydration
solution (50-80
mmol/L sodium,
10-30 mmol/L
potassium)
Electrolyte
sachets (30 mmol
of sodium, 10
mmol of
potassium)
Rapid
dehydration may
be need
following
moderate to
large fluid
deficits incurred
during exercise
or other
dehydrating
activities (e.g.,
making weight).
Replacement of
large sodium
losses may be
needed during
ultra-endurance
activities.
Replacement of
large electrolyte
losses may be
needed during
exercise in
certain
individuals with
high rates of
sweat loss or
high sweat
content of
electrolytes.
Oral rehydration
solutions are
recommended
to treat or
prevent
dehydration
associated with
diarrhea and
gastroenteritis in
athletes
.
Salt
implementation
during exercise
may lead to
gastrointestinal
problems or
cause further
impairment of
fluid balance.
Increasing the
sodium content
of a drink
generally
reduces the drink
palatability and
may interfere
with the voluntary
consumption of
fluid.

Liquid Meal
Supplements
Available in the
forms of
carbohydrates-
rich, moderate-
protein, low-fat
powder for mixing
with water or
Useful for
athletes who
need increase
energy intake
without
preparing or
eating additional
Can often be
overused.
May lead to
overconsumption
of energy intake
and unwanted
weight gain by
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milk.
Provide a
compact and
easily prepared
meal
replacement
supplement.
food or meals.
Replace normal
energy and
nutrient intake
while reducing
gastrointestinal
contents and
body mass.
Useful as a
prevent meal for
athletes with
high risk of
gastrointestinal
upset during
exercise.
Provide a
portable, non-
perishable, and
easily prepared
meal or snack
providing
energy, a
balance of
macronutrient,
and a
substantial
sources of
micronutrien.

some athletes.
Sport Bars
Provide a
compact source
of carbohydrate
and protein in a
bar form.
- More
concentrated
form of
carbohydrate
than sports
drinks and
provide a
substantial fuel
boost when
consumed
during or after
exercise.
- A solid form of
carbohydrate
Provide a
compact fuel
source during
prolonged
sessions of
training or
competition,
especially when
hunger is likely
or it is
impractical to
carry substantial
amounts of food.
Nutrient-dense
supplement
providing energy
and
carbohydrate in
a high-energy
Often overused,
leading to
inappropriate ate
replacement of
whole foods and
overreliance on
expensive
alternatives.
Athletes should
be encouraged to
practice using
sport bars and to
assess tolerance
during training
before using in
the competition
setting.
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intake may be
useful to satisfy
hunger during
some forms of
prolonged
exercise (i.e.,
road cycling).
diet. They are
useful for
athletes
undertaking a
heavy training
load,
experiencing
growth, or
aiming to
increase muscle
mass.
Compact and
portable source
of carbohydrate,
protein, and
other nutrients
for post-exercise
recovery. They
are ideal for use
where appetite
is suppressed
following
exercise, access
to food is limited
post-exercise, or
the athlete has
minimal time to
eat between
exercise
sessions.
Compact, low-
fiber source of
carbohydrate;
thus, they are
useful as part of
prevent meal for
athletes at high
risk of
gastrointestinal
problems during
exercise and are
useful in
making-weight
strategies as a
low-residue
snack.
Convenient,
portable,
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nonperishable
snack providing
energy, a
balance of
carbohydrate
and protein, and
micronutrients.
Sport Gels
Provide a highly
concentrated
source of
carbohydrate (65-
70%) in easily
consumed and
quickly digested
gel form.
Provide a
compact fuel
source for
endurance
sports lasting
longer than 90
min, especially
where it is
impractical to
carry large
amounts of sport
drinks (i.e.,
cycling,
triathlon).
Provide a
compact fuel
source for team
sports athletes
during breaks in
play during
extended
training or
competition
sessions.
Provide a
compact and
portable source
of carbohydrate
for post-
experience
recovery when
regular foods
are not tolerated
by the athlete.
Provide a low-
fiber and
compact prevent
snack for
athletes unable
to tolerate
regular foods
High-cost
alternative to
other suitable
foods and fluids
and should
therefore be used
only in specific
situations for
which they are
most suited,
rather than a
general snack.
Gastrointestinal
intolerance may
occur because of
the concentrated
carbohydrate
load.
Should always be
consumed with
adequate fluid to
meet hydration
needs.
Athletes should
practice use of
gels and assess
tolerance during
training sessions
if they are
intended for use
during
competition.
May lead to
overconsumption
and overreliance
on low-nutrient
carbohydrate
sources.
Some gels
contain other
compounds such
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and fluids. as medium-chain
triglycerides,
which may be
poorly tolerated.
Multivitamin
and Mineral
Supplements

Take the form of a
broad-range, low-
dose formulation
of vitamins and
minerals.
Can be used by
athletes
undertaking a
prolonged period
of travel,
particularly to
countries with an
inadequate or
otherwise limited
food supply.
Can be used by
athletes
undertaking a
prolonged period
of restricted
energy intake.
\useful for
athletes
undertaking
heavy
competition
schedule,
involving
disruption to
normal eating
patterns.
May provide a
false sense of
security to
athletes who are
otherwise eating
poorly.
Antioxidant
Vitamins C
and E
Increase in
training stress
leads to a
temporary
increase in the
production of free
oxygen radicals.
Supplementation
with antioxidant
vitamins may help
to reduce the
oxidative damage
until the bodys
antioxidant
system adapts to
the new challenge.
Can be used for
short-term
supplementation
for athletes
undertaking a
sudden increase
in training stress
or a shift to a
more stressful
environment.
There is potential
for antioxidant
supplements to
act as pro-
oxidants if taken
in excess.

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Calcium
Supplement
Is available in a
formulation
providing ~500mg
of elemental
calcium in a dose
as calcium
gluconate.
Low intake:
Athletes who eat
an inadequate
energy intake or
inadequate
amounts of diary
and fortified soy
products are at
risks of an
inadequate
calcium intake.
Calcium
requirements are
elevated by
growth in
children and
adolescence.
Increased
calcium intake
may needed to
ensure calcium
balance in female
athletes with
impaired
menstrual status.
Calcium
supplementation
does not
guarantee bone
status in absence
of an adequate
estrogen and
progesterone
status.
Athletes with
disordered eating
or eating
disorders require
significant
treatment in
addition to
calcium
supplementation.
Creatine
Is a naturally
occurring
compound found
in large amounts
in skeletal muscle
as a result of
dietary intake and
endogenous
synthesis from
amino acids.
Creatine
monohydrate is
the most common
of creatine
supplements.
- Muscles creatine
content varies
between
individuals
related to
gender, age, or
fiber type.
- The typical
carnivorous diet
provides
approximately 2
g f creatine per
day.
May enhance the
performance of a
single high-
intensity sprint or
exercise bout,
which is
dependent on
phosphocreatine
stores.
Can enhance the
performance of
exercise involving
repeated sprints
or bouts of high-
intensity
exercise,
separated by
short recovery
intervals.
Can be used in a
resistance
training program
to further
increase lean
body mass and
strength.
Can be used in
interval and
sprint training
programs.
Athletes who used
creatine either
unaware of
correct
supplementation
protocols or
persist in using
unnecessarily high
doses if creatine.
Study shows that
high doses of
creatine do not
further enhance
creatine stores.
An acute weight
gain of 600 to
1000 g is typically
associated with
loading and may
represent water
gain. This
associated weight
gain may be
counterproductive
to athletes
competing in
sports where
power-to-weight
ration is a key
factor in
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Can be used
during training
and competition
in sports
involving
intermittent work
patterns.
Can enhance the
effectiveness of
carbohydrate-
loading program
for endurance
exercise.

successful
performance or
those competing
in weight-division
sports.
There are
anecdotal reports
of an increased
risk of muscle
cramps, strains,
and tears, but
studies to date
have not reported
an increased risk
if these events.
Supplementation
should be limited
to well-developed
athletes. Young
athletes are able
to make
substantial gains
in performance
through
maturation in age
and training,
without the need
to expose
themselves to the
expense or small
potential for long-
term
consequences of
creatine use.
Bicarbonate
and Citrate
Doses for acute
loading are 300
mg/kg
bicarbonate and
300 to 500 mg/kg
citrate, taken 1
2 hr before
exercise. Buffering
agents should be
consumed with 1
2 L of water to
reduce
gastrointestinal
problems
attributable to
osmotic diarrhea.
A longer-term
leading protocol
with bicarbonate
(500mg-1.day-1,
spread over the
An increase in
extracellular
buffering capacity
may aid an
athletes capacity
to produce power
during sports or
events limited by
excessive buildup
of hydrogen ions.
Bicarbonate or
citrate
supplements can
be used in high-
intensity events
lasting 1-7 min.
Can be used in
high-intensity
sprints. \can be
used in prolonged
high-intensity
There have been
reports of
gastrointestinal
distress following
bicarbonate use.
It may cause
acute changes in
urinary pH.
Vivnan 2008
129

day) may provide
a more sustained
increase in blood
pH, with benefits
being maintained
for a least 1 day
following the last
bicarbonate dose.
events lasting
30-60 min.

Caffeine
Occurs naturally in
the leaves, nuts,
and seeds of a
number of plants.
Has the potential
to enhance the
performance of
range of exercise
protocols.
Can be used
during prolonged
endurance or
intermittent
sports, including
team sports, as a
training aid or
competition aid.
The mechanism
is likely to
involve
alternations to
the perception of
effort or fatigue,
as well as direct
effects in the
muscle.
At higher levels of
intake, caffeine has
the potential to
cause increases in
heart rate,
impairments or
alterations of fine
motor control and
technique, and over
arousal (interfering
with recovery and
sleep patterns).
Caffeine may
interact with other
supplements and
nutrients used by
athletes (e.g.,
bicarbonate,
creatine,
carbohydrates),
which needs to be
explored in terms if
performance
outcomes and
potential side
effects.

Vivnan 2008
130

FIELD HOCKEY

Also for Lacrosse and Team Handball

Easily one of the most demanding sports in the world, field hockey is a
game in which conditioning plays as big a role as skill. When you play
field hockey, you are almost constantly on the run, making many
sudden starts, stops, turns, jumps, pivots, and sprints. Therefore, it is
essential that you have a solid nutritional foundation, an energy and
recovery base to support your training and competition efforts.

Field hockey requires a variety of skills. A field hockey player must be
a combination sprinter, leaper, and even dancer to execute the
fundamental movements of the game. Field-hockey conditioning,
therefore, must take each of these areas into account.

Only the most rigorous nutrition and training program can prepare an
athlete for the rigors of a field hockey season. Increased strength can
make you a better field-hockey player. Through the careful application
of scientific training techniques, you can multiply your on-field
effectiveness in all areas of the game. You can improve your jumping
ability, sprinting ability, endurance, agility, and body control, playing
better event when you are fatigued. Furthermore, the incredible
diversity of skills and energy demands of field hockey require the
support of a carefully constructed nutrition program.

WHERE YOUR ENERGY COMES FROM
For Field-Hockey Players
Energy Systems

IMMEDIATE GLYCOLYTIC OXIDATIVE
Forward
Fullback
Goalie
Halfback
Wing
50%
90%
100%
60%
50%
30%
10%
0%
20%
30%
20%
0%
0%
20%
20%

Vivnan 2008
131

POWER FIELD-HOCKEY PLAYERS

The field-hockey players who usually play in spurts are power athletes.
These players include the fullbacks and goalie.

Dietary Guidelines

Some other important considerations for power field-hockey players
are:
Carbohydrates are the major source of energy for short-term
activities. Complex carbohydrates are the best source because
they most effectively refill the glycogen stores in the muscles
and liver. In addition, they elevate the blood sugar to a level
sufficient for long sessions of intensive training.
As a power athlete, you must make sure that you consume
adequate amounts of both carbohydrates and protein. If our
energy stores become drastically depleted or you experience
lactic-acid build-up, you may suffer temporary muscle fatigue. If
you do not refill your glycogen stores before your next workout
or game, your body may begin breaking down muscle tissue for
the protein it needs for energy.
Directly before workouts and games, consume carbohydrate
drinks with high glycemic indexes to keep your blood sugar
Vivnan 2008
132

sustained at an appropriate level. This will allow you to train or
play intensively without having your explosiveness hindered by
fatigue.
As a power athlete, you need to stimulate the storage of
glycogen in your muscles while promoting repair and growth of
your muscle tissue and inhibiting build-up of body fat. To do
this:
Train anaerobically on a regular basis. Intensive training
stimulates increased storage of glycogen in the muscles and
liver, which provides additional energy for greater exercise
capacity.
Consume five to six meals a day. Eating several smaller meals
rather than three larger ones will keep your blood-sugar level
stable throughout the day and will ensure that a supply of
protein is always available for your muscles.
Keep your fat intake to a minimum. Large amounts of fat in
your diet will add to your body fat and will cause you to lose
minerals through frequent urination.
Consume low-glycemic-index foods about two to three hours
before workouts and games. These foods help sustain the
blood-sugar level.
Drink plenty of water. Not only will this practice reduce your
chances of becoming dehydrated, but every ounce of glycogen
that is stored within the muscles needs 3 ounces of water stored
along with it. Therefore, remaining properly hydrated will also
help prevent weakened muscle contractions.

Vivnan 2008
133

MIDDLE-DISTANCE FIELD-HOCKEY PLAYERS

Some other important consideration for middle-distance field-hockey
players are:

As a middle-distance athlete, you must make sure that you
consume adequate amounts of both carbohydrates and protein.
If your energy stores become drastically depleted or you
experience lactic-acid build-up, you may suffer temporary
muscle fatigue. If you do not refill your glycogen stores before
your next workout or game, your body may begin breaking down
muscle tissue for the protein it needs for energy.
Directly before workouts and games, consume carbohydrate
drinks with low glycemic indexes to keep your blood sugar
play intensively for longer periods of time.
As a middle-distance athlete, you need to stimulate the storage
of glycogen in your muscles while promoting repair and growth
of your muscle tissue and inhibiting build-up of body fat. To do
this:
Train against your anaerobic threshold (to exhaustion) on a
regular basis. Intensive, exhaustive training stimulates
increased storage of glycogen in the muscles and liver, which
provides additional energy for greater exercise capacity.
Vivnan 2008
134

Consume five to six meals a day. Eating several smaller meals
rather than three larger ones will keep your blood-sugar level
stable throughout the day and will ensure that a supply of
protein is always available for your muscles.
Keep your fat intake to a minimum. Large amounts of fat in
your diet will add to your body fat and will cause mineral loss
through frequent urination.
Consume low-glycemic-index foods about two to three hours
before workouts and games. These foods help sustain the
blood-sugar level.
Drink plenty of water. Not only will this practice reduce your
chance of becoming dehydrated, but every ounce of glycogen
that is stored within the muscles needs 3 ounces of water stored
along with it. Therefore, remaining properly hydrated will also
help prevent weakened muscle contractions and early onset of
fatigue.
Do not eat a new food just before a game. Different people
often react differently to the same food. Before a game, eat just
those foods that you know your body will handle well.

ICE HOCKEY

Hockey is a game that places tough physical demands on its
players. For one thing, the playing surface is slippery. For another, the
skating speeds reached are often around thirty to forty miles per hour.
Hockey players must cut, turn maneuver and race for the puck, all
while fending off opponents body checks. To be successful, a hockey
player must have a superior level of strength endurance, as well as
agility and exceptional balance.
Every bit of your training and diet must reflect these elements.
These elements are what make hockey explosive in nature. In fact,
hockey is very explosive, so improved recovery and tissue repair plus
increased speed and strength are your year-round training and dietary
Vivnan 2008
135

goals. Nutritionally, this means emphasizing short-term energy needs
and maximizing the muscles recovery and tissue-repair processes.
In hockey, the energy output is primarily anaerobic (without
oxygen). This does not mean that training for or playing the game is
easy, however. You must body check, speed to the puck, push, defend
against your opponents and perform other lightning-quick reflexive
movements over and over again, repeatedly testing your tolerance to
pain and fatigue, caused by lactic-acid buildup in your muscles.
Hockey training is extremely intensive and gruelling. At the highest
levels, hockey training forces you to operate at your anaerobic
threshold (the point at which you must receive oxygen).
Muscles grow when they are stressed. In hockey, the aim is to
make the muscles grow as strong and as quick as possible. This calls
for specialized training. Furthermore, the incredible energy output of
hockey, especially coupled with the explosive aspects of the game,
requires the support of a carefully constructed nutrition program.

ENERGY SOURCES OF HOCKEY PLAYERS
The muscles rely on three major systems to supply the energy
they need-the immediate, glycolytic and oxidative energy systems. For
short-term energy for explosive-strength output, the muscles depend
on the immediate energy systems. The immediate energy systems are
nonoxidative-that is, they o not use oxygen. Instead, these systems
generate energy through the use of adenosine triphosphate (ATP) and
creatune phosphate (CP). CP is produced in the body and stored in the
muscle fibers. Its broken down by enzymes to regenerate ATP, which
is also stored in the muscle fibers. When the ATP is in turn broken
down, the result is a spark of energy that triggers a muscle
contraction.
Vivnan 2008
136

For medium-term energy for repeated near-maximum exertion,
the muscles turn to the glocolytic energy system. In these systems,
which are also nonoxidative, glycogen is used to produce energy.
Glycogen is the storage form of glucose. It is storage in the liver and
muscles and is readily converted back to glucose when it is needed for
energy.
For long-term energy for endurance activities, the muscles use
the oxidative energy system. In these system, oxygen is used to
oxidize long-chain fatty acids, protein and glucose, which generates
energy. For athlets, getting enough oxygen can mean a winning
performance rather than a second-place showing.
Every sport involves a variety of skills and each skill utilizes a
unique combination of these three energy sources. The following table
shows how much your body relies on each of the energy sources
during an average hockey game. It also gives percentages for two
kinds of average workouts.

WHERE YOUR ENERGY COME FROM
For Hockey Players
Energy System
IMMEDIATE GLYCOLYTIC OXIDATIVE
Average Game 50% 40% 10%
Average Workout
Off-season 60% 30% 10%
Pregame 50% 40% 10%

Vivnan 2008
137

When considering the type of nutritional support to give your
training program, keep the following factors in mind:

All athletes need to consume high-quality protein several times
a day for effective recovery and adequate repair of damage
muscle tissue.

Athletes whose muscles rely substantially on the immediate or
glycolytic energy systems should keep their fat intake to a
minimum because fat is not an efficient energy source for their
intensive training, which is almost exclusively anaerobic in
nature. Since the fat calories consumed by these athletes are not
generally used for energy, they are stored as body fat.

All athletes should consume a carefully measures amount of
high-quality carbohydrates several times a day to ensure an
adequate supply of energy.

The carbohydrates in all preworkout meals should consist of
foods with low glycemic indexes to ensure that training intensity
does not wane and that muscles tissue is not cannibalized for
energy.

The aim of your nutrition program is to make your body healthy
enough to accomplish recovery and tissue repair speedily and
efficiently without adding body fat. These aims alone make diet as
critical as training for hockey players. You must eat just the right
amount for food. Eat the wrong foods or the wrong amounts just a few
times too often and you will sabotage your fitness efforts. Even more
important, do not be in a hurry. It takes years to become a great
hockey player. Rush the nutrition and training processes and you will
Vivnan 2008
138

become fat, your recovery rate will decline and your injury rate will
rise.

NUTRITION FOR HOCKEY PLAYERS
Hockey players are middle-distance athletes. No matter what
position they play, they need stamina, which is supported by energy
from the glycolytic energy system. Therefore, as a hockey player, you
need to plan your nutritional intake, from both food and supplements
sources, to support the glycolytic systems. In addition, since your
energy expenditure changes in the preseason and off-season, you
need to adjust your caloric intake and macronutrient ratio to match.
Following are dietary guidelines for hockey players to help you in
planning your nutrition program.
Dietary Guidelines
The following pie charts illustrate how you should divide up your
caloric intake to match the energy demands of hockey during the
preseason, season and off-season. They show the target percentages
of fat, protein and carbohydrates that your five to six meals should
supply each day.

Vivnan 2008
139

Note that fat has about 9 calories per gram, while protein and
carbohydrates have only 4 calories per gram. Therefore, during the
season, if you needed to consume a total of 2,500 calories per day,
you would aim for 500 calories (20 percent of your total daily calories)
from fat, 625 calories (25 percent of your total daily calories) from
protein and the remaining 1.375 calories (55 percent of your daily
calories) from carbohydrates.
Some other important considerations for hockey players are:

As a middle-distance athlete, you must make sure that you
consume adequate amounts of both carbohydrates and protein.
If your energy stores become drastically depleted or you
experience lactic-acid buildup, refill your glycogen stores before
your next workout or game, your body may begin breaking down
muscle tissue for the protein it needs for energy.

Directly before workout and games, consume carbohydrate
drinks with high glaycemic indexes to keep your blood sugar
play intensively for longer periods of time.
As a middle-distance athlete, you need to stimulate the
storage of glycogen in your muscles while promoting repair and
growth of your muscle tissue and inhibiting buildup of body fat.
To do this:

Vivnan 2008
140

Train against your anaerobic threshold (to exhaustion)
on a regular basis, Intensive, exhaustive training
stimulates increased storage of glycogen in the
muscles and liver, which provides additional energy for
greater exercise capacity.

Consume five to six meals a day. Eating several smaller
meals rather than three larger ones will keep your blood-
sugar level stable throughout the day and will ansure that
a supply of protein is always available for your muscles.

Keep your fat intake to a minimum. Large amounts of fat
in your diet will add to your body fat and will cause mineral
loss through frequent urination.

Consume low-glycemic-index foods about two to three
hours before workouts and games. These foods help
sustain the blood-sugar level.

Drink plenty of water. Not only will this practice reduce
your change of becoming dehydrated, but every ounce of
glycogen that is stored within the muscles needs 3 ounces
of water stored along with it. Therefore, remaining
properly hydrated will also help prevent weakened muscle
contractions and early onset of fatigue.

Vivnan 2008
141

There is little to be gained,and much to be lost,by attempting to force
young players into the full game before they are
physiologically,biomecanically and cognitively ready for the activity.One of
the fundamental goals of teaching is to ensure that every player has a high
level of success. Therefore we need to assess the development readiness
of the player in each age group.

Nature decrees that children should be children before they become
adults. If we try to alter this natural order, we will reach adulthood
prematurely but with neither substance nor strength

The natural order accounts for a progressive development through time

Planning the development of young players is like preparing for a
journey. Its advisible to have a map ( plan or model) to avoid getting lost
and wasting time and energy

The major obstacles for the progress in hockey is Force of Habits.
Because of stubbornness many coaches continue with their old coaching
patterns without questioning what they are actually teaching

Its a mistake to try to transfer without much thought the experience
gained in the teaching of adults towards the training of young players

Vivnan 2008
142

THOUGHT FOR THE DAY FOR COACHES
The game of hockey doesnt progress through an accumulation of many
championships or tournaments, but through continuous development of original
ideas

Tomorrows success is founded on todays preparation

The tragedy of coaching young players focuses on the fact that many coaches
may know a lot about the game, but they dont know their young pupils

Youth prefer to be stimulated instead of being instructed

Moving step by step, you may travel great distances

Too much drill will kill

Coaches who dont apply new remedies should expect to suffer new troubles

Poor performance at short term doesnt mean that the long term objectives can
not be accomplished

You can help a player a lot by correcting him, but more by encouraging him

There is no greater power on the playing field than the players intelligence

The genuine coach generate ideas and opens the mind of his players. His far
reaching task is to let the others think, instead of thinking for them

The coach or player who doesnt learn from defeat, will always be a beginner

When the coaches of today tend to teach the way they were taught in the past,
how we can expect progress

The player who runs has to think, and the one who thinks has to run

Only a coach who has got enough brain can be simple

Mastering a skill doesnt mean that the player knows to use it in precise moment
during the game

The development of the game is so fast these days that the coach who says it
cant be done is generally interrupted by someone doing it

MHF and MSN.
Vivnan 2008
143

MAKLUMAN KURSUS

DAY 1 Briefing
1. Pengenalan
Tahap 1
Kursus kejurulatihan Hoki Tahap 1 adalah peringkat asas dalam skim
persijilan kejurulatihan Persekutuan Hoki Malaysia. Skim ini membolehkan
jurulatih memperolehi pengetahuan kemahiran asas dalam bidang
kejurulatihan hoki.
* Sukatan yang berfokus kepada tahap permainan dari peringkat
asas sehingga ke peringkat bawah 15 tahun negeri.
2. Syarat Kelayakan
Tahap 1
Yang berminat dalam kejurulatihan hoki dan ingin menjadi jurulatih
pembangunan.
Tahap 2
Telah lulus Tahap 1 PHM dan telah aktif menjadi jurulatih hoki selama 1
tahun
3. Penilaian dan Persijilan Tahap 1
Menghadiri semua sesi 100%
4. Pembahagian Markah Tahap 1
Ujian Kemahiran Asas 10%
Pengajaran Praktik 60%
Ujian Objektif 30%
Ujian Kemahiran Asas 10% Tahap 1
BIL. KEMAHIRAN AKTIVITI MARKAH
1. Mengelecek
dan memukul
2 kemahiran
Dari garisan 25
menunjukkan skill.
Mengelecek dan
masuk kedalam
kawasan D dan
mengambil pukulan
(Hit) kedalam gol

2 Kemahiran
= 4 Markah
2. Menolak Bola Dari top D dan
menolak kedalam
gol

= 2 Markah
3. Mencedok
(Scoope)
Dari penalty flik
spot scope bola
melepasi palang
tiang gol.
Jarak dari spot
mengikut
kesesuaian peserta

=2 Markah
4. Flik
(Overhead)
Dari penalty flik
spot flik bola
=2 Markah
Vivnan 2008
144

melepasi palang
tiang gol.
Jarak dari spot
mengikut
kesesuaian
pemain.

Pengajaran Praktik 60 % Tahap 1
Untuk pengajaran praktik, setiap peserta akan diberi satu topik. Peserta
dikehendaki merancang satu persediaan mengajar bagi satu sesi latihan seperti
dalam contoh yang dilampirkan. Rancangan bertaip dan bertulis. Rancangan
disediakan bagi setiap satu sesi
Latihan bagi 2 jam.
Bagi latihan mengajar, peserta dikehendaki mengambil 2 langkah, kedudukan
dinamik untuk pengajaran praktik. (Tidak boleh mengambil statik atau permainan
kecil) Peserta akan diberikan 10 minit sahaja bagi sesi pengajaran untuk melatih
sekumpulan pemain. Secara dinamik. Latih tubi yang berdinamik. Sesi
pengajaran ini akan bernilai oleh instruktur kursus. Persediaan pengajaran
hendak disediakan dan diberikan kepada instruktur sebelum memulakan
pengajaran dengan lampiran dan laporan penilaian kursus.
Ujian Bertulis 30% Tahap 1
Tahap 1
30 Soalan - Soalan Objektif
Kelulusan
Kedatangan 100%
Peserta mesti dapat markah keseluruhan 60% atau lebih untuk bejaya mendapat
SIJIL KEJURULATIHAN TAHAP 1
Jika gagal hanya mendapat sijil kehadiran daripada Persatuan Negeri jika
memenuhi syarat kehadiran iaitu 100%. Sekiranya disediakan oleh penganjur.

Vivnan 2008
145

PANDUAN UNTUK MENULIS NOTA PENGAJARAN PRATIK
(CONTOH SAHAJA)

NAMA: TUN MUSTAFA BIN TUN PERAK

NO.KP: 550909 10 5899

TAJUK AM: MEMBAWA BOLA

TAJUK KHAS: VISION RUN

PERINGKAT UMUR: BAWAH 15 TAHUN LELAKI/SEKOLAH

MASA: 2 JAM

OBJEKTIF: PADA AKHIR PELAJARAN INI, PEMAIN DAPAT MEMAHAMI
DAN MEMPRAKTIKKAN KEMAHIRAN MEMBAWA BOLA SECARA VISION
RUN DENGAN TEKNIK YANG BETUL.

NOTA PENGAJARAN PRAKTIK
(CONTOH SAHAJA)

BAHAGIAN AKTIVITI FOKUS
PEMBELAJARAN
ORGANISASI A.B.M
Permulaan
20 minit

1.
Memanaskan
badan
2. Regangan

OTOT AM dan
SPESIFIK
KELOMPOK
BESAR
PEMAIN

Pengenalan
(Statik)
20 minit

KEDUDUKAN
STATIK
Jurulatih
menjelaskan
konsep vision
run

Bola kaki diletak
sebelah kaki
2 orang
sebiji
bola.
2 orang
2
skitel/kon
Latihan
Tubi
(Dinamik)
20 minit

Kedudukan
dinamik.
Berpasangan
dan..

Menggunakan
kedudukan yang
telah dijelaskan
didalam langkah
1, pemain....
1 biji
bola.
2 kon.
2
pemain.
Permainan
Kecil
40 minit

4 lawan 4 Mengunakan skil
mengelecek dan
vision run
2 gol
4 lawan 4
4 kon.
1 biji
bola.

Penutup
20 minit

1.
Menyejukkan
badan
2. Soal jawab
Tumpuan pada
seluruh anggota
badan
Kelompok
besar pemain

Vivnan 2008
146

LAPORAN PENILAIAN KURSUS
KEJURULATIHAN HOKI TAHAP 1
TARIKH:........................

NAMA PESERTA:................................................................................

NO.K.P:...........................................

TEMPAT KURSUS
DIJALANKAN:.....................................................................................

PEMBAHAGIAN MARKAH
1. UJIAN KEMAHIRAN ASAS (10%)
BIL KEMAHIRAN MARKAH
AKTIVITI
MARKAH
DIPEROLEH
1 Mengelecek &
Memukul
4%
2 Menolak Bola 2%
3 Mencedok 2%
4 Flik 2%

JUMLAH:................

2. LATIHAN MENGAJAR ( 60%)
BIL TAJUK
PENGAJARAN
PRAKTIK
PEMBAHAGIAN
MARKAH
MARKAH
DIPEROLEHI
1 Persedian Mengajar 10%
2 Organisasi 10%
3 Kebolehan
Mengajar
10%
4 Komunikasi 10%
5 Keyakinan.\ 20%

JUMLAH:.

3. UJIAN 30% =

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