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2008-2009 OMHA DEVELOPMENT PROGRAMS HANDBOOK • 1

Coach Development

O M H A D E V E L O P M E N T S E R I E S

P R O G R A M S & O P P O R T U N I T I E S U P D A T E D J U N E 2 0 0 8


O N T A R I O M I N O R H O C K E Y A S S O C I A T I O N

Coach Development Guide

Ontario Minor Hockey Association 25 Brodie Drive • Unit 3 Richmond Hill • Ontario

www.omha.net


This publication is a project of the Ontario Minor Hockey Association. The OMHA gratefully acknowledges the resources used in compiling this guide including Hockey Canada, BC Hockey, OMHA Development Programs and its various commit-tees. The OMHA Development Series consists of the following publications: MINOR HOCKEY ASSOCIATION DEVELOPMENT HANDBOOK INITIATION PROGRAM IMPLEMENTATION GUIDE PLAYER DEVELOPMENT HANDBOOK COACH DEVELOPMENT GUIDE COACHES’ DRILL BOOK COACH MENTORSHIP HANDBOOK For more information on the development programs offered by the OMHA, visit the OMHA website at www.omha.net or con-tact Ian Taylor – Director, Development Programs at [email protected]

OMHA COACH DEVELOPMENT GUIDE • 5

Coach Development Guide Table of Contents

1. GUIDELINE FOR THE DEVELOPMENT OF COACHES Coaching Philosophy

2. RECRUITING COACHES External Recruitment Internal Recruitment Who to Recruit

3. CONSIDERATIONS PRIOR TO COACH SELECTION

4. OVERVIEW OF COACH SELECTION PROCESS

5. JOB DESCRIPTIONS FOR COACHES Head Coach Assistant Coach Define the Commitment & Risk Police Record Checks

6. 10 STEPS TO COACHING SELECTION

1. The Association Development

Coordinator 2. Appointment of a Selection Committee 3. Establish Guidelines for the Evaluation of

Applicants 4. Develop the Application 5. Solicitation & Acceptance 6. Reviewing Applications & Scheduling

Interviews 7. Interview Questions 8. Final Selection 9. Contacting Candidates 10. Evaluating the Selection Process

7. COACH TRAINING & DEVELOPMENT Defining the Stream of Coaching Revised NCCP Continuing Education Program (CEP) 4 Steps to Renewing your NCCP Coaching Certification Coach Specialty Clinics

8. EVALUATING COACHES Why Assess or Evaluate? Coaching Evaluation Form Self-Assessment Observation Templates

9. COACH RETENTION

Keep them Coming Back Tips from the Field

10. OMHA COACH MENTORSHIP PROGRAM What is Mentorship? Being Mentored / Becoming a Mentor Program Models How to Implement Mentorship Regional Development Leaders

11. COACHING CODE OF CONDUCT Coaching Code of Ethics Fair Play Code for Coaches

12. APPENDIX Sample Coach Application Coach Selection Interview Summary Coach Selection Evaluation Summary Coach Mentorship Templates 4-Steps to renewing your NCCP Certification

The Builder

I saw a group of men in my hometown

I saw a group of men tearing a building down.

With a heave and a ho and a might yell,

They swung a beam and the sidewalk fell.

And I said to the foreman, “Are these men skilled,

The type you’d hire if you wanted to build?”

And he laughed and said, “Why no indeed.”

He said “Common labour’s all I need.

For I can tear down in a day or two

What it took a builder ten years to do.”

And I thought to myself as I walked away.

“Which of these roles am I going to play?

Am I the type that constantly tears down

As I make my way, foolishly around?

Or am I the type that’s trying to build with care,

In hope that my organization’ll be glad I was there?”

Source: A Championship Season at Notre Dame, Lou Holtz


I NTRODUCT ION

oaches hold the keys to success of minor hockey associations. They present the public face of the organization to the players, parents, and in the case of travel teams, to other communities.

In view of this, it is imperative that every association not only select the best possible representatives, but that they support, nurture and develop both prospective coaches and incumbents. In order for this to happen, associations must be prepared to develop good selection procedures, implement the procedures fairly and properly and support for those individuals selected, through on-going development programs and performance evaluations. Too often coaches face criticism at the hands of a minority of parents, when much of the responsibility for their issues should rest on the shoulders of the association. While most volunteers are only there to improve and assist in the program offered, the coach, being on the front lines, is the one who hears about any failings. The old management methods – where coaches are given teams in the fall, and not heard from again until spring – are no longer adequate. Only those associations, which have a base of volunteers who are properly trained and supported, will survive the changes that are taking place in the game of hockey. The OMHA is dedicated to providing support to our associations and hopefully this document can help create the framework for coach development in your association and will create an open line of communication regarding this key program between minor hockey associations and the OMHA.

Regards,

Ian Taylor Director, Development Programs Ontario Minor Hockey Association

C


GU IDEL INES FOR THE DEVELOPMENT OF COACHES

While no doubt some individuals are better suited to coaching than others, it is true that coaches are made not born. The minor hockey association that wishes to maximize the coaching potential within their association can best do so by implementing a plan for coach development, from the day an individual first volunteers. Such a program requires dedication from the volunteer and the association as well as the presence of some technical expertise to develop and support the coach, and will require that the association attach the importance it deserves to the quality of coaches in the organization. It is imperative to develop a philosophy and development program structure to ensure a meaningful and successful experience for your players, parents and volunteers.

C O A C H I N G P H I L O S O P H Y

THE GOLDEN RULE OF COACHING Fairness and Consistency are the most important attributes for a coach to possess. Players respond best to a coach who treats them fairly. At younger ages, benching of players should be reserved for disciplinary (cheap shots, discipline) and health/injury reasons, not ability. Short-shifting the weaker players during power-plays, short-handed situations or with the hope of winning the game is counter-productive because:

It reduces player self-esteem, sometimes to the point of giving up.

It does not build a sense of "team" among the players. It robs the weaker players of the chance to experience "pressure situations", which are difficult to simulate emotionally in a practice. Consequently, the weaker players improve neither their team skills nor their individual skills. The weak get weaker while the strong get stronger. The players resent being benched without good reason and eventually turn that resentment toward their coach. The coach also loses parental support. At the younger ages, actually winning the game should be a secondary goal to instilling a love of the game. In the long run everyone plays pick-up hockey, if they continue playing at all! It is difficult for a coach on the bench to equalize time. When things are going badly, time slows down. When your team is getting lots of scoring opportunities, time passes more quickly. Balancing lines (rather than having "A", "B" and "C" lines) helps alleviate this problem. This doesn't mean the coach shouldn't try to equalize time -- it means that parents need to be tolerant of errors.

If a player is good enough to be on the team, they're good enough to play.

As players age and become wiser and more aware of the world, consistency in their treatment becomes of paramount importance. A coach who benches one player but not another for identical behavior will very quickly lose the respect of the players and the parents. A good coach uses ice time to modify players' behaviour and is not resented for it -- the players know what is expected. They know what the penalties will be for unsatisfactory performance (behavioral or otherwise) and they know that the penalty will be applied consistently to everyone on the team.


Additionally, having a philosophy & structure will accomplish two key goals:

1. Clearly & effectively communicate the programs offered by your association in the areas of player development and coach development. This is the basis for a successful community-based hockey program.

2. This will create a structure that is not reliant on one person. Hockey in Canada is driven by the efforts of its volunteers. Having this structure in place will ensure the program has a legacy and will continue even with turnover in those volunteer positions.

The following is a brief overview of the development path of a volunteer who says yes without realizing the consequences, to the point where that volunteer can be entrusted with any team in the association.

YEAR POSITION TRAINING GIVEN EMPHASIS

1 Assistant Instructor (Initiation Program or Hockey School)

In-House Training (Recommend Initiation (CHIP) clinic)

Organization Drill Management Philosophy

2 Instructor (Initiation Program or Hockey School)

Initiation (CHIP) clinic Leadership Teaching Supporting Ass’t Instructor

3 Assistant Coach House League NCCP Coach Stream clinic Skill Development Team Management

4 Head Coach House League

In-House Training Continuing Education

Introduction to Tactics

Assistant Coach Competitive

OR

NCCP Development 1 clinic Continuing Education Program/ Coach Refresher

Tactics Planning

5 Head Instructor (IP or Hockey School)

In-House Training Continuing Education Program/ Coach Refresher

Leadership Communications Program Development

Head Coach Competitive

OR

NCCP Development 2 clinic Continuing Education Program/ Coach Refresher

Seasonal Planning Player Evaluation

6

Association Development Coordinator/Head Coach/Coach Mentor with responsibilities for the content and delivery in one or more of the association’s program.


RECRU IT ING COACHES

Recruiting is the process by which your association attracts interested potential coaches.

E X T E R N A L R E C R U I T M E N T External recruiting deals with attracting coaches who are new to your association. There are many methods available to attract new coaches. The ones you choose will depend on the nature of your program and the number of applicants you wish to attract. 1. Word of mouth: parents, friends, annual meeting 2. Arena bulletin boards: before the end of the season, all local arenas 3. Attach a volunteer form to each child’s registration form 4. Place an ad in your association’s newsletter 5. Place a public service message on local radio 6. Advertise on cable (public access) television 7. Selectively contact people you know to be qualified and available 8. Coach recruitment booth at player registration sites

I N T E R N A L R E C R U I T M E N T

Coaches within your organization should be contacted before the end of the season. Coaches who wish to return should be encouraged to submit a written application as soon as possible. By contacting coaches before the end of the season you make them feel better about what they are doing and keep them from being lured away to other commitments. Prior to the call for interested parties the association should be able to develop a framework for the successful applicant. This includes the philosophy of the association and the policies and procedures that will be expected to be adhered to by these important leaders. From the start, the correct portrayal of the expectant volunteer is critical in the development of things like advertisements, job description, etc. It is the Association’s job to develop the expectations of their coaches in the role of child development. The coach should not dictate, after the fact, the way the association conducts its program. Before the minor hockey association begins the recruiting process, they must address these key questions:

1. Is the time commitment expected reasonable for most people?

2. Is the time of day reasonable for the coaches?

3. Does the association have safety/support mechanisms for the coach?

4. Do you have a philosophy in your association that fosters enthusiasm and a willingness to help?

5. Does the community know about your association programs and the benefits of the programs?

6. Have you as an association/mentor clearly outlined the expectations for the coaches?

7. Are you constantly trying to recruit new young coaches to maintain the system? What if the old guard suddenly leaves?

8. What is the past record of the association as far as support to coaches?


9. Have we explained the benefits to potential coaches to ensure that we get the best possible coaches available?

W H O T O R E C R U I T

Quite often the obvious answer is parents, but are there groups or individuals beyond the parents that would be a potentially strong group of coaches.

P L A Y E R S

This group may have the greatest knowledge of your association. Midget or Juvenile aged players that have recently left the association or players playing college or university hockey locally are quite often very interested in giving back to the program. They typically have tremendous knowledge of the game, enthusiasm and a willingness to learn and grow in the coaching position.

S E R V I C E G R O U P S

Typically these groups are sponsors but may also have an interest in playing an on-ice role.

O L D T I M E R / R E C R E A T I O N A L T E A M S

See if these teams would be interested in adopting a team where several of the players would share the coaching duties.


CONS IDERAT IONS PR IOR TO COACH SELECT ION

1. Consideration should be given to situations where a parent/child pair could be together on the same team. Some of these relationships are healthy, others are not. It also presents a possible conflict where players are selected to the team rather than assigned. No parent should be put in the situation where he/she must justify selection of his/her child.

2. Beware of coaching ‘group’ applying as a group where it could endanger the selection process or destroy the balance in a league. For example, what if the parents of the best three players in a house league program apply to coach together?

3. Allowing applicants to apply for a certain team and that team only, may destroy the flexibility to select the best. What if the four best applicants have all applied for one team and none will accept appointment to another team?

4. Most coaching experts will agree that no group of players should have the same coach for a long period of time. Many associations limit a coach to 2-3 years with the same group, as this allows the children to see a variety of coaching styles, and hopefully broadens both the players’ and coach’s experience.

5. Selection of assistant coaches and other team personnel may be used to strengthen the ‘team’ if it is done considering the strengths and weaknesses of the individual involved. For example, a coach with strong leadership skills, but perhaps lacking in communication skills would be complemented by a manager with strong communication abilities.

6. There must be a provision in the selection process for the infusion of new coaching blood and as well advancement within the coaching ranks. If the incumbents are merely reappointed year after year, coaching development in the association will be stagnant, as hopefuls will quickly realize there is little point in applying.

7. ‘Burnout’ in coaches is a major problem, particularly in today’s society. Many coaches fail to realize that they have developed it, and plod on until finally leave coaching, seldom to return. The symptoms are recognizable, if someone looks for them, and often a year off, accepting another position, or working with other coaches to develop them, will work wonders.

8. It is not good practice to have unequal coaching in a house league, unless the superior coaches are willing to support the weaker ones. Parents do and should get upset if their children are quite obviously receiving inferior coaching, and this can lead to disaster in the achievement of a balanced league.


OVERV IEW OF COACH SELECT ION PROCESS The Association Development Coordinator/Head Coach should be appointed and in place prior to the start of the selection process below.

Invite Applications

Appoint a Selection Committee

Review the Applications

Conduct Interviews

Notify all Applicants

Finalize Selections

Give Initial Instructions

Evaluate Coaches throughout the Year

Produce Year End Summary

Make a Short List


C O A C H S E L E C T I O N T I M E L I N E

ACTIVITY RESPONSIBILITY DEADLINE

1 Appoint Association Development Coordinator/ Head Coach

2 Appoint Selection Committee

3 Establish Guidelines for the Evaluation of Applicants

4 Develop Application, complete with Questions to assist in Evaluation

5 Circulate Applications

6 Review Applications

7 Short List and Set-up Interviews

8 Establish Interview Questions and Conduct Interviews

9 Finalize Selections

10 Notify Applicants (both successful & unsuccessful)

11 Give Initial Instructions

12 Assess/Mentor Throughout Year

13 Evaluate Selection Process

*This Committee may also be asked to evaluate the association’s incumbent coaches.


N O T E S :

The selection process should be finished early enough that the coaches have time to prepare for the coming season. A coaching orientation session should be scheduled shortly after the selection process is completed. An outline is found in the appendices.

D E F I N E T H E C O M M I T M E N T & R I S K

First, it is important to let the potential applicant know what is expected from him or her in regard to the demands of the position, which may affect their other life outside of hockey. This should spelled out as to potential commitment, games, practices and tournaments and meetings. Most hockey people tend to be very dedicated and think that 10-20 hours a week is normal. Others coming in for the first time need to know that taking on a team or organization position can be very demanding.

P O L I C E R E C O R D C H E C K ( P R C )

It is the policy of the OHF that the OHF, OMHA, and Minor Hockey Associations have the option of conducting either Local Criminal record Checks or CPIC Criminal Record Checks. These Record Checks should not be more that 4 months old when accepted by the Minor Hockey Association. It is the policy of the OHF that once the individual has been permitted to act as a volunteer or hired as a staff person, these Criminal Record Checks will be required every four (4) years. Many associations in the OMHA have moved this criterion up to three (3) years. In some cases, the processing of the PRC may take 4-6 weeks. Associations should take this possibility into account when planning their selection timetable.


JOB DESCR IPT ION FOR COACHES

Once the selection process has been defined it is imperative that you define and develop a job description for each of the positions you will be hiring for. It is impossible to make coaches accountable, give them feedback or help them develop if they are unsure of what their purpose there really is.

H E A D C O A C H

Job Description:

Serve as the official spokesperson on behalf of the team Coordinate the delegation of responsibilities to the assistant coach and manager Plan on and off-ice activities in consultation with the assistant coach Coordinate player evaluation and selection in conjunction with the Association mentor. Plan, implement and control pre-game preparation and communication with the team. Design the practice plans in consultation with the assistant coach Coach the team in all games and practices Establish rules for the team and oversee the supervision of the players Submit a year-end report, which contains the following information – evaluation of

players’ performance, evaluation of team’s performance, outline of practice plans and game strategy and recommendations on how the program can be improved.

Report to the association through the Association mentor or designate

A S S I S T A N T C O A C H

Job Description:

Assist with player evaluation and the player selection process Assist with planning, organizing and conducting practices Assist with pre-game preparation Assist with the operation of the team during the games Assist with scouting and evaluation of opponents Assist with the supervision of players off and on the ice Assist with the formulation of the game plan Submit a year end report to the head coach containing player observations Report to the head coach

The following qualifications can be applied to both the Head Coach and the Assistant:

Strong hockey background in playing, coaching, evaluating Strong interest and commitment to child/athlete development Ability to work with fellow coaching personnel Ability to communicate on and off-ice requirements to players and parents Available to meet time requirements NCCP and Speak Out certified at the level indicated by Hockey Canada, the OMHA and

Association


10 STEPS TO COACH ING SELECT ION

1. T H E A S S O C I A T I O N D E V E L O P M E N T C O O R D I N A T O R / H E A D C O A C H

The first step is to decide who will be responsible for coach selection. It is strongly recommended that every association have or create the position of Association Development Coordinator/Head Coach. This position may include the following responsibilities: The monitoring and organizing of all coaching clinics for coaches within their associations. Communicate to association coaches their certification requirements. The regular administering of coaching advice and feedback for all coaches in the club. To act as a resource person for all coaches within the association. Put on skill development clinics and camps for coaches within the club. Establish and maintain a resource centre for coaches, including books, articles and videos

for coaches in the association to access. Create long and short-term seasonal and multi-seasonal plans with regards to skill

development and conditioning. Help association coaches to plan and implement effective practice sessions and general

coaching methodology. Deliver Parent Education Programs to the association. Encourage their association to implement the Initiation Program. Ensure the association is promoting age-specific skill development in all their programs. Oversee the recruitment, selection, training evaluation and discipline of coaches. Develop and mange player selection process for their association. Plan, organize and execute periodic skills workshops for coaches and players. Evaluate practice sessions and provide feedback to coaches to improve the coaching

capability of local association coaches.

COACH SELECTION RESPONSIBILITIES: Recruit coaches Contact person for prospective coaches Distribute and collect applications Create and chair committees for screening Interviewing and final selection Contact successful and unsuccessful candidates Provide new coaches with their initial instructions Ongoing evaluation of coaches


2. A P P O I N T M E N T O F A S E L E C T I O N C O M M I T T E E

It is suggested that the Association Development Coordinator/Head Coach form a committee to ensure fairness in the screening interview and final selection of candidates. The committee should consist of approximately four to six people and should include:

Member of Association Executive Association Development Coordinator/Head Coach Other experienced hockey staff (Coaches, Convenors) A qualified party from outside the association Once the committee has been formed, it should meet to establish its structure and procedure. The Association Development Coordinator/Head Coach should chair the committee. The committee should request and receive a mandate from the association Executive as to what their responsibilities are:

Example: To select all coaches, only Rep team coaches To select and appoint, or only to offer recommendations to the Executive.

Obviously, any conflict of interest on this committee must be avoided. All parties with a vested interest in individual candidates or teams should be excluded, and if this proves impossible, those members who have a potential conflict should be prepared to remove themselves from the deliberations when the area in conflict is being discussed.

3 . E S T A B L I S H G U I D E L I N E S F O R T H E E V A L U A T I O N O F A P P L I C A N T S a. The committee should establish those areas that they consider crucial to the evaluation of

candidates: Coaching Qualifications, Philosophy, Experience, Technical Competence, Leadership & Communication Skills, and Adherence to Rules.

b. They should determine, for each area selected, whether to evaluate candidates in the written application, in the interview, or in both.

c. A decision should be made as to whether all candidates are to be interviewed, or only those who meet established criteria. If candidates are to be eliminated based on only their written applications, the criteria must be set.

Many associations find it worthwhile to interview all applicants, however, they may fill a role other than they are presently judged unsuited for.

d. A probable weighting should be determined for each area. This can only be used to help determine the questions to be developed.

e. Once questions are developed, some standards rating system should be devised, complete with sample responses, so that the committee is in agreement with the means of evaluation.

A simple rating scheme is usually better than a complex one.


4. D E V E L O P T H E A P P L I C A T I O N

All coaches, new or incumbent, should be required to complete an application.

a. Application should inform the applicants as to:

Positions available Date of closure of applications Members of selection committee Where to return the application Who can respond to question about the application Any requirements that must be met to be considered for appointment

(ie. Certification level required)

b. Certain basic information should be elicited from the applicants, including:

Name, Address, Telephone Number, Email Address Coaching Level obtained, Education, Training Coaching Experience (including most recent team) Experience working with children Positions(s) being applied for, preferences Any team staff members suggested References (Community and/or hockey)

c. The set of written questions that have been developed to evaluate candidates in specific

areas should be included.

It is best that all applicants are asked to address the same set of questions, although there may be some differences dependant upon considerations such as : the age group of the players, house league or representative team.

d. Potential candidates should be informed of the expectations of the association in terms of

performance or other, including areas such as:

Evaluations Professional Development (offered or required) Rules (Association, OMHA, OHF) that are in effect Police Record Check (PRC)

5 . S O L I C I T A T I O N & A C C E P T A N C E O F A P P L I C A T I O N S

1. Means of solicitation:

Newspaper advertisements Arena advertisements Approach incumbent coaches Approach recommended persons, previous successful coaches Network with other organizations

2. Advertisements should state:

Association name and contact person Location to obtain applications


Positions available Closing date

3. Particular attention should be paid to ensuring new applicants that their application will

receive consideration so as not to discourage them or others from applying in the future.

4. When letters are received a letter should be sent to the applicant, confirming receipt of their application and thanking them for their submission. This may also present an opportunity to schedule an interview time, if this is possible.

6 . R E V I E W I N G A P P L I C A T I O N S & S C H E D U L I N G I N T E R V I E W S

1. On closing of the written applications a selection committee meeting should be held to:

Distribute copies of the applications Tentatively determine interview dates & time based on number of applicants

(30 minutes is usually allowed for an individual interview) Review the evaluation scheme agreed on

2. Individual committee members should then review and evaluate all applications, unless it is

agreed to subdivide the committee and split up this assignment.

3. After members have reviewed the applications another meeting should be held to:

Determine candidates to be interviewed Develop the interview questions. Decide who will ask the questions Assign a member to schedule the actual interviews

4. The interviews should be scheduled and conducted:

In a venue that allows privacy In a way that applicants do not feel threatened At times that are convenient to all parties At time intervals longer than the scheduled interview time (45 minutes if interview

time is 30 minutes) to allow questions from the applicants.

NOTES:

1. If some candidates are not to be interviewed, they should immediately informed of that, with the reasons why an interview is not intended.

2. Questions should be designed to elicit information not obtained on the written applications, and to allow committee members to become familiar with each applicant. All applicants must be asked the same set of questions.

It may be decided to give applicants time to prepare their answers to selected question(s) prior to the interview, in which case suitable arrangement must be made to have applicants arrive early, find a place for them to prepare, and provide them with the question(s).

Some suggested strategies:

One member asks all the questions or each/selected members ask one question each.


Individual committee members should not be allowed to ask additional questions or assist an applicant in answering.

Committee members should be prepared to make notes.

7 . I N T E R V I E W Q U E S T I O N S

These sample questions have been grouped into five sections. Some questions will not apply to all levels or calibre of minor hockey. Thus, the interview committee must select which questions are relevant and/or important. When interviewing a number of candidates for the same position it is recommended that you first determine a bank of questions that will be asked of all candidates.

COACHING PHILOSOPHY

1. Can you describe for us what you did in this situation… It was halfway through the 2nd period and it was a tight game. You have a line that was not as strong as your other two. You wanted to win.

a. What have you done? b. Tell us about a time when the outcome was favourable? c. Tell us about a time when the results were not as favourable? d. What comments did you have to handle and how did you handle them? e. Describe for us what you expect your players to sacrifice in order to win?

2. For your last team what, if any team or individual objectives did you set?

a. How did you determine what they would be? b. Were the objectives achieved? c. Would you have changed any if you had to do it all over again?

3. You have outlined (assuming application form was completed) your interests in coaching

the coming year with this association. Outline your general philosophy and coaching objectives.

4. As a coach, it is necessary for you to have a standard for the management of your players and support staff before a game, during a game, at a practice, on a road trip? Please explain.

5. What is your attitude with respect to off-ice activities? eg. Dry land training, school sports, other social activities.

6. What is your philosophy on formation of lines?

7. What is your feeling about players playing more than one position?

8. What are your coaching objectives in order of importance?

9. What is the percentage of time you place on fundamental skills versus hockey strategy?

10. How important is “winning”?


TEACHING & INSTRUCTION

1. What type of practice preparation would you do to ensure that you receive optimum performance from your athletes in readiness for game play?

2. Tell us about a situation when it was important that one of your players learn a new skill. Why was it important?

a. What was the skill? b. How did you go about teaching the

skill? c. What was the result?

3. How do you define player development?

a. Please explain how the athlete learns new skills? b. How do you teach new skill development?

4. What is skill analysis?

5. Describe briefly offensive and defensive team play.

6. Why is sound yearly planning essential to the successful operation of a hockey team?

7. How do you teach disciplined play?

8. In tryouts, what skills are you looking for and how do you plan to evaluate them?

a. Is it necessary to provide feedback to your athletes on their progress? b. When should this be done? c. Would you prepare any formal evaluations for your players?

9. How do you organize your practices with respect to time for warm-up, cool-down, main

teaching time, fun activity and other coaches’ responsibilities?

10. Do you agree that to be a good coach you must also be a good educator? Specifically, how is

this true? COMMUNICATION WITH PLAYERS

1. How are Team Rules communicated to the players?

a. Tell us about a time when you had to discipline a player and either the player or his teammates felt the discipline was unfair. How did you handle this situation?

b. Give us an example of when your discipline was proven to be unjust or inappropriate.

i. How did you handle this? ii. What was the result?

2. Tell us about an occasion you are proud of when you were able to instill a sense of motivation

into one or more players.


a. What was the situation? b. What did you do? c. What was the result?

3. Do you see yourself as a role model for the athlete? Why?

4. How do you handle the player who does not get along with teammates?

5. Explain your approach to individual and team discipline.

(ie. Older groups out beyond curfew, younger players consistently late for practices)

6. How do you handle:

a. The aggressive player who gets frequent penalties? b. The player who does not pass the puck? c. The superstar versus the weakest player? d. The player who complains about ice time?

7. What is your approach when dealing with players who have suggestions?

8. How would you handle a situation where there is jealousy between two players or where two

players dislike one another?

9. How do you handle behavior changes of your players at the specific age group?

10. What makes players of this age-group different from adults?

COMMUNICATION WITH PARENTS

1. Describe how you would handle a parent who has a different philosophy or game plan than yours.

2. What is your approach when dealing with parents who have criticisms and/or complaints?

3. What is your approach when you hear that a parent is criticizing you “behind your back” and hasn’t approached you on their own to discuss the concern?

4. How would you approach the parent who is excessively vocal and negative in the stands knowing that it is affecting either their own child or the team?

5. How would you handle a complaint from a parent that his/her child does not play enough?

6. How would you handle complaints/accusations from a parent that the team’s budget isn’t in order and that there may be money missing?

7. What are the most important steps in a dispute resolution?

GENERAL QUESTIONS 1. If applicable: How do you feel about coaching your child? What are the advantages and

disadvantages?

2. What is it about coaching that you find most difficult or you need to work on the most?

3. Tell us about a situation that shows the most positive side of you.

4. Outline one coaching experience you think best characterizes you as a coach.


5. Why do you want this particular team?

6. Would you work as an assistant coach?

7. How would you handle dealing with your affiliate team throughout the season?

8. Should the coaching position not be available, would you consider accepting another position at a different level? What are your preferences?

9. What is your opinion about coaches holding a position on a minor hockey Executive?

10. Do you have anyone who would work with you as assistant, manager, and trainer?

11. Have you ever been suspended under any hockey regulations as a player or coach? Explain.

TECHNICAL EVALUATION

Many Minor Hockey Associations have added an additional step in the coach selection process. With greater importance being placed on player development and skill acquisition & development, some associations have added an On-Ice Evaluation to the process.

Each Coach would be scheduled to run a 20 minute practice session with a group of players representing the age group that the coach has applied for. Evaluators will look at overall organization, preparation, ice utilization, use of assistants, flow of the drills, technical content, communication and overall on-ice presentation and appearance.

8 . F I N A L S E L E C T I O N

Once the interviews are completed, it is time to make the final selection. As stated previously, it is strongly recommended that those who conduct the interview be responsible for the final selection of coaches. All candidates should be made aware of when decisions will be made and when all candidates will be contacted.

There should be pre-set criteria for evaluating candidates. These criteria are based on the

desirable qualities outlined by the association. Previous experience, success, and interview evaluation should all be considered.

Before making a decision, the committee must decide how the final selection will be made. Some questions to ask:

a. Who will vote? b. Will voting be open or by secret ballot? c. Is a majority decision required? d. How do you break a tie?

Always allow time for discussion before making a decision. Use the Coach Selection Summary in the Appendix to summarize the scoring the applicants.

Each association can change the values of each section or the criteria as they see fit.

9 . C O N T A C T I N G C A N D I D A T E S

All applicants, whether successful or not, should be contacted. The person contacting them should have been involved in the selection process ideally the Association Development Coordinator/ Head Coach. This will allow them to be prepared to answer questions unsuccessful candidates will have. Unsuccessful candidates, or coaches who were not given their first choice, should always be given reasons for the decision. It is also suggested that unsuccessful candidates be sent written “thank you” letters for their interest in your association.

Always contact successful applicants first. Only after they have definitely accepted the team should you contact unsuccessful applicants.


1 0 . E V A L U A T I N G T H E S E L E C T I O N P R O C E S S

This part of the process is crucial, as it will: Identify any weaknesses in the process and perhaps suggest ways to strengthen it Ensure that the strongest candidates are selected Ensure all candidates are treated fairly Ensure that all the candidates feel that they have and will be treated fairly and equally.

SUGGESTED STEPS IN THE EVALUATION PROCESS:

1. Develop a questionnaire for all candidates to fill out at the end of the interviews that allows them to evaluate the questions, both written and interview. They should be allowed to complete and submit anonymously.

2. A performance evaluation should be completed for the selected coaches during the season to assess whether they have performed as expected.

3. All information gathered, as well as suggestions from last year’s selection committee, should be passed on to the new selection committee.


COACH TRA IN ING AND DEVELOPMENT

The then Canadian Amateur Hockey Association (CAHA) first began delivering hockey coaching program clinics in 1972 with the inception of the NCCP. Before that time, various groups had offered other types of hockey coaching courses across the country. The NCCP represented a combined effort on the part of the twelve branches and the newly formed Hockey Development Council of the CAHA to develop a national program that would be available to all hockey coaches across Canada. In 1979, the CAHA conducted an evaluation of the program. Although the results of this evaluation were primarily positive, coaches did express a desire to have the program content directed more specifically to their needs. While the NCCP had originally been designed to provide and educational program for hockey coaches at all levels, it was apparent that one program could not adequately address the diverse needs of all coaches. It was time to structure parallel programs for coaches in the various streams (Initiation, Recreational, Competitive and Program of Excellence) hockey. In 1982, the CAHA embarked on a revision of the NCCP. At the same time, it was recognized by the CAHA that this would be an opportune time to consider amalgamating with the NCCP that was coordinated by the CAC, which had been offering "Theory of Coaching" courses since 1974. The revision and amalgamation resulted in the creation of the National Coaching Certification Program for hockey coaches in the Recreational and Competitive streams. In October 1996, the CAHA merged with Hockey Canada to form the Canadian Hockey Association. Although this merger did not directly affect the delivery of the Coaching program it was an important marriage of philosophies (development vs. high performance) in the Canadian hockey spectrum. Over the last 5 years Hockey Canada has undertaken a re-design of the National Coaching Certification Program (NCCP). The new program, rolled out in the fall of 2004, is aimed at delivering educational activities to coaches that allows them to have a more meaningful, positive impact on the players they coach. Coaches participating in the new program, who are familiar with the current NCCP, will see several key changes to the program.

D E F I N I N G T H E S T R E A M O F C O A C H I N G

There are essentially three (3) streams of players in Canada. These players can be categorized as being at the Recreational Level, the Development Level or the High Performance Level. These could also be referred to as Training to Train, Training to Compete and Training to Win – as outlined by Istevan Bayli. To best serve the player in the Athlete Centred Model it is absolutely vital that the streams of coaching match the streams of an athlete’s development. The new certification/education model gives the coaches the flexibility to enter the program at any level of play and find the coaching certification program appropriate for the athletes they are coaching. Coaches will also be able to easily move from Stream to Stream if they desire to work with athletes in a different stream.


N C C P C O A C H E D U C A T I O N S U M M A R Y – As delivered by the OMHA

NCCP CERTIFICATION

CHIP (INITIATION) 6 hours

COACH STREAM 8 hours

DEVELOPMENT 1 16 hours

DEVELOPMENT 2 16 hours

LEVEL OF ATHLETES

Below Novice

(Initiation / Tyke) HL / LL / Select up to Atom

HL/LL/ Select Atom & above

Rep Level Novice & Atom

Peewee & above

All Rep Level teams* (* with exception of Midget

AAA)

AGE OF ATHLETES

5-7 years 5-10 years

8-9 and above 12 and above 12 and above

COURSE CONTENT

Leadership

Communication

Skills Analysis

Teaching Skills

Lesson Organization

Risk Management

Leadership

Communication Practice Planning

Role of the Coach

Teaching Progressions

Teaching Checking

Game Day Preparations

Leadership

Communication

Drill Design

Introductory Tactics

Drill Progressions

Teaching Checking

Athletic Skills

Instructing Goaltenders

Seasonal Planning

Mental Preparation

Physical Preparation & Off-Ice Training

Ethical Decision-Making

Team Tactics

Defensive Team Play

Offensive Team Play Special Teams

Game Analysis

Seasonal Planning

STANDARD AT COURSE

COMPLETION CHIP Certified

NCCP Rec Coach Certified

NCCP Development 1 Certified

NCCP Development 2 ‘Qualified’

REGULATION & CERTIFICATION/

COURSE COMPLETION

REQUIREMENT

OMHA Policy - 2.3(e)

Ensures all on-ice

personnel in leadership positions in Novice and

below complete the CHIP clinic.

OMHA Regulation 6.2

All Coaches are Coach Stream Certified to be

carded to a team.

OMHA Regulation 6.2

Must be certified at

Development 1 to be carded to a team.

D1 Certified & completion prerequisite for entry into

Development 2.


O M H A C O A C H I N G C E R T I F I C A T I O N R E Q U I R E M E N T S All NCCP certifications listed are the MINIMUM REQUIREMENT.

HL / LL / SELECT REP LEVEL DIVISION Certified prior to 2004-

2005 2006-2007

Certified prior to 2004-2005

2006-2007

BELOW NOVICE (INITIATION/TYKE)

CHIP ONLY CHIP ONLY N/A N/A

NOVICE CHIP ONLY CHIP ONLY NCCP Coach Level NCCP Coach

Stream

MINOR ATOM/ ATOM

CHIP or NCCP Coach Level

CHIP or NCCP Coach Stream

NCCP Coach Level NCCP Coach

Stream

MINOR PEE WEE/ PEE WEE

NCCP Coach Level NCCP Coach Stream NCCP Coach Level NCCP Development 1

MINOR BANTAM/ BANTAM


MINOR MIDGET/ MIDGET


JUVENILE NCCP Coach Level NCCP Coach Stream NCCP Coach Level NCCP Development 1

NOTES:

1. All Certifications must be registered with the OMHA

2. All Team Officials are required to hold PRS (Speak Out!) certification


R E C A P O F C E R T I F I C A T I O N C O M P A R I N G T H E O L D S Y S T E M T O T H E N E W

COACH STREAM NEW! All House League/Local League

Rep Level – Novice & Atom

COACH LEVEL NCCP DEVELOPMENT 1 Rep Level – Peewee and up

INTERMEDIATE NCCP DEVELOPMENT 2 Rep Level – Peewee and up

ADVANCED 1 NCCP HIGH PERFORMANCE 1 Coaches coaching Junior, University

ADVANCED 2 NCCP HIGH PERFORMANCE 2 Coaches coaching Junior, University

M O V E M E N T F R O M T H E O L D S Y S T E M T O T H E N E W

OLD SYSTEM OPTIONS / REVISED NCCP

COACH LEVEL 1. Coach can RENEW certification by attending a Coach Refresher Clinic and will be updated into the new system with an NCCP Development 1 (D1) number.

2. Coach can UPGRADE their certification and attend an NCCP Development 2 (D2) clinic. Participant will need to complete NCCP Development 1 (D1) Post Task Coach Workbook assignment for entry into D2 clinic.

INTERMEDIATE 1. Currently there is no expiration date on Intermediate certifications.

2. In 2009-2010, the OMHA will require coaches holding Intermediate certification to RENEW their qualifications through the Continuing Education Program (CEP) or Coach Refresher Clinic. Participant would be updated with NCCP Development 2 (D2) number

3. Coach can UPGRADE their certification by attending an NCCP High Performance 1(HP1) clinic (if application is accepted)

ADVANCED LEVEL 1. Currently there is no expiration date on NCCP Advanced level certifications.

2. In 2009-2010, the OMHA will require coaches holding Advanced Level certification to refresh their qualification through some form of On-Going Education module or Refresher Clinic. NCCP Advanced Level 1 coach would be updated with HP1 number. NCCP Advanced Level 2 coach would be updated with HP2 number.


CONT INU ING EDUCAT ION PROGRAM (CEP ) FOR COACHES

The OMHA Development Committee, working under the direction of Hockey Canada believes that it is important to have highly knowledgeable and competent coaches that continue to learn and develop their skills to ensure a high quality learning environment for all OMHA players. To achieve this, the OMHA Coaching Program introduces the Continuing Education Program (CEP) for coaches.

RATIONALE

The game continues to change and evolve. For the player’s benefit, one-time certification of coaches for life is a thing of the past. The goal is to make the Continuing Education Program (CEP) as user-friendly as possible.

This means providing coaches with options: Recognizing coaches who have attended specialty clinics, conferences, and clinics that have been organized by Local Coach Mentor. In the future, we will look at new and innovative tools such as on-line learning. The goal is to ensure each player has a ‘Qualified’ coach and to ensure coaches meet the ‘needs of their athletes.’

PROGRAM FORMAT

This component of the National Coach Certification Program is intended to ensure that the knowledge, skill, and competence of trained and certified coaches remain at a high level throughout their coaching career. All coaches are required to obtain credit points every three (3) years in order to maintain their standing within the NCCP. Credit points can be obtained in a number of ways. It is expected that coaches will choose a variety of educational experiences for the benefit of both themselves and their players.

Coaches* in the OMHA will be required to participate in Continuing Education Program modules to maintain their certification.

Coaches* in the OMHA are required to obtain credit points every three (3) years in order to maintain their standing within the NCCP.

The Coach will be required to keep track of eligible activities in which they participate on their CEP passport.

The CEP Passport will need to be submitted to the OMHA at the end of the 3-year cycle.


H O C K E Y C A N A D A S P E C I A L T Y C L I N I C S

Specialty Coach Clinics are a national initiative of the Hockey Canada’s National Coach Mentorship Program and designed on a modular basis to supplement Hockey Canada’s National Coaching Certification Program. Hockey Canada has developed a series of Specialty Clinics to offer coaches a practical session on teaching various skills, tactics & systems. The OMHA will focus on the delivery of four (4) Specialty Clinics:

1. SKATING 2. PUCK CONTROL 3. SMALL AREA GAMES 4. CHECKING

The following clinics are under development:

SHOOTING AND SCORING SPECIAL TEAMS

GOALTENDING CREATIVE THINKING

INDIVIDUAL TACTICS DEVELOPING DEFENCEMEN

Specialty Clinics have two components - A classroom session and an on-ice session. For more details – see the reverse of this page. OMHA Specialty Clinics will also provide Coaches with the opportunity to earn credits towards the renewal of their OMHA NCCP Certification as part of the Continuing Education Program (CEP) for Coaches. To host a clinic, please complete the OMHA Coaches Specialty Clinic Booking Form available on the OMHA website at www.omha.net .


S P E C I A L T Y C L I N I C C O A C H I N G D A Y S

The OMHA also offers OMHA Specialty Clinic Coaching Days. The theme of these one-day sessions is ‘From Manual to Ice’ and will take the participant through a series of Specialty Clinics created by Hockey Canada. 3 Specialty Clinics will offer coaches a classroom session followed by a practical on-ice session on teaching various skills, tactics and systems.

This proactive, hands-on clinic will include the following modules:

1. SKATING 2. PUCKHANDLING 3. SMALL AREA GAMES

S A M P L E A G E N D A :

TIME MODULE

10.30-10.45 am INTRODUCTION

10.45-11.30 am CLASSROOM SESSION: SKATING

11.30-12.15 pm CLASSROOM SESSION: PUCKHANDLING

12.30-1.30 pm ICE SESSION: SKATING

1.30-2.30 pm ICE SESSION: PUCKHANDLING

2.30-3.15 pm LUNCH & CLASSROOM SESSION: SMALL AREA GAMES

3.30-4.30 pm ICE SESSION: SMALL AREA GAMES

4:30 pm WRAP-UP

For more information on this program, contact Ian Taylor via email at [email protected]


EVALUAT ING COACHES

W H Y A S S E S S O R E V A L U A T E ? Most often the reason to evaluate is to learn. If there's to be no action taken as a result of the evaluation then, the effort is not worth pursuing. If the answer to the question "Why evaluate?" is that the results will lead to action to improve coaching within the association, then all the effort will be worthwhile. The evaluation can be valuable for future selection. It can be used to ensure the development philosophy & curriculum of an association is being implemented effectively. It can also enhance the experience of a coach given the opportunity to learn form a more experienced coach. Information on the coach’s performance can be gathered from the players, parents, coaches themselves, other coaches, or by a neutral observer. Evaluations should always be written. They may be ongoing, or may occur at certain times of the year (ie. middle and end of season).

SOME CONSIDERATIONS:

1. Coaches must be told of the evaluation policy prior to accepting their appointments.

2. Coaches being evaluated should be told:

a. The purpose of the evaluation. Evaluations should not be punitive, but rather constructive, identifying areas of strength, weakness and strategies for strengthening weaker areas.

b. That it is not the person being evaluated, but rather the function that they perform.

3. The people doing the evaluations must have credibility with the people being evaluated. They should have demonstrable expertise in the job being evaluated, and also have received training in performing evaluations.

4. The association should be prepared to help coaches with their weaknesses. If resources, programs, and support to help coaches improve are not available, why is it important that weaknesses be identified?

5. The association should evaluate all individuals performing the function, not just selected ones. Otherwise, those evaluated may feel that they are being singled out.

6. Evaluations should be completed early enough in the season that the coach has an opportunity to improve, and a follow-up evaluation done late in the season should be done to evaluate progress. This will also evaluate the association’s support.


F O R M S F O R P A R E N T S / P L A Y E R S T O F I L L O U T

COACHING EVALUATION FORM

The purpose of this form is to assist the coach in developing themselves and the program for next season. Please be frank and honest in your responses to the following questions. Your input is essential to improving the quality of the coaching next year.

NO <-> YES TO BE COMPLETED BY THE PLAYER:

1 2 3 4 5

1. Did you enjoy being on the hockey team?

2. Did you learn more about hockey?

3. Did your hockey skills improve?

4. Are you planning to tryout for a hockey team next year?

5. What was your favorite activity in practices? Reply on back of form

6. What was your least favorite activity in practices? Reply on back of form

7. Did you think playing time was fair? How could it have been better?

8. Did you think you had enough opportunity to ask questions?

9. What would you change to help next year's team?

NO <-> YES TO BE COMPLETED BY THE PARENT:

1 2 3 4 5

1. Did your child enjoy the hockey experience?

2. Do you feel your child became a better hockey player?

3. Did your child gain a better perspective of teamwork?

4. Did the hockey experience help your child mature?

5. Did hockey help your child's self-confidence?

6. In your opinion, was playing administered appropriately?

7. Was the coach's public conduct at games acceptable?

8. Do you feel your child was treated with respect?

9. How would you rate the coach's organization skills?

10. How would you rate the coach's communication with parents?

11. Please suggest changes that you think would improve the program. Reply on back of form

12. Please list other questions that should be on this evaluation. Reply on back of form


SELF-ASSESSMENT – HOW AM I DOING? A self-evaluation is a useful tool for personal development. At a minimum, it creates an introspective look into an individual’s personal coaching style and motivations. It can target strengths and weaknesses, and may lead to realizations about barriers to effective coaching style.

SAMPLE SELF-ASSESSMENT The following sets of questions can help your coaches articulate their philosophy of coaching as well as the atmosphere of their team and practices.

How do I want players to interact on the ice?

What resources should be available to my players?

What was the most important thing I tried to teach the players this week, month?

What is the most important thing my players will learn from me this season?

What did I learn from my players this week? 3. Using the following chart, assess how well you carry out your roles as a leader, teacher, and

organizer. For each statement, select the word that best describes you. This chart can be used to assess yourself throughout the season.

EXCELLENT GOOD NEEDS

IMPROVEMENT AS A LEADER I:

1. Establish Goals

2. Use a democratic coaching style

3. Am a good role model

4. Develop leadership skills in my athletes

5. Have a positive relationship with referees

6. Interact effectively with parents

7. Help athletes maximize their potential

AS A TEACHER I:

1. Teach the necessary hockey

2. Teach the skills using the proper sequence and progressions

3. Teach skills using understandable language

4. Realize athletes differ in their readiness to learn a skill

5. Realize athletes learn skills at different rates

6. Teach more than just hockey skills

AS AN ORGANIZER I:

1. Plan effective practices

2. Select very good assistant coaches

3. Have parents assist in the program

4. Attend to details

5. Communicate effectively


2. Every coach should ask themselves the following questions each season.

How can I improve my teaching and coaching techniques this year? How can I increase my communication skills with my players, their parents and the

association? How can I improve my lifestyle, personal fitness and diet this year? Do I give quality time to my family and my self? Do I have any habits or characteristics that need improvement/correcting this year? Have I set my goals and objectives for the upcoming season?

3. Complete the following checklist at regular intervals throughout the season.

YES

SOME TIMES

NOT YET

1. I make the athletes feel at ease in conversations with me.

2. I involve the athletes in making decisions when it is appropriate

3. I actively help athletes who are having difficulty

4. I am well prepared for each practice and each game

5. I plan my practices so that progressions take place for one practice to the next.

6. I include a warm-up and cool down in each session.

7. I do a safety check of the facility before each practice and game

8. I develop a sense of mutual respect among athletes

9. I promote respect for officials and the rules of the game

10. I have a zest and enthusiasm for coaching

4. Helping Athletes become Better People. Which of the following are parts of your coaching

strategies?

YES NO

1. I discuss my plans for the number and duration or practices with my athletes or their parents. I am reasonable in my demands on their time.

2. I teach my athletes to obey the rules of the game.

3. I ask my athletes what they want from the sport experience. Studies have shown that most children play for fun and would rather play for a losing team than sit on the bench of a winning one.

4. I teach my athletes to treat the officials and other participants with respect.

5. I never criticize or ridicule my athletes. I offer constructive feedback and present any perceived problems as positive challenges.

6. I have guidelines for behaviour in place and discuss these with my athletes.

7. I make an effort to learn new skills and improve myself as a coach.

8. I recognize and reward achievements other than the scoring of points. Fair play, teamwork and improved performance are also vital and deserve recognition.

9. I allow all participants equal playing and practice time.

10. I am a positive role model for the athletes I coach. Setting a positive example is the best way to encourage positive behaviour in others.


C O A C H M E N T O R S H I P T E M P L A T E S

The OMHA Coach Mentorship Program uses the following templates for the Supervision and Training of coaches. You can incorporate these files into your Coach Evaluations.


COACH RETENT ION

K E E P T H E M C O M I N G B A C K Finding volunteer coaches qualified to meet the needs of your association requires work. Once you've successfully secured a volunteer's support, it's important to ensure that the benefits of volunteering continue to outweigh the costs. When volunteer initiatives are well managed and individuals are matched to service opportunities that are mutually beneficial to the association and the volunteer, your recruitment job becomes much easier. Satisfied volunteer coaches can be strong advocates for your organization's mission and persuasive partners on your volunteer recruitment team. There are many ways to foster volunteer coach retention. Just as people are attracted to volunteer at your organization for a multitude of reasons there are many reasons why they continue to serve. Oftentimes, these reasons are different than the ones that persuaded them to give of their time in the first place. For example, a 1983 study of volunteer firefighters by Pearce "found that these subjects stated that they joined the organization for predominately service reasons, but friendships and social interaction were more influential in their decision to remain with it" (cited in Brudney 1990, p. 162,)

T I P S F R O M T H E F I E L D CAREER ENHANCEMENT

Helping volunteer coaches acquire new coaching skills.

Providing opportunities for advancement

RECOGNITION

Showing your appreciation often, in many ways, and in ways that are individual-specific

MEANINGFUL WORK

Periodic orientations that link volunteer assignments to the broader mission of the organization

Making the work meaningful and never wasting their time

Making good matches from the start - head vs assistant coach.

PERSONAL GROWTH

Letting them grow with the program

Giving them opportunities that they wouldn't get outside of a volunteer position

RESPECT

Treating volunteer coaches as staff* by inviting them to attend staff/board meetings and giving them a voice within the organization/association

Accepting their recommendations/taking their advice


At the same time that you are listening for ways to keep them coming back, be sure to listen for organizational barriers to continued volunteer involvement. Some of the reasons why volunteers leave are out of your control; others may speak to program management, organizational culture, or logistical issues that can be addressed. Just as positive word of mouth by volunteer supporters can enhance your recruitment efforts, negative word of mouth by former participants can undermine future endeavors to attract volunteers. Once you've 'lost' a volunteer due to program or organization inadequacies, it is hard to get them back. To summarize, some of the keys to better, happier volunteer coaching that continue to come back to your association year after year are:

New programs offered to improve knowledge of the game and of coaching

Coach appreciation sessions that give coaches a sense of belonging and worth

Positive, constructive feedback on their performance and how it can be improved

Give all coaches a clear job description of what is expected of them over the course of the season – this should include association vision, fair play codes etc.


OMHA COACH MENTORSH IP PROGRAM

The Hockey Canada National Coach Mentorship Program (NCMP) is a Hockey Canada initiative developed in response to the 1999 Molson Open Ice Summit on player development in Canada. One of the primary recommendations was to develop programs that upgrade and develop the skills of our coaches. Too often, coaches rely on survival tactics, installing systems, which does not promote creativity and impairs the coach from making s decision on their own. The NCMP provides the "human resource" for coaches wishing to take their coaching to the next level. This program will allow the OMHA the opportunity to offer training to association mentors of all levels and classifications.

D E F I N I T I O N S

Mentor… A wise and trusted teacher, advisor, counselor, instructor, tutor, and trainer.

Mentoring… A relationship between a guide (mentor) and a coach, which enables the coach to become more successful in all aspects of his/her coaching skills.

Mentoring involves… Stimulating and managing the individual growth necessary to support coaching performance in the delivery programs beyond the present levels of delivery within the Canadian hockey system.

Benefits of mentoring… Provides coaches with the required skills, knowledge and support to promote and sustain higher levels of performance within the coaching field.


WHAT I S MENTORSH IP?

Mentoring is not a new idea nor is it complicated in its basic form. More experienced coaches (mentors) work with beginner or less experienced coaches, providing feedback and encouragement in supporting the development of these coaches. This will ultimately result in improved player development. Mentorship is an ongoing, trusting, personal relationship between a guide (mentor) and a coach. Through directed learning activities and self-discovery, a coach, with the support of a mentor coach, can confidently deal with the many challenges of the coaching environment. This mentoring process will enable the coach to become more successful in all aspects of coaching.

M E N T O R I N G …

Involves providing coaches a secondary and continuous source of coaching education and support.

Provides players with more knowledgeable coaches further enhancing player enjoyment of the game.

Provides coaches with the opportunity for personal growth and development.


B E I N G M E N T O R E D / B E C O M I N G A M E N T O R Being mentored can be a challenging and difficult exercise. It can also be viewed as an exciting, stimulating journey of self-discovery and development, opening up new opportunities for personal fulfilment and achievement. Coaching can be an overwhelming task for new coaches - wouldn’t it be reassuring to have an experienced coach to assist! Are you an experienced coach who would like to assist your local minor hockey association through an avenue like coaching coaches? Would you like to help beginner or inexperienced coaches through their initial challenges? Do you enjoy working with coaches? Why not get training as a mentor coach and perform this valuable service - think of the personal satisfaction mentoring will bring. Mentorship addresses the “art” of coaching - the human relations side that coaches often neglect. This neglect may result in unresolved issues that often drive coaches from the game. Coaches need to view hockey as an activity that all participants can enjoy. Through their enjoyment, participants have the opportunity to develop life skills like commitment, perseverance, dedication and teamwork. Relationships and interpersonal skills are important aspects of the art of coaching. Mentorship serves as a support network to assist coaches in facing the many issues and challenges of their coaching environments. All coaches can benefit from mentorship, even those who offer themselves as mentors will look to their peers for mentorship support. The best support network is coaches helping coaches. When new coaches leave an introductory clinic, it may be the last time they receive instruction on coaching young hockey players. Where does a coach turn with questions about teaching body checking or skill analysis? Who does a coach approach for feedback? What if a coach just wants the support of an experienced colleague? Long after the clinic is over, mentorship helps to bring coaches together. Mentorship extends the learning process for the coach and the mentor.


P R O G R A M M O D E L S In a ‘perfect-world’ set-up, two different individuals fill the Association Head Coach and the Association’s Coach Mentor. In this case, the Association Head Coach & the Coach Mentor work closely together to ensure the goals and philosophy of the association are being communicated to the coaches. It also ensures the relationship between the mentor and coach is a relationship built on support as opposed to a situation where evaluation is taking place. Understanding that there are many different sizes of associations with varying needs, coach mentorship can be implemented in any association. Here are a few examples:

SCENARIO A:

One person fills Head Coach and Coach Mentor positions.

BENEFIT: Coaches are receiving support

Requires less volunteers

Easy to implement at smaller centre KEY ROLES: Philosophy of development shared with coaches through meetings and coach selection

process

Coach meetings

Coach Evaluation

Development of resources

SCENARIO B:

Same as previous except, Head Coach/Coach Mentor has one or more Coach Mentor designates.

BENEFIT: Sharing of duties

Less burden on one person

Coach Mentor designates can develop a role of support without the task of formally evaluating coaches

KEY ROLES: Coaches meetings & training

Lead Specialty Clinics

Work on-ice with coaches

Work with specific age-groups (Many associations choose to introduce mentoring working with coaches at the younger age-groups)


SCENARIO C:

Same as previous except, Head Coach/Coach Mentor has one or more Coach Mentor designates.

BENEFIT: Sharing of duties

Less burden on one person

Coach Mentor designates can develop a role of support without the task of formally evaluating coaches





SCENARIO D:

Head Coach and Coach Mentor positions are filled by two separate people

BENEFIT: Coach Mentor can focus on coach support initiatives & develop a role of support without the task of formally evaluating coaches

Clear separation of duties.





Resource development

These are just a few examples of how duties can be filled.

In other scenarios, associations have designated a Coach Mentor for Rep Hockey and another to work with House League coaches.

Others have identified a Coach Mentor to work with a specific age group within the association. An important lesson learned is that you do not have to start with the expectation that every coach in the association will be mentored. Many have started and the younger age groups and placed the most emphasis below Peewee.

The key is to provide support in one shape or another to your coaches!

The suggested Mentorship Seasonal Plan would include the following: 1. Pre/Early Season:

Local Coach Mentor to implement plan for the season.

2. Regular In-Season Contact

Regional Coach Mentor will maintain regular contact with coaches via phone, attending local coaches meetings, or as needed by coach.

3. Post-Season Workshop

Recap season, best practices and changes for next season.


HOW TO IMPLEMENT MENTORSH IP IN YOUR M INOR HOCKEY ASSOC IAT ION

TOOLS / SUPPORT

STEP 1: SUPPORTED APPLICATION

STEP 2: SCREENING / TRAINING

A. NEEDS ANALYSIS B. COMPETENCY-BASED TRAINING

C. ACTION / IMPLEMENTATION

E. PROGRAM REVIEW

HOW DID WE DO? WHAT MORE CAN WE DO?

TOOLS / SUPPORT

RESOURCES ON-GOING TRAINING BEST PRACTICES


STEP 1: SUPPORTED APPLICATION The mentor applicant completes Local Coach

Mentorship application with sign-off from local association Executive Member(s).

Application sent to OMHA office.

OMHA office forwards copy of application to appropriate Regional Coach Mentor.

Regional Coach Mentor contacts applicant to set-up meeting.

STEP 2: SCREENING / NEEDS ANALYSIS

Regional Coach Mentor meets with mentor applicant, Development Coordinator and Executive Member to review the needs of the association.

Understand the current development structure of the association.

Review any current issues/problems

Show value of mentoring program and how the OMHA can play a role in their organization.

Create a plan to meet the unique needs of that association.

STEP 3: COMPETENCY-BASED TRAINING

Following successful needs analysis; Regional Coach Mentor will meet again with Local Coach Mentor(s) and provide Revised-NCMP training (3-4 hours) reflecting the needs and requirements identified during the needs analysis.

Training session to include the following agenda:

o Intro 15 min. o Leader 1 ¼ hr. o Organizer 30 min. o Revised NCCP 30min.

Training would reflect needs and focus areas determined during the needs analysis.

This meeting would result with an action plan for the association including the keys areas to address.

STEP 4: ACTION / IMPLEMENTATION This will be the biggest opportunity for on-

going contact with the Local Coach Mentor.

Through steps 1 & 2, the Regional Coach Mentor has developed an understanding on the local association and mutually agreed to key areas of focus.

This is the phase where the Local Coach Mentor executes plan.

Contact can take many forms including phone, email, league or coaches meetings.

Determine resource needs. This would not be automatic but would reflect the needs, structure and action plan.

STEP 5: PROGRAM REVIEW Were goals met?

How was program received?

New areas to address?

What are next steps?

Short & Long-term goals?

STEP 6: ON-GOING TRAINING There is a need to provide updates and share new

information with new information.

Regular communication from OMHA office including Articles and Drills

Best Practices meeting will bring Local Coach Mentors from across the OMHA together for additional training and discussion on the program


IMPLEMENTAT ION - OVERV IEW

WHAT WHO HOW

1. NEEDS ANALYSIS Executive Member Development Coordinator Local Coach Mentor

Interview Needs Analysis template Tasks

2. COMPETENCY BASED TRAINING Introduction Leader Organizer Teacher

Executive Member Development Coordinator Local Coach Mentor

Leadership Tasks Organization Tasks Teacher Tasks

3. ACTION / IMPLEMENTATION Development Coordinator Local Coach Mentor

Program to meet their needs/requirements

Unique to them Resources

4. PROGRAM REVIEW Development Coordinator Local Coach Mentor

Were goals met? How was program received? New areas to address? What are next steps?

5. ON-GOING TRAINING Development Coordinator Local Coach Mentor

Resources Communications Best Practices

E X P A N D T H E S C O P E O F C O A C H M E N T O R S H I P

As mentioned previously, facilitated mentoring requires a strong commitment from all levels of an organization. Therefore, mentorship training should also include the Development Coordinator as well as an Executive member. The reason for this is to create awareness, buy-in, and a shared vision of the program. Developing a relationship with Development Coordinator provides a great opportunity to ensure centres are maximizing the effectiveness of their programs. Regional Coach Mentors can discuss coach development as well as program development including developing IP, revise-NCCP, specialty clinics, sharing OMHA materials as well as sharing best practices from across the OMHA. For more information on the OMHA Coach Mentorship Program, go the OMHA website at www.omha.net


REG IONAL DEVELOPMENT LEADERS

The VISION of the Program is to create a network of support and implementation throughout each region and ultimately each Minor Hockey Association:

OMHA Regional Development Leaders - 7 across all the OMHA

OMHA Skills Coaches - Goaltending - Technical Skills - Individual / Team Tactics

MHA Skills Coaches - Goaltending - Technical Skills - Individual / Team Tactics


The role of the Regional Development Leader is two-fold:

1. Act as the development contact for all development initiatives in the region. 2. Act as a direct liaison with all associations within the region and support them in implementing

development initiatives.

They will also ‘mentor’ associations on implementing programs in their associations such as the creation of a development philosophy for their association and the implementation of OMHA Development Programs such as the Initiation Program, Coach Mentorship, Specialty Clinics, Skill Testing. The Regional Development Leader will also work toward developing a group of Skills Coaches in their area. These ‘experts’ will be available to work with associations to:

Deliver Specialty Clinics to their coaches

Develop Skills Coaches at the MHA level

Observe NCCP delivery throughout their region The OMHA is pleased to announce the appointment of seven Regional Development Leaders across the OMHA.


COACH ING CODE OF CONDUCT

The athlete/coach relationship is a privileged one. Coaches play a critical role in the personal as well as athletic development of their athletes. They must understand and respect the inherent power imbalance that exists in this relationship and must be extremely careful not to abuse it. Coaches must also recognize that they are conduits through which the values and goals of a sport organization are channeled. Thus, how an athlete regards his/her sport is often dependent on the behaviour of the coach. The following Code of Conduct has been developed to aid coaches in achieving a level of behaviour, which will allow their athletes to become well-rounded, self confident and productive human beings. Although this code is directed toward coaching conduct, it equally applies to other members of the “Team Leadership Staff”, i.e. managers, trainers, equipment personnel, etc. It is assumed that these people act in cooperation with one another to construct a suitable environment for the athlete.

COACHES HAVE A RESPONSIBILITY TO:

1. Treat everyone fairly within the context of his or her activity, regardless of gender, place of origin, colour, sexual orientation, religion, political belief or economic status.

2. Direct comments or criticism at the performance rather than at the athlete.

3. Consistently display high personal standards and project a favourable image of their sport and coaching.

4. Refrain from public criticism of fellow coaches, athletes, officials and volunteers especially when speaking to the media or recruiting athletes.

5. Abstain from the use of tobacco products while in the presence of her/his athletes.

6. Abstain from drinking alcoholic beverages when working with athletes.

7. Discourage the use of alcohol in conjunction with athletic events or victory celebrations at the playing site.

8. Refrain from the use of profane, insulting, harassing or otherwise offensive language in the conduct of his/her duties.

9. Ensure that the activity being undertaken is suitable for the age, experience, ability and fitness level of the athletes and educate athletes as to their responsibilities in contributing to a safe environment.

10. Communicate and co-operate with registered medical practitioners in the diagnoses, treatment and management of their athletes' medical and psychological problems. Consider the athletes' future health and well being as foremost when making decisions regarding an injured athletes' ability to continue playing or training.

11. Recognize and accept when to refer athletes to other coaches or sport specialists. Allow athletes' goals to take precedence over their own.

12. Regularly seek ways of increasing professional development and self-awareness.

13. Treat opponents and officials with due respect, both in victory and defeat and encourage athletes to act accordingly. Actively encourage athletes to uphold the rules of their sport and the spirit of such rules.

14. In the case of minors, communicate and co-operate with the athletes' parents or legal guardians, involving them in management decisions pertaining to their child's development.

15. Be aware of the many pressures placed on athletes as they strive to balance the physical, mental, emotional and spiritual aspects of their lives and conduct practices and games in a manner so as to allow optimum success


T H E C O A C H I N G C O D E O F E T H I C S

INTEGRITY The coach must act with integrity in performing all duties owed to athletes, hockey, other coaches and the public.

COMPETENCE The coach must strive to be well prepared and current in order that all duties in the respective discipline are fulfilled with competence.

ATHLETE’S INTEREST The coach must act in the best interest of the athlete’s development as a whole person.

RESPECT FOR THE RULES The coach must accept both the letter and the spirit of the rules that define and govern hockey.

RESPECT FOR OFFICIALS

The coach must accept the role of officials in providing judgment to ensure that competitions are conducted fairly and according to the established rules.

RESPONSIBILITY TO OTHER COACHES

The coach’s conduct toward other coaches must be characterized by courtesy, good faith, and respect.

PERSONAL CONDUCT

The coach must maintain the highest standards of personal conduct and support the principles of fair play.

*From the Coaching Association of Canada


F A I R P L A Y C O D E F O R C O A C H E S

1. I will be reasonable when scheduling games and practices, remembering that young athletes have other interests and obligations.

2. I will teach my athletes to play fairly and to respect the rules, officials and opponents.

3. I will ensure that all athletes get equal instruction, support and playing time.

4. I will not ridicule or yell at my athletes for making mistakes or for performing poorly. I will remember that children play to have fun and must be encouraged to have confidence in themselves.

5. I will make sure that equipment and facilities are safe and match the athletes’ ages and abilities.

6. I will remember that children need a coach they can respect. I will be generous with praise and set a good example.

7. I will obtain proper training and continue to upgrade my coaching skills.

Fair Play – It’s Your Call!


APPENDIX

1. SAMPLE COACHING APPLICATION 2. COACH SELECTION INTERVIEW SUMMARY 3. COACH SELECTION EVALUATION SUMMARY 4. COACH MENTORSHIP TEMPLATES 5. 4-STEPS TO RENEWING YOUR NCCP CERTIFICATION

SAMPLE COACHING APPLICATION

PERSONAL INFORMATION

NAME:

ADDRESS:

HOME PHONE: FAX #:

BUSINESS PHONE: CELL:

E-MAIL:

APPLICATION TO COACH – Please list team you are applying for.

FIRST CHOICE:

SECOND CHOICE:

CERTIFICATION – Please include photocopies of your certification cards

NCCP CERTIFICATION: List Number and date attained

PRS CERTIFICATION: List Number and date attained

POLICE RECORD CHECK: Submitted in pkg. or on file YES NO

EXPERIENCE – List in order, starting with most recent – List other sports last

SEASON TEAM / ORGANIZATION / LEVEL ROLE

COACHING ASPIRATIONS

SHORT TERM GOALS:

LONG TERM GOALS:

COACHING PHILOSOPHY: Describe your Coaching Style

LIST 3 COACHING SKILL AREAS THAT YOU CONSIDER YOUR STRENGTHS:

1.

2.

3.

LIST 3 COACHING SKILL AREAS THAT YOU WISH TO IMPROVE ON:

1.

2.

3.

TEAM OFFICIALS / SUPPORT STAFF: Please list your proposed Coaching / Support Staff:

TRAINER:

MANAGER:

ASSISTANT COACH:

ASSISTANT COACH:

WHY DO YOU WANT TO COACH THIS TEAM? Describe your Coaching Style

REFERENCES: Please provide three (3) references – Professional, Parent, etc.

NAME & POSITION PHONE

1.

2.

3.

RESUME / ATTACHMENTS

Please attach Resume of your hockey experience. Please feel free to attach any other relevant information to this application form.

COACHING AGREEMENTS

1. I hereby consent to the disclosure of the above information.

2. I hereby acknowledge the authority of Hockey Canada, OHF, OMHA, and the local Minor

Hockey Association and agree to carry out and abide by their constitutions, bylaws, rules

& regulations.

3. I hereby acknowledge that I have read and understand the coaches role outlined in the

“Coaches’ Code of Conduct”.

4. I hereby agree to familiarize myself with the National Coaching Certification Program

(NCCP) requirements for coaching in the OMHA and ensure that I maintain the required

level of certification.

5. I understand that Player Development is a priority of the Association, and I support this.

6. I hereby agree to actively participate in all development & Coach Mentorship sessions.

7. I hereby agree to provide a detailed Seasonal plan prior to the commencement of the

season.

8. I hereby pledge to provide the best program I can for my players.

Signature:

Date:

COACH SELECTION INTERVIEW SUMMARY

NAME:

DATE :

TEAM APPLIED FOR:

INTERVIEW RATINGS

POOR

(1)

FAIR

(2)

GOOD

(3)

VERY GOOD

(4)

EXCELLENT

(5)

APPEARANCE & COMMUNICATION

COACHING PHILOSOPHY

TEACHING & INSTRUCTION

COMMUNICATION WITH PLAYERS

COMMUNICATION WITH PARENTS

GENERAL QUESTIONS

TOTAL (OUT OF POSSIBLE 30) /30

Overall Comments:

Did the Coach Applicant leave a favourable impression? YES NO

Would you consider the Applicant as a Head Coach? YES NO

Would you consider the Applicant as an Assistant Coach? YES NO

Team(s) the Applicant would be considered for:

1st:

2nd

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Date:

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Coach Mentoring Observation Template

COACH: START TIME:

TEAM / LEVEL: DATE:

OVERALL ICE SESSION ACTIVITY

STRENGTHS

RECOMMENDATIONS

INSTRUCTIONAL ANAYSIS:

Total Prep Time: Total Prep Time: Total Prep Time:

Start Time Start Time Start Time

Finish Time: Finish Time: Finish Time:

TIME

OMHA Coach Mentorship Program

Game Observation & Feedback

Coach Self-Assessment Coach Observation - Observer:

COACH: DATE:

LOCATION: TEAM:

Organization: 3 2 1 N/A

- Resposibilities for team personnel, lineups

- Punctuality of coaches and players

Warm-up: 3 2 1 N/A

- Off-ice: Stretching exercises

- On-ice: Movement, variety, special goalie drills

Behaviour: 3 2 1 N/A

- Positive attitude, appropriate verbal and body language

- Rapport with players

- Dress-code followed

Psychological Preparation 3 2 1 N/A

- Use of Pre-game talk

- Individual player discussions

Tactical Preparation 3 2 1 N/A

- Specific objectives for team

Objectives for certain players or positions

- Use of blackboard / white board

Behaviour: 3 2 1 N/A

- Positive attitude, language

- Reaction to situation(s)

Bench Management: 3 2 1 N/A

- Control of players, line changes

- Length of shifts

- Special teams (power play, penalty killing)

- Use of other coaches (support personnel)

Communication with Players: 3 2 1 N/A

- Feedback at appropriate times

- Positive reinforcer, individual and group corrections

- Leadership

Communication with Officials: 3 2 1 N/A

- Reaction to penalties, offsides

- Positive rapport with officials

Post-Game Analysis: 3 2 1 N/A

- Comments to players

Self-analysis routine

NOTES

RATING SCALE: 3 - Above Expectations 2 - Meets Expectations 1 - Needs Work N/A - Not Applicable


PRE-GAME PREPARATION

GAME

Coach Observation and Feedback

Coach Self-Assessment Coach Observation - Observer:

COACH: DATE:

LOCATION: TEAM:

Objectives: 3 2 1 N/A

- Have identified specific technical and tactical objectives


- Pre-ice presentation, preparation of assistant(s)

- Equipment required

Practice Outline: 3 2 1 N/A

- Clear, organized, diagrams, includes warm-up and cool-

down, related to stated objectives

Components of Yearly Plan: 3 2 1 N/A

- Practice plans fit into yearly plan

- Objectives and drill progressions relate to previous practice

Use of Drills: 3 2 1 N/A

- Fill participation

- Teach skills/tactics effectively

- Use drill progressions from simple to complex

Teaching Techniques: 3 2 1 N/A

- Allowed time for teaching and demo

- Demonstrations are effective

- Effective use of voice and body language

Error Correction: 3 2 1 N/A

- Immediate and appropriate feedback to players

- Repetition of drills where necessary

Rapport with Players: 3 2 1 N/A

- Positive Communicator

- Non-threatening, relaxed atmosphere

- Evidence of player enjoyment


- Use full ice surface when necessary & appropriate

- Attention to risk management

- Follow practice outline

- Use of on-ice assistant(s) - support personnel

3 THINGS THAT WENT WELL: 3 THINGS TO IMPROVE ON:

1. 1.

2. 2.

3. 3.


PRE-PRACTICE PREPARATION

PRACTICE

REFFLECTION

NOTES

RATING SCALE: 3 - Above Expectations 2 - Meets Expectations 1 - Needs Work N/A - Not Applicable

GUIDE TO THE OMHA CONTINUING EDUCATION PROGRAM • 1

Guide to the OMHA Continuing Education

Program (CEP) for Coaches

4 STEPS TO RENEWING YOUR NCCP COACHING CERTIFICATION

Who is this program for:

Coaches whose certification has expired or has an expiration of Aug. 31st of the current year (??D1#####, ??C######, or ??CS#####) will need to renew their certification to be eligible to be active as a Coach in the OMHA this season.

! How do I renew my certification:

Coaches have the option of selecting how they will renew their certification through the OMHA’s Continuing Education Program (CEP). There are two methods to renew NCCP certification: Attend a Coach Refresher Clinic or earn credits through participation in the OMHA Continuing Education Program (CEP).

OMHA COACH REFRESHER CLINICS CONTINUING EDUCATION PROGRAM (CEP) MENU OF QUALIFYING ACTIVITIES "

Two (2) Coach Refresher Clinics are available for coaches to renew:

COACH REFRESHER I

Emphasis: Enhance the Technical & Tactical Skills that are age/level appropriate based on the Hockey Canada Player Development Pyramid.

Curriculum: The Art of Coaching, Practice with a Purpose, Standard of Play & Rules Emphasis, Playing without the Red line, Design a Practice with the Goaltender in Mind.

COACH REFRESHER II

Emphasis: Enhance the Team Play Tactical Skills, Systems and Strategies that are age/level appropriate based on the Hockey Canada Player Development Pyramid.

Curriculum: The Art of Coaching, Conditioning - On & Off-Ice Pre-Game Preparation, Special Teams - Power Play & Penalty-Kill, Standard of Play & Rules Emphasis, Playing without the Red line Design a Practice with the Goaltender in Mind.

The OMHA Continuing Education Program Menu (listed on page 4 of this document) recognizes a wide variety of educational experiences. Credits are assigned to each of the experiences.

Coaches will be required to earn the following number of credits to maintain their current level of standing within the program:

20 Credits per 3 year-cycle*

The Coach will be required to keep track of eligible activities in which they participate on their Continuing Education Program (CEP) Passport.

OPTIONS INCLUDE:

Sanctioned Specialty Conferences, OMHA Specialty Clinics, CHIP certification, sanctioned Minor Hockey Specialty Clinics, activity as an Association Program Leader.


How do I get a new card?

Coaches who attend a Coach Refresher Clinic will obtain a new card at the conclusion of the clinic and their certification will be updated in the OMHA database.

Coaches who complete activities from the Continuing Education Program (CEP) will need to submit their completed CEP Passport to the OMHA Office along with $10.00 renewal fee.

Once the CEP Passport has been verified, the new CEP recognition will be recorded in the OMHA database and the coach will be mailed a new OMHA Coaching Certification card.

FAQ’S – Frequently Asked Questions

1. Who needs to participate in this program

Certification Levels required to participate in the Program:

NCCP Coach Level

NCCP Coach Stream (Rec Coach)

NCCP Development 1

NCCP Development 2

Certification Levels not required to participate in the Program:

1. CHIP (Initiation – Intro Coach) 2. Advanced Levels 1 & 2 3. High Performance Level 1 & 2

2. My certification expired a few years ago. Can I renew my certification or do I have to start over?

Coaches with expired certification DO NOT have to attend a full length NCCP Clinic. Coaches can participate in the Continuing Education Program (CEP) to renew qualifications.

NCCP Certifications with an expiration date of Aug. 31st of the current year must complete the Continuing Education Program (CEP) requirements or attend a Coach Refresher clinic on or before Oct. 31st of the current year to remain eligible to coach in the OMHA.

NCCP Certifications that expired earlier that the current year and those with no prefix numbers are ineligible to coach until they complete the Continuing Education Program (CEP) requirements or attend a Coach Refresher clinic.

2. What about Coaches with NCCP Intermediate certification?

All NCCP Intermediate certification will expire Aug. 31st, 2009. Coaches holding this level of certification will be able to renew their certification by completing the Steps of the Continuing Education program (CEP) listed above. Upon successful completion of the CEP, these Coaches will be updated with a Development 2 certification number & card.


FAQ’S – Frequently Asked Questions- cont’d

3. What is the Continuing Education Program Passport?

As mentioned previously, it is the responsibility of the Coach to keep track of eligible activities in which they participate on their CEP passport:

Each activity being claimed must be fully detailed in each row. Any activity with an incomplete description or documentation (if applicable) will

not be given credit. Only activities listed on the OMHA Continuing Education Program (CEP) Menu of

qualifying activities may be claimed and only the prescribed credits associated with those activities must be claimed.

4. Where can I get a CEP Passport?

The CEP Passport can be accessed and downloaded from the OMHA website (www.omha.net) under Coaches Programs.

5. Which Coach Refresher Clinic should I attend?

Coaches can attend either of the Coach Refresher clinics. The level they are coaching and the Coach Refresher clinic they attend will not affect the level of certification they will be given at the conclusion of the clinic. Coaches are encouraged to attend the Refresher clinic appropriate to the level of players they are coaching.

Coaches will have their certification renewed at the same level at which they entered the Refresher Clinic.

6. How does a Coach move from the old system to the new?

A Coach certified in the ‘old’ system will be integrated into the ‘new’ system over time. Here are the options available to Coaches holding the following levels of certification:

OLD SYSTEM OPTIONS / REVISED NCCP

CHIP (INITIATION) 1. There is no expiry for CHIP (Initiation) certification.

COACH LEVEL 1. Coach can RENEW certification by attending a Coach Refresher Clinic and will be updated into the new system with a Development 1 (D1) number.

2. Coach can UPGRADE their certification and attend a Development 2 (D2) clinic. Participants will need to complete the Development 1 (D1) Post Task assignment for entry into D2 clinic.

INTERMEDIATE 1. Currently there is no expiration date on Intermediate certifications.

2. Effective 2009-2010, the OMHA will require all coaches holding Intermediate certification to RENEW their qualification through the Continuing Education Program (CEP). Participants will be issued a Development 2 (D2) number

3. Coach can UPGRADE their certification by attending a High Performance 1(HP1) clinic.

ADVANCED LEVEL

1. There is no expiration date on Advanced or High Performance level certifications.


Continuing Education Program (CEP)

Menu

LEARNING EXPERIENCE CREDITS

OMHA COACH REFRESHER I CLINIC 20

Credit points

OMHA COACH REFRESHER II CLINIC 20

Credit points

SANCTIONED SPECIALTY CONFERENCES: 1. ROGER NEILSON’S COACHING CLINIC 2. INTERNATIONAL COACHING CONFERENCE (Hockey Canada)

20 Credit points each

OMHA SPECIALTY CLINICS Skating, Puck Control, Small Area Games, Checking, Game Day Coaching Clinics

10 Credit points per clinic

OMHA SANCTIONED SPECIALTY CLINICS These clinics would require sanctioning prior to the event by the OMHA

10 Credit points per clinic

INITIATION (CHIP) CERTIFICATION If taken after NCCP certification is attained

10 Credit points

ACTIVE COACHING (active minimum one year in three year period) 5

Credit points (max. 5 pts.)

ACTIVE PROGRAM FACILITATOR (active minimum one year in three year period) Association Program Lead (IP, Specialty Clinic, Coach Mentor, Skills Coach – recognized by the MHA)

5 Credit points (max. 5 pts.)

OMHA ON-LINE LEARNING SERIES (TBA) (TBA)

REQUIRED CREDITS

Coaches will be required to earn the following number of credits to maintain their current level of standing within the program:

20 Credits per 3 year-cycle*

*The three-year cycle begins from the date of the coaches training and ends at the start of the season 4 years subsequent to the training.


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