Physical Education 20 Floor Hockey Unit Plan

Cid Padron
Title of Unit and Physical Education, Grade Level Physical Education
Subject: Floor Hockey 20

Teacher: Cid Padron Number of Days 2-3 Days

Unit Overview and Rationale

This unit focuses on learning the skills, strategies, and rules of Floor Hockey, which consists of

focusing on specific skills with a hockey stick, such as puck handling, passing, shooting,

defending, goal keeping, and teamwork skills. Students will be assessed based on participation

and effort (P.E.), cooperation, leadership, attitude, and sportsmanship (C.L.A.S), and

application, skills, and knowledge (A.S.K). The unit focuses on helping each other to create a

positive environment for everyone, while ensuring that students are being safe by following the

safety standards or expectations set by the teacher, while working towards leading an active

and healthy life.

Physical Education 20: Floor Hockey Unit

Date/ Lesson GLO Assessment Key Questions Learning Activities Safety Equipment/
Day Title SLO Resources/
Technology
Day 1 Welcome A20-1 Has anyone ever Sticks must stay below
to Floor A20-3 P.E. played Floor Stick Safety Demonstration knees (no high follow Hockey Sticks
Hockey A20-5 (S) Hockey before? Teacher will demonstrate or talk through)
C20-5 about how to be safe with the stick. Pucks or felt pucks
C20-6 C.L.A.S. What makes The blade of the stick should always Proper stick checking…
D20-3 (S) Floor Hockey stay knee below and should not go no slashing, hooking, Benches
unique from higher. There will be NO SLAP tripping
A.S.K. regular Hockey? SHOTS. Dominant hand should be at Pylons or cones
(S) the shaft and the other hand will be Goalies must wear
What skills do at the top of the shaft masks (or play without a Goalie equipment
Observation you need to have goalie, but do not get an
(F) in Floor Passing Demonstration extra player) 4 Hockey Nets
Hockey? With a student, the teacher will
demonstrate passing. Key is staying No aggressive behavior
How do you low and ensuring that you are not will be tolerated
properly hold the passing the puck too hard. (explain difference
stick? between passive,
Partner Passing assertive, aggressive)
How do you Students will pass with their partner.
properly pass? Progression: Start getting farther Respect the “crease
away each time or when whistle is rule”
Are there blown the person who has the puck
different ways of last will shoot in between their Any extra equipment
passing? partners legs. (ex: if no goalie, must be
placed on top of the goal
How do you Stick Handling Demonstration so as not to be tripped
receive the Teacher will demonstrate proper on)
puck? stick handling. Going side to side,
using a line in the middle to use as
How can you practice. Forward and backwards
properly stick using a line again to help with
handle? handling the puck. Then moving
with the puck
How can you
properly shoot? Stickhandling Practice
Let students get comfortable with
stick handling, then move on to next
activity
 Snake Relay
Split the class in 2-4 teams
depending on how many students
there are. In each team, students will
line up with 5 meters of space in
between each student. Then one
person at the beginning of the line
will stickhandle in between their
partners and when they reach the
end, they pass the puck back to the
front then the next person goes. First
team to reach the end of the gym
wins

Hungry Hungry Hippos

Goal of the game is for one person in
each team to grab a puck in the
middle, then they stick handle back
back, after that the next person up in
line goes. Keep going until there are
no more pucks in the middle.
Progression is having the person
who took the puck pass it to someone
and put it down in their base, then
the person that caught it goes.
Progress with scoring inside their
net. Progress to letting everyone steal
from their bases
Game A20-1 P.E. Differences with Thief Sticks must stay below Hockey Sticks
Day 2 Introductio A20-3 (S) passing and All students will have a puck with knees (no high follow
n and A20-5 shooting? their sticks, while there will be two through) Pucks or felt pucks
Shooting A20- C.L.A.S. or three students that will not have
10 (S) What are the any. Students that don't have a puck Proper stick checking… Benches
C20-3 rules and will try to steal pucks from other no slashing, hooking,
C20-5 A.S.K. boundaries of the students. Once they lose their puck, tripping Pylons or cones
C20-6 (S) game? they become the next tagger
D20-3 Goalies must wear Goalie equipment
Observation How many Shooting Demonstration masks (or play without a
(F) players are on The teacher will demonstrate goalie, but do not get an 4 Hockey Nets
for each team? shooting with a student or get extra player)
another student to do the
How does the demonstration. Emphasis on not No aggressive behavior
game start? raising the stick higher than their will be tolerated
 knees when shooting

Around the World

Students with sticks and pucks will
line up in a U Shape in front of a
goal. The one by one they will shoot.
Once everyone is done shooting they (explain difference
grab a puck and give it to the next between passive,
How do we person. Make sure they switch spots assertive, aggressive)
score?
Games Respect the “crease
How do you Game starts with a face off. Goal is rule”
defend? to get more points than the other
team, the team with the higher score Any extra equipment
How do you gain wins. You gain points by scoring in (ex: if no goalie, must be
or lose the hockey nets. Students can't score placed on top of the goal
possession? inside the goalie crease line. When so as not to be tripped
there is no goalie, use a garbage bin on)
in the middle. When a goal is scored,
the game starts with another face off
again. Proper stick checking…no
slashing, hooking, tripping. Penalties
will result in change of possessions.
Make 4 teams and ensure that each
team will play each other
Pancake A20-1 P.E. The gym will have Hockey Sticks
Day 3 Tourname A20-3 (S) Why are plays Team Warm Up cones that will allow
nt A20-5 important in the Teacher will make the teams. let students to recognize Pucks or felt pucks
A20- C.L.A.S. game? students figure out who will be their where the boundaries
10 (S) Goalies. Teams will warm up are Benches
A20- What together
11 A.S.K. contributed to Discuss proper tapping Pylons or cones
C20-4 (S) success in your Pancake Tournament technique and etiquette,
C20-5 games? Split students into 4 teams or keep while emphasizing that Goalie equipment
C20-6 Observation the same teams from last class. students are not pushing
D20-3 (F) What strategies Teams will play in a round robin to 4 Hockey Nets
did you use in see the top 4 teams. After playing Discuss proper
your games that each other, the top two teams will sportsmanship,
were successful? play for first, while the bottom two teamwork, and
Any that will play for third place. Have some expectations
weren't? kind of trophy for the winners
When whistle is blown,
How can students will stop what
teamwork they are doing
 Be aware of how hard
they are throwing
contribute to
No obstacles in the way
success?
Boundaries
What does fair
play and mutual
Teaching students to
respect mean in
yell when a ball going
Floor Hockey?
towards somewhere that
is not aware

Teacher supervision
 Stage 1: Desired Results
General Outcomes (in full):
● General Outcome A
o Students will acquire skills through a variety of developmentally appropriate movement
activities related to Floor Hockey
● General Outcome C
o Students will positively work together and/or with each other with activities related to Floor
Hockey
● General Outcome D
o Students will assume responsibility to lead an active lifestyle through creation of activities and
ensuring safety standards involving Floor Hockey
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● Students will be able to learn the basic ● Has anyone ever played Floor Hockey before?
skills of Floor Hockey, which is:
o Throwing ● What makes Floor Hockey unique from regular
o Catching Hockey?
o Route Running
● What skills do you need to have in Floor Hockey?
● Students will be able to learn the rules of
the game of Floor Hockey ● How do you properly hold the stick?

● How do you properly pass?

● Are there different ways of passing?

● How do you receive the puck?

● How can you properly stick handle?

● How can you properly shoot?

● Differences with passing and shooting?

● What are the rules and boundaries of the game?

● How many players are on for each team?

● How does the game start?

● How do we score?

Specific Outcomes (in full):
Students will be able to…
● A20-1: Analyze, evaluate and modify
performance of locomotor skills and
concepts—effort, space and
relationships—to perform and create a
variety of activities to improve personal
performance
● A20-3: Analyze, evaluate and modify
performance of non-locomotor skills and
concepts—effort, space and
relationships—to perform and create a
variety of activities to improve personal
performance
● A20-5: Analyze, evaluate and modify
performance of manipulative skills and
concepts—effort, space and
relationships—to perform and create a
variety of activities to improve personal
performance
● A20-10: Develop and refine activity-
specific skills in a variety of games
● A20-11: Apply the relationship among
skills, rules and strategies in the creation
and playing of games
● How do you defend?
● How do you gain or lose possession?
● Why are plays important in the game?
● What contributed to success in your games?
● What strategies did you use in your games that were
successful? Any that weren't?
● How can teamwork contribute to success?
● What does fair play and mutual respect mean in Floor
Hockey
Prior understanding…
● A10-1: Students have applied and refined locomotor
skills and concepts—effort, space and relationships—
to perform and create a variety of activities to
improve personal performance
● A10-3: Students have applied and refined non
locomotor skills and concepts—effort, space and
relationships—to perform and create a variety of
activities to improve personal performance
● A10-5: Students have applied and refined
manipulative skills and concepts—effort, space and
relationships—to perform and create a variety of
activities to improve personal performance
● A10-10: Students have adapted and improved
activity-specific skills in a variety of games
● A10-11: Students have selected, planned, and created
games that incorporate simple and more challenging
strategies and tactics
● C10-3: Students have demonstrated etiquette and fair
play
● C10-4: Students have described, applied, monitored,
and have assessed leadership and followership skills
related to physical activity
● C10-5: Students have developed and applied
practices that contribute to teamwork
● C20-3: Demonstrate etiquette and fair
play
● C20-4: Apply, monitor, and assess
leadership and followership skills
related to physical activities, and
demonstrate an understanding of
leadership skills related to implementing
activities in the class
● C20-5: Develop and apply practices that
contribute to teamwork
● D20-3: Develop and apply safety
standards and rules in a variety of
activities
● D10-3: Students have selected and applied rules,
routines and procedures of safety in a variety of
activities
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
● A30-1: Students will be able to analyze, evaluate
and adapt performance of locomotor skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to
improve personal performance
● A30-2: Students will be able to analyze, evaluate
and adapt performance of non locomotor skills
and concepts—effort, space and relationships—to
perform and create a variety of activities to
improve personal performance
● A30-5: Students will be able analyze, evaluate
and adapt performance of manipulative skills and
concepts—effort, space and relationships—to
perform and create a variety of activities to
improve personal performance
● A30-10: Students will be able to develop and
further refine activity-specific skills in a variety
of games
● A30-11: Students will be able to apply and
analyze the relationship among skills, rules and
strategies in the creation and playing of games
● C30-3: Students will be able to continue
demonstrating etiquette and fair play
● C30-4: Students will be able to apply, monitor
and assess leadership and followership skills
related to physical activities, and demonstrate an
understanding of leadership skills related to
implementing physical activity events or
programs in the school and/or community
 ● C30-5: Students will continue to develop and
apply practices that contribute to teamwork
● D30-3: Students will continue develop and apply
safety standards and rules in a variety of activities

Stage 2: Assessments
Application, Cooperation,
Participation
Skills, and Leadership, Attitude,
Learni Title Observation and Effort
Knowledge and Sportsmanship
ng (P.E.)
(A.S.K.) (C.L.A.S.)
Outco
Type
mes
(Formative/Summ Formative Summative Summative Summative
ative)
Weighting N/A 20% 30% 50%
A20-1: Analyze, evaluate and
modify performance of
locomotor skills and concepts
—effort, space and
x x x
relationships—to perform and
create a variety of activities to
improve personal performance

A20-3: Analyze, evaluate and

modify performance of non-
locomotor skills and concepts
—effort, space and
x x x
relationships—to perform and
create a variety of activities to
improve personal performance

A20-5: Analyze, evaluate and x x x

modify performance of
manipulative skills and
concepts—effort, space and
relationships—to perform and
create a variety of activities to
improve personal performance
A20-10: Develop and refine
activity-specific skills in a x x x
variety of games
A20-11: Apply the
relationship among skills,
x x x
rules and strategies in the
creation and playing of games
C20-3: Demonstrate etiquette
x x
and fair play
C20-4: Apply, monitor, and
assess leadership and
followership skills related to
physical activities, and
x x
demonstrate an understanding
of leadership skills related to
implementing activities in the
class
C20-5: Develop and apply
practices that contribute to x x
teamwork
C20-6: Identify and
demonstrate positive
x x
behaviours that show respect
self and others
D20-3: Develop and apply
safety standards and rules in a x x x
variety of activities

Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
To see how students perform the skills related to
Floor Hockey, as well as, demonstrating ideas
Observation x x
such as teamwork, communication, and how the
skills develop from start to end of the unit.
Application, Students will be assessed on their application of
Skills, and skills and knowledge based on observable student
x
Knowledge behavior and skills based on the rubric. The rubric
(A.S.K.) will be found in Appendix A.
Cooperation, Students will be assessed on their cooperation,
Leadership, leadership, attitude, and sportsmanship based on
Attitude, and observable student behavior and skills based on x
Sportsmanship the rubric. The rubric will be found in Appendix
(C.L.A.S.) A.
 Students will be assessed on their participation
Participation and and effort based on observable student behavior
x
Effort (P.E.) and skills based on the rubric. The rubric will be
found in Appendix A.
 APPENDIX A – Teacher/Student Resources
Rubric
P.E. - PARTICIPATION & EFFORT
LEVEL EXAMPLES
Outcomes: A, B, & D
● Demonstrates a strong commitment to an active lifestyle through participation in and out of
class
● 100% effort given for all activities and shows signs of effort (sweat, heavy breathing)
“This is awesome!”
● Great understanding of the positive benefits gained from physical activity
4
● Has developed a personal plan that is self-motivating and encourages ongoing participation “I am exhausted from that activity”
EXCELLENCE
● Demonstrates excellent choices for daily activity within the school and the community “This new game is fun”
● Understands the positive benefits that occur as a result of participation in physical activity

● Has analyzed current physical activity lifestyles and established personally challenging goals to
maintain participation for life

● Demonstrates a commitment to an active lifestyle through participation in and out of class

● Effort occasionally falls below 100% for activities and shows signs of effort (sweat, heavy
breathing)
● Good understanding of the positive benefits gained from physical activity “Whoa... I’m tired from doing that”
3 ● Has thought about a personal plan that is self-motivating and encourages ongoing participation
“That was fun”
AVERAGE ● Can demonstrate some choices for daily activity within the school and the community
“I am glad I tried handball”
● Somewhat understands the positive benefits that occur as a result of participation in physical
activity
● Analyzed current physical activity lifestyles and has thought of goals to maintain participation
for life
“I can’t work hard I have a game tonight”
2 ● Rarely demonstrates a commitment to an active lifestyle through participation in and out of

FAIR class “Sorry I am tired I was up late last night”

● Inconsistent and weak effort just going through the motions, shows little sign of effort (sweat,
“It’s too hot out to run”
heavy breathing)
● Has trouble seeing the positive benefits gained from physical activity. “I’m only playing when the ball is near”
● Very little thought about a personal plan that is self-motivating and encourages ongoing
 participation
● Cannot demonstrate choices for daily activity within the school and the community.

● Little understanding of the positive benefits that occur as a result of participation in physical
activity
● Rarely analyzes current physical activity lifestyles and has not thought of goals to maintain
participation for life

● Does not commit to an active lifestyle through participation in and out of class

● Very little effort just going through the motions, shows no signs of effort (sweat, heavy
breathing)
● Does not see the positive benefits gained from physical activity
“My gym strip is in the wash”
1 ● Has not thought about a personal plan that is self-motivating and encourages ongoing
participation “this sucks”
WEAK
● Doesn’t make good choices for daily activity within the school and the community. “I don’t like soccer so I don’t want to play”
● Has no understanding of the positive benefits that occur as a result of participation in physical
activity
● Has never analyzed current physical activity lifestyles and never made goals to maintain
participation for life
 C.L.A.S. - COOPERATION, LEADERSHIP, ATTITUDE, SPORTSMANSHIP
LEVEL EXAMPLES
Outcome: C
“Great pass”
● Always shows leadership by assisting with set up and takedown
“You can join our group”
● Always shows leadership by acting as a role model who takes initiative

● Always demonstrates teamwork by being genuinely enthusiastic, supportive, and positive to “What equipment do we need to set up?”
teammates
“Try this when shooting a ball”
4 ● Always demonstrates fair play and sportsmanship in all activities

● Always looks for opportunities to lead and get everyone involved

EXCELLENCE
● Always tries new activities with enthusiasm and positive communication

● Always demonstrates and encourages fair play

● Always communicates appropriately with peers

● Always shows leadership by dressing appropriately for PE class and showing up on time

“That was in you actually scored”

● Often shows leadership by assisting with set up and take down
“Fitness Centre again? Fine”
● Often shows leadership by acting as a role model who takes initiative

● Often demonstrates teamwork by being genuinely enthusiastic, supportive and positive to “Can we get to games now”
teammates
“That part of class was fun”
3 ● Often demonstrates fair play and sportsmanship in all activities

● Often looks for opportunities to lead and get everyone involved

AVERAGE
● Often tries new activities with enthusiasm and positive communication

● Often demonstrates and encourages fair play

● Often communicates appropriately with peers

● Often shows leadership by dressing appropriately for PE class and showing up on time

“Can we get changed now?”

2 ● Rarely demonstrates teamwork, is more of an individual than a team player

FAIR “I forgot my ND shirt”

● Only shows enthusiasm and positive teamwork when pushed by teacher
“I scored all of our teams goals”
● Rarely if ever takes on a leadership role
“NO!!! The score is 6-5”
● Does not communicate positively with others in the class or shows minimal sportsmanship
 ● Helps with equipment when asked but does not show leadership by taking initiative

● Does not always show fair play during game scenarios

● Is often late or not changed appropriately for PE Class

● “You suck at floor hockey”

● Never demonstrates leadership or team work
“FInd your own group”
● Doesn`t help with equipment set up and take down
“I don’t want to go with them”
● Does not demonstrate teamwork- doesn't pass and likes to show off their own skills

● Communicates negatively by complaining when playing new or different activities “I hate this game”
1
● Communicates negatively towards others in class, both in language and in behaviour “Sorry I was late... I was buying food”
WEAK interactions
● Does not demonstrate fair play

● Demonstrates an uncooperative attitude by always needing to be asked to help or participate in

activities
● Demonstrates poor leadership and attitude by always showing up late or not changed properly
 A.S.K. - APPLICATION, SKILLS & KNOWLEDGE
LEVEL EXAMPLES
Outcomes: A, & D
● Makes genuine attempts to improve and apply skills and strategies relevant to activity
“how can I get better at this”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts locomotor skills
and concepts appropriate to the activity “am I doing this right?”
● Knows and plays by the rules at all times
2 ●
●
Displays the basic skills and strategies for the activity
Consistently applies, refines, analyzes, evaluates and modifies to perform and create a
“I understand how to play”

EXCELLENCE variety of activities to improve personal performance “the line is in, in badminton”
● Consistently applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance
● Understands the importance of physical activity and all the benefits that result from being
active

● Rarely displays the basic skills and strategies for the activity
“This is too hard”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts locomotor skills and
concepts appropriate to the activity “I can’t do this”
● Doesn’t know the rules or doesn’t play by the rules
1 ●
●
Makes little attempt to improve and apply skills and strategies relevant to activity
Rarely applies, refines, analyzes, evaluates and modifies to perform and create a variety of
“I’ve always done it this way”

AVERAGE activities to improve personal performance “No, you are allowed to dribble twice”
● Rarely applies, refines, analyzes, evaluates, modifies and adapts (effort, space and
relationships) to perform and create a variety of activities to improve personal performance “It is only PE it doesn’t matter”
● Doesn’t understand the importance of physical activity and all the benefits that result from
being active
 1 2
● Does not participate to best
of ability
● Very little effort just going
through motions
● Shows no signs of effort
(sweat, heavy breathing)
P.E. ● Complains about
participating in learning
activities
● Rarely in class or on time not
ready to participate
● Does not get involved in
gameplay at all
● Doesn`t help with equipment
set up and takedown
● Ball hog who doesn't pass
and likes to show off their
skill
● Complains when playing new
or different activities
C.L.A.S. ● Negative to others in class,
behaviour inhibits class
interactions
● Always needs to be asked to
help or participate in
activities
● Always shows up late or not
changed properly
● Rarely participates to best
of ability
● Inconsistent and weak
effort just going through
motions
● Shows little sign of effort
(sweat, heavy breathing)
● Shows little or no
excitement to participate in
learning activities
● Not often in class or on time
rarely ready to participate
● Only gets involved in game
play when the ball is near
● More of an individual than a
team player
● Only shows enthusiasm
when pushed by teacher
● Rarely if ever takes on a
leadership role
● Can be hard on others in
the class or little
sportsmanship
● Only helps with equipment
when continually asked
● Sometimes absent, late or
not changed properly for
class
3 4
● Willingly participates to
best of ability most of the
time
● Effort occasionally falls
below 100% for activities
in class
● Shows signs of effort
(sweat, heavy breathing)
● Is often excited to
participate in all learning
activities
● In class on time ready to
participate
● Gets involved in game
play most times
● Works well with others
● Frequently helps with the
equipment in class
● Sometimes takes on a
leadership role
● Displays good
sportsmanship in most
activities
● Has good enthusiasm
most of the time
● At times helps get other
students involved in class
● Participates to best of ability
at all times
● 100% effort given for all
activities in class
● Shows signs of effort (sweat,
heavy breathing)
● Is always excited to
participate in all learning
activities
● Always in class, on time and
ready to participate
● Looks for any chance to get
involved in game play
● Assists with equipment set up
and take down
● Great role model who takes
the initiative
● Always genuinely
enthusiastic, supportive and
positive
● Exemplifies sportsmanship in
all activities
● Looks for opportunities to get
everyone involved
● Tries new activities with
enthusiasm
 ● Knows and plays by the
● Doesn’t know the rules or
rules at all times
doesn’t play by the rules
● Makes genuine attempts to
● Rarely displays the basic
improve and apply skills
skills and strategies for the
and strategies relevant to
activity
activity
A.S.K. ● Makes little attempt to
● Displays the basic skills
improve and apply skills and
and strategies for the
strategies relevant to activity
activity
● Doesn’t understand the
● Understands the
importance of physical
importance of physical
activity and all the benefits
activity and all the benefits
that result from being active
that result from being active
Arena Football Skills Rubric

Handling Passing Shooting Gameplay

1 NO control of the puck. The blade
does not stay flat. Eyes are
consistently down. SELDOM uses
both sides of the the blade when
changing direction
Student's passes are RARELY
flat. Consistent slapping at
puck to make passes, causing
more lifts and rolls of the puck.
Follow through is
INCONSISTENT.
Student shoots Does NOT communicate with
successfully to set target teammates, LACKS
less than 3 out of 5 cooperation with teammates,
attempts. does NOT call for the puck, and
acts NEGATIVELY towards
teammates

2 Has SOME control of the puck.
Attempts to keep the blade flat
without real consistency. Eyes
OCCASIONALLY glances up.
OCCASIONALLY uses both
sides of the blade when changing
direction
Student's passes are
SOMETIMES flat. Blade and
puck separation is inconsistent,
causing some pucks to lift and
roll, rather than glide flat along
the floor. Follow through is
SOMEWHAT consistent
Student shoots OCCASIONALLY
successfully to set target communicates with teammates,
3 out of 5 attempts cooperates with teammates
OCCASIONALLY, does
OCCASIONALLY call for the
puck, and RARELY assists
teammates

3 MOSTLY has control of the puck.
Blade stays flat. Eyes
SOMETIMES glances up. Uses
both sides of the blade when
changing direction with GOOD
control
Student's passes are MOSTLY
flat. Blade and puck separation
is SOMEWHAT consistent,
causing some pucks to lift and
roll, rather than glide flat along
the floor. Follow through is
MOSTLY consistent
Student shoots Communicates with teammates
successfully to set target REGULARLY, cooperates and
4 out of 5 attempts. OCCASIONALLY strategizes
with teammates, does OFTEN
calls for the puck, and
OCCASIONALLY assists
teammates

4 Has COMPLETE control of the
puck. Blade stays flat
CONSISTENTLY. Eyes
MOSTLY glances up. Uses both
sides of the blade when changing
direction with EXCELLENT
control
The puck rarely lifts and rolls Student shoots ENCOURAGES and
during a student's pass; passes successfully to set target INITIATES communication,
are CONSISTENTLY flat. 5 out of 5 attempt cooperates, and strategize with
MINIMAL separation between teammates, AGGRESSIVELY
blade and puck prior to pass, calls for puck, and assists
causing passes to stay flat and teammates CONSISTENTLY
accurate. Follow through is
CONSISTENT
The “Pancake” Tournament