FOREWARD

This Malaysian Hockey Federation (MHF) Level I Coaching Certification

Manual is designed as a reference for participants attending the MHF Level I
Hockey Coaching Course. The Level I is a development hockey coaching
course.

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

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

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

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

© MHF and MSN

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 ACKNOWLEDGEMENT

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

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

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

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

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

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

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

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

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

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

SC / MHF 2008 Page 3 of 169
Every effort has been made to trace all the copyright holders, but if any have been
inadvertently overlooked I will be pleased to make the necessary arrangement at the first
opportunity.

Compiled and Edited by

R.Vivekanandan s/o K.Ramiah

B. A . Sports Science ( University Malaya)
M.A. Planning & Admin. ( University Malaya)

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 ORGANIZATION OF THIS MANUAL
CONTENTS This table describes the contents of the chapters in this manual.

Chapters Number and Title Pages Description

Level I Coaching Curriculum 6–9 About Level I

1.0 History 10 – 12 Brief History

2.0 Basic Rules 13 – 18 Rules and Umpiring

3.0 Equipments & Facilities 19 – 23 Players and G.K.

4.0 Practical 24 – 72 Basic , advance, G.K, Drills &

Mini games

5.0 Introduction to Coaching 73 – 103 What its all about ?

6.0 Planning 104 – 123 Periodization

7.0 Sports Science 124 – 137 Fitness

8.0 Nutrion, Psychology, 138 – 169 General Introduction to this

Injury, Medicine & subjects
Biomechanics

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 LEVEL 1 HOCKEY COACHING CURRICULUM

Entry to the Malaysian Hockey Federation Coaching Accreditation Scheme is through

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

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

1.0 AIM

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

© MHF and MSN

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2.0 OBJECTIVES

The Level 1 is to help coaches:

2.1 Understand the processes involved in effective coaching.

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

3.0 Content Organization

Course Duration: 38 Hours

Topic Hours

Brief History Of The Sport 1

Simplified Rules In Sport And Competition Format 1
Equipments And Facilities In Sport 1
Basic Skills In Sport (Technique) 12
Introduction to Strategies 4
Introduction To Coaching 3
Planning In Sports 3
Introduction To Sport Science 6
Theory and Practical Test 5

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3.0 CONTENT - 36 hours

3.1 Brief History Of The Sport (1 HOUR)

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

3.2 Simplified Rules In Sport And Competition Format( 1 HOUR)

3.3 Equipments And Facilities In Sport (1 HOUR)

i) Choosing the right attires
ii) Games Equipments
iii) Games Facilities

3.4 Basic and Advance Skills In Sport (Technique) (12 HOURS)

i) Coaching Basic Skills –
• stick, hand, eye coordination
• moving with the ball / Vision / Scan /Indian dribble
• push
• slap
• receiving skills
• hit
• flick/scoop
• tackling
• passing
• Jingking / Spin Off
• Goalkeeping

ii) Advance skills.

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

3.5 Introduction to Strategies (Tactics) (4 HOURS)

i) Individual Tactics
ii) Small-sided Conditioned Games
iii) Small Groups Combination and Tactics-
• 23 meter
• 5 m defence / attack
• PC – defence / attack
• PS

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 3.6 Introduction To Coaching ( 3 HOURS)
i) Coaching philosophy
ii) Coaching Styles
iii) Roles Of Coaches
iv) The Rights Of a Player

3.7 Planning In Sport (3 HOURS)

i) Planning a Simple Session
ii) Workshop/ Group presentation

3.8 Introduction to Sports Science (6 HOURS)

i) General Theory and Methodology of Sports Training
ii) Introduction to Sports Nutrition
iii) Introduction to Sports Psychology
iv) Introduction to Exercise Physiology
v) Injury Prevention
- warming up
- cooling down
- common injury in sport
iv) Introduction to Sports Biomechanics.

3.9 Practical Test (4 HOURS)

3.10 Theory Test (1 HOUR)

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

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

6.0 Weightage of Components in Examination

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

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

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 UNIT 1.0

THEORY 1
BRIEF HISTORY OF HOCKEY

4,000 years ago Indians in USA playing hockey.

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1.0 BRIEF HISTORY OF HOCKEY

Brief History Of Hockey

1.1 Early History - Origin

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

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

1.2 Hockey in Malaysia

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

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 MALAYSIAN HOCKEY FEDERATION
ORGANISATION CHART

Life President
DYMM Paduka Seri Sultan Azlan Muhibbuddin Shah ibni Almarhum Sultan Yusuff Izzuddin Shah Ghafarullahu-Lah

President

Deputy President

Vice Vice Vice Vice Vice President Vice President

President President President President (Sabah) (Sarawak)

Honorary Secretary Honorary Treasurer

Assistant Honorary Sub Committees Assistant Honorary

Secretary Treasurer

Consultative “Wawasan” Coaching Committee Development

Committee Committee Committee

Umpiring Competition Selection Finance

Committee Committee Committee Committee

Discipline Legal & Special Welfare Team Management

Committee Project Committee Committee Committee

Media Medical Yayasan Hoki Indoor Games

Committee Committee Malaysia Committee

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 UNIT 2.0

THEORY 1
BASIC RULES IN HOCKEY

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2.0 BASIC RULES IN HOCKEY

2.0 SIMPLIFIED RULES IN HOCKEY & COMPETITION FORMAT

2.1 The Role Of The UMPIRE

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

The following positive attitudes should be coached:

1 Umpires are essential for the game to take place;

2 Umpiring is pleasurable when approached confidently;

3 Self discipline in respect to decisions;

4 follow the umpire’s instructions whether they be verbal or signals;

5 Umpires make mistakes, just like a player will;

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

2.2 The Playing Rules : Coaches need to have knowledge of

the playing rules.
In South Africa a Coach should get
through the Umpires Test before Rules Penalty/
can attend a Basic Hockey Outcome
Coaching Course. Rounded side of Free hit/PC/PS
A good Hockey Coach has to have stick
the Knowledge of what is umpiring Kicking/ Ball Free hit/ play on
and always update is umpiring strikes the foot depending on
knowledge. He must know the possession
latest rules. Stick obstruction Free hit/PC/PS
New rule “self pass” or “Auto Play” Body obstruction Free hit/PC/PS
for free hits. In the 23m no direct hit Dangerous play Free hit/PC/PS
into the circle. 5m any infringement Third person Free hit
ball should be brought outside the obstruction
5m. Out of bound –
goal-line 16 yard hit to
defending team if
attacker last
touch the ball.
Corner hit if
defender made
the last touch

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

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 SIGNAL TO INDICATE A GOAL

-POINT TOWARDS THE CENTRE

LINE

SIGNAL FOR A 16 YARD HIT FACING

TOWARDS THE FIELD

SIGNAL FOR A LONG CORNER

POINT TOWARDS THE CENTRE OF

THE GOAL

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 INDICATION FOR PENALTY STROKE

TIME STOPPED

CONTROL DANGEROUS PLAY

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

TEN METER ADVANCEMENT – WITH

CLOSED FIST – for a free hit to be
taken 10 meters in front for indecent or
unsporting behavior.

2.3 Application of the Rules.

Coaches should take advantage of 1. taking quick free hits.

the rules to benefit the team. 2. it protects skillful players

2.4 Competition Format. 1. One Round League.

Hockey can be played in various
format.
2. Knock-out.
3. Double knock-out.
4. One Round League with Semi
Finals.
5. One round League in Groups
and Second Round Knock-out
stages.

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 UNIT 3.

THEORY 3
EQUIPMENTS & FACILITIES IN HOCKEY

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3.1 Playing Equipment

3.1.1 Hockey Stick

Current technology uses a combination of composite materials, namely carbon,

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

3.1.2 Balls

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

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3.1.3 Shoes

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

3.1.4 Shin guards

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

3.1.5 Other Protection

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

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3.2 Playing Field

3.2.1 Turf

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

3.2.2 Grass

A number of schools still train on grass, therefore it is still an important

component to hockey. Be aware that field that are shared with soccer and rugby
could be hazardous for hockey players because of the uneven surface. It would
be a good idea to modify the rules, for example no hitting when playing on these
type of surface

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

3.3 Accessories

Goalkeeping

3.3.1 Helmet

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

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3.3.2 Pads

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

3.3.3 Body Armour

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

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 UNIT 4.0

BASIC AND ADVANCE SKILLS

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

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 PRACTICAL 1
BASIC AND ADVANCE SKILLS

4.1.1 STICK, HAND & EYE COORDINATION

Introduction to the stick and ball

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

Basic Grip

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

Left hand at the top of the stick.

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

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

Stick, Hand, eye Coordination

Right hand at the top of the stick.

Right hand halfway down the stick.

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

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

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

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

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4.1.2 MOVING WITH THE BALL

(a) Vision Run

Keep the same basic grip.

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

Both arms should be slightly bent.

Knees bent,

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

Stick behind the ball and touching the ground.

Head up vision.

Or Scan run

(b) Tap Dribble

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

(c) Indian Dribble

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

Basic Grip.

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

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

Use short and long drags.

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

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(d) One- handed open side.

One- handed grip.

Keep the stick in contact with the ball.

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

This upright posture gives good vision for frequent scanning.

(e) One – handed reverse side.

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

(f) Left hand dribble

Used in conjunction with open-face dummy.

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

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

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

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

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

(g) Jinking

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

(h) Spin Off

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

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4.1.3 PUSH

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

Place the left hand at the top of the stick.

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

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

(b) Right to left leg push

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

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

(c) Reverse stick Push

Assume a side-on stance, with shoulders pointing in the direction is to be ball

to be pushed.Feet about shoulder width apart, knees bent. Step in the
direction the ball is to be pushed , planting left foot on that line. Transfer
weight from back foot to front foot.

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

4.1.4 STOPPING

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

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

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(b) Front Stick horizontal stop

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

(c) Reverse stick Upright stop

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

(d) Flat two-handed

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

(e) Flat one-handed

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

(f) Aerial

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

g) Bouncing ball

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

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4.1.5 HIT

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

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

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

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

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

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

(d) Reverse Stick Upright Hit

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

(e) Reverse stick hit – off the dribble

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

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(f) Reverse sweep hit

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

(g) Long –handed Slap Hit

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

(h) Tap Hit

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

4.1.6 SCOOP

(a) Right Scoop

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

(b) Left Scoop

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

4.1.7 FLICK

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

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4.1.8 BASIC TACKLING

(a) Lunge

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

(b) Jab

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

c) Reverse Tackle

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

4.1.9 PASSING

Hockey is essentially a passing game. Never dribble if a pass to a better

position is possible. Any type of stroke may be used in passing. The ball may
be passed in any direction along the ground. Passes should be accurate and
go directly to player or just in front of a player moving forward and quick to
avoid interception. LEADING is very important (running into space without
Possession of the ball)

a) Square

To maintain an uninterrupted forward attack. Is a hard pass from one player

to another .The ball travels from stick to stick

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b) Through

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

(c) Diagonal

To surprise the opponents and for switching play.

(d) Back

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

(e) Wall

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

4.1.10 ADVANCE SKILLS

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

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

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

iv) Goal Scoring skills near the G.K

Too numerous and varied to describe in detail.

v) Deflections – the ball is played first time

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

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

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 PRACTICAL 2
4.2 DRILLS RELATED TO BASIC AND ADVANCE
SKILLS

4.2.1 STICK , EYE , BALL COORDINATION

Juggling and coordination activities.

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

4.2.2 MOVING WITH THE BALL

(a ) Vision Run

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

(b)Tap dribble

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

(b) Indian Dribble

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

(c) One handed open side

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

(e) One handed reverse side

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

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

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

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

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

The ‘ball-carrier’ pulls the ball with forehand from right to left, dribbles to the
waiting player on the other side. After receiving the ball this player pulls the ball
also with forehand from right to left and continues like before!

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Both players starting with the dribbling to the ‘coin-goal’, pulling the ball from the
left coin to the right one, continuing the dribbling to the next ‘coin-goal’ and
pulling the ball from the right to the left coin before they continue with the
dribbling and finishing with the hit through the ‘coins’ to the next player!

The player with the ball dribbles to the bar and pulls the ball with the reverse to
his right and lifts the ball over the bar and controls the ball before he dribbles to
the next bar.
The second pull will be with forehand from right to the left and lifts the ball with
the reverse over the bar and continues dribbling and pass to the waiting player!

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The player dribbles with the ball to the bar and pulls the ball either from the left to
the right (‘reverse pull’) or from the right to the left (‘forehand-pull’) and lifts the
ball over the bar. After controlling the ball he passes the ball with a flat flick over
the bar to the receiving player. After that the other player starts with the same
procedure.

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

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The same exercise will be done in the opposite direction!

The player dribbles in the middle of the first ‘Coin-goal’, leaves the ball there,
sprinting to the right coin back to the ball and continues dribbling to the left coin
before he continues the same procedure with the second ‘coin-goal’!
The second player starts the exercise, when the first player finished the first
‘coin-goal’!

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Same exercise like before!
The dribbler leaves his ball in the middle of the coins and sprinting to both coins
before he continues the dribbling to the next ‘Coin-goal’!

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

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

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

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

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Dribbling to the left, reverse-pull and lifting the ball with forehand over the bar into
space, ball control and a dribbling follows.

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

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4.2.3 PUSH AND STOP

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

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

4.2.4 HITS

• Hitting around the Grid.

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

Work on pairs . 10 m distance. Collect 4 markers. Set up your markers( goals) 2

m apart in the grid space. Take it in turns to try and score a goal or to stop the
shot of your opponent.

4.2.5 SCOOP and FLICK

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

distance

4.2.6 TACKLE

• In pairs . 3 cones distance of 1 meter apart. The one who tackles stands at
one side of the cone. Start with Lunge and then Reverse. For the jab the
person who tackles stands 1m behind the 3 cones which are parallel . If the
player comes into the right side he gives the jab by bringing the left foot
forward.(vice versa)
• In pairs. Free space . Work slowly through each tackle.
• Tackling practice on the Grid.

Groups of four. Grid 20 m x 5 m . No 1 is the person who tackles and stands in

the middle. 2,3 & 4 take turns to dribble past 1. 1 applies tackle. If successful
pushes the ball to 3 and so on. If unsuccessful, 2 scores a point.

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

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

The player with the ball dribbles with the ball in his position! The ‘off the ball-
player’ tries to jab the ball out of dribbler’s control.

He also uses the ‘jab-dummy’.

After 3 successful jabs the two players are changing.

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

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4.2.7 PASSES

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

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

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

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

The exercise will be continued from the following players!

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

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

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 PRACTICAL 3
4.3 MINI GAMES RELATED TO BASIC SKILLS

The Importance Of Small Games And

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

Challenge In Training
• Can be….
– Learn a skill
– Use a new tactical advice
– Improve personal running time
• BUT nothing is more interesting THA&…
THA&….COMPETI&G with your team mate
– Who is FASTER…
FASTER….?
FITTER…
FITTER….?
STRO&GER…
STRO&GER….?
– And who is a better
DRIBBLER…
DRIBBLER….?
DEFE&DER…
DEFE&DER….?
– Who scores many
GOALS…
GOALS….?
Unbeatable DEFE&DER…
DEFE&DER….?
Strongest GOALKEEPER…
GOALKEEPER….?

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 Why Training
• To show coach and team mates his STRE&GTH
• To be SELECTED for the next match
• Fighting for his DREAM POSITIO&
• Can BEAT a goal keeper by dribbling / passing / hits / hit dummy /
flicks
• Changing skill and material… shot at goal is much HARDER …
• To be more CO&FIDE&T with the ball / skillful
• To WI& 1 vs.1 as an attacker / defender
• To WI& the skill competition
• To be in a WI&&I&G TEAM
• FI&ALLY….Player gets his “REALIZATIO&”
FI&ALLY… REALIZATIO&”
– FORGET his troubles..studies..families..jobs..friends..
– Makes the player to be HIMSELF…
HIMSELF….

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

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 What Can Be Achieved
• Game makes a player to FORGET about the hard work

• Plays without pressure…relaxed…encouraged to try out

new things…

• Less players and smaller fields >>>HIGH

HIGH I&TE&SITY

• A Haa….experience
Haa (SUDDE&
SUDDE& I&SIDE)
I&SIDE

• GAME SITUATIO&…
SITUATIO&…

What A Coach Might Say

• “Not enough players in training, so training OFF….”

• “&O TRAI&I&G”…
– a normal hockey player will be disappointed and don’t understand.

• Coach says,
– “It’s raining today”….so, training is OFF

• Player says,
– “What happens when it rains during a match ?”
– “How heavy and long it must rain before the training is CALLED OFF ?”

• A SERIOUS and AMBITIOUS coach,

– “Training is &EVER OFF”
– At least you have 1 player
– It doesn’t rain like stones

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4.3.1 STICK, EYE , BALL COORDINATION

• Play Ping pong bouncing the ball between players ( singles).

• Doubles Ping Pong( rules)
• Doubles tennis ( rules)
• Facing a wall . Application of Squash rules. Single and doubles

4.3.2 MOVING WITH THE BALL DRIBBLE, VISION RUN AND SCAN

• Ice hockey – 1 vs 1. Two cones as goal. Distance of cones 10 m. Start with a

bully
• Ice hockey – 2 vs 2 . Distance of cones 10m. Two goal mouth. Bully

4.3.3 PUSH and PASSES

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

4.3.4 TACKLES

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

4.3.5 HIT

¼ of Hockey field. Rectangular. 2 cones indicate the middle. 6 vs 6 . One team

on one side. Hitting Competition. The team will gain 1 point if the Ball passes the
back line.
Variations.

4.3.6 For all the Skills

• Mickey Game . ¼ Field 6vs 6

• Bambino Hockey ½ Field 8 vs 8

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4.3.7

What Can I Do With 1 Player

• There are many individual exercisers and challenge
– Hit a long ball into empty goal
– Flick a ball further than last time
– Meet the goal from different angles

• Compete with YOURSELF to improve your level…

• Work with ball machines…

– Stopping….PC postman….
– Receiving (running / standing position)

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 2 Players On Training
• More Interesting
– All individual competitions in a direct challenge

– 1 vs. 1 competition

– Single result in a different task

– Total result (after a battery of exercises / hockey circle)

– Overall winner

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 3 Players On Training
• More options…More rest…More fun…

• Competition from individual plan

• More possibilities for game situation

• Watch the timing…play and rest

• With Goal keeper is more game situations

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 4 Players On Training
• GROUP tactical aspect

• Individually play and count

• The SMALLEST team is 2 vs. 2

– Highly challenging game
– Give ‘n’ Go
– 2 vs. 1
– Double Team

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 5 And More Players
• Situation more COMPLEX
• MORE OPTIO&S for game situation
• OUT&UMBERED situations
• More TACTICAL for Goal keeper
• SCORI&G and REBOU&D and skills
• PC competition
– 1 pusher
– Team A (1 stopper….1 hitter / flicker)
– Team B (1 stopper ….1 hitter / flicker)
– 1 / 2 goalkeepers

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 PRACTICAL 4
4.4 BASIC GOALKEEPING

4.4.0 Tips for young goalkeepers

To optimize performance, it’s effective to have all goalkeepers play a different

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

4.4.1 Selecting a Goalkeeper

Factors to consider in selecting a goalkeeper:

• Height
• agile
• brave
• good footwork

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Goalkeeper’s Equipment

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

Basic Stance

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

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

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Covering Angles

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

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

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4.4.2 Saving

Single Leg Save

• Stand in ready position (HOKOA)

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

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Double Leg Save

• Never loose sight of the ball at any time

• Bend your head towards the ball – head should be ON the ball as it
impacts your foot
• Recover back to basic stance and face the direction the ball went to foil
any counter attacks from that direct

4.4.3 Kicking

• Keep eyes on the ball

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

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Kick with inside of the foot

4.4.4 HAND SAVE AERIAL BALL

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4.4.5 HAND SAVE PROPELLING THE BALL TO THE SIDES

4.4.6STICK SAVE AERIAL BALL

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4.4.7STICK SAVE GROUNDER BALL

4.4.8SLIDING TACKLE

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4.4.9 P.C HIT SAVE

4.4.10STUNT FOR A PENALTY STROKE SAVE

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 PRACTICAL 5
4.5 PENALTY CORNER ATTACK AND DEFENCE
4.5.1

ATTACK

PUSH OUT / INJECTION

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

TRAPPING THE BALL OUTSIDE THE CIRCLE - TRAP

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

SHOT AT GOAL

Quick shot. To be able to hit the ball with maximum speed.

OR
DRAG FLICK
OR
SET PIECES – DEFLECTIONS

DEFENCE

FIRST RUNNER

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

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

GOALKEEPER

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

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COVER MAN

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

POST MAN

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

DEFENDERS BEHIND THE CENTRE LINE

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

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 THEORY 4
4.6 MULTILATERAL GAMES
4.7 MINOR GAMES
4.8 INDOOR HOCKEY
4.9 TACTICS

4.6 MULTILATERAL GAMES

INTRODUCTION

Children in the initiation stage ( 6 t0 10 years old) should participate in low-

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

GAMES

Movements related to hockey:

a) One touch Rugby ( Modification of Australian Rugby)

b) Hand Ball.
c) Cricket / Soft Ball
d) Basketball
(e) Chess.

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4.7 MINOR GAMES

Minor Games

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

Objectives

• Instill basic fundamentals of the game in game situation

• Improve a player’s ability to read a game by developing concentration,
anticipation in game situations
• Sustain interest : fun and enjoyment
• Develop co-operation and team coordination
• Teach rules of the game
• Achieve ‘hidden learning’
• Help develop quick thinking and decision making

Factors to consider

• Good organization (to avoid disruption)

• Explanation: short, clear and simple
• Variety: challenging and interesting
• Short and effective
• Conditioned games : conditions are imposed to achieve a desired goal

Types of Minor Games

Depends on the objective we want to achieve

Coach’s Role

• Observe and correct

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

Coaches can explain by:

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

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4.8 INDOOR HOCKEY

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

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

DON’T’S

1. NO HITTING- HIT , TAP HIT , SLAP HIT, REVERSE HIT.

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

DO’S

1. ONLY PUSHES ARE ALLOWED WITHIN THE PLAYING

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

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4.9 TACTICS

Definition of Tactics

It is a system, science or art of movement in the presence of an opponent /

opponents so as to gain an advantage over your opponents

Factors To Consider

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

• the strengths and weaknesses of your opponents

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

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

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 UNIT 5

THEORY 5
INTRODUCTION TO COACHING

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INTRODUCTION
Even experienced coaches remember their first day ‘on the job’. What helped them
through the dilemma? They had considered why they were there and what coaching was
all about. They had a philosophy of coaching. A philosophy is a set of guidelines to
govern our actions. It comes from:

* ideas formed from our experiences

* opininons gained from the knowledge we gather
* our hopes for the future

Developing a successful coaching philosophy is based on:

* knowing why you coach

* knowing why athletes participate
* considering the opinions of others
* developing a set of personal guidelines on how you will operate as a coach

Your coaching philosophy is the foundations on which all your knowledge about sport
science, management, techniques and tactics will be built and also how you use this
knowledge.

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5.1 YOUR PERSONAL OBJECTIVES

Why coach?

Why have you decided to take on coaching? Do your reasons make your role
easier or harder?

Consider the following reasons for coaching provided by a group of coaches:

• ‘I want to contribute to the overall growth of other people’
• ‘I have a good time when I’m coaching’
• ‘I like the recognition’
• ‘I want to be known as a winning coach’
• ‘I like to see others having a good time’
• ‘I like to help others’
• ‘I like the sense of control I get from coaching’
• ‘I like to see the players improve’
• ‘It makes me feel I’m doing something worthwhile’
• ‘I like to put something back into sport.

For each coach, the above reasons will take on more or less emphasis. This in
turn will deremine how much time the coach devotes to performing the various
roles assighned to coaching. Where do you fit in?

5.2 YOUR COACHING STYLE

Regardless of what jobs you will be expected to undertake as a coach, how you
carry out those jobs may determine your ultimate success. A coach’s style will
quickly be noticed by atheletes and this can be either a help or a hindrance.
Several styles of coaching have been identified.

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5.2.1 AUTHORITARIAN COACH (THE DICTATOR)

The authoritarian-type coach is very strict. They punish frequently and

while there is good team spirit when the athlete or side is winning,
dissension can occur when losing. The authoritarian has the personality
to handle being’hated’ in order to have respect.

5.2.2 SUBMISSIVE STYLE (THE BABYSITTER)

Coaches who adopt the submissive style make as
few decisions as possible. It is a throw-out-the-ball-
and-have-a-good-time approach. The coach
provides little instruction provides minimal
guidance in organizing activities and resolves
discipline problems only when absolutely
necessary. Coaches who adopt this style either
lack the competence to provide instruction and
guidance is too lazy to meet the demand of their
coaching responsibilities, or they are very
misinformed about what coaching The submissive
style coaches merely a babysitter-and often a poor
one at that.

5.2.3 COOPERATIVE STYLE (THE TEACHER)

Coaches who select the cooperative style share decision making with
athletes. Although they recognize their responsibility to provide leadership
and guide young people toward achieving the objective set forth,
cooperative style coaches also know that youngster cannot to make
decisions.

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5.2.4 BUSINESS- LIKE COACH
The business- like coach is not very people oriented. They are keen on
seeing the job done and expect 100 per cent effort at all times

5.2.5 “NICE- GUY “ COACH

Atheletes sometimes take advantage of the nice-guy coach’s
personable,cooperative nature. They get on well with atheletes of similar
temperament who are likely to already be self-disciplined.

5.2.6 INTENSE COACH

The intense coach can easily transmit anxiety through their ‘uptight’
attitude. They are usually focused on the quality of performance and
results.

5.2.7 ‘EASY- GOING’ COACH

The easy-going coach is one who is casual or submissive and who gives
the impression of not being serious.

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 Although there are advantages and disadvantages to all styles,all of these
coaches can be successful. However, all coaches have a natural
approach which will be a mixture of the above styles. Coaches must
realize that their natural style may need to be adapted to suit their
coaching circumstances.

An examination of the advantages and disadvantages of the above styles will

help in that adaptation. For example, the authoritarian coach would not be
suitable for performers who need encoueragement during the development
stages. Conversely,the nice guy coach would have some rael problems in
coaching a senior team towards a premiership.

Certainly, coaches will come across as false if they pretend to be a style of

coach that does not suit them. However, there will be times when some of the
above techniques will be incorporated into every coach’s personal style.

One features that must always be present, and which requires no adaptation,
is the need to be positive and encouraging at all times.

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 THE RESPECTED COACH

The respected and effective coach will:

• instill the highest desirable ideals and character traits into their players
• be enthusiastic and show enjoyment of the task of coaching
• be self-confident, assertive, consistent, friendly, fair and competent
• have sense of humour
• have a thorough knowledge of the rules, techniques and tactics of the sport
• be able to deal with initial treatment of minor injuries, thus a basic
understanding of first aid is reguired
• be dressed appropriately to suit the session being conducted
• be an appropriate role model for the atheletes to follow
• have the responsibility of maintaining discipline throughout the session
• be very oraganised, not only for each session but for the week, the month
and the year
• be able to justify, if necessary, why things are being done, or be”big
enough”to ask for suggestions when not sure.

5.3 THE COACH’S SKILLS

A coach must have a number of basic skills to function effectively.

Besides having good knowledge of the sports science, sport management, and
techniques and tactics. They must have a knowledge of the sport and an
understanding of coaching techniques. The coach must be able to:

organise

observe

analyse

communicate

improve performance

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ORGANISING
A coach’s ability to organize efficient and effective practices, as well as organize
atheletes during competition, is essential. Organising is based on knowledge and
planning.

OBSERVING
Observation provides the information on which the coach will base changes to
the program and what the invidual atheletes needs.

ANALYSING
Coaches are continually observing performances. They compare what is being
done to what should be done. A coach’s ability to observe and analyse will
improve as they become more proficient and each evaluation will help the coach
advance.

COMMUNICATING
The coach’s ability to improve performance depends to a large degree on their
ability to communicate. Two ways is the best.

IMPROVING PERFORMANCE
Improving performance is the major role of coaches(but not the only role). The
advice and guidance of the coach are essential parts of improving performance.
The coach will also make adjustments to training programs, add new elements
and continually evaluate performance.

THE ROLE OF THE COACH

The effective Coach:
- makes children feel comfortable and happy with training sessions and games
- aims to improve the quality of the experience for each child
- is concerned about the relationships formed with each child and between
children
- provides accurate technical information to the children to help them improve
their performance
- is able to relate to all groups of people involved in the
sport(parents,officials,visiting teams%)

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 - is aware that there are many styles of coaching and that children respond in
different ways.
- Preparing a coaching paln and adhering to it during the season

CHARACTERISTICS OF GOALS
1. MEASURABLE
Goals should be measurable. For example:
• each player will get equal time in games over the season
• the team will finish higher in the league than last year
• players will better their score on a skill circuit
• atheletes will better their times by 10%.

2. OBSERVABLE
Some goals are easily seen, such as scores, times, skill drills, but even the more
abstract goals such as “enjoyment” or ‘keenness’ can be observed by watching
the faces of the atheletes.

3. CHALLENGING
Goals should challenge atheletes and inspire them to improve.

4. ACHIEVABLE AND BELIEVABLE

While goals should challenge, they should also be realistic.

5. SHORT TERM AND LONG TERM

An athelete is mor likely to believe that a program goal ( long term) can be
achieved if it is broken into easier goals along the way ( short term).

BILL OF RIGHTS FOR CHILDREN’S SPORT

All children have the right to:
- participate in a wide range of sports
- participate at level commensurate with each child’s maturity and ability
- qualified adult leadership
- paly as children and not as adults
- share in leadership and decision –making roles
- participate in safe and healthy environments
- proper preparation for participation in sports
- an equal opportunity to strive for success
- be treated with dignity
- have fun in sports

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CHILDREN’S ATTITUDES TO SPORT
- don’t yell so much
- teach us more
- give us more involvement
- let us express ourselves more
- don’ have favourites
- encourage more
- to play as well as you are able
- to have fun
- to be fair
- to beat your opponent
- all members in ateam should have an equal opportunity to play in matches
- it is more important for all members of a team to play than for a team to win
- learning to play the game is more important than winning

“The key to wether children”s sports are opportunities for learning to cope with
stress or not is dependent upon the objectives set by parents, coaches and
administrartors”

Your Coaching Philosophy

Deciding within what limits the coach is prepared to strive for program goals completes
the quest for a coaching philosophy.

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 5.3 COACH’S CODE OF ETHIC
1 Respect the rights,dignity and
worth of every human being
2 Ensure the athletes time
spent with you is positive
experience
3 Treat each athlete as an
individual
4 Be fair, considerate and
honest with athletes
5 Be professional and accept
responsibility for your actions
6 Make a commitment to
providing a quality service to
your athletes

SC / MHF 2008
Within the context of the activity,treat everyone
equality regardless of sex,disability,ethnic origin
or religion.
All atheletes are deserving of equal attention and
opportunities
Respect the talent,development stage and goals
of each athlete
Help each athlete reach their full potential
Display high standards in your
language,manner,punctuality,preparation and
presentation.
Display control, respect,dignity and
professionalism to all involved with the sport-this
includes
opponents,coaches,officials,administrators,the
media,parents and spectators
Encourage your athletes to demonstrate the
same qualities
Maintain or improve your current National
Coaching Accreditation
Seek continual improvement through
performance appraisal and ongoing coach
education
Provide a training program which is planned and
sequential
Maintain appropriate records
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7 Operate within the rules and
spirit of your sport
8 Any physical contact with
athletes should be:
• appropriate to the
situation
• necessary for the
athlete’s skill
development
9 Refrain from any form of
personal abuse towards your
athletes
10 Refrain from any form of
harassment towards your
athletes
11 Provide a safe environment
fot training and competition

SC / MHF 2008
The guidelines of national and international
bodies governing your sport should be
followed.Please contact your sport for a copy of
its rule book, constituition,by-laws, relevant
policies,for example, anti-doping policy, selection
procedures,etc.
Coaches should educate their atheletes on drugs
in sport issues in consultation with National
Sports Institute
This includes verbal,physical and emotional
abuse
Be alert to any forms of abuse directed towards
your athletes from other sources while they are in
your care
This include sexual and racial harassment, racial
vilification and harassment on the grounds of
disability
You should not only refrain from initiating a
relationship with an athlete but shoul also
discourage any attempt by an athlete to intiate a
sexual relationship with you, explaining the
ethical basis of your refusal
Ensure equipment and facilities meet safety
standards
Ensure equipment,rules, training and the
environment are appropriate for the age and
ability of the athletes
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12 Show concern and caution
towards sick and injured
athletes
13 Be a positive role model for
your sport and atheletes
Provide a modified training program where
appropriate
Encourage athletes to seek medical advice when
required

5.4 Coaching Skills

As good coach you are required to develop many skills including the following:
• Know how to communicate effectively with your athletes.
• Understand the learning process and training principles.
• Understand and implement appropriate teaching methods.
• Understand the various coaching styles.
• Understand the capabilities of growing children.
• Advise athletes on Safety Rules.
• Understand the cause and recognize the symptoms of over training
• Understand how to reduce the risk of injury to your athletes.
• Prepare training programmers to meet the need of each athlete.
• Assist athlete to develop new skills.
• Use evaluation test to monitor training progress and predicting performance.
• Advise athlete on their nutritional needs.
• Advise athlete on relaxation and mental imagery skills.
• Advise athletes on the use of legal supplements.

A coach will also find the following roles useful:

• Advisor – Advising athletes on the training to be conducted and suitable kit and
equipment.
• Assessor – Assessing athlete’s performance in training and in competition.
• Counselor – Resolving emotional problems on the basis that sharing anxieties can
be both relieving and reassuring.
• Demonstrator – Demonstrate to the athletes the skill you require them to perform,
to achieve this it is important that you also keep it.

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 • Friend – Over the years of working with an athlete a personal relationship is built
up where as well a proving coaching advise you also become some one, a friend
who they can discuss their problems or share their success with. It is important to
keep personal information confidential because it you do not then all respect the
athlete had for you as a friend and coach will be lost.
• Facilitator – Identify suitable competitions for them to complete in to help them
achieve their overall objectives for the year.
• Fact finder – Gathering data of national and international results and to keep
abreast of current training techniques.
• Fountain of knowledge – This may be part of the advisor role that you will often be
asked questions on any sporting events, events that were televised, diet, sports
injuries and topics unrelated to sports.
• Instructor - Instructing athletes in the skills of their sports.
• Mentor – When athletes attend training sessions you are responsible, to their
parents and family, for ensuring that they are safe and secure. You have to monitor
their health and safety whilst training and support them should they have any
problems or sustain ant injury.
• Motivator – Maintain the motivation of all athletes the whole year round.
• Organizer and planner – Preparation of training plans for each athlete and organize
attendance at meetings and coaching clinics.
• Supporter – Competition can be very nerve racking experience for some athletes
and often they like the coach to be around to help support them through the
pressures. Roles of a “friend” and perhaps “counselor” come in there to.

5.4.1 Communication Skills

Communication is an art of successfully sharing meaningful information with people by

means of an interchange of experience. Coaches wish to motivate athletes they work
with and to provide them with information that will allow them to train effectively and to
improve performance. Communication from coach to athlete will initiate appropriate
actions. This however, requires the athlete to not only receive the information from the
coach but also to understand and accept.

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Frequently asked questions:
• Do I have the athlete’s attention?
• Has the athlete understood?
• Does the athlete believe what I am telling him / her?
• Does the athlete accept what I am saying?
• Am I explaining myself in an easily understood manner?

5.5.2 Non-verbal Messages

It may appear that face-to-face communication consists of taking it in turns to speak.

While the coach is speaking to the athlete is expected to listen and wait patiently until
the coach finishes. On closer observation, it can be seen that people resort to a variety
of verbal and non-verbal behavior in order to maintain a smooth flow of communication.

Such behavior includes head nods, smile, frown, bodily contact, eye movements,
laughter, body posture, language and many other actions. The facial expressions of the
athletes provide feedback to the coach. Glazed or down turned eye indicates boredom
or disinterest as does fidgeting. Fully raised eyebrows signal disbelief and half raised
indicates puzzlement. Posture of the group provides a means by which their attitude to
the coach may be judged and act as pointer to their mood. Control of a group demands
that a coach should be sensitive to the signals being transmitted by the athletes. Their
faces usually give good indication of how they feel, and a good working knowledge of
the meaning of non-verbal signals will prove invaluable to the coach.

5.5.3 Communication Blocks

Difficulty in communicating with an athlete may be due to a number of reason or issues

as the following:
• The athlete’s perception of something is not the same as yours
• The athlete may jump to a conclusion instead of working through the process of
hearing, understanding and accepting
• The athlete may lack the knowledge needed to understand what you are trying to
communicate
• The athlete may lack motivation to listen to you or to convert the information
given into action

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 • The coach may have difficulty in expressing what he want to say to the athlete
• Emotions may interfere in the communication process
• There may be a clash of personality between you and the athlete

These blocks to communication were both ways and the coaches need to consider the
process of communication carefully.

5.5.4 Effective Communication

Before communication with an athlete, coaches should consider:

• WHY they want to communicate
• WHO they wish to communicate with
• WHERE and WHEN the message or instruction be best delivered
• WHAT is it that they want to communicate
• HOW they are going to communicate the information

Effective communication contains six elements:

• CLEAR - Ensure that the information is presented clearly
• CONCISE - Be concise, keep it short and sweet
• CORRECT - Be accurate, avoid giving misleading information
• COMPLETE - Give all information and not just part of it
• COUTEOUS - Be polite and non-threatening, avoid conflict
• CONSTRUCTIVE - Be positive, avoid being critical and negative

5.5.5 Be Positive

When the coaches provide information to the athlete which will allow him or her to take
actions to effect change it is important they provide information in a positive manner.
Look for something positive to say first and then provide the information that will allow
the athlete to effect a change of behaviour or action.
Coaches should:
• Develop their verbal and non-verbal communication skill
• Ensure that they provide positive feedback during coaching sessions
• Give all athletes in their training group equal attention
• Ensure that they not only talk to their athletes but to listen to them as well

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Improved communication skills will enable both athlete and coach to gain more from
their coaching relationship.

5.5.6 Skill Development (Learning Process)

When we choose to move, the action is controlled by the conscious brain using a
collection of learned movements. For the movement to progress successfully the brain
requires feedback (information that tell the shape of the body, the speed of movement
and direction of its actions). This information is provided by the senses of sight (visual),
sound (audio), touch and feeling from muscles, joints and balance (kinesthetic). The
brain then uses the feedback to determine any appropriate corrective based on the
learned movement.

The teaching of a new skill can be achieved by various methods:

• Verbal instructions
• Demonstration
• Video
• Diagrams
• Photo sequences

5.5.7 The Learning Process

There are three stages to learning a new skill:

• Identification and development of the component parts of the skill
• Linking the component parts into smooth action
• Developing the learned skill so it becomes automatic

The learning of physical skills requires the relevant movements to be assembled

component by component, using feedback to shape and polish them into smooth action.
Rehearsal of the skill must be done regularly and correctly.

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5.5.8 Technique Drills

Appropriate drill should be identified for each athlete to improve specific aspect of
technique or to correct faults. Drills should not be copied slavishly but should be selected
to produce a specific effect.
Drills used must be correct for the required action and should be the result of careful
analysis and accurate observation.

5.5.9 Assessing Performance

Comparing visual feedback from athlete’s movement with the technical model to be
achieved. Athletes should be encouraged to evaluate their own performance. In
assessing the performance of an athlete, consider the following points:
• Is the direction of the movement correct?
• Is the rhythm correct?

It is important to ask athletes to remember how it felt when correct examples of

movement are demonstrated (kinesthetic feedback).
Appropriate checklist or notes can be used to assist coaches in assessment of an
athlete’s technique.

5.5.10 Defects

Having assessed the performance and identified that there is a defect or fault; you need
to determine why this happening is. Defect or faults can be caused by:
• Incorrect understanding of the movement by the athlete
• Poor physical abilities
• Poor co-ordination of movement
• Incorrect application of power
• Lack of concentration
• Inappropriate clothing or footwear
• External factors – weather conditions

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5.5.10 Teaching Methods

As a coach, you will require to facilitate the learning of new technical skills by your
athletes. To achieve this, you will need to develop your knowledge of the learning
process (skill development) and the various teaching methods.

5.5.11 Whole and Part Instructions

The whole method of instruction presents the learner with large items of information
immediately, e.g. the whole high jump technique. Part instruction teaches the technique
in smaller components, e.g. take off leg action, arm action.

No one method is suitable to all occasions, but studies have shown that:
• Simple skills (and perhaps simple is relative to each individual) benefit from the
whole method
• Skill of intermediate difficulty benefit from part method
• Difficult skills are best dealt with by oscillating between part and whole fundamental
component has completely stabilized.

5.6 COACH’S CODE OF ETHICS AGREEMENT

Recent increase in allegations of unethical and criminal behavior by coaches around the
world has led to many sports councils or bodies to set behavioral standards for coaches,
including mechanisms for disciplining coaches who breach the code of ethics. The
coaches on the coaching database of Malaysian Hockey Federation(MHF) and Majlis
Sukan Negara Malaysia(MSN) are required to abide by this code of ethics, as well as to
meet the required competency standard.

To implement this process, Malayasian Hockey Federation and Majlis Sukan Negara
Malaysia has introduce and agreement and agreement form, requiring each coach to
agree in writing, to abide by their Coach’s code of ethics.

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5.6.1 Coach’s code of ethics agreement policy

The Malaysian Hockey Federation and Majlis Sukan Negara Malaysia is committed to
provide a safe sporting environment in which the principles contained within the coach’s
code of ethics are respected and promoted. The Malaysia Hockey Federation and Majlis
Sukan Negara Malaysia believe that the behavioral standards within the coach’s code of
ethic will guide the communications and action of all coaches within the National
Coaching Accreditation Scheme- Hockey.

To formalized the coach’s code of ethics agreement for registration with MHF and MSN,
coaches whishing to become registered will be required to sign a coach’s code of ethics
agreement form ( as attached).

This form will require coaches to:

• Agree to abide by MHF / MSN code of ethics
• Acknowledge that MHF / MSN may take disciplinary action against them if they
breach the code of ethics (in the event of an allegation, MHF /MSN will
implement a complaint handling procedure in accordance with the principles of
natural justice).
• Acknowledge that disciplinary action against them may include registration from
the National Coaching Accreditation Scheme- Hockey
• Coaches are also required to sign the coach’s code of ethics agreement form
when they update their registration.

Code of ethics is organized around four ethical principles:

a. Respect for athletes / participants
b. Responsible coaching
c. Integrity in relationship
d. Honoring Sports

5.6.2 Respects for athletes / participants

The principles of respect for athlete / participants challenge coaches to act in a manner
respectful of the dignity of all athletes / participants in sport. Fundamental to this
principle is the basic assumption that each person has value and is worthy of respect.

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Acting with respect for athlete / participants means that coach:
Do not make some athlete / participants more or less worthy as persons than others
on the basis of gender, race, place of origin, athletic potential, color, religion, socio-
economic status, age or any other conditions.
Have a responsibility to respect and promote the rights of all athlete / participants.
This is accomplished by establishing and following procedures for confidentiality
(rights of privacy); informed participation and share decisions making (and self-
determination- athlete’s right); and fair and reasonable treatment (right to procedural
fairness). Coaches have a special responsibility to respect and promote the rights of
participants who are vulnerable or dependent positions and less able to protect their
own rights.
Interact with others in a manner that enables all athlete / participants in sports to
maintain their dignity.
Build mutual support among fellow coaches, officials, athletes and their family
members.
In being faithful to the principles of respect for athlete / participants, coaches would
adhere to the following ethical standards;

Respect
• Threat all / participants in sports with respect at all times.
• Provide feedback to athletes and other participants in a caring manner that is
sensitive to their needs, e.g. focus critics on the performance rather on the
athlete.
• Respect the area of expertise, experience and insights of others in sports by
considering carefully their opinion.
• Do not engage publicity (e.g. statements, conversation, jokes, presentations,
media reports) in demeaning descriptions of others in sports.
• Be discreet in non-public conversations about athletes, coaches or other
participants in sports.

Rights
• Recognize athlete’s right to consult with other coaches and advisors.
• Respect athletes as autonomous individual and refrain from intervening
inappropriately in personal affairs that are outside the general accepted
jurisdiction of a coach.

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Equity
• Threat all athlete / participants equitably within he context of their sporting
activities, regardless of gender, race, place of origin, athletic potential, religion,
socio-economic status and any others conditions.
• Use language that conveys respect for the dignity of others (e.g. gender natural)
in written and verbal communications.
• Do not practice, condone, ignore, facilitate or collaborate with any form of unjust
discrimination in sports.
• Ct to prevent or correct practices that are unjustly discrimination.

Empowerment
• Encourage and facilitate athletes / participants ability to be responsible for their
own behavior, performance and decision.
• Respect as much as possible the opinions and whishes of athletes/ participants
when making decision that affect them.
• Give athletes the opportunity to discuss, contribute to and agree with proposals
for training and for performance standards.

Informed participation
• Provide athletes with information necessary for them to be meaningfully involved
in the decisions that affect them.
• Communicate and cooperate with family members, involving them in appropriate
decisions pertaining to an athletes’ development.
• Clarify the nature of coaching services to athletes, parents, family members or
significant others.

Confidentiality
• Determine in consultation with athletes and others, what information is
confidential.
• Keep confidential any information about athlete or others gained through
coaching activities and believed to be considered confidential by those person.
• Share confidential information only with the consent of those requesting
confidentiality or in a way that the individuals involved cannot be identified.
• Exercise discretion in recording and communicating information to prevent this
information from being interpreted or used to the detriment of others.

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 • Clarify and implement measures to protect confidential information e.g. restricting
access to confidential records.

Mutual support
• Encourage a climate of mutual supports among all athletes in sport.

Extended responsibility
• Encourage athletes / participants to respect one another and to expect respect
for their worth as individual.

5.7 RESPONSIBLE COACHING

The principle of responsible coaching carries the basic ethical expectation that the
activities of coaches will benefit society in general and athlete / participants in particular
and will do not harm. Fundamental to implementation of this principle is the notion of
competence – responsible coaching (maximizing benefits and minimizing risks to
athletes / participants) is performed by coaches who are “well prepared and current” in
their disciplines.

Responsible coaching means that coaching means that coaching:

Act of the in the best development interest athletes’ development as a whole person
Recognize the power inherent in the position of the coach.
Are aware of their personal values and how these affect their practice as a coach.
Acknowledge the limitations of their discipline.
Accept responsibility to work with other coaches and professionals in sport.
In being faithful to the principle of responsible coaching, coaches would adhere to the
following ethical standard.

Professional training
• Be responsible for achieving a high level of professional competence through
appropriate training.
• Keep current with relevant information or knowledge, coaching and teaching
skills and research through personal learning projects, discussions, with
colleagues, workshops, courses, conferences etc. to ensure that the coaching
services benefit and do not harm to others.

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Self knowledge
• Evaluate how personal experience, attitudes, beliefs, values, socioeconomic
status, individual difference and stress influence actions as coaches and
integrate this awareness into all efforts to benefit and not to harm others.
• Engage in self-care activities that help to avoid conditions (e.g. burnout,
addictions) that could result in impaired judgment and interfere with the ability to
benefit and not harm others.

Beneficence
• Coach in a way that benefits athletes, removes harm and acts consistently for the
good of the athlete, keeping in mind that the same training, skills and powers that
coaches use to produce benefits for the athletes are also capable of producing
harm.

Coaching limits
• Take the time limits of knowledge and capability into account in coaching
practice; in particular, do not assume responsibilities if insufficiently prepared for
them.
• Recognize and accepting in unsafe when it is appropriate to refer athletes to
others coaches or sport specialists.
• Refrain from working in unsafe or appropriate situations that significantly
compromise the quality of coaching services and the health and safety of athlete.

Athlete’s interest
• Ensure that activities are suitable for all the age, experience, ability and physical
and psychological conditions of athletes.
• Prepare athletes systematically and progressively, using appropriate time frames
and monitoring physical and psychological adjustment.
• Refrain from using training methods and techniques that may harm athletes;
monitor innovative approaches with care.
• Beware of significant pressure in athlete’s lives; e.g. school, family, financial
pressures, and coach in a manner that fosters positive life experiences.
• Consider when making decisions athlete’s future health and well being as
foremost when making decisions about and injured athlete’s ability to continued
participating.

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 • Strive to be fully present, physically and mentally, in the performance of coaching
duties.

Safety
• Ensure that athlete train and perform in suitable and safe setting.
• Make athletes aware of their responsibilities for participating safety in sport.

Sexual relationships
• Be acutely aware of power in coaching relationships and therefore, avoid sexual
intimacy with athletes, both during coaching and during that period following
coaching during imbalance in power could jeopardize effective decision making.
• Abstain from and refuse to tolerate in others all forms of harassment including
sexual harassment. Sexual harassment includes either or both of the following.
o The use of power or authority in an attempt to coerce person to engage in or
tolerate sexual activity. Such uses include explicit or implicit threats of
reprisals for non-compliance or promises of reward for compliance.
o Engage in deliberate or repeated sexual oriented comments, anecdotes,
gestures or touching if such behaviors.
 Are offensive and unwelcome.
 Create and offensive, hostile or intimidating working environment.
 Can be expected to be harmful to the receipt.

Colleagues
• Act towards others coaches in a manner characterized by courtesy, good faith
and respect.
• Collaborate with others coaches and colleagues from related discipline.
• Communicate and corporate with health practitioners in the diagnosis, treatment
and management of athletes’ health related needs.
• Use discretion for resolving dispute with colleagues, e.g. deal with differences of
opinion constructively on a personal basis and refer more serious to appropriate
bodies.

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Extended responsibility
• Encourage others, when appropriate to coach responsibility.
• Recognized and address harmful personal practice of others in sport, e.g. drug
and alcohol addiction, physical and mental abuse, misuse of power.
• Assume responsibility for the actions of the athlete and other supervised
individuals with regard to the principle of responsible coaching.

5.8 INTEGRITY IN RELATIONSHIP

Integrity means that coaches are expected to be honest, sincere and honorable in their
relationship with others. Acting on these values is most possible when coaches posses a
high degree of self-awareness and the ability to reflect critically on how their
perspectives influence their interactions with others.

In being faithful to the principle of integrity in relationships, coaches would adhere to the
following ethical standards:

Honesty
• Explore mutual expectations with athletes in an honest and open manner, giving
due consideration to the age and experience of individual.
• Accurately represent personal coaching qualifications, experience, competence,
and affiliations in spoken and written communications, being careful not to use
descriptions or information that could be misinterpreted.
• Make athletes and others clearly aware of coaching qualifications and
experience.
• Notify other coaches when working with those coaches’ athlete.

Sincerity
• Honor all promises and commitments, both verbal and written.
• Act with enthusiastic and genuine appreciation for sports.

Honor
• Know the support and abide by sports rules, regulations and standards
• Take credit only for the work and ideas actually done or generated and give
credit for work done or ideas contributed by others.

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Conflict of interest
• Do not exploit any relationship established as a coach to further personal,
political or business interests at the expense of the best interests of their athletes
or other participants.
• Be clear about and avoid abusing relationships (e.g. with athletes, assistants,
officials, administrators, board members) and avoid others situations that might
present a conflict of interest or reduce the ability to be objective and unbiased in
the determination of what might be in the best interests of athletes.
• Declare conflicts of interest when they arise and seek to manage them in a
manner that respects the best interest of all those involved.

Self – awareness
• Evaluate how personal experiences, attitudes, values, social context, individual
differences and stresses influence coaching activities and thinking, integrating his
awareness into all attempts to be neutral an unbiased in coaching.
• Recognize and reveal whether personal views are based on facts, opinions,
conjecture, theory, beliefs, etc.

Extended responsibility
The principle of honoring sport challenges coaches to recognize, act on and promote the
value of sport for individuals and team and for society in general. Honoring sports means
that coaches:
Act on and promote clearly articulated values related to coaching and sport.
Encourage and model honorable intentions and actions in their coaching
practice.
Show high regard for and promote the values of sport in Malaysian society and
around the world.
In being faithful to the principle of honoring sport, coaches would address to the
following ethical standards:

Spirit of sport
• Advocate and model the fundamentally positive aspect of sport, e.g. sporting and
human excellence, fair play, honest competition and effort, self-discipline,
integrity, personal growth and development, respect for the body, challenge and
achievement, the joy of movement, and other positive aspects identified by
participants.

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 • Actively seek ways to reduce potentially negative aspects of sports, e.g. winning
at all costs, playing to the letter of the rules at the expenses of the spirit of the
rules, exploiting unfairly competitor’s weaknesses, focusing on sport to the
harmful exclusion of other aspects of athlete’s lives, initiating and supporting
potentially harmful training regimes, and other negative aspects identified by
participants.

Respect for the rule

• Accept both the letter and the spirit of the rules that define and govern sport.
• Actively encourage athletes and others participants to uphold the rules of the
sport and the spirit of such rules.

Respect for officials and others coaches

• Accept the role of officials in ensuring that competitions are conducted fairly and
according to established rules.
• Refrain from abuse personal attacks on officials and others coaches, especially
when talking to the media.

Drug free sport

• Support initiatives that encourage the spirit of sport.
• Actively discourage the use of performance enhancing drugs; support athletes’
efforts to be drug free.
• Refrain from encouraging the use of alcohol and tobacco in conjunction with
athletic events or victory celebrations at playing sites.

Positive role model

• Maintain the highest standards of personal conduct and project a favorable
image of the sport and of coaching to athletes, other coaches, officials,
spectators, families, the media and the general public.
• Project an image of health, cleanliness and functional efficiency in personal
habits and appearance, e.g. refrain from smoking while coaching, and refrain
from drinking alcoholic beverages when working with athletes.

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Responsibility to coaching
• Promote and maintain the highest standards of the coaching discipline.
• Encourage measures to improve the quality and availability of coaches’
professional services.
• Encourage measures that promote education, knowledge development and
research in the field.
• Develop the coaching profession by exchanging knowledge and experiences with
colleagues, athletes, and students by being participants, course facilitators or
master course conductors in courses and internship.
• Uphold the responsibility to coaching by bringing incompetence or unethical
behavior to the attention of appropriate regulatory committees in a manner
consistent with the ethical principles of this code, if informal resolution or
correction of the situation is not appropriate or possible.

Extended
• Encourage athletes and other participants to honor sport responsibility on a
lifelong basis.

5.9.1 POLICY ON THE DEREGISTRATION OF NATIONAL COACHING

ACCREDITATION SCHEME (NCAS)- HOCKEY COACH

The coach’s code of ethics agreement policy requires NCAS registered coaches to
agree to abide by MHF / MSN code of ethics and acknowledge that the MHF /MSN may
take disciplinary action against them if the breach the code of ethics.

5.9.1 Disciplinary actions

The following disciplinary action, singly or in combination, may be applied by MHF / MSN
to coach’s code of ethic:
• A verb apology.
• A written apology.
• A letter of reprimand from MHF and or MSN.
• A fine or levy.
• A referral to counseling.
• A demotion of coaching status.

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 • Deregistration –the withdraw of coaching / officials accreditation for a set or for
life.

5.9.2 Deregistration

The de-registration policy outlines procedures to consider the de-registration of NCAS

coaches who breach the MHF / MSN code of ethics. The handling of complaints must be
implemented in accordance with the principles of natural justice before a coach can be
de-registration. Any system for dealing with complaints should contain the following
basic elements:
• A formal written complaints must be forwarded to MHF / MSN
• A guarantee that complaints will be handled promptly, seriously, sensitively and
confidentially.
• Clear guidelines on investigation complaints in accordance with the principles of
natural justice.
• An appeal mechanism.

5.9.3 The basic principles of natural justice

• A person who is the subject of a complaint must be fully informed of the

allegations against them.
• A person who is subject of a complaint must be given full opportunity to respond
to the allegations and raise any matter in their own defense.
• The allegations should be properly investigated, all parties heard and all relevant
submissions considered.
• Irrelevant matters should not be taken into account.
• A person who makes an allegation cannot be involved in determining its
accuracy.
• The decision makers must act fairly and without bias.

The disciplinary committee would be provided MHF /MSN with all documentation of the
investigation. This is to ensure whether the merits of the complaints have been made
out, and may require the disciplinary committee to provide additional information. If MHF
/ MSN consider that the merits of the complaints have not been made out, it may refuse,
at its absolute discretion, to de-register the coach.

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The MHF /MSN will notify the coach, in writing that the disciplinary committee has
recommended on the type of disciplinary action against them. The coach can appeal
against the decision, in writing within 2 weeks of the notification from MHF / MSN.

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 UNIT 6
THEORY 6
PLANNING

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LESSO& PLA&&I&G

A yearly paln is essential for athletes intending to optimize their development. Atheletes
involved in the lower levels of sports often achieve some success without a yearly paln,
but few will reach their full potential and go on to become elote athletes unless they have
a structured training and competition plan. The yearly paln helps athletes maintain a
balanced lifestyle, prompts the caoach to organize facilities, equipment and transport
well in advance, enables parents and schools to cater for the needs of the sports
participant ( and allow the athletes to oraganise training and competition around school
requirements), and provides an objective parameter which coaches can use to assess
the effectiveness of their program. Two types of pans area important:
1. A plan fot the season.
2. Plans for each practice.

The steps to develop a Seasonal Plan are these:

a) Establish your instructional goals
• Technique
• Tactical
• Legal- Rules
• Physical
• Mental
• Moral

b) Select the subject matter to be taught to achieve each goal.

Example: Technique :- Defensive – Block Tackle, Slide tackle
Moral : - Sportsmanship- Self Discipline/ Fair Play / Honesty/ Loyalty

c) Oragnize this subject matter for instruction.

Example : How many minutes? Technique :- Block Tackling – 10 minutes
Moral :- Fair play – 10 minutes

d) Evaluate Atheletes’ Preseason Skills and Knowledge

It’s not practical to eavaluate all the subject matter you listed for each
instructional goal. Evaluation by Test , observation and by talking.

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e) Plan Practices
Daily Planner. The basic elements of a practice paln are these:
• date
• practice objective
• equipment needed
• practice activities
• warm up
• practice of previously taught skilss
• teaching and practice of new skills
• practice under competitive conditions
• cool-down
• coach’s comments
• evaluation of the practice

A yearly plan should accommodate these phases:

1. Off-season or Transition Phase.
2. Pre-season or Preparation Phase.
3. Pre- Competition Phase
4. In-season or Competition Phase.

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PLANNING A PRACTICE SESSION
1. To plan a practice session the coach needs to evaluate the current skills level of the
atheletes and the resources available, and set achievable goals.
2. Goal setting is an important part of the planning processs. Goals should follow the
SMART principles.
S – Specific
M- Measurable
A – Achievable
R- Realistic
T- Time bound
3. Plan sessions so there is optimal participation, plenty of variety and challenges for all
atheletes
4. Plan to include skill development through games. Skills practiced in game-like
situations will transfer better than skills practiced in isolation.
5. Don’t forget the warm-down. A short warm-down is important to distribute metabolic
wastes, gradually returning physiological responses to resting levels and reducing
the harmful impact of dramatic changes to the body’s activity level.

A SUCCESSFUL PLANNING

EXAMPLE OF A DAY’S TRAINING PLAN

DATE: 9-9 2008

PRACTICE OBJECTIVE: Tactical – offensive spacing of players and attack with
an advantage.
EQUIPMENTS: balls, scrimmage jerseys,cones

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PRACTICE ACTIVITIES:
TIME ACTIVITY KEY TEACHING POINTS DRILLS
10 min Warm up Check attendance; preview Stretching
todays practice and dribbling

Preview todays practice

before the start of the
training session.

30 min Review and practice Proper position;tackle the Partner tackle

Tackling ball, not the player;when to practice;block
Contain and when to tackle
Commit
35 min Teach and practice Dribbler awareness of field Give-and-go;
offensive attack and recognition of situations 2 on 1; 3 on 2
with an advantage getting the defender to
commit;proper spacing
(spread/depth);support
from trailers.
20 min Competitive practice Emphasize skills reviewed
Scrimmage and taught today;have all
players participate.
10 min Conditioning Emphasize speed and Speed dribble
Control.
10 min Cool-down and Check player injury status; Stretching
coaching get feedback and jogging
comments

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 Progression in training is vital

6.1 EXAMPLE OF A DAYS TRAINING SESSION

Time : 2 hours.

1 Briefing of todays training session 5 min

2 Warm-up and stretching 20 min
3 10 min
Demonstration of skills
4 Training and drills 20 min
5 Minor games/ drilss related to game 40 min

situation
6 Warming-down 10 min
7 Evaluation and motivation 15 min
2 hours

TIME MANAGEMENT

* Planning is the essence of time management

* Effective time managers paln every day and every practice session,
concentrate on achievable goals and are unperturbed by the unexpected.
* Classify tasks in order of importance and priority

6.6 TOTAL TRAINING FOR YOUNG CHAMPIONS

TUDOR O. BOMPA , PhD

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6.6.1 MULTILATERAL DEVELOPME&T

It’s important for young children to develop a variety of fundamental skills to help them
become good general atheletes before they start training in a specific sport. This is
called multilateral development, and is one of the most important training principles for
children and youth.

The fact that laboratory research demonstrates that specifity training results faster
adaptation, leading to faster increments of performance, does not mean that coaches
and atheletes have to follow it from an early age to physical maturation. This narrow
approach applied to children’s sports, in which the only scope of training is achieving
quick results, irrespective of what may happen in the future of the young athelete. In
their attempt to achieve the fast results, coaches expose children to highly specific and
intensive training without taking the time to build a good base. This is like trying to build
a high-rise building on a poor foundation. Obviously such construction error will result in
the collapse of the building. Likewise, encouraging atheletes to narrowly focus on their
development in one sport before they are ready physically and psychologically often
leads to problems:
• It can lead to unilateral,narrow development of the muscles and organ functions.
• It can disturb the harmonious physical development and biological equilibrium,
which the prerequisites of physical efficiency, atheletic performance and the
development of a healthy person.
• Over the long term, it can result overuse, overtraining, and even injuries.
• It can have a negative impact on the mental health of the children involved
because of the high stress levels this type of training creates and participation in
many competitions.
• It can interfere with children’s developing socisl relationships, such as failing to
make friends outside sports, because of the many hours of activity associated
with intensive training.
• It can affect the motivation of children, because the program can be too stressful,
boring, and lacking in fun. Often young athletes may quit the sport before they
experience physiological and psychological maturation. Consequently, a young
and talented person may never find out how talented he or she could have
become.

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Multilateral, or multiskill, development is common in Eastern European countries, where
there are sport schools that offer a basic training program. Children who attend these
schools develop fundamental skills, such as running, jumping, throwing, catching ,
tumbling,and balancing. Although the ages will vary from sport to sport,and from
individual to individual, the model demonstrates the importance of progressive
development. The base of the pyramid, which through analogy we may consider the
foundation of any training program, consists of multilateral development. When the
development reaches an acceptable level,atheletes specialize in one specific sport and
enter the second phase of development. The result will be high performance.

COMPARISON BETWEEN EARLY SPECIALIZATION AND MULTILATERAL

DEVELOPMENT

TRAINING PHILOSOPHY
EARLY SPECIALIZATION MULTILATERAL
PROGRAM

Quick performance improvement Slower performance improvement

Best performance achieved at 15-16 years Best performance at 18 and older,

the
because of quick adaptation age of physiological and
psychiological
maturation.

Inconsistency of performance in competitions Consistency of performance in

competitions.

By age 18 many atheletes were burned out Longer atheletic life.

and quit the sport.

Prone to injuries because of forced adaptations Few injuries.

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 SUGGESTED LONG-TERM APPROACH TO SPECIFICITY OF TRAINING

24

22
HIGH
20 PERFORMANCE

18
SPECIALIZED TRAINING
16

14

10 MULTILATERAL
DEVELOPMENT
6

AGE

Throughout the long process of developing champion athletes, children and youth
experience thousands of hours of training and complete exercises and drills many
thousands of times to develop their abilities. If training programs are not closely
monitored and varied, many atheletes will have difficulty coping with the physical and
psychological stresses. Including diverse exercises and developing a range of skills in
the training program at every stage of the development process not only helps atheletes
develop new abilities, but also prevents injury and avoids boredom and burnout.

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SUGGESTED LONG – TERM APPROACH TO SPECIFICITY OF TRAINING
FOR HOCKEY BASED ON THE KNHB APPROACH (HOLLAND)

ELITE GROUP INTERESTED IN HOCKEY

24 Senior National Team National League Teams
Senior National Back Up ELITE Divisiion 1 Clubs
22 Social Hockey

20 Junior National Team National League Clubs

19 National Back Up HIGH PERFORMANCE Junior League Clubs
18JuniorNational Back Up Clubs Div 1,2 & 3

17 National U-16 Junior League

16 State U-16 & 18 INTENSIVE Clubs Div 2 & 3
15 SPECIALIZED TRAINING School Team
( GAME SENSE/STRENGTH/SPEED/POWER)
14 U-14 State School
13 INTRODUCTION TO PRE Team
12 U-12 State TO SPECIALIZED TRAINING
( MORE SPESIFIC SKILLS & GAME SENSE)
11 School DEVELOPMENT HOCKEY TRAINING
10 Team MULTILATERAL
DEVELOPMENT
(MICKEY 6-8 YEARS/BAMBINO 9-10 YEARS/ BAMBINO 11YEARS )
8 FUN HOCKEY
SIMPLE WAY TO LEARN BASIC SKILLS
6 DEVELOPMENT IN SCHOOLS, CLUBS AND STATE ASSOCIATIONS
AGE

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6.6.2 U&DERSTA&DI&G I&DIVIDUAL

CHARACTERISTICS

Every athlete is different with unique personalities, physical charcteristics, social

behaviours, and intelectual capacities. Considering anatomical age, bilogical age and
atheletic age is crucial.

ANATOMICAL AGE
Anatomical age refers to the several stages of anatomical growth that we can recognize by
identifying particular characteristics. Anatomical age clearly demonstrates the complexities
of growth and development. It certainly helps explain why some children develop skills and
motor abilities faster or slower than others do. A child who is better developed anatomically
will learn many skills faster than a child who is less developed.

fig. Boys of the same age (13 years) but

of differing levels of maturity. Adapted
from D. Whipple(1966) ‘Dynamics of
Development Euthenic Pediatrics’,
McGraw-Hill

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STAGES OF ANATOMICAL AGE
PHASE OF CHRONOLOGICAL STAGE AGE DEVELOPMENT
DEVELOPMENT AGE YEARS CHARACTERISTICS
Early childhood 0-2 Newborn 0-30
Infant days Fast organ
Crawling 1-8 development
walking month
9-12
mont
1-2
years
Preschool 3-5 Small 3-4 A stage of unequal
Medium years rhythm of development
Big 4-5 when important and
years complex changes
5-6 occur
years (functional,
behavioral,personality)
School years 6-18 Prepuberty 6- A slow and balanced
11(girls) development when the
7- functions of some
12boys organs become more
efficient.
Puberty 11-13 Fast growth and
girl development in
12- height,weight,and the
14boy efficiency of some
organs;sexual
maturation with
change in interests
and behaviours.
Postpuberty 13- A slow,balanced and
Adolescene 18girl proportional
14- development;functional
18boy maturation

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Young adult 19-25 Maturity 19-25 Maturation period
years doubled by perfecting
all functions and
psychological traits.
Atheletic and
psychological
potentials are
maximized

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 THE KEY TO BETTER HOCKEY
A& OPTIMAL LEAR&I&G A&D COACHI&G MODEL TO U&LOCK A&D
DEVELOP THE I&&ATIVE POTE&TIAL OF YOU&G HOCKEY PLAYERS
By
HORST WEI&

“ THERE IS LITTLE TO BE GAINED,AND MUCH TO BE LOST, BY ATTEMPTING

TO FORCE YOUNG PLAYERS INTO THE FULL GAME BEFORE THEY ARE
PHYSIOLOGICALLY, BIOMECHANICALLY AND COGNITIVELY READY FOR
THE ACTIVITY. ONE OF THE FUNDAMENTAL GOALS OF TEACHING IS TO
ENSURE THAT EVERY PLAYER HAS ALEVEL OF SUCCESS. THEREFORE WE
NEED TO ASSESS THE DEVELOPMENT READINNES OF THE PLAYERS IN
EACH AGE GROUP”

Children will only learn quickly, effectively and thoroughly when the demands of the
training sessions or the competitions match their intellectual, psychological, and motor
skills. The art of teaching lies in knowing for what activity ( a technical move, a tactical
behavior or a complex competition ) the player is prepared for at a particular stage of
physical and mental development. Unfortunately, it is the force of habit that constitutes
the greatest obstacle to progress in youth hockey. Traditional methods are often followed
blindly without giving sufficient thought of the consequences, both in training as well as
in the structuring of the youth competitions. The training program as well as the
competitions for children should be like their shoes. They should fit perfectly in order to
feel comfortable.

&ATURAL DEVELOPME&T OF YOU&G PLAYERS – All things in nature have a

gestation period and must go through their proper stages to be formed. Each human being
has to pass through different stages of development before finally reaching maturity.
Nature does not take shortcuts, there is a natural, unhurried order to it all. Coaches,
players, parents and administrators should copy the wisdom of nature. To work with, not
against, the developing mind and body of individuals, all youth hockey competitions and
training programs must respect the law of nature and take into account the actual mental
and physical condition of their young participants. “
ature decrees that children should
be children before they become adults. If we try to alter this natural order, we will reach
adulthood prematurely but with neither substance nor strength” Jean J. Rousseau

DEMA&DI&G TOO MUCH OF YOU&G PLAYERS – Young players struggle not

only to overcome the complexity of the game but also the increasing demands placed on
them within a limited amount of practice time and personal attention. It challenges both
the coaches and players that ever more children are becoming involved in hockey – but
with less time and space available to them. Teaching or learning hockey, as well as
competing in it, the traditional way does not sufficiently stimulate the bodies and
minds of young players, and much of their talent is left undiscovered.

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Playing the ball for maximum of 70 seconds in a full match or being active for fewer than
15 minutes of a 90-minute training session doesn’t allow players to develop their full
potential. Yet players are still expected and pressured to perform at a high level. This puts
an ever-increasing demand on the youngsters’ physical and mental abilities and
capacities. The tragedy of coaching young players focuses on the fact that many coaches
may know a lot about the game, but they don’t know their young pupils.

Rather than adhering to current hockey programs that concentrate on the execution of
different skills, the modern coach should teach pupils to understand all aspects of the
game. TOO MUCH DRILL WILL KILL the young player’s innate potential! Over
time coaches should carefully and progressively develop important capacities, including
perception, analysis of game situations, and correct decision making under stressful
conditions. Learning takes place best when the coach is able to transfer decisions to
the pupils. “Youth prefer to be stimulated instead of being instructed”-Johann Wolfgang
During training, instead of giving young children sufficient opportunities to cultivate
their innate potential, coaches tend to dominate everything, fearful of losing control of
the situation by giving up any control to the players. A coach’s objective should be to
make the others think, instead of thinking for them. Once hockey coaches have been
convinced of the need to modify the traditional way of teaching their players, they soon
discover that the process of understanding and learning hockey will shift increasingly to
self-teaching. It is time to challenge current coaching practices and stop subjecting
children to exercises and games that too complex to match their mental and physical
development. By tailoring the game of hockey to fit the bodies and minds of young
players, coaches develop successful hockey programs and happy, talented young players.

A SUCCESSFUL APPROACH TO COACHI&G HOCKEY – An effective approach

for coaching young players has at last been developed. In this approach, called the
“Hockey Development Model,” the process has been perfectly adapted to the mental and
physical levels of children from different age groups. The model, which all teachers and
coaches may follow, can well replace the makeshift training and competitions that have
proved ineffective in the past. “ Planning the development of young players is like
preparing for a journey. It’s advisable to have a map ( plan or model) to avoid getting lost
and wasting time and energy”. The step-by-step approach, both for players and their
coaches, is one of the keys of success in this method. We learn best to play hockey by
playing. “ When a federation doesn’t support research, improvement and progress are put
aside”

COACHI&G PHILOSOPHY - For boys and girls between 8 and 14 years old, always
consider playing well as more important than winning. While learning to play, the
participants must forget about the result of the game. They should be encouraged to take
some risks, despite the fact that this kind of play might allow the opponents to score.
Players, parents, and coaches should consider competition only as another kind of
training. In all youth categories up to 14 years, coaching to win a match is easier than
coaching to play the game well. Playing well allows you to discover new solutions to old
problems, again and again .

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Teaching to win, on the other hand, means you limit and restrict the game mainly to those
already known skills and tactical moves that are important for winning it ( like long
clearances, “kick and rush” philosophy, pressing defense , etc.) Yet when you compete
this way, in the long run you also restrict and limit the complete formation of the young
players. The major obstacle for the progress in hockey is ‘force of habits’. Because of
stubbornness many coaches continue with their old coaching patterns without questioning
what they are actually teaching. Because of the fact that today we are all getting used
more and more to instant food, instant photos, instant coffee, instant transmission of
information,etc., people also start to expect instant success in hockey.

THE HOCKEY PLAYER U&DER AGE 10 – Children who are younger than 10 years
of age have some significant characteristics:
• They still lack fine motor skills.
• Their movements are usually whole body actions with little accuracy.
• They have short bursts of energy and enthusiasm.
• They are developing coordination and are still clumsy
• They gain enjoyment from participating
• Their actions are not very automatic or programmed
• They are not sure what action will lead to success at a skill
• They see every detail as being important.
• They are uncertain in the actions and how to achieve desired outcomes.
• They have no clear idea or model of the new skill.
• They cannot follow too many instructions or handle too much information at one
time.
• They are unable to use feedback information effectively.

“The great aim of education isn’t the knowledge, but the action.” – Herbert Spencer

Structuring the contents of a training session for the beginners can be considered
therefore, like tearing off one leaf after another from the 5 existing ones of a daisy,
starting and finishing always with the leaf “Simplified Game or multilateral game”
Wider cone goals will help stimulate players’ capacity of perception. There is no question
that the drills are needed to better the technique, but practicing them without referring to
the context of the games is from little value. The learner needs a context before the drills
make any sense. The game is a tool to learn technique. Coaches concern more about the
contents of the training sessions than their teaching style. Successful coaching at youth
level is gauged by the percentage of under 18 players being able to join the representative
senior squad. Those coaches whom don’t apply new remedies should expect to suffer
new troubles. Poor performance at short term doesn’t mean that the long term objectives
can be accomplished. You can help a player a lot by correcting him, but more by
encouraging him.

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In order to be able to select suitable multilateral games for the children of various age
groups, a table of the sensitivity phases of the children( according to Grosser) is added.

PHYSICAL AGE
CAPACITIES TO TRAI& 5-8 8-10 10-12 12-14 14-16 16-18 18-20
Max, Strength M MM MMM
W WW WWW WWW
Explosive Strength M MM MMM MMM
W WW WWW WWW WWW
Strength Resistance M MM MMM
W WW WWW WWW
Aerobic Resistance M M MM MM MMM MMM
W W WW WW WWW WWW

Anaerobic Resistance M MM MMM

W WW WWW WWW
Speed of Reaction M M MM MM MMM MMM
W W WW WW WWW WWW
Max. Cyclical/ Acyclical M MM MMM MMM
Speed W WW WW WWW WWW
Flexibilty MM MM MM MMM MMM MMM MMM
WW WW WW WWW WWW WWW WWW

EXPLA&ATIO&S:

M=man , W = woman
M / W initiation with care ( once or twice a week )
MM / WW training between 2 until 5 times a week
MMM / WWW performance training from this age onwards continuous training

“Listening is forgetting, seeing is understanding and practicing is assimilating”

- Chinese Proverb

With his exercises and games the coach should guarantee a simplification which enables
the player to transfer to the real game. The game of hockey doesn’t progress through an
accumulation of many championships or tournaments, but through continuous
development of original ideas. The genuine coach generates ideas and opens the mind of
his players. His far-reaching task is to let the others think, instead of thinking for them.
It’s the intelligence which makes the difference between one player and the others. When
a simplified game is introduced more than one variation must be offered with different
grades of difficulty and complexity in order to achieve effective learning. Playing without
thinking is like shooting without aiming. We should aim to avoid making mistakes and
the secret is not to be in a hurry. The coach or player who doesn’t learn from a defeat ,
will always be a beginner. When the coaches of today tend to teach the way they were
taught in the past, how we can expect progress?

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Look at your pass from the opponent’s point of view. It’s important to possess the ball,
but more important is to know what to do with it.

COACHI&G PLAYERS 10 TO 12 – “ Golden age of motor learning” – C. Diem

After 10, they are now striving after performance, profiting from the fact that their
movements are now more controlled, carried out more economically and with single
mindedness. In fact, children between 10 and 12 years are even more motivated to
practice hard when a few minutes later a game is organized in which they can
demonstrate their abilities and capacities to their friends and to the opposing team.
Exercises for developing speed, coordination and aerobic resistance are considered the
pillars of their multilateral formation, while the understanding, practice and to be
mastering of a great variety of simplified hockey games with teams formed by 3 and 4
players are the ones of their specific formation. When we do what we have done always,
we will never reach any further. In hockey the brain counts a lot. All players have two
legs, two hands, two ears, and two eyes, but only one brain. The most natural way to
develop “reading and reacting skills” is to expose the youngsters to many different
simplified games, which teach the players how to be in the right place on the field at the
right time. Statistics have shown that the team that wins the most loose balls usually also
wins the game. The more game- like the situation is that you present to the players in
training, the more they are able to transfer the experience to the game. Knowing when not
to move is as important as knowing what move to make. “What a player should always
try to achieve is that instead of being dependent on his opponent, he should make his
opponent dependent on him. How? By always having the ball in his possession.” The
good coach doesn’t instruct anything to anybody, he only helps his pupils to discover and
to think. The more we increase the speed, the more difficult it is to maintain accuracy.
The player who runs has to think, and the one who thinks has to run. There is no major
power on the field than the player’s intelligence. The way in which the players
communicate among themselves and in which they communicate with themselves,
ultimately determines the quality of their team. If there were no coaches, each player
would go out and play as he understands hockey; then it would be impossible to make a
team.

DEVELOPI&G YOU&G GOALKEEPERS – Because few coaches have played as

goalkeepers, their knowledge of how train them is limited. Although modern hockey
demands good all-around skills from all players, the goalkeeper must be treated as the
only SPECIALIST on the team.

Profile of a Goalkeeper :
• building constantly on this self confidence through positive self- talk and frequent
training.
• The goalkeeper must have certain psycho-physical capacities that differ from
those of the field players.
• Strong personality.
• Calmness and confidence can negatively condition the opponents who, during
the conclusion of their attacks, might focus too much of their attention on his
play.
• the ability to relax under pressure is often a vital factor in competition.

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 • Speed in reaction, acceleration, power and limp movements. Speed combined
with excellent coordination and flexibility.
• What a goalkeeper can “read” or perceive determine how he should act.
• Become excellent decision makers.
• Having courage with determination.

To optimize performance, it’s effective to have all goalkeepers play a different position
frequently, i.e. one outside of the goal area, during the training sessions. This will help
them develop in the psychological and physical areas they need to perform well.
Furthermore they experience the sort of tension that attackers feel and the difficulties
they face when trying to overcome the last player of the opponent’s defense. The
experience gained when playing as defender or attacker allow goalkeepers to perform
with great success. Goalkeepers who in their first six years have played Mini-
Hockey( with two goals to be defended simultaneously), 6-on-6, and 8-on-8 Hockey
before moving to the 11-on-11 competition have a higher level of perception and
greater knowledge than traditionally- trained goalkeepers.

“The road to success has very few travelers because so many get lost trying to find short
cuts”

The development of the game is so fast these days that the coach who says it can’t be
done is generally interrupted by someone doing it. The secret of a good team is order and
discipline. One important function of the coach is to let each of his players know what to
do in which moment of the game. Only a coach who has got enough brain can be simple.
To determine the player’s performance, his level should not be compared with that of the
others, instead it should be related to his own capabilities.

COACHI&G PLAYERS 12 YEARS A&D UP – At this age the coach has the
possibility to link children to the sport of hockey for the rest of their lives.
Now as the players are much more responsive to co-operative activities with other
players, this is the age group in which team play will be learned with certain case.
Because the coach’s philosophy and training program often decides whether a child at
this age will stick with the game of hockey or look to other activities, coaches must strive
to adapt to the sport’s ever-changing demands. Nothing is permanent, except change.
When coaches do what they have always done, they will never reach any further. To sum
up, they should use different teaching or coaching style that is not based on instructions
or commands with pupils obeying and being pushed into a receptive or passive role.
Instead of acting as trainer, coach or instructor, they should become consultants,
observers, planners or organizers of information and skills, trying to stimulate their pupils
to advance and to excel until they are able to go even beyond the limitations of the coach.
When intelligence, skill and will work together, we can expect masterpiece. Enthusiasms
can convert even the toughest training into an enjoyable session. Techniques and tactics
are like two wheels of a vehicle which move simultaneously. An important fountain of a
coach is the creativity of his players. Mastering a skill doesn’t mean that the player
knows to use it in precise moment during the game. The life of a man ( coach) without
revising his daily work constantly, is not worth living. Children learn 10% from they
read, 20% from what they hear, 50% from what they see and hear and 90% from what
they do.

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A& IDEAL PROGRESSIO& OF COMPETITIO&S

Age in &umber Reserves Duration of Rules of the Measurement Umpires Age of

the of the competition of Pitch Umpires
year players competition
when on the
season pitch
starts
8 3 mini 1 3 x 10 min No Hit 25 x 25 100m 1 Under
hockey . 2/play 14
No G.K
9 4 mini 1 3x10 min No Hit 25x35m. 1 Under
hockey. 146m 2/play 14
No G.K
10-11 6 2 2x25 min With hit / PC 47.5x55m 1 Under
218m2/play 18
12-13 8 4 2x30 min With hit/PC 55x 70m 2 Under
240m 2/play 18
14-15 11 5 2 x35 min Official FIH 55x 95 m 2 Under
237m 2/play 20
16-17 11 5 2x35 min Official FIH 55x95m. 2 Under
237m 2/ play 22

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 UNIT 7

SPORT SCIENCE

___________________________________________________________

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 THEORY 6 - SPORT TRAINING AND CONDITIONING

7.1 SCOPE OF PHYSICAL CONDITIONING

7.1.1 Introduction

Significant advances have been made in the process of physical

conditioning for sport over the past years. To be in optimum physical
condition for competitions, an athlete has to go through an extensive
program of physical fitness training, which consists of regimes of various
exercise methods, and systems based on the integration of various sports
science sub-disciplines. A comprehensive program, which addresses each
aspect of the athlete’s physical and mental capabilities, is imperative for
total success. As such developing sports-fitness base is important for both
the performance and the health of the athlete in attaining total
conditioning. A needs analysis for any sports conditioning program
evaluates the demands of the sport. Which include the range of metabolic
requirements, the injury potential for different parts of the body, and the
types of muscle actions or biomechanical characteristics involved in sport.

7.1.2 The WHAT, WHY and HOW of physical conditioning

Physical conditioning refers to the development of physical fitness through

the adaptation of the body and its various systems to an exercise
program. The bottom line in physical conditioning and fitness training is
stress, not mental stress, but adaptive body stress. Sportsmen and
women must put their bodies under a certain amount of stress (overload)
to increase physical capabilities.

One of the misconceptions in the sports world is that a sports person gets
in shape by just playing or taking part in his/her chosen sport. If a
stationary level of performance, consistent ability in executing a few
limited skills is your goal, then engaging only in your sport will keep you
there. However, if you want the utmost efficiency, consistent improvement,
and balanced abilities sportsmen and women must participate in year
round physical conditioning programs.

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 7.1.3 Need Analysis

The coach can evaluate and understand the physiological needs of his/her
sport by the means of the Time, Motion, and Intensity Analysis (TMIA).
TMIA is a useful method to quantify the physical demands of individual
athlete during match play or competition. The main advantage of the
method is the production of data concerning durations, frequencies and
percentages of various modes of motion and distances covered by
athletes or players. It also provides crude measurements of energy
expenditure through determining exercise-to-rest ratios and intensities of
play as well as direct match involvement. The analysis can also determine
different physical, physiological and bio-energetic requirements
experienced by athletes or players of different position in a sport or of
different sports.

7.2 Components of physical fitness

There are various components of physical fitness required for sporting

excellence. Understanding the specific components as related to the sport
will assist coaches to select and utilize the precise training methods and
exercises to develop these components in compliance to the principles of
specificity to the physiological needs of the sport. The components of
physical fitness are:

Cardiovascular endurance (energy system interplay)

The ability of the lungs and heart to take in and transport adequate
amounts of oxygen to the working muscles, allowing activities that
involve large muscle mass.

Muscular strength

The common definition is "the ability to exert a force against a

resistance". Another definition of strength is “the maximal force that
a muscle or muscle group can generate at a specific velocity”
(Knuttgen H. and W. Kraemer, 1987 cited in Baechle T.R and Earle
R.W., 2000).

Flexibility

Range of motion (ROM) available in a joint or group of joints that

can be measured either angularly or linearly.

Body composition (as required by the sport)

The percentage ratio of muscle versus fat as required by the sport

person specific to his/her sport requirement

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Speed

Speed is the quickness of movement of a limb, whether this is the

legs of a runner or the arm of the shot putter. Speed is an integral
part of every sport and can be expressed as any one of, or
combination of, the following:
• General speed – The capacity to perform any kind of
movement (motor reaction) in a rapid manner.
• Specific speed – The capacity to perform an exercise or skill
at a given speed, which is usually high.

Agility

Ability to change direction involving explosive breaking, changing

direction and accelerating again while maintaining good body
control.

Reaction time – (visual, audio, touch, smell, intuition)

Represents the time between exposure to a stimulus and the first

muscular reaction, or the first movement performed.

• Simple reaction – The predetermined conscious response to

a previously known signal performed unexpectedly.
• Complex reaction – when an individual receives several
stimuli and has to choose between them.

Balance (stability, poise, control)

The ability to maintain equilibrium when stationary or moving (i.e.

not to fall over) through the coordinated actions of our sensory
functions (eyes, ears and the proprioceptive organs in our joints)

• Static Balance - ability to retain the centre of mass above the

base of support in a stationary position
• Dynamic Balance - ability to maintain balance under
changing conditions of body movement.

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 Coordination

The ability to perform movements of various degrees of difficulty

very quickly, with great precision and efficiency, and in accordance
to the specific task.

• General co-ordination – The capacity to rationally perform

various motor skills multilaterally.
• Specific co-ordination – The ability to perform various
movements in the selected sport very quickly with ease,
flawlessness and precision that closely links to the sports
specificity of motor skills.

Kinesthetic awareness

The spatial awareness of space, speed, distance, in relation to

body position (awareness of body position).

7.3 Principles of training

There are many principles governing physical conditioning program. Well-

constructed physical conditioning programs are based on the application
of sound training principles. Applications of these principles are vital to
achieve the desired sports performance and specific adaptations. Each of
these principles is defined within the construct of the exercise modality
(e.g. strength or aerobic) or program type (e.g. local muscular endurance
weight-training program versus strength weight training program). These
specific principles reflect the particularities of fulfilling important training
goals, namely injury prevention, increasing skill and performance level.

Progression
It is the act of moving forward or advancing towards a specific goal
step by step.

Overload
It is the gradual degree of stress place on the body doing exercise
training. In reality the adaptive responses will only respond if
continually required to exert the greater magnitude of challenges to
meet higher physiological demands. The variables for overload are
dependent upon the type of exercise used and to meet the specific
training objectives.

Specificity
It refers to the specific adaptation responses to the specific type of
stimulus imposed.

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Frequency
It is the optimal number of training sessions to be performed in a
week to yield optimum physiological improvements. It is dependent
upon principles of reversibility and rest.

Intensity
It is the degree of stress imposed on the body system(s) to yield the
necessary acute physiological changes that would lead towards
positive chronic adaptations. The variables for intensity are
dependent upon the type of exercise used and to meet the specific
training objectives.

Volume
The amount of work performed in a training session. It is dependent
upon the type of training.

Duration
The amount of time required to be spend on a specific exercise or
phase of training to yield the necessary physiological changes and
adaptation.

Rest
The time spends to allow for the body to recuperate and
regenerate. It is dependent on the type of training, intensity,
objective of training, volume, muscle type, fitness level, energy
system utilization and etc.

Reversibility
It is the onset of detraining effect following no training continuation
after exceeding the appropriate rest period.

Individualization
It is the specific training consideration and prescription to individual
differences. e.g. gender, age, fitness level, training goals, training
experience and etc.

Variation
Its main purposes is to prevent stagnation from happening either
physiological or psychologically due to saturation and/or boredom

Sequence
The sequencing of exercises/ methods of exercise/ muscles groups
during a workout will affect the acute expression of the
physiological stress.

Timing
It is to train what and when, as to take advantage of the body’s
chronobiological changes. It can also be translated in terms of
specific training/exercise based on the different phases of training.

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 Balance
It is to attain a balanced ratio of development for all the necessary
components of physical fitness required for the sports and the
human body (the concept of multilateral development).

Fun
Is to make training sessions and experience more challenging,
meaningful and enjoyable through the consideration of various
factors such as, variation of training method, to suit to individual
differences and needs.

7.4 Strength training

Strength is a very important component of physical fitness for high

performance sport. It exerts great influence on other physical fitness
components such as; balance, agility, power, and speed besides playing
a significant role in the prevention of injuries to a sportsman. The scope
of strength training is broad with various methods, systems and
exercises to choose from. Regardless of which method or system that a
coach chooses to adopt, understanding of the fundamentals will assure
the safety and effectiveness of the strength-training program.

The strength needed for a sprinter to explode from the blocks is different
to the strength needed by a weight lifter to lift a 200kg barbell. This
therefore implies that there are different types of strength.

Objective of strength training

• Prevention of injuries particularly to soft tissues

• Optimize performance potential

What are the classifications of strength?

• Specific Strength – The strength of muscles (prime mover) that

are particular to movement involve in sport.
• Maximum Strength – The highest force the neuromuscular
system can perform during a maximum voluntary contraction.
• Muscular endurance – the muscle’s ability to sustain work for a
prolonged time.
• Power – the combination of strength and speed, and the ability
to perform maximum force in the shortest time.
• Absolute Strength (AS) – The ability of an athlete to exert
maximum force regardless of body weight involuntarily.
• Relative Strength (RS) – The ratio between an athlete’s
absolute strength and his/her body weight (RS = AS/BW)
• Reserve Strength – The difference between maximal strength
and the actual load or effort to perform a task

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Strength training exercise classifications

• Core exercises
• Assistance exercise
• Structural
• Power

Biomechanical principles in strength training

• Safe / effective range of motion (ROM)

• Natural path of movement
• To lock the working joints
• To contract (tense) the target muscle(s) only
• Lumbar stability factor
• Proper body alignment (subject to, line of resistance)
• Avoid locking out the hinge joints (elbow & knee)
• Observe the line of pull of muscle(s)

Periodization model for strength training

• Anatomical adaptation
• Hypertrophy
• Muscular endurance / Maximal strength
• Conversion to power/ endurance/ speed

Basic terminologies in strength training

• Isotonic contraction – Contraction in which the muscle

shortens with varying tension while lifting a constant load.
• Concentric contraction – Tension in muscle while
muscle is shortening.
• Eccentric contraction – Tension in muscle while
muscle is lengthening.
• Isometric contraction – Tension in muscle but muscle
length remains unchanged
• Isokinetic contraction – Constant speed contraction in
muscle while shortening or lengthening.
• Delayed Onset of Muscular Soreness (DOMS) – Pain and
stiffness that occur 1 to 2 days after the performance of
exercise that is of a type or intensity uncommon to the
performer.
• Momentary Muscular Failure (MMF) – is characterized by
the last repetition in a set whereby the targeted muscle fibers
and motor units achieve 100% recruitment.

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7.5 Training the energy system (aerobic energy system)

There are three distinct yet closely integrated processes that operate together
to satisfy the energy requirement of muscles. To perform any type of physical
activity, energy must be provided to the muscles involved. The necessary
energy is provided either anaerobically or aerobically. It is of imperative
importance for any sports that requires elements of endurance to have a
sound aerobic fitness even when the predominant energy system is
anaerobic.

Concept of energy system

• It is dependent upon intensity and duration of the physical

task being performed.
• High intensity effort performed for short period of time (below
10s) utilizes anaerobic alactic (ATP-PC) energy system.
• High intensity effort performed over an extended time
(beyond 60s) is dependent upon both, anaerobic alactic and
lactic (glycolysis) energy system.
• Low to moderate intensity of effort performed over long
extended period of time (beyond 2 min) uses aerobic energy
system predominantly.

Training the aerobic energy system

 Definition
Progressive exercise performed at medium intensity and
over extended duration of time, involving substantial
portion of skeletal musculature utilizing the oxidative
metabolism. It also referred as the combustion of
carbohydrates and fats in the presence of oxygen.
• Causes
Adaptation in oxygen transport system and oxygen utilization
system
• Aerobic fitness
Aerobic capacity - ability to perform work of moderate
intensity for long period of time
Aerobic power - ability to perform work of relatively high
intensity for a moderate period of time

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Benefits of aerobic training

• Increase capacity to work at relatively high rate for prolonged

period (over 30 min)
• Improve ability to resist fatigue
• Improved ability to work at high rates for short periods (5 to
15 min)
• Improve ability to recover quickly from high work rates
• Improve ability to expend high total amounts of energy

Training aerobic system is important for:

• Sports, events that require continuous effort at sub max

levels
• Sports that feature intermittent exercise, e.g., sports in
which intense effort are interspersed with rest periods
• Enhances recovery and permits more high intensity work
periods. It enhances quality of training for events that are
predominantly anaerobic

Types of aerobic training

a. Continuous method

 At intensity that stresses O2 transport & utilization system

 Improve central transport system by stimulating adaptive
changes in CV system
 SV increases 10% - 15% in 2-3 months, up to 40% in 2-3 yrs
at 50% - 70% of VO2max¨Increases ability to work at higher
% of VO2max
 Reduces Lactic acid level & HR at sub max workloads
 Mode is not critical – large muscle involvement & variety
 Appropriate during off season & pre season

b. Interval method

 It is the series of repeated bouts of high intensity work

interrupted by pause periods.
 Improve ability of muscle to extract & use O2 made available
by CV system
 Increase in myoglobin – greater storage of O2
 Increase in number, size & activity of mitochondria (aerobic
energy producing structures)
 Increases capillarization
 Increases enzymes activities
 Mode – sport specific
 Requires longer time

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 c. Continuous versus interval

• Similar gains in VO2max

• Types of adaptations are different

Aerobic training program design variables

• Intensity ( 75%– 95% HRR)

• Duration (20-45 min)
• Frequency (3 to 5 days/week)
• Total volume (intensity, duration, frequency)
• Length – linear improvement for 10-11 weeks
• Mode of training
• Type of training

7.6 Practical session

Resistance training

Objectives:

• Apply the biomechanical principles of resistance training

during the demonstration and practices of resistance
exercises.
• Able to perform with proper technique the exercises
introduced to them.
• Able to identify and name the muscle(s) involved in the
exercises.

Exercises:

• Squat / back squat

• Walking lunges / leg curl
• Standing calf raise
• Over head press
• Chest press
• Lat pull down
• Biceps curl
• Triceps extension
• Abdominal curls
• 4 point bridge
• Sensory motor control exercise
 Medicine ball push-up
 Squat on exercise mat/ wobble board/ soft unstable
surface

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 Equipments:

• Exercise mat
• Barbells
• Weight plates
• Lat pull down machine
• Dumbbells
• Curl bars
• leg curl machine
• bench press station / standard flat bench with independent
racks

Exercise Procedures: Refer Table 1

TABLE 1: STRENGTH TRAINING – PRACTICAL (2 hr 30 min)

Activity Mode Time Remarks

Allocated

1. Introduction to strength training T&P 15 min Based on

equipments equipment
 Advantages/disadvantages FW vs availability
Machine

2. Exercise techniques T&P 20 min

 Hand grip
o Pronated
o Supinated
o Alternated
 Stable body and limb positioning
o Athletic body positioning
o Seated/supine position
 Movement ROM and speed
o Full/partial ROM
o Tempo 3:1:3
 Proper breathing technique
o Sticking point – breath out

3. Proper warm up and stretch technique T&P 15 min

 Whole body static stretching

4. Demonstration and practice T&P 1 hr 40min Based on

 Machines equipment
o Leg press/ext availability
o Chest press
o Leg curl
o Lat pull down
o Overhead press

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 Free weights
o BB/DB Squats
o Bench press
o Lunges
o Biceps curl
o Triceps extension
 Core (abs and back)
o Crunches
o Plank/bridging
 Sensory motor control exercise
o Medicine ball push-up
o Squat on exercise mat/ wobble
board/ soft unstable surface

T & P – theory and practice

B) Aerobic training - (30 min)

Objective:
At the end of the session the participants will understand and able to apply
the two aerobic training methods which are aerobic continuous method
and aerobic interval method in the training for aerobic fitness
development.

Demonstration and practice

• Aerobic continuous method
• Aerobic interval method

Advocating the different modes of aerobic training such as skipping,

running, cycling, dance, etc.

Equipments required:
• Stop watch
• Skipping rope
• Stationary bikes (optional)

Exercise procedures – refer Table 2

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TABLE 2: AEROBIC TRAINING: PRACTICAL (30 min)

Activity Mode Time Remarks

Allocated

1. Introduction to aerobic training T&P 5 min

equipments

2.. Demonstration and practice Ensure

 Continuous method participants
o LSD 5 min monitor THR
 Interval regularly
o W:R 1:3 (15s:45s/2/1) 5 min
o W:R 1:5 (10s:50s/2/1) 5 min

3. Proper cool down and stretching

 Whole body basic passive stretching 10 min

T & P – theory and practice; W:R – work:rest; W:R/reps/sets; THR – training heart rate

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 UNIT 8

SPORTS NUTRITION
SPORTS PSYCHOLOGY
INJURY AND SPORTS MEDICINE
SPORTS BIO MECHANICS

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 THEORY 7
SPORTS NUTRITION

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 SPORTS NUTRITION

8.1 Introduction to Sports Nutrition

Regardless of the level at which you participate or compete, diet can play
an enormous part in improving performance. What, when and how much
you eat and drink can have a direct effect on your sporting performance.

• What is sports nutrition?

Nutrition : Series of processes starting from food intake to utilization

include eating, digestion, absorption, transport, metabolism of food
nutrients.

Sports Nutrition : Applies nutrition practices for maximal sports

performance

• Importance of nutrition to performance

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  Provide the basic nutrient requirements:

- Basic nutrients requirement for health

- Additional nutrient arise from training

 Good nutritional practices

- Provide required fuel during exercises – improve athletes
performance.
- Competitive athletes – recover better and earlier.

 Develop and follow nutritional practices - promote long term health and
well being.

 To build and repair muscle damage due to exercise

 Prevent injury due to fatigue

 Enable athletes’ to engage in the next competition without adverse effect

 Reach and maintain optimal body weight and body fat level.

8.2 Introduction to Macronutrients

 Nutrient can be classified into macronutrient & micronutrient.

- Macronutrients: daily requirement of the nutrient is more than 1 g /
day such as carbohydrate, protein and fat.
- Micronutrients: daily requirement of the nutrient is less than 1 g /
day such as vitamin, mineral.

 Calorie providing nutrient including carbohydrate, protein and fat while

non energy providing nutrient include vitamin, mineral and water.

Carbohydrate

The majority of carbohydrates in the diet come from plants, an

exception being milk. Carbohydrates are the most importance
source of energy in the diet, being the primary energy source for
exercising muscles, the brain and central nervous system.
Carbohydrates are classified according to their structure into
“simple” or “complex” carbohydrates.

 Primary source of energy that provide glucose necessary for

glycogen stores.
 1 g CHO = 4 kcal
 CHO should contribute 55-70% from total energy intake
 Recommendations: 6-10 g/kg body weight/day
 Optimum CHO needs depend on:
- total energy intake

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 - body size
- duration, intensity and type of exercise
- Glycemic Index( a factor that rank food from 0 to 100
based on the rate at which a food raises the blood
glucose level
 Types: Simple and complex

Sources of Carbohydrate

Situation CHO recommendation for athletes

Low intensity exercise @ training

5-7 g/kg body weight/day
program less than 60-90 min/day

Training program more than 90-120

7-10 g/kg body weight/day
min/day

Extreme exercise program in between

10-12 g/kg body weight/day
6-9 hours/day (cross country cyclist)

CHO loading for endurance & ultra

7-10 g/kg body weight/day
endurance athletes

Rapid recovery after training session @ 1 g / kg body weight (the first 30 min
competition multiple day after competition) Repeat intake of 1 g /
(duration in between session is less kg body weight every 1-2 hours until
than 8 hours) actual requirement achieved.

Simple CHO or Sugars include table sugar, fruits and fruit

juices, honey, milk and milk products, beer and some breakfast
cereals.

Complex CHO or Starches include rice, bread, pasta,

sweetcorn, pulses, potatoes, animal muscle and liver.

Carbohydrate recommendation according to situation :

Protein
Protein is needed to build and maintain all the cells in the body, a
unique function that no other nutrient can fulfill. Cells are constantly
being replaced and an intake of protein is therefore needed on a
daily basis. During periods of growth and development there is an
additional need for protein hence, children and adolescents will
have a proportionally greater requirement than adults.
If carbohydrates and fats are not eaten in sufficient amounts,
protein can be used to meet energy demands. Protein cannot be
stored for later use like carbohydrate and fat, so if more protein is
consumed than the body needs for growth, maintenance and

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 repair, the excess protein is either broken down and used for
energy or converted into fat and stored.
Proteins are made up of amino acids linked together in long chains.
The body needs 20 different amino acids for its structure and
function. Eight of these amino acids are essential, cannot be made
by the body and must therefore be provided by the diet.

• Functions:
a. Growth and Maintenance
b. Structural Components
c. Enzymes
d. Hormones
e. Antibodies
• Types: Complete and incomplete protein
• Requirement:
 Sedentary adults: 0.8g/kg bw
 Active adults: 1.0 g/kg bw
 Endurance athletes: 1.2-1.4 g/kg bw
 Strength athletes: 1.4-1.8 g/kg bw

Sources of Protein
Animal sources include meat, offal, poultry, fish, shellfish, eggs,
milk and milk products.
Vegetable sources include beans, peas and lentils, nuts and seeds,
tofu, soya and soya milk, textured vegetable protein

Fat
Dietary fat is a vital nutrient and should be included in the diet.
Although a large percentage of the population consumes too much
fat, it is both unnecessary and unhealthy to try to exclude fat totally
from the diet.
• Becomes the primary fuel source during endurance exercise
events since the body’s supply of CHO (blood glucose and
glycogen) is limited.

• 1 g fat = 9 kcal

• Recommendations :
 Endurance athletes: 20-25% of energy athletes’ trying
to lose weight : 20% of energy

• Functions:
• Provides essential fatty acids (linoleic and a-linolenic
acid) and fat-soluble vitamins (A, D, E and K)

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 • Parts of structural components of cell membrane,
brain and spinal cord tissue
• Body uses fat to store extra energy, which can be
used to provide fuel to the working muscle
• Stored as adipose tissue and protects the organs
• Satisfy hunger
• Add taste to food

• Fat is less efficient than glucose as a source of energy since

it requires more oxygen to be used
• Classification: visible vs. invisible

Visible fat include butter, margarine, ghee, oils, cream, fat on

meat and poultry skin.

Invisible fat include fat present in all but the very lean cuts of
meat, whole milk, eggs, meat products, chips, fried food and
pastry, salad cream, chocolate and creamy sauces.

The different types of fats in the diets

Dietary fats are made up of different mixtures of fatty acids

which may be saturated, monounsaturated or
polyunsaturated. Fats containing a high proportion of
saturated fatty acids tend to be solid at room temperature
while those that contain high proportions of unsaturated fatty
acids are usually liquid at room temperature.

Saturated fats e.g. meat and poultry, dairy products

onounsaturated fats e.g. olive oil, peanuts, almonds, vocado,
pears, rapeseed oil.

Polyunsaturated fats e.g. sunflower, corn, soyabean,

cottonseed and safflower oils, oily fish and lean meat.

Essential fatty acids which the diet must supply include the
omega-6 (linolenic acid) and omega-3 (alpha linolenic acid).
The are vital for the development of cell membranes and are
involved in the regulation of immune responses and blood
clotting.

Cholesterol is an essential part of cell membranes. It is

involved in protecting nerve fibres and plays a role in the
production of vitamin D. Dietary sources of cholesterol are of
animal origin only, namely egg yolks, liver and kidney, fish
roes and shellfish. However, the main source of cholesterol
in the blood is not directly from dietary cholesterol.

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 Cholesterol is made in the liver and high intakes of saturated
fats are associated with increased levels of blood
cholesterol. A raised level of blood cholesterol is a risk
indicator for heart disease.

8.3 Introduction to Micronutrient

Vitamins and minerals are found naturally in food and are vital in the
maintenance of all body functions. They help to maintain health and
prevent disease. Different foods supply different vitamins and minerals in
varying amounts and therefore a wide range of foods must be included in
a diet if requirements for these essential nutrients are to be met. The
Recommended Nutrient Intakes (RNI) Malaysia (NCCFN,2005) provides
the amount of nutrient that is sufficient for almost every individual. If an
individual consumes the RNI of a nutrient, that person is most unlikely to
be deficient in that nutrient.
Vitamins
Vitamins do not provide energy, although some are involved in the
release of energy from food. The requirements, functions and food
sources of water-soluble and fat-soluble vitamin are as follows:
Water Soluble Vitamins

Vitamins Recommendations Functions Food Sources

Vitamin B1
Needed in energy metabolism
Thiamin 1.0 – 1.5 mg Fortified cereals, legumes,
and growth. Supports muscle,
nuts, organ meats,
nerve and cardiovascular
molasses, and yeast.
function.
Vitamin B2 Cereals, liver, milk, green
Riboflavin 1.2 -1.7 mg Essential for energy metabolism;
leafy vegetables, nuts,
growth and tissue repair.
whole grains.
Vitamin B3
Lean meat, seafood, milk,
Niacinamide, 13 - 19 mg Essential for energy metabolism
yeast, enriched cereals,
Nicotinic and nerve function.
whole grains.
acid.
Vitamin B5 Legumes, meat, fish,
Essential for energy metabolism
Pantothenic 4 – 7 mg poultry, wheat germ, whole
and for nerve function.
acid grains.
Vitamin B6 Essential for carbohydrate and
Oatmeal and cereals,
Pyridoxine 2 mg protein metabolism, immune
banana, plantain, poultry,
acid function, red blood cell
liver.
production, nerve function.
Folate Vital for red blood cell synthesis.
Fortified cereals, green leafy
Folic acid, 400 µg Essential for the proper division
vegetables, liver, lentils,
folacin of cells. Maternal folate
black eyed peas, orange
deficiency may result in an infant
juice.
with birth defects.

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 Vitamin B12 Required for red blood cell
Cobalamin 2 µg Ground beef, liver, seafood,
production, energy metabolism,
milk, cheese.
and nerve function.
Biotin 30 – 100 µg Participates in energy
Legumes, whole grains,
metabolism, fatty acid formation
eggs, organ meats.
and utilization of the B vitamins.
Vitamin C Antioxidant, role in growth and
Ascorbin 60 mg repair of tissues, increases Cantaloupe, citrus fruits,
acid, resistance to infection and strawberries, asparagus,
ascorbate supports optimal immune cabbage, tomatoes, broccoli.
function.

Fat Soluble Vitamins

Vitamins Recommendations Functions Food Sources

Vitamin A Growth and repair of body
Retinol, 800 – 1000 µg RE tissues, immune function, night Oatmeal, green and yellow
Retinoids, or 5000 IU vision. Carotene is the water fruits and vegetable, liver,
Carotene. soluble form with antioxidant milk.
properties.
Vitamin D
Regulates calcium metabolism Fortified milk, egg yolk,
5 – 10 µg or
and bone mineralization. salmon and sunlight.
200 – 400 µg
Vitamin E Antioxidant, protects cell Fortified cereals, nuts, wheat
Alpha – 8 – 10 mg membranes and enhances germ, shrimp and green
Tocopherol immune function. vegetables.
Vitamin K Assists in blood clotting and
Green and leafy vegetables.
60 – 80 µg calcium metabolism.

Minerals

 Minerals also do not provide energy, although some are

involved in the process of energy production like vitamins.

 Minerals can be classified into

● Macro minerals: minerals that required in relatively large
amounts. (Calcium, chloride, magnesium, phosphorus,
potassium and sodium).
● Micro minerals: minerals that also required but in small
amounts that knows as trace elements. (Iodine, chromium,
copper, fluoride, iron, manganese, molybdenum, selenium and
zinc)

Macro minerals

Minerals Functions Food Sources

Bone formation, enzyme activation,
Calcium (Ca) and nerve impulse transmission
and muscle contraction.
Fluoride (F) Helps form bones and teeth
Milk, cheese, yogurt, dried beans and
peas, dark green leafy vegetables,
calcium – fortified products.
Milk, egg yolk, drinking water and
seafood.

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 Magnesium (Mg) Protein synthesis, glucose Milk and yogurt, dried beans, nuts, whole
metabolism, smooth muscle grain products, fruits and green leafy
contraction and bone component. vegetable.

Ion in intracellular fluid, glucose Banana, citrus fruit, fresh vegetables,

Potassium (K) transport into cell.
Ion in extra cellular fluid, nerve
Sodium (Na) impulse conduction, muscle
contraction, acid-base balance
blood volume homeostasis.
milk, meat and fish.
Salt, canned and processed food, soy
sauce.

Micro Minerals

Minerals Functions Food Sources

Hemoglobin and myoglobin Meat, internal organ, fish, poultry, whole

Ferum (Fe) formation, electron transfer, grain products, green leafy vegetables
essential in oxidative process. and dried fruits.

Copper (Cu) Proper use of iron and hemoglobin Organ meat, meat, fish, nuts, eggs, whole
in body. grain bread, bran cereal and banana.

Zinc (Zn) Cofactor of many enzymes

involved in energy metabolism, Organ meat, meat, fish, poultry, shellfish,
protein synthesis, immune function, dairy products, whole grain products.
sensation of taste and smell.

Organ meat, oyster, cheese, whole grain

Chromium (Cr) Enhances insulin function
products, asparagus.

Selenium (Se)
Meat, fish, poultry, organ meats, seafood,
An antioxidant enzyme
whole grain and nuts.

Water

 Up to 55% to 65% of the adult body is made up of water,

equivalent in volume up to 40 liters.

 Function and importance of water:

• Transporting nutrients and oxygen around the body and
excrete metabolic waste via kidneys in urine.
• Body temperature regulation through sweating mechanism.
• Medium for chemical reaction during digestion.
• To keep joints and eye well lubricated.

 Fluids intake and fluids loss

● Fluids intake: Water, food & drinks.
● Fluids loss: Urine, breathe, sweat, faces.

8.4 General recommendation for athletes

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It is no coincidence that the diet that is currently being promoted for
better health and reduced risk of long-term disease and premature death
forms the foundation of the diet for sporting performance. A good diet
will contain a wide variety of foods in order to ensure that all the
nutrients are present in the required amounts. There are no “good” or
“bad” foods. All foods can fit into the overall diet, but the frequency with
which some foods are consumed and infrequency of others being
consumed will lead to one diet being good while another will be no.

 General Eating Rules:

● Eat 5 – 6 times a day (3 meals plus 2 -3 snacks) every 3 hours. Do
not allow more than 5 hours between meals.
● Eat within one hour of awakening. Start your day with breakfast.
● Eat a small snack in the afternoon and before bedtime.
● Eat before you become hungry.
● Distribute calories during the day. Eat dinner by 7.30pm to 8.00pm
and keep supper light.
● Drink 200ml of water 10 minutes before each meal. Drink 1.5 L of
water or preferably sports drinks for every hour of training.
● Take time and sit down in a calm environment to eat. Enjoy your
food.
● Carbohydrate rich foods and drinks should make up at least half of
all meals and snacks.
● Follow the Food Pyramid Guide. Keep each meal as close to its
recommendation.

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 Food pyramid guide

Adapted from : Sports Nutrition Center, ISN 2006

8.5 Fluid Requirement

Up to 55% to 65% of the adult body is made up of water, equivalent in

volume to 10 gallons or 40 liters. Water is an integral part of all body cells
and a constituent of all bodily fluids. It is therefore vital in transporting
nutrients and oxygen around the body and getting rid of waste matter via
the kidneys in urine. The sweating mechanism enables the maintenance
of body temperature. Water is needed for many of the chemical reactions
that take place during digestion, to keep joints and the eyes well lubricated
and to facilitate swallowing besides maintaining blood volume and
pressure.

a. Importance to performance
b. Dehydration
c. General recommendation

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8.6 Introduction to Energy Requirements

It is commonly believed that energy is good and calories are bad or even
fattening. This is a myth. In fact calories or more correctly referred to as
kilocalories (kcal) are just a way of measuring energy. The metric
equivalents are joules and kilojoules (1 kcal equivalent to 4.184 kjoules).
The human body is like a car and, as such, needs source of fuel or energy
in order to function properly. Individual energy requirements depend on a
number of factors, based mainly on energy expenditure. There are 2
components of energy expenditure namely basal metabolic rate (BMR)
and physical activity level (PAL).

Recommended dietary Recommended dietary

allowances for energy allowances for energy
Age (year) Energy (kcal) Age (year) Energy (kcal)
Infants Females
0.0–0.5 650 11–14 2,200
0.5–1.6 850 15–18 2,200
19–24 2,200
Children 25–50 2,200
1–3 1,300 51+ 1,900
4–6 1,800 Pregnant +300
7–10 2,000 Lactating
1st 6 mo. +500
Males 2nd 6 mo. +500
11–14 2,500
15–18 3,000
19–24 2,900
25–50 2,900
51+ 2,300

BMR = 14.7(54.4) + 496 = 1,296 kcal

TDEE = PAL × BMR = 1.56 × 1,296 = 2,022 kcal.

The BMR is the total amount of energy expended when the body is
apparently at rest: that is, it refers to the work of breathing, contraction of
the heart, circulation of the blood, kidney function, and so on, including the
metabolism of all the body's living cells. These are all essential functions
and closely represent the minimal total metabolism of the body, though it
may be further reduced during sleep. The BMR for an adult woman of
average body size would be about 1400 kcal/day and for an average man
about 1700 kcal/day. These amounts account for roughly 60-70% of the
total daily energy expenditure.

Physical activity obviously affects energy expenditure. Its influence on

energy balance can go in either direction. With increased physical activity
the extent of the greater energy expenditure will obviously depend on the
intensity and duration of the exercise. If the energy expended is
sufficiently large, this leads to a state of negative energy balance and part

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of the energy which would normally be supplied by the food will be
obtained from the breakdown of energy stores (mostly from fat). The
consequence is a reduction of body weight, and increased physical activity
is indeed often prescribed as a treatment for obesity — albeit not always
with marked success.

On the other hand, if physical activity is reduced, the requirement for

energy is also diminished, and less food needs to be eaten — which often
causes dissatisfaction. Because the situation is basically disheartening,
the end result is often a gradual increase in fatness and body weight.

What are the daily energy requirements?

Personal energy requirement = basic energy requirements + extra energy

requirements

Basic energy requirements (BER)

• For every Kg of body weight 1.3 kcal is required every hour. (An
athlete weighing 50Kg would require 1.3 × 24hrs × 50Kg =
1560 kcal/day)

Extra energy requirements (EER)

• For each hours training you require an additional 8.5 kcal for each
Kg of body weight. (For a two hour training session our 50Kg
athlete would require 8.5 × 2hrs × 50Kg = 850 kcal)

An athlete weighing 50Kg who trains for two hours would require an
intake of approx. 2410 kcal (BER + EER = 1560 + 850)

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 THEORY 8
SPORTS PSYCHOLOGY

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Definition

Sport Psychology is the study of thoughts (attitudes), feelings (emotions), and

reactions (actions) of athletes in a competitive setting.

PERFORMANCE = Psychological Readiness + Physical

Preparation + Technical Skill + Tactical Awareness

9.0 MOTIVATION

CONCEPT OF MOTIVATION

Direction Of Effort

Motivation can be defined simply as the direction and intensity of

one’s effort (Sage, 1977). Direction is concerned with choosing a
goal. In sport, coaches are interested in knowing why a talented
youngster will not play a particular sports or why another youngster
leaves the team. The answer lies in the goals of the person. In
other words the direction of effort refers whether an individual
seeks out, approaches, or is attracted to certain situations.

Intensity Of Effort

Intensity of effort is how much effort a person puts forth in a

particular situation. For instance, an aspiring athlete attends a
training session but does not put forth much effort during training.
On the other hands, a shooter may want to make a winning shot so
badly that he becomes overly motivated, tightens up and performs
poorly. Finally, a swimmer may work out six days a week like her
friend yet differ from them in the tremendous effort or intensity she
puts into each workout.

The Relationship between Direction and Intensity

For most athletes direction and intensity of effort are closely

related. For instance, athletes who seldom miss practice and
always early typically expend great effort during participation.
Conversely those who are insistently tardy and miss practice often
exhibit low effort when in attendance.

“The burning question is how badly do your want to succeed?”

Geoff Boycott

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SOURCES OF MOTIVATION

Motivation has two sources, from inside the person (intrinsic) and
from outside the person (extrinsic)

a. Intrinsic Motivation

Athletes who are intrinsically motivated have an inner striving to be

competent and elf determining, to master the task, to be successful.
These qualities of competence, self-determination, mastery of skills
and striving to achieve success are goal pursued by those who are
intrinsically motivated and when achieved are their own rewards. In
sport, athletes who play the games for love of the game, excitement
and fun are intrinsically motivated. They play for inner pride, which
is what compel them to do their best when no one is watching.

b. Extrinsic motivation

Extrinsic motivation comes from other people through positive and

negative reinforcement. These reinforcements may be in tangible
item such a trophies, medals or money, or in tangible items such as
praise and public recognition. When these reinforcements are
received they are known as extrinsic rewards.

TYPES OF MOTIVATION

a. Direct methods of motivation

When you appeal to player’s pride in themselves and hope that

they will train harder, you are using a direct methods of
motivation. They are three categories of direct methods.
Namely:

i. Compliance

Compliance relies on the use of extrinsic rewards and

punishment. “ If you win today, we will have a party”

ii. Identification

In identification, the basis of motivation is the coach

relationship with his or her athletes.

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 iii. Internalization

This is a very powerful method of motivating players, which

seeks to motivate by appealing to players own belief and
values not by administering rewards or punishment.

b. Indirect methods of motivation

When you assign athletes from the first team to a second

squad because they are being influenced adversely, you are
doing the indirect methods. Altering the situation or the
environment-either the physical or psychological
environment in order to enhance motivation is another
example of indirect methods of motivation.

METHODS OF MOTIVATING ATHLETE

a. Consider athletes need’s and motives If there were such a

thing as secret to motivation, understanding what athlete’s
need would be it. A need unmet becomes a good indicator in
helping athletes meet their goals and provides you with a pair
of key to their motivation.

b. From numerous sources, the evidence indicates 3 prominent

needs that athletes seek to fulfill by participating in sports:

 To play for fun (sensation)

 To be with other people (affiliation)
 To demonstrate competence in order to feel worthy
(achievement)

c. Use extrinsic rewards to instill intrinsic motivation

d. Consider athlete locus of control

i. People differ in the responsibility they perceive for the

reward and punishment they receive, which is called locus of
control. People who are inclined to explain the events in their
lives as resulting from external forces, such as luck, chance
and the presence powerful people are called external
controls.

ii. People who are internal controls are more likely to perceive
the events in their lives as being dependent upon their own
behavior. Whether players are internal or external controls, it
may influence both their performances and the methods use
to motivate them.

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iii. Coaches should not disregard the kinds of attributions
athletes use to explain their outcomes. Helping athletes to
change their perceptions can have a significant effect on
their motivation to achieve success. An internal locus of
control is typically a more mature orientation. External
control athlete can be encouraged to become more internal
through the development of self-confidence and through
encouragement to contribute outcomes internally when
appropriate.

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 THEORY 9
INJURY AND SPORT MEDICINE

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 INJURY AND SPORT MEDICINE

10.1 Introduction to Sports Medicine

Sports Medicine is the study and application of scientific and medical

knowledge to aspects of exercise and sports. Sports Medicine aims to
optimize health, fitness and performance of the athletes. It also helps in
the prevention, treatment and rehabilitation of their injuries.

Historically Sports Medicine started as physical training and rehabilitation

of military veterans in the early 20th century. The first sports physician
congress was held in Germany in 1912. In 1954 the American College of
Sports Medicine (ACSM) was founded. It was intended to guide the
convergence of different fields with a common focus directed towards the
goal of national health and fitness.

10.1.1 Sports Medicine Team

The primary individuals of the Sports Medicine team comprises of

♦ Team doctors
♦ Physiotherapists
♦ Masseurs
♦ Nutritionists
♦ Sports Psychologists
♦ Conditioning Specialists

10.1.2 Scope of Sports Medicine

The scope of Sports Medicine includes:
• Promotion of lifelong fitness and wellness
• Illness and injury prevention.
• Diagnosis and treatment of injuries.
• Rehabilitation of the injured athlete.
• Optimization of performance of the athlete
• Ensuring safety of athletes

10.2 INJURY PREVENTION

One of the overriding tragedies of sports and recreation is that many of the
injuries sustained by sportsmen and sportswomen are preventable.
The responsibility for the prevention of injury should lie primarily with the
athlete himself. However coaches and other officials also share this
responsibility.

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Prevention of injury should be the major goal of all those involved in
sports. A practical approach to prevention will decrease the incidence and
severity of injuries sustained. Prevention principally is dependent on
two issues, i.e. ensuring that the athlete is fit for the sport, and that
the sport is fit for the athlete.

10.2.1 Be Fit For Your Sport

Individuals need to possess the appropriate health attributes and
abilities that facilitate safe participation in sports. This requires the
following to be given due attention:
• Pre-Participation Health Examination (PPHE)
-Questionnaires
-Medical Check Up
-Dental Check Up

• Personal Care and Hygiene

-Cleanliness –bathing, clothing
-Nutrition –diet, hydration
-Infection control – food, drink, skin, immunizations

• Attire and Personal Protective Equipment (PPE)

-fit for the athlete
-fit for the sport
-appropriate for the environment

• Foot care
-foot wear- type, size and appropriateness for sport
-nail care
-corns, calluses, blisters

• Warm Up
-purpose – increase flexibility, increase muscle temperature
to optimize performance and reduce occurrence of muscle
cramps

• Cool Down
-purpose – facilitate muscle recovery, reduce muscle cramps
and soreness.

• Training Programs
-observe the FITT principle
-do not over train
-caution when ill /injured – absolute rest or relative rest

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 10.2.2 Make Sure The Sport Is Fit For You
Sports have their own individual performance demands and the
failure to address these appropriately predisposes to problems
and injuries. It is important that these are assessed and
addressed prior to participation.

Health, Fitness and Performance Requirements of the Sports

♦ Health and Fitness Requirements:

 Strength
 Flexibility
 Endurance- muscular and cardio-respiratory
 Suitability – body weight, age, sex, biomechanical demands

♦ Performance Requirements:
 Power
 Speed
 Agility
 Skill
 Reaction Time

Rules and Regulations

♦ Ensure these are available for safe and fair sports.

Playing Areas and Facilities

♦ Must facilitate safety and conduct of the sport

Environmental Conditions
♦ Comply with safety and health recommendations.
♦ Adaptable for the individual athlete.

Travel requirements
♦ The athlete must be able to cope with the challenges of meeting
the needs of adequate rest/sleep, food and personal
medications. Attention needs to be given regarding Doping
Regulations.

10.3 SOFT TISSUE INJURIES

These are injuries to the tissues of the body other than bones.
Examples of soft tissues are skeletal muscle, tendon, ligament, joints and
fascia.

10.3.1 Types of injuries

Acute injuries occur from a known incident and have a

rapid onset of symptoms and signs.

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 Chronic injuries are one that has occurred over a period of
time. The symptoms and signs develop slowly and are often
not noticed initially.

Acute on Chronic Injuries are new injuries occurring on an

existing chronic one.

Overuse injuries are due to continual repetitive movements

of the sports which has caused repeated stress and micro-
trauma, leading to inflammation and pain in the area. There
is usually a biomechanical reason for this occurrence.

10.3.2 Mechanisms of sports trauma

Intrinsic mechanisms refers to how factors pertaining to the
individual athlete lead to trauma. Similarly, extrinsic
mechanisms refer to mechanisms involving external factors.

10.3.3 Causes of injury

Intrinsic Causes eg.
• Inadequate warming up
• Incorrect stretching
• Lack of flexibility
• Medical condition
• Poor nutrition
Extrinsic causes eg.
• Not wearing proper attire
• Uneven surface
• Bad weather
• Hot or warm climate

10.4 COMMON INJURIES IN SPORTS

Generally, trauma that causes soft tissue injuries result in pain,

discoloration, swelling and limitation of movement. These are the
cardinal signs of inflammation.

Amongst the common soft tissue injuries in sports are:

10.4.1 Abrasions / Lacerations

An abrasion is a break in the skin integrity that causes pain
and bleeding. A laceration is a deeper break that involves
the full skin thickness.

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 10.4.2 Muscle cramps
A sustained involuntary contraction of the muscle that
causes pain or discomfort. The individual is unable to
voluntarily relax this muscle. It may be due to heat,
dehydration or electrolyte imbalances.
10.4.3 Muscle contusion
An injury which occurs from a sudden traumatic blow to the
muscle that causes bleeding and bruising within the muscle..
It can cause swelling, discomfort or pain due to tissue
damage that occurs.

10.4.4 Muscle strain

A strain is a tear in the muscle. It is produced by an
abnormal muscular contraction or an excessive stretch of the
muscle.

10.4.5 Ligament Sprain

A sprain is an over stretching of the ligament leading to a
tear. It can result in bleeding, bruising, discomfort, pain and
limitation of movement of the joint.

10.4.6 Muscle soreness

This is muscular pain due to overexertion or strenuous
muscular activity that one is unaccustomed to.

10.4.7 Tendonitis
Tendonitis is an inflammation of the tendon. This may cause
pain, tenderness, redness, swelling and limitation of
movement involving the affected muscle of that tendon.

10.5 MANAGEMENT OF SOFT TISSUES INJURIES

10.5.1 Decision making

The principle in management of soft tissue injuries involves the following:

♦ Recognition
 TOTAPS:
 Talk(T), Observe(O), Touch(T), Active Movement(A),
Passive Movement(P), Skill Performance(S)
 Pain, limitation of movement, swelling, deformity
♦ Problem Identification
 By the appropriate person
♦ Preventing aggravation or further injury
 Stop cause
 Protect affected part / individual

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 ♦ Instituting appropriate care
 First Aid
 Bleeding/Open Wounds
• Inspect and apply direct pressure
• Clean and dress wound
 RICE
 Definitive Care

10.5.2 RICE

The acute phase is defined as the first 48-72 hours following the
injury. The goal during the first stage is to reduce swelling and pain.
At this stage, doctors usually advise patients to follow a formula of
rest, ice, compression and elevation (RICE) for the first 24 to 72
hours after the injury. If the swelling and inflammation can be
controlled initially, the recovery process is enhanced.

REST

Rest refers to the immobilization of the injured part of the body. It

educes the bleeding and prevents further damage to the injured
tissues.

ICE (cold applications)

The initial treatment of acute injuries use cold. Ice is used for
conditions involving strain, sprain and contusion. It will decrease
pain and bleeding by promoting local constriction of the blood
vessels. Ice is applied on the injured part for 15 minutes every two
hours by placing the ice in a cloth or plastic bag to avoid direct
contact with the skin. Take care to not cause an ice burn.

Contraindication of ice therapy include:

• allergy to ice
• diabetes patient
• circulatory problems
• open wounds
• elderly patient

COMPRESSION

Placing external pressure on an injury assists in decreasing

hemorrhage and hematoma formation by occluding the blood
vessels.

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 ELEVATION

Elevation assists the veins to return blood and fluid from the injured
part to the central circulatory system. Along with cold and
compression, elevation reduces internal bleeding. In ankle sprain
for example, the leg should be placed so that the ankle is at least
above the level of the heart.

10.6 HEALTHY LIFE STYLE

Society today is largely focused on physical performance and the

conditioning of one’s body. If an athlete aims to get and stay in shape, he
or she would include strenuous exercise and athletic participation in his
training module. It is also important for athletes to practice healthy life
style in order to achieve the highest level of health and fitness.

10.6.1 Components of Healthy Life-Style include:

• Regular physical activity

• Maintaining appropriate body weight, BMI and fat composition.
• Cope with stress well
• Avoiding drugs and alcohol
• Smoking cessation
• Well balanced diet
• Good rest and adequate sleep of at least 8 hours.

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 THEORY 10
SPORTS BIOMECHANICS

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SPORTS BIOMECHANICS

11.0 Introduction to sports biomechanics

Biomechanics is a quantitative field of study within the discipline of sports
science. The term biomechanics clearly reflect a synthesis of knowledge
involving biology and physics in accounting for the understanding of
human movement and the physical forces that govern the production of
skilled movements. Hay (1993) defined biomechanics as “the science
concerned with the forces that act on the human body and the effects that
these forces produce.” Knowledge of the human body and its functions is
explored via functional anatomy, whereas the principles of the forces
acting upon the human body are explained via mechanics. As a
knowledge discipline, biomechanics consist of three major sub-disciplines,
as follows: (i) biomechanics of human movement, (ii) zoological
biomechanics, and (iii) ergonomics. Sports biomechanics is a specialized
area within the sub-discipline biomechanics of human movement. The
figure below illustrates the overall state of knowledge branches relating to
biomechanics.

BIOMECHANI

Biomechanics Zoological Ergonomic

of Human Biomechani

Developmental
biomechanics

Occupational
biomechanics

Rehabilitative
biomechanics

Activities of
daily living

Sports
biomechanics

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Definition of Sports Biomechanics

Sports biomechanics is a specialized biomechanics area solely

focus on movements related to sports performances. Two major
areas of discussion include performance enhancements and injury
prevention. Here, the core aspects of sports biomechanical
knowledge for coaches relates with movement analyses.
Movement analyses can be conducted from one of two
perspectives. The first perspective is known as kinematic analysis.
The basic nature of kinematic analysis is focus on motion
characteristics, and examines motion production with reference to
space and time without reference to the forces causing motion. A
kinematic analysis of motion will involve description of movement to
determine how fast a body/object is moving, how high it goes, or
how far it travels. The second perspective is known as kinetic
analysis. A kinetic movement analysis examines the physical
forces acting on movement production, and attempts to define the
nature of forces causing the movement. Kinetic analyses can
provide valuable information about how movement is produced, or
how a position is maintained. Such information can direct
conditioning and training for sports.

A thorough comprehension of a movement or skill is possible by

conducting both kinematics and kinetic analyses. The basis for
conducting these analyses will require coaches to possess mastery
of the specific terminologies and aspects of information related to
these terms. These terminologies will be introduced in the
forthcoming topics.

Importance of biomechanics to the coach and athletes

As mentioned earlier, two major areas of discussion in sports

biomechanics are performance enhancement and injury prevention.
Performance enhancement focus on providing accurate description
and explanation of the techniques used in sports skills that results
in movement efficiency. Injury prevention addresses the
assumption that proper execution of technique improves
performance and reduces the risk of injury.
The importance of acquiring such information among coaches and
athletes may be summarized as follows:

To the coach
• Enhance performance
• Injury prevention
• Skills improvements
• Understand and able to apply the principles of motion
• Effective movement feedback
• Error detection and correction of the skill execution
• Rehabilitation

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 To the athletes
• Understanding the mechanics of skills
• Enhance performance via Ideal Performance Model
• Skill improvement via maximizing or minimizing joint actions, in
accordance to its relevance.

“ There is little to be gained,and much to be lost,by attempting to force

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

“ Nature decrees that children should be children before they become

adults. If we try to alter this natural order, we will reach adulthood
prematurely but with neither substance nor strength”

“ The natural order accounts for a progressive development through time”

“ Planning the development of young players is like preparing for a

journey. It’s advisible to have a map ( plan or model) to avoid getting lost
and wasting time and energy”

“ The major obstacles for the progress in hockey is ‘Force of Habits’.

Because of stubbornness many coaches continue with their old coaching
patterns without questioning what they are actually teaching”

“ It’s a mistake to try to transfer without much thought the experience

gained in the teaching of adults towards the training of young players”

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 THOUGHT FOR THE DAY FOR COACHES

“The game of hockey doesn’t progress through an accumulation of many

championships or tournaments, but through continuous development of original
ideas”

“Tomorrow’s success is founded on today’s preparation”

“The tragedy of coaching young players focuses on the fact that many coaches
may know a lot about the game, but they don’t know their young pupils”

“Youth prefer to be stimulated instead of being instructed”

“Moving step by step, you may travel great distances”

“Too much drill will kill”

“Coaches who don’t apply new remedies should expect to suffer new troubles”

“Poor performance at short term doesn’t mean that the long term objectives can
not be accomplished”

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

“There is no greater power on the playing field than the player’s intelligence”

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

“The coach or player who doesn’t learn from defeat, will always be a beginner”

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

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

“Only a coach who has got enough brain can be simple”

“Mastering a skill doesn’t mean that the player knows to use it in precise moment
during the game”

“The development of the game is so fast these days that the coach who says it
can’t be done is generally interrupted by someone doing it”

© MHF and MSN.

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