8. INDIVIDUAL TACTICS


These are skills which involve other players. Typically they will involve passing between players, although the full range of techniques is more extensive.

Individual Tactics is the application of Individual Techniques involving other players. Individual tactics are the first step to developing team play. They may be regarded as the building blocks used to develop team play.

8.1 GENERAL TACTICS/TECHNIQUES AND OBJECTIVES

There are several characteristics which show the quality or experience of a player in a team sense:

Some of these are hard to define, but they at least highlight areas that the coach and players should work on.

8.2 GENERAL TACKLING

Tackling is essential in the game and should be given at least equal time to other tactics. Once the basic methods have been taught it is worth explaining some tactics. Teach players how to feint a tackle to make the opposition move before they are ready. This is simply a spike which is not followed through - or showing the stick to the opposition. Teach them to protect their weak side by showing their stick to that side. Teach them how to turn and chase a flick, how to counter turn (turn in the opposite direction to an attacker's turn). Then practise using situations such as:

CONTROLLING THE ATTACKER

Make the attacker do what you want him to do.

8.3 TWO ON ONE

One of the most basic units of team play is the Two on One situation. It constantly occurs during a game as a player in possession seeks to pass on to a team mate while an oppostion player tries to gain possession.

The 2 on 1 drills are an excellent preparation for game play. The drill is simply based around two attackers - one in possession of the puck - trying to get past a defender. Once the attacking pair are successfully past the exercise has ended and the next set starts. There are a variety of options for the attackers - and for the defender:

ATTACKER

  • Passing in front of the defender.
  • Passing behind the defender.
  • Swimming at the defender.
  • Swimming away (drawing) the defender.
  • Dummys.
  • Turning to take out the defender.
  • DEFENDER

  • Defending headon.
  • Defending facing the same way as attackers.
  • Committing the player with the puck.
  • Feinting the player with the puck in order to attack the receiver.
  • Moving to cut out the pass.
  • Moving to force the pass.
  • When teaching this exercise start with the basic option of passing. If the pass is good the defender should never get the puck. Here the length, accuracy and especially the timing of the pass are important. Players must not get caught with the puck (too slow to pass) nor must they pass too soon (gives the defender one player to attack). Most beginners will not have this timing - the exercise teaches them.

    Note that the timing of the receiver is almost as important as that of the passer. When the puck arrives the receiver must accelerate away - even if the puck is not cleanly controlled. If necessary use the stick vertically to control the puck.

    TWO ON ONE

    2 ON 1

    Having succeeded in passing reliably the attackers can look at other options such as dummys, turns etc. The exercise thus teaches:

    8.4 ONE ON TWO

    One on Two provides an interesting variant of Two on One. Here it is the "Defender" who is getting the major benefit. Normally this exercise would be started with one of the two attackers passing the puck deliberately behind the defender; the two attackers then try to regain possession while the defender's task is complete once the puck is swum or cleanly passed behind both attackers. The defender has the chance to practise the skills of:

    ONE ON TWO

    1 ON 2

    8.5 SCORING GOALS

    Scoring goals is a skill in itself - and obviously an important one. Like any skill it requires practice. Two on one can often be practised with the goal as the target. Alternatively practice three on two or even a full team against three backs. A good set of three backs should be able to sustain defence against a full team.

    The attackers or attacking team should consider:


    S Stoke

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