Methods of Arrangement and Coaching Synopsis
Introduction:
The following works are the corroboration of primarily evidence-based research in multiple disciplines related to physical education in lacrosse, namely: teaching, coaching, strength & conditioning and anecdotal experience garnered as professional lacrosse players. Combined with over 50 years of lacrosse experience, Brandon Sanderson and I (Chet Koneczny) have developed what we believe to be the most progressively-developed model for lacrosse instruction, from basic to advanced. Practice Plans #1 - #20 will guide players, coaches and enthusiasts through the most basic of traditional activities on through more difficult, and at times, less formal activities. With over 65 drill diagrams and 65 drill variations aspiring coaches are able to: follow our progressive development model; explore skill development through specific skills in isolation; otherwise create their own developmentally appropriate practice plans as they see fit (based on team/player needs). Teachers looking to establish lacrosse in physical education or extra-curricular programs will also find that the initial practices are complimented with all of the tools necessary for implementation and assessment. Wide arrays of curriculum guidelines are satisfied by the content of these practices, across all grade and skill levels. For further information feel free to view our power-point presentation on Best Practice For Assessment In Senior Phys. Ed., which uses lacrosse as an exemplar; also our suggested Yearly Plan For Senior Phys. Ed.).
Progressive Development:
Our practice plans guide themselves through 4 units: Basic (3), Beginner (4), Intermediate (6) and Advanced (6), with a game day warm-up implementation for a total of 20 practices. Practice #20 (Game Day Warm-Up Implementation) is intermediate in nature and should be implemented by coaches much early in the season (simpler drills may be substituted for beginners). Most Canadian Minor box lacrosse associations host "house" league seasons spanning from mid-April to the end of June (10 weeks), which theoretically would provide two practices per week over that time span. In the real world, however, plans are never that predictable, and no house league team is realistically going to progress from the basic to advanced level over the course of a season. Coaches may choose to forgo any of the practices or units in this manual if they feel that their players have already mastered the skills involved. Essentially, this means that where appropriate coaches may choose to start at either the beginner, intermediate or advanced unit, if they are confident that the general skill level of the team is greater than the need to teach the basics. At the very least though, if a coach is skipping over something, it should be discussed with a quick refresher on sound technique versus bad habits. The positive aspect about starting with the basics is that players can be held accountable to previously learned skills, which helps to effectively reinforce proper technique in their overall growth and development. Young and inexperienced are not skilled enough to engage in advanced sporting techniques and require intervention, alongside age-appropriate expectations and variations. These players will attempt more advanced skills, but most will not be able to master them without developmentally appropriate progressive intervention. As players advance with age and skill level, a general team rule to abide by is that a player should be able to perform a certain skill proficiently (nine times out of ten) before they use it in team practices or a game; otherwise they should resolve to do what they are able to do most consistently. Players should be encouraged to practice the way they play (full speed unless stated otherwise) and understand that “practice makes permanent” (for better or for worse). Stick tricks and trick shots should be practiced against a wall (“wall ball”) on a player’s own time, and discouraged by coaches, at least until players have proven they can perform them with consistency.
Within our "Drillbook" we feel like we have all ages and skill levels addressed. Initial basic practices provide team administrators the opportunity to identify the physical development (chronological age vs. biological age) and caliber of players; some of whom may be better suited in an older or younger age group, and others who may be good enough to potentially play “rep” league lacrosse instead of house league. The beginner level practices provide the perfect opportunity for the formative (general) observations and assessments (try-outs) of players and also for establishing goals and next steps (direction) for a team. The practice plans themselves list in the upper-right corner that they are for ninth grade students, but in theory they could be used across all age groups depending on skill level. New players to the game with any sort of athletic background are likely to be very successful during these initial practices, as well as experienced players who may have to revisit concepts already mastered. Where possible, coaches should pair the weaker players together and more advanced players together during group drills, which helps prevent boredom and aloofness amongst these two extremes of skill ranges. Experienced players can be challenged further with drill variations and adlibs, whereas weaker players may need more remedial adaptations. That said, fundamentals should constantly be revisited and reinforced as much as possible; as even professional players are prone to developing bad habits.
All practices/units seek to build off of fundamental movement skills, while systematically progressing with the incorporation of various stick manipulation skills. It is imperative that new players to the game and players learning new skills develop an understanding of the relationship between their bodies and their surroundings (boards, crease, nets and other players); an awareness that is dynamic and ever changing. Being aware of both general and self-space is vitally important to avoiding collisions and staying safe on the lacrosse floor. As players become comfortable with these basic necessities, they are eventually given the opportunity to refine personal locomotor (movement) and manipulation skills in tandem (locomotor and manipulative patterns together make up what are called “motor skills”). Variables such as locomotor patterns are often taken for granted, but players must learn to perform them correctly and therefore efficiently (See ABC’s Of Running) in order to apply them in relevant movement situations. Using one’s hands or feet to manipulate an object is one of the hardest and most mentally demanding skills to learn; kids love attempting to manipulate objects that are new to them. Build on this natural enthusiasm, and where possible, try to help them understand the skill, how it evolves, its importance within the context of the game or activity; an appreciation of it. Actual mastery, although preferred is not the “be all and end all.” Start slow so that players can learn the “flow” of a drill and then repeat it with more speed. Drills should progress from simple to complex (e.g. static to dynamic; “walk before you run”) with frequent re-hash on skill development from lessons past, especially when introducing a new drill. The question “why are we doing this?” should always be answerable. Introduce the next drill as players become familiar with the present one, allowing players enough time to become confident in the one skill or motor pattern before introducing the next (a teaching strategy known as "scaffolding"). To conclude a practice, or series of practices, a skill application, game or activity in which the skills learned can be showcased, is always fun and motivating for the young players to work towards.
When demonstrating new skills in physical education it is common practice to use what is known as the “whole-part-whole” technique whereby coaches demonstrate and/or explain the complete skill (perhaps having the players try it), then break the skill down into its component parts and demonstrate each as they become relevant. Each of the component parts, or several parts, should later be drilled in isolation and eventually the entire skill gets put together as a complete entity, as in the initial demonstration. Coaches have the option of demonstrating skills themselves, or they may hone in on a player who appears to be executing a skill particularly well and request that they demonstrate for the group (which can help foster further confidence). Coaches should ask players if they have any questions after subsequent drill descriptions, and any other substantial clarifications can be provided during “chalk talk” sessions or at the end of the practice (avoid fielding too many questions or giving lengthy clarifications, especially with young kids). Individual players may also be challenged informally during drills to assess their own movement and also that of their peers (What was good? What needs improvement?), in order to generate further understanding. With the introduction of any new drill, the time frame allotted in the practice plan will usually need to be greater, primarily because of the need for the above mentioned descriptions, demonstrations and also diagrams. That said, the actual length of most drills should generally be between 5-10 minutes (unless using multiple variations) once set-up. Assistant coaches should set-up drills proactively where possible, if not then during water breaks, which we suggest be allowed following every second drill (approximately every 15-20 minutes). Coaches should be prepared to explain to their players the benefits and protocols related to staying properly hydrated, while seeking opportune moments to make their point. Health-related fitness components should always be an underlying focus, with principles such as: muscular strength/power, cardio respiratory fitness, flexibility and nutrition, as focal points. Coaches should have a general understanding of these exercises and fitness principles at play, make relevance of them during teachable moments, or at the very least be able to provide resources and point players in the right direction (team trainers) while promoting physical fitness as a way of life. The large majority of these young players will never go on to play pro or even college level lacrosse, however, they will forever have the tools to be a part of a brotherhood/sisterhood that will continue to support and encourage an active lifestyle throughout the rest of their lives.
Practice/Team/Player Management:
Significant emphasis should be placed on keeping kids moving as much as possible rather than standing listening to coach’s talk, or watching lengthy demonstrations. Minimize the time spent on organization, instruction and demonstration. Skill development type drills should be designed for maximum participation for the maximum amount of players. Ill-prepared practices will lead to “classroom management” issues, with players getting distracted or “zoned out.” Knowledge of a subject and knowing how to teach that knowledge effectively is the best form of classroom management, via keeping players engaged. Learning advanced skills does not motivate children. Children enjoy learning things that meet their needs, and expecting a beginner to play at an intermediate level will only create boredom and frustration. Children who feel competent and confident, behave better! Should the coach find that a group is lacking focus or that a certain player is not paying attention, there are several techniques which can assist in regaining their attention. One might consider having the group run the length of the floor and back (or more), especially if they have been standing around for any extended period of time. However, the classic classroom management technique used with kids that are talking while a coach is talking is to stop talking and/or stare at them. In fact, most of the time, other kids will tell the offender(s) to stop talking in this situation. Remember to stick to your guns on this one and do not continue speaking again until they stop, thereby re-establishing respect and underlying authority. Another key classroom management technique is to use the phrase “When I say go.” Prefacing instructions with this phrase will prevent kids from scattering off in various directions before hearing a drills description in its entirety.
All coaches are ultimately involved in this process of managing the players. A team of three or more coaches is always the ideal scenario (1 Head Coach, 2 Assistant Coaches), but practices can also be managed effectively with two experienced coaches (usually never just one). A ratio of 8 players to 1 coach is regarded as the industry standard, thereby dictating the requirement of at least two coaches per team (defensive & offensive coach). If a team has only two coaches, the designation of “Co-Head Coaches” is usually the most politically correct terminology, unless there is a large experience gap between the coaches and it is stated otherwise.
Be diligent with positive encouragement; take advantage of teachable moments. In theory, there should be five positive interactions for every one negative interaction in fostering healthy relationships. A pertinent example might be, finishing a drill on a “good rep,” which is positivity that can be promoted and encouraged amongst coaches and players, perhaps using cardio drills as a bartering tool? Talk to individual players immediately after a technique flaw seen and provide them with specific advice on how to improve for the next time (demonstrations/diagrams). Otherwise, if a general technique flaw is noticed amongst the group, whistle everyone to come in, speaking to them closely instead of at a distance. In our experience, constructive criticism is best offered as a praise sandwich (start positive, deliver the criticism, finish positive). Constant negative reinforcement will fall on deaf ears, whereas overly positive coaches aren’t necessarily the best at challenging kids to step outside of their comfort zone. Ideally, coaching staffs are comprised of several different styles of coach, able to meet the needs of all players with varying techniques and demeanours.
The role of assistant coaches should be established prior to all seasons, practices, drills, and games. Development of practice and game plans should be a fluid process and based on constant dialogue amongst coaches. Every coach will have their own unique coaching style, and that style (role) should be reflected and upheld during all practices and games. YOU (we) will have an emphasis, whether you (we) consciously choose to or not; it will be based on experience, preference and philosophy. Generally, when discussing styles of teaching, a key component is the amount of responsibility that lies with the teacher and the amount that is given to the students. Teaching styles range between the command method, in which total responsibility lies with the teacher, and the discovery method, where the responsibility lies with the student. The command method is totally teacher-centred and the discovery method is totally player-centred. In essence, all of the potential styles of teaching fall somewhere along the continuum from command (“military style coach”) to discovery (“player’s coach”). Generally speaking, when one is relatively new to coaching the command method, for the most part, is often the most comfortable approach as it gives total control to the coach. Basically, this method involves telling the players what to do, and then expecting them to do it. The discovery method, on the other hand, involves giving the players a certain amount of control in the learning process (input on drills, set-plays etc.), in which case, the teacher might consequentially sense a lack of control. As a coach gains knowledge, experience, and confidence, the use of a variety of teaching styles will become easier to employ, and at the advanced levels, essential in managing egos.
Experienced coaches know the tendencies of different age groups and how to interact with them appropriately (i.e. the attention span of younger players is much less than older one, thus younger players should do less talking and more playing). Likewise, individuals are inherently different and have different learning styles. Generally speaking, there are three different types of learners: visual learners that learn by watching, auditory learners that learn by listening and understanding, and tactile/kinesthetic learners that learn by doing. Coaches must be mindful of this fact when planning their practices and cater to the different types of learning styles with as much variety as possible, in both drills and instruction. Visual learners often prefer sitting at the front during demonstrations to avoid visual obstructions, whereas auditory learners need to talk things through and listen for relevant cues that enable them to perform tasks effectively. Kinesthetic learners are more “hands on” and find it hard to sit still for long periods, becoming distracted by the need for activity and exploration. A healthy balance in consideration of these dominant learning styles is the key and coaches should seek to develop a basic recognition and sensitivity of these characteristics, in order to enhance their overall effectiveness as a coach.
This manual is not intended to define exactly how to coach your players, but rather is an attempt to integrate skill development, health related physical fitness, physical activity and life skills into one cohesive program that makes lacrosse accessible and affordable for anyone to enjoy (which we believe is one of the greatest of lacrosse’ assets). Lacrosse has always proven a great tool at helping kids/adults develop a positive “sense of self,” community, interpersonal skills, communication, conflict resolution and effective decision making skills (life skills). The First Nations people of Canada have always been positive role models in this regard, playing the game for its physical, mental and spiritual benefits, as well as for conflict resolution and entertainment (also to show gratefulness to the Creator). The Great Law of Peace amongst the Iroquois (Haudenosaunee) Confederacy is one of the few examples of different nations uniting for the purpose of peace. Furthermore, “lacrosse, because of its unique history, exists as a link between the disparate components (in) Canadian history: First Nations and European Settler (Mitchell, North American Indian Travelling College).”
It is with the greatest of respect for this tradition, that we introduce our own perspectives on how to continue to pass on this game that was so righteously passed on to us. In that light, a gathering of families alongside the 1st Practice seems appropriate. We recommend seeking out a unique outdoor venue (native/organic element), having a meeting as a group, and then running a “helmets & gloves” practice, while also teaching “the basics” of the game in front of the parents (for further reinforcement). A venue with an open field and the side of a school wall, or an outdoor box, are both suitable locations. Where such amenities are not available (or as a back-up plan for inclement weather), a traditional meeting room at an arena would suffice, particularly for basic administrative purposes, introductions and equipment information. Coaches should always arrive ahead of the players/parents on the team. A wise person once said “preparation is the name of the game.”
The Basics (Practices #1 - #3):
The warm-up in our 1st practice establishes its remedial tone as personified by players running around the perimeter (or a designated perimeter) with only sticks in hand, no balls. This initial warm-up offers players a feel for the stick in determining which side of their body feels most comfortable to hold the stick on (learning by discovery). This approach also assists in getting the player’s blood flowing (warm). Dynamic stretches would typically follow this general warm-up, but in the interest of skill development in this 1st practice we feel it is best that they be forgone based on time appropriation. While the kids are running around, coaches should be standing in the middle of the floor doing "stick tricks, which gives the kids a glimpse of just how intricate stick skills can get. Following warm-up, we recommend dividing the kids into two teams where they will work as a group for the first three practices. Next, announce that at the end of the 3rd practice there will be a 3 vs. 3 game between the two teams, which helps keep players motivated and striving to improve, under the guise of “getting prepared for the big game.” This is a great opportunity for the kids to develop camaraderie, and has its benefits for organizational purposes as well. These two teams should be wearing different coloured pinnies, and following each of the next three practices coaches should emphasize player’s taking individual responsibility for cleaning and remembering to bring their pinnies to subsequent practices. A checklist could be kept and points awarded for some type of reward system, although coaches should also have extra pinnies available. Another similar concept would be assigning a different player each week to bring the entire lot of pinnies home for laundering, which is the method most often used in Minor lacrosse for game jerseys.
Being that lacrosse participants must have some degree of skill in passing and catching before commencing game play, this first practice essentially introduces the four most basic skills required to play a game of lacrosse: defense, cradling, loose balls; then passing/catching. We are essentially teaching these skills in the hypothetical order that they appear: moving without the ball, picking up the ball, protecting the ball once you’ve got it, and then either passing to a teammate or shooting. Certain skills take precedence over others and are taught in a specific order to ensure success in present and future drills/practices. The head coach will usually explain the drills at centre-floor, drawing the diagram of the drill on a white board (if required) or otherwise showing a quick demonstration (aka "walk through") to the team (depending on drill familiarity). Once the drill commences, the head coach usually then circulates the floor, emphasizing skill and drill execution based on the drill descriptions. The assistant coaches usually run the actual drill itself, often from opposite ends, ensuring drills run smoothly. All coaches should always have extra balls ready to throw into any given drill in case a player should happen to drop one (players who have complete the drill as well).
Keeping to the native/organic theme, the first practice concludes with an informal full floor/field game between the two groups (i.e. 10 vs. 10), using a tennis ball instead of a lacrosse ball (find out who your goalies are). It should also be noted that the initial meeting, practice and barbeque agenda should take place over a two-hour time frame, with all other practice plans being one hour in length.
The 2nd Practice again has the option of an outdoor venue (based on equipment needs) and parents are once again invited to attend a demonstration (20 minutes prior to practice) on the basics of stick stringing and cutting (small shaft for throwing, large head for catching – no “pinches”). It is our belief that a stick not being usable as purchased from a retail store is one of the biggest obstacles limiting a player’s early success in our sport. However, some stores do sell lacrosse sticks with pre-strung "pockets," which is what should be sought after if a local stick stringing guru isn’t at one’s disposal. Nevertheless, the 2nd practice naturally progresses forward in several different aspects, while incorporating many of the basic concepts from the previous practice. One of the first obvious progressions is in the general warm-up, as players are now encouraged to practice their cradling as they run around the box. After a quick re-hash on the skills learned in the previous practice, the first warm-up drill (Stickwork Drill #2 - Variation #2 & #3) provides players the opportunity for further practice with the most technical of the skills taught in the first practice: passing. This drill progression is an example of moving from simple to complex (static to dynamic) in orientation, as players are now encouraged to partner up with a player from the opposing team (different colour pinny) to first try catching passes across their body and later passing with a short run (if there is an odd player without a partner they should pass with an assistant coach). Once the players are warm, coaches should then take the time to introduce some basic dynamic stretches (stationary routine) and stress the importance of doing them as a team (in a relatively straight line) for cohesiveness, which is intimidating to opposing teams and also fosters unity. Players will eventually be expected to perform the dynamic warm-up on their own (as a team), but not until the beginner/intermediate practices when the coach feels like they have it mastered (appointing captains around this time as well).
It should also be noted, that the 2nd practice is when goalies get into the net, as well. Moving forward all drills should involve goalies in some capacity. Ideally, one of the players that went in net during the informal game at the end of the first practice might be enticed to give it another try. Failing volunteers, a system should be established whereby every player takes a turn throughout the season, or until one of the players actually volunteers to play goalie full-time. Goalie equipment is typically provided by the hometown association as a means to encourage kids to play the position (which can get expensive). There should be at least six sets of goalie equipment within a home association (built into registration fees), 2 small, 2 medium and 2 large. After getting a chance to throw with a goalie stick in the initial warm-up passing drill, goalies jump right into “the thick of things.” While all players are receiving a demonstration on set-shooting, goalies should also receive a quick lesson from an assistant coach on positioning and angles. Semi-Circle Shooting (Warm-Up Drill #1) is usually then a fun drill for all players, as well as a great morale booster amidst much of the initial technical learning, which to players with any sort of experience may seem “boring.” The remainder of this practice involves some basic defensive drills, utilizing the fact that players are now expected to practice fully equipped. The cool down introduces “static stretching” and is completely student-centred, giving players a chance to demonstrate what they know, fool around with their sticks, and again learn by discovery. It may be noted that with the exception of monitoring successful catches while passing with a partner (which ultimately keeps those that are competitive, engaged), there has been very little competitive activity in these initial practice environments.
Practice Plan #3 and subsequent practices moving forward may all be held at an outdoor box if available, although usually it is best to practice in the same environment that players will typically be playing in. Having said that, if players have any aspirations for playing field lacrosse, accounting for the sun and wind while playing outdoors could also prove beneficial, not to mention cost effective. Up until now, we have also yet to discuss what we say to the group (also when), and why we say what we do. In our first practice we spoke of an Ancient Cherokee Legend where the birds played against the animals and how there is a place for everyone in lacrosse. In the second practice we talked about the History Of Lacrosse amongst First Nations people, and in the third practice we like to talk about the opportunities available in lacrosse. All three of these “speeches” commenced before practice started (or during warm-ups), but coach’s still need to be unpredictable and spontaneous in their practice planning and reinforcement strategies in order to keep the attention of kid’s/young adults (using a variety of teaching styles).
The remainder of the third practice focuses on basic defensive and offensive skills as they relate to Game Play, culminating in actual game play itself. The game is 3 vs. 3 and should be played from side-boards to side-boards (east-west) with the nets flush against the boards (tape the crease onto the floor). Play starts with a loose ball from the coach, with 1-minute shift intervals (mixing up the players as best as possible) and keeping track of the overall score. Ideally there would be four nets on site, ensuring that a game could be played in both ends (maximum participation), with everyone else standing at centre-floor. Team #1 plays against Team #2 (cumulative score), in what is otherwise known as a “small-sided game.” This intermittent activity is excellent for players’ cardio and also gives them a chance to apply the skills they have learned thus far, while also having some fun. Coaches should suggest that players do static stretches at the end of practice, taking note of who actually does them, which primes them for future discussions. As for stretch protocols in general, slow progressions continues to be our mandate, in an attempt to transfer responsibility from teacher to student, thereby encouraging players to take onus and establish routines amongst themselves.
Beginner Practices #4 - #7:
The 4th Practice is the first of four “beginner” practices which pick up where the basic practices left off in respect to skill progression. Beginning once more with a group discussion, this time players and coaches (players first) should reflect on some of the player experiences in game play, as well as over the past three practices. Reflection for both student and teacher are very important; what worked well, what didn’t, and why. On the topic of being mindful, coaches should take the opportunity to remind players to be aware of stray balls (“land mines”) lying in and around a drill. Players and coaches alike should actively remove any balls that are interfering with the drills, which is good etiquette and safety precaution, as many needless ankle sprains have happened over the years as the result of a player stepping on a ball. This is another “helmets & gloves” practice (see practice #1), which is always an option (used sparingly) when coaches think that their players deserve it, and also when they are able to create a meaningful practice with no contact (i.e. shooting practice). The general warm-up in practice #4 sees players running around the outside of the box with sticks and balls, passing back and forth with coaches (practicing passing-on-the-run, which is the focus of this practice). After the dynamic stretches, players should huddle up near the net at one end of the floor, in order to observe the “eyes of the stick” demonstration. This demo is intended to give players another perspective on shooting, showing how what the player sees is different from what the player’s stick can see. Goalies should also pay close attention while also reviewing their standard angles with an assistant coach, and learning how to “give & take.” After a brief re-hash on set-shooting and loose balls, players will then practise passing-on-the-run (full floor), which is great segue into the concluding drills which all have to do with shooting-on-the-run. Practice Plan #4 finishes with the implementation of a standardized static stretch routine (leg routine), with coaches again stressing the importance of properly warming up and cooling down (taking care of one’s body).
Practice Plan #5 has several skill progressions but most notably it introduces the concept of the Basic “House” Defense. There is no team skill that is going to affect the success of the team more than this one. Ideally there are enough practices scheduled before the start of the season to be able to cover basic individual skills first, but if schedule-dependent, the introduction of a basic Team Defense unquestionably needs to be practised before the first game of the season. Re-visiting or relating a drill to successful team defense is a good habit to get into and this addition of physical contact often excites (engages) many of the players as well. If a team’s defense is repeatedly stick swinging or otherwise struggling on defense, an old trick is to force defenders to play certain drills (i.e. practising the basic house defense) with no sticks. In essence the defender is taught not to get caught looking at the ball, instead focusing on footwork and looking at their check in the chest; a coaching tactic that can be further explored throughout the course of a season. The finale of this practice also teaches players a basic face-off set-up and technique, as well providing an opportunity to practise both concepts in a 5 vs. 5 full floor game (with 1-minute shifts, beginning each with a face-off).
Practice #6 involves a unique warm-up involving tennis balls in Warm-Up Drill #5 (re-hashing “soft-hands”) and also introduces some basic concepts related to team offense and ball/foot movement. Later drills in this practice are geared towards individual offensive/defensive techniques.
The last of the beginner practice series, Practice #7, introduces the basics of transition, alongside related drills and skills that will be built upon in future practices (focusing on good habits in the open-floor). At this stage, it is expected that players are able to run their own dynamic warm-up, with captains appointed to lead the way (have a leadership meeting with coaches).
Intermediate Practices #8 - #13:
The intermediate unit of practices (six total) requires players to have achieved a certain level of skill in order that they may be successful and gain the benefits of the upcoming skill development drills; likewise so that the “flow” of the practice is not continually interrupted due to dropped passes. Coaches affected with this problem should begin creating their own unique practice plans, focusing on drills and skills that players are currently struggling with.
Practice #8 begins with a quick demonstration/explanation of a quick stick, with players given a chance to practise quick sticking the ball off of the glass, and then with a partner. After warming-up there is another team offense drill that builds on the “keeping your feet moving” theme from practice #6; the concept of a 2-on-1 in the offensive zone being introduced as well. This very important practice also establishes a Standard Breakout for “clearing the ball” from the defensive zone, and lastly covers basic power-play and short-handed positioning and concepts. Special teams may also need to be established earlier in the season, ideally visited at least once before the first game. Furthermore, it would also be prudent for intermediate level coaches to briefly discuss basic 4-on-3 concepts (See Practice Plan #14) in order to avoid any confusion should the situation happen to arise in a game before being discussed at practice. If this situation happens at the beginner level, the coach also has the option to call a time-out and explain the basics to the kids, having waited until this time as there is no need to overwhelm the kids with scenarios; skill development being the initial priority.
Players must develop sharp focus and attention to detail as they are immersed into more advanced lacrosse drills involving several lines of players (at various locations), several balls and multiple skills being performed in combination. Prior to a drill with “multiple lines” coaches should remind and encourage players to join lines that look empty, and also to try drills from all positions on the floor (staying on their "proper floor sides" as much as possible). This creates better “flow” during practices, as well as provides more opportunity for participation and skill development. When there are insufficient players for equal balance (such as Transition Drill #1) on both sides of the floor during any drill, a few of the more skilled players (appointed or volunteer) should perform the drill on their “wrong side.” These players should then “drift” as best as possible toward their proper floor side before shooting on the net. Another option is to have players go twice on one side of the floor and then once on the opposite side, in helping keep balanced numbers (i.e. 2 rights go for every left).
Transition is the clear focus in Practice #9, with players getting the opportunity to play on both the defensive and offensive side of a fast break; 2-on-1 and 3-on-2.
Practice #10 is highlighted by more power-play and short-handed work, specifically, the offense having the chance to institute some basic set-plays. Getting players to grasp the “timing” required to be successful on the power-play is a constant process, one that requires significant amount of extra time practiced outside of what’s found in these 20 Practice Plans. It is important that any set-plays are first run as "ghost plays," with no defense, in order to help establish this timing. Coaches can use any play from our Playbook depending on skill level and skill-sets of their players, but we always recommend Play #2A & #2B for beginners; playing a “box” on defense. In addition, players will learn how to effectively double-team a ball carrier during this practice, which is important for players on the power-play, as they are expected to understand when and how to double-team the ball carrier after losing possession. For coaches that started with the basic practice plans at the start of the season (house league), this also usually marks the last week of play.
Practice #11 begins to get into some advanced progressions of beginner-type drills and also a very important part of Team Offense: setting picks. Coaches need to be aware of adequate ball supply for these types of shooting drills that require a lot of balls. If players are struggling to get a ball in time to participate in the drill, stop the drill so that players can “re-load,” taking balls out of the net or retrieving them from the other end of the floor. Defense Drill #9 (5 vs. 5 Continuous) provides the perfect culminating activity, allowing players the chance to practice their standard breakout and basic team offense. It is also a challenging cardio workout, which becomes increasingly important as the season progresses, with teams aiming to "peak" during the "playoffs."
Practice #12 continues with more work picking and set-shooting, followed by basic introductory drills on the Motion Offense, which is the “System” of offense that we will be building upon moving forward. The defensive system will soon also be changing from a basic “house” defense to a Helping “Man-To-Man” Defense, so the basic “switch” and “turn & grab” are also introduced and demonstrated as a progression in this practice. Conclusively, there is a brief chance to practice “switching” in Defense Drill #7 (2 Vs.2 Off-Ball With A Passer).
Practice #13, the last practice in the intermediate unit, progresses to 3 vs. 3 with respect to Defense Drill #7. Not without teaching players a basic 3-player cycle, however, which is the third progression in the implementation of the “motion offense.” To give players a taste of these skills at game speed, players finish this practice experiencing the hard work required by players off-ball in Offense Drill #4 (Hit The Open Player).
Advanced Practices #14 - #19 & Game Day Warm-Up (Practice #20):
The final 6 practices are all advanced in nature. Junior and Senior coaches should be the only ones who start their season with these practices, if any. We recommend starting with fundamentals concepts found in the intermediate practices or beginner practices. With advanced drills in particular, coaches should be mindful of “timing” and whether a drill is commencing too quickly, or too slowly. When players are moving sluggishly and without apparent good effort, coaches should make note of it and act accordingly (stop the drill and find a way to motivate the players, if need be).
The first drill in Practice #14, Stickwork Drill #9 is a prime example of this need for timing awareness and a drill that could potentially commence too fast. Goalies need to be able to set-up for each shot as though it were a "set-shot"and then a rebound, with a 1-2 second pause in between shots, as is the case the majority of the time during a game (position specific training). The motion offense continues to develop in this and all other remaining practices, with players now practising their offensive “flow” alongside players on the opposite side of the floor. Offense Drill #6 (4-On-4 Continuous Off-Ball Down-Picks) accomplishes this and more, as it also doubles as a strategy for “Ragging” the ball in the offensive zone while short-handed. Players at the beginner and intermediate skill levels should be informed/reminded of the 10 second and over & back rules if this situation arises earlier in the season before being practiced coaches should take a time-out and instruct players to run the ball deep and attempt to play “keep away” from the other team. Later, in this first advanced practice players will be introduced to the Pick-And-Roll Game in Offense Drill #7 (2 Vs. 2 On-Ball), while also being able to practice “switching” on-ball. Lastly, different power-play and short-handed situations are explored, with defensive demos and offensive set-plays drawn up against the diamond & triangle defenses, respectively.
The highlight and majority of Practice Plan #15 is the introduction of the helping “man-to-man” defense and concept of sagging to "show help" from the off-ball side. In what might look like an illogical progression on paper, we start with 4 vs. 4 defense, emphasizing the off-ball high defender as the “hot defender.” We then progress to 3 vs. 3 defense, which forces the single off-ball defender to have to cover that much more area while still communicating and showing help as much as possible. The drill then switches back to 4 vs. 4, with 3 players on one side of the floor and 1 player on the other (mimics an Isolation Play). In this situation the off-ball middle defender becomes the “hot defender.” The last variation in this series of drills sees players play 5 vs. 5 (3 righty’s Vs. 2 lefty’s) using a “Freelance” offense, which brings the development of the “motion offense” to its completion (although it should be continually practiced and reinforced).
The remainder of practices in this manual (#16 - #19) offer advanced drills and drill variations related to advanced concepts in offense, defense, transition and conditioning. In order for coaches/players to be fully prepared for the majority of important situations in a lacrosse game they should also understand 6 vs. 5 (goalie "pulled") and “Ball Back” Situations, both of which are found in Practice #18. 6-On-5 Play #1A should also be instituted at the same time. Usually 6 vs. 5 sees the best six offensive players play against the best five defensive players, known as the "last minute offense/defense."
As the final advanced practices are nearing completion players should be starting to specialize and be fitting into roles established by the coach, alongside a certain degree of player input. The general rule in sport is to not allow players to specialize until the ages of 15-16. Until then all players should get opportunities to play all positions and all situations, unless it is in the playoffs and the team decides otherwise. When managing players as such, coaches need to identify the type of people/learners they are dealing with, as well individual needs, all in an effort to develop a sound approach to preparing, developing and giving feedback to players as they assume their roles. Open lines of communication are a must if a coach is to have a sense for the climate and morale of the players on their team. The wrong approach can do more harm than good. Essentially coaches need to impart or take away a certain level of stress on individual players and/or the team if they intend to groom confident and comfortable players. At times, players may need to be calmed or relaxed, otherwise aggressively motivated, dependent on which influence or reaction is attempting to be coerced. This mental approach to coaching is utilized to ensure that the maximum technical potential of the players is reached. At this point during the season coaches should also be able to institute several defensive/offensive systems at various points throughout a game, including the Offense-Defense “platooning” system and any other system that the coach chooses to start implementing in their practice plans. “Starting” power-play and short-handed units also need to be established by this point, experimenting with more and more “freelance” ball/foot movement and set-plays. Power-play and short-handed teams could also be called at random (i.e. right before a water break) during any practice, with teams given two-minutes (standard penalty length) only, to try and score. Further competitive elements could also be added to these practices as well as previous/future practices. A common example during this drill would be to run a competition where the short-handed team has to try and “clear the ball” past the rag-line for a 1/2-point, and if the power-play scores, it counts as 1-point (game up to 3). Players that are not skilled enough to be starters on the power-play or short-handed special teams could perhaps “start” alternatively on the loose ball team, or otherwise as back-ups, practicing related skills in the opposite end of the floor.
Conclusion:
As alluded to in the introduction of these practice plans, unit progressions are perhaps not as critical as actual lesson/skill progressions within a unit. At times, going back and redoing a previous practice that players struggled with is more important than following the practice plans verbatim (it will not be a completely linear process). If a drill is not running smoothly, it might be worth cutting the drill short and revisiting it at another time in order to not interrupt the “flow” of the practice. Furthermore, drills do not necessarily need to be run in both ends of the floor at the same time. Coaches might decide to do a drill on half of the floor only if they think players need a bit of a rest or if extra group attention is required. Depending on the nature of the drill an offensive drill could easily be commencing in one end, with a defensive drill in the other. Should further refinement be needed in any drill future practice plans could always be modified in a few different aspects (i.e. emphasizing a certain skill), until coaches are confident enough to move forward with more advanced skills and drills. Other times, drills might be running very smoothly and that may be an opportune moment to let players continue their play beyond the suggested time frame (experiencing being “in the zone”).
Coaches can get as creative as they’d like with all of the flexibility and variations encouraged within the Drills & Skills Manual. Drills don’t necessarily need to be run for the exact amount of time suggested, and furthermore defensive/transition/offensive systems could easily be substituted based on skill level (see Playbook); coaches should be looking to create practices that suit the strengths/needs of their team. At times, certain drills that are not well executed need more practice. Coaches need to be able to make decisions while thinking on their feet (ad-libbing), perhaps even cutting off a drill mid-way through or skipping a drill entirely if a certain aspect of a skill needs further attention. It is up to the coach to feel out which drills are running smoothly and when drills are ready to be changed. Coaches should always reflect and take notes on practices and games (see Game Notes), making changes and adjustments where necessary. Check for understanding throughout these practice plans not only by player/team execution, but also by looking into players’ eyes while you are explaining the drill, or perhaps when giving them constructive feedback. It’s natural that some players will be more gifted in lacrosse than others, a bell-curve for the most part, but the team will only ever be as good as its weakest link.
Our Drills & Skills Manual will hopefully give all lacrosse enthusiasts alike the opportunity to experience success in the game of lacrosse. Box-lacrosse is a game of give and take, stimulus-response and at the most basic level, action-reaction. Philosophically, it is very similar to basketball, where if ball carriers are pressured (stimulus) near the perimeter (see “prime scoring area”) the response should be to get the ball inside. If the defense is “tight,” as in a helping “man-to-man” or zone defense, coaches/players need to know how to beat those defenses as well; using “pick-and-roll game” and overloading, respectively (also quality accurate shooting). It is also a war of attrition out there, like football, where physical play dictates the pace of play, and if your team is not in better condition, physically, mentally and spiritually, they will lose. There are also elements of game play very similar to hockey; and with the shot clock removed, it becomes much more of a possession game, as in field lacrosse (or soccer). In life, you always need to have good insight into what the next steps are to getting better; it’s a process (taking upwards of 10 000 hours of practice to master), and some might even call it a science. And as for us, this process goes far beyond words. This website is on honest attempt to break a complex game down into its simplest form.
_Chet Koneczny
January 1, 2014
