Crow River Youth Hockey Association

A Hockey Education Program: Three Components To Make Hockey Better

Aynsley Smith RN, PhD, Dr. Michael Stuart and Mark Jorgensen

We believe that hockey at its best is the greatest game ever played. The game has changed, in many ways, since its inception in the 1800s. One change seen at the youth
level is the increased incidence of aggression.

The purpose of this article is to discuss the Hockey Education Program (HEP) and its three major components - skill development, education and accountability - in relationship to the increase in aggression in youth hockey.

Aggression in hockey has many causes that are frequently reinforced by our existing culture. It is often said, "the rules are there....just enforce the rules we have." For a number of reasons this is hardly possible in today's existing environment. Sadly, youth hockey loses many players, coaches and officials annually. Strategies to reduce the aggressive behavior of players, coaches, parents and fans will allow all of today's
stakeholders to enjoy the game of hockey more. Then we will have hockey as it was meant to be! Remember, if it is to be, it is up to me."(1) Everyone working together can
make this happen.

Aggression in Ice Hockey

Aggressive behavior is defined as a physical or verbally overt act intended to injure. It is contrasted to assertive behavior, which can be forceful and goal directed but is not
intended to injure the opponent. Aggression in the game of hockey is almost as old as the game itself.(2,3) For example, the first Stanley Cup game was played in 1894 and in
1899 aggression in hockey was specifically noted.(2,3,4) During the Stanley Cup games in 1903 players were slashed and sustained severe cuts. In 1907 incidents such as a
"lethal stick to the head", players knocked unconscious and others jailed for infractions were reported.(2,4) Opinions on why aggression occurs differ widely making resolution
challenging. Examples of different perspectives were evident in 1980 when Wayne Gretzky asked why the NHL encouraged fighting and the NHL Commissioner at the time responded that, "without violence there would be no such thing as hockey."(5) Of concern is that youth hockey players role-model aggressive behavior from their professional idols who they watch on television and see in other media.(6)

Unfortunately, violence and acts of aggression are becoming more common in youth hockey and high school hockey games.(7) To change this behavior we must understand
what causes aggression and how it is reinforced.

Causes of Aggression

As society increasingly emphasizes successful outcomes (winning) above all else, it is necessary to consider the impact this pressure to win has on aggression.

Interestingly, research has shown that athletes in contact sports such as hockey have lower levels of moral reasoning and maturity than athletes in non-contact sports.(8) This
study was completed on both male and female athletes. An example of lower level moral reasoning occurred when NHL player Marty McSorely struck an opponent in the head
rendering him unconscious. His response was that he did what he had to do because time was running out. Similar aggressive behavior showing lack of moral reasoning occurred
this past season when Todd Bertuzzi committed an assault on an opponent that resulted in that player's neck fracture and severe concussion.

A very recent study looked at values that Bantam aged players and coaches placed on rules infractions, violence and hockey ethics during a season.(9) Interviews were conducted with players and coaches about events that happened during the season and were re-played to the players and coaches on video. The interviews confirmed a subculture within this group that viewed the opponents as enemies and gave them little or no respect. Players also believed that that in some situations they had to break the rules in order to win. Earlier research has shown that rule infractions and aggressive behavior
were being systematically taught by coaches (under pressure to win) and that to progress higher in the system, players were compelled to break rules and participate in on-ice
aggression.

Aggressive behavior is also influenced by the frustration that can accompany a fast and physical game. Hockey is played with high emotion and there is a fine line between finishing a check cleanly versus attempting to injure. As most players, coaches and parents understand, a losing streak in hockey can be frustrating. A mid-season assessment of a Junior A team showed that 11 of 23 players had extremely high anger,
tension and depression scores following a loss to a rival.(2)

Pride on the line and playing on the edge of control can make mental discipline a huge challenge when players and
coaches are involved in important, competitive games.

Incidents of sports rage involving players, parents and fans have been documented in all sports. Recently in youth hockey, a player's father killed an opposing coach because the
coach wasn't controlling aggressive behavior on the ice at practice. Also, youth hockey players have been involved in litigation regarding aggressive on-ice behavior that
resulted in severe injury to opponents.

Reinforcers of Aggressive Behavior

Reinforcers of aggressive behavior in high school hockey are well known.(11) In a landmark study in 1978, players were asked which of their hockey peers would expect them to fight back if they were ridiculed, threatened, shoved or punched during a game.
Surprisingly, 54% of players believed their coaches would expect them to retaliate if punched and 83% believed their fathers would expect retaliation. Similarly, 87%
believed their teammates would approve and 91% of the players believed themselves that they should fight back if punched. When the same question was asked of Junior A
players, 20 years later, 83% believed that if punched their coaches would expect retaliation.(2)

Fans also contribute to a player's aggressive behavior. It has been reported that young males attend hockey games to watch fights and are not concerned about their
behavior.(12)

How Is Aggression Measured

Unfortunately penalty statistics, the measure of aggression in hockey, can be affected by lack of objectivity and inconsistency. Not all penalties are aggressive, acts of aggression
(away from the play) are not called and officiating of games can be erratic. To try to better understand aggression, penalties have been categorized into those described as tactical, minor aggression, major aggression and other.(13)

Hooking, tripping, holding, interference and delay of game have been categorized as tactical penalties. Minor aggression and major aggression are two separate categories but
together include slashing, high sticking, cross-checking, elbowing, roughing, fighting, spearing and checking from behind.(13) Penalties such as too many men, unsportsmanlike conduct, broken sticks are categorized as miscellaneous. One study categorized all penalties called in 498 Bantam games in Canada. The study showed that 62.2% involved minor aggression penalties, 28.4% were tactical, 8.1% were
miscellaneous and 1.0% involved major aggression. Bantams at that time averaged 17 penalties per game.(13) Minnesota Hockey tracked penalties across the years and during
the 2000-2001 season, Junior Gold players took 147 penalties against officials alone.

Attrition of Players, Coaches and Officials

Players leave hockey and other sports when they stop having fun, stop making new friends, learning new skills or feel too much pressure to win. High attrition rates make it
difficult for coaches and officials to acquire expertise, experience and consistency.

In an interesting study, referees, coaches, parents and players were shown video tapes of game action to compare how they would assess penalties in hockey.(14) The four groups
were in agreement most of the time on calls. The four groups actually assessed more penalties than the referees calling the games assessed. Compared to the other three groups the referees watching the video gave more penalties for minor aggression, were more precise in identifying the penalty, had greater congruency between two sessions studied and made reference to the actions of the victim and the game context in justifying their decisions. Factors influencing the officiating of referees were identified as a) the pressure of spectators and coaches; b) relationships previously established with players
and c) physical fatigue from continuous skating.(14)

How Can Aggressive Behavior Be Changed?

Because aggression is caused by many factors, is inherent in the game of hockey and at times powerfully re-enforced, any program developed to reduce aggression must have
equally powerful re-enforcers of positive behavior. In addition, it is extremely important that all players, coaches, officials, parents, fans and hockey administrators receive the
same consistent message about how, by working together, negative aggressive behavior can be significantly reduced in the game of hockey.

To reduce attrition of players, coaches and officials from the game and to simultaneously promote good sportsmanship and reduce acts of aggression and injury Minnesota Hockey
and the Mayo Clinic Sports Medicine Center have developed the Hockey Education Program (HEP) which is comprised of three components - skill development, education
and accountability.(15)

The genesis of HEP came from a combination of Ted Brill's ideas for 13 and under skill development and his idea for education of parents and hockey administrators on why young hockey players should be focused on skill development rather than playing games.
The HEP Committee has been working for over two years on this program that with enthusiastic participation of all the stakeholders in hockey has the potential to:

a). decrease the attrition of players, coaches and officials,

b) make the game even more fun for players, coaches, officials and fans,

c) improve the skills of our players and help officials and coaches become better at what they do,

d) implement a zero tolerance policy and then hold accountable the perpetrators of acts of violence and sports rage,

e) promote better sportsmanship throughout the game helping teach important life lessons to our players.

The Hockey Education Program

• Skill Development

Player Ice Time (min:sec)
Shifts
Passes Received
Total Puck Possession Time (min:sec)
Brian Leetch-USA 20:50 27 26.4 1:14
Cammi Granato-USA 17:27 25 19.7 0:52
Alexei Yashin-Russia 15:22 17 13.3 0:52
Hayley Wickenheiser- Canada 17:57 27 24.6 1:34
Joe Sakic-Canada 15:32 23 19 0:54
Krissy Wendell-USA 15:13 22 31 1:26
 
Statistics taken from USA Hockey website (www.USAHockey.com) showing averages
over 2002 Olympic games.

In Europe youth hockey teams practice an average of 3 or 4 times for every game they play whereas, in the United States teams play 2 or 3 games for every practice or maybe at
best they practice once for every game played. This fact alone easily shows why European players develop their hockey skills and are considered the most skilled in the world today.

On the other hand, practices can develop skills and be fun as well, using small ice games and other methods to inject enthusiasm into sessions on the ice. Kids skate in what Dr.
Jack Blatherwick calls overspeed and have many minutes of contact with the puck.
Shooting, passing, stickhandling and having fun! So, this begs the questions, why sit in a car, drive long distances, burn up fuel and spend money on motels and meals every weekend so your child can touch the puck in a hockey game for 40-60 seconds? Skills will be mastered sooner by changing practice to game ratios to 3:1. There is a time and place for travel but not during the most important skill development years for youth
hockey players.

• Coaching Excellence

Attrition
MAC Trained Coaches 6%
Non-MAC Trained Coaches 26%

Performance Anxiety
MAC Trained Coaches - less
Non-MAC Trained Coaches - more

Self esteem
MAC Trained Coaches - higher
Non-MAC Trained Coaches - lower

Liking for sport, team
mates & coach
MAC Trained Coaches - higher
Non-MAC Trained Coaches - lower

It is important to note that these findings were independent of a team's win/loss record.

MAPS will be used to help parents create realistic expectations for their child or children who play hockey. 0.13% of Minnesota players ever make it to the NHL. Only 225 male
players from Minnesota are currently on D1 college rosters. Parents need to understand that the vast majority of children don't play organized hockey beyond youth hockey. But
they will all be students, employees, neighbors and hopefully good citizens.

With all coaches trained in MAC and all parents trained in MAPS, the education components of HEP, it is anticipated that a cultural change will take place in the hockey community. Players will enjoy hockey more, attrition rates for coaches, officials and players should fall and parents should begin to develop realistic expectations for their children who play hockey.

• Accountability through Fair Play

Games are still won and lost based on the score at the end of the game. However, teams taking less than the pre-assigned threshold of penalty minutes can earn a Fair Play point
that will be factored into league standings.(18) Teams exceeding the pre-assigned threshold of penalty minutes will forfeit their Fair Play point. Certain types of penalties,
such as a coach being ejected or a parent being removed from the arena, will also cause a team to lose their Fair Play point. Although a few may ridicule Fair Play and its goals of
increasing sportsmanship and reductions in major aggression penalties, it is anticipated that Fair Play will help play a major role in positive behavioral change at the rink.

HEP Face-off Event

The HEP program will be presented on September 25, 2004 at Xcel Energy Center in St. Paul.(15) In addition to presenting HEP to the hockey community, it will also be an opportunity to celebrate hockey in Minnesota.

On September 25th HEP will be introduced to all coaches, officials, parents and other members of the hockey community who attend the Face-off event. Coaches and officials will be able to complete their certification requirements at the Face-off. In addition, Dr. Frank Smoll will conduct MAC and MAPS programs on-site. Fair Play will be thoroughly explained and discussed.

Once winning is put into perspective and good sportsmanship and skill development are top priorities in hockey, we anticipate hockey will become the sport of choice for young
children and their parents. It is our hope that every young child that plays hockey and every coach and official will find the game of hockey so much fun that it becomes a lifetime sport.