Leduc Hockey Development

Good luck to Ben Wozney, as he starts his pro career in Europe with !

Another great summer in the books. Best luck to Sam Huo, as he heads down to for his senior season.

Transition
Thank you, .quinlin for sharing!

Analyzing Power Skating

Ice Hockey Skating - Speed, Velocity, & Acceleration

Gliding on Ice (Low Friction) - Typically on the “flat” part of the blade
- When skating, a players blade is cutting through the ice, causing a thin layer of water to form on the ice surface.
- This is mainly due to pressure and friction the blade generates. The heat that is generated because of the friction allows the player’s skate blade carve into the ice.
- Being on the “flat” part of the blade, allows players to skate or glide with minimal friction.
- When used appropriately, gliding when skating can allow players to get where they to need to be efficiently with little resistance.

Skate Blade Mechanics
- Skate blades are curved (front to back) and have “rockers.
- They are also hollowed out (concave), creating two edges - this is the “inside and outside edge” of the blade.
- Players can use these edges to grip the ice for turning, stopping, and pushing off when skating.

Pushing Off When Skating (Action-Reaction)
- Skaters push sideways and backward against the ice using the inside edge of their blade.
- According to Newton’s Third Law, the ice pushes back in the opposite direction, propelling the skater forward.

Turning (Glide or “Tight” Turns)
- To turn, a skater can learn into the curve of the blade, using the inward tilt of the blade edge to create a downward force and carve into the ice.

Stopping
- Skaters stop by turning their skates sideways, digging into the ice to create friction.
- This converts kinetic energy (motion) into heat, and shaved ice, slowing them down.

Finding the best fit for curve, flex, kick point, lie, blade height & length, shaft length, grip, & tape is important for players & coaches.

The five senses have the potential to play an important role in skill development and on-ice performance.

Sight, or in the context/language of hockey - vision, allows players to scan the ice, track movement of players and the puck.

Hearing supports verbal communication (ex. A player calling for a pass) and non-verbal communication (ex. A player tapping their stick on the ice.) As well as awareness during on-ice play (ex. A player hearing an opponent skating behind them.)

Touch helps with puck control, stick handling, and shooting. As well as, play without the puck (ex. sensing where an opponent could be coming from when retrieving a puck.)

This can also be done with sight/vision. For example, we could try to restrict a player’s sight by putting other players or objects in-between the puck carrier and the potential pass receiver.

Another senses we as coaches can challenge is touch. We could do this by asking players to use pucks with different weights, or apply opposing pressure to them while they are performing a drill.

As coaches, we also have the potential to take away senses. An example of this would be telling the player receiving a pass in a drill not communicate with the player carrying the puck. Or, not allowing the pass receiver to put their stick down until they feel the time is right - forcing the puck carrier to hold on to the puck for longer or find a different solution.

By engaging or taking away different senses within a drills, we as coaches, can to attempt to improve skill development or acquisition.

All of this, when used properly, has the potential to challenge players, in hopes that it will develop their playing ability and help improve their performance on the ice.

Good luck, Mori!

Congratulations to alumni Josh Mori on his commitment to UMass-Lowell!

and alumni Lukas Dragicevic, at development camp!

Photography courtesy of