John Russo

Power plays (part III)

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Last Updated on Sunday, 27 May 2012 23:31

By John Russo

Let’s Play Hockey Columnist

This week we will look more closely at my favorite power play — the TOP UMBRELLA

The top umbrella is pretty simple. It starts (in the offensive zone) with three high (out near the blue line) players and two low (at the net) players, so the initial 3-on-2 (advantage) takes place on the outside. The key is to isolate the outside situation into a 2-on-1, then convert the 2-on-1.

The basics that make the TOP UMBRELLA work are:

• The basic philosophy of the top umbrella is to get a great number of shots on net from the 30 to 50-foot range — and to deflect and rebound with the inside two players.

• The two inside players should be good sized — and be scrappy and aggressive around the net. Sometimes defensemen can work well in these positions.

• The inside players should not “mix it up” with defenders in front of the net until just before a shot is to be taken from the outside.

• Shots should always be low and not too hard from outside — to take advantage of deflections and the screen of four people congesting the front of the net.

• The two inside players are after the rebounds no matter where they go.

• If control of the puck is lost after a shot, both inside players must go hard after the puck.

• If the puck control is lost, the outside players must immediately rotate (see Diagram 1) to assist in regaining control. The idea is to force or push the puck to the outside and up the boards to the newly positioned teammates that have rotated to that side. This rotation “overloads” the side that the puck is on.

Once control is regained, the outside players rotate back to their original positions and the inside players return to the front of the net.

• The tighter the V is on the outside (top), the more advantage gained, but the more susceptible the pattern becomes to steals and breakaways by the penalty killers.

• The three high players are working on 2-on-1 situations to get one player free for a shot — preferably from a good angle and from about top circle. Any of the three may shoot.

The basic pattern for maximizing possession of the puck and shots is shown in Diagrams 1, 2, 3, and 4.

In Diagram 1, the puck is in the corner and the two “front-of-the-net” players (1 and 2) pursue it aggressively; along with the right side high players (3).  Once they get the puck, facing the boards, they just ring it around to the right side (high player (3) who is also facing the boards.

In Diagram 2, the right side high player (3) moves it along the boards, to the blue line where the middle high player (4) is waiting.  The middle high player (4) is the quarterback (QB).

In Diagram 3, once the right side high player (3) starts back toward the blue line, the middle high QB player (4) starts quickly along (just inside) the blue line with the puck.

In Diagram 4, the middle high quarterback has three options based on how the top two penalty killers (C and D) react. If Killer C goes with the QB (with the puck) the QB quick-passes the puck back to the right side player (3) who can move in for a shot. If Killer C tries to drop back to cover right side player (3) to cut off the pass, the QB keeps the puck and cuts quickly in toward the net. If Killer D comes over to help, the QB passes to left side player (5), who then moves in with a shot.

It is pretty hard to beat this power play if the QB is good and smart. The primary shooter is generally the right side player (3). Of course, this can be set up on the left side as well if the players feel more comfortable there. One side should be chosen for the “standard.” I call that “leaning right or leaning left.” The inside players (1 and 2) can force the puck around the boards to whatever side the team leans. Practices will always be from that side.

Of course, there are other variations, including passes from the QB to the left outside player (5) after the QB has cut for the net.

The obvious “solution” to this power is a diamond kill (instead of a box). This puts three players more or less face up on the three outside power players. This leaves a 2-on-1 at the net, however, that can be taken advantage of by “passing” the puck quickly to the net where the two inside players (1 and 2) collect it and attack the net.

Next week in the last of this four-part series, we will assess the SIDE UMBRELLA power play and also look at a list of errors that teams or coaches make in the overall approach to power plays.

John Russo, Ph.D., is founder and director of the Upper Midwest High School Elite League. He was a captain at the University of Wisconsin, and his Coaches’ Corner columns have appeared in LPH since 1986.

Power plays (part I)

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Last Updated on Sunday, 27 May 2012 23:31

By John Russo

Let’s Play Hockey Columnist

It has been some years since I’ve gone through basics of power plays.

Power plays and penalty kills are an important part of virtually every game. If two teams are reasonably even and one team is better than the other at special teams, they will gain at least a one goal advantage each game. This can mean the difference in 25 percent of games. So, if a team is playing 24 games a season, six can be won by very good special teams. If the schedule is 48 games, then 12 games might be decided by special teams.

I have in the past described power plays as “primarily the creative and intelligent conversion of the man advantage through breaking it down to the 2-on-1 situation.” If players start understanding how to deal with 2-on-1’s at an early age, I believe their power plays will evolve reasonably well. It is surprising how few youth players deal properly with 2-on-1’s even at the high school/midget level, however. In all three zones, as the power play attack unfolds, creation and conversion of successful 2-on-1’s at different points on the ice are paramount.

The first step in coaching power plays is to make certain that the players understand what is to be accomplished on an overall basis at different stages, and why. After they have this understanding, the teaching process will become much easier. The key basic understanding areas involve:

• Gaining control of the puck in any area of the ice. Players must know that two players must pursue the puck (when opposition has control) and the other players move one-on-one to the other opposition players. This is the quickest way to force the opposition to give up the puck. The most important concept of a power play is to have control of the puck in the offensive zone for as long as possible.

• Moving the puck quickly and surely up the ice and into the offensive zone. Players must know that well-planned passes get the puck there more quickly and with less risk. Any one-on-one stickhandling, especially in the defensive end of the ice, is not only risky, but also fails to take advantage of the penalty man advantage. The puck should be dumped into the offensive zone only when specific plays have been developed to gain control based on the dump in.

• Setting up under control in the offensive zone. Players must know that the best chance for scoring is in a pre-set pattern in the offensive zone. Set power play patterns are designated to take the best advantage of the man advantage situation. Shots on net before the pattern is set up, unless excellent scoring chances, are likely to turn control of the puck over to the opposition.

With this basic understanding in place, the coach is now ready to set up some patterns and rules for moving the puck up the ice and attacking in the offensive zone. The following general rules are what make power plays successful. They must be followed by coaches when they set up their patterns and critique practices. They also must be followed by players during power play execution:

1. Having established patterns for all three zones, the coach must decide how the puck is to be moved out of the offensive zone, through the critical neutral zone and over the offensive blue line, and set up in the offensive zone.

2. Having players that know their roles in each zone — and play their roles properly. Sometimes, the role of decoy is the most important, for example.

3. Having a good “quarterback” for each power play unit. These key players are the ones that the power plays rotate around.

4. Putting two players hard on the puck.

5. Turning the puck around and moving it quickly into the offensive zone; under control but quickly.

6. Slowing the puck down and setting up the pattern in the offensive zone (unless an imminent scoring chance exists).

7. Moving the puck quickly and accurately in the offensive zone. Quick and accurate passing “disables” the box.

8. Working toward the 2-on-1 advantage in all three zones, but especially in the offensive zone.

9. Attacking the net whenever good opportunities exist.

10. Pushing the puck back “outside” (to the points) to regroup and restart pattern     attacks in the offensive zone.

11. Practicing patterns (constantly monitoring overall rules) often.

Next week we will look at patterns and concepts for moving the puck in the defensive and neutral zones. We will also start looking at offensive zone patterns and get into specifics of power plays in Part 2.

John Russo, Ph.D., is founder and director of the Upper Midwest High School Elite League. He was a captain at the University of Wisconsin, and his Coaches’ Corner columns have appeared in LPH since 1986.

Power plays (part II)

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Last Updated on Sunday, 27 May 2012 23:31

By John Russo

Let’s Play Hockey Columnist

Power plays should not be complicated. Rather, they must involve simple concepts and rules that can be mastered with constant practice time.

There are three basic activities involved in the power play — once a team gains control of the puck in their own zone.

1. The first activity is the regrouping of players and movement of the puck out of the defensive zone. Many teams never mount a serious threat against the opposition’s goal because they get hung up in their own end. There are many patterns that can be used to move the puck up the ice. Each must take advantage of the fact that only two opposition forwards are forechecking and cannot cover three players breaking out if strategies are established and practiced in advance. Full intensity must be maintained while moving out of the zone or it will be easier to cover the pattern used.

2. The second activity is the movement of the puck over the offensive blue line and setting up for the power play system. Unless an outstanding scoring opportunity exists, the puck should be slowed down and players should move into appropriate positions after the blue line has been gained.

3. Once in the offensive zone, all power plays are designed to either pull the opposition’s “box” apart and create 2-on-1 or open shot opportunities, or to flood the net with shots and aggressively rebound. We will look at two basic power play systems, each having a different approach. The third activity is the power play system itself once in the zone. Each player involved in the power play must understand the three basic activities and work on each, one at a time. 

Success on the power play is dependent upon several factors. Having a good “quarterback” or quarterbacks for each power play unit is a must. It takes one or two key players that can move the puck up the ice and into the offensive zone to set up.

Many teams are not effective on power plays because they fail to gain full control and are constantly under pressure in the defensive and neutral zones. These same quarterbacks are the ones around which the offensive zone patterns hinge. Some great American players such as Phil Housley and Reed Larson had their outstanding careers extended because they were good quarterbacks.

Having a good pattern with some set options for attacking the net is another must. Power play patterns are just the skeletons, however. They establish a good way to set up and maintain organization within the zone. Success is more dependent upon the players following some basic do’s and don’ts, being innovative in their attacks on the box, and being able to accurately and successfully move the puck around the pattern.

Movement of the puck is what spreads out the typical box penalty kill system and allows the attacking team to take advantage of their extra man. I also feel that the power play participants have to move to make the “patterns” work. Today’s big, mobile players fully armored with pads make it harder to get to the net with more stationary patterns.

The most common patterns used today are the side umbrella and top umbrella. I personally like the top umbrella pattern best because I like to maximize the number of shots on net in any power play (and in general too, by the way) and am not as worried about the picture-play goal.

The two patterns create the same basic situation, a 3-on-2 on one side of the box, but doing so from a different direction. The side umbrella sets up on the side and tries to get the inside or outside box defender on that side out of position so that a 2-on-1 can be worked on the remaining defender or a good shot taken by the offside wing. 

The top umbrella sets up across the blue line and is looking for good tip-able, reboundable shots on net from as good an angle and distance as possible. The side umbrella depends more on getting good quality chances from the inside.

John Russo, Ph.D., is founder and director of the Upper Midwest High School Elite League. He was a captain at the University of Wisconsin, and his Coaches’ Corner columns have appeared in LPH since 1986.

Team concepts (part III)

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Last Updated on Sunday, 27 May 2012 23:31

By John Russo

Let’s Play Hockey Columnist

In the first two parts, we have covered what I would call the physical aspects:

• Responsibilities in each zone

• Enforcement of responsibilities

• Effort

• Defensive orientation in each zone

• Playing a short game

This week, we will go over the more psychological/mental aspects of team concepts.

To have players maximize the team game – and their own – they need to feel good about being part of the team. They need to know that all (or at least almost all) players are working towards the same team goals. No doubt that there will be individual team goals mixed in with these team goals. It is important for individual goals to exist — but they must fit in with the team goals. For example, one player can’t be trying to average two goals per game (over the season) at the expense of proper defense on his part. The team would likely suffer. At the same time, it is good to have players wanting to score.

A coach must be able to “sell” the idea that good team concepts will result in more success and everybody will score more and give up less. The top scorers will still likely be the top scorers — and the defensemen’s critical plus-minus stats and goaltenders critical save percentage will be better than ever.

There has to be respect and love (at least like!) on the team. The respect is most important. Respect is earned by responsibility and effort items. Players don’t have to be big point producers to contribute a great deal to the team. For example, while Mark Parrish, of the Minnesota Wild, does score some number of points, he is well respected for his tough work in front of the net that helps others score (even when he doesn’t get assists). Wes Walz was highly respected for his coverage of opposition top forwards – and a great plus-minus record.

Coaches have to teach team players how to respect each other. It is important to identify and point out the items that create respect — and to not over “idolize” the scorers. Scorers need to be recognized, of course; they are the stars of most games. But sometimes scorers get away with poor performance in other areas — and are not as valuable to the team as it appears.

It would be good if players liked each other, too. Most times, however, “respect” breeds “like.” Coaches have to be on the lookout for bad relationships on their team. They have to watch for small groups that exclude others; older or bigger players picking on lesser players. These are the things that can poison good overall team play. Players that don’t feel good about each other or have grudges don’t play well together. 

One of the most critical aspects of good team play is fairness. This comes from the coaches. Coaches need to actively monitor each other to make certain they are not leaning harder on some players or are giving some players “free passes” — i.e.,  letting them have lesser requirements or responsibilities. There will always be some jealousy on teams, but that needs to be kept to a minimum and also kept passive (so the jealousy is not acted out in bad ways).

Coaches sometimes are the biggest killers of team play. Even things like proper preparedness for practices and games, and having good practice plans are important for players to feel good and therefore want to contribute to the team effort. Wanting to contribute is the key. Then, if the coaches give them the tools and the plan, they will try to do what they need to do.

The last item is confidence. Again, coaches play a big role in this concept. Players can’t feel good about themselves and the team if they don’t have good feelings of confidence. If a coach tells the team and its individual players that they can and will — and praises them when they do — it is much more likely they will have better overall team feelings and performance. 

Negative coaches seldom have happy productive “TEAMS.” There is no doubt that there must be criticism and other negative things by coaches, but it must be done in careful doses.

It also must be done by the coaches. Players cannot be allowed to criticize other players, referees, opposition players/coaches. This breeds wide discontent.

Coaches even need to monitor their handling of referees.  Being vocally negative with referees gives bad messages, including excuses for team’s poor performance. Good overall positive team play reinforced by all coaches is generally going to be the most productive approach.

So to recap, team concepts are not only how players/teams play, but enforcement of effort and responsibility items by coaches. In addition, it is creating an environment of confidence and positive play by coaches so all players can do their best. Then the team will do its best. 

Coaches can assume that this will happen if they just have a large number of good players. Sometimes it is harder to coach a team of stars than a team of “average” talent players. It takes a great deal of thinking, preparation, education by coaches to do a good job with a team. 

I am always baffled, for example, by coaches who think they can make up their practices as they go — i.e., no practice plans. They grossly underestimate the amount of effort that it takes to have a good practice.

The same is true with team concepts. It takes hard work and planning to have a good TEAM.

John Russo, Ph.D., is founder and director of the Upper Midwest High School Elite League. He was a captain at the University of Wisconsin, and his Coaches’ Corner columns have appeared in LPH since 1986.