There’s one thing many young athletes forget

by Paul Antonenko, Let’s Play Hockey

Over the years, I have had the privilege of coaching outstanding athletes throughout Minnesota in the Minnesota Hockey High Performance Program, boys high school hockey, and girls high school hockey. One of the most rewarding parts of coaching is talking with young players who dream of playing college hockey.

Today, reaching that goal is more competitive than ever. Between roster limitations, evolving eligibility rules, an increasingly global recruiting landscape, and the sheer number of talented athletes pursuing college opportunities, earning and keeping a collegiate roster spot has never been more challenging.

When I talk with eighth, ninth, and tenth grade athletes about what it takes to play at the next level, the answers are usually exactly what you would expect.

Players tell me they need to become stronger skaters, better puck handlers, and more accurate shooters. They talk about hockey IQ, confidence, competitiveness, leadership, and being great teammates. Goalies discuss positioning, rebound control, and making the second and third save. They mention physical development, mental toughness, and having a positive impact in the locker room.

The list goes on and on.

Then I ask a simple question:

“What else?”

Eventually, most players run out of answers.

And almost every time, one critical factor is missing from the list.

Their parents usually get it immediately.

Grades.

We spend countless hours and significant resources developing athletes physically, emotionally, and mentally. We invest in skill development, strength training, camps, private lessons, video analysis, and travel. Yet one of the most important factors in determining whether a player can compete at the collegiate level is often treated as an afterthought.

The reality is simple: before a college coach can place your name on a roster, the institution must first be willing to admit you.

Athletic talent may help create opportunities, but academic performance often determines which opportunities are actually available. Strong grades expand options. Weak grades can significantly limit them.

I was reminded of this through one of the players I had the opportunity to coach several years ago.

She was an exceptional hockey player. She was talented, competitive, coachable, and a tremendous teammate. She worked hard, loved the game, and possessed many of the qualities coaches look for in prospective student-athletes. But what truly set her apart was that she approached the classroom with the same commitment she brought to the rink.  She excelled academically.

Her academic record expanded her opportunities rather than limiting them, and ultimately, she earned the opportunity to play college hockey at Harvard.

Was that opportunity created solely because of her grades? Of course not.

She earned it through years of dedication, sacrifice, and excellence both on and off the ice.

But her story serves as an important reminder. Being a great hockey player opened the door. Being a great student helped ensure that the door remained open.

And that lesson applies far beyond the Ivy League.

Whether a player’s goal is Division I, Division III, ACHA, junior hockey, or simply attending a great college, academic performance matters.

Admission is only the beginning.

Once on campus, student-athletes must continue meeting academic standards in order to remain eligible to compete. The discipline, responsibility, and time management required to succeed in the classroom are many of the same qualities that help athletes succeed in their sport.

As another school year begins, especially for students entering ninth and tenth grade, this is an important reminder. The habits established during these years can have a lasting impact on future opportunities.

Every player should continue working to become a better skater, a better shooter, a better teammate, and a better competitor. Those skills matter.

But so do report cards.

The dream of playing college hockey is built on far more than what happens at the rink. Success requires commitment in the classroom, dedication at home, and discipline every day.

For parents, coaches, and mentors, perhaps one of the most valuable things we can do is remind young athletes that education is not separate from their hockey journey. It is a critical part of it.

Hockey eventually ends for every player. Education lasts a lifetime.

The next time a player tells you everything they need to do to play college hockey, ask them one simple question:

“What else?”

If grades are not on their list, they should be.

Paul Antonenko is a longtime Minnesota hockey coach, scout, evaluator and writer with more than three decades of experience in the game. A former high school goaltender, he has coached at multiple levels and served as head coach of Orono girls’ hockey from 2023–24 through 2025–26. In three seasons at Orono, Antonenko compiled a 56-26-5 record, won two section championships and led the Spartans to two Minnesota State Tournament appearances, including consecutive third-place finishes. Throughout his coaching career, he has also helped multiple players advance to junior hockey and to NCAA Division I and Division III hockey programs for both men & women.   For the past several years, Antonenko has also coached with the Minnesota Hockey High Performance program. A USA Hockey Level 5 coach and Level 4 referee, he has worked in player development, evaluation and scouting. He brings a coach’s perspective to hockey coverage, with particular interests in player development, high school hockey, recruiting and the continued growth of the game in Minnesota.