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Example text

Walk" players through the skill, or use a slow­motion demonstration if they are having trouble learning.  And when you do correct errors, keep in mind these two principles: Use negative criticism sparingly, and keep calm.  Your players will enjoy playing more, and you'll enjoy coaching more.  So let your players know that mistakes aren't the end of the world; stay cool!  So rather than shouting and providing negative feedback to a player who has made a mistake, try offering players a compliment sandwich, described on page 22.

Offer them a reason for learning the skill and describe how the skill relates to more advanced skills.  They need to see how the skill is performed.  These tips will help make your demonstrations more effective: • Use correct form. • Demonstrate the skill several times. • Slow down the action, if possible, during one or two performances so players can see every movement involved in the skill. • Perform the skill at different angles so your players can get a full perspective of it. • Demonstrate the skill from both sides of the body and at each end of the rink.

___ ___ 5. Do your facial expressions and body language express interest in and ___ happiness with your coaching role? ___ 6. Are you attentive to your players and able to pick up even their small ___ verbal and nonverbal cues? ___ 7. Do you really care about what your athletes say to you? ___ ___ 8. Do you instruct rather than criticize when your players make errors? ___ ___ 9. Are you usually positive when responding to things your athletes say and do? ___ ___ 10. Do you try to communicate in a cooperative and respectful manner with players' parents, fans, game officials, and opposing coaches?

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