Even NHL Players make mistakes. Teach the next play.
Hockey mistakes do not mean a young Player is incapable of learning. Watch the NHL: skilled Players lose pucks, miss passes and need to recover. A Coach can use that perspective to help a child listen, understand and try again.
Then comes the useful part: explain what to do differently. “Even NHL Players turn the puck over. What did you see? Next time, check for pressure before the puck arrives.” That is suggested THR coaching language, not a quotation from an NHL Coach.
This builds on our Mistakes Build Hockey Players™ approach: put the error in perspective, identify one useful adjustment and return to the game.
Use an NHL example, then give one clear instruction
After Brett Kulak’s 2024 playoff error, Kris Knoblauch said: “There was a mistake on that play, but he made a lot of positive plays.”
For youth Hockey, our application is straightforward: recognize the whole Player, understand the play and choose the next teaching point. A young beginner may need a demonstration that an experienced professional does not. The NHL example provides perspective; the instruction must fit the child.
When a pass is intercepted
Suggested Coach response: “That happens in the NHL too. What did you see? Next time, look for the defender’s stick before you pass.” Practice recognizing the lane rather than simply repeating the criticism.
When a shot does not score
Auston Matthews recorded 69 goals on 369 shots on goal in the 2023–24 regular season, according to his NHLPA statistics. That leaves 300 shots on goal that did not score—about 81%. These figures describe shots on goal, not all shot attempts.
A saved shot is not automatically a poor decision. Suggested Coach response: “Even top scorers have lots of shots stopped. That was a useful chance. Be ready for the rebound.” Evaluate the opportunity and execution before deciding what needs correction.
When the same error keeps returning
Reassurance should lead to learning. If the Player repeatedly misses the same cue, change the practice task, slow the situation down or demonstrate the available option. Ask them to show what they understand. Simply saying “NHL Players do it too” does not teach a solution.
Use negative numbers with care. A giveaway count is not a complete record of mistakes, and plus/minus does not isolate individual responsibility. Statistics can put setbacks in perspective; video and conversation help explain a particular play.
Correct the play and respect the Player
A missed pass needs a teaching response. Tell the Player what they could see earlier, where the support was and what to try on the next repetition. Give them a chance to use that information.
Compare “Check your shoulder before the puck arrives” with “You never think.” The first gives a Player an action. The second turns one decision into a judgment about the person.
Accountability still matters. Effort, preparation, punctuality and respect can be expected. A firm instruction to stop an unsafe action is also appropriate. However, repeated ridicule, personal insults and public humiliation do not explain how to improve.
Match the challenge to age, experience and purpose
U5–U7: make the next attempt inviting
Start with movement, enjoyment and simple success. Demonstrate one task, allow plenty of turns and praise a specific effort. After a fall, offer a manageable next attempt. The child should not feel responsible for an adult’s disappointment with the score.
U8–U10: teach a choice
Ask one clear question: “Where was your teammate?” Then practice the answer. Keep feedback short enough to use immediately. Players can learn that a mistake provides information and that another attempt is part of getting better.
U11–U14: build ownership
Help the Player describe what happened before supplying your interpretation. Agree on one skill or decision to improve. As Team selection becomes more visible, explain that a roster decision is an assessment of fit and performance at that time—not a prediction of the Player’s entire future.
U15–U18 and Junior: be honest about opportunity
At competitive levels, roles and ice time may depend on performance, reliability, Team needs and the Coach’s judgment. Pretending those realities do not exist does not help. Ask for specific criteria, identify what the Player can influence and agree on a reasonable review point. Respect remains necessary even when the feedback is difficult.
Age is a starting point, not a complete description of readiness. Experience and the program’s purpose matter too. In House League, the primary objective is to have fun. A development program and an advancement-focused Team should explain their different expectations before families commit.
Parents: help your child make sense of the experience
After a hard game, begin with listening. Try: “Would you like to talk about it now or later?” A quiet ride home can be more useful than an immediate shift-by-shift review.
When the Player is ready, separate three questions: What happened? What can you learn? What support would help? Avoid answering all three for them. An older Player may be ready to lead a respectful conversation with the Coach.
Disappointment alone does not prove that a Coach acted unfairly. At the same time, a child should not be told to accept repeated belittling as the price of competing. Listen to specific incidents and use the organization’s reporting process for concerns about harmful conduct.
For a related conversation, read Hockey Mom Yvonne™: Your Child Is Afraid to Make Mistakes.
Give Coaches tools and support
Many youth Coaches contribute substantial time and care. Associations should support them with age-appropriate teaching guidance, mentoring, clear conduct expectations and a practical way to handle parent concerns.
A preseason meeting should explain the Team’s purpose, approach to development, playing-time expectations and communication process. Midseason feedback can reveal confusion while there is still time to address it.
For additional perspective, USA Hockey’s discussion of balancing winning and development examines how an excessive focus on results can place adult expectations on young Players.
A better question for the next practice
Before correcting a Player, ask yourself: “Will this help them understand what to do next?” Before reviewing a game as a parent, ask: “Does my child need feedback, a listening ear or time?”
Choose one change for this week: a clearer instruction, a calmer conversation or a better explanation of expectations. Keep the standard visible and the next step achievable.
Recognize the mistake. Teach the correction. Prepare for the next play.
The Hockey Resource™ — We Make Better Hockey People.™
