President Mark — Even in the NHL: Coach the Next Play — Lesson 8 of 8.
Choose your age-specific lesson
President Mark’s NHL example is adapted into five separate lessons. Each has its own Coach–Player and Coach–Parent exchange, practice steps and Parent quiz.
U5–U7 — Keep the Game Inviting
U8–U10 — Give a Teammate a Target
U11–U14 — Choose One Job This Shift
U15–U18 — Stay Within the Team Plan
Junior — Manage the Game Situation
Even NHL Teams fall behind. This lesson uses that perspective to improve the conversation after the Team falls behind. The goal is a useful exchange between Coach and Player, and a clear explanation between Coach and Parent.
All conversations are suggested THR language, not quotes from NHL Coaches. Return to the series guide for the full approach.
Start with the NHL example
Boston overcame a three-goal third-period deficit in Game 7 against Toronto in 2013; Bergeron scored the tying goal and overtime winner. NHL career retrospective.
A comeback is possible, never guaranteed. The useful lesson is to keep performing manageable jobs. Do not make one child responsible for rescuing the score.
Coach Q&A: a recommended response
Question: How should I respond when a Player thinks a game is already lost?
Coach: “Johnny, NHL Teams fall behind too. You don’t have to fix the whole game on one shift. Do your next job.”
Johnny: “We can’t win now.”
Coach: “We cannot promise the result. We can choose how we play the next shift. Get open, communicate and help your teammates.”
This is an example exchange. Listen to the real Player’s explanation and adjust the instruction to the actual play. The NHL example puts the setback in perspective; the teaching gives the Player something to do.
Coach to Player: adapt the words by age
| Age group | Suggested exchange |
|---|---|
| U5–U7 | “Even NHL Teams fall behind. Johnny, keep playing with your teammates.” |
| U8–U10 | “Even NHL Teams fall behind. Johnny, get open and give your teammate a target.” |
| U11–U14 | “Even NHL Teams fall behind. Johnny, focus on one useful play this shift.” |
| U15–U18 | “Even NHL Teams fall behind. Johnny, stay within our plan. Support the puck and make a sound next decision.” |
| Junior | “Even NHL Teams fall behind. Johnny, identify what the game situation requires. Execute your assignment without chasing a hero play.” |
Use the short cue during a game and demonstrate it at practice. Age is a starting point: experience, readiness and the program’s purpose also matter.
Coach to Parent: explain the same lesson
Parent: “Why didn’t the Players try harder when they fell behind?”
Coach: “Even NHL Teams fall behind. We should describe what we observed before judging effort. I am giving them manageable next jobs and checking whether they do them. The score is only part of that review.”
Coach, on support at home: “You can notice a specific helpful action. Please avoid telling one child they must rescue the game.”
| Age group | What the Coach can explain to the Parent |
|---|---|
| U5–U7 | Even NHL Teams fall behind. Keep the game enjoyable and make the next task simple. |
| U8–U10 | Even NHL Teams fall behind. Johnny can help by getting open and staying involved. |
| U11–U14 | Even NHL Teams fall behind. We will give him a clear job and ask how he carried it out. |
| U15–U18 | Even NHL Teams fall behind. We will review decisions under score pressure within the Team’s plan. |
| Junior | Even NHL Teams fall behind. The Player will evaluate game-management choices with the Coach and execute the agreed role. |
For older Players, involve the Player in the conversation and let them explain their learning goal. A Junior Player should lead their own performance discussion.
Change the exchange
| Common phrase | A more useful exchange |
|---|---|
| “Somebody do something.” | Johnny, NHL Teams fall behind too. You don’t have to fix the whole game on one shift. Do your next job. |
| “They gave up.” | Even NHL Teams fall behind. We should describe what we observed before judging effort. I am giving them manageable next jobs and checking whether they do them. The score is only part of that review. |
Practice the recovery
1. Start short practice games at different scores.
2. Assign one controllable task, such as giving a teammate a passing target.
3. Review whether the Players completed the task and stayed involved, regardless of the final score.
What progress looks like: The Player remains involved, communicates and completes the agreed task. A better response is worth recognizing even in a loss.
Keep the expectation clear: A famous comeback is perspective, not a promise. Do not attach a child’s worth, effort or future to whether the Team wins.
Parent quiz: apply the lesson
A Coach uses an NHL comeback to speak to a Team that is behind. Which response follows the series’ recovery approach?
A. “That comeback proves we will win this game.”
B. “Our best Player must rescue the entire game.”
C. “If we lose, it proves we did not care enough.”
D. “A comeback is possible. Focus on your next job.”
Show the answer and explanation
Answer D. This preserves perspective while directing attention to an action the Players can control.
What the Parent can say to the Player
“I noticed you kept helping your Team. How are you feeling about the game?”
The Parent’s role is to listen, encourage and support the agreed learning goal. In House League, keep the primary objective—having fun—visible in the conversation. Competitive development programs should explain their expectations honestly.
Even in the NHL, mistakes and setbacks happen. Put the play in perspective. Teach one adjustment. Practice the recovery.
Explore all eight lessons in Even in the NHL: Coach the Next Play.
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