“Johnny, let’s talk about that last play. Even NHL Players make that mistake. You’re learning, and I expect mistakes along the way. Next time, try this…”
Eight NHL themes. Forty age-specific lessons.
President Mark’s series has eight themes, with five separate age posts inside each theme: U5–U7, U8–U10, U11–U14, U15–U18 and Junior. Every age post includes NHL perspective, both coaching conversations, a practice plan and a Parent question.
U5–U7
1. Look Up Before Passing · 2. Shoot and Find the Puck · 3. Keep Playing After the Drop · 4. Get Ready With Support · 5. Watch the Puck Cross · 6. Wait for the Clear Call · 7. Talk About Trying · 8. Keep the Game Inviting
U8–U10
1. Look Before the Puck Arrives · 2. Stay Ready After a Shot · 3. Learn Your Next Position · 4. Build a Simple Reset · 5. Adjust Speed Near the Line · 6. Know Who You Replace · 7. Notice One Learned Skill · 8. Give a Teammate a Target
U11–U14
1. Read the Passing Lane · 2. Choose the Useful Chance · 3. Notice the Opponent’s Move · 4. Find the Shot Through Traffic · 5. Time Support With the Carrier · 6. Confirm the Change Signal · 7. Review the Actual Play · 8. Choose One Job This Shift
U15–U18
1. Use the Team’s Outlet · 2. Shoot With Support · 3. Agree on the Faceoff Plan · 4. Review Depth and Coverage · 5. Keep Entry Spacing Useful · 6. Prepare Before Entering · 7. Connect Numbers to Context · 8. Stay Within the Team Plan
Junior
1. Prepare a Second Option · 2. Review Chance and Execution · 3. Adjust to the Matchup · 4. Own the Reset and Review · 5. Agree on Line Entry Cues · 6. Review Bench Communication · 7. Agree on Useful Evidence · 8. Manage the Game Situation
That is the voice we want after Hockey mistakes: calm, specific and ready to help. The Player hears that an error can happen at any level, then learns something useful for the next opportunity.
The NHL gives us perspective. Children still need instruction suited to their age, experience and readiness. Our aim is to help them understand a play, practice a correction and stay involved in the game.
This series grows from Even NHL Players Make Mistakes: Teach the Next Play. Use the NHL as the starting point for a clearer exchange between Coach and Player, and between Coach and Parent.
President Mark — Even in the NHL. This is President Mark’s series for Coaches and Parents. Coach the Next Play is the teaching approach: use an NHL example, explain the lesson and model a useful exchange with the Player and Parent.
Every lesson starts with a verified NHL example, adapts the conversation to the Player’s age, and gives the Coach and Parent a shared learning goal. These are original THR conversations, not claims about what an NHL Coach said.
Explore the NHL series
1. When a Pass Goes Wrong — five age groups, Coach–Player and Coach–Parent exchanges, practice ideas and a Parent quiz.
2. When a Good Chance Does Not Score — five age groups, Coach–Player and Coach–Parent exchanges, practice ideas and a Parent quiz.
3. After a Lost Faceoff — five age groups, Coach–Player and Coach–Parent exchanges, practice ideas and a Parent quiz.
4. Helping a Goalie After a Goal — five age groups, Coach–Player and Coach–Parent exchanges, practice ideas and a Parent quiz.
5. Learning From an Offside — five age groups, Coach–Player and Coach–Parent exchanges, practice ideas and a Parent quiz.
6. Fixing a Line-Change Mistake — five age groups, Coach–Player and Coach–Parent exchanges, practice ideas and a Parent quiz.
7. When a Number Hurts Confidence — five age groups, Coach–Player and Coach–Parent exchanges, practice ideas and a Parent quiz.
8. Giving the Next Shift a Purpose — five age groups, Coach–Player and Coach–Parent exchanges, practice ideas and a Parent quiz.
Coach Q&A: What should I say next?
Parent quiz: What would you say?
The same NHL lesson in both conversations
Coach to Player: “Johnny, even NHL Players have passes go wrong. What did you see? Next time, check the lane before you pass.”
Coach to Parent: “Even NHL Players have passes go wrong. We’re teaching Johnny to recognize the open lane. We’ll practice an early look and notice when he uses it. At home, you can ask what he learned, if he wants to talk.”
Both exchanges keep the NHL example, the learning goal and the next action connected. For a young child, demonstrate one cue. As Players mature, ask them to explain the read and help choose the adjustment.
Use the age guide below to choose the amount of explanation and responsibility that fits your Player.
Four steps after Hockey mistakes
Connect. Use the Player’s name and a calm voice. Acknowledge disappointment. If the child is overwhelmed, give them time before reviewing the play.
Understand. For a Player ready to explain, ask: “What did you see?” Listen before deciding whether the problem was the choice, the execution, an opponent’s good play or a difficult bounce.
Teach. Choose one adjustment: “Next time, look before the puck arrives.” Demonstrate it when words are not enough.
Try again. Give the Player another suitable opportunity, then notice the action you taught: “You checked before receiving that pass.” Improvement can happen even when the next result is imperfect.
The same conversation at five ages
U5–U7: Make it short and show it.
“Johnny, NHL Players lose the puck too. Look up before you pass. Let’s try together.”
Use a demonstration and an immediate, playful attempt. Skip the statistics lecture. If the child does not know the NHL, say “grown-up Hockey Players.”
U8–U10: Explain one choice.
“Johnny, that happens in the NHL too. Next time, take a quick look before the puck comes. Let’s practice it.”
Ask one simple question when helpful, then rehearse one answer. Notice the attempt to use the cue.
U11–U14: Ask, then agree on one adjustment.
“Johnny, even NHL Players turn it over. What did you see? That lane closed. Next time, look for another option.”
Listen to the Player’s read. Separate a reasonable idea with poor execution from a pass forced through a closed lane.
U15–U18: Connect the decision to the Team plan.
“Johnny, NHL Players make that mistake too. Walk me through your options. Next time, use our outlet when the middle closes.”
Use the actual Team system. Discuss the decision privately where possible and make the next expectation clear.
Junior: Be direct and share responsibility.
“Johnny, that turnover can happen at this level. What information did you miss? Let’s agree on your next read and review it after practice.”
Respect the adult or near-adult Player’s ownership. Be honest about role expectations and consequences, and provide a specific route to improvement.
Eight situations: choose one useful next action
1. The pass goes wrong
NHL perspective: Brett Kulak’s failed pass led to a Dallas goal during Game 1 of the 2024 Western Conference Final. NHL report.
A pass can fail because of the decision, the execution or an opponent’s intervention. Ask what happened before choosing the correction. Use these cues when the Player missed the available information.
Coach: “Johnny, even NHL Players have passes go wrong. What did you see? Next time, take a look before you get the puck.”
| Age group | One cue to try |
|---|---|
| U5–U7 | “Johnny, look up before you pass. Watch me.” |
| U8–U10 | “Johnny, take a quick look before the puck arrives.” |
| U11–U14 | “Johnny, where was the defender’s stick? Next time, check the lane first.” |
| U15–U18 | “Johnny, the middle closed. Next time, use our support option.” |
| Junior | “Johnny, what changed as you received it? Identify your second option before the next reception.” |
Parent: “That pass bothered you. Would you like to tell me about it, or leave Hockey at the rink for now?”
Practice it: Start with a stationary partner and a clear target. Add one passive defender, then moving pressure as the Player becomes ready.
Notice the recovery: Notice the early look and the choice, even if the pass still needs work.
2. A good chance does not score
NHL perspective: Alex Ovechkin recorded 65 goals on 446 shots on goal in 2007–08. That leaves 381 shots on goal that did not score. Capitals statistical record.
Those 381 were not 381 missed nets or proven bad decisions. Shots on goal include goals and saved shots; missed and blocked attempts are different categories. Evaluate the chance before correcting the shooter.
Coach: “Johnny, even great NHL scorers have shots stopped. You found a good chance. Stay ready for the next puck.”
| Age group | One cue to try |
|---|---|
| U5–U7 | “Johnny, good try. Find the puck again.” |
| U8–U10 | “Johnny, follow your shot when it is safe.” |
| U11–U14 | “Johnny, that was an open chance. Where could the rebound go?” |
| U15–U18 | “Johnny, assess the lane and our support. Choose a shot that gives us a useful next play.” |
| Junior | “Johnny, judge the chance and execution separately. What would improve that same opportunity?” |
Parent: “I liked seeing you take that chance. How did it feel?”
Practice it: Use a shooting game with rebounds and an active Goalie. Reward finding a useful chance and staying involved, as well as scoring.
Notice the recovery: Notice a useful shot decision and the response after the save.
3. The faceoff is lost
NHL perspective: In 2022–23, Patrice Bergeron won 1,043 of 1,706 faceoffs, a 61.1% win rate. Subtraction gives 663 faceoffs lost. NHL career retrospective.
A lost draw is not automatically a technical error. The opposing Player competes too. Across all recorded faceoff participants, each win has a matching loss; the event-weighted league rate is 50%. NHL percentages are perspective, not targets for children.
Coach: “Johnny, even excellent NHL faceoff Players lose draws. Stay in the play. Your next job starts when the puck drops.”
| Age group | One cue to try |
|---|---|
| U5–U7 | “Johnny, find the puck and keep playing.” |
| U8–U10 | “Johnny, if we lose it, get back into position.” |
| U11–U14 | “Johnny, what did the other center do? Let’s practice one adjustment.” |
| U15–U18 | “Johnny, tell your wingers the plan and know your job if we lose the draw.” |
| Junior | “Johnny, review the opponent’s setup and our recovery assignment. Choose one adjustment for the next draw.” |
Parent: “A draw does not decide who you are as a Player. What did you do after it?”
Practice it: Play short faceoff games that continue after the drop. Give all participants a clear next job. Use the activity only where it fits the age group’s game format.
Notice the recovery: Notice continued effort and the correct assignment after possession is decided.
4. The Goalie allows a goal
NHL perspective: Sergei Bobrovsky allowed five goals before being replaced in Game 4 of the 2024 Stanley Cup Final. NHL Game 4 report. He later made 23 saves in Florida’s Cup-winning Game 7. NHL Game 7 report.
A goal against is a Team event, not automatic proof of a Goalie error. Identify what the Goalie could control and what help was missing. A comeback story offers perspective; it does not promise the same result next game.
Coach: “Johnny, NHL Goalies have hard games too. Take a breath. Let’s get ready for the next puck.”
| Age group | One cue to try |
|---|---|
| U5–U7 | “Johnny, find the puck. Get ready with me.” |
| U8–U10 | “Johnny, take a breath and find your ready position.” |
| U11–U14 | “Johnny, could you see the release? Let’s work on finding the puck through traffic.” |
| U15–U18 | “Johnny, review your sightline and depth with the Goalie Coach. Choose one cue for the next sequence.” |
| Junior | “Johnny, use your reset routine. We’ll review the controllable detail and the Team’s coverage together.” |
Parent: “That was a difficult game. I’m here. Would you like company, quiet or a conversation?”
Practice it: Build a simple reset between attempts: breathe, locate the puck and prepare. Add manageable screens or rebounds with a qualified Goalie Coach when appropriate.
Notice the recovery: Notice readiness and tracking, without promising or demanding a save on every shot.
5. A Player enters offside
NHL perspective: An Ovechkin goal was disallowed for offside in Washington’s October 2023 game against Minnesota. NHL review, published October 28.
Timing errors happen at the highest level. Teach the rule used by this age group and competition. Small-area formats may not use offside.
Coach: “Johnny, that timing mistake happens in the NHL too. Next time, watch the puck as you approach the line.”
| Age group | One cue to try |
|---|---|
| U5–U7 | “Johnny, watch the puck cross first.” |
| U8–U10 | “Johnny, slow down near the line if you need to.” |
| U11–U14 | “Johnny, check the puck carrier before crossing. Adjust your speed.” |
| U15–U18 | “Johnny, time your support so the puck can enter legally before you.” |
| Junior | “Johnny, review your approach speed and spacing. Agree on the entry timing with your linemates.” |
Parent: “That play was frustrating. What did you learn about the timing?”
Practice it: Walk through an entry, then skate it slowly with a partner. Increase speed only after the timing is understood; omit this lesson where offside does not apply.
Notice the recovery: Notice the glance toward the puck carrier and the adjustment in speed.
6. The line change goes wrong
NHL perspective: Colorado took two too-many-men penalties against Dallas in Game 2 of their 2024 second-round playoff series. NHL Game 2 analysis.
This can involve bench communication as well as Player decisions. The Coach should check whether the instruction was clear. A rules error still has consequences; the response should explain how to prevent another one.
Coach: “Johnny, NHL Teams get changes wrong too. Let’s make your instruction clear: know who you replace and wait for our signal.”
| Age group | One cue to try |
|---|---|
| U5–U7 | “Johnny, wait here until I call you.” |
| U8–U10 | “Johnny, tell me who you are changing for.” |
| U11–U14 | “Johnny, know your replacement and wait for our agreed signal.” |
| U15–U18 | “Johnny, confirm the match and the timing before you enter.” |
| Junior | “Johnny, review the change with the bench. Was the call clear, and was the replacement ready?” |
Parent: “Did you understand the instruction? You can ask the Coach to explain it again.”
Practice it: Rehearse changes away from a live game, using the local substitution rules. The Coach practices giving a clear signal too.
Notice the recovery: Notice communication and a correctly timed change.
7. A negative number feels personal
NHL perspective: Ovechkin scored 51 goals and finished minus-35 in 2013–14. NHL historical comparison.
Plus/minus reflects certain goals scored while a skater is on the ice; it does not count individual mistakes or isolate responsibility. Review actual plays and assignments. A scoring total also does not erase a defensive issue.
Coach: “Johnny, one number cannot explain your whole game. Let’s look at one play and choose something you can improve.”
| Age group | One cue to try |
|---|---|
| U5–U7 | “Johnny, tell me one thing you enjoyed trying.” |
| U8–U10 | “Johnny, show me one thing you learned today.” |
| U11–U14 | “Johnny, let’s review your positioning on this play, rather than guess from a number.” |
| U15–U18 | “Johnny, check the assignment, the support and your execution. Which part could you change?” |
| Junior | “Johnny, use the number as a question. Then test it against the shifts and your role.” |
Parent: “You are more than your points or plus/minus. What part of your game are you working on?”
Practice it: For older Players, review a small number of relevant shifts together. For younger Players, use one concrete skill attempt and avoid personal statistical labels.
Notice the recovery: Notice progress in the agreed skill or responsibility.
8. The Team falls behind
NHL perspective: 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: “Johnny, NHL Teams fall behind too. You don’t have to fix the whole game on one shift. Do your next job.”
| Age group | One cue to try |
|---|---|
| U5–U7 | “Johnny, keep playing with your teammates.” |
| U8–U10 | “Johnny, get open and give your teammate a target.” |
| U11–U14 | “Johnny, focus on one useful play this shift.” |
| U15–U18 | “Johnny, stay within our plan. Support the puck and make a sound next decision.” |
| Junior | “Johnny, identify what the game situation requires. Execute your assignment without chasing a hero play.” |
Parent: “I noticed you kept helping your Team. How are you feeling about the game?”
Practice it: Use short games with different starting scores. Set one task that Players control, then review whether they did it, regardless of the final score.
Notice the recovery: Notice support, communication and continued participation.
Parents: leave room for the child’s voice
| Age group | A conversation opener |
|---|---|
| U5–U7 | “That felt hard. I’m glad I got to watch you play. Would you like a hug?” |
| U8–U10 | “Even NHL Players have frustrating plays. Want to talk about it, or have a break?” |
| U11–U14 | “Would you like me to listen, or help you think of a question for your Coach?” |
| U15–U18 | “What are you working on next, and how can I support you?” |
| Junior | “How do you assess it? If you want to talk it through, I’m here.” |
Give the next attempt a purpose
Every lesson begins with the NHL example that fits the play. Keep that connection in both the Coach–Player and Coach–Parent exchange, then explain one useful action. Use a brief cue during the game and explore the example in more detail at a suitable break or practice.
If the same mistake keeps returning, change the teaching: demonstrate, reduce pressure, simplify the task or check the Player’s understanding. Repeating the same criticism louder is not a new lesson.
A deliberate unsafe or disrespectful act requires a clear boundary and the program’s appropriate response. “NHL Players do it too” must never become permission to hurt someone or ignore a rule.
Parents can offer the same perspective while leaving technical direction with the Coach: “Even NHL Players have difficult plays. Would you like to talk? What are you working on next?” Younger children may simply need reassurance and a fun next visit to the rink; older Players may want help preparing their own question for the Coach.
Age bands are starting points. Match the instruction to the Player’s experience and the program’s purpose. In House League, the primary objective is to have fun. In advancement programs, discuss role expectations honestly and review progress against clear criteria.
At the next practice, pick one common situation and one cue. Rehearse it, give the Players another chance, and notice the adjustment. This puts Mistakes Build Hockey Players™ into action.
“You can make a mistake and still be a good Player. Let’s learn what to do next.”
The Hockey Resource™ — We Make Better Hockey People.™
