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College Hockey Recruiting Girl's Showcase Player Development Women's College Hockey Women's Hockey

How to Navigate a Path to Playing Women’s College Hockey

This summer, a podcast listener emailed me a simple question. If I was to do it all over again, what path would I recommend a young girl follow if she wanted to play college hockey?  Obviously, there is no simple answer or a single path for someone to follow to play high level female hockey.  But I thought I would articulate three simple principles I’d recommend and include references to more detailed topics I have covered in the past.

Note: This post focuses primarily on the DI college recruiting process. If a player’s goal is to play other levels of college / university hockey like DIII, CIS or ACHA (club) hockey, you can probably slightly dial down the timing and frequency of the some of the recommendations below.

1. Just Get Good

This is by far the most important principle in this list. At whatever age a player shows a passion for hockey, this is the area to focus on most.  I have written several posts on what it takes to become a really good hockey player and this should be the highest priority. In my opinion, this probably should not change until a player stops playing competitive hockey.  There are over 2000 girls in each birth year playing a high level of hockey in the U.S. and Canada, but only ~250 spots open on DI rosters every year, the math gets quite easy. A player needs to be in the top 10-15% in order to get an offer from one of those 44 teams.

2. Make Sure You Are Seen

Assuming you are a “good” hockey player.  I would recommend that starting at about 14 or 15 years old you play for a team that attends the major girls hockey events  that DI college coaches scout. By playing on such a team, there is the obvious benefit of playing with other good players, receiving good coaching and being pushed by your peers.  But more importantly, in my experience, knowing that college coaches will be watching you play against top teams and players will help them calibrate you to your peers.

Not everyone agrees with this. Many coaches will say, if you are good enough, schools will find you. This is great in theory, but it is not always true. I know of several really good female hockey players who either played boys hockey, lived in non-traditional markets or played on weak AAA teams who were not regularly seen. The reality is, if you don’t play at high profile tournaments (e.g. USA or Canadian national playoffs & other top in-season tournaments ) or are not selected to attend the U18 national camps you won’t get noticed as easily.  So if you aren’t one of the top 30 players in the country, put yourself in the best position to be seen as much as possible.

There is also definitely a bias to regional players for almost all schools. And it is self-reinforcing. This is why you see so many Minnesota players play for Minnesota colleges. And why so many prep players play on the east coast.  While there are exceptions, being able to watch local players, having existing relationships with their coaches, players wanting to stay close to home etc. are all factors in their recruiting process.  Each of these things make it “easier” for college coaches to find talent that is probably just as good as the harder to find alternatives – and why coaches tend to find fish where they’ve fished in the past. So if you aren’t on a team that is regularly seen by DI schools, the mountain is a little steeper to climb, but not impossible. 

Which is why I would recommend for players who aren’t slam-dunk going to play in a Top 10 school, make sure you get seen in the year or two prior to your junior year of high school.

3. Strategically Pick 3-5 Spring/Summer Hockey Events to Attend

Ideally, the older you get, the more you would know how good a player your are relative to your peers.  This should then factor into which events to pick after the winter season ends.  With a little research you can figure out which ones might fit you level of play. Almost all the showcase organizers are very responsive to answering questions and can give you a feel if your daughter would be a good fit for a specific event. 

I would recommend only attending a handful of off-season events (e.g. one per month from April-August).   Such as:

  • USA Hockey or Hockey Canada national camps  (if you are good/lucky enough to be selected)
  • Showcases (Premier Ice Prospects, RUSH, NGHL etc.)
  • College Camps ( Colgate,  and any other school-specific camp that you might be interested in)
  • Popular tournaments (e.g. Beantown Classic, Showcase Hockey, Rose Series etc.)

Check out our full year list of girls hockey events.

 I think it is hard to justify going to more than 5 events unless they are almost all local (e.g. in the Boston area).  The “spray and pray” strategy usually ends up wasting a lot of money.  We have talked ad nauseum on the podcast that you don’t need to go to every event. It is both expensive and unnecessary.  But having a plan based on a players interest and level of play can deliver a reasonable return on your time and financial investment.

If you are 12 and under, in my opinion, you should be picking events for fun (e.g. a hockey trip to Europe) and maybe a little development. But not for recruiting purposes. You will have plenty of time when you are older to attend events that really matter to college coaches.

Summary

I have intentionally tried to simplify my recommendations on how to navigate the world of girl’s hockey and women’s college recruiting.  Player development is most critical. After that, just make sure they are playing at a high level while getting enough visibility.  If you follow these principles, everything else should take care of itself.

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2023 Development Camp Girls Hockey Player Development Women's Hockey

The USA Hockey 2023 Girls 16/17 Camp Feedback Process – Part II

My Recommendations

Read Part I Here

Feedback is a gift.
Giving feedback is hard.

Having led performance feedback to dozens (if not hundreds) of people I’ve managed in business, I recognize it is one of the most challenging interactions to conduct in my career.  At the same time, I was taught how to take it seriously and learned many of the best practices to ensure a positive outcome from the process for both parties.  

It is pretty clear from the parent meeting at the 16/17 Girls camp (and the letter that accompanied the feedback/rating letter) that USA Hockey  wants to make no doubt that they are providing a variety of different levels of feedback for each player at the national camps. The details of this feedback were clearly explained in Part I on this topic.

And it is important to recognize that they really do care about giving feedback – because they have dedicated time and resources to the process.  I also wanted to also acknowledge that is takes a non-trivial amount of effort to provide detailed feedback to about 400 players across 4 major camps each summer.

At the same time, I’ve spent a ton of time thinking about this topic trying to figure out why almost everyone I have spoken with is disappointed with the USA Hockey Girls National Camp selection and feedback process. And here is what I came up with…

At the end of the day, the current process does not solve the unmet need of the players – which is to have actionable direction on their highest priority development areas. This is because the robustness of the feedback is not commensurate with the level of commitment and investment the players put into making, preparing and attending the camp.

And my reason for this is the following:

The feedback is too generic. For almost all the players, it’s just too simplistic/superficial without personalized examples and not actionable enough.

Here are my recommendations:

  1. Standardize a More Robust Process – The coaches should go through a training session on how the process works and what the expectations are from the coach on the process, content & delivery. All players should receive player-specific information using a common format, but with player-specific examples in the review. While the coaches should have flexibility to adapt the process to their style, each performance review (in addition to the attribute ratings mentioned in Part I) would require the feedback to include each of the following….
  2. Include Player-Specific Key Statistics (e.g. pass completion rates or turnover rates). Nothing is more powerful than data. Being able to show a player how they compared on key attributes compared to their peers makes things much clearer. This became quite evident to me in my analysis of the 16/17 Camp forwards and defenders.
  3. Support with Player-Specific Video Clips  –  showing a player exactly what they do well and how/when they make mistakes provides “hard-to-argue” credibility to the stats and the coach’s feedback. This would likely use a video analytics system like Instat/Hudl so each player’s shifts could be coded.
  4. Prioritize Key Areas to Focus OnDarryl Belfry consistently talks about High Frequency – Low Success Rate Situations.  Video and statistical analysis will surface these situations. Then a coach should be using them to focus on a limited number of these game patterns to prioritize (3-5) situations/skills for a player to work on.

These four recommendations would require a significantly greater amount of time and resources than the current effort being done at the USA Hockey girls camps. There may not be time to aggregate everything during that week.  But the feedback session does not need to occur at the camp. It can be done a week or two after the camp via a video-call.  What matters most is that the players are getting their needs met as to where to focus and improve as a player.  Ideally, there would be someone in leadership who was solely responsible for player development and not directly associated with the selections for the U18 camp or team. I know it can be done, because I have seen first-hand more robust feedback processes on the boys side at both the USA Hockey and junior hockey levels.

Final Thoughts

The best organizations focus relentlessly on their customers. One of the biggest ways to ensure these organizations are meeting the needs of their customers is to ask them for feedback. Specifically their overall satisfaction with a question like “Would you recommend [product/service] to a friend or colleague?” followed by “Why?”. In my few years interacting with USA Hockey both as a coach and a parent, I have never been asked for my feedback on the programs I’ve been been engaged with. In essence, USA Hockey has a monopoly on the national team programs so it is understandable that they may not need to be as customer-centric as an Amazon or an Apple. But, if leadership for USA Hockey female national camps wants to continuously improve their program, just like their players do, it would be great if they solicited their own feedback on areas they can improve as an organization. Who knows…maybe getting the gift of feedback on themselves may translate to improved performance on the ice?

Feel free to send feedback on our posts or Champs App to [email protected]

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2023 Coaching Girls Hockey Player Development Women's Hockey

The USA Hockey 2023 Girls 16/17 Camp Feedback Process – Part I

I have a lot of passion about feedback when it comes to hockey player development, because I think it is probably the most important factor to improve player performance.  Darryl Belfry, who is regarded as one of the best player development coaches in the world, uses actual game analysis as the primary way to provide feedback on improvement areas for players.

As the governing body of hockey in the U.S., USA Hockey understands the importance of player feedback. At the USA Hockey 16/17 Girls Camp which took place in Oxford, OH this past June, feedback was highlighted in the parent meeting as a key component of the camp.  In Part I of this post about the USA Hockey Girls Camp feedback, I wanted to focus on understanding the three levels of feedback  utilized during and after the camp.  Part II of this topic will discuss my thoughts on how effective the feedback process has been.

1. On-Ice Feedback  – During Practice and Games

Just like with their regular teams, coaches were quite consistent in talking to players individually and in groups during practices to share their thoughts on specific, tactical ways to improve a drill or situation.  Same for a player coming to the bench during one of the games after a shift – coaches would lean over to players and give advice on what adjustments could be made to improve a player effectives.  These situations are quite comfortable for all the coaches at an event like this since most were DI coaches or previous DI players.  As I mentioned in my previous post about player feedback, in-game comments are the easiest for a coach to communicate.

2. One-on-One Feedback with one of the Team Coaches

All teams had two head coaches.  On about the fourth day of week-long camp, each player had a 10-15 minute conversation with one of their coaches.  It is my understanding that most players were asked to do a self-review in anticipation of the meeting.  From talking to several parents, the coach-player conversation was then highly dependent on the coach. Some coaches were well-prepared and had video clips to show players as a way to communicate their feedback, some coaches had simple basic priorities for players to focus on while others relied on the player’s self-evaluation as the primary source of the feedback conversation.  Given the variance in feedback methods, I suspect the feedback meeting process was not highly structured by the camp organizers.

3. Letter Grade and Player Development Performance Criteria

About four weeks after the end of the 16/17 Girls Camp, my daughter received by snail mail a form letter which included an evaluation which is supposed to serve as a benchmark for a player’s performance at the camp.  This entails a letter grade and a rubric on the “Player Development Performance Criteria”.  Here are the details.

At the top of the player evaluation sheet, the players was provided a rating of A, B or C with the following explanation

“A” grade = Excellent – ranks in the top 1/3 of players at camp

“B” grade = Good – ranks in the middle 1/3 of players at camp

“C” grade = Below average – ranks in the bottom 1/3 of players at camp.

The Player Development Performance Criteria had 5 possible selections (from best to worst):

  • Excellent
  • Very Good
  • Good
  • Fair
  • Poor

Each skater then had attributes selected within two categories.  General and position-specific attributes with a selection in one of those five boxes (“X” for each attribute).  Here are those attributes:

General:

  • Makes Possession Plays (i.e. keep team on offense; limited turnovers)
  • Angling: pressure to take away time/space; dictate play with body/stick
  • Stick Positioning
  • Deception
  • Quick Transitions
  • Off-Puck Habits & Puck Support
  • Scoring Ability
  • Physicality
  • Athleticism
  • 200-Ft Player
  • Skating Ability (north/south; agility; speed)

Defenders:

  • DZone Execution First
  • Puck Retrievals
  • Good First Pass or Exit
  • Win Race Back to D-Side of Play/Net
  • Wine Board Battles
  • Deter Offensive Opportunities
  • Scan to Make Exit Play; Fast Transition to Breakout
  • Work Well with D-Partner
  • Gap Control: (North/South & East/West)

Forwards:

  • Puck Retrievals & Ability to Stay Off the Wall
  • Ability to Leave Perimeter and Gain Inside Ice
  • Owning Space with Puck
  • Scanning/Awareness of Teammates & Opponents
  • Use Teammates to Make Plays
  • Zone Entry: Ability to create depth/layers/lanes
  • Create & Maintain Offense

I don’t know the process that was used to aggregate the evaluators feedback, but am assuming they collected a populated rubric from all the evaluators for a position and then aggregated the data to take an average of the selections.  (I hope they used some online tool to aggregate this all, because there are lots of ways to simplify collecting this information).  Then I suppose this compiled data was used as the rating for each player’s Development Performance Criteria. I would then assume the average across all Development Performance Criteria was calculated and the each player was force ranked into one of the three tiers to give the letter rating of A,B or B based on which third they ranked.

Other than the rating and the rubric box selection – no other personalized information was included in the feedback. No short paragraph summary (like you would see in a student report card) from the coach or evaluators to provide additional context was provided.  

It is important to note that the ratings are based on the criteria described above.  If different criteria were used (which will be discussed in the next post), then a player’s rating might be different if those criteria were closer or further away from the capabilities of a player.

In Part II on this topic I will share my perspective on the good, the bad and the ugly of this feedback process.

Read Part II Here

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2023 Development Camp Hockey Tryouts Junior Hockey

What I Learned Attending My First Junior Hockey Main Camp

Last month, my 15-year old son was invited to the main camp of a NAHL team in Minnesota.  This was the follow-on event from a Summer Tryout showcase in June, hosted by several NAHL teams, in which my son was invited to attend the July main camp at the end of the showcase.  Here are some details that I learned from the camp:

  • The camp started with 8 teams of up to 22 players – each with 12 or 13 forwards, 6 or 7 D and 2 goalies
  • All the players at the camp were 2003-2007 birth years.  My son is a late 2007, so obviously, he was one of the youngest players at the camp.
  • Each team played 3 games consisting of two 25 minute periods with a running clock.
  • To keep things flowing, icings and most offsides were almost never called. And any puck which touched the netting and returned to the ice did not stop the play.  When the very odd penalty was called, a penalty shot was granted.
  • With 13 forwards, unless you started the game, a forward typically only got 6-8 shifts per game.  This was because everything eats into the running time, goals, faceoffs, penalty shots etc.  Most players were taking ~75 second shifts. So when you do the math with four lines, a forward only received 3-4 shifts per period. Not a lot of time to show what you can do.
  • After 3 games, the first players cut took place with the list of players making it to the next day posted on Instagram and Twitter.  The announcement just showed the team colors and numbers of players who made the cut – no names were listed.
  • Out of the ~160 players who started the camp, 99 players made the first cut. My son was on the list, so he would play 2 more games the next day.
  • The next day the players were then assigned to one of 6 teams. Once again each team had up to 22 players (13F, 7D, 2 G).
  • What was confusing to me was if there were only 99 players who made the cut and the teams reduced to 6, how could there be so many players on each of the 6 teams? That’s when things got real. What I learned was that the first part of camp did not include all the players on the team’s protected list. So about 30 players – made up of players from the past season, draft picks etc. were then added to the rosters of the 6 teams.
  • While there were a few players with half-shields (usually you have to be over 18 to play with a visor) playing the first couple of days of the camp, that number more than doubled for the second round.  In addition, I was impressed by how many of the players also had moustaches to enhance their hockey player look.
  • The age, skill and size of the average player went up dramatically from the first round of games. For one of the games, my son’s linemate was a 2003 player committed to play DI hockey.   The difference in size and skill was obvious. Man vs. boy.
  • While my son played well in both games, including a solid assist to set up the DI player’s goal, he clearly did not have the size or speed of the top players on the ice.  As a result, he made a few mistakes turning over the puck along the boards or missing passes when under pressure.
  • Following the two second-round games, we once again looked online at the end of the day and reviewed who made the next set of cuts. 
  • 81 players (out of ~130)  made it to the All-Star games with a separate 20 players moved to something called the Young Guns Game at the end of the next day.  My son was not selected for either games, so his tryout was done.
  • The next day the All Star games took place.  After they were done, 27 All Star cuts were assigned to the Young Guns Game.
  • We didn’t stick around for the last two days, so I can’t provide any details about the games (LiveBarn feed was blacked out after the first cut).
  • However, I do know that 44 players made the cut for the final All Star Game which included 6 goalies (couldn’t tell how many F vs. D).  Not sure if the team was finalized after the last game or if about 30 of the players then were invited to training camp for the final team cut.

 Some additional thoughts:

  • One real positive aspect of the camp was that the coaches made it clear that all players who were cut could reach out for feedback when the camp was over.  My son had a phone call with one of the coaches and received  helpful feedback (which was much more specific than what my daughter received has from the USA Hockey Camps)
  • This was a great learning experience for my son to see the level of play of the NAHL. The NAHL is known to be an older Tier II junior league with the average player age of about 19.5 years old. So seeing where my son needs to be in the next 2-3 years was an eye-opening moment for him and seems to be quite motivating to him.
  • This spring/summer my son received dozens of invitations to a variety of junior camps at every level (USHL, NAHL, Tier 3 etc.).  I have heard that unless you were drafted by the team or know that a team has specific interested in you, that most of these invites are just a way for teams to make money. I felt I could see this at the camp.  There probably wasn’t a need to have so many players at the first round of cuts with so many players on each team.  Just doing the math on the ~60 players who did not make the first cut @ $375/player is over $20K in the team’s pockets. That is on top of the money they made at the 3 summer tryouts.
  • Each player needs to decide what is right for them, but it is very easy to waste a lot of money (and time) attending multiple events. You need to be realistic about your odds of making a team and self-aware about how close you are to the level of play needed.  We went to see what the level was and learn from the experience – and now we know. And for the next couple of years I don’t expect my son to be trying out for many teams until we think he is ready and there is a reasonable chance he could at least make it to the final round of cuts (if not make the team).
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College Exposure Showcase Coach Scout List

Go straight to the Instructions on How to Connect with College Exposure Showcase Coaches

Why Create a Champs App Profile? (Video)

How to Create a Beautiful Hockey Profile That Gets Noticed (Video)

Coach Profiles

sean levin

Head Coach – Rider Broncs

Mike HinklE

Equipment Manager – Alvernia Golden Wolves

eric Hench

Head Coach – York Spartans

Dave standley

Assistant Coach – Virginia Tech Hokies

Jon O’Neil

Head Coach – Kuztown University

anthony borelli

Assistant Coach – Alvernia Golden Wolves

Champs App lets players create beautiful, free hockey resume that facilitate the college hockey recruiting process. 

“How do I know coaches will remember me after the College Exposure Showcase?”

By connecting directly with coaches, players can know that coaches will continue to follow them after the CES event during the regular season (see their schedule, video & profile updates). Coaches can not only get more details about each player, but also see their upcoming schedule, regular teams and coaches.

Instructions:

Step 1: Create your free Champs App Profile hockey resume here

Step 2: To make it easier for the College Exposure Showcase coaches to find you make you add your current team to your Champs profile and make sure to include your jersey #

Step 3:  Review the list of the College Exposure Showcase coaches above to connect with and then send connection requests to the coaches/schools you are interested in from within Champs App.