Hockey Year Feedback - COACH - SELF EVALUATION
Exit this survey

1. Coach Self Evaluation

100%

Place a check mark in the appropriate column on the right to indicate how frequently you use the principle in your practices.

Ratings Scale:
1 - Usually/Always
2 - Occasionally/Sometimes
3 - Seldom/Never
4 - N/A

*
1. Introducing the Skill

Other (please specify)

*
2. DEMONSTRATING & EXPLAINING THE SKILL

	Usually/Always	Occasionally/Sometimes	Seldom/Never	N/A
Directs the team's attention to the demonstration	*DEMONSTRATING & EXPLAINING THE SKILL Directs the team's attention to the demonstration Usually/Always	Directs the team's attention to the demonstration Occasionally/Sometimes	Directs the team's attention to the demonstration Seldom/Never	Directs the team's attention to the demonstration N/A
Explains how the demonstration will proceed	Explains how the demonstration will proceed Usually/Always	Explains how the demonstration will proceed Occasionally/Sometimes	Explains how the demonstration will proceed Seldom/Never	Explains how the demonstration will proceed N/A
Demonstrates the whole skill as it would be preformed in competition	Demonstrates the whole skill as it would be preformed in competition Usually/Always	Demonstrates the whole skill as it would be preformed in competition Occasionally/Sometimes	Demonstrates the whole skill as it would be preformed in competition Seldom/Never	Demonstrates the whole skill as it would be preformed in competition N/A
Demonstrates skillfully	Demonstrates skillfully Usually/Always	Demonstrates skillfully Occasionally/Sometimes	Demonstrates skillfully Seldom/Never	Demonstrates skillfully N/A
Demonstrates for left and right dominance	Demonstrates for left and right dominance Usually/Always	Demonstrates for left and right dominance Occasionally/Sometimes	Demonstrates for left and right dominance Seldom/Never	Demonstrates for left and right dominance N/A
Demonstrates the skill several times	Demonstrates the skill several times Usually/Always	Demonstrates the skill several times Occasionally/Sometimes	Demonstrates the skill several times Seldom/Never	Demonstrates the skill several times N/A
Demonstrates the skill so that it can be viewed from different angles	Demonstrates the skill so that it can be viewed from different angles Usually/Always	Demonstrates the skill so that it can be viewed from different angles Occasionally/Sometimes	Demonstrates the skill so that it can be viewed from different angles Seldom/Never	Demonstrates the skill so that it can be viewed from different angles N/A
Demonstrates the skill slowly if necessary	Demonstrates the skill slowly if necessary Usually/Always	Demonstrates the skill slowly if necessary Occasionally/Sometimes	Demonstrates the skill slowly if necessary Seldom/Never	Demonstrates the skill slowly if necessary N/A
Explains the major sequences of actions that comprise the skill when it is demonstrated slowly	Explains the major sequences of actions that comprise the skill when it is demonstrated slowly Usually/Always	Explains the major sequences of actions that comprise the skill when it is demonstrated slowly Occasionally/Sometimes	Explains the major sequences of actions that comprise the skill when it is demonstrated slowly Seldom/Never	Explains the major sequences of actions that comprise the skill when it is demonstrated slowly N/A
Points out the most relevant teaching points	Points out the most relevant teaching points Usually/Always	Points out the most relevant teaching points Occasionally/Sometimes	Points out the most relevant teaching points Seldom/Never	Points out the most relevant teaching points N/A
Keeps explanation simple and brief	Keeps explanation simple and brief Usually/Always	Keeps explanation simple and brief Occasionally/Sometimes	Keeps explanation simple and brief Seldom/Never	Keeps explanation simple and brief N/A
Demonstrates parts of the skill when appropriate	Demonstrates parts of the skill when appropriate Usually/Always	Demonstrates parts of the skill when appropriate Occasionally/Sometimes	Demonstrates parts of the skill when appropriate Seldom/Never	Demonstrates parts of the skill when appropriate N/A
Briefly demonstrates and/or explains the similarities between skills	Briefly demonstrates and/or explains the similarities between skills Usually/Always	Briefly demonstrates and/or explains the similarities between skills Occasionally/Sometimes	Briefly demonstrates and/or explains the similarities between skills Seldom/Never	Briefly demonstrates and/or explains the similarities between skills N/A
Repeats & answers relevant questions so that all can hear	Repeats & answers relevant questions so that all can hear Usually/Always	Repeats & answers relevant questions so that all can hear Occasionally/Sometimes	Repeats & answers relevant questions so that all can hear Seldom/Never	Repeats & answers relevant questions so that all can hear N/A

Other (please specify)

*
3. PRACTICING THE SKILL

Other (please specify)

*
4. PROVIDING FEEDBACK TO CORRECT ERRORS

	Usually/Always	Occasionally/Sometimes	Seldom/Never	N/A
Observes and evaluates performance	*PROVIDING FEEDBACK TO CORRECT ERRORS Observes and evaluates performance Usually/Always	Observes and evaluates performance Occasionally/Sometimes	Observes and evaluates performance Seldom/Never	Observes and evaluates performance N/A
Compliments efforts and parts of the skill that were performed correctly	Compliments efforts and parts of the skill that were performed correctly Usually/Always	Compliments efforts and parts of the skill that were performed correctly Occasionally/Sometimes	Compliments efforts and parts of the skill that were performed correctly Seldom/Never	Compliments efforts and parts of the skill that were performed correctly N/A
Corrects one error at a time	Corrects one error at a time Usually/Always	Corrects one error at a time Occasionally/Sometimes	Corrects one error at a time Seldom/Never	Corrects one error at a time N/A
Gives specific positive feedback	Gives specific positive feedback Usually/Always	Gives specific positive feedback Occasionally/Sometimes	Gives specific positive feedback Seldom/Never	Gives specific positive feedback N/A
Gives constructive feedback	Gives constructive feedback Usually/Always	Gives constructive feedback Occasionally/Sometimes	Gives constructive feedback Seldom/Never	Gives constructive feedback N/A
Uses visual feedback of errors and corrections	Uses visual feedback of errors and corrections Usually/Always	Uses visual feedback of errors and corrections Occasionally/Sometimes	Uses visual feedback of errors and corrections Seldom/Never	Uses visual feedback of errors and corrections N/A
Makes certain athletes understand the information given	Makes certain athletes understand the information given Usually/Always	Makes certain athletes understand the information given Occasionally/Sometimes	Makes certain athletes understand the information given Seldom/Never	Makes certain athletes understand the information given N/A
Shows patience with athletes	Shows patience with athletes Usually/Always	Shows patience with athletes Occasionally/Sometimes	Shows patience with athletes Seldom/Never	Shows patience with athletes N/A
Encourages athletes to continue to practice and improve	Encourages athletes to continue to practice and improve Usually/Always	Encourages athletes to continue to practice and improve Occasionally/Sometimes	Encourages athletes to continue to practice and improve Seldom/Never	Encourages athletes to continue to practice and improve N/A

Other (please specify)

	Usually/Always	Occasionally/Sometimes	Seldom/Never	N/A
Is enthusiastic in actions and words	*Introducing the Skill Is enthusiastic in actions and words Usually/Always	Is enthusiastic in actions and words Occasionally/Sometimes	Is enthusiastic in actions and words Seldom/Never	Is enthusiastic in actions and words N/A
Avoids sarcasm, annoying mannerisms & abusive language	Avoids sarcasm, annoying mannerisms & abusive language Usually/Always	Avoids sarcasm, annoying mannerisms & abusive language Occasionally/Sometimes	Avoids sarcasm, annoying mannerisms & abusive language Seldom/Never	Avoids sarcasm, annoying mannerisms & abusive language N/A
Uses terminology athletes can understand	Uses terminology athletes can understand Usually/Always	Uses terminology athletes can understand Occasionally/Sometimes	Uses terminology athletes can understand Seldom/Never	Uses terminology athletes can understand N/A
Speaks clearly	Speaks clearly Usually/Always	Speaks clearly Occasionally/Sometimes	Speaks clearly Seldom/Never	Speaks clearly N/A
Has a routine for starting practice	Has a routine for starting practice Usually/Always	Has a routine for starting practice Occasionally/Sometimes	Has a routine for starting practice Seldom/Never	Has a routine for starting practice N/A
Gets attention quickly	Gets attention quickly Usually/Always	Gets attention quickly Occasionally/Sometimes	Gets attention quickly Seldom/Never	Gets attention quickly N/A
Faces the team when speaking to them	Faces the team when speaking to them Usually/Always	Faces the team when speaking to them Occasionally/Sometimes	Faces the team when speaking to them Seldom/Never	Faces the team when speaking to them N/A
Makes good eye contact	Makes good eye contact Usually/Always	Makes good eye contact Occasionally/Sometimes	Makes good eye contact Seldom/Never	Makes good eye contact N/A
Controls temper	Controls temper Usually/Always	Controls temper Occasionally/Sometimes	Controls temper Seldom/Never	Controls temper N/A
Models poise when dealing with inattentive athletes	Models poise when dealing with inattentive athletes Usually/Always	Models poise when dealing with inattentive athletes Occasionally/Sometimes	Models poise when dealing with inattentive athletes Seldom/Never	Models poise when dealing with inattentive athletes N/A
Uses a formation from which all can see the demonstration	Uses a formation from which all can see the demonstration Usually/Always	Uses a formation from which all can see the demonstration Occasionally/Sometimes	Uses a formation from which all can see the demonstration Seldom/Never	Uses a formation from which all can see the demonstration N/A
Uses a formation from which all can hear the explanation	Uses a formation from which all can hear the explanation Usually/Always	Uses a formation from which all can hear the explanation Occasionally/Sometimes	Uses a formation from which all can hear the explanation Seldom/Never	Uses a formation from which all can hear the explanation N/A
Sets formation in a location free from distractions	Sets formation in a location free from distractions Usually/Always	Sets formation in a location free from distractions Occasionally/Sometimes	Sets formation in a location free from distractions Seldom/Never	Sets formation in a location free from distractions N/A
Identifies the skills to be taught	Identifies the skills to be taught Usually/Always	Identifies the skills to be taught Occasionally/Sometimes	Identifies the skills to be taught Seldom/Never	Identifies the skills to be taught N/A
Indicates why the skill is important to learn	Indicates why the skill is important to learn Usually/Always	Indicates why the skill is important to learn Occasionally/Sometimes	Indicates why the skill is important to learn Seldom/Never	Indicates why the skill is important to learn N/A
Introduces the skill in less than 3 minutes	Introduces the skill in less than 3 minutes Usually/Always	Introduces the skill in less than 3 minutes Occasionally/Sometimes	Introduces the skill in less than 3 minutes Seldom/Never	Introduces the skill in less than 3 minutes N/A

	Usually/Always	Occasionally/Sometimes	Seldom/Never	N/A
Begins skill practice asap after demonstration	*PRACTICING THE SKILL Begins skill practice asap after demonstration Usually/Always	Begins skill practice asap after demonstration Occasionally/Sometimes	Begins skill practice asap after demonstration Seldom/Never	Begins skill practice asap after demonstration N/A
Uses a formation that allows most athletes to practice safely and effectively	Uses a formation that allows most athletes to practice safely and effectively Usually/Always	Uses a formation that allows most athletes to practice safely and effectively Occasionally/Sometimes	Uses a formation that allows most athletes to practice safely and effectively Seldom/Never	Uses a formation that allows most athletes to practice safely and effectively N/A
Uses drills that allow the most athletes to practice safely and effectively	Uses drills that allow the most athletes to practice safely and effectively Usually/Always	Uses drills that allow the most athletes to practice safely and effectively Occasionally/Sometimes	Uses drills that allow the most athletes to practice safely and effectively Seldom/Never	Uses drills that allow the most athletes to practice safely and effectively N/A
Uses drills that emphasize the skill being taught	Uses drills that emphasize the skill being taught Usually/Always	Uses drills that emphasize the skill being taught Occasionally/Sometimes	Uses drills that emphasize the skill being taught Seldom/Never	Uses drills that emphasize the skill being taught N/A
Demonstrates and explains how drills work	Demonstrates and explains how drills work Usually/Always	Demonstrates and explains how drills work Occasionally/Sometimes	Demonstrates and explains how drills work Seldom/Never	Demonstrates and explains how drills work N/A
Checks to be certain the team understands drills work	Checks to be certain the team understands drills work Usually/Always	Checks to be certain the team understands drills work Occasionally/Sometimes	Checks to be certain the team understands drills work Seldom/Never	Checks to be certain the team understands drills work N/A
Eliminates or minimizes any danger involved in performing the skill	Eliminates or minimizes any danger involved in performing the skill Usually/Always	Eliminates or minimizes any danger involved in performing the skill Occasionally/Sometimes	Eliminates or minimizes any danger involved in performing the skill Seldom/Never	Eliminates or minimizes any danger involved in performing the skill N/A
Creates an atmosphere to minimize fear of failure	Creates an atmosphere to minimize fear of failure Usually/Always	Creates an atmosphere to minimize fear of failure Occasionally/Sometimes	Creates an atmosphere to minimize fear of failure Seldom/Never	Creates an atmosphere to minimize fear of failure N/A
Is in control of the team during practice	Is in control of the team during practice Usually/Always	Is in control of the team during practice Occasionally/Sometimes	Is in control of the team during practice Seldom/Never	Is in control of the team during practice N/A
Checks to be certain all are proceeding through the drill correctly	Checks to be certain all are proceeding through the drill correctly Usually/Always	Checks to be certain all are proceeding through the drill correctly Occasionally/Sometimes	Checks to be certain all are proceeding through the drill correctly Seldom/Never	Checks to be certain all are proceeding through the drill correctly N/A
Repeats the demonstration and explanation if the team cannot perform the skill effectively	Repeats the demonstration and explanation if the team cannot perform the skill effectively Usually/Always	Repeats the demonstration and explanation if the team cannot perform the skill effectively Occasionally/Sometimes	Repeats the demonstration and explanation if the team cannot perform the skill effectively Seldom/Never	Repeats the demonstration and explanation if the team cannot perform the skill effectively N/A
Uses key terms step-by-step if the team cannot perform the skill effectively	Uses key terms step-by-step if the team cannot perform the skill effectively Usually/Always	Uses key terms step-by-step if the team cannot perform the skill effectively Occasionally/Sometimes	Uses key terms step-by-step if the team cannot perform the skill effectively Seldom/Never	Uses key terms step-by-step if the team cannot perform the skill effectively N/A
Checks after each step to be sure that everyone is performing correctly when initial teaching has been successful	Checks after each step to be sure that everyone is performing correctly when initial teaching has been successful Usually/Always	Checks after each step to be sure that everyone is performing correctly when initial teaching has been successful Occasionally/Sometimes	Checks after each step to be sure that everyone is performing correctly when initial teaching has been successful Seldom/Never	Checks after each step to be sure that everyone is performing correctly when initial teaching has been successful N/A
Repeats and answers relevant questions so all can hear	Repeats and answers relevant questions so all can hear Usually/Always	Repeats and answers relevant questions so all can hear Occasionally/Sometimes	Repeats and answers relevant questions so all can hear Seldom/Never	Repeats and answers relevant questions so all can hear N/A
Divides the skill into parts when athletes have difficulty mastering the whole skill	Divides the skill into parts when athletes have difficulty mastering the whole skill Usually/Always	Divides the skill into parts when athletes have difficulty mastering the whole skill Occasionally/Sometimes	Divides the skill into parts when athletes have difficulty mastering the whole skill Seldom/Never	Divides the skill into parts when athletes have difficulty mastering the whole skill N/A
Stops practice and corrects common errors when necessary	Stops practice and corrects common errors when necessary Usually/Always	Stops practice and corrects common errors when necessary Occasionally/Sometimes	Stops practice and corrects common errors when necessary Seldom/Never	Stops practice and corrects common errors when necessary N/A
Presents brief explanations and demonstrations of error and their corrections when confronted with common errors	Presents brief explanations and demonstrations of error and their corrections when confronted with common errors Usually/Always	Presents brief explanations and demonstrations of error and their corrections when confronted with common errors Occasionally/Sometimes	Presents brief explanations and demonstrations of error and their corrections when confronted with common errors Seldom/Never	Presents brief explanations and demonstrations of error and their corrections when confronted with common errors N/A

Hockey Year Feedback - COACH - SELF EVALUATIONExit this survey

1. Coach Self Evaluation

*1. Introducing the Skill

*2. DEMONSTRATING & EXPLAINING THE SKILL

*3. PRACTICING THE SKILL

*4. PROVIDING FEEDBACK TO CORRECT ERRORS

Hockey Year Feedback - COACH - SELF EVALUATION
Exit this survey

*
1. Introducing the Skill

*
2. DEMONSTRATING & EXPLAINING THE SKILL

*
3. PRACTICING THE SKILL

*
4. PROVIDING FEEDBACK TO CORRECT ERRORS