Kinesthetic decision making in hockey games involves various cognitive processes related to perception, decision-making, and action execution. These processes are crucial for players to quickly react to on-turf or on-court situations and make split-second decisions. They are trainable and yet are either not understood and or neglected by too many coaches at all levels of the game.

Decision- making

Cognition, encompassing visual perception, executive function, sustained attention and working memory, influences many aspects of skill performance in team sports. An important component to consider is the influence of the prefrontal cortex in monitoring errors made and shifting neural resources accordingly to positively influence responses; Arnsten, (2009). This means, athletes who can anticipate necessary responses successfully, overcoming the spatio-temporal constraints, are likely to be superior team sports athletes; Williams and Jackson, (2019). This can be trained, these memories can build, layer upon layer, session after session if properly aligned with the individual’s capacities and desires.

A key cognitive process involved in kinesthetic decision making in hockey is perception. This involves interpreting sensory information from the environment, such as the movement of the ball, the position of other players, and the overall game situation. This information is then used to make judgments about what actions to take. We have published an initial investigation into the optical sensory range and how it can be trained. In a typical game situation, a player may need to quickly assess the location of the ball and the position of their opponents in order to decide whether to pass, shoot, or run-lead-fake in a different direction. Here, there is more than one possible, positive outcome that may be affected not only by the in-situ scenario, player preparedness and ability but also by tactical advice leading into a game. Is ball retention a priority or is go forward, irrespective of circumstance, the mandate?

Decision-making involves selecting a course of action based on the information gathered through perception. Players must consider various factors, such as the speed of the game, the skills of their opponents, and their own physical location on the pitch, first receive body position and their own ball outcome skill sets to make effective decisions. Other variables such as game management ( are they down by <x> goals, is there only a minute left to play) and fatigue are major mediators of decision-making in game play. This process also involves predicting the outcomes of different actions and selecting the one that is most likely to be succesful. Here, a database of similar scenarios that have been encountered and solved or failed can be drawn upon. For coaches, anticipating planning and preparing for these should be the bread and butter of their training programs.

Once a decision is made, players must then execute. This involves using motor skills and coordination to physically perform the movement required, such as holding space and tracking the carrier, timing a tackle, shooting the ball, making a pass, or changing direction. The successful execution of actions relies on the integration of sensory information, decision-making processes, and the ability to control movement effectively. These are all largely taken for granted in training as being a little too escoteric or coaches mistaakenly believe it’s covered by general training routines. Player movement must be optimised and constantly trained from the perspective of being in possession of the ball and being without the ball. Player connection with the ball, team mates and opponents must be addressed and perfected with emphasis on head, body, hands and eyes at the point of first receipt. The orientation of the player’s body and the movement of ball at trap dictates the next movement from this first, crucial moment. Time and time again this crucial first touch is ignored by coaches at all levels and for all ages.

How often do we see pairs of players in warm up and at training standing in stationary form; passing and receiving. In a game this usually occurs between defenders and even then there is a reasonable likelihood they will be under some kind of press to deny time and space. Yet, we train, so frequently without pressing during skills portions of sessions and leave it to game-time. For a majority of players for the bulk of game time they receive the ball on either side of the body whilst in motion; try training this way- coming to the ball, stepping toward then allowing it to come across the body etc. Improve first touch and simulate game conditions ASAP in training - invoke motion. If your squad has been properly warmed up and activated via a prescribed and evidence-based warm up they should be in a physical state for active receiving and movement on and off the ball.

According to a study by Mann et al. (2007), cognitive skills in hockey players have been shown to impact on-turf performance, with higher levels of cognitive abilities correlating with better game outcomes. Training sessions that incorporate decision-making drills and situational simulations can help players improve their ability to analyze game situations and make quick and effective decisions. These should be based on progressive overload and increasing in situ realities. Let’s take as an example, leading to the T running a baseline 1-2 and setting up the second post - a) without cones b) with cones c) with fake players d) with passive context and e) fully contested. This requires repeated execution to judge ball delivery and run timing as well as ideal body positions for receive, carry and shoot all without constraints and then gradually introduce these up to a game situation. Attacking players need to interchange these roles across the spectrum of decreasing time and space scenarios. To improve cognitive ability and with it, decision making, its important to challenge the problem solving capacities of your playing group.

Approaches such as imagery training, video-based training, or game-based drills are some of the interventions used in youth players in order to improve decision making (DM). These interventions were significantly effective in improving tactical behavior in youth team sports players independently from the number of sessions to which players were exposed. In addition, DM interventions were significantly effective in improving technical execution; Silva et.al, (2021). For skill acquisition, there is a cornucopia of excellent YOUTUBE footage by international players to augment and support in-training skill demonstrations. Likewise, for game preparation the now commonplace libraries of opponent game footage is readily available to players and coaches alike to assist in their visual peparation, cognitive priming and confidence building ahead of in-game DM.

Another aspect of training to improve a player's use of space and time is to work on their physical conditioning and speed. Research by Anderson et al. (2014) has demonstrated that faster and more agile players are able to cover more ground on the ice, creating more space for themselves and their teammates. Training sessions that focus on speed, agility, and endurance can help players move more efficiently and effectively on the ice, allowing them to take advantage of open space and make better use of their time.

In addition, it is important to incorporate drills and exercises that specifically target spatial awareness and positioning on the turf. By practicing strategies for positioning themselves to receive passes, create passing lanes, and maintain good spacing with teammates, players can improve their ability to find open space and exploit gaps in the opponent's defense. Research by Farrow et al. (2011) has shown that spatial awareness and positioning skills are key factors in successful team performance in hockey.

Attacking players can create space on the field by effectively leading their markers away from the ball. This can be achieved through a variety of techniques and movements that strategically draw defenders out of position, opening up gaps and passing lanes for their teammates to exploit. By dragging their markers away from the play, attacking players can create more opportunities for themselves and their teammates to receive the ball in dangerous positions.

One way in which attacking players can create space is by making runs that force their markers to follow them. This can be done by making vertical runs into the attacking third, pulling defenders out of position and creating openings in the defense. By making well-timed and purposeful runs, attackers can stretch the opposing defense and create space for their teammates to exploit.

Additionally, attacking players can use their positioning and movement off the ball to draw defenders away from the play. By positioning themselves in strategic areas of the field, such as in between defenders or along the defensive line, attackers can force their markers to commit to covering them, leaving gaps in the defense for other players to exploit. By moving intelligently and unpredictably, attackers can create confusion and disorganization in the opposing defense, opening up space for themselves and their teammates.

In a study by Kock et al. (2016), it was found that effective off the ball movement by attacking players can significantly influence the outcomes of soccer matches. The study emphasized the importance of attackers creating space by pulling defenders out of position and making runs that disrupt the opposition's defensive shape.

Next article….Visualisation & Imagery

References

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Malcolm, Rachel, Simon Cooper, Jonathan P. Folland, Christopher J. Tyler, and Caroline Sunderland. 2022. “The Influence of a Competitive Field Hockey Match on Cognitive Function.” Frontiers in Human Neuroscience 16 (March): 829924.

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Silva, Ana Filipa, Rodrigo Ramirez-Campillo, Hugo Sarmento, José Afonso, and Filipe Manuel Clemente. 2021. “Effects of Training Programs on Decision-Making in Youth Team Sports Players: A Systematic Review and Meta-Analysis.” Frontiers in Psychology 12 (May): 663867.

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Williams A.M, Jackson R.C.

Anticipation in sport: Fifty years on, what have we learned and what research still needs to be undertaken?

Psychology of Sport and Exercise, 42 (August) (2019), pp. 16-24,