Floorball - Individual Technique and Tactics

International Floorball Federation
INDIVIDUAL TECHNIQUE
AND TACTICS
Teaching Individual Technique and Tactics in Floorball;
Instructions and Drills
INDIVIDUAL TECHNIQUE AND TACTICS
Table of contents
Introduction..............................................................................................................5
The levels............................................................................................................5
The practice.............................................................................................................6
Planning..............................................................................................................6
Running the session............................................................................................ 7
Giving feedback.................................................................................................. 7
Motivational points.............................................................................................. 7
Equipment...........................................................................................................8
Shoes..............................................................................................................8
Stick................................................................................................................8
Eye wear......................................................................................................... 9
Terms and figures used...........................................................................................10
Tactical terms used..................................................................................................11
Individual technique.................................................................................................12
Passing and receiving......................................................................................... 12
Level 1. ..........................................................................................................12
Level 2............................................................................................................16
Level 3............................................................................................................20
Shooting..............................................................................................................25
Level 1............................................................................................................25
Level 2............................................................................................................30
Level 3............................................................................................................33
Dribbling..............................................................................................................36
Level 1............................................................................................................36
Level 2............................................................................................................39
Level 3............................................................................................................42
Individual tactics......................................................................................................44
Game situation roles........................................................................................... 44
Level 1............................................................................................................46
Level 2............................................................................................................49
Level 3............................................................................................................52
►
◄
Introduction
This material has been made for coaches

at all levels to teach their players not
only Floorball but also game sense and
problem solving. Players become awa-
re of the game situation roles while lear-
ning basic individual techniques. This is
made possible by creating a game like
learning environment and encouraging
the players to use their cognitive skills.
The levels
The first part of the material consists of individual techni- still be practiced every now and then to maintain and re-
ques and tactics. Each topic is divided into levels 1, 2 and enforce the skill. Therefore it is advised to return to level 1,
3, according to the progression of the skill development. even though the team has already moved on to level 2 or 3.
The drills can also be modified for the players depen-
1st level -> basic individual technique drills, simple exerci- ding on the level of the skill, number of players, and exis-
ses, emphasis on correct performance. ting environment and facilities. Key points are for the co-
ach to consider and correct while observing execution.
2nd level -> techniques transferred to game like situations,
more complex exercises, e.g. 1 on 1, 2 on 1, emphasis on The material is collected from the education material of the
performing the right technique correctly during an indivi- International Floorball Federation and its member asso-
dual tactic action. ciations. Bibliography is found at the end of this material.
3rd level -> techniques transferred to game plays, emphasis I would also like to thank all the people that have helped
on performing the right individual tactic action according me in the progress, especially Grant Mead (Australia), Jürg
to other players. The individual technique should be auto- Kihm (Switzerland), Jussi Jäntti (Finland), Mika Ahonen
matic so that the player does not have to think about it and (Finland), Kati Suomela (Finland), Petri Kettunen (Fin-
that it will not hinder the performance. land), Jukka Tiikkaja (Finland) and Petri Lindberg (Finland).
They have willingly shared their expertise in Floorball and
The levels are only to be used as an indicator, and it is the coaching and their contribution made this manual possible.
coaches decision when to move on to the next level, ac-
cording to the development of the players. The coach can In Helsinki, the 16th of August 2007
decide whether to go through each topic level by level du- Anniina Paavilainen, the author.
ring one practice (with more developed players) or during
one whole season (beginners). With beginners it should be
noted that the progression of each player is individual de-
pending on ones learning process, and that moving on to
more complicated topics, such as team tactics requires that
all players excel the necessary skills at least in descent le-
vel. Once the basic technique is performed well, it should
►
The practice
The main objective of the practices

is to make the drills as game like as
possible and instead of teaching the
players a certain type of behaviour, to
provide them options and teach them
to choose from these options accor-
ding to the situation. This will develop
the players’ game sense and the ability
to read the game, which will then give
them a good foundation when starting
to internalize the team play system.
Planning
While planning the practices the objectives should be These phases can be divided further to even shorter phases, such
closely considered. Player’s physical capacity as well as the as months and weeks. According to the players’ development
tactical progression should be thought, both during one it is therefore easier to plan the practices in shorter periods.
practice session and the whole season. The best way to Also games and tournaments can be adjusted to the practice
consider the development of the players is to make a sketch plan. By weekly planning, the amount of hours spent on dif-
of training program consisting both physical and tactical ferent skills, is followed. This can also be used after the season
aspects. This sketch can then be modified as the season to evaluate the progression and to help to plan the next season.
goes on.
Emphasis Mon Tue Wed Thu Fri Sat Sun Total
The season can be divided basically in quarters; off-sea-
min.
son, pre-season, mid-season and post-season. For example Warm-up 30 0 30 30 0 0 0 90
during the off-season, the emphasis should be on physical Technical 10 0 10 5 0 0 0 25
training while also technical skills could be improved. In Physical 15 0 0 5 0 60 0 80
the beginning of the season the team tactical factors should Ind Tactics 15 0 20 20 0 0 0 55
be emphasised and they should be re-enforced during the Team tactics 20 0 30 15 0 0 0 65
rest of the season. Individual tactics, consisting of the skills Spec. Sit. 10 0 0 0 0 0 0 10
demanded in the chosen team tactics, should be included 5 vs 5 15 0 25 15 0 0 0 55
in each practice during the season. The team tactical issu- Cool-down 5 0 5 5 0 0 0 15
es should be prioritized in the end of the season, where the Total min. 120 0 120 95 0 60 0 395
cooperation of the units should be seamless. Different phases
could contain for example following division of emphasis.
This can and should be determined and altered by the coach. Always plan the individual practice session before-
hand. An organised coach is the most effective coa-
Emphasis Off- Pre- Mid- Mid- Post- ch. Planning the practice beforehand, writing the con-
season season season 1 season 2 season tent including a time plan on a paper and perhaps going
May-July Aug-Sep Oct-Dec Jan-March April through the exercises with the team before the practi-
Physical 40 20 30 20 60 ce, saves time and makes the practice more efficient.
Technical 30 20 10 10 20 Techniques should be trained in the beginning of a
Ind Tactics 20 20 20 20 10 practice session because the learning is the most effecti-
Team 10 40 40 50 10 ve when the players have rested. Technique training can
Tactics be included in the warm-up of players and the goalkee-
Total % 100 100 100 100 100 pers; it can be executed either standing still or included
◄
in game like drills. Individual tactical skills can be com- The better prepared the coach is, the more trust he/she
bined with physical training as two against two using the gains from the players.
whole field. Before the game session, the main points of the
team tactics should be discussed and pointed out to refresh
the players’ memories. It is up to the coach how to divi-
Giving feedback
de the practice nevertheless these guide lines are preferable:
While giving any kind of feedback concerning the whole
(example of a two hours practice session including 30 mi-
team, the execution should be stopped, and the players gat-
nutes warm up and one and a half hours indoor practice)
hered in one place. When giving individual feedback it is
What How Where Time good to include the negative or corrective comments in the
(min) middle of positive feedback, such as “Your pass is good but try
Warm-up Jogging Outside 0-30 to have a bit softer hands in receiving. The accuracy of the pass
Coordination runs is excellent!”
Ind technique Passing in pairs Rink 31-40
Ind technique Shooting Rink 41-55 Players are usually motivated by positive feedback. They should
1-1, 2-2 Rink 56-70 be praised after a good performance, although some players are
Ind tactics
5 against 0 Rink 71-85
motivated by corrective or even negative feedback. This usual-
Team tactics
ly concerns players who are high achievers and are well aware
Game 5 against 5 Rink 86-110
of their level and potential, they know when they are perfor-
Cool down Light jogging Rink/ 111-120
ming badly, and expect the coach to correct them to improve.
Stretching outside
Tot. 120
Motivational points
Running the session
The more variety there is in the practices, the more motiva-
Make sure that the players are on time. Punctuality and ted the players become. Players look forward to come to the
organisation will transfer to the game. Any warm-up can practices if they don’t quite know what to expect but if they
also be done outside (depending on the weather and fa- know that they can trust the coach to have a rational plan.
cilities) to make the practice time as efficient as possible. In the beginning it is reasonable to have exercises that
have lot of repetitions to make the performance systema-
See that all the players are present and paying attention before tic. The amount of repetitions should be as high as pos-
starting the instructions. When giving further instructions, gat- sible. It plays a big role in the beginning stages of the players
her the players together to gain everybody’s full attention. The learning process. There after all sorts of variab-
best way to explain a drill is to demonstrate. It is appreciated if les should be added to maintain player’s interest level.
the coach can show it him/herself, but also players can be used. Also unpleasant, but essential exercises become motivating
if the players know the objective. The more game like the
During a practice the players should be provided with exercise is, the easier it is to rationalize it to the players.
regular breaks to catch their breath and re-hydrate. During
the breaks it is good to go through the main points of the
drills and this way to make sure that the players have under-
stood the objective.
These breaks will also help the recovery for the next training
session, which depending again on the level, might even be
the next day.
Equipment that should be provided in the practices:

• cones
• vests/bibs
• balls
• whistle
• tactic board and pen
• a timer
The coach should always be prepared to change the plan

according to unpredicted circumstances, such as:
• less players than expected
• facilities not in use
• crucial equipment missing (balls, sticks etc.)
►
Here are some tools to keep up the motivation of the players.

These tools are a part of Decision Making Training which Equipment
is created to improve long term performance of the ath-
lete and to improve the overall sport training experien- The coach should always see through that the players are
ce. In order to achieve the specific decision making skills, wearing the right equipment. Safety should always become
the mental workload of the athletes is increased gradually. first, especially with children. Rules and right kind of at-
titude towards sports, and life itself, should be introdu-
1. Variable practice: instead of practicing one ced to the players already from the beginning. This might
specific shot to perfection, variations of each shot as well be started with a safety code inside the team. Sa-
should be practiced. Variable training should also fety code also includes learning the rules of the game.
occur in realistic environment, as in appropriate gi-
ven to the age of the athlete, the type of competition
and time of season.
2. Random practice: combining different skills

within game like drills that stimulate competition.
3. Withdrawn feedback: feedback is gradually

reduced or faded requiring the athlete to function
more independent of external guidance. Feedback is
only given when the players performance falls outsi-
de coaches own knowledge. This requires the players
to solve problems on their own.
Shoes
4. Questioning: asking questions from the players
to make sure that they have understood. Questio-
ning becomes extremely important with reduced The shoes should be made for indoor use only. If the player
feedback. It also demands a high level of knowledge does not have the right kind of shoes, it is still better to have
from the coach. Instead of giving direct instructions, some shoes. Without shoes it is hard to make turns and quick
asking the players what they would do in certain stops. The players might also get injured because of acciden-
situations, makes them use the cognitive skills. tal hitting on feet. If outdoor shoes are used, be sure that
the players wipe their shoes before stepping in to the rink.
5. Video feedback: showing the players videos of
their own performance in order to detect what is
done well and what needs to be improved. In the be-
ginning video feedback should be led by the coach,
who identifies critical cues and makes suggestions
for improvement, but very soon, the players should
be responsible of filming and analyzing by themsel-
ves. This tool is of course dependent on the availabi-
lity of the equipment.
6. Hard-first instructions: complex technical and

tactical information should be presented early in the
season rather than later. The use of tactical instruc-
tions differs between beginners and more experien-
ced players because of the level of both physical and
cognitive skills. Stick
7. Modelling: the players should be shown perfor- The stick length is an important factor. The stick should reach
mances of an expert or another player, in order to player’s bellybutton. The right stick length helps the player
learn what is required to perform better. Not only when shooting and protecting the ball. It also makes the
optimal performance should be shown, but also posture more game like when the player has to bend knees
team mates and other peers to detect mistakes and to keep the centre of gravity low. With more experienced
to analyze and correct them. players the longer stick might increase the reach with the stick
and make the ball protection with the stick more advanced.
Also the curve of the blade should be accordance to rules.
The highest point of the blade, when placed on a flat surfa-
◄
ce, shouldn’t exceed 3 centimetres. Most of the sticks have

some incline when purchased but an extra curve might be
added with the help of a heating gun, boiling water or a sto-
ve. One has to pay close attention to the safety issues when
fixing a blade and this should be only done under surveil-
lance of an adult. The angle of the incline and the curve is
one’s individual preference. A straight blade is good for pas-
sing but not as good for protecting the ball. Some curve in
the head of the blade gives more security to the ball control
and some incline in the bottom of the blade provides a good
angle when shooting. A high incline also means high shots.
Eye wear
Nowadays the use of protective eye wear is recommended

especially in the junior level as facial injuries are common in
Floorball. Accidental high sticking or balls hitting the eyes are
easily prevented with the use of protective glasses. They are not
yet compulsory but should be recommended by the coach.
►
Terms and figures used
Offensive player with

Moving without ball
a.ball
Offensive player
Passing Without a.ball
Opponent without
Moving with ball
a.ball
Cone
Shooting
10◄
Tactical terms used

Dice 5 • Transition/turn over (counter attacks)
• An defensive formation figure where players • Quick change of direction from defence to
are positioned as in dice number five offence
• Usually creates a power play situation for the
offensive team
Doubling
• A power play situation (1 against 2) created by
the defensive team in order to steal the ball
• Usually happens by the boards and in the
corners
Zone power play (area power play) Levelling/to level

• When the team is creating a power play situati- • When the players are using different levels of
on in some part of the court depth on the court when positioning
• For example: • Should be used in all areas of the court in or-
1. Offensively 2 against 1 situation in the der to create passing lanes when attacking and
slot in order to score covering space when defending
2. Defensively 1 against 2 situation in defensi-
ve corner in order to steal the ball from the
opponent
Strong side
• The side of the court where the ball is
• Also known as the side where the pressure is
Weak Side
• The opposite side of the strong side
• Usually the side of the court with space and
without the ball
Libero play
• When the team is using a low triangle in the
openings
• Libero is the lowest player
• Low triangle/Back triangle
• When the team is opening up the game with a
libero player
• -The other defender and a forward are creating
passing lanes with the libero in the formation
of a triangle
Fore checking
• The defensive tactics in the offensive zone
• When the defensive team is trying to cont-
rol the offensive team in order to make their
openings more difficult
Top fore checker

• The highest fore checker usually in formation
1-2-2
• Top fore checker is usually directing the ball
carrier into certain area of the court (by the
boards) and trying to block the possible pas-
sing lanes
►11
Individual technique
In Floorball, the individual abili-

ties to perform a certain technical
action, determines the success of
the cooperation of the whole unit.
That is why the individual technical
skills should be mastered before all.
Passing and receiving
Level 1.
The most important thing to emphasise for the beginners in A steady two handed grip:
passing is that the objective of each pass is for the receiver to • upper hand covering the whole upper end, the
gain instant possession of the ball. Therefore each pass should lower hand at least 20 cm from the upper hand
be accurate and the hardness should be suited to the situation. (picture 2)
Technically the important things in passing and re-
picture 2
ceiving are the posture and the grip.
The posture should be game like (picture 1):
• legs shoulder width apart with one foot slightly
forward
• centre of gravity low with bent knees and
straight back
• head up
• blade on the floor
Picture 1
The posture and grip change slightly according to different

techniques but one thing that remains is the cushion and
softness when handling the ball. The distance between
players is an important factor while defining the speed
and hardness of the pass. All other objects, such as the
opponent, sticks and boards should also be noticed while
determining the right passing technique.
12◄
Passing position picture 3

• side-on position
• feet alongside each other slightly apart with
knees bent
• head up
• ball close to the blade (picture 3)
Pass Grip Execution When

Forehand Steady two handed The pass starts with the ball behind the body. Used for example after faking a
pass grip with the lower The blade is drawn from behind towards shot or after the player has drib-
-with follow hand close to the the target with increasing speed. The ball is bled the ball using body protec-
through lower edge of the grip released from the blade before it has passed tion.
the front foot. The blade should always point in
the direction of the pass afterwards. The blade
should be pressed on the floor to avoid bounc-
es. A very forceful pass with enough rotation in
the upper body, and with right amount of drag
from behind the body, the more accurate the
pass is.
Forehand Same as previ- The touch of the ball is very short. The ball is The pass is fast and accurate,
pass ous released from the blade without follow through and can be executed from almost
-short on the level of the front foot. If the ball is hit too any position and in small and
much in front, or the angle of the blade is too tight situations.
big, the ball will go up in the air.
Backhand The grip is When receiving a pass with a backhand, cush- Backhand pass is used when
pass two handed, ion as in forehand pass. Also passing with a passing from forehand side is
-long but hands are long back drive with the blade touching the ball obstructed by the opponent.
closer together all the time. Rotation in the upper body should
than in forehand be followed through.
pass.
Backhand Same as previ- The blade shouldn’t touch the floor but only the Very good to utilise in fakes while
pass ous, but also ball. The speed of the blade is controlled by a passing to yourself.
-short one handed grip short backswing.
possible.
Aerial The grip as in All the previous passes can be executed in the An aerial pass with follow-through
previous tech- air. In aerial passes the touch with the ball is is appropriate when a player
niques. crucial and the height of the pass is determined needs to clear the pressure from
by the angle of the blade. the defensive zone or more
The ball is passed slightly in front of the front controlled pass when the oppo-
foot. The speed of the hit is determined by the nent has covered the space with
backswing. The blade slides along the surface a stick and the pass needs to be
in a straight line towards the ball. The blade is lifted up in the air, for example 2
angled back the moment it strikes the ball. versus 1 situations.
One hand Grip with only A short backswing used before hitting the ball Hitting/directing a loose ball into
pass upper hand with either back- or forehand side depending the right direction or out of op-
-backhand used. on the situation. The blade should not be lifted ponent’s reach or after dribbling
-forehand higher than knee level. with one hand used. Gives a bet-
ter reach to the player and saves
time when the player does not
have time to take control of the
ball. Used by more experienced
players.
►13
Receiving a pass
Drill 2.
• cushion is the most important thing while recei-
ving a pass Objective: Modifications:
• to practice passing • either one bounce
• both stick and body can be used to receive or and receiving aerial on the floor allo-
control a pass, both these methods must be passes wed or no bounces
trained frequently especially during level 1 • also good exercise
• the ball should be received with the blade for eye-stick coor-
Key points:
dination
(waiting for the ball close to the front foot) and • right distance
then moving the blade backwards when making (depending on the
contact with the ball (soft hands) – this will stop Organisation: bounces)
• players are divided • eyes on the ball
the ball from hitting the blade and bouncing in pairs with one • remaining relaxed
away from the blade again therefore giving the ball in both hands and
player immediate control knees will help the
• the ball should be received in front of the body player to control
Execution:
the aerial pass
• receiving aerial passes demands good ball hand- • pairs are passing
quicker
ling skills the ball to each
other in air
• also the body can be used to capture an aerial • emphasis on the
pass (chest, thighs, feet) taking control of
• receiving the ball correctly might open gaps in the ball as quickly
defence and create scoring chances as possible when
receiving an aerial
pass
Drill 1. Drill 3.
Objective: Key points: Objective: Modifications:

• to practice passing • head up • to practice passing • also a rotation can
and receiving • game like position; and receiving (whi- be added after
on toes, knees le moving) receiving a pass
slightly bent before passing
Organisation:
• correct grip accor- back
• players divided Organisation:
ding to the passing • players are divided
in pairs passing
technique in pairs with one Key points:
to each other in
• player should al- ball • players should stay
varied distances
ways move towards in constant move-
the ball while ment using quick
Execution: receiving a pass Execution:
hands
• using all passing • the stick should be • dribbling from
• soft hands
techniques in ran- between the body the forehand to
• head up
dom order and the ball while backhand side
• receiving the pass receiving an aerial after receiving a
using only stick or pass (if the stick is pass, taking few
body, or both on the side of the steps forward, then
body, it demands passing and taking
more ball handling a few steps back
Modifications:
skills to capture after making the
• can also be exe-
the ball, therefore pass
cuted individually
using the boards, in it is easier to loose
aerial passes using the possession of
a wall the ball)
14◄
Drill 4.
Objective: Modifications:
• to practice passing • drill can also be
and receiving (while executed so that
moving) the two players
• to practice rea- have one ball each
diness to pass and and the third player
to receive a pass runs without a ball
• to practice ball passing a one-timer
handling skills at each turn
• the emphasis is on
practicing the rea-
Organisation:
diness to pass and
• players are divided
receive
into groups of three
• two players standing
with 10-15 meters Key points:
distance between • head up
them • soft hands
• third player in the • game like position
middle with a ball with all players
• timing and rea-
diness to pass and
Execution:
receive
• the player in the
• blade on the floor
middle runs back
and forth with the
ball passing a one-
timer to the other
two at each turn
• 45-60 second shifts
Example 2.
Example 1.
►15
Offe
f nsive player with Opponent without
Movi
v ng without ball Movi
v ng with ball a ball a ball
Offe
f nsive player Cone
Passing Shooting Without a ball
Level 2.
Drill 5.
When the players have learnt the passing techniques or one • to practice passing • all different passes
technique at a time if wished to proceed that way, the coach and receiving while can be included;
can add more difficult exercises to the practice. The game moving fore hand passes,
backhand passes,
likeness should be brought into exercises, and the reason
short aerial passes
why passing and receiving are important skills to mana- Organisation:
(more difficult to
ge, and in which types of situations these skills are crucial. take control of)
in groups of 5-7
players
Moving the ball in the game happens at speed and therefore • these units are Key Points:
should be trained in more complicated exercises where situ- divided in half, the • head up
ations follow each other. For younger players it is essential other half standing • continuous move-
on a line opposite ment towards the
to know that each ball should be passed so that the recei- the others with the pass
ver is capable of gaining the possession of the ball instantly. ball • all players are to
• 5-8 meters distan- move in the direc-
Next thing to emphasise is passing while moving and tice (can be varied) tion of their pass,
• one ball each moving to the end
ming. The coach should always encourage the players to:
group of the group
• pass in motion • readiness to pass
• always continue motion after a pass and receive a pass
Execution:
• receive a pass in motion by moving towards the • blade on the floor
• the player with the
pass or sideways – do not wait for the ball to • controlled passes
ball (nr 1) pas-
• not a race
come to you ses to the player
• as a ball carrier to keep head up to locate other across (nr 2) and
continues moving
players towards the pass
• as a non-ball carrier to create passing lanes by • player nr 2 passes
moving the ball to player
• readiness to pass and receive nr 3 and moves
towards the pass
• as a non-ball carrier to show the ball-carrier
and so on
where to pass, by pointing out with a stick or by
using other signals
• shoot straight from a pass if there is a possibility
16◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
f nsive player Cone
Drill 6. Drill 7.
Objective: Modifications: Objective:
• to practice passing • can also be exe- • to practice passing • players are supposed
and receiving in cuted with passing and receiving while to stay in motion pro-
movement in random order moving viding passing lanes
• to practice moving • calling can also be • to practice moving to the player with
after a pass added so that the according to the ball the ball
player with the ball carrier Modifications:
has to shout the • to practice choosing
Organisation: • players can also
name of the players the right passing stand still when only
he/she is about to technique according one-time passes are
into groups of six in
pass to to the situation allowed, but then
five positions (as in
• groups can add up • remind the players the emphasis is more
the picture), one ball
to seven players that there should al- on moving the ball
each group
ways be three passing instead of players
• all players stand in
options
a circle in game like Key points: • the player with the
posture • keeping the head up Organisation: ball is not allowed to
• two players in one • game like position • the players are move
position in the start, • blade on the floor divided into groups • only aerial passes
the first one with the • be ready to receive of five in a small area allowed
ball a pass by turning (5x5 m) Key points:
early enough • the area can be mar- • keep in motion
• players are not ked with cones • readiness to pass and
Execution: • one ball each group
allowed to pass to receive a pass
ball starts passing
players next to them Execution: • blade on the floor
• emphasise commu- • four of the players • players should stay
the ball in certain
nication/use of voice are passing the ball inside the area to
order
as an important tool to each other keeping keep up the level of
• after a pass the
on the court in constant motion difficulty
player has to follow
• one player in the • player in the middle
the pass, that is to
middle is trying to should be motiva-
keep in constant
steal the ball by cut- ted to keep up and
motion
ting the passing lanes try to steal the ball
• players have to be
• if the player in the even though it seems
sure about their ball
middle touches the difficult
handling skills to
ball, he/she will
keep the head up
switch places with
and still maintain the
the player who made
control of the ball
the failed pass
►17
Offe
Movi
Offe
f nsive player Cone
Drill 8.
• to practice passing • the drill can be
and receiving while made more difficult
moving and gaining by adding a defen-
a scoring chance der in the play (nr
• to learn how to 1 becomes a defen- C
avoid less effective der after giving a
scoring sectors and pass to nr 2)
to advance straight • both the passer
to the net and the receiver
• to shoot from even has to be even A1
from bad positions more accurate with
the passes and
the movement is
Organisation:
emphasised
• the coach should
• also a variation
show where the
with 2-0, the pas-
less effective sco-
ser can also shoot,
ring sectors are (on
can be used
the sides and in the
• this will teach the
corners) by placing
players to use their
cones on the spots
creativity in finis-
• players line up in
hing attacks
two corners with
• more options for
the balls
the ball-carrier
• coach/trainee
creating game like
situated near the 1
opposite goal
situations 2
• also movement
ready to receive
emphasised A2
a pass from the
• also 2-1 with de- 1 A1
first player (after
fender
this his/her duty is 2.A3
done)
Key points:
• running slightly
Execution:
towards the first Offensive player with Opponent without
• A1 starts running Moving without ball Moving with ball a ball a ball
pass, not along the

without a ball Passing Shooting
Offensive player
Without a ball
Cone
board
slightly towards the
• head up
centre
• quick shot straight
• A2 passes a ball to
from the pass, no
A1, who receives
matter in which
the pass in moti-
position the player
on and continues
is or where the ball
towards the middle
is passed to
zone
• after crossing the
middle line, A1
looks up and passes
the ball to the
coach/trainee, who
passes a one timer
back and A1 shoots
• A1 moves on to the
other side of the
net to be ready to
give a one timer to
the next player
• after the first pass,
A2 starts by exe-
cuting the same as
A1, receiving a pass
from A3 and then
receiving the one
timer from A2
• after the execution
the players will
switch lines
18◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
f nsive player Cone
Drill 9.
• to practice passing • the drill could
and receiving also be executed
in motion while so that A1 passes
gaining a scoring
chance •
to A2
and A2 to A3 but
A1
• to learn how to executed as exp- A3
avoid less effective lained the situation
scoring sectors and • can be seen as an
to advance straight opening which ma-
to the net kes it more game
like
Organisation:
• players form two li- Key points:
nes in the opposite • A1 and B1 should
corners with balls start the drill
• one player is situ- simultaneously B2
ated by the board • the players should A2
at the middle line be encouraged to
and one player in receive the first
front of the net in pass with backhand
respective ends of (depending whet-
the rink her the player is a
left/right)
• the passes should
Execution:
be accurate and
• A1 starts by passing
hard
a hard and a long
• A2 should go
pass to B2
towards the first
• B2 comes towards
pass, all the way
the pass, takes
control of the ball,
across the middle
line
B3
makes a quick turn
• A2 should keep in
and passes the ball
constant motion
to the player on
his/her own end of
and head up to see B1
where A3 is
the rink, B3, who
• A1 should pass in
shoots
motion and con-
• on the other side,
tinue movement
B1 passes the ball
immediately after
to A2, and A2 conti-
the pass towards
nues passing to A3,
the middle line for
who shoots
the next execution
• after the executi-
on, A1 becomes A2,
A2 becomes A3 and
A3 becomes A1
• same rotation in
the other end (B1
becomes B2, B2
becomes B3 and B3
becomes B1)
• after a while the
drill should be exe-
cuted as a mirror
►19
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Level 3.
Drill 10.
When the team has the ability to pass and receive one timers, Objective:
• to practice passing • if a player inside
shoot straight from the pass, pass and receive while moving, that and receiving while succeeds in blocking
is when at least most of the players excel these individual skills moving the pass, the player
without difficulties, the coach can proceed to the next level. will switch places
On the third level the team is ready to transfer the indivi- Organisation: with the player who
dual skills to be used in a team play system. It should be • players divided into missed the pass and
groups of five the score will start
made clear from the beginning that passing and receiving over again
• three cones forming
is a part of a bigger system, and that no team game can be a triangle (5m x 5m • players around the
played without working units. This fact can not be empha- x 5m) triangle are allowed
sised enough. To teach the players to play as a unit demands • three players to move but there
around the triangle should always be
skills in passing and receiving, and now it is time to take two passing direc-
and two players
these learned skills into team play. First drills are a bit comp- tions so they can
inside the triangle
lex modifications of the drills from level 2. The last drills • the players around not stand behind
are passing and receiving drills for practising the chosen sys- the triangle has the the same side of the
tems in openings and finishing attacks and can be modified. possession of the triangle
ball
Modifications:
Execution: • can also be exe-
• players around the cuted by using a
triangle are trying square with four
to pass the ball to players outside and
each other using flat three players inside
and aerial passes • only two touches on
• players inside the the ball; one to re-
triangle are trying ceive the pass and
to block the passing the second to pass
lanes
• whenever players Key Points:
outside succeed in • it should be pointed
crossing the both out that there
lines they score a should always be
point two passing direc-
tions
• head up
• the players outside
the triangle are not
allowed to cross the
lines
A1
20◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
f nsive player Cone
Drill 11.
• to practice passing • different rules can
and receiving in be added
motion 1. players are only
• to teach awareness allowed to pass
of all the players forward
on the field • emphasises the
fact that there is
actually only one
Organisation:
passing opportuni-
• the players are
ty because there
divided into teams
should always be
of three persons
one player behind
• the court is divided
the ball carrier, si-
into three sections
milar to a defender
• if goals are used,
during a game and
however not neces-
this player cannot
sary, they can be
be passed to
marked with cones
• the levelling of the
• it is preferable if
offensive team is
the teams have
crucial
different coloured
• emphasis on at-
vests
tacking
2. only one time pas-
Execution: ses allowed
• 3 vs 3 game • emphasises the
• the player with the quick reaction and
ball is not allowed fast speed
to move, which • only for very
will activate the advanced players
players without with good passing
the ball, who have skills
to create passing
lanes by moving to
an open space
Key points:
• readiness to pass
• a team is supposed
and receive a pass
to keep the pos-
• head up
session of the ball
• non-ball carriers
as long as possible
have to move to
and the passes are
create passing
counted
lanes and not
• the team with
stay behind the
more passes after
opponent (passing
60 to 90 seconds is
shade)
the winner
• rules should be
strictly followed
ball has to make
and equal
a pass in three
seconds after re-
ceiving the ball
• if the opponent
gains the possessi-
on of the ball, the
roles will automati-
cally switch
• the teams can rota-
te after one switch
so that the winning
team stays on the
court and the loser
moves on to the
next court
• the winner of the
whole tournament
is therefore the
team that has
stayed on the same
court the longest
period of time
►21
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Drill 12. ving towards the

Objective: offensive zone, A3
• to practice passing passes to A5 who
and receiving in can either pass to
game like situa- A4 or back to A3
tions; openings • variations for the
• to take the indi- movement of the A5
vidual techniques forwards after
into game perfor- crossing the middle
mance line are endless
• to practice the • the defenders
movement in the should also move to A4
Option.1
chosen opening support the attack
• the attack should
always end up with
Organisation: a shot A3
• the players can
• one performance
be divided either
should not contain
by their playing
more than 5-6
positions (defen-
passes
ders, wings, centre A2
• after one perfor-
forwards) or can be
mance the players
switched so that
switch positions
every player has to
(either A1 to A2, A2
play each position
to A3 etc, or the
(preferable for the
whole line-up)
beginners)
• the coach gives Modifications:
the players the • ways to start can
A5
positions where to be varied
start depending on • for example A1 and
the way the team A2 passing with
wants to open up each other in front
the play of the goal A4
• if the team is
Execution: practicing libero
• example:
play, the game is Option.2.
• two defenders (A1
opened by using a
and A2) on the A3
low triangle (A1, A2
corner face-off dot
and A4)
giving a hit-in A1
• in the beginning
• winger (A4) on the
this should be exe-
same side by the A2
cuted without an
board, the centre
opponent but then
forward (A3) in the
adding the defensi-
centre few meters
ve team makes the
from the goal area
play more game
and the top-st-
like and difficult
riker (A5) either
• if there are less
in front of the
players the drill
opponents goal or
can be executed in
by the board on the
only one end Modification
same side with the
• after opening the
pressure (strong
play, the forwards
side)
(A3, A4, A5) have
• A1 passes the ball A5
to go around a
to A2 who has two A4
cone (or the oppo-
options: A3
site goal), re-group
• 1) to pass the
and attack against
ball to A4, who gi-
A1 and A2
ves a one timer to
A3, who continues Key Points:
to A5 who shoots • the main emphasis
A2
• 2) move be- is on the passes
hind the goal and and timing A1
pass to A3, who • passing and recei-
has now moved ving while moving
to the strong side • head up
of the court, who • readiness to pass
gives a one timer and receive a pass
to A4, while mo-
22◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
f nsive player Cone
Drill 13. attacking situations

Objective: • the ball is passed
• to practice passing around with the
and receiving while players first still
moving: finishing standing
Example of.passing lanes
attacks The movement:
• to transfer individual • if A1 and A2 are pas-
skills into game per- sing to each other (fi-
formance gure 2) the forwards
• to practice moving should move to open
in the offensive zone spaces (depending on
and scoring the placed cones, or
Organisation: the opponent) ready
• players are divided as to receive a pass
in drill 12 • if in libero play
• a defensive team can (figure 3) the ball is
be added without played to the left side
sticks or by playing to winger A3, A5 mo-
with sticks upside ves to the corner on
down the left side and A4
• a defensive team can moves closer to the figure 1
also be simulated by centre (either behind
cones in the beginning or in front of the goal
(as figure dice 5) to depending on the
emphasise the passing opponents moves)
with the attacking • the attack should end
team with a shot after 5-6
• in the beginning, passes
and especially with • the same passing
figure can be repea- Starting Position
young players, the
passing lanes can be ted as many times as
practiced so that the necessary until the
players are only pas- players have under-
A1
sing the ball without stood and remembe- A2
movement(figure 1) red the figure, and
• the coach should also other variations can
make clear before be added (also using
starting where the the creativity of the
A3
defensive team is si- players themselves)
tuated, and bring out • after three to four A4
the best options for attacks either the
the attacking teams positions or the whole
players’ where to be line-up should be
switched A5
open for a pass and
where are the best Modifications: figure 2
places to score by • can be modified by
using the tactic board changing the number
(opponent covering of defensive players
the best scoring sec- (also 5 against 4)
tor as figure shows) • also the figure of pas-
sing can be modified
Execution: depending on the
• A1 and A2 are giving a
chosen play system
free-hit by the middle Example of.the.movement
(using the centre or
line (figure 2)
the corners)
• A3 is situated near
the rink, A4 in the Key Points:
• using the open space, A1
middle and A5 on the
offensive corner on avoiding dangerous A2
the strong side of the passes and poor sco-
rink ring zones
• the forwards can • readiness to pass and
also switch places, in receive
• head up A3
floorball the positions
are not designated, • players should be en-
couraged to also use A4
especially in the
offensive play and the their own creativity
• the level of the A5
players are encoura-
ged to be creative in players should be
considered figure 3
►23
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Drill 14.
• to practice passing • different variations
in the offensive zone of running and
• to practice creating passing lanes is up
space in opening and to the coach
finishing attacks
• to practice timing of
Key points:
passing and moving
pay special attenti-
Organisation: on to the timing of
• A1 behind the goal the movement and
• A3 at the middle line passing
near the rink • A3 empties the slot
• A2 in the other cor- for A1 to shoot A3
ner with the rest of • movement should 4
the players and balls be game like
• the coach should • players should be
make the objective gathered after the 6
of timing the passes drill to be remin- 2
and movement clear ded about the
beforehand objectives of the
drill 5
4 3
Execution:
• first part de-
monstrates an
opening in the 6 7
defensive zone 2
1. A1 starts running A2
A1
towards the corner
while receiving a
pass from A2 1
2. A1 continues run-
ning by the board
while A3 moves to
the centre
3. A1 passes a one-
timer to A3 and
continues running
towards the middle
line
- the second part
demonstrates an
attack in the de-
fensive zone
4. A1 continues fol-
lowing the middle
line, while A2
runs by the board
towards the line
(after the first
pass), A2 receives a
pass from A1
5. A3 waits in the
slot, as in game
like situation,
prepared to receive
a pass, but as A1
passes to A2, A3
moves by the board
to receive a pass
from A2
6. A1 runs towards
the slot to receive
a pass from A3
7. A1 shoots
• A1 becomes A2, A2
becomes A3 and A3
becomes A1
24◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
f nsive player Cone
Shooting
Level 1.
The shooting techniques are the same as in passing, only

more power is used. The grip and the posture should re-
main the same as in different passing techniques. Shooting
should be emphasised early at the start of a player’s career,
because the fact is that most of the goals are the product of
a shot. Also it should be made clear from the beginning,
from where to shoot and what kind of a shot is the most
appropriate according to the situation and the position of
the player. Even young players should be taught to shoot
from different and unfamiliar positions. Also shooting from
straight passes, both floor and aerial should be included in
each practice. One-timers will make it more difficult for the
goalkeeper to react when moving sideways, and the defensi-
ve team to predict the shot. Shooting straight from the pass
demands good passing skills, which should also be mastered.
Shot Grip Execution When Pros Cons

Long wrist Same The opposite sides foot in front, weight is on the back foot. The When a player Accurate The back drive
shot/drag shot as in blade has a long back drive along the surface and the ball is has time to aim and takes a long
passing released on the level of the front foot. In the end of the shot, shoot, usually forwards time to execute
forehand the blade should be pointing towards the goal, and the weight from the side (especial-
should be transferred totally to the front foot. ly from rotation)
If the shot is shot from protection with rotation of the upper
body, it helps the movement if the same side’s foot is in front as
the shooting side.
Short wrist Same as Chest should be towards When a player has
Accurate and fast, Player has to be
shot above the goal, also the same sides foot in front as the shooting side. gained position close to
can be shot from close to the goal
The ball is released from the blade close to the foot in front. the goal, straight from
even bad positions,
a pass goalkeeper has less
time to react than in
other shots
Forehand Hands The opposite sides foot in front to gain the rotation of the upper When a player has time Good long distance The back swing
drive closer body, at the time of the shot the ball should be in front of the to take the shot, mostly shot when there are takes time
each body, and slightly to the side. The ball shouldn’t be as close to used by defenders from player/s screening
other the body as in wrist shot. The ball is hit with the blade’s heel, so the middle zone the goalkeeper
than in that the ball is lifted up in the air. The backswing might look a
the wrist bit like in golf. Can also be shot with a shorter back swing when
shot the shot is not as hard but maybe a bit more accurate.
Slap shot Wider The opposite sides foot in front than the shooting side, wide When the player has Hard and unpre- Takes time to
grip stance, weight on the front foot. The back swing should be quite time to prepare for the dictable, especially shoot
similar to long but the stick shouldn’t exceed the waist level. Just before shot, also defenders when there is a
wrist shot hitting the ball the blade should touch the floor and the blade from the middle zone player screening the
grip should be pointing towards the goal in the end of the shot. goalie
Backhand shot Hands The same sides foot in front with same sides shoulder usually When the player does Unpredictable for Player has to
close facing the goal. Can also be executed with back facing the not have the position the goalkeeper, be close to the
to each goal. The blade touches the ball on the level of the front foot, or to shoot from forehand especially when only goal, usually
other slightly in front of it. side, or if the oppo- one hand is used, shot from very
nent has blocked the can also be shot short distance
forehand side. with back facing the
goal.
►25
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It is also good to go through the best scoring sectors in the

early stage and always encourage the players to gain to- Drill 15.
wards those areas and shoot whenever there is a chance. Objective: Modifications:
• to practice different • to get the goal-
techniques of shooting keeper moving
1 = The best sector in the slot, close to the net, great oppor- • to learn to keep the sideways, the shoo-
tunity to shoot in rebounds and steer in long distance shots head up when shooters are alternated
ting from side to side
• to learn the right grip • to shoot while
2 = The second best sector, bigger area for the goalkeeper to and posture moving the players
cover, good for sideway passes (one timers) forcing the go- • warm up the goalkee- can take two steps
alkeeper to move sideways but no chance to reach the ball per towards the goal
before the shot
3 = Long distance shots and shots from a small angle might (otherwise same
Organisation:
order)
surprise the goalkeeper but are usually saved or blocked • players are standing
• to get more repeti-
on a half circle from
tions, or with less
about eight meters
players the players
from the goal with
can shoot 3-4 balls
one ball each
at the same turn
• players should keep
distance to each
other and give room Key points:
for the player next • head up
to shoot • right posture and
• Execution: grip
• players start one by • give space for the
one from the other next shooter
end of the line to • the players should
shoot towards the be ordered to
goal collect the balls
• different shots used quickly after one
• first easy shots for round to able the
the goalkeeper to next round as fast
catch (wrist shot) as possible
• if there are
3 • when the goalkeeper
children involved,
is getting warm,
more power can be they should be
used (slap shot) advised not collect
2 the balls from the
goal or behind the
3 3 goal until everybo-
dy has taken their
1 shot to avoid injury
26◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
f nsive player Cone
Drill 16. Drill 17.

Objective: Modifications: Objective: Modifications:
• to practice shoo- • also aerial passes • to practice different • shots can be varied
ting from different so the player who type of shots • also lines can be
angles and posi- is shooting has to • to practice shooting added in the cor-
tions practice ball eye while moving ners, from where the
• warm up for the coordination as • warmup for the goal- player has to shoot a
goalkeepers well keeper wrist shot from pro-
• for more advanced tection or a backhand
shot
players, one more
Organisation: Organisation: • one timer can also
pass can be added be added so that
• one player stan- • players form three li-
so that the player the player from the
ding in front of the nes by the middle line
who is suppose to line on the left side
goal in a game like with balls
give the pass to passes a one timer to
position (A1) • cones in the corners
A1, gives a pass to the player in the mid-
• other players are
some other player dle line, receives the
standing in half
circle with one ball
on the line, who Execution: pass back and shoots
then passes the • one player from each a one timer
each ready to pass
ball to A1. This line takes a shot at a
way, A1 cannot time
Execution: Key points:
predict from where • different shots from • right grip according
• the players start to the pass comes but different lines to the shot
pass the ball to A1 has to react to the • 1) a short wrist shot • players should be
one at a time in or- pass and position • 2) wrist shot with a encouraged to follow
der (either procee- him/herself to long back drive the movement for-
ding from the other shoot quickly. • 3) penalty shot ward after the shot
side or alternating • the order will force • players should not
the sides) the goalkeeper to stay in front of the
• A1 tries to shoot
Key points: next shooter
move sideways
• players should be • players should wait
straight from the • after the shot, players
ready to pass and so that the goalkee-
pass no matter have to go around the
shoot per is ready to recei-
which side or cone in the opposi-
• right grip according ve the next shot
where the ball is te corner so that a
to the shot • players from lines 1)
passed to movement forward will and 2) should not go
• game like position
• after shooting A1 follow the shot and too close to the goal,
(knees bent, low
moves to the line that the players wont however the shot
posture)
and the next player stay in front of the should be accurate
from the line takes next shooter rather than hard to
the shots • the player from the warm up the goal-
middle line has to go keeper
around the goal cage • harder shots can
• the lines will rotate in be taken once the
clockwise order goalkeeper has been
warmed up
2 1
3
►27
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Drill 18. Drill 19. aimed closer to

Objective: Modifications: Objective: the goal, and if the
• to practice shoo- • the players can • to practice shooting player is supposed
ting while moving also start from the while moving to take control of
• warm up for the corners so that the • to practice direct the ball first, the
goalkeeper shots will be shot shot from a pass pass should be
• to practice sideway from protection • warm-up drill for aimed further away
movement for the • in another varia- the goalkeeper from the goal
goalkeeper tion, the players • the ball can also
Organisation: be passed from the
can start from the • players form two
corners and shoot same line, that is
Organisation: lines in the corners
after the opposite from behind, which
• players form two with balls
sides cone will emphasise the
lines by the middle • two cones about
ball control when
line facing the goal three meters from
the player has to
with balls Key points: the rink near the
receive the ball
• for beginners there • right grip and middle line to mark
from behind and
can be cones added posture the turning point for
dribble around the
to mark the shoo- • shooting from good the players (especi-
cone before the
ting spots protection ally beginners)
shot
• the goalkeeper Execution: • also aerial passes to
should follow the • A1 starts running emphasise the re-
Execution:
shooters move- by the rink towards ceiving a lifted ball
• A1 starts running
ment, not predict the cone without which can happen
by the rink angling
the shot or position a ball, runs around during a game
towards the goal
him/herself already the cone and makes • when the players
• to get the goalkee-
on the other corner a fast turn facing are familiar with
per moving side-
of the goal (simu- the goal the drill, it can
ways, the player
lates game play for • after the turn the be executed with
should clearly cross
the goalkeeper) player receives a double speed so
the middle sector
pass from the oppo- that A1, A2 and
before shooting
site corner (B1) B1 are all running
• after shooting, the
• the player can before the first ball
players continues
either take control is passed
to the line on the
of the ball and then • in this case B2 pas-
other side to shoot
shoot (beginners) or ses the ball to A1
alternately from
shoot direct from and A3 passes to B1
forehand and back-
the pass which and B4 to A2
hand side
demands good
Key points:
timing and eye-ball
• the ball should be
coordination
passed while mo-
• after the shot A1
ving to keep up and
moves to the other
increase the speed
corner
• head should always
• B1 executes the
be lifted up before
same, receiving a
the shot
pass from the oppo-
• accurate passes
site corner (A2)
(the player shooting
• for beginners, the
should point out
pass can be made
where he/she wants
standing still, but
the pass) with cor-
as soon as possible,
rect speed
the players should
• timing of the pass,
A1 be encouraged to
not too early or
pass while moving,
too late, attacking
also this helps to
player and the ball
speed up the drill
must meet at the
• it is better to start
1 2 same point at the
with a wrist shot
same time
and then move on
• it is always good
to different shots
to start with ball
Modifications: control first, and
• the coach can then move forward
determine whether to direct shots
he/she wants the
shot to be direct
or not
• if the shot is direct,
the pass should be
28◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
f nsive player Cone
Drill 20.
A3 B4 • to practice shoo- • also aerial passes
ting one timers and • A1 can also run pa-
B2 directing the ball rallel with the mid-
• to practice accura- dle line, receive
te shots from both a short pass from
A2 ground and aerial A2 and continue
passes towards the goal
Double speed • warm up for the performing a shoot
B1 goalkeeper (side- out
ways movement)
A1
Key points:
Organisation: • the shot shouldn’t
1 2 • players form two be more than a di-
lines by the rink rective touch with
at the middle line the ball (one time
Taking control with balls shot)
Of.the.ball • both forehand and
backhand should be
Execution:
used
• A1 starts running
• one hand grip
towards the slot
should be used to
• when A1 reaches
reach the ball
the goal area, he/
• the player can also
she will receive a
receive the pass
hard pass from A2
with forehand and
• A1 shoots an accu-
shoot with a back-
A1 B1 rate shot, or more
hand side, or vice
or less directs the
versa depending on
ball towards the
the situation
goal
• after the pass, A2
executes the same
• after the shot,
players switch lines
A1 A2
►29
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Level 2.
Drill 21.
After learning how to shoot technically correct and from Objective: Modifications:
• to practice shoo- • the coach can play
where to shoot, the most important thing is to know how to ting from protec- a defender, haras-
time the shot and choosing the best shot according to the sition and while sing the players
tuation and position. On the second level the aim is to practi- moving to emphasise the
ce the timing of the shot and finding the way to a good shoo- • to practice timing importance of the
of the shot protection of the
ting position. Also evaluating all these in a fraction of time • to practice gaining ball
demands skill and reaction speed. To practice these compo- space for a shot • close distance
nents together, it is best to add more players into the drills. • for the goalkeeper shots can also be
By adding a defender to cover the shot makes the situ- to practice side- practiced as direct
ways movement shots so that a pass
ation more game like. Hardly ever does a player have
and saves at close is given from the
an open space for a shot in a game, so to practice shoo- distance opposite corner
ting under pressure enables better chances to score in the
game. By adding another offensive player, gives anot- Organisation: Key points:
her option for the ball carrier, to pass. Therefore also pas- • players are in the • the drop pass has
sing skills are required, as well as readiness to do so. corners with balls to be accurate so
Assisting the ball carrier to shoot also becomes rele- that the opponent
does not have time
vant. As an offensive player without the ball, it is impor- Execution:
to intercept the
tant to learn how and when to create space for the shot, • A1 starts running
pass
towards the slot
either by screening the goalkeeper or making space for without a ball
the ball carrier to shoot. These actions are also practiced. • A2 starts running to-
wards A1 with a ball
when A1 has crossed
the middle slot
• A2 gives a drop pass
to A1 who shoots
• A2 continues running
towards the opposite
corner, now without
a ball
• A3 leaves from the
corner with a ball
and gives a drop pass
to A2, who shoots
and so on
• after execution, the
to get a shot from
the other side
A2
30◄ Movi
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a ball
Opponent without
a ball
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Drill 22.
• to practice both • A1 and A2 can also
close distance and play one versus one
long distance shots situation in front
while moving of the goal so that
• to practice two A1 is the offensive
man screen player and A2 is
• to practice aggres- defensive
sive play in the slot • A2 can also have
the option to pass
to A1 to shoot if A1
Organisation:
has a better oppor-
• four lines; two in
tunity to score
the corners and
two at the middle
line by the rink Key points:
• all lines facing the • best way to screen
goal with balls the goalkeeper is
A4
• the coach should to move, this way A3
emphasise the the goalkeeper
importance of the also has to move
screen beforehand and therefore it is
harder for him/her
to see the shot
Execution:
• this is done so that
• A1 takes few steps
the two screening
from the corner
players cross each
and shoots from a
other in front of A1
small angle (short
the goalkeeper at A2
wrist shot, back-
the moment the
hand)
shot is taken
• A2 does the same
• it is also better if
from the other
at least one of the
corner
players is about
• after this both
one meter from the
players move to
goalkeeper
the slot to screen
• this way the
the goalkeeper
screening player
• A3 takes few steps
has time to turn
towards the middle
around and hit the
dot and shoots a
rebounds, even if
long distance shot
the ball hits the
(long wrist shot,
player him/herself
forehand drive,
slap shot)
• A4 does the same
• after one round the
players rotate in
clockwise order
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Drill 23. Drill 24.

• to practice a drop • defensive players • to practice scoring • also the goalkeeper
pass can be added so on two against zero can give the first
• to practice a long that after the shot • to practice decision pass to A1
distance shot A1 plays a defen- making; shoot or • other variations
• to practice scree- der in front of the pass according to the
ning the goalkee- goal with the next coach, but the
per and hitting screening player main emphasis
Organisation:
rebounds • also a defensive should be on a
• players in opposite
player can be quick finishing
corners with balls
added closer to the
Organisation:
shooter to block
• players form two
Execution: Key points:
the shot, which
lines; one in the • quick decision to
makes it harder for • A1 starts by run-
corner and one at finish the attack in
the shooter to aim ning by the rink
the middle line by a shot
the shot without a ball
the rink • the players should
• A1 receives a pass
• balls in the corner leave at the same
from A2
Key points: • they both run
time from both
• the drop pass has corners
Execution: towards the middle
to be accurate so
• A1 passes to A2 line, A1 with the
that the opponent
• A2 comes towards ball
wont intercept the
the pass and takes • after crossing the
pass
control of the ball middle line, A1 has
• A2 should not
• A1 follows the pass to make a decision
follow A1 after the
and receives a drop whether to give a
drop pass, but to
pass from A2 when drop pass to A2 and
continue straight to
they cross continue towards
the slot
• A2 runs straight to the opposite goal
• same main points
the slot without to screen the
in screening as in
looking back and A1 goalkeeper, or to
the previous drill
continues towards continue running
the middle spot with the ball and
with the ball shoot, or pass to A2
• as soon as A2 is later
ready to screen • B1 and B2 do the
the goalkeeper, same at the same
A1 shoots a long time
distance shot (long • after the execu-
wrist shot, slap tion, they move
shot, forehand on to the opposite
drive) corner
• A2 ready for re-
bounds B2
• after the execution
B1
A2
A1
A2
A1
32◄ Movi
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a ball
Opponent without
a ball
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Level 3.
Drill 25.
Objective:
When the players have the ability to make the decision ac- • to practice scoring • A1 moves towards
cording to the situation; whether to shoot directly, pass or • to practice creating the corner to a bad
dribble, even more complex components can be added to space for the ball position to shoot so
carrier to shoot he/she passes to A3
the drills. The scoring situation is made more game like and
• Organisation: • A1 by the near post
difficult by adding both an opponent and a team mate to • one line by the rink and A2 in front of
create a situation where the player has to make a fast decisi- at the middle line the goal are open
on. Shooting is also emphasised as the main result of the at- with balls for a pass from A3
tack, as well as the team play leading to an attack. The drills • players A2 and A3 and ready to shoot
as in the figure • after execution A1
are not only about shooting but more or less finding a way • cones marking the becomes A2, A2
to shoot, either by you or with the help of your team mates. opponent (can be becomes A3 and A3
The main point, after all, in any invasive game, is to score. replaced by real becomes A1
On the third level, the aim is to create chances to do so. opponents)
Usually the defending opponent is covering the best sco- Modifications:
make clear be-
ring sector, either covering players or the zone. The best • the best way to
forehand where
modify the drill is
scoring sector is in the middle where the defensive team is the opponent is
to add defensive
usually situated as follows: most likely to be
players to make it
situated
more difficult for
• this will help the
the offensive team
players to avoid
to score
those areas
• also other varia-
tions of the passing
Execution: figure and shooting
• A1 passes the ball positions can be
to A2 who comes made
towards the pass
• A2 takes the ball
Key points:
under control and
• accurate shots
continues moving
should be
by the rink
emphasised
• A1 starts moving
• A3 should quickly
This should be explained to the players in order for them to towards the slot
decide whom to
realize where the opponent is most likely to be situated. Also and receives a drop
pass to and A1 and
pass from A2 when
it should be emphasised that the best chance to score is in they cross
A2 should be ready
the middle where the invasion should happen. The ball car- to shoot
• at the same time
• the movement of
rier should always aim for the slot as well the non-ball car- A3 moves from the
the players should
rier should try to create an open space for him/her to shoot. centre towards the
be fast and the
side creating space
timing precise
to the slot
A1
Positions in.the.end
A3
A3 A2
A1
A2
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Drill 26. Drill 27.

• to practice scoring • after 45 seconds, • to practice shoo-
from tight situation two other players ting and gaining a • the stationary/sub-
• to practice ball pro- can be added, so chance to shoot stitute player can
tection and fakes that every other • to practice game move sideways to
shift is played two reading and decisi- receive, pass and
versus two on making shoot
Organisation:
• the aim is to shoot • if the stationa-
• goal cages turned
and for the other ry/substitute
toward the corners Organisation:
offensive player to player is passed to
about 7 meters • players are divided
get open to a place other than after
from the boards in groups of three
to shoot a one timer interception, the
(cones marking the or four
area) • the court is divided player has to shoot
• balls on top of the Key points: in half (demonstrating an
goal • to emphasise shoo- • if four players in defender shooting
• players divided in ting and protecting each group, one from the middle
four even groups, if the ball player is situated line)
two goals (depen- • shoot when there is by the middle line • in this case the
ding on the amount even a slight chance as a stationary closest player to
of players and to score substitute player the goal has to be
goalkeepers) • if there is no space ready to screen the
• two groups forming to shoot, move or goalkeeper
Execution:
two different lines pass if possible
• teams are playing
on both sides of the • encourage the Modifications:
three against three
goals players to turn • only one timers
• if a team with the
around and challen- allowed
ball (offensive)
ge the opponent • there has to be a
Execution: looses the ball
• goalkeeper throws a either by: shot after three
ball to the corner A. scoring passes
• A1 and O1 fight for B. defensive team
the ball steals the ball or Key points:
• whoever gets the intercepts • players have to
possession becomes C. the ball is hit out keep moving cons-
attacker and tries of boundaries tantly and shoot
to shoot • then the defensive when ever possible
• if the ball is hit of team has to pass • players have to be
boundaries, if there to the stationary/ ready to screen the
is a score or a save, substitute player goalie when the
the goalkeeper before starting defender has the
throws in another an attack and the ball
ball player from the • a player has to
• 45 second shifts offensive team who switch after loosing
• players switch when lost the ball, has to the ball
the coach whistle switch with their • the rules should be
stationary player strictly followed
3.vs 3
Substitute players
A1 O2
O1
A2
34◄ Movi
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a ball
Opponent without
a ball
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Drill 28. moved closer to the scrimmage

the rink (areas to be avoi-
Objective: ◦ A4 covers the ded on the offensi-
• to practice scoring
middle area by ve zone, staying on
as a part of team
following the pass the shooting sector,
play
and A5 assists to screening, creating
• to practice all the
defend in case of a space for the shot
components from
turn over in the slot etc)
previous drills
◦ A1 dribbles by the • use of voice
together
board and passes amongst players
• for the defending
to A3 who has now should be encou-
team to practice a
moved from the raged
specific defensive
slot towards the • it has to be empha-
game like forma-
rink (creating spa- sised that
tion
ce in the slot) the coach can only
Organisation: ◦ at the same time provide options,
with the pass A2 in a game situati-
in groups of five,
moves to the slot on it is the player
or according to the
and A5 can also who makes the
teams line-ups
offer a passing op- decisions and those
• the scrimmage is
portunity for A3 decision have to
played five versus
◦ A3 passes to A2 be suitable for the
five on the offen-
who shoots situation
sive zone and the
◦ A3 can also pass to • also the opponents
defending team
A5, in which case will have an effect
is playing without
A2 will screen the on the play and
sticks
goalkeeper some options that
Execution: • players can prac- the coach provides
• a defender of the
tice few figures or might not be the
offensive team has
just use their own best ones in certain Starting formation
the possession of
creativity situations
the ball near the
• first the figures
middle line
can be practiced A1
• the offensive team
without an oppo-
can play with both
nent, and there
using the libero or
after adding the
using defender-de-
opponent playing
fender pass A3 A2
without sticks and
• the wingers and
then with sticks
the centre for- A4
• after a shot, there
ward/top-striker
will be another ball
are trying to move
in play (passed by
to gain the best
the coach or an
shooting position A5
extra player from
• in the figures, few
the middle line)
options are shown
to begin the drill Figure 1
• Figure 1.
again
◦ A1 passes to A4
• also defenders can
who has run to-
shoot if there is a
wards the middle
chance, and then
line
there should always
◦ at the same time
be at least one
A5 creates space in
player screening
the slot by running
the goalkeeper
towards the rink
Modifications:
• Option 1 Option.2.
◦ when A4 has gained
• variations accor- Option.1.
ding to the coaches
the possession of and players crea-
the ball, he/she tivity
passes to A5 • also see drills 11-13 A1 A1
◦ at the same time Key points: A4
A4
with this pass, A2 • shooting should be
moves towards the emphasised
centre and A3 to • players should be
the slot ready to shoot (bla- A2
◦ A5 passes to A3 A2
de on the floor at
who shoots all times)
◦ A5 can also pass to A5
• players should not A5
A2, in which case be afraid to screen
A3 will screen the A3 A3
the goalkeeper
goalkeeper when • all the things from
A2 shoots previous drills
• Option 2. should be brought
◦ A4 passes the ball up and executed
back to A1 who has during
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Dribbling Key points in ball control

• the same main points are crucial in all skills that
demand ball control, including protecting the ball,
Level 1. dribbling, receiving a pass and capturing a ball
(aerial)
• protecting the ball using the body:
◦ posture should be game like: knees bent, weight
on toes, low posture to keep the centre of gra-
vity low (balance), thigh muscles should do the
work
◦ the legs should be kept as wide apart as possible
to keep the protection area large (the opponent
is not allowed to play the ball between the legs)
◦ the grip should be steady and the stick should be
grasped with both hands
◦ head should be up to keep the awareness of
team mates and opponent
• protecting the ball using the stick:
◦ the stick and ball should be kept as far away
from the opponent as possible
◦ the hands move closer to each other when the
ball is further away from the body
◦ the blade should be pressed against the floor in a
slight angle
◦ the body should be between the opponent and
ball at all times to protect the ball from any
interception
• capturing the ball:
◦ when the ball is in the air, eyes should be kept
on the ball and the ball should then be captured
using the body (especially in front of the goal)
Ball protection is one of the most important things for ◦ the ball should be captured in such position that
the players to learn. Eye-ball-stick-coordination should be the player is able to continue the movement
taught early and re-enforced throughout the player’s career. towards the wanted direction, for example:
Controlling the ball with the stick, holding possession of ◦ if a defender is catching an aerial pass in front
of the goal using body, he/she should turn facing
the ball using body and stick protection, dribbling the ball the middle or the sides so that he/she is between
using fakes, receiving aerial passes, hitting the ball in the air the ball and the goal, the aim is to take the ball
and so on, all demands a great deal of technique training. away from the goal area
Players should be encouraged to use all their extra time du- ◦ in such cases, especially when the slot is crow-
ded, it is always better to use body to clear the
ring practices to play with the ball. When players stand on
slot, otherwise the defender might accidentally
the line waiting for their turn, they should just play with the hit the ball and score an own goal
ball, dribbling and lifting the ball up etc. The players should ◦ an offensive player however, can and should turn
also be encouraged to play with the ball at home, or outside facing the goal, because he/she obviously wants
with friends. Some different tricks (examples below) can be to score
• dribbling:
practiced individually: ◦ the ball should stay close to the blade
◦ grip should be two handed (when dribbling on
• lifting the ball up with the stick and capturing it, using backhand side, a one hand grip can be used to
body or stick, or both gain distance to the opponent)
• rotating the ball around the feet (figure of 8) • fakes:
• bouncing the ball with the blade of the stick, using ◦ speed and body control should be practiced and
both forehand- and backhand side, as well as the developed
upper edge of the blade ◦ ball handling, quick movement, sudden change of
• dribbling the ball using body moves and fakes speed and direction are crucial
◦ the opponent should be tricked into moving in a
certain direction with a false cue such as an eye
contact to a team mate
◦ a false shot maybe executed to get past the
opponent
With juniors (ages 5-9) drills containing previous skill development

can be included in different games and plays, such as catches, relays,
and competitions. Technical circuits are also efficient but might be
too focus demanding for young beginners to keep focus, which can
lead to a decrease in motivation. If the tracks are kept simple, and
the coach is able to evaluate the level of the concentration of the
players, technical circuits are very suitable for the purpose.
36◄ Movi
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Opponent without
a ball
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Drill 29. Drill 30.
Objective: Objective:
• to practice ball • to practice dribb-
control and ball ling, fakes, and ball
handling protection
• warm up the players
Organisation:
• players are stan- Organisation and execu-
ding in front of the tion:
coach with one ball • players run around
each the rink with one
ball each
Execution: • the coach has set up
• players dribble the numbers to cor-
ball standing still respond a specific
keeping head up to action:
see the coach • 1. rotation left, con-
• when the coach tinue same direction
shows different • 2. change of directi-
signals, the players on with a sprint
follow: • 3. rotation right,
a. lifting arms up, continue same direc-
players move for- tion
ward • 4. lifting the ball up
b. pointing arms for- and capturing (conti-
ward, players move nuous movement)
backwards • every time the coach
c. lifting left arm, shouts the number
players move left (or uses whistle) the
d. lifting right arm, players perform the
players move right move
e. whistles once,
players rotate Modifications:
f. whistles twice, • different moves,
players take a five such as fakes can
meters sprint and be added
return to their • also a shot at both
places goals to warm up
the goalkeepers
Modifications:
• the coach can also Key points:
come up with num- • head up
bers to correspond • game like position
a specific fake, for • other body moves
example: 1 = body should also be
fake, 2 = fake using executed during
stick dribbling
• when the coach • players should
shouts the number, practice stick hand-
the players perform ling during running
the fake
Key points:
• good grip
• game like position
• head up
►37
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Drill 31. the stick and ball

Objective: first to practice
• to practice ball running and co-
ordination (physical 7
handling, ball pro-
tection, coordinati- exercise)
on, and both body 6
and ball control Key points:
• the court should be
Organisation: used efficiently
• coach sets up the • players shouldn’t 8
circuit, preferab- be standing on the
le beforehand or lines waiting for
while players are each turn, in such
cases they should 4
doing the previous 5
exercise be advised to be
• the track should be active with the
set up so that there stick and ball
• also physical exer-
9
are lot of repeti-
tions and different cises can be added,
such as abs, push- 3
actions
ups and squats 10
• the whole area
• the circuit can be
should be used effi- 2
ciently to make the executed for as
execution intensive long as possible
and the use of spa- but the coach has
ce as economical as to consider the
possible players concentra-
• coach explains and tion level
demonstrates • with younger
players it is prefe- 1
rable to have less
Execution: exercises during
1. players start by the circuit so that
bouncing the ball they wont get con-
ten times in the air fused and forget
2. forward and back- what is supposed to
ward running be done
3. sideway running,
moving the ball
from forehand to
backhand side
4. lifting the ball over
an obstacle
5. running straight,
ball moving around
the cones
6. stick handling
around the cones,
figure eight and
figure X
7. wall passes
8. running around the
cones, ball protec-
tion with body
9. lifting the ball over
an obstacle
10. passing the ball
between the cones
(accuracy) to a goal
11. starting all over
again
Modifications:
• different skills can
be added, such
as shooting and
passing
• the circuit can be
executed without
38◄ Movi
v ng with ball
Offe
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a ball
Opponent without
a ball
Offe
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Level 2.
Drill 32.
Individual technique training should be included in every Objective: Key points:
• to practice ball • low posture (bent
practice, especially with younger players, in the end all the protection and ball knees, legs wide
technical skills are combined in the game itself. Therefore handling apart)
game like drills are an even better way to practice indivi- • good grip
dual technique since many skills are trained at the same • no hitting the stick
Organisation:
• continuous move-
time and in real environment. This requires that player’s • players are divided
ment
use certain technical skills while performing tactical actions in pairs
• ball handling (the
which simultaneously develops game sense. (Random player with the ball
Practice) Execution: has to protect the
• players start wit- ball with the blade
The level of difficulty is increased by adding an opponent. hout sticks with a on the side where
The sooner the opponent is taken into consideration, the ball on the floor the opponent is)
sooner the players are challenged to meet the opponent, • first one player is
not to mention beating the opponent. protecting the ball
by moving around
the ball while the
other player is
trying to kick the
ball
• the ball has to stay
still
• after a minute, the
players switch roles
Modifications:
• to practice ball
protection with a
stick, the players
do the same with
sticks using a small
area
• in this case the
player with the ball
should be using
both stick and body
to protect the ball
• the other player is
trying to take the
ball away without
hitting the stick
• when the player
without the ball
succeeds to take
the ball, the roles
switch automati-
cally
• also the side of the
rink can be used to
create a 1 versus
1 situation near
the rink or in the
corner
player with the ball
should be provided
with a solution how
to resolve the situ-
ation: for example
a pass to the sides
or behind
►39
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Drill 33. Drill 34.

• to practice ball • in the beginning • to practice ball • the same player
protection the drill can be protection can carry the ball
• to practice shoo- executed without • to practice dribb- the whole way so
ting from protec- the opponent, whe- ling in a tight space that the roles will
tion and in tight re the emphasis is not switch until
situation on the technical players are on the
Organisation:
• for the defender to execution other side
• players on lines in
practice defending • can also be exe-
opposite corners
and denying space cuted without an
Key points: with balls
and position from opponent so that
• the emphasis • the court is divided
the ball carrier B1 runs with the
should be on the 1 in half (length
ball and makes
versus 1 situation, wise)
an escape (a fake
Organisation: where the ball • cones placed on
where the directi-
• players are in the carrier has to pro- the court as in the
on of movement is
corners with balls tect the ball using figure
changed by quickly
the body (body
rotating towards
between the ball
Execution: Execution: opposite direction,
and the opponent)
• A1 and A2 leave at • two players (A1 and turning the back
and the defensive
the same time from A2) start running against the oppo-
player has to res-
the corner from the corner to- nent, and covering
pond with using the
• A1 has the ball and wards the first cone the ball with the
body, not the stick
A2 tries to obstruct • A1 has the ball and blade, forehand
(shoulder against
A1 from shooting A2 tries to prevent and backhand side)
shoulder)
• A1 shoots if pos- A1 from moving on each cone
• the ball carrier
sible forward
should try to get
• after the execution • when they reach the
they will switch
to the position to
cone, A1 will give a
Key points:
score by changing • the movement and
lines and roles drop pass to A2 and
pace or directi- change of direction
• lines from the the roles switch
on, or by using should be quick
corners execute • the players continue
quick hands and a • hitting the stick
alternately until one of them
suitable shot for must be avoided
shoots if possible
the situation (wrist • the defensive
• after execution,
shot, backhand) player should use
they will start again
body to prevent the
from the other
ball carrier from
corner
moving forward
B1
A1
A1
A2 A2
40◄ Movi
v ng with ball
Offe
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a ball
Opponent without
a ball
Offe
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Drill 35. Drill 36.

Objective: Modifications: Objective: Key points:
• to practice ball • fakes can be prac- • to practice different • A1 should come
protection and ball ticed individually fakes towards the first
handling beforehand pass as in a game
• to practice fakes • the coach should like situation where
Organisation: the other defender
demonstrate some
• players are in four opens up the game
fakes to the players
Organisation: lines in each corner with a pass through
and give individual
• players are divided • balls in the opposite the centre
feedback (Model- • the players should
in pairs corners
ling) keep on their own
• each pair has one
• body fakes, esca- side to avoid collisi-
ball and two cones;
pe, use of feet etc Execution: on and injury
one cone in each
• A1 starts by running • the players should
end of the rink
towards the slot to be encouraged to
(width wise) Key points: receive a pass from challenge the oppo-
• low posture, on
A2 nent and try diffe-
toes
Execution: • simultaneously B1 rent kinds of fakes
• good and steady • the defender, B2,
• one of the players executes the same
grip should go up to the
is a ball carrier on the opposite end
• head up middle line to meet
trying to score by of the rink
• quick moves and the ball carrier, A1,
taking the ball to • after receiving the
hands so that A1 has time
the opponents cone pass from A2, A1
• change of running to make the fake
• ball carrier has runs with the ball and still has space to
speed
to challenge the towards the other shoot
• a player should
non-ball carrier by end to play a one • the defender should
practice one fake
making a fake against one situation avoid hitting the
at a time; it is
• when the ball with B2 stick but use the
better to know one
carrier manages • after passing A2 body to prevent the
fake and succeed ball carrier from
to take the ball to waits at the respec-
in it every time, proceeding
the cone, he/she tive end of the rink
than know few and • the defenders posi-
scores a point to play a one against
succeed in them tion should be low
and is allowed to one situation with B1
occasionally and on toes, he/she
continue as long as • after the execution,
• the defender should be ready to
the non-ball carrier lines rotate in clock-
should have a side- change direction
is not able to steal wise order
on position to react quickly according to
the ball the ball carrier and
quicker to the
• when the non-ball
opponents moves Modifications: have the upper hands
carrier manages to side towards the ball
• the coach can de-
steal the ball, the carrier
termine which kind
roles switch
of a fake should be
performed
B2 B1
A1 A2
►41
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Level 3.
Drill 37.
Though previous drills have some game likeness in them, • to create a one • the coach can also
the situations can be made even more realistic. The main against two situati- pass a ball from
point is to create situations, usually one against one, but on in the corner the middle dot or
also two against one etc. where ball protection and ball • to practice ball the ball can be
protection shot first to the
handling are important. Often the easiest way to win these
• to practice fakes goalkeeper where
situations is a pass, however sometimes this is not possible. • for the defensive after the goalkee-
As said, creating game like drills also develops the player’s players to practice per passes the ball
game sense at the same time as technical skills are practi- doubling, either to the corner
ced. By dribbling, one does not score, but it enables the in the offensive or • the imaginary
defensive zone team mates can be
player to proceed to a scoring position by moving or simp- replaced by real
ly winning a one against one situation. It is also important players and the
Organisation:
to be able to make such a decision whether to shoot, pass • players form three
situation can be
or dribble. On this level this decision making is a part of played until a shot
lines by the rink on
• in this case it has
the technical drill itself. the middle line
to be determined
• two defensive
whether A1 is on
players (non-ball
his defensive or
carriers) and one
offensive zone,
offensive player
and who is trying
(ball carrier)
to score and who is
• one line with the
trying to clear the
balls
zone
Execution:
• B1 passes the ball
Key points:
• A1 should be en-
to the corner, or to
couraged to chal-
the goalkeeper who
lenge the opponent
passes the ball to
if time for a fake
the corner
• B1 and B2 should
• A1 runs after the
be ready to double
release ball and
A1 at the right
reaches it in the
time
corner
• A1 should be shown
• B1 and B2 starts
how to protect the
right after A1 to
ball correctly and
double A1
B1 and B2 to try
• A1 tries to get out
to steal the ball
from the corner:
correctly, shoulder
1. if B1 and B2 have
against shoulder
Starting point time to double A1,
-example A1 can either try
to protect the ball
and pass it from
between the legs
or to the sides to
imaginary team
mates
2. if B1 and B2 are
late from doubling
B1 A1 B2 and A1 has time
to turn around, A1
should try to chal-
Passing lenge B1 and B2 by
making a fake
directions B1. and.B2.late • the situation is
from doubling played until B1 and
B2 gets possession
of the ball or until
the ball is cleared
outside the area
or when the coach
whistles
42◄ Movi
v ng with ball
Offe
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a ball
Opponent without
a ball
Offe
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Drill 38. Drill 39.

• to practice ball • also other rules can • to practice ball • also man coverage
protection and ball be implemented such protection and ball emphasises the
handling as, the couple with handling technical ability to
• to practice fakes the ball has to cross • to practice decision protect the ball
• to practice decisi- and make a drop pass making as a ball • the game can also
on making in two before passing carrier be played with one
• the drill can also be
against two situa- goal using half of
played using the cor-
tions the rink as in drill
ner area, with goals Organisation:
• to develop the facing the boards so 27
players ability to a shot can be added in groups of three
hold possession of • this will emphasise (or four with a sub- Key points:
the ball in a tight play in a small area stitute player) • players should be
situation and gaining a scoring • rink divided in half, aware of where the
Organisation: chance in a tight
with two goals on opponent as well as
• players are divided situation (also see
each side the team mates are
in pairs drills 26 and 37)
• goal cages can be situated
• the rink is divided in Key points: replaced by cones • non-ball carriers
quarters • head up (awareness should create pas-
• two couples in each of both the team sing lanes behind
quarter mate and the oppo- Execution:
the ball carrier as
nents) • three against three
Execution: • the ball carrier has game
he/she is allowed
• players start play- to make a fake befo- to only pass back-
• players are only
ing two against two re passing wards
allowed to pass
game when the • the ball carrier has • the rules should be
backwards
coach whistles to protect the ball strictly followed
• therefore they
• the ball carrier has and dribble until and equal
have to dribble the
to make a fake befo- he/she is ready to
make a fake ball forward to pass
re passing to a team
• players should be en- • the ball also has to
mate
couraged to challen- be passed to each
• when the opponent
ge the opponent player once before
manages to steal the
• both defending scoring
ball, the roles switch
players should try to • every time the op-
automatically double the ball car- ponent scores, the
• game is played until rier and the other of- team who didn’t
the coach whistles fensive player should score have to do
• the length of the create a passing lane push-ups or sit-ups
shift can be varied by getting close to which can also be
from 45 seconds to 2 the ball carrier executed after one
minutes where after • the other offensive
shift
there can be a short player can also crea-
recovery break or the te space for the ball
players can switch carrier by screening
the opponent the opponent
►43
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Individual tactics
A players profile is made up by technical and phy-

sical abilities together with game sense. Game sen-
se consists of understanding the game, reading
the game and decision making. Reading the pre-
sent game situation and predicting the next action
helps the player to make the best decision depen-
ding on the position they are in. Individual tactics are
best learned with the help of game situation roles.
Game situation roles
The ball carrier has three options. First aim is to score, the-
refore to shoot. The second option is to pass to a player who
has even a better chance to shoot. The third option a ball car-
rier has is to dribble the ball into a better position to shoot
or pass. This demands reaction speed and the ability to read
the game. Even though the ball carrier has the responsibili-
ty to make the decision, the non-ball carriers also have the
responsibility to assist him/her by screening, creating space
and passing lanes etc. Inside the game, all the roles and du-
ties interact. They all demand the player’s ability to estimate
space, speed, direction and time. The duties of different game
situation roles are shown in the table, as well as the technical
skills a player should possess in a certain role. It must be un-
derstood however, that the roles switch very quickly during
a game and a player is in a respective role only for a short
period of time. With junior players these individual tactics
should not be emphasised as they are shown in the table. This
would probably end up with total confusion, so the roles and
the duties should be introduced gradually in the progression
with the development of the game sense.
44◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
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Offensive player with the ball Defending a player with the ball
• Receiving a pass/gaining the possession of the ball • Angling the ball carrier to less favourable areas
• Protecting the ball • Denying space
• Shoot • Stealing the ball
• Pass • Blocking passing lanes
• By dribbling move to a better position to shoot or • Blocking shots
pass • Readiness to attack
• Active man cover and slowing down the opponent
Technical Skills Technical Skills

• Movement • Changing the direction of movement
• Stick handling • Blocking passing lanes and shots
• Fakes • Stick obstruction
• Passing • Interceptions
• Shooting • 1 vs 1
• Protection of the ball
• 1 vs 1
Offensive player without the ball Defending a player without the ball
• Create passing lanes by moving • Man cover
• Keep close distance to the ball carrier • Blocking passing lanes
• Create space for the ball carrier • Readiness to attack
• Get open for a pass or a shot • Keep eye contact on both the ball and the opponent
• Screen the goalkeeper • Stay between the opponent and own goal
• Readiness to defend
Technical Skills Technical Skills

• Movement • Changing the direction of movement
• Screening • Blocking passing lanes
• Fakes • Covering man
• Receiving a pass • Stick obstruction
• 1 vs 1 • 1 vs 1
Also the ability to outplay the opponent by transferring the

situations from two against two to two against one, or even
two against zero, is crucial. By creating zone power plays, (2
against 1, 3 against 2 or vice versa in a small area) helps the
defending team to steal the ball from the opponent, and on
the offensive side, it always creates a better scoring possibi-
lity.
To teach individual tactics to serve team tactics is an impor-

tant issue, especially when trying to diminish selfishness in
game situations. The players should be motivated to think
and choose when to be selfish, and when to pass or help
team mates.
The next stage is therefore to teach the players how to read

the situation and react with the best option. By adding more
players to the drill forces the player to make a decision quick-
ly according to the situation. The individual skills should be
so well mastered that a player does not have to think about
the technical execution during a game. This is of course a
dream situation, because players hardly ever concentrate on
the execution, especially young players, and therefore techni-
cal skills should be practiced constantly.
►45
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Level 1.
Drill 40.
Almost all the previous drills contain individual tactical • to practice decision • the first pass can
skills and decision making. All drills that have more than making, passing or be passed behind
one option and the player is forced to make a decision, de- shooting the goal or by the
velops players ability to read the game. • warm up for the goalkeeper
goalkeeper • can also be exe-
On the first level the amount of options should be minimal
cuted using the
and the drills should be simple. For young players simplicity whole rink so that
means concentration on the obvious, decision making, and Organisation:
the drill is exe-
for more advanced players, the drills can be seen as warm lines in the corners
cuted alternately
up drills where they can, for example, concentrate on shoo- from each end
with balls
ting. It is always up to the coach which skill he/she wants to • can be executed
emphasise to the players. Three against zero situation is de- at both ends of the Key points:
rink • players should be
manding because of the amount of options which to choose ready to pass and
from, and three against two situations because of the dec- receive a pass
Execution: • the non-ball carrier
reased amount of time and space. • A1 starts by passing should not get
a hard cross field upset if he/she
pass to A2 wont receive a pass
• A2 receives the ball (emphasising the
while moving shooting)
• both players run • the execution
towards the middle should be fast and
line and the centre not contain more
where they cross than four to five
• A2 can either pass passes
• if the drill is
back to A1 or give
executed using the
a drop pass when whole rink, the
crossing execution from
• the ball carrier both ends can
either shoots or overlap so that the
passes next couple starts
• after execution, when the previous
they will switch are crossing the
lines middle line
players should head
for the scoring
sector to avoid
collision
A1 A2
46◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
f nsive player Cone
Drill 41. Drill 42.

• to practice decision • can also be • to practice decision • A2 gives a drop
making in one executed using making in three pass to A3
against one situa- only half of the against one situa- • there after they
tion court where after tion will attack while B1
• the player is receiving the pass, • the amount of defends
forced to choose A1 turns before the options is increased • after the executi-
from dribbling or middle line by the number of on, the lines will
shooting • this variation is players but the lar- rotate in clockwise
used if there are ge amount of time order
less players or only and space should
Organisation:
one goalkeeper make the decision
• the rink is divided Modifications:
available making easier for
in half length wise • can also be exe-
the players
• the players form cuted first without
two lines in each Key points: the defender and
side of the rink • the emphasis Organisation: also with two de-
• one line in the cor- should be on ma- • players form four fenders
ner and one line by king the decision lines in each corner • also the whole rink
the centre spot whether to dribble of the half rink can be used
• balls in the corner and try to make a • balls in one corner
fake, directing the
Key points:
defender to the
Execution: Execution: • the execution
other direction or
• A1 starts from the • B1 passes the ball should be fast and
shoot if the defen-
corner by passing behind the goal to it should always
der is at a distance
to A2 A1 and moves in to end up with a shot
• the technical per-
• A2 passes back a defensive role in • the coach should
formance should be
to A1 who takes front of the goal let the players first
so well learnt that
control of the ball area make their own
whether the ball
and they play one • A1 passes the ball decisions and then
carrier decides to
against one situati- to A2 and follows question the deci-
shoot or dribble,
on in the other end the pass sions when giving
he/she should gain
of the rink • A2 takes control of feedback
the scoring chance
• players at the the ball and simul-
other end executes taneously A3 starts
the same from respective
• after the execution side to run towards
A1 becomes A2 and A2
A2 becomes B1
B1
B2
4
A2 3
A3
A2
A1 A1 B1
►47
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Drill 43.
• for the offensive • the pass can also
player to practice be an aerial pass,
decision making, which makes it
whether to shoot more technically
or pass challenging for the
• to practice scoring
and one against •
receiver
it can also be
B1
one situation in determined that A1
front of the goal either A2 or A3 has
to go and screen
the goalkeeper so A2 A3
Organisation:
A1 is left with only
• A1 in front of the
one passing oppor-
goal as an offensive
tunity
•
player
B1 in front of the
• this also forces the Option.1 A4
non-ball carriers to
goal defending
make a decision
against A1
• A2 and A3 on the
respective sides Key points:
A4 Option.2
• rest of the players • A1 should come
form a line by the towards the pass to
middle spot with gain distance from
the balls B1, who can turn A2
and shoot A3 A1
• if B1 is able to
Execution:
close the gap, A1
• A4 passes to A1
should keep his/her
who has to make a
decision whether
head up to see B1
whom to pass to
to turn and shoot
• taking control
if given enough
of the ball when
space(Option 1), or
receiving the pass
to pass to either A2
should be fast and
or A3 (Option 2)
the action follo-
• A2 and A3 should
wing that just as
be moving and as-
fast
sist A1 by creating
• A2 and A3 should
passing lanes and
be ready to receive
be ready to shoot
a pass and shoot,
quickly
or screen
• B1 should try to
obstruct A1 from
making the deci-
sion
• if A1 passes to
either A2 or A3, B1
should try to block
the shot
• if A1 gives a pass to
A2, A3 should try to
screen the goal-
keeper
on, A1 becomes A2,
A2 becomes A3, A3
becomes A4, and
A4 becomes B1
48◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
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Level 2.
Drill 44.
Objective:
By altering the amount of space and time changes the • developing the abi-
demand level of the drill. To force the player to make the lity to understand
decision quickly, and in a tight situation, develops the game situation roles
ability to do so also in a game. The situation is created by and the different
options a player has
constantly altering the amount of players, which will auto-
in each role
matically reduce both time and space therefore developing • to practice moving,
the players’ ability to make decisions. passing, and reading
On the next level the amount of options are increased by the opponent by
the number of players. The drills are mostly continuous, blocking the passing
lanes and man cover
therefore the players must be ready to read and react at all
times. These drills might not be suitable for beginners, but
Organisation:
should be introduced as soon as the players are somewhat • the rink divided in
aware of the game situation roles. quarters
• two against two
game in each quar-
ter
• see drill 38
Execution:
• coach signals for
45-60 seconds shifts,
where after the
players switch the
opponent
• the aim is to play
two against two
without any particu-
lar rules
Modifications:
• coach can add rules
to emphasise a spe-
cific skill
• to emphasise pas-
sing the players are
allowed to touch the
ball only twice, then
they must pass to a
team mate
• the area can be
made smaller to
emphasise protec-
ting the ball in tight
situation
Key points:
• following all the
four games can be
difficult for the coa-
ch which makes the
players responsible
for obeying the rules
strictly if rules are
added
• players should keep
their head up to see
where both their
team mate and the
opponent is
►49
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Phase 1
Drill 45.
• to practice decision • to emphasise tran- A2
A1
making in a two sition from defence
against two situati- to offence, the
on where all game drill is started as
situation roles are a two against two
present and cons- situation where:
tantly changing ◦ A1 and A2 will
• transition from attack against B1
either defence to and B2
offence or vice ◦ after the attack B1
versa, depending and B2 will attack
on the starting against A3 and A4
situation who have already B1
positioned themsel- B2
ves in front of their
Organisation:
own goal to defend
• players form four
the attack
lines, two beside
both goals
• the goals can be Key points:
brought closer • in the beginning it
together to make is easier to instruct
the court smaller the players by tell-
Phase 2
or the cages can be ing them whether
placed in one end they should attack
of the rink or defend first
• the players waiting A4
for their turn should
Execution:
be ready to take
1. the goalkeeper
their positions A3
passes the ball to
• the defending play-
the first attacking
ers should meet the
couple (A1 and
attack at the middle
A2). A1 and A2 will
line
attack two against
• in offence the play-
zero
ers should move
2. when the ball is
towards the middle
saved by the goal-
line in order to
keeper or hit out B1 B2
receive the pass
of the boundaries,
while moving A2
the goalkeeper will A1
• the goalkeeper
start the attack
should be ready
by passing another
to pass the ball as
ball to B1 or B2
soon as he/she
3. A1 and A2 will
makes a save or
make a fast transi-
the ball is hit out of
tion from offence Phase 3
the boundaries
into defence A2
• after playing in
defence against B1
and B2, A1 and A2 A1
will return behind A4
their own goal and A3
another couple, A3 B1
B2
and A4 will start an
attack against B1
and B2
• if A1 or A2 succeeds
in stealing the ball
from B1 and B2,
they can imme-
diately pass the
ball to A3 or A4
• the drill continues
until the coaches
stops the drill
50◄ Movi
v ng with ball
Offe
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a ball
Opponent without
a ball
Offe
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Drill 46.
Objective:
• to practice decision • players should be Phase 1
making in order aware of both the
to get a scoring team mates and
situation the opponent
• to practice all • in one against
different game one situation, the
situation roles and ball carrier should
defining options in be encouraged
the roles to challenge the
opponent
Organisation:
• players form five
lines at one end of
the rink by the goal
A1
line
• balls in the same
end of the rink B3
A2
B2 B1
Execution:
1. A1 will start an
attack against the
Phase 2
goalkeeper
2. after a shot A1 will
turn to defend an
attack by A2 who
A1
has started as soon
as A1 has crossed
the middle line
3. when A2 has
crossed the middle
line, B1, B2 and
B3 will launch an
attack against A1
and A2
on, the lines will
rotate in clock wise
order B3
B2 A2
Modifications: B1
• can also be exe-
cuted in one end of
the rink
• players have to go Phase 3
around the cones
placed by the mid- A1
dle line
A2
Key points:
• players should rota-
te in right order to
keep the lines even
• players should be
ready to make fast
decisions because
they have to react
to the next situati-
on quickly
• players should B3
clear the court
right after the B1
execution to give B2
space for the next
players
►51
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Level 3.
Drills on the third level are all executed with more than
two players on each side. The main point is that players are
aware of all the other players and their positions as well as
their own role. This demands a high level of understanding
and ability to read the game. With junior players, or begin-
ners, it should not be expected that they are able to read the
game and react to every situation accordingly, so the objec-
tives should be explained staying on the level for the players.
Performing different team tactics are included in the drills
such as openings, transition and defensive tactics. Most im-
portant are the individual skills that players have to per-
form while playing according to a certain tactical system.
52◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
f nsive player Cone
Drill 47. defend the attack.

A1 and A2 now join
the starting lines at
Objective: the middle of the Phase 1
• to develop players
court
ability to read the
3. Phase 3. as soon as
game situation
the attackers cross
by outplaying the A2
the middle line,
opponent
a back checker,
• to practice quick A1
A5, will assist the
transition from B3
defenders and if
defence to offence
the defenders will
and the readiness A3
get possession of
to attack A4
the ball A5 is ready
• to increase the
to attack
amount of players,
and therefore the Modifications:
amount of options • the drill can be
B1 B2
given, to three played as a two
against three situ- against two situa-
ation tion first, to make
• by decreasing the it more simple
amount of time, to for the players to
develop the players understand
ability to make • the third player
quick decisions can be added as
soon as the players
Organisation: understand the
Phase 2
rotation
lines at the middle A4
line near the rink Key points:
facing their respec- • the defenders
B3
tive goals should be ready to A3
defend and they B5
• two players, B1 and
should have the B4
B2 in front of their A5
own goal ready to readiness to attack
defend once they gain the
possession of the A2 B1
• balls are in the goal
or on top of the ball A1
goal cage • there are various

options players
Execution: have in each role
1. Phase 1. A1 and
and they should be B2
A2 receives a pass
encouraged to use
from the goalkee-
their creativity
per and they start
• the back checker
an attack against
should be either
B1 and B2. As soon
ready to receive
as A1 and A2 have
the opening pass,
passed the middle
or be ready to rush
line, a third de- Phase 3
to the slot as soon
fensive player, B3,
as the defenders A4
will back check,
get the possession
ready to receive an
of the ball
opening pass from A3
• the opponent
either B1, B2 or the B3
should be outp-
goalkeeper B2
layed by a fast
2. Phase 2. when the B1
transition with a
ball is saved, hit
power play situati- A2
out of the bounda-
on in the offensive
ries or the defensi- A1
zone
ve players, in this
• the power play
case B1 or B2, gets B4
situation is crea-
the possession of
ted by the back B5
the ball, another
checker
attack is launched
by B1, B2 and B3.
A3 and A4 have
now positioned
themselves in front
of their own goal to
►53
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Drill 48. • of course the

Objective: situation depends
• to practice decision on the timing of
making in a two the players so they
against three situ- have to have some
ation ability to read the
• to develop indivi- situation
dual tactic skills in: • if A1 and A2 will
• for the defensive succeed in maintai-
players to practice ning possession of
fore checking in the ball, they can
order to get the counterattack once
possession of the • if the fore checkers
ball will get possession
◦ for the offensive of the ball they will
B3 B2 B1 A2 A1
players (players try to score, while
with the ball) to A1 and A2 posi-
practice defending tion themselves in
by maintaining defence
possession of the • the drill continues
ball in their own until the coach
defensive zone and whistles
also to practice Modifications:
transition from de- • the court can be
fence to offence made smaller by
• also team tactics placing the other
is practiced based goal cage and the
on the system the lines closer to the
team has chosen other end, but not
Organisation: closer than the
• players form five middle line as in
lines in the other the pictures
end of the rink • also a third offen-
behind the goal sive player, A3, can
• three defensive be added to assist
players (B1, B2, B3) A1 and A2 if and
and two offensive when they get pos-
players (A1, A2) session of the ball
Key points: Example of.a.
Execution: counterattack
• the goalkeeper • players should be
throws a ball in the ready to defend
corner • players should play
• A1 or A2 will start according to the
first by running to tactic the team
get possession of is using in a fore
the ball checking situation
• B1, B2 and B3 will • altering situations
run after A1 and should be conside-
A2 in order to get red; if B1 goes af-
possession of the ter the ball carrier,
ball by positioning B2 and B3 should
themselves in de- know were to place
termined places themselves and
◦ if the team has whether to cover
chosen to play with man or area
a top fore checker • also A1 and A2
(using formation should be aware
1-2-2) only B1 is of the team mates
going to cover the positions; if for
ball carrier example A1 goes to
◦ if the team has the ball, A2 should
chosen to double be close enough in
the ball carrier in order to be open
the corner, B1 and for a pass and rea-
B2 will run after dy to attack
the ball carrier and
B3 will cover the
player without the
ball
54◄ Movi
v ng with ball
Offe
f nsive player with
a ball
Opponent without
a ball
Offe
f nsive player Cone
Conclusion Bibliography
Hopefully this material will assist you as a coach to teach The education material of the Finnish Floorball Federation:
the players the technical and tactical skills in a game like Tekniikka- ja perustilanteet, 1999
environment. The emphasis is on bringing out the optimal Salibandyn nuoriso- ja aikuisvalmennus 2006
and best performance in each player and to improve their
ability to read the game. But above all, the most important Unihockey Techniques DVD, Swiss Unihockey Associa-
thing is to encourage players to excel themselves through tion/IFF, 2006
achievement and good performance and for you as a coach
to see the improvement in each player and spread the ent- Decision Training, A New Approach to Coaching, Dr.
husiasm towards the game itself. Have a pleasant practice! J.N.Vickers, Faculty of Kinesiology and The National
Coaching institute-Calgary, University of Calgary
Innebandytaktik, SISU Idrottsböcker/Swedish Floorball

Federation, 2003
►55
Offe
Movi
Offe
f nsive player Cone
56◄
►57

Floorball - Individual Technique and Tactics

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Floorball - Individual Technique and Tactics

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International Floorball Federation

This material has been made for coaches

The main objective of the practices

Equipment that should be provided in the practices:

The coach should always be prepared to change the plan

Here are some tools to keep up the motivation of the players.

2. Random practice: combining different skills

3. Withdrawn feedback: feedback is gradually

6. Hard-first instructions: complex technical and

ce, shouldn’t exceed 3 centimetres. Most of the sticks have

Nowadays the use of protective eye wear is recommended

Terms and figures used

Offensive player with

Tactical terms used

Zone power play (area power play) Levelling/to level

Top fore checker

In Floorball, the individual abili-

Passing and receiving

The posture and grip change slightly according to different

Passing position picture 3

Pass Grip Execution When

Objective: Key points: Objective: Modifications:

pass, not along the

Drill 12. ving towards the

Drill 13. attacking situations

The shooting techniques are the same as in passing, only

Shot Grip Execution When Pros Cons

It is also good to go through the best scoring sectors in the

Drill 16. Drill 17.

Drill 18. Drill 19. aimed closer to

Drill 23. Drill 24.

Drill 26. Drill 27.

Drill 28. moved closer to the scrimmage

Dribbling Key points in ball control

With juniors (ages 5-9) drills containing previous skill development

Drill 29. Drill 30.

Drill 31. the stick and ball

Drill 33. Drill 34.

Drill 35. Drill 36.

Drill 38. Drill 39.

A players profile is made up by technical and phy-

Game situation roles

Technical Skills Technical Skills

Technical Skills Technical Skills

Also the ability to outplay the opponent by transferring the

To teach individual tactics to serve team tactics is an impor-

The next stage is therefore to teach the players how to read

Drill 41. Drill 42.

Drill 47. defend the attack.

goal cage • there are various

Drill 48. • of course the

Innebandytaktik, SISU Idrottsböcker/Swedish Floorball

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