Our mission

The day my perspective on accountability shifted marked a significant turning point in my journey of teaching athletes in the realm of hockey. I have Coached Club Teams, Ran Hockey schools and Clinics, Private training, small group training and Video Coached for 27 years at Every level from Initiation hockey thru to Junior hockey. 

This distinction between coaching and teaching lies in their fundamental approaches. Coaching is characterized by meticulous planning and time management. Coaches carefully structure their practices, outlining a warm-up, key focus areas, and systemic strategies with precise time allocations. Pacing, speed, and energy expenditure are all key considerations in coaching, ensuring a well-organized and time-sensitive session. 

On the other hand, teaching follows a progression sequence, emphasizing adaptability and responsiveness to the players' learning journey. Unlike coaching, teaching does not adhere strictly to predetermined timelines. The focus is on guiding the players through a sequence of learning steps, with the duration of each step varying based on individual progress. The primary goal is to continue working on a skill until the player grasps it, allowing for a natural progression to the next stage without strict time constraints. Balancing the two approaches  to arrive at the desired goal is the "art of coaching".

Too many camps and 'Coaches'  I still witness today that have large numbers of kids at varying skill abilities being pushed thru high paced drills without attention to details thru the learning phases necessary for skill acquisition, skill development and skill Transfer.  Skills and Drills and herding kids thru long linear lines with no rhyme or reason without feedback should be red flags to those looking to have meaningful  and impactful developments.

I came to a realization over my career  that there are distinct levels within this game, encompassing varying capacities and expressions of skill, as well as levels within the art of teaching itself. My Initial thoughts revolved around the belief that the onus of learning solely rested on the student. The ideal scenario painted a picture of students arriving with a positive attitude, a thirst for knowledge, and a willingness to take ownership of their learning journey. 

However, as my understanding evolved, I recognized the shared responsibility that exists between the teacher and the student. In the teaching environment, the teacher holds ultimate accountability for the students' learning. I began to see myself as a co-creator in the development of players, responsible for guiding them along the path of skill acquisition.This realization led me to adopt a 50-50 approach, where both the player and I shared equal responsibility in the learning process. 

A "PIVOTABLE " moment came when I recognized my ability to influence a player's skill development in a short span of time. This newfound understanding prompted an evolution in my perception of accountability. The realization that the player's failure to acquire a skill was ultimately my responsibility sparked a period of immense growth. It reshaped my dedication, seriousness, and level of responsibility towards each player's journey to success. 

To enhance my teaching methods, I delved into the practice of videotaping sessions to meticulously analyze my demonstrations, ensure equal distribution of repetitions, evaluate time management, pacing, and player interactions. Snippets of my Practices I Started to use in 2016 till currently today on the @pivot_hockey instagram feed. My focus shifted towards creating an optimal learning environment aimed at maximizing skill acquisition and progression. 

As I reflected on my teaching journey, I came to understand that accountability extended beyond the classroom setting. It encompassed factors such as the work-to-rest ratio, time management, pacing of skill acquisition, and the importance of creating meaningful player interactions. This introspection led me to assume responsibility for a player's failure to acquire a skill, viewing it as an opportunity for self-improvement rather than placing blame. 

In conclusion, embracing accountability in teaching and skill development has been transformative for me. It has not only refined my teaching methods but has also deepened my connection with players and elevated the overall learning experience. Through continuous self-reflection and a commitment to growth over my 25 + years,  I strive to push the boundaries of teaching, fostering an environment of excellence and continuous improvement for all players and coaches alike- and hope to see you around the Rink in the future,

-Tim Knight