Risk Orientation in Hockey: Helping Young Players Balance Creativity and Structure

RISK ORIENTATION

For hockey coaches working with young players, understanding risk orientation can make a huge difference to how training sessions feel, how players develop, and how the coach–athlete relationship evolves.

In simple terms, risk orientation refers to how comfortable someone feels stepping into uncertainty, embracing challenge, and trying something new.

Some young athletes naturally enjoy experimentation and variety.  Others prefer routine, structure and predictability.

Neither approach is right or wrong.  However, when a coach and an athlete sit at opposite ends of the spectrum, it can shape the learning environment in powerful ways.

What Is Risk Orientation in Sport?

Risk orientation is part of the Challenge pillar within the 4Cs model of Mental Toughness.

It reflects how individuals approach:

• Uncertainty
• Experimentation
• New challenges
• Unfamiliar situations

Children with high risk orientation often enjoy trying new techniques, exploring creative solutions and testing different approaches during competition.  Children with lower risk orientation may prefer clear structure, predictable routines and well-rehearsed patterns of play.

Both styles can be effective.

The key challenge for coaches is creating an environment where different approaches can coexist and support development.

The Structured Coach: Low Risk Orientation

Imagine a hockey coach who prefers structure and routine.

Training sessions are carefully organised, drills follow a consistent pattern each week, and the focus is on repeating techniques until they become reliable and efficient.

There are many benefits to this approach.

Structure can provide young athletes with:

• Clarity about expectations
• A sense of stability
• Confidence in their roles
• Consistency in skill development

For younger hockey players especially, structure often helps them feel secure.

However, when a coach sits very low on the risk-orientation spectrum, challenges can begin to emerge.  They may find it difficult to introduce change or variety.

For example, they might:

• Avoid experimenting with new drills
• Resist unfamiliar tactical ideas
• Prefer repeating the same exercises week after week

When setbacks occur, they may retreat further into familiar routines rather than exploring alternative approaches.

The Creative Player: High Risk Orientation

Now imagine one of the young hockey players on the team.  This child loves exploring different ways of playing.  They enjoy trying creative passes, experimenting with new skills and adapting their approach depending on the situation.

Players with high risk orientation often display traits such as:

• Curiosity
• Creativity
• Adaptability
• Willingness to experiment

In hockey, these players might try unexpected passes, take on defenders in new ways, or attempt innovative attacking movements.

They thrive in environments where there is:

• Variety in training
• Opportunities to solve problems
• Freedom to explore different solutions

Even when mistakes happen, these athletes tend to keep searching for new answers.

When Coaching Structure Meets Player Creativity

When a structured coach works with a creative athlete, tension can sometimes develop.

The player may start to feel restricted.

Training sessions might begin to feel repetitive or predictable.

The athlete may think:

• “Why can’t we try something different?”
• “Why can’t I experiment with that idea?”

At the same time, the coach may feel uncomfortable with the athlete’s willingness to take risks.

They may worry that the player is being reckless or ignoring instructions.

However, this situation doesn’t have to create conflict.

In fact, when coaches understand risk orientation, it can become an opportunity for growth.

STRENGTHENING THE COACH–ATHLETE RELATIONSHIP

One useful framework for understanding these dynamics comes from Professor Sophia Jowett’s 3 + 1 Cs model of the coach–athlete relationship.

The model highlights four key elements that underpin strong relationships in sport:

• Closeness
• Commitment
• Complementarity
• Co-orientation

These four elements can help coaches navigate differences in personality and approach.

Closeness: Showing Interest in the Athlete’s Thinking

Closeness refers to the emotional bond between coach and athlete.

For players high in risk orientation, it is important that their curiosity and creativity are recognised rather than criticised.

Simple conversations can make a big difference.

A coach might ask:

• “What were you trying to do in that moment?”
• “What did you notice when you tried that pass?”
• “What made you choose that option?”

These questions show genuine interest in how the athlete thinks.

When players feel understood, trust grows.

Commitment: Supporting Long-Term Development

Commitment reflects the willingness of both coach and athlete to invest in the relationship.

Young hockey players are far more likely to develop confidence when they feel their coach is invested in their long-term growth.

For example, a coach might say:

“I know you like trying new ideas. Let’s work out how we can use that creativity to help your development and the team.”

This kind of message signals that the coach values the player’s mindset rather than trying to suppress it.

Complementarity: Balancing Structure and Creativity

Complementarity refers to how the behaviours of coach and athlete work together.

A structured coach does not need to completely change their coaching style.

Instead, they can introduce controlled variety within training sessions.

For example:

• Scenario-based hockey challenges
• Small-sided games with different rules
• Mini competitions within drills
• Tactical problem-solving exercises

These activities allow players to experiment while still maintaining the structure that the coach prefers.

Another helpful strategy is introducing moments of autonomy.

A coach might ask:

• “If you were designing this drill, what would you change?”
• “What different solution could you try here?”

These questions encourage players to think creatively while staying within the training framework.

Co-orientation: Understanding Each Other’s Perspective

Co-orientation refers to how well the coach and athlete understand each other’s viewpoint.

A coach who prefers structure might assume the athlete is taking unnecessary risks.

But the athlete may simply be motivated by curiosity and challenge.

Open conversations about how each person approaches learning, risk and development can help both sides understand each other.

When this shared understanding develops, the coach–athlete relationship often becomes much stronger.

Risk Orientation and Mental Toughness

Risk orientation is a sub-measure of the challenge component of Mental Toughness.

Young athletes who are comfortable stepping into uncertainty often show a willingness to experiment and explore solutions.

These behaviours can be incredibly valuable in hockey, where decision-making and creativity often determine the outcome of a game.

However, young hockey players still need a coaching environment that channels this mindset productively.

The most effective environments balance two key elements:

Structure and challenge.

Structure provides stability.

Challenge stimulates curiosity and growth.

When these elements work together, young athletes remain:

• Curious
• Creative
• Engaged

A Reflective Question for Hockey Coaches

As a hockey coach, it can be helpful to reflect on your training environment.

Ask yourself:

Are you creating enough variety and challenge to keep your more adventurous players engaged?

Sometimes the most creative athletes simply need the right environment to explore their ideas while continuing to develop their skills.  When coaches strike the right balance between structure and experimentation, they often unlock the best in their hockey players.

You may also wish to listen to:

>> 310 Risk Orientation: When Coaches and Athletes Think Differently

Or Read:

>>Learning Orientation in Youth Sport: A Guide for Coaches Working with Teenage Athletes

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