The Slap Shot

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A good slap shot is mostly tequnique and that the power comes from a weight transfer. The weight of the player transfers from his back legs right through to the stick in his hands.

Friesen hit the ice a good foot or more before the stick came in contact with the puck. This caused the stick to "bow" considerably. When the stick did come in contact with the puck, the "bow" was released, snapping the stick towards the puck just as Friesen was following through with his swing (and transfering his weight).

The overall motion is combined with the stick snapping back, releasing energy into the puck. There is also a slight snap of the wrists at the end of the motion, allowing the puck to spin off the stick.

This gyroscopic action allows the puck to remain stable in flight, which help's the shot's accuracy.

The Perfect Slap Shot

First is the stick itself. Put your bottom hand halfway down the shaft. Now move it up one hand width. The reason you do this is to get maximum flex in you stick. You may not see it, but the stick bends and snaps as you shoot the shot. The reason your bottom hand is slightly above the halfway point is because it keeps your chest up enough that you can react if the shot is blocked. This also allows you to keep your speed and follow your own rebound.
Second is puck alignment. Have the puck just inside of your front foot. The puck should be about two blade lengths away from your body. This may seem close to you. However, you will achieve maximum power with the puck in this location. You just need to bend the knees even further putting more body weight into the shot.
Third is the windup. Think of it this way. The higher you pick up your stick the longer it will take to swing it back down. Therefore, to have a quick release, you must only bring the stick waist high. You will still be transferring your weight from the back foot to the front foot. Also, the stick must come straight up and straight down. Try not to turn your hips so that the stick goes behind you.
Forth is the shot. After looking where I want to shoot, I look back down at the puck. I want to strike the ice with my stick blade about two to three inches behind the puck. I am also trying to hit the ice and puck with the strongest part of my stick blade, the heel. By hitting the ice and not the puck, you allow the stick to flex or bend. As it snaps back into shape it strikes the puck with more force.

Fifth is the follow-through. As with all shots, my follow-through will most likely dictate where the puck goes. Here is a test for you. Put the puck on the blue line and shoot at the blue strip on the boards. After you shoot the puck, freeze your follow-through. If you look straight down the shaft of your stick, you should be able to see a straight line from your knob to the blue strip on the boards. One more hint on your follow-through. As you are shooting the puck, you must turn the toe of your front skate towards the target you are shooting at. This allows you to keep your momentum towards the net, get full power behind the shot, as well as keep better balance.

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The Physics of a Good Slap Shot

The velocity of an object is the rate of change of its position. As a basis for understanding this concept. Students know position is defined in relation to some choice of a standard reference point and a set of reference directions. Students know that average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary. Students know how to solve problems involving distance, time, and average speed. Students know the velocity of an object must be described by specifying both the direction and the speed of the object. Students know changes in velocity may be due to changes in speed, direction, or both. Students know how to interpret graphs of position versus time and graphs of speed versus time for motion in a single direction.

Unbalanced forces cause changes in velocity. As a basis for understanding this concept. Students know a force has both direction and magnitud. Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces. Students know when the forces on an object are balanced, the motion of the object does not change. Students know how to identify separately the two or more forces that are acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction. Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction). Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. Students know the role of gravity in forming and maintaining the shapes of planets, stars, and the solar system.