Coaching Boccia

Introductory Coaching Accreditation

Course Pre-reading

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Contents

Section

number

Section name Page

number

1 Introduction 3

2 Classification Information 4

3 Game Sense Basics 6

4 Communication Skills and the Coach 8

5 Why Words Matter! 11

6 Rules of Boccia 14

7 Boccia Information 20

8 Learning Activities 23

9 Games 27

10 Teaching Points 31

11 Focus Areas 31

12 Throwers Checklist 32

13 Rampers Checklist 33

14 Reminders 34

15 Simple Game Tactics 35

Appendix 1 Boccia Court Layout 36

Appendix 2 Sports Ability Cards 37

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Introduction

The philosophy of this entry level ‘Coaching Boccia’ accreditation is definitely learner

centred. It breaks away from the idea of traditional coach education where

participants attend a two day course and are then “accredited” with a level one

coaching accreditation. It recognises different learning styles and offers many

different ways in which participants can learn. It is also self paced so that

participants decide themselves when they undertake each component and when they

are assessed. Hence this course pre-reading is the first step in the journey of being an

accredited boccia coach.

The Australian Paralympic Committee (APC) would like to acknowledge the following

people in the development of this course and course material:

Kathy Tessier – vicsport

Leanne Carlon – Boccia Victoria

Paul van Oosten and Chris Nunn – APC

Peter King – Cerebral Palsy Alliance and Boccia NSW

Other useful additional information:

Updating

Accredited coaches will need to update every 4 years by demonstrating (log book

with verification) that they have completed 20 hours of practical coaching or

coaching related professional development.

Recognition of current competencies (RCC)

Assessment and competencies are the focus of this framework, hence potential

candidates can be assessed at any time that they choose. This philosophy will benefit

any candidate seeking RCC as they can simply choose to be assessed. All candidates

will pay a fee for being assessed. This will enable assessors’ fees to be paid.

Pre-requisites:

Have been involved in the coaching of boccia or have completed an

“Introduction to Boccia” session.

Be 16 years of age for accreditation.

Have completed the ASC’s Beginning Coaching General Principles (BCGP)

course on-line and supply evidence by way of certificate.

Have completed the course pre-reading.

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Classification Information

What is classification?

Classification forms the structure for all Paralympic competition. It separates

athletes with similar levels of impairments into groups or classes, so they can

compete in fair and equal competitions against one another. This same principle

exists in non-Paralympic sport where athletes are classified according to age, gender

or weight divisions to allow for as fair competition as possible.

Each Paralympic sport has a unique classification system to complement each sport’s

specific athletic skills and requirements. This means that athletes who compete in

more than one sport will receive a different classification for each sport.

Classification is necessary to ensure winning in Paralympic sport is determined by

athletic skill, fitness, power, endurance, tactical ability and mental focus, not on the

differences that exist between athletes’ disabilities. An athlete’s natural talent, level of

training or gender will not affect their classification.

What happens during classification?

During the athlete classification process, a trained classifier assesses an athlete on

how their impairment influences their ability to compete in their sport. The

evaluation process typically includes:

Medical testing

Demonstration of sport skills

Review of the athlete during competition

Minimal disability criteria

Boccia has a minimal disability criteria that athletes must meet in order to be eligible

for the sport.

Who can compete in boccia?

Boccia is a sport open to athletes who have movement difficulties in all four limbs.

This may be as a result of a number of conditions such as: Cerebral Palsy, Acquired

Brain Injury or Stroke, Spinal cord damage, Spina Bifida, Muscular Dystrophy,

Multiple Sclerosis, and Motor Neurone disease.

Athletes must compete in a wheelchair. Most Boccia athletes uses a wheelchair for

daily mobility, however some may walk, with some assistance.

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What are the boccia classes?

There are 4 classes in boccia: BC1 through to BC4.

BC1

Generally use a power wheelchair for daily use. They often require assistance to

adjust their sitting position or to grasp a Boccia ball. Players may use their hands or

feet to propel the ball during play. BC 1 players may utilise an assistant on the court

to help with their grasp of the ball before their shot.

BC2

These athletes have better trunk control than a BC1 player. They may be able to

grasp and throw a Boccia ball, but will have difficulty with throwing a ball overhead,

or generating lots of power or fast movements with their throws. Players are able to

spread their fingers and thumb but not quickly. The player might be able to walk or

stand with some assistance, however as they have much more functional ability than

BC1 players they are not permitted to use an assistive device or an assistant.

BC3

Players in this class have the most significant movement difficulties of their limbs.

These players are unable to grasp, throw or kick the ball into the playing area

consistently and purposely beyond the V-line on the boccia court. They are allowed

to use ramps and assistive devices to drive the ball into the playing zone. They may

utilise an assistant to support the placement of the ball on the ramp.

BC4

Players in this class have significant movement difficulties in all four limbs that is a

degenerative or other (non cerebral) neurological disorder. Players have poor

muscle strength and co-ordination difficulties combined with poor trunk control.

They may be able to push a manual chair. Athletes often use their arms or a head

thrust to bring themselves to an upright sitting position after a throw. BC4 players

can grasp and throw a ball into the playing area. These players are not permitted to

use an assistant or throwing chair.

Disclaimer

The classification of athletes in this sport is performed by authorised classifiers

according to the classification rules of the sport, which are determined by the

International Federation for the sport. This information is intended to be a basic

guide to Boccia. Sport Classification Rules change from time to time, and this guide

represents the classification system current at the date of publication.

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Game Sense Basics

Game-sense or game-centred approach is the use of games or match play situations

where the players are empowered to think of tactics, quick decision making and

problem solving in a highly motivational environment.

This approach shifts the focus from how we coach to how the players learn. The

emphasis is on the player rather than on the coach. Players have the opportunity to

analyse what they are doing through a number of mechanisms such as internal

feedback, observation, trial and error, and the attitude that they can change their

performance on their own, rather than relying on external feedback supplied by the

coach.

This is different from a skill-centred approach where techniques are often taught in

isolation, not requiring players to think about its relevance to game situations, and

bearing little resemblance to the skill required in an actual game. Traditional

methods focus on specific motor responses (techniques), and fail to take into account

the contextual nature of game. This concentrates too much on technique and not

enough on decision making.

Rod Thorpe from Loughborough University is the U.K. advocate of the Game-Sense

approach. He draws a distinction between technique and skill using the following

relation:

TECHNIQUE + PRESSURE = SKILL

For example, many players are required to undertake lengthy training sessions where

they practice techniques associated with a particular skill like shooting at the goal.

However, practising this in isolation does not include a large number of the variables

associated with implementing this skill in a constantly changing game situation.

When shooting at the goal, variables like the number and proximity of defenders,

position of the player's teammates, distance from the goal, amount of time and space

available, time left in the half or the match and the score may all affect the final

decision which has to be made in a split second.

Similarly, skills practice doesn't include decisions related to when and why this

shooting technique should be used in preference to other options which may include

eliminating the goalkeeper or using a push instead of a shot.

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Emphasis on technique has generally resulted in:

The production of 'skilful' players who in fact possess inflexible techniques and poor decision making capacity.

The development of coach-dependent players. Too much focus on HOW it is done rather than WHEN, WHERE or WHY.

If the emphasis is shifted to tactical considerations rather than tedious repetition of

technique, the game may become more interesting and enjoyable with players being

able to make correct decisions based on tactical awareness. At this point the athlete

appreciates the need for and relevance of a particular technique as required in a game

situation. Instead of the athletes asking "when can we play a game?", they ask "how

can we better perform the skill?"

It is for these reasons that Thorpe suggested that the games component be placed at

the beginning of the session rather than at the end. Aspects of coaching related to

decision making, risk taking, spatial awareness, counteracting an opponent and

recognizing scoring opportunities should then predominate the training session.

Traditional Approach Game-Based Approach

Warm up Warm up

Skills practice Game-sense game

Repeated drills Play analysis (tactical, technical, perceptual)

Minor game / game practice Back to Game-Sense game in light of above

Cool down Cool down

The benefits of a game-sense approach are:

Allows for a player-centred problem solving approach. Empowers players to think for themselves. Creates effective long term learning since the players are learning/discovering

things for themselves. Games intrinsically motivate the players, creating an environment that is both

challenging and enjoyable. Games support the physical and mental challenges that encourage the

understanding of tactics. Encourages players to use and develop perception and decision making.

Great resources (from the Australian Sports Commission):

Play for life cards Game sense cards

http://www.ausport.gov.au/sportscoachmag/coaching_processes/teaching_games_for_understanding

www.ausport.gov.au/participating/coaches/.../game_sense_-_part_2

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Communication Skills and the Coach

Communication is the art of successfully sharing meaningful information with people

by means of an interchange of experience. Coaches wish to motivate the athletes they

work with and to provide them with information that will allow them to train

effectively and improve performance. Communication from the coach to athlete will

initiate appropriate actions. This however, requires the athlete to receive the

information from the coach but also to understand and accept it.

Coaches need to ask themselves:

Do I have the athlete's attention?

Am I explaining myself in an easily understood manner?

Has the athlete understood?

Does the athlete believe what I am telling him/her?

Does the athlete accept what I am saying?

Non-verbal messages

At first, it may appear that face-to-face communication consists of taking it in turns to

speak. While the coach is speaking, the athlete is expected to listen and wait patiently

until the coach finishes. On closer examination, it can be seen that people resort to a

variety of verbal and non-verbal behaviour in order to maintain a smooth flow of

communication. Such behaviour includes head-nods, smiles, frowns, bodily contact,

eye movements, laughter, body posture, language and many other actions. The facial

expressions of athletes provide feedback to the coach. Glazed or down turned eyes

indicate boredom or disinterest, as does fidgeting. Fully raised eyebrows signal

disbelief and half raised indicate puzzlement. Posture of the group provides a means

by which their attitude to the coach may be judged and act as pointer to their mood.

Control of a group demands that a coach should be sensitive to the signals being

transmitted by the athletes. Their faces usually give a good indication of how they

feel, and a good working knowledge of the meaning of non-verbal signals will prove

invaluable to the coach.

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Communication Blocks

Difficulties in communicating with an athlete may be due a number of issues

including the following:

The athlete's perception of something is different to yours.

The athlete may jump to a conclusion instead of working through the process

of hearing, understanding and accepting.

The athlete may lack the knowledge needed to understand what you are trying

to communicate.

The athlete may lack the motivation to listen to you or to convert the

information given into action.

The coach may have difficulty in expressing what she/he wishes to say to the

athlete.

Emotions may interfere in the communication process.

There may be a clash of personality between you and the athlete.

These blocks to communication work both ways and coaches need to consider the

process of communication carefully.

Effective Communication

Before communicating with an athlete, coaches should consider:

WHY they want to communicate

WHO they wish to communicate with

WHERE and WHEN the message could best be delivered

WHAT is it that they want to communicate

HOW they are going to communicate the information

Effective communication contains six elements:

Clear Ensure that the information is presented clearly

Concise Be concise, do not lose the message by being long winded

Correct Be accurate, avoid giving misleading information

Complete Give all the information and not just part of it

Courteous Be polite and non-threatening, avoid conflict

Constructive Be positive, avoid being critical and negative

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Be Positive

When coaches provide information to the athlete that will allow them to take actions

to effect change, it is important that they provide the information in a positive

manner. Look for something positive to say first and then provide the information

that will allow the athlete to effect a change of behaviour or action.

Conclusion

Coaches should:

Develop their verbal and non-verbal communication skills.

Ensure that they provide positive feedback during coaching sessions.

Give all athletes in their training group equal attention.

Communicate as appropriate to your athlete's thinking and learning styles.

Ensure that they not only talk to their athletes but they also listen to them as

well.

Improved communication skills will enable both the athlete and coach to gain much

more from their coaching relationship.

***This article was adapted from material from the Australian Sports

Commission.

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Why words matter!

Terminology and the social model

The underlying philosophy behind this course and the Australian Paralympic

Committee’s approach to inclusion follows the social model of disability. The social

model identifies systemic barriers, negative attitudes and exclusion by society

(purposely or inadvertently) that mean society is the main contributory factor in

disabling people. While physical, sensory, intellectual, or psychological variations,

may cause individual functional limitation or impairments, these do not have to lead

to disability unless society fails to take account of and include people regardless of

their individual differences. The origins of the approach can be traced to the 1960s;

the specific term emerged from the United Kingdom in the 1980s.

Putting People First

Disability and Appropriate Language

Language reflects and shapes the way we view the world. The words we use can

influence community attitudes - both positively and negatively - and can impact on

the lives of others.

How we write and speak about people with disabilities can have a profound effect on

the way they are viewed by the community. Some words, by their very nature,

degrade and diminish people with disabilities. Others perpetuate inaccurate

stereotypes, removing entirely a person’s individuality and humanity.

Over the years, people with disabilities have had to endure a variety of labels that

serve to set them apart from the rest of the community. Even today, people with

disabilities are still identified by their disabling condition – all too often, we hear ‘a

paraplegic’ for a person who has paraplegia; ‘a cerebral palsy sufferer’ for a person

with cerebral palsy or a ‘Down syndrome baby’ for a baby with Down syndrome.

This labeling influences our perceptions by focusing only on one aspect of a person –

their disability – and ignores their other roles and attributes, for example they may be

also a parent, a lawyer, a musician or a sportsperson.

This guide aims to promote a fair, accurate and positive portrayal of people with

disabilities. “Putting People First” is a simple rule of thumb – acknowledge the

person before their disability.

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General guidelines

Avoid defining a person by their disability. We are all individuals with abilities,

desires, interests and problems – some of us happen to have a disability.

Avoid focusing unnecessarily on a person’s disability. If it is not necessary to

acknowledge that a person has a disability, then don’t mention it.

Portray people with disabilities positively by recognising what a person can do

rather than focusing on their limitations, for example, the person walks with

an aid, not that he or she has limited mobility.

Recognise that many of the difficulties facing people with a disability are

barriers created by community attitudes and the physical environment. We

can all help to break down these barriers by using appropriate language – to

be labeled in a derogatory way serves only to perpetuate these barriers.

Be specific about a person’s circumstances and avoid stereotypes,

generalisations and assumptions based on limited information.

Avoid any word or phrase that has a negative connotation – for example,

‘confined to a wheelchair’ instead of ‘uses a wheelchair’ – or that implies

people with a disability are suffering.

Avoid labels; say person with a disability; put the person first and be specific.

Words to avoid Words to use

Abnormal; cripple or crippled; mentally retarded, moron

Put the person first and specify the need or disability, for example, a person who uses a wheelchair, person with a cerebral palsy/a disability

Defect (as in birth defect, congenital defect)

Say the ‘person with a disability since birth’, ‘person with a congenital disability’

Unfortunate; victim; suffer or suffering from; afflicted with; disease; illness; patient; in a vegetative state, invalid

Put the person first and be specific, for example, a person with Down syndrome

Note: Patient is appropriate when referring to a doctor/patient relationship

Dwarf Person who is little or of short stature

Mongol Person with an intellectual disability/ person with Down Syndrome

Paraplegic Person with paraplegia

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Epileptic Person with epilepsy

Fit/attack/spell Seizure

Spastic Person with cerebral palsy

Deaf and dumb Deaf/hearing impaired and cannot speak/has difficulty with speech

Brain damaged Person with an acquired brain injury

Handicapped Handicapped is appropriate only if referring to a barrier facing people with a disability, for example, “….are handicapped by a lack of access”

Insane; lunatic; maniac; mental patient; neurotic; psycho; psychotic; schizophrenic; unsound mind; crazy; mad

Put the person first and be specific, for example, say ‘a person with a psychiatric/mental illness’

Terms beginning with ‘the’, such as ‘the disabled’ or ‘the blind’

Put the person first and be specific, for example, people who are blind

Cerebral palsy sufferer Person with cerebral palsy

Confined to a wheelchair; wheelchair-bound

Is a wheelchair user, uses a wheelchair

Disabled toilets/parking Accessible toilets/parking

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Rules of Boccia These rules have been adapted from the CPISRA International Boccia Rules (10th

edition).

Equipment

Boccia Balls

A boccia ball set consists of six red, six blue and one white jack ball and must be in

good condition.

Scoreboard

Should be placed in a position where it can be seen by all players.

Red / Blue Indicator

Similar to a table tennis paddle that allows the players to clearly see which side

should play.

The Court

The surface should be flat, smooth and clean - such as a gymnasium floor. The

dimensions will be 12.5m x 6m (see Appendix 1).

Grades of play

Classification

All players must be seated while playing and compete in either of the 2 grades: a

thrower/kicker or a ramp player. Each division is played by competitors of either

sex.

Individual Divisions

A match consists of 4 ends except in the case of a tie-break. Each Player receives 6

coloured balls. The side throwing red balls occupy throwing box 3 and the side

throwing blue balls occupy throwing box 4.

Pairs Division

A match consists of 4 ends except in the case of a tie-break. The pair playing as red

will occupy throwing boxes 2 and 4. The pair playing as blue will occupy boxes 3 and

5. Each player will receive 3 balls.

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Team Division

A match has 3 red players and 3 blue players. A match consists of 6 ends except in the

case of a tie-break. Each player starts one end by throwing the jack ball passing in

numerical order from throwing boxes 1-6. The team playing as red will occupy

throwing boxes 1, 3 and 5 and the side playing as blue will occupy boxes 2, 4 and 6.

Each Player will receive 2 balls.

Play

Coin Toss

The referee flips a coin and the winning side chooses whether to play red or blue.

Warm Up

At the start of each match the players will have 2 minutes or 6 coloured balls to

throw.

Throwing the jack ball

The side throwing red always starts the first end. The player must throw the jack ball

passed the V line into the valid area of the court.

Fouled Jack

If the jack is fouled it is given the player who is due to throw the jack next. The jack

will be fouled if:

It fails to cross the V line

It is thrown out of court

Throwing the first ball into court

The player who throws the jack ball also throws the first coloured ball. If the ball is

thrown out of court, the same player throws again until one ball stays in the court.

Throwing the first opposition ball

The opposition side will then throw.

Throwing the remaining balls

The side to throw next will be the side which does not have the closest ball to the jack.

This will continue until both sides have thrown all of their balls.

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Balls out of court

A ball, including the jack ball, will be considered out of court if it touches or has

crossed the boundary lines.

Jack knocked out of court

During a match it will be repositioned on the ‘Jack Cross’. When the jack has been

replaced the side to throw next is determined according to ‘throwing the remaining

balls’.

NOTE:

If there are no coloured balls on the court after the jack has been replaced, the side

which knocked the jack out will play again.

Equidistant balls

If two or more balls of different colours are equidistant from the jack and there are no

other balls closer, it is the side that threw last that must throw again. The side to

throw will then alternate until either the equidistant balls are disturbed or one side

has thrown all of its balls.

Balls thrown simultaneously

If more than one ball is thrown at the same time when it is that side’s turn to throw

both balls are deemed to be played and remain on court.

NOTE:

If in the referee’s opinion the balls were thrown on purpose to gain an advantage, eg,

time is running out, then both balls are retracted.

Dropped ball

If a player accidently drops the ball the referee can allow that player to replay that

ball.

Scoring

Calculating the score

The side with the ball closest to the jack will score one point for each ball closest to

the jack than the opponent’s closest ball to the jack.

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NOTE:

If two or more balls of different colours are equidistant from the jack each side will

receive one point per jack.

Completion of end

After all balls have been thrown, the referee will score the end. The referee will

verbally announce the final scores before removing any of the balls.

Determining the final score

At the completion of the match, the points scored on each end are added together and

the side with higher total score is declared the winner. If the scores are equal a ‘tie

break’ end is played.

Tie Break

In a tie break end the winner of a coin toss will choose which side plays first. The jack

ball of the side that plays first will be used. The jack ball is placed on the ‘jack cross’

and the end is played as normal with which ever colours jack on the cross playing

first.

Penalties

2 extra balls are awarded if:

The opposition player leaves their throwing box without permission.

The opposition’s assistant looks into the court.

The opposition player prepares their next shot in your time.

The ball played will be removed for the end if:

You throw a ball before the referee has indicated which side to go next.

You throw a ball when it is the opposing sides turn to throw.

The BC3 assistant stops the ball in the ramp or if the player is not the person

who releases the ball.

2 extra balls are awarded plus the ball played will be removed for the end if:

Any part of the player, chair, equipment or assistant is touching the floor

outside of the throwing box at the point of releasing the ball.

The ramp is not moved after each shot.

The ramp is overhanging the front of the throwing line at the point of releasing

the ball.

The player is not sitting down at the point of releasing the ball.

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Disrupted End

If an end is disrupted the referee will return the disturbed balls to their previous

position. If in the opinion of the Referee this is not possible then the end will be

restarted.

Time

A side’s time shall start when the referee indicates to the timekeeper. A side’s time

will stop when the ball stops rolling or goes out of court.

Time limits

Throwers – 5 minutes each player

Rampers – 6 minutes each player

Ramp pairs – 8 minutes per pair

Throwers teams – 6 minutes per team

Warm up balls / time out 2 minute.

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Summary Sheet

Referee Cheat Sheet Retraction Penalty

Leaving playing box without permission

Ramp assistant turns into court

Inappropriate communication

Prepares to play out of turn

Ramp assistant moves without instruction

Player outside of box when throwing

Ramp assistant/equipment out of box

Player does not reset ramp

No contact on chair when throwing

Ramp assistant turns into court when releasing

Ramp overhanging front line

Ball thrown before referee instruction

Played out of turn

Ball stops / assistant stops ball in ramp

Ramp player does not touch the ball last

Timings Warm-up = 2 mins

Time Out = 2 mins

Throwers = 5 mins

Ramps = 6 mins

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Boccia Information

Aim

The aim of boccia is to propel (by throwing, kicking or using a ramp device with use

of an assistant) your coloured Boccia balls closer to the jack than your opponents. If a

red ball is closer, then blue will throw and so on until all balls are thrown, where the

end finishes.

Equipment and Format

A game consists of one white ‘jack’, six red, and six blue weighted leather Boccia balls

and lasts for four ends for individuals and pairs, or six ends for teams.

Scoring

At the completion of an end, points are determined by who is closest to the jack and

every additional ball that is closer than the oppositions. A maximum of six points can

be scored from one end disregarding penalty shots. In the case of the points being

equal at the end of a game, a tiebreaker will commence where the jack is placed in the

middle of the court on the cross.

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Boccia Court

The playing court is made up of 6 player’s boxes and a scoring area. Players must

remain inside their designated box for the entirety of the match with penalties

awarded to if a player moves outside during play. Only on the referee’s approval, may

a player be allowed to exit their box to move onto the scoring area to view the

positions of the balls. For play to commence, the jack ball must first pass the V-line for

a throw to be considered in court. (See Appendix 1 for a detailed illustration of a

boccia court layout and its markings).

Centre Cross

V-Line

Playing Boxes

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Boccia Terms:

Drawing shot

This is when you try and ‘draw’ the boccia ball as close as possible to the jack.

Driving shot

This is when you try and ‘drive’ another boccia ball away from OR ‘drive’ your own

ball closer to the jack.

Blocking shot

This is when you purposely place boccia balls in front of the jack or another player to

limit their chances of scoring.

Running shot

This is a combination of a drawing and driving shot where you hit another ball out

but keep your ball there.

Jack

The white ball.

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Learning Activities

Warm-Up Challenges

Players take at least 10 minutes trying to propel 6 balls out onto court like

shown:

Players try and propel all 6 balls into a clump at one particular point on the

court, for example:

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Extra Challenges

Drive the white back Making ONE RED

Drive the red back Making ONE BLUE

DRAW onto the white, then DRIVE the blue back Making TWO RED

DRAW onto the white, Then DRIVE the red back Making TWO BLUE

DRIVE the white back and then DRAW Making THREE BLUE

DRIVE the white back and then DRAW Making THREE RED

DRIVE the white back and then DRAW Making THREE BLUE

It is important to remember that it may not always be possible to score a point by aiming directly for the white. Sometimes, you must be prepared to use several balls to score one point, which may be achieved by using different angles and gently nudging

your own balls into gaps.

Remember – it is a game of SKILL and STRATEGY, not brute force!

Remember – the following learning activities should be incorporated into a game-sense or game-centred approach. This means utilising games or match play situations where the players are empowered to think of tactics, quick decision making and problem solving in a highly motivational environment. CHALLENGE YOUR TEAM-MATE, PARENT OR COACH!

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Jack / First Ball Practice

Players propel out the jack and try and put their next shot right on it, and

repeat several times:

Driving Practice

Place 6 boccia balls in a line at various lengths on the court and players are to

hit all 6 back before moving the line backwards and repeating:

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Drawing Practice

Place 6 boccia balls of one colour in a line at various lengths on the court.

Players are to partner up all 6 before moving the line backwards and

repeating.

Blocking Practice (in pairs)

Players have 6 Boccia balls of each colour and a jack.

They each then propel their jack out with one shot as close as possible to the

jack (same colours).

They swap over and then place 6 different coloured balls in positions so that

the shot has been blocked off for any more points (can score if blocking is not

good enough).

They then swap back and aim to try and use the remaining 5 balls of the first

colour to score as many points as possible on their partners jack and shot.

3. Player puts Jack out and then follows with

first shot.

2. Players swap over and block using

different coloured balls.

1. Players swap back and use the remaining

balls to score points.

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Games

Pairs (for 4 players)

Players are in pairs in the middle-most 4 boxes (2-5). Each player has a turn at

propelling the jack into the court. Rules and scoring as per normal.

Teams (for 6 players)

Players are in teams of 3 in all 6 boxes. Each player has a turn at propelling the

jack into the court. Rules and scoring as per normal.

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Targets

The target is placed anywhere on court and players then take turns at

propelling their Boccia balls at it. This can be done as a team or as individuals.

After all balls have been thrown the points can be added up to determine the

winner.

Additional challenges:

Move targets.

Make smaller targets.

Beat own score from previous times.

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Cross Knockout

Players have 2-3 Boccia balls each and are to propel them as close as possible

to the cross. After everyone has thrown one ball each, the furthest 1 or 2 shots

are eliminated until there is only one person left.

Driving Supreme

Players sit at opposite ends of the court with a ball positioned half way

between. Players then take turns at trying to ‘drive’ the ball towards their

opponent. The winner is the one who hits it the furthest from their line after

all balls are played or when the ball in the middle crosses the opposition’s line.

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Zones

The court is divided into areas that are designated into different points

depending on size and difficulty to land in that area. Players then take turns at

trying to score as many points as possible. The winner is the one who scores

the most points after all balls have been played.

Hit Down

Place skittles or cones out around the court and have players try and knock

them over like in bowling. Points awarded for who can hit the most over in 6

attempts.

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Teaching Points

Physical (Doing) Cognitive (Thinking)

Drawing Shots Driving Shots Blocking Shots Running Shots

Rules

Time limit Court boundaries Taking turns (who is in the best position?) Box boundaries Line faults

Jack Placement Player roles in teams or pairs

Ball manipulation

Grasp Release Underarm Over arm

Strategies

Scoring points Stopping points Attacking Defending

Ramp manipulation extensions Applying skills in situations

Pointer movement

Mouth Head Hand / fingers Other

Player box positions

Communication between players Communication between assistants Communication between coaches

Ball placement

Own strengths Opposition weaknesses

Focus Areas

Scoring points on own throw Scoring points on opponents throw

Number of drawing shots Number of driving shots

Number of blocking shots Ramp movements

Jack placement Time taken to throw balls

Ball and shot selection Penalties received

Teamwork Points against

Technique of throw Shot routine

Ability to handle pressure Game tactics

Errors made Balls placed directly on jack

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Throwers Checklist

Preparation Cues

The preparation phase begins with the chair being lined up

with the throw. This may include the lining up of the arms,

feet or any landmark on the ground to the jack. For a right-

handed thrower, the chair will be positioned more to the

left to accommodate for their arm movement and vice

versa. The body is positioned upright, with their eyes on the

prize and they are visualising their ball stopping or kissing

the jack. The thrower relaxes by taking deep breaths, wiping

their hands or any other rituals before throwing. The

thrower can also use their non-throwing hand to hold the

wheelchair for extra stability.

‘Line-Up’

‘Eyes on the Prize’

‘See it Happen’

Execution Cues

The execution phase begins with the thrower extending and

swinging their throwing arm out towards the jack and

looking down their arm at the target. It is important to keep

your head still and your eyes fixed on the jack throughout

the throw. The cue ‘swing for the gold’ is good in this case.

It is important that the line that the throwing arm travels

remain in-line with the jack until the ball is released.

‘Swing for the

Gold’

‘Stay Straight’

Execution Cues

The follow-through phase results with the throwing arm

and fingers pointing towards the jack and the eyes still fixed

on the target. A good cue in this case is ‘point at your

trophy’.

‘Point at your

Trophy’

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Rampers Checklist

Preparation Cues

The preparation phase begins with the chair and ramp

being lined up with the shot so that the player is looking

down the ramp straight to the target. The body is

positioned upright, with their eyes looking down the ramp

to the prize and they are visualising their ball stopping or

kissing the jack. The ramp player relaxes by taking deep

breaths or any other rituals before playing.

‘Line-Up’

‘Eyes on the Prize’

‘See it Happen’

Execution Cues

The execution phase begins with the ramp player holding

the ball in place on the ramp and looking down at the

target. It is important to keep your head still and your eyes

fixed on the jack throughout the movement so that the ball

is released smoothly and carefully. The cue ‘look after the

gold’ is good in this case.

‘Swing for the

Gold’

‘Stay Straight’

Execution Cues

The follow-through phase results with the eyes still fixed on

the target. A good cue in this case is ‘look at your result’.

‘Look at your

Result’

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Reminders

Throwers

Line your chair up to the jack

Keep wheelchair inside the box

Both brakes are on

Double check chair position

Sitting straight and back in the seat

Choose the right ball for the type of shot

Hold Boccia ball comfortably in hand

Grip chair with other hand (if needed) for extra stability

Relax body and focus on smooth swing and release

Take your time and concentrate on what you are doing!

Follow through towards jack or target

Rampers

Line the ramp up to the jack

Keep all equipment inside the box

Both brakes are on

Move the ramp up or down then sideways

Look down ramp line to Boccia ball

Double check ramp line

Choose the right ball for the type of shot

Add extensions if needed

Relax body and focus on smooth ball release

Take your time and concentrate on what you are doing!

Check again down ramp line after shot

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Simple Game Tactics En

d 1

Draw - to hold the scoring shot Too late…

Drive – if you have more balls remaining than your opponent Can’t…

Block – to reduce the score If holding the shot…

Draw – to score more points Drive – to move opposition balls out of the way

End

2 &

3 Draw - to hold the scoring shot

Too late… Drive – if you have more balls remaining than your opponent

Can’t… Would you need to score more than two per end to win after this end?

YES – Examine your options to attack, save some balls for safety Playing out…

Look for options to score more points

End

4

Draw - to hold the scoring shot Too late…

Drive – if you have more balls remaining than your opponent Can’t…

Block – how many points can you concede and win? Remember points difference

Playing out… Look for options to score more points

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Appendix 1 – Boccia Court Layout

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Appendix 2 – Sports Ability Cards