Coaching Boccia

Introductory Coaching Accreditation

Course Pre-reading
 Contents
Section Section name Page
number 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.
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.
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_fo
r_understanding

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

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.
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  Put the person first and specify the
retarded, moron 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)
 Unfortunate; victim; suffer or suffering
from; afflicted with; disease; illness;
patient; in a vegetative state, invalid
 Say the ‘person with a disability since
birth’, ‘person with a congenital
disability’
 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
 Spastic
 Deaf and dumb
 Brain damaged
 Handicapped
 Insane; lunatic; maniac; mental patient;
neurotic; psycho; psychotic;
schizophrenic; unsound mind; crazy;
mad
 Terms beginning with ‘the’, such as ‘the
disabled’ or ‘the blind’
 Cerebral palsy sufferer
 Confined to a wheelchair; wheelchair-
bound
 Disabled toilets/parking
 Seizure
 Person with cerebral palsy
 Deaf/hearing impaired and cannot
speak/has difficulty with speech
 Person with an acquired brain injury
 Handicapped is appropriate only if
referring to a barrier facing people with
a disability, for example, “….are
handicapped by a lack of access”
 Put the person first and be specific, for
example, say ‘a person with a
psychiatric/mental illness’
 Put the person first and be specific, for
example, people who are blind
 Person with cerebral palsy
 Is a wheelchair user, uses a wheelchair
 Accessible toilets/parking
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.
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.
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 Time Out = 2 Throwers = 5 Ramps = 6

mins mins mins mins
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
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:
 Extra Challenges

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!

Drive the white Drive the red back DRAW onto the white,
back  Making ONE BLUE Then DRIVE the red
 Making ONE RED back
 Making TWO BLUE

DRAW onto the white, DRIVE the white back

then DRIVE the blue and then DRAW
back  Making THREE BLUE
 Making TWO RED

DRIVE the white back DRIVE the white back

and then DRAW and then DRAW
 Making THREE RED  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!

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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:
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.
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.
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 Rules
 Driving Shots  Time limit
 Blocking Shots  Court boundaries
 Running Shots  Taking turns (who is in the best position?)
 Box boundaries
 Line faults
Jack Placement Player roles in teams or pairs

Ball manipulation Strategies

 Grasp  Scoring points
 Release  Stopping points
 Underarm  Attacking
 Over arm  Defending
Ramp manipulation extensions Applying skills in situations

Pointer movement Player box positions

 Mouth  Communication between players
 Head  Communication between assistants
 Hand / fingers  Communication between coaches
 Other
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
Throwers Checklist
Preparation Cues
The preparation phase begins with the chair being lined up ‘Line-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 ‘Eyes on the Prize’
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 ‘See it Happen’
thrower can also use their non-throwing hand to hold the
wheelchair for extra stability.

Execution Cues
The execution phase begins with the thrower extending and ‘Swing for the
Gold’
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 ‘Stay Straight’
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.

Execution Cues
The follow-through phase results with the throwing arm ‘Point at your
Trophy’
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’.

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Rampers Checklist
Preparation Cues
The preparation phase begins with the chair and ramp ‘Line-Up’

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

down the ramp straight to the target. The body is
‘Eyes on the Prize’
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 ‘See it Happen’
breaths or any other rituals before playing.

Execution Cues
The execution phase begins with the ramp player holding ‘Swing for the
Gold’
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 ‘Stay Straight’
is released smoothly and carefully. The cue ‘look after the
gold’ is good in this case.

Execution Cues
The follow-through phase results with the eyes still fixed on ‘Look at your
Result’
the target. A good cue in this case is ‘look at your result’.
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

Draw - to hold the scoring shot
Too late…
Drive – if you have more balls remaining than your opponent
End 1

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

Draw - to hold the scoring shot

End 2 & 3

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
Draw - to hold the scoring shot
Too late…
Drive – if you have more balls remaining than your opponent
End 4

Can’t…
Block – how many points can you concede and win?
Remember points difference
Playing out…
Look for options to score more points
Appendix 1 – Boccia Court Layout

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Appendix 2 – Sports Ability Cards