BOCCE practical guide€¦ · Bocce - practical guide / Valeria ălan, Ana Maria Mujea, armen...
Transcript of BOCCE practical guide€¦ · Bocce - practical guide / Valeria ălan, Ana Maria Mujea, armen...
VALERIA BĂLAN ANA-MARIA MUJEA CARMEN GHERGHEL
BOCCE
practical guide
2019
Descrierea CIP a Bibliotecii Naţionale a României
BĂLAN, VALERIA
Bocce - practical guide / Valeria Bălan, Ana Maria Mujea, Carmen Gherghel. -
Bucureşti : Discobolul, 2019
ISBN 978-606-798-076-9
I. Mujea, Ana Maria
II. Gherghel, Carmen Liliana
796 37
Material for disseminating the practical experience gained within the
“Sport together, active forever” project (590526 – EPP – 1 –
2017 – 1 – RO – SPO – SSCP, Grant Agreement: 2017 – 3137 /
001 – 001)
The material is published through EU funding by the Erasmus+ Sport
Programme.
The material reflects only the views of the authors. The European
Agency and Commission are not responsible for the information
contained in this material.
Each author mentioned at each chapter or subchapter is responsible for
the information presented.
The text was translated by Associate Prof. PhD Manon-Lavinia Popescu,
member of the project team.
FOREWORD
The perfection of spheres has always deeply fascinated people. At the same
time, the attempt to throw an object towards a target or a fixed point is one of the
oldest human skills.
Instinctually initiated and refined by exercise, the throwing technique
preceded and probably contributed to marking the transition from primates to
hominids, to Homo habilis.
We could say that the training of skills is the one that has essentially
contributed to the evolution of the human species. Perhaps the permanent
attraction that sport exerts on people is related to the ancestral memory of the first
big leap that man could make by perfecting his skills through training.
This book, which is connected to the latest training methodologies and
techniques, does not hesitate to promote, for motivating athletes, the old joy
associated, in the depths of human psychology, with a successful throw.
Bocce is a very old sport that has naturally emerged from current, real and
useful activities performed by people all over the world. The complete accessibility
of this sport derives from the lack of any artificial elements, from the simplification
reaching the natural essence of movements.
The simplicity of rules and the naturalness of movements recommend it as
one of the most suitable sports for people with disabilities, too.
This book, written with thoroughness and professionalism, is a guide for
those who want to learn or improve their level of play. At the same time, there are
clearly highlighted, insisting on the essential details, the specific challenges, but
also the best practices related to the training of Special Olympics athletes.
Scrolling, as in an ancient papyrus, through the charm of this ancestral
sport, the authors offer readers a book not only interesting, but also rich in useful
information with immediate applicability.
Viorel Mocanu
Sports Director – Special Olympics Romania
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TABLE OF CONTENTS
CHAPTER I
BOCCE – A SPORT DISCIPLINE PRACTICED BY PEOPLE WITH DISABILITIES ____________________________________ 7
1.1. The history of bocce _________________________________________ 7
1.2. The practice of bocce sport discipline in Romania _______________ 9
1.3. The bocce playing technique ________________________________ 15
1.4. The bocce rules ___________________________________________ 23
CHAPTER II
MOTOR SKILLS IN CHILDREN WITH DOWN SYNDROME ___ 27
2.1. Motor control _____________________________________________ 27
2.2. Motor skills ______________________________________________ 29
CHAPTER III
ADAPTATION OF THE BOCCE GAME FOR ATHLETES WITH VARIOUS TYPES OF DISABILITIES ___________________ 39
3.1. Adaptation of the environment ______________________________ 39
3.2. The training process and the preparation for competitions ______ 40
3.2.1. Modifications of instructions ___________________________ 40
3.2.2. Inventory modifications in the training process ___________ 40
3.2.3. Modification during the game __________________________ 41
3.2.4. Modification of rules and tasks _________________________ 41
3.2.5. Modification of instructions ____________________________ 41
3.2.6. Environmental modifications ___________________________ 42
3.3. Adjustment methods for the group with disabilities ____________ 42
3.3.1. Students with visual impairments _______________________ 42
3.3.2. Students with hearing impairments _____________________ 43
3.3.3. Students with cerebral palsy (CP) _______________________ 44
3.3.4. Students with damage to the spinal neural canal __________ 45
3.3.5. Students with intellectual disabilities ____________________ 45
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3.3.6. Students with autism __________________________________ 46
3.3.7. Students with attention deficit hyperactivity disorder (ADHD) __________________________________________________________ 47
CHAPTER IV
SPECIFIC MEANS FOR LEARNING THE GAME OF BOCCE __ 48
4.1. Means for learning/consolidating the bocce-specific motor skills _ 50
4.1.1. Means for getting used to the ball ________________________ 50
4.1.2. Means for releasing the ball ____________________________ 59
1 – Distance free-throw exercises _________________________ 60
2 – Guided throw exercises ______________________________ 62
4.2. Means for developing the motor skills needed in the bocce game _ 82
4.3. Specific means for children-parents/volunteers _______________ 89
CHAPTER V
ROLE OF THE COACH IN THE TRAINING AND COORDINATION OF ATHLETES WITH DISABILITIES __________________ 98
CHAPTER VI
EVALUATION – ITS ROLE AND IMPORTANCE IN MONITORING THE GAME OF BOCCE ____________________________ 102
CHAPTER VII
ASPECTS RELATED TO PRACTICING THE BOCCE SPORT DISCIPLINE AS REVEALED BY THE PARTNER ENTITIES IN THE ERASMUS+ SPORT PROJECT “SPORT TOGETHER, ACTIVE FOREVER”, 590526-EPP-1-2017-1-RO-SPO-SSCP _________ 109
7.1. Practicing the bocce sport discipline at the Down Plus Association in
Bucharest – Romania ________________________________________ 109
7.2. Practicing the bocce sport discipline at the Special Sports Centre in
Kuldiga – Latvia _____________________________________________ 111
7.3. Practicing the bocce sport discipline at the Esportiu Alba Club in
Tàrrega – Spain _____________________________________________ 113
REFERENCES __________________________________ 116
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CHAPTER I
BOCCE – A SPORT DISCIPLINE PRACTICED BY
PEOPLE WITH DISABILITIES1
1.1. The history of bocce2
Throwing balls towards a target is the oldest game known
to mankind. In ancient times, the Egyptians practiced a form of
this game with polished rocks. (Wilson, 2018)
Graphical representations with figures tossing balls or
polished stones date as early back as 5200 BC. From Egypt, the
game moved to Greece around 800 BC. (Mackey, 1987)
The Greek physician Hippocrates (460-377 BC), the “father
of modern medicine”, used to play bocce and recommended the
game for its benefits to both the body and the mind (Fowler,
2019).
The Romans learned the game from the Greeks, and then
spread it throughout the empire. The Roman influence on bocce
is preserved in the very name of the game; bocce derives from the
Latin word bottia, meaning “boss”. (Caldwell, 2018)
In Rome, the early version of this game was played with
coconuts brought by the Romans from North Africa, and later
with olive-wood balls (Four Lakes Bocce Association, 2015).
In its current form, bocce was played for the first time in
264 BC, during the Punic Wars, when the Roman soldiers used it
for relaxation. Teams were made up of 2, 4, 6 or 8 men. As the
1 Chapter written by Associate Prof. PhD Valeria Bălan and Assistant Lecturer PhD Ana-Maria Mujea, UNEFS Bucharest 2 The contributors to this subchapter were George Alexandru Mareș, 2nd year student (2018-2019), Faculty of Kinetotherapy, and Mihai Corbeanu, 3rd year student (2018-2019), Faculty of Physical Education and Sports, from the National University of Physical Education and Sports in Bucharest.
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Roman Empire grew, the game spread across Europe, as well as
Asia and North Africa. (Finzi, 2016)
During the reign of Emperor Augustus (27 BC - 14 AD),
bocce became an “exclusive” sport that was played only by
statesmen and rulers (Osterland, 2018).
Although bocce was initially played by both the nobility and
the masses, during the Middle Ages, it began to be blamed for
taking men away from archery practice and other military
exercises, which could be a threat to national security. As a result,
in the 14th century, the game was banned in the entire Roman
Empire, Spain, France and England. In 1576, the Republic of
Venice declared that players would be punished with fines and
imprisonment. (Nevada County Bocce Club, 2012)
Unlike the other states, the game developed a lot in
England, where it was played on grass. Over time, the bowls had
big fans such as Elizabeth I, William Shakespeare (who mentions
this game in three plays) and Sir Francis Drake. According to the
legend, the military commander Drake was playing bocce when
he was called away to defend England against the Spanish
Armada, but he refused to interrupt the game, proclaiming: “First
we finish the game; then we’ll deal with the Invincible Armada!”
(Cox, 2016; Nevada County Bocce Club, 2012)
The English people spread the lawn bowls to all their
colonies and established rules to distinguish it from the bocce
game. For example, a lawn bowl has an elliptical side instead of
being completely round, allowing it to travel in a curved path.
(Zotte, 2019)
Throughout the centuries, the game was prohibited in
England too. Starting with 1541, common folks were forbidden to
play lawn bowls at any time except Christmas, and then only in
the master’s house; the law was not repealed until 1845. (Schaper,
2018)
Years later, the prohibition was also lifted in France, when
the Medical Faculty at Montpellier declared that bocce would be
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the best exercise to prevent rheumatism (Bocce Builders of
America, 2019).
Nowadays, the game is very popular, being spread all over
the world in different versions: bocce, bowls, petanque (boules),
but its goal has remained the same: to toss a ball as close to a
target as possible. The rules underlying today’s game were
established around this objective.
Due to its simplicity and accessibility, bocce has become a
sport discipline also practiced by people with disabilities. Special
Olympics International (2016) recommends this game to be
played by people with intellectual disabilities.
Through a systematic instructive and educational process,
this sport discipline provides intellectually disabled people with
an easy and simple means to maintain or improve their health,
educate their fitness components and highlight their skills. In
addition, the game gives players more self-confidence and
contributes to educating their team spirit and emulation.
1.2. The practice of bocce sport discipline in
Romania3
The practice of bocce sport discipline in Romania by people
with intellectual disabilities was introduced in 2005, when the
Special Olympics Romania Foundation (SORF) organized a bocce
competition within the “Special Olympics Friendship Games”
held in Constanta. Since then, the bocce game has spread
throughout Romania, being played in different areas of the
country: Bucharest, Oradea, Baia-Mare, Târgoviște, Târgu Mureș,
Bacău, Constanța, etc.
SORF has permanently had an indisputable contribution to
the development of this sport, by organizing bocce competitions
3 Subchapter written based on the information provided by the SORF. We mention that the listed bocce competitions were organized from 2005 to 2018. The authors are grateful to the SORF team for the support granted.
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during local, regional and national sports events. The Foundation
has also promoted the practice of this sport by participating with
athletes in European Games or World Games since 2007.
In order to present the development of the bocce game in
Romania, we shall list below the events including official
competitions at local, regional or national levels, but also the
international events attended by delegations of Romanian
athletes.
Competitions organized at local, regional,
national and international levels in Romania
Special Olympics Friendship Games, held in Constanța,
from 25 to 27 September 2005. At this event, the first
official bocce competition was organized in Romania, with
numerous participants from 9 countries. Peace Corps
volunteers were impressed by the activity carried out,
particularly by the activity of athletes with special needs
participating in the competition, who showed good skills
for the bocce game (Buletin informativ/Newsletter [Bi],
2005, p. 4);
National Bocce Tournament, held in Mediaș, from 6 to 9
August 2007. Over 30 Special Olympics athletes took part
in the event (Raport anual/Annual report [Ra], 2007, p. 7);
Special Olympics National Games, held in Constanța, on 15
May 2008. Over 300 athletes participated in bocce and
athletics events (Ra, 2008, p. 8);
The Bocce Competition, held in Oradea, on 26 June 2008.
The event was attended by 40 athletes from 6 cities (Ra,
2008, p. 11);
Special Olympics National Games, held in Buzău, from 3 to
6 June 2009. The 375 participating athletes competed in
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four sport disciplines: football – individual skills, unified
football, basketball – individual skills and bocce (Ra, 2009,
p. 8);
The International Eunice Kennedy Shriver Day, held in
Bucharest, on 25 September 2010. The 60 participating
athletes competed in basketball, football and bocce (Ra,
2010, p. 16);
Special Olympics Romania National Games, held in
Bucharest, from 4 to 7 June 2011. The 300 participating
athletes with intellectual disabilities from 24 counties and
Bucharest competed in four sport disciplines: athletics,
bocce, swimming and gymnastics (Ra, 2012, p. 3);
Special Olympics Romania Regional Games, held in Cluj-
Napoca, from 27 to 28 October 2011. The 140 participating
athletes competed in two sport disciplines: swimming and
bocce (Ra, 2012, p. 3);
Special Olympics Romania Regional Games, held in Bacău,
from 9 to 11 November 2011. The 120 participating athletes
competed in three sport disciplines: bocce, assisted
swimming and freestyle swimming (Ra, 2012, p. 3);
Special Olympics Romania National Games, held in Iași,
from June 1st to 4th, 2012. The 300 participating athletes
competed in three sport disciplines: athletics, bocce and
swimming (Ra, 2012, p. 9);
The International Eunice Kennedy Shriver Day, held in
Bucharest, on September 22nd, 2012. The 150 participating
athletes with and without intellectual disabilities competed
in aerobics, Zumba, basketball, bocce and football (Ra,
2012, p. 14);
Special Olympics Romania Regional Games, held in
Timișoara, from 8 to 10 October 2012. The 150
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participating athletes competed in gymnastics – applicative
route, assisted swimming, freestyle swimming and bocce
(Ra, 2012, p. 16);
Special Olympics Romania Regional Games, held in
Ploiești, from 7 to 8 November 2012. The 165 participating
athletes competed in two sport disciplines: gymnastics and
bocce (Ra, 2012, p. 17);
Special Olympics Romania National Games, held in Cluj-
Napoca, from May 31st to June 3rd, 2013. The 300
participating athletes competed in athletics, bocce and
swimming (Ra, 2013, p. 12);
Special Olympics Romania Regional Games, held in
Târgoviște, from 13 to 14 November 2013. The 180
participating athletes competed in gymnastics – applicative
route, badminton, bocce and swimming (Ra, 2013, p. 14);
Special Olympics National Games, held in Craiova, from 6
to 9 June 2014. The 300 participating athletes competed in
athletics, bocce, badminton and swimming (Ra, 2014, p.
27);
Special Olympics Regional Games, held in Oradea, from
October 22nd to 23rd, 2014. The 150 participating athletes
competed in three sport disciplines: swimming, badminton
and bocce (Ra, 2014, p. 31);
Special Olympics Local Games, held in Călărași, on 5 March
2014. The 100 participating athletes competed in three
sport disciplines: gymnastics, badminton and bocce (Ra,
2014, p. 32);
Special Olympics Local Games, held in Brașov, on 5
November 2014. The 80 participating athletes competed in
gymnastics, badminton and bocce (Ra, 2014, p. 38);
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Special Olympics National Games, held in Târgu Mureș,
from May 29th to June 1st, 2015. The 300 participating
athletes competed in four sport disciplines: athletic route,
badminton, bocce and swimming events (Ra, 2015, p. 39);
Special Olympics National Games, held in Arad, from 27 to
29 May 2016. The 300 participating athletes with
intellectual disabilities competed in athletics, badminton,
bocce and swimming (Ra, 2016, p. 11);
The International Eunice Kennedy Shriver Day, held in
Bucharest, on 24 September 2016. The 100 participating
athletes competed in basketball, badminton, bocce,
archery, aerobics and Zumba (Ra, 2016, p. 13);
Special Olympics National Games, held in Baia-Mare, from
June 2nd to 5th, 2017. The 310 participating athletes
competed in four sport disciplines: athletics, bocce,
swimming and basketball (Ra, 2017, p. 10);
The International Eunice Kennedy Shriver Day, held in
Bucharest, on 28 September 2017. The 125 participating
athletes competed in aerobic gymnastics, badminton,
bocce and basketball (Ra, 2017, p. 14);
Special Olympics National Games, held in Târgoviște, from
25-28 May 2018. The 300 participating athletes competed
in four sport disciplines: swimming, athletics, basketball
and bocce (Ra, 2018, p. 8).
International sports events where the Romanian
athletes participated in bocce competitions
Special Olympics European Youth Games, held in Rome,
Italy, from 30 September to 5 October 2006. The event was
attended by 1400 athletes included in 57 Special Olympics
National Programmes from Europe and Eurasia. The
Romanian delegation was made up of 29 athletes who
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participated in gymnastics, basketball, unified football and
bocce competitions (Bi, 2006, p. 1);
Special Olympics World Summer Games, held in Shanghai,
China, from October 2nd to 11th, 2007. The event was
attended by 7000 athletes from all continents. The
Romanian delegation was made up of 40 athletes who
participated in football, unified basketball, athletics,
gymnastics, bocce and table tennis (Bi, 2006, p. 5);
Special Olympics National Summer Games, held in
Karlsruhe, Germany, from 16 to 20 June 2008. More than
3000 athletes participated in the event. The Romanian
delegation, made up of 8 athletes, competed in athletics
and bocce (Ra, 2008, p. 5);
“Old Paths to New Roads”, an event held at Sant’Antioco,
Italy, and organized by Special Olympics Italy, from 30
August to 6 September 2008. Two athletes participated in
the bocce competition (Ra, 2008, p. 6);
European Bocce Tournament, held at Lodi, Italy, from 30
March to 5 April 2009. The event was attended by 160
athletes from 19 countries. The Romanian delegation was
made up of 6 athletes (Ra, 2009, p. 5);
“Old Paths to New Roads”, an event held at Sant’Antioco,
Italy, and organized by Special Olympics Italy, from 12 to
19 September 2009. The Romanian delegation was made
up of 4 athletes who competed in swimming, football and
bocce (Ra, 2009, p. 6);
Special Olympics World Summer Games, held in Athens,
Greece, from 20 June to 5 July 2011. The event was
attended by 7000 athletes from 180 countries. The
Romanian delegation won 21 medals in the sport
disciplines: athletics, unified basketball, unified football,
bocce, artistic gymnastics and table tennis (Ra, 2012, p. 2);
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European Summer Games, held in Antwerp, Belgium, from
9 to 20 September 2013. The event was attended by 2000
athletes who competed in 10 sport disciplines. The
Romanian delegation was made up of 4 athletes who
participated in the bocce competition (Ra, 2014, p. 22);
Special Olympics World Summer Games, held in Los
Angeles, USA, from July 25th to August 2nd, 2015. The event
was attended by 6500 athletes from 170 countries,
competing in 25 sport disciplines. The Romanian
delegation had a representative bocce team made up of two
athletes from Bucharest (Ra, 2015, p. 31).
1.3. The bocce playing technique
Bocce is included into the group of sport disciplines where
accurate movement is decisive in achieving superior results.
The bocce playing technique involves simple motor skills,
which aim at handling the pallina and the bocce balls in
compliance with the rules of the game.
All technical elements are subordinated to the goal: to toss
the pallina in the statutory area and throw the balls in optimum
conditions so that they stop as close to the pallina as possible.
Therefore, improving the technique is particularly
important, because it underpins the efficiency of each throw.
The systematisation and description of the bocce playing
technique uses information from the Bocce Coaching Guide
(Special Olympics, 2005).
The information taken from the above guide was
supplemented with data from publications addressing the
technique of bowling (Szocs, 1971; Black, 1969; Mackey, 1987),
because there are some common technical elements.
The bocce-specific technique includes the following:
a) ball pick-up;
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b) basic stance;
c) grip;
d) release.
a) the ball pick-up – is a simple and easy-to-learn
element by which the player takes possession of the ball.
During the competition, the balls are placed in the hitting
area next to the device delimiting the court. Players move to the
ball, lean their trunks or bend their knees and hold the ball with
both hands laterally. The pick-up is done with spread fingers, the
hands “cupping” the ball.
Black (1969, p. 79) recommends holding the ball with two
hands in order to better control it and ensure it does not drop
from hand (the ball has a diameter of 107-110 mm).
Moreover, Mackey (1987, p. 19) believes that distributing
the ball’s weight between both hands does not cause premature
fatigue of the throwing arm, which would have negative effects on
the ball control during the throw.
The ball can be picked up with one hand, but this is much
more difficult and requires greater attention. The ball can be
placed in the hand of the player with a severe disability.
Learning and improving this technical element does not
involve special exercises, but, from the very beginning, more
attention is needed so that the player does not lose ball control.
b) the basic stance – is particularly important in the
bocce game and, together with the other technical elements,
allows for the correct and precise release of the pallina and ball/
balls. This position provides the player with good visibility of the
pallina and/or the balls that have already been released and help
him/her to form a clear picture of the path that the ball will follow
to the pallina.
Not all players adopt the same basic position, but the basic
mechanism is the same (Black, 1969, p. 81).
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Bocce Coaching Guide (Special Olympics, 2018, pp. 38-43)
mentions the standing position and the stepping position:
1. standing position – the athlete stands with legs apart in
the sagittal plane keeping them slightly bent, with weight
evenly distributed on both feet. The distance between legs
can be equal to the anteroposterior diameter or they can be
much more spread, the athlete reaching the position with
legs separated in the sagittal plane. The position should be
comfortable, easy to maintain and stable. The front foot is
not allowed (according to the regulation) to overstep the
shooting line. The trunk is slightly bent, and the back is
rounded in a relaxed position. The shoulders are parallel
with the shooting line. The eyes are focused on the centre
court line (when releasing the pallina) or on the pallina
(when releasing the balls). The arm holding the ball is
slightly bent, the ball being forward. The other arm is
extended close to the body.
2. stepping position – is a continuation of the standing
position. When the arm with the ball is swinging back, the
athlete simultaneously steps forward with the rear foot (on
the same side as the throwing arm). The position can also
be performed with a four-step approach, in which case the
athlete starts from the sideboard and is careful to execute
the steps to the shooting line. The sequence of movements
is: the first step simultaneously with the forward movement
of the arm holding the ball, the second step simultaneously
with the back swing of the arm holding the ball, the third
step simultaneously with the forward swing of the arm
holding the ball, and the forth step simultaneously with the
release of the ball. The stepping position is used to displace
the opponent’s ball/ balls placed near the pallina or to move
the pallina away from the opponent’s ball/balls (the hitting
shot).
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These positions are used when the athlete wants to perform
a shot by which the ball moves smoothly onto the court surface
and reaches as close to the pallina as possible to gain points (the
pointing shot) (Special Olympics, 2005, pp. 44-46).
However, regardless of the basic stance chosen, the
throwing arm performs a forward, backward and again forward
swing movement. Thus, the ball is imparted an appropriate speed.
The other arm has the role of maintaining body balance.
The adopted basic stance is the basis of another action that
the player has to perform. Before taking the stepping position or
after taking the standing position, the player’s eyes will focus on
the playing field to determine the path the ball should travel to
reach the desired target4.
It is very important for the athlete not to overstep the
shooting line in front of him/her; otherwise, the throw is
cancelled.
c) the grip – consists in the contact between the throwing
hand and the ball. The grip is performed so as to allow the best
control of the ball in order to throw it towards the desired target.
Bocce Coaching Guide (Special Olympics, 2005, p. 35)
recommends using the grip with the back of the hand; in this case,
the fingers are spread evenly across the bottom of the ball, except
for the thumb, which is placed laterally to hold the ball. The hand
can be in the supine or prone position (Figures 1.1. and 1.2., after
Szocs, 1971, p. 25), depending on the game situation.
Players with small hands may not be able to hold the ball;
in this case, the grip will not be performed with the hand in
pronation, but with both hands (Special Olympics, 2005, p. 35).
4 the desired target – refers to throwing the pallina down the court (according to the regulation) or the ball/balls towards the pallina.
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Figure 1.1. Ball grip – hand in supination
(after Szocs, 1971, p. 25)
Figure 1.2. Ball grip – hand in pronation
(after Szocs, 1971, p. 25)
d) the release – is the element by which the ball is
delivered and rolls down the court (Figure 1.3., after Szocs, 1971,
p. 34) towards the desired target.
Figure 1.3. Ball release (after Szocs, 1971, p. 34)
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In the literature, there are several systematisations of the
ball release. To get closer to the specifics of the bocce game, we
adapted the classification made by Corneșanu (1970, pp. 53-56)
and thus two categories of shots have resulted:
1. distance free shots: emphasis is placed on the way of
releasing the ball, without determining the area or the place
where the ball stops;
2. guided shots: emphasis is placed on the way of releasing
the ball, but also on the intensity and accuracy of the
execution. The place where the ball must stop is delimited
by different markers (sectors, geometric forms, etc.).
In turn, these shots are divided into:
2.a. target shooting – the ball is thrown towards
targets placed horizontally or vertically. The horizontal
target is specific to the game of bocce. The ball can be
released facing the target, with the back towards the
target (between legs) with one hand (during the game)
or with both hands (in the training lessons, especially for
athletes cannot hold the ball in one hand).
2.b. shot followed by movement after the ball –
the performer releases the ball and moves along with it.
The movement can be done behind the ball or laterally to
it, in the standing position or on the knees with support
on both hands (Grigore, Solomon, & Bedo, 1996, p. 39).
This type of release is not specific to bocce, because it
would violate the rules of the game. The performer
stands two steps behind the shooting line. After releasing
the ball, the player may step forward, but is not allowed
to touch the shooting line.
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2.c. shot from one performer to another – it can
be done individually, in pairs or in group. The shot can
be performed with one hand or both hands.
This type of release is not allowed during the bocce
competition, but can be used in the training lessons.
Another systematisation referring to the way of releasing
the ball considers the position of fingers on ball, which
determines three types of ball release (Black, 1969, p. 85), with an
influence on how the ball is rolled down the court after leaving the
player’s hand:
1. straight-ball release – hand position on ball: the thumb
is positioned at 12:00 o’clock, and the other fingers, at 6:00
o’clock. The ball rolls straight in the direction desired by the
player (Figure 1.4., after Black, 1969, p. 84);
2. hook-ball release – hand position on ball: the thumb is
positioned at 10:00 o’clock, and the other fingers, at 4:00
o’clock. Black (1969, p. 84) believes that this type of release
has two advantages: the ball moves on a straight path,
followed by a change in its direction of movement on a
counter-clockwise trajectory (Figure 1.4., after Black, 1969,
p. 84). In this case, the ball can get closer to the pallina with
a higher angle than in a straight- ball release;
3. back-up ball release – hand position on ball: the thumb
is positioned at 1:00 o’clock, and the other fingers, at 7.00
o’clock. Black (1969, p. 85) mentions that this is a less used
type of release, because it requires the outer rotation of the
arm, and thus the release has a trajectory more to the left
compared to the straight-ball release and draws a broad arc
(Figure 1.4., after Black, 1969, p. 84). Black (1969, p. 85)
also states that this type of release is difficult to control,
which is why it is not recommended for beginners.
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Figure 1.4. Types of ball release (adapted and modified by us,
2018, after Black, 1969, p. 84)
Bocce Coaching Guide (Special Olympics, 2005) describes
two types of ball release: the pointing shot (pp. 44-46) and the
hitting shot (pp. 49-52).
1. the pointing shot – is a gently smooth shot used by the
athlete to either gain a point or increase the number of
points already held;
2. the hitting shot – is a powerful shot used by the athlete
to either gain a point by displacing the opponent’s ball/
balls placed near the pallina or to move the pallina away
from the opponent’s ball/balls.
Another point of view is that of Szocs (1971, p. 37), who
describes several types of ball release. Among them, we believe
that the straight-line release (Figure 1.5.) is most often used in
the game of bocce. To perform this type of release, the player
stands on the shooting line facing the pallina and releases the ball
towards it.
Straight-ball release
Hook-ball release
Back-up ball release
23
Figure 1.5. Straight-line release
The diagonal release (Figure 1.6.) can also be used. In
this case, the player stands on the shooting line, diagonally to the
pallina. The ball is released towards the pallina.
Figure 1.6. Diagonal release
Legend
1.4. The bocce rules5
Bocce is a sport discipline that can also be practiced by
people with intellectual disabilities, of both genders, provided
they have reached the age of 8 years.
Bocce competitions are organized for the following events:
singles, doubles (2 athletes) and teams (4 players), unified
doubles (an athlete with intellectual disabilities, an athlete
without disabilities) and unified teams (2 athletes with
intellectual disabilities, 2 athletes without disabilities).
5 Regulation taken from the Bocce Sport Rules (Special Olympics, 2018) and adapted by us
= player of the team having the ball
= movement of the ball
= bocce ball
= pallina
24
The bocce court
Bocce is played on a flat surface that can be made of stone,
grass or artificial material. The court is 18.29 m long and 3.66 m
wide. It must be located 3.04 m away from any wall.
The playing area is divided into 3 lines (Figure 1.7.). There
are two shooting lines 3.05 m away from the back boards and the
centre court line, which is 9.15 m away from the back board.
The bocce balls
The balls have a diameter between 107-110 mm and a
weight of about 900 grams. They are hard, being made of wood or
plastic.
A set of balls contains 4 red balls, 4 green balls and a
smaller ball called the pallina (whose diameter is between 48-63
mm and whose colour may be white or yellow).
Figure 1.7. Size of the bocce court
18.29 m
3.66 m
3.05 m 9.15 m
centre court line
centru
shooting lines
25
Game playing
In the official bocce competitions, athletes are divisioned
based on their skill levels or a modified game, which takes place
in the first phase of the competition, the qualifying or divisioning
phase, according to Bocce Coaching Guide (Special Olympics,
2018, p. 6). In the modified game, the referee places the pallina at
three marked sports: 9.15 m away from the back board, 12.20 m
and 15.24 m, respectively (Figure 1.8.).
Figure 1.8. Placing the pallina for the divisioning process
The athlete has 8 balls for each distance. After the release
of the 8 balls, the referee measures distance between the pallina
and the closest 3 balls for each distance. The scores achieved by
the athlete are summed up, and the result is taken into account
for making up the final groups.
The ball should be released twice from one side of the court
– for the distances of 9.15 m and 15.24 m. From the other side of
the court, the balls are released towards the pallina placed 12.20
m away from the back board.
The competition begins with the coin toss procedure to
determine which team has the pallina that is released first. It
should be released so as to reach between the centre line and the
shooting line on the other side of the court.
The player releases his/her own ball, which must be placed
as close to the pallina as possible. The, the other player, partner
15.24 m
9.15 m
12.20 m
26
or team releases their own ball. After this release, the referees
measure the distances between the balls and the pallina. The
player, pair or team whose ball is farthest from the pallina will
release the ball. This rule will be observed for each release.
When all balls are released, the referees decide who has
won more points. Balls of the same colour that are closer to the
pallina get a point. The first to collect 12 points in the individual
and pair events and 16 points in the team event wins the game.
27
CHAPTER II
MOTOR SKILLS IN CHILDREN WITH DOWN
SYNDROME6
2.1. Motor control
The mechanisms of motor control are complex and are not
yet fully understood. Any movement requires the coordinated
action of the central nervous system (CNS), peripheral nervous
system and muscular system. While performing a movement,
there is fast continuous control and adjustment, as the CNS
monitors the progression of action. Permanent feedback from
proprioceptors in muscles, tendons, ligaments, as well as visual
and vestibular analysers, is an integral part of motor control.
All of the information processing necessary to produce a
coordinated movement takes place in the CNS. The eyes obtain
information about the surrounding environment and the body
itself. This information is integrated with other types of
information, as part of the feedback system for muscular
coordination. (Sacks & Buckley, 2003, p. 133)
The semi-circular canals in the inner ear (vestibular
analyser) provide information about the position of the head
relative to horizontal and vertical planes (indicating upright,
leaning or falling positions) and acceleration (changes in speed).
All this information is therefore important in maintaining
balance. (Sacks & Buckley, 2003, p. 133)
The peripheral nervous system contains motor and sensory
nerve fibers. Motor nerves carry information from the CNS and
control muscle contraction and relaxation. Sensory nerves carry
6 Chapter written by Associate Prof. PhD Carmen Gherghel, UNEFS Bucharest
28
feedback information from muscles, tendons and other tissues to
the CNS (Sacks & Buckley, 2003, p. 133), which analyses
information and develops responses.
Muscle is a tissue which, using the glucose and oxygen
provided by the circulating blood, converts chemical energy into
mechanical energy by contracting. Muscle contraction produces
the movements that are involved in all body activities. (Sacks &
Buckley, 2003, p. 133)
When children and adults start learning a new motor skill
(walking, running, throwing, etc.), they initially carry out the task
in a clumsy, not very well coordinated manner. However, over
time, with sufficient practice, they will perform the task in a more
coordinated and more efficient way. (Sacks & Buckley, 2003, p.
134)
It is known that practice leads to the learning and
development of “motor programmes” or plans for certain
movement sequences in the brain. These programmes enable
movement sequences to be performed more quickly and
accurately over time. As practice of the movement continues,
motor programmes are so well learned that they become
automatized. Once motor programmes are automatized, they
make less demand on the information-processing capacity of the
brain. (Sacks & Buckley, 2003, p. 134)
Motor tasks require conscious information processing and
decision-making before performing the movement. A physical
education lesson in which the student has to follow instructions
is an example that involves conscious information processing
before or during a movement. (Sacks & Buckley, 2003, p. 135)
The information processing and the decision-making
requirements in performing a motor task may influence an
individual’s ability to achieve the task or the speed with which the
task is carried out. Some people may need more time to process
information in the CNS, while others may have more difficulty
29
understanding task requirements or following instructions.
(Sacks & Buckley, 2003, p. 135)
The production and coordination of movement are
achieved by the CNS. Movements are controlled by the CNS
structures, and practice leads to the establishment of learned
motor programmes, which eventually increase the speed,
accuracy and smoothness of movements (Sacks & Buckley, 2003,
p. 135).
2.2. Motor skills
All motor skills improve over time. At first, children
perform movements in a clumsy or immature manner. In the
course of time, through practice, they improve their skills,
generally during several months or years (Cordun, 1999, p. 321).
In the case of children, a task is optimally carried out when
they are motivated to perform that task, the task-related
requirements are a challenge, and the environment is adapted to
facilitate success. Children di best when there is a balance
between: person (internal factors) and motivation; task
(requirements and demands) and environment (external factors
from the surrounding environment) (Winders, 1997, p. 45).
In the case of children with Down syndrome, the internal
personal factors are represented by motivation and interests
(Winders, 1997, p. 54), preferred toys, favourite activities;
cognitive skills, difficulties in taking in, organizing or
remembering information, difficulties in reasoning planning and
problem solving; learning is based on visual memory, which is
stronger than auditory memory, so these children prefer learning
by repetition and similarity.
Physical personal factors are represented by muscular
hypotonia, low muscle strength, joint hypermobility, short limbs,
sensory processing problems, as well as other medical issues
(Winders, 1997, p. 64).
30
As regards the tasks and the requirements involved in
performing them, some questions arise such as: what the task
involves, what steps to take for solving the task, what skills are
needed to carry out the task, what skills does the child have, what
tasks they can perform and, last but not least, how we can adapt
the task so that it is a fair challenge for the child, questions that
are important and can be useful in the process of involving people
with Down syndrome in various activities (Winders, 1997, p. 64).
In terms of environmental factors, it is important to
determine those that may hinder the learning and engagement in
a particular task or may have an impact on the child’s optimal
performance; in this regard, it is necessary to adapt the
environment according to the needs of the child (Winders, 1997,
p. 75).
Studies conducted by Berry, Andrews and Gunn (1980) or
Cunningham and Sloper (1978) (cited by Sacks & Buckley, 2003,
p. 136) on the motor development of people with Down syndrome
highlight a major problem related to the existence of a delay in
goal achievement, as well as the existence of abnormal or
improper movements for the objective pursued. These studies
have also emphasised that motor development is the same, but it
is usually significantly delayed.
All basic motor skills are achieved by children with Down
syndrome in the same order as children without disabilities, but
generally at considerably older ages. There is greater variability in
the basic motor progress of children with Down syndrome when
compared with typically developing children. For instance, the
average age for walking in typically developing children is 13
months, and the range is 9 to 17 months, while the average age for
walking in children with Down syndrome is 24 months, and the
range is 13 to 48 months. (Sacks & Buckley, 2003, p. 136)
Most people with Down syndrome have all the motor skills
necessary for their everyday living and personal independence
(Alton, 2005, p. 1). However, they may be late to achieve them,
31
and their movements may seem clumsy or less refined as they
carry out tasks, but they still have appropriate skills for daily
competence. (Sacks & Buckley, 2003, p. 131)
Sacks and Buckley (2003, p. 132) systematise motor skills
into two main categories, namely basic skills and recreational or
specialist skills. The authors describe them as follows:
- basic skills are necessary for everyday life activities; they
include sitting, walking, running, climbing stairs, picking
up objects, dressing, holding and using pencils, pens,
keyboards, etc.;
- recreational skills are optional and based on interests and
aptitudes; they include skipping, throwing, catching,
hitting and kicking balls, riding a tricycle or bicycle,
swimming, skiing (and all sports activities), playing a
musical instrument, playing computer games, etc.
Sacks and Buckley (2003, p. 132) add that basic motor skills
are usually further divided into gross motor skills and fine motor
skills, describing them as follows:
- gross motor skills are those concerned with whole body
movement including sitting, walking, running and
climbing stairs;
- fine motor skills are those requiring fine manipulation of
fingers and hands including picking up objects, using cups,
knives and forks, dressing, holding and using pencils, pens,
keyboards, etc.
These divisions are arbitrary and do not imply the use of
separate parts of the motor system, as elements of gross motor
control (for example, maintenance of balance and body posture)
play an important role in carrying out fine motor skills (Sacks &
Buckley, 2003, p. 132).
The above classification enables to choose the therapy
modalities and the teaching method. Thus, physiotherapists will
deal with the development of basic gross motor skills, and
occupational therapists will address fine motor skills, even if their
32
interventions will often overlap. Recreational skills will be taught
by physical education teachers, sports coaches or other specialists
such as music teachers. (Sacks & Buckley, 2003, p. 132)
Strengthening basic gross and fine motor skills is
important, because the ability to perform controlled movements
has practical benefits on the child’s daily life and independence.
This progress is relevant, as the mentioned skills also influence
social and cognitive development, as shown in Figure 2.1. (Ryan
& Mahmood, 2017, p. 8)
Figure 2.1. Developmental progression of motor skills
(Ryan & Mahmood, 2017, p. 8)
Children with Down syndrome may have difficulty in
becoming skilled in games and recreational activities. However, it
has already been demonstrated that they can reach high levels of
achievement when they are given the opportunity. (Sacks &
Buckley, 2003, p. 132)
De
ve
lop
me
nta
l p
ro
gr
es
sio
n
33
In the bocce game, the level of motor development is
essential. In acquiring basic motor skills, the sensory system plays
an important role. Some components of this system are involved
in the game of bocce, namely the visual, auditory, tactile and
vestibular ones, as well as proprioception.
The sensory system achieves sensory processing, which is
the ability to take in, organize and understand the sensory
information received by the brain, and respond appropriately
(Ryan & Mahmood, 2017, p. 11).
Complex stimulation, through various relevant stimuli
(visual, auditory, tactile ones and more), can lead to the
development of intended motor skills.
Children with Down syndrome7 experience sensory
processing challenges and therefore reduced participation in
activities of daily living, increased levels of anxiety, increased
levels of frustration, difficulties with self-regulation. Reduced
participation in sensory experiences can limit a child’s learning
opportunities (children learn about the surrounding world by
active exploration and experimentation). (Ryan & Mahmood,
2017, p. 12)
Research shows that approximately 49% of people with
Down syndrome experience sensory processing challenges
compared to about 5%-16% of the general population. They can
also experience differences in the way they process and respond
to sensory information (Ryan & Mahmood, 2017, p. 13).
The most common sensory processing challenges in people
with Down syndrome are listed by Ryan and Mahmood (2017, p.
14, 16):
- visual – dislike bright lights; are overwhelmed or distracted
by too much visual information;
7 We have focused on people with Down syndrome because they are included in the target group of the Erasmus+ Sport project “Sport together, active forever”, 590526-EPP-1-2017-1-RO-SPO-SSCP.
34
- auditory – strongly react to unexpected or loud noises; are
distracted by background noises;
- tactile – dislike touching certain textures or objects;
- vestibular – need to move constantly, cannot sit still, move
suddenly and nervously;
- proprioception – enjoy jumping and crushing.
Sensory-processing support strategies for people with
Down syndrome may include (Ryan & Mahmood, 2017, pp. 17-
18):
- visual – decreasing visual stimulation and minimising
disorder;
- auditory – removing unpredictable noises;
- tactile – encouraging exploration of new textures at child’s
own pace;
- proprioception/vestibular – incorporating functional
heavy work breaks into the day.
Several experimental studies have revealed that people
with Down syndrome are more successful in learning new
movements based on visual cues than verbal instructions (Welsh
& Elliott, 2000).
This might happen because they need longer time to
recognise a learned motor programme in order to perform a task.
Thus, their performance may seem as if each repetition of the task
would be approached for the first time. Also, their movement
pattern may be jerky and inconsistent from one moment to
another, even though they can perform the task correctly. This
finding could explain longer movement times because, when a
learned motor programme is established, the sequence of
movements can be performed more quickly. (Sacks & Buckley,
2003, p. 137)
Therefore, muscle tone, muscle strength (of the upper
limbs, trunk and lower limbs), stability and postural control are
very important for consolidating gross motor skills.
35
Children with Down syndrome have low muscle tone,
which is why they have to put more effort when performing an
activity in order to trigger the muscles involved. As a result, these
children may have difficulty maintaining postural stability and
may quickly get tired because of the provided extra effort.
(Lauteslager, 2005, p. 47)
Children with low muscle tone often display decreased
muscle strength, as well as decreased activity tolerance and
endurance, which are generally expressed by a specific rounded
shoulder posture. All these physical factors contribute to reduced
ability to sustain a proper posture to meet the demands of an
activity. (Ryan & Mahmood, 2017, p. 23)
The ligaments ensuring passive stability of the joints are
slightly stretched, which allows excessive flexibility and range of
motion. Flexibility limits the child’s control over their
movements. This can make it difficult for children to support
themselves, as hyper flexible joints are harder to stabilise. (Ryan
& Mahmood, 2017, p. 24)
In order to achieve controlled fine movements, large
muscle groups must stabilise large joints so that hands/fingers
are free to move, and the shoulder, neck and trunk muscles
maintain an upright position for sitting and standing (Ryan &
Mahmood, 2017, p. 25).
Low muscle tone, decreased strength and hypermobility
contribute to reduced postural control. These physical factors
make it more difficult for children with Down syndrome to
stabilise themselves in order to meet the demands of an activity.
(Ryan & Mahmood, 2017, p. 25)
Foundational skills are important for fine motor
development. In this regard, building blocks of optimal fine motor
development includes: tactile perception, postural control,
bilateral coordination and dexterity. (Ryan & Mahmood, 2017, p.
31)
36
Tactile perception involves sensory receptors, which send
information to the brain about the contact of the fingers and
hands with different objects. Touch sensations help the child
learn to guide their hand and/or finger movements so that fine
motor skills become automatic over time. (Ryan & Mahmood,
2017, p. 32)
In this regard, Bota and Prodescu (1997) state that an
increasingly complex movement requires increasingly developed
coordination ability. The coordination ability is expressed by
accuracy, economy, enhanced strength and muscle energy
expenditure, delay in the onset of fatigue, harmonious and
expressive performance of movements, release of cortical control
due to the formation of an automated stereotype, etc.
If children are provided with a variety of sensory
experiences, where they can feel and do different movements with
their hands, they will be able to anticipate, discriminate and
properly adjust their hand and arm muscles in response to
sensory input (Ryan & Mahmood, 2017, p. 33).
The ability to stabilise the body involves integrating
sensory input about body position with the motor response to
coordinate the action of the body’s muscles (Ryan & Mahmood,
2017, p. 34).
To develop bilateral coordination, both sides of the body
will be used in a coordinated manner to perform a functional task
(Ryan & Mahmood, 2017, p. 35).
Consolidation will be progressive, from the gross
symmetric bilateral skills (holding objects with two hands,
clapping, etc.) to the stabilisation of objects with one hand while
manipulating with other and the manipulation of objects with
both hands simultaneously (Ryan & Mahmood, 2017, p. 35).
Dexterity will be improved by performing precise and
efficient hand movements: grasping (different objects); finger
control and coordination; hand and wrist movements (Ryan &
Mahmood, 2017, p. 38).
37
As regards motor skills in adults with Down syndrome, it
has been found that the motor performance of these people is
closely linked to their cognitive progress (Sacks & Buckley, 2003,
p. 137).
The reason for the close association of overall mental and
motor development is not clear, although some studies confirm
this link. It may reflect that the development of motor skills is
largely controlled by the central nervous system and that the
brain functions play an essential role in motor development, as
well as cognitive development. It is possible for both mental
development and motor development to be delayed because of
similar differences in the brain processes. One of these differences
could be the speed of information processing in the brain or the
ability to establish learned programmes in the brain. (Sacks &
Buckley, 2003, p. 137)
It is more effective for children with Down syndrome to be
taught by modelling their activity instead of giving them verbal
instructions. This suggests that they will learn more effectively by
imitating or copying correct actions. (Sacks & Buckley, 2003, p.
137)
Teaching by demonstration is equally important for sports
and recreational activities (Sacks & Buckley, 2003, p. 140).
Children with Down syndrome do not seem to find it easy
to listen to, understand or follow the teacher’s verbal instructions;
they rather watch the movements performed by the teacher or
other children and copy them (Sacks & Buckley, 2003, p. 140).
Recreational activities bring many benefits for health and
socialisation (Vasilescu, 2009), in addition to pleasure and self-
confidence.
The success achieved in sports activities may be related to
the opportunity to start early and engage in higher levels of
practice. For people with Down syndrome, it may be important to
start activities such as swimming or gymnastics early. Many
communities offer preschool children the opportunity to begin
38
these activities, but also others, such as dance or bocce. (Sacks &
Buckley, 2003, p. 140)
For people with Down syndrome, it is never too late to
improve existing motor skills, and this objective can be achieved
by various sports or recreational everyday activities. It is also
never too late to encourage adults to get involved in different
activities and stimulate them to become more active. (Sacks &
Buckley, 2003, p. 140)
39
CHAPTER III
ADAPTATION OF THE BOCCE GAME FOR
ATHLETES WITH VARIOUS TYPES OF
DISABILITIES8
The bocce game is suitable for anyone who wants to engage
in physical activities, regardless of age, gender or disease.
When involving people in any kind of activity, we should
remember that the activity will be adjusted to the participant
rather than the participant to the activity.
3.1. Adaptation of the environment
Adapting the environment is a good method to modify
physical activities for people with different types of disabilities.
The environment can be changed to make it more
accessible. Environmental adjustments can affect the content,
rules and pace of the game.
Factors to be taken into account:
- availability of the training site;
- maintenance of the training site;
- the need for transport;
- the need for spare equipment;
- the number of available volunteers.
8 Chapter written by Nadija Strazdina, President of the Special Sports Centre in Kuldiga, Latvia
40
3.2. The training process and the preparation for
competitions
It is desirable to use a variety of materials in the training
process to fully develop a participant’s handgrip, hand and leg
strength, balance, coordination and spatial orientation.
All participants in the training should be able to engage in
their corresponding level of competition. The social status or
disability of a member cannot be a reason for their exclusion from
the training process or competition.
3.2.1. Modifications of instructions
Verbal instructions: They must be clear, appropriate to the
age and needs of the students. After explaining the tasks, check to
see if the students have understood them. Repeat the task if
necessary.
Demonstration: Make sure that all students can see you
well. Repeat the demonstration whenever needed.
Physical help: If you want to help a student perform a task,
then inform him/her about this and tell him/her how the help will
be provided.
3.2.2. Inventory modifications in the training
process
- use items of different weights and sizes, as well as material
for throwing;
- use as a target: pallina, circles of different colours, textiles,
boxes, tunnel, balls of various sizes, bowling balls, wooden
and plastic blocks, colourful and soft children’s belongings,
etc.;
- use white or yellow to indicate so that everyone can see
well;
41
- allow participants to sit down, sit on their knees or use an
accessory while throwing;
- offer participants to play the game with throw elements in
the final part of the training;
- use coloured signals (e.g. green light – game starts, red
light – game ends), pre-trained gestures, or a sound signal
to inform participants about the beginning and end of
lessons.
3.2.3. Modification during the game
- use a white cone or a sound tone instead of coloured signals
if the participant is visually impaired;
- use a gesture or coloured flags if the participant has a
hearing impairment or is deaf.
3.2.4. Modification of rules and tasks
- change the number of trials;
- allow throwing or rolling the balls in different ways;
- create equal commands (divisioning);
- vary the scoring system;
- present an additional scoring system.
3.2.5. Modification of instructions
- at the beginning of each lesson, combine clear instructions
with demonstration, use images (pictograms);
- associate an assistant to each participant;
- adjust the size of a group or team;
- give immediate verbal instructions during or after each
throw;
- ask the participant, after each briefing, if he/she has
understood the statement.
42
3.2.6. Environmental modifications
- change the distance or size of the work area;
- let balls roll until they hit, using boards around the work
area;
- a lesson indoors (on hard or soft floor) or outdoors (on the
beach sand or in the park);
- limit troublesome conditions or remove excess inventory.
3.3. Adjustment methods for the group with
disabilities
When including students with disabilities in physical
activity, it is first necessary to collect information about each
student.
3.3.1. Students with visual impairments
Children with visual impairments can be classified into two
categories: blind and short-sighted or visually impaired.
Children can learn to compensate for visual impairment
with other sensory abilities — touch feelings, temperature
sensations, sense of balance, taste, smell, hearing and “sensory
barriers”.
Blind children can identify where they are by listening to
their footsteps.
Learners with visual impairments often do not have
sufficient motor experience, which can reduce their physical
ability, cause posture problems, foster wrong pace, or interfere
with the development of balance.
A way of reducing these problems is to participate in
physical activities.
43
Recommendations for bocce training:
- ask the child how much he/she can or cannot see;
- familiarise the student with the place where the lesson is
carried out;
- tell the student when you come near or move away and
where each item is;
- ensure that the student does not run into dangerous
barriers and do not change the starting formation of the
area;
- avoid loud noises, which prevent the student from hearing;
- adjust the instructions: combine verbal explanations with
demonstration and physical assistance or explanations in
the Braille language;
- use sound aids or bright colours or vests;
- ask other students to help.
3.3.2. Students with hearing impairments
When children with hearing disabilities take part in sports
lessons, they have similar or equivalent physical capabilities to
those of other children. Typically, children with hearing
impairments do not have movement-related problems. The main
thing that the teacher has to take into consideration is the
provision of explanations and demonstrations.
Recommendations for bocce training:
- take into account the means of communication or
communication that the student uses;
- reduce the noise around and face the student;
- use demonstration;
- make sure that the student understands the explanation;
- use clear visual signals.
44
3.3.3. Students with cerebral palsy (CP)
Children with CP may have a different individual level of
functional capability. It may fall within limits when the child is
able to walk without or with minimal assistance, or it may be so
limited that the child needs help.
The functional capabilities of these children depend most
on the level of damage to the central nervous system. Problems
can be caused by coordination disorders and poor muscle control,
which makes it difficult for the child to carry out complex,
multiplex movements.
Suggestions for bocce training:
- children with CP quickly get tired and this affects their
movement control;
- evaluate what type of movement is best for the child;
- students with CP will be more successful in activities where
large muscle groups are used than in activities that require
fine movements;
- let the child find the most convenient way to perform the
movement or task;
- children with CP will find it easier to perform tasks lying
face down, on the back or sitting;
- attract the assistants;
- avoid sudden and loud noises;
- if the student has coordination-related problems, use large,
light and soft balls for catching and smaller balls for
throwing.
45
3.3.4. Students with damage to the spinal neural
canal
The level of functional capability in children with damage
to the spinal neural canal depends on the severity and level of the
damage. The more severe the damage in the spine, the more
limited the functional capabilities. The damage can be complete
or partial. Children with spinal neural canal damages aged ten
have stronger muscles in the upper body than their peers without
disabilities.
Recommendations for bocce training:
- because of reduced levels of physical ability, students get
tired quickly, which is why they need more time to reach an
equivalent level of physical ability;
- children may have problems with body thermoregulation
and changes in blood pressure or pulse during physical
exercise;
- it is important to avoid overloading or causing additional
injury to the parts of the body that have movement
problems.
3.3.5. Students with intellectual disabilities
Students may have different functional capabilities. Mental
retardation has several levels: the more severe it is, the lower the
learner’s physical ability level.
Children with mental developmental disabilities aged ten
also have additional problems. Down syndrome is a common
cause of mental retardation and is associated with other
symptoms such as obesity, joint instability, heart problems, vision
or hearing problems.
46
Recommendations for bocce training:
- do not to overload children with intellectual disabilities if
they are known to have additional health problems;
- balance and strength tasks can be used to reduce and
prevent joint and ligament instability;
- adjust the instructions and suggestions by reducing verbal
explanations;
- use visual and auditory aids;
- the number of attempts is an important element in learning
new skills;
- adjust the rules so that all children are successful partners
throughout the game;
- choose activities that are relevant to the child’s
chronological age.
3.3.6. Students with autism
Autism is a child development disorder that affects his/ her
ability to perceive the surrounding world. This may lead to
communication problems, behavioural disorders or social
communication issues. Problematic contact with such a child may
be a reason for his/her limited physical activity. Therefore, the
functional capability depends on the child’s ability to integrate
into and adapt to society.
Recommendations for bocce training:
- create a structured environment during lessons;
- use visual aids to structure the lesson in time and space;
- re-provide simple demonstrations and instructions;
- the child with autism may have a problem with
participating in group or team sports activities;
- use activities that are of interest to the child in order to keep
his/her attention.
47
3.3.7. Students with attention deficit hyperactivity
disorder (ADHD)
The behaviour of students with ADHD is characterised by
limited attention, hyperactivity and impulsiveness.
These children may have problems with focusing on the
task and they are easily distracted by different adjacent factors.
They have trouble staying quiet longer and can talk all the time or
distract other children in an inappropriate way.
Recommendations for bocce training:
- praise these children for good behaviour, even if it is only
normal behaviour for other children;
- provide clear instructions;
- coordinate tasks so that each one has its own inventory and
specific location;
- minimise interfering factors as much as possible;
- use visual aids to indicate the boundaries of the work area;
- do not compare children with others, but value the progress
of each one;
- praise them for each success and improvement.
48
CHAPTER IV
SPECIFIC MEANS FOR LEARNING THE GAME OF
BOCCE9
Some of the means presented below were taken from the
literature and adapted to the specifics of the bocce sport
discipline. Other games were created by the authors of this
chapter based on the experience of working with intellectually
disabled people.
Most games use the competitive/statutory bocce balls. But
games can also be practiced with sets of plastic balls, rubber balls
or sponge balls. In addition, there are games that can only be
practiced with light balls to prevent any possible injury.
Teachers/coaches and volunteers should constantly be
attentive to the people with intellectual disabilities they are
training. They should also take into account that they will have to
explain the same thing many times, which requires a lot of
patience.
To facilitate the understanding of the proposed games, we
have drawn several figures. The graphical forms used are
described in the following legend:
9 Chapter written by Associate Prof. PhD Valeria Bălan and Assistant Lecturer PhD Ana-Maria Mujea, UNEFS Bucharest
= player of the team having the ball
= movement of the ball
= movement of the player
= bocce ball
= player of the team without the ball
= pallina
49
= area where the ball must remain
For the means used in this chapter, we present some
methodical indications that have been adapted to the specifics of
the bocce sport discipline (after Epuran, 1973, pp. 25-40;
Stănescu, Ciolcă, & Urzeală, 2004, pp. 22-26; Braneț, 2016, pp.
82-88) or have been drawn by us from the experience of working
with intellectually disabled people:
for the means where there is a distance between the starting
line and the place where the bocce ball must stop, the
minimum distance of 6 m is recommended in order to get
the player used to this length that the pallina must cover at
the beginning of the game;
each player is recommended to perform, within the same
means, between 2 and 6 repetitions;
the ball must be thrown with both the right hand and the
left hand to also develop ambidexterity;
the areas that the ball must reach will be drawn on the
ground so that higher sideboards do not obstruct the
release of the ball;
the dimensions of the areas that the ball must reach are
established depending on the players’ average capabilities;
if the game does not attract the child/young person with
intellectual disabilities, another game will be played. It is
known that people with intellectual disabilities need to be
permanently attracted to the activity, which is why the
focus is on capturing their attention;
the elimination of players will be avoided. If they do not
perform correctly, there are two possibilities: they are not
given any point, in which case the player/team with the
= cone, assistive object
= future position of the player 6
50
highest score is the winner; they are given points to be
penalised, in which case the player/team with the lowest
score wins the game;
it will be constantly taken into account that the full
involvement of all participants in the game is more
important by far than the team or player that has won;
special attention will be paid to the work with competitive
balls;
the means that involve the lifting/passing/holding the balls
at the head level will be avoided;
it is not recommended to perform the means that require
throwing the competitive balls from one partner to
another;
if the participants are younger than 8 years of age, it is
recommended to use non-competitive balls made of plastic,
sponge or rubber;
if the work is done in pairs, the partners must have a close
level of training.
4.1. Means for learning/consolidating the bocce-
specific motor skills
4.1.1. Means for getting used to the ball
The official bocce ball is big and heavy10, so holding it is
difficult, because some athletes with disabilities have small
extremities or are too young. Therefore, the means for getting
them used to the ball are very important. One can use individually
performed means or movement games involving the
simultaneous participation of several players; the latter increase
the attractiveness of the activity, facilitating the communication
and social integration of the participating people.
10 Diameter: 107-110 mm, weight: 900 grams (Special Olympics România, 2016)
51
Individual exercises for getting used to the ball
Materials: official bocce balls
Starting formation: individual, lined up in a row, two lines
facing each other, circle, etc.
Description:
standing or sitting – passing the ball from one hand to
another; hands are close together;
walking – passing the ball from one hand to another; hands
are close together;
standing or sitting – passing the ball from one hand to
another; hands are slightly apart, the ball having a small
flight phase;
walking – passing the ball from one hand to another; hands
are slightly apart, the ball having a small flight phase;
standing or sitting – rotating the ball around the body;
walking – rotating the ball around the body;
walking backwards – rotating the ball around the body;
standing – passing the ball between the legs;
lunge walking – passing the ball between the legs.
Specific movement games for getting used to the ball
BALL FORWARD, BALL BACKWARDS
Materials: official bocce balls
Starting formation: individual
Description:
Players are in the cross-sitting position. Everyone receives
a ball that they roll down the court (Figure 4.1.). At the sound
signal, they change the rolling hand. Players who are not careful
and drop the ball get a point. The player with the lowest score is
the winner. (Adapted after Barcan-Țicaliuc, 1979, p. 259)
52
Figure 4.1. Graphical representation of the game
Ball forward, ball backwards
LOOK FOR YOUR BALL
Materials: official bocce balls
Starting formation: two teams equal in number, circle
Description:
Players are divided into two equal teams, and each team
forms a circle. The game leader stands in the centre of the circle
and has as many balls as the number of players. Half of the balls
are in a colour, and the other half, in another colour. The game
starts with the game leader throwing the balls. Then, players run
to the centre of the circle and take one after another a ball in the
assigned colour, and then return to the circle. The first team to
form the circle is declared the winner. (Adapted after Barcan-
Țicaliuc, 1979, p. 241)
ROLL THE BALL
Materials: official bocce balls
Starting formation: circle
Description:
Players are in the cross-legged sitting position and form a
circle. One of them has a ball. At the start signal, the player who
has the ball tosses/rolls it down the court with both hands
towards a colleague. After catching the ball, the player tosses/
rolls it down the court with both hands towards the player who
has sent it. The player who makes the fewest mistakes related to
53
the way of rolling and catching the ball is the winner. (Adapted
after Barcan-Țicaliuc, 1979, p. 241)
Methodical indications:
- tossing/rolling the ball down the court can be done with the
right hand or the left hand;
- after receiving the ball, it can be sent back to another
colleague, but not the one who has initially sent it. The
player who will receive the ball can be announced by calling
(or not) his/her name (in which case all players need to be
more alert);
- players can also sit on their knees with buttocks resting on
their heels, sit on both knees, sit on one knee or just sit.
BE CAREFUL, THE BALL MOVES FORWARD
Materials: official bocce balls
Starting formation: circle
Description:
Players are in the cross-legged sitting position and form a
circle. Every fourth player has a ball (Figure 4.2.). At the start
signal, players send their balls simultaneously to the right with
both hands. If the ball coming from behind hits the ball in front
of it, the game stops, and the player gets a point. The player with
the lowest score is the winner. (Adapted after Barcan-Țicaliuc,
1979, p. 242)
Methodical indication:
- the ball can be sent with the right hand or the left hand,
depending on the ball’s movement direction.
54
Figure 4.2. Graphical representation of the game
Be careful, the ball moves forward
GO AROUND ME
Materials: official bocce balls
Starting formation: two lines facing each other
Description:
Players form two lines facing each other. All those in a line
have a ball. At the start signal, players with the balls roll them
down the court with their right hand, go around the player in front
of them and return to the initial place (Figure 4.3.). The first
player to reach the starting point wins the game. (Adapted after
Barcan-Țicaliuc, 1979, p. 242)
Figure 4.3. Graphical representation of the game Go around me
Methodical indications:
- rolling the ball can also be done with the left hand;
2 1 3 4
55
- rolling the ball can be done alternately with the right hand
and the left hand;
- sending the ball can be done with the left hand when
moving forward and with the right hand on the way back;
- players can move by walking or running;
- the player standing as a marker the others have to go
around can be replaced by a cone or another object.
ROLL IT AROUND YOU
Materials: official bocce balls
Starting formation: teams with an equal number of
participants, rows
Description:
Players are divided into several equal teams and stand in
rows. The first performer in each row has a ball. A cone is placed
in front of each team, 10-15 m apart. At the start signal, the first
player rolls the ball around his/her body, then moves to the cone
rolling the ball with his/her hand, goes around it and, from that
place, passes the ball to the next colleague, who performs the
same thing (Figure 4.4.). The first team to finish wins the game.
(Adapted after Barcan-Țicaliuc, 1979, p. 243)
Figure 4.4. Graphical representation of the game
Roll it around you
Methodical indications:
- rolling the ball can also be done with the left hand;
2 1 3 4
56
- players can move by walking, running or walking
backwards;
- the cone can be closer or farther from the starting line,
depending on the players’ capabilities.
BALL ON THE GROUND
Materials: official bocce balls, tape measure, cones
Starting formation: two teams, in pairs
Description:
Players are divided into two teams and organized in pairs.
In front of each pair, at 1.50 m, there is a ball. At the start signal,
the first player of the pair moves to the ball and rolls it down the
court until it hits a cone placed 10 m away, goes around it and
returns, leaving the ball where he/she took it. Then, he/she runs
and touches the other player, who performs the same thing
(Figure 4.5.). The first pair to finish is the winner. (Adapted after
Barcan-Țicaliuc, 1979, p. 244)
Figure 4.5. Graphical representation of the game
Ball on the ground
2 1 3 4
57
Methodical indications:
- rolling the ball can also be done with the left hand, the right
hand, alternately with the left hand and the right hand, or
one way with the right hand and the way back with the left
hand;
- players can move by running, walking sideways or walking
backwards.
THE TRAVELLING BALL
Materials: official bocce balls
Starting formation: teams equal in number, columns
Description:
Players are divided into several equal teams and stand in
lines. The first in the line has a ball. At the start signal, this player
turns to the right and passes the ball to the player behind, who
passes it to the next and so on until the last one. The last player
passes the ball on the left side to the player in front of him/her.
The game continues until the ball reaches the first player in the
line (Figure 4.6). The first team to finish wins the game. (Adapted
after Barcan-Țicaliuc, 1979, p. 249)
Figure 4.6. Graphical representation of the game
The travelling ball
Methodical indications:
- the ball can be passed on the left side and the return can be
done on the right side;
- players can sit with crossed legs.
58
GET RID OF THE BALLS
Materials: official bocce balls, gym benches
Starting formation: two teams equal in number
Description:
Players are divided into two equal teams. The playing court
is separated in the middle and is bordered by benches or other
equipment so that the balls do not get out of the court. At the start
signal, both teams try to catch the balls and pass them in the
opposing field. At the second signal, the game stops, and the game
leader counts how many balls are on each field. The team with the
lowest number of balls is the winner. (Adapted after Barcan-
Țicaliuc, 1979, p. 253)
BALL THROUGH THE TUNNEL
Materials: official bocce balls
Starting formation: two teams equal in number, columns
Description:
Players are divided into two equal teams and stand in lines
with legs apart (so as to form a tunnel). The first player in each
line has a ball. At the start signal, this player passes the ball
between the legs of the second player in the line, who passes it to
the third and so on. When the ball reaches the last player in the
line, he/she runs, stands in front with legs apart and passes the
ball between his/her legs backwards. The team whose player is
the first to return to the initial place wins the game. (Adapted after
Barcan-Țicaliuc, 1979, p. 268)
59
THE BALL IS BURNING
Materials: official bocce balls
Starting formation: circle
Description:
Players stand in a circle close to each other, and one of them
has a ball. At the start signal, they pass the ball from one to the
other as quickly as possible. At the next start signal given by the
game leader, the player whose hand is still on the ball gets a point.
The player with the lowest score is the winner. (Adapted after
Barcan-Țicaliuc, 1979, p. 299)
Methodical indication:
- plastic or sponge balls are used to prevent injury.
4.1.2. Means for releasing the ball
The means for learning, consolidating and/or improving
the release of the bocce ball contribute to the development of
accuracy 11, strength and execution speed.
Besides educating motor skills, the means also influence
some mental abilities such as concentration, attention, volition
and perseverance.
In order to reach their purpose, the means used for
releasing the ball will be carefully dosed, depending on the
players’ individual particularities, but other aspects will also be
taken into account.
Thus, in performing different motor acts, the following
recommendations are made:
involving all muscles of the body;
changing the initial position;
alternating the arm position;
11 Accuracy is a component of coordination abilities (according to Manno, 1992; Bota, 2000) or of psychomotricity (according to Stănescu, 2003; Ochiană, 2006; Epuran, 2011).
60
changing the execution arm;
increasing or decreasing the weight of the object/ball;
increasing or decreasing the distance at which the ball is
released;
increasing or decreasing the number of balls to be released
per unit of time.
After the participants are explained and demonstrated
several times correctly, they perform release movement without
the ball, focusing on the main aspects, and then with the ball, at
the start signal.
The means used to release the ball were ordered based on
the systematisation made by Corneșanu (1970, pp. 53-56) and
presented in Chapter 1.
1 – Distance free-throw exercises
Individual distance free-throw exercises
Materials: official bocce balls
Starting formation: individual, in a line – in a row, two
lines facing each other, circle, other
Description:
standing (with knees bent), standing with legs apart, sitting
on the knees, sitting – throwing the ball with both hands;
standing (with knees bent), standing with legs apart, sitting
on the knees, sitting – throwing the ball with the right
hand;
standing (with knees bent), standing with legs apart, sitting
on the knees, sitting – throwing the ball with the left hand;
standing with legs apart in the sagittal plane (with knees
bent) – throwing the ball with both hands;
standing with legs apart in the sagittal plane (with knees
bent) – throwing the ball with the right hand;
61
standing with legs apart in the sagittal plane (with knees
bent) – throwing the ball with the left hand;
lunge standing in the sagittal plane (with knees bent) –
throwing the ball with both hands;
lunge standing in the sagittal plane (with knees bent) –
throwing the ball with the right hand;
lunge standing in the sagittal plane (with knees bent) –
throwing the ball with the left hand;
sitting on one knee – throwing the ball with both hands;
sitting on one knee – throwing the ball with the right hand;
sitting on one knee – throwing the ball with the left hand.
Specific distance free-throw games
WHO THROWS FARTHER
Materials: official bocce balls, scotch tape, tape measure
Starting formation: two teams equal in number, rows
Description:
Players are divided into two equal teams and stand in rows
behind the shooting line. Each performer has a bocce ball. At the
start signal, the first players throw the ball as far as possible.
When the ball of the first performer stops, the second one throws
and so on until all players have thrown their balls. The team
whose balls have stopped farther from the shooting line wins the
game. (Adapted after Corneșanu, 1970, p. 66)
Methodical indication:
- the ball can be thrown with the right hand, the left hand or
both hands.
Variation:
- same game, but a line is drawn 15 m away from the shooting
line. The ball must cross this line, in which case players get
a point.
62
BORDER GUARDS AND WOLF DOGS
Materials: official bocce balls, markers
Starting formation: pairs, one behind the other
Description:
Players are divided into pairs and stand one behind the
other. The first is the border guard, and the other is the wolf that
sits in the crouching position. The border guard has a ball. At the
start signal, he/she throws the ball forward towards a previously
established landmark and shouts “Catch it!” At the same signal,
the player who is the wolf dog runs to catch the ball. The border
guards whose ball reaches the landmark get a point. The pair with
the highest score wins the game. (Adapted after Barcan-Țicaliuc,
1979, p. 246)
2 – Guided throw exercises
2.a. guided throw – at a vertical target
Individual guided throw exercises
- standing (with knees bent), sitting on the knees, standing
with legs apart in the sagittal plane (with knees bent), lunge
standing in the sagittal plane (with knees bent), sitting on
one knee:
throwing the ball with the right hand/left hand/both
hands between two markers placed on the same line at
different distances one from the other. The starting
distance is longer. Gradually, the distance between
markers decreases until they are separated by 20-25 cm.
It is compulsory for the ball to pass between the two
markers. The markers are permanently placed at the
same distance from the shooting line;
63
throwing the ball with the right hand/left hand/both
hands between two markers placed at different
distances from the shooting line. The starting distance
is shorter (3 m). Gradually, the distance between the
shooting line and markers increases. It is compulsory
for the ball to pass between the two markers. The
markers are permanently placed at the same distance
one from the other;
throwing the ball with the right hand/left hand/both
hands between two markers placed at different
distances from the shooting line. The distance between
markers is different;
throwing the ball with the right hand/left hand/both
hands through a hurdle placed at different distances. It
is compulsory for the ball to pass through the hurdle;
throwing the ball with the right hand/left hand/both
hands through a hurdle placed slightly laterally left or
right to the fixed throw point. It is compulsory for the
ball to pass through the hurdle;
throwing the ball with the right hand/left hand/both
hands and stopping it near a marker placed at a certain
distance from the shooting line (it starts at 3 m and
gradually increases); the final distance will take into
account the size of the bocce court – 18 m);
throwing the ball with the right hand/left hand/both
hands and stopping it near a marker placed at a certain
distance from the shooting line and stand laterally right
or left to the fixed throw point (the final distance will
take into account the width of the bocce court – 3.66 m);
throwing the ball with the right hand/left hand/both
hands and moving a light rubber ball placed 3 m away
from the shooting line.
64
2.a. guided throw – at a horizontal target
- standing (with knees bent), sitting on the knees, standing
with legs apart in the sagittal plane (with knees bent), lunge
standing in the sagittal plane (with knees bent), sitting on
one knee:
throwing the ball with the right hand/left hand/both
hands and stopping it inside a geometric shape drawn
on the ground, which is placed at a certain distance from
the shooting line. Initially, the geometric shape is drawn
at a short distance (3-5 m) to the shooting line.
Gradually, the distance will increase (the size of the
bocce court – 18.29 m – will be taken into account). The
ball must stop inside the geometric shape, the size of
which may vary: it is larger at first, and then it can be
reduced;
throwing the ball with the right hand/left hand/both
hands and stopping it inside a geometric shape drawn
on the ground, which is placed laterally left or right to
the fixed throw point. The width of the bocce court (3.66
m) will be taken into account. The ball must stop inside
the geometric shape, the size of which may vary: it is
larger at first, and then it can be reduced;
throwing the ball with the right hand/left hand/both
hands and stopping it inside a numbered or coloured
target. The area can be at different distances from the
shooting line or placed laterally right or left to the fixed
throw point.
65
Specific games for guided throw at a horizontal target
ON THE HUNT
Materials: official bocce balls, chalk/scotch tape
Starting formation: two teams equal in number, rows
Description:
Players are divided into two equal teams and stand in rows
behind the shooting line. Each performer has a bocce ball. In front
of each team, at a certain distance, a target is drawn on the
ground. At the start signal, the first performers throw the ball,
which must stop inside the target. When the ball of the first
performer stops, the second one throws and so on until all players
have thrown their balls (Figure 4.7.). The team that places more
balls inside the target is the winner. (Adapted after Corneșanu,
1970, p. 65)
Figure 4.7. Graphical representation of the game On the hunt
WHO HITS THE SQUARE?
Materials: official bocce balls, chalk/scotch tape, tape
measure, pallina
Starting formation: two teams equal in number, rows
Description:
Players are divided into two equal teams and stand in rows
behind the shooting line. A square is drawn, one for each team, is
drawn 5 m away from this line. At the start of the game, the last
player in each team moves and sits beyond the square. The first
performer in each row throws the ball so that it stops inside the
4 3 2 1 5
66
square. If the ball remains inside the square, the team gets a point.
The player near the square retrieves the ball and throws it to the
second player in the row. The first player to throw the ball runs
and replaces the player who is near the square. The player who is
near the square runs to the rear of the row. The game ends when
all players have thrown the ball (Figure 4.8.). The team with the
highest score wins the game. (Adapted after Barcan-Țicaliuc,
1979, p. 271)
Figure 4.8. Graphical representation of the game
Who hits the square?
Methodical indications:
- the square can be replaced by the pallina;
- the distance at which the square is drawn or the pallina is
placed will be established according to the players’
capabilities or level of skills/acquisition of skills specific to
the bocce game.
BALL INTO THE BASKET
Materials: basket/plastic box, plastic/rubber/sponge ball
Starting formation: two teams equal in number, circle
Description:
Players are divided into two equal teams and each forms a
circle. A basket is placed inside each circle. Each child has a plastic
ball or a sponge ball in their hand (the balls of the two teams have
different colours). At the start signal, all players throw the ball
4 3 2 1 5
67
into the basket (Figure 4.9). The team that throws more balls into
the basket wins the game. (Adapted after Barcan-Țicaliuc, 1979,
p. 272)
Figure 4.9. Graphical representation of the game
Ball into the basket
Methodical indications:
- statutory bocce balls will be used to prevent injury;
- if there are few players, they can form a single circle. At the
start signal, all of them throw the ball in the same box.
TARGET THE BALL
Materials: official bocce balls, chalk/scotch tape, tape
measure, pallina, rubber ball, plastic ball
Starting formation: two teams equal in number, row
Description:
Players are divided into two equal teams. The pallina is
placed in a rectangle drawn on the ground. From a starting line
established at least 5 m away from the pallina, a player throws a
ball towards the pallina in order to get it out of the rectangle. If
the player succeeds, he/she gets a point. After throwing, the
player goes to the rear of the row. The game continues until all
1
7
5 6 8
5
2
4
3
68
players have thrown the ball (Figure 4.10.). The team that hits the
pallina more times scores higher and wins the game. (Adapted
after Corneșanu, 1970, p. 67)
Figure 4.10. Graphical representation of the game
Target the ball
Methodical indications:
- the pallina can be replaced by several smaller rubber or
sponge balls;
- any other geometric figure can be drawn on the ground;
- the game can also be played on the official bocce court,
where the pallina can be placed anywhere on the playing
area, but beyond the half-line of the court.
HIT THE RECTANGLE
Materials: official bocce balls, chalk/scotch tape, tape
measure
Starting formation: column
Description:
Players stand in a row. In front of them, 6 m away, four
rectangles are drawn. The first player has four balls. At the start
signal, he/she throws the balls one after another so that they stop
inside the rectangles (Figure 4.11.). If the ball stops in the
rectangle, the player gets a point. The player with the highest
score is the winner.
4 3 2 1 5
69
Figure 4.11. Graphical representation of the game
Hit the rectangle
Methodical indications:
- after throwing the four balls, players go to the rear of the
row;
- the rectangles can be at the same distance or at different
distances from the shooting line;
- the minimum distance is 6 m to simulate the distance on
the official bocce court between the shooting line and the
half-line of the field that the pallina must cross.
REACH THE SQUARE
Materials: official bocce balls, chalk/scotch tape, tape
measure
Starting formation: two teams equal in number, columns
Description:
Players are divided into two equal teams and stand in rows.
In front of each team, four squares numbered from 1 to 4 are
drawn. The square number 1 is drawn 1 m away from the shooting
line, and the others are drawn at half-meter intervals. Each team
has four balls. At the start signal, the first player throws a ball. If
the ball stops inside the square, the player throws the second ball,
which must stop inside the square number 2. If the first ball
thrown by the first player crosses the sides of the square, he/she
4 3 2 1
70
goes to the rear of the row, and the next ball is thrown by the
second player (Figure 4.12.). For each ball that remains inside the
square, the player gets points depending on the square hit. The
team with the highest score wins the game.
Figure 4.12. Graphical representation of the game
Reaching the square
Methodical indications:
- the game is time-limited;
- the official bocce balls or lighter balls (made of plastic or
sponge) can be used;
- the squares can be placed in line, in steps or at random;
- the squares can be numbered from the closest to the
shooting line, the farthest from the finish line or at random;
- when players are more advanced, the squares can be placed
differently for the two teams.
1
4
2
4 3 2 1
3
Team A
1
4 4 3 2 1
2
3
Team B
71
2.b. guided throw followed by movement after the
ball
Individual throw-and-move exercises
- standing (with knees bent), sitting on the knees, standing
with legs apart in the sagittal plane (with knees bent), lunge
standing in the sagittal plane (with knees bent), sitting on
one knee:
throwing the ball gently with the right hand/left hand/
both hands and moving behind the ball, without passing
it;
throwing the ball gently with the right hand/left hand/
both hands and moving laterally to the ball, without
passing it;
throwing the ball forcefully with the right hand/left
hand/ both hands and running after the ball.
Specific throw-and-move games
THROW AND RUN
Materials: official bocce balls, markers
Starting formation: teams of 5 players each, square
Description:
Five players are distributed in the four corners of a square.
In a corner, there are two performers, one of them holding a ball.
At the start signal, the performer with the ball throws it with
his/her right hand to the player in the right corner. After throwing
the ball, the player moves by walking behind the ball towards the
corner from where he/she has thrown the ball and sits there
(Figure 4.13.). The team whose player is the first to reach the
corner from where he/she has thrown the ball wins the game.
(Adapted after Corneșanu, 1970, p. 70)
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Figure 4.13. Graphical representation of the game
Throw and run
Variations:
- same game, but the ball is thrown with the left hand;
- same game, but the ball is thrown with both hands;
- same game, but after throwing the ball, the player moves by
walking parallel to the ball towards the corner from where
he/she has thrown the ball;
- same game, but the ball is thrown to the left.
GIVE AND THROW
Materials: official bocce balls
Starting formation: two teams equal in number, columns
Description:
Players are divided into teams equal in number and stand
in rows. The first player in each row has a ball. At the start signal,
this player passes the ball between the legs of the second player in
the row, who passes it to the third and so on until the ball reaches
the last player in the row. This player takes the ball and throws it.
After throwing, the player goes after the ball until it stops. The
player retrieves the ball, throws it to the first athlete in the row
and stands where the ball has stopped (Figure 4.14.). The player
who throws the ball farther is the winner of the game.
73
Figure 4.14. Graphical representation of the game Give and run
TARGET SHOOTING WITH THE BALL
Materials: official bocce balls, chalk/scotch tape, tape
measure
Starting formation: two teams equal in number, column
Description:
Players are divided into equal teams and stand in rows. The
rows are 6-8 m away from the shooting line. At a 10-m distance,
another line is drawn. The last player in each team has a ball. At
the start signal, the ball is passed from hand to hand until it
reaches the first player. When having the ball in his/her hand, this
player runs to the line in front of him/her and throws the ball.
After throwing, the player moves behind the ball until it crosses
the line drawn 10 m away from the shooting line. At this moment,
the player picks up the ball and runs with it to the rear of the row.
Then, he/she passes the ball to the player in front of him/her and
the game continues. The player who delays retrieving the ball gets
a point (Figure 4.15.). The team with the lowest score wins the
game. (Adapted after Mujicicov, Branga, & Mujicicov, 1966, p. 89)
Figure 4.15. Graphical representation of the game
Target shooting with the ball
4 5 3 2 1
6
6
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Methodical indications:
- the ball can be thrown gently or forcefully; this aspect is
established at the beginning of the game;
- the ball can be thrown with the right hand, the left hand or
both hands;
- the line the ball must reach can be closer or farther from
the shooting line, depending on the players’ capabilities.
2.c. guided throw from one performer to another
- standing (with knees bent), sitting on the knees, standing
with legs apart in the sagittal plane (with knees bent), lunge
standing in the sagittal plane (with knees bent), sitting on
one knee, two performers are facing each other, with one of
them holding a ball:
throwing the ball with the right hand/left hand/both
hands from one to the other. The distance between
performers can be changed;
- standing (with knees bent), sitting on the knees, standing
with legs apart in the sagittal plane (with knees bent), lunge
standing in the sagittal plane (with knees bent), sitting on
one knee, players form a circle, with one of them holding a
ball. To make the exercise more difficult, several balls can
be thrown simultaneously in the same direction by
different performers:
throwing the ball with the right hand/left hand/both
hands to the right. The distance between performers can
be changed;
throwing the ball with the right hand/left hand/both
hands to the left. The distance between performers can
be changed.
75
Games for guided throw from one performer to
another
SIMPLE SHUTTLE
Materials: official bocce balls, chalk/scotch tape, tape
measure
Starting formation: two teams equal in number, two lines
facing each other
Description:
Players are divided into two equal teams. In turn, each team
is divided into two, and players stand in two rows facing each
other 3 m apart. Each row stands behind a shooting line. One of
the players holds a ball. At the start signal, the performer who has
the ball throws it with his/her right hand to the first player in
front of him/her and goes to the rear of the row. The front player
catches the ball with both hands and throws it with his/her right
hand to the performer in front of him/her, and then goes to the
rear of the row. The ball is thrown alternately from one side to the
other until all players have performed. The ball must be sent
exactly to the front player. The first team to finish throwing the
ball wins the game. (Adapted after Corneșanu, 1970, p. 69)
Figure 4.16. Graphical representation of the game Simple shuttle
Team A
Team B
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Variations:
- same game, but the throw is performed with the left hand;
- same game, but the but the throw is performed with both
hands;
- same game, but with a larger distance between the two
rows;
- same game, but the performer who has thrown the ball
passes to the rear of the opposed row.
ZIG-ZAG BALL
Materials: official bocce balls, tape measure
Starting formation: two teams equal in number, two lines
facing each other
Description:
Players are divided into two equal teams. In turn, each team
is divided into two, and players stand in two parallel lines facing
each other. The members of a team are interspersed diagonally,
keeping a 3-m distance between them. The first performer has
four balls. At the start signal, zig-zag balls are thrown between the
players of the same team (Figure 4.17.). The team whose players
have all managed to pass the balls and place them next to the last
performer wins the game. (Adapted after Corneșanu, 1970, p. 70)
Figure 4.17. Graphical representation of the game Zig-zag ball
3 1 75
4 8 2 6
Team A
3 75 1
4 8 2 6
Team B
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WATCH YOUR FEET
Materials: rubber balls, sponge balls, markers
Starting formation: two teams equal in number, column
Description:
Players are divided into two teams and stand in a column
with legs apart. The first in each column has a ball. At the start
signal, this player takes the ball and throws it between the legs of
his/her colleagues to the last player in the column. When the last
player has caught the ball, he/she takes it, runs in front of the
column and throws it again. If the ball hits the legs of a colleague,
the team gets a point. The team with the lowest score wins the
game. (Adapted after Corneșanu, 1970, p. 70)
BALL TO THE CAPTAIN
Materials: official bocce balls, tape measure
Starting formation: two teams equal in number, column
Description:
Players are divided into two teams and stand in rows. A few
meters in front of them, a child (the captain) stands facing the
other players. At the start signal, the captain throws the ball with
his/her right hand to the first player in the row. This player
catches it and throws it back to the captain, and then goes to the
rear of the row (Figure 4.18.). The captain throws the ball to the
second player in the row and so on until all players have thrown
the ball back to the captain. The first team to finish throwing the
balls wins. (Adapted after Barcan-Țicaliuc, 1979, p. 307)
Figure 4.18. Graphical representation of the game
Ball to the captain
1
78
Variations:
- same game, but the ball is thrown with the left hand;
- same game, but the ball is thrown with both hands.
RED BALL AND GREEN BALL
Materials: official bocce balls (one red ball and one green
ball)
Starting formation: two teams equal in number, circle
Description:
Players are in the cross-legged sitting position and form a
circle. They count by two so as two teams are formed: team A and
team B. A player who is in team A receives a red ball, and a player
who is in team B receives a green ball. Players who have received
the ball will be placed at a large distance from each other. At the
start signal, players throw the ball in the same direction (Figure
4.19.). The team whose ball reaches first the player who has
initially thrown it wins the game. (Adapted after Barcan-Țicaliuc,
1979, p. 264)
Figure 4.19. Graphical representation of the game
Red ball and green ball
B
A1
A75
B
B6
A
A75
B
B
A3
79
Methodical indications:
- the ball can also be thrown from the same side of the circle
by players placed next to each other;
- the ball can also be thrown to the left side.
Variation:
- in a more advanced stage, team A throws the ball to the
right, and team B throws the ball to the left.
BALL LOST INSIDE THE CIRCLE
Materials: plastic balls, sponge balls
Starting formation: circle
Description:
Players are in the cross-legged sitting position and form a
circle keeping a distance of 1 m between them. Inside the circle,
there is a child in the standing position. Players who form the
circle have a ball. At the start signal, they throw the ball from one
to another, and the player in the middle of the circle runs after the
ball trying to touch it with his/her palm (Figure 4.20.). If the
player succeeds to do this, he/she takes the place of the one who
had the ball when it was touched, this player will take his/her
place, and the game will continue. (Adapted after Barcan-
Țicaliuc, 1979, p. 269)
Figure 4.20. Graphical representation of the game
Ball lost in the circle
80
Methodical indications:
- plastic or sponge balls will be used to prevent injury;
- the ball does not have a predetermined path.
RELAY WITH THE BALL INSIDE THE SQUARE
Materials: official bocce balls, scotch tape
Starting formation: two teams equal in number, row
Description:
Players are divided into equal teams (preferably, an even
number of players). In the middle of the playing field, a corridor
is delimited by two parallel lines, and between lines, a square is
drawn for each team, placing a bocce ball inside it. Then the
members of each team are counted. Those who have even
numbers stand in a row on one side of the corridor, and those with
odd numbers stand on the other side (Figure 4.21.). At the start
signal, players having the number 1 run to the square, take balls
and throw them to those having the number 2. The numbers 2
catch the balls, run and place them inside the squares, and then
go to the rear of the row. The numbers 3 proceed as the numbers
1 and so on. The first team to finish wins the game. (Adapted after
Barcan-Țicaliuc, 1979, p. 277)
Figure 4.21. Graphical representation of the game
Relay with the ball inside the square
4 2 1 5 3 6
81
SKILFUL SHOOTERS
Materials: official bocce balls
Starting formation: groups of 3 participants each
Description:
Players are divided into groups of 3 and each group has a
ball. At the start signal, players throw the ball with their right
hand from one to another, in the following order: number 1
throws to number 3, this one throws to number 2, and number 2
throws to number 1 (Figure 4.22.). The team whose players have
correctly thrown the ball to their teammates (without forcing
them to move to retrieve the incorrectly thrown ball) wins the
game. (Adapted after Barcan-Țicaliuc, 1979, p. 283)
Figure 4.22. Graphical representation of the game
Skilful shooters
Methodical indications:
- same game, but the ball is thrown with the left hand;
- same game, but the ball is thrown with both hands;
- same game, but the ball is thrown with the hand the player
wants;
- the distance between players is established depending on
their age and/or level of development of the throwing skill.
3 2 1
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4.2. Means for developing the motor skills needed
in the bocce game
Bompa (2002, p. 413) states that when participants begin
to learn the motor skills specific to a sport discipline they also
have to start developing their general motor abilities, which will
allow the further development of their specific motor abilities.
This aspect should also be taken into account in the training
of athletes with Down syndrome, in whose case the time allocated
to the development of motor ability is longer (Sacks & Buckley,
2003, p. 132), because their initial level is very low (Teodorescu,
Bota, & Stănescu, 2007, p. 146).
However, they manage to gradually consolidate and
improve their motor skills, and the coordination specific to the
practiced discipline will allow these people to execute them
“perfectly, easily and precisely” (Bompa, 2002, p. 413).
Referring to the game of bocce, Pagnoni (2010, pp. 59-60)
recalls that accuracy is much more important than the speed
imparted to the ball, because it helps the athlete to go closer to the
pallina and gain the point. Under these conditions, the hand-eye
coordination is crucial, as it can determine success in the
achievement of motor tasks.
Bompa (2002, p. 414) adds that the power of throwing the
ball is also important. Thus, depending on the place where the
pallina is, the positioning of one’s own balls on the playing area
or the opponent’s balls, the athlete must push the ball with a
certain power so that the pallina or ball reaches the intended
place. In this case, the pushing power is positively associated with
coordination, allowing the athlete to perform the specific
movement more relaxed and with lower energy consumption.
When planning the content, the specific methodology for
the development of coordination abilities has to be respected.
The methodological aspects regarding the development of
coordination abilities were studied by Farvel (cited by Marcu &
83
Chiriac, 2009, p. 156), who divided the exercises aimed at forming
the coordination into three groups:
level I: exercises characterised by movements performed
with high accuracy, but where speed is not important;
level II: exercises that involve the precise execution of the
movement in a given time;
level III: exercises where the coordination level involves the
ability to perform the movement with a high degree of
accuracy, in a short time and under various conditions.
One of the impairments associated to Down syndrome,
with negative effects on the quality of life, concerns the balance
ability of the body at rest and in motion.
In people with Down syndrome, poor balance is highlighted
during both dynamic actions (for example, the fear of going
downstairs or climbing stairs without support on the railing or
another person) and static actions (difficulties in maintaining the
standing position). The standing position is maintained by a
larger support base. Some studies (Lauteslager, 2005) have
shown that maintaining the standing position with legs apart
might be a compensatory mechanism due to the inefficient
balance or insufficient activation of the agonist and antagonist
muscles around the ankle.
The means used to educate balance must contribute to
ensuring constant relations of the body in space, such as stability
and permanent adaptability to the internal and external
conditions, which are in ever-changing relationships.
The means require, on the one hand, the training of balance
(in order to keep and restore it), and on the other hand, contribute
to the achievement of multiple tasks including:
the development of components of the coordination ability,
especially the coordination in various conditions and the
sense of spatial orientation;
the development of conditional abilities, especially speed
and strength;
84
the development of some mental abilities such as volition,
courage, perseverance, self-control, etc.
Dosing the means for balance training can be done in
several ways such as:
- increasing or decreasing the support base;
- changing the supporting surface;
- changing the ways of travelling;
- changing the travel direction;
- increasing or decreasing the travel speed;
- making the movements more difficult or easier by
combining them with other movements performed with
different objects and apparatus;
- increasing or decreasing the height of the supporting
surface.
The various means for balance training can be performed
on toes or heels by moving the arms in different directions,
moving the trunk, doing controlled walk, cross-walk and lateral
walk exercises, as well as running exercises with different arm
movements. These walking variations can be associated with both
movements performed with various objects (ball, hoop, stick, etc.)
and the change of the supporting surface (balance plate, foam
mattress, sand, etc.).
Vărzaru (2015, pp. 156-158) believes that the means for
balance development can be static and dynamic and can be
executed on unstable surfaces.
There are numerous means that can be performed for
balance development, which are simple and based on easy orders
(for example, walking backwards with the simultaneous arm
rotation, walking while passing a light ball from one hand to the
other, overhead, etc.), but we have decided to overlook them. Our
attention has focused on movement games aimed at balance
training, which can better emphasise issues related to social
inclusion, issues that are of primary concern for us.
85
Games for the development of balance
GET HIM/HER OUT OF THE CIRCLE
Materials: scotch tape
Starting formation: pairs
Description:
Players are divided into pairs and stand on one leg,
grasping the ankle of their swinging leg with one hand. At the start
signal, they push each other with their free hand in order to
unbalance their opponent and get him/her out of the circle.
Within the pair, the performer who has managed to unbalance
his/her opponent more times wins the game. (Adapted after
Corneșanu, 1970, p. 108)
THE STORK
Materials: scotch tape
Starting formation: pairs
Description:
Players are divided into pairs and stand on one leg facing
each other, the other leg reciprocally supported with one hand at
the hip. They are separated by a line. At the start signal, they try
to draw their opponent across the line. The player who has
managed to draw his/her opponent across the line more times is
the winner. (Adapted after Corneșanu, 1970, p. 108)
LIONS AT THE CIRCUS
Materials: scotch tape, tape measure, bench, hoop
Starting formation: two teams equal in number, column
Description:
Players are divided into two equal teams and stand in rows
facing a 5-mm line drawn on the ground. In front of each column,
86
3 hoops are held vertically, each one by a volunteer. The hoops are
3 m apart. At the start signal, the first player in each row walks on
his/her toes and passes through each hoop, trying not to lose
balance. After the last hoop, the player turns 180 and walks on
his/her toes to the starting line where he/she touches the next
player in his/her row. All players must pass through all the hoops.
The first row to finish is the winner. (Adapted after Barcan-
Țicaliuc, 1979, p. 223)
Methodical indications:
- it can also be performed by walking on heels, walking
backwards, walking backwards on toes, running
backwards, lateral walking, different variations of walking,
simultaneously with the execution of movements with
other segments of the body or the handling of objects;
- it can also be performed on a bench, but, on this case, the
movement is performed on the knees. When the player
reaches the end of the bench, he/she stands up, turns 180,
runs to the starting line and touches the next player.
RING THREE TIMES
Materials: scotch tape, bell
Starting formation: two or more teams equal in number,
column
Description:
Players are divided into two or more equal teams and stand
in rows facing a 5-mm line drawn on the ground. In front of each
column, 10-15 m away from the starting line, there is a bell. At the
start signal, the first player in each row walks on his/her toes until
he/she reaches the bell, takes it and rings three times, and then
puts it down. Then the player turns 180 and runs to the starting
line, where he/she touches the next player in his/her row. All
players have to ring the bell. The first row to finish wins. (Adapted
after Barcan-Țicaliuc, 1979, p. 223)
87
Methodical indication:
- it can also be by walking on heels, walking backwards,
walking backwards on toes, running backwards, lateral
walking.
RELAY WITH A SHEET ON THE HEAD
Materials: tape measure, A4 sheet, hoop
Starting formation: two teams equal in number, column
Description:
Players are divided into two equal teams and stand in rows
behind the starting line. The first player in each row has an A4
sheet in his/her hand. In front of each column, 10-15 m away from
the starting line, a hoop is placed. At the start signal, the first
player in each row places the A4 sheet on his/her head and runs
to the circle in front of him/her. Inside the circle, each player
takes the sheet off his/her head, turns 180 and runs to the
starting line, where he/she gives the sheet to the next player in
his/her row. All players in a column must execute. The first row
to finish wins. (Adapted after Barcan-Țicaliuc, 1979, p. 223)
BEWARE OF CROCODILES
Materials: scotch tape, tape measure, height-adjustable
hurdles, cones
Starting formation: two teams equal in number, rows
Description:
Players are divided into two equal teams and stand in rows
behind the starting line. In front of each team, there are 5
crocodiles (adjustable hurdles of 20-30 cm in height or cones). At
the start signal, the first player in each row walks on toes and steps
over the crocodiles so as not to touch them. After stepping over all
crocodiles, the player turns 180 and runs to the starting line,
where he/she touches the next player in his/her row. The row that
88
touches fewer crocodiles wins the game. (Adapted after Barcan-
Țicaliuc, 1979, p. 224)
RACE INSIDE THE HOOPS
Materials: scotch tape, hoops, tape measure
Starting formation: two teams equal in number, rows
Description:
Players are divided into two equal teams and stand in rows
behind the starting line. In front of each team, on the starting line,
there are two hoops inside which the first player stands. At the
start signal, the first player in each row moves a hoop with his/her
hand, places it in front of him/her and steps inside it with both
feet, and then brings the other one in front of him/her and to step
inside it and so on. When the player reaches the finish line, which
is 20 m away, he/she takes the hoops, run with them to the
starting line and gives them to the next player in his/her row. All
players in a column must execute. The first row to finish wins.
(Adapted after Barcan-Țicaliuc, 1979, p. 225)
BALL IN BALANCE
Materials: scotch tape, cones, ball, tape measure, marker
Starting formation: two teams equal in number, columns
Description:
Players are divided into two equal teams and stand in rows
behind the starting line. The first player in each row holds a cone
with a ball on it (like an ice cream). At the start signal, this player
runs with the “ice cream”, goes around a marker at 15-20 m in
front and returns to his/her row, where he/she gives the “ice
cream” to the next player. All players in a column must execute.
The first row to finish wins. (Adapted after Barcan-Țicaliuc, 1979,
p. 226)
89
Methodical indication:
- it can also be performed by walking on toes or heels,
walking backwards, walking backwards on toes, running
backwards, lateral walking.
4.3. Specific means for children-parents/volunteers
The games in this subchapter are based on those mentioned
by Stănescu et al. (2004, p. 151). They involve engagement in the
activity, collaboration and acceptance of all players, regardless of
age, level of motor development or disability.
We have introduced this type of game because it best
expresses the idea that we wanted to promote within the
Erasmus+ Sport project “Sport together, active forever” (590526-
EPP-1-2017-1-RO-SPO-SSCP), namely the involvement of
parents (personal assistants) in practicing different motor
activities performed by children/young people with disabilities.
Moreover, we have aimed to actively involve parents next to
volunteers, because we are aware that parents have to continue,
at home or whenever they spend time with their children, the
work started in the gym by the specialised staff/qualified
professionals. Only in this way can children/young people with
disabilities progress and gain useful skills for their daily activity.
These games also require the collaboration of parents,
children and young people within the same entity. They allow
them to cooperate within the same team, act as a unit, know each
other and accept each other, regardless of their individual level of
skills, in order to solve different motor tasks or overcome some
barriers during game playing.
90
Specific games for children-parents/volunteers
WHO ARRIVES FIRST?
Materials: official bocce balls, chalk/scotch tape
Starting formation: two teams equal in number
Description:
Players are divided into two teams, one made up of
children/athletes with disabilities, the other made up of parents.
Team A sits in the middle of the field and inside the four
rectangles drawn in the corners of the field (Figure 4.23). Team B
forms a row outside the square formed by the four rectangles. The
first player in this row has the ball. To the left of team A, a square
is drawn, which represents the place of arrival. At the start signal,
the first player in team B throws the ball as far away from him/her
as possible, runs and goes around the rectangles, and then stops
inside the arrival square. Meanwhile, those in the team A catch
the ball and throw it to the player placed inside the rectangle “A”.
This one throws it to the player placed inside the rectangle “B”,
and then to the rectangle “C” and the rectangle “D”. At this point,
the game stops to check who has arrived faster – the ball at the
player inside the rectangle “D” or the first player in team A inside
the arrival square. Then, the ball is thrown to the second player in
team B, who throws the ball and starts running. The first team to
complete the task gets a point. The team with the highest score
wins the game. (Adapted after Barcan-Țicaliuc, 1979, p. 296)
91
Figure 4.23. Graphical representation of the game
Who arrives first?
BALL INTO THE CIRCLE
Materials: rubber balls, sponge balls
Starting formation: two teams equal in number
Description:
Players are divided into two teams, one made up of
children/athletes with disabilities, the other made up of parents.
The first team forms a row (team A), and the second team (team
B) forms a circle in the middle of which there are the first two
players in team A (Figure 4.24.). Those inside the circle (team B)
try to hit the two players in the middle of the circle with the ball.
When one of them is hit, he/she leaves the circle and is replaced
by the third in the row. The team that finishes faster wins.
(Adapted after Barcan-Țicaliuc, 1979, p. 296)
Figure 4.24. Graphical representation of the game
Ball into the circle
2
4 3
1
5 8 7 6
6
75
5
8
2
1
4
3
D C
4 3 2 1 5 8 7 6
B A
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Methodical indications:
- the balls used are light – made of plastic or sponge;
- when all players in the first team have been removed from
the circle, the places are changed.
BALL ON THE FIELD
Materials: plastic balls, sponge balls
Starting formation: two teams equal in number
Description:
Players are divided into two equal teams (team A and team
B), which are placed at random on the bocce court. One of the
teams has the ball (Figure 4.25.). At the start signal, the players in
team A throw the ball from one to the other. The players in team
B try to take possession of the ball. If they manage to do this, they
get a point. They keep the ball and throw it from one to the other
until team A intercepts the ball. The team that collects the highest
number of points within the established time limit wins the game.
(Adapted after Barcan-Țicaliuc, 1979, p. 297)
Figure 4.25. Graphical representation of the game
Ball on the field
Methodical indication:
- when intercepting the ball, the team gets a point.
3
2
1
5 8
75
6
4
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BALL, STOP!
Materials: plastic balls, rubber balls
Starting formation: two teams equal in number, circle
Description:
Players are divided into two equal teams (team A and team
B). The players of both teams, which are mixed together and wear
a distinctive mark, form a circle. One of the players in team A has
the ball and stands in the centre of the circle. This player closes
his/her eyes, quickly counts to 2 and says the words “Ball, stop!”
Meanwhile, the other players leave the formation in circle and
spread in all directions throughout the playing area. When they
hear that the middle player gives the order “Ball, stop!”, they stop
and stand facing the middle player. This player will try to throw
the ball to an opposing player, among those who are closer to
him/her. If the player in team A hits the player in team B with the
ball, he/she gets a point (Figure 4.26.). The team with the highest
score wins the game. (Adapted after Mujicicov, Branga, &
Mujicicov, 1966, p. 107)
Figure 4.26. Graphical representation of the game Ball, stop!
Methodical indication:
- light (plastic or rubber) bocce balls or a small sponge ball
will be used to prevent injury.
94
THROW WHEN YOUR NUMBER IS CALLED
Materials: official bocce balls
Starting formation: two teams equal in number
Description:
Players are divided into two equal teams (team A and team
B). In each team, players are counted one after another, each of
them receiving a number. Each team has a distinctive mark. All
players move freely throughout the playing area. The ball is in the
possession of a player in team A. This player calls a number and
throws the ball. The other team’s player whose number is called
must catch the ball. After catching it, he/she must proceed in the
same way (Figure 4.27.). The team whose players have made
fewer mistakes wins the game. If a mistake is made, the team
receives one penalty point. (Adapted after Mujicicov, Branga, &
Mujicicov, 1966, p. 111)
Figure 4.27. Graphical representation of the game
Throw when your number is called
Methodical indications:
- the ball will be thrown in the opposite direction to the place
where the player with the called number is;
- the ball can be thrown with the right hand, the left hand or
both hands;
1 3
1
2
75
6
4
5
8
1
2
3
4 5
6
75
8
95
- it is not allowed to consecutively call the same number from
a team and no more than three times the same number.
Calling the same number several times will bring one point
to the opposing team;
- the dimensions of the court will be established depending
on the players’ capabilities.
THROW THE BALL
Materials: official bocce balls, scotch tape, tape measure
Starting formation: two teams equal in number
Description:
Players are divided into two equal teams (team A and team
B). Each team has a distinctive mark. Each team’s players stand
in a row behind the shooting line. There is a ball next to each team.
In front of the two rows, at 5-10 m, another line is drawn, parallel
with the first. At the start signal, the first player in each team picks
up the ball and runs to the line in front of him/her, crosses it,
turns and throws the ball to the player in the opposing team, who
is positioned at the starting line (diagonal throw). After throwing,
the player stands there (Figure 4.28.). The team whose players
have made fewer mistakes wins. (Adapted after Mujicicov,
Branga, & Mujicicov, 1966, p. 100)
Figure 4.28. Graphical representation of the game
Throw the ball
4 3 2 1 5 8 7
5
6
4 3 2 1 5 8 7
5
6
Team A
Team B
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Methodical indications:
- the ball can be thrown with the right hand, the left hand or
both hands;
- if the players’ capabilities are very low, they can also move
by walking.
CROSSWISE RELAY
Materials: official bocce balls, tape measure
Starting formation: two teams equal in number
Description:
Players are divided into two teams (team A and team B)
equal in number (an even number). The teams stand crosswise,
the two groups facing each other, with the players standing in a
row. In front of each group, a shooting line is marked, the distance
between the lines of the same team being 5-7 m. The first player
in each team’s group receives a ball. At the start signal, the player
with the ball throws it to the first player in the group in front of
him/her and runs to the rear of the row. The player who has
caught the ball sends it back to the first group and goes in turn to
the rear of the row (Figure 4.29.). The game continues until the
last player has thrown the ball to the player who started the game,
and this one has caught it. The first team to finish wins the game.
(Adapted after Mujicicov, Branga, & Mujicicov, 1966, p. 153)
Figure 4.29. Graphical representation of the game
Crosswise relay
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Methodical indications:
- the ball can be thrown with the right hand, the left hand or
both hands;
- it is recommended to avoid the collision of bocce balls;
- the game can also be played with plastic balls or sponge
balls.
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CHAPTER V
ROLE OF THE COACH IN THE TRAINING AND
COORDINATION OF ATHLETES WITH
DISABILITIES12
The coach is a qualified person who trains athletes.
However, in adapted sport, the coach “has much broader
competencies that encompass issues related to teaching,
communication strategies, leadership styles and more”
(Teodorescu & Bota, 2007, p. 208).
In the literature, Marcu, Milea and Dan (2001),
Teodorescu, Bota and Stănescu (2007), Teodorescu and Bota
(2007), Winnick (2005), Moanță, Bălan, Bejan, Geambaşu and
Grigore (2006), Năstase (2003), Neagu and Papp (2012), etc.,
reveal a multitude of issues that the coach should know and apply
in the training and competitions specific to adapted sport. These
issues are supplemented by our own experience in training people
with intellectual disabilities, thus reaching the following findings:
the motor actions performed by athletes must be part of the
recommended treatment, given that they have
compensatory, rehabilitative effects;
the coach should be specialised in a single type of disability
and preferably a specific age category;
the coach should know the individual particularities of
their athletes (general health status, type of disability,
degree of impairment, aspects related to the progression of
their disability and any associated conditions);
12 Chapter written by Assistant Lecturer PhD Ana-Maria Mujea and Associate Prof. PhD Valeria Bălan, UNEFS Bucharest
99
the coach will be discreet in informing the athlete about
his/her disability or its progression;
training planning will relate to the intellectual, motor,
physical, mental and biological capabilities of the athlete;
the training will be conducted in accordance with the
athlete’s exercise capacity (paying special attention to
dosing the means and establishing external parameters of
the physical effort);
a large and varied number of sports materials will be
provided in order to increase the attractiveness of the
training lessons;
emphasis will be placed on developing the athletes’
generalisation ability, namely on their capability of
transferring the motor skills practiced and learned during
the lessons to daily activities;
the time for practicing the means will be established
depending on the athlete’s particularities, taking into
account that they consume a large amount of energy to
perform motor tasks;
any little progress of the athlete will be appreciated,
adapted sport being a source of satisfaction, joy and
pleasure;
athlete guidance towards practicing a sport discipline will
be consistent with the his/her skills;
the coach has to gain the confidence of the athlete;
the coach should not recommend physical exercises that
may cause injury or trauma; for example, Marcu, Milea and
Dan (2001) believe that the coach should forbid people with
hip disabilities to practice static sports;
100
the coach should not promise the athletes anything that
cannot be accomplished;
the coach will determine the athletes with leg amputation
not to use the wheelchair, but to opt for practicing a sport
discipline compatible with the type of disability: para
volleyball, para swimming, archery, powerlifting, etc.;
the coach will convince the athletes with special skills for
performance sports (especially former athletes) that they
can achieve performances equal to or even superior to those
achieved by non-disabled people through advanced
prosthetic technology and sustained training;
during the training sessions, the coach will show patience,
kindness, perseverance and be aware that, in the case of
athletes with disabilities, the same thing will have to be
repeated many times;
during the training lessons with blind athletes, silence will
be absolute, any shouting, exclamation or applause being
forbidden. Outdoor training is preferable to indoor
training, where echoes can create confusion that may lead
to accidents;
the coach will show availability, calmness and sympathy
and will adopt a flexible, reserved teaching style, seeking to
capture the full attention of the trained athletes;
the verbal and intuitive methods used (language,
demonstration) will be adapted to the comprehension skills
of the athletes. These methods must be clear and simple in
order to be understood;
to learn more complicated exercises, they will be divided
into sequences. For athletes with mental retardation (in
contrast to other disabilities), the focus will be on the global
technique, knowing that a simplified consolidated skill will
101
be used by them as a global skill and will be difficult to
change;
in the case of athletes with hearing disabilities, it would be
good for the coach to know and use the mimic-gestural
language;
the coach will be optimally positioned during the activity so
as to be seen by all athletes whenever needed;
the coach should apply the reward system for all
achievements of the athlete, even if they do not have major
significance;
the coach will be able to make the disabled athlete accept
failure;
the coach will always take into account the
recommendations made by the attending physician.
102
CHAPTER VI
EVALUATION – ITS ROLE AND IMPORTANCE IN
MONITORING THE GAME OF BOCCE13
In physical education and sport, evaluation plays an
important role in providing quantitative and qualitative
information on the activity carried out. Evaluation is a basic
component of the system of educational relations. Its role is
supported by the need to thoroughly know the athletes involved.
In these conditions, evaluation has the role of guiding the
instructive-educational process so as to stimulate the learning
activity.
“Evaluation is an act by which the system is constantly
improved. In this respect, evaluation becomes a moment of the
process as such, the starting point in the self-regulation of the
system; in the last analysis, it is even one of the conditions for
carrying out an instructive-educational process, its working
principle leading to changes in the objectives of the activity and
the strategy used.” (Radu, cited by Tudor, 2013, p. 33)
Regarding the activity carried out within the project, we
mention that the game of bocce was evaluated by means of three
tests. One of them is used in the official bocce competitions to
achieve the divisioning phase (division by value group) of the
athletes. This test was taken from the Bocce Sport Rules (Special
Olympics, 2018, p. 6). The other two tests were taken from the
Bocce Coaching Guide (Special Olympics, 2005) and
reinterpreted by us.
For an optimal verification of the training process, three
types of evaluation were planned, namely the initial, intermediate
13 Chapter written by Assistant Lecturer PhD Ana-Maria Mujea and Associate Prof. PhD Valeria Bălan, UNEFS Bucharest
103
and final ones. Last but not least, one of the most effective types
of evaluation is the evaluation in and through the competition. In
this project, this type of evaluation was used at the following
sports events:
Special Olympics National Games, held in Târgoviște,
between 25-28 May 2018;
a local competition, held in Bucharest, in November 2018;
an international competition, held in Tàrrega (Spain), in
May 2019.
Therefore, the purpose of evaluation is not reduced to
noticing the achieved results or knowing these results as a goal in
itself, but consists in analysing each work sequence and
highlighting the successful aspects, as well as the critical points,
which will lead to the adoption of appropriate measures for
improving the evaluated system or activity (Tudor, 2013, p. 45).
The test below (Figure 6.1.) is used in the official bocce
competitions for the divisioning phase.
On the bocce court, three spots (where the pallina is placed)
are marked as follows (Special Olympics, 2018, p. 6):
the first spot, 9.15 m away from the first shooting line
(Figure 6.1. – a);
the second spot, 12.20 m away from the second shooting
line (Figure 6.1. – b);
the third spot, 15.24 m away from the first shooting line
(Figure 6.1. – c).
Each athlete will have 24 bocce balls, 8 balls for each
marked spot.
The first 8 balls will be thrown from the first shooting line
towards the spot marked at 9.15 m. After the ball has been
released, the distance between the marked spot/pallina and the
closest 3 balls is measured, the results are recorded, and the 3
scores are summed up in the athlete’s individual sheet.
104
The next 8 balls will be thrown from the second shooting
line towards the spot marked at 12.20 m. The same protocol will
be followed as for the first 8 throws.
The last 8 balls will be thrown from the first shooting line
towards the spot marked at 15.24 m. The evaluation protocol is
identical to the previously described one.
a. The 9.15-m throw
1. Result _________ 2. Result ________ 3. Result _________ Total ______
b. The 12.20-m throw
1.
2. R 3.
1. Result _________ 2. Result ________ 3. Result _________ Total ______
c. The 15.24-m throw
1. Result _________ 2. Result ________ 3. Result _________ Total ______
105
Figure 6.1. Graphical representation of the official bocce
divisioning test (adapted after Bocce Sport Rules, Special
Olympics, 2018, p. 6)
Subsequently, the 3 scores (for the distances of 9.15 m,
12.20 m and 15.24 m) are summed up and the results (in cm) are
recorded in each athlete’s individual sheet (Table 6.1.).
Table 6.1. The athlete’s individual sheet for the official bocce test
Distance Ball 1 (cm)
Ball 2 (cm)
Ball 3 (cm)
Ball (cm)
Initial evaluation – Total: …...... cm
9.15 m (30 feet)
12.20 m (40 feet)
15.24 m (50 feet)
Intermediate evaluation – Total: …..... cm
9.15 m (30 feet)
12.20 m (40 feet)
15.24 m (50 feet)
Final evaluation – Total: …...... cm
9.15 m (30 feet)
12.20 m (40 feet)
15.24 m (50 feet)
The following test (Figure 6.2.) evaluates the athlete’s
direction ability. To perform the test, a vertical line is drawn in
the middle of the court, which divides it into the right half and the
left half. The athlete is behind the shooting line and throws the
106
ball so that it stays on the vertical line without having right/ left
deviations.
Figure 6.2. Graphical representation of the test evaluating the
athlete’s direction ability
When the ball stops or touches the side boards, the
deviation (in cm) from the ball to the vertical line of the court is
measured through the perpendicular imaginary line created. The
ball must cross the centre court line in order to be measured. If
the ball stops beyond the centre court line, on the vertical line, the
recorded performance is O (zero) cm. The smaller the number of
cm measured from the ball to the vertical line of the court, the
higher the subject’s performance.
The athlete is allowed to make two attempts. Both results
are recorded in the athlete’s individual sheet (Table 6.2.).
Throw area
Right Left
Deviation (m)
Deviation (m)
Athlete
107
Table 6.2. The athlete’s individual sheet for the tests evaluating
the athlete’s direction ability and accuracy
Evaluation
Test evaluating the athlete’s
direction ability
Accuracy evaluation test Right Left
Throw 1 (cm)
Throw 2 (cm)
Throw 1 (cm)
Throw 2 (cm)
Throw 1 (cm)
Throw 2 (cm)
Initial evaluation
Intermediate evaluation
Final evaluation
The following test (Figure 6.3.) aims at evaluating the
accuracy of bocce players.
Two rectangles are placed on the bocce court, one on the
right side and the other on the left side. The rectangles have the
size given by 25 A4 sheets placed horizontally.
The right-side rectangle is placed 1.5 m away from the
centre court line and 1 m away from the right side board.
The second rectangle is placed 1.5 m away from the second
shooting line (towards the centre court line) and 1 m away from
the left side board.
The athletes will throw the balls behind the first shooting
line and will have two attempts for the first rectangle and two
attempts for the second rectangle, thus totalling 4 throws.
The balls released must cross the centre court line and stop
inside the rectangle. If the ball stays inside the rectangle, the
athlete gets two points; otherwise, the athlete gets one point.
The results are recorded in the athlete’s individual sheet
(Table 6.2.).
108
Figure 6.3. Graphical representation of the accuracy evaluation
test
Shooting area
1 m
1.5 m
1.5 m
1 m
Athlete
109
CHAPTER VII
ASPECTS RELATED TO PRACTICING THE BOCCE
SPORT DISCIPLINE AS REVEALED BY THE
PARTNER ENTITIES IN THE ERASMUS+ SPORT
PROJECT “SPORT TOGETHER, ACTIVE
FOREVER”, 590526-EPP-1-2017-1-RO-SPO-SSCP
Bocce is a sports game similar to those in which the ball is
driven to the target by tossing, pushing and hitting it (Colibaba-
Evuleț & Bota, 1998, p. 13).
Nowadays, bocce is extensively practiced as a leisure
activity, but also as a sports activity.
Because the skills involved in practicing this sports game
are reduced, and the effort required is of low intensity, bocce is
also played by athletes with intellectual disabilities, being
included in the programme of international competitions
organized under the aegis of Special Olympics International
(2016), where it enjoys wide participation and high appreciation.
7.1. Practicing the bocce sport discipline at the
Down Plus Association in Bucharest – Romania14
Initially, the beneficiaries, members of the association,
practiced the bocce sport discipline at the competitions organized
by Special Olympics Romania. The participation in these sports
events brought them numerous satisfactions. The most important
trophies were won in 2018, at the Special Olympics National
Games held in Târgovişte, where some of the association’s
14 Subchapter written by Larisa Andreea Bucur, Director of Communication at the Down Plus Association in Bucharest and a founding member
110
athletes competed in the doubles event. The results were as
follows:
Anca Miron, Simona Zamfir – 1st place;
George David, Alexandru Călin Marinescu – 1st place;
Ana Maria Istrate, Denisa Iliescu – 1st place;
Viorel Gheorghe, Teodora Brezeanu – 2nd place.
It should be mentioned that the association’s members
have learned the bocce game or have strengthened their skills
throughout the implementation of the “Sport together, active
forever” project (Erasmus+ Sport, 590526-EPP-1-2017-1-RO-
SPO-SSCP), in which we are partners, together with the National
University of Physical Education and Sports in Bucharest.
We think that this sport discipline is a welcome activity in
the life of children and young people with Down syndrome,
because it comforts them and gives them a state of calm (that
cannot/could not be reached by practicing other sport
disciplines), because both the physical contact and the required
effort energise and permanently challenge them.
The effects of playing this game can be seen at the physical
level, but also at the mental level, through the induced wellbeing.
By involving the first-degree relatives (parents, brothers/
sisters) in the training lessons and the competitions where they
took part together (as a proposal included in the above project),
our beneficiaries have improved their self-esteem and those
around have begun to see them in a new light.
The means using pairs or teams, but also competitions, put
athletes with intellectual disabilities in new situations, made
them part of the team formed of their family that was competing
with another team made up of people with the same health
problems, made them equal to their brothers and/or sisters.
Thus, the inclusion elements aimed at promoting diversity
were constantly present both during the training sessions and in
competitions.
111
Beyond any specialised systematisation, we believe that
bocce falls into the sphere of elegant sports, which also requires
people with disabilities to think different strategies and develops
them from a bio-psycho-social point of view.
“Mens sana in corpore sano” is the most suitable motto for
the bocce sport discipline.
We hope that this sport will remain in the programme of
our beneficiaries in the future, because the motor skills needed to
practice it can be adapted to both athletes with a high motor level
and those with low skills.
Moreover, the game of bocce can be played both indoors
and outdoors, in small spaces, but especially with the family and
loved ones.
7.2. Practicing the bocce sport discipline at the
Special Sports Centre in Kuldiga – Latvia15
In 2005 and 2006, at the Centre for Children and Youth,
trainer Nadija Strazdina organized activities for the group
“Adapted physical activities”, where bocce skills were trained. The
age of participants was not limited.
In 2007, trainer Nadija Strazdina started bocce training for
students with severe intellectual disabilities in Pelči Special
Boarding Primary School – Development Centre.
In 2008, Nadija created the bocce program for students
with special needs. The program was implemented at Kuldiga
Centre for Children and Youth. At the same time, in cooperation
with the county schools, teachers and young people were trained
for volunteering purposes.
In 2009, the number of athletes increased and two hobby
groups were formed. The coaches were Nadija Strazdina and Dace
Steinberga.
15 Subchapter written by Nadija Strazdina, President of the Special Sports Centre in Kuldiga, Latvia
112
In 2009, the first local bocce competition was organized for
about 40 participants.
The Special Sports Centre in Kuldiga, Latvia, was founded
in 2011.
The standard inventory was purchased in 2011.
In 2011, the organization’s logo was created at the young
artists’ competition.
In the summer of 2013, in cooperation with Special
Olympics Latvia, the first Bocce Training Seminar was organized
not only for physically, but also intellectually disabled students
(learning disabilities) and learners with mental disabilities. The
lecturer was Roy Savage, the Europe/Eurasia Bocce Sports
Advisor. The seminar was attended by teachers from almost all
special schools of Latvia, who were involved in bocce training with
students in their schools.
Events organized since 2011:
The bocce competition – a republican and local event
organized annually;
The bocce competition – a national event organized
annually in cooperation with Special Olympics Latvia;
Training courses for sports teachers in Kuldiga
municipality;
Training courses for all sports teachers in special education
in Latvia.
Projects:
Volunteering Program, 2012;
Bocce Seminar “Volunteer training and involvement of
disabled people in different activities”, 2012;
Bocce book Bocce – Game for All, 2013 (Author: Nadija
Strazdina);
113
Bocce training for sports teachers in Latvia (in
collaboration with Glaxo Smith Kline Latvia and Special
Olympics Latvia ), 2014;
European Sports Week Program “Bocce for everyone”,
2013;
Participation in the Special Olympics European Game
competition, Antwerpen (Belgium), 2014;
International bocce competitions were organized in
Kuldiga, 2015;
1st International Bocce Open Competition for the Baltic
States was organized in Kuldiga, 2016;
Special Olympics Europe/Eurasia (SOEE) Bocce
Competition was organized in Kuldiga, 2017;
Participation in the SOEE Bocce Competition in
Luxembourg, 2018;
Erasmus+ Sports Program “Sport together, active forever”,
2018.
7.3. Practicing the bocce sport discipline at the
Esportiu Alba Club in Tàrrega – Spain16
The Esportiu Alba Club (Tàrrega, Spain) belongs to the
Alba Group, which was founded in 1976. It is a non-profit
organization located in Tàrrega (Lleida Province, Catalonia),
whose activity is focused on meeting the needs of children,
teenagers and adults with disabilities, mental health problems
and/or at risk of social exclusion. The association’s main goal is
to help people fulfil their wishes and dreams by offering them
quality tools and services and facilitating their inclusion in the
local community.
16 Subchapter written by Anna Balp Riera, Physical Activity Coordinator at the Alba Club, Spain
114
The Alba Club’s mission is to promote sports activities and
habits among people with some type of learning difficulties or
disabilities and mental illness by adapting sports to the clients’
needs and capabilities. The club tries to facilitate the integration
of people in society through sports activities, also organizing their
participation in national sports championships and various
sports competitions.
The sports promoted by the Esportiu Alba Club are:
athletics, football, basketball, badminton, table tennis, lawn
bowling, swimming and cycling.
The club’s members are from two small regions, Urgell and
Segarra, which are the framework for action of the Alba
Association, an entity to which the Alba Sports Club is affiliated.
The main goals of the club are:
increasing the range of opportunities for disabled people to
be involved in sports;
increasing self-esteem, because people with disabilities
realize that they can practice a sport just like anyone else;
participating in various local sports events to promote
inclusion; we are convinced that creating synergies is a
good way to brake stigmas;
promoting physical activity as a healthy habit and lifestyle;
providing all necessary support to promote healthy habits
and a healthy lifestyle;
participating in the different sport competitions organized
by a cell;
increasing the number of people who practice sports.
Our experience in bocce started with the Erasmus+ Sport
project “Sport together, active forever” (590526-EPP-1-2017-1-
RO-SPO-SSCP). Since then, all people practicing bocce said they
115
enjoyed the game and have really improved their skills in this
sport. We have almost 40 people who train for bocce once a week.
So far, they have understood the main rules of bocce and have
acquired the basic bocce skills.
Bocce is not a physically demanding sport, though physical
fitness helps to much better control of each movement. For us,
this point helps to involve people with any kind of physical
condition and give everyone the opportunity to participate in
competitions.
On the other hand, the mental and social benefits of bocce
are incalculable. This is why we used bocce as an integration tool.
We organized several activities involving different groups.
We have spread bocce in the territory, and now we can state that
many people have at least heard about this game.
In the future, we plan to participate, if possible, in an
official Special Olympics bocce competition.
116
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