BOCCE practical guide€¦ · Bocce - practical guide / Valeria ălan, Ana Maria Mujea, armen...

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VALERIA BĂLAN ANA-MARIA MUJEA CARMEN GHERGHEL BOCCE practical guide 2019

Transcript of BOCCE practical guide€¦ · Bocce - practical guide / Valeria ălan, Ana Maria Mujea, armen...

Page 1: BOCCE practical guide€¦ · Bocce - practical guide / Valeria ălan, Ana Maria Mujea, armen Gherghel. - ucureşti : Discobolul, 2019 ISBN 978-606-798-076-9 I. Mujea, Ana Maria II.

VALERIA BĂLAN ANA-MARIA MUJEA CARMEN GHERGHEL

BOCCE

practical guide

2019

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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.

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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

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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

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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

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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

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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.

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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

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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

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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).

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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,

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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

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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)

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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.

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- 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.

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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)

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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).

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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

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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)

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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

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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;

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- 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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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= 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

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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)

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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)

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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

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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.

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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

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- 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

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- 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

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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.

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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)

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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).

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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;

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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.

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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;

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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.

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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.

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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

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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

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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

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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

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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

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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

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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.

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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.

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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

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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

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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

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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

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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 &

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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;

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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.

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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,

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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)

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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

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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)

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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.

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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)

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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.

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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

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- 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

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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;

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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

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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.

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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

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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.

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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 ______

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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

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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

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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.).

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Figure 6.3. Graphical representation of the accuracy evaluation

test

Shooting area

1 m

1.5 m

1.5 m

1 m

Athlete

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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

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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.

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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

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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);

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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

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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

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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.

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