Individual Skills and Half Court
Individual Skills and Full Court
Half Court and Full Court
Unified Basketball and any other basketball event
Receive 1st - 3rd at the Area tournament
Attend the Regional tournament
Attend the Area tournament
When a coach notifies the Special Olympics state office that an athlete will be gone from Area but is still planning on attending State.
When the referee blows the whistle
When the athlete on offense has the ball
At any point during the game
Once the offensive player has passed the ball in or on any live ball change of possession
The roster of athletes and coaches
Assessment scores for each athlete
Team information page
All of the above
Depends on how many athletes are on the team
The athlete is irritated by bright lights or certain colors.
The athlete avoids being touched.
The athlete has had a history of negative experiences such as being ignored or left out of activities.
The athlete is suffering side effects from medication.
By examining pictures or watching videos of a sport
By seeing, feeling, and doing
By taking more time to process and retain information
By applying the skill in a variety of environments
Hyperactivity and photosensitivity
Grand mal seizures
They are too sedentary and unaccustomed to physical activity.
Typically, they are all antisocial and cannot learn to interact on teams.
Their families cannot afford the equipment for them to participate.
Training is too complex.
The athlete hears you explain the skill by using one- or two-part instructions, and then it’s clear what is expected of them.
The athlete sees what they're being asked to do and is able to follow the instructions.
The athlete receives one-on-one attention from the coach.
Since combining the four components is nearly impossible, it is the best way to teach an athlete a new skill.
Test the athlete on their ability to perform it.
Continue to add new skills until the athlete appears overwhelmed.
Repeat and reinforce the new skill immediately after it is performed or if they demonstrate the correct behavior.
Have the athlete repeat the steps to test for memorization.
After a competition, evaluate whether the skill was achieved.
Have the athlete apply the skill in a game-like situation.
Give the athlete more playing time during a game.
Separate the skill into tasks.
Use the same words or phrases to elicit a desired action.
Use “don’t” commands so the athletes do not hurt themselves.
Use at least 4-part directions to include the entire action, not one- or two-part instructions.
Use directional references often so athletes can acclimate themselves to the terrain.
Use words that are clear and criteria-laden.
Use words that are concrete and conforming.
Use words that are consistent and command-oriented.
Use words that are concise and compassionate.
Have the athlete demonstrate an activity for their peers.
Have the athlete perform the same task until they learn the skill.
Move the other athletes away from them until they're back on task.
Change the athlete to an observer until they're ready to focus.
Competition will be inconsistent regardless of where the athlete is competing.
Athletes need to be exposed to a variety of rules so they can compete in different settings.
Athletes need to know that National Governing Body rules take precedence over Special Olympics rules.
Athletes will be better prepared if they know and are comfortable with the rules.
Find a practice site that is big enough for what they need.
Watch each athlete and point out the faults of their performance so they can improve before the competition.
Assign coaches, but don’t let them work with the athletes until the day of competition because that would diminish your role as head coach.
Have a crisis plan in place to cover all contingencies.
It’s when the athletes perform on a stage, such as in gymnastics.
It’s the location where the athletes gather with fellow competitors prior to competing.
It’s an area where parents can sit with their children to watch the competition.
It’s the area where coaches instruct athletes on what to do if they encounter a potentially vulnerable situation.
“Winning isn’t everything. It’s the only thing.”
"It's not that you won or lost but how you played the game.”
“Let me win, but if I cannot win, let me be brave in the attempt.”
“You can't just beat a team, you have to leave a lasting impression in their minds so they never want to see you again.”
When an opponent makes a basket or scores a goal, have the team say, “Nice shot!”
Recognize mistakes and immediately penalize the athlete for them.
Question the ruling of any official who makes a controversial call.
Yell instructions to your athletes as they are playing; this will provide constant instruction.
Here's an interesting quiz for you.