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
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.
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.
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.
Help athletes discover that their personal best may be different from others’, but they all help the team.
Reinforce the accomplishments and efforts of the athletes who won their event.
Instruct your athletes to go half-speed in divisioning rounds so they are better positioned to win the finals.
Deliver elaborate post-competition speeches that praise the athletes.
Constantly yell tips for improvement from the sidelines.
Keep words brief and positive, focusing on what should be done.
Tell athletes what NOT to do so they will not make mistakes.
Use new and different words to reinforce what the athlete already knows.
Limiting responsibility to avoid the risks of independence.
Showing and teaching good sportsmanship and respect for officials, opponents, teammates, coaches, and other athletes.
Providing ongoing instructions to athletes while they are competing so they don’t forget them.
Having athletes arrive immediately before competition so they do not stress about quickly changing environments.
12 feet x 60 feet
12 feet x 40 feet
10 feet x 60 feet
10 feet x 40 feet
Athletes/teams alternate who throws
Athletes/teams throw all their bocce balls before the next athlete/team throws
Athletes/teams throw one ball at a time until they are the closest ball to the pallina. Once they have become the closest to the pallina the opposing athlete/team throws until they are closest.
Only one point is awarded per frame to the closest ball. That athlete/team receives one point.
The athlete/team that is closest to the pallina gets four points
The athlete/team that is closest to the pallina gets a point for each of their balls that is closer than the closest opposing ball.
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.
Many may be 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.