Assessed a one stroke penalty and may drop the ball two club lengths from where it went out of bounds at.
Assessed a one stroke penalty and may drop the ball anywhere from the point it went out to where he/she hit the previous shot from.
Assessed a one stroke penalty and must hit the ball from where he/she hit the previous shot from.
Short putt/Long putt
Notify of a substitution after Area
Place 1st at an Area competition
Compete together at their Area competition; no changes are allowed between Area and State
Have the athlete demonstrate an activity for her peers.
Have the athlete perform the same task until she learns the skill.
Move the other athletes away from her until she is back on task.
Change the athlete to an observer until she is 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.
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.
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.
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.
In golf, tennis, track and field, and swimming, immediately pull the athlete aside and explain their error so they don’t repeat it.
If possible, use the error as a teachable moment or wait until the end of the competition to provide feedback.
Be direct and shout, “Don’t foul!”
Don’t plan what you’ll do; different situations can arise, so be ready to formulate a plan and feedback as needed.
It identifies those athletes who need improvement and those who don’t.
It will help improve the athlete’s concentration.
It builds the athlete’s self-esteem by correcting errors, prior to, during, and after the competition.
It’s the best way to ensure an athlete achieves her personal best at each ability level.
It’s primarily for building team spirit.
It’s improving an athlete’s performance by pointing out the errors from the sidelines.
It’s building individual and team values and reaffirming the Athlete’s Oath.
It’s a point system where any infractions are marked on a clipboard and addressed after the competition.
Teaching the skills of the sport regardless of the athletes, and repeat the directions until they learn.
Reinforcing the idea that winning is the most important goal.
Teaching athletes that playing the game is more important than developing skills
Teaching skills in sequence and to the level the athlete needs.
Give athletes constant direction for all situations and in all sports.
Give athletes enough direction to allow them to play, develop independence and self-esteem, and succeed.
Focus your directions on more complex sports such as bowling and bocce.
Giving frequent directions to athletes during competition provides a level of comfort to them.