MATERIALS & STRATEGIES FOR SPECIFIC ACTIVITIES
Output 3
Boccia
Output 3
Boccia is a Paralympic sport for people with a motor impairment where the goal is to throw the blue or red balls as close as possible to the white ball. The sport has been specially developed for people with Cerebral Palsy, but is now also being played on an international level by people with, for example, Spina Bifida, muscle disease, paraplegia or amputations. Boccia is played both individually and in a team (BISFed, 2016).
Terminology and History
“Boccia” is the name used in English, the official language of the international bodies: BISFed – Boccia International Sports Federation (BISFed, 2016), IPC – International Paralympic Committee (IPC, 2019), CPISRA – Cerebral Palsy International Sport and Recreation Association (CPISRA, 2019).
Boccia is practiced in the five continental regions: Africa, America, Asia, Europe and Oceania / Pacific, but the African continent is the only continent that has not been represented to date at the Paralympic Games (IPC, 2019).
Rules and Regulations
The BISFed rules are governed by the BISFed Rules Committee, on which stand player, coach and referee. You can consult the rules and regulations of the sport at: http://www.bisfed.com/about-boccia/rules/ (BISFed, 2016).
Intervention Areas
It should be noted that although the rules and regulations are related to high competition, the area of intervention extends from high competition (including Paralympic Games, since 1984) to therapeutic, educational (physical education and school sport) and sport for all (Boccia World, 2016). As such – and from a reverse inclusion perspective – it allows the participation of all citizens, regardless of functionality, age, gender, or the way you play (that is, sitting in a wheelchair or standing, using your hands or feet to throw or propel the balls and / or use adapted equipment or technology assistive devices), throughout the life cycle (being a widely practiced modality in seniors). Throughout this chapter there are some suggestions for starting / adapting the sport – which are not, of course, official – and it is not intended to improve performance, but inclusive alternatives.
Boccia is part of the “Ball” games family, being a specific sport for the persons with disabilities, as it has no parallel in conventional, Olympic and non-Olympic sports. Boccia was originally played by athletes with cerebral palsy, but now includes athletes with other disabilities which affect motor skills (BISFed, 2016).
Boccia is conceptually characterized in terms of performance as well as its structure, dynamics and normative play as a precision and coordination ball sports activity – with a set of 13 balls (1 white ball (target ball ), 6 red balls and 6 blue balls) (BISFed, 2016).
Material/ Equipment
1 white ball (target ball) 6 red balls 6 blue balls Weight: 275 g. +/- 12 g Circumference: 270 mm +/- 8mm
Balls with different sizes, weights, speeds, textures, colours and representativeness. Introduce audible balls.
Boccia is characterized in terms of space as an indoor game – competitively – although it can be played in outdoor spaces, recommending spaces with a flat, smooth and regular surface. The playing area a 12.5m by 6m rectangle (BISFed, 2016).
Who can play and how they play?
In Boccia, balls can be thrown using the upper limbs; driven (kicked), using the feet, or even rolled through a ramp, always depending on the functional profile of the players who may or may not need a support technician (e.g.personal assistant, etc), adapted equipment and / or assistive products (BISFed, 2016).
Boccia is a mixed sport which does not have competition by age group, or body weight. The Paralympic Boccia (High Performance / High Competition) requires, in order to guarantee equality, equitity, fair play and sporting truth, to determine first who is eligible to compete and secondly to group players by class (BISFed, 2016). The BISFed standards provide for four classes for the Paralympic Boccia that take the designation of BC, corresponding to the initials of Boccia followed by a digit that identifies the functionality profile, namely (BISFed, 2016):
- BC1 – players with cerebral palsy – can play with hand or foot (with or without adapted shoe) – who participate with the sport assistant during the game;
- BC2 – players with cerebral palsy who participate without sport assistants during the game;
- BC3 – players with cerebral palsy who participate with the support of the sport assistant during the competition. They always use support products and / or adapted equipment, such as a chute / ramp and, if necessary, they can use a helmet with pointer, mouth extensions, hands or other. BC4 eligible players using gutters/ ramp participate in BC3;
- BC4 – players with motor impairment but whose diagnosis is not cerebral palsy. Those who play with the foot may have support assistant.
In addition to the assistive devices mentioned for BC3 class athletes players may, provided they are authorized, use other accessories and / or compensating devices such as belts, bands, gloves and even wipes to clean their hands and / or balls (BISFed, 2016).
For therapeutic purposes, wheelchair accessories such as the abductor piece, neck / headrest, waistcoat, orthoses are permitted under the authorization of the classifiers. As sport accessories for sport assistants – seats and ball holders are permitted (BISFed, 2016).
Some material for the athletes
What about the sport assistants? International Boccia standards, classification and rules of play allow sport assistants to athletes during competition and depending on the classes. The BC1, BC3 and BC4 classes (in the latter case, exclusively when playing with the foot) may have sport assistant, but with different functions (BISFed, 2016):
- “3.5. BC1 and BC4´s foot players’ Sport Assistant should be positioned behind the throwing box and may enter the throwing box when directed by their athlete.”
- “3.5. BC3 Sport Assistants must be positioned inside their athletes’ throwing box and may not look into the playing area during the Ends. ”
The basic assumption is that the sport assistant is an extension of the athlete and cannot make their requests without being asked / directed by the athlete, nor being in physical contact with the athlete in the act of throwing the balls. Some of the actions of the sport assistant are: Adjusting or stabilizing the athlete’s chair; rolling and / or passing a ball to the athlete; collect the balls from the field at the end; positioning the ramp (for BC3) (BISFed, 2016).
Sport assistants can assist in communication for players with difficulties in expression and communication (BISFed, 2016).
The individual player or team that achieves the most points wins, which results from placing as many balls (red or blue) as possible against or near the Target Ball (white ball) without getting in the way any other opposing ball – “11.2 The Side with the closest ball to the Jack will score one point for each ball closer to the Jack than the opponent’s closest ball to the Jack.” Each throw of the white ball (performed by the players) is followed by the release of the colour balls (red or blue) – this process is called game partial – the number of game partials varies depending on the format of the competition and the final result of the game is given by the sum of the result of each game partial. If the sum of the partials is equivalent, one or more tiebreaker games are played until a winner is found (BISFed, 2016).
It can be played individually or collectively, with the functional characteristics of the players prevailing as the sole criterion for determining the category and competition tests. The Competition Format further defines that the game is comprised of four partials for individual and pair competitions and six partial for the team. Thus, there are competitions (BISFed, 2016):
- individual (one on one) in all classes between players of the same class. Each player plays with 6 red or blue balls and is placed in the central squares of the field (from the field of play diagram box 3 is occupied by the red player and box 4 by the blue player) – 4 partials are made (each player throws alternately the white ball)
- pairs (two against two) in classes BC4 and BC3. Each player plays with 3 red or blue balls (from the playing field diagram squares 2 and 4 are occupied by the red player and squares 3 and 5 by the blue players) – 4 partials are made (each player throws the white ball once )
- team (three against three), with teams that mix the BC1 and BC2 classes (a BC1 must be on the field). Each player plays with 2 red or blue balls (boxes 2, 4, 6 are occupied by the blue player and squares 1, 3 and 5 by the red players) – 6 partials (each player throws one turn the white ball)
It is through “coin flipping” that the player or team has the opportunity to choose between playing with the red balls or the blue balls and both sides must occupy a designated section on the field from which the balls are thrown. The game starts, in a simplified way, like this (there are exceptions to the rules) (BISFed, 2016):
- Who starts the first half of the game is the red player or pair (house 2/1 player respectively) with the throwing of the white ball and the player throwing the white ball also throws the first colored ball.
- Then a ball from the opposing team is thrown – from this moment on, the player of the team to throw the ball must be strategically chosen by the team.
- And then who plays? The game is always continued by the player / pair / team that has the balls of his colour furthest from the white ball, that is, that is at a disadvantage – unless the side has thrown all his balls. In this case the other side will throw next, until all balls have been thrown.
- The end is declared when, in addition to the target ball, all 12 balls, 6 on one side (red) and 6 on the other side (blue) have all been thrown on both sides, i.e. to the respective valid areas of the game, whether in individual or group competition. The player may choose not to play or throw one or more balls.
- When the end is over, the side with the ball closest to the target ball wins, which scores one point for each ball closer to the target ball than the ball closest to the opposing side. Points scored in each end are summed, depending on the number of endings, by individual or collective category, and the side with the highest score is declared the winner. If the final score is equal, a tiebreaker is played to determine the winner.
Watch a video
Please watch this video made by Boccia UK (2018) and everything will be clearer:
Match refereeing
As with every game there is a referee, and for refereeing, in competition the team consists of a field referee who directs the game, a lineperson who assists him and one to two timekeepers and scorekeepers (BISFed, 2016).
But in non-formal situations, the players themselves may direct the game, in other cases it may be the teachers or coaches and the Sports Assistants who will do this. The material used is:
Note that:
- The referee uses the racket to indicate which player or team (red or blue) will play and is therefore a key visual element throughout the game – a blue and red table tennis racket or any other object which has colours corresponding to the colours of the ball may be used in non-formal and inclusive game situations.
- The bar, tape measure, feeler gaps and flashlights help the referee check which balls are closest to the white ball – giving the final result. Feeling gaps can often be replaced by sheets of paper of varying thickness.
Boccia allows the “inclusion” of persons with the most diverse functional diversity, with or without disabilities. Given the lack of a body that fits and regulates Boccia for All, knowing that it will depend on the promoters depending on its target audience and / or recipients, what is being consensualized from national and international experiences of dozens of over the years, it is recommended to overestimate the rules and methods of teaching and training to the detriment of material resources issues and contextual and environmental factors (Carvalho, Carvalho, Parreira & Januário, 2016).
So, taking into account the TREE model, there are possible adaptations like:
T | Teaching or Coaching Style | • Simple, clear, coherent and concise instruction • Repetition, Demonstration, Passive Manipulation, Physical Assistance • Communication aids (eg communication tables, images, embossed explanations, etc.) • Positive and / or kinesthetic feedback • Etc… |
R | Rules and Regulations | • It should not be imposed on anyone to play seated. It is possible for them to play standing and / or sitting, using for launching: hands, feet or even assistive devices – Thus, free and joint participation should be allowed for both seated and standing participants. • Establish game introduction progressions (eg number of attempts, number of steps, punctuation, etc.): Rules may be simplified and evolved according to learning processes, for example, the order of release may not depend on the alternation principle – a launching sequence defined by the coach; • Challenge the accomplishment of different types of launch. • Change complexity by subdividing the task: • Throw the ball between two pins (the distance between the pins decreases with the level of the students) • Throw the ball into an arc (smaller or larger bow depending on student level); • Throw the ball between pins and stay in an arc; • Throw the ball and touch the Target Ball.• Etc… |
E | Equipment | • Ensure accessibility to play space • Ensure the use of specific material, such as ramps, pointers, ball trays, etc. However the material resources should not need to be in accordance with Paralympic Boccia standards, • Additional objects can be added for mode diversification: targets, pins, etc. of different dimensions • Materials may relate to the acquisition of educational skills, numbers, letters, colours, etc. (e.g. place numbers in space and cast to number 5, or sum between 5 + 5, etc.) or other participant-specific interests as targets |
E | Environment | • House size can be adjusted • The playing area can be reduced or adjusted according to the objectives (eg throwing only balls up to 3m / 5m / 7m etc.)
• Remove distracting obstacles or stimuli • Control space variants: temperature, floor, etc. •Etc… |
Thus, Boccia has a great potential for inclusion, as it allows the joint competition of practitioners of both sexes (since it is a mixed sport, where there is no gender division) and the simultaneous participation of various age groups and the joint participation of persons with and without disability and can compete in an integrated way standing, in a wheelchair or with walking aids.
- Traditional Sport Games [TSG]
“The diversity of physical education, physical activity and sport is a basic feature of their value and appeal. Traditional and indigenous games, dances and sports, also in their modern and emerging forms, express the world’s rich cultural heritage and must be protected and promoted.” (UNESCO, International Charter of Physical Education, Physical Activity and Sport, Art. 1.5., 2015)
The traditional game is a playful activity that reflects the hobbies and tendencies of a particular people, concerning the tradition of each society, transmitted from generation to generation by tales and legends in customs and rules of conduct.
TSG have health benefits, are inclusive and have a socialising influence (EC, 2016). TSG involve: motor skills (e.g. coordination, balance, flexibility and endurance); intellectual skills (e.g. leadership, memorization, strategy); as well as social and cultural skills (e.g. respect for others, coping and expressing emotions through creativity, cultural identification).
The following are considered benefits of traditional games (Hazelton, et al., 2015):
- TSG have old cultural roots but can be promoted like something new and fun – for kids of today.
- TSG work in the local context and TSG are visible and practical, in contrast to Olympic Sport as a global phenomenon.
- TSG have their starting point in local needs and possibilities.
- TSG are heritage, culture and history that are worthwhile to learn about.
- TSG reinforce cultural identities for many participants.
- TSG have health benefits that can be seen as a part of healthy and active living.
- TSG have a socializing influence to good morals when they emphasizes fairness, respect for diversity and ability and cooperation in the game. Participants make their own rules, unlike in sports where judges stand outside the game and make rules for all.
- TSG, in general, are easy to do – with simple tools and few rules and easy to facilitate.
- TSG are an activity that can involve all ages playing together. Many games can be adapted for persons with disabilities.
- The tools to TSG are simple, inexpensive and can be homemade and carried around easily.
- TSG are for the masses. Sport is for the classes (Dr. Deshpande HVP Amravati India).
It’s a simple, fun and sociable way to do physical activity, requiring no specific motor skills, no expensive materials, no specific locations; and privileging socialization, cooperation and joint activities, to the detriment of competitive aspects. It also has the power to unite generations, as they can be played throughout the lives of individuals and easily adaptable – so in modern society, TSGs are excellent tools for promoting family activities, intergenerational activities, quality-of-life promoters and of healthy living habits (Hazelton, et al., 2015).
Thus, TSG presuppose the diversity of the spaces in which they are played, the simple and economical materials, the temporality of their practice and the freedom, spontaneity and creativity that allow the promotion of their inclusion. They are played by people of all ages, genres, features, cultures, etc. And they can be divided into categories – The main European TSG classification concept is based on the eight traditional types of human physical activities (Bronikowska & Groll, 2015), which involve: Ball, Throwing, Shooting, Fighting, Animal Games, mobility and / or stunts.
First stone of the process, the Declaration of Punta del Este (MINEPS III) aimed at promoting the safeguarding and development of TSG through the elaboration of a worldwide list of traditional games and sports and governmental support.
(UNESCO, 2003)
Also part of the InSport project is the collection and gathering of good development practices from the selected activities. In this topic, it is important to highlight the project “Recall: Games of the Past – Sports for Today”, available at: http://recallgames.com/ – which shares with the InSport project two partner entities. It is a project led by TAFISA, supported by 12 partner organizations coming from all over Europe, including the UNESCO Chair, which was co-funded by the European Commission (TAFISA RECALL: Games of the Paste – Sports for Today, 2015).
The “Recall: Games of the Past – Sports for Today” project aims to “reintroduce Traditional Sports and Games into the daily lives of young people as a means to tackle social challenges of today – including the epidemics of physical inactivity, by documenting and disseminating TSG worldwide heritage. ”
We have described a few examples with their adaptions. For more traditional games with country characteristicis and country of origin can be found via recall games( http://recallgames.com/games):
Example of individual game … | ||
Title | La Marelle | Adaptations |
Aim of the Game | Starting from the earth (“Terre”), to reach the sky (“Ciel”) by jumping on the various boxes of the “Marelle” as quickly as possible.
| Teaching Style:
|
Rules |
|
|
Equipment | Chalk to draw the “Marelle” on the concrete/asphalt ground; one little stone per player. |
|
Environment | Outdoor free space (concrete/asphalt pavement or dirt field) |
|
Team play example … | ||
Title | La Billarda | Adaptations |
Aim of the Game | To hit the “billarda” (pin) with the “mocho*” (stick or bat) in order to send it to the opposite field without it touching the ground. The players of the opposite team try to avoid this happening with their ‘mochos’.
| Teaching Style:
|
Rules | Set up: Draw or mark a rectangle of about 20 x10 m. Within this rectangle draw two 2 m circles approximately 8 m apart. Each circle is the field for one team. Rules Before the game starts, players must agree on a number of points to reach (e.g. 5, 10, 15 or 20). They toss a coin to define which team starts.
The winner is the team that reaches the agreed number of points first. |
|
Equipment | “Billarda” – cylindrical wooden piece of a 2 cm diameter and 8-10 cm long sharpened on both ends, “mocho” – wooden stick or bat – approximately 80 cm long used to strike the “billarda”. Each player has to be equipped with a “mocho”. |
|
Environment | Indoor or outdoor area, approximately 10x20m big. |
|
Thus, it is verified that the “game” of adaptations always uses the TREE Model, using the strategies, highlighting that (Hazelton, et al., 2015):
- At the Teaching Style level: one should foster discovery and imagination – valuing the “Everyone wins, nobody loses” perspective; Encourage players to communicate between each other; Provide success experiences, in the sense of athletes enjoy sport more and have a greater chance of structural participation.
- At the Rules level: These are simple games with few rules – and existing ones can be adapted;
- At Equipment level: materials should be simple to handle, economical – many of them recycled – and light to be easily transported. Be sure to vary objects (weight, size, speed, texture, density, etc.) by inserting audible equipment and coloured material.
- At the Environment level: Verify that they are safe and accessible places to practice and can adapt the practice to available places (using indoor and outdoor spaces)
Safeguarding and promoting Traditional Sports and Games (TSG) as sports practices and intangible cultural heritage is a key challenge for the future development of sport and societies. (UNESCO, 2003)
TSG are a reflection of different cultures and traditions, an opportunity to learn, learn and communicate world cultures – diversifying learning, experiencing the sporting heritage of different cultures and “building bridges” of international understanding and cooperation (Bronikowska, et al., 2015).
OUR SUPPORTER
OUR PARTNERS
