New Player Lesson Plan
What
1.
st
1 Appointment
Activities


Resources
Time
Advise the player to wear comfortable clothes that they can bend in with softsole shoes, like trainers.
Advise the player to apply sun-block, wear a hat and bring a water-bottle.
2.
Set-up
 Set up at a rink, allocated by the green-keeper, prior to the player arriving.
Coaching Tips: Subsequent sessions may require additional coaching aids to be
set up on the green.
Over a series of lessons, you are going to explain bowling terminology,
nomenclature, the laws, the etiquette and how the club works to the new player. It
is very important that you share this information in small chunks and only when it is
relevant to something that player is actually doing or asking about. Remember
more doing and less talking should be your motto!
 2-3 Jacks
 ±4 Mats
 Water
 Lesson Plan
Coaching Aids
3.
Greeting
 Introductions.

 Explain process and cost.

 Exchange contact details (write name and phone no in log-book).

 Record details of player on form (dominant hand, medical, etc.).
 Select appropriate bowls size.
Coaching Tip: After the first lesson, encourage your new player to purchase The
Etiquette and Courtesy of the Game of Bowls [29].
Bowls sets of
various sizes
Log-book
Player record form
4.
Warm-up


Stretching
exercises
Player carries bowls to rink, place on bank.

Walk briskly around the green to stretch the muscles and explain the
environment – green, banks, rink markers, wind-sock.
 Walk on at entry to green, explaining why not to climb up & down the bank –
start of instruction on the etiquette in bowls..
 Go through a short set of stretching exercises, explaining about slow movement
and holding, with no jerking.
Coaching Tip: Start each session with the brisk walk and the stretching. In
subsequent sessions (probably from the 3rd session onwards), add the 10m warmup exercise provided in Appendix C.
1
10
5-10
New Player Lesson Plan
What
Activities
Resources
5.
Bias
The new player has come to learn how to play bowls, so give him/her the
opportunity to roll bowls up the rink as soon as possible.
 Place a mat at ±2m while the player is taking the bowls out of the bag on the
bank and placing them gently on the green.
 Ask the player to take the stance as for the jack and place a bowl in the hand
(not necessary to explain grip yet).
 Player delivers the bowl (the same way as the jack) aiming for the jack,
straightened in the previous activity.
 Repeat this by placing the next bowl in the hand the other way around, so that it
will curve in the opposite direction.
 Walk together to fetch the bowls & jack, explaining about the bias (NOT
weighted, but falls over onto the lower shoulder, which causes the bowl to
curve) and the difference between the centre-line & the delivery-line.


6.
10m Mat
(backhand)

Explain the goal of bowls being to get as many of your team’s bowls closer to

the jack than those of the opposition.

Coaching Tip: Always use correct terminology to ensure that the new player
learns the language of bowls as quickly as possible.
 Set-up 3 mats against the bank under a boundary-marker (usually white) and 1
mat on the centre-line, 10m from the plinth – start on the back-hand side of the
player.
 Gather the bowls ±1m behind and to the left of the 10m Mat.
 Stand behind the 10m mat and demonstrate the grip, with the player following
your example. Note: Explain that the reason they are essentially bowling
backwards, is to concentrate on the technique without having to fetch bowls
from far and wide.
 Allow the player to leave his/her bowl on the ground while you demonstrate
taking the stance, which the player repeats after you, without the bowl in hand –
remember to walk the line – practice this a few times, assisting the player to get
all the body-parts in the right place.
 Stand in front of the boundary-marker and demonstrate, using the mirror image,
the delivery, follow through and standing up on the stepping-foot – allow the
player to practice taking the stance and delivering a number of times with you
2
Time
Mat
Bowls
5
4 Mats
Bowls
20
New Player Lesson Plan
What
Activities
advising, while you stop and return the bowls.
Note mats
protecting
the bank
Boundary
Marker
Figure 1
Using the 10m Mat
Coaching Tips:
This entails letting the new player stand on the mat which is placed at ±10m from
the ditch. The coach stands in front of the ditch and returns the bowls or jack to the
player. Another advantage of using the 10m-mat is that it allows the new player to
focus on the process of delivery rather than the task of drawing to a specific spot
on the rink. Although much of the technique has been fine-tuned over the years,
this is one aspect of coaching that remains unchanged today. Use the 10m-mat to
demonstrate, practice and fine tune the Clinic delivery technique (see Error!
Reference source not found.). It also means that the coach has no need to shout
instructions to the new player, as the two are in close proximity. Use this means of
honing the delivery technique in diminishing lengths of time over the first 3-4
lessons.
Your new player may find that elastic strips to indicate the centre-line and deliveryline are useful (see Error! Reference source not found.).
Keep using the swing-then-step-then-point rhythm started with the jack delivery.
Coghlan suggests using songs of different tempos to assist in getting the rhythm
correct to deliver the bowl to a short length (Swing [S]low, Sweet Chariot – slow
tempo), medium length (Frere Jaques / Brother John / Vader Jakob – depending
on the preferred language! – medium tempo); long length or heavy green (I’ve Got
Rhythm – faster tempo) [112]
3
Resources
Time
New Player Lesson Plan
7.
What
Activities
10m Mat

Resources
Instruct the player to maintain the same bias, but to use the coach’s feet as the 
delivery-line – the player delivers a bowl which you return, moving 1m towards

the other boundary-marker.
 Once the player has delivered a bowl to the opposite boundary-marker, instruct
the player to change the bias, but to do everything else exactly the same and
move the mats against the bank to the opposite boundary-marker – allow the
player to deliver a number of bowls on the fore-hand.
Emphasise that the only difference between forehand and backhand is the bias
and the delivery-line.
Coaching Tips: Start all subsequent sessions with the 10m mat delivery on the
backhand and forehand, to hone the technique – each session, the time spent with
this activity will probably be less than the previous session.
At the end of the first lesson, encourage the player to purchase the Bowls SA
booklet Introduction to Bowls and the Walk the Line video to read and watch at
home. This will help to entrench the grip, stance and delivery. Encourage the new
player to go through delivery-routine with a sock or tennis-ball in front of a long
mirror, so that s/he can see and feel what his/her body is doing.
4
4 Mats
Bowls
Time
10
New Player Lesson Plan
8.
What
Activities
Resources
Jack
Emphasise that the delivery of the jack is exactly the same as the delivery of the

bowl, with only minor adjustments to the grip and stance.

 Demonstrate where and how to place the mat - – opportunity to explain the
minimum and maximum mat law and why a mat is used.
 Demonstrate the grip of the jack with the player following your example (see
Error! Reference source not found.).
Coaching Tip: With the player standing on the mat ask the player to step-and-roll
’the jack to you – you stand approximately 5m from the mat, on a mat which is on
the centre-line – demonstrate the correct grip, stance and delivery when you return
the jack, but do not talk about – just do it, and see how much technique and rhythm
the player picks up purely by observation. Encouraging the step-and-roll rhythm
means the player is already starting to pick up the rhythm and timing of the
delivery. [112]
 Explain the centre-line of the rink and demonstrate how you are going to aim to
deliver the jack towards the opposite number, along the centre-line (see the
line); take the stance (walk the line) – allow the player to practice this a few
times, , assisting the player to align the body correctly.
 Demonstrate the delivery, follow-through and standing up on the stepping-foot
(see Error! Reference source not found.) – allow the player to practice the
grip, stance and delivery a number of times, stopping & returning the jack from
±10m away – opportunity to explain the foot-faulting law.
Coaching Tip: Encourage the player to follow the rhythm of swing-then-step-thenpoint to develop both the timing and the rhythm of the delivery – the faster the
words are said, the further the delivery will go.
 Once the player has mastered the grip, stance and delivery reasonably well,
allow a jack to continue on its course up the rink. Demonstrate and explain how
the player should step back, stand square on the mat, and indicate to the
person at the jack how to straighten it onto the centre-line, using clear, bold
movements – allow the player to practice this with the jack delivered up the rink.
5
Mat
2-3 Jacks
Time
10
New Player Lesson Plan
9.
What
Activities
Resources
Practicing




10. Point-of-Aim
(PoA)
Teach the new player how to do the jack-consistency exercises – Appendix C:
Jack 01 & 02 explain why the jack length is important.
This will allow the new player to start the memory training necessary to
accomplish consistency.

Using the PoA diagram (see Error! Reference source not found.), explain to

the player what s/he should be focussing on at the time of delivery (see Error!
Reference source not found.).

 The player should practice the delivery routine by delivering the bowls to the
closest jack, while keeping their eyes focused on the PoA, from the 2m mark.
 Place a jack on the 2m mark and the mat behind the first jack. The player
should play back on the same side of the rink, but this time, s/he has to focus
on the PoA without the aid of a cone.
 The player repeats this up and down on the same side of the rink while playing
4 bowls to the 2nd and back, and then 4 bowls to the 3rd jack and back.
Coaching Tip: Allow the new player to practice this a number of times until you
can see that they are practicing the delivery routine (i.e. doing the same GSD each
time), anchor-foot on the delivery-line and eyes focused on the PoA. It is vital that
the new player does NOT assume that the boundary-marker is the delivery-line – it
is merely a useful marker to use, as a reference point only.
6
Time
2 jacks
1 mat
10
Coaching aid to
show PoA
Strings & markers
(e.g. cones) on
rink, set-up before
session (see
Appendix C: L&L
01)
20
New Player Lesson Plan
What
11. Practicing
Activities
Resources



Teach the new player how to practice and encourage him/her to practice
between lesson sessions for ±1 hour at a time, once the player has a
reasonable delivery-routine and an understanding of the PoA – Appendix C:
Warm-up 03, L&L 03 – L&L 02 could also be useful if the player is struggling
with weight control.
 Up until this point, you have been encouraging the player to develop a deliveryroutine, without making it explicit – it is now time to discuss this with your new
player so that they understand the importance of doing the same thing every
delivery (see Error! Reference source not found.). Explain and demonstrate
to the player how to take deep, relaxing abdominal-breaths and how to link the
breathing into the delivery-routine (see Error! Reference source not found.).
 Once the player has started playing up and down the rink, ensure that you
introduce imagery (see Error! Reference source not found.).
Coaching Tips:
Time
2-5 jacks
1 mat
Advise the players to carry the mat up and down when practicing to avoid wasting
time walking a long way to the bank and back before starting each end.
The new player should firmly understand that the boundary-markers should only be
used as a reference point to establish the delivery-lines on each side – they are not
themselves necessarily the delivery-lines.
The new player may find Coghlan’s acronym CBS useful to remind him/herself to
breathe and take his/her time through the delivery-routine – Centre Breathe Smile.
N.B. Warn the new player that every Tom, Dick & Harry will be offering advice in
the mistaken belief that they are being helpful! The new player should smile and
say thank you and say that s/he will discuss it with the coach..
12. Club

Show the new players where to find information in the club about social and
bowling events, especially those available to novices.
 Explain what duties they would be expected to perform as members of the club
– e.g. tea, bar, maintenance, etc. – depending on availability and expertise.
Coaching tip: Explain this information a little at a time each session, to avoid
information overload.
7
10
New Player Lesson Plan
What
13. Playing Singles
Activities
Resources

Play a game of singles with the new player, so that s/he can experience the
etiquette and applicable laws to game situations – where to place the bowls,
where to stand, how to determine the number of shots, measuring, jack / bowl
in ditch, etc.
Introduce imagery to the new-player’s delivery-routine, but asking him/her to
imagine standing on the mat, delivering the bowl and watching the bowl travel
up the delivery-line, turn and stop exactly where s/he would like it to. This
should happen before the player actually steps onto the mat, crossing the
decision-line (see Error! Reference source not found.).






1 jack
2 mats
Scoreboard
Chalk
Ditch-markers
Measures & Props
45
Teach the new player how to do the memory exercise Appendix C: Jack 03 and
explain why it is important.
An additional exercise to add to the new player’s exercises is Appendix C: L&L
04, as this brings memory, line, length and focus into the delivery-routine.
These will allow the new player to continue the memory training necessary to
accomplish consistency.


2 jacks
1 mat
10
Regular game setup
90

14. Practicing



15. Bounce Game

Organise a game of trips with 4 other club mates – the new player plays lead

and the coach plays 2nd outside of regular tabs-in sessions.
 All players should understand that the game is a lesson and will be stopped
when necessary for explanations, demonstrations, etc.
Coaching Tip: This allows the new player to understand more about how the
game is played, without the pressure of having to perform around new people in a
tabs-in game; it also ensures that the new player knows some of the club members
prior to participating in a regular tabs-in session. Also encourage the new player to
purchase the Laws of the Game and read this at home regularly, and keep in the
bowls bag for easy reference.
 Ensure that the new player understands the clothing requirements prior to
playing the first tabs-in game.
 Give the new player a membership application form to complete and explain the
process that will take place and how the costs are made up. (Welcome
brochure – Appendix A)
8
Time
New Player Lesson Plan
What
16. Revision
Activities
Resources

Allow the new player to indicate areas of insecurity and devise activities to meet
these particular needs.
The coach should also have noted areas to work on in private, during the
bounce game.

Various resources
may be necessary
Meet the new player and take him/her through the process of entering a tab in
the draw.
Ensure that the Tabs-Master is aware that you need to play front-rank on the
same rink as your new player.
Introduce the new player to other members while awaiting the draw.
Explain to the player how the tabs-board works so that s/he understands how to
read it in future, to find where s/he should be playing, and who s/he will be
playing with.
During the game, quietly explain what is going on, but do as little technique
coaching as possible, as the player needs space to adapt to the new
environment.

Regular game setup
Approximately one month after the new player has started playing bowls,
arrange a follow-up session to tweak any faults that may have crept into the
delivery routine and to answer any questions the player may have from the past
month’s experience.

Variety
60
Regular game setup
Score-card and
pencil with eraser
Measures & props
90

17. 1st Tabs-In Game





18. Follow-up

19. Marking & Singles

Teaching the new players at the club the basics of marking a singles game, by

allocating 3 to a rink – 2 to play and one to mark, rotating the positions after 4-6
ends.

 The new player needs to know the duties and etiquette pertaining to a marker of
a singles game – e.g. measuring, where to stand. Enlist the assistance of

qualified technical officials for this, especially if you are not a qualified technical
official.
 The new player also needs to understand what s/he can and cannot do during a
singles game.
Coaching Tip: Only do this shortly before these players are due to play, for
example, the club novice singles competition.
9
Time
60
New Player Lesson Plan
Note: Each session should be no longer than 1 – 1.5 hours in length. The above is a recommended sequence that is known to achieve success. However, it
needs to be adapted to the needs of the player; each player will be different, with different needs. This plan is meant as an aid and is not prescriptive.
A possible series of 5 lesson-sessions, would break up the above plan as follows (numbers referenced refer to the number in the left column of the plan):
Session
1.
Lesson 1
2.
Lesson 2
3.
Lesson 3
Activities
 Numbers 1 – 8
 End with 1 end up and 1 down, with the new player playing
four bowls to a delivered jack
Notes









New player should put in at least 1 hour’s practice
on his/her own before next session.

Coach explicitly introduces the delivery-routine in
this lesson.
New player should put in at least 2 x 1 hour
practices on his/her own between remaining
sessions.
Number 4
Number 6 (15 minutes)
1 end up and 1 down (discuss line and line-adjustment)
Number 10
1 exercise each from Numbers 9 & 11
Number 4
Number 6 (10 minutes)
Numbers 9 & 11 (introduce new goal-oriented exercises)
4.
Lesson 4
 Number 4
 Number 6 (5 minutes)
 Numbers 13-14
5.
Lesson 5
6.
Revision
 Number 4
 Number 15
 Number 16
7.
1 Tabs Game
 Note suggestions in Number 17
8.
Follow up
9.
Before Club Singles
st



Coach encourages sequence for each delivery,
without mentioning the delivery-routine.
Laws: Mat, foot-fault & jack-length

Coach plays singles against new player – with the
handicap of playing with the other hand if possible,
to ensure that the new player scores too!
 Number 18

Coaching continues indefinitely and follow up
sessions should be held at least every 6 months
with players working on developing their skills.
 Number 19

This session should be done shortly before new
players play in their first singles competition.
At the end of each session, ask your players how they feel and listen carefully to what they say, as this can give you cues for designing your next session.
Make a definite appointment for the next session, to ensure that follow up sessions are not vague events that may or may not happen in the misty future.
st
nd
There should be a fairly short period, preferably two or three days between the 1 and 2 sessions, with slightly more time between the remainder in order to
st
nd
allow the player to practice independently. The reason for the short break between the 1 and 2 sessions is to reinforce all the new concepts learned in the
st
1 session, before they are eroded in the mind of the player.
Coaching Tip: Print, cut out and laminate the cards provided on CD. Give one to each player when you discuss the-delivery routine. This reminder could be
useful to any player, especially when things are not going quite right – the common phrase is go back to basics and this card may help calm down frustration
and get the player back to basics [113]. A beautiful, tranquil picture could be laminated to the flip-side of the card, to help the player relax.
10