ACTIVE AFTER-SCHOOL COMMUNITIES
Lawn Bowls
COMPANION BOOK
Acknowledgments
The Australian Sports Commission wishes to acknowledge the contribution
of the following people and organisations to the production of this resource.
A significant number of the activities included within the Lawn Bowls Companion
Book have been adapted from the Playing for Life Resource Kit, with the assistance
of Bowls Australia, Greg Helm (Royal New South Wales Bowling Association),
Michael Beaumont (Royal New South Wales Bowling Association), Katrina Wright
(Royal New South Wales Bowling Association), Nicole Reece (AASC) and Ben Harvey
(AASC). These contributors also provided suggestions for the inclusion of new
activities and the sport specific content.
Gayle Rogers (ACHPER/Schools Network), Sue Cormack (ACHPER/Schools Network),
Bruce Knights (Keilor Downs Secondary College) and Les Bee developed the content
for the introduction and principles for how and when to change activities.
The editorial team of Jeff Dry, Wenda Donaldson (AASC), Teena Jackson (AASC),
Lainie Houston (AASC), Melissa Backhouse (Junior Sport Unit) and Ashley Beaver
(AASC) developed, proofread and edited written materials and significantly contributed to
the overall content and format of the final product.
Disclaimer
The Playing for Life companion books have been designed for use with students aged
4–12. Each book assumes that each student is healthy and has no medical condition,
disability, illness, impairment or other reason that may impact, limit or restrict their
involvement in sport or other physical activity. A student should not be allowed to
participate in an activity if any medical, physical or other factor indicates that they are
not suited to that activity. Where there are any queries or concerns about such matters,
the consent of the student’s parent or guardian should be obtained before allowing
participation. While care has been taken in the preparation of these books, the
publisher and authors do not accept any liability arising from the use of the books
including, without limitation, from any activities described in the books.
© Australian Sports Commission 2007
This work is copyright. Apart from any fair dealing for the purpose of private study,
research, criticism or review as permitted under the Copyright Act 1968 and subsequent
amendments, no part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without prior written permission from the
Australian Sports Commission. Requests and enquiries concerning reproduction
should be addressed to the copyright officer (email: [email protected]).
For general enquiries:
Tel: (02) 6214 1111
Fax: (02) 6251 2680
Email: [email protected]
Web site: www.ausport.gov.au
For a complete listing of Australian Sports Commission publications,
visit www.ausport.gov.au/publications/catalogue/.
ISBN 978 1 74013 093 6
Unless otherwise specified, all images are the
property of the Australian Sports Commission.
Cover illustrations by Kathryn Wright Design
Content illustration by Five Fold Creative
Design by Swell Design Group
Editorial consultants McLeod Marketing & Management
Printed by Paragon Printers
INTRODUCTION
Contents
»
About this book
ii
»
Playing for Life – what is it?
iii
»
How do I know when to CHANGE IT?
v
»
Tips for delivery
»
Introduction to lawn bowls
1
»
What you need from the kit…
6
»
Overview of lessons
7
»
How to use this book
8
»
Lesson plans:
vii
LESSON 1
9
LESSON 2
13
LESSON 3
18
LESSON 4
23
LESSON 5
28
LESSON 6
34
LESSON 7
39
LESSON 8
44
»
Where to from here?
48
»
For more information
49
i
INTRODUCTION
About this book
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after-scho
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Basketba
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The Playing for Life companion books have been
developed to complement the Active After-school
Communities (AASC) Playing for Life resource kit.
They are primarily designed for members of the
local community who will be delivering programs
to participating primary school-aged children.
More specifically, they are designed to help
people with minimal experience in the sport
to deliver activities in line with the Playing for Life
philosophy. This places an emphasis on providing
safe, fun, engaging activities that ensure
maximum participation from all children,
regardless of their level of ability.
ii
INTRODUCTION
Playing for Life – what is it?
The Playing for Life philosophy adopts a ‘game sense’
approach to physical activity.
»
THE GAME IS THE FOCUS
»
COACH IS A FACILITATOR
— Players develop skills
through fun, game-like activities (by ’playing the game’)
rather than through traditional skills and drills.
— Coaches play more of a
facilitator role than a director’s role. Rather than
instructing players how to perform a particular skill,
coaches provide key coaching points for performing the
skill then set the players a challenge that they must
solve through activity. For example, they might ask:
»
»
»
»
How many different jumps can you
perform in 30 seconds?
Where will you stand to field the ball?
How can you work together to stop
the opponents scoring?
How can you include everyone?
This engages players in the activity at a level that
suits their own ability, and players learn through
self-discovery rather than coach direction.
»
DISCRETE COACHING
»
ROLE MODELS
— Coach instructions and
demonstrations are kept to a minimum. Allow play to
continue and support players to develop their skills
on the side in an unobtrusive way during the course
of the activity. This maximises player participation
and allows players to receive one-on-one coach
support where required.
— Use player role models during the
activities to demonstrate and emphasise good
technique or strategies. Be aware of cultural
considerations when adopting this strategy.
iii
Remember!
»
ASK THE PLAYERS
»
CHANGE IT
—
The use of player questioning
is a valuable strategy to engage
the players themselves in
changing the activity to increase
participation and to make the
activity more or less challenging.
The activity sets
the challenge
The game asks the
questions, and
The players’ response
is the answer
— Simple variations to activities are introduced
to make the activities easier or harder in order to
accommodate all player ability levels and backgrounds.
Use the CHANGE IT acronym to assist you in modifying
the activities, and remember to ‘Ask the players’:
C
Coaching style e.g. deciding when to direct activities
and when to ask the players. Knowing when to provide
discrete coaching and when to ‘just let the kids play’
H
How you score or win e.g. introduce zones
for batting or target games
A
Area (playing area) e.g. make the playing area smaller
or larger; alter distances to targets or between players
N
Number of players e.g. consider different team sizes to
keep all players active. Have several games of 2 v 2 or,
if focusing on defence skills, change to 3 v 2 or 2 v 1 etc
G
Game rules e.g. allow 2 bounces before catching
or stopping a ball, or introduce a no-go zone
E
Equipment e.g. use a larger or softer ball; rackets
instead of bats; bins or markers for targets
I
Inclusion e.g. modify the game to maximise the
involvement of all players. Ask the players how
to change the game
T
Time e.g. reduce or extend the time to perform
actions; change the number of passes within a time
limit; vary the length of time a player can hold the ball
It is more important to follow the concept of CHANGE IT
than to remember what each letter represents.
If it is not working…. CHANGE IT!!
iv
INTRODUCTION
How do I know when
to CHANGE IT?
The first step is to play the game and observe
player involvement and responses.
When observing the game being played, and player
involvement and responses, ask yourself the
following questions:
»
»
»
»
»
»
»
»
»
»
Is the game safe?
Are all players having fun?
Are all players engaged in the game?
Is the game working?
Do all players understand the game?
Is the objective of the game being achieved?
Are all the players being included?
Is participation being maximised?
Is the game appropriate to the ability
level of each player?
Are all players being challenged?
If the answer to any of the above
questions is No, then CHANGE IT.
The diagram on the following
page provides a step-by-step
guide about when and how to
apply the CHANGE IT principles.
v
Are players
enjoying the game?
Is it safe?
Are players
coping with the
skills required?
Are all players
engaged?
Is the purpose
being achieved?
Skills required easily performed
Observe player
involvement
and responses:
CHANGE IT
CHANGE IT
DOWN
Decrease
challenge
CHANGE IT
UP
Increase
challenge
WHAT TO DO
Develop a game scenario
Introduce zoned areas to restrict dominant players
Introduce additional rules to increase the challenge
for the dominant side only e.g. a time limit to score
Shuffle the team — swap players around to balance teams
Play more games with fewer players per team to
increase the opportunity to perform skills
Vary the size of the playing area
Set challenges that make it easer to score
Change the equipment to help players with the skills
Simplify the rules to make games easier to play
Decrease area size (to make it more difficult for attackers)
Increase team sizes (perhaps one team only)
Set challenges that make it more difficult to score
Add rules that increase difficulty
HOW TO CHANGE IT
PLAY THE GAME AGAIN · OBSERVE RESPONSES · MAKE FURTHER VARIATIONS AS NECESSARY
Some players not getting a go
One team dominating
Too one-sided
(one-sided success)
Little interest or motivation
Players not coping with
skills/poor execution
Poor levels of possession
Little or no scoring
Too difficult (low success)
Both sides scoring
often, with little effort
Players not challenged enough
Too easy (high success)
Play the game
OBSERVATION
WHAT IS HAPPENING?
INTRODUCTION
When and how to apply the CHANGE IT principles
vi
INTRODUCTION
Tips for delivery
»
Do not limit yourself to the structure of the lesson plans
provided. Be creative and add your own flair as you
become more confident as a deliverer.
»
Use the Easier and Harder variations to modify the
games to suit the ability levels of the players.
Remember to use your own CHANGE IT variations
and ‘Ask the players’.
»
Use the Tips section to provide discrete coaching
where needed to develop players’ skill levels.
»
As the lessons progress, the games evolve to become
more complex and similar to the sport itself. However,
remember to match the game with the ability of the
players and modify it as necessary.
»
On the other hand, if the players grasp the games
quickly, you may find you complete them in a shorter
timeframe than estimated. In these circumstances,
introduce games that the children enjoyed from
previous lessons, to fill in time.
»
Remember some games may not work with one group,
whereas they could work really well with another. Don’t
be afraid to CHANGE IT to suit the needs of your group
or even replace the game completely.
»
Keep group sizes to a minimum
to ensure maximum participation
of all children. Run the activity
with several groups at once, or
set up stations with various
activities and rotate the groups.
vii
LAWN BOWLS
INTRODUCTION TO LAWN BOWLS
Introduction
to lawn bowls
What is lawn bowls
»
Lawn bowls is a precision
sport, where the aim of
the game is for players to
roll their bowl from a mat to the target (‘the jack’),
closer than their opponent is able to do.
»
It is usually played on a large, rectangular, precisely
levelled and manicured grass or synthetic surface
known as a bowling green, but an indoor variation on
carpet is also played.
»
The size of the bowl ranges from sizes 00–7 to cater
for all ages (from children through to adults) and to
the size of players’ hands.
»
Bowls are biased, so they do not roll in a straight line
but in a curve. This makes the skill of bowling more
challenging, as it relies on bowlers judging the distance,
weight and aim (or line).
Modified lawn bowls rules
The modified lawn bowls rules that are used for the purposes
of this book are very simple and can be adjusted based on
the age and skill level of the participants. Following is a
summary of the key modifications you can make:
»
Change the length of each end to between 15 and
20 metres.
»
»
»
»
Spot the jack rather than rolling it.
Reduce the number of ends per match.
Rotate positions within the team.
Rotate the team that bowls first, regardless
of who wins the previous end.
1
INTRODUCTION TO LAWN BOWLS
Tips for delivering lawn bowls
»
While very few centres will have access to the
specific equipment and facilities used for lawn bowls
(such as bowls, a jack and a lawn or synthetic
playing surface), it is still possible for the sport to
be experienced through the use of similar
equipment, such as tennis balls, cricket balls,
softballs or similar, and facilities such as any level
playing surface.
»
Where this book refers to using various balls,
coaches and leaders need to consider that whatever
ball is used needs to be able to roll in a satisfactory
manner. Concrete or wooden flooring may require a
matting or carpet to provide enough ‘drag’ to ensure
balls (bowls) come to rest within a reasonable
distance. If using a grassed area, the area should
be mowed, and perhaps rolled, to avoid the
opposite effect.
»
There is also a new product called the hard court
bowl which is a compressed rubber bowl that is
designed to replicate the speed and bias of a
traditional bowl. This new product can be played on
any hard, flat, smooth surface such as gymnasium
floors and school halls. It can be purchased through
Bowls Australia.
»
The effect of a biased bowl can be created by
adding a lump of Blu-tack© to a tennis ball. The ball
needs to be delivered with the lump facing either
the forehand or backhand to create a curve.
2
INTRODUCTION TO LAWN BOWLS
Introduction to basic
lawn bowls terms and skills
General
»
GREEN
»
MAT
»
»
»
— a four-sided grass or synthetic playing area
surrounded by a ditch. The green is divided into
playing areas known as rinks. The chalk line marks
the centre of the rink.
— the rubber or plastic surface you deliver
the bowl from.
JACK
— a small, white ball that you use as the target.
— a large black or coloured ball which is slightly
radially asymmetrical and has a small logo or ring on one
side and a large icon or ring on the opposite side. Always
keep the small icon on the inside of your delivery.
BOWL
— weighting of the bowl. For a bowl to cur ve
from right to left, the bias must be on the left-hand
side. For a bowl to cur ve from left to right, the bias
must be on the right-hand side (generally indicated
by a dot or indent on the bowl).
BIAS
3
INTRODUCTION TO LAWN BOWLS
Types of delivery
»
DRAW
— a shot where the bowl is
rolled to a specific target (the jack).
»
FOREHAND DRAW
»
BACKHAND DRAW
»
DRIVE
»
RESTING BOWL
»
SWING
— for a right-handed player, a bowl
aimed to the right of the jack, curving from right to
left (with the bias on the left-hand side of the bowl).
— for a right-hander, a bowl aimed
to the left of the jack, curving from left to right
(with the bias on the right-hand side of the bowl).
— a bowl delivered with considerable force
with the aim of knocking the jack or another bowl
out of play. A drive shot is delivered so it does not
curve but goes almost straight.
— a bowl that is leaning, or resting,
on the jack when it stops.
— when the bowling arm is swung
backward in a pendulum motion to ensure
a smooth delivery of the bowl.
4
INTRODUCTION TO LAWN BOWLS
»
— the method of letting go of the bowl
onto the playing surface. Release of the bowl
should be just forward of the toes and should
be smooth so the bowl does not bounce.
RELEASE
Types of grip
»
CLAW GRIP
— when the bowl is gripped
with the middle fingers spread out under
the bowl and the thumb on the top of it.
»
CRADLE GRIP
— when the bowl rests in the
hand with the middle fingers placed fairly close
together with the thumb, which is much lower
down the side of the bowl than in the claw grip.
5
What you need
from the kit…
START OUT
GET INTO IT
WILDCARD
TARGET GAMES
START OUT WC 01A Form a group
GET INTO IT TG 01
Corner bowls
START OUT WC 01B Birthday groups
GET INTO IT TG 02
Boccia
START OUT WC 02A Two halves
GET INTO IT TG 03
Weme
START OUT WC 04A Throw, throw, throw
GET INTO IT TG 04
Throlf
GET INTO IT TG 05
Roll a course
GET INTO IT TG 06
Koolchee
GET INTO IT TG 07
Gorri
GET INTO IT TG 08
Bombard
GET INTO IT TG 09
Hit the target
GET INTO IT TG 12
D1 and D2
How many
bean bags?
START OUT WC 06
Tunnel and laps
START OUT WC 07
START OUT WC 08B Low 5s, high 5s
START OUT WC 10A Fun on the spot
COOPERATIVE PLAY
START OUT CP 06A
Triangle roll
START OUT CP 07A
Hit the square
INVASION GAMES
GET INTO IT INV 11
TARGET GAMES
START OUT TG 01
Speed gate
START OUT TG 02
Bullseye
START OUT TG 03
Snakes alive
START OUT TG 04
Kolap
START OUT TG 05
Target relay
Lesson 2 · start out
1 size 4 netball per pair
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Ê̜ʜ˜iÊ>˜œÌ…iÀ°Ê­*>ÞÊÜ
ˆÌ…Ê{ʜÀʓœÀi°®
Improves footwork movement
and pivoting
1 size 4 netball per pair
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Allow players to shuffle when
pivoting.
Reduce the number of players
on the defending team.
harder:
»
Reduce the
size of the
playing area.
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Use role models to highlight
good examples of players
landing on both feet together,
balancing and then passing.
Encourage players to also
leap and land on one foot
then
quickly ground the other
foot. This helps with balance.
Eye contact between the
passer and receiver
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Ensure the defenders keep
a safe distance
from the receiver when they
are jumping.
16
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What’s ahead?
Four corners
Puppeteer
Video ref
6Ê££
»
»
»
»
FINISH UP 04
Ì>ÀÌʜÕÌÊ
*ÊäÇLʳÊiÌʈ˜ÌœÊˆÌÊ
»
»
tiPs
safetY
Put it away!
What did you learn?
Let’s see it!
---"
* -
Use lob passes.
The receiver pivots before
passing the
ball to another team member.
If the ball is intercepted,
the attacking
and defending teams swap
roles.
easier:
*
än
FINISH UP 01
œ“LœÃʀÊ-Ì>ÀÌʜÕÌÊ
*ÊänʳÊ-
sKill focus
aDDitional eQuiPment
…>˜}iʈÌ
€Ê -Ü>«Ê«>À̘iÀð
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°ÊÀœˆ˜}Ê
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use the activity card, Plus…
»
»
»
FINISH UP
>VŽÊ̜ÊL>VŽÊ«>ÃÃ
Get into it inv12
15 MINUTES
two teams play. the team
in possession throws the
between team-mates. the
ball
receiver must be off the
ground
when the ball is received.
(Play in teams of 4 or more.)
Beat the bucket
FINISH UP
-/,/Ê"1/
each other.
(or similar ball)
35 MINUTES
Keentan
GET INTO IT SF 06
start out cP 08
10 MINUTES
in pairs and pass a ball to
Warm up activity that improves
ball
handling and control
STRIKING & FIELDING
""*,/6Ê*9
10 MINUTES
Back to back pass
Players stand back to back
sKill focus
aDDitional eQuiPment
Lesson 2 · Get into it
Roll a ball
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>‡…>˜`ˆ˜}ÊΈÃ°Ê
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"1
/-
Remove or print each of the
above cards from the Playing
for Life resource kit and add to
the ring-bound holder provided.
active
after-sc
hool commun
ities
wls
Lawn Bo
BOOK
comPanion
This companion book
cross-references these
cards throughout the
8-week lesson plan.
6
LESSON
OBJECTIVE
START OUT
GET INTO IT
FINISH UP
Aiming for the jack
Fun on the spot
START OUT WC 10A
Hit the square
START OUT CP 07A
Two halves
START OUT WC 02A
Throw, throw, throw
START OUT WC 04A
Put it away!
FINISH UP 01
3
Four corners
FINISH UP 04
Put it away!
FINISH UP 01
Put it away!
FINISH UP 01
Corner bowls
GET INTO IT TG 01
Kolap
START OUT TG 04
Bullseye
START OUT TG 02
Form a group
START OUT WC 01A
Distance and
accuracy
What did you learn?
FINISH UP 01
Triangle roll
START OUT CP 06A
Gorri
GET INTO IT TG 07
Triangle roll
START OUT CP 06A
Koolchee
GET INTO IT TG 06
Bombard
GET INTO IT TG 08
Snakes alive
START OUT TG 03
2
1
Delivering the jack
Put it away!
FINISH UP 01
Video ref
FINISH UP 04
Weme
GET INTO IT TG 03
Speed gate
START OUT TG 01
Triangle roll
START OUT CP 06A
Birthday groups
START OUT WC 01B
Understanding bias
4
Put it away!
FINISH UP 01
What’s ahead?
FINISH UP 04
Koolchee
GET INTO IT TG 06
Speed gate
START OUT TG 01
Roll a course
GET INTO IT TG 05
Roll a ball
GET INTO IT INV 11
Low 5s, high 5s
START OUT WC 08B
Drive shot
5
Put it away!
FINISH UP 01
Let’s see it!
FINISH UP 01
Hit the target
GET INTO IT TG 09
Target relay
START OUT TG 05
Snakes alive
START OUT TG 03
Tunnel and laps
START OUT WC 07
Control weight
6
Put it away!
FINISH UP 01
Puppeteer
FINISH UP 04
Beat the bucket
GET INTO IT SF 06
D1 and D2
GET INTO IT TG 12
Corner bowls
GET INTO IT TG 01
How many bean bags?
START OUT WC 06
Bowling accuracy
7
Put it away!
FINISH UP 01
What did
you learn?
FINISH UP 01
Boccia
GET INTO IT TG 02
Throlf
GET INTO IT TG 04
Form a group
START OUT WC 01A
Rules and tactics of
modified lawn bowls
8
Overview of lessons
7
INTRODUCTION
How to use this book
1
Read the introductory pages to make sure you have
an understanding of the Playing for Life philosophy
and a basic understanding of the sport, including terms and
skills, safety considerations and equipment requirements.
2
Read through each lesson plan to make sure you understand
the objectives and requirements for each lesson.
3
Collect and review the required Playing for Life
activity cards referred to in each of the lessons.
4
Add the loose-leaf
activity cards to the
ring-bound holder
(shown). A companion
book can sit alongside
the activity cards —
just slide the cover
into the holder.
Lesson 2 · start out
Back to back pass
Players stand back to back
sKill focus
1 size 4 netball per pair
each other.
(or similar ball)
Ê>ÊL>Ê̜ʜ˜iÊ>˜œÌ…iÀ°Ê­*>ÞÊ܈̅Ê{ʜÀʓœÀi°
®
sKill focus
Improves footwork movement
aDDitional eQuiPment
and pivoting
1 size 4 netball per pair
(or similar ball)
use the activity card, Plus…
»
»
---"
* -
Use lob passes.
The receiver pivots before
passing the
ball to another team member.
If the ball is intercepted,
the attacking
and defending teams swap
roles.
easier:
Allow players to shuffle when
pivoting.
Reduce the number of players
on the defending team.
tiPs
»
»
»
safetY
»
harder:
» Reduce the
size of the
playing area.
Use role models to highlight
good examples of players
landing on both feet together,
balancing and then passing.
Encourage players to also
leap and land on one foot
then
quickly ground the other
foot. This helps with balance.
Eye contact between the
passer and receiver
is essential for good timing.
Ensure the defenders keep
a safe distance
from the receiver when they
are jumping.
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15 MINUTES
two teams play. the team
in possession throws the
between team-mates. the
ball
receiver must be off the
ground
when the ball is received.
(Play in teams of 4 or more.)
»
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10 MINUTES
start out cP 08
10 MINUTES
in pairs and pass a ball to
Warm up activity that improves
ball
handling and control
aDDitional eQuiPment
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5
Before conducting each lesson, organise an appropriate and
safe playing area and the necessary equipment (based on the
number, ability levels and backgrounds of the players and the
available area and equipment). A full equipment kit for this
companion book has been prepared and is available through
the Active After-school Communities preferred supplier.
To order, visit our web site at www.ausport.gov.au/aasc.
6
Deliver the lesson using the indicated Playing for Life
activity cards and the instructions provided in the book.
Remember to vary the activities, where required, to cater
for the needs of different players. If the activity is not
working, remember to CHANGE IT.
7
Review the lesson immediately afterwards so you can
identify what worked well/what didn’t, what level the
players are at, and what you need to remember for next
time. The outcome of this review will influence what you
include in the next lesson and how you deliver it.
While this book is primarily designed to help people with
minimal experience in the sport to deliver activities in line
with the Playing for Life philosophy, we do encourage you
to consider attending a coaching course to improve your
knowledge and skills. Information about the relevant
coaching courses can be found in the ‘Where to from
here’ section of the book.
8
OBJECTIVE
Delivering the jack
TIME
60 minutes
AREA
Area the size of a tennis
court or equivalent space
with a surface suitable for
rolling
EQUIPMENT
»
Marker cones to define
the playing areas
»
1 target ball
(e.g. an inflated beach
ball or similar)
»
2 tennis balls per player
»
1 netball per player
Card summary
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Start Out WC 02A
Start Out WC 04A
Get Into It TG 08
Get Into It TG 07
Start Out CP 06A
Finish Up 01
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COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME
Lesson 1
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9
Lesson 1 · START OUT
15 MINUTES
START OUT WC 02A
5 MINUTES
Two halves
Used for dividing the group in two. You call out a habit, such
as ‘Who kicks with their left leg?’ These players group
together and the remainder form a second group.
SKILL FOCUS
Warm up/energiser activity
Refer to the activity card…
Throw, throw, throw
START OUT WC 04A
10 MINUTES
Two groups of equal size face each other. On a signal, players
roll their ball over a line in the direction of the opposite team.
After a set period, balls are counted to see who has the
fewest balls.
SKILL FOCUS
Short sharp energiser that practises rolling
ADDITIONAL EQUIPMENT
Tennis balls
Netballs
Use the activity card PLUS…
»
»
Balls are rolled instead of thrown.
Balls have to roll through
the ‘no-go zone.’
TIPS
»
When rolling the ball, players
should release it just forward
of the toes and be as low
to the ground as possible.
ASK THE PLAYERS
SAFETY
»
»
Which ball is easier to roll most accurately?
Balls should remain in contact with the
ground as they are rolled.
10
Lesson 1 · GET INTO IT
30 MINUTES
GET IINTO IT TG 08
15 MINUTES
Bombard
Two or more teams working in parallel roll tennis balls at a
large target ball and try to move the target ball over a goal
line. (Play with 2 or more teams of 4–6.)
SKILL FOCUS
Improves rolling accuracy
Use the activity card, PLUS…
»
Roll the balls instead of throwing them.
GET IINTO IT TG 07
15 MINUTES
Gorri
A large ball is rolled and players try to hit it with a tennis ball.
SKILL FOCUS
Improves rolling accuracy
Use the activity card, PLUS…
»
»
»
Roll the balls instead of throwing them.
Have players experiment with different ways of rolling.
Use different size and weighted balls.
Easier:
»
Move the target ball closer to the players.
TIPS
»
»
Use player role models to highlight effective
rolling methods.
When rolling the ball, players should bend their knees
then step with the opposite leg to their bowling arm.
ASK THE PLAYERS
»
»
Does it matter how quickly you roll
the ball at the target?
How can you make the ball roll faster?
11
Lesson 1 · GET INTO IT
Triangle roll
continued
START OUT CP 06A
10 MINUTES
Players stand in threes on the points of a triangle and roll a
ball to one another. (Play with 3 or more.)
SKILL FOCUS
Practises rolling with accuracy and different
bowling grips
Use the activity card, PLUS…
»
»
»
Players try to roll the tennis
ball so it stops at a point
of the triangle.
Have players experiment
with different grips.
Vary the width of the cones to
make a gate for players to aim at.
CLAW GRIP
Harder:
»
Increase the distance
players have to roll the ball.
CRADLE GRIP
TIPS
»
»
The grip on the ball should be relaxed and comfortable.
Players should point their feet in the direction they are aiming.
ASK THE PLAYERS
»
How can you make the ball roll straight?
Lesson 1 · FINISH UP
Put it away!
5 MINUTES
FINISH UP 01
5 MINUTES
Gather up the equipment and store it properly.
Refer to the activity card…
12
OBJECTIVE
Aiming for the jack
TIME
60 minutes
AREA
Area the size of a tennis
court with a surface
suitable for rolling
EQUIPMENT
»
Marker cones to define
the playing areas
»
2 skittles per player
»
2 tennis balls per player
»
1 softball per team
Card summary
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Lesson 2 · START OUT
Fun on the spot
25 MINUTES
START OUT WC 10A
5 MINUTES
A quick energiser with the emphasis on short bursts of fun.
You call 3 or 4 running on the spot variations
SKILL FOCUS
Warm up/energiser
Refer to the activity card…
Hit the square
START OUT CP 07A
10 MINUTES
Two pairs of players on opposite sides of a square bowl a ball
so it stops in the target. The first team to score 10 points is
the winner. (Play in groups of 4.)
SKILL FOCUS
Practises bowling with accuracy
Use the activity card, PLUS…
»
»
Increase the size of the square playing area to
8–10 metres wide with a 1-metre square target.
Players take a step back each time the ball stops
in the target area.
Easier:
»
Use a bigger target.
TIPS
»
»
»
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Players should release the ball low to the ground and
as smoothly as possible.
The forward and backward arm swing should be in alignment.
ASK THE PLAYERS
»
How is it possible to change the speed
of a ball when bowling?
14
Lesson 2 · START OUT
Snakes alive
continued
START OUT TG 03
10 MINUTES
The first ball rolled becomes the head of the snake. Players
deliver one ball at a time, aiming to place each ball behind
the previous one. The aim is to form the longest snake. (Play
with 4 or more per team.)
SKILL FOCUS
Improves bowling accuracy and hand–eye coordination
Refer to the activity card…
TIPS
»
To alter the distance of a bowl, players need to adjust
their swing and follow through when delivering.
ASK THE PLAYERS
»
What difference does it make if players
deliver their bowl without moving their feet?
Lesson 2 · GET INTO IT
Koolchee
25 MINUTES
GET INTO IT TG 06
15 MINUTES
A ball rolling game. Koolchees are rolled either to hit other
koolchees or to knock over a skittle. (Play in pairs.)
SKILL FOCUS
Improves bowling accuracy and hand–eye coordination
Use the activity card, PLUS…
»
Players at each end of the playing
area bowl their ball, aiming at a
centre line and for both balls
to meet and stop in the middle.
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»
Increase the
distance
between pairs.
TIPS
»
When delivering the bowl, players should point
their feet along the aiming line and release the
bowl close to the ground.
15
Lesson 2 · GET INTO IT
Triangle roll
continued
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10 MINUTES
Players in threes stand on the points of a triangle
and roll a ball to one another. (Play with 3 or more.)
SKILL FOCUS
Focuses on rolling with accuracy
ADDITIONAL EQUIPMENT
2 skittles per player
2 tennis balls per player
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»
»
»
»
Increase the distance between players to
6–8 metres apart.
Place a skittle at each point of the triangle.
Players try to roll a ball so it stops next to
a skittle.
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Players bowl one ball at each skittle.
TIPS
»
When releasing the ball from their hand, players
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provide better balance.
ASK THE PLAYERS
»
What changes have to be made for bowling
towards skittles at varying distances?
16
Lesson 2 · FINISH UP
What did you learn?
10 MINUTES
FINISH UP 01
5 MINUTES
Reinforce key skills or tactical points and link this back to
previous experiences.
Refer to the activity card…
Put it away!
FINISH UP 01
5 MINUTES
Gather up the equipment and store it properly.
Refer to the activity card…
17
OBJECTIVE
Distance and accuracy
TIME
60 minutes
AREA
Area the size of a tennis
court or equivalent space
with a surface suitable
for rolling
EQUIPMENT
»
Marker cones to define
the playing area
»
Tape/chalk for markings
»
Colour marking
implement
»
1 ground target
(mat or hoop) per pair
»
1 cricket ball or similar
as a target
»
4 tennis balls or similar
per player
»
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Lesson 3
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18
Lesson 3 · START OUT
Form a group
20 MINUTES
START OUT WC 01A
5 MINUTES
Players run around in random directions avoiding body
contact with other players. The coach calls a number and
players form groups of that size. Finish in groups of 4 and
assign each group an area for follow-up activity.
SKILL FOCUS
Warm up/energiser used to form groups
Refer to the activity card…
START OUT TG 02
15 MINUTES
Bullseye
Players try to roll a ball to a target, aiming to score maximum
points. (Play in small groups.)
SKILL FOCUS
Improves aiming accuracy
Use the activity card, PLUS…
»
»
Ask players to release the ball from different heights
to find the most accurate method of bowling.
After each player has had a turn, start the next turn at
the original target and move the target to a new spot.
Easier:
»
Increase the size of the target.
Harder:
»
Add Blu-tack© to the side of the tennis ball to make
it roll on a curve.
ASK THE PLAYERS
»
What changes do you have to make
when the ball rolls on a curve?
19
Lesson 3 · GET INTO IT
30 MINUTES
START OUT TG 04
15 MINUTES
Kolap
Pairs roll balls (kolaps) to stop on a target. If the ball goes
outside of the target, the player tries again from where the
ball stops. The game continues until all balls are in the
target. Players aim to reach a set score. (Play in teams of 2.)
SKILL FOCUS
Focuses on bowling with accuracy
Use the activity card, PLUS…
»
»
»
»
»
»
Play in pairs, and each player has 4 kolaps.
One at a time, players roll the kolap at a target.
If the kolap lands outside of the target, the player
tries again from where the kolap stopped.
Continue until all kolaps are within the target.
Score one point for each roll made.
The team with the lowest score wins.
Harder:
»
Increase the distance to the target each round.
20
Lesson 3 · GET INTO IT
Corner bowls
continued
GET INTO IT TG 01
15 MINUTES
Two players work together to outscore opponents by
accurately placing balls close to the target and displacing
opponents’ balls to deny access to the target. (Play in
groups of 4.)
SKILL FOCUS
Focuses on aiming at a target and placement
of the bowls
Use the activity card, PLUS…
»
Players bowl balls towards the target.
Harder:
»
»
Increase the distance to the target each round.
Place obstacles that players must manoeuvre their
balls around.
TIPS
»
»
Encourage players to use a smooth action low
to the ground, as this will help with accuracy.
Highlight the use of tactics by players to
block opponents.
ASK THE PLAYERS
»
»
Does good technique help with accuracy?
Why is the game more difficult when all
players bowl from the same starting point?
21
Lesson 3 · FINISH UP
Four corners
10 MINUTES
FINISH UP 04
5 MINUTES
Players choose a corner to stand in and, as the game
continues, must move to the middle.
SKILL FOCUS
Cool down, fun activity
Refer to the activity card…
Put it away!
FINISH UP 01
5 MINUTES
Gather up the equipment and store it properly.
Refer to the activity card…
22
OBJECTIVE
Understanding bias
TIME
60 minutes
AREA
Area the size of a tennis
court or equivalent space
with a surface suitable
for rolling
EQUIPMENT
»
Marker cones to define
the playing area
»
Tape/chalk for markings
»
1 cricket ball between 2
»
1 softball per player
»
1 tennis ball per player
»
Blu-tack©
Card summary
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Start Out CP 06A
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Get Into It TG 03
Finish Up 04
Finish Up 01
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COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME
Lesson 4
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23
Lesson 4 · START OUT
Birthday groups
5 MINUTES
START OUT WC 01B
5 MINUTES
Birth dates are used in a variety of ways to form groups.
SKILL FOCUS
Warm up/energiser to form a number of groups
Use the activity card, PLUS…
»
Finish in groups of 3.
Lesson 4 · GET INTO IT
Triangle roll
45 MINUTES
START OUT CP 06A
15 MINUTES
Players in threes stand on the points of a triangle and roll a
ball to one another. (Play with 3 or more.)
SKILL FOCUS
Focuses on rolling with accuracy
ADDITIONAL EQUIPMENT
AREA
Blu-tack©
Area that enables players to be spaced 6–8 metres apart
Use the activity card, PLUS…
»
»
Players try to roll a ball to the
point of the triangle and
avoid contacting an
obstacle (e.g. cones).
Add a lump of
Blu-tack© to each
player’s tennis ball
and repeat the activity.
TIPS
»
»
»
Introduce the concept of bias in bowls.
Remind players to stay down immediately after
delivering the bowl and watch its progress.
When players want the ball to curve, their feet
and body should face the angle they are aiming
at rather than straight ahead.
ASK THE PLAYERS
»
»
»
How can you bowl to get around the obstacle?
What change did the Blu-tack© make?
Does the ball curve towards the side
the Blu-tack© is on or the other way?
24
Lesson 4 · GET INTO IT
Speed gate
continued
START OUT TG 01
15 MINUTES
Players in teams roll a ball through a gate to an end line. The
ball that passes through the gate and stops closest to the end
line wins the point for that round. (Play in teams of 2 or 3.)
SKILL FOCUS
Focuses on rolling with accuracy
Use the activity card, PLUS…
»
»
»
Set up an end line rather than a wall.
Players aim to bowl the ball to go through the gate and land
closest to the end line.
The player with the ball closest to the end line, wins the point.
Easier:
»
Widen the gate or move the gate closer to the starting position.
Harder:
»
»
»
Add a second gate to pass through.
Vary the angle of the gates (e.g. 30 degrees).
Place a target on the end line. The aim is to pass
through both gates and be the closest to the target.
TIPS
»
Focus the players on accuracy before speed. A slow,
smooth bowl is more likely to be more accurate than
a fast bowl.
ASK THE PLAYERS
»
How can you make sure the ball is rolled
between the gate?
25
Lesson 4 · GET INTO IT
continued
GET INTO IT TG 03
15 MINUTES
Weme
One player throws a stone (the jack) which is used as a
target by the other players. Players alternate turns, with
each aiming at the other person’s stone. In the variations
described, balls replace stones. (Play in groups of 2.)
SKILL FOCUS
Accuracy of bowling
ADDITIONAL EQUIPMENT
1 cricket ball per game
Blu-tack©
Use the activity card, PLUS…
»
»
»
»
Both players attempt to bowl their
ball as close to the jack as possible.
One point is scored for the player who
bowls the ball the closest to the jack.
Players receive a bonus point if their
ball contacts the jack in its resting position.
Repeat the activity with Blu-tack© on one side of the ball.
TIPS
»
»
»
Players should use the bias to curve around any
blocking balls.
Players should point their feet along the aiming line.
It is best to deliver the bowl from as low as possible
to ensure a smooth delivery.
ASK THE PLAYERS
»
What are some different ways to use
a ball that curves in?
26
Lesson 4 · FINISH UP
Video ref
10 MINUTES
FINISH UP 04
5 MINUTES
Children mime specific sporting actions (running, passing,
catching, kicking) in slow motion.
SKILL FOCUS
Cool down, fun activity
Refer to the activity card…
Put it away!
FINISH UP 01
5 MINUTES
Gather up the equipment and store it properly.
Refer to the activity card…
27
OBJECTIVE
Drive shot
TIME
60 minutes
AREA
Area the size of a tennis
court or equivalent space
with a surface suitable
for rolling
EQUIPMENT
»
Marker cones to define
the playing area
»
Tape/chalk for markings
»
1 skittle per player
»
1 cricket ball or similar
per player
»
3 tennis balls per group
»
1 volleyball per player
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Get Into It TG 05
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Get Into It TG 06
Finish Up 04
Finish Up 01
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COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME
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28
Lesson 5 · START OUT
Low 5s, high 5s
25 MINUTES
START OUT WC 08B
5 MINUTES
Pairs of players perform the nominated low 5s or high 5s.
SKILL FOCUS
Warm up activity/energiser
Refer to the activity card…
Roll a ball
GET INTO IT INV 11
10 MINUTES
Using a playing area with a goalkeeper at each end, attackers
roll a ball to each other and try to score a goal while defenders
try to intercept. (Play with 2 teams of 3 or more.)
SKILL FOCUS
Warm up activity that practises the correct
rolling technique
Refer to the activity card…
29
Lesson 5 · START OUT
Roll a course
continued
GET INTO IT TG 05
10 MINUTES
In pairs, players push a larger ball with a smaller ball into
a marked area. (Play in pairs.)
SKILL FOCUS
Teaches driving with power
AREA
Playing area approximately 10m long x 3m wide with
a target area 1m x 1m square at one end, per pair
Use the activity card, PLUS…
»
»
Use a volleyball for the large ball
and a cricket ball for the small ball.
Only do the ‘Herd the sheep’ activity.
Harder:
»
»
Increase the distance to the bowl.
Swap the volleyball for a tennis ball.
TIPS
»
»
A drive shot needs to be bowled with enough
power to move the target ball out of play.
Players can get more speed by using a bigger
back swing.
ASK THE PLAYERS
»
»
Why is it more difficult trying to move
the volleyball?
Why do you need to drive the bowl in
this activity?
30
Lesson 5 · GET INTO IT
Speed gate
25 MINUTES
GET INTO IT TG 01
10 MINUTES
Players in teams roll a ball through a gate to a target. After
each successful hit, the target is moved back towards the
end line. The first team to hit the target on the end line wins
the game. (Play in teams of 2 or 3.)
SKILL FOCUS
Practises driving with speed and accuracy
ADDITIONAL EQUIPMENT
1 skittle per team as a target
1 tennis ball or softball per person
Use the activity card, PLUS…
»
»
»
»
Set up a gate 3m from players, with an end line 10m away.
Start with the target 5m away.
Each time the target is hit, move it back 1–2 metres towards
the end line.
The first team to hit the target on the end line wins the game.
TIPS
»
»
Have an extra team member collecting balls
at the end line.
Encourage players to focus on the speed and
power of release, as well as accuracy.
ASK THE PLAYERS
SAFETY
»
»
What helps you with aiming at the target?
Have extra team members stand clear of the
skittles being hit.
31
Lesson 5 · GET INTO IT
Koolchee
continued
GET INTO IT TG 06
15 MINUTES
A ball rolling game. Koolchees are rolled either to hit other
koolchees or to knock over a skittle. (Play in pairs.)
SKILL FOCUS
Teaches driving with accuracy and speed
Use the activity card, PLUS…
»
»
Play competition koolchee.
Working in pairs, players at each end try to drive their ball so
they are the first to knock over the skittle at the opposite end.
Harder:
»
Both players at the same end aim for one skittle.
TIPS
»
»
SAFETY
»
»
Players need to roll their ball down the right-hand
side of their area to avoid contact with the ball
coming from the opposite end.
When driving the ball, players must aim in a direct
line with the skittle.
Players need to be careful of skittles rebounding
when hit by balls.
Balls must be bowled at the skittles, not thrown.
32
Lesson 5 · FINISH UP
What’s ahead?
10 MINUTES
FINISH UP 04
5 MINUTES
Provide a brief explanation about the sessions to come and the
Playing for Life program approach, that is, players learning
skills by playing fun games that maximise involvement and
include and challenge players of all ability levels.
Refer to the activity card…
Put it away!
FINISH UP 01
5 MINUTES
Gather up the equipment and store it properly.
Refer to the activity card…
33
OBJECTIVE
Control weight
TIME
60 minutes
AREA
Area the size of a tennis
court or equivalent space
with a surface suitable
for rolling
EQUIPMENT
»
»
»
»
»
»
Marker cones to define
the playing the area
Tape/chalk for
ground markings
Variety of targets e.g.
cricket wicket, skittle,
base, gym mat or hoop
1 softball or cricket ball
or similar per player
1 tennis ball or similar
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Start Out WC 07
Start Out TG 03
Start Out TG 05
Get Into It TG 09
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Lesson 6
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34
Lesson 6 · START OUT
Tunnel and laps
15 MINUTES
START OUT WC 07
5 MINUTES
A member of the striking team rolls a ball to fielders and
then runs around team-mates, who are standing shoulder-toshoulder, to score points. At the same time, the fielders
come together to make a tunnel. The ball is rolled through
the tunnel, then the last person runs to the front of the line
with the ball and calls ‘STOP!’ (Play with 8 or more.)
SKILL FOCUS
Warm up activity
Use the activity card, PLUS…
»
Use a tennis ball, cricket ball or a ball of a similar size.
ASK THE PLAYERS
»
Does good bowling technique help when
rolling the ball through the tunnel?
Snakes alive
START OUT TG 03
10 MINUTES
The first ball rolled becomes the head of the snake. Players
deliver one ball at a time, aiming to place each ball behind
the previous one. The aim is to form the longest snake. (Play
with 4 or more per team.)
SKILL FOCUS
Focuses on delivering a draw shot to a specific
area or target
Refer to the activity card…
Harder:
»
Add Blu-tack© to the side of the tennis
ball to make it roll on a curve.
TIPS
»
To change the distance of a bowl, players
need to adjust their swing and follow through.
ASK THE PLAYERS
»
»
SAFETY
»
How can you ensure the ball travels
smoothly along the ground?
How can you adjust the distance
the bowl travels?
Allow sufficient space between groups, especially
if using Blu-tack©.
35
Lesson 6 · GET INTO IT
Target relay
35 MINUTES
START OUT TG 05
15 MINUTES
Target gates are set up over a course at varying distances.
Players take turns to bowl their ball around a course, aiming
to have their bowl rest next to each target gate. (Play in
groups of 3 or 4.)
SKILL FOCUS
Bowling with controlled weight
ADDITIONAL EQUIPMENT
2 balls per player, with Blu-tack© stuck
on the side of each ball
Use the activity card, PLUS…
»
»
»
»
»
»
Set up a relay course for each group of 3 or 4.
Each player starts at a different target.
Players bowl their first ball towards the target.
They bowl a second ball if the first one does not reach the target.
Players then collect their ball(s) and move to the next target,
and so on.
Score one point for each bowl that rests against the target
(to a maximum of one point per target).
Easier:
»
»
»
Remove the time limit from the activity.
Allow players to have more balls (e.g. 3 per target).
Players have to bowl the ball through a gate rather than at a target.
Harder:
»
»
»
Each player in the group bowls at the first target.
The group moves together to the next target.
The player closest to the target scores one point.
TIPS
»
»
Players need to adjust their swing and follow through
to control the distance the ball rolls.
A heavier ball will roll further before stopping.
ASK THE PLAYERS
»
How do you change your delivery
to bowl at a target further away?
36
Lesson 6 · GET INTO IT
Hit the target
continued
GET INTO IT TG 09
20 MINUTES
Targets are set up at varying distances from a bowling line.
Players score points by bowling balls at the targets, aiming
to have them come to rest as close as possible to the targets
without hitting them. (Play in groups of 3 or 4.)
SKILL FOCUS
Practises bowling with controlled weight
ADDITIONAL EQUIPMENT
2 balls per player, with Blu-tack© stuck
on the side of each ball
Use the activity card, PLUS…
»
»
»
Players bowl two balls each at any of the targets, trying to get
them as close as possible to the targets without hitting them.
After the first round, two players bowl at the same target at
the same time.
Points are scored by the
player getting closest
to the target.
Easier:
»
»
Players can bowl at any target.
Players drive at the targets to knock them over.
Harder:
»
»
Players must nominate a target.
Have players leave the balls that have been bowled in
the playing area so players have to work around them.
TIPS
»
Players should try to use the bias on the bowl to make
it curve around other bowls blocking the target.
ASK THE PLAYERS
»
»
»
Does the size of the target make it
easier to bowl to?
What changes have to be made when
other bowls are covering the target?
What is the advantage of a biased bowl?
37
Lesson 6 · FINISH UP
Let’s see it!
10 MINUTES
FINISH UP 01
5 MINUTES
Highlight a skill or tactical play.
Refer to the activity card…
Put it away!
FINISH UP 01
5 MINUTES
Gather up the equipment and store it properly.
Refer to the activity card…
38
OBJECTIVE
Bowling accuracy
TIME
60 minutes
AREA
Area the size of a tennis
court or equivalent space
with a surface suitable
for rolling
EQUIPMENT
»
Marker cones todefine
the playing area
»
2 skittles
»
1 bucket
»
15–20 balls (tennis,
cricket, hockey, softballs)
»
Targets including:
- wickets
- bins
- skittles
»
Blu-tack©
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Lesson 7
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39
Lesson 7 · START OUT
How many
bean bags?
20 MINUTES
START OUT WC 06
10 MINUTES
One player from each pair runs to a central point to collect
one ball at a time and roll the ball back to their team-mate at
their base. Once the player has received the ball, they must
be tagged for their turn. The aim is to collect the most
number of balls. (Play in pairs.)
SKILL FOCUS
Warm up/energiser activity
Refer to the activity card…
Easier:
»
Players must bowl the ball back and aim to rest within a
certain radius of the cone at their base. If the ball does not
land in the radius, the player must bowl again until it does.
TIPS
»
The speed of the ball depends on the size
of the back swing and follow-through.
ASK THE PLAYERS
»
Is it better to go fast or take your time?
Corner bowls
GET INTO IT TG 01
10 MINUTES
Two players work together to outscore opponents by
accurately bowling balls close to the target and displacing
opponents’ balls to deny access to the target. (Play in
groups of 4.)
SKILL FOCUS
Practises aiming at a target and the placement
of bowls
Refer to the activity card…
TIPS
»
Highlight the use of tactics by players to block opponents.
ASK THE PLAYERS
»
Does good technique help with accuracy?
40
Lesson 7 · GET INTO IT
30 MINUTES
GET INTO IT TG 12
15 MINUTES
D1 and D2
Two teams have a skittle in a goal circle at each end.
The team with the ball rolls it to team-mates until one is
close enough to a skittle to knock it down. (Play in teams
of 4 or more.)
SKILL FOCUS
Practises bowling with accuracy
ADDITIONAL EQUIPMENT
1 softball per game
Blu-tack©
Use the activity card, PLUS…
»
»
»
»
No-one defends the skittles.
Players roll the ball to one another.
The skittle must be knocked over with a bowl.
After a set period of time, add Blu-tack©
to the side of the ball.
Easier:
»
»
Have a bigger target.
Defenders must be stationary and cannot intercept
the bowl, but bowlers must bowl around their legs.
Harder:
»
Players have to bowl to each player on their
team before attempting a shot at the skittle.
TIPS
»
Make sure both teams get an equal go at attacking.
41
Lesson 7 · GET INTO IT
Beat the bucket
continued
GET INTO IT SF 06
15 MINUTES
A base runner rolls 3 balls into the field and then attempts
to run around 4 markers before fielders place all 3 balls in
a bucket and call ‘STOP’!. (Play in groups of 6–10.)
SKILL FOCUS
Practises accurate placement of the ball
ADDITIONAL EQUIPMENT
Targets (e.g. wickets, skittles, cones)
3 balls with Blu-tack© on the side
Use the activity card, PLUS…
»
»
»
Place targets in the infield. Players receive
bonus points if they hit the targets.
Fielders roll the balls to a keeper at the bucket.
Add Blu-tack© to the balls.
Easier:
»
Increase the number of balls.
Harder:
»
»
Players only get bonus points if
they rest the ball beside the target.
Each ball must be rolled to another person
before it is passed to the keeper.
TIPS
SAFETY
»
Encourage players to use a smooth action low
to the ground, as this will help with accuracy.
»
»
Players must be alert and be aware of all the balls.
The base runner must be aware of where the
fielders are and vice versa, so they don’t collide.
42
Lesson 7 · FINISH UP
Puppeteer
10 MINUTES
FINISH UP 04
5 MINUTES
Players are puppets moving their body to the coach’s calls
(the coach is the puppeteer).
Refer to the activity card…
Put it away!
FINISH UP 01
5 MINUTES
Gather up the equipment and store it properly.
Refer to the activity card…
43
Understanding the rules
and tactics of lawn bowls/
modified lawn bowls
OBJECTIVE
(Try to arrange a visit to a local
bowling club to use the knowledge
and expertise of members to
introduce the game to the students
and to enable the players to
experience the actual facilities)
AREA
60 minutes
Area the size of a tennis court
or equivalent space with a
surface suitable for rolling
EQUIPMENT
»
TIME
»
»
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6抂L
COACHING · HOW TO SCORE · PLAYING AREA · NUMBER OF PLAYERS · GAME RULES · EQUIPMENT · INCLUSION · TIME
Lesson 8
Marker cones to define
the playing area
Tape/chalk for
ground markings
1 target mat, towel
or base per game
4 targets
1 tennis ball, softball
or lawn bowl per player
(if possible)
1 small ball (e.g. a cricket
ball or hockey ball) per game
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»
Blu-tack©
Card summary
»
»
»
»
Start Out WC 01A
Get Into It TG 04
Get Into It TG 02
Finish Up 01
Remember, if the game
isn’t working CHANGE IT
8
44
Lesson 8 · START OUT
Form a group
5 MINUTES
START OUT WC 01A
5 MINUTES
Players run around in random directions avoiding body
contact with other players. The coach calls a number and
players form groups of that size.
SKILL FOCUS
Warm up/energiser used to form groups
Use the activity card, PLUS…
»
Finish in pairs.
Lesson 8 · GET INTO IT
45 MINUTES
GET INTO IT TG 04
25 MINUTES
Throlf
As in golf, a course with 4 holes is established. Players move
around the course attempting to reach the target in the least
number of bowls. (Play in pairs.)
SKILL FOCUS
Improves bowling accuracy
ADDITIONAL EQUIPMENT
1 lawn bowl or 1 small ball with
Blu-tack© on the side per player
Use the activity card, PLUS…
»
»
Add Blu-tack© to the balls.
Pairs compete against one another by
bowling their ball to each ‘hole’.
TIPS
»
»
»
Use role models to demonstrate good technique
and the use of tactics.
Highlight key coaching points about the grip and
types of delivery.
Remind players to adjust their swing according to the
weight of their ball and the distance they need to bowl.
ASK THE PLAYERS
»
»
SAFETY
»
Is it best to drive the opponent out of the
way or draw your shot as close as possible?
How does the width of the bias change
over distance?
Players need to warn others when attempting
a drive shot.
45
Lesson 8 · GET INTO IT
continued
GET INTO IT TG 02
20 MINUTES
Boccia
A target game requiring players to bowl as many of their balls
as close to a jack as possible. (Play in 2 teams of 4–6.)
SKILL FOCUS
Practises the skills and tactics of modified
lawn bowls
ADDITIONAL EQUIPMENT
A bowling mat, towel or base
1 tennis ball, softball or lawn bowl per
player (if possible)
1 small ball (e.g. a cricket ball or hockey
ball) per game
Blu-tack©
A bowling green divided into rinks (lanes)
AREA
Use the activity card, PLUS…
»
»
»
»
»
Players take it in turns to bowl a ball from their bowling
mat towards a jack.
Rotate positions once a round has been completed.
Use lawn bowls if possible.
Use Blu-tack© on balls
if lawn bowls are not
available.
The jack must
reach the end
zone when first
bowled.
Easier:
»
Players can bowl from any position on the start line.
TIPS
»
»
»
»
Encourage correct foot positioning to help
with aiming the ball.
Remind players to step off the front of the mat with the
opposite foot to their hand when delivering the bowl.
Revisit the positioning of the ball in the hand to ensure
the correct bias.
If players are at a bowling club, use club members
and experienced bowlers to provide coaching tips
and rules about the game.
46
Lesson 8 · FINISH UP
What did you learn?
10 MINUTES
FINISH UP 01
5 MINUTES
Reinforce key skills or tactical points and link this back to
previous experiences.
Use the activity card, PLUS…
Put it away!
FINISH UP 01
5 MINUTES
Gather up the equipment and store it properly.
Use the activity card, PLUS…
47
Where to from here?
One of the major attractions of bowls is that it can be played
between men and women or boys and girls of any age. It is
not uncommon to have three generations of one family
gracing the green at the same time.
For the serious participant, the sport has a strong state,
national and international program at open and junior
levels and is one of the sports featured in the
Commonwealth Games.
Below is a brief outline of some of the programs available.
There is also information about resources and how you
can find out more.
Coaching and officiating
Through each state and territory association, Bowls
Australia delivers coaching and officials accreditation
courses all year round. Coaches and officials who complete
the requirements for these courses are accredited through
the National Coach Accreditation Scheme (NCAS) and the
National Officials Accreditation Scheme (NOAS).
Inclusive bowls for players
with a disability
People with a disability can also play bowls. Bowls Australia
has close links with organisations that support disabled
bowlers, including those that cater for blind, deaf,
intellectually disabled and wheelchair bowlers.
48
For more information
For more information about junior development programs or
any of the other programs listed above, please contact the
development officers at your state/territory association.
If you are interested in playing bowls at your local bowling
club, please visit the relevant state/territory web site.
Bowls ACT
Canberra North BC Annex
McCaughey Street
O’CONNOR ACT 2601
Ph (02) 6249 8061
Fax (02) 6257 4229
[email protected]
www.bowlsact.org.au
Bowls NT
GPO Box 728
DARWIN NT 0801
Ph (08) 8945 4800
[email protected]
Bowls QLD
PO Box 476
ALDERLEY QLD 4051
Ph (07) 3355 9988
Fax (07) 3855 0010
[email protected]
www.bowlsqld.org
Bowls SA
PO Box 59
Brooklyn Park
SA 5032
Ph 08 8234 7544
Fax (08) 8351 8220
[email protected]
www.bowls-sa.asn.au
Bowls TAS
PO Box 909
LAUNCESTON TAS 7250
Ph (03) 6398 2395
Fax (03) 6398 2518
[email protected]
www.bowlstasmania.com.au
Bowls WA
PO Box 123
OSBORNE PARK WA 6917
Ph (08) 9242 1822
Fax (08) 9242 1866
[email protected]
www.bowlswa.com.au
NSW Women’s Bowling Association
7/309 Pitt Street
SYDNEY NSW 2000
Ph (02) 9267 7155
Fax (02) 9267 7254
[email protected]
www.womensbowlsnsw.org
Royal NSW Bowling Association
PO Box A2186
SYDNEY SOUTH NSW 1235
Ph (02) 9283 4555
Fax (02) 9283 4252
[email protected]
www.rnswba.org.au
Victorian Ladies’ Bowling
Association
Ground Floor
21 Burwood Road
HAWTHORN VIC 3122
Ph (03) 9819 1544
Fax (03) 9819 3966
[email protected]
www.bowlsvic.org.au
Royal Victorian Bowls Association
Ground Floor
21 Burwood Road
HAWTHORN VIC 3122
Ph (03) 9819 6177
Fax (03) 9819 5453
[email protected]
www.bowlsvic.org.au
49