Coaching Guidebook

Introduction

These guidelines aim to provide a resource for archery clubs, activity centres, and coaches working with visually impaired (VI) participants. It covers the essential skills, techniques, and considerations for delivering effective instruction, with an emphasis on inclusion, safety, and progress tracking. By understanding the unique needs of visually impaired individuals and employing adaptive coaching methods, coaches can then feel comfortable running a beginners course or taster session as they would normally, as well as ongoing coaching.

The importance of recognising and responding to the unique needs of visually impaired individuals cannot be overstated. This guide encourages coaches to approach training with sensitivity and flexibility, ensuring that each participant feels capable, respected, and involved in the learning process as we would in any coaching situation.

Through this guide, we hope to inspire a welcoming atmosphere in archery clubs, one where coaches feel equipped to bridge any perceived barriers. Our goal is to create a supportive adaptive coaching environment that makes archery a fulfilling experience for everyone, regardless of visual ability.

Disclaimer

This document is intended as a guide to help archery coaches better understand how to coach and interact with visually impaired participants. It is not an exhaustive resource and should not be considered a definitive or comprehensive coaching manual. The insights and recommendations provided here are based on current understanding and practices but may not cover all aspects or unique situations that coaches might encounter.

Coaches should use their discretion and adapt approaches as necessary to meet the individual needs of each participant. Where possible, seek feedback from visually impaired archers themselves or consult with specialised coaches from the British Blind Sport Archery Section or other experts for additional guidance. This document is meant to support coaches in fostering an inclusive environment but should be supplemented by continued learning, sensitivity, and experience in practice.

Guidelines Summary

By following these guidelines, coaches can develop the skills and understanding needed to teach visually impaired archers successfully. With adaptive equipment, clear communication, and a strong support network, VI archers can enjoy the physical and mental benefits of archery in an inclusive environment.

These guidelines should serve as a structured reference document for coaches teaching archery to visually impaired individuals, encompassing fundamental concepts, techniques, and strategies for achieving success.

Visual Impairment in Archery – Overview

Before working with visually impaired (VI) archers, it is not necessary to have a detailed understanding of the various types and degrees of sight loss for those attending your courses. However, it is helpful for coaches to be aware of each participant’s visual limitations to gauge how much assistance they might need. For instance, can the participant see specific parts of the bow, like the arrow rest or nocking points, which would enable them to nock an arrow visually? Many blind and visually impaired individuals who have lived with their condition for a long time or since birth are often skilled at performing tasks automatically through repetition and can quickly adapt to archery techniques.

Each type of visual impairment can influence how archers perceive distance, light, and spatial awareness. For instance, some archers may have limited peripheral vision, difficulty distinguishing contrasts in light, or may rely on residual vision for certain tasks. These differences can affect how they approach aiming and handling a bow.

Coaching visually impaired archers revolves around clear communication and a multi- sensory approach. Rather than separate training plans based on vision level, the focus is on making instruction accessible to all. This includes verbal descriptions and engaging other senses like touch and sound. Archers with near or total vision loss may rely more on tactile sights, requiring additional training and familiarisation to develop confidence and accuracy.

For more information on types of visual impairment, visit the visual impairment page.

Coaching Considerations

When coaching visually impaired archers, it’s essential to recognise the specific challenges they may face. These challenges may encompass a range of factors, including:

• Spatial Awareness: For some, due to their limited vision, visually impaired archers may struggle with understanding their physical relationship to their surroundings, including the target, equipment, and other archers.
• Balance and Coordination: Visual impairment can impact balance and coordination, making it more difficult to maintain a stable stance and execute precise movements.
• Mental Focus: Without the visual cues that sighted archers rely on, visually impaired archers may rely heavily on other senses, such as touch and hearing, to maintain focus and control their posture.

Guiding Visually Impaired Participants

When working with visually impaired individuals, it is essential to consider various approaches to guide them through your sessions. Physical cues can be employed, such as using a pencil instead of direct physical contact unless necessary. Another example is laying an arrow across the back, enabling the coach to review alignment as they would normally advise an archer to observe this in their peripheral vision. While this may not always be feasible for all visually impaired participants, it demonstrates how tools can be utilised to quantify and provide feedback to the coach.

Blind Participants Considerations

Individuals born blind (congenitally blind) and those who become blind later in life (acquired blind) frequently encounter variations in perception, cognition, and adaptation due to their unique experiences with vision and the surrounding environment. It is crucial to acknowledge that when describing a process such as archery to a congenitally blind participant compared to someone who acquired their blindness, a different approach may be required.

When planning your sessions, consider the perceptual differences between individuals with congenital blindness and those with acquired blindness. Individuals with congenital blindness typically develop their perceptual skills without visual input, relying predominantly on non-visual senses such as hearing, touch, and smell. This reliance often leads to heightened sensitivity in these areas, shaping their spatial awareness and understanding of the world entirely through these senses. Conversely, individuals with acquired blindness who lose their sight later in life may retain a visual memory and experience that influences their perception of their environment. They may retain some visual imagery or concepts, which can affect their mental maps of spaces and objects.

Communication

• Identify yourself when you approach and when you leave.
• Gain Consent and Communicate Clearly, explain what you’re going to do before doing it, especially if physical guidance is needed. Get verbal consent and ensure the archer understands.
• Use a normal tone of voice. Don’t assume they can’t hear you.
• Be specific and descriptive with your language. Instead of “over there,” say “two steps to your left.”
• Inform them of any changes in the environment, such as moved equipment or new obstacles.
• Use consistent terminology, especially when coaching ensure that terms are clearly defined and used consistently.
• Don’t assume they can’t perceive your body language. Your tone of voice and physical presence still convey messages.
• Physical Environment
• Keep ranges and venue facilities clear of obstructions where possible.
• Ensure good lighting, even if the person has low vision if at an indoor range.
• If providing printed materials, offer them in alternative accessible formats, such as large print, or digital formats compatible with screen readers.

Equipment

• Consider providing arrows with four fletchings. These four-fletch arrows will make it easier for the archer to nock an arrow without having to rely on identifying the cock and hen’s fletchings to orient the arrow correctly.
• Foot-locators or other ground markings that can be used both indoors and outdoors would be beneficial for archers to orient themselves with the target and maintain a consistent alignment. Refer to the Equipment and Ancillaries section below for more information.

Adapting Coaching Strategies

By understanding the challenges faced by visually impaired archers, coaches can help them develop the necessary skills and confidence to succeed in archery. Here are some strategies to address these challenges:

• Provide Clear and Consistent Verbal Instructions: Use clear and concise language to describe the archery process, emphasising the importance of a stable stance, correct form, and proper release as examples.
• Use Tactile Cues: Incorporate tactile markers or auditory cues to help participants understand the position of their equipment and their body relative to the target. For example, you could use a textured grip on the bow or a marker on or near the target such as a flag to help identify their assigned target.
• Auditory Feedback: As an example, have participants listen to the sounds of the bowstring being drawn and released, as well as the sound of the arrow striking the target. This can help them develop a sense of timing and rhythm.
• Focus on Mental Imagery: Help participants visualise the archery process in their minds, using descriptive language to paint a mental picture of the correct form and technique. Consider how you might approach this for congenitally blind versus those with acquire blindness.
• Provide a Safe and Supportive Environment: Create a safe and encouraging environment where participants feel comfortable experimenting and making mistakes. Offer positive reinforcement and constructive feedback.
• Accessories/Adaptive Equipment: For some archers, Foot-Markers (as outlined in Archery GB Rules of Shooting rule 201(b)) may be recommended. For archers with severe sight loss, Foot-Locators—typically used with a tactile sight—can be introduced as an initial aid, even before the tactile sight itself. The tactile sight should be incorporated later, once the archer has developed proper form and a consistent shot sequence.

Participation in archery and other activities can be challenging for individuals with visual impairments due to various barriers. This section highlights key obstacles that may limit their involvement and provides considerations for clubs and coaches to keep in mind when planning training sessions.

A participant’s guide, sent to those attending your sessions, can help ease any concerns they may have and prepare them for their visit. If you need an example, please contact the author.

Barriers are grouped into physical, psychological, social, environmental, and financial categories, each posing unique challenges.

Barriers to Participation and Overcoming Them

Physical Barriers

๏ Range Navigation: VI archers may require assistance navigating the archery range such as moving between the waiting and shooting lines, and approaching the target when collecting arrows as examples.

๏ Range Layout: Obstacles on the range, such as other archers, their equipment, or uneven terrain, can be difficult to navigate for visually impaired individuals. For those who might attend regularly, consider placing them in the same area on the range, in line with your field safety rules, to promote familiarity and reduce navigational challenges. However, it’s also important to ensure that this consistent placement does not lead to feelings of isolation.

๏ Target Visibility: While target visibility, especially at longer distances, can be aided by starting with larger faces and progressing to smaller ones, visually impaired archers can shoot any recognised round they are comfortable with. The recommendations in section VI Archery Rounds below regarding distances and rounds are for guidance, and not limitations. Target size and shooting round should be determined by individual preference and ability.

๏ Equipment Handling: Bows, arrows, and other equipment can be challenging to handle, especially for those new to archery and with limited vision. Assistance from volunteers or a spotter may be necessary. Refer to the Spotter Section below for further information.

๏ Accessibility of Facilities: Ensure that onsite facilities like rest areas and toilets are accessible. Guide the participants around during the induction to help them familiarise themselves with the layout.

๏ Transportation: Some VI participants may face difficulties reaching your venue if they travel unaccompanied. Providing clear directions in literature or on your website can be helpful.

Psychological Barriers

๏ Fear of the Unknown: Entering a new environment like an archery range can be daunting. As previously mentioned providing an orientation to the range and explaining the layout can ease initial apprehensions.

๏ Self-Doubt and Anxiety: Some visually impaired participants may worry about their ability to participate safely or successfully. Reassure them that archery is inclusive and highlight stories of visually impaired archers who have succeeded where possible.

๏ Concerns About Safety: Some participants may feel vulnerable regarding safety.

Explicitly address safety protocols and offer clear instructions to emphasise support.

๏ Performance Pressure: New archers may feel pressure to perform well. Reinforce that success is measured by progress and enjoyment, not immediate skill. Some participants may feel frustrated, as archers with visual impairment are likely to miss more frequently than others.

๏ Fear of Being Judged: Worries about judgment can deter participation.
Emphasise an inclusive, supportive environment that values each participant’s experience.

Social Barriers

๏ Lack of Peer Support: Attending sessions alone can feel isolating for some. If possible, create opportunities to meet other participants or encourage them to bring a friend or support person for the first few sessions.

๏ Communication Challenges: Ensure coaches are accessible, relying on verbal descriptions and tactile guidance rather than visual cues alone.

๏ Feeling Like an “Outsider”: Integrate visually impaired participants naturally into group activities, pairing them with a club archer or organising ice-breaker activities.

๏ Navigational and Orientation Challenges: Offer respectful guidance around the space with verbal directions or, if preferred, a gentle guide-by-arm.

Environmental Barriers

๏ Environmental Factors: Weather conditions like wind and rain can affect arrow trajectory and make consistency more challenging for any archer. Encourage practice in varied weather to help archers become familiar with these effects and coach them about adjusting their shot process accordingly.

Financial Constraints

๏ Accessories/Additional Equipment: Some visually impaired archers may need to purchase additional equipment, such as those mentioned previously, such as Tactile Sights, Foot-Locators, and Foot-Markers. Let them know that there are organisations that may offer funding assistance for bows, arrows, and adaptive equipment.

Safety for VI Archery Participation

Safety is essential for all archers, but visually impaired participants may need additional precautions. Some of these may have been discussed in the previous sections and are reiterated here for context. You’ll notice that certain items listed here are standard practices that coaches typically apply during all beginner sessions.

๏ Pre-Session Briefing: Conduct a detailed briefing before each session to explain safety procedures, layout of the range, and emergency exits where necessary and how they will be escorted in the event of evacuation being called.

๏ Designated Guides: Assign a sighted volunteer to visually impaired archers if they require one to assist them with navigation and provide physical and verbal cues during the session.

๏ Clear Communication: Establish clear verbal commands and, if available, auditory signals (whistles, beepers, etc.) to indicate when it’s safe to shoot, collect arrows, and stop. Ensure all participants understand these signals. Assigning a single field captain can help archers, especially those with visual impairments, more easily recognise and respond to instructions.

๏ Consistent Range Layout: Maintain a consistent range layout to help visually impaired archers become familiar with the environment over time.

๏ Safety Equipment: Ensure that all archers wear the appropriate safety accessories, such as arm guards and finger tabs. Have them practice putting on and taking off these accessories to help them become familiar with the process.

๏ Obstacle Awareness: Ensure the range is free of obstacles and clearly describe any potential hazards to aid navigation.

๏ Feedback: Establish a feedback mechanism for visually impaired archers to share their experiences and suggest improvements that will aid them and the coach.

Teaching Fundamental Archery Skills to VI Archers

It is important to understand that we coach visually impaired archers in the same manner as we would any other archer, regardless of whether they are disabled or able-bodied.

Our approach emphasises inclusivity, ensuring that visually impaired participants receive the same quality of coaching and support as all archers.

For those who are blind or severely visually impaired, the eventual use of a tactile sight may be beneficial. Tactile sights are designed to assist archers in aligning their shots by providing physical tactile feedback. However, we initially delay the introduction of this equipment to allow archers to focus on mastering fundamental aspects of archery, including alignment, stance, form, and developing a consistent shooting process. At the coach’s discretion and in agreement with the archer, a tactile sight may then be introduced after a few sessions. Additionally, the sight can be periodically removed to assess the archer’s form without its aid.

By concentrating on these core skills, visually impaired archers can build a solid foundation that will enhance their overall performance. They learn how to properly handle the bow, develop muscle/motion memory, and understand the mechanics of shooting.

Moreover, our coaching methodology includes adapting techniques where necessary and coach the archer in the drills and skills encouraged by Archery GB.

As they become more comfortable with the fundamentals, we can gradually introduce the tactile sight. This transition is made only when the archer has demonstrated a solid grasp of the basics, ensuring that they can effectively integrate new equipment into their shooting routine.

Coaching Guidelines

The following section provides guidelines when coaching VI archers with focus on certain elements of the shot process. While not an exhaustive or detailed guide, it offer ideas and approaches to support coaches working with visually impaired archers in creating effective and accessible training sessions. These suggestions are designed to help coaches guide visually impaired archers in developing a consistent shot process and maintaining focus, with an emphasis on tactile feedback, auditory cues, and other sensory inputs rather than visual cues.

Throughout each phase, coaches should adapt the process to the specific needs of each visually impaired archer, gradually refining movements and building confidence. By using tactile and auditory guidance and prioritising repetition, coaches can help visually impaired archers establish a reliable and effective shot sequence, empowering them to perform consistently while shooting.

Some of these areas refer to specific Archery GB Drills and Skills methods. For convenience, these drills are included in a later section. Coaches may choose to use these drills directly or adapt them according to their own approach and interpretation.

Please Note: These guidelines are not intended to cover the entire shot cycle, which coaches are already familiar with. They are simply suggestions for additional instructions and adaptation as you see fit, without any intent to revisit established practices.

Stance and Posture

Instilling proper stance and posture is crucial for visually impaired archers to develop balance, consistency, and confidence. By emphasising alignment and positioning, coaches can establish a stable foundation that facilitates enhanced control and comfort for the archer.

Objective:

๏ Establish a stable and balanced stance.

Guidance:

๏ Foot Positioning: Ideally, commence with the square stance. This stance is particularly advantageous for archers who intend to utilise a foot locator in conjunction with a tactile sight setup. It facilitates the establishment of a consistent and reliable position. For further information regarding available equipment, please refer to the equipment section below.

๏ Alignment: Given that some visually impaired archers may experience spatial and balance challenges, alignment is especially important for consistency and control. A visually impaired archer will depend on proper alignment of their hips and shoulders, along with an upright posture, to maintain stability throughout their shot sequence.

๏ Weight Distribution: Highlight proper weight distribution to help them maintain their balance.

๏ Head Position: Consider the position of the head and chin and how it can influence the shot. Individuals with severe visual impairment may have difficulty maintaining a consistent head position, as they may not have a clear understanding of their visual field and the location of the target.

Practice Tips:

๏ Use foot-locators or other foot markers on the ground to guide their foot location.
Foot locators are available to purchase from the British Blind Sports Archery Section online shop.

๏ Use the 1-2-3 Alignment drill.

๏ Have a sighted assistant help them align their body perpendicular to the shooting line.

Grip and Bow Hand Position

The approach to teaching grip and bow hand position will be consistent for all beginners, but with visually impaired archers, you may need to provide hands-on guidance to help them achieve the correct grip on the bow.

Objective:

๏ Achieve a consistent, relaxed grip that minimises torque.

Guidance:

๏ Grip Placement: Ask the archer to extend their hand, palm down and place the bow grip in their hand yourself, ensuring it sits in the correct position.

๏ Grip Position: Physically guide their hand and fingers to hold and grip the bow, ensuring it rests on the correct part of their hand with fingers positioned naturally.

Practice Tips:

๏ Bow Hand Awareness: Have them holding the bow with an open hand to understand balance and tension levels, and use tactile feedback to check their hand position and pressure distribution.

Hook and Draw Hand Position

Ensure archer hooks the string in a consistent and acceptable position. This can be particularly difficult for individuals who are blind or have substantial visual impairment, as they may inadvertently dislodge the arrow from the rest.

Objective:

๏ Establish a secure and consistent hook on the string.

Guidance:

๏ Guided Positioning: Place your hands over the archer’s to guide them to the correct hook placement. With your hands over theirs, show them the exact position on the string. Repeat this motion several times to reinforce it.

๏ Wrist and Hand Alignment: Help the archer with proper hand and wrist alignment, such as keeping their wrist straight and the hand positioned to avoid putting torque on the string. You may need to guide them by placing your hands over theirs to help them feel the correct positioning.

๏ Setting the Hook Drill: Use this drill to help establish consistency in the placement of their fingers on the string.

Practice Tips:

๏ Physical Cueing: Use touch cues—like tapping or gently pressing on certain fingers or knuckles—to remind the archer where the hook and correct pressure should be applied on the string.

๏ Release Aids: While we don’t typically expect new archers to begin with a compound bow, it’s important to consider how to support visually impaired (VI) archers who may transition to a compound bow at a later stage.

Nocking an Arrow

When coaching a visually impaired archer to nock an arrow, coaches should consider several key factors to ensure correct nocking, as well as safety and consistency.

Objective:

๏ To correctly and safely nock an arrow.

Guidance:

๏ Bow Familiarisation: While the course typically begins with the coach explaining the anatomy of the bow, it may be helpful during the arrow-nocking phase to have the archer feel the location of the arrow rest and nocking points for easier reference.

๏ Arrow Orientation: Most clubs use arrows with three fletchings, and if the archer can visually identify the index fletching, nocking the arrow should be straightforward. Alternatively, using arrows with four fletchings eliminates the issue of incorrect orientation when nocking a arrow.

๏ Tactile Markers: Certain nocks, like those made by Easton Archery, feature small protrusions that the archer can feel with their thumb or finger to ensure correct orientation. Additionally, some archers use a small piece of tactile tape placed near the nock as a reference point.

๏ Use Four Fletched Arrows: The use of four fletched arrows will make it easier for the archer to nock the arrow with our worrying about the correct orientation.

Practice Tips:

๏ Know the Bow: Encourage the archer to spend extra time familiarising themselves with the components of the bow before they begin shooting, particularly for those who are blind or have significant sight loss.

๏ Feeling the Arrow: Have the archer practice identifying the orientation of the arrow by feeling the fletching and nock.

๏ Perfecting Arrow Nocking: Guide them to align the nock with the string at a consistent angle each time, which will help with consistent and proper placement.

๏ Reduce Touch Cues: Gradually reduce physical assistance as the archer becomes more comfortable and capable of nocking the arrow on their own.

Set Position

Potentially, the Set Position becomes an important aspect to the archers spatial awareness, and balance perception with regards to their alignment and before raising the bow. For those who will eventually use a tactile sight, this process will possibly involve different techniques when moving to the Set-up position. The important thing for coaches to consider will be that the archer is comfortable with their stance and posture, and they have secured a proper hook on the string and have correctly gripped the bow.

For a visually impaired archer, this phase is about building a tactile and body awareness sense of alignment.

Objective:

๏ For the archer to build a consistent, reliable foundation through body awareness, precise alignment, and a stable head position, setting up for an accurate shot.

Guidelines:

๏ Body Alignment Awareness: Encourage archers to focus on their body’s positioning and alignment, using verbal and tactile cues to help them understand where each part should be.

๏ Establish a Consistent Routine: Develop a clear step-by-step routine, this will be important to those archers who will eventually use a tactile sight.

๏ Verbal and Tactile Cues: Provide verbal and tactile cues while providing instructions that describe the desired positions, angles, and movements, etc.

๏ Head Positioning: Explain the significance of maintaining a fixed head position as a reference point, keeping in mind that archers with severe sight loss may not have the ability to perceive the correct direction to focus on.

๏ Process Feedback: Encourage the archers to share their thoughts on the process and whether they believe there are ways to enhance the technique to make it easier for them, particularly for those using tactile sites.

Practice Tips:

๏ Establish a Routine: Develop a personal routine for achieving the set position, repeating it consistently to build muscle memory and confidence.

๏ Sequence Motion Drills: Have the archer practice by repeating the sequence they have learned so far. This repetition will benefit those who plan to use a tactile sight and will generally help all archers enhance their spatial awareness and understanding of motion sequences.

๏ Visualisation: Have the archer mentally visualise the sequences. Consider how you might approach this for congenitally blind versus those with acquire blindness.

Raising the Bow

Raising the bow arm can vary significantly for visually impaired (VI) archers, particularly for those using a tactile sight. The initial technique taught to the archer will generally be the one they are coached in, but several considerations are important to keep in mind.

It’s essential to weigh the benefits of angular versus linear techniques. Archers using tactile sights may find it easier to raise the bow in a linear motion, allowing them to connect effectively with the tactile sight pin. On the other hand, when employing the angular technique, these archers might struggle to locate the tactile sight pin when their bow arm is fully raised.

Angular vs. Linear Techniques:

๏ Linear Technique: This method involves a straight-line motion of the bow arm and string hand. It may be easier for tactile sight users to maintain contact with the sight pin during the draw.

๏ Angular Technique: This technique involves a rotational movement of the shoulder and bow arm. It can be more challenging for tactile sight users to locate the sight pin when the bow arm is fully raised.

Coaches might want to experiment with both techniques to determine which one suits the individual needs and preferences.

Set-up

When coaching visually impaired archers, focus on the archer’s body position and orientation to ensure proper direction, alignment, and muscle engagement. As previously noted, those with severe sight loss may have slight balance challenges. For tactile users, even if their hand is set against the tactile sight, it is especially important that they maintain correct body position and form before drawing to anchor.

Objective:

๏ Develop the archer’s awareness of the correct form, body positioning, and bow motion control before and during the drawing of the bow using tactile and verbal feedback to compensate for limited visual cues

Guidelines:

๏ Posture Awareness and Orientation: Build the archer’s awareness of their body movement, alignment and positioning, especially as visual cues are limited. This involves guiding the archer to understand and feel the set-up position in a way that reinforces their directional sense towards the target.

๏ Raising the Bow: Think about how the archer raises the bow as they might not have a visualisation of where their hands and arms are in relation to the correct level.

๏ Drawing the Bow: Ensure the archer knows not to draw the bow before getting their body to the correct position, especially tactile sight users. It will be difficult for them to change when their muscles are under tension.

๏ Targeted Muscle Engagement: For visually impaired archers, it’s helpful to describe how the body should feel at the set-up position and during the draw. The muscle tension should be experienced as a balanced “tightening” across the back and shoulders, creating a sense of stability and control before the draw begins.
Verbal feedback can be valuable here to reinforce the correct feeling.

Drawing the Bow

When the archer is drawing the bow, consider any spatial or balance challenges they may face. It’s crucial for them to support the weight of their upper body effectively during the draw. To help with this, make sure they understand the importance of distributing their weight evenly on both feet and keeping their body’s centre line vertically aligned.

Objective:

๏ Execute a smooth and controlled draw to a. correct anchor point.

Guidelines:

๏ Incorrect Set-up: Problems may arise if the set-up is rushed, which can disrupt the rhythm of drawing the bow. Watch for signs that their bow arm becomes overly rigid during this process. For tactile sight users they may inhibit their ability to reach the tactile appropriately.

๏ Anchoring Problems: A visually impaired archer may struggle to find the correct anchor point without visual cues, potentially drawing the string too far inward or toward the centre of their face. Proper guidance will help avoid this and ensure a consistent, safe draw path.

๏ Tactile and Auditory Anchoring: Some VI archers may benefit from using tactile reference points on their face (e.g., thumb touching the jawline) or auditory feedback from their spotter.

๏ Half Draw Drill: Take the archer through the half draw drill.

Practice Tips:

๏ Consistency and Control: Instruct the archer to practice maintaining a consistent and controlled speed throughout the draw.

๏ Tactile Practice: For those using tactile sights, encourage them to repeat the drawing process multiple times, concentrating on the sensation of the tactile sight against their wrist or hand and finishing in their anchor position.

๏ Body Alignment: Guide the archer to distribute weight evenly on both feet and maintain a vertical body center line to support upper body stability during the draw.

๏ Tactile Feedback: For tactile sight users, encourage repeated practice with a focus on feeling the tactile sight on their wrist or hand as they reach their anchor position. This physical awareness is essential for achieving consistent accuracy.

๏ Avoiding Rigidity: Remind the archer to keep the bow arm relaxed. Rushing or tensing up can disrupt the draw and impact accuracy.

Anchor Point

This section covers techniques to help visually impaired archers establish and consistently find their anchor point. The anchor point should be repeatable, providing a clear point of reference for each shot. This could involve the index finger touching the jaw, the nose touching the string, or other consistent touch-points.

Objective:

๏ Find a consistent reference point on the face or jaw.

Guidelines:

๏ Defining the Anchor Point: Explain the importance of a fixed spot where the hand meets the face or neck, serving as a repeatable reference for each shot. For some visually impaired archers you many need indicate this with tactile cues.

๏ Tactile Awareness: Encourage archers to feel specific facial landmarks (e.g., jawline, corner of the mouth) to consistently locate their anchor point.

Practice Tips:

๏ Using Tactile Sights: For archers using tactile sights, consider how the motion of drawing the bow to anchor may affect the placement of their hand in relation to the sight, as this could impact their alignment.

๏ Comfort Check: Ensure the anchor point feels comfortable and natural. If a tactile sight user experiences tension in the shoulders or neck, it may indicate an awkward position, improper sight setup, or that the archer is not yet ready for the sight.

Aiming and Sight Picture

For some visually impaired archers, the process of aiming may require a different approach, including tactile feedback, body alignment, and spatial awareness. Coaches may think about adapting usual techniques to help visually impaired archers develop a reliable aiming method, where physical sensations and consistent routines replace visual cues.

Some visually impaired archers can use a standard sight pin, like those used on freestyle bows, without requiring special instructions. A visual sight (non-tactile) can include prisms, lenses, or other magnification devices, as well as enlarged sight rings/pins, and may offer multiple sighting points. These adaptations are allowed (see Archery GB Rule of Shooting, section 11.) for all bow types used by recognised visually impaired archers.

When coaching visually impaired archers, these considerations can be applied once the archer has experimented to find what works best for them. As a coach, helping the archer determine the most effective sighting set-up will be a crucial part of the process.

The guidelines below will cover Tactile Sights, and Adapted/Magnified Sights.

Guidelines: Tactile Sights

Tactile sights provide a way for visually impaired archers to “feel” the alignment of their bow, helping them create a reliable aiming reference.

The system consists of several components, all of which can be purchased from the BBS Archery Section online shop.

๏ Tactile Sight: The archery tactile sight is an aiming aid mounted on a stable platform, such as a tripod, designed to help the archer maintain consistent alignment with the target while allowing for necessary adjustments in elevation and windage.

๏ Foot-Locators: These help archers maintain consistent positioning on the shooting line.

Guideline: Adapted/Magnified Sights

Magnified sights, commonly used by compound archers, as well as similar recurve sights, can be used by visually impaired archers, particularly those classified as B4 and B5, if they choose. Some visually impaired archers may require additional adaptations, such as larger dots on the lens, specific colours, or a prism for those for example with strabismus, to better suit their needs.

๏ Adjusting Magnification: For archers who have partial sight, consider using a magnified scope which can help bring the target into better view.

๏ Slight Visual Impairment: If the archer has some visual ability, help them adjust the sight for optimal clarity. Experiment with different magnification strengths to see what works best.

๏ Magnification Levels: Be mindful of the magnification level used in the first instance, as too much magnification can cause the sight picture to become too narrow, making it difficult for them to maintain focus.

๏ Tactile and Visual Combination: For partially sighted archers, you can combine tactile foot markers as additional reference before aiming.

๏ Consistent Pin Placement: If using a sight with multiple pins, ensure that the archer practices aligning the correct pin with the target distance. This can be challenging for visually impaired archers, so it’s crucial to practice repetition and consistency.

๏ For further information refer to the AGB Rules of Shooting rule 1107 RULES OF SHOOTING FOR VISUALLY IMPAIRED ARCHERS section D. Equipment.

Practice Tips:

๏ Practicing Consistency: Encourage archers to establish a routine aiming process, incorporating anchor point, tactile sight feedback, and body position. Repeating this process builds confidence in aiming and accuracy.

Expansion and Back Tension

When coaching visually impaired archers, the principles of teaching expansion and back tension remain consistent with standard coaching methods. However, you approach may be adapted to rely more on tactile, auditory, and the archers awareness of their body position and movement.

Objective:

๏ To help the archer develop a reliable sense of back tension and expansion.

Guidelines:

๏ Ensure the archer has mastered the essential skills and drills, achieving a consistent anchor point and proper alignment.

๏ Have the archer feel the expansion using yourself or another archer by placing their hands on the appropriate areas.

๏ Some archers may extend their hold at full draw to compensate for the absence of visual aiming. This prolonged hold can hinder engagement of the back muscles and disrupt the expansion process.

๏ For those able to use a clicker, introducing a clicker can improve timing and release consistency.

๏ Expansion for a tactile sight users may be affected by them not being able to push with their bow arm due to the physical contact they have with the sight.

Practice Tips:

๏ Watch for the draw arm moving forward before release and correct it by reinforcing back tension.

๏ Incorporating drills can help the archer internalise the sensation of correct expansion and release.

Release and Follow-Through

A common error among novice archers is anchoring their draw hand improperly, possibly resulting in it to float from their anchor point regardless of whether they employ the corner of their mouth or their jawline. Consequently, the archer may then bend their wrists to reach their anchor point, leading to a difficult and incorrect release. This improper technique can also cause a deeper than normal hook to occur. Furthermore, the misconception that the release of the string solely involves the movement of the draw hand fingers away from the string may necessitate you as a coach to have a more physical hands-on approach due mainly to visual demonstrations being restrictive to some VI archers.

Objective:

๏ Achieve a relaxed, natural release leading to a controlled follow-through.

Guidelines:

๏ Remind the archer to obtain their correct anchor, which they learned from the Anchor Point section.

๏ It may be more convenient for you, as the coach, to guide the archer through touch by having the VI archer place a strung recurve bow on the top of their shoe (the same side as their bow arm). Instruct them to hook onto the end serving of the string near the top limb tip. You can then apply your prefer coaching methods.

Practice Tips:

๏ Introduce the Release Motion and the Finger Release drills and get the archer comfortable with the concept of release and follow-through.

Empowering the Archer – Mental Focus and Visualisation

For visually impaired archers, techniques like mental focus and visualisation can empower them by building confidence, improving consistency, and enhancing the shooting experience. Mental focus is especially valuable, helping them rely on senses like touch, sound, and body awareness throughout the shot process.

Guidelines:

๏ Shot Visualisation: Visualising their shot sequence allows archers to reinforce confidence by mentally rehearsing each step before physically executing it.

๏ Focus on the Process: Encourage visually impaired archers to concentrate on each step—from stance to shot execution—rather than the end result. Staying engaged with each movement will help those with severe sight loss to reduce distractions and focus on their shot process.

๏ Staying Calm and Relaxed: Newcomers to archery attending taster sessions or beginner courses may feel some apprehension—especially visually impaired participants, who will need to adapt to the environment and other unique aspects. Include the ABC philosophy where possible.

๏ Goal setting and progress tracking: Work with the archers to set goals, and monitor their progress, this will have them feel more confident and focussed.

๏ Promote mental well-being: Address the mental aspects of archery, including stress management, visualisation, and performance anxiety techniques.

๏ Empowering the Archer: Encourage positive mental imagery, and use mindfulness techniques to strengthen focus. Consider how you might approach this scenario for individuals who are congenitally blind versus those who acquire blindness.

Practice Tips:

๏ Personalised feedback and coaching: Provide constructive and specific feedback that is tailored to each individual’s needs and learning style.

๏ Variety in training methods: Incorporate diverse practice routines, drills, and mental exercises to keep learning engaging and cater to different learning styles.

๏ Self-reflection and problem-solving: Guide archers to analyse their performance, identify areas for improvement, and develop problem-solving skills.

๏ Build Confidence with Visualisation: Mental rehearsal helps visually impaired archers feel more in control of their shots.

๏ Integrate Mental Focus: Regularly include focus and visualisation exercises in training to strengthen mental discipline and performance.

Spotter for Visually Impaired Archers

A spotter is essential in supporting visually impaired archers by ensuring safety, offering guidance, and enriching the archer’s experience. For more details on the spotter’s role, refer to the Guidelines for Spotters document on the BBS Archery Section website.

Spotters assisting in competitive events should also familiarise themselves with rules from governing bodies such as Archery GB and World Archery.

When running taster sessions or beginner courses, the coach or experienced archers can take on the spotter role as needed. When an archer is accompanied by a family member, carer, or friend, they should only assist if they have received proper training. Spotter training can be provided by BBS Archery upon request.

Spotters are generally used by B1, B2, and B3 classified archers, though some B4 archers sometimes have a requirement too.

VI Archery Rounds

Visually impaired archers typically shoot the standard rounds set by archery GB or World Archery. However, there are several rounds that are commonly shot by visually impaired archers, some of which are also specific to them.

The following table outlines rounds similar to the Archery GB Imperial rounds and the WA VI rounds. The number of dozen arrows is indicated for each specified distance and face size.

For more information please see the Archery GB Rules of shooing.

To view the current British Blind Sports records, visit the records page.

Sight Classification

For more information on Sight Classifications, see the visual impairment page.

Equipment and Ancillaries

The BBS Archery Section offers specially designed and modified VI archery products that are unavailable to purchase anywhere else, in addition to some more basic items.

Foot-Locators

Foot locators are essential for some VI archers, primarily designed for consistent positioning and orientation. They guide the archer to place their feet in the same spot throughout their shot sequence, ensuring a stable and repeatable stance. The tactile reference allows for consistent body alignment relative to the target, and helps the archer find their correct position. Some VI archers may rely on touch and locators can provide a physical cue for setting and maintaining their shooting position.

Although archers or others may create their own foot-locators, the BBS Archery Section offers ambidextrous versions that cater to a wide range of draw lengths. Furthermore, shorter or extra long versions are available to meet specific requirements. These sets can be purchased as a “Standard” or “Bespoke” set, and plans are also available to those who want to build their own. For more details visit the BBS Archery online shop.

Tactile Sight

A tactile sight is a adaptation that replaces the traditional visual aiming methods. Unlike sighted archers who rely on aligning a sight with their eyes, some VI archers use a tactile sight to set and feel their aiming position. This device typically consists of an adjustable rod or bar that serves as a physical reference point. By touching and feeling the position of this rod against a specific part of their hand for wrist (see VI tactile use rules), the archer can ensure consistent alignment with the target.

The tactile sight, often mounted on a stable tripod, provides a steady base for precise adjustments. Some archers use a recurve sight with an adapter that attaches to a tripod. These adaptions allow the archer to fine-tune their sight’s position, compensating for distance and windage. The archer develops a keen sense of touch, learning to interpret the tactile feedback from the sight to accurately aim their bow. For more details visit the BBS Archery online shop.

Tactile Sight Usage Rules

For Archery GB rules, refer to section 11 of the Rules of Shooting, which covers the VI archer and equipment. The link to the latest version of this section was created during the development of this section. The latest version can always be found under the “Member Resources” section on Sport:80.

For World Archery Rules refer to Rule 21.12 Visually Impaired Athletes

Conclusion

In conclusion, coaching visually impaired archers requires patience, adaptability, and a strong commitment to creating an inclusive, empowering environment. By understanding the unique needs of these archers—such as specialised tactile, auditory, and mental focus techniques—coaches can help them reach their full potential. The guidance provided throughout this document highlights the essential aspects of safety, personalised adaptations, and the mental and physical strategies that are key to fostering growth and confidence in visually impaired archers.

Every archer, regardless of their level of vision, has the potential to develop skills, enjoy the sport, and achieve personal milestones. Through thoughtful adjustments and support, coaches can create a training experience that not only improves the archer’s technique and performance but also enhances their enjoyment of archery. Above all, the role of a coach is to empower visually impaired archers to feel independent, confident, and connected to the sport and community.

As you work with visually impaired archers, remember that each small adaptation and effort you make contributes to their success and enjoyment. By championing their abilities, you play a vital role in opening doors and expanding opportunities in archery for all.

Acknowledgements

I would like to acknowledge the following people for providing useful information and feedback to this document.

• Steve Prowse, B2 Archer and Coach
• Roger Rees-Evans, B1 Archer
• Malcolm Higman, BBS Lead Coach
• Declan Ross-Thomas, WA Level 3 and AGB Coach
• Robert Nichols, AGB Development Coach
• Clive Jones, B1 Archer
• Terry Piper, Archer