EQUIPMENT:
OUTCOMES:
The student will:
NATIONAL STANDARDS: 1 – 5
INSTRUCTIONS:
Students will enter the teaching area and find a partner. Their informal assignment is to review what they have learned to this point about golf and proper etiquette.
TEACHING HINTS:
Scattered formation.
Only requirement is that they not stand around and talk with their partner. They must be on the move (from a walk to a run).
INSTRUCTIONS:
TEACHING HINTS:
Use music segments (25 seconds) alternated with silence segments (30 seconds). When the music is playing, students jump rope; when silence occurs, students do a flexibility and strength development exercise.
Exercises can be done in two-count fashion. Exercises are done when the leader says “Ready.” The class answers “One-two” and performs a repetition.
Allow students to adjust the workload to their level. This implies resting if the rope jumping is too strenuous.
Push-ups are performed in the prone position.
Note: There are many different approaches to teaching golf. These lessons offer an outline of essentials that need to be presented. We encourage you to contact some of the organizations that are designed to introduce golf to students. Here are websites that may get you started:
The First Tee: Materials, curriculum, and instructional training are offered: https://firsttee.org/programs/. First Tee offers many training opportunities and also will help schools secure funding for program startups.
SNAG Golf: The acronym SNAG signifies Starting New At Golf. This is an innovative program with special equipment designed to teach golf in small spaces in the school setting. A key element of the program is that it offers many simple techniques and equipment that simplify the game: https://www.snaggolf.com
Review following skills
Grips
Addressing Ball
Review safe practice techniques.
Practice will take place with task sheets.
Explain each Task Sheet
Distribute Task Sheets 2, 3, and 4 which contain many points for the golf stance and addressing the ball. Don’t spend too much time on trying to cover all the points.
Demonstrate swings:
1/2 swing
3/4 swing
Full swing
Review/Demonstrate Pitch Shot
Review/Demonstrate Chip Shot
See DPESS Chapter 20 for details.
Scattered formation.
Have student practice without ball following each review. Demonstration.
Direct students to get “Toe to Toe”, with someone to create partners.
Direct students to get a 7 or 9 iron, a clipboard with pencil and
If you cover more than 2 key points during your discussion as a teacher, there is a good chance that teachers will forget most of it. Pick 1 or 2 key points and add on over time.
Student picks up a #9 iron and 6 Whiffle balls.
Scattered formation directed by teacher.
Practice each swing without ball following demonstration.
Practice each swing with each set of balls at practice area.
Direct students to re-group for demonstration.
Assign to practice alone with 6 balls and then re-group.
Following demonstration, assign to practice alone with 6 balls.
The first recorded golf game took place in Scotland in 1456.
Quickly get in groups of 5. 4 students make bridges that the others go under. As soon as the first student exits the last bridge they form a new one. Then the first “bridge” becomes the “hustler”. You can add locomotor challenges before creating a new bridge.
Discuss main elements of swings practiced during the class period.
In what position are push-ups performed?
In what year was the first recorded game of golf played?
Cheer: Give me a “G”; Give me an “O”; Give me an “L”; Give me an “F”; What does that spell? Golf! Yea!