EQUIPMENT:
OUTCOMES:
The student will:
NATIONAL STANDARDS: 1 – 5
INSTRUCTIONS:
Start with four or five taggers in a large area. Three or four students hold a rubber chicken as a safe area. Three students can be touching a chicken at one time. The chicken must be passed on before 30 seconds or the holder becomes a tagger. Students can yell, “Help me,” for a chicken when they are about to be tagged.
TEACHING HINTS:
Encourage students to run under control.
Students must manage themselves to make this game work. They must get rid of the chicken quickly or assume the role of being a tagger.
A Scottish term for tag is “tig.”
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.
One muscle that makes up a hamstring muscle is biceps femoris.
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
Putting: Teach putting at a carpeted green. Use the “green” for your demonstration area.
Reverse Overlap Grip
Stance
Aiming
Address Routine
Practicing putting
Putting Task Sheet
Direct students to pick up a clip board with attached Task Sheet 1 (see below) and a pencil. Explain the Task Sheet. One student is the “doer”. One student is the “observer”. Observer reads task sheet to doer, records results, and offers feedback. Change roles as directed on task sheet.
Direct each student to pick up a putter and bring it to the demonstration area.
Scattered formation around demonstration area.
Demonstrate, then have students practice the grip.
Demonstrate, then have students practice the stance.
Line up sight line with club. Imagine a line to the hole.
Demonstrate, then practice the address routine.
Direct students to get elbow to elbow to select a partner. Ask each pair to pick up 5 golf balls and go to a putting green.
Partners practice putting 5 balls and then change roles. Repeat.
If students complete Task Sheet quickly, they can play a putting game. See how many points can be earned when a person earns 1 point for each putt made.
Discuss the safety rules and have students sign off on them.
A “putt” means to play a stroke where the ball doesn’t leave the ground.
INSTRUCTIONS:
Partners are placed in two parallel lines and putt back and forth to each other. Each partner has a club and one ball. The student without the ball stands in a straddle position and the student putting tries to putt between their legs.
TEACHING HINTS:
Students continuously putt back and forth trying to putt it through their partner’s legs. A point is scored every time a putt goes through.
INSTRUCTIONS:
Have students take home “Golf Safety Rules”, read it, sign it and return “cut off” to class on the next day.
Cheer: 2, 4, 6, 8, playing golf is really great!
TEACHING HINTS:
Bring students together and review learning experiences of the day.
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