SLR and PASS TEACHER RESOURCE · pdhpe physical activity and sports studies sport, lifestyle and recreation golf module developing community coaching

PDHPE

PHYSICAL ACTIVITY AND SPORTS STUDIES

SPORT, LIFESTYLE AND RECREATION

GOLF MODULE

DEVELOPING COMMUNITY COACHING

OVERVIEW Jack Newton Junior Golf (JNJG) have developed this program to provide those students in Sport, Lifestyle and Recreation as well as those studying Physical Activity and Sports Studies the opportunity become accredited leaders and coaches of golf. The program is simplistic in its nature.

• Become a Community Coach through the Australian Institute of Sport Students complete the online Community Coaching Certificate through the Institute of Sport.

• Become a Community Golf Leader Students complete the Golf specific training delivered by the Territory Manager • Over a period of weeks students practice the basic skills from the Golf training • Students work with their PE teachers to assist Year 7 and 8 classes through a five week golf

program (Two Periods per week) • Students, teachers, Territory Managers, Year 7 and Year 8 students have a Gala Day at the

local golf course where SLR students will be assessed on their suitability to deliver a Golf program in local Primary schools.

INDICATIVE HOURS

• Online Community Coaching 6 Hours • Practical Component 6 Hours • Golf Specific training 6 Hours • Golf skills practice (12 x 60 minute Periods) 12 Hours • Working with PE teachers (8 x 60 minute Periods) 8 Hours • Gala Day 2 Hours

The content for the Course has been drawn from the Games and Sport Applications 1, Games and Sport Applications 2 and the Sports Administration Modules from the SLR Syllabus.

GOLF The golf unit is proposed to run in the SLR and PASS programs. The aim of incorporating the golf into the program is to give students the opportunity to complete the Community Coaching Principals Course and applying this knowledge initially and specifically to golf and then to branch out into other sports that the students may be interested in. WHY GOLF? Golf has the greatest number of participants of all organised sports in Australia, with more than 1.5 million people playing golf. (Exercise, Recreation and Sport Survey 2009) Golf enjoys such popularity because it: * is a fun and challenging game, with a low risk of injury

* promotes fitness and sportsmanship * can be played alone or in groups * is suitable for weekend and after school play * has a positive image and many high profile players providing excellent role models for young

people * promotes the development of Life Skills such as: − Leadership − Communication − Self-‐management * promotes and helps instil values such as: − Honesty − Respect − Confidence − Integrity − Courtesy − Responsibility − Sportsmanship − Perseverance

RATIONALE Incorporating the three programs together in a logical fashion will deliver stated outcomes from each one. It is understood that golf already has a place in the SLR program in the Individual Games and Sports Application module and individual teachers have their own methods of delivering a successful unit. The purpose of this design is to enhance the learning experience for the students and teachers with a step by step, lesson by lesson program. As stated in rationale of the SLR syllabus “The benefits of physical activity for the individual and the community as a whole are well documented. The individual can benefit from increased fitness and reduced incidence of lifestyle diseases. These benefits are complemented by positive psychological and social outcomes that characterise quality of life. Health experts have identified the promotion of physical activity as one of the most potentially significant public health initiatives. Students also develop a preparedness to contribute to the establishment of a health-‐promoting community that is supportive of its members adopting a healthy lifestyle. The strength of the community in this regard is enhanced by its members having the necessary skills and desire to adopt a range of officiating and support roles introduced in the SLR course.” The opportunity students will have when joining all three programs covers all the rationale statements and provide benefits to students, teachers, schools and the community. This can only be viewed as a positive initiative but be considered as one part of the SLR course.

OBJECTIVES Students will develop, obtain and deliver: 1. Knowledge and understanding of the factors that influence health and participation in physical

activity 2. Knowledge and understanding of the principles and processes impacting on the realisation of

movement potential 3. The ability to analyse and implement strategies that promote health, physical activity and

enhanced performance 4. A capacity to influence the participation and performance of self and others 5. A lifelong commitment to an active, healthy lifestyle and the achievement of movement

potential 6. Community Coaching Principals theory and practical components

MODULE DESCRIPTION Students will develop knowledge, understanding and skills that promote confidence and success in the sport of golf. Students will investigate elements of individual performance in golf and how practice and training can improve individual performance. As a result of studying this module students will be able to skillfully and confidently participate in the sport of golf, with the prospect of a long term involvement in this activity. Students will assist PE teachers in delivering the Year 7 and Year 8 PDHPE golf program over a period of weeks, as well as mentor and coach Year 7 and 8 students in a Gala day at the local golf course. OUTCOMES A student: 1.1: Applies the rules and conventions that relate to participation in golf 1.3: Demonstrates ways to enhance safety in golf 2.1: Explains the principles of golf skill development and training 3.1: Selects appropriate strategies and tactics for success in a range of golfing movements 3.2: Designs programs that respond to golfing performance needs 4.1: Plans strategies to achieve specific golfing performance goals 4.4: Demonstrates competence and confidence in golfing movement contexts 5.1: Accepts responsibility for personal and community health 6.1: Successfully completes the Community Coaching Principals course theory and practical

components

CONTENT Students learn about: Students learn to: Elements of Individual Performance * performance characteristics * analyse the key performance -‐ rules characteristics in relation to golf -‐ technique -‐ equipment -‐ space, time, rhythm, relationships -‐ specified performance outcomes * participant responsibilities in golf * participate safely in golf -‐ safety observing accepted conventions -‐ legal requirements -‐ ethical issues -‐ etiquette Individual Performance and Competition * performance measures * measure and compare golfing -‐ scoring procedures and calculations performance -‐ standards of performance * compare competitive and non-‐ -‐ competition types and handicaps competitive approaches for participation in golf * strategies and tactics involved in golf identify and apply a range of

strategies and tactics that promote effective participation

* psychological aspects when competing in golf * select and rehearse a range of psychological principles that promote improved performance Practice, Training and Individual Performance * skill acquisition * develop and implement a range of -‐ stages of

learning/methodologies for sequential skill -‐ factors affecting skill acquisition development and performance * technical aspects of performance in golf * analyse performance and practice

techniques required for improvement

* types of practice in golf * display competence in a range of movement skills * training programs * design and implement a training program to achieve individual performance goals

ASSESSMENT Students can be assessed in this unit in various ways depending on the depth of study the students and teacher wishes to do in the game of golf. Some examples could be: 1. Completion of the online component of the Community Coaching Principals 2. Completion of the practical component of the Community Coaching Principals 3. Observation of students as they mentor Year 7 students. 4. Score students on the results of several rounds of golf 5. Theory assessments tasks EVALUATION Evaluation of the unit/programs success will ultimately come in the number of students actually participating as coaches.

GOLF LESSONS Lesson Plans for Year 9 or 10 Physical Activity and Sports Studies classes and Senior Sports Lifestyle and Recreation. All lessons will be set at 60 mins for these lesson plans. Obviously schools will have their own set lesson times and lessons can be changed to suit individual schools. The 60 mins does not include any time for students to change into and out of required PE uniform. Putting can be done on any flat surface such as a gym /stadium floor or outdoor cement basketball court. The final session is completed at the local golf course in conjunction with local members. Simply contact your Territory Manager to organise everything for you. Safety Safety is paramount in all lessons and should include the following;

• Always check behind before you swing. • Always stand well behind the person hitting the ball • Do not speak or interrupt someone in the process of swinging a club to play a shot. • When on a golf course or practice area, make sure the person in front of you is out of range. If

you are not sure do not hit. • If after playing a shot, a player has any thought their ball may hit another player, always yell

“fore”, so that the player in question may take evasive action. • Players should have two feet on the ground before during and after hitting the ball • Whenever a hitting line is used (players spaced in a line hitting practice balls like at a driving

range), after all a students practice balls are hit they are to step back, put down their club and wait. When all students have hit, the teacher can then call students to collect their practice balls and return to the line.

• Always warm up prior to practice or playing a game and warm down post practice or game. • Always stand behind the safety rope in the hitting area • Left handed players should be on the right edge of the hitting area • See Resource Sheet 1 for more safety procedures

Equipment The My Golf kit has the basic equipment for the activities. This kit contains the following.

• 10 x right handed 7 irons • 2 x left handed 7 irons • 10 x Putters • 10 x artificial grass tee areas • 10 x plastic tees that fit into artificial grass • 50 x yellow plastic balls • 10 x Putting Holes • 1x Safety Rope • Storage bag with wheels

Other equipment that would be beneficial will include: • Golf tees • Hoops • Skipping ropes • Witches hats or cones

• Students may have their own clubs but it is generally not a good idea to allow them to bring them to class as they may get used or damaged by other students. 1 club per two or three students is acceptable for the lessons

Not part of the equipment but an essential ingredient is a large grassed area such as a school oval. It would be prudent to check with council if lessons are completed outside of the school grounds as many parks or local ovals have a no golf rule. Warm Up Prior to all activity a proper warm up is required. Even though golf is not seen as a strenuous sport or activity injuries can occur. A gradual warm up and stretch prior to beginning lessons will aid in the player’s ability to complete all activities. A cool down at the end with some static stretches is also advisable.

• As a class they jog around or to the end of the oval and back. • Game of Bullrush or Tag Red Rover • Stuck in the mud • Tag • Indian File around a 20 metre square, changing the pace at intervals

Stretching Relevant exercises can be found in Resource Sheet 2 of the handout.

Lesson 1 Putting Time allocation -‐ 60 mins No. of Students -‐ 24 Activity Time Content Introduction/Warm Up 10 mins Perform warm up using some or all activities

suggested in the warm up section. As it is first lesson students must be informed about expectations, behaviour and most importantly safety procedures. Safety suggestions are on a separate sheet.

Learning Activities

Under the Bridge Nearest the Wall

10 mins 10 mins 15 mins

Putting Stroke. Organise students into groups of two or three with 1 putter between them and 1 plastic golf ball each. After students are shown grip, stance and stroke issue them with individual putting scorecards. Students put name on scorecard and use them for individual or group competitions. Students are placed in pairs or threes, 5 metres apart. One person attempts to putt the ball through their partner’s legs which are spread hip width apart. Students are awarded 5 points each time the ball rolls between their partner’s feet. Students have 5 attempts and a total score out of 25. Use 4 variations and come up with a score out of 100 by varying the distance to the target player or the width of the target player’s feet to make it easier or more difficult. Students are placed in teams of equal numbers. The students putt from a point 5 metres from a wall. (If a wall is not available, then a line can be created using rope, string or tape). The first person in each team all putt together with the objective of having their ball roll as close to the wall as possible without touching the wall. 20 points are allocated to the team whose ball finishes closest to the wall, 10 points for second closest and 5 points for third. Cycle through this activity three times varying the length of the putt each time. Set up two string lines 2 metres apart. (If string is not available tape can be used). Students are grouped in teams 5 metres away from the first line. The objective is to putt so the ball stops between the string lines. Students are allocated 10 points for each ball that finishes inside the string line. Each student in the team has three attempts. The team’s score is the aggregate of the points of each student.

Cliff Hanger

__________ 2m __________

5m

10 mins

Hitting bays can be moved back or distance between strings can be varied depending on the students’ ability. Collect scorecards

Revision 5 mins Ask students to recall important points in respect to grip, stance and stroke as well as safety procedures. Announce winning teams and individuals for the day. Complete cool down activities and pack up equipment.

NOTE: The points allocated in scoring are to be used as a guide only.


suggested in the warm up section. Revise student expectations, behaviour and most importantly safety procedures. Safety suggestions are on a separate sheet.

Learning Activities Ladder Putting

0 m 3m 4m 5m 6 7m 8m

Lawn Bowls Putting


Organise students into groups of two or three with 1 putter between them and 1 plastic golf ball each. After revision of previous lesson students are reissued with their individual putting scorecards. Students are placed in groups of two or three. Set up pairs of 6 tees in a line running away from the person putting. The first tee is set at a distance of 3m, so the tees are positioned at 3, 4, 5, 6, 7 & 8m. The width of the gap between the tees is 2 metres (as shown across). The tees create five square target areas, each with a point value. The nearest square, at a distance of 3-‐4m is worth 1pt, the next is worth 2pts, the middle worth 4pts, the fourth square, 2pts and the furthest square 1pt. Or mark the area out with masking tape. Hit 10 putts and see how many points you can earn. Put scores on scorecard. Place the ‘jack’ somewhere between 5 metres and 10 metres away from putting position. Taking turns, putt four balls to the jack. The player with the closest ball to the jack wins a point. If they have more than one ball closer than any of the balls of their opponent, then count a point for every ball which is closer. Winner is first to 12 points. HINT: Can also be done inside on a flat surface or players can putt the ball instead of rolling it. Collect scorecards



suggested in the warm up section. Revise student expectations, behaviour and most importantly safety procedures. Safety suggestions are on a separate sheet.

Learning Activities Around the Clock

l l l l l l l l l Class Champion l 3m


Organise students into groups of two or three with 1 putter between them and 1 plastic golf ball each. After revision of previous lesson students are reissued with their individual putting scorecards. Mark out a clock face using marker cones. Place a target cone in the centre of the clock face. Students are organised into teams with one clock created for each team. Player one stands at 1 o’clock other team members wait in safety zone. Player one putts the ball towards the central marker. If they hit the marker they move onto 2 o’clock, but if they miss the next player takes their turn. A small target such a golf tee is placed 3 metres away. If the player misses, they are knockout of the competition. Keep playing until only one person remains.


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Lesson 9 The Full Swing Time allocation -‐ 60 mins No. of Students -‐ 24 Activity Time Content Introduction/Warm Up 10 mins Perform warm up using some or all activities

suggested in the warm up section. Remind students about expectations, behaviour and most importantly safety procedures. Safety suggestions are on a separate sheet.

Learning Activities

Aussie Rules Golf

Over the River


Organise students into groups of three with a minimum of one 4, 5 or 8 iron between them and 1/3 plastic golf balls each. For beginning golfers the ability to transfer weight through the swing should be their main goal. Use the Japanese Bow method to achieve the address position and underarm the tennis ball to better their weight transfer. Students are issued with new individual scorecards. This would also be a good time to demonstrate the use of various clubs in respect to the lower the number the further the distance the ball should go. Place 2 flags or posts about 6 metres apart and 30 metres from the hitting station. Place 2 witches hats a further 3 metres either side of the flags. Students hit from the stations aiming to score a goal by hitting through the posts. A ball that goes between the witch’s hats is a behind. 10 points scored for a goal, 5 points for a behind. Can be made easier by making the goals bigger or moving them closer. Skill can be made more difficult by making the goals smaller, moving the goal further back or making the ball carry in the air past the posts. HINT: Use tomato stakes as goal posts. Paint them bright colours. Place two rows of witch’s hats/markers to form a river approximately 30 metres from hitting stations. Students attempt to hit the ball and carry the river. 10 points are scored if attempt is successful. Can be made easier by making river narrower or closer. Can be made more difficult by moving the river wider or further away. Collect scorecards

Revision 5 mins Ask students to recall important points in respect to the full swing, transfer of weight as well as safety procedures. Announce winning teams and individuals for the day. Complete cool down activities and pack up equipment.

Lesson 10 Full Swing Time allocation -‐ 60 mins No. of Students -‐ 24 Activity Time Content Introduction/Warm Up 10 mins Perform warm up using some or all activities

suggested in the warm up section. Remind students about expectations, behaviour and most importantly safety procedures. Safety suggestions are on a separate sheet.

Learning Activities Longest Hit

Range Golf


Organise students into groups of three with a one 7iron between them and 5 plastic golf balls each. After revision of previous lesson students are reissued with their individual scorecards. Students hit to a target in the distance e.g. a flag. Students hit as far as possible. Points are allocated in a decreasing value from the longest hit to the shortest. (e.g. 100 for furthest through to 10 for shortest) Lines are marked out at 10m for intervals for 50m by using rope or painted lines. Points are scored for landing past the distance lines on the full. 10m = 5 points 20m = 10 points 30m = 15 points 40m =20 points 50m = 25 points Collect scorecards

Revision 5 mins Ask students to recall important points in respect to weight transfer. Announce winning teams and individuals for the day. Complete cool down activities and pack up equipment.

Lesson 11 Games Time allocation -‐ 60 mins No. of Students -‐ 24 Activity Time Content Introduction/Warm Up 10 mins Perform warm up using some or all activities

suggested in the warm up section. Remind students about expectations, behaviour and most importantly safety procedures.

Learning Activities Tee to Green

5 mins 40 mins

Organise students into groups of 4-‐8 with a one 7 iron per group and 1 plastic golf ball each. After explanation of lesson students are reissued with their individual scorecards. This activity introduces the concept of playing a golf hole. Cones or witches’ hats are used to define the teeing area, and a piece of rope or a Hula Hoop to indicate the green. The length of the ‘hole’ can vary according to the size of the area available. Players take turns hitting from the teeing area to the green. A shot is holed when the ball comes to rest inside the hoop. This game can be played in teams of 4-‐8 players with the team score being the aggregate of all players’ scores. Depending on the size of the area being used, tennis, golf or PVC balls can be used. Players must observe safety rules at all times and not walk in the range of a swinging club or the flight of a ball. Collect scorecards

Revision 5 mins Announce winning teams and individuals for the day. Ask students to recall important points in respect to weight transfer and safety. Complete cool down activities and pack up equipment.

Lesson 12 Games Time allocation -‐ 60 mins No. of Students -‐ 24 Activity Time Content Introduction/Warm Up 10 mins Perform warm up using some or all activities


Learning Activities Golf Ball Race

5 mins 40 mins

Organise students into groups of 3-‐4 with one 7 iron between two and 1 plastic golf ball each. Cones or witches’ hats are used to define the teeing area, and a piece of rope or a Hula Hoop to indicate the green. This is a team relay speed race of two golf holes. Players are assigned a role for each hole, such as designated driver, fairway or putter for their team. On the whistle, Player A (first driver) hits the ball down the fairway to Player B (fairway player) who in turn hits the ball toward the #1 green, to Player C (putter). The ball is putted into the cup by Player C, removed by hand and thrown or carried to the #2 teeing area for continued play to the #2 green. A ball which is hit off line may be played by any player who is able to get to the ball fastest. Use of the hands or body to influence the ball is considered a violation and subject to a 10 second penalty. The number of players per team can vary; one person could double as putter and driver. The winning team is the one which completes the course first. Note: PVC vinyl golf balls or tennis balls should be used for this game. Play KO or round robin so everyone plays various teams.

Revision 5 mins Announce winning teams and individuals for the day. Complete cool down activities and pack up equipment.

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group is recommended unless there are left handers in the group. All left handers should be allocated into the same group. Collect scorecards

Revision 5 mins Announce winning teams and individuals for the day. Ask students to recall important points in respect to playing golf. Complete cool down activities and pack up equipment.

Lesson 14

Skills Challenge

Each team starts at a different activity and will rotate through the remaining activities. Players work in pairs (or groups of four). Each player in the pair has up to 5 attempts at each activity. Record score in Result column on scoresheet. At the completion of the session, individual scores can be combined to produce a score for the pair and/or team.

SKILL

Player's Name: Marker's Name:

Result Result CHIP AND CATCH

Using a tennis ball or PVC Golf ball, player chips ball to partner 3 -‐ 5 metre distance.

Score: 10 pts. for each catch.

Score: 5 pts. if ball is stopped.

Equipment: 1 club and 1 ball per pair (or group of four).

1 1

2 2

3 3

4 4

5 5

Total Total

BULLS-‐EYE GOLF

Player hits 5 balls to target area 5 – 10 metre distance. Target comprises one central hula hoop (bulls-‐eye) surrounded by a second ring of hoops.

Score: 10 pts. for each bulls-‐eye.

Score: 5 pts. for each ball finishing in outer circle of hoops. (Option: score where ball lands)

Equipment: 6 hoops to create target plus 1 club and 5 PVC golf balls per pair (or group of four).

1 1

2 2

3 3

4 4

5 5

Total Total

AUSSIE RULES GOLF

Player hits 5 balls through Aussie Rules goal posts from 20 metre distance. Goal and point posts are 8 metres apart.

Score 10 pts. for a goal. Score 5 points for a behind.

(Optional: score double if ball passes through posts on the full)

Equipment: 4 markers to create target plus 2 markers (tee), 1 club and 5 PVC golf balls per pair (or group of four).

1 1

2 2

3 3

4 4

5 5

Total Total

LADDER PUTTING Each player hits 5 balls aim to have each ball 5 pts. f in is h in t h e m iddle sec ti on S c or e t en poi n t s f or m i ddl e 10 pts. section. S c or e 5 pts. f or ei t her o f 5 pts t he out er s e c t i on s . (Option: score where ball lands)

Equipment: 8 markers to create target, 1 club and 5 balls per pair (or group of 4).

1 1

2

2

3

3

4 4

5 5

Total

Total

Lesson 15

Skills Test Suitable for school oval -‐ Use PVC Golf balls and a 7 iron. Each team starts at a different activity and will rotate through the remaining activities. Players work in groups (2-‐4). Each player has 5 attempts at each activity. Record score in Result column on scoresheet. At the completion of the session, individual scores can be combined to produce a score for the group and/ or team.

Player Name:

Skill Test Result Full Swing — Rip It (accuracy)

Ball passes through an 8m wide zone, from a distance of 20 metres. Depending on nature of group, could be 'on the full' or bounce first.

/5

Full Swing — Rip It (distance)

Ball lands more than 30m away. Consider having some accuracy limit as well, e.g. a 25m wide zone.

/5

Chipping — Chip It

Ball lands on the full in 2 x 2 metre square from 5m away. It does not have to remain in the square.

/5

Putting — Roll It (accuracy) Use carpet, gym floor and putt into a putting disc or shoe. Real golf balls may be used.

Ball is holed from a distance of 1.5m.

/5

Putting — Roll It (distance) Use carpet or gym floor. Real golf balls may be used.

Ball finishes in a circle of radius 1m from a distance of 10m.

/5

Lesson 16

Indoor Golf (Suggest five trials per station)

Use real golf balls for putting and PVC balls or other soft balls for hitting

Team Name: _ _ Total Score:

Station 1. Long putt with slope into zone of one metre diameter. 10 points for every successful putt.

Score

Station 6. Straight putt onto disc or shoe on side. 5 points for every correct putt.

Score

Carpet strip

Foam rubber or newspapers underneath

Carpet strip

Station 2.

Pitching to basketball backboard Score

Station 7. Chip and catch (tennis ball). Partner 3m away. 5 points for every catch.

Score

10 points for backboard. 25 points for inside black square. 50 points for net.

Station 3. Chipping into a target (i.e. bin). 20 points for each ball that goes into the target on the full.

Score

Station 8. Chip and run with 7-iron between partner’s legs. Partner 5m away. 5 points each time ball goes between legs.

Score

Station 4. Full swing at targets on the wall. 5 points for outer target, 10 for middle target and 20 points for inner target.

Score

Station 9. Pitch over hurdle/obstacle to hoop or rope circle. 20 points for landing and staying in circle. 10 points for rolling through.

Score

Station 5. Pitching over badminton net onto mats. 5 points for over the net, 20 points for over net and landing on mat or in hoop.

Score

Station 10. Pitch across width of gym to partner. 10 points for every catch.

Score

Lesson 17 and 18 Games Time allocation -‐ 120 mins No. of Students -‐ 24 Take students to local golf course Activity Time Content Introduction/Warm Up 10 mins Perform warm up using some or all activities


Learning Activities Nine Hole Golf

5 mins 100 mins

Organise students into groups of 4-‐6 with a minimum of one set of golf clubs between the group. Students will play using real golf balls . After explanation of course etiquette and expectations students are reissued with individual scorecards and play as many holes as possible in the allotted time.. Students play 4-‐9 holes of modified golf. Collect scorecards

Revision 5 mins Announce winning teams and individuals for the day. Complete cool down activities and pack up equipment.

APPENDIX 1 Resource Sheets Resource Sheet 1 Safety

Resource Sheet 2

Warm-‐up Drills for Golfers Resource Sheet 3 Sample nine-‐hole MY Golf Scorecard

Resource Sheet 4 Certificate of Participation

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Resource Sheet 2 Warm-‐up Drills For Golfers Warming Up To increase muscle elasticity, some form of light aerobic activity is recommended prior to attempting any stretching drills. Posture and Stretching: • increases the range of movement • reduces the risk of injury • promotes good patterns of movement • promotes good posture at address and through the swing When Stretching: • stretch slowly and hold for 10-‐15 seconds, maintaining normal breathing • never over stretch -‐ no pain should be felt • avoid bouncing 1. Trunk Rotation Standing upright, place right arm behind and left arm in front of the torso. Rotate torso to the right without moving feet; change position and slowly turn to the left. Gradually increase the range of movement. Hold for approximately 15 seconds each side and repeat 3 times. "This can also be done with a club placed behind the neck and across the shoulders, gripped at each end."

2. Posterior Cuff Stretch Stand upright, extend right arm and position it horizontally across body. Place right elbow in left hand and gently pull arm across body as far as it will go. Do not rotate your torso. Hold for 10-‐15 seconds then repeat with left arm. Repeat three times with each arm

3. Shoulders and Upper Arm (Triceps) Stretch Standing upright with your arms overhead, hold the elbow of one arm with the hand of the other arm. Slowly pull your elbow behind your head and hold for 10-‐15 seconds. Repeat with each arm

4. Neck Stretch Standing up straight, turn head to the right with shoulders facing straight ahead Gently push chin with left hand to turn the head further. Hold for 15 seconds then repeat with left side. Do three times each side

5. Side Stretch Stand upright with feet shoulder-‐width apart, right arm overhead, left arm by left thigh. Bend upper body to left and hold for 15 seconds. Repeat 3 times each side. "Don't bend forward or rotate your body -‐ keep shoulders and hips aligned."

6. Calf Stretch Lean against a solid support with one leg stretched back and the other flat on the ground. Both feet should point towards the wall. Move hips slowly forward keeping lower back straight. Hold for 15 seconds. Repeat 3 times with each side

7. Back and Hip Stretch Sit with left leg straight and right leg crossed over left knee, with the foot flat on ground. Slowly rotate torso to the right with the shoulder past the knee. Gently press the left elbow against the bent knee. Hold for 10 seconds. Repeat on the opposite side. Repeat 3 times each side

8. Hamstring and Lower Back Stretch Place one foot on an object with the leg straight. Slowly bend forward, towards the knee, with both hands reaching towards the foot. Hold for 10 seconds. Repeat 3 times. Please note: Do not be concerned if you cannot touch your foot. Go as far as possible while keeping your leg straight

9. Forearm Stretch Keep shoulders level and stretch out right arm in front of body. Turn palm upwards, hold onto fingers with other hand and pull them back towards body. Feel a stretch in the under arm and extending along the forearm. Hold for 15 seconds and repeat 3 times.

Resource Sheet 3 Sample Nine Hole MY Golf Scorecard

SCORECARD

RESULT

Player/Team name or number:

Hole

Par

Player's score

Marker's score

1

3

2

3

3

4

4

3

5

5

6

4

7

3

8

4

9

3

Total

32

Player signature:

Marker signature:

Date:

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SCHOOL LOGO

This is to certify that: _

has participated in the

MY Golf Schools 2 Program A Sport Education Unit

Teacher

APPENDIX 2 Possible Assessment Tasks NB; Marking criteria and rubrics have not been included as individual teachers will have to decide on inclusions. These tasks are directly relevant to the content strand and fulfilling SLR assessment requirements. Eg. 1. Elements of Individual Performance, 2. Individual Performance and Competition, 3. Practice, Training and Individual Performance. 1. Who is the ruling body for golf? Obtain a set of golf rules. Find out if there are any rules peculiar to

your local golf club. Why are some rules for professionals different to amateurs? 2. How does technique affect a golfer's performance? Explain 3. List equipment that you would most likely find in a 12 handicap golfers bag. 4. Give a brief explanation of how Space, Time, Rhythm and Relationship are important to a golfer of

any level. 5. What outcomes do golfers strive to achieve? Explain 6. List some safety aspects that need to be adhered to whilst playing a game of golf. What would a

golfer have to do to be suspended or banned from their local club? 7. Etiquette in golf is very important. Research how and why five different etiquette behaviours have

come about. 8. How do you score in golf? Bring in a card from your local club and explain your score if you have a

handicap of 21 and complete a round in 98 strokes. If the winner of D grade had a net 68 how close to winning were you?

9. There are many different types of competitions in golf. List three and explain how they are played

and scored. 10. How do get a golf handicap? How do you gain and lose stokes off your handicap? Why is the

handicap system important in competition (amateur) golf? 11. Golf has a lot of psychological aspects in it. What do you think some of these may be? eg. mental

rehearsal, mental pressure 12. Obtain a map of the local golf course, (generally on the scorecard). If you can hit a ball 220m with

a three wood and 140m with a seven iron and you have a full bag of clubs, plot your round of eighteen holes indicating club selection and approx. distance the ball travels. We assume you two putt each green.

13. Design your own golf course of 6500m. Include hole lengths, bunkers, tee off areas, out of

bounds, green size, hole placement, water hazards, trees etc.

APPENDIX 3 Golf Terminology Albatross: Playing the hole three shots better than par. Back nine: The final nine holes of the course (also known as the inward 9). Birdie: Playing the hole one shot better than par. Bogey: Playing the hole one shot worse than par. Bunker: A defined area filled with sand. Dogleg: A hole where the fairway curves to the left or right. Double bogey: Playing the hole two shots worse than par. Eagle: Playing the hole two shots better than par. Fairway: Closely mown grass between the teeing ground and the green. Flagstick: Pole with a flag attached that is placed in the hole. Fore: This is a warning, called loudly when your shot is in danger of hitting someone. Front nine: The first nine holes of the course (also known as the outward 9). Green: Closely mown area where the hole is placed. Gross score: The actual number of shots played in a round. Hook: A shot which curves to the left (for a right-‐hander). Hole in One: Completing a hole with just one stroke. Net Score: Calculated by subtracting your handicap from your gross score. Par: The number of shots a hole should take to play (determined by length) The holes may be par 3, 4, or 5 according to the chart below. Rough: Longer grass, shrubs and trees around the fairway. Slice: A shot which curves to the right (for a right-‐hander). Teeing ground: The area from which a hole is commenced (also called the tee). Water Hazard: A pond, lake or creek marked by yellow or red stakes. Note: A standard golf course consists of 18 holes—usually a mix of par 3, 4 and 5 holes. The length of these holes is as follows: Men Women Par 3 up to 230 metres up to 180 metres

Par 4 231—435 metres 181—365 metres

Par 5 436 metres and over 366 metres and over

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English/Drama Activities Write / tell a Story 1. 'My life as a golf ball'. e.g. when/where you were born, where you live, where you've been, etc. 2. You've just won the Australian Open Championship – prepare a victory speech. Interview Interview someone you know who plays golf – find out where they play, why, how often, highlights, heroes, etc. Report back to your class – written or spoken. (you may wish to interview two different people and compare their golfing experiences.) Interpret a Photograph Find a photo of golfers on the course (in a newspaper, magazine etc.). Make up a short story to describe what you think is happening. Video / Commentary Watch some golf on video tape – hear how the commentary works. Watch another segment of the tape (a few minutes) with no sound. In pairs, imagine you are the commentators -‐ write a script for both of you that cover the events you have just seen. One of you could do descriptive commentary, the other specialist comments etc. Try it out in front of the class. Now listen to the real commentary. How did yours compare? Try another section of tape and make up a funny commentary instead of a serious one. Media Report The Australian Open has just ended on a Sunday. As a group of 4-‐5, imagine you are responsible for the sport section of a major newspaper. Design the Golf page for the Monday morning edition, reporting on various aspects of the event. Don't forget to include, results, pictures, interviews, etc. Divide the tasks up – maybe appoint an editor to lead the group. (A computer could be useful here for design and publishing – you may even wish to design the report as a web page). Check out a newspaper or web site for ideas. Role Play A leading player has possibly broken a rule in a tournament and a rules official has been called to give a decision. Play out the scene between the player, a fellow competitor who saw the incident and the rules official – use your imagination – it's your story!

DICE GOLF Version 1: Roll a normal dice – whatever number comes up is your score for that hole. Version 2: Give the dice different values depending on the par for the hole Par 3: Dice values 1-‐6 Par 4: Dice values 2-‐7 Par 5: Dice Values 3-‐8 (make up special dice out of blank cubes or use stickers to change normal dice). Enter scores on the card below or even make up your own using a computer. You can even play tournaments (e.g. four rounds of nine holes) and complete the competition results sheet as you go. Try this: Play as a team – it's called Ambrose and four players each roll the dice and only the best of the four scores counts for each hole

SCORECARD – ROUND 1 Player name Hole

Par

Player

Marker

1 4 2 5 3 4 4 3 5 5 6 4 7 3 8 4 9 4 Total

36

Player signature

Marker signature


Par

Player

Marker

1 4 2 5 3 4 4 3 5 5 6 4 7 3 8 4 9 4 Total

36

Player signature

Marker signature


Par

Player

Marker

1 4 2 5 3 4 4 3 5 5 6 4 7 3 8 4 9 4 Total

36

Player signature

Marker signature


Par

Player

Marker

1 4 2 5 3 4 4 3 5 5 6 4 7 3 8 4 9 4 Total

36

Player signature

Marker signature

Golf Hit off Times There are usually many players in a golf competition and therefore it is important to accurately set starting times. Often playing groups are sent off at 8 minute intervals. There are 64 players in a competition who are to play in groups of four with the first group to start at 11.00 am. 1. How many groups will there be? __________________________________________________

2. Make up a list of starting times for each group like the example below:

• 11.00am Group 1 • 11.08am Group 2 etc.

3. What time does the last group start? ____________________________________________________ 4. How long after Group 2 does Group 11 start? ____________________________________________________ 5. Group 1 takes 3 hours and 50 minutes to play the round. What time do they finish? ____________________________________________________ 6. The last group finishes at 5.15pm. How long did their round take? ____________________________________________________ 7. Give some reasons why the last group may have taken longer to play than the first group? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 8.Why is it important that the first group moves quickly and that all other groups attempt to keep up with the group ahead? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 9. How much time elapsed between the first group hitting off and the last group finishing? ____________________________________________________

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Mathematics

Scoring a Golf Card -‐ Sheet 1 Greg Norman and Matt Goggin play a round of golf in a tournament together and mark (score) each other's cards. Below is a list of the scores they have on each hole in order. Greg Norman 4 4 2 4 5 4 4 3 4 3 3 5 4 2 4 5 5 3 Matt Goggin 3 4 3 4 3 5 4 4 4 4 4 4 4 3 4 3 5 4 Enter each golfer's scores in the correct columns on the card below. This is Greg Norman's card i.e. Greg Norman is the player and Matt Goggin is the marker. Add up each player's score for each nine holes and the total scores for the 18 hole round. Which player had the better score and by how much? How many birdies did each player have? How many bogeys did each player have? Compare the players' scores with the Par for the course. Write down whether each player scored under (lower than) or over (higher than) Par and by how much.

Player: G Norman Marker: M Goggin

Hole

Par

Player

Marker

Hole

Par

Player

Marker

1 4 10 3

2

4

11

4

3

3

12

5

4 5 13 4

5

4

14

3

6

5

15

4

7

4

16

4

8

3

17

5

9 4 18 4

Out

36

In

36

Out

36

Total 72

Scoring a Golf Card -‐ Sheet 2 1. Fill in the missing numbers on this card. All empty squares (there are 8) need to have a number in them.

Hole

Par

Player

Marker

Hole Par

Player

Marker

1 4 5

5

4 10 3 4 4

2

4 5 6

11 4 5 4

3

3 3 5

12 5 5 6

4 5 5 5 13 4 6 6

5

4 4 6

14 3 3

6

5 7

15 4 4 5

7

4 4 5

16 4 5 6

8

3 4 6

17 5 4 5

9 4 5 4 18 4 4 5

Out

36 47

In 36 41

Out

36

Total 72

2. A player averages 5 shots per hole for nine holes. She had the following scores on the first eight holes: 6, 4, 4, 5, 6, 4, 4 and 7. What did she score on the ninth hole? ___________

Golf Ball Characteristics An energy experiment Collect at least 4 different golf balls (e.g. different brands, age, cover, construction) or use different types of ball (e.g. tennis, Superball, etc.). Find a hard, flat, surface near a wall (concrete is good). Place a metre ruler or some other scale up the wall. Stand on a table or chair and drop each ball from 2m above the ground and measure the height to which it rebounds. Do this 5 times for each ball. Record your results in the table below, also calculating the average height rebounded for each ball. Co-‐efficient of Restitution: the ‘bounciness’ of an object. It is a value between 0 and 1 representing the ratio of velocities after and before an impact. An object with a COR of 1 collides elastically and rebounds after a collision without losing any energy. An object with a COR of 0, effectively "stops" at the surface after a collision, not bouncing at all. Questions Which ball rebounded the most /least? Show the results for each ball on a column or bar graph. Discuss some reasons for the results for each ball. Extension experiment Investigating temperature effects. Leave golf balls in fridge overnight – any change in performance? Investigate how the co-‐efficient of restitution has affected golf club technology.

Table of Results for Ball dropped from 1 metre

Ball description Height rebounded (cm) Average rebound (cm)

Trial 1 2

3 4 5

Trial 1

2

3

4

5

Trial 1

2

3

4

5

Trial 1

2

3

4

5

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Spreadsheet Exercise Designing a Golf Card 1. Using a spread sheet, create the golf card as shown below. Note: Shaded cells will require a formula. 2. The Club makes alterations to the 15th hole, changing it into a 436m Par 5.Enter this information on your spreadsheet and note the changes to the length and Par of the back 9 and the complete course. Check your answers with another student. 3. Make up scores for you as the player and a friend as the marker and enter these in your spreadsheet. Use formulas in the appropriate cells to show total scores for the front (OUT) and back (IN) nines and the complete 18 holes (TOTAL) for the two of you.

This column indicates the length of each hole in metres.

Hole Length Par Player Mark

1 246 4 2 124 3 3 345 4 4 453 5 5 156 3 6 401 4 7 236 4

8 510 5

9 385 4

OUT 2856 36

10 441 5 11 354 4

12 178 3

13 235 4 14 465 5 15 321 4 16 125 3 17 398 4 18 382 4 IN 2899 36 OUT 2856 36

TOTAL 5755 72

This column indicates how many shots you should play. These two columns indicate the score of the player and the score of the person marking their card. This cell shows the total par for the front 9 holes. This cell shows the total length of the front 9 holes. This cell shows the total length of the back 9 holes. This cell shows the total par for the back 9 holes. The OUT now is repeated here. These cells show the total length and par for the complete 18 hole course. .

History of Golf (Origins of Golf) By research answer the following questions. Golf appears to have developed from other games played in many parts of the world. Find out what you can about the part played by the following places in the development of golf: • Ancient Rome • Italy • France • Holland • China It would seem that golf as we know it today developed in Scotland, probably based on the game played in Holland. 1. How did the Scots come to know about the Dutch game? 2. When was the Royal and Ancient Golf Club of St. Andrews, in Scotland, formed? In Australia, the first Club formed was The Australian Golf Club. 3. When was it founded and in which city? 4. What was the first club formed in your city and when was it founded? Even though The Australian was the first club formed in Australia, the oldest golf course is actually in Tasmania. 5. In what year and town was this course established and when was a club officially formed? Golf Clubs rapidly developed all over Australia. 6. In what year were the following Clubs formed? • Royal Melbourne • Royal Adelaide • Royal Sydney • Royal Queensland • Royal Hobart • Royal Perth Extra investigations (you may wish to choose a topic of interest to explore) Explore the history of Women's golf; particularly in Australia (refer to Golf Australia’s website www.golfaustralia.org.au). Investigate the history of some the major golf tournaments of the world – when they began, where they are played, multiple winners etc. Pick some famous golfers of different eras and nationalities and investigate their playing history. E.g. Tom Morris jnr., Bobby Jones, Babe Zaharias, Ben Hogan, Kathy Whitworth, Peter Thomson, Jan Stephenson.

Golf Art 1. Imagine you are in charge of a new golf club in your area and have been asked to suggest a name and logo for the club. Come up with an appropriate name and draw a logo that represents the club (maybe find some sample golf club names and logos and discuss what they are aiming to represent). 2. Design a trophy for the club championship. 3. Your school enters a golf team in a tournament. Design and sketch an appropriate golf shirt and cap for them to wear when they represent your school. 4. Golf courses usually consist of 18 holes, with a clubhouse, parking and practice areas for full shots, chipping and putting. Design a golf course and sketch a birds-‐eye view, showing the different sections in colour. (e.g. fairways light green, bunkers yellow, etc.). You will find examples of real golf course layouts in magazines, books and on the Web.

Documents

SLR and PASS TEACHER RESOURCE · pdhpe physical activity and sports studies sport, lifestyle and recreation golf module developing community coaching