Unit Plan - Elizabeth Arnold Online Resourceselizabetharnoldonlineresources.weebly.com/uploads/2/5/2… · Web viewThe purpose of this unit is to introduce students to the sport

HMALS 4002– Lifelong Sports

Year 10 Golf Unit

(Greg Nicholson Golf, 2012)

Maddison Lonergan, Simone Cisar, Daniel Hardy and Ashley Rodgers.

Contents…Title Page Page 1

Contents Page Page 2

Introduction Page 3

History/Background Page 4

VELS/ Specific student outcomes Page 6

Major rules, Court/field dimensions & game etiquette Page 7

Cost analysis of conducting the unit Page 10

Permission slip Page 11

Equipment/facilities Page 17

HIRAC Page 20

Unit sequence Page 29

Weekly content Page 31

Resources/Appendices Page 34

References Page 53

2

Introduction…The purpose of this unit is to introduce students to the sport of golf. Students will be

introduced to a variety of basic skills, concepts and aspects of golf (grip, stance,

swing, and some basic rule). After these skills, concepts and aspects are introduced

and practiced, the students will learn how to apply them in practical learning activities

During the most recent census conducted 2001 on the Victoria’s participation in

exercise, recreation and sport golf is the 5th most popular form of physical activity

amongst Victorians, 8.1% of the total population in Victoria (VicHealth, 2001). Golf is

played by both men and women so it is a suitable sport to have included in the

school curriculum as it has the ability to bring the best out of all students and is a true

lifelong sport for people of all fitness levels.

3

History… Beginning

The first game requiring a participant to hit a ball with a stick to a target in the

ground dates back to the 13th century in the Low Countries of Europe (Belgium,

Netherlands and Luxembourg). The modern game as we know it now originated in

Scotland in the early 15th century where the first ever golf club was established The

Honourable Company of Edinburgh Golfers at St Andrews, who are responsible for

the developing the rules which current day golf rules are derived from (Mallon, 2011).

Over the years the fundamentals of the game haven’t changed. One still strikes the

ball with a club in an effort to place the ball into the hole using the fewest amounts of

strokes.

Scottish Migrants brought Golf to Australia in the early 1800's, and in 1839

the first Australian Golf course was built in Tasmania. However the game of Golf was

played differently in all the different countries that it migrated to (Mallon, 2011).

Major Tournaments

In the men’s competition there are four prestigious annual golf tournaments in

the Professional Golfers Association (PGA) circuit. These 4 tournaments are usually

referred to as majors.

Masters Championship – Played at Augusta National Golf Club, Georgia.

An Australian has never won the Masters Championship

U.S Open Championship – Played in America. The last time an Australian

won the U.S Open was Geoff Ogilvy in 2006

British Open – Played in St Andrews, Scotland. The last time an

Australian won the British Open was Greg Norman in 1993

PGA Championship – Played in America. The last time an Australian won

the PGA Championship was Steve Elkington in 1995

Overall Australian golfers have won 15 majors combined. The most

successful of them is Greg Norman who won 2 British Open’s in 1986 and 1993

(Professional Golfers Association, 2011).

Olympics

The last time golf was featured at the Olympics was in 1904 in the United

States. As of 2016 golf will be reinstated as a sporting event during the Olympics,

which will involve a 72 hole match play event for both males and females (Little,

2009).

4

Current World Ranking

Martin Kaymer from Germany is the current world number 1 in men’s golf and

for women it is Yani Tseng from Taipei (British Broadcasting Corporation, 2011).

5

VELS and Student Outcomes:The following VELS have been addressed throughout the 4 lessons that constitute the unit. Being a year 10 group, all VELS are from level 6. When planning the unit, we have tried to incorporate a range of VELS from more than one learning domain:

VELS Specific outcomes for students

How will I know that the outcomes have been met?

HaPE - Students demonstrate proficiency in the execution of manipulative and movement skills during complex activities.

Students will be able to demonstrate a correct golf grip for each shot before the end of the less.

The teacher will observe the students at each of the different activities to determine if they have met the standard.

HaPE - Students will discuss sporting conduct, and implement fair play and good sporting behaviours.

Students will not cheat and will behave fairly whenever they are playing a competitive game where scores are being kept.

Observe the students over the duration of the unit and determine if all students were playing by the rules, not cheating and encouraging other students.

HaPE - Students will investigate community facilities available for health and physical fitness activities, engage in a variety of recreational and outdoor adventure activities, and develop skills, knowledge and behaviours for enhancing safe participation in these activities.

Students will behave and take advantage of the two out of school day excursions to improve their golf skills.

The students will participate in both excursions to a high standard. Will be polite to all instructors and try their best.

Communication – Students listen to speakers in a range of contexts, including the school and the wider community.

The students will be respectful and listen to their PE teacher and any other guest speakers that they may have over the duration of the unit.

If the students are always respectful and listen to their teacher and if the students give their full attention to guest teachers and do not talk while they are talking and follow all instructions.

Personal learning – Students develop their understanding of the value of persistence, by exploring the relationship between effort and performance, using both their own experiences and those of others

Students will work hard on their golf skills throughout the uni and will notice their improvement and continue to try harder towards their goals.

If the students try their best throughout all activities and acknowledge their successes.

6

Major rules Golf courses generally consist of nine or eighteen holes. The aim is to

complete the course in the minimum number of strokes. Players begin each hole by teeing off from between two markers. The tee-off area is usually an elevated piece of ground with short cut grass. From the tee, a green strip of short cut grass leads to the hole. This is called the fairway. On either side of the fairway is a stretch of long grass as well as trees and shrubs called the rough.

At the end of the fairway is an elevated area of carpet-like grass called the green. In the centre of the green is the hole, marked by the flag or pin. A golfer’s aim is to get the ball into the hole in the minimum number of hits (strokes). Greens are sometimes surrounded by obstacles, such as sandpits (called bunkers) or creeks or lakes (called water hazards.)

The game is played by taking successive strokes, but the ball that is farthest from the hole is played first. When scoring in golf, par is the number of strokes a golfer would take to play each hole and the whole course. There are par 3, 4 and 5 holes. If a golfer scores 3 on a par 4 hole than they can be referred to as 1 under par, similarly if a person scored 4 on a par 3 hole then they are referred to as 1 over par. At the end of a major competition the person who is the most under the par wins. If two people are on even par at the end of a competition they take part in a sudden death play off where the tied participants play one extra hole at a time, with those still tied for the lowest score moving on to the next hole until a winner has been determined. However many smaller club competitions usually don’t play sudden death if there is a tie and come up with their own ways of determining a winner such as a count back of the previous 9, 3 or 1 hole.

Scoring terms: In golf there is a scoring term for how above or below par a shot is. They are listed below:Numeric term Name Definition

−4 Condor four strokes under par−3 Albatross three strokes under par−2 Eagle two strokes under par−1 Birdie one stroke under parE Par equal to par+1 Bogey one stroke over par+2 Double bogey two strokes over par+3 Triple bogey three strokes over par+4 Quadruple bogey four strokes over par

(Davis et al, 1999).

Some other golf rules are listed below:

14-club limit – During golf you are allowed to have a maximum of 14 clubs in your

golf bag.

7

Teeing Off – When you are teeing off at the beginning of a hole, make sure you

place your ball behind the appropriate coloured markers.

As it lies - This means you may not improve the way the ball is at rest. If you are on

the green you may mark and pick up your ball to clean it, but while in the fairway you

must play the ball as it lies.

Identifying Balls – Make sure you identify your ball before you play it, penalties can

apply for hitting another players ball

Away – Once all the tee shots have been played the furthest ball from the hole plays

first.

Divots – When you play a stroke and create a divot in the ground it is the player’s

responsibility to replace the divot with the original piece of turf or fill in the divot with

sand.

Honours – The winner of the hole has the ‘honours’ and tees off first the next hole

played

Raking – If a player hits his/her ball into the sandtrap then they must rake it after

they play their shot

Penalty Hazards – If you hit your ball out of bounds or into a water trap the player

occurs a 1 shot penalty.

Putting Green - When on the green never walk across another player's line of putt.

The imprint that your feet leave on the green can alter the path of the ball. Always

step over the line of the putt or around it.

Removing The Flag – The flag may only be removed from the hole if the player who

is putting is putting from the green, if still on the fairway the flag must remain in the

hole

Fore – If you are playing a shot and is heading towards another group of players it is

your responsibility to yell out ‘Fore” so the group knows a ball is heading there way

(Golf Australia, 2011)

8

Court/field dimensions

Every golf course is a different size, shape and length depending on the

designers view when designing the golf course. The average length of the golf

courses in Ballarat is about 5500m in length for the men’s game.

The average number of strokes for a golf course is 72 strokes, this is called

Par. A golf course consists of par 3, 4 and 5 holes and has 18 holes in total, though 9

hole courses do exist and need to be played twice

Each hole has an area to tee off and a green with a hole to putt into. Golf

courses have obstacles called hazards and these range from sand traps to water

hazards to add a degree of difficulty to the player.

Game etiquetteSpirit of the Game - Golf is played for the most part without the supervision of a

referee or umpire. The game relies on the integrity of the individual to show

consideration for other players and to abide by the Rules. All players should conduct

themselves in a disciplined manner, demonstrating courtesy and sportsmanship at all

times, irrespective of how competitive they may be.

Safety - Players should ensure that no one is standing close by or in a position to be

hit by the club when they make a stroke or practice swing and should not swing until

the players in front are out of range. If a player plays a ball in a direction where there

is a danger of hitting someone, he should immediately shout ‘Fore’.

Consideration to other players - Players should always show consideration for

other players on the course and should not disturb their play by moving, talking or

making unnecessary noise. Fellow group members should watch the flight of the ball

when a player is hitting, by standing behind them

Play at Good Pace and Keep Up- Players should play at a good pace not holding

up groups of players behind them, if they are caught up to they should allow the

group to play through in front of them

Duty of Care for the Course – Players have a duty of care to look after the course

by replacing divots, raking sand traps and looking after greens and the flags.

Dress Code – Most courses have a dress code that player’s abide to in order play on

the course

(Golf Australia, 2011).

9

Cost analysis of conducting the unit: For this unit we are travelling off campus twice, once to a local golf course and once to a putt putt facility. At the golf course a golf expert will make themself available to help supervise the students around the golf course and provide extra feedback that one or two PE teachers might not be able to give. The cost for the excursion to the golf course, including the bus to and from the venue, hired equipment, the 9 holes and the expert assistance worked out to be around $15 per student, so a total of $375 for 25 students (this is a discounted rate for schools). The putt putt activity will cost around $14 dollars per student, for the bus trip to and from the facility and the game of putt putt that the students will play, so it will cost $350 for 25 students.

For hire of equipment, the school has been able to strike up a deal with a local driving range to hire the golf equipment such as sticks and balls free of charge. However the school will provide the driving range with a letter of appreciation and a school mug and pen. If this was not possible, the cost for hiring equipment for the two school lessons could be between $20 and $150 depending on what golf shops or courses you contact.

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Permission slip:

Parent Excursion ConsentTo obtain effective consent, schools need to provide sufficient information to parents about the nature of and risks associated with the excursion. Parents must be able to give informed consent to their child’s participation in the excursion after considering the risks. Specific information about the excursion should be included here or provided as an attachment. There must be full disclosure. Parents should also be given the opportunity to ask questions.

A risk assessment of all adventure activities must be completed and submitted to the school council as part of the approval process.

Name of school:Ballarat Community College

Title of excursion:Golf course excursion

Educational purpose of the program:The purpose of this program is for students to experience a real golf setting. They will have the opportunity to be involved in golf practice at a golf course led by a professional golf instructor. Students will be educated in a new and different way as they will have access to full golf facilities that aren’t available in a school setting.

Details of supervising staff: Staff supervising will be two year PE staff – Miss Maddison Lonergan and Miss Simone Cisar. Both are fully qualified PE teaching staff with the necessary qualifications for the planned activities of the excursion.

Costs: The cost of the excursion for each child is $15.00 This includes transport costs, hire of equipment at the venue, coaching and access to the golf facilities. B.C.C subsidisation has been included into this cost. A refund will only be given to students whom are absent on the day of the excursion and have provided an official note from parents/guardian.

Name and contact details of the 24-hour school emergency contact: Teaching staff on the excursion can be contacted via the golf course centre on 5331 8735 or directly on the school excursion mobile phone on 0400 853 572. The teaching staff present are stated above in supervising staff.

Departure detailsStudents will depart at the B.C.C bus depot on the 21/05/2011 at 11pm; the completion of recess time first bell.

Return details

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Students will return to the L.C.C bus depot on the 21/05/2011 at 1:10pm; the completion of the middle double school period.

Distance from expert medical care: The excursion will be held at the Ballarat golf course which has full medical first aid. The Ballarat Hospital is less than 5 minutes away as well as ambulance assistance.

Accommodation arrangements: No accommodation is required on this day excursion.

Travel arrangements: Students will be transported to and from the program via bus which is hired by B.C.C.

Adventure activities to be undertaken or that may be offered to students throughout the program: No real adventure activities are offered to students during this day excursion. The activities that the students will be participating in are:

Practicing their golf swing towards a target (the hole) Practicing their putting on the green Playing a game of golf at the golf course

Activities within this program present the potential for students to sustain physical injury. The following procedures will be implemented – along with other strategies – to manage the potential risks in the program.The golf activities that the students will take part in are run by qualified golf staff however there is still opportunity for students to sustain minor or major physical injury if the skills are completed incorrectly or at an unsatisfactory level. For this reason, the following procedures will be implemented:

- Explanation of all rules and safety precautions before each activity- Students will be required to sign a safety contract

If an accident occurs, the following procedures will be implemented:- Immediate first aid to the affected area- Contact of emergency assistance/serviced if required- Contacting of parents/guardian- Reporting of incident

A risk management plan for this program has been developed by staff and is available for parents to review on request.

AttachmentsMedical form

Student behaviour‘I understand that in the event of my son’s/daughter’s misbehaviour or behaviour that poses a danger to himself/herself or others during the excursion, he/she may be sent home. I further understand that in such circumstances I will be informed and that any costs associated with his/her return will be my responsibility.’

ICT/Photograph consent

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‘I agree to my child using the Internet and computer network in accordance with the same Internet student users agreement that applies at their current school.’ [Strike out if you do not consent]

‘I also consent to my child being photographed and/or visual images of my child being taken during activities by the school for use in the school’s publications, school’s website or for publicity purposes without acknowledgment and without being entitled to any remuneration or compensation.’ [Strike out if you do not consent]

Consent for emergency transportation‘In the event of an emergency I consent to my child being transported in a privately owned vehicle driven by a

member of the supervisory staff listed above.’

Student accident insuranceThe Department of Education does not provide student accident cover. Parents may wish to obtain student accident insurance cover from a commercial insurer, depending on their health insurance arrangements and any other personal considerations.

Parent consent

I have read all of the above information provided by the school in relation to the golf excursion to Ballarat Golf Course, including any attached material.

I give permission for my daughter/son_______________________________________ (full name) to attend.

Parent/guardian: _______________________________________ (full name)

_______________________________________ (signature)____________ (date)

In case of emergency I can be contacted on:

____________________________ OR:

____________________________

Note: Parents should also complete the ‘Confidential medical information for school council approved school excursions’.

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Confidential Medical Information for School Council Approved Excursions

The school will use this information if your child is involved in a medical emergency. All information is held in confidence. This medical form must be current when the excursion/program is run.

Parents are responsible for all medical costs if a student is injured on a school approved excursion unless the Department of Education is found liable (liability is not automatic). Parents can purchase student accident insurance cover from a commercial insurer if they wish to.

Excursion/program name: Golf excursion to Ballarat Golf CourseDate(s): 21/05/2011

Student’s full name:

Student’s address:

Postcode:

Date of birth: Year level:

Parent/guardian’s full name:

Name of person to contact in an emergency (if different from the parent/guardian):

Emergency telephone numbers: After hours Business hours

Name of family doctor:

Address of family doctor:

Medicare number:

Medical/hospital insurance fund: Member number:

Ambulance subscriber? Yes No If yes, ambulance number:

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Is this the first time your child has been away from home? Yes No

Please tick if your child suffers any of the following: Asthma (if ticked complete Asthma Management Plan) Bed wetting

Blackouts Diabetes Dizzy spells Heart condition Migraine Sleepwalking Travel sickness Fits of any type

Other:

Swimming ability Please tick the distance your child can swim comfortably. Cannot swim (0m) Weak swimmer (<50m) Fair swimmer (50-100m) Competent swimmer (100-200m) Strong (200m+)

Allergies Please tick if your child is allergic to any of the following:

Penicillin Other Drugs:

________________________________________________________

Foods:

________________________________________________________

Other allergies:

________________________________________________________

What special care is recommended for these allergies? ________________________________________________________

_______

Year of last tetanus immunisation: (Tetanus immunisation is normally given at five years of age (as Triple Antigen or CDT) and at fifteen years of age (as ADT))

MedicationIs your child taking any medicine(s)? Yes No If yes, provide the name of medication, dose and describe when and how it is to be taken.

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_________________________________________________________

All medication must be given to the teacher-in-charge. All containers must be labelled with your child’s name, the dose to be taken as well as when and how it should be taken. The medications will be kept by the staff and distributed as required. Inform the teacher-in-charge if it is necessary or appropriate for your child to carry their medication (for example, asthma puffers or insulin for diabetes). A child can only carry medication with the knowledge and approval of both the teacher-in-charge and yourself.

Medical consentWhere the teacher-in-charge of the excursion is unable to contact me, or it is otherwise impracticable to contact me, I authorise the teacher-in-charge to:

Consent to my child receiving any medical or surgical attention deemed necessary by a medical practitioner.

Administer such first-aid as the teacher-in-charge judges to be reasonably necessary.

Signature of parent/guardian (named above)

_________________________________________________________

Date:

The Department of Education requires this consent to be signed for all students who attend government school excursions that are approved by the school council.

Note: You should receive detailed information about the excursion/program prior to your child’s participation and a Parent Consent form. If you have further questions, contact the school before the program starts.

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Equipment/facilities: Ideal size of area of play: Dependent on the skills taughtSchool oval: For learning and practicing skills such as the different grips and types of hits such as chip and drive.Golf course: gives students an opportunity to play a game in a safe manner to utilize the skills learn over the unit Mini gold course: gives students a chance to learn and see the difference between putting and the other types of hits students are also given a chance to play mini golf utilizing the new skill of putting.

Number of students: 25 Coed Students

Equipment needed:- Clubs- Woods- Irons- Wedges - Putter- Wooden tees- Golf ball- Practice Balls- Tees- Driving mat- Flag markers- Buckets of Sand- Bins- Hoops- Cones

To Do list…Lesson 1-Research the history of golf through the ages

-Research the rules, scoring and etiquette of the game

-Ensure that you know the different clubs and the situation in which you would use

them in

-Ensure that you have practiced the grips, stance and swing so you can confidently

demonstrate this to the class and be able to provide feedback to students.

Equipment needed

-Driving Mat

-Flag markers

-Class set of golf balls

-find out which clubs are needed

17

Lesson 2-Have the mini Golf Venue booked, ensure you call the day before to confirm so the

venue knows you will be coming

-Book the bus

-Hand out and collect all medical and permission forms

-Ensure you are familiarized with the schools excursion procedures

-On the day collect class list from office and mark the roll

-Ensure you remind students about their behavior when they are out of school

-Equipment will be supplied by the venue

Lesson 3-Ensure you have practiced skills you will be teaching so you can give effective

demonstrations as well as be able to provide correct feedback on student’s

techniques.

-Ensure you know the rules regarding hazard shots

-Ensure you plan where you would like to set up the circuit so that student safety is

not compromised.

Equipment needed

- Woods- Irons, Wedges and Putters- Golf Balls and Practice Golf Balls - Tees and Mats- Hoops- Cones- Bins- Flags- Sand

Conducted on School Grounds

How to Hit a ball from a bunker utilizing different shots

Rules regarding hazard shots and methods to employ when having to deal with

hazards when hitting the ball

Half the group practices hitting ball of sand to get close to a target

The other half practice hitting balls on slopes and in and around trees (Simulate

hazards)

Switch over groups

Students are broken into small groups and complete the following activity circuit:

*Putting Archery

*Slam Dunk Golf

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*Croquet Golf

*Golf Triathlon

Lesson 4-Have the Golf Course venue booked, ensure you call the day before to confirm so

the venue knows you will be coming

-Book the bus

-Hand out and collect all medical and permission forms

-Ensure you are familiarized with the schools excursion procedures

-On the day collect class list from office and mark the roll

-Ensure you remind students about their behaviour when they are out of school

-Equipment will be supplied by the venue

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HIRAC: Risk Register

School: Ballarat Community College

Supervising teachers/staff: Maddison Lonergan and Simone Cisar

Program/Excursion: Golf program on campus

Year Level: YEAR 10

Dates: 02/05/2011 – 21/05/2011

Location(s): Ballarat Community College

Risk Description Existing Controls Rating Treatment Priority1 Treatment

Describe the risk event, cause/s and

consequence/s. For example,

Something occurs … caused by …

leading to …

Describe any existing policy, procedure,

practice or device that acts to minimise a

particular risk

Effectiveness

of existing

controls

Risk

Consequences

Risk

Likelihood

If control

effectiveness is

poor or

unknown

provide further

treatment

For those risks requiring treatment in

addition to the existing controls. List: What will be done? Who is accountable? When will it happen?

Possible exposure to sun, Advise children to dress Satisfactory Major Almost certain Monitor Students will be advised to 1 Use the Risk Treatment Priority Table at the end of this document to determine the treatment priority.

20

Risk Description Existing Controls Rating Treatment Priority Treatment




leading to …



particular risk

Effectiveness

of existing

controls

Risk

Consequences

Risk

Likelihood

If control

effectiveness is

poor or

unknown

provide further

treatment



rain, wind etc appropriately for the weather Sunscreen will be supplied in

the chance of hot weather Poor

Unknown

Moderate

Minor

Insignificant

LikelyUnlikely

Rare

dress appropriately for the weather

Teacher At the commencement of the

unit

Inappropriate Behaviour Students have gone through the behaviour that is expected of them prior to the commencement of the unit

SatisfactoryPoor

Unknown

Major

Moderate

Minor

Insignificant

Almost certain

Likely

Unlikely

Rare

Monitor

Students will be advised of what is safe and appropriate behaviour.

Teacher Prior to the

commencement of the unit.

Students being hit with clubs Watch for others before swinging the club

Always stand behind the player when they are swinging the golf club

SatisfactoryPoor

Unknown

Major

Moderate

Minor

Insignificant

Almost certain

Likely

Unlikely

Rare

Monitor

Students will be told about the safe use of the equipment

Teacher Prior to the commencement of

the unit.

Students being hit with balls Never walk ahead of your group on the course to make

SatisfactoryPoor

Major

Moderate

Minor

Almost certain

Likely

Unlikely

Monitor Students are to be advised of the safety procedures that

21





leading to …



particular risk

Effectiveness

of existing

controls

Risk

Consequences

Risk

Likelihood

If control

effectiveness is

poor or

unknown

provide further

treatment



sure you are not in danger of being hit by the ball.

Never collect your ball before the teacher advises that it is safe to do so.

Unknown Insignificant Rare

are to be followed when playing and practicing golf.

The teacher. Prior to the first class.

Stepping on golf balls Students have been told not to leave golf balls on the ground; they should always be picked up.

SatisfactoryPoor

Unknown

Major

Moderate

Minor

Insignificant

Almost certain

Likely

Unlikely

Rare

Monitor

Students will be advised to not leave balls on the ground and also to make sure they watch where they are walking when collecting balls.

The teacher. Prior to the first class.

And more rows as required. This is one way of documenting the risk management process and does not preclude other approaches.

22

Risk Treatment Priority TableUse the table below to decide the overall risk rating and represent the priority of the each risk for treatment.

Cons

eque

nces

Major MEDIUM HIGH HIGH HIGH

Moderate MEDIUM MEDIUM HIGH HIGH

Minor LOW MEDIUM MEDIUM HIGH

Insignificant LOW LOW MEDIUM MEDIUM

Rare Unlikely Likely Almost certain

Likelihood

Treat Monitor

23

Risk Register

School: Ballarat Community College

Supervising teachers/staff: Maddison Lonergan and Simone Cisar

Program/Excursion: Golf program at Ballarat Golf Course (off campus)

Year Level: YEAR 10

Dates: 21/05/2011

Location(s): Ballarat Golf Course

Risk Description Existing Controls Rating Treatment Priority2 Treatment




leading to …



particular risk

Effectiveness

of existing

controls

Risk

Consequences

Risk

Likelihood

If control

effectiveness is

poor or

unknown

provide further

treatment



Walking to and from transport Injury

Brief students on the rules and the behaviour expected

Remain on pedestrian

SatisfactoryPoor

Unknown

Major

ModerateMinor

Almost certain

Likely

Unlikely

Monitor Students briefed on the rules

and behaviour

2 Use the Risk Treatment Priority Table at the end of this document to determine the treatment priority.

24





leading to …



particular risk

Effectiveness

of existing

controls

Risk

Consequences

Risk

Likelihood

If control

effectiveness is

poor or

unknown

provide further

treatment



Struck by vehicle pathways and utilise pedestrian crossings at all times

The teachers will be supervising the students

Insignificant Rare

Teacher

Before students make their way to the bus

Possible exposure to sun, rain, wind etc

Advise children to dress appropriately for the weather

Sunscreen will be supplied in the chance of hot weather

SatisfactoryPoor

Unknown

Major

Moderate

Minor

Insignificant

Almost certain

LikelyUnlikely

Rare

Monitor

Students will be advised to dress appropriately for the weather

Teacher At the commencement of the

unitIssues arising with members of the public

Students have been informed to not get involved with members of the public Satisfactory

Poor

Unknown

Major

Moderate

Minor

Insignificant

Almost certain

Likely

Unlikely

Rare

Monitor

Teachers will immediately intervene and call security for assistance in worst case scenario

Teacher When the conflict

occursInappropriate Behaviour Students have gone through

the behaviour that is expected Satisfactory

Poor

Major

Moderate

Almost certain

LikelyMonitor Students will be

advised of what is safe and

25





leading to …



particular risk

Effectiveness

of existing

controls

Risk

Consequences

Risk

Likelihood

If control

effectiveness is

poor or

unknown

provide further

treatment



of them prior to the commencement of the unit

UnknownMinor

Insignificant

Unlikely

Rare

appropriate behaviour. Teacher Prior to the

commencement of the unit.

Students being hit with clubs Watch for others before swinging the club

Always stand behind the player when they are swinging the golf club

SatisfactoryPoor

Unknown

Major

Moderate

Minor

Insignificant

Almost certain

Likely

Unlikely

Rare

Monitor

Students will be told about the safe use of the equipment

Golf instructor Prior to the commencement of

the unit.

Students being hit with balls Never walk ahead of your group on the course to make sure you are not in danger of being hit by the ball.

Never collect your ball before the teacher advises that it is safe to do so.

SatisfactoryPoor

Unknown

Major

Moderate

Minor

Insignificant

Almost certain

Likely

Unlikely

Rare

Monitor

Students are to be advised of the safety procedures that are to be followed when playing and practicing golf.

The golf instructor. Prior to the first class.

Stepping on golf balls Students have been told not to leave golf balls on the ground;

SatisfactoryPoor

Major

Moderate

Minor

Almost certain

Likely

Unlikely

Monitor Students will be advised to not leave balls on the ground

26





leading to …



particular risk

Effectiveness

of existing

controls

Risk

Consequences

Risk

Likelihood

If control

effectiveness is

poor or

unknown

provide further

treatment



they should always be picked up.

Unknown Insignificant Rare

and also to make sure they watch where they are walking when collecting balls.

The golf instructor. Prior to the first class.

And more rows as required. This is one way of documenting the risk management process and does not preclude other approaches.

27

Risk Treatment Priority TableUse the table below to decide the overall risk rating and represent the priority of the each risk for treatment.

Cons

eque

nces

Major MEDIUM HIGH HIGH HIGH

Moderate MEDIUM MEDIUM HIGH HIGH

Minor LOW MEDIUM MEDIUM HIGH

Insignificant LOW LOW MEDIUM MEDIUM

Rare Unlikely Likely Almost certain

Likelihood

Treat Monitor

28

Unit Sequence…Week Topic Content Assessme

nt task1 Introduction to

Golf, Driving and Chipping

Conducted on School GroundsHistory of Golf and progressions through the agesRules, Scoring and Etiquette of the Game Different Clubs and Situations to use themGrips, Stance and SwingPractice of Hitting ball, hit 5 balls, wait till all are finished, collect, hit againPractice the Drive and Chip with different clubs using the above methodClosest to the Pin Competition(Activity 1 – See Appendices)

2 Putting Conducted at Mini Golf VenueDifferences in Putting to a normal Swing and the importance of having a good short gameGrip, Stance and SwingStudents play multiple rounds of mini golf using concepts learntHave students complete putting from different angles and distances, getting used to dealing with line and runs within the green(Activity 2 – See Appendices)

Longest Putt Competition

Golf Putting Checklist

3 Bunker, Slopes and Hazard

Shots, Golf Circuit

Conducted on School GroundsHow to Hit a ball from a bunker utilizing different shotsRules regarding hazard shots and methods to employ when having to deal with hazards when hitting the ballOne third of the group practices hitting ball off sand to get close

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to a target(Activity 3 – See Appendices) Another third practice hitting balls in and around trees (Simulate hazards)(Activity 4 – See Appendices) The last third practice shots on gradients and slopes, so get used to adjusting their footing and swing(Activity 5 – See Appendices) Switch over groupsStudents are broken into small groups and complete the following activity circuit:

- Putting Archery

- AFL Golf

- Slam Dunk Golf

- Croquet Golf

- Golf Triathlon

(See appendices)4 Competition Conducted at Golf Course

Students are broken up into groups of 4Students go off and start at different holesStudents play through 9 holes (or the equivalent of 50 mins of playing) using the knowledge they have gained from the unit they have been undertaking.Meet back at club house, discuss results and recognise winners from each group

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Weekly content:Week 1:

Introduction to Golf, Driving and ChippingVenue To Be conducted at schoolTopics to be covered

History of Golf and progressions through the agesRules, Scoring and Etiquette of the Game Different Clubs and Situations to use themGrips, Stance and SwingDriving and Chipping

Equipment Drivers and Wedges for all studentsPractice Golf BallsTees ConesFlags

Sequence of activities

Take students through a brief History of Golf and progressions through the agesExplain to students the Rules, Scoring system and Etiquette of the Game Explain and show the Different Clubs and Situations to use themDemonstrate the Grips, Stance and Swing for the drive and the chipStudents practice of Hitting ball, hit 5 balls, wait till all are finished, collect, hit againPractice the Drive and Chip with different clubs using the above methodClosest to the Pin Competition(Activity 1 – See Appendices)

Safety considerations

Students getting hit by golf balls, thus everyone hits from the same lateral point, and know one progresses past that line until everybody is ready to collect their ballsStudents who are not participating stand behind the students back when they are swinging, so that they are not hit with the club or the ballAny dangerous swinging or aiming students will sit out the remainder of the lesson

Prior organisation for next week

Make arrangements for transportation to the mini golf venueConfirm Booking of VenueEnsure students are aware of the arrangements for next lesson, and that all necessary forms have been returned and money collected

Week 2: PuttingVenue Conducted at Mini Golf VenueTopics to be Differences in Putting to a normal Swing and the

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covered importance of having a good short gameGrip, Stance and Swing of puttingMini Golf

Equipment Provided by Mini Golf FacilitySequence of activities

Explain to students the Differences in Putting to a normal Swing and the importance of having a good short gameShow the Grip, Stance and Swing of the puttStudents play multiple rounds of mini golf using concepts learntHave students complete putting from different angles and distances, getting used to dealing with line and runs within the green(Activity 2 – See Appendices) Have a Longest Putt Competition

Safety considerations

Only one person plays a hole at each time, they must make the putt before the next person is allowed to playNo Dangerous putting any such actions shall result in students sitting out the remainder of the lesson


Organisation of equipment for golf circuit e.g. sand, ‘hazards’

Week 3: Sand and Hazard Shots, Golf CircuitVenue To Be conducted on School GroundsTopics to be covered

How to Hit a ball from a bunker utilizing different shotsRules regarding hazard shots and methods to employ when having to deal with hazards when hitting the ballStudents practice different types of skills whilst completing the golf circuit

Equipment Woods, Irons, Wedges and PuttersGolf Balls and Practice Golf Balls Tees and MatsHoops, Cones, Bins, FlagsSand

Sequence of activities

Demonstrate How to Hit a ball from a bunker utilizing different shotsExplain the Rules regarding hazard shots and methods to employ when having to deal with hazards when hitting the ballHave one third of the group practices hitting ball of sand to get close to a target(Activity 3 – See Appendices) Another third practice hitting balls in and around trees (Simulate hazards)(Activity 4 – See Appendices)

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The last third practice shots on gradients and slopes, so get used to adjusting their footing and swing(Activity 5 – See Appendices) Switch over groupsStudents are broken into small groups and complete the following activity circuit:

- Putting Archery

- AFL Golf

- Slam Dunk Golf

- Croquet Golf

- Golf Triathlon

(See appendices)Safety considerations

Students are spread out and a safe distance from each other whilst practicing their skillsUse the real golf balls only in activities that are appropriate (i.e. putting)The golf circuit is set up in a safe mannerAny play that is not conducted in a safe manner, will result in the student sitting out the remainder of the lesson


Arrange Transport to golf courseConfirm Course BookingEnsure students are aware of the arrangements for next lesson, and that all necessary forms have been returned and money collected

Week 4: CompetitionVenue Conducted at Golf CourseTopics to be covered

Participation in an Ambrose competition

Equipment Supplied by venueSequence of activities

Students are broken up into groups of 4, with an explanation of the Ambrose tournamentStudents go off and start at different holesStudents play through 9 holes (or the equivalent of 50 mins of playing) using the knowledge they have gained from the unit they have been undertaking.Meet back at club house, discuss results and recognise winners from each group

Safety Considerations

Students stand behind student taking shot, to avoid balls and clubsStudents only use clubs in a safe mannerAny misbehaviour or unsafe activity will result in the student sitting out for the remainder of the lesson

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Appendices…APPENDIX 1 Activity Cards for skills practice/circuit.APPENDIX 2Competition/ round robin/ tournament/match play. APPENDIX 3Peer and Self Assessment Criteria Checklist.APPENDIX 4Minor Games. APPENDIX 5Quiz.

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APPENDIX 1 Activity Cards for skills practice/circuit.

AFL GOLFStudents hit from the 50m arc on an AFL Field, they aim to hit the

ball at the goals

Scoring:Through the goals, 6 points

Through the behinds, 3 points

In the Goals Square, 10 Points

Procedure:Students will have 5 shots at scoring, they will have one shot, and

then the next member of the group will go.

Students will keep score through the activity, adding up their score

at the end

Students will not fetch their balls until all members of the group

have completed their 5 shots

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Putting Archery:Students attempt to putt, getting their ball in the centre of the target

Scoring:Red Centre Circle – 5 Points

Blue Circle – 4 Points

Yellow Circle – 3 Points

Green Circle – 2 Points

Purple Outer Circle – 1 Point

Procedure:Students putt from 15m away from the centre of the target

Students have 10 putts to accumulate the highest score possible

Student takes all 10 putts, whilst another student in the group

scores the efforts, another keeps track of the score, and another

returns the ball to the putter

36

Slam Dunk Golf:Students chip their ball and try to hit it into the stationary bin

Scoring:If the ball goes in the Bin – 5 points

If the ball hits the Bin – 2 Points

Procedure:Students stand in an arc, 20m away from the bin

37

They each have 4 shots at the bin from their starting position, once

everyone has finished, they fetch their balls and rotate to a new

position in a clockwise motion

Students repeat this for 5 positions

Croquet GolfStudents putt the ball around the modified croquet circuit, once a

person hoops out, all students move on to the next hole

Scoring:The student that hoops out receives 1 point

The student who pegs out at the end receives 2 points

Procedure:Students rock off to determine order of who putts

Students must leave their ball in play at all times

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If a student hits their ball into another student’s ball, they may

receive another shot. This only occurs once for each student’s ball

per hoop

Once student hoops out, it is the next students turn with the shot to

be taken one club length from the hoop

Students complete the modified course

Golf TriathlonStudents complete the three legs of the golf triathlon in the fewest

strokes possible

Scoring:The student who takes the fewest strokes to complete the course –

5 points

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The next fewest, 4 points, and so on down to the last student

receiving 1 point

Procedure:All students are to complete a leg before everybody moves on

Students are responsible for keeping their own score

A student’s ball must land stationary inside the hoop to be counted

as the leg completed

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APPENDIX 2Competition/ round robin/ tournament/match play. Team selection – This competition doesn’t require team selection as the scoring will be for each

individual person not in teams as golf is predominantly an individual sport.

Organisation – Students will be placed into groups of 3 or 4 (depending on numbers) and

spread out over the eight activities or ‘holes’. Safety will be explained to students as a whole before the competition so that

no one gets injured. This competition will be carried out at the end of the unit as the students should

be well aware of the golf safety considerations by the end of the unit. Each hole will have an explanation of the task and how to score at the station. Equipment needed for each activity will be left at the hole and students are to

leave it there for the next group after each activity. Each student will be given a personal score card and will be required to write

down their score at the end of each hole. When all groups are finished their hole the students will move to the next

station, e.g. 1 ►2; 2►3; 3►4; 4►5; 5►6; 6►7; 7►8; 8►1.

Course lay out –

Hole 1 – Bucket chipEquipment: Number 9 iron, Number 8 iron, Bucket, 5 golf balls.Description: Students are to stand behind a line which is marked 2m away from a bucket. One at a time students get to try to chip the golf ball into the bucket. Students continue to try and chip the ball into the bucket until all other holes are finished. Scoring: each time a students lands the ball in the bucket they receive one point.

Hole 2 – Distance hitEquipment: Number 2 iron, tee, 12 golf balls. Description: Students take it in turns to hit the ball off the tee as far as they can. After each student has had 3 hits each the students are to find the balls and determine which student hit the greatest distance.Scoring: The student who hit the greatest distance gets 5 points, the next greatest distance 4 points etc down to 2 or 1 point depending on the number of students per group.

Hole 3 – Bunker shotEquipment: Number 9 iron, number 8 iron, 12 golf balls, bunker (could be made out of mats or a piece of yellow material for example. Description: Students are to chip over a ‘bunker’ which is directly in front of them. After each student has had three goes, students are to stop, collect all the balls and start again. Students are to continue practicing and scoring until all other holes are complete. Scoring: Each time they completely clear the ‘bunker’ they receive one point.

41

Hole 4 – Closest to the pinHit the ball to the pin or flag (count the number of shots it takes you to get there. Equipment: Number 6 iron, putter, flag/pin.Description: Students are to hit the ball towards the pin or flag. The student continue to hit towards the pin until they hit their golf ball against it. Scoring: Scoring is as follows:Hole in 1 = Add 10 to your score 2 = Add 5 to your score3 = Add 3 to your score 4 = Add 2 to your score5 = Add 1 to your score6 and above shots = Do not add nor take anything from your score.

Hole 5 – Cup puttPut the ball into a plastic cup on its side (short distance and make sure you are on a hard surfaceEquipment: Putter, cup, 4 golf ballsDescription: Students are to try and putt a ball into a plastic cup on its side which is stuck to the ground. Students take it in turns to try and putt their golf ball into a cup which is 5m away. Students collect their golf ball after each turn and then line up for their next go. Students continue to compete and score until all other holes are complete. Scoring: Each time the student hits their ball into a cup they receive one point.

Hole 6 – ArcheryEquipment: Number 4 iron, 12 golf balls, marked area, flag, tee. Description: Students are to aim at the flag which is surrounded by a marked area that looks like an archery target. Students get three shots each, once everyone has had their shots the students can walk down and find their golf balls and determine their scores. Scoring:Balls that hit the flag = 10 pointsBalls in the inner circle = 5 pointsBalls in the medium circle = 3 pointsBalls in the outer circle = 2 pointsBalls outside of the target = 0 points

Hole 7 – Accuracy Equipment: 10 golf balls, number 4 iron, cones to mark the distance that the students must hit overDescription: A line is marked 15m in front of the students, this is the line that the students are required to hit over. The students hit one ball over the line taking note of where it lands. The students then hit a second ball and try and land it as close to the other ball they hit as possible. Scoring: The student who has the least amount of distance between the two balls get 5 points, the next student gets 4 etc. If a student doesn’t hit their first ball over the

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designated line then they can have another shot until they land one over the designated line.

Hole 8 – SkittlesEquipment: Four or five sets of skittles, putter, 4 golf balls. Description: Students are given a set of skittles, a golf ball and a putter each. The students have ten shots at their skittles at marked distance of 4m. After each shot they are required to record how many skittles they knocked over and set up their skittles for their next shot. Scoring: After every student has completed their ten shots, they students need to compare their scores. The student with the highest score of pins knocked over gets 5 points, the next highest score gets 4 points and so on.

Personal scoring card -

Name:

Hole 1: Score ______________

Hole 2: Circle 5 4 3 2 1

Hole 3: Score ______________

Hole 4: Circle 10 5 3 2 1 0

Hole 5: Score ______________




43

APPENDIX 3Peer and Self Assessment Criteria Checklist. Golf Putting Checklist

Criteria Evident Yes/No CommentsNarrow stance, square to the ball, weight evenly distributedDominant hand is lower in the grip, thumbs pointing directly down the club, head directly over putterMovement in body, shoulders and arms kept rigid during back swing, back swing is in a straight lineContact of the ball make with the middle of the putter, body square and rigidKeep head down, raise your non dominant shoulder slightly, follow through in a straight line

44

APPENDIX 4 - Minor Games. Activity 1: Closest To the PinAim:So that students can practice the accuracy of the shots they use, all students will hit

their balls at the same target, with the winner from each round the student who can

land their ball closest to the target

Procedure:Students mark their golf balls with their initials, they all tee off at the same time

aiming for the same target, from behind the safety line. Once everybody has hit 3

balls, students retrieve the balls and discover the winner. Students then return to the

safety line, change from their previous position and the competition begins again.

Modifications/Variations:

- Increase or decrease the distance of the flag, depending on the students ability

- Hit more than 3 balls, for greater benefit, or less for time constraints

- Use different clubs, so practice different types of shots

- Incorporate obstacles so that students have to hit over them

- Incorporate a scoring system to add more of a competition element if one student is dominating

45

Activity 2: All Terrain Putting Aim:Students complete these different activities so that they understand the effect that,

rise, run, and length of greens has an effect on their putting.

Procedure:Multiple course are used incorporating different elevations, gradients, hole positions,

and if possible turf lengths, so that students can gain an understanding of the effect a

nature of a green can have on their putt. Students play the green 2 or 3 times, trying

to better their previous scores. Once they have done this, they rotate to another hole

and complete the same activity.

Modifications/Variations:- Alter the length of the putt, depending on the ability of the students

- If possible, change the position of the hole on the green, so that students can

better understand the implications of different techniques

- Add a green record that students have to attempt to match or better before

moving on to the next hole

- Incorporate hazards, such as water or bunkers that students have to

negotiate

46

- Have students complete holes on greens that are dry, then have them

complete the same greens when they are wet, so that they notice the

difference

Activity 3: Bunker ShotsAim:For students to understand the rules regarding hitting their ball from a bunker, and

they are comfortable to do so.

Procedure:Students have a bucket of sand that they sit their ball on; they then hit the ball off the

sandy surface, and attempt to get it into the bucket that originally held the sand.

Students practice this over a variety of distances, and also practice having their ball

on top of the sand, and also partially imbedded.

Modifications/Variations:- Make the bucket bigger, so that students can achieve the goal (i.e. have a

bin, hoop or flag to aim at instead)

- Have an obstacle that students must hit over to complete the shot

- Have students compete in pairs in a HORSE game, where if one student

makes the shot and the other doesn’t, the student who didn’t make the shot

receives a letter

47

Activity 4: In the SticksAim:Students get out of hazards and back on course when they have mishit a ball into the

trees of shrubs surrounding the course

Procedure:Simulating the hazards that a golfer may encounter in and around a golf course,

students will negotiate shots by placing their ball in long grass, shrubs, between or on

sticks, in amongst trees and bushes etc, so that their shot or path is somewhat

impaired. They are then required to adjust their shot, swing or stance so that they

can get their ball as close as possible to the hoop located x amount of metres away.

The flag shall be above the hoop so that students have a vocal point to aim at.

Modifications/Variations:- Students adjust the difficultly of their shots accordingly

- Increase or decrease the number of hazards and the distance of the shot

depending on the students ability

- Have students talk through the hazards and what they are trying to attempt

with the shot, either in partners of within the group, if the shot does not work,

attempt the shot again or utilize another approach

48

- Use different clubs to encourage different shots

Activity 5: GradientsAim:Students hit balls off rises and descents that they may encounter whilst on a golf

course

Procedure:Using either natural gradients, or hitting off man made gradients, students will adjust

their footing, stance and swing, to achieve the best possible result and hit their ball

as close as possible to the target area.

Modifications/Variations:

- Adjust the distance of each shot

- Utilize different clubs, so that different shots are used

- Incorporate obstacles that students have to hit under or over so complete a

shot

- Have students hit at a bigger target

- Increase or decrease the gradients depending students abilities

49

APPENDIX 5Quiz.TRUE OR FALSE (Circle the correct response) (1 mark each)1.) Scottish Migrants brought Golf to Australia in the early 1800’s.

True False

2.) The last time golf featured in the Olympic games was 1908 in the United StatesTrue False

3.) All golf courses are standard and must have the same design. True False

4.) The object of a game of golf is to get as much over par as possible. True False

5.) A putt is used to hit a ball a short distance into the hole, usually on the green.True False

6.) If a player hits their ball out of bounds or into a water trap the player occurs a 1 shot penalty.

True False

7.) Woods are only made of wood and are never made of metal. True False

MULTIPLE CHOICE (Circle the correct response) (1 mark each)8.) The first Australian golf course was built in which state?a) Victoriab) Tasmaniac) New South Walesd) Western Australia

9.) When will golf be reinstated as a sport back into the Olympic Games? a) There is no date set as yet.b) It was reinstated in 2008 Beijing Olympic Games. c) The 2012 London Olympic Games.d) The 2016 Rio de Janeiro Olympic Games.

10.) Who is currently the world number one in Men’s Golf?a) Tiger Woodsb) Martin Kaymerc) Lee Westwoodd) Adam Scott

11.) You are teeing off at the third hole. What type of club would you most likely use?a) Woodb) Ironc) Putter

50

d) Wedge

12.) Which one of the following is not one of the four men’s major golf tournaments?a) U. S. Open Championshipb) British Open Championshipc) Australian Open Masters Championshipd) PGA Championship

13.) Woods are numbered 1 to:a) 5b) 6c) 7d) 8

14.) A person who has scored three strokes under par or – 3 is said to have scored what in golfing terms?a) Birdieb) Condorc) Eagled) Albatross

SHORT ANSWER (1 mark each)15.) Who is the most successful male Australian Golfer?

16.) How many major tournaments has the most successful male Australian Golfer won?

17.) What does the golf rule 14-club limit in competition refer to?

18.) You have found you ball has landing in front of the bunker. You need to go over the top of the bunker to get onto the green. What type of shot would you use to get over the top of the bunker successfully?

19.) If you are playing a shot and is heading towards another group of players it is your responsibility to yell out what word to catch their attention? (Correct spelling required).

20.) A player who scores three strokes over par on a hole or +3 is said in golfing terms to have scored what?

SCORE / 20 ________ X 5 = _________%

51

QUIZ ANSWERS - TRUE OR FALSE (Circle the correct response) (1 mark each)1.) Scottish Migrants brought Golf to Australia in the early 1800’s.

True False

2.) The last time golf featured in the Olympic games was 1908 in the United StatesTrue False

3.) All golf courses are standard and must have the same design. True False

4.) The object of a game of golf is to get as much over par as possible. True False

5.) A putt is used to hit a ball a short distance into the hole, usually on the green.True False

6.) If a player hits their ball out of bounds or into a water trap the player occurs a 1 shot penalty.

True False

7.) Woods are only made of wood and are never made of metal. True False

MULTIPLE CHOICE (Circle the correct response) (1 mark each)8.) The first Australian golf course was built in which state?a) Victoriab) Tasmaniac) New South Walesd) Western Australia

9.) When will golf be reinstated as a sport back into the Olympic Games? a) There is no date set as yet.b) It was reinstated in 2008 Beijing Olympic Games. c) The 2012 London Olympic Games.d) The 2016 Rio de Janeiro Olympic Games.

10.) Who is currently the world number one in Men’s Golf?a) Tiger Woodsb) Martin Kaymerc) Lee Westwoodd) Adam Scott

11.) You are teeing off at the third hole. What type of club would you most likely use?a) Woodb) Ironc) Putterd) Wedge

52

12.) Which one of the following is not one of the four men’s major golf tournaments?a) U. S. Open Championshipb) British Open Championshipc) Australian Open Masters Championshipd) PGA Championship

13.) Woods are numbered 1 to:a) 5b) 6c) 7d) 8

14.) A person who has scored three strokes under par or – 3 is said to have scored what in golfing terms?a) Birdieb) Condorc) Eagled) Albatross

SHORT ANSWER (1 mark each)15.) Who is the most successful male Australian Golfer? Greg Norman

16.) How many major tournaments has the most successful male Australian Golfer won?2 (The British Open twice)

17.) What does the golf rule 14-club limit in competition refer to?The fact that you are only allowed to have a maximum of 14 clubs in your golf bag during a competition.

18.) You have found you ball has landing in front of the bunker. You need to go over the top of the bunker to get onto the green. What type of shot would you use to get over the top of the bunker successfully?The chip shot.

19.) If you are playing a shot and is heading towards another group of players it is your responsibility to yell out what word to catch their attention? (Correct spelling required).Fore

20.) A player who scores three strokes over par on a hole or +3 is said in golfing terms to have scored what?Triple bogey

53

References

British Broadcasting Corporation. (2011, April 11). Golf world rankings. Retrieved

from http://news.bbc.co.uk/sport2/hi/golf/top_men_list/default.stm

British Broadcasting Corporation. (2011, April 11). Golf world rankings. Retrieved

from http://news.bbc.co.uk/sport2/hi/golf/top_women_list/default.stm

Damien D., Ashman, R., Bates, J., Cameron, E., Dedrick, G., Hutchinson, J., … Wildsmith, A. (1999). Sport Education Coaching Manual. South Yarra: Macmillan.

Golf Australia. (2011, April). The rules of golf. Retrieved from

http://www.golfaustralia.org.au/site/_content/document/00007033-source.pdf

Golf Australia. (2011, April). Etiquette; behaviour on the course. Retrieved from

hhttp://www.golfaustralia.org.au/site/_content/document/00007030-source.pdf

Greg Nicholson Golf. (2012, April 23). [Home page]. Retrieved April 23, 2012 from

http://www.gregnicholsongolf.co.uk/

Little, W. (2009, October 9). Golf returning to the olympics. Golf Digest, Retrieved

from

http://www.golfdigest.com/golf-tours-news/2009-10/golf_olympics_ap_1009

Mallon, B. (2011). Historical dictionary of golf. Maryland: Scarecrow Press Inc.

VicHealth. (2001). Victorian participation in exercise, recreation and sport . Retrieved

from http://www.goforyourlife.vic.gov.au/hav/admin.nsf/images/

Vichealth_participation_survey.pdf/$File/Vichealth_participation_survey.pdf

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UNIT PLAN ASSESSMENT CRITERIA

Topic_____________________________Names___________________________________

Criteria Marks Awarded

Comments

1. Introductory section Is concise and well written. Including; introduction, rationale, contents page, VELS / Specific student outcomes, history, major rules, etiquette etc).

40

. 2. Organisation of UnitIncluding Equipment/facilities, cost analysis, permission slip, to do list for each week and HIRAC

40

2. Unit sequence: A table summarising the suggested order and content of the 4 lessons3. Weekly contentSummarized description (in point form and in a table) of each session, including the instructional method utilized, with notated reference to the appendices/ resources to be used in each week of the Unit.

10

20

4. Appendices are well presented, appropriate to the sport, and easy to use in the school settingThis section should include 5 Activity Cards for skills Circuit. (20) Competition/ round robin/ tournament. Include

organisation, even team selection and game draws.(10) Peer and Self Assessment Criteria (10) 5 Minor Games/ Activities skill practices and modified/small-

sided games and variations (20) Quiz, including sample answer sheet, true false, multiple

choice, short answer questions (20)

80

References (include state and national associations) Overall unit is well planned and correctly referenced using APA guidelines(include state and national associations) with at least 3 sources of informationCopy(in one document) uploaded to Moodle

10

S/N

Total Marks : /200 /100

55

Documents

Unit Plan - Elizabeth Arnold Online Resourceselizabetharnoldonlineresources.weebly.com/uploads/2/5/2… · Web viewThe purpose of this unit is to introduce students to the sport