Golf Tasks and Activities 

 

The tasks and activities in the unit not only draw from the Psychomotor domain, but also the Affective as well. Due to the fact that golf is an individual game, but played most often in small groups, the lessons are to be performed in small groups/with partners as well. This will also assist in the integration of the non-English speaking students as well as the disabled children.

 

~ PUTTING ~

Cues for putting:

1) Without the Ball

Aim: Get a feel for the proper putting grip and learn the swing. 

Task: Through direct instruction, the student will learn and practice the putting grip, stance, and swing.

Progression: Work with partners to analyze the key components of the putt swing, grip, and stance.

 

2) No Eyes!

Aim: Perform various putts with eyes closed in order to 'get the feel' of the proper mechanics.

Task: First, in partners, attempt to aim to various targets by modifying the lengths, directions, conditions, etc. of putt.

Progression: Now do the same, but with the eyes closed! Do this in partners, so students can get feedback on their mechanics.

 

3) Sitting Ducks

Aim: Develop a feel for putting various distances.              

Task: Place five small objects (bean bags, coins, etc.) In a row in front of the putter. The first object should be placed 1m. away, the next 2m, and so on. The student must putt five balls to each of the objects.

Progression: Once a student masters each distance, extend distances, or directions of putts.

4) Putt 2-1

Aim:  Putt the ball to as close to the hole as possible to gain points.

Task: Partners or groups up to 3 or 4 can  play per hole.  Players take putts from a marked distance from the hole. Players take turns putting at the hole and receive the following points:

 - 1 point for closest to hole

 - 2 points for a lip out

 - 3 points for making a putt

The first player to 21 points wins. Vary the starting distances each round.

 

5) Culminating Activity for Putting: Mini-Golf

Aim: To master the skill of putting.

Task: Either allow students to go to the local mini-golf course to play a round, or if this is not available, have them build a course in the gym or outside (on short grass). Play regular rules: player that gets least amount of shots to sink putt wins the hole.

 

 

Some factors to mention that affect putting...

  • Grain of grass

  • Uphill, downhill side-hill

  • Wind

  • Length of grass

  • Obstacles (mini golf)

 

 ~ CHIPPING ~

Cues for Chipping:

 

1) Swing Drill

Aim: Learn the proper chipping swing

Task: Through direct instruction the students will learn how to set up for a chip, the proper grip as well as the body movement involved.

Progression: Students can work with partners to analyze each others performance of the stance, grip, etc.

 

2) Target Practice

Aim: Students will learn how to execute chips of proper distance.

Task: Students will chip to a target area perpendicular to them.  In partners, they will attempt to land their chip at the target area.  The students can provide feedback to each other.

Progression:  The target can be moved to a different distance to make the drill more difficult or more simple.

 

 

3) "There's a hole in the bucket!"

Aim: Develop loft on the shot while attempting to hit the proper distance.

Task: In partners, students will take turns attempting to chip the ball into the bucket.

Progression:  The bucket can be moved further away to vary the degree of difficulty. As well as a smaller bucket can be used.

                      

4) Carnival Competition

Aim: Chip ball as close to target as possible in order to gain the highest points.

Task: Students in small groups will attempt to chip into one of three hoops. The closest hoops gets 1 point, the next closest- 2 points, and the furthest- 3 points.

Progression: Vary the distances of the hoops.

 

 

~ IN THE BUNKER ~

Cues for Sand Play:

 

1) Swing Drill

Aim: Learn the proper shot swing when stuck in the sand.

Task: Through direct instruction, students will learn how to set up for a sand shot, the grip and the as well as the body positioning.

Progression: Have peer evaluate key cues.

2) Target Sand play

Aim: Practice hitting the ball to the green from the sand trap. 

Task: Hit ball to hole from the sand. In pairs, each person takes three shots. Person with closest ball to hole wins round.

Progression: Hit different shots from the sand by simulating various different lies and distances.

   

 

 

~ LONG IRONS ~

Cues for Iron Shots:

1) Iron Swing Drill

Aim: Learn the proper long iron swing

Task: Through direct instruction, students will learn how to set up for an iron shot, the grip and the body positioning.

Progression: In pairs, partners can analyze their partner's swing, grip, stance, etc.

 

2) Feel the Power

Aim: Students will be able to hit the ball straight with an iron, as well as develop understanding of the distance and power that each iron club has.

Task: In partners, students will identify a target in the distance that is straight ahead of them. They will take turns hitting the ball with various irons, attempting to land the ball on the identified line.

Progression: Students could add a competition aspect into the task- giving points for furthest landed ball on target etc

 

~ THE DRIVERS ~

Cues for Long Shots:

1) Driver Swing Drill

Aim: Learn the proper swing for the driver without the ball.

Task: Through direct instruction, students will learn how to set up for a driver shot, the appropriate grip, and the body position.

Progression: Have peer evaluate a partner's stance etc.

 

2) Straight Shooter

 Aim: Students will attempt to hit the ball in a straight shot off the tee.

Task: In pairs, students will take turns hitting driver shots off a tee. They will attempt to hit the ball on a target line. (Identify target down the field/course etc.)

Progression: Students will provide feedback on why the ball is slicing etc.

 

3) Long Drive Competition

Aim: Students will attempt to drive the ball in a straight and accurate line.

Task: Students (in pairs- matched with someone of equal size and ability) will drive the ball as far and as accurately as they can. 3 points are awarded for the longest, most accurate drive, 2 for the next, and so on.

Progression:  Students can be restricted to only using a 3-wood etc., or a curved target line can be introduced.

 

 4) Driving Range

If finances permit, bring students to a local driving range to work on their long shots.

 

~ CULMINATING GAMES ~

1) Tactical Reality Golf*

Aim: To develop a cognitive understanding of the game of golf in a setting other than a course.

Task: In partners or groups of 3, choose a hole to play from a list of 'reality' holes. Begin with a tee shot to the target line, recording the 'score' that is decided on. Do the same for the next shot, making it an iron or sand wedge shot. Each player has a go, and the player with the lowest score at the end of each hole wins.

Progression: Students add obstacles and curves in the course.

*Adopted from Griffin et.al and T.Hopper's website.

2) Frisbee Golf (Or any other object: soccer ball, football, etc.)

Aim: Students incorporate all the rules of golf without the use of balls and clubs. Emphasis is placed on scoring, etiquette, and distance judgment.

Task: A course is set up on the school field or surrounding woods etc. Students (in groups of 4) kick, throw, or toss the object toward the target, all while following the rules of golf.

Progression: Increase the difficulty of the course, use a smaller object, etc.

  

 
4) Par 3 Golf

Attend a local Par 3 pitch and putt course.

 4) Full Course

Attend a full size golf course. *Caution: students need to demonstrate maturity and skill advancement to do this.

 

 

 

 

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