Central CT State University Physical Education Lesson Plan

Created by: __Brian Albert, Brandon Nunez, Andrew Tuttle___________________________

Date: __________________
Unit topic: ___Golf_____________________________________

Key skill(s) or concept(s) for this lesson: Driving

Grade level: 9th

Lesson #: 4

Specific provisions for safety: Hold club like a cane when not swinging. Club should never be
above your head. Only swing when at the golfer station. Caddy station is about 10 feet behind
golfer. At least 10 feet between golfer stations.

Equipment needed: 3 wood (8), 1 wood (8), wiffle golf balls (100), hula hoops (8), Jump ropes
(16) or flat soccer cones (80), big cones (8), small cones (8)

References: PE 210 Golf. Professor Gagnon

Learning Nat'l Com. When?

Domain Stand. Core Objectives Assessment Strategies
1 SWBAT demonstrate proper form (feet shoulder Teacher observed
width apart, eyes on the ball, elbows extended Feet shoulder width apart, IA
forming a Y, ball further from body than eyes on the ball, elbows
Psychomotor chip/pitch/putt, ball closer to your front foot, extended forming a Y, ball LF
wide swing plane) while accurately hitting the further from body than
ball towards the target as noted by teacher chip/pitch/putt, ball closer to CA
observation. your front foot, wide swing
plane)

2 SWBAT explain when a golfer will need to use Q&A

their 3 wood vs. their 1 wood (from the From the fairway/from the IA
Cognitive fairway/from the tee box) when asked at the end tee box
of class as noted by Q&A. LF

CA
4 SWBAT provide positive feedback to class mates Teacher observed
(good try, dont give up, nice straight hit) when Good try, dont give up, nice IA
Afective they see someone perform a skill properly as straight hit
noted by teacher observation. LF

CA

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 Central CT State University Physical Education Lesson Plan

Initiation: Good morning class! How is everyone doing today? Good! So, who can tell me what
we went over last class? Yes, so we went over pitching. A lot of those cues are going to apply
again in driving but some will change, so pay close attention to the changes. We will be going
over two different types of drives. We will be learning how to drive with our 3 wood and our 1
wood. Does anyone know the difference between the two clubs? Does anyone know where we
would use each club on the course? (1 wood at the tee box and 3 wood from the fairway.) Ok,
first we will work on the grip, this will be the same as your wedges (dominant hand on bottom,
fingers laced or baseball grip, thumbs pointing down) Another similarity is the Y you make with
your arms (elbows extended) and keep your feet shoulder width apart also keep the ball lined up
closer to your front foot. Now our first change in our form will be that our eyes will not be right
over the ball. We will have our arms extended away from our body (distance depends on length
of club). The next difference is the swing plane, it is a wider swing than the pitch or chip. (Keep
dominant elbow tight to body and this arm can bend). When you swing forward try to exactly
mirror your back swing this will help you hit straight. Ok so now that it looks like we have the
form down without a club we will get started with our activities.

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 Central CT State University Physical Education Lesson Plan

Lesson Focus
(Time allotted
- 20 min)

Description of learning
ks: tas
Students will be 1) Organizational diagram(s
):
partnered up in groups of two. get
One12
willballs and
go toa caddy spot (hula hoop)
and the other will get a 3
wood and a 1 wood and go to a hitting spot (small
cone)
.
From the hitting cone students will start with the 3 wood
and hituntil the teacher stops, them
trying to keep it
straight and within the lane (jump/soccer
ropes
cones
).
After theteacher gives the command they to stop
will
put their clubs down
and wait for the next instruction
.
Onceeveryone is done hitting,
students will switch
caddy and golfer positions. The next golfer
untilwill hit
the teacher tells them tohen
stop.
theTstudents will
place their club on the ground.
The partners will then go out and count the balls that
they hit within their lane as a team. They will bring balls
back andswitch to the 1 wood.

CLUB SWITCH TO 1 WOOD & TEE DISCUSSION

( During discu
ssion co
-teachers place tees at stations)

Students will go back to their original hitting and caddy

positions to start using the 1 wood with a tee. They will
hit 6 balls and then place club down. When everyone is
done caddy and golfer will switch.t The
person
nexwill
go and they will count as a group how many they got in

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 Central CT State University Physical Education Lesson Plan

the lane.

Students will go collect balls and repeat activity trying

2) Instructional cues :
to get more balls in as a team than they did the first
F eet shoulder width apart, eyes on the ball, elbows
time.
extended forming a Y, ball further from body than
chip/pitch/putt, ball closer to your front foot, wide swing
plane

2) Instructional Cues
feet shoulder width apart, eyes on ll, elbows
the ba
extended forming a Y (during backswing ok to bend
dominant elbow), ball further from body than
chip/pitch/putt, ball closer to your front foot, wide swing
plane

3) Questions to :ask
How many of you were able to get more
in theballs
lane
the second time around
?
When do we use our 3?wood
Why?
When do we use our 1 wood? Why?
Why do we use a tee with the 1 wood?

Diferentiated Instruction
:

Simplified
Make lanes larger

Challenge
Make lanes smaller

Accommodation: Adapting for Needs Special

If a student is in a wheel chair they could have someone else retrieve the balls for them. T
could also use a modified club to hit the ball.

Closure: Awesome job today with driving everyone! Can everyone find a partner and discuss
what the driving cues are? I will give you about a minute to discuss and then each group can
give one of the cues (Feet shoulder width apart, eyes on the ball, elbows extended forming a Y, ball further from
body than chip/pitch/putt, ball closer to your front foot, wide swing plane). Great! Can everyone demonstrate

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 Central CT State University Physical Education Lesson Plan

the proper form right now? Good! Can someone let me know what their favorite part of the
lesson was today? Why? Who can explain to the class the difference between a 3 wood and a 1
wood and when you would use either of them? Great! Ok, this concludes our golf unit. I hope
everyone enjoyed it try to get out as soon as you can to play a real round!

--------------------------------------------------------------------------------------------------------------------------------------------

Reflective lesson analysis:

Brian Albert I thought that the lesson went pretty well overall. Teaching inside went smoother
than I expected. I did bring some tennis balls to the lesson with me as Dr. Gagnon suggested.
This did help out when a few students were having some trouble making contact with the ball or
if they were just topping the ball. We didnt end up turning the lesson into a game as we had
wanted to originally. If we were to go about the lesson the way we planned it, it would have
taken more time. One suggestion that was brought up at the end of class that I will use if I teach
this lesson again, as a teaching group we talked to much during the intro. We could cut the
talking down and include one more piece of progression. We had them swing without the club
but we never transitioned to swinging with a club but without a ball. Just jumped into swinging
and hitting the ball. The extra step of progression would have improved this lesson.

Brandon Nunez I felt organized and prepared, and feeling that way made me feel comfortable
in what I was explaining and thankfully everyone one understood what the rules were and if one
student did choose to not follow the rules one of us three teachers; were there to correct it. I did
notice myself talking and explaining more than I needed to, but that is something that I will be
able to better in the near future. I also noticed that the students did a very good job in transition
from caddy to golfer without a problem, communication between the students and teachers I
thought was strong which is a good. With that being said I thought it turned out great overall and
I will definitely learn from this lesson.

Andrew Tuttle - The driving lesson was a great learning experience. With safety being the
number one priority and the driver having a much higher risk of injury than any other tool at a
golfers disposal, I am proud of how well we maintained a safe environment. The execution of
following the lesson plan could've been better, especially as we had our hearts set on golfing
outdoors. Nevertheless, as a team we were able to communicate with each other and adapt the
lesson. Going into the lesson, we were even unsure as to how far the wiffle golf balls would
travel with a driver; after a test it turned out that we had guessed fairly accurately, though I am
confident we wouldve been able to make proper adjustments. Im impressed with the
professionalism both of my collaborators exuded; I don't think there was a single golfer,
regardless of skill level, that didnt make meaningful improvements to their swing.

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 Central CT State University Physical Education Lesson Plan

Unfortunately, I agree with the assessment that we were verbose; it worked for college students
who had been in our shoes in the past few weeks, but may not have if they were the 9th graders
we had aimed the lesson towards. Again, I think we could've adapted on-the-fly. The other flaw
in the lesson plan was the lack of an in-between step to get the golfers from explanation to
execution. As a golfer and as somebody that has assisted a PGA professional in teaching golf, I
recognize that the in-between step is crucial; but as a former 9th grader, I also remember that the
in-between step was the most painstaking and tedious step in learning a new skill, particularly in
sports. I think teaching that step to students individually during or between rounds could've
actually been the most productive way to communicate the skill as it gives an immediate and
gratifying before-and-after contrast.

Revised: June 2014