PAR Class Lesson Plan # 3 Core Lesson: Meeting and Greeting with A-L-R Core Values: Review from Player: Responsibility Accounting for one s actions; dependable: Players are responsible for their actions on the golf course. It is up to them to keep score, repair divots, rake bunkers, repair ball marks on the green and keep up with the pace of play. Honesty The quality or state of being truthful; not deceptive Core Lesson: Five Steps for Meeting Someone New and A-L-R (Ask, Listen, Respond) Healthy Habit: Energy It is important to understand and make healthy choices about when to eat, how much to eat, and the types of food and drinks to provide the body with the most useful energy. Golf Skill: Putting, Chipping and Full Swing Etiquette: The Spirit of the Game Rules of Golf: Playing the Ball (Pages 7 to 9 in Rules Booklet) Golf Fundamental: Clubface and Ball Contact Homework: Pages 16-21 Coaches: Now is the time to reward students that are showing the First Tee core values rather than the outcome of good golf shots. If you want to comment on a good shot recognize why the student hit a good shot. That was a great shot because your observation I.E. You made a very balanced swing. Warm-Up: Golf Fitness Warm-Up Activity (Odd numbered workout day see separate Golf Circuit Warm-Up handout located on the private coach website). Opening Questions: After completing the golf fitness warm-up exercises above, coaches and participants will discuss the following questions: 1. Why is it important to be honest? 2. Give me an example of how you demonstrate responsibility on and off of the golf course? 3. What types of things do you eat to create high energy levels? 4. How can you make a positive first impression? 5. What do you do when you meet someone new? (Go over five tips for meeting and greeting found in Par yardage book) a. Face the other person and remove your hat if you are wearing one. b. Smile and look him or her in the eye. c. Give a firm handshake. d. State your name clearly and loudly enough to be heard. e. If you need more information, ask a question. 6. How do you create a conversation with someone you just met? (Go over ALR Ask, Listen, Respond found in Par yardage book) 7. What is the difference between open and close ended questions? Give an example. Please do not spend more than 5 8 minutes discussing all the material above. Par 2016 Page 1
Rules of Golf and Etiquette: The Spirit of the Game: Golf is one of the few sports where the PLAYer is responsible for making sure that he/she is following the Rules and calls penalties on himself/herself. All PLAYers should conduct themselves in a disciplined manner, demonstrating courtesy and sportsmanship at all times. They need to follow the rules at all times and win or lose with grace. You cannot touch your ball or move your ball (Play It As It Lies) to a better place in the middle of a hole unless another Rule allows you to do so. Rule 13-1 You can only hit the ball with the head of the club. You cannot push or sweep the ball or hit the ball with the grip (handle). Rule 14-1 You cannot make a stroke at the ball while it is moving. Rule 14-5 Make sure that the ball is yours before making a stroke. If you play a Wrong Ball you have to add two Penalty Strokes and then play your ball. Rule 15-3 Activity 1: Playing the Break Objectives of Game: this game gives students a chance to practice their putting and how they read greens. Objectives of Golf Fundamental: in order for students to be successful with this game they will need to focus on making solid contact with the ball and understand how slope affects which way the golf ball rolls. Supplies: golf balls, putters, cones, ball markers Description of Set-Up: the most important detail of this set up is finding a spot on the practice putting green with a fairly generous slope. This slope is important for making this activity work. Coaches will set up a starting point and a row of 5-7 cones straight ahead. The first cone should start at least 5 feet away and there should be 2-3 feet in between each of the remaining cones. Consult the diagram included for set up help. Coaches can adjust the spacing of the cones to increase or decrease the challenge based on the group skill level. Coaches may want to set up a second grid for groups with more than 3-4 kids. How to Play: One by one, players will take turns hitting putts through the cones using the natural slope of the green. Students will attempt to hit putts through each of the cones in consecutive order. Players will use their ball markers to keep track of which spaces they have already completed. The goal is to be the first player (team) to complete all of the spaces. This game can also be played as a group if the coach wishes to do so. To extend the game for students, play it as an out and back competition. Think about setting up multiple grids so players can experience putts that break left-to-right and right-to-left. ***Coaches should be watching to see if the kids are using honesty and following the rules of the game. Look for coachable moments during this activity and praise students when they are demonstrating any of the core values. Par 2016 Page 2
Activity 2: Fractions Objectives of Game: To improve players ability to hit wedges and short irons as approach shots to a green. Objectives of Golf Fundamental: start with smaller swings and work on solid contact before moving on to longer shots. Contact with the ball can affect distance and accuracy. Supplies: golf balls, wedges, cones, tees Description of Set-Up: coach will set up hitting and safety stations. Place golf balls behind each of the hitting stations. Place 3-4 targets out on the driving range; start at 15-20 yards and make each successive one approximately 20 yards farther out. Try to create each target with a different color cone so it is easier to see. How to Play: Students generally make better ball contact when they make smaller swings than with longer swings. The coaches working with this station will give a quick (90 second) demonstration of what ¼, ½, ¾ and full length swings look like (it s even better if you can find a student capable of modeling this skill). After the demonstration, let the participants start hitting golf balls. Partner them up if you have more students than hitting stations. Tell participants to start with the ¼ swing and aim at the closest target. Then progress to the longer swings and targets. Give each swing length about 90 seconds before moving on to the next. Once they complete the full swing round, have the group start back at ¼ length swings and progress towards full swings one more time. Par 2016 Page 3
Activity 3: Over-Under Chipping Objectives of Game: To chip golf balls with specific trajectories either over or under a swim noodle Objectives of Golf Fundamental: To learn trajectory and how the club s loft affects trajectory; ground-time versus air-time Supplies: string or rope, tees, golf balls, swim noodles, hoops, long tees, putter/irons/all clubs Description of Set-Up: Near the putting green, set up a variety of swim noodles either lying on the ground (staked in with the long tees or stakes), curved to create an arch, or crossing to create an X. Next place tee markers to create the hitting stations. Finally, with string create circles or targets for the PLAYers to aim toward. As the PLAYers become more experienced, the coach can either make the circles smaller or have the circle surround holes. How to Play: The player will need to make good ball contact to get the ball to go over the noodle and under the noodle. PLAYers will use a wedge or sand wedge at both stations. Allow PLAYers to discover various ways to chip the ball with the intention of getting it over or under the noodle. Upon hitting the three balls, have PLAYers switch to the other chipping station where they can hit another three balls. Allow PLAYers to use tees to assist in getting some loft on the shot which goes over the noodle. For more advanced players, coaches can incorporate adding to the club selection (Wedge, 7 iron, hybrid, putter) and having all targets circle the hole with a 9 diameter. ***Coaches: As you are overseeing this activity, try to make a connection between meeting and greeting and chipping. The five tips for meeting someone new are a checklist for success in this activity. What kind of check list do players have when they are chipping? For example: 1) Grip down on the club 2) Stand slightly closer to the ball 3) Strike down on the ball and listen for a thump sound 4) Finish in balance. Having a few simple thoughts can lead to more success with chipping. Par 2016 Page 4
Over Under Chipping Aerial View (above) Par 2016 Page 5
Bridge to Life: Use the following questions to help participants apply their on-course work to their offcourse activities and experiences. 1. How did you demonstrate responsibility and honesty today? 2. What decisions will you make this week to increase your energy level? 3. How will you use your new meeting and greeting skills this week? 4. What did you learn about ball contact and why is it important? 5. How do you plan to keep working on your clubface and ball contact when you practice? 6. What are the 5 Tips for a Successful Meet and Greet? 7. Do you feel more prepared to make a good first impression now? Lesson Plan Progression: Activities will follow this sequence. Activities will follow this sequence. Golf fitness warm-up Opening Discussion Responsibility, Honesty, Energy, Meeting and Greeting and A-L-R Activity 1 Play the Break Activity 2 Fractions Activity 3 Over / Under Chipping Bridge to Life questions Homework Assignment Pages 16-21 Par 2016 Page 6