1. Topic-
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| Striking with Long-Handled Implements |
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2. Content-
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K-2.PE.5.1.1 Apply physical education class rules, procedures, and
safe practices (e.g., listen/respond to teacher and peers, personal
space, follow directions, etc.).
K-2.PE.2.1.2 Identify and apply critical cues and concepts of body,
space, effort, and relationships that vary the quality of movement
(e.g., side to target, move in personal space, throw hard for distance,
name different pathways, etc.). |
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3. Goals: Aims/Outcomes-
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| To teach students to putt a golf ball using the correct form and
to help them learn to adjust their aim and power to increase their
accuracy. |
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4. Objectives-
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1.TSWBAT observe and apply spatial relationships between self and
others while batting in order to keep the exercise safe.
2.TSWBAT enhance putting skills
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5. Materials and Aids-
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12 golf putters
Scrap Cardboard
Polyspots
Plastic Cups
Large Sheets of paper
Lots of Golf Balls
Cones
Carpet Squares
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6. Procedures/Methods-
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A. Introduction-
| Explain the different parts of the club (head, grip, shaft). Model
a proper putting stance and talk about having a swing similar to a
pendulum in a grandfather clock, making a straight line all the way
from your shoulders down to the end of your putter (do not break the
wrist). Discuss the two things you need for a good putt (AIM and POWER).
Go over golf etiquette, being quiet while someone is hitting/putting,
explaining safety rules and procedures as well. |
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B. Development-
| I set up each station twice so there is only 3-4 students per station
to keep waiting time at a minimum. At each station I put a poly spot
to putt from and then a "safety spot" behind that. Students may not
leave the safety spot until the person in front of them finishes the
hole. I also put a container of balls next to each spot. At each station
you get three putts/chances to finish the hole and then move to the
back of the line or on to the next station. To add to the fitness
aspect, you may wish to have upbeat music playing and students who
are waiting must jog in line unless they are practicing their putting
stroke. |
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C. Practice-
1.Uphill putting - students are putting uphill into a hole. You
create the hole by cutting a rectangle of cardboard and cutting a
hole in it. Then you place the hole over the plastic cup (you might
need to cut the cup in half to make it the right height). Change the
distance to the hole according to each grade. I like to make it tough
because it makes it a bigger accomplishment when a student gets a
hole in one.
2.Short Putt - place one of the polyspots with the ring around it
near a wall for the target... discuss about the amount of POWER you
need (very little) to get the ball to stay on the dot.
3. Cone putting - place three cones by the wall and have students
putt to the cone, this should be a longer distance and you may want
to designate that the ball has to stay within a certain distance from
the cone after striking it, so that students don't putt the ball too
hard.
4. Bullseye Putt - Draw a bullseye target on a big sheet of paper.
Lay the paper on the floor. If you get a bullseye that's a hole in
one (the ball must stay on the bullseye, if it rolls off its no good).
Then make the outer rings worth points 1,2,3 or however many rings
you have in your bullseye.
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Accommodations (Differentiated Instruction)-
| Larger Targets and shortened distances. |
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Checking for understanding-
Stop the class and ask students to think about what they need to
work on (Power or Aim). Tell them each shot should be better than
the last because you can see what you need to tweak.
Example: If I hit it and it goes over the bullseye I need to change
my power, but keep my aim the same.
We also gave any students that got a "hole in one" a WOW sticker at
the end of class. |
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