Teaching Candidate:

Hannah Rhoades Jenna Mychko

Date/Time/ Location:

Outdoor Field Complex 4/8/2013 9:08-9:57 43 minutes

School:

St. Joseph Ogden High School

Grade Level:

9-12

Unit:

Golf

Lesson Focus:

Short Iron Swing

Equipment Needed:

Short irons, practice golf balls, targets (cones), if inside- golf mats, targets

Student Objectives: 1 Psychomotor: Students will be able to hold a golf club using one of the three proper grips, overlapping grips, interlocking grips or the ten-finger grip. 2 Cognitive: Students will be able to explain the basic rules when asked by a teacher. 3 Affective: Students will be able to follow the proper golf etiquette during class, for example students will not intentionally distract or move during another players shot . National Standards: Standard 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2 Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning performance of physical activities.

ISBE Standards: 19.A.5 Demonstrate control when performing fundamental locomotor, non-locomotor, and manipulative skills. 19.B.5 Understand spatial awareness and relationships to objects and people. Overall Safety: Students should be aware of their surroundings at all times. Do not swing their club if people are around them. Do not retrieve the golf balls until the teacher says go. This will prevent other students from getting hit by golf balls. Finally, make sure you have a proper warm up before you swing a club. You do not want to injure any muscles during your swing because you did not warm up properly. Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF: Name the fitness component(s) that your lesson will address as well as which specific activity(s) will address this component. Also include how the teachers will address it during lesson implementation. Health related fitness components focused on during todays lesson include muscular endurance and strength. Though not a large amount of power/force is needed for a successful swing, students will be repetitively swinging a club which requires consistent muscular endurance as well as strength. This will be brought up in the closure, students will realize that a powerful swing cannot be kept up throughout an entire course and isnt as useful as a controlled proper swing. (3 min) Instant Activity We will continue core stability exercises listed below. Core Stability Exercises Description: Keeping with the teachers usual morning routine, students will begin class in their warm up lines. I will demonstrate each core exercise before asking the class to do each exercise for one 20 second interval followed by a moment of rest and another 10 second interval. 1 Plank: Students will be informed to hold their bodies in a straight tabletop position, supported on their elbows and toes. Students must maintain a straight line from their head to their toes by bracing their abdominal muscles. After 10 seconds, we will ask them to lift their right hand, so only their feet and left hand are on the ground. They will take a break once they reach 20 seconds. Then they will start off doing a normal plank but this time they will lift their left leg for 5-10 seconds, put it down, then lift their right leg 5-10 seconds. Students have the option to modify exercise by placing their knees on the ground. Students will be warned not to arch their backs. Bridge: Students will lie on the floor with their knees bent close to their bottom and feet flat on the floor. Then, students will squeeze their glute muscles and push their hips up until their body is straight from their knee to their hip. The students shoulders stay on the floor. Students will done one normal one, one with their left leg in the air and one with their right leg in the air.

Students will be invited to move to their tiptoes for an extra challenge. The students will finish by slowly rolling their back to the floor.

Safety: Students will be reminded to move with slow and controlled movements and to come out of a stance if they feel any shooting pain.

Transition: After final core exercise, I will get the students attention and ask if everyone can hear and see me. Then I will instruct the students to come close towards me and sit down.

(5 min) Set Induction We will introduce ourselves and give the students a little background information about ourselves. Then we will tell the class that we will be starting the golf unit. We will then give a brief history, facts, and rules about golf. History & Facts: Golf originated in the early 14th century in Scotland. The first golf course created was St. Andrews in Scotland in 1754 and it had 22 holes. In 1764 the course was deemed too long so they combined the last four holes and made the course an 18 hole course. Typical golf courses today have 18 holes, 9 in front and 9 in back. 1949 The Ladies Professional Golf Association was formed. Comfortable shorts or pants and a collared shirt are required at nearly all courses. The collared shirt needs to be tucked into the pats. This is required because golf is known as a gentlemans

game so players should dress as such. Although many women follow the same clothing rules as men, many courses do not require women to wear collared shirts, but they are still expected to be appropriately dressed. Because it is a gentlemans game, golf etiquette is an important part of a match. For example, no intentional distractions or conversation is allowed during an opponents swing. Compliments on form and shots are common, as well as avoiding an opponents line for their shot (this includes walking in their line and having your shadow in their line).

Rules: The general idea of having the least amount of shots on a hole is point of the game. Scoring for golf is based on the number o f strokes (shots) taken to get the ball in the hole. Par is the number of strokes that is expected for a player to finishes the hole. There can be par 3,4, or 5. A birdie is one stroke under par. So if the hole is a par-5 and the player holes in 4 strokes, this is a birdie. An eagle is two strokes under par. A bogey is one stroke over par. You can also have double bogey and triple bogey. (3 min) Task 1: Getting to know the clubs 1) Description: After the set induction, the students will be directed to get a short iron out of the bag. Then they will come back and stand in front of the teacher. The teacher will define and describe the different parts of the club. Then the teacher will name each part of the club and the students will have to identify what part of the club the teacher is naming by pointing to the area on their club that they are holding. Cue Words: Shaft Head Grip Safety: Students will be reminded to not swing the club. The clubs are only to be used to view and point out the different parts of the club. No student should hit another person with the club. Diagram:

Transition: Now that the students know about the clubs, they can learn how to use the clubs. The teacher will ask the students to stay seated as she describes the grip and stance. (10 min) Task 2: Grip and Stance 1) Description: Now that students know the club, they will be shown multiple grips and a mid swing to start. After working together, students will practice individually and get a feel for the proper form of a solid iron stroke. a. What is the activity? Everyone will have a golf club and will be in a straight line, where they will initially swing together on cue after being shown proper form (square feet, proper, comfortable grip, blade stays straight) without a wiffle ball. After a few strokes together, students will be given wiffle balls to hit at their own pace to gain a consistent swing. Students will then pick up their balls once everyone has finished hitting, then repeat the process at least twice. b. Who will demonstrate? Hannah will demonstrate the proper grip and go through the steps of a swing before allowing students to practice. A swing that is to the waist (3 to 6 on a clock) will be shown; this is a safety precaution and a progression for the students. c. Checks for Understanding: Where should my toes be pointed in the beginning of my stroke? At the end? d. What cues will you use? Square feet (to target), comfortable grip, square blade, smooth even stroke. 2) Safety: Students will be spaced out with plenty of room for swinging; cones will mark the swinging area for each student. An emphasis will be placed on swinging initially only to the waist to keep control of the clubs as well.

3) Diagram 4) Extension/Refinement/Application: See how consistently you can hit the wiffle balls to the same distance and area. Dont forget that even if it isnt a full swing, you still follow through with the club (dont stop the swing short) 5) Transition to next lesson component: How far did you consistently hit your ball? Do you think a shorter swing would get you the same distance? How about a full swing? Golfers dont use a full swing throughout a hole; depending on the distance and where the target is, a mid swing or even a little stroke from 5 to 7 on a clock can be beneficial. In other cases, though, a full swing is needed which we will learn now. (10 min) Task 3: Swing techniques (iron shots) 1) Description: Students will now finish the lesson with a full swing activity to achieve distance with their accuracy. a. What is the activity? Students will be in the line from previous activities to work on their iron full swing. After going through the cues and swinging together, students will be able to work on their own (at their own pace) practicing a controlled full swing towards targets placed at different distances and areas in the field. Once everyone has hit their wiffle balls, everyone can gather their balls and repeat the process at least twice. The teachers will be monitoring the activity and helping individuals if necessary. b. Who will demonstrate? Hannah will demonstrate a full swing using the proper form (square feet, straight blade, comfortable grip, square body to follow through) and reciting the cues during the demonstration. Students will be shown that a full swing with proper technique can give you better distance than a powerful reckless swing. c. Checks for Understanding In golf, do you comment on someones shot? How and when do you do so? When is a full swing a good choice on a hole? d. What cues will you use? Square feet, straight blade and arm, smooth swing to follow through. 2) Safety: Students will be reminded to be aware of the space around them before they swing, as well as to wait until everyone is finished hitting to gather their wiffle balls. 3) Diagram:

4) Extension/Refinement/Application: If you are having issues with your full swing, return to a 3 to 6 oclock swing to work on control. Remember, a full swing with proper technique works better than a hard attack on the ball. 5) Transition to next lesson component: (last activity, transition to closure about golf in general) Now that we know how to use multiple swings with an iron, when do you think these shots would be beneficial? (3 min) Closure: Today we learned multiple grips and strokes available using an iron. What grip did you prefer and why? With the multiple swings taught, they are helpful in different areas of a hole, for example you wouldnt want a full swing if you are just outside the green of a hole. When would you want to use a full swing? Do you think environmental factors could change how much you would swing? For example, a full swing right in front of a patch of trees might not be a good option, a possible chip to the center of the fairway could be a better option. Golf is a great physical activity that can be done throughout ones life. It isnt as stressful to ones body like football, but it still requires endurance in order to carry your clubs and repetitively swing for 18 holes (especially if you are walking, a golf course is large!). Assessment: 1) Describe your assessment: Informal assessment throughout the lesson will occur to keep students on track and emphasize proper golf etiquette with the activities. References: Introduction to Golf handout.