Rhoades 1

Golf in a Personalized System for Instruction Model

Hannah Rhoades

Rhoades 2 My belief as a physical educator is to help students that normally would not want to participate in physical activity nor feel competent enough to pursue sport based activities; I want my students to understand the importance of physical activity in their lives and relate it to their own personal goals. Students should be using PE as a tool to develop healthy habits for the rest of their lives. Research supports this method as a way to guide students to adult settings, too. Hannon is quoted in his article reviewing the personalized system of instruction model as saying, Rarely, as an adult, will an individual receive direct instruction as it relates to participation in physical activity. Many times adults must be responsible for their own learning with little or no guidance from qualified professionals. (Hannon, Holt, & Hatten pg 20) Students need to find something they enjoy participating and learning about outside of the classroom. A PSI model works well with my beliefs; in this model, students can work at their own pace and not feel discouraged if they are not at pace with others such as in direct instruction. This method has also been shown to downplay competition (Siedentop, Panayotis, Tsangaridou, Rauschenbach & Ward, 1994). Individualized instruction will be more available to the students since they are given a workbook with their tasks, criteria, modifications, and tools necessary to learn the content. With the workbook, students will be able to start their work and complete tasks without a teacher leading; instead, the teacher will be monitoring the classroom and assisting students as needed. Freshman students are also at the correct age to be responsible for their own activities and comprehend the workbook given to them. Overall, a PSI model is a good choice for the age group and goals I have as a physical educator.

Rhoades 3 Specific Goals of the Curriculum Cognitive: Students will be able to explain the importance of the different swings and their meanings to the teacher throughout the unit as well as complete miniature homework assignments listed in the workbook which review strategy. Affective: Students will be working on their own in some sections and working in pairs or groups in other tasks of the unit. This means that students will be able to work together with proper sportsmanship; golf etiquette will be listed in the workbook and will need to be followed throughout the unit. Students will be able to work on their own without commenting on another individuals speed of completion for the tasks as well as ability level at the task. Psychomotor: Students will be able to progress through the multiple swings of golf with a proper stance and form that is listed in their workbook by cues. This includes the drive, long wood/iron, short iron, and putting stroke. Students will be able to show the mastery of the swing to the teacher at the final task of each swing. Cues for the swings include the drive which is square feet, comfortable grip, smooth, even stroke, and square follow through. The long wood/iron cues are square feet, comfortable grip, smooth and controlled swing, contact under the ball, and square follow through. The short iron (chipping) cues are open stance, hands ahead of blade, and clock swing. The putting cues are square feet, quiet body, and smooth, even stroke.

Rhoades 4 National and State Standards 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 and performance of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Illinois State Standards: 19.A.4: Perform skills efficiently in a variety of leisure activities, sports, creative movement and work-related activities. 19.B.4: Analyze various movement patterns for efficiency and effectiveness. 19.C.4a: Develop rules and safety procedures for physical activities. 20.A.4a: Interpret the effects of exercise/physical activity on the level of health-related fitness.

Rhoades 5 Safety Safety is a major concern in any physical education course. Students will need to properly warm up before the lesson begins, as well as be reminded of safety concerns before using any equipment. For golf, students need to be aware of their surroundings and cautious when practicing their swing. This also includes hitting the ball and using proper golf etiquette as it follows safety procedures. Examples of safety rules that will be listed in the student workbooks for the golf PSI model are listed below: Students will be aware of their surroundings and look around their area to make sure no one is within hitting distance of their swing. Students will be cautious with their swing; a smooth controlled swing is a safe swing. Students will call fore if they see their ball might fall in close contact with another student. Students will wait their turn to retrieve their ball if another student is hitting. Students will not begin their tasks for the day until the teacher releases students to work on their own.

Rhoades 6 Equipment and Facility Needs 25 Drivers 25 5 Irons 25 Pitching Wedges 25 Putters 12 Putting mats 25 Putting traps/cups 12 Flag stakes 200 Wiffle golf balls 200 Golf balls 100 Rubber golf balls 25 Driving mats with rubber tees 12 Golf pitching nets 9 Green target tarps 9 Blue target tarps 9 Yellow target tarps 25 Cones/hats

One gymnasium would be required for indoor lessons/rain days. Outdoor facility requirements are a grassy area at least the size of a football field.

Rhoades 7 Appendix 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 considered too long; the last four holes were combined and made the course an 18 hole course. 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. Women generally follow these rules as well, though slight modifications such as skirts and non-collared but appropriate shirts are allowed.

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). Opponents are expected to help one another look for lost balls and keep an eye on each others shot to avoid lost balls and increase speed of play.

Rules/Etiquette:

Scoring for golf is based on the number of 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. Some par 5s are listed as 6s for women.

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A birdie is one stroke under par. 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, and a bogey is one stroke over par. You can also have double bogey and triple bogey.

Double par is hitting twice as much as the par of the hole. For example, if someone shoots an 8 for a par 4, this is double par.

The person furthest away from the hole hits first. If one hits the ball in the sand, their club cannot touch the sand until they are taking their actual swing at the ball. (A one stroke penalty occurs if it is grounded)

If one hits a ball in the water, it is one stroke to remove the ball and they must try to hit again from either the line of flight (area where the ball entered the water) or initial hit area. If they hit into the water again, it is another stroke to remove the ball, but they can drop the ball in the designated drop zone after the water.

For example, if one hit the ball into the water on their second

stroke, the third stroke is the penalty to take the ball out of the water (or use a new one) and they are now hitting their fourth stroke.

A golfer must always play their ball where it lies; but one can improve the area by removing sticks, leaves, or ball marks (on the green) if necessary.

If a putt hits the unattended pin, it is a two stroke penalty. A player must mark their ball if it is possibly within an opponents line of putt. If the putt hits the opponents standing ball, the penalty is on the player who did not mark their ball. It is one stroke to replace the ball to its original placement.

Rhoades 9

Skills and Concepts to Be Taught: Putting: Students will be taught the proper form of putting and will utilize this skill in multiple modifications to allow application of this skill. Students will be able to apply their basic putting skills to multiple types of greens in practice and match play. Chipping: Students will be taught the proper form of chipping with a pitching wedge (full and mid swing) and utilize this skill in multiple modifications to allow strategic application. Long Iron Shots: Students will be taught the proper form of a full iron swing using a 5 iron. This skill is utilized in multiple activities and shows students that they must use strategy with skill in order to be successful in an approach shot such as a 5 iron swing. Driving: Students will learn the proper form of a drive and use it in multiple activities including a driving range and tournament play. Through their PSI, students will learn about the different types of tee boxes (women, men, elderly, and pro) and which holes should be used for driving. Etiquette: Students will be given additional etiquette rules and facts throughout the unit helping them finish with proper tournament play utilizing these skills. Comprehension of Rules: Students will have the rules listed in their workbook and be given applicable rules for each lessons content to ensure that by tournament play students will understand when these rules apply. Comprehension of Tournament Play: Students will be given criteria for multiple forms of golf tournament play and will apply them in the final week of the unit. Comprehension of Health Fitness Relation: Students will be given technology such as pedometers and heart rate monitors to personally see the health related fitness components apply to them that are listed in the beginning of each days tasks. Students will also write about these experiences.

Rhoades 10 WORKS CITED: Mithcell, S. A., Oslin, J. L., & Griffin, L. L. (2006).Teaching sport concepts and skills: A tactical games approach. (2 ed., pp. 419-448). Champaign, IL: Human Kinetics. Metzler, M. W. (2011). Instructional models for physical education. (3 ed., pp. 199-225). Scottsdale, Arizona: Holocomb Hathaway Publishers. Hannon, J. C., Holt, B. J., & Hatten, J. D. (2008). Personalized system of instruction model: Teaching health-related fitness content in high school physical education. Journal of Curriculum and Instruction, 2(2), Retrieved from http://www.joci.ecu.edu/index.php/JoCI/article/viewFile/18/28 Siedentop, D., Panayotis, D., Tsangaridou, N., Rauschenbach, J., & Ward, P. (1994). Don't sweat gym! an analysis of curriculum and instruction. Journal of Teaching in Physical Education, 13, 375-394. Retrieved from http://www.castonline.ilstu.edu/henninger/Documents/KNR 419/JTPESiedentopCurriculumandcontext1994.pdf

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Initial Five Days of Unit Day One: Mid Short Iron Swing
Equipment Needs: 25 Pitching Wedges, 200 wiffle golf balls, 25 Golf PSI workbooks, 12 Pitching Nets Student Objectives: (each should have behavior, criterion, and condition) The student will be able to: 1) (psychomotor): Display and use one of the proper grips in the stance of the mid short iron swing. 2) (cognitive): Explain why safety is important in golf in their workbook. 3) (affective): Use proper golf etiquette in respect to waiting their turn for tasks and being cautious while swinging when necessary throughout the lesson. 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 and performance of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. ISBE Standards: 19.A.4: Perform skills efficiently in a variety of leisure activities, sports, creative movement and work-related activities. 19.C.4a: Develop rules and safety procedures for physical activities. Overall Safety:

Rhoades 12 Students will need to be aware of their surroundings and cautious when completing the tasks of the workbook; they will need to review and read the safety rules with the class during the set induction before work begins in the unit to ensure clarity. Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF: Each worksheet for the day of the workbook will review fitness related components. Todays tasks relate to muscular strength in their ability to control the swing as well as have the power to ensure a good swing. With repeated swings of a heavy club, ones muscles must be strong enough to continue proper form. This also relates to muscular endurance; a golfer must have the strength to complete 18 holes. Par for a course is generally 72, which means a golfer will swing their clubs at 72 times in a round of golf! (7 min) Students have 5 min to change and be in gymnasium, we will then head outside. (3 min) Instant Activity: Cone Pick Up/Knock Down (Attendance is taken) 1) Description: In this activity, students will be split into two teams. One team has a goal to keep all the cones upright, while the other team is trying to keep them all knocked down. They have one minute to get as many up or down as possible. We will do this for two rounds. 2) Safety: Students need to use only their hands in knocking down or setting up pins to avoid hurting others. 3) Diagram of activity: Students

Teacher

Cones 4) Transition to next lesson component: Now that we have our heart rate up a bit, lets come together and talk about our plans for our unit, golf. (5 min) Set Induction Today we are starting a very unique unit, golf! Why is golf so different than other sports? Golf is a target sport where you walk a course that can be around 4 miles long! It is very scenic and tests your technique and skill rather than brute force. You must use strategy on a golf course to finish a hole in the least amount of strokes as possible. Golf is a great sport that you continue throughout your life; it is less stress on your body compared to other sports but still incorporates physical activity. I am passing out workbooks for this unit where you will go through a list of tasks at your own pace. You will have approximately two days for each set of tasks relating to each section of golf. For example, you can finish the short iron tasks given to you today or take

Rhoades 13 your time and complete them tomorrow. The workbooks also have the safety precautions and rules related to each days tasks. You need to fully read and follow these tasks in order to complete the written assignments related to the days work as well as show me your mastery of the task. After today, you can start class by grabbing your workbook from me and starting off from your previous task. What are some safety issues we might have today? Safety precautions are listed in your workbook for each day; they are similar to the ones you just listed. (5 min) Task 1: Understanding Grip and Stance 1) Description: Students will read the task directions and information given on the proper stance and grips available for this swing. a. What is the activity? Students will read the information which includes visual aids and then attempt each grip (overlapping, baseball, and interlocking) with the proper stance. They will then slightly move the club from 5 oclock to 7 oclock to get a feel for the club, grip, and stance. b. Who will demonstrate? The demonstration of each grip and the stance is shown in the workbook. c. Checks for Understanding: The students will be observed and questioned by the teacher as well as have to have their task initialed by a student to continue. d. What cues will you use? Comfortable grip, square feet. 2) Safety: Precautions are listed in the workbook and state why students swing from 5-7. Students need to have a proper grip before a full swing occurs or else they could lose grip of the club. No balls are used in this activity to avoid collisions. 3) Diagram: Students

Teacher 4) Extension/Refinement/Application: Try each grip listed in the workbook. Position yourself and swing the club back and forth from 5-7 oclock and see if your preference has changed with movement. 5) Transition to next lesson component: Show a student your preferred grip and have them initial that you have shown them this grip in your workbook for this task. (10 min) Task 2: Mid Swing Short Iron Stroke 1) Description: Students will continue to the next section of their workbook describing how to do a mid short iron stroke and its relation to chipping. a. What is the activity? Without golf balls and in a single line facing the same

Rhoades 14 direction, students will practice their swing with the proper stance and grip from the previous task. Once they fulfill the requirements of the task listed (contact with the grass, smooth swing from 3 oclock to 9 oclock) they can get it initialed and continue to the next progression. b. Who will demonstrate? Visual aids in the workbook will demonstrate the swing. c. Checks for Understanding: The students will be observed and questioned by the teacher as well as have to have their task initialed by a student to continue. d. What cues will you use? Square feet, comfortable grip, contact with grass, 3 9 oclock) (The clock cue also relates to the smooth, paced swing like a pendulum). 2) Safety: Students are not taking a full swing nor are they using golf balls, this is to ensure basic form and awareness before incorporating full movement and multiple hazards. 3) Diagram: Teacher Students (Some students will still be lining up along the sides of the area for the first lesson, which is acceptable since no one is hitting balls yet) 4) Extension/Refinement/Application: Try the 3-9 swing with each grip and see if you still prefer your grip. Has it changed? Why or why not? (Answer this in your workbook.) 5) Transition to next lesson component: Show the teacher your smooth and controlled swing in order to grab balls for the next task. (10 min) Task 3: Mid Swing to Targets 1) Description: Students will be given 8 wiffle balls and will read the task requirements before beginning their activity. a. What is the activity? Students will practice the mid swing with wiffle balls for contact. They will be aiming at a variety of distanced nets. b. Who will demonstrate? Visual aids will demonstrate the formation and actions of the task. c. Checks for Understanding: The teacher will question and review students swings to ensure proper form. d. What cues will you use? Square feet, comfortable grip, contact with grass, 3 9 oclock) (The clock cue also relates to the smooth, paced swing like a pendulum).

Rhoades 15 2) Safety: Students will read safety requirements and be told verbally before beginning that they must wait for everyone to have hit their balls before retrieving. The teacher will emphasize everyone retrieving together and waiting to avoid getting hit by the balls. Students must also be spaced out well to ensure their club is not within anyones reach. 3) Diagram:

Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. Students will be aiming at pitching nets (cups) for this activity. 4) Extension/Refinement/Application: See how accurate you are towards one cone for all your 8 wiffle balls, and then see if you can improve from that number the next round. 5) Transition to next lesson component: We will finish today with this activity which everyone should reach at some point in the lesson. Students will be asked to gather the balls and bring the balls, clubs, and nets together for closure. (5 min) Closure: Review workbooks and how we will use them from now on. Question for understanding, how do you progress from one task to another? Review short iron mid swing; when is this useful? Name one cue used today. (5 min) Students have 5 minutes to leave the grassy area and head to the locker rooms to change. Assessment: How would you assess at least one learning objective from your lesson? It could be a formal or informal assessment that takes place in class or outside of class. 1) Describe your assessment: Informal observation to ensure comprehension of workbook and tasks as well as completion of objectives. Formal assessment of swing to progress from one task to another. 2) How/when would it be implemented? I will observe the class by walking throughout the activities and informally questioning the students as well as view their swing when they are ready to show mastery for continuing to the next lesson.

Rhoades 16 3) Give specifics of what it would look like or how it would be presented to the students: Students will be explained in their workbook that they must either have a student initial on some of their tasks or show the teacher their mastery in order to progress to the next task. References: Students will reference the PSI workbook given to them.

Day Two: Mid/Full Short Iron Swing

Equipment Needed: 25 Pitching Wedges, 200 Wiffle Balls, 200 Golf Balls, 12 Pitching Nets. Student Objectives: (each should have behavior, criterion, and condition) The student will be able to: (psychomotor): Perform a mid short iron swing with proper stance and swing while hitting a wiffle ball during the first task. (cognitive): Explain the different hazards on a course and the penalties associated with them in their workbook. (affective): Use proper golf etiquette including using fore and treating each other respectfully while progressing individually throughout the activities. 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 and performance of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. ISBE Standards: 19.A.4: Perform skills efficiently in a variety of leisure activities, sports, creative movement and work-related activities. Overall Safety:

Rhoades 17 Safety conditions are listed in the workbook. Be aware of your surroundings; do not grab balls unless told to do so. Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF: Each worksheet for the day of the workbook will review fitness related components. Todays tasks relate to muscular strength in their ability to control the swing as well as have the power to ensure a good swing. With repeated swings of a heavy club, ones muscles must be strong enough to continue proper form. This also relates to muscular endurance; a golfer must have the strength to complete 18 holes. Par for a course is generally 72, which means a golfer will swing their clubs at 72 times in a round of golf! Set Induction There will be no set induction; students will begin the day by starting where they left off in their workbook. They may need time to read their task before beginning. (7 min) Students have 5 min to change and be in gymnasium, we will then head outside. (10 min) Task 1: Mid Swing to Targets 1) Description: Students will be given 8 wiffle balls and will read the task requirements before beginning their activity. a. What is the activity? Students will practice the mid swing with wiffle balls for contact. They will be aiming at a variety of distanced nets. b. Who will demonstrate? Visual aids will demonstrate the formation and actions of the task. c. Checks for Understanding: The teacher will question and review students swings to ensure proper form. d. What cues will you use? Square feet, comfortable grip, contact with grass, 3 9 oclock) (The clock cue also relates to the smooth, paced swing like a pendulum). 2) Safety: Students will read safety requirements and be told verbally before beginning that they must wait for everyone to have hit their balls before retrieving. The teacher will emphasize everyone retrieving together and waiting to avoid getting hit by the balls. Students must also be spaced out well to ensure their club is not within anyones reach. 3) Diagram:

Rhoades 18

Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. Students will be aiming at pitching nets (cups) for this activity. 4) Extension/Refinement/Application: See how accurate you are towards one cone for all your 8 wiffle balls, and then see if you can improve from that number the next round. Increase the difficulty by using real golf balls if desired. 5) Transition to next lesson component: If you feel as if you have mastery of the mid swing, show the teacher or a peer nearby to initial your task before progressing. (5 min) Task 2: Full Swing with Short Iron 1) Description: Students will not be using their 8 wiffle balls and will read the task requirements before beginning their activity. a. What is the activity? Students will practice the full swing without using wiffle balls. b. Who will demonstrate? Visual aids will demonstrate the formation and actions of the task. c. Checks for Understanding: The teacher will question and review students swings to ensure proper form. d. What cues will you use? Square feet, comfortable grip, contact with grass, smooth, controlled swing. 2) Safety: Students will read safety requirements in the workbook. 3) Diagram:

Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. 4) Extension/Refinement/Application: Increase the difficulty by using real golf balls when you feel ready. 5) Transition to next lesson component: Once you have worked with a peer and been initialed, you can now go back to your hitting area and continue to the next task. (20 min) Task 3: Full Swing with Short Iron Using Balls and Targets

Rhoades 19 1) Description: Students will be using their 8 wiffle balls and will read the task requirements before beginning their activity. a. What is the activity? Students will practice the full swing using wiffle balls. b. Who will demonstrate? Visual aids will demonstrate the formation and actions of the task. c. Checks for Understanding: The teacher will question and review students swings to ensure proper form. d. What cues will you use? Square feet, comfortable grip, contact with grass, smooth, controlled swing. 2) Safety: Students will read safety requirements in the workbook. 3) Diagram:

Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. Students will be aiming at pitching nets (cups) for this activity. 4) Extension/Refinement/Application: How far did you chip using a full swing? See how consistently you can hit one distance; you can vary using a mid to full swing to discover your distances you can hit. Write down in your workbook how far you can hit with a mid and full swing using the pitching wedge. 5) Transition to next lesson component: Students will be told the class is nearing an end and need to collect all the equipment and bring it together. (3 min) Closure: Review how well students have been progressing and understanding the use of the PSI workbooks. Reaffirm the reasoning behind using the workbooks (working at ones own pace). (5 min) Students will now head back inside to change in the locker rooms. Assessment: How would you assess at least one learning objective from your lesson? It could be a formal or informal assessment that takes place in class or outside of class. 1) Describe your assessment: Informal observation to ensure comprehension of workbook and tasks as well as completion of objectives. Formal assessment of swing to progress

Rhoades 20 from one task to another. 2) How/when would it be implemented? I will observe the class by walking throughout the activities and informally questioning the students as well as view their swing when they are ready to show mastery for continuing to the next lesson. 3) Give specifics of what it would look like or how it would be presented to the students: Students will be explained in their workbook that they must either have a student initial on some of their tasks or show the teacher their mastery in order to progress to the next task. References: Students will reference the PSI workbook given to them.

Day Three: Full Short and Long Iron Swing

Equipment Needs: 25 Pitching Wedges, 25 Long Irons, 200 Wiffle Golf Balls, 200 Golf Balls, 12 Pitching Nets. Student Objectives: (each should have behavior, criterion, and condition) The student will be able to: (psychomotor): Properly swing a long iron club by the end of the lesson using the cues given to them. (cognitive): Explain in their workbook the difference and their uses of a short and long iron. (affective): Use proper golf etiquette and encourage peers when working with each other to reach mastery and complete each task throughout the day. 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 and performance of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. ISBE Standards: 19.A.4: Perform skills efficiently in a variety of leisure activities, sports, creative movement and work-related activities.

Rhoades 21 Overall Safety: Safety conditions are listed in the workbook. Be aware of your surroundings; do not grab balls unless told to do so. Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF: Each worksheet for the day of the workbook will review fitness related components. Todays tasks relate to muscular strength in their ability to control the swing as well as have the power to ensure a good swing. With repeated swings of a heavy club, ones muscles must be strong enough to continue proper form. This also relates to muscular endurance; a golfer must have the strength to complete 18 holes. Par for a course is generally 72, which means a golfer will swing their clubs at 72 times in a round of golf! Set Induction There will be no set induction; students will begin the day by starting where they left off in their workbook. They may need time to read their task before beginning. (7 min) Students have 5 min to change and be in gymnasium, we will then head outside. (10 min) Task 1: Full Swing to Targets with Pitching Wedges 6) Description: Students will be given 8 wiffle balls and will read the task requirements before beginning their activity; students can either finish this task from the previous day or continue to the next activity. a. What is the activity? Students will practice the full swing with wiffle or golf balls for contact. They will be aiming at a variety of distanced nets. b. Who will demonstrate? Visual aids will demonstrate the formation and actions of the task. c. Checks for Understanding: The teacher will question and review students swings to ensure proper form. d. What cues will you use? Square feet, comfortable grip, contact with grass, smooth and controlled swing. 7) Safety: Students will read safety requirements and be told verbally before beginning that they must wait for everyone to have hit their balls before retrieving. The teacher will emphasize everyone retrieving together and waiting to avoid getting hit by the balls. Students must also be spaced out well to ensure their club is not within anyones reach. 8) Diagram:

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Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. Students will be aiming at pitching nets (cups) for this activity. 9) Extension/Refinement/Application: See how accurate you are towards one net for all your 8 balls, and then see if you can improve from that number the next round. Increase the difficulty by using real golf balls if desired. 10) Transition to next lesson component: If you feel as if you have mastery of the full swing, show the teacher or a peer nearby to initial your task before progressing. (10 min) Task 2: Full Swing with Long Iron 6) Description: Students will not be using their 8 wiffle balls and will read the task requirements before beginning their activity. a. What is the activity? Students will practice the full swing without using wiffle balls. b. Who will demonstrate? Visual aids will demonstrate the formation and actions of the task. c. Checks for Understanding: The teacher will question and review students swings to ensure proper form. d. What cues will you use? Square feet, comfortable grip, contact with grass, smooth, controlled swing with square follow through. 7) Safety: Students will read safety requirements in the workbook. 8) Diagram:

Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. 9) Extension/Refinement/Application: Work on keeping contact with the ground on your

Rhoades 23 swing and a proper follow through. Ask a neighbor to review your swing and see if you are making any errors. 10) Transition to next lesson component: Once you have worked with a peer and been initialed, you can now go back to your hitting area and continue to the next task. (10 min) Task 3: Full Swing with Long Iron Using Balls and Targets 6) Description: Students will be using their 8 wiffle and golf balls and will read the task requirements before beginning their activity. a. What is the activity? Students will practice the full swing using wiffle or golf balls. b. Who will demonstrate? Visual aids will demonstrate the formation and actions of the task. c. Checks for Understanding: The teacher will question and review students swings to ensure proper form. d. What cues will you use? Square feet, comfortable grip, contact with grass, smooth, controlled swing with square follow through. 7) Safety: Students will read safety requirements in the workbook. 8) Diagram:

Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. Students will be aiming at pitching nets (cups) for this activity. 9) Extension/Refinement/Application: How far did you hit with the long iron? Hit all 8 of your balls and average the distances to see what your range is for the long iron. (Calculators can be used if necessary). 10) Transition to next lesson component: Students will be told the class is nearing an end and need to collect all the equipment and bring it together. (1 min) Closure: Review how well students have been progressing and understanding the use of the PSI workbooks. Reaffirm the reasoning behind using the workbooks (working at ones own pace). (5 min) Students will now head back inside to change in the locker rooms.

Rhoades 24 Assessment: How would you assess at least one learning objective from your lesson? It could be a formal or informal assessment that takes place in class or outside of class. 1) Describe your assessment: Informal observation to ensure comprehension of workbook and tasks as well as completion of objectives. Formal assessment of swing to progress from one task to another. 2) How/when would it be implemented? I will observe the class by walking throughout the activities and informally questioning the students as well as view their swing when they are ready to show mastery for continuing to the next lesson. 3) Give specifics of what it would look like or how it would be presented to the students: Students will be explained in their workbook that they must either have a student initial on some of their tasks or show the teacher their mastery in order to progress to the next task. References: Students will reference the PSI workbook given to them.

Day Four: Long Iron Full Swing

Equipment Needs: 25 Long Irons, 200 Golf Balls, 9 Blue Target Tarps and 12 Pitching Nets. Student Objectives: (each should have behavior, criterion, and condition) The student will be able to: (psychomotor): Properly swing a long iron club by the end of the lesson using the cues given to them. (cognitive): Explain in their workbook what your options are when you approach a water hazard and what you can do if you hit it in the water. (affective): Use proper golf etiquette and encourage peers when working with each other to reach mastery and complete each task throughout the day. 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 and performance of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Rhoades 25 ISBE Standards: 19.A.4: Perform skills efficiently in a variety of leisure activities, sports, creative movement and work-related activities. Overall Safety: Safety conditions are listed in the workbook. Be aware of your surroundings; do not grab balls unless told to do so. Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF: Each worksheet for the day of the workbook will review fitness related components. Todays tasks relate to muscular strength in their ability to control the swing as well as have the power to ensure a good swing. With repeated swings of a heavy club, ones muscles must be strong enough to continue proper form. This also relates to muscular endurance; a golfer must have the strength to complete 18 holes. Long irons are heavier than short irons and will require more effort to get the full distance from your swing. Set Induction There will be no set induction; students will begin the day by starting where they left off in their workbook. They may need time to read their task before beginning. (7 min) Students have 5 min to change and be in gymnasium, we will then head outside. (10 min) Task 1: Full Swing to Targets with Long Irons 11) Description: Students will be given 8 golf balls and will read the task requirements before beginning their activity; students can either finish this task from the previous day or continue to the next activity. a. What is the activity? Students will practice the full swing with wiffle or golf balls for contact. They will be aiming at a variety of distanced nets. b. Who will demonstrate? Visual aids will demonstrate the formation and actions of the task. c. Checks for Understanding: The teacher will question and review students swings to ensure proper form. d. What cues will you use? Square feet, comfortable grip, contact with grass, smooth and controlled swing with square follow through. 12) Safety: Students will read safety requirements and be told verbally before beginning that they must wait for everyone to have hit their balls before retrieving. The teacher will emphasize everyone retrieving together and waiting to avoid getting hit by the

Rhoades 26 balls. Students must also be spaced out well to ensure their club is not within anyones reach. 13) Diagram:

Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. Students will be aiming at pitching nets (cups) for this activity. 14) Extension/Refinement/Application: See how accurate you are towards one net for all your 8 balls, and then see if you can improve from that number the next round. Increase the difficulty by using real golf balls if desired. 15) Transition to next lesson component: Compare scores with another student and initial each others task after comparison. (20 min) Task 2: Full Swing to Targets with Long Irons and Hazards 1) Description: Students will be given 8 golf balls and will read the task requirements before beginning their activity. a. What is the activity? Students will practice the full swing with golf balls for contact. They will be aiming at a variety of distanced nets with hazards included. b. Who will demonstrate? Visual aids will demonstrate the formation and actions of the task. c. Checks for Understanding: The teacher will question and review students swings to ensure proper form. d. What cues will you use? Square feet, comfortable grip, contact with grass, smooth and controlled swing with square follow through. 2) Safety: Students will read safety requirements and be told verbally before beginning that they must wait for everyone to have hit their balls before retrieving. The teacher will emphasize everyone retrieving together and waiting to avoid getting hit by the balls. Students must also be spaced out well to ensure their club is not within anyones reach. 3) Diagram:

Rhoades 27

Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. Students will be aiming at pitching nets (cups) indicating different distances for this activity with blue target tarps (blue circles) being water hazards. 4) Extension/Refinement/Application: See how well you score for accuracy with your 8 golf balls in one round. Hitting near a net is .5 points, hitting in a net is 1 point, and hitting in the water is minus 1 point. Everyone will be on this task today at some level, and modifications are optional depending on your level of mastery. For example, change the shape of the water around you to increase difficulty or test your ability on a consistent distance. 5) Transition to next lesson component: We will collect all our materials and bring it in to talk about today. (3 min) Closure: Review how well students have been progressing and understanding the use of the PSI workbooks. Reaffirm the reasoning behind using the workbooks (working at ones own pace). Remind students that though you are working separately, when initialing each others books, give constructive criticism before initialing. Everyone reached the final task and showed competency, so tomorrow we will all be progressing to the drive. (5 min) Students will now head back inside to change in the locker rooms. Assessment: How would you assess at least one learning objective from your lesson? It could be a formal or informal assessment that takes place in class or outside of class. 1) Describe your assessment: Informal observation to ensure comprehension of workbook and tasks as well as completion of objectives. Formal assessment of swing to progress from one task to another. 2) How/when would it be implemented? I will observe the class by walking throughout the activities and informally questioning the students as well as view their swing when they are ready to show mastery for continuing to the next lesson. 3) Give specifics of what it would look like or how it would be presented to the students: Students will be explained in their workbook that they must either have a student initial on some of their tasks or show the teacher their mastery in order to move on.

Rhoades 28 References: Students will reference the PSI workbook given to them.

Day Five: Driver Swing

Equipment Needs: 25 Drivers, 200 Wiffle Golf Balls, 200 Golf Balls, 12 Flag Stakes, 25 Driving Mats & Rubber Tees. Student Objectives: (each should have behavior, criterion, and condition) The student will be able to: (psychomotor): Properly swing a driver by the end of the lesson using the cues given to them. (cognitive): Explain in their workbook why a shorter, straight drive is better than a long drive with a slice. (affective): Use proper golf etiquette and encourage peers when working with each other to reach mastery and complete each task throughout the day. 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 and performance of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. ISBE Standards: 19.A.4: Perform skills efficiently in a variety of leisure activities, sports, creative movement and work-related activities. Overall Safety: Safety conditions are listed in the workbook. Be aware of your surroundings; do not grab balls unless told to do so. Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF:

Rhoades 29 Each worksheet for the day of the workbook will review fitness related components. Todays tasks relate to muscular strength in their ability to control the swing as well as have the power to ensure a good swing. With repeated swings of a heavy club, ones muscles must be strong enough to continue proper form. This also relates to muscular endurance; a golfer must have the strength to complete 18 holes. A drive requires power and control, which incorporates more strength than a chip. Students will be given a heart rate monitor to see how strenuous continuous drive shots can be. Set Induction There will be no set induction; students will begin the day by starting where they left off in their workbook. They may need time to read their task before beginning which can include introductory material. (7 min) Students have 5 min to change and be in gymnasium, we will then head outside. (10 min) Task 2: Full Swing with Driver 1) Description: Students will not be using golf balls and will read the task requirements before beginning their activity. a. What is the activity? Students will practice the full swing with their driver while wearing a heart rate monitor. They will write down their initial heart rate before beginning the task. b. Who will demonstrate? Visual aids will demonstrate the formation and actions of the task. c. Checks for Understanding: The teacher will question and review students swings to ensure proper form. d. What cues will you use? Square feet, comfortable grip, contact with tee, smooth, controlled swing with square follow through. 2) Safety: Students will read safety requirements in the workbook. 3) Diagram:

Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. 4) Extension/Refinement/Application: Focus on a smooth and controlled swing; you

Rhoades 30 should have a steady tempo when practicing swinging back and forth like a clock pendulum. Once you have a smooth swing, focus on contacting the tee. During the task, write down your current hear rate. 5) Transition to next lesson component: Once you have worked with a peer on proper swing and contact then been initialed, you can now go back to your hitting area and continue to the next task. (10 min) Task 2: Driving Towards a Target 6) Description: Students will be using 8 golf balls or wiffle balls to practice their drive towards targets. a. What is the activity? Students will now progress to hitting balls off their driving mats/rubber tees towards targets. They will check their heart rate after two rounds of their 8 balls. b. Who will demonstrate? Visual aids will demonstrate the formation and actions of the task. c. Checks for Understanding: The teacher will question and review students swings to ensure proper form. d. What cues will you use? Square feet, comfortable grip, contact with tee, smooth, controlled swing with square follow through. 7) Safety: Students will read safety requirements in the workbook. 8) Diagram:

Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. Students will be aiming at flags staked into the ground at different distances listed in their workbook (orange arrows) for this activity. 9) Extension/Refinement/Application: Test your ability to hit consistently to one target. Record the most consistent distance you found you can hit to after 3 rounds of 8 balls. Focus on hitting the tee to ensure you are hitting under the ball, not the top of it. 10) Transition to next lesson component: Check your abilities with a peer and provide constructive criticism to each other. Initial each others task when mastery of a proper swing is shown (not ability to hit a target area). (10 min) Task 3: Heart Rate and Driver Review in Workbook 11) Description: Students will take their final heart rate after completing the driving

Rhoades 31 activity and record this with their other rates from throughout the lesson. They will then complete questions regarding golf and health fitness components in their workbook individually. a. What is the activity? Students are completing workbook questions regarding health fitness components and driving. Questions will include: What are the benefits of walking a golf course compared to using a golf cart? What muscles are used in a drive shot? What exercises could you do to strengthen this swing? b. Who will demonstrate? There are no demonstrations in this activity, but charts will be listed in the book regarding healthy heart rate ranges and common muscles used in golf. c. Checks for Understanding: The teacher will observe and check on progression of students worksheet throughout the time and ensure students comprehend the material. d. What cues will you use? No cues will be used in this activity. 12) Safety: Students will be reminded to be clearly away from those still participating in driving. 13) Diagram:

Students (Smiley faces) need to have proper space between them, and the teacher (star) will observe and move throughout the activity behind them. Students progressing to working in their workbooks will need to work individually behind this activity to ensure safety. 14) Extension/Refinement/Application: Students will finish the questions and will return to driving if they have enough time. 15) Transition to next lesson component: This is the final activity and the teacher will ask everyone to collect equipment and bring it in to talk about todays activities. (3 min) Closure: Students will be reminded that the PSI workbook is to be progressed on individually, but one may need a peers perspective to see if they are on track and initial for their progress. Time will be given tomorrow to complete the questions at the end of todays worksheet. The teacher will

Rhoades 32 explain that after completion of these questions, the workbook will now emphasize golf etiquette and rules with the technique and skill. This means that some tasks will require a partner. Assessment: How would you assess at least one learning objective from your lesson? It could be a formal or informal assessment that takes place in class or outside of class. 1) Describe your assessment: Informal observation to ensure comprehension of workbook and tasks as well as completion of objectives. Formal assessment of swing to progress from one task to another. 2) How/when would it be implemented? I will observe the class by walking throughout the activities and informally questioning the students as well as view their swing when they are ready to show mastery for continuing to the next lesson. 3) Give specifics of what it would look like or how it would be presented to the students: Students will be explained in their workbook that they must either have a student initial on some of their tasks or show the teacher their mastery in order to progress to the next task. Clear requirements and steps are listed in each days tasks. References: Students will reference the PSI workbook given to them; all lessons incorporate information from the Introduction to Golf handout.

Rhoades 33

Day 6: Driving with a Partner

Day 7: Putting Individually

HRF Component: Muscular Strength

HRF Component: Flexibility (bending down to pick up the ball)

Technology: None

Technology: None

Activity 1: Reviewing each others swing and understanding etiquette

Activity 1: Review Putting Grips and Stance

Activity 2: Driving towards a target and using proper partner etiquette (watching the ball, for example) Activity 3: Driving towards a target including hazards using proper etiquette (letting them drop and recording their score)

Activity 2: Putting with smooth, controlled form.

Activity 3: Putting towards a target. Not only do students need the putting technique, but their workbook will also review reading a green to reach a target.

Rhoades 34

Day 8: Putting with Chipping HRF Component: Flexibility Technology: None Activity 1: Chipping Towards a Target (Target Tarp Green) Activity 2: Chipping Towards a Target and Follow up Putt Activity 3: Chipping Toward a Target and Follow up Putt with Hazards (Tactical knowledge includes applying personal ability to layout. Should a student lay-up to the hazard or hit over?) Rules: Students will be learning the rules and etiquette of the green while practicing skill

Day 9: Putting with Chipping and a Partner HRF Component: None Technology: None Activity 1: Chipping Towards a Target and Follow up Putt (Completion of previous days activity if needed with partner) Activity 2: Chipping Towards a Target and Follow up Putt with Hazards (Following with etiquette) Activity 3: Chipping Towards a Target and Follow up Putt with Hazards, Partners modify course to challenge one another. (Tactical knowledge includes knowing your partners weakness, are they accurate enough to hit a green circled by water? Can they read a green well?) Rules: Students will be applying rules and etiquette with partner while practicing skill (this includes recording score on scorecard of workbook)

Rhoades 35

Day 10 Hole Design HRF Component: Cardiorespiratory Endurance Technology: Heart Rate Monitors (they will record their resting and active heart rates today) Activity: Partners will design a hole, but only one can work at it at a time.

Day 11 Hole Play HRF Component: Muscular Endurance Technology: Pedometers

Rules/Concepts: Students will partner up and design a hole for a golf course using the tarps, flag stakes, hitting mats, and putting greens. Equipment will be on one side and the finished hole must be on the other of the grassy area used for class; only one student can transfer equipment and they must run to transfer and set up their course. They will have a time limit to ensure students are running and incorporating fitness. Tactics: Partners will need to review the organization and different types of holes to decide what type of design they would like. They will need to communicate to make a successful hole.

Activity: Students will be with their partners and will golf each of the 12 holes designed from yesterday, then vote on 9 for their class course. Rules/Concepts: Students will practice proper golf etiquette while incorporating strategy and skills learned from throughout the unit. All regulation golf rules apply and are listed in their workbook.

Students will check their pedometers and record their steps at the end of the course and write about the amount of steps related to other activities listed in their workbook.

Rhoades 36

Day 12 Tournament Play Best Ball HRF Component: Muscular Strength/Endurance Technology: Pedometers Activity: Partners will play another twosome in Best Ball of their course created by the students. Their workbook describes best ball and a shotgun start to ensure everyone participates equally. Regulation golf rules and etiquette apply. Rules/Concepts: Best Ball at the end of the hole, each team uses the best individual score.

Day 13 Tournament Play Alternate Shot HRF Component: Muscular Strength/Endurance Technology: Pedometers Activity: Partners will play a different twosome alternate shot play using the course created by the class. Their workbook describes alternate shot rules and regulation golf rules and etiquette apply.

Rules/Concepts: Alternate Shotpartners take turns hitting; if one partner drives, then the other must hit the second shot from their partners drive. Tactics: Partners must communicate Tactics: Partners must communicate on how to approach a hole to and compare yesterdays outcome to attempt the best score. They can todays ability. Who has the better refer to their workbook to drive? How do they start the hole in determine what club usage is best order to finish with the strongest for the distance they are at. putter? Do those who made one of the holes want to modify it for tomorrow? Will you increase difficulty or modify pen placement? Students will record their steps in Students will record their steps in their workbook at the end of the day their workbook at the end of the day. Were the steps more or less? Does it relate to their score?

Rhoades 37

Day 14 Tournament Play Bingo Bango Bongo HRF Component: Muscular Strength/Endurance Technology: Pedometer Activity: Partners will play a twosome with a different pair playing the course they created. Their workbook describes this tournament style and all regulation golf rules/etiquette apply. Rules/Concepts: Bingo Bango Bongo Points are awarded to players based on who was first on the green (1 pt), who was closest to the pin (1 pt), and who finishes the hole first (1 pt); teams will compile their score for the entire round. Tactics: Students must communicate and work together to decide how they will get points easiest. Are they more likely to drive the green, or can they chip best for accuracy? Do those who made one of the holes want to modify it for tomorrow? Will you increase difficulty or modify pen placement? Students will record their steps in their workbook at the end of the day. Were the steps more or less? Does it relate to their score?

Day 15 Tournament Play - Scramble HRF Component: Muscular Strength/Endurance Technology: Pedometer Activity: Partners will play a twosome with a different pair playing the course they created. Their workbook describes this tournament style and all regulation golf rules/etiquette apply. Rules/Concepts: Scramble Every person takes a shot, but the partners must decide which shot is best and both hit from this better shot. Each player plays from the shot chosen until the hole is finished. Tactics: Students must communicate and work together to decide which approach is best. Though one shot might be farther, is it in the best position? Do they have a confident pitching wedge shot, or long iron approach shot?

Students will record their steps in their workbook at the end of the day. Were the steps more or less? Does it relate to their score?