Name: Miss Megan Cercone

Name: Miss Megan Cercone Grade Level: Seventh Grade Physical Education

Date: April 26, 2005 Lesson Title: Describing and Applying Some of the Components of Skill-Related Fitness to Golf

Number of Meetings per Week: 2

Presentation Method: Practice situations for the pitch shot in golf

Length of Lesson: 45 minutes

Number of Students: 24

Pennsylvania Standard for Physical Education:

10.5.9.A – Describe and apply the components of skill-related fitness to movement performance.

· Agility

· Balance

· Coordination

· Power

· Reaction time

· Speed

National Standards for Physical Education:

2. Applies movement concepts and principles to the learning and development of motor skills.

I. Behavioral Objectives:

A. Cognitive: After the class instruction, the student will be able to describe the difference between the amount of power used for the wood shot and the amount used for the pitch shot with 80% accuracy.

B. Affective: During the class instruction, the student will be able to recognize the importance of the safety precautions used while practicing and playing golf through verbal restatement of the safety rules previously discussed in class.

C. Psychomotor: While on the open field, the student will be able to apply the skill-related components of balance, coordination, and power to the sport of golf by properly pitching a golf ball into one of the three marked targets using a 9-iron club with a correct grip, stance, and swing.

II. Materials Needed for the Lesson:

-open field behind baseball field

-24 9-iron golf clubs

-150 range golf balls (yellow)

-1 parachute

-2 10-ft. long, pink jump ropes

-4 hula hoops

-1 40-yd. length of blue rope

-1 whistle

III. Organization and Management:

· Before the lesson begins, the teacher should set up the markers that the students will be aiming at during the lesson. Using the blue rope, mark off where the hitting line will be. From the middle of the hitting line, count off 10 exaggerated steps towards the open field; at this point, use the 4 hula hoops to make a circle.

· Next, count off 10 more exaggerated steps from the 10-yard marker; use the 2 pink jump ropes to make one large circle. (Stagger the circle so that it is not directly in line with the first circle.)

· Next, count off 10 more exaggerated steps from the 20-yard marker; use the parachute as the 30-yard marker. (Again, stagger the parachute so that it is not directly in line with the other 2 circles.)

· In order to provide enough room between each student, the teacher should take the golf balls and make piles of 12 for each pair of students. The piles should be 8-10 feet apart from each other behind the hitting line. There should be a total of 12 piles.

· The golf clubs should also be separated into three piles behind the piles of golf balls so that when students are asked to take one, there is enough space for everyone to retrieve one club.

IV. Procedures:

A. Introduction/Warm-up: (5-10 minutes)

· The teacher should have all the students pick up a club and find their own personal space to stretch out in, staying in close range of the teacher. The teacher will lead the students through a series of stretches with and without the club in hand.

1. Arm swings: Keep arms straight as you slowly cross arms in front, spreading shoulder blades apart; slowly swing arms out to the side while squeezing shoulder blades together. Perform 10 swings to the front and 10 swings to the sides.

2. Arm circles: Keep arms straight as you slowly circle left arm up, back, then down. Repeat on right arm. Perform 10 circles for each arm.

3. Shoulders and Arms: Grip head of golf club with right hand and extend it behind your head, letting the club hang vertically. Reach up with the left hand and grab the club as far up the shaft as you comfortably can. Gently pull down with your left hand until you feel a mild stretch in your right shoulder. Hold for approximately 20 seconds; repeat on left shoulder.

4. Chest and Shoulders: Standing with good posture, hold a golf club horizontally behind your back with both hands, palms facing out. Slowly raise your arms until you feel a mild stretch in your chest and shoulders. Keep upright--don't lean forward. Hold for approximately 20 seconds.

5. Side Bends: Standing with good posture and feet shoulder-width apart, hold club horizontally above your head with both hands. Slowly lean to the right until you feel a mild stretch along the left side of your trunk. Hold for approximately 20 seconds; repeat on opposite side.

6. Lower back: Standing with good posture with feet shoulder-width apart, hold the club horizontally behind your back with both hands, palms facing out. Slowly turn to the right to a point of mild discomfort. Hold for approximately 20 seconds; repeat on opposite side.

7. Hamstrings: Holding the club horizontally in front with both hands and knees slightly bent, bend down and try to touch as close to your feet or the ground as possible. Hold for approximately 20 seconds.

· As the students are mirroring the stretches, the teacher should review the safety rules that must be followed in order to provide for a safe and instructional lesson. The teacher should ask the students what the rules are. They include:

1. Make sure that each student has enough swing space between the other students.

2. Do not carry clubs while retrieving the balls.

3. Do not retrieve balls until instructed.

4. All left-handed players should be grouped together at the far-right end of the hitting line, facing the right-handed players.

5. Each student should check their clubs and golf balls to make sure they are in good condition before they begin to hit.

6. The students should NEVER swing toward one another, even without a ball.

7. ALWAYS BE AWARE OF YOUR SURROUNDINGS!

B. Lesson Body: (30 minutes)

· The teacher should have all the students make a semi-circle around him/her and place their clubs on the ground.

· The teacher will introduce the pitch shot in golf. The pitch shot is used when there is not enough room to roll the ball to the hole. The pitch shot is a high flying shot usually used when someone is 100 yards or less away from the green. One generally uses a high-iron club, like a 9-iron or pitching wedge, for the shot.

· Today, the students will be practicing the shot at different distances (10, 20, and 30 yards) using a one-quarter, one-half, and three-quarter swing, depending on the distance (a full swing involves bringing the club completely over the head and following through – bringing the club back one-quarter would be ¼ of a full swing; one-half would be ½ of a full swing; three-quarter would be ¾ of a full swing). Everyone will be using a 9-iron club.

· The students should be reminded to make a smooth swing and let the loft of the club hit the ball. Encourage coordinating their upper and lower bodies to successfully execute the shot. As a review, the teacher should ask the students what the loft of the club is (the degree of slope on the head of the club (how slanted the club head is), which comes in contact with the ball – example: low-numbered clubs have a smaller degree than high-numbered clubs; the larger the loft, the higher the ball should fly)

· As with the other golf clubs, the students should remember a proper grip, stance, and swing. The teacher should ask the students some of the characteristics of a proper grip, stance, and swing. They include:

o Grip: Encourage the overlap grip – holding the club with the right hand, form a V with the thumb and index finger. The thumb should lie on the left side of the club. The point of the V should point directly towards the body. Wrap the rest of your right hand around the club. Bring the left hand in contact with the club and wrap it around. The little finger of the right hand and the index finger of the left should intertwine with each other. The thumb of the left hand should fit snuggly in the palm of the right hand.

*If the students cannot master this grip, allow them to use the baseball grip – both hands are wrapped around the club, right hand lower than left hand. (For left-handed players, the opposite placement of hands should occur.)

o Stance: For the pitch shot, feet should be slightly less than shoulder-width apart. Feet should be square to the ball; knees flexed; body should be slightly bent forward at the waist, maintaining balance on the balls of the feet. The teacher should ask the students what it means to be balanced in golf. (maintaining stability/body control while setting up to the ball)

o Swing: When aiming for the 10-yard target, the students should attempt a one-quarter swing; 20-yard target, one-half swing; 30-yard target, three-quarter swing. Depending on each student’s strength, they may need to adjust how far they bring their clubs back in order to reach the targets. Remember to keep your eyes on the ball until contact; club and body should aim towards the target; keep weight on the balls of the feet; use the left hand to push the club back, maintaining a straight left arm; follow-through the shot, transferring weight to the forward foot. Swing should be smooth and coordinated; one fluid motion.

· As the teacher is explaining the pitch shot, he/she should demonstrate the shot, using a quarter, half, and three-quarter swing.

· Once the demonstration is complete, the teacher should have the students find a partner to work with (the teacher should see how many left-handed students there are and pair them up accordingly). The teacher should then give each student one of the checklist slips for the pitch swing in golf (attachment on the back of the lesson). At three different times during the lesson, each partner will privately check off whether or not their partner is correctly using a proper grip, stance, and swing for the pitch shot. Once the three observations are complete, the students will be given time at the end of the lesson to talk with each other about how they performed. (Example: One time they observe their partner, they will observe their grip; the next time, they observe their stance; the final time, their swing.) There is also a spot to check whether or not they made at least one golf ball into one of the three marked targets. This can be checked anytime it is observed.

· Each set of partners should then walk with their clubs to one of the piles of golf balls and wait for further instruction.

· Once each group has a pile to work with, the teacher should review the whistle commands for safety purposes:

o 1 whistle: Begin hitting

o 2 whistles: Retrieve golf balls

o 3 whistles: Switch places with partner

o 4 or more whistles: Stop any play and focus on teacher

· One person in each group should raise their hand; this person will be the first to hit. There are enough golf balls in each pile for each student to hit 6 times. Once everyone has hit, the teacher will give the command to retrieve the balls. Each student should pick up 6 balls and bring them back to their piles. The partner who is not hitting must stand at least 6 feet behind their partner and provide feedback to their swing.

· For the first few rounds of hitting, the teacher should inform the students to only practice their form and technique and not worry about the targets just yet.

· After 2 rounds of hitting (each student has hit twice), the teacher should inform the students to practice aiming at the targets and using the quarter, half, and three-quarter swings for each target. The students should keep count of how many golf balls they can land within the targets. Because there are 3 targets, have the students use 2 balls for the first target, 2 for the second, and 2 for the third.

· The teacher should be walking around, providing feedback for each student. The teacher should also talk with the partner who is not hitting and ask them how they think their partner is hitting. Possible questions to ask:

o Is their stance appropriate for the pitch shot?

o Are they aimed toward their target? How can you tell?

o Are they letting the loft of the club carry the ball?

o How well are they adjusting their swing for the different distances?

C. Conclusion/Cool-Down (5 minutes)

· After the students have returned their golf clubs and golf balls to their designated piles, the teacher should ask them the following questions about the pitch shot and today’s lesson:

o What were the three different swings practiced today for the pitch shot? (quarter, half, and three-quarter)

o How does power play a role in golf? (Depending on how far away you are from the green, what type of lie your ball has (sand, high grass, fairway grass, etc.), and where you want the ball to go all affect how much power you should use when swinging through the ball). Is there a difference in the amount of power you use between a wood shot and a pitch shot? Explain. (Wood shots generally use a full swing with more power generated through the downswing than a pitch shot; pitch shots use the loft of the club more than a wood shot.)

o How does balance affect our golf swings? (Balance affects our swings because it allows us to stay equal and centered in our stance; if we were off-balance, our entire swing would be off-balance.)

· The teacher should now give each set of partners time to talk amongst themselves about each other’s swings. Encourage them to explain what each other observed about the other person and if there is anything they think the other person should work on. Emphasize the positive aspects of their game!! They will also have time to discuss what each other observed as they walk back to the school.

· The teacher should inform the students that the next class, they will be practicing putting in the gymnasium. The teacher should then collect the checklists from each student. (The next class will be using the same equipment, so it can all stay in the field.)

V. Evaluation:

Critical Element	Poor	Fair	Good	Excellent
Students applied the skill-related components of balance, coordination, and power to the sport of golf by properly pitching a golf ball into one of the three marked targets using a 9-iron club with a correct grip, stance, and swing (based off of the teacher’s observations as well as the students’ observations.)
Students were able to provide positive and corrective feedback to their partners about their swings through the peer evaluations.
Students followed the safety rules and precautions stated in the introduction when practicing and hitting the pitch shot.
Students worked cooperatively with their partners throughout the lesson.
Students were able to pitch at least one golf ball into one of the three-marked targets using a 9-iron club (based off of the teacher’s observations as well as the students’ observations.)
Students were able to state the difference between the amount of power used for the wood shot and the amount used for the pitch shot with 80% accuracy.

VI. Content Statements

· Agility: a component of skill-related physical fitness that relates to the ability to rapidly change the position of the entire body in space with speed and accuracy.

· Balance: a skill-related component of physical fitness that relates to the maintenance of equilibrium while stationary or moving.

· Coordination: a skill-related component of physical fitness that relates to the ability to use the senses together with body parts in performing motor tasks smoothly and accurately.

· Power: a skill-related component of physical fitness that relates to the rate at which one can perform work.

· Reaction Time: a skill-related component of physical fitness that relates to the time elapsed between stimulation and the beginning of the response to it.

· Speed: a skill-related component of physical fitness that relates to the ability to perform a movement or cover a distance in a short period of time.

· Skill-Related Physical Fitness: consists of components of physical fitness that have a relationship with enhanced performance in sports and motor skills. Includes agility, balance, coordination, power, reaction time, and speed.

VII. References

Content Statements. Glossary of the Pennsylvania State Health, Safety, and Physical

Education Academic Standards.

Darst, Paul W. and Robert P. Pangrazi. Dynamic Physical Education for Secondary School

Students. Benjamin Cummings Publishing: San Francisco, 2002.

“Exercises and Stretches for Golf Fitness.” Last updated March 21, 2005.

www.indoindians.com/golfexercises1.htm.

Mohnsen, Bonnie S. Teaching Middle School Physical Education – A Standards-Based

Approach for Grades 5-8. Human Kinetics Publishers: Champaign, 2003.