PAR ClassLesson Plan # 1

Core Lesson: Exploring the Game Core Values: Review from Player:

First Tee Code of conduct (Respect for myself, others and my surroundings) Review The First Tee 9 Core Values (Respect, Courtesy, Responsibility, Confidence,

Sportsmanship, Honesty, Integrity, Perseverance, Judgment) Core Lesson: GAME (Go play, And Explore, My interests, Enjoy what is fun for me) Healthy Habit : Safety - following the rules and using proper equipment helps you stay safe. Rules of Golf and Etiquette: The Game, Player Conduct and Equipment Golf Fundamental: Distance Response (Review Grip, Stance and Posture) Homework: Pages 1 – 4

Welcome – Since this is the first day of actual classes make sure that everyone receives a yardage book after class so that homework can be assigned.

Warm-Up: Golf Fitness Warm-Up Activity (odd numbered workout day (Strength and Agility/Coordination) – please reference the “Golf Circuit Warm-Up” handout located on the private coach website).

Opening Questions: After completing the golf fitness warm up exercise above, coaches and participants will discuss the following questions:

1. What does Respect mean to you?2. How do you show Respect at school, in sports, with your family, or with your friends?3. Explain the acronym GAME (Go play And explore My interest, Enjoy what’s fun for me)4. What does GAME mean to you?5. How can you use GAME to help you today?6. What are two ways we can implement Safety today? (Grips in the Grass and Safety Zones) 7. Have fun and remain safe!!!

The discussion above is to help participants understand that golf and their experience with The First Tee is going to be fun. Please do not spend more than 5 – 8 minutes discussing all the material above.

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Rules of Golf and Etiquette:

The Game: Golf is played in a round of 18 (or fewer) holes on a course by striking a ball with a club. (Rule 1)

Player Conduct: All players are expected to play in the spirit of the game by:• Acting with integrity – for example, by following the Rules, applying all penalties,and being honest in all aspects of play.• Showing consideration to others – for example, by playing at a prompt pace, lookingout for the safety of others, and not distracting the play of another player.• Taking good care of the course – for example, by replacing divots, smoothingbunkers, repairing ball-marks, and not causing unnecessary damage to the course. (Rule 1)

Equipment: Based on the principle that golf is a challenging game in which success should depend on the player’s judgment, skills and abilities, the player:

Must use conforming clubs and balls, Is limited to no more than 14 clubs and normally must not replace damaged or lost

clubs, and Is restricted in the use of other equipment that gives artificial help to his or her play. (Rule 4)

Grip, Stance and Posture Basics

Before splitting into groups for the activities go over the basic grip, stance and posture fundamentals. Work individually with each child to get a good starting position. See diagrams below.

Hold Cues:

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Set Up Cues:

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Yes No No

Golf Activity 1: Core Value Review Putting

Objectives of Game: To play a 9-hole putting course and explore the impact that different factors play on your shot, such as distance, club contact, slope, etc., while reviewing The First Tee 9 Core Values.

Objectives of Golf Fundamental: Students will be working on distance response with this activity.

Supplies: cones, Core Value Definitions and Core Value Answer Sheet (see below), golf balls, and putters

Description of Set-Up: Set up nine sets of cones or hitting zones (3 short holes (6-9 feet), 3 medium length holes (12-18 feet), 3 long holes (25-35 feet)) with a different definition of a core value at each hitting zone.

How to Play: Participants will play a nine-hole putting course. Each hole will have a Core Value definition located at the hitting zone (laminated with definition on one side and word scramble on other side) and the players must try to guess which of our nine core values is associated with that definition. Each player should have listed all nine core values on their answer sheet by the end of the round. Review each of the answers as a group.

Par Advanced: On the putting green have each of the children putt from one of the 10, 20- and 30-foot hitting zones. Ask the kids to determine how big of a stroke it takes to go that far. Mark the length of stroke they need to take with three tees (1 where the ball starts each time, 1 where the putter finishes on the back stroke, and 1 where the putter finishes on the follow thru). Then let them make the putt and see how close they were to the correct stroke length.

Golf Activity 2: Bump and Run

Objectives of Game: To demonstrate a smooth putting type stroke using a wedge or other lofted iron for a short chip to the green.

Objectives of Golf Fundamental: Students will be displaying distance response with this activity as well as aim and alignment and target awareness.

Supplies: cones, tees, noodles, golf balls, etc…

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Description of Set-Up: Set up a short roll, medium roll and long chip around the green.

How to Play: Have the kids hold the club like a putter and use the putting stroke with no wrist action and their head down. Ask them which club will make the ball roll a long distance, a short distance or a medium distance.

Kids will then experience using different irons to find the best choice for a short roll chip (PW/SW), a medium roll chip (PW, 9i, 8i) or a long roll chip (7i,6i,5i). In the first round they can try each hole three times with different clubs and determine which club works the best for them. In the second round they will use the club they liked the best and see if they can put three balls into a small target area.

Par Advanced: Make the chip more challenging with an uneven lie.

Golf Activity 3: Driving Range 3-Club Challenge

Objectives of Game: To understand how different clubs and altering your swing can impact the distance of your shot.

Objectives of Golf Fundamental: Students will be working on distance response with this activity.

Supplies: cones, tees, noodles, hula-hoops, golf balls, drivers, irons, and wedges

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Description of Set-Up: Coach will set up hitting and safety stations. Place golf balls behind each of the hitting stations. Place 3-4 targets out on the driving range; start at 15-20 yards and make each successive one approximately 20 yards farther out. Try to create each target with a different color cone so it is easier to see.

How to Play: Before beginning, the coach leading this station will go over the parts of the clubs – Grip, Sole, Heel, Face, Shaft, Toe, and Club Head. The coach will also go over the different types of clubs, their loft and when they are typically used on the golf course. Students generally make better ball contact when they make smaller swings than with longer swings. The coaches working with this station will give a quick (90 second) demonstration of what ¼, ½, ¾ and full-length swings look like (it’s even better if you can find a student capable of modeling this skill). After the demonstration, let the participants start hitting golf balls. Partner them up if you have more students than hitting stations. Tell participants to start with the ¼ swing and aim at the closest target. Then progress to the longer swings and targets. Give each swing length about 90 seconds before moving on to the next. Once they complete the full swing round, have the group try another club, beginning with a ¼ length swing and progressing towards a full swing until they have hit each of the three clubs in which they selected. If you have enough time, repeat this process one to two more times.

Par Advanced: Have the returning participants tell the coaches which clubs they need to reach the target and what length of swing will be required.

Bridge to Life: Use the following questions to help participants apply their “on-course” work to their “off-course” activities and experiences.

1. What core value did we review in The First Tee of the Triad Code of Conduct? Respect2. Give an example of how you show respect on a daily basis?3. How do you show Respect on the golf course?4. What did you learn today about the length of the golf swing (how far you take it back and how far you

swing it thru)? What did you learn about the different types of clubs we used today? 5. How can you make a GAME out of anything? Ex: Doing math problems quickly then seeing how many

you got right. Listening to music and seeing how much you can clean in 30 minutes.

Lesson Plan Progression: Activities will follow this sequence.

Golf Fitness Warm Up Opening Discussion – Code of Conduct, GAME, Respect and SAFETY Activity 1 – Core Value Putting and 10-20-30 putting Activity 2 – Bump and Run Activity 3 – 3-Club Challenge Bridge to Life questions Homework assignment – Pages 1 – 4

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Definition

CORE VALUE #1: TRSCPEE To be nice and kind in one’s actions

CORE VALUE #2: OECRUSTY Being or acting polite to others

CORE VALUE #3: RPEOSSIIIBTLNY Accountable for one’s actions; dependable

CORE VALUE #4: NEHTOSY To tell the truth

CORE VALUE #5: SPPRATSSNMHOI Being or acting polite to others when winning or losing

CORE VALUE #6: CFEEONNCDI A feeling of “I can do it!”

CORE VALUE #7: JDGENTUM To make a decision or form an opinion.

CORE VALUE #8: PRRSAVEEENCE To persist in an idea, purpose or task despite obstacles

CORE VALUE #9: IYRENTGIT Strict adherence to a standard of value or conduct; personal

honesty

Answer Sheet:The First Tee of the Triad

NINE CORE VALUES

1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________ 6. __________________ 7. __________________ 8. __________________ 9. __________________

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