Golf Skills Introduction

Overview

This 60-minute lesson is designed for a Year 9 student to introduce and develop foundational golf skills: chipping, pitching, and putting. The activities are carefully structured to align with the National Curriculum for Physical Education (England), supporting progression in ball skills, control, and coordination in a controlled environment.

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National Curriculum Links

• KS3 Physical Education Program of Study:

  • Pupils should be taught to:
    • “develop their technique and improve their performance in other competitive sports (for example, badminton, basketball, cricket, football, gymnastics, hockey, netball, rounders, rugby, tennis)”
    • “take part in competitive sports and activities outside school through community links or sports clubs”
  • Key concepts:
    • Developing control, precision, and fluency in a range of techniques within the games context
    • Applying basic principles suitable for attacking and defending

• Learning Objectives:

  • LO1: Demonstrate accurate technique in chipping, pitching and putting golf strokes under controlled conditions.
  • LO2: Show improved hand-eye coordination and ball control relevant to golf skills.
  • LO3: Understand the key differences and purposes of chipping, pitching, and putting.
  • LO4: Reflect on performance and identify areas for skill development.

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Equipment Needed

• Golf clubs (pitching wedge, putter)
• Foam or plastic golf balls for safety and control
• Putting mats or marked putting areas
• Small markers or cones for target zones
• Measuring tape or markers for distance control

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Lesson Breakdown

1. Introduction & Warm-up (10 minutes)

• Activity:
  • Briefly introduce golf’s three skill components: chipping, pitching, and putting. Explain the purpose of each shot:
    • Chipping: Short approach shots near the green requiring lift and accuracy.
    • Pitching: Slightly longer shots that fly and land softly.
    • Putting: Rolling the ball along the green towards the hole.
  • Warm-up dynamic stretches focusing on the shoulders, arms, wrists, and legs. Include mobility drills (e.g., arm circles, torso twists, lunges) and light walking or jogging around the space.
  • Include a simple hand-eye coordination warm-up: tossing and catching a ball.

2. Skill Introduction & Controlled Practice (20 minutes)

• Station 1: Chipping

  • Demonstrate the chipping stance, grip, and motion (minimal wrist action, low backswing).
  • Student practices controlled short chips towards a close target (cones placed 1-2m away).
  • Emphasise consistency in contact and ball trajectory.
  • Provide immediate corrective feedback focusing on swing path and balance.

• Station 2: Pitching

  • Introduce pitching technique: longer backswing compared to chipping, purposeful loft for a higher arc.
  • Practice pitching to a target at 4-6m.
  • Encourage observation of ball flight and landing zone accuracy.

• Station 3: Putting

  • Demonstrate putting stance and grip (narrow stance, steady wrist).
  • Student putts along flat surfaces towards designated targets (1-3m away).
  • Focus on smooth, controlled strokes and keeping the head still.

Note: Depending on space/equipment, these can be sequential practices or mini circuits with short rests.

3. Skill Application Activity - Target Challenge (15 minutes)

• Create a fun challenge combining all three skills:
  • The student must complete a sequence — chip from start zone to a marked pitching zone, pitch from pitching zone to a putting zone, then putt to a final target (e.g., a hoop or circle).
  • Measure accuracy by how close the ball finishes to each target.
  • Encourage self-assessment and verbal reflection after each shot on what felt right or could improve.

4. Cool-Down and Reflection (10 minutes)

• Slow walking followed by static stretching focusing on the arms, shoulders, and lower body.
• Guided reflection questions:
  • Which skill felt most natural?
  • What was hardest about controlling the ball?
  • How could you improve your technique next time?
• Discuss the importance of practice and patience in skill acquisition.

5. Assessment

• Formative assessment through observation during activities:

  • Accuracy of ball contact and flight.
  • Ability to replicate technique after demonstration and correction.
  • Reflective answers to improvement questions indicating understanding.

• Use simple checklists or digital video clips (if possible) to track progress for future lessons.

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Differentiation

• For additional challenge: Increase distances for pitching/putting zones, add obstacles for chipping.
• For difficulty reduction: Use larger targets, softer balls, or shorter distances.
• Adapt terminology and pace depending on student confidence and skill level.

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Extensions & Cross-curricular Links

• Maths: Measure distances and calculate averages for shot accuracy.
• Science: Discuss forces involved in the golf swing (force, trajectory, friction).
• PSHE: Explore patience, focus, and goal setting based on golf’s demands.

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This lesson plan balances technical skill development with engagement and reflection, firmly grounded in the National Curriculum standards for Physical Education while embracing creativity and deeper understanding. It offers a strong foundation for continued skill progression in Year 9 PE.