Lesson 5 - Chipping and Target Control
Foundation Golf Skills
•Year 2
•Golf
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can I use different golf techniques to get my ball exactly where I want it to go?
Learning Objectives
- Develop chipping technique to clear obstacles and land accurately
- Apply appropriate club selection for different golf situations
- Demonstrate effective peer assessment using technical vocabulary
Key Outcomes
- Students will chip the ball with control to clear hazards and reach targets
- Students will explain why they chose specific clubs for different shots
- Students will provide supportive feedback to teammates using golf terminology
Equipment & Resources Required
One club per group of 3, stored safely when not in use
Alternative: Plastic golf clubs, hockey sticks for beginners
3-4 balls per group, extras for lost balls
Alternative: Foam balls, tennis balls for safety
One tee per group of 3 children
Alternative: Small cones, markers to tee off from
Create waiting lines and hazard obstacles
Alternative: Markers, spots for boundaries
Various distances from 6-12 metres as targets
Alternative: Buckets, target circles drawn on ground
Create obstacles to chip over at different heights
Alternative: Jump poles, rope barriers
One per student for golf course activity
Alternative: Mini whiteboards, mental scoring
Key Vocabulary
A short golf shot designed to lift the ball over obstacles and land softly
The angle of the club face that makes the ball go up in the air
An obstacle on the golf course that you need to avoid or go over
The movement of the club after hitting the ball
How you position your feet and body when preparing to hit
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic golf grip with dominant hand below non-dominant
- Standing in balanced stance with feet shoulder-width apart
- Keeping head still during golf swings
Current Skills
- Chipping technique with controlled backswing
- Judging power needed to clear obstacles
- Target accuracy over varying distances
Next Steps
- Playing full golf holes with different clubs
- Advanced course strategy and club selection
- Competitive golf games with scoring
Milestone Indicators
Key Teaching Points
- Safety procedures with equipment must be established and maintained throughout
- Chipping technique emphasises control over power - gentle, smooth motions
- Peer assessment builds technical vocabulary and supportive team relationships
- Self-assessment accuracy develops through honest reflection and teacher guidance
- Target selection teaches strategic thinking and risk/reward decision making
- Golf etiquette and fair play are as important as technical skill development
- Individual progress celebration encourages continued engagement and effort
Common Misconceptions
- Children think harder swings will be more accurate - emphasise control and technique
- Belief that perfect shots are expected every time - normalize learning through mistakes
- Thinking golf is only about individual performance - highlight teamwork and support elements
- Assumption that expensive equipment makes better shots - focus on technique over tools
- Misconception that peer assessment means criticism - teach supportive feedback skills
SEN Adaptations
ADHD
- Shorter activity bursts, clear movement boundaries, fidget tools during waiting, frequent positive feedback
dyspraxia
- Simplified grip instruction, larger targets, extra practice time, step-by-step technique cards
autism spectrum
- Clear routines established, visual schedule of activities, quiet space available if overwhelmed
visual impairment
- Use brightly coloured balls and targets, audio cues for target direction, buddy support for equipment location
hearing impairment
- Visual demonstrations emphasised, hand signals for safety, written instruction cards available
physical disability
- Seated golf options, larger/lighter equipment, reduced distances, adult physical support
Cross-Curricular Links
Science
Forces and motion in ball flight, gravity effects on trajectory, friction between club and ball
Geography
Spatial awareness and direction, mapping out mini golf courses, understanding distances and directions
PSHE
Teamwork and cooperation, honest self-assessment, resilience when shots don't work, encouraging others
Teacher Guidance
Positioning
Central location with clear view of all practice areas, mobile to provide individual feedback
Observation Focus
Safety compliance first, then technique development, peer interaction, and engagement levels
Intervention Points
Step in for safety issues immediately, technique support when children struggle, peer assessment guidance
Demonstration Notes
Use slow-motion technique demonstrations, highlight key body positions, contrast good vs needs-improvement examples
Verbal Cues
- •'Head still, eyes on ball!'
- •'Smooth and gentle swing!'
- •'Safety cone first!'
- •'Great chipping technique!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large outdoor area minimum 30m x 20m, or sports hall with high ceiling clearance
Surface Check
Level grass or sports hall floor, free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Golf clubs checked for damage before use
- •Balls appropriate weight - no hard golf balls with young children
- •Cones and obstacles stable and visible
Risk Management
Key Risks
- •Club strikes to other children
- •Balls hitting children not paying attention
- •Trips over equipment or obstacles
Risk Mitigation
- •Strict safety cone waiting areas enforced
- •One club per group rule maintained
- •Clear boundaries and safety distances established
- •Proper club passing procedures taught and monitored
Supervision & Emergency Procedures
Supervision Points
- •Position to oversee all groups simultaneously
- •Extra attention during equipment transitions
- •Monitor safety cone compliance constantly
Emergency Procedures
Stop signal established, immediate equipment control, first aid available, clear evacuation route identified