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Lesson 5 - Chipping and Target Control

Foundation Golf Skills

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Year 2

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Golf

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45 min

Big Question

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

Golf Clubs

11 clubs

One club per group of 3, stored safely when not in use

Alternative: Plastic golf clubs, hockey sticks for beginners

Golf Balls

30 balls

3-4 balls per group, extras for lost balls

Alternative: Foam balls, tennis balls for safety

Tees

10 tees

One tee per group of 3 children

Alternative: Small cones, markers to tee off from

Safety Cones

20 cones

Create waiting lines and hazard obstacles

Alternative: Markers, spots for boundaries

Hoops

11 hoops

Various distances from 6-12 metres as targets

Alternative: Buckets, target circles drawn on ground

Benches

3-4 benches

Create obstacles to chip over at different heights

Alternative: Jump poles, rope barriers

Score Sheets

30 sheets

One per student for golf course activity

Alternative: Mini whiteboards, mental scoring

Key Vocabulary

Chipping

A short golf shot designed to lift the ball over obstacles and land softly

Loft

The angle of the club face that makes the ball go up in the air

Hazard

An obstacle on the golf course that you need to avoid or go over

Follow-through

The movement of the club after hitting the ball

Stance

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

Consistent chipping motion with appropriate follow-through

Ability to clear 1-metre high obstacles reliably

Accuracy within 2-metre target zones from 8 metres

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