Lesson 4 - Chipping and Elevation
Foundation Skills & Course Play
•Year 3
•Golf
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How can I use the golf club to make the ball fly over obstacles and land where I want it to?
Learning Objectives
- To develop chipping technique to elevate the ball over short distances
- To understand how club position affects ball elevation
- To demonstrate coordination and precision when chipping over hazards
Key Outcomes
- Students will chip the ball with elevation over obstacles
- Students will show improved coordination and balance during golf shots
- Students will understand the importance of follow-through in creating ball elevation
Equipment & Resources Required
Check all clubs for safety before use
Alternative: Hockey sticks with foam balls
Bright colours for visibility
Alternative: Bean bags, tennis balls
Position for easy ball placement
Alternative: Small cones or markers
Green=fairway, Blue=water, White=tee, Yellow=bunker
Alternative: Plastic bottles, bean bags
8m from hitting position
Alternative: Chalk circles, rope circles
Height appropriate for Year 3 (30cm)
Alternative: Pool noodles on cones, hurdles
Mark waiting positions behind hitting area
Alternative: Markers, rope
Key Vocabulary
A short golf shot that lifts the ball into the air and lands it on the target
Getting the ball to rise up into the air
Continuing the swing motion after hitting the ball
An obstacle on the golf course that players must avoid or play over
How you position your feet and body when preparing to hit the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic golf grip and stance
- Simple putting technique
- Understanding of golf course terminology
Current Skills
- Chipping with elevation
- Coordinated swing movements
- Aiming over obstacles
Next Steps
- Longer distance chipping
- Different club selection
- Course play scenarios
Milestone Indicators
Key Teaching Points
- Club must go underneath the ball to create elevation - this is the key to successful chipping
- Grip with hands touching - dominant hand low, non-dominant hand high for control
- Balanced stance with weight on balls of feet, slight knee bend for stability
- Follow-through towards target is essential for direction and distance control
- Safety first - always wait behind safety cone until previous player has finished
- Start with clearing obstacle, then focus on accuracy to target
- Encourage peer assessment and positive feedback between teammates
Common Misconceptions
- Thinking you need to hit harder to get more elevation - actually need better club position under ball
- Believing the ball should sit forward in stance like putting - chipping needs ball in middle of stance
- Assuming bigger backswing means better shot - controlled technique more important than power
- Focusing only on the target and ignoring the obstacle to clear first
- Thinking coordination means moving fast - actually means moving smoothly and controlled
SEN Adaptations
ADHD
- Shorter practice sessions with frequent changes, clear movement signals, additional praise for following instructions
dyspraxia
- Additional time for setup, physical guidance for grip and stance, simplified technique focus, extra encouragement
autism spectrum
- Clear routine structure, visual schedule of lesson activities, quiet space available if needed, consistent equipment placement
visual impairment
- Use brightly coloured balls and equipment, verbal descriptions of setup and target positions, buddy system for guidance
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written instruction cards with key points
physical disability
- Seated chipping version, modified grip supports, shorter distances to targets, larger target areas
Cross-Curricular Links
English
Following complex instructions, using precise vocabulary, describing technique and giving feedback to peers
Maths
Measuring distances to targets (4m, 8m), counting points during games, angles of ball flight, data handling for scores
Science
Forces in golf swings, gravity affecting ball flight, friction between club and ball, trajectory and elevation concepts
Geography
Directions and aiming, mapping course layouts, understanding spatial relationships and positioning
Teacher Guidance
Positioning
Move constantly between groups during practice, position at corner for demonstrations to see all students
Observation Focus
Watch for correct grip and stance, club going under ball for elevation, safety procedures being followed
Intervention Points
Step in immediately if safety procedures not followed, support students struggling with basic technique
Demonstration Notes
Use slow-motion demonstrations for technique, exaggerate key movements, get successful students to demonstrate to reinforce learning
Verbal Cues
- •'Club goes under the ball!'
- •'Gentle follow-through towards target!'
- •'Wait behind the safety cone!'
- •'Watch the ball all the way through your swing!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor area or large sports hall, clear of overhead obstacles
Surface Check
Level, non-slip surface free from holes, stones or debris that could affect footing or ball roll
Equipment Safety
Safety Checks
- •Check all golf clubs for cracks or damage before use
- •Ensure foam/plastic balls are soft and safe for age group
- •Verify benches are stable and appropriate height (30cm max)
- •Check hoops and cones have no sharp edges or damage
Risk Management
Key Risks
- •Club striking other students during swing
- •Balls hitting students who are not paying attention
- •Tripping over equipment or obstacles
- •Collisions while moving between areas
Risk Mitigation
- •Strict safety cone system - students only move when instructed
- •Clear hitting zones with adequate spacing between groups
- •One club per group with controlled passing system
- •Safety brief before each activity emphasising awareness
- •Teacher positioning to supervise multiple groups effectively
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups during practice sessions
- •Move between groups during practice to check technique and safety
- •Ensure clear sight lines during demonstrations
- •Monitor equipment passing between students
Emergency Procedures
Stop all activity immediately on whistle, assess any injuries, apply appropriate first aid, contact school office if needed