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Lesson 1 - Golf Grip, Stance & Putting

Foundation Skills & Course Play

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Year 3

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Golf

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Big Question

How can we use proper technique and golf etiquette to improve our putting accuracy?

Learning Objectives

To develop correct grip and stance for golf putting
To improve putting accuracy towards targets of varying distances
To understand and demonstrate appropriate golf course etiquette and safety

Key Outcomes

Students will demonstrate correct golf grip with dominant hand below non-dominant hand
Students will adopt proper putting stance with feet shoulder-width apart and ball positioned correctly
Students will putt balls accurately towards targets showing improved precision over the lesson

Equipment & Resources Required

Plastic putters

11 putters

Store safely in equipment area, check for damage before use

Alternative: Hockey sticks (flat side), wooden golf clubs

Softballs

30 balls

Use soft balls for safety in playground environment

Alternative: Tennis balls, bean bags for indoor use

Coloured Cones

20 cones (5 each of green, blue, white, yellow)

Set up course areas before lesson begins

Alternative: Coloured spots, bean bags, hoops

Hoops

10 hoops

Position at varying distances from 3-8 metres

Alternative: Buckets, cardboard boxes, chalk circles

Mats

10 small mats

Use as tee areas for consistent ball placement

Alternative: Carpet squares, towels, marked ground areas

Dish Cones

10 small cones

Safety markers for waiting areas behind players

Alternative: Red spots, rope lines, chalk marks

Key Vocabulary

Grip

How you hold the golf club with both hands, dominant hand below non-dominant

Stance

The position your body takes when preparing to hit the golf ball

Putt

A gentle golf stroke used to roll the ball along the ground towards the hole

Fairway

The main playing area of a golf hole with short, well-maintained grass

Bunker

A sand-filled hazard on a golf course that makes shots more difficult

Water Hazard

Ponds, streams or lakes on golf courses that are obstacles to avoid

Tee

The starting area for each golf hole where the first shot is taken

Golf Etiquette

The polite behaviour and respect shown when playing golf

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic striking skills with hands and implements
Understanding of taking turns and following rules
Basic spatial awareness and target games experience

Current Skills

Correct golf club grip technique
Proper putting stance and body positioning
Putting accuracy towards static targets
Golf etiquette and safety awareness

Next Steps

Putting over varied distances and obstacles
Introduction to chipping and different golf clubs
Playing mini-golf courses with scoring systems

Milestone Indicators

Consistent grip without adult reminder

Natural adoption of correct stance

Successful putts into targets from 5+ metres

Self-regulation of golf etiquette behaviours

Key Teaching Points

Dominant hand below non-dominant hand for proper golf grip
Feet shoulder-width apart with ball positioned inside left heel
Head remains still throughout entire putting motion
Smooth pendulum arm movement from shoulders, not wrists
Golf etiquette: complete stillness and silence during others' shots
Safety first: always stay behind red safety lines when not putting
Focus on technique improvement rather than just scoring success

Common Misconceptions

Thinking golf grip is like cricket or tennis - correct by emphasising golf-specific hand positioning
Believing harder hits equal better accuracy - teach gentle, controlled putting force
Assuming putting is just about arms - emphasise whole body stability and shoulder movement
Thinking talking during others' shots is acceptable - consistently reinforce golf etiquette expectations
Focusing only on getting ball in target - redirect to technique quality and improvement

SEN Adaptations

ADHD

Break activities into shorter segments with clear start/stop signals, provide frequent movement breaks, use high-energy warm-up for initial focus, assign specific roles and responsibilities for engagement

dyspraxia

Use larger equipment and targets for easier success, provide extra practice time for grip and stance, break down putting motion into smaller components, offer hand-over-hand guidance for motor patterns

autism spectrum

Provide clear visual schedules showing lesson progression, create quiet retreat area for overwhelming moments, use consistent routines for equipment collection and turns, give advance warning of activity transitions

visual impairment

Use brightly coloured balls and large targets, provide verbal descriptions of course layout, use textured mats for ball placement guidance, pair with sighted buddy for navigation support

hearing impairment

Use clear visual demonstrations with exaggerated movements, provide written instruction cards with key points, use hand signals for safety and turn-taking, ensure face-to-face communication

physical disability

Provide seated putting options with modified stance, use lighter or modified putters for easier handling, adjust target distances to achievable ranges, focus on participation over technique perfection

Cross-Curricular Links

Maths

Measuring distances to targets, counting points and scores, calculating improvement over multiple attempts, understanding angles and direction for accurate putting

Science

Forces and motion in putting technique, friction between ball and surface, trajectory and momentum concepts, gravity effects on ball movement

Geography

Mapping skills for course navigation, understanding directions and spatial relationships, reading course layouts and planning routes between holes

PSHE

Cooperation and teamwork during group activities, honesty and integrity in self-scoring, resilience when facing putting challenges, respect and etiquette in competitive situations

Teacher Guidance

Positioning

Central location during demonstrations, perimeter circulation during practice, strategic positioning to monitor multiple groups simultaneously

Observation Focus

Grip technique (dominant hand below), stance quality (feet position, knee bend), putting motion (smooth pendulum), safety compliance (red line adherence), golf etiquette (stillness during shots)

Intervention Points

Incorrect grip formation needing physical guidance, safety zone violations requiring immediate correction, peer conflicts during group work, frustration with putting accuracy needing encouragement

Demonstration Notes

Always demonstrate grip from multiple angles for clear visibility, show stance from side view highlighting key body positions, use exaggerated slow motion for putting technique, model golf etiquette behaviours consistently throughout lesson

Verbal Cues

•'Dominant hand below, like you're shaking hands with the club'
•'Feet shoulder-width apart, knees soft'
•'Smooth like a pendulum, head stays still'
•'Red line means safety - stay behind until it's your turn'
•'Golf whispers - quiet and still when others are putting'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m outdoor space or large indoor hall, clear of overhead obstacles

Surface Check

Dry, level surface free from holes, debris, or slippery areas

Equipment Safety

Safety Checks

•Putters checked for damage, loose parts, or sharp edges
•Soft foam balls used to prevent injury
•Red safety cones clearly visible and securely placed
•Hoops and mats stable and not creating trip hazards

Risk Management

Key Risks

•Club strikes to other students during swing
•Tripping over equipment or course materials
•Collisions during movement between holes
•Eye injuries from flying balls

Risk Mitigation

•Mandatory red line safety zones behind all players
•Clear protocols for ball collection by players only
•Supervised equipment distribution and collection
•Consistent spacing between practice areas (minimum 4 metres)
•Golf etiquette training emphasising stillness during shots

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all putting areas
•Circulate to monitor safety zone compliance
•Focus supervision on equipment transition periods
•Maintain clear sight lines during course play

Emergency Procedures

STOP signal immediately halts all activity, basic first aid knowledge required, clear evacuation route identified, incident reporting protocols established