Lesson 2 - Putting Accuracy & Course Basics
Foundation Skills & Course Play
•Year 3
•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 we control the weight and direction of our putting to score points and navigate different areas of a golf course?
Learning Objectives
- To putt a ball towards a target with improved accuracy and appropriate weight of shot
- To understand the key components of a backswing in putting
- To evaluate peers' performance using correct golf terminology
Key Outcomes
- Students will demonstrate controlled putting technique with appropriate grip and stance
- Students will identify and explain golf course terminology and their strategic implications
- Students will provide constructive feedback using technical golf language
Equipment & Resources Required
Check putter length appropriate for student height
Alternative: Hockey sticks, cricket bats for striking practice
Ensure balls are in good condition and roll smoothly
Alternative: Bean bags, foam balls for indoor use
10 of each colour for golf course area identification
Alternative: Coloured markers, floor spots, playground chalk
Different sizes if available to vary difficulty
Alternative: Chalk circles, rope circles, hula hoops
Use for putting positions and target centres
Alternative: Chalk marks, small cones, bean bags
Position behind tee areas for safety zones
Alternative: Any tall markers for safety boundaries
Key Vocabulary
The first part of the putting stroke where the putter moves away from the ball
Rolling the ball along the ground towards the hole using a putter
The short, well-maintained grass area between tee and green
Sand-filled hazard area on a golf course
Ponds, streams or lakes on a golf course that create obstacles
The starting area for each hole where the ball is first struck
How hard or soft you hit the ball to control distance
The continuation of the putting stroke after striking the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball striking skills from previous sports
- Understanding of aiming and target games
- Introduction to golf grip and stance from Lesson 1
Current Skills
- Refined putting grip with dominant hand positioning
- Controlled backswing and follow-through technique
- Golf course awareness and terminology
- Peer assessment using technical language
Next Steps
- Varying putting distances and slopes
- Introduction to chipping and approach shots
- Strategic course management decisions
Milestone Indicators
Key Teaching Points
- Maintain consistent grip with dominant hand below non-dominant throughout all putting
- Emphasise head stillness during backswing - use 'glued head' imagery for younger students
- Connect putting technique to scoring success rather than just hitting hard
- Develop golf vocabulary through constant use and peer assessment activities
- Strategic thinking in target selection builds course management skills
- Peer assessment using technical language develops coaching mindset
- Self-assessment builds metacognitive awareness of skill development
Common Misconceptions
- Misconception: 'Hitting harder always makes the ball go further' - Address: Demonstrate control vs power
- Misconception: 'Good putting is just about luck' - Address: Show technique consistency leads to better results
- Misconception: 'The furthest target is always worth trying' - Address: Discuss success rate vs point value strategy
- Misconception: 'Peer assessment is just saying nice things' - Address: Model specific technical feedback
- Misconception: 'Golf course areas don't matter for putting' - Address: Connect terminology to strategic understanding
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries and roles, movement incorporated into learning, immediate feedback and rewards
dyspraxia
- Extra time for setup and technique practice, simplified grip instructions, larger equipment where possible, step-by-step breakdowns
autism spectrum
- Clear visual schedule of activities, consistent routines for setup, quiet space available if needed, predictable turn-taking structure
visual impairment
- Use bright coloured balls and audio cues for target direction, provide tactile markers for putting positions, verbal description of course layout
hearing impairment
- Visual demonstrations with clear hand signals, written instruction cards, partner support for communication
physical disability
- Seated putting adaptations, shorter putters or modified grips, closer target distances, larger target areas
Cross-Curricular Links
Maths
Counting scores and calculating team totals, measuring distances between targets, understanding scoring systems and point values
Science
Forces and motion in putting stroke, friction between ball and surface, pendulum motion in backswing and follow-through
Geography
Spatial awareness and positioning on course layout, understanding direction and angles for target selection
PSHE
Self-assessment and honest reflection, supporting and encouraging teammates, dealing with competitive pressure and managing emotions
Teacher Guidance
Positioning
Central location with clear sight lines to all activity areas, move between groups during practice to provide individual feedback
Observation Focus
Monitor technique development, listen for use of golf vocabulary in peer assessment, watch for safety compliance and strategic thinking
Intervention Points
Step in if technique significantly deteriorates, provide support when peer assessment lacks technical detail, address any safety concerns immediately
Demonstration Notes
Use slow, exaggerated movements for technique demonstration, involve students in demonstrating good practice, provide clear verbal commentary during physical demonstrations
Verbal Cues
- •'Head stays still like it's glued!'
- •'Smooth pendulum motion with your arms'
- •'Choose your target wisely - strategy not just power'
- •'Use golf words to help your partner improve'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor hard surface area, minimum 15m x 20m with clear run-off space around perimeter
Surface Check
Level, dry surface free from cracks or obstacles that could affect ball roll or cause trips
Equipment Safety
Safety Checks
- •Check putters for damaged grips or loose heads
- •Ensure balls are in good condition without cracks
- •Verify all cones are stable and have no sharp edges
- •Check hoops are properly formed without sharp connections
Risk Management
Key Risks
- •Putter contact between students during backswing
- •Balls creating trip hazards on floor
- •Students walking into putting areas during play
- •Collisions during warm-up movement activities
Risk Mitigation
- •Clear spacing guidelines with safety cones behind putting areas
- •Designated putting zones with adequate separation
- •One putter per group with clear turn-taking protocols
- •Balls collected immediately after each activity
- •Safety briefing before each section
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all putting areas simultaneously
- •Monitor spacing between groups during skill practice
- •Check students remain behind safety lines when others are putting
- •Circulate during activities to ensure safe equipment use
Emergency Procedures
Stop activity immediately with clear verbal command, assess any incidents, provide appropriate first aid if needed, ensure area is safe before continuing