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Lesson 2 - Putting Accuracy & Course Basics

Foundation Skills & Course Play

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Year 3

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Golf

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45 min

Big Question

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

Golf Putters

1 per 2-3 students (10-12 total)

Check putter length appropriate for student height

Alternative: Hockey sticks, cricket bats for striking practice

Tennis Balls

30 balls (multiple per group)

Ensure balls are in good condition and roll smoothly

Alternative: Bean bags, foam balls for indoor use

Coloured Cones

40+ cones (Green, Blue, White, Yellow sets)

10 of each colour for golf course area identification

Alternative: Coloured markers, floor spots, playground chalk

Hoops

30 hoops (Red, Yellow, Blue - 10 of each)

Different sizes if available to vary difficulty

Alternative: Chalk circles, rope circles, hula hoops

Mats

20 spots

Use for putting positions and target centres

Alternative: Chalk marks, small cones, bean bags

Safety Cones

10 cones

Position behind tee areas for safety zones

Alternative: Any tall markers for safety boundaries

Key Vocabulary

Backswing

The first part of the putting stroke where the putter moves away from the ball

Putting

Rolling the ball along the ground towards the hole using a putter

Fairway

The short, well-maintained grass area between tee and green

Bunker

Sand-filled hazard area on a golf course

Water Hazard

Ponds, streams or lakes on a golf course that create obstacles

Tee

The starting area for each hole where the ball is first struck

Weight of Shot

How hard or soft you hit the ball to control distance

Follow-through

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

Consistent putter face alignment at address

Smooth, controlled backswing without head movement

Ability to vary putting strength for different distances

Use of golf terminology when describing technique

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