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HMALS 4002– Lifelong Sports

Year 10 Golf Unit

Tom Gleeson, Lori Carroll and Nick Abbott

Introduction…

The purpose of this unit is to introduce students to the sport of golf.  The unit will allow students to undertake and practice a variety of basic skills, game types and concepts of golf. These skills, concepts and game types are introduced and practiced and once the students have a firm grip on these aspects they will learn how to apply them in practical learning activities.

Golf is lifelong outdoor sport that can be enjoyed by any and all participants around the world.  Golf also allows students the opportunity to learn and practice many closed skills performed in a relatively stable environment.  Golf demands disciplines of accuracy and consistency in the execution of the skills associated with the sport.  Golf can be enjoyed as a leisure pursuit and as a competitive sport in a league or tournament setting and combines physical and mental skills that will serve the students well throughout their lives.

History…

Golf is currently one of the most accepted of the organised sports in the world. With people of all nationalities, ages and gender not only undertaking the sport but also finding interest in watching the professional circuits. Yet the origins of golf are very much under debate, with many different groups laying some sort of claim to its beginnings. Probably the most widely excepted theory of golf’s inception is that the game was conceived on the links land of eastern Scotland. The early game of golf or “gowf” as the Scots referred to it consisted of hitting a ball from one predetermined place to another, the objective being to hit the ball from the start point to the end with the least number of blows. Games would often extend over distances such as from village to village. (Scotland)

While this early form had very many similarities it wasn’t until the late 1700s that the more modern form of golf that we today recognize came into existence. During this period many of the different styles of match play were developed such as stableford, singles and skins. Also during this period many of the prestigious courses and clubs began to form, which then gave the top players a chance to host tournaments. Due to the increased speed of evolution of the game there was also a need for the equipment used to keep up with the sport and so ball and club makers became a big part of golf and its ability to be further enhanced.

During the 17 and 18 hundreds golf slowly increased in popularity and continued to spread throughout Europe and eventually the world with clubs popping up in the US in the 1860’s and 70’s, as well as in South Africa in 1885 and also in Australia in Adelaide in 1870. (Charles McGrath, 2006) Also during this time the first organised professional national championship in golf’s birthplace was underway. It was more or less the forerunner for the British open and was played at Prestwick Golf Club. Golf continued to grow and evolve throughout the late 18 hundreds and early 19 hundreds with the style of play, player and equipment continually changing. In 1900 Golf was played at the Olympic games in Paris. In 1902 The Haskell ball, with a rubber core enclosed by rubber thread in a gutta percha casing and the grooved faced club was introduced. In 1908 golf is played at the Olympic games for the last time and in the early 1930’s steel shafted clubs were allowed to be used and the sand wedge is invented by Gene Sarazen. (Charles McGrath, 2006)

Golf continued this rapid evolution throughout the ages, with the level of play, courses, equipment and game types ever improving. Golf today is now more than ever an international sport with many nationalities represented in the professional ranks and TV coverage of most if not all professional tournaments available. Also at a recreational level golf is on the increase with more and more people of all ages beginning to take an interest in this challenging and fun filled sport. From its early beginnings on the links of Scotland in the 15th century to its current place in the world as one of the most popular sports of our time, played on immaculate courses, with equipment made out of the same material as space shuttles, golf has laid its foundations firmly within modern society and its future looks safe in the hands of generations to come.

VELS and Student Outcomes:

.

The following VELS have been addressed throughout the 4 lessons that constitute the unit. Being a year 10 group, all VELS are from level 6. When planning the unit, we have tried to incorporate a range of VELS from more than one learning domain:

|VELS |OUTCOMES |HOW THEY ARE MEASURED |

|Students demonstrate proficiency in the |Students should be able to proficiently |Through formative assessment throughout |

|execution of manipulative and movement |perform the golf chip and the golf pitch |the unit by observation of students and |

|skills during complex activities. |and run. |through the peer assessment using the |

| | |skills checklist. |

|Students discuss and exhibit sporting |Students observe and implement the basic |Through formative assessment by observing|

|conduct, and implement fair play and good|etiquette of golf throughout the unit. |the students particularly at the driving |

|sporting behaviours. | |range and when participating in the nine |

| | |hole Ambrose. |

|Students focus on identifying and |Students continue to improve upon what |Formative assessment by observation. Also|

|implementing ways of improving the |would most likely be new skills |the use of the skills checklist at the |

|quality of their performance during |throughout the golf unit. They should be |end of the unit as a summative |

|games, physical activities and sports. |able to see obvious improvements from |assessment. |

| |lesson to lesson due to continued | |

| |practice. | |

(Authority, 2007)

Major rules, court/field dimensions and game etiquette:

The sport of golf is played on what is known as a course. A course usually consists of nine or eighteen holes but sometimes there can be up to thirty six hole courses. Players begin each hole of a course by teeing off from between two tee markers which are usually placed on an elevated ground where grass is cut short. The markers on the tee area are usually coloured and there can be up to 6 separate coloured pairs of markers denoting different groups to tee off from between these tees. The three most common colours are white denoting the teeing ground used most often by men, red often called the women's tees and green usually indicating where juniors and beginners hit from. Leading from the tee to the hole is a stripe of green grass referred to as the fairway and on either side of the fair way is a stretch of long grass, trees and shrubs called the rough. At the end of the fairway lies an area of carpet like grass known as the “green”. Placed in the middle of the green is the hole marked by “the pin” or flag. Greens can often be surrounded by obstacles like bunkers (sandpits) and water hazards. (Davis, 1999)

Golf has an array of complicated and etiquette based rules, the following list gives the simplest and most common rules of golf:

- Players are allowed to carry no more than 14 clubs during a round of golf.

- After teeing off the players ball which is farthest way from the hole is the first played.

- Par refers to the number of strokes a “good” golfer would take to play each hole and the whole course. There usually par 3, 4 and 5 holes.

- Players may only move loose obstacles and impediments such as leaves and twigs, from around their balls lie if these restrict their swing. But if when in the process of doing this the disturb their balls lie then they will suffer a one stroke penalty (meaning the disturbance will count as a shot played).

- If the ball is in a position where a player is unable to play a sensible shot they are allowed to pick up the ball and while facing the green, drop it on to playable ground. This will incur one stroke on that player.

Golf etiquette is a major part of a sport which holds its traditions and values in

high regard. This list of golfing etiquette is one that should be followed on every course during every round:

- Never talk or move while another player is playing their shot.

- Never player a shot while there is another group within range on the fairway or green.

- Play and move between shots quickly and without delay.

- All divots should be replaced.

- The furthest person from the hole should always play their shot first unless playing a game type which follows different rules.

- Use only a putter on the green

- When removing flag do so carefully and when replacing it do the same.

- Fill in the score card while waiting for a turn to tee off. (Davis, 1999)

-

Unit Sequence…

|Week |Topic |Content |Assessment task |

|1 |Grip |Students will learn the different grips for gripping a |Formative assessment. |

| |Addressing the ball |golf club as well as the address position. Also the |Continually observe, |

| |Swing technique |students will learn and then practice the basics of the|offer feedback, |

| | |golf swing using irons. |correct and encourage |

| | | |students. |

|2 |Recap of grip and address position|Students will recap the grips and the address position |Formative assessment. |

| |Swing technique |as well continuing to work on swing technique with |Continually observe, |

| |Wedge shots |irons and drivers. Students will also be introduced to |offer feedback, |

| | |wedge shots such as the pitch and run. |correct and encourage |

| | | |students. |

| | | | |

|3 |Wedge shots |Students will continue to work on their wedge shots, |Formative assessment. |

| |Putting |recap the basic iron and driving swing and also be |Continually observe, |

| | |introduced to the putt. |offer feedback, |

| | | |correct and encourage |

| | | |students. |

|4 |Peer assessment |Students will use a skill checklist to assess their |Summative assessment |

| |Match play practice |peers on the three styles of strokes practiced, the |Peers assessment/ |

| | |iron swing, wedge strokes and the putt. Students will |skill check list. |

| | |then participate in a nine hole Ambrose match. | |

| | | | |

| | | | |

Weekly content:

|Week 1: |

|Venue |Local driving range |

| | |

|Topics to be covered |Grip |

| |Addressing the ball |

| |Swing technique |

|Equipment |15 irons (7 irons) |

| |15 drivers |

| |A whole lot of balls (hopefully supplied by driving range) |

|Sequence of activities |Warm up – Focusing on the upper body, trunk and shoulders. |

| |Grip technique – Demonstration of the correct grip. Students stand in a circle taking hold of |

| |a club and practicing the grip, teacher walks around inside of circle checking students. |

| |Address position technique – Students watch teacher demonstrate the address position then move|

| |to tee off area to practice. |

| |Swing technique – Students regroup and watch teacher demonstrate the swing technique and then |

| |return to their tee off area tee up and practice the swing 10 balls with irons then 10 with |

| |drivers. |

| |Controlled swing practice – teacher will pick out a marker out on the driving range and |

| |students are aim to control their shot and choose the right club to use to get as close as |

| |possible. (will be measured by sight and judged by teacher). |

|Safety considerations |To avoid accidents or injuries: |

| |Never swing the club when anybody is standing nearby, and always check behind before swinging |

| |At a driving range never chase a short miss hit ball out onto the range. |

| |Never stand level with or in front of a person hitting a golf ball. |

| |No happy Gilmore shots |

|Prior organisation for next |Organise equipment for a lesson at school (may have to borrow some equip from driving range if|

|week |possible). Book school oval for use during class time. |

|Week 2: |

|Venue |School oval |

|Topics to be covered |Recap of grip and address position |

| |Swing technique |

| |Wedge shots |

|Equipment |15 wedges (SW or PW) |

| |15 irons (7 irons) |

| |100 go go practice golf balls |

| |5-10 Pins/flags |

|Sequence of activities |Warm up – Focusing on the upper body, trunk and shoulders. |

| |A quick recap and demonstration of the grip and swing technique. |

| |Lay it up – on the oval to lines are marked at each end, a start point and an end point. With |

| |sufficient spacing students line up along start point and on the “hit” command play there ball|

| |towards the end point at the far end of the oval with an iron. Aim is to each end point in as |

| |few shots as possible. |

| |Nearest the pin (irons) – several markers placed parallel to the hitting line at a comfortable|

| |hitting distance. Each student hits three balls at the nearest target trying to get as close |

| |as possible. |

| |Pitch and run technique – students have a wedge and 3 or more balls and are divided into |

| |groups of 6 and line up behind a curved hitting line. The teacher demonstrates a pitch and run|

| |towards a target and the students replicate it. |

| |Nearest the pin (wedges)- as above. |

|Safety considerations | |

| |To avoid accidents or injuries: |

| |Never swing the club when anybody is standing nearby, and always check behind before swinging |

| |At a driving range never chase a short miss hit ball out onto the range. |

| |Never stand level with or in front of a person hitting a golf ball. |

| |No happy Gilmore shots |

| | |

|Prior organisation for next |Book at a driving range and mini golf such as golf city in Ballarat. Book a bus for transport |

|week |to and from venue. Organise permission slips and medical forms and seek permission from the |

| |right places within the hierarchy of the school. Organise cost from students if needed. Check |

| |if equipment is available from venue. |

|Week 3: |

|Venue |Golf city Ballarat (driving range and mini golf.) |

|Topics to be covered |Wedge shots |

| |Putting |

|Equipment |15 Putters |

| |15 Wedges |

| |Many many balls (hopefully available from venue) |

|Sequence of activities |Warm up – Focusing on the upper body, trunk and shoulders. |

| |Pitch and run practice – A quick recap of pitch and run method then practice on the venues |

| |chipping area. |

| |Nearest the pin (wedges) – use the targets provided at the venues chipping area to play a game|

| |of nearest the pin. |

| |Putting practice - Teacher demonstrates the correct method of putting then student take a |

| |club between to and a ball each and each pair moves to a hole on the mini golf course and |

| |plays a round of mini golf practicing the putting technique. |

|Safety considerations |To avoid accidents or injuries: |

| |Never swing the club when anybody is standing nearby, and always check behind before swinging |

| |At a driving range never chase a short miss hit ball out onto the range. |

| |Never stand level with or in front of a person hitting a golf ball. |

| |Always listen to teacher or instructors in directions. |

| |No happy Gilmore shots |

|Prior organisation for next |Organise equipment for a lesson at school (may have to borrow some equip from driving range if|

|week |possible). Book school oval for use during class time. Organise peer assessment skills |

| |checklists for each skill of the iron swing, the wedge pitch and run and the putt. Plan nine |

| |hole course around oval. |

|Week 4: |

|Venue |School Oval |

|Topics to be covered |Peer assessment |

| |Match play practice |

|Equipment |15 irons |

| |15 wedges |

| |15 putters |

| |9 hoops |

| |9 flags/pin hole markers |

| |100+ go go balls |

|Sequence of activities |Warm up – Focusing on the upper body, trunk and shoulders. |

| |Peer assessment – stations are step for students to practice the three major skills that have been|

| |worked on during the unit, the iron swing, the wedge chip/pitch and run and the putt. Students |

| |will be put into pairs to take turns assessing each other on each three using a skills check list.|

| |9 hole Ambrose in pairs - Students play and Ambrose match undertaking all the etiquette that |

| |should be followed when on a real golf course. |

|Safety Considerations |To avoid accidents or injuries: |

| |Never swing the club when anybody is standing nearby, and always check behind before swinging |

| |At a driving range never chase a short miss hit ball out onto the range. |

| |Never stand level with or in front of a person hitting a golf ball. |

| |No happy Gilmore shots |

| |Never tee off when another group is within range. |

| |Warn other golfers of a ball that has gone astray from a shot by yelling “fore”. |

Appendices…

The iron Swing:

Points of focus for this skill:

Grip:

- Non-dominant hand at top of club grip.

- Thumbs overlapping and point down shaft of club.

- Little finger of dominate (lower hand) either overlaps or interlocks with index finger of non-dominant (upper hand).

Address position:

- Feet shoulder width apart and knees slightly bent.

- Arms extend with hands about 15cm from thighs.

- Club face should point towards target.

- If a line was drawn from toe to toe it would point towards target

Swing:

- Head is perfectly still and focused on ball throughout swing.

- Weight is transferred to back foot during back swing.

- Front foot stays flat.

- Non-dominant arm stays straight.

- Weights transferred to front foot on downswing.

Lay up Drill:

Students each have a 7 iron and a go go ball each. They then line up on a start point line known as the hitting line, safely spaced along hitting line. An end point line is marked at the far end of the oval. Students tee off from start point line towards end point line practicing their iron swing. The aim is to use as few shots as possible to get to the end point line.

The iron Swing With

accuracy:

Points of focus for this skill:

Grip:

- Non-dominant hand at top of club grip.

- Thumbs overlapping and point down shaft of club.

- Little finger of dominate (lower hand) either overlaps or interlocks with index finger of non-dominant (upper hand).

Address position:

- Feet shoulder width apart and knees slightly bent.

- Arms extend with hands about 15cm from thighs.

- Club face should point towards target.

- If a line was drawn from toe to toe it would point towards target

Swing:

- Head is perfectly still and focused on ball throughout swing.

- Weight is transferred to back foot during back swing.

- Front foot stays flat.

- Non-dominant arm stays straight.

- Weights transferred to front foot on downswing.

- Swing has a consistent pattern with no in and out during back or forward swing. Stop the slice or hook on ball.

Nearest the pin:

Each student has a 7 iron and three balls with their initials on them. Students line up along a hitting line facing a pin/flag. Students have three balls to get as close to the pin as possible using accurate iron strokes.

Wedge- Chip:

Points of focus for this skill:

Grip:

- Non-dominant hand at top of club grip.

- Thumbs overlapping and point down shaft of club.

- Little finger of dominate (lower hand) either overlaps or interlocks with index finger of non-dominant (upper hand).

- Club is shortened by dropping grip slightly down shaft.

Address position:

- Feet shoulder width apart.

- Knees slightly more bent than a normal iron shot.

- Club face should point towards target

- If a line was drawn from toe to toe it would point towards target.

Swing:

- Head is perfectly still and focused on ball throughout swing.

- A shorter back swing is used than a normal iron shot.

- Front foot stays flat.

- Hit through the ball.

Knockout:

Each student has a wedge iron and one go go ball. There will be a line marked on the ground as the hitting line. 5ms from the hitting line will be a chipping net and 2ms behind the hitting line is the safety line. Students line up behind the safety line in single file. One students steps up to the hitting line and attempts to the chip the ball into the chipping net, they get one attempt go collect their ball. Then the next student steps up and has an attempt at the net. If the first student misses the net and the second student gets it the first student is knocked out. This continues until there is a winner.

Wedge- Pitch and Run:

Points of focus for this skill:

Grip:

- Non-dominant hand at top of club grip.

- Thumbs overlapping and point down shaft of club.

- Little finger of dominate (lower hand) either overlaps or interlocks with index finger of non-dominant (upper hand).

- Club is shortened by dropping grip slightly down shaft.

Address position:

- Feet shoulder width apart.

- Knees slightly more bent than a normal iron shot.

- Club face should point towards target

- If a line was drawn from toe to toe it would point towards target.

Swing:

- Head is perfectly still and focused on ball throughout swing.

- A shorter back swing is used than a normal iron shot.

- Front foot stays flat.

- Hit and stop on the ball so that there is no back spin and the ball will continue to roll forward when it hits the ground.

Nearest the pin:

Each student has a wedge iron and three balls with their initials on them. Students line up along a hitting line facing a pin/flag. Students have three balls to get as close to the pin as possible using accurate iron strokes.

Points

Putt:

of focus for this skill:

Grip:

- Non-dominant hand at top of club grip.

- Thumbs overlapping and point down shaft of club.

- Little finger of dominate (lower hand) either overlaps index finger of non-dominant (upper hand).

Address position:

- Feet slightly closer together than an iron or wedge shot.

- Knees slightly bent.

- Putter blade at a right angle to intended target.

- If a line was drawn from toe to toe it would point towards target

Swing:

- Head is perfectly still and focused on ball throughout swing and doesn’t rise until well after the ball is gone.

- Back swing is relevant to distance needing to be covered.

- Wrists stay firm throughout swing

- Swing comes mainly from arms and shoulders.

- Swing is in a pendulum motion.

Putt croquet:

Each student has a putter and a ball and undertakes a game of croquet except with the putting technique and a golf putter.

Iron Swing Skill Checklist

|Grip |Needs work |Adequate |Good |Perfect |

|Non-dominant hand at top of club| | | | |

|grip. | | | | |

|Thumbs overlapping and point | | | | |

|down shaft of club. | | | | |

|Little finger of dominate (lower| | | | |

|hand) either overlaps or | | | | |

|interlocks with index finger of | | | | |

|non-dominant (upper hand). | | | | |

|Address position | | | | |

|Feet shoulder width apart. | | | | |

|Knees slightly bent. | | | | |

|Arms extend with hands about | | | | |

|15cm from thighs. | | | | |

|Club face should point towards | | | | |

|target | | | | |

|If a line was drawn from toe to | | | | |

|toe it would point towards | | | | |

|target | | | | |

|Swing | | | | |

|Head is perfectly still and | | | | |

|focused on ball throughout | | | | |

|swing. | | | | |

|Weight is transferred to back | | | | |

|foot during back swing. | | | | |

|Front foot stays flat. | | | | |

|Non-dominant arm stays straight.| | | | |

|Weights transferred to front | | | | |

|foot on downswing. | | | | |

Wedge: Chip/Pitch and Run Skill checklist

|Grip |Needs work |Adequate |Good |Perfect |

|Non-dominant hand at top of club| | | | |

|grip. | | | | |

|Thumbs overlapping and point | | | | |

|down shaft of club. | | | | |

|Little finger of dominate (lower| | | | |

|hand) either overlaps or | | | | |

|interlocks with index finger of | | | | |

|non-dominant (upper hand). | | | | |

|Club is shortened by dropping | | | | |

|grip slightly down shaft. | | | | |

|Address position | | | | |

|Feet shoulder width apart. | | | | |

|Knees slightly more bent than a | | | | |

|normal iron shot. | | | | |

|Club face should point towards | | | | |

|target | | | | |

|If a line was drawn from toe to | | | | |

|toe it would point towards | | | | |

|target | | | | |

|Swing | | | | |

|Head is perfectly still and | | | | |

|focused on ball throughout | | | | |

|swing. | | | | |

|A shorter back swing is used | | | | |

|than a normal iron shot. | | | | |

|Front foot stays flat. | | | | |

|Hit through the ball. | | | | |

Putting Skill Checklist

|Grip |Needs work |Adequate |Good |Perfect |

|Non-dominant hand at top of club| | | | |

|grip. | | | | |

|Thumbs overlapping and point | | | | |

|down shaft of club. | | | | |

|Little finger of dominate (lower| | | | |

|hand) either overlaps index | | | | |

|finger of non-dominant (upper | | | | |

|hand). | | | | |

|Address position | | | | |

|Feet slightly closer together | | | | |

|than an iron or wedge shot. | | | | |

|Knees slightly bent. | | | | |

|Putter blade at a right angle to| | | | |

|intended target. | | | | |

|If a line was drawn from toe to | | | | |

|toe it would point towards | | | | |

|target | | | | |

|Swing | | | | |

|Head is perfectly still and | | | | |

|focused on ball throughout swing| | | | |

|and doesn’t rise until well | | | | |

|after the ball is gone. | | | | |

|Back swing is relevant to | | | | |

|distance needing to be covered. | | | | |

|Wrists stay firm throughout | | | | |

|swing | | | | |

|Swing comes mainly from arms and| | | | |

|shoulders. | | | | |

|Swing is in a pendulum motion. | | | | |

Nearest the pin:

Each student has a 7 iron and three balls with their initials on them. Students line up along a hitting line facing a pin/flag. Students have three balls to get as close to the pin as possible using accurate iron strokes.

Knockout:

Each student has a wedge iron and one go go ball. There will be a line marked on the ground as the hitting line. 5ms from the hitting line will be a chipping net and 2ms behind the hitting line is the safety line. Students line up behind the safety line in single file. One students steps up to the hitting line and attempts to the chip the ball into the chipping net, they get one attempt go collect their ball. Then the next student steps up and has an attempt at the net. If the first student misses the net and the second student gets it the first student is knocked out. This continues until there is a winner.

Putt croquet:

Each student has a putter and a ball and undertakes a game of croquet except with the putting technique and a golf putter.

Straightest drive contest:

Students will be in pairs and one person will be hitting at a time. The aim is for students to focus on their driving technique and hit the ball as straight as possible. From the tee off area there will be different coloured cones fanning out. The space between the cones will be relative to a score with the narrow lane down the middle being worth the most. Students will keep and add up each score of their drives.

Modifications: can be used for putting as well, decrease the distance hit and use a putter.

Round of mini golf:

Whether it’s a course made with hoops and witches hats around school or whether you make a booking at a mini golf centre this is a great way for students to have fun and practice their putting technique.

PARENT/GUARDIAN CONSENT Form

| |

| |

| |

|CONSENT FORM FOR GOLF CITY BALLARAT DRIVING RANGE EXCURSION |

| |

|TO BE RETURNED SIGNED TO THE SCHOOL BY ____________________ |

| |

|On _____________ students will be given the opportunity to attend an excursion to Golf City Ballarat. This excursion is seen as a major |

|component of the year 10 Golf unit and provides students with a chance to receive expert coaching on the knowledge and skills involved in the |

|sport. Students attending will be required to catch a bus to the venue and will be supervised by attending teachers venue. They will then be |

|tutored in the basic Golf skills by the attending teacher and a professional Golf coach for the lesson, and be able practice and perfect the |

|skills of Golf. There will be a small additional costs to students and parents due to bus hire. |

|Please fill out the below details so that in the case that we do need to contact you we have your details. |

| |

|Contact Information |

|(Home: |(Work: |(Mobile: |

|Other: |

| |

| |

|I have read and understood the information regarding the Golf City Ballarat excursion on |

|___________________ and give my consent for my son/daughter _______________________ to attend. |

| |

| |

|Signature of parent/guardian: _________________________ Date: _____________ |

| |

* The following details have changed from those recorded on my child’s health information form I supplied to the school at the beginning of the year:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

| |HIRAC REPORT |

| |This form must be used in accordance with the OHS Procedure |

| |Hazard Identification, Risk Assessment and Control (HIRAC) |

| | |Date: |09/05/11 |

|Plant, Building, Task, Activity, Item Description: |Golf off school property |

|Driving Range |

|Campus: | |School/Section: | |

|HIRAC Conducted by |Tom Gleeson, Nick Abbott and Lori Carrol |

| |

|HAZARD DESCRIPTION |RISK |CONTROL MEASURE(S) |WHO |DATE |

| |ASSESSED | |WHEN |COMPLETED |

| |HIGH |Do not allow students to cross |Teacher/ |Ongoing |

|1. Being hit by car during crossing | |without adult supervision |Beginning and | |

|the road walking to sporting part of | |Have a teacher be there for crossing|end of class | |

|school | |duty at the beginning of all PE |time | |

| | |sessions | | |

|2. Injury resulting from | |Students are only permitted to |Teacher/ |Ongoing |

|slipping/tripping/falling due to |LOW |participate if in correct footwear. |Ongoing | |

|incorrect footwear. | | | | |

|3. Soft tissue injury – sprain or |LOW |Students are provided with a warm up|Teacher/ |Ongoing |

|strain | |between 5-10 minutes. |Ongoing | |

|4. Injury as a result of locomotive |LOW |Ensure adequate footwear is worn. |Teacher/ |Ongoing |

|activity – dodging, weaving, changing| |Playing surface is not wet or |Ongoing | |

|direction quickly, jumping as | |polished and free from obstacles and| | |

|required in games. | |pot holes. | | |

| | |Students have completed an adequate | | |

| | |warm up prior to these activities. | | |

|5. Contact with other players or |LOW |Ensure adequate space for number and|Teacher/ |Ongoing |

|opponents | |size of students. We will be using |Ongoing | |

| | |an approved driving range so student| | |

| | |will have a tee off area between 2 | | |

| | |students. | | |

|6. Ill health due to activity at |LOW |Students are advised to re-hydrate |Teacher/ |Ongoing |

|high or low temperatures. | |while exercising in high |Ongoing | |

| | |temperatures, dress with appropriate| | |

| | |layering in low temperatures. | | |

|8. Injury as a result of contact with|LOW |Students will be advised of all |Teacher / |Ongoing |

|a projectile or striking implement | |safety guidelines for the |Ongoing | |

| | |participation and conduct of | | |

| | |activities such as playing golf. | | |

| | |Safety measure will be taken so that| | |

| | |when a golf ball is struck there | | |

| | |are no students in the firing line. | | |

|9. Sunburn |MEDIUM |Make sure students are wearing |Teacher/ | |

| | |adequate clothing to protect from |Ongoing |Ongoing |

| | |the sun | | |

| | |Provide sunscreen for students to | | |

| | |apply at the beginning of class | | |

Driving Range Hire for 25 students: $130

Students charge: $5 each = $125

Charge to School: $5

Hire of bus for 2hrs: $150

Student Charge: $5 = $125

Charge to school: $25

Total per student cost: $10 per off school lesson

Total cost to school: $30 per off school lesson

References

Authority, V. C. (2007). Health and Physical Education. Retrieved May 7, 2011, from

Victorian Essential Learning Standards:



Charles McGrath, D. M. (2006). The Ultimate Golf Book: A History and a Celebration

of the World's Greatest Game . New York: Hilltown Press.

Davis, D. (1999). Sport Education Coaching Manua. In D. Davis, Training Sessions.

Golf. South Yarra: Macmillan Education Australia PTY LTD

Scotland, G. T. (n.d.). History of Golf. Retrieved May 9, 2011, from Golf

Travel Scotland:

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