Introduction



Philosophy and Swing Concepts

of Teaching Seminar

Work Experience Activities

Work Experience Activities

You are required to do 18 Work Experience Activities to complete the Philosophy and Swing Concepts of Teaching course and prepare for the Level 3 Checkpoint. The Work Experience Activities are based on the information presented in the Philosophy and Swing Concepts of Teaching Pre-Seminar Manual and the Philosophy and Swing Concepts of Teaching Seminar.

All of the activities assume you have access to individuals and groups of students. If you are not already teaching, or if you are giving individual lessons only, you’ll have to assemble a group of friends, club members, customers, or other volunteers (just as you may have recruited individual volunteers for some Work Experience Activities for Introduction to Teaching and Analysis of the Swing).

On the following pages, you will find the directions and worksheets for all of these activities. Carefully read through the directions for all the activities before starting any specific activity. You might find you can complete several activities at the same time or during the course of the same lesson. You can use the enclosed worksheets for your rough draft, or you can print out extra copies from the Work Experience Disk.

Your Work Experience Activities must be turned in and approved by the PGA before you will be allowed to register for a Checkpoint.

For the latest requirements for submittal and approval of your Work Experience Kit, read How to Prepare for the Level 3 Checkpoint and The Final Experience. Apprentices whose kits are not approved will be notified as to their next steps.

Remember: All activities must be completed using this electronic file, then printed out in black and white and submitted. This is a “Read Only” file and must be saved as a separate document before you begin. See the ‘Read Me’ file for “Save As” instructions.

Refer to the following guidelines when completing all activities.

• Use complete sentences to answer all activity questions.

• Eliminate all spelling, grammatical, and typographical errors.

• Include all appropriate back up materials to substantiate your work.

• Make sure all activities are computer generated or in typewritten form.

• Make sure all required activities are included in your Work Experience Kit.

• Make sure your Inventory Checklist and Sign Off Sheet are included in your Kit.

Overview

The following is a list of the activities for this course and the topics they cover:

Seminar Learning Journal

• Activity 1: Seminar Learning Journal

Developing a Personal Teaching Philosophy Statement

• Activity 2: Developing a Personal Teaching Philosophy Statement

Putting

• Activity 3.1: Using the Group Lesson Plan on Putting

• Activity 3.2: Using the Putting Evaluation Matrix

• Activity 3.3: Giving the “How Well Should You Putt?” Test

Chipping and Pitching

• Activity 4.1: Using the Socratic Method to Teach Basic Chipping Technique

• Activity 4.2: Using the Three Suggestions to Improve the Basic Pitch

Bunker Play

• Activity 5.1: Using the Greenside Bunker Lesson Plan

• Activity 5.2: Working with Fearful Students to Improve Bunker Play

Special Shots and Unusual Conditions

• Activity 6.1: Working with Uneven Lies

• Activity 6.2: Dealing with Windy Conditions

Teaching Groups, Clinics, and Schools

• Activity 7: Conducting a Group Lesson

Individual Differences/Special Populations

• Activity 8.1: Conducting a Lesson Series

• Activity 8.2: Working with Women Golfers

• Activity 8.3: Working with a Physically Challenged Golfer

Physical Training for Golf

• Activity 9.1: Physical Training for Golf

• Activity 9.2: Golf Flexibility Exercises

• Activity 9.3: Exercises for the Lower Back

Activity 1: Seminar Learning Journal

The purpose of this activity is to give you a chance to reflect on what you’ve learned and to think about next steps.

Directions:

• To do this activity, refer back to the notes you took during the seminar.

• Answer all of the following questions using the Learning Journal on the following page.

Learning Journal

What did you learn during the seminar that will prove most helpful to you as a teacher?

| |

What teaching ideas from the seminar’s work will you implement?

| |

What’s the first thing you did when you got back to your teaching practice?

| |

What additional questions/problems do you have, and how will you go about getting further help and guidance?

| |

Activity 2: Developing a Personal Teaching Philosophy Statement

Directions: Before you attended this seminar you were asked to write a personal teaching philosophy statement. This statement was then reviewed by your peers at the seminar. Based on the feedback you received, finalize your statement and turn it in with the rest of the Work Experience Activities.

|Personal Teaching Philosophy Statement | |

| |

|Teaching Approach | |

| |

Activity 3.1: Using the Group Lesson Plan

on Putting

Directions: Use Appendix 8-A (pages 485 – 486) of the PGA Teaching Manual to conduct a group lesson on putting. Record your results below. You might also want to use this activity as part of Work Experience Activity 7.

Discuss

How many of your students participated in the lesson? Did they represent a broad spectrum of experience, or were they all about the same level?

| |

What difficulty, if any, did you have in following the lesson format?

| |

How successful was Lesson One? How did the “Grape” cue word work?

| |

How successful was Lesson Two? Did the students absorb the new ideas?

| |

What results did you get from these sessions? What worked best? Would you use them again? What changes might you make?

| |

Activity 3.2: Using the Putting Evaluation Matrix

Directions: On page 487 of the PGA Teaching Manual you’ll find Appendix 8-B: Putting Evaluation Matrix. Use this document to evaluate a representative sample of your students. Communicate the results to the students, and use the matrix as a teaching tool. Record your results below.

Discuss

How many of your students did you evaluate with this matrix?

| |

What were the skill levels involved?

| |

How useful was the matrix as a teaching tool? What were students able to learn from the results?

| |

How effective was the matrix? What worked best? Would you use it again? What changes might you make?

| |

Activity 3.3: Giving the “How Well Should You Putt?” Test

Directions: Look at the test, “How Well Should You Putt?” on pages 488 – 493 of the PGA Teaching Manual. Make some copies of the test and give it to a group of your students. Record your results below.

Discuss

How well did your students do? Were there any questions they all missed? Does this indicate anything to change in your teaching? If so, what?

| |

Were there any surprises resulting from this test? If so, what were they?

| |

Were there any answers on the test that you (or your students) disagreed with? If so, what were they, and what is the area of disagreement?

| |

Was it useful to give this test to your students? What were the benefits? Would you do it again? Why?

| |

Activity 4.1: Using the Socratic Method to Teach Basic Chipping Technique

Directions: On pages 188 – 189 of the PGA Teaching Manual, you will find a description of the Socratic method to teach basic chipping technique. Use this method with a group of your students. Record your results below.

Discuss

How many of your students participated in the lesson? Did they represent a broad spectrum of experience, or were they all about the same level?

| |

What difficulty, if any, did you have in following the lesson format?

| |

Were you comfortable using the question technique? Was questioning more effective than other techniques, such as lecture or demonstration?

| |

What results did you get from using this method? What worked best?

| |

Activity 4.2: Using the Three Suggestions to Improve the Basic Pitch

Directions: On pages 189 – 190 of the PGA Teaching Manual, you will find a description of three techniques you can use to help students overcome the tendency of trying to lift the ball when they pitch. Use all three methods with a representative group of your students. Evaluate their overall effectiveness and ease of use below.

Discuss

Method #1: Use an extender to see whether the student has let his or her left wrist break down and the clubhead pass his or her hands.

| |

Method #2: Kneel in front and to the side of the student and hold the clubhead.

| |

Method #3: Have the student block the clubface.

| |

Activity 5.1: Using the Greenside Bunker

Lesson Plan

Directions: On pages 494 – 495 of the PGA Teaching Manual, you will find Appendix 10-A: Greenside Bunker Lesson Plan. Using this document, conduct the two sessions indicated for a group of your students. Record your results below.

Discuss

How many students participated in the lesson? Did they represent a broad spectrum of experience, or were they all at about the same level?

| |

What difficulty, if any, did you have following the lesson format(s)?

| |

How successful was Session One? How well did the “Feel” cue word work?

| |

How successful was Session Two? How well did the bunker contest work?

| |

What results did you get from these sessions? What worked best? Would you use them again? What changes might you make?

| |

Activity 5.2: Working with Fearful Students to Improve Bunker Play

Directions: Select a student who is intimidated by bunker play. Make it your mission to improve that student’s game. Record your results below.

Discuss

From a technical standpoint, what problems did the student have getting out of bunkers?

| |

How did you work with the student to improve the technical aspect of his or her bunker play?

| |

How did you specifically address the psychological aspect? Did you use any visualization techniques?

| |

What were your overall results? As a teacher, what did you learn from this effort?

| |

Activity 6.1: Working with Uneven Lies

Directions: On pages 276 – 279 of the PGA Teaching Manual, you will find ideas for dealing with uneven lies. Use those methods with your students and record your results below.

Discuss

For sidehill lies, ball above the player’s feet, which of the solutions on pages 276 – 277 worked best?

| |

For uneven lies, ball below the player’s feet, which of the solutions on pages 277 – 278 worked best?

| |

For uphill lies, which of the solutions on page 278 worked best?

| |

For downhill lies, which of the solutions on page 279 worked best?

| |

Activity 6.2: Dealing with Windy Conditions

Directions: On pages 281 – 283 of the PGA Teaching Manual, you will find a number of suggestions for dealing with different types of windy conditions. Use these methods with a group of your students. Record your results below.

Discuss

For playing when the wind is against the player, which of the solutions on pages 281 – 282 worked best?

| |

For downwind shots, which of the solutions on pages 282 – 283 worked best?

| |

For sidewind shots, which of the solutions on page 283 worked best?

| |

Activity 7: Conducting a Group Lesson

Directions: This activity requires you to conduct a group lesson. The lesson can cover either the full swing and/or the short game. The 20- to 30-minute lesson must be videotaped.

The lesson also needs to be observed by your supervising professional. At the conclusion of the lesson, the students and supervising professional fill out a Teaching Evaluation Worksheet. This form is designed to provide you with feedback on your teaching skills and is not meant to be used as a way of grading your performance. Fill out a Teaching Self Evaluation Worksheet. (These 2 forms are found after this activity). The videotape, evaluation worksheets, and lesson plans must be turned in as part of your Work Experience Kit.

Activity Requirements

• Observer. The lesson must be observed by a PGA supervising professional.

• Length. The lesson should be 20 – 30 minutes in length. Videotape the entire lesson.

• Video. The video must show you working with a group of real students in an authentic teaching situation. A description of how to videotape lessons, and what constitutes an acceptable lesson tape, is provided on the following pages. As indicated, the video must contain the following components:

– An introductory segment with the students

– A lesson on either the full swing or the short game

– A wrap up segment with the students

• Evaluation. Following the lesson, the students and supervising professional fill out a Teaching Evaluation Worksheet. You will fill out a Teaching Self Evaluation Worksheet for the lesson. The evaluations and videotape are turned in as part of the Work Experience Kit.

• Lesson Plan. Develop and write a lesson plan for the lesson you conduct. For examples of completed lesson plans, see Appendix 8-A, page 485, and Appendix 10-A, page 494, in the PGA Teaching Manual. You can follow the format used in the examples or employ a format you have developed or that you currently use. The lesson plan and any other supporting written materials (handouts, notes by the student, etc.) need to be turned in with your Work Experience Kit.

* This video will be reviewed by an experienced PGA teaching professional, to help you evaluate your current effectiveness as a teacher. Make sure it is something of which you can be proud and it reflects your merits as a teacher. Remember, a poor or careless effort will adversely impact your reputation. In extreme cases, it could even affect your successful completion of this activity.

Technical Considerations

Shoot in (or convert your video to) VHS format. No other format will be accepted. In terms of shooting your video, keep these considerations in mind:

• Your camera must be on a tripod; make sure it is level.

• Conduct the lesson on level ground, where the student can play from an even lie.

• Make sure the sun is behind the camera so that the student is facing the sun when addressing the ball.

• To get the best possible sound, attach a portable microphone to your collar and another one to the student’s collar. If you do not have an external microphone, zoom your lens back to its widest setting. Then, physically bring the camera to the spot where you can get the shot you want. This method will ensure that the microphone is as close as possible to you and the student.

• Make sure your camera’s field of vision shows the student’s feet and the top of the backswing.

Teaching Evaluation Worksheet

Teacher _____________________________________ Date ______

Evaluator ____________________________________

|Action | |Good | |

|Took time to learn about the student’s goals and objectives for the lesson | | | |

|Asked about any physical disabilities or limitations the student might have | | | |

|Carefully observed the student’s game before discussing options | | | |

|Tailored feedback to the student’s learning style and playing ability | | | |

|Clearly demonstrated to the student the suggested improvements | | | |

|Offered alternative suggestions if the student failed to understand the first time | | | |

|Gave the student enough time to practice during the lesson | | | |

|Provided a wrap up of what was learned and discussed the next steps | | | |

|General Lesson Questions | |

| What did you like best about the lesson? |

| |

| |

|What did you like best about how the teacher communicated with the student? |

| |

| |

|What are one or two things you might suggest to improve the lesson? |

| |

| |

|Specific Lesson Questions | |

|What was your initial insight into the student's learning style? Did it change as the lesson progressed? Why did it change? |

| |

| |

|What sequence of swing changes took place during the lesson? |

| |

| |

|What would you have done differently in the sequence of swing changes? |

| |

| |

|What was the pivotal time in the lesson where the student responded to the instructor's technique? |

| |

| |

|What technical points, teaching aids, or station setups were most effective in the lesson? |

| |

| |

|How did the teacher involve the student in the lesson? |

| |

| |

|Did the teacher ask appropriate open-ended questions and listen for the answers? Give an example of the kind of questions asked. |

| |

| |

|Did the teacher solicit clear and thorough feedback from the student and listen to what was being said? Could it have been done more |

|effectively? How? |

| |

| |

|Did the teacher solicit a clear and thorough summary (wrap up, next steps) from the student and listen to what was being said? |

| |

Teaching Self Evaluation Worksheet

Teacher _____________________________________ Date ______

Evaluator ____________________________________

|Action | |Good | |

|Took time to learn about the student’s goals and objectives for the lesson | | | |

|Asked about any physical disabilities or limitations the student might have | | | |

|Carefully observed the student’s game before discussing options | | | |

|Tailored feedback to the student’s learning style and playing ability | | | |

|Clearly demonstrated to the student the suggested improvements | | | |

|Offered alternative suggestions if the student failed to understand the first time | | | |

|Gave the student enough time to practice during the lesson | | | |

|Provided a wrap up of what was learned and discussed the next steps | | | |

|General Lesson Questions | |

|What did you like best about the lesson? |

| |

| |

|What did you like best about how you communicated with the student? |

| |

| |

|What are one or two things you might suggest to improve the lesson? |

| |

| |

|Specific Lesson Questions | |

|What was your initial insight into the student's learning style? Did it change as the lesson progressed? Why did it change? |

| |

| |

|What sequence of swing changes took place during the lesson? |

| |

| |

|What would you have done differently in the sequence of swing changes? |

| |

| |

|What was the pivotal time in the lesson where the student responded to the instructor's technique? |

| |

| |

|What technical points, teaching aids, or station setups were most effective in the lesson? |

| |

| |

|How did you involve the student in the lesson? |

| |

| |

|Give some examples of open-ended questions (not yes or no) you asked during the lesson. How did the student answer the questions? |

| |

| |

|What did you do to try and get clear and thorough feedback from the student? Could it have been done more effectively? How? |

| |

| |

|How did you conclude the lesson? What are the student's next steps? |

| |

Activity 8.1: Conducting a Lesson Series

Directions: You will conduct a series of three short game lessons with an individual student. The student needs to be a junior, senior, physically challenged, or mentally challenged. Following each lesson, have the student and supervising professional fill out a Teaching Evaluation Worksheet. You will fill out a Teaching Self Evaluation Worksheet on each lesson. (These 2 forms are found at the end of Activity 7).

The lessons do not need to be videotaped, but the evaluations and lesson plans are turned in as part of the Work Experience Kit.

Activity Requirements

• Student. The student must be from one of the following groups: juniors, seniors, physically challenged, mentally challenged.

• Observer. All lessons must be observed by a PGA supervising professional.

• Length. Each lesson should be 30 to 45 minutes in length.

• Lesson Format. The lessons must contain the following components:

– An opening interview with the student. This could be an interview with a new student, or a review of the previous lesson

– A lesson on either the full swing or the short game

– A wrap up with the student

• Evaluation. Following each lesson, the student, parent, or guardian (as appropriate for the student with whom you are working) and supervising professional will fill out a Teaching Evaluation Worksheet. You will fill out a Teaching Self Evaluation Worksheet for each lesson. The evaluations are turned in as part of the Work Experience Kit.

• Lesson Plan. Develop and write lesson plans for all the lessons you conduct, including the videotaped lesson. For examples of completed lesson plans, see Appendix 8-A, page 485, and Appendix 10-A, page 494, in the PGA Teaching Manual. You can follow the format used in the examples or employ a format you have developed or currently use. These lesson plans and any other supporting written materials (handouts, notes by the student, etc.) need to be turned in with your Work Experience Kit.

Activity 8.2: Working with Women Golfers

Directions: Think about the female students you have taught. Then answer the questions below.

Discuss

What percentage of your students have been women? Have you tried to encourage women players to study with you? If so, how?

| |

What problems did your women students tend to have? What advantages? Is there a profile you could draw of a typical student?

| |

In general, what kind of accommodations did you make when teaching women? Did you emphasize different techniques or strategies?

| |

How has working with women contributed to your development as a teacher?

| |

Activity 8.3: Working with a Physically Challenged Golfer

Directions: If you have worked with a physically challenged golfer, think back on your experience. If not, interview an instructor who has worked with someone who was physically challenged. Then answer the questions below.

Discuss

What was the nature of the person’s disability?

| |

What were the individual’s capabilities, limitations, and experience?

| |

What were the individual's goals related to golf?

| |

What techniques did you or another instructor use to help the person reach those goals?

| |

Activity 9.1: Physical Training for Golf

Directions: In the PGA Teaching Manual, Appendix 17 describes a year-round program for improving golf fitness. Following the directions given, either work through the program yourself or monitor it with one of your students. Then report your results below.

Discuss

Who took the program? For how long? What were the major objectives in starting the program?

| |

What exercises or elements helped the most? In what areas of golf fitness did the biggest improvement occur?

| |

Were there any areas of frustration or difficulty?

| |

Would you recommend this program? What changes would you make?

| |

Activity 9.2: Golf Flexibility Exercises

Directions: Refer to Appendix 17-B in the PGA Teaching Manual. Assign the exercises in this appendix to some of your students whose lack of flexibility is hurting their games. Then, report your results below.

Discuss

To whom did you give the program? What problems were they experiencing due to a lack of flexibility?

| |

What exercises/elements helped the most? In what areas of flexibility did the biggest improvement occur? How did that improvement affect the players’ performance?

| |

What difficulties did you encounter running the program? Did the students have trouble with any of the exercises?

| |

Would you recommend this program? What changes would you make?

| |

Activity 9.3: Exercises for the Lower Back

Directions: You will find exercises for the lower back described in Appendix 17-D of the PGA Teaching Manual. If you have back problems, make these exercises part of your routine; otherwise, use the exercises with a student. Then, report your results below.

Discuss

How long have you (or the student) had back problems? What originally caused the problems?

| |

How much did the program help? Were any of the exercises especially beneficial? In what areas of golf fitness did the biggest improvement occur?

| |

Did any of the exercises cause pain or discomfort? Which ones?

| |

Would you recommend this program to your students? What changes would you make?

| |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download