pass golf program - jack newton · analyse the fundamental movement skills and specific movement...

PASS 1.1 Whack, Whack, Whack

PASS Golf Program

A Brief History of Golf A golf-‐like game is recorded as taking place in 1297, in the Netherlands, where the Dutch played a game with a stick and leather ball. The winner was whoever hit the ball with the least number of strokes into a target several hundred yards away. The modern game of golf is considered to be a Scottish invention. The Royal and Ancient Golf Club of St. Andrews, said "Stick and ball games have been around for many centuries, but golf as we know it today, played over 18 holes, originated in Scotland."The word golf, or in Scots language gouf, is usually thought to be a Scots alteration of Dutch "colf" or "colve" meaning "stick, "club", "bat”. The first documented mention of golf in Scotland appears in a 1457. The Rules of Golf The oldest surviving rules of golf were written in 1744 in Scotland and consisted of 13 rules. The rules of golf have since been modified and amended jointly since 1954 by the Royal and Ancient Golf Club of St. Andrews and the United States Golf Association. Local rules are set by the Committee of a golf club, for example to define the boundaries of the course, ball drops, environmentally sensitive areas such as nesting birds etc. The current rules can be downloaded from the Royal and Ancient Golf Club of St. Andrews. Equipment development The evolution of golf can be explained by the development of the equipment used to play the

game. Some of the most notable advancements in the game of golf have come from the development of the golf ball. Another notable factor in the evolution of golf has been the


development of golf clubs. The earliest golf clubs were made of wood that was readily available in the area. Over the years, Hickory developed into the standard wood used for shafts became the choice of wood for the club head due to its hardness and strength. As the golf ball developed and became more durable with the introduction of the “gutty” around 1850, the club head was also allowed to develop, and a variety of iron headed clubs entered the game. The introduction of steel shafts began in the late 1890s, but their adoption by the governing bodies of golf was slow. In the early 1970s, shaft technology shifted again with the use of graphite for its lightweight and strength characteristics. The first metal “wood” was developed in the early 1980s, and metal eventually completely replaced wood due to its strength and versatility. The latest golf club technology employs the use of graphite shafts and lightweight titanium heads, which allows the club head to be made much larger than previously possible. The strength of these modern materials also allows the face of the club to be much thinner, which increases the spring-‐like effect of the club face on the ball, theoretically increasing the distance the ball travels. Technique and form There a number of things your body has to do to successfully execute a skill. These are the main techniques that make the skill occur and increase the chance of success in executing that skill. The main techniques have to do with your body’s form and positioning, the manipulation of any objects (for example, a racket, ball or bat) and your location in the activity area. Correct techniques for effective skill execution When executing a skill, each body part needs to be in a particular position, as this increases the chance of success in performing the skill. The more body positions that are in the correct position, the higher the chance of success. It also decreases the risk of injury to the person. Consider how cricket bowlers have different techniques to deliver a ball on a pitch to a batter, either using speed, swing or spin—similar techniques, but with slight variations. When using equipment, such as a hockey stick or a paddle when kayaking, you need to use the correct technique to control and manoeuvre that object in a particular skill, as well as to increase your chance of success and decrease your chance of being injured. Athletes and coaches spend a high percentage of their training time mastering an activity’s skill techniques. Varying technique for special effect Techniques in skill are often adapted or changed to produce a different result. The technique can change by changing the body position or how the object is controlled and manipulated. Examples of such adaptations include: a golfer moves their grip to open up the club face slightly to allow the ball to slice or fade—this variation could be used to place the ball away from a hazard or to stay on the fairway around a corner Fundamental Movement Skills Movement skills are the tools that people use to participate in sports, games and physical activities. An individual’s level of movement skill can be measured by how well they complete movement tasks. While fundamental movement skills provide the basis for participation in all sports and physical activities, specialised movement skills are sport specific and are required for more advanced activities. Movement skills can be classified in many ways and are learnt most efficiently through quality practice. The nature of movement skills


Movement skills are actions that require body movement to achieve objectives. They can involve small movements, such as throwing a dart; large movements, such as a sprint run; or a combination of both, as in spin bowling in cricket. All movement skills are goal-‐directed and require practice to achieve proficiency. Skilled performers have excellent movement skills and make few errors. In the early stage of skill development, novice performers make frequent large errors and need to see the skill demonstrated effectively to help them learn. Movement skill performance can be improved with quality instruction, a supportive environment and opportunities to practise. Types of movement skills Movement skills can be classified in a number of ways. How difficult they are to perform either fundamental movement skills (FMS) or specialised movement skills. Fundamental movement skills are the building blocks for all types of games, physical activities and sports e.g. running, jumping, hopping, galloping, skipping, catching, throwing, kicking and striking. Specialised movement skills are more complicated and are specific to certain physical activities and sports; for example, the javelin throw and the golf swing. Another way to classify movement skills is by the type of movement they involve. Based on this classification, movement skills can be described as locomotor, non-‐locomotor or manipulative.

• Locomotor movement skills involve moving the body from one point to another, such as running, swimming and cycling.

• Non-‐locomotor movement skills are performed while you are stationary, such as a static balance, bend, sway and twist. Pivoting in basketball is also an example of a non-‐locomotor skill.

Manipulative movement skills involve the control of a piece of equipment, such as a ball, bat or stick e.g. bowling in cricket, striking in baseball and throwing a dart. Learning experience Working with a partner, choose two popular sports and list the locomotor, non-‐locomotor and manipulative skills involved in each. Compare your results with the rest of the class. Mastering movement skills The first eight years of a child’s life are regarded as the ‘golden years’ for skill development, because this is the time during which new skills are learnt more easily. Skills are instead learnt through quality instruction, a supportive environment and opportunities to practice. Skill level and participation in physical activity FMS are the foundations of an active lifestyle because they are needed for participation in most physical activities. Once an individual has proficiency in a range of FMS they will possess the basics to learn more complicated specialised skills. Adolescents who were more skilful spend more time in organised physical activity e.g. sports teams, gymnastics and dance clubs. Children who are more skilled have higher levels of aerobic fitness and are less likely to be overweight. Learning specialised movement skills Individuals progress through a number of stages as they develop new movement skills. Individuals move through these stages at different rates and some individuals may never reach the final stage. Characteristics of the three stages of skill acquisition are listed below.


Cognitive stage: frequent large errors, great deal of feedback required, learners need to learn about how to execute the task, learners need to see the skill demonstrated correctly, performance is inconsistent Associative stage: fewer errors, participant learns to detect and correct performance errors, learner relates to the correct technique, performance becomes more consistent Autonomous stage: automated performance of the skill, skill actions are highly refined, less emphasis on skill mechanics and more on tactics and strategies, this stage may be unachievable for most. Handout 5 – Learning and Success

Practice Practice is the term given to the process of learning and improving movement skills. Movement skills can be practised in a number of ways. While traditional practice will require individuals to physically perform movement skills, skills can also be improved through mental rehearsal, which is another form of practice. It is recommended that individuals use a variety of practice techniques to develop movement skill proficiency. Qualities of effective practice While individuals will develop movement skill proficiency at different rates, skill level can be increased through quality movement skill practice. The following qualities of effective practice have been identified to help people learn skills more efficiently. ‘Perfect practice with feedback makes perfect’ the emphasis should be on quality e.g. someone learning how to shoot a free throw in basketball should focus on addressing the key points of the skill rather than the score The simplest skills should be learnt before the more complicated ones to promote skill development, maintain individual motivation and prevent injury Complicated skills should be broken down into smaller parts when they are being learnt for the first time e.g. individuals learning the tennis serve for the first time should learn how to toss the ball correctly before attempting to complete the full serve. Pressure should be increased as skill proficiency improves. Once individuals become more confident performing skills, additional pressure should be added.


The practice should progress from ‘closed’ to ‘open’ on the environmental requirements continuum, with gradual increases in the skill performance and decision-‐making. Rules and etiquette are used in sport to govern how it should be played. ‘Fore!’, ‘The ball was out!’, ‘Goal!’, ‘Go back to your corners’ and ‘Please remove all jewellery’ are examples of what officials and participants say during physical activity, denoting rules and etiquette that participants are expected to follow. Rules Rules are the consistent guidelines about how a sport should be played or activity conducted. They are developed over time and become better known and applied once an organisation is formed. For example, football in England was established as a sport when the English Football Association was formed in 1875. Knowing and using rules allows sport and physical activity to be carried out within common and consistent boundaries, as well as ensuring safety for participants and allowing people to improve within the legal limits. There are three main types of rules: official rules, local rules and modified rules. Official rules that are developed and sanctioned by the game’s official organisation are published, and all participants must follow these rules. These rules are followed in competitions and events, such as the Olympic Games, the National Rugby League, dance sport championships and state championships. Local rules are those rules particular to an area. They are changes or alterations that have been made to official rules because of local conditions, needs and wants. They can be less professional than official organisational rules, but still follow the main rules and understandings. Backyard, house, community or school games also have local rules. Most local rules can cater for age, playing area, time, equipment, intensity or level of competitiveness. Local rules may be small changes to the official rules (such as allowing four quarters instead of two halves because of hot weather), medium changes (such as playing only until it gets dark) or large changes (such as there being no uniforms, time limits, penalties or area restrictions). Modified rules are those that have been changed to suit factors such as age, disability, gender or fitness level. These rules follow the official rules closely and are used in most competitions at junior levels. The modified rules allow for improved safety, more participation, a developing awareness of the main points of the game and the development of bodies adjusting to the sport or activity. Examples of junior sports with modified rules include Minki Hockey, Kanga Cricket, Mod League, Auskick and Netta Netball. Examples for athletes with a disability include the Paralympics and wheelchair basketball. The transfer of movement skills Skill transfer refers to the effect of learning and performance in one movement skill on the learning and performance in another movement skill. Proficiency (being skilled) in FMS provides the foundation for many specialised skills and helps individuals learn skills more quickly. Positive transfer of movement skills occurs when proficiency in one movement skill is improved by previous learning and experience in a similar movement skill e.g. the movement patterns involved in surfing are similar to the movement skills involved in skateboarding and snowboarding. The positive transfer of movement skills will help an individual learn a new, similar skill more easily.


Negative transfer of movement skills occurs when the learning of a new skill is slowed by knowledge of and experience in a similar movement skill. This may occur when skills share some similarities but have important differences e.g. although the tennis and squash strokes appear similar, the wrist action is very different. The tennis forehand requires a firm wrist, while the squash forehand requires flexible use of the wrist. Negative skill transfer will make it difficult for an individual to learn a new skill. Fundamental versus specialised movement skills Fundamental movement skills provide the foundation for participation in most major sports and games. FMS are less complicated movement skills and include locomotor, non-‐locomotor and manipulative skills. Unlike specialised movement skills, FMS can be performed in a wide variety of physical activities. For example, the overarm throw is an FMS that is used in netball, basketball and cricket. Specialised movement skills are generally more difficult to perform and are specific to a certain sport or physical activity. For example, the golf swing is a specialised movement skill that is only used in the game of golf. Use of technology Performance can be analysed and evaluated more quickly and accurately, and in a more sophisticated manner than ever before. Technological equipment that helps identify errors and provide feedback is readily accessible to athletes, teams, coaches, spectators and media commentators. Analysis and evaluation technology for athletes can come in many forms and can be categorised into two groups: preparation and performance. Preparation technology assists athletes to prepare for an event or activity by monitoring health, fitness levels and fatigue. It can include image recording technology to watch the athlete performing skills and their decision-‐making in a situation, thus allowing the athlete to identify errors and make corrections before an event. Performance technology can come from athlete’s own technology or from the media broadcast of an event. This type of technology provides opportunities for many spectators to view a performance and provide an evaluation and judgment about the performance.


Etiquette and Safety Codes of behaviour When rules are established by official organisations, a code of behaviour is also created by the organisation. The code is the accepted checklist of how players, coaches, officials and spectators should behave when involved in the sport or activity. It is how they are supposed to behave to maintain the good image of the sport and to keep all safe, healthy and happy. People who do not follow the code of behaviour can face consequences that restrict their involvement in the sport or activity. Accepted etiquette Etiquette is much like manners and is seen in sport as the ‘right’ or ‘nice’ thing to do, keeping sport as an honourable and fair event. Etiquette is unwritten rules of fair play and can be found at all levels of sport, from international competitions, (a footballer helps a player they tripped) to local competitions (a golfer calls ‘Fore!’ when teeing off and the ball is heading towards a player). Good golf behaviour Golf is a sport of great tradition with high expectations of golfers' behaviour on and off the course. Sportsmanlike behaviour and honesty are especially valued. Above all golf is to be enjoyed in a friendly atmosphere. Etiquette At all times: – play safely – play without delay, within the rules and be considerate of others. – replace divots and repair any damage you make to the course. – avoid taking a divot with a practice swing. When on a golf course: – rake bunkers and enter and leave from the lowest point. – repair pitch marks on the green. – avoid damaging the green with your shoes, putter or the flagstick. Safety OBSERVE THE FIVE GOLDEN RULES OF SAFETY FOR GOLF


1. Check playing surface for hazards such as stones, holes etc 2. Stop -‐ Look -‐ Swing 3. Three Metre Rule – swing at least three metres apart 4. No practice swings unless instructed 5. Clubs down when not in use Possible group formations for safe teaching.

Above: Single line formation

Above: Half circle formation Safety is up to everyone. Questions Why is safety important in golf? Why are the pictures considered a safer way of teaching the game? What are examples of poor etiquette on the golf course?


Assessment task Unit 1.1 Whack, Whack, Whack

Name: Due date: Stage 4 PASS Whack, Whack, Whack Task type Fundamental Movement Skills Analysis Task weighting 20% Area of Study Foundations of Physical Activity (AOS 1) Context Students have developed fundamental movement skills and participated in golf through classwork and practical activities. This task is placed towards the end of the unit and follows study in fundamental movement skills and golf as an individual and in groups. Description of assessment for learning activity The assessment task is in two parts. Part A - students analyse the fundamental movement skills and specific movement skills in golf identifying the activities that enhance the performance of these skills. Part B - students analyse a fundamental movement skill and a specific movement skill associated with golf and develop drills to practice the skill. Outcomes A student: 1.1 discusses factors that limit and enhance the capacity to move and perform 1.2 analyses the benefits of participation and performance in physical activity and sport 4.4 analyses and appraises information, opinions and observations to inform physical

activity and sport decisions. Criteria for assessing learning Students will be assessed on their ability to:

• analyse fundamental movement skills and specific movement skills in sports & physical activities

• apply practice techniques to improve performance. Task description Part A – 10 marks Analyse the fundamental movement skills and specific movement skills in golf. 1. Outline the fundamental movement skills involved in golf. 2. Outline the specific movement skills involved in golf. 3. Describe a drill or practice activity that will improve a fundamental movement skill

and specific skill in golf. Part B – 10 marks


Select a fundamental movement skill and design a practice session to develop the skill. The session should include:

• warm up & stretch • three drills to practice the skill • cool down

Feedback The teacher will provide written feedback in relation to the assessment guidelines. The teacher will also provide feedback during the assessment process by responding to student questions and directing students’ ideas.

Assessment task Unit 1.1 Whack, Whack, Whack

Assessment guidelines – Part A Outcomes Level of achievement A student: 1.1 discusses

factors that limit and enhance the capacity to

move and perform 1.2 analyses the

benefits of participation and performance in physical activity and sport

4.4 analyses and appraises information, opinions and observations to inform physical activity and sport decisions.

Outstanding 9 – 10 marks Outstanding knowledge & understanding of skills are demonstrated through: • clearly identifying the fundamental movement skills and specific movement

skills in golf • describing a drill or practice activity for two golf skills High 7 – 8 marks Thorough knowledge & understanding of skills are demonstrated through: • identifying most of the fundamental movement skills and specific

movement skills in golf • describing a drill or practice activity for a golf skill Sound 4 – 6 marks Sound knowledge & understanding of skills are demonstrated through: • identifying some of the fundamental movement skills and specific

movement skills in golf • describing a drill or practice activity for a golf skill Basic 2 – 3 marks General knowledge & understanding of skills are demonstrated through: • identifying a few of the fundamental movement skills and specific

movement skills in golf • describing some drills or practice activities relevant to golf. Limited 1 mark Limited knowledge & understanding of skills are demonstrated through: • listing some information about golf • describing a practice activity

Assessment guidelines – Part B Outcomes Level of achievement A student: 1.1 discusses

factors that limit and enhance the capacity to

move and perform 1.2 analyses the

Outstanding 9 – 10 marks Outstanding knowledge & understanding of a FMS demonstrated through: • designing a practice session to develop the fundamental movement skill

including: warm up & stretch, three drills to practice the skill & cool down High 7 – 8 marks Thorough knowledge & understanding of a FMS demonstrated through: • designing a practice session to develop the fundamental movement skill

including: warm up & stretch, two drills to practice the skill & cool down


benefits of participation and performance in physical activity and sport

4.4 analyses and appraises information, opinions and observations to inform physical activity and sport decisions.

Sound 5 – 6 marks Sound knowledge & understanding of a FMS demonstrated through: • designing a practice session to develop the fundamental movement skill

including: warm up &/or stretch, two drills to practice the skill &/or cool down

Basic 3 – 4 marks General knowledge & understanding of a FMS demonstrated through: • identifying some activities warm up &/or stretch, &/or one to two drills to

practice the skill, &/or cool down Limited 1 – 2 marks Limited knowledge & understanding of a FMS demonstrated through: • identifying a warm up &/or stretch, a drill to practice a skill, &/or cool down

Handout 1 – Fundamental Movement Skills


Many sports that involve throwing, such as cricket, netball, basketball, rugby, baseball and javelin have throwing

techniques that are specific to that sport. However, when learning these specific techniques, the athlete does not have to

start from scratch. Mastery of the fundamental movement skill of the over arm throw provides the basis or platform from

which many other skills develop.

FMS

Two

Han

ded

Strik

e

Sports specific skills

T-Ball Swing

Two-Handed Backhand

Golf Swing

Cricket Pull Shot

Handout 2 – Fundamental Movement Skills Sprint run Running is a locomotor skill used in most games, sports and physical activities. The key points of the sprint run are:


• head and chest held up to create erect posture • body leaning slightly forward • high knee lift as leg swings through • arms and legs moving forward without sideward

deviation elbows bent at 90º • arms drive forward and back in opposition to legs • head held high with face relaxed.

Vertical jump The vertical jump is a locomotor skill that forms the basis for jumps used in a variety of sports and activities, including athletics, gymnastics, basketball, netball, rugby and volleyball. The key points of the vertical jump are: • eyes focused forward or upward throughout the

jump • crouched with knees bent and arms behind the

body • arms used to generate upward force • legs straighten in the air as arms are thrust forward • lands on the balls of the feet and bends knees to

absorb impact.

Overarm throw The overarm throw is a manipulative skill used in cricket, softball, netball, basketball and many other sports. The key points of the overarm throw are: • standing side-on to the target • as the throwing arm is moved in a

backswing, weight is shifted to the back foot • throwing arm moves in a downward and

backward arc

• steps towards target with foot opposite the throwing arm

• hips and then shoulders rotate forward • throwing arm follows through, down and

across body.

Catch Catching is a manipulative skill used in cricket, softball, baseball, netball, rugby and basketball. The key points of the catch are:


• eyes focused on the object throughout the catch

• feet move to place the body in line with or behind the object

• object is caught cleanly with the hands only

• hands and fingers relaxed and slightly cupped to catch the object, without grabbing at it

• elbows bend to absorb the force as the object makes contact with the hands.

Two-handed strike The two handed strike is a manipulative skill that forms the foundation of a number of advanced skills, including the drive in cricket, the strike in T-ball and baseball, the golf swing and the ground strokes in racquet sports. The key points of the two-handed strike are: • standing side-on to the target • eyes focused on the ball throughout the

strike • hands next to each other, the bottom hand

matches the front foot • steps towards target with the front foot • hips and then shoulders rotate forward • ball contact made on the front foot with

straight arms • follows through with the bat around the

body.

Kick The kick is a manipulative skill used in soccer, rugby and Australian Rules football. Although there are differences in the technique used for various sports, the key points for the stationary place kick are listed below: • eyes focused on the ball throughout the kick • forward and sideward swing of the arm opposite to the kicking leg • non-kicking foot placed beside the ball, pointed towards the target • arms kept out to the side for balance • contacts the ball with the top of the foot (shoelaces) or instep • kicking leg follows through high, towards the target area.

Handout 3 - Golf Terminology Teeing Ground: the area from which a hole is commenced (also called the tee).


Green: closely mown area where the hole is placed.

Fairway: closely mown grass between the teeing ground and the green.

Rough: longer grass, shrubs and trees around the fairway.

Bunker: a defined area filled with sand.

Water hazard: a pond, lake or creek, marked by yellow or red stakes.

Front 9: the first nine holes of the course (also known as the outward 9).

Back 9: the final nine holes of the course (also known as the inward 9).

Dogleg: a hole where the fairway curves to the left or right.

Flagstick: a pole with a flag attached that is placed in the hole.

Par: the number of shots a hole should take to play (determined by length). Holes may be

Par 3, 4 or 5 according to the chart below.

Birdie: playing the hole one shot better (less) than par.

Eagle: playing the hole two shots better than par.

Albatross: playing the hole three shots better than par.

Bogey: playing the hole one shot worse (more) than par.

Double Bogey: playing the hole two shots worse than par.

Hole in One: completing a hole with just one stroke.

Slice: a shot which curves to the right (for a right-hander)

Hook: a shot which curves to the left (for a right-hander)

Fore: this is a warning, called loudly when your shot is in danger of hitting someone.

Gross Score: the actual number of shots played in a round.

Net Score: calculated by subtracting your handicap from your gross score.

Note: A standard golf course consists of 18 holes – usually a mix of par 3, 4 and 5. The

length of these holes is as follows:

Men Women

Par 3 up to 230 m up to 180 m

Par 4 231 – 435 m 181 – 365 m

Par 5 436 m and over 366m and over

1

Handout 4 Golf Skill Development – The Basics Grip


Ten finger, overlap and interlocking grips may be experimented with. Thumbs on top and no gaps between hands are the two main teaching points. Students may practice with a classroom ruler (thumbs along top edge).

Stance Feet shoulder width apart with weight evenly distributed and arms hanging naturally. Complete the set-up keeping the back straight, bending at the hips and then flexing the knees slightly.

Ball Position Ball position varies between left heel and centre of stance. The longer the club, the further towards the left heel (for R hand player) the ball will be positioned.

Alignment Club head square to target is essential. Grooves of clubface point between legs. Feet, hips and shoulders should all be parallel with the target. Use railway tracks concept.


Full Swing Concepts Students may start by swinging the golf club like a baseball bat, gradually lowering the club until it starts brushing the ground. The body rotation and hand action are very similar between a golf and baseball swing. The half swing concept may also be used. This involves a 9 o'clock to 3 o'clock action (toe up to toe up).

Handout 5 – Skills Challenge Score Sheet

Skill “Putt Ball Player 1 Player 2 Player 3 Player 4


it” Number Challenge 1 1 2 3 4 5 Total Challenge 1 1 2 3 4 5 Total Putt it Total Skill “Chip it”

Challenge 1 1 2 3 4 5 Total Challenge 1 1 2 3 4 5 Total Chip it Total Skill “Rip it”

Challenge 1 1 2 3 4 5 Total Challenge 1 1 2 3 4 5 Total Rip it Total Total Score


Practical Application 1.1 Testing basic movement skills Instructions

1 Students work in small groups as they complete the skills tabloid as set out below.

2 Record your results for all of the skills and activities completed in this tabloid by ticking ‘yes’ (also write the attempt number) or ‘no’ beside each task below.

3 For the task to be ticked as ‘yes’, you must complete the entire task exactly as per the instructions. For example, feet must land together at the same time for all five jumps in the first jumping task

Fundamental movement skills yes no

1 Jump from one hoop to another with feet together 4 times. _____ _____ (4 hoops in a straight line) 2 Skipping with rope, complete 10 jumps with feet together. _____ _____ (the rope must pass under the feet after each jump)

Specialised skills (3 attempts for each - 1 success is a YES)

1 Throw a tennis ball underarm into a bucket from 5 metres away. _____ _____ 2 Throw a tennis ball overarm to hit a bucket 10m away. _____ _____

Locomotor skills (3 attempts for each - 1 success is a YES)

1 Continuously bounce a basketball around 6 witches hats over 10m _____ _____ Non-locomotor skills (3 attempts for each—1 success is a YES)

1 Balance on the wobble board for 5 seconds without letting the edges of the board touch the ground. _____ _____

2 Balance using the stork balance for 10 seconds. _____ _____

Manipulative skills (3 attempts for each - 1 success is a YES!)


1 Throw a tennis ball high into the air and clap before catching the ball on the full. _____ _____ Record the highest number of claps completed in 3 attempts _____ 2 Strike a softball from a T-ball stand with a softball bat, using the two-hand side arm strike. _____ _____

Record the best distance the ball travels from 3 attempts _____ 3 Kick a stationary soccer ball from the ground to travel at least 20m _____ _____

4 Punt kick a football over the crossbar of goals from 15m away _____ _____ 5 Putt a golf ball into a hoop _____ _____ Record the number of successful putts from 5 attempts _____

Student Reflection Areas targeted for improvement ________________________________________________________________________

________________________________________________________________________

Practical Application 1.2 Learning a new skill Work in small groups to identify and then learn a movement skill you have either not tried or have not mastered. Some examples could include:

• keeping a hacky sack off the ground by kicking it with your feet • playing volleyball with your feet (like soccer) • putting a golf ball into a target • juggling two-handed with three or more balls

Practical steps

1 Identify or develop a suitable assessment measure to indicate your skill level starting point.

2 Practice for a period of time (e.g. ten minutes) without any instruction or feedback (other than safety issues being appropriately addressed).

3 Assess your performance improvement.

4 Seek instruction from reliable and informed sources, such as your teacher, peers, family members, books, the internet or other sources.

5 Continue to practice and seek feedback from reliable sources.

6 Assess your performance improvement.


Evaluation questions

7 Compare your starting skill level with your skill level after practicing without instruction or feedback.

8 Identify changes in performance level as a result of regular practice and effective feedback.

9 Evaluate the importance of practice and feedback to improving movement performance.


Practical Application 1.3 Chipping “Chip it” Chipping A chip is a controlled shot used around the green. Chipping involves playing a short shot where the ball lifts slightly off the ground and then runs along the surface for a distance. The 7-‐iron is an ideal club to practice chipping. Equipment • 10-12 7 or 8 irons (2 left handed) • hitting mats plus tees (just tees if no mats) • Witches hats, hula-hoops, ropes • Balls – tennis, soft golf balls Teaching Points • Safety • Show equipment and describe parts of the club (e.g. grip, shaft, head, face, heel, toe) • Discuss and demonstrate technique • Play introductory games and activities

Technique 1 Grip – Place left hand at the top of the grip, hands together and thumbs down the top

of the grip. For greater control and accuracy, hold the club at the bottom of the grip. 2 Stance – Feet hip width apart, bend slightly forward from your hips and Flex (bend)

your knees a little. Arms hang directly below your shoulders. Ball is placed the centre of your stance

3 Swing – Arms and club swing back and forth in a pendulum type of movement. The

body stays still and wrists stay straight. Length of the putt will decide how big and fast a swing. The head should not get higher than the waist on backswing or follow through. A steady rhythm is required throughout the stroke. Visualise the arms and the club maintaining a 'Y' formation throughout the entire action. Students may practice without a club. Clap hands together and swing from side to side 'like an elephant's trunk'.


Activities Into the Hoop 1 Place 4 hula-hoops about 2m from the hitting station 2 Students play 5 short chip shots aiming to finish inside the hula-hoop 3 10 points each time the ball stays in the hula-hoop or 5 points if it passes through 4 Change the distance to make it easier or harder

Chip & Catch 1 First students stand in hula-hoops about 4m from the hitting station 2 Second student steps up to the hitting station and chips to their partner who attempts

to catch the ball. One leg must remain on the ground. Start with tennis balls and then soft golf balls. Repeat for five chips and swap over.

3 Score 10 points for each catch and 5 points for balls collected on the bounce 4 Change the distance to make it easier or harder or partner must use one hand

On the Green 1 Use a rope to set up a green about 20m from the hitting stations 2 Students play chip shots aiming to finish on the green 3 Students score 10 points for each ball that finishes on the green and 5 if they roll off 4 Vary the distance by making the green bigger/smaller increases or decreases difficulty. 5 Students have 5 goes and swap with their partner.


Bullseye Golf 1 Use a rope to set up a green about 20m from the hitting stations 2 The bullseye target can be created by using a hula-hoop. Rope or witches markers can

be the other circle 3 Students play chip shots aiming to finish close to the bullseye on the green 4 Students score 50 points for each bullseye, 10 points for inner circle and 5 points for

getting on the green 5 Varying the distance or making the green bigger or smaller increases or decreases

difficulty. 6 Students have 5 goes and swap with their partner. Water Hazard 1 Use a rope to set up a green about 20m from the hitting stations 2 Use markers or another rope as a water hazard 3 Students must chip over the water hazard on the full and aim to finish on the green 4 Score 10 points for landing on the green and 5 points for clearing the water hazard

Golf Bocce 1 An activity for any number of players who compete against each other. To begin play, a

target ball (preferably a tennis ball) is thrown. 2 Each player chips a ball(s). 3 The shot(s) which finishes closest to the target ball wins the point or a 4,3,2,1 scoring

system may be used. 4 Other interesting variations may include relays and chipping into buckets or umbrellas.

The use of ropes, target boards etc will also add to student enjoyment.


Practical Application 1.4 Putting “Roll it”

Putting Putting is a specific skill used on the green to roll the ball into the hole Equipment • 5-6 putters • Witches hats, hula-hoops, ropes, chalk, masking tape, putting disks • Balls – tennis, soft golf balls Teaching Points • Safety • Show equipment & describe parts of the club (e.g. grip, shaft, head, face, heel, toe) • Discuss and demonstrate technique • Play introductory games and activities

Technique 1 Grip – Place target hand at the top of the grip, hands together and thumbs down the

top of the grip


2 Stance – Feet hip width apart, bend slightly forward from your hips and Flex (bend) your knees a little. Eyes should be directly over the ball. Arms hang directly below your shoulders. Ball is placed slightly forward of the centre of your stance

3 Swing – Arms and club swing back and forth in a pendulum type of movement. The

body stays still and wrists stay straight. Length of the putt will decide how big and fast a swing. The head should not get higher than the knees on backswing or follow through. A steady rhythm is required throughout the stroke.

Activities Under the Bridge 1 Players in pairs stand 5m apart 2 One person attempts to putt he ball through their partner’s legs which are apart 3 Players are awarded 5 points each time the ball rolls between their feet 4 Change the distance to make it easier or harder Nearest the Wall 1 Students are placed into even teams 5 metres from a wall or alternative e.g. rope, tape

etc 2 The first students in each team putt together with the objective of trying to get their ball

to roll as close to the wall as possible 3 20 points are allocated to the team whose ball finishes closest to the wall, 10 points for

second closest and 5 for third 4 Complete the activity three times with different distances

Cliff Hanger 1 Set up two lines string/tape etc 2m apart 2 Students are placed into even teams 5 metres from first line 3 Students putt to get the ball to finish in between the two lines 4 Students have three turns and then rotate 5 Students are allocated 10 points for each ball that finishes inside the string line 6 Vary the distance by moving the hitting bays depending on students’ ability


Practical Application 1.5 Full Swing “Rip it” Full Swing The full swing is used to gain maximum distance from the club you are using. Equipment • 10-12 7 or 8 irons (2 left handed) • hitting mats plus tees (just tees if no mats) • Witches hats, hula-hoops, ropes • Balls – tennis, soft golf balls Teaching Points • Safety • Show equipment and describe parts of the club (e.g. grip, shaft, head, face, heel, toe) • Discuss and demonstrate technique • Play introductory games and activities Technique 1 Grip – Place left hand at the top of the grip, hands together and thumbs down the top

of the grip. For greater control and accuracy, hold the club at the bottom of the grip. 2 Stance – Feet shoulder width apart, bend slightly forward from your hips and Flex

(bend) your knees a little. Arms hang directly below your shoulders. Ball is placed slightly forward of your stance

3 Swing – During the backswing a coiling movement of the upper body is made while the

arms are swung up around the body until they are positioned head height and over the trail shoulder area. The forward swing is commenced by recoiling of the lower body towards the target while the arms are swung down and through. The motion is continued until at the finish of the swing the body is facing the target, balanced on the left leg and with the arms positioned head height and above the left shoulder. A steady rhythm is required throughout the stroke.


Activities Aussie Rules Golf 1 Create Aussie rules goals using witches hats, javelins or similar, approx. 8m apart. Hitting

from approx. 30 m away. Several sets of goals may be used at once. 2 Played in teams. Players have two shots at goal each. To score a goal the ball must pass

between the centre sticks on the full. 3 A behind is scored when the ball passes between a goal post on the ground and a behind

post on the full 4 10 Points for a goal and 5 points for a behind.

Longest Hit 1 Set up a target – a marker, tree, goal post 2 Students hit as far as possible 3 Points are allocated in a decreasing value from the longest hit to the shortest (e.g. 100 to

10) Over the River


1 Place two rows of markers to form a river approximately 30m from the hitting stations 2 Students attempt to hit the ball and carry the river 3 10 Points are allocated if an attempt is successful 4 Varying the distance or making the river closer/further away or narrower/wider

increases or decreases difficulty.

Practical Application 1.6 The Value of Mastering Fundamental

Movement Skills 2

3 Activities for Developing Fundamental Movement Skills

4 Running 5

6 Kicking 7

8 Throwing 9

10 Catching 11

12 Jumping 13

14 Dodging 15

16 Skipping 17

18

19

20 Activities for Developing Specialised Movement Skills

21 Triple

Jump

22

23


24 Golf Swing 25

26

27 Basketball

Lay-up

28

29 Trapping &

striking the

hockey ball

30

31 Heading

the soccer

ball

32

33 Running

split leap

34

35 Cricket

cover drive

36

Practical Application 1.7 Skills Challenges Skill – Putting “Roll It” Challenge 1 – Ladder Equipment • 2 Putters • 10 soft golf balls • 20 witches hats • Masking or electrical tape • Skipping ropes – Safety Zone Points allocation • 5 balls are hit • 10 points if the ball finishes in the 2m

zone • 5 points if the ball finishes in the 1m

zones

Challenge 1 Setup


Challenge 2 – Bullseye Equipment • 2 Putters • 10 soft golf balls • 6 witches hats • Masking or electrical tape • Skipping ropes – Safety Zone Points allocation • 5 balls are hit • 10 points if the ball finishes in the 1m

zone • 5 points if the ball finishes in the 2m

zones

Challenge 2 Setup

Skill – Chipping “Chip It” Challenge 1 – Short Chip (into hoops) Equipment • 2 7 irons • 10 soft golf balls • 2 tee-off mats or tees • 4 witches hats/markers • 2 hula-hoops

Challenge 1 Setup


• Skipping ropes – Safety Zone Points allocation • 5 balls are hit • 10 points if the ball lands in the hoop

on full (can bounce out) • 5 points if the ball bounces into hoop

or hits the hoop

Challenge 2 – Long Chip (onto green) Equipment • 2 7 irons • 10 soft golf balls • 2 tee-off mats or tees • 22 witches hats/markers • 2 flags • Skipping ropes – Safety Zone Points allocation • 5 balls are hit • 10 points if the ball finishes in the small

circle • 5 points if the ball finishes in the large

circle

Challenge 2 Setup

Skill – Chipping “Chip It” Challenge 1 – Accuracy (down the fairway) Equipment • 2 7 irons • 10 soft golf balls • 2 tee-off mats or tees • 22 witches hats/markers • Skipping ropes – Safety Zone Points allocation • 5 balls are hit • 10 points if the ball finishes inside row

of markers • 5 points if the ball finishes outside row

of markers

Challenge 1 Setup

Challenge 2 – Distance (down the fairway) Equipment Challenge 2 Setup


• 2 7 irons • 10 soft golf balls • 2 tee-off mats or tees • 24 witches hats/markers • Skipping ropes – Safety Zone Points allocation • 5 balls are hit • 10 points if the ball passes the

second row of markers • 5 points if the ball passes the first

row of markers

Practical Application 1.8 Personal movement skill laboratory


Using a specialised movement skill for golf complete the following activity. Selected specialised movement skill: __________________________________________________ Experiment with changing an aspect of the specialised movement skill over a period of weeks Determine one major change to be made to the skill based on a movement skill evaluation and write it here. ……………………………………………………………………………………………………………………… Over time, record your progress in regard to the selected movement skill in the table below.

Date Change made / method Effect / comments

Personal reflection Evaluate the success of your experiment and the outcome for you in performing the movement skill both under pressure and in a relaxed situation. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Practical Application 1.9 Design and Play


Students design a course in small groups and play an Ambrose game. Students are to set up scorecards and have a variety of hole distances. Students begin to apply their skills in a golf course situation - learning to apply different shots. They also begin to learn the concepts of rules and etiquette. Ambrose Competition: 2-4 players per team. All players hit their first shot from the tee. The best positioned ball is selected and all play their next shot from this point. This form of play continues until the ball is holed out.

Sample High School Scorecard

Result

Player, Team Name or number __________________________________________ Hole Par Player’s Score Marker’s Score 1 2 3 4 5 6 7 8 9 Total Player’s signature _______________________________ Marker’s signature _______________________________ Date


Worksheet 1.1 Fundamental movement skills

37 Identify the twelve fundamental movement skills (FMS).

38 Complete the tasks below after reviewing the resource Get Skilled: Get Active (DET 2002) and/or http://www.curriculumsupport.nsw.edu.au/pdhpe/index.cfm?u=3&i=22

39 Justify the selection of each of the following fundamental movement skills as being deemed crucial in helping people participate successfully and enjoyably in sport and physical activity.

Fundamental movement skill Justification for selection

Sprint run

Static balance on one foot

Hop

Skip

Vertical jump

Kick

Overarm throw

Dodge

Side gallop

Leap

Catch

Two-hand strike


40

41 Identify tests that would effectively measure the level of performance in each of these fundamental movement skills.


Worksheet 1.2 The Nature of Movement Skills

Types of Movement Skills Fundamental movement skills are the basis of all sporting and recreational

activities. Examples include running, jumping & throwing

1. Name four other fundamental movement skills.

42 ________________________________________________________________

_____________

43 Locomotor movement skills are used in moving from one place to another.

Examples include walking, running and hopping .

44 2. Name two other locomotor skills?

________________________________________________________________

_____________

45 Non-locomotor movement skills are skills that do not use your base of support.

Examples include balancing, swaying and twisting.

46 Demonstrate these skills

47

48 Specialised movement skills are those used in more structured, organised

games or activities. Examples include performing a basketball lay-up or

performing a somersault in gymnastics.

49 3. Name two other examples.

50 ________________________________________________________________

_____________

51 Two other factors play an important role in the learning of these skills – practice

and feedback.

52 4. What does practice and feedback mean?

53 ________________________________________________________________

_____________

54 Practical

You are going to participate in five different modified sporting activities – hockey,

basketball, soccer, dance & golf. The aim of this task is for students to

experience the range of fundamental movement skills required for that sport.

55

56 5. Analyse the skills that are fundamental for successful participation.

57 ________________________________________________________________

______________


58

59 6. Examine the specialised movement skills used in each activity.

60 ________________________________________________________________

______________

61

62 7. How would you define a skill continuum?

63 ________________________________________________________________

_____________

Worksheet 1.2 The Nature of Movement Skills

Types of Movement Skills – Answers 1. Walking, catching, striking, kicking & dodging

64

65 2. Skipping and jumping

66

67 3. Fielding a cricket ball, running forehand in tennis

68

69 4. Practice – learning from experiences & creating opportunities to

practice more.

70 Feedback – constructive feedback to the learner is very important, as

well as positive comments encouraging the learner to want to learn

more.

71

72 5. Fundamental movement skills

73 Hockey – striking, running, dodging (goalkeeper – kicking)

74 Basketball – running, jumping, passing, catching, dodging

75 Soccer – running, kicking, dodging

76 Dance – walking, running, jumping

77 Golf – walking, balance, two-handed strike

78

79 6. Specialised movement skills

80 Hockey – running to the ball, trapping and striking it

81 Basketball – jump shot


82 Soccer – running towards the goal and heading ball

83 Dance – a running split leap

84 Golf – putting, chipping, driving the ball

85

86 7. The continuum is where skills are grouped together & performed in a

sequence. In gymnastics and dance, skills continuums are used

regularly.

87

Worksheet 1.3 Pick a sport

The fundamental movement skills Select four sports and in the space provided below, make a list of the skills involved in each. Sport:

Sport:


Sport:

Sport:

In the space created in the middle of the page, list the skills common to all four sports.

Worksheet 1.4 The Transfer of Movement Skills

Positive & Negative Transfer

88

89 Skills

90 Positive or negative

transfer of skills?

91

92 Explain why?

93 Waterpolo and European

handball shots at goal

94

95 Positive

96 The arm action for both skills is very similar, particularly at the point of release. Both actions use a throwing technique. Similar game situations with the defence closely marking the offence.

97 Cricket cover drive and golf

drive

98

99

100 101

102 Softball 105 106


and baseball catching

103

104

107 Rugby league and

touch football passing

108

109 110

111 Soccer and

Australian rules goal

kicks

112

113 114

115 Netball and

basketball shot at goal

116

117 118

119 Tennis and volleyball

serve

120

121

122 123

124

125 Questions

126 1. Can you think of any other physical activities where positive transfer of

skills exist?

127

128 2. How would you define a skill continuum?

129

130

Worksheet 1.4 The Transfer of Movement Skills

Positive & Negative Transfer – Answers


131

132 Skills

133 Positive or negative transfer of

skills?

134

135 Explain why?

136 Waterpolo and European handball shots

at goal

137

138 Positive

139 The arm action for both skills is very similar, particularly at the point of release. Both actions use a throwing technique. Similar game situations with the defence closely marking the offence.

140 Cricket cover drive

and golf drive

141

142

143

144 Negative

145 Cricket player steps forward (golf does not).

146 Cricketer opens face of the bat to play the shot – this would result in a sliced gold shot

147 Softball and baseball

catching

148

149

150

151 Positive

152 Same body positioning.

153 Same technique for low or fly ball catching.

154

155 Rugby league and

touch football passing

156

157

158 Positive

159 Same grip on the ball and body positioning.

160 Same technique of running forward and passing in a backwards motion.

161 Soccer and Australian

rules goal kicks

162

163

164 Negative

165

166 Soccer kicks with instep of foot – Australian rules off the laces.

167 Ball on the ground for soccer – ball released from hands in Australian rules.

168 Netball and basketball

shot at goal

169

170

171 Negative

172 Netballer has defender 3 feet away – basketballer has defence directly upon them.

173 Netballer releases ball from above the head – basketballer releases in front of body.

174 Tennis and volleyball

serve

177

178 Positive

179 Tennis and volleyball overhead serves involve a ball toss, similar body positioning, arm action similar and contact with the ball at the peak


175

176

of extension.

180

181 Questions

182 1. Basketball and netball passing – chest, bounce and lob passes all the

same

183

184 2. Squash and tennis forehand shots – squash uses wrist action, tennis

does not.

185

186

187

Worksheet 1.5 Rules, Etiquette & History 1 Investigate the sports below and complete the table.

Sport Rules Local or environmental rule changes

E.g. Soccer

• 11 players from one team on the field • No handling the ball • An attacker must have two players between

them & the goal when receiving the ball • No pushing, tripping etc

• Reduced number of players on smaller fields

• No offside rule

Golf

Netball


Cricket

188

2 Outline three rules and etiquette used throughout your game.

189 ________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

_______________________________________________________

190

Web Research 3 Find out what you can about the part played by the following places in the

development of golf: Ancient Rome, Italy, France, Holland

191 ________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

________________________________________________

4 How did the Scots come to know about the Dutch game?

192 ________________________________________________________

___________________________________________________________

___________________________________________________________

__________________________________________


5 When was the Royal and Ancient Golf Club of St. Andrews, in Scotland, formed?

193 ________________________________________________________

________________

6 In Australia, the first Club formed was The Australian Golf Club. When was

the Club formed and in which city?

194 ________________________________________________________

________________

7 Even though The Australian was the first Club formed in Australia, the oldest golf course is actually in Tasmania. In what year and town was this course established and when was a Club officially formed?

195 ________________________________________________________

___________________________________________________________

_____________________________

8 Outline the history of Women's golf, particularly in Australia.

196 ________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________

Worksheet 1.6 Practice 197

198 Skill 199 Feelings before

starting skill

200 Feelings after

completing skill

201 202

203 triple jump

207 208

209


204 205 206 210 211

212 golf swing

213 214 215

216 217

218 219

220 basketball 221 lay-up

222 223

224 225

226

227 Results

228 Complete the following graph

229

230

231

232

233

234

235

236

237

238

239 Triple

Jump

240 Lay-up 241 Golf

Swing

242

243 Questions

244 1. Which skill did the class perform best at? Why?

245 2. What aspects of each skill did you find difficult?

246 3. Are there any factors that may test the reliability or validity of these

results?

247 4. If you were to practice these skills again, what method of instruction

would you prefer? Are there any other methods that may be more suitable

than the ones you experienced?

Number of students


Numeracy Activity 1.7 Scoring a Golf Card Greg Norman and Tiger Woods play a round of golf in a tournament together and mark (score) each others cards. Below is a list of the scores they have on each hole in order. Greg Norman: 4, 4, 2, 4, 5, 4, 4, 3, 4, 3, 3, 5, 4, 2, 4, 5, 5, 3 Tiger Woods: 3, 4, 3, 4, 3, 5, 4, 4, 4, 4, 4, 4, 4, 3, 4, 3, 5, 4 1. Enter each golfer's scores in the correct columns on the card below. This is Greg Norman's card i.e. Greg Norman is the player and Tiger Woods is the marker.

2. Add up each player's score for each nine holes and the total scores for the 18 hole round. 3. Which player had the better score and by how much? 4. How many birdies did each player have? 5. How many bogeys did each player have? 6. Compare the players' scores with the Par for the course. Write down whether each player scored under (lower than) or over (higher than) Par and by how much.

Greg Norman: Tiger Woods: Hole Par Player Marker Hole Par Player Marker 1 4 10 3 2 4 11 4 3 3 12 5 4 5 13 4 5 4 14 3 6 5 15 4 7 4 16 4 8 3 17 5 9 4 18 4 Out 36 In 36 Out 36 Total 72 7. A player averages 5 shots per hole for nine holes. She had the following scores on the first eight holes: 6, 4, 4, 5, 6, 4, 4 and 7. What did she score on the ninth hole? 8. The list below shows the handicaps and scores for a number of players in a club event. Player Handicap Gross

Score Net Score

A 12 85 a) Calculate the nett score for each player and write it in the last column. B 31 106

C 4 78 b) Who won the competition for the best gross score? D 18 90


E 16 89 c) Who won the competition for the best nett score? F 2 73

G 27 95 d) What is the average handicap of the players in the competition? H 11 80

I 9 83

Worksheet 1.8 The Value of Mastering Fundamental

Movement Skills Scenario 1 – The Unskilled Performer 248 Bradley has trouble completing the skills of throwing, catching and skipping.

He is aware of the other student’s abilities and feels that he is the only one who

cannot get it right. Sometimes other students laugh at him when he drops the ball

and no one wants him in their team.

249

Scenario 2 – The Skilled Performer 250 Sarah has mastered all of the fundamental movement skills and has moved

on to learning some specialised movement skills. Everyone wants Sarah in their

team because she performs well in all activities.

251

252 Questions

253 1. What attitudes to participation do you feel these students may have

formed?

254 _____________________________________________________________

_________________

255 _____________________________________________________________

________________________________________________________________

_______________________________

256 2. What is their likelihood of continued participation in the future?

257 _____________________________________________________________

_________________

258 _____________________________________________________________

________________________________________________________________

_______________________________

259 3. What type of success do you envisage occurring in the future?

260 _____________________________________________________________

_________________


261 _____________________________________________________________

________________________________________________________________

_______________________________

262 4. What suggestions can you make to assist Bradley in improving his

fundamental movement skills?

263 _____________________________________________________________

_________________

264 _____________________________________________________________

________________________________________________________________

_______________________________

265 5. Give examples of how you could support other students by providing

constructive feedback in relation to their movement skill performance.

266 _____________________________________________________________

_________________

267 _____________________________________________________________

________________________________________________________________

_______________________________

268

269

Worksheet 1.8 The Value of Mastering Fundamental

Movement Skills 270

271 Answers

272 1. Attitudes to participation:

273 Bradley – frustration, boredom, uselessness, waste of time,

unsupported, does not enjoy playing with peers

274 Sarah – excited, wants to achieve more, loves playing with her

peers, and finds activities relatively easy to perform.

275

276 2. Likelihood of continued participation:

277 Bradley – little chance while everyone picks on him, unless he

picks up the skills on his own (or with help) he may enjoy playing and

not be concerned with his actual ability

278 Sarah – will continue participating because she is good at what

she does, peers will always want to play with her because of her talents


279

280 3. Success in the future:

281 Bradley – may receive encouragement awards to maintain his

interest, could still be part of successful teams

282 Sarah – is probably gaining verbal and possibly physical rewards

for her endeavours, success breeds more success and the will to

achieve more

283

284 4. Suggestions to assist Bradley in improving:

285 Contact his parents and give them some advice on what he could

be doing at home.

286 Give him a ball etc. to take home and practice by himself.

287 Encourage him to keep trying and give positive reinforcement

whenever possible.

288 Discourage the other children from laughing.

289

290 5. Examples of constructive feedback:

291 ‘Good effort Bradley. I liked the way you held your hands to catch

the ball. Next time remember to close your hands around the ball’

292 ‘That was a great throw. For your next throw, I would like to see

you try and aim directly at the wicket’.

Worksheet 1.9 Video analysis of performance in golf

In a small group, work on one of the following:

293 Video analysis of performance of:

a. putting b. chipping c. full swing

Task For each skill, rotate so that each group has the opportunity to discuss the analysis and evaluation with each other group. Note your findings below. Performance Situation / movement Analysis, evaluation and


context comments Areas for Improvement

Putting

Chipping

Full Swing


Unit Title: PASS 1.1 Whack, Whack, Whack (AOS 1/AOS 3)

Year: Stage 4

Unit Length: 20 weeks

Knowledge Outcomes: Skills Outcomes: 1.1 discusses factors that limit and enhance

the capacity to move and perform 3.1 demonstrates actions and strategies that contribute to enjoyable participation and skilful performance 3.2 evaluates the characteristics of enjoyable participation and quality performance in physical activity

4.1 works collaboratively with others to enhance participation, enjoyment and performance

4.3 performs movement skills with increasing proficiency 4.4 analyses and appraises

information, opinions and observations to inform physical activity and sport decisions

Evidence of Learning:

Areas of Assessment

Assessment Tasks

A student will: • apply fundamental movement skills to sport

& physical activity • transfer a range of movement skills positively

& negatively • applies technique, form, strategies and

tactics to enhancing their own and others’ performances

• works collaboratively to design and present a game

• analyses and makes judgements about their own performance in a range of movement skills and structured games

Analyses fundamental movement skills across a range of sports and physical activities Performs movement skills with increasing proficiency Participates in a variety of physical activities & sport Analyses the impact of technology on enhancing performance

1) Analysis of fundamental movement skills in golf. 2) Research what technologies are currently on the market for golf. What is the impact of technology on the performance of individuals in sport? Identify equipment, computer analysis, digital media, clothing etc. Discuss the advantages and disadvantages of technological advancement.

Literacy Targets

ICT Targets Texts Resources

Subject specific terminology Spelling & Grammar

Internet research www.google.com.au www.ausport.gov.au www.schoolsport.edu.au

Boyd.A et al (2006) Exploring Physical Activity and Sport Board of

Nemec. M et al (1999) Get Skilled: Get Active. NSW DET Fundamental Movement Skills Posters

Numeracy Targets

DVDs / Videos


Counting success & converting to a percentage Golf Scoring

Get Skilled: Get Active Video footage of elite performers Golf tournament Happy Gilmore

Studies NSW (2004) PASS: Years 7-10 SYLLABUS Boyd. A (2006)PASS Teacher Resource Book 1 Bulitude.S & Wright.J (2008) Titan Education: PASS TRB Clarke.D et al (2008) Move Into PASS

Fundamental Movement Skills Checklists Various Sports Equipment CD player; soft reflective music Rules of Various Sports

Quality Teaching & Learning Materials Intellectual Quality Quality Learning

Environment Significance

1.1 Deep Knowledge 1.2 Deep Understanding 1.3 Problematic Knowledge 1.4 High-order Thinking 1.5 Metalanguage 1.6 Substantive Communication

2.1 Explicit Quality Criteria 2.2 Engagement 2.3 High Expectations 2.4 Social Support 2.5 Students’ Self-regulation 2.6 Student Direction

3.1 Background Knowledge 3.2 Cultural Knowledge 3.3 Knowledge Integration 3.4 Inclusivity 3.5 Connectedness 3.6 Narrative

Rationale

Out

com

es

Students learn about

Students learn to

Integrated learning experiences R

egis

trat

ion

Si

gn &

D

ate

• the nature of movement skills

- types of movement skills

- fundamental versus specialised movement skills

- skill continuums

• participate in a range of individual and group physical activities to:

- practice and enhance movement skills

- analyse the movement skills that are fundamental for successful participation

- examine the relationship between

Brain Storm ‘What are skills?’ ‘What are fundamental movement skills?’ Kick, sprint run, leap, hop, vertical jump, dodge, side gallop, static balance, throw, catch, two handed strike & hop. ‘What are sports specific skills?’ Bouncing, kicking from hands, agility, speed, strength, shooting etc. Video Review Watch the Video “Get Skilled: Get Active – Show Me


• the transfer of

movement skills - positive transfer of

movement skills, e.g. tennis and volleyball serve

- negative transfer of movement skills, e.g. squash and tennis forehand

• rules and

etiquette - rules, e.g. official,

local, modified

specialised and fundamental movement skills, e.g. golf swing and two-handed strike

• participate in

modified physical activities to demonstrate the positive and negative transfer of skills

How” identify the key components in each skill. Note take – teacher directed “The Nature of Movement Skills” pgs 59-60 Move into PASS. OH – Fundamental Movement Skills Handout 1 “Fundamental Movement Skills” Worksheet 1.1 “Fundamental Movement Skills” Practical Application 1.1 Set up a circuit with each of the 12 fundamental movement skills. Place the checklist on the ground, students perform the skill and their partner critiques their performance. Perform the skill on both dominate and non-dominate sides. Worksheet 1.2 Students refer to Worksheet 1.2 “The Nature of Movement Skills” to gain an understanding of the various types of movement skills. Students have the opportunity to participate in five modified games/sporting activities. Games where all students have the opportunity for maximum participation e.g. 5 on 5, 3 on 3, 4 on 4 etc. Activities should only be 5-10 minute duration. Students experience a range of


- codes of behaviour

- accepted etiquette

• practice - qualities of effective

practice - practice methods - duration and

frequency of

• demonstrate

an understanding of rules and etiquette through participation in physical activity and sport

• develop

games which incorporate rules from different sports and instruct the group in the playing of the game

fundamental movement skills required for the various sports. At the end of each activity, the teacher uses the question from Worksheet 1.2 relating to practical. Students should be encouraged to examine the specialised movement skills used in each activity. Pair & Share Students are given a specific sport and have to identify the fundamental movement skills, and report to the class, worksheet 1.3 “Pick a Sport”. Assessment 1 - Analysis of fundamental movement skills in sports & physical activities Discussion what did students discover when completing the skills? Did they perform the skills correctly? What sort of activities can be performed to improve the skill? Note take – teacher directed Transfer of Movement Skills pgs 75-76 Move into PASS. OH – Transfer of Movement Skills Worksheet 1.4 Students complete worksheet 1.4 Transfer of Movement Skills. Students participate in a range of sporting activities, with the aim to develop an


practice - mental

practice/rehearsal • the value of

mastering fundamental movement skills

- relationship between skill level and participation physical activity

• technique and

form - correct

techniques for effective skill execution, e.g. body position

- varying technique for special effect, e.g. fade/slice or draw/hook in golf

- dynamic nature of technique, e.g. double-handed backhand in tennis

• analysis and

evaluation of performance

- feedback - statistics

• participate in a

variety of practice methods to assess their effectiveness for developing movement skills, e.g. lay-up in basketball, abseiling descent, golf swing

• analyse the

impact of fundamental movement skill levels on:

- attitudes to participation

- likelihood of continued participation

- success in physical activity

understanding of positive and negative transfers of movement skills. Students complete the activity and record their actions on the table. Answer questions & discuss. Practical Application 1.2 Testing Basic Movements Brain Storm ‘What are rules?’ ‘What is etiquette?’ ‘What are the rules and etiquette in golf?’ Handout 3 “Golf Terminology” Internet Activity Worksheet 1.5 Using the Internet Investigate the games of golf, netball & cricket. Students list four rules for each game and determine whether each of these sports change the rules, according to local association or environmental conditions. Group Work In groups of four students are allocated a different sport and describe codes of behaviour required to play each sport, acceptable etiquette while playing the game and the history of golf. Note take – teacher directed “Rules” pgs 220-222 Move into PASS. OH – Rules Discussion – Etiquette and Safety


- use of technology, e.g. performance analysis software packages

- techniques to analyse and evaluate performance, e.g. criteria, objective/subjective

• identify errors in technique and modify action to improve skill performance

• experiment

with changes in technique and skill execution to achieve set performance goals, e.g. spin and swing bowling, still-water and surf swimming

• design,

perform and evaluate strategies and tactics to improve performance

• use ICT in the

analysis and evaluation of a performance.

Handout 4 “Golf Skill Development – The Basics” Practical Application 1.3 To introduce the fundamental concepts of playing golf. Have area set out as per safety formation. Remind students of safety procedures. Conduct a warm up. Students participate in a practical session on golf. Explain to students that they will be learning the fundamentals of golf. Chipping “Chip It”. Note take – teacher directed: OH – A Brief History of Golf Video Review Watch a golf tournament. What types of rules & etiquettes are evident? Compare this to ‘Happy Gilmore’. How does an individual not demonstrating acceptable etiquette impact on the activity. What other sports may be impacted by poor etiquette? Role Play – A leading player has possibly broken a rule in a tournament and a rules official has been called to give a decision. Play out the scene between the player, a fellow competitor who saw the incident and the rules official – use your imagination – it's your story! Practical Application 1.4 Putting “Roll It”.


Students participate in a practical session on golf. Numeracy Activity 1.6 “Scoring a golf card” Brainstorm ‘What is practice? Why do we need to practice? What types of practice is their?” Note take – teacher directed: OH - Practice Worksheet 1.7 Practice Practical Application 1.5 Full Swing “Rip It” Worksheet 1.8 The Value of Mastering Fundamental Movement Skills. Note take – teacher directed: OH - Mastering Movement Skills Practical Activity 1.6 – Students form seven groups and are asked to design & implement an activity to develop the skills of running, jumping, kicking, throwing, catching, dodging and skipping (one skill per group). Each group will then teach their skill to the rest of the class. The second activity can involve the same groups where students design & implement an activity to develop specialised


movement skills such as in triple jump, golf swing, basketball lay-up, hockey trap and striking, running towards the soccer goal and heading it, dance – running split leap and a cricket cover drive. Again each group will then teach the skill to the class. Record activities for each skill. Practical Application 1.7 “Skills Challenges” Handout 5 “Skills Challenge Points Scorecard” Note take – teacher directed “Technique & Form” pgs 226-227 Move into PASS. OH – Form & Technique Practical Application 1.8 Technique and Form Students participate in a golf & cricket lesson. The aim of the lesson is to learn to swing the golf club correctly & use varying techniques for special effect e.g. opening or closing the club face. The cricket lesson uses batting and bowling e.g. batting – opening & closing the face, angling the bat, bowling – grip & position of the ball, spin, swing bowling. Note take – teacher directed “Use of


Technology” pg 236 Move into PASS. OH – Use of Technology Worksheet 1.9 Video analysis of performance in golf Practical Application 1.9 “Design and Play” Assessment – Research what technologies are currently on the market for golf. What is the impact of technology on the performance of individuals in sport? Identify equipment, computer analysis, digital media, clothing etc. Discuss the advantages and disadvantages of technological advancement in golf.


Evaluation

Teacher Evaluation Comments / Variations

How did the unit ‘rate’ in these areas

J K L At the completion of the unit of work, record your evaluation of the unit and any variations you implemented included adjusted made for the next time you teach the unit.

Time allocated for the topic

Student understanding of content

Opportunities for student reflection on learning

Suitability of resources

Variety of teaching strategies

Integration of Quality Teaching strategies

Integration of ICTs

Literacy strategies used

Numeracy strategies used

ELLA targets addressed

SNAP targets addressed

Date commenced: Date completed:

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pass golf program - jack newton · analyse the fundamental movement skills and specific movement...

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