pass golf program - jack newton · analyse the fundamental movement skills and specific movement...
TRANSCRIPT
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
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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
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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.
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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.
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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.
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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.
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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
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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?
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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
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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
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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
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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:
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• 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:
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• 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).
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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
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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.
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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
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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
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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!)
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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.
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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.
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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'.
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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.
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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.
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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.
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
• 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
PASS 1.1 Whack, Whack, Whack
• 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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
40
41 Identify tests that would effectively measure the level of performance in each of these fundamental movement skills.
PASS 1.1 Whack, Whack, Whack
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 ________________________________________________________________
______________
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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:
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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 ________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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 _____________________________________________________________
_________________
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
context comments Areas for Improvement
Putting
Chipping
Full Swing
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
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
PASS 1.1 Whack, Whack, Whack
• 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
PASS 1.1 Whack, Whack, Whack
- 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
PASS 1.1 Whack, Whack, Whack
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
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- 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”.
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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
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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
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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.
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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:
Teacher’s signature
Head Teacher’s signature
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