Name: Jim Hatch Micro Teaching: #1
Date: 19 Feb 2009
Program Area: Games: Golf
Gymnastics:
Dance:
Other:
Grade Level: MS or HS
Theme(s): (B-S-E-R)
Unit:
Lesson Number (if part of a unit):
Equipment (if needed): Golf clubs (putters), Golf balls
Lesson Focus: The focus of today’s lesson is to introduce students to putting in the game of golf. This is a hands-on activity that will give students a chance to practice the skill or attempt the skill for the first time.
Specific Content
Body: Students will learn a technique for holding a club as well as body position (form) to putt more accurately.
Space: This activity can take part in the gym or if the whether is cooperative, outside in low grass. I have also in the past conducted this activity on a carpeted hallway.
Effort: Effort on my part is to not only introduce the technique and when to perform this skill, but to ensure the safety of the students. Effort on the students’ part is based on taking part in the skill, attempting to improve, and to operate in a safe manner to not endanger the other students or themselves.
Relationships: Golf is a casual, social game. Relationships are important for good sportsmanship and courtesy. Allowing a teammate or opponent to make a stroke without interruption or distraction adds to the leisure of the activity.
Lesson Objectives: Objectives include an introduction of the golf putt- when to putt, how to putt, who putts first, what is the goal of the putt, and safety.
MA Standards Addressed:
2.8 Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others
2.9 Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing an opponent from challenging, and accurate striking proficiency
2.14 Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance
2.16 Describe the purpose and benefits of sports, games, and dance in modern society
2.17 Demonstrate developmentally appropriate competence (basic skills, strategies, and rules) in many and proficiency in a few movement forms and motor skills (team sports, aquatics, individual/dual sports, outdoor pursuits, self-defense, dance, and gymnastics)
2.19 Apply concepts about sequential motor learning and development, biomechanics, exercise physiology, and sports psychology
2.26: Apply safe practices, rules, procedures, and sportsmanship etiquette in physical activity settings, including how to anticipate potentially dangerous consequences and outcomes of participation in physical activity
Psychomotor/Fitness: Students should be able to demonstrate— Students should be able to focus in order to correct their own mistakes, working on the mental aspect of the game.
Cognitive: Students should know— That they are expected to operate and participate so as to not distract others during the critical concentration period. This means being respectful and acting safely and responsibly.
Affective: Students should— Be able to correct their own mistakes. If the ball does not move in the direction of the target, there is a problem with the form. If the ball falls short or passes the target a long distance, there is a problem with the strength. Golf is a game in which perfection can not exist. It is important for students to know that regardless of how well they feel they can perform, there is always room for improvement.
Teaching Style: command practice reciprocal self-check inclusion guided discovery convergent discovery divergent discovery learner-designed
Observation/Assessment Plan:
Observing form and students’ ability to correct mistakes will lead to assessments of verbal feedback and will demonstrate the skill again if necessary.
Students observed not behaving safely will be asked to sit out of the activity.
Behavior Management Plan (insert here): Students will be informed of behavior expectations at the beginning of the lesson. The first violation of safety rules will result in a time out and the student will be asked to sit on the side for a period of time to be determined by the infraction. The second violation of safety rules will result in a failing grade for that day’s activity and will remain on the sideline for the remainder of class. Three strikes you’re out- after the third violation the student will be sent out of the gym for administrative action and will fail the unit.
Learning Tasks
Include: relevant organizational/management plans; extensions, refinements, and applications; observation and assessment check points.
Motor Cues:
CRITICAL FEATURES
Cognitive:
WHY? HOW?TO KNOW;TO UNDERSTAND.
Affective;
BEHAVIORS TO ENCOURAGE AND PRAISE.
Refining would be difficult as it is only a 7 minute lesson, but if given more time it is important to expand the activity to allow for more repetitions and varying distances.
Observational checkpoints include the beginning form and progress after each putt.
Reeling in the big fish- holding the putter with two hands
The perfect triangle- feet and ball positioning
Be a slouch- stay loose and relaxed, don’t tighten up. Knees bent, arms loose
Mogwai- BRIGHT LIGHTS! Keep your head down, eyes on the ball, don’t look up
Why- we putt to sink the ball into the hole.
How- by making contact with the ball in as few strokes as possible
The putter is used because the green is a different playing surface than the rough and fairway
Participation is always encouraged but is to be expected. Specific behaviors that would stand out would involve the more skilled students assisting those that are new to the task.
NOTES PAGE 1:
***** IMPORTANT TO COVER********
-Safety and Swing Zone
-Four Games: Long, Short, Putt, Mental (Ettiquette)
-Technique
Grip
Body Position
Correcting Mistakes
-Activity
Lines
3 chances
“Not a driving range” in effect
-Closure
What was most difficult?
What mistakes were corrected, how?
Can never be perfected, only improved. Keep practicing.
