All levels and modules (autosaved) by LPGA-USGA Girls Golf

Learning the Importance of Pace of Play Level One – Module One GOAL: Learn how to identify one’s golf ball and understand how it relates to pace of play in golf and being on-time in life.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Introduction to proper pace and golf ball identification. Decorate your own golf ball. Find your ball activity.

MATERIALS: Space Needs: Access to golf holes. Juniors: Two golf balls. Activity Supplies: Various color Sharpies and permanent markers.

INTRODUCTION (5 minutes): Introduction to Proper Pace and Golf Ball Identification       

Have participants sit in a group. Discuss how a hole of golf is typically played with four people and review the rules on order of play. o Who starts, who hits next once all have driven, etc. Show them 3 or 4 golf balls of the same brand with the same number. Ask how to differentiate between the golf balls. Discuss the importance of keeping the game moving along and pace of play. o Visualize a roller coaster cart filling/moving and how it all backs up if one cart is slow. Discuss the importance of being able to identify your own golf ball. Use a sign or symbol that represents who you are or what you enjoy. Provide a personal example and describe some starting ideas. Page | 1

ACTIVITY (10 minutes): Decorate Your Own Golf Ball  

Allow participants 1 minute to think about how they might like to decorate their golf balls. o One per student, different designs on all balls. Allow participants 5 to 8 minutes to decorate their golf balls.

Give each participant 25 seconds to clearly describe in a few words what they designed on each golf ball (helps with speaking skills, concise wording).

ACTIVITY (5 minutes): Find Your Ball Activity       

Define an imaginary hole with a teeing ground as the starting place, a fairway and a target. Line the girls up between the teeing ground (or create groups of 5 students each). Have the girls take turns throwing their favorite golf ball into the fairway (working on kinematic sequencing and a fun throw). Then have them walk to their golf balls, look down to identify them and stand at their golf ball. Next guide them in a discussion on order of play. Variation with fewer participants: o Participants throw out both golf balls, stand at their ball farthest from the hole. “Play” a hole with throwing and rolling until ball is in the hole.

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Developing a Strong Personal Presence Level One – Module Two GOAL: Learn how to take the initiative and introduce/present oneself with self-assuredness.

SCHEDULE (25 minutes total): 5 mins 5 mins 10 mins 5 mins

Introduction to first impressions. Hand shake demonstration. Putting activity. Review

MATERIALS: Space Needs: Access to putting green (multiple). Demonstration Needs: Golf ball and putter. Juniors:  1 colored or fun golf ball/Participant.  1 putter/Participant. Activity Supplies: Kwik Golf 3+ hole set with different colored tee marker cones or signs.

INTRODUCTION (5 minutes): Introduction to First Impressions  

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Gather participants in a huddle. Put clubs and balls on the ground so hands are free. Lead discussion on first impressions. o What are some things that stand out positively in a first encounter? o What are some things that stand out negatively in a first encounter? Discuss the importance of a handshake and the history of the handshake o Since most people are right-handed, offering an empty right hand (no weapon in it) was a peace offering. Page | 3

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How do other cultures greet each other? o Examples: Smile, nod, one-cheek kiss, two-cheek kiss, three-cheek kiss, wave, verbal greeting, bow, “Namaste” (India - spoken with palms together, fingers up under chin, slight bow). o See www.brucevanpatter.com/world_greetings.html for more greeting examples from around the world.

ACTIVITY (5 minutes): Hand Shake Demonstration 

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Demonstrate how to shake hands in America: Extend right hand, look the other person in the eye (note eye color) and give a medium squeeze with a smile. o Emphasize the eye contact and engaging handshake. Ask participants what a poor handshake indicates (don’t look at eyes, give a limp hand). Have participants shake everyone’s hand, then return to group. Discuss where one would use a good hand shake in golf: Greeting, after round is over on last green. Discuss where one would use a good hand shake in life: Doing business, meeting new people. “Show people they are important with an engaging hand shake. Wouldn’t you like to feel important to them when meeting them?”

ACTIVITY (10 minutes): Putting Activity   

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Have girls team up into even teams on practice putting green. Demonstrate putting motion “Y” Tick-Tock swing. Each player will shake hands (along with a simple verbal greeting) with their teammates before playing at least 1 to 3 holes of a scramble or alternate-shot format and recording score. Event based on how group moves along. Each player will shake hands again (along with a concluding greeting) with their teammates at the conclusion of play.

REVIEW (5 minutes): 

Coach walks down line of participants and tests everyone’s handshake. o If no eye contact or medium-firm shake, coach until appropriate and then say, “You can now introduce yourself with POWER!”

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Learning the Importance of Safety Level One – Module Three GOAL: Learn about being personally responsible with safety during golf and how to initiate self-safety.

SCHEDULE (25 minutes total): 5 mins 15 mins 5 mins

Introduction to player safety Chipping activity Chipping shoot-out challenge

MATERIALS: Space Needs: Access to chipping area and green. Demonstration Needs: Chipping wedge. Juniors: Chipping wedge. Activity Supplies:  Basket of balls.  2 to 5 stations (pending number of participants), spread out at least 5 giant steps apart.  Cones or rope (set up face-to-face with chipper, but back 45 degrees so not facing chipper but not directly behind, either).  3 to 8 towels or plastic dots to serve as targets on the green.

INTRODUCTION (5 minutes): Introduction to Player Safety    

Gather group near green for chipping. Discuss the responsibility of each player to ensure personal safety during golf. Demonstrate best place (facing golfer hitting and 45 degrees back) and unsafe places (behind, down the line behind, directly facing and out in front) to stand. Always stand 5 giant steps away from a golfer. Page | 5

ACTIVITY (15 minutes): Chipping Activity  

Divide girls into teams. Teams get 1 minute to create team name. Demonstrate chipping stroke: o “y” Tick-Tock. o Narrow stance leaning toward green. o Hold low on grip.  One player from each group enters into chipping area and the remaining team enters into the safety waiting cone or rope area near that station.  Each player gets 3 chances to chip balls onto the green and end up on towels.  Scoring: o 1 point – ball contact, but not on green. o 2 points – ball on green. o 3 points – ball ends on towel. o 4 points – chip ball into hole.  Variation (for golf scoring to be low): o 4 points – ball not on green. o 3 points – ball on green. o 2 points – ball on towel. o 1 point – ball in the hole.  Variation: Add in pace of play and either high or low award point system for how the teams finish (first, second third, etc.). Teams pick-up cones/ropes, but leave chipping stations and clean balls.

ACTIVITY (5 minutes): Chipping Shoot-Out Challenge Each team selects one player to represent the team in a shoot out. Assign a team to a different chipping station, have the designated team chipper assume chipping station and note if the rest of the team takes their place in the safe areas which are now unmarked. If not, remind them where to stand before shoot out begins. On the count of 3, all participants chip and closest to the hole wins 1st place, next closest 2nd place, and continue down to last group place (3rd, 4th, etc.) Clean up stations in teams.

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Learning the Importance of Self Control Level One – Module Four GOAL: Learn about the power to self-control the emotion brought into a golf shot.

SCHEDULE (25 minutes total): 5 mins 5 mins 15 mins

Discussion about control and emotions Emotions during your swing Range practice

MATERIALS: Space Needs: Access to driving range. Demonstration Needs: Golf club (iron). Juniors: Golf club (iron), tees, golf balls. Activity Supplies:     

Irons Tees Golf balls Long pieces of 4’ ribbon or string (or SNAG Snappers) Tape measure (at least 10’)

INTRODUCTION (5 minutes): Discussion about Control and Emotions     

Gather participants near range and sit in a semi-circle. Discuss the fact that many things in life can’t be controlled (what others think or say or act, where the golf ball goes, golf score, weather, etc.), but we can control the emotions we bring into a golf shot. How we feel influences how we think and we have the power to decide what emotion we want to bring into a golf shot. Discuss how feeling sad, nervous or angry might affect a shot. Discuss how feeling light, happy, committed, confident, fun might affect a shot. Page | 7

ACTIVITY (5 minutes): Emotions during your Swing   

Have participants make golf swings/movements/circles, while feeling tight with a negative emotion. Have participants make golf swings/movements/circles, while feeling light and relaxed with a positive emotion. Discuss what you noted about their faces, ability to move freely and the energy of the crowd. Encourage players to choose the positive emotions that allow them and their golf swings to be free!

ACTIVITY (15 minutes): Range Practice o o o

Divide girls into even groups. Demonstrate golf swing (“Y” start with stance and grip, L-to-L with shoe-up on toe finish). Each participant thinks silently of two positive emotions she would like to feel before, during and after her golf shot, no matter what the result (we are NOT our golf shots, we do our best to send the ball toward our target). Each participant gets 5 shots at her station. The others are waiting in their safety area and can either do team sit-up, push up or long jump challenges (mix group activities when participants switch hitting with teammates). Wrap up with discussing everyone’s best emotion they’ll take with them, if they care to share. Assign homework of bringing positive emotion into anything they do at home, school, golf or life that week.

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Learning to Be Creative Through Golf Level One – Module Five GOAL: Learn about the possibility of being a golf course architect who is able to create anything desired!

SCHEDULE (20 minutes total): 5 Minutes Introduction to golf courses 10 Minutes Create your own golf course 5 Minutes Share your golf course

MATERIALS: Space Needs: Access to area with tables. Activity Supplies:  Paper  Crayons/markers  Old golf magazines  Scissors  Glue sticks  Newspaper or inexpensive plastic tablecloth

INTRODUCTION (5 minutes): Introduction to Golf Courses o o o

Discuss that one cool profession a creative girl golfer can grow up to be is a golf course architect. If you can imagine it, you can one day see it. Skills needed to be an architect: imagination, math, arranging hills and valleys, etc. Discuss what golf courses have on them: club house, water hazards, sand bunkers, trees, grass, flags/sticks, rakes, cart paths, golfers, animals, yardage markers, ball washer, etc.

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ACTIVITY (10 minutes): Create Your Own Golf Course Have participants create and name their own golf hole using crayons, markers, cut-and-paste magazine pieces (can’t just be a hole … there should be a clubhouse, teeing area, green, water hazard, etc.,).

ACTIVITY (5 minutes): Share Your Golf Course  

Each participant then gets to share their name and a 20-second description of the hole. o Works on speech making, ability to share passion for their creation. Applause after every speech. o Vary speech time based on number of participants.

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Learning to Be Trustworthy Level One – Module Six GOAL: Learn about honesty in life and golf and the ability to choose to be honest.

SCHEDULE (20 minutes total): 5 mins 15 mins

Honesty discussion. Counting putting strokes.

MATERIALS: Space Needs: Access to putting green. Demonstration Needs: Putter Juniors: Putter, golf balls. Activity Supplies:     

Colored or fun golf balls. Putters. 3+ hole course on putting green. Golf pencils or pencils. Mock scorecard for 3 holes (Hole 1, Hole 2, Hole 3 with 3 name lines).

Player Name

Hole 1

Hole 2

Hole 3

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INTRODUCTION (5 minutes): Honesty Discussion     

Discuss the concept of honesty. How does one feel when a friend/family member isn’t honest? How does it feel when a friend/family member trusts you when you’re honest? How does it feel when you aren’t honest about something (totally or even somewhat)? Where are situations in golf that require honesty?

ACTIVITY (15 minutes): Counting Putting Strokes       

Participants pair up in twosomes or threesomes. One participant in each group putts and keeps her own score. The other player(s) in the group count her score and ask the player putting what she scores after the hole and awaits the player’s comment patiently. The player relays the honest score and the recorder confirms. o If someone forgot, just verbally replay the strokes taken. Player(s) switch to the other task. The putter is now the recorder and vice versa. This activity helps a golfer keep an honest score and also helps other golfers get used to keeping another’s score. The coach may set a maximum score for time sake.

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Learning to Move forward Level Two – Module One GOAL: Practice the ability to make decisions and choose what equipment is needed to be successful. Learn about the ability to control athletic forward movement in many forms.

SCHEDULE (20 minutes total): 5 mins 15 mins

Discussion on advancing forward Practice advancing an object forward

MATERIALS: Space Needs: Access to golf hole. Activity Supplies:    

Variety of P.E. equipment (mini-football, SNAG® balls, tennis racquet, frisbee, badminton and shuttlecock, soccer ball, small basketball, bat, flat bat, croquet mallet, etc.). Putters. Golf balls. Tee marker cones 125 yards out from green.

INTRODUCTION (5 minutes): Discussion on Advancing Forward  

Have several pieces of equipment set up on the green (putters/golf balls, small ball like a bowling ball) and the rest of the equipment set up near the teeing ground 125 yards from the green. Explain to the girls the concept of advancing an object to a target. What does that look like? Forward then backward motion, or vice versa? Act out each motion.

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Lead a quick discussion on whether it’s important for the object to just make it to the target or make it there perfectly. o Empower girls to take control of managing expectations, reactions to results that aren’t in one’s control. Frustration comes from not doing something well enough based on others’ expectations, which have become our own. Getting the ball in the hole is the main goal.

ACTIVITY (15 minutes): Practicing Advancing an Object Forward 

Allow participants to select their equipment of choice. In case of disputes or sharing issues, flip a tee and whoever it points to gets that piece of equipment.

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Have participants demonstrate how to move an object forward with their piece of athlete equipment.

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Discuss safety.

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Discuss which types of movements are needed: o

On the green/smooth grass near the hole.

Close to the green.

A short distance from the green.

Farther from the hole near the teeing ground.

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Discuss the order of play with one player “teeing off” with her equipment, the next player going to where the first object landed and playing with her equipment from that spot, and so on. Once the equipment is on the green, players will take turns bowling a ball and putting a golf ball into the hole.

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If time permits, replace equipment and have players select different equipment if desired.

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Learning to Control Emotions During Play Level Two – Module Two GOAL: Empowering golfers to set and manage their emotional states during on-course play, pre-and postshot routine.

SCHEDULE (20 minutes total): 5 mins 15 mins

Discussion on the role emotions play Pre-shot and post-shot emotion drills

MATERIALS: Space Needs: Access to a golf hole (multiple) or driving range. Demonstration Needs: Golf club. Juniors: Driver, iron, putter, fun golf ball. Activity Supplies: Tee marker cones 125 yards from green.

INTRODUCTION (5 minutes): Discussion on the Role Emotions Play   

Golfers can learn to add-in (front-load) and keep (sustain) positive-feeling emotional space before and after a shot, which can help in life and other sports. Discuss examples where negative energy detracts from doing something well or having fun. Discuss examples where one feels positive emotions before an event. What happens as a result? Golfers can self-coach/train themselves into happy, determined, confident and focused places!

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ACTIVITY (15 minutes): Pre-Shot and Post-Shot Emotion Drills       

Using Spirit of Golf’s pre-shot and post-shot drills from Skills and Drills, have participants: Identify an emotion they want to feel from the emotional grid (or use their own word). Energize and “breathe”/feel the desired emotion before the shot (closing eyes can help). Note red words will increase energy, blue words will calm the energy. Go through routine and breathe in, imagine and feel desired emotion again. Send ball out toward target, while continuing to feel good! Commit to this feeling no matter what the result. Be patient.

Have participants practice a few routines before playing a hole or splitting the girls into short game and swing stations. Have each participant rate how much they are feeling their emotion before the shot (scale of 1 to 5; 1 to 10; or A to F) and then again after the shot no matter what – no exceptions. We can’t control what happens to the ball or us, but we can control how we react, so this is good practice!

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Focusing on Ball Flight Level Two – Module Three GOAL: Empower students to aim for and analyze center contact for longer, straighter ball flight.

SCHEDULE (20 minutes total): 5 mins 15 mins

Introduction to the clubface Practice solid contact

MATERIALS: Space Needs: Access to golf holes. Demonstration Needs: Golf club of choice. Juniors: Driving club, mid-iron, wedge, putter, fun golf ball. Activity Supplies:  Dr. Scholl’s Foot Spray (yellow can) or Impact Tape with funny faces drawn on center with Sharpie.  Tee Marker Cones 125 yards out from green.  Scotch Tape.

INTRODUCTION (5 minutes): Introduction to the Clubface  

Discuss the parts of the club. o Key-in on the center of the clubface as a fun part of the club to make solid contact. Demonstrate what a center-contacted shot looks like in-flight and also on the clubface with the spray or face tape.

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ACTIVITY (15 minutes): Practicing Solid Contact    

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Play an alternate-shot format from the teeing ground. o One group or break into two groups (A and B). Prepare decorated tape decals/spray for those driving the ball. Check clubface after drives. Team(s) continue(s) to prep clubface before each shot, check afterward and move toward the green. On the green, use the spray or place a piece of scotch tape on the putter face, just touching down on each end but leaving the middle not pressed against the face. o Once the ball pushes the tape against the face, it’ll be evident where the ball was struck on the clubface. Play until holed out.

Use a tee for newer golfers in the fairway, if needed. It’s more about fun than hitting perfect shots off the grass at this stage. If it’s not fun, they may not want to keep playing and improving!

Variation: Play just for observation or count each shot, but deduct a shot reward if the

ball hit the center of the clubface.

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Learning to Play at a Proper Pace Level Two – Module Four GOAL: Contribute to the team’s effort, while using good pace of play.

SCHEDULE (20 minutes total): 5 mins 15 mins

Introduction to pace of play Pace of play activity

MATERIALS: Space Needs: Access to golf holes Demonstration Needs: Various clubs (driver, iron, wedge, putter). Juniors: Driver, mid-iron, wedge, putter, golf ball. Activity Supplies:  “Near” golf ball (The Littlest Golfer foam balls are excellent, almostGOLF™, Short Flyte, etc.).  Tee marker cones 125 yards from green.

INTRODUCTION (5 minutes): Introduction to Pace of Play  

Discuss the various types of shots/clubs used at the teeing ground, long fairway zone, close-to-thegreen zone and putting green. Discuss pace of play, ready golf and what happens if one is on-time versus not on time. o Example: There is a long line for the roller coaster or other ride at an amusement park. Each cart gets filled and sent off. Next car comes in, unloads, loads and is off. What happens to the line or people and also the cars behind coming in if the cart loading is too slow or goes too slowly during the ride? Page | 19

ACTIVITY (15 minutes): Pace of Play Activity  

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Explain the rules of the game. Assign girls “jobs” on the hole (driver, putter and the rest in the fairway). All girls will be to the side except the driver who drives the ball in play. The closest fairway girl runs to that spot and hits the shot down the fairway. That closest girl then hits the ball toward the green and continues until the putter (or two) putts the ball into the hole. The coach will time how long it takes to get the ball in the hole from tee to green. If time permits, replay hole and coach may vary the job duties.

Variation: Use Kwik Golf holes and take “score plus time” or “time minus score.”

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Learning the Rules and Etiquette of Golf Level Two – Module Five GOAL: Getting to know basic Rules of Golf and etiquette, while being creative.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Discussion on the Rules of Golf. Picture Game. “How Well Do You Remember the Rules?” Game

MATERIALS: Space Needs: Access to tables. Activity Supplies: U.S. Kids Golf Visual Rules Poster (magnetic with cut-out pieces) or dry erase board with markers.

INTRODUCTION (5 minutes): Discussion on the Rules of Golf 

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Discuss why there are various rules in golf, other sports and life. Provide examples of what happens with and without rules (e.g., traffic lights, stop signs, which side of hallway to walk on in school, test taking, etc.). Discuss how knowing the rules can help empower someone. Unveil the USKG Visual Rules Poster or a hole drawn on the dry erase board.

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ACTIVITY (10 minutes): Picture Game   

Explain the Visual Rules Poster with magnetic pictures at the bottom. If using a dry erase board, discuss the various objects ones could see on a course. Have girls sit in a group 10 feet away from the poster or board. Allow each girl 10 seconds to come up and select a picture to place on the hole or 20 seconds to draw a small picture on the hole. The coach (or a girl/several girls) then make up a story about the hole using as many pictures and Rules as possible.

ACTIVITY (5 minutes): “How Well Do You Remember the Rules?” Game The coach picks one Rule to discuss (teeing ground, im/movable obstruction, loose impediment, out of bounds, lateral water hazard, water hazard, etc.).

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Learning How to Lift the Ball into the Air Level Two – Module Six GOAL: Learn about what happens to a golf ball when the club strikes downward on the ball and then strikes the ground. Practice and build on the ability to generate spin and get the ball up into the air..

SCHEDULE (20 minutes total): 5 mins 15 mins

Discussion on how the club lifts the ball into the air Lifting the ball in the air activity

MATERIALS: Space Needs: Access to driving range Demonstration Needs: Iron. Juniors: Iron, BirdieBalls. Activity Supplies:  BirdieBall strike pads, BirdieBalls.  Area 60 yards long  Metal trash can with fun, spraypainted designs or words.  Mid-irons.  Safety cones.  Rope or BirdieBall target circles.  Hula-hoops.  TAGteach clickers (or “thumbs up” sign).

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INTRODUCTION (5 minutes): Discuss how the club lifts the ball into the air    

Set up stations, as needed, based on groups (3 to 6, max.). Set up for paired-up hula-hoop stations 6 giant steps behind hitting station, since half will be hitting and half will be teaching (not all hitting as same time). Set up ropes around the trash cans or in circles between trash cans. If using BirdieBall pop-up target circles (they lay flat, 6’ diameter), put them under the trash cans or between trash cans as extra circles. Discuss the golf ball as “Earth” with the equator, North and South Poles. Demonstrate how the club’s sharp leading edge makes contact with the ball below the equator then contacts the board (grass), so the ball lives on the middle of the clubface for a very short time and then gets sent high into the air … how cool!

ACTIVITY (15 minutes): Lifting the ball in the air activity   

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Join girls into groups of 2 or 3 and assign to hitting stations. One girl will be hitting, the other 1 or 2 will be in a safety hula hoop with their iClicks (www.tagteach.com) or hands ready for a “thumbs-up” sign. Demonstrate a few shots with BirdieBall. Goal is to hit the trash cans and make some NOISE and/or end up on the target circles or inside ropes. Have each girl at the hitting station hit 5 shots and hold finish pose with rear foot up on toe in golf finish position with good balance. Her teammate/s then either “TAG” her (tag word is POSE or SHOE) if in that position, or give thumbs up. After 5 shots, switch duties.

Variation: Give points to teams for each skill. For example, 25 points if the ball goes into

the trash can, 10 points of it hits the trash can and 5 points if it ends up on a circle or in the rope.  Bonus idea: If team achieves the goal, coach does push-ups. If not, team does push-ups. Sub with jumping jacks or other fitness activity.

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Keeping your Body Safe Level Three – Module One GOAL: Learning to choose safe ways to enjoy golf in the sun.

SCHEDULE (30 minutes total): 5 mins 10 mins 15 mins

Discusion on proper use of sunscreen Make your own golf visor Putting duel

MATERIALS: Space Needs: Access to putting green. Demonstration Needs: Visor, sunscreen, sunsleeve, sunglasses. Juniors: Putter, fun golfball. Activity Supplies: Waiting cone.  Sunscreen, sunsleeves, sunglasses.  Foam visors with foam sticker decorations (e.g., from Michael’s or other hobby store).  Putters.  Fun balls.  20’ piece of string.

INTRODUCTION (5 minutes): Discussion on Proper Use of Sunscreen   

Discuss where one might wear sun protection (beach, pool, sports). Discuss why it’s important to protect skin. Discuss ways to protect skin. o Clothing: Capris instead of shorts, light long-sleeve instead of short-sleeve or sleeveless.

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ACTIVITY (10 minutes): Make your own Golf Visor 

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Have girls make their own golf visors. o Sticker decorations could include letters, designs like lady bugs, flowers, sports equipment, swirlies, animals, etc. Lay out hats on a table for everyone to admire and compliment.

ACTIVITY (15 minutes): Putting Duel         

Put on sunscreen, visors, sunglasses. Go to putting green and place string on ground. Place waiting cone at one end of the string but 5 steps back from string. Girls line up there with putters held by putter head and grip on putting green while waiting. Have one line and first girl up to 3 points (or whatever coach decides on) wins. Two girls bring a golf ball and putter, and stand back-to-back with heels on string in the middle of the length of the string. Coach or next person in line calls out a number from 1-X (decided on by coach … 3, 6, 10, etc.). Players take that many giant steps away from each other, put golf balls down and get set to putt back to string. Coach counts to 3 and players putt. If one doesn’t putt, but waits to see what the other does, she forfeits and loses. Closest ball to string long or short wins one point.

Variation: Two teams and first girls in lines compete. Mix-up teams for next round. First

team to the point goal wins.

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Learning How to Properly Grip a Club Level Three – Module Two GOAL: “Get a Grip!” Girls can take their grips into their own hands  and understand how to consistently take an effective grip though Grip Guides with Five E’s (Empower, Enrich, Engage, Exercise, and Energize).

SCHEDULE (25 minutes total): 5 mins 20 mins

Demonstrate proper grip Practice using proper grip

MATERIALS: Space Needs: Access to golf holes. Demonstration Needs: Iron and putter. Juniors: Iron, putter, fun ball, grip guide. Activity Supplies: Tee marker cones 125 yards in front of forward tees.

INTRODUCTION (5 minutes): Demonstrate Proper Grip Demonstrate the Grip Guide with 5Es concept. Explain that setting up properly can help make golf shots easier and more effective. The grip is the only connection to the golf club that moves the golf ball.

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ACTIVITY (20 minutes): Practice Using the Proper Grip 

Apply a Grip Guide onto each player’s mid-iron. Practice taking one’s grip and making swings safely away from anyone else.

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Pair up girls or break into larger groups for a scramble format.

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Play 1 hole from tee to green with only an iron and a putter, using the Grip Guide for all shots except putts.

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The History of Women in Golf Level Three – Module Three GOAL: Learn about how the first women in golf made swings in their attire and played with hickory clubs. Make decisions as to which attire to wear and which club to try.

SCHEDULE (25 minutes total): 5 mins 20 mins

Discuss changes over time in women’s golf Flashback to the past

MATERIALS: Space Needs: Access to golf holes. Activity Supplies:  Long skirts, button down shirts with ribbon tie, hats from various early periods pre-1940 – all designed to fit over current clothes. o Look for items at local consignment stores for low pricing or donated items. http://fuzzylizzie.com/golfclothing.html  Hickory clubs o Can be rented from some companies, borrowed from someone who is interested in loaning them, a few can be shared.  Small hacky sack balls or similar. o Suggestions: www.footbagshop.com, fun ones at Party City http://www.partycity.com/product/soft+smile+balls+24ct.do?sortby=ourPicks&size =all&carousel=true&navSet=169578  Tee marker cones 125 yards in front of the tee.  Bucket of sand to tee-up ball Example: http://golf.about.com/od/equipment/ss/golf-tees_2.htm

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INTRODUCTION (5 minutes): Changes Over Time in Women’s Golf   

Mention that golf today for women began differently for women many decades/centuries ago. Discuss current golf attire (what various attire choices indicate, comfort, safety) versus what the first women golfers wore. Discuss current golf equipment versus the first golf clubs and golf balls. o Also, Chinese game of Chuiwan (http://en.wikipedia.org/wiki/Chuiwan) and Roman game of Paganica (http://en.wiktionary.org/wiki/paganica).

ACTIVITY (20 minutes): Flashback to the Past    

Have the participants select various types of clothing, if they would like to try golfing in old-style attire. Have participants select various old clubs that look interesting to them. If not enough to go around, pair up or have groups of participants “adopt” that club for the duration of the session. Have participants select a ??? Play a hole as a group with golfers hitting shots using clubs the group thinks would work well from that location. Make it a group decision.

Variation: Hit, chip and putt with the clubs at the practice facility.

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Learning to Properly Use Golf Vocabulary Level Three – Module Four GOAL: Select the best words that will create a fun and silly golf story, having the ability to confidently select nouns, verbs, adjectives and adverbs.

SCHEDULE (20 minutes total): 5 mins 15 mins

Golf vocabulary lesson Golf Mad Lib

MATERIALS: Space Needs: Access to sitting area. Activity Supplies:  

Pencil Golf “Mad Lib”

INTRODUCTION (5 minutes): Golf Vocabulary 

Discuss what verbs, nouns, adjectives and adverbs are and how this game can help with a better understanding of grammar for school grades, as well.

ACTIVITY (15 minutes): Mad Lib  

Go around the group or pick participants at random to help with the next word needed. Use the template below or make up your own story.

Variation: Split group into 2 and each team writes down the word they choose, taking care not to let the other group hear. Compare stories and have a contest for most original, silliest, coolest, etc.

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FILL-IN THE NOUNS BELOW:

Girlâ&#x20AC;&#x2122;s name: Sport other than golf: Hobby: Disgusting flavor of ice cream: Funny town name: School subject: Noun: Location:

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NOW PLACE YOUR CHOSEN NOUNS INTO THE STORY

__________ (girl’s name) was just an average 12-year-old girl who enjoyed _______ (sport other than golf), ___________ (hobby) and _____________ (disgusting flavor ice cream). She went to ___________ (funny town name) Middle School, liked her ____________ (school subject) class and was in charge of the ______________ (noun) Council. After school, she would usually go to the _____________ (location) and bring a favorite book to read, usually one about _____________ (genre of book) or _______________ (genre of book). Her favorite book, ever, is The Laughing ______________ (noun).

One day, she was invited to a golf event by her best friend _______________ (girl’s name). She had never played golf before but had seen it on TV and her ___________ (noun). She thought, “Hmmm, this could be a/an ______________ (adjective) experience and I’ve always wanted to try it.” So, on that day she put on her favorite ___________ (color) _____________ (piece of clothing) and got a ride to the golf course in her Mom’s ____________ (type of vehicle) to meet her friend.

Once there, she met the Golf Professional, named _____________ (name), who grouped her with a fun group of other girls and they all got along right away. She learned about the equipment, but they made up cool names that day, including a/an __________ (adjective) ___________ (noun) used for rolling the golf ball, otherwise known as a putter. She learned about a/an ____________ (adjective) _____________ (noun) used to sweep the ball off the grass, otherwise known as an iron. She learned about a/an ___________ (adjective) ____________ (noun) (otherwise known as a driver) used to send the ball off a small object inserted into the ground. The object in the ground is used to prop the ball on and is called a/an ___________ (noun) – otherwise known as a tee. The goal was to take the ______________ (name for driver), send the ball into the short grass called the fairway, then send the ball toward the green with the ______________ (name for iron,) where a ___________ (adjective) hole with a flagstick and _____________ (color) and _____________ (color) checked flag was waiting for the ball to be rolled into it with the _____________ (name for putter).

______________ (main character’s name) and her friend ______________ (friend’s name) finally had a chance to play a few holes and even hit some amazing shots, to which ________________ (Golf Professional’s name) cheered them on saying, “Wow, awesome! That was a/an __________________ (exciting adjective) display of golf!” _______________ (main character’s name) had such a good time that she decided she wanted to play golf for the rest of her life and she did that happily ever after!

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Learning to be Prepared in Golf and Life Level Three – Module Five GOAL: Learn ways to creatively create individual ways to succeed with a non-rehearsed task.

SCHEDULE (20 minutes total): 5 mins 15 mins

Introduction to being spontaneous “Doing it Live”

MATERIALS: Space Needs: Access to golf holes. Juniors: Golf club, fun golf balls. Activity Supplies:    

Typed or written notes on pieces of paper, then folded several times. Basket, hat or other object in which to place teacher’s notes. Tee marker cones 125 yards in front of the forward tees. Teacher’s notes with tasks, such as: o Play with someone else’s clubs (even if lefty and righty are switched). o Drive with your putter and putt with your driver. o Hit or putt each shot with your feet together. o Switch hands on your grip (cross-handed). o Sing or hum a song while executing each shot. o Smile while executing each shot. o Make up your own … make them appropriate, safe and fun!

INTRODUCTION (5 minutes): Introduction to Being Spontaneous Explain the event and the ability to creatively execute an impromptu, unrehearsed fun task while enjoying/focusing on process instead of outcome/result.

ACTIVITY (15 minutes): “Doing it Live”  

Each participant picks a random teacher’s note out of the hat/basket/object. Participants play a hole or a modified hole at the range based on the note’s directions. Page | 34

Learning to the Importance of Pace of Play Level Three – Module Six GOAL: Play golf KWIKLY and become a responsible player with Pace of Play.

SCHEDULE (20 minutes total): 5 mins 15 mins

Discuss the importance of Pace of Play “Race Against the Clock”

MATERIALS: Space Needs: Access to golf holes. Juniors: Golf club. Activity Supplies:     

Kwik Golf targets placed in front of green (sub with hula-hoops or SNAG® hoop clocks). Iron. Short-flight golf balls (e.g., The Littlest Golfer foam balls, Almost Golf, Short Flyte). Optional quick tee idea like SNAG® Launch Pad. Tee marker cones 125 yards in front of forward tee.

INTRODUCTION (5 minutes): Discuss the Importance of Pace of Play 

Discuss Pace of Play, why it’s important and how it shows responsibility.

ACTIVITY (15 minutes): Race Against the Clock   

 

Girls can play as a group against the clock or as 2 or 3 teams against each other (one at a time for score). Each team decides order of play for an alternate shot hole on course (or practice facility). The goal is for each team(s) to alternate hitting shots with teammates until a person has hit/chipped into the Kwik Golf target/hoop. No one player can run ahead of another player, for safety reasons, and must safely position herself while the others are hitting. Add up the score and time it took to play or deduct score from time it took to play – whichever is more fun! (e.g., 5 (score) + 1:35 (time) = 1:40 OR 1:35 (time) minus 5 (score) = 1:30). An individual group can repeat, if time allows, and attempt to beat initial score or teams can repeat and try to beat each other. Page | 35

Learning the Rules through Play Level Four – Module One GOAL: Use a combination of clues and rules from the USGA Rules of Golf to help decipher the Scavenger Hunt at the practice facility and earn golf treasures (golf bracelet charms).

SCHEDULE (20 minutes total): 5 mins 15 mins

Discussion on the importance of the Rules Scavenger Hunt

MATERIALS: Space Needs: Access to open space or golf hole. Juniors: Rules of Golf books. Activity Supplies:     

Set up envelopes with a variety of charms in each. Set up the clue for the next envelope to find. Compass. Bracelet material for chain/band (from craft store, Wal-Mart craft section, etc.). Bracelet charms (e.g., Oriental Trading Enamel Golf Charms)

INTRODUCTION (5 minutes): Discussion on the Importance of the Rules  

Discuss the importance of rules and the ability to find them in a rule book when needed during golf, as well as knowing when to follow rules in life. Have the girls give examples of both golf and life. After the session is finished, show the girls a copy of the Flexagon Rules Guide as another quick option while they’re learning the Rules.

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ACTIVITY (15 minutes): Scavenger Hunt 

  

Have the girls gather to begin the scavenger hunt. If a large group, split into smaller groups and have one group at a time do the scavenger hunt while the others are elsewhere doing another activity or activities (e.g., indoor activity, driving range or putting green event elsewhere) so they don’t see the locations. The team is given the initial clue, looks up the ruling and, whatever the ruling is, takes that amount of giant steps toward the filled-in clue. Once the next envelope is found, each girl can select a charm, read the next clue and find the next location. The girls can assemble the bracelets once finished with the scavenger hunt.

Clue Template Ideas (type up, cut out, fold and place in envelopes): Clue 1: Beginning at the bag drop (or other landmark the coach chooses), take the same number of giant steps northwest as the Rule that deals with loose, natural objects. Clue 2: From here, take the same number of very small steps south as the Rule that deals with what happens when your ball is no longer on course property. Clue 3: From here, take the same number giant steps east as the rule that discusses from where to start play.

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Learning to Use Imagination in Golf Level Four – Module Two GOAL: Design creative shots and strategies in one’s mind and execute in real-life golf situations.

SCHEDULE (20 minutes total): 5 mins 15 mins

Introduction to the G-O-L-F Game G-O-L-F Game

MATERIALS: Space Needs: Access to golf holes. Juniors: Sets of clubs, golf balls.

INTRODUCTION (5 minutes): Introduction to the Game of G-O-L-F    

Ask if anyone has played the game H-O-R-S-E in basketball. This will be a similar game, but spelling the word G-O-L-F. The person who doesn’t achieve the goal (if 2 people) earns the next letter in the word GOLF. First person to spell the word loses the event. If a group of girls are playing, the closest person is the only one who doesn’t earn a letter. Anyone who has spelled the word GOLF is out. The game continues until there is 1 person remaining. Discuss how a person can be empowered in her golf game with creativity. How about in life or business?

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ACTIVITY (15 minutes): G-O-L-F Game  

  

Divide girls into two-, three- or foursomes depending on the number of girls. Shotgun, if possible, with a larger number of girls. Beginning at the teeing ground, one person will design a shot and goal (e.g., closest to the middle of the fairway; most hook around the tree; chip near bunker with one foot in bunker, one foot out; and closest to the hole, etc.) The closest person is safe with the other one(s) receiving a G. Work down the fairway, out of bunkers, around the green and on the green with various shots. Each next shot is an individual shot and doesn’t have to be played from where the previous shot ended. Be safe, but be creative and respectful of another’s participant’s creation.

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Learning to Be a Part of a Team Level Four – Module Three GOAL: Create symbiotic teamwork and empower each individual to contribute to the team. (Adopted from Pia Nilsson and Lynn Marriott’s challenge at 2002 LPGA*USGA Girls Golf Conference in Scottsdale, AZ).

SCHEDULE (20 minutes total): 5 mins 15 mins

Teamwork 101 SNAG® Relay Game

MATERIALS: Space Needs: Access to open space, a golf hole or range area. Activity Supplies:  SNAG® Launchers (or PW if SNAG® Launchers not available).  Velcro catch-mitt (e.g., Wal-Mart, Toys-R-Us).  SNAG® Launch Pad or similar near-golf tee that is easy to use and transport.  SNAG® balls or tennis balls.  Cones.

INTRODUCTION (5 minutes): Teamwork 101 



Discuss how a team is built with successful individuals, like a chain works with solid individual links. Each team member will work together and monitor strengths and weaknesses to assist the team’s effort to victory. Discuss how to control the length of a golf shot toward a target.

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ACTIVITY (15 minutes): SNAG® Relay Game     



Each team will decide who will launch and who will catch. This game can be played on a golf hole or near the practice area. There is a starting line of 2 cones and a finish line of 2 cones o Decide how long based on ability: 50 yards, 75 yards, 100 yards, etc. The launcher will set up the launch pad and ball just behind the starting line (teeing ground) cones. Have 2 to 4 teams playing at once so you can decide a winning team. The catcher will stand 10 yards from the launcher. On the count of 3, the launchers will make a swing and launch the ball toward their catcher. If the catcher catches the ball, the launcher grabs the equipment (launch pad and launcher) and runs to the spot where the catcher is and they switch. Repeat until one team has caught the ball past the finish line.

Variation:  Winners from each flight play each other in a grand finale race.  If a launch/catch team make 2 attempts and don’t progress, the launcher and catcher switch places at the catcher’s position anyway.

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Learning to the Respect Your Caddie’s Opinion Level Four – Module Four GOAL: Be open to new suggestions and viewpoints that can be learned from to empower one for future decision-making. “Club Me” is an adopted concept from Pia Nilsson and Lynn Marriott, VISION54®.

SCHEDULE (30 minutes total): 5 mins 25 mins

Lesson on another person’s viewpoint Be a Caddie

MATERIALS: Space Needs: Access to golf holes. Juniors:  Set of clubs.  Golf balls.  Playing from the forward tees.

INTRODUCTION (5 minutes): Lesson on another Person’s Viewpoint  



Discuss how someone else’s viewpoint might be a positive influence in golf and life. What is tunnel vision and what are some examples of that in golf and life? o Examples: Always using the same chipping club when another choice might benefit the player more, always teeing up in the middle of the teeing ground instead of angling, etc. Discuss considering another opinion and being open-minded toward future success.

ACTIVITY (25 minutes): Be a Caddie  



Team-up girls into groups of 2 or 3. One girl will select the other girl’s next club, whether it would be something she would or wouldn’t use. Choices are made with benevolence (not sabotage!). The golfer must use that club to produce the upcoming shot. The girls can switch roles at the next hole or, if time is short, they can take turns after each shot, playing an alternate shot. Page | 42

Pre-Shot and Post-Shot Emotions Level Four – Module Five GOAL: Create a deliberate emotional, mental and physical state of enjoyable readiness before a shot through an effective pre-shot routine.

SCHEDULE (30 minutes total): 10 mins 10 mins 10 mins

Introduction to pre-shot routines and emotions Pre-shot routine worksheet Timed routine practice

MATERIALS: Space Needs: Access to golf holes. Juniors: Driving club, fairway wood or hybrid, and an iron; range balls. Activity Supplies: Safety cones, hoops or lines. Routine forms, pens/pencils. Something/somewhere to write on. Stopwatches/watches with second hands.

INTRODUCTION (10 minutes): Introduction to Pre-Shot Routines and Emotions 

   

Discuss what a pre-shot routine is. o What are positive emotional feelings to bring into a shot? o What are good decisions to be confident with before a shot and at setup? o What are some important physical aspects of a routine that might be important? How long does a pre-shot routine take? o Average is 10 to 20 seconds. Discuss pace of play. Discuss rehearsal swings and, if so, number to take and where. How does the aiming process become a part of a pre-shot routine? Page | 43

ACTIVITY 1 (10 minutes): Pre-Routine Worksheet   

Have each girl fill in a form, such as the start of one on the next page. Have each girl write down how long she thinks it takes from the moment she begins her routine (shot decided on, club chosen) until she begins her swing. Simplify, if needed.

ACTIVITY 2 (10 minutes): Timed Routine Practice 

 

Have girls pair up. One times her partner from the moment the routine starts until the swing starts and records the time. Ask player if the shot result was positive, negative or medium. Don’t guide the answer, let player give her opinion, not the recorder’s opinion. Switch after 5 shots. Note how long each individual thought it would take and what seemed to be the best time. Did it match? Was it a surprise?

Note: Girls can take pre-shot routines out onto the course and see if it helps during times of perceived pressure. Routines can be altered, as needed. Experiment for putting and short game routines, as well

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WORKSHEET Name: __________________________________ Physical

Length:_______________

Mental

Emotional

1. 2. 3. 4. 5.

WORKSHEET - EXAMPLE Name:

Nicole Weller___________________

Length:_15 seconds_____

Physical

Mental

Emotional

Face target

Wide view of target

Relax, feel freedom to swing

Rehearsal swing toward target

Swing reminder word

Freedom

Ground club left hand, grip

Focus on target

Take six steps into ball, while adding right hand

Count/rhythm

Turn to face ball, ground club with both hands behind ball while stepping in with right foot. Step into left foot placement, then right foot.

Look at target

Waggle club twice

Settle in

Sink into rhythm of steps/swing

Solid stance/base

Narrow focus target

Freedom Relax. Allow freedom in.

Calm mind

Ready

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Learning to the Importance of Pace of Play Level Four – Module Six GOAL: Empower girls to be captain of a team and make decisions that would help the team toward success.

SCHEDULE (20 minutes total): 5 mins 15 mins

Lesson on the scramble format and discussion on concept of being captain Scramble Tournament

MATERIALS: Space Needs: Access to golf holes. Juniors: Sets of clubs. Golf balls.

INTRODUCTION (5 minutes): Lesson on the Scramble Format, Discussion on Concept of Being Captain  

Discuss the scramble (not best ball) format. Discuss the captain concept and how the captain selects the shot to take based on what options and possibilities are available. Teammates may contribute ideas but the final decision belongs to the captain, which the group should aim to support.

ACTIVITY (15 minutes): Scramble Tournament   

Break the girls into teams. Play a hole on the course or make-up a few safe holes at the practice facility. Play a scramble format with captain’s choice.

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Learning Golf Etiquette Level Five – Module One GOAL: Take initiative to confidently match-up against another player and answer a rule or etiquette question.

SCHEDULE (20 minutes total): 5 mins 15 mins

Why the Rules of Golf are important Rules and etiquette team competition

MATERIALS: Space Needs: Access to picnic, table area Activity Supplies:  USGA Rules of Golf Book; USKG Books 1, 2 and (especially) 3; other rule/etiquette resources and imagination!  2 desk top bells.  Table.  Dry erase board with same or different colored markers.

INTRODUCTION (5 minutes): Why the Rules of Golf are Important   

Discuss how rules create fairness in competition. Discuss how many Rules of Golf there are. Discuss how golf rulings can be needed quickly and the benefit of knowing the most commonly used rules and how to use the Rule book. o Suggest a copy of Flexagon Rule Guides for fast, easy use.

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ACTIVITY (15 minutes): Rules and Etiquette Team Competition            

Break girls into 2 groups and give them 1 minute to name their team. Write team names at top of dry erase board with line down the middle to separate. Under each name, write a “1,” “2,” “3.” These are the “Ask the Audience (Team)” chances the team gets during the game. The team who earns the most points for correct answers wins. Coach(es) pick a girl from each team to come up and stand at opposite ends of table with hands behind their backs. The bells are on the table in front of them. A rule or etiquette question (true/false, bigger answer, etc.) is asked in FULL. If a person rings the bell before the question is totally out, the other team gets to answer. The person who rings the bell first has 10 seconds to answer or “Ask the Audience” (her team). In case of a tie, the coach flips a tee and whoever it points to most gets to answer. 1 point for correct answer. If half correct, other team gets a chance to answer for other half of point (if a two-part question). If person doesn’t know or has a wrong answer, the other team’s player gets to answer in 10 seconds. For excitement, or to even it up, the coach may value a question at higher points (5, 10, 20, etc.). It can get exciting when it’s down to the wire!

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Learning Focus and Control Level Five – Module Two GOAL: Work on the ability to take focus into one’s control in the Ladder Ball Challenge

SCHEDULE (20 minutes total): 5 mins 15 mins

Lesson on controlling height of a chip shot Ladder Ball Challenge

MATERIALS: Space Needs: Access to green, chipping area. Activity Supplies:    

Ladder Ball Game (Amazon, Wal-Mart) with set of 2 ladders or 2 sets with 4 ladders. Cones. Mid-irons and wedges. Range/practice balls.

INTRODUCTION (5 minutes): Lesson on Controlling Height of a Chip Shot   

Discuss how to control the height of a chip shot. Ask about a club’s loft, how to manage that loft (deloft, add loft) through ball position and club shaft lean. Discuss how one can create consistent focus in short game practice.

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ACTIVITY (15 minutes): Ladder Ball Challenge    

Break group into 2 teams with names, if desired. Teams make lines behind the safety cones (placed 5 giant paces behind each of the ladders near the green) in the selected chipping spot (no more than 3 to 5 yards off green). The team earning the most points wins. Decide what kind of race the teams will play. Here are some options: o 1 point for getting through any rung space (zone between ground and first rung, zone between first and second rung or zone between second and third rung). Most points in a set timeframe (2 mins, 3 mins, etc.) o Everyone receives up to 3 chances to chip through a specific zone. If achieved on first or second attempt, run to the back of the line and let the next person in line take the spot. If not achieved after the third try, run to the back of the line anyway and the next person in line receives up to 3 chances to get through that rung. o First person on each team gets 1 minute at station. Goal is to chip one through bottom zone, one through middle zone and one through top zone. Can mix it up or make it mandatory consecutive zones or, if missed, start over. 1 point to the team for each zone achieved. o First person on each team gets 1 minute at station. Goal is to chip 3 balls consecutively through a selected zone (bottom, middle, top). 1 point to the team for each zone achieved.

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Learning to Make Steps Toward Achievment Level Five – Module Three GOAL: To self-coach and patiently achieve goals set forth in the Game of 3s (like a video arcade game with different levels of achievement).

SCHEDULE (25 minutes total): 5 mins 20 mins

Lesson on goals Levels Challenge

MATERIALS: Space Needs: Access to golf holes or range. Juniors:  

Bag of clubs. Range / practice balls.

Activity Supplies: Stations

INTRODUCTION (5 minutes): Lesson on Goals  

Discuss the power of positive imagination toward achieving a goal: The look, the feel, the sound of the shot. Discuss how patience, creativity and enjoyment contribute to effective practice.

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ACTIVITY (20 minutes to see how far one can get): Levels Challenge    



 

Have girls progress through the various stations based on their goals. Shots can have an outcome goal, an emotional goal, a process goal. o Discuss what those mean. Level 1: 3 shots toward a target (not in a row, just near it). Level 2: 3 good shots in a row to a target. o Player defines good and whether it would be satisfying for them on the course, as well. Have boundaries. o If only 2, start over again at 1. This level could take some time or discuss adjusting expectations and goals as needed – much like plans change during a round of golf. Level 3: 3 good shots in a row to 3 different targets. o Change targets every shot. o Player can go back to a used target, but not two shots in a row. Level 4: 3 good shots in a row to 3 different targets with 3 different clubs o Vary club and target each shot. Level 5: 3 good shots in a row to 3 different targets with 3 different clubs from 3 different lies.

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Focusing on Short-to Long-Distance Putting Level Five – Module Four GOAL: Gain confidence in being able to make more short putts through drawback.

SCHEDULE (20 minutes total): 5 mins 15 mins

Putting statistics Distance Putting Challenge

MATERIALS: Space Needs: Access to golf holes. Juniors: Golf club. Activity Supplies:  Putter.  Cool golf ball.

INTRODUCTION (5 minutes): Putting Statistics   

Discuss some putting stats on short/middle/long putts to show girls what happens with the best players and to keep expectations in check. Discuss how the best players might practice putting. Survey the group to see who is best at short, middle or long putts.

ACTIVITY (15 minutes): Distance Putting Challenge       

Pair up girls who will compete in a 3-, 5- or 9-hole match, depending on timeframe. Explain match play rules. First girl putts and, if misses, draws back the putt one putter length away from the hole. Second player putts and does the same thing. Players continue to play in this manner with farthest ball from hole being played next. Teaches lag putting and working on 3- to 6-footers, in most cases. Teaches match play format and strategy. Page | 53

Learning about Height and Distance Level Five – Module Five GOAL: To confidently make decisions on pitching opportunities, based on ability. Based on Flopper Stopper from Don Law and Rick Heard’s ParKit Golf, and U.S. Kids’ Golf Games Guide.

SCHEDULE (20 minutes total): 5 mins 15 mins

Pitching strategies Pitch Shot Competition

MATERIALS: Space Needs: 20- to 60-yards pitching area (real green or not). Juniors: Pitching wedge, golf balls. Activity Supplies:   

4 cones on green. Range/practice balls. 2 safety cones.

INTRODUCTION (5 minutes): Pitching Strategies  

Discuss what happens when one can control the height and distance of a shot toward hole locations on the green, tucked or not. Discuss pitching strategy based on ability o Example: Whether to go for a tucked hole location or just get on green and not go for hole location.

Page | 54

ACTIVITY (15 minutes): Instructor Station Demonstration     

  

Split group into 2 teams. Line up behind safety cone 5 giant steps back from the 2 stations that are set up 20 to 60 yards from green. Challenge is even better if going over a mound or bunker. Set up 4 cones evenly between flag and edge of bunker/mound, or every 5 yards from hole toward players. Hole/flag are out of play. Points system: o 1 point between first two cones (best place to be). o 2 points between second and third cones. o 3 points between third and fourth cones. o 4 points between fourth and fifth cones. o 5 points long of last cone or short of first cone. First player in each team runs to station when game starts and gets pre-determined chances to pitch onto green (1, 2, 3 tries). Once done, player runs back to line, tags in next player and goes to back of the line. When “time” is called, the team with the fewest points wins.

5 yards

5 yard

5 yards

Variation: If fewer girls, each girl gets a station to hit toward cones and is given 10

balls. See what score is first time and then repeat to work on lowering score. Variation: Vary lies (rough/tight fairway/sand) and terrain (hillsides).

Page | 55

Learning to Make Decisions as a Team Level Five – Module Six GOAL: To help make good team decisions with a partner on the team’s scoring ability.

SCHEDULE (25 minutes total): 5 mins 20 mins

Applying the strengths of each member to benefit the team Team strengths

MATERIALS: Space Needs: Access to golf holes. Juniors:  Set of Clubs  Ball.

INTRODUCTION (5 minutes): Applying the Strengths of Each Member to Benefit the Team   

Discuss how a team can benefit from each other’s strengths and weaknesses. What is a SWOT analysis? How would a captain or leader know how to use everyone’s strengths to the team’s advantage?

ACTIVITY (20 minutes): Team Strengths   



Divide girls into twosomes (preferably); threesomes/foursomes OK, if larger group. Each girl will tee off. The team will decide the best ball to select out of those drives, keeping in mind who might be strong in the fairway or near the green. The drive selected might not be the longest, but what can be done from there on in? The team plays an alternate shot in from the drive selected with team input on strategy for each shot based on the upcoming player’s ability and the player at the moment having last say. Page | 56

What’s in Your Bag Level One – Module One GOAL: Help the girls become familiar with the clubs, club names and when to utilize.

SCHEDULE (20 minutes total): 20 mins

Lesson on clubs, definitions, uses.

MATERIALS: Space Needs: Access to golf hole or range so instructor can demonstrate golf clubs. Juniors: Students may bring their own golf clubs if they'd like, however, it is not necessary for this class. Instructor: Bring a full set of golf clubs in order to explain their differences and usage. Suggestion: Bring some old clubs as a fun visual to show golf clubs made of wood, etc. Compare with today’s golf club technology.

ACTIVITY (20 minutes):  



Take all of the clubs out of the bag and line them up in order from SW to driver. Discuss the differences between the clubs: o Length? o Angle on the clubface? o Where is the “sweet spot” on the club? What does the “S” on the bottom of a club mean? o Sand wedge o Also referred to as a “wedge.” o Helps the ball stop the soonest when it hits off the “sweet spot.” o Has a lot of angle on the clubface and is good for a golf shot that needs to travel a short distance. What does a “P” stand for? o Pitching wedge o Also referred to as a “wedge.” Page | 57

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Has less angle on the clubface; will go farther than the sand wedge when hit off the “sweet spot.” Other clubs have numbers on them (e.g., 9,8,7,6,5). o What is a name for these types of clubs? Irons.  Hint: It is also the object that gets wrinkles out of clothes. o They’re called irons because the clubheads are made of metal. o Lower numbers on clubs = longer distance. There’s a name for the clubs that take the place of irons (pick up a hybrid club to show to the girls). Does anyone know what this club is called? o What does “hybrid” mean? It’s a combination of two things. o Can anyone give an example of a “hybrid” in other areas of our lives?  Example: Hybrid cars run on gas and electricity. What do you get when you mix a Labrador retriever and a Poodle? A Labradoodle. o A hybrid golf club has the characteristics of a wood and an iron. The design of a hybrid golf club generally makes it easier to hit the ball higher in the air vs. using the iron. o Hybrids take the place of irons, so a hybrid 5 = 5-iron. The longest clubs are known as woods. o Does anyone know why? They were originally made of wood. What is the longest club in the set called? Driver. o What number is the driver? 1 What is the shortest club in the set? Putter. Every club has a: o Grip o Shaft o Clubhead.  Toe  Heel (just like your foot).  Sweet spot: Located in the middle of the clubface. What is the maximum number of golf clubs you are allowed to carry in your golf bag? 14. o This is one of the “Rules of Golf.” How is distance measured in golf? Yards. o Point out different distances so the students will begin to have a reference for yardage. Are there any questions about the clubs? Depending on the teaching location, the instructor can take time to demonstrate some of the golf club usages.

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Introduction to Proper Grip, Set-Up and Swing Level One – Module Two GOAL: Juniors will learn proper grip, set up and stance in order to maximize their swing success.

SCHEDULE (20 minutes total): 10 mins 10 mins

Instructor demonstrates proper set up, grip and swing. Juniors practice the skills.

MATERIALS: Space Needs: Access to golf hole or range. Juniors: Bring their own clubs. Instructor: Clubs Activity Supplies: Range balls for students.

INTRODUCTION (10 minutes): Instructor Demonstration  

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Help the girls develop a good visual concept of how the club should look when properly set up to the ball. Demonstrate the following: Set Up o Set the clubhead behind the ball and center it with the sweet spot. o Position the club shaft so the bottom of the grip is even with the ball. o The bottom edge of the clubhead should be straight and perpendicular to the target line (called a “square” clubface). Grip o Hold the club more in the fingers (not the palm) o Right-handed golfers: Left hand on top. o Left-handed golfers: Right hand on top. o When looking down at the top hand, the golfer should see the two knuckles of their forefinger and middle knuckle. o The palm of the bottom hand will be positioned over the thumb of the top hand. o There are 3 different grip styles (demonstrate for the juniors): Page | 59

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10-Finger Grip: All 10 fingers on the club in a baseball grip. Fingers next to each other, keeping hands close together. Overlapping Grip: Pinkly finger of the bottom hand covers the forefinger of the top hand (Vardon Grip). Interlocking Grip: The pinky finger of the bottom hand interlocks with the forefinger of the top hand.

Posture o Bend from the hips. o Let the arms hang down from the shoulders (forward arm straight). o Hands will be even with the front of the toes. o Knees slightly flexed. o Chin up so shoulders can turn underneath it. Stance o Feet shoulder-width apart (outside of shoulders should be to the inside of the feet). o Turn front foot out slightly toward the target to help the golfer balance. Ball Position o Wedges, irons (9, 8, 7): Position the ball in the middle of the stance. o Woods: Position the ball off the inside of the target heel. Aim o The line of the golfer’s feet should be parallel with their target line (like railroad tracks). Swing Cues o Share the following instructions with the girls  Use the triangle of the arms and shoulders to create the swing motion.  Swing the club back to waist high; the toe of the clubhead should point up.  When the backswing hits the 9 o’clock mark (3 o’clock for lefties), hinge the wrists and make an “L,” formed by the forward arm and the club shaft.  Turn your shoulder under your chin to complete your backswing.  Swing the clubhead crisply through the grass underneath the ball to make contact with the sweet spot and fly high.  As the club swings through the grass, a divot will fly out of the ground.  Finish facing the target and turn all the way onto your back toe.  Hold your finish until the ball stops rolling to train good balance. Instructors: Keep the swing simple and fun. o Tell the juniors to envision swinging the club and letting the ball get in the way rather than trying to make the club hit the ball. o Emphasize the importance of learning to contact the ball on the club’s “sweet spot.” o Demonstrate the proper procedure of repairing a divot. Tell students, for safety purposes, divots do not need to be repaired while practicing at the driving range.

ACTIVITY (10 to 12 minutes): 

Juniors will practice the techniques the instructor just demonstrated. Instructor will go around to each girl to make any necessary corrections.

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Introduction to Putting & the Putting Green Level One – Module Three GOAL: Girls will learn about the putting green area and how to care for it, as well as practice putting.

SCHEDULE (20 minutes total): 10 mins 10 mins

Introduction to putting String putting activity

MATERIALS: Space Needs: Access to putting green. Juniors: Putter. Instructor: Putter, golf balls for students’ use. Activity Supplies: String Putting Game:  

Two posts with skinny spikes that can stick into the green. Elastic string to tie to each post (7 to 10 feet long).

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Distance markers (staked posts, ball markers, etc.).

INTRODUCTION (10 minutes): Introduction to Putting   

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Putt: A golf shot played on the green or fringe of the green using a putter. o Putting is one of the most important skills to scoring well in golf. The putting green is a smooth surface. The grass on the putting green is cut very short so the ball can roll for a long distance. o Emphasize the importance of taking care of this unique surface so all players can enjoy the game. Show the girls a ball mark repair tool (also known as a divot tool). o Tell them why this tool is important and how to avoid damaging the green. o Explain and/or demonstrate how a ball mark is made on the green and how to use the divot tool to repair the mark. Take students to the fringe of the green to examine the difference in grass. Page | 61

Fringe: Any grass adjoining the putting surface that is mowed to a height only slightly higher than the grass on the green. Also called the “apron” or “collar” of the green. o Another funny name for the fringe is “frog hair.”  The objective of putting is to roll the ball along the green – using the putter – until the ball drops into the hole or “cup.”  Flagstick: A flag on a pole, placed in the hole on the putting green. It enables golfers to know the hole location from a distance. Also referred to as the “pin.” Discuss the Putter and its Design 

There are many variations to putting techniques and style. However, there are several key components which are common among all successful putters.  Grip: The grip is the handle of the putter. The grip on a putter is different from other clubs in that it is flat down the middle. o Explain that the putter grip has been designed like this because the best way to hold the putter is more in the palms of the hands with the thumbs down the middle of the grip.  Observe the head of the putter. Putter heads may be shaped differently. o Some putters have a line on the top, which shows where the sweet spot is located on the clubface. o The sweet spot is the place on the clubface that will help produce the best results when the ball makes contact there. Demonstrate Proper Set Up and Swing (Stroke) 

Putting grip o Hold the club more in the palms with your thumbs down the middle of the grip. o Grip pressure should be relaxed.  Posture o Set up with your eyes directly over the ball.  Stance o Square to your target line. o Instructors: Lay a club or alignment stick along the toes of a student’s feet to demonstrate how this line will be (parallel – like railroad tracks) in relation to where the student will aim the putter face. The Swing: Putting Stroke   

The putter swings back-and-forth, like a pendulum on a clock. o Putting does not require a big swing. Place the ball 1 foot from the hole, aim the putter face and putt the ball off the sweet spot into the hole. o The swing should only be a couple inches long. Have each girl putt from a distance of 1 foot from the hole, then move farther away with each putt they make.

ACTIVITY (10 minutes): 

The purpose of the String Putting Game is game is for students to train their: o Alignment. o Set Up (eyes over the ball). Page | 62

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When positioned properly, the person putting will be looking over the top of the string and will have the string over the center of the ball.  Putting technique: Identify a straight putt. o Putting technique: Identify a straight putt. Place 1 post behind the hole and the other on the straight line of the putt (8 to 10 feet back). Place balls directly under the string at 1-foot intervals (1 foot, 2 feet, 3 feet, etc.) o The student’s eyes should be directly over the ball. Have each girl take a turn, starting with the shortest putt and working back to the longest putt. String Putting Game: ILLUSTRATION

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Introduction to Chipping Level One – Module Four GOAL: Juniors will learn more about the concept of chipping, club choices and technique.

SCHEDULE (20 minutes total): 10 mins 10 mins

Introduction to chipping Ball Toss & chipping activities

MATERIALS: Space Needs: Access to golf hole or range Juniors:  Sand wedge, pitching wedge, irons (9, 8, 7).  3 to 5 balls for Ball Toss Game and chipping. Instructor:

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The Golf Ring (recommended) o www.golftrainingaids.com o When placed on the edge of the green, this is a great visual aid to show students where their ball should land. o A larger ring can be placed around the hole.  Colorful bandana, colored string or ball marker, if you don’t have The Golf Ring.  SNAG® Hoop Clock (recommended): www.SNAGgolf.com o SNAG® Hoop Clocks are designed to provide a safety zone for the new learner, as well as teach them arm control for different strokes and swings. It is a great visual learning tool for beginners. o Available in 2 sizes: Small (5 to 10 years old) and Adult. o The SNAG® Hoop Clock has the same numbering as a clock face. When placed on the ground, the ball is placed at the 6 o'clock position:  7 o’clock and 5 o’clock are blue for putting.  8 and 4 are green for chipping.  9 and 3 are yellow for pitching.  10 and 2 are red for launching (full swing). Page | 64

INTRODUCTION (10 minutes): Introduction to Chipping (Runyan Style)  Take the girls to an area next to a putting green (3 to 5 yards from the edge).  Chipping: A type of shot used around the green – usually within 5 yards of the fringe – using a medium-

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to-short iron. o The chipped ball flies at a low trajectory for a short distance. o The ball lands on the edge of the green and rolls the rest of the way to the hole. Clubs with a higher angle on their clubface will make the ball stop sooner. o Lower numbers = Longer distance o Longer length clubs = Longer distance Observe the distance to the hole. How quickly do you want your ball to stop once it lands on the green? Choose your club based on your answer. Here's a chipping style that is similar to putting: o Grip  Hold the club handle just like the putting grip: more in the palms, thumbs down the middle of the handle. o Stance  Take a narrow stance with the line of your feet, parallel with your target line (like railroad tracks).  Stand with your eyes positioned over the ball.  The clubhead will be on its toe so the club shaft is straight up and down. The heel of your clubhead will not be touching the ground.  Place a bit more weight on your front foot (foot closest to the target). o Swing  Swing the club with a pendulum motion, like a Grandfather clock.  Keep your body still and use the triangle of your arms and shoulders to create the motion.  The length of this swing is very short. Swing the club using your arms and shoulders.  Brush the grass underneath your ball as you swing through it. o Let your ball fly to the designated landing area on the green and watch it roll the rest of the way to the hold (or other designated target).

ACTIVITY (20 minutes): Ball Toss Game       

The main objective is to teach the girls to get a “feel” for the finesse of chipping. Have the girls get into groups of 2 or 3. Each girl will need 3 to 5 golf balls. o Use colorful golf balls or SNAG® Balls. Set up chipping “ball toss” stations approximately 3 to 5 yards from the edge of the green. Stakes or markers can be used to identify starting points. Use The Golf Ring (recommended), a colorful bandana, colored string or a ball marker to indicate the landing area for the game. Identify the hole (or another target) on the green that each tossed ball will roll to. Girls will toss balls to the designated landing area on the green and watch the ball roll the rest of the way to the target. Page | 65

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The girls can take turns and rotate for each ball toss. Encourage good etiquette during the game: o Know where to stand. o “Quiet, please!” while others are tossing. o Avoid distracting movements, etc. Chipping Game     

Once the girls have completed the Ball Toss Game, they can repeat the activity chipping balls. Help the girls choose the proper club for the distance. Have the girls use the “putting style” chipping technique to land the ball in the designated landing area and watch the ball roll the rest of the way to the hole. The girls can take turns and rotate for each chip shot. Once again, encourage the girls to have good etiquette while their teammates are chipping.

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Introduction to Pitching and Life Level One – Module Five GOAL: Juniors will learn more about the concept of pitching, club choices and technique.

SCHEDULE (20 minutes total): 10 mins 10 mins

Introduction to pitching Ball Toss & pitching activities

MATERIALS: Space Needs: Access to golf hole or range Juniors: o Sand wedge or pitching wedge (both, if students have them). o 3 to 5 balls for Ball Toss Game and pitching. Instructor:

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The Golf Ring (recommended) o www.golftrainingaids.com o When placed on the edge of the green, this is a great visual aid to show students where their ball should land. o A larger ring can be placed around the hole. o Colorful bandana, colored string or ball marker, colorful beach towel, golf flags, pylons or cones, if you don’t have The Golf Ring. SNAG® Hoop Clock (recommended) o www.SNAGgolf.com o SNAG® Hoop Clocks are designed to provide a safety zone for the new learner, as well as teach them the length of the pitching swing (3 o’clock to 9 o’clock for right-handed golfers; 9 o’clock to 3 o’clock for left-handed golfers). o Ball is placed at 6 o’clock position.

INTRODUCTION (10 minutes): Page | 67

Introduction to Pitching    

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Take the girls to an open area, if possible, about 10 to 15 yards away from a putting or chipping/pitching green to a teaching station. Pitch: A golf shot played when less than a full swing is required. Generally, the ball flies farther than it rolls. When pitching, the ball will only fly high when it hits off the sweet spot. The club choice for pitching will be a wedge. The most common wedges are: o Sand wedge: Not just for sand. “S” = stop. o Pitching wedge: The ball will roll more than a sand wedge. When pitching: o The ball is farther away from the green than when chipping. o The ball flies high, lands on the putting green, then rolls the rest of the distance to the hole. Grip review: When taking a short swing (waist high or less), grip down on the club handle (closer to the club shaft) for better control. o Hold the club more in the fingers (not the palm). o Right-handed golfers: Left hand on top. o Left-handed golfers: Right hand on top. o When looking down at the top hand, the golfer should see the two knuckles of their forefinger and middle knuckle. o The bottom hand will be positioned over the other so the thumb on the top hand is covered. There are 3 different grip styles (demonstrate for the juniors): o 10-Finger Grip: All 10 fingers on the club in a baseball grip. Fingers next to each other, keeping hands close together. o Overlapping Grip: Pinkly finger of the bottom hand covers the forefinger of the top hand (Vardon Grip). o Interlocking Grip: The pinky finger of the bottom hand interlocks with the forefinger of the top hand. Stance and Posture o Bend from the hips. o Let the arms hang down from the shoulders (forward arm straight). o Feel the upper part of the arms close to the body. o Take a narrow stance with the ball centered between the feet. o Aim the clubface at the landing area target. o Line-up feet parallel with the target (like railroad tracks). Swing o Use the triangle of the arms and shoulders to create the swing motion. o Swing the club back to waist high. The swing positions will be 9 o’clock and 3 o’clock. o When the backswing hits the 9 (or 3 o’clock mark for lefties), hinge the wrists and make an “L,” formed by the forward arm and the club shaft. o Swing the club crisply through the grass underneath the ball to make contact with the sweet spot. o Hold your balance as you watch the ball fly high to the designated landing area, land, and roll the rest of the way to the hole/target. How quickly do you want your ball to stop once it lands? o Choose your club based on your answer. Page | 68

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o “S” = Stop The ball will roll more when the pitching wedge (P) is used.

ACTIVITY (20 minutes): Ball Toss Game   

The main objective is to teach the girls to get a “feel” for the finesse of pitching. Have the girls get into groups of 2 or 3. Each girl will need 3 to 5 golf balls. o Use colorful golf balls or SNAG® Balls.  Set up pitching “ball toss” stations around the green or in an open area, approximately 10 to 15 yards from the landing area. Stakes or markers can be used to identify starting points.  Use The Golf Ring (recommended), a colorful bandana, colorful beach towel or a golf flag to indicate the landing area for the game.  Girls will toss balls toward the designated landing area or target. o Have the girls use an underhand tossing method in order to toss the ball higher.  The girls can take turns and rotate for each ball toss. Encourage good etiquette during the game: o Know where to stand. o “Quiet, please!” while others are tossing. o Avoid distracting movements, etc. Pitching Game    

Once the girls have completed the Ball Toss Game, they can repeat the activity pitching balls. Have the girls use the pitching technique to get their ball to fly to the designated landing area. The girls can take turns and rotate for each chip shot. Once again, encourage the girls to have good etiquette while their teammates are pitching.

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Play Safe on the Golf Course Level One – Module Six GOAL: Juniors learn ways to stay safe on the golf course.

SCHEDULE (20 minutes total): 20 mins

Instruction and discussion

MATERIALS: Space Needs: A comfortable place for discussion (this may be a good lesson during inclement weather). ~OR~ Organize an on-course demonstration of safety procedures while the girls walk along as a gallery.

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Juniors: Notebook and pencil/pen. (optional) Instructor: Visual aids to use to help demonstrate playing safety and etiquette. Activity Supplies (optional): White erase board or chalkboard for visual discussion purposes. U.S. Kids Golf has a write-on/wipe-off layout of a golf hole, which is useful for demonstrating different scenarios. o Contact John Godwin: 770-441-3077 or 1-888-3US-KIDS. o www.GolfRulesScholar.com also has a similar visual training aid. Contact Bob Jones at 714-998-0610.

INTRODUCTION & DISCUSSION (20 minutes): Playing on the Golf Course: Tips for Safety Avoid dangerous situations. Follow these rules to have a safe and enjoyable golfing experience: 

Be accountable for your safety and the safety of your playing partners. o In a standard game of golf, 4 is the maximum number of players in a group. o Never swing your club when another player is near you unless he/she is standing in a safe place and is paying attention. A swinging golf club and a hard golf ball can move at a fast rate of speed. Use caution! o Be extra aware, if you or another player is taking a practice swing. Page | 70

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Be sure the person who is playing his/her shot cannot see you out of the corner of their eye (a.k.a. peripheral vision or side vision). Stand still and be quiet while another golfer is playing. o Instructor should demonstrate the proper and improper places to stand. Wait until the players in the group ahead are at a safe distance away before playing your shot. “Fore!” A warning call to let golfers know an errant golf ball might be heading in their direction and they need to take cover. o It is the responsibility of the golfer who struck the ball to yell, “Fore!” as loud as they can. o If you hear “Fore!” stay in place and quickly cover your head with your arms or get behind your golf bag or a close object to protect yourself from the incoming golf ball. Be aware and take extra caution when: o You hit your ball in a place where another group is playing. o Another golfer on the course may be playing their ball near you. o You're driving/riding in a golf cart. o You're playing a shot that could bounce off of a nearby tree and come back to hit you or someone else. Never walk ahead of anyone in your group who will be playing a shot. Be aware around the green when a player is hitting out of a sand trap or is pitching. Protect your body from the sun. o Sunburns are dangerous. o Use sunscreen or protective clothing. o Wear a hat to protect your head and face. Be alert for lightning. o Use caution when a storm is in the area – take cover. o If a storm is approaching and you hear thunder, lightning is near. o Take cover. Look for a sheltered building with restroom facilities. Head to the clubhouse, if possible. Trees are not shelter. Stay hydrated. Drink plenty of water. Watch out for wild things that can sting and/or bite. o Bugs and insects: Bees, hornets, wasps, spiders, ants, mosquitoes. o Snakes, alligators, squirrels, raccoons, angry birds, fox, etc. o Carry along any medications/epi pens, if allergic to bug/animal bites/stings.

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Traditional Chipping Method Level Two - Module One GOAL: SCHEDULE (20 minutes total): 10 mins 10 mins

Introduction and discussion Chipping activity

MATERIALS: Space Needs: Practice green where chipping is allowed.

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Juniors: Wedge (sand or pitching) and 9/8/7 irons. Instructor: Wedge (sand or pitching) and 9/8/7 irons. Optional equipment/visual aids: o Write-on/wipe-off white board for visual discussion purposes. o The Golf Ring (recommended)  www.golftrainingaids.com  When placed on the edge of the green, this is a great visual aid to show students where their ball should land.  A larger ring can be placed around the hole.  If The Golf Ring is not available, a colorful bandana, colored string or ball marker could be used to show students where to land their ball when chipping onto the edge of the green. ® SNAG Hoop Clock (recommended) o www.SNAGgolf.com o SNAG® Hoop Clocks are designed to help teach students the length of the chipping swing (4 o’clock to 8 o’clock for right-handed golfers; 8 o’clock to 4 o’clock for left-handed golfers). Ball is placed at 6 o’clock position. Activity Supplies: Practice balls for chipping.

INTRODUCTION (10 minutes): Lesson on Being Prepared 

Instructor can illustrate the concept of chipping or use the illustration below. Page | 72

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Chipping: A type of shot executed around the green using a medium-to-short iron (5 to 7 yards from the edge of the green or closer). The ball lands on the edge of the green, then rolls the rest of the way to the hole. o A chipped ball flies a short distance with a low trajectory. Proper club choice is very important. Club choice depends on how much the golfer wants the ball to roll once it lands on the edge of the green. Many different clubs can be used: The greater the angle on the clubface, the quicker the ball will stop when it hits off of the “sweet spot.”

Examples of chipping and possible club selection The speed of the green will be a factor when making your club selection

PW SW

9-iron 8- or 7-iron

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Chipping set up o Grip is the same as the full swing. o Grip down on the club for better control. o Set up with hands positioned slightly ahead of the ball (forward pressed). Keep wrists firm. o Take a narrow stance. o Position the ball more toward the back foot (the foot farther from the target). o Slightly open stance (pull back the foot closest to the target). o Keep more weight on the front foot for the entire swing.  Chipping swing o Take a short, even swing. Accelerate crisply through the grass as the ball contacts the “sweet spot.”

ACTIVITY (10 minutes): Chipping Game (traditional chipping method) 

Have the girls get into groups of 2 or 3. Page | 73

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Each girl will need 3 to 5 golf balls. Set up chipping stations around the green, located approximately 5 yards from the edge of the green. o A stake or marker can be used to identify the starting point. Place one of the following objects on the edge of the green to indicate the landing area: o The Golf Ring (recommended) o Colorful bandana o Colored string o Ball marker Identify the hole on the green that each group of girls will chip to. Help the girls choose the proper club for their distance. Have the girls use the traditional chipping method to land the ball on the edge of the green (in the designated landing area) and watch the ball roll the rest of the way to the hole. The girls can take turns and rotate for each chip shot. Encourage good etiquette during the game. o Know where to stand. o “Quiet, please!” while others are tossing. Avoid distracting movements, etc.

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The Punch Shot Level Two - Module Two GOAL: Juniors learn how to perform a successful punch shot.

SCHEDULE (20 minutes total): 5 mins 15 mins

Instruction Activity: Punch shot practice

MATERIALS: Space Needs: Access to a driving range. Juniors: 7-iron, 5-iron or hybrid. Instructor: 7-iron, 5-iron or hybrid. Activity Supplies: Range balls  Visual aids that can be used as a target to hit the ball under. o Set up before class begins.  Flags  Two posts with a colorful, thick, top border. o Set up clothes line-style. o Students will hit the ball under the border. o Border could be made with a clothes line and swim noodles to cover the clothes line.

INSTRUCTION (5 minutes): Lesson on Being Prepared  

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Punch shot: A type of golf shot where the ball flies low to the ground. The main purpose for hitting this shot: o To keep your ball underneath tree branches. o To keep the ball low when hitting into a very strong wind. o Any other time you want to hit a low shot. To practice punch shots: o Use a lower-lofted club: 6-iron, 5-iron, hybrids. o Select the club based on how low you want the ball to fly. Page | 75

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o Lower number = lower ball flight. Identify an object on the driving range to fly the ball under. Instructor should demonstrate a punch shot. o Juniors should be using a longer iron or hybrid. Girls will use the punch shot technique to get their balls to fly at a low trajectory. Set up o Choose a spot in front of the ball to help aim at the target. o Grip down on the club for better control. o Forward press your hands (position them slightly ahead of the ball).  This will intentionally decrease the angle on the clubface.  Called “closing” or “de-lofting” the clubface. o Position the ball more toward your back foot (non-target foot). o Aim at the target. o Alter the width of your stance depending on the length of your swing.  Smaller swing length = narrower stance.  Longer swing length = shoulder-wide stance. o Keep more weight on your front foot. Swing o The swing is shorter (hands- to shoulder-high or less) while swinging through the ball with good acceleration to an abbreviated finish. o Keep your hands forward-pressed throughout the swing to keep the clubface de-lofted and to promote low ball flight. o Swing the club using mostly arms and shoulders. Keep more weight on your front foot.

ACTIVITY (15 minutes):  

Juniors will practice hitting punch shots. Have them begin with shorter swings to make solid contact with the ball on the clubface, then lengthen the swing for longer distances.

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The goal is to see how low the juniors can get the ball to fly … and to have fun!

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The Flop Shot Level Two - Module Three GOAL: Juniors learn how to perform a successful flop shot.

SCHEDULE (20 minutes total): 5 mins 15 mins

Instruction Activity: Flop shot practice

MATERIALS: Space Needs: Access to a driving range or open space. Juniors: Wedges (lob, sand or pitching). Instructor: Wedges (lob, sand or pitching), range balls. Activity Supplies: Set up the following before class begins:  Visual aids that can be used as distance markers: o Plastic cones o Flags o Numbered distance markers (10, 20, 30 yards) o Colored towels  A marker can be set up to be used as targets for playing flop shots.

INSTRUCTION (5 minutes): Lesson on Being Prepared  

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Flop shot: Also called a “lob shot.” It is a type of pitch shot played with a very lofted wedge. The purpose of this shot is to get the ball to fly as high as possible so it stops quickly when it lands. o A golfer may choose to play this type of shot when hitting over a bunker with a flag placement close to the edge of the green. o Considered a “high risk” shot and should only be attempted when absolutely necessary. It may be best to practice flop shots at the driving range. o If practicing flop shots on a practice green, be aware and use extra caution of other players in the area.

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Most practice green areas at golf courses do not allow flop shot practice. Always check with the golf facility for permission to practice flop shots. Otherwise, go to the driving range or a spacious practice area. Flop shots will most likely leave ball marks on the green. Always repair any damage made by the ball. Use the most lofted wedges for flop shots: o Lob wedge: 58° to 64° of angle on the clubface o Sand wedge: 54° to 56° o Gap wedge: 50° to 52° o Pitching wedge: 42° to 48°

ACTIVITY (15 minutes):    

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A flag or marker can be used to identify the target area. Instructor may first demonstrate a flop shot. Juniors will use their most lofted wedge to execute the flop shot technique, which will get their ball to fly high to the designated target area. Set up o Choose a spot in front of the ball to help aim at the target. o Point the clubface to the sky to hit it high. This is called “opening the clubface.” o Grip down on the club for better control. o Aim at the target. o Position the ball more toward the front foot (target foot). o Open your stance, pull your front foot back from the target line. Swing o Hinge your wrists as soon as you start to swing, creating a 90-degree angle between the club and the arm closest to your target. o Keep the clubface open (pointing toward the sky) throughout the entire swing. o Keep your weight centered. o Swing the club confidently through the grass with good speed. This will help get the ball to fly higher and stop quickly when it hits off the sweet spot. Girls will practice hitting high flop shots. Their goal will be to see how high they can get the ball to fly … and to have fun!

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Playing Out of a Fairway Bunker Level Two - Module Four GOAL: Juniors will learn what a fairway bunker is and how to successfully hit out of the bunker.

SCHEDULE (20 minutes total): 5 mins 15 mins

Instruction Practice shots out of a fairway bunker

MATERIALS: Space Needs: Access to a bunker where there's a place to demonstrate and safely practice fairway bunker shots. Junior: A short iron (9/8/7 iron). Instructor: A short iron (9/8/7 iron). Activity Supplies: Golf balls to hit out of a fairway bunker.

INSTRUCTION (5 minutes): Playing shots from a fairway bunker (sand trap) 

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A fairway bunker is: o Generally located in the fairway or rough. o Farther away from the green than a greenside bunker. o Not as deep as a greenside bunker. o A hazard. Rules to remember when playing out of a hazard: o You may not rake the sand when your ball is lying in or touching the hazard.  A player is not allowed to test the condition of the hazard or any similar hazard.  If a player touches or rakes the sand where his/her ball has come to rest before playing the shot, he/she must add 2 strokes to his/her score (a 2-stroke penalty). o Do not move loose impediments when your ball is lying in or touching the sand.  A player is not allowed to touch or move a loose impediment lying in or touching the hazard.

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If a player moves a loose impediment in the bunker where his/her ball has come to rest, he/she must add 2 strokes to his/her score.  Loose impediment: Anything natural, such as leaves, twigs, pine needles, stones, acorns, etc. o A player is not allowed to touch his/her club to the sand (grounding the club) when setting up to the ball.  A player may not ground his/her club in any hazard – including a bunker – before striking the ball.  If a player grounds his/her club in the bunker, he/she must add 2 strokes to his/her score. Instructor demonstrates a fairway bunker shot: o Choose the club based on distance you want the ball to travel and your ability to get the ball up and over the edge of the bunker. o Pick an intermediate spot in front of the ball to help with aim. Aim the clubface toward the target. o Grip  Use the same grip position as for a full swing.  Grip down on the club for better control.  May be tricky since the club cannot touch the sand before the shot (ground the club). Keep practicing. o Posture  Bend from the hips.  Let the arms hang from the shoulders.  Knees slightly flexed. o Stance  Take a slightly wider stance than normal.  Play the ball in the center or slightly back of center in your stance.  Take a square stance so feet are parallel with the target line.  “Twist” feet into the sand (instructor demonstrate).  Take a square stance so feet are parallel with the target line.  Hover the club above the sand slightly behind the ball. o Take a confident full swing. o Keep lower body solid and maintain good balance throughout swing. o Try to pick the ball cleanly off the sand.

o Finish in good balance.

ACTIVITY (15 minutes):  

Instructors should demonstrate the fairway bunker shot several times to help the juniors understand each step. Depending on the size of the group and the facility, have the juniors practice fairway bunker shots.  Girls can take turns hitting 2 to 3 shots at a time.

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Playing on the Golf Course – Basic Etiquette Level Two - Module Five GOAL: Juniors learn proper on-course etiquette.

SCHEDULE (20 minutes total): 20 mins

Instruction and discussion

MATERIALS: Space Needs: A comfortable place for discussion (this may be a good lesson to teach during inclement weather). ~OR~ Organize an on-course demonstration of safety procedures while the girls walk along as a gallery.

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INTRODUCTION & DISCUSSION (20 minutes): Playing on the Golf Course: Tips for Proper Etiquette 

Play without delay. o On the first tee, it doesn’t matter who tees of first.  If you are playing in a tournament, you will be assigned the order of play. o After the first hole, the player who had the lowest score will generally tee off first at the next tee box. This is called “having the honor.”  If everyone in the group had the same score on a hole, the playing order would stay the same as the previous hole.

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When playing with family or friends, your group can play “ready golf,” which means the player who is ready to tee off on the next hole will play first. This only applies to the teeing ground. o After everyone has hit their ball from the tee box, the person who is farthest from the green will play next. o Be ready when it is your turn.  Make sure the group ahead is not within hitting distance.  Never walk ahead of the other players in your group. Be safe. o Be quiet and stand still while others are preparing to play their shots.  Stand in a place where the person playing cannot see you – outside of their peripheral (side) vision.  Know where your shadow is. o Watch your golf shot and the other player’s until the ball comes to a complete stop. This will minimize time spent looking for lost golf balls.  If your ball goes toward trees or long grass, pick out a spot that will help you locate the ball.  Help other players in the group look for their ball if they can’t find it. Players only get 5 minutes to look for a lost ball. Proper care of the golf course o Always repair divots made by swing the club. o Repair ball marks on the green. o Rake the sand after playing out of a bunker. Be sure to leave a smooth surface. o Avoid damage to the hole.  Remove and replace the flagstick carefully.  Avoid stepping too close to the hole. On and around the green: Your golf bag and clubs. o When the ball is on – or close – to the green, leave the golf bag off to the side of the green. Never lay a golf bag on the green or fringe. Never take a pull cart across the green.  Leave your golf bag on the side of the green closest to the path you’ll take to the next tee box. o When the ball is close to the green, take the clubs you may use (in addition to your putter) so you don’t have to walk back to your bag again. o If you carry a club onto the green that you used for chipping or pitching, gently lay it on the green in a place that will not interfere with any of the putts to be made.  A good place to lay your extra clubs is next to the flag or near the edge of the green closest to the next tee.  Avoid laying clubs in the grass off the edge of the green. Clubs placed off the putting surface will be harder to see when leaving the green. This can result in a lost club and time spent going back to look for it. Etiquette on the green o The player whose ball is farthest from the hole will putt first. o Mark the ball with a ball marker while waiting for your turn to play.  The correct way to mark your ball is to place a small coin or ball marker directly behind it, then lift the ball. o The flagstick should be removed from the hole before putting. Page | 82

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o o

There is a 2-stroke penalty if a player’s ball hits the flagstick when putting from on the green. A player with a long putt may need the flagstick attended in order to see the hole location while putting. A player whose ball is close to the hole should attend the flagstick.  Stand to one side of the hole, not right next to the cup.  Make sure your shadow does not cover the hole or the line the player is putting on.  Watch where you’re standing to avoid other player’s putting lines. When all players can see the hole, gently lay the flagstick on the green:  Where it will not interfere with the line of any player’s putt.  Where a player’s ball is not likely to roll into it.  Where it is not visually distracting to other players. The player who holes out first should stand next to the flagstick, reach to pick it up and replace it after everyone has finished putting out. If you only have a very short putt left and feel confident to finish putting, inform the other players in your group that you’ll finish so you don’t have to take unnecessary time to mark your ball again.  Be careful not to step in another player’s line. Leave the green as soon as all players have putted out and mark your score on the next tee box.

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Chip & Putt – Getting Up and Down Level Three - Module One GOAL: Juniors learn what it means to get “up and down,” and how to successfully chip and putt.

SCHEDULE (20 minutes total): 10 mins 10 mins

Introduction/review of Up & Down Game Activity: Up & Down Game (scramble)

MATERIALS:

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Space Needs: : Practice green where chipping is allowed. Juniors: Wedge (sand or pitching), 9/8/7 irons, 1 ball. Instructor: Wedge (sand or pitching), 9/8/7 irons. Optional equipment/visual aids: o The Golf Ring (recommended)  www.golftrainingaids.com  When placed on the edge of the green, this is a great visual aid to show students where their ball should land.  If The Golf Ring is not available, a colorful bandana, colored string or ball marker could be used to show students where to land their ball when chipping onto the edge of the green. Activity Supplies: Practice balls for chipping.

INTRODUCTION (10 minutes): Lesson on Being Prepared 

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Instructor can demonstrate the Up & Down Game. o Include demonstrating how to mark the ball one putter head to the side of the ball, as is done in a team scramble. Up and down in golf means: o Only taking two shots to get the ball into the hole from off the green. o Usually chipping/pitching the ball onto the green and one putt.

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A “sandy” occurs when a golfer gets the ball “up and down” out of a greenside bunker (sand trap). Review traditional chipping technique. o Grip is the same as the full swing. o Grip down on the club for better control. o Set up with hands positioned slightly ahead of the ball (forward pressed). Keep wrists firm. o Take a narrow stance. o Position ball more toward the back foot. o Slightly open stance. o Keep more weight on front foot for the entire swing. Review putting technique. o Grip the putter more in the palms, thumbs down the middle. o Posture: Eyes directly over the ball. o Stance: Square to the target line. o Swing: Like the pendulum of a clock (short swing). o Contact the ball on the sweet spot of the clubhead.

ACTIVITY (10 minutes): Team Scramble (Up & Down Game)   

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Girls will work as a team to chip the ball onto the green and one-putt (get the ball up and down). Have the girls get into groups of 2 or 3. o Each girl will need 1 golf ball. Set up chipping stations around the green, located approximately 3 to 5 yards from the edge of the green. o A stake or marker can be used to identify the starting point. Place one of the following objects on the edge of the green to indicate the landing area for the chip shot: o The Golf Ring (recommended) o Colorful bandana o Ball marker Identify the hole on the green that each group of girls will chip to. Help the girls choose the proper club for their distance. Have the girls use the traditional chipping method to land the ball on the edge of the green (in the designated landing area) and watch the ball roll the rest of the way to the hole. Girls will work as a team to try to get their ball “up and down.” o Each girl will chip 1 ball to the designated hole on the green, then choose the best shot to use to try to make the putt. Each girl will have a chance to make the putt. o Have the girls use a ball marker and mark one putter head length to the side of the ball, as in a team scramble. Once the ball is holed out, the game is finished. Encourage good etiquette during the game. o Know where to stand. Page | 85

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o “Quiet, please!” while others are tossing. o Avoid distracting movements, etc. Girls will play the scramble game until the conclusion of the session. Have the girls keep track of how many times their team can get the ball “up and down.”

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Ball Flight Terms Level Three - Module Two GOAL: Juniors will learn ball flight terms and how to identify mis-hits.

SCHEDULE (20 minutes total): 20 mins

Instruction and discussion

MATERIALS: 

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Space Needs: A comfortable place for discussion and/or demonstration. Driving range for identifying mis-hits. Juniors: All clubs (at the range). Instructor: All clubs. Activity Supplies: Write-on/wipe-off white erase board for visual discussion. Range balls.

INTRODUCTION & DISCUSSION (20 minutes): Page | 87

Ball flight terms   

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Good miss: When a “mis-hit” still ends up in a good position. Bad miss: When a mis-hit ends up in a bad position. Slice: A golf shot where the ball has an extreme curve off of the intended target line. It is caused when the clubface contacts the ball in an open position. The ball then flies with a side spin, which creates the ball curve. o Opposite of a “hook.” o Right-handed golfer: Ball curves extremely left-to-right. o Left-handed golfer: Ball curves extremely right-to-left. o An “extreme slice” is also known as the “banana ball.” Fade: A fade and slice have the same shaping, except a slice is more severe. It is caused when the clubface contacts the ball in a slightly open position. The ball then flies with minor side spin, which creates the ball curve. o Opposite of a “draw.” o Right-handed golfer: Ball curves slightly left-to-right. o Left-handed golfer: Ball curves slightly right-to-left. Hook: A golf shot where the ball has an extreme curve off the intended target line. It is caused when the clubface contacts the ball in a closed position. The ball then flies with the side spin, which creates the ball curve. o It is the opposite of a “slice.” o Right-handed golfer: Ball curves extremely from right-to-left. o Left-handed golfer: Ball curves extremely from left-to-right. o An extreme hook is also known as a “duck hook.” Draw: A draw and a hook have the same shaping, except a hook is more severe. A draw is caused when the clubface contacts the ball in a slightly closed position. The ball then flies with a minor side spin, which creates the ball curve. o It is the opposite of a “fade.” o Right-handed golfer: Ball curves slightly from right-to-left. o Left-handed golfer: Ball curves slightly from left-to-right. Push: A push is a golf shot where the ball flies straight off-line. It is caused when the swing path of the club travels through the ball from inside-to-outside. The ball flight will travel off the target line from the start. o It is the opposite of a “pull.” o Right-handed golfer: Ball flies straight to the right. o Left-handed golfer: Ball flies straight to the left. Pull: A golf shot where the ball flies straight off-line, opposite of a push. It is caused when the swing path of the club travels through the ball from outside-to-inside. The ball flight will travel off the target line from the start. o Right-handed golfer: Ball flies straight to the left. o Left-handed golfer: Ball flies straight to the right. Fat: A fat shot occurs when the golfer hits too much grass behind the ball before contacting the ball. When this happens, the energy of the swing goes into the ground and the ball travels a much shorter distance than if it was contacted on the sweet spot. o It is the opposite of a thin shot. o Also known as “hitting it heavy” or “chunking it.” Page | 88

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Thin: A thin shot is when the bottom edge of a clubhead hits the middle of the ball (the equator) or slightly lower. The ball has a lower ball flight than normal and sometimes – especially with the wedges – flies farther than normal. o It is the opposite of a fat shot. o Can sometimes be a shot in the golfer’s favor: Hitting it “thin to win.” o Can also make a ball “skip over water,” and make it across the water to the dry land on the other side. o Also known as “hitting it skinny,” “blading it,” “catching it thin.”

Other terms to describe errant golf shots include:  Shank: A shank occurs when a golfer’s ball strikes the hosel of the clubhead and flies directly off-line (sideways). o Hosel: The part of the clubhead the shaft fits into.  Sky ball: A "sky ball" happens when the ball hits off the top of the clubhead and flies straight up in the air. This shot goes very high (up and down). The most common time this happens is when a golfer tees their ball too high for a driver, fairway wood or hybrid, and swings underneath the ball too much. o Also known as a “pop up” or “balloon ball.”  Top: "Topping the ball" means the bottom of the golfer's club only hits the very top edge of the ball. This shot does not go very far.  Whiff: When a golfer takes a swing at the ball and misses it completely. Also known as an “air shot.” o During a round of competition, a whiff counts as a stroke.

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Worm burner: Created when a golfer hits the ball so thin it travels the majority of its distance rolling along the ground. This shot can travel a long distance and any worms sticking out of the ground won't know what hit them.

ACTIVITY 

Girls will practice at the driving range to identify their golf shots and improve their games.

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Determining Club Distances Level Three - Module Three GOAL: Juniors will work with their clubs to discover how far they can hit a ball with each available club.

SCHEDULE (20 minutes total): 5 mins 15 mins

Introduction & discussion Activity: Juniors test club distances.

MATERIALS: Space Needs: Access to a driving range. Juniors: All clubs. Instructor: All clubs. Activity Supplies: Visual aids that can be used as distance markers. Set up before class begins.

 Different colored flags.  Numbered distance markers (40/50/60+ yards).  Using distance markers will help the girls develop a good perception of yardage.

INTRODUCTION (5 minutes): Lesson on Being Prepared   

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Learning how far they can hit each club will be a trial and error process. Over time, juniors will learn how to “dial in” the proper distance with each club. There are several things to consider when trying to perform an accurate assessment: o The quality of the range balls vs. balls played during competition. o Will the wind affect the distance? o The quality of the grass surface (the lie). o How “solid” of contact is being made? In a full set of clubs, the change in distance between each club should be about 10 yards. o In a starter set (SW, 9-iron, 7-iron, hybrid, fairway wood, driver), the change in distance could be up to 15 yards. o Use “trial and error" until you feel confident about your distance assessment. If you have good golf balls to hit and good conditions for practice (not too windy, good lie), the next biggest factor in getting good test results when trying to figure out club distances is whether the golfer’s clubhead made contact with the sweet spot? Page | 90

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If you need to continue to practice making contact with the sweet spot, then don’t use this element, yet, and keep practicing. Figure out your distances on another day when you have more good shots to judge your distances. Example: Choose a 9-iron o Hit practice balls with this club until you can accurately identify how far the best shots are going when you've made solid contact with the ball off of the “sweet spot.” o After you've established an accurate reading for this club, you'll have a good idea of what the potential distance is for other clubs. For example:  If the 9-iron = 70 yards, then the 8-iron should fly 10 yards farther (80 yards), 7-iron = 90 yards, etc. Lower numbers on clubs = longer distances. o Over time, continue to evaluate distances so you'll know which clubs to use on the course. Course yardages o Ask the Golf Pro (in the golf shop) or the Starter (at the 1st tee) about the yardage markers located on the golf course. o Most golf courses have yardage markers on the course, which measure to the middle of the greens.  The most common markers are in the middle of the fairway:  Blue = 200 yards to the center of the green.  White = 150 yards.  Red = 100 yards.  Sprinkler heads on the golf course may be marked with the yardage.  Some golf courses will have a 150-yard stake or post in the middle of the fairway or off to the side. o Other optional measuring devices include:  Range finders.  GPS devices. An idea that may be helpful as you continue to learn your distances: o Make labels to secure to your golf clubs, which will easily identify how far the ball will travel with that club. o Place the label in a spot where it's easy to see and won't come off while playing.

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If needed, secure clear tape over the label to protect it from water.

ACTIVITY (15 minutes):  

Juniors should utilize shorter irons (PW, 9-iron, 8-iron) when testing club distances. Practice contacting the ball on the “sweet spot,” while identifying the maximum distance the shots fly.

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Ball Identification Level Three - Module Four GOAL: Juniors learn the importance of a unique ball mark and options for creating their own mark.

SCHEDULE (20 minutes total): 10 mins 10 mins

Introduction to ball marking, identification Ball marking activity and identification practice

MATERIALS: Space Needs: Juniors: Putter, 3 golf balls. Instructor: Putter, 3 golf balls. Activity Supplies: Sharpie® markers  Ball decals (optional) o www.GolfDotz.com (32 pk for $5.99)  Ball marking stencils (optional) o www.Tin-Cup.com ($14.95 - $19.95)

INTRODUCTION (10 minutes): Lesson on Being Prepared  

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Rule 15: “The responsibility for playing the proper ball rests with the player. Each player should put an identification mark on his/her ball.” There’s a chance you could be playing the same brand of ball (and number) as another player. What happens on the golf course if you accidentally hit someone else's golf ball? o 2-stroke penalty, then play your ball from its original position. close to the spot o The player whose ball was incorrectly played will drop a new ball as from where his/her ball was played. o Note: There is no penalty if you play the wrong ball out of a bunker or water hazard. o More information can be found in the “USGA Rules of Golf” book. Personalize your golf ball so you or someone else does not hit the wrong ball. Mark all of your golf balls with a design or initials to make them unique. This way, the ownership of a ball will be obvious to others in your group. o Use a Permanent Marker (Sharpie® or Pen). Page | 92

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Remember what type of mark you've placed on your ball.

ACTIVITY (10 minutes):  

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Provide some Sharpie® markers and golf balls. Girls will create an identifying mark on their golf balls: o A small dot near the ball’s brand name or number. o Circling the number on the ball. o Flower pattern. o Straight line. o Initials. o Smiley face. o Shapes. o Golf ball decals (GolfDotz.com).  If more than one person uses the same decal, they should also add something different to the ball/mark. o Ball marking stencils (Tin-Cup.com).  For the girls to personalize and keep. After all of the girls have put an identifying mark on their golf balls, collect all the balls and put them into a basket/bag. Scatter the balls in an area where the girls will identify and collect their own. Depending on the location, use the remainder of the lesson to organize the girls into small groups to practice putting, chipping and/or pitching.

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Ball Marking Procedure & Etiquette Level Three - Module Five GOAL: Develop knowledge of and practice proper ball marking procedure and etiquette on the putting green.

SCHEDULE (20 minutes total): 10 mins 10 mins

Introduction to the “ball marker” and how to use it properly Practicing proper etiquette and ball marking

MATERIALS: Space Needs: : Putting/chipping green or other place where girls can practice fixing a ball mark. Junior: Putter, 1 golf ball, ball marker. Instructor: Putter, 1 golf ball, ball marker. Activity Supplies: Instructor may give each girl a ball marker to keep or borrow during class.

INTRODUCTION (10 minutes): The “Ball Marker” and How to Use it Properly 

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Ball marker: A small, flat object about the size of a small coin used to mark the position of a golf ball before the ball is lifted off the putting green. o Some ball markers are larger than a dime. These are best to use when farther away from the hole so the marker won’t be a visual distraction to other players. o When marking a ball close to the hole, better etiquette would be to use a smaller ball marker so it won’t be a visual distraction to other players while putting. Players may mark their ball on the putting green because they: o Want to clean their ball. o Want to line-up a mark on the ball with their putting line to help with aim. o Believe the golf ball might be in the way of or a visual distraction to another player. o Were asked by another player to mark their ball. Ball marking procedure: o When marking a ball, do not step in another player’s putting line. o Place the ball marker directly behind the ball, in-line with the hole, then lift the ball. o Replace the ball directly in front of the ball marker on its original spot. Page | 94

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If a ball marker is in another player’s line, the golfer can move it one or two putter head lengths to the side and then replace it after the other player has putted. Instructor can demonstrate this technique.  The golfer may ask the person who will be putting which direction they would prefer the golfer to move their marker.  When moving a ball marker, be sure to identify a spot that will help re-position the ball marker in the exact same location. Always remember to move the ball marker back to its original position after the other player has putted. Forgetting to move the marker back results in a 2-stroke penalty.

Have each girl demonstrate and practice the proper ball marking procedure.

ACTIVITY (10 minutes): Practice Proper Etiquette and Ball Marking Procedures       

Divide the girls into groups of 2 to 4 players. Depending on space, set up 1 to 3 practice holes. Start with a 10-foot putt and increase the distance as skill level improves. After the first player has putted, have her mark her ball. The next player will follow the same process. The player’s ball farthest from the hole will always putt first. Remind the girls to: o Avoid stepping in the line of another player’s putt. o Stand in a place where the person putting cannot see you.  Move their marker if it's in another player’s line.

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Pitch and Distance Control Level Four - Module One GOAL: Help the girls develop their own reference points and learn distance control.

SCHEDULE (20 minutes total): 10 mins 10 mins

Introduction: Pitching review Activity: Practice pitching

MATERIALS: Space Needs: Driving range, pitching green, safe/open area. Juniors: Wedges (sand and/or pitching). Instructor: Wedges (sand and/or pitching), range balls for pitching. Activity Supplies: Visual aids that can be used as distance markers (set up before class). Distance markers will help the girls develop a better perception of yardage. Markers can be:  Plastic cones  Flags  Numbered distance markers (10/20/30 yards)  Colored towels  The Golf Ring

INTRODUCTION (10 minutes): Pitching Review 

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When do you use a pitch shot? o When less than a full swing is needed and the ball is farther away from the green than the player’s chipping distance. What is the shape of a pitch shot? o Rainbow. The ball flies high. Which clubs should be used for pitching? o Sand wedge: Not just for sand. “S” = stop. o Pitching wedge: The ball will roll more than with a sand wedge. Ball does not fly as high. Clubface = less angle. What needs to happen for the ball to fly high? o When swinging the club through the grass, the ball must hit off the sweet spot. Page | 96

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What determines how far the ball will fly? o Club choice. o Sweet spot contact. o Length of swing. Where should a player stand while someone is pitching? o Safely off to the side out of the golfer’s peripheral vision. What are some important components in the pitching technique? o Grip: More in the fingers (not the palm). Grip down on the club. o Aim the clubface at the target. o Stance is narrower than a full swing; ball in center of stance. o Posture: Bend from the hips; arms hang down from shoulders. o Swing: Use the triangle of your arms and shoulders to create the swing motion.  The length of the swing will be even. Use clock or body reference points (right-handed golfer):  8 o’clock to 4 o’clock.  Knee, hip, waist.  9 o’clock to 3 o’clock.  Swing club crisply through the grass underneath the ball to get the ball to connect with the sweet spot.

ACTIVITY (10 to 12 minutes): 

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Girls will work on “air carry” distance control. o Set up distance markers at 10, 20 and 30 yards from starting point. o A stake or marker can be used to identify the starting point. Girls will use sand and/or pitching wedge (other wedges if they have them). Girls will use the pitching technique to get their ball to fly to the designated landing area, focusing on making contact with the sweet spot to get the ball to fly high. Instructor may demonstrate. 10-yard “air carry” distance o Have students notice the length of their swings and begin to develop reference points for distance control. o Students can use the numbers from the clock or body references. 20-yard “air carry” distance, then 30-yards o At each mark, have students notice the difference in the length of their swing at each new reference point. Encourage good etiquette among all girls while others are pitching.

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Bunker Basics Level Four - Module Two GOAL: SCHEDULE (20 minutes total): 10 mins 10 mins

Introduction to the bunker Activity: Practice shots out of a bunker

MATERIALS: Space Needs: If available, go to a bunker where there is a place to demonstrate and safely practice sand shots. Juniors: Sand wedge (or pitching wedge if the student doesn’t have a sand wedge). Instructor: Sand wedge, golf to hit out of the bunker.

INTRODUCTION (10 minutes): Lesson on Being Prepared  

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Getting out of the sand can be fun – think of it as spending time at the beach. About the sand trap: o The technical term is “bunker.” o On the course, bunkers can be found:  Next to the green (greenside bunker).  Farther away from the green (fairway bunker). o Also known as a hazard.  Another type of hazard is a body of water, such as a stream or pond. Rules to remember when playing out of a hazard: o You may not rake the sand when your ball is lying in or touching the hazard.  RULE: A player is not allowed to test the condition of the hazard or any similar hazard.  If a player touches or rakes the sand where his/her ball has come to rest before playing the shot, he/she must add 2 strokes to his/her score (a 2-stroke penalty). o Do not move loose impediments when your ball is lying in or touching the sand.  RULE: A player is not allowed to touch or move a loose impediment lying in or touching the hazard.  If a player moves a loose impediment in the bunker where his/her ball has come to rest, he/she must add 2 strokes to his/her score. Page | 98

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Loose impediment: Anything natural, such as leaves, twigs, pine needles, stones, acorns, etc. o A player is not allowed to touch his/her club to the sand (grounding the club) when setting up to the ball.  RULE: A player may not ground his/her club in any hazard – including a bunker – before striking the ball.  If a player grounds his/her club in the bunker, he/she must add 2 strokes to their score. If you were trying to play your ball out of a water hazard, these same rules will apply. Instructor demonstrates a sand shot: o Grip  Use the same grip position as for a full swing.  May be tricky since the club cannot touch the sand before the shot (ground the club). Keep practicing.  Turn the clubface slightly toward the sky (open the face) to aid in hitting the ball higher in order to get out of the bunker. o Posture  Bend from the hips.  Let the arms hang from the shoulders (forward arm straight).  Knees slightly flexed. o Stance  In “short game” shots, the position of the ball more toward the:  Forward foot = ball will fly high  Rear foot = ball will roll (or run)  These positions will affect how much the clubface will:  Open: Club points toward the sky.  Close: Club points toward the ground.  Aim the clubface toward the target and hover the clubhead above the sand about 2 inches behind the ball.  Take a slightly narrower stance than for a full swing with the ball positioned more toward the forward (target) foot.  Pull forward foot back slightly to open the stance.  “Twist” your feet into the sand. (Instructor demonstrates. Ask the girls if they know the dance.) o Swing  Use the triangle of your arms and shoulders to create the swing motion.  The length of the swing will control the distance. Longer swing = more distance.  Swing the clubhead confidently through the sand (enter the sand 2 inches behind the ball).  Learn to accelerate the clubhead and splash lots of sand out of the bunker.  The sand will get caught between the clubface and the ball.  Hold your balance as you watch the ball fly out of the bunker.

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ACTIVITY (10 minutes):   

Instructors should demonstrate the sand shot several times to help the juniors understand each step. Depending on the size of the group and the facility, have the juniors practice sand shots. Girls can take turns hitting 2 to 3 shots at a time.

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Putting Green Etiquette Level Four - Module Three GOAL: Juniors learn proper putting green etiquette.

SCHEDULE (20 minutes total): 10 mins 10 mins

Lesson on putting green etiquette Practice putting green etiquette

MATERIALS: Space Needs: Practice putting green ~OR~ open area to practice putting. Juniors: Putter, ball marker, 1 golf ball. Instructor: Putter, 1 golf ball.

INSTRUCTION (10 minutes): Lesson on Being Prepared 

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In the game of golf, what’s the difference between a “rule” and “etiquette”? o Have one or two girls volunteer to read the following definitions o Golf rule: Proper actions taken on the golf course so all golfers will know how to proceed.  In general, in the game of golf, when a player breaks a rule, he/she will add a 2-stroke penalty to their score. o Etiquette: To have correct or polite behavior (good manners) when interacting with others in a group.  In the game of golf, there is proper etiquette, which golfers learn and practice. Putting green etiquette o When a golfer is lining up a putt or putting, do not:  Talk or whisper.  Move.  Make noise.  Stand in a place that will distract the player (know where your shadow is). o Who will play first?  RULE: In the game of golf, the player whose ball is farthest from the hole will play first.  Known as being “away” or “out.” Page | 101

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When playing, it is common to say, “Who’s away?” or “You’re away,” especially if it’s hard to tell whose ball is farther from the hole.  If it’s too close to call, one person will usually volunteer to go first. Or, if there’s a third person in the group, they may be asked to determine who’s “away.” Where to stand while other golfers are practicing/playing.  Ask, “Does anyone know what peripheral vision means?”  Peripheral vision: Side vision. The ability to see objects and movement outside of the direct line of vision.  It is a very important aspect for golfers to be aware of.  The best place to stand when another golfer is playing a shot:  Stand at a safe distance away from their swing.  Safely off to the side, outside of the golfer’s peripheral vision.  Stand still.  Do not talk or make noise.  On a practice putting green, when someone else is putting to one of the holes, it is proper etiquette to putt to a different hole and not distract the other person’s practice session. Know where to walk on the putting green.  When on the putting green, be careful not to step in another player’s line.  The line is anywhere between the player’s ball and the hole.  While there is no penalty for stepping on a player’s line, it is considered very bad etiquette. o A shoe could leave a depression or spike mark on the surface of the green, which could affect the roll of the ball.  When walking to your ball, walk around the other players’ balls (or their ball markers).

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RULE: You may not repair spike marks or tap down any other sprigs of grass on the putting green that you think may affect the roll of your putt.

ACTIVITY (10 to 12 minutes):    

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Divide the girls into groups of 2 to 4. Set up a 10- to 15-foot putt per group. While one girl is putting, have the other girls practice standing in a place that will not visually distract the person who is putting. Remind students to: o Be aware of the golfer’s peripheral vision. o Watch out for their shadows. o Keep quiet and not make noise or move around while another person is putting. Students will also practice marking their ball during the game. o Do not step in another player’s line while marking the ball.

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Ball Mark Repair Level Four - Module Four GOAL: Juniors learn how to properly repair ball marks.

SCHEDULE (20 minutes total): 10 mins 10 mins

Instruction on how to use a ball mark repair tool Practice using a ball mark repair tool

MATERIALS: Space Needs: Putting or chipping green where there is room to demonstrate and have juniors practice fixing a ball mark. Juniors: Putter, 1 golf ball, ball mark repair tool (if they have one). Instructor: Putter, 1 golf ball, ball mark repair tool. Activity Supplies: Give each girl a ball mark repair tool to keep/borrow for the class.

INTRODUCTION (10 minutes): How to Use a Ball Mark Repair Tool      

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Show the girls a ball mark repair tool (divot tool). Explain and/or demonstrate how a ball mark is made on the green. Explain why this tool is important and how to use it to avoid damaging the green. Demonstrate how to use the tool to repair the green. Repairing a ball/pitch mark on the green is important in order to keep the golf course in good playing condition. Ball mark: A small divot or crater that is created when the impact of a golf ball lands forcefully onto the green's surface. If left unattended, these ball marks leave a damaged area of uneven dead grass that can take 2 to 3 weeks to completely heal. Repairing a ball mark only takes a few seconds. o It allows the mark on the green to heal fast and will help keep the putting surface smooth for all players. o With practice, repairs will be hard to detect. That's a good thing! Using a ball mark repair tool Page | 103

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Always carry this tool in your pocked while playing. If you do not have one, a golf tee can be used. o Insert the repair tool into the green on the outside edges of the ball mark. Do not insert the tool into the middle of the mark. o Push or twist the tool from the edges of the ball mark toward the center. o Do not insert the tool under the indented area and try to pry up the depressed turf. This could pull up the roots of the grass and create more damage to the green.  Think of it as closing up the hole in the grass from the edges toward the center. o Gently tap down on the repaired area with the bottom of your putter so the surface is smooth and level with the surrounding surface. Other tips: o If a ball mark is made where a piece of grass detaches from the pitch mark, do not replace the small piece of grass into the damaged area. The replaced grass will most likely dry up and die, delaying the healing process. o Always repair ball marks made by your golf ball, however, you should also repair other ball marks on the green that someone else may have missed, if time allows. Do not distract other golfers who are putting.

ACTIVITY (10 minutes):    

Let students practice using the ball mark repair tool. If the teaching area permits, make a ball mark for each girl (one at a time). This can be done by stepping a ball into the green to make the ball mark depression. Have each girl use the ball mark repair tool (or a tee) to practice the procedure for properly fixing a ball mark on the green. After the ball mark repair session is completed, have each girl do some short putting practice.

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Introductio to Loose Impediments Level Four - Module Five GOAL: Juniors learn what loose impediments are and how to properly manage them on a putting green.

SCHEDULE (20 minutes total): 10 mins 10 mins

Discussion about loose impediments Practice putting

MATERIALS:  

Space Needs: Putting green (or other area outside to find loose impediments). Table or picnic blanket to display the loose impediments. Juniors: Putter, 1 ball. Instructor: Putter, 1 ball, a basket or bag to collect or discard the loose impediments after the lesson.

DISCUSSION (10 minutes): Lesson on Being Prepared  

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A golfer is not allowed (per the Rules of Golf) to touch the line of her putt, except when repairing a ball mark or removing loose impediments, provided she does not press anything down. Loose impediment: o Anything natural (not man-made). o Not embedded in the ground. o Not fixed or growing. Ask the girls to go out to find and collect some examples of what might be considered a loose impediment. o Give them “boundaries” for the hunt so they don’t wander too far and a time-limit (5 minutes). Gather at a table or comfortable area on the grass to display the different kinds of loose impediment examples. Are there any other examples of loose impediments that were not found? o Leaves o Twigs Page | 105

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o Pine needles o Pebbles (small stones) o Sand o Loose dirt o Acorns o Bugs o Worms o Feathers Discuss what it means for an object to be embedded in the ground. o Example: A small stone or twig that was stepped on or run over by a mower and got pushed into the surface of the green. o An embedded object cannot be removed if it’s in the line of your putt. Discuss what it means for an object to be fixed or growing. o Example: Grass or other living vegetation with roots in the ground. o An object that may not be alive, but would need to be pulled up (not loose)

ACTIVITY (10 minutes):    

Each girl will need a putter and 1 ball. Have them divide into groups of 2 or 3. Taking turns, the girls will practice putting 2 to 3 feet from the hole. Putting etiquette: o When another golfer is putting, do not talk or make noise while she is lining up her putt or making a putting stroke. o Be aware. Do not stand in a place that will distract the person while they’re putting.

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Reading the Break of the Green Level Four - Module Six GOAL: Juniors learn how to read the green and play the break.

SCHEDULE (20 minutes total): 10 mins 5 mins 5 mins

Lesson on reading the green Activity: Practice reading the green Activity: Putting to the high side

MATERIALS: Space Needs: Putting or chipping green where there is a slope in the green to demonstrate the break of a putt. Juniors: Putter, 1 golf ball. Instructor: Putter, 1 golf ball.

INSTRUCTION (10 minutes): Reading the Green 

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Break: The curves or slope on a putting green. Affects how a ball will roll. o Think: “If a ball is dropped at the top of a hill, where will it roll?” o When a ball is rolling on the uneven surface or slope of the putting green, it will cause the ball to move in a different direction rather than a straight line. If putting surfaces were perfectly flat, the ball would roll straight. The putting green is sloped so, when it rains, the water will be able to run off the surface. When there are slopes in the green, the rolling ball will “break” away from a straight line. o Throw a ball to different positions on the green and observe whether the ball breaks one way or another. Tips to help read the break: o Observe the overall lay of the land and try to predict the break. o Feel the lay of the land with your feet when walking on the green. Illustration: Break on the Green

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High side & Low side

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ACTIVITY (5 minutes): Practice Reading “Break” on the Green Note: This activity can be done with or without a putter. The balls can be tossed or putted to different markers on the green or the hole.    

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Have groups of 2 to 4 students participate in a game where the students roll balls on the green surface using just their hand (or putters). Pick distances ranging from 8 to 20 feet from the hole, depending on the students’ skill levels. Students should determine which side of the hole (or marker) they think is the high side and which side is the low side. Have each student roll a ball toward the high side of the hole or marker and observe whether they read the break correctly. Discuss how a ball that rolls past the low side of the hole does not have a chance to go in, while a ball rolling toward the high side of the hole has a chance to fall into the hole.

ACTIVITY (5 minutes): Putt to the High Side of the Hole    

Learn to give the ball a chance to go into the hole. Have the same groups of 2 to 4 girls (or divide into new groups) putt to a hole with a “break.” Pick distances 8 to 10 feet from the hole. Students should determine the high side and low side of the hole, and take turns putting a ball toward the hole. o Have students focus on getting the ball to roll toward the high side of the hole with a speed that will roll the ball 8 to 12 inches past the back of the hole, if the ball does not go in.

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Discuss how ball speed affects the likelihood of the ball going into the hole.

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Pre-Round Warm Up Level Five - Module One GOAL: Juniors are shown how to properly warm up prior to a round of golf.

SCHEDULE (20 minutes total): 20 mins

Instruction and walking tour

MATERIALS: Space Needs: A comfortable place for discussion and/or the chance to do a walk-through on the course of a pre-round warm up session. Activity Supplies:  Tees  Ball markers  Ball mark repair tool  Sharpie® marker

INSTRUCTION (20 minutes): Lesson on Being Prepared  

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Feeling comfortable and prepared will help students enjoy the game. Before going to a golf course, students may want to ask if the course has a: o Driving range. o Practice putting green. o Chipping and/or pitching area. After scheduling your tee time, the following checklists can be helpful: o Check-in at the golf shop.  Pay the greens fee.  Purchase range balls. (optional)  Get a score card and pencil.  Ask if the golf course has yardage markers. o Put these items in your pocket before you get to the first tee:  Tees  Ball markers  Ball mark repair tool  Golf glove (optional) Page | 109

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Other items in your golf bag:  Water  Snack Warming up o Plan your pre-round practice time so that you will arrive at the 1st tee 10 minutes before your tee time. o Depending on your time schedule, you may want to arrive at the golf course one hour before your tee time so you have time to get warmed up and ready to play. o Some courses will have a Starter who will greet you before you tee off. If the golf facility has a driving range: o Plan to arrive at the golf course early enough to hit some practice balls. o Practice your swing and good balance. o While at the range, do some light stretching exercises. o Count your clubs and make sure you have all of them.  Rules of Golf state you may only carry 14 clubs. o You may want to begin by taking shorter swings (pitch shots), then progress to the full swing. Putt on the practice putting green. It will give you a feel for the speed of the greens on the course. Chip or pitch: If there is a place to chip or pitch, practice some short shots. While waiting for your group to tee off, show the other players the kind of golf ball you’ll be playing. Put an identifying mark on your golf ball with a permanent marker so you can easily identify your ball when playing. Discuss any questions the girls may have about their preparation to play the golf course.

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Full Swing Practicing at the Range Level Five - Module Two GOAL: Juniors will learn how to safely, but effectively, practice at the driving range to improve their full swing technique.

SCHEDULE (20 minutes total): 10 mins 10 mins

Discussion: Routine for practicing at driving range Activity: Practice at the driving range

MATERIALS: Space Needs: Driving range. Juniors: Golf clubs. Instructor: Golf clubs. Activity Supplies:  Something small, fun and colorful for the girls to keep at the end of the session. This item will be placed in front of the ball: o To be used as an intermediate spot for aiming. o To hand out to the girls after learning the alignment and swing review.  Suggestions: o Ball marker o Colorful string o A colorful tee

INTRODUCTION (10 minutes): Routine for Practicing at the Driving Range  

Discuss and demonstrate a good routine for practicing at the range. Always remember: “You get good at what you practice.” o Discuss the meaning of this phrase with the girls. If you’re going to take the time and use your energy to practice your golf game at the course, driving range or putting green:  You might as well be training the proper routine/skills. Page | 111

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It’s better to learn things properly and put them into practice, rather than training sloppy, bad habits that produce bad results.  What’s the point of training bad habits that will only need to be fixed later? That doesn’t make sense.  This concept doesn’t just apply to your golf practice – it applies to anything you do. “Quality, not quantity.” o What does this mean? When practicing your golf game at the driving range or anywhere, it’s better to take your time and hit a small basket of range balls while training all of the good things you’ve learned, rather than hitting a large basket of range balls and rushing through without focusing on proper techniques. o Quality practice = quality results. Suggestions for practicing at the driving range: o Warm up with the wedges.  Short pitch shots to loosen up. o Hit full shots with wedges, then move on to the other irons. o Practice with the shorter clubs (higher numbers), then continue to the next lower number.  Make a goal to hit a certain number of good shots before moving to the next club. Determine what you will count as a “good” shot (did it hit on the sweet spot?).  If you’re not doing well with one of the clubs, go back to the previous one and use that one until you reach your goal. o Continue to use this method as you practice. o Sometimes you may want to skip clubs and that’s OK, too. Just remember to practice the good things you’ve learned and do your best. Build from your success: o It’s a bit easier to get the ball flying high with the shorter clubs that have more angle on the clubface. o The main thing is to learn how to swing your club so the ball contacts the sweet spot. o As you continue to train proper set up and swing, your results will become more consistent. o Quality practice will lead to quality results. Be patient. Good things take time.

ACTIVITY (10 minutes): Driving Range: Practice Routine & Alignment 

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In a group setting: o Teach the process of aiming. o Review set up and swing. o Give the girls a small item, which will be used as an intermediate spot for alignment after you finish the set up and swing review. Proper alignment o Aiming is a skill that needs to be practiced (demonstrate). o The purpose of this exercise is to use the spot in front of your ball to help align your clubface in the direction of the target. o When aiming in golf, the best place to get a good perspective of your direction is from directly behind the ball, in-line with your target. Page | 112

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Girls will decide where they want to aim and will position their “small item” about 1 to 2 feet in front of their ball, in-line with their target (demonstrate).  Let them know this is not allowed on the golf course and is for practice purposes, only, at the range. o Ask the girls if they know what a 90-degree angle is. Explain.  Centering your feet to the ball at a 90-degree angle to the target line (the ball will be at the corner of the angle) will help train the stance to be parallel with the target line when the player takes her stance.  Demonstrate with golf clubs on the ground or alignment sticks.  When you take your stance, the line of your feet should be parallel with your target line (like railroad tracks). Review the set up and swing. Give each girl the small gift item to use to practice alignment. Remind the girls to practice safety at the range and observe proper etiquette while others are practicing.

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Developing a Pre-Shot Routine – Full Swing Level Five - Module Three GOAL: Juniors are shown how to develop a pre-shot routine for a full swing.

SCHEDULE (20 minutes total): 20 mins

Instruction and demonstration

MATERIALS: Space Needs: A comfortable place for discussion and/or driving range for a demonstration. Instructor: The instructor will illustrate or demonstrate the pre-shot routine process for a full swing. Activity Supplies:  Write-on/wipe-off board for visual discussion purposes.  Range balls.  Practice clubs.

INSTRUCTION (20 minutes): Lesson on Being Prepared  

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Routine: A customary or regular course of procedure. Having a routine for your golf game means: o Developing good, consistent habits. o Doing things in the same order each time. o Training your concentration (focus). What does it mean to have a pre-shot routine for your golf shot? o A pre-shot routine for your golf shot is simply a consistent way of setting up to your ball so you can create a repeatable system for your focus and increase your potential for success. Full swing: Sample steps for a pre-shot routine o Stand directly behind the ball, in-line with the target (about 3 yards, or enough distance to have a good view). o Visualize the way you want the ball to arrive at the target and add a positive mantra (I can!). o Find your aiming point:  Choose a spot in front of the ball, in-line with the target, such as a blade of grass, old divot, etc.  This intermediate spot, generally, should be located within 3 feet in front of the ball. o While keeping your eye on your aiming point, walk to your ball and set up. Page | 114

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Align the clubface to aim at the spot you’ve chosen in front of your ball. Continue with your proper set up (grip, stance, posture). Square stance: Be sure the line of your feet is parallel with your target line (like railroad tracks).  Once you’ve confidently set up to your ball, you can forget about the intermediate spot. Focus on the ball and swing confidently. At some point in the first three steps, if you choose to take one practice swing, it is best to do this while standing behind your ball (in-line with your target). This practice swing will serve to help you find the rhythm of your swing. You don’t need to take a divot. o If you choose to take a practice swing next to your ball, you may lose the focus of the aiming point you’ve chosen as your intermediate spot. o Always consider the driving range safety of others.  Some locations are not set up for safe practice swings behind the ball. In this case, practice your routine without a practice swing from behind the ball. o After you’ve chosen your intermediate spot in front of your ball, this is where you’ll want to take 10 seconds or less to take your golf swing. Do your best. Hold your finish until the ball stops to train good balance. To become a more consistent golfer, you need to practice a good, consistent routine. Develop it, practice it and have fun! Girls will create their own pre-shot routine for their full swing, keeping in mind that performing the routine should not take very much time. o From the time you start moving toward your set up to the ball, your routine and swing should take about 10 seconds. o Taking too much time not only contributes to slow play, but gives the golfer too much time to “think,” which can contribute to tension and errors. If inside: Girls can write out their routine on paper to get started with the process. If outside: Girls can use the remaining time to develop and practice a pre-shot routine.

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Developing a Pre-Shot Routine – Pitching Level Five - Module Four GOAL: Juniors will learn more about developing a pre-shot pitching routine.

SCHEDULE (20 minutes total): 20 mins

Instruction and demonstration

MATERIALS: Space Needs: A comfortable place for discussion and/or demonstration:  

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Driving range. Safe, open area for pitching. Junior: Sand and/or pitching wedge. Instructor: Sand and/or pitching wedge. Instructor will illustrate or demonstrate the pre-shot routine process for pitching. Activity Supplies: Write-on/wipe-off board for visual discussion purposes. Range balls (driving range). Practice balls (if at a pitching green or open field).

INTRODUCTION (20 minutes): Introduction to Pitching  

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Options available for measuring your distance:  Walking: Pace off your steps in yards.  Use a distance measuring device (laser, GPS, etc.).  Find a distance marker (sprinkler head, etc.). o Stand directly behind the ball, in-line with the target (about 3 yards, or enough distance to have a good view). o Visualize the way you want the ball to arrive at the target and add a positive mantra (I can!). o Find your aiming point:  Choose a spot in front of the ball, in-line with the target, such as a blade of grass, old divot, etc.  This intermediate spot, generally, should be located within 3 feet in front of the ball. o While keeping your eye on your aiming point, walk to your ball and set up:  Align the clubface to aim at the spot you’ve chosen in front of your ball.  Continue with your proper set up (grip, stance, posture).  Remember to grip down on your wedge when taking a short swing.  Slightly open stance: The front foot may be pulled back slightly.  Once you’ve confidently set up to your ball, you can forget about the intermediate spot. Focus on the ball and swing confidently. o Do your best and finish in good balance. At some point in the first three steps, if you choose to take a couple small practice swings to get a feel for the “air carry” distance, you can do this while either standing behind your ball (in-line with your target) or next to your ball if the distance to your landing spot is within close enough vision. o Discover the reference points on your body to help gain confidence for the length of the swing that you are about to perform for “air carry” distances.  10 yards: Take an even swing clubhead-to-knee high.  20 yards: Take an even swing hands-to-hip high.  30 yards: Take an even swing hands-to-waist high. o These practice swings will help you “feel” your swing. You can brush the grass with your wedge as you rehearse this short, confident swing. To become a more consistent golfer, you need to develop and practice a good, consistent pre-shot routine for pitching. Have fun! Girls will create their own pre-shot routine for pitching, keeping in mind that performing the routine should not take very much time. o From the time you start moving toward your set up to the ball, your routine and swing should take about 10 seconds. o Taking too much time not only contributes to slow play, but gives the golfer too much time to “think,” which can contribute to tension and errors. If inside: Girls can write out their routine on paper to get started with the process. If outside: Girls can use the remaining time to develop and practice a pre-shot pitching routine.

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Developing a Pre-Shot Routine – Chipping Level Five - Module Five GOAL: Juniors will learn more about developing a pre-shot chipping routine.

SCHEDULE (20 minutes total): 20 mins

Instruction and demonstration

MATERIALS: Space Needs: A comfortable place for discussion and/or demonstration, such as a practice green where chipping is allowed. Junior: Sand and/or pitching wedge, 9/8/7 irons. Instructor: Sand and/or pitching wedge, 9/8/7 irons. Instructor can illustrate or demonstrate the preshot routine process for chipping. Activity Supplies:  Write-on/wipe-off board for visual discussion purposes.  Practice balls for chipping.

INSTRUCTION (20 minutes): Introduction to Chipping  

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Routine: A customary or regular course of procedure. Having a routine for your golf game means: o Developing good, consistent habits. o Doing things in the same order each time. o Training your concentration (focus). What does it mean to have a pre-shot routine for your golf shot? o A pre-shot routine for your golf shot is simply a consistent way of setting up to your ball so you can create a repeatable system for your focus and increase your potential for success. Chipping review o Chipping: A type of shot – usually within five yards from the edge of the green – used around the green utilizing a medium-to-short iron. o A chipped ball flies a short distance with a low trajectory. The ball will land on the edge of the green, then roll the rest of the way to the hole. Page | 118

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Proper club choice is very important. Select the club depending on how much you want the ball to roll once it lands on the edge of the green. Many different clubs can be used. The greater the angle on the clubface, the quicker the ball will stop when it hits off the “sweet spot.” Green speed will be a factor when making club selection.  Fast green speed: Choose a club that will help the ball stop sooner.

Examples of chipping and possible club selection The speed of the green will be a factor when making your club selection.

PW SW

9-iron 8- or 7-iron

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Chipping: Sample steps for a pre-shot routine. Always consider the safety of others when practicing. o Before you begin, it’s a good idea to decide where you would like to “air carry” your ball and which club to use for the chip shot.  Generally, for a chip shot, the ball should land just on the edge of the green (3 to 6 feet on the green).  Choose the club depending on how much you want your ball to roll once it lands on the edge of the green.  Club choices:  Sand wedge: Not just for sand. Use any time you want the ball to stop quickly (e.g., when the flag is close).  Pitching wedge: Ball will roll more than with the sand wedge.  Other: 9/8/7 irons. Lower number = ball will roll a longer distance. o Stand directly behind the ball, in-line with the target (about 3 yards, or enough distance to have a good view). o Visualize the way you want the ball to arrive at the target and add a positive mantra (I can!). o Find your aiming point:  Choose a spot in front of the ball, in-line with the target, such as a blade of grass, old divot, etc.  This intermediate spot, generally, should be located within 3 feet in front of the ball. o While keeping your eye on your aiming point, walk to your ball and set up. Page | 119

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Align the clubface to aim at the spot you’ve chosen in front of your ball. Continue with your proper set up (grip, stance, posture). Remember to grip down on your club when taking a short, chipping swing. Slightly open stance: The front foot may be pulled back slightly. Once you’ve confidently set up to your ball, you can forget about the intermediate spot. Focus on the ball and swing confidently. o Do your best to take a short, confident swing and contact the ball on the sweet spot. At some point in the first three steps, if you choose to take a couple small practice swings to get a feel for the “air carry” distance, you can do this while either standing behind your ball (in-line with your target) or next to your ball, if the distance to your landing spot is within close enough vision. o Discover the reference points on your body to help gain confidence for the length of the swing that you are about to perform for “air carry” distances.  To “air carry” your ball with a chip shot onto the edge of the green, you’ll only need a small, even swing (swing the clubhead to ankle or knee high). o These practice swings will help you “feel” your swing. You can brush the grass with your wedge as you rehearse this short, confident swing. To become a more consistent golfer, you need to develop and practice a good, consistent pre-shot routine for pitching. Have fun! Girls will create their own pre-shot routine for chipping, keeping in mind that performing the routine should not take very much time. o From the time you start moving toward your set up to the ball, your routine and swing should take about 10 seconds. o Taking too much time to set up and swing not only contributes to slow play, but gives the golfer too much time to “think,” which can contribute to tension and errors. If inside: Girls can write out their routine on paper to get started with the process. If outside: Girls can use the remaining time to develop and practice a pre-shot chipping routine.

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Develop a Putting Pre-Shot Routine Level Five - Module Six GOAL: Girls will learn how to develop their own pre-shot putting routine.

SCHEDULE (20 minutes total): 20 mins

Instruction and demonstration

MATERIALS: Space Needs: A comfortable place for discussion and/or demonstration:  Practice putting green.  Smooth carpeted area. Juniors: Putter, 1 golf ball. Instructor: Putter, 1 golf ball. Instructor can illustrate and/or demonstrate the pre-shot routine process for putting. Activity Supplies: Additional targets to putt to, if needed.

INTRODUCTION (20 minutes): Lesson on Being Prepared  

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Routine: A customary or regular course of procedure. Having a routine for your golf game means: o Developing good, consistent habits. o Doing things in the same order each time. o Training your concentration (focus). What does it mean to have a pre-shot routine for your golf shot? o A pre-shot routine for your golf shot is simply a consistent way of setting up to your ball so you can create a repeatable system for your focus and increase your potential for success. Putt: A golf shot played on the green or fringe of the green using a putter. Putting: Sample steps for a pre-shot routine. Always consider the safety of others when practicing. o Before you begin, your set up routine for putting, you’ll need to observe a couple things:  Will the slope of the green affect my putt?

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Read the green and determine if your ball will break one way or another. If another golfer is putting before you, observe how their ball rolls as it approaches the hole.  Feel the slope of the green with your feet when you walk and stand.  Look at the slope from different directions to notice any undulations.  Observe the green and get a feel for the speed of your putt.  Is the slope to the hole uphill or downhill?  Is the grass on the green longer or shorter?  Is the green’s surface dry or moist? o Stand directly behind the ball, in-line with the target (about 3 yards, or enough distance to have a good view). o Visualize the way you want the ball to arrive at the target and add a positive mantra (I can!). o Find your aiming point:  Choose a spot in front of the ball, in-line with the target, such as a blade of grass, etc.  This intermediate spot, generally, should be located within 3 feet in front of the ball.  Many golf balls have an aiming arrow on the ball. If not, you can make your own with a Sharpie® marker. You can use that line to help aim your ball in the right direction when re-marking it. o While keeping your eye on your aiming point, walk to your ball, set up and putt the ball.  Align the clubface to aim at the spot you’ve chosen in front of your ball.  Continue with your proper set up (grip, stance, eyes over the ball).  Once you’ve confidently set up to your ball, you can forget about the intermediate spot and concentrate on your feel for the distance.  Observe the distance to the hole and take your putting stroke. Observe and react to the distance of the putt. o Do your best to take a confident putting stroke and contact the ball on the sweet spot. At some point in the first three steps, if you choose to take a couple small practice swings to get a feel for your putting stroke, you can do this while either standing behind your ball (in-line with your target) or next to your ball. Some golfers don’t take a practice swing. To become a more consistent golfer, you need to develop and practice a good, consistent pre-shot routine for pitching. Have fun! Girls can use the remaining time to develop and practice their own pre-shot routine for putting, keeping in mind that performing the routine should not take very much time. o From the time you start moving toward your set up to the ball, your routine and swing should take about 10 seconds. o Taking too much time to set up and swing not only contributes to slow play, but gives the golfer too much time to “think,” which can contribute to tension and errors. If there is enough room, have each girl practice to separate holes or targets.

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Learning to be Prepared in Golf and Life Level One – Module One GOAL: Learn how to be prepared in life by assisting in the set-up of a daily clinic. Understand the efforts of instructors and volunteers to be ready by having all supplies and stations organized for students.

SCHEDULE (25 minutes total): 5 mins 5 mins 10 mins 5 mins

Lesson on being prepared Instructor station demonstration Create/set up your own hitting station Review, clean-up

MATERIALS: Space Needs: Access to driving range area. Activity Supplies: Paint, cones, hula-hoop, surveying tape, golf balls, tees, flags, buckets.

INTRODUCTION (5 minutes): Lesson on Being Prepared    

Gather participants on the driving range area. Discuss how their instructor needs to be prepared for their lesson by having all stations set up for the class. Mention the comparison of being prepared for a class presentation or school project in time. Discuss the importance and the reasons for having stations to conduct a class. o Safety. o Fun learning with visuals and targets. o Have a game set up to challenge students at the end of the class. Page | 123

DEMONSTRATION (5 minutes): Instructor Station Demonstration Prepare one station in advance to show students  Paint a safety line behind hitting stations. o This is the area where the partners will wait and where the players will exit their station. No clubs allowed in this section.  Place cones to define hitting zone. o Ball will be placed beside the cone to hit.  Place hula-hoop between cones and safety line. Leave golf balls in the hula-hoop between shots.

ACTIVITY (10 minutes):    

Divide the group into pairs. Each pair will work together to set up their own hitting stations like the example given. Let the whole group be creative and work together to place targets 20 to 60 yards in front of hitting stations. Use flags, cones and buckets for targets. New ideas will be created! Have participants work with the instructor to set up the “game” station of the day. o Example: Tic-Tac-Toe grid for a chipping challenge at the end of their session.

REVIEW (5 minutes):  

Have participants breakdown stations and put away all materials used during the class and return to their storage area. Discuss the importance of being prepared and ask girls for examples of how they can use these lessons at home and school.

Variation: May be done with any station setup: putting,

chipping, pitching, bunkers and different challenge setup. For older participants, may remove the demonstration portion and let them be 100 percent creative, initially, and add a modification section afterward to discuss pros and cons of their setup.

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Working Together to Complete a Goal Level One – Module Two GOAL: Engage girls to be part of a team by cooperating with other students in an administrative task to assist the operation of the golf program.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Introduction on administrative tasks in golf Administrative task stations Review, clean-up

MATERIALS: Space Needs: Access to indoor office room, meeting room, open space. Activity Supplies: Computer, printer, paper, laminating paper, envelopes, membership items, markers.

INTRODUCTION (5 minutes): Lesson on Administrative Tasks in Golf  

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Gather participants in an office or conference room with all items placed on a table. Explain, with a few examples, all the additional administrative tasks required to provide a golf program. In this case, the girls will assist in the preparation of the yearly membership package for all members of the program. Discuss the importance of teamwork and collaboration so everyone has a specific task assigned to them and how it will affect all other participants in the project. Create one complete membership package for the girls to see.

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ACTIVITY (10 minutes):   

Have the girls assign each other a specific task based on each of their strengths. Have each girl set up their work station to maximize the flow of the task from one to the other. Have the girls perform the following tasks: o Type names and print membership cards. o Cut cards. o Laminate cards. o Write names on the membership envelopes. o Package all items in the envelopes and seal. o File in alphabetical order in a designated pick-up location.

REVIEW (5 minutes): 

Have the girls: o Shut-down computers and laminating machine. o Clean work area and return all items back in storage area. o Discuss what they learned.  Would they have preferred a different task and why?  Would they modify the process to make a step easier and more efficient?

Variation: be done with any simple/repetitive administrative task at

this level. For example, girls could package golf balls or prizes for a fundraiser activity and label the items.

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Creating a Support System Level One – Module Three GOAL: Include the parent in one of the initial classes to create positive expectations for their child, to teach the parent how to assist the child's training and assist in improving the relationship between parent and child through a mutual activity.

SCHEDULE (25 minutes total): 5 mins 5 mins 10 mins 5 mins

Introduction of child-parent duo Child-Parent Ball Bucket Challenge Proper finish with parents’ positive feedback Parents practice shots

MATERIALS: Space Needs: Access to driving range. Juniors/Parents: Clubs, balls Activity Supplies: Target, cones, large buckets, 36” long 2x4 boards, golf buckets.

INTRODUCTION (5 minutes): Introduction of Child-Parent Duo   

Gather participants and their parent in a circle on the driving range area. Review with the parents and girls the format of the day: Introduction and warm-up, eye-hand coordination activity and a golf skill. Have each girl introduce herself as well as her parent. In between each introduction, have everyone do 5 jumping jacks for their warm-up.

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ACTIVITY #1 (5 minutes): Child/Parent due Ball Bucket Challenge 

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Have each girl and their parent stand on opposite sides of a board with 2 golf buckets at each end. Goal: Bounce the ball on the board and finish in the opposite bucket alternating between girl and parent. o Parent will use their “weak” hand for the exercise. Points are based on the total balls parent and child completed in the buckets after 20 balls each.

ACTIVITY #2 (10 minutes): Proper Finish with Parents Positive Feedback   

Explain safety by demonstrating waiting zones and hitting zones. Goal of the session is for both girl and parent to understand the finish position, where the end of their club points to the target and we can see the bottom of their shoe. Ask parents to be consistent with words and goals of each practice session with their child. Ask them to stay focused on one task. Instructors should give parents key practice terms and focus at the end of each session.

REVIEW (5 minutes): Parents Practice Shots Have the parent hit a few golf shot with the junior, evaluating the parent's finish position and make sure they understand the proper finish.

Note: It is important to explain to parents that part of the activities that are performed by their child during a golf class might not always involve a golf club. Developing coordination and strength is very much a part of their golf development.

Variation:

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Perform hand-eye coordination exercise while standing on 2 balance disks. Have the junior also use their non-dominant hand.

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Focus on any other golf skill for a training focus: grip, posture, impact, follow through, aim, alignment.

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Creating a Support System Level One – Module Four GOAL: Engage girls to become mentors to first-time participants by using the “buddy system” during the class. This allows young participants to understand how to help others and create new friendships.

SCHEDULE (2 minutes total): 10 mins 10 mins

Pair old participant (mentor) with new participant Mentor putting

MATERIALS: Space Needs: Access to a practice putting green. Juniors/Parents: Putter, balls, name tags. Activity Supplies: Various color markers, colored cones.

INTRODUCTION (10 minutes): Pair Old Participant (Mentor) with New Participant  

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Gather girls at the registration area and assign a new participant with a returning participant (mentor) to create a team. Ask each mentor how they felt in the past when they were new to a program and did not know anyone? o Have them share some examples. o Explain that their role today is to be a mentor and role model to their partner. Assign each team a color and have them create their own name badge with their assigned color. Have each girl interview their teammate so they get to know each other. Have them find out something unique about them. Have each teammate introduce each other by giving information they learned during the interview process. Make sure they mention one unique item about their partner.

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ACTIVITY (10 minutes): Mentor Putting Activity ď&#x201A;ˇ

Move participants to the putting green and review basic putting skills. Have mentors assist with a short practice session.

ď&#x201A;ˇ

Review the rules for a scramble putting format.

ď&#x201A;ˇ

Have each team find their colored cone and play to 3 different holes from the same cone. This exercise will develop mentorship skills, teamwork and creating friendships as the girls have to interact and support each other during the activity.

Variation: May utilize any team format, modify the skill station or playing a few holes on the golf course.

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Working Together to Complete a Goal Level One – Module Five GOAL: Engage girls in the set up and running of a birthday party to introduce non-golfers to a new sport. This activity should be fun and show leadership on behalf of the young golfers involved in the event.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Introduction to teaching golf Introducing putting to new golfers Teaching and golf evaluation

MATERIALS: Space Needs: Access to putting green. Juniors: Putters, specialty golf balls (with different designs). Activity Supplies: Cones, obstacle putting ramps, string, boards, buckets.

INTRODUCTION (5 minutes): Introduction to Teaching Golf     

Explain their role during the activity is to share their passion for the game of golf; to show non-golfers a new and fun sport they can join. Review their role: Assist in setting up the putting stations, demonstrate and show skills needed for putting, explain team scramble format, supervise for safety and have fun! Have the girls set up 6 putting stations with string, boards, ramps, sand, twigs, buckets (make the setup like a putt-putt layout). Be as creative as possible. Have putters of all lengths ready. Give each girl a unique specialty golf ball. Page | 131

ACTIVITY (10 minutes): Introduction to Teaching Golf   

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Gather all participants on the putting green. Welcome the birthday group and explain the putting green, stations and putting skills in general. Have one participant from the birthday group pick a specialty golf ball out of a bucket. Their golf ball will match one of the girls to become their partner. Have each girl introduce themselves and have LPGA girl share why she loves golf. Continue until all participants are paired together. Round 1: Each team goes around the course and rolls the ball with their hand. Follow a scramble format where they will select the best roll. Have team total their score. This will give them an understanding of rolling the ball just like putting and understand team scramble. Round 2: Have each team play the 6-hole course while putting in a scramble format. Keep team score.

REVIEW (5 minutes): Teaching and Golf Evaluation 

Ask the new participants if they had fun? What they loved best about the activity? Would they like to start playing golf? Have the LPGA girls break down the stations and return all materials to their storage area.

Variation: May be done with any other golf skill, depending on age

and golfing skills.

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Raising Funds for Scholarships Level One – Module Six GOAL: Prepare, set up and run a “golf club cleaning” fundraiser. Understand how the impact of team work and communication can support a scholarship program for other golfers who cannot afford to take lessons.

SCHEDULE (30 minutes total): 10 mins 10 mins 10 mins

Discuss talking to customers and the proper way to clean a club Set up fundraiser Run fundraiser

MATERIALS: Space Needs: Access to area with heavy traffic (ranges, clubhouse). Activity Supplies:  1 water bucket and brush/participant.  Various color paint tubes, Sharpies/permanent markers, glitter, soap, tees and rags.  Table, chairs, tent and banner (or sign) with activity title.

INTRODUCTION - Pre-Event (10 minutes): Talking to Customers and the Proper Way to Clean a Club    

Have participants seated at a table with all needed supplies. Have at least one parent present with girls at all times. Discuss how their teamwork during this activity will provide a service to golfers and assist their organization to provide scholarships to other juniors who cannot afford golf lessons. Show them how to clean a club with the brush and tee to clear the grooves. Discuss how important it is to approach a customer in a polite manner, asking for their support using the words like “help,” “support,” “appreciate” and “thank you.”

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Discuss the importance of team work between volunteers to help each other with their strengths and weaknesses. o Decide who is confident to approach a customer? o Who prefers to clean clubs? o Will they alternate tasks? Will they do all steps together? Provide an example of a script to approach a customer. Have participants decorate their own bucket with supplies (1 bucket per 2 participants) to help initiate teamwork. Participants may also prepare their “tip jar” to make it colorful and representing their request to customers.

INTRODUCTION – Day of the Event (10 minutes): Set Up Fundraiser 

Have participant’s set up a work area in a well-travelled area. Examples: Driving range or bag drop. o Install a tent, table, chairs and banner to advertise the activity, and all listed supplies. o Fill buckets with soap and water.

ACTIVITY (10 minutes): Run Fundraiser   

Have participants approach golfers after they practiced or played, asking for their support toward the selected goal (e.g., To support the scholarship fund). Have the girls clean and dry the clubs, while having fun and talking to the customer about their round of golf or how they started playing golf. Engage the customer in discussion. Thank the customer for their support and give them an information pamphlet about your organization.

Variation: (older participants): Other similar types of fundraisers: car

wash while the customer is playing golf. Block off an area in the parking lot where they can leave their car while playing. Amount Charged: Do not limit yourself to an amount. Be realistic,

but leave the donation amount open and relative to the facility type and/or event you are hosting.

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Preperation and Implementation Level Two – Module One GOAL: Learn how to assist in the preparation, running and post event phases of an LPGA-USGA Girls Golf Glow Golf Skills Challenge by collaborating with others. Understand the efforts and steps required to offer such events.

SCHEDULE (25 minutes total): 5 mins 5 mins 10 mins 5 mins

Pre-event preparation Day of event preparation Running of event Post-event breakdown How did the event go?

MATERIALS: Space Needs: Access to driving range, practice area. Activity Supplies: Cones, glow balls, glow sticks, glow necklace, scorecard, pencil, table, chair, banner, shafts.

PREPARATION (5 minutes): Pre-Event  Girls assist in all preparation activities.  Have the girls assist in the assignments of all tasks involved and take ownership of the task they selected.  Create a flyer for the event. Flyer should include: o Activity name o When (date, time) o Where o Fee Page | 135

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o Who is invited? o Activity details: Contests, how to register, prizes fun and food, if included. o Contact information, if not included in “activity details.” Create a registration sheet to collect names, emails and phone numbers. Post fliers in different locations, send an email to whole database and post on Facebook. Have the girls determine the number of supplies needed based on past activity and ideas for skills setup. o Have the girls actually order the supplies with vendor. o You may provide them with their budget for the activity. Have the girls determine the number of volunteers and staff needed. Have the girls contact the food and beverage manager to confirm items needed for food and drinks.

PREPARATION (5 minutes): Day of Event  Have the girls prepare 9-hole skills stations. Examples: o Long putt. o Short putt. o Putt to a smaller hole (use a putting aid to reduce hole size). o Chip shot. o Chip between 2 shafts. o Pitch shot. o Pitch over an object (soft item like a banner/avoid hard objects for safety). o Putt or chip into different circle sizes for points. o Putt from opposite side. o Putt with a tennis ball. Reminder to mark the border of items with a glow stick.  Set up registration area with needed supplies.  Define prizes and flights based on number of registrants.

ACTIVITY (10 minutes): Running of Event  Register all participants. Collect registration fee, give players a glow ball and scorecard.  Go over rules and explain stations.  Have the girls supervise the activity by walking around and asking each group if they have any questions.  Once completed, have the girls calculate points from scorecards and define the winners of each flight.  Announce the winners of skills and costume contest, and present their prizes.  Breakdown stations and put away all materials used during the activity.

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REVIEW (5 minutes): Post-Event  Type the results sheet.  Send an email with results and to thank girls for participating, post on website and add to Facebook.  Complete the LPGA-USGA Girls Golf Activity Summary Sheet and forward to LPGA headquarters.  Discuss what each girl learned from the experience and anything they would do differently in the future.

Variation:

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For older participants, have them create an activity budget to include all revenues and expenses of activity. May also create an 18-hole skill challenge for more variety or a larger group.

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Ensuring event success through creativity Level Two – Module Two GOAL: Engage girls to be creative and part of an activity from the very beginning by creating the marketing information for the next LPGA-USGA Girls Golf event: Adult-Junior 9-Hole Halloween Scramble.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Team designs Girls Golf event Creativity activity What did you learn?

MATERIALS: Space Needs: Access to office space. Activity Supplies: Computer, printer, paper.

PREPARATION (5 minutes): Team Designs Girls Golf Event  

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Gather participants in an office at the golf course. Girls will be focusing on the marketing aspects of the next LPGA-USGA Girls Golf activity, as well as creating the FUN element of the scramble. o They will have to be detailed and creative to provide an eye-catching flyer, as well as creative games on each hole for participants. Girls should define their strengths and assign tasks based on them.

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ACTIVITY (10 minutes): Creativity Activity  

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Based on their assignments, girls should: Create an eye-catching flyer with text, pictures and colors. Information should include: o Name of event. o Date and time. o Location. o Fees. o How to register. o Who is invited? o Summary of event. o Phone number/email. o Website. Make copies and post at golf course location. Create a registration sheet with all activity information for golf shop attendants who are taking phone calls. Collect name, phone number and email address. Define the 9 "Trick or Treats" for each hole of the scramble. Examples: o Treats:  Adult plays from junior tee box.  Junior gets one free throw anywhere on a hole.  If junior drives between the lines deduct 1 shot for the hole o Tricks:  Putt from other side.  “Where's the flag?” (Remove the flagstick on a hole.)  Hole shrunk. (Ask superintendent install a smaller cup size.)  Putt with a club other than putter.  Play hole with only 3 clubs Promote the activity: o Email o Website o Facebook o Property fliers o School o Other ideas:

REVIEW (5 minutes): What Did You Learn?    

Discuss what girls learned during this activity. Did they realize the efforts needed from a marketing perspective? Did they enjoy defining the challenges? How can they help promote other activities in the community?

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Learning to maintain a course during play Level Two – Module Three GOAL: Include the parent/guardian in a class revolving around environmental awareness where girls will learn how to maintain the golf course while they are playing.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Discuss the importance of golf course maintenance Parent-junior scramble Discuss where to be environmentally aware

MATERIALS: Space Needs: Access to golf holes. Juniors/Parents: Clubs, divot tool, plastic bottle, sand, bags.

INTRODUCTION (5 minutes): Importance of Golf Course Maintenance 

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Discuss how important environmental issues and guidelines affect the maintenance of a golf course. How owners must follow strict guidelines to assure they are using the correct amount of water and use only approved chemicals. Engage girls to leave the course in a better condition than when they started their round. Relate the following activity to any other area in their communities they visit with their families and friends. Demonstrate how to repair a ball mark using a divot tool. Have girls practice on the putting green. Demonstrate how to fill in a divot with sand (if you live in the South) or replace a divot (if you live in the North) and explain why it's different. Discuss the importance of picking-up trash so animals, fish and birds can live in a safe environment. Have each girl and parent/guardian fill a plastic bottle with sand. Page | 140

ACTIVITY (10 minutes): Parent-Junior Scramble  

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Have a girl and their parent/guardian play a few holes on the golf course in a scramble format. During play, their focus should be on: o Repairing their own ball marks on the greens + 2 more o Replacing their divots or use the bottle of sand they brought with them to fill-in divots. o Picking-up tees that are left on the par 3 tee boxes o Picking-up any trash items they see on the course and/or on the edge of water hazards.  Have parents/guardian assist if close to water. Goal is to return with an empty container of sand and a trash bag filled with trash items.

WRAP-UP (5 minutes): Where to be Environmentally Aware Have the girls list different areas where they can start being more environmentally aware: School, home, parks, other sports venues, etc. Note: Having a parent/guardian participate in this type of activity shows them additional topics their child is learning to give back to their community. It's not always about how far they hit the golf ball or their total score.

Variation:  Involve the whole golf course staff and maintenance crew by having a “Spring Cleaning Day.”  While playing a round of golf, have everyone perform the same tasks listed above. Each group would be responsible to “clean-up” their first hole and then continue playing the event.

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Learning to lead younger particpants Level Two – Module Four GOAL: Engage girls to apply mentorship skills by becoming a group leader during a younger participant clinic and focusing on safety. Make girls understand the importance of safety and responsibilities toward others.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Discuss safety guidelines Supervision exercise Reflection period

MATERIALS: Space Needs: Clinic set up for chosen stations Activity Supplies: No specific items are needed for this activity.

INTRODUCTION (5 minutes): Discuss Safety Guidelines    

Gather girls at the registration area. Emphasize safety is the number one priority. Explain keeping the participant safe will be their responsibility for the upcoming clinic. Define safety zone, hitting zone and safety word so participants clearly understand their meaning and have the ability to explain to their group. Walk them through the stations and explain the safety guidelines they will be responsible for explaining and supervising. Have them decide as a group what the “safety word” of the day will be.

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ACTIVITY (10 minutes): Supervision Exercise    

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Supervise the younger girls at the registration area by making sure they stay seated in their assigned seats. Once assigned to a group, girls should properly introduce themselves and explain their role to participants. Girls will walk with their assigned group to the designated station, making sure they are walking clear of carts, staying with their group and ensuring all equipment is stored in their golf bags. Before the instructor may proceed with station activity, have group leader explain the following safety guidelines: o Safety Zone: Where each participant should stand when they are not hitting and how to hold their club by the head, just like a cane. o Hitting Zone: Only area where a participant may swing the golf club. o Safety Word: When participants hear the “safety word,” they must stop immediately, place their club on the ground and stay exactly where they are, not to move until the instructor has given the OK. Girls will watch their group at all times to make sure they are following safety zones and guidelines. Girls will walk their group from station to station in a safe manner. Girls will walk their group back to the registration area and supervise group until all participants have been picked-up by their parent/guardian.

REVIEW (5 minutes): Reflection Period    

Ask participants how they felt being responsible for someone else's safety? Was it easy or challenging? Would they do anything different? Did they enjoy being a group leader? How it made them feel?

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Involvment with Special Olympic Golf Level Two – Module Five GOAL: Engage girls to assist in the setup and running of your local Special Olympics Golf Level 1: Individual Skills Competition. Girls will learn tolerance and caring toward others who may be different from them by interacting with people with intellectual disabilities.

SCHEDULE (30 minutes total): 10 mins 10 mins 10 mins

6-Station set up Leading a station Clean-up

MATERIALS: Space Needs: Access to driving/practice range. Activity Supplies: Paint, string, yardage signs, cones, balls, tees, clipboard with player scorecard, banner, flags, chairs.

PREPARATION (10 minutes): 6-Station Set Up Visit http://www.specialolympics.org/golf for exact dimensions and scoring  Short Putt: Create 2 circles with string (half-meter radius, 1.5 meter radius). Position cones 2 meters from hole.  Long Putt: Create 2 circles with string (half-meter radius, 1.5 meter radius). Position cones 8 meters from hole.  Chip: Create 2 circles with string (3 m radius, 6 m radius). Position cones 1 to 2 meters from green for a total of 14 meters from hole.  Pitch: Create 1 circle with paint (6 m radius). Position a banner (5 m wide x 1 m tall) 5 meters from the edge of the circle and 5 meters from the edge of the hitting area. Page | 144

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Irons: Create a grid on the range with the help of flags: 35 meters wide x 30, 60, 90 meters deep. Woods: Create a grid on the range with the help of flags: 50 meters wide x 60, 90, 120 meters deep. o This grid can be an extension of the iron grid to reduce set up and space used on driving range. Have golf balls and chairs for athletes to sit on at each station. Tees may only be used at the iron and wood stations. Discuss the importance of respecting and supporting others in this activity. Give examples of potential disabilities Special Olympians may have. Have girls share experiences where they felt uncomfortable and how they wanted to be supported.

ACTIVITY (10 minutes): Leading a Station  

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Athletes should be paired by the Special Olympics committee. Assign girls to either role: o Station Leader: LPGA girl is the judge assigned to one of the 6 stations to determine the number of points for each attempt made by the athlete. Each athlete may hit 1 practice shot and 5 shots, which will count for the event.  Sometimes a judgment call is needed for the iron and wood stations. The goal is to be consistent with your decision for each athlete. o Group Leader: LPGA girl is responsible for a group of athletes to complete and rotate throughout all 6 stations. She also completes the athlete scorecard based on the station leader’s points determination. Both groups should encourage, support and cheer for each athlete, no matter the outcome.

REVIEW (5 minutes): Clean-Up  Breakdown stations and return all materials to the storage area.  Ask each LPGA girl what they will remember most about the activity?  Ask them if they will see and treat a person with a physical or intellectual challenge in a different way?  Ask them if their perception has changed? Note: Depending on the girls’ ages, may need parent/guardian assistance at a station.

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Parents and juniors working together Level Two – Module Six GOAL: Prepare, set up and run a “Beat the Junior Putting Challenge” fundraiser. Girls will have to communicate and work with their parent/guardian in a positive way. This fundraiser can assist in purchasing new teaching aids, tents and targets for the program.

SCHEDULE (20 minutes total): 5 mins 15 mins

Set up and instructions Fundraiser challenge

MATERIALS: Space Needs: Access to putting surface Activity Supplies:  Baby powder, cones, putter, golf balls.  Decide on a giveaway if donor “wins” the contest (e.g., sleeve of golf balls, glove, cap). o Cost should be less than their entry fee. Also, ask the golf course for the donation of one free round of golf.  Table, chairs, tent, banner (or sign) with fundraiser title.

PREPARATION (5 minutes): Set Up and Instructions  

Have at least one parent/guardian present with the girls at all times. o Their focus is to assist in supervision, set up, speaking with customers and answering questions. Discuss with participant and their parent/guardian how their time and effort during this activity will assist the program with procuring much-needed teaching equipment. o They must have a clear objective for the activity and be able to communicate this fact to customers in their recruitment speech. Page | 146

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Discuss the importance of approaching a customer in a polite manner. Customers are very responsive to this type of activity if they are approached by a young golfer who looks confident. o Potential speech: "I would like to challenge you to a putting contest where I am helping my golf program raise funds for new equipment." o This speech will obviously vary based on the girl’s comfort level. Take a few moments to have each girl define their “speech” so they can feel confident communicating their request to the customers. o Other words to use are: “help,” “support,” “appreciate” and “thank you.” Next to the putting green, set up a tent, table, chairs and banner to advertise the activity. Choose the area closest to the snack bar or highest cart traffic area. Define the putt that will be used for the activity by placing cones for tee markers and making a circle with baby powder around a chosen flag. Make the circle the size you want – the circle is an added bonus to entice the participants to help your organization, so the bigger the better!

ACTIVITY (15 minutes): Fundraiser Challenge      

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The goal of this challenge is for the customer to beat the junior for a closest-to-the-hole putting contest. The customer will donate $5 for one attempt. If successful, they will receive a chosen gift (balls, cap, glove). The junior will putt first, followed by the customer. Often, the customer wants to try again. Offer additional challenges for $3. Thank the customer for their support and give them an information pamphlet about your organization. In order to capture more donations, it's important to give the customer a better chance to win something. Therefore, as an added bonus, inform the customer their name will be entered into a drawing for a free round of golf if their putt finishes in the painted circle around the hole – regardless of the outcome of the challenge. Work with the golf course staff so they can inform customers about your fundraising activity. This will drive more customers to you, as well.

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Learning to the Importance of Honesty Level Three – Module One GOAL: Girls selected for this activity will assist with tournament scoring and award presentation. Focus on teaching players about honesty and understanding their responsibility of an accurate score on every hole.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Set up scoring area Scoring the event Post-event results, evaluation

MATERIALS: Space Needs: Access to golf holes. Activity Supplies: Scorecards, calculator, scoreboard, score sheets, markers, trophies, microphone and speaker, table, chairs, pens, camera.

PREPARATION (5 minutes): Set up Scoring Area     

Set up a scoring table with chairs. Add needed supplies (pen, eraser, calculator, whiteout, USGA Rules & Decision book). Set up scoreboard and have girls write all participants’ names in calligraphy (if possible) on a score sheet. List names by flight. Set up a table display with all the trophies and ribbons to be given out. Install speaker and microphone to announce results and awards.

ACTIVITY (10 minutes): Page | 148

Scoring the Event       

Have the girls assist each group, confirm their hole-by-hole score and make sure they sign both scorecards (as a player and as a score keeper). If any Rule questions arise, have the girl review the Rule with the rules committee. Calculate and confirm total score for each participant. Write score on the scoreboard. Determine the winners of each division. o Break ties with the help of the rules official, if needed, for each flight. Announce the winners of each flight and give awards. Take pictures to be posted on website and Facebook.

REVIEW (5 minutes): Post-Event Results, Evaluation    

Breakdown awards area and put away all materials after event is completed. Type a results sheet. Send out an email with results and to thank girls for participating in tournament, post on website and add to Facebook. Discuss what each girl learned from the experience. o Did they realize all the steps needed to score an event? Do they understand the importance of accurate scoring and making sure scores are easy to read?

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Learning to Create a Positive Experience Level Three – Module Two GOAL: Engage girls to be part of a customer service experience by helping the golf shop staff with daily activities, such as making tee-times, taking phone calls, answering general questions and checking-in customers for play.

SCHEDULE (20 minutes total): 15 mins 5 mins

Volunteer work at the pro-shop What did you learn?

MATERIALS: Space Needs: Access to pro-shop. Activity Supplies: Items present in the golf shop for day-to-day activities.

ACTIVITY (15 minutes): Volunteer Work at the Pro-Shop  

Gather participants in the clubhouse and give them a tour of all offices and the golf shop. Take them “behind-the-scenes” of the operation. Demonstrate and review the 5 activities they will be assisting with. Have girls assign which area they will start with and rotate so they experience every aspect of customer service. o Answering incoming calls: Provide the girls with a script to greet customers when they take a phone call. Also provide basic written information to answer general questions like: Golf fee rates, driving range fees, driving directions, how to make tee times, website address to refer customers and upcoming activities. o Answering basic customer questions: When customers enter the golf shop, show girls how to greet each customer, introduce themselves and let them know they are available to answer any questions they may have. Page | 150

Making tee times: Training the girls how to make a tee time from taking a phone call, what questions to ask, follow the point of sale steps to confirm the tee time and provide confirmation information to the customer. o Checking-in a customer for play: Girls will learn how to greet a customer and go through the checkin process of collecting revenues for the round and having customer sign all needed documents. They will also instruct customers where to go next. Scheduling lessons and clinics for professional staff: Teach girls to ask appropriate questions to determine if the student would benefit most from a group or private lesson. Once determined, girls will have customer fill-out the appropriate registration forms to schedule the student.

REVIEW (5 minutes): What Did You Learn? ď&#x201A;ˇ

Have the girls share what they learned from the experience: o Will this change their approach when they face a customer service issue anywhere else? o Will they see it from a different perspective? o Will they handle it differently?

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Learning to Protect the Environment Level Three – Module Three GOAL: Engage girls and their parent/guardian in an Audubon International project relating to the protection of wildlife and habitat management by building bird cages to be installed on their golf course. "The Audubon Cooperative Sanctuary Program for Golf Courses is an award-winning education and certification program that helps golf courses protect our environment and preserve the natural heritage of the game of golf." ~ www.AudubonInternational.org

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Introduction to habitat of birds on golf courses Create your own birdhouse Green golfer pledge

MATERIALS: Activity Supplies: Wood, nails, hammer, saw, glue, paint, paint brush, green golfer pledge form.  

INTRODUCTION (5 minutes): Introduction to Habitat of Birds on Golf Courses 

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Engage girls in improving the habitat of birds on their own golf course by building and installing bird houses. o Note: Most important part of this project is safety. Please have parents/guardians handle the wood cutting and building of the actual cage. Girls can do the rest! Discuss the important environmental elements of Audubon International as they relate to the maintenance of golf courses, such as: o Environmental Planning. Page | 152

o o o o o o

Wildlife and Habitat Management. Chemical Use Reduction and Safety. Water Conservation. Water Quality Management. Outreach and Education as it relates to golf courses. Visit http://www.auduboninternational.org/acspgolf for more details

ACTIVITY (10 minutes): Create Your Own Birdhouse      

Design the bird houses: Keep it simple so they’re easier to construct. Build the bird house: This is where the parent/guardian will take the lead role for the girl’s safety. Paint and decorate the bird houses with a variety of colors and patterns. Be creative and have FUN! Name the new home. This will give girls ownership of the project. Select locations of the new houses. Work closely with the golf course superintendent to find the best locations on the golf course. Install the bird cages. Assist the golf course superintendent in the installation.

REVIEW (5 minutes): Create Your Own Birdhouse 

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Have the girls take the Green Golfer Pledge. o Available at: https://www.usga.org/course_care/green_section_record/2007/jul_aug/Take-thePledge-for-Greener-Golf Have the girls list different areas where they can implement this project elsewhere: School, home, parks, other sports venues, etc. Invite the girls to keep an “eye” on their project and document the transition when a new family moves in!

Note: Must receive prior approval and support from the golf course ownership before implementing this project.

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Learning to the Importance of Mentorship Level Three – Module Four GOAL: Engage girls to apply mentorship skills by teaming up with a younger player in a 9-hole, two-person scramble event. Girls will learn to become a team captain by showing a positive example, leadership, encouraging and supporting their partner during the event.

SCHEDULE (60 minutes total): 5 mins 50 mins 5 mins

Leadership and coaching discussion Scramble tournament Mentor observations for younger participant

MATERIALS: Space Needs: Golf course. Juniors: Golf equipment

INTRODUCTION (5 minutes): Leadership and Coaching Discussion    

Gather girls by the first tee and review the importance of leadership and coaching younger participants. Discuss how to lead a group, while still listening and taking their partner’s advice before making the final decision. Mentors should teach younger participants why a certain decision is made so they can learn and apply when they are in the lead role. Review two-person scramble format.

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ACTIVITY (50 minutes): Scramble Tournament 

Girls should work together with the following: o Making decisions for shot selection. o Discuss best strategy for which player to hit first. o Discuss best strategy for one golfer playing safe and the other being more aggressive with each shot. o Help each other in reading putts. o Continue to encourage each other, especially if one player is struggling and needs extra support. Always keep it positive. o Holes 1 through 6: Mentor should make the final decision after team discussion. o Holes 7 through 9: Have the younger participant take the lead role with the mentor helping in the decision.

REVIEW (5 minutes): Mentor Observations for Younger Participant   

Have mentor discuss any observations with younger player to help her become a leader and improve decision making in the future. Discuss any decisions made which could have been different. Ask each girl which role they preferred? Team leader or partner?

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Encouraging Golf Participation Level Three – Module Five GOAL: Engage girls to promote the game of golf in their communities. Have girls invite boys from the golf program, as well as boys and girls from the local baseball league to join them in a golf clinic. Each group can teach a little something from their favorite sport to the other while keeping sportsmanship as their main focus. Have instructors, coaches, volunteers and parents/guardians present to assist in this activity.

SCHEDULE (30 minutes total): 5 mins 10 mins 10 mins 5 mins

Review of basic skills Golf/baseball stations activity BALF Golf/baseball comparisons

MATERIALS: Space Needs: Access to driving range. Activity Supplies: Small kickball, plastic golf club, home plate, 3 bases, paint, 2 hula hoops, golf clubs, golf balls, baseball bats, baseballs.

PREPARATION (5 minutes): Review of Basic Skills 

Gather all the participants at the driving range: o Have the girls and boys from the golf program review basic golf skills with baseball guests:  How to hold the club.  How to set up to the ball (posture).  Basics of how to swing the golf club. o Have the baseball participants review basic baseball skills with the golfer group: Page | 156

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 How to hold the bat.  How to set up at the plate (posture).  Basic of how to swing the bat. o This information will be very simple and explained from the perspective of the young golfer and baseball players. Review sportsmanship as it relates to both sports. o Conduct and attitude considered as befitting participants in sports, especially fair play, courtesy, striving spirit and grace in losing.

ACTIVITY 1 (10 minutes): Golf/Baseball Station  

Following the buddy system, pair up 1 golfer and 1 baseball player. At each of their stations, have them help each other hitting golf balls, as well as hitting baseballs. o Instructors, coaches, volunteers and parents can assist at this time for basic skills knowledge at each station.

ACTIVITY 2 (10 minutes): BALF     

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Join both sports in a game of BALF. o The game is played like baseball with plastic golf clubs and small kick ball. Players form 2 teams of 6 with a coach as a pitcher. o Teams should be a mix of ages and abilities for fairness. One team takes the outfield (first base, second base, third base, 2 in outfield and catcher). Other team is up to hit. Pitcher rolls ball toward hitter, hitter swings club to hit ball toward outfield. o If ball is missed or hit outside of the first or third base line, it is out of bounds and the player gets a strike. o If player reaches 3 strikes, they are out and finished with their turn. o If ball is hit, player runs to first base and progresses through bases as far as possible. When home plate is crossed, the team has 1 point. Player is called out if ball is caught after hit, player is tagged with the ball between bases or base is tagged before player reaches the base. Each team member has a chance to hit until the team has 3 outs, then teams change spots. Team with the highest amount of points after 9 rounds or time limit is the winner.

REVIEW (5 minutes): Golf/Baseball Comparisons 

Ask participants to name the similarities between both sports: o What are the differences? o What role does sportsmanship play in each sport? o How important is courtesy toward others? o Would they like to play the other sport again? Page | 157

Variation: ď&#x201A;ˇ Depending on age and skills, stations may be modified for more advanced learning and discussion about similarities of pre-shot routine in both sports. How do players prepare for a round/game? ď&#x201A;ˇ Recommend cross-promotion of each sport during games and activities to provide extra visibility for each sport.

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Learning to Use a Donation Center Level Three – Module Six GOAL: Engage girls in your program to assist in creating a “Donation Center” fundraising activity where used clubs are sold for a very low price and revenues assist in the purchase of actual junior equipment.

SCHEDULE (20 minutes total): 10 mins 10 mins

Create donation qualifications and signs Find donation source

MATERIALS: Space Needs: Access to office area. Activity Supplies: Computer, printer, paper, labels, golf bags.

ACTIVITY 1 (10 minutes): Create Donation Qualifications and Signs   

Review the importance of having the right equipment for a junior golfer and the effects of having equipment too long or heavy for them. Funds raised with this activity can be used to purchase junior equipment to teach your programs, as well as give away to girls who cannot afford to buy them. Have Girls: o Create a donation sign to be displayed in the donation area. Sign should be eye catching and have two functions:  Inform customers they can donate their used equipment.  Inform customers they can purchase the used equipment to assist the junior program. Page | 159

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Inventory the donated clubs and determine the price for sale by adding a label on each club with the price. Golf Professional should assist with pricing expertise. Create a “Donation Area” by using golf bags or other available displays.

ACTIVITY 2 (10 minutes): Find Donation Source  

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Generate sources for the donated equipment. Girls can help gathering equipment by assisting in making contacts in the community on the phone or in-person. o Organizations like being approached by young juniors looking to help their golf program. They will typically try to find a way to help. Potential sources of donated equipment: o Local private courses in area: Typically very good equipment and courses gather the extra clubs when members purchase new ones. They need a source to give them away. o Club repair centers: Often they are left with equipment which customers no longer want. They can also create a donation center at their location. o Big Box stores: Can create a donation center to give back to their community. o Local Tour players: Many local Tour players gather excess clubs given by companies to try. This equipment is top-of-the-line and in very good condition. They are typically happy to give away to assist a local program. o Customers: Your own customers are the best source of donations.

Note: Program may increase awareness of their donation center in the community by having a “Donate your Clubs Day.”  Having a non-profit 501(c)3 organization offers a tax advantage to donors by providing them with a tax receipt.

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Planning and Coordinating Level Four – Module One GOAL: Learn how to assist in the preparation, running and post-event phases of an LPGA-USGA Girls Golf "Glow Golf Skills Challenge" by collaborating with others. Understand the efforts and steps required to offer such events.

SCHEDULE (30 minutes total): 5 mins 10 mins 10 mins 5 mins

Pre-event registration, preparation and crafts Prepare event stations Run event Post-event clean-up and thank you

MATERIALS: Space Needs:  Access to club area for sign-in and tabling,  Access to 9 holes (driving range, putting range, chipping range). Activity Supplies: Cones, glow balls, glow sticks, glow necklace, scorecard, pencil, table, chair, banner, shafts.

PREPARATION (5 minutes): Pre-Event Registration, Preparation and Crafts   

Girls assist in all preparation activities. Have the girls assist in the assignments of all tasks involved and take ownership of the task they selected. Create a flyer for the event. Flyer should include: o Activity name Page | 161

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o When (date, time) o Where o Fee o Who is invited? o Activity details: Contests, how to register, prizes fun and food, if included. o Contact information, if not included in “activity details.” Create a registration sheet to collect names, emails and phone numbers. Post fliers in different locations, send an email to whole database and post on Facebook. Have the girls determine the number of supplies needed based on past activity and ideas for skills setup. o Have the girls actually order the supplies with vendor. o You may provide them with their budget for the activity. Have the girls determine the number of volunteers and staff needed.

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Have the girls contact the food and beverage manager to confirm items needed for food and drinks.

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PREPARATION – Day of Event (10 minutes): Prepare Event Stations 

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Have the girls prepare 9-hole skills stations. Examples: o Long putt. o Short putt. o Putt to a smaller hole (use a putting aid to reduce hole size). o Chip shot. o Chip between 2 shafts. o Pitch shot. o Pitch over an object (soft item like a banner/avoid hard objects for safety). o Putt or chip into different circle sizes for points. o Putt from opposite side. o Putt with a tennis ball. Reminder to mark the border of items with a glow stick. Set up registration area with needed supplies. Define prizes and flights based on number of registrants.

ACTIVITY (10 minutes): Running the Event      

Register all participants. Collect registration fee, give players a glow ball and scorecard. Go over rules and explain stations. Have the girls supervise the activity by walking around and asking each group if they have any questions. Once completed, have the girls calculate points from scorecards and define the winners of each flight. Announce the winners of skills and costume contest, and present their prizes. Breakdown stations and put away all materials used during the activity.

POST-EVENT (5 minutes): Page | 162

Post-Event Clean-Up and Thank You    

Type the results sheet. Send an email with results and to thank girls for participating, post on website and add to Facebook. Complete the LPGA-USGA Girls Golf Activity Summary Sheet and forward to LPGA headquarters. Discuss what each girl learned from the experience and anything they would do differently in the future.

Variation:  For older participants, have them create an activity budget to include all revenues and expenses of activity.  May also create an 18-hole skill challenge for more variety or a larger group.

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Focusing on Presentation Skills Level Four – Module Two GOAL: Engage girls to be involved in the parent orientation process. Each girl will learn how to make a presentation and speak in front of a group while reviewing program information and guidelines to parents of new participants.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Rehearsal for presentation Administrative presentation Reflection on presentation

MATERIALS: Space Needs: Access to indoor or outdoor space. Activity Supplies: Orientation paperwork, upcoming programming materials.

PREPARATION (5 minutes): Rehearsal for Presentation  

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Gather girls and review the orientation paperwork. Make sure each girl understands the information included in the paperwork. Have girls make copies and prepare information packages for each parent/guardian. Each packet should include: o An orientation sheet. o Upcoming activities. o Clinic and camp information. o Golf course information. Review important elements of public speaking: o Speak clearly. Page | 164

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o Speak loud enough for everyone to hear. o Be confident and don't worry if you make a mistake. Have girls pair up and practice their portion of the presentation so they feel comfortable with the material and give each other advice on how to get better.

ACTIVITY (10 minutes): Administrative Presentation  

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Have LPGA girls greet and introduce themselves to the new participants and parents/guardians arriving for the first time. LPGA girls should proceed with their portion of the parent orientation with the following goals: o Welcome and introduction: About the program, the staff, the golf course, the instructors, the participants. o Review check-in and pick-up procedures: How to register; contact information for questions. o Level progression: Programs available to girls and all other activities available like camps, tournaments and after school clinics. o Volunteer programs: Programs available to girls and parents/guardians within various areas such as: administration, supervision, data entry, transportation, fundraising, marketing, etc. Girls can qualify for their school's community hours in order to graduate. o Review the Junior and Parent Conduct Guidelines, safety & dress code. Have each girl share a personal experience with the program and how they feel new participants will benefit. Have the girls open discussion for any questions parents may have and conclude the presentation.

REVIEW (5 minutes): Reflection on Presentation    

Discuss what girls learned from being a presenter. Were they nervous? Were they confident? How will this help them in future presentations they have to give in school?

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Strengthening the Parent/Child Connection Level Four – Module Three GOAL: Create an on-course challenge where parents/guardian and girls will alternate being a caddie for each other. This activity will create a stronger connection, improve communication, increase team work and define focus points during a round.

SCHEDULE (70 minutes total): 5 mins 60 mins 5 mins

Pre-round caddie preparation Alternate caddie activity Post-round caddie reflection

MATERIALS: Space Needs: Access to golf course/holes. Junior/Parent Needs: Golf clubs/equipment.

INTRODUCTION (5 minutes):  

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Gather girls and parents/guardian in an area where they can sit and write. Have the girls write what they would like their caddie to focus on during the round (e.g., the “do's and don'ts” important to them). Have the parent/guardian write what they feel they can contribute to the player and what focus they should follow during a round of golf. Have each girl and parent/guardian review and discuss their list with each other and decide on a team approach for the round.

ACTIVITY (60 minutes): Alternate Caddie Activity 

Have a girl and their parent/guardian play 9 holes. Page | 166

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Holes 1 to 5: Girls will play with parent/guardian as caddie. Holes 6 to 9: Parent/guardian plays with girl as caddie. The objective of this activity is to follow their agreed guidelines for the entire 9 holes. Potential guidelines to follow: o Always use positive and encouraging words. o Focus on rhythm, tempo, target and stay relaxed. Stay away from technique (technique training is done before or after the round, never during). o Always mention the target (where we want to go), never trouble areas (where we do not want to go). Always focus on the positive. o Focus on giving your best. Avoid talking about errors made. Caddie should assist in alignment, reading putts, club selection, shot selection, etc.

REVIEW (5 minutes): Post-Round Caddie Reflection   

Have all the girls name 2 things their parent/guardian did that really encouraged them and gave them confidence. Have each girl name 2 additional items they would like to see improved the next time their parent/guardian caddie for them. Have the parents discuss what they learned from the experience and discuss any changes they would make next time.

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Learning to Provide Support for Others Level Four – Module Four GOAL: Engage girls to apply mentorship skills by becoming an on-course monitor for little linkers groups during a junior tournament. Girls will have to use judgment, patience and offer support toward young girls just beginning to play competitive golf.

SCHEDULE (70 minutes total): 5 mins 60 mins 5 mins

Review of mentor role Mentorship experience Reflection of mentor role

MATERIALS: Space Needs: Access to golf course Juniors: USGA Rule book, scorecard, radio.

INTRODUCTION (5 minutes): Review of Mentor Role  

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Gather girls together prior to the start of the tournament and review their role for the day. Make sure they are comfortable and knowledgeable with each responsibility. Discuss the importance of their supporting role toward the younger golfers. Remind them about how they felt the first time they played in a tournament. Their role is to assist making this experience a positive one so girls are not intimidated with competitive play. Assign each girl to a group and provide needed materials.

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ACTIVITY (60 minutes): Mentorship Experience 

On the first tee, introduce the LPGA girl to the players and let them know she is there to help and assist them in the following: o Safety: Make sure all the players are moving around the golf course in a safe manner from tee to green. o Score Keeper: Keep score as a back-up if any questions arise during the scoring process. o Rules: Assist with Rules of Golf. If a rules question comes up, the LPGA girl will contact the rules committee on the radio and confirm the correct process. o Pace of Play: Make sure the group is moving at a good speed and keeping up with the group in front of them. She will direct players, if needed, in order to maintain a good pace of play. She will also inform the rules official if the group is out of position and may require extra assistance. o Cheerleader: Encourage and support players with positive feedback and words of encouragement. At the end of the round, have the LPGA girl meet with each player and share a minimum of 3 positive things they did during the round. Items should not be related to the final score, but to their attitude, specific shot, sportsmanship, hard work, perseverance, etc.

REVIEW (5 minutes): Reflection of Mentor Role    

Ask participants how they felt being responsible for an entire group in the tournament? Did they learn something by watching others play that may help their own game? Did they witness other attitudes they learned from? Did they enjoy being a group leader?

Notes: It is recommended to shorten the golf course (forward cones) for younger age groups in order to speed up play and make results more positive for the player. Making a 4- to 7-hole tournament is also a good way to introduce competition for beginning golfers without the difficulty of completing 9 or 18 holes.

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Learning to the Importance of Community Level Four – Module Five GOAL: Engage girls to assist in the set up and running of a clinic for persons with a physical disability and local veterans. Girls will learn gratitude toward others who have sacrificed and given back to their communities as well as understand the challenge of living with a physical disability. By giving of their time and knowledge, they will help individuals discover they can play golf again.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Lesson on physical disabilities Disabilities clinic Clean-up

MATERIALS: Space Needs: Access to range/open area. Activity Supplies: Tees, paint, chairs, balls, clubs, tent, glove with Velcro strap, modified clubs (flat clubs for person in wheelchair).

Preparation (5 minutes): Lesson on Physical Disabilities  

We recommend this program be a team effort between LPGA and PGA professionals and local physical therapists. Safety and the well-being of the participant is the number one priority. Discuss with the girls the various physically disabilities participants may have. o We recommend organizers know this information prior to class to facilitate station and equipment set up.

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Most important element to remember: Work with the person's ABILITY, not their disability. Examples: Page | 170

o o o

A person has a prosthetic right leg: We will focus on rotating around their left leg. Person in a wheelchair: We will focus on rotation of their upper body. Person with only one arm: We will focus on making sure to use their forearm and lever as much as possible.  Have the girls set up stations on driving range. o Select the closest accessible area from the parking lot to better help participants to the range.  The following items are needed as mobility is often a factor: o Tent should be set up for shade. o Each station should have a chair so participants can rest. o Water must be available for hydration. o Golf balls, tees, area with modified equipment, if needed. Discuss the importance of patience and encouragement as participants may go through a period of frustration when they compare current results to their past.

ACTIVITY (10 minutes): Disabilities Clinic  

Assign each girl to a participant for the session. They will follow the instructions of the LPGA/PGA professional and physical therapist’s guidelines. Potential Disabilities: o Amputees: Focus on their ability/strength and use it. o Wheelchair: May need modified clubs (shorter and flatter) to allow for the sitting position. o Stroke: May need to “attach” the club to their hand(s) by using modified gloves with Velcro strap. Balance is very important and must have someone with this participant at all time. o Blind: This person must “feel” the positions. Be very hands on in presenting the address position and have someone “tap” the golf ball on the face of their club so they can hear and feel where the ball is. Must have someone assigned to this participant at all times for alignment and positioning.

REVIEW (5 minutes): Clean-Up    

Breakdown stations and return all materials to the storage area. Ask each LPGA girl what they will remember most about the activity. Ask them if they will see and treat a person with a physical challenge in a different way? Ask them if their perception has changed?

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Learning to Communicate and Be Confident Level Four – Module Six GOAL: Prepare, set up and run a “Beat the Junior Par-3 Challenge” fundraiser. Girls will have to communicate with the customers to explain the challenge and be confident with their golf skills to execute golf shot in front of strangers. This fundraiser can assist with on-course expenses (green fees) for the program.

SCHEDULE (20 minutes total): 10 Minutes Set up and instructions 10 Minutes “Beat the Junior Par-3 Challenge” fundraiser

MATERIALS: Space Needs: Access to golf course. Activity Supplies:  Set of clubs and golf balls.  Decide on a giveaway if donor “wins” the contest (e.g., sleeve of golf balls, glove, cap). o Cost should be less than their entry fee. Also, ask the golf course for the donation of one free round of golf.  Tent and banner (or sign) with fundraiser title.

PREPARATION (10 minutes): Set-Up and Instructions  

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They must have a clear objective for the activity and be able to communicate this fact to customers in their recruitment speech. Discuss the importance of approaching a customer in a polite manner. Customers are very responsive to this type of activity if they are approached by a young golfer who looks confident. o Potential speech: "I would like to challenge you to a closest-to-the pin contest where I am helping my golf program raise funds for on-course access." o This speech will obviously vary based on the girl’s comfort level. Parents might have to get involved in this step. Take a few moments to have each girl define their “speech” so they can feel confident communicating their request to the customers. o Other words to use are: “help,” “support,” “appreciate” and “thank you.” Set up a tent with a banner describing the activity by the tee box of the selected par-3. Make sure it is in a safe location.

ACTIVITY (10 minutes): “Beat the Junior Par-3 Challenge” Fundraiser The goal of this challenge is for the customer to beat the junior for a closest-to-the-hole par-3 contest.  The customer will donate $5 for one attempt. If successful, they will receive a chosen gift (balls, cap, glove). Let the customer decide who should hit first.  Thank the customer for their support and give them an information pamphlet about your organization. In order to capture more donations, it's important to give the customer a better chance to win something. Therefore, as an added bonus, inform the customer their name will be entered into a drawing for a free round of golf if their shot finishes anywhere on the green, regardless of whether they beat the junior. Work with the golf course staff so they can inform customers about your fundraising activity on the golf course and place event fliers on the golf carts so customers are expecting to see you when they arrive to your chosen hole. Note: You can also offer girls the potential to earn a “free month” of programming. This can help their family to finance their training and also help you raise funds for specific projects. For every $250 they raise, they earn a free month of programming.

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Learning to Officiate the Game Level Five – Module One GOAL: Learn how to be an assistant rules official during a junior tournament. The main focus will be on monitoring pace of play and basic rules of golf.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Review of basic USGA Rules Monitoring Rules activity Discussion of basic USGA Rules

MATERIALS: Space Needs: Access to golf holes. Juniors: USGA Rules of Golf book, tournament rule sheet (including local rules), radio, pairings list.

PREPARATION (5 minutes): Review of Basic USGA Rules 

Meet with the girls and review the basic Rules of Golf and make sure they can easily find each Rule in the USGA Rules of Golf book. Also review the rule sheet and any specific local rules.  Basic rules to focus on: o Water and lateral water hazard. o Out of bounds and lost ball. o Obstruction (movable, immovable). o Advice. o Loose impediment. o Casual water. Go out on the course and role play with the girls about situations they will face. Have them go thru the process of decision making and calling in to the rules committee. Page | 174

ACTIVITY (10 minutes): Monitoring Rules Activity  

Girls will be assigned to various holes on the golf course where they will monitor that particular hole. If any Rules questions or situation arise, they should attempt to determine the answer themselves. o Before making the decision final, they will radio the rules committee to discuss the situation and get confirmation of the official decision. o If any questions remain, the rules official will drive to the hole and make the final decision. Girls will also radio the time after each group has completed the hole they are monitoring. This will assist the rules committee in identifying any groups that are out of position.

REVIEW (5 minutes): Discussion of Basic USGA Rules  

Have each girl discuss one Rule they learned during the event, which they did not know prior. Discuss the importance of knowing the Rules of Golf and how it's possible to use the Rules to the player’s advantage in certain situations.

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Share observations of how players “wasted time” and how they can improve the pace of play.

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Learning to How to Operate a Gof Pro-Shop Level Five – Module Two GOAL: To engage girls to be part of retail s by helping the golf professional staff with various golf shop activities.

SCHEDULE (20 minutes total): 20 mins

Retail operation activity

MATERIALS: Space Needs: Access to pro-shop Activity Supplies: Items present in the golf shop for retail operation.

ACTIVITY (20 minutes): Retail Operation Activity   

Gather participants in the clubhouse and give them a tour of the golf shop. Discuss the various departments, such as hard goods, soft goods, accessories, junior, teaching aids and team logo sections. Demonstrate and review the 5-step process to get an item on the shop floor: o Inventory: Have girls count inventory in various product categories. Compare the count to your order sheet to determine the number of items needed to be reordered. o Order Process: Have the girls actually call companies with account name, account number and detailed information about items needed to be ordered. Item numbers will need to be determined before call is made. Have girls also enter an order through the online process of other companies. o Receive merchandise: Show girls the process of receiving products:  Open boxes and compare all items included with the items listed on the packing slip. Initial and date the packing slip to confirm everything was received. Page | 176

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Follow the receiving process of your point of sales system to enter the item's SKU number, UPC code, quantity, cost and retail price. New SKU numbers will need to be created for items never received before.  Print labels with price and code information, o Tagging merchandise: Girls will learn how to tag merchandise.  Clubs need to be tagged so labels can be removed easily.  Clothing must have MSRP and size visible.  UPC codes need to remain visible for scanning. o Displays and merchandising: Girls will create signage and display the merchandise in a way to draw attention to the item. Sign should be colorful and very little writting.  Merchandise the product to increase the “wow” factor. Girls should rotate between all the tasks to get a feel for each step of the process.

Note: Additional steps may be to have girls actually calculate what the price should be with basic mark-up percentages and MAP information.

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Competitive Strategy in a Round of Golf Level Five – Module Three GOAL: Participate in an Adult-Junior Scramble, where LPGA girls will learn to strategize with their parent/guardian during a competitive round of golf.

SCHEDULE (80 minutes total): 5 mins 10 mins 60 mins 5 mins

Review scramble format Driving range warm-up Adult-Junior Scramble Post-scramble discussion

MATERIALS: Space Needs: Access to golf course/holes/driving range. Juniors: Golf equipment.

INTRODUCTION (5 minutes): Review Scramble Format Gather girls and their parent/guardian on the driving range and review a two-person scramble format.

ACTIVITY 1 (10 minutes): Driving Range Warm-Up  

 

Have girls and their parent/guardian warm-up on the driving range with no specific targets in mind. Have teams rehearse a team scramble by selecting a specific target, having them discuss the golf shot and club selection. o Have them follow their pre-shot routine and order of play as they would on the golf course. Modify targets and distances. Discuss order of play and strategy while training on the range.

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Teams should be encouraged to let the LPGA girl make the final decision for her learning process. Page | 178

ACTIVITY 2 (60 minutes): Adult-Junior Scramble  

Play a 9- or 18-hole, two-person team scramble. Girls and parent/guardian will have to: o Strategize about order of play. o Make decisions about shot selection – be aggressive or conservative, go for it or lay-up. o Help each other in reading putts. o Continue to encourage each other and always keep words positive.  It's important for the parent/guardian to stay away for technical discussions or comments.

REVIEW (5 minutes): Post-Scramble Discussion  

Discuss any decisions made which could have been different. It is important to discuss the importance of not blaming their partner or themselves if they were not able to execute a shot or get the desired result. o Learn from decisions and results they achieved so they can improve during the next event.

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Learning how to Promote Golf in the Community Level Five – Module Four GOAL: Engage girls to promote the game of golf in their community. Have girls assist with a presentation made at a local school. Girls will assist in the set up, running and public speaking discussing what the sport of golf means to them and how they started to play.

SCHEDULE (20 minutes total): 5 mins 10 mins 5 mins

Set up Sharing the game presentation Clean-up

MATERIALS: Space Needs: Access to golf gymnasium Activity Supplies: Modified golf equipment (e.g., SNAG®), hula-hoops, cones, flyers and promo information about LPGA-USGA Girls Golf. 

PREPARATION (5 minutes): Set-Up    

Location will be off golf property at a local school gymnasium. Set up a table with all program materials and giveaways for the kids. Set up skill stations (putting and pitching). Stations should have:  Safety/waiting zone: Participants stand here before it is their turn to swing. No clubs or equipment should be available in this zone.  Hitting zone: Where participants are allowed to hold and swing the club.  Target: Important to have small nets, flags or “bulls eye” for a visual.

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Note: Set up will vary based on the type of activity and the space available. If a more extensive activity – like a multi-day sports festival – coach/girls may be able to install a hitting net for full swing. Always use modified equipment for safety and tennis balls to avoid any injuries.

ACTIVITY (10 minutes): Sharing the Game Presentation  

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Have the Golf Professional welcome participants and have each LPGA girl introduce themselves, including how they started playing golf and why they enjoy playing. Have each girl introduce a basic golf topic: o Basic golf information and history. o How to hold the club (grip). o How to position your body (posture). o Swing basics. o Explain the stations and daily activity. Discuss safety in golf, “safety zone” and define a “safety word” to halt all activity, if needed, for safety purposes. With an LPGA girl at each station, split the groups and have them rotate between stations during their allotted time. o The number one goal is safety and helping each participant have fun and a positive golf experience. Answer any questions participants may have and distribute information and giveaways to participants.

REVIEW (5 minutes): Clean-Up   

Girls will help with breakdown of stations and materials. Review the importance of safety in this type of activity. What modifications would they make in the future? Did the girls feel they were able to share their passion for golf with participants?

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Learning to Stay Involved in the Community Level Five – Module Five GOAL: Engage girls to assist in an outing at a local Children's Hospital. Girls will spend time with children who have cancer or other medical issues, which keep them in the hospital for extended periods of time. They will learn to be grateful for their health and family support, and realize there are many other children who are not so lucky. This module will give participants a perspective that a bad day on the golf course is really not so bad.

SCHEDULE (20 minutes total): 5 mins 20 mins 5 mins

Discussion on health issues Hospital putting/pitching clinic Review, clean-up

MATERIALS: Space Needs: Access to open room or hall of hospital. Activity Supplies: Modified club, tennis ball, flag, Velcro target, putting loops, plastic holes, cups, chairs, boards, any items available to build an indoor putting obstacle course.

PREPARATION (5 minutes): Discussion on Health Issues  

This program must be a team effort between a local hospital, therapists, nurses and LPGA/PGA professionals. Safety and the well being of the participant is the number one priority. Discuss with the girls the various health issues children at the hospital have. Prepare them before arriving so they can be ready to see other children in a different environment than they are used to.

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Discuss their goal for the day is to make these children’s lives just a little bit better for an hour or so. To take their minds off their health issues and worries, and make them feel special and have fun. Girls will have to complete a hospital volunteer application and orientation before they can work with the program. Once at the hospital, set up a putting and pitching station, as well as an obstacle course in a conference room or an area designated for the activity. o Give enough room to be able to keep everyone at a safe distance. o May also be set up outside if there is a grassy area easily accessible.

ACTIVITY (20 minutes): Hospital Putting/Pitching Clinic       

Girls and children will form a circle and play an introduction game by saying their name, their age and something unique about themselves. Between each introduction, roll the ball to someone new who will repeat the previous information and introduce themselves. Continue the process until everyone is introduced. The rolling motion done in the introduction activity will be used to explain putting. Have the children roll the ball, again, but standing sideways to the target. Demonstrate putting with a putter and ball for them to see the similarities in the motion. Have each child putt to different targets around the room, while encouraging them. Complete the activity with a putting obstacle course, where they will putt over and under different obstacles to simulate a “putt-putt” course. Ask the nurses to help come up with a treat to offer them for participating.

REVIEW (5 minutes): Review, Clean-Up     

Breakdown stations and return all materials to their locations. Ask each LPGA girl what they will remember most about the activity. Will they see their own life differently? Will they see their parents/guardians and siblings differently? Will they react to golf scores or other happenings in their life differently?

Notes: 

Involve the parents/guardians as much as possible. They are often the ones having a more difficult time than the children and giving them an activity to break away from their worry is very helpful.

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Have the patient and parent/guardian play the obstacle course together, giving them an activity they can do together as a family.

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Preparing for Future Success Level Five – Module Six GOAL: To engage girls in their personal development by creating a personal golf video and resume for a potential collegiate golf scholarship. Being involved in the process will help them understand all the requirements and steps needed in applying for a golf scholarship and college admission

SCHEDULE (20 minutes total): 10 mins 10 mins

Golf video Resume-building activity

MATERIALS: Space Needs: Access to indoor work/office space. Activity Supplies: Video equipment or tablet, computer and printer, paper, envelopes, college contact list.

ACTIVITY 1 (10 minutes): Golf Video   

 

Prepare a golf video to send to college golf coaches. Video should look as professional as possible and be no longer than 10 minutes. Video should include: o Introduction: Name, where they live, graduation date, high school name and short goal segment. o Two face-on views, two down-the-line views of driver and 5-iron, with pre-shot routine o One face-on view and one down-the-line view of pitch shot, chip shot and bunker shot o Two-face-on views and two down-the-line views of putting. o On-course playing, showing the junior’s complete pre-shot routine. o Conclusion: Thank the viewer for taking the time to watch the golf video. Copy the video to a CD or upload to a YouTube channel where coaches can view easily. Stay away from larger files to email.

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ACTIVITY 2 (10 minutes): Resume-Building Activity  

Notes:     

Prepare a resume to highlight personal and playing information. Resume should include: o Cover letter personally addressed to each college golf coach, individually. o Personal Information: Name, address, email, phone, birthday, name of high school, year of graduation, GPA, ACT and/or SAT scores, community service involvement, desired field of study. o Additional information, including height, weight, right- or left-handed, other sports played. o Playing Statistics: Handicap, tournament stroke average, lowest tournament round, list of tournament results, upcoming tournament schedule o Recommendation letters from high school golf coach, golf coach and/or someone who knows the LPGA girl very well – both personally and as a golfer.

Resume should be professional looking and contain no spelling errors. Video sound and picture should be clear. Parents need to be involved in this project to make sure all steps are completed in a timely manner. Eligibility dates are very important in this process. Make sure they are followed in order to maintain eligibility. Girl should be relaxed so her personality may show on the video.

References:  NCAA eligibility requirements: web1.ncaa.org/ECWR2/NCAA_EMS/NCAA.jsp  PING® American College Guide (www.collegegolf.com)

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The Importance of a Pre-Round Warm Up Levels One to Five: Module One GOAL: Introduce young golfers to the importance of incorporating a warm-up routine before play and practice.

SCHEDULE (20 minutes total): 10 mins 10 mins

Lesson on importance of warming up Warm-up exercise

MATERIALS: Space Needs: Access to open area Juniors: Golf workout clothes, gym shoes and a golf club.

INTRODUCTION (10 minutes): Lesson on Importance of Warming Up If you have ever participated in a sport or some form of exercise, you most likely performed a warm-up and cool down before and after competition. So, why wouldn’t you warm-up before a round of golf or a practice session? Swinging a golf club up to 300 times a round – including practice swings – at speeds upward of 90 miles per hour stress our muscles, tendons and joints to full capacity. Junior golfers and recreational golfers often skip warming up before play and practice because of the misconception that golf is not a strenuous activity or because of time constraints. We are all so busy, so when we have time to play golf, we are anxious to get out on the course and end up skipping the warm-up. However, skipping the warm-up may mean it takes four or five holes before we loosen up and gain our form. By that time, our score may already be ruined. Spending a few minutes warming up before the first tee, can mean avoiding big numbers on your scorecard the first few holes and help prevent injury.

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Professional golfers know a proper warm-up is essential for peak performance and it is important for amateur and junior golfers to understand this, as well. No matter what level of player or age you are, a proper warm-up can help you play your best golf and prevent injuries. Other Benefits of a Golf-Specific Warm-Up:  Improve range of motion to help you make a complete shoulder turn and follow-through.  Prepares golf specific muscles to move more efficiently.  Increases blood flow to loosen and relax stiff muscles.  Increases energy.  Decreases lactic acid build-up in muscles to avoid post-round muscle soreness.  Provides a rehearsal for movements that you will be performing throughout the day.  Allows you time to clear and prepare your mind for the test of concentrating for four to five hours.  Reduces the chances of injury.  Increased physical capacity.  Resistance to fatigue.  Improved mental awareness and cognitive function.  Decreased anxiety.  Enhanced performance on the golf course.

ACTIVITY (10 minutes): Warm-Up Exercise Warm Up Routine:  

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Children should begin each workout with a brief warm-up (5 minutes). Warming up is the process of increasing muscle temperature, which increases blood flow to bring needed oxygen to muscles and joints. A warm-up will help loosen stiff muscles and joints, making it easier for you to swing the golf club more efficiently. Active warm-ups (also called dynamic warm-ups) are best for junior golfers and are achieved by any physical activity involving the large muscles of the body: torso, arms and legs. A golf-specific warm-up includes motions using specific muscles used in the golf swing, as well as motions mimicking the swing itself.

Example of a Warm-Up Routine:  Lunges: 8 to 10 repetitions on each leg.  Squats: 8 to 10 repetitions.  Windmills: 8 to 10 repetitions.  Core Rotators: 8 to 10 repetitions.  Shoulder Rotators: 8 to 10 repetitions.  Practice Swings: 8 to 10 repetitions.

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Focusing on Flexibility Levels One to Five: Module Two GOAL: Introduce junior golfers to the importance of flexibility and increased range of motion.

SCHEDULE (20 minutes total): 5 mins 15 mins

Introduction to flexibility Flexibility exercise

MATERIALS: Space Needs: Access to open area Juniors: Golf or workout clothes and gym shoes

INTRODUCTION (5 minutes): Introduction to Flexibility Teaching juniors to stretch will not only help them achieve a smooth and efficient golf swing, but will also get them into the habit of stretching for the rest of their lives and preventing injury as they get older. Flexibility is a key component to preventing injury. For maximum benefit, young athletes should stretch each of the major upper and lower body muscle groups two to three times a week.

ACTIVITY (15 minutes): Flexibility Exercise 

“All juniors are flexible because they are young,” is a common misconception when training juniors. Factors that determine the flexibility of a junior include: heredity, lifestyle, growth/development and body frame. Muscles attach to bones by way of the tendon. Muscle tension contributes to the overall stability and mobility of a joint. If you have great muscle strength but are lacking flexibility, you are putting your joints at risk for injury due to unnecessary forces being generated during your golf swing.

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The goal of the following stretches is to provide symmetry to the hips and lower back to allow for a more mobile base of support for your golf swing.

Example of a Flexibility Routine:  Hip Rotators Stretch: Lie flat on your back with your knees bent. Cross one leg over the other. Grab the back of your thigh on your bent leg (close to your knee) and actively – but gently – pull the legs to your chest. You should feel a stretch in the buttock of the leg that is crossed. Hold for 5 seconds and repeat up to 10 times on each side. 

Lower Trunk Rotation: Lie flat on your back with your feet flat on the floor and your knees together. Slowly rotate your knees in one direction without allowing them to separate while simultaneously rotating your neck in the opposite direction. Continue this motion in each direction for 2 to 3 minutes.

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Split Stance, Side-to-Side: Standing with your feet placed outside your shoulders, shift your weight to one side, while allowing the opposite side leg to straighten. You should feel a strong stretch on the inside of the straightened leg. Hold this for 5 seconds and then alternate to the other side. Repeat 10 times each direction.

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Half Kneel: On a firm surface, place one knee down and have the other knee bent and placed in front of you for balance. Keep your upper body in the upright position and shift your weight forward by bending the lead knee. As you move forward, you will begin to feel a stretch in the front of the hip on the down leg. When you feel a stretch, hold for 5 seconds. Repeat this up to 10 times on each side.

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Stork Turns: Stand on one foot and place the other foot next to your knee. Keeping your upper body facing forward, rotate the bent knee around the body to the stance side. You can use a wall for balance, if necessary. Repeat this up to 10 times, then switch legs and repeat.

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Toes-Up Foam Roll: Using a half foam roll or telephone book, place the balls of your feet up on the object. Working to keep your legs straight, reach over as far as you can and hold for 2 seconds. Repeat this exercise 10 times.

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Endurance Training Levels One to Five: Module Three GOAL: Introduce young golfers to the importance of physical movement in their daily lives.

SCHEDULE (20 minutes total): 5 mins 15 mins

Introduction to daily physical activity Endurance exercise

MATERIALS: Space Needs: Access to open area. Juniors: Golf or workout clothes and gym shoes

INTRODUCTION (5 minutes): Introduction to Daily Physical Activity Young people who are active are likely to establish healthy habits that can last a lifetime. But how much exercise do kids need? Kids need at least one hour of daily physical activity to ensure good health, according to the Center for Disease Control and Prevention. Unfortunately, according to another study, the average American child gets less than 5 minutes of exercise a day. As childhood obesity climbs to record levels and school funds are cut, parents can no longer assume school-based physical education programs are enough for their children to obtain the proper recommendations. Parents need to encourage their children to be active and to move their bodies as much as possible throughout the day. Fortunately, golf can be an excellent source of physical activity. To help young golfers stay fit and healthy for golf and for life, encourage them to incorporate golf-specific fitness into their daily routines. This will help them improve their golf games, while also getting the recommended amount of daily exercise to keep them fit and healthy.

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ACTIVITY (15 minutes): Endurance Routine      

Incorporate aerobic activity, such as running, biking, walking and jump roping to control body weight and improve stamina on and off the golf course. Endurance involves the ability of muscles to continually function over a sustained period of time. Endurance has two main components: Aerobic and anaerobic. Aerobic activities are allow the body time to supply energy via blood and oxygen to the working muscles. Anaerobic activities engage muscles to work with their limited stored energy without replenishment. Examples include short sprints in sports games or individual events up to 90 seconds. Activity lasting between 90 seconds and 3 minutes is a combination of both anaerobic and aerobic.

Example of an Endurance Training Program – Tabata Training: Formulated in 1996 by Japanese coach Izumi Tabata, this form of fitness training involves high-intensity interval training workouts. An original study proved that bursts of high-intensity interval training with short rests showed an increased rate of improvement in athletes’ aerobic (with oxygen) and anaerobic (without oxygen) energy systems. The interval training workouts last for 4 minutes and are broken up as 20 seconds of hard work, followed by 10 seconds of rest, repeated 8 times. For example, the 4 minutes is broken into 20 seconds of maximum running (or other activity) effort followed by 10 seconds of walking (or resting) (8 reps x 30 seconds/rep = 4 minutes) Athletes using Tabata training were found to have increased speed and endurance in sporting performance. The most traditional way of doing a kids’ Tabata training session is to have the children run, swim or jump rope.

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Building Strength Through Training Levels One to Five: Module Four GOAL: Introduce young golfers to the importance of building strength throughout their lives.

SCHEDULE (20 minutes total): 10 mins 10 mins

Introduction to strength training Strength exercise

MATERIALS: Space Needs: Access to open area. Juniors: Golf or workout clothes and gym shoes.

INTRODUCTION (10 minutes): Introduction to Strength Training Most junior golfers are not aspiring weightlifters or bodybuilders, but strength builders. Junior golfers should begin with body weight exercises that place an emphasis on multiple muscle groups and movement patterns, which mimic real life movements, such as push-ups, pull-ups and multi-directional lunges. Weights can be used but only under the supervision of a certified strength and conditioning coach. Definition of Strength Training for Golfers ď&#x201A;ˇ Use of resistance (e.g., free weights, own body weight, etc.) to increase your ability to exert or resist force. ď&#x201A;ˇ Strength training for the golfer should be safe, help prevent injury and enhance golf swing.

Strength Training Benefits Page | 192

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Increase flexibility for greater range of motion, a bigger turn and free flowing follow-through. Increased strength for greater clubhead speed and force through impact. Increased muscular endurance to resist fatigue. Increased anaerobic power for greater clubhead speed. Positive psychological and emotional benefits: The physically prepared golfer may yield more positive self-esteem.

ACTIVITY (10 minutes): Strength Routine 

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Young Juniors (ages 11 to 14): Get young juniors involved in other sports to assist with creating a dynamic athlete with a well-developed neurological system. Add external resistance as the junior has proven proficiency with maintaining excellent form using their own body weight.

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Utilizing Core Conditioning Levels One to Five: Module Five GOAL: Introduce young golfers to the importance of core conditioning throughout their lives.

SCHEDULE (20 minutes total): 10 mins 10 mins

Lesson on the importance of a strong core Core exercise

MATERIALS: Space Needs: Access to open area. Juniors: Golf or workout clothes and gym shoes. Activity Supplies: Medicine Balls

INTRODUCTION (10 minutes): Lesson on the Importance of a Strong Core The majority of golfers are now being educated on the importance of â&#x20AC;&#x153;coreâ&#x20AC;? conditioning and its benefits to the game. Junior golfers can also benefit from developing strength in core muscles. Core muscles go deep within the abdominals and back, and attach to the spine or pelvis. A few of these muscles include: the transversus abdominis (TVA), the muscles of the pelvic floor, abdominals, hips flexors, the latissimus dorsi and the obliques. The core muscles are the origination point for stability and movement in the golf swing. Stronger core muscles convert to better balance and a more powerful swing. They act to produce power, stabilization and transference of energy. Increasing core strength helps stabilize core muscles, which help control your body both statically and dynamically in the golf swing. By maintaining the same level of firmness in your mid-section, you can effectively transfer power from your lower body to your upper body.

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ACTIVITY (10 minutes): Core Routine Core Rotational Exercises: Each of these exercises mimic the rotation used in the golf swing:  Lunge with a medicine ball rotation.  Sitting medicine ball rotations.  Standing torso rotations. Core Strength Exercises:  Swiss Ball ab crunches.  Swiss Ball side crunches.  Swiss Ball back extensions.

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Golf-Specific Conditioning Levels One to Five: Module Six GOAL: Introduce young golfers to the importance of golf-specific conditioning.

SCHEDULE (30 minutes total): 10 mins 10 mins 10 mins

Introduction to sport-specific conditioning Age-specific activities Golf-specific conditioning exercise

MATERIALS: Space Needs: Access to open area. Juniors: Golf or workout clothes and gym shoes. Activity Supplies: Medicine Ball

INTRODUCTION (5 minutes): Introduction to Sport-Specific Conditioning It has become the status quo to take children as early as five years old and decide their course in athletics: â&#x20AC;&#x153;My child is a baseball player, football player, soccer player, golfer [etc.]. If I make them train in one sport early, they are sure to be a success!â&#x20AC;? Not only is this approach a poor concept for sports skill development, it is a poor template for physical conditioning. Junior fitness and sport-specific conditioning has recently come to the forefront of marketing and advertising. It is an enormous market and parents are quick to pay the price for their child to run faster, jump higher or swing harder in six to eight weeks. The problem with this methodology is the development of a child is not a sprint, it is a marathon. The growth and development stages of a child through adolescence into maturity are many and differ with gender. Any short-term gains for the sake of marketing typically put the junior athlete at risk for injury or burnout. High-stress and high-intensity workout programs early in development are typically more harmful to the young athlete. Page | 196

What must be understood by parents and coaches is that a junior should be developing neurologically and building strength through the course of normal daily activities. In today’s society of gaming systems, Internet and cable television, juniors do not get the volume of “play” that was once the norm for a developing athlete. Most activities you can name that a junior could perform to build strength, endurance and balance have been turned into a video game to be played while sitting in a chair. If you take this junior and put them directly into a sport or sports performance fitness program, you are surely setting them up for injury. A junior must be prepared for demanding activities through methodical preparation using an age-specific fitness program. A solid junior fitness program is imperative to ensuring your junior has a safe and effective sports performance. Golf is an incredible sport. Golf teaches many life lessons. Golf is demanding on the body and mind at any age. Building a healthy junior athlete for golf is a great endeavor for the parent and the junior. By creating an environment that effectively challenges a junior appropriately for their developmental stage, you are ensuring a progression in sports that will properly develop the skills of your junior. To build a great golfer, you must build a great athlete. There is no greater mistake in sports than training exclusively for one sport at a young age. Juniors must be involved in a variety of sports and play activities to help their bodies develop greater balance, coordination, speed, agility, etc. Believe it or not, skateboarding and playing basketball will provide a more well-rounded skill development for golf than pulling on a rubber band in a golf motion could ever hope to achieve. Young golfers who start swinging a club when they’re five years old, but never explore the motor patterns of movements in the opposite direction of their swing, are building physical imbalances. These imbalances over time create an environment for injury and poor performance. It is important juniors spend time jumping, running, throwing, catching, rolling, shuffling, hopping… you get the point! If you want to be a great athlete, look at successful golfers of the past and present – many were/are great in other sports, as well.

ACTIVITY (10 minutes): Age-Specific Activities There are many ways to enhance training to improve a junior’s golf game and quality of movement. When you think of training, think of movement patterns, not just movements. This means using as much of the body as possible to perform workout activities. A golfer does not hit a golf ball with just their back or biceps or legs. A golf ball is hit with the coordinated sequencing of all primary muscles and their supporting casts. For this reason, golfers should seek out exercises that challenge their strength, balance, coordination and power all at the same time:

Children (ages 5 to 10): Push-ups, sit-ups, weight bearing stretches, bear crawls, two-on-two soccer and basketball, box jumping and/or frog hops. This list is endless and is only limited by your imagination. The goal is to create activities that encourage the use of the children’s own body weight as resistance, promote simplified team games and enhance flexibility performing stretches on your feet. Young Juniors (ages 11 to 14): Get young juniors involved in other sports to assist with creating a dynamic athlete with a well-developed neurological system. Add external resistance as the junior has proven proficiency with maintaining excellent form using their own body weight.

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Older Juniors (ages 15 to 19): Teachers/trainers are allowed more liberties with weight training and explosive strength in this age group. It is imperative that, as heavier weights are added and more dynamic movements at high speeds are required, the junior maintains safe and efficient form during exercise. Golf is a truly challenging sport that requires athletes to perform at their highest levels of strength, power and coordination. Be sure your junior is properly prepared for the dynamics of this wonderful sport.

ACTIVITY (10 minutes): Golf-Specific Conditioning Golf-Specific Exercises for All Ages: 1. Medicine Ball Toss. 2. Around the World Rotation Drill. 3. Helicopter Swing Motion Drill. 4. Chipping and Pitching Contests to Develop Basics Skills.

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The Name Game Level One – Module One GOAL: Get to know everyone and their name. The activity will help the girls increase group cohesiveness, stimulate imagination, increase focus and have fun.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Name Activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: Just the girls and coaches/leaders.

INTRODUCTION (5 minutes): Lesson on Being Prepared   

Explain to the girls the importance of getting to know everyone by name. o Equate this to meeting new golfers while playing. Today, the girls get to introduce themselves in a very special way by stating their name AND putting a unique movement with it. You may also choose to discuss how movement can be an important part of learning.

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ACTIVITY (10 to 12 minutes): 

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Have the group stand in a circle. Start by saying your name and doing a movement along with your name – it can be as simple as raising one arm in the air. Then, have your group repeat your name and gesture. Next, have the girl to your left say her name and do a movement. Then go back to the beginning. Have the group say your name while doing your movement and then the girl who just went. Each member of the group gets to add her name and movement to the group. Each time go back to the beginning and do the names and movements from the top. It can get pretty silly especially as you keep adding on. This is a fun activity to break the ice. You might need to help a few girls come up with movements. It doesn’t matter if the movement is a shoulder shrug, jump or a wrinkle of the nose. Let them know all movement matters. If someone is shy, pass on them and, before you know it, they’ll be offering up their name once the fun starts rolling. When you meet for the next session, start by doing this exercise again and see if everyone remembers each other’s names and movements!

REVIEW (3 to 5 minutes): 

Give the girls the opportunity to reflect and share any thoughts.

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Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Throwing Par Level One – Module Two GOAL: To have fun, while reinforcing order of play and introducing par. “Throwing Par” will have the girls practicing the parallel skills of throwing, tossing, and rolling a ball.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins "Throwing Pars" game 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: 1 SNAG® Ball per player. Various equipment, including: SNAG® Golf equipment, cones, hoops, buckets filled with water, trees (if accessible), etc.

INTRODUCTION (5 minutes): Lesson on Being Prepared  

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Discuss with the girls what “par” means. Review different parts of the golf course, including tee box, fairway, sand bunkers, water hazards and putting green. o You may choose to include out-of-bounds and much more. o This will be a great way to teach and reinforce some of the Rules of Golf, as well as “anatomy” of the golf course. Demonstrate the rules of the tee box, including proper etiquette and safety while someone is “teeing off.” Explain, in today’s activity, they will be designing their own golf hole and then challenged to use a throw, toss or roll to “play” the hole. o Discuss similarities between: Page | 201

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 Throwing and full swing.  Tossing and pitching and/or chipping.  Putting and rolling. Demonstrate a hole by designing a simple par-3 that everyone can see. o Example: Use two cones for a tee box, SNAG® Rolleramas for sand bunkers, water buckets for hazards and a SNAG® Hoop Clock as the hole. Get creative! o Invite the girls to ask questions during this time. You may choose another girl to demonstrate with you so that you can reinforce order of play.

ACTIVITY (10 to 12 minutes): 

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Divide the girls into teams of no more than 4 players. Have them decide as a group who will design the first hole. o Do not worry if you’re short on equipment – it will only encourage each team to be more creative! Have the girls choose the first order of play for their group. o The coach can walk from group-to-group discussing rules and “shot” selection. Have the girls keep track of their scores by counting the number of throws, tosses and rolls it takes to get their ball to the final target (into the hole). Have the player with the lowest score design the next hole. Make sure everyone gets a chance to design a hole. o The player with the lowest score can still go first off the tee box if they have already created a hole.

REVIEW (3 to 5 minutes):   

Review some of the Rules of Golf and etiquette. Invite them to discuss their experiences and share or ask any questions. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Imagine and Putt Level One – Module Three GOAL: Energize the girls’ imaginations through a fun putting game.

SCHEDULE (18 to 22 minutes total): 5 mins 10 to 12 mins 3 to 5 mins

Introduction Putting Activity Review

MATERIALS: Space Needs: Activity Supplies: Putters, colored golf balls, string, scissors, tees.

INTRODUCTION (5 minutes): Lesson on Being Prepared   

Ask the girls what it means to “imagine.” Ask them to share some examples of when they imagine and how they can use their imagination to help them in golf. Give some examples of when you (coach) might have used it.

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Explain that they are going to use their imaginations during this fun putting game.

ACTIVITY (10 to 12 minutes):   

Divide the girls into equal groups of no more than 4 girls per group, up to 4 groups depending on space. Review and demonstrate putting basics. Give each group a few minutes to think of a shape.

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The shape will be their target, but they will use their imaginations as to what the shape transforms into. The golf balls they putt into the shape will also turn into something created from their imagination. o Example: The shape is a square. The square is a jewelry box and the golf balls are jewels. Give the girls enough string to make a shape that is approximately 3 feet by 3 feet. Use tees and string to create the shape on the putting green. o Note: This game can also be played indoors on carpet using masking tape. Each girl should take 5 golf balls and place themselves around the target approximately 5 feet away from it, safely away from their playing partners. The girls will take turns putting into their imagined target. Give them a number of “makes” to work toward as a group before they all move back 1 foot. Repeat, increasing the distance so the girls get a chance to work on varying distances. If time permits, the girls can change to another group’s shape and repeat.

REVIEW (3 to 5 minutes):    

Review the activity with the girls. Ask them how it felt to imagine their target. Ask each group what their target was. Have them shake each other’s hands and say, “Good golfing.”

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Become the Architect Level One - Module Four GOAL: Energize the girls with obstacle course fun as they become their own “course architect.” The activity will facilitate group bonding, collaboration and golf course knowledge.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Obstacle course architect activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: Hoops, cones, items to jump over, tennis balls, balancing prop (e.g., small balance beam, balance pads, simple string to simulate tightrope), any other props you can think of.

INTRODUCTION (5 minutes): Lesson on Being Prepared  

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Explain to the girls what a golf course architect does. Use this time to reinforce different parts of the golf course. Explain they are going to be their own obstacle course architects. Discuss different ways of navigating obstacles. o Example: Jumping over, going under, moving around, sideways, backward, etc. Build your own obstacle as an example and have the girls go through it. o Example: Zigzag through the cones, side shuffle to a basket, jump over each aiming stick, sprint to the red cone, throw a tennis ball and then walk over the “balance beam” (string).

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ACTIVITY (10 to 12 minutes):  

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Divide the girls into equal groups of no more than 4. The number of groups will depend on space and equipment. Give each group a few minutes to think of their own obstacle course. They are encouraged to collaborate and work as a team. Give them specific space boundaries to work within. Once they have completed their course, they can practice moving through it. Have the girls explain their obstacle course to the other groups. Each group can show off their own “course” and go through the others. If time permits, give groups a chance to add to their course.

REVIEW (3 to 5 minutes):    

Review the activity. Ask the girls how it felt to work as a team and collaborate. How was it to communicate and agree on some things? Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Indoor Color Putting Level One – Module Five GOAL: Color putting (indoors)

SCHEDULE (18 to 22 minutes total): 5 mins 10 to 12 mins 3 to 5 mins

Introduction Putting Activity Review

MATERIALS: Space Needs: A room with a smooth, open floor. Activity Supplies: SNAG® Rollers, SNAG® Balls.  Colored masking tape. Here is a link to my supplier: http://bit.ly/1oTtF7E

INTRODUCTION (5 minutes): Lesson on Being Prepared   

Review the basics of putting. Explain the importance of distance control. o The goal of this game isn’t necessarily direction, but proper distance. Discuss the idea of visualizing the target using colors. Explain to the girls that, in this activity, their targets are going to be fun colors instead of golf holes.

ACTIVITY (10 to 12 minutes): 

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Using the colored masking tape, put strips on the floor in the order of the rainbow (red, orange, yellow, green, blue, purple). The strips should be in a straight line, approximately 6 feet long per student putting. o For example, if 5 girls are putting at the same time, the strip will be 30 feet long. Lay down another strip of the same color alongside the one down to make it wider and more visible to the girls. Continue to lay down all the colors of the rainbow parallel to each other, approximately 5 to 8 feet apart. See diagram below. Page | 207

____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________

Color Judge

Putter #1 Putter #2 Putter #3 Putter #4 Putter #5

SAFETY ZONE  

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Girls who are not putting will stay behind the safety line. Designate one girl as the color judge. She will call out the color for the girls to putt to as well as announce who gets the closest. o Switch roles, rotating all the girls in so they get to be the “judge.” You can have groups of girls be the “judge” encouraging them to make decisions as a team. Once the judge(s) has decided on a color, she announces it to the other girls as they are getting set up for their putt. She’ll then say, “1, 2, 3 Putt!” at which point all girls must putt their ball. The judge(s) then decides who is the closest, returns all the balls back to the players and they repeat. The judge(s) can choose any color she likes. Rotate girls in the Safety Zone to be putters after 3 attempts.

REVIEW (3 to 5 minutes):  

Give the girls the opportunity to reflect and share any thoughts. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Cartwheels and Chip Shots Level One – Module Six GOAL: Keeping the girls energized throughout the session by incorporating a fun movement activity into a chipping game. Girls will be challenged to switch “energy gears” throughout the game; coach will talk about how that relates to life.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Chipping Activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: 4 SNAG® Balls per girl 1 SNAG® Launch Pad 1 SNAG® Hoop Clock 1 SNAG® Rollerama SNAG® Launchers 1 colored cone

INTRODUCTION (5 minutes): Lesson on Being Prepared    

Have participants sit in a group. Explain that, sometimes in life, there are times we have to “switch gears.” Give a personal example of when you may have had to change your energy based on a situation. Discuss how this can relate to playing golf.

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ACTIVITY (10 to 12 minutes):   

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Divide the girls into equal teams of no more than 4 girls per group, up to 4 groups depending on space. Review and demonstrate what a chip shot is. Set up each team with a starting point using the colored cone. Each team should also have a designated chipping area approximately 10 to 20 yards away from the starting point. o To keep the girls safe, make sure there is at least 10 feet of space between each team’s starting point. o The SNAG® Rollerama should be 10 yards away from the starting cone. Tell the girls that when you say, “Go!” one member from each team will run to their station, chip 1 ball, safely set the club down and run back to their team. This game is performed relay style. Repeat until all the balls have been chipped toward the Rollerama. Have the girls total their points by seeing which numbers the balls stuck to. Repeat the game, encouraging the girls to “shoot” for lower scores.

Variation: Suggest a variety of movements the girls can use to move toward the Rollerama, such as hopping, spinning, cartwheels, skipping, galloping, etc.

REVIEW (3 to 5 minutes):     

Review the activity with the girls. Ask them how it felt to “switch gears” when they had to focus and preform a golf shot. Ask them what their favorite way to move was. Give the girls the opportunity to reflect and share any thoughts. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Chipping Races Level Two – Module One GOAL: Work on moving quickly as a team, while staying focused on the task at hand. Work on the ability to perform as adrenaline increases.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Chipping Activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: SNAG® Launchers, SNAG® Launch Pads, SNAG® Balls, 1 Rollerama per team.

INTRODUCTION (5 minutes): Lesson on Being Prepared   

Explain to the girls what adrenaline is and discuss moments one may feel it positively through excitement or negatively. Explain that, today, the girls will be working on feeling positive adrenaline through a fun team game. Review the basics of a chip shot using the SNAG® golf equipment. Choose someone to help demonstrate.

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ACTIVITY (10 to 12 minutes):  

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Split girls into teams of 2 or 3. Make as many teams as you can. o You can have two teams working with one Rollerama by using both sides. Set 4 cones in a row, each one a little farther than the one before. o Start the first cone approximately 8 feet away from the Rollerama and each one after should be another 3 feet farther, and so on. (See diagram below.) Player 1 starts at the first cone and must chip it to the number 1 or 3 on the Rollerama. Once she succeeds, she’ll drag the Launch Pad back to the second cone and chip it to the 1 or the 3. Keep going like this until she reaches the final cone. Once she hits the 1 or the 3 from all 4 cones, Player 2 jumps in and does the same thing. This is a friendly race that challenges players to move fast, yet find balance and focus on the task at hand. Repeat. If skill levels permit, narrow the target to just the number 1 before moving on. o Feel free to get creative in designing variations for this activity.

Cones Cones

Cones 1

REVIEW (3 to 5 minutes):     

Launch Pad

SAFETY ZONE

Launch Pad

R O L L E R A M A R A M A

Review with the girls what it felt like to be moving fast and staying focused. Were there any feelings of being nervous? Were they able to move fast when needed and slow down when they needed to focus? Discuss when this can happen in life and on the golf course and problem solve ways to navigate the emotions. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Where to Putt Level Two – Module Two GOAL: Energize the girls’ minds through a fun putting game that keeps everyone engaged. This game focuses on distance control and putting basics, while strengthening group bonding, collaboration and their knowledge of geography.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Putting Activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: Putters, colored golf balls, cones and/or hoops.

INTRODUCTION (5 minutes): Lesson on Being Prepared   

Explain to the girls the importance of distance control while putting. Review basic putting fundamentals. Demonstrate what creates more or less roll to a specific target.

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ACTIVITY (10 to 12 minutes):   

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Set up 4 to 8 cones or hoops in a row about 3 feet from one another. Set up a starting point approximately 5 feet from the first hoop/cone. Ask the girls to name places near, far and in-between. o Example: I am in NYC, so a place nearby would be Albany; a far place would be California; Colorado may be in-between and Africa would be really far. You can also suggest places within the community. o Example: The ice cream shop may be very close to the golf course; the library a little farther; the park even farther and the lake even farther than that. Designate each hoop or cone as a “place.” Have the girls partner up. One girl will be the putter while one girl stands in a safe area and calls out the place. The putter must try to putt the distance of that “place.” Encourage the girls to get creative. This game can really stimulate their conversation and creativity. Have the girls take 3 to 5 putts to each place that is called out to see if they can get a little closer each time. Switch roles after the putter has made attempts at every place. Encourage the girls to come up with new places and repeat. If time allows, have the girls switch partners and have them share their places.

REVIEW (3 to 5 minutes):    

Review the activity. Ask the girls what some of their favorite places were. Ask if anyone wants to share their experiences and what everyone was best at. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Reinforce Putting Skills Level Two – Module Three GOAL: Reinforce putting skills.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Putting Activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: Each girl should have 1 SNAG® Roller, 1 SNAG® Hoop Clock, 5 SNAG® Balls.

INTRODUCTION (5 minutes): Lesson on Being Prepared Review putting basics, including distance control and direction.

ACTIVITY (10 to 12 minutes): 

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Set up the players so they are aiming at their Hoop Clocks. o Allow enough space so the girls can safely retrieve any balls that do not make it into their target zone and return back to the starting point to continue on. Give each player a starting point – one that is consistent for each. o Example: Start everyone with a 10-foot putt. This is also a good time to teach them to pace-off the distance to help the girls being to understand different distances. Explain that when you say, “Go!” each player will putt until they have all 5 balls in their target zone (Hoop Clock). When the first player does, they will yell, “DONE!” and everyone else stops. You may choose to them a “point”. Goal can be to accumulate the most points. Page | 215

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Repeat the activity at different distances.

REVIEW (3 to 5 minutes):    

Review with the girls the importance of distance control. This is also an activity that promotes excitement and challenges their focus. Discuss strategies to stay focused. Discuss how “rushing” through things can have a negative effect. Draw parallels to real life situations. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Queen of the Castle Level Two – Module Two GOAL: Reinforce basic chipping skills. Increase target focus. Strengthen “intention” and “attention” while chipping.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Chipping Activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: SNAG® Launchers, SNAG® Launch Pads, SNAG® Balls, SNAG® Hoop Clocks, aiming sticks or string, tees.

INTRODUCTION (5 minutes): Lesson on Being Prepared  

Review and demonstrate the chip shot. Have one or two girls demonstrate. Explain that the girls will be chipping their balls over a “moat” and into a castle. They can choose to be a princess, a queen, a knight, a joker or even a king – whatever they want to make it fun and creative.

ACTIVITY (10 to 12 minutes):  

Work in teams of two if you have a large group and space is limited. Give each player or team 5 to 10 of the same color SNAG® Balls so they can easily identify their own. o Up to 6 teams can play as there are 6 colored SNAG® Balls. Page | 217

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Create a castle (box shape) out of either aiming sticks or string and tees, and place it in the middle of an open space. The box should be at least 10’x10’, and can be smaller to increase difficulty as the game goes on. Set up the 6 Launch Pads around the “castle” about 10 to 20 feet away. This can increase or decrease through out the game for several “rounds.” o Each Launch Pad should have the same colored SNAG® Balls. Place a Hoop Clock 2 feet in front of each Launch Pad. This is the “moat” they must chip over. Player 1 will chip all their balls – one at a time – attempting to land each one in the castle. Her teammate will help keep track of points. Once all “Player 1s” have finished, everyone will collect the balls and return to their Launch Pads so the next player can chip into the castle. Once they are done, have the teammates add up the points and announce to the coach. The team with the most points is the “Queen of the Castle” for that round. Repeat the game using different sized castles and different distances. See diagram below for set up.

Castle

Moat

Launch Pad

REVIEW (3 to 5 minutes):  

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Give the girls an opportunity to share their experiences. You may choose to award any particular player or team who accumulated the most points. You can even imagine up a ceremony where they get named the “Queen.” o Be creative, silly and have FUN! Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Dizzy Putts Level Two – Module Five GOAL: FUN!

SCHEDULE (18 to 22 minutes total): 5 mins 10 to 12 mins 3 to 5 mins

Introduction Putting Activity Review

MATERIALS: Space Needs: Activity Supplies: Each team will need: 1 Rollerama 1 SNAG® Roller 4 SNAG® Balls 1 SNAG® Hoop Clock 1 cone

INTRODUCTION (5 minutes): Lesson on Being Prepared  

Explain to the girls the name of the game is “Dizzy Putts.” This game will get them spinning and then moving as best they can to a designated spot where they will work to make a putt while DIZZY! Review putting basics. Have one or two girls demonstrate, if needed.

ACTIVITY (10 to 12 minutes):   

Divide the girls into even teams. Set up one Rollerama for every two teams. Place a Hoop Clock down on the ground approximately 30 feet away from each side of the Rollerama (see diagram below). Page | 219

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Place a cone between the Rollerama and Hoop Clock, about 8 feet from the Rollerama. Place a Roller next to the cone. Give each girl on the team a ball and tell them to form one line behind their Hoop Clock. When you say, “Go!” Player 1 will jump in the Hoop Clock and spin for 8 seconds. She will then jump out of the hoop and make her way to the cone. Player 1 then places the ball on the ground, aiming the arrow toward the target, picking up the Roller and putting toward the Rollerama. After she is done, she should gently place the putter on the ground next to the cone and run to the end of the line. Player 2 then goes. Repeat until all players have gone. o Try different distances and starting points for each round.

Rollerama Hoop Clock

v v

Cone

REVIEW (3 to 5 minutes):    

Review with the girls what it felt like to be dizzy and try to maneuver through the game. Ask if they thought it was better to take their time or rush. Challenge them to think of times in their lives where rushing or taking their time served them well or did not serve them well. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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You’re the Coach Level Two - Module Six GOAL: Introduce and/or reinforce the fundamentals of the full swing. Engage all players. Get the nonswinging players involved and learning by awarding their teammates for successfully demonstrating some of the fundamentals of a full swing.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Swinging/Coaching Activity 3 to 5 mins Review

MATERIALS: Space Needs: Open space big enough to accommodate at least 4 full swing stations. Activity Supplies: 5 SNAG® Balls per girl. Each team will need: 1 SNAG® Launcher 1 SNAG® Launch Pad 1 SNAG® Hoop Clock Blank piece of paper and marker 3 cones for safety

INTRODUCTION (5 minutes): Lesson on Being Prepared 

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Start a discussion with the girls as to what they think goes into a golf swing. What parts and pieces (fundamentals) do we put into a good swing? o Add your own as you see fit or if the girls need ideas. Have one or two girls demonstrate some of them.

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ACTIVITY (10 to 12 minutes):   

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Divide the girls into even teams of no more than four girls per team. Player 1 will be the golfer. Have the other teammates sit behind the 3 safety cones at their station. o The safety cones should be at least 10 feet away from the golfer swinging. Designate a fundamental for each non-swinging player to watch for, which can also facilitate great conversation between players as to what goes into a golf swing. Examples: o Player 2 watches for set up. o Player 3 watches for the “Y” to “L” position. o Player 4 watches for a balanced finish. After each swing, the non-swinging players award their teammate a point by marking it on their piece of paper for successfully completing the fundamental they were in charge of watching. o If they did not successfully demonstrate it, encourage the girls to give positive feedback and have them explain to the golfer what they’d like to see. TEACHING IS LEARNING! The coach may decide to change it up from round to round. For example, in round 2: o Player 2 watches for tempo. o Player 3 watches for foot work. o Player 4 watches for posture. o This is a great way to get all players involved and learning.

REVIEW (3 to 5 minutes):   

Review with the girls how it felt to coach and be coached by their peers. Did it help them learn? Did they improve their own swings when it was their time? Ask them to reflect and share what it was like to be both a player and a “coach.” Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Learning to increase positive self-talk Level Three – Module One GOAL: Increase confidence in making short putts. Increase positive self-talk.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Putting Activity 3 to 5 mins Review

MATERIALS: Space Needs: One hole on the putting green per team. Activity Supplies: Putters, balls, tees, a positive attitude.

INTRODUCTION (5 minutes): Lesson on Being Prepared 

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Spend a few minutes discussing with the girls the importance of positive self-talk. o Give a few examples in your own life where perhaps negative self-talk did not serve you and vice versa. Challenge the girls to use only positive words to themselves today, no matter what the outcome of their practice is. Introduce the powerful words “I CAN.” Go around the circle and ask the girls to use today’s mantra, “I CAN,” in a sentence that pertains to them: “I CAN be happy.” “I CAN smile.” “I CAN be kind to my friends.”

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ACTIVITY (10 to 12 minutes):     

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Divide the girls into even teams of no more than 3. Set up each team at a hole on the putting green. Each hole should allow for a flat, 3-foot putt. Place a tee in the ground 3 feet from the hole; place 5 golf balls next to the tee. Player 1 will set up to the 3-foot putt. The other two girls will stand off to the side serving as the EARS to their friend’s mantra. Player 1 will recite the words, “I CAN putt!” to her partners before making the stroke. She will repeat until all 5 balls have been putt. Players will switch roles until everyone has completed the task. Perform a second round and invite the girls to create their own mantra using positive self-talk.

REVIEW (3 to 5 minutes):    

Invite the girls to share their experiences. Did anyone feel more confident? When might they use a positive mantra in their lives outside of golf? Give everyone a chance to share. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Birdies in the Nest Level Three – Module Two GOAL: Girls will practice their chipping technique; work on distance control and direction.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Chipping Activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: Each team will need: 1 Birdieball StrikePad or SNAG® Launch Pad 10 Birdieballs or SNAG® Balls Sand wedge and/or pitching wedge or SNAG® Launcher 4 hoops

INTRODUCTION (5 minutes): Lesson on Being Prepared 

Review chipping technique with the group. Have one or two girls demonstrate.

ACTIVITY (10 to 12 minutes): 

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Divide the girls into even teams. o Number of teams will depend on number of StrikePads/Launch Pads available. o You may choose to use a combination of Birdieball and SNAG® equipment for this game to accommodate more players. Set up each team with the first three items on the Activity Supplies list. Scatter 4 hoops 15 to 20 feet away from the StrikePad/Launch Pad. The hoops will serve as “nests.” Page | 225

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Player 1 for each team will start to chip their “birdies.” The goal is for each team to get a “birdie” in each nest. Have each player take an even number of turns before switching players. Any Birdieballs/SNAG® Balls that missed the nest should be returned.

REVIEW (3 to 5 minutes): 

Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Tune Out, Tune In Level Three – Module Three GOAL: Create/increase sensory feedback (“feel”) by closing their eyes and having players tune in to their other senses.

SCHEDULE (18 to 22 minutes total): 5 mins 10 to 12 mins 3 to 5 mins

Introduction “Tuning in” putting activity Review

MATERIALS: Space Needs: Putting green or other open area. Activity Supplies: Putters, balls, targets (Hoop Clocks and/or holes).

INTRODUCTION (5 minutes): Lesson on Being Prepared 

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Have a brief discussion with the group about the importance of “tuning in.” o Give an example of how, in your own life, you’ve had to listen to your feelings and trust your instincts. Tell the girls they will be “tuning in” by closing their eyes while practicing putting.

ACTIVITY (10 to 12 minutes): Divide the girls into even groups of no more than three. Have them choose a hole to work at. You may also use SNAG Hoop clocks as the hole if there are a limited number of holes on the green. Have one girl be the putter, one girl standing by the hole to retrieve balls and one girl safely just off to the side of the girl putting. Place three balls from approximately 10 ft from the hole. Have the player putt the first ball to the hole with her eyes open. Have her then putt the next two with her eyes closed. After making the putt she is to report to her partner where she thinks the ball ended up. For example did she feel it was long, short, to the right, to the left Page | 227

etc…. Have the girls each switch roles. Once all the girls have putt from 10 ft, move the balls back to 20 ft and then 30 ft and so on.

REVIEW (3 to 5 minutes): Have a brief discussion with the girls about their experience. Invite the girls to share their experiences. Was it hard, easy to tune in and close your eyes? Finish by encouraging the girls to take a moment to tune in to their feelings from time to time. Have the girls meet in the middle for a cheer with one hand in . 1,2,3, “Girls Rock!”

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Sticky Cart Level Three – Module Four GOAL: Have FUN while practicing pitch shots!

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Pitching activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: A golf cart, all the SNAG® Flagstickies you can find, SNAG® Launchers, SNAG® Launch Pads and SNAG® Balls.

INTRODUCTION (5 minutes): Lesson on Being Prepared   

Have a brief discussion and review of the pitch shot. Tell the girls that what they are about to do is simply FUN, but it should never be done on the course or at the range. It is only done here and is set up safely! Reiterate the importance of being safe on the course and share examples of how that is done.

ACTIVITY (10 to 12 minutes):    

Decorate a golf cart using every SNAG® Flagsticky you have. Safely space out 3 to 5 Launch Pads with 10 balls each. Position the Launch Pads at a distance of your choice that students can successfully hit with a pitch shot. Divide the girls evenly among each Launch Pad site. Have one girl at each space step up and each hit their 10 balls, attempting to hit the “Sticky Cart.” Clean up the balls and rotate the next golfer in. o You may choose to create a point system, if you see it as motivation. Award points based on hitting the target. Page | 229

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You may also choose to call out the target and only award points to those who hit each specific one.

REVIEW (3 to 5 minutes): 

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Have a brief wrap-up that includes discussing safety on the course, as well as in the practice area. Reiterate to them that today’s activity was safely set up and designed for FUN and not to hurt anything or anyone! Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Drive, Pitch, Chip Level Three – Module Five GOAL: Introduce the idea of random practice and give the girls an opportunity for creative thinking, decision making and imagination.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins On-course simulation activity 3 to 5 mins Review

MATERIALS: Space Needs: Driving range Activity Supplies: Various clubs, range balls.

INTRODUCTION (5 minutes): Lesson on Being Prepared   

Discuss various ways to practice. Introduce the idea that, in golf, you rarely have two of the same shots in a row. Invite the girls to share their ideas about how one might practice effectively and simulate on-course play.

ACTIVITY (10 to 12 minutes): 

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Show the girls how you would simulate playing a golf hole while on the range. o Describe the hole that you will play in your imagination. o Carry out each shot as if it is the one on your imaginary course. Set up the girls in even teams of 3 or 4. Have the girls decide who will go first and the playing order. o You can have the girls play an imaginary scramble or imaginary alternate shot format. Page | 231

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After each shot, the group will decide and agree, together, where the ball landed and what club and shot to use next. Alternate players until everyone has made it onto the imaginary green. o Take into consideration and implement order of play and etiquette. o If the range is close to the putting green and you have the space, have the girls walk over and putt out. Of course, this will be based on their imaginations! o Encourage the girls to get as creative as they want. For example: “This is a par 3. The first shot goes over a tall castle. …” This is a great way to be creative, use their imaginations and find tons of teachable moments of on-course play at the same time you are encouraging effective practice.

REVIEW (3 to 5 minutes):    

Invite the girls to share their experiences. How was it working as a team? What was it like to imagine where your ball landed? o Ask open-ended questions, giving them the opportunity to express themselves. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Marshmallow Fun Level Three – Module Six GOAL: A simple and fun activity using a variety of clubs. This activity can be used indoors on a rainy day by using the SNAG Golf equipment. It can also be used outdoors anywhere there is limited space.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Marshmallow long drive/chipping activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: A variety of clubs (traditional and SNAG®), marshmallows (not mini), ball of yarn for measuring, Sharpie® markers, targets (hula hoops, SNAG® Hoop Clocks, etc.).

INTRODUCTION (5 minutes): Lesson on Being Prepared  

Explain to the girls that, today, they will be using marshmallows for some fun games, including “long drive” and “closest to the target” (chipping). Explain how to use their piece of yard to measure the distance of their “drive” or “chip.”

ACTIVITY (10 to 12 minutes):   

Divide the girls into even teams. Give each team a long piece of light colored string or yarn and a sharpie marker. Set up each team with a tee and drivers, if outdoors, or a SNAG® Launcher and Launch Pad, if indoors. Have each of the girls initial their marshmallow with a Sharpie®.

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Have 1 player at a time from each team hit their marshmallow. Repeat 2 or 3 more times and then have all girls place their clubs on the ground. As a team, they will then measure the marshmallow that went the farthest. o Have 1 girl hold one end of the string down by the tee and the others walk the yarn out to where the marshmallow landed. o Using the Sharpie®, have the girls mark a line on the yarn to record the distance. Repeat with other players. If time permits, set up an area for a chipping contest by placing a target an appropriate distance away from the golfer. Give each player 2 or 3 chances to chip their marshmallow close to the target. Using the string, have the girls measure the distance between the marshmallow and the target. Repeat until all players have gone. o You may choose to award the winners or simply keep the FUN of it as their reward!

REVIEW (3 to 5 minutes):    

Make sure all areas are cleaned up and marshmallows are thrown in the garbage. Have the girls check the golf clubs to make sure they are clean from any marshmallow residue. Invite the girls to share their experience and any funny stories that may have happened. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Find Your Tempo Level Four – Module One GOAL: The goal of this activity is to allow the girls to explore different rhythm and tempo, and how they relate to us while playing golf.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Rhythm and tempo activity 3 to 5 mins Review

MATERIALS:  

Space Needs: Activity Supplies: Full sets of golf clubs, practice balls, practice area. A variety of music (e.g., hip hop, classical, instrumental, world, blues, jazz, pop, soft music, hard rock, etc.). o If time and resources allow, work with the girls for a few minutes to put together a playlist. Spotify, Pandora, iTunes and others can be great resources for this and all have smart phone applications. They are also free! Portable speakers, such as then JBL Flip use Bluetooth technology and are a great value for delivering music.

INTRODUCTION (5 minutes): Lesson on Being Prepared   

Discuss the concepts of rhythm and tempo, and how they can relate to the golf swing. Continue the discussion on how each individual has their own rhythm and tempo, and how it can be affected by mood, injury, time of day, thoughts, etc. Encourage the girls to share some experiences on how music has affected their state of mind and/or performance in some part of their life. Page | 235

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Explain that, today, they will be exploring different kinds of music and how it may affect different parts of their game. Invite them to explore and tune in to any feelings they may have, differences in how they move and swing when the different types of music are played.

ACTIVITY (10 to 12 minutes):     

Divide the girls in to even groups or, if space permits, have them work individually on the range and putting green. Choose the first genre of music and play it to the group. Have the girls spend the time of each song exploring their swings and putting strokes. Switch up the music and repeat. If working in partners, encourage the girls that are not swinging to see if they can notice any differences in their partner’s rhythm, tempo and/or overall movements. Keep switching music as long as time permits.

REVIEW (3 to 5 minutes):   

Conclude with a discussion on the activity. Invite the girls to share their experiences of what they observed in their partner or what they observed within themselves. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

A special note about Level 4: Pia Nilsson and Lynn Marriott, of VISION54, have inspired each of these six modules. For more information and a list of products to help support these practices, visit www.VISION54.com. VISION54 iPad and iPhone applications are a great and invaluable way to bring purposeful practice to the girls in a unique, fun and powerful lesson! You can find them in the iTunes App Store.

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Find Your Balance Level Four – Module Two GOAL: To improve and train the player’s “feel” of balance through the golf swing. Also, to bring awareness to what can make a player unbalanced in life and brainstorm ways to get back in balance.

SCHEDULE (18 to 22 minutes total): 5 mins 10 to 12 mins 3 to 5 mins

Introduction Balance Challenge Review

MATERIALS: Space Needs: Activity Supplies: Keep it simple:  Clubs, balls.  Incorporate apparatuses (more challenging): Clubs, balls, balance boards, balance disks, rolled-up towels, half foam rollers and/or BOSU, depending on what your facility has.

INTRODUCTION (5 minutes): Lesson on Being Prepared   

Discuss with the girls the importance of balance in life and in golf. Ask for examples of something that can throw someone off balance. Give an example of when you have been thrown off balance and what it took to get you balanced or centered again.

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ACTIVITY (10 to 12 minutes):  

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Divide the girls into even groups. Have players take turns choosing a club and go into the swinging zone at the range, short game area or bunker. o If you have to be inside and your space permits, this module can easily be adapted by using SNAG® equipment. Call out to the groups your first “balance challenge.” o Examples: Standing on the right foot only, left foot only, feet together, on a rolled-up towel, on a balance board, in bare feet, on balance disks, finish on lead foot in balance, etc. Have the girls hit a variety of clubs while performing the “challenge,” creating different shots (e.g., chipping, putting, pitching, full swing). Give each golfer several minutes to attempt different challenges and then switch players. Continue as time allows.

REVIEW (3 to 5 minutes):  

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Invite the girls to share their experiences and how they did with the challenges. Ask them open-ended questions: o What were some ways you found to stay balanced? o How did staying balanced affect your outcome? o What did you FEEL during each challenge? If time permits, continue to discuss and strategize ways to get balanced in life after you have been thrown off. Examples: Breathing, finding a relaxing activity, talking to a friend, listening to music, positive self-talk, going for a walk etc. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Find the Right Words to Say Level Four – Module Three GOAL: To inspire positive and effective self-talk in life and while on the golf course.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Self-talk activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: A positive attitude, golf clubs.

INTRODUCTION (5 minutes): Lesson on Being Prepared   

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Explain to the group that what we say to ourselves is important and can affect our performance on and off the golf course. Invite the girls to share examples of times in their lives when things haven’t gone the way they liked. Brainstorm with them ways to effectively and positively “talk to themselves.” Examples: o Focus on the solution rather than the problem. o Rather than complaining about what you can't do, tell yourself, "What I CAN do is..." Explain to the girls that they will work with partners to strategize ways to talk to themselves after facing things that don’t go their way on the golf course. Discuss how this is a natural part of both golf and life.

ACTIVITY (10 to 12 minutes): Page | 239

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Divide the girls into groups of no more than 4. Have each group go out and play a hole or 2 with 1 intention in mind: The process of their self-talk. Challenge the girls to be positive with their self-talk, no matter what the shot outcome is. Give each girl a scorecard and have her keep track of positive and negative thoughts. o If they have a positive thought before and after each shot, have them write a plus sign down. o If it is negative, have them write down a minus sign. o The goal is to finish the hole(s) with as many plus signs as they can. o Signs are only given before and after each shot. Have the girls keep these cards for future reference. They can repeat this practice and compare their future positive emotions!

REVIEW (3 to 5 minutes):  

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Conclude this activity with a discussion by inviting the girls to share their experiences. Ask questions to stimulate conversation: o What was it like to say positive words before and after each shot? o Did you notice any different feelings or have any different outcomes? Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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“Dear Me….” Level Four - ("Dear Me...") GOAL: To encourage goal setting and inspire each of the girls to take action on what they want and how they see themselves moving into the future. This activity will also help the girls increase their selfawareness.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Goals letter activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: Paper and pen

INTRODUCTION (5 minutes): Lesson on Being Prepared 

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Invite the group to participate in a discussion about goal setting. o What does goal setting mean to you? o How do you go about setting goals? o How do you go about achieving goals? o Do you set high goals? o What steps can you take to reach your goals? o Has anyone ever written down their goals? o These are just a few questions the coach may choose to ask to inspire conversation. Give the girls an opportunity to brainstorm and share!

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ACTIVITY (10 to 12 minutes):  

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Split the girls up into small groups of 3 or 4. Give them a few minutes to discuss with each other some of their goals. These goals may pertain to golf, life, family, school, career, relationships … anything! o Encourage the girls not only to express their goals but to also brainstorm steps they will take to achieve them. After this discussion period, give each of the girls a pen and paper. Have each girl find a comfortable spot that allows her to have her own personal space. Reflecting on the group discussion, have each girl write a letter to herself. She can write about future goals, steps she will take to reach them, as well as beliefs about herself right now and how she wants to be in the future. When they are done writing, have them place the letter in an envelope and address it. Collect the letters from the girls.

REVIEW (3 to 5 minutes):    

Conclude the activity with a conversation and reflection. Invite the girls to share how it felt to write to them. Explain that you will safely hold on to the letters and, in 3 months, they will receive their letter in the mail. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Search Inside Yourself Level Four – Module Five GOAL: To build a foundation of self-awareness, increase self-esteem, reduce stress and promote relaxation, happiness and mindfulness; encourage positive self-talk and imagery.

SCHEDULE (19 minutes total): 8 mins 3 mins 8 mins

Introduction Meditation activity Review

MATERIALS: Space Needs: A quiet space to comfortably seat the group. Activity Supplies: n/a

INTRODUCTION (8 minutes): Lesson on Being Prepared 



Open up a conversation about self-awareness. Questions to start the conversation can include: o What does self-awareness mean to you? How can it help us navigate through our day on and off the golf course? o What kinds of things can we do when things are not going our way? o Does our attention shift when we have negative feelings or experiences? Reflect on a previous activity, “Find the Right Words to Say” (Module 3). Ask the girls for examples of words they chose to speak to themselves. Explain that today’s activity is about using some of those words as a mantra. o You may want to define what a mantra is and how it can be an effective tool for shifting an emotional mind to a “reasonable” or “wise” mind.

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ACTIVITY (3 minutes):  

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Encourage the girls to find a comfortable space where they can sit – one that enables them to be both relaxed and alert. Ask the girls to choose one or two positive words that they will use in this exercise as their mantra. Words should not only be positive, but also be applicable to their experiences. o Example: I sometimes lose my confidence after bad shots and I’d really like to find a way to get it back instead of losing my focus. So, today, my word that I will repeat over and over is “Confidence.” Guide the girls to close their eyes as they begin to focus on their breath. Ask them to pay attention to any thoughts that creep in and tell them, when that happens, they replace it with their mantra. Their mantra is used to quiet their minds and create more positive energy. Invite them to speak their mantra to themselves when other thoughts come in. Meditation takes practice and is an extremely effective tool for regulating emotions! Keep at it. There is no FAILURE, only a good shot at helping more human beings be more self-aware.

REVIEW (8 minutes):  

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At the end of the meditation activity, slowly and quietly ask the girls to prepare to come back together as a group. Once everyone is back together, discuss how it felt to be “quiet” for a few minutes. o Was it hard? o Would anyone like to share their experiences? o What are some situations you can think of that you may want to use these words again? Explain that they may choose different words for different situations and encourage them to look for times that today’s activity can help them. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!” o You may also choose to ask the girls to cheer, “1, 2, 3, CONFIDENCE!”

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Master of Myself Level Four – Module Six GOAL: Increase positive emotions and build-in more pleasant activities.

SCHEDULE (25 minutes total): 5 mins 10 mins 10 mins

Introduction Brainstorming Activity Review

MATERIALS: Space Needs: Activity Supplies: Paper and colored pens, markers or pencils.

INTRODUCTION (5 minutes): Lesson on Being Prepared 

 

Open up a discussion about emotions. Emotions give us information. They inform certain actions we can take, both positive and negative. o Use some examples of how emotions have driven you in certain situations. Invite the girls to share their experiences and then brainstorm ways to navigate through the negative ones. Equally acknowledge positive and negative emotions. The goal is to increase the positive ones!

ACTIVITY (10 minutes):   

Divide the girls into groups of 4. Have each group find a space of their own where they can work together. Ask them to have one “note taker” and give them a few sheets of paper and something to write with.

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For the first 5 minutes, they are to write down as many emotions as they can think of both positive and negative. o You may want to start them off with some examples: Happy, angry, interested, confused, etc. The next 5 minutes, ask them to write down as many “pleasant activities” as they can come up with. Examples: Listening to music, talking on the phone with a friend, surfing the web, cooking, dancing, etc.

REVIEW (10 minutes):   

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Conclude the activity by asking the groups to come back to a circle. Give each group a few minutes to share the emotions they came up with and any pleasant activities they listed, as well. Brainstorm, as a group, some steps they can take the next time they feel negative emotions. Discuss how this might apply to golf. Examples: o “I love music and, after I hit a shot that didn’t go so well, I start singing a favorite song in my head. That helps me to take control of my emotions.” o “I get really nervous on the first tee box but something I really love to do is talk to my best friend on the phone. Before I go up to the tee box, I think about all the things that make us laugh. This helps me take control of my nerves.” Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Rock Pile Challenge Level Five – Module One GOAL: The goal of this module is to give the golfer an effective way of practicing their chipping and pitching, which simulates on-course play.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Purposeful practicing activity 3 to 5 mins Review

MATERIALS: Space Needs: Short game practice area or a hole on the course. Activity Supplies: A bucket of balls for each team, full sets of clubs

INTRODUCTION (5 minutes): Lesson on Being Prepared   

Review the importance and effectiveness of purposeful practice. Invite the girls to share some of the ways they practice effectively. Explain that today’s challenge will simulate on-course play and the pressure and emotions we can feel while playing.

ACTIVITY (10 to 12 minutes): Page | 247

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Divide the girls into even teams of no more than 3 girls. Give each team a bucket of golf balls. Each team can safely choose the distance away from the hole, taking into consideration where the other teams are around the green. o If space is limited and getting on the course is not an option, this can easily be a chipping game on a practice green, if your facility allows. o If you can use a hole on the course, then encourage the girls to play from no more than 30 yards away from the hole. Each group will agree on the first distance and place a pile of 9 balls on the ground. Player 1 will begin and the points are awarded or taken away as follows: o If the first ball lands within 5 feet of the hole, take away 3 balls from the pile. o If the payer misses the green, add 3 balls to the pile. o If a player gets the ball within 10 feet, take a ball away. o If a player gets the ball outside 20 feet, add a ball. Have each player take 3 shots and then switch players. The goal is to get rid of all or as many golf balls as is possible within a time frame designated by the coach. If time permits, have the group chose another distance and start over with 9 balls.

REVIEW (3 to 5 minutes): 

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Invite the girls to share their experiences. Ask open ended questions, such as: o What were some emotions and feelings that came up? o What were some ways you dealt with them? o What are some other ways you can add purposeful practice into your sessions? Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Knowing Your Circle Level Five – Module One GOAL: The goal of this activity is to strengthen the bond and cohesiveness of the group, as well as strengthen the communication skills of listening and speaking. The focus is on getting to know one another.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Communication activity 3 to 5 mins Review

MATERIALS: Space Needs: Enough space to have the girls sit and make a large circle. The more girls in this activity, the better! Activity Supplies: n/a

INTRODUCTION (5 minutes): Lesson on Being Prepared  

Start with a discussion about communication and the importance of not only expressing yourself to others, but how listening is an integral part of communication and forming relationships. Explain to the girls that they will get a chance to know each other a little better through a simple and fun communication activity.

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ACTIVITY (10 to 12 minutes):     

Divide the girls into 2 even groups. o If there are an uneven number of girls, you can be a part of this as well. Have 1 group form a circle and face outward. Each girl should be a few feet away from one another. Have the other group form a circle and face inward, also staying a few feet away from each other. o Everyone should now be facing someone from the other circle. Each of the girls can talk to the girl across from them for a minute or two before you call out, “Switch!” Have 1 circle move to the left or the right a few steps to find a new partner. If the girls are shy, you can give them a topic to talk about each rotation, such as movies, food, fashion, sports, family, hobbies, etc.

REVIEW (3 to 5 minutes):     

Spend a few minutes at the end discussing what it was like to communicate. Did anyone learn anything new about one another? What did it feel like to listen to your partner? How can communication skills help you in all parts of your life? Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Golf Kan Jam Level Five – Module Two GOAL: This a game modeled after the popular beach game Kan Jam. It uses the same principles within the context of golf. Besides the primary goal of FUN, Golf Kan Jam helps train distance and trajectory control, decision making and strategy, as well as hand-eye coordination.

SCHEDULE (18 to 22 minutes total): 5 mins 10 to 12 mins 3 to 5 mins

Introduction Kan Jam activity Review

MATERIALS: Space Needs: Activity Supplies: 2 Birdieball StrikePads per group of 4 players. 2 Birdieballs per group of 4. 2 wedges per group of 4. Something used to create 2 targets, such as a large bucket or trash can. (Each target must be identical.)

INTRODUCTION (5 minutes): Lesson on Being Prepared   

Ask the girls if they have ever played Kan Jam. Have a brief discussion about today’s activity and goals. Let the fun begin! Page | 251

ACTIVITY (10 to 12 minutes):      

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Divide the girls into teams of 2. Two teams will set up an area with their target and StrikePad alongside. The opposing team will set up their target and StrikePad alongside it – approximately 40 feet across the way. One member of each team will walk across to the other team’s target. They will remain on this side for the duration of the game. Toss a coin to see which team goes first. Player 1 from Team A places a Birdieball on the StrikePad and, using their wedge of choice, pitches the Birdieball toward the target on the opposite side. Their teammate, standing next to the target, makes the decision to either leave it be and land on its own OR, using their wedge, deflect it into the target. Player 2 from Team A then pitches their own Birdieball back to the other side with Player 1 making the same decision to either let it fly or deflect it into target. Team B then goes and follows the same rules. Points are awarded as follows: o A direct land in the target without a deflection is an instant win! o A Birdieball that hits the side without being deflected is worth 1 point. o A Birdieball deflected into the target is worth 3 points. First team to 11 points wins!

REVIEW (3 to 5 minutes):  

Spend a few minutes asking the girls to share their experiences. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Game Maker Level Five – Module Three GOAL: To inspire creative thinking and ownership of the girls’ own practice and skill development.

SCHEDULE (23 to 30 minutes total): 5 mins Introduction 15 to 20 mins Create your own practice game 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: Provide the girls with a variety of props to use, such as SNAG® golf equipment, Birdieball, Kwik Golf, colored cones, hoops, string, anything else you have on-site.

INTRODUCTION (5 minutes): Lesson on Being Prepared    

Discuss with the girls some objectives and goals of practice. o What are some skills we look to improve during our practice? Ask the girls for some of their own goals and things they’d like to improve upon. Explain that, today, the girls will work together to come up with their own games for practice. Give an example of a game you have made up or implemented. Discuss the goals of the game and how the game is played. o You can use an example of game the girls have all played.

ACTIVITY (15 to 20 minutes): Page | 253

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Divide the girls into teams of 3. Have each team spend a few minutes discussing some objectives they’d like to work on and then give them time to organize some equipment to create their own practice game! o You can walk around from group to group, helping facilitate the activity. After a designated amount of time, ask each team to present their game to the whole group. Have them demonstrate and explain the objectives. If time allows, have the girls play the other teams’ games.

REVIEW (3 to 5 minutes):  

Spend a few minutes asking the girls to share their experiences. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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My Recipe for Success Level Five – Module Five GOAL: The goal of this activity is to help the girls reflect on what sets them up for success in life and in golf.

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins Journal activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: Notebooks, pens or pencils.

INTRODUCTION (5 minutes): Lesson on Being Prepared  

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Have a discussion about the factors that help create success. Ask the girls for thoughts and ideas on what helps them be successful. o Is it enough rest? o Is it eating healthy? o Is it staying connected to family and friends? o Is it managing their time? o What can each of us do to create more success in life and in golf? Ask them to reflect on times in their lives when they felt both successful and unsuccessful. Encourage them to think about the “ingredients” that helped create or prevent success.

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ACTIVITY (10 to 12 minutes):   

Have the girls spread out into their own private spaces. Give each of the girls a notebook to keep and a pen or pencil. Have them spend some time writing down some ideas and thoughts about the topic of creating success. Explain to the girls that these are journals for them to keep and that you will be asking them to use them as a tool for creating more success! o This is a great activity to do, even for a small time, each practice session.

REVIEW (3 to 5 minutes):    

Have a brief discussion of the day’s activity. Ask the girls to share any experiences they might have had while writing. Encourage them to keep thinking about and being aware of opportunities to create more success by adding some “ingredients” specific to themselves. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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What we’ve Learned about Each Other Level Five – Module Six GOAL: This activity is a great season wrap-up. The girls will get to describe their friends with positive descriptors of each other. This activity can be very motivating and, at the same time, FUN!

SCHEDULE (18 to 22 minutes total): 5 mins Introduction 10 to 12 mins What we’ve learned about each other activity 3 to 5 mins Review

MATERIALS: Space Needs: Activity Supplies: A hat or bucket, enough small pieces of paper that each girl can put her name on, pens or pencils.

INTRODUCTION (5 minutes):  

Have a brief discussion about the friendships the girls have made over the season. Invite anyone to share her experiences. o How did your friendships affect your golf experience?

ACTIVITY (10 to 12 minutes):  

Each of the girls will take a piece of paper, write their name on it, fold it and place it in the hat or bucket. Ask for a volunteer to come up and take a piece out of the bucket/hat. They will not reveal the name but, rather, take some time to describe characteristics about this person. o Encourage the girls not to describe appearance or clothes, but the person’s “essence.” o Example: “This person was always kind to her friends and always went out of her way to make sure each girl felt included.” Page | 257

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She will continue to describe her until the rest of the group thinks they can guess who is being described. Once someone guesses correctly, they will go up to the bucket/hat, pick a new name and repeat.

REVIEW (3 to 5 minutes):  

Have a brief reflection period. Have everyone meet in the middle for a cheer with one hand in (1, 2, 3), “Girls Rock!”

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Fun Holiday Event Ideas and Themes! KICK-OFF   

Club repair visit. Assemble a club. o Learn about various parts (shaft, lie angle, grip size, length, etc.) Climb the Ladder goal setting.

VALENTINE’S DAY    

Bring a guest. Decorate your own heart cookie with frosting. Craft: What I Love about Golf. Local florist donates flowers – each girl gets rose or carnation or….

ST. PATRICK’S Day  

Decorate your own two-bite brownie with green frosting. Luck of the Irish games with shamrocks, pot of gold.

EASTER 

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Raw egg toss o Partners face each other, toss egg. o If caught, they each take one step back and repeat. o If dropped, they sit down. o Play until only one team left. Egg hunt o Plastic eggs that come apart with golf treats (tee, bracelet, ball marker).

OLYMPIC YEAR  

Use whiffle balls to chip into hula-hoops in a pool (Olympic rings). Golf Olympic trials. o Various games like jumping sack race, two-legged race, wheelbarrow, skills challenge, etc. o Award gold, silver, bronze medals from stores like Party City.

JULY 4TH  

BirdieBall contests with animal character rented. Red White & Blue event with face paint, nails.

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TEAM SPIRIT DAY    

Girls are pre-assigned into teams with certain colors and notified a few days before. They can go crazy doing anything “golf” in that color for team spirit. o Decorate their bags, hair color, face paint, attire, golf balls, nail polish, etc. Have skills challenges and tally points for winning teams. Match snacks with colors – healthy and some “fun” snacks.

HALLOWEEN    

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Glow-in-the-dark golf. Glow-in-the-dark BirdieBall. Costume party. Putting contest with crafts: o MyMinigolf o Holes like a witch’s cauldron, in which they have to reach into cauldron of rats/roaches/eyeballs to get ball out. o Snake Pit. o Spider City. o Zombie Zone. o Want My Mummy. o Pumpkin Patch. o Skeleton Maze. Fun holiday treats

THANKSGIVING  

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Turkey Shoot. o Donated turkeys for winners of skills challenges. Pin the Feather on the Turkey o Big poster turkey on wall with a black dot (draw with a Sharpie) where the feathers should go. o Use a bandana to cover a girl’s eyes, craft feathers from craft store with tape on end so when spun, girl walks toward wall and can place taped end of feather to wall/turkey poster. o Closest to black spot drawn onto tail area is the winner. Fun holiday treats.

DECEMBER HOLIDAY (CHRISTMAS/HANUKKAH) 

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December Crafts o Michael’s/Joanne’s/Hobby Lobby for crafts to make snowman golfers with foam balls, toothpicks, wiggly eyes, golf club stirrers, etc. Come up with a big craft day! Holiday Gift exchange with $ limit or White Elephant exchange. Fun holiday treats.

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LPGA / PGA / Champions Tour / Symetra Tour Tournament Event   

Reserve a charter bus to take girls on an overnight trip and stay at a hotel for pizza and pool party. Do a day trip by charter bus or carpool. Scavenger hunt for teams to find items/areas during the day.

LOCAL COLLEGE TEAM VISIT Per NCAA rules, have an autograph signing day. Have collegiate team come in and show girls their golf clubs, favorite drills, inspirational story and maybe team-up for a fun putting event.

ADULT-YOUTH GUEST DAY 

Have an event with fun format, followed by BBQ. Examples: o Par strokes scoring. o Scramble. o Alternate shot. o Hit & Throw.

TEACH YOU MOM/DAD DAY Girls help with role of teaching parents.

YEAR-END PARTY  

Have a dress-up dinner with slide show, award certificates, DVD of pics/videos from the year. o Find a volunteer to put together highlights, benchmarks. Host indoor putting contest, also a chance to dress up and have a “professional” banquet.

BACK-TO-SCHOOL Teacher’s Note Day: Note in Ziploc bag at each hole that has instructions on how to play the next hole.

RULES & ETIQUETTE VIDEO  

Girls help coach write scripts, act and video a rules and etiquette video to share with chapter and parents. Adult volunteer edits via MovieMaker or similar program.

BUSINESS CARD FUNDRAISER  

Each participant solicits at least 3 business cards at a set price ($5, 10, 20, etc.), which go into a “Business Card Cookbook” publication for the chapter. Businesses can advertise their cards/services and fundraise to help the LPGA*USGA Girls Golf (if 501(c)3, even better as it’s tax deductible).

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MEET OUR AUTHORS Marlene Davis Lead Golf Instructor, Paddock Chevrolet Golf Dome and Brighton Driving Range Marlene is a Class A, LPGA Teaching and Club Professional with a spirited passion for teaching and playing golf. She is a former National Champion of the LPGA Teaching & Club Professionals and has competed in two U.S. Womenâ&#x20AC;&#x2122;s Open's and the LPGA Championship. Marlene was chosen as one of 50 Top Teachers by Golf for Women Magazine, and serves as the in Tonawanda, NY. She is a coowner of a golf course which she helped design and build, Buffalo Tournament Club, located in her home town, Lancaster, NY. With over 25 years of experience as a golf professional, she has dedicated herself to teaching students the skills necessary to help them reach their highest potential and is currently building her own LPGA-USGA Girls Golf program in Buffalo, NY.

Nicole Weller Head Teaching Professional, The Landings Club Nicole is a Class A member of the PGA of America and the LPGA T&CP, as well as a member of Proponent Group. She is SNAG, TPI and U.S. Kids Golf Certified and is a staff ambassador for The Littlest Golfer, as well as serving on the 2013-2014 PGA National Youth Player Development Committee under Chair Allen Wronowski. Having authored the first-ever golf sticker reward book for children ages 4-8+ in 2011 and expanding it into a related Match Play Golf educational flashcard memory games in 2014, Nicole is the first duo award recipient in the same year for both the PGA and LPGA Junior Golf leader Awards (2013). She has earned other honors to include GRAA Top 50 Growth of the Game Teacher, U.S. Kids Golf Master Kids Teacher, Golf Digest Best 50 Women Teachers, Golf Digest Best Young Teacher, LPGA T&CP Southeast Junior Golf Leader and Teacher of the Year and Georgia PGA East Chapter Teacher of the Year.

Mary Lee Cobick Vice-President, Golf Professional Services, Inc Head Golf Professional, Okeeheelee Golf Course President, Junior Golf Foundation of America Originally from Quebec, Canada, Mary-Lee was ranked #1 Junior in Canada in 1997 and was awarded the Score Award for Best Female Junior Golfer in Canada. As an amateur, Mary-Lee was a member of the Canadian National Golf Team from 1988-1993. She also won a division 1 College Tournament while attending Florida State University of a full scholarship. In 2000, Mary-Lee won 3 professional tournaments on the Canadian Tour and was named 2000 Player of the Year. Mary-Lee is a Class A LPGA and CPGA member and joined Golf Professional Services, Inc in 1997, she is currently the manager and Head Professional at Okeeheelee Golf Course. She is also the current

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President of the Junior Golf Foundation of America. A foundation focused on providing affordable golf to the junior golfers of Palm Beach County.

Kate Tempesta Founder, Partner and President of Fun of Kate Tempesta’s Urban Golf Academy Kate Tempesta is a member of the LPGA T&CP and the Director of the Junior Golf Program at Montauk Downs. As the leading junior golf professional in New York City, Kate’s groundbreaking curriculum combines golf basics with activities that extend and enrich learning in an environment that is both fun and challenging for children of all ages. Kate embraces the LPGA’s holistic view of the golfer as well as Howard Gardner’s Theory of Multiple Intelligences. Kate is a Starting New at Golf (SNAG) master trainer and a Titleist Performance Institute Certified Golf Fitness Professional. She is a U.S. Kids Golf “Top 50 Kids Teacher” and one of Golf Digest’s Best Golf Teachers in New York State by her peers as well as Golf Digest's 50 Best Women Teachers in America. In November of 2010, Kate was featured as a “Top Young Instructor” by Golf Digest and one of the “40 Most Influential People in Golf under 40” by Golf Magazine.

Karen Palacios-Jansen Founder, Swingblade Enterprises Karen Palacios-Jansen, 2008 LPGA National Teacher of the Year, has been voted as one of America's "Top 50 Female Instructors" by Golf Digest magazine for 15 years. Karen has her own golf events company-Swing Blade Enterprises in Mooresville, North Carolina, and is former editor of Golf Fitness Magazine. Karen, a certified personal trainer and Nike Golf Performance Specialist, developed a golf-specific fitness system called Cardiogolf available on-line and on DVD. Karen is also a member of The Nike Golf Advisory Staff, for which she participates in Nike product development and promotions. She has appeared on The Golf Channel and is a regular content contributor to Golf Digest Magazine's Fitness Friday online column. A former David Leadbetter trained instructor and Jim McLean Golf School master instructor, Karen has been teaching golf for 18 years.

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