Work Experience Activities
Philosophy and Swing Concepts of Teaching Seminar
Philosophy and Swing Concepts
of Teaching Seminar
Work Experience Activities
Work Experience Activities
You are required to do 18 Work Experience Activities to complete the Philosophy and Swing Concepts of Teaching course and prepare for the Level 3 Checkpoint. The Work Experience Activities are based on the information presented in the Philosophy and Swing Concepts of Teaching Pre-Seminar Manual and the Philosophy and Swing Concepts of Teaching Seminar.
All of the activities assume you have access to individuals and groups of students. If you are not already teaching, or if you are giving individual lessons only, you’ll have to assemble a group of friends, club members, customers, or other volunteers (just as you may have recruited individual volunteers for some Work Experience Activities for Introduction to Teaching and Analysis of the Swing).
On the following pages, you will find the directions and worksheets for all of these activities. Carefully read through the directions for all the activities before starting any specific activity. You might find you can complete several activities at the same time or during the course of the same lesson. You can use the enclosed worksheets for your rough draft, or you can print out extra copies from the Work Experience Disk.
Your Work Experience Activities must be turned in and approved by the PGA before you will be allowed to register for a Checkpoint.
For the latest requirements for submittal and approval of your Work Experience Kit, read How to Prepare for the Level 3 Checkpoint and The Final Experience. Apprentices whose kits are not approved will be notified as to their next steps.
Remember: All activities must be completed using this electronic file, then printed out in black and white and submitted. This is a “Read Only” file and must be saved as a separate document before you begin. See the ‘Read Me’ file for “Save As” instructions.
Refer to the following guidelines when completing all activities.
• Use complete sentences to answer all activity questions.
• Eliminate all spelling, grammatical, and typographical errors.
• Include all appropriate back up materials to substantiate your work.
• Make sure all activities are computer generated or in typewritten form.
• Make sure all required activities are included in your Work Experience Kit.
• Make sure your Inventory Checklist and Sign Off Sheet are included in your Kit.
Overview
The following is a list of the activities for this course and the topics they cover:
Seminar Learning Journal
• Activity 1: Seminar Learning Journal
Developing a Personal Teaching Philosophy Statement
• Activity 2: Developing a Personal Teaching Philosophy Statement
Putting
• Activity 3.1: Using the Group Lesson Plan on Putting
• Activity 3.2: Using the Putting Evaluation Matrix
• Activity 3.3: Giving the “How Well Should You Putt?” Test
Chipping and Pitching
• Activity 4.1: Using the Socratic Method to Teach Basic Chipping Technique
• Activity 4.2: Using the Three Suggestions to Improve the Basic Pitch
Bunker Play
• Activity 5.1: Using the Greenside Bunker Lesson Plan
• Activity 5.2: Working with Fearful Students to Improve Bunker Play
Special Shots and Unusual Conditions
• Activity 6.1: Working with Uneven Lies
• Activity 6.2: Dealing with Windy Conditions
Teaching Groups, Clinics, and Schools
• Activity 7: Conducting a Group Lesson
Individual Differences/Special Populations
• Activity 8.1: Conducting a Lesson Series
• Activity 8.2: Working with Women Golfers
• Activity 8.3: Working with a Physically Challenged Golfer
Physical Training for Golf
• Activity 9.1: Physical Training for Golf
• Activity 9.2: Golf Flexibility Exercises
• Activity 9.3: Exercises for the Lower Back
Activity 1: Seminar Learning Journal
The purpose of this activity is to give you a chance to reflect on what you’ve learned and to think about next steps.
Directions:
• To do this activity, refer back to the notes you took during the seminar.
• Answer all of the following questions using the Learning Journal on the following page.
Learning Journal
What did you learn during the seminar that will prove most helpful to you as a teacher?
What teaching ideas from the seminar’s work will you implement?
What’s the first thing you did when you got back to your teaching practice?
What additional questions/problems do you have, and how will you go about getting further help and guidance?
Activity 2: Developing a Personal Teaching Philosophy Statement
Directions: Before you attended this seminar you were asked to write a personal teaching philosophy statement. This statement was then reviewed by your peers at the seminar. Based on the feedback you received, finalize your statement and turn it in with the rest of the Work Experience Activities.
Personal Teaching Philosophy StatementTeaching Approach
Activity 3.1: Using the Group Lesson Plan
on Putting
Directions: Use Appendix 8-A (pages 485 – 486) of the PGA Teaching Manual to conduct a group lesson on putting. Record your results below. You might also want to use this activity as part of Work Experience Activity 7.
Discuss
How many of your students participated in the lesson? Did they represent a broad spectrum of experience, or were they all about the same level?
What difficulty, if any, did you have in following the lesson format?
How successful was Lesson One? How did the “Grape” cue word work?
How successful was Lesson Two? Did the students absorb the new ideas?
What results did you get from these sessions? What worked best? Would you use them again? What changes might you make?
Activity 3.2: Using the Putting Evaluation Matrix
Directions: On page 487 of the PGA Teaching Manual you’ll find Appendix 8-B: Putting Evaluation Matrix. Use this document to evaluate a representative sample of your students. Communicate the results to the students, and use the matrix as a teaching tool. Record your results below.
Discuss
How many of your students did you evaluate with this matrix?
What were the skill levels involved?
How useful was the matrix as a teaching tool? What were students able to learn from the results?
How effective was the matrix? What worked best? Would you use it again? What changes might you make?
Activity 3.3: Giving the “How Well Should You Putt?” Test
Directions: Look at the test, “How Well Should You Putt?” on pages 488 – 493 of the PGA Teaching Manual. Make some copies of the test and give it to a group of your students. Record your results below.
Discuss
How well did your students do? Were there any questions they all missed? Does this indicate anything to change in your teaching? If so, what?
Were there any surprises resulting from this test? If so, what were they?
Were there any answers on the test that you (or your students) disagreed with? If so, what were they, and what is the area of disagreement?
Was it useful to give this test to your students? What were the benefits? Would you do it again? Why?
Activity 4.1: Using the Socratic Method to Teach Basic Chipping Technique
Directions: On pages 188 – 189 of the PGA Teaching Manual, you will find a description of the Socratic method to teach basic chipping technique. Use this method with a group of your students. Record your results below.
Discuss
How many of your students participated in the lesson? Did they represent a broad spectrum of experience, or were they all about the same level?
What difficulty, if any, did you have in following the lesson format?
Were you comfortable using the question technique? Was questioning more effective than other techniques, such as lecture or demonstration?
What results did you get from using this method? What worked best?
Activity 4.2: Using the Three Suggestions to Improve the Basic Pitch
Directions: On pages 189 – 190 of the PGA Teaching Manual, you will find a description of three techniques you can use to help students overcome the tendency of trying to lift the ball when they pitch. Use all three methods with a representative group of your students. Evaluate their overall effectiveness and ease of use below.
Discuss
Method #1: Use an extender to see whether the student has let his or her left wrist break down and the clubhead pass his or her hands.
Method #2: Kneel in front and to the side of the student and hold the clubhead.
Method #3: Have the student block the clubface.
Activity 5.1: Using the Greenside Bunker
Lesson Plan
Directions: On pages 494 – 495 of the PGA Teaching Manual, you will find Appendix 10-A: Greenside Bunker Lesson Plan. Using this document, conduct the two sessions indicated for a group of your students. Record your results below.
Discuss
How many students participated in the lesson? Did they represent a broad spectrum of experience, or were they all at about the same level?
What difficulty, if any, did you have following the lesson format(s)?
How successful was Session One? How well did the “Feel” cue word work?
How successful was Session Two? How well did the bunker contest work?
What results did you get from these sessions? What worked best? Would you use them again? What changes might you make?
Activity 5.2: Working with Fearful Students to Improve Bunker Play
Directions: Select a student who is intimidated by bunker play. Make it your mission to improve that student’s game. Record your results below.
Discuss
From a technical standpoint, what problems did the student have getting out of bunkers?
How did you work with the student to improve the technical aspect of his or her bunker play?
How did you specifically address the psychological aspect? Did you use any visualization techniques?
What were your overall results? As a teacher, what did you learn from this effort?
Activity 6.1: Working with Uneven Lies
Directions: On pages 276 – 279 of the PGA Teaching Manual, you will find ideas for dealing with uneven lies. Use those methods with your students and record your results below.
Discuss
For sidehill lies, ball above the player’s feet, which of the solutions on pages 276 – 277 worked best?
For uneven lies, ball below the player’s feet, which of the solutions on pages 277 – 278 worked best?
For uphill lies, which of the solutions on page 278 worked best?
For downhill lies, which of the solutions on page 279 worked best?
Activity 6.2: Dealing with Windy Conditions
Directions: On pages 281 – 283 of the PGA Teaching Manual, you will find a number of suggestions for dealing with different types of windy conditions. Use these methods with a group of your students. Record your results below.
Discuss
For playing when the wind is against the player, which of the solutions on pages 281 – 282 worked best?
For downwind shots, which of the solutions on pages 282 – 283 worked best?
For sidewind shots, which of the solutions on page 283 worked best?
Activity 7: Conducting a Group Lesson
Directions: This activity requires you to conduct a group lesson. The lesson can cover either the full swing and/or the short game. The 20- to 30-minute lesson must be videotaped.
The lesson also needs to be observed by your supervising professional. At the conclusion of the lesson, the students and supervising professional fill out a Teaching Evaluation Worksheet. This form is designed to provide you with feedback on your teaching skills and is not meant to be used as a way of grading your performance. Fill out a Teaching Self Evaluation Worksheet. (These 2 forms are found after this activity). The videotape, evaluation worksheets, and lesson plans must be turned in as part of your Work Experience Kit.
Activity Requirements
• Observer. The lesson must be observed by a PGA supervising professional.
• Length. The lesson should be 20 – 30 minutes in length. Videotape the entire lesson.
• Video. The video must show you working with a group of real students in an authentic teaching situation. A description of how to videotape lessons, and what constitutes an acceptable lesson tape, is provided on the following pages. As indicated, the video must contain the following components:
– An introductory segment with the students
– A lesson on either the full swing or the short game
– A wrap up segment with the students
• Evaluation. Following the lesson, the students and supervising professional fill out a Teaching Evaluation Worksheet. You will fill out a Teaching Self Evaluation Worksheet for the lesson. The evaluations and videotape are turned in as part of the Work Experience Kit.
• Lesson Plan. Develop and write a lesson plan for the lesson you conduct. For examples of completed lesson plans, see Appendix 8-A, page 485, and Appendix 10-A, page 494, in the PGA Teaching Manual. You can follow the format used in the examples or employ a format you have developed or that you currently use. The lesson plan and any other supporting written materials (handouts, notes by the student, etc.) need to be turned in with your Work Experience Kit.
* This video will be reviewed by an experienced PGA teaching professional, to help you evaluate your current effectiveness as a teacher. Make sure it is something of which you can be proud and it reflects your merits as a teacher. Remember, a poor or careless effort will adversely impact your reputation. In extreme cases, it could even affect your successful completion of this activity.
Technical Considerations
Shoot in (or convert your video to) VHS format. No other format will be accepted. In terms of shooting your video, keep these considerations in mind:
• Your camera must be on a tripod; make sure it is level.
• Conduct the lesson on level ground, where the student can play from an even lie.
• Make sure the sun is behind the camera so that the student is facing the sun when addressing the ball.
• To get the best possible sound, attach a portable microphone to your collar and another one to the student’s collar. If you do not have an external microphone, zoom your lens back to its widest setting. Then, physically bring the camera to the spot where you can get the shot you want. This method will ensure that the microphone is as close as possible to you and the student.
• Make sure your camera’s field of vision shows the student’s feet and the top of the backswing.
Teaching Evaluation Worksheet
Teacher ______Date ______
Evaluator ______
Action / Good / Fair / PoorEstablished rapport with the student at the beginning of the lesson
Took time to learn about the student’s goals and objectives for the lesson
Asked about any physical disabilities or limitations the student might have
Carefully observed the student’s game before discussing options
Tailored feedback to the student’s learning style and playing ability
Clearly demonstrated to the student the suggested improvements
Offered alternative suggestions if the student failed to understand the first time
Gave the student enough time to practice during the lesson
Provided a wrap up of what was learned and discussed the next steps
General Lesson Questions
What did you like best about the lesson?
What did you like best about how the teacher communicated with the student?
What are one or two things you might suggest to improve the lesson?
Specific Lesson Questions
What was your initial insight into the student's learning style? Did it change as the lesson progressed? Why did it change?
What sequence of swing changes took place during the lesson?
What would you have done differently in the sequence of swing changes?
What was the pivotal time in the lesson where the student responded to the instructor's technique?
What technical points, teaching aids, or station setups were most effective in the lesson?
How did the teacher involve the student in the lesson?
Did the teacher ask appropriate open-ended questions and listen for the answers? Give an example of the kind of questions asked.
Did the teacher solicit clear and thorough feedback from the student and listen to what was being said? Could it have been done more effectively? How?
Did the teacher solicit a clear and thorough summary (wrap up, next steps) from the student and listen to what was being said?
Teaching Self Evaluation Worksheet
Teacher ______Date ______
Evaluator ______
Action / Good / Fair / PoorEstablished rapport with the student at the beginning of the lesson
Took time to learn about the student’s goals and objectives for the lesson
Asked about any physical disabilities or limitations the student might have
Carefully observed the student’s game before discussing options
Tailored feedback to the student’s learning style and playing ability
Clearly demonstrated to the student the suggested improvements
Offered alternative suggestions if the student failed to understand the first time
Gave the student enough time to practice during the lesson
Provided a wrap up of what was learned and discussed the next steps
General Lesson Questions
What did you like best about the lesson?
What did you like best about how you communicated with the student?
What are one or two things you might suggest to improve the lesson?
Specific Lesson Questions
What was your initial insight into the student's learning style? Did it change as the lesson progressed? Why did it change?
What sequence of swing changes took place during the lesson?
What would you have done differently in the sequence of swing changes?
What was the pivotal time in the lesson where the student responded to the instructor's technique?
What technical points, teaching aids, or station setups were most effective in the lesson?
How did you involve the student in the lesson?
Give some examples of open-ended questions (not yes or no) you asked during the lesson. How did the student answer the questions?
What did you do to try and get clear and thorough feedback from the student? Could it have been done more effectively? How?
How did you conclude the lesson? What are the student's next steps?
Activity 8.1: Conducting a Lesson Series