Transcript
School Games Activators Manual HSBC Golf Roots is the Golf Foundation’s national project that develops playing and personal skills amongst all young people.
S C H O O L G A M E S A C T I VATO R M A N UA L
Contents 2. Introduction 3. Skills for Life 4. What makes a good leader? 5. Safety and observation 7. Communication 9. Motivation 11. Self-evaluation 12. Being a good role-model 13. Safety first 14. Equipment 15. Putting 16. Chipping 17. Competition Format 1: Skills Festival 27. Competition Format 2: Super Sixes 35. What happens next? 36. Golf Xtreme Games 41. Certificate The Golf Foundation character and imagery must not be used without permission
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School Games The School Games is a celebration of competitive sport that will involve all young people in years 3 to 13, of all abilities and backgrounds. Through HSBC Golf Roots, the Golf Foundation is committed to providing more competitive opportunities for young people and believes that by supporting schools and their networks to deliver the School Games more young people will also be introduced to golf and enjoy further opportunities through clubs.
The School Games is made up of four levels of competition: Level 1: Intra-school competition. This is competition between house teams or form groups in the same school culminating in a school sports days day. Level 2: Regular inter-school competition between schools at a local level via fixtures, leagues and cluster tournaments. Level 1 events may be used as a platform to select teams for Level 2. Level 3: County competitions where the winners of Level 2 cluster events play against other Level 2 winners – known as School Games Festivals. Level 4: National multi-sport event for the most talented individuals within a sport. For more information about the School Games visit: www.yourschoolgames.org School Games Activator Workshop Golf is one of the fastest growing sports in schools and has seen an annual increase in the number of schools offering golf activity and competitions. In this School Games Activator workshop, you will be shown how to deliver either a Skills Festival format or a Super Sixes format depending on the age group and competition that you will be supporting as part of your local HSBC Golf Roots project. There is also the option of working on some of the key leadership skills such as organisation, safety, motivation and communication that will help you run successful competitions. We hope that you enjoy the workshop and use the leadership skills along with the competition resources to support the delivery of School Games and HSBC Golf Roots. Warm regards, The Golf Foundation
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The Golf Foundation and ‘Skills for Life’ The Golf Foundation is a charity committed to the sporting and social development of young people through golf. The Golf Foundation supports a team of Regional Development Officers in England focused on developing opportunities for young people in schools and the community. In schools, the Golf Foundation promotes the Tri-Golf initiative for primary age pupils and Golf Xtreme initiative for secondary age pupils. In England, the Golf Foundation works in partnership with the network of School Sport Partnerships. The Golf Foundation also works to develop follow on
Skills for Life
opportunities at local golf clubs and facilities by using the Junior Golf Passport scheme, the national learning programme in England. Support is given to clubs
Sporting and social development of young people
and facilities wishing to make links with schools and the involvement of volunteers is actively encouraged.
Golf skills
Personal skills
Putting Short game Long game Playing Golfer’s code
For example: Honesty Respect Co-operation Self-motivation Concentration Perseverance
Tri-Golf is the successful and highly popular initiative for primary
Golf Xtreme provides adapted equipment, training, games and
age children that can be used in schools, golf facilities, and leisure
activities. Using innovative layouts and playing formats, it makes
centres. Tri-Golf was developed to provide golf to young people
it possible for a secondary school teacher to introduce golf to a
in large groups using fun games and activities. Tri-Golf equipment
class of up to 30 pupils within the PE curriculum. The equipment,
is adapted to provide a safe experience for young people and
games and ideas can also be used by Junior Golf Leaders working
also to allow young people the chance to learn the basics of golf.
alongside a PGA Coach to introduce more young people to golf in the club and community setting.
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What makes a good leader? To become a good leader in golf takes time; completing this workshop is only a starting point. The School Games Activator workshop will provide you with the tools to become a good leader but it is your responsibility to practise and develop these tools over time. By working with your Teacher at school or PGA Coach at a golf club, you will gain so much experience and put into practice some of the things you will learn on this workshop. The best leaders are those who are prepared to listen and learn from other people as well as get involved as much as possible. As a School Games Activator, you will be working with young people so it is important to recognise that young people and novice players are not miniadults and should not be treated in the same way. They should be regarded as individuals with their own needs and goals, which you as leaders should be helping them to achieve. Task 1: Qualities and skills In the diagram below fill in the bubbles with the qualities and skills that make a good leader:
Good leadership
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Safety and observation Safety and observation are two very important parts when
good idea if the children are very young to get them to sit
working with children in golf. It is vital to recognise the
down as this will calm them down before they begin.
implications of safety within every session you help run.
• Put children in small teams so that they have plenty of
Safety should be the responsibility of all leaders and coaches
chances to play (called ‘Time on task’).
working with children, especially if you are working with Discipline during the session
groups.
• It is important to be firm, fair and consistent during a Safety
session making sure children keep to the safety line and
It is of paramount importance that we plan for safety before
rules of the session.
every session and supervise children during a session to make
• If a particular child is disruptive, issue a warning first. If the
sure everything is safe. It is also important to note that safety
behaviour persists, sit them out of the game for 5 minutes
is not only for the participants, but for you as a leader. Having
in a safe area. Bring them back into the activity after 5
the right safety measures in place provides peace of mind and
minutes, but if the problem persist sit them out for the
will improve the quality of a coaching session.
remainder of the session. • Involve the parents at the end of the sessions and
The PGA Coach or teacher will take the lead in managing and
politely inform them of their child’s behaviour. Ultimately,
coordinating safety, but as a Junior Golf Leader your role will
permanently ban the child from the session if the
be to support the coach by ensuring the children’s continued
behaviour is a risk to the other participants and the
safety. This can be done by making sure that children are
success of the session.
standing behind a safety line waiting for their turn or are aware of the safety command ‘STOP’ to cease activity.
The end of a session • Cross-check the register when children leave.
Beginning of the session
• Wait in a safe location with other adults if the child’s
• Take a register. Check for any medical conditions or
parents are late.
special needs. Make a record of the point of contact for
• Ask the parents to collect the children in the clubhouse
the child in case of emergencies.
and not the car park.
• Begin with an outline of the session, your expectations and set the safety rules.
The most important thing to remember is that if you are
• Deliver a warm-up activity for the purpose of fun, but
involved with a coaching session you have a responsibility to
also to prepare the group physically and mentally for the
make sure everyone is safe, but overall responsibility lies with
activity ahead. Make a stretching routine part of the fun
the qualified coach or teacher and you should be working
within a session by asking children to demonstrate some
together to maintain safety throughout the session.
of the stretches and by adding some fun movements of your own such as the Brucey pose, the Tiger Woods putting celebration, etc. Organising children into teams • Avoid children picking their own teams – try and make it random to a degree unless you know that some children will work better with certain others. • Arrange the children in teams in the designated safety area marked out with red cones. Ask the children what red stands for. Danger or ‘Stop’ at a traffic light. This is a good image for them to remember about the safety area. It is a
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Observation
make the game more challenging or fun.
The word observation is widely use in sports and coaching
• Keep the children engaged as much as possible throughout
and has many different meanings. For the purpose of
the session by varying the task and increasing the difficulty
leadership, observation refers to watching the activity and
of the game.
making adaptations to make the game easier or harder. This
• Don’t be afraid to make the game easier if you have
requires the leader to observe how the activity is going,
children that are finding it too difficult.
knowing when the children are finding the activity too easy and therefore losing interest, and also understanding when
Adapting the game or activity
there is a need to adapt the game depending on the size of
• Group the children according to ability and size.
the group.
• Vary the outcome of the game so that sometimes it will focus on one team beating another team whilst at other
During a coaching session, the PGA Coach or teacher will set
times it will focus on improving a score.
up the exercise and demonstrate the skill. Your responsibility
• Change the size of the target area to make it bigger or
will be to help with the activity and to observe the group to
smaller.
make sure that the children are having fun and also improving
• Simplify the rules to help the young people enjoy the game
during the game.
or activity.
The other important aspect of observation is where you
In summary, observation is not just about standing and
observe the session:
watching the activity unfold before you; it also involves taking an active role in making sure the activity runs smoothly and
Where to stand?
is fun for all the children taking part. It is important that
• Stand where the whole group can see you.
throughout this process you understand what is required by
• Stand so you can see the front of the players and not the
the lead PGA Coach or teacher as your role will be to assist
back.
them.
• Consider the position of the sun, which should be behind the players and not shining in their eyes. • Stand where it is safe for you. • Stand where you can see the safety line and observe all participants. Progressing the game or activity • Plan to use the same layout of marker cones for the whole session. • Begin the game with simple challenges to build confidence. • Make the game more challenging if you see the children scoring high or finding it to easy. • If children begin to misbehave, it’s a strong indication that they have lost interest and are possibly bored. Therefore,
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Communication As a School Games Activator, communication will be one of the
Para-verbal
most important tools you can use to help encourage young people into golf. We rely consciously and unconsciously on our ability to convey a message to children in order for them to learn and improve. Communication is a skill in its own right and, like many skills, you will need to practice it to improve. When looking at communication you must consider the implications for the young person and whether they are receiving a positive message or a negative one. For young people, positive
This form of communication refers to the way in which
communication is particularly important.
we speak using intonation, voice projection, volume, clarity and speed of delivery. Para-verbal communication is often
Communication can be categorised into three types:
overlooked but it has important meaning in our messages and
• Verbal
it can deliberately used to counter problematic conditions
• Para-verbal
during a golf session. For example, you might be supporting
• Non-verbal
a coaching session in windy conditions or indoors you might be sharing space with other activities that create a noisy
All three types are equally important and the impact of all
environment.
three will help create a positive impact on your young golfers. Consider the messages you send to young people when Verbal
para-verbal communication comes into play. The use of tone
This is possibly the most obvious form of communication,
is often an effective method to combat the effects of noise
possibly because we notice the impact of it everyday.
and weather conditions, but it is also relevant when setting
During a golf session, your responsibility will be to offer
the importance of safety and if someone breaks the safety
support and guidance by conveying clear information and
rules during a session. Young people are likely to react to a
precise instructions, while asking questions regularly to
loud shout like ‘STOP’ much quicker than they would if it was
check for understanding. This is very important if you take into consideration safety during a golf session and relaying
whispered.
instructions to young people about safety. Another element of verbal communication which you should consider is to look at the terminology you use when relaying instructions. Try to avoid complicated terms and jargon and use words and phrases that your target audience will understand. Task 2: Giving instructions The tutor will set up a putting game where a leader is blindfolded and the rest of the group has to give clear and concise instructions. How easy was this to do and what were the lessons learned about verbal communication and giving instructions?
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Non-verbal
Task 4: Feedback
This type of communications is a way of passing information
Your tutor will ask a number of you to draw a picture on a
to other people other than by verbal or written information.
flip chart and then provide feedback to you as a group. What
Body language, as it’s commonly referred to, is the most
different types of feedback did he or she use and which did
recognised form of non-verbal communication, however you
you think was the best? What is this type of feedback called?
must consider your hand and arm signals, the use of a whistle, dress, manner and appearance, demonstrations, eye-contact. In typical communication between two people the impact of the message is delivered by: Word 7% Para-verbal 38% Non-verbal (body language) 55% Body language accounts for over half of all communication that occurs between people. Questioning is great for: • Checking to see if young people understand. • Listening to young people - remember they don’t want to listen to you all the time, they want to have fun. • Maintaining children’s attention and keeping the focus on fun. • Encouraging the children to think and reinforce learning particularly using ‘open ended’ questions that begin with
‘How?’, ‘What?’ or ‘Why?’.
Task 3: Giving effective non-verbal communication Can you list any signals, gestures or other examples of
Task 5: Questioning
non-verbal communication that you might use in a coaching
Choose a partner and write a name of a famous person or
session.
golfer on a post-it note. Stick it onto their forehead and by asking questions they have to guess which famous person they are. What’s the key to finding the answer quickly?
There are also 3 other very important skills to improve your level of communication 1. Encouragement, motivation and praise 2. Enthusiasm, positive attitude and responsibility 3. Use of questioning
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Motivation Motivation is how much effort we put in to achieve a goal.
GOAL + EFFORT = MOTIVATION If a goal or objective is important to a person and within
“All I can ever control is my own game …the rest is with the golfing gods”
their reach, they will put more effort in to achieve it. If the goal is unrealistic, undesirable or unachievable, the person will not put in much effort and be poorly motivated. This has
Tiger Woods
an important impact on how we organise and run an activity session with young people. Research in this area has shown us
2nd game – Mastery/improvement
some interesting facts for the way in which we should run our
You are more concerned by personal improvement and
sessions. For example, most young people under the age of 12
mastering a skill without comparison to anyone else. You are
are intrinsically motivated (i.e. they play sport for fun and to
more internally motivated because you have control over
see an improvement in their performance). Trying hard is as
your own motives for playing.
important to them as their actual performance. Therefore, the phrase “Good effort” is really important to use with primary
3rd game – Social approval
age children. Teenagers and boys can be more extrinsically
You are more motivated by approval and praise from others
motivated, comparing themselves to others and judging
such as parents, team-mates and coaches. You are more
success by how well they do against their peers. Girls can be
externally motivated because praise is down to an outside
more motivated by playing with their friends rather than by
individual with their own perceptions and agendas towards
achieving success or beating others.
you.
Task 6: Motivation
There is no right or wrong form of motivation but for
The tutor will set up a putting game called ‘Finders Keepers’
children it is better to encourage them to develop an
and explain what you have to do. You will play it 3 times.
intrinsic/improvement orientation as this puts success in their
Firstly, you will play it by yourself and try to beat the score
control rather than comparing themselves against others.
of the other players. Secondly, you will play to improve your
A social orientation is important, but means that the child’s
score and not compare yourself to the other players. Finally,
enjoyment is governed by an external factor such as having
you will play with a partner and compare your score to the
a friend present. If the friend was to leave the session, that
other teams. Which form of the game did you prefer? This
player might leave as well.
will indicate which type of motivation you may have. What type of motivation were you?
Factors that encourage internal motivation are: • Learning a new skill. • Beating a previous score. • Improving a playing handicap. • Enjoyment. • Individual health and fitness benefits. • Taking responsibility for the activity and your own performance.
1st game – Ego/competitive You are motivated by comparing yourself to others and being
Factors that encourage an external motivation are:
better than anyone else. You are more externally motivated
• Prizes and medals.
because you measure success on your ability to master
• Gaining sponsorship.
external factors that are out of your control. For example, if
• Recognition from others (parents/teachers/coaches/peers).
you were playing against Tiger Woods, could you win?
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Tools to motivate young people in golf Make your golf sessions and games fun. Having fun is the
challenge more frequently.
first response young athletes typically give when asked why they participate in sport. Organise your games with
• Each session should have a specific goal or target outlined
small teams so that there is maximum activity for the
at the beginning of the session by the leader, ideally linked
players. Make the sessions games-based and varied, employ a
to the Junior Golf Passport, and subsequently reviewed
variety of drills, games and activities to teach the same skill.
with the children at the end of the session. For example,
Drills and activities should be conducted in a snappy fashion.
‘today we are going to work on the short game and aim to
Bring in challenges with the drills so that they almost become
demonstrate the correct set up for a chip and run shot by
leadup games to the full fun game at the end of the session.
the end of the session’.
• Structure the session to foster skill learning and
• The Junior Golf Passport can help you create a
development. Learning new golf skills and further
task mastery environment through its focus on skill
developing existing skills are primary objectives of most
development, skills progression and monitoring and
young players. These are within the child’s control as
recording improvement. This will encourage internal
opposed to outcome goals such as beating an opponent
motivation and ultimately more enjoyment from golf.
or winning a prize, which is not. Use the Junior Golf Passport to help set skills challenges for each individual.
• Set appropriate boundaries to work within by stating
This will ensure a longer term, more intrinsic commitment
ground rules and expectations at beginning of each session.
to your programme and golf in general.
Verbally reward children for working within those boundaries at the end of each session.
• By setting realistic short-term goals (such as achieving a target on the Junior Golf passport in a session) and emphasising the learning of new skills, you can enhance a
• Evaluate your work at end of each session with children and then on your own.
climate for internal motivation. You should also evaluate improvement and effort rather than performance and
• Vary coaching activities to meet contrasting motivational
ability to enhance motivation, especially with children
needs of children. Even if you are uncertain about each
under the age of 12 years.
child’s motivational need, think about varying the activities and content of the session to maintain interest.
• Because children under the age of 12 years tend to equate effort with ability, always use ‘Good effort’ in your
Above all, make the games and activities fun! Keep changing
evaluation of performance.
the goals within the game and progress the activities so that young people are constantly being challenged. Don’t be afraid
• Extrinsic rewards such as certificates can help encourage commitment in new and younger players less confident
to change or adapt a game if it is not working. Ask for the players’ own ideas and suggestions.
in their ability but may become less important and even de-motivational for regular and older players focused on improving their skills. • Help children define success in terms of perfecting a skill rather than beating an opponent and by giving maximum effort. Parents can help by asking their children ‘Did you have fun?’ instead of the first question being ‘Did you win?’ Enhance experiences of success so that the task meets the
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Self-evaluation This workshop is just the beginning of your journey in becoming a successful leader in golf. It is therefore important to recognise your strengths and qualities, as well as identify the skills that you need to develop. Task 7: The self-evaluation wheel In this next activity you will be asked to take part in a self-evaluation exercise to assess your ability on a number of key skills for leadership. Rate them 1 to 5 (1 being for a weak area that you would like to develop and 5 being for an area where you are extremely strong). After completing the selfevaluation wheel, you will be able to see areas of strength in your leadership and areas you need to develop. This can then help identify the areas where you might need further training or support. Some segments have been left blank for you to add your own skills.
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Being a good role model The young people that you will be working with in either a
Examples of role models in golf:
school or golf club will be looking to you as their role model.
• PGA Professional
As a School Games Activator you should be supporting
• Teacher
teachers and PGA Coaches to offer a high quality golfing
• Junior Organiser
experience, setting standards of conduct for the young people
• Friends
to adhere to, but also setting standards for yourself.
• Tour players • Club players
People only see role models in golf as being the stars on our
• Junior Golf Leaders
TV screens such as Lee Westwood and Colin Montgomery but behind those stars are individuals like you who have helped that player
Task 8: Role models
reach their potential, from when they first started playing golf
Write down the name of a teacher or a coach who you liked What qualities did they have as a leader?
to the time they turned professional. As a School Games Activator, you might have the opportunity to work with the potential golfing stars of the future but more than likely you have the ability to provide a memorable and positive influence over a young person that can help to shape their sporting experience and even life ahead. Remember the Golf Foundation’s focus on ‘Skills for life’. We believe that golf provides a great medium through which to teach young people not only about playing the game, but also to develop their personal and social skills. In your training, the tutor will give you examples of how golf can develop honesty, respect, cooperation, perseverance, concentration and self-motivation.
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SAFETY FIRST!
Safety first Ensure that players follow these safety precautions on all games and activities. Players must observe the safety rules of where to stand when another person is striking the ball.
Safety forskill Skills Festival games Safety for development
Safety forplaying Super formats Sixes Safety for
Red for Danger • Mark a safe area 3m behind the participants using red cones. Ensure that pupils remain behind this line when others are playing. • Use white or green tees (green for ‘go’) to mark the hitting line. • Tell pupils to wait for a signal before stepping in front of the hitting line to collect balls. • Ensure that all clubs are put down in between the tees when balls are collected. • Leave clubs between the white cones when not being used.
Five steps back and "Safe" Players reach their ball, take 5 steps back directly away from the target, place the spare club on the ground and shout "Safe". Upon the command of "Safe", the player whose turn it is steps up to the ball and takes their shot.
• Never leave clubs with pupils in the safe area.
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Equipment Tri-Golf equipment Tri-Golf
Golf clubs are available in all different shapes and sizes. For a young beginner this can become very confusing. Tri-Golf equipment eliminates this problem by simply having a putter and a chipper.
Both clubs have a yellow mid section, known as the shaft and a black handle, also known as the ‘grip’
The putter has a flat face and is designed to roll the ball along the ground.
Left handed clubs
Safety Point
Some players may be left handed. Left handed clubs are provided within the Tri-Golf and Golf Xtreme equipment equipment bag.The club bags.. The club on head simplyway on around. the other way around. head is simply theisother
Where do you position a left handed player? Always ensure that players are never playing back-to-back. Where possible, position left handed players to the end of the line if the following layout is being used.
Golf Xtreme equipment also consists of 2 types of club: a putter and a chipper (9 iron). These clubs are modified versions of traditional metal golf clubs but lighter and shorter for secondary age pupils.
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The chipper has an angled face and is designed to make the ball fly through the air.
direction of target
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Putting The purpose of putting is to roll the ball along the green into the hole using a putter. School Games Activator andisTri-Golf to As a Tri-Golf Activator, your role not to Session create the golf session, your role but is not to create next Open next Open champion, simply ensurethe a young person champion, ensure a young person iswhile having a is having a but fun, simply safe and enjoyable experience taking fun, safe enjoyable experience while taking part in a and Tri-Golf session. part following in a Tri-Golf session.assist you in providing a group The guidelines The following guidelines you intoproviding a group or individual with simple assist technique allow them to or individual with simple technique to allow them to achieve during the session. during the session. Ifachieve you feel you need more guidance, then contact your If you feel you need more local PGA Professional for guidance, support. then contact your local PGA Coach for support.
Aiming the putter
Holding the putter
How to stand
Scarecrow routine Encourage the pupil to: • Stand with the club on the floor with the grip pointing to the centre of their feet. • Make like a scarecrow with hands out – the hand closest to the target goes on top of the grip. • The hand furthest from the target goes underneath
To swing with balance it is important to stand correctly. Ensure: • Feet are approx shoulder width apart (see right). • Ball is in line with the centre of the feet (see above). • Toes and belt-buckle are facing the ball. • Tip – Feet together opposite ball, then little step left, little step right. • Tip – Use the rubber foot prints provided with the equipment bag. Tri-Golf equipment bag.
The club head of the putter should face directly towards the target. It should be placed behind the ball before playing the stroke.
Pendulum swing The golf swing is similar to the pendulum on a grandfather clock.‘Tick-Tock like a clock’. Swing the putter backwards and forwards the same distance.
...to increase the distance of the putt, swing the club further back…
Swing the putter smoothly and not too fast...
…but remember to swing through and point the club towards the hole.
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Chipping The purpose of chipping is to lift the ball into the air using a chipper. School Games Activator andisTri-Golf to golf As a Tri-Golf Activator, your role not to Session create the session, yourchampion, role is not createensure the next Openperson next Open buttosimply a young champion, ensure a young person iswhile having a is having a but fun, simply safe and enjoyable experience taking fun, safe enjoyable experience while taking part in a part in a and Tri-Golf session. Tri-Golf session. The following guidelines assist you in providing a group Theindividual followingwith guidelines you intoproviding a group or simple assist technique allow them to or individual technique to allow them to achieve duringwith thesimple session. during the session. Ifachieve you feel you need more guidance, then contact your If youPGA feel you need more local Professional for guidance, support. then contact your local PGA Coach for support.
Aiming the chipper
Holding the chipper
How to stand
Scarecrow routine Encourage the pupil to: • Stand with the club on the floor with the grip pointing to the centre of their feet. • Make like a scarecrow with hands out – the hand closest to the target goes on top of the grip. • The hand furthest from the target goes underneath • Both hands are touching as shown below.
To swing with balance it is important to stand correctly. Ensure: • Feet are approx shoulder width apart (see right). • Ball is in line with the centre of the feet (see above). • Toes and belt-buckle are facing the ball. • Tip – Feet together opposite ball, then little step left, little step right. • Tip – Use the rubber foot prints provided with the equipment bag. Tri-Golf equipment bag.
The club head of the chipper should face directly towards the target. It should be placed behind the ball before playing the stroke.
Pendulum swing The golf swing is similar to the pendulum on a grandfather clock. ‘Tick-Tock like a clock Swing the club backwards and forwards the same distance.
...to increase the distance of the shot, swing the club further back
Swing the club smoothly and not too fast...
…but remember to swing through and point the club towards the target.
When chipping can you make a tap sound with the club on the ground as you hit the ball? This encourages a downwards strike to get the club underneath the ball.
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I -E GSO A L FC T MIAVATO N UA LR M A N UA L S C H O O L GTARM
Competition Format 1: Skills Festival
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SCHOOL G S LA TA I VATO TA R IM - GEO FCM N UA L R M A N UA L
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Competition Format 2: Super Sixes Super Sixes is an exciting new format of golf competition for beginner to intermediate players that can be delivered as part of the School Games in primary and secondary schools. It has been developed to incorporate all the exciting, fun and team elements of golf in a schools competition format.
What makes Super Sixes super? • Teams of 6 pupils playing 6 holes in 60 minutes. • 24 players start together – 4 players on each tee. • The competition builds on the popularity of the Tri-Golf and Golf Xtreme programmes in primary and secondary schools – the equipment is safe and enhances success. • A traditional golf course is not required: schools can use the equipment found in the Tri-Golf and Golf Xtreme bags to design their own 6-hole courses on a school site. • Able bodied and disabled pupils can play together in pairs using the “Texas Scramble” format where each pair chooses and plays their best ball position for each shot. • Pairs play against other pairs from different year groups, classes, or schools (“Match-Play”) to win each hole. • Various formats can be played to allow for more teams and more players to enter. • If the school has a link with their local golf facility the competition can be played on a traditional golf course. • Super Sixes can be played in a single knock-out format or via a regular local league against other schools.
Who is the target audience for Super Sixes? • Intermediate ability pupils at year 5 and 6 in Primary schools using Tri-Golf as the standard equipment. • Beginner ability pupils at years 7-13 in secondary schools using Golf Xtreme as the standard equipment. • Disability groups using whichever equipment they feel most comfortable with. • Families using adapted equipment on a school site or traditional equipment at a club.
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How to play Super Sixes? The following elements are recommended as the core elements to playing Super Sixes. (There are also several ways of adapting and changing the format at a local level depending on the number of teams or players entering. These are highlighted after the rules section).
Core • Each team consists of 6 players (3 pairs), ideally with an adult or leader to supervise and guide the players on the early holes. Each pair can be ranked or simply named A, B and C. • 6 holes are laid out. • It’s “Match-Play” so you are competing against another team where a win on a hole is worth 2 points, a draw on a hole is worth 1 point, and a loss on a hole is worth 0 points. All points scored in a match count towards the overall team score for the 6 players so every hole provides an opportunity to score even if the first few holes have been lost. • One pair from a school will play against another pair from another school (e.g. St Joseph’s A v St Cuthbert’s A, St Joseph’s B v St Cuthbert’s B, St Joseph’s C v St Cuthbert’s C). • Each match (e.g. A v A) will start on a separate hole – called a “Shotgun start”. All the holes will be occupied if you have 4 teams of 6 players i.e. 24 children. • The starting hole is a practice hole to allow the pupils to get used to the format. After the practice hole, each pair will compete against the other team over 6 holes finishing on the hole they started the practice on. • Super Sixes is built around the “Texas Scramble” format where all 4 players tee off and within their pairs they must then decide which ball to play next, usually the best positioned golf ball. Once each pair has decided which ball to play, the player with the weaker shot picks up their ball and places it within 10cm of the best placed ball and both pupils play from there. This process applies for every shot until one of the balls from the pair drops in the hole (please see diagram opposite).
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Player A picks up and moves their ball to player B
PLAYER A PLAYER B 1st shot
PLAYER A PLAYER B 2nd shot
Rules The following rules have been designed for the core playing format for Super Sixes. You may wish to adapt them if you are using an alternative playing format or competition structure. The home team tees off first on the first hole (both players from that team) each using their own golf ball. A tee shot must be hit from between the white tee cones, and a tee peg can be used if requested. On subsequent holes, the winning pair of the previous hole tees off first. The first hole is played as a practice hole, so in effect pupils play 7 holes but only score on 6. Order of play • Decide which pair tees of first - usually the home pair. • Once all 4 players have teed off, walk slowly up the fairway. • Whilst walking up the fairway the pairs must decide between themselves which shot to take (normally the one closest the hole). • Once the pair has decided on their next shot, the pair which is furthest plays first. Whilst they are taking their shot it is important that the other pair stands behind and away from the player swinging. • This process continues until all the players have reached the putting green; then each pair can stand behind their ball position • It is always the pair furthest away from the hole that plays first.
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Each partnership has a maximum of 10 shots per hole, if they exceed this limit they pick up their ball. If both pairs exceed the 10 shot limit, the hole is decided on the team that has got their ball nearest to the hole within that 10 shot limit. Hazards If you go into any hazard (Bunker or Water) on a school golf course then you must take the ball out, place it behind the hazard and add one shot to your score. Pupils may hit out of a bunker on a traditional golf course without dropping a shot. Scoring Each pair keeps a record of how many shots they have hit (TALLY). This can also be done by a scorer (teacher or leader) The team with the lowest amount of shots wins the hole and receives 2 points The team with the highest amount of shots loses the hole and receives 0 points. If the teams score the same amount of shots they ‘Half’ the hole which means both teams receive 1 point. Once the hole is completed all 4 players move on to the next hole. The team behind should only play the hole once the team in front has finished and moved onto the next tee. All pairs must complete the 6 holes and keep their score on each hole. Every point counts towards the overall team score for all 6 players. Teams A team must consist of 6 pairs (A, B and C Pairs) with the option of 2 players as reserves. We have aimed this competition at beginners. The pairings can change between matches but the squad of 8 must remain the same through out to keep it fair. Safety When anyone is taking a shot, make sure the other players are standing 3 or 4 metres behind the player taking a shot. Use a red cone on a tee box to mark the safety area. It is important that the children stay safe and have fun at the same time so we urge you to reinforce safety at the start of every competition. Training leaders to go round with each group will help to manage the safety but also score the competition. They can also promote and reinforce learning about Skills for Life (see page 26). Layout This is one of the exciting parts of Super Sixes because there is not a prescribed or standardised course and it is down to the host or home venue as to how the course is laid out! • Use water hazards (Blue cones) • Put bunkers in (Yellow Cones) • Add out of bounds (White Cones) You do need to consider the ability of the children as too many hazards will make it too difficult. If you are using Tri-Golf and Golf Xtreme equipment you will have flags and cones, enough to lay out 6 holes on a playing field or artificial surface. If you have a good relationship with the local golf club, then you can use the facilities they have such as a par 3 course, practice ground or 6 holes on the course. If you are using the golf course we recommend shortening the length of the holes so it’s easier for the children. Please see overleaf an example layout you may wish to adopt.
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Super Sixes Layout You will need (approximately): • 48 green cones for greens • 24 yellow cones for 3 bunkers • 24 blue cones for 3 Water Hazards • 12 white cones for 6 tees • 6 flags • 6 Hoops • 6 Golf Xtreme Putters (leave on the greens) • 1 Golf Xtreme Chipper for each pair • 1 scorecard for each group
1st
2nd
6th
3rd 5th
4th
When you lay out your Super Sixes golf course try and keep a safe distance between the green and the next tee.
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Disability Guidance for Super Sixes Super Sixes is an ideal format to support the School Games ambition of more regular competition and to allow all abilities of pupils to play together. Inclusive: The “Texas Scramble” format allows disabled children to play alongside non-disabled children. Both players in a pair always play a shot with their own ball and they then work together to select the best placed ball for the next shot. This process applies to every shot taken until the ball is in the hole. Parallel or Separate Activity: Some disabled participants may need extra support or the opportunity to play in a separate event. Using the adaptations suggested below (to suit the needs of the group) set up an extra loop of 6 holes or run a bespoke event. Adaptations: • Length of the hole. You can shorten the hole to make it more achievable. • Increase the size of the green to make the target bigger. This also increases opportunity to use the putter which is an easier skill. • You may set up a course which is a putting course. This may simple involve a tee (2 cones) and a hoop as the hole. • Throwing or kicking golf (Football golf). Use an over or under arm throw to represent a chip shot and a roll to represent a putt. You may even wish to play football golf by simply kicking the ball. You then might progress to using the equipment. Change the playing format: • Stroke play – count every shot. You may wish to include a shot limit i.e. maximum of 10 shots per hole then you pick up and move onto the next hole. • Equipment – you may wish to use Tri-Golf equipment with older children. This includes a lighter ball which is easier to hit. The ball is also colourful (yellow, red, green and blue) and bigger which makes it easier for people with visual impairments. The actual club is also lighter so it is easier to control, has a thicker grip and a larger club head which makes it easier to hit the ball.
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Appendix 1 - Score cards
Super Sixes Score Card School:
Team: A B C
Player 1: Player 2: Hole 1:
Score:
Points:
Hole 2:
Score:
Points:
Hole 3:
Score:
Points:
Hole 4:
Score:
Points:
Hole 5:
Score:
Points:
Hole 6:
Score:
Points:
Total (Per hole: 2 points win, 1 point draw, 0 points loss). Skills for Life rating =
Super Sixes Score Card School:
Team: A B C
Player 1: Player 2: Hole 1:
Score:
Points:
Hole 2:
Score:
Points:
Hole 3:
Score:
Points:
Hole 4:
Score:
Points:
Hole 5:
Score:
Points:
Hole 6:
Score:
Points:
Total (Per hole: 2 points win, 1 point draw, 0 points loss). Skills for Life rating =
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Skills for Life The Golf Foundation promotes the development of both playing and personal skills amongst all young people through its HSBC Golf Roots initiatives and competitions. The format of the Super Sixes lends itself to promoting skills such as cooperation, honesty, perseverance and respect. These should be encouraged and rewarded by leaders and adults working with each group. Leaders should use the scorecard to give each playing pair a rating out of 10 as to how well they have demonstrated these skills in their round of golf. Similar to the playing score, the Skills for Life rating for each pair can be added to those of the other 2 pairs to give an overall team score. Specifically, leaders should ask the pupils about examples of Skills for Life before they tee off and then prompt them during the round. For example:
Respect – how well did the players: • …shake hands at the beginning and end of the match? • …congratulate a team mate or opponent on a well played shot? • …stand still and remain quiet for each other when playing a shot?
Cooperation – how well did the pupils: • …work together and agree over whose ball to play throughout the round? • …encourage each other verbally or with physical gestures such as ‘High Fives’? • …plan tactics in the match?
Perseverance and concentration – how well did the players: • …keep trying despite playing a poor hole? • …take their time over each shot and have a practice swing?
Honesty – how well did the players: • …keep their own score? • ...acknowledge any mistakes?
Staying safe – how well did the players: • …follow safety rules such as standing 3 steps back from the player swinging? • …shout ‘fore’ when the ball was hit towards another player? • …take turns and stay behind the player hitting the ball? • …follow the rule that the team furthest away from the hole always plays first?
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What Happens Next? Now that you have attended this School Games Activator Workshop you can support and deliver the 8 game Skill Festival and Super Sixes formats both in primary schools and secondary schools. You may also wish to help run a school golf club. Primary School Golf Club • The Golf Foundation has created a downloadable toolkit to help pupils run their own school golf club. It shows pupils how to create their own golf club committee, promote and organise competitions, design their own golf course and make links with their local golf club. • To download your free copy, visit: www.golf-foundation Secondary School Golf Club • A School Golf Club is a regular lunch time or after-school club run by School Games Activators for pupils and supported by both a member of staff and the local PGA Coach. • The School Games Activators may choose to run a street golf style club, a School Games format such as the Super Sixes or a more traditional coaching club where they support the PGA Coach running games and activities (see page 36). • If you would like to run a club, please consult with your adult helper at the school and speak to your Golf Foundation Regional Development Officer. Additional Training To continue developing as a Junior Golf Leader and help out with either a school golf club or at the local golf club, you can also attend the Junior Golf Leaders Workshop and the PGA Level 1 Award. For further information, please visit: The Golf Foundation
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The Professional Golfers’ Association
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Changing the lives of children and young people
TRAINING PATHWAY FOR YOUNG VOLUNTEERS
SCHOOL GAMES ACTIVATOR WORKSHOP Learn to deliver games to primary age pupils with an emphasis on fun and safety (2 hours)
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ASQ LEVEL 1 CERTIFICATE IN COACHING
JUNIOR GOLF LEADERS WORKSHOP Learn to assist a Level 3 coach in delivering games and activities to juniors using metal clubs with an emphasis on fun and safety (6 hours)
The England Golf Partnership brings together the English Golf Union, English Woman’s Golf Association and Professional Golfers’ Association. It is supported by the Golf Foundation and Sport England.
Delivered by the PGA, train to gain a first qualification in coaching golf alongside a Level 3 Coach (2 days)
Supported by:
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1 Making the cut
EQUIPMENT
Cones and 40 golf balls.
SET-UP Explain how in a professional golf tournament each player will compete in a minimum of 2 rounds and half the players with the lowest combined score will then make the cut and compete in the next 2 rounds. Split the pupils into 4 equal teams and place each team on a green with an equal amount of golf balls. ACTIVITY The aim of the game is for a team to have as few as possible golf balls on their green at the end of each round. Players can carry one ball to another green where they drop them and then run back to their own green to collect some more. Play for one minute, stop and count which team has the lowest score in the first round of the tournament. Round 2: Play again, starting with the same amount of balls on each green, but this time players can defend their zone by tagging anyone carrying a ball outside of the green. If a player is tagged, they have to return the ball that they are carrying to their own green and then start again. Play for one minute, then count – which 2 teams have got the lowest combined scores and who will make the cut? CHANGES
– Players can carry more than one golf ball at a time.
– The layout of four greens can be built into a long game or pitching session using the game ‘Green Hunter’ (see game 21).
Warm up
2 Forecaddy
EQUIPMENT
Chipping clubs, golf balls and cones.
SET-UP Explain where the term ‘fore’ comes from (i.e. children who used to act as ‘forecaddies’ in finding adult players' golf balls). Split the group into pairs with one partner in the red safety zone and the other partner on the tee. ACTIVITY Players on the tee (the golfers) hit 3 balls each (same colour) and then put their clubs down. On the command of ‘go’ from the teacher, their partners in the red safety zone (the caddies) then have to sprint out and collect the 3 coloured balls that their partner hit and return them to the tee. At the same time, the golfers have to complete as many shuttle runs as they can to the edge of the river (blue line) and back before their ‘caddy’ returns their 3 balls. The partners then swap positions so that the other player has a turn at caddying – compare scores. CHANGES
– The golfer only hits one ball/five balls.
– The river is further away or closer.
– The caddy can return any ball(s) to their golfer.
– Introduce a green which is a safe zone from the caddy. The golfer scores a bonus five shuttle runs if they can land their ball on the green. – Could be played as a throwing game. – This warm up game could then also be progressed into the full playing game of ‘Over the river’ (game 19).
Warm up
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5 Time Keeper
8D ominoes
Play 12 hours of golf in a few minutes!
Judging distance and aim.
EQUIPMENT
Balls, putters and cones.
SET UP Place 6 cones an equal distance apart in a line in front of each set of tees. Split the group into small teams and give each team a putter and a ball. ACTIVITY Taking alternate putts, one person from each team has to putt for the nearest cone in their line. Once it is hit they can remove it and the next person can putt for the next cone in line. The first team to pick up all their ‘dominoes’ is the winner. CHANGES Harder: – Put a smaller target at the end of the line.
Putting
– If a cone is missed, a domino has to be replaced and the line grows again.
– Aim – Distance
EQUIPMENT Cones, balls, putters, hoops or velcro target. SET-UP Make several ‘clockfaces’ using cones, paper or other markers. Place a target (cone, bean bag, golf hole etc) at the centre of each clockface. Split the group into a team for each clockface. Teams stand at ‘one o’clock’ in a line. Give each team one club and give each player one ball. ACTIVITY The first player putts the ball towards the target. If they hit the target they move onto 2 o’clock but if they miss they stay at 1 o’clock and join the back of the line. The second player putts, then the third, and so on. Players cannot move round until they have hit the target. The first player who makes it round to 12 o’clock wins. CHANGES – Start a player at 3, 6, 9 and 12 o'clock. Challenge them to catch up the person ahead of them in a clockwise direction by holing a putt and moving onto the next point of the clockface. – If a player misses at any point, they go back to the beginning.
Putting
– Aim
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17 Grand National Over the jumps.
EQUIPMENT Cones, balls, GFX iron clubs. SET-UP Set out a series of ‘jumps’ using marker cones. Use a cone to mark the beginning of the course. Mark out a safe area for non-hitters and split the group into teams. Line the teams up at the starting point. Give the players at the front a club and a ball. ACTIVITY Players try to get over the ‘jumps’ in turn and have to clear each fence and land before they tackle the next fence. When all players have been over the ‘jumps’ team sits down. The first team to be sitting down wins. CHANGES Easier: – Reduce the number of ‘jumps’. – Increase the distance between the ‘jumps’. Harder: – Increase the number of jumps. – Reduce the distance between the ‘jumps’. – Players who hit a ‘fence’ and fail to clear the ‘jump’ go back to the start line.
Chipping Pitching
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– Distance
14 B oule
Chip your way close to the jack.
EQUIPMENT Cones, GFX iron clubs, balls, coloured ball/football. This game can be played in any open area. Use markers to identify a start point for each team. SET UP Split the group into teams – preferably of even numbers. Give each group one iron. Give each player 2,3 or 4 balls (players should mark their balls to tell them from others in the group). Give each group a yellow ball/football/cone as the jack. ACTIVITY Leaders place the jack. Players take it in turn to chip their balls as close to the jack as possible until all the balls have been hit. The player closest to the jack scores one point for every ball that is closer than any of his/her opponents. The player with the most points after a set period or number of ‘ends’ wins. CHANGES Can be played as a putting game like bowls.
Putting Chipping Pitching – Aim & Distance
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18 Soft Landing Can you control the roll?
EQUIPMENT Cones, balls, GFX iron clubs. SET-UP Mark a line on the landing area using string, tees, markers, cones, etc. Mark out a hitting area. Mark out a safe area for non-hitters. ACTIVITY In turn, players attempt to pitch the ball so that it stops as close to the line as possible. Award 5, 3, 1 points for the best three shots. CHANGES Easier: – Get children to throw the ball first and then progress onto short shots. – Decrease the distance to the target. Harder: – Increase the distance to the target. – Pitch over a bunker or other hazard.
Pitching
– Distance
22 Champions League A test of accuracy.
EQUIPMENT Cones, balls, GFX iron clubs SET-UP Make a line of at least 6 tees each with a red safety cone behind. Split the group into pairs and put 2 pairs on each tee. Label each tee as a football league from: Champions League, Premiership, Championship, Division 1, Division 2, Conference. Place some flags, greens, hoops, etc out on the field as targets. ACTIVITY Each pair plays as a team against the other pair. One team chooses a target or challenge to aim for and plays first. The players then alternate shots until they have each had 2 shots. The team closest to the target wins and gets promoted by moving up a division to the next tee while the losing team moves down a division to the lower tee. The team winning the Champions League stays where it is, the team losing the conference stays where it is. CHANGES Vary the number of shots or the type of challenge but let the players devise their own challenges.
Long game
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– Aim & Distance
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19 Over the River
Don't feed the Great White Shark.
EQUIPMENT Blue cones, balls, GFX iron clubs. SET-UP Place two rows of blue cones to form a ‘river’ approximately 25-40 yards from the hitting area. Set the teams up behind their hitting areas. Mark out a safe area for non-hitters. ACTIVITY Team players take turns to hit the ball over the river. The whole team needs to land at least 10 balls in succession over the river. If the ball lands in the water, then the team starts again. CHANGES – Teams have to chip over a bunker but stop the ball before the river.
Pitching Long game
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– Distance
20 Down the Middle Who is the straightest driver?
EQUIPMENT Cones, balls, GFX iron clubs. SET-UP On the practice area, mark out a ‘fairway’ using cones. Set up a hitting area behind the ‘fairway’. ACTIVITY In turn, team members try to hit their ball from the hitting area onto the fairway. Winner is the team with the most balls on the fairway. CHANGES – Introduce a green at the end of the fairway. – Add a river that players have to hit over.
Long game
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– Aim
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C E R TI F IC A TE
This is to certify that
has attended a
School Games Activators Workshop
Signed
Date Mike Round (Chief Executive of the Golf Foundation)
Working on behalf of
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