Lesson Plan Title: Introduction to Disc Golf Curtis Smeding

Date: April 20, 2019

Subject: Physical Education Grade: 9 (25 students (ish)) Timeframe: 60 minutes
Topic: Disc Sports (Disc Golf)

Materials:
-Laptop and projector (or screen) for videos
-Discs -- 25 Putters and 25 Drivers (roughly)
-Gym wear (athletic “moving” clothes)
-1 whistle
-25 excited and engaged students

Safety Considerations:
-Proper footwear is being worn (and shoes tied)
-When using gymnasium, ensure the court is clean and bags are put to the side
-Ensure students are safe to go outside for throwing in the field, (weather conditions, temperature,
etc.)
-DO NOT throw when there are people in front of you who are unaware of incoming projectiles
-Be respectful of each other, the equipment and your environment.
-Be spatially aware to ensure you do not run into or hit your classmates.
-Stay under control when throwing, do not goof off when sending projectiles like these discs.
-People are not targets! The baskets are.
-Make sure to properly stretch and warmup your shoulder/arm muscles before throwing. Driving
especially is a very explosive movement and a proper warmup is necessary.

Management Strategies:
-1 whistle = stop/freeze
-2 whistles = bring it in (circle)
-Students will help setup/take out the equipment
-Students will also help clean up all equipment (as instructed by the teacher)
-There will be partner groups for longer throws in the field (groups of 2 or 3)
Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?

Broad Areas of Learning:

-Physical Literacy
-Motor skills
-Sending of projectiles (discs)
-Body control
-Coordination
-Social learning/experience
-Using technology in meaningful/applicable ways

Cross-Curricular Competencies:
-Develop thinking: Thinking and learning contextually and creatively.
-Develop Literacies: Constructing knowledge in Social and Physical literacies
-Understand, value, and care for others
-Understand, value, and care for yourself
-Physical Education has the power to develop more than just physical skills. It has been proven to enhance
and develop stronger emotional and social skills.
-Develop technological skills (using phones to enhance and improve learning)

Outcome(s):

PE9.4
Implement personal plans for improvement of a self-selected skill-related component of fitness
(power, agility, speed, reaction time, balance, and coordination) as it applies to complex movement
skills used in a sport or activity of interest (e.g., power in the legs to increase vertical jump for
volleyball spike, agility for avoiding a pin in wrestling, balance used in ballet, coordination used in
juggling or cup stacking). (The APP/Technology can be used to enhance this personal plan for
improvement, measure where your driving distance is at, set a goal and do your best to improve your
throws)

PE9.5
Build skills towards proficiency in four self-selected complex movement skills including one from
four of the following categories:
target games (e.g., bowling, curling, golf, archery)
striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
net/wall games (e.g., badminton, tennis, table tennis, volleyball)
invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey, rugby,
ultimate frisbee, double ball, team handball)
alternate environment activities (e.g., orienteering, skating, cross-country skiing, canoeing, roping,
downhill skiing, dog sledding, wall climbing, in-line skating, skate boarding, cycling)
body management activities (e.g., dance, wrestling, track and field, pilates, martial arts, yoga,
aerobics, gymnastics).
 PE9.6
Design and implement, collaboratively, plans to use effective tactics and strategies (while considering
rules and skills when participating in a variety of movement activity situations) to enhance
performance and enjoyment of self and others in each of the following:
target games (e.g., bowling, curling, golf, archery, bocce ball)
striking/fielding games (e.g., long ball, softball, slo-pitch)
net/wall games (e.g., badminton, tennis, table tennis, volleyball, pickleball)
invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate
frisbee, double ball, team handball) low-organizational, inventive, and cooperative games (e.g., capture the
flag, prisoner's base, speedball, kick the can, bombardment, dodgeball).

PGP Goals:
2.4 ability to use technologies readily, strategically and appropriately
2.6 ability to strive for/pursue new knowledge
3.1 the ability to utilize meaningful, equitable and holistic approaches to assessment and evaluation
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual, physical
and spiritual beings.
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan
lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of
Education
4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject
matter, and contextual variables together in developmentally appropriate, culturally responsive and
meaningful ways

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

-Are the students able to throw the disc effectively? Give feedback and ensure they feel confident in
throwing the disc.
-Are students gripping the disc properly?
-Are they releasing the disc properly and at the right point/angle?
-When putting, are the students releasing and following through (pointing) towards their target?
-When driving, are the students relaxed and using the proper footwork to create the most effective throw?
-Are they successful in throwing a standard backhand shot?
-Can they use technology effectively (their phone) to measure their driving distance?

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

-Do the students understand the sport of disc golf? Basic rules and etiquette?
-How much control does the student have now?
-Has the student improved their form/technique?
-Can the student successfully perform a putt?
-Are the students able to replicate/repeat a throw?
-Has the student been engaged and participating fully throughout this lesson?
-Have the students used technology to help them measure their throwing distance and improve?

Stage 3- Learning Plan

Motivational/Anticipatory Set:
-If students have never tried Disc Golf before, start by asking them what they think it looks like?
-Show YouTube videos of Disc Golf being played at a high level (incredible shots/ aces etc.). Ensure videos
show disc golf athletes from both genders and from multiple cultural backgrounds (create stronger learning
environment and inclusiveness)
-Tell students the World Record for farthest thrown disc: 1,109 feet by David Wiggins Jr. - Show the video if
there is time
-Bring out a couple discs and introduce students to the “special” Disc Golf discs.

Activity Sequence: Time

Disc Golf Introduction – Important Rules and Different Shots (explain standard 10 min
backhand throw and standard putt)

Short-Range Practice in Group of 2 or 3 (Putting) 15-20 min

Long-Range Driving Practice (Field) 15 min

Introduce and use - Technology (app) that measures distance (UDisc App) 15 min
*Driving continued – measure distance from where disc was thrown to where disc
has landed  try to improve and throw farther

Closure: Tell students we will go into more depth on learning these two throwing 2 min
skills (most important skills to have down before going to Diefenbaker Disc Golf
Course)
Also tell them to be prepared to use video in order to break down their own
mechanics and see where they can improve etc. (slow motion video capture)

Main Procedures/Strategies:

Skill or Concept Learning Activities Teaching and Observation Points

-Students will get an introduction -Tee-pad: When playing on a
Disc Golf Rules to the basic and most important course with teepads or marked
rules of Disc Golf throwing areas: The disc must be
-Basic etiquette released before you step off the

Disc Golf Different Throws/Shots
-Students will get an introduction
to the different throws and shots
that are used when throwing in
disc golf (more brief, going
deeper/more detailed in next
lesson).
-Students will understand the
standard backhand throw (can
generate most power) and the
standard putt.
tee-pad. You may start your run
up/windup off the tee-pad and
then go onto it, but the disc must
be released while you are still on
the tee-pad.
-Foot faults: Your second shot
must be thrown at or behind
where your disc landed. Your foot
must be behind the front part of
your disc (cannot be in front). If
you run up to your disc on your
second shot, your front foot
cannot plant in front of the disc.
-Basic etiquette: Wait for
everyone to finish throwing
before going to your discs landing
spot.
-Do not throw when people are in
front of you, wait for everyone to
finish retrieving their disc. OR on
a course, wait for a group to fully
complete the hole and are clear
of it before your group starts
throwing (Diefenbaker).
-Be respectful of your opponents,
yourself and the environment
around you. On a course,
branches/limbs of trees cannot be
removed to improve your look at
the basket. No plants or trees
should be harmed.
-Backhand and Forehand:
Explain that the backhand throw
is the standard throw that can
generate the most power – Go
over mechanics of the backhand
throw (disc golf drive)
-Explain the standard putt and go
over the mechanics and teaching
points, weight transfer, extend
arm, release and follow through
to pointing at the target.
-Brief summary of different flight
patterns and shots when putting
the disc on different tilts or
angles. (hyzer, anhyzer, flat, hyzer
flip, straddle putt etc.)

Short-Range Practice - Putting
Long-Range Practice - Driving
Driving – Distance Measurements
(App on phones technology)
-Students will practice the putting
skill using their partner(s) as the
target
-Groups of 2 or 3 (stand across
from each other) practice the
standard putt
-Students will try/practice
throwing a driver disc (long-range
practice), out on the field outside
of the school.
-Teacher introduces App
technology to help measure
distance of throws/drives. This
-Putting Cues (brief for this
introduction lesson):
Standard Putting Form:
-Non-Dominant foot is back,
weight is back, weight transfer
forward
-Bring disc from hip up and
extend arm (throw) as body
weight is shifting towards the
target (your partner)
-Follow through and release/snap
at the target
-Hand should finish in a spot
pointing at the heart of the
basket/ target (after release).
Target will be a peer for today’s
lesson. (No practice baskets
today)
-Get students to practice this putt
aiming between the belly button
and chest of their partner
-To start (for this intro lesson)
everyone will throw all together,
then everyone will go out and
retrieve their disc and repeat.
-This is often a fun way to start
and takes pressure off students
who feel they can’t throw the disc
very well or very far, everyone is
all throwing at once and most
people are watching their own
disc fly and get pay attention to
how others are doing.
-Bridge into students being
spread out and practicing with a
group of 2 or 3 (if students space
it out and understand their
average distance, than a partner
can go out in that area and watch
the disc being thrown, they then
pick it up from where it has
landed and practice their drive
back to their partner(s).
-Remind students of safety
considerations when throwing
projectiles (hard plastic)
-Introduce the app, tell students a
step counter app will work to
measure the distance to the disc
 can be used to see how far you
are throwing and if you can
improve your driving distance
-Students will use technology to
measure the distance of their
throws (driving), share phones if
need be
-Students will aim to improve
their distance after measuring it
the first couple times
as well. Have them use their
phones for this app and measure
the distances. (share phones if
needed)
-Tell students to try and improve
their driving distance (can be a
part of their personal
improvement plan)
-Get students to practice using
this technology to measure the
distance from where they threw
to where their disc has landed
-Let them know that they will
have the opportunity to use this
app in the upcoming lessons as
well (i.e. distance to disc, distance
to basket etc.)

Adaptations/Differentiation:

-Shorten distance to target (Partner Putting Practice)

-Have videos prepared that have slow motion video of the throwing mechanics (pros on YouTube). More
simplified and full break down of the skill. Some students may learn better from this or may need to see this.

-Stick to one throwing style (develop one type of throw BACKHAND)

-Throw from beside the teepad or in front of the teepad (teepad can be intimidating) When we play the
course

-Alter discs that are being thrown for disc golf. Often new players assume the max distance driver will go the
furthest, but you need to be able to throw it properly in order for it to go far. Beginners need to start by
throwing a putter, midrange or an under stable driver to see the best results and disc flight for their throw.

-Give some students the one on one teaching time they need

Closing of lesson:

-Inform students that we will go into greater detail on rules and etiquette next class. As well as diving deeper
into the main two skills: Driving and Putting (more detailed instruction and skill break down)
-Tell students these two throwing skills are the most important to have down before we go and play on the
Diefenbaker course
-Tell students to be prepared to use video in order to break down their own mechanics and see where they
can improve etc. (slow motion video capture)
-Wrap up/ clean up all discs (discs into the bin) and make sure no phones are left behind
Personal Reflection:

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)