MESSAGE FROM THE PROGRAM PARTNERS

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1 MESSAGE FROM THE PROGRAM PARTNERS The PGA of Canada and Golf Canada partnership in teaching and coaching has been a critical component in the development of this exciting new resource for golf professionals. PGA of Canada members were key in the development of the new CN Future Links Learn to Play resource material. This updated program has been developed with the guidance of experienced golf professionals from a variety of backgrounds and they ensured that it met the highest technical standards and that it aligns with the Long-Term Player Development (LTPD 2.0) guide for golf in Canada. This new program takes into consideration, child development principles, and stages of skill development and articulates benchmarks to be achieved at the appropriate time in the child s development. This leading junior golf resource can be used by all professionals as their main resource or as an addition to their current junior golf program s resource material. The CN Future Links Learn to Play program is a major component in our collective efforts to create a stronger player development system for golf in Canada. The PGA of Canada is proud to present this resource in concert with Golf Canada and is confident that it will be a welcomed addition to all PGA of Canada members junior golf programs across Canada. We look forward to your participation in this initiative. Gary Bernard, CEO PGA of Canada Scott Simmons, CEO Golf Canada Learn to Play 1

2 TABLE OF CONTENTS How to Use This Manual 3 Program Overview 4 Program Framework 5 The Seven Core Modules 6 Defining the Seven Core Modules 7 Areas to Cover within the Core Modules 8 Core Module Outline 9 Stage Complete/Incomplete Parameters 10 Life Skills Introduction 11 Online Tool for Instructors 17 Determining the Right Colour Stage 18 Utilizing Volunteers 20 Progress Rewards 22 Program Colour Stages 24 Stage: White Active Start 25 Stage: Orange FUNdamentals 29 Stage: Blue Learn to Golf 35 Stage: Black Intro to Competition 40 Sample Lesson Plan #1 46 Sample Lesson Plan #2 47 Lesson Plan Template 48 Lesson Notes Template 49 Optional Life Skills Activities 50 Learn to Play 2

3 HOW TO USE THIS MANUAL The following CN Future Links Learn to Play program content is a summary version of the program. The full version of the program content is located on the CN Future Links website ( including sample activities and additional resource materials that compliment the program. All instructors will be provided access to this material once they have registered as an official Future Links site that is delivering the Learn to Play program. The laminted pages (starting at page 21) are intended to be summaries of each program stage that the instructor can use as reference pieces while teaching out on the course or practice range. Also included are two sample lesson plans that articulate how the core modules of the CN Future Links Learn to Play program can be incorporated into a golf lesson. For more detailed program content, please visit and login as an instructor. CN Future Links is committed to working with every instructor in the delivery of this exciting new program and look forward to receiving your feedback on its implementation. Learn to Play 3

4 PROGRAM OVERVIEW The CN Future Links Learn to Play Program is A joint project of the PGA of Canada and the Golf Canada, developed to align the CN Future Links curriculum with the Long-Term Player Development (LTPD 2.0) Guide for Golf. A resource guide to assist teaching professionals in steering young golfers down a development pathway that aligns with LTPD 2.0 and supports scientifically agreed upon principles for growth and development as it relates to golf. A four-stage player progression framework that includes specific benchmarks at each stage that relate to LTPD 2.0 and focuses on developing the whole golfer and not focused exclusively on technical golf skills. How does the CN Future Links Learn to Play Program work? The CN Future Links Learn to Play Program is a framework to develop junior players through four stages that align with the various stages of the Long-Term Player Development Guide for Golf as illustrated in the following pages. This program is designed to expose players to age/stage appropriate content through an identified set of core modules that are applicable to each stage of the program. Within each core module is a series of recommended areas to cover that the program requires that the participants be exposed to as they pass through each stage of the program. In order to progress through each stage of the program, the participants will need to demonstrate that they have reached certain benchmarks that have been established. Participation/ exposure are the focus of the benchmarks in the earlier stages of the program (e.g. Stages White & Orange). As golfers progress through to the more advanced stages of the program (e.g. Stages Blue & Black), the benchmarks become more qualitative and quantitative in nature. Each stage of the program has been designed such that it can be delivered in eight to twelve sessions of minutes in length. Learn to Play 4

5 PROGRAM FRAMEWORK CN Future Links Learn to Play is a 4-colour development program that targets specific age groups with age/stage appropriate content. The diagram below illustrates how the program aligns with both the Long-Term Player Development guide for golf and the PGA of Canada Teacher and Coach Certification program. Program Stage Suggested Ages Alignment with LTPD Stages Alignment with PGA of Canada Certification Under 6 +/ Active Start PGA of Canada Community Golf Coach White Orange Blue +/ 6 9 +/ +/ / FUNdamentals Learn to Golf PGA of Canada Community Golf Coach PGA of Canada Instructor of Beginners Stage Progression Black +/ / Learn to Golf PGA of Canada Instructor of Beginners Instructor of Intermediates Learn to Play 5

6 THE SEVEN CORE MODULES Each stage of the CN Future Links Learn to Play Program has seven different core modules that the PGA of Canada professional, coach or instructor can utilize to enhance the participant s learning experience. The diagram below illustrates the seven core modules that apply to each stage of the program. Fitness & Health Golf 101 Skill Development Playing & Competition Learn to Play Parenting Mind Matters Life Skills Learn to Play 6

7 DEFINING THE SEVEN CORE MODULES 1. Skill Development All of the technical golf skills that will be developed over time: putting, full swing, chipping, greenside sand play, fairway bunker play and pitching. 2. Fitness & Health Sports physiology elements that will be developed over time: Fundamental movement skills (agility, co-ordination, running, throwing, jumping, hitting a ball), golf physical skills (balance, flexibility, posture, core strength and stability, whole body strength and power, cardiovascular fitness) and performance skills (nutrition, lifestyle, environmental factors such as heat and cold). 3. Golf 101 Other cognitive elements of golf that play a role in the development of the whole player: safety, etiquette and rules, the course, equipment, golf terms, facts, and golf heroes. 4. Playing & Competition Elements that prepare developing golfers for competition and overall play. 5. Mind Matters Mental management elements that will be developed over time: relaxation, breathing, stress and tension control, technical cues, goal setting. 6. Life Skills Ethical elements that uphold the tradition and history of golf: respect, honesty, integrity, sportsmanship, responsibility, courtesy and perseverance. 7. Parenting Educational topics for parents pertaining to children in sports: introduction to children in sports, sport participation, how children grow and develop, the mind of a child, sports injuries in young children, the role of parents and instructors in sport. Each stage provides suggested material that parents should be exposed to. Learn to Play 7

8 AREAS TO COVER WITHIN THE CORE MODULES For each of the seven core modules of the CN Future Links Learn to Play Program, specific areas to cover are presented to enhance the participant s understanding of golf. As an example, within the Golf 101 module the areas to cover include safety, etiquette & rules, equipment, golf terms and golf heroes. This concept is illustrated in the diagram below. 7 Core Modules Areas to Cover For Each Learn to Play Golf 101 Skill Development Fitness & Health Parenting Safety Etiquette & Rules The Course Equipment Golf Terms Life Skills Mind Matters Playing & Competition Learn to Play 8

9 CORE MODULE OUTLINE For consistency, each of the areas to cover is displayed in a table covering the objectives of the element, suggested activities to support the topic and the benchmarks to be reached by the participants. Below is a table that outlines and defines the headers within the matrix. Areas to Cover Objectives Suggestions/ Examples/ Resources Benchmark Are found within each core module of the Learn to Play program. The areas to cover help define the level of understanding and competency required by a player to progress through to the next stage. Identifies what the high level objectives are at a particular stage of the program. This is intended to give the PGA of Canada professional, coach or instructor a sense of what he/she are trying to accomplish when introducing the various topics to the participants. Provides suggested drills, examples and resources that PGA of Canada professionals, coaches or instructors can integrate into their lesson plan to help the participant(s) attain the established skill/performance benchmark measurements. However, PGA of Canada professionals, coaches and instructors are certainly welcome and encouraged to use their own drills and resources in their lesson plans. Outlines the specific skill/performance benchmark measurements that must be met by the participant in order to progress to the next stage. Some benchmarks are purely participation based in nature. Sample Matrix Stage: Blue Skill Development Areas to Cover Objectives Suggestions / Examples / Resources Benchmarks Putting Develop putting technique to result in varied control of distance and direction Controls the distance the ball rolls to within 25% of the length of the flat putt. (ex ball rolls within 5 feet on a 20 foot putt) with reasonable consistency Full Swing Chipping Develop full swing technique resulting in more speed and consistent ball contact Develop chipping technique resulting in more solid contact and varied control of distance and direction Refer to Skill Development section of the Drill Database at Will increase the number of solid contacts with any club by 20% At least 40% of the chip shots from a stable environment have a functional loft for the given shot and club selected Greenside Bunkers Develop an age appropriate understanding of the contact between the ball and club in a greenside bunker Develop greenside bunker technique to create solid contact some of the time When asked, the junior can explain that the club strikes the sand first and not the ball Can hit the ball out of the bunker with reasonable contact 25% of the time Learn to Play 9

10 STAGE COMPLETE/INCOMPLETE PARAMETERS The CN Future Links Learn to Play program has been designed to actively promote youth participation in golf. The majority of the benchmarks can be achieved simply by the active participation of a child and displaying basic core competencies in all the outlined core modules. As a child progresses through the colours, core competency requirements will be identified as benchmarks. Core competency requirements should be graded as follows: Complete In order for a participant to complete a stage, the participant must successfully complete 75% or more of all benchmarks for the particular Learn to Play stage being graded. Incomplete In order for a child to NOT progress through to the next stage, the participant completes less than 75% of the benchmarks for the stage being graded. The participant will have to repeat the incomplete program elements until 75% of the benchmarks for the stage being graded have been completed. (Example: If a participant is in Orange and there are 8 benchmarks to achieve, the participant must achieve at least 6 of the benchmarks (6/8 = 75%) to progress to Blue.) Learn to Play 10

11 LIFE SKILLS INTRODUCTION Life Skills Life skills encompass the psychological assets, values, and skills that enable individuals to effectively deal with the demands and challenges of everyday life. Life skills are generally classified as either intrapersonal (e.g., focus, perseverance, goal setting, emotional regulation) or interpersonal (e.g., sportspersonship, honesty, teamwork, respect). Intrapersonal skills refer to skills that are more internal in nature whereas interpersonal skills refer to skills that are more useful during social interactions. Life Skills Development in Sport The realm of sport has been shown to be a particularly favourable environment in which to promote the development of life skills because sport is a highly valued social activity that individuals are generally internally motivated to engage in. However, for the skills learned in sport to be classified as life skills, they must transfer and be applied in the different life domains such as at school, within peer groups, and at home. The teaching of life skills is most effective when conducted in a deliberate and systematic manner through demonstration, modeling, and practice. Life Skills Development in Golf The CN Future Links Learn to Play Program includes material that aims to help children learn and develop the necessary physical and technical skills to play the game of golf. Additionally, within the program, specific life skills are incorporated and addressed. The life skills integrated within the program have been carefully selected for their relevance in the sport of golf. Specific life skill activities have been designed for you to use at your own discretion. Life Skills Application beyond Golf (Transfer) As indicated above, an intrapersonal or interpersonal skill learned within the context of golf can only be truly labeled as a life skill when it is transferred and helps children successfully cope with the various demands of everyday life. In order for children to gain the confidence and awareness necessary to successfully transfer their skills, you must have a deliberate approach by providing concrete examples throughout your lessons of how skills can be applied beyond golf. It is essential to not underestimate how critical it is to explicitly make tangible links between golf and life for life skills to be integrated into the child s sense of self. For example, when highlighting the importance of respecting the rules and regulations of golf, you should also emphasize how respect is essential to function in Learn to Play 11

12 LIFE SKILLS INTRODUCTION other life domains. By including tangible examples in your lesson plan that apply to home or the classroom (e.g., it is important to respect your teachers in the classroom by making sure that you do not break classroom rules), you can increase a child s awareness of the contexts in which they can apply their skills. An effective time to discuss life skills is at the end of lessons. This is an optimal time to review not only the technical aspects of golf, but should also include a focus on the targeted life skill during each lesson. The closures do not have to be long (2-5 minutes), but this time can be immensely valuable in helping the child reflect on what was learned during the lesson and how it can be applied in life. How to Structure Lessons that Integrate Life Skills: The following steps can be used as general guidelines on how to integrate life skills into your golf lessons. 1) Focus on one Life Skill for each Lesson Life skills have a greater likelihood of being integrated into a child s sense of self through repeated exposure. As such, by focusing on one life skill per lesson (e.g., having a life skill of the day), you can emphasize the skill on multiple occasions throughout the entire lesson. In each Program Colour Stage, four life skills have been identified. Ideally, within a Stage, the associated life skills should be targeted in multiple lessons (at least twice) to emphasize this notion of repeated exposure. 2) Introduce the Life Skill at the Beginning of the Lesson Learn to Play 12 At the beginning of each lesson, clearly indicate to the children what the life skill of the day is. The introduction of the life skill can be done in combination with the introduction of the golf skill. E.g., Today we are going to be working on chipping and with that, the life skill of the day is focus. Take 2-3 minutes to ask the children what they believe the life skill means and how it can be applied within the day s lesson. Once you have received their input, you can provide them with the structured definition (or the simplified definition for children in the White and Orange Stages). Both sets of definitions can be found in the following table. How much input you ask from the children can be modified depending on their age. More specifically, once you have defined the life skill of the day, you either can provide examples or ask the children for examples of how the specific skill can be applied in golf. E.g., For respect: Who can tell me what respect means? How can you be respectful in golf?

13 LIFE SKILLS INTRODUCTION 3) Integrate the Life Skill throughout the Lesson Explain to the children, using concrete examples, how they can practice the life skill of the day during the golf activities. There are two main ways to integrate life skills in the lessons: o Incorporate the life skill into the activities dedicated to the Golf Skill of focus (e.g., putting, chipping, etc.). Detailed material is provided in the manual on how to integrate life skills within the lessons. Here are a few examples related to the life skill of respect. These examples of respect can be repeated and encouraged throughout the lesson: When discussing the Safety within Golf 101, you can explain to the children that by following these rules, they are demonstrating respect for others. When discussing golf etiquette, provide examples of how the children can respect the rules of golf: (e.g., respect other players lines, do not distract a player who is putting, etc.). o Optional activities for each of the eight life skills in the model are provided for you to use at your own discretion. A summary table of these activities is offered and a complete description of the activities is available in the Appendices. 4) Review the Life Skill at the End of the Lesson As mentioned above, an effective time to discuss life skills is at the end of lessons in groups. This is an optimal time to review not only the technical aspects of golf, but also the life skill of the day. The review can be short (2-5 minutes), but allows children to reflect on what was learned during the lesson. Here are a few sample questions you can ask, for example, for respect: o What did you learn related to respect in today s lesson? o Can you give some examples of how you were respectful in today s lesson? Additionally, the review must be used to explain to children how life skills can be applied in various contexts of life outside of golf (e.g., school, home, with peers). For children in the White and Orange stages, you can provide examples of life skill transfer. For children in the Blue and Black stages, you can ask for their ideas prior to providing examples. Specific examples of transfer situations for each life skill are provided in the table on the following page. Learn to Play 13

14 LIFE SKILLS INTRODUCTION Table 1. Key Aspects to Life Skill Integration in Lesson Plans Life Skill Definitions Review Examples of Transfer Emotional Regulation Focus Goal Setting Long Definition: Exercising control over your emotions Simplified Definition: Staying calm Long Definition: Directing your attention and effort towards a specific task Simplified Definition: Paying attention Long Definition: The process of deciding what you want, planning how to get it, and working towards it. Your goals should be positive, specific, important to you, and under your control. School Before or during a test, when you feel anxious, you can take deep breaths to relax and ensure your emotions do not cloud your memory. Peer group When in an argument with a friend or in a situation that can lead to conflict, it is important to manage your emotions by taking deep breaths and ensuring that the situation remains under control. Family If you re having an argument with your brother or sister, you must find ways to regroup to deal with the situation calmly. School You are trying to listen to your teacher but you are distracted by the person in front of you. Take a deep breath and pay attention (re-focus) to what the teacher is saying rather than look at the person in front of you. Peer group When working in groups on a school project, stay focused on talking about the project instead of your plans for the weekend. Family Try turning off the TV and cell phones when you are at the dinner table with your family. This will help you and your family stay focused and better enjoy your time together. School Set goals that will allow you to complete your homework and your assignments effectively and on time. Peer group Set a goal with your friends to learn a new sport each year. Family Set a goal with your family members to have everyone exercise at least 60 minutes a day in order to meet the Canadian Physical Activity Guidelines. Honesty Simplified Definition: Deciding and working hard to achieve something Long Definition: Acting with integrity by being truthful with yourself and others Simplified Definition: Telling the truth School If you notice your teacher marked an answer on your test right when it was actually wrong, you can be honest and tell your teacher. Peer group If you hear that a false rumor about one of your friends is being spread at school, it would be honest to not spread the rumor and tell your friend and a teacher that this is happening. Family You broke a plate and instead of hiding it, you tell the truth to your parents. Learn to Play 14

15 LIFE SKILLS INTRODUCTION Table 1. Key Aspects to Life Skill Integration in Lesson Plans (continued) Life Skill Definitions Review Examples of Transfer Perseverance Respect Sportspersonship Teamwork Long Definition: Maintaining effort when faced with obstacles and challenges in the pursuit of an objective Simplified Definition: Always trying your best Long Definition: Showing consideration, courtesy, and care for someone or something (e.g., classmates, teachers, rules, equipment) Simplified Definition: Being kind to people and things Long Definition: A commitment to the ethics of fair play by showing integrity for the rules of the game and be considerate of others. Simplified Definition: Playing fair Long Definition: Working cooperatively as a group to achieve a common goal Simplified Definition: Working together School You studied hard for a test, but you are disappointed with the grade you received. It is important that you persevere and try your best for the next test. Peer group Now that you have learned how you can persevere, be a mentor and teach your friends who are not in this class to STIR it up when they are facing a challenging situation. Family At home, having lots of responsibilities (e.g., chores, homework, etc.) can be challenging and tiring. Don t give up. When things start to get tough, STIR it up and persevere. School In your classroom you can demonstrate respect for your teacher by following the rules. Peer group Now that you have learned how to respect others on the golf course you can respect your friends by listening to them. Family You can show your parents respect by doing your chores. School Your project won second place at the science fair. You can demonstrate good sportspersonship by congratulating the winner in a sincere manner. Peer group Congratulating your friend on making the school basketball team. Family You can demonstrate good sportspersonship by supporting the goals of your siblings and/or parents and congratulating them when they achieve their goals. School Work cooperatively with your classmates to complete group projects on time. Peer group Cooperate with your friends to plan a community event for the weekend for charity (e.g., garage sale, car wash, bake sale, raffle). Family Work together with your parent(s) and or siblings to clean up the yard for the summer. Learn to Play 15

16 LIFE SKILLS INTRODUCTION The CN Future Links Learn to Play Program s Life Skills Model The life skill material integrated in the CN Future Links Learn to Play Program takes into account the four stages that target specific age groups with age/stage appropriate content. The life skills work as building blocks from one age group to the next. Each level focuses on four specific life skills which should be practiced on at least two occasions during the lessons to facilitate internalization (learning) and generalization (transfer). The life skills model for the CN Future Links Learn to Play Program includes two core life skills (focus and sportspersonship) and six associated life skills (perseverance, goal setting, emotional regulation, honesty, teamwork, respect). As outlined in the model, a balance is achieved by ensuring that children are exposed to both intrapersonal and interpersonal skills during the lessons. Life Skills Framework Intrapersonal Life Skills Interpersonal Life Skills FOCUS PERSEVERANCE 1 Context GOAL-SETTING SPORTSPERSONSHIP EMOTIONAL REGULATION HONESTY 2 Program Focus RESPECT 3 Program Outcomes Golf Skills Life Skills Developed by Learn to Play 16 TEAMWORK Golf for Life Life Skill Application Beyond Golf In conjunction with

17 ONLINE TOOLS FOR INSTRUCTORS The CN Future Links website features a dedicated suite of online tools that have been designed to assist with the management of your CN Future Links Learn to Play program. The Help menu within the Instructor s logged in area will provide you with the step-by-step instructions detailing how each function operates. Some of the help topics include: General Functions: 1. How to log in as an Instructor. 2. How to reset your password. 3. How to set up your landing page preference. 4. How to upload your club logo. 5. How to add a single participant. 6. How to bulk upload multiple participants. 7. How to add and edit new events. 8. How to archive old or completed events. 9. How to manage and add participants to your scheduled events. 10. How to use the message centre to communicate with your participants. Learn to Play Program Specific Funtions: 1. How to use the Learn to Play program tracking sheets. 2. How to grade a Learn to Play program online progress report. 3. How to view / print a completed online progress report. 4. How to use the personal drill library. 5. How to use the National drill library. 6. How to use the lesson plan creator tool. Learn to Play 17

18 DETERMINING THE RIGHT COLOUR STAGE FOR YOUR JUNIORS This is designed to assist PGA of Canada professionals, golf instructors and coaches in assessing the current colour stage of new CN Future Links Learn to Play program participants. As a golf instructor, you will need to utilize this resource to objectively determine the entry level for each Learn to Play program participant. The content below outlines some of the key Long Term Player Development (LTPD 2.0) competencies to assist instructors through this process; ultimately the decision is up to you as the instructor as to what program stage the participant will start in. Stage: White Key Competencies (0 6 yrs) 1. Child demonstrates the ability to link fundamental movement skills (e.g. running; jumping; catching; throwing; coordination; agility; etc.) into overall play. 2. Child is able to accept redirection if required to ensure a safe learning and play environment. 3. Child demonstrates a willingness to participate in golf-related activities. 4. Child is able to take small swings and execute small shots towards a very close target using junior equipment (eg. plastic clubs). If the participant demonstrates all the of above WHITE competencies, they should be started in ORANGE. Stage: Orange Key Competencies (6-9 yrs) 1. Set-up: Demonstrates the ability to hold the club with two hands close together, with his or her feet on either side of the ball. 2. Swing: Demonstrates the ability to swing arms back and then swing through to a reasonably balanced finish. 3. Child is able to copy/imitate an instructor. 4. Child is able to name different parts of the golf course such as tee, green, fairway, bunker and rough. 5. Safety & Etiquette: Child demonstrates the basic understanding of: a. Golf etiquette (e.g. being quiet when someone is hitting; where is a safe place to stand during play; etc.). b. 11 Golden Rules of Golf Safety i. Never swing a club or hit balls unless your instructor tells you to. ii. Never swing a club or hit balls unless you are in the Safe Hitting Zone or on the Golf Course and only when it is safe to do so. iii. Look before you swing to make sure your Swing Area and Landing Areas are Learn to Play 18

19 DETERMINING THE RIGHT COLOUR STAGE FOR YOUR JUNIORS clear. Stay well behind those swinging clubs or hitting balls. iv. When outside of the Safe Hitting Zone clubs must be carried in the Cane Position. v. Never run forward of the Safe Hitting Zone or ahead of those playing on the Golf Course to retrieve balls or divots. vi. Never hit others with golf clubs or balls. vii. Yell FORE as loudly as you can if your ball is heading toward someone. If you hear someone yell FORE, turn away and cover your head/eyes. viii. No running on the golf course or practice area unless approved by your instructor ix. When others are hitting balls, stand in a position directly opposite them (where you can see their eyes) or behind the ball with lots of space between you and the golfers. x. Avoid walking too close to ponds, creeks and rivers. xi. If you re a passenger on a golf cart stay seated and hold on to the cart handles. If the participant demonstrates all of the above ORANGE competencies, they should be started in BLUE. STAGE: BLUE Key Competencies (8-10 yrs) 1. Set-up: Child has a functioning grip, posture and alignment. There will be noticeable area to improve in the set-up but the child can function to the benchmarks below. 2. Full swing: Will increase the number of solid contacts with any club by 20%. 3. Putting: Controls the distance the ball rolls to within 25% of the length of the flat putt. (ex. ball rolls within 5 feet on a 20 foot putt) with reasonable consistency. 4. Chipping: At least 40% of the chip shots from a stable environment have a functional loft for the given shot and club selected. 5. More Advanced Level of Etiquette:Child demonstrates a more advanced understanding of golf etiquette (e.g. Safety, keeping score of self and others, raking bunkers; repairing ball marks; where to leave your golf bag; etc.) Although inconsistent, the child is aware of other people and objects when swinging. Child can explain what to do in case of lightning while practicing or playing. 6. Rules of Golf: Child demonstrates a basic knowledge of the Rules of Golf including examples such as: order of play, when a penalty stroke should occur, use of tee markers and when the flagstick should be removed. If the participant demonstrates all of the above BLUE competencies, they should be started in BLACK. Learn to Play 19

20 UTILIZING VOLUNTEERS Securing volunteers to assist you in running your Learn to Play program can be of great benefit. Aside from assisting with the logistics of running the various events, volunteers can also be a great benefit after the event with the online component of the Learn to Play program. This includes data entry of results into the participants online progress reports using the Learn to Play tracking sheets. Golf Canada staff can help get your volunteer(s) trained on the CN Future Links website by contacting us at info@cnfuturelinks.com or call EXT: 346 Set-up (to be completed prior to first Learn to Play event) 1. Ensure the volunteer is given the username and password to access your CN Future Links instructor account at 2. Upload your club logo in the My Account area of your instructor account. 3. Upload each participant into your My Participants database using the bulk import spreadsheet. You will need the following mandatory data fields for each participant: First Name, Last Name, Address, Province, Date of Birth and Gender. 4. In the My Events area of your instructor account, you will need to Add a New Event for your Learn to Play program. Keep in mind that you only need to create one (1) event if your program lasts several weeks. You can set-up the duration of the event to span several weeks. 5. You can now Manage your event and Add Participants into your event from the list of participants that you uploaded to your My Participants database in Step No. 3 above. 6. Upon adding participants to your Learn to Play event, you will see that they will each have a report card attached to their name. You can view the blank report card by clicking Grade. 7. You will need to conduct a Learn to Play skills assessment on your participants (if necessary) to determine what Learn to Play stage each of your participants will start at. You can then manually adjust the starting stage for each participant that has been added to your Learn to Play event. 8. Prior to your first Learn to Play lesson with your participants, you should print out copies of the Learn to Play Tracking Sheets for each stage of the program and give these to your volunteer to assist you with tracking the participants progress. Learn to Play 20

21 UTILIZING VOLUNTEERS Volunteer s role during a Learn to Play event Your volunteers can use the Learn to Play Tracking Sheets to record which program stage benchmarks have been achieved by each participant. This information will be a great benefit to you or your volunteer when filling out the online progress report for each participant. You will not have to remember what benchmarks each participant has completed, as this information will be recorded on the tracking sheets. The Tracking Sheet data will need to be transferred over to each participant s online progress report by you or your volunteer. Volunteer s role after a Learn to Play program has been completed Your volunteer can use the completed Learn to Play Tracking Sheets to input the results for each participant into the CN Future Links website. To do this, your volunteer will need to Manage the Event in your instructor account and Grade each online progress report using the data recorded on the Learn to Play Tracking Sheets. Learn to Play Tracking Sheets Enclosed in the inside cover of this manual (and also available in PDF format on the CN Future Links website), you will find a series of 4 Learn to Play tracking sheets, one for each colour of the program. The tracking sheets are designed to assist you in recording each participant s progress through the various stages of the program. Utilizing the tracking sheets to record the progress of each partipant will help you greatly once you are ready to input their progress report data on the CN Future Links website. It is recommended that you have an apprentice or volunteer assist you with this facet of the program. Learn to Play 21

22 PROGRESS REWARDS INSTRUCTOR PROCESS A guideline to the Learn to Play PUMA hat progress reward system for your junior camp participants: Once each participant has completed a Learn to Play program colour, they will receive a congratulatory letter from Golf Canada as well as a hard copy of their progress report that has been filled out by the PGA of Canada professional or golf instructor. In addition, your junior participant will also receive an official Learn to Play PUMA Hat as a progress reward. The colour of the hat will correspond to the stage the participant passed. Step 1: Log into your instructors account on the CNfuturelinks.com website. Your username and password would have been ed to you upon registration. Step 2: Click on my participants on the left hand tool bar. Please upload your CN Future Links Learn to Play camp participants by clicking on bulk upload multiple participants to upload more than one participant at a time or Add participants for single participants. Step 3: Once your Learn to Play camp participants have been uploaded, add your Learn to Play event to the my current events tab. Click on Add event and enter all program details to the prompt. Save this event. Step 4: Click manage event in order to add your participants from your database in that specific event. Add participants is the way to do this. Please click the small box adjacent to the participants name to input them in the event. Learn to Play 22 Step 5: After the completion of your junior clinics, if the Learn to Play participant has progressed enough to pass through a stage click on the grade button. A participant is to have deemed pass if they complete 75% of the benchmarks of that stage. Click on complete at the bottom of the report card to send the participant to the next stage.

23 PROGRESS REWARDS INSTRUCTOR PROCESS Step 6: Golf Canada will be notified of the participants in your program that passed a stage. In turn, we will be sending THE GOLF FACILITY the PUMA hat progress report. There will also be a letter of congratulations to sentn each participant on behalf of Golf Canada and the PGA of Canada. It will be up to the CN Future Links INSTRUCTOR to distribute the hat to each respective participant. * Please note Golf Canada will NOT be sending progress rewards directly to the participant. This is contrary to what we have done in the past. Please make appropriate efforts to get each participant their progress reward. ** Golf Canada will ship CN Future Links Learn to Play progress rewards 2-5 business days after receiving notification of passed stages. If you have any questions regarding the CN Future Links Learn to Play progress reward system, please contact Adam Hunter at x346 or ahunter@golfcanada.ca Learn to Play 23

24 PROGRAM COLOUR STAGES Stage: White (0-6 yrs old) This is the first step in a junior golfer s pathway. Participation and fundamental movement skills are the key components. Stage: Orange (6-9 yrs old) At this stage, juniors will focus on increasing their scope and on developing their golf skills. Developing athleticism remains a priority in preparation for playing more golf. Stage: Blue (8-10 yrs old) At this stage, the junior golfer is playing conventional rounds of golf and acquiring the associated skill set such as learning to keep score. Juniors begin to learn to compete against each other through fun games and activities. Stage: Black (9-12 yrs old) At this stage, the junior golfer will be more consistent and have a higher level of skill execution, and will also have a better understanding of how developing the whole person will improve golf performance. Upon completion of this stage, the junior golfer will be ready to move on to the Learn to Compete program. Learn to Play 24

25 CN FUTURE LINKS STAGE: WHITE Areas to Cover Objectives Suggestions / Examples / Resources Benchmarks Skill Development Putting Full Swing Chipping Experience rolling a variety of balls using a putter or other means Be introduced to and experience basic movements of putting Experience striking an object with an implement (shuttlecock/racquet, ball/bat, ball/club) Be introduced to and experience the basic movements of the full swing Experience lofting a variety of balls over a short distance using an iron or other means Be introduced to and experience the basic movements of chipping Refer to Golf Skill Development section of the Drill Database at Active participation in drills & activities is required Areas to Cover Objectives Suggestions / Examples / Resources Benchmarks Fitness & Health Fundamental Movement Skills Golf Specific Movement Skills Develop basic movement skills such as : 1) Running 2) Jumping 3) Twisting 4) Punching 5) Kicking 6) Throwing 7) Catching 8) Spinning 9) Crawling 10) Rolling 11) Spatial Awareness Be introduced to the basic movement skills performed in different environments Be introduced to golf specific movement skills such as : 1) Balance 2) General coordination 3) Throwing 4) Simple ball striking 5) Flexibility Refer to Fitness and Health section of the Drill Database at Refer to Fitness and Health section of the Drill Database at Active participation in golf sessions that include a minimum 15 minutes of play that includes at least one movement/ skill from each of travelling skills, object control skills and balance movements located in the LTPD 2.0 Guide Demonstrate running forward/ backwards, skipping, jumping, and throwing without any consideration for technique Demonstrates full swings and putts without any consideration for technique Performance Skills (nutrition, environmental, lifestyle) Be introduced to a healthy active lifestyle that includes a balanced diet and regular physical activity Please search Canada s Food Guide online Please search the Canadian Physical Activity Guidelines online The parent(s) of child receive a copy of the Health Canada s Eating well with Canada s Food Guide The parent(s) of child receive a copy of the Canadian Physical Activity Guidelines Junior brings water without additives to most junior sessions Learn to Play 25

26 CN FUTURE LINKS STAGE: WHITE, CONT D Areas to Cover Objectives Suggestions / Examples / Resources Benchmarks Emotional Regulation Demonstrate how to manage emotions in golf Encourage children to identify situations when they experience anger or frustration during the activities (e.g., when learning a new skill, when struggling to achieve their goal, etc.) One strategy to manage emotions is to take a number of deep breaths to stay calm and to take time to assess the situation before reacting in an impulsive manner: Deep breathing: have the children take three deep breaths when you say go. It is important that when they breathe in, it should be slow and deep. They should feel it in their belly Child can give a basic explanation of how to use breathing to stay calm Child can perform deep breathing Child actively participates in instructor-led relaxation activities Child can identify two situations when it is important to stay calm (may or may not be golf related) Child is honest when keeping track of the number of shots it takes to complete a hole Life Skills Honesty Demonstrate an understanding of the importance of being honest in golf Throughout the activities, remind children to be honest when scoring themselves and their teammates and when keeping track of how many shots it takes them to get their golf ball to the target/hole Child admits when a mistake has been made (e.g., misplaced ball marker, lost ball, playing out of turn) and assigns appropriate penalty Child acts in an honest manner by playing the ball as it lies Child can identify two situations when it is important to be honest (may or may not be golf related) Child demonstrates good teamwork at golf sessions by working cooperatively with others Teamwork Demonstrate the importance of teamwork Remind the children to work together during team and group activities Refer to Life Skills Section of the Drill Database at www. CNFutureLinks.com Child provides constructive feedback to group members Child ensures group is on proper pace and is not delaying play Child is willing to share equipment with others during group activities Child can identify the benefits of working together Sportspersonship Demonstrate good sportspersonship throughout the activities Encourage children to demonstrate good sportspersonship behaviours when playing the course (e.g., shake hands before the game, let someone know they made a good shot, respect the rules) Child is observed shaking hands or giving high fives to his/her teammates Child makes efforts to remain silent when someone else is taking a stroke Child attempts to encourage or congratulate teammates Learn to Play 26

27 CN FUTURE LINKS STAGE: WHITE, CONT D Areas to Cover Safety Objectives Be introduced to the importance of physical safety in the sport of golf Be introduced to the associated age appropriate behaviors to promote physical safety when practicing and playing golf Suggestions / Examples / Resources Benchmarks Child makes an effort to implement the strategies to support safe golf Child accepts re-direction from the instructor when an unsafe situation occurs Etiquette & Rules Be exposed to core golf etiquette such as: being quiet while others hit, not running on the course, and being supportive to other junior golfers Child makes an effort to implement the behaviors introduced that demonstrate golf etiquette Golf 101 The Course Be introduced to the different locations within a golf facility including the pro-shop, maintenance facility, practice areas and clubhouse Be introduced to the terms associated with the different parts of a golf course Refer to Golf 101 section of the Drill Database at Child is able to follow instructions and directions that include language related to the different parts of the golf course Equipment Be aware of the different golf club names such as: putter, driver, wood and irons Be aware of other types of equipment to play golf such as: balls, tees and golf gloves Using regular conversations during the golf sessions the child is able to identify the different golf clubs and other types of equipment Golf Terms Explore core basic golf terms such as par in a fun and interactive way Using regular conversations during the golf sessions the child is able to identify and/or use some of the core golf terms Areas to Cover Objectives Suggestions / Examples / Resources Benchmarks Playing & Competition Supervised Play Recommended Facilities Competition Participate in skill development activities or exercises that take place on the golf course or modified facility Parents are introduced to appropriate facilities for their child including practice facilities, short courses and youth friendly locations such CN Future Links facilities Be exposed to activities and games where participation is the priority and winning and losing are not considered Refer to Playing and Competition section of the Drill Database at Please refer to the Tee it Forward program online at juniors.golfcanada.ca/play/ tee-it-forward Refer to Playing and Competition section of the Drill Database at Parents are given copy/link to the FUNdamentals portion of LTPD 2.0 highlighting the Play and Courses sections Links to the Tee it Forward program are given to the child s parent(s) As competition should be avoided at this stage there are no defined benchmarks Learn to Play 27

28 CN FUTURE LINKS STAGE: WHITE, CONT D Areas to Cover Objectives Suggestions / Examples / Resources Benchmarks Child actively participates in instructor-lead relaxation activities Calming Be introduced to skills that will encourage a calm state during learning and playing golf Child can identify two situations where they need to calm themselves down. These may or may not be golf related Mind Matters Refer to Golf 101 section of the Drill Database at Child can verbalize how they feel when practicing the calming activities Child can give a basic explanation of how they can use breathing to help calm or energize them Breathing Be introduced to the skill of diaphragmatic (breathing from their belly) Can demonstrate belly breathing List two images that helps them breathe energy into their bodies, or energy out of their bodies Performance Preparation Participate in activities that encourage the fun of the activity, feeling good and trying their best Child can verbalize what is fun for them about golf Parenting Areas to Cover Children in Sport An Introduction The Role of Parents and Instructors Objectives Encourage and support parents in becoming good sport parents by exposing them to key parent readings such as: Why is sport important to children? What does success mean to a child? What motivates a child to participate in sport? Are children miniature adults? Encourage and support parents in becoming good sport parents by exposing them to key parent readings such as: What can be done when a parent misbehaves? What can be done if an instructor misbehaves? What instructors should be certified? What is a competent instructor? What questions should parents ask when registering children for a sports program? What should parents watch for during a game or practice? Is there too much adult domination in children s sport? Suggestions / Examples / Resources Refer to Parent section of Benchmarks Parents are accepting of electronic and/ or hard copy articles of the parent resources listed on the CN Future Links website Parents are accepting of electronic and/ or hard copy articles of the parent resources listed on the CN Future Links website Learn to Play 28

29 CN FUTURE LINKS STAGE: ORANGE Areas to Cover Objectives Suggestions / Examples / Resources Benchmarks Putting Develop and experience basic movements of putting including set-up and swing Child demonstrates a functional grip with the ball placed in the middle of the stance Child can roll the ball with general distance and direction but may be unaware of the effect of break Child demonstrates a functional grip, functional posture with the ball placed in the middle of the stance Skill Development Full Swing Chipping Develop and experience basic movements of the full swing including set-up and swing Develop and experience basic movements of the full swing including set-up and swing Refer to Skill Development section of the Drill Database at Child finishes in balance when swinging the club Although inconsistent some shots will be airborne Child demonstrates a functional grip with the ball placed in the middle of the stance Attempts at lofting the ball from a simple greenside location allowing it to roll with a lofted iron Greenside Bunkers Be introduced to and experience basic movements of the greenside bunker shot Child can articulate that the club will strike the sand at a spot before the ball on a good greenside bunker shot Regardless of outcome the child can execute a shot the demonstrates the club striking the sand at a spot prior to the ball Learn to Play 29