Spring 2025
EXSC 9250 Evidence-Based Professional Portfolio II
Lone Pine Country Club:
And the Benefits of Adding A Health Wellness, and Fitness Culture
Abstract
This teaching artifact, presented to leadership at Lone Pine Country Club, explores how golf clubs can enhance member retention, engagement, and overall satisfaction by integrating health, wellness, and fitness-focused programs. The presentation aligns with ongoing research on the benefits of golf participation for aging populations and the wellness economy’s rising influence on club operations. By analyzing club and community demographics, national trends, and industry benchmarks, the seminar offers strategic recommendations for implementing simulators, junior programs, personal training, and fitness centers. The artifact exemplifies adult learning principles, utilizes technology and concept mapping in its development, and reflects the author’s commitment to holistic golfer development and long-term club success.
Fall 2024
EXSC 9150 Evidence-Based Professional Portfolio I
Using the Gradual Release of Responsibility for structuring golf lessons
Abstract
Teaching golf lessons requires a significant amount of preparation and planning. While certain aspects of golf instruction require player evaluation and observing the swing, the structure of a lesson, establishing rapport with the student, and successfully achieving buy-in from a student does not have to be left to chance. The teaching artifact for EXSC 9150 – Evidence Portfolio I – looks at the components that lead to successful lessons. Participants included current students in the Professional Golf Management Program at PennWest University and upper-level students who are serving in leadership roles for the PennWest Professional Golf Management Player Development Leadership Council. This artifact uses the concepts from previous teaching classes from the Doctor of Health Science and Exercise Leadership Program specifically the Gradual Release of Responsibility (Fisher & Frey, 2021; Grant et al., 2012), to illustrate the structure of successful lessons in an in-person activity using the I do, we do, you do approach to learning. A formative assessment tool was utilized to identify and assess the components of a successful lesson. The teaching golf scorecard can be used to develop the skills of well-structured lessons that promote greater learning and student engagement. The teaching activity was done in conjunction with the Player Development Leadership Council outside of normal course requirements and PGM curriculum for the fall semester.
Keywords: teaching, golf lesson, lesson structure, gradual release of responsibility, coaching
Metadescription: This teaching artifact examines essential components for successful golf lessons, including lesson structure, instructor rapport, and fostering student buy-in.