Less Screen Time, More Green Time

Give young golfers a starting point

I created the Get Moving Initiative around a simple idea: Less Screen Time, More Green Time. The original program at Fore Seasons paired a junior club set with two introductory lessons. I delivered lessons through that program and also created a high-school golf program.

Providing equipment helped families continue after the introduction. That experience shaped my approach: welcome the player, give them something understandable to try and help the family see a next step.

Build a connection before instruction

With a group, I introduce myself first and invite the players to do the same. Sharing a funny, embarrassing golf mistake breaks the ice and opens a conversation about responding when a shot goes differently from what we expected.

Ask what each child enjoys and what they would like to try. Give quieter players time to respond, and acknowledge their ideas when they join in. A name, a shared interest or a moment of laughter can make it easier to participate.

Choose activities around the child’s development, experience and interests. For younger learners, running, balancing or throwing games can develop movement skills alongside golf. Explain that purpose to parents so they understand why a lesson includes more than hitting balls. Playing other sports can be part of that development too.

Explain, demonstrate and let them explore

Give an introductory activity a clear purpose. A putting game, for example, can help a young player explore how far the ball rolls. Set two targets at different distances and invite the player to choose one to try.

Explain the task briefly, demonstrate it and give the child a turn. Ask them to show or tell you what they are trying to do. This checks understanding before you add another challenge.

Ask what they noticed about speed or direction. Use their answer to guide the next attempt and adjust the distance to keep the challenge interesting.

Recognize a specific effort or improvement: noticing the ball rolled too far, adjusting the next attempt or encouraging a partner. Give mistakes room to become useful discoveries, with time to pause when a child feels frustrated.

Help the family plan what comes next

Finish by asking what the child enjoyed and would like to repeat. The answer may be putting, hitting balls or playing with a friend. Choose a small next goal around that interest and discuss a practical opportunity to return.

Give parents a brief explanation of the activity and what the child discovered. They can reinforce that learning through encouragement and simple play at home. Ask for help checking club length and weight; equipment should suit the child’s size and ability to handle it.

These programs are part of my teaching background; future sessions require confirmed arrangements. The next step should give the family a practical, enjoyable reason to keep playing.