Create a positive first experience of golf.

Practical guidance for introducers and coaches working with people with limitations, impairments and disabilities.

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What is this guide for?

This guide helps an introducer or coach create safe, welcoming and enjoyable first experiences. It focuses on understanding the person, removing unnecessary barriers and using the game itself to encourage participation.

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Section 1

Why golf and how to create opportunities

Begin with what golf can offer, then consider how people can access a positive first experience.

Golf can provide much more than learning to strike a ball. A well-designed first experience can support physical activity, balance and coordination, concentration, confidence, time outdoors and social connection. It can also provide a sense of progress and achievement because activities can be adjusted so that success is possible from the first session.

The benefit that matters most will differ from person to person. One participant may value meeting others, another may want to regain confidence after illness or injury, while another may be motivated by learning a new skill or eventually competing. Ask what the person hopes to gain rather than assuming that every benefit is equally important.

See golf through the experiences of players:
Explore the EDGA Player Profiles.

Do not wait for a potential participant to arrive at a golf club. Introductory opportunities can be created in schools, community centres, rehabilitation settings, hospitals, leisure facilities and other familiar environments. Bringing a simple version of golf to the participant can reduce uncertainty and make the first step feel more manageable.

Work with organisations that already understand and support the people you wish to reach. Agree who will promote the session, what support may be needed, how participants will travel, what information should be shared in advance and what opportunity will follow the first experience.

  • Use safe, simple equipment and a recognisable golf challenge.
  • Keep registration and communication straightforward.
  • Make clear that no previous experience or specialist equipment is required.
  • Provide a named contact who can answer questions before the session.
  • Plan the next opportunity before delivering the first one.

Barriers are not created only by a person’s impairment. They can arise from the environment, the way an opportunity is communicated, the attitudes of others or the practical arrangements surrounding participation.

  • Psychological barriers: low confidence, fear of judgement, previous negative experiences or concern that golf will be too difficult.
  • Logistical barriers: cost, transport, unsuitable timings, lack of support or unclear information.
  • Physical and environmental barriers: inaccessible routes, unsuitable surfaces, limited seating, poor signage or unavailable equipment.
  • Communication barriers: complex language, inaccessible formats, no named contact or failure to ask how someone prefers to communicate.
  • Perception barriers: the belief that golf is expensive, elitist, overly technical, slow or only for experienced players.

An introducer may not be able to remove every barrier, but many can be reduced through better information, thoughtful planning, flexible activities and a welcoming first contact.

A participant’s decision to try golf may be influenced by a parent, guardian, carer, family member or friend. These people can help build confidence, provide practical assistance such as transport and make participation possible.

However, someone close to the participant may also be cautious. They may worry about safety, access, acceptance, financial costs or whether the activity will be suitable. Previous negative experiences of sport may make them particularly protective.

Listen to these concerns rather than dismissing them. Clear information and a welcoming first contact can often turn uncertainty into support.

Look out for situations where another person:

  • asks most of the questions and makes choices on behalf of the participant;
  • assumes the participant will not be able to take part;
  • answers every question on the participant’s behalf;
  • focuses on possible difficulties before exploring what may be possible; or
  • places pressure on the participant to take part or perform.

The aim is not to exclude the people around the participant. It is to help them support a positive first experience while keeping the participant at the centre.

Welcome the person accompanying the participant and acknowledge the support they may provide. At the same time, speak directly to the participant and include them in every conversation about their golf experience.

Before the session:

  • Ask the participant how they would like the accompanying person to be involved.
  • Explain what will happen, what the environment is like and how activities can be adjusted.
  • Discuss genuine concerns about safety, access, communication or support.
  • Agree whether the accompanying person will observe, assist or allow the participant more independence.

During the session:

  • Address questions to the participant first.
  • Allow enough time for them to understand and respond.
  • Check before accepting help or information from someone else.
  • Encourage the accompanying person to support exploration rather than direct every action.
  • Adapt the activity according to the participant’s response, not another person’s assumptions.

After the session, ask the participant what they enjoyed, what could have been better and whether they would like another opportunity.

Where formal consent or safeguarding procedures apply, these must be followed. However, consent from a representative should never mean that the participant’s own views are ignored.

Useful question: “How would you like the person with you to support you today?”
Section 2

Understand the participant

Begin with the individual, not an assumption about an impairment or diagnosis.

Two people with the same impairment may have very different movement, communication, confidence, experience and goals. Begin with a conversation about the person rather than a checklist of assumptions about a diagnosis.

Ask what they would like to achieve, what support is useful, whether they have played sport before and whether anything would make the session more comfortable. Observe how the participant moves and responds during simple activities, then adapt from what you see and hear.

  • Ask before helping.
  • Use the participant’s own description of what works for them.
  • Focus on capability and choice.
  • Review adaptations with the participant rather than deciding for them.
Section 3

Prepare the session

Use this section as a practical readiness assessment before delivering an introductory session.

Use this pre-session assessment to confirm that the essential information and practical arrangements are in place. Tick each item only when it has been discussed or checked.

Assessment progress0 completed

Only collect information that is necessary, store it appropriately and do not attempt to diagnose.

Assessment progress0 completed

These editable examples provide a practical starting point for an introductory session. They are not legal advice. Complete the appropriate local legal, safeguarding, insurance and data-protection checks before use, and amend each document to meet the needs of your organisation and jurisdiction.

Editable example
How this worksEnter information directly into the highlighted fields below. The completed document updates automatically as you type. When finished, select Copy completed document.
Example document

Participant Information & Waiver

Record only the information needed to prepare and deliver the session safely and appropriately.

Participation
PurposeTo support safe and appropriate participation.
Completed byThe participant or an authorised representative.
Local checksReview legal, safeguarding, insurance and data-protection requirements before use.
This document is generated as you complete the highlighted fields. Review all information before copying, printing or using it.
1

Session details

Identify the organisation and activity.

Organisation[Insert organisation name]
Session or programme[Insert name]
Date & venue[Insert details]
2

Participant details

Provide the contact information required for the session.

Full name 
Date of birth 
Telephone or email 
Emergency contact name & number 
3

Support and participation

Share information that may help the team provide an appropriate experience.

Please describe any communication preference, assistance, mobility or sensory requirement, health consideration, allergy, medication or other information that you choose to share and that may be relevant to participation.
4

Participation acknowledgement

Read the statements before signing.

5

Signatures

Complete the section that applies.

Participant signature
Date
Parent, legal guardian or authorised representative
Name 
Relationship to participant 
Signature
Date
Privacy information

Explain why this information is collected, how it will be stored, who may access it, how long it will be retained and how the participant may exercise their data rights.

Use the organisation’s normal risk assessment, safeguarding and emergency procedures, then consider the individual and activity. Plan for club and ball strike zones, surface conditions, weather, fatigue, hydration, evacuation and access to assistance.

Often, no. Standard equipment can frequently be used with small changes such as lighter clubs, larger or softer balls, higher tees, brighter targets, shorter distances or stable seating. Specialist equipment may help some participants, but should not become a barrier to starting.

Section 4

Deliver the experience

Introduce the game before overloading the participant with technical instruction.

  1. Welcome: explain the environment and agree the aim.
  2. Explore: allow the participant to handle equipment and try a simple task.
  3. Play: use a target-based game with a clear start and finish.
  4. Develop: offer one useful change at a time.
  5. Review: ask what they enjoyed and agree a next step.

Use a short target-based activity that lets participants begin playing straight away. The EDGA D3 examples show how the same three-hole challenge can be set up inside or outside, using simple soft golf equipment and adapting distance or difficulty to suit the group.

D3 practical lesson

Choose your setting

Select the environment first. The lesson will then show only the steps relevant to that setting.

Prepare the space example for a D3 inside session
Inside facilityStep 1 of 4

Prepare the space

Choose a safe indoor area where people can move comfortably. Clear the space and confirm there is enough room to create a simple golf activity. Check the floor, routes and swing space before equipment is placed.

Gather the equipment example for a D3 inside session
Inside facilityStep 2 of 4

Gather the equipment

Use simple soft golf equipment: three hoops as targets, three cones as starting points, soft golf balls and suitable clubs. Choose equipment that is visible, easy to move and appropriate for the participants.

Set up the challenge example for a D3 inside session
Inside facilityStep 3 of 4

Set up the challenge

Place each cone as a starting point. Pace out approximately five metres and place a hoop on the ground as the target. Keep the first challenge achievable and make the route between holes clear.

Explain the rules and adapt example for a D3 inside session
Inside facilityStep 4 of 4

Explain the rules and adapt

Create three separate holes. Ask each player to reach the target in four shots or fewer, then change distance, angle, target size or scoring as needed. Change one feature at a time so you can see whether the adaptation helps.

1 of 4
Prepare the space example for a D3 outside session
Outside facilityStep 1 of 3

Prepare the space

Find a flat, open area such as a grass space, sports field, playground or practice ground. Remove hazards and confirm there is enough room to move comfortably. Check the surface, boundaries, nearby activity and weather conditions.

Bring simple soft golf equipment example for a D3 outside session
Outside facilityStep 2 of 3

Bring simple soft golf equipment

Use three hoops as targets, three cones as starting points, soft golf balls and suitable clubs. Make sure the targets remain visible on the grass. Use equipment that is easy to carry and simple to reposition.

Explain, play and adapt example for a D3 outside session
Outside facilityStep 3 of 3

Explain, play and adapt

Ask each player to reach the target in four shots or fewer. Increase the challenge by reducing shots, making the target smaller, changing the angle or increasing distance. Progress the game only when the participant is ready for more challenge.

1 of 3

Give only the information needed to help the participant succeed safely. Avoid trying to create a textbook grip, stance or swing in the first session. Observe what the person can do, then offer one clear cue that improves the outcome.

  • Ask how the participant learns best.
  • Combine short verbal explanations with demonstration.
  • Use contrast, positioning and proximity to improve visibility.
  • Check understanding rather than asking only “Do you understand?”
  • Ask permission before using physical or tactile guidance.
  • Emphasise what worked before suggesting a change.
Section 5

Include and adapt

Adapt the activity only as much as necessary to give each participant a meaningful challenge.

The Inclusion Spectrum provides different ways to organise an activity according to the group, environment, equipment and available support.

  • Open: everyone completes the same naturally inclusive activity.
  • Modified: everyone shares the activity with changes to space, rules or equipment.
  • Parallel: people follow the same theme at different levels or in different groups.
  • Separate or alternate: an individual or group completes a different activity where this offers greater value.

STEP helps an introducer make practical changes without changing the purpose of the activity. Start with the smallest adjustment needed, observe the result and ask the participant whether it improves the experience.

Apply it

Adapt one element at a time

Scroll through Space, Task, Equipment and People. Use the same activity and consider how each change could widen participation.

S

Space

Change where the activity happens.

  • Bring the target closer.
  • Widen the landing area.
  • Change the surface or starting position.
T

Task

Change what the participant is asked to do.

  • Allow more attempts.
  • Change the scoring objective.
  • Reduce or vary the movement required.
E

Equipment

Change what is used.

  • Use a larger or higher-contrast ball.
  • Try a shorter or lighter club.
  • Use a larger target or higher tee.
P

People

Change how support is organised.

  • Reduce the group size.
  • Add partner support.
  • Change the coach position or communication support.
1 of 4
Check the effect: Did the change improve access, confidence, challenge or enjoyment? If not, try a different STEP element rather than adding several changes at once.

Begin with a task that allows early success, then increase challenge through distance, accuracy, decision-making or scoring. Ask the participant whether the task feels too easy, too difficult or about right. Adapt in response to performance and enjoyment.

Give the group a common game with flexible routes to success. Use different target distances, ball types, scoring values or roles while preserving a shared purpose.

Section 6

Encourage continued participation

A successful introduction should lead naturally to another opportunity that suits the person’s interests.

Ask what the participant enjoyed, what felt difficult and what they would like to do next. Summarise one success, provide a clear next opportunity and explain who will make contact.

Offer a next step that matches the person’s interest, confidence and preferred level of commitment. The pathway is not fixed. People may move between stages or remain at the level that suits them.

Try and explore

Introduced

More sampler sessions, informal practice and supported first experiences. The priority is enjoyment, reassurance and another opportunity to return.

Play regularly

Participant

Social sessions, group coaching, short-course golf, independent practice and club activity. The priority is belonging, confidence and continued participation.

Develop and compete

Competitor

Skill development, handicap, Rule 25 guidance, G4D events and performance coaching. The priority is progression based on the golfer’s ambitions.

Good practice: Agree the next step with the participant and make the introduction while interest is still fresh.

Refer or collaborate when the participant wants more technical development, when equipment or movement questions are outside your competence, or when clinical advice is needed. Do not alter a prosthesis or medical device. Encourage the participant to speak with the appropriate prosthetist or clinical professional.

See it in practice Case study · Participation and progression

Project 250

Taking golf to young people with disabilities

EDGA and the Kate & Justin Rose Foundation developed Project 250 to reach young people who were unlikely to encounter golf through traditional club-based recruitment. The programme starts in schools and specialist settings, then creates a pathway towards practice facilities and the golf course.

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