ENTRY LEVEL AND EXIT OUTCOMES
In our experience, the sport of badminton produces a wide range of
abilities at all ages and grade levels. The unit we are designing is
for grades 11/12 and therefore we have made some assumptions as to the basic
skills that students will have attained throughout phys ed prior to grade
11. These assumptions are displayed in the entry level section below.
Where we expect the students to be at the end of the unit is displayed in
the exit outcome section.
Entry level
v Have the ability to make contact with
the shuttlecock
v Demonstrate ability to hit clears, drop
shots, drives, smashes, backhands, net shots, and serve with inconsistent
outcomes
v Have the ability to score
v Have general knowledge of rules and concepts
By the end of this unit the students should be able to:
Exit outcomes
v Demonstrate increased tactical awareness
and skill execution
v Display improvements in consistency and
accuracy of clears, drop shots, drives, smashes, backhands, net shots, and
serves
v Show an increase in length of rallies
v Demonstrate improved court awareness skills
and confidence in game play
Unit Learning Objectives and Outcomes
As a result of active participation in this unit students are
expected to know, perform and value the following criteria of the cognitive,
psychomotor and affective learning domains.
COGNITIVE
The students should gain an understanding of how the skills
examined and practiced in class apply to the game of badminton. Through
their participation in the tasks they will acquire an understanding of the
rules and strategies and be able to apply these tasks appropriately to the
game. By being given time to perform, practice and review these skills
and concepts, the students remember how the activities apply to badminton
and be able to explain the importance or the major teaching points of a given
skill or concept. The students will be able to show knowledge of the
skills and concepts of these activities and how they apply to the unit.
Through the experience they gain the students will have the capabilities
to invent or modify tasks for themselves and can take this acquired knowledge
outside of class so they may feel comfortable and confident in their abilities.
They will be able to organize games and play on their own as they will have
acquired the necessary skills and concepts. In participating they
will gain an understanding of how to compare the skills and strategies and
analyze what is effective and what changes could be made. They will
become proficient at error detection and correction.
PSYCHOMOTOR
The students will gain an understanding of each of the fundamentals
and be able to adequately perform the following skills necessary to allow
them to improve their game play. These include: hitting clears,
drop shots, drives, net shots, and smashes, and serving. Through demonstrations
they will observe and practice the biomechanics involved to perform the
skill to the best of their ability. They should show improvement in
their abilities to perform the skills. By participating in the unit
they may be able to adapt and modify certain aspects of the skills in order
to perform better. By practicing they will refine the appropriate skills
so that they can perform more efficiently and will demonstrate knowledge
for the skills and concepts of badminton. By learning and developing
their badminton skills they will have the ability to play outside the school
setting with an improved degree of confidence.
AFFECTIVE
By participating in this unit the students will develop or refine
the necessary social skills to function appropriately during the task on the
court and most other social situations. Many of the tasks will require the
students to work in partners or groups; therefore, the students will need
to interact with one another and function cooperatively while remaining on
task. During their interaction they will be expected to listen, not
only to the teacher, but also to other members of the class during demonstrations
and evaluations. Some aspects of the unit will require student assessment
of their peers and in which they will exchange ideas, points-of-view, and
feedback. Through this interaction it is expected that students respect one
another and give proper and appropriate feedback to their peers.
PSYCHOMOTOR
v Increase muscle endurance
v Increase aerobic capacity
v Demonstrate the ability to perform various
skills and the necessary footwork required to perform the various skills correctly
and effeciently
v Demonstrate the proper grip for various
shots
AFFECTIVE
v To have fun learning to play and playing
badminton
v Maximum effort demonstrated in drills and
matches
v Sportsmanship and communication with practice
partners and opponents
v To maintain a positive and supportive attitude
when working on skills and concepts and when working with a classmate (or
playing against a classmate)
COGNITIVE
v To learn the rules and scoring of badminton
singles play well enough to play a game against an opponent without an umpire
v Demonstrate a working knowledge of tactics
(including body positioning and positioning on the court) and strategies for
badminton singles play
v To learn to effectively and accurately provide
feedback for classmates be able to explain when to use specific serves and
shots in a match