Overhand
Clear/ Backhand Clear/ Underhand Clear
Drill #1 (Partner Shot Practice)
Included are a
variety of tasks and activities that will be used throughout the unit. Refinements and extensions have been
included so the tasks can be modified for different skills, as well as
different levels of ability. For
teaching cues, as well as psychomotor and cognitive components of the skills,
please refer to the skill analysis table in the appendix.
Demonstration of set-up:
Teacher demonstrates the set-up of the poles and nets, and
gives students a chance to attempt the skills involved.
Students will take down the equipment at the end of the
class.
Teacher introduces the intended grip to the class by showing them the grip, explaining the cues, and having the students attempt the grip altogether (command style)
Students each get 2 or 3 shuttles, and find their own space on the wall. Students are to hit the shuttle against the wall, using the appropriate grip, while the teacher circulates throughout the class, and lends assistance where necessary (practice style)
Refinement: For students who are having difficulty, the skill can be refined by eliminating the shuttle, and having them simply swing the racket with the correct grip.
Extension: Students who are proficient in the basic skill of hitting the shuttle against the wall can extend the skill by attempting to hit the bird in the air to themselves as many times as possible. (safety note: spacing is of paramount importance for this skill as to not have students colliding)
Teacher uses command style to introduce the ready position to the class
Once position has been introduced using command style, teacher can use the practice style while he/she circulates and gives feedback.
Players practice rallying with rackets, and a balloon. Provides an introduction to basic rally in a
less intimidating setting.
Scoring system can be devised to 5 points. Players should
switch partners after mini-games.
Students get into partners
One partner hits shuttle to the other, high and deep. The partner uses this deep feed to practice
the overhand clear.
The teacher circulates and gives the students feedback on
their clears (practice style)
Extension: Students
who are proficient at this movement can try having the bird fed to them at a
more rapid pace, simulating a quick return from the opponent.
Another natural progression of this drill is to continue on
into a rally after the initial feed.
This leads into the half-court rally drill.
Refinement: Students
struggling with this skill can have it modified with a closer, slower feed.
Modifications: Students
can use this format to have a modified game:
the players get one point if the bird is hit in-bounds. An additional point is awarded if the bird
lands between the end line, and the doubles service line. Each player gets five hits.
This drill can also be modified to accommodate virtually any
shot in the game of badminton, depending on where the bird is fed (ie: backhand
clear, underhand clear, smash, drop shot, etc.)
Can be used for inclusion style when teaching such skills as
the drop shot
Students will use self-check criteria sheets (see appendix) to learn the various serving techniques.
The teacher will be available to answer any questions, or provide assistance where necessary.
In partners, students attempt to serve shuttle into hoola-hoops
Hoola-hoops are set-up in different locations, depending on the serve being learned (ie: for the long serve, the hoola-hoop can be set up in the short corner of the service area).
Each player gets 5 serves, and is awarded a point for every bird that lands in one of the hoops.
Skill Refinement: Students who are not as advanced can play a modified game where they are awarded a point for serving the shuttle in-bounds.
Skill Extension: This game can be made more complex by setting up 4 hoops; one in each of the service corners. Students can make it a “horse” style game, where they have to hit to the hoop that their partner has just hit to, also using the same style serve. Once all serves have been learned, there are potentially 8 different serves that can be performed for this game.
Students need to get a partner, and a net-shot task sheet (see appendix)
Before the partner work begins, the teacher will give a brief lesson on hand feeding the shuttle.
Students will use peer feedback to learn both the forehand and backhand net shot.
The teacher will circulate and give feedback to the students who are giving their partners feedback.
Upon command from the teacher, the students will reverse roles.
This style of teaching can be used for a number of different skills (ie: serves, smashes, etc.), provided a task card is provided to students.
Students must get into groups of 3.
Each group needs a pylon, as well as a stack of birds (at least 10)
2 players feed the birds on opposite sides of the court, at the net.
the pylon is placed on the service line, in the middle of the court.
Third player hits net shot from 1st feeder, then backtracks around pylon, and goes to other side to hit net shot from 2nd feeder, working on both forehand and backhand.
Players go through a stack of birds, then rotate positions.
Modifications: This drill can be modified by increasing or decreasing the speed of the feeding, or by randomly changing which side the shot is hit from.
This drill could me made into a mini-game by keeping track of the number of successful returns
Modified singles game where the boundaries are within the service line, and half court.
Games can be played to five, using regular service/scoring rules.
Given the boundaries of the game, the students are forced to use the net-shot skill.
Extension: This game can be extended by using the full width of the court. This allows for more advanced students to perform cross-court net shots.
Singles half-court
rally
Partners rally within the parameters of the half court.
This game is good for developing cognitive placement skills in the half-court, such as shallow/deep shot placement.
Modifications:
This game can be used to focus on any of the particular shots/skills being learned. The rally can be started off by a particular type of serve, or a certain type of feed.
Can be made into a modified game with partners playing to 5, within the court boundaries.
Refinement: If players are having a difficult time carrying on a rally, a rule can be established where the bird must be lifted for a certain number of shots, before a kill shot (ie: smash, drop shot) can be made.
Extension: The most natural extension of this game is to open it up into a full court rally. Once the players have arrived at this, they are playing in the game format for singles, which is one of the desired learning outcomes.
This style is useful when the teacher wants to project a fast and efficient task description. It allows for a quick transition from the teacher doing the teaching to the students being able to practice. It is an efficient way to demonstrate and explain simple concrete skills. We have used the Command Style through out our unit to introduce new skills, organize our warm ups, and maintain classroom management.
The objective of this teaching style is to allow individuals a chance to practice their skills. It allows time for the teacher to monitor performance as well as give any necessary feedback. We have used this style throughout our unit because we feel that it works well with our unit of badminton. Once we introduce any new skill or concept to the class this style allows us as teachers to visually monitor classroom performance and be able to simultaneously give insight. Giving students time for practice is a mandatory factor for improving performance.
This style permits the teachers to refrain from being the only source of feedback by transferring that task to the students. In pairs, one student performs the task as the other student checks them for accuracy (The doer and the observer). The observer then gives feedback to the doer based on the given criteria.. This style ensures that the students have a great understanding of the task, as one must be able to know all of the teaching cues in order to evaluate another student. The reciprocal style has been used to introduce net shots (see appendix for criteria sheet). This style will also be used without criteria sheets, with the teacher providing verbal teaching cues.
This style gives individuals the opportunity to work on their own skill development. They are responsible for their own improvement, and it allows the students to gain independence in performing the task. The self check style has been used to introduce the backhand serve (see appendix for criteria sheet).
This style allows the individual to select an entry level for skill performance. This style can be used for the many skills and games that offer refinements and extensions. Students are given the choice of where they would like to start off, and from there, they can advance the skill, or refine it. An example of this is when more complex skills, such as the backhand, are offered. Not all students will be ready to perform this skill. In this case, drills and games will be used that can accommodate different levels of play, from those who can perform the skill, to those who are at the entry level. Several such activities can be found in our Tasks and Activities section.