Philosophy Statement:

We believe that activities should be fun and educational, by incorporating as many of the spectrum styles as able and possible. By applying the learning domains we hope to encourage the students both individually and also provide a team atmosphere.

This badminton unit will incorporate fundamental skills, a variety of warm-up activities and modified games, which will guide the students to use badminton as a form of active living.

Entry Level and Exit Outcomes:

We will assume that students will have basic skills such as forward serves, smash attack, clearing, rallying with the birdie and the understanding of score keeping. For the exit outcomes we hope we hope to teach them the critical elements of motor development in the game and also focus on a better understanding of skills and strategies, in both individual and doubles badminton. Throughout the unit, we will also encourage the ideas of teamwork and sportsmanship among the students.

Learning Objectives:

These learning objectives will be presented to a group of 30 grade 10 students.

The students will be able to do the following under the 3 learning domains.

Psychomotor Domain

· Combine different skills together in one smooth and coordinated movement.

· Perform the more advanced skills without losing their balance (Overhead, underhand clears, forehand, backhand long and short serves, smashes, returning smashes, and drop shots).

· Coordinated footwork and racquet movement.

· Increase aerobic power and capacity.

· Increased muscle endurance in arms and legs.

· Ability to get in ready positions, attack stances, and proper grips.

· Ability to perform technique cues.

Affective Domain

· Sportsmanship and teamwork (badminton etiquette).

· Communication between partners and opponents during warm-ups and games.

· Ability to have fun while playing.

· Enjoyment of the game of badminton.

· Encouragement of classmates.

· Maximum effort.

Cognitive Domain

· Learn to and provide feedback to classmates.

· Anticipation of opponents actions.

· Understanding and repeating of technique cues provided.

· Explanation and ability to perform the single strategies (The “X” and “V”).

· Explanation and ability to perform the doubles strategies (The “service strategy” and the “return of service strategy”).

· Knowing the rules of badminton.

· Knowing how to position one’s self after shots.

· Explanation of the use of certain serves, strokes, and returns during a game.

· Knowing how to plan strategies throughout the game.

TASK ANALYSIS OF UNIT: PSYCHOMOTOR LEARNING OUTCOMES

We will use a procedural task analysis to teach the students the following badminton skills because this method helps the students identify technique cues, which in turn will help them perform the skill correctly. At the grade 10 level, the teacher can assume that most of the students have a general idea about how to play the sport due to previous experience in grades 8 and 9. However, this does not mean that the fundamentals, such as grips and ready position should be overlooked. Therefore, we would start the unit with a review of the fundamental skills and end the unit with basic single and double strategies. The following skills will be addressed:

· Grips/ready positions

· Forehand and backhand Drives

· Overhead and Underhand Clears

· Short Serves, Long Serves, and Return of Serves

· Underhand Net Shots and Cross Court Net Shots

· Smashes

· Return of Smash

· Drop Shots

· Single Strategies

· Double Strategies

GRIPS

Learning the basic badminton grips is very important for beginning badminton players because it helps them to control the racquet and make contact with the shuttle properly. Practice with grips is also important because grips change depending on the game situation.

Basic Forehand Grip

Preparation Phase

· Thumb is placed on one side of the racquet grip and the index finger is placed higher on the other side of the handle, forming a “V”.

· Curl fingers around the handle to control the racquet and make sure the grip is relaxed.

· To aid the students in getting this grip, you can have them place their other thumb along the handle and then have them do the grip, wrapping their “ V” around their own thumb. This will give them the proper spacing, so that they do not hold the racquet too tight and down in their palm.

Technique Cues:

· “V” formation

· index finger high on handle

· relaxed grip

Basic Backhand Grip

Preparation Phase

· Place thumb on the top of the handle with the forefinger roughly opposite to it

· Rest handle in base of fingers to avoid strangling the racquet

· Racquet face parallel to the floor

Technique Cues

· Thumb on top of handle

· Handle in base of fingers

· Racquet face is parallel to the floor

READY POSITIONS

Basic Ready Position

This position will help the student move quickly and efficiently in a balanced position. Having the racquet head at chest level will help them be able to move the racquet quickly and accurately.

Technique Cues

· Knees slightly bent

· Stay on balls of feet

· Racquet held at chest height

Attack Stance

Preparation phase

· Forehand grip

· Knees bent and the non-racquet foot in front

· Both feet aimed at the net, but the back foot is slightly pointed to the right sideline( comfort will depict how far the foot is pointed but it should not be too far)

Technique Cues

· Non-racquet foot forward

· Forehand grip

· Racquet held high in front of body

Forehand and Backhand Drives

Forehand and backhand drives are used constantly in a game to keep pressure on your opponent, prevent your opponent from hitting overhead smashes and to speed up the pace of the play. The first of these is the forehand drive.

Forehand Drive

Preparation Phase

· Forehand grip

· Ready position

· Racquet is held in the “ back-scratch” position

Contact Point

· From the ready position, step forward with your racquet foot

· Contact the shuttle at shoulder height

· Use a whip-like action in the wrist

Follow Through

· Follow through with the racquet by bringing it down and across the front of the body-quickly return to the ready position

Technique Cues

· Back-scratch position

· Whip-like action during contact

· Follow through in the front of the body

Backhand Drive

Preparation phase

· Contact shuttle in front of your body and at shoulder height

· Use a whip like action of the wrist

Follow Through

· Follow through with the racquet arm fully extended, outwards and away from the body

· Return to the ready position

Technique Cues

· Racquet arm across chest

· Whip like action

· Follow through with extended arm

Overhead and Underhand Clears

Players will use these shots to hit the shuttle far and deep into the opponent’s court. These shots are usually to relieve the pressure however they can also be attacking.

Forehand Overhead Clear

Preparation Phase

· Forehand grip

· Non-racquet foot forward

· Body sideways to the net and elbow close to the body

· Racquet arm stretched back behind body in back scratch position

Contact Point

· During stroke, extend racquet arm above and in front of head

· Rotate upper body towards net

· Weight is transferred from the racquet foot to the non-racquet foot while contacting the shuttle

· Use whip like action of the wrist

Follow Through

· Bring racquet foot forward and racquet arm across chest

· Return to ready position

Technique Cues

· Back scratch position

· Rotate body with extended racquet arm

· Follow through across chest

Forehand Underhand Clear

Players use this stroke to slow down the play or push their opponents back from a forecourt position.

Preparation Phase

· Forehand grip

· Racquet is drawn back ( back swing)

· Racquet foot is forward and knees bent

Contact Point

· Racquet leg lunges into the shot with the racquet foot forward

· Forearm and wrist comes forward just before impact then the arm fully extends at contact

· Use whip like action

Follow Through

· The racquet arm should come upward to the non-racquet shoulder

· Bring racquet foot back and quickly step into ready position

Technique Cues

· Back swing

· Lunge with racquet in front of body

· Follow through over non-racquet shoulder

Backhand Underhand Clear

Preparation Phase

· Backhand grip

· Racquet is drawn across the midpoint of the body for a brief back swing

Contact Point

· Racquet leg lunges into the shot with the non-racquet foot back

· Arm comes forward and extends in front of the body

· Contact with a whip like wrist action

Follow Through

· Racquet arm should follow through over the racquet shoulder

· Bring racquet foot back and quickly step into the ready position

Technique Cues

· Back swing across body

· Lunge forward with racquet in front of body

· Follow through over racquet shoulder

Serves

· Backhand Short Serves

· Forehand Short Serves

· Long Serves

· Return of Serves

Badminton players use many serves throughout a match. Short serves force the opponent to hit the shuttle upward and long serves force them to hit from the back of the court, which makes it harder to hit an aggressive return.

Forehand Short Serve

Preparation Phase

· Forehand grip

· Stand about one racquet length from service line

· Feet shoulder width apart

· Non-racquet foot slightly in front

· Hold the shuttle by it’s base at chest height in front of the body( if shuttle held with tip angled down, on contact, this will cause the bird to go up by physics principles, which is not advantageous for this type of serve)

· Hold racquet at hip height with an open face

Contact Point

· The shuttle is dropped in front of the body and hit with a “ pushing” action

· Minimize wrist movement

· Contact shuttle in front of racquet foot at waist height

Follow Through

· Short follow through

· Aim shuttle at top corners of the opponent’s service court or directly at his/her racquet shoulder to jam him/her.

Technique Cues

· Feet shoulder width apart

· Use pushing action

· Short follow through

Backhand Short Serve

Preparation Phase

· Backhand grip

· Stand just behind the service line

· Racquet foot slightly ahead

· Hold shuttle by its base just below waist and in front of body

· Racquet head is slightly angled facing upwards at waist height

Contact Point

· Release the shuttle first then bring racquet forward slowly and “ push” the shuttle across the net

· Contact shuttle below waist and in front of racquet foot

Follow Through

· Short follow through

· Aim shuttle at the top corners of the opponent’s service court

Technique Cues

· Hold the shuttle and racquet just below waist

· “Push” shuttle over net

· Short follow through

Long Serves

Preparation Phase

· Forehand grip

· Racquet is held behind the body

· Weight is on the racquet foot

· Hold shuttle by its base at about chest height

Contact Point

· Drop shuttle first before any body movements

· Weight is transferred toward the non-racquet foot and body turns to face net

· Contact shuttle in front of the non-racquet foot with an upward stroke

· Keep this action very smooth

Follow Through

· Follow through to non-racquet shoulder

Technique Cues:

· Racquet held back

· Weight transfer to racquet foot

· High follow through

Return of Serves

Returning of Long Serves

Preparation Phase

· Forehand grip

· Stand in the center of the service court

· Ready position

· Non-racquet foot forward

· Racquet up by head

Contact Point

· While moving back, keep racquet back in ready position for a possible overhead stroke

· Take a quick look to see position of opponent then hit shuttle high and early

Follow Through

· Try to return it high and deep

· Follow through with arm across body

· Quickly get into ready position

Technique Cues

· Racquet in front of face

· Contact the shuttle high and early

· Follow through

· Quickly get into ready position

Return of Short Serves

Preparation Phase

· Same as long serve

Contact Point

· Push off with racquet leg

· Bring racquet forward with arm extended and contact shuttle in front of body

Follow Through

· Short follow through

· Return to ready position in forecourt area

Technique Cues

· Racquet in front of face

· Contact shuttle in front of body

· Short follow through

Net Shots:

· Forehand Cross Court

· Back Hand Cross Court

Net shots are played in the forecourt area

Underhand Net Shots (Forehand and Backhand)

Movement

· Take 2 or 3 steps and always end with racquet foot

Preparation Phase

· Racquet foot forward( lunge position)

· Racquet is held to the side and front of body

Contact Point

· As the racquet foot is landing, arm extends and hits the shuttle

· Hit and land with no swing

· Angle the racquet face just before reaching the net

· Forehand shot- palms face ceiling

· Backhand shot- back of hand faces ceiling

· Contact shuttle as close as possible to top of the net

· Contact shuttle in front of body

· Contact shuttle on the racquet side of the body( forehand) and on the non- racquet side of body( backhand)

Recovery

· Push back with the racquet foot towards the center of the court and assume the ready position

Technique Cues

· Racquet is in front and to side of body

· Hit and land

· Contact close to the net

· No Follow Through

Crosscourt Net Shots

The preparation phase, contact point and recovery phase are all the same as for the underhand net shots except that in the cross court net shots, the head of the racquet is angled in the direction of the cross court

Technique Cues

· Racquet is in front and to the side of the body

· Hit and Land with angled racquet face

· Contact close to the net

· No follow through

Smashes

Badminton Players use this to end rallies in their favor. The best time to use this when the opposition is out of position or off balance. This is the most aggressive return.

Smash

Preparation Phase

· Use a relaxed forehand grip

· Non-racquet foot forward

· Body is sideways to the net and elbow close to the body

· Racquet arm is stretched back behind body in “back-scratch” position

Contact Point

· During the stroke, extend racquet arm above and in front of the head

· This entire motion must be done in a very rapid motion

· Rotate above the waist as this increases power

· Do not rotate the waist itself

· Contact the shuttle high and in front of the body with the racquet face angled downward

· Aim for the mid-court area

· Use a whip like action with the racquet

· REMEMBER: the aim is to hit the bird down at the feet of your opponent

Follow Through

· Bring racquet foot forward and racquet arm across your body

· Immediately return to the ready position in case of a counter attack.

Technique Cues

· Sideways to net

· Whip like action

· Full follow through

Return of Smash

This tactic is used to try and regain some position of attack. It is mainly a defensive maneuver but can be used to win points.

Preparation phase

· Defensive ready position: legs spread and racquet in front of body

· Short back swing

Contact point

· Contact the shuttle in front of body as soon as possible

· Aim for your opponent’s back court

Follow Through

· Minimal

Technique Cues

· Defensive ready position

· Contact shuttle right away in front

· Minimal follow through

Dropshots

These shots are designed to draw the opponent to the front court as they are very hard to anticipate, therefore, there will usually be very weak return.

Preparation Phase

· Forehand grip

· Body position is the same as the overhead clear

· Keep the body to the side and use back swing

Contact Point

· Same hit as the overload clear except the stroke “pushes” the bird over the net because it is more relaxed stroke

· Contact the shuttle slightly in front of the racquet shoulder

Follow Through

· Same as the overhead clear

· Get right into ready position

Technique Cues

· Back scratch position

· Push shuttle down across net

· Return to ready position

Singles Strategies

In singles badminton, your main aim is to get your opponent off balance and out of position by hitting the shuttle to all corners of the court. Defensively, you try to maintain a center court position at all times. We won’t go into great detail for these strategies, we will just present the basics and let the students run with those.

Elementary Strategy “X”

The basic idea of this simple strategy is to hit the bird to all four corners to make the opponent run a lot and wear them down. This strategy also makes it hard to get an easy shot if they have to travel to the farthest points on the court before hitting the birdie.

· Hit where the opponent isn’t to the corners of the court farthest from the opponent

· Try to initiate the play and keep hitting aggressively

· After every shot, return to the middle of the court

Technique Cues

· The “ X” strategy

· Hit farthest away from opponent

· Return to center of court

Intermediate Strategy “V”

This strategy is implemented when the “ X” is no longer effective. It goes on the premise that you hit the birdie deep into the corner and follow it with a short shot to the same side of the court.

· Hit where the opponent isn’t ( same as “ X”)

· Initiate play and stay aggressive

· After every shot, return to ready position at the center of court

Technique Cues

· “ V” formation

· front corner, back corner

· return to ready position

Double Strategies

The main strategy of doubles is to attack. Rallies are very fast with both members of the team smashing, etc. Therefore, teammates must be constantly communicating and individuals must be ready for the returning shuttle. The two strategies we will present are the “Service Strategy” and the Return of Serve” strategy

Service Strategy

· when serving short, the server is responsible for all service returns that are in the front part of the court

· any service return over the server’s head belong to the server’s partner in the back court

· if the server serves long, then the team must assume a side by side defensive position

· communication is very important

Technique Cues

· server-responsible for front court

· partner-responsible for back court

· if long serve-side by side

· communicate

Return of Serve Strategy

When returning a serve, the receiving team should focus on trying to return the shuttle on a downward angle against their opponents.

· In the right side of the court, right handers should position themselves a line closer to the corner to the center line

· Partner positions themselves 2 to 3 ft. behind the receiver and close to the center line in case of a deep return from their opponent

· If server sends a long serve, receiver moves back to hit the shuttle and the partner moves forward 2-3ft behind the front service line

Technique Cues

· Right handed receivers-close to center line partner 2-3 ft behind receiver

· If long serve- receiver moves back-partner forward

· Communicate.

WARM-UP ACTIVITIES AND STRETCHES

One of the most important parts of any activity is the warm-up. They must include movement of major muscle groups and increase the heart rates of students. By increasing the blood flow to muscle groups this warms up the muscles and joints which in turn will make the student less prone to injury during the following activity.

We will introduce many different warm-up activities through out this unit plan. By introducing a variety of warm-ups we hope to keep the class interesting and motivational levels high. Some of the warm-ups will be sports specific while others will be fast and fun. A good warm-up will get the lesson off to a good start as well as keep students interested in badminton.

Sharks and Barracudas

· Two teams: one named “sharks” and the other “barracudas”. Two- three divers.

· Object is to have sharks at one end of the gym and barracudas at the other. The divers are in the middle and they are the chasers.

· The divers yell out “sharks”, the sharks run to the opposite side of the gym and try not to be tagged, if they yell “barracudas”, the barracudas try to get to the other side. If they yell “Tidal Wave” both the sharks and barracudas try to get to the other side without being tagged.

· If you are tagged you become a “barnacle”. A barnacle sits down where they tagged and swing their arms around trying to tagged the sharks or barracudas running by.

· Safety considerations are to make sure the barnacles don’t crowd too much of one area, because some students might try to jump over them.

· Progressions can be made from walking, skipping, to running.

Shuffle Game

· In partners, set up two cones as a net.

· With a ball, partners shuffle back and forth putting the ball over the cones. The ball is only allowed to bounce once. The partners play to three.

· The winner goes the right to play another partner.

Bean Bag Shadow Lunge

· Set up a square quadrant and put three bean bags in the center.

· In partners, one partner pick up the bean bag and moves it to a corner, then moves to pick up the second bean bag and put it in another corner…, their partner shadows them and picks up the bean bag from the corner and put it back in the center.

· Progress from moving and lunging at a slow pace to a full out fast paced lunging.

· See diagram 1A.

Crows and Cranes

· Students stand in two lines beside their partners, with a center line between them.

· The students are designated a crow or crane. The teacher calls out “crows” or “cranes”, and the students who are not called try to tag their partner by walking, running, shuffling, or running to them, whatever the teacher has told them to do.

· Progress from walking to running.

· This is a good game for trying to anticipate a situation.

· See diagram 2B.

Card Circuit Training

· Set up four circuits for the students to do. With different levels of the activity to do.

· Label the circuit stations hearts, diamonds, spades and clubs

· Have a deck of cards all face down in the middle of the set up.

· The students pick a card and see what station to go to and the number of times to do the activity.

· After they have finished they return and pick up another card.

· Do for 5-10 minutes.

· See diagram 3B.

Follow the Leader

· Have five or six students to a group.

· Have one student from each group lead their group around the gym, and the group copies what the leader does.

· Switch leaders.

· Can do running, jumping, skipping etc…

Aerobics

· A teacher led activity.

· The students follow the teacher’s movements in sync to music.

Toilet Tag

· Two chasers.

· When a student is tagged they have to go down on one knee with their arm out. For them to become “free” a classmate must come and sit on their knee and “flush the toilet” by pushing their arm down.

· When the student is sitting on someone’s knee, they are “safe”.

Obstacle Course Warm-up

· Teacher sets up an obstacle course with running, skipping, jumping, bench walking, bench jumping, etc…

· Students go through the obstacle course from staggered starts.

· This could also be done in teams, and also making the teams run around the obstacle course until they are called, then they have to run to the start of the course.

Pip, Squeak, and Bubble

· Students sit in a circle in teams of three. They sit behind one and other. They designate themselves pip, squeak, and bubble.

· In the middle of the circle are bean bags, when the teacher yells out their assigned names, each person of each team runs around the circle climbs under their team mates to the center of the circle and grabs a bean bag.

· Eventually a bean bag is removed and the team without a bean bag has to play leap frog on an outer circle.

· See diagram 4B.

Mirror Stretching

· In partner’s, student’s copy one partner who stretches.

· After two stretches the leading stretcher switches to the other partner who then lead two stretches.

· Partners could also help one and other to stretch, PNF stretching.

Cone Lunging

· In partner’s, students set up cones 10” apart.

· One partner lunges from one cone to another for 20 seconds. The other partner count how many times they partner gets from one cone to another.

· Partners switch over.

· Times can go from 20 seconds, 15 seconds, and 10 seconds.

· Students can decide how far apart cones can be, and they can also guess at how many times they will touch the cones within a certain amount of time.

Lead Up Tasks/Games and Drills

We will use the following to help teach the students skills in badminton. We have

tried to make these drills fun exciting and simple to follow so students will not lose interest.

Grip Drills

Drill #1

· Give the students a demonstration of the forehand grip.

· Relax arm and have palm facing up, have students hit birdie 20 times about 20” in front of them.

Drill #2

· Give the students a demonstration of the backhand grip.

· Have students repeat drill #1 except have their palms facing down and hit the birdie using the other side of the racquet.

Drill #3

· A combination of drills #1 and #2. Have the students hit the birdie up into the air, alternating palm up and palm down, using both sides of the racquet.

Drill #4

· Have the students hit the birdie both sides of the racquet, first hitting the birdie softly when palms are down and then hit the birdie high in the air when their palms are up. After about 20 times switch over.

Drill #5

· Walk around the gym with the racquet bouncing the birdie on both sides of the racquet, progress to a jog, and could progress to run/sprint.

Movement/Footwork

Drill #1

Lunging

· Have a marker set up on the midline of the court and have students stand behind it.

· Have them lunge to the right front corner and return to the middle, and then lunge to the left front corner and return to the middle. This should also be repeated to the back corners.

· The teacher should ask the students why they think they should return to the middle of the court. The teacher could also let the students experiment in different areas of the court doing the same drill or having a student hit a birdie to them.

· See diagram 1A.

Partner Tasks

These tasks allow the students to work together, provide feedback to one another, and motivate each other. They also allow the students to practice accuracy and movement.

Drill #1

· Have a feeder send the birdie to all four corners of the court, and their partner must catch the birdie before it hits the floor and while keeping their body square to the net.

· This drill can progress to involving all shots. (FH & BH drives, clears, etc…)

· See diagram 2A.

Drill#2

· Partners start at the attack line and hit the birdie back and forth 10 times in a row. If birdie hits the floor then they must start over. Once completed the partners move back to mid court, and then to the base line.

· This drill can progress to involve all shots. (FH & BH drives, clears, etc…)

· See diagram 3A.

Drill #3

· Have feeder send the birdie just over the net making their partner lunge for it and then immediately return to mid court. The feeder sends the birdie to both sides of the net.

· Start with 10 shuttles to each side and then progress to more.

· This drill is only for net shots, cross court net shots, line clears or court clears.

· See diagram 4A.

Drill #4

· One partner serves 10 short serves to partner and then switch.

· This can be done with FH & BH, short and long serves.

· See diagram 5A.

Drill #5

· Have feeder hit the birdie to any part of the court and their partner must move to the receiving position, catch the birdie and recover. Switch after 10 times.

· Feeders can start off slowly and then progress to feeding the birdie faster so their partner really has to move and pay attention.

Drill #6

· Have feeder hit short shots and long shot to partner, making partner recover. And switch.

· Use different paces such as slow/ fast drops, ½ smash/smash, and clears.

· Progress to diagonal movement.

Drill #7

· Feeder sends the birdie all the way to the back of the court and their partner moves to the birdie.

· Make sure partner does not cheat by moving straight across, they should return to the mid-court then move towards the birdie.

· See diagram 6A.

Drill #8

· Three corner drill. Feeder sends the birdie to partner to one of three corners, triangle formation.

· Feeder speeds up only when partner is comfortable, and then be deceptive.

· See diagram 7A.

Drill #9

· Four corner drill. Hitter hits the birdie straight at all times from the back court and net shots, then back to position 3, hit straight down and into 4 for net shot, to 1 hit down, to 2 hit net shot. Switch.

Hitter: Straight down Feeder: Straight net

Straight net Lift deep cross court

Straight down Straight net

Straight net Lift deep cross court

· See diagram 8A.

Drill #10

· Four corner drill. Hitter hits cross-court from the backcourt and straight from the front of the court. Feeder always hits straight. Switch.

Hitter: Cross-court Feeder: Straight net

Straight net Straight lift

Cross-court Straight net

Straight net Straight lift

· See diagram 8A.

Drill #11

· Four corner drill. Hitter hits straight all the time, feeder hits cross-court from the back and lifts the net shot straight.

Hitter: Straight down Feeder: Cross court to net

Straight net Straight lift

Straight down Cross-court to net

Straight net Straight lift

· See diagram 8A.

Drill #12

· Have two feeders hit the birdies to the hitter to keep them moving.

· Any shot can be used here.

· See diagram 9A.

Drill #13

· Doubles work. Server serves then acts as defense. Hitter1 hits down, hitter 2 cuts off returns. Defender practices defense and reaction.

· See diagram 10A.

Group Drills With Only One Skill

Drill #1

· Groups of three. Two feeders and one hitter.

· Place feeders on either half of the court, simultaneously hitting birdies to the hitter, making the hitter really move to return them.

· This drill can progress to use all shots.

Drill #2

· Groups of three. Two players and one observer.

· Have two players rally while observer gives corrective feedback.

· Progress by rotating.

Drill # 3

· Groups of four.

· Have players in all four halves of the court, hitting the birdie and seeing how long they can keep the birdie in the air.

· See diagram 11A.

Drill #4

· Groups of six, three on each side of the net.

· A rally begins with one person hitting across the net and following his shot to the line on the other side of the net.

· This drill can progress to use all shots.

· See diagram 12A.

Partner Practice Tasks With Two or More Skills

Drill #1

· Serve and smash. Server serves and partner smashes the birdie.]

· Want to try smash the birdie down the same line. Switch.

· This drill can progress to all shots.

· See diagram 13A.

Drill #2

· Serve, return, smash.

· Server serves the birdies, partner returns it and partner smashes it.

· Rotate every 10 shuttles.

· See diagram 14A.

Drill #3

· Serve, smash, return.

· Sever serves the birdie, partner smashes and server tries to return it.

· Switch after 10 rallies.

· See diagram 15A.

Drill #4

· Games situation.

· Get students to think about skills and tactics they have been taught.

Group Practice With Two or More Skills

Drill #1

· Groups of four or five. Have two players on each side of the net rally back and forth using any one particular shot except smashes.

Drill #2

· Groups of four, two on two.

· One side hits only clears, and the other side hits only drives.

· Try get a rally going.

· See diagram 16A

Teaching Strategies

Command Style: The purpose of this style is to learn to do the task(s) accurately and within a short period of time, following all decisions by the teacher. This type of teaching will be used to demonstrate skills and to set up drills, but it will be used sparingly because students learn by actually doing the activity themselves. The only time we would really use this is for the Aerobics warm-up.

Practice Style: The purpose of this style is to offer the learner time to work individually and privately. This style also provides the teacher with time to offer the learner both individual and private feedback. This type of teaching will be used when the students have learned a new skill such as the underhand serve. The teacher will demonstrate the skill and each student will have time to explore and practice the skill. There will be a few minutes before and after each lesson for the students to practice new skills or to get help with previously learned skills,

Reciprocal Style: The purpose of this style is for students to work in partners and to practice positive constructive feedback based on criteria prepared by the teacher. This style will be used for almost all activities because students get a chance to monitor the observers and give feedback. By doing this they are able to understand the skill better because before you can critic some one on a skill you need to understand the main aspects and cues of a skill this be incorporated into most of the lessons.See Sample

The Self-Check Style: The purpose of this style is for the learner to perform a task and for them to evaluate their own work and skill assessment. The teacher will prepare the subject matter and criteria answer any questions by the learner and initiate communication with the learner to promote the cognitive domain of teaching. See Sample

Inclusion Style: This style is used when the students select a level of a task that they feel that they can perform and they check and evaluate there own work. This would be when the students are learning too serve the teacher can have three different net levels for the students to practice over.

Guided Discovery: This style is used for the students to discover a concept by answering a sequence of questions presented by the teacher. The learner must listen to the teacher’s question of cue, discover an answer for each question in the sequence and then discover the final answer, which constitutes the concept sought. An example of this would be used in doubles and singles strategies. The teacher could present a problem an easy example would be if your opponents in doubles play are directly behind one another on the court and far over on the right hand side of the court where would you want to place the birdie? See sample.

Station Cards: these will be used during the warm-up activities. Station cards have the advantage of reviewing or introducing many different skills during one lesson. You could review one skill at each station and have the students perform them or you could combine two different skills at one station to increase the difficulty. See sample.

Task Cards: These basically follow the same premise as the station cards as their main goal will be to challenge the students to integrate two or more skills into a drill. Task cards have many benefits: you do not have to repeat explanations, students learn to interpret and understand directions on their own. See sample.

Videos: considering the most dominant learning sense is viewing something, videos are helpful. Keeping in mind that you will want to profile someone who does it flawlessly and that you point out the cues for students to concentrate on. Videos should be used later on as well after the students have been introduced to the skill and then they can pick out the technical skills they have been taught.

Scoring: Scoring is not something that difficult, but it is the best way to learn the rules and limitations of the game. Have two students play and two score, then after they compare scores, have four students switch roles. Scoring will also be used in the doubles and singles play.

Diagrams: Once again because of the visual dominance theory, diagrams are useful. They are very good for showcasing skills at exact moments. For example, showing what a lunge looks like and then having them perform it by what they see. The diagram will help them visualize the skill before they practice it, which will definitely help the final product.

Block Plans

Lesson #	Review of Skills and Concepts	New Skills and Concepts	Major Teaching Points	Organizational Strategies and Teaching Styles
1	· Take 10 min to org. class to show proper set up and safety.	· Grips · Ready position · Forehand and backhand drives.	· FH Grip- “V” formation. · BH Grip- handle in fingers. · FH Drive- “back-scratch” & whip. · BH Drive- racquet arm across chest & whip-like action.	· Teacher oversees warm-up. · Demo grip. · Drills for grip. · Demo ready position. · Stance drills. · Demo FH/BH Drives. · Partner drills for drive, assess skill level.
2	· Grips. · Basic ready position. · FH/BH drives.	· FH/BH short serves. · Long serves. · Return of short serve.	· FH short serve, pushing action, short follow through. · BH short serve, below waist, short follow through. · Long serve, racquet back, large weight transfer, high follow through. · Return of serve, Short- racquet in front of face, short follow through. Long- high and early follow through.	· Warm-up rally with partner, partner mirror stretch. · Demo short serves. · Partner tasks for short serves. · Demo return of short serves. · Partner tasks for return of short serves. · Demo long serves. · Partner tasks for long serves

Lesson #	Review of Skills and Concepts	New Skills and Concepts	Major Teaching Points	Organizational Strategies and Teaching Styles
3	· Short serves FH/ BH. · Long serve. · Return of short serve.	· Overhead clears. · FH/BH underhand clears. · Return of long serve.	· Overhead clear, “back-scratch” & across chest, follow through. · FH underhand clear, back swing, lunge with racquet in front. · BH underhand clear, across belly, lunge to back corner, follow through to racquet shoulder.	· Obstacle warm-up. · Demo overhead clear. · Group task with overhead clear. · Demo FH/BH underhand clear. · Group task of FH/BH underhand clear. · Game time, should be able to return long & short serves.
4	· Overhead clear. · FH/BH underhand clears.	· FH/BH underhand net shots. · Cross court net shots.	· FH/BH underhand net shots, racquet in front & to side, “hit & land” close to net. · Cross court shots, racquet in front & to side, “hit & land” with angled racquet face, contact made close to net.	· Cone lunge warm-up. · Foot work drills, lunging. · Demo FH/BH underhand net shots. · Partner drills of FH/BH underhand net shots. · Demo cross court shots. · Partner drills for cross court shots. · Game day.

Lesson #	Review of Skills and Concepts	New Skills and Concepts	Major Teaching Points	Organizational Strategies and Teaching Styles
5	· FH/BH underhand net shots. · Cross court net shots.	· Smash. · Review rules.	· Smash, body sideways, whip-like follow through. · Review rules, boundaries, rules and regulations.	· Circuit warm-up. · Demo smash. · Group tasks for the smash. · Review boundaries, use court diagrams &the court itself. · Play games.
6	· Smash · Review rules.	· Return of smash. · Singles strategy, elementary. · Full game.	· Return of smash, defensive ready position, contact birdie, minimum follow through. · Singles strategy, elementary “X” formation, hit to the furthest corner. · Full games, practice all skills learnt & drills taught, integrate singles strategy.	· Toilet tag warm-up. · Demo return of smash. · Partner task combination drill for return of smash. · Demo of elementary strategy. · Partner task combination of elementary strategy. · Game time.
7	· Return of smash. · Singles strategy.	· Drop shot. · Video. · Reciprocal drills.	· Drop shot, “back-scratch” position, push birdie down & across net. · Video, slow motion review of all skills. · Reciprocal drills, explain roles.	· Shuffle warm-up. · Demo of drop shot. · Group drill for drop shot. · Video. · Reciprocal skills in lessons 1-7. Feeder, hitter, & observer, tell them what to look for.
Lesson #	Review of Skills and Concepts	New Skills and Concepts	Major Teaching Points	Organizational Strategies and Teaching Styles
8	· Drop shot	· Doubles strategy, serve & return. · Introduce practical testing, net shots & clears. · Practice time and questions.	· Doubles strategies, serve- server in front court, partner in the back court, if long serve parallel and communicate, return- center line with partner 2-3” back, if long switch, if not communicate. · Show exactly what you’re looking for in shots, etc… · Discuss what will be testable material.	· Follow the leader warm-up. · Demo doubles serve strategy. · Group task for serve strategy. · Demo doubled return of serve. · Group task for return of serve for doubles. · Show what will be tested for practical test. · Practice time for practical test. · Review for written test. · Game.
9	· Single strategy, intermediate. · Doubles strategy, serves & return of serve.	· Discuss written test. · Practical testing · Mini tournament.	· Answer any questions, review. · Practical testing. · Mini tournament going on for those who are not being tested at the time.	· Sharks and barracuda warm-up. · Practical testing. · Mini tournament.
10	· Short written quiz & game day.

Safety Considerations

A major concern for any teacher in any unit is the safety of the students. As teachers we must always make sure that the environment that the students are practicing in is safe. The equipment and facilities are safe to use. Some of the things teachers should be aware of are listed below.

· Have students remove their jewelry.

· Make sure the floors are clean. If they are dusty they can cause students to slip. If they are sticky and wet, a student can trip. Traction is very important in badminton.

· Make sure the net are put up correctly. We don’t want students tripping over hanging strings etc…

· Make sure there is nothing hanging or protruding off the wall of the gym that will harm a student if they run into the wall.

· Have an emergency first aid kit in the gym at all times.

· Wait for a rally to end before walking across the ends of courts.

· Wait for a rally to end before retrieving a birdie that has landed in a neighbor’s court.

· Encourage communication between partners during doubles games to avoid collisions with each other and racquets.

· Make sure students are wearing appropriate strip and shoes.

· Keep court clear of any objects.

· Regularly check equipment to make sure it is safe and usable.

· Make sure students are not chewing gum or eating food.

FULL LESSON PLANS

Samples of Station Cards & Check Lists

Warm-up Station Sample for Card Training Circuit( 3B)

Push-ups · 1^st level- push-ups push-up done on knees · 2nd level pushups military style	Crunches · Half sit-ups · Full sit-ups
Lines · Run 5m or 10m	Jump rope · Choose a short rope or a long rope

Reciprocal Task Card

Name: Class: Date:

Style ABCD: Reciprocal

Badminton: Ready position The purpose of this skill is to watch your partner and look to see if they are completing all of the critical cues of the ready position. This position is important because it helps you move quickly and efficiently in a balanced position. Having the racquet head at chest level will help you be able to move the racquet quickly and accurately. Reminder of Feedback: Positive!!!!!!! “ your stance was correct, you weight was on the right foot” “ Great you have you racquet at chest level”

Task Description: In partners spread out around the gym. Each student has a racquet. One partner is the observer and the other the doer. The observer will use this sheet and check off the box once your partner has completed the task. Doer performs task. Observer watch for key points and provide feedback. After 3 turns switch roles. Task #1Knees slightly bent #2 Is your partner on the ball of there feet #3 Is the racquet held at chest height? Attack Stance #1 proper forehand grip #2 knees bent and non-racquet foot in front #3 feet square to net, back foot slightly pointed to the right sideline.

Reciprocal Task Sample Card

Self-Check Style( D): Sample for Smash:

Name:

Class:

Date:

To the student: Task to practice 10 smashes from the back court from the left and right hand side of the court.

After each performance, check each step of criteria

Criteria Left Right

Preparation Phase

1. use relaxed forehand grip

2. non-racquet foot forward

3. body is sideways to the net and elbow close to the body

4. racquet arm in backscratch position

Contact

1. during stroke, extend racquet arm above and in front of head

2. entire motion rapid

3. rotate above waist as this increases power

4. do not rotate wait itself

5. contact shuttle high and in front of body with racquet faced downwards

6. aim for mid court

7. use whip like action

Remember main aim is to hit shuttle down at opponent

Follow through

1. bring racquet foot forward and racquet arm across body

2. return to ready position

Guided Discovery For Doubles Badminton Sample Questions:

Students with their doubles partners answer these questions at end of class:

Subject Matter: Badminton Doubles play

Specific Purpose: Service Strategy

1) What is the main purpose of strategy in doubles?

Anticipated Answer “to Attack”.

2) When serving a shot who is responsible for all service returns in the front of the court? Why?

Anticipated answer: “The server because they are closer to the front of the court”.

3) Any return service over the server’s head belongs to?”

Anticipated answer: “ The back row player”.

4) If the server serves long why do the team assume side by side defensive positions?

Anticipated Answer: “The birdie can go anywhere so by standing side by side you can cover more surface area on the court”.

5) Why is Communication so important?

Anticipated answer: “if there is no communication you do not know where your partner is and you might run into them and the other team may score”

CHALLENGE: Try playing a short doubles game without talking for the first minute and discuss the problems that develop.

Assessment Procedures and Tools for Learning Outcomes/Objectives in All Three Domains

At the end of each lesson students will be asked questions or will have a sheet to fill out that summarizes the major points in that lesson ie) list the learning points when performing a smash. Students will be active in every class so the psychomotor domain is constantly being evaluated. The teacher has a check list and part way through the unit the students will have an evaluation day. Class will be divided in half on half performs skills while others play and then groups switch. The cognitive domain will be challenged in using guided discovery and reciprocal teaching students will understand the process and main sues of a skill and why they are important( ie) why is it important to have an accurate service deep and to the far side of the court.

Sample psychomotor skill assessment

Students should be able to serve to a designated far corner of the court 6 out of ten times. Students should be able to make at least five hard smashes. Forehand and backhand drives should be short and quick actions and student should return to ready position immediately this will be determined in one on one play.

Cognitive Assessment will be assessed from students answers to guided discovery questions see example, and they will also be given a test at the end of the unit as well as an evaluation in the middle of the unit. Also after each class there will be a question and answer time. Students can also be promoted to think with challenges that the teacher will present at the beginning of an activity (ex) Why is it important to always keep your opponent moving and to deceive them with a variety of moves. Stress the point that the “next” move in badminton is determined by your opponent, you are always assessing what you should do by watching how they react. Anticipate actions and students will always be thinking.

The Affective domain will be constantly challenged because students will always end lessons with games and the work in partners and participate in reciprocal teaching (see example).

The Student’s final mark will include 30% performance, 20%written test and 50% participation (peer teaching, showing up to class on time and with proper gym strip, attitude and leadership skills).

Psychomotor:

Students will be graded on their ability to perform the following skills:

a) 6 /10 forehand and backhand drives.

b) 8/10 forehand underhand clear.

c) 6/10 forehand and backhand serves.

d) 6/10 long serves.

e) 8/10 return of serves.

f) 7/10 underhand net shots.

g) 6/10 smashes using proper technique.

h) proper ready position and attack position.

In addition, the students will be graded on their technique in the skill test( see chart) as well as game play. This avoids mass evaluation at the end of the unit and the focus on performance instead of technique. 60 marks for accuracy during skill test, 40 marks for technique and strategy in game play, equals 100 marks.

Cognitive

There will be a written test at the end of the unit to reflect the students knowledge on technique, rules, strategies and etiquette of tennis. 50 total marks including multiple choice, true and false and short answers.

SAMPLE QUESTIONS FOR EXAM

1) What are the main characteristics of the ready position?

a) Knees slightly bent.

b) On balls of feet.

c) Racquet held at shoulder height.

d) Hand holding racquet with forehand grip.

2) In hitting a forehand drive follow through should be?

a) Behind head.

b) Down and across the front of the body.

c) Behind back.

d) At your side.

3) After you have served where do you want to move to in the court?

a) The front of the court.

b) The mid court.

The back of court.

d) The left hand side of the court.

4) In the serve lands before the attack line it is in. True or False

5)A birdie is also know as a shuttle. True or False

6)When serving you always serve overhead. True or False

Bonus Question

Draw a labeled diagram of a doubles court and a singles court!

Affective

Approximately 50% of the student’s final grade will be based on participation which includes referee duties, showing up for class on time, proper gym clothes, peer teaching, and displaying proper badminton etiquette.

Psychomotor Skills

Name

6/10 FH Drives

6/10 BH Drives

8/10 Underhand Clears

6/10 FH Serves

6/10 BH Serves

6/10 Long Serves

8/10 Return Serves

7/10 Underhand Net Shots

6/10 Smashes

Games Played (40)

** Note: Games played are divided into strategies (10 marks), etiquette (10 marks), skill proficiency (10 marks), and officiating/scoring (10 marks).

References

Badminton Canada Badminton. Published by Badminton Canada. Canada 1993.

Anton, Keith. Badminton Manual. Published by the University of Victoria. July 1994.

Ballow, Ralph. Teaching Badminton. Burgess Publishing Company. Minneapolis, Minnesota, 1982.

Corbin Charles &Lindsey, Ruth. Concepts of Physical Fitness (8^th edition). WCB Brown & Benchmark Publishers. Madison, Wisconsin. 1994.

Davis, Patricaia. The Badminton Coach: A Manual for Coaches, Teachers, & Players. Kaye & Ward Publishing. London 1970.