1.  Equipment:

• The equipment was distributed by the two people that were observing that day.
• In the lesson that required changes of equipment, the bean bags would be put away before receiving birds and racquets and vice versa.
• Rules regarding racquets: If the racquet is dropped once the person does ten push-ups  (This was our sponsor teacher's class rule), and if the racquet drops a second time then they sit out for the rest of the class.
• The school had limited equipment therefore, proper treatment of equipment
• was absolutely necessary.
• There was not enough courts/nets for every pair, so we made use of space outside of courts when possible.
• Setting up the nets was not an issue because the class before ours had used them.
• Everyone was expected to take down the nets and no one was allowed to leave until that was done.

2. Procedures:

• Any time there was instruction or demonstrations for the whole group we would come into the centre of the gym with all the students facing the centre court.  If there was a rule or skill to be added to a game that the students already playing, instead of bringing them all in and wasting game time, they sat down on their court and were given the new instructions.  Because of limited space, this approach made it a lot easier to get back to the game after the instructions were given.  Not much time wasted on students finding their court space again.

• Dave tried out an idea for getting the students' attention right away when brought in for instruction.  He told them that for every minute that they wasted by talking or not paying attention, that would equal push-ups or sit-ups for that length of time before they played their ladder board.  If they wasted under a minute of time then Dave would do fifty push-ups.  They wasted under a minute and Dave did his push-ups.

 

• The gym at our school was small and only allowed for four badminton courts.  There were twenty-five students in the class and, therefore, not enough courts for everybody to play on if they were in pairs.
• In the first lesson, we ran into problems with numbers and space, but quickly realized the changes that we needed to make.
• Groups of three worked well for games.  The games were modified so that two people would play while one kept score, but the number of points to win was small so that there was minimal time sitting out.
• When doing individual practice (like footwork), we used the whole gym space which gave the students lots of room to execute the skill.