TASK AND ACTIVITIES
Grips
1)
v provide students with a demo of a forehand
grip (palm up)
v get the students to copy teacher on cues
(Command Style)
v using grip, students attempt to hit shuttle
as many consecutive times as possible (Practice Style)
v may make a points system – e.g. five consecutive
hits equals 1 point, give students 1or 2 minutes to accumulate as many points
as possible
2)
v same as number 1 but with backhand grip
(palm down)
3)
v same format as 1 and 2 but alternating between
grips
4)
v in partners play a game of “keep-up” (Practice
Style)
v can use a points system
v can make rules e.g. each partner uses a
different grip, or one partner must copy the grip of the other partner on
each shot
Ready Positions
1)
v provide a demo of the basic ready position
v get the students performing the ready position
using command style or practice style setting
2)
v provide a demo of the attack stance
v get the students performing the ready position
using command style or practice style setting
3)
v turn the stances into a game (Practice Style)
v students must jog back and forth (with racquet
in hand) between two lines
v on teacher’s command, students must run
to approximately midway between the two lines and depending on the command,
perform either a basic ready position or an attack stance
v teacher can turn this into a friendly competition
or just keep it fun (but still giving feedback to students, and highlighting
“great” stances of students in the class)
Serves
1)
v demonstrate long/high serve technique
v students find a place on a wall and practice
technique of serve (Practice Style)
v may use reciprocal teaching/cue cards for
this task
2)
v class divides into partners, two pairs per
court
v practice long/high serve with partner (Practice
Style)
v can add criteria that after serve player
must assume one of the two ready positions
3)
v target game – partners lay a skipping rope
in the court approximately 6-12 inches away from each back line (Practice
Style)
v partners take turns serving and are awarded
one point for each serve that lands between the skipping rope and the back
line (encourages deep serves)
v ensure that students continue to use proper
technique when serving
v can adjust skipping rope as desired to make
competition more even
4)
v demonstrate short forehand serve
v can progress through sequence 1-3 using
a forehand serve
5)
v demonstrate short backhand serve
v can progress through sequence 1-3 using
a backhand serve
Serve Returns
1)
v demonstrate long/high serve returns
v partner serves long/high serves and player
practices both clears and drop shots as returns
v work in partners (Practice style)
2)
v demonstrate short serve returns
v partner serves short serves and player practices
both net shots and high clears as returns
v work in partners (practice style)
3)
v partner 1 serves long or short, partner
2 returns accordingly, partner 1 plays 3rd shot accordingly
v 3 shots per set, if player 1 is able to
make 3rd shot he/she gains point, if player 1 is unable to make 3rd shot
then player 2 gains point
v play to 5 points and then start over
Backhand Overhead Clear – Stroke Progression
1) The Whip (Practice Style)
v students practice individually to attempt
backhand clear motion, attempting to achieve max racquet velocity (no shuttles)
v action can be compared to that of “whipping”
a towel
v emphasis should be put on achieving “whipping”
noise at the height of the swing.
2) Kneeling Backhand (Reciprocal Teaching)
v in partners. Partner A kneels in the
backhand corner with his/her back to the net. Partner B stands in front
of B and feeds the shuttle to A. A attempts to clear shuttle from the
kneeling position
v this isolates the arm movement necessary
to perform skill
v partner B reinforces backhand cues
3) Backhand clear with step (Reciprocal Teaching)
v same as number 2, but partner A standing
and uses approach step to reach the shuttle
4) Backhand clear with motion
v same as number 3 but after each shot partner
A returns to Center Court Base in ready position
v partner B gives high feeds after A has reached
base, so that A has the opportunity to reach the feeds
Strokes (including net shots)
1) Up and back
v simply move for a net shot and back for
an overhead or backhand (Practice Style)
v work in sets from both sides of the court,
to work on overhead shots, backhand shots, forehand net shots, and backhand
net shots
v if students are unable to maintain a rally
like this then partner 1 should use a number of birdies when feeding his/her
partner– alternating hitting to the back court and tossing net shots (one
sequence would then use two birds)
2) Up and back, cross-court (if space permits)
v same as number 1 but work on cross-court
movement
v e.g. back left, near right
v may extend drill by hitting to and from
all four corners in the same set
3) Back corner to back corner
v have players play shots from each of the
back corners (Practice Style)
v make sure athlete returns to center court
area before proceeding to next back corner (game-like situation – return to
center court in ready position after playing each shot)
v can alternate types of feeds – low/medium/high,
and players can progress to alternating between clears, drives, smashes (if
possible) and cross-court shots
4) Net shots
v demonstrate either forehand or backhand
net shot
v Command style – players mirror teacher’s
actions
5) Net shots practice
v in partners, two pairs per court – partner
1 stands in the center at the net and feeds net shots by hand to partner,
alternating feeds to each side of court (Practice Style)
v player 2 plays net shots, always attempting
to return to center court area after each shot
v player 1 should wait to toss the shuttle
until he/she thinks that player 2 has a reasonable chance (if they hustle)
to return the shot
v can create a points system – each consecutive
successful net shot = 1 point, 3 points awarded if player two causes the birdie
to graze the top of the net before going over (this creates what is known
as the “spinning net shot” which is very difficult to return)
6) Create own sequence
v using a the same methods as number 5, teacher
can introduce any of the strokes he/she wishes the students to practice (e.g.
drives (backhand or forehand), clears (backhand or forehand), smashes, net
shots backhand or forehand, etc)
v teacher can at first assign a sequence the
feeders must follow and then progress to a situation where the feeder can
create a random sequence for his/her partner to follow
v regardless of the shots being played, player
who is returning feeds should attempt to return to ready position at around
center court after each shot
v as in number 5, teacher can set-up a points
system to use for the drill/game – may set up points system with specific
goals (e.g. attempt to hit 5 successful returns to gain a point) or with a
straight competition where the player gains a point for each successful return
of a shot
Other
1) Guided Discovery
v can be used for any tactic/skill that teacher
wishes
v teacher asks a series of questions to guide
the students answers that will allow them to have a better understanding of
the importance of certain techniques, skills, and strategies
2) Practice Style Task Sheet
v can be used for any skill that teacher wishes
v task sheet provided to students with options
regarding what they would like to practice (e.g. forehand net shot, backhand
net shot)
v task sheet contains cues or progressions
that students can work through to develop their skill from the appropriate
level
3) Mini-games
v rules are altered for singles badminton
play to focus student attention and learning on certain tactics and skills
v e.g. rule change – 2 points for scoring
a point off of a smash; encourages the use of smashes in badminton match
4) Practice Time
v students allotted a certain amount of time
to practice skills that they believe they need work on
v students should detail practice in their
log
Lead-up games
1) Keep-up Game
v partners attempt to keep the shuttle in
play over a designated period of time, or for a designated number of shots
v teacher can set rules so that only certain
strokes are allowed to be used during the keep-up rally
v teacher can use discretion as to which shots
should be used in any particular Keep-up Game, depending on the lesson of
the day or on prior days
2) Target-Rally Game
v partners play a regular game, but can only
score a point by hitting the shuttle within specific boundaries on the court
(e.g. the four corners of the court)
v teacher can designate boundaries depending
on the lesson taught that day, and on the days prior to that
v play to a set number of points, or play
over a certain period of time (the partner with the most # of points at the
end of a time-period wins)
v if one partner is winning easily, adjust
the boundaries that he/she can score points within accordingly (or adjust
the boundaries the opponent must score within) – this modification allows
for any two partners to play against each other evenly
3) Service Game
v player 1 serves twenty times to player 2
using a variety of serves (or only the serves the teacher designates to be
legal for the game)
v player 2 attempts to successfully return
as many of these 20 serves as possible
v switch places and compare scores
v modification – to encourage a strong service-return
shot, player 1 attempts to play 3rd shot (preferably a “kill”); if player
2 is able to return this shot successfully he/she gains the point, if not
then player 1 gains the point
v the above modification encourages the “service
return player” to not only return the serve successfully, but to return it
effectively to decrease the opponent’s chances at playing an aggressive 3rd
shot
4) Points variation game
v at teacher’s discretion, he/she can assign
different point values to certain shots that result as “winners”
v e.g. a “winner” off of a net shot is worth
two points, a winner off of a “tumbling net shot” is worth four points, a
winner off of a clear is worth one point, a winner off of a drive is worth
two points, a winner off of a backhand shot (other than a backhand net shot)
is worth 3 points, a winner off of a serve is worth 3 points, a winner off
of a smash is worth 3 points, etc
v teacher may want to have students work in
groups of 3, and have one of the partners work as an umpire and a scorekeeper
v teacher has the option to play up to a certain
time period or up to a certain amount of points
v teacher may want to modify points system
for one player to balance competition better
5) Volleyball Badminton
v four players on a team, each player covering
a quarter of the court
v every point scored, teammates rotate positions
clockwise (this allows every player to play an area on the court where certain
shots will be more likely to be used)
v badminton rules used
6) Point Progression
v play games to certain amount of points,
each point scored must be scored by using a certain type of shot
v e.g. point 1 – drive, point 2 – forehand
net shot, 3 – backhand net shot, 4 – smash,
5 – backhand, 6 – drop shot, 7 – serve
v this encourages players to set themselves
up for certain shots by playing specific shots before hand (e.g. by hitting
down the player sets up their next shot for a smash because their opponent
must hit up)
v to gain points, player must still hold the
serve so non-serving player is forced to play shots regardless of the type
of shot in order to gain serve
Cognitive/Conceptual
1) Scenario
v teacher can present situations to the class
where certain tactics, concepts, or strategy would be used
v have class work in pairs to determine what
action the opposing player should take and why
v after allowing time for discussion, teacher
goes to class and asks for suggestions as to what the answer might be
2) Scenario Testing
v same as 1 but students work on own and provide
their answer on a piece of paper to be handed in later for marks
v this allows students the opportunity to
demonstrate their cognitive understanding of the game of badminton even if
they are unable to perform the correct decision making in a pressured game
situation
3) Partner Brainstorming for singles tactics, badminton rules,
and badminton court lines
v in partners come up with three points from
the above
v after partners get three points, partners
go around to other partners and swap points
v group tries to get as many tactics, rules,
and court lines as possible – the group with the most points wins
4) Written quiz
v teacher designs written quiz to test students
on things such as strategies, rules, and the badminton court
Culminating Activities
1) Ladder
v students are placed randomly on a ladder
v students may challenge someone to a game
if that person is no more than 3 spots higher than them on the ladder
v play to 7 points, winner gets higher spot
on the ladder and loser gets lower spot (e.g. if #3 is playing #6 and the
player in #6 position wins, #3 drops down to #6 and #6 increases positioning
to #3)
2) Friendly challenge
v students can challenge anyone in the class
v students play to a certain number of points
v winners/losers are not recorded but the
number of matches each student participates in are recorded
v students are encouraged to modify their
games if that is what is needed to make a match more even (e.g. stronger
player can not win a point by use of a “smash”)
3) Singles Tournament
v teacher uses one of various set-ups for
a tournament
4) Game
v students are paired together and play matches
to a certain number of points or within a certain time-frame
v students are encouraged to modify games
to make competition more equal
v not necessary to set-up a situation that
requires keeping score
v teacher can modify the game to encourage
the use and practice of skills and concepts taught on that particular day