TEACHING STYLES
The sport of badminton involves a large variety of discrete skills,
which require consistency and accuracy. There is a large strategic component
in personal court awareness and the actions of the opponent. Skill
development will be achieved through a variety of teaching styles including:
practice style, reciprocal style, and the self-check style. Discovery
styles will be used to develop tactical awareness of the strategic components
involved in game play.
Practice Style – in order to develop the many
basic discrete skills involved in badminton, students will follow directions
from the teacher in the pre-impact set. However, nine specific decisions
will shift from the teacher to the learners in the impact set. These
decisions include: location, order of tasks, starting time per task, pace
and rhythm, stopping time per task, interval, initiating questions for clarification,
attire and appearance, and posture. The teacher will provide feedback
to the learner’s as they are responsible for the post-impact phase.
Example: Overhand clear
Students will partner up and hit clears back and forth from
back-court to back-court.
Teacher will circulate offering feedback
Reciprocal Style – progression to the reciprocal
style will help with the development of the individual skills. This
will allow students to work together and provide each other with continuous
feedback. One student is the doer and the other is the observer.
The observer offers continuous feedback to the doer using a criteria sheet
developed by the teacher. The teacher gives feedback to the observer,
which allows for the reciprocal relationship between the students to remain
intact. Reciprocal task cards will be used. See reciprocal task
card in “Sequence of Major Events”.
Self-check Style – once basic skills are understood
and somewhat developed, progression into the self-check style will allow students
to check their own performances against criteria set out by the teacher.
Students will take on more responsibility and work independently. In
badminton, shots taken either end up where they are supposed to or they don’t,
which provides instant feedback. Of course all shots made depend on
the position of opponent and will vary depending on the situation, but this
will be discussed more in the strategic section. Self-check task cards
will be used. See self-check task card in “Sequence of Major Events”.
Guided Discovery – this style will be used
more once game play has been introduced. The teacher will provide the
students with questions related to game tactics, which will allow them to
discover the best ways to gain advantage over their opponents. If the
students understand the benefits to the various tactics they will be more
likely to remember and use these tactics in a game situation.