Badminton Aimee, Heather, Jarrett, Marguerite and Sarah EDES 364
Table of Contents 1
Overview …..…………………………………………………………….. How to Play ……………………………………………………………… Considerations/Adaptations ……………………………………………… Specific Outcomes ………………………………………………………. Skills/Drills .……………………………………………………………… Lesson Plans ……………………………………………………………… Assessment Rubric ……………………………………………………….. References ………………………………………………………………..
3 4 15 17 18 20 34 35
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Section A: Overview of Unit Origins and History of Badminton Badminton originates from Europe and Asia and used to be known as battledore and shuttlecock in the 1600s. “Poon” is a contemporary form of badminton that was played in India in the 1800s, which introduced the net. The International Badminton Federation was formed in 1934, which included multiple countries that participated in tournaments around the world. In 1992, this sport was recognized by the Olympics for the first time in Barcelona, then a mixedpairs event was included at the Atlanta Olympics in 1996 (History, 2015) (Origins and History of Badminton, 2015). Equipment & Safety Considerations The equipment needed to play badminton are as follows: one badminton racket per player, one shuttlecock (also known as a birdie) per game, one net, and a gymnasium to play in. This game can be played in singles or doubles; singles refers to two players (playing head-tohead), whereas doubles refers to four people, two on each team. The safety considerations needed for badminton are grouped into three main categories: supervision, instructional considerations, and equipment/facilities. Supervision safety considerations include: ● On-site supervision is recommended during set-up of equipment and initial instruction ● In-the-area supervision is recommended following initial skills instruction and after all
safety concerns have been emphasized The instructional considerations for this sport are the following: ● Positioning and movement should be taught for singles and doubles ● Code of etiquette for court play should be taught and enforced, e.g., not entering a court
being used ● When teaching skills, there should be adequate space for each student to make a free and
uninterrupted swing
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● Benefits of protective eye gear should be communicated to students ● No spectators should be allowed on the court ● Court surfaces should be free of obstructions, e.g., ball not in use
The equipment and facilities safety considerations that teachers need to take into account are: ● Racquets should have a good grip and be in safe playing condition ● Court boundary lines should be clearly defined ● A safety procedure should be established for side-by-side courts
(Alberta Centre for Injury Control & Research, Safety Guidelines for Physical Activity in Alberta Schools, 2008)
How To Play Games begin with an underarm serve, with the first service decided by a coin toss. The server aims to clear the net and land the shuttlecock in the opposite service area. The opponent must return before it hits the ground. The rally then continues until a player wins the point by hitting the shuttlecock onto the court on the opponent's side, or forces their opponent to hit the shuttlecock either into the net or out of play. In December 2005, the scoring system for badminton changed. Previously players could only score a point on their own service. Under the new "rally point" system, a player can gain a point even if they did not serve for that particular point. (Badminton, n.d.) Scoring System: ● A match consists of the best of 3 games of 21 points. ● A serve starts the rally ● The side winning a rally adds a point to its score. ● At 20 all, the side which gains a 2 point lead first, wins that game. ● At 29 all, the side scoring the 30th point, wins that game. ● The side winning a game serves first in the next game.
Interval and Change of End: ● When the leading score reaches 11 points, players have a 60 second interval (break).
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● A 2 minute interval between each game is allowed. ● In the third game, players change ends when the leading score reaches 11 points.
Singles: ● At the beginning of the game (0-0) and when the server’s score is even, the server serves
from the right service court. When the server’s score is odd, the server serves from the left service court. ● If the server wins a rally, the server scores a point and then serves again from the
alternate service court. ● If the receiver wins a rally, the receiver scores a point and becomes the new server. They
serve from the appropriate service court – left if their score is odd, and right if it is even. Doubles: ● A side has only one ‘service’. ● The service passes consecutively to the players as shown in the diagram. ● At the beginning of the game and when the score is even, the server serves from the right
service court. When it is odd, the server serves from the left court. ● If the serving side wins a rally, the serving side scores a point and the same server serves
again from the alternate service court. ● If the receiving side wins a rally, the receiving side scores a point. The receiving side
becomes the new serving side. ● The players do not change their respective service courts until they win a point when
their side is serving. If players commit an error in the service court, the error is corrected when the mistake is discovered. Here is a detailed example of what might happen during a badminton game: In a doubles match between A & B against C & D. A & B won the toss and decided to serve. A to serve to C. A shall be the initial server while C shall be the initial receiver. Course of action / Explanation
Score
Service from Service Court
Server & Receiver
Winner of the rally
Diagram
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Right Service
A serves to C A
Love
Court. Being the
and C are the
All
score of the serving
initial server and
side is even.
receiver.
A&B
A & B win a point. A & B will change service courts. A serves again from Left service court.
Left Service Court. 1-0
C & D will stay in the
1-1
their respective service
2-1
their respective service
2-2
their respective service
A&B
Court. Being the score of the serving
B serves to C
C&D
Court. Being the score of the serving
C serves to B
C&D
C serves to A
A&B
A serves to C
A&B
A serves to D
C&D
side is even.
courts. C & D win a point. C & D will change service
Left Service Court. 3-2
B will stay in the same
Being the score of the serving side is odd.
service courts. A & B win a point and
Left Service Court.
also right to serve. 3-3
their respective service courts. A & B win a point. A &
D serves to A.
Right Service
also right to serve.
Nobody will change
the serving side is
side is even.
courts. C & D win a point and
Left service court. A &
Being the score of
Right Service
also right to serve.
courts. C serves from
C&D
odd.
courts. A & B win a point and
Nobody will change
A serves to D
Left Service Court.
also right to serve.
Nobody will change
the serving side is odd
same service courts. C & D win a point and Nobody will change
Being the score of
Being the score of the serving side is odd.
4-3
Right Service
B will change service
Court. Being the
courts. A serves again
score of the serving
from Right service
side is even.
court. C & D will stay in
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the same service courts.
Note that this means: â—? The order of server depends on the score odd or even same as in singles. â—? The service courts are changed by the servicing side only when a point is scored. In all
other cases, the players continue to stay in their respective service court from where they played previous rally. This shall guarantee alternate server.
(Badminton, n.d.)
Badminton Grips Backhand Grip:
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The forehand grip, also known as the “thumb grip”, are used to hit shots on the backhand side of the body. It is called the thumb grip because the thumb is rested against the back of the handle for greater leverage and power over the racket. The other fingers should be loosely rested around the rest of the racket Forehand Grip:
The forehand grip, also known as the “V Grip” is popular in badminton to hit shots that are on the forehand side of your body. The racket is held so that there is a “V” in between the thumb and index finger. This is commonly also known as the handshake grip as the racket is held as if you have a firm handshake with the racket. (Badminton Drills, 2012)
Serves There are four types of serves taught in this Unit Plan. They are the high serve, low serve, flick serve and the drive serve. The high serve aims for the back of the opponents court. This serve is done by standing approximately two feet behind the short service line and relaxing the body and bending the
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knees. In order for this serve to be successful, one must bring their racket back to about shoulder level and swing it forward following through the movement until the racket reaches the nonracket side shoulder. The shuttle is hit with the the flat face of the racket. (BadmintonWorld.tv, 2012)
(Badminton Serve, 2012) The low serve is done by either the forehand or backhand. This forehand low serve is done by standing behind the short service line with the non-racket leg in front. The racket is brought back to about waist level then swung forward hitting the shuttle at a slightly higher point, yet still below waist level. The shuttle is brought a bit closer to meet the racket, instead of dropping it right in front of the racket. This serve is successful when the shuttle skims just the top of the net. The backhand low serve starts with the same position as the forehand. The difference is that the backswing is shorter, followed by the forward swing of the racket. The shuttle should be held by the tip of the feathers in front of your waistline then pushed with the racket face, also trying to skim the top of the net. (Coaching Badminton, 2012)
(Badminton Serve, 2012)
The flick serve is typically used when the opponent is rushing the player serving. This serve is done by holding the shuttle by the feathers close to the racket. The racket is held in front of your body similarly to the backhand low serve, however, the wrist is used to flick the shuttle over. The flicking of the wrist is crucial in this serve.
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(Teach PE, 2009)
(Badminton Serve, 2012) The drive serve is classified as an attack serve which the shuttle travels at a flat angle with high speed. This serve is used very successfully if the opponent is not prepared. Keep in mind that the shuttle must be contacted below the waist with a forehand action. This shot is also lead with the non-racket leg with the racket leg behind it. The shuttle should be dropped slightly sideways to the body and ensure that the racket has a follow through action in order to execute this serve properly. Canaduh’s Channel. (2009)
(Badminton Serves, 2012)
Badminton Clears The three types of clears that are taught in this lesson are the forehand overhead and backhand overhead clear, attacking clear and defensive clear. Overhead Clear The overhead clear is best used when you are trying to move your opponent into the backcourt or when you need more time to return to your base. Forehand Overhead Clear Here are some pointers for playing a forehand overhead clear.
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1. Adopt the forehand grip. 2. Turn your body and stand sideways to the net with your non-racket shoulder facing the
net. 3. Shift your weight on to your rear foot. 4. Bend your elbow and lock your wrist preparing to swing forward. 5. Raise your non-racket hand and point at the shuttle to improve timing and balance. 6. Contact the shuttle as high as possible and in front of your body using a strong throwing action as if you are going to throw your racket high and forward through the air. 7. Straighten your elbow as you hit the shuttle. 8. Let your wrist unlock with a whip action as you hit the shuttle. 9. Follow through with your racket and shift your weight from your rear foot to your front foot. 10. Move back to your base position. Backhand Overhead Clear Here are some pointers for playing a backhand overhead clear. 1. Adopt the backhand grip. 2. Turn your body so that your back is facing the net. 3. Lead and shift your weight to your racket foot. 4. Lift your arm from the shoulder with the forearm parallel to the floor. 5. Hold the racket across your body with the racket head pointing down. 6. Keep the racket arm and elbow close into your body. 7. Hit the shuttle at a high point of contact. 8. Flick your wrist powerfully towards the shuttle. 9. A follow through is not needed. 10. Push your body back to your base position
(Badminton Serve, 2012) Attacking Clear Attacking clear has a trajectory that run almost parallel to the ground. The shuttle travels flat and fast towards your opponents back court. These badminton shots allow less time to your opponent to get behind the shuttle, potentially causing weak returns. The shuttle is hit square with your racket face. (Badminton Serve, 2012)
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Defensive Clear Defensive Clear has a high and deep trajectory. These badminton shots give you more time to return to your base and prepare for the next shot. The shuttle is hit with your racket face leaning slightly backwards. (Badminton Serve, 2012)
Underarm Clear The underarm clear is usually played from the front court area to your opponent's back court. Whether to play it high and deep or a flatter, cross court clear will depend on the situation at that time and your opponent's positioning on court. In any case, try to reach the shuttle as early as possible so that you can have various shot options. Here are some pointers for the underarm clear. 1. Adopt the forehand grip for a forehand underarm clear or the backhand grip for a backhand underarm clear. 2. Extend and put your racket up when you go for the shot. 3. The point of impact shall be well out in front of you and as high as possible with your racket leg leading in a lunge position. 4. Swing your racket upwards as the shuttle drops in the hitting area. 12
5. Unlock your wrist as you contact the shuttle, producing a whip action. 6. Follow through with your racket in the direction of the shuttle's trajectory. 7. Push with both legs and move back to your base position.
(Badminton Serve, 2012)
Badminton Shots Slow Drop Shot A slow drop shot shall land in your opponent's frontcourt area, as close to the net as possible. The point of impact is above the racket shoulder. It is intended to move your opponent to the frontcourt, hopefully forcing a weak return to your midcourt for you to kill. (Badminton Serve, 2012)
Fast Drop Shot A fast drop shot shall land in the front of your opponent's mid court area, preferably to the sides. Hit the shuttle slightly further in front of the body to produce a shallower trajectory at a faster speed. It is intended to catch your opponent off balance and have less time to respond. (Badminton Serve, 2012)
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Forehand Drop Shot Here are some pointers for playing a forehand overhead drop shot. 1. Adopt the forehand grip. 2. Turn your body and stand sideways to the net with your non-racket shoulder facing the net. 3. Shift your weight on to your rear foot. 4. Bend your elbow and lock your wrist preparing to swing forward. 5. Raise your non-racket hand and point at the shuttle to improve timing and balance. 6. Contact the shuttle as high as possible and out in front of your body. 7. Straighten your elbow as you hit the shuttle. 8. Slice or tap the shuttle as you hit it, reducing the speed of the racket head. 9. The angle of the racket face will determine the direction of your shot. 10. Follow through with your racket and shift your weight from your rear foot to your front foot. 11. Move back to your base position. (Badminton Serve, 2012) Backhand Drop Shot Here are some pointers for playing a backhand overhead drop shot. 1. Adopt the backhand grip. 2. Turn your body so that your back is facing the net. 3. Lead and shift your weight to your racket foot. 4. Lift your arm from the shoulder with the forearm parallel to the floor. 5. Hold the racket across your body with the racket head pointing down. 6. Keep the racket arm and elbow close into your body. 7. Contact the shuttle in front of your body and as high as possible. 8. Slice or tap the shuttle as you hit it, reducing the speed of the racket head. 9. The angle of the racket face will determine the direction of your shot. 10. Push your body back to your base position. (Badminton Serve, 2012)
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Special Considerations/Adaptive Gameplay Badminton can be adapted fairly easily for students of different abilities or those requiring special considerations. To do so, it is important to keep the following general considerations in mind: ● Present material that is developmentally appropriate ● Be aware of any limitations or conditions regarding students ● Have any medication easily accessible ● Have a phone available in case of an emergency ● Be aware of emergency procedures and be prepared to react in case of an emergency In addition to general considerations, there are also other adaptations that can be made to encourage inclusion such as: ● Changing the size of the racquet and birdie according to skill level ● Adjusting the size of the court ● Encouraging cooperative, rather than competitive play Visual Impairment: For those with visual impairment, the following modifications can be beneficial: ● Use of bright-colored or larger birdie that is easier to see. ● Removal of all sharp objects from playing area and cover any poles or pointed objects with padding ● Ensuring there are no obstacles or hazards on the court to reduce risk of injury. ● Outlining the court in a different color or texture so the student is aware of boundaries. ● Adjusting the playing area to a smaller size ● Using a birdie with a beeper or a bell on it. ● Use of a shorter racquet with bigger face ● Use of eye protection and other protective equipment. ● Use of “buddy system” to help orient and assist the student. Hearing Impairment: For those with hearing/auditory impairment, the following modifications can be beneficial: ● Use of a colored flag to signal the start of play ● The use of visual aids and demonstrations to explain badminton skills ● Speaking clearly and at constant pace ● Use of a buddy system to help the student Students with orthopedic or movement impairment can also actively participate in badminton, and can be assisted by the following adaptations to the game:
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● The use of an extended handle on the racquet so as to make it easier for the student to ● ● ● ●
reach the birdie Adding velcro around the rim of the racquet face and/or around the base of the birdie to make it easier to pick up the birdie The use of a strap on the racquet if a student has a prosthesis or reduced motor function. Reducing the size of the court, if necessary. Modifying the rules, when necessary, such as a limited number of birdie hits required during each rally, changing where service takes place, only allowing forehand hits etc.
All students can enjoy excitement and socialization of playing badminton as long as measures such as those outlined above are taken into consideration, inclusion is always possible!
Section B: Specific Outcomes GENERAL OUTCOME A Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits. Basic Skills—Manipulative: receiving; e.g., catching, collecting: retaining; e.g., dribbling, carrying, bouncing, trapping: sending; e.g., throwing, kicking, striking A6–5 demonstrate ways to receive, retain and send an object with increasing accuracy GENERAL OUTCOME B Students will understand, experience and appreciate the health benefits that result from physical activity B6–2 demonstrate and select ways to achieve a personal functional level of physical fitness through participation in physical activity B6–3 explain the components of fitness; e.g., strength, endurance, flexibility, cardiorespiratory activities, and relate these to personal fitness level
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B6–8 understand the connection between physical activity, stress management and relaxation GENERAL OUTCOME C Students will interact positively with others. C6–1 identify and demonstrate respectful communication skills appropriate to various physical activities and that reflect feelings, ideas and experiences C6–3 demonstrate etiquette and fair play C6–4 identify and then take responsibility for various roles while participating in physical activity; and, identify leadership and followership skills used while participating in physical education GENERAL OUTCOME D Students will assume responsibility to lead an active way of life. D6–1 demonstrate enjoyment of participation through extended effort in physical activity D6–2 identify and demonstrate strategies that encourage participation and continued motivation D6–3 identify, describe and follow the rules, routines and procedures for safety in a variety of activities from all movement dimensions D6–4 participate in, and demonstrate the benefits of, safe warm-up and cool-down activities D6–5 select simple, safe practices that promote an active, healthy lifestyle; e.g., rules of the road for cycling, inline skating D6–6 set and modify goals to improve personal performance based on interests and abilities D6–7 analyze and create different ways to achieve an activity goal that is personally challenging D6–9 choose and actively participate in a new group or individual activity that encourages daily participation (Alberta Education, 2000)
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Section C: Sequential Lists of Skills and Drills Lesson # ●
1 ● ● ● ●
2
● ●
●
3
4
5
●
Skills Introduction to badminton ○ history ○ safety procedures ○ outline of court Proper Feeding Technique Basic grips: Thumb and V Eye Hand coordination Review ○ Grip ready position Footwork ○ Balance Underhand clears ○ Forehand clear ○ Backhand clear Review ○ Strokes Overhand clears ○ Forehand clear
● Review ○ Overhand skills ● Forehand drop shot ● Underhand backhand serve ● Review ○ Serves ● Net shots ○ Forehand ○ Backhand ● Tactics and Strategies ○ Singles game play vs.
● ● ●
● ● ●
● ●
Drills/Activities Lecture/Video/Discussion Demonstrations Proper feeding technique ○ Balloon Rally ○ Mirror Chase Basic Grips ○ Grip Change- Tic Toc Change of grip- targets Demonstration and explanation of the areas ○ Shadow Badminton Balance the shuttle/ Lunge Introduction to backhand and forehand clears
● Demonstrations ● Forehand clear ○ Shadow practice ○ Triplet activity ○ Rally ● Competition ● Drop shot practice ● Underhand serve practice ● Badminton Golf ● Forehand and backhand Net
Shots ○ Merry go round ○ Calf touching
(forehand)
doubles 6
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● Review ○ Net shots ● Tactics of the game ○ Singles game play ○ Doubles game play ● Review doubles lines ● Tactics and strategies
● ● ● ●
Keep the court clear Half court singles Full court doubles Kings court
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○ Doubles game play
Subject: Phys. Ed Curriculum outcome:
Lesson objective(s): Resources:
Multiple intelligences: Engaging instruction: Assessment:
Grade: 6
Topic: Badminton
Lesson #: 1
A6-5 demonstrate ways to receive, retain and send an object with increasing accuracy. D6-3 identify, describe and follow the rules, routines and procedures for safety in a variety of activities from all movement dimensions. Students will be able to… ● Explain what badminton is ● Demonstrate two grips ● Balloons ● Rackets (class set) ● Shuttle (enough for every second person) ● Video Bodily-Kinesthetic, Interpersonal, Verbal-Linguistic, Visual-Spatial Technology (video), demonstration, games, competition ● Checklist
Introduction ● Share objectives with the class - introduce the topic of badminton ● Share with students brief history of badminton ● Video - live badminton match: start at 0:40
Timeline 10 minutes
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● Show badminton court lines ● Brief overview of safety - no one in the court unless playing; when practicing, we should always have enough room to swing racket without hitting anyone else, etc. Activities ● Warm up: Mirror chase - students get into partners, one partner moves back and forth as fast as they can and the other partner tries to mirror them ● Balloon rally: partners get a balloon and have to run up the gym passing to one another, without letting the balloon hit the floor, if it does, they start again. When they get to the other side of the gym, the next set of partners go
10 minutes
20 minutes
● Teacher shows class “thumb grip” (leading with back of hand and moving up and away from the body), then students try to practice keeping the balloon off the group using this grip ● Teacher shows class the “V grip” (a v between thumb and pointer finger, fingers are spread out), than students get the chance to try that, and practice rallying the balloon using their v-grip and rackets ● Teacher demonstrates how to change grips from one to the other moving racket like the tic-toc of a clock ● Students stand facing their partner. One partner throws the shuttle to their partner while their partner has a racket and hits it back using the forehand grip, the next round, they will use the backhand grip. Students eventually switch. Conclusion ● Review objectives/ skills presented to ensure learning & understanding. ● While stretching, teacher will re-demonstrate skills and techniques as required.
5 minutes
5 minutes
20
Subject: Phys. Ed Curriculum outcome: Lesson objective(s):
Resources:
Multiple intelligences: Engaging instruction: Assessment:
Grade: 6
Topic: Badminton
Lesson #: 2
D6-6 set and modify goals to improve personal performance based on interests and abilities Students will be able to… ● Demonstrate switching between grips when needed ● Explain the difference between and forehand and a backhand clear, with demonstration ● Identify importance of balance during badminton ● Bean bags - one per every second person ● Shuttles - one per student ● Racket - one per student ● Nets set up Bodily-Kinesthetic, Visual-Spatial, Verbal-Linguistic, Interpersonal, Intrapersonal Progressions, variety in activities, competition ● Checklist
Introduction ● Warm up: Mirror Chase, then mirror chase with throwing where students just add in a bean bag and toss it back and forth to each other as they are shuffling back and forth ● Review from last day - both grips, switching back and forth (tic-toc) Activities ● Students stand facing their partner. One partner throws the shuttle to their partner while their partner has a racket and hits it back using the forehand grip, the next round, they will use the backhand grip. Students eventually switch. ● Now, students get a hoop and place it on the floor beside the
Timeline 7 minutes
5 minutes
5 minutes
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“thrower”. The other partner must aim for that hoop. Competition - first group to hit the target three times ● Introduce importance of balance - need while leaning or reaching the shuttle
5 minutes
● Balance activity: students walk across the gym taking as big of steps as possible (lunge). Progression: balance a shuttle on their heads ● Students practice lunging with their rackets while reaching as if it were for a shuttle. (racket foot stays straight) ● Students now mirror each other, one student is the leader and lunges in different directions while the other one copies, can stand on single foot
5 minutes
18 minutes
● Teacher introduces forehand, underhand clears over the net ● One partner throws shuttle over the net and the other partner practices hitting it using a forehand clear, they switch. Progression: add lunge ● Teacher shows students backhand, underhand clear ● One partner throws shuttle over the net and the other partner practices hitting it using a backhand clear, they switch. Progression: add lunge ● Rally back and forth using those two clears Conclusion ● Go over objectives, did they learn them? ● Ask students to identify two things they learned during the lesson ● Stretch, while teacher goes over main parts of the lesson, once more demonstrating skills as needed.
5 minutes
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Subject: Phys. Ed Curriculum outcome: Lesson objective(s):
Resources:
Multiple intelligences: Engaging instruction: Assessment:
Grade: 6
Topic: Badminton
Lesson #: 3
C6-4 identify and then take responsibility for various roles while participating in physical activity; and, identify leadership and followership skills used while participating in physical education. Students will be able to… ● demonstrate a forehand overhead clears ● explain the importance of overhand clears, and when they are used ● demonstrate what a drop shot is, and when it is used ● skipping ropes ● video ● rackets - class set ● shuttles - class set ● markers (small pylons, or bean bags) Bodily-Kinesthetic, Visual-Spatial, Verbal-Linguistic, Interpersonal, Intrapersonal Technology (video), practice, competition, movement, partner/ small group work ● Checklist
Introduction ● Review of underhand clears (forehand and backhand)
Timeline 10 minutes
● Warm up: Students grab a skipping rope and skip for 45 seconds straight, 30 sec break, 45 seconds of skipping,. 30 sec break, 45 seconds of skipping ● Chasse and Hit: Students get into groups of five and one member is the feeder. The feeder throws shuttles and the students take turns hitting it. First time through the line using forehand, then backhand second time through the line. Progression: feeder throws either way without receiver knowing Activities ● Video - just show first minute or so; discussion about why overhead clears are important
5 minutes
● Teacher demonstrates an overhead clear (footwork and point with
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other arm helps) ● Triplet activity: Students get into groups of three. Two partners stand on one side of the net, one throwing the shuttle high in the air, the other partner overhead clearing it to the third partner standing on the other side of the net; They then rotate ● Competition: students now get into teams of four, two on each side of the net. Two players start on the court, and get a chance to rally back and forth using the overhead clear. The goal is to hit the shuttle past the marker placed on the side of the court. Once the shuttle hits the ground, the next two get to try ● Teacher demonstrates drop shots, what they are, and what they are used for ● Students now practice drop shot with a partner over the net, aiming for their partner’s forecourt Conclusion ● Go over objectives and skills presented: did students learn them? ● Students stretch as teacher re-demonstrates skills, as necessary.
Subject: Phys. Ed Curriculum
Grade: 6
Topic: Badminton
10 minutes
10 minutes
10 minutes
5 minutes
Lesson #: 4
C6-1 identify and demonstrate respectful communication skills
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outcome: Lesson objective(s): Resources:
Multiple intelligences: Engaging instruction: Assessment:
appropriate to various physical activities and that reflect feelings, ideas and experiences. Students will be able to… ● Explain and demonstrate types of serves ● Participate in badminton golf ● badminton rackets - class set ● shuttles - class set ● 9 hula hoops ● 9 pylons for tee-off Bodily-kinesthetic, games, movement, competition Games, competition, collaboration ● Checklist
Introduction ● Review of last day - overhead shots ○ talk about importance, who remembers ○ quick demonstration ● Warm up: shuttle warm up where students simply just rally back and forth, while trying not to let it touch the group Activities ● Teacher demonstrates flick serve ● Students practice underhand serving to their partner ● Teacher demonstrates low serve ● Students practice low serve in their shuttle groups ● Teacher demonstrates high serve ● Students practice high serve in their shuttle groups ● Teacher demonstrates drive serve ● Students practice drive serve in their shuttle groups ● Badminton Golf: groups play nine holes of badminton golf where they try to land the shuttle in the hoop with as few shots as possible; group with lowest score wins. Underhand serves only. Shuttle must land completely into the hoop Conclusion ● Review lesson objectives during cool-down, assess whether students have learned them. ● Stretch, as teacher goes over main points of the lesson and redemonstrates skills/technique.
Timeline 5 minutes
5 minutes 5 minutes 5 minutes 5 minutes 20 minutes
5 minutes
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Subject: Phys. Ed Curriculum outcome: Lesson objective(s): Resources:
Multiple intelligences:
Grade: 6
Topic: Badminton
Lesson #: 5
D6-4 participate in, and demonstrate the benefits of, safe warm-up and cool-down activities Students will be able to… ● demonstrate the backhand and forehand lift ● explain the difference between singles and doubles ● Skipping ropes ● rackets - class set ● shuttles - class set Bodily-Kinesthetic, Visual-Spatial, Intrapersonal, Interpersonal
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Engaging instruction: Assessment:
Variety in activities, movement, games ● Checklist
Introduction ● Review the types of serves that we have learned so far ● Warm up: skipping intervals Activities ● Teacher demonstrates the backhand lift
Timeline 5 minutes
5 minutes
● Students get a chance to practice over the net with a partner, as one partner throws it ● Students play Merry Go Round in groups of six, rotating around so each student gets a chance to be the feeder ● Teacher demonstrates forehand lift
10 minutes 5 minutes
● Students get a chance to practice with partner over the net 5 minutes ● Students put rackets to the side and play Calf Touching where they practice the same motion as the forehand lift ● Students play Merry Go Round again, this time, using both forehand and backhand lift
10 minutes 5 minutes
● Teacher highlights difference between singles and doubles Conclusion ● Review lesson as students cool-down; check for understanding and learning of skills. ● Students stretch while instructor re-demonstrates skills. as necessary.
5 minutes
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Subject: Phys. Ed Curriculum outcome: Lesson objective(s):
Resources:
Multiple intelligences: Engaging instruction: Assessment:
Grade: 6
Topic: Badminton
Lesson #: 6
D6-5 select simple, safe practices that promote an active, healthy lifestyle; e.g. rules of the road for cycling, inline skating Students will be able to… ● Demonstrate proper forehand and backhand net shots ● Demonstrate the correct way to play a singles game ● Demonstrate how to play a doubles game ● Rackets (class set) ● Birdies (class set) ● Nets Bodily-Kinesthetic, Visual-Spatial, Verbal-Linguistic, Interpersonal, Intrapersonal Progressions, variety in activities, competition ● Checklist
Introduction ● Review of net shots, what are they, when are they used? ● Warm up: Rally with four students per each side of the net. One side serves, and once they have served the shuttle, the server runs to the
Timeline 10 minutes
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back of the line on the other side of the net. The other side of the net hits (of their choice) the shuttle back, then runs to the back of the serving line. Activities ● Keep the court clear game: 4-6 students line up on one side of the net, they are playing against the 4-6 players on the other side of the net. They each start with a shuttle,. throwing it to the person standing across from them as hard and as far as they can. When the teacher says stop, the team with the least amount of shuttles on their court wins ● Half Court Singles ○ Teacher explains basic tactical approaches to playing singles: ■ 1. Use of space and change of direction to: – Make opponent late in the rear court to create space for winning shot to front court. – Make opponent late in the front court to create space in the rear court. ■ 2. Change of speed – use of faster shots e.g. smash and fast clear to win points or create opportunities ○ Then let students play half court singles game ■ Encourage them to play with no smash so they use and create more space. At the halfway point allow them to use the smash. ■ If not enough net space have some groups play along the sides of the gym so each student is participating ■ Half court demonstration 1 Half court demonstration 2 Conclusion ● Go over objectives, did the students learn them? ● Stretch, as teacher goes over main points of the lesson with demonstration once again
10 minutes
25 minutes
5 minutes
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Subject: Phys. Ed Curriculum outcome: Lesson objective(s):
Grade: 6
Topic: Badminton
Lesson #: 7
C6-3 demonstrate etiquette and fair play D6-1 demonstrate enjoyment of participating through extended effort in physical activity Students will be able to… ● Demonstrate the proper techniques in a doubles game
Resources:
● Nets ● Rackets (class set) ● Birdies (class set)
Multiple intelligences:
Bodily-Kinesthetic, Visual-Spatial, Verbal-Linguistic, Interpersonal, Intrapersonal Progressions, variety in activities, competition ● Checklist
Engaging instruction: Assessment:
Introduction ● Shadow work: 4 pupils per court numbered 1 to 4. Teacher calls a number, the pupils with this number moves to rear court to a smash position in the rear court. Partner takes net position to complete attacking formation and opponents move to “sides” defensive position. Teacher then calls another number and players respond by adopting appropriate formations. Activities ● Full Court Doubles ○ Teacher explains the importance of serve and return, Importance of teamwork in doubles and reviews the basic shots used in the game of doubles. ○ Teacher also explains that doubles tactics depends on quick decision making based on awareness of: – Space. – Self. –
Timeline 10-15 minutes
10 minutes
30
Opponent. – Partner. Use players to demonstrate positions. ○ Review the lines and positions in a doubles game ○ Play a doubles game 20 minutes ● Kings court game: Play this if there are more students than net space so that students are not standing around for too long. ○ Use the regular rules of badminton however the first person to get to 3 points stays on and then a new opponent comes on the court and continues to play. Playing in a doubles settings students will need to keep track of their individual points. Conclusion ● Go over objectives, did the students learn them? ● Stretch, as teacher goes over main points of the lesson with demonstration once again
5 minutes
Assessment Student Grade Breakdown Criteria (Weight) I) Effort (60%)
Elements
Notes
❏ Student attempts & participates in all
activities, regardless of ability.
❏ Student appears to be making genuine
II) Skills (15%)
effort to improve ❏ Student is able to demonstrate specific
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III) Knowledge (15%)
IV) Teamwork/Fair Play/ Sportsmanship (10%)
skill (ie- serving, forehand clear etc) 20 times. ❏ Student demonstrates mastery of skills necessary for activity. ❏ Student demonstrates required knowledge of sport, such as scoring, rules and format of play. ❏ Student is able to demonstrate knowledge through completion of written and/or verbal quiz. ❏ Student is respectful of others, is a good partner/teammate and demonstrates sportsmanship and respect for game or activity
Badminton Test For each question, select the best answer. Note that the correct answers can be found at the end of the test. 1. The item you are attempting to strike in badminton is properly known as: A. Birdie B. Shuttle C. Shuttlecock D. Ball 2. A primitive form of badminton as we know it today dates back to the 1800’s, where it was played in ________ and originally known as __________. A. America/Shuttle B. India/ Poon C. Britain/ Battledore D. Canada/ Shuttletennis 3. Badminton was first recognized as an Olympic event in: A. 1992 B. 1988
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C. 1996 D. 1978 4. A game of badminton is played to _______ points, with a format of a best of ________ matches A. 15/7 B. 25/5 C. 21/3 D. 10/5 5. The four types of serve in badminton are: A. Lob, Volley, Slam & Smash B. Overhand, Underhand, Sidearm & Backhand C. High, Low, Flop & Drive D. High, Low, Flick & Drive 6. Regarding serving, when the server’s score is Even he/she serves from the _________ side of the court, while when the score is odd, he/she serves from the ________ side of the court. A. Right/Left B. Left/Right C. You always serve from the left D. You always serve from the right 7. Within a game, a player or pair obtains the serve: A. Winning two consecutive rallies B. If the serving player/pair commits a fault (hits the net etc) C. Winning a rally D. Both B&C are correct 8. When do players change ends during a match? A. When the the leading team reaches 10 points B. They don’t C. When the leading team has reached 11 points during the 3rd game. D. Per every five minutes of play 9. If a game is tied at 20: A. The team to score the next point wins B. The team that reaches 25 first wins C. The first team to gain a two point lead wins D. The game is extended and played to 30 points 10. If the score in a game ends up tied at 29: A. The game is declared a draw
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B. The first team to reach 30 points wins C. The game is played to 35 D. The first team to gain a two point lead wins 11. Service is directed: A. Either at the player directing in front of the server or diagonally, depending on the score. B. To the court direct in front of the server C. To the court which is positioned diagonally with respect to the server D. It is the server’s choice. 12. The three main categories of safety considerations for badminton are: A. Readiness, Supervision, Equipment B. Supervision, Readiness, Equipment/Facilities C. Body Awareness, Equipment/Facilities, Observation D. Supervision, Instructional Considerations, Equipment/Facilities. True/ False 13. True or False: In Badminton you can either serve underhand or overhand A. True B. False 14. True or False: Each time there is a serve, a point must be awarded at the conclusion of a rally, no matter what the result A. True B. False 15. True or False: Regardless of points scored, service always changes on each point from one player or pair to the other A. True B. False
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Answers 1. C 2. B 3. A 4. C 5. D 6. A 7. D 8. C 9. C 10. B 11. C 12. D 13. B 14. A 15. B
References Alberta Education - Program of Studies. (2000). Retrieved February 26, 2015 from http://education.alberta.ca/teachers/program/pe/programs.aspx Badminton. (n.d.). In Pakistan Sports Board [website]. Retrieved February 16, 2015 from http://www.sports.gov.pk/Introduction/Intro_Badminton.htm Badminton Drills. (2012). In Badminton Information [website]. Retrieved February 16, 2015 from http://www.badminton-information.com/badminton-drills.html Badminton Rules PE. (2013). In All Badminton [website]. Retrieved February 16, 2015 from http://info.allbadminton.net/5915/badminton-rules-pe/ Badminton Serves. (2012). In Badminton Information [website]. Retrieved February 16, 2015 from http://www.badminton-information.com/badminton_serve.html
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BadmintonWorld.tv. (2012, January 26). CE1M7V6 - Strokes - Forehand high serve [Video File]. Retrieved from https://www.youtube.com/watch?v=Czrl1--KZmw Canaduh’s Channel. (2009, May 14). How to Play Badminton: Drive Serve [Video File]. Retrieved from https://www.youtube.com/watch?v=EtTJ7f6l-yU Coaching Badminton. (2012, January 27). Badminton: Forehand Low Serve [Video File]. Retrieved from https://www.youtube.com/watch?v=KhT8lf1ad5w Coaching Badminton. (2012, February 2). Backhand Low Service [Video File]. Retrieved from https://www.youtube.com/watch?v=FHmYdyM7O9Q The Four Types of Badminton Serve. (2015). In Badminton Bible [website]. Retrieved March 2, 2015 from http://www.badmintonbible.com/articles/serving-guide/badminton-servetypes.php Government of Alberta. Alberta Centre for Injury Control & Research, Alberta Education. (2008).Safety Guidelines for Physical Activity in Alberta Schools. Retrieved February 26, 2015 from chrome-extension://ecnphlgnajanjnkcmbpancdjoidceilk/https://rdcbb.blackboard.com/bbcswebdav/pid-416041-dt-content-rid-1567233_1/courses/201530.213/AB %20Safety%20Document%2009%281%29.pdf
History. (n.d.). In Badminton World Federation. Retrieved February 16, 2015 from http://www.bwfbadminton.org/page.aspx?id=14887 The History of Badminton. (2015). In Where Badminton Started [website]. Retrieved February 16, 2015 from http://www.athleticscholarships.net/history-of-badminton.htm Manchester University. (n.d.) In Adapted Physical Education Badminton. Retrieved February 16, 2014 from http://www.manchester.edu/Academics/Departments/ESS/ape/APEbadminton.docx Middle School PE Lesson Ideas. (2015). In PE Central [website]. Retrieved February 16, 2015 from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9289 Shuttle Time. (n.d.). In BWF Schools Badminton [PDF Document]. Retrieved February 19, 2015 from http://www.bwfbadminton.org/file.aspx?id=439583&dl=1 Teach PE. (2009, October 12). Badminton - Return of Flick Serve [Video File]. Retrieved from https://www.youtube.com/watch?v=R2QniYxcFyQ
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