Level One - Badminton Learning Outcomes The student will: • • • • • • • • •
gain insights into a variety of games through experiencing different types of games and through displaying a knowledge of basic principles and rules develop a technical competence commensurate with individual potential develop the ability to make appropriate responses (relative on their own abilities) to the particular problems posed by the game gain experience of various degrees of competitive play develop an understanding of the dynamics of team efficiency acquire a level of confidence and enjoyment which will encourage the playing of games outside of school time develop knowledge of how to modify games to make them work appreciate the benefits which participation in games can bring develop a sense of personal fulfilment through achieving a level of success in games playing.
Unit 1: Badminton The student will: • • • •
be introduced to the concept of height (giving time) demonstrate an ability to make appropriate decisions regarding 'what to do' and 'how to do it' co-operate with others show an understanding of the service and boundary rules in badminton.
EQUIPMENT Nets, rackets, shuttles, long narrow courts, cones. CLASS ORGANISATION 2's, 3's and 4's. Stage Warm up
Concept
Content / Activity Students in groups of 4. 12|34 Throw shuttle over net, run back to wall, touch, return in time to repeat. Group attempts to keep rally going. Involve middle, upper and lower body
General stretching Development Connecting with the 1 (a) Co-operative Rally shuttle. An appreciation of • 1 v 1 over net. the concept of time; • students hit the shuttle over and learning that height back using racket, trying to keep
Teaching Points
•
How can you help to keep rally going? hit straight to your partner.
Stage
Concept Content / Activity gives an opponent rally going. time to get to shot and gives a player (b) time to recover. Moving appropriately • students continue as in (a) to hit the shuttle. counting the number of Co-operating and consecutive shots hit communicating with • they set a record - a class record other players. or a personal record. Concept of height. (c) Same as (a) but change partners. (d) 3 + 3 Co-operative Rally • •
•
Conclduing activity
players arrange themselves as in diagram each player moves to end of line after one shot
Teaching Points Keep it high. • Why does height help? it gives time. it's easier to hit it overhead. • How can you prepare yourself for the next shot? - recover to ready position, i.e., racket up, position on court, etc.
Skill - Overhead players try to keep rally going for Clear as long as possible. • Does changing partner make any difference? go and see
*** Image *** Appreciation of the Pyramids • How can you concept of time 3 v 3 Co-operative Rallying help to keep whereby height will Team A and Team B play in half court. the rally make rallying easier. Each team has an agreed number of going? - keep shuttes. Each pair tries to have rally of it high more than six shots. If this is achieved that shuttle is 'used up' and is transferred *** Image *** to other team. Team which uses up all its shuttles first, i.e. has no shuttles left, wins. If pair don't achieve six shots, team retains shuttle and next pair tries.
Unit 2: Badminton The student will: • • •
understand the importance of the concept of time whereby height will make rallying easier understand the rules of scoring / boundaries demonstrate an ability to make appropriate decisions
EQUIPMENT
Nets, rackets, shuttles, long narrow courts, cones. CLASS ORGANISATION 2's, 3's and 4's. Stage Warm up Stretching
Concept
Content / Activity Pyramids - see Unit 1. Lower, middle, upper.
Development The ability to 1 (a) 1 v 1 (long narrow court) move opponent around during the • competitive rally rally and on • each player attempts to serve. Placing the hit shuttle onto the shuttle to score ground on their points. opponents side. Point is Awareness of won if the shuttle space on touches the ground or if opponent's court your opponent fails to and developing return the shuttle. ability to put the shuttle there. (b) 1 v 1 7 / 9 point rally Increasing the chance of scoring • explain scoring system. by attacking from the front of court. (c) 1 v 1 Rotation of players Reducing opponents time to • each student plays with react. a new partner.
Teaching Points Reference to importance of flexibility in badminton. • How do you score a point? get shuttle onto the ground. • Is there a need for boundaries? - yes. • The question of service can be revised as appropriate. • How is the game started, i.e., who serves? - spin the racket/toss a coin/win the rally. • What do you need to get the shuttle onto the ground? space. • Where are the spaces? front and back. • Where is it easiest to serve from? - front • Where do you want your opponent to be? - back. • How can you give your opponent less time? - keep the shuttle low.- play the shuttle fast. • Skill: o OVERHEAD DROP CLEAR o UNDERHAND DROP SHOT o
Unit 3: Badminton The student will: • • •
be able to deny opponent space in own court area demonstrate an ability to make appropriate decisions demonstrate the overhead, drop and smash shots
EQUIPMENT Nets, rackets, shuttles, long narrow courts, cones
SMASH
CLASS ORGANISATION 2's, 3's and 4's Stage Warm up 5 mins.
Concept Content / Activity Students King / Queen of the Castle should be In groups of 4 / 6, students take it in turns made aware of to play a competitive rally. The winner of different the point remains on the court, moving to emphasis on the 'King/Queen's side', and the loser points leaves the court. Waiting players come depending on on in turn to challenge. The first person own score / to get 5 points is 'King/Queen of the opponent Castle'. score Players get a score only for a point won on the King/Queen's side of the court. As players come on to the challenging side they bring a shuttle on and always start the rally. If beaten when on the King's side they rejoin the line but hold onto points already won.
Stretching Development Defend space (a) 1 v 1 7 / 9 Point Rally on own court. Create time to • same as Unit 2 recover. Use of (b) 1 v 1 deception to disguise your • denying opponent space intention. Limit (c) Reaction call practice opponent's time by • to cover court. Teacher (or playing drop student) calls position he wants shot / smash. students to go to. e.g. front, back, right, left, front smash, front drop, etc. • students stand in middle of court in ready position, on signal move and return immediately to centre. (d) 1 v 1 practicing the above (c). (e) 1 v 1 Game same as (a) (f) Change partners
Teaching Points When do you want your opponent to be at the back? • How do you get your opponent to the back? •
•
What else can you do? - spot weaknesses, e.g. backhand etc.
•
To deny your opponent space where should you stand on the court? the middle. Is this always best? When your opponent is at the back of the court what should you do? - anticipate short return. - you bring your opponent to the front of the court with a drop shot. Where should you defend? - front Where are the spaces? What is the best way to move about the court to different partners? - stretch, head up.
• •
• • •
•
Unit 4: Badminton
Don't run, why not? go and see.
The student will: • • •
show an understanding of creating space laterally, i.e. right and left demonstrate an ability to make appropriate decisions show an ability to do the underhand drop and smash.
EQUIPMENT Nets, rackets, shuttles, long narrow courts, cones CLASS ORGANISATION 2's, 3's and 4's. Stage Warm up
Concept
Content / Activity Reaction calls (like Unit 3) (a) Use of numbers, e.g. (1) net, (2) right, (3) back, (4) left. (b) Change numbers, e.g. (1) left, (2) back, (3) net, (4) right. Development Keeping shuttle low to (a) 1 v 1 (short, wide court) give opponent less (b) 1 v 1 throw shuttle to time. find spaces (without Use of space! racket). Place the shuttle left Skill: and right as spaces become exposed. • DROP SHOT Use of deception. • SMASH
•
• •
•
•
(c) 1 v 1 with racket 7 / 9 point rally (d) Rotate partners
•
Teaching Points What's the best way to do this? - Stretching, head up, back straight, racket ready.
Where are the spaces? sides. How can you make it harder for your opponent? - keep shuttle close to net. How can you defend space? - position yourself. Racket ready position. Where is the best place to defend? Where is the best place to attack?
Unit 5: Badminton The student will: • • •
show an understaing of the concepts and problems inherent in badminton demonstrate an ability to make appropriate decisions understand the rules of badminton.
EQUIPMENT Nets, rackets, shuttle, long narrow courts, cones. CLASS ORGANISATION 2's, 3's and 4's.
Stage Warm up
Concept This game highlights consistancy and puts pressure on players to win several points in a row.
Content / Activity Teaching Points "Belts" As before. In teams of 3 - 5, players aim to beat opponent and win "belts" for their team. A • How do you beat player must beat 3 opponents an opponent? consecutively to win a "belt". The first look for team to win 3 / 5 belts are the winners. weaknesses, e.g. Two players, one from each team, play backhand, runs, each other. As players win they remain on etc. court. Player coming on always has a shuttle and starts play. If a player wins a belt he / she must leave the court and join the back of his / her teams line. Players coming on always start with 0 points. Stretching Lower, middle, upper body. Developing Creating, attacking (a) 1 v 1 (full court) 5 point rally • Can you send and defemding your opponent to space. the back of the • teams of 3 / 4 per court Awareness of time court with your • players not playing: refereeing, and its effect on serve / return of advising, spotting weaknesses of play - Rules of full serve? team mate and opponents. court. • What does this Boundaries for full Effects of time, e.g. speeding up attack, do? - it creates court space. - it puts my slowing down the game to give time to opponent in a recover etc. weak position. (b) 1 v 1 rotate players • Can you place the (c) 1 v 1 shuttle into the space with • area of gym reserved to practice precision / speed / and work on weaknesses, e.g. deception? backhand, drop shots, etc. • Can you identify areas of strengths / weaknesses in your opponent's game? • Can you exploit these weaknesses? •
Unit 6: Badminton
Can you reduce options available to your opponent by good defence positions on the court? - e.g. covering front court to force a high defensive shot.
The student will: • • •
co-operate with others demonstrate an ability to make appropriate decisions show an understanding of the rules of the game
EQUIPMENT Nets, rackets, shuttles, long narrow courts, cones. CLASS ORGANISATION 2's, 3's and 4's Stage Warm up
Concept
Content / Activity (a) 2 v 2 shared racket •
•
•
•
two players with one racket between them play opposite another two players, who also share a racket players continue to rally over and back but must give the racket to their partner after each hit co-operation, i.e., try to keep rally going
(b) Competition - keep score Lower, middle, upper body (a) 2 v 2 doubles (b) Rotate 2 v 2
Stretching Development Creating, attacking and defending space. Teamwork. • - play against different Rules and pair. boundaries for doubles. (c) Change partner
•
Teaching Points How can I keep rally going?
•
How can I help my partner? - keep shuttle high.
•
Where are the spaces? depends. How can you increase your chances of putting the shuttle into the space? playing from the front. In doubles, what is the best formation? Side by side, one front, one back? - go and see. Can you identify weaknesses in your opponents? Backhand, or not calling for 50/50 shuttle?
•
•
•
•
Does this make a difference?