Topic: Badminton Key Processes These are the essential skills and processes in PE that pupils need to learn to make progress within KS3 badminton. Learning Outcomes (How achievement will be demonstrated by pupils) See Unit of 1 refine and adapt skills into techniques 2 develop the range of skills they use 3 develop the precision, control and fluency of their skills. 4 select and use tactics, strategies and compositional ideas effectively in different creative, competitive and challenge-type contexts 5 refine and adapt ideas and plans in response to changing circumstances 6 plan and implement what needs practising to be more effective in performance 7 recognise hazards and make decisions about how to control any risks to themselves and others. 8 develop their physical strength, stamina, speed and flexibility to cope with the demands of different activities 9 develop their mental determination to succeed. 10 analyse performances, identifying strengths and weaknesses 11 make decisions about what to do to improve their performance and the performance of others 12 act on these decisions in future performances 13 be clear about what they want to achieve in their own work and what they have actually achieved 14 identify the types of activity they are best suited to 15 identify the types of role they would like to take on 16 make choices about their involvement in healthy physical activity Development Phase (What and how I m going to teach) Strategies that I will use; Demonstration, audio-visual, ICT, Teaching styles: command, reciprocal guided discovery etc. Specific differentiation Do not forget SEN, EAL,Talented, Pupil Premium Citizenship: becoming informed citizens - the diversity of different national and ethn ic identities in sport and the need for mutual respect and understanding; the importance of resolving conflict fairly; skills of enquiry and communication moral, so cial and cult ural issues when analysing information, orally making an opinion about such issues; to contribut e and explore class discussions and debates; skills of participation and responsible action t o consider other peoples experiences and be able to express views that are not always their own; negotiate, decide and take part in school based activities; reflect on participation in sport. ICT in PE: It is helpful if students have access and use of digital software to analyse specific techniques appropriate to evaluating and improving badminton e.g. shot-specific demonstrations All Pupils Will Have Make Expected Progress And Will: understand and communicate the implications of their shot placement; respond appropriately to returns by the opposition and maintain their place in the rally; identify opportunities to finish the rally, increasing scoring opportunities; serve and return the object, e.g. ball, shuttle, consistently and with some accuracy; play small-sided or mini-versions of net/wall games involving teams; fulfill a number of different roles, including player, team leader, umpire, etc; begin to identify strengths and weaknesses in simple game play situations and make adjustments Most Pupils Will: serve and return an object in a net/wall game using modified equipment and often playing on a modified court; sustain a rally in a cooperative situation; play modified games and demonstrate an understanding of the basic game strategy; play as a member of a team and understand their role; apply the basic rules of the game consistently Some Pupils Will Have Progressed Further And Will: use a range of shots and techniques with consistent accuracy and variation in power; use basic game strategies effectively; identify strengths and weaknesses in their own and others techniques, shot selection, and use of simple game tactics; suggest combinations of tactics to increase the chance of scoring successfully; umpire effectively, using an agreed range of rules, ensuring the game is played fairly Cross curricular links (when appropriate) Literacy key words Maths scoring/time-keeping Citizenship /PSHE sportsmanship Science human biology and biomechanics of sporting movements Language for Learning Tactics and techniques, e.g. ready positions, tactics, strokes and shots, preparation and follow-through, attacking and defensive positions, changing defence into attack, anticipation/disguise, coaching, officiating/umpiring Speaking and listening through the activities pupils could: describe and evaluate how the work was undertaken and what led to the conclusions Reading through the activities pupils could: undertake independent research using knowledge of how texts, databases, etc, are organised and of appropriate reading strategies. Extension and Enrichment: Out of lessons, at home and in the community, pupils could be encouraged to: practise skills at breaks and lunchtimes and at home; take part in school sport, either competitively or socially; join clubs in the community and/or use local facilities; watch live and recorded matches to appreciate high-quality performance; search the internet to find information about sports and opportunities to take part in sports, using knowledge of how texts, databases, etc are organised and of appropriate reading strategies, e.g. www.english.sports.gov.uk Resources: video cameras, digital cameras/screens, reciprocal teaching cards, activity cards, resource and idea cards for practices, video/pictures of specific techniques, access to ICT resources info (games analysis software)
Timescale Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 The Campion School P.E. Department Badminton 8 - Unit of Key Concept O bjectives Expected Learning Outcomes Differentiation Grips Set Up & Basic Service (Short and Long) Returning the serve: O verhead clear Returning the serve: Drop Shot Singles Play: Defining the rules and rallying Further attack: The Smash Singles Play - Assessment Doubles Play: Defining the rules and rallying Competition refine and adapt skills into techniques develop the precision, control and fluency of their skills. select and use tactics, strategies effectively in competitive and challenge-type contexts refine and adapt ideas and plans in response to changing circumstances plan and implement what needs practising to be more effective in performance develop their physical strength, stamina, speed and flexibility to cope with the demands of differen t activities develop their mental determination to succeed. analyse performances, identifying strengths and weaknesses make decisions about what to do to improve their performance and the performance of others act on these decisions in future performances identify the types o f role they would like to take on make choices about their involvemen t in healthy activity physical Preparation, Execution and Recovery. Note key teaching points (TP). L Serve for singles, S serve for doubles mainly. P Both serves to service line, feet side on, weight forward, bent knees, racket behind the hips. E in front of the hips, drop shuttle downward, big swing past shoulder for long serve. R side step back into middle of court, racket up, ready to return. P racket up above head, side on, knees bent as preparing, step back from shuttle and get under it. E explode into the shuttle from knees, contact fully stretched above the head, R follow through past hips, turn body, side step ready for next shot with racket up. TP - Very important shot to get you out of defence and push the opponent back then you dictate the point. Introduce half court singles and full court if enough courts. TP - Discuss the lines e.g. long and thin rule applies hence the long serve. Get them to discover the concept of the importance of the serve and overhead clear. Make sure they know the rules. Lots of Q&A to understand their learning of tactics etc. P ready for the shot with racket up, side on E execute & show disguise, no follow through to slow shuttle down. R ready straight away for next shot. TP disguise is key, shot must go low over net, used sparingly in attack and dictating the point to keep opponent guessing. P same as over head clear into position side on knees bent, step back from shuttle. E contact the shuttle out in front of you so that the racket strings are pointing down, explode from knees, R follow through past hips and side step into ready position. TP smash is important to win points and put opponent on defensive. TP rules, the court for the serve in short and wide, but then as soon as the return is hit the whole court is in, hence the short serve as back trams out only for the serve. Explain side-to-side on defence and then front and back for attack. Lower stay side to side. Vital communication and teamwork. TP - Set up different courts in the lesson and allow the pupils to play a mixture of doubles and singles. Make sure they understand and know the rules for all and are applying these into the games. Along with tactics and choosing the correct serve for each style of play. Analyse their play and they can assess partners. End of unit competition: Set up doubles competition with those not playing acting as scorers and umpires. See attached sheet for set up. Higher be able to execute both serves with precision (long in back tram lines and short just over net and just beyond service line) and on backhand also. Lower be able to hit a high and deep serve at times Higher will get height, depth and accuracy; be able to get themselves out of defence most times (backhand also) Lower when at the service line be able to hit it deep with height and technique Higher show disguise, opponents never knew it was coming. Lower can perform with some accuracy and/or pace reduction Higher demonstrate the rules, and outwit opponents and move shuttle into space on the court. Lower demonstrate sometimes good play through correct shot or recognise and understand the correct shot to play Higher show power, smash into open space, smash from the back. Lower hit with some power/height change when near the service line Higher look comfortable and play the correct shots in all matches. Evidence of self & peer assessment. Higher Will adapt their play for side to side and front/back when playing. Lower play side to side and have good communication when playing. Higher Umpire and score properly each time. Select the correct shots and spot opponents weaknesses. Lower play their strongest shot and know the rules for doubles and singles. National Curriculum References: 1.1a, b, c, d, 1.2a, b, c, d, 1.3a, b, 1.4a, b, 2.1a, b, c, 2.2a, b, c, d, 2.3a, b, 2.4a, b, c, d, 2.5a, b, c, 3a, Resources Assessment PLTS Pens - Paper Shuttles, Cones, Sheets. Shuttles, Cones, Recip sheets. Assessment is on-going and will be carried out in each lesson. Assessment will be performed in 3 ways:- Teacher Partner Self KS3 PE Diaries to be used. A level will be generated upon completion of the unit. Team workers Self Managers Effective participa nts Independ ent Enquirer s Creative Thinkers Reflective Learners
Timescale Key Concept The Campion School P.E. Department Badminton 8 - Unit of Assessment Lesson 1 Serve (Short and Long) Lesson 2 O verhead clear Lesson 3 Singles play and teach rules Lesson 4 Smash Lesson 5 Drop shot Lesson 6 Doubles play and teach rules Lesson 7 Singles and Doubles Play Lesson 8 Competition
Serving Over Head Clear Smash Drop Shot Tactics The Campion School P.E. Department Badminton 8 - Unit of 8Y 8M 8S 8H 8X Achieved I can identify 2 different types of serve. I can explain how to hold the racket correctly. I can also explain what the ready position is. I can explain which position to be in to play the overhead clear. I can explain what a smash shot is and why it is used. I can attempt to play the smash shot. I understand why a drop shot is used in a game situation. I know what is meant the term disguise I recognise where to hit the shuttle to beat my opponent. I can perform a low serve and keep the shuttle low over the net. I hold the racquet correctly but struggle to move my feet into position to play a shot. I can consistently make contact with the shuttle but I do not always get side on. The flight path of the shuttle varies. I can hold the racquet correctly and hit the shuttle downwards sometimes. I can demonstrate the technique for an over arm drop shot and sometimes hit the shuttle over the net I recognise and attempt to move my opponent around the court by hitting to his weaker side I can successfully perform both a high serve or and a low serve within a game. I hold the racquet correctly and move my feet consistently to get into position to play a shot. I can successfully clear the shuttle over the net towards the back of the court. I make contact with the shuttle above my head. Side on. I can move my feet into position and play the smash shot when placed at the front of the court with some consistency. I can move my feet into the correct position and sometimes hit an over arm drop shot low over the net I can move my opponent around the court, and sometimes have sufficient range on my shots for this to be aneffective tactic. I can use both serves within a game and I can disguise the serve effectively to confuse my opponent. I can consistently clear the shuttle to the back of the court showing good power and precision, After each shot I return to the ready position. I perform each clear in a side on position. I can consistently hit the smash shot downwards when placed at the front of the court. I can demonstrate good technique. I can consistently hit an over arm drop shot low over the net and use it effectively in a game I can successfully move my opponent around the court I can play shots to the front and back of the court. I can move my opponent around I can use both the high and low serves within a game. I can serve at different speeds and different directions to outwit my opponent. I can play the OHC with pace, power and precision. I return to the ready position at the T after each shot. I can hit the smash shot from the middle of the court. I can angle the smash shot to my opponent s backhand side. I can play a over arm and under arm drop shot consistently to move my opponent around the court. I move my opponent around to all four corners of the court and dominate the play.
Singles and Doubles Reciprocal Sheet (examples): (adapt these when necessary) Rules for Singles: 1. Are the back tram lines in the serve? 2. Are the side tram lines in for singles? 3. If the serve lands before the service line what happens next? Rules for Doubles: 1. Are the side tram lines in for the serve? 2. What happens if the serve lands in the back tram lines? 3. Is the whole court in once the returned is made? General Play Questions (singles and doubles): 1. Why would you generally hit a long serve in singles play? 2. Do you get 2 serves in Badminton? 3. If you serve and win the point in singles, who serves next? 4. In doubles why and when would you go to the front and back formation? 5. Why is communication vital in doubles? 6. Explain the tactics used in your last singles match? 7. Explain the reason why you want disguise when hitting the drop shot? 8. Explain why the correct ready position is important with the racket up at shoulder height? 9. Why do you generally hit a short serve in badminton? 10. How do you decides who starts serving in a game of badminton? Conditioned Shot Patterns for certain lessons: (adapt these when necessary) Overhead Clear lesson: 1. Long serve --- overhead clear x 4 --- play the point out. 2. Short serve --- lift shot deep --- overhead clear x 3 --- play the point out. Smash lesson: 1. Long serve --- overhead clear --- smash --- play the point out. 2. Short serve --- lift shot deep --- overhead clear --- smash --- play the point out.
Drop shot lesson: 1. Long serve --- overhead clear --- drop shot --- lift shot deep --- drop shot --- lift shot --- play the point out. 2. Short serve --- drop shot --- lift shot deep --- overhead clear --- drop shot --- play the point out. General patterns: 1. Long serve --- smash --- lift shot deep --- drop shot ---- play the point out. 2. Long serve --- overhead clear --- drop shot --- lift shot deep --- smash. 3. Short serve --- drop shot --- drop shot --- lift shot deep --- smash --- play the point out. 4. Short serve --- lift shot deep --- smash --- play the point out. Singles: Serving & Returning: Long serve because the back tram lines are in so push the opponent deep. Use the short serve as variety. Long serve must go high and land deep in the back tram lines. It must loop up high. Doubles: Short serve because the back tram lines are out. Use the side lines to improve the width. Use the long serve as a variation tactic but remember the back tram line is out for the serve. Short serve must go low over the net and land just beyond the service line; otherwise they will smash it back. You want the opponent to hit it up so that puts you in control of the point. Returning a Long Serve:
Overhead clear must be hit with power as you will obviously be at the back of the court. Use the drop shot as a return to keep the opponent guessing. Also go for a smash into space if the serve is not deep or high enough. Returning a Short Serve: Lift the shuttle with a forehand type shot and hit it with power. Make sure it goes high and deep which pushes them back and allows you to take control of the point. Use a drop shot to keep the opponent guessing. End of Unit Competition Doubles group of 20: (adapt the numbers and play half court for singles) 2 groups of 5 pairs. Group A plays on courts 1 and 2. Group B plays on courts 3 and 4. The pair that is sitting off will umpire and score the games. Each match is first to 10 points. The two pairs winning their groups play the final for 1 st and 2 nd place. Two 2 nd places play 3 rd /4 th play off. Two 3 rd places play 5 th /6 th play off. Two 4 th places play 7 th /8 th play off. Two 5 th places play 9 th /10 th play off. Make sure all the players are applying the correct rules, serving correctly and scoring the game properly. You can match the pairs yourself or allow the pupils to go with who ever they want.
BADMINTON KEY WORDS LITERACY IN PE court forehand stroke backhand stroke serving a rally hit rules scoring points service line service box shuttle league swing follow through tram-lines accurately overhead clear drop shots movement opponent attacking defensive net/ nets lob smash drop shot block tournament flick competition singles play Badminton long high serve play
grip, body position and footwork position flight receiving Racket / Rackets Doubles Partner Footwork Strokes Wrist up and back side-by-side Net Play Games rules push return Hitting down Flight Clear opponent s umpire techniques half court singles full court doubles forehand and backhand drop move opponents around variety of shots