Teacher: Brittany Piccone
March 18, 2010
Stewarts Creek Middle School
Badminton Lesson #2
Equipment: Badminton rackets (6); badminton shuttlecocks (6); 1 net and standards; 1 clipboard, assessment sheets (1 for each student), 6 pencils, floor tape, hula hoops or jump ropes to mark off short serve target areas.
Risk assessment: The risks are that a student might run into a swinging racket, students may pull on the net and cause it to fall or get tangled up in the net and fall; students may also trip on a shuttlecock.
Safety Rules:
- Stay on your court at all times.
- If your shuttle falls on another court, politely as students to toss you the shuttle.
- Keeps your hands and rackets away from nets.
- When the teacher is giving instructions, gently lay your rackets on the floor.
- Remove all shuttles from the floor before rallying or playing a game.
| SLO’s | Criteria | Assessment |
Psychomotor: SWBAT hit an overhead clear to the back of the opponent’s court to move their opponent during game play. | a. 3/5 overhead clears will go into the opponents’ court and land within 2 feet of the back of the court line. b. learners will consistently demonstrate correct form (feet staggered, racket back in back scratch position, contact high, follow-through). | Teacher observation and documentation. |
Cognitive: SWBAT recall the overhead clear cues for correct technique, and understand why we use the clear. | Say three cues for the overhead clear, and give the reason why the overhead clear is used. (to force your opponent to the back of the court). | Students’ will list the overhead clear cues, lead by teacher discussion. |
Affective: SWBAT work cooperatively with a partner and respect and follow safety rules. | During the entire class period, each student will follow all safety rules and will take turns with their partner and show their partner respect. | Assessed through teacher observation. |
Teacher Goals: (1) Get and maintain the attention of learners throughout the class period; (2) give accurate and complete verbal instructions for tasks; (3) give accurate and complete demonstrations of tasks.
| Procedures | Time |
Roll Call | 5 min |
Introduction and go over students’ names; set induction | 3 min |
Review grip | 1 min |
Warm-ups (forehand and backhand) | 1 min |
Review short serve | 2 min |
Teacher explains peer assessment | 2 min |
Peer assessment of short serve (technique) | 5 min |
Teacher explains and demonstrates the overhead clear | 2 min |
Students practice overhead clear (with partner) | 6 min |
Application Task | 6 min |
Closure | 2 min |
Total Time | 35 min |
Set Induction: Students are seated in front of teacher, facing the wall or bleachers. “Last time I saw you; we talked about how to grip a racket while playing badminton, forehand and backhand warm-ups, and worked on how to perform a short serve. Can anyone tell me elements/cues for a good short serve? Today we are going to review all of those things, as well as learn a badminton hit called the overhead clear. Badminton is a great sport, and is a great way to get some exercise and have fun!”
Organization/Management: The rackets and shuttles will be set out along the side of the court. Students will get a racket after the teachers’ set induction.
Peer Assessment: Gather students near you- have them keep rackets on the floor.
- Put students in pairs and hand out assessment forms, clip board, and pencil to each pair.
- Explain that you want to see if they can notice the key elements that are being performed at the short serve.
- Explain that they will take turns being the performer and observer, and will circle the elements that they see their partner perform.
- Students will have 3 trials, with their partner circling what they see. Then they will switch.
Teacher Instruction/Demonstration: Overhead Clear: while performing the clear there are cues that you need to carry out. The cues for the clear are staggered stance, racket back (in back scratch position), contact high (hard), and follow through. The objective of the overhead clear is to move your opponent to the back of their court. This will be a great move to use during game play, and will make it more challenging for the other player!
X= student H= hitter T/t= tosser |
| Learning Tasks (Extensions) | Cues/Refinements | Organization/Management | |
Task 1. Practice overhead clear-swing; without a shuttle. | Staggered stance, racket back, contact high. | X | X |
X X | X X | ||
Task 2. Partner toss. If they don’t get it: self-toss. | Shoulder turn (side to net), point to target, follow through. | H t | |
H t H t | |||
Task 3. Partner set-up from across the net (forehand side). If they don’t get it: move partner closer, or change equipment (shuttle) to a fleece ball. | Wrist -“make it pop!” | T T | T |
H H | H | ||
Application Task: “Move Em’ Back.”
With a partner students can challenge themselves by seeing if they can force their opponent to the back of the court with the overhead clear! One student will serve high while the other tries to clear. If the student who attempts the overhead clear, makes their opponent move towards the back of the court, they get a point. If their opponent is not forced to move, no points will be awarded. Each partner will have ten “go’s” (which means a total of 10 points can be won).
Then they switch places, and play the same way. Let’s see how many points they can rally up!
Closure: Students should be seated facing wall or bleachers.
Who was able to get at least three points during the game? How about 5? Who was able to get their opponent to move more then 7 times? Games are a great way to put to practice what we have learned. What are the three important cues for the short serve? What about three important cues for the new move we learned today, the overhead clear? Who can tell me the reason that the overhead clear works so well on your opponent? On Tuesday when I return, we will be reviewing a little of everything, as well as start working on serve returns.