badminton – unit plan

Badminton – Unit Plan

Grade 7-8

Jordan Dyck

1

Table of Contents

Introduction of Unit………………………………………………………. (2)

Unit Plan Overview……………………………………………………….. (3)

Assessment Strategies………………………………………………..… (4-5)

Additional Activities………………………………………………………. (6)

Integrative Ideas…………………………………………………………… (7)

Curriculum Guide………………………………………………………. (8-11)

Lesson Plans…………………………………………………………… (12-19)

2

Introduction of Unit

Badminton originated in ancient Europe and Asia and was originally known as Battledore

(meaning bat or paddle) and Shuttlecock. In the 1600’s, the sport was well established within

high social class of England. Within the 19th

century, Britain renamed the sport to Badminton,

after a game was played at the Duke of Beaufort’s palace located in Badminton. The equipment

in the game includes a Badminton racquet, a net, and a Shuttlecock.

Games can be played with two players (singles) or 4 players (doubles). All players have

their own racquet and one Shuttlecock is used for play. The court size changes according to the

game type. The object of the game is to get the Shuttlecock to land on the ground in the

opponents’ area of play. The game starts with a serve over the net to the opposing team. The

team must hit the shuttle only once to get the Shuttlecock over the net and back to the other team.

Rally continues until the Shuttlecock hits the ground on one side. The point belongs to the team

that struck the Shuttlecock onto the opposing teams’ court.

The following unit will focus on badminton strategies that will make it harder for the

opposing team to rally back and forth over the net. These strategies will include clearing,

smashing, serving, drop shots, directional changes, and tips over the net. The grade 7/8s will

learn how to play strategically against their opponents as to move them around the court and gain

the advantage in a game situation. Students will learn how to play doubles matches as well as

singles matches. The unit will also include review on proper techniques as well as other racquet

sports that are similar to badminton. These sports will assist in introducing the unit to the

students and building excitement for the unit.

3

Unit Plan Overview

This unit plan will consist of eight to ten lesson plans that are 38 minutes long. Each lesson may

take up more than one class as the classes are very short. I organized the unit in a way for students to

understand the sport of Badminton and other racquet sports.

Lesson One: Pickleball This lesson is an introduction to racquet sports. Students will gain experience to manipulate a

racquet or paddle in a net/wall sport. They will practice rallying the ball with a partner and playing the

game of Pickleball.

Lesson Two: Serving Students will be able to use a badminton racquet of their choice and size to practice serving the

shuttlecock to a partner. They will work on hitting a target while serving and will have a competition to

score the most points.

Lesson Three: Clears Students will practice clearing the shuttlecock across the court. They will play a game where they

must keep the shuttlecock in the air without dropping it. They will add a competition aspect to the game

where they will have to make the opponent run. The player who drops the rally is out.

Lesson Four: Drives Students will focus on hitting the shuttlecock at their opponent. They must focus on moving their

body and hitting the shuttlecock straight over the net. They must focus on the contact point on the racquet.

Lesson Five: Smashes

Students will learn the smash hit. This is an offensive play to hit the shuttlecock hard at your

opponent’s feet. Students will learn to flick their wrist and learn the correct point of contact on the

racquet. They will play mini games with their partner.

Lesson Six: Net play Students will practice shots over the net with their partner. There will be an area that the

shuttlecock can not pass over. These are short shots that will just go over the net and will challenge the

players when playing against each other.

Lesson Eight: King’s Court Students will play against one another in single or doubles matches. The winners stay on the court

and the other players rotate in. They are to practice the skills that they have learned.

Lesson Nine- Ten: Tournament Students will play against each other in a tournament setting. They can feel to free to challenge

whoever they want.

4

Assessment Strategies

The teacher will be assessing students using formative assessment, based on their

participation in the classroom. Attitude, class involvement, appropriate behavior, and

bringing gym clothes, will be observed and recorded in a checklist.

Peer Assessment will be done for the final lesson. Students will assess other students. A

rubric will be provided.

The teacher will assess students’ fitness while they are completing their warm-up every

day.

Testing will be completed during lesson 7 and lesson 8.

- Exit Slip- Lesson 7

- Peer Assessment- Lesson 8

The teacher will assess understanding of the students during the class discussion every

class.

5

Exit Slip and Rubric for Peer Assessment

Exit Slip

List which of the following are defensive or offensive plays:

1) Serving

2) Clears

3) Drives

4) Smashes

5) Net play

6) Drop Shot

Peer Assessment Rubric

Criteria Total

1 2 3 4

Movement Student stands

still and do not

move to hit the

shuttlecock

Student needs to

be reminded to

move to hit the

shuttlecock

Student moves

to hit the shuttle

most of the time

Student always

moves to hit the

shuttlecock

______

Safety Student

demonstrates

lack of safety for

fellow students

and equipment

Students need to

be reminded of

safety issues

during play.

Student uses

safety practices

most times

Students play

safely and avoid

contact with

equipment and

other students.

______

Technique Students use full

arm motions to

make contact

with the shuttle

Students need to

be reminded to

use their wrist

when making

contact with

shuttle

Student use their

wrist to make

contact with the

shuttle most

times

Students

continuously use

their wrists to

make contact

with the shuttle

______

Strategy Students rally

the shuttle back

and forth with

no intent of

strategizing to

score

Student needs to

be reminded to

use strategy and

a variety of shots

to beat their

opponent

Student uses a

variety of

shots/strategy

most times

Student uses

strategy and a

variety of shots

to beat their

opponent.

_____

Total -/16

6

Additional Activities

Additional Activities Involving Racquets

- Racquetball

- Squash

- Tennis

- Pickleball

- Ping Pong

Additional Activities Involving a net

- Volleyball

- Tennis

- Beach Volleyball

- Pickleball

- Ping Pong

- Sepak Takraw

Additional Activities Related to Strategy

- Golf

- Volleyball

- Basketball

- Tennis

- Baseball

- Cricket

- Softball

- Kickball

- Tchoukball

- Football

7

Integrated Ideas

Social Studies:

- Students could research the origins of Badminton.

- Students could research any racquet sport that is played in any region and present the

information to the rest of the class.

Math:

- Students could use numbers and counting to determine the score of the game and who is

currently winning in the game.

- Students could determine the perimeter and area of the singles’ and doubles’ courts.

- Students could examine statistics of past games or events and create charts or graphs to

display information.

Science:

- Students can examine what muscles are being utilized the most in the game of

badminton.

- Students can examine how to change the motion of the shuttle based on the contact

point of the racquet.

ELA:

- Have students create a poster to stimulate the interest of other students to play

Badminton.

- Students can create a brochure about Badminton and the rules of the game.

- Students can create an end of the unit reflection about what they liked or did not like

about the sport and why?

8

Curriculum Guide

Grade 7/8

General Learning Outcomes

Specific Learning Outcomes (ones used in the lesson plans)

Movement

K.1.7.A.1

Recognize characteristics of selected movement skills and patterns (e.g., overhead throwing

pattern...) as applied in a variety of physical activities, including territory invasion-type and

striking/fielding-type activities (e.g., baseball, football, overhand volleyball serve...).

K.1.7.C.1

Identify the importance of following rules (i.e., safety, control, fair play, inclusion, enjoyment,

entertainment) of selected sports and games.

K.1.7.C.3

Determine basic offensive and defensive strategies (e.g., hitting to an open space, shuffle-step to

maintain a guarding position...) in games, including territory/invasion-type and striking/fielding-

type activities.

K.1.7.C.4

Distinguish between fair play behaviours (e.g., showing respect for rules, officials, and

opponents...) and unethical behaviours (e.g., cheating, arguing with an official, foul play...)

regarding participation in physical activities and/or sports.

S.1.7.A.2

Perform manipulation skills (e.g., bouncing, rolling, striking...), applying mechanical principles

(e.g., length of lever, range of motion, number of body segments, application of force...) for

consistency.

S.1.7.B.1

Apply functional use of selected and/or activity-specific movement skills (e.g., drop shot, high

jumping, kicking...) in a variety of individual/ dual games/sports (e.g., badminton, track and field

activities, kick-sack...).

9

K.1.8.A.1

Recognize characteristics of selected movement skills and patterns (e.g., balance/ready

position...) as applied in a variety of physical activities, including net/wall and target-type

activities (e.g., badminton, paddleball, tennis, curling...).

K.1.8.B.3

Analyze movement concepts in net/wall activities (e.g., body awareness in ready position to

receive a serve in badminton...) and target-type activities (e.g., effort qualities in backswing and

wrist action on "out-turn" in curling...).

K.1.8.C.2

Show an understanding of the specific terminology associated with selected sports and games,

including net/wall (e.g., volleyball, badminton, handball...) and target-type activities (e.g.,

archery, curling...).

K.1.8.C.3

Describe common strategies used in various games, including net/wall and target-type activities

(e.g., positioning for serve reception, speed, and control of projectiles...).

S.1.8.A.1

Perform combinations of transport, manipulation, and balance skills (e.g., moving into a ready

position to contact the ball in volleyball...), applying mechanical principles (e.g., force, motion,

balance...) for control.

S.1.8.A.2

Perform combinations of manipulation skills (e.g., dribbling/shooting, tossing/catching...),

applying mechanical principles on use of projectiles (e.g., increasing relative projection height or

angle tends to increase flight time...) for control.

S.1.8.B.1

Apply functional use of selected and/or activity-specific movement skills (e.g., rolling, forehand

and backhand strokes...) in a variety of individual/ dual games/sports, including net/wall (e.g.,

table tennis...) and target-type activities (e.g., miniature golf, bowling...).

Fitness Management

K.2.7.A.1

Sort and classify physical activities/ exercises (e.g., jogging, cycling, weight training,

gymnastics...) that are best suited to developing each of the health-related fitness components

(e.g., cardiovascular endurance, muscular endurance, muscular strength, flexibility, body

composition...).

K.2.7.C.2

Identify and explain the FITT principle (i.e., frequency, intensity, time, and type of activity).

10

K.2.7.C.3

Describe the purpose of a warm-up (e.g., increased circulation, increased body temperature,

mental preparation, increased focus on task, prevention of injuries, improved performance...) and

a cool-down (e.g., gradual lowering of heart rate, prevention of dizziness/blood pooling,

minimize a muscle stiffness/soreness...) for physical activity participation.

K.2.8.A.1

Identify the five health-related fitness components (e.g., cardiovascular endurance, muscular

endurance, muscular strength, flexibility, body composition...) and their importance to a

balanced fitness plan.

S.2.8.A.1a

Participate in fitness activities that use the FITT principle and contribute to personal health-

related fitness goals.

Safety

S.3.7.A.1

Follow set rules and routines for safe participation and use of equipment in selected physical

activities (e.g., fair-play rules, change-room routines, equipment distribution, sharing space...).

K.3.8.A.1

Determine safety rules, routines, and procedures related to selected physical activities, including

net/wall and target-type activities (e.g., not entering a racquet sport court when play is in

progress, retrieving shot- put/discus only on signal in a group situation...).

K.3.8.A.2

Identify the risks of contraindicated exercises (e.g., deep knee bends, straight leg sit-ups, full

neck rotations...) and safe exercises alternatives.

S.3.8.A.1

Follow set rules and routines for safe participation and use of equipment in selected physical

activities (e.g., fair-play rules, change-room routines, equipment distribution, sharing space...).

Personal & Social Management

K.4.7.B.1b

Describe conduct (e.g., personal, group, team...) and ethical behaviours appropriate for engaging

in physical activity and/or social events.

S.4.7.A.3

Demonstrate functional use of interpersonal skills (i.e., communicate effectively, cooperate/

collaborate, be respectful, be responsible) for dealing with new activities, situations, and/or

changes in class activities.

11

K.4.8.B.1a

Describe behaviours that show social responsibility and respect for diversity (e.g., showing

respect toward officials and other players, inviting others to play, greeting others, helping others

who are experiencing difficulty...) in different contexts (e.g., sports, physical activity

participation, classroom settings...).

S.4.8.A.3

Demonstrate functional use of interpersonal skills (i.e., communicate effectively, cooperate/

collaborate, be respectful, be responsible) that promote fair play and teamwork.

12

Lesson Planner

Lesson 1: Pickleball Grade 7/8

Student Learning Outcomes

Movement

Fitness

Management

Safety

Personal and

Social

Management

Healthy Lifestyle

Practices

K.1.7.C.3 K.2.8.A.1 K.3.8.A.1 S.4.7.A.3

K.1.8.C.3 S.2.8.A.1a K.3.8.A.2 K.4.8.B.1a

K.1.8.A.1

Lesson

Components

Learning/Teaching Strategies Teacher Notes ( e.g., equipment, safety rules, organization, key points, curricular

connections)

Activating Activity

Entry Activity

Warm-up

Time: 10 minutes

Fitness warm-up on board

Pickleball off the wall

Students will complete the warm up that has been posted on the

white board for this week. When they have completed this, students

will grab a Pickleball paddle and a Whiffle ball and practice hitting

the ball off of the wall or to themselves. They must try to not let the

ball hit the floor.

Acquiring Activity

Time: 10 minutes

Pickleball Partners

Students will space out along the court with their partner on the

other side. Partners must try to see how many times they can rally

the ball to each other.

Applying Activity

Time: 15 minutes

Pickleball Groups

Groups will play against each other across the court. One bounce is

allowed before the hit. After a player has made contact with the

ball, they must move to the back of their group. They must see how

many contacts they can make.

Closure

Time: 3 minutes

- Discussion

- What did you like about Pickleball?

- What is different about Pickleball compared to Badminton?

Assessment

Strategies

- Participation

- Observation

Challenges/

Modifications/

Adaptations/

Accommodations

Challenges- players invading others’ court.

- balls may hit other players

- Subbing in players if no room

Safety- balls may hit players

- players running into each other

- instruct students to stay in their own court.

- instruct players to keep their heads up.

- Make sure subs have equal playing time.

- different racquets are available for students

13

Lesson Planner

Lesson 2: Serving Grade 7/8


Movement

Fitness

Management

Safety

Personal and

Social

Management

Healthy Lifestyle

Practices

K.1.8.C.2 S.2.8.A.1a K.3.8.A.1 K.4.8.B.1a

K.1.8.C.3 K.2.7.C.2 S.3.7.A.1 S.4.8.A.3

S.1.8.A.1 K.2.7.C.3 K.3.8.A.2

Lesson

Components


connections)

Activating Activity

Entry Activity

Warm-up

Time: 10 minutes


Badminton keep it up

Students will complete the warm up that has been posted on the white

board for this week. When they have completed this, students will grab

a Badminton racquet and volley the shuttlecock to themselves while

they move around the gym. This will focus on hand eye coordination

and wrist movement for serving.

Acquiring Activity

Time: 10 minutes

Serving

The teacher will review both serving techniques. Students will be in

groups on either side of the net. Two hoola- hoops will be placed in

each court. Students may have a couple players on a court. Students

must try to serve into both hoola-hoops which will be located at the

front and back of the court.

Applying Activity

Time: 15 minutes

Target Competition

Students will be placed into groups on the one side of the court. There

will be two hoola-hoops on the other side of the court. 2 points will be

given for placing the shuttlecock within either hoop. 5 points will be

given for placing the shuttlecock in the bowl inside of the closest hoop

and 10 points for placing it in the bowl of the furthest hoop.

Closure

Time: 3 minutes

- Discussion

- What serve did you find more accurate?

- Why would you use either serve?

Assessment

Strategies

- Participation

- Observation

Challenges/

Modifications/

Adaptations/

Accommodations


- shuttlecocks may hit others

- Frustrations of not hitting target

Safety- shuttlecocks may hit players


- racquets hitting other players



- avoid hitting players with racquets

- different racquets are available

14

Lesson Planner

Lesson 3: Clears Grade 7/8


Movement

Fitness

Management

Safety

Personal and

Social

Management

Healthy Lifestyle

Practices

K.1.8.C.2 S.2.8.A.1a K.3.8.A.1 K.4.7.B.1b

S.1.7.B.1 K.2.7.C.2 S.3.7.A.1 S.4.7.A.3

K.1.8.A.1 K.2.7.C.3 K.3.8.A.2 S.4.8.A.3

Lesson

Components


connections)

Activating Activity

Entry Activity

Warm-up

Time: 10 minutes


Serve and rally

Students will complete the warm up that has been posted on the white

board for this week. When they have completed this, students will grab a

Badminton racquet and a partner. They will practice serving to each

other and rallying back and forth after the serve.

Acquiring Activity

Time: 10 minutes

Clears

“Make em Run”

Instructor will review how to clear the shuttlecock to the end of the court

with a partner. Students will be in 4 groups of 5 to 7 and use one court

per group. Students will be placed on either side of the court and have to

clear the shuttlecock to the other side. Students continuously hit it and

run to the other side. They must try to keep it up.

Applying Activity

Time: 15 minutest

“Make em Run” challenge

Game will continue but now players are challenged to make it harder by

making the shuttle go long and short. If let the shuttlecock drop, you are

eliminated.

Closure

Time: 3 minutes

- Discussion

- Why would you use a clear in badminton?

- What is the difference between a clear and a smash?

Assessment

Strategies

- Participation

- Observation

Challenges/

Modifications/

Adaptations/

Accommodations


- Elimination period


- players running into the poles or

netting.

Equipment- some students may have trouble

using racquets.



- tell students to watch out for the poles when running around the net.

- Different sized racquets are available for use.

15

Lesson Planner

Lesson 4: Drives Grade 7/8


Movement

Fitness

Management

Safety

Personal and

Social

Management

Healthy Lifestyle

Practices

S.1.7.B.1 S.2.8.A.1a K.3.8.A.1 K.4.8.B.1a

K.1.8.B.3 S.3.7.A.1 S.4.8.A.3

S.1.8.A.1 K.3.8.A.2

Lesson

Components


connections)

Activating Activity

Entry Activity

Warm-up

Time:10 minutes


Rally with clear shots



will grab a racquet and a partner and practice clears with a partner

is a rally practice.

Acquiring Activity

Time: 10 minutes

Drives Instructor will teach drives to the class. Students will partner up and

practice drive shots without the net up. They must practice moving

their feet to hit the shuttlecock.

Applying Activity

Time: 15 minutes

Drives with nets

Players will play against each other over the net. They must

practice their drive shots, focusing on moving their feet to hit the

shuttlecock and hitting it over the net.

Closure

Time: 3 minutes

- Discussion

- Why would you use a drive?

- Is this a defensive shot or an offensive shot?

- What is the most important thing to remember when hitting

drives?

Assessment

Strategies

- Participation

- Observation

Challenges/

Modifications/

Adaptations/

Accommodations

Challenges- players invading others’ area.

- students using incorrect form or

grip.

Safety- shuttlecocks may hit players in head



- instruct students not to hit racquets together.

- instruct students to move their feet to hit drives.

16

Lesson Planner

Lesson 5: Smashes Grade 7/8


Movement

Fitness

Management

Safety

Personal and

Social

Management

Healthy Lifestyle

Practices

K.1.8.C.2 S.2.8.A.1a K.3.8.A.1 K.4.7.B.1b

K.1.8.B.3 K.2.7.C.2 S.3.7.A.1 S.4.7.A.3

K.3.8.A.2

Lesson

Components


connections)

Activating Activity

Entry Activity

Warm-up

Time: 10 minutes


Snap the Wrist



will grab a shuttlecock and line up on the baseline of the basketball

court. They must throw the shuttlecock and practice snapping their

wrist. The shuttlecock must land in a designated spot.

Acquiring Activity

Time: 10 minutes

Smashing

The instructor will show correct smashing technique. Students will

spread out along the court with their partner and practice underhand

serving the shuttlecock high into the air for their partner to smash.

They will do this without a net to build success.

Applying Activity

Time: 15 minutes

Mini game.

Players will keep their partners. The net will be put up and students

will start to rally. When the opportunity presents itself, students

must smash the shuttlecock over the net. They must read the game

situation and respond accordingly.

Closure

Time: 3 minutes

- Discussion

- What is the difference in smash technique and clear technique?

- Is a smash an offensive play or a defensive play?

Assessment

Strategies

- Participation

- Observation

Challenges/

Modifications/

Adaptations/

Accommodations


- smashes are hit with force.

- small amount of space.



- racquets hitting people or objects



- hitting any person or object with the racquet will result in sitting

out.

17

Lesson Planner

Lesson 6: Net Play Grade 7/8


Movement

Fitness

Management

Safety

Personal and

Social

Management

Healthy Lifestyle

Practices

K.1.7.C.1 S.2.8.A.1a K.3.8.A.1 K.4.7.B.1b

K.1.8.A.1 K.2.7.C.2 S.3.7.A.1 K.4.8.B.1a

K.3.8.A.2

Lesson

Components


connections)

Activating Activity

Entry Activity

Warm-up

Time: 10 minutes


Backhand/forehand off wall



will get a racquet and shuttlecock and practice short

backhand/forehand hits off of the wall.

Acquiring Activity

Time: 10 minutes

Net Play

The instructor will show correct technique for net play. Students

will partner up and have to rally the shuttlecock back and forth over

the net. These are short passes. Students must make it to the other

side of the gym.

Applying Activity

Time: 15 minutes

Short Games

Players will pair up and play against their partner. They will

practice playing the front court. There will be a boundary that is out

of bounds for players.

Closure

Time: 3 minutes

- Discussion

- Why would you use net plays in a game?

- If someone were to make a short play over the net, what might

you do to counter the hit?

Assessment

Strategies

- Participation

- Observation

Challenges/

Modifications/

Adaptations/

Accommodations









out.

- different racquets can be used by students.

18

Lesson Planner

Lesson 7: King’s Court Grade 7/8


Movement

Fitness

Management

Safety

Personal and

Social

Management

Healthy Lifestyle

Practices

K.1.7.C.3 S.2.8.A.1a K.3.8.A.1 S.4.7.A.3

K.1.7.C.1 K.2.7.C.2 S.3.7.A.1 K.4.8.B.1a

K.1.8.C.3 K.2.7.C.3 K.3.8.A.2 S.4.8.A.3

Lesson

Components


connections)

Activating Activity

Entry Activity

Warm-up

Time: 10 minutes


“Make em Run”



will be in 4 groups of 5 to 7 and they must use one court per group.

Students will be placed on either side of the court and have to clear

the shuttlecock to the other side. Students continuously hit it and

run to the other side.

Acquiring Activity

Time: 5 minutes

Game Instructions- “King’s Court”

The instructor will go over all of the different shots that were

explained in class. The instructor will go over the boundaries of

singles and doubles courts. Doubles and singles matches will be set

up for students.

Applying Activity

Time: 20 minutes

King’s Court

Players will play against their peers in both singles and double

competitions. Rallies are to 1 point each and winners will stay on

the court.

Closure

Time: 3 minutes

- Discussion

- Who was able to stay on the court for a long time?

- What ways did you manage to make the opponent move?

Assessment

Strategies

- Exit Slip

- Students must finish an exit slip before they leave class. It will

discuss types of hits and whether they are used for offense of

defense.

Challenges/

Modifications/

Adaptations/

Accommodations









out.

- Different racquets can be used if needed.

19

Lesson Planner

Lesson 8: Tournament Grade 7/8


Movement

Fitness

Management

Safety

Personal and

Social

Management

Healthy Lifestyle

Practices

K.1.7.C.3 S.2.8.A.1a K.3.8.A.1 K.4.7.B.1b

K.1.7.C.1 K.2.7.C.3 S.3.7.A.1 K.4.8.B.1a

K.1.8.C.3 K.3.8.A.2 S.4.8.A.3

Lesson

Components


connections)

Activating Activity

Entry Activity

Warm-up

Time: 10 minutes


“Rally with a partner”



will find a partner and rally back and forth.

Acquiring Activity

Time: 5 minutes

Tournament Instructions

The instructor will go over all of the different regulations for the

tournament. Teams and students can challenge anyone they want.

Applying Activity

Time: 20 minutes

Tournament

Players will play in the tournament and practice their skills in a

competitive way.

Closure

Time: 3 minutes

- Discussion

- What was your favorite part of Badminton?

- Do you want to try playing other racquet sports?

Assessment

Strategies

- Peer Assessment

- While students are playing in the tournament, other students who

are sitting off must evaluate one person on the court. Then they

must tell the teacher who has been evaluated so that the same

student does not get evaluated.

Challenges/

Modifications/

Adaptations/

Accommodations








out.

- Different racquets can be used if needed.

badminton – unit plan

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