tgfu badminton lesson plans
Here is how I run my TGfU Badminton Unit - Lesson by Lesson. These are not all my activities, but ideas and lessons that I have discovered and used throughout my years. They have been extremely successful in creating great badminton games by the end of the unit. I believe in these lessons, because they are all games and activities that are highly inclusive, encourage skill and tactic development, and focus on many touches for skills competence. Competence leads to confidence, with leads to motivation and participation. This is exactly what physical educators are looking for out of their students and exactly what student need to have a fun time in your class. Check them out and let me know what you think!
Day #1
badminton Serve Game
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Goal - Score more points than your opponent by hitting long and short serves in your opponent's receiving court
Game:
How you do you hit a short serve and a long serve differently? Why would you want to use different serves? |
Badminton Intro Game
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Goal - Be aware of what spaces can be used on the other side of the net.
Game
What type of shots can you hit when you see open space on your opponent's court? Where do you stand or move to after you hit the birdie to your opponent? Describe a successful shot that you saw or used to score a point. |
Partner Rally
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badminton keep it up
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badminton clears
Goal - Move your opponent to the back of the court
Game
What is the value of forcing the opponent to the back. Is it harder to attack from the back of the court? What do you do differently to hit the birdie to the back of the court? |
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Badminton Kings / Queens Court
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Goal is to have the most points in your group
Game:
How can you start the king / queen on the defensive? What shots are you using to make your opponent move? |
day #2 Activities
For day 2 I begin with some of the same activities used in day 1 as a refresher. Activities build on what they learned yesterday.
Badminton Rally
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badminton Intro Game
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Goal - Be aware of what spaces can be used on the other side of the net.
Game
Where do you stand or move to after you hit the birdie to your opponent? Describe a successful shot that you saw or used to score a point. |
badminton drops & clears
Goal - To score points by hitting successful shots in your opponent's court.
Game:
How do you know when to use a specific shot? When do you use these different shots? |
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badminton up / down tournament (ladder Tournament)
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Grade Level Outcomes:
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Badminton Drops and Smash Set Up
Here is a quick opportunity for students to work on their serves, then have their partner either use a drop shot or a smash
Grade Level Outcomes:
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Singles tournament
Grade Level Outcomes:
I have two 12 person singles tournament sign ups posted on opposite sides of the gym. I let my students choose which tournament they would like to sign up on. This usually created two competitive tournaments that might vary in skill level. The tournaments never compete against each other. Students are officials for half the time and play half the time. I like to keep my games short 2:30-3:00 minutes each so students are not out very much. Students were also participating in two assessments during their two days of tournament play. I will discuss these assessments in more detail below.
- Creates open space in net/wall games by varying force or direction, or by moving opponent from side to side and/or forward and back. (S2.M7.8)
- Varies placement, force and timing of return to prevent anticipation by opponent. (S2.M8.8)
- Demonstrates the mature form of forehand and backhand strokes with an implement with power and accuracy in badminton. (S1.M14.8)
- Executes consistently (at least 70% of the time) a legal underhand serve for distance and accuracy for net/wall games such as badminton, volleyball or pickleball. (S1.M12.8)
I have two 12 person singles tournament sign ups posted on opposite sides of the gym. I let my students choose which tournament they would like to sign up on. This usually created two competitive tournaments that might vary in skill level. The tournaments never compete against each other. Students are officials for half the time and play half the time. I like to keep my games short 2:30-3:00 minutes each so students are not out very much. Students were also participating in two assessments during their two days of tournament play. I will discuss these assessments in more detail below.
"Blind"Minton - A small space game if you have too many players and not enough courts
Assessment
Video analysisI wanted my students to be able to see what their game play looked like and see how well they were moving their opponent around the court. I asked them to get a 60 second recording of their game. After their game was recorded I wanted them to watch it and reflect upon what shots they used, how much their opponent was moving, and what they thought they could do differently. I got to have a conversation with each student about this.
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seesaw reflectionThe specific SeeSaw reflection was more of a thought process about how they could play a perfect badminton match. I wanted them to be able describe different shots that they would use and explain how they would use those shots. I wanted this assessment piece so they could showcase their learning even if they were unable to perform some of these skills. It showed me that they learned the co tent even if they couldn't perform the skill.
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