Hands-On Badminton Workshop XXIV

AAHPERD National Convention

St. Louis, MO

April 1, 2014

Presider: / Vivian Acosta, Brooklyn College, West Brookfield, MA
Speakers: / Kevin Hussey, Eastern Illinois University, Charleston, IL
Dean Schoppe, HL Corporation - Manhattan Beach, CA
Tony Grice, The University of Trinidad and Tobago
Vivian Acosta, Brooklyn College, West Brookfield, MA
Carol Wilkinson, Brigham Young University, Provo, UT
Lisa Ward– Knechtel, USBEF, Mebane, NC
Scott Ronspies, Eastern Illinois University, Charleston, IL
Glenna Padfield, Brigham Young University, Orem, UT
BarbaraLockhart, Brigham Young University, Provo, UT
Jane Hardy, Retired, Boston, MA


Physical Education Badminton Equipment

RACKETS

A good badminton racket consists of 7 components.

Head, Grommets, String, “T” or Throat Piece, Shaft, Handle, Grip.

The racket head should be made of at a minimum, Tempered Steel. It should have a full set of grommets that are preferably made of nylon. A better material for the head of the racket would be a high grade of aluminum, preferably in the 6000 series for strength and lightness and not too thin a tube for durability sake. Graphite as a material is also very strong and light but the cost is prohibitive.

Since the strings are the component that come in contact with the shuttle, and will determine the hours of service for your rackets provided the frame is good, it is important that they be made of a strong multifilament nylon. No mono or steel strings should be employed as they will not hold up and in the case of steel will impact the life of the frame and the shuttles.

The shaft of the racket should be tempered steel and your “T” piece should ideally be made of the same material as the head. Zinc/aluminum is a strong standard in the industry. On a welded steel “T” be sure the seam is complete and welded on the top of the “T”.

The handle and grip are usually thought of as the same component but are very separate items. The handle can be solid wood or a hollowed hard wood. The “cone” or feral, should be attached securely as should the bottom cap, or the grip will have little hope of staying in place. The grip itself should be a good quality P.U. material (soft and absorbent) and never a vinyl or plastic as the racket will inadvertently be thrown when perspiration develops on the hand. Ideally it should be tacked at the bottom and the top and be held in place be a non-solidifying adhesive or tape.

SHUTTLECOCKS

The 3 factors when considering shuttles are flight, durability, and cost. For the best possible flight, a high quality, tournament FEATHERD shuttle matches this category. The reasons are: The rotation should be perfect. The response off the strings (the time it takes for the shuttle to go from compressed flat to open) is the fasted possible. The compression of the cork and the interaction of the inserted feathers into the cork cause the tip of the shuttle to lead the way off the strings. The cost of this grade of shuttle is prohibitive.

A high grade Nylon shuttle should match as much as possible the characteristics described previously while providing significantly better durability. Towards that end, a high quality nylon injection molded skirt (feathers) and base are critical. The response will be enhanced if the rotation of the shuttle is molded and designed into the skirt. Since there are no feather quills to insert, the tube at the base of the skirt inserts into the tip of the shuttle. This tip is best made of a synthetic material such as P.U. or nylon since the tube is inserted into it and the tube does not compress. A soft lower quality cork also plays well but is not durable. A high quality cork will last longer but poses a threat to your strings because of its inability to compress. The color of your shuttles is dictated by the color of your facility walls and the lighting.

Block Plan Ideas (20 lessons)

This 20 lesson sample outline using an extending, refining, applying approach is a sketch of how practice tasks (Extension Tasks) and Play Experiences (Application Tasks) can be blended for skill learning and solid motivational purposes. Please note the regularity and variety of play experiences throughout this sample block plan as a reminder of the importance of blending practice and play experiences into lessons on a regular basis for learning, challenge, and motivational purposes. It should be noted that this outline could easily be modified to better fit different class sizes, the number of days in the unit, the length of the class periods, the age of students, and the skill and maturity level of the students.

DayBrief Description of Lesson Activities

  1. Orientation, ups, short serves, net rallies (coop./ comp. challenges mixed in)
  2. Application Ex: short court only singles play
  1. Half court shots, long serves, overhead drops, underhand clears (FH & BH)
  2. Application Ex: Long & short serve target Contest or Challenge
  1. Drive and flick serves, drive shots, review of days 1-2 also.
  2. Play drive games either cooperatively or competitively.
  1. Long serves, overhead drops, overhead clears, review of days 1-3
  2. Application Ex: Clear Battle – see which partner could drive the opponent off the back of the court first.
  3. Play ½ court singles games, no smash (half width, full length) – See #5 for safety note.
  1. Review days 1-4 Skill Practice, then…Application Task: ½ court singles, no smash (full length but half the width) cooperative and/or competitive play. Safety Note: add a boundary line 1 foot either side of the center line for safety. Depending on class size, this can be done as 1 vs. 1 = 4 per ct. or as many as 3 vs. 3 = 12 per ct. For variation, you could require a 1 or 2 hit shot sequence before playing out the rally with choice of shots minus the smash.
  1. Long serves, smash and block defense practice. Then, ½ court singles play (half width, full length), and all shots apply for this modified singles play (in teams of 2-3 for team singles where team members must alternately hit and rotate to the end of their small team line. Again, you could require a long serve and smash return before playing out the rally to practice the smash and block shots inside this play experience.
  1. Full court singles play with shot sequences required (in teams of 2-3 if space is limited as noted in day 6)
  1. Stations for practice and challenges (cooperative and/or competitive) – be creative…….
  1. Singles Competitive Play (a tourney format), Practice Play, and/or Practice only as student choice…. Allow students to choose their level of competitive play when you want to drive a tournament format……
  2. Ditto #9 (If space is limited, use ½ court singles play and/or team singles)
  3. Ditto #9
  4. Station Practice with lots of choices…include dbls serve/return targets
  5. Doubles orientation, set-up, and practice play with basic ideas in mind. Begin with doubles play using required shot sequences of 1, 2, or 3 hits to teach/coach doubles rotation and situational tactics.
  6. Continue with Doubles shot sequences required…. And play out the practice points as on day 13…
  7. Doubles practice play day with lots of partner variations and coaching (teaching tactics, court coverage, refining for skill concerns, etc.). Add a review session here for the written test….
  8. Skill Assessment Day(s): add more days as needed…for example: short serve, long serve in peer groups: product and process elements – See PPS hand-out (Carol Wilkerson) in this conference electronic materials. Again, leave some time for the written test review here for as the skill assessment day(s) come to a close
  9. Written Test Day Taken from material infused throughout the unit such as: History, rules, skill mechanics and technique cues, tactics for singles/doubles, etiquette, muscles, effective warm-up for badminton, fun facts, etc. – A suggestion to make the written assessment appropriately rigorous vs. a simplistic assessment that requires limited student preparation and/or engagement for this unit. Formative assessments throughout the unit would be used to assist in the student knowledge and understanding of the unit.
  10. Doubles Competitive Play (tourney format), Practice Play, and/or Practice only as a Choice
  11. Ditto #16
  12. Ditto #16

Assessment Ideas

Psychomotor Assessment

Teacher Checklist

Overhead Clear

Teacher:Date:

Student Name / Turn Sideways / Racket Behind Shoulder / Highest Point / Follow Through

Criteria:

1 = Consistently performs the cue

2 = Sometimes performs the cue

3 = Rarely performs the cue

Psychomotor Peer Assessment

Badminton Shots

Name:Date:

Observe your partner performing the following shots 5 times FOR EACH SHOTand rate them on the criteria below:

1 = Rarely

2 = Sometimes

3 = Often

Clear Shot:

Ready position with feet and shoulders parallel to the net123

Contacting the birdie as high as possible in front of the body123

Does the birdie land close to the back line123

Drop Shot:

Racket face is flat123

The birdie is gently guided over the net123

The birdie drops over the net123

Smash Shot:

Birdie is contacted in front of the body123

Contact is high above the head123

Snap wrist for power123

Cognitive Assessment

Creating Space

Badminton

Name:Date:

1. Where are the spaces on the court to hit the birdie?

2. Is it harder for your opponent to attack you from the front or the back of the court? Why?

3. Is it easier to send your opponent back by using an overhead or underhand shot?

4. Now that you can push your opponent back, where is the space you can attack to win a point?

5. What type of shot can you use to attack this front space?

Cognitive Assessment

Creating Space

Badminton

Name:Date:

Scenario: Below is a diagram of a court for a game of badminton. In this scenario, players A and B are playing a game. You are player B. Player A hits the birdie to you.

1. Place an X where you want to make your next shot land.

2. Explain why you have placed the X in this location.

3. What type of shot would you need to use?

A
(net)
B

Affective Self-Assessment

Name:Date:

  1. I was/was not a positive team member during the lesson because……
  1. When my partner was having difficulty with a skill I………
  1. When my partner was having success with a skill I……….
  1. My favorite part of the lesson was…….
  1. I feel playing badminton is important to me because…..
  1. How would you rate yourself overall in the lesson (circle one)….

Rarely a positive/active member / Sometimes a positive/active member / Always a positive/active member

Affective Self-Assessment

Name:Date:

The purpose of this assessment is to track your behaviors displayed during tasks, class activities, and game play during the badminton unit. In addition, please keep in mind that some of the games will have referees and others will be self-officiated, so there will be multiple opportunities to assess yourself taking responsibility for your behaviors. 

Acceptable behavior identified 5 4 3 2 1 Unacceptable behavior identified

Acceptable behaviors / Unacceptable behaviors
Supports & encourages others during game play / Lacks any show of support or encouragement for others during game play
Actively engages in group discussions / Does not actively engage in group discussions
Follows & understands rules without argument / Argues and/or breaks rules repeatedly. Little understanding of rules
Returns birdie to opponent to keep the flow of the game smooth / Makes getting the birdie difficult for the opponent and slows game play
Does not taunt or demean others / Taunts and/or demeans others
Shakes opponent hand before & after game / Shows little respect for opponent and does not address them
Rates self honestly on this assessment / Is not honest with self on this assessment
TOTAL: / TOTAL:

Identify the ratio of acceptable to unacceptable (e.g., 7:2)

Badminton Study: Traditional Skills tests vs. Programmed Practice Sheet (PPS)

Instructions: Please read and follow these instructions carefully.

Traditional skill tests require that you perform a skill in terms of how far and/or how many you can do. For example, students take their turn at serving ten times and their score is how many they got out of ten. Then a grade is equated to that number (A = 9, B = 8, C = 7, etc.). If you had a bad day or if you may not be the most athletic, this type of skills tests often leaves you frustrated with the experience. It does not take into account your improvement, your effort or your participation. It is only concerned with how your performance compares to others or to an arbitrary standard.

A programmed practice sheet represents a different approach to assessing sports skills in physical education. It is less concerned with how far/how many you can do and is more concerned with the learning process in which each student is engaged.

When using a PPS, your skill grade will come from completing the tasks listed. In other words, if you do the work, you earn your skill grade. It takes into account the effort, time and participation you put forth throughout the unit. And, since your grade comes directly from the PPS, it rewards you for all of these things. You do not have to be a gifted athlete to get full points by completing the PPS. All students can succeed. And the best part is that by completing the work as outlined, your skills will improve. After all, this is a program of practice and practice leads to improved skills.

How to use a PPS:A PPS allows each student to document the work he/she has done while in a badminton unit. Do the task and indicate on the PPS that you have completed it. Then move on to another. For example on Skill Level A, #1 you must successfully serve 10 birds in the back half of the single’s service area. Each time you successfully serve 10 birds, circle the number (i.e. 1) and record the score (i.e. 30). When all three sets of this item are complete, have a partner or the instructor initial in the witness column. When the entire PPS is completed, hand it in. Your skill grade will then be equated to how much of the work you completed. By completing the work you become more skilled. As you become more skilled, your ability to perform increases. All this is accomplished without the stress and anxiety of having to perform for your grade on a traditional skills test.

Choices on the PPS: You will notice that this PPS includes three skill levels from which you may choose. Each student comes to class with differing abilities. So, by having choices, a student can meet his/her own skill needs by custom making his/her own program of practice. Choose a skill level (A, B or C) and work to complete it. If the item is too easy or too difficult, feel free to make an adjustment. All skill levels earn the same number of points. The easier levels have more repetitions.

Date / Score / Witness
(Initials) / Skill Level A / Skill Level B / Skill Level C
/50 / 1) Using a long serve, successfully serve 10 birds that land in the back half of the single’s service area. Do this 4 times. Initial when complete.
1 2 3 4 / Using a long serve, successfully serve 10 birds that land in the back third of the single’s service area. Do this 3 times. Initial when complete.
123 / Using a long serve, successfully serve 10 birds that land in the back alley of the single’s service area. Do this 2 times. Initial when complete.
1 2
/50 / 2) Using a short serve, successfully serve 10 birds that land in the front half of the single’s service area. Do this 4 times. Initial when complete.
1 2 3 4 / Using a short serve, successfully serve 10 birds that land in the front third of the single’s service area. Do this 3 times.
Initial when complete.
123 / Using a short serve, successfully serve 10 birds that land within 3 feet of the front service line in the single’s service area. Do this 2 times. Initial when complete.
12
/50 / 3) Successfully complete 10 overhead clears (hit from ½ court or deeper) over the net that land in the back half of the receiver’s court. Do this 4 times
1 2 3 4 / Successfully complete 10 overhead clears (hit from ½ court or deeper) over the net that land in the back third of the receiver’s court. Do this 3 times
1 2 3 / Successfully complete 10 overhead clears (hit from ½ court or deeper) over the net that land in the back alley of the receiver’s court. Do this 2 times.
1 2
/50 / 4) From partner’s clear, use an overhead drop shot to successfully drop 10 birds that land between the net and the short service line of the receiver’s court. Do this 4 times. Initial when complete.
1 2 3 4 / From partner’s clear, use an overhead drop shot to successfully drop 10 birds that land within 4 feet of the net on the receiver’s court. Do this 3 times. Initial when complete.
1 2 3
Each Score: / From partner’s clear, use an overhead drop shot to successfully drop 10 birds that land within 2 feet of the net on the receiver’s court. Do this 2 times. Initial when complete.
1 2
/50 / 5) From partner’s flat push to the half court sideline, use an underhand/sidearm drop shot to successfully drop 10 birds that land between the net and the short service line of the receiver’s court. Do this 4 times.
Initial when complete.
1 2 3 4 / From partner’s flat push to the half court sideline, use an underhand/sidearm drop shot to successfully drop 10 birds that land within 4 feet of the net on the receiver’s court. Do this 3 times. Initial when complete.
1 2 3 / From partner’s flat push to the half court sideline, use an underhand/sidearm drop shot to successfully drop 10 birds that land within 2 feet of the net on the receiver’s court. Do this 2 times. Initial when complete.
1 2
/50 / 6) Partner clears the bird and you hit a smash that lands in the opponent’s court. Do this 4 times.
Initial when complete.
1 2 3 4 / Partner clears the bird and you hit a smash that lands in front of the long service line for doubles. Do this 3 times.
Initial when complete.
1 2 3 / Partner clears the bird and you hit a smash that lands in front of the long service line for doubles and less than 4 feet from the side boundary. Do this 2 times.
Initial when complete.
1 2
/10 / 7) Explain to your partner three cues for the clear. Initial item when complete. / Demonstrate and explain to a partner the correct cues for the clear. Initial item when complete. / Assess and provide cue-specific feedback to your partner as they perform the clear. Initial item when complete.
/10 / 8) Explain to your partner three cues for the short or long serve. Initial item when complete. / Demonstrate and explain to a partner the correct cues for the short or long serve. Initial item when complete. / Assess and provide cue-specific feedback to your partner as they perform short and long serves. Initial item when complete.
/10 / 9) Demonstrate a good attitude throughout the badminton unit. Only Coach can sign this one off. / Demonstrate a good attitude throughout the unit and high-five the teacher 5 times during the badminton unit. Only Coach can sign this one off.
1 2 3 4 5 / Demonstrate a good attitude during the unit and give the teacher and every classmate a High-Five at some time during the unit. Only Coach can sign this one off.
/10 / 10) Write one sentence clearly explaining what you enjoyed about badminton this Semester. / Write two sentences clearly explaining what you enjoyed about badminton this Semester. / Write three sentences clearly explaining what you enjoyed about badminton this Semester.

What I enjoyed about badminton this semester: