Badminton 1680

Central Washington University Physical Education
Program
BEGINNING BADMINTON
6 WEEK UNIT PLAN
CREATED BY:
TANNER SWANSON
&
CHRIS BURCH
Badminton
Unit Plan
Table of Contents
Block Plan Tab # 1
Syllabus Tab # 2
Classroom Management Outline Tab # 2
Attendance Log Tab # 2
Excel Grading Sheet Tab # 2
EALR’S & NASPE National Standards Tab # 3
Lesson Plan 1: Syllabus, student assessment. Tab # 4
Lesson Plan 2: Basic Grips, stance & footwork. Tab # 4
Lesson Plan 3: Forehand Drive. Tab # 4
Lesson Plan 4: Forehand Drive. Tab # 4
Lesson Plan 5: Backhand Drive. Tab # 4
Lesson Plan 6: Backhand Drive. Tab # 4
Lesson Plan 7: Forehand & Backhand Drives. Tab # 4
Lesson Plan 8: Forehand Overhead Clear. Tab # 4
Lesson Plan 9: Forehand Overhead Clear. Tab # 4
Lesson Plan 10: Backhand Overhead Clear. Tab # 4
Lesson Plan 11: Backhand Overhead Clear. Tab # 4
Lesson Plan 12: Forehand & Backhand Overhead Clears. Tab # 4
Lesson Plan 13: Short Serve Tab # 4
Lesson Plan 14: Forehand Underhand Clear. Tab # 4
Lesson Plan 15: Forehand Underhand Clear. Tab # 4
Lesson Plan 16: Hairpin Net shot. Tab # 5
Lesson Plan 17: Singles-rules & scoring Tab # 5
Lesson Plan 18: Backhand Underhand Clear Tab # 5
Lesson Plan 19: Backhand Underhand Clear Tab # 5
Lesson Plan 20: FH & BH Underhand Clear & Hairpin Tab # 5
Lesson Plan 21: Deep Serve. Tab # 5
Lesson Plan 22: Short/Deep Serves Tab # 5
Lesson Plan 23: Basic Singles Strategies Tab # 5
Lesson Plan 24: Basic Singles Attack & Defense. Tab # 5
Lesson Plan 25: Smash. Tab # 5
Lesson Plan 26: Drop Shot. Tab # 5
Lesson Plan 27: Smash & Drop Shot. Tab # 5
Lesson Plan 28: Doubles Tactics. Tab # 5
Lesson Plan 29: Mixed Doubles Tactics. Tab # 5
Lesson Plan 30: Doubles & Mixed Doubles Tactics. Tab # 5
Assessments Tab # 6
Appendix 1- Rules, Scoring, & Boundaries Tab # 7
Appendix 2- Badminton Glossary Tab # 7
Appendix 3- Task Cards Tab # 8
Appendix 4- Skill Charts. Tab # 9
Appendix 5- Resources: Equipment List Tab # 10
References Tab # 10
V
Beginning Badminton
Block Plan
Day 1: Day 2: Day 3: Day 4: Day 5:
Syllabus, Basic grips and Forehand drive. Forehand drive. Backhand drive.
racquet feeding.
familiarization.
*Initial student
assessment.
Backhand Forehand & Forehand Forehand Backhand
drive. Backhand drives. overhead clear. overhead clear. overhead clear.
*Quiz #1 *Skill
Performance
Test#1
Backhand Forehand & Short serve. Forehand Forehand
overhead clear. Backhand underhand clear. underhand clear.
overhead clears *Task Cards
*Criterion
Assessment #1
Hairpin net shot Singles- rules & Backhand Backhand Forehand &
scoring underhand clear underhand clear Backhand
(net lift) (net lift) underhand clear
*Quiz #2
* Criterion
Assessment #2
Deep serve. Short/Deep Drop shot Smash Smash & Drop
Serves shot
*Task Cards *Skill *Quiz #3

Performance
Test#2
Basic Singles Singles Attack & Doubles Tactics Mixed Doubles Doubles &
Tactics Defense Tactics Mixed Doubles
*Quiz #4 Tactics
*Criterion
Assessment #3
Beginning
Badminton
Course Syllabus
_________________________________
The purpose of this beginning badminton unit is to offer students an instructional unit that
utilizes movement as the primary educational medium. The unit provides opportunities
for students to develop and improve physical skills. In addition, students learn rules,
terminology, proper technique, and safety issues specific to badminton.
Course Information:
Days and Time: <insert info>
Location: <insert info>
Instructor Information:
Instructors: <insert name>
Office Hours: <insert hours>
Email: <insert email>
Course Description:
Beginning badminton is designed to provide sufficient opportunities for students
to gain fundamental skills and apply those given skills into a badminton game
setting. In addition this unit will teach students the basic rules and strategies used
today in recreational and competitive badminton.
Special Requirements:
Equipment: All equipment will be provided. Proper P.E. attire (no jeans, cut-
offs, street shoes, boots, flip-flops, etc)
Safety Policies:
Risks associated with exercise may include fatigue, muscle soreness and
cardiovascular strain. If you believe your current physical condition will
compromise your ability to participate in this class, see the instructor
immediately. It is recommended that should your physical status change (i.e. due
to injury, new prescription medication, under medical care) during the time that
you are enrolled in this class you must advise your instructor. Report ALL
injuries to the instructor immediately (no matter how small they may be) so they
can be documented and put on file.
Rules:
• Be respectful of the instructor, your classmates, your equipment and
yourselves
• Be aware of others around you when using badminton racquets
• Follow all rules and protocol set forth by the teacher
• Be safe and HAVE FUN!!!
Specific Learner Outcomes:

As a result of participation students will be able to:
• Demonstrate competency in motor skills and movement patterns needed to
perform a variety of badminton activities.
• Demonstrates understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of badminton.
• Achieve proficiency levels of all badminton skills by providing sufficient
opportunities to practice.
Learning Experiences: Throughout this course students will learn and experience the
following methods of instruction
• Ample practice opportunities
• Modified game playing
• Demonstrations
• Task Cards
• Skill Charts
Grading: Students will be graded in the following areas
Participation - 90 points: 3 points per day

• Must be on time, on task, with a good attitude, and put forth quality effort
• 5-point reduction in grade for any unexcused absences.
• Make-ups are available for excused absences (see below for details.)
Excused absences include:

-Hospital admittance
-Doctor’s written excuse
-School sponsored activity with a written letter from the appropriate
teacher
-Instructor’s discretion
⇒ To make up an excused absence you may write a 2-page report on whatever

unit we are currently covering. (See instructor if interested) 2 maximum.
Knowledge -60 points: There will be quizzes on knowledge-based material such as the
important cues and trajectory of shots given throughout the unit. They will be
administered at the beginning of four class periods.
1. Quizzes: (4 quizzes @ 15 points each)
Physical Skills - 150 points: Each test will examine one of the following skills you will
have learned by application and outcome of each skill.
1. Performance Tests: (2 test @ 30 points each)
i. Only scored on outcome, not on specific cues.
• Forehand / Backhand Drives

• Short & Deep Serves
2. Criterion Test: (3 tests @ 30 points each)

i. Only scored on cues, not the outcome.
• Forehand / Backhand Overhead Clears

• Forehand & Backhand Underhand Clear
• Doubles / Mixed Double Tactics
Points Possible 300 total

• Participation is worth 30% of grade
• Knowledge is worth 20% of grade
• Skills are worth 50% of grade
Grading Scale:
95 – 100% = A
90 – 94 = A-
86 – 89 = B+
82 – 85 = B
78 – 81 = B-
75 – 77 = C+
70 – 74 = C
66 – 69 = C-
63 – 65 = D+
60 – 62 = D
0 – 59 = F
Classroom Management Outline
Protocols:
• When I say “GO,” this is your cue to begin.
• When I say “Stop,” this is your cue to stop what you’re
doing and turn your attention towards the instructor.
• When I say “Group Space,” I would like everyone to
quickly and safely gather around the instructor.
• When I say “Personal space,” I expect everyone to find
a safe area where you can perform without entering
someone else’s area.
Class Rules:
• Respect your instructor, classmates, equipment, and
yourself at all times.
• Follow all classroom protocols and instructions.
• Be cautious of other students around you when using
equipment.
• Be safe and have fun.
Consequences:
• 1st offense – Verbal reminder.
• 2nd offense – Lose 1 point of daily participation.
• 3rd offense – Lose all of daily participation.
• 4th offence – removal from activity and possibly class.
ATTENDANCE LOG
CLASS DATES
Place an “X” in the appropriate box for each absence
Students
Names 22 27 29 4 6 11 13 18 20 25 27 1 3 8 10 15 17 22 24 29 1 3 8 10 15 17 22 24 29 31 Total
ATTENDANCE LOG
Grading Sheet
_____________________________
On the reverse side is an example of an excel spreadsheet
that can be used to keep track of students points from
attendance, quizzes, skill tests, or any other assessable pieces.
The grading scale is listed horizontally across the top of the
page as well as the Washington State Essential Learning
Requirements and the NASPE Standards. Below that you will
find the students names listed vertically on the left with their
student identification numbers next to them. Points from each
assignment and daily attendance can be imputed and
calculated by the excel program with simple formulas. To the
far right the total points, percentile, and grades to date are
listed. This is an easy and efficient way to manage your class’s
grades, especially several classes at once.
Physical Education Teacher Education Program
Central Washington University
Badminton Lesson Plan #1
Syllabus/ Assessment
Objectives:
A. Students:
1. By the end of class, students will be familiar with the equipment used in badminton and understand class protocols and
learn court boundaries. (NASPE 1, 2. EALR 1.1, 1.3)
B. Teacher:
Equipment: (for a class of 35 students)

• 8 Badminton nets
• 8 Badminton courts
• 40 Badminton racquets
• 40 + Shuttlecocks
• 4 cones (instant activity boundaries)
• 35 syllabus’
Instant Activity: “Chain Tag” The game starts with two taggers that act as a chain. The two taggers must hold each other’s hand to form a
“chain”. As others get tagged they join the chain of taggers. As the game continues eventually everyone will become a part of the chain. To
form the chain everyone must hold each other’s hands. Emphasize how working together will keep the students safe and will work better to
tag the other students. (Teacher chooses first two taggers at random). (Play for four minutes).
Set Induction: Today we are starting a unit on badminton, a sport similar to tennis. It is an extremely exciting sport and is played throughout
the world.
MAF/Instructional Extensions Refinements Applications
Informing Task: When I say go, go get a badminton racquet, a shuttlecock and spread out into self-space throughout the gym and begin
hitting the shuttlecock up and down about a foot high; keep the racquet at about waist level. If the shuttlecock hits the floor start over with the
task. Try not to move your feet when doing this task. Go!
• Add Music. Now this time you can take a See cue reference page at end Let’s see how many times you
• Have racquets and step if needed when hitting the of lesson. can hit the shuttlecock up and
shuttlecocks spread shuttlecock up and down. • Keep a flat racquet. down in 20 seconds.
throughout the gym. • Remember to shake hands
• Students are in scattered with the racquet.
formation in self-space. Self-
space is an individuals
“bubble” around them. This
allows for students to have
plenty of space to do an
activity and to keep them
safe.
• Demonstrate any task that is
unclear to students.
• Explain to students that they
need to hold onto their
racquet during practice.
• Remember that you as the
teacher are simply checking
the skill level of your
students.
• Walk around and get a feel This time hit the shuttlecock up • Keep a flat racquet. Let’s see how many times in a
for the level of skill your and down while walking in self- row you can hit the shuttlecock
students are at. space. while moving.
• Be sure to emphasize the This time strike the shuttlecock, • Remember to shake hands Try to beat your last record when
importance of safety. any way you choose, against the with the Racquet. doing this task.
wall at a level lower than your
own height. Do this continuously.
Informing Task: When I say go, find a partner and begin striking the shuttlecock to your partner and have your partner catch the
shuttlecock. Do this from ten feet apart. When striking to your partner, hit the shuttlecock so that your partner can easily catch it. (See
diagram #1).
• Students are paired in This time switch so that the other • Keep your knees bent. See how many times you can
partners and spread partner is striking and the other is successfully strike the
throughout the gym. catching. shuttlecock to your partner in the
next 45 seconds.
Informing Task: When I say go, with your partner move to a spot on the badminton court. You and your partner will be on opposite sides of
the net and about 10 feet from the net. Begin striking the shuttlecock to your partner using either a forehand or backhand shot and have your
partner catch the shuttlecock. When striking to your partner, hit the shuttlecock so that your partner can easily catch it. (See diagram #2).
• Introduce court boundaries This time switch so that the other • Keep your knees bent. See how many shots in a row
for singles/doubles play when partner is striking and the other is you can get over the net and to
the students are on their catching. your partner.
court. Do this briefly because
we will touch on this many
times throughout the lesson.
• Once the students are in Go over protocol and class rules
group space hand out the if this unit is the first unit of the
syllabuses for the unit. Go school year. If not the students
over the topics of should already be familiar with
assessments, attendance, the teacher’s protocol and class
grading, and also give the rules.
students the first assignment,
which is the returning of the Go over what skills will be
syllabus with parent’s covered throughout the
signature. badminton unit.
Closure/Assessment:
• What are seven different skills that we will cover in this badminton unit? Yes, we will cover the forehand/backhand drive, short and deep
serves, forehand/backhand clear, drop, and smash.
• How many quizzes do we have throughout this unit? Yes, we have four.
Diagram #1
(Gym)
10 Feet Apart
= Students
Diagram #2
N
E
T
= Group 1 Student
= Group 2 Student
Basic Grips and Feeding
Objectives
A. Students
1. By the end of class students will understand and be able to show me basic grips, stance and feeding techniques of
badminton.
(NASPE 1, 2, 3. EALR 1.1, 1.3)
B. Teacher
1.

• 8 - 10 Badminton courts set up
• 35 Sheets of paper for closure
Instant Activity: Fox and chickens- Two students will be the foxes, usually a boy and a girl. The rest of the class is chickens, the
boys are roosters and the girls are hens. The chickens will start on one baseline of the basketball court, and then the foxes call out
either all the roosters, hens, or all the chickens out of the hen house. When this happens the chickens try to make to the other
baseline of the basketball court. If the foxes catch them, they become a fox. You usually play until there are 2 or 3 chickens left!
Set Induction: Hello class, So how many people have seen athletes or people playing a game or an activity and they hit an object
and it goes flying in the opposite direction or they totally miss the object? Well this could be because of bad grip or bad stance, so
today I am going to give you some great cues and refinements, to make sure that never happens to you.
MAF/Instructional Extensions Refinements Applications
Techniques
• Have equipment spread
out against the wall so
students can get to it
faster and get active
quickly.
• Review safety, because
of using long handled
racquets and fast
moving objects
(shuttlecocks).
• Have class in-group
space.
Informing Task: When I say go, I want you to go get a badminton racquet and find personal space in the gym and wait for my next
task. GO!
• Students will be in Now I want you to grab the • “Shake hands” with the
personal space, spread racquet and use a forehand racquet, making sure
out throughout the gym. grip. your hand is in the
• Show the class what middle of the grip.
this grip looks like.
• Image of Refinements
attached the back of the
lesson.
• Check for
understanding
throughout the steps of
a forehand grip.
• Answer any questions
the students may have
on the forehand grip.
• Image of refinement is Now I want you to use the • Make sure that the Students will demonstrate
attached to back of forehand swing, pretending racquet is perpendicular understanding by telling me the
lesson. that a shuttlecock is at waist to the ground. two refinements we have
• Observe the class while level, continue to do this about covered so far.
they practice the five to ten times.
forehand grip and -Shake hands
swing. - Racquet Perpendicular to
ground.
• Students will practice Now I want you to grip the • Tight grip and follow
the grip and swing 5 to racquet tightly and swing using through.
10 times before moving a forehand grip. This will give
on. your shots more power.
• Observe the students This time grip the racquet • Grip loosely and tap the
give help where loosely and this will help with shuttle.
needed. the more finesse shots.
• Students will practice
the grip and swing 5 to
10 times before moving
on.
Informing Task: When I say go, I want you to find a partner with the same color hair and find and open court. I want only four people
to a court. You and your partner should have three shuttlecocks for the both of you. Once you have found a spot on a court wait for
the next task. Go!
• Students will find a Now I want you to “FEED” your Cues for the “Feed” Try to get 3 out of 5 good
partner with the same partner a shuttlecock and I • Hold shuttlecock in feeds.
color hair. want them to hit it back to you your dominate hand - A good feed is when your
• Students will grab with a tight grip returning it to • Hold at the cork of partner has a good chance of
shuttlecocks from the back of the badminton the shuttlecock. returning the shuttlecock by
designated area. court. • Throw towards your using the tight forehand grip.
• There will only be four target.
people to a court.
• Student will be working Cues for the “Tight Grip
on the feed and the Swing.”
forehand grip shots • Grip tight and follow
- POWER through
- FINESSE • Grip should feel
• Check for comfortable.
understanding of the
feed.
that students may have.
• Students will change
responsibilities after he
or she has done a feed
9 times.
This time I want you to feed Cues for the “Feed” Try and hit 6 out of 9 finesse
• Students will change your partner the shuttlecock • Hold shuttlecock in shots over the net and within
responsibilities after he and I want them to return it your dominate hand five feet long.
or she has done a feed using a light grip on the racquet • Hold at the cork of
9 times. and make a good finesse shot, the shuttlecock.
• Give application. landing it no farther that five • Throw towards your
feet on the other side of the target.
net.
Cues for the “Finesse
Grip Shot.”
• Grip loosely and tap
the shuttle.
• Grip should feel
comfortable.
Closure/Assessment: Before the students leave class they will demonstrate understanding of the forehand grip by writing down the
refinements to the Grip and the two different types of forehand grips.
- Refinements are shake hands with the racquet and make sure it is perpendicular with the ground.
- The two different types of forehand grips are tight grip swing and the Finesse grip swing.
Forehand Drive
Objectives
A. Students
1. The students will be able make an accurate toss to their forehand, by tossing the shuttlecock waist high and out in front of their
forward foot.
(NASPE 1, 3. EALR 1.1)
2. The students will flick their wrist at contact and swing the racket straight across their body with 60% accuracy by the end of class.
3. The students will get sufficient practice with the forehand stroke motion.
B. Teacher
1.

• 8 Badminton courts set up
• 60+ Shuttlecocks
Instant Activity: “Throw and Catch Tag” This is a tag game with 2 or 3 taggers and 2 players with a football (type of ball may vary depending
on age group). When a player is tagged they are frozen and may only be unfroze by a player with the ball completing a pass to them. The
player receiving the pass must now pass to someone else who is frozen to unfreeze him or her. Students are to perform jumping jacks when
frozen.
Set Induction: Who knows where Ichiro generates most of his power? (Quick flicking of wrist). The same is true in badminton. Today we are
going to be practicing quick wrist to generate power and accuracy while demonstrating the correct stroke form of the forehand.
MAF/ Instructional techniques Extensions Refinements Applications
• Have the nets set up
across the gym into 7-8
different courts. Bring out
the rack of racquets and
the bucket of shuttlecocks
and have readily
available.
Informing Task: When I say Go, I would like each student to partner up. Once you have a partner gently pick up 2 racquets from the rack and
5 shuttlecocks between your group and find open space approximately 10 feet away from the wall. If you do not have a partner, please come
see me. With your partner, start with your opposite shoulder of your racquet hand to the wall. While facing your partner underhand toss a
shuttlecock about waist high to their front foot as they demonstrate the forehand drive into the wall. Switch after 5 drives. GO!
• Check for understanding This time try to make contact with • Side to target Find a spot on the wall at eye
• Show an example of the the wall at eye level, and attempt • Eyes on shuttlecock level and see if you can hit it.
task. to hit the shuttlecock with some • Step towards target
• Reinforce safety when power • Hit below shoulder and
swinging at shuttlecocks. above waist
• Observe and provide
feedback where
necessary.
• Provide feedback and Now move back to about 10 ft. Reinforce cues where applicable Can you get the shuttlecock to
help when and where from the wall and do the same eye level at the wall on a straight
needed. thing. line 5 consecutive times?
• Check for understanding.
• Pinpoint: I would like Now toss the shuttlecock at about • Flick your wrist like you Can you perform a forehand drive
everyone to stop and head level. The striker must wait would use a fly swatter. into the wall keeping your side to
watch Tommy’s group and for the shuttle to fall down to waist • Keep side to target target and flicking your wrist at
Sara’s group. Watch how level before performing the drive. contact 6/10 times? Have your
they’re flicking their wrists partner keep track.
at contact. Everyone
continue and attempt to
flick your wrist at contact.
Informing Task: Now when I say Go, you and your partner go find an empty court and wait for further instructions. I would like one partner on
each side of the net. There will be several courts with more than one group, so you might have to share courts. Go! One partner is now the
retriever and the other will be practicing the drive over the net. The retriever will begin between the net and the first line parallel to the net
(short service line). Without a racquet they will toss a shuttlecock using an overhand throw to your partner’s forehand somewhere between
their head and their waist level. After one partner has hit all 5 shuttles over the net, then switch roles. GO!
• Check for understanding. Now have the thrower move back • Reinforce cues where Who can name 3 cues we’ve
• Remember we are only about 6 ft. and alternate left to applicable learned so far?
using the forehand drive right with their throws to make the
• Remind students of cues striker adjust to the shuttle.
and trajectory of the drive Switch after 10. Can you hit the shuttle directly
shot back to your partner? If they can
• Reemphasize safety and catch it without moving then give
court awareness of other yourself a point.
students on the same
court.
• You are now facing your If you had the most points • Side to target Repeat the same game you just
new partner. between you and your partner, • Eyes on shuttlecock played with your new partner.
• We are only using the move one service court to your • Step towards target Keep score.
forehand drive. If your right. The partner with least • Hit below shoulder and
partner uses a different points, move one service court to above waist
shot then you win the your left. If there’s a tie, then • Flick wrist
point. continue and next point wins.
Repeat the game with your new
partner.
• Reinforce safety when Rotate once again. Winners • Reinforce cues where
swinging at shuttlecocks. rotate to the right and the losers applicable
• Observe and provide rotate to your left.
feedback where
necessary.
Closure/ Assessment:
Q: Raise your hand if you could strike the shuttle at waist level while flicking your wrist 60% of the time?
Q: Before you can leave name one cue required to perform a proficient forehand drive?
A:
• Side to target
• Eyes on shuttlecock
• Step towards target
• Hit below shoulder and above waist
• Flick wrist
Forehand Drive
Objectives
A. Students
1. By the end of class students will be able to display the proper trajectory of the shuttlecock using the forehand drive by
placing their shot just over the net on a straight line.
2. By the end of class students will be able to point their shoulder at their target and follow threw 7/10 times.
3. Students will get sufficient practice with the forehand stroke.
B. Teacher
1.

• Roll of yarn
Instant Activity: When I say go I would like for you and your partner to hit the shuttlecock back and forth a 100 total times using only the
shot we learned yesterday. Go!
Set Induction: What is the last thing you do while taking a jump shot in basketball? Follow threw, yes! Well the same is true in
badminton. Today, we are going to learn how to point towards a target and follow threw. This we greatly improve our accuracy!
MAF/ Instructional Extensions Refinements Applications
techniques
• Have the nets, racquets
and shuttlecocks set up
and spread out.
Informing Task: When I say go I would like everyone to pick up four shuttlecocks and find a court with one partner on each side of the
net across from each other. Go! When I say go one partner will be the hitter and hit the four shuttlecocks over the net using the forehand
drive shot by tossing the shuttlecock up to yourself and striking it to your partner on the other side of the net who will catch them. Go!
• Reinforce safety when This time one partner feeds to • Side to target Let’s see if you can hit the
swinging at the other by tossing the shuttle • Eyes on shuttlecock shuttlecock to where it barely
shuttlecocks. over the net to their forehand • Flick the wrist clears the net. Can you do it twice
• Observe and provide side using an overhand toss. • Step towards target in a row? Or maybe more?
feedback where Switch after four attempts at • Hit below shoulder and
necessary. the task. above waist
• Show and example of
what it should look like.
• Provide feedback and Now toss the shuttlecock to Reinforce cues where Can you drive the shuttlecock back
help when and where where they must move and get applicable to your partner without making
needed in to position to hit the them move?
• Check for shuttlecock over the net with a
understanding. forehand drive. Switch roles
after four attempts with your
partner.
Informing Task: When I say go I would like for you and your partner to take turns tossing the shuttlecock to yourselves about head high
and striking forehand drives when the shuttle drops to waist level. Notice the yarn about 2 ft. above the net, the shuttle must sail
between the yarn and the net on a straight line.
• String the yarn across This time I want you to take How many can you get out of 10?
the top of the net by two giant steps back and do Reinforce cues where
tying it to the polls. (See the same thing as you did in applicable
diagram 4.1) the last task. Switch roles after
• Demonstrate five attempts.
• Remind students of
cues and trajectory of
the drive shot
• Teach by invitation (give If you are feeling confident then

the students a chose). you have the chose between • Side to target
• Check for understanding -Send one partner back over • Flick the wrist
the net and begin rallying back • Step towards target
• Designate 2 courts to skill and forth while staying under • Hit below shoulder and
practicing and open the the yarn. OR above waist
rest up for students to
rally. -Go to the last two courts and
continue practicing your
• Make sure students are trajectory of the drive.
only using the forehand
drive.
Closure/Assessment:
-By raising your hand who can answer the following question:
Q: What does the trajectory of the forehand drive look like?
A: Straight line
Q: Who was able to keep their front shoulder pointed at the target and follow through 7/10 times?
Backhand Drive
Objectives:
A. Students
1. By the end of class students will be familiar with the backhand drive and will know the cues to a good backhand drive.
(NASPE 1, 2, 3. EALR 1.1, 1.2, 1.3)
B. Teacher

• Wall
• 35 sheets of paper for closure
Instant Activity: Using only the forehand and backhand hit back and forth to you and your partner, try to only take one step to hit the
shuttlecock. If you have to take more than one step catch the shuttlecock with your hand and start over.
Set Induction: Many people so not know how important the backhand is to the game of badminton, but today you are going to learn
the importance and become masters of the backhand, by learning the proper techniques.
Techniques
• Have all the equipment
spread out.
• Reinforce safety
Informing Task: When I say go, I want you to go get a racquet and a shuttlecock and find a place against the wall and drop the
shuttlecock and strike it with a backhand swing. Strike the shuttlecock and retrieve it and copy the task. Go!
• Students will find open This time toss the shuttlecock • Make sure side is to See how many times you can
area against the wall two to three feet above your target. strike the shuttlecock without
and strike with only head and hit it with a • Keep your eyes on the missing it. Always try and beat
using a backhand. backhand. shuttlecock. your record.
• Check for • Transfer weight from
understanding. back foot to front foot.
• Give advice when • Hit above waist and
needed to students. below shoulder.
Informing Task: When I say go, I want you to find a partner and find a spot on a court. I want four people to a court and one
shuttlecock between you and your partner. Go!
• Students will find a Now I want you to drop the • Make sure side is to Try and hit five out of eight
partner and get on a shuttlecock and strike it with a target. backhand drives back to the
court. backhand. The shuttlecock • Keep your eyes on the middle of your partner’s court.
• There should only be should travel with little arch and shuttlecock.
four to a court. land near the middle of your • Transfer weight from
• I should see nothing but partners court. This is what you back foot to front foot.
backhand drives call a backhand drive. Then • Hit shuttlecock below
• Remind students of the your partner will do the same shoulder and above
refinements. thing hitting the shuttlecock your waist.
• Answer any questions back to you.
that students may have.
• Students should spend
about ten minutes on
this task. Five minutes
a piece.
• Students will now make Now I want you to throw the • Make sure side is to See how many in a row you
the task harder by shuttlecock one to two feet target. can get back to your partner
throwing the above your head and strike it • Keep your eyes on the without hitting the net or out of
shuttlecock one to two with a backhand drive. Again shuttlecock. the court.
feet above their head. the shuttlecock should land • Transfer weight from
• Partners switch back somewhere near the middle of back foot to front foot.
and forth throwing the the court. Your partner will • Hit below shoulder and
shuttlecock to copy the task. above waist.
themselves and striking
it with a backhand
drive.
• Provide feedback
where needed.
• Again the task should
take about ten minutes.
Informing Task: When I say go, I want your partner to feed the shuttlecock to you from his side of the net with an arch and I want
you to return it with a backhand drive. I want you to strike the shuttlecock five times and then switch roles. Go!
• Students are now This time I want your partner to • Make sure side is to Count how many out of five
feeding the shuttlecock feed the shuttlecock to you with target. you get in the middle of your
to their partner with some speed and little arch. • Keep your eyes on the partners court. And challenge
more speed and less Then you return it using only shuttlecock. yourself to beat it your next
arch. the backhand drive. Switch • Transfer weight from time up.
• After both students roles after your partner has hit back foot to front foot.
have done the task they the shuttlecock five times. • Hit below shoulder and
continue to copy the above waist.
same task getting
repetition.
• Remind students to use
only the backhand
drive.
• Check for
understanding.
the students may have.
• Task should take tell
the end of class.
- Students will write down on a piece of paper the four cues or refinements to a good backhand drive.
1. Make sure side is to target
2. Keep your eyes on shuttlecock
3. Transfer weight from back foot to front foot.
4. Hit below shoulder and above waist.
Backhand Drive Continued
Objectives
A. Students
1. By the end of class students will be able to perform the backhand drive with proper techniques and good accuracy.
B. Teacher

• 35 Hula hoops
• 35 quizzes
Content Development: Administer and collect quiz at the beginning of class. (See Assessments under Tab 6 for answer key)
Instant Activity: You and a partner are going to get a racquet and one shuttlecock and you are going to rally on your side of the
court. You can only use a forehand or a backhand and once the shuttlecock hits the floor or goes out of bounds it’s a point for the
person who scores the point.
Set Induction: Now that we have practiced some basic skills of the backhand drive, we are going to pick it up and do some more
advanced tasks to make us better badminton players!
Techniques
• Have the equipment
ready to go before
class comes in.
• Go over safety issues.
Informing Task: When I say go, I want you to find a partner and get two racquets and one shuttlecock. Then find a space on a court
and wait for my next task. Go!
• Students will find a I want one partner to feed the • Notice the shuttlecock Try to hit 8 out of 10
partner and find a shuttlecock to the receiver; the coming to your backhand drives across the
place on a court receiver will return it with a backhand. net with low arch.
• There should only be backhand drive over the net. • Pivot your left foot and
four to a court. step your right foot
• Switch roles after ten around in front of your
feeds. body, so your right
• If left-handed players shoulder is facing the
reverse the steps. net.
• Bend your elbow to draw
your right hand across
your body, almost to your
opposite shoulder, for
your back swing. This will
cause you body to coil.
Informing Task: When I say go, I want your partner to feed you the shuttlecock, but make you move your feet to hit it with the
backhand drive. So I want your partner to feed it to the left, right, back, and in front of you, so you have to move your feet and get in
position to strike it with a backhand drive. Go!
• Check for This time I want the feeder to • Shift your weight to your See how many you can return
understanding. feed the shuttlecock with his or back foot. from the feeder with out
• Students are now her own racquet. The returnee • Uncoil your body and missing, hitting the net, or
feeding each other the must hit only a backhand drive shift your weight to your hitting out of bounds.
shuttlecock, but to return it to his partner. forward foot.
making them get in • Straighten your elbow as
position to hit the you swing.
backhand drive.
• Switch roles after ten
feeds.
Informing Task: When I say go, I want one partner to come get a hula-hoop and put it in front of the back line of the badminton
court, Then wait for my next task. Go!
• Check for I want the feeder to feed his • Snap your wrist forward See how many you can hit out
understanding. partner using his of her racquet. as your racquet face of seven into the hula-hoop.
• Give advice when I want the returnee to hit the connects with the Try and beat your own record.
needed to students. shuttlecock using only a shuttlecock.
• Students are trying to backhand drive and try to hit the • Follow through.
hit shuttlecock into the shuttlecock into the hula-hoop
hula-hoop by striking it near the back of the court.
with only a backhand
drive.
• Switch roles after
every seven attempts.
Informing Task: When I say go, I want one of you to move the hula-hoop of the court and then rally back and forth between the two
of you only using the backhand drive. Count how many times you can hit the shuttlecock back and forth without making a mistake. If
you don’t use a backhand drive that is a mistake. Go!
1. All students will show me the proper techniques to a proper backhand drive at the end of class before putting away their
equipment.
Badminton Lesson Plan # 7
Forehand & Backhand Drive
Objectives
A. Students
1. By the end of class students will be able to demonstrate proper techniques used for a forehand or a backhand drive.
(NASPE 1, 3. EALR 1.1, 1.2)
B. Teacher
1.

• 20 Skill performance tests
• 2 tall poles
• 2 – 20 ft ropes or equivalent length in yarn or string
Instant Activity: “Line Tag”- there will be two people it and the rest will be on lines that are on the gym floor. Everyone in the game
must stay on the lines, they can move wherever the lines go. Once you are tagged you become it and try and tag those who have not
been tagged.
Set Induction: Today class we are going to put it all together with the forehand and backhand drive, so lets see how good we have
got over the past classes at the drive shots.
Techniques
• Have equipment set out
so students can get to it
quickly.
• Reinforce safety.
Informing Task: When I say go, I want you to find a partner that has the same color eyes and then you and your partner get two
racquets and one shuttlecock. Then find a space on a badminton court and wait for my next task. Go!
• Students will be in pairs Now I want one partner to feed • Side to target Try and get eight out of ten
• I will be assessing each the shuttlecock to his partner • Eye on shuttlecock good forehand drives across
student’s forehand and I want him to return it with • Transfer weight from the net and in bounds.
drive. a forehand drive. I will be going back foot to front foot.
• Check for along assessing each one of • Bend elbow
understanding you so try you’re best. • Snap wrist and follow
• Students will switch through.
roles every ten tries.
• Students will still be in This time I want you to feed • Make sure side is to Again try and hit eight out of
pairs your partner and he or she is target. ten good backhand drives
• Check for only allowed to return the • Keep your eyes on the across the net without messing
understanding. shuttlecock using a backhand shuttlecock. up.
• I will be assessing each drive. I will also be assessing • Transfer weight from
student’s backhand each one of you for this skill back foot to front foot.
drive. also. • Hit below shoulder and
• Students will change above waist.
roles every ten tries. • Bend elbow, coil body.
• Uncoil body and snap
the wrist on contact.
Informing Task: We are now going to test both our forehand and backhand drive. With your partner please come pick up a skill
performance sheet and follow the instructions. Please turn in the completed sheets to me and finishing the remainder of class by
playing a game like activity. You and your partner will only use the backhand and forehand drives. If you keep it in bounds and your
partner cannot return it you receive a point. If your partner hits it out of bounds you get a point, but remember you can only use a
forehand and a backhand drive. I will also be watching to make sure we are all assessing correctly. If I catch a recorder
misreporting, they we automatically receive a zero. GO!
• Students will practice a * Reinforce cues where
game like activity after applicable.
completing
assessment. From above.
• Check for
understanding.
Q. While students are leaving class I will ask them to tell me one refinement to a backhand drive and a forehand drive.
-Forehand Drive
• Side to target
• Eye on shuttlecock
• Transfer weight from back foot to front foot.
• Bend elbow
• Snap wrist and follow through.
-Backhand Drive
• Make sure side is to target.
• Keep your eyes on the shuttlecock.
• Transfer weight from back foot to front foot.
• Hit below shoulder and above waist.
• Bend elbow, coil body.
• Uncoil body and snap the wrist on contact.
Forehand Overhead Clear
Objectives
A. Students
1. By the end of class the students will be able to demonstrate correct footwork and weight distribution, while attempting to reach the back
alley using a forehand overhead clear shot. (NASPE 1, 3. EALR 1.1)
a. Step with opposite foot.
b. Finish with weight on front foot.
2. Students will demonstrate knowledge of the correct trajectory of the shuttle during an overhead clear. (NASPE 2. EALR 1.2)
B. Teacher
1.

Instant Activity: When I say go you are going to find a partner, pick up a racquet and a shuttlecock and begin rallying back and forth
over the net using the forehand and backhand drive shots. Go!
Set Induction: Well today boys and girls we are going to learn the secrets of a new shot that will enable you to return those deep
clears or drives your opponent sends your way. The forehand overhead clear will help you return these shots high and deep,
allowing you ample time recover quickly.
techniques
and shuttlecocks
spread out and ready
Informing Task: When I say go, please find a court with a badminton racquet and numerous shuttlecocks. The person across the
net will be your partner. One partner will gently set their racquet aside and gather all the shuttlecocks in your area. Using an
overhand throwing motion I would like you to toss the shuttlecocks one by one over the net to your partner between shoulders to
head level. The receiving partner is to hit a high overhand clear to the deep portion of the court. This is not a smash; the
shuttlecock’s path should be high and deep. GO!
• Observe and provide • Emphasize that this Try to hit your shuttlecock to the
feedback where is not a smash shot. doubles long service line (2nd to
necessary • Reinforce cues for last line).
• There should only be overhand clear.
four students to a
court.
• Students are working Do the same things but switch • Make sure contact
with their partner partners and do it again until I is in front of body. Can you land 5 out of 10 shuttles
across the net, not say stop. into the back alley? This is the
playing doubles. space between the last two lines in
• Reinforce safety on the back court.
courts since 2 groups
are sharing a court.
• Observe and provide Go through this task two times • Finish with your Now play a simulated game with
feedback where each. weight on front foot. your partner. If you hit the
necessary shuttlecock into the back alley
using today’s shot, then you
receive 5 points. First player to 35
wins!
Informing Task: Now when I say Go, begin rallying back and forth with your partner using only the forehand overhead clear. If you
cannot get into position to hit an overhead clear then simply let the shuttlecock drop and start over. GO!
• Make sure your See how many times in a row you
• Provide positive snapping your wrist can rally overhead.
feedback at contact
• Check for
understanding
• Be looking for students Now, in between shots I want • If you cannot reach Who can name 3 cues we’ve
who need to move on. each partner to run up and the short service line covered for the forehand overhead
If their ready, let them touch the short service line with then get as close as clear shot?
incorporate their their foot and quickly return you can.
forehand and backhand back to their original position to
drives as well. return their partners clear.
Both partners will continuously
do this until a forehand
overhead clear cannot be
attempted.
Informing Task: When I say Go, if you think your ready, incorporate the forehand and backhand drives into your rally. We have only
covered three types of shots thus far, so that’s all I should be seeing. GO!
Now using only the shots we’ve
• Look for students using covered, I want you to keep Overhead clear cues:
shots not yet covered. score with your partner. If one • Contact above head
• Observe and provide partner uses an illegal shot or • Step to target
feedback when and hits the shuttlecock out of • Flick the wrist
where necessary bounds, the other player • Keep eye on
receives a point. shuttlecock
• Finish with weight on
front foot
• Shift the winning player Begin playing your new partner
right one court and the
losing player left one
court. Everyone should
now have new partners
• Shift again, winners Begin playing your new partner
shift right, losers left
Closure/Assessment:
I would like to see what we have learned today. To do this I am going to ask you to demonstrate some skills and knowledge
regarding the forehand overhead clear.
1. Assuming we are all right handed, what foot should our weight finish on after using a forehand overhead clear? I would like
everyone to close their eyes and demonstrate this for me.
2. What are the two reminder words we use to describe the trajectory of the overhead clear shot? High…yes, and ….Deep!
3. At what level is contact made for today’s shot? High, above head…very good!
Objectives
A. Students
1. By the end of class the students will be able to demonstrate correct weight distribution while performing a forehand
overhead clear. (NASPE 1. EALR 1.1)
A. Weight on front foot.
2. Students will demonstrate where to make correct contact while performing a forehand overhead clear.
(NASPE 1. EALR 1.1)
A. In front of body.
3. Students will tell me at least 3 cues used to perform a forehand overhead clear during closure. (NASPE 2. EALR 1.2)
a. Contact above head
b. Step to target
c. Flick the wrist
d. Keep eye on shuttlecock
e. Finish with weight on front foot
B. Teacher
1.

Instant Activity: Today, we are going to begin with a new activity called “Free Throw Badminton.” I would like everyone to evenly
distribute themselves to one of the basketball hoops here in the gym. Toss the shuttlecock high above your head and use only an
overhead clear shot, aim for the hoop beginning from the free throw line. If you make the shuttlecock into the hoop, go ahead and
take three giant steps back. See how far back you can go before missing the hula hoop. If you miss the hula hoop take one step up.
Set Induction: Well, today boys and girls we are going to continue with the overhead clear, but today we are going to learn some
secrets to clearing the shuttle with accuracy.
techniques
and shuttlecocks
spread out and ready
on the gym floor.
Informing Task: When I say go, please find a different partner than yesterday and go to an empty court. Now, one partner will play
around the short service line and only use a forehand overhead clear. The other partner has freedom to the entire court but must
alternate between forehand and backhand drives. GO!
• Observe and provide • Reinforce cues for

feedback where overhand clear.
necessary
• Check for
understanding.
• Students are working This time if you are the partner • Make sure you How many times can you
with their partner clearing, try to alternate clears clearers are alternate forehand and backhand
across the net, not to your partner’s forehand and contacting the clears?
playing doubles. backhand. shuttlecock in front of
• Reinforce safety on body.
courts since 2 groups
are sharing a court.
• Observe and provide Now switch roles if you haven’t • Clearers need to
feedback where already finish with your
necessary weight on front foot.
Now if you are the clearer, do • Make sure your See how many times in a row you
• Provide positive not alternate every other. Mix it snapping your wrist can return your partners clear.
feedback up! at contact
• Check for
understanding
Now I want you to switch roles Who can demonstrate a perfect

with your partner. overhead clear?
Informing Task: When I say GO, have one partner begin by hitting a high overhead clear over the net, the receiving partner must
return the shot with another overhead clear. Once two clears have hit, the rally is open to any other shot covered this far. GO!
• Look for students using • Step to target See how many points you can get
shots not yet covered, while playing your partner?
they should only be
using shots we have
covered in class thus
far.
• Contact above head
• Observe and provide • Flick the wrist
feedback when and
where necessary
• Shift the winning player Begin playing your new partner • Keep eye on
right one court and the shuttlecock
losing player left one
court. Everyone should
now have new partners
• Shift again, winners Begin playing your new partner • Finish with weight on
shift right, losers left front foot
Closure/Assessment:
I would like you all to show me what you have learned today. To do this I am going to ask you all to demonstrate a few skills and
answer a few quick questions.
1. Assuming we are all right handed. Please close your eyes and demonstrate by raising the hand that correlates with the same
foot your weight should finish on after attempting a forehand overhead clear. ANSWER…Left or front foot.
2. Keep your eyes close and demonstrate whether contact should be made in front of or behind your body. Place your hand in
front of your face if you believe contact is in front and behind your head if contact is behind. ANSWER….In front
3. Please name 3 out of the five cues for using a correct forehand overhead cue? ANSWER….may vary, check
above.
Backhand Overhead Clear
Objectives
A. Students
1. By the end of class, students will develop fundamental skills in using the backhand overhead clear.
2. By the end of class, students will understand the refinements or cues of the backhand forehand clear.
(NASPE 2. EALR 1.2)
B. Teacher

Instant Activity: I want you to find a partner and then pick up a racquet and a shuttlecock and go to a court. I want you all to play a
doubles game and the only shots you can use are the ones we have covered in class. If you use a shot that we have not covered
retrieve the shuttlecock and begin again. This is a good time to practice the shots you have had problems with in previous classes.
Set Induction: In the past classes we have worked on some of the basic shots to badminton, but today we are going to work on one
of the most challenging shots in badminton. It is the backhand overhead clear this is a very important shot in the game and the more
you practice it the better player you will become. So today I am to help you learn how to use the backhand overhead clear in the
game of badminton.
Techniques
• Have Equipment set out
before class comes in.
• Go over safety as
students are grabbing
their equipment.
Informing Task: When I say go, I want in groups of two one of you put your racquet down and the other stand on the other side of
the net with your racquet. I want one of you to feed the shuttlecock to your partner and the other returning the shuttlecock using a
backhand overhead clear.
• One student will This time I want you to feed • Make sure the shuttle is
retrieve four more your partner five shuttlecocks coming to the “weak
shuttlecocks. in a row and I want them to try side” of your body.
• Students will switch and hit every one of them with
after every five feeds. a backhand overhead clear as
fast as they can. Switch after
every five.
• Partner uses racquet to Now I want your partner to • Keep your grip in a Students will demonstrate
hit to their partner. grab their racquet and hit a “forehand grip” it will understanding by raising their
• Students will switch forehand overhead clear to you allow you more power hand and telling me the two
responsibilities after and I want you to return the with this backhand shot. refinements or cues that have
seven good backhand shuttlecock with a backhand been covered on the backhand
overhead clears. overhead clear. Once your overhand clear.
partner has hit the backhand 1. Weak side of body
overhead clear back to you I 2. Keep forehand grip
want you to catch the
shuttlecock and start again with
the overhead forehand clear.
Switch partners after seven
good backhand overhead
clears.
• Students will attempt to This time I want you to start out • Racquet shoulder Try and see if you and your
rally with the given hitting an overhead forehand towards your target. partner can get 6 successful
swings. clear to your partner and I want • Racquet elbow towards rallies.
• They will switch them to return it with a the approaching
responsibilities once the backhand overhead clear. I shuttlecock. • - Ask the students if
shuttlecock hits the want you to try to keep a rally they got six successful
floor or one of them us with these two swings. Once rallies before moving on
an inappropriate swing. the shuttlecock hits the floor or to the next extension.
• Reinforce refinement or one of you do not hit the
cues if you see shuttlecock with the
students that need appropriate swings, stop the
them. rally and switch responsibilities.
• Students will switch Now I want you to start out by • “Flex your wrist” to Students will demonstrate
swings after 8 attempts hitting the shuttlecock with an hold the racquet below knowledge by raising their
at the backhand underhand forehand clear and and across your chest. hand and calling off all the
overhead clear. your partner returning it with a refinements or cues we have
• Check for backhand overhead clear. covered so far.
understanding of the Once your partner returns it I • Make sure the shuttle is
backhand forehand want you to catch the coming to the “weak
clear. shuttlecock and start with the side” of your body.
underhand forehand clear. • Keep your grip in a
Switch responsibilities after 8 “forehand grip” it will
attempts. allow you more power
with this backhand shot.
• Racquet shoulder
towards your target.
• Racquet elbow towards
the approaching
shuttlecock.
• “Flex your wrist” to
hold the racquet below
and across your chest.
• Students will attempt to This time I want you to start out • Swing your racquet by See how many times you and
rally with the two hitting an underhand forehand snapping your wrist. your partner can hit the
swings given to them. clear to your partner and I want shuttlecock back and forth
• Once the rally is over them to return it with a before the shuttlecock hits the
the students will switch backhand overhead clear. I ground or one of you use an
which swing they were want you to try to keep a rally inappropriate swing.
doing. with these two swings. Once
• Reinforce refinements the shuttlecock hits the floor or • - To see how many the
or cues where needed. one of you do not hit the students got have them
shuttlecock with the raise their hand as you
appropriate swings, stop the ask how many they
rally and switch responsibilities. each got.
• Students will rally back For your last task of the day I • “Follow Through” •
and forth with each want you to start off by hitting a
other using only the backhand overhead clear to
backhand overhead your partner and I want them to
clear. return the shuttlecock to you
• Watch students closely using the backhand overhead
so you can see where clear also. I want you to rally
they need work on using only the backhand
there backhand overhead clear. Once the
overhead clear. For the shuttlecock hits the floor or you
next class. use something other than the
backhand overhead clear I
want you to retrieve the
shuttlecock and start again.
Q. After the students finish their last task I will have them stay where they are and go through the swing of the backhand
overhead clear by having every student do it five times with their eyes closed.
Q. Then as a class we will go over the refinements and cues of the backhand overhead clear.
• Make sure the shuttle is coming to the “weak side” of your body.
• Keep your grip in a “forehand grip” it will allow you more power with this backhand shot.
• Racquet shoulder towards your target.
• Racquet elbow towards the approaching shuttlecock.
• “Flex your wrist” to hold the racquet below and across your chest.
• Swing your racquet by snapping your wrist.
• “Follow Through”
Objectives
A. Students
1. By the end of class students will be able to hit 3 out of 5 backhand overhead clears to the back of the badminton
court.
By the end of class students will be able to tell me 3 refinements or cues to the backhand overhead clear.
(NASPE 2. EALR 1.2)
B. Teacher
1.

• Check list “for closure and assessment”
Instant Activity: You can play a badminton game with a partner, but you can only use the swings we have covered in class. I do not
want to see anyone using swings we have not covered.
Set Induction: Today class we are going to work on the backhand overhead clear again, but today we are going to try and perfect
the swing or become very good at it so you can become a great badminton player.
Techniques
before class comes in.
• Go over safety as
students are grabbing
their equipment.
Informing Task: When I say go, I want you to find a partner and go to an open court and begin hitting only a backhand overhead
clear back and forth to each other. Go!
• Students will find an This time I want one partner to • Make sure the shuttle is See how many times out of 9
open court. hit the shuttlecock with a coming to the “weak you can get within a foot from
• Check for forehand clear towards back of side” of your body. the back line of the badminton
understanding. their partners court. I want the court.
- What two other partner to hit the
swings are you shuttlecock with a backhand
using? overhead clear and the
• Students will change shuttlecock should land
responsibilities after towards the back of the
seven to ten tries. badminton court. Let the
shuttlecock land so your
partner can see where it is
landing.
• This time one student Now I want you to have one • Keep your grip in a
will have to run to get in partner hit a forehand “forehand grip” it will
position to hit a overhead clear to your partner allow you more power
backhand overhead towards the back of the court. I with this backhand shot.
clear. want the other partner to stand
• Students will attempt near the short service line and
the backhand overhead when their partner hits the
clear ten times before shuttlecock I want them to run
their partner does the to get in position and strike the
task. shuttlecock with an backhand
overhead clear.
• Students will now work Now I want one partner to hit • Racquet shoulder Students will demonstrate
on their accuracy by the shuttlecock high and to the towards your target. understanding by naming off all
trying to hit the back of the court using any • Racquet elbow towards the refinements or cues we
shuttlecock to the right swing we have covered in the approaching have covered in class so far.
side of the partners class. Then I want your partner shuttlecock. 1. Make sure the shuttle is
court. to return it using a backhand coming to the “weak side” of
• Check for overhead clear. I want the your body.
understanding on the shuttlecock to land on the right 2. Keep your grip in a
backhand overhead side of your partners court and “forehand grip” it will allow
clear. near the back line. Let the you more power with this
shuttlecock hit so they can see backhand shot.
where it lands. 3. Racquet shoulder towards
your target.
4. Racquet elbow towards the
approaching shuttlecock.
• Reinforce refinements Now I want one partner to hit • “Flex your wrist” to See how many times you can
or cues when needed. the shuttlecock high and to the hold the racquet below hit the shuttlecock to the left
• Observe the students back of the court using any and across your chest. side of your opponents court
and see how they are swing we have covered in • Swing your racquet by and near the back line out of 9
doing with their class. Then I want your partner snapping your wrist. times.
accuracy. to return it using a backhand
overhead clear. I want the
shuttlecock to land on the left
side of your partners court and
near the back line. Let the
shuttlecock hit so they can see
where it lands.
• Partners will now rally This time I want you and your • “Follow Through” See how many times you and
using the backhand partner to rally using the your partner can rally back and
overhead clear and also backhand overhead clear, but forth with out the shuttlecock
working on their when you hit it to your partner it hitting the floor. Remember the
accuracy. must go from right side to left shuttlecock has to go left to
• Give refinements or side of the court. So you have right when you hit the
cues if you see to alternate which side you hit it shuttlecock to your partner.
students that need to every time you hit the
them. shuttlecock. Retrieve the
shuttlecock after it hits the
ground.
Q. Students must show me that they can hit a backhand overhead clear 3 out of 5 times near the back of the badminton court.
Once they have hit 3 out of 5 successfully then I will check them off the checklist.
Q. Also the students will tell me three refinements or cues to the backhand overhead clear.
• Make sure the shuttle is coming to the “weak side” of your body.
• Keep your grip in a “forehand grip” it will allow you more power with this backhand shot.
• Racquet shoulder towards your target.
• Racquet elbow towards the approaching shuttlecock.
• “Flex your wrist” to hold the racquet below and across your chest.
• Swing your racquet by snapping your wrist.
• “Follow Through”
Forehand & Backhand Overhead Clear
Objectives
A. Students
1. By the end of class the students will be able to efficiently alternate between the forehand and backhand overhead
clear shots by rallying with a partner for ten consecutive rallies. (NASPE 1, 3. EALR 1.1)
2. By the end of class students will be able to clear the shuttlecock using both forehand and backhand to the back
alley of the court sixty percent of the time. (NASPE 1, 3. EALR 1.1)
B. Teacher
1.

• 35 Criterion tests
Instant Activity: Today, I would like us to warm up by playing a modified game of badminton with a partner. It is modified because
you can only use the shots we have learned thus far in class. Any other shots attempted result in a point for the other player.
Set Induction: For today’s class we are going to put all together with the forehand and backhand overhead clear. We are going to
practice the refinements of these two skills so you can become a more proficient badminton player.
Techniques
• Have the badminton
nets set up before class
starts.
racquets and
shuttlecocks out so
students can get to
them easily and
efficiently.
Informing Task: When I say go, please find the partner you have been working with and gather your racquets and five shuttlecocks
from the equipment rack and find an empty court. You and your partner are going to rally back and forth but one partner may only
use the forehand overhead clear and the other partner can only use the backhand overhead clear. Knowing this, you should aim your
clears to the side that your partner is working on. GO!
• Check for This time I want you and your • Weight on racquet foot Try to set your partner up by
understanding. partner to switch roles, so now • Back turned to hitting the shuttlecock to the
• Feedback you will be doing the backhand opponent’s court. side they are practicing. See
• Students are working overhead clear if you were • Lead with your racquet how long you can rally using
with their partner across doing the forehand overhead elbow. this criterion.
the net, not playing clear. • Racquet travels across
doubles. body from low to high.
• Whip wrist
• Reinforce safety on Now using either one of the • Make sure everyone is Can you rally four times each
courts since two groups clears, run up and touch the making contact in front before messing up? Six times?
are sharing a court. short service line in between of the body. Ten times?
• Provide feedback to clears and return to the back
your students. alley to receive your partners
clear and continue.
Informing Task: When I say go, I want groups of four. If you are sharing a court with another group, the group member on your side
of the net becomes your new partner. With a group of four start your shuttlecock in either right service courts. You begin this task by
hitting a forehand drive down the line to the player across the net from you. That player hits a backhand clear diagonally across the
court to your partner. Your partner then hits a backhand drive down their line across the net. That player then hits a forehand
overhead clear. The pattern of the shuttlecock goes in a figure eight. Use a drive when going down the line and an overhead clear
when going cross court. GO!
• Check for Now I want you to reverse the • Remember, drives Attempt to go threw the rotation
understanding. order without letting the down the lines and reverse every one time
• Give a demonstration. shuttlecock hit the gym floor. clears are diagonally. through. How many times can
you get through it?
• Explain criterion test. I will be walking around from • Give cues to the two When I have finished
• Teach by invitation. group to group to assess your swings where needed. assessing both you and your
individual form of both the partner’s forehand and
forehand overhead clear and backhand overhead clear, then
the backhand overhead clear. you have the choice between
Give your best effort. the following.
Modified singles match or

Figure eight drill.
Q: Raise your hand if you can rally ten times while alternating both clears with a partner? 15 times? 20 + times?
Q: Before students leave class each student must name one cue for the two overhead clear shots at the door.
• Weight on racquet foot.
• Back turned to opponent’s court.
• Lead with your racquet elbow.
• Racquet travels across body form low to high.
• Whip wrist
• Contact in front of body.
Short Serve
Objectives
Students:
1. By the end of class students will be able to demonstrate skills of the short serve technique used in badminton by
completing all 10 task cards and submitting a score sheet reflecting their ability.
Teacher:
1.

• 35 badminton racquets
• 35 + shuttlecocks
• 6 badminton courts
• 10 Task cards
• 30 ft. rope (See Task cards #2 & #3)
• Colored Tape – 3 different color rolls. (See Task Cards # 4-10)
• 35 Score Sheets
Content Development: See Task Cards and appropriate instructions located in Tab 8 – Appendix 3.
Instant Activity: Today you can rally with your partner using the shots we have covered so far in class.
Set Induction: Today we are going to learn on of the basic shots in badminton, but it is also crucial to being a good player, it is the
short serve.
TASK CARD #1
Beginning on the “x” in the right service court strike 10 underhand short serves
into the diagonal service court within the singles boundaries. Record score onto
score sheet when instructed.
Refinement or Cue:
Turn so that your non-racquet shoulder points toward your target, and your feet are
perpendicular to it.
NET
Short Service Line

Singles Boundaries
TASK CARD # 2
Loft a short serve from the right service court underneath the
rope and within the singles boundaries. Record on your score
sheet how many attempts are successful out of 10.
Refinement or Cue:
Contact must be made below the waist
1 ft.
TASK CARD #3
Loft a short serve from the left service court underneath the
Refinement or Cue:
Hold and drop the shuttle from waist level.
Forehand Underhand Clear
Objectives
A. Students
1. By the end of class, students will demonstrate competency in the basic skills of the forehand underhand clear.
(NASPE 1. EALR 1.1)
2. By the end of class, student will demonstrate understanding of the forehand underhand clear by assessment.
(NASPE 2. EALR 1.1)
B. Teacher
1.

• 35 sheets of paper for assessment.
Instant Activity: Using only the forehand overhead clear play a game with a partner. The only way you can score is if your partner
cannot return it with a forehand overhead clear. Remember you can only use the forehand overhead clear, which means that the
shuttle cock should be going to the back of the court on both sides of the net. If a poor shot is hit and cannot be returned then it is a
negative point to the person who hit the poor shot.
Set Induction: Today we are going to work on another clear shot in badminton; this shot will help your game because if the shuttle is
hit short and in front of you, you are going to want to return it deep into your opponents court. The only way to do that is to hit and
underhand forehand clear. So today we are going to learn how to play an underhand forehand clear.
Techniques
so students can get to it
easily.
• Reinforce safety to the
students.
Informing Task: When I say go, I would like you to find a partner and then pick up a racquet and one shuttlecock. Then find a place
on a badminton court. GO.
• Students will share a Now I want you to take the • Notice that the See how many underhand
court so there will be shuttlecock and drop it to shuttlecock is coming forehand clears you can hit to
four students to a court. yourself and strike it with an low and in front of you. the back of your partner’s court
underhand forehand clear. The • Drop racquet head without it going out of bounds. I
shuttlecock should land near down and behind you. will stop you before your next
the back of your partner’s task and ask you how many
court. Your partner will retrieve successful clears you had.
the shuttlecock and copy the
same task. - Do this by asking who got
more than three, and then
those who did will raise there
hand. Then go up by two when
you ask, so next would be five
and so forth.
• Teacher will stop the Now I want one partner to feed • Notice that the Students will demonstrate
class to assess the the shuttlecock to his or her shuttlecock is coming understanding by telling me
knowledge of the partner. Feed the shuttlecock low and in front of you. two cues we have covered.
students on the low and in front of your partner. • Drop racquet head
refinements of the clear Then your partner will hit the down and behind you. -Notice that the shuttlecock is
shot. shuttlecock using an coming low and in front of you.
• Partners will switch underhand forehand clear. - Drop racquet head down and
responsibilities after ten Remember to try to hit the behind you.
feeds. clear to the back of your
opponent’s court.
• Refer to attachment #1 This time I want your partner to • Notice that the See how many out of five you
for the sweet spot on feed you five shuttlecocks and shuttlecock is coming can land in the sweet spot. Try
the court shot. see how many you can hit in low and in front of you. to beat your best record.
• One of the partners will the sweet spot of the court, • Drop racquet head
retrieve five using the underhand forehand down and behind you.
shuttlecocks for their clear.
group.
• Students will switch
back and forth after five
feeds.
• Students will be able to
do this more than one
time. Observe them
when they get
somewhat proficient
move on.
• A partner will feed This time I want your partner to • Notice that the I need two different people to
five shuttlecocks once again feed the shuttlecock is coming tell me two refinements of the
and then retrieve shuttlecock low and in front of low and in front of you. underhand forehand drive that
them. Then they will you. And I want the person • Drop racquet head are different from the last ones
switch tasks. striking the shuttlecock to stand down and behind you. that were said or given.
• Once again give the at the back of their court. When
students ample time the shuttlecock is fed to you I
with this task. want you to run up on the
• Stop the class and shuttlecock and strike it with
assess them on the and underhand forehand clear.
knowledge of the
refinements.
• Students will switch Now I want your partner to feed Reinforce cues where Try to get four out of five in the
tasks after every five you five shuttlecocks and I applicable. sweet spot of the court.
feeds. want you to run up on them
• Observe the students hitting them with an underhand
and give cues where forehand clear. And try to hit
needed. them in the sweet spot of the
• Let the students court.
become comfortable
with the task before
moving on.
• Students will participate This time I want you to play a Reinforce cues where See how many underhand
in a game like activity rally game between you and applicable. forehand clears you and your
using only an your partner. You can only use partner can hit back and forth
underhand forehand an underhand forehand clear to each other.
drive. and the shuttlecock has to stay
• Observe the students, near the back of the court
by now you should boundaries. Once the
know what students shuttlecock hits the floor or you
need more assistance cannot hit it with the
than others. appropriate swing, retrieve the
• Give refinements where shuttlecock and start again.
needed.
Closure and Assessment:
• Students will be given a sheet of paper and they will be asked to write down five of the eight cues or refinements of an
underhand forehand clear.
1. Notice that the shuttlecock is coming low and in front of you.

2. Drop racquet head down and behind you.
Objectives
A. Students
1. By the end of class students will develop fundamental and complex skills in the forehand underhand clear.
(NASPE 2. EALR 1.1)
2. By the end of class students will be able to demonstrate understanding of an forehand underhand clear.
(NASPE 1. EALR 1.1)
B. Teacher
1.
Equipment: (for class of 35 students)

Instant Activity: Using only the underhand forehand clear I want you and a partner to play the rally game. Remember that you can
only hit an underhand forehand clear and the only way you can score is if your partner cannot return the shuttlecock or your partner
hits it out of bounds. Once faults have occurred than retrieve the shuttlecock and begin again.
Set Induction: Today we will be working on more advanced tasks of the underhand forehand clear so you can become a more
efficient badminton player.
Techniques
• Have badminton courts
set up before class
comes in.
racquets and
shuttlecocks laid out on
the floor.
• Reinforce safety issues
to the students.
Informing Task: When I say go, I want you and your partner to start playing a game of badminton using only the shots we have
covered so far. Go!
• Students will be in Now I want you and your • Notice that the See how many you and your
pairs. partner to hit an underhand shuttlecock is coming partner can hit back and forth
• Students will share a forehand clear back and forth low and in front of you. to each other without the
full court, so there will to each other. Make sure that • Have your side toward shuttlecock hitting the ground.
be four students to one you are clearing the your target.
court. shuttlecock to the back of the
• Reinforce the badminton court.
refinements of the
underhand forehand
clear.
• Students will now be This time I want your partner to • Drop racquet head See how many you can land in
hitting the shuttlecock in feed you by hand five down and behind you. the left sweet spot out of five
to the left sweet spot. shuttlecocks and I want you to • Cock your wrist, so the times.
See Attachment. strike the shuttlecock with an racquet extends behind
• Show the class where underhand forehand clear so it you. - Ask the students how many
the left side of the lands in the left hand side of they landed in the left sweet
sweet spot is and give the sweet spot. spot by having them raise their
an example of what the hand when you ask them an
task should look like. amount.
• The sweet spot is the
area at the back of the
badminton court it starts
from the out of bounds
line and goes into the
net two feet.
• Give cues or
refinements where
needed.
tasks after five feeds.
• Observe the class and Now I want you to do the same • Lunge forward with your Students will demonstrate
give cues and thing but hit the shuttlecock racquet foot. understanding of the
refinements where into the right sweet spot of the • Swing with a straight underhand forehand clear by
needed. court. arm, keeping your wrist raising their hand and calling
• Students will switch cocked. off all six refinements or cues
tasks after five feeds. that we have covered.
• Stop the class and 1. Notice that the
assess their knowledge shuttlecock is coming
on refinements of a low and in front of you.
good underhand 2. Have your side toward
forehand clear. Have your target.
the students raise the 3. Drop racquet head
hand if they know the down and behind you.
answer. 4. Cock your wrist, so the
• Students will continue racquet extends behind
the task after the short you.
assessment is finished. 5. Lunge forward with your
racquet foot.
6. Swing with a straight
arm, keeping your wrist
cocked.
• Give the students time This time I want you and your • Snap wrist right before See how many times you and
to become comfortable partner to hit an underhand contact. your partner can hit it back and
on this task before forehand clear back and forth forth without causing a fault.
moving on to the next. to one another while both of
• Feel free to reinforce you are standing in your own
any refinements or cues left sided sweet spot. The
that have already been shuttlecock should travel back
used. and forth going from left side to
left side. If the shuttlecock goes
anywhere else stop and
retrieve it and start again.
• Give cues or Now I want you to do the same • Strike the shuttle with See if you can hit it back and
refinements when thing but stand on your right- an open racquet face, forth between you and your
needed. sided sweet spot and hit the and swing upward. partner 7 times without
• Give the students time shuttlecock back and forth. messing up.
on the task.
• Observe and make - All 7 shouts should reach the
corrections where sweet spot using the
needed. underhand forehand clear.
• By now you should be
able to tell who is and
who is not proficient at
the skill. So it will be
easier to observe.
• Students will be This time I want you and your • Follow through. Try to see how many points
participating in a game partner to play a game like you and your partner can get in
like activity. activity. What I want to see is the game like activity. You get
• Observe the students both of you hitting an points by hitting the shuttlecock
and correct where underhand forehand clear, but back and forth successfully
needed. the shuttlecock must go back without causing one of the
• See attachment on the and forth from your left sided faults.
back of the lesson for sweet spot to your right handed
sweet spot areas. sweet spot etc. When the
shuttlecock hits the floor or you
do not hit it with an underhand
forehand clear and if you do
not go back and forth from left
to right the rally is over.
Closure and Assessment:
• Before the students leave the class, every student must tell me 3 refinements of an underhand forehand clear.
Hairpin Net shot
Objectives
A. Students
1. By the end of class the students will be able to demonstrate proper footwork for a hairpin net shot.
(NASPE 1, EALR 1.1)
2. By the end of class the students will be able to incorporate the hairpin net shot as well as previously learned skills into game play.
(NASPE 2. EARL 1.2)
3. By the end of class the students will be able to demonstrate knowledge of the four main cues of the hairpin net shot.
(NASPE 2. EALR 1.2)
B. Teacher
1.

• 8 badminton net
• 60+ shuttlecocks
• 16 hula hoops
Instant Activity: When I say go we will warm up by playing a modified game of badminton using only the forehand and backhand
overhead clears. Alternate between forehand and backhand after each attempt. This will require you to use proper footwork to get into
correct striking position for each of the two different clears. It will also require your partner to demonstrate good shuttle control by setting
you up to use the correct shot each time. GO!
Set Induction: So we have demonstrated that we can move our opponent from left to right in attempt to exploit an open area or to simply
just tire them out. Well, today ladies and gentlemen we are going to learn a new shot that will enable us to move our opponent from front
to back as well. We call this shot the hairpin net shot!
techniques
• Have the nets, racquets,
hoops and shuttlecocks
set up and spread out
evenly throughout the
activity area.
Informing Task: On my command I would like to have both partners begin this task on the short service line, one on each side of the
net. This is the line closest to the net running from sideline to sideline. One partner will gently set their racquet down out of the way and
gather 4-5 shuttlecocks and become the feeder. I will be coming around with extra shuttles. I would like the feeder to use an overhand
throwing motion to simulate a short shot. The other partner will return using the hairpin net shot and attempt to place the shuttle in
between the net and the short service line on the other side of the net. This is an underhand shot that is used below the waist and very
close to the net creating the shuttle to rise, just enough to clear the net and then drop sharply on the other side. GO!
• Check for Now I want you to switch roles • Push / Lift / Nudge / Try to get as close as you can to
understanding! every ten attempts with your Caress - (PLNC) the top of the net without hitting
• Demonstrate how the partner. it.
shot should look.
• Observe and provide
feedback when and
where necessary
• Insert hula-hoops to the This time alternate hairpin net • Keep racquet foot Aim for the hula hoops! How
left and right of the shots to the left and right of the forward. many shuttles out of ten can you
feeder. feeder aiming for the hula-hoops. • Racquet arm should have land within the hoop?
Switch after ten attempts with your be slightly flexed.
partner.
• Good time to pinpoint 2 Now increase the velocity of the • Caress shuttle instead of What are the four letters we used
or more students or toss to simulate a drive shot. And striking it. to remember the four most
groups. have your partner hit it with a • Follow through is important cues?
hairpin net shot. Please switch after minimal.
ten attempts with your partner. • Be gentle, slide racquet PLNC
under shuttle. Push, lift, nudge, caress
• Good time to utilize an Now I would like the feeder to mix See how many shuttles out of six
intra task variation (if a up the trajectories of their tosses you can return back over the
student or group is between short dropping tosses, • Push net?
struggling or the task firm line drives, and high arcing • Lift
seems to be too easy, rainbows. Depending on what toss • Nudge
modify it to challenge is thrown will determine you return! • Caress
them or ask them to • Switch after six consecutive
return to the previous tosses.
task).
Informing Task: Both partners will need their racquets for these next few tasks. When I say go, one partner will begin the activity by
serving, the receiving partner will return the short serve with a hairpin net shot. The partner who began the serve will proceed to return
the shuttle once it is returned by also using the hairpin net shot. So, during this task both players will have an opportunity to use the net
shot once. After each player has used the net shot one time, let the shuttle drop and switch servers.
• Provide demonstration Now you and your partner can • Reinforce cues where
with another student. finish out the rally using only the applicable
hairpin net shot.
• Observe and provide This time make your partner • Reinforce cues where Keep track of how long your rally
feedback when and adjust to your net shots. Begin applicable goes. How many groups rallied
where necessary. going diagonal away from them. five times? Six? Eight? Ten+?
Now you may return a serve • Reinforce cues where Every time you use a hairpin net
using either an underhand clear applicable shot that your partner cannot
or a net shot. After that proceed return, give yourself a letter. First
to finish out every rally using any player to spell PLNC wins!
shot we have covered this unit.
• Teach by invitation (give For the remainder of the class I • Try to hit the
students the choice to want you to choose between the appropriate shots at
decide between following activities. the appropriate times.
activities). • Play a similar type of
game we just finished only
you may decide the word
to play to. OR
• Practice any other task we
used today to get ready
for a skill test later this
week that will include the
hairpin net shot.
Closure/Assessment:
Q. I want you to show me what you have learned in today’s class. To do this I am going to ask you to demonstrate some skills and answer some
quick questions.
1. Close your eyes and raise which ever hand, left or right, that you step with if you’re right handed. ….Right
2. Who can name one of the letters and what it stands for of the four main cues today?.......PLNC (push, lift, nudge, and caress)
Single’s Rules & Scoring
Objectives
A. Students
1. By the end of class students will be able to demonstrate knowledge and competency of correct service rotations in
a game setting. (NASPE 1, 2. EALR 1.1, 1.2)
2. Students will demonstrate the basic rules and scoring criteria of badminton in a game setting.
B. Teacher
1.

• 8-18 Badminton nets
• 35 quizzes on hairpin net shot.
Content Development: The class will take the quiz before class starts.
Instant activity: “100 rallies” With a partner In the next five minutes, find an empty court and get at least 100 rallies in using any shot
we have covered thus far.
Set Induction: Today boys and girls, we are going to learn how to score correctly and all the rules so we can start playing more
games. We are going to be using these rules and scoring criteria for the rest of the quarter, so its very important that you pay close
attention.
MAF/Instructional Extensions Refinements Application
Techniques
• Spread racquets
throughout the activity
area
• Have shuttlecocks
easily accessibly
Informing Task: When I say go, I would like everyone to find a partner, a racquet, and an empty court. As you will see, there are no
shuttles, as I will pass them out when we get started. I would like to begin by reviewing our short serve that we covered last week.
So, begin each rally with a short serve making sure we are following the correct rules for serving. Please begin in the right service
court and serve diagonally to your opponent’s right service court. Continue out each rally until it is finished. Go!
• Check for Now, if you are serving and • You must serve to Keep score. In a few minutes, I
understanding. you win a rally, alternate to the score will stop the class and winners
• Reinforce safety when left service court and serve • If you lose a rally and will rotate.
swinging at again. Award yourself 1 point. you were serving, we
shuttlecocks. If you lose a rally, award call this a, “side-out”
yourself zero points and give • Reinforce cues for all
the serve to your opponent. shots were applicable.
Your opponent will serve from
the right service court.
• In the case of a tie, let Winners please rotate one • Remember the singles
them continue, next court to my right and losers boundaries? It is the
point wins. please rotate one court to my long and skinny court.
left. All lines are considered
in bounds.
• Make sure you are
alternating service
courts after every point.
• Give positive feedback Continue playing a singles Remember all the different Try to use every one of these
when possible. game with your new opponent. shots we have covered this far. shots during a given rally.
• Watch for shots that The score is now 0-0. We call • forehand drive
have not been taught this score “Love-all.” • backhand drive
yet, like the smash. • forehand overhead
clear
• backhand overhead
clear
• forehand underhand
clear
• short serve &
• hairpin net shot
• Check for Now, if you are serving and • If at anytime the shuttle So, if my score is five and I am
understanding. your score is even, then you comes in direct contact serving, what service court
must serve from the right with your body it is should I be serving from?
service court. If your score is ruled a “fault.” A fault is -LEFT
odd, then you must serve in the also awarded if you or
left service court. your opponent hit the Continue keeping score.
shuttle out of bounds or
into the net.
• Enforce sportsmanship Winners, rotate one service • At no time can you
and respect towards court to my right. Losers, rotate come in contact with
opponent. one service court to my left. the net with neither with
your racquet or any part
of your body.
• Now can you reach
over the net to strike a
shuttle.
Informing Task: Now, I would like you and your new opponent to play a full match. Matches are played to 15 for male’s singles and
11 for female’s. I will let your group decide which to play to. Go!
• Give feedback when If you encounter a tie on game • A shuttle may hit the
possible. point, the player who got to net on its way across
game point first has an option during play and the rally
to either: can continue except
• Play to 15 in men’s or during a serve
11 in females. OR
• Set the match to 17 in
men’s and 13 n
female’s
• Teach by invitation (let When you are finished you • Reinforce cues for all
the students decide.) have the choice between shots where applicable.
A. Playing another game

with the same or new
opponent, OR
B. Practice any previous
shot more extensively
with me on the far two
courts.
Closure/Assessment
I want you all to show me what we have learned today. To do this I am going to ask you demonstrate a few skills and answer a few
questions.
1. Please close your eyes. The score is 12-9 and it is my serve and I have the lead. What service court am I serving from?
Raise your right hand for right court and your left hand for left court. A: Right service court
2. Can the shuttle hit the net on its way across during play? A: Yes…except during a serve.
3. May you reach over the net to strike a shuttle as long as you don’t touch the net? A: NO
4. If you lose a rally and you were serving, what is this called? A: “side-out”
Backhand Underhand Clear / Net lift
Objectives
A. Students
1. By the end of class, students will be able to demonstrate the correct techniques used in performing a backhand
underhand clear. (NASPE 1, 3. EALR 1.1,1.2)
• Body weight transfers from non-racquet foot to racquet as shot is played.
• Lead high with elbow.
• Flick wrist.
• Follow through in direction of shuttle flight.
2. By the end of class, students will know the correct situation to use a net lift shot in a game of badminton.
(NASPE 2. EALR 1.3)
B. Teacher
1.

• 35 Badminton Racquets
• 16 hula hoops
• Roll of colored tape
Instant Activity: “Birdies Nest” Space out two hula hoops on each court, one on each side of the net near the back boundary line
(these are the birdies nest.) Students on both sides of the net will attempt to hit a forehand underhand clear from the short service
line into the birdies nest on the opposing side of the net. Teams are organized by court. All players on the same side of the net are
working together against the players on the opposite side of the net. When a shuttle successfully lands inside the hula hoop, 1 point
for that team is awarded. Players must allow for the shuttles to land on the floor before they can be retrieved. Blocking or guarding
your birdies nest is not allowed. GO!
Set Induction: Today class we are going to learn a great counter shot to any short serve or hairpin net shot. The backhand
underhand clear will allow you to catch your opponent off guard after they attempt one of these shots on you. So today ladies and
gentlemen, we are going to learn some of the secrets to this advanced shot.
MAF / Instructional Extensions Refinements Applications
Techniques
• Have badminton nets
set up prior to class.
• Have racquets,
shuttles, and hula
hoops spread out and
readily available before
class.
Informing Task: When I say go, please find a partner and begin rallying back and forth with a backhand hairpin net shot beginning in
front of the short service line. Both players need to stay in between the net and the short service line and hit to each others
appropriate backhand. GO!
• Demonstrate a Perform 100 total backhand Remind the students of a few See how many you and your
backhand hairpin net hairpin net shots between the of the cues for the hairpin net partner can rally consecutively.
shot and the correct two partners. shot.
location to stand and • Push/Lift/Nudge/Caress
begin. • Follow through is
• Check for minimal
understanding.
• Reinforce the proper
grip for the backhand
hairpin net shot (See
skill charts-Appendix 4
under Tab 9.)
• Remind students what Now alternate every shot Remind the students of the Now see how many
the correct trajectory between a backhand net shot remainder of the cues for the consecutive shots you and
should look like for a and a forehand net shot. hairpin net shot. your partner can get. Can you
net shot, (barely clears • Racquet arm should be beat your last score?
net.) slightly flexed.
• Racquet foot forward.
• Enforce safety and Now you may use either net • Be gentle, slide racquet Winner will rotate after three
cooperation since shot when ever desired. Begin under the shuttle at minutes so keep track of your
players may be sharing with a short serve and try to contact. points.
courts. beat your partner using only a • Award yourself one
• Announce that this is a net shot. point and the serve if
finesse shot used to you win a rally.
deceive your opponent.
• Provide positive Players with the most points • Reinforce correct cues
feedback where please rotate one service court for a net shot.
applicable. to my right and the losing
• Watch for any players please rotate one
unsportsmanlike service court to my left. You
conduct and encourage should now be facing a new
respect for opponents. partner. Please begin the
same task with your new
partner.
Informing Task: When I say go, I would like one partner to come collect five shuttlecocks and stand across the net from your partner
on the short service line. You will be tossing each shuttle one by one using an overhand throwing motion to your partner’s backhand.
The receiving partner will also begin on the short service line and attempt to return each shuttlecock deep over the tossing partners
head as close to the back boundary line as possible. After all five attempts the tossing partner will retrieve the shuttlecocks and
become the new striker. GO!
• Demonstrate new skill. After both partners have • Body weight must Try to successfully land 3/5
• Check for finished once, please attempt it transfer from non- shuttlecocks in between the
understanding. again. racquet foot to racquet long service line and the back
foot at contact. boundary line.
• Tape a long service line Now alternate every shot • Lead racquet with a
approx. 2 ft from back between a deep backhand high elbow as racquet
boundary line if one underhand clear and a short foot lands-See skills
doesn’t exist. backhand hairpin net shot. charts: backhand
underhand clear.
• Reinforce safety Please which roles after one • Flick wrist when Try to place your hairpin net
• Provide feedback partner has attempted all five attempting the shots in between the net and
shuttlecocks. backhand underhand the short service line and your
clear-See skill charts. clears in between the long
service line and the back
boundary line. Can you
successfully land 3/5 shuttles
in the correct place?
• Demonstrate the task Now I would like one partner to • Follow through in the Can you finish the drill with at
with another student. begin this next task with a short direction of the shuttle least 2/5 shuttles in the
• Check for serve. The receiving partner is for all four shots. backcourt?
understanding. to return the serve using either Remember, the follow
• Watch for students to a forehand or a backhand through for the net
make sure they are not hairpin net shot. After that I shots is minimal.
rallying after the final would the partner that served
clear. to return the net shot with
either a forehand or a
backhand underhand clear.
After that please stop, retrieve
the shuttle and switch servers.
• Look to pinpoint two or Each partner is to complete the • Reinforce cues for any
more groups that are last task twice. of the four shots
performing the task attempted in this task.
correctly.
Closure/Assessment:
On your way out the door, please name one cue we learned today regarding the backhand underhand clear.
• Body weight must transfer from non-racquet foot to racquet foot at contact.
• Lead racquet with a high elbow as racquet foot lands.
• Follow through in the direction of the shuttle.
• Flick wrist at contact.
Backhand Underhand Clear / Net lift
Objectives
A. Students
1. By the end of class, students will be able to demonstrate the correct techniques used in performing a backhand
underhand clear. (NASPE 1, 2. EALR 1.1,1.2)
• Body weight transfers from non-racquet foot to racquet as shot is played.
• Lead high with elbow.
• Flick wrist.
• Follow through in direction of shuttle flight.
2. By the end of class, students will be able to utilize the backhand underhand clear with improved accuracy.
(NASPE 1, 2. EALR 1.1, 1.2)
B. Teacher
1.

Instant Activity: “100 rallies” With a partner in the next five minutes, find an empty court and get at least 100 rallies in using any shot
we have covered thus far.
Set Induction: Today boys and girls we are going to continue with the backhand underhand clear. Now that we have a foundation
for the skill, we can start to utilize it with accuracy against our opponent.
MAF / Instructional Extensions Refinements Applications
Techniques
• Have badminton nets
set up prior to class.
• Have racquets spread
out and readily
available before class.
• Have shuttlecocks
placed out in an area
where students can
efficiently collect them.
Informing Task: When I say go, I would like everyone to find a partner and an empty badminton court. I want one partner to collect
five shuttlecocks and strike five short serves one at a time from the short service line to either your partner’s forehand or backhand.
The receiving partner will start around the short service line on the opposite court and may return each serve with either a backhand
or a forehand underhand clear depending on where the serve is located. After all five serves have been returned, please collect the
shuttles and switch servers.
• Check for Now I would like the server to Review the cues for the See how many points you can
understanding. race to the backcourt after backhand underhand clear get out of five attempts.
• Enforce safety issues each serve and attempt to • Body weight transfers
since students may be return each clear from your from non-racquet foot to
sharing courts. partner using either a forehand racquet as shot is
• Demonstrate the task to or a backhand underhand played.
clarify any confusion. clear. If you successfully • Lead high with elbow.
return your partner’s clear, • Flick wrist.
award yourself one point. • Follow through in
Switch servers after five direction of shuttle
attempts. flight.
• Provide positive Repeat the last task again. Can you beat your last round?
feedback where Each partner will attempt to
applicable. return a minimum of ten
serves.
• Enforce safety and Now I want the server to • Provide cues for the As a server, can you
cooperation since attempt a long serve from the short serve if needed. successfully hit 3/5 long serves
players may be sharing short service line over their • Make sure contact on to your partner’s backhand?
courts. partners head but to their the serves is below the
• Announce that this is a backhand. The receiving waist
finesse shot used to partner will also begin on the • Make sure the receiving
deceive your opponent short service line on the partner is not moving
opposite court and attempt to while a serve is being
return the long serve using a attempted
backhand underhand clear.
After five attempts collect the
shuttles and switch servers.
• Provide positive Now the server may attempt • Reinforce correct cues Try to get your opponent
feedback where either a short or a long serve to where applicable guessing by mixing up your
applicable. their partners backhand only. serves between short and long.
If a serve is attempted to their As a returner, try to return 4/5
partner’s forehand, please let serves back over the net.
the shuttle drop and reattempt
the serve.
• Demonstrate new skill. Now after the initial serve I Can you keep your partner
• Check for would like the server to from moving more than one-
understanding alternate between deep step in either direction on your
• Look to pinpoint two or underhand clears and short returns?
more groups that are hairpin net shots from around
performing the task the short service line. The
receiving partner will be
running back and forth from the
net and the backcourt returning
each shot from their partner. I
want the receiving partner to
try to return the shuttle directly
back to their partner.
• Allow a few minute to Switch roles • Body weight must
pass before instructing transfer from non-
them to switch. racquet foot to racquet
foot at contact.
Informing Task: Now we are going to play a modified game of badminton. Using all the rules of badminton we learned last week
with only a minor variation. If at anytime during your badminton game you score a point using a backhand underhand clear, award
yourself three points versus the traditional one. Make sue to keep track of you points because we will be rotating according to you
scores.
• Watch for any Winners please rotate one • Lead racquet with a Try to beat your partner.
unsportsmanlike service court my right and high elbow as racquet
conduct and encourage losers one service court to my foot lands-See skills
respect for opponents left. Locate your new partner charts: backhand
• Check for and begin the same task. underhand clear.
understanding
• Reinforce safety Please rotate once again in the • Flick wrist when Try to beat your partner.
• Provide feedback same direction. Locate you attempting the
new partner and begin the backhand underhand
same task. clear-See skill charts.
• Follow through in the
direction of the shuttle
Closure/Assessment:
Who can raise their hand and tell me when we use the backhand underhand clear shot?
• To return a short serve to our backhand
• To return a hairpin net shot to our backhand
• Or any other short shot to our backhand
Forehand and Backhand Underhand Clear
Objectives
Students:
1. By the end of class Students will be able to efficiently alternate between the forehand and backhand underhand
clear shots. (NASPE 1, EALR 1.1)
2. By the end of class students will know the refinements or cues of the forehand and backhand underhand clear
shots, by doing their criterion tests. (NASPE 2, EALR 1.1)
Teacher:
1.

• 35 Criterion sheets
Content Development: See Criterion Sheet at the end of the lesson and in tab # 6.
Instant Activity: Today, I would like us to warm up by playing a modified game of badminton with a partner. It is modified because
you can only use the shots we have learned this far. Any other shots attempted result in a point for the other player/
Set Induction: We have all watched people playing a sport that have made a crucial mistake in a game right? That is because they
do not use the refinement or cues of the skill they are using. So today we are going to focus on our refinements and cues for the
forehand and backhand underhand clear.
Techniques
• Have nets set up and
the equipment set out
for easy access.
Informing Task: When I say go, I want you and your partner to rally back and forth, but one partner has to use the forehand
underhand clear and the other has to use the backhand underhand clear. Knowing this, you should aim your clears to the side that
your partner is working on. Go
• While students are Now I want you and your • Recognize that the See how long you can rally
rallying hand out their partner to change skills. One shuttle is coming in low back and forth without the
criterion tests. will use the forehand and the and in front of you. shuttlecock hitting the floor.
• Check for other will use the backhand
understanding. underhand clear.
Informing task: When I say go, I want you and your partner to fill out your names on the criterion sheets. The directions are on the
sheet, if you have any questions please raise your hands. Remember we are looking at how well your partner executes the
refinement or cue, not were the shuttlecock goes.
• Go over the forehand Forehand Refinements
and backhand • Recognize that the shuttle
underhand clear is coming in low and in front
refinements or cues of you.
with the students. • Drop the racket head down
• Observe the students and behind you, cocking
while they are doing your wrist so that the
their criterion tests. racket's shaft extends out
behind you.
• Lunge forward with your
racket foot.
• Swing with an almost
straight arm, keeping your
wrist cocked.
• Snap your wrist at the last
possible moment before
contact with the shuttle.
• Strike the shuttle with an
open racket face and an
upward swing.
• Follow through all the way
to your opposite shoulder
for clear shots, and use
very little follow-through for
the deceptive drop shot.
• Recover to your ready
position quickly.
Backhand Refinements
• Recognize that the
shuttle is coming in low
and to your non-
dominate side.
• Drop the racket head
down and behind you,
cocking your wrist so
that the racket's shaft
extends out behind you.
• Lunge forward with your
racket foot.
• Swing with an almost
straight arm, keeping
your wrist cocked.
• Snap your wrist at the
last possible moment
before contact with the
shuttle.
• Strike the shuttle with
an open racket face
and an upward swing.
• Follow through all the
way to your opposite
shoulder for clear shots,
and use very little
follow-through for the
deceptive drop shot.
• Recover to your ready
position quickly.
Q. At the end of class students will tell me two refinements to the forehand and backhand underhand clear.
Forehand Refinements
• Recognize that the shuttle is coming in low and in front of you.
• Drop the racket head down and behind you, cocking your wrist so that the racket's shaft extends out behind you.
• Lunge forward with your racket foot.
• Swing with an almost straight arm, keeping your wrist cocked.
• Snap your wrist at the last possible moment before contact with the shuttle.
• Strike the shuttle with an open racket face and an upward swing.
• Follow through all the way to your opposite shoulder for clear shots, and use very little follow-through for the deceptive drop
shot.
• Recover to your ready position quickly.
Backhand Refinements
• Recognize that the shuttle is coming in low and to your non-dominate side.
• Drop the racket head down and behind you, cocking your wrist so that the racket's shaft extends out behind you.
• Lunge forward with your racket foot.
• Swing with an almost straight arm, keeping your wrist cocked.
• Snap your wrist at the last possible moment before contact with the shuttle.
• Strike the shuttle with an open racket face and an upward swing.
• Follow through all the way to your opposite shoulder for clear shots, and use very little follow-through for the deceptive drop
shot.
• Recover to your ready position quickly.
Deep Serve
Objectives
Students:
1. By the end of class students will be able to demonstrate proficient skills at the deep serve technique used in badminton.
Teacher:
1.
Equipment: “For a class of 35 students”

o 35 Badminton Racquets
o 35 + Shuttlecocks
o 8 Badminton Courts
o 10 Task Cards
o 2 Standards or Poles (See Task Cards # 8, 9, and 10.)
o 3 Twenty Foot Ropes (See Task Cards # 8, 9, and10.)
o 35 Score Sheets
Content Development: See Task Cards and appropriate instructions located in Tab 8 – Appendix 3.
Instant Activity: Today you can play a game of badminton using only the shots we have cover thus far in class.
Set Induction: Today we are going to learn a very important skill in badminton so really work hard today on the refinements of the
deep serve.
Task Card #1
Hit a deep serve towards the back of the badminton court, once you have
done this 8 times mark it on your score sheet and move on to the next
task.
Refinement or Cue:
Stand three to four feet behind the short line, near the centerline.
Task Card #2
This time I want you to hit 10 deep serves to the back of the court landing them in
the sweet spot. After you have done this mark down on your score sheet how many
you landed in the sweet spot out of 10.
Refinement or Cue:
Turn so that your non-racquet shoulder points to your target and your feet are perpendicular to it.
*Badminton court, the “blue” equals the “Sweet Spot.”
Task Card #3
For this I want you to hit 5 out of 10 deep serves in the left side of the sweet spot.
You can move on once you hit 5 out of 10, or wait for instructions to move on.
Mark your score on your score sheet once you have finished the task.
Refinement or Cue
Hold the base of the shuttlecock between the thumb and forefinger of your non-racquet arm and
extend that arm slightly lower than shoulder height.
*Badminton Court, “Red” equals left side of the sweet spot.

Task Card #4
For this I want you to hit 5 out of 10 deep serves in the right side of the sweet spot.
Refinement or Cue:
Hold your racquet low down at your side, with your wrist cocked so the racquet head is behind your
wrist.
• Badminton court, right side of sweet spot equals “Green.”

Task Card #5
For this task you must hit all 5 deep serves in a row into the sweet spot. You can also
be instructed to move on to the next task card. Once you do this record your score on
your score sheet and move onto the next task.
Refinement or Cue:
Drop the shuttle straight down.
* Badminton Court, The sweet spot equals “Yellow.”

Task Card #6
This time I want you to hit 7 deep serves into the left side of the sweet spot. Mark
your score on your score sheet and move on to the next task.
Refinement or Cue:
Swing the racquet forward in an underhand forehand swing.
*Badminton court, the left side of the sweet spot equals “Brown”.
Task Card #7
This time I want you to hit 7 deep serves into the right side of the sweet spot. Mark
Refinement or Cue:
Snap your wrist as late as possible, striking the shuttle around waist height in front of you.
• Badminton court, the right-sided sweet spot equals “Pink”.
Task Card #8
For this task you must make sure your deep serve is high enough to make it over the
rope that is nine ft. high. The shuttlecock must land in the sweet spot 4 out of 6 times.
You can also be instructed to move on to the next task. Mark your score on your score
sheet once you have finished the task.
Refinement or Cue:
Hit the shuttle with an open racquet face so that it flies high and deep into your opponent's court. The shuttle
must fly diagonally and land in the receiver's service court to be a legal serve.
• Badminton court, the sweet spot equals “light blue” and the rope equals “--------.”
Task Card #9
This time you must hit your deep serve over the nine ft. high rope and the shuttlecock
must land in the left side of the sweet spot 3 out of 6 times. You can also be instructed
to move on to the next task. Mark your score on your score sheet once you have
finished the task.
Refinement or Cue:
Follow through high and across your body.
• Badminton court, the left sided sweet spot equals “Black” the rope equals “--------.”
Task Card #10
must land in the right side of the sweet spot 3 out of 6 times. You can also be
instructed to move on to the next task. Mark your score on your score sheet once you
have finished the task.
Refinement or Cue:
Recover to your ready position quickly.
• Badminton court, the right-sided sweet spot equals “Gray” the rope equals “--------.”
Short/Deep Serve
Objectives:
A. Students
1. By the end of class students will be able to demonstrate skills of both the short and the deep serve techniques
used in badminton by completing a skill performance assessment and submitting a score sheet reflecting their
ability. (NASPE 1, 3. EALR 1.1)
B. Teacher
Equipment: (For a class of 35 students)

• 35 + shuttlecocks
• 8 badminton courts
• 4 tall poles
• 2 - 30 ft. ropes or equivalent yarn or string
• Colored Tape – 3 different color rolls.
• 20 Score Sheets
• 4 cones
• 1 foam ball
Instant Activity: “Turkish Ball” Please count off by 2. All the ones on left side of the gym and all two’s on the right. The object is to
throw the foam ball into your opponent’s goal. The only other rule is you may not move with the ball. Once you catch the ball, you
get 1 step in any direction and that is it. Team with the most goals wins! Go!
Set Induction: Well today boys and girls we are going to utilize out skills of serving. Now its time to put both serves together. No
longer will you opponent know what to expect when you’re serving.
Techniques
• Have equipment set out With your partner, alternate
so students can get to it hitting deep serves to the back
quickly. of the badminton court from the
• Reinforce safety. short service line.
Informing Task: When I say go, I want you to find a partner that has the same color eyes and then you and your partner get two
racquets and one shuttlecock. Then find a space on a badminton court and wait for my next instruction. Go!
• Students will be in pairs Try and get 8 out of 10 good
• Check for deep serves to the back
understanding
roles every 10 tries.
• Students will still be in This time I want you to feed • Make sure side is to Again try and hit 8 out of 10
pairs your partner and he or she is target. good backhand drives across
• Check for only allowed to return the • Keep your eyes on the net without messing up.
understanding. shuttlecock using a backhand the shuttlecock.
• I will be assessing each drive. I will also be assessing • Transfer weight
student’s backhand each one of you for this skill from back foot to
drive. also. front foot.
• Students will change • Hit below shoulder
roles every 10 tries. and above waist.
• Bend elbow, coil
body.
• Uncoil body and
snap the wrist on
contact.
Informing Task: We are now going to test both our forehand and backhand drive. With your partner please come pick up a skill
performance sheet and follow the instructions. Please turn in the completed sheets to me and finishing the remainder of class by
playing a game like activity. You and your partner will only use the backhand and forehand drives. If you keep it in bounds and your
partner cannot return it you receive a point. If your partner hits it out of bounds you get a point, but remember you can only use a
forehand and a backhand drive. I will also be watching to make sure we are all assessing correctly. If I catch a recorder
misreporting, they we automatically receive a zero. GO!
• Students will practice a * Reinforce cues where
game like activity after applicable.
completing
assessment. From above.
• Check for
understanding.
• While students are leaving class I will ask them to tell me one refinement to a backhand drive and a forehand drive.
Drop Shot
Objectives:
A. Students
1. By the end of class students will know how to use the drop shot in a game like situation.
(NASPE 1, 3. EALR 1.1, 1.2)
2. By the end of class students will have the knowledge to execute a drop shot.
(NASPE 2. EALR 1.3)
B. Teacher

Instant Activity: Today we are going to play “king of the courts.” There are going to be 4 people to one badminton court and you are
going to start playing badminton. You are going to keep score and the side that has the most points when I tell you to stop is going to
move to the court on the right of them. The team that has the least points will move to the court on the left of them. If there is a tie
you will have a sudden death tie breaker (meaning next point wins.)
Set Induction: How many people like to have the upper hand when playing a sport or game? Well today I am going to show you a
shot in badminton that will give you the upper hand if you do it right. The shot is called the drop shot.
Techniques
nets set up.
racquets and
shuttlecocks set out in
the gym.
Informing Task: When I say go, I want you and your partner to find a court and begin playing badminton using only the badminton
shots we have went over thus far in class. GO!
• Introduce the drop shot Now I want you to stand at • Position yourself behind See how many drop shots you
to the students. your service line and throw the and beneath the can land just over the net in
• Give an example to the shuttlecock to yourself and hit it shuttle. eight tries.
students of what the with a drop shot into your • Transfer your weight
task should look like. partner’s court. I want you to back to your racquet
• Check for do this task eight times, and foot (your back foot).
understanding then switch with your partner.
• Show an example of This time have your partner • Swing as you would for Try to get five out of ten drop
what the task is stand at his or her service and an overhead clear, shots over the net.
supposed to look like. throw the shuttlecock to you. opening your body and
You will be standing at your swinging from the
service line making contact shoulder.
with the shuttlecock using a
drop shot. Switch roles with
your partner after ten attempts.
• For this task have two For this task your partner will • Transfer your weight
of your students show it be again at their service line. onto your front foot.
to the class. You will He or she will throw the
have to verbally walk shuttlecock, while you are
them through the task, standing at your service line.
so they can show the Then you will return the
rest of the class. shuttlecock with a drop shot,
landing the shuttlecock on the
left side of your partner’s court.
Please switch roles after ten
attempts at this task.
• Give students their next Now I want your partner to do • Snap your wrist, but See how many times in the row
task. the same exact thing, but you only halfway. Aim to you can use good form when
• Check for will be hitting the shuttlecock strike the shuttle slightly hitting your drop shot.
understanding with a drop shot into the right more forward than you
side of your partner’s court. would on a clear shot.
Again switch roles after ten
tries at this given task.
• Show the students what This time I want your partner to • Strike the shuttle softly Try to hit all eight drop shots
you want this task to stand right up against their net with a closed racquet over the net and land them in
look like by giving them right in the middle. He or she face, causing a level or bounds.
an example. will throw the shuttlecock into downward trajectory on
• Remember to keep the air as high as they can; you the shuttle.
your back to the wall are to stand on your back line.
when observing. Once the shuttlecock has left
your partners hand you are to
make a play on the shuttlecock
using the drop shot. After you
have done this eight times
switch with your partner and
have them do the same task.
• Introduce this task to For this task I want your • Aim for the sidelines.
the students by giving partner to stand a couple of
them an example of feet behind their service line
what the task looks like. and hit to you a forehand drive
• Teach by invitation if it making sure the accuracy of
is necessary in your the shuttlecock is going near
class. the middle of your court. You
will be standing three to four
feet behind your service line
and then you are to return the
shuttlecock with a drop shot.
Please switch roles with your
partner after seven attempts.
• Walk two new students Now I want your partner to • Limit your follow- See if you can hit all of these
through this task so stand again a couple feet through, using almost drop shots just on you
they can show the rest behind their service line and he no wrist action and a opponents sideline or near it.
of the class the new or she can decide to hit either a slight push motion, so
task. clear or a drive against you. that the shuttle barely
You are to react from the back crosses the net.
of your court and make a play
on the shuttlecock and hit it
with a drop shot. Once you
have done this six times then
you become the hitter and your
partner becomes the returnee.
• For the last task the For you last task of the day you • Return quickly to your
students will be playing and your partner will play a ready position.
a game like task. game like task. I want one of
• Verbally tell the you to start off hitting the
students how to do this shuttlecock with a forehand
task. drive and your partner will
• Good chance to watch return it using a drop shot.
and see how the Then you are to rally between
student’s skills have each other using only the drop
progressed. shot. Once the shuttlecock hits
the floor start over from the
drive.
Q. At the end of class students will show me that they understand the drop shot by raising their hand and verbally telling me they
refinements or cues to the drop shot.
• Position yourself behind and beneath the shuttle.

• Transfer your weight back to your racquet foot (your back foot).
• Swing as you would for an overhead clear, opening your body and swinging from the shoulder.
• Transfer your weight onto your front foot.
• Snap your wrist, but only halfway. Aim to strike the shuttle slightly more forward than you would on a clear shot.
• Strike the shuttle softly with a closed racquet face, causing a level or downward trajectory on the shuttle.
• Aim for the sidelines.
• Limit your follow-through, using almost no wrist action and a slight push motion, so that the shuttle barely crosses the net.
• Return quickly to your ready position.
Badminton Smash
Objectives
A. Students
1. By the end of class students will be able to perform a skillful smash shot. (NASPE 1,3 and EALR 1.1)
2. By the end of class students will have the knowledge of the refinements or cues of a skillful smash shot. (NASPE 2
and EALR 1.3)
B. Teacher
1.

• 8 Badminton Courts
Instant Activity: Today we will be playing a modified game of badminton. You will find a partner and you two will be on a team. You
will find another group to play against on a badminton court. The only shots you can use are the shots that we have covered so far in
the badminton unit. If you use a shot that we have not covered the other team gets a point.
Set Induction: There are a lot of different skills that are really powerful in sports all over the world, and today I am going to introduce
you to the most powerful shot in badminton. “THE SMASH”
Techniques
racquets and
shuttlecocks set out on
the floor so students
can get to it easily.
• Have all 8 nets set up
on the courts.
• Make sure you keep
your back to the wall
through out class.
Informing Task: When I say GO, I want you and your partner to hit the shuttlecock back and forth to each other using only the
badminton swings we have covered this far. Go!
• Introduce the smash Now, I want you to stand at • Get into position behind Try to get five out of ten smash
shot to the class, by your service line and throw the and beneath the shots in bounds.
examples. shuttlecock up for yourself shuttle.
• Check for about a foot in front of you and • Point your non-racquet
understanding. hit it with the smash shot. Have shoulder toward your
• Students will be with a your partner retrieve the opponent and shift your
partner. shuttlecocks and switch roles weight onto your back
with your partner after ten (racquet) foot.
attempts at the smash.
• Give the students an This time I want your partner to • Hold both arms up. See how many smash shots in
example of what this stand on his or her service line, Hold your non-racquet a row you can get to land by
task looks like. and throw you the shuttlecock. arm out in front of you your partner’s service line.
• Make sure that the You are to stand at about your for balance, and your
partner that is throwing service line and hit the racquet arm up behind
the shuttlecock to their shuttlecock with a smash. After you with your elbow
partner for the smash is ten attempts switch with your bent 90 degrees and
being safe and not partner. your wrist cocked. The
getting hit by the racquet head should be
shuttlecock. behind your shoulders.
• Show students an Now, I want your partner to • Begin your swing from I want you to try and get at
example of what you stand up against his or her side your shoulder while least half of your smash shots
want to see for this of the net in the middle, and opening your torso to land in either the left side or
task. throw you the shuttlecock. I toward your opponent. right side of your partner’s
• If necessary use the want you to hit it with the court.
tactic teaching by smash shot alternating hitting
invitation so you are not to the left side and right side of
pushing some kids to the badminton court on your
fast or to slow. partners side. I want you to
switch roles with your partner
after twelve attempts at this
task.
• Give the students an For this task I want your • Reach up for the See how many smash shots
example of what you partner to again stand up shuttle, jumping off your you can run up on and make a
want to see for this against their net and in the back leg and good smash shot against your
task. middle of it, and then I want transferring your weight partner.
him or her to throw the to your forward foot.
shuttlecock high into the air.
You must stand a foot in front
of the back line of the
badminton court and run up on
the shuttlecock striking it with a
smash. Please switch roles
with your partner after twelve
attempts at the smash on this
task.
• Have two students This time I want your partner to • Strike the shuttle as This time challenge yourself to
introduce this task to stand at his or her back court high as you can reach get eight out of ten smash
the rest of the class. line and hit a forehand it, while it is still out in shots to land in the boundaries
Explain what they are overhead clear to about the front you. of your partners court.
doing while they are middle of your court. I want you • Snap your wrist, as you
performing the task. to stand on your back line and contact the shuttle at
make a play on the shuttlecock least three or four feet
hitting it with a smash. Switch above the net level and
roles with your partner after in front of your body.
you have tried this task ten
times.
• Give a good example of This time I want your partner to • Hit the shuttle with a This time try to be perfect and
this task to your class. stand at their back line and hit closed racquet face. get the most smash shots you
• Encourage your class you a forehand underhand can to land near your partners
to have fun. clear making it land towards service line.
the middle of your court. Then I
want you to stand at your
service line and once your
partner hits the shuttlecock, I
want you to get in position to
return the shuttlecock with a
smash. Again do this task ten
times and switch roles with
your partner.
• Since this task is some Now I want your partner to • Follow through, keeping
what game like have a stand at his or her service line your arm high, while
couple of students and serve the shuttlecock to your wrist snaps
show the rest of the you, you will return the completely through the
class what you want to shuttlecock to your partner. shuttle. Then swing
see for this task. Make When the shuttlecock is in your arm down and
sure you use two position to smash, either one of through the shot.
different students, than you can make an attempt to hit
you used last. the shuttlecock with the smash.
Once the shuttlecock hits the
floor start over from the serve.
Q. At the end of class students will show me the motion of a skillful smash shot. Students will also have to tell me at least two cues to
the smash.
• Get into position behind and beneath the shuttle.

• Point your non-racquet shoulder toward your opponent and shift your weight onto your back (racquet) foot.
• Hold both arms up. Hold your non-racquet arm out in front of you for balance, and your racquet arm up behind you with your
elbow bent 90 degrees and your wrist cocked. The racquet head should be behind your shoulders.
• Begin your swing from your shoulder while opening your torso toward your opponent.
• Reach up for the shuttle, jumping off your back leg and transferring your weight to your forward foot.
• Strike the shuttle as high as you can reach it, while it is still out in front you.
• Snap your wrist, as you contact the shuttle at least three or four feet above the net level and in front of your body.
• Hit the shuttle with a closed racquet face.
• Follow through, keeping your arm high, while your wrist snaps completely through the shuttle. Then swing your arm down and
through the shot.
Physical Education Teacher Program
Smash & Drop Shots
Objectives:
A. Students
1. By the end of class students will be able to use both the smash and the drop shot in a recreational and competitive
game of badminton.
(NASPE 1, 3. EALR 1.1, 1.2)
2. By the end of class the students will understand and be able to use the refinements in a game of badminton.
(NASPE 1, 2, 3. EALR 1.1, 1.3)
B. Teacher
1.

• 35 copies of quiz #3
Content Development: Administer quiz as students enter class. Students will have five to ten minutes to take quiz. Find quiz three
in tab 6 assessments.
Instant Activity: Today, I want you and your partner to practice shots that you find difficult in badminton. I want you to do this by
playing a game of badminton, but only use shots that you need practice on. Once the shuttlecock hits the floor, pick it up and start
form the serve.
Set Induction: So now that we have learned two of the most effective shots in badminton, we are going to put it all together today
and really focus on becoming more proficient at the smash and drop shot.
Techniques
• Have badminton courts
set up before class
comes in.
racquets and
shuttlecocks out so
students can get to
them efficiently.
Informing Task: When I say go, I want you and your partner to begin hitting the shuttlecock back and forth to each other once the
shuttlecock is in position for the smash or drop shot make an attempt at it. If your partner wants to, try and return either the smash or
drop shot. GO!
• Show the students an For your next task I want your • Get into position behind See if you can hit five out of
example of what you partner to stand at the back of and beneath the eight smash shots to land in
want this task to look their court and hit the shuttle. bounds on your opponent’s
like. shuttlecock with an underhand • Point your non-racquet side of the court.
• Give students forehand clear, the flight of the shoulder toward your
refinements where shuttlecock should land opponent and shift your
needed. towards the middle of your weight onto your back
court. I want you to be standing (racquet) foot.
on your back court line and run • Hold both arms up.
up on the shuttlecock making a Hold your non-racquet
play on it using the smash arm out in front of you
shot. Switch roles with your for balance, and your
partner after you have racquet arm up behind
attempted this task eight times. you with your elbow
bent 90 degrees and
your wrist cocked. The
racquet head should be
behind your shoulders.
• Have two of your This time I want your partner to • Position yourself behind Try to get five out of eight drop
students show to the stand at the back of their court and beneath the shots to land just over the net
rest of the class what again, hitting an underhand shuttle. on your opponent’s side of the
you want this task to forehand clear. Then you are to • Transfer your weight court.
look like. You as a stand at the back of your court back to your racquet
teacher will have to and make a play on the foot (your back foot).
help the students out shuttlecock with a drop shot. • Swing as you would for
showing the task. Please switch roles after you an overhead clear,
• Check for have tried the task eight times. opening your body and
understanding. swinging from the
shoulder.
• Give an example of For this task I want your • Begin your swing from
what this task is going partner to stand on the left side your shoulder while
to look like to clear up of his or her court near the opening your torso
any confusion. service line. He or she will toward your opponent.
• Keep back to wall so strike the shuttlecock so it goes • Reach up for the
you can observe better. in the direction of the center of shuttle, jumping off your
your court. Your job as the back leg and
hitter is to strike the shuttlecock transferring your weight
with a smash shot, hitting it in to your forward foot.
the opposite direction your • Strike the shuttle as
opponent is. Your starting point high as you can reach
will be at the back or your it, while it is still out in
court. After you have done this front you.
five times switch roles with
your partner.
• Make sure students This time I want your partner to • Transfer your weight Try to get four out of five drop
understand what you do the same exact thing as onto your front foot. shots to land on the opposite
want them to do. If you they did the last task, and • Snap your wrist, but side of your partner’s court.
need to give an again I want you to stand at the only halfway. Aim to
example of the task. back of your court, but this time strike the shuttle slightly
• Add refinements where make a play on the shuttlecock more forward than you
needed. hitting a drop shot in the would on a clear shot.
opposite direction of your • Strike the shuttle softly
partner. Please switch after five with a closed racquet
attempts at this task. face, causing a level or
downward trajectory on
the shuttle.
• Have two new students Alright class this time I want • Snap your wrist, as you See how many smashes in a
show the rest of the your partner to stand on the contact the shuttle at row out of five you can get to
class how to do this right side of their court near the least three or four feet land in bounds and in the
task. If you need to help service line. He or she will hit above the net level and opposite direction of your
the students show the the shuttlecock to you near the in front of your body. partner.
rest of the class. center of your court. You will • Hit the shuttle with a
• Check for be standing near the back or closed racquet face.
understanding. your court and making a play • Follow through, keeping
on the shuttlecock hitting it with your arm high, while
a smash shot. I want you to your wrist snaps
focus on hitting the shuttlecock completely through the
in the opposite direction of your shuttle. Then swing
partner. I want you to switch your arm down and
roles after seven attempts at through the shot.
this task.
• Show the class what Now I want your partner to do • Aim for the sidelines.
you want them to do for the same thing, but I want you • Limit your follow-
this task, by giving an to hit a drop shot when you through, using almost
example. make a play on the shuttlecock no wrist action and a
• Observe students, so remember to hit the shuttlecock slight push motion, so
you can make on the opposite direction of that the shuttle barely
corrections where they your partner. Again do this task crosses the net.
are needed. seven times, and then switch • Return quickly to your
with your partner. ready position.
• Explain and show the For your last task you and your • Apply refinements or See how long you and your
students this last task partner will participate in a cues where needed. partner can go without letting
so they understand game like activity. One of you the shuttlecock hit the floor.
what they are supposed will start off serving at the
to do. service line. The shuttlecock
• Observe students will be returned, once the
during this task to see shuttlecock is in position for
the skills of the class. either the drop or smash shot,
one of you can make an
attempt to take a shot on the
shuttlecock. When the
shuttlecock hits the floor start
over and begin at the serve.
At the end of class the students will verbally tell me a refinement of the smash and the drop shot.
Smash Shot
• Point your non-racquet shoulder toward your opponent and shift your weight onto your back (racquet) foot.
• Hold both arms up. Hold your non-racquet arm out in front of you for balance, and your racquet arm up behind you with your
elbow bent 90 degrees and your wrist cocked. The racquet head should be behind your shoulders.
• Begin your swing from your shoulder while opening your torso toward your opponent.
• Reach up for the shuttle, jumping off your back leg and transferring your weight to your forward foot.
• Strike the shuttle as high as you can reach it, while it is still out in front you.
• Snap your wrist, as you contact the shuttle at least three or four feet above the net level and in front of your body.
• Follow through, keeping your arm high, while your wrist snaps completely through the shuttle. Then swing your arm down and
through the shot.
Drop Shot
• Swing as you would for an overhead clear, opening your body and swinging from the shoulder.
• Snap your wrist, but only halfway. Aim to strike the shuttle slightly more forward than you would on a clear shot.
• Strike the shuttle softly with a closed racquet face, causing a level or downward trajectory on the shuttle.
• Limit your follow-through, using almost no wrist action and a slight push motion, so that the shuttle barely crosses the net.
Basic Singles Tactics
Objectives
A. Students
1. By the end of class, students will be able to list all six tactile cues used to aid them in a full badminton match.
• Away from your opponent
• Backhand is best
• Concentrate on errors: one shot at a time
• Depth more than width
• Earliest return
• Fastest recovery
2. By the end of class, students will know how to correctly complete a full badminton match and what to do in the case
of a tie. (NASPE 1, 2, 3. EALR’s 1.1, 1.2, 1.3.)
B. Teacher
1.

• 8-16 Badminton nets
• Colored tape
Instant activity: “Badminton 4-square” See attached description and diagram for setup.
Set Induction: Well, today ladies and gentlemen we are going to put all our skills to test. Now that we have learned so many new
skills over the last five weeks, we are finally ready to put them all together. Today we are going to learn some special tactics or
strategies to give us an advantage over our opponent in a full badminton game.
Techniques
• Have a minimum of two
4-squares set up prior
to class.
• Have racquets and
shuttlecocks spread out
and easy accessible
Informing Task: While I am rearranging the nets, please get a quick drink of water and check the bulletin board to see who your first
opponent is and which court you are playing on. When you have done that, please gather around the badminton court closest to the
wall for further instructions. Go!
• Check for
understanding.
• Rearrange nets back to
standard formation for
game play.
• Post a roster of today’s
opponents that was
prepared before class.
Informing Task: When I say go, please locate your first opponent and go to your assigned court. All games are played to15 and
remember you must serve to score. It is very important that you make sure you are serving in the appropriate service court. The
serve always begins in right service court to begin a match, but thereafter service is made from the right-hand court when the score
is even (for that side) and from the left-hand court when the score is odd (for that side). Before we begin our matches, we are going
to go over some basic strategies first. Go!
• Check for Professional badminton players Here are the basic singles Attempt to beat your partner.
understanding often utilize many combinations tactics and an easy way to Also, try to locate a weakness
• Demonstrate with of clear and drop shots. I remember them. They are in their game. This may give
another student. would like player A to only use the tactic ABC’s. The first you an advantage when you
clear shots and player B to only two are. begin match play.
use a drop shot. The clearing • Away from your
partner (player A) will always opponent
serve and the winner of the • Backhand is best
rally receives a point. Try to utilize these two tactics
into this task.
• Give positive feedback Switch player roles Force your opponent to move Try to hit every shot to your
when possible. as much as possible. Use both partners backhand
corners of the backcourt to
your advantage.
• Check for Now I would like one player to • Concentrate on errors: Can you return any of your
understanding. begin this next task with a deep one shot at a time partner’s smashes?
serve. I want the returning • Depth more than width
partner start near the back Often rallies finish with a
boundary line and to make smash, but setting up the
their return smashable by not smash requires subtler strokes
returning it very deep.
• Reinforce safety with Now continue out the rally By making your opponent play Try to set yourself up for a
long handled trying to make your opponent most of their shots in the powerful smash
implements use their backhand as much as backcourt it increases the
possible and to exploit the likelihood of a poor return that
backcourt with high deep can be easily smashed to end
clears. Switch servers after a rally.
every rally.
Informing Task: Now, I would like you and your opponent to play a full match to 15. Use rock, paper, scissors to determine who
serves first (one time). Be thinking about these tactics during your match and try to find and exploit any weakness in your opponent.
Go! When you are finished please start a new game until everyone is finished and we can rotate.
• Make sure you are STOP! If you encounter a tie • Remember the singles Try to beat your partner in a full
alternating service on game point, the player who boundaries? It is the match of badminton.
courts after every point. got to game point first has an long and skinny court.
option to either All lines are considered
• Play to 15 OR in bounds.
• Set the match to 17
• Give feedback when Winners please rotate one • Earliest return
possible. service court to my right and • Fastest recovery
• Enforce sportsmanship losers please rotate one
and respect towards service court to my left. Return every shot as early and
opponents. as quick as possible. This
gives your opponent less time
to recover. Also, recover to an
area that will allow you to cover
the most ground as fast as you
can (usually the center of the
court).
• Remind that a shuttle Winners please rotate one Review cues of the tactic
may hit the net on its service court to my right and ABC’s
way across during play losers please rotate one • Away from your
and the rally can service court to my left. opponent
continue except during • Backhand is best
a serve • Concentrate on errors:
one shot at a time
• Depth more than width
• Earliest return
• Fastest recovery
Closure/Assessment
I want you all to show me what we have learned today. To do this I am going to ask you to answer a few questions.
• Which type of shot do we want our opponent using the most?....Backhand
• What does A stand for in the tactic ABC’s….. Away from your opponent
• What does B stand for in the tactic ABC’s….. Backhand is best
• C stands for what?.... Concentrate on errors
• D… Depth more than width
• E…. Earliest return
• F…. Fastest recovery
• In the case of a tie, what happens….Match is played first to 15 or set to 17 decided by whichever player reached 14 first.
Physical Education Teacher Program
Singles Attack & Defense
Objectives
A. Students
1. By the end of class, students will be able to demonstrate proper form for using a block shot. (NASPE 1. EALR 1.1,
1.2)
2. By the end of class, students will be able to list two defensive cues used in a competitive badminton match.
(NASPE 1, 2. EALR 1.1, 1.2)
• Net to Net
• Intercept
3. By the end of class students will be able to name the most effective defensive strategy. (NASPE 1, 2. EALR 1.1)
B. Teacher
1.

• 8-16 badminton nets
• 35+ shuttlecocks
Instant Activity: “100 rallies” Over the next five minutes with a partner, please find an empty court and get at least 100 shots
attempted in rally form using any shot you would like.
Set Induction: Can anyone tell me what other sports try to do to stop their opponents from being successful against them? Well,
the answer is play defense. Today we are going to learn techniques that we help us determine when and how to play defensively
and when and how to attack an opponent aggressively.
Techniques
• Have courts and nets
set up prior to class
• Have racquets and
and easy accessible
Informing Task: When I say go, please locate your partner and your appropriate court. Begin by playing a match to 15. The shorter
of the two players will have the choice to either serve first or choose which side of the court they want. Practice the tactic ABC’s we
covered last time we met. Go!
• Read off who each While playing your matches, • Away from your
students is playing and work really hard in recovering opponent
which court to begin on fast to an area where you can • Backhand is best
(prepare during instant eliminate open gaps and force • Concentrate on errors:
activity or before class) your opponent to hit where you one shot at a time
are the strongest (usually the • Depth more than width
center of the court). If this • Earliest return
means cheating slightly left or • Fastest recovery
right to expose your strengths,
then so be it.
• Demonstrate what a Now we are going to practice • Move your racquet See how many you can return.
correct block shot some defensive tactics. The head quickly into the
should look like block shot is a great defensive path of the shuttle
• Stress the importance shot against the smash. I • Block the shuttle
of covering their face to would like one player to begin without swinging the
avoid injuries this task by striking a racquet at all
• Also stress the smashable short serve from • Keep the strings of the
seriousness and the short service line to their racquet parallel to the
dangers potential for partner. The receiving player net
this task will smash the shuttle at about • Keep your eyes on the
• Check for 50 % of their maximum smash. shuttlecock
understanding Attempt to block their smash by • Recover quickly
keeping the racquet face open
and square to the net covering
your face. Switch servers
every attempt.
• Watch for an Now increase your smashing • Use the block shot Now are you able to return
opportunity to use power to about 75%. when you are in the your partners smash?
intratask variations forward half of your
(Allow capable groups court
to skip to 100% power
and students who are
struggling may need to
reduce power).
• Give positive feedback Now begin a new game to 15. • The block shot is a Attempt to block a smash if the
when possible. This time allow the taller of the situational shot – make situation is right.
two players the choice to either sure to use it only when
serving first or choosing which you are in the front
side of the court they want. court to keep the shuttle
Players may now use 100% on your opponent's side
power for a smash. of the net, instead of
working towards it.
• Enforce sportsmanship Some say the best defensive • Anticipate If you anticipate quickly
and respect towards strategy is to attack. So be • Stay on the balls of enough, try to smash them
opponents. aggressive! Try to anticipate your feet down for winners!
• If some finish their drop shots early and turn them • DO NOT GUESS
games early, instruct into lift forcing net shots.
them to start a new
game.
• Check for Please rotate. Winners please • Be aggressive! Try to return all clears that fall
understanding rotate one court to my right and short of the long service line
• Demonstrate with losers please rotate one court with a smash. If a shuttle falls
another student. to my left. If you played more near the long service line or
than one game that round then between it and the back
rotate off your first games boundary line then return it with
score. Begin a new game. a drop shot to force another lift
shot, preferable a shorter,
smashable one.
• Demonstrate with Remember! If you encounter a • Intercept (anticipate If you get caught near the
another student tie on game point, the player cross court shots against sidelines, try to take a direct
• Check for who got to game point first has you and meet them as route to where a cross court
an option to either close to the net as shot passes over the net.
understanding
• Play to 15 OR
possible).
Set the match to 17
• Check for Rotate once again accordingly • Net to Net (return shots Try to avoid lift shots as much
understanding near the net with hairpin as possible. This is what your
• Repeat and reemphasize net shots) opponent wants you to do.
They often result in rally ending
Intercept and Net to Net
smashes.
cues.
Closure/Assessment:
I want you all to show me what we have learned today. To do this I am going to ask you to demonstrate a couple of things and
answer a few questions.
• With your eyes closed, please demonstrate and hold you racquet where it would be if you where blocking a smash shot.
• Move your racquet head in front of your face
• Keep the strings of the racquet parallel to the net
• What does the follow through look like for the block shot?
• No follow through
• Please raise your hand if you can tell me one defensive cue we learned today.
• Intercept
• Net to Net
• Did everyone attempt at least one of those during your matches?
• Can anyone remember what the most effective defensive strategy is?
• Attack
Doubles Tactics
Objectives:
A. Students
1. By the end class, students will know how to use the side-by-side formation and the tactics of playing the side-by-
side formation. (NASPE 1,3. EALR 1.1 1.2)
2. By the end of class, students will tell me their knowledge of the refinements or cues to the side-by-side formation
and its tactics. (NASPE 2. EALR 1.3)
B. Teacher
1.
Equipment: (For a class of 35 students)

• 35 copies of quiz #4
Content Development: Administer and collect quiz #4 (See Assessments: Tab 6 for answer key)
Instant Activity: Today we are going to play a game of badminton using all the shots we have learned. So find a partner and then
find another team to play against. Once you have done that you may begin to play a game of badminton.
Set Induction: So now that we have covered most of the shots in badminton, we are going to use the in a game of doubles. So
today we are going to learn the tactics of playing a doubles badminton game.
Techniques
nets set up before class
comes in.
racquets and
shuttlecocks out for
easy access.
Informing Task: When I say go, I want you and your partner to play against another group of two. You are allowed to use all shots in
the game of badminton. GO!
• Show the students what Now I want you and your • Avoid using lift shots See how many points you and
a side-by-side tactic partner to play a side-by-side and clears. your partner can rack up before
looks like. formation. So one of you will the next task.
play the right side and the
other will play the left side of
the court. I still want you to play
a game of badminton but you
can only use this formation.
• Watch the students This time I want you and your • Talk with your partner;
while they are doing the partner to again use the side- call out who has the
side-by-side tactic by-side formation, but I want shuttlecock.
game. you to try to hit it to your
• Check for partners backhand as much as
understanding. you can.
• If students need it For this task I want you and • Always protect against See how many times you can
reinforce the your partner to again stay in the cross-court hit when use the smash or drop shot
refinements of the the side-by-side formation, but your opponent hits it against your opponents.
smash and drop shot. this time I want you to use the back to you.
• Keep your back to the drop and smash shot as much
wall so you can see the as you can. I really want to see
whole class and help you use the skills that we have
them when they need learned.
advice.
• Check for This time when you are in the • Avoid hitting right to See how many points you can
understanding. side-by-side formation I want your opponent. score by hitting the shuttlecock
• Make sure class is both teams to try as hard as where your opponents not.
staying in the side-by- they can to hit it where their
side formation. opponents not, using whatever
shot it takes, but be careful not
to put to much arch on your
shot because it will be hit with
a smash.
• Class will now play a For your last task I want you to • The shot of choice is
game of badminton. play a game of badminton the smash.
• Let the game go for using the side-to-side
about three minutes formation. You can use any
and stop them. Then shot we have covered, but try
they will switch courts. to steer clear of using the lift or
• Check for clear shots. When I tell you to
understanding. stop the team with the most
points will move one court to
the right and the team with the
least will move one court to the
left.
At the end of class, I will ask the students verbally what the refinements or cues are to the doubles tactic in the side-to-side
formation.
• Avoid using lift shots and clears.
• Talk with your partner; call out who has the shuttlecock.
• Always protect against the cross-court hit when your opponent hits it back to you.
• Avoid hitting right to your opponent.
• The shot of choice is the smash.
Mixed Doubles Tactics
Objectives:
A. Students
1. By the end of class, students will be able to participate with high skills in a mixed doubles game.
(NASPE 1, 3. EALR 1.1,1.2.)
2. By the end of class, students will be able to show me their knowledge by naming the refinements to a mixed
doubles game at the end of class.
(NASPE 2. EALR 1.3)
B. Teacher
1.

Instant Activity: Today class you are going to play a game of badminton playing a side-by-side formation. Your partner has to be a
girl if you are a boy and vice versa.
Set Induction: How many of you have every watched on TV and a male and female were on the same team. Most of the time they
work really well together and make the task look easy. Well today we are going to learn the secrets of playing a mixed doubles game
in badminton.
Techniques
courts set up before the
class comes in.
racquets and
so class can get to
them easily.
• Today partners have to
be one girl and one boy
on the same team.
Because it is mixed
doubles.
Informing Task: When I say go, I want you and your partner to start playing a game of badminton by using techniques we have
covered in class.
• Show the students how This time I want you and your • Avoid hitting clears See how many times in a row
to do this task with a partner to play a game of • Work as a team talk to you can go back and forth with
couple of students that badminton against another each other. out hitting a clear.
are proficient in the group of partners. When the
skills of badminton. shuttlecock is served I want the
• Check for female to stay up about one to
understanding. two feet behind the short
service line and the male to
play the back half of the
badminton court. This is called
the “I” formation. I want you to
use only drive shots for this
task.
• Have a group of Now I want you and your • Make your opponent’s See how many times you can
students show the rest partner to again be in the I pay for hitting a clear or score off of using the drop
of the class what this formation and if your lift shot. shot.
task is going to look opponents hit a clear or a lift
like. Let the class know shot I want you to attempt
what you want to see. hitting the shuttlecock with a
drop shot. Each group should
get to attempt the drop shot
about ten times.
• Check for This time I want you and your • Try to hit shots that will Count how many times you
understanding partner to do the same thing, cause your opponents score off of using the drop shot
• Make sure groups are but when your opponents hit a to hit a lift or clear shot. against your opponent.
staying in “I” formation. clear or lift shot return it with a
smash shot. Again each team
should get about ten attempts
at this task.
• Keep your back to the For this next task I want you to • Keep the shuttlecock
wall and see if you can use either the drop or smash away from the main
find any students or shot against your opponent striker as much as you
groups that might need when they hit a lift or clear shot can.
help. against you. Make sure you are
• Keep them in the “I” using the most effective shot
formation. when you get a chance to hit
one.
• This is a tough task so For your last task I want the • Reinforce Refinements See how many times you can
show the class what it female to start off the serve where needed during return the shuttlecock to the
looks like and explain to when she serves it I want the this task. opposing team after you have
them why they are opposing team to hit a lift shot. hit a lift shot and got into
going this. When the lift shot is hit by a position to protect the court.
• Check for team the female of that team is
understanding. to get in position and run away
cross court from the
shuttlecock and about two to
three feet behind the short
service line. I want her to squat
down and keep her racquet
head up; she is responsible for
only smashes and drop shots
directed at her. The male on
the team gets everything else.
And when this lift shot is hit the
opposing team can use any
shot they want to try and score.
Once the shuttlecock hits the
floor have the other team start
off with the serve doing the
same thing. Keep doing this
until I tell you to stop.
At the end of class the groups will come to me when they are putting their equipment away and tell me two refinements or cues to a
mixed doubles game.
• Avoid hitting clears
• Work as a team talk to each other.
• Make your opponent’s pay for hitting a clear or lift shot.
• Try to hit shots that will cause your opponents to hit a lift or clear shot.
• Keep the shuttlecock away from the main striker as much as you can.
Doubles & Mixed Doubles Tactics
Objectives
A. Students
1. By the end of class, students will be able to participate at a competitive level in both doubles and mixed doubles
tactics. (NASPE 1, 3. EALR 1.1)
B. Teacher
1.

• 35 Criterion tests
Instant Activity: Today you can find any partner you want and play a game of badminton. Try to use some of the tactics we have
learned the past few days.
Set Induction: Today we are going to put all the skills we have learned through out the badminton lesson together and play
badminton at a high skill level.
Techniques
courts set up before
class comes in.
racquets and
so students can get to
them quickly.
• Have criterion tests
ready to go.
Informing Task: When I say go, I want you to play a game of badminton using the side-to-side formation. GO!
• Explain to the class Now I want you and a partner
what you want to see to find a court and play a game
during this task. You of badminton using the side-to-
want to see them using side formation. You will be
the cues and playing against another team
refinements of a and as you are playing against
doubles side-to-side that team I will come and view
formation game. both teams and score you on a
• Check for criterion test. So I want to see if
understanding. you are using the refinements
• Observe students and or cues to playing a good
administer the criterion doubles game using the side to
test. side formation tactics. Once I
have finished observing you
and your opponents keep
playing your game while I finish
observing the rest of the class.
• Check for This time I am going to test you • Avoid hitting clears
understanding. on the refinements or cues to a • Work as a team talk to
• Finish your criterion mixed doubles game using the each other.
testing. “I” formation tactics. So I want • Make your opponent’s
you to find a partner that is of pay for hitting a clear or
the opposite sex and find an lift shot.
open court. I will be observing • Try to hit shots that will
you and scoring you on how cause your opponents
well you use the refinements or to hit a lift or clear shot.
cues to a good mixed doubles • Keep the shuttlecock
game using the “I” formation. away from the main
When I finish testing you and striker as much as you
your opponents continue to can.
play your game until I am done
testing the rest of the class.
• Check for With the time that we have left • Reinforce refinements
understanding in class you are welcome to or cues where needed.
• Observe the class to play a game of badminton with
see if you can add input any one you want. Remember
where needed. to incorporate the skills you
have learned.
Class will be tested throughout class with a criterion test. If students want to they can look at their results of their criterion tests at the
end of class.
• Criterion Test Covered:
• Doubles side to side formation tactics
• Mixed doubles “I” formation tactics.
Assessment Instructions
All formal assessments will be administered through knowledge-

based quizzes, as well as performance based and criteria specific
tests. These assessments are given throughout the unit according to
the block schedule located in Tab # 1. Quizzes are to be given prior
to the day’s class instruction, while the performance and criterion test
are to be completed within the current days lesson.
Performance test are used to assess the individual students outcome

of a specific skill, without assessing particular refinements or cues
related to the skill or movement.
Criterion test are used to assess the particular refinements and cues
used to demonstrate the skill or movement correctly. Individual
outcomes of each movement are not assessed in a criterion test.
Specific instructions for each test are given in detail on each test
following this page.
DAILY ASSESSMENT PLAN
Day Lesson Theme Informal Standards Formal Standards
Assessment Assessment
1 Syllabus Students will NASPE 1 Students will NASPE 2
become NASPE 3 be asked at the NASPE 5
familiar with EALR 1.2 end of class EALR 1.3
the badminton questions on: EALR 4.1
racquet and -Protocol
shuttlecock. -Types of
Equipment.
2 Basic Grips and Students will NASPE 1 Students will NASPE 2
Feeding practice basic NASPE 2 write down EALR 1.3
grips and NASPE 3 refinements of
feeding EALR 1.1 basic grips and
techniques. EALR 1.2 feeding.
3 Forehand Drive Students will NASPE 1 Students must NASPE 2
use the NASPE 3 name one cue EALR 1.3
forehand drive EALR 1.1 before leaving
and hit it will EALR 1.2 class.
good accuracy
by the end of
class.
4 Forehand Drive Students will NASPE 1 Students will NASPE 2
show proper NASPE 3 be asked what EALR 1.3
trajectory of EALR 1.1 the trajectory
the forehand EALR 1.2 of a forehand
drive. drive looks
like.
5 Backhand Drive Students will NASPE 1 Class will NASPE 2
*Quiz #1 become NASPE 3 write on paper EALR 1.3
familiar with EALR 1.1 the cues or
the backhand EALR 1.2 refinements to
drive, by doing a backhand
a number of drive. Also a
tasks. quiz will be
given to the
class on the
forehand and
backhand
drives.
6 Backhand Drive Class will NASPE 1 Students will NASPE 1
show proper NASPE 3 show me NASPE 2
technique and EALR 1.1 proper EALR 1.1
good accuracy. EALR 1.2 techniques of a EALR 1.3
backhand
drive before
leaving class.
7 Forehand/Backhand Class will NASPE 1 Students will NASPE 2
Drive have to hit the NASPE 3 be asked a EALR 1.3
shuttlecocks EALR 1.1 refinement or
*Performance Test with the EALR 1.2 cue before the
#1 appropriate leave the class.
trajectory to
make it under
the ropes for
the forehand
and backhand
drives.
8 Forehand Overhead Class will NASPE 1 Students will NASPE 2
Clear demonstrate NASPE 3 be verbally EALR 1.3
appropriate EALR 1.1 tested on the
skills to hit the EALR 1.2 forehand
forehand overhead
overhead clear.
clear.
9 Forehand Overhead Students will NASPE 1 The class will NASPE 2
Clear practice the NASPE 3 answer EALR 1.3
forehand EALR 1.1 questions
overhead EALR 1.2 regarding the
clear. refinements of
the forehand
overhead
clear.
10 Backhand Class will NASPE 1 The class will NASPE 2
Overhead Clear develop NASPE 3 show me the EALR 1.3
fundamental EALR 1.1 proper
Skills using EALR 1.2 technique to a
the backhand backhand
overhead overhead
clear. clear.
11 Backhand Students will NASPE 1 Students will NAPE 2
Overhead Clear show the NASPE 3 tell me three EALR 1.3
accuracy skills EALR 1.1 refinements or
hitting the EALR 1.2 cues to the
backhand backhand
overhead overhead
clear. clear.
12 Forehand/Backhand
Overhead Clears
13 Short Serve Students will NASPE 1 Class will NASPE 2
*Task Cards learn skills of NASPE 3 have to EALR 1.3
the short serve. EALR 1.1 demonstrate
EALR 1.2 the cues or
refinements at
the end of
class
14 Forehand
Underhand Clear
15 Forehand Students will NASPE 1 Class will NASPE 2
Underhand Clear complete NASPE 3 have to tell me EALR 1.3
complex skills EALR 1.1 3 refinements
in the forehand EALR 1.2 to the forehand
underhand underhand
clear. clear.
16 Hairpin Net Shot Students will NASPE 1 Class will NASPE 2
demonstrate NASPE 3 show EALR 1.3
proper skills EALR 1.1 knowledge on
to the hairpin the
net shot. refinements.
17 Singles Rules & Students will NASPE 1 Show NASPE 2
Scoring participate in a NASPE 3 knowledge of EALR 1.3
Scoring singles game. EALR 1.1 serving
rotation.
18 Backhand Students will NASPE 1 Students will NASPE 2
Underhand Clear show the NASPE 3 know when to EALR 1.3
correct EALR 1.1 use the shot in
techniques in the correct
the clear. situation.
19 Backhand Students will NASPE 1 Students will NASPE 2
Underhand Clear show the NASPE 3 know the EALR 1.3
correct EALR 1.1 refinements to
techniques in the clear.
the clear.
20 Forehand/Backhand Class will be NASPE 1 Students will NASPE 2
Underhand Clears able to switch NASPE 3 be given a EALR 1.3
between the EALR 1.1 criterion
* Criterion forehand and EALR 1.2 assessment, so
Assessment #2 backhand students will
underhand know the
clear with refinements or
great skill cues to the
forehand and
backhand
underhand
clears.
21 Deep Serve Class will NASPE 1 Students will NASPE 2
* Task Cards show NASPE 3 be able to tell EALR 1.3
proficient EALR 1.1 me the
skills the deep EALR 1.2 refinements
serve. and cues to the
deep serve by
reading the
task cards.
22 Short & Deep Students will NASPE 1 Students NASPE 2
Serves show skills in NASPE 3 should EALR 1.3
both serves EALR 1.1 remember
EALR 1.2 refinements
told to them
throughout the
lesson.
23 Drop Shot Students will NASPE 1 Students will NASPE 2
know how to NASPE 3 have the EALR 1.3
use a drop EALR 1.1 knowledge to
shot. EALR 1.2 know when to
use the drop
shot.
24 Smash Shot Class will be NASPE 1 Students will NASPE 2
able to use a NASPE 3 know the EALR 1.3
skillful smash EALR 1.1 refinements to
shot. EALR 1.2 a smash shot.
25 Smash and Drop Class will be NASPE 1 Students will NASPE 2
Shot able to use a NASPE 3 understand and EALR 1.3
smash and EALR 1.1 be able to use
drop shot in a EALR 1.2 the
recreational refinements to
and the smash and
competitive drop shot.
game.
26 Basic Singles Students will NASPE 1 Students will NASPE 2
Tactics show NASPE 3 have the EALR 1.3
sportsmanship NASPE 5 knowledge to
EALR 1.1 complete a full
EALR 1.2 badminton
game.
27 Singles Attack and Class will be NASPE 1 Students will NASPE 2
Defense able to show NASPE 3 know the EALR 1.3
proper skills in EALR 1.1 refinements to
the defensive EALR 1.2 a good
aspect of defense.
singles
badminton.
28 Doubles Tactics Class will be NASPE 1 Students will NASPE 2
able play a NASPE 3 know the EALR 1.3
side by side EALR 1.1 refinements of
formation EALR 1.2 a doubles
game. tactics game.
29 Mixed Doubles Students will NASPE 1 Students show NASPE 2
Tactics participate at NASPE 3 knowledge by EALR 1.3
high skills in a EALR 1.1 writing down
mixed doubles EALR 1.2 refinements.
game.
30 Doubles & Mixed Class will be NASPE 1 Students will NASPE 2
Doubles Tactics able to NASPE 3 know the full EALR 1.3
participate at a EALR 1.1 aspect of
high level in EALR 1.2 playing
both doubles badminton.
and mixed
doubles
tactics.
INITIAL ASSESSMENT CHART
1 DAY OF CLASS
ST
Overall Skill of Rallying

Check under the category that best describes individual skill
Name Needs Meets Exceeds Standards

Improvement Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
QUIZ #1
Name: ________________________ Date: _____________
Forehand & Backhand Drive Quiz
1. List four cues used for performing the forehand drive: (4 points)
A.
B.
C.
D.
2. List four cues used for performing the backhand drive: (4 points)
A.
B.
C.
D.
3. Draw the trajectory of the forehand and backhand drive shot: (3 points)
Birdie
Net
4. What is the correct terminology for a birdie? (4 points)

QUIZ #1
ANSWER KEY
1. Possible answers include:

• Side to target
• Flick the wrist
• Step towards target
• Hit shuttle below shoulder
• Hit shuttle above waist

• Side to target
• Transfer weight from back foot to front foot
• Hit shuttle below shoulder
• Hit shuttle above waist
3.
Birdie
Net
4. Shuttlecock
Skills Performance Test#1
Forehand / Backhand Drive Score Sheet

Directions: In groups of three, one student will begin by attempting ten forehand drives
followed be ten backhand drives. Meanwhile, another student will assist the performing student
by feeding the shuttles from the opposite side of the net. The third student will be recording the
scores received by the performing student and initial next to the total score. Students will then
rotate until all three students have completed the test. Scoring details are described below.
Students are allowed three practice attempts for each shot prior to their first official attempt.
After every attempt please mark the appropriate score
Name Shot 1 2 3 4 5 6 7 8 9 10 Total Scorer

initials
FH
BH
Scoring
1
2 ft. 3
Criterion Test # 1
Forehand & Backhand Overhead Clears

Directions: In groups of two, please rally while alternating both the forehand and the backhand
overhead clears. I will be walking around to assess each student on the specific cues used in
each particular shot.
Students Name____________________________________________
Forehand Overhand Clear
Cue Always Sometimes Never Total

(3 pts.) (2pts) (1 pt)
Step to target
Contact above
head
Lead with
elbow
Whip wrist
Weight on
racquet foot
Total_____________
Cue Always Sometimes Never Total

(3 pts.) (2pts) (1 pt)
Back turned to
opponents
court
Contact above
head
Lead with
elbow
Whip wrist
Weight on
racquet foot
Total_____________
QUIZ #2
Name: ________________________ Date: _____________
Hairpin Net Shot Quiz
1. Please complete the acronym below that we use for remembering the
main cues for the hairpin net shot. (4 points)
P _________
L _________
N _________
C _________
2. Which foot would a right-handed player step with to strike a hairpin net
shot? (2 points)
3. Draw the trajectory of the hairpin net shot. (3 points)
Birdie
Net
4. Name the main reason we use the hairpin net shot in badminton? (6
points)
QUIZ #2
ANSWER KEY
1. P – Push
L – Lift
N – Nudge
C – Caress
2. Right foot.
3.
Birdie Net
4. 1 - Move opponent from front to back.

Criterion Test #2
Name_____________
Forehand and Backhand Underhand Clears
*****One partner will be the observer and the other one will be the one performing the
refinement or cue. There will be a list of refinements or cues and you are to perform them
5 times each. Your partner will give you either a yes or a no in the space provided
weather you successfully done the refinement or cue correctly. Once you have done a
refinement or cue 5 times, move on to the next one until you have done them all. Then
the observer will become the one performing the skills. *****

YES/NO YES/NO YES/NO YES/NO YES/NO
Side to
target
Racquet
head down
& behind
you
Lunge
forward
Keep wrist
cocked
Snap wrist
right before
contact
Upward
swing
Follow
Through
Recover to
ready
position
Criterion Test #2
Forehand and Backhand Underhand Clears
*****One partner will be the observer and the other one will be the one performing the
refinement or cue. There will be a list of refinements or cues and you are to perform them
5 times each. Your partner will give you either a yes or a no in the space provided
weather you successfully done the refinement or cue correctly. Once you have done a
refinement or cue 5 times, move on to the next one until you have done them all. Then
the observer will become the one performing the skills. *****
Backhand Underhand Clear

YES/NO YES/NO YES/NO YES/NO YES/NO
Side to
target
Racquet
head down
& behind
you
Lunge
forward
Keep wrist
cocked
Snap wrist
right before
contact
Upward
swing
Follow
Through
Recover to
ready
position
Skill Performance Test # 2
Badminton Serve Score Sheet
Directions: Collect five shuttles for your group of 3 or 4 students. Each student is allowed five attempts from each service court.
Scores for each serve should be written in the space provided. Record the score of each shuttle based on where it lands. For the
long serve, have one student stand in the middle of the service court, with the racquet stretched high above their head. The shuttle
must travel over their racquet in order to count. Shuttles that do not travel under the string are automatic zeros for the short serve.
Scoring is labeled below for each appropriate serve.
Roles
Server – student who is testing
Scorer – student who is recording the score for each serve
Chaser – student who is collecting the shuttles
Short Serve
Name Right Service Court Left Service Court Total

1 2 3 4 5 6 7 8 9 10
3
Tape 0
2
Net
1
Short service line
Long Serve
Name Right Service Court Left Service Court Total

1 2 3 4 5 6 7 8 9 10
High Rope or partner with racket Use double

outside
boundary
Short service
3 line
5 2 1
0
Net
Quiz # 3
Name: ________________ Date_________
Smash and Drop Shot Quiz

1. List four cues used for performing the smash shot: (4 points)
A.
B.
C.
D.
2. List four cues used for performing the drop shot: (4 points)
A.
B.
C.
D.
3. Explain what a smash shot looks like in a game of badminton: (3 points)
4. Explain what a drop shot looks like in a game of badminton: (4 points)

Quiz #3
Answer Key

• Point your non-racquet shoulder toward your opponent and shift your
weight onto your back (racquet) foot.
• Hold both arms up. Hold your non-racquet arm out in front of you for
balance, and your racquet arm up behind you with your elbow bent 90
degrees and your wrist cocked. The racquet head should be behind your
shoulders.
• Begin your swing from your shoulder while opening your torso toward
your opponent.
• Reach up for the shuttle, jumping off your back leg and transferring your
weight to your forward foot.
• Strike the shuttle as high as you can reach it, while it is still out in front
you.
• Snap your wrist, as you contact the shuttle at least three or four feet
above the net level and in front of your body.
• Follow through, keeping your arm high, while your wrist snaps completely
through the shuttle. Then swing your arm down and through the shot.

• Swing as you would for an overhead clear, opening your body and
swinging from the shoulder.
• Snap your wrist, but only halfway. Aim to strike the shuttle slightly more
forward than you would on a clear shot.
• Strike the shuttle softly with a closed racquet face, causing a level or
downward trajectory on the shuttle.
• Limit your follow-through, using almost no wrist action and a slight push
motion, so that the shuttle barely crosses the net.
3. Read what students wrote and see if it explains what a smash shot looks like.
4. Read what students wrote and see if it explains what a drop shot looks like.
Quiz #4
Name_________________ Date________
Singles Attack and Defense Quiz
1. Please name the most effective defensive strategy. (2 points)
2. Which of the following is a cue used for the block shot? (3 points)
a. Recover quickly
b. Keep racquet in front of face
c. Keep strings of racquet parallel to the net
d. Do not follow through
e. All of the above are correct cues
3. To avoid setting your opponent up for a smash shot, which shot from the
diagram below, would be most effective against a hairpin net or drop shot?
(5 points)
a. Number 1 (clear shot)
b. Number 2 (drive shot)
c. Number 3 (net shot)
d. Number 2 or 3
1
Opponent You
2
4. Please describe what happens in the case of a tie at game point? (5

points)
Quiz #4
Answer Key
1. Attacking
2. E
3. C
4. The player who reached game point first has the option to choose to
play straight up to 15 or set the match to 17.
Criterion Test #3
Name____________
Doubles and Mixed Doubles Tactics
***The whole class will first play a game using the doubles tactics using
the side-to-side formation. I will observe each group while they are
playing a game of doubles badminton and write their scores down on a
separate criterion sheet. After I have observed the whole class I will then
observe them playing a mixed doubles game using the “I” formation
tactics. Their scores will again be written down on a criterion sheet. ***
Doubles Tactics
YES/ NO
• Avoid using lift shots and
clears.
• Talk with your partner; call out
who has the shuttlecock.
• Always protect against the
cross-court hit when your
opponent hits it back to you.
• Avoid hitting right to your
opponent.
• The shot of choice is the smash.
Criterion Test #3
Name____________
Doubles and Mixed Doubles Tactics
***The whole class will first play a game using the doubles tactics using
the side-to-side formation. I will observe each group while they are
playing a game of doubles badminton and write their scores down on a
separate criterion sheet. After I have observed the whole class I will then
Name__________
Task Card Score Sheet
Task Card # Score

1
2
3
4
5
6
7
8
9
10
APPENDIX 1
SIMPLIFIED LAWS OF
BADMINTON
Toss
The winner of the toss can elect to serve or
receive in the first game, or to choose to play at a
particular end of the court. The loser of the toss
makes the remaining choice.
Basic Aim
You win a rally if you hit the shuttle over the net
and onto the floor of your opponent’s court, (see
court layouts on opposite page,) or your
opponent fails to return your shot.
You lose the rally if you hit the shuttle into the
net, or over the net but outside of your
opponent’s boundaries. You also lose the rally if,
for example, the shuttle touches you or your
clothing, or if you hit it before it crosses the net.
Serving
The service courts are slightly different for singles and doubles. A shuttle on a line is
always considered “in.” The server and receiver stand in opposite service courts (always
in the right service court to begin a match,) but thereafter players may move anywhere
within their court. The server must obey laws designed to force underhand delivery of the
serve, and the receiver must stand still until the service is struck. It is important that the
head of the racquet makes contact with the shuttle below the waist, otherwise the serve is
illegal and service will turnover to the opponent, generally termed a “side-out.”
Scoring
Matches comprise of the best of three games, unless otherwise arranged. Doubles and
men’s singles are played to 15, while women’s singles are generally played to 11. Each
game begins at 0-0 (traditionally called "love-all".) At “love-all” service will always start
in the right service court, but thereafter service is made from the right-hand court when
the score is even (for that side) and from the left-hand court when the score is odd (for
that side). In doubles, the service alternates courts starting in the right-hand court at all
times.
A team or player must serve in order to record a point. If a serving player or team scores
a point, that player or team continues serving but from the alternate service court. If the
receiving player or team wins a rally, the score remains unchanged and the service passes
to either the serving teams partner in doubles (hand out) or to the receiving team in
singles (side-out.) In doubles, both players will have an opportunity to serve before a
APPENDIX 1
side out can occur, with the exception of the first serve of the game. If a team chooses to
serve first to start a match, only one player on that team gets to serve in that opening
round. Thus, evening out the advantage of serving first.
In a case that a score reaches 14-14, the side which first reached 14 can choose either to
play to 15, or to “set the game” to first player to 17. The final score will reflect the sum of
the points won before setting plus the points gained in setting. Scoring in women's
singles is slightly different. 11 points wins a game and the option to set a game to 13
points or simply play to 11 occurs at 10-10.
And Finally...
Players change sides after the conclusion of a match and in the third game when the
leading score reaches 8 in a game of 15 points (or 6 in a game of 11 points). A five-
minute interval is allowed prior to any third game.
Court Dimensions and Boundaries
Singles Boundaries Doubles Boundaries

APPENDIX 1
Information & Images
Courtesy of:
www. worldbadminton.net
APPENDIX 2
Badminton Glossary
Descriptions of many terms and expressions used in the sport of badminton.
• Alley - extension of the court by 1-1/2 feet on both sides for doubles play
• Back Alley - Area between the back boundary line and the long service line for
doubles.
• Backcourt - Back third of the court, in the area of the back boundary lines.
• Balk (Feint) - Any deceptive movement that disconcerts an opponent before or
during the service.
• Baseline - Back boundary line at each end of the court, parallel to the net.
• Carry - An illegal tactic also called a sling or a throw, in which the shuttle is
caught and held on the racquet and then slung during the execution of a stroke.
• Center or Base Position- Location in the center of the court to which a singles
player tries to return after each shot.
• Center Line - Line perpendicular to the net that separates the left and right service
courts.
• Clear - A shot hit deep to the opponents back boundary line. The high clear is a
defensive shot, while the flatter attacking clear is used offensively.
• Court - Area of play, as defined by the outer boundary lines.
• Drive - A fast and low shot that makes a horizontal flight over the net.
• Drop - A shot hit softly and with finesse to fall rapidly and close to the net on the
opponent's side.
• Fault - A violation of the playing rules, either in serving, receiving, or during
play.
• Feint (Balk) - Any deceptive movement that disconcerts an opponent before or
during the service.
• Flick - A quick wrist and forearm rotation that surprises an opponent by changing
an apparently soft shot into a faster passing one; used primarily on the serve and
at the net.
• Forecourt - Front third of the court, between the net and the short service line.
• Hairpin Net Shot - Shot made from below and very close to the net with the
shuttle rising, just clearing the net, and then dropping sharply down the other side.
The shuttle's flight approximates the shape of a hairpin.
• Half-court Shot - A shot hit low and to mid-court, used effectively in doubles
against the up-and-back formation.
• Kill - fast downward shot that cannot be returned; a "put-away".
• Let - A legitimate cessation of play to allow a rally to be replayed.
• Long Service Line - In singles, the back boundary line. In doubles a line 2-1/2
feet inside the back boundary line. The serve may not go past this line.
• Match - A series of games to determine a winner.
• Mid-court - The middle third of the court, halfway between the net and the back
boundary line.
APPENDIX 2
• Net Shot - Shot hit from the forecourt that just clears the net and then falls
rapidly.
• Push Shot - Gentle shot played by pushing the shuttle with little wrist motion,
usually from the net or mid-court to the opponent's mid-court.
• Racquet (Racket) - Instrument used by the player to hit the shuttlecock. Weight
about 90 grams (3 oz). Length 680 mm (27 in). Made from metal alloys
(steel/aluminum) or from ceramic, graphite or boron composites. Generally strung
with synthetic strings or natural gut.
• Rally - Exchange of shots while the shuttle is in play.
• Serve (Service) - Stroke used to put the shuttlecock into play at the start of a rally.
• Service Court- Area into which the serve must be delivered. Different for singles
and doubles play.
• Short Service Line - The line 6-1/2 feet from the net which a serve must reach to
be legal.
• Shuttlecock (Shuttle) - Official name for the object that the players must hit.
Composed of 16 goose feathers attached to a cork base covered with leather.
Synthetic shuttles are also used by some.
• Smash - Hard-hit overhead shot that forces the shuttle sharply downward.
Badminton's primary attacking stroke.
• Wood Shot - Shot that results when the base of the shuttle is hit by the frame of
the racket. Once illegal, this shot was ruled acceptable by the International
Badminton Federation in 1963.
References and Contributors:
USAB: 1995 Media Guide
www.worldbadminton.com/glossary.html
APPENDIX 3
Task
Cards
Lesson Plan #13
Task Card Instructions
Today’s lesson requires the use of Task Cards. Task Cards

are used as stations and provide opportunities for students
to exhibit more freedom and independence compared to
everyday lessons. They also offer a nice change of pace
throughout the unit.
Instructions:
Begin by reviewing all the Task Cards and necessary materials needed
for each station. This will take some additional preparation’s to
complete successfully. Given that there are 10 stations, only 6 full
sized badminton courts are required. Task Cards 2 & 3, 5 & 6, 7 & 8,
and 9 & 10 are each paired together on separate courts. Only Task
Card # 1 and Task Card # 4 requires their own individual court, thus,
totaling 6 courts.
Prior to class, set up each station and hang or make visible each
appropriate Task Card. This will eliminate the need for you to fully
explain each station in detail. This will also give some responsibility to
the students to be accountable for each task as well as the suitable
refinement or cue needed to be successful in that task.
Assemble students into groups of three and provide each student with
a score sheet. Assign each group a number 1-10 and release them to
their appropriate station. One student will begin as the recorder,
another will act as the retriever, and the third student will perform the
given task. After each completion of the task, students will rotate
within their station. After each student has completed the task, or at
least attempted to, students may try to improve their score by
repeating the task if time permits. Designated time intervals for each
station may vary due to class length and other variables. It is up to
the instructor to decide how long each station will last. Lastly, rotate
groups appropriately and collect score sheets at the end of class.
Individual instructors may also choose to use this assessment as a
grade, it is your class and you can make that decision.
Name__________
Task Card # Score

1
2
3
4
5
6
7
8
9
10
Task Card #1
Hit a deep serve towards the back of the badminton court, once you have
done this 8 times mark it on your score sheet and move on to the next
task.
Refinement or Cue:
Stand three to four feet behind the short line, near the centerline.
Task Card #2
This time I want you to hit 10 deep serves to the back of the court landing them in
the sweet spot. After you have done this mark down on your score sheet how many
you landed in the sweet spot out of 10.
Refinement or Cue:
Turn so that your non-racquet shoulder points to your target and your feet are perpendicular to it.
*Badminton court, the “blue” equals the “Sweet Spot.”
Task Card #3
For this I want you to hit 5 out of 10 deep serves in the left side of the sweet spot.
Refinement or Cue
Hold the base of the shuttlecock between the thumb and forefinger of your non-racquet arm and
extend that arm slightly lower than shoulder height.
*Badminton Court, “Red” equals left side of the sweet spot.

Task Card #4
For this I want you to hit 5 out of 10 deep serves in the right side of the sweet spot.
Refinement or Cue:
Hold your racquet low down at your side, with your wrist cocked so the racquet head is behind your
wrist.
• Badminton court, right side of sweet spot equals “Green.”

Task Card #5
For this task you must hit all 5 deep serves in a row into the sweet spot. You can also
be instructed to move on to the next task card. Once you do this record your score on
your score sheet and move onto the next task.
Refinement or Cue:
Drop the shuttle straight down.
* Badminton Court, The sweet spot equals “Yellow.”

Task Card #6
This time I want you to hit 7 deep serves into the left side of the sweet spot. Mark
Refinement or Cue:
Swing the racquet forward in an underhand forehand swing.
*Badminton court, the left side of the sweet spot equals “Brown”.
Task Card #7
This time I want you to hit 7 deep serves into the right side of the sweet spot. Mark
Refinement or Cue:
Snap your wrist as late as possible, striking the shuttle around waist height in front of you.
• Badminton court, the right-sided sweet spot equals “Pink”.
Task Card #8
For this task you must make sure your deep serve is high enough to make it over the
rope that is nine ft. high. The shuttlecock must land in the sweet spot 4 out of 6 times.
You can also be instructed to move on to the next task. Mark your score on your score
sheet once you have finished the task.
Refinement or Cue:
Hit the shuttle with an open racquet face so that it flies high and deep into your opponent's court. The shuttle
must fly diagonally and land in the receiver's service court to be a legal serve.
• Badminton court, the sweet spot equals “light blue” and the rope equals “--------.”
Task Card #9
must land in the left side of the sweet spot 3 out of 6 times. You can also be instructed
to move on to the next task. Mark your score on your score sheet once you have
finished the task.
Refinement or Cue:
Follow through high and across your body.
• Badminton court, the left sided sweet spot equals “Black” the rope equals “--------.”
Task Card #10
must land in the right side of the sweet spot 3 out of 6 times. You can also be
instructed to move on to the next task. Mark your score on your score sheet once you
have finished the task.
Refinement or Cue:
Recover to your ready position quickly.
• Badminton court, the right-sided sweet spot equals “Gray” the rope equals “--------.”
Lesson Plan #21
Task Card Instructions
Today’s lesson requires the use of Task Cards. Task Cards

are used as stations and provide opportunities for students
to exhibit more freedom and independence compared to
everyday lessons. They also offer a nice change of pace
throughout the unit.
Instructions:
Begin by reviewing all the Task Cards and necessary materials needed
for each station. This will take some additional preparation’s to
complete successfully. Given that there are 10 stations, only 6 full
sized badminton courts are required. Task Cards 2 & 3, 5 & 6, 7 & 8,
and 9 & 10 are each paired together on separate courts. Only Task
Card # 1 and Task Card # 4 requires their own individual court, thus,
totaling 6 courts.
Prior to class, set up each station and hang or make visible each
appropriate Task Card. This will eliminate the need for you to fully
explain each station in detail. This will also give some responsibility to
the students to be accountable for each task as well as the suitable
refinement or cue needed to be successful in that task.
Assemble students into groups of three and provide each student with
a score sheet. Assign each group a number 1-10 and release them to
their appropriate station. One student will begin as the recorder,
another will act as the retriever, and the third student will perform the
given task. After each completion of the task, students will rotate
within their station. After each student has completed the task, or at
least attempted to, students may try to improve their score by
repeating the task if time permits. Designated time intervals for each
station may vary due to class length and other variables. It is up to
the instructor to decide how long each station will last. Lastly, rotate
groups appropriately and collect score sheets at the end of class.
Individual instructors may also choose to use this assessment as a
grade, it is your class and you can make that decision.
Name__________
Task Card # Score

1
2
3
4
5
6
7
8
9
10
TASK CARD #1
Beginning on the “x” in the right service court strike 10 underhand short serves
into the diagonal service court within the singles boundaries. Record score onto
Refinement or Cue:
Turn so that your non-racquet shoulder points toward your target, and your feet are
perpendicular to it.
NET
Short Service Line

Singles Boundaries
TASK CARD # 2
Loft a short serve from the right service court underneath the
Refinement or Cue:
Contact must be made below the waist
1 ft.
TASK CARD #3
Loft a short serve from the left service court underneath the
Refinement or Cue:
Hold and drop the shuttle from waist level.
TASK CARD #4
For this task attempt to successfully land 7 out 10 shuttles into the
green taped off area from either service court. Continue to attempt
this task until further instructions. Record final score onto score sheet.
Refinement or Cue:
Choke up on the handle. A shorter grip will result in better control.
NET
Short Service Line

X X
Singles Boundaries
TASK CARD #5
For this task attempt to see how many shuttles out of 10 you
can place onto the yellow taped area from the right service
court. Record final score onto score sheet when instructed.
Refinement or Cue:
Lock your wrist and use a short swing
NET
Short Service Line

Singles Boundaries
TASK CARD #6
For this task attempt to see how many shuttles out of 10 you can
place onto the yellow taped area from the left service court. Record
final score onto score sheet when instructed.
Refinement or Cue:
Shorten backswing
NET
Singles Boundaries
Short Service Line X

TASK CARD #7
For this task attempt to hit at least 4 out of 10 shuttles successfully
under the rope anywhere within the bull’s-eye from the right service
court. Record final score onto score sheet when instructed.
Refinement or cue Push through

theshuttle.
NET
Short Service Line
Singles Boundaries
TASK CARD #8
For this task attempt to hit at least 4 out of 10 shuttles successfully under the
rope anywhere within the bull’s-eye from the left service court. Record final
score onto score sheet when instructed.
Refinement or Cue:
Guide the shuttle over the net with a smooth action.
NET
Singles Boundaries
Short Service Line

X
TASK CARD #9
For this task attempt to gain a minimum of 25 points from the right
service court following the point system below. Record final score onto
Refinement or Cue:
Do very little follow through, to keep the serve short.
NET
Short Service Line

5
3
1 2 0
Singles Boundaries
TASK CARD #10
For this task attempt to gain a minimum of 25 points from the left
service court following the point system below. Record final score onto
Refinement or Cue:
Recover quickly to your ready position
APPENDIX 4
Skill Charts
Skill Chart Instructions
Use as a reference in addition to any cues

and refinements. Also, the teacher may
want to print off and make them available
for students to view throughout the unit
as a visual. In the past teachers have
enlarged and displayed them in the
activity area to additionally assist students
in mastering the skills.
Backhand Grip
“Shake Hands”
Forehand Grip
“Shake Hands”
Forehand Drive
“Side to Target”
Forehand Drive
“Hit Below Shoulder and Above Waist”
Forehand Drive
“Follow Through”
Backhand Drive
Backhand Drive
“Hit Below Shoulder and Above Waist”
Backhand Drive

“Contact above Head”
Forehand Overhand Clear


“Lead with Elbow”

“Contact at Highest Point, Snap Wrist”
Short Serve
“Contact below Waist”
Short Serve
“Snap Wrist at Contact”

Forehand Hairpin Net Shot
“Push, Lift, Nudge, Caress”
Backhand Hairpin Net Shot

“Push, Lift, Nudge, Caress”
Smash
“Racquet Way Back”
Smash
“Make Contact above Head”
Smash
Drop Shot
“Transfer Weight from Back Foot to Front Foot”
Drop Shot
“Snap Wrist”
APPENDIX 5
Resources: Equipment List

1. 20- Plastic Badminton Shuttlecocks - Indoor (pk/6)
Price: $2.48 each
2. 8- Recreational Badminton Nets

Price: $12.98 each
3. 40- Spectrum Composite & Steel Badminton Racquet

Price: $7.88 each
4. 50 ft. Ace Solid Braid Polypropylene Rope (or similar)

Price: $15.99
5. 2 - 24" Economy Hoops (pk/12)

Price: $24.88 each
6. 10- Portable Game Standards

Price: $104.88 each
7. Colored Masking Tape Set (set/10)

Price: $18.99
8. Bargain Bag of Yarn, 5lbs.

Price: $24.99
APPENDIX 5
Product Details
Product Where Quantity Price Total
Plastic www.ssww.com/ 20 $2.48 $49.60
Badminton
Shuttlecocks:
Indoor (pk/6)
Recreational www.ssww.com/ 8 $12.98 $103.84
Badminton
Nets
Spectrum www.ssww.com/ 40 $7.88 $315.20
Composite &
Steel
Badminton
Racquet
50 ft. ACE Hardware 1 $15.99 $15.99

Polypropylene
Rope (or
similar)
24" Economy www.ssww.com/ 2 $24.88 $49.76
Hoops (pk/12)
Portable www.ssww.com/ 10 $104.88 $1,048.80
Game
Standards
Colored www.ssww.com/ 1 $18.99 $18.99
Masking Tape
Set (set/10)
Bargain Bag www.ssww.com/ 1 $24.99 $24.99

of Yarn, 5lbs.
Grand Total + Tax & Shipping $1,627.17

References
BadmintonCentral.com. Badminton Central. 5 Nov. 2005

<http://www.badmintoncental.com/>.
Badminton Rules. 2001. Westlake High School Physical Education. 27 Dec. 2005
<http:westlake.k12.oh.us/hilliard/whspe/badminton/badminton_rules.htm>.
Bischof, Stan. Badminton. 23 Jan. 2006. World Badminton. 12 Nov. 2005

<http://www.worldbadminton.com/ >.
Fronske, Hilda. Teaching Cues for Sport Skills. Needham Heights, MA: Allyn and
Bacon, 2001.
Gaus, Michelle. Middle-High School PE Lesson Ideas. 29 Dec. 2001. PE Central.

5 Dec. 2005 <http://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=2137>.
Graham, Holt/Hale, and Melissa Parker. Children Moving 6th Edition. New York:
McGraw-Hill, 2004.
How to Hit an Underhand Overhead Clear. 2005. eHow, Inc. How things get done.
26 Oct. 2005 <http://www.ehow.com/how_15935_hit-underhand-clear.html>.
Jefferies, Stephan. Personal Interview and Reviewer. 25 Sep 2005 thru 31 Jan 2006.
Mathias, Kurt. Personal Interview. 15 Oct. 2005.
Sinon, Lisa. 3-5 PE Lesson Ideas. 6 Apr 2001. PE Central. 5 Dec. 2005
<http://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=758>.
USA Badminton. 2001. USA Badminton. 14 Dec. 2005

<http://www.usabadminton.org/>.
Worldbadminton.net. 26 Jan. 2006. International Badminton Federation. 20 Dec. 2005
<http://www.worldbadminton.net/>.

Badminton 1680

Uploaded by

Copyright:

Available Formats

Badminton 1680

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Badminton 1680

Uploaded by

Copyright:

Available Formats

Central Washington University Physical Education

*Task Cards *Skill *Quiz #3

Specific Learner Outcomes:

Grading: Students will be graded in the following areas

Participation - 90 points: 3 points per day

Excused absences include:

⇒ To make up an excused absence you may write a 2-page report on whatever

• Forehand / Backhand Drives

2. Criterion Test: (3 tests @ 30 points each)

• Forehand / Backhand Overhead Clears

Points Possible 300 total

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

• Teach by invitation (give If you are feeling confident then

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

• Observe and provide • Reinforce cues for

Now I want you to switch roles Who can demonstrate a perfect

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

Modified singles match or

Equipment: (for a class of 35 students)

Short Service Line

Equipment: (for a class of 35 students)

1. Notice that the shuttlecock is coming low and in front of you.

Equipment: (for class of 35 students)

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

A. Playing another game

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

Equipment: “For a class of 35 students”

*Badminton Court, “Red” equals left side of the sweet spot.

• Badminton court, right side of sweet spot equals “Green.”

* Badminton Court, The sweet spot equals “Yellow.”

Equipment: (For a class of 35 students)

Equipment: (for a class of 35 students)

• Position yourself behind and beneath the shuttle.

Equipment: (for a class of 35 students)

• Get into position behind and beneath the shuttle.

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

Equipment: (For a class of 35 students)

Equipment: (for a class of 35 students)

Equipment: (for a class of 35 students)

All formal assessments will be administered through knowledge-

Performance test are used to assess the individual students outcome

Overall Skill of Rallying

Name Needs Meets Exceeds Standards

Forehand & Backhand Drive Quiz

4. What is the correct terminology for a birdie? (4 points)

1. Possible answers include:

Task Cards Skill *Quiz #3

Name: ________ Date_