Lesson Plan

Grade/Subject: Phys. Ed. Unit: Badminton Lesson Duration: 33 Min

Date: Monday March 12
Grade: 8s

OUTCOMES FROM ALBERTA PROGAM OF STUDIES

General Learning Outcomes:
Activity: Students will acquire skills through a variety of developmentally
appropriate movement activities; dance, games, types of gymnastics, individual
activities and activities in an alternative environment; e.g., aquatics and outdoor
pursuits.

Specific Learning Outcomes:

A8–1 select, combine and perform specific locomotor skills in a variety of
activities to improve personal performance

A8–3 select, combine and perform specific nonlocomotor skills in a variety of

activities to improve personal performance

Learning Objectives
Students will:
Demonstrate proper footwork when moving around the court
Demonstrate proper manipulative skills in order to hit a smash shot in badminton
Demonstrate special awareness and ability to move fluidly to gain advantage.
ASSESSMENTS
Observations: Key Questions:
- Are the demonstrating proper - What is the key to moving
technique when hitting the around the court?
birdie? - How should your feet be moving
- Are they demonstrating proper when you are transitioning from
footwork when moving through one spot to the other?
the court? - What are the keys to smashing a
- Are the demonstrating the ability birdie? How is it different from a
to position themselves properly clear shot?
to effectively hit the birdie?

Written/Performance Assessments:

LEARNING RESOURCES CONSULTED

Resource #1:

MATERIALS AND EQUIPMENT

Badminton nets
Badminton rackets
Badminton birdies
 PROCEDURE
Introduction
Accommodations: Billy and Alex work on hitting the balloon with the rackets
Warm up: Rally with partner (or group of three) (A8-1/A8-2)
Low-Management Time: No set up for the drills.
Transition to Body: Bring everyone into the centre court (sitting on one side of the
badminton court)

Say: “today we are going to work on moving fluidly throughout the court in order
to put yourself in a good position to hit the birdie.”

Body
Learning Activity #1: Footwork/Floor Movement (A8-2)
Ask: what was the foot work we did last time? How can we use that footwork to
travel efficiently across the court to position ourselves in the best position to hit
the birdie?

Say: We are going to be working on moving fluidly around the court as a warm up.
You are going to be on the court and the person across from you will point their
racket in the direction they want you to go in. You will have to travel to the four
quadrants of the court by using shuffle steps/skips to put yourself in a good
position. These transitions should be fast paced like in a real game scenario.
(however, do not rapid fire the instructions to them because they are not
superhuman)

Do: Demo with a responsible student – have them be the one pointing in the
directions and then move there using the footwork for the students to see.

(2 people on court) – 2 directors, 2 movers

Assessment/Differentiation: Have the ones who understand the concept pretend to

hit the birdie with their rackets as they go through the drill.

Key Questions: Why is footwork important? How does your footwork help you
succeed in a game?

Learning Activity #2: Smashes (A8-1)

Ask: who knows what the keys to smashing a birdie are? What is important when
you’re smashing?

Say: When you are going in for a smash, it almost like going in for a clear shot in
the way you approach it. You want to have your racket high (your arm extended
fully) but instead of hitting it at the very top of your swing, you want to wait and
time it so that you are hitting the birdie at an angle to force the birdie to go
downwards.

We need to really get the technique down before we worry too much about
adding power so I really want to see you guys hitting it correctly before I see you
smashing it to the ground.

Use the footwork we worked on earlier to position yourself in an optimal position

to hit the birdie. You don’t want to be running back trying to get into stance when
you are trying to smash the birdie. You want to have the fluid motion and always
watch the birdie.

Do: Demo the technique for smashing, show them where to hit the birdie (clear
vs. smash) – have a student hit a clear so that you can demonstrate a smash
properly. Remind them about the stance and the footwork.

Assessment/ differentiation: they must hit at least 4 smashes in a row (without

power) i.e., hitting the birdie with the proper technique and getting it to land front
court as it travels downward.

Key Questions: What are the keys to hitting a smash? When do you use a smash?
Why do you smash?

Closure
Consolidation/Assessment of Learning: Bring them in –
Say: Good job today, remember at the end of this week we are going to see where
we are at with our goals so I want you guys to focus your efforts this week on
accomplishing or working towards accomplishing these goals.

Feedback from Students: What was the key to smashing? How did your footwork
help set you up for a better smash?

Transition to Next Lesson: We are going to be learning where the boundaries are
for singles and for doubles, and what kinds of faults there are in the game (i.e.,
how do you lose a point) as well as working on etiquette in the sport! Have a good
night.