Stage 1 Physical Education Unit Pan

Topic: Badminton Year Level: 11

Unit Description:
This six-week Badminton unit of work will be the first unit of work for Stage 1 Physical Education and
will begin term 1 week 1. The unit will consist of two theory and two practical lessons each week,
resulting in 50/50 split between theory and practical elements for a total of four lessons per week. In
addition, each lesson will be 50 minutes in duration.

Biomechanics will be the focus of the theory component for this unit of work. Through biomechanics,
students will explore concepts such as Newton’s laws of motion, types of motion, force summation,
levers, centre of mass, and more. Towards the end of the unit, students will be assessed on their
theoretical knowledge and understanding they have developed over the course of the unit in the form
of a folio task. For folio assessment task details, refer to assignment outline below and appendix 1.

During the practical lessons, students will develop their technical and tactical skills, and understanding
in Badminton. Technical skills students will explore include serving, clears, drop shots, net shots, and
smashes. In terms of tactical skills, students will understand the importance of defending and attack in
pairs and as an individual, different types of defensive and offensive formations (e.g. side-to-side and
back-to-front), the importance of pushing the opponent to the back court, and which shot to execute
at the appropriate time during gameplay. Students will also be assessed on their practical performance
using the ‘Badminton Specific Skills Criteria’ provided by SACE (appendix 2).

Curriculum Content to be explored:

Knowledge:
- Students will be able to list biomechanical principles evident in a game of Badminton.
- Students will be able to recognise various technical and tactical skills associated with Badminton.
- Students will be able to recall and define tactical situations affecting Badminton.

Comprehension:
- Students will be able to identify when principles of biomechanics occur during play.
- Students will be able to predict outcomes of skills in Badminton using principles of biomechanics.
- Students will be able to recognise relationships between various biomechanical principles.
- Students will be able to demonstrate tactical knowledge during gameplay in Badminton.

Application:

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- Students will be able to appraise various biomechanical components present during a game of
Badminton.
- Students will be able to dissect various skill execution in Badminton and biomechanically compare it
with their peers.
- Students will be able to apply tactical knowledge during Badminton gameplay (i.e. aware of their
opponent/environmental factors).

Analysis:
- Students can test various biomechanical principles within the game of Badminton and determine their
effectiveness and appropriateness.
- Students can devise movements that allow for more biomechanically sound movements.
- Students will be able to determine when to apply appropriate tactical decisions during Badminton
gameplay (e.g. where to hit the shuttle as a response to environmental/opponent factors).

Synthesis:
- Students will be able to compile information to make biomechanical improvements to their skill
technique in Badminton.
- Students will be able to implement biomechanical techniques to result in a tactical advantage in
Badminton.
- Students are able to solve movement solutions for themselves in Badminton.
- Students are able to demonstrate/transfer their tactical knowledge during Badminton gameplay.

Evaluation:
- Students are able to estimate the effectiveness of various skill techniques in Badminton by critiquing
their technique and comparing it to that of their peers.
- Students are able to judge how biomechanically effective their technique is in Badminton.
- Students are able to judge how their tactical understanding influenced their Badminton gameplay (e.g.
the success of their decision making and whether they won or lost the game).

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Mapping to the Achievement standards/Performance Standards:

Knowledge and Understanding

KU2 - Knowledge and understanding of appropriate terminology.

Practical Skills Application

PSA1 - Proficiency in practical skills and techniques in different physical activities.
PSA2 - Interpretation and effective application of skills, specific concepts, ideas, strategies, and
techniques.

Initiative and Collaboration

IC2 Collaboration with others in team activities.

Analysis and Reflection

AR1 Analysis of, and reflection on, practical techniques and performance.
AR3 Use of information from different sources, with appropriate acknowledgment.

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Stage 1 Physical Education: Assessment Tasks

Assessment Assessment Design Criteria Assessment conditions

Type and Details of assessment (e.g. task type, word length, time
Weighting KU PSA IC AR allocated, supervision)
Learning Requirements (SACE Stage 1): 1,2 1, 2 1, 2 1 Type: Practical
1. “Demonstrate a level of proficiency in performance of
practical skills and techniques specific to a variety of Time: 2 x 50-minute lessons per
human physical activities”. week (6 weeks).
2. “Interact collaboratively and demonstrate initiative
and leadership”.
Criteria: Refer to appendix 2.
Focus:
1. Students demonstrate a sense of fairplay; respect the
rights of other people; and show concern for safety
Assessment and the care of equipment.
Type 1: Practical 2. “Students develop the capacity to apply
understanding about performance and acquire
Weighting: 20% understanding through performance”.

(SACE, 2018).

Task:
1. Students will demonstrate offensive and defensive
skills during Badminton gameplay. Students will be
assessed on skills and performance in techniques
including: serving shots, clears, drop shot, smash,
and net shots.
2. Gameplay, decision making, and tactics will be
assessed during practical performance. In addition,
student initiative and leadership on and off the court
will also be assessed.

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 Assessment Assessment Design Criteria Assessment conditions
Type and Details of assessment (e.g. task type, word length, time
Weighting KU PSA IC AR allocated, supervision)

Learning Requirements (SACE Stage 1): Type: Theory

1. “Interpret, analyse, and effectively apply
(independently, within groups, and in teams) skills, Time: 2 x 50-minute theory
specific concepts and ideas, strategies, techniques, lessons (6 weeks) + homework.
rules, and guidelines”.

Criteria: Refer to appendix 1.

Focus:
1. Students develop knowledge of biomechanics
(theory) and its application (practical) in Badminton
Assessment and physical activity.
Type 2: Folio
Task: Biomechanics Blog (appendix 1). 1,2 2 1,2,3
Weighting: 40% - Throughout the unit, students have learnt
biomechanical principles involved in Badminton.
Therefore, this task requires students to apply this
knowledge and:

1. In pairs, create an online blog and explain the optimal

biomechanics of a Badminton shot of choice (e.g.
What are the optimal biomechanics in a Badminton
smash shot?).
2. Students are encouraged to breakdown the stages of
their chosen shot and apply the biomechanical
principles of each stage.

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 Assessment Assessment Design Criteria Assessment conditions
Type and Details of assessment (e.g. task type, word length, time
Weighting KU PSA IC AR allocated, supervision)
3. Remember to use appropriate biomechanical
terminology throughout the blog (blog should
represent a biomechanical report, treat this
assignment as if you and your partner are both
biomechanists!).

Formative/ ongoing/ diagnostic assessment:

Pre-assessment: Tactical knowledge and technical skills test.

Formative/Ongoing Assessment: Mind map (first theory lesson and last theory
lesson before week 6).

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 Lesson Development

Week 1
Lesson 1: Theory

Lesson Focus: Checking for student readiness, introduction of biomechanics.

Learning Objective: Students will understand the biomechanical components they will be
covering. Students will also understand the criteria and requirements of the biomechanics
blog assessment piece.

- A student-led mind-map will be constructed on the board. This mind-map will

have no limitations and students are to include any knowledge they have about
Biomechanics. This mind-map is to be documented for reflection at the end of the
unit.
- Students will be introduced to the biomechanical topics they will be covering
throughout this topic.
- As a class, the biomechanics blog assessment piece will be scaffolded to the
students so they are clear of the criteria and requirements.

Exit Card (appendix 4).

Lesson 2: Practical

Lesson Focus: Checking for student readiness, half-court games (singles).

Learning Objective: Keeping the shuttle in play.

Pre-Assessment
- Students will complete ‘tactical knowledge’ and ‘technical skill’ pre-assessment
task and hold onto this so they are able to compare and reflect upon their
development later in the unit when post assessment is complete (appendix 3).

Game 1: Half court singles using any serve.

Figure 1: Half-court Singles Setup

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Play Practice
- Setup: Half-court singles.
- Goal: Only using overhead shots, keep the rally going as long as possible.

Game 2: Half-court singles (alternate serves)

Exit Card
Lesson 3: Theory

Lesson Focus: Newton’s 3 Laws of Motion

Learning Objective: Understanding and identifying Newton’s three laws of motion. Apply
these concepts to various Badminton skills.

- Students will be introduced to Newton’s three laws of motion.

- Students will explore these laws using Badminton as context.
- Students will be guided to make connections between this new knowledge and
their previous practical.
- This will lead into linear motion, angular motion and general motion which will be
covered in the next lesson.

Exit Card

Lesson 4: Practical

Lesson Focus: Overhead & backhand overhead clear.

Learning Objective: Understand the importance of pushing the opponent back.

Game 1: half-court singles (can only use overhead and backhand overhead shots after
serve).

Play Practice
- Setup: Half-court technique practice.
- Goal: Push the opponent back.

Constraints:
- Practice both overhead and backhand overhead shots.
- If necessary, players can hand-feed the shuttle.

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Cues (overhead):
- Get under the shuttle.
- Step into the shot.
- Use a throwing action to contact the shuttle.

Cues (backhand overhead):

- Move your front foot towards the shuttle.
- Keep elbow high.
- Contact the shuttle at its highest point (ensuring you flick the wrist on contact).

Game 2: Half-court singles (introduce underarm serve and serve line).

Exit Card
Week 2
Lesson 1: Theory

Lesson Focus: Linear motion, angular motion and general motion and recap of Newton’s
three laws of motion.
Learning Objective: Consolidate understanding of Newton’s three laws of motion and
identify relationship with linear motion, angular motion and general motion.

- Students will understand how linear motion, angular motion and general motion
can be applied to Badminton.
- Students will be provided with various formulas and learn how to use these to
make calculations.
- Explore where these types of motion exist within Badminton.

Exit Card
Lesson 2: Practical

Lesson Focus: Drop shot.

Learning Objective: Using a drop shot to create space on the opposition side of the court.

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Game 1: Half-court singles (game begins with underarm serve).

Play Practice
- Setup: Half-court technique practice.
- Goal: Land the shuttle as close to the net as possible using a drop shot.

Cues
- Position yourself as if you are about the hit an overhead clear shot.
- Keep a stiff wrist on contact.

Game 2
- Return to game 1.
- Constraint: Extra point if shuttle drops to the frontcourt.

Exit Card
Lesson 3: Theory

Lesson Focus: Leverage

Learning Objective: Understanding leverage and applying this concept to various
Badminton skills.

- Students will be introduced to levers and explore the different classes of levers.
- Students will learn characteristics of each class of lever and practice applying
these to sporting skills, with a focus on Badminton.

Exit Card
Lesson 4: Practical

Lesson Focus: Recover to the centre of court.

Learning Objective: Recovery using effective footwork.

Game 1: half-court singles.

Play Practice

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 - A feeder (with two shuttles) and a hitter.
- Feeder throws one shuttle to the back of the court. The hitter returns the shuttle
and immediately runs back to the centre of the court.
- The feeder then feeds the second shuttle to the front of the court. The hitter
returns the second shuttle to the feeder and immediately runs back to the centre
of the court.
- Players rotate.

Cues
- Recover immediately after the shot and stay on your toes.

Game 2: Full-court singles (preparation for doubles coming up).

Exit Card
Week 3
Lesson 1: Theory

Lesson Focus: Speed and Velocity.

Learning Objective: Understanding the difference speed and velocity using Badminton as
context.

- Students will discover the speed and velocity formulas and be able to use these
formulas to make measurements.
- Students will understand the difference between speed and velocity, and the
implications this has on a Badminton game.

Exit Card
Lesson 2: Practical

Lesson Focus: Attacking

Learning Objective: Using a high service to make to opponent defend at the start of a
rally.

Game 1: Half-court singles.

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Play Practice (Alternate serves).
- Setup: Half-court technique practice.
- Goal: Serve high to the opponent’s backhand side.
-
Cues:
- Drop the shuttle.
- Flick your wrist.
- Follow through.
- Attempt to land the shuttle as close to the baseline as possible.

Game 2: Return to game 1.

Exit Card
Lesson 3: Theory

Lesson Focus: Projectile and Trajectory motion.

Learning Objective: Understanding projectile and trajectory motion using Badminton as
context, and the factors that influence these concepts.

- Students will be introduced to the idea of projectile and trajectory motion with
regards to Badminton.
- Students will explore various factors that influence projectile and trajectory
motion.
- Discover how projectile and trajectory motion influences technical and tactical
aspects of Badminton. In particular, the overhead clear and the drop shot which
have been a focus in previous practical lessons.

Exit Card
Lesson 4: Practical

Lesson Focus: Maintaining depth.

Learning Objective: Use underarm shots for maintaining depth.

Game 1: Half-court singles (players serve low to front of the court).

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Play practice
- Setup: Half-court partner practice.
- Goal: Use the underarm shot to clear the shuttle to the opponent’s backcourt.

Constraints
- One player feeds to the front court while the other hits the shuttle with an
underarm clear shot to the back of the feeder’s court.
- Players alternate feeds to the forehand and backhand.
- Players switch roles.

Cues:
- Step towards the shuttle (with the opposite foot on the forehand or the same foot
on the backhand).
- Snap wrist to generate force and power.

Game 2: Return to game 1.

Exit Card
Week 4
Lesson 1: Theory

Lesson Focus: Centre of Mass, Base of Support and the Kinetic Chain
Learning Objective: Understand how centre of mass, base of support and the kinetic
chain impact upon technical and tactical skills in Badminton.

- Students will be introduced to the idea of centre of mass, base of support and the
kinetic chain and how these ideas impact upon the technical and tactical skills in
Badminton.
- Students will explore how manipulation of their centre of mass and bass of
support can lead to various advantages and disadvantages in a Badminton context.
- Students will explore the kinetic chain theory and discuss the implications this has
on various Badminton skills.

Exit Card

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Lesson 2: Practical

Lesson Focus: Winning the point/rally.

Learning Objective: Use the smash to win a point/rally.

Game 1: half-court singles.

Play practice
- Setup: Half-court partner practice.
- Goal: Attempt to land the shuttle on the floor as close to the net as possible.

Constraint
- One partner feeds high serves to the midcourt while the other partner smashes.

Cues:
- Prepare for a clear shot.
- Contact the shuttle when it is at its highest point in front of you.
- Snap wrist to generate force and power.

Game 2: Return to game 1.

Exit Card
Lesson 3: Theory

Lesson Focus: Angle of Release and Height and Release.

Learning Objective: Understand how angle of release and height of release impact upon
technical and tactical skills in Badminton.

- Students will be introduced to the idea of angle of release and height of release
and explore how these impact upon technical and tactical skills in Badminton.
- Students will examine how altering the angle of release and height of release lead
to positive and negative outcomes.
- Students will explore how manipulating the angle of release and height of release
influence the opposition in Badminton.

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Exit Card
Lesson 4: Practical

Lesson Focus: Defending an attack.

Learning Objective: Returning an opposition smash successfully.
Game 1: half-court singles (begin with high serves only).

Play Practice
- Setup: Half-court partner practice.
- Goals:
One player feeds a high serve to the midcourt, and the other smashes.
Students continue the point and alternate serving.

Cues:
- Be in the ready position (e.g. feet are square and racket head is up).
- Block the smash, keeping a firm wrist.
- Drop the shuttle into the frontcourt.

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Game 2: Return to game 1.

Exit Card
Week 5
Lesson 1: Theory

Lesson Focus: Summation of Forces.

Learning Objective: Understand how summation of forces is evident in various
Badminton skills.

- Students will learn how force summation involves all body parts acting together at
the same time to generate force.
- Students will learn how summation of forces impact upon various shots in
Badminton such as overhead clear and serve.

Exit Card
Lesson 2: Practical

Lesson Focus: Singles tournament (king of court).

Game 1
- Setup: Half-court or full-court singles (determine with students).
- Goal: Win the game.

Constraints
- Winner moves up a court if they win, and non-winner moves to the opposite
court.
Lesson 3: Theory

Lesson Focus: Recap of unit and reflect on learning.

Learning Objective: Consolidate learning and identify growth in knowledge and
understanding.

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 - A student-led mind-map will be constructed on the board. This mind-map will
have no limitations and students are to include any knowledge they have about
Biomechanics. Students are to compare this mind-map with the mind-map
constructed at the beginning of the unit and will be encourage to identify
similarities and differences.
- A quick summary of all biomechanical components will be given. This will act as a
cue for students to check they have included these components in their blog.

Exit Card
Lesson 4: Practical

Lesson Focus: Post-assessment and attacking (doubles).

Learning Objective: Reflect upon knowledge at the beginning of the unit, attacking in a
front-to-back formation.

Post-Assessment
- Students will complete ‘tactical knowledge’ and ‘technical skill’ post-assessment
task. Students will be able to identify their improvements in their technical and
tactical skill knowledge by comparing their results with their pre-assessment.

Game 1: Full-court doubles.

Constraint
- Pairs alternate between attack formations (e.g. front-to-back and side-to-side).

Figure 2: Doubles Attacking and Defending Setup

Play practice
- Setup: Full-court doubles.
- Goal: Keep the serves low and attack the return.

Constraints
- Players alternate serving every point.
- Players use low serves and follow them to the net.

Cues:

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 - Server: keep the serve low and follow it to the net with the racket up.
- As partner, cover the middle of the backcourt to get any high, deep returns.

Game 2: Competitive doubles (usual rules).

Exit Card
Week 6
Lesson 1: Theory

Lesson Focus: Summative Assessment Task.

Learning Objective: Finalising Summative Assessment Task.

- Students will be given time to finalise their blog.

- The blog is due at the end of the following theory lesson.
Lesson 2: Practical

Lesson Focus: Defending (doubles).

Learning Objective: Effectively defending against a smash (side-to-side formation).

Game 1: Full-court doubles.

Constraints
- Every point starts with a high serve.
- Players use a front-to-back formation.

Play practice
- Setup: Full-court doubles.
- Goal: Move to a side-to-side formation when receiving a smash.

Constraints
- Players alternate serving and must hit high serves.

Cues:
- Serve high and drop back to side-to-side.
- Ready position when defending the smash.

Game 2: Competitive doubles.

Exit Card
Lesson 3: Theory

Lesson Focus: Summative Assessment Task.

Learning Objective: Completing Summative Assessment Task.

- Students will be given time to finalise their blog.

- The blog is due at the end of the lesson.

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Lesson 4: Practical

Lesson Focus: Doubles tournament (king of court).

Learning Objective: Reviewing lessons and tournament gameplay to practice attacking
and defending as a pair.

Game 1: Full-court doubles.

Constraints
- Winning pair moves up a court if they win, and non-winning pair moves to the
opposite court.

Exit Card

Appendix 1: Blog Assessment Task Sheet & Performance Standard.

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 STAGE 1 PHYSICAL EDUCATION

ASSIGNMEN TYPE 2: FOLIO

BIOMECHANICS BLOG | WEIGHTING: 40% | DUE DATE; WEEK 6 LESSON 4

Names: ________________________

Task
In pairs, you are required to quantitatively and qualitatively research the optimal
biomechanics for a Badminton skill and report your findings in the form of an online blog. It
is important to remember that, throughout this unit of work, you have covered a variety of
biomechanical principles (e.g. Newton’s laws of motion, types of motion, summation of
forces, etc.). It is important to include these principles when throughout the blog.

Blog
To create a blog, use on of the following:

- Weebly (highly recommended)

- Blogger
- Wix

Procedure

1. Choose a skill
o Serve
o Smash
o Overhead clear or overhead backhand clear
o Underarm clear
o Drop shot

2. Breakdown the skill into sections (Example below)

o Preparation Phase
o Execution Phase

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 o Contact
o Follow Through

3. Analyse each section

o Explore each section of the skill you have broken down. During this step, it is
important to apply the appropriate biomechanical principles that relate to
each section.

4. Conclusion
o In this section, you are required to provide an answer/summary of your
findings.

5. Reference List
o Provide a reference list at the end/bottom of the blog.
o Minimum of 8 references (NO Wikipedia).

Requirements

o SHARE THE WORKLOAD!

o Word count: 1,300-1,500 words PER PAIR (e.g. 650-750 each).
o Be creative: use images, videos, tables and illustrations (encouraged to use images
and videos of yourself performing the skill rather than using random sources found
online).
o READ READ READ! (Check spelling and grammar before you submit assignment).

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Success Criteria for SACE Stage 1 Physical Education
- Areas bolded are what students are assessed on for their folio task (biomechanics
blog).

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Appendix 2: Badminton Specific Skills Criteria (Provided by SACE).

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 Appendix 3: Tactical and technical Pre-Assessment Tasks.
Name: Name:

Test Date #1: Test Date #2:

Would stage of learning would you consider Would stage of learning would you consider
yourself to be in? (circle appropriate answer) yourself to be in? (circle appropriate answer)

Cognitive Associative Autonomous Cognitive Associative Autonomous

A tennis ball is used as the projectile in Tennis, A tennis ball is used as the projectile in Tennis,
what is used as the projectile in Badminton? what is used as the projectile in Badminton?

If you attempted a drop shot, where on the court If you attempted a drop shot, where on the court
would the shuttle land? would the shuttle land?

How do you win a point in Badminton? How do you win a point in Badminton?

Name 4 different types of Badminton shots? Name 4 different types of Badminton shots?
1. 1.
2. 2.
3. 3.
4. 4.
List 3 skills of Badminton performed ‘off the List 3 skills of Badminton performed ‘off the
ball’. ball’.
1. 1.
2. 2.
3. 3.
Describe 3 Badminton strategies: Describe 3 Badminton strategies:
1. 1.
2. 2.
3. 3.
Is there any other sport where these strategies Is there any other sport where these strategies
also apply? also apply?

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Name: Name:

Test Date #1: Test Date #2:

Would stage of learning would you consider Would stage of learning would you consider
yourself to be in? (circle appropriate answer) yourself to be in? (circle appropriate answer)

Cognitive Associative Autonomous Cognitive Associative Autonomous

Test #1 – Overhead Clear Test #1 – Overhead Clear

- Feeder hits shuttle over the net to the subject.
- Subject will overhead clear the shuttle and aim
to land it in the target area.
- The subject has 5 attempts on their forehand
and their backhand.
- ‘Yellow’ zone is worth 4 points, ‘Red’ zone is
worth 3 points, ‘Green’ zone is worth 2 points.
1 point is awarded if shuttle goes over the net
but doesn’t land in these target zones.
- Feeder hits shuttle over the net to the subject.
- Subject will overhead clear the shuttle and aim
to land it in the target area.
- The subject has 5 attempts on their forehand
and their backhand.
- ‘Yellow’ zone is worth 4 points, ‘Red’ zone is
worth 3 points, ‘Green’ zone is worth 2 points.
1 point is awarded if shuttle goes over the net
but doesn’t land in these zones.

Forehand Score: Forehand Score:

/ /

Backhand Score: Backhand Score:

/ /

Net
Net

Feeder Feeder

Test #2 – Dropshot Test #2 – Dropshot

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 - Feeder hits shuttle over the net to the subject.
- Subject will dropshot the shuttle and aim to
land it in the target area.
- The subject has 5 attempts on their forehand
and their backhand.
- ‘Yellow’ zone is worth 4 points, ‘Red’ zone is
worth 3 points, ‘Green’ zone is worth 2 points.
1 point is awarded if shuttle goes over the net
but doesn’t land in these target zones.
- Feeder hits shuttle over the net to the subject.
- Subject will dropshot the shuttle and aim to
land it in the target area.
- The subject has 5 attempts on their forehand
and their backhand.
- ‘Yellow’ zone is worth 4 points, ‘Red’ zone is
worth 3 points, ‘Green’ zone is worth 2 points.
1 point is awarded if shuttle goes over the net
but doesn’t land in these zones.

Forehand Score: Forehand Score:

/ /

Backhand Score: Backhand Score:

/ /

Net Net

Feeder Feeder

Appendix 4: Exit Card

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 3-2-1 Exit Card
3 Things I Learned Today. . .

2 Things I Found Interesting. . .

1 Question I Still Have. . .

Appendix 5: SACE Stage 1 Physical Education Performance Standard

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