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Emily Jensen & Cassie Stephens

Lesson Plan- Badminton- Hillcrest Middle school

Grade: 8 Students: 45(ish?)

Psychomotor: Students will demonstrate correctly at least 3/5 strikes in badminton
Standards 1,UT Standard G8.1.1
Affective: Students will give feedback to at least 2 members of their teams during badminton golf
Standards 4, UT Standard G8.4.6
Cognitive: Students will be able to recall at least 4/5 strikes in badminton when prompted or demonstrated
Standards 2, UT Standard G8.2.2
Health-Related Fitness: Students will have an elevated heart rate of at least 90 at least 75% of class time
Standards 3,5

Lesson Induction:
We’ve been working on badminton for a few weeks in class, but today we’re going to practice a little
differently. Today we’re going to play badminton golf and badminton four-square. You’ll use all of the
skills that you’ve been working on so far, but it will be a fun and different way to practice.
Class Assessments: Have each group record how many holes completed- how many total strokes each
hole per group

Warm-up: Walk laps, stretching, roll call

Review Badminton hits: Clear, drop, smash, drive, hairpin’

Badminton Golf
Materials Needed:
9 hula hoops act as the 'hole' for each of 9 golf holes. 18 small cones. One acts as the 'tee box,' and the
other acts as the flag in each hole. Labels (numbered 1-9, and taped to accompanying pylons, one at tee
box, one at hole)
With your group, you will be playing 9 holes of ‘Badminton Golf.” The object of this game is to land the
bird in the hoop in as few shots as possible. The group with the lowest total number of shots will win a
group reward (group scores will be averaged if the groups are uneven).
How to play:
1. Each group member will ‘tee off’ their own birdie from the tee box for each hole (marked by a pylon)
2. To tee off, players must hit an underhand badminton serve. Overhand serves will be penalized by one
3. After each group member has teed off, players will go to their birdie, and try to hit it into the hoop from
their new spot.
4. When retrieving the bird from the new spot, players will walk up to the bird, stand with their feet on
either side of it, pick it up, and hit it from there. Players who move closer to the hoop will be penalized one
5. When hitting the bird into the hoop, the bird must stay inside the hoop for it to count. If it bounces out,
the player has to hit it from the new spot.
6. Once all players in a group have completed the hole, that group will mark their score in the appropriate
box. This is done by writing the number of strokes into the box for that hole. Make sure to mark your score
on the next tee so that groups waiting to play can go ahead. When all players have completed a hole,
then the group can move on.
Assessment Ideas:
Create a simple score-card by making a 6 x 10 chart. The top of the chart indicates the hole number, and
the names go down the left hand column. The bottom row can be used to total up scores. By looking at
this chart, the teacher can see how many 'hole in 1s' a student got, which can indicate the students ability
to serve with accuracy. The teacher can simply stand at one tee box, and quickly assess each students
serve because each student must complete each hole.
Example of simple assessment sheet (we’re counting up total strokes of the group)

# of total strokes (group)

Hole 1

Hole 2

Hole 3

Hole 4

Hole 5

Hole 6

Hole 7

Hole 8

Hole 9

Observe students to see whether they have given constructive feedback to at least 2 teammates, and at
the end of class ask who they gave constructive feedback to.

Ask students individually to name at least 4 of the badminton strikes either during class or at the end of

Ask students to take their own heart rate at least twice during class and determine if their heart rate is
above 90 beats per minute.

Badminton 4-Square
Materials Needed:
8-12 badminton nets, a class set of badminton racquets, and 4-10 birdies
Equipment Setup: Put two nets up in the regular badminton arrangement. Then attach one net to the
middle pole in between the other two nets and another net on the other side of the middle pole so that
you have 4 badminton courts. All four nets should be attached to the middle pole. The formation should
look like this: -I-.
Game play: Have students pair up with a partner. 2 students per section on the giant court. Designate
one court to be the head, or number 1 court, and they are to serve first. Also designate the number 2, 3,
and 4 courts. The #1 square is allowed to serve to any of the other 3 teams. Once the shuttle is going,
each team is trying to make the other teams miss their return shots. If a team misses a shot, they are to
move to the designated fourth square and whichever team is in the first square serves. Play continues in
this fashion until the end of time limit.
(a) Add another shuttle and have the fourth square serve at the same time as the first square.
(b) No designated numbers for teams and courts. Just let the teams accumulate points for a shot that
makes the other team miss.
(c) Every team must hit the shuttle at least once before any team can score a point or be removed from
their square.
(d) Have 3 students per team for large classes.
(e) If enough 4-square court arrangements, then have each student occupy a square as a single player
and rotate one or two players in from the outside. The rotating students can be referees/judges of in and
Assessment Ideas:
Questions: (verbal or written)
Q1. Is it harder for your opponent to attack you from the front or back of court? Why?
A1: Back because the opponent is farther from the net.
Q2. How do you attack the front part of your opponent's court?
A2: With a drop shot.
Q3. How do you defend your space when under attack from your opponent?
A3: Going back to the center of the court after my shot.
Q4. What formation works best for you to defend your opponent's shots?
A4: Front/back, side-to-side, combo (depends on the student).
Q5: How do you keep your opponent from knowing where you are going to hit the shuttle?
A5: Mixing up the shots and faking out opponent by speed of swing and direction of eyes/body.
Teaching Suggestions:
There are many decision making possibilities in this activity which the teacher may include in the lesson.
This is a change from the normal routine which engages the students, particularly in the cognitive domain.
It's not the standard game and format but is a great experience.
Adaptations for Students with Disabilities:
Use racquetball racquets (bigger face) and/or bigger sized shuttlecocks. Lower the net for children in
wheelchair or with muscular dystrophy. Allow children to move closer to the hula hoops if necessary.
Emphasize fewer types of hits- such as only the clear and the drive, for children with intellectual

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