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BADMINTON – SPORT EDUCATION MODEL

RESOURCE KIT







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SPORT EDUCATION MODEL

The sport education model in Physical Education (SEPEP) has students work collaboratively to explore, examine, experience and understand team sport. It is an
‘instructional model that is designed to provide students of nearly all ages with positive, educational, and lasting sporting experience as part of the school physical
education program’ (Metzler, 2000, p.254). The idea behind SEPEP is not to teach a certain sport but for students to learn about the concepts and conducts of sport. This
includes: team affiliation, fairness, etiquette, traditions, appreciation, strategy, values, structure (Metzler, 2000). ‘Underpinning its structure is a belief that sport is a
powerful medium through which to involve students in a wide range of developmental experiences. Designed around a commitment to ‘participation’’ (Tinning et al, 2001,
p.188). Students will form teams and each take responsibility for a different role in the team. While they will all be participants in the game, they will also take on an array
of tasks associated with the planning, implementation and involvement in a sporting competition.

SEPEP is a student-centred learning pedagogy that gives students the opportunity to experience more than just the game. It will give them a broader perspective than just
being a player in the game, allowing them to reach ‘a fuller understanding and greater appreciation for the entire scope of our sport culture’ (Metzler, 2000, p.255).
Students will be given the opportunity to make decisions that define the competition that they will be involved in. ‘SEPEP is designed to nurture a range of healthy skills
and attitudes in relation to being good players and team members’ (Tinning et al, 2001, p.188) As stated by Metzler (2000) we must teach each new generation our sport
culture, and one of the best places to do this is within the school curriculum. The success of the unit is not judged on where the teams finish on the ladder, but in the
manner in which teams and team members have conducted themselves throughout the competition.

SEPEP will be incorporated into the Badminton unit at a year 8 level. Badminton has been chosen as it is not a common sport that most students will have tried before
which will put everyone on a more even playing field. It will give students a chance to experience a sport that they may not have tried before and doing it in a way that they
are yet to experience. The unit will be conducted in term 2 of the year, SEPEP has been chosen as the teaching models as it has become apparent that there are ongoing
issues with bulling in Year 8. Through the use of the SEPEP program, we are hoping to instil a sense of respect for their peers and it will give them the opportunity to work
as a team. It will encourage positive relationship between students and help form new friendships through the time spent together. The role of the teacher within the
SEPEP unit is to guide students when needed. As it is student-centred, teachers do not have to be centre stage and can allow students to develop their teams and the
program themselves.

Students will be divided into groups of 4, while there will only be two players on the court at any one time, players will have a rotation system allowing all students on the
court throughout the tournament. As well as being a player, each team will have to designate a Team Manager, Coach, Publicist and Captain. ‘Once these responsibilities
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have been established, it is the intention of the program that the students conduct the sessions, plan future sessions and arbitrate over conflicts that may arise’ (Tinning et
al, 2001, p.188)

SEPEP AND AUSVELS –

HEALTH AND PHYSICAL EDUCATION LEVEL 8 - The learning focuses and standards relate to the SEPEP unit and badminton as they cover team aspects that will be
incorporated into the unit.

Learning focus -

- Students engage in activities that develop strategic thinking and tactical knowledge to improve team performance in competitive sports.
- Collaborate with team members planning strategies and practicing set plays for responding to games-based tactical challenges.
- Monitor and analyse their own performance.
- Students undertake a variety of roles in team games (for example, plater, coach, umpire or administrator) and reflect on their experiences.
- Respect the right of others to participate.
- Reflect on their own personal and social behaviours in physical activity settings, and how they contributed to creating an inclusive and supportive environment for
learning and fair play

Standards -

- Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance.

AUSVELS2003

SAFETY

As the SEPEP unit involves students taking responsibility of their own learning, a set of class rules will be set at the beginning of the unit. This will give students the
parameters in which they can work in an effort to keep their environment safe.

1. No student is to leave the gym area without permission

2. The equipment used should only be badminton equipment, if other equipment is needed, a teacher will have to be informed first.
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3. A warm-up must be conducted at the start of each session to decrease the risk of injury.
4. Appropriate clothing must be worn at all times, this includes footwear.

Additional safety requirements that the teacher will have to consider include students with on-going injuries, the need to have a first aid kit on hand at all times.
Supervision of all groups as they undertake warm-up and drills to ensure that they are appropriate and safe.

As it a student-centered learning activity, the emotional safety of all students must be considered. In addition to the safety rules, students will also be asked to sign a
contract that indicates that they will be considerate of others and endeavor to keep the environment one that is inclusive to all students. The contract will be given to
students in their resource kit at the beginning of the unit.

ASSESSMENT

As this is a student-centered learning task, students will be asked to keep a journal of their experiences throughout the unit. They will be asked to keep track of their
involvement in their team’s progress and their thoughts on the activities that they are completing etc.

As a team they will also complete the group assessment each week. Please see attached sheet for details.

There will be a ladder for students to view over the course of the tournament, this will be updated after every class and pinned up in the gym for students to look at. Points
are earned for team involvement, team spirit, ability to contribute to duty group (umpiring, scoring), team chant and scores for each game.

The fifth week of the unit will be an assessment lesson. Students will have time to finish any uncompleted journal entries before submission, they will also have to
complete a quiz on badminton and details on the different roles undertaken by their team over the past four weeks, this will be an individual assessment.

Students will also be assessed on their involvement over the course of the unit, this will include their teams participation, attitude towards activities and organizational
skills when it comes to umpiring and scoring games.

UNIT PLAN

Lesson Learning activities Assessment Teaching objectives Resources

1 - Introduction to badminton and SEPEP - Visual assessment of - Ensure all students are - Resource kit: lesson
- Divide students into groups of 4. student involvement getting involved and one task cards,
- Groups to decide on a team name chant - Journal entries have a roll in their team. contract, team name
and allocate the different rolls. - Completion of resource kit sheet
- Introduction of racquet and shuttle cock - Publicists ability to report - Group assessment
skills (to be conducted by the coach) about their team sheet
- Publicist to report on their team - Score sheets
2 - Team discussion - Visual assessment - Coaches’ ability to - Resource kit: cards on
- Court knowledge: learn court lines and - Journal entries demonstrate court rules court lines and rules
different rules of the game - Group assessment sheet and lines to team - Group assessment
- Round 1 of Tournament - Signed score sheets members. sheet
1 vs 2 - Publicists ability to report - Ensure a different team - Score sheets
3 vs 4 about their team member is running the
5 on duty warm up and cool down
- Round 2 of tournament
2 vs 3
4 vs 5
1 on duty
- Publicist to report on their team
3 - Team discussion - Visual assessment - Students are evolving in - resource kit: drill
- Team tactics run by coach - Journal entries their teams and there is sheets
- Round 2 of Tournament - Group assessment sheet: a sense of team unity
1 vs 4 groups to reflect on their occurring.
3 vs 5 games last week and what - Prompt students in the
2 on duty they want to change to right direction at the
- Round 3 of Tournament improve. beginning of the class.
1 vs 3 - Signed score sheets - Ensure that it is a fun
2 vs 5 - Publicist’s ability to report environment where all
4 on duty about their team – report students are enjoying
- Round 4 of Tournament becoming more meaningful themselves.
1 vs 5 as the weeks progress.
2 vs 4
3 on duty
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- Publicist to report on their team

4 - Round Robin tournament - Team chants - Ensure all students are - Resource kit: score
- Finals - Team colours getting involved and cards and draw
- Presentation - Visual assessment of enjoying themselves. - Group assessment
- Publicist to present a PowerPoint of the involvement - Tournament is running sheet
photos they have collected of their team - Signed score sheets smoothly without help
over the weeks. - Resource kit completed by from yourself
- Students to complete self-assessment team - Students are able to
sheet resolve issues that arise
without outside help
5 - Assessment week - Journals - All students have a - No outside resources
Students to complete their journal - Quiz answers thorough knowledge of can be used to
entries and submit at the end of the - Self-assessment sheets the different roles in a complete the quiz,
lesson team closed book.
Quiz on Badminton rules and the - Students are aware of
different roles people play in a team. the different rules in
regards to Badminton

GROUP ASSESSMENT SHEET (please complete as a team, for each lesson)

What are your team goals for this lesson?

____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________

On a scale of 1 to 10 how do you think you went completing this goal and why?

____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________

What do you want to concentrate on next lesson?

____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________

What is one thing that your team enjoyed today?

____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________
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NAME:

Self/Peer Assessment in Badminton – Please indicate on a scale of 1 to 5 how true each statement is.
Level What to do for each level Self
3 • You can play a rally but most shots are played on the forehand and above the head.
• Most of your rallies end in a mistake rather than a winning shot.
• During a game you often become confused about positioning on court, especially in doubles, and you sometimes get confused by
court markings.
• You can give reasons why a warm-up is important before playing badminton

4 • You can play a rally but rarely vary the angle or distance of your shots and the rally often ends in a mistake.
• You understand where your position should be at the serve, but during the game you often become confused about your positioning.
• You can score a game but sometimes get confused about court markings.
• You can describe what the effects of playing badminton can have on your body
5 • You can sometimes vary the angle and distance of your shots in a rally but most rallies still end in a mistake.
• You have started to select shots that put your opponent under pressure.
• You can comment on the strengths and weaknesses of another players game.
• You can perform a badminton specific warm-up and cool down.

6 • You can vary the angle and distance of your shots in a rally, but your performance sometimes breaks down under the pressure of a
game.
• You can sometimes select shots that help to give you an advantage in a game.
• You can umpire a game effectively and give basic coaching advice.
• You can describe how other forms of exercise can help to improve your badminton performance.

7 • You can perform a range of accurate shots during a rally, even when under pressure
• You are aware of positioning on court during singles and doubles.
• You can plan ways to improve your own and others’ performance.
• You show a good level of fitness during the game and can plan a badminton specific training programme.

8 • You have very good technique on all shots played and good movement about the court.
• You can predict where your opponent will play their shots and disguise your own.
• You can lead a team effectively in competitive situations.
• You can develop targets to improve your performance and fitness.
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BADMINTON TEST

NAME:

1. What is a good way to remember the difference between the singles Badminton lines and the doubles badminton lines? (2 marks)

2. List two class rules. (2 marks)

3. What is the role of the Coach? (3 marks)

4. What is the role of the Team Manager? (3 marks)

5. What is the roll of the Publicist? (3 marks)

6. What is the roll of the Captain? (3 marks)

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7. What duties must you complete when you have a bye? (2 marks)

8. Name the two basic types of grips. (2 marks)

9. Where do you stand when serving in a game? (1 mark)

10. What sort of shot is a smash? (1 mark)

11. Explain the point system used in a game of badminton. (3 marks)

12. If a shuttlecock lands of the line is it in? (1 mark)

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LESSON ONE –

Lesson number Duration of Lesson Class Size Level

1 100 minutes 20 students 8
Topic: Badminton
Focus: Team and skill development
Learning Objective/s: Teams organize their duties, develop a team name and chant. Introduction of racquet and shuttlecock and skills involved.

Learning Focus:
VELS Strands Level: 8 Domains – physical, personal and Dimensions – movement and physical activity.
social learning.
Key elements of standards to which lesson is focused
- Students undertake a variety of roles in team games (for example, plater, coach, captain) and reflect on their experiences.
- Respect the right of others to participate.

Assessment Criteria and Method of Evaluation
Standards Assessment Criteria Evidence
Contribution in group decisions Completion of all forms for Week 1 in resource kit, contract
signed
Involvement in skill development Visual assessment of student involvement in skill development

Equipment
Resource kit (given to each team at the beginning of the lesson) Racquet x 20
Shuttlecock x 20




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Stage/Time Tasks Teacher Action

Stage 1 Introduce Badminton - Roll call
Introduction - Youtube clip - Before students walk away, ensure they
10 minutes http://www.youtube.com/watch?v=X2_dAqAqEbs understand what is expected of them.
Introduce SEPEP
- Consist of team activities and badminton games for weeks 1-3
- Round Robin Tournament in Week 4
- Assessment in Week 5
Introduce the class rules that must be followed for the duration of the SEPEP
course.
Stage 2 Team Selection - - Read class rules and go over what can be
Body Divide students into predetermined groups found in the resource kit.
5 minutes - Each group is to be given a resource kit.
- Go through the resource kit with students
30 minutes Team name - Observe students and how they interact as a
Allocation of duties group
Team Chant - Ensure that all students are participating
- Students are given time to decide on a team name, decide on which roll
they would like to be responsible for and create a team chant.
40 minutes Skill development – see lesson one resources - Visual observation of how students are
- In the resource kit, the coach will find task cards in regards to the basic progressing with the skills
badminton skills. It is their responsibility to teach their team these skills. - Assess student involvement


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Stage 3 - Presentation of team chants

Conclusion - Ensure that all students have signed the contract that is in the resource kit.
10 minutes - Group assessment – students to complete the group assessment sheet at
the end of each lesson.
- Publicist to report on their teams session
Stage 4 - Collect all the equipment and collect up the resource kits.
Closure - Remind students that the SEPEP unit will continue for the next four weeks.

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LESSON FOUR –

Lesson number Duration of Lesson Class Size Level

4 100 minutes 20 students 8
Topic: Badminton
Focus: Team and skill development
Learning Objective/s: Teams work together on game day and conduct themselves as ‘professionals’. Ensure that they are ready when needed for duty group. Team spirit.

Learning Focus: To participate in the round robin tournament in an acceptable manner.

VELS Strands Level: 8 Domains – physical, personal and Dimensions – movement and physical activity.
social learning.
Key elements of standards to which lesson is focused
- Students engage in activities that develop strategic thinking and tactical knowledge to improve team performance in competitive sports.
- Collaborate with team members planning strategies and practicing set plays for responding to games-based tactical challenges.
- Monitor and analyse their own performance.
- Students undertake a variety of roles in team games (for example, plater, coach, umpire or administrator) and reflect on their experiences.
- Respect the right of others to participate.

Assessment Criteria and Method of Evaluation
Standards Assessment Criteria Evidence
Contributes in all games and in duty group Visual evidence that duty group is participating, score sheet
signed by the umpire and scorer at the end of each game.
Team spirit Gets involved in team celebrations, contributes to the team
chant
Knowledge of skills and rules Demonstrates knowledge of skills and rules while on court and
umpiring.
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Equipment
Resource kit (given to each team at the beginning of the lesson) Racquet x 10
Shuttlecock x 3


Stage/Time Tasks Teacher Action
Stage 1 - Divide groups up into their teams - Roll call
Introduction - Give them time to change into their team outfits and practice their - Before students walk away, ensure they understand
15 minutes team chant what is expected of them.
- On the white board, write where each team is sitting on the ladder
and the round robin draw.
Stage 2 - Groups to present their team chants - Make sure all students are watching the other groups
Body - Look for student involvement
5 minutes

40 minutes - Round Robin tournament - Observe students and how they interact as a group
See attached sheet for draw. - Make sure all students are involved in duty group
and team spirit
- Ensure the ladder is being updated at the end of
each game.

20 minutes - Tournament Finals - Visual observation of how students are progressing
See attached draw for the finals draw with the skills
- Assess student involvement
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Stage 3 - Teams do present their chants one more time

Conclusion - Publicist to present a PowerPoint presentation of photos collected
10 minutes throughout the tournament.
- Presentation of medals to winners and prizes for all participants
Stage 4 - Collect all the equipment and collect up the resource kits.
Closure - Remind students that there will be a test to complete on badminton
and the roles in the next class.
- Give students time to change back into their uniform.

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LIST OF CLASS RULES

1. No student is to leave the gym area without permission

2. The equipment used should only be badminton equipment, if other equipment is needed, a teacher
will have to be informed first.
3. A warm-up must be conducted at the start of each session to decrease the risk of injury.
4. Appropriate clothing must be worn at all times, this includes footwear.
5. Ensure that activities are appropriate and safe at all times.

I __________________, understand that I am responsible for my actions. I will ensure that I obey the
safety rules that have been set out to protect me. I will be considerate of others when participating in the
tournament and make sure that I include everyone. I will follow the rules of the game and ensure that I am
a good sport at all times.

Name:

Signature:

Date:

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SEPEP AND BADMINTON – Over the next four weeks, you and your team will be participating in a Badminton tournament against the other
students in your class. As well as your responsibilities as a player, each member in your group will take on the responsibility of a roll or duty in
your group. This includes appointing a team manager, coach, publicist and captain. As a group you will work together to organize your team
and ensure that you are ready for the round robin competition in 3 weeks’ time.

It will each groups responsibility to provide an umpire for each round. Keeps score of all points made by each team

- Operates the flip-card scoreboard

- In charge of enforcing all rules and procedures for starting and playing games

A different group member will be in charge of running your teams warm up and cool down each week.

As well as skill and team development, there will be a weekly tournament that your team will participate in, please see the attached draw.

Teams will not only earn points on if they win or lose a game but their sportsmanship, participation levels and group unity.

A ladder will be updated at the end of each lesson and pinned inside the gym; this will inform you of where your team is ranked.

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DESCRIPTION/EXPECTATIONS OF THE DIFFERENT ROLLS/RESPONSIBLITIES:

Team Manager: Make sure they know when they are playing and on what court

They are responsible for their team; they have to make sure that they complete their duties each week.

Coach: In charge of skill development

Provide feedback to players

Publicist: Represent your team

Ensure that your team chant is appropriate and well prepared

Take photos of your team throughout the duration of the competition.

Give an update on your team’s progress at the end of each lesson.

Captain: Boost team moral

Be a good leader

Make sure your team is playing fairly

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TEAM NAME:

Team Members:

1.

2.

3.

4.

Rolls/Duties:

Team Manager:

Coach:

Publicist:

Score keeper/Umpire:

Team Chant:
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LESSON ONE RESOURCES -


Badminton Grip:
You need to apply correct grip for each shot being played. There are 2 basic types of grip:













Here are a range of badminton shots and the correct technique for each one. The diagrams show the trajectory of the shuttle (how it travels
through the air and where it lands on court).
You need to know the correct technique for each shot and apply this in game play.

Important: Return to the middle of the court after every shot played, in the ready position, prepared for the next shot.

TYPE OF SHOT TECHNIQUE

SERVICE Service is the most important shot in badminton.

Low serve Forehand:
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- Stand behind the service line

- Sideways stance, lead with your non-racket leg , weight on your back foot
- Bring your racket back to waist level
- Swing forward, pushing the shuttle low over the net

Backhand:
- Lead with your racket leg, non racket leg slightly behind with your feet pointing forward
- Short backswing then bring the racket forward
- Hold the shuttle in front of your waist level
- Push the shuttle, keeping it low


High serve High Serve:
- Played with a forehand underarm action
- Sideways stance, lead with your non-racket leg , weight on your back foot
- Bring your racket back (to almost shoulder level) and swing forward
- Drop the shuttle slightly out in front of your body and hit it with power to make sure it
reaches the back of the court




HIGH OVERHEAD CLEAR Clears can be played overhead or underarm, they both move your opponent to the back of
the court. The action is similar to throwing a ball.

- Forehand grip
- Sideways stance to the net, weight on your back foot
- Bend your elbow and take the racket back
- Contact the shuttle as high as possible and in front of your body, straighten your elbow as
you hit the shuttle
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- Follow through with your racket, weight is transferred to front foot

SMASH The smash is an attacking shot, a good smash is un-returnable. It is hit with power and
speed, downward towards your opponent’s court.

- Forehand grip
- Sideways stance to the net, weight on your back foot
- Bend your elbow and take the racket back
- Contact the shuttle as high as possible and in front of your body using a strong throwing
action,
- Straighten your elbow as you hit the shuttle, snap down your wrist at the point of impact
to add extra power and angle


DROP SHOT Drop shots are delicate shots. They are played on both the forehand and backhand,
underarm and overhead.

Overhead drop:
- Same action as overhead clear but you tap the shuttle as you hit it, reducing the speed of
your racket

Underarm drop:
- Forehand or backhand grip depending on which side you are hitting the shuttle
- Keep your racket up in front of your body
- Lunge forward
- Racket high, gently push the shuttle over the net, keeping it as low as possible.
- The softer the push, the lower it will go.

Always be ready to react quickly and be alert!

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BADMINTON COURT LINES

Singles Court: Long and thin

Doubles Court: Short and fat

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RULES OF BADMINTON

Here are some of the rules of the game of badminton:

• The game is played up to 21 points. If the score reaches 20-20, the winner is the player or team with a two point advantage

• If the score goes up to 29-29, the winner is first to reach 30 points.

• The service must be made diagonally across court

• The server must serve the shuttlecock with the head of the racket below waist height.

• A shuttle landing on the line is in.

• If a shuttle hits the net either on service or during a rally, play continues.

• A player may not make contact with the net with either the racket or their body

• The shuttle must be contacted on the player’s own side of the net.

• One touch of the shuttle on your own side

Singles:

• You must serve from the right service court when you have no points or an even number of points.

• You must serve from the left service court when you have an odd number of points.

• Points are awarded to the winner of each rally.

• You lose service if you fail to return the shuttlecock, hit it out of court or into the net.

• If the shuttle hits the ground within the boundary the point is awarded to the player who hits the shuttle.

Doubles:

• In doubles, the player on the right always starts the serve and, when a point is won, the players switch sides and then serves from the left, continuing to alternate until a
serve is lost

• After service you can hit the shuttle anywhere in the entire court.

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Place hoops on the courts where there is a red & purple dot on this diagram
Place task cards on the corresponding Blue & green dot on this diagram

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Shadow Badminton

This is to practice the correct movement and technique without actually hitting a shuttle. Get a partner to
help direct you to the areas of the court, making sure that you cover the backcourt, midcourt, and the
frontcourt with both your forehand and backhand.

Commit fully during this practice as you would in any competition. Imagine that you are playing against a
world class player. It will definitely improve your movement on court and fitness.
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Wall Rally Drill

Take an old shuttle and hit it against the wall. Hit the shuttle with your forehand and backhand,
straight or diagonal. It can be used for practicing almost every stroke. It is a good way to
improve footwork, strengthen the arm and wrist muscles used in badminton.

The wall should be at least 20 feet high to accommodate clears. The practice will be more
effective if you can show the height of the net with a chalk line or a string, 5 feet above the
ground.

As the shuttle rebounds so fast from the wall, your wrist will naturally come into play. You will
learn how to switch grips at an instance as well. You will be amazed on your improved reflexes
the next time you step on court.

Hitting a shuttle against a wall is an effective practice at all levels of plays.

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Multiple Shuttles - Overhead Strokes

The more shuttles you have, the better for this routine. The feeder plays the shuttles into different areas of
your backcourt. You will then use your forehand, backhand or around the head to play the clears, drop
shots or smashes. Return to your base position after each shot.

This badminton drill is meant to improve your speed and accuracy in executing overhead strokes. You have
to remember that merely reaching the shuttles is not enough. You have to play quality shots to the other
side.

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Multiple shuttles - Net Play

Again, you will need a lot of shuttles for this routine. The feeder throws the shuttles to your net area. You
will then decide whether to play a net shot, a net kill or a net lift with your forehand or backhand. Return
to your base position after each shot.

This badminton drill is meant to improve your net play and your movement on court. The quality of your
return is important. Pay attention to it or this practice will not be effective.


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Half Court Singles

Playing half court singles can improve footwork and increase stamina. It will train you to play more
accurate shots with all strokes as well. It is fun to play and effective in improving your game.

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King of the Court

This game is useful when you are with a lot of players. It is enjoyable and can improve your overall game. It
is played with the normal rules and regulation. You can set the winning condition, normally whoever
reaches 3 points first wins.

The winner will stay in the court as king while another player will take him on. The king will stay on until he
looses. The eventual winner of that duel will then switch to the other side of the court becoming king.

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2 Versus 1

If you want to improve your singles play, this is a badminton drill that you can't do without. It is played on a
singles court and is great for improving fitness, speed around the court, footwork and shot accuracy.

The two players on one side of the court must assume a front back position and play as they would in a
singles match. You will then be able to play in a very tough and pressured condition, enabling you to raise
your game.

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DRAW

Round 1 – Week 2 Round 2 – Week 2 Round 3 – Week 3 Round 4 – Week 3 Round 5 – Week 3
1 VS 2 2 VS 3 1 VS 4 1 VS 3 1 VS 5
3 VS 4 4 VS 5 3 VS 5 2 VS 5 2 VS 4
Umpire/score – 5 Umpire/score – 1 Umpire/score – 2 Umpire/score – 4 Umpire/score - 3

**the above draw will also be used for the Week 4 round robin tournament.

FINALS -

Finals will also be completed in Week 4 based on ladder rankings

Finals will consist of:

Semi Finals - 2 VS 4

3 VS 5

The Winning team in each match will play each other for a spot in the Grand Final against the top team.

The losing team will be given 3rd place.

The Losing teams from the semi-final will play off for 4th and 5th place.

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Weekly Tournament Scoreboard –

1 2 3 4 5

1 / / / /

2 / / / /

3 / / / /

4 / / / /

5 / / / /

Round Robin Tournament Scoreboard –

1 2 3 4 5

1 / / / /

2 / / / /

3 / / / /

4 / / / /

5 / / / /

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Scorecard –

_______________________________ VS _________________________________

Total
#
1
#
2

Team Captain sign:___________________________ Team Captain sign: ___________________________

Umpire sign: ___________________________ Scorer sign: ___________________________

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REFERENCES –

Badminton drills, retrieved 14 June 2013, from http://www.badminton-information.com/badminton-drills.html

Metzler, M W, 2000, Instructional Models for Physical Education, Pearson Education, Massachusetts

Tinning, R, MacDonald, D, Wright, J & Hickey, C, 2001, becoming a physical education teacher, Prentice Hall, Frenchs Forest, NSW.

TSLeducation (2012), TesConnect: Teaching resources, date retrieved: 8th June 2013 http://www.tes.co.uk/teaching-resource/Badminton-student-booklet-
6211496/event/22/

Victorian Curriculum and Assessment Authority (VCAA), (2013), AusVELS, date retrieved: 7th June 2012 < http://ausvels.vcaa.vic.edu.au/Health-and-
Physical-Education/Curriculum#level=10>

YouTube (2013) <YouTube.com.au>