UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

Teachers: Kevin Guereque Date: 02/27/20

Grade Level: 9th, 10th, 11th Time: 10:16
Activities: Badminton Number of Students: 35
Equipment: Racquets, Shuttlecocks, Nets, Cones, Whiffle balls
Equipment provided by me: QR codes
Facility: Gym

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will be able to perform underhand serve
2. Students will be able to perform forehand stroke

Cognitive:
1. Students will be able to determine how the planes of our body are utilized in the
overhead stroke and underhand serve
2. Students will be able to demonstrate step by step process for the overhead stroke
and underhand serve

Affective:
1. Students will respect the skill level capabilities of their fellow classmates
2. Students will share with their peers the most challenging tasks to accomplish for
badminton

TEKS:\
116.52. (1) B: apply biomechanical principles related to exercise and training such as
force, leverage, and type of contraction.

116.55. (1) A: Exhibit a level of competency in two or more individual sports that
includes badminton.

116.55. (2) D: identify correctly the critical elements for successful performance of a
sport skill.

National Standards:

(S1.H1.L2) Refines activity-specific movement skills in 1 or more lifetime activities

(outdoor pursuits, individual-performance activities, aquatics, net/wall games, or target
games).

(S2. H1. L1) Applies the terminology associated with exercise and participation in
selected individual-performance activities, dance, net/wall games, target games, aquatics
and /or outdoor pursuits appropriately.

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DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Warm Up: Students perform Carioca, high knees, and standing side crunches
individually at end line of gym to ending point and to back to the spot in which the line
started.

Skill building: First station, students will practice underhand serve over net to student
across from net. Second station, students will practice forehand stroke within a group of
three students continuously without allowing it to touch ground. Third station, students
will practice underhand serve to their partner whom will hit back using overhead stroke
and alternate roles.

(First and second activity set up) (Third station set up)

Skill application: Students will utilize forehand stroke and underhand serve in a game
like situation in a doubles match under a time limit (3 minutes). One side of the net will
alternate to the left to play next match.

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Lesson Plan Content

Time Content Development Management and 1. Task Analysis
Safety; includes 2. Teaching
Transitions cues/Refinement
10:16 Did you know that the concept START
a.m. for badminton dates back all SIGNAL:
the way to the fifth century in One whistle
china?
STOP SIGNALS:
Attention Getter: Multiple whistles
Two whistles followed by “racquets down”
”1, 2, 3 eyes on me!”
Transition 1:
ORIENTATION Students will form
Students will learn how to warm up lines
properly begin a game of accordingly at end CUES:
badminton using the underhand line of gym floor. High knees: Knee to
serve with partners, also chest
learning how to continue a SAFETY: Carioca: Alternate feet
match following the serve using Students will wait Standing side crunch:
the forehand stroke while for students in of Elbow to knee
learning biomechanical them front to
background knowledge as to perform stretch
how it pertains to their with enough space
movements of the skills. to avoid contact.
Refinement:
Possible Student Stretch till the endpoint
10:18 Warm Up: Students will perform Clarification Correct form used
- dynamic stretching in warm up Needed: Wait for classmate to
10:21 lines using 3 exercises, the first Where to begin move ahead
a.m. one is Carioca, which is lateral and finish dynamic
movement crossing feet over one stretching on gym
another. The second stretch is floor.
high knees, alternating legs from
knee to chest at a fast pace. The Modifications:
third stretch is standing Students with CUES:
crunches, outer rotating leg physical Forehand stroke: One
meeting elbow with knee. This disabilities may foot on floor, follow
warm up is intended to avoid perform any through, meet the
injury as students will perform movement with the shuttlecock, extend
dynamic movements laterally racquet that their serving arm, swing arm
and vertically engaging all bodies allow them back.
muscles of the body. to. Students with
cognitive abilities Underhand serve:
may be assisted by Below waist, hold by
partner to perform feathers, follow
skills. through, extend arm.

10:23 LESSON FOCUS/SKILL Transition 2:

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- BUILDING ACTIVITY Students will line Refinement:

10:42 Students will watch the up on the baseline Use one arm to
instructor utilize verbal and and be given a stroke/serve
visual cues to perform the number of 1, 2, or Use appropriate force
forehand stroke and underhand 3 to be designated on stroke/swing
serve and how they relate to to a station. Alternate roles
anatomical planes of the body
(Sagittal, transverse, and
frontal). Students will then SAFETY:
rotate between 3 stations to Students will avoid
practice and perform the swinging racquet
underhand serve and forehand above the waist
stroke individually and with when near
partners. The first station will classmates.
focus on the underhand serve Students must be
individually. 4 students will be aware of the net TASK ANALYSIS:
placed a one net to practice before moving. Students will be
underhand serving the Students be aware evaluated individually
shuttlecock over the net. The of shuttlecock in with a rubric as it
second station students will the air pertains to their form
practice forehand strokes with and performance of the
triangle serving, within a group Modifications: forehand stroke and
of three students will keep the Students with underhand serve. I’m
shuttlecock in the air without physical looking for students to
allowing it to hit the ground. The disabilities may utilize the correct steps
third station will incorporate perform any such as using their
both forehand stroke and movement with the ready stance, extending
underhand serve between two racquet that their the arm, tossing
partners, one student must body allows them shuttlecock by the
underhand serve while the to. Students with feathers and
partner forehand strokes back to cognitive abilities accomplishing the task
partner. Students will use QR may be assisted by by serving/stroking the
code with mobile device to partner to perform shuttlecock over the
further assist them in performing skills. net.
skills.

DIFFERENTIATION
Students whom struggle with
hand eye coordination may use a
larger racquet (tennis racquet)
or use a large target to hit
(whiffle ball) to practice the
overhead stroke and underhand
serve. Students who struggle to
serve shuttlecock over net, may
decrease the distance to be
successful at serving/stroking
over the net.

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STUDENT EXPECTATIONS:
I expect for maximum
participation and inclusion for
all students, I also expect for
every student to have an
opportunity to be successful
while serving and striking the
shuttlecock while
communicating with their
classmates.

Psychomotor:
Physically performing skills
such as forehand stroke and
underhand serve

Cognitive:
Determine and distinguishing
the steps needed to perform
serve and stroke. Determine
which anatomical planes are
used to perform serves and
strokes in the game of
badminton.

Affective: Cooperating with

classmates and respecting skill
level and capabilities during
activities.

Time Content Development Management 1. Task Analysis

2. Teaching
Cues/Refinemen
t

10:44 SKILL APPLICATION Transition 3: CUES:

- ACTIVITY Students will move Forehand stroke:
10:58 Students will be grouped with a to the end of the extend serving arm,
partner to perform doubles gym floor to listen swing arm back, follow
match in a game like situation to instructions. through, contact
across the net using the SAFETY: shuttlecock.
underhand serve and forehand Students will avoid
stroke continuously. Students swinging racquet Underhand serve:
will be given a time limit in each above the waist Below waist, hold by
match (3 minutes). One side of when near feathers, follow
the net will rotate to their left to classmates. through, extend arm.
play match against another Students must be

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team. aware of the net

before moving.
Students must be Refinement:
DIFFERENTIATION: aware of Diagonally serve
Students whom struggle with shuttlecock in the shuttlecock, use one
hand eye coordination may use air. arm to serve/stroke.
a larger racquet (tennis
racquet) or use a large target to Possible Student
hit (whiffle ball) to practice the Clarification: TASK ANALYSIS:
overhead stroke and underhand Where to start Students will be
serve. Students who struggle to prior to serving, evaluated individually
serve shuttlecock over net, may what direction to using rubric that is
decrease the distance to be serve shuttlecock. available through a QR
successful at serving/stroking code for overhead
over the net. stroke and underhand
Modifications: serve. I’m looking for
STUDENT EXPECTATIONS: Students with students to correctly
I expect for students to use physical utilize steps such as
proper form as demonstrated by disabilities may using the ready stance,
the instructor and for maximum perform any stroke extending arm,
participation and inclusion for that their body swinging arm back,
all students, I also expect for allow them to from and successfully
every student to have an any distance. making contact with
opportunity to be successful Students with shuttlecock over the
while serving and striking the cognitive abilities net.
shuttlecock while may be evaluated
communicating with their assisted by partner
classmates. to perform skills.

Psychomotor: Transition 4:
Physically performing skills Students will move
such as forehand stroke and to an empty area
underhand serve on gym floor to
meet with
instructor.

Cognitive:
Determine and distinguishing
the steps needed to perform
serve and stroke. Determine
which anatomical planes are
used to perform serves and
strokes in the game of
badminton.

Affective:
Affective: Cooperating with
classmates and respecting skill
level and capabilities during
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UTEP PETE Learning Experience Template

activities.

Debrief/Closing/Cool Down
(what, so what, now what):
11:01 Psychomotor: What steps were
- crucial in performing the
11:05 underhand serve and forehand
stroke and why? What
anatomical planes of the body
were used in both skills? explain
the order of the planes being
used for both underhand serve
and overhead stroke.

Cognitive: How did learning the

anatomical planes of the body
help perform the overhead
stroke and underhand serve?

Affective: What was the most

difficult part to perform from
each activity?

Insight/Preview:
Next class we will go over
different strokes and the rules
and point system for the game of
badminton.