UNIVERSITY OF SANTO TOMAS

INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS

Department of Bachelor of Physical Education Program

PATPES LESSON PLAN TEMPLATE

LESSON: Badminton forehand and overhand stroke GRADE LEVEL: Grade 7
TEACHER: Rachelle M. Roldan LEARNING AREA: Physical Education
TIME ALLOTMENT: 120 minutes (2 meetings) QUARTER: First Grading Period
OBJECTIVES DETAILS
The learner demonstrates understanding of guidelines and principles in exercise program
A. Content Standards
design to achieve personal fitness
B. Performance Standards The learner designs an individualized exercise program to achieve personal fitness
At the end of the lesson, the students shall be able to:
C. Learning Competencies/Objectives
1. Define the nature and background of badminton
2. Demonstrate the basic skills of badminton
3. Properly demonstrate the proper form and execution of the forehand and
overhand stroke
LEARNING RESOURCES/MATERIALS
Badminton courts
A. Materials Badminton Rackets will be given out to each student after the introduction of the forehand
stroke.
Shuttlecock (5 per pair or 10 per court) will be given out at the same time as the rackets
after the forehand stroke activity.
Handouts
Enjoy Life with P.E and Health II. Darilag, Agripino G. et.al 2012. P.69.*
B. Learning Resources Edukasyong Pangkatawan, Kalusugan at Musika III. Adriano, Celia T. et.al. 1999. Pp. 73-
74.90.*
Edukasyong Pangkatawan, Kalusugan at Musika I. Abejo, Mary Placid. Et.al. DepEd. 1994.
Pp. 164. 173. 181-182. 268
https://www.masterbadminton.com/badminton-forehand-stroke.html
https://www.masterbadminton.com/badminton-basics.html
PROCEDURES
Present video materials about famous and successful athletes or personalities to establish
1. ENGAGE
interest and pique the student's curiosity. Ask students some questions to test their
(Reviewing previous lesson or

Department of Bachelor of Physical Education Program
presenting the new lesson.)
2. EXPLORE
(Presenting examples/instances of
the new lesson.)
3. EXPLAIN
(Discussing new concepts and
practicing new skills)
UNIVERSITY OF SANTO TOMAS
INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS
current knowledge of the lesson and correct if there are any misconceptions.
https://www.youtube.com/watch?v=4pC0v_mcf8k
The teacher will demonstrate the proper way to hold and grip a badminton racket and how
to do a proper stance in the sport. Illustrations of performing the forehand and overhand
strokes will be distributed as handouts to be used as the students' visual aide. Benefits of
playing badminton and other technicalities related to the sport will also be explain .
First meeting: Discuss and define Backhand stroke.
1. Preparation and Aiming Phase

 The student would be facing the front of the court at his/her initial position.
From there, the student will slowly turn his/her body facing to the back (see
picture above). Position oneself for a backhand.
 While turning the body to the back, raise the racket to the position similar to
the picture above.
 UNIVERSITY OF SANTO TOMAS
INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS
Department of Bachelor of Physical Education Program

2. Pre-loading Phase (Phase to Accumulate Power)


 Keep the racket arm as close as possible to the body (see picture above). This
is to ensure a complete backhand swing can be performed.
 Remember not to grip the racket too tightly. Gripping the racket too tightly
limits the wrist movement.
3. Execution


 UNIVERSITY OF SANTO TOMAS
INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS
Department of Bachelor of Physical Education Program

Second Meeting: : Discuss and define Forehand stroke

1. Preparation Phase


2. Aiming Phase


3. Preloading Phase

Department of Bachelor of Physical Education Program
4. ELABORATE
(Developing mastery and Finding
practical applications of concepts
and skills in daily living. Additional
activities for application or
remediation.)
5. EVALUATE
(Making generalizations and
abstractions about the lesson and
Evaluate learning)
UNIVERSITY OF SANTO TOMAS
INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS

Backhand stroke warm up: shuttle run in teams
Students will work in groups for this warm up. Each group will stay behind the baseline
facing towards the net with three shuttles on their side. They will have to transfer one
shuttle at a time from the baseline and sprint towards the forecourt to lunge and place it
under the net. All three shuttles must be transferred before the next player is able to
move. The next player must do the same but from under the net to the baseline and so on,
so forth for the remaining players. Their grade will be based on how fast they are able to
accomplish the warm up as a team.
 Grading criteria:
o 30 seconds or less = 1.0
o 30 seconds - 45 seconds = 1.25 - 1.5
o 45 seconds - 60 seconds = 1.5 - 1.75
o 60 seconds or more = 1.75 - 2.00
o If a member of the team commits penalties, each penalty is an additional 5
seconds to their total time (Penalty i.e. teammate waiting for their turn steps
beyond the borderline, etc.)
For Formative assessment: After each lesson or topic, students will be asked to close their
eyes do the Hand signal: One to Five—it is the quickest and easiest way to assess a large or
group of students. 1 Finger: Student is absolutely lost; 2 Fingers: Students has a vague
idea; 3 Fingers: Students in the middle; 4 Fingers: Has good understanding; 5 Fingers:
Student has mastery.
 UNIVERSITY OF SANTO TOMAS
INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS
Department of Bachelor of Physical Education Program

For Summative assessment:

I. Multiple choice
1) In a badminton game, the winner is the first one to reach how many points?
a. 11
b. 13
c. 21
2) The rules for modern badminton were developed in which country during the
19th century?
a. China
b. Denmark
c. Britain
3) Which term is used when a player violates the rules?
a. Error
b. Fault
c. Mistake
4) What can be the maximum number of games in a badminton match?
a. 3
b. 5
c. 7
5) What is widely regarded as the most powerful shot or stroke in badminton?
a. Clear
b. Smash
c. Spike
6) What do we call a shot that is hit high and deep into the court of the opponent?
a. Drive
b. Drop
c. Clear
7) When a rally is stopped and replayed without change to the score, what does it
call?
a. Good
b. Let
c. Replay
8) Which body part generates the most force when hitting a shuttlecock?
 UNIVERSITY OF SANTO TOMAS
INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS
Department of Bachelor of Physical Education Program

a. Forearm
b. Wrist
c. Shoulder
9) The first serve in a badminton game is started from which side of the court?
a. From the right-hand side
b. From the left-hand side
c. From the middle
10) The feathers from which animal make the best shuttlecocks in badminton?
a. Duck
b. Goose
c. Chicken
II. True or False
1) The head of a shuttlecock is made of plastic. (False, cork is the correct answer)
2) When the shuttlecock lands on the line of the court, it is considered to be "in"
(True)
3) The maximum number of points that a badminton player can get in a game is 21
points (False, 30 points is the correct answer)
4) Cock is another name for shuttlecock. (False, Birdie is the correct answer)
5) During each badminton game, the players will have a 1-minute break at 11
points. (True)
 UNIVERSITY OF SANTO TOMAS
INSTITUTE OF PHYSICAL EDUCATION AND ATHLETICS
Department of Bachelor of Physical Education Program

The teacher will repeat the main teaching points of a singles play while students are doing
CLOSING cool down exercises. And ask questions such as: (1) What were three cues that were go
along with the underhand stroke? (2) What was the most difficult part of the overhand
stroke? (3) What skills were the most difficult?
Students are going to be assessed throughout the lesson by employing a 4-point checklist.
The checklist are going to be a list of the learning cues that are given throughout the
demonstration of the stroke. A passing grade will be awarded to the student for
ASSESSMENT successfully demonstrating a minimum of 3 out of the 4 check points.
Students also will be given a pre-test at the start of the badminton unit, and at the end of
the unit they will be given a post-test to check the acquired knowledge regarding the rules,
strategies, and techniques of badminton.
For a special learner:
The court will be modified. A student will be allowed to move closer to the net so that the
student may have a higher rate of success and make the task easier for them. Moreover, I
can eliminate the net and just have the student clear the shuttle in an open court without
ACCOMMODATION any obstructions.
Health condition:
Student with underlying medical conditions such as asthma, hearth disease, injuries, etc.,
will be given an alternative task as compensation (i.e. officiating and recording the
statistics of the game).
The skills that they acquire through this lesson and also the sport of badminton will carry
EXTENSION/CONNECTIONS. over into daily life for the students. The sport needs excellent hand eye coordination, that
is also important in everyday activities outside of physical education. additionally
communication skills are developed in badminton particularly when playing doubles.
Prepared by: Rachelle M. Roldan
Checked by: Jerome A. Porto
Endorsed by: Jerome A. Porto
Approved by: Jerome A. Porto