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Lesson Class Badminton day 1 (6 day condensed

Course Grade 8
Title/Focus unit)

PROGRAM OF STUDY OUTCOMES

 General Outcome A: Students will acquire skills through a variety of developmentally appropriate
movement activities; dance, games, types of gymnastics, individual activities and activities in an
alternative environment; e.g., aquatics and outdoor pursuits.
- Specific outcomes A: A8-1, A8-2, A8-3, A8-4, A8-5, A8-6, A8-10, A8-11
 General outcome C: Students will interact positively with others.
- Specific outcomes C: 8-1, 8-3, 8-4, 8-5, 8-6
 General outcome D: Students will assume responsibility to lead an active way of life.
 Specific outcomes D: 8-1, 8-2, 8-3, 8-5..
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
 Differentiate between back hand and forehand grip
 Understand and recall rules for singles
 Serve short and receive good/back short serves.

MATERIALS AND EQUIPMENT

 Badminton nets
 Rackets
 Birdies
 Court
 Sanitation bottles
 Paper towel
PREPARATION AND LOGISTICAL CONSIDERATIONS
 This is the first day of a new unit with a new class

PROCEDURE
Introduction Time
 When students come into the gym, take attendance, introduce yourself, and tell
students the expectations coming into class 4 min

Body Time
Topic: Expectations: 50 min
Demonstration  Please try to come in clothing that you feel comfortable
moving in. Basketball shorts, sweat/track pants, indoor
shoes, etc.
 Starting from tomorrow, when students come into
class, they will warm up in the beginning with the drill
that was made in the previous class
 Things that we will be looking for in terms of how you
can do well in this class/unit:
o When we learn a new skill/shot in class, showing
that students are trying to perform the shot, with
the necessary mechanics can earn students a very
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good grade
o During team play such as doubles, how well do you
work with your teammate? (examples of this would
be discussing strategy on how to beat/score points
on their opponent)
o Actively participating in class
 Don’t be afraid to make mistakes. We would much
rather have students try and attempt the shot,
successful or not.
Start off by gathering all the students to one court. You can
choose a student to help you demo, or ask the other student
teacher for help.

 There are two kinds of grips; the forehand and the

backhand grip. For the forehand grip, imagine shaking
hands with someone and how you would grip that
person’s hand. Now hold the racket the same way.
Another way to hold the forehand grip is wrapping
your hand around the racket with your thumb on the
skinny edge of the handle.
 For the backhand grip, your hand is gripped around
the handle, but the thumb is on the flat side of the
handle. You can also tell because the back of your hand
should be facing the net/opponent.
 For a serve, players must be behind the service line
(red line).
 For a short serve, you don’t want the birdie to be high
above the net, or else your opponent can kill it (which
we will do at a later time). Just above the net and
landing near the service line is a good serve.
 Once the demonstration is over, have students go back
to their court and practice short serves.
o Students at their courts will take turns serve to
their opponent. Let the birdie drop to allow the
server to see where it was. If the birdie landed
short, they could adjust the serve next time.
o Students will take turns serving.
o The idea is to give students an opportunity to
develop some techniques to improve their
serves.
Run this activity for 5 minutes max.

Bring everyone back to one court again to demonstrate short

serve responses.

 Explain the difference between a good and bad short

serve and how to properly respond to it.
o A good short serve is usually one that is hit right
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above the net, landing at or beyond the service line.
o Usually, the height of the birdie on a serve is what
determines a good/bad one.
o Responding to a good short serve, the best way to
receive it is either a net shot, or an underhand
lift/clear to the back. Demonstrate it with your
partner.
o A bad short serve is typically a high birdie that is
close to the net.
o Responding to a bad short serve, the best way is to
kill shot it, which is hitting it straight down on your
opponent’s side of the court. Demonstrate it with
your partner.
o With a partner, you will do a serve, serve response
and response drill. As the name mentions, there are
three contacts, meaning in this drill/rally, there will
only be three contacts.
o One player will serve. The receiving player will
then respond to the serve appropriately, then the
server will respond with a total of 3
responses/shots. After the three hits, serve the
birdie again.
o Each pair will have 3-5 rallies before they have to
switch off.
o Encourage students to try different responses
depending on the serve.
 Once the demonstration is over, have students split
into groups of 4 and occupy one singles half court.
 Only one pair will play on a half court at a time, but
there will be rotations to allow students to play.
Do this activity for around 10 minutes.

After the drills we can get into singles gameplay. Students can
make groups of 4, or stay in the group that they are already in,
and start games. Games can run to 5 or 7 points. Winners will
stay on the court until they lose, or they have beat everyone in
their group in a row.

Games will go until the end of class.

Conclusion Time
Assessment
 STEM 1/2/3
 Use attendance list to keep track.
 Walk around and observe students. Give feedback and try to get to each court.
 Students will be observed on showing correct serve responses, and their techniques for
short serves
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Additional Notes: