1

Lesson Class Badminton day 2 of 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:
 Perform under/over hand clears, smash and drop shots
 Respond to the serves appropriately
Serve shot and long
MATERIALS AND EQUIPMENT
 Badminton nets
 Rackets
 Birdies
 Court
 Sanitation bottles
 Paper towel
PREPARATION AND LOGISTICAL CONSIDERATIONS
 Today we will get into the more difficult shots and how to do them.


PROCEDURE
Introduction Time
 When students come into the gym, Have them warm-up with the activity we did
yesterday (serve response drill). Have them do this for about 5-10 minutes
10 min
 Bring everyone back, take attendance and inform everyone what today is going
to look like
Body Time
Topic: Today’s skills that we will be learning today is the 45 min
Demonstration underhand/overhand clears, drop shots, smash shots. All
these shots that I mentioned are responses to long serves.
Bring everyone to one court. Have them gather around it so
that everyone can see you.

 Ask a student or the TA for assistance (preferably

someone who can return and set you up high for the
responses.
 As the name implies, a long serve is serving the birdie
long to the back, typically trying to aim at one of the
back lines.
 This serve is effective because it can throw people off
2
guard. It is also effective when you notice your
opponent trying to rush the serve.
 Two ways to serve long; back/forehand long serves.
Demo them.
 Typically, with a high lob serve, you have three
options: you can clear it to kind of reset the rally. You
can do a net shot to put some pressure on your
opponent. Lastly, you can smash it to try and get points
right out the gates.
 Try and demo all three responses.
 Because we are practicing long shots, more room is
needed. Therefore, we will use half court singles lines.
 In groups of 3 or 4 depending on the numbers, one
group will occupy one half court singles court at a time.

There will be three separate drills, in which will all be

combined at the third drill.
 Have students in their groups and their courts start the
rally with the long serve. For the first 5 minutes,
students are only allowed to response with clears.
 Next 5 minutes we will add drop shots. So students can
either response with a clear or drop.
 The last 5 minutes will have smashes. Therefore,
students can respond in either way they choose.
 Try to encourage students to hit different shots every
time
 In total, these drills can be run for 15-20 minutes.

After the drill, games can be run 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 their ability to respond to a long serve (clear, drop,
smash.)

Additional Notes: