Learning Module

Individual/Dual Sports

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Individual/Dual Sports (Badminton)

Learning Module <Number>
First Edition, 2021

Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of royalties.
“

Borrowed materials included in this module are owned by their respective copyright holders.
Every effort has been exerted to reach and seek permission to use these materials from their
respective copyright owners. The University and authors do not claim ownership over them.

Published by the Commission on Higher Education – Region III

in cooperation with the Flexible Learning All-in-One Solution for Higher Education
Institutions in Region III

Learning Module Development Team

Writers:

Writer 01 : Majjie Adriano, MAPEH Teacher

Writer 02 :Eleazar G. Guerrero, Instructor I
Writer 03 :Rogelio Olegario, P.E Teacher and Sports Coordinator
Writer 04 : Rolly P. Natanawan, MAPEH Teacher I
Writer 05 :

Evaluators:

Evaluator 01 (First Name, Middle Initial, Last Name), Position

Evaluator 02 (First Name, Middle Initial, Last Name), Position
Evaluator 03 (First Name, Middle Initial, Last Name), Position

Quality Management Team:

Facilitator 01
Facilitator 02
Facilitator 03
Facilitators

Alonzo Montejo, PHD

Doctor of Education

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Netiquette Guide for Online Courses

It is important to recognize that the online classroom is in fact a classroom, and certain
behaviors are expected when you communicate with both your peers and your
instructors. These guidelines for online behavior and interaction are known as
netiquette.

Security
Remember that your password is the only thing protecting you from pranks or more
serious harm.
• Don't share your password with anyone.
• Change your password if you think someone else might know it.
• Always log out when you are finished using the system.

Appearance
Bear in mind that you are attending a class, dress appropriately.

General Guidelines
When communicating online, you should always:
• Treat your instructor and classmates with respect in email or any other
communication.
• Always use your professors’ proper title: Dr. or Prof., or if in doubt use Mr. or Ms.
• Unless specifically invited, don’t refer to your instructor by first name.
• Use clear and concise language.
• Remember that all college level communication should have correct spelling and
grammar (this includes discussion boards).
• Avoid slang terms such as “wassup?” and texting abbreviations such as “u” instead
of “you.”
• Use the prescribed font Palatino Linotype and use a size 10-point font.
• Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS
YELLING.
• Limit and possibly avoid the use of emoticons like :) or J.
• Be cautious when using humor or sarcasm as tone is sometimes lost in an email or
discussion post and your message might be taken seriously or sound offensive.
• Be careful with personal information (both yours and other’s).
• Do not send confidential information via e-mail.

Email Netiquette
When you send an email to your instructor, teaching assistant, or classmates, you
should:
• Use a descriptive subject line.
• Be brief.
• Avoid attachments unless you are sure your recipients can open them.
• Avoid HTML in favor of plain text.
• Sign your message with your name and return e-mail address.
• Think before you send the e-mail to more than one person. Does everyone really
need to see your message?
• Be sure you REALLY want everyone to receive your response when you click,

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“reply all.”
• Be sure that the message author intended for the information to be passed along
before you click the “forward” button.

Message Board Netiquette and Guidelines

When posting on the Discussion Board in your online class, you should:
• Make posts that are on topic and within the scope of the course material.
• Take your posts seriously and review and edit your posts before sending.
• Be as brief as possible while still making a thorough comment.
• Always give proper credit when referencing or quoting another source.
• Be sure to read all messages in a thread before replying.
• Don’t repeat someone else’s post without adding something of your own to it.
• Avoid short, generic replies such as, “I agree.” You should include why you agree
or add to the previous point.
• Always be respectful of others’ opinions even when they differ from your own.
• When you disagree with someone, you should express your differing opinion in a
respectful, non-critical way.
• Do not make personal or insulting remarks.
• Be open-minded.
(Source: http://teach.ufl.edu/wp-content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf)

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About the Faculty or Authors

Majjie Adriano, MAPEH Teacher at Hermosa National High School Annex.
Eleazar G. Guerrero, Instructor I at Bataan Peninsula State University Balanga Campus.
Rogelio Olegario, PE Teacher and Sports Coordinator at Mariveles Senior High School
Sitio Mabuhay.
Rolly P. Natawan, MAPEH Teacher I at Bataan National High School Annex

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Table of Contents

Page
Topic 01: Introduction to the history and current
developments in relation to the sport industry
Topic 02: Fundamentals of badminton - laws and
regulations of badminton, essential
equipment, and etiquette in badminton.
Topic 03: Basic knowledge and practical experience on
developing fitness for badminton
Topic 04: Essential preliminary skills – grips, ready
position, footwork
Topic 05: Elementary strokes – high serve, low serve,
overhead clear, overhead drop, net shot, cross-
court net shot, underhand clear, smash, half-
smash, drive shot
Topic 06: Concepts related to nature of the sport – target
zones for placement of shuttle, timing of
shuttle flight, trajectory of flight, court space
coverage.
Topic 07: More advanced techniques – flick serve, drive
serve, backhand serve, backhand overhead
clear, round-the-head stroke, net smash,
holding the shuttle.
Topic 08: Basic singles and doubles strategies

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Course Overview
Introduction
This course deals with the acquisition of sports specific skills where by the relevant
rules are integrated in the instruction. Individual/Dual sports constitute this course.

Key Learning Competencies

Key Learning Competency: Demonstrate ability to play Selected Individual/Dual
Sports and learn strategic techniques in various sports.

Course Details:
• Course Code
• Course Title
• No. of Units (State the lecture and laboratory units)
• Classification (State whether lecture-based, laboratory-based, agency-based or
community-based)
• Pre-requisite / Co-Requisite
• Semester and Academic Year
• Schedule
• Name of Faculty
• Contact Details
Email:
Mobile Number:
Viber:
Messenger:
• Consultation
Day:
Time:

Learning Management System

(Provide the link for the Class created in Google Classroom. Likewise, share links of
other learning materials stored using Google Drive. If a commercial LMS will be made
available by the University, links shall be refreshed/updated and also be shared.

Assessment with Rubrics

(Discuss the assessment tools to be used along with the corresponding rubrics to
learners. Specify the major examinations such as Midterm and Final Examinations,
their scope and coverage as well as schedule.)

Final Requirement with Rubrics

(Discuss the final requirement along with the corresponding rubrics.)

Grading System
(Present the grading system to the learners)

Course Policy
(Present the policies to be implemented and observed by both the faculty and learners.)

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Module Overview
Introduction
The course aims to provide students with opportunities to acquire the knowledge,
understanding and experience necessary to develop an appreciation of, and play,
the sport of badminton. Students will be taught the essential skills necessary to play
the sport.

• Topic 01: History of Badminton

• Topic 02: Fundamentals of Badminton
• Topic 03: Basic Knowledge and practical experience on developing fitness in
Badminton
• Topic 04: Essential Preliminary Skills
• Topic 05: Elementary Strokes
• Topic 06: Concepts Related to Nature of the Sports
• Topic 07: More Advanced Technique
• Topic 08: Basic Singles and Doubles Strategies

Learning Outcomes
1. Student will have a good understanding and appreciation of the athletic
requirements, laws and regulations of the sport, and etiquette necessary for playing
badminton at both recreational and competitive levels.
2. Students will be able to play and enjoy badminton as a leisure activity.
3. Students will understand the development of badminton as a sport within the
context of the commercialization of sports.

Minimum Technical Skills Requirement

(State the minimum technical skills requirement for the learner to smoothly proceed
with the learning module.)

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a commercial
LMS will be made available by the University, links shall be refreshed/updated and also
be shared.)

Duration
(Specify the number of hours allotted for this module. Likewise, specify the number of
hours allotted per topic. In a separate sheet, a calendar depicting all the deadlines and
due dates may be provided for progress monitoring.)

• Topic 01: History of Badminton = 2 hours

• Topic 02: Fundamentals of Badminton = 2 hours

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• Topic 03: Basic Knowledge and practical experience on developing fitness in

Badminton = 2 hours
• Topic 04: Essential Preliminary Skills = 2 hours
• Topic 05: Elementary Strokes = 2 hours
• Topic 06: Concepts Related to Nature of the Sports = 2 hours
• Topic 07: More Advanced Technique = 2 hours
• Topic 08: Basic Singles and Doubles Strategies = 2 hours

Delivery Mode
This course will be delivered by enabling students to complete academic work in a
flexible manner, using synchronous and asynchronous mode.

Course materials and access to an online learning management system will be made
available to each student. Online assignments shall be posted and include Discussion
Board questions examination, and individual assignments. Assigned faculty will
support the students throughout this course.

Module Requirement with Rubrics

The course requires written test per course packet and Performance Assessment.
Students’ performance shall be graded in accordance to an appropriate rubric.

Student Assessment
Practical Skills Tests 60%
Match Play 10%
Class Participation 10%
Written Test 20%

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 Learning Module
INDIVIDUAL/DUAL SPORTS

Learning Packet

BADMINTON
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Learning Packet

Badminton
Introduction
The course aims to provide students with opportunities to acquire the knowledge,
understanding and experience necessary to develop an appreciation of, and play,
the sport of badminton. Students will be taught the essential skills necessary to play
the sport.

Objectives
1. Student will have a good understanding and appreciation of the athletic
requirements, laws and regulations of the sport, and etiquette necessary for playing
badminton at both recreational and competitive levels.
2. Students will be able to play and enjoy badminton as a leisure activity.
3. Students will understand the development of badminton as a sport within the
context of the commercialization of sports.

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a commercial
LMS will be made available by the University, links shall be refreshed/updated and also
be shared.)

Duration
(Specify the number of hours allotted for this course packet.)

• Topic 01: History of Badminton = 2 hours

• Topic 02: Fundamentals of Badminton = 2 hours
• Topic 03: Basic Knowledge and practical experience on developing fitness in
Badminton = 2 hours
• Topic 04: Essential Preliminary Skills = 2 hours
• Topic 05: Elementary Strokes = 2 hours
• Topic 06: Concepts Related to Nature of the Sports = 2 hours
• Topic 07: More Advanced Technique = 2 hours
• Topic 08: Basic Singles and Doubles Strategies = 2 hours

Delivery Mode
(State the delivery mode, whether onsite (face-to-face under split-half scheme for
shopwork) or online (synchronous or asynchronous)).

Assessment with Rubrics

(Discuss the assessment tool to be used along with the corresponding rubrics.)

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Requirement with Rubrics

(Discuss the requirement along with the corresponding rubrics.)

Readings
https://www.britannica.com/sports/badminton
https://www.badmintonwa.org.au/where-play/about-game

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Major Components of the Learning Module Key Points:

per Topic or Concept
Badminton is a
Introduction racquet sport
played using
Badminton is officially the fastest of all racket sports. Players racquets to hit
can hit the shuttlecock at speeds of up to 180mph (288kph) a shuttlecock
across a net
toward their opponent. But, it is not just all about speed; a player Although it
can expect to run up to four miles (6.4km) around the court may be played
with larger
during a match whilst having the agility to maintain energy- teams, the
busting rallies. most common
forms of the
So, whilst stamina and agility are important, certainly at a game are
competitive level, anyone can play badminton and the sport is a “singles” and
“doubles”.
popular choice for people of all ages and fitness abilities.
https://www.realbuzz.com/articles-interests/sports- The badminton
activities/article/introduction-to-badminton/ basic serve

Pre-Assessment • Stand in
MULTIPLE CHOICE: Choose the letter of the correct position on
answer. the balls of
1. What is badminton? your feet,
with knees
a. sport b. a type of house c. a band slightly
flexed,
2. What is the name of the object that is hit in badminton? within the
a. Ball b. shuttlecock c. feather service box.
• Left elbow
ball should be
fully
3. What is used to hit the shuttlecock in badminton? extended at
a. Racquets b. legs c. bats chest height
pointing
4. Where did the game develop? towards the
target area
a. Ancient Greece b. Ancient Rome c. British
you are
India aiming to
return the
5. In which year did badminton become an Olympic shuttlecock.
sport?
a. 1994 b. 1993 c. 1992
6. Which country was NOT one of the founding members
of the International Badminton Federation in 1934?
Definition of
a. Denmark b. China c. Scotland Terms:
7. In what year were the first rules of the game written? ACE refers to
a. 1845 b. 1873 c. 1992 a player
winning an
outright point

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8. How many points does each game play? from a serve

that was
a. 18 b. 21 c. 7 untouched –
9. How many types of main grips are there in badminton? and not
returned – by
a. 2 b. 3 c. 1 the receiver.
10. Which sport is badminton compared to? AIR SHOT
a. Volleyball b. Baseball c. Tennis refers to a
stroke where
the player
attempts to
Lesson Proper make a return
Do include the following: pass, but
completely
misses the
Review. Answer the following questions comprehensively.
shuttle.
1. From your own knowledge and understanding, how would
you define the sport badminton? ALLEY is an
2. Why do you think the British officers in India invented the 18 section
game “Poona”? What do you think is the purpose? situated on
both sides of
Activity. Arrange the following letters to show the hidden word/s. the court.
1. D A B T O M I N N
2. T R A C K E BIRD or birdie
3. T U S H L E T K C O C is a name
commonly
used for the
Processing of the Activity. What are the words formed in the
shuttlecock as
jumbled letters? part of the
badminton
Brief Lesson. terms and
INTRODUCTION definitions
used by the
The first trace of Badminton throughout history was found in
officials and
an ancient game called Battledore and Shuttlecock. Battledore players.
and Shuttlecock consisted of at least two players using small
rackets, named battledores, to prevent the Shuttlecock from hitting BLOCK
the ground. Badminton has a similar premise; however, instead of RETURN
keeping the shuttlecock airborne, the objective is to score by describes a
hitting the Shuttlecock on the opponent’s side. Although there are shot dropping
no records of exactly when the game originated, it is believed to steeply from a
have begun in Ancient Greece and Egypt approximately 2000 block shot
years ago. From there, it likely spread East to China, Japan, India, around the
and Siam. In 1830, the Somerset family set the record for most hits net. It usually
has very little
in Battledore and Shuttlecock with an astounding 2117 hits. follow-through
In the mid-18th century, the game “Poona” emerged in a small because it’s
Indian town named Poona. Shortly after, Poona diffused into the played with a
motherland through Colonial English soldiers; it was renamed swift flick of
Badminton after the duke of Beaufort introduced the sport at his the wrist.
country estate, Badminton, from which the game derives its name.
Years later, in 1887, the Bath Badminton Club was formed. In DRIVE driving
1893, the Badminton Association of England was entirely the shuttle fast
replaced, which transcribed the rules of the game. As of today, and low,

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these rules are still used to govern competitive Badminton. almost

Badminton, still mostly played recreationally, found its horizontal in
competitive ground in 1934 when the Badminton World flight over the
Federation (BWF), the world’s governing body, was formed. The net.
BWF’s first world championships were held in 1977, prompting
DROP SHOT
international recognition of the sport. Many other international refers to one
tournaments, such as the Thomas and Uber Cups, quickly gained hit softly, with
traction for the game and allowed for the relentless growth in its finesse.
following. The game soon spread to other Asian and European
countries and is still emerging as an international community.
Ultimately, Badminton arrived as a full-medal Olympic sport in Hazard
1992. Alerts:
EQUIPEMENTS AND FACILITIES
Badminton
1. Racket Safety
• Badminton racket is quite light and can be made of wood. Concern
aluminum. metal or synthetic materials such as graphite or
carbon. A synthetic racket is quite popular now because of its 1.Warming up
extreme lightness and strength. before play.
2. Avoid
• A badminton racket weighs roughly 98-100 grams (3 1/2 oz.),
slippery floors
and is 68 cm. in length. if possible.
3. Check if the
shoes you are
using are
suitable for
Badminton or
not.
4.
Communicatin
g to your
partner is
important.

PARTS OF THE RACKET

• Stringed Area – is extended to hit the shuttle. It is of
uniform pattern and does not exceed 280 mm. (11 in.) in
length and 220 mm. in width.
• Head– bounds the stringed area.
• Throat – connects the shaft to the head.
• Shaft – connects the handle to the head.
• Ferrule – firmly connects the shaft and the handle.
• Handle – is intended for a player’s grip.
• Butt – is located at the tip of the handle.
• Frame – includes the head, the throat, the shaft, and the
handle. It is no more than 680 mm. or wider than 230
mm.

2. Shuttlecock
• is the official name given to the shuttle or bird. It is made
up of 16 goose feathers and is firmly fixed in a leather

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covered cork head. It weighs from 4.74-5.50 grams. It may

be made of feathers, plastic, or nylon.

• Feathered Shuttle – consists of 16 goose feathers. Its

length is 62-70 mm. It must be fastened firmly with thread
or other suitable materials.
• Cork or Base – shall be 25-28 mm. in diameter and is
rounded on the bottom.

3. Court
• although courts can be set outdoors, competitive
badminton is generally played indoor where the wind and
other elements will not affect the shuttle. The official
badminton court is 20 ft. wide, while the singles court is 17
ft. wide.

• Back-court – also called rear court. The back-court is 8 ft.

of the court, including the back alley.
• Baseline – also called back line; back boundary line at
each end of the end of the court parallel to the net and the
doubles long service line.
• Long Service Line – in singles, the back boundary line; in
doubles, the line 2 1/2 ft. inside the back boundary line.
Any serve landing behind this line is out.
• Mid-Court – the middle third of the court from the short
service line to the back third, a distance of about 7 1/2 ft.
• Service Shot – area into where the service must be
declined. A service may be made to the right or left service
court depending on the score.
• Short Service Line – the line 6 1/2 ft. from and parallel to
the net. A serve must land on or behind it to be legal.
4. Posts
• the posts should stand 1.55 m. (5 ft., 1 in.) in height from
the surface of the court. They must be placed on the
double’s sidelines. For singles as well as for doubles, they
must also be firm to take the necessary tension when the
net is strained across to its full height. There should be no
gap between the post and the net through which a shuttle

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could pass. This can be ensured using hooks down the

inside of the ports and a draw-cord along the bottom of the
net.
5. Net
• At all times, this should be strained tightly so that its height
from the floor is 1.524 (5 ft.) long at the post. A measuring
rod, should be kept by the umpires’ chair to facilitate
regular testing to ensure the net is still and its correct
central height and has not sagged.

BASIC SKILLS

➢ Forehand grip: Anything on your racquet side (right side

if you’re right-handed, left side if you’re left-handed)
whether it be overarm or underarm.
➢ Backhand grip: Anything to your non-racket side (left side
if you’re right-handed, right side if you’re left-handed)
whether it be overarm of underarm.
➢ Universal grip: A type of backhand grip where your thumb
has moved to the edge of the fatter face of your grip. This
is used for backhand cross-court net shots, backhand
clears, and backhand straight drop shots from the rear
court.
➢ Panhandle grip: Where your thumb and the finger pinch
the top of the racket in order to tap/net-kill the incoming
shuttlecock.

➢ High Serve - High serve is used when you want to force

your opponent to run to the back of the court by hitting the
shuttlecock toward the rear end of the court (sometimes
the corner).

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➢ Low Serve - The low serve is used to bring the opponent

forward by hitting the shuttlecock toward the front of the
court.

Backhand Net Shot

• This is much the same as the forehand net shot in that to
reach the shuttle earlier players need to step forward with
the dominant foot and reach with the racket arm. Make
sure to put the racket face in line with the dropping
shuttle. Aim to put slightly more body weight on the front
foot.
• When in line with the dropping shuttle, cock the wrist, and
as soon as the shuttle comes into the hitting area drop the
racket head down and quickly lift it to make contact with
the shuttle as close to the top of the net as possible. The
last of the racket lift should come from the shoulder. This
should mean the racket bounces off the face with no pace
on it, making it fall just over the net.
• After making contact with the shuttle the racket should keep
moving in a upward direction with the shuttle’s path. Step
back off the front foot to propel the body back to the mid
court. The only two differences are using the thumb grip and
instead of having the palm facing up when striking the
shuttle, it should be facing down at the floor.
https://www.teachpe.com/sports-coaching/badminton/net-shot

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Forehand Net Shot

• To reach the shuttle earlier step forward with the dominant
foot and reach with the racket arm. Make sure to put the
racket face in line with the dropping shuttle. Aim to put
slightly more body weight on the front foot.
• When in line with the dropping shuttle, cock the wrist, and
as soon as the shuttle comes into the hitting area drop the
racket head down and quickly lift it to make contact with
the shuttle as close to the top of the net as possible. The
racket hand palm should be facing up when making
contact. The last of the racket lift should come from the
shoulder. This should mean the shuttle bounces off the face
with no pace on it, making it fall just over the net.
• After making contact with the shuttle the racket should
keep moving in a upward direction with the shuttle’s path.
Step back off the front foot to propel the body back to the
mid court.

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Backhand and Forehand lift

Backhand Lift
• Net lifts travel from the forecourt to the rear court.
attacking lifts travel just high enough to beat your
opponent’s racket.
Defensive lifts go higher.
• When you are in the forecourt and the shuttle has dropped
just below tape height when you strike it (into the neutral
area) – creates opportunity for attacking lift.
When you are in the forecourt and the shuttle has dropped
well below tape height (into your defensive area) – a
defensive lift may be necessary.
• attacking lifts aim to get the shuttle in behind your
opponent to force a weaker return.
higher defensive lifts push your opponent back and allow
more time for the player playing the stroke to recover their
position and balance.

Forehand Lift
• Net lifts travel from the forecourt to the rear court.
Defensive lifts go higher.
More attacking lifts travel just high enough to beat your
opponent’s racket.

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• When you are in the forecourt and the shuttle has dropped
well below tape height as you strike it (in your defensive
area).
When you are in the forecourt and the shuttle has dropped
just
• below tape height when you strike it (in your neutral area).
higher defensive lifts push your opponent back and allow
more time for the player playing the stroke to recover their
position and balance.
attacking lifts aim to get the shuttle in behind your opponent
to force a weaker return.

RULES OF THE GAME

1. Scoring System
➢ a match consists of the best of 3 games of 21 points.
➢ every time there is a serve – there is a point scored.
➢ The side winning a rally adds a point to its score.
➢ at 20 all, the side which gains a 2-point lead first, wins that
game.
➢ at 29 all, the side scoring the 30th point, wins that game.
➢ The side winning a game serves first in the next game.

2. Interval and Change of Ends

➢ When the leading score reaches 11 points, players have a
60 second interval.
➢ a 2-minute interval between each game is allowed.
➢ In the third game, players change ends when the leading
score reaches 11 point.

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3. Singles Play
➢ at the beginning of the game (0-0) and when the server’s
score is even, the server serves from the right service court.
When the server’s score is odd, the server serves from the
left service court.
➢ If the server wins a rally, the server scores a point and then
serves again from the alternate service court.
➢ If the receiver wins a rally, the receiver scores a point and
becomes the new server. They serve from the appropriate
service court – left if their score is odd, and right if it is
even.
4. Doubles Play
➢ a side has only one ‘service’.
➢ The service passes consecutively to the players as shown
in the diagram.
➢ at the beginning of the game and when the score is even,
the server serves from the right service court. When it is
odd, the server serves from the left court.
➢ If the serving side wins a rally, the serving side scores a
point and the same server serves again from the alternate
service court.
➢ If the receiving side wins a rally, the receiving side scores
a point. The receiving side becomes the new serving side.
➢ The players do not change their respective service courts
until they win a point when their side is serving.

SAFETY MEASURES
1. Warm up and stretching.
2. Cool down.
3. Court
4. Equipment
5. Attire
6. Game play
7. Techniques

Enhancement Activity. Identification: Identify the correct

answer/s in the following items.
1. It is made up of 16 goose feathers and is firmly fixed in a
leather covered cork head.
2. Kind of serve used when you want to force your opponent
to run to the back of the court by hitting the shuttlecock
toward the rear end of the court.
3. It is quite light and can be made of wood, aluminum, metal
or synthetic materials such as graphite or carbon.

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4. It is also called rear court.

5. The official badminton court is _____ ft. wide and _____
ft. long
6. A type of backhand grip where your thumb has moved to
the edge of the fatter face of your grip.
7. How many points does each game play?
8. What kind of serve or service is in the picture?

9. The badminton net height should be _____ meter or 5 ft.

from the floor.
10. Part of the racket that connects the shaft to the head.

Generalization. How would you describe badminton?

Application.
- Students will play a game against a partner, starting with a
serve and using both forehand and backhand shots
- Games will last 3 minutes, and then players will rotate one
court
so that everyone gets a chance to play different people

Learning Packet Discussion Forum

(In this section examples may be provided or questions may be
posed for learners to discuss. It is recommended to give learners
topics on a weekly basis. If the class is large, you may break the
class into smaller discussion groups and assign a weekly
“moderator” to report to the larger class with a group summary.
This discussion is typically 10% or more of the course
participation grade.)

Post-Assessment
MULTIPLE CHOICE: Choose the letter of the correct
answer.
1. What is badminton?
A. A sport b. a type of house c. a band
2. What is the name of the object that is hit in badminton?
a. Ball b. shuttlecock c. feather ball
3. What is used to hit the shuttlecock in badminton?
a. Racquets b. legs c. bats
4. Where did the game develop?
a. Ancient Greece b. Ancient Rome c. British India
5. In which year did badminton become an Olympic sport?
a. 1994 b. 1993 c. 1992

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6. Which country was NOT one of the founding members of

the International Badminton Federation in 1934?
a. Denmark b. China c. Scotland
7. In what year were the first rules of the game written?
a. 1845 b. 1873 c. 1992
8. How many points does each game play?
a. 18 b. 21 c. 7
9. How many types of main grips are there in badminton?
a. 2 b. 3 c. 1
10. Which sport is badminton compared to?
a. Volleyball b. Baseball c. Tennis

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Additional Activity Key Points:

(This may be given to increase the strength of the response and
tends to include repetitions of actions and learning.) In this part,
you may
Annexes provide the
• Answer Key. key points of
Pre- Assessment and Post-Assessment the topics
being
1.A, 2.B, 3.A, 4.C, 5.C, 6.B, 7.B, 8.B, 9.A. 10.C presented in
this particular
ANSWER: Learning
Packet.

Enhancement Activity The key points

may be
10. Throat 5. 20ft. wide and 44 ft. long bulleted like
this:
9. 1.524 m. 4. Back-court
• Key point 01
• Key point 02
8. Backhand Serve 3. Racket
7. 21 2. High Serve • Key point 03
6. Universal grip 1. Shuttlecock
ANSWER: Definition of
Terms:

You may
• References. provide
definition of
https://www.freepik.com/free-vector/badminton-player_4481009.htm terms to
facilitate better
https://www.britannica.com/sports/badminton understanding
of the
https://www.badmintonwa.org.au/where-play/about-game concepts
being
presented.
https://www.realbuzz.com/articles-interests/sports-
activities/article/introduction-to-badminton/ You may
adopt this
https://www.teachpe.com/sports-coaching/badminton/net-shot format:

• Feedback Form. This is an essential part of course packet. Term. Its

This must be submitted to the faculty, copy furnished the definition,
Program Head and College Dean. mostly
technical.
____________ Term. Its
definition,
mostly
technical.
Term. Its
definition,
mostly
technical.
Term. Its

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General Guidelines: definition,

mostly
A. Structure and Sequence technical.
• Topics shall be organized from simple to complex.
• Use illustrations to facilitate better understanding of the topic Hazard
or lesson. Alerts:
• Presentation shall be engaging and interesting.
This may be in
B. Content a form of
• Prime consideration must be given to the link between Key notice,
Learning Competencies to learning outcomes caution, or
warning.
• Content shall use pedagogical approaches that are
constructivist, inquiry-based, reflective, collaborative and Include
integrative. appropriate
• Content shall be logically arranged from simple to complex. hazard alert
• Content shall consider the student’s context, situation, where and
individual needs and capabilities. when needed.
• Content shall provide activities that will promote the
development of 21st Century Skills. This should
appear before
• Content shall provide activities that will develop student’s
the conduct of
knowledge, skills and attitude contributory to the Philippine an activity.
Qualification Framework for Level 6.
• Content shall integrate the University graduate attributes.
• Content shall provide activities to unlock difficult or new
concepts, activate prior knowledge to discover and learn new
lessons.

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• Content shall be learner-centered, inclusive and Key Points:

developmentally appropriate.
• Content shall be provided in small unit, self-instructional and In this part,
self-paced you may
• Caution, warning or reminders shall be provided to ensure provide the
safety of the learner while doing activities. key points of
• Content shall provide strategies and activities to self-monitor the topics
being
progress such as criterion referenced tests. presented in
• Content shall be flexible. this particular
• Connection between and among lessons or topics shall be Learning
evident to facilitate better understanding. Packet.
• Sufficient repetition through examples, illustrations, questions
and summaries shall be provided to enhance understanding of The key points
concepts. may be
bulleted like
• Difficulty level of the materials shall match the ability of the
this:
learners.
• The materials shall fit the learning outcomes. • Key point 01
• Sources must be properly cited particularly those third-party • Key point 02
materials used. • Key point 03

C. Language
• Language to be used shall be gender-fair or gender neutral. Definition of
• It shall use appropriate language and vocabulary. Terms:
• Definition of terms shall be provided, conceptually or
operationally. You may
provide
• The language to be used is English except for those courses definition of
which are predominantly taught in Filipino. terms to
facilitate better
D. Illustrations understanding
• Illustration must be appropriate and must adhere to ethical of the
standards. concepts
• Illustrations shall aim to clarify or enhance the concept being being
presented. presented.
• Illustrations and other visuals shall be gender and culture
You may
sensitive. adopt this
format:
Technical Specifications
• Paper : A4 size bond paper Term. Its
• Margin : TBLR = 1”, 1”, 1.5”, 1” definition,
• Body : Font Type = Times New mostly
Roman technical.
Term. Its
Font Size = 12
definition,
• Line Spacing : 1.25 mostly
(There should be a one line technical.
spacing in between paragraphs.) Term. Its
• Paragraph : Style = Block definition,
Alignment = Justify mostly
technical.
Term. Its

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 NGEC-<Course Name>

• Table definition,
mostly
Number : Number all tables that are part of the technical.
main text using Arabic numerals. It
should appear above the table.
Hazard
Alerts:
Font Type = Times New
Roman This may be in
Font Size = 12 a form of
Font Style = Bold notice,
caution, or
Title : A brief but clear and explanatory warning.
title. The basic content of the table
should be easily inferred from the Include
appropriate
title.
hazard alert
Font Type = Times New where and
Roman when needed.
Font Size = 9
Font Style = Italic This should
Case = Title Case appear before
(There should be a one line spacing the conduct of
in between paragraphs.) an activity.

Headings : They establish the organization of

information in the table and identify
what is in each column

Font Type = Times New

Roman
Font Size = 9
Font Style = Regular

Body : The main part of the table which

contains information
organized in cells.

Font Type = Times New

Roman
Font Size = 9
Font Style = Regular

Notes : It contains information

needed to clarify the contents of the table. It may be general,
specific and probability. Table notes apply only to a
specific table.

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 NGEC-<Course Name>

Font Type = Times New Key Points:

Roman
Font Size = 8 In this part,
Font Style = Regular you may
provide the
• Figure key points of
the topics
Number : Number all figures that are part of being
the main text using Arabic numerals. presented in
this particular
Learning
Font Type = Times New Packet.
Roman
Font Size = 9 The key points
Font Style = Bold may be
bulleted like
Title : A brief but clear and explanatory this:
title.
• Key point 01
Font Type = Times New • Key point 02
Roman • Key point 03
Font Size = 9
Font Style = Italic
(There should be a one line spacing in Definition of
between paragraphs.) Terms:

You may
Image : The image portion of the figure, may
provide
be a chart, graph, photograph, definition of
drawing and other illustrations. terms to
facilitate better
Legend : It explains any symbols, line types, understanding
shading or pattern variants used in of the
the image portion of the figure. concepts
being
Font Type = Times New presented.
Roman
Font Size = 9 You may
adopt this
Font Style = Regular
format:
Notes : It contains information needed to Term. Its
clarify the contents of the figure. It definition,
may be general, specific and mostly
probability. technical.
Term. Its
Font Type = Times New definition,
Roman mostly
Font Size = 8 technical.
Term. Its
Font Style = Regular
definition,
mostly
technical.
Term. Its

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 NGEC-<Course Name>

• Page Number: Position = Bottom definition,

Side = Right mostly
technical.
Font Type = Arial
Font Size = 9
Hazard
Font Style = Bold Alerts:

• Footer: Position = Bottom This may be in

Side = Left a form of
notice,
Font Type = Arial caution, or
Font Size = 8 warning.
Font Style = Regular
(Learning Module) Include
appropriate
Font Style = Bold
hazard alert
(Course Title) where and
when needed.

This should
appear before
the conduct of
an activity.

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NGEC-<Course Name>

Key Points:

In this part,
you may
provide the
key points of
the topics
being
presented in
this particular
Learning
Packet.

The key points

may be
bulleted like
this:

• Key point 01
• Key point 02
• Key point 03

Definition of
Terms:

You may
provide
definition of
terms to
facilitate better
understanding
of the
concepts
being
presented.

You may
adopt this
format:

Term. Its
definition,
mostly
technical.
Term. Its
definition,
mostly
technical.
Term. Its
definition,
mostly
technical.
Term. Its

22
NGEC-<Course Name>

definition,
mostly
technical.

Hazard
Alerts:

This may be in
a form of
notice,
caution, or
warning.

Include
appropriate
hazard alert
where and
when needed.

This should
appear before
the conduct of
an activity.

23
NGEC-<Course Name>

Key Points:

In this part,
you may
provide the
key points of
the topics
being
presented in
this particular
Learning
Packet.

The key points

may be
bulleted like
this:

• Key point 01
• Key point 02
• Key point 03

Definition of
Terms:

You may
provide
definition of
terms to
facilitate better
understanding
of the
concepts
being
presented.

You may
adopt this
format:

Term. Its
definition,
mostly
technical.
Term. Its
definition,
mostly
technical.
Term. Its
definition,
mostly
technical.
Term. Its

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NGEC-<Course Name>

definition,
mostly
technical.

Hazard
Alerts:

This may be in
a form of
notice,
caution, or
warning.

Include
appropriate
hazard alert
where and
when needed.

This should
appear before
the conduct of
an activity.

25
 NGEC-<Course Name>

Activity Sheet

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 NGEC-<Course Name>

Assessment
BADMINTON SKILLS RUBRIC

Skills Excellent Skill Level 4 pts. Advanced Skill Level Intermediate Skill Basic Skill Level No Effort Skill
3 pts. Level 1 pt. Level
2 pts. 0 pts.-Inc.
Serve • Varies the depth and • Has developed • Is capable of • Legally No Effort
height of serve a good short legally begins play
• Serve puts the serve serving from from one
opponents on the • Aims the serve both sides of side of the
defensive strategically the court court
• Has correct
stance
• Holds birdie
correctly
• Uses
underhand
swing serve
Strokes and Skills • Use a variety of shots, • Has occasional • Clear shots • Uses at least No Effort
speeds and depth success with often end up one
• Wins points by moving smash, drop and deep in the overhead
the opponents or clear shots opponent’s stroke
strategically placing • Is able to cover court • Hits an
shots the court and • Varies depth underhand
• Covers a large area of return shots occasionally stroke on one
the court • Is consistently side
• Has mastered at least able to cover the
one offensive shot court and return
shots
• Is consistently
able to change
the direction of
play
Rules and • Rules are followed and • Rules are mostly • Rules are • Rules are not No Effort
Scoring used to the player’s followed. sometimes followed.
advantage. • Score is called followed. • Score is not
• Score is always called most of the time. • Score is not known or
before the serve. called, but kept.
may be • Must rely on
known. others for
help.
Sportsmanship • Consistently recognizes • Usually • Sometimes • Rarely talks No Effort
good play by others. recognized good recognizes and interacts
• Works well with partner play by others. good play by with partner
and others and shows • Works with others. or opponents.
strong evidence of partner and • May work • Does not work
cooperation and fair shows with partner as a team
play. cooperation and to cover player.
teamwork court.
• Calls shots • Sometimes
honestly dominates
Strategies • Detects opponent’s • Uses offensive • Has • Uses one or No Effort
weakness and helps strategies occasional two offensive
partner to strategy • Backs up and success at an strategies.
• Is ethical, competitive communicates offensive
and enthusiastic well with strategy.
• Uses offensive strategies partner
throughout the game • Does not take
over partner’s
position on the
court

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Assignment

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References
https://www.freepik.com/free-vector/badminton-player_4481009.htm

https://www.britannica.com/sports/badminton

https://www.badmintonwa.org.au/where-play/about-game

https://www.realbuzz.com/articles-interests/sports-activities/article/introduction-to-
badminton/

https://www.teachpe.com/sports-coaching/badminton/net-shot

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title : ______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

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List of Contributors

32