basic rules to write for a badminton lesson plans

Welcome to the Badminton Lesson Plans. Please click on the plan to open up upwards in more detail. Click here to order via our shop to download instantly (in one case registered) or ask beneath using the form to buy via school buy social club and run into more examples below.

Twelvemonth 7: This resource includes:

Shuttle, Racket and footwork familiarisation
Forehand & Backhand Serve
Overhead Clear
Forehand Drop Shot
Underhand clear (lob)
Basic Backhand Stroke
Singles games.

Year 8: This resource includes:

Low Forehand serve
Serving / Returns
Lob
Forehand Boom & Block
Internet Play (Basic)
Forehand Drive
Doubles games.

Twelvemonth 9: This resource includes:

Back Hand Short Serve
Button Render
Dorsum Hand Drive (x2)
Cyberspace Play
Backhand Clear
Doubles tournament/contest

Yr x: This resource includes:

Flick Serve
"Around the headshot" (x2)
Backhand Smash (x2)
Backhand Drop Shot
Doubles Play

Year eleven: This resources includes:

Singles Play
Peer Performance Observation and Coaching
Singles/Doubles League

Badminton Lesson Plans (KS3 & KS4) includes:

To identify unlike areas and lines on the court. They should exist able to utilize the forehand and backhand serves to begin a rally, and know the rules relating to serving, scoring points on serve, and the service areas. Students should be able to return the shuttle accurately using the overhead clear, drop, underhand clear and basic backhand stroke (equally appropriate) and know the advantages and disadvantages of each. Students should be able to link these shots to movement their opponent around the courtroom and outwit them whilst knowing the difference between attacking and defensive shots. Students should know and sympathise the rules regarding contact of the net and the boundaries used in competitive singles play. Throughout the phases students are constantly asked how to outwit opponents; evaluate performances; analyse strengths and weaknesses; whilst developing, adapting and refining skills, strategies and tactics to produce high levels of operation and high-quality techniques. Students should also empathise the reasons for warming upward at the start of the session and be able to name major muscles and demonstrate stretches that are appropriate to a badminton lesson.

To use the low forehand serve in conjunction with serves learned in twelvemonth 7, to reduce the predictability of their play. They should be able to return a poor low serve with a push button return and use the underhand articulate as a manner of clearing the shuttle to the rear of the opponent's court. Students should be able to perform a technically correct smash and use the shot every bit a primary attacking shot when the shuttle has been lifted close to the internet by the opponent. Students should exist able to demonstrate a range of soft net shots, including more advanced shots that require the shuttle to exist 'tumbled'. Past the end of the scheme, students should be able to use a basic backhand shot to return shots played to their backhand side. Throughout the phases students are constantly asked how to outwit opponents; evaluate performances; analyse strengths and weaknesses; whilst developing, adapting and refining skills, strategies and tactics to produce high levels of functioning and high-quality techniques. Students should be able to umpire a ½ court singles game and will all understand the importance of raising heart charge per unit and stretching at the get-go of the session and be able to demonstrate stretches appropriate to badminton.

To use the backhand brusk serve (among others) to begin a rally and understand why the short serve is effective in doubles play. Students should be able to anticipate the kind of service they are going to receive and be able to capitalise on poor serves with a button return to win the point, whilst trying to outwit the opponent constantly. Students should exist comfortable with shots on their backhand side and should be able to motion opponents (and outwit) around the court with backhand and forehand drives downward the tramlines and diagonally across the court, and also backhand clears to the rear and the corners of the court. Students should know that the articulate could exist used to regain composure and position on the courtroom, by reducing the immediate speed of the game and giving fourth dimension before information technology is returned. Students should be confident in playing rallies close in at the net, without having to lift the shuttle loftier into the opponent'due south court. Throughout the phases students are constantly asked how to outwit opponents; evaluate performances; analyse strengths and weaknesses; whilst developing, adapting and refining skills, strategies and tactics to produce high levels of operation and high-quality techniques. By the end of the scheme, students should know the basic rules needed for doubles and singles play and therefore exist able to umpire competitive games appropriately.

To use avant-garde tactics and strategies in both singles and doubles competitive games. Throughout the phases students are constantly asked how to outwit opponents; evaluate performances; analyse strengths and weaknesses; whilst developing, adapting and refining skills, strategies and tactics to produce high levels of performance and high-quality techniques. They should be able to find a partner's operation, offer informed feedback, suggestions and help in drills and practices that volition pb to an improvement in their overall play, equally well as atomic number 82 a partner through a full warm-up and cool down. Students should and so exist able to evaluate their coaching and playing methods and mensurate their success. The group should know the format and workings of league competition and be able to construct, officiate and play in a competition of their ain.

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