Health & PE Unit Overview

UNIT: Badminton and Individual Improvement

Year 10 Term 2 Duration 6 weeks
Level
:
STAGE 1: DESIRED RESULTS
Australian Curriculum
Personal, Communicating and Contributing to
Social & Being healthy, interacting for healthy and
Communit safe and active health and active
y Health wellbeing communities
Movemen
Learning
t& Understanding
Moving our body X X through X
Physical movement
movement
Activity
Elements of Achievement Standard

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills
when acting to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging
movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They
work collaboratively to design and apply solutions to movement challenges.

School Context

School A is an all-boys school. The school aims to provides a rich and diverse curriculum catering for the varied interests of their pupils. School A is located within the
inner city which provides their school a contemporary learning atmosphere, they unlisted and access multiple learning opportunities within in their community and
surroundings. They provide the students and teachers great cess to ict within their classroom and subject areas. ( School A,2019). The South Australian Christian
School Sports Association (SACSA) provides the framework for subject areas in the junior middle, with the exception of the with the exception of the SACE Stage 1
Personal Learning Plan subject which is undertaken by students in Year 10.
 The main objectives of the Junior and Middle School curriculums are:

To develop high standards of literacy, comprehension and numeracy

 To develop organisational skills

 To develop critical and creative higher-order thinking skills
 To provide opportunities for student-centred and enquiry-orientated learning
 To develop cooperative learning skills
 To incorporate technology into the curriculum as an important learning tool
 To provide for integrated learning across the curriculum
 To meet the specific needs of individual students by providing specific learning programmes and catering for student’s different learning styles
 To provide learning experiences across all areas of the curriculum in preparation for selection of study pathways in the Senior School

Total enrolments: 1020

Full-time equivalent enrolments: 1020.0

Boys:1020.0

Indigenous students1%
Language background other than English19%
 In this subject, students are expected to:

1. Identify the various badminton shots and when and where to use them in a game situation.
2. Be able to identify and know the playing rules for the both singles and doubles games
3. Students are expected to participate through active learning both practical and theory components
4. Analyses and comprehend the biomechanical terms and meanings
5. Create questions on how they can improve theirs and peers’ techniques utilising biomechanics principles and terms
6. Critically analyses their own performance through their strength and weaknesses
7. To know how biomechanics and badminton relate and how it can help improve their performance

Australian curriculum:

By the end of year ten students will be able to critically analyses and apply physical activity and health data to devise and implement plans for being able to
maintain healthy habits and lifestyle.

By the end of year ten students will have had the experience and opportunity of different roles roles that contribute to successful participation in physical activity
and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.

By the end of year ten, students will be able to apply specific specialized movement skill and movement strategies/ concepts in a variety of way and in different
movement environments. Students will be able to analyses their own and other performance and participation in physical; activity.

By the end of year ten students will be able to interact and develop high personal and social skill in demonstrating leadership, teamwork and collaboration in a
range of physical activities.

Class context:
One year ten class:
 - 5 lessons a fortnight
- 28 male students within the class

Mixed theory/practical lessons

Differentiation / Accommodation / Modifications to Class Context

For all units for health and physical education the curriculum will positively be modified and cater to all students to be able to from an inclusive practice. More
specifically it will be made a priority that both weakness and strengthens of all cognitive and readiness levels as well as the physical ability of individuals and whole
classes are accounted for. The will demonstrate a growth of respect and the creation of greater values and understandings within students. Overall forming a safe and
inclusive environment for diverse learners.

Within this unit there is a class of 28 students that are enrolled in the year10C class of HLPE. This unit will recognise all students will and without and learning rights
and requirements and forms a subject that enhance the direction of their learning pathway.

All students’ requirements will be guided and accommodated for and met in each lesson to make learning inclusive. Further adaptations and modifications will be
made to maximize the learning outcomes of all students in the class.

Students initials Requirement Adjustment

W.L 1x Esl – English as a second language  Detailed and proper instructions that are easy to
M.H 3x Diagnosed learning disabilities follow. Instruction that can be broken down that
C.B
have a clear aim and objective.
E.M
 Classroom and lessons that have easy to follow
structure.
 Providing material, activities that are achievable.
The material will show connection to the real
world and that is relatable to help increase
students understanding and learning.
 Proving work that is within their proximal
development.
 One on one guidance and help when needed
 Group work
  Adjusted marking and assessment
 Extra time working where required
 Visual aids to enhance their understandings of
tasks
 Proving the student with an outline of the daily
lesson with additional notes will keep them in with
discussion and questions. Students can be more
engaged with their learning and revisit their notes
later.

Links to the Health Promoting Schools Framework:

To create and aid whole class learning outcomes, the health creating schools frame work is linked and cooperated in this unit. The health creating schools frame work
explained by WHO (world health Organisation) that is frame work that includes the scope to enhance and improve a health positive school atmosphere for individual
growth and learning. CBC school provides their students a variety of outstanding opportunities within Hlpe to explore ideas and communities to enhance and
encourage students learning achievements. Moreover, this unit places the students to critically think about. The table below adapted from the Health promoting
framework (2019) shows a range of reported changes that school attributed to the project:
School resources Classroom resources:

· ICT
1. ICT – TECH CENTRE · Media
2. Gymnasium · Smart board
3. Canteen · White board/tv
4. Computers · Laptop
5. SPORTS OVAL · Computers
6. SPORTS COURTS · Textbooks
7. SCIENCE CENTRE · Desks
8. Staff room/ Pe office · Chairs
9. OVALS · Posters
10. HOME EC
11. Gymnasiums (1)
12. Sports oval
13. Library
14. Middle school center
15. Rowing club
Unit topic: Heathy literacy
Key Learning Methods/Design
Throughout this health unit variety of key teaching philosophy’s
practices and pedagogies additionally key learning methods and
design will also be enhanced throughout the six weeks of learning.
explicit teaching will be used to introduce a new term, concept of
badminton and biomechanics and their individual feedback.
Cooperative learning will be vastly used throughout this unit it will
executed my getting students involved with working in groups and
as well as readiness level groups to work together to cater for
differentiation and to help fill any gaps that there may be. Students
will be prompting to explains and discuss and exchange questions
and answers to then be able to share what they have gained through
their discussions and from the key learning areas and questions.
Furthermore, game sense approach to learning will be the most
utilized and appropriate teaching strategies to help create and all-
inclusive PE environment. By utilising game sense approach, it
places the students within their own learning pathways, it aids in
maximizing learning outcomes trough a positive meaningful
engaging way.
Finally, student directed approach will be used to examine their
learning and their own understanding of biomechanics and
individual improvements. Student group activities are supportive to
aid students to shares idea and knowledge, modelling is also used to
help guide students learning and thinking.
Integrated Curriculum Learning Opportunities
- ENGLISH
- MATHS
- ICT
- Culture
Throughout this unit students will be maximized through many
opportunities for integrated learning. ICT will highly be explored
and incorporated in each lesson as well as student assessment
tasks. Students will be utilising an electronic devise to film and
analyses their own. Students will explore how biomechanics can
improve a skill in any sort more specifically badminton. This will
be achieved using high literacy skills of utilising correct
terminology and writing performance analysis sheets as well as
exploring internal and external feedback cues. Math’s will also be
incorporated with student’s active participation in biomechanical
principles and equations. Students will also be involved with
taking score of their own games.
 Unit Aim
The aim of this unit is to actively involve students in their own learning, by the means of students understanding key terminology, concept’s and
ideas of biomechanics and badminton. This will also involve students unpacking their own ability in their skills of the sports and placing
biomechanical terminology and principles to help them improve their own skill. In addition, the aim of this unit will also allow students to grasp
the concepts of internal and external feedback and not only to help themselves through this process but also be activity involved with their class
mate’s skill improvements. By the end of the unit students will be able to recognise, identify and know the importance of biomechanics in sport and
how it can improve shot selection, skill and technique. Finally, from this unit of work students will have gained a vast social and communication
skills with actively working in groups to explore concepts and ideas which they will feel safe and included to work with various groups to achieve
the tended learning aims.

Links to TEFL

Links to TEFL
Domain 1:
1.4 engage with the community.
-prior to this unit, for the year ten physical education students, parents, guardians and the wider community are invited to an informative meeting. The meeting will
cover the content that is going to be explored throughout the unit. Through this it provides individual to express, ideas concern or thoughts about the topic and the
content.
- the meeting creates a sense of community and partnership to help enhance and promote healthy behaviours in and out the school environment.
- the assessment tasks allow student to branch out to their community for research and data building.

1.6 design, plan and organised for learning and teaching.

- throughout this unit plan it provides and in-depth collection of resources that are engaging, appropriate to their zones of development which allow for students to
enhance their learning within and outside of the classroom.
- the pedagogical practices are diverse to cater for all students learning requirements, in which provides room to adjust and heighten the lesson according to the
learning dynamics
- the unit provides opportunity for differentiation take place when their gaps in learning. Where strategic grouping will take place of student readiness levels.
-resources and activities throughout the unit will be designed to student interests and learning needs.

Domain 2:
2.2 build a community of learners
- engaging game sense theory will be applied to help and inclusive classroom where students discuss their ideas and expression are shared with their groups and
back to the class.

Domain 3
3.2 foster deep understanding and skillful actions
- students are asked opened questions using “why’’ and cues to help engage students to understand and examine what they are grasping about biomechanics and
badminton.

3.4 promote dialogue as a means of learning.

- there will be great amount of opportunities for students to analyses, examine, think, share and to collaborate
- students will be involved in vast amounts student, peer feedback to help promote the use of dialogue

Domain 4:
4.2 connect learning to students lives and aspirations.
- student will have the opportunity to self-reflect and questioned on their own life style this allow for students to critically think about what they can do to advocate
change.
- students will be able to reflect on their own sporting skill and how they can transfer their knowledge from there sports to badminton.
Unit Learning objectives
Because of the planned learning experiences within this unit students will:

Understand…the ways in which biomechanics can influence and enhance sporting techniques and improvement.
Understand... that internal and external feedback provides someone with a way of enhancing their technique in improving in a skill.

Know... how to utilize force summation to improve their skill shot in badminton
Know... the difference between internal and external feedback

Be able to… provide explanation in how they are utilising force summation to enhance their skills in one specific shot.
Be able to… examine the variety of internal and external feedback they have been provide with= over the unit and review whether shot has improved or not and
explain why this has happened.

Unit Essential Questions

 Are all students actively participating?
 Are all students safe?
 Do all students understand the objectives of each lesson?
 Do all students feel the environment is safe and inclusive for their participation?
 Are all students being challenged in their learning?
 Are students learning in their proximal zone of development?
 Do students understand the connections and concepts between Badminton and Force Summation ?

Addressing Cross Curriculum Priorities

The priorities of cross- curriculum are integrated throughout this unit plan of Badminton and Biomechanics. These are therefore recognized whenever they are
addressed. They offer various opportunities to grow and incorporate challenges into student learning.
Aboriginal and Torres Strait Islander histories and cultures
 Recognizing and respecting the significant contribution of Aboriginal and Torres Strait Islander peoples to Australian society
 drawing students’ attention to the value of Aboriginal and Torres Strait Islander knowledge and perspectives from the past and the present.

Addressing Thinking Skills:

Bloom's taxonomy

Huitt (2004) explains that students in the classroom environment will apply and demonstrate their ability to access, comprehend and understand Biomechanics
with the result of analysing other sports to help them form and interpret their own understandings, opinions and ideas. From this, students discuss and share
opinions to help understand the big ideas of the assessment tasks of the video analysis.

Highlight
Addressing General Capabilities -

Literacy
- Students extensively analyse performance analdata
- Student interpret and evaluate data present in various formats
- Students will use a range of communication tools to enhance ideas
- Students will use appropriate subject terminology
Numeracy
 identifying and interpreting trends and relationships to draw conclusions or make recommendations
 Students through this unit will measure and record data
 analysing secondary and primary data
 applying three-dimensional awareness and understanding in the participation and application of physical activity
 identifying trends and relationships in data

Information and communication technology (ICT) capability

 evaluating the application of ICT in performance of physical activities.
 Using and exploring a range of technologies
 Representing data through electronically
 Using electronic means for communication

Critical and creative thinking

- Looking through different perspectives.
- Constructive feedback to monitor the success of peers and themselves
- Visualising consequences and forming predictions
- critically reflect on their own and others’ participation and performance
- identifying problems and areas for improvement, and developing innovative solutions
 Personal and social capability
- apply initiative and collaboration
- working effectively with others
- respecting other views and perceptions
- exploring barriers and enabled to physical activity
- developing way to build and gain confidence and motivation
- being active participants
- being receptive to changes in thinking based on new terms and information
Ethical understanding
- Creating and analysing ethical decisions
- Strategies to be an advocate and promote inclusivity and equity
- Reporting the outcomes of sport and society accurately and fairly
- Analysing equity issues in their participation
Intercultural understanding
 Respecting different religious beliefs and values and how it influences PA

-identifying how social and cultural factors may encourage or inhibit participation in PA
- participating in physical activities to investigate how social and cultural factors affect or are influenced by participation
Badminton Terminology
Net kill
A mini smash at the front of the court. The shot is played at the front of the court and is directed down towards the ground quickly. Shake hands grip for forehand,
thumb is flush down the back of the grip for backhand. Racquet foot forward. Racquet up high (reach) and make contact early and as high as possible. Loose grip and
relaxed arm. Step in and snap at the shuttle (flicking a towel).
Net Roll
This is an underarm shot played very close to the net tape and tumbles down lightly on the other side of the net. It is used to try and make your opponent lift the shuttle
into the air. Shake hands grip for the forehand, turn racquet over so that the back of the hand faces the ceiling for the backhand. Racquet foot forward. Loose grip to
‘absorb’ the impact of the shuttle. Make contact with the shuttle as high and as early as possible. Let the shuttle ‘bounce’ off the strings instead of
‘hitting the shuttle’
Serving (long and short)
Long Serve - A high serve played right to the back of the court, forcing our opponent to the back and thus opening up the court. Shake hands grip. Stand at base position,
side on to the service line, with non-racquet foot forward. Shuttle is held around the ‘skirt’ with cork facing directly down. Weight is on the back (racquet) foot. Swing
comes down towards the feet as weight is transferred forward. Contact is made in front of the non-racquet foot with the wrist uncocking and flicking at the shuttle.
Follow through comes up and above opposite shoulder.
Short Serve - The most used serve in doubles today. A very basic structured serve where not much can go wrong. The serve travels very close to the tape and just on
or passed the service line. Stand up to the service line next to the centre line, standing front on. Short grip with thumb down the back of the cone, racquet elbow quite
high. Grip shuttle between thumb and fore finger. Rest shuttle against frame. Short back swing with wrist and fingers ‘push’ through the shuttle
Overhead Clear
All overhead shot has the same basic action but have different contact points. This action is best described as a throwing action but instead of letting go of a ball, we
reach up and flick our wrist and forearm at the shuttle. The clear is a high shot played right to the back of the court used to open up the opponent’s court. Shake hands
grip. Turn side on, racquet comes back above the head and meets with non-racquet hand in a triangle formation. Weight transfer occurs with racquet hip coming
forward, racquet elbow leading forward, shoulders becoming square on, racquet dropped deep into the back. Racquet extends up, arm / racquet face begins to pronate,
wrist flicks out at the shuttle, racquet shoulder comes fully through as may racquet foot, and racquet follows through fully pronated in front of the body. Contact with
the shuttle is above the head, sometimes slightly behind it.
Net Clear
An underarm shot played in the front court. Shot travels high and should land at the back of the court, ideally in the back tram lines. Shake hands grip for forehand,
inside section of thumb is flush down the back of the grip for backhand. Racquet foot forward. Underarm action is used, swinging through and making contact with the
shuttle in front of the body. Wrist can provide a flicking action. Follow through over opposite shoulder.
Smash
A hard-fast shot hit steeply down to the ground used to finish off the rally. Shake hands grip. Exactly the same preparation and starting swing as the overhead clear.
Contact with the shuttle is out in front of the body. Stroke is played hard and fast with wrist snapping over the top of the shuttle.
Overhead Drop Shot
The most difficult of the three overhead shots. Shot is played steeply but softly down just over the tape and not too deep into court. We are aiming to force our
opponent to move close into the front court. Shake hands grip. Exactly the same preparation and starting swing as the clear and smash. Contact is made in front of the
body with the shuttle travelling straight down – not behind the shuttle like a ‘granny drop shot’. At the point of contact, racquet can pronate heavily ‘brushing’ around
the outside of the shuttle. Alternatively, you could do the opposite and slightly ‘cut’ the shuttle. These actions are designed to take the pace out of the shuttle while
still being very deceptive. Try the ‘brushing’ (also called the reverse) and the ‘cutting’ (slice) action cross court for better understanding and results.
Gameplay (Doubles and Singles)
Scoring System
Service Areas
Court boundaries – differences between singles and doubles
The basic aim of singles is to move your opponent around to all four corners of the court, to open the court so that you can hit a winning shot.
Normally the service is hit very high to land near the back of the court and close to the center line.
The depth of the court should be used by alternating deep and short shots.
Play to the open spaces and the diagonals to make the opponent cover the maximum ground.
The basic aim of doubles is for you and your partner to be in attack as much as possible, or to turn your defense into attack.
The basic player positions for the game are forward and back for attack and side by side for defense.
The server serves from as near to the short service line as possible with the partner straddling the center line behind the server.

Biomechanics
Force summation and video/photographic analysis

Feedback
Types (internal and external)

STAGE 2: ASSESSMENT EVIDENCE

Common Assessment Tasks Other Evidence
- Pre-assessment- Kahoot, test (WEEK ONE)
- Formative – feedback sheet, peer and self-analysis sheet, Biomechanics analysis, entry and exit cards
- Integrated Assessment Task – Badminton
(ON GOING)
- Summative – Individual improvement

Week one
Lesson One – Overview/Introduction

Learning aims and objectives: Introduction to Lesson outline:

new unit
Introduction about myself (2 mins)
Students will understand what is expected of them
throughout this unit of badminton Ice breaker: Get to know you game (8 minutes)
 - Student will participate in a get know you game, this will help form student teacher relationships, an
Students will know how to create a positive easy way to know students’ names.
learning environment - Students will have to tell 2 truths and 1 lie about themselves and the class hass to work out which
one is the lie
Students will be able to put learning into practice Activity one: Kahoot (5 mins)
- Students will partake in a Kahoot of badminton
Teaching strategies: - The kahoot will have 11 questions of the basic of the terminology and rules utilized within the sport
- Explicit teaching - Allowing students to participate allows you as a teacher to gain a pre-assessment of the students’
- Student led discussion knowledge and what they already know of badminton
- Student centered Activity two: Power point of overview of the next few weeks (15mins)
- Power point on google slides
Overview for the lesson - Expectations
- introduction - Badminton
- Class expectations - Biomechanics
- What we are going to be covering Activity three: Rules and regulations class activity (8 minutes)
- Badminton - Split class in half
- Biomechanics - One half will look up the rules for singles
- One half will look up the rules for doubles
- Students will be timed to see if they can write down all the rules about badminton
Teaching cues and questions: - Once they have collected them each half will explain the rules for both single and doubles
- Why do you think we use biomechanics in
sports? Activity four: A student-led mind-map (5 minutes)
- Are there any differences between female - will be constructed on the board. This mind-map will have no limitations and students are to include
and male badminton games? any knowledge they have about Biomechanics. This mind-map is to be documented for reflection at
- Can female and males play mixed doubles? the end of the unit.
- How can biomechanics link to badminton? - Students will be introduced to the biomechanical topics they will be covering throughout this topic

Activity five: Putting learning into practice (15 mins)

- Students will put out the badminton nets and examine the court to review where the lines are
- Students will play a version of four square over the badminton nets
- Students will pair up with some who they think are the same ability with and they pair up with
another pair
- Students will go through the motions of a badminton game with a tennis ball to understand the rules
of badminton and getting use to the size of the court.
- Once students are getting confident with doubles they can do the same thing but with singles whilst
the other two students in their group are umpiring.

Lesson conclusion (2 minutes)

- Review of the rules

 - Class discussion to see what they would like to get out of this unit of biomechanics and
badminton
Exit card:
Students will receive an exit card to fill in before they leave the class, once they have finished they can hand
it up and move to their next lesson.
- What did you learn in todays lesson
- Why do we serve from the right?
- What biomechanical principle will be looking in depth about?

Lesson two: Practical

Lesson activities
Students will understand the skills and
terminology used in badminton Pre-assessment test: Student knowledge
- Students will sit the test #1
Students will know the correct grip, forehand - They will be given 5 minutes to complete the first test
and backhand strike technique - This test is to be done Individually
- The test will be able to see what the student gained
Students will be able to demonstrate ad apply the from last lesson and what their prior knowledge is.
forehand and backhand the serve in a game
situation.
Warm up: 3 cones competition
Overview for the lesson https://www.youtube.com/watch?v=wUHdmQXss-s
- Introduction - Students will have 3 cones each they will set they up
- Grip on opposite side of the side line of the badminton
- Forehand court.
- Backhand - Students aims is to get their cones to the other side
- Singles + doubles and sit down in the middle before their opposition
- Closure of the lesson does.
- Students can only move one cone at once.
Teaching strategies: - The aim of this is to get students to use bigger steps and lounges as if they were going for a hit in
- Explicit teaching badminton.
- Student led discussion - Once students have competed with their initial part three times. They sit down.
- Student centered

Teaching cues:

- How does this drill relate to badminton?

- How does this drill relate to biomechanics? (
lower center of gravity, wider bae of support)
- Did they find it easy to do smaller step or - Once all students are sat down. They
lounges to pick up their cone and place it at will then choose another person to go
the other side. with.
- What are the different badminton shots?

Class discussion about warm up drill:

- How does this drill relate to badminton?
- How does this drill relate to biomechanics? ( lower center of gravity, wider bae of support)
- Did they find it easy to do smaller step or lounges to pick up their cone and place it at the other side.

Step up courts and nets get equipment

out

Activity one: Hand shake grip

- students will be asked to go up to some on and give them a handshake
- students will then be able to transfer their knowledge of giving someone a handshake and how to correctly
grip the badminton racket.
- demonstrate the correct grip
- go through why we done hold the racket close to the string and why we hold it close to the bottom – 3 lines
down normally and on the side.

Activity two:
Knowing the different types of shots used in badminton
- Forehand
- Backhand
- Smash
- Net
- Block
- Drive
- Drop
- Lop
Activity two: the clock techniques
- Students will place their racket at 12 o’clock in the air.

Lesson three: Practical and theory combined
Students will understand how all skills and
techniques come into play.
Students will understand that playing a different
shot had different tactical advantages
- And then will move the racket to the number you call and will adapt the position of them in case it is
either a backhand of a forehand clear.’
- Numbers 12 -6 is forehand clear
- 6-11 is backhand clear
Activity three: Only using the forehand clear in pairs
Aim to get as many hits in your pair
compared to the rest of the class.
If you score more then six in your pair,
you get an extra two points of your
pair.
- High to the back of the court –
forehand clear is high making
the opponent run to the back of
the court
- This will be a continuous Game
- Students will use the clock from
12-6pm
- Students will play singles on
the court and use half the court. (2 games going at once on a court)
- Students will start the game with getting the shuttlecock high and to the back of the court anyway
they like if this is a serve of an incorrect technique.
- Students on the court will have to get up to a rally of 6 hits
- Once they have got their six students will run off the court and a new pair will run and continue once
a shuttlecock touches the floor they stop and rest and will have a score of how hit their rally was.
Activity four: Same as activity three but utilising the backhand clear.
Activity five: Doubles Games
- Students will play doubles using both techniques of the forehand and backhand clears
- Students will receive one point if the try each clear hit
- Students will receive two points if they successfully use the clears.
- Team member will keep score and umpire from the side.
Lesson activities:
Activity one: Power point of YouTube videos
https://www.youtube.com/watch?v=actiqtyjq40
https://www.youtube.com/watch?v=actiqtyjq40
- Video of the two different serves
Students will know how and when to accurately
time the shot they need.
Students will know the tactical advantages of
playing different types of shots.
Students will be able to perform a variety of shots
to enhance their game play.
Students will be able to react to a shot that has
been played.
Lesson overview:
- Introduction
- Serve
- The different shots
- King of the court – singles half court
- Peer and self-reflection
- Video of different shots being used.
- This will allow students who visual, auditory can process and comprehend the different shots.
- Students who learn from reading a paper with the different type of shots and how t use them will be
handed out for all students to refer to when they are doing their individual improvement
assessment.
Activity two:
- Students will set up the courts and for a warm up practice the different types of serves and see what
they are most comfortable with.
Activity three: The serve (Battle
ships)
- Students will be given 6 cones
to scatter on the court. Must be
opposite from one another.
- Students will play in pairs( can
have tot games going at one
and use half the court each)
- Students will take it in turns to
serve
- Students must not hit the
shuttle cock back but see where
it land on the court
- If it hits a cone your remove the
cone
- The aim is to see who can get
all the cones out first.
- Once student have completed game one they go to game two on the sheet
Activity Four:
Students will start in a mini game of badminton revising different shot techniques
Students will play 1v1 on half court and using their serve technique from the battle ship activity
Activity five: The killer Game
- Aim to make learning visual through game sense
- With 8 players start with 4 on each side, this means 1 player in each corner.
- 1 team starts with the shuttle and hits it to the other team, the shuttle keeps going back and forth
over the net until a player misses a shot.
- The player that misses the shot then must go and stand off the side of the court.
- The team that loses a player starts the next rally.
- If the team that lost a player wins the next rally, the player comes back onto court and the other
team loses a player.
 - The objective of the game is to win enough consecutive rallies to force all of the opposing team off
the court. When there is no opposing player to play against the game is over.
- Progressions:
- If there are more than 8 players play the game in the same way but across 2 courts. If the shuttle is
not coming to one end or players are bored add in 1 or 2 more shuttles so players must be aware of
the position of all shuttles.
Coaching Points:

 Make sure the grip, footwork and swings are correct for all shots.
 Communication in the teams is vital.

Activity six: King of the court doubles. Or singles half court

- If too many students whom are off for round one can assess and umpire and score

Week two

Lesson four practical and theory

Introducing biomechanics to Badminton
Lesson activities:

Serving Challenge

Students will work in pairs or group of three and four. Each group will be on one side of the net standing on the

baseline. The other side of the net will have different size targets set up on the court. Each target will be worth

different amounts of points depending on the size of the target. The teams will work together to score the most

amounts of points by hitting the targets. Each group will have 20 shuttles to score the most possible points.
Each student needs to serve the same number of shuttles. The students will need to focus on using correct

serving (TA) form. If the serve does not meet the critical points the serve will not count.

Modifications: See how many points can be scored in a minute. Different amount of shuttles. Different size

targets. Where the student stands while serving.

Equipment: One net per group, one racket per person, 20 shuttles per group.

Time: 5 min.

Activity one: White board section

- Students will place themselves where they think they are after completing a first week
- Students will be able to place their names where they believe their biggest improvement will come from
- This will allow students to recognize what they can use for their assessment task
- Students will also place themselves at the level they believe they think they are at.

Activity two: Strategic grouping

- Students will be grouped from what they chose they need to or would like to improve on over the unit
- Students will then be working with another individual in the group as this well help on improving an
induvial skill as each student will know the specific outcome.
- Students from this point will be asked to keep a weekly journal of notes of individual and external
feedback they are receiving.

Activity three: Mini game

Activity four: Video analysis

- Students will video themselves doing their three shot against the break down analysis of their shot
- Once students have completed their turns they will then analysis their video against the sheet and write
down what needs to improve
- Students will be referring to this in their next theory lesson as it will be placing biomechanics into their
analysis
Activity five: Back to games with peer coaching
- Students will play a game of badminton
- One student off the court will amylase a student on the court and provide them feedback
 - Student will then switch

Lesson five theory

Lesson Activities:

Introduction of Biomechanical principles: Force summation

Activity one:
- Power point of biomechanics
- Refer to mind map created in week one lesson one

Activity two: Understand how summation of forces is evident in various Badminton skills.
 - Students will learn how force summation involves all body parts acting together at the same time to
generate force. –
- Students will learn how summation of forces impact upon various shots in Badminton such as overhead
clear and serve

Activity three:

Activity Four Kahoot:

Activity Five: team challenge

- Split class into four groups
- Students will be asked questions about badminton and how it relates to biomechanics specifically about
summation of forces

Exit card to all see what students have taken away from the lesson

Lesson Six practical + theory overview

Summation of forces into Practical Lesson:

Activity one: Summation of forces

- refer to the power point in last theory latest theory lesson
 - students will get into pairs and one will be at each side of the net
- students will have two racket and shuttlecock with their pair
- students will start online using their wrist motion to try and perform a rally
- students will then be allowed to use elbow to wrist motion
- students will then be able to place shoulder, elbow and wrist motion together whilst still staying straight
forward
- finally, students will be able to utlise leg and hip rotation

Activity two: students will then come back into the white board and discuss which was the most effective way
and how the summation of forces was working.
Questions:
Larger to smaller muscle groups? or small to large?
Is it sequential or simultaneous summation of force?

Why?

Activity three:

Activity five: King of the court focusing on the summation of force that Is in play.

Activity six: journal entry two

Week three:
Lesson seven: theory and practical
Lesson Activities:

Activity one: Recap of what we have learnt so far

Activity two introduce:

- Biomechanics principle of center of gravity and base of support and projectile motion
- Power point

Activity three:
 Activity four: use freeze play for around the world to help students understand where summation of forces are into

play, projectile motion, gravity

Activity five: Games

Activity six: Journals

- Internal and external feedback cues

Lesson eight: Practical

Lesson Activities: Individual Improvement

Activity one: Doubles

Activity two: practice their own shot they want to improve on

- Students will work with their pair to film and provide feedback on ow their shot is improving
- Students will film three times and this time analyses it using a biomechanics analyses sheet
- Students will have the opportunity to write and record what they find
- If students finish early, then can go into 1v1 half court whilst others finish
 Activity three:

Activity: Game play

Overhead smash, Forehand serve

Lesson nine: Practical

Individual Assessment:
 - On the piece of paper identify where – Gravity , Base of support and identity summation of force.
- This will start to help student identity how to talk about biomechanics and relate it to their shot
improvement

Week four

Lesson ten: Theory and practical

Activity one:
 - Students will be handed a badminton bingo sheet of Badminton skills, terminology
- This aims students to be more involved in their learning and will help students use the biomechanics
badminton sheet.

Activity two: Game 1v1 or 2v2

- Students will have an extra two people who will score and help fill in the bingo sheet for the person playing

Activity three: Serving Analysis

 - On the piece of paper identify where – Gravity, Base of support and identity summation of force.
- This will start to help student identity how to talk about biomechanics and relate it to their shot
improvement

Activity four: Champion

 Coaching Points:

- Make sure the grip, footwork and swings are correct for all shot

Students will use a biomechanics sheet ticking where summation of forces are coming into play f they do either a
forehand clear, serve , overhead smash.

Activity five:

The groups will come in and talk about what they found for their sheet.

- What was interesting

- How did they perform against the biomechanics sheet
- Could there be any improvements?
- Why could there be any improvements

Activity six: Recognising internal and external feedback

- Students will participate in 1v1 or 2v2 but really focusing on the internal and external feedback and how this
is adapting to heir play.
- Once student play a first round they will have to write down what they are feeling and changing in their
journal notes

Lesson eleven Theory

Activity one: recap of learning
 - Mind map of what we have learnt so far

Activity two
- Introduce new learning concepts
- Newtons Laws

Activity three: students must come up with their own ways for each concept

Actvity four: students will be put into three groups

- Students will given one of the three laws
- They then have to come up with a way of identifying where it is in play in smash, clear and the serve ,

Activity five:
Students will come in for a class discussion showing the other group where they found their law in each shot and
how they can therefore remember them.
- Those who don’t participate have to then speak in front of the class

Activity six: Kahoot newtons laws

Activity seven
- reviewing their individual improvement progress seeing what evidence they need to help finish off their
collection of evidence

Lesson 12 Practical

Activity one : Reviewing their progress on their induvial shot they have chosen
- This practical class is a time for students to collect more data on them collecting video evidence.
- Students will made to use slow motion and also 10 pics a second to help identify where in the phases of their
shot they are going wrong
- This gives students a time to ask questions and help
Activty two
Week five All theory
- Work on their assignment
– Only two lessons
Week six Assignment due Assignment due Monday – assembly
Friday last lesson – king of the court tournament
Assessment task:

Class
Student Name:
Code:

HPE – Common Assessment Task

Year Level 10 Unit Badminton
Assessmen Due
Individual Improvement Analysis
t Title Date
Purpose:

To analyse the use of the biomechanical principle of force summation in a specified badminton shot (overhead clear, overhead smash or forearm serve)

Description of Task:

With the focus on the movement concept of movement quality, you participate in a badminton unit aimed at improving the effectiveness of one type of badminton shot
(overhead clear, overhead smash or forehand serve) over a period of time. You analyse your selected shot in relation to the effective use of the summation of forces. You reflect
on and apply feedback throughout the unit to improve your performance.

Using evidence, your response should include:

 Analysis of the selected badminton shot and your use of force summation in executing this shot at the beginning of the unit.
 Reflection on the application of feedback throughout the unit and the impact this has had on improvement.
 Analysis of any improvement made across the unit, with reference to your technique at the beginning and end of the unit and the effect this improvement had on
performance in game situations.
 Your response should include either video or photographic evidence to aid both your analysis of performance and improvement across the unit.

Assessment Conditions:
This assignment may be presented in multi-modal form, as either a written report, a video, a PowerPoint presentation, a poster, or another format (as approved by your teacher).
A maximum of 600 words if written or 4 minutes if oral or equivalent in multimodal form.
Assessment Design Criteria Relationship to Task

Critical Analysis of Movement
Movement Concepts and Strategies
Application of Movement Concepts to Game
Task Title
Student analyses the execution of a selected badminton shot and applies the biomechanical principle of force summation using video
or photographic evidence
Student analyses how feedback was used across the unit and its impact on improvement
Student is able to clearly identify areas of improvement made in the application of force summation across the unit and how this
impacted on performance in game situations
Assessment Rubric on next page.
Year 10 Health Common Assessment Task
Individual Improvement Analysis

Student Name

Achievement Standards for Year 10 Health and PE

Achievement A B C D E
Standard
Students apply Students apply
Students apply Students apply
criteria to make criteria to make Students apply
criteria to make some criteria to
critical judgements judgements about criteria to make
limited refinements make only basic
about and actively and refine their own judgements about
to their own refinements to their
refine their own and and others’ and refine their own
Critical Analysis specialised own specialised
others’ specialised specialised and others’
of Movement movement skills and movement skills and
movement skills and movement skills and specialised
movement movement
movement movement movement skills and
performances in performances in
performances in a performances in a movement
drills and modified drills and modified
variety of game variety of game performances.
scenarios. scenarios.
situations. situations.
Students apply and Students apply and
Students apply and Students apply and
transfer advanced transfer movement Students apply and
transfer movement transfer limited
movement concepts concepts and transfer some
Movement concepts and movement concepts
and strategies to a strategies to a movement concepts
Concepts and strategies to new and strategies to
wide variety of new variety of new and and strategies to
Strategies and challenging only very basic
and challenging challenging new movement
movement movement
movement movement situations.
situations. situations.
situations. situations.
Students apply and Students apply and
Students apply and Students apply and
transfer advanced transfer movement Students apply and
transfer movement transfer limited
Application of movement concepts concepts and transfer some
concepts and movement concepts
Movement and strategies to a strategies to a movement concepts
strategies to new and strategies to
Concepts to wide variety of new variety of new and and strategies to
and challenging only very basic
Game and challenging challenging new movement
movement movement
movement movement situations.
situations. situations.
situations. situations.
 Feedback/Comments Achievement

Badminton Assessment Rubric

Achievement
Descriptors
Standard
Serve
Serve high, short and flick serves
with control and variation in
height, speed and placement
Overhead Shots
Use correct side-on clear, drop and
smash technique to place shuttle
away from your opponent
applying the appropriate disguise,
Specialised force and trajectory
Movement
Skills and
Net Shots
Refinement
Use correct high racquet lift, drop
and kill technique to place shuttle
away from your opponent
applying the appropriate disguise,
force and trajectory
Action Taken to Improve
Action taken to seek and act on
feedback in order to refine
technique and game play.
Rules and Sportsmanship
Leadership, Understanding of rules and
Cooperation scoring. Sportsmanship, in singles
and Fair & doubles, as well as team work, in
Play doubles, shown. Safe and
respectful use of equipment.
Movement
Game Sense
Concepts
Ability to apply basic skills in a
and
variety of game-based situations.
Strategies
Understanding of tactics.
A B C D E
Students apply criteria to Students apply criteria to
Students apply criteria to Students apply some
make critical judgements make judgements about Students apply criteria to
make limited refinements criteria to make only basic
about and actively refine and refine their own and make judgements about
to their own specialised refinements to their own
their own and others’ others’ specialised and refine their own and
movement skills and specialised movement
specialised movement movement skills and others’ specialised
movement performances skills and movement
skills and movement movement performances movement skills and
in drills and modified performances in drills and
performances in a variety in a variety of game movement performances.
scenarios. modified scenarios.
of game situations. situations.
Students apply criteria to Students apply criteria to
Students apply criteria to Students apply some
make critical judgements make judgements about Students apply criteria to
make limited refinements criteria to make only basic
about and actively refine and refine their own and make judgements about
to their own specialised refinements to their own
their own and others’ others’ specialised and refine their own and
movement skills and specialised movement
specialised movement movement skills and others’ specialised
movement performances skills and movement
skills and movement movement performances movement skills and
in drills and modified performances in drills and
performances in a variety in a variety of game movement performances.
scenarios. modified scenarios.
of game situations. situations.
Students apply criteria to Students apply criteria to
Students apply criteria to Students apply some
make critical judgements make judgements about Students apply criteria to
make limited refinements criteria to make only basic
about and actively refine and refine their own and make judgements about
to their own specialised refinements to their own
their own and others’ others’ specialised and refine their own and
movement skills and specialised movement
specialised movement movement skills and others’ specialised
movement performances skills and movement
skills and movement movement performances movement skills and
in drills and modified performances in drills and
performances in a variety in a variety of game movement performances.
scenarios. modified scenarios.
of game situations. situations.
Students apply criteria to Students apply criteria to
Students apply criteria to Students apply some
make critical judgements make judgements about Students apply criteria to
make limited refinements criteria to make only basic
about and actively refine and refine their own and make judgements about
to their own specialised refinements to their own
their own and others’ others’ specialised and refine their own and
movement skills and specialised movement
specialised movement movement skills and others’ specialised
movement performances skills and movement
skills and movement movement performances movement skills and
in drills and modified performances in drills and
performances in a variety in a variety of game movement performances.
scenarios. modified scenarios.
of game situations. situations.
Students are role models
in the class, Students demonstrate
Students demonstrate Students demonstrate Students struggle to
demonstrating consistent consistent leadership, fair
leadership, fair play and only some leadership, fair demonstrate leadership,
and outstanding play and cooperation
cooperation across a play and cooperation fair play and cooperation
leadership, fair play and across a range of
range of movement and across in movement and across in movement and
cooperation across a movement and health
health contexts. health contexts. health contexts.
range of movement and contexts.
health contexts.
Students apply and
Students apply and Students apply and
transfer advanced Students apply and
transfer movement Students apply and transfer limited
movement concepts and transfer movement
concepts and strategies to transfer some movement movement concepts and
strategies to a wide concepts and strategies to
a variety of new and concepts and strategies to strategies to only very
variety of new and new and challenging
challenging movement new movement situations. basic movement
challenging movement movement situations.
situations. situations.
situations.
Overall Grade: ____________

References:
References
- ACARA. (2019). Health and Physical Education. Retrieved from Retrieved from Australian Curriculum, Assessment and Reporting Authority
- Australian curriculum. (2018). Health and Physical Education. Retrieved from https://australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/
- David R. Krathwohl (2002): A Revision of Bloom's Taxonomy: An Overview, Theory Into Practice, 41:4, 212-218
- Dyslexia Association Australia. (2018). Retrieved from http://www.dyslexiaassociation.org.au/
- Howard Gardner. (2010). Multiple intelligences. http://www.howardgardner.com/MI/mi.html
- Huitt, W. 2004 Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University - includes a list of sample behaviours associated
with each level of cognition.
- Learning Potential. (2019). Does music help with study? |. Retrieved from https://www.learningpotential.gov.au/does-music-help-with-study
- Teaching for Effective Learning framework guide | Department for Education. (2016). Education.sa.gov.au. Retrieved from https://www.education.sa.gov.au/teaching/teaching-effective-
learning/teaching-effective-learning-framework-guide
- WAHPSA - WA Health Promoting Schools Association (Inc.). (2019). Retrieved from http://wahpsa.org.au/
- World Health Organisation. (2019). What is a health promoting school? Retrieved from http://www.who.int/school_youth_health/gshi/hps/en/.
- World Health Organization. (2019). Who we are, what we do. [online] Available at: http://www.who.int/about/en/