EDPH306 Assessment Task 1 Daniel Dopierala S00135388

LESSON PLAN 1

Lesson Topic/Focus: Developing Skills for Badminton Date: 2/09/2014

Australian Curriculum Health and Physical Education Year level(s): Level 5

Australian Curriculum Component

Movement and Physical Activity Lesson duration: 50 Minutes

Learning Standard(s)/Outcome(s): Students will learn the basic skills necessary in order to play badminton. Students will learn how to hold a badminton racquet, step sidewards, overarm and underarm movements and learn about hand to eye coordination.

Key Learning Areas: Health and Physical Education, Literacy [in terms of learning new vocabulary connected with badminton such as grip, footwork, shuttle, manipulating the racquet (changing direction)]

Assessment strategy:

Running Record to note and record students’ level of engagement with the activity as well as students’ evidence of understanding the task set before them.

Assessment criteria:

Students’ competency and/or proficiency of the basic skills that comprise badminton. Students’ listening and comprehension skills of how to carry out the exercises that form the

basis for badminton. Students work cooperatively with fellow students and the teacher. Students’ mindfulness and understanding of spatial awareness. Students’ ability to hit the shuttle into the air by hitting it with the racquet.

Teaching focus: Using clear and concise communication in issuing instructions to the students and being specific at the same time.

Background to the learning:

A. Badminton World Federation (2012) Shuttle Time Teacher’s Manual pp. 38-39.Document published by BWF (Badminton World Federation).

Australian Curriculum (ACARA) Health and Physical Education Movement and Physical Ability

AusVels-Health and Physical Education

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Australian Curriculum Health and Physical Education Elaborations Health and Physical Education / Years 5 and 6 / Movement and Physical Activity / Moving our body / ACPMP061

Practise specialised movement skills and apply them in different movement situations

applying stability and locomotor skills to dodge and feint in different movement situations applying kicking, striking and throwing skills to propel an object and keep it in motion jumping with control for height and distance using a variety of body positions

Safety Measures to be iterated at beginning and throughout the lesson:

When the teacher is offering instruction, badminton racquet should be placed on the ground with the shuttle on top of it to prevent distraction so as to listen properly to instructions.

Tell students to make sure they watch their racquet: don’t swing or strike the shuttle too close to another student and similarly and to don’t walk or run up to another student if they are hitting or striking the shuttle.

Make sure that when you are using overarm you do not purposefully aim for your opponent.

EDPH306 Assessment Task 1 Daniel Dopierala S00135388

B. This is an introductory lesson for badminton. Some students may have played tennis prior to this lesson and will find many similarities between the two sports.

Lesson resources:

Class of 30 Students:

One badminton racquet per each student. Six badminton nets (to be used by four students each with one net leftover for the two remaining

students. 16 shuttles (15 per pair and one for the teacher to use to demonstrate instructions).

Lesson content:

A. Introduction 10 mins

[Warm up] Students are to find an area in which to stand where they have space of a

metre or so between one another. Teach the students that footwork and balancing

are important in many sports, especially badminton.

The teacher quickly pairs up students by distributing numbers of 1 and 2. 1’s will be

paired and 2’ will be paired and each pair gets one shuttle and then students facing

each other will balance standing on one leg. Then balance standing on the other.

Followed by this, students will have to try and throw a shuttle to each other while

balancing on the leg. The teacher can call out “stand on your left leg” and “stand on

your right leg”.

The teacher will show how footwork is important and how to be mobile with your feet

and by moving quickly from left to right, frontwards and backwards. The teacher

demonstrates how to stand sidewards for a forehand position (if the dominant hand is

your right, then your left foot will be in front of the right foot with your body side on

and vice versa for left handed students).

Following this, get students to stand with feet slightly apart and standing straight

facing forward. The teacher will then demonstrate jumping from the standing position

to the left and back to the centre. And then jump to the right and back. Repeat this

exercise a couple of times. Students will use these skills when moving about and

from side to side on the badminton court.

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Tending to students who necessitate further prompting:

For those who may require extra assistance, reteach points

related to hitting the shuttle in the air with the racquet and guide

them through some steps such as swinging the racquet slightly

in the air in an upward manner and similar ways to allow them

to engage with the exercise.

EDPH306 Assessment Task 1 Daniel Dopierala S00135388

B. Development 15 mins

Teach students the technique of holding the racquet with their dominant hand. Teacher

demonstrates with both their right hand and left hand. Exemplify the

correct part of the racquet handle of where to place one’s hand (i.e.

bottom of the palm close or near the edge of the racquet handle).

Teach students to use dominant hand to hold racquet and the non-

dominant hand will hold the shuttle. The shuttle will briefly drop

whilst the racquet hits the ball from underneath (underarm action) to propel the ball atop the

net to the opponent’s side. As this is a teaching stage, students will be instructed to pass the

shuttle to one another as a means of practising.

Key Questions to iterate to students:

Are you remembering to keep your eyes on both the shuttle and the racquet at the same time?

Are you remembering to position your body correctly by standing side-on?

Next Step Now demonstrate to students to hit the shuttle in the air and catching it. After students have

accustomed to that, get them to hit it repeatedly while balancing the racquet appropriately (i.e. having the racquet face horizontal and striking the target with a slight wrist and arm movement.

Demonstrate to the students how the arm should be positionedthe elbow should be bent with the arm slightly extended and a forehand grip should be used. Remember to show the students a forehand grip as this is their first attempt.

C. Consolidation, practice, extension 20 mins

Get the pairs of students to face each other. One of them will throw the shuttle whilst the opponent strikes it in return with their racquet. After a couple of minutes, teacher gets the students to swap.

After a few minutes, get students to now stand about five metres away from each other and still facing each other they will try and hit the shuttle to each other. Several minutes of practising this feat will get them in tune and this will build confidence in their striking abilities.

D. Closure 5 mins

Getting a couple of students to quickly retrieve racquets and shuttles while the teacher starts to finish the lesson.

[Cool Down] Students do some stretching with one foot forward and one foot behind to stretch leg muscles and then sit on the floor and set the legs and feet forward and stretching.

Sum the lesson up and reiterate key learning areas which were hand to eye coordination, footwork and hitting the shuttle. “What are some things you noticed when you went to hit the shuttle?” Refer back to students’ positioning of their body i.e.

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EDPH306 Assessment Task 1 Daniel Dopierala S00135388

side on to the ball and discuss the importance of position and footwork when hitting the shuttles in the air and especially to one another.

Post-lesson review and evaluation:

For instance, it would be worth revisiting the lesson and seeing retrospectively if it had meaning for the students and whether the learning that took place was validated by the task they had to perform. It would also be worth to note whether the assessment was adequate to be able to determine students’ learning and progress during the lesson.

Student achievement:

Students should demonstrate outcomes through their participation and engagement with how they are performing the task and their ultimate level of understanding so as to communicate the main ideas about badminton.

Teaching effectiveness: In a hypothetical context, teaching effectiveness in the realm of this lesson should constitute constant reaffirmation of what the students are striving for which is shuttle control, control of the racquet, and hand to eye coordination in order to facilitate the learning as well as the enjoyable aspects of badminton.

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EDPH306 Assessment Task 1 Daniel Dopierala S00135388

LESSON PLAN 2

Lesson Topic/Focus: Learning to Play a Game of Badminton Date: 2/09/2014

Australian Curriculum: Health and Physical Education Year level(s): Level 5

Australian Curriculum Component

Movement and Physical Activity Lesson duration: 50 Minutes

Learning Standard(s)/Outcome(s): Students will demonstrate an understanding of the skills necessary

to play badminton. Students will use skills of hand to eye coordination, footwork, balance in order to play

a game of badminton.

Key Learning Areas: Health and Physical Education as well as mathematics (numeracy) in terms of students keeping a record of scores and how many games they played.

Assessment:

State methods/strategies and criteria you will use to assess student learning.

Assessment strategy: Observing students’ performance and their consistency in their performance in badminton performance referring their level of interaction and engagement with the activity. Observing students’ interaction with their partner and sportsmanship towards opponents.

Assessment criteria:

Students’ ability to hit the shuttle over the net using both overarm and underarm movements

Students’ proficiency with the racquet (which includes hand to eye coordination and concentration)

Students’ reinforcing positive attitudes with respect to their fellow students throughout the activities.

Teaching focus:

A Teaching focus can be incorporating sound group management skills in order for everyone to do their best with so many students playing individual games at once.

Clear concise language for opponent as being the opposite player so as not to confuse students about who scores a point and who does not.

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Australian Curriculum Health and Physical Education Elaborations Health and Physical Education / Years 5 and 6 / Movement and Physical Activity / Moving our body / ACPMP061

Practise specialised movement skills and apply them in different movement situations

applying stability and locomotor skills to dodge and feint in different movement situations applying kicking, striking and throwing skills to propel an object and keep it in motion jumping with control for height and distance using a variety of body positions

Safety Measures to be iterated at beginning and throughout the lesson:

When the teacher is offering instruction, badminton racquet should be placed on the ground with the shuttle on top to prevent distraction and to listen properly to instructions.

Make sure you watch your racquet: don’t swing or strike the shuttle too close to another student and similarly, don’t walk or run up to another student if they are hitting or striking the shuttle.

Make sure that when you are using overarm you do not purposefully aim for your opponent.

EDPH306 Assessment Task 1 Daniel Dopierala S00135388

Background to the learning:

A. Badminton World Federation (2012) Shuttle Time Teacher’s Manual pp. 38-39.Document published by BWF (Badminton World Federation).

Australian Curriculum (ACARA) Health and Physical Education Movement and Physical Ability

AusVels-Health and Physical Education

B. The students have had a previous introductory lesson to the game of badminton.

Lesson resources:

Class of 30 Students:

One badminton racquet per each student. Six badminton nets (to be used by four students each with one net leftover for the two remaining

students.

16 shuttles (15 per pair and one for the teacher to use to demonstrate instructions).

Lesson content:

A. Introduction 10 mins

[Warm up] Students are asked to arrange themselves into one long line facing the

teacher. The teacher will then take the students through motions of stretching their

dominant arm with overhead and underarm movements in order to stretch and give

them the motion they will be using when using a badminton racquet. This warm up

activity is to be done with racquets; and just the arm movements as they are. Show

some overhead backhand and overhead forehand movements as well as underarm

backhand and forehand movements. Between each individual movement (i.e.

overhead backhand students can run on the spot lifting the knees as demonstrated

by the teacher.

B. Development 10 mins

Teach Students that the main idea or aim of the game is for the shuttle to land in the opposite court where the opponent is.

Scoring points can be either through the shuttle having to land in the court area and the opponent missing it or by the opponent hitting it out of the court completely Teacher demonstrates this with another student. Ask the students “how do I gain a point?” What will I do if I do this? (Teacher hits the shuttle out of the court) “”will I gain a point or lose a point?”

Instruct the students that hitting the shuttle into the net will also mean not gaining a point.

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Tending to students who necessitate further prompting:

For those who may require extra assistance, reteach points

related to hitting the shuttle in the air with the racquet and guide

them through some steps such as swinging the racquet slightly

in the air in an upward manner and similar ways to allow them

to engage with the exercise.

Students with special needs: Have a lower net and a smaller area in which to play. Instead of losing a point just from missing a strike, students can have an additional two attempts to hit the shuttle and be able to gain a point.

EDPH306 Assessment Task 1 Daniel Dopierala S00135388

C. Consolidation, practice, extension 25 mins

Students play a game. There will be 4 students to a net but students will be playing a singles game with the opponent on the other side-NOT DOUBLES. Students will play up till 10 points. The student who reaches the 10 point mark wins. Then, students can start over.

PRIOR TO COMMENCING: Remember to teach students that if the shuttle lands in the court and other person misses, that is one point. If it goes out, that is one point for the opponent, and if it hits the net, that is also one point for the opponent.

Five minutes to the end, warn students that there is five minutes left so that they know to finish a game off quicker etc.

D. Closure 5 mins

[Cool Down] Students stretch their legs and arms by reaching for their toes etc. Sum up the lesson and ask students how they felt about the way they were playing-

What were some issues? What parts did they like or enjoy? Was it easy to play and keep track of the score at the same time?

Post-lesson review and evaluation:

As with the previous lesson it would be worth revisiting the lesson and seeing retrospectively if it had meaning for the students and whether the learning that took place was validated by the task they had to perform.

Student achievement:

Students should demonstrate outcomes through their participation and engagement with how they are performing the task and their ultimate level of understanding so as to communicate the main ideas about badminton.

Teaching effectiveness: In a hypothetical context, teaching effectiveness in the realm of this lesson should constitute constant reaffirmation of what the students are striving for which is shuttle control, control of the racquet, and hand to eye coordination in order to facilitate the learning as well as the enjoyable aspects of badminton.

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EDPH306 Assessment Task 1 Daniel Dopierala S00135388

References

ACARA (2013). Year 5-Australian Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/Browse?

layout=2&browseLayout=1&a=E&a=M&a=S&a=H&a=G&a=ENB&a=CNC&a=da&a=dr&a=ma&a=mu&a

=va&a=DI&a=DE&a=HPE&y=5

AusVels (2012). AusVels-Level 5. Retrieved from http://ausvels.vcaa.vic.edu.au/Health-and-Physical

Education/Curriculum#level=5

Badminton World Federation (2012) Shuttle Time Teacher’s Manual pp. 38-39.Document published by

BWF (Badminton World Federation). Retrieved from

http://www.achper.org.au/documents/item/23.

Mitchell, S.A., Oslin, J.L., Griffin, L.L. (1997). Teaching Sport Concepts and Skills: A Tactical Games

Approach for Ages 7 to 18. United States of America: Library of Congress.

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EDPH306 Assessment Task 1 Daniel Dopierala S00135388

Appendix A (Lesson 1)

These are photographs to display during the development section of Lesson 1.

Holding the Racquet

Forehand Position

Backhand Position

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EDPH306 Assessment Task 1 Daniel Dopierala S00135388

Appendix B (Lesson 2)

Diagram that could be used to show students how a badminton court looks and works. To be used in development section of the lesson.

Photograph of badminton players in action.

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EDPH306 Assessment Task 1 Daniel Dopierala S00135388

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In AusVels Level 5 Students discuss the performance criteria of motor skills and practise observing a partner’s performance. They explore basic games’ tactics such as: introducing the concepts of attack and defence; following the rules of the game; and describing the roles of various positions. They begin to work with others to set and achieve goals in both cooperative and competitive games’ settings. Students consider the different tasks undertaken by officials to ensure a game or activity can proceed smoothly.