Badminton Unit Plan

Mr. Adam Toth

St. Michaels School Grade 8

Table of Contents
Unit Plan Introduction
p. 3
Personal Philosophy of physical
Education. p. 4
Lessons

p. 5 p. 16
Motivation
.. p. 17
Assessments
..p. 18
p. 29
Hypothetical
Student.
p. 30

Unit Plan Introduction

This unit plan has been designed to meet six specific learning
objectives from the Alberta Physical Education Grade 8 Program of
Studies from the three general outcomes of Activity, Cooperation and
Do it Daily through the sport of badminton. These objectives will be
met through the pedagogical framework of 21st century learning. The
main teaching and assessment practices that will be used to in this
unit are technology integration, learning to learn, Peer teaching, selfdirected skill development, self-evaluation and self-reflection.
Through the course of this unit students will take the lead in their
own learning by first identifying the their own knowledge, skills, and
attitudes as they relate to badminton. This will be done through a
formative badminton rules pretest and formative badminton skills
circuit. Students will then identify a badminton skill in which they wish
improve. This skill will then be researched on the Internet by a group of
students who are all interested in improving the same skill. Each group
will Identify 3 techniques and a drill that will help them improve at their
chosen skill. The group will perform the drill then students will use a
jigsaw group learning technique to share their techniques and drills
with the rest of the class.
The Chosen techniques and drills will be used through out the
unit as warm ups and reminders of proper form and technique through
the unit and game play. The rules assessment test will direct which
rules are reviewed from previous years and which rules are re taught
for greater understanding. Students will also self-select a time during
the tournament play to explain to the instructor the proper badminton
serve rotation. This explanation can be attempted as many times as
desired by the student until they reach the maximum proficiency
indicated.
The greatest portion of time in the unit will be spent playing
three different forms of badminton singles, (boys and girls doubles,
mixed doubles) in a pyramid tournament fashion.
Finally students will take their unit test. This test will be a
summative repeat of the formative badminton rules test taken on the

first day of the unit. This will gage the improvement of badminton rules
understanding that has taken place over the course of the unit. As a
second portion of the unit test students will reflect on their abilities in
their chosen skill at the beginning of the unit as compared to their
abilities in their chosen skill at the end of the unit.
To this point students at St. Michaels Schools have been
accustomed to a traditional Physical Education teaching and
assessment style that basis their 90% of their grade on a daily
participation grade as assessed by their instructor, in combination with
sport rule and history tests worth 10% of their grade. The model of
instruction and assessment outlined in this unit plan will assess
students on self assessed participation and on 5 varied forms of
assessment as outlined in this unit plan. The second unit I will teach at
St. Michaels will be a combination of these two teaching and
assessment forms. This information will in essence allow me to
understand which teaching and assessment style I am best at
teaching, which style is most enjoyable for the students and most
importantly which teaching style is most conducive to student learning.

Personal Philosophy of Physical Education

I believe that Physical Education offers students a unique opportunity
to explore themselves that cannot be found the same way in other
subjects. Physical Education in its curricular outcomes is designed in a
way that fosters creative life long learning. Specific outcomes describe
locomotor, manipulative or other movement skills that can be taught
learned and understood and performed through a great variety of
different forms of physical activity.
Even though the Alberta Physical Education curriculum allows for
a great range of activities to be taught in order to achieve outcomes,
many students find that the experience that they had in Physical
Education mirrors that of their peers that are taking PE courses from
different instructors, at different school or in different parts of the
province.
I believe that Physical Education needs to take a turn from
mainstream sports and repeated drills and units. In a course great
curricular flexibility, no standardized tests, and of course students of
varying backgrounds interest and abilities it is time to start shaking up
PE! In my opinion the place to start is with decision making.
Throughout province this past fall saw PE teachers open filing cabinets
dust off their year plans and begin again to instruct the sports and
games that they played for the past 2,3, maybe 10 years. What would
happen if we let the students decide what they wanted to play, how
they would learn to play, and perhaps even what the rules would be?
In connection with the drive towards 21st century learning I
believe that rather then delivering to students what they will learn,

students should be thinking critically, making decisions, working in

groups and creating. Teaching a student how to learn a sport rather
then teaching them the sport, having students teach their own
progress rather then just plugging numbers into a report card and
having peer be the experts rather then the teachers will inspire
physical activity that will be fun for everyone and encourage students
to be active for life!

Lesson # 1
Lesson Title: Badminton Pre-assessment
General Learning Outcomes:
Specific Learning Outcomes:
A, C, D
A8-3, A8-5, C8-3, D8-3
Equipment:
30 badminton rackets
6 sets of nets
30 shuttlecocks
30 pencils
30 test & self evaluation sheets
Learning Activities:
Unit Introduction
I will reintroduce myself
I will hand out a sheet to each student explaining how the unit will go and how
this unit will differ from others that they have done thus far
Students will be familiarized with the unit assignments and how they will be
graded including participation
Allow questions throughout and at the end
Badminton Rules Pre-Assessment
Students will be given a badminton rules test. It will be the same test that they
will be given at the end of the unit
Students will mark a partners test
Badminton Skills Pre-Assessment
A badminton skills circuit will be set up around the gym at the respective six courts
students will rotate through the courts that will test for
o Smash
o Clear
o Drop shot
o Hairpin drop shot
o Serve
Students will fill out a self assessment form as they rotate through the circuit
Assessment:
The Badminton Rules test will be used as a formative assessment allowing me to
know what badminton rules must be taught to the class and what rules they recall
from badminton units in previous years.
The Badminton Skills pre- assessment will be used formatively to let me and the
students know what skills they are good at and what skills they can work on to
improve at the game of badminton. This knowledge will direct goal setting and skill
acquisition in lesson 2
Student Participation will be self graded out of ten with teacher imput as previously
discussed
Instructional Strategies:
Stand and deliver- Command
Self Check
Guided Discovery
Inclusion

Safety Considerations:
Supervision
On-site supervision is recommended during set-up of equipment and initial
instruction.
In-the-area supervision is recommended following initial skill instruction and
after all safety concerns have been emphasized.
Instructional Considerations
Positioning and movement should be taught for singles and doubles.
Code of etiquette for court play should be taught and enforced, e.g., not entering
a court being used.
When teaching skills, there should be adequate spacing for each student to
make a free and uninterrupted swing.
Benefits of protective eye gear should be communicated to students.
No spectators should be allowed on the court.
Court surfaces should be free of obstructions, e.g., ball not in use.
Equipment/Facilities
Racquets should have a good grip and be in safe playing condition.
Court boundary lines should be clearly defined.
A safety procedure should be established for side-by-side courts.

Lesson # 2
Lesson Title: Badminton Self Directed Lesson
General Learning Outcomes:
A, D

Specific Learning Outcomes:

A8-3, A8-5, D8-3

Equipment:
30 badminton rackets
6 sets of nets
30 shuttlecocks
30 pencils
30 Skill Acquisition Sheets
Learning Activities:
Group formation
Students will be asked to sit in groups based on a skill that they decided to
improve on in lesson 1
Skill Research
Students will be asked to fill out a skill research form that will outline 3
techniques to be aware of when performing their chosen skill, and one drill
that can help them improve their skills.
Students will fill out this form in groups using laptop computers that will be
provided form them
Resource sites will be listed on the sheet, and appropriate internet use will be
discussed, with steps that will be taken for abuse of internet privilege
outlined
Students will then complete their sheet and practice the drill that relates to
their skill
Jigsaw Peer Teach
Students will then be placed in groups with at least one expert of each skill
The expert will explain the skill and demo the drill
Assessment:
Student Participation will be self graded with teacher input out of ten as
previously discussed

Instructional Strategies:
Divergent Discovery
Self Teaching
Safety Considerations:
Supervision
On-site supervision is recommended during set-up of equipment and initial
instruction.
In-the-area supervision is recommended following initial skill instruction and
after all safety concerns have been emphasized.
Instructional Considerations
Positioning and movement should be taught for singles and doubles.
Code of etiquette for court play should be taught and enforced, e.g., not entering
a court being used.
When teaching skills, there should be adequate spacing for each student to
make a free and uninterrupted swing.
Benefits of protective eye gear should be communicated to students.
No spectators should be allowed on the court.
Court surfaces should be free of obstructions, e.g., ball not in use.
Equipment/Facilities
Racquets should have a good grip and be in safe playing condition.
Court boundary lines should be clearly defined.
A safety procedure should be established for side-by-side courts.

Lesson # 3
Lesson Title: Singles Badminton Day 1
General Learning Outcomes:
A, C, D

Specific Learning Outcomes:

A8-3, A8-5, C8-3, D8-3

Equipment:
30 badminton rackets
6 sets of nets
6 shuttlecocks
Learning Activities:
Rules Review
Review with the students the rules of the game by asking questions only
Review the size of the court rotation and basic serving rules
Inform students that from this point on until the end of the unit students may
come to me when they are not playing in a game and ask to explain to me
how the serving rotation in badminton works. I will give them a grade 1-5
they can try as many times as they want but everyone must explain at least
once over the coarse of the next couple weeks
Singles Play Format
Explain that we are going to have a pyramid tournament explain how this
tournament works
Explain that the singles pyramid will run for the next 3 class days
Explain tat the winner if the pyramid tournament will get to choose with me
the activity that we will do on our break day
Assessment:
Student Participation will be self graded with teacher input out of ten as
previously discussed
Students may be formatively or summatively assessed on their understanding of
serve rotation
Instructional Strategies:
Command
Self Check
Practice
Inclusion
Safety Considerations:
Supervision
On-site supervision is recommended during set-up of equipment and initial
instruction.
In-the-area supervision is recommended following initial skill instruction and
after all safety concerns have been emphasized.
Instructional Considerations
Positioning and movement should be taught for singles and doubles.
Code of etiquette for court play should be taught and enforced, e.g., not entering
a court being used.
When teaching skills, there should be adequate spacing for each student to
make a free and uninterrupted swing.
Benefits of protective eye gear should be communicated to students.
No spectators should be allowed on the court.
Court surfaces should be free of obstructions, e.g., ball not in use.
Equipment/Facilities
Racquets should have a good grip and be in safe playing condition.
Court boundary lines should be clearly defined.
A safety procedure should be established for side-by-side courts.

10

Lesson # 4
Lesson Title: Singles Badminton day 2
General Learning Outcomes:
A, C, D

Specific Learning Outcomes:

A8-3, A8-5, C8-3, D8-3

Equipment:
30 badminton rackets
6 sets of nets
6 shuttlecocks
Learning Activities:
Skill/Rule Review
Select a skill or rule that the class in general has either been struggling with
or that could improve their game by performing better
Explain the importance of the skill/rule
Demonstrate the proper form of the skill or ask a proficient student to
demonstrate the skills form and technique
Tournament Play
Allow students to continue play in the tournament
Remind students to work on the specific skill they decided they wanted to
improve from the first day of class
Class Review
Review rules or skills discussed at the beginning of the class
Give feedback on performance
Assessment:
Student Participation will be self graded with teacher input out of ten as
previously discussed
Students may be formatively or summatively assessed on their understanding of
serve rotation
Instructional Strategies:
Command
Practice
Self Check
Inclusion
Safety Considerations:
Supervision
On-site supervision is recommended during set-up of equipment and initial
instruction.
In-the-area supervision is recommended following initial skill instruction and
after all safety concerns have been emphasized.
Instructional Considerations
Positioning and movement should be taught for singles and doubles.
Code of etiquette for court play should be taught and enforced, e.g., not entering
a court being used.
When teaching skills, there should be adequate spacing for each student to
make a free and uninterrupted swing.
Benefits of protective eye gear should be communicated to students.
No spectators should be allowed on the court.
Court surfaces should be free of obstructions, e.g., ball not in use.
Equipment/Facilities
Racquets should have a good grip and be in safe playing condition.
Court boundary lines should be clearly defined.
A safety procedure should be established for side-by-side courts.

11

Lesson # 5
Lesson Title: singles badminton day 3
General Learning Outcomes:
A, C, D

Specific Learning Outcomes:

A8-3, A8-5, C8-3, D8-3

Equipment:
30 badminton rackets
6 sets of nets
6 shuttlecocks
Learning Activities:
Skill Review
Select a skill or rule that the class in general has either been struggling with
or that could improve their game by performing better
Explain the importance of the skill or rule
Demonstrate the proper form of the skill or ask a proficient student to
demonstrate the skills form and technique
Tournament Play
Allow students to continue play in the tournament
Remind students to work on the specific skill they decided they wanted to
improve from the first day of class
announce the winner of the tournament and set up a time to talk about the break
activity they would like to play
Class Review
Review rules or skills discussed at the beginning of the class
Give feedback on performance
Assessment:
Student Participation will be self graded with teacher input out of ten as
previously discussed
Students may be formatively or summatively assessed on their understanding of
serve rotation
Instructional Strategies:
Command
Practice
Self Check
Inclusion

12

Safety Considerations:
Supervision
On-site supervision is recommended during set-up of equipment and initial
instruction.
In-the-area supervision is recommended following initial skill instruction and
after all safety concerns have been emphasized.
Instructional Considerations
Positioning and movement should be taught for singles and doubles.
Code of etiquette for court play should be taught and enforced, e.g., not entering
a court being used.
When teaching skills, there should be adequate spacing for each student to
make a free and uninterrupted swing.
Benefits of protective eye gear should be communicated to students.
No spectators should be allowed on the court.
Court surfaces should be free of obstructions, e.g., ball not in use.
Equipment/Facilities
Racquets should have a good grip and be in safe playing condition.
Court boundary lines should be clearly defined.
A safety procedure should be established for side-by-side courts.
Lesson # 6
Lesson Title: Break day Student Directed game
General Learning Outcomes:
To be Determined

Specific Learning Outcomes:

To be Determined

Equipment:
To be determined
Learning Activities:
Warm up Game
Designed by the teacher relative to game chosen by the teacher and the student
Game
Chosen by teacher and student
Class Review
Review what was played effort shown and if it was fun

Assessment:
Student Participation will be self graded with teacher input out of ten as
previously discussed

13

Instructional Strategies:
Learner Initiated
Safety Considerations:
To be determined

Lesson # 7
Lesson Title: Doubles Badminton Boys and Girls Day 1
General Learning Outcomes:
A, C, D

Specific Learning Outcomes:

A8-3, A8-5, C8-3, D8-3

Equipment:
30 badminton rackets
6 sets of nets
6 shuttlecocks
Learning Activities:
Rules Review
Review with the students the rules of the game by asking questions only
Review differences between Singles and doubles badminton
Review Possible changes to technique and how two players may work
together
Review the size of the court rotation and basic serving rules
Inform students that from this point on until the end of the unit students may
come to me when they are not playing in a game and ask to explain to me
how the serving rotation in badminton works. I will give them a grade 1-5
they can try as many times as they want but everyone must explain at least
once over the coarse of the next couple weeks
Doubles boys and girls Play Format
Explain that we are going to have a pyramid tournament explain how this
tournament works
Explain differences between singles pyramid and doubles
Explain that the doubles boys and girls tournament pyramid will run for the
next 2 class days
Draw for pyramid positions allow students to begin playing
Class Review
Review rules or skills discussed at the beginning of the class

14

Give feedback on performance

Assessment:
Student Participation will be self graded with teacher input out of ten as
previously discussed
Students may be formatively or summatively assessed on their understanding of
serve rotation
Instructional Strategies:
Command
Practice
Self Check
Inclusion
Safety Considerations:
Supervision
On-site supervision is recommended during set-up of equipment and initial
instruction.
In-the-area supervision is recommended following initial skill instruction and
after all safety concerns have been emphasized.
Instructional Considerations
Positioning and movement should be taught for singles and doubles.
Code of etiquette for court play should be taught and enforced, e.g., not entering
a court being used.
When teaching skills, there should be adequate spacing for each student to
make a free and uninterrupted swing.
Benefits of protective eye gear should be communicated to students.
No spectators should be allowed on the court.
Court surfaces should be free of obstructions, e.g., ball not in use.
Equipment/Facilities
Racquets should have a good grip and be in safe playing condition.
Court boundary lines should be clearly defined.
A safety procedure should be established for side-by-side courts.
Lesson # 8
Lesson Title: Doubles Badminton Boys and Girls day 2

General Learning Outcomes:

A, C, D

Specific Learning Outcomes:

A8-3, A8-5, C8-3, D8-3

15

 Equipment:
30 badminton rackets
6 sets of nets
6 shuttlecocks
Learning Activities:
Skill/Rule Review
Select a skill or rule that the class in general has either been struggling with
or that could improve their game by performing better
Explain the importance of the skill/rule
Demonstrate the proper form of the skill or ask a proficient student to
demonstrate the skills form and technique
Tournament Play
Allow students to continue play in the tournament
Remind students to work on the specific skill they decided they wanted to improve
from the first day of class
Class Review
Review rules or skills discussed at the beginning of the class
Give feedback on performance

Assessment:
Student Participation will be self graded with teacher input out of ten as
previously discussed
Students may be formatively or summatively assessed on their understanding of
serve rotation
Instructional Strategies:
Command
Practice
Self Check
Inclusion
Safety Considerations:
Supervision
On-site supervision is recommended during set-up of equipment and initial
instruction.
In-the-area supervision is recommended following initial skill instruction and
after all safety concerns have been emphasized.
Instructional Considerations
Positioning and movement should be taught for singles and doubles.
Code of etiquette for court play should be taught and enforced, e.g., not entering
a court being used.
When teaching skills, there should be adequate spacing for each student to
make a free and uninterrupted swing.
Benefits of protective eye gear should be communicated to students.
No spectators should be allowed on the court.
Court surfaces should be free of obstructions, e.g., ball not in use.
Equipment/Facilities
Racquets should have a good grip and be in safe playing condition.
Court boundary lines should be clearly defined.
A safety procedure should be established for side-by-side courts.
Lesson # 9
Lesson Title: Doubles Badminton Day 3

16

General Learning Outcomes:

A, C, D

Specific Learning Outcomes:

A8-3, A8-5, C8-3, D8-3

Equipment:
30 badminton rackets
6 sets of nets
6 shuttlecocks
Learning Activities:
Rules Review
Explain that we will start a new doubles pyramid tournament but this time it
is mixed doubles
Draw for pyramid positions allow students to begin playing
Skill/Rule Review
Select a skill or rule that the class in general has either been struggling with
or that could improve their game by performing better
Explain the importance of the skill/rule
Demonstrate the proper form of the skill or ask a proficient student to
demonstrate the skills form and technique
Tournament Play
Allow students to continue play in the tournament
Remind students to work on the specific skill they decided they wanted to improve
from the first day of class
Class Review
Review rules or skills discussed at the beginning of the class
Give feedback on performance
Assessment:
Student Participation will be self graded with teacher input out of ten as
previously discussed
Students may be formatively or summatively assessed on their understanding of
serve rotation
Instructional Strategies:
Command
Practice
Self Check
Inclusion

17

Safety Considerations:
Supervision
On-site supervision is recommended during set-up of equipment and initial
instruction.
In-the-area supervision is recommended following initial skill instruction and
after all safety concerns have been emphasized.
Instructional Considerations
Positioning and movement should be taught for singles and doubles.
Code of etiquette for court play should be taught and enforced, e.g., not entering
a court being used.
When teaching skills, there should be adequate spacing for each student to
make a free and uninterrupted swing.
Benefits of protective eye gear should be communicated to students.
No spectators should be allowed on the court.
Court surfaces should be free of obstructions, e.g., ball not in use.
Equipment/Facilities
Racquets should have a good grip and be in safe playing condition.
Court boundary lines should be clearly defined.
A safety procedure should be established for side-by-side courts.
Lesson # 10
Lesson Title: Doubles Badminton Day 4
General Learning Outcomes:
A, C, D

Specific Learning Outcomes:

A8-3, A8-5, C8-3, D8-3

Equipment:
30 badminton rackets
6 sets of nets
6 shuttlecocks
Learning Activities:
Skill/Rule Review
Select a skill or rule that the class in general has either been struggling with
or that could improve their game by performing better
Explain the importance of the skill/rule
Demonstrate the proper form of the skill or ask a proficient student to
demonstrate the skills form and technique
Tournament Play
Allow students to continue play in the tournament
Remind students to work on the specific skill they decided they wanted to
improve from the first day of class
Announce winner of tournament
Class Review
Review rules or skills discussed at the beginning of the class
Give feedback on performance

Assessment:
Student Participation will be self graded with teacher input out of ten as
previously discussed
Students may be formatively or summatively assessed on their understanding of
serve rotation

18

Instructional Strategies:
Command
Practice
Self Check
Safety Considerations:
Supervision
On-site supervision is recommended during set-up of equipment and initial
instruction.
In-the-area supervision is recommended following initial skill instruction and
after all safety concerns have been emphasized.
Instructional Considerations
Positioning and movement should be taught for singles and doubles.
Code of etiquette for court play should be taught and enforced, e.g., not entering
a court being used.
When teaching skills, there should be adequate spacing for each student to
make a free and uninterrupted swing.
Benefits of protective eye gear should be communicated to students.
No spectators should be allowed on the court.
Court surfaces should be free of obstructions, e.g., ball not in use.
Equipment/Facilities
Racquets should have a good grip and be in safe playing condition.
Court boundary lines should be clearly defined.
A safety procedure should be established for side-by-side courts.
Lesson # 11
Lesson Title: Doubles Badminton 4
General Learning Outcomes:
A, C, D

Specific Learning Outcomes:

A8-3, A8-5, C8-3, D8-3

Equipment:
30 badminton rackets
6 sets of nets
6 shuttlecocks
Learning Activities:
Rules Test
Explain and administer rules test
Skill building reflection
Ask question on how the self directed lesson helped them improve their skills or if it
did at all
Anchor Activity
Shoot basketballs or play speed
Sponge activity
Crash Matt

19

Assessment:
The summative assement of their rules test and the Skill Building reflection will
be used for their final grade

Instructional Strategies:
Command

Motivation
Skill Development/Self Improvement
Through the course of this unit students will have the opportunity to
choose a skill specific badminton skill that they would like to improve
on. They will use self-assessment to compare their performance from
the beginning of the unit to their performance at the end of the unit.
Students will then have the opportunity to reflect on how their skills
have improved. Making goals and seeing a progression of skills in a
specific sport in a short amount of time will help students be motivated
to participate in skill developing lessons and in personal improvement
through game play.
Student Directed Learning
Throughout the unit students have the opportunity to direct their own
learning. Students will choose their own skill to improve on, what
online sources they will use to research their chosen skill, and type of
game or drill they will play to improve on their skill. In the pyramid
tournament students will be able to choose whom they play with and
whom they play against. Students will also be able to choose when
they take their rotation test ensuring it is at a time when they feel

20

comfortable and most ready. Having choice and accountability in their

own learning will increase students excitement for participation and
willingness to complete assignments
Skill Oriented Completion
The pyramid style tournament naturally sets students of similar playing
abilities against each other. Dividing singles into male and female
divisions allows students who feel there is a gender based skill divide
the opportunity to compete against students of a similar playing level.
The mixed doubles tournament will allow students who do not feel that
there is a gender based skill divide to play against all students similar
abilities. The incentive of choosing the activity on the day off will be
motivating for competitive students.

ASSESSMENTS
Badminton Rules Pre-Assessment (Formative)
The Badminton rules Pre-Assessment is a formative test that will help
students recall basic rules and techniques of Badminton, and also
inform the instructor on what rules and techniques need to be quickly
reviewed and which rules and techniques need to be retaught.
Badminton Skills Pre-Assessment (Formative)
A badminton shot and skills circuit will be set up for the students.
Students will complete the circuit rating their own abilities in each skill.
Students will then select one of the skills to work on improving over the
course of the unit.
Online Skill Research (20%)
Students will use skill previously selected skill as a basis for selfdirected learning. After a discussion on proper Internet and technology
use students will use provided sources and search engines to research
their chosen shot in small groups. With the sheet provided students will
be directed to briefly explain a drill or game that will help them
21

improve at their chosen shot, and list three specific techniques that will
help them improve at their chosen shot. Students will also reflect on
their contribution to their group activity. The written answers will be
marked by the rubric provided.
Participation (40%)
Participation has previously been assessed daily on a scale of 1-10.
After reviewing the new rubric what it means and how students will be
assessed using it, students will give themselves a self-assessment
each day from the 4-point rubric. self-assessed participation grade will
reported to the instructor, if the instructor and the student disagree on
the mark stated by a large margin it will be discussed between the
student and the teacher and the rubric will be reviewed and
referenced.
Rotation Test (10%)
At any point during the doubles tournament students will approach the
instructor and individually explain the serve rotation in doubles
badminton. The explanation will be assessed using the 4-point rubric
provided. Students will receive their mark immediately, and be given
feedback on their explanation. Students are able to repeat the test as
many times as they desire until the maximum score has been
achieved. The most current Assessment at the end of the unit will be
the students final grade for this assessment.
Rules Test (10%)
The rules test will take place at the end of the unit and will be a repeat
of the original badminton rules pre-assessment with variations made
by the instructor based on the performance and knowledge of the
class.
Personal Skill Reflection (20%)
This reflection will take place immediately after the class participates
in a second skill assessment. Students will be asked to reflect on how
their abilities in their chosen badminton shot have changed over the
course of the unit and how the various assignments effected their skills
and abilities.

22

Badminton Rules Pre-Test

Total

/22

Name: ___________________________________________ Date:

_____________________________________
Please read all instructions carefully and complete all questions to the
best of your abilities. All questions are to be completed individually.
There are 22 questions on 3 pages. You will have todays class period
to complete the quiz and your self-assessment. When you have
completed your quiz please hand it in to Mr. Toth and begin the anchor
activity that I have on the whiteboard.
23

True Or False: Indicate wither each statement is true or false by

circling a T for True or an F for False by each statement. (1 Mark Each)
1. T or F A standard Badminton match consists of 5 games to 21
2. T or F You Lose a point in a match if the shuttle touches you OR
your clothing.
3. T or F If your racket hits the net it is a point for the other team.
4. T or F If your racket goes over the net it a point for the other team
5. T or F IF the shuttle lands on the line it is considered out
6. T or F The person serving first always starts on the Left hand side
7. T or F Every serve must cross the service line in order to be in
Multiple Choice: indicate the correct answer by circling the
corresponding Letter (1 Mark Each)
8. If the score is even the server is
A On the right hand side
B On the left hand side
C On the side where the shuttle last landed
D On the side of their choice
9. The Rally Point system of scoring means
A A point may be scored only by the serving team
B A point may be scored only by the receiving team
C A point is scored on every play
D A point is scored only after a rally exceeding three hits
10. The singles Badminton court when serving is
A Short and Wide
B Short and Narrow
C Long and Wide
D Long and Narrow
11. The singles court during play is
A Short and Wide
B Short and Narrow
C Long and Wide
D Long and Narrow
24

12. The doubles court when serving is

A Short and Wide
B Short and Narrow
C Long and Wide
D Long and Narrow
13. The doubles court during play is
A Short and Wide
B Short and Narrow
C Long and Wide
D Long and Narrow
14. If a server is serving crosscourt to an opponent and the
opponents partner swings and his the bird
A There is a reserve
B The play continues
C The serving team receives a point
D The receiving team receives a point
15. A Double hit occurs when
A the shuttle is hit twice in a row by one team
B On a smash the shuttle hits the floor twice before being touched
C During a serve he shuttle hits the net then goes in the serve area
D The shuttle is stuck by the mettle frame of the racket but still goes
over the net

Matching: Match the Badminton Shot in Column A with its intended

purpose listed in Column B, by placing the intended purpose number
next to the corresponding shot. Answers may be used once, more then
once, or not at all. (1mark per match)
Column A
Smash _____

Column B
1. The Shuttle travels fast and flat
towards the opponents back court

25

Attacking Clear _____

Defensive Clear ______
Slow Drop Shot ______
Fast Drop Shot ______
Drive _____
Attacking Clear _____

2. Gives you more time to return

to base position and prepare for
the next shot
3. Requires you to slice or lift
racket slightly
4. Intended to move your
opponent to the frontcourt forcing
a weak return to your midcourt
5. Intended for maximum power
and speed, to be hit downward
into your opponents court
6. Intended to get the shuttle
behind your opponent
7. Indented to catch your
opponent off balance and give
them less time to respond

Badminton Skills Self Assessment Skill Sheet

NAME:______________________________________________
Circle the Number that best represents your comfort level with
the Following Badminton skills.

26

1
4
5
I have no
clue what I
am doing

2
Starting to
get this but
may need a
little more
help

I get the
concept but
some more
practice
would be

3
I am ready
to use this
skill in a PE
badminton

I am ready to
use this skill in a
competitive
badminton
game

Smash
1
4

2
5

2
5

2
5

2
5

2
5

Serve
1
4
Drop Shot
1
4
Hairpin Drop Shot
1
4
Clear
1
4

1. Which of the above badminton skills would you want to improve on

the most?

Online Skill Research

27

Number of players
Number of Rackets needed
Number of Shuttles needed

Object of the Game:

Basic Rules and Instructions:

Name: ______________________________
What Badminton Shot are you researching?
___________________________________________
1. Use online recourses to find a drill or game that will help improve
your selected badminton shot. Use the prompts below to briefly
describe your drill/game.
Resources
badminton-information.com
youtube.com
how-to-play-badminton.com
>channels>sports>racquet
badmintonbible.com
sports>badminton

28

2. Use the online resources listed to List 3 Specific techniques to

remember when performing your chosen badminton shot The
techniques may describe body positioning arm or leg movement where
to look or any other relevant information that would be specific to your
chosen shot.
1.
2.
3.

3. Rate yourself on your contribution to this group project by circling

the descriptor that best describes your effort today (please record
honestly, this will be todays participation mark)
1
4
Gave little
to no input
copied
what others
put down

2
Listened and
recorded
others ideas

3
5

Gave impute
when it was
easy but did
not actively
participate in
research

Tried hard to
work with others
to make this a
meaningful
learning
experience

Gave input
most of the
time but I
was focused
mainly on
getting it
done

Rubric for Online Guided Discovery

Total
/14

Game/Drill
Research

8
Innovative
use of
technology
to create a
relevant
badminton
shot drill

6
Practical
use of
technology
to create a
relevant
badminton
shot drill

4
Viable
use of
technology
to create a
relevant
badminton
shot drill

2
Ineffective
use of
technology
to create a
relevant
badminton
shot drill

29

Insufficie
nt
Evidence
-

4
3
2
1
Purposefu
Logical
Methodical Simplistic
l
use of
use of
use of
use of
technology
technology
technology
technology
to
to
to
to
create a list create a list create a list
Specific
create a list of relevant
of
of trivial
Technique
of
techniques appropriat techniques
description
valuable
that can be
e
that can be
techniques
used to
techniques
used to
that can be
improve
that can be
improve
used to
chosen shot
used to
chosen shot
improve
improve
chosen
chosen shot
shot
2
1
Honest
Questiona
Reflection
ble
Effort Self
of
reflection of
Assessment
contributio
contribution
n to group
to group
success
success

Insufficie
nt
Evidence

Insufficie
nt
Evidence
-

Rubric for Badminton Rotation Test

Total
/4

Rotation
Descriptio
n

4
Comprehens
ive
description of
how serve
rotation
occurs in
doubles
badminton

3
Sufficient
description
of how
serve
rotation
occurs in
doubles
badminton

2
Partial
description
of how
serve
rotation
occurs in
doubles
badminton

1
Incomplet
e
description
of how
serve
rotation
occurs in
doubles
badminton

Personal Skills Reflection

Total

/10
30

Insufficie
nt
Evidence
-

This section of the test will be graded as a separate assignment from

your rules test. Please indicate the badminton shot that you have been
working on improving over the course of this unit. Answer question 1-2
then complete the 3 short answer questions (Q. 3-5). Point form or
written response is acceptable
What Badminton shot did you chose to work on improving in
this unit?
1. Using the scale below indicate how your skill level in your
chosen shot has changed over this unit (1mark)
1
4
My skill
level in my
chosen
decreased

My skill level
at in chosen
shot
got worse

2
5
My skill level
in my chosen
shot stayed
about the
same

3
My skill
level in my
chosen
got better

My skill level in
my chosen shot
increased
drastically

drastically

2. List what the greatest contributing factor was to your

change in skill or lack of change in skill (1mark)
3. Consider the badminton skills pre-assessment and final
skills assessment. Did these assessments help you improve?
Why or Why not? (3marks)

31

4. Consider the online skill research assignment. Did this

assignment help you improve at your chosen shot why or why
not (3 marks)

5. Consider the way that we worked to improve our badminton

skills over the course of this unit. Is this the same way you
work to improve skills? Briefly describe how you set goals or
make plans for self-improvement. (2marks)

32

Participation Rubric created by Ms. Cassulo

http://www.keefetech.org/page3/page59/

33

Physical Education 8 Unit Report Card- Mon Shawnahan

Badminton Unit
Assessments
Badmint
on Rules
PreAssess
ment

Badmint
on Skills
PreAssess
ment

Online
Skill
Researc
h

Participat
ion

Rotatio
n Test

Rules
Test

Persona
l Skill
Reflecti
on

Formati
ve

Formati
ve

Summat
ive

Summati
ve

Formati
ve
Summa
tive

Summa
tive

Summa
tive

Weighti
ng

0%

0%

20%

40%

10%

10%

20%

MON

13/14
93%
Unit Total

32/44
73%

4/4
100%

20/22
91%

9/10
90%

Title

Type

(Formative/Su
mmative)

34

35

36

37

38