Unit Plan

BADMINTON

Discipline Student & Class Level

    7th Graders  8th Graders  9th Graders

    Beginning  Intermediate  Advanced
   Class Make-up (past experience):
  
  

Educational Objectives & Standards

Unit Objectives State Standards
1. To perform a variety of clear shots. 1PA-E1PO1, 1PA-E2PO2, 1PAO-E3PO1
2. To perform the underhand serve. 1PA-E1PO1, 1PA-E2PO2, 1PAO-E3PO
3. To perform the smash, drop and hairpin shots. 1PA-E1PO1, 1PA-E2PO2, 1PAO-E3PO
4. To know and apply the rules of badminton and other lead-up games. 1PA-E4PO1
5. To work cooperatively in partners, group[s and with opponents in drill 5PA-E3PO1, 5PA-E3PO1, 6PA-E3PO2,
and game situations. 3PA-E2PO1, 5PA-E3PO1
6. To perform flexibility and strength exercises correctly 4PA-E1PO2, 4PA-E2PO1, 7PA-E1PO2
7. To develop CV fitness during intro. and various class activities. 4PA-E1PO1, 4PA-E2PO1, 7PA-E1PO2
8.
9.

Skills to be Taught
(not necessarily to be taught in order listed)

 Clear shots  Serve  Smash, drop, hairpin shots

 Rules of play  Vocabulary and terminology  Basic math related to scoring
 Reading comprehension related  
to rules
  
  
Unit Plan

Daily Overview
Day 1 Day 2 Day 3 Day 4 Day 5

*Intro to unit and care Various Clears shots Serve Play lead-up game Play Defender
of equipment Defender Doubles Doubles
*grip
Exploration with
racket and birdie.

Day 6 Day 7 Day 8 Day 9 Day 10

Rules handout and Start round robin Tournament play Tournament play
Smash, drop. & demonstration game tournament
Hairpin shots of Doubles

Day 11 Day 12 Day 13 Day 14 Day 15

Tournament p[lay Tournament play Tournament play Tournament play Test

*** new teams

Unit Plan

DATE ______________________ EQUIPMENT 1 racket and 1 birdie per student

UNIT: Badminton Day 1 LOCATION: gym

STANDARDS : 1 PA-E1P01,1PA-E2PO2, 1PA-E3PO1,

OBJECTIVE: The student will demonstrate (SWD) the proper grip and racket explore the way to hit the
birdie and how it flies. The student will learn to proper care and use and the equipment.

ACTIVITIES CUE PHRAZES/INSTRUCTIONS

Intro: Jog 1 minute, walk 30 seconds. 2x”s Around perimeter of gym.

Fitness: Teacher led stretches & strength Formation- Scatter, squads of perimeter of
exercises gym.
Lesson Focus:
Care of equipment, grip, and exploration of
hitting the birdie.
1. Teacher explains the proper care of the 1.Students sit in semi-circle and listen to teacher
racket, birdie and nets. Many students
don’t realize how delicate badminton
equipment is. Rules: 1. Rackets are for
hitting birdies ONLY. 2. Do not play with
the netting part of the birdie. Some
students try to turn them inside -out. 3. Do 2. Formation- partners, double line. For safety. Make sure
each student has plenty of room and will not hit each
not pull on the nets.4. If you loss a birdie, other.
tell the teacher.
2. Teacher demonstrates and explains the
proper grip. Eastern or Universal
Forehand grip. Shake hands with the
racket so the butt of the handle rests
against the base of the hand. Form a V
with the thumb and forefinger on the top 3. Move around the gym; observe which student can hit
of the handle. Spread the forefinger and the birdie and which cannot. Watch to see how they serve
middle finger apart and wrap the thumb the birdie.
around the handle.
3. Exploration of hitting the birdie with the
racket. Spread out the class in the gym
and just let the kids experiment and self-
explore how the racket and birdie work.
Closure: Explain how you want the equipment
Question student about care of equipment. Share returned.
your observation and ask for their feedback as to
how difficult or easy it was to hit the birdie
Unit Plan
DATE ______________________ EQUIPMENT 1 racket and 1 birdie per student
UNIT: Badminton Day 2 LOCATION gym
STANDARDS : 1PA-E1PO1, 1PA-E2PO2, 1PAO-E3PO1
OBJECTIVE: The student will begin to develop various clear shots including forehand and backhand shots
hit overhead and underhand.
ACTIVITIES
Intro: Jog 1 min. and walk 30 secs. 3x’s
Fitness: Teacher led stretches & strength
exercises
Lesson Focus: Overhead and underhand clear
shot, both forehand and backhand.
Teacher explains and demonstrates each skill.
Arrange partner in a scatter formation, facing the
nets.
1. Review forehand grip from day before.
Have partners check each other.
2. Explain and demonstrate the forehand
overhead clear, concentrating on the skill
and teaching cues, have students take 10
swings each, trying to make a swishing
sound each time. Repeat exercise with
underhand clear.
3. Explain and demonstrate the backhand
grip and repeat activity 2 using backhand
overhead and underhand clear. Emphasize
pivoting on the back foot and stepping
across body with other foot in preparing to
clear.
4. Rally Clear Drill. Students work in
partner and use clear shots to hit the
shuttle back and forth. Count consecutive
hits. Make a contest or game out of it.
Closure:
Close your eyes and think through each step of
the clear shots. Visualize yourself going doing
each of the clears.
CUE PHRAZES/INSTRUCTIONS
Around perimeter of gym
Squads, scatter or perimeter of gym
Skill Cues:
1. Forehand grip, see lesson 1
2. Backhand grip- Rotate the racket a
quarter-turn so the V is over the top
left bevel, Extend the thumb up along
the back bevel for more power.
3. Overhead clear- Drop the racket arm
down behind the shoulder 9forehand
or backhand), cock the wrist and keep
the weight over the back foot, Lead
with elbow and shift weight to
forward foot, contact shuttle slightly
in front of the body with racket face
slightly open (tilted toward the
ceiling), follow through up and down.
4. Underhand Clear- Use the same
mechanics as for the overhand clear,
except that the shuttle is contacted
from below the waist and drives the
shuttle up and deep, make a wide
semicircle pattern with the racket,
contacting shuttle with an open face,
follow through high.
Unit Plan
DATE ______________________ EQUIPMENT: 1 racket and1 shuttle per student, nets
UNIT: Badminton Day 3 LOCATION gym
STANDARDS : 1PA-E1PO1, 1PA-E2PO2, 1PAO-E3PO
OBJECTIVE: The SWD the underhand serve.
ACTIVITIES
Intro: Jog 3mins, no walking
Fitness: Teacher led stretching and strength
exercises.
Lesson Focus: Underhand serves.
Teacher explains and demonstrating the
underhand serves.
1. In scatter formation or double line facing
the net. Have student go through the steps
of the serve several times without hitting
the shuttle.
2. Move to a wall area and stand back from
the wall about 7 feet and serve into the
wall trying to contact the wall just above 5
feet.
3. Stand in the front inside corner area of a
court and serve 5 times into the front area
of the opposite diagonal court. Switch to
other side and serve again. Let partner
serve shuttles back.
Closure:
With a partner, watch and talk each other
through the steps of the serve.
CUE PHRAZES/INSTRUCTIONS
Around gym
Scatter formation
Skill Cues for underhand serve
Use the forehand grip and stand in a forward
stride position with knees flexed. Hold the
shuttle at the base (cork) with your thumb
and forefinger or by the nylon skirt waist
high in front of the forward foot in the arc
path of the swinging racket. Take the racket
back about waist high, cock the wrist on
short serves and un-cocked on deep serves.
Release shuttle on the forward swing, allow
minimal transfer of weight and contact
shuttle well below the hand and waist levels
ahead and away from the body. Follow
through slightly on the short serve and more
on the deep serve, Make sure students
contact the shuttle below waist height with
racket head lower then the racket hand.
Emphasize to let the shuttle drop close to the
floor before starting the swing. Beginners
have a difficult time with the timing. If the
student cannot master the underhand serve,
you may allow them to toss the shuttle high,
like in a tennis serve.
Unit Plan

DATE ______________________ EQUIPMENT: 1 racket and one shuttle per student, 4 nets
UNIT: Badminton Day 4 & 5 LOCATION gym

STANDARDS : 1PA-E1PO1, 1PA-E2PO2, 1PAO-E3PO, 1PA-E4PO1

OBJECTIVE: The student will practice clear shots and serve in a lead-up game, Defender Doubles.

ACTIVITIES CUE PHRAZES/INSTRUCTIONS

Intro: Suicide sprints Length of gym

Fitness: Teacher led stretches and strength Scatter or squads

exercises
Lesson Focus: Play Defender Doubles (like
Queen of the Court in Volleyball)

Teacher explains and demonstrates the game and Skill Cues:

than let students play. Encourage student to use a variety of clear
shots and serves. Try to hit the shuttle away
Divide the class into partners and put 3 to 4 sets for the opponents. Make their opponents
of partner on a court. Put a set of partners on move to get to the shuttle. Practice serving to
each side of the court with 1 or 2 sets of partners both sides of the court.
standing outside the court on one side. The
partners on the side by them selves are the
Defenders and the other 2 or 3 are the
Challengers. The Defenders serve the shuttle into
the proper service block and the rally begins. If
the Defenders win the point, they stay on the
court. If the challengers win, then they go the
Defenders side of the court. The defeated
defenders go to the back of the challenger side
and new challengers move on to the court. The
object of the game is to stay the Defenders as long
as possible. Count the number of consecutive
challenger you beat.
Closure:
Question them about strategies they used to score
points. How many consecutive challengers did
your team beat?
Unit Plan
DATE _____________ EQUIPMENT 1 racket and 1 shuttle per student, 4 nets set up
UNIT: Badminton Day 6 LOCATION gym
STANDARDS : 1PA-E1PO1, 1PA-E2PO2, 1PAO-E3PO
OBJECTIVE: The SWD the smash, learn its offensive advantages and find out how to guard against it.
ACTIVITIES
Intro: Suicide Sprints
Fitness: Teacher led stretches and strength
exercises.
Lesson Focus: Learn smash and practice clear
shots.
1. Clear Rally. Organize students in partners
assign two sets to each court. With both partners
deep in the backcourt, have them begin with high,
deep serve and practice clear shots, trying to
place the shot near the back boundary area. If
there aren’t enough courts, partners can practice
behind the courts and rotate on to the court after
5 minutes.
2. Teacher explains and demonstrates the smash.
Demonstrate the difference between an overhead
clear and a smash in terms of racket face angle
and contact point.
3. Shadow Drill. Arrange students in a scatter
formation 6 to 8 feet apart. Students practice the
smash, concentrating on a powerful swing,
driving the imaginary shuttle sharply downward.
Student should produce a strong swishing sound.
4. Smash Drill- In partners and 6 to a court, one
partner sets up the shuttle (by tossing it high
above the net) and the other practices smashed
from the forecourt. After every 5 smashes,
students reverse roles.
Closure:
With a partner, watch and talk each other
through the steps of the smash. Close your eyes
and visualize yourself smashing the shuttle.
CUE PHRAZES/INSTRUCTIONS
Width of gym
Scatter or squads formation
Skill Cues- Smash
Use the same stroke preparation as for the
overhead clear. Tighten the grip and reach
high to contact the shuttle slightly in front of
the forward foot. Shift the weight to the back
foot as the shuttle approaches and take the
racket back, letting the racket head drop
behind. Shift the weight forward into the
stroke and whip the racket head upward and
into the descending shuttle. Contact with a
closed racket face (angled slightly
downward) /the distance from the net
determines the angle of the racket face: The
shorter the distance, the more closed the
angle. Rotate the arm and wrist fully on
contact and follow through with speed and
power.
Instruct students to aim for open spaces on
the court or the racket shoulder of the
opponent.
Unit Plan

DATE _____________ EQUIPMENT 1 racket and 1 shuttle per student, 4 nets set up

UNIT: Badminton Day 7 LOCATION gym

STANDARDS : 1PA-E1PO1, 1PA-E2PO2, 1PAO-E3PO

OBJECTIVE: The SWD the drop shot and the hairpin shot.

ACTIVITIES CUE PHRAZES/INSTRUCTIONS

Intro: Jog 3mins, no walking Around gym

Fitness: Teacher led stretches and strength Scatter or squads formation

exercises.
Lesson Focus: Drop and hairpin shots.
1. Teacher explains and demonstrates the drop
shot. Stressing that the drop shot is a deceptive
shot meant to confuse your opponent. Student
should prepare for the drop shot the same as for
the clear and smash, but they use only minimal
force on contact and little follow-through. Use the
drop when the opponent is in mid-court to
backcourt.
1. Drop shot skill cues.
Begin the stroke with the same body
mechanics as for the clear and smash.
Contact the shuttle with a square racket face
slightly in front of the body. Slow the speed
of the racket considerably just prior to
contact. Follow through only slightly so the
shuttle barely clears the net and drops into
the forecourt.

2. Teacher explains and demonstrates the hairpin
shot. Explain that the hairpin shot should be used
to deceive the opponent and when the opponent is
away from the net and you are close to the net.
3. Drill. Divide class into partners, 3 sets of partners to a court.
Have one partner set up the other by tossing the shuttle close to
the net. The hitting partner does 5 drop and 5 hairpin shots.
Then the partners rotate positions.
2. Hairpin shot skill cues.
Hold the racket less firmly, shorten the grip, get under the
shuttle and try to guide it over the net. The lower the
shuttle descends before contact, the less chance for
success. Return the shuttle as close as possible to the net.
Trying to drop it just over the other side.

Closure:
Question students as to when, why, and how to
use these shots.
Unit Plan

DATE _____________ EQUIPMENT 1 racket and 1 shuttle per student, 4 nets set up

UNIT: Badminton Day 8 LOCATION gym

STANDARDS 1PA-E4PO1, 5PA-E3PO1, 5PA-E3PO1, 6PA-E3PO2, 3PA-E2PO1, 5PA-E3PO1

OBJECTIVE: The student will learn and apply the rules for playing a doubles game in the side-by-side
formation and how to rotate teammates onto the court.

ACTIVITIES CUE PHRAZES/INSTRUCTIONS

Intro: Jog 3mins, no walking Around gym

Fitness: Teacher led stretches and strength Scatter or squads formation

exercises.
Lesson Focus: Learn rules of Doubles play.
Skill Cues for side-by-side play.
1. Divide class into teams of 3 or 4 depending on Play side by side, each partner covering half of the court
from net to back boundary line and from centerline to the
the size of the class. Place 2 from each team on a doubles sideline. Call for shots that are in the center.
court in side-by-side formation with their Usually the player with the forehand shot takes the center
teammates sitting on the sideline. The rest of the returns. Mix your shots and try to deceive your
class sits around the court to watch. Present the opponents.
rules for the doubles game. The advantages of
this formation are that it is easy to understand
and it gives complete court coverage. After the
serves of the first 4 players has been broken, then
the other 2 teammates rotate onto the court and
the game continues. The teammates that are
sitting out are acting as referees and keeping
score.
2. Place the other teams on courts and let them
practice playing doubles. Remind them to ask
questions and not argue over the rules.
3. Give a study guide to each student that
explains the rules of doubles.

Closure: Give the group a verbal quiz and

respond to their questions
Unit Plan

DATE _____________ EQUIPMENT 1 racket and 1 shuttle per student, 4 nets set up

UNIT: Badminton Day 9 LOCATION gym

STANDARDS 1PA-E4PO1, 5PA-E3PO1, 5PA-E3PO1, 6PA-E3PO2, 3PA-E2PO1, 5PA-E3PO1

OBJECTIVE: The student will review and practice the rules for playing a doubles game in the side-by-side
formation and how to rotate teammates onto the court.

ACTIVITIES CUE PHRAZES/INSTRUCTIONS

Intro: Jog 3mins, no walking Around gym

Fitness: Teacher led stretches and strength Scatter or squads formation

exercises.
Lesson Focus: Rules for doubles play.

Seat the student around a court and review the

rules of play and how to keep score and rotate
teammate into the games. Play a short demo.
Game. Answer any questions the students have.

Practice Doubles. Pair up students with a

different partner and have play doubles. Rotate
teams every 5 to 8 minutes.

Have students choose teams for the tournament

that will begin tomorrow or you assign the teams.

Closure:
Answer any questions about rules, scoring
rotating and the tournament.
Unit Plan

DATE _____________ EQUIPMENT 1 racket and 1 shuttle per student, 4 nets set up

UNIT: Badminton Day 10 -14 LOCATION gym

STANDARDS : 1PA-E4PO1, 5PA-E3PO1, 5PA-E3PO1, 6PA-E3PO2, 3PA-E2PO1, 5PA-E3PO1

OBJECTIVE: The Student will play doubles in a tournament, following the rules of play.

ACTIVITIES CUE PHRAZES/INSTRUCTIONS

Intro: Jog 3mins, no walking Around gym

Fitness: Teacher led stretches and strength Scatter or squads formation

exercises.
Lesson Focus:
Have your teams posted and which teams are
playing each other and on which court. You may
want to set up the tournament so the teams play
shorter games, either 7 mines or 11 points, which
ever comes first. Record results and switch teams.
Remind students to:
Call the score before each serve.
Call your own team faults.
Replay a point if there is a difference of opinion.
Be alert, be ready and move quickly.
Disguise your shots and aim for open spaces.
Direct the shuttle downward whenever possible.

Closure:
Make sure all score are recorded. Answer any
questions.
Unit Plan

DATE _____________ EQUIPMENT: Class set of test, answer sheets and pencils
UNIT: Badminton Day 15 LOCATION Classroom

STANDARDS : 1Pa-E4PO1, 1Ma-E2PO3

OBJECTIVE: The SWD knowledge of badminton by taking a written test.

ACTIVITIES CUE PHRAZES/INSTRUCTIONS

Intro: Explain test-taking procedures Classroom

Fitness:

Lesson Focus: Take test

Pass out pencils, answer sheets and test.

Students take test.

Collect answer sheet, test and pencils.

Review answer to test. (trade and grade test if

you wish)

Closure:
Unit Plan
Badminton Quiz
DO NOT WRITE ON THIS TEST

1. There is an area on each side of the court that is located between the short service line and the net. When is this area
considered out of bounds?
a. Only on a serve
b. Always
c. Only when playing singles
d. Only when playing doubles

2. How many points must one team have to win a game of doubles? (Regulation play)
a. 6
b. 11 for women
c. 15 for men
d. Both b and c

3. Which of the following statements is true regarding scoring?

a. Only the player or team who serves can score and continues to do so until they commit a fault.
b. A point is scored after a mistake, regardless of who served.

4. Which of the following statements is true regarding serving according to official rules?
a. Serves may be done above the head or below the waist.
b. Serves must be done only above the head.
c. Serves must only be done below the waist

5. If the shuttle hits the line, it is considered:

a. In
b. Out

6. While playing doubles, if you serve and end up winning the point, who serves next?
a. You
b. Your partner
c. The other team

7. Mary serves from the right hand side of the court and ends up winning the point. Which side of the court should she
stand on for her next serve?
a. Right
b. Left
c. Either right or left

8. Which of the following is true regarding serving?

a. You must serve to your opponent’s court directly in front of where you are standing.
b. You must serve to your opponents court diagonally in front of there you are standing.
c. You may serve to either side of you opponent’s court.

9. Which of the following statements is true regarding the side alleys on the court?
a. The alleys are always out of bounds.
b. The alleys are out of bounds if I’m playing myself. (Singles)
c. The alleys are out of bounds if I’m playing with a teammate. (Doubles)
d. Alleys are never out of bounds.

10. Sally is a beginner server. She keeps swinging and missing. “Which of the following is the most common error for the
beginner servers?
a. Feet positioned wrong
b. Incorrect grip
c. Hitting above the waist
d. Not waiting for the shuttle to drop close to the floor before hitting it.
Unit Plan
Read the following selection and answer the questions.

History of Badminton

Badminton probably originated in India as a grownup’s version of a very old children’s game known in England as
battledore and shuttlecock, the battledore being a paddle and the shuttlecock a small feathered cork now usually called a
“bird”.
Played for centuries be children in India, Siam and Japan, this was cooperative game in which the players worked
together to keep the “bird” in the air for as long as possible.
A net was added and the game had become a competitive sport called “Poona” by the 1860s, when British Army
officers were playing it in India. Some of them brought equipment back to England and introduced the new sport there
during the early 1970s.
It was played at a lawn party held by Duke of Beaufort at his country estate, Badminton, in 1873 and it became
known as “the Badminton Game” among various guests who introduced it to other friends.

11. The earliest form of badminton originated in ___________.

a. England
b. India
c. United States
d. China

12. The name “Badminton” comes from.

a. The Indian word for bird
b. The sport called “Poona”
c. Duke of Beaufort’s country estate
d. A British army officer

13. In the game played by children of India, Siam and Japan, the object of the game was…
a. To score points by making your opponent miss
b. To work together to keep the “bird” in the air
c. Competitive game
d. National sport of India

14. The Badminton team won 12 out of 15 of their matches. What percentage of matches did they win?
a. 85%
b. 90%
c. 75%
d. 80%

15. Mary plays badminton for her high school team; she scored 12, 8, 10, 14 and 6 points in her last 5 matches. What is
the median score?
a. 12
b. 8
c. 10
d. 14

16. A shuttle that touches the net on the serve but still falls into the proper service court is called a _____
a. Let
b. Net
c. Fault
d. Double fault

17. In the Question 16 the serve would …

a. Be a point for the receiving team
b. Playable by the receiving team
c. Re-served
d. A point for the serving team.
Unit Plan
18. If a player returns an out-of-bounds shuttle …
a. It is in play
b. It is a point for the other team
c. It is re-played
d. It is a point for the player that returned it.

19. If the shuttle touches the ceiling, wall, or standards ….

a. It is good and playable
b. It is a fault and should not be played.

20. A player may hit the shuttle more than once on a side.
a. True
b. False