Curriculum (Learning) Area of Lesson: Physical Education

Specific Topic of Lesson: Badminton

Year Level/s: Year 9

Lesson Context

This lesson is designed for a year 9 PE class, the unit is based on net and wall games with badminton
being the chosen sport. This lesson would occur towards the beginning on the unit with a main focus
around creating movement in their defensive players. Students have already had one lesson where
they focused on the structure of the game (rules) and the teacher got a basic understanding of skills
levels. They have also had a lesson focus on serving as well as both overarm and underhand shots.
After this lesson the students will look at introducing the drop shot involving decision making and
defence recovery depending on the progression of the students.

Learning Objectives

As a result of engaging with the lesson, students will:

understand that

Understand that to movement must be created to score in a range of sports.

know be able to (do)

The students will know the benefits to Students will be able to move their opponent
creating movement when trying to score. around the court, creating space to score in a game
situation.
They will know where to force their
opponents. They will be able to explain why this is beneficial
and refine strategies in play.
Students will know the technique behind
underarm and overarm hits to force
opponents in the backcourt.

Content Descriptions

These KUD are based on the following content descriptions from the ACARA

- Develop, implement and evaluate movement concepts and strategies for successful outcomes
with and without equipment (ACPMP101)

- Analyse the impact of effort, space, time, objects and people when composing and performing
movement sequences (ACPMP103)

- Transfer understanding from previous movement experiences to create solutions to movement

challenges (ACPMP106)
Essential Questions

- Is it easier to keep the shuttle in play with overhead or underhand shots?

- Where is the most difficult spot on the court for your opponent to attack? Why? What shot is it
easier to achieve this?

- When your opponent is pushed back, where is the space you can attack to win a point?

Preassessment of Individual Student Readiness

This pre assessment will occur at the end of the previous lesson to allow the teacher time to look
over the results and make the groups for the tiered part of the lesson. Students will work in groups
of four to record where on the court the point is being won. Two students will sverse each other
while the others record the results. The students rally and once a point in won the student
recording for the player who got the point. Draws a dot on the diagram (appendix 1) as to where
the shuttle landed. From this information and observations, the teacher can see which players are
forcing the shuttle back, which players tend to just return the shuttle to the centre, and which are
already using the space well and have a variety of far and close points.

From here the students will be split into different tiered groups to help them work on specific skills
aimed at moving their opponents around the court to score a point. This section of the lesson is
adapted from Mitchell, Oslin, & Griffin (2012). All the groups focus on aim and moving your
opposition to the back of the court, the firs tier allows students to have plenty of control and hit
the shuttle against an open court, the next one add some game play by having someone his the
shuttle to them first, and then the last encourages the most amount of game play before aiming
the shuttle into certain coned areas.
Lesson Plan
Lesson Sequence

Students then engage in a warm up type

activity. The class is split into two lines
starting at the back one person hits it over
the net then they go to the back of the
line and the next person tries to get
someone on the other team out.

During this time the teacher and pull students aside

and make comment to help they develop their
technique. Feedback will continue throughout the
lesson.
Tier One:
Students work in pairs begin aiming to get
the shuttle to land in the coned spaces.
They are hitting from behind the serving
line.
The red is worth 1 point, the orange is 2
and the green is 3. Students take
alternating turns. First to 21 wins. Once a
game finishes the student continues to
play others within their tier

Essential questions for the students:

How can you create openings?
 Where is the hardest spot on the court to hit from?
How can you make your opponent move?

In basketball it is easier when your defence are playing

high up or when they sink back.
Where are the best spots on a tennis or volleyball
court to score?

Tier Two:
This time a rally must occur before letting
the shuttle land.
A student can use any serve technique to
serve to someone standing in the orange
zone. Once the shuttle gets returned they
must react, get into position and hit the
shuttle into the green zone. (the
opponent must leave the shuttle to land)
The red zone is worth 0 points the yellow
is worth 1 and the green zone is worth 3.
First to 21 wins. Once a game finishes the
student continues to play others within Essential questions for the students:
their tier When and how should you deceive your opponent?
When should you hit the shuttle deep and when
Tier Three: should you hit it short?
The students also have coned areas where Which moves work best, given your skills and that of
they aim to get the shuttle into the green your opponent?
zone to score 1 point. The students must
play 5 rallies before leaving the shuttle
before leaving the shuttle to land. First to
21 wins. Once a game finishes students - the drop shot is very quick and fast aiming to land
continue to play others within their tier. the shuttle close to the net.

The teacher can introduce the drop shot

for those students to excel through the
other tiers. This time after the 5th rally the
students must decide what shot is
beneficial, based on the position of the
opposing player. There is also an iPad set
up on the side of the court at a safe
distance where the students can go over
and watch themselves on reply to critique
their technique.
Lesson Closure/ Check for Understanding
Before leaving the class must pack up all the equipment. They will have a discussion around to use
each type of hit. The students must complete an exit card (appendix 2) before leaving. This entails
the essential questions so the educator can see if the students grasped the concept or if it needs to
be revisited next lesson.

Explanation:
 Within the class there is one student has vision impairment. By using small-group interactions, visual
examples, one-on-one assistance, learning activities with common learning goals the teacher can
ensure learning is occurring for each student (Tomlinson, 2008). They will also be able to go with
someone they feel comfortable with. The teacher will use clear instructions and demonstrate what
they require of the students. There is someone in the class who plays badminton and is considered at
‘expert’ level. They will be given the opportunity to work specifically on their technique being in the
highest tiered level they will use an iPad with delayed and slowed playback. This was they are able to
watch and critique their abilities. They will also be asked to work as a coach to other students and be
used for demonstration purposes. Asking essential deep discussion questions will help them gain a
new understanding (Hattie, 2012). By giving them problems to solve and opponents’ movements to
assess they are weighing environmental evidence and needing to justify their answers (Hattie, 2012).
Using explicit instruction will accommodate to every student, especially those with learning needs
(Wheldall, Stephenson, & Carter, 2009). Giving clear instructions, learning in small steps, clear
demonstrations of the steps and the presentation of new concepts students of diverse needs to can
be met within this lesson.

References

- Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2019). Home | The Australian
Curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-
physical-education/.

- Hattie, J. (2012). Visible learning for teachers : maximizing impact on learning.

- Mitchell, S., Oslin, J., & Griffin, L. (2013). Teaching sport concepts and skills: A tactical games
approach. Champaign, Ill: Human Kinetics.

- Tomlinson, C. A. 2008. The goals of differentiation. Educational Leadership. Vol. 66, pp 26-30.

- Wheldall. K, Stephenson, J., & Carter, M. (2009). Explicit Instruction for Students with Special
Learning Needs. Macquarine University Special Education Centre. Issue 18.

- Wiggins, Grant, and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Units,
Association for Supervision & Curriculum Development, 2011.

Appendix 1. example of pre-assessment results

Appendix 2.

EXIT CARD

- Is it easier to keep the shuttle in play with an overhear or underarm shot?

- Where is the most difficult spot on the court for your opponent to attack?
Evidence 3.b RAFT

Evidence 3.b RAFT