BC Education - Physical Education 11 and 12

Sample 2: Grade 11

Topic: Badminton

Prescribed Learning Outcomes:

Movement

It is expected that students will:

plan and participate safely in a variety of activities and environments
demonstrate a personal functional level of competence in a selection of activity-specific motor skills
apply understanding of body mechanics (balance, motion, force, levers, buoyancy) to improve their performance and the performance of others

Personal and Social Responsibility (Personal Behaviours and Safety Practices)

It is expected that students will:

apply appropriate rules, routines, procedures, and safety practices in a variety of activities and environments
demonstrate positive behaviours that show respect for individual abilities, interests, gender, and cultural backgrounds
apply etiquette and fair play in a variety of roles, including:
- performer
- coach
- official
- observer

Personal and Social Responsibility (Leadership and Community Involvement)

It is expected that students will:

describe and demonstrate qualities and problem-solving strategies required for leadership related to physical activity and recreation

Overview

The teacher presented a unit on badminton. Students focussed on developing strategies, improving their movement skills, and demonstrating etiquette and fair play. Each class followed the same format. Evaluation was based on:

student-led warmup
individual badminton skills, strategies, and etiquette

Planning for Assessment and Evaluation

Students had previously learned basic badminton skills in grades 8 to 10.

During the first class, the teacher modelled and provided guidelines for an effective badminton warmup. For the remainder of the unit, each class began with student-led warmups in teams of three or four.
Each day, the teacher reviewed one of the following skills and provided opportunities for students to practise and receive feedback:
- grip
- serve
- overhead clear
- underhand clear
- drop shot
- net shot
- smash
As the daily games were introduced, the teacher discussed strategy and etiquette. As students participated in games, the teacher provided feedback about safety, fair play, and offensive and defensive strategies. At various times, students concentrated on specific strategies (e.g., up and back, side to side, service strategy) or skills (e.g., serving, overhead clear). As students worked on their skills and strategies, they assessed their own progress and received feedback from peers.

Defining the Criteria

Student-Led Warmup

To what extent does the group provide:

clear directions, including demonstrations and group management
appropriate flow and sequence, with all students involved and moving all the time
a comprehensive, sport-specific warmup
activities that are safe
appropriate interest and difficulty level for the participants

Individual Badminton Skills, Strategies, and Etiquette

Movement Skills

To what extent does the student demonstrate an appropriate:

grip
serve
overhead clear
underhand clear
drop shot
net shot
smash

Strategies

To what extent does the student effectively implement the following strategies:

up and back (e.g., drawing opponent to net)
side to side
service

Etiquette and Fair Play

To what extent does the student:

know and follow the rules (including scoring)
support her or his partner
play safely (e.g., does not walk behind others who are playing)
demonstrate fair play

Assessing and Evaluating Student Performance

Student-Led Warmup

The teacher used a checklist to assess groups as they led warmup activities. Each student in the group received the same score unless there were exceptional circumstances (e.g., absence, failure to participate in all phases of the activity).

Individual Badminton Skills, Strategies, and Etiquette

The teacher assessed students' individual skills, strategies, and behaviours during the games, and informed them when they were being assessed. Assessment of etiquette and fair play was ongoing; students were expected to demonstrate these behaviours at all times.

**Student-Led Warmup**
Criteria	No	Partly	Yes
clear directions, including demonstrations and group management
appropriate flow and sequence, with all students involved and moving all the time
comprehensive, sport-specific warmup
monitors class participation; adjusts activity as needed
safe activities
appropriate interest and difficulty level for group

**Individual Badminton Skills, Strategies, and Etiquette**
	Rating*
	Inconsistent/ Needs Work	Developing/ Satisfactory	Consistent/ Proficient
Movement Skills	1	2	3
grip
serve
overhead clear
underhand clear
drop shot
net shot
smash
Total Score for Movement Skills	/21
Strategies
up and back (e.g., drawing opponent to net)
side to side
service
Total Score for Strategies	/9
Etiquette and Fair Play
knows and follows the rules, including scoring and safety
supports partner
demonstrates fair play
Total Score for Etiquette and Fair Play	/21

*Note: The weighting of the three categories (skills, strategies, etiquette) can be adjusted to reflect the areas emphasized by the teacher.

Last Modified: January 27, 1999.

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