Badminton Tactics And Strategies Contents

Transcription

Badminton Tactics And Strategies
Level 5 - Health And Physical Education, Thinking Processes
Contents
Introduction ..................................................................................................................................... 3
Assessment ............................................................................................................................................... 3
Acknowledgment ....................................................................................................................................... 3
Victorian Essential Learning Standards ....................................................................................... 4
Teaching, Learning and Assessment Activities .......................................................................... 5
Prior learning - Health and Physical Education ......................................................................................... 5
Prior learning - Thinking Processes........................................................................................................... 5
Activity 1: Badminton – What do I know and want to learn? ......................................................................... 5
Activity 2: Badminton – What are the tactics and strategies? ....................................................................... 6
Activity 3: Warm up – Shuttle runs ................................................................................................................ 7
Activity 4: Developing a doubles service strategy ......................................................................................... 8
Activity 5: Attacking and defensive positioning during play ........................................................................... 9
Activity 6: Minor game – Rob the nest........................................................................................................... 9
Activity 7: Badminton circuit......................................................................................................................... 10
Activity 8: Selecting an appropriate tactic or strategy.................................................................................. 11
Activity 9: Case study analysis .................................................................................................................... 11
Activity 10: Round robin tournament ........................................................................................................... 12
Activity 11: Final reflection ........................................................................................................................... 13
Assessment................................................................................................................................... 14
Assessment guide ................................................................................................................................... 14
Assessment tasks: Case Study Analysis................................................................................................. 14
Unit Resources.............................................................................................................................. 16
Websites ...................................................................................................................................................... 16
Teacher resources....................................................................................................................................... 16
Student resources........................................................................................................................................ 16
Introduction
In Badminton tactics and strategies students focus on enhancing their motor skill development,
strategic thinking and tactical knowledge. Students work individually and in teams to develop the
key concepts that underpin badminton tactics and strategies. Through a series of structured
physical activities, students develop badminton tactics and strategies and implement them in the
game situation. Students devise and use a variety of creative thinking strategies and graphic
organisers to analyse game situations, solve problems and make tactical and strategic decisions.
Suggested duration: 4 – 5 100 minute sessions.
For further information see the Teaching, learning and assessment activities section.
Assessment
This unit provides opportunities for students to demonstrate achievement of elements of Level 5
standards in Health and Physical Education and Thinking Processes.
Students are assessed on their ability to:
• develop strategic thinking and tactical knowledge to improve individual and team
performance
• apply creative thinking strategies to explore possibilities and generate multiple options
• complete activities focusing on problem solving and decision making which involve an
increasing number of variables and solutions.
For further information see the Assessment section.
Acknowledgment
The VCAA acknowledges teachers from Sacred Heart College Geelong, Geelong High School,
Sacre Coeur and St Johns Regional College Dandenong and coaches from Badminton Victoria
who contributed ideas or materials that helped shape this unit.
Badminton tactics and strategies – Victorian Essential Learning Standards – Level 5 Sample Unit
© VCAA 2009
Page 3
Victorian Essential Learning Standards
Badminton tactics and strategies provides opportunities to assess students against elements of
Level 5 as detailed below:
Strand
Domain
Dimension
Element of standard
Physical,
Personal and
Social Learning
Health and
Physical
Education
Movement and
physical activity
… combine motor skills, strategic
thinking and tactical knowledge to
improve individual and team
performance.
Interdisciplinary
Learning
Thinking
Processes
Reasoning,
processing and
inquiry
… complete activities focusing on
problem solving and decision making
which involve an increasing number of
variables and solutions.
For further information see the Assessment section.
© VCAA 2009
Page 4
Teaching, Learning and Assessment Activities
This unit provides students with the opportunity to develop appropriate badminton strategies and
tactics and then implement them within the game situation.
Students are also required to use creative strategies and thinking tools to explore possibilities and
complete problem solving activities. They will reflect upon changes that occur in their ideas,
badminton performance and evaluate their use of thinking tools and strategies.
Prior learning - Health and Physical Education
Prior to undertaking this task students should have developed a basic understanding of the
knowledge and motor skills required to participate in badminton including:
• confident application of motor skills; specifically serving, forehand strokes (underhand and
overhead clear, drop shot and smash), net strokes and some backhand strokes
• basic footwork and court positioning
• current badminton rules and scoring
• safety considerations.
Prior learning - Thinking Processes
Prior to undertaking this task student should have developed:
• the ability to implement and evaluate the effectiveness of various creative strategies,
thinking processes and tools (for example, questioning, brainstorming, mind mapping)
• the ability to use information collected to develop concepts, solve problems or inform
decision making.
The activities include:
• Activity 1: Badminton – What do I know and what to learn?
• Activity 2: Badminton – What are the tactics and strategies?
• Activity 3: Warm up – Shuttle runs
• Activity 4: Developing a doubles service strategy
• Activity 5: Attacking and defensive positioning during play
• Activity 6: Minor game – Rob the nest
• Activity 7: Badminton circuit
• Activity 8: Selecting an appropriate tactic or strategy
• Activity 9: Case study analysis
• Activity 10: Round robin tournament
• Activity 11: Final reflection
Activity 1: Badminton – What do I know and want to learn?
Activities
Supporting the activities
Assessment
Provide students with an
overview of the unit.
Ask students to individually
complete the know and want
sections of the KWLH
Organiser to determine level of
prior knowledge.
Facilitate a brief discussion
about what students know and
want to learn.
KWHL (see Unit resources
page 21).
More information about KWLH
organiser can be found in the
Teaching and learning
resource.
(Students will complete the
learnt and how sections, in
addition to the final reflection
questions at the conclusion of
the unit.)
© VCAA 2009
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Activity 2: Badminton – What are the tactics and strategies?
Activities
Show students a video or
actual game of badminton
doubles (5-10 minutes). Ask
students to observe tactics and
strategies employed by
participants.
Suitable footage can be found
on Youtube by doing a search
on badminton.
Facilitate a discussion relating
to tactics and strategies used
in the footage.
Possible questions to promote
discussion:
• Where did players hit
the shuttle?
• What types of stroke did
they use?
• What position on the
court did they adopt?
• How did they vary their
strokes?
• Why are tactics and
strategies important to a
players’ performance?
Assessment
For more information about
tactics and strategies see –
Badminton strategies and
tactics (see Unit resources
page 18).
As a class ask the students to
identify some simple
badminton tactics and
strategies they could use to
improve both personal and
team performance.
Use an appropriate
brainstorming tool to record
possible ideas.
Depending on time constraints,
teachers could model or
students could develop their
own thinking tool to assist with
brainstorming and recording
tactics and strategies.
Suggested brainstorming
activities include:
• Sunshine wheel.
• Mind map.
• Making a list.
More information about
brainstorming activities can be
found in the Teaching and
learning resource.
© VCAA 2009
Page 6
Guide students to decide on
several basic badminton
strategies that they will focus
on to improve their badminton
performance.
Encourage students to explain
when and how the strategy or
tactic would be effective.
Suggested strategies include:
• Attacking and defensive
positioning during
service and game play.
• Varying the use of
strokes, also known as
‘mixing shots up’.
• Varying placement of
strokes to look for gaps
in opposition side and
front of court.
• Returning to base, also
known as recovering
from a movement.
Activity 3: Warm up – Shuttle runs
Activities
Provide students with one or
more shuttle runs to complete
as a warm up.
Shuttle runs should focus on
revision of court markings,
promoting use of space and
returning to base / recovery
position.
Assessment
Possible questions to
encourage students to think
about the above:
• Identify the court
markings for a doubles
game?
• How can effective
footwork lead to
improvements in your
performance?
Student resource – Shuttle run
(see Unit resources page 22).
Additional suggestions
available at Badminton Victoria
Inc, Badminton in schools
program, pg 11.
© VCAA 2009
Page 7
Activity 4: Developing a doubles service strategy
Activities
Ask two students to
demonstrate on court where
they would stand to serve.
Use student demonstration to
explain both attacking and
defensive formations as service
strategy.
Assessment
In doubles play, the tactic is to
serve low so that the serving
side would not be placed in a
defensive position. The server
positions themselves in the
front mid-court area and their
partner shall then cover the
back court. This is known as
the Attacking formation. If
using the flick serve to prevent
your opponent from rushing to
the net, then it is advised to
take up the side by side
position, known as the
Defensive formation.
Ask students to practise each
serving strategy.
Students are to provide each
other with feedback relating to
the effectiveness of service,
depth and angle.
Students focus on service
strategy and aim for targets.
Set up targets on the court.
Ensure the placement of
targets encourages students to
vary the angle and depth of
their serve.
Students play a minor game.
Ask students to reflect on their
thinking in their research log.
Assume doubles position on
the court. Each player has the
service for 5 points despite
winning or losing a rally. After 5
points have been played the
service rotates to the next
player, and so on. Focus of
play is on the serve and not
game play.
Teacher observation of
students‘ ability to
appropriately apply double
service strategy during the
game situation could be used
to assess Health and Physical
Education – Movement and
physical activity. See
Assessment rubric (see
Assessment page 13).
© VCAA 2009
Page 8
Activity 5: Attacking and defensive positioning during play
Activities
Select students to play some
demonstration points.
It is important to explain to
students that it is important to
change position throughout the
point.
Assessment
The defensive formation should
be used when the shuttle is
lifted down the opposition end.
The attacking formation should
be used when the team
appears to be in control. That is
when hitting the shuttle down
using a push, smash or drop
shot.
Revise with students the
current scoring system.
In pairs students play a series
of 5 minute doubles games.
After each game, all players
rotate one court to the right.
This means that all students
will change courts, however
one pair on each end will rotate
to the other side of the same
court.
Each court should focus on
their serving strategy and when
to use an attacking or
defensive positioning.
Teacher observation of
students‘ ability to
appropriately apply attacking
and defensive positioning
during the game situation
could be used to assess
Health and Physical Education
– Movement and physical
activity. See Assessment
rubric (see Assessment page
13).
Activity 6: Minor game – Rob the nest
Activities
Ask students to consider the
importance of developing an
effective team strategy.
Students play a modified game
of Rob the nest.
Assessment
Explain the aim and rules of the
game, being careful not to
provide strategic insights.
Rob the nest (see Unit
resources page 17) teacher
information.
After the first game, students’
Rob the nest, Think, pair, share
use Think Pair Share strategy (see Unit resources page 23)
to reflect on what they learned
worksheet.
and to develop a strategy to
improve their team’s
performance.
© VCAA 2009
Page 9
Put strategy into place
Reflect on usefulness of
strategy.
Completion of the student
Think, Pair, Share can be used
to assess Thinking Processes This activity could be used as a Reasoning, processing and
warm up game at the beginning inquiry and Health and
Physical Education –
of the lesson. Depending on
the duration of the lesson,
Movement and physical
students could complete the
Think, Pair, Share student
activity sheet in writing or
13).
verbally as a class discussion.
Refer to questions on the
student activity sheet.
This game could also be
played during one lesson,
before asking students to
develop a strategy for
homework. The next lesson
students undertake the Think,
Pair Share strategy before
revisiting the game.
Activity 7: Badminton circuit
Activities
Provide students with
Badminton circuit student
activity sheet.
Student activity sheet:
Badminton Circuit (see Unit
resources page 25).
In groups of 4 or 5, ask
students to complete the
practical activities that focus on
developing their strategic
knowledge and tactical
awareness.
One group is allocated to each
court. Allocate equal time to
each activity.
Provide students with the
opportunity to reflect and
evaluate their performance and
consider areas of
improvement.
Explain and demonstrate each
activity before commencing the
circuit. You may wish to make
diagrams to place next to each
court as a reminder.
Assessment
Teacher observation of student
performance during the circuit
can be used to assess Health
and Physical Activity Movement and physical
13).
© VCAA 2009
Page 10
Activity 8: Selecting an appropriate tactic or strategy
Activities
Ask students to consider
appropriate strategies and
corresponding tactics.
Sample answers to introductory
questions:
1. With a drop shot.
2. Defensive formation / sideby-side.
3. Mixing up the shots and
faking out the opposition by
speed of the swing and
direction of the eyes and
body/hips.
Possible questions to consider:
1. How do you attack the front
part of the opposition’s court?
2. What position works best for
you to defend the opposition’s
shots?
3. How do you keep the
opposition from knowing where
you are going to hit the shuttle?
4. How do you select the right
stroke or strategy for a given
situation?
Assessment
Many options exist however
need to READ the play, the
speed and direction of the
shuttle, the position of the
opposing team.
Activity 9: Case study analysis
Activities
Assessment
Teacher information may be
Outline the benefits of using a
presented on an overhead or
graphic organiser to explore
and evaluate your options prior as a written student sample.
to making a decision on a tactic
or strategy.
Introduce students to the
P.O.O.CH graphic organiser.
The P.O.O.C.H. graphic
organiser provides one way in
which students can consider
their options in a game
situation.
Provide a samples case study
to each student.
Case study analysis (see Unit
resources page 27) worksheet.
Ask students to consider
alternative options of tactics or
strategies and make a final
choice with justifications for the
choices.
See Assessment rubric (see
Ask students to complete the
worksheet with their
responses.
Completion of this activity can
be used to assess Thinking
Processes - Reasoning,
processing and inquiry. See
© VCAA 2009
Page 11
Students compare their
responses with one other
person and complete the
questions. You may wish to
assign pairs or students may
choose their own partner.
At the end of the activity,
students reflect on thinking
processes and the application
of tactics and strategies in the
game situation.
Visual learners may benefit
from demonstrating the
scenario on a badminton court.
Remind students to consider a
range of thinking strategies that
would assist in generating
multiple options.
Similarly you may encourage
students to generate their own
graphic organiser or relevant
questions as this is an
important component of
achieving an assessment
‘beyond the standard’ for Level
5 in Thinking Processes.
Activity 10: Round robin tournament
Activities
Assessment
Sample Round Robin (see Unit
resources page 19).
be used to assess Health and
Physical Education Movement and physical
13).
Tell students that they will be
participating in a badminton
tournament and peer
evaluation task.
Provide students with the peer
assessment criteria to use in
evaluating effective
implementation of tactics and
strategies to improve
performance.
Explain to students that you will
also be using this time to
observe their motor skills and
the implementation of their
tactics and strategies. As
such, they are responsible for
the organisation, umpiring and
scoring of the tournament. A
student will be designated
timer to ensure all games are
played to time.
Peer assessment criteria (see
Unit resources page 31)
Note:
This assessment focuses on
peer evaluation and it relies on
students objectively assessing
one another while displaying a
sense of respect for the
individual.
Optional activity:
Ask students to contribute to a
class discussion that is directed
toward the formulation of a
peer assessment criteria sheet.
© VCAA 2009
Page 12
Activity 11: Final reflection
Activities
Assessment
Ask students to revisit and
complete their KWLH graphic
organizer; specifically the
Learnt and How sections.
KWLH organiser.
be used to assess Thinking
Processes - Reasoning,
processing and inquiry. See
Ask students to complete the
final reflection questions and
consider the improvements
they have made to their
badminton performance,
strategic thinking and tactical
knowledge.
More information about the
KWLH organiser and question
matrix can be found in the
Teaching and learning
resource.
Ask students to also reflect on
the effectiveness and
importance of using creating
thinking strategies and graphic
organisers.
Extension activity:
Explain to students that an
alternative to using the final
reflection questions on the
KWLH student activity sheet is
to use a question generating
tool such as a Question Matrix.
© VCAA 2009
Page 13
Assessment
The Victorian Essential Learning Standards support a combination of assessment practices:
• Assessment of learning (summative)
• Assessment for learning (formative)
• Assessment as learning (formative).
The assessment tasks in this unit focus on collection of evidence of student learning for summative
purposes. Some components could also be used to support assessment for learning and
assessment as learning.
Assessment guide
When assessing student achievement, assessment criteria can be developed from relevant
standards and associated tasks or activities. The table below shows the assessment criteria
related to the assessment task/s and relevant standards and the expected evidence to be used as
the basis for assessment.
The table can also be used to assist teachers to make judgments about whether students are
working at the standard (achieved the standard), progressing towards the standard (have not met
expectations of the standard) or progressing beyond the standard (have exceeded expectations of
the standard) for specific assessment criteria. It is provided as a guide only and may be adapted or
modified to suit particular classrooms and/or students reporting.
See the Assessment Resource for advice on developing rubrics.
Assessment tasks: Case Study Analysis
Evidence
Element of
standard
Assessment
criteria
Progressing
towards the
standard
At the standard
Progressing
beyond the
standard
Comprehensively
completed
P.O.O.C.H.
graphic
organiser,
identifying a
number of
options and
outcomes
(variables) in
order to make an
informed
decision
(possible
solution).
Generate
appropriate
questions to
analyse their
case study
and make an
informed
decision
based on
their analysis
of various
perspectives.
Thinking Processes – Reasoning, processing and inquiry
Student
analysis of
game
situations
using
P.O.O.C.H.
graphic
organiser to
solve a
problem in
Activity 9.
Reflection
questions
relating to
Thinking
Processes
and tactics
and
strategies in
Activity 11.
… complete
activities
focusing on
problem
solving and
decision
making which
involve an
increasing
number of
variables and
solutions.
Ability to
complete
activities
focusing on
problem
solving and
decision
making which
involve an
increasing
number of
variables and
solutions.
Completed
P.O.O.C.H.
graphic
organiser
identifying a
few options
and
outcomes
(variables) in
order to make
a decision
(possible
solution).
© VCAA 2009
Page 14
Health and Physical Education – Movement and physical activity
Teacher
observations
in Activities 4,
5, 7 and 10.
Think, Pair,
Share activity
sheet in
Activity 6.
… combine
motor skills
and strategic
thinking and
tactical
knowledge to
improve
individual and
team
performance.
Ability to
combine
motor skills
and strategic
thinking and
tactical
knowledge to
improve
individual and
team
performance
in badminton.
Identification
of appropriate
tactics and
strategies
that could be
used to
improve
individual and
team
performance
in badminton.
Understand and
demonstrate the
appropriate
combination of
motor skills,
strategies and
tactics to
improve
performance in
the game
situation.
Analysis of
skills and
strategies
employed by
opposing
teams and
the
application of
appropriate
counter
tactical
challenges in
the game
situation.
© VCAA 2009
Page 15
Unit Resources
Websites
Teaching and Learning Resource
Assessment Resource
Department of Education and Early Childhood Development’s Principles of Learning and Teaching
(PoLT) (http://www.education.vic.gov.au/studentlearning/teachingprinciples/default.htm)
Department of Education and Early Childhood Development’s Assessment Advice
(http://www.education.vic.gov.au/studentlearning/assessment/default.htm)
Badminton Victoria (http://www.badmintonvic.com.au/)
Badminton Information (http://www.badminton-information.com/badminton-strategies.html)
Teacher resources
Rob the nest (see page 17)
Badminton strategies and tactics (see page 18)
Round Robin (see page 19)
Badminton in Schools and sample badminton curriculum can be downloaded from Badminton
Victoria Inc.(http://www.badmintonvic.com.au/)
Student resources
KWHL (see page 21)
Shuttle run (see page 22)
Rob the nest, Think, pair, share (see page 23)
Badminton Circuit (see page 25)
Case study analysis (see page 27)
Peer assessment criteria (see page 31)
© VCAA 2009
Page 16
Rob the nest
Teacher Information
Aim:
•
•
For students to gather three shuttles (one at a time) and place them in their nest
For students to develop strategies and tactics to improve their individual and team
performance
Grouping:
You may wish to divide the class in half and have two games running at a time. Each game
requires four teams of approximately 3-4 members.
Instructions:
Using half a badminton court, one team makes a nest in each corner. A racquet placed on the floor
could be used as a nest. Place 8 shuttles in the middle of the court. Players line up behind their
nest facing the middle. On “Go”, one player at a time runs out and collects a shuttle to bring back
to their nest. They must tag the next runner before they can leave. The aim is to bring 3 shuttles
back to their nest to win the game. Players may also choose to take shuttles from the middle or
from other nests.
© VCAA 2009
Page 17
Badminton strategies and tactics
Some ideas to support teacher knowledge
Singles Badminton Strategies
One simple badminton strategy often used in singles is to serve long and high to your opponent's
back court. This will force your opponent to move back to the baseline and open up his forecourt.
Throw in some disguised low serves occasionally and you might just catch your opponent off
guard and win a point outright.
Nowadays in professional men's singles, you seldom see them use the long serve. This is because
the professional players are extremely athletic and possess great techniques. They can jump really
high and smash powerfully even from the baseline.
It all depends who you are playing with. If the high serve turns out to be your opponent’s favourite
and puts you under pressure, use the low serve.
Always try to hit the shuttle away from your opponent and make your opponent move around the
court. One exception to this rule is that when you encounter a tall opponent, you might want to
smash straight to his body to gain an advantage.
Observe your opponent's strength, weakness, favourite shots and pattern of play. Use it to your
advantage.
Your aim is to make your opponent play a weak return, such as a weak backhand shot from the
back court. If your plan works and forces a mistake or a poor return which you can make a 'kill',
use it again. If it is not working then have the courage to make changes. The key is to be flexible.
If you are in a difficult situation in the game and your opponent is not, you need to make time for
yourself to get back to a favourable position. Do this by hitting the shuttle high towards the back of
the court, preferably near the middle of the baseline. Your opponent will find it difficult to catch you
out with acute angled returns from there.
Remember always to get back to your base position in the midcourt area after making each
shot. This is a position where you can possibly reach any of your opponent's shots.
Doubles Badminton Strategies
In doubles play, the tactic is to serve low so that the serving side would not be placed in a
defensive position. If you are serving low, take position on the front and part of the midcourt area
immediately. Your partner shall then cover the back court. This is known as the Attacking
Formation (Front-Back).
© VCAA 2009
Page 18
Badminton Round Robin
Teacher Support Information
This round robin format is a guide only and may need to be modified to suit your class size and
lesson duration. This round robin requires an 80 -100 minute lesson.
This round robin tournament is based on 6 students per court. Each student will play a minimum of
four, ten minute games. Each player will observe another player twice and will be observed twice.
Draw
Game
Observer
Observer
1+2 v 5+6
3 observes 1
4 observes 5
6+3 v 5+4
1 observes 6
2 observes 4
5+2 v 3+4
1 observes 2
6 observes 3
1+6 v 3+2
5 observes 1
4 observes 2
1+5 v 4+6
3 observes 5
2 observes 6
1+4 v 3+5
2 observes 4
6 observes 3
2+6 v 4+3
5 observes 2, 6, 4 or 3
Note: Observers are not responsible for umpiring or scoring. The server of each point should call
out the score and all players are responsible for demonstrating good sportspersonship when
umpiring.
Scoring
You may use a table such as the one below to record game scores, however it is the performance
that is considered important and not the result of the game.
The following points will be allocated to each person:
• Win = 2 points
• Draw = 1 point
• Loss = 0 points
Player
1
2
3
4
5
6
Game 1
Game 2
Game 3
Game 4
Total Player Score
Peer Evaluation and Assessment Criteria
Ideally, you would facilitate the class formulating a set of criteria that assesses the effectiveness of
a strategy or tactic during a game situation. Similarly the production of a peer assessment sheet
would be most effective if developed by the students themselves.
A sample peer assessment sheet is attached for you to consider. The assessment You may use
the below sample as a starting point.
This assessment sheet focuses on the use of a tick and rating system to assess tactical play
during the game situation.
© VCAA 2009
Page 19
Student instructions are as follows:
During each of the 15 points, place a tick in the appropriate box each time the player being
observed effectively uses a stroke or strategy. If the stroke or strategy is ineffective, then the
observer places a cross in the box. At the conclusion of the game tally the ticks and crosses. The
use of the tick and total sheet provides you with simple way to assess play. There is space for any
comments you wish to record. Based on your observations you are then required to select the
appropriate standard that reflects the player’s performance in this task. Finally complete the
assessment summary questions.
© VCAA 2009
Page 20
KWLH badminton graphics organiser
Complete the following KWLH graphic organiser. It will ask you to consider your previous
knowledge relating to badminton and also what you would like to know and learn.
What We Know
What do you
know about
badminton?
What We Want to
Find Out
What do you want
to learn about?
What We Learned
Complete this
section after the
unit. When
reflecting on
badminton, what
have you
learned?
How did We
Learn It
Complete this
section after the
unit. How did you
learn during this
unit? What tools,
activities and
processes
assisted you in
learning during
this unit?
Badminton
skills and
rules
Badminton
tactics and
strategies:
Ways to
improve your
performance
Thinking
tools to
assist with
problem
solving and
decision
making in
badminton
Final Reflection:
Which tactics and strategies were you able to implement most consistently during the unit? Provide
some examples of situations where this occurred.
In which tactics and strategies do you require further improvement in the future? How might you
achieve improvements in these areas?
Can you suggest other sporting situations where the tactics and strategies may apply?
Identify the thinking tools (eg: KWLH organiser) that you used during the badminton unit.
How effective were each of the tools in organising your thinking and ideas?
How did they change your thinking?
How did they assist you in making decisions about which badminton strategies and tactics to
implement?
The best thing I learned during this unit was……
© VCAA 2009
Page 21
Shuttle Run Diagrams
Divide class evenly into 8 groups (if you have three courts, use 6 teams and so on). During each
run it is important that students carry their racquets and face the net, therefore causing forwards,
backwards, sideways movements. (X denotes team members)
Court run 1
When first member touches the
net, the next can commence run.
Court Run 3
Each student should have three
shuttles. Two team members
can run at a time.
Court run 2
Each student requires three
shuttles. Place one shuttle out at
a time.
Create your own
Create your own your shuttle run
to reflect court movements used
in a game.
© VCAA 2009
Page 22
Robbing the nest
Aim: For students to gather as many shuttles as possible and place them in their nest
Think Pair Share
Think of a strategy
What strategy could your group use to improve their performance in this
game?
Share your strategy with a partner
Share your strategy with one other member of your group. Select one
strategy to suggest to the whole group. Why did you select this strategy?
Share one of the pair’s ideas with the group
Group selects one strategy to use in the game situation. Why did you
select this strategy?
Use your strategy in the game situation
Reflection on strategy
How effective was the strategy in improving your team’s performance?
If you had to do this again, what would you do differently? Why?
© VCAA 2009
Page 23
Robbing the nest
Reflection on process
How effective was this process in allowing you to come up with the ‘best’
group strategy?
How effective was this process in allowing you to share your ideas?
If you had to come up with a group strategy in the future, what would you
do differently?
© VCAA 2009
Page 24
Badminton Circuit
Badminton
strategy
Description of activity
How would this strategy
assist in improving your
performance?
Court 1
Varying
strokes
4
1
2
3
4 players on court
Commence rally with a high serve. Players hit 6
consecutive underhand or overhead clears (forehand or
backhand) and then include a drop shot.
Variation: Commence with a serve. Players hit 6
consecutive underhand or overhead clears (forehand or
backhand) and then include a smash.
Court 2
Return to
base /
Recover
from
movement
X = Feeder
Feeder hits 4 shuttles to each player. Each shuttle is hit
to a different area on the court. In between returning
each shuttle, the receiver must return to the centre of the
court. Player then picks up shuttles and returns them to
feeder.
Court 3
Vary
placement
of strokes
X = Feeder
Feeder hits 4 shuttles to the midcourt where receiver
uses any stroke to hit shuttle to a target. Each stroke
must be hit to a different target. Player then picks up
shuttles and returns them to feeder. Variation: Feeder
may call out a set pattern of targets to aim for.
© VCAA 2009
Page 25
Badminton Circuit
Court 4
Vary type
and
placement
of strokes
Half Court Singles: Divide court into half and play
singles. Server will need to serve within the same half.
Players aim to first score 5 points and then rotate
players.
Court 5
Students form pairs and play doubles. During play each
pair must actively try to vary their strokes and use
correct positioning at all times. Players aim to first
score 5 points and then rotate players.
© VCAA 2009
Page 26
Case study analysis – Badminton tactics and strategies
Teacher Information
Sample: Use the following graphic organiser to assist with organising your thinking as you consider
a range of possible options (shots, tactics and strategies), in order to make an informed decision.
The following tool is commonly known as P.O.O.C.H. (VCAA, 2008), it has been adapted to suit
decision making in badminton.
Problem
You serve
the shuttle
low and
toward the
side line.
Your
opposition
returns the
shuttle with
a forehand
underhand
clear over
the head of
your
partner.
They move
into an
attacking
position.
Assuming
you can get
to the
shuttle,
what are
your
options?
Options
Consider possible
strokes or
strategies. You
may wish to
brainstorm to
generate multiple
options.
Hit drop shot
over net into
forehand court
Outcomes
CHoice
What is your
final
decision?
Why did you
select this
option over
other ideas?
Consider the positive and
negative outcomes of this
option?
How might the opposition
respond?
Too slow to get shuttle
Hit shuttle upward, so we can smash shuttle
for winner
Risky shot, may hit net and lose point
Backhand clear
to backhand
court over head
of player near
net.
Forces them to swap sides, may cause
confusion.
A high deep shot will give us extra time to
assume defensive formation
Opens up the forehand sideline of our court,
must cover it
Backhand clear
to backhand
court over head
of player near
net.
Risky shot, would need to clear front player.
If effective, they would find it hard to catch us
out with acute angled returns
Gives them lots of time to intercept and hit a
winner. We need to assume defensive
position.
© VCAA 2009
I chose to hit
a backhand
clear to the
head of the
net player.
It is a shot
that I am
good at and
by hitting it
deep, it gives
us more time
to swap
positions and
assume
defensive
positioning –
side by side.
My partner
must cover
the forehand
sideline as it
will be open.
The drop shot
is not one of
my strengths
and therefore
it was not
selected. I did
not choose
the backhand
clear to the
middle of the
baseline
because it
could have
been
intercepted
Page 27
Case study analysis
Problem
Your
opponent
hits ah igh
deep serve
to the midcourt on
your
forehand
side. What
are your
options?
Options
Consider possible
strokes or
strategies. You
may wish to
brainstorm to
generate multiple
options.
Outcomes
CHoice
What is your
final
decision?
Why did you
select this
option over
other ideas?
Consider the positive and
negative outcomes of this
option?
How might the opposition
respond?
© VCAA 2009
Page 28
Compare your decision with one other member of the class
Do you agree or disagree with regard to the appropriate response to the serve?
What were the similarities and differences in your responses?
Discuss how your opposition might counter your tactical challenge?
Based on your discussion, would you make the same decision next time? Why
/why not?
Extension activity:
Devise your own case study scenario, including court positioning and strokes played. You may
use the P.O.O.C.H. graphic organiser to decide your best strategic option or you may develop your
own tool to organise your thinking.
What is your scenario?
© VCAA 2009
Page 29
Reflection on thinking processes:
Describe the benefits of using a graphic organiser in making your decision?
Consider alternative ways in which you could organise your ideas / options. How could you
improve this process when making decisions in the future?
Reflection on tactics and strategies:
How does the choice of an appropriate tactic or strategy impact on your performance?
What did you learn about tactics and strategies during this activity?
© VCAA 2009
Page 30
Badminton Peer Assessment
Date:
Student observer:
Player being observed:
During each of the 15 points, place a tick in the appropriate box each time the player being
observed effectively uses a stroke or strategy. If the stroke or strategy is ineffective, then the
observer places a cross in the box. At the conclusion of the game tally the ticks and crosses. The
use of the tick and total sheet provides you with simple way to assess play. There is space for any
comments you wish to record. Based on your observations you are then required to select the
appropriate standard that reflects the player’s performance in this task. Finally complete the
assessment summary questions.
Point
Serve
√ or X
Return to
base/
recover
√ or X
Varying
strokes
√ or X
Vary
placement
of strokes
√ or X
Use of
Attacking
formation
√ or X
Use of
Defensive
formation
√ or X
Comments regarding
performance, tactics and
strategies
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Total
© VCAA 2009
Page 31
Badminton Peer Assessment
Select the appropriate standard by ticking the key indicators.
Level 5
Standard
Movement
and
Physical
Activity
Key
indicators.
What does
this
standard
look like
when
observing
my peers?
Below the standard
Application of a
combination of motor
skills, strategies and
tactics to improve
individual and team
performance
* Sometimes uses
effective serves, clears
with depth, varies shots
and placement of shots.
* Sometimes shows
appropriate use of
attacking and defensive
formations when serving
and during games play.
* Sometimes
demonstrates effective
use of tactics and
performance. At times
attempted inappropriate
shots for the situation in
the rally.
At the standard
Combined motor skills,
strategic thinking and
tactical knowledge to
improve individual and
team performance
Beyond the standard
Employ and devise skills
and strategies to counter
tactical challenges in
games situations
* Often uses effective
serves, clears with depth,
varies shots and
placement of shots.
* Often shows appropriate
use of attacking and
defensive formations
when serving and during
games play.
* Often demonstrates
effective use of tactics and
performance by selecting
shots that are varied
depending on the strength
and positioning of the
opposition.
* Consistently uses effective
serves, clears with depth,
varies shots and placement
of shots.
* Consistently shows
appropriate use of attacking
and defensive formations
when serving and during
games play.
* Effective tactical and
counter-tactical awareness
by selecting shots that are
varied depending on the
strength and positioning of
the opposition.
Summary questions:
Why did you select the above standard of achievement?
What strengths did you observe when assessing your peer’s performance?
What areas could benefit from further development?
Player reflection on peer evaluation:
© VCAA 2009
Page 32

Badminton Tactics And Strategies Contents

Transcription

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