600/10

Revised:
2002
Updated
2002

PHYSICAL EDUCATION
STUDIES
(Year 11 D600)
(Year 12 E600)

BADMINTON

Common Assessment Tasks

27 Walters Drive Osborne Park Western Australia 6017

Telephone (08) 9273 6300 Email info@curriculum.wa.edu.au Facsimile (08) 9273 6301 Internet http://www.curriculum.wa.edu.au
 BADMINTON
YEAR 11 AND 12

COMMON ASSESSMENT FRAMEWORK

PHYSICAL ACTIVITY COMPONENT:

The following assessment tasks have been developed for teachers to use as part of their assessment
of students performance in the context of Badminton. The outcomes are the same for Year 11 and
Year 12 Physical Education Studies - note that the outcome numbers are different between D600
and E600.

Teachers do not have to do all the tasks and may vary them to suit the needs of their students and
their own expertise in a specific area.

The assessment tasks are guides only.

The Curriculum Council would like to thank teachers for their assistance in compiling these tasks.

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 TEACHER OBSERVATION SCHEDULES
UMPIRING/REFEREEING IN BADMINTON

Specific Outcome: Demonstrates effective umpiring/refereeing in Badminton

This outcome is demonstrated when the student:

• identifies factors contributing to effective umpiring
• umpires competently in Badminton

Task description
Umpiring/refereeing in a Badminton competitive situation.

Task parameters
The task is to be administered at the end of a series of class activities that have developed the
student’s knowledge and skills related to the outcome.

This task requires teachers to use the provided Teacher Observation Schedule to rate students’
umpiring/refereeing performance in a Badminton competitive situation.

Authentication
Teacher will assess performance of individual students.

Performance criteria

Umpiring/refereeing Satisfactory High Very High

Performance area
Demonstrates sufficient
characteristics of an
effective umpire/referee to
maintain control of a
competitive situation.
1. Temperament/general • Displays a friendly,
manner pleasant manner
towards participants.
2. Control & • Maintains a sufficient
concentration level of concentration
and control.
3. Communication • Makes use of signals.
Demonstrates most of the
characteristics of an
effective umpire/referee in
a competitive situation.
• Displays a friendly,
pleasant unbiased
manner towards
participants.
• Displays confidence
when making most
decisions.
• Maintains a high level
of concentration for
most of the game.
• Use of most signals is
clear and concise.
Demonstrates all the
characteristics of an
effective umpire/referee, to
a high standard, in a
competitive situation.
• Displays a friendly,
pleasant unbiased
manner towards
participants.
• Explains infringements
to participants.
• Is tolerant of criticisms
from players and
spectators.
• Displays confidence
and courage when
making decisions.
• Maintains a high level
of concentration for the
entire game.
• Displays effective
decision-making.
• Displays a cool, but
firm tone when talking
to participants.
• Use of signals is clear
and concise.
Final rating:

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 SERIES OF SKILL EVALUATIONS FOR BADMINTON

Specific Outcome: Demonstrates correct technique by selecting and applying criteria to

performance in Badminton.

This outcome is demonstrated when the student:

• demonstrates the basic motor skills required for the game of badminton. These will include the
clear (forehand and backhand), smash and drop shot (forehand).
• analyses and corrects their movements through practice drills and modified games.

Task description
The examples provided can be used to measure one of the physical activities within one of the above
outcomes.

Task parameters
The task is to be administered at the end of a series of class activities that have developed the
student’s knowledge and skills related to the outcome.

Students are required to demonstrate each of the following strokes when instructed by the tester.
1. Forehand-overhead clear
2. Backhand-overhead clear
3. Forehand smash
4. Forehand-overhead drop shot

Students are to be provided with enough opportunities (feeds) to demonstrate each stroke so that the
teacher is able to make an assessment of their performance in accordance with the Badminton Skills
Test Performance Criteria, the results of which are to be recorded on the Badminton skills test
summary.

The starting position for each attempt is the ‘T’ position formed by the intersection of the short
service line and the centre line (figure 1).

Figure 1

Authentication
Teacher will assess performance of individual students.

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Outcome: Demonstrate correct technique by selecting and applying criteria to performance in Badminton.
Skill test Satisfactory High Very High
item
Implements strategies to improve Analyses technique with guidance, Independently analysis technique, and
technique and performs basic skills and implements strategies to implements strategies to perform a
and movement patterns with some perform a range of skills and wide range of skills and movement
degree of automation. movement patterns with an efficient patterns with a high level of
level of automation. automation.
Forehand- • Racket arm extended behind • Racket arm extended behind • Early preparation with racket
overhead head head head extended down behind
clear student’s back.
• Adopts a staggered stance; non- • Attempts to adopt a semi-
racket foot placed in front of closed or side-on stance • Adopts a semi-closed or side-on
racket foot • Extension of racket arm stance and adjusts to shape of
• Racket arm extended towards towards shuttle with forward shuttle flight path.
shuttle. transfer of body weight. • Full extension of racket arm
• Contact made with shuttle above • Contact made with shuttle towards shuttle with efficient
head. above head. transfer of body weight.
• Racket arm follows direction of • Racket finishes below hand • Contact made at the highest
shuttle and maintains balance. point with shuttle directly above
racket shoulder.
• Follow through short and
controlled and maintains
balance.
Forehand • Racket arm extended behind • Racket arm extended behind • Early preparation with racket
smash head head head extended down behind
• Adopts a staggered stance; non- • Attempts to adopt a semi- student’s back.
racket foot placed in front of closed or side-on stance • Adopts a semi-closed or side-on
racket foot • Extension of racket arm stance and adjusts to shape of
• Racket arm extended towards towards shuttle with forward shuttle flight path.
shuttle. transfer of body weight. • Full extension of racket arm
• Contact made with shuttle above • Contact made with shuttle towards shuttle with efficient
head. above head; racket head transfer of body weight.
• Racket arm follows direction of coming down on shuttle. • Contact made at the highest
shuttle • Racket finishes below hand point with shuttle in front of
and maintains balance. racket shoulder; racket head
coming down on shuttle.
• Follow through short and
controlled and maintains
balance.
Forehand- • Racket arm extended behind • Racket arm extended behind • Racket head extended down
overhead head head behind student’s back.
drop shot • Adopts a staggered stance; non- • Attempts to adopt a semi- • Adopts a semi-closed or side-on
racket foot placed in front of closed or side-on stance stance and adjusts to shape of
racket foot • Extension of racket arm shuttle flight path.
• Racket arm extended towards towards shuttle with forward • Full extension of racket arm
shuttle. transfer of body weight; towards shuttle with efficient
• Contact made with shuttle above controls speed of racket head. transfer of body weight; controls
head. • Contact made with shuttle speed of racket head while
above head. maintaining full hitting action
• Racket arm follows direction of
shuttle • Racket finishes below hand • Contact made at the highest
and maintains balance. point with shuttle directly above
racket shoulder.
• Follow through short and
controlled and maintains
balance.

Final rating:

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 TEACHER OBSERVATION SCHEDULES
PERFORMANCE IN A ‘COMPETITIVE SITUATION’ IN BADMINTON

Specific Outcome: Performs in a competitive situation in Badminton demonstrating the effective

application of skills and movement patterns.

This outcome is demonstrated when the student demonstrates the application of the motor skills
required for the game of badminton within a competitive setting. This includes:
• ready and serve reception position.
• stroke production for the overhead forehand and backhand clear, drive, drop shot and smash.
• understanding of stroke function and shuttle flight patterns for the clear, drive, drop shot and
smash.
• net play – tight shot to the net; flick to the back of court; push at the opponent’s body; half court
push to the sidelines.
• service – long and short service.

Specific Outcome: Interprets and applies rules and strategies in Badminton.

This outcome is demonstrated when the student:

• analyses their own game and develops an effective game plan to make maximum use of their
strengths and exploit opponent’s weaknesses.
• demonstrates the appropriate tactics for service, service reception, overhead clear, smash, drive
and drop shot within a doubles game.
• demonstrates the appropriate tactics for working effectively with a partner in doubles when in
attack and defence i.e. side-by-side and front-and-back doubles formations.
• demonstrates and applies the rules of Badminton

Task description
Teacher observation schedules of performance in a competitive situation in Badminton.

Task parameters
The task is to be administered at the end of a series of class activities that have developed the
student’s knowledge and skills related to the outcome.

This task requires teachers to use the provided Teacher Observation Schedule to rate student’s
performance in a Badminton competitive situation. The example provided is to be used for a doubles
game; however, it can be easily modified to suit the singles context.

Authentication
Teacher will assess performance of individual students.

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Performance criteria
Outcome: Performs in a competitive situation in Badminton demonstrating the effective
application of skills and movement patterns
Performance Satisfactory
area
Works with others to
demonstrate the application of
basic skills and movement
patterns to the competitive
situation, under supervision.
Ready & service • Feet shoulder width apart
reception position • Non- racket foot slightly
forward.
• Stable balanced position.
Service • Legally serves shuttle
into play.
Clear
• Attempts to hit shuttle
high and deep in order to
clear opponent.
Smash • Returns the shuttle on a
downward path into
opponent’s court.
Drive • Returns the shuttle on a
flat path into opponent’s
court.
Drop shot • Returns the shuttle on a
downward path into
opponent’s court.
Net Play • Returns the shuttle into
play with an underarm
action.
High Very High
Works with others to
demonstrate the application of
a range of skills and
movement patterns to the
competitive situation.
• Feet shoulder width apart
• Non-racket foot slightly
forward with upper body
inclined forward.
• Stable balanced position
with body weight on
balls of feet
• Legally serves shuttle
into play with either
forehand or backhand
side, utilising either short
or long service.
• Places pressure on
opponent with depth, and
hits shuttle away from
opponent.
• Attempts to exploit
opponent’s weakness
• Hits the shuttle firmly
downwards into
opponent’s court with
either the forehand or
backhand side.
• Hits the shuttle flat and
deep with either the
forehand or backhand
side.
• Hits the shuttle on a
downward path and short
with either the forehand
or backhand side.
• Returns shuttle into play,
tight to the net, with an
underarm action.
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Works with others to
demonstrate the effective
application of a wide range of
skills and movement patterns
to the competitive situation.
• Feet shoulder width apart
• Non-racket foot slightly
forward with upper body
inclined forward; head
up, racket out in front at
about head height.
• Stable balanced position
with body weight on
balls of feet
• Efficiently serves shuttle
into play with forehand
and backhand side,
utilising short and long
services.
• Moves opponents from
side to side (width), back
and forward (depth) on
the court by varying
shuttle flight path; makes
use of defensive and
offensive clears
• Efficiently exploits
opponent’s weakness
• Efficiently smashes
shuttle into opponents
mid-court with forehand
and backhand smash.
• Efficiently drives the
shuttle into a deep court
position with forehand
and backhand drive.
• Efficiently hits the
shuttle on a downward
path and short (close to
the net) with forehand
and backhand side.
• Efficiently utilises a
range of net strokes
including: tight to the net
shot; flick to the back of
court; push at the
opponent’s body; half-
court push to the
sidelines.
Final rating:
Outcome: Interprets and applies rules and strategies in Badminton.
Strategy Satisfactory
Demonstrates a workable
level of interpretation and
application of rules and
some basic strategies in
selected activities.
Service reception • Attempts to return
shuttle away from
opponent.
Smash • Attempts to hit shuttle
into open court.
Drive • Attempts to hit shuttle
into open court.
Drop shot • Attempts to hit shuttle
into open court.
Double • Attempts to cover
formations in designated area of the
attack and court.
defence
High
Demonstrates an efficient
level of interpretation and
application of rules and
strategies in selected activities.
• Returns shuttle away from
opponent; attempts to
return shuttle into a
position that will obtain
an advantage.
• Smashes shuttle away
from opponent into
open court either down
the centre or down the
line.
• Attempts to exploit
opponent’s weakness
• Drives shuttle away from
opponent.
• Attempts to exploit
opponent’s weakness
• Hits shuttle away from
opponent into open court.
• Attempts to exploit
opponent’s weakness
• Works with doubles
partner to utilise the front-
and -back or side-by-side
system.
• Demonstrates an
understanding of the
responsibilities of each
position.
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Very High
Demonstrates a high level of
interpretation and application of
rules and strategies in a wide
variety of situations in selected
activities.
• Returns the shuttle into a
position that gains the
advantage; seizes upon ill-
directed serves.
• Places pressure on
opponent by keeping the
return of serve down (close
to the net) in order to force
an upward return.
• Taking advantage of
short, high returns by
utilising the smash
whenever possible.
• Smashes shuttle away
from opponent into open
court positions, down the
line and down the centre
of court.
• Efficiently exploits
opponent’s weakness
• Drives shuttle away from
opponent into open court
positions, down the line and
down the centre.
• Efficiently exploits
opponent’s weakness
• Utilises the drop shot when
ever possible in order to
place pressure on
opponents by forcing an
upward return.
• Hits the shuttle away from
opponent into open court
positions, down the line and
cross-court.
• Efficiently exploits
opponent’s weakness
• Works with doubles partner
to utilise the front-and –
back and side-by-side
system when in attack and
defence respectively.
• Clearly demonstrates an
understanding of the
responsibilities of each
position.
Final rating:
 PHYSICAL EDUCATION STUDIES

BADMINTON WRITTEN TEST

Specific Outcome: Interprets and applies rules and strategies in Badminton.

This outcome is demonstrated when the student:

• analyses their own game and develops an effective game plan to make maximum use of their
strengths and exploit opponent’s weaknesses.
• demonstrates the appropriate tactics for service, service reception, overhead clear, smash, drive
and drop shot within a doubles game.
• demonstrates the appropriate tactics for working effectively with a partner in doubles when in
attack and defence i.e. side-by-side and front-and-back doubles formations.
• demonstrates and applies the rules of Badminton

Task Description
This task requires students to complete a written test on Badminton rules and strategies.

Task parameters
The task is to be administered at the end of a series of class activities that have developed the
student’s knowledge and skills related to the outcome.

Students must complete the written test in the classroom setting and on an individual basis.

Authentication
The test should be administered under formal test/examination conditions.

SECTION 1: MULTIPLE CHOICE BADMINTON RULES/LAWS

1. If the player in the act of service misses the shuttle completely –

a. They may serve again from the same area.

b. They may serve again but from the other service court.
c. They lose the serve.
d. Their opponent receives a point but they continue to serve.

2. What happens if the shuttle touches the net during the serve but continues on to the correct
service area?

a. It is referred to as a ‘let’ and the serve is taken again.

b. It is a fault and service is lost to the opponent.
c. Play continues, as it is a correct serve.
d. The point is awarded to the receiver.

3. A player calls to their doubles partner during play that the shuttle is going out -

a. This assistance from a team member is permitted.

b. Talking during play is NOT permitted.
c. The point is awarded to their opponent.
d. Play does not continue.

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4. The server has their feet either side of the short service line but not on it –

a. This action is permitted.

b. This is a service fault.
c. If the serve enters the correct service area play continues.
d. It is a ‘let’ and service must be re-played.

5. In a game of doubles the first serve is taken from –

a. Behind the back line.

b. The service court of the serving teams choice.
c. The left service court.
d. The right service court.

6. if the shuttle hits the roof during play –

a. A ‘let’ is called and the point is replayed.

b. Play continues.
c. It is a fault.
d. The opposing team scores a point.

7. When serving the head of the racket must be –

a. Pointing to the floor.

b. At right angles to the floor.
c. At an angle so that the racket is below the knees at impact.
d. At an angle so that the racket is below the racket hand at impact.

USE THE FOLLOWING DIAGRAM TO ANSWER QUESTIONS 8.

3
1
x

4
2

8. If you are standing at x, during a game of doubles, which is the correct service area?

a. 1
b. 2
c. 3
d. 4

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9. What should happen if during service the shuttle lands on the short service line?

a. A ‘fault’ is called.
b. The serve is considered to be in.
c. A ‘let’ is called.
d. The point is played again.

10. As a result of striking the shuttle on the player’s own side of the net, his/her follow through
extends the racket over the net without making contact with net. Which of the following should
occur?

a. Play is to continue.
b. Play stops and the opponent wins the rally.
c. A ‘let’ is called.
d. The point is played again.

11. The shuttle is served well out of the service area, but the receiver stops the shuttle’s flight outside
the court with their racket. As a result –

a. The server is awarded the point.

b. A ‘let’ is played.
c. The receiver wins the rally.
d. The server can ask for the point to be played again.

USE THE FOLLOWING INFORMATION TO ANSWER QUESTIONS 12-18

AB is playing XY.
AB wins the toss and decides to serve.
Player ‘A’, delivering the service.
Player ‘X’ must receive.

X
B

A Y

What is the score after each rally for each of the following?

12. Player ‘A’ serves from the right hand court to player ‘X’ in his/her right hand court. Team ‘AB’
wins the rally. The score is –

a. Love (zero) – one

b. Love all.
c. Fifteen – love.
d. One – love.

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13. Player ‘A’ serves from his/her left-hand court to player ‘Y’ in his left-hand court. Team ‘AB’
wins the rally and the score is now –

a. One – all.
b. Two – love.
c. Love – two.
d. 30 – love.

14. Player ‘A’ serves from the right hand court to player ‘X’ in his/her right hand courts. Team ‘XY’
wins the rally. The service passes to ‘XY’ and the score is now –

a. Love – two.
b. Two – love.
c. Two – one.
d. Two – all.

15. Player ‘X’ being in the right hand court, takes service and serves to player ‘A’ who is in his/her
right hand court at the commencement of the last rally. Team ‘XY’ wins the rally, and the score is
now –

a. Three – love.
b. One – two.
c. Two – one.
d. Love – three.

16. Player ‘X’ serves from the opposite court to player ‘B’. Team ‘AB’ wins the rally. Player ‘X’
loses the right to serve and ‘Y’ delivers the next serve. The score is now –

a. One – two.
b. Two – one.
c. Three – one.
d. One – three.

17. Player ‘Y’ serves from his right hand court to ‘A’. Team ‘AB’ wins the rally, player ‘Y’ loses the
serve, and team ‘XY’ loses the right to serve and team ‘AB’ take the serve. The score is –

a. Two – one.
b. Three – one.
c. One – two.
d. One – three.

18. The next person to serve will be –

a. The player in the left hand court.

b. The player in the right hand court.
c. Player ‘A’ serves next.
d. Player ‘B’ serves next.

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SECTION 2: SHORT ANSWER QUESTIONS

BADMINTON RULES/LAWS & STRATEGIES

INSTRUCTIONS: WRITE ANSWERS IN THE SPACE PROVIDED.

1. The winner of the ‘toss’ in Badminton has three options. What are they?
(a) ____________________________________________________________________________
(b) ____________________________________________________________________________
(c) ____________________________________________________________________________

2. Label the court markings on the court below.

3. In doubles, which pair is called the ‘in’ side?

4. Describe the game-scoring systems used for men’s and women’s singles and doubles.
______________________________________________________________________________
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______________________________________________________________________________

5. Explain what is meant by the term ‘setting’ in Badminton.

______________________________________________________________________________
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__________________________________________________________________

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6. Explain when players are required to ‘change ends’ in a men’s or women’s doubles match.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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_____________________________________________________________________________

7. Describe three serving ‘faults’ that may occur in a Badminton match.

(a) _____________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
(b) ______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
(c) ______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

8. Name the basic shots illustrated on the trajectory diagram below.

1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
6. __________________________

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9. ‘In Badminton singles, because of the shape of the court, the main tactical consideration is to
keep the shuttle deep’. Explain what this statement means.
______________________________________________________________________________
______________________________________________________________________________
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_____________________________________________________________________________

10. Outline the two basic types of serve used in Badminton, and provide an example when each
would be used during a match.
_____________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________

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11. The doubles team aim is to gain and then maintain attack. Explain how they do this, and in doing
so describe the most used doubles formations and their respective advantages and disadvantages.
Use diagrams to assist your explanation.
_____________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
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_____________________________________________________________________________
___________________________________________________________________________
(Diagrams)

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Specific Outcome: Interpret and applies rules and strategies in Badminton.
Satisfactory High Very High

Demonstrates a workable level of Demonstrates an efficient level of Demonstrates a high level of

interpretation and application of interpretation and application of interpretation and application of
rules and some basic strategies in rules and strategies in selected rules and strategies in a wide
selected activities. activities. variety of situations in selected
activities.

Guidelines for rating student performance

The student’s level of achievement on this task is based upon a compilation of the results from each
section of the written test.

Final rating:

63390_1.DOC

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