Badminton Lesson Plans

SHUTTLE
TIMESCHOOLS BADMINTON
LESSON PLANS
SHUTTLE
LESSON PLANS
Published by:
BADMINTON WORLD FEDERATION [1983-05-5]
Unit No.1 Level 29
Naza Tower, Platinum Park
10 Persiaran KLCC
50088 Kuala Lumpur
Tel: +603 2631 9188
Fax: +603 2631 9688
Email: bwf@bwfbadminton.org
Website: www.bwfcorporate.com
© BADMINTON WORLD FEDERATION , 2017

First published November 2011
ISBN National Centre – National Library of Malaysia

ISBN 978-967-15281-1-2
All rights reserved.

No part of this book may be used, stored in, transmitted or reproduced in any form or manner whatsoever without the prior written permission of the Publisher, BADMINTON WORLD FEDERATION.
Printed by Fussian Advertising & Printing Sdn. Bhd.

Kuala Lumpur
Acknowledgements
The BWF would like to acknowledge and thank the following individuals and organisations who have made a significant contribution to the development of Shuttle Time.
Project and Materials Developers Continental Confederations
Stuart Borrie Badminton Africa www.bcabadminton.org
David Cabello Badminton Asia www.badmintonasia.org
Heinz Kelzenberg Badminton Europe www.badmintoneurope.com
Mike Woodward Badminton Pan Am www.badmintonpanam.org
Ian Wright Badminton Oceania www.oceaniabadminton.org
More Information
The resources for Shuttle Time are available in different languages. The material can be downloaded from the BWF Shuttle Time website.
Badminton World Federation
Unit No.1 Level 29, Naza Tower

Platinum Park 10 Persiaran KLCC
50088 Kuala Lumpur, Malaysia
www.bwfshuttletime.com
shuttletime@bwfbadminton.org
SCHOOLS BADMINTON LESSON PLANS
Contents
Lesson Plans – Introduction
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Deciding where to start . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
General lesson format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Flexibility of the programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lessons Plans – 10 Starter Lessons
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Content Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 1: Basic Grips … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 2: Grip Changes and Footwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson 3: Net and Lunge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 4: Net and Starting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 5: Revision Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Lesson 7: Serve and Rally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Lesson 8: Backhand Lift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson 9: Forehand Lift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
SHUTTLE
TIME
Lesson Plans – Swing and Throw
Overview: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Lesson 11: Midcourt Drives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 12: Midcourt Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson Plans – Throw and Hit
Lesson 13: Clear with Scissor Jump . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lesson 14: Development Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lesson 15: Drop with Scissor Jump . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 17: Smash and Block . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Lessons Plans – Learn to Win
Lesson 19: Singles Tactics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 20: Tactical Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Lesson 21: Doubles Tactics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Giving every child a
chance to play for life
SHUTTLE
TIME
Introduction
The lesson plans are divided into four sections or levels. Each section builds on the skills developed in the previous lessons or sections and introduces higher level / more
complex elements of badminton.
Each section contains a number of lessons depending on the complexity and importance of the topic:
• 10 Starter Lessons (Lessons 1 to 10) – Module 5 in the Teachers’ Manual
• Swing and Throw (Lesson 11 and 12) – Module 6 in the Teachers’ Manual
• Throw and Hit (Lessons 13 to 18) – Module 7 in the Teachers’ Manual
• Learn to Win (Lessons 19 to 22) – Module 8 in the Teachers’ Manual
The content for each section / level is presented as a separate module in the accompanying Teachers’ Manual resource. Please refer to the manual for a detailed
explanation of the content.
Note: The 10 Starter Lessons are the main starting point for teachers and children who are inexperienced with badminton.
Deciding Where to Start
The Shuttle Time lesson you start teaching badminton with, and the pace of progression from lesson to lesson depends on several factors:
• badminton experience and exposure of pupils;
• age and physical development;
• aptitude and previous sporting experience.
It is not essential to follow each lesson progressively as described here, from 1 to 10 and then 11 and 12 and so on.
The programme has been designed to allow teachers to select lessons and exercises relevant to the level of their pupils.
Teachers are encouraged to adapt each exercise within the lesson plans to increase or decrease the difficulty to suit individuals and groups. This is to ensure their
experience of badminton is a positive one.
1
Lesson Structure
The lessons for badminton in this resource contain:
• physical exercises;
• technical badminton exercises;
• fun and competition activities.
Every lesson is designed for 60 minutes; however the timing of the exercises can be adjusted to suit a shorter or longer lesson period.
Parts of the lesson are in different colours to help teachers following the plan.
The three colours represent – physical, technical / tactical and competitive / fun content. Fun competitive situations
Lessons start with a warming up activity and specific physical development exercises. This is followed by technical
elements and finally competitive elements, which makes up the largest part of the lesson.
Technical elements
This colour code allows the teachers to see the elements easily (physical / technical / competitive). These parts of the lesson
are interchangeable. This allows the teacher to plan lessons according to the ability and motivation of the class.
Each activity included in these plans has video clips to show the activities and to assist the teachers with their Physical exercises
preparation.
2
SHUTTLE
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General Lesson Format
The lessons for badminton in this resource contain:
Introduction – The teacher highlights what the pupils will learn.

lesson goals / focus
(5 minutes)
Physical development Fun type activities to improve motor skills and general warm-up movements specific to the lesson content.
There are some exercises in the physical part of the lessons which need a ‘pre-warming-up’ activity, because they require the pupils to
work at maximum speed or agility.
Therefore pupils will need 3-4 minutes general warming-up with running and flexibility exercises. See the lesson plans.
Technical / Tactical The main part of the lesson is dedicated to technical exercises with racket and shuttle or fun/competitive games designed to reinforce
the teaching points.
All activities can be increased or decreased in level of difficulty, so the content is appropriate to the level of the pupils.
This will assist in maintaining motivation of all levels of learner.
Review lesson focus The teacher summarises the main teaching points and cool down.
(5 minutes)
Revision lessons using fun exercises and competition situations are interspersed in the programme to reinforce technical badminton learning.
3
Flexibility of the Programme
This is a flexible resource to meet the needs of:
• teachers and learners from different cultural backgrounds;
• different teaching / learning situations – location / equipment / size of groups / experience with badminton;
• mixed ability groups.
Progress through the programme will depend on the skill level and motivation of the class. Teachers should evaluate progress of children after each lesson.
This resource is designed to be flexible – depending on the teachers experience and the ability (physical badminton) of the pupils.
There are many options for teachers to implement the course. This includes:
• varying the activities using the suggestions to make activities more or less difficult;
• varying the length of time for physical, technical, competition elements in the one lesson / or for one activity within the lesson;
• designing your own lesson plans relevant to your own teaching situation using the ideas and content of the lesson plans;
• creating new lessons with emphasis on more physical, technical or competitive content while maintaining core learning and the fun elements;
• repeating lessons and exercises where appropriate to meet the needs and progress of individual children or the group.
4
SHUTTLE
LESSON PLANS – 10 STARTER LESSONS
SCHOOLS BADMINTON LESSON PLANS – 10 STARTER LESSONS
Contents
Lessons Plans – 10 Starter Lessons
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Content Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 1: Basic Grips … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 2: Grip Changes and Footwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson 3: Net and Lunge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 4: Net and Starting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 7: Serve and Rally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Lesson 8: Backhand Lift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson 9: Forehand Lift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
SHUTTLE
TIME
Introduction
Before starting to read through the lesson plans and to plan lessons, please read the below information:
1. Read Module 5 (page 39 Teachers’ Manual) before reviewing Lesson Plan 1 to 10.
2. Each activity included in these plans has video clips to show the activities and to assist the teachers with their preparation.
3. Minimal equipment and facilities are required to organise and deliver these 10 introductory badminton lessons.
4. Lessons are designed to give children of all abilities a positive first impression of badminton and the opportunity to have a successful experience.
5. Each lesson combines physical activities with learning fundamental badminton techniques – see Module 4 (page 33 Teachers’ Manual) – Physical Development
Exercises.
The 10 Starter Lessons:
• cover basic badminton skills;
• ensure beginners of all abilities have a positive first experience of badminton.
Teachers will have the flexibility to:
• move from one lesson to the next;
• repeat lessons where necessary;
• move onto the subsequent sections / levels whenever they feel this is appropriate for the level of the individuals / group;
• repeat activities in the 10 Starter Lessons so they give children more practice time in the basic skills;
• take activities from different lessons to create their own lessons.
The teacher should evaluate the progress of children after each lesson before planning the next badminton lesson.
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Content Overview
Section 1 The 10 Starter Lessons include:

Starter Lessons
• the general principles of badminton;
(10 lessons)
• grips and an introduction to play at the net;
• frontcourt techniques and rallying;
• physical elements including coordination, stability and balance.
Grips and basic racket skills are taught first. Then hitting from the net area.
These are the simplest badminton techniques and teaching them first will ensure success for young beginners.
The more difficult overhead techniques are introduced later in the programme when the children have gained some basic techniques and
have experienced success.
By the end of the 10 Starter Lessons, pupils should be able to:
• enjoy rallying with basic grips;
• hit from the net to the rearcourt;
• use a serve to start rallies.
8
SHUTTLE
TIME
Lesson 1
Basic Grips
Teacher’s Goals Pupil’s Goals
The purpose of this lesson is to introduce the: By the end of the lesson the pupils will be able to:
• sport of badminton; • describe what badminton is like;
• backhand “thumb” grip and forehand “v” grip; • demonstrate two grips used in badminton;
• importance of reach. • demonstrate a relaxed reach when striking the shuttle
(or soft ball / balloon).
Equipment Teaching Situation / Context

• Balloons – at least one for each pupil. • Preferably the lesson should be taken inside – but it is possible to take outside
– you will possibly need to use shuttles / bean bags instead of balloons or put
• Rackets – one for each pair (one each if possible).
less air in the balloons. No nets are required for this lesson.
• Shuttles – one per child.
• DVD player if possible.
9
Lesson 1: Basic Grips
Phase / Time Activity Main Teaching Points Variations ( Harder, Easier) Safety
Introduction Pupils observe: • Pupils are asked to describe • Open questions – • If observing a live match,
(10 min) the sport, supported by example – “can you make sure the group is a safe
• a live badminton match or a
questioning from teacher – describe what the sport distance from the court.
video clip of badminton;
example responses – over a of badminton is like?
• singles and doubles. net, volleying, hit hard and soft,
changes of direction, jump, Closed questions:
fast, smash. • Is badminton a fast game?
• How many doubles
disciplines are there?
• Do players change the
shuttle in a match?
• Or teacher simply
describes the main
characteristics.
Balloon tap • Every second pupil is given a • Blow up the balloons before • Change directions using • Keep pairs well-spaced apart.
(5 min) balloon. They must run in pairs the session. chasses if appropriate.
• Begin exercise only when
“tapping” the balloon with
L1 – V1 • Vary the distance between the the teacher blows the
their hands to avoid the balloon • Begin with walking pace.
partners, according to level. whistle / gives signal.
touching the floor.
• Progression – each pupil has
a partner and they must move
trying to tap the balloon with
their racket hand only.
10
SHUTTLE
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Balloon tap • Pupils work in teams (up to • Pupils need to find the right • If pupils can do this
relay game six pupils in a team). Line up feeling for controlling the exercise well, they could
(10 min) at one end of the hall. Each balloon instead of just trying to try this game using a
team is given a balloon. Each hit it hard. racket (only one racket
L1 – V2 pupil in the team must run per team).
• The distance of the course may
down the hall and back tapping
vary (suggest 20 metres).
the balloon with their hands
to prevent the balloon from
touching the floor – and passes
the balloon to the next person
in the team.
• Progression – complete the
same exercise using rackets.
Backhand • Teacher demonstrates the • Emphasise thumb grip. • Encourage creative • Keep group well-spaced apart.
thumb grip thumb grip. routine – example –
• Back of hand leading and
with balloon standing, on one knee,
• Working with a balloon and a moving up and away from
(10 min) both knees, sitting, lying
racket, children asked to keep the body.
down getting back up.
L1 – V3 balloon up in the air with back
• Do not need to use nets.
of hand leading and moving up
• Use very short grip
and away from the body.
(“T” piece of racket).
Forehand – • Teacher demonstrates the basic • Fingers are well spread. • As above. • Keep group well-spaced apart.
basic (“V”) (“V”) grip.
• Hit the balloon in front of body.
grip with
• Working with a balloon and • As above.
balloon • Check there is a V shape
a racket, children asked to
(10 min) between thumb and forefinger.
keep balloon up in the air with
L1 – V4 basic grip. • Do not need to use nets.
11
Grip change • Teacher demonstrates the • Change from 3-3 to 2-2 and • If executing shots well • Recommend use of balloons or
with balloon change between the grips. then to alternate change make it into competitive sponge balls – safety issues.
(10 min) between the two grips. game and count
• Working with a balloon and a
successful shots. Progress
L1 – V5 racket children asked to keep • Hand moves towards the shuttle.
to alternate forehand and
balloon in the air three times
• Do not need to use nets. backhand.
with thumb grip and then three
times with basic grip.
• Reinforce correct
technique.
Summary / • Pupils stretch out fully on the • Badminton is a “volleying” • Use questioning to check
cool down floor and discuss lesson. game over a net with hard and achievement of lesson
(5 min) soft shots, changes of direction, goals.
• Teacher reviews main points
jumps and fast movements etc.
of lesson.
• Teacher explains and
• Backhand and forehand grip
demonstrates once
(demonstrate again).
again to reinforce main
• Hit with elbow away from the teaching points.
body and move the racket
actively towards the shuttle.
12
SHUTTLE
TIME
Lesson 2
Grip Changes and Footwork
The purpose of this lesson is to: By the end of the lesson the pupils will be able to:
• introduce the use of chasse steps as a method of moving; • demonstrate the use of chasse steps over short distances;
• develop grip changing skills. • show the use of alternative grips in a predictable situation.

• Bean bags • Preferably the lesson should be taken inside – but it is possible to deliver
this outside.
• Shuttles
• Rackets
13
Lesson 2: Grip Changes and Footwork

Introduction Teacher explains and Maintain straight body position • Execute chasse steps • Maintain safe distance between
(5 min) demonstrates: (knees slightly bent / flexed) with diagonal (forward and children when moving across
head staying at the same height. backward) movement the floor.
• chasse steps – “one foot chases
(varied pace).
the other but never quite
catches up“;
• Start with walking pace
• feet don’t have to be parallel to and slowly build up
each other for a chasse; parallel movement only.
• the use of chasse steps for
parallel, diagonal (forward and
backward) movements.
Mirror chase • Pupils are divided into pairs • Use only short distances to • Chasseing parallel, • Keep the group well-spaced
(10 min) facing each other. One pupil is chasse (avoid over-chasseing) diagonal (forward and apart.
the “leader” and the other one backward) movement.
L2 – V1 • Change roles often (30-40 sec). • Allocate partners in terms of
is the “chaser”. Using chasse
skill level / ability.
steps, the “leader” moves • Encourage straight posture • Chasseing only on
laterally and changes directions with knees slightly flexed. parallel line.
trying to escape from the
“chaser”. The “chaser” must
follow and try to keep up with
the “leader”.
Mirror • Pupils remain in pairs facing • Change roles and partners on • Throwing with “racket • Keep the pairs of pupils well-
chase with each other. One pupil holds a teacher’s signal. arm” only. spaced apart.
throwing bean bag (or shuttle) and is the
• Approximately 3 metres • Allocate partners in terms of
(game) “leader”. The “chaser” must • Throw with two hands.
between partners. skill level / ability.
(10 min) follow. The “leader” throws
the bean bag and the “chaser”
L2 – V2 tries to catch it and return it.
14
SHUTTLE
TIME
Lesson 2: Grip Changes and Footwork
Grip change • Remind pupils of the two • Change of grip by rolling the • Teacher varies the • Keep pupils well-spaced apart.
Tic-Toc grips used in badminton. racket grip with the thumb difficulty by change of
• Practice in rows facing teacher.
(5 min) Demonstrate change of grip by without turning the whole hand. rhythm or change of
rolling racket grip with a thumb. sequence.
L2 – V3 • Elbow in front of body.
• Ask all pupils to shadow change
• Relaxed grip, squeeze fingers • Alternate grips and
of grips on signal. For this the
only when hitting. reinforce teaching
teacher gives signal like the
points.
Tic-Toc of a clock.
Grip change • Pupils work in pairs practicing • Throw underarm with “racket • Use racket leg to step • Keep pairs well-spaced apart
with shuttle changing grips by hitting a arm” only. forward. and use the whole space
(10 min) shuttle thrown by their partner available.
• Alternate forehand/backhand
alternately to forehand and • Concentrate on correct
L2 – V4 (no change of direction).
backhand sides. grip and relaxed fingers.
• Practise 12 shots and

change roles.
• Practise without using net.
Hitting with • This is a progression. • Use hoops or draw targets on • Make the game • Make sure the shuttles
change of the wall. competitive and give are collected safely after
• Work in pairs and practise
grips points for hitting targets. each game.
hitting targets using change of • Change partners.
(15 min)
grips hitting a shuttle thrown by
• Keep slow throwing pace.
L2 – V5 partner (with or without net).
Summary / • Stretching on the floor and Teacher demonstrates again • Use questioning to • Show correct stretching
cool down teacher repeats key teaching the use of correct grip and the check learning. techniques.
(5 min) points in lesson 2 (see above). correct movement on court.
• Teacher explains –
group is listening.
15
Lesson 3
Net and Lunge
The purpose of this lesson is to introduce: By the end of the lesson the pupils will be able to:
• net play and lunge; • demonstrate a lunge with good range and the front foot pointing to the
impact point of the shuttle;
• lunging stability and balance.
• consistently strike net shots using a pushing action and appropriate grip.

• Rackets • Preferably the lesson should be taken inside – but it is possible to deliver this
outside. You will need nets (or substitute) for this lesson.
• Shuttles
• Badminton nets (or substitute)
16
SHUTTLE
TIME
Lesson 3: Net and Lunge
Introduction Teacher explains and • Lift the knee before kicking the • Ask pupils what is lunge • Keep group a safe distance
(5 min) demonstrates: foot forward. and demonstrate this. from teacher when
demonstrating.
• Lunge – large step forward with • First contact on the floor is with
• Teacher demonstrates
the “racket foot”. the heel.
and explains only.
• Backhand and forehand net shot. • For the net shot demonstrate
relaxed appropriate grip.
• Backhand and forehand net
shot with lunge.
• Straight body position with
stretched “racket arm”.
Balance • Pupils work in pairs facing each • Repeat exercise on the • Throw the shuttle slightly
and throw other standing on one leg. They other leg. to the right or left or work
(10 min) have to maintain balance whilst with two shuttles (throw
throwing and catching a shuttle at the same time).
L3 – V1 to each other.
• Use a balloon or sponge
ball for throwing. Change
legs more frequently.
Balancing • Pupils balance an upturned • Lift the knee before kicking the • Increase stride length. • Be aware of shuttles on
shuttles shuttle on their heads whilst foot forward. the floor.
(5 min) walking forward using a basic • Walk with shuttle on
• First contact on the floor is with
lunge technique (see teaching the head.
L3 – V2 the heel.
points). Can be performed with
racket leg only or alternate legs. • Maintain upright posture.
17
Having • Pupils stand in line and make • The whole group moves • Chasse to lunge position. • Space the group well in two or
a lunge a step with racket ending with together when signal is given three lines facing the teacher
(shadow) the “racket foot” in front of by the teacher.
(5 min) them finishing with shadowing
• Common mistake is twisting
net shot. • One step only and
L3 – V3 the foot.
then lunge.
• If available use mirror to
reinforce technical points
Introduction • Pupils work in pairs. One pupil • Swap roles after 12 shuttles • Use targets and turn • When working with “multi-
net shots throws the shuttle up and over each. into a competition to shuttles” watch out for shuttles
backhand the net. Their partner practises motivate pupils. lying on the floor.
• Hold racket out in front of the
and forehand backhand net shot.
body.
(20 min)
• Progress the exercise by
• Contact with shuttle close to
L3 – V4 lunging forward with the racket
the top of the net.
foot when playing the shot.
• Check grip.
• The shot is a gentle push • Lower the net for younger
over the net. pupils or remove the net
completely to work on
• Repeat exercise on
technique only.
forehand side.
18
SHUTTLE
TIME
Playing a • Two pupils practise net shots by • Relaxed grip. • Can be played in larger • Pay attention to court safety.
net rally playing a game in the net area. area to include lunging.
• Check appropriate grip is
(10 min) Turn into competition to
• Play net shots only (from below being used.
motivate pupils.
L3 – V5 net height).
• Start the rally by throwing • Use a smaller area to
the shuttle. concentrate on the racket
technique and lower the
net where necessary.
Summary / • Group stretches on the floor. • Arm movement before leg • Use questioning to see • Emphasise proper stretching
cool down movement. if goals of lesson are technique.
• Teacher repeats the main
(5 min) achieved.
teaching points of lessons • Stretch to hit the shuttle in front
2 and 3. of the body.
• Teacher summarises and
• Teacher demonstrates once • Appropriate relaxed grip. repeats the key points of
again the backhand net shot and the lesson.
emphasises the importance of
good lunge to support the shot.
19
Lesson 4
Net and Starting
• introduce the split step start; • consistently (7/10) strike net shots using a pushing action and basic grips;
• continue development of net shots. • explain and demonstrate the use of the split step and lunge.

• Rackets • Preferably the lesson should be taken inside – but it is possible to deliver
• Shuttles
• Badminton nets
20
SHUTTLE
TIME
Lesson 4: Net and Starting
Introduction Teacher explains the main • Split step – fast sideways • Question pupils on • Keep group a safe distance
(5 min) teaching points of lesson 4: movement bringing one foot how to start quickly and from the demonstration.
• Make a split step to move parallel to the other. change direction.
towards the shuttle. • Low gravity body position (starts
• Strike forehand and backhand and change direction quickly).
demonstrates.
net shots using pushing action,
split step and lunge.
Balance • Pupils are standing on one leg • Pupils concentrate on balance • Increase distance • Keep the group
exercise and jump forward sideward, and control of movement. of jumps. well-spaced apart.
(10 min) backward, sideward and
forward again to train jumping • Reduce distance and
L4 – V1 on one leg. change legs more
• Progress is a game where the regularly.
teacher shouts a direction
(North, South, East or West))
and pupils hop in that direction,
balance and hop back to
starting position.
Happy feet Start with fast feet: • Make sure pupils cannot see • Use 2 different signals • Keep the group
(10 min) • Work in groups face away from the signal. to indicate different well-spaced apart.
teacher or helper. Pupils move directions
L4 – V2 • Flexed legs starting position.
’on the spot’ – “happy feet”. (e.g. clap and whistle).
• Teacher gives signal
(clap, stamp or whistle) pupils
start and move as quickly as
possible in selected direction
(e.g. forehand net corner).
21
Lesson 4: Net and Starting
Chasse steps • Work in pairs – line the pairs Use the following progression • Use a net and place/draw • Keep pupils well-spaced apart.
for net play up facing each other – about (does not need a net): target on the floor.
(20 min) 3 metres apart.
• Play net shots only.
• One partner throws the shuttle;
L4 – V3 • Play net shots with lunge.
the other partner is practising • No net or court required.
forehand and backhand net • Play net shots with chasse Concentrate on correct
shots. and lunge. technique.
• Change roles after 12 shots each. • Play net shots with split step,
• Start with backhand, then chasse and lunge.
forehand, then progress by
alternating between forehand
and backhand net shots.
Playing a • Two pupils practise net shots by • Relaxed grip. • Allow pupils to play on • General court safety.
net rally playing a game in a small area larger area and using
• Start on smaller area and
(10 min) near the net. both forehand and
increase difficulty gradually on
• Play net shots only backhand net shots (split
L4 – V4 larger area.
(from below net height). step, chasse and lunge).
• Start the rally by throwing
• Concentrate on the
the shuttle.
correct technique (no
• Count the points to see who competitive situation).
the ‘winner’ of the game is.
Summary / • Teacher repeats the main • See main teaching points • Use questioning to check if • Correct stretching technique.
cool down teaching points of the lesson above. lesson goals are achieved.
(5 min) (see above).
• The group is stretching on the • Teacher reinforces key
floor while listening. teaching points.
22
SHUTTLE
TIME
Lesson 5
Revision Games
• reinforce coaching points from previous lessons; • demonstrate basic badminton movements – chasseing;
• revise change of grip and elbow away from the body. • demonstrate change of grip and hitting hard and soft.

• Bean bags (if appropriate) • Preferably the lesson should be taken inside – but it is possible to deliver
outside. You may use nets (or substitute) depending on the level of pupils you
• Rackets
work with.
• Shuttles
23
Lesson 5: Revision Games
Introduction Teacher explains the main points • Elbow away from body and • Ask students to • Keep group well-spaced apart
(5 min) of lesson 5: move racket hand towards the demonstrate what they during demonstration.
shuttle. have learned during first
• Changing of grip between
three lessons.
forehand and backhand when
necessary.
• Teacher demonstrates –
• Badminton in general is: group is watching and
running and hitting; starting and listening.
stopping; hitting hard and soft.
Tagging • One pupil is chosen to be the • Change the chaser often to • Progress the game by • If the class is too big, separate
game ‘chaser’ and must try to’ tag’ give more pupils the chance to selecting more than one into more than one group and
(10 min) or touch all the other players. be the chaser. chaser. use the whole available space
If a pupil is ‘tagged’ by the to spread the group apart.
L5 – V1 • When tagged, give other
chaser, they must complete • Keep only one chaser to
activities before pupils can
two laps around the outside maintain steady pace.
re-join the game (10 lunges; 10
of the playing area before
sit-ups or active stretching).
they can re-join the game. The
game is over if the chaser has
everybody running around the
outside of the playing area and
nobody left in the playing area.
Chasse • Pupils work in pairs facing • Change roles on teacher’s signal. • Throwing with “racket • Keep the pairs of pupils well-
game each other. One pupil holds arm” only. spaced apart.
• Approx. 2-3 metres between
(10 min) bean bag (or shuttle) and is the
partners. • Allocate partners in terms of
“leader”. The other one is the • Throw with two hands
L5 – V2 skill level / ability.
“chaser” and must follow. The from below only.
“leader” throws the bean bag
and the “chaser” tries to catch
and return it.
24
SHUTTLE
TIME
Chasse and • Pupils work in groups with • No need for net or court. • Use net and / or court. • Be aware of shuttles on ground.
hit: forehand one” feeder”. Feeder throws
• Feeder can be the teacher, a
side shuttle to forehand side, player
pupil or another person helping.
(10 min) chasseing to forehand and
hits the shuttle with basic grip. • Game can be scored as
L5 – V3 • Reduce movement.
After hitting the shuttle, player individual or team.
returns to the back of the line
ready for his next turn.
• Next player rotates on and
sequence is repeated.
• Variation: pupils score points by
hitting a target.
Chasse • Repeat the above exercise to • As above. • As above.

and hit: the other side of the court.
backhand
side
• As above.
(10 min)
L5 – V4
25
Group feed • Work in groups, pupils form a • No need for net or court. • Disguise or hide the feed.
with choice line in front of feeder. Feeder
• Feeder needs to give sufficient
(10 min) has the choice to throw to the
time for pupils to achieve
left or right.
L5 – V5 objectives.
• Player uses chasse and hits to
• Game can be scored as
target with the appropriate grip.
individual or team.
• Next player in line starts and • Reduce movement.
sequence is repeated.
• Pupils score points by hitting a
target with the correct grip.
Summary / • Teacher reviews main teaching • See main teaching points above. • Use questioning to see
cool down points of the lesson (see above). if the goals have been
(5 min) achieved.
• Class stretch.
• Teacher reviews, describes
and demonstrates again if
needed.
26
SHUTTLE
TIME
Lesson 6
Revision Games
• introduce a variety of games focussing on forecourt play; • organise and participate in a variety of forecourt net games;
• reinforce teaching points that support successful net play. • describe key teaching points that support successful net play.

• Rackets • Preferably the lesson should be taken inside – but it is possible to deliver
• Shuttles
27
Introduction Teacher repeats the main ideas • See key principles in introduction. • As this is review use • Keep group well spread during
(5 min) of forecourt play in badminton: questioning. demonstration.
• Grips
• Arm movement comes before demonstrates if necessary.
leg movement.
• Split step to start the movement
towards the shuttle.
• Use split step, chasse and lunge.
• Long arm and hit the shuttle
away from the body.
“Statues” • Players run around the hall in • Use dynamic stretching towards • Use different signals • Keep group well-spaced apart.
(10 min) any direction, when the teacher the end of the warm-up. (e.g. clap, whistle etc.)
shouts “Statues” the players to call for various types
L6 – V1 have to stop as soon as possible. of “statues” which test
stability and balance.
• The players have to be
stationary for 5 seconds and
then the teacher shouts ‘warm
up’ and the players start
running around the hall again.
• To progress the players can
make big steps and stop in a
lunge position.
28
SHUTTLE
TIME
Net king • Net play on no specific court. • Ensure use of correct grip. • Play over larger area. • Ensure other pupils
(2 players) How to score: If a player hits into do not enter.
• Early impact with the shuttle.
(10 min) the net, the opponent scores • Keep the court area small
1 point. Hitting a net cord is • Moving at all times using split to concentrate on correct
L6 – V2 awarded with 3 points. The first step, chasses and lunge back shot technique.
who reaches 12 points wins. and forth – racket up.
• Use timed games for larger
groups to avoid waiting times.
Table tennis • Players 1 and 2 play against • Change partners and • Use more variety to • See above.
style net players 3 and 4. opponents regularly. increase difficult –
doubles example. draw targets
• The court is the area between • Use variations – e.g. instead of
(15 min) etc. Make the game
net and the service line. touching the back service line
competitive to challenge
L6 – V3 players make scissor jump or
• At the beginning of the game pupils.
other movement.
all players must stand outside
the gaming area. Player 1 starts • Start with larger teams
with a service or throws into the (3 players instead of 2)
playing area. After that both to reduce speed. Use
pairs must hit alternately. shorter distances for the
run after the shot to give
• Progression – after every shot
more time.
the player must run to the
rearcourt and touch the back
doubles service line with racket.
• Play with the usual scoring
system.
29
“Merry-go- • Two teams of players stand one • Change teams on signal from • Reduce number of • Be aware of shuttles lying on
round” behind each other and play teacher. players in the team to the ground – they are a hazard
(15 min) against each other. The court is increase difficulty. if just left on the ground during
• Variation could be that the
the area between net and the an activity / game.
L6 – V4 players “collect” and carry or
service line.
take the points with him to the
• Player 1 of team A starts with a next team. • Divide groups on
service or throw into the playing level to give pupils
• Games can be scored opportunity for positive
area, player 1 of team B returns,
individually or by team experience and personal
next shot by player 2 of team
(example only). achievement.
A and so on. Every player who
misses the shuttle or hits into • Use as fun “award game” and
the net or “out” loses one point. let pupils enjoy after hard work.
Summary / • Teacher reviews main points on • See main teaching points above. • Use questioning to check
cool down the net, start, and lunging. targets are achieved.
(5 min)
• Class stretch.
• Teacher explains once
again the key principles of
net play.
30
SHUTTLE
TIME
Lesson 7
Serve and Rally
• introduce a backhand short serve; • demonstrate a backhand short serve;
• progress towards a rally situation. • rally in the frontcourt.

• Rackets • Preferably the lesson should be taken inside – but it is possible to deliver outside.
• Shuttles
• Badminton nets (if appropriate)
• Boxes for target (you may draw targets on the floor / ground)
31
Lesson 7: Serve and Rally
Introduction Teacher explains key teaching • Thumb grip. • Use questioning

(5 min) points of lesson 7: approach.
• Hit from hand
• Thumb grip
• Strike below waist • Teacher demonstrates
• Backhand serve and explains.
• Flick or push to trick opponent
• Ready position
• Rally in the frontcourt
Racket and • Work in teams. • Teachers to create their own • Add chasse movements • Keep group well-spaced apart.
shuttle relays tasks relevant to the ability of and obstacles to the Split into groups and alternate
• Create relays with technical
(10 min) the pupils. Gradually increase relay. activity in the groups.
challenges related to technical
difficulty.
L7 – V1 abilities of the pupils. For
• Balance shuttle on the
example: Relay with hitting
racket with forehand or
the shuttle up in the air with
backhand grip. Increase
forehand or backhand or
or decrease pace.
alternate between forehand
and backhand.
Keep the • Working with a shuttle and a • Thumb grip • Encourage creative • Keep group well-spaced apart.
shuttle up : racket, children asked to keep routine – standing,
• Back of hand leading • Encourage children to
thumb grip shuttle up in the air with back bending down on one
pick up stray shuttles on the
(10 min) of hand leading and thumb knee, on both knees,
floor to prevent injury
grip. Start by holding the racket sitting, lying down,
L7 – V2 (“ankle breakers”).
at its t-piece with thumb and getting back up from the
forefinger on the frame of the above positions.
racket head.
• Use very short grip
(“T” piece of racket).
32
SHUTTLE
TIME
Backhand • Teacher demonstrates a • Hit from hand. • Reduce target area • Keep group well-spaced apart.
short serve backhand serve, aiming to get (for example, corner box
• Racket pointing down.
(10 min) the shuttle in area (e.g. from of court).
low service line into opposite • Thumb grip chasse and lunge.
L7 – V3 service area). • Increase target area (for
• After each hit run forwards to example the whole mat).
collect shuttle and return for
next go – count successes.
• Experiment in hitting
different distances.
• Compare scores after set time.
Backhand • Pupils play a serve competition • Hit from hand. • With better players, • Keep the groups well
serve: team into a target (i.e. a box). At the point out and explain spaced apart.
• Strike below waist.
competition start they have a lot of shuttles the service boxes and
(10 min) laying in a hoop (at least 10 • Take time for hitting the target. encourage different ways
per person). • Change quickly after each to strike shuttle – to the
L7 – V4 left of the opponent,
• When finished, count how many serve.
to the right of the
they hit into the box.
opponent, higher above
• The fastest team gets one the opponents head so
extra point. they cannot reach this.
• Low net or no net.
33
Net singles • Pupils work in pairs on half • See main teaching points from • Allow pupils to play on • General court safety.
(10 min) court playing net rallies starting lesson 4. larger area and using
with backhand low serve. both forehand and
L7 – V5 backhand net shots (split
• After the serve the court is
step, chasse and lunge).
restricted to frontcourt area
only (low service line).
• Concentrate on the
• Game is scored. Length correct technique (no
depends on number of pupils. competitive situation).
Summary / • Pupils stretch out fully on • See main teaching points • Teachers questions group
cool down the floor, then sit up to above. to check – achievement of
(5 min) discuss lesson. intended lesson goals.
• Teacher reinforces
teaching points by
explain them to the
group again.
34
SHUTTLE
TIME
Lesson 8
Backhand Lift
• frontcourt backhand lift. • demonstrate frontcourt backhand lift.

• Shuttles
35
Lesson 8: Backhand Lift
Introduction Teacher explains the teaching • Explain and show the backhand • Ask pupils to shadow • Keep group well-spaced apart
(5 min) points of lesson 8: lift stroke. backhand lifts. during demonstration.
• Backhand lift from below the • Underpin the importance of
net height to the rearcourt. using the backhand lift to hit
and explains techniques
This gives enough time for the shuttle high and far.
of backhand lift.
a player to return to the
middle of the court before the
opponent hits the shuttle back
from the other end.
Shuttle run • Pupils work in teams and line • Number of teams and size of • Use same relay with • Be aware of shuttles on the floor.
team game. up with three shuttles per teams can be varied. chasse steps towards the
(10 min) team placed on the floor. On two front corners.
• A short warm up may be
signal they pick up a shuttle
L8 – V1 required.
and sprint and lunge to place • Decrease the number of
the shuttle before returning to shuttles.
the baseline to pick the other
shuttles. The second player has
to do the same but bring the
shuttles back and so on until all
the players have had a turn.
36
SHUTTLE
TIME
Dynamic • Each player has a shuttle and • Emphasise balance techniques • Place shuttle further
balance standing on one leg. Pupils and a controlled pace of in front. Repeat
(10 min) place the shuttle as far in front exercise. consecutively on same leg.
themselves as possible and
L8 – V2 returns to standing position on
one leg without falling over. Then,
remaining on one leg, retrieve
the shuttle and return to starting • Change legs regularly
position without falling over. and decrease distance.
• Repeat activity using the
other leg.
Backhand lift • Start practising the backhand lift • Ensure the correct grip is used. • If executed correctly, • Make sure group is well
(15 min) – every pupil has a racket and pupils can progress by spaced out. Use the whole
• You do not need a net and
shuttle and hits the shuttle as hitting lifts with chasse available space.
L8 – V3 court. Place or draw targets to
high as possible in the air using and lunge.
give indication of distance.
the backhand only.
• Increase difficulty by adding • Concentrate on correct
• Progress by working in pairs –
movement as and when racket technique. Could
feeder slowly throws the shuttles
appropriate. use balloons for the start
and their partner hits a backhand
of the exercise.
lift as far and as high as possible.
• The feeder runs back to baseline
and tries to catch the shuttle.
The feeder cannot move until
the shuttle is struck.
• Change after 12 shots.
37
Backhand lift • Groups of 4-6 pupils start • Relaxed grip to tighter grip on • Use targets to make the • When working with “multi-
“Merry-go- from the centre of the court. the impact. exercise competitive and shuttles” be aware of shuttles
round” Teacher / helper throws shuttles “game like” to motivate lying on the courts.
• Shuttle must leave the racket
(15 min) and one by one the pupils pupils.
very fast and fly high to the
execute backhand lift by using
L8 – V4 baseline.
start, split step and lunge. • Lower the net or do not
• Progress from technical use net at all to assist
• Use targets to challenge and
practice to challenging the use of correct hitting
score points.
situations. technique.
Summary / • Teacher explains main teaching • See key teaching points above. • Use questioning to check
cool down points of lesson 8 (see above). lesson targets have been
(5 min) achieved.
• The group is stretching on
the floor.
demonstrates.
38
SHUTTLE
TIME
Lesson 9
Forehand Lift
• frontcourt forehand lift; • demonstrate frontcourt forehand lift;
• forehand high serve. • demonstrate forehand high serve.

• Shuttles
• Balloons (if appropriate)
• Targets (you may draw targets on the floor / ground)
39
Lesson 9: Forehand Lift
Introduction Teacher explains the main • Explain and show the forehand • Ask pupils to shadow • Keep group well-spaced apart
(5 min) teaching points of lesson 9: lift stroke. forehand lift. during the demonstration.
• Forehand lift from below • Stress the importance of using
net height to the rearcourt. the forehand lift to hit the
again and explains
This gives enough time for shuttle high and far.
techniques of the
the player to return to the
• Use of forehand V grip. forehand lift.
middle of the court before the
opponent hits the shuttle back • Serve – transfer of weight from
from the other end. racket leg to non-racket leg.
• Forehand high serve. This serve • Rotation of hips.

is used to start a rally in singles. • Full underarm swing.
This forces the opponent to
move to the rearcourt.
“Calf- • Pupils work in pairs facing each • Use short period of time • Safety is priority in this game.
Touching” other with low centre of gravity (30-40 sec) and change roles Emphasise in keeping safe
(10 min) (racket leg forward). One pupil (”attacker” / “defender”). • Pupils can try to touch distance between partners / pairs
is the “attacker”. He places their opponent’s shorts. to avoid running into
L9 – V1 • Count points each time
‘racket’ arm forward trying to each other.
the “attacker” touches the
touch their opponent’s calf. The
“defender’s” calf.
“defender” has to react quickly
and copy the “attacker’s”
movements.
40
SHUTTLE
TIME
“Balance the • Two pupils are standing facing • Use variation with pupils • Increase the distance • Pairs must be well-spaced apart.
Racket” each other 2 metres apart forming circle and teacher between partners.
(5 min) with their rackets balancing, signals “left” or “right”.
standing on the floor. On signal • Start with shorter distance
L9 – V2 from teacher players must drop and gradually increase
their racket and rush to grab the difficulty. Use shuttles
their partner’s racket before it instead of rackets to give
touches the ground. pupils more time.
Forehand lift • Start practising the forehand lift • Ensure the correct grip is used. • If executed correctly, • Make sure group is well-spaced
(15 min) – every pupil has a racket and pupils can progress by apart. Use the whole available
• Do not need net and court, can
shuttle and hits the shuttle as hitting lifts with chasse space.
L9 – V3 place or draw targets to give
high as possible in the air using and lunge.
indication of distance.
the forehand only.
• Increase difficulty by adding • Concentrate on correct
• Progress by working in pairs –
movement as and when racket technique. Could
feeder slowly throws the shuttles
appropriate. use balloons for the start
and their partner hits a forehand
of the exercise.
lift as far and as high as possible.
• The feeder runs back to baseline
and tries to prevent the shuttle
from touching the floor. The
feeder cannot move until the
shuttle is struck.
• Change after 12 shots.
41
Forehand lift • Groups of 4-6 pupils start • Relaxed grip changes to tighter • Use targets and make the • When working with “multi-
“Merry-Go- from the centre of the court. grip on the impact. exercise competitive and shuttles” be aware of shuttles
Round” Teacher / helper throws shuttles “game like” to motivate lying on the courts.
• Shuttle must leave the racket
(10 min) and one by one the pupils pupils.
very fast and fly high to the
execute forehand lift by using
L9 – V4 baseline.
start, split step and lunge. • Lower the net or do not
• Use targets to challenge and use a net at all to assist
score points. the use of correct hitting
technique.
The Golf • Pupils practise the high serve • Transfer of weight from racket • Place targets on court • Keep safe distance between
Game by playing the Golf Game. They leg to non-racket leg. gradually decreasing pupils when practising the serve.
(10 min) must hit the shuttle from the target area.
• Rotation of hips.
starting point into a target with
L9 – V5 few shots as possible. • Full underarm swing to produce
• To hit as far as possible they high vertically dropping shuttle.
use the movement of underarm • Flick it when you don’t want to
rotation. Beginners can flick the miss shuttle.
shuttle out of hand so that they
• Use forehand high serve for • Start with focusing on
don’t miss it.
long shots and backhand short height and progress by
• To save space shuttles can be increasing length.
serve for short shots.
prepared so that they fly slower
than usual by spreading the
feathers or plastic skirt.
Summary / • Teacher explains main teaching • See key teaching points above. • Use questioning to check
cool down points of lesson 9 (see above). lesson goals have been
(5 min) • The group is stretching on achieved.
the floor.
demonstrates.
42
SHUTTLE
TIME
Lesson 10
Revision Games
• practice and develop net lift skills on the backhand and forehand side; • change grip consistently (7/10) when lifting from the net;
• practice and develop movement and lunging technique supporting net lifts. • lunge with good range and the front foot pointing to the impact point of
the shuttle.

• Rackets • Preferably the lesson should be taken inside – but it is possible to take this
• Shuttles
• Dice (for scoring)
43
Introduction Teacher explains key teaching • See key teaching points in • Ask pupils to demonstrate • Keep a safe distance during
(5 min) points of lesson 10 and lessons 8 and 9. and explain difference demonstrations.
emphasises teaching points between the two lifts.
• Emphasise the use of right grips
from lessons 8 and 9.
and correct lunge technique.
demonstrates.
Dice run • Pupils work in teams and line • This game gives a chance for • Increase pace by placing • Start on signal only.
game up at the start. They must run slower pupils to keep up as quicker runners into
(10 min) a distance of approximately 20 they may roll a higher number smaller teams.
meters there and back. When with the dice (so everyone can
L10 – V1 a player returns, he must roll achieve). • Give every pupil a chance
a dice and write down the of positive experience –
• You may vary the course by
number shown. The next player divide teams by level.
placing obstacles or using
must add his number after his
different running techniques.
return and so on.
• Finish the warm-up with
• The team who reaches 100
dynamic stretching.
points (the score to win can be
varied) is the winner.
Balancing • Pupils balance an upturned • Lift the knee before kicking the • Increase stride length. • Be aware of shuttles on the floor.
shuttles shuttle on their heads whilst foot forward.
walking forward using a basic • Walk with shuttle on
L10 – V2 • First contact on the floor is with
lunge technique (see teaching the head.
the heel.
points).
• Maintain upright posture.
• Set challenges.
44
SHUTTLE
TIME
Forehand • Groups of 4-6 pupils start from • Feeding can also be made • Ensure pupils return to • Ensure correct feeding
and the centre of the court. The by one of the pupils (could the starting point after technique.
backhand lift teacher throws shuttles and one be someone who is currently each shot.
Merry-Go- by one the pupils move to the injured or can not participate in
Round shuttle by using chasse steps, the lesson (chance to include
• Do not need net or court,
(15 min) and lunge. They make two lifts, everyone in the activities)
but ensure you draw
starting on the forehand side, • Game variation – count every correct distance on the
L10 – V3
return to the centre then to the stroke that into target placed floor.
backhand side. on the rearcourt.
Net shot and • In pairs pupils play net rallies on • Time the game and change • Use a bigger playing area • Ensure pupils do not enter the
lift rally the frontcourt. partners regularly. and use smaller targets. courts when rally is being played.
(20 min) • When they are in a good position • Pupils can “carry” or take their
and decide, they can lift the score with them to the next
L10 – V4
shuttle aiming to hit a target game and count at the end of
placed on the rearcourt. If they the exercise. • Lower or remove the net
hit the target they win a point. If to ensure correct hitting
they do not hit the target a point technique.
is taken off their score. Rally ends
when one of the players hits a lift.
• Game variation – when a pupil
lifts the opponent tries to catch
the shuttle before it touches
the floor for a bonus point.
Summary / • Teacher summarises the content • See key teaching points above. • Use questioning to check
cool down of lessons 8, 9 and 10. if targets are achieved.
(5 min)
• Group stretches on the floor.
demonstrates.
45
SHUTTLE
LESSON PLANS – SWING AND THROW
SCHOOLS BADMINTON LESSON PLANS – SWING AND THROW
SHUTTLE
TIME
Contents
Lesson Plans – Swing and Throw
Lesson 11: Midcourt Drives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 12: Midcourt Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Overview
1. Introduction – Swing and Throw
• Refer to Module 6 (page 59 Teachers’ Manual) before planning these lessons.
• Each activity included in these plans has a video clip to show the activities and to assist the teachers with their preparation.
Section 2 This is designed to assist children with the transition from underarm hitting to overhead hitting. This section includes related physical
Swing & Throw elements such as throwing and coordination.
(2 lessons)
Here the character of badminton as a fast game is introduced. Therefore the speed of the rallies can be increased relative to the level of the
pupils.
Usually this increase in tempo will result in increased enjoyment. Children will have a lot of fun because of the speed of the rallies.
Note that speed will need to be controlled to ensure continued development of good technique and so children experience success.
By the end of Section 2, “Swing & Throw”, pupils should be able to:
• enjoy faster rallies from midcourt to midcourt;
• demonstrate correct throwing technique, in preparation for overhead hitting.
48
SHUTTLE
TIME
Lesson 1 1
Midcourt Drives
• ready position; • show what the ready position is;
• forehand and backhand midcourt play (drives). • demonstrate backhand and forehand drives with the correct grip,
shape and feel;
• have a basic midcourt rally.

• Shuttles, sponge balls or bean sack – one between two pupils • All these activities can be played on a court with net / or rope instead of a net.
• Rackets
49
Lesson 1 1: Midcourt Drives
Introduction • Teacher explains and • Ready position – slightly • Pupils asked to • Group keeps safe distance
(5 min) demonstrates the technique flexed knees and leaning demonstrate grip change when teacher is demonstrating.
of the forehand and backhand forward, racket in front of body (review from previous
drive. (racket head above the height lessons).
of the hand).
• Teacher demonstrates the ready
position and racket work (fast • Fast grip change and short
and explains technique.
grip change required). racket movements.
Throwing • Pupils work in groups – • Use racket arm only. • Use targets of different • Make pupils aware of safety for
game ideally about 6. Every child sizes to increase the eyes / face in throwing.
• Side on for maximum efficiency.
(10 min) has a shuttle, beanbag or difficulty. Change the
• Separate into smaller groups of
sponge ball. Pupils throw the • Full shoulder turn. distance pupils have to
L11 – V1 3-4 pupils.
shuttle / beanbag / ball: • High release. throw.
• The throwing should only begin
– as high as possible.
• Concentrate on correct on the signal from the teacher.
– as far as possible. technique.
– combination of the two using
a target.
Keep the • Teams of 4-6 pupils play against • Encourage correct overhead • Decrease the number of • Make pupils aware of safety for
court free each other on either side of throwing technique. players and increase the eyes / face in throwing.
(10 min) a net. Each player holds one number of shuttles.
• Be aware of shuttles laying on
shuttle. On teacher’s signal,
L11 – V2 the floor.
everyone throws their shuttle
high and far to the other side
and tries to catch one of the
other shuttles. When the • Lower the net.
teacher stops the game, the
team with the most shuttles on
its side loses the game.
50
SHUTTLE
TIME
Lesson 1 1: Midcourt Drives
Introducing • Pupils work in pairs. One is • Change roles after 10 shots. • If pupils can do this • Ensure a safe distance between
racket speed throwing the shuttle from the correctly, increase the partners when throwing the
• Both players are at the same
(15 min) side of the court to their partner speed of feeding to shuttle to avoid pupils being hit.
side of the net.
(shoulder height),therefore reduce the length of swing.
L11 – V3 • Ensure that the feeders are
“hitters” direct the shuttle away • Ensure correct speed and
positioned safely.
from their partners. height of throwing. • You do not need to use
net or court for this
• ‘Feed’ from the forehand • Use short racket movements.
exercise.
side for forehand drive and • Hold racket in front of body.
move to the other side for the
backhand drive.
Flat play • Pupils work in pairs to play a • Emphasise the ‘ready’ position. • Alternate between • Keep safe distance
(15 min) rally with forehand or backhand forehand and backhand between pairs.
• Racket in front of body (do not
drive only. Partners are working drive (ensure correct
L11 – V4 pull elbow towards the body). • Group well-spaced apart.
without net 5-6 meters away change of grip).
from each other (side lines). • Finger work – tighten grip to
Start the rally with reduced generate power. • No change of direction
speed concentrating on correct – backhand or forehand
execution. drives only and change
roles after a few minutes.
• Gradually increase the speed.
Summary / • Group stretching on the floor. • Racket handling and racket • Pupils are questioned
cool down speed to improve flat play. about what “drive” is.
• Teacher reviews key points
(5 min)
of lesson. • ‘Ready’ position.
• Teacher explains
• Fast grip change. important teaching
points again.
51
Lesson 12
Midcourt Development
• ready position, forehand and backhand midcourt play (drives). • have midcourt rallies with correct grips.

You will need nets and a badminton court for this lesson. You may draw the court
• Shuttles
lines on the floor / ground.
• Badminton nets (if appropriate. Can replace with rope or string)
52
SHUTTLE
TIME
Lesson 12: Midcourt Development
Introduction The teacher introduces the key • See key teaching points in • Start to work with change • Group keeps a safe distance
(5 min) principles of lesson 12: lesson 11. of grip. from the teacher when he is
demonstrating.
• Teacher reinforces the technique
• Concentrate on forehand
of forehand and backhand
and backhand technique
drive and ready position.
individually.
Throwing • Work in teams, one team starts • Use racket arm only. • Introduce scissor jump. • Keep group well-spaced to
team game with a shuttle and uses throws prevent collisions.
• Emphasise throwing technique.
(10 min) to team mates. Each successful • Concentrate on throwing
• Prevent fighting for the shuttle,
throw and catch scores a • Encourage change of direction technique.
L12 – V1 when it is dropped possession
point. If the shuttle is dropped, to create space.
goes to the other team.
shuttle goes to the other team. • “Team-play” by passing shuttle.
The opposing team tries to
intercept the shuttle.
• When shuttle is dropped
possession goes to the other
team.
• The game is played in a defined
area and can be played on time
or points.
53
Relay games • Running forwards and throwing. • Create your own relay games • Create your own relay • Be aware of obstacles on floor.
”Run and depending on group’s level and games depending on
• Running backwards and
throw” physical ability and available group’s level and physical
throwing.
(10 min) resources. ability and available
• Chasseing and throwing. resources.
L12 – V2 • Keep small groups to reduce
waiting time.
• Keep small groups to
reduce waiting time.
Midcourt • Pupils practise midcourt • Start with reduced speed. • Increase speed and • Keep safe distance
game with drives (backhand to forehand) intensity. between pairs.
• Change partners regularly.
body hits from tramlines to tramlines
• Emphasise the importance
(15 min) (5-6 metres). • Encourage strategic play • Start with shots to
of aiming for body below
(low to high, left to right etc). alternate sides (one plays
L12 – V3 • Start with backhand serve. head height.
straight, one plays cross)
The challenge is to hit the
to develop grip change.
opponent’s body below head
height to score a point.
• The objective is to increase
racket speed by playing fast flat
rallies around the body.
54
SHUTTLE
TIME
How many • Work in pairs over a net, both • Start with 30 seconds and • Reduce the distance • Emphasise safe distances.
shots per players approx. 2.5 metres from gradually increase. between the players to
minute? the net. The objective is to hit increase the speed.
• Change partners regularly.
(15 min) the maximum number of shots
in the time allowed. If they • Lower the net or
L12 – V4 make a mistake, the score goes take net away.
back to zero.
Summary / • Group stretching on the floor. • See key teaching points. • Use questioning to check
cool down lesson goals are achieved.
• Teachers review key point of
(5 min)
lesson 11.
• Teacher explains key
principles and pupils
are listening.
55
SHUTTLE
LESSON PLANS – THROW AND HIT
SCHOOLS BADMINTON LESSON PLANS – THROW AND HIT
SHUTTLE
TIME
Contents
Lesson Plans – Throw and Hit
Lesson 13: Clear with Scissor Jump . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lesson 15: Drop with Scissor Jump . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 17: Smash and Block . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Overview
1. Introduction – Throw and Hit
• Refer to Module 7 (page 67 Teachers’ Manual) before planning these lessons.
Section 3 This section introduces and develops overhead hitting and associated physical elements including jumping and landing as well as core stability.
Throw and Hit
Most lessons in this section start with games to improve throwing technique, which is the core skill required to develop good overhead
(6 lessons)
hitting technique.
By the end of Section 3, “Throw and Hit”, pupils should be able to:
• enjoy overhead rallies;
• move around the court with basic footwork;
• enjoy rallies which incorporate all areas of the court.
58
SHUTTLE
TIME
Lesson 13
Clear with Scissor Jump
• introduce the overhead clear and scissor jump (kick through). • demonstrate a shadow overhead clear with scissor jump (kick through);
• explain how to reach a shuttle in the rearcourt and hit forehand overhead clear.

• Rackets • Preferably the lesson should be taken inside – but it is possible to take
this outside.
• Shuttles
• Bean bags (if appropriate)
• Badminton nets
59
Lesson 13: Clear with Scissor Jump
Introduction • Teacher explains and • The clear can be an offensive or • At this stage pupils who • Keep group a safe distance
(5 min) demonstrates scissor jump – defensive shot. progress better can help from the court during
kick through (shadow). during demonstrations. demonstration.
• Explain that the preparation
• Teacher explains scissor jump for the scissor jump is a side-
and forehand clear. on position with chasse steps
demonstrates.
and the scissor jump is a 180°
rotation to change direction.
Scissor jump • Group shadow work with • Pupils are in line facing teacher. • Start, with split step, to • Keep group well-spaced apart.
(10 min) teacher corrections: chasse to scissor jump
• Give as many instructions as
and return to starting
L13 – V1 – Pupils with one necessary to encourage correct
position.
shuttle / beanbag each scissor jump technique (see
throw the shuttle forwards teaching points above).
• Pupils work in pairs to
using scissor jump and • Kick through. correct each other’s
move forward after landing technique.
running to pick up their • Land on the non-racket foot
shuttle / beanbag. and move forward.
– Execute first without

chasseing backwards then
with two chasse steps.
60
SHUTTLE
TIME
Scissor jump • Group shadow work with • See teaching points above. • Use targets to make into a • Keep distance between pupils
practice teacher corrections. competitive game. and be aware of objects laying
(10 min) on the floor.
• Pupils with racket standing
• Concentrate on correct
L13 – V2 sideways on a line, weight on
execution of scissor jump
the racket leg. On signal pupils
(kicking through).
make a scissor jump and move
forward after landing.
• Execute first without
chasseing backwards then
with two chasse steps.
Forehand • In groups of three, player 1 • Focus on correct overhead • Player 3 to give feedback • Ensure the feeders are
clear on the same side of the net as hitting technique. on length of clear. positioned in a safe position.
(20 min) player 2, throws the shuttle high
• Side-on position.
for player 2 to hit forehand clear
L13 – V3 with rotation. Player 3 on the • Arms/elbows should be at
• Chasse to scissor kick.
other side of the net catches shoulder height.
the shuttle and throws it back to • Racket hand must be moved
player 1 to repeat the exercise. actively to the shuttle.
• Players rotate positions after • Fast racket and high
10 repetitions. interception point.
• 180° rotation.
61
Forehand • Work in pairs – the rally starts • See teaching points above. • Move back to centre
clear rally with a high lift to the rearcourt between shots.
• May do the exercise with no net.
(10 min) and continues with forehand
clears. The objective is to hit as • Players can rotate onto court • Try to create time with
L13 – V4 high and long as possible. after 10 clears. height and length and to
challenge pupils touch
• Partners to give feedback
short service line with
on length.
racket between shots.
Summary / • Teacher reviews main teaching • Remind that the clear with • Use questioning to check • Ensure correct stretching
cool down points of lesson 13. scissor jump can be offensive as lesson goals have been technique.
(5 min) well as defensive shot, but the achieved.
• Group is stretching on the floor.
movement is always forward.
• Teacher repeats
key points.
62
SHUTTLE
TIME
Lesson 14
Development Games
• practise and develop the forehand overhead clear. • demonstrate a ‘shadow’ overhead clear with scissor jump (kick through);
• demonstrate how to reach a shuttle in the rearcourt and hit forehand
overhead clear.

outside. You will need nets (or substitute) and a badminton court for this
• Shuttles
lesson. You may draw the court lines on the floor / ground and use a rope if
• Bean bags or sponge balls (if appropriate) nets are not available.
• Badminton nets
63
Lesson 14: Development Games
Introduction • Teacher reinforces scissor jump • See main teaching points of • Ask pupils to demonstrate. • Keep group in safe distance
(5 min) – kick through technique. lesson 14. from the court during
• Teacher explains and demonstration.
• Teacher reinforces forehand
demonstrates.
clear technique.
Throwing • Pupils work in groups. Every • Encourage scissor jump to • Increase the intensity by • No contact.
game with child has a shuttle / beanbag change direction. reducing the number of
scissor jump or sponge ball. To practise players.
• Use racket arm only.
(10 min) the scissor jump pupils are
challenged to throw the ball • Side on for maximum efficiency. • Increase or decrease the
L14 – V1 for maximum distance after playing area to vary the
• Full shoulder turn.
running backwards. difficulty.
• High release.
• After this they run forward and
pick the shuttle up.
• You can also work in pairs with
one shuttle
64
SHUTTLE
TIME
Forehand • Work in pairs – the rally starts • See teaching points in lesson 14. • Move back to centre
clear rally with a high lift to the rearcourt between shots.
• May exercise with no net.
with tricks and continues with forehand
(15 min) clears. The objective is to hit as • Players can rotate on / off court • Try to create time with
high and long as possible. each 10 clears. height and length to touch
L14 – V2 short service line with
• Partners to give feedback
racket between shots.
on length.
• Progress to challenging the
players to hit high and far
enough to be able to perform
a “trick” in between clears. For
example – while the shuttle is in
the air:
– Change racket hand to non-
racket hand and return.
– Pass the racket behind
their back.
– Sit down and stand up.
– Touch the net with the racket.
65
Forehand • Work in pairs. Place a marker • Focus on correct overhead • Use smaller targets to • If more pupils are working on
clear practice 5 big step away from the net hitting technique and kicking increase difficulty. the same court ensure that
(15 min) (moving towards the back line). through. clear instructions are given
Players have to try and hit the regarding how they move out
L14 – V3 • Arms / elbows should be at
shuttle hard and high in the air. • Can play either game of the way after they have
shoulder height.
If the shuttle falls short of the without net or court. completed the shot to avoid
marker the other player wins • Racket hand must be moved getting hit by the next pupil.
Simply place both players
a point. If you work with big actively to the shuttle.
a certain distance apart • Waiting players should be
class for example more than 30 • Fast racket and high – about 3 meters apart – placed in safe positions.
pupils, this game can be played interception point. and gradually increase
in teams – 2 against 2 on a half the distance.
court. Pupils take turns to hit • 180° rotation.
overhead clear and score points • Divide groups according to
as a team. level. Change partners to make
• Followed by pupils working in more competitive.
pairs playing rallies (this can be • Rotate players regularly.
done over the net or on open
court area. How many overhead
clear shots they can hit to each
other without making a mistake.
66
SHUTTLE
TIME
Forehand • Pupils play half court singles. • The overhead clears must be • Variety of the game could • Start the game on teacher’s
clear game Starting with high lift (serve), executed with scissor jump be if the clear does not signal only and ensure that the
(10 min) there must be 2 straight clears (kick through) and a forward reach certain target on pupils do not cross the courts
to begin the rally. movement. the base line player loses before the games have finished.
L14 – V4 the rally directly.
• Count points and change • Rotate players regularly.
partners after certain period
• Use all available space. • More than 2 pupils can
of time.
play on the same half
court. The pupil who
loses 3 rallies moves
out and is replaced by
another one. This will
ensure that pupils are on
court for shorter periods
of time, but do not wait
for their turn too long.
Summary / • Teacher reviews key teaching • See teaching points above. • Use questioning to check • Ensure correct stretching
cool down points of lesson 14. lesson’s objectives have technique.
(5 min) been achieved.
• Teacher is repeating
key points.
67
Lesson 15
Drop with Scissor Jump
• introduce forehand overhead drop shot from the rearcourt. • explain the technique of overhead drop shot;
• demonstrate a shadow movement of overhead drop shot and compare to clear.

outside. You will need nets and a badminton court for this lesson. You may
• Shuttles
draw the court lines on the floor / ground and use a rope if net is not available.
• Badminton net
68
SHUTTLE
TIME
Lesson 15: Drop with Scissor Jump
Introduction • The teacher explains and shows • Emphasise on same action for • Pupils to explain • Keep the group well-spaced
(5 min) the technique of forehand all overhead shots. difference between apart during demonstrations.
overhead drop shot (shadow). overhead shots.
• Same throwing action as clear,
• The teacher explains what kind but finish with a push instead of
• Teacher to explain
of different overhead shots are full hit.
difference.
used in badminton and explains
• Key teaching points from
the difference between drop
lessons 13 and 14 still apply.
shot and clear.
Mobility • Work in pairs, both pupils move • Control tempo of exercise. • If pupils handle this well • Put pupils in pairs of similar
exercises in different ways to reach out increase time. physical ability.
(10 min) and touch their partner’s hands:
• Reduce speed to
L15 – V1 • Partners stand back to back
encourage full range of
and twist left and right to touch
movement.
their hands.
• Back to back and touch hands
between their legs and above
their heads.
• Lying on their backs and sit
up to touch hands in front of
their bodies.
• Lying on their stomach and
move with their upper bodies
to touch their hands.
69
Scissor jump • Group shadow work with • Pupils are in line facing teacher. • Start with split step to • Keep group well-spaced apart.
revision teacher corrections: chasse to scissor jump and
• Encourage correct scissor
(10 min) return to starting position.
• Pupils with racket standing jump technique (see teaching
L15 – V2 against a wall (sideward, non- points above and from lessons
• Pupils work in pairs to
racket leg and shoulder closer 13 and 14).
correct each other’s
to the wall) or on a line, weight
• Kick through. technique.
on the racket leg.
• Land on the non-racket foot
• On signal pupils make a
and move forward.
scissor jump and move forward
after landing. First without
chasseing backwards then with
two chasse steps.
Overhead • In groups of 3, player 1 on the • Focus on correct overhead • Player 3 to give feedback
drop shot same side of the net as player hitting technique. on accuracy of drop shot.
(20 min) 2, throws the shuttle high for
• Side-on position.
player 2 to hit forehand drop
L15 – V3 with rotation. Player 3 on the • Arms / elbows should be at
• Chasse to scissor kick.
other side of the net catches shoulder height in preparation.
the shuttle and throws it back to • Racket hand must be moved
player 1 to repeat the exercise. actively to the shuttle.
• Players rotate positions after 10 • Maintain high interception
repetitions. point, but check the throwing
action pre-impact and strike
shuttle with pushing action.
• 180° rotation.
70
SHUTTLE
TIME
Lifts and • Work in pairs – rally starts with • See teaching points above. • Add movement for • Court safety.
drops high lift (serve), followed by both players to increase
• Focus on accuracy of lifts to
(10 min) straight drop. difficulty.
allow good quality practice.
L15 – V4 • The rally continues with 1 player
• Emphasise both players • Focus on walk through
lifting and the other practicing
practicing different skills. and rotation.
drop shot from the rearcourt.
• Rotate players regularly.
• Change on time or shots.
Summary / • Teacher summarises the main • See above. • Use questioning to check
cool down teaching points of lesson 15. if lesson’s objectives are
(5 min) achieved.
• Whole group stretches on
the floor.
• Use demonstration
to once again remind
overhead drop technique.
71
Lesson 16
Development Games
• develop and practise the overhead drop shot. • demonstrate a shadow overhead drop with scissor jump (kick through);
• demonstrate how to reach a shuttle in the rearcourt and hit a forehand
overhead drop shot.

outside. You will need nets and a badminton court for this lesson. You may draw
• Shuttles
the court lines on the floor / ground and use a rope if nets are not available.
72
SHUTTLE
TIME
Introduction • Teacher reinforces scissor jump • See key teaching points – • Ask pupils to demonstrate. • Keep group a safety distance
(5 min) – kick through technique. lesson 15. from the court during
• Teacher explains and demonstration.
• Teacher reinforces forehand
demonstrates.
drop technique.
Shuttle chase • Work in groups in a half court (or • Chasers to work as a team • Start with more than • Be aware of shuttles on
(10 min) defined area) with one shuttle. passing the shuttle to tag pupils. one chaser. the floor.
One pupil starts as a “chaser”
L16 – V1 • A short warming up may be
with shuttle and tries to “tag” • Increase playing area.
required.
the other pupils by throwing
the shuttle and hitting them on
the body (below head height).
Once the shuttle hits someone –
the pupil who is” tagged” joins
the chaser – and they both use
the one shuttle to ‘tag’ others.
The pupil who is last to be
“tagged” is the winner.
Plank • Pupils make four different • Ensure correct posture. • Increase time. • If the pupils lose the correct
exercises – plank exercises: posture stop the exercise.
• Time the exercises depending
core stability • Make the exercises
– Plank on elbows and toes on age and level of physical
(10 min) competitive by who
development.
– Reverse plank on can hold a correct
L16 – V2 underarms and heels posture for longer.
– Side plank (right side)
– Side plank (left side)
73
Lift-Drop-Net • Work in pairs. Exercise starts • Exercise is a cooperative • Challenge pupils’ • Court safety during rallies
(10 min) with high lift (serve), followed activity for development. accuracy.
by drop shot, then net shot and
L16 – V3 • Rotate players regularly.
then high lift again to repeat
the sequence (lift-drop-net). • Lower net. Go back to
• If too difficult, start with lift- lift and drop only with
drop-net-net. regular changes.
Lift – drop • Choices are introduced to the • Develop your own combinations • Increase choices. • General court safety.
– net – previous sequence e.g.: from the sequences.
variations
– Clear or drop from the • Reduce choices if not
(10 min)
rearcourt followed by clear or executed correctly.
L16 – V4 net. Sequence continues.
• Reinforce technical elements. • Return to closed routines.
– Lift or block from frontcourt
followed by overhead choice
from rearcourt or lift from
frontcourt.
74
SHUTTLE
TIME
Half court • ½ court singles in reduced • Divide into ability groups. • Reduce middle court “no • Court safety.
singles with court. Use markers (shuttles, go” area to encourage
• Change opponents regularly.
“no-go” area shuttle boxes etc.) to indicate accuracy. Aim to finish
(10 min) a “no go” area. Markers used with playing area only the
to indicate if a drop shot is too back tram lines and short
L16 – V5 long or a clear is too short. service line.
• Game is played with normal
scoring system.
• Increase allowed
• Rally starts with serve and hitting areas.
continues with choice of lift or
drop from frontcourt and clear
or drop from rearcourt.
Summary / • Teacher reviews main teaching • See teaching points above. • Use questioning to check • Ensure correct stretching
cool down points of lesson 16. lesson’s objectives have technique.
(5 min) been achieved.
• Teacher is repeating
key points.
75
Lesson 17
Smash and Block
• overhead smash technique; • explain and show the technique of the smash;
• defensive technique in badminton. • explain and show the defensive technique.

outside. You will need a net and a badminton court for this lesson. You may
• Shuttles
• Badminton nets ( or substitutes)
76
SHUTTLE
TIME
Lesson 17: Smash and Block
Introduction • Teacher explains and • Smash technique is very similar • If there are pupils who • Keep the group a safe distance
(5 min) demonstrates the technique of to the technique of overhead are able to use them for from the demonstration on the
the smash with full rotation. clear – same preparation, but demonstrations. This will side of the court.
the acceleration and the speed motivate all the class to
of the racket and upper body improve and show the
demonstrates shadow of
at the end of the shot is much rest of the pupils what
defensive shots (backhand and
greater. they can achieve.
forehand) in front of the body.
• The interception point when
smashing must be in front of
demonstrates.
the body.
• In defence there is no time
for big racket movements so
defensive shots are executed
with short swings with the
racket moving towards the
shuttle from a position in front
of the body.
• No big swing away from shuttle
in preparation.
77
Fast feet • Pupils are spread in rows in • Teacher demonstrates and then • Add variations which • Keep pupils well spread.
(10 min) front and facing the teacher executes with pupils. challenge coordination.
executing the following
L17 – V1 • Each exercise starts with slow
footwork on the spot: • Keep pace low and
movement to establish correct
concentrate on correct
– Jogging on the spot, then technique.
footwork.
with maximum fast feet.
• On signal from the teacher
– Split steps and back – pupils maintain the sequence
slow to fast. with maximum speed.
– Cross steps forward
(left and right).
– 2 steps forward and 2 back.
The Smash • Explain and show the technique • Preparation as for clear • Could include chasse • Keep pairs well-spaced apart as
(15 min) of smash (shadow). (see teaching points from steps before shot and racket speed is very high.
lessons 13 and 14). moving forward after.
L17 – V2 • The pupils then work in pairs
and practise shadowing the • Interception point is in front
• Use targets to test
smash. They give corrections to of body.
accuracy.
each other.
• Strong throwing action.
• Lower net where
• Progress by practising with
• Shuttle should be hit in a necessary.
shuttles – work in pairs. Player 1
downward direction (lower net
starts with a high serve, player
where necessary).
2 practises smash, and player 1
lets the shuttle fall on the floor • 180° rotation (scissor jump).
and then gives it back.
78
SHUTTLE
TIME
Block • Pupils work in pairs – one using • Starting position with racket in • Move to alternate feed • Keep pairs well-spaced apart.
defence a throw feed to allow partner front of body. to increase intensity and
(10 min) to practise block defence from difficulty.
• Elbow in front of body.
waist height and below.
L17 – V3 • Racket to shuttle
• Start by practising backhand • Remove or lower net.
(no big back swing).
and forehand block individually.
• Short follow-through.
• Progress by practising alternate
forehand and backhand. • Short pushing action.
• Change roles after 10 shots.
Smash • In pairs pupils practice on • Change according to time or • Progress by using targets • If pupils wait for their turn on
and block half court. Fixed sequence of number of smashes. on the floor for the smash. court, ensure they are standing
defence shots. Player 1 starts with high Can become a competitive on the side of the court away
• If it is a bigger group, change
practice serve, player 2 smashes, 1 plays game by counting number from the line.
roles more often to avoid
(15 min) defensive shot to the net, 2 of smashes on target.
longer waiting times.
plays back to the net and 1 lifts
L17 – V4 again. Sequence is repeated. • If there are pupils waiting, they • Keep competitive
can be given different roles like element out of the game
referee to count the smashes to concentrate on correct
Phase / Time Activity Main
thatTeaching Points
are on target. Variations ( Harder, Easier)
execution. Safety
Summary / • Teacher repeats again the main • See main teaching points above. • Use questioning to check • Correct stretching technique.
cool down teaching points of lesson 17. lesson goals have been
(5 min) achieved.
• Stretching.
• Teacher repeats the main
teaching points.
79
Lesson 18
Development Games
• develop smash technique; • demonstrate a smash technique;
• develop defensive shots in badminton. • demonstrate a defensive technique.

• Shuttles
• Badminton nets
80
SHUTTLE
TIME
Introduction • Teacher reinforces the technique • See main teaching points in • Use pupils to demonstrate. • Keep the group a safe distance
(5 min) of the smash with full rotation. lesson 17. on the side of the court away
• Teacher reinforces main from the demonstration.
• Teacher reinforces the
teaching points of lesson.
technique of defensive shots
(backhand and forehand) in
front of the body.
Group agility • Pupils work in groups. First • Form the groups depending • Use size of group to • Sufficient space between pupils
(10 min) pupils start footwork on signal, on space. control intensity. to exercises.
examples from “fast feet” in
L18 – V1 • Exercises are executed with
lesson 17. • Change exercise and vary
maximum speed.
commands to control
• On teacher’s signal the group
the intensity.
executes an agility movement –
for example:
– “Turn”
(one complete fast turning)
– “Down” (make one ‘push up’
on the floor)
– “Jump” (jump with hands up
in the air)
• In between the teachers signals
the group continues footwork.
• When the teacher shouts “go” –
the group runs to the opposite
side of the hall (20 meters) and
the next group starts.
81
Lift-smash- • Work in pairs – rally starts with • Reinforce technical teaching • Challenge players with • Remember court safety
block high serve, followed by smash, points. accuracy targets. during rallies.
(20 min) then block defence, which is
• Divide players by level.
followed by a lift. Then the • Lower net or
L18 – V2 sequence starts again which • Change partners regularly. smaller court.
means that this exercise is
alternating (lift-smash-block-lift).
Half court • ½ court singles game on • If the group is too big, 3 or 4 • Automatic win if smash • Remember court safety.
singles with reduced court area – in front of players can play on the same touches floor without
‘winner smash’ short service line is out. half court. The winner stays on opponent touching it.
(20 min) court, but the player who enters
• Normal scoring with 2 points
the game continues from the
L18 – V3 awarded for winning the rally • Lower the net and / or
previous losing score and the
with smash. reduce size of court.
winner starts from zero.
• Can be played as a team game
with mixed ability teams or
points counting.
Summary / • Teacher repeats again the main • See key teaching points above. • Use questioning to • Use the correct stretching
cool down teaching points of smash and check targets have been technique.
(5 min) defensive technique. achieved.
• Stretching.
• Teacher repeats the
key principles.
82
SHUTTLE
LESSON PLANS – LEARN TO WIN
SCHOOLS BADMINTON LESSON PLANS – LEARN TO WIN
Contents
Lessons Plans – Learn to Win
Lesson 19: Singles Tactics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 21: Doubles Tactics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
SHUTTLE
TIME
Overview
1. Introduction – Learn to Win
• Refer to Module 8 (page 79 Teachers Manual) before planning these lessons.
Section 4 This section introduces basic tactical skills for both singles and doubles and introduces associated physical elements including speed and agility.
Learn to Win
In this section more exercises involve competitive situations, activities and games.
(4 lessons)
They are designed to place more emphasis on developing tactical thinking to enhance the learning of basic badminton tactics and decision
making.
By the end of Section 4, “Learn to Win”, pupils should be able to:
• enjoy rallying strategically;
• demonstrate basic positional play in singles and doubles;
• enjoy match play.
85
Lesson 19
Singles Tactics
• introduce basic tactics for playing singles. • explain the basic tactics for singles.

• Agility ladder (if not available, you can draw the ladder on the floor / ground or • Preferably the lesson should be taken inside – but it is possible to take this
use tape to stick the lines on the floor) outside. You will need a net and a badminton court for this lesson. You may
draw the court lines on the floor / ground.
• Shuttles
• Rackets
86
SHUTTLE
TIME
Lesson 19: Singles Tactics
Introduction Teacher explains basic tactical • Singles tactics is about making • At this stage pupils can
(5 min) approaches to playing singles: good decisions based on be questioned about
awareness of: what shots we can use
1. Use of space and change
to achieve the tactical
of direction to: – Space
approaches chosen to
(height, width and depth)
– Make opponent late in the win the rally (e.g. how we
rearcourt to create space for – Self (position; where you are; can force our opponent
winning shot to frontcourt. fitness / power). to the back of the court?)
– Make opponent late in the – Opponent.
• Teacher explains tactical
frontcourt to create space in
approaches to the game
the rearcourt.
of singles.
2. Change of speed – use of
faster shots e.g. smash and
fast clear to win points or
create opportunities.
87
Agility • Use one ladder for • Control speed to ensure correct • Increase pace if drills are • Ensure pupils wait their turn
ladder 1 approximately 10 pupils. Place execution of drills. executed correctly. and do not start drill before the
(10 min) the ladder on the floor and previous pupil has finished.
• Relaxed arms, shoulders and
ensure there is enough space • Keep drills simple and
L19 – V1 hands. Head must be kept still
for pupils to return back along increase pace gradually.
as much as possible.
the side of the ladder to the
starting position. • Ensure the drills are executed
with weight on the front of
• Possible drills are:
the feet.
– Normal running
• If no ladder is available use
– One-two in, one-two in. tramlines or draw / chalk lines
on floor.
– One-two in, one-two out,
one-two in, one- two out.
• Note: Give the pupils an
opportunity to try every
exercise slowly before
performing quickly.
88
SHUTTLE
TIME
Half court • Play half court singles • Play for a fixed period of time • Start the better players • Make sure pupils are aware of
singles with where pupils are trying to “Up and down the river” (winner towards the end of the hall safety around the badminton
tactics 1 incorporate singles tactic 1 (see moves up – loser moves down). so they can try to progress court (ex. do not cross the court
(10 min) introduction). “up the river” when match is being played etc).
• If the group is too big, keep
L19 – V2 • Play with no smash to the time down to avoid waiting
• Divide the group into
encourage pupils to use or long. Give alternative roles to
different games to
create space. the pupils waiting to include
ensure that players
them in the game.
meet opponents of
their own level to avoid
discouragement if
opponents are too strong.
Half court • Play half court game where • As above. • If the pupils level is too • See above.
singles with pupils are trying to incorporate different, divide the class
tactics 2 singles tactics 2 into groups of level.
(10 min) (see introduction).
L19 – V3 • Pupils score 2 points each time • It is important not to

they play a winning shot which discourage pupils. Ensure
touches the floor either before everyone has a positive
the short service line or in the experience by reducing
rear tramlines. the court size or by
lowering the net.
89
Half or full • Pupils are trying to incorporate • Timing as above. • Progressively reduce • As above.
court singles singles tactics 1 and 2. the target areas / size to
• Question the pupils briefly after
with tactics Depending on available space challenge accuracy.
their match which tactics they
1 and 2 and level play on half or full court
were trying to use and why.
(10 min) (note: if full court pupils can also • Simplify games and adapt
create space to the sides). • The second activity is used court where necessary.
L19 – V4 to improve the use of depth
• If pupils are doing well, use a
and height.
variety where the forecourt and
rear third of the court are ‘in’
(counted), but the midcourt
is ‘out’ (use markers to define
court). Players rally as usual,
but if the shuttle lands in the
midcourt area is called out and
the opponent wins the rally.
Summary / • Teacher repeats the key • Ask pupils to demonstrate • Use questioning to
cool down principles of lesson 19. exercises for stretching and encourage pupils to
(5 min) cool down. think tactically.
• Review once again
general tactical
approaches in singles.
90
SHUTTLE
TIME
Lesson 20
Tactical Games
• develop basic tactics for playing singles. • describe different ways to win points in singles.

• Shuttles
• Badminton net (or substitute)
• The agility ladder may be marked on the floor / ground.
• Agility ladder
91
Lesson 20: Tactical Games
Introduction • Teacher reinforces basic tactical • See main teaching points in • Use questioning to ask
(5 min) approaches to playing singles lesson 19. pupils to explain main
(see intro lesson 19). tactical approaches.
• Teacher reinforces tactical

approaches to the game
of singles.
Agility • Place the ladder on the floor • Control speed to ensure correct • Increase pace if drills are • Ensure pupils wait their turn
ladder 2 and ensure enough space for execution of drills. executed correctly. and do not start drill before the
(15 min) pupils to return on the side of previous pupil has finished.
• Relaxed arms, shoulders and
the ladder to starting position. • Keep drills simple and
L20 – V1 hands. Head must be kept still
Ideas for drills are: increase pace gradually.
as much as possible.
– Two in, two in
• Ensure the drills are executed
– Two in, two out, two in, two out with weight on the front of
the feet.
– Two in, two in, right one out
and balance, two in, two in, • If no ladder is available use
left one out and balance tramlines or draw / chalk lines
on floor.
– Give the pupils an
opportunity to try each
exercise at a slow pace before
performing at pace.
92
SHUTTLE
TIME
Half court • Half court singles – 3 pupils • Short games to allow matches • Challenge better players, • Make sure pupils are aware of
team game against 3 pupils. against maximum number of for example giving safety around the badminton
(20 min) opponents. opponents a few points to court – for example, do not
• Player 1 starts the rally and
start; increase / decrease cross the court when match is
L20 – V2 leaves the court to the side, • All players points to count
court size; reduce points being played.
player 2 takes the next shot towards their score.
scoring areas.
and leaves to the side, player
3 comes on court for the third
• Modify court for lower
shot and sequence is repeated.
ability pupils.
• Players can only enter the court
from base line and leave court
from side.
• Opposing team follows the
same system.
Team half • Pupils are divided into mixed • Teams challenged to think • Play the same game on • See above.
court singles ability teams. tactically. full court.
team game
• Pupils then compete against • Encourage team work and
(15 min)
similar ability opponents communication.
L20 – V3 scoring points for their team. • Increase number of
• Select teams on ability.
players in teams.
• Half court game.
• Pupils score 2 points each time
they play a winning shot which
touches the floor without their
opponent touching it.
93
Summary / • Teacher repeats the main • Ask pupils to demonstrate • Use questioning.
cool down teaching points of singles play. exercises for stretching and
(5 min) cool down. • Review once again
general tactical
approaches in singles.
94
SHUTTLE
TIME
Lesson 21
Doubles Tactics
• basic tactics for playing doubles; • demonstrate and explain basic attacking and defensive formations in doubles.
• serve and return positions.

• Shuttles
• If hoops or other targets are not available, you can draw targets directly on the
• Hoops (or other targets) floor / ground or user tape to stick them on the courts.
95
Lesson 21: Doubles Tactics
Introduction Teacher explains the main • Doubles tactics depends on • As most shots have already • Keep group a safe distance
(10 min) teaching points of lesson 21: quick decision making based been reviewed in previous when demonstrating.
on awareness of: lessons, ask pupils to
• Importance of serve and return.
explain / demonstrate the
– Space.
• Basic attacking and defensive technique of backhand
formations. – Self. serve and key shots for
• Importance of team work – Opponent. doubles.
in doubles.
– Partner • Teacher reviews key
• Reviews the basic shots used in doubles shots including
Use players to demonstrate
the game of doubles. service.
positions.
Revision of • Pupils work in pairs practicing • Pupils practice in pairs. • If executed correctly • If practicing returns, make sure
backhand the backhand short serve trying make targets smaller or / the court is clear of shuttles
• Relaxed grip.
serve to place it in a hoop (or other and place a rope or string before serving again.
(10 min) target on the floor). • Hit shuttle from hand. a few centimetres on top
• If pupils complete the shots of the net to practise
L21 – V1 service trajectory (or use
correctly, return of serve can be
introduced – one player serving partners arm).
and the other one returning.
• Focus on correct serving
Change roles on teacher’s signal.
technique.
96
SHUTTLE
TIME
Midcourt • Work in pairs on half court, • Start slowly and increase pace • If executed correctly, • Use one shuttle only.
and both players start from gradually. increase pace. Could also
frontcourt midcourt. They play flat introduce lift and smash
• When moving towards the
play midcourt to midcourt and if to increase difficulty
net the attacking player keeps
(20 min) there is an opportunity, one and add a competitive
the racket up – short racket
of them tries to move forward element such as scoring
L21 – V2 movements.
towards the net and takes points with smash winner.
the attack. The other player • In defence – bend knees (use discretion).
then retreats into a defensive and lower centre of gravity,
position. and ensure elbow in front of • If too difficult, keep
body. Try to encourage mainly midcourt play
backhand defence. only, then move to
frontcourt / defence and
• If the group is large, the
change roles in signal
pupils who are waiting their
from teacher.
turn can practise defence
against the wall (good practice
for doubles defence).
97
Positional • Shadow work – 4 pupils per • For big groups players / pairs • Progress quicker to • Court safety.
play in court numbered 1 to 4. Teacher are rotated on / off court on rally situation.
doubles calls a number, the pupils with regular intervals.
(15 min) this number moves to rearcourt • Lower net.
to a smash position in the • Concentrate on basic
L21 – V3 rearcourt. Partner takes net formations.
position to complete attacking
formation and opponents move
to “sides” defensive position.
Teacher then calls another
number and players respond
by adopting appropriate
formations.
Summary / • Teacher reviews main teaching • See teaching points above. • Use questioning to
cool down points of lesson 21 – see key encourage pupils to
(5 min) teaching points. participate and check
achievement of objectives.
• Group stretching on the floor.
• Teacher reviews main
teaching points.
98
SHUTTLE
TIME
Lesson 22
Tactical Games
The purpose of this lesson is to introduce: By the end of the lesson the pupils will be able to:
• doubles play. • demonstrate the use of attacking and defensive formations in a game situation.

• Shuttles
99
Introduction Teacher reinforces / reviews main • See key teaching points in • Pupils demonstrate • Keep group a safe distance
(5 min) teaching points of lesson 21: lesson 21. basic positions for when demonstrating.
doubles and identify key
• Basic attacking and defensive
shots.
formations.
• Importance of team work in • Teach reviews doubles
doubles. positional play and key
shots including service.
• The basic shots used in the
game of doubles.
The “Stone • This running game is good for • Divide groups by physical • Increase / decrease • Keep groups well-spaced apart.
Game” increasing speed and reaction. ability. distance.
(10 min)
• Pupils line up holding their • Use helpers / pupils to distribute
L22 – V1 hands behind their backs; one stones to enable more than one
is given a small stone by the group to work at a time.
teacher (unseen by the others).
• Keep running distance short.
This pupil decides when to
start, but must reach the other
side (distance determined by
teacher) without being caught
by the others.
• Loser which means the one
with the stone or the rest of the
group must make easy exercise
at the end of court.
• Go on with next team after first
team has finished the run.
100
SHUTTLE
TIME
Mid-court Play a game on half-court 1 • Play on time or points. • Double points for • Court safety.
game 1 against 1. direct winner (touching
• Play “up and down the river”.
(10 min) the floor without the
• The front and the rearcourt
opponents touching it).
L22 – V2 (in front of service line and
behind the rear tramlines) are
‘out’. The rallies are played in
the mid-court area only.
• Use only short or
• Start with low or flick backhand flick serves to reduce
serve and encourage flat play. uncertainty.
Mid-court • As above, but playing on full • Players stay in their own quarter • Double points for • Court safety.
game 2 court with partner. of the court. direct winner (touching
(15 min) the floor without the
• Encourage fast flat play.
opponents touching it).
L22 – V3 • Short games to rotate and
reduce waiting time. • Use only short or
flick serves to reduce
uncertainty.
101
Doubles • Rally starts with backhand • Remind pupils of rules of play. • Court safety.
exercise low service. The return is a
• Reinforce positional play.
and game lift, server takes net position,
(15 min) partner smashes, opponents • Encourage attacking play.
adopt defensive position and • Rotate pairs regularly.
L22 – V4 use block defence. Net player
lifts and formations change • Exercise should be cooperative
(lift-smash-block). to encourage rallies and
practise doubles positional play.
• Progression – play a normal set
of doubles.
Summary / • Teacher reviews key principles • See teaching points above. • Use questioning to
cool down of lessons 21 and 22 – see key encourage pupils
(5 min) teaching points. to participate and
check achievement of
• Group stretching on the floor.
objectives.
• Teacher reviews key

points.
102
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© BADMINTON WORLD FEDERATION , 2017

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Project and Materials Developers Continental Confederations

Stuart Borrie Badminton Africa www.bcabadminton.org

David Cabello Badminton Asia www.badmintonasia.org

Heinz Kelzenberg Badminton Europe www.badmintoneurope.com

Mike Woodward Badminton Pan Am www.badmintonpanam.org

Ian Wright Badminton Oceania www.oceaniabadminton.org

Badminton World Federation

Unit No.1 Level 29, Naza Tower

Lesson Plans – Introduction

Lessons Plans – 10 Starter Lessons

Lesson Plans – Swing and Throw

Lesson Plans – Throw and Hit

Lessons Plans – Learn to Win

• 10 Starter Lessons (Lessons 1 to 10) – Module 5 in the Teachers’ Manual

• Throw and Hit (Lessons 13 to 18) – Module 7 in the Teachers’ Manual

• Learn to Win (Lessons 19 to 22) – Module 8 in the Teachers’ Manual

Deciding Where to Start

• badminton experience and exposure of pupils;

• age and physical development;

• aptitude and previous sporting experience.

The lessons for badminton in this resource contain:

• technical badminton exercises;

• fun and competition activities.

The lessons for badminton in this resource contain:

Introduction – The teacher highlights what the pupils will learn.

Flexibility of the Programme

This is a flexible resource to meet the needs of:

• teachers and learners from different cultural backgrounds;

• mixed ability groups.

Lessons Plans – 10 Starter Lessons

The 10 Starter Lessons:

• cover basic badminton skills;

• ensure beginners of all abilities have a positive first experience of badminton.

Teachers will have the flexibility to:

• move from one lesson to the next;

• repeat lessons where necessary;

• take activities from different lessons to create their own lessons.

Section 1 The 10 Starter Lessons include:

• frontcourt techniques and rallying;

• physical elements including coordination, stability and balance.

• hit from the net to the rearcourt;

• use a serve to start rallies.

Equipment Teaching Situation / Context

Lesson 1: Basic Grips

Lesson 1: Basic Grips

Equipment Teaching Situation / Context

Lesson 2: Grip Changes and Footwork

• Practise 12 shots and

Equipment Teaching Situation / Context

Lesson 3: Net and Lunge

Equipment Teaching Situation / Context

Lesson 4: Net and Starting

Equipment Teaching Situation / Context

Lesson 5: Revision Games

Chasse • Repeat the above exercise to • As above. • As above.

Lesson 5: Revision Games

Equipment Teaching Situation / Context

Lesson 6: Revision Games