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1 Miss L. Steele – Crieff High School – 2013
National 4/5
Badminton: Training,
Technique & Tactics
Name ___________________________________
Teacher ___________________________________
Class ____________
P.E. Department
Crieff High School
2 Miss L. Steele – Crieff High School – 2013
Course Content
During this badminton component we will be looking at the following aspects:
Skills: What is a skill? How do we learn skills and how can we improve skill
performance?
Aspects of Fitness: Cardio-Respiratory Endurance, Local Muscular Endurance, Speed,
Strength, Flexibility, Power. How can we train to improve our performance in
the activity. Physical demands of the game.
Attack/Defence: What makes a stroke an attacking or defensive shot?
Evaluation: The ability to analyse a performance and say what was good/bad about it
and how it could be improved. What are your personal Strengths & Weaknesses
and how do the impact on your performance?
Systems of play: Singles/doubles court size, service area, team tactics, rules etc.
Roles & relationships: the different ways you can improve your play and help your
partners play. Cooperation, non-competitive. Giving feedback. The different
functions/jobs – refereeing, scoring, playing, umpiring, organising etc.
Codes of behaviour: conduct on court, singles/doubles.
During this course you will be expected to concentrate (both in classroom
sessions and practical work), put in the required effort in reading notes and
using these to complete homework and revise for end of component tests.
Task
What are the main skills in Badminton? __________________________________
________________________________________________________________
________________________________________________________________
Explain why your ability to perform these skills is important and how this affects
your overall playing ability.
________________________________________________________________
________________________________________________________________
3 Miss L. Steele – Crieff High School – 2013
Skills & Techniques
In Badminton you use two skills 1. Serving
2. Striking the Shuttle
Techniques are different ways of performing these skills.
Name two techniques for Serving
1. __________________________________________
2. __________________________________________
Name five techniques for striking the shuttle
1. __________________________________________
2. __________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________
4 Miss L. Steele – Crieff High School – 2013
a
Skills of the Game
Service Short & Long/High
Clears Underarm & Overhead
Drop Shot Forehand & Backhand
Net Shot Forehand & Backhand
Smash Forehand & Backhand
Service is not just a means of starting the game. It is much more important than
that.
Why do you think that this is so? ______________________________________
________________________________________________________________
________________________________________________________________
When you (a) serve in a singles game what area are you aiming for on your opponent’s
side? (Shade in the area on the court diagram)
Task
What physical qualities would help you to be a good player? ___________________
________________________________________________________________
Explain how these qualities would affect your performance. Give practical examples
________________________________________________________________
________________________________________________________________
5 Miss L. Steele – Crieff High School – 2013
Skill Practice
To practice a skill a feeder may be necessary
Explain what a feeder would do ________________________________________
________________________________________________________________
________________________________________________________________
When you are a FEEDER are you CO-OPERATING or COMPETING
________________________________________________________________
When you are learning any skill or game, it is easier to learn a skill if you break it
down into parts. Sometimes to learn a skill it is broken down into smaller parts and
then Gradually Built Up again.
Name a skill you have learned by Gradual Build Up __________________________
________________________________________________________________
Sometimes when you practice a Whole Skill and then it is broken down into smaller
Parts to improve and then you practice the Whole skill again. Name a skill that you
have learned by using WHOLE-PART-WHOLE.
6 Miss L. Steele – Crieff High School – 2013
Models of Performance
A skilled performance shows these 3 characteristics:
1. Effectiveness (Accuracy)
Being accurate in placing shots where you want them to go
Being consistent in placing shots where you want them to go
2. Technique (Efficiency)
Correct Preparation of technique
Correct Action of technique
Correct Recovery of technique
3. Adaptiveness (Range) – how skills can be adapted to meet tasks demands:
Good anticipation
Good judgement of shuttle flight
Appropriate decision-making
Can disguise shots
Can play a range of shots
Model Performers exist at different performance levels
As you work to improve your performance, model performers can show you how to
improve. The idea is that by seeing someone else playing badminton, you will get a
clearer picture of what it is you are trying to do.
It may be that a classmate is able to play in a way that provides you with ideas about
how you can get better. Very able badminton players may need to watch top
performers to get an idea of how to play better.
Model performers can show you how to perform different skills and techniques
In badminton, some skills and technique are difficult to carry out effectively, for
example, a backhand clear. If you watch a good performer playing the shot, possibly
from a slow motion video, then you can pick up clues about how to play the shot at
different stages in the PAR of the shot.
Example Q&A: What are the advantages of using model performers to help you
improve your own performance?
Model performers can show me the detail required to help me improve. I can use video to help me see good performance over and over again. I can watch it in slow-motion if the action is too fast for me to see, for example, a smash in badminton. If I watch closely I can see what they do well in a game, and also how well they perform specific points of technique. I think this is helpful, because model performers seem to make their performance look easy, often showing that they have ample time in between shots. By comparing my performance to a model performer, I can identify my strengths and weaknesses.
7 Miss L. Steele – Crieff High School – 2013
Skill Analysis – Stages of Learning
How do we learn skills?
If we take an example of a skill it is easier to explain what is involved in the
performance of the skill. Take the Overhead Clear as the skill to be learned.
All that is really involved in performing a skill correctly is for the learner to ‘copy’
the good example (model performer) that is shown to them. This leads onto the
learner attempting to recreate the action. This is known as the PREPARATION
STAGE. In some cases the action will be performed satisfactorily. The learner then
has to practice the action so that it becomes ‘natural’ to him/her. The important part
of this stage is that the learner should not have many decisions to make.
Where the action/skill is basically sound the learner can proceed to refine the skill
by practicing in a more demanding ‘game like’ situation. This is sometimes referred to
as the PRACTICE/ASSOCIATIVE STAGE of skill learning. During this stage the
learner will be combining court movements and experiencing the demands of
positioning & timing, which will help to perform the skill in a more challenging
situation.
The final skill learning phase is called the AUTOMATIC/AUTONOMOUS STAGE
where the performer is taking part in a more ‘open’ situation which involves the
learner in more decision-making about shot selection, depending on where the
opponent is on court, what the strengths/weaknesses of the opponent are and where
there will be a greater need for control of touch, direction and disguise.
Task
Identify an area of potential weakness in your skill _________________________
________________________________________________________________
Describe a practice that will help you improve this part of your skill _____________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
8 Miss L. Steele – Crieff High School – 2013
Rules and Tactics of Half Court Singles
Service
1. Service must be underarm.
2. At the point of impact, the lowest part of the racquet should be below waist
height and below the level of the wrist.
3. The service must be taken from behind the service line and must land over the
opponents service line and inside the back line.
Scoring
1. A point can be scored if either serves but if you score you retain service.
2. The first person to score 15 points with 2 clear points more than an opponent
is the winner.
Winning a point
You will win a point if;
1. The shuttlecock lands on the floor within the correct lines of your opponent’s
court. (The lines are part of the court)
2. Your opponent hits the shuttlecock into the net and it does not come over to
your side.
3. Your opponent hits the net with their racquet, clothing or any part of their
body.
4. Your opponent hits the shuttlecock out of the court.
General tactics
1. You should play to all four corners of the court.
2. You should try to avoid playing down the centre of your opponent’s court.
3. After playing a shot you must return to a central position on the court.
4. Try to force your opponent to back of court then play to space at front or vice
Versa.
9 Miss L. Steele – Crieff High School – 2013
Requirements of Badminton
Roles & Relationships
During your practical sessions you will have adopted several different roles. These
will have seen you working in different ways with your partner. In all cases you will
have had a reason for acting out the role.
Write down the different roles you have performed during your Badminton course
________________________________________________________________
________________________________________________________________
Codes of Behaviour
Badminton is not like many other sports in the way you are expected to conduct
yourself while on court. Describe how you would be expected to conduct yourself if
you were taking part in a Badminton competition
________________________________________________________________
________________________________________________________________
Rules
Although badminton is a non contact game, where the
players are separated by a net, there are a number of
rules which control what you are allowed/not allowed to
do on court at certain times.
As a server, what way do the rules restrict how you serve the shuttle? __________
________________________________________________________________
________________________________________________________________
10 Miss L. Steele – Crieff High School – 2013
a
a
Tactics and Principles of Attack and Defence
Badminton is a game which requires players to attack and defend. The player who can
mount more attacks will be more successful than the player who relies too much on
defence. This means the game has to be approached aggressively and positively, with
the emphasis on attack and only playing defensively when forced by your opponent.
Whenever a player hits the shuttle over the net he/she is making a tactical move in
the game. As the game is a contest, the point of the move should contribute to
winning the rally and ultimately the game.
Systems of Play
In singles there is no attacking ‘formation’ or ‘system’. Successful attacks are made
by outmanoeuvring your opponent i.e. by playing the shuttle into spaces on the court
where your opponent is forced away from the net or has to play a defensive lift shot
which allows you to play an attacking winner.
In doubles play however, where you have to work with a partner, you will have to
devise a plan that will allow you to work together as a team. This will help you to
attack and to defend the court better. There are recognised attacking and defensive
situations.
Attacking Formation – court coverage
Defensive Formation – court coverage
11 Miss L. Steele – Crieff High School – 2013
Game Analysis
Name of performer: ________________________________
Self/partner Technique Analysis
Ready Position
Feet Square
Feet shoulder width apart
Knees flexed slightly
Weight on balls of feet
Racquet up in front of body
Hold racquet with hand shake grip
Footwork
Watch shuttle and opponent
Lead with dominant foot
Shuffle/Chasse (Step-close-step)
Cross over only on backhand
Recover to ready position
Serves
Correct starting stance
Transfer weight into serve
Make contact below weight
High serve on target
Low serve on target
Forehand stroke
Correct grip
Transfer weight into shot
Clear success
Drop shot success
Smash success
Backhand stroke
Correct grip
Transfer weight into shot
Clear success
Drop shot success
Smash success
Drive success
Never Sometimes Always
12 Miss L. Steele – Crieff High School – 2013
Scattergram
Using both the video and an initial match analysis sheet I have been able to identify
_____________ as my main weakness.
Information from the Scatter Graph, along with my completed observation schedule
will be used to gather information on my specific weaknesses within my chosen shot.
A cross will be placed on the diagram below to record where each of the shots lands
on the court.
Where do your shots land?
Feeder
Performer
13 Miss L. Steele – Crieff High School – 2013
Mechanics of Movement
Write down as many skills as you think of from Badminton?
________________________________________________________________
________________________________________________________________
What is a skill? ____________________________________________________
________________________________________________________________
Take an example of a skill from above & break it down into its component movements.
e.g. Smash - this breaks down into different parts. Preparation – Action – Recovery.
Preparation: Positioning. This takes the form of the player moving into position so
he/she is able to play the selected shot. This involves the player in moving to
where the shuttle is and then getting into a side-on position taking the racquet
back behind the shoulder. This will allow the player to move smoothly into the
next phase of the skill.
Action: In this phase of the skill the player generates the power to allow him/her to
play the shot effectively. The power comes from generating racquet speed by
muscular contraction over a range of movement. By turning side on the player is
able to increase the range of movement and by so doing make the racquet move
faster through the air. The backswing therefore is an important part of the
smash as it allows greater power in the shot.
Recovery: After the action/power phase of the skill the player has to get ready for
any return that the opponent might make. To help the player do this a number
of movements take place that are a part of the whole skill. Some of these
movements have two purposes.
Follow through – this allows the player to continue the action part of the skill
and by so doing increase the power generated. It also allows the player to
regain balance.
Transfer of Weight – this is where the player steps (shifts weight) forward
and by this method transfers the weight from his/her back foot onto the
front foot. This serves 2 purposes. It adds power to the shot as the player’s
weight is used by moving into the shot and it also allows the player to regain
their balance and get into position for the opponents return.
14 Miss L. Steele – Crieff High School – 2013
Preparation, Action, Recovery
A skill is broken down into three parts of Preparation, Action and Recovery.
Can you describe the stages of the High Serve (underarm/forehand) under these
titles?
Preparation
1 ______________________________________________________________
2 ______________________________________________________________
3 ______________________________________________________________
Action
1 ______________________________________________________________
2 ______________________________________________________________
3 ______________________________________________________________
4 ______________________________________________________________
Recovery
1 ______________________________________________________________
2 ______________________________________________________________
3 ______________________________________________________________
15 Miss L. Steele – Crieff High School – 2013
Observation: Preparation, Action, Recovery
Other sheets are available from your teacher.
Overhead Clear Observation Schedule (PAR analysis) - example
Using an initial match analysis sheet I have been able to identify the overhead clear as my
main weakness. I will compare my performance against a model performance using the
focussed observation schedule below. From this, I should be able to identify the strengths
and weaknesses in my technique.
If I am successful at carrying out that part of the action, a tick will be placed opposite the
criteria, if not a cross will be recorded.
Preparation phase
Starts from base.
Performer tracks path of shuttle and begins
moving towards place shuttle will be played
from.
While moving, body turns side-on to net.
Racquet is taken up and back behind head.
Weight shifts mostly onto back foot.
Back shoulder drops.
Front arm balances racquet arm (both arms
are raised).
Action Phase
Shoulder, arm and racquet are brought
forward at speed to help generate power.
Action resembles throwing action.
Weight is transferred forward front back
foot to front foot to coincide with moment of
impact.
Impact is with open racquet face above
racquet shoulder.
Performer strikes ‘through’ shuttle and body
weight continues to move forward (a smooth
continuous action leads naturally into
recovery).
Recovery Phase
Racquet comes down and across body in
recovery phase.
Forward movement at end of stroke leads to
‘base’ and recovery of ‘ready’ position.
See next page
16 Miss L. Steele – Crieff High School – 2013
My main strength is ________________________________________________
My main weakness is in the ___________________________________________
phase and the criteria which needs to be improved is _______________________
Preparation Phase should discuss/describe: placement in relation to shuttle contact;
racquet preparation and swing to point just prior to contact (?).
Action Phase should discuss/describe: final swing to hit shuttle; arm extension and
flexion; shift of body weight through contact.
Recovery Phase should discuss/describe: regaining control of body weight; recovery
of racquet to ready position; recovery of court position.
17 Miss L. Steele – Crieff High School – 2013
Principles of Training – S.P.O.R.T.
Specificity
Once you have the specific aspects of fitness or activity requirements you wish to
improve you must know which muscles or aspects of the game you need to work on.
Progression
Once you have decided on your workload and have been training for several weeks
your fitness should have improved. Each time you make your training harder it is
called progression. Three ways of making training more difficult:
Increase the intensity of the work
Increase the length of time of work
Decrease the recovery time
Overload
In any programme you need to gradually work your body harder, more often and for
longer than it’s used to. This is known as Overload and is based on 4 very important
principles of training. F – Frequency
I – Intensity
T – Time
T – Type of activity
Frequency – How often you work to improve physical fitness.
To benefit you need to exercise at least 3 times a week.
Intensity – How hard you work to improve physical fitness. Too little or too easy an
exercise will not improve your fitness. Too much exercise at once when you are
not used to it can result in injury.
Time – How long you work to improve your physical fitness. Exercise must be done
for at least 20-40 minutes to be useful.
Type of Activity – Know the activity you are training for before you design your
programme.
Reversibility
When you stop training you quickly lose your level of fitness.
Tedium
You must keep your training drills varied/exciting to maintain interest and motivation.
18 Miss L. Steele – Crieff High School – 2013
Stages of Learning
There are three important stages in learning and developing skills: the planning stage,
the practice stage and the automatic stage.
Planning Stage (Preparation/Cognitive Stage)
Get a mental picture of the skill or technique.
Understand the basics of what is to be learned.
Shadow the movement.
Break the skill down, if possible.
Slow the skill down, if possible.
(Errors are common and, feedback and encouragement is required.)
Practice Stage (Associative Stage)
Repeated practice, so that you become more consistent in performing the skill or
technique successfully.
Detect and correct errors in your execution of skills/technique.
Practice in a controlled environment, e.g. to work in a reduced court area.
The assistance of an accurate ‘feeder’.
Pressure gradually increased as you improve.
Compare your performance with a ‘model’.
Target/Combination/Co-operative Drills
(Your ability, experience and the type of skill involved will determine the amount of
time needed to practice. Gradually the number of mistakes made will reduce.)
Automatic Stage (Autonomous Stage)
The opportunity to play conditioned games.
Pressure/Decision Making Drills.
Put the skill/technique you have learned into a full-game situation.
Greater attention is paid to other aspects of the game: game strategy, opponent.
(Errors are less likely at this stage of learning.)
The stages of learning are a progressive process and each stage merges into the
next. As your skill level develops you will gradually progress from the planning stage
to the practice stage to the automatic stage. During your training programme you may
move back a stage if you have progressed too quickly.
19 Miss L. Steele – Crieff High School – 2013
Influential factors that affect performance
Once you have considered your stage of learning, methods of practice and principles
of effective practice, it is useful to think about your
confidence, motivation, concentration and feedback when
performing.
Confidence Confidence affects performance by reducing…
Effectiveness
Poor confidence results in poor accuracy and consistency as the
performer is more negative about their chances of winning and this reduces their
success.
High anxiety will lead to ineffective performance.
Players low in confidence give up more easily.
Technique
Parts of the technique which are weaknesses will be repeated when there is a lack
of confidence causing the shot to be inefficient and inaccurate.
Adaptability
Limited confidence means that you might avoid some shots; this reduces the range
of shots available and makes you easier to ‘read’.
Reduced confidence may also affect decision making.
Little confidence may mean a player will try less to win the point and is less likely
to take calculated risks to do so.
Strategies to improve confidence during practice are:
Positive Self-Talk This is when a performer talks positively during practice to
eradicate a weakness identified in the game.
Visualisation This allows the body to become familiar with the sensory
response of the muscles and nerves which take place in the real situation.
This imaginary exercise helps reduce anxiety and improve confidence while
replicating the emotional game conditions
Goal-Setting To improve confidence reduce the product goal, so there some
success.
20 Miss L. Steele – Crieff High School – 2013
Concentration
A lack of concentration results in some of the following
Not being aware of where your opponent is or the space
available to you (effectiveness reduced)
Not watching the flight of the ball/shuttle (preparation of
technique affected)
Executing a specific technique incorrectly (efficiency
reduced)
Making the wrong decision (adaptability reduced)
Process goals and Trigger words can improve concentration and performance:
Poor technique (process) leads to ineffective performance. Therefore to improve
performance, you need to develop the process of how the skill is applied. To do this,
you must set process goals to develop inefficient technique (identified in an
observation checklist). Trigger words help to achieve these process goals e.g.
Inefficient technique Bent arm in Overhead Clear
Process Goal Extended arm on contact
Trigger Word ‘Reach’
Motivation
Motivation is your level of desire to succeed. You need to be
motivated in order to improve your level of performance. Motivation is an important
factor in learning practical skills.
Motivation is either internal (intrinsic) or external (extrinsic)
Intrinsic motivation is your own ‘internal’ level of desire to succeed to meet the
challenge of the task/goal. Again this is done through goal-setting (process or
product goals). It may also be that you were extrinsically motivated to reach a goal
set by your teacher. Motivation is also linked to feedback in meeting goals.
Extrinsic Motivation occurs when your involvement in an activity is for reasons apart
from simply participation. For example, earning money through competing is an
external motivation.
21 Miss L. Steele – Crieff High School – 2013
Principles of Effective Practice (Goal Setting)
In order to ensure that practices are effective and that improvement will take place,
performers need to consider the Principles of Effective Practice. By considering the
list below, performers can plan and carry out an effective training programme that
will enable them to achieve their goals.
The Principles of Effective Practice can be easily remembered as S.M.A.R.T.E.R.
Specific Practices must be specific to the performer, the activity and the
stage of learning they are at.
Measurable Set measurable targets for improvement. For example, land the
shuttle in the back tramlines, 15 out of 20.
Achievable Practices must be achievable in order to allow success in practice and
keep motivation.
Realistic Practices must be realistic to the challenges of the game (game-like).
/make training goals attainable. By doing this it is easier to transfer
your improvements back into the activity.
Time-Phased Practices must have intervals of rest to maintain quality. This will
avoid fatigue setting in and increase motivation.
Exciting Practices must be exciting and challenging. This makes you want to
practice and keeps high levels of concentration and motivation. A
short, exciting, and interesting training session is better than an
overlong one where you become bored and disinterested.
Recorded Make a record of what your training goals are in your training diary. As
you achieve your short-term goals make a record of this. This keeps
focus and also allows you to keep track of your progress.
22 Miss L. Steele – Crieff High School – 2013
Importance of Goal Setting
Use goal-setting to ensure that you can perform at your highest level. Goal-setting
involves you (either individually or with your teacher) setting challenging targets
which are specific to your performance.
Process Goals This means setting technique goals
Product Goals This means setting accuracy goals
Make a list of your performance goals
When you have finished listing your goals number them in the order of priority you
would like to achieve them.
I would like to: Order of Priority
_______________
_______________
_______________
_______________
23 Miss L. Steele – Crieff High School – 2013
Worksheets
24 Miss L. Steele – Crieff High School – 2013
Badminton - Worksheet 1
Why and when would you use a short serve? _______________________________
________________________________________________________________
________________________________________________________________
If your opponent is at the back of the court what type of shot would you use if you
were:
a) At the back of your own court?
b) In the middle of your own court?
c) At the front of your own court?
a) _______________________________
b) _______________________________
c) _______________________________
There are 4 ‘aspects of fitness’: Strength, Speed, Stamina and Suppleness. Put these
in the order of importance in Badminton i.e. the one you think is the most important in
helping you to play a better game of Badminton.
1. ________________________ 2. ________________________
3. ________________________ 4. ________________________
Explain why you put the aspects in this particular order ______________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
When playing an overhead shot which joints do you use and what type of joints are
they?
Joint ____________________________ Type_________________________
Joint ____________________________ Type_________________________
25 Miss L. Steele – Crieff High School – 2013
Badminton - Worksheet 2
Apart from playing against an opponent in a game, what other roles could you perform
in a practical/game situation and what would this involve doing?
1. ______________________________________________________________
________________________________________________________________
2. ______________________________________________________________
________________________________________________________________
Write down four important duties a referee has to perform.
1. _______________________ 2. _______________________
3. _______________________ 4. _______________________
What is the purpose of having rules in a game?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Give 2 examples of unwritten rules.
1. ______________________________________________________________
2. ______________________________________________________________
What do we mean by court etiquette?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
26 Miss L. Steele – Crieff High School – 2013
Badminton - Worksheet 3
List two physical qualities and two personal qualities a badminton player
requires.
Physical Personal
1. _______________________ 1. _______________________
2. _______________________ 2. _______________________
Describe 3 exercises you might do as part of your warm up before a badminton game?
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
Choose a skill/technique you have learned during your badminton course. Describe
what would happen if your coordination is poor.
Activity: Badminton Skill/Technique: ________________________________
Description of what happens if coordination is poor _________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Give an example from your Badminton course where you moved your weight (weight
transference) to help you. By doing this what happened?
________________________________________________________________
________________________________________________________________
________________________________________________________________
27 Miss L. Steele – Crieff High School – 2013
Badminton - Worksheet 4
Each performance has three phases, Preparation, Action (execution) and Recovery
(Follow-Through).
Describe the action phase in an Overhead Drop shot.
_______________________________________________
____________________________________________________
_________________________________________________
_______________________________________________________
_______________________________________________________
Describe the follow-through (recovery) phase in a High (long) serve.
________________________________________________________________
________________________________________________________________
________________________________________________________________
Describe the preparation phase in the Forehand Smash
________________________________________________________________
________________________________________________________________
________________________________________________________________
What is the difference between the subjective and objective scoring systems and
which applies to badminton?
________________________________________________________________
________________________________________________________________
________________________________________________________________