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ShuttlE timE
SchoolS BadmintonTuTors’ Guidelines
SchoolS BadmintonTuTors’ Guidelines
ShuttlE timE
© Badminton World Federation 2011. First published november 2011.
AcknowledgementsThe 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
stuart Borrie
david Cabello
Heinz Kelzenberg
Mike Woodward
ian Wright
continental confederations
Badminton Africa www.badmintonafrica.org
Badminton Asia www.badmintonasia.org
Badminton europe www.badmintoneurope.com
Badminton Pan Am www.badmintonpanam.org
Badminton oceania www.oceaniabadminton.org
more informationThe resources for Shuttle Time are available in different languages. The material can be downloaded from the BWF website.
Badminton World Federation
unit 17.05. level 17Amoda buildingJalan imbi55100 Kuala lumpur, [email protected]
SchoolS Badminton TuTors’ Guidelines
ContentsPart 1: overview
1. introduction – Tutors’ Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2. Shuttle Time Tutors – Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
3. Shuttle Time Tutors – responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Part 2: Shuttle Time Resources
4. Shuttle Time schools Badminton Programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
5. Shuttle Time Teaching resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
6. Key People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
7. Shuttle Time Training Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Part 3: Your learners
8. Who are your learners? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
9. What is their Teaching situation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Part 4: Your training
10. Planning your Training sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
11. Your Training Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
12. Training Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
13. evaluating your Training sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Part 5: Your Plans – Sample Sessions
session 1 – introduction to the Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
session 2 – Badminton – The sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
session 3 – Training Materials and Content – user Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
session 4 – Managing Groups when Teaching Badminton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
session 5 – Physical skills and Badminton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
session 6 – Basic Badminton Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
session 7 – underarm Hitting and Movement at the net . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
session 8 – overhead Hitting and related Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
session 9 – Basic Tactical Play – singles and doubles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
sample – schedule for a one day Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
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SchoolS Badminton TuTors’ Guidelines
Overview
1. introduction – tutors’ Guidelines
These Guidelines are for tutors who are preparing to train teachers in how to plan and deliver badminton lessons in schools.
The aim of these guidelines is to help tutors plan and deliver the one day training course for teachers.
These Guidelines are in five parts:
1. Overview – competencies and responsibilities of tutors.
2. Background to Shuttle Time – programme, resources, people, partners and training courses.
3. Your Learners – about your learners
4. Your Training Methods – important things to know about training
5. Your Plans – sample plans for tutors to run the one day course – what to teach and suggestions on how to teach this content.
SchoolS Badminton TuTors’ Guidelines
2. Shuttle Time tutors – competencies
Tutors who have been selected to be part of the Tutor Training Course should already have these competencies.
Tutors Pre-course Competencies
• Coaches and / or physical education teachers with a good knowledge of the sport and its rules.
• May have taught badminton in a schools context.
• Confident communicator.
• Have a general understanding of Shuttle Time – the programme, course material and contents of the Teachers’ Manual*.
• Can plan and deliver training sequences.
• Can organize and manage groups in a training session.
• Can use a variety of teaching / learning methods in their sessions.
• Can assess learners.
* Tutors should receive the material before the course.
3. Shuttle Time tutors – Responsibilities
The responsibilities of Shuttle Time Tutors are:
• Knowledge of Shuttle Time
Be familiar with all aspects of Shuttle Time – the concept, goals, resources and process for implementing the BWF Schools Badminton Programme.
• Planning
Plan one day (in some cases two day) training courses for teachers using the syllabus / content of the Teachers’ Manual and the sample lesson plans in these guidelines.
Take the needs and backgrounds of the learner group into consideration.
• Delivery
deliver the training courses using both practical and theory sessions.
• Observation and Feedback
Provide feedback on teachers progress during the course.
• Assessment
use assessment tasks and self assessment activities so the teachers understand how well they are learning on the course.
• Reporting
report on each Teacher Training course delivered – location of the course, number of days, number of teachers on course (male/female), number of schools, names of the teachers, names of the schools, potential/approximate number of children who may undertake Shuttle Time at those schools.
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Shuttle time Resources
4. Shuttle Time – Schools Badminton Programme
Shuttle Time is the BWF’s Schools Badminton Programme. This programme aims to make badminton one of the world’s most popular sports in schools.
Shuttle Time aims to:
• enable teachers to deliver a positive image and experience of badminton;
• assist teachers to plan safe and fun badminton lessons;
• ensure that children experience success in badminton;
• achieve general physical education objectives through the badminton activities;
• equip children with a sporting skill for life.
The syllabus for teaching badminton contains badminton techniques, tactics and physical elements.
This means that children will experience the nature of badminton, without over complicating the content for teachers or children who are new to badminton.
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5. Shuttle Time teaching Resources
Teachers will require the following resources.
Resource Description Format / Availability
Teachers’ Manual 10 Modules for teachers who are learning how to plan and deliver badminton lessons.
PdF format.
downloadable from the BWF website in 10 separate Modules.
Lesson Plans 22 badminton lesson plans.
These have video clips embedded in them to show the teaching / learning activities.
PdF format.
downloadable from the BWF website as separate lesson plans.
Video Clips 92 video clips. These show the badminton activities and teaching points in the lessons.
downloadable from the BWF website.
Badminton Equipment A basic schools badminton kit consists of:
• 24 rackets
• 3 dozen plastic shuttles
• 2 nets
• 20 metre long rope or elastic cord that can be tied across a sports hall or practice area and be used as a net.
not included as part of Shuttle Time. sourced through agreements with suppliers.
The agreements can be facilitated through national Badminton Associations, Continental Confederations and / or the BWF.
Supplementary Material
new material to support the teaching of badminton is being developed.
PdF format.
downloadable from the BWF website.
The BWF will not provide printed copies of any of the resources, only downloads in PdF format, however national Badminton Associations or education Ministries or noCs may wish to print the material.
The resources will be translated into a number of languages.
if any national Badminton Association or education Ministries wish to translate Shuttle Time resources or print the resources in hard copy, please contact the BWF for more information – [email protected]
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6. Key People
The success of Shuttle Time depends on the experience and knowledge of these key people. They have different roles in implementing Shuttle Time.
Shuttle Time trainers
Responsible for training the Schools Badminton Tutors (two or three day course). Trainers 1) are very familiar with all aspects of the schools Badminton resources, 2) are educators or badminton coaches, 3) may have an education / school background and 4) have
knowledge and experience of adult learning / training.
School Teachers
PE teachers / sports teachers who are responsible for taking Pe classes or sports classes with children. They may not have previous badminton experience.
Children5 – 15 year old school children. The badminton exercises and activities in Shuttle Time can cater for children from 5 – 15 years. Shuttle Time provides an introduction to badminton for life.
CoordinatorThe key “driver” for Schools Badminton in each country. Coordinates nationally the implementation of Shuttle Time. Main contact person.
Tutors
Tutors deliver the one day (in some cases – two day) Teacher Training Course. These are most likely badminton coaches, or Pe teachers with badminton experience. ideally with a schools / teaching or badminton background. Familiar with the
resources and teaching situations – badminton in schools.
Getting the right people for the right role is essential. Training is also important in the process of implementing Shuttle Time.
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7. Shuttle Time training courses
Training is an essential part of the implementation of Shuttle Time. The key courses are as follows:
Tutor Training Course A two day course (in some cases, three days) designed to build skills and knowledge for tutors to deliver the one day (or in some cases, two day) teacher training courses. These courses for tutors are delivered by Shuttle Time Trainers.
Teacher Training Course A one day course (in some cases, two days) designed to give teachers the necessary skills, knowledge and confidence to plan and deliver safe and enjoyable badminton lessons for children using the Shuttle Time resources as a guide. These courses are delivered by Shuttle Time Tutors.
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Your learners
8. Who are Your learners?
The ‘learners’ in this situation are teachers.
it is important to know about your ‘learners’ on the course before you start the training.
The important things to know about your learners are:
Badminton Knowledge of badminton / experience with badminton.
Teaching Badminton experience in teaching badminton.
Teaching Qualifications Physical education teachers? Trainee Pe teachers? General teachers?
Teaching Experience Years of teaching experience.
Teaching Sports How many years teaching sport? What sports?
use this information to focus your training:
• if the teachers in your group already know about badminton, and already know the rules and how to play badminton, then you do not need to spend much time on this.
• if they have never played badminton or held a racket, then you will need to spend more time on teaching them the basics and build confidence.
The information you gather about your learners before the course, will help you to plan and prepare the training at the right level.
SchoolS Badminton TuTors’ Guidelines
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9. What is their teaching Situation?
You need to know something about the teaching situation of the teachers.
Teaching Location do all the teachers come from the same school or different schools?
Teaching situation The age range of their pupils, how many pupils in a class? Are they boys and girls in the one class for sports?
Facilities Where will they be teaching badminton – inside with courts? inside without courts? outside? outside without courts?
Equipment What kind of badminton equipment do they have in the schools already? Can they get badminton equipment?
Badminton in their area local clubs? / regional clubs? / Coaches? / Facilities?
Badminton in schools is badminton taught in schools / part of the Pe curriculum?
Schools Competitions Are there schools competitions for children – local / regional / national?
This information will help you plan your sessions so they are more relevant to the teaching situation.
use a questionnaire and send this to the teachers two weeks before the training starts. Get the information back a week before the course starts, so you have time to look at this information.
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Your training
10. Planning Your training Sessions
The fifth part of this resource has nine sample session plans. These are suggestions and models to start with.
review these and see if they suit your training situation and learners.
important things to remember:
Learner Information Get information about your learners before the training.
Your Training Situation Where is your training going to be held? is there a classroom? A sports hall nearby? Are there any badminton courts? nets?
Equipment shuttles, rackets, nets, balloons. do you have enough?
Be Prepared Get the resources, materials and teaching aids ready.
Know the Content What are you going to teach / focus on? a) the Teachers’ Manual, b) the techniques, c) the exercises and d) the video clips.
Goals Make sure you have a clear goal for each session – what are you trying to achieve?
Timing How long will each activity take – one day is very short! Think about the balance of classroom time and practical on-court time.
Badminton Practice use a lot of practical badminton teaching sessions on court so you can show and demonstrate activities.
Visuals use visual presentations and video clip to get your message across.
Variety remember that people learn differently – some learn by seeing / others by doing activities / some by reading and others learn by hearing. use a variety of training methods.
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11. Your training methods
Your learners do not want to listen to you all day giving a lecture!
The goal is for the learners (the school teachers in your class) to:
1. be familiar with the content of Shuttle Time (what to teach)
2. know how to plan and deliver badminton lessons (how to teach badminton) in a positive manner.
so how can you do this best?
Your one day training course should have a variety of different types of activities and training methods. These include:
• Facilitated discussion
• Questioning & answering
• Problem solving tasks – in pairs and small groups
• Brainstorming sessions
• Video clips to show examples
• lectures or presentations (PowerPoint Presentations)
• Practical sessions
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12. training aids
The following are different training aids that can help you deliver your training.
• Badminton equipment and balloons
• data projector / PowerPoint
• Whiteboard and Flip chart
• dVd / Video
• Worksheets / handouts
• specialist presenters
• instruction cards for role plays, scenarios or activities
• Children for demonstrations
13. Evaluating Your training Sessions
After each session / day / course, make sure you look back and review the course – how well did it go?
Goals did you get your message across? did you achieve your goals?
Active How active and involved were the ‘learners’?
Variety did the session have a variety of learning methods?
Interest did the session hold the learners attention?
Success did the learners experience success?
Next Time What would you do differently next time?
SchoolS Badminton TuTors’ Guidelines
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Your Plans - Sample SessionsSession 1 – Introduction to the Training
Session 2 – Badminton – The Sport
Session 3 – Training Materials and Content – User Guide
Session 4 – Managing Groups When Teaching Badminton
Session 5 – Physical skills
Session 6 – Basic Badminton Techniques
Session 7 – Underarm Hitting and Movement at the Net
Session 8 – Overhead Hitting and Related Movement
Session 9 – Basic Tactical Play – Singles and Doubles
Sample Schedule – One Day Training Course
These session plans are examples only. use these to prepare a day long plan. remember to get information about the learners, especially about their badminton knowledge and skills. if they do not have much experience, then it may be useful to focus a little more on the basic badminton skills, and how to teach these. use the sample day plan above to help you plan the overall day.
At the end of this section there is a sample schedule for a one day training course for teachers. This course assumes the teachers are new to badminton – they have not played the sport or do not have much knowledge of the sport. Therefore the course outline does not include the content of session 8 and session 9 above.
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Sam
ple
Ses
sio
n 1:
int
rod
ucti
on
to t
he t
rain
ing
Tuto
r’s
Go
als
Teac
her’
s G
oal
s
The
pur
po
se o
f thi
s se
ssio
n is
to
:
•in
tro
duc
e th
e co
nten
t an
d o
utco
mes
of t
he 8
ho
ur c
our
se;
•hi
ghl
ight
the
seq
uenc
e o
f the
ses
sio
ns;
•p
rovi
de
info
rmat
ion
on
the
log
istic
s –
bre
aks,
cat
erin
g, h
ard
co
pie
s o
f lea
rnin
g m
ater
ials
.
By
the
end
of t
his
sho
rt s
essi
on
the
teac
hers
will
:
•un
der
stan
d t
he fo
cus
of t
he c
ont
ent
of t
he d
ay;
•un
der
stan
d t
he g
oal
s an
d o
utco
mes
.
Eq
uip
men
t
•d
ata
pro
ject
or
and
scr
een.
Teac
hing
Sit
uati
on
•C
lass
roo
m /
sem
inar
roo
m.
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
s to
Res
our
ces
15
min
utes
Co
nten
t an
d g
oal
s o
f the
tra
inin
g.
•in
tro
duc
e yo
urse
lf an
d t
he c
our
se.
•Pr
evie
w t
he c
ont
ent
of t
he d
ay.
•Pr
evie
w t
he g
oal
s / o
utco
mes
.
Tuto
r m
akes
a s
hort
intr
od
uctio
n to
the
co
urse
usi
ng a
Po
wer
Poin
t p
rese
ntat
ion:
1.
intr
od
uce
self
and
wel
com
e te
ache
rs
to t
he c
our
se.
2.
Mak
e a
sho
rt p
rese
ntat
ion
on
the
go
als
and
co
nten
t o
f the
co
urse
.
3.
Prev
iew
the
tim
ing
of t
he d
ay, a
nd
whi
ch s
essi
ons
are
in t
he c
lass
roo
m
and
whi
ch s
essi
ons
are
pra
ctic
al
sess
ions
in t
he h
all.
4.
Giv
e in
form
atio
n o
f the
bre
aks,
b
athr
oo
m fa
cilit
ies,
any
cat
erin
g a
nd
refr
eshm
ents
pro
vid
ed fo
r th
e d
ay
and
on
safe
ty.
SchoolS Badminton TuTors’ Guidelines
14
Sam
ple
Ses
sio
n 2:
Bad
min
ton
– th
e Sp
ort
Tuto
r’s
Go
als
Teac
her’
s G
oal
s
The
pur
po
se o
f thi
s se
ssio
n is
to
:
•in
tro
duc
e b
adm
into
n as
a s
po
rt;
•hi
ghl
ight
the
ben
efits
of b
adm
into
n as
a s
cho
ol s
po
rt;
•in
tro
duc
e th
e ru
les
of b
adm
into
n;
•em
pha
size
the
pop
ular
ity o
f bad
min
ton
in s
ome
par
ts o
f the
wor
ld.
By
the
end
of t
he s
essi
on
the
teac
hers
will
:
•un
der
stan
d t
he m
ain
char
acte
ristic
s o
f bad
min
ton;
•re
cog
nise
bad
min
ton
as a
real
istic
sch
oo
l sp
ort
op
tion;
•b
e m
otiv
ated
to
try
bad
min
ton.
Eq
uip
men
t
•d
ata
pro
ject
or
and
scr
een.
•W
hite
bo
ard
/ w
hite
bo
ard
pen
s / m
arke
rs.
•B
adm
into
n co
urts
.
•r
acke
ts, s
hutt
les,
bas
kets
or
buc
kets
or
targ
ets
to a
im a
t.
•V
ideo
clip
s –
hig
h le
vel b
adm
into
n.
•o
ptio
nal –
exp
erie
nced
pla
yers
to
dem
ons
trat
e th
e
spo
rt /
go
od
ral
lies.
Teac
hing
Sit
uati
on
•sp
ort
s ha
ll o
r o
utd
oo
r ar
ea fo
r p
ract
ical
ses
sio
n.
•C
lass
roo
m o
r in
do
or
area
with
sea
ts fo
r te
ache
rs fo
r th
e no
n-p
ract
ical
ses
sio
n.
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15
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
s to
Res
our
ces
20
min
utes
“ice
-bre
aker
” to
exp
erie
nce
bad
min
ton
•Te
ache
rs e
nco
urag
ed t
o h
it an
d r
ally
us
ing
rac
kets
and
shu
ttle
s / b
allo
ons
.
•d
emo
nstr
ate
a fe
w im
po
rtan
t te
chni
que
s to
giv
e th
em a
tas
te o
f b
adm
into
n.
•G
ive
teac
hers
fun
tech
nica
l ch
alle
nges
.
The
activ
ities
in t
his
sess
ion
will
d
epen
d o
n ho
w m
uch
kno
wle
dg
e an
d e
xper
ienc
e th
e te
ache
rs h
ave
of
bad
min
ton.
An
alte
rnat
ive
to t
he b
elo
w c
oul
d b
e a
clas
sro
om
op
tion
– vi
deo
of h
igh
leve
l b
adm
into
n an
d d
iscu
ssio
n o
f wha
t th
e g
ame
is.
This
ses
sio
n co
uld
als
o b
e an
op
po
rtun
ity
to in
tro
duc
e o
ne o
f the
‘war
m-u
p’
activ
ities
fro
m t
he T
each
ers’
Man
ual.
1.
Teac
hers
pra
ctis
e hi
ttin
g a
nd ra
llyin
g
ind
ivid
ually
and
in p
airs
with
shu
ttle
s an
d b
allo
ons
to g
et a
feel
of t
he s
por
t –
enco
urag
e th
em to
exp
erim
ent.
2.
in th
e g
roup
in th
e ha
ll, d
iscu
ss th
e q
ualit
ies
of b
adm
into
n.
3.
Ask
the
m w
hat
was
eas
y / h
ard
fo
r th
em.
4.
Ask
the
m a
bo
ut t
heir
confi
den
ce
in d
emo
nstr
atin
g b
adm
into
n te
chni
que
s to
chi
ldre
n.
Vid
eo C
lip –
Hig
h le
vel B
adm
into
n.
SchoolS Badminton TuTors’ Guidelines
16
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
s to
Res
our
ces
15
min
utes
intr
od
uctio
n –
Bad
min
ton
as a
sc
hoo
l sp
ort
•Po
wer
po
int
pre
sent
atio
n o
n th
e fo
llow
ing
co
nten
t:
–B
adm
into
n –
an id
eal s
cho
ol s
po
rt
–W
hy b
adm
into
n
1.
Hig
hlig
ht w
hy b
adm
into
n is
a g
reat
sp
ort f
or s
choo
l chi
ldre
n.
2.
Hig
hlig
ht t
he p
hysi
cal b
enefi
ts o
f the
ac
tiviti
es in
Shu
ttle
Tim
e.
3.
Hig
hlig
ht t
he p
ote
ntia
l life
time
ben
efits
, bo
th p
hysi
cal a
nd s
oci
al.
use
a P
ow
erPo
int
Pres
enta
tion
on
Bad
min
ton
as a
sch
oo
l sp
ort
.
Teac
hers
’ Man
ual –
Mo
dul
e 1,
par
t 4
Teac
hers
’ Man
ual –
Mo
dul
e 1,
par
t 8
20
min
utes
intr
od
uctio
n –
Bad
min
ton
Bas
ics
sim
plifi
ed r
ules
of t
he G
ames
1.
use
a v
ideo
clip
of m
atch
pla
y to
ill
ustr
ate
key
rule
s an
d e
lem
ents
of
the
gam
e.
2.
Hig
hlig
ht t
he e
lem
ents
and
rule
s in
th
e M
odul
es 1
par
t 9 a
nd p
art 1
0, a
nd
Mo
dul
e 10
– s
imp
lified
rul
es.
3.
Focu
s o
n th
e eq
uip
men
t –
cour
ts,
rack
ets
(incl
udin
g m
od
ified
rac
kets
) sh
uttle
s (s
ynth
etic
and
feat
her)
, ne
ts (h
eig
ht /
leng
th /
size
). d
iscu
ss
po
tent
ial t
o d
eliv
er 1
0 st
arte
r le
sso
ns
with
out
co
urts
.
Vid
eo C
lip –
Bad
min
ton
Mat
ches
Teac
hers
’ Man
ual –
Mo
dul
e 1,
par
t 9
Teac
hers
’ Man
ual –
Mo
dul
e 1,
par
t 10
Teac
hers
’ Man
ual –
Mo
dul
e 1,
par
t 11
Teac
hers
’ Man
ual –
Mo
dul
e 10
ShuttlE timE
17
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
s to
Res
our
ces
5 min
utes
Thei
r Te
achi
ng s
ituat
ion
Bad
min
ton
in T
heir
Are
a
Fro
m t
he id
eas
bel
ow
– lo
ok
at o
ne
of
thes
e in
the
last
5 m
inut
es o
f thi
s se
ssio
n.
list
wha
t th
ey t
hink
the
ir te
achi
ng
chal
leng
es a
re o
n th
e b
oar
d fo
r la
ter
refe
renc
e.
•in
pai
rs, g
et t
each
ers
to d
escr
ibe
thei
r b
adm
into
n te
achi
ng s
ituat
ion
– p
osi
tive
thin
gs
and
neg
ativ
e th
ing
s.
•in
pai
rs, g
et t
each
ers
to d
iscu
ss
bad
min
ton
in t
heir
loca
l are
a– c
our
ts,
club
s, c
oac
hes,
co
mp
etiti
ons
, eq
uip
men
t su
pp
liers
.
•A
sk t
hem
if t
hey
see
man
agin
g
larg
e g
roup
s o
f chi
ldre
n as
a
pro
ble
m /
chal
leng
e.
•d
iscu
ss id
eas
abo
ut h
ow
to
tea
ch
bad
min
ton
with
out
co
urts
and
usi
ng
oth
er s
po
rt li
nes
mar
ked
on
the
spo
rts
hall
floo
r.
•d
iscu
ss a
ny s
afet
y is
sues
they
can
th
ink
of.
Teac
hers
’ Man
ual –
Mo
dul
e 1,
par
t 5
Teac
hers
’ Man
ual –
Mo
dul
e 1,
par
t 18
Teac
hers
’ Man
ual –
Mo
dul
e 3,
par
t 4
Follo
w
up
enc
our
age
teac
hers
to
inve
stig
atio
n b
adm
into
n fu
rthe
r in
the
ir lo
cal a
rea
follo
win
g t
he c
our
se.
This
incl
udes
– lo
cal a
rea-
cour
ts, c
lub
s, c
oac
hes,
co
mp
etiti
ons
, eq
uip
men
t su
pp
liers
.
SchoolS Badminton TuTors’ Guidelines
18
Sam
ple
Ses
sio
n 3:
tra
inin
g m
ater
ials
and
co
nten
t –
Use
r G
uid
e
Tuto
r’s
Go
als
Teac
her’
s G
oal
s
The
pur
po
se o
f thi
s se
ssio
n is
to
:
•in
tro
duc
e th
e co
urse
str
uctu
re a
nd k
ey p
rinci
ple
s;
•p
rese
nt a
n o
verv
iew
of t
he re
sour
ces;
•in
tro
duc
e th
e le
sso
n st
ruct
ure
and
tim
e m
anag
emen
t;
•in
tro
duc
e th
e fle
xib
le n
atur
e o
f the
pro
gra
mm
e.
By
the
end
of t
he s
essi
on
the
teac
hers
will
:
•un
der
stan
d t
he s
truc
ture
of t
he p
rog
ram
me;
•un
der
stan
d s
truc
ture
and
co
nten
t el
emen
ts o
f the
less
ons
;
•b
e ab
le t
o lo
cate
diff
eren
t te
chni
cal a
nd p
hysi
cal e
lem
ents
in
the
pro
gra
mm
e;
•un
der
stan
d k
ey d
evel
op
men
t p
rinci
ple
s.
Eq
uip
men
t
•Pr
oje
cto
r.
Teac
hing
Sit
uati
on
•C
lass
roo
m /
sem
inar
roo
m.
ShuttlE timE
19
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
s / R
eso
urce
s
10
min
utes
Key
dev
elo
pm
ent
prin
cip
les
use
a P
ower
Poin
t Pre
sent
atio
n to
pre
sent
th
ese
imp
ort
ant
elem
ents
of t
he t
rain
ing
re
sour
ces
and
prin
cip
les:
1.
Pres
ent
the
go
als
of t
he 1
0 M
od
ules
o
f the
Tea
cher
s’ M
anua
l 1 p
art
1.
2.
Focu
s o
n th
e o
verv
iew
of t
he
Teac
hers
’ Man
ual 2
par
t 1.
3.
Hig
hlig
ht t
he s
ectio
n –
‘Bad
min
ton
Teac
hing
Mat
eria
l’ M
od
ule
2 p
art
2.
Teac
hers
’ Man
ual –
Mo
dul
e 1
par
t 1,
M
od
ule
2 p
arts
1 a
nd 2
20
min
utes
Teac
hers
’ Man
ual –
use
r G
uid
e.
•10
sta
rter
less
ons
.
•2
less
ons
“s
win
g a
nd t
hro
w”.
•6
less
ons
“T
hro
w a
nd h
it”.
•4
less
ons
“P
lay
to w
in”.
use
a P
ower
Poin
t pre
sent
atio
n to
cov
er
the
follo
win
g c
onte
nt:
1.
Co
nten
t o
f Mo
dul
es 5
, 6, 7
, 8
2.
dis
cuss
the
chi
ldre
n, t
heir
diff
eren
t ab
ility
and
exp
erie
nce
with
b
adm
into
n.
3.
dis
cuss
the
flex
ibili
ty o
f the
p
rog
ram
me
and
ho
w t
o d
ecid
e w
here
to
sta
rt in
the
pro
gra
mm
e –
Mo
dul
e 2
par
t 4
– d
iag
ram
of t
he
stru
ctur
e o
f les
sons
.
Teac
hers
’ Man
ual –
Mo
dul
e 2
par
t 3
and
Mo
dul
e 2
par
t 4
use
the
pro
gra
mm
e st
ruct
ure
gui
de
dia
gra
m –
Mo
dul
e 2
par
t 4
15
min
utes
less
on
stru
ctur
e
•Ph
ysic
al e
xerc
ises
•Te
chni
cal e
xerc
ises
•G
ames
/ fu
n co
mp
etiti
ve s
ituat
ions
use
a P
ower
Poin
t pre
sent
atio
n to
cov
er
the
follo
win
g c
onte
nt:
1.
Co
nten
t o
f Mo
dul
e 2
par
t 6
and
M
od
ule
2 p
art
7
15
min
utes
Flex
ibili
ty o
f the
pro
gra
mm
e.
•le
sso
ns
•Pr
og
ress
use
a P
ower
Poin
t pre
sent
atio
n to
cov
er
the
follo
win
g c
onte
nt:
1.
Co
nten
t o
f Mo
dul
e 2
par
t 8
Flex
ibili
ty o
f the
Pro
gra
mm
e
use
pro
gra
mm
e st
ruct
ure
gui
de
dia
gra
m
– M
od
ule
2 p
art
4
Follo
w u
pTe
ache
rs re
view
phy
sica
l co
nten
t ag
ains
t Pe
cur
ricul
um o
bje
ctiv
es.
SchoolS Badminton TuTors’ Guidelines
20
Sam
ple
Ses
sio
n 4:
man
agin
g G
roup
s w
hen
teac
hing
Bad
min
ton
Tuto
r’s
Go
als
Teac
her’
s G
oal
s
The
pur
po
se o
f thi
s se
ssio
n is
to
:
•d
iscu
ss w
ays
of m
aint
aini
ng a
nd im
pro
ving
pup
ils m
otiv
atio
n;
•fo
cus
on
the
log
istic
s o
f org
anis
ing
gro
ups
in b
adm
into
n;
•ex
plo
re w
ays
of w
ork
ing
with
larg
er g
roup
s.
By
the
end
of t
he s
essi
on
the
teac
hers
will
:
•b
e ab
le t
o p
lan
bad
min
ton
less
ons
sui
tab
le fo
r th
eir
spec
ific
teac
hing
situ
atio
n;
•kn
ow
way
s to
wo
rk w
ith la
rger
bad
min
ton
gro
ups.
Eq
uip
men
t
•d
ata-
pro
ject
or
Teac
hing
Sit
uati
on
•C
lass
roo
m /
sem
inar
roo
m –
thi
s le
sso
n co
uld
als
o b
e d
eliv
ered
in
the
sp
ort
s ha
ll –
and
mad
e ve
ry p
ract
ical
with
the
tea
cher
s p
rob
lem
so
lvin
g –
ho
w t
o k
eep
24
child
ren
activ
e in
bad
min
ton
exer
cise
s o
n / a
roun
d t
wo
co
urts
.
ShuttlE timE
21
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
to
Res
our
ces
15
min
utes
ensu
ring
a s
ucce
ssfu
l exp
erie
nce
for p
upils
•Fa
cto
rs t
hat
mo
tivat
e ch
ildre
n
•Pr
og
ress
thr
oug
h th
e le
sso
n st
ruct
ure
1.
Bra
inst
orm
wha
t m
otiv
ates
chi
ldre
n in
sp
ort
/ sp
ort
s le
sso
ns
–ac
hiev
ing
suc
cess
–ke
epin
g a
ctiv
e
–co
mp
etiti
on
–w
inni
ng
– fu
n w
hen
pla
ying
sp
ort
etc
2.
Writ
e th
eir
idea
s o
n th
e b
oar
d
3.
dis
cuss
wha
t ar
e th
e im
plic
atio
ns
for
teac
hers
– p
lann
ing
/ o
rgan
isin
g
child
ren
Teac
hers
’ Man
ual –
Mo
dul
e 3
par
t 1
45
min
utes
Plan
ning
bad
min
ton
less
ons
and
lo
gis
tics
1.
dis
cuss
diff
eren
t ty
pes
of a
ctiv
ities
fo
r 30
chi
ldre
n at
onc
e.
2.
dis
cuss
so
lutio
n fo
r te
achi
ng la
rge
gro
ups.
safe
ty
1.
dis
cuss
saf
ety
issu
es s
pec
ific
to
bad
min
ton
1.
Put
the
teac
hers
into
gro
ups
of 3
2.
Giv
e th
em a
pla
n o
f tw
o /
or
thre
e b
adm
into
n co
urts
3.
Ask
the
m t
o t
hink
ab
out
act
iviti
es
for
all t
he c
hild
ren
at t
he s
ame
time
on
/ aro
und
the
co
urt.
Ho
w c
an
they
/ yo
u us
e th
e sp
ace
effe
ctiv
ely.
4.
A re
pre
sent
ativ
e fr
om
the
gro
up
rep
ort
s b
ack.
Teac
hers
’ Man
ual –
Mo
dul
e 3
par
t 2,
M
od
ule
3 p
art
4, a
nd M
od
ule
3 p
art
5
Follo
w u
psu
gg
est
to t
each
ers
to s
tud
y o
nlin
e vi
deo
clip
s to
co
nsid
er im
ple
men
tatio
n w
ith la
rge
gro
ups.
SchoolS Badminton TuTors’ Guidelines
22
Sam
ple
Ses
sio
n 5:
Phy
sica
l Ski
lls
Tuto
r’s
Go
als
Teac
her’
s G
oal
s
The
pur
po
se o
f thi
s se
ssio
n is
to
:
•in
tro
duc
e ke
y p
hysi
cal e
lem
ents
;
•d
iscu
ss p
hysi
cal s
kills
and
ab
ilitie
s fo
r b
adm
into
n.
By
the
end
of t
he s
essi
on
the
teac
hers
will
:
•un
der
stan
d t
he b
asic
phy
sica
l co
mp
one
nts
of b
adm
into
n;
•b
e ab
le t
o re
cog
nise
the
imp
ort
ance
of t
he p
hysi
cal e
lem
ents
in
tro
duc
ed in
bad
min
ton
less
ons
.
Eq
uip
men
t
•W
hite
bo
ard
in t
he s
po
rts
hall
•C
our
ts
•r
acke
ts a
nd s
hutt
les
•B
allo
ons
•A
gili
ty la
dd
ers
Teac
hing
Sit
uati
on
•sp
ort
s H
all
ShuttlE timE
23
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
s to
Res
our
ces
25
min
utes
Phys
ical
ski
lls
sect
ion
1 –
“Sta
rter
Les
sons
” d
evel
op
s b
asic
co
ord
inat
ion,
sta
bili
ty
and
bal
ance
ski
lls.
sect
ion
2 –
“Sw
ing
& T
hro
w”
dev
elo
ps
thro
win
g a
nd
coo
rdin
atio
n sk
ills.
sect
ion
3 –
“Thr
ow
& H
it”
dev
elo
ps
jum
pin
g a
nd la
ndin
g s
kills
to
get
her
with
co
re s
tab
ility
.
sect
ion
4 –
“Lea
rn t
o W
in”
intr
od
uces
sp
eed
and
ag
ility
sk
ill t
rain
ing
.
1.
Bef
ore
the
ses
sio
n, re
view
so
me
of
the
bad
min
ton
activ
ities
and
sel
ect
a va
riety
of t
hem
yo
u ar
e g
oin
g t
o
dem
onst
rate
in th
e ha
ll.
2.
Put
the
teac
hers
in g
roup
s to
try
out
so
me
of t
he a
ctiv
ities
. dem
ons
trat
e th
e ac
tivity
and
the
n g
et t
each
ers
to
try
3 ac
tiviti
es in
diff
eren
t “s
tatio
ns”
aro
und
the
hal
l.
3.
Get
the
tea
cher
s to
thi
nk a
bo
ut t
he
phy
sica
l ski
lls t
hey
are
pra
ctis
ing
as
they
com
ple
te th
e ac
tiviti
es.
4.
dis
cuss
as
a g
roup
– t
he
diff
eren
t ac
tiviti
es a
nd t
he k
ind
o
f phy
sica
l ski
lls e
ach
wer
e p
ract
isin
g /
dev
elo
pin
g t
hro
ugh
the
activ
ity.
Teac
hers
’ Man
ual –
Mo
dul
e 4
par
t 1
Teac
hers
’ Man
ual –
Mo
dul
e 4
par
t 3
Teac
hers
’ Man
ual –
Mo
dul
e 4
par
t 3
less
on
Plan
3 –
Bal
ance
V
3
Teac
hers
’ Man
ual –
Mo
dul
e 4
par
t 3
less
on
Plan
2 –
Bal
ance
V
2
Teac
hers
’ Man
ual –
Mo
dul
e 4
par
t 3
less
on P
lan
19 –
Ag
ility
lad
der
V
1
25
min
utes
Fun
gam
es fo
r p
hysi
cal d
evel
op
men
t su
itab
le fo
r b
adm
into
n (p
hysi
cal
dev
elo
pm
ent
is in
trin
sic
to t
he
exer
cise
s / g
ames
).
set
up e
xam
ple
s.
1.
Bef
ore
the
ses
sio
n, re
view
and
sel
ect
3 -4
gam
es a
nd s
elec
t a
varie
ty o
f th
em y
ou
are
go
ing
to
dem
ons
trat
e in
the
hal
l.
2.
dem
ons
trat
e th
e g
ame.
3.
Teac
hers
try
out
the
gam
e an
d
thin
k ab
out
the
phy
sica
l d
evel
op
men
t el
emen
ts t
hat
are
intr
insi
c to
the
gam
e.
4.
Get
the
tea
cher
s to
thi
nk a
bo
ut t
he
phy
sica
l ski
lls t
hey
are
pra
ctis
ing
as
they
co
mp
lete
the
act
iviti
es.
Teac
hers
’ Man
ual –
Mo
dul
e 4
par
t 3
less
on
Plan
12
– Th
row
ing
Gam
es
V1
Teac
hers
’ Man
ual –
Mo
dul
e 4
par
t 3
less
on
Plan
22
– Th
e st
one
Gam
e V
1
SchoolS Badminton TuTors’ Guidelines
24
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
s to
Res
our
ces
10
min
utes
dis
cuss
ion:
phy
sica
l ski
lls fo
r b
adm
into
n1.
in
the
gro
up, b
rain
sto
rm s
om
e o
f the
p
hysi
cal s
kills
dev
elo
ped
thr
oug
h th
e b
adm
into
n ac
tiviti
es a
nd g
ames
.
Teac
hers
’ Man
ual –
Mo
dul
e 4
par
t 1
Teac
hers
’ Man
ual –
Mo
dul
e 4
par
t 3
Follo
w u
pW
atch
vid
eo c
lips
of t
op
leve
l bad
min
ton
and
iden
tify
the
phy
sica
l asp
ect
of t
heir
pla
y.
ShuttlE timE
25
Sam
ple
Ses
sio
n 6:
Bas
ic B
adm
into
n te
chni
que
s
Tuto
r’s
Go
als
Teac
her’
s G
oal
s
The
pur
po
se o
f thi
s se
ssio
n is
to
:
•in
tro
duc
e b
asic
rac
ket
skill
s;
•in
tro
duc
e fe
edin
g t
echn
ique
s;
•in
tro
duc
e sk
ill d
evel
op
men
t p
rinci
ple
s.
By
the
end
of t
he s
essi
on
the
teac
hers
will
be
able
to
:
•un
der
stan
d t
he d
evel
op
men
tal s
tag
es o
f und
erar
m h
ittin
g;
•d
emo
nstr
ate
bas
ic g
rips;
•sh
ado
w b
asic
und
erar
m s
tro
kes;
•fe
ed s
hutt
les
app
rop
riate
ly fo
r th
e d
evel
op
men
t o
f un
der
arm
str
oke
s.
Eq
uip
men
t
•C
our
ts (o
ptio
nal)
•r
acke
ts a
nd s
hutt
les
•B
allo
ons
Teac
hing
Sit
uati
on
/ Co
ntex
t
•sp
ort
s H
all
SchoolS Badminton TuTors’ Guidelines
26
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
s to
Res
our
ces
30
min
utes
dev
elo
pm
ent
of u
nder
arm
hitt
ing
:
•B
allo
ons
•r
acke
ts
•sh
uttle
s
dem
ons
trat
e th
e st
ages
of d
evel
op
men
t an
d a
llow
the
tea
cher
s to
try
exe
rcis
es
fro
m e
ach
step
:
1.
bal
loo
n o
nly
2.
rack
et a
nd b
allo
on (s
hort
to lo
ng g
rip)
3.
rack
et a
nd s
hutt
le (s
hort
to
long
grip
)
Teac
hers
’ Man
ual –
Mo
dul
e 5
par
t 3c
15
min
utes
Feed
ing
ski
lls:
•Pr
inci
ple
s
•Te
chni
que
•d
emo
nstr
atio
ns
1.
dem
ons
trat
e fe
edin
g s
kills
–
thro
win
g o
nly
2.
exp
lain
ho
w a
nd w
hy t
his
is u
sed
3.
Get
tea
cher
s to
pra
ctis
e fe
edin
g /
thro
win
g t
o e
ach
oth
er
4.
Cha
nge
par
tner
s an
d e
nsur
e al
l hav
e an
op
po
rtun
ity t
o p
ract
ise
Teac
hers
’ Man
ual –
Mo
dul
e 3
par
t 3
15
min
utes
Grip
s an
d n
et p
lay:
•G
rips
•n
et p
lay
•r
ally
ing
1.
dem
ons
trat
e V
Grip
and
Thu
mb
grip
2.
exp
lain
ho
w a
nd w
here
the
y ar
e us
ed
3.
Prac
tice
grip
s, c
heck
and
co
rrec
t
4.
Get
teac
hers
to p
ract
ise
a se
que
nce
of e
xerc
ises
to d
evel
op b
ackh
and
ne
t sho
ts u
sing
bal
loon
s, s
hutt
les,
fe
edin
g a
nd ra
llyin
g
5.
use
situ
atio
ns w
itho
ut n
et (c
our
t) a
nd
with
net
.
Teac
hers
’ Man
ual –
Mo
dul
e 5
par
t 3a
Follo
w u
pPl
ay b
adm
into
n to
exp
erie
nce
the
natu
re o
f the
sp
ort
and
the
var
ious
tec
hnic
al e
lem
ents
.
ShuttlE timE
27
Sam
ple
Ses
sio
n 7:
Und
erar
m h
itti
ng a
nd m
ove
men
t at
the
net
Tuto
r’s
Go
als
Teac
her’
s G
oal
s
The
pur
po
se o
f thi
s se
ssio
n is
to
intr
od
uce:
•ne
t p
lay
with
mo
vem
ent;
•b
ackh
and
low
ser
ve;
•un
der
arm
lift
s;
•hi
gh
serv
ice.
By
the
end
of t
he s
essi
on
the
teac
hers
will
:
•b
e ab
le t
o d
emo
nstr
ate
bas
ic u
nder
arm
str
oke
s;
•b
e ab
le t
o g
ive
bas
ic c
orr
ectio
n.
Eq
uip
men
t
•C
our
ts (o
ptio
nal)
•r
acke
ts a
nd s
hutt
les
Teac
hing
Sit
uati
on
/ Co
ntex
t
•sp
ort
s H
all
SchoolS Badminton TuTors’ Guidelines
28
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
s to
Res
our
ces
15
min
utes
Fore
cour
t m
ove
men
t:
•st
art
•C
hass
e
•lu
nge
1.
dem
ons
trat
e st
art,
cha
sse
and
lu
nge
seq
uenc
es
2.
exp
lain
why
use
d /
imp
ort
ance
of t
he
mo
vem
ent
in b
adm
into
n
3.
Get
tea
cher
s to
pra
ctis
e, u
sing
re
leva
nt e
xerc
ises
.
Teac
hers
’ Man
ual –
Mo
dul
e 3,
par
t 3b
15
min
utes
Bac
khan
d lo
w s
erve
1.
dem
ons
trat
e b
ackh
and
low
ser
ve.
2.
exp
lain
tech
niq
ue.
3.
Get
teac
hers
to p
ract
ise
bac
khan
d
low
ser
ve.
Teac
hers
’ Man
ual –
Mo
dul
e 3,
par
t 3e
30
min
utes
und
erar
m li
fts
and
hig
h se
rvic
e:
•B
ackh
and
lift
•Fo
reha
nd li
ft
•H
igh
serv
ice
Cho
ose
eac
h o
f the
se a
nd
dem
ons
trat
e / p
ract
ise
/ co
rrec
t an
d g
et
teac
hers
to
dem
ons
trat
e.
1.
dem
onst
rate
tech
niq
ue
2.
exp
lain
why
use
d /
imp
ort
ance
of
this
in b
adm
into
n an
d d
evel
op
men
t se
que
nce
of t
he p
rog
ram
me.
3.
Get
tea
cher
s to
pra
ctis
e us
ing
p
rog
ram
me
exer
cise
s.
4.
Pro
vid
e fe
edb
ack
5.
sele
ct s
om
e te
ache
rs t
o d
emo
nstr
ate
and
dis
cuss
.
Teac
hers
’ Man
ual –
Mo
dul
e 3,
par
t 3f
nu
mb
er 1
Teac
hers
’ Man
ual –
Mo
dul
e 3,
par
t 3f
nu
mb
er 2
Teac
hers
’ Man
ual –
Mo
dul
e 3,
par
t 3g
Follo
w u
pW
atch
so
me
hig
h le
vel c
lips
and
iden
tify
the
vario
us t
echn
ical
ele
men
ts.
ShuttlE timE
29
Sam
ple
Ses
sio
n 8:
ove
rhea
d h
itti
ng a
nd R
elat
ed m
ove
men
t
Tuto
r’s
Go
als
Teac
her’
s G
oal
s
The
pur
po
se o
f thi
s se
ssio
n is
to
intr
od
uce:
•d
rives
and
‘rea
dy
po
sitio
n’;
•fo
reha
nd o
verh
ead
str
oke
s (c
lear
, sm
ash,
dro
p);
•sc
isso
r ju
mp
and
cha
sse
mo
vem
ents
.
By
the
end
of t
he s
essi
on
the
teac
hers
will
be
able
to
:
•d
emo
nstr
ate
by
shad
ow
the
fore
hand
ove
rhea
d s
tro
kes;
•d
emo
nstr
ate
mo
vem
ent
to t
he re
ar c
our
t;
•g
ive
bas
ic a
dvi
ce a
nd c
orr
ectio
ns fo
r o
verh
ead
tec
hniq
ues.
Eq
uip
men
t
•C
our
ts (o
ptio
nal)
•r
acke
ts a
nd s
hutt
les
Teac
hing
Sit
uati
on
/ Co
ntex
t
•sp
ort
s H
all
SchoolS Badminton TuTors’ Guidelines
30
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
s to
Res
our
ces
40
min
utes
Mid
co
urt
and
rear
co
urt
dev
elo
pm
ent
•M
id c
our
t d
rives
•Fo
reha
nd c
lear
•Fo
reha
nd d
rop
sho
t
•Fo
reha
nd s
mas
h
•d
efen
sive
blo
cks
Cho
ose
eac
h o
f the
se a
nd
dem
ons
trat
e / p
ract
ise
/ co
rrec
t an
d g
et
teac
hers
to
dem
ons
trat
e.
1.
dem
ons
trat
e te
chni
que
2.
exp
lain
why
use
d a
nd it
s im
po
rtan
ce
in b
adm
into
n
3.
Get
tea
cher
s to
pra
ctis
e
4.
Pro
vid
e fe
edb
ack
5.
sele
ct s
om
e te
ache
rs t
o d
emo
nstr
ate
and
dis
cuss
.
Teac
hers
’ Man
ual –
Mo
dul
e 6,
par
t 3
num
ber
1.
Teac
hers
’ Man
ual –
Mo
dul
e 7,
par
t 3
num
ber
2.
Teac
hers
’ Man
ual –
Mo
dul
e 7,
par
t 3
num
ber
3.
Teac
hers
’ Man
ual –
Mo
dul
e 7,
par
t 3
num
ber
4.
Teac
hers
’ Man
ual –
Mo
dul
e 7,
par
t 3
num
ber
5.
10
min
utes
rea
r co
urt
mo
vem
ent:
•st
art
•C
hass
e
•sc
isso
r ju
mp
and
reco
very
Cho
ose
eac
h o
f the
se a
nd
dem
ons
trat
e / p
ract
ise
/ co
rrec
t an
d g
et
teac
hers
to
dem
ons
trat
e.
1.
dem
ons
trat
e te
chni
que
2.
exp
lain
why
use
d a
nd it
s im
po
rtan
ce.
3.
Get
tea
cher
s to
pra
ctis
e us
ing
ap
pro
pria
te p
rog
ram
me
exer
cise
s
4.
Pro
vid
e fe
edb
ack
5.
sele
ct s
om
e te
ache
rs t
o d
emo
nstr
ate
Teac
hers
’ Man
ual –
Mo
dul
e 5,
par
t 3b
.
Teac
hers
’ Man
ual –
Mo
dul
e 7,
par
t 3
num
ber
1.
10
min
utes
dis
cuss
ion:
•Th
e hi
ttin
g c
ycle
1.
dem
ons
trat
e te
chni
que
– u
se a
n ex
per
ienc
ed p
laye
r to
hit
agai
nst
2.
exp
lain
its
imp
ort
ance
.
3.
Get
tea
cher
s to
pra
ctis
e
Teac
hers
’ Man
ual –
Mo
dul
e 7,
par
t 3
Follo
w
up
idea
s
ShuttlE timE
31
Sam
ple
Ses
sio
n 9:
Bas
ic t
acti
cal P
lay
– Si
ngle
s an
d d
oub
les
Tuto
r’s
Go
als
Teac
her’
s G
oal
s
The
pur
po
se o
f thi
s se
ssio
n is
to
intr
od
uce:
•b
asic
tac
tical
co
ncep
ts in
sin
gle
s;
•d
iscu
ss d
ecis
ion
mak
ing
in B
adm
into
n;
•in
tro
duc
e p
osi
tiona
l pla
y in
do
uble
s.
By
the
end
of t
he s
essi
on
the
teac
hers
will
:
•un
der
stan
d b
asic
tac
tical
co
ncep
ts;
•b
e ab
le t
o s
et u
p d
evel
op
men
tal t
actic
al e
xerc
ises
.
Eq
uip
men
t
•C
our
ts
•r
acke
ts a
nd s
hutt
les
Teac
hing
Sit
uati
on
/ Co
ntex
t
•sp
ort
s ha
ll
Tim
eC
ont
ent
Sug
ges
ted
Seq
uenc
eR
efer
ence
s to
Res
our
ces
45
min
utes
Tact
ics
– le
arn
to w
in
•B
asic
sin
gle
s ta
ctic
s
•Po
sitio
nal p
lay
in d
oub
les
•d
evel
op
ing
dec
isio
n m
akin
g s
kills
1.
dem
ons
trat
e b
asic
sin
gle
s ta
ctic
s:
use
exer
cise
s fo
r th
e te
ache
rs t
o t
ry.
2.
dem
ons
trat
e b
asic
po
sitio
nal p
lay
in
do
uble
: allo
w t
ime
for
teac
hers
to
try
.
Teac
hers
’ Man
ual –
Mo
dul
e 8,
par
t 1.
Teac
hers
’ Man
ual –
Mo
dul
e 8,
par
t 2.
Teac
hers
’ Man
ual –
Mo
dul
e 8,
par
t 3.
Teac
hers
’ Man
ual –
Mo
dul
e 8,
par
t 4.
15
min
utes
org
anis
ing
co
mp
etiti
on
•K
nock
out
co
mp
etiti
ons
•le
ague
co
mp
etiti
ons
•la
dd
er s
yste
m
•Py
ram
id s
yste
m
•C
lub
mat
ch
1.
dis
cuss
imp
ort
ance
of g
ames
and
co
mp
etiti
ons
2.
ref
er t
o T
each
ers’
Man
ual t
o e
xpla
in
the
mai
n fe
atur
es o
f mo
st c
om
mo
n co
mp
etiti
on
form
ats
Teac
hers
’ Man
ual –
Mo
dul
e 9,
par
t 1.
Teac
hers
’ Man
ual –
Mo
dul
e 9,
par
t 2.
Teac
hers
’ Man
ual –
Mo
dul
e 9,
par
t 3.
Teac
hers
’ Man
ual –
Mo
dul
e 9,
par
t 4.
Follo
w u
pPl
ay s
om
e m
atch
es t
o e
xper
ienc
e th
e co
mp
etiti
ve a
nd t
actic
al n
atur
e o
f bad
min
ton.
SchoolS Badminton TuTors’ Guidelines
32
Sam
ple
Sch
edul
e –
one
day
tra
inin
g c
our
se
Bel
ow
is a
bas
ic o
ne d
ay p
lan
for
teac
hers
who
hav
e lim
ited
bad
min
ton
kno
wle
dg
e an
d e
xper
ienc
e.
The
sess
ion
pla
ns (s
amp
le s
essi
on
Plan
s 1-
9) in
the
pre
vio
us s
ectio
n p
rovi
de
exam
ple
s fo
r ea
ch a
rea
of t
he T
each
ers’
Man
ual.
use
the
sam
ple
se
ssio
n p
lans
to
hel
p y
ou
put
to
get
her
the
day
long
co
urse
. Co
nsid
er t
he b
ackg
roun
d a
nd e
xper
ienc
e o
f the
lear
ners
. The
lear
ners
on
this
sam
ple
sc
hed
ule
bel
ow
do
no
t ha
ve m
uch
exp
erie
nce
with
bad
min
ton.
Thi
s is
onl
y an
exa
mp
le b
elo
w o
f a s
ched
ule
for
a co
urse
whe
re t
he t
each
ers
on
the
cour
se a
re n
ew t
o b
adm
into
n.
Sess
ion
Tim
eK
ey C
ont
ent
Cla
ssro
om
(C)
Spo
rts
Hal
l (H
)
Co
nten
t –
Teac
hers
’ Man
ual
Less
on
Pla
ns –
Teac
hers
’ Man
ual
Mai
n G
oal
18.
30
– 8.45
intr
od
uctio
nsC
nil
nil
To fo
cus
on
the
cont
ent
and
co
urse
o
utco
mes
for
the
day
.
To g
ive
oth
er in
form
atio
n –
timin
g /
bre
aks /
toile
ts /
lunc
h / s
afet
y.
28.
45
– 9.45
Bad
min
ton
the
spo
rtC
+ H
Mo
dul
e 1
Mo
dul
e 10
nil
To e
xper
ienc
e th
e sp
ort
– p
lay
it, fe
el it
, d
escr
ibe
it –
an ic
ebre
aker
/mo
tivat
or.
To d
escr
ibe
bad
min
ton
and
dis
cuss
the
b
asic
rul
es.
39.
45
– 10.4
5
Shut
tle T
ime
Trai
ning
M
ater
ial –
u
ser
Gui
de
CM
od
ule
2A
ll le
sso
nsTo
pre
sent
the
str
uctu
re a
nd c
ont
ent
of
Shut
tle T
ime.
To re
view
the
reso
urce
s av
aila
ble
for
teac
hing
bad
min
ton.
Bre
ak
411
.00
– 11.4
5
Bas
ic
Bad
min
ton
Tech
niq
ues
HM
od
ule
5le
sso
ns1-
10To
dem
ons
trat
e an
d p
ract
ise
bas
ic
bad
min
ton
tech
niq
ues.
To in
tro
duc
e te
chni
cal d
evel
op
men
t p
rinci
ple
s an
d s
eque
nces
.
ShuttlE timE
33
Sess
ion
Tim
eK
ey C
ont
ent
Cla
ssro
om
(C)
Spo
rts
Hal
l (H
)
Co
nten
t –
Teac
hers
’ Man
ual
Less
on
Pla
ns –
Teac
hers
’ Man
ual
Mai
n G
oal
511
.45
– 12.4
5
Mo
re B
asic
B
adm
into
n /
Wo
rkin
g w
ith
larg
e g
roup
s
HM
od
ule
5
Mo
dul
e 3
less
ons
1-1
0To
dem
ons
trat
e an
d p
ract
ise
bas
ic
bad
min
ton
tech
niq
ues.
To d
emo
nstr
ate
exam
ple
s o
f exe
rcis
es fo
r la
rge
gro
ups.
Bre
ak
61.
15
– 2.15
Phys
ical
sk
ills
in
Bad
min
ton
HM
od
ule
4A
ll le
sso
nsTo
pre
sent
the
phy
sica
l ele
men
ts in
b
adm
into
n an
d t
heir
inte
gra
tion
into
th
e p
rog
ram
me.
72.
15
– 3.15
und
erar
m
hitt
ing
–
Mo
vem
ent
at t
he n
et
HM
od
ule
5 an
d 6
less
on
9To
dem
onst
rate
and
pra
ctis
e un
der
arm
hi
ttin
g te
chni
que
s an
d m
ovem
ents
at t
he n
et.
To d
iscu
ss d
evel
op
men
t se
que
nces
.
Bre
ak
83.
30
– 4.30
ove
rhea
d
hitt
ing
and
re
late
d
mo
vem
ents
HM
od
ule
7le
sso
ns 1
1 &
12
less
ons
13
-18
To d
emo
nstr
ate
and
pra
ctis
e b
asic
o
verh
ead
hitt
ing
tec
hniq
ues
and
m
ove
men
ts re
late
d t
o t
his.
To d
iscu
ss d
evel
op
men
t se
que
nces
.
94.
30
– 5.30
rev
iew
and
Pl
anni
ng fo
r a
10 w
eek
cour
se.
Clo
sing
the
co
urse
.
H +
CM
od
ule
5 an
d 6
less
ons
1-1
0To
giv
e te
ache
rs a
n op
por
tuni
ty to
look
at
the
10 s
tart
er le
sson
s an
d p
lan
the
first
fe
w s
essi
ons.
To re
view
cou
rse
outc
omes
, mak
e fin
al
com
men
ts a
nd p
rovi
de
any
furt
her
info
rmat
ion.
SchoolS Badminton TuTors’ Guidelines
34
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