badminton skills
Drills for Students: Badminton
Shane Weatherby was a professional ballet dancer for fifteen years, rising to the rank of Principal by 21. Now retired from dancing, he is a very experienced high school teacher majoring in physical education and dance. Shane has brought his understanding of refined skill acquisition to many sports and coaches’ badminton for many organisations.
In badminton, skill acquisition develops faster for students when an ‘authentic’ environment is used. This is due to the increased arousal levels students’ experience in ‘authentic’ environments. In association with increased arousal levels, students playing badminton face the uncertainty of movement within the court space and intercepting the flight of the shuttle using skills varying from cognitive to autonomous. The following drills and associated skills enforce a competitive environment against self and peers, with progressive skill acquisition and greater control of arousal levels developed during technical, drill and game play environments.
Badminton court dimensions
With respect to the following list of exercises (1-11), drills 1-4 are played in a ‘controlled environment’ that focuses primarily on specific skills, whereas drills 5-10 use modified game play to target and demonstrate skills, tactics and game-play. Actual competitive game play; best of three to twenty-one or first to thirty-one is not among the drills listed but is obviously the prime example of ‘authentic’ game play.
All of these drills are assessable in a variety of ways, and this process would increase students’ arousal levels; adding to the ‘authentic’ environment.
Drill
Equipment
Teaching cues/
Teaching focus
Authentic Environment
1
Drill: Crocodile (Shaded area indicates the playing zone for the activity)
Skills: Drop-shot and lunging
Time frame: 5-10 minutes
This activity develops the students’ drop-shot
Shane Weatherby was a professional ballet dancer for fifteen years, rising to the rank of Principal by 21. Now retired from dancing, he is a very experienced high school teacher majoring in physical education and dance. Shane has brought his understanding of refined skill acquisition to many sports and coaches’ badminton for many organisations.
In badminton, skill acquisition develops faster for students when an ‘authentic’ environment is used. This is due to the increased arousal levels students’ experience in ‘authentic’ environments. In association with increased arousal levels, students playing badminton face the uncertainty of movement within the court space and intercepting the flight of the shuttle using skills varying from cognitive to autonomous. The following drills and associated skills enforce a competitive environment against self and peers, with progressive skill acquisition and greater control of arousal levels developed during technical, drill and game play environments.
Badminton court dimensions
With respect to the following list of exercises (1-11), drills 1-4 are played in a ‘controlled environment’ that focuses primarily on specific skills, whereas drills 5-10 use modified game play to target and demonstrate skills, tactics and game-play. Actual competitive game play; best of three to twenty-one or first to thirty-one is not among the drills listed but is obviously the prime example of ‘authentic’ game play.
All of these drills are assessable in a variety of ways, and this process would increase students’ arousal levels; adding to the ‘authentic’ environment.
Drill
Equipment
Teaching cues/
Teaching focus
Authentic Environment
1
Drill: Crocodile (Shaded area indicates the playing zone for the activity)
Skills: Drop-shot and lunging
Time frame: 5-10 minutes
This activity develops the students’ drop-shot