LEARNING EVALUATION SITUATION

Games Principles and Practice 2 EDKP 225 Physical and Health Education Secondary cycle 2 Number of lessons 6

Competency 2: interacts with others in different physical activity settings

Net and wall

BADMINTON SINGLES

Daniel Dery, October 2013

Overview of the Learning and Evaluation Situation

Net and wall game: Badminton singles

Preparation Class 1 Activation of prior knowledge Verification of students prior knowledge Use of cultural references Presentation of challenge, rules of the games and of the teacher (safety, equipment, class) and practice of the game and drills for diagnostic purposes Presentation of evaluation criteria for the challenge and the progressions of learning teacher will observe Inform students on increasing difficulty throughout the lessons Inform students to perform selfevaluation (Worksheet 1) each class, including this one Performance Class 2 to 5 Class 2 Tasks for acquiring and applying knowledge Presentation of a short badminton game performed by school personnel and discussion of students expectations (Worksheet 2) Presentation and practice of different techniques and positive behaviors to adopt Class 3 Students work in pairs and refine their techniques using peer evaluation worksheet 3 and teachers verbal feedback (if provided), which student will write upon the worksheet Class 4 Students keep working on techniques and strategies and evaluate their peer based on performance (worksheet 4) Teacher presents the Plan of Action students will have to create in pairs and implement in the next class (Worksheet 5). They should complete it at home or during a break Class 5 Students implement in pairs the Plan of Action they created (Worksheet 5, part I) by working on the strengths and weaknesses they identified and prepare for their evaluation. At the end of class, students fill out Worksheet 5, part II, to pinpoint their improvements and what they still have to work on, including solutions to improving their weaknesses Development of other competencies selected by the teacher or school team, according to regulations Class 6 Evaluation of students ability to apply knowledge Student presents challenge for evaluation purposes Challenge is filmed for evaluation purposes Integration End of class 6 Review of learning outcomes and selfdiagnostic

Teacher discusses with

students what they learnt and asks them to demonstrate some techniques Teacher reinforces good sporting behavior Teacher points out main observations and corrections Students discuss their strengths and weaknesses and possible solutions to improve and fill out a selfevaluation (Worksheet 1) Teacher discusses and asks students how learnt strategies and movement patterns can be used in other sports and students write a short reflection (Worksheet 6)

Teacher evaluates
students (pair of 2) based on evaluation criteria for the different drills and a game situation (Worksheet 7-8)

LEARNING EVALUATION SITUATION

Secondary Cycle 2 Subject Physical Education and Health Means of action Net and wall game: Badminton singles Periods Six 50 minutes periods

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Author: Daniel Dery School Board: nonegeneral L.E.S. assignment Subject-specific competency Competency 2: interacts with others in different physical activity settings

Date: October 2013

Cultural references Short history of badminton: from 5th century China to 19th century England. Evolution of sport and Olympics. Challenge Badminton singles is a net and wall dueling activity. The teacher will present the following techniques and tactics: racket grip, high and low serve, clears, drop shots, net play, forcing opponent to move, returning to center and basic feints. For 5 classes, students will have to work in pairs of similar strength to develop and improve instructed techniques, behaviors and knowledge related to badminton. They will have to work on the strength and weaknesses they identify in themselves in in their peer by participating in classes and completing evaluations and worksheets that will guide them towards success. Their Plan of Action is implemented at lesson 5 and improvements will be evaluated at lesson 6. At the end of each lesson, students will have to perform a self-evaluation on what they learned, how they perceived their performance, how were they successful and what could they work on (Worksheet 1). Evaluation criteria Observable elements Student demonstrates ethical behavior and cooperation with peer during the development of the Plan of Action Coherent Planning Student selects appropriate techniques to work on in his Plan of Action (Not choosing all strengths, for example) Follows proper sporting behavior Participates actively in classes Aspires to self-improvement and accepts constructive critique Demonstrates skill in different techniques Demonstrates knowledge in rules, strategies they can use, and movements/techniques Demonstrates ability to use these strategies in-game (Proper tactical response to Effective implementation encountered problem) Respects and follows safety rules Applies action rules in dueling activities Applies principles of communication Applies principles of synchronization Applies manipulation skills Student completes self-evaluation (Worksheet 1) each class Student identifies solutions to improve weaknesses (Worksheet 5) using worksheets 1, 3-4 Relevant reflection as guidelines Student can evaluate a peer fairly (Worksheet 3) Evaluation of learning -Evaluation of student worksheets (Worksheet 1-6), including Plan of Action (Worksheet 5) -Evaluation of students performance on different techniques (Worksheets 7-8): Out-of-game technique evaluation, possibly imposed situations with roles for further diagnostic In-game situation (performance) Student work (60 %) Teachers evaluation (40 %) Participation (Worksheet 1-2) and in general: 10 % Technique and Performance (worksheets 7): Peer evaluation (Worksheet 3-4) and solutions: 10 % Evaluation criteria (worksheets 8): Plan of Action (Worksheet 5): 35 % Reflection (Worksheet 6): 5%

20 % 20 %

Progressions of Learning (P.O.L.s)

Observable Elements Knowledge A. Technical aspects of movement related to activities 1. Names the technical aspects of performing different movement skills pertaining to the physical activity performed Skills A. Principles of communication 3. Communicates various misleading messages appropriate to the activity (e.g. carrying out a body feint, faking a pass to the right and then passing to the left B. Principles of Synchronization 1. Synchronizes actions a. Throws an object by taking into account the speed and direction of his/her partners or opponents (e.g. in football, passing the ball to a teammate in motion) b. Receives an object from his/her partners or opponents by taking into account its speed and direction (e.g. receiving a serve in badminton) F. Manipulation Skills 1. Uses several of the movement skills learned in individual physical activities (e.g. serving in badminton, throwing a ball at the basket) I. Action rules in dueling activities 1. Uses the width and length of the playing surface (e.g. using different shots to force the opponent to move) 2. Quickly recovers the object in order to continue the rally (e.g. moving quickly toward where the shuttlecock falls in order to hit it back over the net) 3. Returns to strategic center of the court 6. Catches the opponent wrong-footed by attacking him/her in the direction opposite to which he/she is moving (e.g. in badminton, performing a second drop shot right after the first) Attitudes (Behaviors) A. Fairplay 1. Shows respect for partners and opponents in his/her words and gestures 2. Respects equipment and the environment (e.g. not kicking the ball in volleyball, staying on a marked trail, carrying out garbage after an outdoor activity) 5. Manages conflicts independently and peacefully: uses Rock Paper Scissors to determine who is right if a conflict arises (e.g. During a badminton game, the shuttlecock goes out of bounds, but both students claim the point is theirs) 6. Applies rigorously and honestly the rules of the game or the adjustments determined by the teacher (e.g. using the rebound in volleyball, acknowledging that the ball is out during a match) 7. Appreciates successful moves and achievements of partners and opponents (e.g. acknowledging good play and victories, congratulating a winning opponent) B. Help and mutual assistance 1. Helps others and accepts the help of others, as needed (e.g. helping another student handle equipment, providing technical advice) C. Acceptance of differences 1. Demonstrates an openness to differences (e.g. agreeing to include a less skilled student or a student from another ethnic group or sex) D. Sense of responsibility 2. Acts responsibly toward others (e.g. fills out the peer evaluations fairly and completes the worksheets well)

Lesson summaries

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Class 1 Preparation and activation of prior knowledge Worksheets used: Ws1 (self-evaluation), Introduction: verification of students prior knowledge badminton itself, techniques and rules of badminton. Teacher will also briefly explain where badminton comes from and (cultural references). Presentation of challenge, rules of the games and of the teacher (safety, equipment, class). Challenge and evaluation: presentation of evaluation criteria for the challenge and the elements (progressions of learning) teacher will be observing throughout the learning experience. Teacher informs students on increasing difficulty throughout the lessons and that at the end of each class (Including this one), they have to perform a self-evaluation (including this class), which counts towards final grade. Game: badminton singles duration: 20-30 minutes Tactical problem: setting up to attack by creating space Focus: maintaining a rally by using the underarm clear and service in a half-court singles game Objective: keep the shuttlecock moving 1. Game 1 Half-court singles game

Goal: keep the shuttlecock in a rally for as many exchanges as possible Conditions: students may use any type of service they want, including throwing the shuttlecock; students may use
underarm and overhand shots. Questions: was keeping the rally easier with the underarm or overhead shot (Overhead usually)? How were points scored (Shuttlecock hit the floor)? Practice Service 2 by 2

2.

Goal: perform 2 long serves in a row using correct technique. Shuttlecock caught by opponent. Peer can observe
and comment on technique.

Cues: 1 m behind service line, shuttlecock foot forward, hold shuttlecock in O, shoulders face direction of serve, 3.
racket back, wrist cocked, transfer weight front foot and flick wrist, follow through Extensions: Show short serve to more advanced students Game 2 Half-court singles game

Goal: keep the shuttle in play and vary the direction of your shots Conditions: use underarm clears only, alternate service, every time the shuttlecock hits the floor, one point is
granted to opponent (not only when serving)

4. Closure: discuss about if students used the backhand shot and when did it happen. Review service technique. Remind
students about self-evaluation, challenge and evaluation criteria. Class 2 Tasks for acquiring and applying knowledge Worksheets used: Ws1 (self-evaluation), Ws2 (expectations) Introduction: presentation of a short badminton game performed by school personnel and discussion of students expectations. At the end of the class, students will complete worksheet 2. The match will last about 5 minutes. Elements seen today Positive behaviors to adopt Backhand clears Drop shots Serve Forcing opponent to move Cues Fairplay, assistance, acceptance and personal responsibility Shoulders & hips perpendicular to net, swing racket upwards, elbow leads to ceiling, contact shuttlecock front of body, follow through Deceptive shot, hit low and just over the net, contact shuttlecock farther in front of body 1 m behind service line, shuttlecock foot forward, hold shuttlecock in O, shoulders face direction of serve, racket back, wrist cocked, transfer weight front foot and flick wrist, follow through Aim to open space, alternate clears and drop shots, aim left or right, deep or short, vary aim

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Game: badminton singles Duration: 50 minutes Tactical problem: creating space Focus: setting up for attack using clears and drop shots Objectives: use clears or drop shots to make opponent move to back or front of court, understand the importance of creating space 1. Game 1 badminton singles limited side movement

Goal: vary clears or drop shots depending on where opponent is, understand it is harder to attack from the back
court and easier from the from court Conditions: students can use underarm and overhead clears or drop shots, students limit lateral movement by not aiming to the sides, must serve legally Questions: When did you use drop shots (when opponent is in back court)? When did you use clears (when opponent is in front court)? How was it easier to only have to move backwards or forwards (easier to predict)? Practice Serve right or left and hit back to server

2.

Goal: 1 student serves to either side of the opponent so he/she shuffles sideways, opponent returns shot using
backhand clear, overhead or underarm clear, server catches back shuttlecock with hands

3. Practice 2 Drop shots Goal: 1 student serves to opponent (easy shot), opponent returns shot using backhand drop shot, overhead drop shot
or underarm drop shot, server catches back shuttlecock with hands if he/she is able to Cues: absorb shot, aim in front court Extensions: aim laterally, misleading signal if advanced Game badminton singles

Cues: follow through, open space, Extensions: hand feed shuttlecock, server may return with underarm clear to either side

4.

5. Closure: discuss the importance of creating space. Space enables you to be better positioned and perform easier
attacks. Class 3 Refining and peer evaluation on technique Worksheets used: Ws1 (self-evaluation), Ws3 (peer evaluation skills) Introduction: students work in pairs and refine their techniques using peer evaluation worksheet 3 and teachers verbal feedback (if provided), which student will write upon the worksheet. Elements seen today Positive behaviors to adopt Net play Forcing opponent to move Misleading signals Cues Fairplay, assistance, acceptance and personal responsibility Net LIFT or net SHOT, Sudden change in angle, aim deep or in front court, hand cocked, wrist flick Aim to open space, alternate clears and drop shots, aim left or right, deep or short, vary aim Fake shuffle, shoulder twist (direction), fake smash (drop shot), fake absorb (strong hit)

Goal: make opponent step forward or backward using clears or drop shots and varied aim Conditions: students may aim to either sides of opponent, or aim in back or front court

Game: badminton singles Duration: 50 minutes Tactical problem: creating space and defending space Focus: setting up for attack, returning to center Objectives: return to T section of court (strategic center) following shots, use learnt techniques to make the opponent move 1. Game 1 badminton singles rally

Goal: maintain rally to practice returning to center Conditions: students may use any type of service they want, including throwing the shuttlecock; students may use
underarm and overhand shots.

7 Questions: Why is it important to return to center (Harder for opponent to make you move long distances, better 2.
prepared)? What combination of shots did you use to force your opponent to move (Drop shot to clear, left drop shot to right clear, etc.)? Practice Net play

Goal: students are close to net and exchange shots using net shots for as long as possible. Cues: aim in front court, bent knees, cocked hand Extensions: advanced students may practice net lifts followed by a catch by the opponent, hand feed shuttlecock
over the net

3. Game Badminton singles Goal: maintain a rally, use feints and deceptions Conditions: focus on net play and deep easy clears 4. Closure: discuss how net play is a surprising technique and forces opponent to move very quickly. Discuss feints and
their importance in scoring points. Class 4 Peer evaluation on strategies Worksheets used: Ws1 (self-evaluation), Ws4 (peer evaluation strategies), Ws5 (Plan of Action) Students keep working on techniques and strategies and evaluate their peer based on performance (worksheet 4) Teacher presents the Plan of Action students will have to create in pairs and implement in the next class (Worksheet 5). They should complete it at home or during a break Game: badminton singles Duration: 50 minutes Tactical problem: creating space Focus: pushing the opponent back or forth, forcing opponent to move sideways Objectives: combine short or long shots to force opponent to take steps in any direction 1. Game 1 badminton singles simple

Goal: force opponent to move while maintaining a rally Conditions: students play by the rules, students may not use drop shots (makes game easier while learning rules) Questions: if the shuttlecock is low, how do you return it to your opponent (use the wrist in underarm clear)? How
can you force your opponent to move without the drop shot (by aiming to either sides on open space)?

2. Practice Roles Clear to right, Drop shot center, clear to left, drop shot center Goal: student #1s role is to perform easily predictable shots in a given pattern, the other is to return the shots to the
opponents canter court. Student #2 must always return to center Cues: Clear right, return easy, drop shot center, return easy, clear left, return easy, clear back, return easy, swith roles after 2 cycles Extensions: unpredictable pattern, hand-feed shuttlecock to student #2 Game Badminton singles

3.

Goal: force opponent to move and use misleading signals, peer evaluation Conditions: badminton regular rules, serve must be easy to return 4. Closure: discuss Plan of Action with students, answer questions, review techniques if needed.
Class 5 Plan of Action Worksheets used: Ws1 (self-evaluation), Ws5 (Plan of Action) COMPLETED Students implement in pairs the Plan of Action they created (Worksheet 5, part I) by working on the strengths and weaknesses they identified and prepare for their evaluation. Teacher verifies quickly the Plan of Action of each team while they are warming up. Teacher circulates and corrects techniques students are working on. Students may work on technique itself on playing the game

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itself with a specific focus. At the end of class, students fill out Worksheet 5, part II, to pinpoint their improvements and what they still have to work on, including solutions to improving their weaknesses

Class 6 - Evaluation of students ability to apply knowledge Worksheets used: Ws1 (self-evaluation), Ws5 (Plan of Action) Introduction: Teacher informs students evaluation will be filmed and how the class will run. Each pair of students will be evaluated during 5 minutes in a specific court. Filming will help teacher in evaluating 2 students at once. Evaluation criteria and chosen P.O.L.s are posted on the wall of the classroom. A list of students with order of presentation is posted on the wall. Students continue practicing until their name is called.

Teacher evaluates students (pair of 2) based on evaluation criteria for the different techniques and during a game situation
(Worksheet 7-8). End of class 6 (15 minutes) Review of learning outcomes and self-diagnostic Teacher discusses with students what they learnt and asks them to demonstrate serve, clears, drop shots and varying aim Questions are asked on the importance of creating space, forcing the opponent to move and defending space by returning to center Teacher reinforces good sporting behavior and reminds the 4 main elements (Fairplay, assistance, acceptance, and responsibility) Teacher points out main observations and corrections. There are often general mistakes many students in the same group make Students discuss their strengths and weaknesses and possible solutions to improve and fill out a self-evaluation (Worksheet 1) Teacher discusses and asks students how learnt strategies and movement patterns can be used in other sports and students write a short reflection (Worksheet 6)

Students name:

Worksheet 1 Self-Evaluation Please do not write in this area

Mark Weight Answer the following questions at the end of each class: (1)what did you learn? (2)How did you perceive your performance on /5 and why? (3)How were they successful with the /6 6% techniques learnt? (4)What could you do to improve these techniques? Class 1:

Class 2:

Class 3:

Class 4:

Class 5:

Class 6:

Worksheet 2 not write in this area Please do Student expectations Students name: Mark Weight Use the following questions to guide your reflection on what you expect of this /2 learning 2% experience. You have observed a short singles badminton match during this class. What are your expectations towards future ability to play badminton with a partner? Do you think you will likely play this game with a friend in the future? Is this a sport you have already played? If so, how do you think this learning experience will help you? Reflection:

Evaluated students name: Evaluators name:

Worksheet 3 Peer evaluation solutions Pleaseand do not write in this area Mark /2.5 Weight 2.5 %

Evaluation of peer: Answer by circling yes, no or - if you do not know Student behavior: does your partner respect the equipment? (Y/N/-); does he/she respect you? (Y/N/-); is he/she honest? (Y/N/-); does you partner felicitate you? (Y/N/-) Did your partner help you when you had difficulties and asked for tips? (Y/N/-) Student technique: rate your partners success on the following techniques if observed. If not, write X: Criteria observed Not Techniques 0 1 observed Serve Cannot perform a serve Serves shuttlecock legally Clears Never aims into back court Can send shuttlecock into back court Drop shots Never aims into front court Can send shuttlecock into front court Net play Usually sends shuttlecock into net Sends shuttlecock in opposing court Additional comments:

Please do not write in this area Mark Solutions /2.5 Weight 2.5 %

Solutions to improve (based on peer evaluation): what will you do in future lessons to improve yourself?

Teacher feedback (if provided):

Evaluated students name: Evaluators name:

Worksheet 4 Peer evaluation and Please on dostrategy not write in this area performance

Mark

Weight 2.5 %

/2.5

Evaluation of peer: Answer by circling yes, no or - if you do not know Student behavior: does your partner respect the equipment? (Y/N/-); does he/she respect you? (Y/N/-); is he/she honest? (Y/N/-); does you partner felicitate you? (Y/N/-) Did your partner help you when you had difficulties and asked for tips? (Y/N/-) Student technique: rate your partners success on the following techniques if observed. If not, write X: Criteria observed Not Strategy 0 1 observed Forces me I remain in position with little effort I had to move more than a meter at to move least once in order hit back Uses I can easily predict where my I am occasionally surprised by the misleading opponent directs the shuttlecock direction of the shuttlecock signals Additional comments:

Please do not write in this area Solutions Mark /2.5 Weight 2.5 %

Solutions to improve (based on peer evaluation): what will you do in future lessons to improve yourself?

Teacher feedback (if provided):

Students name: Helping peer:

Worksheet 5 Plan of Action Part I not Identification Please do write in this area and practice Mark Weight /15 15 %

Work with a peer to help you identify strength and weakness. You will each have your own difficulties and strengths to work on together. Pairing up with a teammate that is familiar with your strengths and weaknesses is recommended, but not mandatory. Design a Plan of Action you will implement next class that will enable you to improve your own strength weaknesses and those of your teammate. The exercises you choose to perform next class should be the same for both you and your teammate. However, the strengths and weaknesses identified should differ, though it is possible you both have the same difficulties or strengths. This will help your performance for the final class, during which the teacher will evaluate you in a game-situation. There are 4 techniques and 2 strategies you were taught and will be evaluated upon. Each one have many different parts. For example, during the serve, you have to be positioned in a certain way, shoulders facing in a specific direction, hand placed in a certain way and hold the shuttlecock in a certain way. It is possible that you might have a good serve, but never follow through with your movement or have difficulty with precision. Do not simply identify serve as a weakness. Be specific on what parts you need to improve. Identify Strengths Identify weaknesses

Worksheet 5 (Part I contd)

Select techniques and strategies to work on from this list: Racket grip Serve Clears Drop shots

Forcing opponent to move

Using misleading signals

How do you plan to improve the selected item? The list only presents the name of each techniques and strategies. You have to go into details with the different aspects of each you have chosen to work on. Use the strengths and weaknesses you identified in the previous page to guide you. It is possible to select just one technique or strategy and work on many aspects specific to the one you chose. I recommend not selecting more than 3.

Students name: Helping peer:

Worksheet 5 Plan ofPlease Action Part in this area do not II write Improvements and solutions Mark Weight /20 20 %

You have implemented your Plan of Action (Part I) and worked on your strengths and weaknesses. Were you able to work on all of the aspects/techniques/strategies you chose? Reflect upon what you have improved and how you perceive your success in implementing your Plan of Action. Point out how you improved and what you improved.

Are there still difficulties you are facing? How can you still improve your difficulties? Even though the learning experience is over, you might want to work on your weaknesses for future classes and activities. Badminton is a sport that shares similarities with other sports. Having trouble handling the racket in badminton may affect your performance in tennis, for example. Write a minimum of 1 solution to your weaknesses.

Students name:

Worksheet 6 IntegrationPlease and application ofin this area do not write learning Mark Weight /5 5%

How could you use what you have learnt in this learning experience in other sports? Relate theory taught in class, technique and tactics you practiced to your reflection. The following can be used to guide your reflection. Volleyball, badminton, tennis, and other games where nets or walls are involved, such as squash, are all net and wall games. In your opinion, what are the similarities between these sports? Reflection:

17 Students name:
Worksheet 7 Technique evaluation

Mark /10
4

Weight 10 %
5 Correct grip Know the purpose of a minimum of 7 techniques and strategies

Out-of-game evaluation: badminton skills

Criteria Racket grip 0 Incorrect grip No knowledge of techniques No knowledge: purpose of techniques, rules Does not know where to serve or be positioned 1 2 3

Know the
purpose of a minimum of 1 techniques and strategies

Know the
purpose of a minimum of 2 techniques and strategies

Know the
purpose of a minimum of 4 techniques and strategies

Know the
purpose of a minimum of 5 techniques and strategies

Knowledge of techniques

Uses underarm
serve Holds shuttlecock correctly Racket positioned under shuttlecock and under lowest rib Racket positioned under shuttlecock

Successful 3 out
of 10 serves Snaps wrist

Follows through
movement Successful 5 out of 10 serves

Successful 6 out
of 10 serves

7 out of 10 serves
are legally performed Consistent aim

Serve

No effort
Net play

Successful 3 out
of 10 net plays

Successful 5 out
of 10 net plays

Successful 6 out
of 10 net plays

Successful 7 out
of 10 net plays

No effort
Drop shot

Racket positioned
under shuttlecock

Successful 3 out
of 10 drop shots Snaps wrist

Successful 5 out
of 10 drop shots

Successful 6 out
of 10 drop shots

Successful 7 out
of 10 drop shots Consistent aim

No effort
Clears

Used underarm or
overhead hit

Extends racket
towards ceiling or follows through Snaps wrist

Targets back of
court Successful 5 out of 10 clears

Successful 6 out
of 10 clears

Successful 7 out
of 10 clears Consistent aim

Students name:

Worksheet 7 Performance evaluation Mark

Weight 10 %

/10

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Criteria Serve

0 Does not know where to serve or be positioned

Clears

No effort

Drop shots

No effort No effort

Net play

In game evaluation of performance 1 2 3 Legally serves Can legally serve Consistent serve from one side of from both sides of the court the court Holds birdie Follows through correctly with movement Uses underarm serve Positions racket Little follow Always follows overhead or through with through with underarm and hit movement movement the shuttlecock Positions racket Little follow Always follows under shuttlecock through with through with movement movement Clear effort in Occasionally trying to direct successful in net shuttlecock in play front court of opponent, but no success

Has developed a
good short or long serve Aims according to opponents position

Serve forces
opponent to move Serve puts the opponent on the defensive

Consistent with
ability clear

Uses clears when

opponent in in front court

Consistent with
ability to drop shot

Use drop shots

when opponent is in back court Uses net play when opponent moves back to center or Directs shuttlecock to opposing end of net Almost every shot forces opponent to move Opponent thrown off balance Always returns to center Adopts ready position At least once

Consistent with
ability to net play

Forcing opponent to move

Opponent
remains in same position

Aims shuttlecock
slightly beside opponent, but movement minimal to center following hit

Opponent has to
step at least a meter to recover shuttlecock

Opponent has to
move more than a meter at least twice to recover shuttlecock

Directs shuttlecock
to open court

Consistent with
ability to aim

Returning to center

Stays in same
position after each hit

Rarely moves back Shuffles quickly

Usually goes back

to center

Always returns to
center

Misleading signals

Never

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20 Students name:
Worksheet 8 Evaluation Criteria
Observable elements 1 Insufficient

Mark /20

Weight 20 % 24 % Proficient

Evaluation criteria

2 3 Participation: /2 Less than Satisfactory satisfactory

Student demonstrates ethical behavior and cooperation with peer

Coherent Planning

during the development of the Plan of Action Student selects appropriate techniques to work on in his Plan of Action (Not choosing all strengths, for example) Follows proper sporting behavior Participates actively in classes (teachers perception worth 2%) Aspires to self-improvement and accepts constructive critique Demonstrates skill in different techniques Demonstrates knowledge in rules, strategies they can use, and movements/techniques Demonstrates ability to use these strategies in-game (Proper tactical response to encountered problem) Respects and follows safety rules Applies action rules in dueling activities Applies principles of communication Applies principles of synchronization Applies manipulation skills Student identifies solutions to improve weaknesses (Worksheets 3-6) Student completes self-evaluation each class (Worksheet 1) Total points /60

Effective implementation

Relevant reflection

Student can evaluate a peer fairly (Worksheet 3)

Additional comments

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22 References Anonymous. (2013). Badminton performance assessment rubric. Retrieved from http://www.gobookee.org/get_book.php? u=aHR0cDovL3d3dy5tdmxhLm5ldC90ZWFjaGVycy9QYXRyaWNrQy9HcmFkZSUyMD klMjBQRS9Eb2N1bWVudHMvQmFkbWludG9uL0JhZG1pbnRvbiUyMFBlcmZvcm1hbm NlJTIwQXNzZXNzbWVudCUyMFJ1YnJpYy5wZGYKQmFkbWludG9uIFBlcmZvcm1hb mNlIEFzc2Vzc21lbnQgUnVicmlj Ministre de lducation Loisir et Sport Qubec. (2011). Framework for the evaluation of learning Physical education and health Secondary cycles one and two. Retrieved from https://www7.mels.gouv.qc.ca/dc/evaluation/pdf/physical-education-and-health-sec.pdf Ministre de lducation Loisir et Sport Qubec. (2011). Secondaire 5: badminton en doubles. Retrieved from http://www.recitdp.qc.ca/index.php? option=com_content&view=article&id=302:secondaire-5-badminton-en-doublemels&catid=28:interagir-secondaire&Itemid=34 Ministre de lducation Loisir et Sport Qubec. (2013). Progression of learning in secondary school Physical and health education. Retrieved from http://www1.mels.gouv.qc.ca/progressionSecondaire/domaine_developpement_personne/ed ucationPhysique/index_en.asp Raybould, M. (2007). Skill cues. Retrieved from http://peandhealthwithmrsraybould.blogspot.ca/2007/10/badminton-skill-cues.html Stephan A. M., Judith L. O., Linda L. G. (2006). Teaching Sport Concepts and Skills Champaign, IL: Human Kinetics, 660 p.

23 Vaillant, J. (2013). Learning and evaluation situation: MELS, EMSB and CSDM. In EDKP 226: Quebec education program. Course package: Winter 2013, (pp.25-54, 141-142), Montreal, QC: McGill University Bookstore. Wilhelm, P. (2009). Badminton skills rubric. Retrieved from http://www.d120.org/assets/1/wellness/BADMINTON_SKILLS_RUBRIC_v2.pdf Yap, C. (2012). Badminton information. Retrieved from http://www.badmintoninformation.com/badminton-techniques.html