Advanced Higher P.E.

Project Report

Badminton

“Following an integrated programme of training which uses phases of training will

allow me to ensure all areas of my performance are developed towards a major event.”

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Advanced Higher: Physical Education: Badminton: Project Report
 CONTENTS

• Rationale and Project Proposal - pages 3-6

• Research - pages 7-9

• Interpretation and Discussion - pages 10-11

• Application to Personal Development - pages 12-14

• Evaluation – pages 15-16

• Appendix 1 - Match Analysis Sheets (Initial) - pages 17-18

• Appendix 2 - Observation Checklists - pages 19-20

• Appendix 3 - Coaches Criticisms - page 21

• Appendix 4 - On-court Routines - page 22

• Appendix 5 - Tests - pages 23-26

• Appendix 6 - Training Leading up to Tournaments - page 27

• Appendix 7 - Training Programme and Goals - pages 28-29

• Appendix 8 - Pre/Post Training Tests Results - pages 30-31

• Appendix 9 - Match Analysis Sheets (Final) - pages 32-33

• Bibliography - page 34

• Examiner Project Report Marking Sheet – page 35

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 Rationale

According to Alan Lakein (1996), “Failing to plan is planning to fail”. This key
quote sums up the essence of a periodised training programme aimed at specific goals.
The importance of planning ahead is vital and is the main reason I have based my
project on developing a detailed and monitored season plan.

In this course I intend to concentrate on my main event, singles, although I also

play doubles. I have decided to base my investigation on singles as it has more
intense training demands than those of doubles. It involves more work as you are
alone on the court therefore it is harder both mentally and physically. To play singles
at an international level, which is one of my goals, requires you to be strong both
technically and tactically. As I am in the long term development stage of my
badminton career, none of the aspects of my game are perfect. That is why I am
planning to improve my performance as a whole through integrated training.

During the badminton season of 2004/2005 I felt that I often underperformed in

crucial tournaments either due to fatigue or poor preparation. In order to avoid the
same problem this season I decided to undertake research on phases of training so I
could plan an effective programme of training aimed at specific season goals.

Phased training varies the volume, intensity and type of training carried out
throughout the year. It is designed around tournaments, goals and major events, such
as exams.

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 Project Proposal

Throughout this investigation, my aim is to improve my overall performance.

Specifically, I want to improve my racket carriage, my blocks to the net and my leg
strength. To do this I am studying the following key concepts:

Performance Appreciation - Key Concept 5

• Planning and Managing personal performance improvement, including long- and

short-term goals.
- planning for improvement of the ‘whole performance’ through integrating
training.

Preparation of the Body - Key Concept 5

• Planning and Implementing training in pursuit of personal goals, through phases

of training, training cycles and the monitoring of progress.
- setting challenging and achievable targets.
- research phases of training and their relevance to performance development.
- planning and implementing a specific training programme through applying
understanding of phases of training.

Describing the fundamentals of singles will indicate the main characteristics to

maximise performance and demonstrate how a phased and integrated training
schedule should help me to reach a peak performance.

The aim of singles is to play simple shots to put the opposition under pressure
and wait until there is space on the court to play an attacking shot when in an ideal
position. Attacking out of position would leave the attacker struggling if the
opposition returned the shot. Singles is based on moving the opponent full distances
about the court as quickly as possible. This requires a lot of patience and demands
extraordinary speed and fitness.

As in all badminton events, singles involves a high level of hand-eye

coordination, quick reactions, muscular strength and advanced technical skills. At my
present level of performance none of these skills are fully developed. To establish
these abilities at a higher stage of performance I needed to arrange physical, technical,
strategic and mental sessions to cover all the weaknesses in my game including those
that I have stated I particularly want to develop. This is backed up by Omosegaard
(1996), “Badminton is a very versatile game. It makes enormous technical, tactical,
physical and psychological demands.” This will have a dramatic effect on my
performance as if the training sessions are used to their full potential my overall
performance will be improved in all aspects of my game.

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 To be able to participate competitively in the singles event, maximum
concentration and effort is needed during every training session. “Goals are viewed as
motivational tools to enhance performance” (Elliot, 1998). Setting personal goals
provides the motivation needed to obtain the correct discipline during training. They
give each training session a particular focus. These goals can be short, medium or
long term. Short term goals are set as processes in order to meet the medium and long
term goals. For example, to improve my deep forehand. Medium term goals are
normally based on your performance in a tournament and are usually based on the
current season. For example, to win the singles at the under 23 nationals. Long term
goals are your ultimate goals and dreams in the sport. For example, To represent
Great Britain at the 2012 Olympics in London.

Badminton, in general, is played all year round. At international level,

badminton tournaments take place almost every week throughout the year. “Experts
suggest that athletes plan only two to four major tapers in a single training year”
(Bompa, 1983). Obviously it would not be practical to participate in every single
competition and it would make it harder to peak at the right time therefore it is crucial
to choose a few major tournaments to peak for during the year. These will usually be
medium-term goals.

To peak for an individual tournament requires a well thought out and organised
training schedule to ensure that the athlete has made enough improvement within the
season yet their body is not drained. This is vital as the season’s results may depend
on how well their training programme has been phased.

A well-phased training regime will ensure that the player, firstly, develops a
good level of fitness and speed, then, approaching the season starts to incorporate
more and more skill-based training. As it gets very close to a major tournament the
player wants to peak for it is necessary to include some kind of tapering. “Tapers
provide an opportunity to recover and adapt physiologically.” (Maglischo, 1993).
This will make sure the player is well rested and in the best condition possible to peak
for their major tournament.

This is important to my progress as “Badminton singles is a game which can be

as demanding physically and mentally as its participants desire.” (Gilbert, 1999)
consequently often my body will feel tired or my muscles will be sore leading up to a
tournament, therefore, I am unable to perform at my peak. Learning to organise and
phase my training would bring massive benefits to my game, as it would allow me to
achieve the best result possible.

Regular recovery is key in achieving continual improvement as training which is

constantly intense may not lower the athletes’ peak performance but may make it less
significant. “A less intense training programme with more gradual overloads over a
longer period gives a slower improvement but a higher peak performance and a longer
maintenance of that peak.” (Davis, Kimmet and Auty, 1986) This is why using
planned training cycles is vital for me, as it permits more detailed training
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arrangements to be organised over the year. For example, a month long training cycle
consisting of three weeks gradually increasing in volume from 85 – 90% followed by
one recovery week at the end where the volume will be 50%. This aims for correct
volume and recovery to allow me to improve at a steady rate and maintain my fitness.

To enable my training to be successful it would be favourable to use a phased

training programme that includes detailed training cycles and monitoring of progress
that are relevant to my role as a singles player. This combined with my background
knowledge would allow me to make the most effective schedule to peak for my
personal goals.

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 Research

Two types of research were required to help me improve my performance as a

singles player. The first was to research my own performance and the second was to
gather research from other sources such as reference books and the internet.

To decide which aspects of my game should be developed through my

performance I found the most relevant way to analyse my game would be to observe a
recent match situation on video to determine any areas on the court where I made
repeated errors. I used match analysis sheets(Appendices 1a & b) to find my
weaknesses and strengths by marking down where I made the mistakes. I then used
specific and focused observation checklists(Appendices 2a & b) to see why each area
of the court was weak. This provided me with reliable information as it was looking
as a pressure competition situation which was up to date and relevant to purpose. It
was the most accurate source of data as it eliminated the chance of human error as the
video allowed me to rewind the match and view it in slow motion to determine why
the errors occurred. Since my coach analysed the game with me it also provided me
with constructive criticism (Appendix 3) allowing me to have a more detailed and
technical view on my game. My coach also helped to verify my problems by
implementing on court practices (appendix 4).

Another method used to record information about my performance was a series

of physical tests undertaken with the Scottish Institute of Sport (Appendices 5a, b, c &
d). These test results were reliable as they were carried out by testing experts and
technologically advanced equipment. All the testing was valid as they were
standardised fitness tests and the comparisons were made to national results.

There was still the problem of proving that phases of training would be the
appropriate method of addressing my performance needs. To do this I looked at my
training regime leading up to two tournaments last season, one in which I
underperformed and one in which I peaked (Appendix 6).
The comparisons clarified that, although there were varying amounts of pressure,
ultimately:
(i) the preparation leading up to a tournament is crucial.
(ii) my programme was not detailed or monitored enough throughout the whole
season.

To improve my ability as a singles player I did a vast amount of research on

phasing an integrated training programme. Unfortunately there were limited texts
discussing phased training specifically for badminton and therefore I looked into
websites and books written for other sports yet relative to the key concepts I am
studying. I have extracted the most important points which are relevant to the
improvement of my performance.

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 When I am playing in a major tournament, the physical, mental, technical and
tactical aspects of my game are all likely to affect my level of performance. Tudor
Bompa (2002) defines a peak as “a temporary training state in which physical and
psychological efficiencies are maximized and the levels of technical and tactical
preparation are optimal.” This shows that all aspects of my game would have to be at
their best possible to produce my top performance. While reading I also found that
“any ambitious badminton player has to plan in order to perform well or optimally
during those few important competitions” (Omosegaard, 1996). Taking these theories
into consideration I decided to plan my training year to incorporate all aspects of my
own performance leading up to major competitions.

As I continued my reading on planning a training programme I found that

“Periodisation is an organised division of the training year in pursuit of basic
objectives of training. The divisions are, in the first instance, those of preparation,
competition and transition,” (Dick, 1997). The preparation phase trains the basic
skills and energy systems to ensure I am in the best form for the competition phase
which looks at the tactical and psychological aspects under match conditions and then
this is all put together in the tournaments. The transition phase allows for the recovery
after a hard season and is the grounding for the hard work involved in the preparation
phase. From my research, I felt this would have the best influence on my performance
as it was structured and included all aspects of badminton including strength and
conditioning, flexibility, core stability, nutrition, psychology, tactics and technique, so
I chose to split my training year into phases.

Research has shown me that the tactical area of my performance is expected to

progress the most during the competitive phase. According to Omosegaard(1996)
“improvements of tactics under match-like conditions and training in anticipation of
forthcoming, known opponents,” should be carried out. The tactical part of my
performance is likely to be the most influential in the competition phase when there
are no coaches, as I will need to determine my own strategies. During training
sessions the focus should be more on tactics and strategies and psychological
improvements as technical and physical development should have been carried out
and these need only maintenance.

To develop the mental side of my game I chose to set specific and realistic
goals(Appendix 7a) as through my reading I discovered that “goal setting can be an
important tool for helping athletes increase self-confidence, satisfaction, motivation,
and persistence, decrease anxiety, focus attention, mobilize effort, and aid in the
development of achievement strategies,” (Elliott, 1998). All these mental features of
my game will be likely to influence my overall performance gradually building up
from reaching short term goals to maximise the chance of reaching long-term goals.

Through research over the internet I found that endurance and strength are
crucial in a good badminton player. “Badminton is a fast-paced game with plenty of
jumping that requires a lot of stamina,” (Armstrong, 2004). Because I found that my

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leg strength disappears at times during long games I will need to work on developing
this physical aspect of my game.

Fatigue caused by intense training is also likely to influence my performance.

The reading I did to expand my knowledge said, “the fatigue of muscles, joints and
tendons will often vanish within a week,” (Omosegaard, 1996). This suggests that
there should be some sort of taper involved in my training programme in the week
leading up to a major competition so that my maximum physical ability is restored.

By using planned phases of training involving all aspects of badminton leading

towards a major goal, it enables me to work on my different singles needs at the
appropriate time throughout the year. My new training programme also permits me to
monitor the volume and intensity of my training so I can maintain improvement
during the season. I now understand the logic behind creating a more detailed training
programme as it allows everything that is most likely to influence my performance to
be developed over the course of the year. Most importantly it provides “a solid
background of training which is essential for the maintenance of peak performances,”
(Maglischo, 1993).

My research corresponds with my proposition that training which encompasses

all areas of performance will lead to a peak performance for a major event as I found
that “Serious badminton training requires numerous types of training”(Omosegaard,
1996). This implies that if you want to be competing at the highest possible level in
badminton you will need to create an integrated training programme leading up to
your major event. “Properly planned priorities promote perfect peaks while poorly
planned priorities provide poor peaks” (Monnier, 2002), which clarifies my other
proposition that training which is phased to take account of major events using
process goals should lead to a peak performance for a major event. Process goals
focus on the specific aspects of the game which will achieve a good performance.
These are normally in the form of short-term goals.

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 Interpretation and Discussion

Through a critical review of my match analysis sheets and discussion with my

coach after watching the video evidence, I found that the basic skills in my singles
game are generally successful e.g. high serve, overhead clear, drop shot and smash
(Appendices 1a & b). However I discovered that most of my mistakes were occurring
when defending a cross smash and in the deep forehand. I established the reason I
wasn’t getting the cross-court smashes back all the time was because I was hitting my
blocks too softly and so there was not enough power in the shot for it to even reach the
net(Appendix 2a). The mistakes, either returning the shuttle short, in the net or out the
side, from my deep forehand on the other hand seemed to be happening whenever my
racket carriage was low (Appendix 2b). Both of these are technical aspects to be
developed. The video also showed that I was moving too slow at times to the fast
drop which meant I was either taking the shuttle late or missing it altogether. My
coach assisted me in assessing this aspect of my game using a series of on court
routines (Appendix 4). We came to the conclusion that my problem in the front of the
court was due to my reactions and general speed rather than a technical problem.

The tests which I took part in with the Institute of Sport showed there are also
physical problems in my performance. The results (Appendix 8a) have shown that leg
strength and muscular endurance is my main physical developmental need, as the
jump measurements and speed endurance results were below the national average to
which they were compared.

Understanding that I had more than one aspect of my singles game still to
improve, the choice to generate an integrated training regime was appropriate. This
allowed me to progress many features of my game so I could ultimately work towards
reaching my short and long term goals (Appendix 7a). This, along with the
information on my preparation leading up to a competition (Appendix 6) confirmed
that my programme should be varied yet structured throughout the whole year.

Planning an integrated training season which is phased on and off the badminton
period split my year into different phases and from my reading suggested that training
should change on a weekly basis. I managed to organise an alternative and
progressive programme with the help of my coaches to implement this theory. My
interpretation of this was that the volume, intensity and type of sessions should be
detailed(Appendix 7a & b). In sport, to be the best ultimately 100% effort and quality
should be produced each and every day. Knowing exactly what you will do and
when, enhances your mental state going into a session and allows you to maximise
improvement. I took this approach into every session as one of the benefits of using
the programme.

In the preparation phase of my programme the focus was on learning various

new techniques, becoming physically fitter and stronger off court and applying this to
the on court racket sessions which were emphasising on speed endurance. In my case
the skills sessions concentrated on racket carriage and blocks and the physical sessions
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concentrated on leg strength. As you can see from my testing results (Appendix 8b)
and match analysis sheets after this season (Appendices 9a & 9b), the phase has been
successful in making improvements in the different aspects of my game. In this stage
the volume was high yet the intensity was lower. This worked my aerobic system and
enabled me to develop a basis for higher intensity training in the competitive phase.
“A sound aerobic base is essential to develop a anaerobic fitness.” (Kerr, 2002)
Research has shown that anaerobic fitness increases aerobic fitness but not vice versa.
“Intervals of this nature train the anaerobic lactic acid system, while also providing
aerobic benefits.”(Kerr, 2002) This progress is seen particularly in my results of the
on-court endurance test which measures your aerobic fitness in a badminton specific
manner (Appendix 5c).

The competitive phase of my programme was built around obtaining a peak

performance. The training involved putting the new techniques into match situations,
improving tactics against particular players and fitting them into practice and
developing explosive and maximal strength in connection with short interval training
off court (Appendix 7). During this phase I primarily focused on my speed and
reactions to the front of the court. This was made easier due to the leg strength I had
developed in the preparation phase. The competition phase is mainly working on the
anaerobic capacity for tournaments.

Probably the most important factor of this stage I found was tapering. Generally,
I applied this by tapering the week leading up to a tournament, this involved focusing
most training on games and short energetic routines. It is impossible to peak correctly
if the taper is not correctly timed or does not exist. The taper allows training to be
shortened but the intensity to increase. This is good practice before a competition as it
is more game like with high focus and quicker recovery. It would ensure that I was
not too tired before a tournament yet I was able to perform to my best ability.

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 Application to Personal Development

My research findings were crucial for the planning of my performance

programme as it showed me what aspects of my performance I should be focusing on
at what time in the year. For example, I found that for the preparation phase “the
object of the phase is, through an improvement of the basic physical, technical, and
tactical standard, to build an optimum basis for training and participation in
competitions in the following competitive phase.” (Omosegaard, 1996). This
provided me with the information, that I should be focusing on new technical elements
of my game I needed to develop and basic physical fitness and strength. All this
information was used to determine which aspects of my performance should be more
dominant in each phase. This is shown in my training programme (Appendices 7a &
b).

I also found information which determined the volume and intensity of the
training sessions during the season.

(Omosegaard, 1996).

The volume indicates the amount, quantity or duration of the training. The
intensity demonstrates the quality and extent of energy produced over the training
session. This allowed me to make my training plan more detailed and ensure that I
didn’t overload on training before my peak. This means I had to make sure I didn’t
get too tired mentally and physically.

I found that “A fairly high proportion of training should be focused on games,

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especially in the weeks before a major tournament” (The Badminton Association of
England, 2002). This helped me to plan that whilst tapering for a tournament the
focus should be on match practice (Appendix 7a). This is good preparation for
competition as it allows you to put your training into a pressure game situation and
gets you into a competitive state.

Periodisation of integrated training has many potential benefits such as it

provides a planned variation in training while preserving a consistent structure, it
increases recovery and recuperation, it gives a clear outline of what you should be
doing every day and therefore you can determine your focus and goals for each
session, it shows you measurable progress through the inclusion of testing and
analysis(Appendices 8a, b, 9a & b), it allows you to make gains in all aspects of your
sport and it provides you with all the preparation you need to reach your goal.

The majority of my development needs were addressed during the preparatory

phase of the season as “the preparatory phase is quite simply the foundation of the
whole structure of the season.” (Omosegaard, 1996). All new technical elements had
to be learned so they came naturally by the competitive phase and aerobic power,
consisting of strength and speed, were established. This addressed the technical
problems of my low racket carriage and weak blocks needed to improve several of my
development needs. The basic strength and aerobic power developed helped to
increase my leg strength (Appendices 8a & b) and assisted in the enhancement of
speed which was the focus of the end of the preparatory phase and the start of the
competitive phase. All aspects of my development needs are still a focus during the
peak of the competitive phase however the emphasis should be more on tactical and
psychological issues as technical and physical development should now be established
and merely maintained. They are all essential to my game therefore leading up to the
major event they were developed in a variety of match situations.

I applied the theory that “Weight training can be the most effective training
technique for developing the strength and size of the skeletal muscles” (English
Wikipedia, 2005) to my development of leg strength. This meant that I did three or
four strength and conditioning sessions during the summer with the majority having a
focus on the legs. This is vitally important as I learnt from my research that
“Sufficient strength is vital for many aspects of successful badminton play. A strong
player is likely to move more quickly and powerfully and is also likely to hit harder.
Effective strength training will lead to a player having a greater control of movement”
(The Badminton Association of England, 2002).

At the start of the season I set a series of short, medium and long term goals
(Appendix 7a). To determine what my goals should be I applied the knowledge that I
gained from my reading, “Ideally, goals should be challenging yet attainable.”(Elliot,
1998). This meant I did not aim too high, for example, aiming to win the Senior
Nationals, and so prevents me from feeling as though I am failing. My coaches
helped me to determine my goals as they are the people who see me in training
everyday and so know my capabilities the best. Testing is very important as a process
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of goal setting. “Evaluative feedback is essential if goal setting is to enhance
performance”. (Elliot, 1998). I therefore arranged for several testing sessions
throughout the season to analyse whether or not I was on target for my goals.

Overall my research findings have played an essential part in the planning of my

programme as they have determined which training elements I should use when and
where in the season from the preparatory phase to the taper and peak performance.
The information on intensity and volume has ensured that I don’t overload or
underload at a critical point in the season. All this has effectively been applied to my
programme in order to reach my seasons goals which my knowledge has also allowed
me to apply to my personal development. This can be seen in my overall programme
(Appendices 7a & b).

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 Evaluation

As my task was essentially to look at improving my ‘whole’ performance I had

an extensive amount of research to carry out. Firstly I had to investigate periodisation
and goal setting in general terms for the basis of my project. This allowed me to
create a plan in order to peak for my seasons goals. The second task I undertook was
to research the different types of training to be included in the integrated programme
for personal development such as strength and conditioning. For this I needed to
know my specific needs for my singles game and which training methods would most
effectively allow me to improve gradually to help me achieve my objectives.

When I took time to look at world class women singles players I found that not
even the best in the world are flawless. This taught me that there is no perfect player
and so no matter how good you get you must continue to work on areas of weakness
be it physical, technical, or otherwise. Clearly, the analysis and development cycle
will ensure it is done with maximum success. Therefore I know I must continue to
work on my performance from the knowledge I have gained throughout this project
report.

I have already demonstrated that singles is a demanding event (Gilbert, 1999)

and so it would require an integrated training regime to reach the top of the sport.
Throughout the investigation I felt I have seen clear improvements in all areas of my
singles game that I identified as problems at the beginning of the season. The
integrated programme that I have implemented has specifically improved physical,
tactical and technical glitches in my performance whereas the periodisation has
improved many of the mental aspects which all performers need such as motivation.

The training programme I developed has included the ideas from many theorists
and importantly has taken into account the task, to create a periodised training
programme incorporating all types of training in preparation for peaking at a major
event. I have seen from the monitoring and testing I have undertaken that the
programme so far has worked in improving my all round singles game. This is shown
from the physical testing I did with the Scottish Institute of Sport(Appendices 8a & b)
and in a game situation as well as in the match analysis sheets done at the end of the
season(Appendices 9a & b). Although the results show I have improved I realise this
is not the most reliable source of data as it is possible there could be alternative
reasons as I did not have the opportunity to play the same people again in a
tournament situation. Both players had a different style of play none the less my
results improved immensely from the original analysis.

The work that I have done towards this project has helped my badminton career
greatly, including the achievement of my long term goals(Appendix 7a). It has
enabled me to perform the best I could, allowing me to win the under 19 singles title
at the Polish Junior, helping me win an under 23 national singles title and brining me
through my first senior caps at the Uber Cup which were all ambitious goals of mine
for this season.
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 I intend to carry on with a similar type programme throughout next year with the
aim of further improving and progressing to provide regular success on the senior
circuit.

On conclusion following extensive research into the planning, implementation,

and monitoring of an integrated training programme I can state that:

“…all areas of my performance are developed towards a major event.”

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 Appendix 1a –
Match Analysis Sheet v (FRA)

STROKE NOT FAIRLY EFFECTIVE VERY

PLAYED EFFECTIVE EFFECTIVE EFFECTIVE
BLOCK √√√√√√√ √√ √ √
√

DROP SHOT √ √ √√√√√√ √√√√√√√√

√√

DEEP √√√√√√√ √√√ √√

FOREHAND

ROUND THE √√ √√√√√ √√√√√√√√

HEAD

CLEAR √ √√ √√√√√√√√ √√√√√√√

√√√

NET SHOT √√√√√√√ √√√ √ √√

√√√√√

HIGH SERVE √√√√√√√√ √√√√√√√√ √√√√

√√√

SMASH √ √ √√√√√√√ √√√√√

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 Appendix 1b –
Match Analysis Sheet v (DEN)

STROKE NOT FAIRLY EFFECTIVE VERY

PLAYED EFFECTIVE EFFECTIVE EFFECTIVE
BLOCK √√√√√√√ √√√ √

DROP SHOT √√ √√√√√√ √√√√√√√√

√√

DEEP √√√√√√√ √√√ √√

FOREHAND √√√√√

ROUND THE √ √√√√√ √√√√√√√√ √√√√√√√√

HEAD √

CLEAR √√ √ √√√√√√√√ √√√√√

√√√

NET SHOT √√√√√√√ √√√√√√ √√√√ √√

√

HIGH SERVE √ √ √√√√√√√√ √√√√√√√√

√

SMASH √√ √ √√√√√√ √√√√√√√√

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 Appendix 2a –
Observation Checklist

BLOCK FROM CROSS SMASH

Phase of Action Features of ‘Model My Performance
Performance’
• Starts from ‘base’ • √
• Racket points at the • Racket points at
shuttle which the ground
opponent is hitting
• Player makes a split • √
step to the side where
the shuttle is heading
PREPARATION • Player pushes off trail • √
leg and side lunges
towards the shuttle
• Weight of body shifts • √
to the side
• Racket hand is • √
extended out in front
towards the shuttle
• Racket is brought • Racket is not brought
forward through the forward through the
shuttle shuttle
• Shot is a short, firm • Shot is weak and
ACTION action and uses the does not use the
power of the power of the
opponents smash opponents smash
• Shot is played to the • Shot doesn’t reach
net the net
• Short follow through • No follow through
• Return to balanced • √
RECOVERY
‘ready’ position at
‘base’

Scottish Qualifications Authority 19

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 2b –
Observation Checklist

DEEP FOREHAND
Phase of Action Features of ‘Model My performance
Performance’
• Starts from ‘base’ • √
• High racket carriage • Low racket carriage
• Racket points at the • Racket points at
shuttle which the ground
opponent is hitting
• Player tracks the path • √
of the shuttle and
quickly moves
PREPARATION towards the deep
forehand
• Racket is moved • Racket moves in
directly upwards and long, slow movement
back back
• Weight shifts mainly • √
onto back foot
• Front arm balances • √
racket arm
• Shoulder, arm and • √
racket are brought
forward at speed
• Shot is strong to • Shot is weak making
ACTION allow recovery from it hard to recover
under pressure
position
• Weight is brought • Weight is falling out
forward into the court of court
• Follow through • Follow through
returning a high returning to low
racket carriage racket carriage
RECOVERY
• Return to balanced • √
‘ready’ position at
‘base’

Scottish Qualifications Authority 20

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 3-
Coaches Criticisms

My coach indicated that many of my problems on the court led back to the
technical problem of racket carriage. This meant that I was not taking the shuttle as
early as possible and so putting myself under unnecessary pressure. He also thought
that I needed to develop my leg strength as many of the girls I play against are older
and stronger which would mean they could force me around the court. He thought
this would also improve my speed to the shuttle which at the moment is one of my
weaknesses. In general he said that most of my shots were good but I struggled with a
block from a smash especially when my opponent was smashing cross court.

Scottish Qualifications Authority 21

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 4 –
On-court Routines

Front Court Routine

The feeder quickly hand feeds multishuttles to

the blue areas at the front of the court as
indicated and the player must return to base
after retrieving each shot.

This routine is working on the players speed in

returning a fast drop.

feeder

Defence Routine

This routine requires three feeders, positioned

as shown, who attack the player. They can
play any shot but mainly fast attacking shots.

This is more like a game situation and so the

player is under more pressure as they don’t
know where the shuttle is going.

Scottish Qualifications Authority 22

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 5a –
Tests with the Scottish Institute of Sport

Timing gates are positioned at the start, 5m and 10m. This will assess explosive
running power, and sustained power through 10m.

• The player must sprint in a straight line over 10m.

• The start point for the sprint is 100cm behind the first timing gate.
• The time is recorded for 5m and 10m during the sprint to the nearest of 0.01 of a
second.
• The best of three trials are recorded.
• At least 1 minutes rest is allowed between trials.
• Cones are placed a few metres past the final timing gate and the performers are
instructed to run through these cones in order to ensure they maintain the right
effort to the finish line.

Scottish Qualifications Authority 23

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 5b –
Tests with the Scottish Institute of Sport

Speed Endurance Test

This test will assess the ability to generate speed on court and the ability to sustain that
speed in repeated bouts of movement separated by short rests.

• Three 30 seconds shuttle runs will be performed across the width of the court.
• The three 30 seconds shuttle runs will be assessed by counting the number of
shuttles completed, rounding up to the nearest 0.5 shuttle.
• The test is maximal. The maximum number of shuttles should be attempted in
each 30 seconds period.

Scottish Qualifications Authority 24

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 5c –
Tests with the Scottish Institute of Sport

On-Court Endurance Test

This test will measure aerobic endurance in a badminton specific manner

• The test is maximal.

• The player starts at the centre box and moves in turn to position 1, 2, 3 and 4 in
time to a recorded signal.
• The test consists of a series of levels up to Level 18. Each level consists of 3
stages. Each stage is separated by a short rest and each level by a longer rest.
• The test terminates when the player can no longer consistently maintain the
required movement speed i.e. they are one beep behind.
• The maximum level and stage reached, maximum heart rate and maximum blood
lactate will be recorded at the end of this test.

Scottish Qualifications Authority 25

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 5d –
Tests with the Scottish Institute of Sport

Counter Movement Jump

This test measures explosive power combined with the elastic properties of the
muscle. It is measured using the muscle lab linear velocity unit.
• The muscle lab cord is wrapped around the waist to hang between the legs and
the linear encoder positioned directly below the waist.
• With the hands on the hips and in one continuous movement bend the knees to a
comfortable position the achieve the most powerful explosive jump and jump as
high as possible.
• Land in a controlled manner. Reposition the feet ready for the next jump.
• Carry out jumps two and three.
• All three jumps are continuous but each jump is a separate action.
• Jump height, peak power and time to peak power are recorded.

Squat Jump
This gives an indication of the explosive properties of the muscle. It is combined with
the counter movement jump(above) to assess the explosive profile of the muscles. It
is also measured using the muscle lab linear velocity unit.
• The muscle lab cord is wrapped around the waist to hang between the legs and
the linear encoder positioned directly below the waist.
• With the hands on the hips bend the knees 90º and pause foe 1 second.
• In one explosive movement jump as high as possible.
• Land in a controlled manner. Reposition the feet ready for the next jump.
• Carry out jumps two and three.
• Each jump is a separate action. Care must be taken to avoid the contribution of
any elastic ‘momentum’ in the jump. This can be seen in the results and extra
jumps may be required.
• Jump height, peak power and time to peak power are recorded.

Scottish Qualifications Authority 26

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 6 –
Training Regime Leading up to Tournaments 2004/2005

Under 21 Nationals

Goal: To win the singles

Result: Lost in the semi-finals of the singles
Conclusion: Underperformed
Training Week Leading up to Tournament: 2 running sessions
2 strength sessions
3 physical racket sessions
3 skill sessions
0 match sessions

Under 19 European Junior Championships

Goal: To play in the team event

To reach the last 16 of the singles in the individual event
Result: Played all team matches and finished 9th in the team event
Reached the quarter finals of the singles in the individual event
Conclusion: Peak performance
Training Week Leading up to Tournament: 0 running sessions
1 strength session
2 physical racket sessions
2 skill sessions
2 match sessions

Scottish Qualifications Authority 27

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 7a – Seasons Training Programme and Goals

Annual Plan

Volume and Intensity Training

intensity of training

Scottish Qualifications Authority 28

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 7b – Seasons Training Programme and Goals

Training Priorities In DIfferent Phases Of Training

The Competitive Phase:

Teachnical and Tactical Improvements Under Match-like
The Preparatory Phase: Conditions
Learning New Technical Elements Short Interval Training
Aerobic Power Training – Long Distance, Long Interval Explosive Strength Training
Basic and Maximal Strength Anaerobic Capacity Training
Basic Plyometric Exercises Plyometric Exercises With and Without Extra Load
Physical Routines On-Court Match-Like Exercises On-Court
Important Competitions and Matches

The Transition Phase:

Recovery Methods
Aerobic Power
Fun Games
Regeneration for the Next Phase

Scottish Qualifications Authority 29

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
Appendix 8a – Comparison of Test Results

Initial Testing (04/06/2005)

Sprint Test Speed Endurance Test

0-5m First 30 seconds 15
Attempt 1 1.115 Second 30 seconds 15
Attempt 2 1.21 Third 30 seconds 15
Attempt 3 1.128
Best 1.115
5-10m On-court Endurance Test
Attempt 1 0.898 Level 6
Attempt 2 0.824 Stage 2
Attempt 3 0.877 Max Heart Rate (bpm) 200
Best 0.824 Peak Blood Lactate (mmol/l) 13.3
0-10m
Attempt 1 2.013
Attempt 2 2.034
Attempt 3 2.005
Best 2.005

Counter Movement Jump Test Squat Jump Test

Jump Height(cm) 33.43 Jump Height(cm) 30.87
Peak Power(W) 2146 Peak Power (W) 1910
Time to Peak Power(s) 0.24 Time to Peak Power (s) 0.53

Scottish Qualifications Authority 30

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
Appendix 8b – Comparison of Test Results

Final Testing (19/02/2006)

Sprint Test Speed Endurance Test

0-5m First 30 seconds 15
Attempt 1 1.153 Second 30 seconds 15
Attempt 2 1.094 Third 30 seconds 15
Attempt 3 1.106
Best 1.094
5-10m On-court Endurance Test
Attempt 1 0.848 Level 8
Attempt 2 0.859 Stage 2
Attempt 3 0.826 Max Heart Rate (bpm) 199
Best 0.826 Peak Blood Lactate (mmol/l) 12.4
0-10m
Attempt 1 2.001
Attempt 2 1.953
Attempt 3 1.932
Best 1.932

Counter Movement Jump Test Squat Jump Test

Jump Height(cm) 33.95 Jump Height(cm) 32.66
Peak Power(W) 2673 Peak Power (W) 2129
Time to Peak Power(s) 0.16 Time to Peak Power (s) 0.23

Scottish Qualifications Authority 31

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 9a –
Match Analysis Sheet v (CZE)

STROKE NOT FAIRLY EFFECTIVE VERY

PLAYED EFFECTIVE EFFECTIVE EFFECTIVE
BLOCK √ √√ √√√√√√ √√√√√√√√
√

DROP SHOT √√√ √√√√√√√√ √√√√√√√

√

DEEP √√ √√√√√√ √√√√√√√√

FOREHAND √√√

ROUND THE √ √ √√√√√√ √√√√√

HEAD

CLEAR √√√ √√√√√√√√ √√√√√√

√√

NET SHOT √√√ √ √√√√√√√√ √√√√√√√√

√ √√

HIGH SERVE √ √√√√√√√√ √√√√√√

√√√√√√√

SMASH √√ √√ √√√√√√√√ √√√

Scottish Qualifications Authority 32

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Appendix 9b –
Match Analysis Sheet v (SWE)

STROKE NOT FAIRLY EFFECTIVE VERY

PLAYED EFFECTIVE EFFECTIVE EFFECTIVE
BLOCK √√ √√√√ √√√√√√√

DROP SHOT √√√ √ √√√√√√√ √√√√√√√√

√√

DEEP √ √ √√√√√√√√ √√√√√

FOREHAND √√√√

ROUND THE √√√√ √√ √√√√√ √√√√√√√√

HEAD √√

CLEAR √ √√ √√√√√√√√ √√√√√√

√

NET SHOT √√ √√√ √√√√√√√ √√√√√√√√

√√√√

HIGH SERVE √√ √√√√√√√√ √√√√√√√

√

SMASH √ √√√√√ √√√√√√

Scottish Qualifications Authority 33

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
 Bibliography

Reference Books:

Name Book Publisher Year ISBN no

Omosegaard, Bo Physical Training for International 1996 1872850014
Badminton Badminton
Federation
Davis, Damien Physical Education Nelson 1988 0333430212
Kimmet, Tom Theory and Practise Thornes Ltd
Dick, Frank W Sports Training A & C Black 1997 0713641495
Principles third edition
Elliott, Bruce Training in Sport John Wiley 1998 0471983144
and Sons Ltd
Maglischo, Swimming Even Faster Mayfield 1993 1559340363
Ernest W
Lakein, Alan How to get control of Signet Book 1996 0451167724
your time and your life.

Internet Sites:

Internet Address Author Year

[Link] Armstrong, 2004
Eric
[Link] Monnier, Eddie 2002
bar=32&category=mtnbiking Bompa, Tudor
[Link] Badminton 2002
20for%[Link] Association of
England
[Link] English 2005
Wikipedia
[Link] Gilbert, John 1999
[Link] Kerr, Grant 2002

Scottish Qualifications Authority 34

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report
ADVANCED HIGHER PHYSICAL EDUCATION: CENTRAL MARKING 2006
Examiner Project Report Marking Sheet

Comment on Rationale and Project Proposal:

Presents a clear and comprehensive rationale & proposal in an
interesting approach to planned phases of training. Concisely she
exemplifies sound N&D of personal & activity demands.
Underpinning Knowledge of a sophisticated level is very much
evident.
Marks awarded: 10/12 marks awarded
Comment on Research:
A strength of this work is the candidates ability to concisely cite
sec/prim sources used. Critical thinking is evident throughout
this discrete but permeates into other sections. This enables the
candidate to reflect an acquired K. The candidate has used
extensive range of sources and constantly reminds the reader of
intent & purpose.
Marks awarded: 17/17 marks awarded
Comment on Interpretation and Discussion:
Interpretations are accurate and consistent with evidence to
related appendices. Both broad & specific issues were discussed
and quality discussion ensues in the next section. Greater depth
of discussion would have been beneficial as would sec. sources at
this point to more substantively strengthen the debate.
Exemplification of specific issues would have provided this.
Marks awarded: 15/17 marks awarded
Comment on Application to Performance:
Whilst the candidate consistently and effectively demonstrates
how acquired K was applied to personal development there was a
greater need to exhibit impact of informed thinking.
Marks awarded: 10/12 marks awarded
Comment on Evaluation:
Critical evaluation with claims for improved perf. well justified. A
coherent approach with a need to further develop the specific
future perf. developments.
An excellent read throughout.
Marks awarded: 8/12 marks

TOTAL = 60/70

Examiner Date

Scottish Qualifications Authority 35

Exemplification
Advanced Higher: Physical Education: Badminton: Project Report