Y8 Badminton (Tactics and Strategies): Journey of Knowledge - PowerPoint Presentation

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Y8 Badminton (Tactics and Strategies): Journey of KnowledgeCORE KNOWLEDGE (Me in PE)Physical Me- Forehand – ‘Nike swoosh’ grip, side-on, feet shoulder width apart, strike in an arc motion.- Backhand – Thumbs up grip, feet shoulder width apart, open up the body.- High serve – this is a powerful strike upwards with the shuttle and aims to travel a far distance. - Net Shots – Dropshot, play at the net, ‘dink’ over the net, minimal power.- Smash Shot – Stand behind the shuttle, racquet behind the head, forcefully strike the shuttle downwards at 45 degrees towards the back of the court.- Disguise – fake a movement and then perform something different (i.e. use the drop shot).- Placement – plan where you want to place the shuttle (use the a whole of the court, play to your opponents weaknesses).- Positioning – for singles maintain a central position, for doubles adopt side to side or front and back.Thinking MeTactics & Strategies: Pupils knowing how to gain an advantage e.g. - Planning how to beat the opposition (e.g. what shots will be used to outwit your opponent, what combinations will be used).ABC: Pupils are asked relevant questions about their lesson focus by the teacher (teaching points/tactics) and other pupils are asked to A, B or C their responses.Healthy MePupils should demonstrate the appropriate levels of fitness for badminton as well as mental stability in order to persist with areas of weakness and social health to work alongside others to perform and coach.Social MeThis takes into account the behaviour/attitude of pupils as well as their ability to support each other and work together as a team. Also when explaining tactics to each other in order to outwit an opponent and set themselves up for a particular shot.Resilient MeDoesn’t give up when skills are challenging and regroups and evaluates well when tactics are not working successfully.CORE SKILLSLead others in warm up routines for badminton (pulse raising activity such as jogging, stretching muscles: hamstrings, quadriceps, gastrocnemius, triceps, biceps, deltoids).Demonstration and application of the following skills using the relevant shots from core knowledge:Serving to outwit your opponentShots with disguiseShot combinationsOfficiatingIdentify areas of strength and weakness in own performance.Articulate knowledge of tactics and strategies orally.Health/FitnessKnow why we cool down – to return body to normal state, remove lactic acid, return breathing/heart rate.Define key fitness components in relation to badminton (Agility, power, coordination, balance, reaction time, speed).Describe the journey of blood throughout the body to supply it with oxygen referring to blood vessels.ABOVE AND BEYONDLeadership of others (captain, coach, umpire)Extra curricular involvement (school or community)Compare skills/techniques of others (e.g. peers or elite performers)How badminton affects health and fitness (e.g. weight management, improvement of fitness components)VOCABULARY:Literacy in PE‘ABC’ – Agree with/Build on/ContradictThis is our literacy focus in PE which is a form of ‘academic talk’. Pupils are asked to state why they either agree with something their peers have said, state how they can build upon this point, or how can they contradict what their peer has said to challenge the thought process. This can be related to performance, form, skill selection etc.WHERE NEXT?Evaluate and analyse performance making suggested improvements (Y9)The bigger picture:Personal development opportunities – Social skills including team work, organisation and planning.Career links – PE teacher, physiotherapist, sports journalist, outdoor education instructor, coach, professional athlete, personal trainer.RSE – ethics, compassion.Context and Introduction to UnitIn this unit pupils will learn about tactics and strategies required to outwit opponents effectively in the net sport of badminton. They will learn about more complex rules of game play and be able to apply and link them to competitive situations demonstrating greater knowledge and understanding of the game. Pupils will learn to use their skills showing disguise, placement and adaptability to varying situations and be able to plan tactics/strategies for success with others. They will be able to link these from previous units and similar sports. Pupils will also learn about the principles of training and how these can be linked to creating a training programme, using badminton as an example.Prior knowledge (KS2/KS3)In Y7 pupils will have learnt the basic skills in badminton such as different types of serve, overhead clear and drop shot. They will have a basic understanding of game rules and have practiced them in competitive situations.Word-rich FocusAutumn Term – The Principles of TrainingSpecificity - training must be relevant to the individual and their sport.Progressive overload - training frequency, intensity, time or type (FITT – see below) must be increased over the training period to ensure that the body is pushed beyond its normal rhythm.Reversibility - systems reverse or de-adapt if training stops.Variation - keeping training varied helps with motivation and prevents boredom.The Components of FitnessCardiovascular Endurance – The ability of the heart and lungs to supply the body with oxygen.Agility – Changing direction at speed.Muscular Endurance – Using the voluntary muscles repeatedly without stopping.Power – Strength X Speed.Strength – Applying force against a resistance.Flexibility – The range of movement at a joint.Co-ordination - the use of two or more body parts at the same time.Balance – keeping the centre of mass above the base of support.Reaction time – the time take to respond to a given stimulus.

2. Year 8 Badminton: Assessment PlanMAPs – Pupils will be assessed at the end of each topic via the Me in PE assessment model:Physical Me: Skills and application of these into a competitive situation.Thinking Me: ABC/Principles of Training/Tactics & strategiesHealthy Me: Physical attributes that are relevant to the activity.Social Me: Behaviour, attitudes and support towards other pupils.Resilient Me: Never giving up despite the challenge of the task that is presented to pupils.Summative assessment (Me in PE) – The knowledge from this unit will be tested as part of a 1 hour P2S practical assessment at the end of the allocated half term focusing on Physical Me, Thinking Me and Healthy Me. Video evidence will be collected and the Me in PE assessment form will be completed by the class teacher.Assessment StepsEmergingDevelopingSecuringMastering (Up to ‘-’)Pupils can demonstrate basic technique of the following skills with little to no tactical awareness using guidance from the teacher. Physical health in relation to the activity is very limited, social skills are poor and resilience may be lacking:Perform a forehand shot or a backhand shot making inconsistent contact with the shuttle and basic grip.Perform the flick serve with support from a skill card/teacher with inconsistent success over the net.Attempts the smash shot high in the air but body placement is in front of the shuttle.Perform a drop shot near the net with inconsistent success over the net.Can play a singles game covering one section of the court, can play a doubles game with no application of tactical play.Have a limited knowledge of umpiring using support from the teacher to enforce the rules. Can keep score.Can identify that blood transports oxygen around the body.Demonstrates a basic level of fitness for badminton (Moves around the court with limited mobility, power on shots is limited and coordination is inconsistent).Pupils can demonstrate fair technique of the following skills with some tactical awareness using guidance from the teacher. Physical health in relation to the activity is average, social skills are developing and resilience is inconsistent:Perform a forehand shot and backhand shot making inconsistent contact with the shuttle.Perform the high serve with consistency but little accuracy.Can strike the shuttle for a smash shot from behind it with inconsistent contact.Perform a drop shot at the net getting it over sometimes.Can play a singles game covering half of the court and a doubles game with some communication and basic tactical awareness.Has a good knowledge of umpiring including service judging, line judging and being fairly confident when enforcing the rules during live play.Demonstrates a good level of fitness for badminton (Move around the court with good mobility, power on shots ensures the shuttle usually goes over the net and coordination is good).Can describe the importance of a warm up/cool down and can lead one with support from peers/teacher referring to the relevant muscles and oxygen transportation around the body.Pupils display consistent levels of technical ability and good tactical awareness. Pupils articulation is good, physical health in relation to the activity is well developed, social skills are developed displaying levels of confidence, and resilience is clear:Perform forehand and backhand shots with consistent technique and contact whilst sometimes controlling the rally.Perform the high serve with the intention of setting up a drop shot for themselves.Can perform a smash shot with consistent contact and being able to set themselves up for it.Performs a drop shot consistently and can describe why it is used in a game.Can play a singles game controlling most of the court and a doubles game applying basic tactics with a partner and consistent communication.Can enforce the rules of the game well with little help from a supporting resource, can keep score and identify illegal serves consistently.Demonstrates an excellent level of fitness for badminton referring to the components of fitness.Can explain the importance of a warm up/cool down and can lead an effective one.Can describe how blood is pumped around the body and why oxygen is needed in higher doses during exercise referring to blood vessels and relevant muscles for badminton.Pupils should be able to recall all the content in the knowledge journey and demonstrate application through the following. Physical health in relation to the activity is elite, social skills are confident and supportive, and pupils enjoy difficult challenges:Perform forehand and backhand shots with consistent technique and contact whilst controlling the rally.Perform two serves consistently changing which style you use to disrupt your opponents thought process.Perform a smash shot using the correct technique towards the back of the court using tactics to set themselves up for it.Perform a dropshot by setting yourself up for it anywhere on the court.Can play a singles game applying relevant tactics and cover the whole court as well as multiple tactics in doubles.Enforce the rules of the game using no input from the teacher and be authoritative when doing so.Demonstrates an excellent level of fitness for badminton identifying which areas could be improved on further.Explain the importance of a warm up/cool down to reduce the effects of muscle soreness referring to the order that blood travels to become oxygenated and used by the body.