1. Concord University PETE Unit Plan
Unit Activity Badminton
Unit Context Learner Characteristics:The skill levels of the class range widely due
to the athletic ability and experience of the individuals. Most students
have been exposed to badminton only in the recreational form.
Students’ range from 18-46, male and female, and most are in
moderate to good physical condition.
Physical Environment:The class will be conducted in Gym I. The
gym has sufficient lighting, a controlled atmosphere, and the floor is
clean and free of obstacles. The gym has ample space to conduct the
class, but does have some safety items to consider like bleachers,
brick walls, and etc.
Equipment Access: There are 4 badminton nets, over 30 rackets, and
8 to 10 cans of birdies or shuttlecocks. There are 4 badminton courts
marked out on the gym floor with beige tape.
Special Concerns: Proper non-slip shoes will need to be worn as well
as the proper attire for indoor activities. Modifications will be made for
students with injuries, ailments, or disabilities.
Standards
Addressed
NASPE Standards for PE
X Motor Skills & Movement Forms
X Movement Concepts
X Physical Activity
X Health-Related Fitness
X Personal & Social Behavior
X Values Physical Activity
WV Standards for PE
_X_ Movement Forms
_X_ Motor Skills
_X_ Physical Activity
_X_ Physical Fitness
_X_ Personal & Social Behavior
Unit Goal To introduce students to the motor skills, moving concepts and
strategies needed to participate in a competitive or leisure game of
badminton as a lifetime activity.
Name: Darrell Frasier Date:01/26/2015

2. Unit Objectives Psychomotor: Students will be able to demonstrate and perform the
critical elements involved in performing a forehand, backhand,
overhead, drive, drop, clear, smash, and strategies during a
competitive or recreational game with 80% accuracy or better.
Cognitive:Students will be able to answer questions correctly
pertaining to the rules and strategies of badminton and dimensions of a
badminton court. This will be accomplished by verbally answering
questions at the end of each lesson utilizing the Call, Ask, and Answer
method and a 20-question exam at the end of the unit with 80%
accuracy or better. Students will also identify offensive and defensive
strategies by stating examples at the end of each lesson.
Affective: Students will display teamwork, good sportsmanship, and
communication while participating in a game of recreational or
competitive badminton. Students will acquire the appreciation, value,
and fun of badminton as a lifetime activity by participating with peers in
practice and game type situations and documenting their feelings and
opinions into a daily journal.
Health-Related Fitness:Students will participate in a pre-planned
dynamic moderate warm-up with their class demonstrated by the
instructor if needed. Students will also receive benefits in hand-eye
coordination, muscle strength and endurance, and flexibility in most
lesson plans while participating in light to moderate individual and team
activities.

3. Content Outline Motor Skills: Serve
Backhand
Critical Elements:
 Have racket in
dominate
hand.
 Have your grip
with the hand
shake grip
thumb in
grove.
 Be in an
athletic stance
with your
dominant foot
forward.
 Have the
racket across
your body.
 Hold the birdie
in non-
dominate hand
on the base.
 Drop the birdie
in front and hit
it below your
waist.
 Flick your wrist
Instructional Cues:
 Grip
 Stance
 Drop
 Hit
 Flick wrist

4. Content Outline Motor Skills: Serve
Forehand
Critical Elements:
 Have the
racket in your
dominant
hand.
 Have your
hand in
handshake
grip thumb in
grove.
 Be in athletic
stance with
your dominant
foot back.
 Have the
racket down
below your
waist.
 Hold the birdie
across your
body above
and in front of
the racket by
the base.
 Drop the birdie
and hit below
your waist.
 Flick your
wrist.
Instructional Cues:
 Grip
 Stance
 Drop
 Hit
 Flick wrist

5. Content Outline Motor Skills: Shots
Drive
Critical Elements:
 Racket in
dominate
hand.
 Use forehand
or backhand.
 Hit birdie
flicking the
wrist.
 Hit birdie to
where the
birdie travels
parallel with
the floor with
good force.
 Making sure it
can’t be
smashed.
 Once hit return
to home base.
Instructional Cues:
 Grip
 Stance
 Hit
 Flick wrist
 Return home
Content Outline Motor Skills: Shots
Drop
Critical Elements:
 Racket in
dominate
hand.
 Use forehand
or backhand.
 Hit birdie
flicking the
wrist.
 Hit birdie to
where it just
clears the net
and falls close
to it.
 Once hit go
back to home
base.
Instructional Cues:
 Grip
 Stance
 Hit
 Flick wrist
 Return home

6. Content Outline Motor Skills: Shots
Clear
Critical Elements:
 Racket in
dominate
hand.
 Use forehand
or backhand.
 Hit birdie
flicking the
wrist.
 Birdie must go
high over
opponent’s
head landing
close to the
base line.
 Once hit return
to home base.
Instructional Cues:
 Grip
 Stance
 Hit
 Flick wrist
 Return home
Content Outline Motor Skills: Shots
Smash
Critical Elements:
 Racket in
dominate
hand.
 Use forehand
or backhand.
 Hit birdie
above head
flicking the
wrist.
 Hit in a
downward
stroke with
force and
angle.
 Once hit return
to home base.
Instructional Cues:
 Grip
 Stance
 Hit
 Flick wrist
 Return home
Scope and
Sequence of
Content
Informing Tasks: Extension Tasks: Applying Tasks:

7. Scope and
Sequence of
Content
Informing Tasks: Extension Tasks: Applying Tasks:
Footwork
Lesson 2
Start at home base
and practice lunging
with your dominate
foot to the different
spots on the court
and getting back to
your home base
The person on the
other side of the court
will now hit the birdie
to different places on
the court. The other
player will practice
using correct footwork
to hit the birdie back.
Keep track of how
many birdies the
player is able to hit
back using the correct
footwork out of 10
attempts.
Forehand Stroke
Lesson 3
Using the proper
technique each
student will get a
birdie and practice
using the forehand
stroke and hitting it
over the net.
Once they have the
feel for using the
forehand stroke put
them against a
partner to rally back
and forth while using
the forehand stroke.
In this task scoring
doesn’t matter it is just
practice.
See how many times
you are able to get it
past your partner and
inside the court. Every
time you use the
correct form and hit it
inside the court you
will receive a point.
Backhand
Stroke
Lesson 5
Introduce the proper
form to use the
backhand stroke and
in what situation it is
best to use it.
Practice with a partner
hitting it back and
forth with your
backhand. Focusing
on staying stationary
and working on the
technique.
One partner will hit
the birdie to their
partners backhand
and keep track out of
how many successful
returns they make out
of 10.
Overhead
Stroke
Lesson 6
Get the students to
practice hitting the
birdie over the net
using the different
types of overhead
strokes by
themselves.
Put them together in
partners and let them
try out the different
types of overhead
strokes against each
other. Instruct them
on making the other
opponent move to set
up the different types
of shots.
Let the two partners
play a game against
each other. In the
game you are
rewarded 5 points for
a successful score
using an overhead
stroke while only
receiving only 1 point
using a different type
of stroke.

8. Serve
Lesson 7
Get the students to
practice serving into
the correct box using
whichever type of
serve they feel most
comfortable with.
Let the students
practice using all the
different types of
serve and have them
to focus on hitting it
into the correct box.
Each student will
practice 10 serves on
each side of the court.
Using the forehand
serve for 10 and then
using the backhand
serve for 10. Keeping
track of how many
successful serves
they make.
Block Time Plan Lesson 1:
Introduction of the
unit.
Introduction to rules
of the game and
dimensions of the
court.
Lesson 2:
Introduction to the
ready position, home
base, and footwork.
Participate in
extension task of
ready position, home
base, and footwork.
Participate in
application task of
ready position, home
base, and footwork.
Lesson 3:
Introduce the critical
elements of the
forehand.
Participate in extension
task of the forehand
stroke. Participate in
application tasks of
the forehand stroke.
Lesson 4:
Review of critical
elements of the
forehand stroke.
Introduction of the
critical elements of
the backhand stroke.
Participate in
extension task of the
backhand stroke.
Lesson 5:
Review the critical
elements of the
backhand stroke.
Participate in
extension tasks of the
backhand stroke.
Participate in
application tasks of
the backhand stroke.
Lesson 6:
Introduce the critical
elements of the
overhead strokes.
Participate in the
extension task of the
overhead strokes.
Participate in the
application task of the
overhead strokes.
Lesson 7:
Introduce the critical
elements of the
serve.
Participate in the
extension task of the
serve.
Participate in the
application of the
serve.
Lesson 8:
Small game-play
utilizing a singles
format to review the
forehand, backhand,
overhead strikes, the
serve and the rules
and dimensions of the
court for single play.
Introduction of
offensive and
defensive strategies.
Lesson 9:
Small game play
utilizing a doubles
format to review the
forehand, backhand,
and overhead strokes,
the serve, and the
rules and dimensions
of the court for double
play.
Introduction of
offensive and
defensive strategies.

9. Lesson 10:
Single elimination
singles format
tournament reviewing
offensive and
defensive strategies.
Lesson 11:
Single elimination
doubles format
tournament reviewing
offensive and
defensive strategies.
Lesson 12:
Review of rules of the
game and dimensions
of the court for singles
and doubles,
forehand, backhand,
and overhead strokes,
the serve, and
offensive and
defensive strategies.
Take written exam.
Lesson 13: Lesson 14: Lesson 15:
Instructional
Strategy
Affiliation:
Roles:
Record Keeping:
Seasons:
Formal Competition:
Culminating Event:
Skill Combine:
Instructions:

10. Assessment
Procedures
Psychomotor: Students will be able to demonstrate the critical points
of the forehand, backhand, clear, drop, smash, and drive shots with a
minimum of 80% accuracy while being observed.
Cognitive:Students will be able to identify rules and strategies of
badminton and the dimensions of a badminton court by completing a
multiple-choice 25-question exam with 80% accuracy.
Affective: Teams will receive daily points of activities, drills and games
by showing sportsmanship, teamwork, improvement, and application of
offensive and defensive strategies worth 100 points over the course of
the unit.
H-R Fitness: Students will be observed during pre-planned warm-up,
extension tasks, and application tasks to ensure they are staying active
and engaged and can earn up to 50 total points over course the unit.
Written Exam- 50 points
Participation- 50 points
Sportsmanship, Teamwork, Improvement, and Strategies- 100 points
(Lessons 1,2,4,5,6,7,8,9,10, and 11-Winning team receives 10 points
per lesson and second place team receives 5 points per lesson)
Total points 200
Resources Used Books: Schmottlach, Neil and Jerre McManama. (2010). Softball.
Sandra Lindelof, Katie Cook, & Deborah Cogan (Eds.), Physical
Education Activity Handbook, 12th
Edition (339-354. San Francisco:
Benjamin Cummings.
Course Work: