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Subject: Physical Education
Topic:  Badminton
No. of Pupils: 25
Gender: Boys
Average Age: 15-16 years
Year: 4th years
No. of Lessons: 6 lessons
Duration of Lessons: 80 Minutes
Specific Pupil Needs:  A handful of students in this class have asthma but nothing that would prohibit them from participating in PE

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Games, and more specifically net games, are a key component of the Physical Education programme, and are also a central aspect to the schools PE curriculum. Net games are an area which many students usually do not have open access to and hence by providing this as part of the PE curriculum, it provides the students with the opportunity to investigate and participate in a sport which they may otherwise not have an opportunity to experience. Badminton is a sport which can be played at an extremely competitive level, but more often than not it is a racquet sport which provides the opportunity to play at a leisurely rate, without putting too much emphasis on winning for participants. It can be an energetic pursuit, or a light workout, depending on personal preference, and it is also a sport which is easy to acquire the skills of quickly. Furthermore, it does not require a significant level of prior skill acquisition for beginners. For this reason, it is a prime selection for part of the PE curriculum, as it allows the more advanced student to progress accordingly, while also gaining the attention of the more unmotivated students in the class. It is an enjoyable sport for all students, which greatly caters for students of all levels and abilities.

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Rationale for selection of Instructional Model

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Rationale for selection of Instructional Model

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"It is typically assumed that students display particular approaches to learning in response to the perceived context, content and demands of their learning tasks" (Hambleton, Foster, Richardson, 1998)

This class group in previous strands have demonstrated a wide range of ability levels in Physical Education. Within this model, stronger students will be given opportunities to work in smaller groups and teach/coach each other whenever possible, while weaker students will be provided with more specific and individualised instructions.

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These badminton lessons will be structured using the methodology of personalised system of instruction, where the students are encouraged to figure the basic skills out for themselves. The teacher will then offer assistance when necessary. The students will be given time to practise and apply these skills in game like situation.

The students will explore the skills of the game, mastering them at their own level. Peer assisted learning will be a dominant type of learning over the 6 weeks, as students will begin to work in pairs during the lessons.

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It is important that the teacher is well organised and can adapt tasks assigned for instruction and adjust games. The class continues into the main body of the session, students will begin by learning the basic skills needed for the end game. These will be practised through minor games. The developmental phase is next, this is when students will use their acquired knowledge through progression, working as a team, in groups etc. Through progressions in the class students will learn to adjust and adapt their skills and learn from one another. The class will finish with a game or a challenge in which all of their previous knowledge will be put to test. Before students leave they will quickly refer to the learning wall, they may be questioned on the lesson or asked to write a brief reflection on the exit card.

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“Literacy and numeracy activity can become contextualised, meaningful and purposeful to the learner through many subjects and areas of learning.” (Implementation of the National Literacy and Numeracy Strategy). Literacy and Numeracy skills are now an essential part of all lessons and must be targeted to develop skills in order to participate “fully in the education system, to live satisfying and rewarding lives, and to participate as active and informed citizens in our society”. (Literacy and Numeracy for Learning and Life). The aim will be to seamlessly incorporate Literacy and Numeracy into each lesson without the pupils being aware they are focusing on these skills. This way pupils will be able to develop these skills and become an ‘informed citizen’ without realising that they are developing these lifelong skills.

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Throughout this scheme there will be huge emphasis on literacy skills and emphasis placed on improving these skills amongst the students. In every lesson there will be activity and instructions given to the students to process. There will also be activities where the students must write down certain things or they must read from the learning wall or personalised task cards. Processing of information will be a huge opportunity for targeting literacy skills and communicating with their teammates to solve problems will also be very important and will target literacy skills. There will be emphasis placed on feedback here also which will help me shape the lessons each week. Students will have to remember the rules of the game from each lesson to the next.

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Targeting personalised system of instruction

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Targeting personalised system of instruction

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Pupils' literacy skills will be developed through the following activities:

·         Learning key words and phrases associated with Badminton.

·         Discussing different solutions to the challenges given in task cards.

·         Written tasks (Assessment worksheets, Team Name and Motto, Exit Cards, KWL Sheets).

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Targeting numeracy skills will be done throughout every lesson. Whether students are set tasks where they must get into groups with a certain number of people, or they have to add up number during their activity, there will be a huge emphasis on targeting their numeracy skills and a huge push to improve these skills with the students. Students will be given numbers at the start of the 6 weeks which they must remember throughout every lesson. students will be given time frames they must work within.

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Observation of the students’ level of participation and engagement in class activities, and on their ability to execute the basic skills of the game, will be the main form of assessment over the next 6 weeks. This allows the teacher to provide the students with positive feedback, in order to encourage them to further develop their badminton to ensure their progress over the 6 week period. Cognitive questioning throughout the class will allow the teacher to gain an insight into the level of student understanding for the skills and games in question. Peer assessment and self-assessment will also be two of the main forms of assessment over this 6 week period as the students will be working both individually and in pairs during these lessons.

Self-assessment and peer is performed by students themselves. This can be done individually, in pairs or in groups. Tasks such as watching other students sprinting technique and discussing their observations with their teacher or other students allow for not only improving technique, result or whatever the aim of the drill might be, but it also allows students to develop cognitively. They can develop their critical thinking, performance analysis skills etc. (JCPE, Assessment, 2015).

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Badminton Beginners - Introduction of Basic Shots in Badminton

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The resources that will be used for this six week module include; Learning wall posters, whiteboard, task cards, exit cards, markers, non-participant worksheets and student self-assessment sheets.

The required equipment includes; coloured bibs, cones, adequate PE hall space, badminton rackets, nets, shuttle cocks, stopwatch, whistle and clipboard.

The equipment required for carrying out general housekeeping before each class includes; proper school gear, roll call booklet/class attendance lists, ‘safe’ plastic box for student valuables, pencils/biro’s, whiteboard markers, spare hair bobbles for students with long hair

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Staying Well:

Learners will be encouraged to be physically active during class and to participate actively throughout the module

Learners will also need to adhere to rules and instructions with regard to safety during every class

Managing Myself:

Learners will be challenged individually to assess their own learning by highlighting their strengths and weaknesses from each class and trying to improve on these skills for the next class.

Learners will also be expected to manage their own participation and co-operation levels throughout each class

Communicating:

Learners will be actively encouraged to use verbal communication particularly in pair activities or for set group/team tasks in every lesson.

Working with Others:

Learners are expected to show good levels of co-operation and willingness to complete activities with any of their fellow class members and everyone should be given equal chance to contribute in group activities.

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Learners levels of Knowledge, Skills and attitude:

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Learners levels of Knowledge, Skills and attitude:

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Prior Knowledge: Pupils have little knowledge of badminton. Students have completed schemes in athletics and soccer. They have great knowledge of working in teams and working in particular spaces, but they have very little knowledge of badminton. Some students play hurling and camogie so their hand eye coordination and manipulative skills

Prior Skills: Pupils have a good level in the fundamental movement skills of running, jumping and turning. Students have been very competent in team games and their FMS are very good. This group are quick to pick up new skills.

Prior Attitudes:  Students always have great attitudes towards PE. And are eager to start a new topic. They are very enthusiastic and ready to get stuck into a new area.