National 4/5 Badminton: Training, Technique & Tactics...3 Miss L. Steele – Crieff High School – 2013 Skills & Techniques In Badminton you use two skills 1. Serving 2. Striking

1 Miss L. Steele – Crieff High School – 2013

National 4/5

Badminton: Training,

Technique & Tactics

Name ___________________________________

Teacher ___________________________________

Class ____________

P.E. Department

Crieff High School


Course Content

During this badminton component we will be looking at the following aspects:

Skills: What is a skill? How do we learn skills and how can we improve skill

performance?

Aspects of Fitness: Cardio-Respiratory Endurance, Local Muscular Endurance, Speed,

Strength, Flexibility, Power. How can we train to improve our performance in

the activity. Physical demands of the game.

Attack/Defence: What makes a stroke an attacking or defensive shot?

Evaluation: The ability to analyse a performance and say what was good/bad about it

and how it could be improved. What are your personal Strengths & Weaknesses

and how do the impact on your performance?

Systems of play: Singles/doubles court size, service area, team tactics, rules etc.

Roles & relationships: the different ways you can improve your play and help your

partners play. Cooperation, non-competitive. Giving feedback. The different

functions/jobs – refereeing, scoring, playing, umpiring, organising etc.

Codes of behaviour: conduct on court, singles/doubles.

During this course you will be expected to concentrate (both in classroom

sessions and practical work), put in the required effort in reading notes and

using these to complete homework and revise for end of component tests.

Task

What are the main skills in Badminton? __________________________________

________________________________________________________________

________________________________________________________________

Explain why your ability to perform these skills is important and how this affects

your overall playing ability.

________________________________________________________________

________________________________________________________________


Skills & Techniques

In Badminton you use two skills 1. Serving

2. Striking the Shuttle

Techniques are different ways of performing these skills.

Name two techniques for Serving

1. __________________________________________

2. __________________________________________

Name five techniques for striking the shuttle

1. __________________________________________

2. __________________________________________

3. __________________________________________

4. __________________________________________

5. __________________________________________


a

Skills of the Game

Service Short & Long/High

Clears Underarm & Overhead

Drop Shot Forehand & Backhand

Net Shot Forehand & Backhand

Smash Forehand & Backhand

Service is not just a means of starting the game. It is much more important than

that.

Why do you think that this is so? ______________________________________

________________________________________________________________

________________________________________________________________

When you (a) serve in a singles game what area are you aiming for on your opponent’s

side? (Shade in the area on the court diagram)

Task

What physical qualities would help you to be a good player? ___________________

________________________________________________________________

Explain how these qualities would affect your performance. Give practical examples

________________________________________________________________

________________________________________________________________


Skill Practice

To practice a skill a feeder may be necessary

Explain what a feeder would do ________________________________________

________________________________________________________________

________________________________________________________________

When you are a FEEDER are you CO-OPERATING or COMPETING

________________________________________________________________

When you are learning any skill or game, it is easier to learn a skill if you break it

down into parts. Sometimes to learn a skill it is broken down into smaller parts and

then Gradually Built Up again.

Name a skill you have learned by Gradual Build Up __________________________

________________________________________________________________

Sometimes when you practice a Whole Skill and then it is broken down into smaller

Parts to improve and then you practice the Whole skill again. Name a skill that you

have learned by using WHOLE-PART-WHOLE.


Models of Performance

A skilled performance shows these 3 characteristics:

1. Effectiveness (Accuracy)

Being accurate in placing shots where you want them to go

Being consistent in placing shots where you want them to go

2. Technique (Efficiency)

Correct Preparation of technique

Correct Action of technique

Correct Recovery of technique

3. Adaptiveness (Range) – how skills can be adapted to meet tasks demands:

Good anticipation

Good judgement of shuttle flight

Appropriate decision-making

Can disguise shots

Can play a range of shots

Model Performers exist at different performance levels

As you work to improve your performance, model performers can show you how to

improve. The idea is that by seeing someone else playing badminton, you will get a

clearer picture of what it is you are trying to do.

It may be that a classmate is able to play in a way that provides you with ideas about

how you can get better. Very able badminton players may need to watch top

performers to get an idea of how to play better.

Model performers can show you how to perform different skills and techniques

In badminton, some skills and technique are difficult to carry out effectively, for

example, a backhand clear. If you watch a good performer playing the shot, possibly

from a slow motion video, then you can pick up clues about how to play the shot at

different stages in the PAR of the shot.

Example Q&A: What are the advantages of using model performers to help you

improve your own performance?

Model performers can show me the detail required to help me improve. I can use video to help me see good performance over and over again. I can watch it in slow-motion if the action is too fast for me to see, for example, a smash in badminton. If I watch closely I can see what they do well in a game, and also how well they perform specific points of technique. I think this is helpful, because model performers seem to make their performance look easy, often showing that they have ample time in between shots. By comparing my performance to a model performer, I can identify my strengths and weaknesses.


Skill Analysis – Stages of Learning

How do we learn skills?

If we take an example of a skill it is easier to explain what is involved in the

performance of the skill. Take the Overhead Clear as the skill to be learned.

All that is really involved in performing a skill correctly is for the learner to ‘copy’

the good example (model performer) that is shown to them. This leads onto the

learner attempting to recreate the action. This is known as the PREPARATION

STAGE. In some cases the action will be performed satisfactorily. The learner then

has to practice the action so that it becomes ‘natural’ to him/her. The important part

of this stage is that the learner should not have many decisions to make.

Where the action/skill is basically sound the learner can proceed to refine the skill

by practicing in a more demanding ‘game like’ situation. This is sometimes referred to

as the PRACTICE/ASSOCIATIVE STAGE of skill learning. During this stage the

learner will be combining court movements and experiencing the demands of

positioning & timing, which will help to perform the skill in a more challenging

situation.

The final skill learning phase is called the AUTOMATIC/AUTONOMOUS STAGE

where the performer is taking part in a more ‘open’ situation which involves the

learner in more decision-making about shot selection, depending on where the

opponent is on court, what the strengths/weaknesses of the opponent are and where

there will be a greater need for control of touch, direction and disguise.

Task

Identify an area of potential weakness in your skill _________________________

________________________________________________________________

Describe a practice that will help you improve this part of your skill _____________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________


Rules and Tactics of Half Court Singles

Service

1. Service must be underarm.

2. At the point of impact, the lowest part of the racquet should be below waist

height and below the level of the wrist.

3. The service must be taken from behind the service line and must land over the

opponents service line and inside the back line.

Scoring

1. A point can be scored if either serves but if you score you retain service.

2. The first person to score 15 points with 2 clear points more than an opponent

is the winner.

Winning a point

You will win a point if;

1. The shuttlecock lands on the floor within the correct lines of your opponent’s

court. (The lines are part of the court)

2. Your opponent hits the shuttlecock into the net and it does not come over to

your side.

3. Your opponent hits the net with their racquet, clothing or any part of their

body.

4. Your opponent hits the shuttlecock out of the court.

General tactics

1. You should play to all four corners of the court.

2. You should try to avoid playing down the centre of your opponent’s court.

3. After playing a shot you must return to a central position on the court.

4. Try to force your opponent to back of court then play to space at front or vice

Versa.


Requirements of Badminton

Roles & Relationships

During your practical sessions you will have adopted several different roles. These

will have seen you working in different ways with your partner. In all cases you will

have had a reason for acting out the role.

Write down the different roles you have performed during your Badminton course

________________________________________________________________

________________________________________________________________

Codes of Behaviour

Badminton is not like many other sports in the way you are expected to conduct

yourself while on court. Describe how you would be expected to conduct yourself if

you were taking part in a Badminton competition

________________________________________________________________

________________________________________________________________

Rules

Although badminton is a non contact game, where the

players are separated by a net, there are a number of

rules which control what you are allowed/not allowed to

do on court at certain times.

As a server, what way do the rules restrict how you serve the shuttle? __________

________________________________________________________________

________________________________________________________________


a

a

Tactics and Principles of Attack and Defence

Badminton is a game which requires players to attack and defend. The player who can

mount more attacks will be more successful than the player who relies too much on

defence. This means the game has to be approached aggressively and positively, with

the emphasis on attack and only playing defensively when forced by your opponent.

Whenever a player hits the shuttle over the net he/she is making a tactical move in

the game. As the game is a contest, the point of the move should contribute to

winning the rally and ultimately the game.

Systems of Play

In singles there is no attacking ‘formation’ or ‘system’. Successful attacks are made

by outmanoeuvring your opponent i.e. by playing the shuttle into spaces on the court

where your opponent is forced away from the net or has to play a defensive lift shot

which allows you to play an attacking winner.

In doubles play however, where you have to work with a partner, you will have to

devise a plan that will allow you to work together as a team. This will help you to

attack and to defend the court better. There are recognised attacking and defensive

situations.

Attacking Formation – court coverage

Defensive Formation – court coverage


Game Analysis

Name of performer: ________________________________

Self/partner Technique Analysis

Ready Position

Feet Square

Feet shoulder width apart

Knees flexed slightly

Weight on balls of feet

Racquet up in front of body

Hold racquet with hand shake grip

Footwork

Watch shuttle and opponent

Lead with dominant foot

Shuffle/Chasse (Step-close-step)

Cross over only on backhand

Recover to ready position

Serves

Correct starting stance

Transfer weight into serve

Make contact below weight

High serve on target

Low serve on target

Forehand stroke

Correct grip

Transfer weight into shot

Clear success

Drop shot success

Smash success

Backhand stroke

Correct grip

Transfer weight into shot

Clear success

Drop shot success

Smash success

Drive success

Never Sometimes Always


Scattergram

Using both the video and an initial match analysis sheet I have been able to identify

_____________ as my main weakness.

Information from the Scatter Graph, along with my completed observation schedule

will be used to gather information on my specific weaknesses within my chosen shot.

A cross will be placed on the diagram below to record where each of the shots lands

on the court.

Where do your shots land?

Feeder

Performer


Mechanics of Movement

Write down as many skills as you think of from Badminton?

________________________________________________________________

________________________________________________________________

What is a skill? ____________________________________________________

________________________________________________________________

Take an example of a skill from above & break it down into its component movements.

e.g. Smash - this breaks down into different parts. Preparation – Action – Recovery.

Preparation: Positioning. This takes the form of the player moving into position so

he/she is able to play the selected shot. This involves the player in moving to

where the shuttle is and then getting into a side-on position taking the racquet

back behind the shoulder. This will allow the player to move smoothly into the

next phase of the skill.

Action: In this phase of the skill the player generates the power to allow him/her to

play the shot effectively. The power comes from generating racquet speed by

muscular contraction over a range of movement. By turning side on the player is

able to increase the range of movement and by so doing make the racquet move

faster through the air. The backswing therefore is an important part of the

smash as it allows greater power in the shot.

Recovery: After the action/power phase of the skill the player has to get ready for

any return that the opponent might make. To help the player do this a number

of movements take place that are a part of the whole skill. Some of these

movements have two purposes.

Follow through – this allows the player to continue the action part of the skill

and by so doing increase the power generated. It also allows the player to

regain balance.

Transfer of Weight – this is where the player steps (shifts weight) forward

and by this method transfers the weight from his/her back foot onto the

front foot. This serves 2 purposes. It adds power to the shot as the player’s

weight is used by moving into the shot and it also allows the player to regain

their balance and get into position for the opponents return.


Preparation, Action, Recovery

A skill is broken down into three parts of Preparation, Action and Recovery.

Can you describe the stages of the High Serve (underarm/forehand) under these

titles?

Preparation

1 ______________________________________________________________

2 ______________________________________________________________

3 ______________________________________________________________

Action

1 ______________________________________________________________

2 ______________________________________________________________

3 ______________________________________________________________

4 ______________________________________________________________

Recovery

1 ______________________________________________________________

2 ______________________________________________________________

3 ______________________________________________________________


Observation: Preparation, Action, Recovery

Other sheets are available from your teacher.

Overhead Clear Observation Schedule (PAR analysis) - example

Using an initial match analysis sheet I have been able to identify the overhead clear as my

main weakness. I will compare my performance against a model performance using the

focussed observation schedule below. From this, I should be able to identify the strengths

and weaknesses in my technique.

If I am successful at carrying out that part of the action, a tick will be placed opposite the

criteria, if not a cross will be recorded.

Preparation phase

Starts from base.

Performer tracks path of shuttle and begins

moving towards place shuttle will be played

from.

While moving, body turns side-on to net.

Racquet is taken up and back behind head.

Weight shifts mostly onto back foot.

Back shoulder drops.

Front arm balances racquet arm (both arms

are raised).

Action Phase

Shoulder, arm and racquet are brought

forward at speed to help generate power.

Action resembles throwing action.

Weight is transferred forward front back

foot to front foot to coincide with moment of

impact.

Impact is with open racquet face above

racquet shoulder.

Performer strikes ‘through’ shuttle and body

weight continues to move forward (a smooth

continuous action leads naturally into

recovery).

Recovery Phase

Racquet comes down and across body in

recovery phase.

Forward movement at end of stroke leads to

‘base’ and recovery of ‘ready’ position.

See next page


My main strength is ________________________________________________

My main weakness is in the ___________________________________________

phase and the criteria which needs to be improved is _______________________

Preparation Phase should discuss/describe: placement in relation to shuttle contact;

racquet preparation and swing to point just prior to contact (?).

Action Phase should discuss/describe: final swing to hit shuttle; arm extension and

flexion; shift of body weight through contact.

Recovery Phase should discuss/describe: regaining control of body weight; recovery

of racquet to ready position; recovery of court position.


Principles of Training – S.P.O.R.T.

Specificity

Once you have the specific aspects of fitness or activity requirements you wish to

improve you must know which muscles or aspects of the game you need to work on.

Progression

Once you have decided on your workload and have been training for several weeks

your fitness should have improved. Each time you make your training harder it is

called progression. Three ways of making training more difficult:

Increase the intensity of the work

Increase the length of time of work

Decrease the recovery time

Overload

In any programme you need to gradually work your body harder, more often and for

longer than it’s used to. This is known as Overload and is based on 4 very important

principles of training. F – Frequency

I – Intensity

T – Time

T – Type of activity

Frequency – How often you work to improve physical fitness.

To benefit you need to exercise at least 3 times a week.

Intensity – How hard you work to improve physical fitness. Too little or too easy an

exercise will not improve your fitness. Too much exercise at once when you are

not used to it can result in injury.

Time – How long you work to improve your physical fitness. Exercise must be done

for at least 20-40 minutes to be useful.

Type of Activity – Know the activity you are training for before you design your

programme.

Reversibility

When you stop training you quickly lose your level of fitness.

Tedium

You must keep your training drills varied/exciting to maintain interest and motivation.


Stages of Learning

There are three important stages in learning and developing skills: the planning stage,

the practice stage and the automatic stage.

Planning Stage (Preparation/Cognitive Stage)

Get a mental picture of the skill or technique.

Understand the basics of what is to be learned.

Shadow the movement.

Break the skill down, if possible.

Slow the skill down, if possible.

(Errors are common and, feedback and encouragement is required.)

Practice Stage (Associative Stage)

Repeated practice, so that you become more consistent in performing the skill or

technique successfully.

Detect and correct errors in your execution of skills/technique.

Practice in a controlled environment, e.g. to work in a reduced court area.

The assistance of an accurate ‘feeder’.

Pressure gradually increased as you improve.

Compare your performance with a ‘model’.

Target/Combination/Co-operative Drills

(Your ability, experience and the type of skill involved will determine the amount of

time needed to practice. Gradually the number of mistakes made will reduce.)

Automatic Stage (Autonomous Stage)

The opportunity to play conditioned games.

Pressure/Decision Making Drills.

Put the skill/technique you have learned into a full-game situation.

Greater attention is paid to other aspects of the game: game strategy, opponent.

(Errors are less likely at this stage of learning.)

The stages of learning are a progressive process and each stage merges into the

next. As your skill level develops you will gradually progress from the planning stage

to the practice stage to the automatic stage. During your training programme you may

move back a stage if you have progressed too quickly.


Influential factors that affect performance

Once you have considered your stage of learning, methods of practice and principles

of effective practice, it is useful to think about your

confidence, motivation, concentration and feedback when

performing.

Confidence Confidence affects performance by reducing…

Effectiveness

Poor confidence results in poor accuracy and consistency as the

performer is more negative about their chances of winning and this reduces their

success.

High anxiety will lead to ineffective performance.

Players low in confidence give up more easily.

Technique

Parts of the technique which are weaknesses will be repeated when there is a lack

of confidence causing the shot to be inefficient and inaccurate.

Adaptability

Limited confidence means that you might avoid some shots; this reduces the range

of shots available and makes you easier to ‘read’.

Reduced confidence may also affect decision making.

Little confidence may mean a player will try less to win the point and is less likely

to take calculated risks to do so.

Strategies to improve confidence during practice are:

Positive Self-Talk This is when a performer talks positively during practice to

eradicate a weakness identified in the game.

Visualisation This allows the body to become familiar with the sensory

response of the muscles and nerves which take place in the real situation.

This imaginary exercise helps reduce anxiety and improve confidence while

replicating the emotional game conditions

Goal-Setting To improve confidence reduce the product goal, so there some

success.


Concentration

A lack of concentration results in some of the following

Not being aware of where your opponent is or the space

available to you (effectiveness reduced)

Not watching the flight of the ball/shuttle (preparation of

technique affected)

Executing a specific technique incorrectly (efficiency

reduced)

Making the wrong decision (adaptability reduced)

Process goals and Trigger words can improve concentration and performance:

Poor technique (process) leads to ineffective performance. Therefore to improve

performance, you need to develop the process of how the skill is applied. To do this,

you must set process goals to develop inefficient technique (identified in an

observation checklist). Trigger words help to achieve these process goals e.g.

Inefficient technique Bent arm in Overhead Clear

Process Goal Extended arm on contact

Trigger Word ‘Reach’

Motivation

Motivation is your level of desire to succeed. You need to be

motivated in order to improve your level of performance. Motivation is an important

factor in learning practical skills.

Motivation is either internal (intrinsic) or external (extrinsic)

Intrinsic motivation is your own ‘internal’ level of desire to succeed to meet the

challenge of the task/goal. Again this is done through goal-setting (process or

product goals). It may also be that you were extrinsically motivated to reach a goal

set by your teacher. Motivation is also linked to feedback in meeting goals.

Extrinsic Motivation occurs when your involvement in an activity is for reasons apart

from simply participation. For example, earning money through competing is an

external motivation.


Principles of Effective Practice (Goal Setting)

In order to ensure that practices are effective and that improvement will take place,

performers need to consider the Principles of Effective Practice. By considering the

list below, performers can plan and carry out an effective training programme that

will enable them to achieve their goals.

The Principles of Effective Practice can be easily remembered as S.M.A.R.T.E.R.

Specific Practices must be specific to the performer, the activity and the

stage of learning they are at.

Measurable Set measurable targets for improvement. For example, land the

shuttle in the back tramlines, 15 out of 20.

Achievable Practices must be achievable in order to allow success in practice and

keep motivation.

Realistic Practices must be realistic to the challenges of the game (game-like).

/make training goals attainable. By doing this it is easier to transfer

your improvements back into the activity.

Time-Phased Practices must have intervals of rest to maintain quality. This will

avoid fatigue setting in and increase motivation.

Exciting Practices must be exciting and challenging. This makes you want to

practice and keeps high levels of concentration and motivation. A

short, exciting, and interesting training session is better than an

overlong one where you become bored and disinterested.

Recorded Make a record of what your training goals are in your training diary. As

you achieve your short-term goals make a record of this. This keeps

focus and also allows you to keep track of your progress.


Importance of Goal Setting

Use goal-setting to ensure that you can perform at your highest level. Goal-setting

involves you (either individually or with your teacher) setting challenging targets

which are specific to your performance.

Process Goals This means setting technique goals

Product Goals This means setting accuracy goals

Make a list of your performance goals

When you have finished listing your goals number them in the order of priority you

would like to achieve them.

I would like to: Order of Priority

_______________

_______________

_______________

_______________


Worksheets


Badminton - Worksheet 1

Why and when would you use a short serve? _______________________________

________________________________________________________________

________________________________________________________________

If your opponent is at the back of the court what type of shot would you use if you

were:

a) At the back of your own court?

b) In the middle of your own court?

c) At the front of your own court?

a) _______________________________

b) _______________________________

c) _______________________________

There are 4 ‘aspects of fitness’: Strength, Speed, Stamina and Suppleness. Put these

in the order of importance in Badminton i.e. the one you think is the most important in

helping you to play a better game of Badminton.

1. ________________________ 2. ________________________

3. ________________________ 4. ________________________

Explain why you put the aspects in this particular order ______________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

When playing an overhead shot which joints do you use and what type of joints are

they?

Joint ____________________________ Type_________________________

Joint ____________________________ Type_________________________



Apart from playing against an opponent in a game, what other roles could you perform

in a practical/game situation and what would this involve doing?

1. ______________________________________________________________

________________________________________________________________

2. ______________________________________________________________

________________________________________________________________

Write down four important duties a referee has to perform.

1. _______________________ 2. _______________________

3. _______________________ 4. _______________________

What is the purpose of having rules in a game?

________________________________________________________________

________________________________________________________________

________________________________________________________________

Give 2 examples of unwritten rules.

1. ______________________________________________________________

2. ______________________________________________________________

What do we mean by court etiquette?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________



List two physical qualities and two personal qualities a badminton player

requires.

Physical Personal

1. _______________________ 1. _______________________

2. _______________________ 2. _______________________

Describe 3 exercises you might do as part of your warm up before a badminton game?

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

Choose a skill/technique you have learned during your badminton course. Describe

what would happen if your coordination is poor.

Activity: Badminton Skill/Technique: ________________________________

Description of what happens if coordination is poor _________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Give an example from your Badminton course where you moved your weight (weight

transference) to help you. By doing this what happened?

________________________________________________________________

________________________________________________________________

________________________________________________________________



Each performance has three phases, Preparation, Action (execution) and Recovery

(Follow-Through).

Describe the action phase in an Overhead Drop shot.

_______________________________________________

____________________________________________________

_________________________________________________

_______________________________________________________

_______________________________________________________

Describe the follow-through (recovery) phase in a High (long) serve.

________________________________________________________________

________________________________________________________________

________________________________________________________________

Describe the preparation phase in the Forehand Smash

________________________________________________________________

________________________________________________________________

________________________________________________________________

What is the difference between the subjective and objective scoring systems and

which applies to badminton?

________________________________________________________________

________________________________________________________________

________________________________________________________________

Documents

National 4/5 Badminton: Training, Technique & Tactics...3 Miss L. Steele – Crieff High School – 2013 Skills & Techniques In Badminton you use two skills 1. Serving 2. Striking