KHP 160 BADMINTON by fdh56iuoui

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									                DEPARTMENT OF KINESIOLOGY AND HEALTH PROMOTION
                       College of Education - University of Kentucky
                                 KHP 160 BADMINTON
CATALOG DESCRIPTION
Designed to familiarize the professional physical education student with the skills, practices, techniques, and
theory of badminton. Development of at least an intermediate skill level is expected of the students. The
primary goal of the course is to equip the student with skills necessary to effectively teach badminton.

OBJECTIVES
1.   A student will be capable of demonstrating skills in the following badminton skills: short serve, long
     serve, high clear forehand, high clear backhand and drop shot.
     Educational Opportunities: The skills are taught and practiced on the badminton courts throughout
     the semester, supervised by an instructor during practice sessions.
     Assessment: The students are evaluated at the end of the semester with a skills test based on the
     AAHPERD Lifetime Sports Skills Test. (20%)

2.      A student will be capable of exhibiting skills, tactics, strategy and an understanding of the rules and
        etiquette in a competition situation.
        Educational Opportunities: The skills are exhibited by playing games in three tournaments: ladder,
        singles and mixed doubles - double eliminated.
        Assessment: The students are evaluated by singles tournaments (10%), how they place on the
        ladder tournament (20%), and how they finish in the seeded mixed doubles tournament (Bonus
        Points).

3.      A student will be capable of justifying the inclusion of badminton in a physical education program.
        Educational Opportunities: The benefits and objectives of badminton necessary to justify inclusion
        in a program are taught throughout the semester using concepts acquired by practicing skills and
        through lectures, films and videos.
        Assessment: The students are required to write a justification for their resource unit at the end of
        the semester, based on lectures, films and concepts they acquired through skill acquisition.


4.      A student will be capable of listing and identifying an appropriate teaching progression for
        badminton skills for various age groups.
        Educational Opportunities: These concepts are presented through lectures and detail skills
        progression through leadup suggested by the AAHPERD Lifetime Sports Program.
        Assessment: The students are required to write a skill progression for their resource unit at the end
        of the semester. (5%)

5.      A student will be capable of utilizing basic biomechanical principles to analyze and teach badminton

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        skills and to reflect on their own skills.
        Educational Opportunities: Basic biomechanical principles are taught at the beginning of the
        semester so the student will understand basic physics and law of motion related to stroking the
        badminton shuttlecock.
        Assessment: The students are required to write a mechanical explanation of the basic badminton
        strokes (backhand and forehand) for their resource guide.

6.      A student will be able to demonstrate effective teaching techniques of badminton skills utilizing a
        group of their peers using teacher standards and KERA goals.
        Educational Opportunities: The students observe class organization and teach techniques
        throughout the semester, besides studying various books and videos.
        Assessment: The students have to do a mini teach using the students in class. They must complete
        and turn in a lesson plan identifying Kentucky New Teacher Standards and KERA Learning Goals.
         (10%)

7.      A student will be able to observe and analyze skills as part of the evaluation process.
        Educational Opportunities: Toward the end of the semester the students are taught the various
        methods of evaluation for badminton; skills test, written test, reports, etc.
        Assessment: The students are required to devise an assessment plan for a junior high or high school
        badminton class.

8.      A student will be able to understand the importance of badminton as a lifetime and leisure activity.
        Educational Opportunities: Throughout the semester part of several sessions are spent on the
        leisure and lifetime aspect of badminton.
        Assessment: The student will utilize the leisure and lifetime concept in their resource unit.

9.      A student will be capable of passing a written test on rules, tactics, strategies, court play and
        accepted stroke mechanics in badminton.
        Educational Opportunities: Badminton mechanics are taught in class with detailed explanation of the
        accepted teaching position for badminton. Badminton rules, tactics, and strategies are studied in the
        text and in playing situations.
        Assessment: The students are given a quiz (5%) and a written final test (25%),

Course Requirement and Evaluation Procedure
Attendance: One tardy will count as one (1) point off of the final numerical grade. All unexcused
absences will count four (4) points off the final numerical grade. After the five (5) unexcused absences
the student will receive a failing grade. Only official University excused absences will be accepted.
Policies related to excused absences, cheating/plagiarism, withdrawal, and incompletes can be found in
your copy of STUDENTS RIGHTS AND RESPONSIBILITIES.
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If, in the opinion of the instructor, excused absences in excess of one-tenth of the class contact hours or
the timing of excused absences prevents the student from satisfactorily completing work for the course,
the instructor shall counsel the student about the options of an "I" grade or withdrawal from the course
for that semester. (US: 11/11/85)

Late Papers or Presentations: Late work will be accepted with the following grade adjustments:
       -within 24 hours of due time & date: 20% grade reduction
       -between 25 & 48 hours of due time & date: 40% grade reduction
       -work turned in later than 48 hours of due time & date will    not be accepted

Reflections and refinements from the lesson plan:
        After you teach your lesson, you should reflect upon and refine: 1) What went well with the
teach? 2) What you would change about your teach if you had a second opportunity? And 3) What
modifications you would include? This ONE PAGE TYPED reflection is due on or before the next
class meeting.

Paper or Presentation Preparation: A word processor must be used on all assignments such as Lesson
Plans and Resource Unit.

CLASS EVALUATION
I.   Knowledge - 30%
     a.      Quizzes - 5%
     b.      Written Exams - 25%
II.  Skills
     a.      Skills Tests - 20%
             1.      Long serve
             2.      Short serve
             3.      High clear forehand
             4.      High clear backhand
             5.      Drop shot
     b.      Ladder tournament         - 20%
     c.      Singles tournaments - 10%
     d.      Mixed doubles tournament - Bonus Points
III. Student Prepared Resource Guide - 10%
     A collection of materials appropriate to assist the student in teaching badminton. Typical sections
             included would be activity objectives, exemplary lesson plans, teaching techniques and
     progressions, drills, discussion of tactics and strategy, and evaluation procedures, including
     standardized test of skills, and knowledge where available.
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IV.     Mini-Teach - 10%
        A.     Student Instruction (organization, equipment, etc.)
        B.     Lesson Plan and Outline

V.      Students who are not KHP Teacher track majors are given the option to do the mini-teach or a 10-
        page paper with ten sources (footnoted) and a 5-10 minute report on the topic.

If, in the opinion of the instructor, excused absences in excess of one-tenth of the class contact hours or
the timing of excused absences prevents the student from satisfactorily completing work for the course,
the instructor shall counsel the student about the options of an I grade or withdrawal from the course for
that semester. (US: 11/11/85)

REFERENCES
1.   Required Text:
     Grice, Tony. Badminton: Steps to Success, Human-Kinetics, 1995.
                                    LESSON PLAN FORMAT
Demographic information recorded prior to observation should include:
Name                         Date                                    Lesson Length
School                       Age/Grade Level                # of S's
Subject                      Topic                                   # of IEP S's

Actions written prior to the lesson should include:
Objectives -
Clearly state your broad goals and specific objectives for learning (e.g., concepts, procedures, skills, etc. you
want students to learn.

Connections -
Explain how your objectives relate to Kentucky Learner Goals and standards for learning content established
by professional organizations.

Context -
Clearly describe how these objectives and this lesson relate to your broad goals for teaching about the topic.
Explain what you have done previously which relates to this lesson.

Materials/Technology/Equipment -
List materials used during the lesson. Attach print material to be used with students

Safety -
Describe specific safety concerns and how the students safety will be assured.

Procedures -
Describe in detail the strategies and activities you will use to involve students and accomplish your objectives
including how you will trigger prior knowledge and adapt strategies to meet individual student needs.

Closure -
Which key points will be summarized during the lesson closure. Include specific questions that will be asked
of the students.

Student Assessment -
Clearly state how you will assess student progress including performance criteria. Attach written assessment
measure used in relation to the lesson.

Impact and refinement written after the lesson, should include -
Impact - Reflection/Analysis of Teaching and Learning -
Discuss student progress in relation to the stated objectives (i.e., what they learned with indicators of
achievement). Discuss success of instruction as it relates to assessment of student progress. It is
particularly important to include an analysis of student work which was not satisfactory and samples of
student work analyzed.

Refinement - Lesson Extension/Follow up -
Based on the reflection, discuss plans for subsequent lessons to reinforce and extend understanding
particularly for students who did not make satisfactory progress.
                                Evaluation of Teaches-KHP 160
                                                      Name________________________Date_____

Planning grade: Outstanding Good Satisfactory Poor Unacceptable
Professionally dress:    Yes    No
Grading: 5=always; 4=usually; 3=sometimes; 0=never; n/a=not apply
      Teaching Behavior                                                      Comments
_________________________________________________________________Planning
___   Planning was evident and plan was followed
___   Selected appropriate content & activities for type of lesson and class
___   KERA goals and New Teacher Standards addressed
______________________________________________________________
___Class Management
___   Necessary equipment ready & easily accessible
___   Positions students so all can see & hear
___   Avoids excessive (or not enough) teacher talk
___   Class organized to maximize activity time
______________________________________________________________
___Getting & Maintaining Attention
___   Ensures that students are on task
___   Verbal interactions are easy to hear and clearly stated.
___   Is a catalyst for student motivation (enthusiasm)
______________________________________________________________
___
Provides Brief, Clear Demonstrations & Explanations
___   Introduces the skill (or activity) & purpose
___   Breaks skill (or activity) down into key points
___   Provides appropriate demonstration
_____________________________________________________________________________
Transition to Skill Practice
___   Designs appropriate progressions if necessary
___   Clearly shows students how they are expected to practice
___   Assures that students are practicing correctly
___   Uses effective questioning skills
___   Uses cue words repeatedly
_____________________________________________________________________________
Provides Appropriate Feedback
___   Circulates & gives specific feedback
_____________________________________________________________________________
Provides Appropriate Closure
___    Provides closure that summarizes the lesson & promotes       learning
General Comments:
                        BADMINTON RESOURCE UNIT OUTLINE


_____ 1.    Table of Contents (Pass/Fail)


_____ 2.    Short validation of badminton as part of the physical education curriculum (1 pt.)


_____ 3.    Behavioral objectives for a specific grade level or group (2 pts.)
            _____ a. Objective (1 pt.)
            _____ b. Educational Opportunity (1/2 pt.)
            _____ c. Assessment (1/2 pt.)

_____ 4.    Teaching techniques for the swing and footwork progressions with your own drills for
            the five basic strokes (5 pts.)
            _____ a. Long (HC) serve (1 pt.)
            _____ b. Forehand (HC) (1 pt.)
            _____ c. Backhand (HC) (1 pt.)
            _____ d. Short serve (F or B) (1 pt.)
            _____ e. Overhead drop shot (1 pt.)

_____ 5.    Your teaching progression (list the strokes with short explanation) (1 pt.)

_____ 6.    Corrected lesson plan and teaching evaluation from instructor (1 pt.)

_____ 7 .   Notes and hand-outs (Pass/Fail)

_____ 8.    Bibliography - two sources (Pass/Fail)

								
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