Unit Outcomes/State & National Standards/Content/Assessment

Psychomotor, Affective, and Cognitive Domains

Grade/Experience Level: 4-5th/Beginner level

Unit Outcomes
(By the end of the unit,
students will be able
to)

Reference MA
CF & NASPE
Standards
by #

Content to be taught

Assessment
(include rubrics,
quizzes, etc. in written
materials section)

Psychomotor
MA CF
Perform a variety of
2.1/2.2
badminton skills such
as the j-stoke, the serve, (S1.E25.5b)
overhand
forearm/backhand
strike, underhand
forearm/backhand
strike and the skill cues
that go along with each.

Day 1: J-Stroke at various

levels
Day 2: The serve, overhand
backhand/forehand strike,
underhand
backhand/forehand strike
Day 3: The serve
Day 4: Movement/striking
patterns (what type of shot to
use in a given situation-clear
drop-force being used)

-Teacher Checklist
-Peer checklist
-KTW on badminton
-Queen of Quarters
results

Cognitive
Identify the skill cues
for each corresponding
skill, understand the
rules and regulations
for the game and be
able to identify when
each shot should be
appropriately used in a
small sided game
simulation.

MA CF 2.2

Day 1: Rules and

regulations, history of
badminton
Day 2: Rules and
regulations, Skill cues
Day 3: Shot specific skill
cues
Day 4: Shot selection/
decision making on given
situations

- Service Quiz
-Forehand/backhand
quiz
-Use this shot 1
minute write
-Teacher Journal

Affective
Follow all of the class
rules and badminton
specific rules, work
together with various
levels of skilled peers
during activity, and
maintain a high level of
effort while still
respecting the
environment around
them.

MA CF 2.7

Day 1: Safety, self-space,

teamwork/effort
Day 2: Safety, cooperation
Day 3: Safety, teamwork and
sportsmanship, Olympic
badminton video
Day 4: Safety, respect
classmates, teachers and
equipment

-Self-assessment
-Teacher check
-Check for
understanding verbally
for badminton rules
during intro and
closure

(S2.E5.5b)
(S2.E5.5c)

(S4.E2.5a)
(S4.E2.5b)

Skills Rubric
The Student..
Does

Does Sometimes

Does Not

Forehand (overhead,
underhead)

-Hold the racket with

a handshake grip
100% of the time (the
V is visible)
- Maintain an athletic
stance with the racket
in the ready position
by their side 100% of
the time
-step with opposition
while striking 100%
of the time
-Keep their eye on
the shuttlecock
through the strike
100% of the time
-Use a pendulum
strike with the
appropriate amount
of force depending on
shot being used (Hard
force to clear the
defense, soft shot to
drop shot the
defense)

-Hold the racket with

a handshake grip 5060% of the time (the
V is visible)
- Maintain an athletic
stance with the racket
in the ready position
by their side 50-60%
of the time
-step with opposition
while striking 5060% of the time
-Keep their eye on
the shuttlecock
through the strike 5060% of the time
-Use a pendulum
strike with the
appropriate amount
of force depending on
shot being used (Hard
force to clear the
defense, soft shot to
drop shot the
defense)

-Hold the racket with

a handshake grip (the
V is not visible)
- Maintain an athletic
stance with the racket
in the ready position
by their side
-step with opposition
while striking
-Keep their eye on
the shuttlecock
through the strike
-Use a pendulum
strike with the
appropriate amount
of force depending on
shot being used (Hard
force to clear the
defense, soft shot to
drop shot the
defense)

Backhand (overhead,
underhead)

-Hold the racket with

a decreased V
using their thumb for
more control of the
racket 100% of the
time
-Turn their back of
the way to the net
before striking 100%
of the time
-Step with the foot
closet to the
shuttlecock while
striking 100% of the
time
-Keep their eye on
the shuttlecock
through the strike
100% of the time
-Use a pendulum

-Hold the racket with

a decreased V
using their thumb for
more control of the
racket 50-60% of the
time
-Turn their back of
the way to the net
before striking 5060% of the time
-Step with the foot
closet to the
shuttlecock while
striking 50-60% of
the time
-Keep their eye on
the shuttlecock
through the strike 5060% of the time
-Use a pendulum

-Hold the racket with

a decreased V
using their thumb for
more control of the
racket
-Turn their back of
the way to the net
before striking
-Step with the foot
closet to the
shuttlecock while
striking
-Keep their eye on
the shuttlecock
through the strike
-Use a pendulum
strike with the
appropriate amount
of force depending on
shot being used (Hard

Serve

strike with the

appropriate amount
of force depending on
shot being used (Hard
force to clear the
defense, soft shot to
drop shot the
defense)

strike with the

appropriate amount
of force depending on
shot being used (Hard
force to clear the
defense, soft shot to
drop shot the
defense)

force to clear the

defense, soft shot to
drop shot the
defense)

-Stagger their stance

with opposite foot
forward 100% of the
time
-Point their shoulder
toward service area
with weight on back
foot 100% of the time
-Start the racquet
back, wrist cocked
-Make contact in
front and/or on side
of body below the
waist 100% of the
time
-Transfer their weight
to front foot with
racquet following
through across body

-Stagger their stance

with opposite foot
forward 50-60% of
the time
-Point their shoulder
toward service area
with weight on back
foot 50-60% of the
time
-Start the racquet
back, wrist cocked
-Make contact in
front and/or on side
of body below the
waist 50-60% of the
time
-Transfer their weight
to front foot with
racquet following
through across body

-Stagger their stance

with opposite foot
forward
-Point their shoulder
toward service area
with weight on back
foot
-Start the racquet
back, wrist cocked
-Make contact in
front and/or on side
of body below the
waist
-Transfer their weight
to front foot with
racquet following
through across body

Game Rubric
2

Game Knowledge
-Student knows and follows game rules
-Student calls score correctly and fairly
-Student uses appropriate court lines to call shuttle in
or out of bounds.
-Student knows when to use each skill or appropriate
shot
Strategy
-Student hits shots to open spaces
-Student communicates well and effectively with
partner
-Student works with partners to cover the court
-Student correctly calls out the shuttlecock (I got it)
(Mine)
-Student uses the appropriate force, and appropriate
use of a backhand or forehand during play

Game Knowledge
-Student sometimes knows and follows game rules
-Student sometimes calls score correctly and fairly
-Student sometimes uses appropriate court lines to call
shuttle in or out of bounds.
-Student sometimes knows when to use each skill or
appropriate shot
Strategy
-Student sometimes hits shots to open spaces
-Student sometimes communicates well and effectively
with partner
-Student sometimes works with partners to cover the
court
-Student sometimes correctly calls out the shuttlecock
(I got it)(Mine)
-Student sometimes uses the appropriate force, and
appropriate use of a backhand or forehand during play

2=worked well on
1= Need improvement

Peer Checklist
Does your Partner
*Circle Y=Yes, N=No
1. Keep their eye on the shuttlecock while striking creating a clean
strike with a clear intention for the strike being used? Y
N
2. Step with opposition while striking the shuttlecock? Y

3. Use the hand shake grip with a V visible for a forehand strike of
the shuttlecock? Y
N
4. Use their thumb to help control a back hand strike with a slightly
decreased V visible? Y N
5. Have a correct result for the strike that is being used? Y

6. Draw the racket back before the strike and follow through with the
racket across the body after the strike? Y
N

Forehand/ Back Hand Worksheet

Name:______________
Class:_______________
1. When serving the shuttlecock, the racket must stay ________your
waist?
2. When using a forehand shot you grip the racket as if you were
giving a ________________?
3. You use your ___________ to help with your control of a
backhand shot?
4. You should keep your _________ on the shuttlecock at all times?
5. Your arm should swing like a ____________ when you strike the
shuttlecock?
6. Even if you are not the one striking the shuttlecock, you should
always be in the __________________?
7. You should turn your _________ to the net when completing a
backhand shot?
8. You should use a ________ force if the defense is far from the net?
9. You should use a ________ force if the defense is close to the net?
Draw yourself and your partner in 2 different proper doubles positions
you can set up in on a badminton court. Use the back of this paper for
more space!!

Service Worksheet
Name:_____________
Class:______________
1. You may serve overhead to your opponents? True False
2. You may serve from in front of the service line? True False
3. You may serve to any player on the opposite side of the court?
True False
4. You may serve backhand or forehand? True False
5. You must serve with one foot in front of the other? True False
6. You shouldnt reach back with the racket on your serve before
striking the shuttlecock? True False
7. You should follow through across your body with the racket after
striking the shuttlecock? True False
8. After you serve, you should regain balance and athletic
stance/ready position and await a return shot from the other team?
True
False

Use this Shot

If the defense is close to the net the shot I should use isbecause?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
If the defense is far away from the net the shot I should use is...because?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
When striking the shuttlecock the things I should think about are?
(Defensive positioning, striking to open space). Why is it important to
think about these strategies when in a game like situation?

Today in class I.
(Circle the choice that you think you fall under)
Name:
ALL OF THE TIME
I was respectful to my
peers, teachers and
equipment all of the
time
I followed all of the
class room safety
rules and expectations
I followed all of the
badminton safety
rules and guidelines
I played with my best
effort, and played fair
and was honest with
my classmates all of
the time

Class:
MOST OF THE TIME
I was respectful to my
peers, teachers and
equipment most of the
time
I followed most of the
class room safety
rules and expectations

Date:

SOME OF THE TIME

I was respectful to my
peers, teachers and
equipment some or
none of the time
I followed some or
none of the class room
safety rules and
expectations
I followed most of the I followed some or
badminton safety
none of the badminton
rules and guidelines
safety rules and
guidelines
I played with my best I played with my best
effort, and played fair effort, and played fair
and was honest with
and was honest with
my classmates most
my classmates some
of the time
or none of the time

Daily Observation (teacher check)

3- Student displays a GREAT attitude, is fully prepared, shows willingness to
practice the given skills and follows all safety rules and classroom expectations
2- Student shows an OKAY attitude is prepared for the days activities, shows
some willingness to practice the days skills, follows some or none of the safety
rules and expected behaviors
1- Students is NOT PREPARED, does not have the proper foot wear, does not
effectively practice the taught skills, does not follow the rules, safety
expectations and behavior expectations
*a score of a 1 result in time sitting out from activity

Student Name
Evan
Seth
Aidan C.
Abigail
Patrick

GREAT=3

OKAY=2

NOT
PREPARED=1

Sarah
Aiden D.
Reighan
Lainey
Anita
Olivia
Cody
Brady
Joseph
Isaiah
Isabel
Dominic
Michael
Joshua
Gabriella
Luke
Alice
Madelyn
Chloe

Grading Policy
60%- Effort/Attitude- Student comes prepared and willing to participate in physical
activity each day. This means dressed appropriately and wearing the correct foot
wear. Student shows consistent effort and enthusiasm while participating in class
activities. Student also follows all the class rules, and acts in a respectful manner.
20%- Skill Based- Students work hard to use the correct skill cues given to them
by Mr. McKenna. If students are not at a mastery level, they are working
diligently and focusing on key cue words and skills to practice and improve their
abilities.
20%- Handouts/classwork/observations- Students fills out all written work to the
best of their ability and knowledge. Student trys to answer all questions asked,
and they ask questions of their own when necessary.
The students grade will be comprised of a combination of these three categories. It is broken up
like this so that Mr. McKenna can accurately read, observe and record student progress toward
his learning outcomes. The assessments are directly aligned with state and national standards,
which means if the students successfully pass they qualify for the learning strands at the next
level (middle school).

Results of Assessment

In the badminton unit I was able to assess the students on different levels across the three
domains. Three assessments I would like to talk about that address each specific domain are a
peer-assessment (cognitive), teacher check list (psychomotor) and a daily observation (affective).
Each assessment looked at different aspects of the students such as skill, behavior, effort and
ability to follow class and badminton specific rules. Overall I was impressed with how the
majority of my students performed on each assessment, showing me their growth throughout the
badminton unit.
The peer assessment was given to the students while they were working on their partner
strikes. While one student was practicing their backhand and forehand strikes, the other student
was observing them on their ability to perform the given skill cues. I was very pleased with the
results of this assessment, and I think it served its purpose in helping the students become more
efficient in striking the shuttlecock in badminton. The assessment itself was very user friendly
and developmentally appropriate, and consisted of badminton content that is crucial for each
student to know. Using this assessment allowed me to not only inform the students of the skill
cues, but also give it to them in a written form and let them read it for those who learn better that
way. The assessment asked the students to circle yes/no depending on if they performed a
certain aspect of a skill correctly. I made the assessment like this because if a no was circled, I
told each student to explain to their partner why it was a no (give them feedback on what was
done right, and what was done wrong-how to fix what was done wrong). Then the next time
they tried to strike the shuttlecock, they knew what they specifically needed to focus on. Again,
this served its purpose because not only were the students performing the activity, but they were
teaching it as well which leads to an overall better understanding of a skill. I know that this
assessment was effective, because in my closure of my lessons the students were able to near
dissect my questions regarding skill when striking. They could identify the skills related to each
stroke, which aligned with my SPOs for my badminton lessons. I think that the students
cooperating together to both perform and help teach/give feedback was a very beneficial to their
learning in badminton
Two other assessments that I used were a teacher check in the psychomotor domain, and
a daily observation in the affective domain. For the teacher check, I used a rubric that involved
the skills for striking. I told the students and gave them a teacher and students demonstration of
what each skill looked like. Then while they were completing the skills, I was keeping mental
notes of who was performing them correctly. I was specifically for each skill that I talked about,
and then I compared the completion of the skill with the percentages on my rubric. Some of the
things I saw were that most students were in does only 50-60% of time category for keeping
their eye on the birdie while striking. I would say that overall the biggest issue was that student
swung and missed the most compared to completing the other skill cues of a full strike. This
assessment worked very well for me, and it let me get a good understanding of where each
student was compared to where I wanted them to be. If I were to do it again, I would probably
put up segments of the chart so that students could read and look at what I was expecting from
them. I think that brings in a higher level of understanding with students, especially ones who
learn better visually. The daily observation also worked very well with the students during this
lesson. I had a rubric where students were assessed on their effort, behavior, skills and overall
ability to follow class expectations. I had a check sheet set up, so while the students were
practicing I was walking around checking off what I saw in accordance with each student. I was
pleased with the results of this assessment because the majority of students fell under the 3
category, which means they behaved and participated in a great manner for that day. The only

times that a student really received a 2 or a 1 was for not following rules. Other than that, the
students showed great effort, desire to practice the given skill and enthusiasm for badminton. I
was pleased with assessing on the affective domain because you get to see the level of enjoyment
in activity form each student. That is very satisfying to see as a teacher because you want to
your students to be as comfortable and enthusiastic as they can be while participating in class.

Sources

McDonald, Colin. PE Central: Badminton Cues.

http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=79. 2003.
Badminton Grip: The Best Online Resource for Badminton. http://www.badmintoninformation.com/badminton_grip.html. 2012.
Thompson, Sarah. Badminton Drills & Lead up Games.
http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/. 2015
Zerbee, Vicki. Fundamental Skills & Rules in Badminton.
http://www.livestrong.com/article/191286-fundamental-skills-rules-in-badminton/. 2015
Peele, David. Racket and Paddle Games. Gale Research Co., 1980. Pg. 50-60
Davis, Patrick. The Badminton Coach: a manual for coaches, teachers, and players. London:
Kaye & Ward; New Rochelle, N.Y. 1980. Pg. 10-20.
Minna Blomqvist , Pekka Luhtanen & Lauri Laakso (2001) Comparison of Two Types of
Instruction in Badminton, European Journal of Physical Education, 6:2, 139-155
Mitchell Stephen, Oslin Judith, Griffin Linda. Teaching Sport Concepts and Skills: A Tactical
Games Approach. Human Kinetics, 2006. Pg. 19-25
Fronske, Hilda. Teaching Cues for Sport Skills. A Viacom Company, 1997. Pg. 265