How to Play Badminton for Beginners

how badminton is played rules and regulations and how to coach badminton and how to improve badminton footwork and how good is badminton for exercise
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OliviaCutts,France,Teacher
Published Date:01-08-2017
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THE ROYAL MARINES Badminton3 Message from the Badminton Association of England Limited A major objective of the Badminton Association of England is: “To promote and encourage the game of badminton; and to further the growth and development of the game of badminton.” For this reason the Badminton Association of England welcomes this initiative of the Royal Navy in its efforts to encourage the further development of badminton in schools. The purpose of this resource pack is to provide teachers with some basic ideas and practical methods which can be used to provide meaningful badminton experiences and knowledge for boys and girls following a GCSE or equivalent examination course. The pack includes information on a wide variety of badminton related topics, e.g. fitness, injuries, drugs. Additional information can be obtained from the Badminton Association of England and from the references at the back of this pack. Introduction to the Module Lesson Planning: Module Objectives: In lesson planning the following should be taken into account: Students will: Restrict skill sessions to a level where players can benefit, rather than be • be able to apply the techniques and skills of the game at a level confused. commensurate with their ability; • demonstrate an understanding of, and an ability to play and officiate Work on fundamentals, e.g. control of shuttle, accuracy, consistency, speed, balance, principle of attack (i.e. increasing the chances of winning the game of badminton; each rally). • have an understanding of the structure of the sport at national and international level. Beware becoming “drill-drugged”; learning complicated drills takes time. Avoid isolation of skills where possible; they do not occur like this in the Method: game. It is advocated that staff should adopt the problem solving approach to Select practices appropriate to players’ level of ability. games teaching. To use this approach it is essential for staff to have an Offer alternatives when working in mixed ability groups. understanding of the game, and the game forms which relate to it. They must have a clear knowledge of the rule structure, and be able to modify Give recognition for achievement (may not be perfect, but the best existing playing areas to make the best use of the space available in which standard students can achieve). to teach the game. Technique first, then tactical awareness, BUT do not dilute technique work Problem solving is an approach which develops the student’s ability to by looking for tactical and game understanding too early. They need the make decisions by setting the scene or problem to which they must find tools first. the best response. Staff are encouraged to challenge students by setting The text and most illustrations refer to right handed players. This will tasks which are capable of a number of responses, by guiding the require adaptation for left handed players for technique, group students to recognition of the most appropriate response, and by organisation and safety. encouraging those responses with the greatest potential for success. In each lesson, due emphasis should be given to co-operation as well as The problem solving approach is not an “easy option”, and requires a competition. great deal of preparation in order to be able to create skill and game situations which are valid in terms of the sport, and which will assist the students to reach a successful outcome.4 Skills Development Sheet The beginning stage of learning Badminton is the exploratory phase, where the player is attempting to learn the correct sequence of movements of all the basic skills e.g. serve, return of serve, overhead shot. A number of errors may be made and players will need feedback to recognise and correct these errors. Initially a player may find it difficult to rally and have limited stroke range. During the intermediate stage a player will be performing more consistently and with more quality e.g. good length. Timing and anticipation will improve although skills may break down under pressure in a game situation. At the advanced stage all the basic skills are performed with quality and flair . Players are able to concentrate on more detailed aspects of the skills and the tactics required, producing surprise elements if needed. Name of Module Badminton Basic Skills High serve, low serve, full serve. Receiving service. Overhead strokes, forecourt strokes, defensive and counter attack strokes (page 13-21). Game-play Skills Maintaining balanced position to play shots; producing a good quality and variety of shots; fitness and ability to remain calm (page 22). Tactical Skills Play to strengths and opponents’ weaknessess; maintaining consistency, accuracy, variety and deception; playing shuttle low on the other side of net; developing aggressive approach; getting the shuttle early (page 24) Training Skills Balance, flexibility, power, agility, speed, stamina, anearobic power, muscular endurance (page 31-33); mental attitude (page 35). Rules See ‘Laws of Badminton’ by the Badminton Association of England (BAE). Address (page 41).5 UNIT 1 Introduction to the Pack This resource pack is provided to assist teachers in the organisation of a programme of badminton relating to the teaching and assessment of the subject within GCSE physical education or equivalent. The pack is for guidance only, and further resources are recommended. Additional information may be obtained from the governing body whose contact address is found at the end of the pack. Introduction to the Sport Badminton is played throughout the world from beginner to international level by boys, girls, men and women. It is played by able-bodied and disabled people. Provision is made for ethnic groups and for women-only groups. It can be a simple game for beginners or a dynamic game for top athletes. Badminton Association of England (BAE) Objectives The Governing Body of the sport is the Badminton Association of England; it has a clearly defined set of objectives by which it rules and manages the sport. 1. To act as the governing body for the sport and recreation of badminton in England, the Isle of Man and the Channel Islands. To promote and encourage the game, and to further its growth and development. 2. To contribute to national and international goodwill, friendship and understanding in co-operation with the IBF and other bodies. 3. To affiliate to the IBF and adopt its current laws of the game. 4. To make and enforce the by-laws, regulations and guidelines for the game. 5. To protect the interests of the game and to work for improved facilities. 6. To create and promote by publicity and education an informed and interested public opinion of the value and importance of the game. 7. To promote and organise international matches and tournaments, exhibitions and other events. 8. To select, train and administer competitors to represent the association. 9. To provide courses of instruction in badminton skills and techniques, and in the teaching of these skills. 10. To act as an information source on the game.C S O T M N P E O N 6 UNIT 2 Introduction to the Game Prior to starting to plan a badminton module it is important that staff should KNOW all information necessary to ensure the safety and well- being of the students. SAFETY It is important that staff should check both local authority rules and BAE Safety Guidelines, details of which are included at the end of the pack. Check simple points such as: The Playing Environment – Check the condition of the floor. Remove spare shuttles lying around. Court Areas Playing Equipment – Check for nets with torn, enlarged holes. Ensure that students are wearing suitable footwear. Rear Court Lesson Organisation – Ensure that the class warms up and cools down. Control group Midcourt Midcourt activity. These are only simple points, but are the types of things which take little time to check, but a great deal of time to put right should problems arise. THE GAME Forecourt The game of badminton may be divided into the components shown right. Net Principles of the game: Badminton is not a “possession” game but a Forecourt “problem sending and solving” game, played on a divided court. Racket Body Skills of the game: The player uses moving and hitting skills to send the shuttlecock over the net into the Skills Skills Midcourt Midcourt opponent’s court. Tactics of the game: Areas of the court (see Figure 2.1), net height Tactics and choice of strokes become strategically (see Unit 3) Rear Court important as players try to outmanoeuvre each- other to win the game. Figure 2.1 RACKET SKILLS Getting Started Co-operation Practices Task 1 Aim P2 P4 P2 P4 P6 To keep the rally continuous. Use space Use space Activity between courts between courts for extra for extra In twos – maintain a rally with partner by hitting the shuttle over players. players. the net (see Figures 2.2 and 2.3). Short nets can Short nets can As above but the players rotate at be fixed to be fixed to intervals on either a time or a adjacent posts. adjacent posts. number of hits basis, for example, P1 P3 P3 P1 P3 P5 when first pair achieves set target number. N.B. If only one court is available, the layout in Figure 2.4 could be used. Figures 2.2 & 2.3 N O E P N M T O S C7 Figure 2.4 Possible use of Single Court Facility P P P P P P Net Net P P P P P P Observation Points • Players return to the ready position between shots (racket in front of body, hand cocked, legs flexed and alert). • Eyes track the shuttle and focus on contact. • Racket contacts the shuttle in front of the body. N.B. If there are more skilful players in the group use them as helpers. Points to check • Accuracy • Consistency • Co-ordination Who checks? • Teacher • Self • Other student If using another student, (s)he could be off court and in a position to see the whole stroke; for example, when working in a group of three. Forehand Grip RACKET FACE CONTROL In order to achieve this the grip is important. There are 4 basic grips (see Figure 2.5). N.B. Always ensure that the racket handle is held mainly in the fingers as well as in the palm, and that the shuttle is hit with a flat racket face. Task 2 Backhand Grip Aim To hit the shuttle over the net using the correct grip. Activity As Task 1, but players practise forehand and backhand separately before mixing at will, hitting the shuttle from and to different areas around the body, changing to the appropriate grip and trying to Multi-purpose Grip outmanoeuvre each other within defined court areas. Staff Notes For weaker students: • Start by using a hand feed. • Progress to a racket feed, one hit – stop – recover – repeat. Shortened Grip • Progress to a continuous racket feed. Figure 2.5 • A short badminton racket may help students with co-ordination problems.8 Guided Discussion Which part of the hand do you feel is guiding the racket face on forehand and backhand? Staff Notes • Palm of hand behind the handle on the forehand side. • Pad of thumb behind the handle on the backhand side. RACKET HEAD CONTROL: HITTING ACTIONS All strokes can be played with one of the hitting actions illustrated in Figure 2.6. Stroke development can be relatively easy if some time is spent in each lesson getting the “feel” of the actions. Task 3 Aim To keep the shuttle going low over the net. Push Action Activity Rally with a partner using the feeling of a push action. Observation Points • Guide the shuttle by pushing the racket head along the line of flight. • Step towards the shuttle on the racket foot. (N.B. right handed player right foot, left handed left foot.) Development Players start in the midcourt position and then gradually reduce the length and change the angle of the push until the partner is brought from midcourt closer to the forecourt. Task 4 Aim To make the shuttle travel fast between the players. Tap Action Activity Rally with partner using the feeling of a tap action. Hit from and to the midcourt areas. Observation Point • Check that the hand uncocks with a sharp tap along the line of flight, with a quick rebound recovery of the racket head to cock the hand again. Development Try to make the shuttle skim the net. Whip Action Downwards Figure 2.69 Task 5 Aim To hit upwards with force over the net, using the feeling of a whip action. Activity In twos (see Figure 2.7) – Player 1 hand feeds low over the net to the forecourt. Player 2 uses an underarm whip action to send the shuttle towards the rear court. The feeder can run backwards to catch the shuttle. Development For accurate placement, Player 2 tries to make the feeder move back to the tramlines to catch the F P F shuttle. Task 6 Aim To hit upwards or downwards over the net with force, using the ‘whip’ action. Activity In threes (see Figure 2.8) – Hand feed to Player 1 who uses the feeling of an underarm whip action to send the shuttle up to Player 2 who uses the feeling of an overarm whip action to hit down over the net. Development Player 1, having hit the shuttle upwards, moves P F P back to midcourt and defends by pushing the shuttle low over the net to the feeder. Staff Notes • Check the quality of the feed in all practices. • Encourage players to use the self analysis approach, by getting them to focus on how well they are performing specific actions. • After co-operative experience, tasks may become competitive; scoring systems can be devised. Figure 2.7 • Give players the opportunity to use these skills in a game form by playing half-court singles. • Use the badminton scoring system which is P2 similar to volleyball and squash, i.e. a point can only be won by the side serving. In half-court games the players do not have to be concerned about right and left hand courts. BODY SKILLS Body skills are as important as racket skills, and should be incorporated into every lesson. Figure 2.9 below shows an analysis of the basic body P1 skills. F BODY SKILLS Ways of Moving Common Skills Directions of Quality of (Travelling) Movement Movement Walking Posture Forwards Lightness Running Balance Backwards Control Chasséing Centre of gravity Sideways Economy Jumping awareness Diagonally Speed Upwards Downwards F P1 Special Skills Function in Game Starting/Stopping Integral part of stroke Extended step (lunge) cycle Change of direction First stage in reply Jumping/Landing Gets player to new Crossover step position Rebounding Assists in action Spin jumps (example trunk turn) Rear court backhand corner approach Aids recovery Scissor jump (switch feet in flight) P2 Figure 2.9 Figure 2.8 Body skills can be included in many activities, but it is important always to pay attention to quality of movement.10 DEVELOPING THE QUALITY OF BODY SKILLS c) Split step Figure 2.10 below illustrates ways of developing body skills: A small jump onto two feet at the same time. Aim • To load muscles ready to move in next direction, pushing from both feet. Position of feet in split position will vary. 5 1 Pressure Warm up Practice Posture 6 7 Balance Control Lightness 5 Smoothness 4 2 Shadow Economy Fun Run Badminton 4 Speed Feet land simultaneously Example of split Small step used in a jump change of direction 3 Travel and Step Practice Figure 2.10 3 (1) Warm Up The warm up should always be specific to the game or the activity which is to follow. Experience different methods and directions of moving. Examples: 2 1 a) Chassé step 13 5 Figure 2.13 d) Running steps (forwards and backwards) e) A combination of ways (2) Fun Run (See Figure 2.14) 24 6 Net Move on the lines only. 2-6 players at one end of the court. Player 1 Figure 2.11 holding the shuttle is “it” and chases other players until able to b) Crossover step • touch one of them with the shuttle which is still held in the hand. The “IT” XX • touched player is now “it”. 13 5 Try different ways of moving, for example walking, running, • chasséing, running and jumping or any combination of these. •• (3) Travel and Step Figure 2.14 46 2 a) One step practices Step onto racket foot and recover. Do this forwards, sideways, backwards to forehand and backhand side. Figure 2.1211 b) Travel and step practices Net Net Net 3 2 1 1 2 Run Turn and Run Chassé Step Chassé 2 backwards chassé forwards forwards and turn and turn and turn the back 2 21 3 1 1 to net 1 2 4 3 3 3 4 5 Base – Rear court – Base (a) Base – Forecourt – Base (b) Base – Side of court – Base (c) Figures 2.15 a/b/c Staff Notes • Use an extended last stride onto the racket foot – Staff Notes • Keep the emphasis on technique, not fitness. actual number of steps may vary according to • Note the opportunities for use of flexed legs and individuals. both legs working together for power; ‘load the (4) Shadow Badminton muscles’. Task 7: Play the World Champion Guided Discussion What are the various ways of moving? Aim To improve movement around the court. What advantages do they have? Activity Use same area as in fun run, or half of it (see Figure What is meant by ‘Quality’ of movement? 2.16). Player moves around the area “playing What methods of changing direction can be used? against the world champion”, simulating strokes in all parts of the area. An alternative could be for How can speed be increased? players to face each other across the net, in What are the effects of increased speed? opposite areas. One moves as above, the other “mirrors” the movement. How can you use your centre of gravity for control? Figure 2.16 (5) Pressure Practices When the player is under pressure is the time when skills may break down; keeping skills together under pressure will enhance performance. Task 8 Activity Hand feed shuttles to forecourt player who moves quickly to a balanced hitting position, plays specified stroke to target area, for example net kill into tramlines, and returns to base (see Figure 2.17). Feeding can be in a fixed order, then random. 6-12 shuttles, followed by a rest. HF • Developments Experiment with ways of changing direction smoothly and quickly. Combine ways of moving, e.g. run/lunge chassé/lunge chassé/jump run/jump. • Explore ways of starting quickly, stopping P Base effectively, changing pace. Observation Points • Check posture and balance – head up, back straight, trunk vertical. Figure 2.17 • Listen for lightness.M R A E D I S D A E H U R N E V D E O R A D R A M E H D N U O R 12 Task 9 Staff Notes • Lay emphasis on footwork. Activity Hand feed to sides, using two feeders (see Figure • Practise footwork in isolation before adding a 2.18). This can be built up in stages: feed to stroke. forehand, feed to backhand, feed alternate sides, • Constantly check the quality of the feed, which is feed at random. a skill in itself and may need practice. Player hits to nominated area, e.g. straight drive to rear court. HF2 THE STROKE CYCLE HF1 All strokes are made up of the following cycle: Ready • Recover Prepare P Base Hit Figure 2.18 Key: HF = hand feed P = player Figure 2.20 below illustrates the full range of strokes. N.B. Ensure feeders cannot be hit in the face by a returning shuttle. Task 10 Activity Use racket feeder for longer hit from the rearcourt; let the player recover to base before feeding next shuttle (see Figure 2.19). Player hits to specified targets, e.g. smash to mid court. RF • Figure 2.20 P Base • Figure 2.19 Key: P = player RF = racket feed D A E U H N R D E E V O R A R M B A D C N M R K A A H H E D E I A S R N O D F13 THE STROKES AS MOVES IN THE GAME In this section emphasis is put on the use of strokes as opening moves (serve/return of serve) and as subsequent moves in the game. Stroke: The High Serve (Singles) Description See Figure 2.21. Aim To make the opponent move as far back in the court as possible. The High Serve Figure 2.21 Student Check • Grip Observation Point • Check that the player is using a full underarm throw with a whip action. • Use of cocked hand Development After executing a high serve in a game of singles, • Eye on shuttle on contact the player moves to the appropriate court position (see Figure 2.23). This player has served close to • Angle of racket face the centre line, and so has taken up position • Weight transference straddling the centre line. • Follow through • Laws. Task 11: Target Serve (High) Activity The player works alone using the high serve and (see Figure 2.22) aims for the targets on the other side of the net. Figure 2.23 Students should understand the principle of returning to base and facing Singles Service the shuttle, alert and ready for the next move in the game. Targets Server Figure 2.2214 Task 12: Serve and Receive of Serve (see Figure 2.24) Task 13: Target Serve (Low) Activity In order to make the teaching of the serve more Aim To develop accuracy of serve. realistic, students combine the serving practice with Activity The player works alone serving to 3 targets (see a receiving practice. Figure 2.27). In twos – Player 1 serves high to Player 2 who returns with a downward hit. Low Service Player 1 plays a return to move Player 2 into a Targets space; (a) stop and repeat (b) play out the rally. Server Server on Base Figure 2.27 Staff Notes • Use a short push action. • Keep the hand cocked. • Try the shortened grip. Receiver has moved to Development A conditioned game. the hitting position Activity Play singles starting each rally with the low serve only. Guided Discussion Consider the relative values of the high and low serves in singles. Figure 2.24 Stroke: The Flick Serve Development A conditioned game. Description A deceptive serve played with just sufficient height to clear the receiver. Activity The players play a game of singles starting each rally with the high serve only. Aim To put an opponent, who is threatening the low Stroke : The Low Serve serve, under pressure. (Mainly in doubles game.) Student Check • The approach should be identical to the low Description Forehand Serve (see Figure 2.25) and Backhand serve. Serve (see Figure 2.26). Aim To force the opponent to play a lifted return. • The uncocking of the hand should be left as late as possible. Figure 2.25 Figure 2.26 Short serve trajectory15 Task 14 All overhead strokes should be approached in the same way. The aim should be to threaten as if to smash and then, as late as possible, Activity Place targets just inside the doubles service line for adjustments should be made to play another shot, for example a drop. practising this stroke. Student Check • Body in balance behind the shuttle. Development a) In twos – Practise serve and receive, using low or flick serves. • Grip. b) Play doubles starting each rally with a low or flick • Cocked hand. serve. • Eye on shuttle. • Angle of racket face. OVERHEAD STROKES • Where to strike the shuttle in relation to the body. There are three overhead strokes, each of which has different methods of • Weight transference. application. • Follow through. Smash long/steep • Recovery of racket and body. Drop fast/slow • The player should be aware of the effect of the Clear defensive/standard/attacking shot on their opponent’s game. All of these can be played on the forehand or backhand. Stroke: The Smash See Figure 2.28 below: Description See Figure 2.29. High clear Aim To play a winning shot or to get a weak reply or to Standard clear Standard clear get a predictable reply. Attacking clear Fast drop Long smash Slow drop Steep smash Figure 2.28 Figure 2.2916 Task 15 Task 17 Activity Player 1 high serves, Player 2 smashes to hit target, Activity In twos – Player 1 serves high, Player 2 practises e.g. swimming floats standing vertically (see Figure high clear. 2.30). Staff Notes Ensure that the players use a fast overarm throw with the feeling of a whip action. P2 Guided Discussion Consider the aims of this shot. Which type of clear would you use to achieve each one? (see Figure Target 2.28) P1 Development Play singles with the high serve and the clear as the opening moves. 1 2 STROKES FROM THE FORECOURT Stroke: The Net Kill 1 Description See Figure 2.31a/b. 2 Aim To play a winning shot. P1 Target P2 Figure 2.30 Staff Notes • Encourage an overarm throw with the feeling of a whip action. • The power comes from: turning the body, rotating the forearm, uncocking the hand. Guided Discussion Consider these aspects of the smash: • angle: flat or steep • placement: at the body or into space • power: full or part. Development Play singles with the high serve and the smash as the opening moves. Stroke: The Drop Shot Figure 2.31a Figure 2.31b Aims To play a winning shot. To make an opponent reach down low with their Student Check • Shuttle position. racket. • Racket up at tape height for attack. To open up a space for the next shot. • Grip – finger control – hand cocked. Task 16 • Small racket head action. Activity Player 1 serves high, Player 2 hits downwards to • Body – alert and balanced. mid or forecourt. • Where to strike the shuttle in relation to the body. Staff Notes • Remind students to prepare as for smash; then use tap or push action. Task 18 Guided Discussion What advantages can be gained by preparing as if Activity Hand feed using an underarm throw to provide the to play a smash? opportunity of a net kill. Development Play singles with the high serve and the drop shot Staff Notes Encourage a small hitting action to create the as the opening moves. feeling of a tap with a rebound action. Stroke : The Clear Guided Discussion Consider the laws of the game relevant to this stroke. Aims To move opponent into rearcourt, so as to open up a space for the next shot. To put player under pressure in the rearcourt. To create time.17 P2 Student Check • Grip. • Meeting the shuttle early by stepping towards it on the racket foot. • Angle of the racket face. • Action of the racket head. P3 Task 19 Activity In twos – Player 1 hand feeds the shuttle to make Player 2 hit from just below net height. Staff Notes • Teach backhand first. • Use a tap action. Guided Discussion How would you draw your opponent into a position that would enable you to use the attacking lob effectively? Development Try out your ideas in a game of singles. P1 Stroke: The Net Shot Description See Figure 2.34. Aim To play a winning shot. To set up a winning opportunity. Figure 2.32 Development In threes (See Figure 2.32 above) – Player 1 serves high; Player 2 returns with a downward hit; Player 1 replies with a push to the net; Player 3 hunts for the chance to play a kill at the net. Stroke: The Attacking Lob Description See Figure 2.33 a/b. Aim To get the shuttle into the rear court, behind the opponent. Figure 2.34 Task 20 Activity In threes – Players 1 & 2 hand feed from close to the net for Player 3 to play: a backhand net shot, a forehand net shot. P3 P1 P2 Figure 2.33a Figure 2.33b Figure 2.3518 Staff Notes • Encourage players to push the shuttle gently Task 21 upwards and forwards from close to the top of Activity In twos – Player 1 hand feeds to make Player 2 the tape. contact the shuttle low down in the forecourt. Guided Discussion Compare the angle of the racket face for a straight Staff Notes Encourage the feeling of an underarm whip action. net shot and a cross-court net shot. Guided Discussion Where and how would you position yourself on Development Play 2 v 1 using a low serve followed by play court after playing the defensive lob? limited to the area between the net and the front service line (see Figure 2.35). Development In twos – Player 1 is the feeder in the rearcourt who uses overhead strokes to move Player 2 in the opposite half court. Player 2 must hit the shuttle DEFENSIVE AND COUNTER-ATTACK STROKES back to Player 1, trying to make full use of the defensive lob and clear to create time. In playing these strokes there is a basic defensive stance (see Figure 2.36). Stroke: Block to the Net Student Check • Hold racket in the ready position. Description See Figure 2.38 a/b. • Wait with backhand grip. Aim To return an opponent’s attacking stroke low over the net with the objective of regaining the attack. • Step onto racket foot for shuttles wide to right or left. • Play off the nearest foot for shuttles close to body. • Get low for the shuttle, using a balanced lunge out sideways or a half squat from in front. Figure 2.38b Defensive Stance Figure 2.38a Figure 2.36 Stroke: The Defensive Lob Description See Figure 2.37. Figure 2.37 Aim To create time.19 Task 22 Task 23 Activity In twos – Player 1 hand feeds, throwing the shuttle Activity In twos – Player 1 hand feeds using a “dart” type downwards at the hitter in the midcourt who throw along the side tramlines. Player 2 turns from pushes the shuttle back low over the net to the the centre of the court and steps onto the racket feeder. foot to hit the shuttle flat and fast over the net and then returns to the centre of the court. Staff Notes Check that: Staff Notes The feeder should crouch, kneel or sit with eyes • player blocks with the racket head above the below net height, to avoid being hit in the eye. hand Guided Discussion Examine the starting position for the backhand • player hits shuttles from in front of the body on drive to ensure that the forearm rotates in the the backhand face of the racket hitting action (see Figure 2.40). • player changes to forehand grip as necessary. Development Player 1 serves high to Player 2 who replies with a strong downwards hit. Player 1 drives the shuttle Guided Discussion Why is it important to wait with a backhand grip? back across the net and the rally continues until the Development In twos – Player 1 serves high to Player 2 who hits point is won. The shuttle must not be lifted except downwards with a steep angle. Player 1 blocks the for the preliminary serve. shuttle back low over the net. Player 2 travels towards the forecourt and plays a net shot. The practice can either stop and be restarted, or can become a continuous drill with the shuttle being lobbed up towards the rear court. Stroke: The Drive Description See Figures 2.39, 2.40, 2.41. Aim To return an attacking stroke low over the net to make an opponent hit the shuttle from low in the rear court. Figure 2.40 Stroke: The Midcourt Push Description See Figure 2.41. Aim To return an attacking stroke low over the net to make the opponent hit the shuttle from below net height in the midcourt. Figure 2.39 Block Push Drive Figure 2.4120 Task 24 Activity In twos – rally from midcourt to midcourt, hitting the shuttle along the side tramlines. Staff Notes Prepare as for drive. Push the racket head along the line of flight. Guided Discussion Discuss the value of this shot against two opponents in the attacking formation. Development In fours – take up an attacking formation (front/ back) on both sides. The front players begin to rally as in the practice above, but make subtle changes in the length of the push to try to tempt both opponents to go for the same shuttle. STROKES PLAYED FROM THE REAR COURT BACKHAND SIDE These strokes can be played: a) Round the head (see Figure 2.42). Footwork 2. Turn Inwards onto Right 1. Step Left 3. Jump Turn Backwards onto Left Figure 2.42 b) With an overhead backhand (see Figure 2.43). Prepare Hit Forearm Rotation Figure 2.4321 Staff Notes • If using round the head hitting action, the shuttle is hit off the non-racket foot. • For backhand strokes played from behind the body, a multi-purpose grip is used. When developing these strokes, as with the other strokes, they may be taught: • in isolation to practise good technique; • in a modified game-related practice to understand the effect. STRIKING THE SHUTTLE WITH AN OBLIQUE HITTING ACTION Description See Figure 2.44. Figure 2.44 Racket Racket face face square angled Activity To develop this skill students should experiment with the alternative to hitting the shuttle with the racket face flat, i.e. at right angles to the intended flight pathway. This is to strike the shuttle with an angled racket face (see Figure 2.45). Figure 2.45 Staff Notes Before moving on to the above, students should master the basic flat-faced action.

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