Lesson 2 - Backhand and Forehand Serving
Strategic Play Development
•Year 3
•Badminton
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How can I serve accurately using both backhand and forehand techniques to start a rally effectively?
Learning Objectives
- To develop accurate backhand serving technique over a net
- To understand the rules and positioning for serving in badminton
- To reflect on and recognise success in self and others during practice
Key Outcomes
- Students will be able to perform a backhand serve with correct technique and positioning
- Students will demonstrate understanding of serving rules including shuttle height requirements
- Students will show ability to give constructive feedback to partners and self-assess their performance
Equipment & Resources Required
Check all rackets for damage, ensure appropriate weight for age group
Alternative: Short tennis rackets, table tennis bats for beginners
Use plastic shuttles outdoors, feather indoors if available
Alternative: Foam shuttles for beginners, balloon for initial practice
Bright colours for clear visibility, spread around hall perimeter
Alternative: Markers, bean bags, hoops
Place at varying distances and angles from service line
Alternative: Cones arranged in squares, chalk circles
Key Vocabulary
A serve performed with the back of the racket hand facing the direction of the shot
A serve performed with the palm of the racket hand facing the direction of the shot
The maximum height the shuttle can be when struck during a serve, level with the lowest rib
The balanced position taken before serving with feet positioned correctly
The moment the racket face connects with the shuttle during the serve
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic racket handling and grip from Unit 1
- Understanding of ready position and court awareness
- Experience working cooperatively with a partner
Current Skills
- Backhand serving technique with correct stance
- Forehand serving as progression
- Understanding serving rules and shuttle height requirements
- Self and peer assessment skills
Next Steps
- Serving to specific target areas with consistency
- Returning serves with appropriate shots
- Applying serving skills in competitive game situations
Milestone Indicators
Key Teaching Points
- Backhand serve is easier to learn and should be mastered before progressing to forehand
- Shuttle must be contacted below waist height (lowest rib level) for legal serve
- Serving stance requires racket foot forward for balance and direction
- Push action rather than hitting generates more control and accuracy
- Peer coaching develops both technical and social learning
- Game application shows technique transfer under pressure
- Self-reflection skills are as important as physical skills development
Common Misconceptions
- Misconception: 'Hitting harder makes the serve better' - Correction: Controlled push action gives more accuracy
- Misconception: 'Waist height means belly button level' - Correction: Waist height is level with lowest rib
- Misconception: 'Forehand serve is always better than backhand' - Correction: Backhand is easier to learn and often more accurate for beginners
- Misconception: 'Only the best players should give feedback' - Correction: Everyone can observe and help others improve
- Misconception: 'Games are separate from learning technique' - Correction: Games help apply and test technique under pressure
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries and expectations, regular movement breaks, specific roles in team games
dyspraxia
- Simplified technique breakdown, larger equipment, extra practice time, step-by-step visual guides
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed, consistent partner pairings
visual impairment
- Use brightly coloured shuttles, verbal descriptions of technique, partner support for positioning, larger target areas
hearing impairment
- Clear visual demonstrations, written instruction cards, visual signals for game rules, peer buddy system
physical disability
- Shorter rackets or adapted grip aids, seated serving practice, modified target distances, alternative scoring methods
Cross-Curricular Links
Maths
Understanding compass directions (North, South, East, West), measuring distances for serving practice, counting successful serves and calculating improvement
Science
Forces and motion in serving action, trajectory and gravity affecting shuttle flight, understanding of push and pull forces
Geography
Compass points and directional awareness, spatial relationships and positioning
PSHE
Building resilience through practice, supporting others in learning, celebrating diverse achievements and building confidence
Teacher Guidance
Positioning
Move between pairs during practice to provide individual coaching, stand centrally during demonstrations for visibility
Observation Focus
Watch for correct serving stance, legal shuttle height at contact, quality of peer feedback, engagement in game activities
Intervention Points
Step in if technique is unsafe, provide additional support for struggling learners, manage competitive game situations
Demonstration Notes
Use slow-motion demonstrations for technique, exaggerate key positions for visibility, involve students in demonstrations when appropriate
Verbal Cues
- •'Racket foot forward!'
- •'Push, don't hit!'
- •'Waist height only!'
- •'Great coaching words!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor court area, minimum 20m x 15m, clear overhead height for shuttles
Surface Check
Non-slip surface, free from obstacles, appropriate for running and direction changes
Equipment Safety
Safety Checks
- •Check all rackets for cracks or loose strings before use
- •Ensure shuttlecocks are in good condition with no sharp edges
- •Verify nets are securely fastened and appropriate height
- •Cones placed safely and visible, no trip hazards
Risk Management
Key Risks
- •Collision between students during movement activities
- •Racket contact with other students or objects
- •Shuttle impact to face or eyes
- •Slips during direction changes
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between pairs and teams maintained
- •Shuttles travel in controlled directions only
- •Proper technique emphasised to reduce wild swinging
- •Supervised practice with teacher monitoring
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor spacing during warm-up compass activity
- •Watch for proper racket handling throughout
- •Ensure game rules followed to prevent collisions
Emergency Procedures
Stop activity immediately, assess any injuries, apply appropriate first aid, contact office if needed, maintain supervision of other students