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Lesson 1 - Ready Position and Shuttle Control

Strategic Play Development

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Year 3

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Badminton

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45 min

Big Question

How can we use the ready position to react quickly and control the shuttle in badminton?

Learning Objectives

To demonstrate the correct ready position with weight on balls of feet
To show accurate throwing and catching of shuttlecocks
To link movement skills together in game situations

Key Outcomes

Students will consistently assume the ready position when required
Students will throw and catch shuttlecocks with improving accuracy
Students will move efficiently between ready position and active play

Equipment & Resources Required

Badminton Rackets

15 (half class set)

Check for broken strings, appropriate grip size for Year 3 hands

Alternative: Tennis rackets, table tennis bats for beginners

Balls

30 (1 per student)

Use plastic shuttles for durability, check feather shuttles aren't damaged

Alternative: Foam shuttles, balloon shuttles for beginners

Cones

Use to mark courts, goals, and starting positions

Alternative: Bean bags, spots, chalk lines

Key Vocabulary

Ready Position

A balanced stance with feet shoulder-width apart, knees slightly bent, weight on balls of feet, ready to move in any direction

Shuttlecock

The projectile used in badminton, made of feathers or synthetic materials, designed to fly in a specific arc

Sideways-on

Body position where side faces the net, allowing better reach and power in badminton

Recovery

Returning to the ready position after playing a shot or making a movement

Accuracy

The ability to throw or hit the shuttlecock to intended target areas

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic throwing and catching skills
Understanding of spatial awareness
Experience with simple racket activities

Current Skills

Ready position technique with balanced stance
Accurate shuttlecock throwing and catching
Moving efficiently from stationary to active positions

Next Steps

Introduction to basic racket grips
Simple striking techniques with rackets
More complex movement patterns in badminton

Milestone Indicators

Maintains ready position for 10+ seconds consistently

Catches 8/10 shuttlecocks thrown to either side

Demonstrates smooth transition between positions

Key Teaching Points

Ready position is fundamental - weight on balls of feet, knees slightly bent, alert and balanced
Control is more important than power in shuttlecock throwing and catching
Recovery to centre/ready position after every movement is crucial for future success
Encourage honest self-assessment and positive peer feedback throughout
Progression from hands to rackets should be based on individual readiness and control
Competitive activities should maintain focus on technique and sporting behaviour
Link today's skills to future badminton learning - ready position is the foundation

Common Misconceptions

Thinking badminton is just about hitting hard - emphasise control and placement
Believing ready position is static - show it's dynamic and responsive
Assuming all students should progress to rackets - some need more hand-eye coordination first
Focusing only on winning in games - highlight technique development over results
Thinking feedback should focus on mistakes - teach positive, constructive feedback skills

SEN Adaptations

ADHD

Keep instructions short and clear, provide frequent movement breaks, use positive reinforcement regularly

dyspraxia

Break down ready position into smaller components, allow extra practice time, provide physical support for balance if needed

autism spectrum

Provide clear structure and routine, use visual timetable for lesson sections, offer quiet space if needed for regulation

visual impairment

Use brightly coloured shuttlecocks, provide verbal descriptions of demonstrations, pair with sighted buddy for spatial awareness

hearing impairment

Use clear visual signals for start/stop, demonstrate all instructions, ensure student can see teacher's face for lip reading

physical disability

Modify ready position for seated players, allow underarm rolling instead of throwing, adjust goal sizes and distances

Cross-Curricular Links

Science

Understanding forces in throwing, balance and centre of gravity in ready position, reaction time and reflexes

Geography

Spatial awareness, directions (left/right/forward/back), understanding of boundaries and areas

PSHE

Teamwork and cooperation, honest self-assessment, positive peer feedback, resilience and perseverance

Teacher Guidance

Positioning

Stand where you can see all students, move around during activities to provide individual feedback and ensure safety

Observation Focus

Watch for ready position technique, throwing accuracy, movement efficiency, and sporting behaviour throughout

Intervention Points

Step in if students struggling with technique, safety issues arise, or competitive spirit becomes negative

Demonstration Notes

Use exaggerated movements to show ready position clearly, demonstrate both correct and incorrect techniques for comparison, involve confident students in demonstrations

Verbal Cues

•'Ready position!' to prompt correct stance
•'Soft throws!' to encourage control over power
•'Back to centre!' to remind about recovery
•'Well done!' to reinforce good technique and effort

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m hall space, clear of obstacles and with non-slip surface

Surface Check

Dry, clean floor free from water, dust, or debris that could cause slipping

Equipment Safety

Safety Checks

•Check badminton rackets for broken strings or damaged frames
•Ensure shuttlecocks are in good condition without sharp edges
•Cones placed securely and visible to avoid tripping

Risk Management

Key Risks

•Collisions between students during movement activities
•Slips and falls on sports hall floor
•Eye injuries from shuttlecocks
•Racket contact between students

Risk Mitigation

•Clear boundaries and adequate spacing between pairs/courts
•Emphasis on controlled throwing rather than power
•Progressive introduction of rackets only when students demonstrate control
•Constant movement supervision and technique reminders

Supervision & Emergency Procedures

Supervision Points

•Position to observe maximum number of students simultaneously
•Pay particular attention during competitive game phases
•Monitor fatigue levels affecting coordination and safety

Emergency Procedures

Stop all activity immediately, assess injury/situation, provide appropriate first aid, contact school procedures as required