Lesson 1 - Ready Position and Shuttle Control
Strategic Play Development
•Year 3
•Badminton
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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
Check for broken strings, appropriate grip size for Year 3 hands
Alternative: Tennis rackets, table tennis bats for beginners
Use plastic shuttles for durability, check feather shuttles aren't damaged
Alternative: Foam shuttles, balloon shuttles for beginners
Use to mark courts, goals, and starting positions
Alternative: Bean bags, spots, chalk lines
Key Vocabulary
A balanced stance with feet shoulder-width apart, knees slightly bent, weight on balls of feet, ready to move in any direction
The projectile used in badminton, made of feathers or synthetic materials, designed to fly in a specific arc
Body position where side faces the net, allowing better reach and power in badminton
Returning to the ready position after playing a shot or making a movement
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
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