Lesson 1 - Ready Position and Shuttle Control
Skills & Tactics Progression
•Year 4
•Badminton
•Start Planning Better PE Lessons
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How can I use the ready position to move quickly and control the shuttlecock effectively?
Learning Objectives
- To demonstrate the correct ready position in badminton
- To develop shuttle control and coordination skills
- To link basic movement skills into sequences of actions
Key Outcomes
- Students will assume and maintain the ready position with correct technique
- Students will demonstrate improved shuttle control and accuracy
- Students will perform sequences linking ready position, movement, and shuttle handling
Equipment & Resources Required
Store safely at court edges, distribute when needed
Alternative: Tennis rackets, table tennis bats for modified activities
Have extras available as shuttlecocks can break easily
Alternative: Bean bags, soft balls, balloon for practice
Mark goals, boundaries, and starting positions
Alternative: Chalk lines, rope, masking tape
Key Vocabulary
Balanced stance with feet shoulder-width apart, knees bent, weight on balls of feet, ready to move quickly in any direction
The projectile used in badminton, with feathers or plastic skirt that creates drag for unique flight patterns
The playing area in badminton, marked with boundaries and a net in the middle
The ability to use different parts of the body together smoothly and efficiently
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching skills
- Understanding of simple game rules
- Experience with running and changing direction
Current Skills
- Ready position technique and application
- Shuttle control and coordination
- Sequential movement patterns
Next Steps
- Introduction to racket holding technique
- Basic striking skills development
- More complex movement sequences
Milestone Indicators
Key Teaching Points
- Ready position is the foundation - feet shoulder-width apart, knees bent, weight on balls of feet
- Maintain ready position between every action to enable quick movement in any direction
- Focus on shuttle control and accuracy rather than power or speed
- Use positive peer feedback to build confidence and improve technique
- Progressive challenges help build skills systematically
- Link individual skills into smooth sequences through practice and application
- Competition should enhance learning, not overshadow skill development
Common Misconceptions
- That standing upright is better for reaction - emphasise the need for bent knees and low centre of gravity
- That throwing hard is better than accurate - focus on control and placement
- That rackets automatically make you better - explain they're tools that require technique
- That winning is most important - emphasise skill development and improvement over results
- That ready position is only for receiving - show how it applies to all movement preparation
SEN Adaptations
ADHD
- Short activity bursts, regular movement breaks, clear boundaries and expectations
dyspraxia
- Simplified movement patterns, more practice time, larger equipment for easier success
autism spectrum
- Clear routines and structure, visual timetable of activities, quiet space available if needed
visual impairment
- Use bright coloured equipment, verbal cues for all demonstrations, buddy system for navigation
hearing impairment
- Visual demonstrations, clear hand signals, written instruction cards available
physical disability
- Seated versions of ready position, modified throwing distances, adaptive equipment if needed
Cross-Curricular Links
English
Following instructions, giving clear feedback, using descriptive vocabulary for movement
Maths
Counting scores and attempts, timing activities, measuring distances between courts and goals
Science
Understanding balance and centre of gravity, forces in throwing and catching, reaction times
Geography
Spatial awareness, directions (left/right/forward/back), mapping court layouts
PSHE
Teamwork and cooperation, resilience when facing challenges, fair play and sportsmanship
Teacher Guidance
Positioning
Move around perimeter for visibility of all students, position centrally for demonstrations
Observation Focus
Watch for ready position technique, safe equipment use, positive peer interactions
Intervention Points
Step in if students struggling with technique, unsafe behaviour, or negative interactions
Demonstration Notes
Use exaggerated movements for visibility, show both correct and incorrect examples, involve students in demonstrations
Verbal Cues
- •'Show me your ready position!'
- •'Bend those knees like sitting in a chair!'
- •'Weight on the balls of your feet!'
- •'Encourage your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Indoor hall minimum 20m x 12m or outdoor tennis court size, clear of obstacles
Surface Check
Non-slip surface, dry conditions, no loose equipment on floor
Equipment Safety
Safety Checks
- •Check rackets for cracks or loose strings before use
- •Ensure shuttlecocks are in good condition (no broken feathers/plastic)
- •Cones positioned safely with no sharp edges
- •Equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions between students during activities
- •Tripping over equipment or boundaries
- •Eye injury from shuttlecock contact
- •Overexertion during continuous activity
Risk Mitigation
- •Clear boundaries and adequate spacing between activities
- •Progressive skill building from static to dynamic
- •Controlled equipment distribution and collection
- •Regular breaks and hydration reminders
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Monitor higher-risk activities (racket use, competitive games)
- •Watch for fatigue affecting safety and technique
Emergency Procedures
Stop signal, assess injury, provide appropriate first aid, remove from activity if needed