Lesson 2 - Forehand Shot Technique
Shot Technique & Strategy
•Year 5
•Badminton
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How can we use accurate forehand shots to outwit our opponents in badminton?
Learning Objectives
- Students will understand when and where to play the forehand shot
- Students will demonstrate correct forehand technique with accuracy and control
- Students will apply forehand shots tactically to win points in game situations
Key Outcomes
- Students can execute consistent forehand shots over the net
- Students can aim forehand shots into specific spaces with accuracy
- Students can apply different types of forehand shots (clear, lob, smash) tactically
Equipment & Resources Required
Check racket strings are intact, appropriate weight for Year 5
Alternative: Table tennis bats for beginners
Mix of feather and plastic shuttles, check condition before use
Alternative: Foam shuttles for outdoor use
Use to mark court boundaries and target zones
Alternative: Spot markers or bean bags
Mark three equal horizontal zones on each court side
Alternative: Different coloured cones or hoops
Key Vocabulary
A shot played on the racket side of the body with palm facing forward
Balanced stance with knees bent, racket up, ready to move in any direction
A high, deep shot to the back of the opponent's court
A high shot over the opponent's head to the back court
A powerful downward shot from above head height
Returning to the centre court position after playing a shot
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic racket grip and ready position
- Understanding of court boundaries and net play
- Basic throwing and catching of shuttlecock
Current Skills
- Correct forehand grip and stance
- Forehand swing technique and timing
- Tactical placement using forehand shots
Next Steps
- Advanced forehand variations (drops, drives, clears)
- Combination shots linking forehand and backhand
- Game strategies using forehand dominance
Milestone Indicators
Key Teaching Points
- Forehand technique foundation: grip, stance, and swing sequence must be established before adding complexity
- Cooperative feeding quality directly impacts learning success - teach feeders to enable success
- Recovery movement to centre court is as important as the shot itself for tactical development
- Accuracy and control should always be prioritised over power, especially in Year 5
- Different forehand shots (clear, lob, smash) require different techniques and tactical applications
Common Misconceptions
- Students often think power equals good shots - emphasise control and placement over force
- Many believe the forehand is just 'hitting hard' - teach it as a precise, technical skill
- Students may think badminton is just 'tennis with different ball' - highlight unique techniques and tactics
- Common belief that racket grip doesn't matter - demonstrate how grip affects shot control and power
- Misconception that you can stand still and play good badminton - emphasise movement and recovery
SEN Adaptations
ADHD
- Use shorter activity bursts with clear start/stop signals, provide movement breaks between skill phases, offer leadership roles for engagement
dyspraxia
- Use larger shuttlecocks and longer practice time, break technique into smaller steps, provide hand-over-hand guidance for grip and swing
autism spectrum
- Provide clear routine structure, use visual schedule for lesson phases, offer quiet practice space if needed, warn of activity transitions
visual impairment
- Use bright coloured shuttlecocks and larger target zones, provide audio cues for technique phases, pair with sighted buddy for spatial awareness
hearing impairment
- Use clear visual demonstrations and written technique reminders, establish hand signals for common instructions, ensure face-to-face communication
physical disability
- Allow seated forehand practice, use lighter rackets or modified grips, adjust court size and net height as needed, focus on technique over power
Cross-Curricular Links
Maths
Measuring angles of racket face, counting successful shots, calculating success percentages, understanding court dimensions and zones
Science
Forces and motion in shuttlecock flight, gravity effects on trajectory, friction between racket strings and shuttlecock, biomechanics of swing motion
Geography
Directional language (forehand side, backhand side), spatial awareness and positioning, mapping court areas and target zones
PSHE
Resilience when learning new skills, supporting partners through encouragement, fair play and respect for opponents, celebrating individual progress
Teacher Guidance
Positioning
Stand at corner of main teaching area for visibility of all courts, move between pairs during practice phases
Observation Focus
Watch for grip consistency, stance stability, swing plane, and recovery movement patterns
Intervention Points
Step in if students struggling with basic grip, safety concerns arise, or competitive tension escalates
Demonstration Notes
Use exaggerated movements for clarity, demonstrate both correct and incorrect technique for comparison, involve confident students in demonstrations
Verbal Cues
- •'Shake hands with your racket!'
- •'Point your racket head where you want it to go!'
- •'Step and swing!'
- •'Soft hands, controlled power!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 12m hall space for 6 mini courts with 2m clearance between courts
Surface Check
Dry, non-slip surface free from obstacles, check for any shuttlecock/cone trip hazards
Equipment Safety
Safety Checks
- •Check racket strings are intact and heads secure
- •Ensure shuttlecocks are in good condition without sharp edges
- •Verify cone stability and placement away from movement areas
- •Check racket grip size is appropriate for Year 5 hands
Risk Management
Key Risks
- •Racket contact between students during swings
- •Slips and falls when moving quickly to shots
- •Eye contact with shuttlecock or racket
- •Collisions when recovering to centre court
Risk Mitigation
- •Maintain 2m minimum spacing between courts during active play
- •Establish clear court boundaries and movement areas
- •Teach controlled swing technique before increasing intensity
- •Use progressive skill building from stationary to moving activities
- •Emphasise awareness of other students when recovering to centre
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all courts simultaneously
- •Monitor swing control especially during competitive games
- •Watch for fatigue affecting technique and safety
- •Be alert to any equipment damage during lesson
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid if needed, ensure other students remain safe and calm