Lesson 1 - Ready Position & Forehand
Technical to Tactical Progression
•Year 6
•Badminton
•Start Planning Better PE Lessons
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How can a ready position and proper grip help us control where the shuttlecock goes?
Learning Objectives
- To master the ready position for effective movement and balance
- To develop accurate forehand striking technique with proper grip
- To link movement skills in game situations
Key Outcomes
- Students will demonstrate a balanced ready position consistently
- Students will strike the shuttlecock accurately using forehand technique
- Students will apply striking skills in competitive game scenarios
Equipment & Resources Required
Check all rackets for damage, ensure appropriate weight for Year 6
Alternative: Tennis rackets, table tennis bats for modified practice
Use plastic shuttlecocks for durability, real feather for demonstration
Alternative: Foam shuttlecocks for beginners, balloon for initial practice
Different colours for different zones/activities
Alternative: Spots, bean bags for marking positions
Large hoops work better as visible targets
Alternative: Chalk circles, rope circles, small mats
Key Vocabulary
Balanced stance with knees bent, weight on balls of feet, racket held centrally
Holding the racket as if shaking hands with the handle
Striking the shuttlecock on your dominant side with palm facing forward
The projectile used in badminton with feathers and cork base
Hitting the shuttlecock from below waist height with upward motion
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic catching and throwing skills
- Understanding of simple racket sports
- Ability to follow multi-step instructions
Current Skills
- Ready position for quick movement
- Handshake grip technique
- Underarm forehand striking
- Basic shuttlecock control
Next Steps
- Backhand striking technique
- Overhead clear shots
- Advanced footwork patterns
- Tactical game play
Milestone Indicators
Key Teaching Points
- Ready position is foundation - knees bent, weight forward, racket central
- Handshake grip allows maximum wrist flexibility and control
- Shuttlecock held by feathers with cork down prevents spinning
- Underarm strikes keep racket head below waist height for legal play
- Gentle controlled strikes develop accuracy before power
- Quick return to ready position after every shot
- Positive encouragement improves everyone's performance
Common Misconceptions
- Students think power is more important than accuracy - emphasise control first
- Many believe racket should be gripped like a hammer - demonstrate handshake comparison
- Some think ready position means standing still - show it's actually dynamic and bouncy
- Students often focus only on their own performance - encourage celebrating others' success
- Many assume shuttlecock should be hit hard like a ball - explain its unique flight characteristics
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries and expectations, leadership roles to maintain engagement, regular positive feedback
dyspraxia
- Larger equipment options, simplified movement patterns, extra practice time, step-by-step skill breakdowns
autism spectrum
- Clear routine structure, visual timetable of lesson sections, quiet space available if needed, predictable partner arrangements
visual impairment
- Use brightly coloured shuttlecocks, provide verbal descriptions of demonstrations, buddy system for navigation
hearing impairment
- Visual demonstrations with clear gestures, written instruction cards, use of visual signals for game management
physical disability
- Adapted rackets with straps, seated striking positions, modified goals and distances as appropriate
Cross-Curricular Links
English
Following complex instructions, describing techniques to partners, using specific vocabulary accurately
Maths
Counting scores accurately, measuring distances, calculating tournament positions and angles of shots
Science
Understanding forces in racket striking, air resistance on shuttlecock flight, body mechanics in movement
PSHE
Teamwork and cooperation, dealing with competition pressure, showing respect and encouragement to others
Teacher Guidance
Positioning
Station yourself at corner of court for optimal visibility of all pairs during activities
Observation Focus
Watch for correct grip maintenance, safe striking technique, and positive partner interactions
Intervention Points
Step in when technique becomes unsafe, students show frustration, or competition becomes too intense
Demonstration Notes
Always demonstrate skills slowly first, then at normal speed. Use students as positive examples when appropriate.
Verbal Cues
- •'Handshake grip - shake hands with your racket!'
- •'Ready position - bouncy knees, central racket!'
- •'Gentle strikes - control not power!'
- •'Celebrate good attempts from everyone!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full sports hall or large gymnasium with minimum 20m x 30m clear area
Surface Check
Dry, non-slip surface free from obstacles, check for damaged court markings
Equipment Safety
Safety Checks
- •Inspect all rackets for cracks, loose strings or sharp edges
- •Check shuttlecocks for damaged feathers that could cause eye injuries
- •Ensure hoops are stable and not creating trip hazards
- •Verify cones are visible and positioned safely
Risk Management
Key Risks
- •Racket collisions during partner work
- •Trips and falls during dynamic movement
- •Eye injuries from shuttlecock strikes
- •Muscle strains from sudden movements
Risk Mitigation
- •Maintain minimum 3m spacing during striking activities
- •Establish clear boundaries and movement patterns
- •Progressive warm-up before dynamic activities
- •Regular water breaks during extended activity periods
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of activity area for maximum visibility
- •Actively monitor high-risk activities like racket striking
- •Watch for signs of fatigue affecting safe participation
- •Ensure immediate response to any incidents
Emergency Procedures
Stop activity immediately, assess injury severity, provide appropriate first aid, contact emergency services if required