Course Profile

Healthy Active Living Education, Grade 9 open, Catholic

Unit 5: Individual/Dual Activities

Activity 1 | Activity 2

Time: 26 hours

Unit Developer(s)

Steve Charlebois, Simcoe Muskoka Catholic DSB

Theresa Conklin, Huron Perth Catholic DSB

Laura Gulley Annecca, Simcoe Muskoka Catholic DSB

Steve Henry, Bruce-Grey Catholic DSB

Heather Marcy, Huron Perth Catholic DSB

Michele May, Simcoe Muskoka Catholic DSB

Development Date: July 28, 1999

Unit Description

Students participate regularly in a variety of enjoyable individual/dual activities to enhance overall fitness, health, movement skills, and personal competence. The Book of Sirach states “There is no wealth better than health of body, and no gladness above joy of heart.” (Sir 30:16). Students demonstrate understanding of the importance of movement principles (e.g., manipulation, locomotion, and stability) and apply knowledge of guidelines and strategies that enhance participation in recreation and sport activities. Students develop skill and an appreciation of physical activities in order to enjoy leisure time pursuits now and in the future.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 3e, 4a, 4h, 5a, 5c, 5e, 5f, 7b.

Strand(s): Physical Activity, Active Living

Overall Expectations: PAV.01X, PAV.02X, ALV.01X, ALV.03X.

Specific Expectations: PA1.01X, PA1.02X, PA1.03X, PA1.04X, PA2.01X, PA2.02X, PA2.03X, AL1.01X, AL1.02R, AL2.03X, AL3.01X, AL3.02X.

Activity Titles (Time + Sequence)

The following is an example of applying the movement skills and principles to the sport of badminton. *This example uses 750 minutes of the 1485 minutes outlined in the Activity/Time chart. Other options are available and the teacher decides on the best strategies for their needs. Suggested options for the 1485 minutes may include:

· one activity block of 750 minutes and two activity blocks of approximately 375 minutes each;

· two activity blocks of approximately 750 minutes each;

· four activity blocks of approximately 375 minutes each.

Activity 1	Introduction to Fundamental Movement Skills	75 minutes
Activity 2	Applying the Movement Skills and Principles to Badminton	750 minutes* * see activity planning notes.
Activity 3 - 4	Applying the Movement Skills and Principles to Other Individual/Dual Activities chosen by the teacher	375 - 750 minutes

Unit Planning Notes

The following activities are suggested guidelines for implementation of the required expectations for the Physical Activity strand. The teacher may use this guide for any one of the following individual/dual games. These sports are recommended as possible activities for Grade 9 students:

· badminton;

· dance;

· track and field;

· gymnastics/rhythmic gymnastics;

· wrestling;

· x-country running;

· skating;

· tennis.

· Book facilities (e.g., tennis courts, ice rink) prior to the start of this unit.

· Choose sport activities depending on the facilities available.

· Ensure that equipment is safe and in good repair.

· Refer to the 1999 OPHEA Safety guidelines for chosen sports.

Prior Knowledge Required

· co-operative learning skills

· communication/listening skills

· personal safety skills

· participates actively in physical activities

Teaching/Learning Strategies

· demonstration

· practice

· active participation

· co-operative learning

· drills

· modified games

· game play

· question/answer

· worksheets

Assessment/Evaluation

Teachers assess and evaluate individual student progress continually and use appropriate resources and strategies to facilitate and improve each student's learning. These different strategies provide opportunities for students to demonstrate the full range of their learning. It is essential that all students have a clear understanding of the course expectations and specific achievement levels.

The following chart identifies a list of suggested assessment tools that the teacher could use for this unit.

Tool	Type	Who	Activity
participation rubric	formative/summative	teacher/self	Activity 1, 2
movement map	summative	teacher	Activity 1
worksheets	formative/summative	teacher	Activity 2
performance skill rubric	summative	teacher/peer	Activity 2
unit test	summative	teacher	Activity 2

Resources

Print

Bacchle, Thomas and Barney Groves. Steps to Success. Illinois.

Broido, Bing. Spalding Book of Rules.

The Diagram Group. Rules of the Game. New York; St. Martin’s Press, 1990.

NCCP. National Coaching Certification Program. Ottawa: Coaching Association of Canada, 1999. (Technical books)

Ontario Physical and Health Education Association Education. Ontario Safety Guidelines: Secondary Curricular Guideline. Toronto: OPHEA, 1999.

Video

Teachers can contact the sport governing bodies to receive recent videos on game strategies and play.

Web site

Kathy Schrock’s Guide for Educators

http://discoveryschool.com/schrockguide

Accommodations

· In each of the three activities there are adaptations and accommodations suggested which address the needs of Special Education and ESL/ESD students. These suggested adaptations/accommodations provide opportunities for remediation, consolidation and enrichment for all students.

· Teachers encourage students to excel to the best of their ability.

· Activities and equipment may be modified for students with individual needs.

· Teachers partner students with other students who will be sensitive to their individual needs.

· Teachers use short and simple instructions.

· Teachers may consider using Board personnel (e.g., physiotherapist/occupational therapist).

· Stations should depict how to perform the activity.

· Implement strategies recommended in student’s IEP.

Activity 1: Introduction to Fundamental Movement Skills

Time: 75 minutes

Description

In this activity students use and combine movement skills in a variety of physical activities (e.g., apply locomotion, manipulation, and stability skills to a specific activity). Students also demonstrate the understanding of the importance of movement principles in performing isolated or combined movement skills.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be:

A reflective thinker and creative thinker:

3e - adopts a holistic approach to life by integrating learning from various subject and experience.

A collaborative contributor who:

5a. - works as an interdependent team member;

5c - develops one’s God-given potential and makes a meaningful contribution to society;

5e - respects the rights, responsibilities and contributions of self and others.

Strand(s): Physical Activity

Overall Expectations:

PAV. 01X - demonstrate personal competence in applying movement skills and principles.

Specific Expectations:

PA1. 01X - use and combine movement skills in a variety of physical activities (e.g., apply locomotion/travelling, manipulation, and stability skills to a specific activity);

PA1. 02X - demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills (e.g., manipulation, locomotion, and stability);

PA1. 03X - identify appropriate movement principles (e.g., that the production of maximum velocity requires the use of joints from largest to smallest) in learning and refining movement skills (e.g., an overhead clear in badminton).

Planning Notes

· Have knowledge of movement skills and principles.

· Ensure equipment is safe and in good repair.

· Develop a repertoire of games and activities that encompass the fundamental skills and principles of movement.

· Refer to the 1999 OPHEA Safety Guidelines for chosen sports and/or activities.

Prior Knowledge Required

· co-operative learning skills

· communication/learning skills

· participates actively in physical activities

Teaching/Learning Strategies

1. Teachers review the fundamental movement skills and principles taught in Grade 8. The movement skills are organized into three categories:

· locomotion/travelling, in which the body moves from one point to another (e.g., walking, running, skipping, hopping, galloping, chasing, fleeing, dodging);

· manipulation, which involves giving force to objects or receiving force from objects (e.g., throwing, catching, collecting, kicking, punting, dribbling, volleying, striking);

· stability, in which the body remains in place but moves around its horizontal or vertical axis (e.g., bending, stretching, twisting, turning, rolling, balancing, transferring weight, curling up, landing from a jump).

Students develop skills related to the following four principles of movement:

· body awareness (what parts of the body move);

· space awareness (where the body moves, e.g., location, direction, or level);

· effort (how the body moves, e.g., fast or slow, with strong or light force, or bound or free);

· relationship (with whom or with what the body moves, e.g., with people or with objects).

Movement principles and skills must be taught in association with other activities. They are also taught in the proper progression and through age-appropriate activities.

These skills and principles may be delivered through a question and answer session, a worksheet or through a discovery activity.

Lead the students through a variety of games and activities that demonstrate the movement skills and principles. The following are examples of each:

· locomotion/travelling: Students must move from point A to point B using any one of the locomotion modes listed above. This could be done as a relay race.

· manipulation: Students dribble a basketball or soccer ball through an obstacle course of pylons. This could be done as a relay race.

· stability: Students must walk along a line on the gym floor or a bench.

After each fundamental skill activity the teacher leads a discussion clarifying how the principles of movement play a part in that particular skill.

Design a game to combine all fundamental movement principles and skills: a variety of tag games, dodge ball, crab soccer, and relay races through obstacle courses manipulating different equipment.

For homework teachers assign a Movement Map (Appendix 5A). If time permits teachers can have the students present the Movement Map.

Assessment/Evaluation

· A formative assessment using a participation rubric.

· A summative assessment on the completion of Appendix 5A - Movement Map.

Resources

Kasser, S. Inclusive Games. Human Kinetics, 1995.

New Games. New Games Foundation.

More New Games. New Games Foundation.

Rohnke, K. Cowtails and Cobras. Project Adventure Inc., 1989.

Rohnke, K. Silver Bullets. Project Adventure Inc.

Zany Activities with Panty Hose, Boxer Shorts and Leotards. CIRA, 1997.

Zany Activities with A Rubber Chicken. CIRA, 1997.

Accommodations

· Demonstrate games and activities where necessary.

· Adapt equipment and/or games to meet the various needs of students.

· Encourage students to work in pairs where necessary.

· Encourage students to excel to the best of their ability.

· Use short and simple instructions.

· Use board personnel where necessary (e.g., physiotherapist, occupational therapist).

· Implement strategies recommended in student’s IEP.

Activity 2: Applying the Movement Skills and Principles to Badminton

Time: 750 minutes

Description

Students apply the movement skills and principles to specific individual/dual sport activities (badminton). Students are given the opportunity to develop and improve their movement skills. Students demonstrate an understanding of the rules and guidelines for participation in individual and dual recreation and sport activities (e.g., scoring, etiquette, court boundaries, sportsmanship). During game play students are given the chance to develop and explain strategies and tactics specific to the sport chosen.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be:

A reflective thinker and creative thinker:

3e - adopts a holistic approach to life by integrating learning from various subjects and experiences.

A self-directed, responsible, life long learner who:

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4h - participates in leisure and fitness activities for a balanced and healthy lifestyle.

A collaborative contributor who:

5a - works as an interdependent team member;

5c - develops one’s God-given potential and makes a meaningful contribution to society;

5e - respects the rights, responsibilities and contributions of self and others;

5f - exercises Christian leadership in the achievement of individual and group goals.

A responsible citizen:

7b - accepts accountability for one’s own actions.

Strand(s): Physical Activity, Active Living, Living Skills

Overall Expectations:

PAV. 01X - demonstrate personal competence in applying movement skills and principles;

PAV. 02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV. 01X - participates regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV. 03X - demonstrate safe practices regarding the safety of themselves and others;

LSV. 03X - use appropriate social skills when working collaboratively with others.

Specific Expectations:

PA1. 01X - use and combine movement skills in a variety of physical activities (e.g., apply locomotion/travelling, manipulation, and stability skills to a specific activity);

PA1. 02X - demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills (e.g., manipulation, locomotion, and stability);

PA1. 03X - identify appropriate movement principles (e.g., that the production of maximum velocity requires the use of joints from largest to smallest) in learning and refining movement skills (e.g., an overhead clear in badminton);

PA1. 04X - demonstrate improvement in their skills;

PA2. 01X - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the scoring rules in rugby, etiquette such as allowing faster participants to pass on a cross country ski trail);

PA2. 02X - identify the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities;

PA2.03X - explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., passing versus dribbling a basketball against a defender, shifting gears in cycling to adjust to changing conditions);

AL1. 01X - participate regularly in physical activities, choosing a wide range of activities (e.g., individual, small and large group, outdoor, and aquatic activities);

AL1. 02R - demonstrate positive, responsible, personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, playing fair) in physical activity settings;

AL3. 01X - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury);

AL3. 02X - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down exercises, checking ice conditions prior to skating, spotting for weight training);

LS3. 03R - give and receive assistance (e.g., through peer mentoring).

Planning Notes

· Each day of instruction includes a proper warm-up using sport-specific movements, skill progression, rules and regulations, strategies, practice and/or game time, and cool-down.

· Prepare a handout that explains the rules, regulations, court boundaries, and etiquette of the sport chosen.

· Refer to the 1999 OPHEA Safety Guidelines for chosen sports.

Prior Knowledge Required

· co-operative learning skills

· communication/learning skills

· participates actively in physical activities

Teaching/Learning Strategies

2. Warm-up: Begin each class with a warm-up that uses sport-specific movements (e.g., four corner shuffle, line-touches, side-to-side shuffle). The warm-up should be intense enough to increase heart rate and fulfill the physical fitness component of the course. Stretching activities are included.

Skill: GRIP

Since proper grip is necessary to apply manipulation skills the teacher demonstrates and explains a V-grip, maintaining pressure points between the thumb and index finger.

Drill: Using the V-grip, students mirror the teacher in a variety of locomotion and stability activities (e.g., forehand lunge, backhand lunge, shuffle steps). Key teaching cues to be used are:

· keep centre of gravity low and weight on balls of feet;

· lunge with same leg as racquet arm for both forehand and backhand;

· palm up on forehand, and down on backhand.

Using V-grip, students scoop the shuttlecock off the ground (manipulation), while maintaining proper athletic stance (stability).

Skill: RACQUET CONTROL

Starting with the shuttlecock on the racquet, while in a lunge position, students toss the shuttlecock directly up into the air and absorb and catch the shuttlecock on their racquet, exhibiting control (manipulation and stability).

Natural progressions will be:

· low tosses on forehand;

· higher tosses on forehand;

· low tosses on backhand;

· higher tosses on backhand.

Drill: Students practise hitting the shuttlecock to themselves using the natural progression listed above. Teachers use the teaching cue, “Extend arm!” Students practise hitting the shuttlecock back and forth with a partner, using controlled movement skills (e.g., locomotion, manipulation, stability) and principles (e.g., body awareness, space awareness, effort, relationship).

Game: On a command from the teacher the students begin to hit the shuttlecock to themselves using racquet control. The teacher times the students for a period of thirty seconds. Students count the number of consecutive hits they have in this time frame.

Provide students with a worksheet showing the court dimensions and lines of both singles and doubles and the rules specific to lines and serving regulations. Court etiquette and playing regulations are also discussed. These rules are continually reviewed throughout the activity.

Skill: SERVE

Teacher demonstrates various types of serve (e.g., short low serve, long high serve) and explains serving rules (e.g., racquet position for manipulation, stationary feet for stability).

Drill: Students then practise these serves from both the right and left sides of the court. Safety issues are addressed in order to avoid injury (e.g., one partner serves to another partner who simply retrieves the shuttlecock until it is his/her turn to serve).

Game: Teacher sets up targets on the court at which the students aim. Each target has a number value, with the highest number being the most difficult area to serve. Each student is given five shuttlecocks to serve. The student with the highest score wins and does not have to pick up shuttlecocks.

Skill: UNDERHAND CLEAR

Demonstrate the underhand clear and explain its purpose. Teaching points include:

· application of shuffling and lunging skills (emphasizing locomotion) while getting into the ready position;

· racquet ready position;

· stroke;

· proper contact point;

· follow-through.

Drill: Students practise the underhand clear using the following progressions:

· forehand underhand clear from a stationary position;

· backhand clear from a stationary position;

· add locomotion from defensive ready position (centre-court) starting with forehand side, then backhand side, and then a mixture;

· net shots;

· alternate between net shots and long shots.

(Refer to Appendix 5B for the five phases of skill progression.)

Skill: OVERHEAD CLEAR

Demonstrate overhead clear and explain its purpose. Teaching points include:

· preliminary movement (shuffle to ready position with racquet shoulder under the shuttlecock);

· recovery movement (racquet up and slightly behind shuttlecock);

· force-producing movement (pronation of forearm);

· contact point (above racquet shoulder, slightly in front of the body, with the racquet face slightly tilted toward the ceiling);

· follow-through (weight transfer from racquet leg to non racquet leg, follow through with arm).

Drill: In pairs students practise the overhead clear using the following progressions:

· rally with a partner, emphasizing consistency, from centre court to centre court hitting a high travelling shuttlecock that drops directly over his/her partner;

· rally with a partner, emphasizing consistency, from the back court to the back court, hitting a high travelling shuttlecock that drops directly over his/her partner;

· add locomotion from centre court, moving in both directions, and returning to the centre after each hit;

· drop shot (contact point slightly in front of head with no follow through);

· alternate between long overhead clears and drop shots (e.g., clear-clear-drop- drop).

In pairs, students practise a combination of serves, clears (underhand and overhead), net shots, and drop shots. They apply a variety of movement skills and refine their understanding and use of movement principles with assistance and cues from the teacher. Strategies relating to placement of the shuttlecock are discussed throughout this activity.

Game: Driving Range: Set up a series of markers on the court for the students to aim at. Each marker is given a point value, with the furthest marker having the highest value. In teams, students attempt to hit clears into the furthest marker area to obtain the most points. The team with the most points at the end is declared the winner and does not have to take down the nets at the end of class. Each team member is given a decided number of shuttlecocks, with one team member being the designated feeder. (Note: The number of team members and number of shuttlecocks given to each team member are decided by the teacher).

Game: Around the World: Teachers divide the class into two teams (or more if court space permits). One team lines up behind the baseline on one side of the court, with the other team lined up on the other side. One player starts off a rally by hitting the shuttlecock to the first player on the other side and then runs to the back of his/her line. The receiving player returns the shuttlecock to the next player in line on the other side of the net. The rally continues as players are eliminated when failing to return the shuttle into the singles court. Each player is allowed two ‘misses’. When that player uses up the two misses, he/she sits out and cheers on fellow teammates. The winning team is the team that missed the least number of times.

Skill: DRIVE

Demonstrate and explain the purpose of the drive. While performing the drive, the grip may change to a modified panhandle grip to allow for quickness. Use the five phases of skill progression (Appendix 5B), paying particular attention to: ready position (lunge to side), recovery (racquet back slightly), force-producing movement (forearm pronation and push), contact point (at side as soon as possible), and follow-through (short and quick).

Drill: Students practise the forehand drive from a stationary position, then the backhand drive from a stationary position. Locomotion from and to centre court is then added to each drive, independently, and then mixed.

Skill: SMASH

Demonstrate and explain the purpose of the smash: this skill is very similar to the overhead clear with the following exceptions:

· contact point slightly in front of the forward foot, with a closed racquet face (angled slightly downward);

· follow through - rotate the arm and wrist fully on contact, and follow through with speed and power.

Drill: Students practise the smash in pairs, with one partner smashing and the other partner feeding shuttlecocks with a high loft. Safety is an important issue when doing smashes. Remind students that only one partner is smashing at a time. The other partner pays attention to avoid being hit.

In pairs, students complete a worksheet (Appendix 5C) on tactics, which identify Common Errors, Results, and Corrections in chart format. Once the chart has been completed, a discussion identifying strategies and tactics follows (Appendix 5D has completed chart).

Review rules that have been covered throughout the activity. In particular, the teacher explains scoring, rules (e.g., basic points, setting), and provides students with a handout.

Set up a pyramid tournament using modified (half-court singles) or a round robin tournament.

Students participate in performance assessments for evaluation of this activity. Teachers can decide on the number of assessments students must perform, choosing from the skills taught. (Appendix 5E is an example of a performance assessment rubric for long serves.)

An optional quiz or test is given at the end of this activity. It could cover any of the following:

· movement skills necessary to play badminton (with specific reference to the skill) (e.g., Give three examples of locomotion skills used in badminton);

· identification of appropriate principles of movement (e.g., What parts of the body move, and in what order, when performing an overhead clear?);

· guidelines of etiquette and sportsmanship;

· basic equipment and rules of safety;

· appropriate strategies and tactics;

· rules of badminton.

Assessment/Evaluation

· A formative assessment using a participation rubric.

· A summative performance assessment using the performance assessment rubric (Appendix 5D).

· A summative assessment of the quiz or test to assess knowledge and understanding of movement skills, movement principles, rules and strategies of badminton.

· A formative/summative assessment of badminton worksheets.

Resources

Landy, Joanne and Maxwell Landy. Ready to Use P.E. Activities for Grades 7 to 9. West Nyack, NY: Parker Publishing Company, 1993.

NCCP. Badminton. Ottawa Canada: 1989.

Zakrajsek, Dorothy, et al. Quality Lesson Plans for Secondary Physical Education. Human Kinetics, IL., 1994.

Accommodations

· Demonstrate skills where necessary.

· Adapt equipment and/or games to meet the various needs of students (e.g., larger racquets, larger shuttles).

· Encourage students to work in pairs where necessary.

· Encourage students to excel to the best of their ability.

· Use short and simple instructions.

· Use board personnel where necessary (e.g., physiotherapist, occupational therapist).

· Implement strategies recommended in student’s IEP.

Appendix 5A: Movement Map

Appendix 5B: Five Phases of Skill Progression

3. PRELIMINARY MOVEMENTS

These are movements that the participants perform to get ready for a skill. These movements usually include both footwork and body positioning movements.

BACKSWING OR RECOVERY MOVEMENTS

These are movements that the participants make just before they execute force-producing movements. Examples include the back swing in tennis shots and the arm recovery in swimming.

FORCE-PRODUCING MOVEMENTS

These are movements that the participants execute to produce force for impact or propulsion. Examples include the forehand stroke in badminton and the leg drive out of the hack in curling. These movements often occur so fast that they are hard to follow. It is usually a good idea to first get a general impression of a skill’s timing and then focus on specific body parts.

CRITICAL INSTANT

This is the point that determines a skill’s effectiveness: the instant of release of a bowling ball, the moment of contact in a squash drive, the instant of takeoff in the high jump. Ideally, the participant applies the right amount of force in the right position at the right time at the critical instant.

Participants cannot do anything at the critical instant to alter its effectiveness; instead, they must make any necessary changes before the critical instant. In sum, this part of a skill is called the critical instant, but the most significant part of the skill is the force-producing phase.

It is often difficult to see the critical instant - it passes very quickly. However, having a sound understanding of the skill, observing the skill from a number of angles, and using visual aids such as videos and photographs make it easier to focus properly on the critical instant.

FOLLOW-THROUGH

This refers to the body movements that occur after the critical instant. This part of skills is very important - it slows body parts down gradually and helps prevent injury. Observing movements that occur during the follow-through may occasionally provide information about the critical instant.

Appendix 5C: Badminton Singles Tactics

Student Worksheet

Common Mistakes	Result	Correction
Short high service
Short clears
Too many drops or smashes in return of good high service
Failure to return to centre court base
Over-use of cross court shots
Smashing from baseline or when off balance
Shuttle directed into centre of court

Appendix 5D: Badminton Singles Tactics

Teacher’s Guide

Common Mistakes	Result	Correction
Short high service	Receiver smashes for winner	Improve high service
Short clears	Opponent smashes or drops for winner	Increase length of clears
Too many drops or smashes in return of good high service	Player caught out of position by opponent’s return	Clear return of deep high service
Failure to return to centre court base	Player cannot cover corners of court - caught out of position	Return to centre court quickly after each shot
Over-use of cross court shots	Shuttle intercepted to place striker in poor position	Cross-court normally when opponent is out of position on one side of court
Smashing from baseline or when off balance	Inability to cover smash returns	Smash only when well balanced and situated in front of doubles service line
Shuttle directed into centre of court	Opponent never forced to move out of position	Play shuttle to four corners of the court

Appendix 5E: Badminton Long Serve Rubric

Evaluator: Teacher _________________ Peer _________________ Self _________________

Date: ________________

Categories	Level 1	Level 2	Level 3	Level 4
Ready Position	- seldom uses V-grip - seldom stands in a forward stride position with knees bent - seldom holds shuttlecock waist high in front of forward foot in arc path of the swinging racquet	- sometimes uses V- grip - sometimes stands in a forward stride position with knees bent - sometimes holds shuttlecock waist high in front of forward foot in arc path of the swinging racquet	- regularly uses V- grip - regularly stands in a forward stride position with knees bent - regularly holds shuttlecock waist high in front of forward foot in arc path of the swinging racquet	- always uses V-grip - always stands in a forward stride position with knees bent - always holds shuttlecock waist high in front of forward foot in arc path of the swinging racquet
Recovery Movement	- seldom takes racquet back about waist high - seldom cocks wrist back during back swing	- sometimes takes racquet back about waist high - sometimes cocks wrist back during back swing	- regularly takes racquet back about waist high - regularly cocks wrist back during back swing	- always takes racquet back about waist high - always cocks wrist back during back swing
Force Producing Movement	- seldom releases shuttlecock on forward swing - seldom has a transfer of weight - always keeps feet in contact with ground	- sometimes releases shuttlecock on forward swing - sometimes has a transfer of weight - always keeps feet in contact with ground	- regularly releases shuttlecock on forward swing - regularly has a transfer of weight - regularly keeps feet in contact with ground	- always releases shuttlecock on forward swing - always has a transfer of weight - always keeps feet in contact with ground
Critical Instant	- seldom contacts shuttlecock below the hand and waist - seldom contacts shuttlecock ahead and away from body	- sometimes contacts shuttlecock below the hand and waist - sometimes contacts shuttlecock ahead and away from body	- regularly contacts shuttlecock below the hand and waist - regularly contacts shuttlecock ahead and away from body	- always contacts shuttlecock below the hand and waist - always contacts shuttlecock ahead and away from body
Follow Through	- seldom follows through with speed and power	- sometimes follows through with speed and power	- regularly follows through with speed and power	- always follows through with speed and power

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