Badminton adn Hockey: A Dynamic Lesson Plan for NW1
Student: Eveline Barbaix
Date: November 26, 2024
time: 2:50 PM – 4:30 PM (100 minutes)
School: Kardinaal Van Roey-Instituut
Class: NW1
Number of Students: 24
Location: Sporthal at KVRI
Mentor Teacher: Jimmy Geudens
This lesson plan outlines a dynamic physical education session for the NW1 class, incorporating badminton and hockey.
Lesson Context
This session marks the final lesson of the trimester, allowing for flexibility and creativity. The class previously engaged in rope skipping and gymnastics. The sporthal offers a variety of options, including basketball, handball, tchoukball, and trefball, along wiht badminton and hockey.
The NW1 class comprises 24 students: 11 girls and 13 boys. They are generally active and vocal but responsive to instructions. Imke requires extra encouragement as she is less keen about sports. Boys like Reinder, Klaas, and Jonas are energetic but participate actively and showcase their skills.
It’s crucial to approach the lesson with a positive attitude. Vince is absent due to a bicycle accident, and Tomas, who experienced overstimulation during a previous lesson, will require sensitive handling.
Learning Objectives
Students will develop basic badminton and hockey skills.
Students will demonstrate teamwork and sportsmanship.
Students will engage in physical activity and improve their fitness levels.Materials
Brought by Instructor:
Whistle
lesson plan and activity cards
Visual aids (e.g., diagrams, posters)
adapted activity plan for Vince
Available at School:
Six sets of colored vests for team identification
Eleven discs for hockey
Eight cones to mark the end zone in hockey
Twenty-four badminton rackets
Twelve shuttlecocks
Lesson Structure
- Warm-up (10 minutes): Begin with dynamic stretching and light cardio exercises to prepare students for physical activity.
- Badminton Introduction (15 minutes): Introduce the basic rules and techniques of badminton, demonstrating proper grip, stance, and strokes.
- Badminton Practice (20 minutes): Divide students into pairs and provide opportunities for them to practice serving,returning,and rallying.
- Hockey Introduction (15 minutes): Explain the rules and fundamental skills of hockey, focusing on stick handling, passing, and shooting.
- Hockey Game (25 minutes): Organize students into teams and conduct a modified hockey game, emphasizing teamwork and fair play.
- Cool-down (15 minutes): Conclude with static stretching and a brief reflection on the lesson.
Differentiation
Imke: provide Imke with additional support and encouragement, allowing her to participate at her own pace.
Vince: Adapt activities to accommodate Vince’s injury, ensuring he can still participate in a meaningful way.
Tomas: create a calm and supportive surroundings for tomas, allowing him to rejoin the activity when he feels ready.
Advanced Students: Challenge advanced students with more complex drills and strategies.
Assessment
Observe student participation,skill development,and teamwork throughout the lesson. Provide constructive feedback and encouragement to all students.
It’s clear Eveline Barbaix has designed a fun adn engaging final P.E. lesson for her NW1 class! Incorporating both badminton and hockey is a great way to expose students to different sports and keep them actively involved.
As a sports moderator, I see a few points that could spark great discussion and learning:
Class Dynamics: Knowing the NW1 class is “generally active and vocal” is key. Eveline should plan activities that channel that energy positively.Perhaps some team challenges or friendly competition could be built in. It’s also excellent that she is aware of Imke’s need for extra encouragement; a moderator might suggest pairing her with a supportive classmate or assigning her roles where she can shine.
Skill variety: Badminton and hockey call on different skills.eveline has a great opportunity to highlight the uniqueness of each sport.A moderator might suggest incorporating discussions about strategy, teamwork, and the specific physical skills required for each game.
Beyond the Lesson:
eveline should consider how her lesson connects to broader sporting concepts. I might ask the class:
“What values do we see in team sports like badminton and hockey?”
“How do these sports connect to our health and well-being?”
“Have you seen professional badminton or hockey matches? What skills do the athletes demonstrate?”
Thank you, Eveline, for creating a lesson that encourages active participation and explores the world of sports. I am confident your NW1 class will have a memorable and educational experience.
