1. Biomechanics
Lesson 1

2. Assessment task Two parts:
Introduce important of the smash in badminton and biomechanics in improving technique and as a result improving performance.
Identify the biomechanical principles required for a skillful performance of the smash in badminton.

3. Multi-modal Will be presented in exam block.
Make it entertaining. Essentially you have two choices to present:
PowerPoint, containing videos, audio or some other multi media concept.
Moviemaker. For example (Lindsay McCay) I strongly encourage you to use this option as it is more visually appealing and panel tend to prefer this sort of method. Also the presentation is done and you can just play your movie for the class, i.e you don’t need to stand up in front of everyone and present a speech.
G:\Staff\Secondary\HPE\Senior\2015\12 HPE\Term 1\Assessment\Assessment

4. An example…

5. Movement phases - approach
Stance – Having your stance set up correctly before the smash is one of the most important phases. It allows you to be in position with your COG low and base of support wide making you balanced and stable. Your feet should be shoulder width apart and your rear foot should be parallel to the net.
Weight distribution - Your weight should be distributed primarily over the heel of your rear foot. This will help you to be balanced and ready to generate more power when going through the motion.
Leg action - Legs should be flexed and ready. Why is this?
Grip- Your hand should be fairly low down the handle with a relaxed forehand grip allowing your wrists to flick through the shot with maximum power. There should be a ‘V’ shape formed between your thumb and index finger.
Alignment- Your hip, knee and shoulder alignment should be side on to the target

6. Movement phases - backswing
Both shoulders abduct (away from the midline of the body)
Racquet elbow flexes (angle smaller than 90 degrees)
Wrist of the racquet begins to extend (greater than 90 degrees)
Raises his non racquet hand up, to increase his balance and locate the shuttlecock.

7. Movement phases - smash
Knees have extended
Transfer of momentum with his body weight is carrying him forward/upwards as he jumps into the smash.
Plantarflexion of his ankles (points his toes downwards)
Non racquet arm begins to adduct (moves towards the midline of the body)
Hips/trunk begin to rotate towards the net
Non racquet shoulder looks as if it is about to rise above his head
Extension of the arm/elbow needs to occur for a maximum height of release

8. Movement phases – impact
Hips and trunk rotate to face the net
Shoulder is in front of his body heading downwards
Elbow and wrist is fully extended
Racquet face is facing towards the target for maximum action/reaction of the strings on the racquet.
The smash must be executed from the highest possible point; the higher the height of the smash the lower the angle of release
For a maximum effect, the timing of the muscles and joints must move in the correct sequence.

9. Movement phases – follow through
It is important to follow through with the smash to ensure that maximum impact has taken full effect on the shuttlecock, to do this correctly, the hips and trunk must continue to rotate during and after the impact. The weight of your body should still be moving forward. The shoulder should continue in a downwards direction.

10. Movement phases - recovery
The racquet shoulder must point towards the target and your feet should land with the non-racquet foot, then the racquet foot to finish the movement of the badminton smash.

11. Activity 6.13 pg.249
Look at the practical criteria sheet for this term (located on the website). In this activity you will analyse what you need to do to achieve success across all three criteria (Acquire, apply, evaluate).
What are the physical responses my teachers wants me to display and how well do these need to be performed? What rules and strategies must I demonstrate? (Acquire)
How should these physical responses and strategies be adapted in order to enhance the performance of myself and others? In what context do I need to demonstrate them? (Apply)
What evidence of reflection and decision making does my teacher expect to see? What are the key response that they will be looking for? How am I to demonstrate problem solving in the physical activity we are studying? (Evaluate)
When you have the answers to the above questions and you know where you are currently at you can focus your training on improving your areas of weakness.