Grade 9 - Badminton Summative Assessment

Statement of Inquiry:
“A doubles game changes movement and game play”.

Criterion for Assessment during the unit are:

A B C D

Key Concept:
Change Communication Relationships

For you summative assessment you will use a combination of the video which is linked:
Badminton Doubles clips, plus the knowledge you have acquired over the course of your
lessons. It is split into 4 sections/questions. You can present your work however you feel would
best represent your work.

a) “Communication is important when playing badminton doubles”. When playing doubles, can
you describe the information you may discuss with your partner? If possible, explain the points
you have just made and how they may have an impact on your game.  

b) To be successful in doubles, what strategies might you employ? You may wish to refer to the
video. Identify how can these strategies change in a game of singles?

c) Compare the movements that may happen in both doubles and singles and how these may
change during a point.

d) Finally, you are to record yourself playing a serve. You could extend this by create frames of
your service action (start/middle/end). Describe the effectiveness. Now, say what you may want
to do in order to improve this. How could this improve your game play?

Vocabulary:
Apply    Use knowledge and understanding in response to a given situation or real
circumstances

Analyse Identify the parts and/or elements to understand information to reach conclusions.

Describe   Give a detailed account or picture of a situation, event, pattern or process

State     Give a specific name, value or other brief answer without explanation or calculation

Suggest Propose a solution, hypothesis or other possible answer

 Recall Remember or recognize from prior learning experiences

Outline Give a brief account

Solve   Obtain the answer(s) using appropriate methods

Demonstrat Show evidence with example or practical application

e

Explain         Give a detailed account

Identify   Provide an answer from a number of possibilities

Criterion A: Knowing and Understanding (Max. 8)

   i. describe physical health education factual, procedural and conceptual knowledge
  ii. apply physical and health education knowledge to explain issues and solve problems set in familiar
and              unfamiliar situations
   iii. apply physical and health terminology effectively to communicate understanding.

Level descriptor Task Specific

1- You can:
2 i. recalls physical and health education factual, i. With limited success, identify:
procedural and conceptual knowledge  Strengths and weaknesses of
ii. identifies physical and health education your own performance
knowledge to outline issues and suggest  Various shots that can be played
solutions to problems set in familiar situations  Scoring methods
iii. applies physical and health terminology to
communicate understanding with limited ii. Demonstrate basic/limited
success. understanding of:
 Tactics in a game of doubles or
singles
 Techniques that are accepted as
commonplace

iii. State limited knowledge of rules and

regulations of
 Serving
 Rally
 Court markings
 Terminology of racket and court

3- You can:
4 i. states physical and health education factual, i. With some success, identify:
procedural and conceptual knowledge  Strengths and weaknesses of
ii. identifies physical and health education your own performance
knowledge to describe issues and to solve  Beginning to observe others
problems set in familiar situations performance
iii. applies physical and health terminology to  How to score accurately
communicate understanding.
ii. Demonstrate a good understanding
of:
 Tactics in a game of doubles or
singles
 Techniques that are accepted as
commonplace
 How to improve some shots

iii. State sound knowledge of rules and

regulations of
 Serving
 Rally
 Court markings
 Terminology of racket and court

5- You can:
6 i. outlines physical and health education factual, i. With consistent success, identify:
procedural and conceptual knowledge  Strengths and weaknesses of
your own performance and start
ii. applies physical and health education to apply them to your own
knowledge to describe issues to solve playing
problems set in familiar situations and suggest  Beginning to observe others
solutions to problems set in unfamiliar performance
situations  Able to show an ability to record
ii. applies physical and health terminology others performance
consistently to communicate understanding.
ii. Demonstrate a good understanding
and application of:
 Tactics in a game of doubles or
singles
 Techniques that are accepted as
commonplace
 How to improve most shots and
know when to apply them

iii. State sound knowledge of rules and

regulations of
 Serving
 Rally
 Court markings
  Terminology of racket and court

7- You can:
8 i. describes physical health education factual, i. With consistent success, identify:
procedural and conceptual knowledge  Strengths and weaknesses of
your own performance and start
to apply them to your own
playing
 Beginning to observe others
ii. applies physical and health education performance
knowledge to explain issues and solve
 Able to show an ability to record
problems set in familiar and unfamiliar
others performance and provide
situations
feedback on how to improve

ii. Demonstrate an excellent

iii. applies physical and health terminology understanding and application of:
consistently and effectively to communicate  Tactics in a game of doubles or
understanding singles
 Techniques that are accepted as
commonplace
 Know how to identify when and
where certain shots should be
played.
 How to help others in improving
by providing insightful feedback
 Identify strengths and
weaknesses from a variety of
sources and apply them to help
better others or yourself

iii. State excellent knowledge of rules

and regulations of
 Serving
 Rally
 Court markings
 Terminology of racket and court
 How to score and regulate a
game (and tournament)

Criterion C: Applying and Performing (Max. 8)

i. demonstrate and apply a range of skills and techniques

ii. demonstrate and apply a range of strategies and movement concepts
iii. outline and apply information to perform effectively.
 Level descriptor Task Specific

1- You can:
2 i. recalls and applies skills and techniques i.  demonstrate limited success in applying:
with limited success    - movement in placing shots  
ii. recalls and applies strategies and    - making opponents move
movement concepts with limited    - basic tactics and rules accurately by
success applying strategies during game play
iii. recalls and applies information to
perform. iii. Recall with limited success  basic and
inconsistent:
 -  serving forehand/backhand
 -  repositioning after shot is made
 -  range of shots, misjudgments made
(overhead clear is dominate shot)
 - length of shots and angles used
 - some influence on the game (opponents
are “in charge”)

3- You can:
4 i. demonstrates and applies skills and i.  – demonstrate and apply basic moves and
techniques with limited success skills:
ii. demonstrates and applies strategies    - show awareness of movement in placing
and movement concepts with limited shots  
success    - make opponents move / inconsistent in
iii. identifies and applies information to repositioning following a shot
perform.   -  tactics and rules are applied but lack
strategies during game play

iii. apply:
 -  serving forehand/backhand little variety
seen
 -  with some difficulty repositioning after shot
is made
 -  range of shots, drop shots, clear (overhead
clear shot dominant)
 -  little variety in length of shots and angles
used
 - “attack positioning” (inconsistent)
 -  influence in the game (though inconsistent)

5- You can:
6 i. demonstrates and applies skills and i.  – demonstrate and apply basic and some
techniques complex:
ii. demonstrates and applies strategies    - movement in placing shots  
and movement concepts    - make opponents move / usually repositions
iii. identifies and applies information to following a shot
perform effectively.   -  tactics and rules accurately by applying
strategies during game play

iii. apply:
 -  serving forehand/backhand w/ variety
 -  repositioning after shot is made
  -  range of shots, drop shots, clear, smash is
downwards
 -  varying length of shots and angles used
 -  attacking an easy serve
 -  influence in the game

7- You can:
8 i. demonstrates and applies a range of i.  – demonstrate and apply complex:
skills and techniques    - movement in placing shots in game play
ii. demonstrates and applies a range of situations
strategies and movement concepts    - make opponents move / always reposition
iii. outlines and applies information to for next shot
perform effectively.   -  tactics and rules effectively applying
strategies in an effective manner
  
iii. apply:
 -  serving forehand/backhand w/ variety
 -  repositioning after shot is made/ returning to
“ready position”
 -  range of shots, drop shots, clear, smash is
downwards, high clear shots to
    the baseline (wins rally)
 -  varying length of shots and angles used
(COMMUNICATION Is GREAT)
 -  excellent understanding of game by
influencing the game under pressure