Long Serve in Badminton. Lesson Plan for Badminton Techniques and Tactics in CLIL

Table of contents

1. Introduction

2. Aims of “CLIL” for the subject Physical Education

3. Teaching Plan for the Subject Physical Education in “CLIL”:
3.1. Learning objectives
3.2. Didactical Analysis
3.3. Technical Analysis
3.4. Methodical Analysis
3.5. What is typically CLIL in this lesson?
3.6. Lesson plan
3.7. Reflexion

4. Conclusion

5. References

Appendix

1. Introduction

Whereas CLIL classes have been taught in sociological and natural science classes for about more than 30 years, and is a fixed part of the bilingual subject canon in Germany, the interest in CLIL for the physical education classes has just recently started to awaken. The statistic of the “KMK” of the year 1999, have shown that CLIL classes in physical education have not spread over most of the German schools. Federal states like Hamburg, Bremen, North Rhein-Westphalia, and Lower Saxony have been putting CLIL classes in physical education into practice. In the class 11 to 13, physical education classes are not mentioned in the statistics, because they have not been taught bilingually at all. At the same time, subjects like Geography, History, Biology, and Politics have been taught bilingually in all grades in about ten federal states in Germany. The little interest in physical education in CLIL classes might be traced back to the fact that it is rather about practice and movement than language in- and output. The use of language seems to have an instrumental function in physical education classes, in order to initiate, realize, organize, and reflect the movements stimulated in class.

By the example of the topic “Badminton – the long serve” we will show the importance and relevance of CLIL classes in physical education. Here in this case, not a typical American or English sport, we show its relevance and possibilities for vocabulary training and to learn how to describe movements in English and how to correct mistakes and talk about the actions and rules. Intercultural learning is possible with nearly every sport and with its specialities P.E. lessons are perfect for CLIL.

First it needs to be found out what the aims of CLIL classes are for the subject of physical education. Then, in the end it is important to see that, opposed to general assumptions, there are several CLIL aspects that can be easily implemented in physical education classes.

2. Aims of “CLIL” for the subject Physical Education

Concerning the overall goals of the subject “Physical Education” taught in bilingual classes, the aims of the subject can be divided into three levels. The first level puts sportive matters in the foreground, which is regulated by the curricula of each individual federal state. In the second level, the use of language from a different culture is in the center, because new opportunities for the content reconfiguration of classes can take place. Various types of sports from different cultures, such as Basketball or Badminton give students the chance to get a deeper insight to the foreign culture. The third level is the expansion of the foreign language competences. For one thing, the ability of the pupils to communicate will be strengthened and supported, because a big part of the linguistic means of the subject physical education comes from common daily language. For another thing, the knowledge in the foreign language in this very field, especially in the linguistic category lexis (Nietsch & Vollrath; cited in Wildhage & Otten, 2003, pp. 148-150). In general during the periods of acquisition of physical exercises, the classroom communication is more teacher-centered, because the teacher needs to give explicit instructions. In this case, concerning the output the students are more receptive than productive. The teacher gives oral instructions which the students need to put into practice with the specific physical movements. Yet, the motives to talk in the foreign language are situations that are supposed to prepare the students to communicate beyond the subject, which can be transferred by all students very easily. In addition, the equipment configurations or the organization of the physical activities need to be presented in a written form. Flash cards, glossaries, readers, overhead projectors, sketches on black board and videos are essential tools for teachers to present the upcoming physical activity that is meant to convey the content properly (Nietsch & Vollrath; cited in Wildhage & Otten, 2003, p. 151). What is more, the physical education teachers need to use specific vocabulary, which is also visualized in a glossary, in order to describe and analyze movements. By doing so, the teacher develops and evaluates rules and tactics of using vocabulary. Instructions, assistance, and questions result through the teacher. Encouragements, praise, and dispraise is a necessary tool to motivate the students (Nietsch & Vollrath; cited in Wildhage & Otten, 2003, p. 153). Yet, there are several opportunities to talk in the physical education classroom for the students. At the beginning of each lesson a ritual can be introduced by asking the students “What do we practice today?” or “What game do you want to play today?”. Further, there will be a lot of organizational aspect that the teachers need talk about with the students, e.g. when they call in sick, forget their gym clothes, or come late to class. Since the main aspect of a physical education class lies on social processes, every day conversation situations, which are perfectly transferable to other situations, happen more often. One main focus of the teachers is to prepare the students to be able to express themselves. Due to the fact that physical education does not take place in a common classroom surrounding, words like locker room, changing room, and equipment room need to be explained beforehand. Direction of movement, e.g. sideways, upwards, backwards, to turn inwards, to roll backwards and so on, need to be explained and clarified beforehand, because they need to know what the instructions mean and what they are supposed to do. Moreover, these kind of words are essential for the students output; they have to be aware of them in order to be able to describe, explain, evaluate, and analyze movements and develop rules and tactics (Nietsch & Vollrath; cited in Wildhage & Otten, 2003, p. 152-154). As mentioned before, bilingual classes need different materials with further linguistic support, especially physical education classes. These materials used in physical education classes support the cognitive learning process of the students (Nietsch & Vollrath; cited in Wildhage & Otten, 2003, p. 155). Due to Nietsch & Vollrath, 2003, intercultural relevant contents have to be taken into consideration, in order to give the students closer insights to the culture of the target language. Teachers have to makes sure their students get in an intensified contact with the culture of the target language.

3. Teaching Plan for the Subject Physical Education in “CLIL”:

Subject: Physical Education in CLIL

School Form: Grammar School

Grade: 9

Curriculum: Kultusministerium Hessen – Lehrplan Sport G9

Topic of the unit: Techniques & Tactics of Badminton

Topic of the lesson: Long serve in Badminton

Date: 13.01.2009

Time: 14.15-15.00

3.1. Learning objectives

Motor Learning aims

Students are supposed …

- to learn the movement process of the long serve in Badminton and the related motor features of it like speed endurance or movement precision

- improve the execution of the movement of the long serve in Badminton

b) Cogitive Learning aims:

Students are supposed …

- to identify the correct movement process and put it into practice

- to put coordinative movements into practice

3.2. Didactical Analysis

In grade 7 to 9, basic elements of the singles match and doubles match are introduced, such as the long and short serve, but also forehand clear and smash. In class 9, the long and short serve are introduced, because these two aspects form a very important technique to start out the game. The serve is the only playing strategy that is not dependent on the opponent. Further it is the first strike that gives a chance to score. Without a serve a game can not be started. Therefore, the player needs to have well developed skills to prepare and realize the serve. In this session we focus on the long serve, because it is the usually the first technique to introduce. In addition, it is the easier serve to learn for beginners. Whereas the short serve requires sophisticated skills, knowledge about rules, and a high potential to fight for every single score (Deutscher Badminton-Verband e.V., 2007, S.5).

We have chosen Badminton and the long serve, because this very technique is very suitable for CLIL. The long serve is being introduced with a lot of media such as two videos, a handout, a glossary and other visual aids. The broad variety used in this class simplifies and visualizes difficult terminologies that are typical for CLIL classes. The topic Badminton can be introduced to present an English speaking country’s culture or lifestyle. Further, the great interest in the Asian countries can also be implemented.

3.3. Technical Analysis

The service is the only shot which is not dependent from the return game of the partner. Therefore the server should be very calm and concentrated in preparation of the service.

The player takes a slight step position; the front leg faces the direction in which the shot should go. The right leg stands circa a foot long behind and is slightly turned to the right sideline (for a better stance). The right upper arm hangs relaxed on the right sight of the body, the forearm is held parallel to the ground and the head of the racket faces upward. The shot phase starts with a shifting of weight from the right to the left leg and a putting forward of the hip (initial tension). With the putting forward of the right elbow the racket falls laxely to the backhand side or backwards due to a twist in the forearm (supination).

Before the head of the racket comes to the front of the body centre due to a body twist and a continuation of the elbow, the shuttle cock is dropped down from the left hand. Through the fast inward rotation (pronation) with a simultaneous intensive grasp the head of the racket becomes a very high acceleration till the meeting point with the ball. After the meeting below the waistline the head of the racket settles to the left shoulder.

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