BADMINTON Special Olympics Sports Skills Program
BADMINTON Special Olympics Sports Skills Program BADMINTON Special Olympics Sports Skills Program
Introduction to the Program T he Special Olympics Sports Skills Program Guide is a step-by-step plan for teaching sports skills to people with intellectual disabilities. It can be used in a variety of ways: • Coach Special Olympics athletes for competition • Coach participants in a community recreation program • Teach in a physical education classroom format • Teach as part of a therapeutic recreation setting • Teach within a family, just for fun. This Guide is designed to meet the needs of a widely diverse group of people wh o m ay also exhibit any number of phy s i c a l i m p a i rm e n t s .Suggestions for modifications and adaptations are included. Special Olympics Badminton Sports Skills Program How to Use This Guide If you are coaching Special Olympics athletes or helping to prepare them for competition, you will want to start by reviewing Section A, “Overview of Special Olympics.” Then you will work toward developing a season plan in Section B and specific skills progressions in the individual training sessions in Section C. This guide also provides suggestions to help you improve your athletes’ performances in Section D and will help you get ready for a competition in Section E. If you are teaching the skills of the sport without competition as a goal, you will be most interested in the Section B topics of Clothing, Equipment, Fa c i l i t y, and S a f e t y. You will also find the step-by-step teaching progressions for basic skills helpful in Section C. For those of you using this guide to design a classroom curriculum or I n d iv i d u a l i z e dEducation Plan, you may find the athlete’s Daily Performance Record and Sports Skills Assessment Record in Section F useful. Regardless of your reasons for teaching or coaching this sport, o b j e c t ives should be based upon the following criteria: • Current ability of the athlete • Potential ability of the athlete • Behavioral limitations of the athlete • Behavioral limitations of the surrounding environment. 3
Introduction to Badminton B adminton is a sport that is enjoyed all around the world by millions of people of a wide range of ages. It is a sport that explores speed changes, reaction time demands, muscular strength and endurance challenges, and is heartpumping fun. This newly identified Olympic Sport offers benefits to all who pick up a racket and a shuttle for a test outing on the court. Some of the potential benefits derived from playing the sport of badminton include the following: 4 • Development of hand-eye coordination • Development of muscular strength and endurance • Development of cardiovascular fitness • Development of footwork • Development of sportsmanship behaviors • Development of a social network of friends • Development of a positive attitude for lifetime fitness through badminton.
- Page 1 and 2: BADMINTON Special Olympics Sports S
- Page 3: Table of Contents Introduction to t
- Page 7 and 8: History To honor the memory of the
- Page 9 and 10: 8. Special Olympics encourages qual
- Page 11 and 12: volunteer for Special Olympics as p
- Page 13 and 14: Additional age groups may be establ
- Page 15 and 16: Coach’s Job Description Descripti
- Page 17 and 18: 1 6 Recruiting Athletes The size of
- Page 19 and 20: Equipment Badminton equipment can r
- Page 21 and 22: • Write down your goals for the s
- Page 23 and 24: 2 2
- Page 25 and 26: Planning a Training Session You hav
- Page 27 and 28: Side Stretch Figures 3 and 4 • St
- Page 29 and 30: Basic Skills The game of badminton
- Page 31 and 32: Basic Skill #3 Low Short Serve The
- Page 33 and 34: Basic Skill #6 Underhand Net Rally
- Page 35 and 36: Steps to Teach the Forehand Overhea
- Page 37 and 38: Drills 1. Bucket of Smashes Same as
- Page 39 and 40: Skill #14 Forehand and Backhand Dri
- Page 41 and 42: Drills/Activities for Doubles Low A
- Page 43 and 44: Improving Athlete Performance SECTI
- Page 45 and 46: intervals. Build up to be able to p
- Page 47 and 48: Initial Measures for Cardiac Arrest
- Page 49 and 50: Getting Ready for Competition SECTI
- Page 51 and 52: Competition Officials 1. Scorekeepe
- Page 53 and 54: Additional Resources • Protest Pr
Introduction to the <strong>Program</strong><br />
T<br />
he <strong>Special</strong> <strong>Olympics</strong> <strong>Sports</strong> <strong>Skills</strong><br />
<strong>Program</strong> Guide is a step-by-step plan for<br />
teaching sports skills to people with<br />
intellectual disabilities. It can be used in a<br />
variety of ways:<br />
• Coach <strong>Special</strong> <strong>Olympics</strong> athletes<br />
for competition<br />
• Coach participants in a community<br />
recreation program<br />
• Teach in a physical education<br />
classroom format<br />
• Teach as part of a therapeutic<br />
recreation setting<br />
• Teach within a family, just for fun.<br />
This Guide is designed to meet the needs<br />
of a widely diverse group of people wh o<br />
m ay also exhibit any number of phy s i c a l<br />
i m p a i rm e n t s .Suggestions for modifications<br />
and adaptations are included.<br />
<strong>Special</strong> <strong>Olympics</strong> Badminton <strong>Sports</strong> <strong>Skills</strong> <strong>Program</strong><br />
How to Use This Guide<br />
If you are coaching <strong>Special</strong> <strong>Olympics</strong> athletes or helping to prepare them for<br />
competition, you will want to start by reviewing Section A, “Overview of<br />
<strong>Special</strong> <strong>Olympics</strong>.” Then you will work toward developing a season plan in<br />
Section B and specific skills progressions in the individual training sessions<br />
in Section C. This guide also provides suggestions to help you improve your<br />
athletes’ performances in Section D and will help you get ready for a<br />
competition in Section E.<br />
If you are teaching the skills of the sport without competition as a goal, you will<br />
be most interested in the Section B topics of Clothing, Equipment, Fa c i l i t y, and<br />
S a f e t y. You will also find the step-by-step teaching progressions for basic skills<br />
helpful in Section C.<br />
For those of you using this guide to design a classroom curriculum or<br />
I n d iv i d u a l i z e dEducation Plan, you may find the athlete’s Daily Performance<br />
Record and <strong>Sports</strong> <strong>Skills</strong> Assessment Record in Section F useful.<br />
Regardless of your reasons for teaching or coaching this sport, o b j e c t ives should<br />
be based upon the following criteria:<br />
• Current ability of the athlete<br />
• Potential ability of the athlete<br />
• Behavioral limitations of the athlete<br />
• Behavioral limitations of the surrounding environment.<br />
3
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