BADMINTON Special Olympics Sports Skills Program
BADMINTON Special Olympics Sports Skills Program BADMINTON Special Olympics Sports Skills Program
Life Benefits of Special Olympics Special Olympics can provide opportunities to develop other skill areas in addition to sports and fitness skills. These areas include life, social, vocational, and transitioning skills. Coaches can play an important role in the development of these important skills. Life Skills Money Management At a Special Olympics event, give athletes the opportunity to buy a meal, T-shirt, etc. Involve them in the choosing and purchasing of uniforms and equipment. Personal Grooming Habits Establish team guidelines. Encourage athletes to wear clean clothes, groom their hair, brush their teeth, shower after practice, wash their own uniforms, etc. Transportation Access Teach athletes how to ride a bus, use the subway, and ride a bicycle. Enable athletes to get out and interact with the community. Social Skills Negotiation Enable athletes to negotiate with parents and employers for changes in their family and work schedules in order to participate in a Special Olympics event. Relationship Building E n a ble athletes to interact with volunteers, peer coaches, and teammates, to get along with others, and to make new friends. Self-esteem and Worth P r ovide opportunities and reinforcement for each athlete to c o n t r i bute to the group as well as to improve individual skills. Special Olympics Badminton Sports Skills Program Vocational Skills Commitment and Dedication Ask athletes to make a commitment to themselves and the team to attend practice and competition. Employers value reliability and dependability. Focus and Concentration Focusing on a specific skill in a sport can relate to perform i n g a specific skill and learning a new task on the job. Working with Others Teamwork learned through team sports relates to working with others in the job setting. Stamina and Fine and Gross Motor Skills S p o rts participation can improve stamina and complement fi n e and gross motor skills required to be successful on the job. Transitioning Skills Change Sports training improves an athlete’s ability and allows him or her to progress to higher levels of sports participation. This often means adjusting to changes in training and competition sites, teammates, and rules. Athletes who play more than one sport also must make these same adjustments from sport to sport. Learning to adapt to change prepares the athlete for similar changes when moving from school to school and from the school to the workplace. 5 5
Infusion Chart The Infusion Chart offers examples of life, social, vocational, and transitioning skills that the athlete can also acquire by mastering the sports skills described in this guide. There are numerous possibilities for expanding and improving the overall quality of life. Coaches should work closely with teachers and counselors to incorporate sports skills in the overall learning experience. When a teacher/coach wants to teach functional skills, use examples relative to sports experience. For example, recognition of numbers in scoring relates to mathematics. By using the Infusion Chart, the coach can assist in learning more meaningful life, social, vocational, and transitioning skills that will assist full inclusion in the community. Arts • Chooses and designs a team insignia or mascot • Makes team pennants Science • Understands movement of the body and weight d i s t r i bu t i o n • I d e n t i fies the parts of the body used primarily in b a d m i n t o n • Notices differences in various gym floor surfa c e s • Judges the distance between teammates when hitting the shuttle Industrial Arts • Takes care of equipment • Constructs a simple scoreboard • Marks lines on court Mathematics • Keeps score • Measures the area of the court Home Economics • Dresses appropriately for badminton • Washes and dries uniforms 5 6 Health • Knows the basic first aid for minor injuries (scrapes, scratches, and sunburn) • Practices safety skills when playing • Practices good nutrition habits Physical Education • Performs warm-up exercises and stretches • Demonstrates badminton skills • Works with others—teamwork and team spirit • Stays active in own, outside organized activity Reading/Language • Reads the scoreboard • Uses badminton terminology • Listens to instructions and follows directions • Expresses himself/herself (team cheers, high fives) • Reads and understands instructions for setting up tables and nets for competition Social Studies • Identifies and locates facilities where badminton could be played • Participates in the establishment of teams and rules for organizing a tournament • Follows current events and reads about the history of badminton
- Page 5 and 6: Introduction to Badminton B adminto
- 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
- Page 55: Side out — A loss of serve. Same
- Page 59: 5 8 Dates of Sessions and Levels of
- Page 62 and 63: Sports Skills Assessment for Badmin
- Page 64 and 65: Training Session Sheet (sample) Pra
- Page 66 and 67: Score Card Event: _________________
- Page 68 and 69: Application for Participation in Sp
- Page 70 and 71: Release to be Completed by Adult At
- Page 72: For more information contact: Speci
Life Benefits of <strong>Special</strong> <strong>Olympics</strong><br />
<strong>Special</strong> <strong>Olympics</strong> can provide opportunities to develop other<br />
skill areas in addition to sports and fitness skills. These areas<br />
include life, social, vocational, and transitioning skills.<br />
Coaches can play an important role in the development of<br />
these important skills.<br />
Life <strong>Skills</strong><br />
Money Management<br />
At a <strong>Special</strong> <strong>Olympics</strong> event, give athletes the opportunity<br />
to buy a meal, T-shirt, etc. Involve them in the choosing and<br />
purchasing of uniforms and equipment.<br />
Personal Grooming Habits<br />
Establish team guidelines. Encourage athletes to wear clean<br />
clothes, groom their hair, brush their teeth, shower after<br />
practice, wash their own uniforms, etc.<br />
Transportation Access<br />
Teach athletes how to ride a bus, use the subway, and ride<br />
a bicycle. Enable athletes to get out and interact with the<br />
community.<br />
Social <strong>Skills</strong><br />
Negotiation<br />
Enable athletes to negotiate with parents and employers for<br />
changes in their family and work schedules in order to participate<br />
in a <strong>Special</strong> <strong>Olympics</strong> event.<br />
Relationship Building<br />
E n a ble athletes to interact with volunteers, peer coaches, and<br />
teammates, to get along with others, and to make new friends.<br />
Self-esteem and Worth<br />
P r ovide opportunities and reinforcement for each athlete to<br />
c o n t r i bute to the group as well as to improve individual skills.<br />
<strong>Special</strong> <strong>Olympics</strong> Badminton <strong>Sports</strong> <strong>Skills</strong> <strong>Program</strong><br />
Vocational <strong>Skills</strong><br />
Commitment and Dedication<br />
Ask athletes to make a commitment to themselves and the<br />
team to attend practice and competition. Employers value<br />
reliability and dependability.<br />
Focus and Concentration<br />
Focusing on a specific skill in a sport can relate to perform i n g<br />
a specific skill and learning a new task on the job.<br />
Working with Others<br />
Teamwork learned through team sports relates to working<br />
with others in the job setting.<br />
Stamina and Fine and Gross Motor <strong>Skills</strong><br />
S p o rts participation can improve stamina and complement fi n e<br />
and gross motor skills required to be successful on the job.<br />
Transitioning <strong>Skills</strong><br />
Change<br />
<strong>Sports</strong> training improves an athlete’s ability and allows him<br />
or her to progress to higher levels of sports participation.<br />
This often means adjusting to changes in training and competition<br />
sites, teammates, and rules. Athletes who play more<br />
than one sport also must make these same adjustments from<br />
sport to sport. Learning to adapt to change prepares the<br />
athlete for similar changes when moving from school to<br />
school and from the school to the workplace.<br />
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