Learning objectives
By the end, learners should be able to select a service court, distinguish a fault from a let, and justify a decision using a numbered law. Success means identifying the decisive fact and explaining what happens next in at least six of eight scenarios.
This is a draft teaching resource for review. Background reading: Badminton rules, service rules and court boundaries.
Learner worksheet
Name: ____ Date: ______
Work independently before comparing reasoning with a partner. Assume standard badminton under the named BWF edition, with no other infringements. Scores stated are the server’s own score.
For each scenario, record your decision, the decisive fact and a supporting law. Where a rally ends, explain the scoring or restart consequence. Use a separate sheet if needed. Do not consult the answer section until your teacher releases it.
| Number | Scenario | Decision and consequence | Reason and law |
|---|---|---|---|
| 1 | Singles: server has six points. Which service court? | ________________ | ________________ |
| 2 | Singles: server has seven points. Which service court? | ________________ | ________________ |
| 3 | Doubles: an untouched serve lands on the correct long service line. In or out? | ________________ | ________________ |
| 4 | Server stands touching the centre line during delivery. Decision? | ________________ | ________________ |
| 5 | Receiver is unready and makes no return attempt when served to. Decision? | ________________ | ________________ |
| 6 | During a rally, the shuttle touches a player’s shirt. Decision? | ________________ | ________________ |
| 7 | After service is returned, the shuttle remains suspended atop the net. Decision? | ________________ | ________________ |
| 8 | After a completed rally, a wrong-service-court error is discovered. What happens? | ________________ | ________________ |
Worked decisions — reveal separately
Example A: Singles, server’s score four → even → right court (10.1.1).
Example B: Unready receiver, no return attempt → let → same server repeats; no point (9.4, 14.2.1, 14.3).
Authority: BWF Laws, Version 5.0 (2).
| Number | Explanation | Law |
|---|---|---|
| 1 | Right: six is even. | 10.1.1 |
| 2 | Left: seven is odd. | 10.1.2 |
| 3 | In: boundary lines count; serving side scores. | 1.3; Diagram A; 7.3 |
| 4 | Service fault: feet cannot touch service boundaries; receiving side scores. | 9.1.3; 13.1; 7.3 |
| 5 | Let: unreadiness without a return attempt; same server repeats, no point. | 9.4; 14.2.1; 14.3 |
| 6 | Fault against the touched player; opponents score. | 13.3.4; 7.3 |
| 7 | Let: after the return; same server repeats, no point. | 14.2.3.1; 14.3 |
| 8 | Correct positions while shuttle is dead; retain score. | 12.2 |
Teacher notes: preparation and delivery
Audience: beginner secondary-school learners, approximately 11–16. This age range is a teaching recommendation, not a competition category.
Materials: learner sheets, separately held answers, pencils, the cited rulebook and its Diagram A, and a whiteboard. Optional practical equipment: marked court, rackets and shuttles.
Preparation: inspect the teaching space; prepare a large court outline; print learner, answer and teacher sections separately. Keep the answer pack out of learner view. Select the relevant law extracts for supported reading.
45-minute sequence:
- 0–5 minutes: introduce objectives and ask learners what evidence makes a decision convincing.
- 5–12 minutes: use Diagram A to locate court markings; let learners trace a possible serve with a finger.
- 12–17 minutes: model the two worked decisions orally from the answer pack. Demonstrate the sequence: facts, applicable law, decision, consequence.
- 17–29 minutes: learners complete all eight scenarios independently, then compare one disputed decision with a partner.
- 29–39 minutes: release the answer key. Learners annotate corrections and locate the supporting clauses.
- 39–45 minutes: pairs create one new scenario and explain which fact controls the outcome. Collect an individual exit response stating one corrected misconception.
Assessment: award one mark for each decision and one for its explanation or consequence, up to 16. Use errors to select the next demonstration; the six-of-eight target concerns decisions, not the total mark.
Adaptation: offer large print, oral responses or a seated tabletop court. For extension, ask learners to alter one fact in a scenario and investigate whether the decision changes. Practical adaptations are teaching choices and must be labelled accordingly.
Edition and competition limits
Teach this as an edition-specific exercise, not certification of an event’s regulations. Before using it for a school, junior or club competition, check that event’s adopted rules and authorised variations. Para badminton requires separate preparation. Do not assume the learners’ ages establish an official rules category.
The named rulebook was retrieved and its stated version and in-force date checked. No claim is made here that this edition governs every event or future season. Keep this resource in draft pending editorial review.