1. Level 3 Certificate in Coaching Badminton
Module 4, Day 1
Performance Factors 3: Technical training

2. Recap: The Planning Process
Where do we want to get to?
How are we going to get there?
How will we know when we’ve got there?
Where are we now?
9.00am – 9.15am

3. Recap: The Planning Process
Where do we want to get to?
How are we going to get there?
How will we know when we’ve got there?
Where are we now?
PROFILING
9.00am – 9.15am

4. Recap of Module 2, Day 1 9.00am – 9.15am
Module 2: Planning 1 - Profiling Players
Start
Duration
Content
09:00 15
Welcome and Introductions
09.15 75
The Process and the Planning Process
10.30
BREAK
10:45
120
Physical Performance Testing
12:45 45
LUNCH
13:30 60
Psychological testing
14:30
Technical Profiling
15.30
15:45
Tactical Profiling
16:45
Summary
17:00
CLOSE
9.00am – 9.15am

5. Recap: The Planning Process
Where do we want to get to?
How are we going to get there?
How will we know when we’ve got there?
Where are we now?
PROFILING
9.00am – 9.15am

6. Recap: The Planning Process
Where do we want to get to?
How are we going to get there?
How will we know when we’ve got there?
Where are we now?
PROFILING
GOAL SETTING & BENCHMARKING
9.00am – 9.15am

7. Recap: The Planning Process
Where do we want to get to?
How are we going to get there?
How will we know when we’ve got there?
Where are we now?
PROFILING
GOAL SETTING & BENCHMARKING
THE COACHING PROGRAMME
9.00am – 9.15am

8. Recap: The Planning Process
Where do we want to get to?
How are we going to get there?
How will we know when we’ve got there?
Where are we now?
PROFILING
GOAL SETTING & BENCHMARKING
THE COACHING PROGRAMME
REPROFILING/M&E
9.00am – 9.15am

9. Recap of Module 2, Day 2 9.00am – 9.15am
Module 2: Planning 2 – Developing a Long term Plan
Start
Duration
Content
9.00 45
Goal Setting
9.45
Competition Planning
10.30 15
BREAK
10:45
120
Annual Planning
12:45
LUNCH
13.30
Planning for Long Term Athlete Development
14:15 60
Reviewing the Programme and re-profiling
15:15
15:30
Summarise
15:45
Assessment planning and Action Planning
16:30
CLOSE
9.00am – 9.15am

10. Recap: The Planning Process
Where do we want to get to?
How are we going to get there?
How will we know when we’ve got there?
Where are we now?
PROFILING
GOAL SETTING & BENCHMARKING
THE COACHING PROGRAMME
REPROFILING/M&E
9.00am – 9.15am

11. Recap: The Planning Process
Where do we want to get to?
How are we going to get there?
How will we know when we’ve got there?
Where are we now?
PROFILING
GOAL SETTING & BENCHMARKING
THE COACHING PROGRAMME
REPROFILING/M&E
For a complete, well-balanced Coaching Programme, need to consider all 4 Performance Factors:
Physical
Psychological/Lifestyle
Technical
Tactical
9.00am – 9.15am

12. Module 3, Day 1 9.00am – 9.15am Module 3: Performance Factors 1 Start
Duration
Content
09:00 15
Introduction and Welcome
09:15 60
Anatomy and Physiology
10:15
BREAK
10:30
Principles of Training
11:30
Physical training – Aerobic Endurance
12:30 45
LUNCH
13:15
Physical Training - Flexibility
14:00
Nutrition
15:00
15:15
16:15
Assessment Tasks and Action Planning
17:00
CLOSE
9.00am – 9.15am

13. Module 3, Day 2 9.00am – 9.15am Module 3: Performance Factors 2 Start
Duration
Content
09:00 90
Psychology of Badminton Performance
10:30 15
BREAK
10:45
12:15 45
LUNCH
13:00
Stability and Strength
14:30
14:45
Speed and Agility
16:15
Assessment planning and Action Planning
17:00
CLOSE
9.00am – 9.15am

14. Module 4, Day 1: Technical Training
Module 4: Development of Technique and Tactics 1
Start
Duration
Content
09:00 15
Introduction
09:15 30
Biomechanics of badminton technique
09:45 60
Technical: Movement
10:45
BREAK
11:00 75
12:15 45
LUNCH
13:00
Feeding Skills
14:00
Technical: Hitting
15:15
15:30
16:45
Summary
17:00
CLOSE
9.00am – 9.15am

15. Biomechanics – Motion, Stability and Balance
By the end of this session, candidates will be able to:
Define biomechanics
Describe the laws of motion and use sporting examples that illustrate their application
Apply specific biomechanical concepts by using sporting examples, both from other sports and badminton-specific
Define, compare and contrast the concepts of stability and balance
9.15am – 9.45am

16. Biomechanics & Newton’s Laws
In pairs, define what we mean by biomechanics & why is understanding biomechanics important in coaching badminton?
Read through Newton’s Laws worksheet & complete page 1
Specific biomechanical principles:
Applying force over greater distances
Use of rotation to produce force
Length of lever/limb speed
Segmental recruitment
Absorbing force
Using the stretch shortening cycle
In 3s, complete page 2 of the worksheet (applied to coaching a biomechanically effective throwing action)
9.15am – 9.45am

17. Biomechanics & Newton’s Laws
Stability is the ability to resist movement
In pairs, practical methods to improve stability, e.g. in defence
Also, how would you define balance (& static/dynamic)?
9.15am – 9.45am

18. Biomechanics & Newton’s Laws
Stability is the ability to resist movement
In pairs, practical methods to improve stability, e.g. in defence
Also, how would you define balance (& static/dynamic)?
Balance is the ability to control equilibrium
Static balance: Ability to maintain equilibrium
Dynamic balance: Ability to flow in and out of equilibrium
In pairs, consider following equations and illustrate with example(s):
 Stability = ? Static balance
 Stability = ? Dynamic balance
9.15am – 9.45am

19. Biomechanics & Newton’s Laws
Stability is the ability to resist movement
In pairs, practical methods to improve stability, e.g. in defence
Also, how would you define balance (& static/dynamic)?
Balance is the ability to control equilibrium
Static balance: Ability to maintain equilibrium
Dynamic balance: Ability to flow in and out of equilibrium
In pairs, consider following equations and illustrate with example(s):
 Stability =  Static balance
 Stability =  Dynamic balance
9.15am – 9.45am

20. Technical Training – Movement
Recap of Module 2 – Stages of technical development (benchmarks)
4 year – correct shapes & patterns when compared to recognised technical models, sustained under largely predictable environments
8 years – economy, consistency and control in match-like conditions against their peers
12 years – excellent control at extreme pace
Movement components at each stage of stroke cycle
In 3s, complete Worksheet (Question 1)
what types of movements do you see?
what are the attributes of a quality mover?
9.45am – 9.55am

21. Components & qualities of movement
Components of movement
Starting, stopping, controlling momentum and changing direction & transitions (START)
Whole body movement/travelling (pivot steps, arcing steps, chasse, running, hopping, cross behind) & body skills (segments) (PREPARE)
Lunging & recovery and/or jumping & landing (HIT)
Qualities include
Relaxed posture & balanced (dynamic & static?)
Use of counter movements
Quick/dynamic
Short ground contact time
Control momentum (change direction)
Flow (accelerate after hit, slow just before)
Selects appropriate movement and moves efficiently
9.45am – 9.55am

22. Identifying typical movement patterns
In 3 groups, identify and demonstrate key movement patterns (full stroke cycle):
Group A: From bases to FC corners
Group B: From bases to RC corners
Group C: Long diagonals & long distances
Same groups, all consider:
Examples of Newton’s Laws applied to badminton movement
Differences between singles & doubles movement skills
Worksheet question 2
9.55am – 10.30am

23. Movement & biomechanics
Same groups, observe 5 demonstrations
Analyse badminton movements by applying underpinning biomechanical principles
Briefly discuss findings after each demo
10.30am – 10.45am

24. Movement & biomechanics
Same groups, observe 5 demonstrations
Analyse badminton movements by applying underpinning biomechanical principles
Briefly discuss findings after each demo
Should have observed the following:
1. No split drop or slowing down before the opponent’s hit
2. Diagonal jumps taking off the wrong foot and with a heavy landing on the racket leg (often falling out of court)
3. Over-chasseing around the court
4. Collapsing and misaligned lunge
5. Step back on F/H overheads
10.30am – 10.45am

25. Devising effective technical practices
“An effective set of practices will progress in such a way that allow the player to experience success at all stages”
“An effective set of practices will put the players in a situation where they cannot help but succeed”
In 2s/3s, (a) discuss why this is effective coaching practice and (b) general guidelines for progressing practices
10.45am – 11.15am

26. Devising effective technical practices
STEP variables that can be used to progress practices (i.e. make easier or harder) are
Space in which practice takes place
Type of activity
Equipment used
People involved
For a given set of variables, practices should be progressed from
Simple to complex
Slow to quick
Closed to open
10.45am – 11.15am

27. Devising effective technical practices
In pairs, devise series of progressive practices to help a player overcome one of the movement challenges demonstrated in the previous section
“An effective set of practices will put the players in a situation where they cannot help but succeed”
Practices must start very simple and finish with a complex practice involving striking the shuttle (as a minimum)
BREAK – 11.15am – 11.30am
Candidates demonstrate and deliver technical practices
Discuss appropriateness of progressions
Do the practices provide credible opportunities for players to experience success at every stage?
10.45am – 12.30pm

28. Lunch 12.30pm – 1.15pm

29. Feeding skills In 2s/3s: How would you define “effective feeding”?
Contrast advantages and disadvantages of multi-feeding and continuous rallying
Discuss ways a feed can be varied to support progression
1.15pm – 2.00pm

30. Feeding skills
“Effective feeding” – the ability to deliver the shuttle consistently to the required area, so that players are given meaningful practice opportunities
Ways a feed may be varied
Power, trajectory, predictability, frequency
Demonstration of underarm and overarm multi-feed techniques
Multi-feed challenges in pairs:
Using an underarm multi-feed: Improve player’s ability to look for attacking opportunities in the FC after F/H smash
Using an overarm multi-feed: Improve player’s (a) F/H defence, (b) B/H defence and (c) ability to rapidly change grip in defence
1.15pm – 2.00pm

31. Technical Training – Hitting
Recap of Module 2 – Stages of technical development (benchmarks)
4 year – correct shapes & patterns when compared to recognised technical models, sustained under largely predictable environments
8 years – economy, consistency and control in match-like conditions against their peers
12 years – excellent control at extreme pace
In 2s/3s, discuss
Grips on F/H side when racket is above and below hand when shuttle is (a) in front, (b) at side and (c) behind body
Grips on B/H side when racket is above and below hand when shuttle is (a) in front, (b) at side and (c) behind body
What is it that ultimately determines grip?
2.00pm – 2.15pm

32. Technical Training – Hitting
Basic principles that underpin hitting (see Worksheet):
1. There are thousands of grips
2. Either hit through the shuttle or across the shuttle (by adjusting the racket face)
In pairs, observe 5 demonstrations
Analyse badminton hitting by applying underpinning biomechanical principles and/or grip principles (note observations on Worksheet)
Briefly discuss findings after each demo
Observe and analyse by:
Breaking action down into smaller phases
Observe several times from different angles
Compare against recognised technical model
Select specific technical element to work on
Identify the relevant biomechanical principles
2.15pm – 2.45pm

33. Hitting & biomechanics
You should have observed the following:
1. Panhandle grip striking shuttle too far in front – flexion/extension of wrist dominant
2. Straight arm/long swing on F/H cross-net
3. Floppy wrist on B/H lift off body
4. “Scratch your back” with flexion/extension
5. Point and poke on B/H overhead
In pairs, identify underlying biomechanical principles and/or grip principles
2.15pm – 2.45pm

34. Devising effective technical practices
STEP variables that can be used to progress practices (i.e. make easier or harder) are
Space in which practice takes place
Type of activity
Equipment used
People involved
For a given set of variables, practices should be progressed from
Simple to complex
Slow to quick
Closed to open
2.45pm – 4.45pm

35. Devising effective technical practices
In pairs, devise series of progressive practices to help a player overcome one of the hitting challenges demonstrated in the previous section
“An effective set of practices will put the players in a situation where they cannot help but succeed”
Practices must start very simple and finish with a complex practice involving striking the shuttle (as a minimum)
BREAK – 3.15pm – 3.30pm
Candidates demonstrate and deliver technical practices
Discuss appropriateness of progressions
Do the practices provide credible opportunities for players to experience success at every stage?
2.45pm – 4.45pm

36. Performance Factor 1: Technical Training
Module 4: Development of Technique and Tactics 1
Start
Duration
Content
09:00 15
Introduction
09:15 30
Biomechanics of badminton technique
09:45 60
Technical: Movement
10:45
BREAK
11:00 75
12:15 45
LUNCH
13:00
Feeding Skills
14:00
Technical: Hitting
15:15
15:30
16:45
Summary
17:00
CLOSE
4.45pm – 5.00pm

37. Performance Factor 2: Tactical Training
Module 4: Development of Technique and Tactics 2
Start
Duration
Content
09:00
15 mins
Introduction to the day and the first session
09:15
90 mins
Feeding
10:45
BREAK
11:00
225 mins
Tactical Training: Singles
12:30
45 mins
LUNCH
1:15
14:45
15:00
100 mins
Doubles specific tactics
16:40
20 mins
Summary
17:00
CLOSE
4.45pm – 5.00pm