Theories and Practice of Badminton-Tennis
KinL 210
Instructor:
Office:
Hours:
Telephone:
Meeting Times:
Email:
Course Description: SLU catalogue- 1 hour. Skills, rules, strategies, and teaching methods of
badminton and tennis. Three hours a week.
Objectives: Upon completing the course, the students will be able to:
 Provide evidence of knowledge of the skills, terminology, rules, etiquette, and strategies
of badminton and tennis.
 Show competency in performing the basic skills of badminton and tennis, and in
performing/using etiquette and strategies of these games.
 Demonstrate skills in lesson planning for badminton and tennis.
 Prepare a lesson for badminton or tennis skill and peer teach.
 Construct a notebook of lesson plans, drills, and activities for badminton and tennis.
Texts: Teaching Cues for Sport Skills for Secondary School Students; Hilda Fronske, 4th ed.
Other notes and materials will be provided via blackboard or handed out by instructor.
Class Policies:
Attendance: Class attendance is regarded as an obligation as well as a privilege, and all students
are expected to attend regularly and punctually all classes in which they enrolled. Failure to do
so may jeopardize a student’s scholastic standing and may lead to suspension from the
university. Absences will negatively affect your grade. There are assignments completed during
class which cannot be made up. Every 2 tardies will count as one absence. After 3 missed
classes students will lose one letter grade per class missed. After 6 missed classes the student
will receive a failing grade for the class.
Late Assignments and Make-up work: Assignments must be completed within the allotted time.
Failure to complete assignments and turn them in on time will result in a grade of 0 (zero). Late
assignments will not be accepted. You are also expected to take exams when scheduled. Makeup exams are unusual and will only be given to those students who have the absence excused by
the instructor before the scheduled exam date. Otherwise, your grade will be a 0 (zero).
Professionalism: As you prepare to enter the teaching profession, you will be held to high
behavioral standards. Do your best to maintain a professional demeanor. University policy states
the classroom is not a place for children or other family members and students are not to bring
family members or other individuals to class.
Academic Misconduct: Academic misconduct will not be tolerated and will result in receiving
an F in the course. Student behavior which inhibits the teaching or learning of the class,
routinely entering late or leaving class early, use of cell phones or electronic devices in any
manner, and repeatedly talking in class will not be tolerated. Students will be held to the highest
of academic standards and integrity.
SLU Email Policy: SLU policy dictates that all email correspondence between faculty and
students be done through the SLU email system. As a result, the instructor will not communicate
with you via email using addresses other than the SLU system (e.g., yahoo, hotmail)
Evaluation: Your course grade will be based upon the following:
Class participation (5 points per day x 28)
140 pts
Badminton exam
100 pts
Tennis exam
100 pts
Lesson plan
50 pts
Peer teach Lesson
50 pts
Badminton/Tennis/Pickleball portfolio
50 pts
490 Pts
Evaluation descriptions:
Lesson Plan: Format will be provided.
Peer Teach: Topic will be provided by instructor. The lesson should be no less than a ½ hour in
length. A handout of the activities you teach is to be provided to the instructor as well as each of
your peers. Each lesson should include a minimum of 3 activities.
Skill Test:
The first half of the class will focus on tennis; tennis skill tests will be given near midterm. The
second half of the class will cover badminton; badminton skill tests will be given near the end of
the semester. Students are expected to attend and have skills assessed during the scheduled days.
Failure to attend on these days will result in a grade of zero on the skills tested.
Portfolios: a collection of drills, skills, games, lesson plans, and assessment ideas that can be
used to teach the specified unit.
Grading Scale:
100-93
A
92-85
B
84-77
C
76-69
D
Students are responsible for completing all assignments and participating in all activities.
Academic achievement will reflect the quality of work performed. Any bonus or extra credit
material/opportunities will be assigned on tests only.
If you are a qualified student with a disability seeking accommodations under the Americans
with Disabilities Act, you are required to self-identify with the Office of Disability Services,
room 117, Mims Hall. No accommodations will be granted without documentation from the
Office of Disability Services.
COEHD Conceptual Framework
Knowledge of Learner
Content Knowledge
Strategies and Methods
Professional Standards
The Conceptual Framework for Teacher Education
at Southeastern Louisiana University
Setting the Standard for Excellence through Best Practice
What is a Conceptual Framework?
A conceptual framework provides coherence and direction and serves as a means by which
professionals describe important aspects of their work. The conceptual framework provides
direction for the development of effective professionals, and is a living document that
continuously evolves as opportunities and challenges emerge.
Components of the Conceptual Framework
Knowledge of the learner: an understanding of the learner is critical to providing effective and
equitable instruction.
Strategies and methods: an understanding of a variety of teaching methods & strategies, as well
as a sense of inquiry, creativity, and reflective thinking are goal characteristics of effective
teachers.
Content knowledge: teachers should strive to gain a thorough understanding of their content
areas of specialization.
Professional standards: standards that guide effective education, both generally and in each
discipline area, are used to design our programs, and teachers should know and incorporate
professional standards in everyday practice.
Diversity: The unit provides opportunities for candidates to understand the role of diversity and
equity in the teaching and learning process. The effective professional can help all students
learn and can teach from multicultural and global perspectives that draw on the histories,
experiences, and representations of students from diverse cultural backgrounds.
Technology: Technology is emphasized throughout all programs and is used to support and
improve student learning.