Scoring Guide for Analyzing Badminton Game Play Performance
Select the term that best matches the player’s performance for the observed skill and tactics.
Skill or Level
Serving
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Used as an attacking weapon with
variance in placement and speed.
Consistent and firm, but without
significant placement.
Employs variety of strokes (lobs, drops,
smashes, clears, and so on).
Strokes shots with more consistency, but
tends to favor some.
Shot Execution
Aims to move opponent out of position.
Serve is put in play only sometimes
AND/OR
Simply aims to get the shuttle in play.
Strokes are put in play only sometimes
AND/OR
Shuttle mostly lobbed the opponent with
little deliberate change of pace.
Shuttle Placement
Hits shuttle to corners and either short or
long, depending on opponent’s court
position.
Is able to place the shuttle to spaces but
only when it is hit directly to him/her.
Simply aims to get shuttle back over the
net, without concern for specific spot on
the court.
Decision Making
Uses information about opponent’s
moves and strokes effectively to select
own movement and shot selection.
Starts to use opponent’s moves and
strokes effectively to select own
movement and shot selection at times.
Favors certain shot regardless of game
situation.
No planning of shots evident.
Consistently returns to court’s center.
Court
movement/Coverage
Knowledge of
Game Rules in
Effect as Player
Plans movements a play ahead to be
where the opponent will return shuttle.
Rule violations are absent from play, such
as:
Double-hits
Keeping score
Diagonal serving
Positioning during serves
Let serve
Reaching over the net with racket
Foot faults
Hitting a ball that clearly is heading out-ofbounds
Any modifications from teacher’s
modifications and so on
Moves to the center of the court after
most shots, attempting not to be stranded
out-of-position.
Player does not respond to the placement
of the shuttle.
Strikes the shuttle from there when
possible.
Aware of rules, but still fails to execute,
such as:
Double-hits
Keeping score;
Diagonal serving
Positioning during serves
Let serve
Reaching over the net with racket
Foot faults
Hitting a ball that clearly is heading out-ofbounds
Any modifications from teacher’s
modifications and so on
Lacks awareness of rules; violations occur
frequently, such as:
Double-hits
Keeping score
Diagonal serving
Positioning during serves
Let serve
Reaching over the net with racket
Foot faults
Hitting a ball that clearly is heading out-ofbounds
Any modifications from teacher’s
modifications and so on
Requires no reminders
Requires few, if any, reminders
Frequent reminders needed
Shows respect to classmates, teacher,
equipment, and facilities.
Is in control of self, and needs little teacher
supervision.
No control of self and needing constant
teacher supervision.
Works productively and effectively with
teammates.
Shows respect to classmates, teacher,
equipment, and facilities.
No appreciable participation.
Eagerly fulfills assigned non-playing roles.
When needed, resolves conflict quickly and
effectively.
Makes few, if any, attempts at participation.
Participates in most team and class activities.
Hides out from activities.
Fulfills assigned team roles.
Taunts others (including teammates,
officials, and others).
Shows perseverance and appropriate
assertiveness.
Fair Play Behavior
(i.e., general class
conduct)
When needed, resolves conflict quickly and
effectively.
Wins and loses with grace.
Consistently attends class, is on time, and
prepared.
Rarely misses class.
Few, if any, tardies and attends most classes.
Interrupting others.
Easily overreacts and creates conflicts.
Blames others and denies personal
responsibility.
Gets frustrated and quits on teammates.
Teases and pouts.
Makes excuses.
Misses class regularly and/or is frequently
tardy.
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Serving in Badminton
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
Serving
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Used as an attacking weapon with
variance in placement and speed.
Observed Student Players’ Names
1.
2.
3.
4.
5.
EXCEEDS
Rating
(1-3)
Consistent and firm, but without
significant placement.
Observed Student Players’ Names
6.
7.
8.
9.
10.
Rating
(1-3)
Serve is put in play only sometimes
AND/OR
Simply aims to get the shuttle in play.
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Strokes in Badminton
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Employs variety of strokes (lobs, drops,
smashes, clears, and so on).
Strokes shots with more consistency,
but tends to favor some.
Shot Execution
Aims to move opponent out of position.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Rating
(1-3)
Observed Student Players’ Names
6.
7.
8.
9.
10.
Strokes are put in play only sometimes
AND/OR
Shuttle mostly lobbed the opponent with little
deliberate change of pace.
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Shuttle Placement in Badminton
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
Shuttle
Placement
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Hits shuttle to corners and either short
or long, depending on opponent’s court
position.
Observed Student Players’ Names
1.
2.
3.
4.
5.
EXCEEDS
Rating
(1-3)
Is able to place the shuttle to spaces
but only when it is hit directly to
him/her.
Observed Student Players’ Names
6.
7.
8.
9.
10.
Simply aims to get shuttle back over the net,
without concern for specific spot on the court.
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Decision Making in Badminton
Select the term that best matches the player(s’) performance for the observed skill and tactics.
Skill or Level
Decision Making
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Uses information about opponent’s
moves and strokes effectively to select
own movement and shot selection.
Starts to use opponent’s moves and
strokes effectively to select own
movement and shot selection at times.
Favors certain shot regardless of game
situation.
No planning of shots evident.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Rating
(1-3)
Observed Student Players’ Names
6.
7.
8.
9.
10.
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Court Movement/Coverage in Badminton
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Consistently returns to court’s center.
Court
movement/Coverage
Plans movements a play ahead to be
where the opponent will return shuttle.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Rating
(1-3)
Moves to the center of the court after
most shots, attempting not to be
stranded.
Observed Student Players’ Names
6.
7.
8.
9.
10.
Player does not respond to the placement of
the shuttle.
Strikes the shuttle from there when possible.
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Knowledge of Game Rules in Badminton
Select the term that best matches the players’ performance for the observed skill and tactics.
Skill or Level
EXCEEDS
MEETS
DEVELOPING
(Competent)
(3)
(Emerging/Recreational)
(2)
(Struggling)
(1)
Few, if any basic rule violations (e.g.,
moves out-of-bounds).
Knowledge of
Game Rules in
Effect as Player
Restarts game appropriately (i.e., passes
ball/puck in play).
Acceptable physical contact with
opponents (e.g., going for ball/puck).
High sticking and wild swinging (i.e.,
“slashing”) violations occur
infrequently.
Restarts game appropriately (i.e.,
passes ball/puck in play).
Persistent in violating high sticking and wild
swinging (i.e., “slashing”) rules.
Restarts game inappropriately (e.g., starts to
dribble off and out-of-bounds).
Uncontrolled and perhaps excessive physical
contact with opponents.
Sporadic and mostly appropriate
physical contact with opponents.
Appears unaware of common violations.
Appears aware of common violations.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Rating
(1-3)
Observed Student Players’ Names
6.
7.
8.
9.
10.
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).
Analyzing Fair Play Behavior in Badminton
Select the term that best matches the players’ performance for the observed skill and tactics.
EXCEEDS
Skill or Level
Fair Play Behavior
(i.e., general class
conduct)
MEETS
DEVELOPING
(Competent)
(3)
Shows respect to classmates, teacher,
equipment, and facilities.
(Emerging/Recreational)
(2)
Is in control of self, and needs little
teacher supervision.
(Struggling)
(1)
No control of self and needing constant teacher
supervision.
Works productively and effectively with
teammates.
Shows respect to classmates, teacher,
equipment, and facilities.
No appreciable participation; interrupting others.
Eagerly fulfills assigned nonplaying roles.
When needed, resolves conflict quickly
and effectively.
Hides out from activities.
Shows perseverance and appropriate
assertiveness.
Participates in most team and class
activities.
Makes few, if any, attempts at participation.
Taunts others (including teammates, officials, and
others).
Easily overreacts and creates conflicts.
When needed, resolves conflict quickly
and effectively.
Fulfills assigned team roles.
Blames others and denies personal responsibility.
Wins and loses with grace.
Rarely misses class.
Gets frustrated and quits on teammates.
Consistently attends class, is on time, and
prepared.
Few, if any, tardies and attends most
classes.
Teases and pouts; makes excuses.
Observed Student Players’ Names
1.
2.
3.
4.
5.
Rating
(1-3)
Observed Student Players’ Names
6.
7.
8.
9.
10.
Misses class regularly and/or is frequently tardy.
Rating
(1-3)
Observer Name
Date:
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).