project on badminton of physical education

Badminton Project For Class 12th Physical Education

Table of Contents

Introduction

Badminton, a racquet sport that seamlessly blends elements of agility, strategy, and precision, holds court as an indoor pursuit with a storied history spanning centuries. In this all-encompassing exploration, we set out to uncover the intricate origins and evolutionary path of badminton, tracing its meteoric rise to global acclaim, and uncovering its enduring significance in the contemporary realm of sports. Join us on this captivating journey as we unravel the secrets of this captivating sport, aiming to forge a profound understanding of its essence.

Rules and Regulations:

• To unfurl the intricate tapestry of rules and regulations that govern the realm of badminton.
• To meticulously explore every facet of the game, encompassing court dimensions, net height, the nuanced scoring system, and the delicate dance of serving rules.
• To elucidate the common pitfalls and transgressions that players should navigate with a keen eye during the heat of a match.

Physical and Mental Benefits:

• To embark on an in-depth voyage into the realm of physical benefits that badminton bestows, encompassing the realms of cardiovascular prowess, nimble agility, harmonious coordination, and robust muscle development.
• To delve into the cognitive riches, where heightened concentration, stress mitigation, and the sharpening of decision-making skills find their sanctuary.

Famous Badminton Players:

• To spotlight the luminaries who have graced the courts and etched their names in the annals of badminton history.
• To illuminate the path of their storied careers, unveiling their distinctive playing styles and their indelible contributions to the sport’s legacy.
• To ignite the spark of inspiration, fostering a profound reverence for the dedication and unrivaled talent these athletes have brought to the game.

Skill Development and Training:

• To be the compass for beginners and budding badminton enthusiasts, offering practical guidance that lights the path toward mastery.
• To unfurl the treasure trove of essential skills: the intricate footwork, the artistry of serving, the power of smashing, and the poetry of rallying.
• To furnish a versatile toolkit of drills and exercises, guiding players toward a crescendo of improvement.
• To underscore the symbiotic relationship between fitness and nutrition in the realm of badminton training, where the body and mind harmonize to unlock the zenith of athletic prowess.

Badminton’s Origins and Evolution

The cradle of badminton’s origins can be traced back to the annals of ancient civilizations, where the seeds of this sport were sown in the fertile soil of India and Greece. In its nascent form, badminton emerged as a leisurely recreational activity, a testament to human ingenuity in transforming simple amusements into structured pursuits.

India, with its rich tapestry of cultural traditions, contributed significantly to the genesis of badminton. Here, the sport found its early roots, cherished as a pastime that combined elements of agility and hand-eye coordination. The name “badminton” is believed to have evolved from the Indian town of “Badminton” in Gloucestershire, England, where the sport gained popularity in the 19th century.

Greece, renowned for its sporting heritage, also played a role in shaping badminton’s evolution. The ancient Greek game of “battledore and shuttlecock” bears a striking resemblance to the rudimentary beginnings of badminton, featuring a shuttlecock-like object volleyed back and forth.

As centuries rolled by, badminton evolved from a casual pastime into a more structured and organized sport. Its rules and regulations began to take shape, and it found a global audience, captivating hearts and minds across continents. The sport’s journey from its humble origins to its modern manifestation stands as a testament to human creativity and adaptability, showcasing our ability to transform a simple diversion into a finely tuned athletic endeavor that continues to inspire and entertain to this day.

Badminton Today: A Global Phenomenon

In the 21st century, badminton has transcended geographical boundaries and cultural divides to emerge as a resplendent global phenomenon. Its allure knows no borders, attracting a legion of dedicated participants and avid spectators from every corner of the world. Badminton’s magnetic pull has turned it into a beloved sport with a truly global footprint, captivating hearts and minds across continents.

The sport’s resonance extends to the grandest stages of international competition, as witnessed in its coveted inclusion in prestigious events like the Olympic Games and the illustrious All England Open Badminton Championships. These hallowed platforms showcase badminton’s profound significance on the world’s sporting canvas, where athletes from diverse backgrounds gather to demonstrate their prowess and dedication to this elegant sport.

Understanding the Rules and Regulations

At the core of badminton’s enduring appeal lies a well-crafted framework of rules and regulations meticulously designed to ensure equitable play and the fostering of competitive matches. Players, both aspiring and seasoned, embark on a journey of mastery that begins with a comprehensive understanding of these regulations.

These rules encompass vital facets of the game, including court dimensions that dictate the stage on which the drama unfolds, the precise net height that serves as the threshold of victory, the intricacies of the scoring system that demands strategic finesse, and the nuanced techniques governing serves that launch each rally. A deep knowledge of these rules does more than enhance the playing experience; it lays the foundation for sportsmanship and respect on the hallowed courts.

In embracing the rules and regulations, players not only embark on a quest for mastery but also contribute to the ethos of badminton, where skill, strategy, and honor converge in a spirited dance that exemplifies the very essence of the sport.

Physical and Mental Benefits

The realm of badminton unfolds as a holistic sanctuary, offering a profound embrace of both physical and mental well-being. Within its brisk and dynamic arena, a symphony of benefits harmoniously converges to elevate the human spirit.

The sport’s high-octane pace orchestrates an exquisite cardiovascular ballet, imparting a splendid workout that kindles endurance and forges unwavering stamina. Each rally, each sprint, and each elegantly executed shot contribute to this robust symphony of physical fitness.

In the realm of agility and coordination, badminton reigns as a maestro. The ceaseless movement across the court, combined with the artistry of precise shot-making, sharpens the reflexes and fortifies coordination, weaving a tapestry of grace and dexterity.

But the allure of badminton extends beyond the physical realm, delving into the very recesses of the mind. The sport’s mental demands orchestrate a cerebral ballet of focus, decision-making, and stress management. On the court, the mind becomes a finely tuned instrument, each point a note in the symphony of strategy.

Icons of the Sport

Within the rich tapestry of badminton’s history, certain luminaries have carved their names with strokes of brilliance, leaving an indelible mark on the sport. The legends such as Lin Dan, Lee Chong Wei, Carolina Marin, and a constellation of others have ascended to greatness, not merely through their unparalleled dedication but also through their unparalleled skill.

Their journeys, rife with trials and triumphs, stand as parables of inspiration for aspiring players and enthusiasts alike. They are the living testament to the heights that can be reached in the world of badminton, embodying the ethos of the sport – that passion, perseverance, and precision can pave the way to greatness.

Aspiring players, when gazing upon the stories of these icons, find themselves standing on the precipice of possibility, emboldened to pursue their own journey of mastery. The icons of badminton remind us that within the elegant shuttlecock’s flight lies the potential to soar to unmatched heights, not just in the realm of sports but in the grand symphony of life itself.

Skill Development and Training

For those embarking on the path of honing their badminton prowess, this project unfolds as a treasure trove of invaluable insights. At its heart lies the mastery of fundamental skills, where footwork and court movement serve as the bedrock of success, and their meticulous refinement becomes an art unto itself.

Within these digital pages, the intricacies of serving, smashing, and rallying techniques are dissected and explored with the precision of a shuttlecock in flight. A symphony of drills and exercises awaits, each a stepping stone on the journey to transcendence in the realm of badminton.

Yet, this journey extends beyond the lines of the court. It recognizes that holistic excellence springs from the synergy between body and mind. Thus, it underscores the vital importance of maintaining peak physical fitness and embracing a balanced diet as quintessential components of a triumphant badminton training regimen.

Badminton Equipment

In the grand tapestry of badminton, understanding the tools of the trade is akin to deciphering the language of champions. For players of all calibers, this knowledge is the compass that guides their journey.

Here, we illuminate the nuances of selecting the right racket, the very extension of a player’s intent. We delve into the realm of shuttlecocks, where the choice of feather or synthetic can orchestrate the tempo of a match. And in the midst of it all, we emphasize the sacred ritual of equipment maintenance, ensuring longevity and optimal performance, elevating the playing experience to an art form.

As the final chapter of this odyssey unfolds, the essence of badminton reveals itself as more than just a sport. It is a voyage that traverses the corridors of history, navigates the intricacies of rules and regulations, unlocks the chambers of physical and mental well-being, bows in reverence to the icons of the game, and dedicates itself to the art of skill development and training.

Whether you are an eager beginner embarking on the pristine court of possibilities or an aficionado seeking to delve deeper into the sport’s wisdom, this comprehensive study extends its hand in camaraderie. It offers not just knowledge but the essence of badminton, inviting all to step onto the hallowed ground of the court, where every stroke is a brushstroke on the canvas of possibility, and every rally is a symphony of potential.

Certificate

Certificate of Completion

This is to certify that I, [Student’s Name], a [Class/Grade Level] student, have successfully completed the project on “Class 12th Physical Education.” The project explores the fundamental principles and key aspects of the chosen topic, providing a comprehensive understanding of its significance and implications.

In this project, I delved into in-depth research and analysis, investigating various facets and relevant theories related to the chosen topic. I demonstrated dedication, diligence, and a high level of sincerity throughout the project’s completion.

Key Achievements:

Thoroughly researched and analyzed Badminton Project For Class 12th Physical Education. Examined the historical background and evolution of the subject matter. Explored the contributions of notable figures in the field. Investigated the key theories and principles associated with the topic. Discussed practical applications and real-world implications. Considered critical viewpoints and alternative theories, fostering a well-rounded understanding. This project has significantly enhanced my knowledge and critical thinking skills in the chosen field of study. It reflects my commitment to academic excellence and the pursuit of knowledge.

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7 Tips for Teaching a Badminton Unit in Physical Education

• Phys Ed Units

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The days are getting cooler and the nights are getting longer, which means it’s time for your annual badminton unit in Phys Ed.

Whether you’ve never taught a badminton unit before, or you’re a veteran who’s looking to switch up your teaching strategy, I’ve got you covered.

Here are 7 tips to teaching an engaging badminton unit in PE.

Looking for a free badminton grip, stances, and short serves lesson plan? Click here to join my Free Resource Library .  Ready to purchase my pre-made badminton unit plan with detailed lesson plans? Click here to go to my Teachers Pay Teachers Store.

Why Should You Teach Badminton in Physical Education?

Badminton is a classic sport that most Phys Ed programs teach. But, to me, that isn’t the best reason to teach badminton. Here are some of the main reasons I think you should teach a badminton unit in your Physical Education classes:

Badminton is a Full-Body Workout

 Badminton is a fast-paced sport that requires continuous movement and quick reactions which is great a developing cardiovascular and muscular endurance.

As well, the quick movements help our students develop their agility in an engaging way. Lastly, badminton requires good balance, strength, and flexibility. It really is the full package!

Preparing Students for Tryouts

By having a badminton unit before school tryouts, my students will develop fundamental skills to play badminton correctly and it may ignite a passion for a student to try out for the school team.

This is particularly important for any students entering middle school because they might not have had a chance to play badminton before.

Badminton is Low-Prep

 Badminton is such an easy unit to set up for your students because most badminton drills, modified game, and relays require very little preparation and almost no equipment. Even if you don’t have proper badminton nets, you can hang a rope across your gym, and bam! You have a makeshift badminton net.

Lifelong Activity

Badminton is a sport that can be played from childhood to adulthood and beyond. Teaching badminton in physical education provides students with the skills and knowledge to continue participating in this physical activity for the rest of their lives.

When Should You Teach Badminton in Physical Education?

Like with most things in Phys Ed the answer is, it’s up to you. Here are a couple of suggestions for when to teach a badminton unit:

• Before School Team Tryouts: Like we talked about above, I always think it’s a great idea to teach your badminton unit a couple of weeks before the school team tryouts. This gives students the opportunity to develop and hone their skills so that they can try out for the team if they want to. It also gets the students pumped up for badminton season. My school’s tryouts are normally in the second or third week of November, so this means that badminton is often the last unit of October or the first unit of November.
• When You Need to Stay Inside: Weather can be a huge determining factor for different units. I live up north, so we only really have PE outside in September, a little bit of October (if we’re lucky) and from April to June. Because of this, we spend a lot of time indoors during the fall and winter seasons, so badminton is the perfect unit to have during these times. If you live further south, then September and April to June may be way too hot to be outside. In this case, badminton would be a great unit to have indoors during these times.

Tips for Teaching Badminton in Physical Education

Now that we know why and when we should teach badminton, we can focus on how to teach a badminton unit in PE.

Read More: How to Make a Physical Education Unit Plan in 30 Minutes or Less and Your Guide to Making Physical Education Lesson Plans

1. Teach Badminton Skills in Physical Education

This may seem like a no-brainer, but when we are teaching badminton in Phys Ed, we should be teaching students badminton-specific skills. 

In my opinion, playing sports is a lot more fun and beneficial to my health when I actually am able to complete the skills to be successful in the sport.

Badminton is no exception. 

This is particularly important in middle schools because a lot of elementary schools don’t focus on teaching badminton and many students may not know how to do the skills properly.

Without the proper skills being taught, you will often see your students standing stationary on the badminton court, facing each other and hitting the shuttles in a patty-cake motion.

Not many health benefits are coming from this scenario.

Because of this, we should focus on teaching the students to correctly complete the skills of badminton.

2. What Badminton Skills Should You Teach in Physical Education?

Now that we have determined that we should teach badminton skills in PE, we need to decide which skills to teach to our students. 

The skills that I teach my students are: grip, stances, short serves, long serves, kill shots, net shots, clear shot, overhead clear, drop shot, smash, forehand drive, and backhand drive. These skills make the foundation of the badminton game.

3. What Order Should You Teach Badminton Skills?

The first thing I teach the students is grip. If they aren’t able to hold their racquet properly, then they will have a hard time completing any of the shots I teach them. Then we talk about the two stances (serve receive and mid rally). Lastly, we move to short serves, both forehand and backhand. 

Throughout the first lesson we talk about why we complete the skills the way we do. We talk about the benefits of the different stances and why we use them. We also talk about the positives and negatives of using short serves in badminton. 

Then we move to short serve responses. These include kill shots and net shots.

On the third day of the unit, I introduce the underhand clear shot and the long serve. We also talk about the positives and negatives of using a long serve. The long serve is often more challenging for the students to learn, so we spend more time on it than we do the short serve.

Next up are the long serve responses (the overhead strokes). We spend one day on each of the responses. We start with the overhead clear shot, the next day we work on the drop shot, and lastly the smash. 

On the last day of skill development, I have my students work on forehand and backhand drives.

Then we work on badminton strategies specific to singles and doubles, but also how they can be applied to other net and wall games.

4. Keep Things Fun!

To keep your unit fun and exciting, add modified games to your lessons. Instead of having drill after drill and ending with a singles or doubles badminton game, add games throughout the lesson that will teach the students, and let them apply the skills your lesson focuses on.

Some of my favorite modified badminton games are “Good”minton and Rally and Rage

“Good”minton

Have 8 students work together in this cooperative game (four per side of the court). One student from each side will start on the court, the other three will line up off the court. 

One student will do a long serve to start the rally. As soon as they hit the shuttle, they runt ot he end of the line on their side. The first student in that line runs onto the court. While this is happening, the receiver hits the shuttle to continue the rally. Again, as soon as they hit the shuttle, they run to the end of their line and the first student in their line runs onto the court.

The object of this game is to keep the shuttle up for as long as possible. When a rally ends, have the students restart with a serve.

Rally and Rage

Have the students split into pairs. They will be playing a singles game against each other. 

The students begin by rallying back and forth, trying to keep the shuttle up and playing cooperatively with one another. 

At any point during the rally, one of the partners will yell “RAGE”. When “rage” is called, the game will switch from cooperative to competitive. Students will attempt to use any techniques and skills they’ve learned to score on their opponent. 

When the shuttle hits the ground, the round is over and the students go back to rallying.

This is a great activity for assessment because you can clearly see when students can apply the skills correctly in gameplay. 

If you’re interested in how I set up my classes to incorporate modified games, click here to download my free grip, stances, and short serves lesson plan.

5. Ensure Students Get Lots of Repetitions

The best way to learn is to practice, so create your lessons with repetitions in mind. Have the students get into the smallest groups your teaching space will allow. 

For most of my badminton unit, I have the students work in pairs. We will also often split our badminton courts into mini-courts. We use tape to make the middle of a traditional badminton court. 

Then we have the students work in these mini courts, typically in singles games, although there are times when we have the students play doubles in the mini courts. 

This setup allows for a lot of individual practice time and not much sitting off.

6. Assess Skill Application

I had a professor in university tell me that I should assess my units by having all of my students take 10 insert skill here (serves, smashes, drives, etc.). If they did 10 perfect skills, they would get 100% in the unit. If they got 1 in, they got 10% for the entire badminton unit. 

This assessment approach has never worked for me. 

My assessment strategy is to always watch students attempt to apply the skills they are learning to game situations. 

Are they hitting the shuttle away from the opposition? Are they switching between short and deep shots? Are they holding the racquet correctly or do they have their index finger against the shaft of the racquet? 

These gameplay applications are way more important to me as a teacher than lining up my students and testing them on specific and disjointed skills.

7. Finish Your Badminton Unit with a Tournament

After the students have worked hard developing their skills, playing modified games, and small-sided games, it is a lot of fun for students to play a ladder badminton tournament.

I typically let my students pick their own partners. Students try to make their way to the top of the ladder by challenging groups that are one place above them to a 5 minute game. The winner of the game moves up (or stays where they are).

I also have a rule that if a group is challenged, they have to accept, but students aren’t allowed to challenge the same group twice in a row. 

My students love tournaments and it is the perfect opportunity to assess my students’ skill application to gameplay!

More Badminton Resources

You can make your own badminton unit plan, or you can purchase my ready-made badminton unit plan on my Teachers Pay Teachers store. This makes Badminton so easy– all you need to do is print and play.

My low-prep Badminton Unit Plan includes:

• 9 Hour-long detailed and specific lesson plans that are ready to go from printer to gym. Each activity requires very little set-up and preparation, so students spend their time playing, not waiting.
• Learning Activities: Each day includes 3-5 different activities (drills, games, relays, etc.) to keep the students engaged and motivated to develop their skills in a fun and high-paced environment.
• Skill Development: Students will be introduced to 10+ badminton skills throughout this unit including grip, stances, short and long serves, clears, long serve responses, and drives.
• Key Teaching Points: Each learning activity includes key teaching points to help you as a teacher improve students’ form and technique. Diagrams and/or visuals are provided for all learning activities to assist with setup and skill technique.
• Key Questions: Each debrief provides specific questions to allow students to reflect on what they learned during the lesson. These questions are also incorporated throughout the class to gauge student understanding as new skills are introduced.
• Safety Considerations: “It’s all fun and games until someone gets hurt”. The safety considerations provide specific areas that the students/teacher should be aware of to prevent injuries
• BONUSES!: Your purchase includes several high-quality PDF bonuses – a rules poster, strategies poster, court poster, and a final exam with answer key

You can shop the Badminton Unit plan by clicking here.

I’m curious, what are your top tips for teaching badminton? Send me a message over on Instagram @teachingpak and let me know!

I can’t wait to hear from you!

Have fun out there!

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Badminton in Physical Education

The game of Badminton started in England, but it flourished in India. This game was started around 1870 in Poona (now Pune) in Maharashtra. The Indian officers in the British Army made its beginning from that city. This game was initially known as ‘Poona’ game. A British national Duke of New Ford held this game in his city, namely, Badminton (Glustershire) in England in the year 1873. This game was subsequently called Badminton after the name of the city. First Badminton Association was constituted in England in 1895.

Rules of Playing Badminton and Main Events

• How to play Badminton on National or International Level
• Badminton Rules in Hindi
• Class 11 Physical Education
• Class 12 Physical Education

The International Badminton Federation was formed in 1934. Sir George Thomas was the first chairman of IBF. World-class Badminton competition is known as ‘Thomas cup’. ‘Thomas Cup’ was first held for world champion men in 1948. The Uber Cup for a championship (women) was started from 1957. It was included in Asian Games in 1962. Badminton Association of India (BAI) was established in Calcutta (now Kolkata) in 1934. All India Badminton Championships are held under the auspices of this very association. The maiden National Badminton championship was held in 1936 which was won by Vijay Madwakar. Prakash Padukone won the national award continuously for nine times, from 1971 to 1979. The winner predecessor to Prakash Padukone was Nandu Natekar who had won it six times. Syed Modi won this award continuously for eight times. From 1980 to 1987. Badminton was included in the Olympic Games in 1992. Prakash Padukone won All England Championship in 1980, and Pulela Gopichand won it in 2001. These two personalities reached the highest peak of Indian Badminton.

The badminton court is rectangular in shape as given in figure for singles and doubles games. Its length and breadth is 44 feet and 20 feet respectively. It is marked with white or yellow lines 40 mm wide.The width of all the lines is included in measurements.

There are two posts, whose height should be 1.55 m above the floor.

The colour of the net should be dark and its mesh should be 15-20 mm. The net should be 760 mm wide.

Badminton is a game that is played in singles and doubles format.Two players play against each other in the singles,game but in doubles two players play on each side.The team, which serves first is called as serving side and the other side is called as receiving side.

Before the beginning of a game, there will be a toss. the winner of the toss decides to choose an end of the court or to serve first. If he chooses the court, the opponent player will do first service.

A match consists of the best of three games.

In case of both doubles and singles games for men as well as women each game consists of 21 points. Of best three games the winner of two is declared victorious. But in ladies singles the game consists of 11 points. As per new rules, all the 5 games consist of 7 points and if the score is 6 all, there is a setting of 2 points.

• (a) Player serves out of turn.
• (b) Player serves from the wrong side of service court.
• (c) Player tricking the serve, stands on wrong side of service court and receives the service.
• Grip of racket (Right-hand grip) (left hand grip)
• Stance (Defensive) (Offensive)
• Footwork on guard stance
• Forehand return
• Back Court return
• Service: (a) short service (b) long service (c) receiver in service
• Strokes: (a) Forehand stroke (b) Backhand stroke (c) Overhead stroke (d) Net stroke
• 1. Thomas cup (World team men)
• 2. Uber Cup (World team women)
• 3. Wills World Cup
• 4. European Cup
• 5. Konika Cup
• 6. Yonex Cup
• 7. Narang Cup (National Junior team men)
• 8. Major’s Cup
• 9. China Cup
• 10. Olympic challenge cup (National Women)
• 11. 555 World Cup
• 12. Shafi Qureshi Cup (National Junior team Women)
• 13. All England Championship
• 14. Asian Games
• 15. National Badminton Championship
• 16. Wold cup etc.

1. N.D.M.C Indoor stadium, New Delhi 2. Nehru Stadium, Indore 3. University Stadium Thiruvannanthpuram

What is the length and breadth of badminton court for singles?

44 feet × 17 feet.

What is the length and breadth of badminton court for doubles?

44feet × 20 feet.

What is the breadth of the net?

2 feet 6 inches.

What is the weight of the shuttle cock?

The weight of the shuttle cock may vary from 4.73 g to 5.50 g.

How many feathers are there in a shuttle?

There are 14 to 16 feathers in a shuttle.

What is the breadth of white tape of upper part of badminton net?

The breadth of white tape of upper part of badminton net is 75 mm.

Will it be a foul, if the server’s feet are not in his half at the time of service?

It will be a foul.

What are the types of games in badminton?

Singles, Doubles and Mixed Doubles.

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Enriching organisational design for games: the case of badminton in physical education

Physical Education and Sport Pedagogy

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Background and Study Aim. Non-sport activities like traditional games can be a practical way to promote physical activity (PA) during physical education (PE) lessons, especially among those who are less inclined towards sports. The purpose of this study is to compare the PA variables and acceptance between playing traditional games and free-play during physical education lessons among secondary school students. Material and Methods. Fifty-six (n = 56) subjects participated in this study wore accelerometers for a total of 40 minutes during each PE lesson to record PA. In the first week, a 40-min free-play PE lesson was done while in the second week, a 40-min PE lesson incorporated with traditional games (TG-PE lesson) was done. After following both lessons, subjects filled up a questionnaire on acceptance of TG-PE and free-play PE lessons. Results. The mean total activity count (p < 0.05) and time spent in moderate-to-vigorous physical activity (MVPA) (p < 0.05) were 20% and 19...

Hairul Anuar Hashim

International Journal of Human Movement and Sports Sciences

Horizon Research Publishing(HRPUB) Kevin Nelson

This study aims to determine the effect of the physical education learning model based on physical activity in the form of games for the Anak Dalam Sakai Tribe in the interior of Riau Province, Indonesia. This research begins with developing a product using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The research sample is 30 people. The data collection instruments were observation, documentation, questionnaires and tests for physical education (PE), sports and health (PJOK). Data were analyzed by qualitative and quantitative analysis. The results of the study can be concluded as follows: (1) The playing activities of the Orang Rimba in Sakai Riau Province are in the sufficient category; (2) The design of the PJOK learning model for the Suku Anak Dalam Sakai, Riau Province consists of a traditional game of dust ball, putting nails in a bottle, throwing and catching small balls, dragon snakes, rubber jumps, long jumps without a prefix and throwing the ball with a zig zag run; (3) The Suku Anak Dalam Sakai PJOK learning model based on valid and practical play activities; (4) The Suku Anak PJOK learning model in Sakai Riau Province based on valid, practical and effective play activities.

Dwayne Sheehan

Ashley Casey

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This article has been retracted.

Experimental research on badminton teaching of physical education major based on deep learning in the multimedia environment, shuaiyu lian.

Faculty of Education, SEGi University, Selangor 43200, Malaysia

Associated Data

No data were used to support this study.

There are many problems in the routine badminton teaching; there are mainly three aspects in college teaching. One is that the hardware equipment related to badminton is not enough; the second is that the badminton teaching does not meet the educational goals; the third is that the participation of college students is not high, which is no longer suitable for the current practical teaching. In order to improve the teaching method of badminton and improve the students' special performance of badminton, this paper studies the teaching of badminton based on multimedia environment. 82 students majoring in badminton were randomly divided into two classes. The experimental class ( n  = 41) used multimedia badminton teaching, and the control class ( n  = 41) used traditional badminton teaching, which lasted for one semester. Before and after the experiment, the students' physical fitness and badminton performance were tested. And the two classes of students were to send questionnaires to investigate interest in learning badminton and teaching satisfaction. The results of standing long jump, 50 m, and 800 m of the experimental class were improved by 0.2 m, 1.13s, and 16.25s, respectively. This shows that the physical quality and badminton performance of the experimental class under the multimedia environment are better than those of the control class under the general teaching. In the experimental class, 16 students are very interested in learning badminton, and 22 students are very satisfied with the multimedia teaching method; in the control class, only 9 students are very interested in learning badminton, and only 13 students are very satisfied with the traditional teaching method, which shows that the interest and satisfaction of students in the experimental class under the multimedia environment are higher than those in the control class under the traditional teaching.

1. Introduction

1.1. background significance.

In the era of highly informatized and fragmented knowledge economy, the basic feature of the era of fragmentation is the fragmentation of information. The massive simplification and segmentation of the process have led to incomplete information and internal logic. The fast-paced life makes people's time fragmented, which affects the way people learn. People's learning methods, learning paths, and learning tasks have undergone major changes, and society has also put forward new requirements for human training. The traditional classroom teaching of “full classroom” or “one-word classroom” hinders the development of students' deep learning. The traditional classroom teaching model is unidirectional indoctrination, students are in a passive state of acceptance, and the initiative of learning is ignored or even suppressed. Under the background of the new era, as the goal pursued by education and teaching, deep learning requires teaching to shift from inherent knowledge to the cultivation of learners' deep learning ability. Under the trend of in-depth integration of information technology and classroom teaching, this is because the focus of deep learning is to cultivate children's metacognitive ability, critical thinking, creative thinking, problem awareness, and problem solving skills and other high-level development of abilities, so that they can critically learn new knowledge. How to effectively achieve deep learning and develop deep learning with the support of information technology has become an important proposition for the development of education. It promotes the blended teaching of deep learning; that is, according to the goal of deep learning, through the method of blended teaching, it refers to a teaching model that combines the advantages of online teaching and traditional teaching, combining “online” and “offline.” Through this mode, learners' learning can be guided from shallow to deep to deep learning to promote students to achieve deep learning and cultivate students' deep learning ability. At the same time, deep learning theory and blended learning theory are integrated to jointly guide blended teaching design. The forms of blended teaching are diversified, and everything is taught for the realization of deep learning.

With the wide spread of multimedia network, it is imperative to reform the physical education curriculum by combining multimedia technology with physical education. Badminton teaching should not only learn the basic action essentials, but also cultivate students' aesthetic feeling and integrate sports and art. In the traditional badminton teaching, because there is no complete comprehensive training system, the speed of students mastering the technical essentials is slow, unable to complete the teaching task. Through multimedia technology to integrate teaching resources, let students master more abstract action essentials, establish their own knowledge system, and improve teaching efficiency [ 1 ]. This is the focus of contemporary badminton teaching. There are few researches on the use of multimedia in badminton teaching. This study provides a theoretical basis for related teaching and curriculum reform.

1.2. Related Work

Armenteros M aims to enhance the understanding of the different behavioral intentions of different FIFA referees and assistant referees regarding multimedia teaching materials as learning tools. In order to achieve this goal, they investigated 214 excellent referees and assistant referees [ 2 ]. Feng S designs a video conversion system based on SOPC and finally constructs a multimedia teaching system based on multifunctional video conversion from two aspects of module design and function design and tests the learning effect of college students' basketball class by using a randomized controlled experiment [ 3 ].

Badminton needs a high level of flexibility, conditioning, and complete body complement, which is rarely comparable to other sports. Leandro C aims to analyze the difficulty judgment quality of badminton at different performance levels, and the sample includes 1152 difficulty scores. In the validity evaluation, he calculated the average deviation of judges' difficulty score, Kendall consistency coefficient W, and the square value of analysis of variance ETA [ 4 ]. The research of the above-mentioned scholars has a certain representative significance in a comprehensive view, but most of the research contents are not easy to obtain experimental samples, or the selection of samples is biased and cannot represent the whole, and the process is more complicated. In summary, their research results provide the reference of experimental methods and the support of theoretical basis for the research of this paper.

1.3. Innovative Points in This Paper

The innovations of this paper are as follows: (1) apply multimedia technology to badminton teaching, and put it into practical teaching. (2) In this paper, a comparative experiment between multimedia badminton teaching and traditional badminton teaching is carried out, and the pretest and posttest are carried out to analyze the changes of students' physical fitness and badminton performance under different teaching methods. (3) Through the investigation of students' learning interest and teaching satisfaction, it is proved that multimedia teaching method is helpful to improve students' learning interest and satisfaction.

2. Multimedia Environment and Rhythmic Gymnastics Teaching

2.1. multimedia teaching technology, 2.1.1. stage of multimedia teaching technology.

Multimedia teaching means that, in the teaching process, according to the characteristics of teaching goals and teaching objects, through teaching design, rational selection and use of modern teaching media, and organic combination with traditional teaching methods, jointly participate in the whole teaching process. Tracing back to the source, no matter how advanced multimedia-assisted teaching is, it is closely related to program teaching methods.

Program teaching and teaching machine are the basis of multimedia teaching. Program teaching is a teaching method that uses program teaching materials automatically. Divide the teaching materials into a certain order. The learner will answer, and the answer is correct, and then he will enter the next learning project. If the correct answer is not possible within the limit, the correct answer or prompt will be displayed to promote their learning. The more excellent multimedia-assisted learning software mostly adopts the idea of program teaching; the teaching process is carried out by teaching machines. It is equipped with program teaching materials, which can display problems to learners according to the program, analyze learners' responses, and point out right and wrong. One of the important trends of school teaching information development is network. The development of computer teaching can be divided into several stages from theory, technology, and development methods [ 5 , 6 ]. The first stage is the development of computer hardware, which mainly combines some output and input devices with the computer to make it a specific teaching aid machine. Then we step into the stage of computer language development, mainly using the developed programming language to achieve complex teaching simulation.

Based on the three basic characteristics of multimedia technology: first, vivid and realistic sound effects; second, colorful dynamic video; third, flexible and convenient interactive means, these three characteristics can effectively attract learners to study, so multimedia-assisted teaching is valued. Multimedia have the advantages of large information content and strong expression, and multimedia-assisted teaching has been paid attention to. Finally, at this stage, it is based on the development stage of network application, with the characteristics of networking and globalization of teaching resources [ 2 ]. The field of educational technology is also influenced and infiltrated by constructivist learning theory, especially the design of learning environment, which fully embodies the basic concepts and ideas of constructivist learning theory.

The development of multimedia teaching has experienced three important turns, the first is the computer from programming to auxiliary teaching [ 7 ], as shown in Figure 1 . With the computer-aided instruction gradually exposing fixed procedures and closed problems, it began to become unsuitable for the reality of classroom teaching. In order to better adapt to the development of network education, multimedia teaching has changed from standalone courseware to web-based courseware or integrable ware.

Multimedia teaching.

2.1.2. Advantages of Multimedia Teaching

The emergence of network technology and multimedia platform can enrich the means and methods of teaching. The transmission of teaching information is no longer limited to classroom teaching and teachers' teaching, and the media platform has also become the medium of teaching communication [ 8 ]. Students can use the terminal platform to receive teaching information and practice after class.

Multimedia teaching can improve the effect of students' extracurricular exercises. In their spare time, students can review the key points in class through video and other forms of learning resources, carry out more targeted exercises, and improve the effect of after-class exercises. According to the classroom performance, students can be urged to review and consolidate the learning content after class.

The application forms of multimedia in teaching include classroom teaching mode, individualized autonomous learning mode, and distance education mode [ 9 ]. Classroom teaching mode belongs to the demonstration teaching; teachers control the media equipment to achieve the teaching purpose. Individualized autonomous learning mode mainly provides students with a platform for autonomous learning. Teachers and students can achieve the teaching purpose through human-computer interaction and online dialogue. Distance education mode uses network to realize distance education. Teachers and students can consult materials, practice, and study.

Generally speaking, for its specific characteristics, the first is comprehensive performance, including the compatibility of information dissemination technology equipment. The second is real-time controllability, real-time service for needs. The third is interactive applicability, a way of active learning based on needs. The fourth is dynamic presentation, which increases the interest of learning and reduces the difficulty of learning. The key to using computer multimedia to assist teaching is to fully apply these characteristics to serve our teaching.

2.2. Badminton Teaching

Deep learning and deep teaching have not substantially promoted the change of classroom teaching, and deep learning and deep teaching have not been substantively implemented in the actual progress of classroom teaching. The deep learning and deep teaching in the current teaching practice have not really entered the hearts of students and have not really attracted teachers and students' attention, and students have not really understood the concept of deep learning on the ideological level. The general architecture of deep learning is shown in Figure 2 .

Deep learning and teaching of badminton.

2.2.1. Problems in Traditional Badminton Teaching

In the traditional badminton special syllabus and teaching plan, when cultivating students' badminton ability and comprehensive ability, there are no specific and detailed plan steps for ability training. In this way, it is impossible to reflect the specific effect of the curriculum on the cultivation and development of students' abilities [ 10 ]. In terms of content, there is also a lack of hierarchy and comprehensiveness, and it is impossible to systematically build students' badminton skills.

In the actual teaching of badminton, the distribution of the teaching content of student ability building is relatively random, there is no complete scientific hierarchical classification ability system, and the teaching process does not follow the principle of gradual progress. When evaluating the level of student's ability development, it is only based on classroom performance and test results, the focus of teaching management also stays in the classroom, and very few extracurricular activities and practical activities are organized.

The content of the traditional badminton teaching evaluation mechanism is not detailed and specific enough. It pays attention to academic performance, which can easily lead to one-sided evaluation and error [ 11 ]. A complete teaching evaluation system should evaluate students' teaching training, cognitive level, and learning attitude in many aspects.

2.2.2. Factors Affecting the Teaching of Badminton

School education factor is an important factor affecting badminton teaching. The teaching environment of badminton is poor, the popularity rate in the country is low, and the participation of students is not high. The decrease in the number of people engaged in artistic gymnastics teaching and the inability of the material basis of venues to keep up with it will also directly affect the teaching of badminton, and the teaching plan cannot be implemented [ 12 ].

Social factors will also have a certain impact on badminton teaching. The society's change in the value of measuring talents has gradually increased people's demand for sports. There is a contradiction between the remuneration of badminton teachers and the value of their talents. Some teachers are not mindful of their own work and did not give full play to their actual teaching level in the teaching process. This has caused a great negative impact on the development of badminton teaching [ 13 ].

Students' sports values will also affect the teaching of badminton. People have misunderstandings about badminton, thinking that it is difficult and demanding, and it is a difficult art sport [ 14 ]. Over time, the distance between everyone and badminton is getting farther and farther, and there is less and less need for badminton learning. Such one-sided sports values will directly affect the effectiveness of badminton teaching.

2.2.3. Principles of Badminton Teaching

First of all, we must follow the principles of planning and gradualism. The teaching of badminton cannot be done quickly. It needs to be gradual and develop certain training goals and plans [ 15 , 16 ]. Link to the actual teaching process, formulate specific teaching measures that can be implemented, and cultivate students' badminton ability in a purposeful and planned manner.

Second, we must follow the principle of comprehensiveness and combine theoretical knowledge with practice. When cultivating students' badminton ability, according to the actual situation of each stage, effectively combine badminton courses and other courses [ 17 ]. It can also allow students to make suggestions and adjustments to the teaching content to improve their abilities in practice.

Finally, we must follow the principle of practicality. Mastering physical education knowledge and skills is the basis and condition for cultivating teaching ability, and teaching practice is the main way to cultivate teaching ability. Learn and master skills in practice to improve their abilities.

3. Rhythmic Gymnastics Teaching Experiment under the Multimedia Environment

3.1. experimental objects and methods of badminton teaching.

The research object of this paper is the badminton teaching under the multimedia environment, and the experimental object is the sophomores of badminton major in a university in Jiangxi Province. 82 students participated in the experiment and were randomly divided into two classes. The experimental class ( n  = 41) used multimedia badminton teaching, and the control class ( n  = 41) used traditional badminton teaching, which lasted for one semester.

Before and after the experiment, the students' physical fitness and badminton performance were tested. Compare the two classes of students' physical fitness and badminton special good performance changes, and to the two classes of students send questionnaires to investigate the interest in learning badminton and teaching satisfaction.

3.2. Relevant Data Capture Algorithm

BP neural network is a multilayer feedforward network trained by error backpropagation algorithm, and it is one of the most widely used neural network models. The BP network can learn and store a large number of input-output pattern mapping relationships without the need to publicly describe the mathematical equations of this mapping relationship in advance. Its learning rule is to use the steepest descent method to continuously adjust the weight and threshold of the network through backpropagation to minimize the sum of squared errors of the network.

BP neural network algorithm is used to calculate the relevant data of badminton major students in our school. The calculation of the output value of each unit in the hidden layer is shown in the following:

The threshold value in the neuron model is written into the join weight, so that u 0 j =− s j , x 0 =−1. Formula 1 can be transformed into

The calculation formula is shown in the following:

Similarly, if z 0 k =− s k , y 0 =−1, ( 3 ) is changed into the following:

The fourth step is to calculate the difference between the actual output value and the expected output value and judge whether the difference is less than the previously set error range. If it is less than it, select the next sample to continue training; if it is greater than it, carry out error backpropagation and adjust the weight to reduce the difference. The weight correction of output layer is shown in the following:

The fifth step is to skip to the next sample pair in order and continue training until all samples have completed the training. The sixth step is to import the new samples into the neural network for testing after the training of all samples.

4. Discussion on the Experimental Results of Badminton Teaching

4.1. comparison of physical fitness before and after the experiment.

Physical fitness test items include standing long jump, 50 m, and 800 m.

As shown in Table 1 , after the experiment, the standing long jump score of the experimental class was 2.02 ± 0.13 M and that of the control class was 1.93 ± 0.18; the 50 m score of the experimental class was 8.15 ± 0.2 s and that of the control class was 8.71 ± 0.33 s; the 800 m score of the experimental class was 141.13 ± 8.26 s and that of the control class was 148.69 ± 9.13 s. This shows that the physical quality of the experimental class under the multimedia environment is better than that of the control class under the ordinary teaching.

Comparison of physical fitness of two classes.

As shown in Figure 3 , the physical fitness of the two classes before and after the experiment has been improved. The results of standing long jump in the experimental class increased by 0.2 m, 1.13 s in 50 m, and 16.25 s in 800 m. The results of standing long jump in the control class increased by 0.12 M, 50 m by 0.36 s, and 800 m by 10.43 s.

Comparison of physical fitness before and after the experiment.

4.2. Comparison of Badminton Performance before and after the Experiment

Before and after the experiment, the badminton scores of the two classes were tested. The badminton score = 70% gymnastics +30% basic knowledge.

As shown in Table 2 , there is no significant difference in the comprehensive score of badminton between the two classes before the experiment. After the experiment, the comprehensive score of the experimental class was 7.07 points higher than that of the control class. This shows that the performance of badminton in the experimental class is better than that in the control class.

The difference of teaching effect between the two classes.

As shown in Figure 4 , the badminton scores and basic knowledge scores of the two classes before and after the experiment have been improved. The badminton performance of the experimental class was improved by 12.8 points, and the basic knowledge performance was improved by 24.7 points. The results of badminton in the control class increased by 4.2 points, and the results of basic knowledge increased by 16 points.

Comparison of badminton results.

Badminton results are divided into singles, doubles, receiving, and serving, each accounting for 1/4.

As shown in Figure 5 , the results of free hand combination, ball exercise, rope exercise, and circle exercise in the experimental class were 6.5, 2.8, 6.5, and 7.8 points higher than those in the control class. The total score of badminton in the experimental class was 84.2 points, while that in the control class was 78.3 points, with a difference of 5.9 points.

Distribution of badminton results.

4.3. Questionnaire Results

At the end of the experiment, two classes of students were given questionnaires to investigate their interest in learning badminton and teaching satisfaction. The interest in badminton of the two classes can be divided into 1–5, which are very interested, relatively interested, average, not very interested, and not interested at all.

As shown in Figure 6 , students in the experimental class are very interested in learning badminton, 12 students are more interested, and only 2 students are not interested at all. In the control class, only 9 students are very interested in learning badminton, 13 students are more interested, and 4 students are not interested at all.

Interest in learning badminton.

The overall satisfaction of the class teaching methods can be divided into A to D, which are very satisfied, satisfied, general, and dissatisfied.

As shown in Figure 7 , students in the experimental class are very satisfied with the multimedia teaching method. It accounts for 53.7% of the total number of experimental classes, accounting for more than half, and only one student is not satisfied. In the control class, only 13 students were satisfied with the traditional teaching method, accounting for 31.7% of the control class, and 3 students were not satisfied. On the whole, the experimental class's agreement with multimedia teaching methods reached 82.9%, while the control class's agreement with traditional teaching methods was 68.3%.

Satisfaction survey results.

5. Conclusions

The evaluation of students' deep learning performance is an important indicator for evaluating the effect of blended teaching in promoting deep learning. Judging from the degree of recognition of the experimental results, for the same number of people, the degree of recognition of the experimental class is 14.6% higher than that of the control class. It can be clearly seen that deep learning is currently an important learning method for improving students' learning but students' learning cannot be separated from the guidance of teachers. Teachers can better promote students' deep learning only by in-depth teaching. The emergence of network technology and multimedia platform can enrich the means and methods of teaching. The transmission of teaching information is no longer limited to classroom teaching and teachers' teaching, and the media platform has become the medium of teaching communication. Students can use the terminal platform to receive teaching information and practice after class. Through multimedia technology to integrate teaching resources, students can master more abstract action essentials, establish their own knowledge system, and improve teaching efficiency. The experimental results show that the application of multimedia technology in badminton teaching can effectively improve students' physical fitness and badminton performance and enhance students' interest and satisfaction in badminton. The results provide theoretical basis for related teaching and curriculum reform [ 18 ].

Data Availability

Conflicts of interest.

The author declares that there are no conflicts of interest regarding the publication of this article.

PSEB 12th Class Physical Education Practical Badminton

Badminton Game History The word ‘Badminton’ originated from the name of city “Badminton”, an estate in Gloucestershire (England). In 1873, the first Badminton club came into existence at England. However, it is believed that similar type of ‘battedore’ named game was a part of China before modem era.

Badminton Game Important Points

• Size of Badminton Court for Doubles:13.40 x 6.10 m or 44′ x 20′ feet
• Size of Badminton Court for Single’s:13.40 x 5.18 m or 44′ x 17′ feet
• The width of the Net: 760 mm (76 cm)
• Height of the Net at the Centre:1.524 m
• Height of the Net at Posts:1.550 m
• Shape of the Court:Rectangular
• Size of Racket:Length 680 mm x Width 230 mm
• Weight of the Shuttle:4.73 gm to 5.50 gm
• Number of Feathers of Shuttle:14 to 16
• The length of the Feathers:62 mm to 70 mm
• Width of Back Gallery:2′ – 6″ (.76 mm)
• Width of Side Gallery:1′ – 6″ (.46 mm)
• Short service lines from the Centre:6′ – 6″ (1.98 m)

Badminton Game Rules And Regulations

Toss: A toss shall be conducted before the start of game and winning side has the choice to serve or receive first.

• A match consists of best of three games.
• A game is won by the side which first score 21 points.
• The side winning a game serves first in the next game only.
• The side winning a rally shall add a point.

Change of Ends: The ends change at the end of first game, second game and in third game after 11 points.

Service Rules:

• It is not permitted to cause undue delay to serve once server and receiver are ready.
• The server and receiver shall stand in diagonally opposite court during the service.
• Some part of both feet of server and receiver must remain in contact with the surface of court in a stationary position.
• During service die racket of the server shall initially hit the base of the shuttle.
• The shuttle shall be below the waist level initially while serving.
• In doubles, the partner may take up any position within their courts.
• If the server misses the shuttle while attempting to serve, it is termed as fault.
• It is not permitted to cause undue delay to serve once server and receiver are ready. .
• If service is not correct serve than it is fault.
• If the shuttle fails to cross the net or passes through or under the net.
• If it touches by the person, player or any other object.
• When any player invades an opponent’s court through net with racket or any other obstruction by shouting or gestures etc.

Let Rule: ‘Let’ is a term called by umpire to halt the play.

• If a shuttle is caught on the net and remains suspended on or over the net it shall be a ‘let’ except during service.
• If during service, the receiver and server commits foul simultaneously, it shall be a ‘let’.
• A let may be called if a service court error occurs during play.
• If the shuttle during play disintegrates completely, it shall be a ‘let’.

Badminton Game Important Terminologies

• Let: A let is a term used by an umpire to halt the game as a result of unforeseen situations. In this case, the last service shall not be considered and the player who served shall serve again.
• Rally. A sequence of one or more strokes starting with the service, until the shuttle ceases to be in play.
• Serve: The stroke used to put the shuttle cock into play at the start of each rally. Wood Shot. A legal shot in which the shuttle hits the frame of the racket.
• Fault: A violation or infringement of playing rules, either during service, receiving or during play.
• Short Service Line: The line at distance of 1.98 m feet from the net, to which a serve must cross to be a legal serve.
• Deuce: It is a term used when a score reaches 20 – 20. In case of deuce a lead by 2 points must be scored in order to win the game.
• Smash: It is an overhead attacking stroke hit hard which forces shuttle to fall sharply downwards.

Dimensions of Play Field / Court or Equipment: 1. The Court: The size of badminton court is rectangular court with the length of 13,4 metres (44 feet) both for singles and doubles. The width of court is 6.1 metres (20 feet) for doubles and reduced to 5.18 metres (17 feet) for singles. The court is marked with 40 mm wide lines.

2. Posts: The posts are 1.55 m high from the surface of the court. The posts are fixed on the doubles side lines irrespective of singles or doubles is being played.

3. Net: The net shall be made of fine cord or cable. It must be dark coloured with a mesh from 3/4″ to 1″. The width of the net shall be 2′ – 6″ The height of the net is 5 feet from the ground at centre and 5 feet

2. Service: The stroke use to put the shuttle into play at the start of each rally is called service. There are mainly two types of service i.e. high service and low service. In high service, the server tries to place the shuttle deep on the back of the court. On the other hand, low service, is just to clear the net and place the shuttle few inches away from the short service line.

3. Strokes: The contact between the shuttle and racket is termed as stroke. The different strokes can be categorized mainly into three categories: (a) Forehand Stroke (b) Backhand Stroke (c) overhead stroke.

(a) Forehand Stroke : This is used most often in the game, this stroke is performed when a shuttle falls in front of active side of tire receiver. Its easy to direct the shuttle to any point of the opponent’s court.

(b) Backhand Stroke: It is normally difficult shot as the shuttle falls towards non playing side arm of the player. It is difficult to return this shot strongly or forcefully.

(c) Overhead Stroke : The action of hitting a shuttle approaching above the head.

4. Drop Shot: The drop shots are delicate badminton shots w’hich is mainly executed with a deceptive move to win a point. The purpose of this shot is to force an opponent to make weak return.

5. Lob Shot: Shuttle hit high and deep to the base line of opponent. In this the high serve played at full stretch with a lunge.

6. Smash: It is an overhead attacking stroke hit hard which forces shuttle to fall sharply downwards in opponent’s court.

7. Hair Pin Shot: In this shot, the shuttle is returned sharply from very close to the net. The movement of the shuttle is just like a hair pin falling very close to the other side of net.

Badminton Game Important Tournaments International Level

• Wills World Cup
• Shaji Qureshi Cup
• Olympic Games
• Common Wealth Games
• Asian Games
• Alba World Cup
• All England Championship

National Level

• Senior National Championship
• Aggarwal Cup
• Amrit Diwan Cup
• All India Intervarsity Championship.

Arjuna Award Winners

• Nandu Natekar-1961
• Meena Shah-1962
• Dinesh Khanna-1965
• Suresh Goel-1967
• Dipu Ghosh-1969
• D.V. Tambay-1970
• Moorthy-1971
• Prakash Padukone-1972
• Raman Ghosh-1974
• Davinder Ahuja-1975
• Ami Ghia-1974
• Ms. K.T. Singh-1977-78
• Syed Modi-1980-81
• P. Ganguli, Madhumita Bisht-1982
• Rajeev Bagga-1991
• George Thomas-1999
• Pullela, Gopichand-2000
• Madasu Srinivas Rao (Physically Challenged)-2003
• Abhinn Shayam Gupta-2004
• Apama Popat-2005
• Chetan Anand-2003
• Rohit Bhakar (Physically Challenged-2006
• Anup Sridhar- 2008
• Saina Nehwal-2009
• Ashwani Ponappa, Parupali Kashyap-2012
• P.V.Sandhu-2013
• V.Diju-2014
• K. Siriknath-2015

Dronacharya Award Winners

• Pullela Gopichand

Badminton Game Important Questions

Question 1. When did the International Badminton Federation came into existence? Answer: In the year 1934.

Question 2. When was badminton considered as a medal sport in Olympic games? Answer: It became a medal sport in 1992 Olympic Games Barcelona.

Question 3. What are the dimensions of badminton court for doubles? Answer: 13.40 x 6.10 m or 44′ x 20′ feet.

Question 4. What is the width of net? Answer: 760 mm (76 cm).

Question 5. Give the number of feathers in a shuttle. Answer: 14 to 16 feathers.

Question 6. How many officials are required for badminton match? Answer: 1 Umpire, 1 Service Umpire, 1 Referee and 10 Linemen.

Question 7. What do you know about toss in badminton? Answer: A toss shall be conducted before the start of the game and winning side has the choice either to serve or receive first.

Question 8. What is the distance of short service line from the centre? Answer: 6′ -6″ (1.98 m).

Question 9. What is meant by the term deuce? Answer: It is a term used when score reaches 20-20. In case of deuce a lead by 2 points must be scored in order to win the game.

Question 10. What is the height of posts? Answer: The posts are 1.55 m high from the surface of the court.

Question 11. Name important International level tournaments in badminton. Answer: Thomas Cup, World Cup, Wills World Cup, China Cup, Uber Cup, Olympic Games, Asian Games, Common Wealth Games, All England Championship, Yonex Cup.

Punjab State Board PSEB 12th Class Physical Education Book Solutions 12th Class Physical Education Practical Badminton Important Notes, Questions and Answers.

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US college students are flocking to the Marriage Pact, mostly for fun, but some find lasting love

Friday, 12 Apr 2024

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The Marriage Pact is an annual matching ritual that has become a popular staple on nearly 90 college campuses around the US. Born of an economics project by two students there, the pact involves an algorithm that rates matches based on such statements as ‘I prefer politically incorrect humour’ and ‘I pride myself on telling hard truths’. — AP

NEW YORK: It’s the stuff of movies: Two friends vow to marry each other if they’re not hitched by a specified future date or age.

Well, the Marriage Pact, an annual matching ritual that has become popular on nearly 90 college campuses around the US, has turned that dusty cliche into fun.

And a few couples have found lasting love.

Nearly half a million students have participated since the pact first rolled out at Stanford University in 2017. Born of an economics project by two students there, the pact involves an algorithm that rates matches based on such statements as “I prefer politically incorrect humour” and “I pride myself on telling hard truths”.

Unlike dating apps and services, each student gets just one name, a percentage on the quality of the match and an email address to reach out.

“The idea is, if you think about everybody who goes to your college, surely there’s someone who is a good backup plan for you,” said Liam McGregor, one of the students who came up with the pact. “Not a Prince Charming, you know, not your perfect person necessarily, but maybe somebody whose number you should have.”

The questions, he said, “are selected based on, hey, what do we need to know to have a 50-year relationship with someone? Can we make it a great one?”

Who signs up for the marriage pact?

Many students do it with friends just for fun and don’t follow up. Others are ghosted after trying to make contact. A tiny fraction land in long-term relationships, even marriage.

Count Max Walker and Melia Summers in that last group. The two were New York University students when they did the pact in fall 2020. It was just a lark for both. He was in New York and she was at NYU’s Abu Dhabi campus. They chatted online for months, then Summers took a semester to study in New York.

Their first physical date, for pizza, was nearly a year after their match. Wedding bells will ring June 29. The quality of the match, according to the algorithm, was 99.65%

Take that, Tinder.

“We liked the same music. We did the same sports. We’re both from rural places,” Summers said. “It was kind of funny, right? It’s someone saying that they can find your, like, ultimate match. I didn’t really know if I was ready for my ultimate match at the time but I thought that was kind of a funny promise. And also, my friends were doing it, and we thought it’d be kind of interesting to do it together.”

The two plan to move to Knoxville, Tennessee, after the wedding so Walker can attend law school there.

How the Marriage Pact began

McGregor, who runs the pact, said it spread quickly after word got out. Students from 15 other schools tried in the beginning to get in on the Stanford pact because it wasn’t available on their campuses. That’s not allowed. A campus-specific email address is required.

Rather than dwell on physical beauty and personal stats like height and hair colour, he said, the Marriage Pact focuses its 50-question survey on core values. Communication styles and conflict resolution. Smoking and drug habits. And things like: “If you do nothing for an entire day, how do you feel?” On a 1 to 7 scale, “like a lard” is 1 and “like royalty” is 7.

The University of Michigan marriage pact poses this puzzler: “There is a place for revenge when someone has wronged me.” On the 1-7 scale, 1 is “turn the other cheek” and 7 is “plotting rn.” The Boston College pact wants to know: “I would end a friendship over differing political views,” and the Notre Dame questionnaire queries: “I would send older relatives to a nursing home.”

Questions are tailored for each campus since values may vary among students. At Georgetown, questions about politics and ambition are included, for example, whereas the Stanford pact may ask about things like careerism and spontaneity.

Pandemic restrictions kicked in as the pact spread wide to new campuses. “It was just harder to date,” said Katie Richards, who did the pact at Boston College in February 2021.

Richards, now 25, was matched with Miguel Corzo, also 25. Both were seniors. After some time dating long distance after graduation, they now live together in Philadelphia and just marked their third anniversary. He got down on one knee and proposed during the recent eclipse’s totality in Erie, Pennsylvania, offering a diamond ring just as the moon left a glowing ring around the sun.

“We just did the Marriage Pact because our friends did it. We were just like, oh, you know, why not? It’s something to do while everyone’s locked away,” Corzo said.

Not every match leads to love

About 30% of matches meet up in person, and one in nine of those end up dating for a year or longer, McGregor said. He knows of several other engaged couples. Some couples who were already dating have participated for fun and wound up matched with each other, he said.

McGregor was stunned at the interest in his little project after receiving the go-ahead from an economics professor.

“We sort of said, hey, could we get 100 people to sign up, because the matches won’t be any good if fewer than 100 people sign up. In the first day, more than 1,000 people signed up, and the next day another 1,000 people signed up. By the end of the week, 60% of everyone at Stanford had signed up to get their optimal marital backup plan,” he said.

Some students do the pact over and over again. It took Paul Armstrong and Shelby Merrill just one try in 2022 at the University of Massachusetts at Amherst. Neither took it that seriously at the beginning.

“All my buddies filled it out,” Armstrong said. “I got a lot luckier than they did.”

Their match hit 99.9%. Armstrong mailed off a personal resume to Merrill with some of his stats, likes and skills, listing among the latter: “Making playlists on Spotify (please don't have Apple Music).”

“When they sent me his email I was like, I’m not going to email him. This is dumb. But then he sent me that and I was like, OK, he put some effort into it. This is cute,” Merrill said.

The two, who live in separate Massachusetts towns, are planning their first overseas trip together, to Scandinavia. At 24 (Paul) and 23 (Shelby), they're planning to move in together at some point.

“We're not in any rush,” Armstrong said. – AP

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