Pickleminton
(Intermediate 3-5)

Pickleminton
(Intermediate 3-5)

Created by: Lisa Kushner, Briana Sullivan, Deedi Brown, Mike Smith, and Aaron Hart
Design: Jennifer Truong

Striking an object with a short-handled implement has never been this fun! This module provides a developmentally appropriate lead-up to net games like pickleball and badminton. Implement this module in full with more skilled students. Or, remove the 1V1/2V2 activities and focus on the basics.

Module Documents

Link to Equipment Pack

Activity Plans

Assessments

Teacher Evaluation

  • Teacher Self-Evaluation and Reflection Guide:

Planning Tools

National Standards and Outcomes Focus for Pickleminton

Standard 1. Demonstrates competency in a variety of motor skills and movement patterns.

  • Standard 1 [E6.4]: Combines traveling with manipulative skills of dribbling, throwing, catching, and striking in teacher- and/or student-designed small-sided practice tasks (4).
  • Standard 1 [E24.3-5]: Strikes an object with a short-handled implement, sending it forward over a low net or to a wall (3a); Strikes an object with a short-handled implement while demonstrating three of the five critical elements of a mature pattern (3b); Strikes an object with a short-handled implement while demonstrating a mature pattern (4a); Strikes an object with a short-handled implement, alternating hits with a partner over a low net or against a wall (4b); Strikes an object consecutively, with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game environment (5).

Standard 2. Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

  • Standard 2 [E1.3-4]: Recognizes the concept of open spaces in a movement context (3); Applies the concept of open spaces to combination skills involving traveling (e.g., dribbling and traveling) (4a).
  • Standard 2 [E3.3-5]: Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher (3); Applies the concepts of direction and force when striking an object with a short-handled implement, sending it toward a designated target (4); Analyzes movement situations and applies movement concepts in small-sided practice tasks (5).
  • Standard 2 [E5.5]: Applies basic offensive and defensive strategies/ tactics in net/wall small-sided practice tasks (5b); Recognizes the type of throw, volley, or striking action needed for different games/sports situations (5c).

Standard 3. Demonstrates the knowledge and skills to achieve a health-enhancing level of physical activity and fitness.

  • Standard 3 [E1.3b-4]: Identifies physical activity benefits as a way to become healthier (3b); Analyzes opportunities for participating in physical activity outside physical education class (4).
  • Standard 3 [E2.3-5]: Engages in the activities of physical education class without teacher prompting (3); Actively engages in the activities of physical education class, both teacher-directed and independent (4); Actively engages in all the activities of physical education (5).
  • Standard 3 [E5.3-5]: Demonstrates, with teacher direction, the health-related fitness components (3); Completes fitness assessments (pre- & post-) (4a); Identifies areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas (4b); Analyzes results of fitness assessment (pre- & post-), comparing results to fitness components for good health (5a).

Standard 4. Exhibits responsible personal and social behavior that respects self and others.

  • Standard 4 [E1.4-5]: Exhibits responsible behavior in independent group situations (4); Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher, student to referee) (5).
  • Standard 4 [E2.3-5]: Works independently for extended periods of time (3); Reflects on personal social behavior in physical activity (4); Participates with responsible personal behavior in a variety of physical activity contexts, environments, and facilities (5a); Exhibits respect for self with appropriate behavior while engaging in physical activity (5b).
  • Standard 4 [E3.3-5]: Accepts and implements specific corrective teacher feedback (3); Listens respectfully to corrective feedback from others (e.g., peers, adults) (4); Gives corrective feedback respectfully to peers (5).
  • Standard 4 [E5.3-4]: Recognizes the role of rules and etiquette in physical activity with peers (3); Exhibits etiquette and adherence to rules in a variety of physical activities (4).

About the Author:

Aaron's passion for physical education is cause for some to question his sanity. At home he loves working on his tiny farm in Upstate New York, eating homegrown veggie soup, and spending time with his family.