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

  • Complete Module Packet:

  • Module Overview:

  • Required Materials:

  • All Module Activities:

  • Sample Lesson Plan:

  • Academic Language Cards:

  • Universal Design Adaptations:

  • Skill Cue Cards:

  • Station Cards:

Link to Equipment Pack

Activity Plans

  • Hello Paddle:

  • Pancake Flipper:

  • Birdie in the Cage:

  • Splat the Spot:

  • Peer Assessment:

  • Time to Get SMART:

  • 1V1 Pickleminton:

  • 2V2 Pickleminton:

  • Station Day:


  • Self-Assessment Worksheet:

  • Holistic Performance Rubric:

  • Dual Holistic Performance Rubric:

  • Academic Language Quiz:

  • Peer Assessment Worksheet:

  • SMART Goal Guidelines:

Teacher Evaluation

  • Teacher Self-Evaluation and Reflection Guide:

Planning Tools

  • Blank Activity Plan Template:

  • Blank Lesson Plan Template:

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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).