Badminton Rubrics

 Badminton rubrics are used as a physical education tool to assess a players development and skill in the sport of badminton.
Chart that explains the various levels defined:
 

Holistic Rubric for Badminton Game Play

Level Four

Student executes all shots taught with good form, using near flawless shot selection.  Shot and serve selections are mixed to avoid anticipation by the opponent.  Shots are placed away from the opponent.  Anticipates opponent’s shot when possible.  Student moves to cover the entire court, consistently trying to return to a “home” position.  Weight is balanced equally on the balls of the feet to allow for quick movement.  Student uses correct footwork to move to all shots, arriving in time and in control.  Communication with partner is evident.  Efforts between the two are coordinated and appropriate.  Both cover own court area with no attempt to play the other’s position.  Student thoroughly knows and understands all rules of the game, using them in strategic ways (e.g., setting the score).  Can answer any question when asked.  Calls shots honestly and fairly.  Recognizes good play from others, both partner and opponent.

Level Three

Student utilizes most shots [presented in class at appropriate times with good form.  Uses correct footwork and is usually in position to play shots.  Shows some anticipation of the opponent’s shot.  Student covers the court, generally attempting to return to a “home” position.  Weight is usually on the balls of the feet so student can move quickly.  Uses both short and long serves with some variation to avoid anticipation by the opponent.  Use of strategy to defeat the opponent is evident as shots are hit to open places on the court.  Communicates with partner, working with him/her to cover the court while not dominating it.  Shows evidence of cooperation and teamwork.  Student generally shows evidence of knowing and applying the rules.  Serving order and rotation are correct.  Usually employs rules to his/her advantage and can answer most questions when asked.  Recognizes good play by others.  Calls shots honestly and fairly.

Level Two

Student uses several of the shots presented, but not always at the appropriate time.  Some form breaks are apparent; however, form is mostly correct.  Student covers court but occasionally finds him/herself out of position.  Shifting weight to the balls of the feet may be necessary before he/she can move to the shot.  Students attempt to return to a “home” position but may not always get there.  Limited attempts to anticipate opponent’s return shot.  Student demonstrates several elements of correct form to execute both long and short serves but does commit some errors.  Student varies the use of serves, giving some attention to where the opponent is positioned.  Uses some strategy to defeat an opponent, hitting shots to open places on the court.  Communicates with partner and demonstrates some evidence of working with partner to cover the court.  May occasionally dominate the court rather than working harmoniously with partner.  Student show evidence of knowing the rules; however, does make some errors when answering questions.  Tries to congratulate others on good play.  Calls shots honestly and fairly.

Level One
Student relies on 1 or 2 shots for the entire game.  Incorrect form causes shots to be misplaced or ineffective.  Does not move following a shot, making it difficult to be in position to play an opponent’s return.  Parts of the court are left uncovered at times.,  Weight is back on the heels, making it difficult to reach opponent’s shot.  “reaches” to play shots rather than moving into proper position.  Uses predominately one serve and occasionally may have form breaks.  Does not look at opponent when deciding which type of serve or shot to use.  Hits shots directly back to opponent so that they are easy to return.  Little communication with partner and little evidence of teamwork.  At times, both may attempt to play the shot.  Student is unfamiliar with rules.  Depends on opponents or partner to tell him/her what to do.  Is unsure of serving order and rotation.  Incorrect calls may result from incomplete knowledge of the rules or poor etiquette.  
 

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