Script / Story board:

Assignment 2: Video for learning purposes:

Badminton Rules For Single and Doubles

Introduction

Hello, everyone! So I talked about the construction of a badminton racket in molecule 1, and in my assignment 2, I want to talk more about the badminton rules. I am going to importing some badminton rules and the concept of the difference between the rules of single and double.

A brief look at the badminton court at Uvic

Okay, now I will take you guys to the badminton club of UVIC to analyze the structure of the badminton court and its use. Meanwhile, talk about the rules of each line (vertical and horizontal). Okay, so first of all we can see the white line in the video in the badminton court, and the badminton court is divided in two sides by one hundred and fifty-five centimeters in height and 6.1 meters wide. The badminton net on each side has three white horizontal lines and five vertical lines. So there are a total of six horizontal and six vertical lines.

The rules of each vertical line on the court
By looking at the two sides of the vertical line, the outermost is the sideline. So the badminton landing point is outside the line, which means that the badminton shuttle is outside the boundary. The line is a little bit inside the single-sided line. So the single-field strategically is a little bit narrower than the double-player court. The last vertical line is the middle one is used to locate the serving areas and the server must have both feet on the left or right side of the middle vertical line. Meanwhile, the server must send the shuttle to the opposite side vertical lines of the court.

The rules of each horizontal line on the court

The last horizontal line on the court is a line for single and double outbound, and the second horizontal line is for doubles serves. So in a double match, serves over this line are direct points to the opponent, while a single serve can be sent to the baseline. The frontest horizontal line is the serving line. The player may not cross this line when serving, and the shuttle must be served across the opposite side of the serving line, which is to be considered a good serve. If it is not served to the opponent’s first white horizontal line, then the opponent gets one score.

Basic rules for scoring and serving

I recorded a video of my friends playing the games, and I will provide you guys with the basic rules of playing badminton. So first of all a twenty-point system, usually comes with two out of three games so if you win two games, you win the match. Scoring depends on two methods. The first one is the shuttle lands to which side of the field. The other side scored one point, and the other one is who hit the shuttle out of the court. the other side scored one point. So when the score is zero at the start of the game, or when the severing team has an even number of points, The server should serve from the right half of the court. When it is an odd number of points, the server should serve in the left half of the court. So if the server serving team scores a point they continue to serve in the next round and on the other hand, if the receiving team receives a point they will become the serving team in the next round. Moreover, when both player have twenty points the player who have two points ahead first wins the game. Last but not least, when both players have twenty nine points the first player to score thirty points win the match.

This video was recorded on my iPhone and edited on Premierpro and Imovie.

Reflection Questions

What is the learning purpose of your video?

Since there were a lot of classmates and teammates who commented on my badminton racket instruction video last time in my Assignment 1, I thought there were a lot of people who were interested in badminton, so this time I thought I like to go ahead and make an in-depth video instruction on the basic rules of the badminton court and the differences between singles and doubles. The purpose of my video is simply to get more people to understand and participate in the sport of badminton, and to ensure that anyone interested in badminton can quickly understand how the game is played and the rules associated with it. I believe that providing clear and concise explanations of the rules is especially helpful for beginners learning to play badminton, while the video serves as a tool to teach players about match play, scoring, serving rules, errors and all important aspects of the game. I hope that my videos will promote the sport and potentially attract new players and spectators.

Which of the principles we’ve covered this term (e.g., Mayer/Universal Design for Learning/Cognitive Load Theory) did you incorporate into your design and why?

Mayer’s Principles Dual Coding Theory : In my design, I used a mix of text, video images, and audio narration to ensure that they are integrated in a way that supports learning. For example, important information can be presented in both audio and visual formats without overwhelming the user with redundant information. The reason for this is that such multimedia design solutions are more in tune with how the human mind works, and in particular, the dual channels of auditory and visual information are more helpful to people’s learning.

Cognitive Load Theory (CLT): My videos use CLT to break down complex information into sections of video and explanation, gradually introducing learners to more complex material to avoid overwhelming them. In addition, knowledge information outside of the learning objectives is minimized. I believe this has prevented knowledge overload in my videos and avoided knowledge overflow.

Mayor’s Personalization Principle: The use of on-screen characters in multimedia learning environments is also covered by this concept, which suggests that their speech should be friendly and conversational. Speaking in a friendly manner makes the subject matter seem less complicated and more accessible, and reduces the cognitive load required to understand it. This idea can make the difference between an e-learning experience that feels personal and one that feels impersonal when developing multimedia instructional materials.

What was challenging about capturing your own video?

I think the hardest part is to starting to plan and finally putting all the audio, text and ideas into the video. But the hardest part was recording and watching the 30+ videos I took over and over again. For Recording, because English is my second language, I rarely communicated orally before I came to Canada to go to university, so my accent and grammar tend to not be as good as local students, so I had some long pauses and mispronunciation problems when I tried to speak on the recordings. I’ve tried many times without much improvement. The second thing is that it takes me 2 or 3 hours to conceptualize and edit the videos I make so that they are as close as possible to the same point in the text.

What did you find easiest?

It’s easiest for me to write the script because I have 5 years of experience playing badminton, and I played in the Victoria Open last year and an intra-club tournament in Vancouver. So I know all about badminton court rules, scoring, serves, etc. I don’t have to do much research and look up all of this to be able to speak very clearly.

How would you approach capturing video differently next time?

I think there’s a bit too much B-roll and not enough A-roll in the video, a big part of the reason is that I’m a bit camera shy and the English outtakes are very challenging and time consuming for me. So next time I’ll try to record myself more and find a friend to be the cameraman and analyze my movements and poses step by step on the badminton court to show a more infectious video.