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Lesson 2 - Striking Skills and Rally Play

Coordination & Partner Play

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Year 1

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Net and Wall

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59 min

Big Question

How can I work with my partner to keep a rally going using hand strikes?

Learning Objectives

To develop one-handed striking technique whilst the ball is airborne
To begin playing passive and active rallies by striking over a net
To communicate effectively when playing doubles games

Key Outcomes

Students will strike a ball with control using one hand whilst it is airborne
Students will demonstrate basic rally skills by striking over a net with their hand
Students will show effective communication when playing doubles by calling their name

Equipment & Resources Required

Tennis Balls

1 per pair (15)

Keep spare balls around court perimeter for quick replacement

Alternative: Bean bags, balloon balls for beginners

Cones

25 (various colours)

Different colours needed for warm-up activity and court boundaries

Alternative: Markers, spots, or chalk lines

Hoops

8-10

Place 5 metres from striking positions for target practice

Alternative: Chalk circles, rope circles, or marked targets

Nets

2-3 courts worth

Height should be approximately waist height for Year 1 students

Alternative: Cones in a line, benches, or marked ground line

Key Vocabulary

Strike

To hit the ball with your hand in a controlled way

Rally

When players hit the ball back and forth to each other

Sideways-on

Standing with your side facing the direction you want to hit

Ready position

Standing with knees bent, on balls of feet, arms ready to move

Communication

Talking to your partner to help work together effectively

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic catching and throwing skills
Understanding of taking turns and sharing equipment
Simple spatial awareness and movement patterns

Current Skills

One-handed striking technique
Basic rally play and cooperation
Communication in doubles situations

Next Steps

Striking with increased accuracy and power
Tactical awareness in net games
Advanced doubles communication and positioning

Milestone Indicators

Consistent sideways-on striking position

Successful completion of 3+ rally exchanges

Clear verbal communication during doubles play

Key Teaching Points

Sideways-on body position is crucial for effective striking technique
Open palm striking provides better control than closed fist contact
Ready position (balanced, alert, prepared) applies to all net and wall games
Clear communication using names is more effective than calling 'Mine'
Rally success depends on cooperation and controlled striking rather than power
Target practice develops accuracy before progressing to game situations
Positive encouragement between partners enhances learning environment

Common Misconceptions

Students often think hitting harder equals better striking - emphasise control over power
Many students face square-on to target - consistently reinforce sideways position
Confusion between 'Mine' and name calling - demonstrate why names are clearer
Belief that successful rallies are about speed - show that control leads to longer rallies
Assumption that goalkeeping is just standing still - teach active ready position
Thinking that technique doesn't matter in games - maintain standards during competitive play

SEN Adaptations

ADHD

Short activity bursts with regular changes, clear boundaries, frequent positive feedback

dyspraxia

Larger equipment, simplified movements, additional practice time, break down skills into smaller steps

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed

visual impairment

Use bright coloured balls and equipment, provide verbal descriptions of activities, buddy system for guidance

hearing impairment

Visual demonstrations of all instructions, use of hand signals, written instruction cards available

physical disability

Adapted striking positions (seated options), larger targets, modified equipment as needed

Cross-Curricular Links

English

Clear communication, following instructions, vocabulary development for sports terminology

Maths

Counting successful strikes and catches, measuring distances, understanding spatial relationships and angles

Science

Forces in striking, ball flight paths, reaction time and coordination

PSHE

Cooperation and teamwork, self-assessment and reflection, celebrating others' achievements

Teacher Guidance

Positioning

Stand where you can see all students, move around during activities to provide individual feedback

Observation Focus

Watch for striking technique, cooperation between partners, communication during doubles play

Intervention Points

Step in if technique is unsafe, students are not cooperating, or frustration levels are high

Demonstration Notes

Use exaggerated movements for visibility, demonstrate both correct and incorrect technique for comparison, involve students in demonstrations when appropriate

Verbal Cues

•'Sideways-on like a doorway!'
•'Open palm, not a fist!'
•'Call your name clearly!'
•'Ready position - alert and balanced!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m indoor/outdoor space, clear of obstacles

Surface Check

Non-slip surface, even ground free from debris and trip hazards

Equipment Safety

Safety Checks

•Balls appropriately inflated and in good condition
•Cones stable with no sharp edges or cracks
•Hoops intact without breaks that could cause cuts

Risk Management

Key Risks

•Ball strikes to face or body from poor technique
•Collisions between students during movement activities
•Trips and falls over equipment or other students
•Overexertion during active phases

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between pairs and groups maintained
•Progressive skill building from simple to complex
•Emphasis on controlled striking rather than power
•Regular safety reminders during activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move around groups during activities
•Monitor high-activity areas closely
•Watch for fatigue and adjust accordingly

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact emergency services if required