Lesson 2 - Striking Skills and Rally Play
Coordination & Partner Play
•Year 1
•Net and Wall
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Keep spare balls around court perimeter for quick replacement
Alternative: Bean bags, balloon balls for beginners
Different colours needed for warm-up activity and court boundaries
Alternative: Markers, spots, or chalk lines
Place 5 metres from striking positions for target practice
Alternative: Chalk circles, rope circles, or marked targets
Height should be approximately waist height for Year 1 students
Alternative: Cones in a line, benches, or marked ground line
Key Vocabulary
To hit the ball with your hand in a controlled way
When players hit the ball back and forth to each other
Standing with your side facing the direction you want to hit
Standing with knees bent, on balls of feet, arms ready to move
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
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