Lesson 1 - Defending Space: Ready Position
Net Games & Racket Skills
•Year 1
•Net and Wall
•Start Planning Better PE Lessons
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How can standing in the right way help us move faster and defend our space?
Learning Objectives
- To defend space by using the ready position
- To understand how body position affects movement speed and reaction time
- To develop spatial awareness and quick movement skills
Key Outcomes
- Students will demonstrate the correct ready position consistently
- Students will show improved reaction times when moving from ready position
- Students will apply the ready position effectively in game situations
Equipment & Resources Required
Distributed around area perimeter and for goal creation
Alternative: Bean bags, markers, or flat discs
One per pair for activities, stored in central basket
Alternative: Foam balls, bean bags, or playground balls for easier catching
Key Vocabulary
Standing with feet hip-width apart, knees bent, ready to move in any direction quickly
To protect your space or goal from the other team
How quickly you can move when something happens
Knowing where you are in relation to space, equipment and other people
To copy exactly what someone else is doing
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and personal space concepts
- Fundamental movement skills - running, jumping, stopping
- Following simple instructions and safety rules
Current Skills
- Correct ready position technique with feet hip-width apart and knees bent
- Quick directional changes from ready position
- Spatial awareness for defending goals and areas
Next Steps
- Using ready position in competitive net and wall games
- Combining ready position with catching and throwing skills
- Advanced spatial awareness and court positioning
Milestone Indicators
Key Teaching Points
- Ready position: feet hip-width apart, knees bent, weight on balls of feet
- Always return to ready position after each movement or catch
- Quick, small steps are more efficient than big, slow steps
- Face forward when moving backwards, turn hips not whole body
- Ready position helps with faster reactions and better balance
- Use ready position as starting point for all sports movements
- Practice makes the ready position feel natural and automatic
Common Misconceptions
- Students thinking they can move faster from stiff, upright positions
- Believing big steps are always faster than small, quick steps
- Not understanding why body position affects reaction time
- Thinking ready position is only for this lesson, not other sports
- Assuming ready position means being completely still
- Confusing ready position with other athletic stances
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries, regular positive feedback, movement breaks built into lesson
dyspraxia
- Extra practice time for ready position, simplified instructions, larger cones for easier target identification
autism spectrum
- Clear routine for each activity, visual schedule showing lesson structure, quiet space available if needed
visual impairment
- Use bright coloured cones, provide clear verbal descriptions of ready position, buddy system for spatial awareness
hearing impairment
- Visual demonstrations of ready position, hand signals for directions, written instruction cards
physical disability
- Adapted ready position for seated students, modified movement patterns, use of mobility aids as appropriate
Cross-Curricular Links
Maths
Counting repetitions and scores, measuring distances between cones, understanding directions (North, East, South, West)
Science
Learning about forces and motion, understanding how body position affects movement speed, exploring balance and stability
Geography
Using compass directions to navigate and move around space, understanding spatial relationships
PSHE
Working cooperatively with partners, showing fair play and good sportsmanship, building confidence through skill development
Teacher Guidance
Positioning
Stand where you can see all students, move around to give individual feedback, central position for demonstrations
Observation Focus
Watch for correct ready position technique, quick reactions, fair play, safe movement patterns
Intervention Points
Step in if students not maintaining ready position, unsafe movement, unfair play, or equipment issues
Demonstration Notes
Always demonstrate ready position with exaggerated knee bend, show contrast between slow and fast reactions, use students as positive examples
Verbal Cues
- •'Ready position - knees bent!'
- •'Quick feet, light feet!'
- •'Return to your cone!'
- •'Well done, much faster that time!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor hard court area, minimum 20m x 30m
Surface Check
Clean, dry, non-slip surface free from debris and obstacles
Equipment Safety
Safety Checks
- •Check tennis balls are not damaged or too hard
- •Ensure cones have no sharp edges or cracks
- •Balls stored safely when not in use to prevent slips
Risk Management
Key Risks
- •Collisions between students during quick movements
- •Slips and falls on balls left on ground
- •Trips over cones if not placed properly
- •Overexertion during continuous activity
Risk Mitigation
- •Clear spacing established and maintained between activities
- •Students trained to stop on command
- •Equipment managed carefully throughout lesson
- •Regular water breaks and rest as needed
- •Clear boundaries and rules established
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas during games
- •Check student fatigue levels regularly
- •Ensure safe equipment handling throughout
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed