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Lesson 1 - Defending Space: Ready Position

Net Games & Racket Skills

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Year 1

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Net and Wall

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Big Question

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

Cones

Distributed around area perimeter and for goal creation

Alternative: Bean bags, markers, or flat discs

Tennis Balls

One per pair for activities, stored in central basket

Alternative: Foam balls, bean bags, or playground balls for easier catching

Key Vocabulary

Ready Position

Standing with feet hip-width apart, knees bent, ready to move in any direction quickly

Defend

To protect your space or goal from the other team

Reaction Time

How quickly you can move when something happens

Spatial Awareness

Knowing where you are in relation to space, equipment and other people

Mirror

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

Consistently assumes ready position without prompting

Demonstrates faster reaction times from ready position compared to other stances

Successfully defends space in simple game situations

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