Lesson 8 - Hitting a Ball Over a Net
Net Games & Racket Skills
•Year 1
•Net and Wall
•Start Planning Better PE Lessons
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How can we use a racket to send a ball exactly where we want it to go?
Learning Objectives
- To develop hitting a ball over a net using a racket
- To demonstrate control and accuracy when hitting with a racket
- To show awareness of space and opponents during net games
Key Outcomes
- Students will successfully hit a ball over a net using a racket
- Students will demonstrate improved racket control and ball placement
- Students will apply simple tactics to place the ball away from opponents
Equipment & Resources Required
15 for net line, 15 for baseline markers
Alternative: Markers, bean bags, or other boundary markers
Spread around area for individual practice spaces
Alternative: Chalk circles, rope circles, or marked targets
Easier to control than tennis balls, safer for beginners
Alternative: Tennis balls for advanced students, larger soft balls for support
Check all rackets are appropriate size for Year 1 students
Alternative: Shorter rackets for smaller students, paddles for support
Key Vocabulary
The flat hitting surface of the racket
The barrier that divides the court that the ball must go over
The back line of the court that the ball must land before
Standing with knees bent, racket ready, watching the ball
Being able to make the ball go where you want it to
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Simple underarm throwing
- Understanding of personal space
Current Skills
- Racket familiarisation and grip
- Ball control with racket
- Hitting over a net with accuracy
Next Steps
- Developing consistent net clearance
- Introduction to basic serving
- Simple game strategies
Milestone Indicators
Key Teaching Points
- Gentle contact produces better accuracy than power hitting
- Follow through with racket face pointing towards target
- Watch the ball throughout the hitting action
- Tactical placement away from opponents is more effective than random hitting
- Ready position with knees bent improves reaction time
- Safety through controlled movements and awareness of others
- Sportsmanship and encouragement enhance everyone's learning
Common Misconceptions
- Harder hitting always equals better results - actually soft control is more effective
- Looking away from ball during contact - students must track ball throughout
- Standing upright when ready to catch - ready position requires knees bent
- Hitting anywhere in court scores points - must go over net and before baseline
- Individual success is most important - teamwork and sportsmanship are equally valuable
SEN Adaptations
ADHD
- Shorter activity segments, clear movement boundaries, regular positive feedback and refocusing
dyspraxia
- Larger balls, simplified sequences, extra practice time, clear step-by-step instructions
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if needed
visual impairment
- Use brightly coloured balls, provide verbal descriptions of court layout, buddy system for guidance
hearing impairment
- Use clear visual demonstrations, written instructions on display, hand signals for key concepts
physical disability
- Adapted rackets or larger hitting implements, seated versions of activities, modified court sizes
Cross-Curricular Links
Maths
Counting points and scores, measuring distances for court boundaries, shapes recognition in court layout
Science
Forces and motion when hitting balls, trajectory and gravity affecting ball flight, materials and their properties
Geography
Directions and spatial awareness, understanding court boundaries and areas, position and movement
PSHE
Teamwork and cooperation, resilience when facing challenges, fair play and sportsmanship, supporting others
Teacher Guidance
Positioning
Central position with clear sight lines to all students, move around space to provide individual feedback
Observation Focus
Watch for correct grip, gentle hitting technique, tactical awareness, and safe movement
Intervention Points
Step in if unsafe racket handling observed, if students struggling with basic skills, or if game rules being ignored
Demonstration Notes
Use slow motion demonstrations for technique, show tactical concepts using court space, model positive sportsmanship
Verbal Cues
- •'Soft contact, not power!'
- •'Point your racket where you want the ball to go!'
- •'Look for the gaps!'
- •'Ready position - knees bent!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m area with clear boundaries, adequate space for court setup
Surface Check
Dry, even surface suitable for running and ball bouncing, free from obstacles
Equipment Safety
Safety Checks
- •Check all rackets for damage and appropriate size
- •Ensure balls are in good condition
- •Verify cones are stable and not cracked
Risk Management
Key Risks
- •Ball strikes to face or body
- •Collisions during movement activities
- •Tripping over equipment or boundaries
- •Racket contact between students
Risk Mitigation
- •Clear boundaries and adequate spacing established
- •Controlled hitting technique emphasised over power
- •Safe ball collection procedures taught
- •Awareness of others during all activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor racket handling during skill development
- •Watch for safe movement during ball collection
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact emergency services if required