Lesson 5 - Racket and Ball Control Skills
Net Games & Racket Skills
•Year 1
•Net and Wall
•Start Planning Better PE Lessons
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- Complete activity instructions & timing
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How can I use a racket to control and move a ball with confidence?
Learning Objectives
- To develop fundamental racket and ball control skills
- To demonstrate balance and coordination when using equipment
- To show awareness of space and safety when moving with equipment
Key Outcomes
- Students will be able to control a ball using a racket with soft touches
- Students will demonstrate improved balance and coordination during racket skills
- Students will work safely and cooperatively during partner activities
Equipment & Resources Required
One per student, spread around teaching area for personal space markers
Alternative: Markers, hoops, or spots
Softer balls reduce fear and improve success rates
Alternative: Sponge balls, tennis balls for advanced students
Check grip sizes appropriate for small hands
Alternative: Shorter rackets, paddles for students with coordination difficulties
For students needing easier equipment to build confidence
Alternative: Soft toys, scarves
Key Vocabulary
A piece of equipment with a handle and flat surface used to hit balls
Keeping the ball exactly where you want it to go
Gentle contact with the ball using the racket
Standing with feet apart, knees slightly bent, ready to move
The middle part of the racket face that gives best control
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal space
- Ability to hold and carry equipment safely
- Experience with simple ball handling activities
Current Skills
- Racket grip and control techniques
- Ball control with racket on ground and in air
- Moving with equipment while maintaining control
- Partner cooperation in catching activities
Next Steps
- Hitting balls to specific targets
- Basic rally skills with a partner
- Introduction to simple net and wall games
Milestone Indicators
Key Teaching Points
- Emphasise gentle, soft touches throughout all activities
- Correct racket grip is fundamental to all skills
- Centre of racket provides best control for ball contact
- Balance and coordination develop through progressive challenges
- Partner cooperation enhances learning and builds social skills
- Safety awareness must be maintained during all movement activities
- Building confidence is as important as developing physical skills
Common Misconceptions
- Students think harder hits give better control - emphasise gentle touches
- Belief that any part of racket is equally good - teach centre sweet spot
- Assumption that speed equals skill - teach control before pace
- Partners should compete rather than cooperate - emphasise helping each other
- Equipment can be handled carelessly - teach respect and safety with tools
SEN Adaptations
ADHD
- Short activity bursts with clear transitions, movement opportunities throughout, clear boundaries and expectations
dyspraxia
- Break skills into smaller steps, use larger/lighter equipment, extra practice time, adult support for coordination
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available if overwhelmed, consistent equipment placement
visual impairment
- Use brightly coloured balls, provide verbal descriptions of movements, pair with sighted buddy for guidance
hearing impairment
- Use visual demonstrations clearly, hand signals for instructions, written activity cards available
physical disability
- Seated racket skills, use lighter equipment, modify distances and timing, provide stability support
Cross-Curricular Links
English
Following multi-step instructions, using descriptive vocabulary for movement, communicating with partners
Science
Understanding forces when hitting ball gently vs hard, gravity effects on ball bounce, coordination and balance
PSHE
Cooperation with partners, helping others succeed, managing frustration when skills are difficult
Teacher Guidance
Positioning
Move around perimeter to observe all students, position centrally for demonstrations
Observation Focus
Watch for gentle ball contact, correct racket grip, good balance during movement
Intervention Points
Step in if ball control techniques incorrect, if partners not cooperating, if safety concerns arise
Demonstration Notes
Show all skills clearly, emphasise key points through exaggerated movement, use student demonstrations for peer learning
Verbal Cues
- •'Soft touches only!'
- •'Eyes on the ball!'
- •'Centre of the racket!'
- •'Gentle bounces to help your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor or outdoor space, minimum 15m x 20m for 30 students
Surface Check
Non-slip surface, free from obstacles, adequate ceiling height for ball activities
Equipment Safety
Safety Checks
- •Check racket handles for splinters or damage
- •Ensure balls are appropriate size and softness for age group
- •Cones positioned safely to avoid tripping hazards
- •Regular equipment inspection for wear
Risk Management
Key Risks
- •Collisions during movement activities
- •Eye injuries from flying balls
- •Trips over equipment or other students
- •Overexertion during balance challenges
Risk Mitigation
- •Clear boundaries established and maintained
- •Adequate spacing between students emphasised
- •Gentle ball contact reinforced throughout
- •Progressive skill building from simple to complex
- •Equipment stored safely when not in use
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor partner activities closely for cooperation
- •Watch for signs of fatigue during balance challenges
- •Ensure equipment sharing is organised and safe
Emergency Procedures
Stop activity immediately for any injury, assess situation, provide appropriate first aid, ensure other students are safe and calm