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Lesson 4 - Racket Control and Handling

Net Games & Racket Skills

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Year 1

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Net and Wall

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1h 5min

Big Question

How can I control a ball using a racket like a tennis player?

Learning Objectives

To develop control when handling a racket safely
To learn proper racket grip and ball control techniques
To work cooperatively with others in racket activities

Key Outcomes

Students will be able to hold a racket correctly with one hand
Students will demonstrate pushing and controlling a ball with a racket
Students will show improved coordination and spatial awareness

Equipment & Resources Required

Rackets

1 per student (30)

Check all rackets are child-sized and in good condition

Alternative: Table tennis bats, plastic rackets, foam paddles

Small Foam Balls

15 (1 between 2 students)

Soft balls reduce injury risk and noise

Alternative: Bean bags, tennis balls, foam balls

Cones

Used for personal spaces and course markers

Alternative: Markers, bean bags, hoops

Balls

Easier alternative for balancing activities

Alternative: Small cushions, soft toys

Key Vocabulary

Racket

A piece of equipment with a handle and strings used to hit balls

Handle

The part of the racket you hold with your hand

Racket face

The flat part of the racket with strings that hits the ball

Control

Moving the ball exactly where you want it to go

Grip

How you hold the racket handle in your hand

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic spatial awareness and movement
Following simple instructions
Understanding of personal space

Current Skills

Correct racket grip and handling
Basic ball control with racket
Cooperative partner work with equipment

Next Steps

Hitting a ball against a wall
Simple rally activities
Introduction to net games

Milestone Indicators

Maintains proper grip throughout activities

Shows control when moving ball with racket

Demonstrates safe equipment handling

Key Teaching Points

Always hold the racket with one hand at the bottom of the handle for best control
Keep the ball in the centre of the racket face for successful balancing and control
Use soft, gentle touches when pushing or controlling the ball with the racket
Safety first - rackets must be hugged or placed flat when not in active use
Teamwork and communication are essential for success in cooperative challenges

Common Misconceptions

Students think two hands on the racket gives better control - demonstrate how one hand allows more flexibility
Belief that hitting harder means better control - show how gentle touches maintain better ball management
Assumption that the ball should be anywhere on the racket - emphasise centre position for stability
Thinking that dropping the ball means failure - reinforce that practice and persistence lead to improvement

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use clear and consistent boundaries

dyspraxia

Allow extra practice time, use larger/easier equipment initially, provide additional demonstrations and support

autism spectrum

Provide clear routines and expectations, offer quiet spaces if needed, use visual schedules for lesson structure

visual impairment

Use brightly coloured balls and rackets, provide verbal descriptions of demonstrations, use buddy system for guidance

hearing impairment

Use visual demonstrations and hand signals, written instruction cards, ensure students can see teacher clearly

physical disability

Modify grip for different abilities, allow seated participation where appropriate, adapt distances and targets

Cross-Curricular Links

Maths

Counting successful catches, measuring distances for races, understanding concepts of 'centre' and 'control'

Science

Understanding forces when pushing balls, exploring balance and gravity effects during ball balancing

Geography

Directional vocabulary (around, through, over), spatial awareness and positioning

PSHE

Cooperation and teamwork, perseverance when facing challenges, celebrating others' success

Teacher Guidance

Positioning

Move around the teaching area to observe individual progress, position for maximum visibility during demonstrations

Observation Focus

Watch for correct grip technique, safe equipment handling, and positive cooperation during partner work

Intervention Points

Step in when safety protocols not followed, provide individual support for students struggling with grip or control

Demonstration Notes

Demonstrate: Use slow, exaggerated movements for clarity. Repeat demonstrations multiple times. Use positive examples from students during lesson.

Verbal Cues

•'Racket sleeping position!'
•'Soft touches with the ball!'
•'One hand only on the handle!'
•'Ball in the centre for best control!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space, free from obstacles and hazards

Surface Check

Dry, even surface checked for trip hazards, adequate grip for movement activities

Equipment Safety

Safety Checks

•All rackets checked for loose strings or damaged handles before use
•Sponge balls confirmed as soft and safe for this age group
•Cones checked for sharp edges or damage

Risk Management

Key Risks

•Racket strikes from uncontrolled swinging
•Collisions between students during movement activities
•Slips and falls during balancing challenges
•Eye injuries from balls thrown or hit incorrectly

Risk Mitigation

•Clear safety positions taught for racket storage (hugging or flat on floor)
•Adequate personal space maintained throughout lesson
•Use of soft sponge balls reduces impact injury risk
•Progressive skill building prevents students attempting beyond ability
•Clear boundaries and movement patterns established

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during partner work
•Monitor high-activity areas during races and challenges
•Ensure safety protocols followed during equipment distribution and collection

Emergency Procedures

Stop activity immediately if incident occurs, assess student welfare, provide appropriate first aid, notify school procedures as required