Lesson 4 - Racket Control and Handling
Net Games & Racket Skills
•Year 1
•Net and Wall
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Check all rackets are child-sized and in good condition
Alternative: Table tennis bats, plastic rackets, foam paddles
Soft balls reduce injury risk and noise
Alternative: Bean bags, tennis balls, foam balls
Used for personal spaces and course markers
Alternative: Markers, bean bags, hoops
Easier alternative for balancing activities
Alternative: Small cushions, soft toys
Key Vocabulary
A piece of equipment with a handle and strings used to hit balls
The part of the racket you hold with your hand
The flat part of the racket with strings that hits the ball
Moving the ball exactly where you want it to go
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
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