Lesson 5 - Racket and Ball Control Skills
Racket Mastery Basics
•Year 2
•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 we use our racket to control a ball with balance and coordination?
Learning Objectives
- To develop racket and ball control skills with balance and coordination
- To understand how to use the racket face effectively for ball control
- To progress from static to dynamic ball control activities
Key Outcomes
- Students will demonstrate improved racket and ball control using soft touches
- Students will show balance and coordination when moving with ball and racket
- Students will understand where to contact the ball on the racket for best control
Equipment & Resources Required
Distributed evenly around teaching area for personal space markers
Alternative: Spots, bean bags, hoops
Soft balls essential for safety and confidence building
Alternative: Sponge balls, large tennis balls
Age-appropriate sized rackets, check for damage before use
Alternative: Short tennis rackets, paddle bats
For extension activities with more advanced students
Alternative: Regular tennis balls
For support activities with students needing easier equipment
Alternative: Soft fabric balls
Key Vocabulary
The flat part of the racket used to hit or control the ball
Gentle contact with the ball to maintain control
Standing with knees slightly bent, racket held ready, eyes on ball
The middle part of the racket face for best control
Keeping your body steady and controlled whilst moving
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of personal space
- Simple catching and throwing abilities
Current Skills
- Racket grip and control
- Ball control using racket face
- Balance whilst moving with equipment
- Hand-eye coordination with racket and ball
Next Steps
- Hitting balls over low nets
- Partner rallying skills
- Introduction to serving techniques
Milestone Indicators
Key Teaching Points
- Emphasise soft touches throughout all ball control activities
- Ball should be contacted in the centre of the racket face for best control
- Ready position with knees slightly bent and eyes on ball
- Balance and coordination develop through progressive challenge
- Gentle movements allow for better control than force
- Partner cooperation enhances learning and builds confidence
- Safety through controlled movements and appropriate spacing
Common Misconceptions
- Students think hitting harder gives better control - emphasise soft touches
- Belief that any part of racket face works equally - teach centre contact importance
- Assumption that speed equals skill - demonstrate value of controlled movements
- Idea that catching requires strength - show how positioning and timing matter more
- Misconception that looking away helps concentration - emphasise continuous ball watching
SEN Adaptations
ADHD
- Frequent activity changes maintain engagement, clear start/stop signals, movement breaks built into lesson structure
dyspraxia
- Two-handed racket grip allowed, larger balls for easier tracking, extra practice time and simplified movements
autism spectrum
- Clear visual schedules for activity progression, quiet practice space available, consistent routines maintained
visual impairment
- Use brightly coloured balls and rackets, provide audio cues for ball location, pair with sighted buddy for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written task cards available
physical disability
- Seated racket work possible, larger/lighter equipment available, adapted distances for individual needs
Cross-Curricular Links
Maths
Counting ball bounces and taps, understanding centre and positioning, measuring distances for spacing
Science
Forces and motion in ball bounces, balance and coordination, cause and effect in ball control
Geography
Spatial awareness and positioning, direction and movement patterns around the teaching area
PSHE
Cooperation and teamwork, patience and persistence, supporting others and celebrating achievement
Teacher Guidance
Positioning
Move around perimeter of area for optimal observation of all students, position centrally for demonstrations
Observation Focus
Watch for correct racket grip, ball control development, safe movement patterns and positive interactions
Intervention Points
Step in when safety concerns arise, provide support for struggling students, correct technique errors immediately
Demonstration Notes
Use clear, exaggerated movements for visibility, demonstrate both correct and incorrect techniques for comparison, involve students in demonstrations when appropriate
Verbal Cues
- •'Soft touches!'
- •'Ball in the centre!'
- •'Watch the ball!'
- •'Gentle taps!'
- •'Ready position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m area, larger preferred for 30 students with adequate spacing
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check tennis rackets for loose strings or damaged handles before use
- •Ensure foam balls are intact with no hard centres exposed
- •Verify cones have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Racket contact between students during partner work
- •Slips from ball on floor during transitions
Risk Mitigation
- •Clear personal space boundaries established with cones
- •Controlled movement speeds emphasised throughout
- •Safe equipment collection and distribution procedures
- •Partner distances carefully monitored during shared activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Monitor closely during partner work for safe distances
- •Watch for fatigue affecting control and safety
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid if needed, clear area of equipment if required