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Lesson 5 - Racket and Ball Control Skills

Racket Mastery Basics

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Year 2

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Net and Wall

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1h 10min

Big Question

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

Cones

30 (1 per student)

Distributed evenly around teaching area for personal space markers

Alternative: Spots, bean bags, hoops

Skinned Foam Balls

30 (1 per student)

Soft balls essential for safety and confidence building

Alternative: Sponge balls, large tennis balls

Tennis Rackets

30 (1 per student)

Age-appropriate sized rackets, check for damage before use

Alternative: Short tennis rackets, paddle bats

Tennis Balls

For extension activities with more advanced students

Alternative: Regular tennis balls

Balls

For support activities with students needing easier equipment

Alternative: Soft fabric balls

Key Vocabulary

Racket face

The flat part of the racket used to hit or control the ball

Soft touches

Gentle contact with the ball to maintain control

Ready position

Standing with knees slightly bent, racket held ready, eyes on ball

Centre of racket

The middle part of the racket face for best control

Balance

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

Confident racket grip with control

Smooth movement whilst balancing ball on racket

Consistent ball contact in centre of racket face

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

Lesson 5 - Racket and Ball Control Skills

How can we use our racket to control a ball with balance and coordination?

Learning Objectives

Key Outcomes

Equipment & Resources Required

Key Vocabulary

Skill Progression Pathway

Prior Learning

Current Skills

Next Steps

Milestone Indicators

Key Teaching Points

Common Misconceptions

SEN Adaptations

ADHD

dyspraxia

autism spectrum

visual impairment

hearing impairment

physical disability

Cross-Curricular Links

Maths

Science

Geography

PSHE

Teacher Guidance

Positioning

Observation Focus

Intervention Points

Demonstration Notes

Verbal Cues

Safety Considerations

Space & Surface Requirements

Space Requirements

Surface Check

Equipment Safety

Safety Checks

Risk Management

Key Risks

Risk Mitigation

Supervision & Emergency Procedures

Supervision Points

Emergency Procedures

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