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Lesson 4 - Racket Control and Ball Handling

Racket Mastery Basics

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Year 2

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Net and Wall

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1h 6min

Big Question

How can we use a racket as an extension of our arm to control a ball precisely?

Learning Objectives

To develop control when handling a racket with one hand
To demonstrate precise ball control using a racket face
To work cooperatively in team challenges involving racket skills

Key Outcomes

Students will consistently hold a racket correctly and demonstrate controlled movements
Students will successfully balance and move a ball using a racket with improving precision
Students will work effectively in pairs and teams to complete racket-based challenges

Equipment & Resources Required

Cones

Distributed around area perimeter and for team markers

Alternative: Markers, beanbags, or chalk marks

Rackets

30 (1 per student)

Check grip size appropriate for small hands

Alternative: Paddles, tennis bats, or table tennis bats

Small Foam Balls

15 (1 between 2 students)

Soft balls reduce injury risk and improve control

Alternative: Tennis balls, foam balls, or beanbags

Balls

For easier balancing activities and differentiation

Alternative: Small bean bags or sandbags

Tennis Balls

For extension activities requiring more skill

Alternative: Larger foam balls

Key Vocabulary

Racket grip

Holding the racket handle near the bottom with one hand like shaking hands

Racket face

The flat hitting surface of the racket, including the strings

Control

Keeping the ball exactly where you want it using gentle movements

Soft touch

Using gentle pressure to move the ball precisely

Balance

Keeping the ball steady on the racket face while moving

Skill Progression Pathway

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

Prior Learning

Basic gross motor skills and spatial awareness
Experience with simple ball handling activities
Understanding of personal space and safe movement

Current Skills

Correct racket grip and handling techniques
Ball control on racket face with increasing precision
Cooperative teamwork in racket-based challenges

Next Steps

Introduction to hitting and striking with rackets
Partner rallying with simple rules
Net and wall game applications

Milestone Indicators

Maintains correct grip throughout activities without reminders

Demonstrates smooth, controlled movements with ball on racket

Shows problem-solving skills in equipment-based challenges

Key Teaching Points

Establish correct racket grip from the beginning and reinforce throughout lesson
Emphasise ball control and precision over speed in all activities
Use 'soft touches' and 'centre of racket' as consistent verbal cues
Maintain safety awareness especially during racket handling and team activities
Encourage cooperation and problem-solving in partner and team challenges
Connect technique to success - explain why correct method works better
Provide differentiation through equipment choice and task modification

Common Misconceptions

Thinking harder hits will give better control - emphasise gentle, controlled movements
Believing two hands provide better control - explain one-handed flexibility benefits
Assuming speed is more important than accuracy - reinforce control over speed
Not understanding why centre of racket face is important - demonstrate stability differences
Thinking competition means individual success only - emphasise team cooperation and support

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries and rules, frequent positive reinforcement and movement breaks

dyspraxia

Extra practice time, simplified movements initially, use of larger equipment, verbal counting for timing

autism spectrum

Clear routines and expectations, visual schedule of activities, quiet spaces available if needed

visual impairment

Use brightly coloured balls and rackets, provide verbal descriptions of all movements, buddy system for guidance

hearing impairment

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

physical disability

Adapt grip with tape or special handles, use larger/lighter equipment, seated versions of activities where needed

Cross-Curricular Links

Maths

Counting hops and jumps, measuring distances to cones, timing activities, spatial awareness and direction

Science

Understanding heart rate changes, forces when pushing balls, balance and stability, weather phenomena

Geography

Directional language (around, through, over), spatial positioning, weather terminology

PSHE

Teamwork and cooperation, persistence through challenges, celebrating success, managing frustration

Teacher Guidance

Positioning

Stand at edge of activity area with clear view of all students, move between groups during team activities

Observation Focus

Watch for correct grip maintenance, controlled ball handling, safe equipment use, and positive social interactions

Intervention Points

Step in immediately for unsafe equipment use, provide encouragement during challenging activities, facilitate team problem-solving

Demonstration Notes

Use exaggerated movements for visibility, show common mistakes alongside correct technique, involve students in demonstrations where safe

Verbal Cues

•'Soft grip, relaxed hand!'
•'Ball in the centre for control!'
•'One hand for flexibility!'
•'Controlled movements, no rushing!'
•'Work together, communicate!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor playground area, minimum 20m x 15m clear space

Surface Check

Dry, even surface free from obstacles, adequate grip for movement activities

Equipment Safety

Safety Checks

•Check rackets for damage, loose strings or sharp edges
•Ensure balls are appropriate size and not overly bouncy
•Cones stable and visible for safe navigation

Risk Management

Key Risks

•Racket contact with other students during movement
•Slips and falls during dynamic activities
•Ball-related trips or hits
•Overexertion during competitive activities

Risk Mitigation

•Establish and reinforce racket safety rules from start
•Maintain adequate spacing between students and teams
•Emphasise controlled movements over speed
•Monitor fatigue levels and provide rest as needed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move around groups during team activities
•Monitor equipment handling continuously
•Watch for signs of frustration or fatigue

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, have clear evacuation route available