Lesson 4 - Racket Control and Ball Handling
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 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
Distributed around area perimeter and for team markers
Alternative: Markers, beanbags, or chalk marks
Check grip size appropriate for small hands
Alternative: Paddles, tennis bats, or table tennis bats
Soft balls reduce injury risk and improve control
Alternative: Tennis balls, foam balls, or beanbags
For easier balancing activities and differentiation
Alternative: Small bean bags or sandbags
For extension activities requiring more skill
Alternative: Larger foam balls
Key Vocabulary
Holding the racket handle near the bottom with one hand like shaking hands
The flat hitting surface of the racket, including the strings
Keeping the ball exactly where you want it using gentle movements
Using gentle pressure to move the ball precisely
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
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