Lesson 8 - Racket Control Basics
Ball Mastery Techniques
•Year 2
•Sending and Receiving
•Start Planning Better PE Lessons
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How can we use a tennis racket to control and direct a ball accurately to a partner?
Learning Objectives
- To be able to send and receive a ball with a tennis racket using correct grip and technique
- To develop spatial awareness and accuracy when directing a ball towards a target
- To demonstrate control and balance while moving with equipment
Key Outcomes
- Students will hold a tennis racket correctly and demonstrate basic ball control skills
- Students will send a ball accurately towards a partner using appropriate force and direction
- Students will work cooperatively in pairs and small groups to maintain rallies
Equipment & Resources Required
Check all rackets for damage, ensure appropriate size for Year 2 students
Alternative: Paddle bats, table tennis bats for students with coordination difficulties
Use lower pressure balls for easier control, check all balls are suitable condition
Alternative: Foam balls, bean bags for students needing easier control
Use bright colours for clear visibility, check no sharp edges
Alternative: Markers, quoits, or bean bags
For students who need extra support with ball control
Alternative: Soft foam blocks
Key Vocabulary
Holding the racket handle as if shaking hands with someone
Balanced stance with knees bent, feet shoulder-width apart, racket ready
Following the path of the ball with your eyes and moving to get in line with it
Working together to keep the ball going back and forth between partners
To catch or stop a ball that is travelling between other players
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills with hands
- Understanding of personal space and safe movement
- Experience following simple movement instructions
Current Skills
- Correct tennis racket grip and handling
- Ball control using racket on ground and in air
- Accurate sending and receiving in pairs
Next Steps
- Introduction to hitting ball in the air
- More complex rally patterns and games
- Introduction to basic tennis court positioning
Milestone Indicators
Key Teaching Points
- Handshake grip is fundamental - check and reinforce throughout lesson
- Emphasise control and accuracy over power in all sending activities
- Ready position with bent knees provides stability for better ball control
- Tracking the ball with eyes and moving to get in line is crucial for receiving
- Cooperative rather than competitive mindset helps maintain motivation
- Progressive skill building from static to moving activities ensures success
- Safety with equipment must be maintained throughout - rackets below shoulder height
Common Misconceptions
- Students thinking they need to hit the ball hard - correct by emphasising gentle control
- Believing they should keep feet still when ball comes to side - teach importance of movement
- Assuming they're competing against partner rather than working together - reinforce cooperation
- Thinking the racket should be held like a hammer - continually reinforce handshake grip
- Believing they must catch every ball perfectly - normalize dropping and trying again
SEN Adaptations
ADHD
- Shorter activity bursts with movement breaks, clear boundaries marked with cones, regular positive feedback, simplified instructions with visual cues
dyspraxia
- Larger, slower balls for easier tracking, two-handed racket grip allowed, extra practice time, step-by-step demonstration with breakdown of movements
autism spectrum
- Clear visual schedule of lesson activities, quiet space available if needed, consistent routines for equipment collection, advance warning of activity changes
visual impairment
- Use bright coloured balls and cones, provide verbal descriptions of demonstrations, buddy system for guidance, textured balls for better feel
hearing impairment
- Visual demonstrations with clear gestures, written instruction cards, partner support for communication, visual signals for stop/start
physical disability
- Seated version using table height setup, adapted racket grips or straps, shorter distances for activities, bean bags instead of balls
Cross-Curricular Links
English
Following multi-step instructions, using descriptive vocabulary for technique, communicating with partners during activities
Science
Forces and motion when pushing ball with racket, balance and stability in movement, hand-eye coordination development
Geography
Spatial awareness and direction when sending ball to targets, understanding positional language (left, right, forward, back)
Teacher Guidance
Positioning
Stand at corner of activity area for visibility of all students, move around during partner work to provide individual feedback
Observation Focus
Watch for correct handshake grip, controlled ball contact, safe movement patterns, and cooperative behaviour
Intervention Points
Step in immediately if racket safety rules are broken, provide support for students struggling with ball control, facilitate partner changes if needed
Demonstration Notes
Use exaggerated movements for clarity, demonstrate both correct technique and common mistakes for comparison, involve confident students in demonstrations
Verbal Cues
- •'Handshake grip!' as reminder for correct hold
- •'Gentle pushes!' to encourage control over power
- •'Track the ball!' to remind students to follow ball with eyes
- •'Ready position!' to cue balanced stance
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear activity area, suitable for 30 students with rackets
Surface Check
Dry, even surface free from obstacles, appropriate for ball control activities
Equipment Safety
Safety Checks
- •Check all tennis rackets for cracks or damage before use
- •Ensure racket grips are secure and appropriate size for Year 2 hands
- •Verify tennis balls are in good condition and appropriately pressured
- •Check cones have no sharp edges or cracks
Risk Management
Key Risks
- •Collision between students moving with rackets
- •Students swinging rackets inappropriately
- •Slips and falls when chasing balls
- •Ball strikes to face or body
Risk Mitigation
- •Clear boundaries established for personal space during individual work
- •Racket safety rules introduced at start: 'Rackets stay below shoulder height'
- •Controlled ball rolling only - no hitting balls in air
- •Progressive skill building from static to moving activities
- •Adequate spacing between pairs and groups during partner/team work
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Move around groups during partner work to monitor technique and safety
- •Monitor closely during Interceptor game for appropriate movement patterns
- •Check equipment handling throughout lesson
Emergency Procedures
Stop signal established for immediate halt of activity, basic first aid kit accessible, clear procedure for any equipment-related injuries