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Lesson 2 - Ball Control and Movement Skills

Rally Building Basics

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Year 3

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Tennis

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Big Question

How can we use our eyes and feet together to control a moving ball?

Learning Objectives

To develop hand-eye coordination through catching skills
To improve tracking and movement skills with a moving ball
To practise accurate underarm throwing to targets

Key Outcomes

Students will be able to catch a ball after one bounce consistently
Students will demonstrate good tracking and positioning skills
Students will show accuracy in underarm throwing to targets

Equipment & Resources Required

Tennis Balls

1 per student (30)

Pre-distributed around activity area for quick collection

Alternative: Soft foam balls, bean bags for students with grip difficulties

Cones

90 (3 per student)

Various colours for different activities, stored in corner for easy access

Alternative: Markers, hoops, or chalk circles

Tennis Rackets

2-3 portable nets

Set up in advance if using for hot spots activity

Alternative: Benches, ropes between posts, cones to mark net height

Key Vocabulary

Tracking

Following the ball with your eyes and moving your body to stay in line with it

Bounce catch

Catching the ball after it has bounced once on the ground

Underarm throw

Throwing technique where the arm swings low in an upward motion

Ready position

Balanced stance with knees bent, hands ready, watching the ball

Cupped hands

Hand position forming a cup shape to cradle and secure the ball

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching with large balls
Understanding of personal space and safety
Simple movement patterns and directions

Current Skills

Ball tracking with eyes and body movement
Catching after a bounce with control
Accurate underarm throwing technique

Next Steps

Introduction to simple racket skills
Rallying activities with equipment
Basic tennis-specific movement patterns

Milestone Indicators

Consistent catching success rate above 70%

Fluid movement to intercept moving balls

Accurate throws hitting targets 6 out of 10 times

Key Teaching Points

Track the ball with your eyes and move your feet to stay in line with it
Use cupped hands and bent knees for successful catching after one bounce
Underarm throwing requires a low-to-high arm swing with forward step
Ready position means knees bent, hands ready, eyes focused on the ball
Work cooperatively with partners and communicate clearly
Safety first - maintain control and awareness of others around you
Practice makes progress - celebrate improvement not just perfection

Common Misconceptions

Students think they need to reach with arms instead of moving feet to track ball
Many believe catching with one hand is always better than two hands
Some think overarm throwing is more accurate than underarm for short distances
Students often focus only on power rather than accuracy in throwing
Many don't understand that tracking requires continuous eye contact with ball
Some believe speed is more important than technique in catching
Students may think competition means not helping or encouraging others

SEN Adaptations

ADHD

Shorter activity segments, frequent position changes, clear boundaries marked, immediate feedback and praise, movement breaks integrated

dyspraxia

Larger equipment for better success, simplified movement patterns, extra demonstration time, peer support partnerships, reduced complexity initially

autism spectrum

Clear activity structure with visual schedules, defined personal spaces, regular routine checks, quiet zones available for breaks

visual impairment

Use bright coloured balls with high contrast, provide verbal descriptions of ball flight, use sound cues for timing, buddy system for spatial guidance

hearing impairment

Clear visual demonstrations, written instruction cards, hand signals for communication, visual start/stop signals

physical disability

Seated catching variations, larger/softer balls, reduced throwing distances, adapted target sizes, wheelchair-accessible court areas

Cross-Curricular Links

Maths

Counting successful catches in sequences, measuring distances between partners, angles of throw direction, simple addition when collecting cones

Science

Forces involved in throwing and catching, gravity effects on ball bounce, friction between ball and surface, reaction time and hand-eye coordination

Geography

Directional language (left, right, forward, back), spatial awareness and positioning, mapping movement patterns around activity area

PSHE

Cooperation and communication with partners, showing resilience when activities are challenging, celebrating others' success, managing competitive emotions

Teacher Guidance

Positioning

Move around the outside edge of activity area to observe all students, position for clear visibility during demonstrations

Observation Focus

Watch for correct catching technique, tracking movement, and underarm throwing form. Monitor cooperation during partner work

Intervention Points

Step in if students struggle with basic catching, show unsafe movement patterns, or display poor sportsmanship

Demonstration Notes

Use slow motion for new skills, exaggerate key points, involve confident students as demonstration partners, repeat demonstrations as needed

Verbal Cues

•'Eyes on the ball!'
•'Bend those knees!'
•'Soft hands for catching!'
•'Move your feet to track!'
•'Underarm and follow through!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear area with adequate ceiling height for ball throwing

Surface Check

Dry, even surface free from holes or uneven areas that could cause bad bounces

Equipment Safety

Safety Checks

•Check tennis balls are properly inflated and not split
•Ensure cones have no sharp edges or cracks
•Verify nets are securely attached if using

Risk Management

Key Risks

•Ball impacts to face or body
•Collisions during movement activities
•Slips and falls during direction changes
•Overexertion during active games

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing maintained between students and pairs
•Progressive skill building from static to dynamic
•Emphasis on control over speed throughout

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor partner interactions for fairness and safety
•Watch for signs of frustration or overcompetition
•Ensure equipment is used only as intended

Emergency Procedures

Stop activity immediately if injury occurs, assess need for first aid, have alternative activities ready for students unable to participate