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Lesson 3 - Racket and Ball Control

Rally Building Basics

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Year 3

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Tennis

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45 min

Big Question

How can you use the racket face to control a tennis ball accurately?

Learning Objectives

To develop effective racket and ball control techniques
To understand the different parts of a tennis racket and their functions
To demonstrate basic striking and catching skills with a racket

Key Outcomes

Students will be able to return a ball to a partner using basic racket skills
Students will demonstrate control when tapping a ball up continuously
Students will show understanding of racket parts and proper grip technique

Equipment & Resources Required

Tennis Rackets

1 per student (30)

Check racket size appropriate for Year 3 students - grip should fit comfortably

Alternative: Short tennis rackets, badminton rackets for smaller hands

Tennis Balls

1 per student (30)

Use softer balls for students who find catching difficult

Alternative: Foam tennis balls, sponge balls for easier catching

Hoops

1 per pair (15)

Place hoops in clear spaces for partner activities

Alternative: Chalk circles, rope circles, cones to mark targets

Skinned Foam Balls

10-15

Useful for students who struggle with regular tennis ball control

Alternative: Large tennis balls, bean bags for coordination practice

Key Vocabulary

Racket face

The strung surface of the racket used to hit the ball

Ready position

Balanced stance with knees bent, racket held in front, ready to move

Racket head

The top part of the racket that contains the strings

Grip

How you hold the handle of the racket with your hand

Centre of racket

The middle area of the strings where you get the most control

Underarm throw

Throwing the ball with your hand below waist level

Skill Progression Pathway

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

Prior Learning

Basic hand-eye coordination from ball games
Understanding of catching and throwing
Experience with simple equipment handling

Current Skills

Racket grip and control techniques
Ball familiarisation with racket
Basic striking with racket face
Partner cooperation in tennis activities

Next Steps

Forehand and backhand stroke development
Serving techniques and court positioning
Competitive game situations and scoring

Milestone Indicators

Consistent ball contact with racket centre

Ability to rally 5+ times with partner

Demonstrates ready position automatically

Key Teaching Points

Always emphasise centre of racket for best ball control and consistency
Maintain strong wrist position throughout all racket activities
Ready position provides balance and preparation for all movements
Gentle, controlled movements are more effective than power
Cooperation and patience are essential for partner success
Safety awareness through proper spacing and equipment handling
Progressive skill building from simple to complex activities

Common Misconceptions

Students think hitting harder will give better control - emphasise gentle touches
Belief that any part of racket works equally - reinforce centre contact point
Assumption that speed equals skill - focus on control and consistency
Thinking ready position is static - explain it's preparation for movement
Believing individual success is most important - highlight cooperative achievement

SEN Adaptations

ADHD

Shorter activity bursts with clear transitions, movement breaks built in, positive reinforcement for focus and effort

dyspraxia

Larger equipment for easier handling, simplified movements, extra practice time, step-by-step breakdowns

autism spectrum

Clear structure with visual activity cards, quiet practice space available, predictable routine and expectations

visual impairment

Use bright coloured balls and rackets, provide verbal descriptions of all activities, buddy system for guidance and safety

hearing impairment

Use clear visual demonstrations, hand signals for instructions, visual cues for stop and start

physical disability

Seated versions of ball control activities, larger/lighter equipment, shortened distances for partner work

Cross-Curricular Links

Maths

Counting consecutive ball taps, measuring distances between partners, timing activities and calculating averages

Science

Understanding forces when hitting balls, gravity effects on ball drops, friction between ball and racket strings

Geography

Spatial awareness and positioning, understanding directions and angles for ball placement

PSHE

Cooperation and teamwork in partner activities, resilience when learning new skills, respect for equipment and others

Teacher Guidance

Positioning

Move around the space constantly to observe all students, position yourself where you can see the maximum number of students during activities

Observation Focus

Watch for correct grip, ball contact with centre of racket, cooperative behaviour in partner work, and safety awareness

Intervention Points

Step in when students are frustrated, unsafe, or not following instructions; provide individual help for grip and technique

Demonstration Notes

Always demonstrate new skills slowly and clearly, exaggerate key movements, repeat demonstrations as needed, use students to demonstrate good technique

Verbal Cues

•'Centre of the racket!'
•'Strong wrist, gentle tap!'
•'Ready position - show me!'
•'Work together, help your partner!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m for 30 students, clear of obstacles and walls

Surface Check

Dry, non-slip surface suitable for movement and ball bouncing

Equipment Safety

Safety Checks

•Check rackets for damaged strings or loose grips
•Ensure balls are in good condition without cracks
•Verify hoops are stable and won't slide

Risk Management

Key Risks

•Collisions between students with rackets
•Flying balls hitting other students
•Tripping over equipment
•Racket head injuries from swinging

Risk Mitigation

•Establish clear personal space boundaries
•Teach 'STOP' signal for immediate activity cessation
•Position students with adequate spacing for racket movement
•Emphasise controlled movements rather than power

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor spacing during individual ball control activities
•Watch for students becoming frustrated or unsafe
•Ensure equipment is handled responsibly

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, ensure other students remain calm and safe