Lesson 1 - Ready Position & Return
Rally Progression Techniques
•Year 3
•Tennis
•Start Planning Better PE Lessons
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How can the ready position help us become better tennis players?
Learning Objectives
- To understand and demonstrate the tennis ready position
- To catch or return a ball before it bounces twice
- To play cooperatively in a competitive game situation
Key Outcomes
- Students will consistently use the ready position when receiving a ball
- Students will successfully catch or return balls with improved timing
- Students will demonstrate good sportsmanship during competitive play
Equipment & Resources Required
Place in basket at side of court for easy access
Alternative: Large foam balls, bean bags for special needs
Position across width of hall, evenly spaced
Alternative: Cones, rope between posts, painted lines
Mark court boundaries and warm-up grid
Alternative: Chalk marks, tape on floor
Teacher carries for game control
Alternative: Hand signals, verbal commands
Key Vocabulary
A balanced stance with feet shoulder-width apart, knees bent, and hands up, ready to move in any direction
When a tennis ball hits the ground for the second time, after which it cannot be returned legally
Sending the ball back to your opponent's area before it bounces twice
Continuous back-and-forth exchange of the ball between players
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from Year 2
- Understanding of simple game rules
- Experience working with partners
Current Skills
- Tennis ready position technique
- Ball tracking and timing
- Basic competitive play concepts
Next Steps
- Introducing racquet handling
- Developing forehand and backhand techniques
- More complex game scenarios
Milestone Indicators
Key Teaching Points
- Ready position consists of three key components: feet shoulder-width apart, knees bent, hands up and ready
- Ball tracking starts from the moment it leaves thrower's hands - watch it all the way
- Movement from ready position should be quick but controlled, maintaining balance throughout
- Two-bounce rule creates urgency and excitement while developing timing skills
- Cooperative approach in partner work leads to better learning than competitive pressure
- Fair play and good sportsmanship are as important as technical skill development
- Ready position transfers to all racquet sports and many other physical activities
Common Misconceptions
- Students think ready position means standing straight and still - correct by emphasising bent knees and dynamic alertness
- Belief that catching requires waiting for ball to come to them - teach active movement to intercept ball's path
- Assumption that throwing harder makes the game more challenging - emphasise that fair throwing helps partner improve
- Thinking that perfect catches are required every time - celebrate good attempts and near misses to build confidence
- Ready position is only for tennis - explain transfer to other sports like badminton, table tennis, and cricket
SEN Adaptations
ADHD
- Shorter activity bursts with movement breaks, clear visual boundaries, immediate positive feedback, reduced waiting time in queues
dyspraxia
- Larger, softer balls for easier handling, simplified ready position cues, extra practice time for motor skills, peer buddy support
autism spectrum
- Clear visual routine displayed, consistent partner pairings, quiet breakout space available, advance warning of activity changes
visual impairment
- Use bright coloured balls with bells inside, provide verbal descriptions of court layout, use buddy system for positioning guidance
hearing impairment
- Use visual signals instead of whistle, demonstrate all instructions clearly, provide written key points on board
physical disability
- Seated ready position for wheelchair users, larger balls for easier catching, reduced court size, consider balloon instead of tennis ball
Cross-Curricular Links
English
Following multi-step instructions, using descriptive vocabulary for movement, explaining techniques to others
Maths
Counting points and bounces, understanding angles and trajectories, measuring court distances and estimating ball placement
Science
Forces and motion in ball bouncing, gravity effects on ball trajectory, reaction time and nervous system responses
PSHE
Cooperation and communication with partners, resilience when missing catches, respect and fair play in competitive situations
Teacher Guidance
Positioning
Stand at corner of activity area for optimal sight lines to all students, move closer for individual feedback during skill practice
Observation Focus
Watch for correct ready position technique, safe ball handling, fair play during games, and positive interaction between partners
Intervention Points
Step in if students are struggling with ready position components, if ball throwing becomes too aggressive, or if game disputes arise
Demonstration Notes
Always demonstrate ready position with exaggerated movements for clarity, show both correct and incorrect techniques for comparison, use students as positive examples when appropriate
Verbal Cues
- •'Knees bent, hands ready!'
- •'Watch the ball, move to the ball!'
- •'Gentle throwing, help your partner succeed!'
- •'Ready position first, then move!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m hall space with 2m clear boundaries around activity areas
Surface Check
Dry, non-slip surface free from water, dust or debris that could cause falls
Equipment Safety
Safety Checks
- •Check tennis balls are not split or damaged
- •Ensure benches are stable and appropriate height (maximum 40cm)
- •Verify cones have no sharp edges or cracks
- •Confirm adequate number of balls to avoid sharing conflicts
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Slips and falls on polished hall floors
- •Ball strikes to face or body during catching practice
- •Trips over benches or equipment
Risk Mitigation
- •Clear boundaries established with cones and verbal instructions
- •Adequate spacing maintained between pairs during all activities
- •Progressive skill building from static to dynamic activities
- •Emphasis on controlled throwing rather than hard hitting
- •Regular checks of ready position to ensure balance and stability
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of hall for maximum visibility of all activities
- •Circulate during partner work to monitor technique and safety
- •Pay particular attention to ball throwing force and accuracy
- •Monitor spacing between pairs during games
Emergency Procedures
Stop all activity immediately on whistle signal, assess any injury, provide appropriate first aid, contact office if medical attention required