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Lesson 4 - Forehand and Backhand Volleys

Skills & Tactics Integration

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Year 3

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Tennis

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Big Question

How can we control the ball by deflecting it downwards instead of striking it hard?

Learning Objectives

To develop forehand and backhand volley technique with downward deflection
To understand the concept of deflecting rather than striking in tennis volleys
To link volleyball skills into flowing movement sequences

Key Outcomes

Students will demonstrate controlled forehand and backhand volleys with downward deflection
Students will show understanding of volley technique through peer assessment
Students will apply volley skills in competitive game situations

Equipment & Resources Required

Tennis Rackets

5 (for multiple courts)

Distributed around court perimeter for easy collection

Alternative: Short tennis rackets, table tennis bats for smaller hands

Tennis Balls

2 per pair (30 total)

Stored in ball baskets at court ends

Alternative: Foam balls, larger tennis balls for easier tracking

Dish Cones

Mark feeding positions and court boundaries

Alternative: Chalk lines, rope markers

Key Vocabulary

Volley

Hitting the ball before it bounces on the ground

Deflection

Redirecting the ball's path using gentle contact rather than powerful striking

Ready Position

Balanced stance with knees bent, racket up, ready to move in any direction

V Grip

Holding the racket with thumb and forefinger forming a V shape on the handle

Opposite Foot Forward

Stepping forward with the foot opposite to your striking hand

Skill Progression Pathway

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

Prior Learning

Basic racket grip and ready position
Understanding of forehand and backhand sides
Simple ball-catching and throwing skills

Current Skills

Forehand and backhand volley technique
Deflecting ball downwards with control
Linking volley movements into sequences

Next Steps

Volleys at different heights and angles
Moving volleys with footwork
Competitive volley games with strategy

Milestone Indicators

Consistent downward ball deflection

Smooth return to ready position

Successful peer assessment observations

Key Teaching Points

Deflection technique is about using the ball's energy, not adding power
Opposite foot stepping creates balance and control in volley technique
Downward ball direction is key for controlled volleys and game success
Ready position between shots enables quick reactions to different feeds
Firm wrist contact maintains control throughout the volley action
Peer assessment develops observation skills and technical vocabulary
Linking individual skills into smooth sequences shows advanced coordination

Common Misconceptions

Thinking volleys require powerful hitting - correct with gentle deflection emphasis
Believing same technique works for all ball heights - show adaptation needed
Assuming game success means good technique - focus on process over outcome
Expecting immediate backhand success - normalise that it takes more practice
Thinking ready position is just standing still - emphasise active, prepared stance

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries and expectations, positive reinforcement for focus

dyspraxia

Larger equipment for easier handling, extra demonstration time, simplified movement patterns initially

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet zones available if overwhelmed

visual impairment

Use bright coloured balls and rackets, provide verbal descriptions of demonstrations, buddy system for guidance

hearing impairment

Clear visual demonstrations, hand signals for instructions, written key teaching points available

physical disability

Seated volley options, modified equipment sizing, adapted distances and court dimensions

Cross-Curricular Links

Science

Understanding forces in ball deflection, gravity affecting downward trajectory, physics of ball bounce and control

Geography

Spatial awareness and positioning, understanding directions and movement patterns, court layout and boundaries

PSHE

Building resilience through skill practice, working cooperatively with partners, managing competitive emotions positively

Teacher Guidance

Positioning

Circulate between pairs during practice, position centrally during demonstrations for maximum visibility

Observation Focus

Watch for downward deflection technique, opposite foot stepping, and safe spacing between players

Intervention Points

Step in immediately for safety concerns, provide individual technique support as needed, manage competitive emotions during games

Demonstration Notes

Exaggerate technique elements for clarity, show both successful and incorrect examples for comparison, ensure all students can see demonstrations clearly

Verbal Cues

•'Deflect don't strike!'
•'Opposite foot forward!'
•'Gentle downward touch!'
•'Ready position between shots!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m area for partner work, additional court space for games

Surface Check

Even, dry surface free from obstacles, appropriate for running and stepping movements

Equipment Safety

Safety Checks

•Tennis rackets checked for secure strings and handles
•Balls appropriate pressure for safe deflection
•Nets and boundary markers securely positioned
•No damaged equipment in use

Risk Management

Key Risks

•Ball strikes from poor volley control
•Collisions during game activities
•Racket contact between players
•Slips during stepping movements

Risk Mitigation

•Emphasise controlled deflection rather than powerful hitting
•Adequate spacing maintained between pairs and courts
•Clear boundaries and movement areas established
•Progressive skill building from stationary to dynamic practice

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all practice pairs
•Monitor King of the Court games for fair play
•Watch for frustration levels during skill development
•Ensure appropriate partner matching for games

Emergency Procedures

Stop activity immediately for any injury, assess severity, provide appropriate first aid support, contact school procedures if needed