Lesson 2 - Forehand Returns and Positioning
Skills & Tactics Integration
•Year 3
•Tennis
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How can we use good positioning and technique to hit consistent forehand returns in tennis?
Learning Objectives
- To develop consistent forehand return technique with full backswing
- To understand and apply correct positioning after ball bounce
- To demonstrate reflection and recognition of success in self and others
Key Outcomes
- Students will hit forehand returns with improved consistency and control
- Students will position themselves effectively to receive and return balls
- Students will reflect on their own and others' performance constructively
Equipment & Resources Required
Check racket size appropriate for age group
Alternative: Badminton rackets, table tennis bats for beginners
Use lower compression balls for better control
Alternative: Foam balls, larger slow balls for progression
Mark court boundaries and target areas
Alternative: Spots, rope for lines
Create mini courts approximately 10m x 6m
Alternative: Rope, cones in line, chalk lines
Key Vocabulary
A tennis stroke where the ball is struck with the palm facing the direction of the shot
Tennis grip where thumb and forefinger form a 'V' shape on top of the racket handle
The preparation phase where the racket is drawn back before striking the ball
Balanced stance with feet shoulder-width apart, weight on balls of feet, racket pointing forward
Continuous hitting of the ball back and forth between players
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic racket grip understanding
- Simple ball control with racket
- Awareness of ready position
Current Skills
- Consistent forehand return technique
- Positioning after ball bounce
- Self and peer reflection skills
Next Steps
- Backhand return development
- Rally consistency over longer sequences
- Game strategy and court positioning
Milestone Indicators
Key Teaching Points
- Maintain correct V grip throughout all activities for optimal control and power
- Emphasise side-on positioning for forehand shots to generate power and accuracy
- Develop ball control progressively from stationary to moving situations
- Focus on cooperation during rallies rather than winning points
- Encourage positive reflection and recognition of effort in self and others
- Build ready position awareness as foundation for all shots
- Use gentle feeding technique to support partner success
Common Misconceptions
- That hitting harder always produces better shots - emphasise control over power
- That only forehand shots are important - encourage backhand development
- That winning points is more important than skill development during practice
- That the racket grip doesn't matter much - reinforce V grip importance
- That you should stay in one spot when hitting - teach active positioning
- That reflection means only identifying mistakes - balance with recognising success
- That tennis is only for naturally coordinated students - emphasise progressive skill building
SEN Adaptations
ADHD
- Shorter activity periods, clear boundaries marked, regular positive feedback, movement breaks built in, simple one-step instructions
dyspraxia
- Larger equipment available, reduced complexity initially, extra practice time, break skills into smaller steps, visual and verbal cues combined
autism spectrum
- Clear routines established, visual schedule for lesson structure, quiet zones available, predictable partner pairings, extra processing time
visual impairment
- Use bright coloured balls and rackets, provide verbal cues for positioning, buddy system for spatial awareness, tactile markers for court boundaries
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written key points displayed, vibrating whistle for stops
physical disability
- Seated tennis version available, lighter rackets, larger balls, reduced court size, modified serving from shorter distance
Cross-Curricular Links
Maths
Counting consecutive hits, measuring court distances, angles for shot direction, data collection during King of the Court scoring
Science
Forces in racket sports - power, angle, spin; body movement and balance; trajectory and bounce physics
Geography
Court positioning and spatial awareness, directions for shot placement, mapping movement patterns during rallies
PSHE
Teamwork during partner activities, resilience when missing shots, managing competitive emotions, celebrating others' success
Teacher Guidance
Positioning
Stand at edge of activity area for visibility of all students, move between groups during partner work
Observation Focus
Watch for correct V grip, side-on positioning, ball control development, and positive interaction
Intervention Points
Step in if students struggling with grip, unsafe ball control, or negative peer interaction
Demonstration Notes
Demonstrate: Exaggerate key teaching points, use slow motion for technique, model positive language and sportsmanship
Verbal Cues
- •'Show me that V grip!'
- •'Get side-on for power!'
- •'Soft hands for control!'
- •'Ready position between shots!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor court area minimum 30m x 20m, clear of obstacles
Surface Check
Dry, even surface free from hazards, suitable for running and quick direction changes
Equipment Safety
Safety Checks
- •Check rackets for damage, especially strings and handles
- •Ensure balls are properly inflated and not split
- •Cones have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Ball strikes to face or body
- •Slips and falls during quick direction changes
- •Racket strikes during partner work
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between pairs and groups maintained
- •Progressive skill building from static to dynamic
- •Emphasis on controlled feeding and gentle returns
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas during games
- •Move between groups during partner work
- •Ensure safe equipment handling at all times
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or support, ensure other students are safe