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Lesson 2 - Forehand Returns and Positioning

Skills & Tactics Integration

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Year 3

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Tennis

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1h 20min

Big Question

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

Tennis Rackets

1 per student (30)

Check racket size appropriate for age group

Alternative: Badminton rackets, table tennis bats for beginners

Tennis Balls

1 per pair initially, then 1 per student (30)

Use lower compression balls for better control

Alternative: Foam balls, larger slow balls for progression

Cones

Mark court boundaries and target areas

Alternative: Spots, rope for lines

Nets

5 courts worth

Create mini courts approximately 10m x 6m

Alternative: Rope, cones in line, chalk lines

Key Vocabulary

Forehand

A tennis stroke where the ball is struck with the palm facing the direction of the shot

V Grip

Tennis grip where thumb and forefinger form a 'V' shape on top of the racket handle

Backswing

The preparation phase where the racket is drawn back before striking the ball

Ready Position

Balanced stance with feet shoulder-width apart, weight on balls of feet, racket pointing forward

Rally

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

Maintains V grip throughout shot

Demonstrates full backswing consistently

Moves feet to position before striking

Provides constructive feedback to peers

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