Lesson 1 - Ready Position and Ball Striking
Skills & Tactics Integration
•Year 3
•Tennis
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How can I position my body to be ready for any tennis shot that comes my way?
Learning Objectives
- To develop the ready position and understand its importance in tennis
- To practice ball striking techniques using hands and rackets
- To apply movement skills in competitive game situations
Key Outcomes
- Students will consistently demonstrate the ready position between shots
- Students will strike a ball with control using appropriate technique
- Students will move effectively to get into good positions on court
Equipment & Resources Required
Distributed in central collection area for warm-up, then 2 per pair
Alternative: Foam balls, bean bags for students with coordination difficulties
Size-appropriate rackets stored safely at court edges
Alternative: Table tennis bats, foam paddles for better control
Used to create nets, boundaries, and court divisions
Alternative: Rope, chalk lines, or tape for court markings
Mark out 6x6 yard practice areas and centre lines
Alternative: Chalk, masking tape, or painted lines
Key Vocabulary
Standing with feet shoulder-width apart, weight on balls of feet, hands together in front of body
Striking the ball on the same side as your dominant hand
Striking the ball on the opposite side to your dominant hand
The back line of the tennis court area
Continuous hitting of the ball back and forth between players
Where you stand on the court to be ready for the next shot
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and catching skills
- Understanding of personal space and boundaries
- Experience with throwing and catching activities
Current Skills
- Ready position for racket sports
- Hand striking technique for ball control
- Basic racket handling and ball pushing
- Court positioning and movement patterns
Next Steps
- Introduction to proper tennis grip
- Overhead throwing and serving technique
- More complex movement patterns and court coverage
- Understanding of tennis scoring and rules
Milestone Indicators
Key Teaching Points
- Ready position is fundamental - feet shoulder-width apart, knees bent, weight forward, hands ready
- Control is more important than power - focus on placement and consistency over hitting hard
- Always return to centre court position after each shot to be ready for the next ball
- Sideways body position for striking gives better control and power transfer
- Cooperation in rallies builds skills faster than competitive hitting from the start
- Self-assessment builds reflective learners who understand their own progress
- Differentiation allows all students to experience success at their appropriate level
Common Misconceptions
- Misconception: 'Hitting harder makes you better at tennis' - Correct with: 'Control and placement are much more important than power'
- Misconception: 'Ready position is just standing still' - Correct with: 'Ready position is dynamic and athletic, ready to explode into movement'
- Misconception: 'You should stay where you hit the ball' - Correct with: 'Great players always return to the centre to be ready for anything'
- Misconception: 'Tennis is only for naturally athletic students' - Correct with: 'Tennis skills can be learned by everyone with practice and the right progression'
- Misconception: 'Forehand and backhand should feel the same' - Correct with: 'Different sides need different techniques, and that's perfectly normal'
SEN Adaptations
ADHD
- Frequent activity changes to maintain engagement, clear physical boundaries marked visually, regular positive feedback, movement breaks built into instruction time
dyspraxia
- Larger, slower balls for easier tracking, simplified movement patterns initially, extra practice time for skill development, confidence-building through achievable challenges
autism spectrum
- Clear visual schedule of lesson phases, quiet zone available if overwhelmed, consistent routines for equipment collection, sensory break options
visual impairment
- Use bright yellow tennis balls, provide clear verbal descriptions of court layout, buddy system for initial positioning, tactile markers for court boundaries
hearing impairment
- Visual demonstrations with clear gestures, written instruction cards for key points, visual signals for start/stop/direction changes, lip reading positioning for teacher
physical disability
- Seated version using table tennis bats and larger balls, modified court sizes to reduce movement demands, adaptive equipment like larger racket heads
Cross-Curricular Links
Maths
Counting rally sequences and scoring systems, understanding angles of ball direction, measuring court distances and boundaries, data collection on improvement scores
Science
Forces involved in ball striking and bouncing, friction between ball and different surfaces, body movement and balance in ready position, understanding momentum in ball control
Geography
Spatial awareness and court positioning, understanding direction and movement patterns, mapping movement around court areas, compass directions for movement activities
PSHE
Cooperation and partnership working, resilience when skills are challenging, celebrating others' success, fair play and honesty in competitive situations
Teacher Guidance
Positioning
Stand at corner of activity area for maximum visibility, move around during skill practice to provide individual feedback, position centrally during whole-group instruction
Observation Focus
Watch for correct ready position adoption, monitor ball control progression, observe cooperative spirit and fair play, note students showing particular confidence or difficulty
Intervention Points
Step in immediately if safety concerns arise, provide individual support for students struggling with ready position, offer extension challenges for advanced students, mediate any disputes during competitive elements
Demonstration Notes
Demonstrate: Always show skills slowly first, then at normal speed; use student helpers to show good examples; exaggerate key points like ready position for clarity; make demonstrations visible to all students
Verbal Cues
- •'Remember your ready position!'
- •'Soft touches for control!'
- •'Get sideways to the ball!'
- •'Back to the centre after your shot!'
- •'Well done for helping your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area minimum 20m x 30m, with additional space for multiple 6x6 yard practice areas
Surface Check
Dry, even surface suitable for running and quick direction changes, free from any water or obstacles
Equipment Safety
Safety Checks
- •Check tennis balls are properly inflated and not split or damaged
- •Inspect rackets for loose strings, cracks, or sharp edges
- •Ensure cones are stable and not cracked creating sharp edges
- •Check all equipment is age-appropriate size for Year 3 students
Risk Management
Key Risks
- •Ball strikes to face or body during throwing and striking activities
- •Collisions between students during warm-up games and court movement
- •Trips and falls during quick direction changes and movement activities
- •Racket contact between students or inadvertent strikes
Risk Mitigation
- •Clear boundaries established for all activities with adequate spacing
- •Progressive skill building from stationary to moving activities
- •Emphasis on control over power throughout all striking activities
- •Clear rules about racket handling and movement around others
- •Constant supervision during competitive elements
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas during warm-up
- •Circulate during skill practice to monitor technique and safety
- •Focus supervision on higher-risk competitive game phases
- •Watch for fatigue affecting technique and increasing risk
Emergency Procedures
Stop activity immediately, assess injury, apply appropriate first aid, contact school medical support if needed