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Lesson 1 - Ready Position and Ball Striking

Skills & Tactics Integration

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Year 3

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Tennis

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1h 1min

Big Question

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

Tennis Balls

2 per student (60 total)

Distributed in central collection area for warm-up, then 2 per pair

Alternative: Foam balls, bean bags for students with coordination difficulties

Tennis Rackets

1 per student (30 total)

Size-appropriate rackets stored safely at court edges

Alternative: Table tennis bats, foam paddles for better control

Cones

40-50 cones

Used to create nets, boundaries, and court divisions

Alternative: Rope, chalk lines, or tape for court markings

Sun Markers

8-10 sets

Mark out 6x6 yard practice areas and centre lines

Alternative: Chalk, masking tape, or painted lines

Key Vocabulary

Ready Position

Standing with feet shoulder-width apart, weight on balls of feet, hands together in front of body

Forehand

Striking the ball on the same side as your dominant hand

Backhand

Striking the ball on the opposite side to your dominant hand

Baseline

The back line of the tennis court area

Rally

Continuous hitting of the ball back and forth between players

Court Position

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

Consistent return to ready position without prompting

Smooth transition from ready position to striking position

Ability to rally 5+ consecutive shots

Demonstrating strategic thinking about ball placement

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