Lesson 4 - Introducing Rackets
Tactical Skills Development
•Year 3
•Tennis
•Start Planning Better PE Lessons
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How can a racket become an extension of our hand to control and direct the ball?
Learning Objectives
- To learn how to hold a tennis racket safely using correct grip technique
- To understand the importance of ball control when using a racket
- To develop basic pushing shots with forehand and backhand techniques
Key Outcomes
- Students will demonstrate correct racket grip with strong hand at bottom
- Students will show ball control by keeping ball on racket during movement
- Students will successfully push the ball to their opponent's side of the court
Equipment & Resources Required
Check all rackets for damage, ensure appropriate size for students
Alternative: Short tennis rackets, table tennis bats for smaller hands
Use lower compression balls for easier control
Alternative: Foam balls, bean bags for control practice
Create mini courts approximately 6m x 4m
Alternative: Rope, chalked lines, existing court markings
Use for Run and Retrieve game team identification
Alternative: Different coloured equipment, verbal team names
Key Vocabulary
How we hold the racket handle with our hands
Standing position between shots with knees bent and racket up
Gently hitting the ball using the flat face of the racket
Hitting the ball on the same side as your strong hand
Hitting the ball on the opposite side to your strong hand
Hitting the ball back and forth with a partner
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control using hands
- Understanding of court boundaries and simple games
- Following safety rules around equipment
Current Skills
- Correct racket grip technique
- Ball control using racket face
- Basic pushing shots
- Ready position in tennis
Next Steps
- Developing consistent rally techniques
- Learning proper serving technique
- Understanding court positioning and tactics
Milestone Indicators
Key Teaching Points
- Racket grip is fundamental - strong hand at bottom, handshake position
- Ball control comes before power - emphasise gentle, controlled shots
- Ready position enables quick movement and better shot preparation
- Cooperation builds confidence before introducing competition
- Safety awareness with rackets must be maintained throughout
- Progressive skill building from stationary to moving ball activities
- Positive reinforcement encourages continued effort and improvement
Common Misconceptions
- Students often grip racket too high on handle - correct with handshake analogy
- Many think hitting harder equals better shots - emphasise control over power
- Some forget ready position between shots - use regular reminders and practice
- Students may try to catch ball instead of hitting it - encourage push motion
- Confusion between forehand and backhand sides - use clear body position demonstrations
- Thinking tennis requires natural talent - emphasise that skills develop with practice
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular positive feedback, offer choice in partner selection
dyspraxia
- Use larger, slower balls initially, provide extra practice time, break down movements into smaller steps with clear cues
autism spectrum
- Provide clear visual schedule of activities, establish quiet zone for breaks, use consistent routine structure
visual impairment
- Use brightly coloured balls and rackets, provide verbal descriptions of all demonstrations, assign sighted buddy for support
hearing impairment
- Use visual demonstrations and hand signals, provide written instruction cards, ensure face-to-face communication
physical disability
- Offer seated tennis option, use larger/lighter rackets as appropriate, modify court size to reduce movement requirements
Cross-Curricular Links
Maths
Counting rally hits, measuring court distances, timing activities, calculating team scores
Science
Forces and motion in ball striking, balance and centre of gravity in ready position, physics of ball bounce and control
Geography
Spatial awareness of court areas, direction and angles of ball travel, mapping movement patterns
PSHE
Cooperation and teamwork during partner activities, resilience when learning new skills, celebrating others' achievements
Teacher Guidance
Positioning
Move around perimeter of activity area for optimal supervision, position centrally for demonstrations
Observation Focus
Watch for correct grip technique, controlled shot production, and positive partner interaction
Intervention Points
Step in if racket swinging becomes unsafe, if students struggle with basic grip, or if competitive activities become too intense
Demonstration Notes
Always demonstrate with exaggerated movements for visibility, use analogy-rich language to aid understanding, involve students in demonstrations when safe
Verbal Cues
- •'Handshake grip - strong hand at bottom!'
- •'Push, don't swing - like closing a door!'
- •'Ready position between every shot!'
- •'Control the ball, don't let it control you!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m area, clear of obstacles with adequate run-off space
Surface Check
Dry, even surface suitable for safe movement with rackets
Equipment Safety
Safety Checks
- •Check all rackets for cracks or sharp edges before use
- •Ensure tennis balls are appropriate pressure - not too hard
- •Verify cone markers are stable and visible
Risk Management
Key Risks
- •Racket contact with other students during swinging motions
- •Slips and falls during movement activities
- •Ball strikes to head or body from poor control
Risk Mitigation
- •Establish clear personal space boundaries for racket use
- •Emphasise controlled, gentle shots throughout lesson
- •Progressive skill building from stationary to moving activities
- •Clear demonstration of safe equipment handling
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all racket activity
- •Monitor spacing during partner activities closely
- •Watch for any equipment misuse or unsafe behaviour
Emergency Procedures
Stop activity immediately, assess injury, appropriate first aid response, contact school medical support if needed