Lesson 2 - Ball Control with Tennis Racket
Foundational Skills & Play
•Year 4
•Tennis
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How can I use the centre of my racket to control where the ball goes?
Learning Objectives
- To develop ball control using the correct tennis racket grip
- To demonstrate the ready position for returning balls
- To use the centre of the racket face for accurate ball control
Key Outcomes
- Students will be able to maintain ball control using proper racket technique
- Students will demonstrate improved accuracy when directing the ball to targets
- Students will understand the relationship between racket face position and ball direction
Equipment & Resources Required
Check racket sizes are appropriate for Year 4 students, shorter handles preferred
Alternative: Plastic rackets, table tennis bats for students with coordination difficulties
Consider softer balls for indoor use or students with confidence issues
Alternative: Sponge balls, foam balls for beginners or safety concerns
Use to mark personal spaces and create clear boundaries
Alternative: Markers, spots, or hoops for space definition
For target practice and partner activities
Alternative: Chalk circles, rope circles, or marked areas
Key Vocabulary
How you hold the tennis racket handle, like holding a frying pan then turning it over
The stringed surface of the tennis racket used to hit the ball
Standing position with knees bent, racket ready, eyes watching the ball
The middle part of the racket face where you get the best control
Gentle upward hit to keep the ball in the air using the racket
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hand-eye coordination from ball skills lessons
- Understanding of personal space and movement
- Experience with simple target games
Current Skills
- Tennis racket grip and control
- Ball manipulation using equipment
- Understanding of ball direction and force
Next Steps
- Developing forehand and backhand strokes
- Partner rallying and cooperation
- Introduction to simple tennis games
Milestone Indicators
Key Teaching Points
- Centre of racket provides best ball control and accuracy
- Correct grip (V-shape, frying pan method) is foundation for all tennis skills
- Racket face direction determines where ball travels
- Gentle, controlled movements are more effective than force
- Safety awareness and spatial understanding prevent injuries
- Cooperation and patience lead to better learning outcomes
- Progressive skill building from individual to partner work
Common Misconceptions
- Hitting harder will improve accuracy - actually control and technique matter more
- Any part of racket works equally well - centre gives much better results
- Tennis is just about individual skill - cooperation and communication are essential
- Grip doesn't matter much - correct grip is foundation for all future tennis development
- Ball direction is random - it directly relates to racket face angle and contact point
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular positive feedback, movement breaks built in
dyspraxia
- Larger equipment, simplified instructions, extra practice time, peer support
autism spectrum
- Clear routine structure, visual timetable of activities, quiet space available if needed
visual impairment
- Use brightly coloured balls, provide verbal descriptions of racket parts, use tactile learning for grip
hearing impairment
- Use visual demonstrations, hand signals for instructions, written key points on board
physical disability
- Adapted grip aids, seated tennis variations, shorter/lighter rackets, larger/softer balls
Cross-Curricular Links
English
Following instructions, using technical vocabulary, communicating with partners
Maths
Counting tap-ups, measuring distances for targets, understanding angles for ball direction
Science
Forces and motion - how racket force affects ball movement, cause and effect relationships
PSHE
Cooperation with partners, patience with learning new skills, celebrating others' achievements
Teacher Guidance
Positioning
Move around perimeter to observe all students, position for clear demonstrations
Observation Focus
Watch for correct grip, ball contact point, spatial awareness, and cooperation
Intervention Points
Step in when students struggle with grip, lose control repeatedly, or show unsafe behaviour
Demonstration Notes
Always demonstrate skills clearly before student practice, use exaggerated movements for visibility, involve students in demonstrations where appropriate
Verbal Cues
- •'Centre of the racket!'
- •'Bend those knees!'
- •'Point your racket where you want the ball to go!'
- •'Soft taps, not big hits!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Indoor hall minimum 15m x 20m or outdoor tennis court area
Surface Check
Non-slip surface, clear of obstacles, appropriate for tennis activities
Equipment Safety
Safety Checks
- •Check rackets for damage, splinters, or loose strings
- •Ensure balls are in good condition - not split or too hard
- •Verify cones are stable and have no sharp edges
Risk Management
Key Risks
- •Racket contact with other students
- •Slips from ball control activities
- •Eye injury from ball strikes
- •Overexertion from repetitive arm movements
Risk Mitigation
- •Establish clear personal space boundaries (arm plus racket length)
- •Emphasise controlled movements over power
- •Use softer balls for beginners or indoor use
- •Regular breaks and technique checks to prevent fatigue
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during racket activities
- •Monitor spacing and safety awareness continuously
- •Intervene immediately if unsafe behaviour observed
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, refer to school procedures