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Lesson 2 - Ball Control with Tennis Racket

Foundational Skills & Play

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Year 4

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Tennis

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45 min

Big Question

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

Tennis Rackets

1 per student (30)

Check racket sizes are appropriate for Year 4 students, shorter handles preferred

Alternative: Plastic rackets, table tennis bats for students with coordination difficulties

Tennis Balls

1 per student (30)

Consider softer balls for indoor use or students with confidence issues

Alternative: Sponge balls, foam balls for beginners or safety concerns

Cones

Use to mark personal spaces and create clear boundaries

Alternative: Markers, spots, or hoops for space definition

Hoops

For target practice and partner activities

Alternative: Chalk circles, rope circles, or marked areas

Key Vocabulary

Racket grip

How you hold the tennis racket handle, like holding a frying pan then turning it over

Racket face

The stringed surface of the tennis racket used to hit the ball

Ready position

Standing position with knees bent, racket ready, eyes watching the ball

Centre of racket

The middle part of the racket face where you get the best control

Tap up

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

Consistent ball contact with racket centre

Maintaining control for extended periods

Demonstrating understanding of cause and effect in ball direction

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